Term pack

Class 8 Science

Name: ________________________

Skills in this pack

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

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Class 8 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.Fungal cells have a cell wall, as plant cells do. Why can a fungus still not make its own food by photosynthesis?
- a) Its cell wall blocks out sunlight
- b) It has no chloroplasts
- c) It has no cell membrane
- d) It has no nucleus to regulate the process
2.Match each part of a cell to the job it does.
- Cell membrane
- Cytoplasm
- Nucleus
- Cell wall
- regulates what the cell does and how it grows
- the place where most life processes happen
- an extra outer layer that stiffens the cell
- separates one cell from the next and lets material in and out
3.This is a plant cell. Tap the part that regulates what the cell does and how it grows.
Write the number of the part.
4.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 nucleus — the first use of the word in science
- b) A cell — the first use of the word in science
- c) A tissue — the first use of the word in science
- d) A microbe — the first use of the word in science
5.Which part is present in an onion peel cell but absent from a human cheek cell?
- a) The cell membrane
- b) The nucleus
- c) The cell wall
- d) The cytoplasm
6.Three kinds of human cell, sorted by their shape under the microscope.
Groups: Spindle-shaped · Long and branched · Thin and flat
- Muscle cell
- Nerve cell
- Cheek cell
7.Match each level of organisation to what it is built from.
- Tissue
- Organ
- Organ system
- several organs carrying out one major body function
- a group of similar cells
- different tissues working together
8.Who made better lenses in the 1660s, was the first to see and describe bacteria and blood cells, and is called the Father of Microbiology?
- a) Robert Hooke
- b) Antonie van Leeuwenhoek
- c) Acharya Kanad
- d) Ananda Mohan Chakrabarty

The cell, the basic unit of life · Class 8 Science · www.arenapublications.com/learn

Class 8 Science · 2 of 12

Microorganisms around us

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

1.Why do pickles and murabbas keep for months without going mouldy?
- a) Microorganisms cannot live on fruit once it has been cut
- b) They are sealed so tightly that no microorganism can reach them
- c) The high concentration of salt or sugar stops microorganisms growing on them
- d) The spices in them kill any microorganism that lands
2.Sort these by whether the whole living thing is one cell or many.
Groups: Unicellular · Multicellular
- Mould
- Amoeba
- Bacteria
- Yeast
3.Match each microorganism to the job it does for us.
- Yeast
- Lactobacillus
- Rhizobium
- makes bread and cake dough rise
- turns milk into curd
- traps nitrogen from the air for legume plants
4.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) Biogas, mainly oxygen with a little nitrogen
- b) Biogas, mainly carbon dioxide with a high proportion of methane
- c) Manure gas, mainly hydrogen
- d) Marsh gas, mainly carbon monoxide
5.Where does the chapter say microorganisms can be found?
- a) In water, in soil, in air, and inside the bodies of plants and animals
- b) In water and soil, but not in air
- c) Chiefly in food that has been left out to rot
- d) In soil and air, but not inside living bodies
6.Some microorganisms live in hot water springs and snow-cold zones. What does that tell you about them as a group?
- a) They cannot survive anywhere that a plant cannot grow
- b) They live in extreme conditions and cannot survive moderate ones
- c) They can live in extreme conditions as well as moderate ones
- d) They can live at high temperatures but not at low ones
7.Fruit and vegetable peels are buried in a pot of garden soil. Three weeks later they have become a dark crumbly material. What is it, and what made it?
- a) Compost, made by the peels drying out in the heat
- b) Charcoal, made by the peels being pressed under the soil
- c) Manure, made by fungi and bacteria breaking the peels down
- d) Manure, made by the soil dissolving the peels
8.Which bacterium ferments milk into curd, feeding on the milk sugar lactose? Give its name.

Microorganisms around us · Class 8 Science · www.arenapublications.com/learn

Class 8 Science · 3 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.Why should a used battery go to an e-waste facility rather than into the household bin?
- a) Household bins are too small for batteries
- b) It will start working again once it has been sorted
- c) A used battery is completely inert and so has no value
- d) It can still contain acids and metals that may cause fires or harm the environment
2.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 does not conduct electricity
- d) Nichrome is cheaper than copper
3.A nichrome wire in a circuit gets warm. What is happening inside it?
- a) The cell is hot, and the heat travels along the wire
- b) The current rubs against the sides of the wire, and friction warms it
- c) The wire is absorbing heat from the air around it
- d) The wire resists the flow of current, and that resistance turns some electrical energy into heat
4.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
- one whose chemicals have been used up, so it supplies no more electricity
- two metal rods of different materials
5.The north pole of a magnetic compass is attracted towards end A of an electromagnet. Which pole is end A?
- a) Both at once
- b) South
- c) North
- d) Neither — an electromagnet has no poles
6.In the lemon cell built in the chapter, what plays the part of the electrolyte?
- a) The iron nail
- b) The LED
- c) The lemon juice
- d) The copper wire
7.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 larger current, so a stronger magnet
- a stronger magnet without changing the current
- the North and South ends swap over
- a weaker magnet, since the core is gone
8.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 material, thickness and length of the wire, and how long the current flows
- c) The colour of the wire and the shape of the switch
- d) The material of the wire and nothing else

Magnetic and heating effects of current · Class 8 Science · www.arenapublications.com/learn

Class 8 Science · 4 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.A ball is thrown straight up. Starting from The object moves straight up, put what happens next back into order.
- Its speed goes on decreasing
- The object moves straight up
- It stops momentarily at the top
- It falls back down, its speed increasing
2.What is the SI unit of force called? Give the one word.
3.Gravitational force differs from magnetic and electrostatic force in one important way. Which?
- a) It acts on magnetic materials, while the other two act on any material
- b) It has no unit, while the other two are measured in newtons
- c) It acts without contact, while the other two need contact
- d) It attracts and does not repel, while the other two can do either
4.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
- Friction
- Gravitational force
- Magnetic force
- Electrostatic force
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.An object is carried to the Moon. Which of these changes, and which stays put?
- a) Its weight changes; its mass stays the same
- b) Neither changes
- c) Its mass changes; its weight stays the same
- d) Both change
7.An object placed in a liquid floats rather than sinks. What does the chapter say about the two forces on it?
- a) The buoyant force acts downwards and the gravitational force upwards
- b) The gravitational force is greater than the buoyant force
- c) There is no gravitational force acting on a floating object
- d) The buoyant force and the gravitational force are equal
8.The smallest division on a spring balance reads 0.5 N, and there are 2 divisions between the bigger marks. How far apart are the bigger marks, in newtons? Answer with a number.

Forces: contact and non-contact · Class 8 Science · www.arenapublications.com/learn

Class 8 Science · 5 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.Boat B has a base area of 3.5 m² and carries 3 people. Each person weighs 700 N. What is the pressure on Boat B's base, in N/m²? Answer with a number.
2.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
- A broad shoulder strap
- The sharp edge of a knife
- The pointed end of a nail
- The broad base of a dam
3.Why is a household water tank put up on the roof rather than at ground level?
- a) Water becomes heavier when it is higher up
- b) Water flows faster in a warm tank than a cool one
- c) A taller column of water raises the pressure at the taps, giving a better stream
- d) A tank on the roof holds more water than the same tank on the ground
4.Two pipes are open at the top, with a balloon tied over the bottom of each. Both balloons are the same to start with. Tap the balloon that will bulge out more.
Write the number of the part.
5.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 pressure inside our bodies is equal to it and balances it
- c) The air pushes upwards as much as it pushes downwards, so it cancels out
- d) Our skin is too tough for air to press through
6.The pressure exerted by the air around us has a two-word name in the chapter. What is it?
7.Two bags weigh exactly the same, but one has narrow straps and one has broad straps. Which is more comfortable, and why?
- a) Neither, because the bags weigh the same
- b) The broad-strap bag, because the same weight is spread over a larger area of the shoulders
- c) The broad-strap bag, because broad straps make the bag lighter
- d) The narrow-strap bag, because narrow straps hold the weight closer to the body
8.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
- a liquid presses on the sides of its container too, not just the bottom
- the air outside it presses harder than the thinned-out air trapped inside
- air pushes with a bigger force when it has a bigger area to push on
- it is the height of the water column that sets the pressure, not the width

Pressure and how it is shared · Class 8 Science · www.arenapublications.com/learn

Class 8 Science · 6 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.Put the steps that end in a flash of lightning back into the order the chapter gives them.
- The insulating property of air breaks down
- A bright flash of lightning is seen
- The ground below becomes positively charged
- Charge separates, leaving the lower part of the cloud negative
- Strong winds rub water droplets against ice particles
2.Match each name to what the chapter says it is.
- Storm
- Thunderstorm
- Cyclone
- Eye of the cyclone
- a spinning system of clouds, winds and rain around a very low-pressure centre
- the calm centre, where the pressure is at its lowest
- a storm that also brings lightning and thunder
- strong winds accompanied by rain
3.You are caught outdoors as a thunderstorm arrives. Sort these against the chapter's advice.
Groups: Safer during lightning · To be avoided during lightning
- Sheltering inside a car
- Crouching down in a low-lying open area
- Lying down flat on the ground
- Standing under a tall tree
- Using an umbrella with a metallic rod
4.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 give electric charge an easy path into the ground
- b) To stop lightning forming in the clouds above the building
- c) To attract the charge away from the ground into the sky
- d) To store the charge safely inside the building
5.Lightning heats the air around it very rapidly. What does that produce?
- a) Hail, as the heated air freezes on cooling
- b) Thunder, as the air expands and makes a loud sound
- c) Rain, as the heated air condenses
- d) A second flash a moment later
6.Why is it safer to leave doors and windows open during a storm with high-speed winds?
- a) It lets the wind blow straight through, so it cannot push on the walls
- b) It raises the pressure inside the house well above the pressure outside
- c) It cools the house, and cool air presses down on the roof
- d) It lets the pressure inside and above the roof even out, so there is less difference to lift the roof
7.A cyclone that has come ashore gradually weakens. Why?
- a) The Earth rotates more slowly over land than over sea
- b) Buildings on land block the wind and slow it down
- c) Its source of warm moist air from the ocean has been cut off
- d) The land is colder than the sea, so it freezes the cyclone
8.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.

Winds, storms and cyclones · Class 8 Science · www.arenapublications.com/learn

Class 8 Science · 7 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.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) Solutions
- b) Fluids
- c) Vapours
- d) Mixtures
2.What is the difference between boiling and evaporation, as the chapter puts it?
- a) Boiling turns a liquid into a solid; evaporation turns it into a gas
- b) Boiling happens at one temperature and throughout the liquid; evaporation happens at any temperature and at the surface
- c) Boiling happens at the surface; evaporation happens throughout the liquid
- d) Boiling is slow and evaporation is fast
3.A solid is heated until it melts. Put the four stages back into order.
- The particles vibrate more vigorously
- The solid turns into a liquid
- The vibrations grow strong enough that particles leave their positions
- The interparticle forces of attraction weaken
4.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) At the same rate in each of the three, because the grain is the same size
- b) In the ice-cold water, because cold water holds more colour
- c) In the room-temperature water, because the particles are most settled there
- d) In the hot water, because heating makes the particles move faster
5.What are the spaces between the particles of a substance called? Give the two words.
6.Match each solid from the chapter's table to its melting point, in degrees Celsius.
- Ice
- Urea
- Iron
- 1538
- 133
- 0
7.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
- Solid
- Gas
8.An incense stick is lit in one corner of a room and the fragrance is soon noticed across it. What does that show?
- a) Air particles stand still while the fragrance particles push past them
- b) The fragrance particles are pulled towards people
- c) The particles of air are moving constantly and carry the fragrance particles with them
- d) Smoke is heavier than air and rolls along the floor

The particulate nature of matter · Class 8 Science · www.arenapublications.com/learn

Class 8 Science · 8 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.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
- 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
- a colourless gas with a rotten egg-like odour comes off
- nothing is drawn out, because a new substance has formed
2.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
- Stainless steel
- Air
- Sprout salad
- Sugar dissolved in water
3.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 compound, made of carbon, hydrogen and oxygen
- b) It is a mixture of carbon and water stirred together
- c) It is an element, since carbon is left behind
- d) It is a metal, since it darkens on heating
4.Could you separate the hydrogen and oxygen in water by a physical method such as filtering, evaporating or using a magnet?
- a) Yes — a strong enough magnet pulls the hydrogen out
- b) No — the elements in a compound are held too tightly for any physical method
- c) No — because water contains just one element to begin with
- d) Yes — evaporating the water leaves the oxygen behind
5.A pure substance is one of two things. Which pair is it?
- a) An element or a compound
- b) An element or a mixture
- c) A compound or a mixture
- d) A metal or a non-metal
6.Silicon and boron sit awkwardly between the two families of elements. What are such elements called?
- a) Compounds
- b) Alloys
- c) Minerals
- d) Metalloids
7.In water, what is the ratio of the number of hydrogen atoms to the number of oxygen atoms? Write it as a ratio.
8.Lime water left standing in a petri dish turns milky. What does that show is present in the air?
- a) Nitrogen
- b) Carbon dioxide
- c) Dust particles
- d) Argon

Elements, compounds and mixtures · Class 8 Science · www.arenapublications.com/learn

Class 8 Science · 9 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.In a glass of salt water, what is the water called? Give the one word.
2.Alcohol and water are mixed, with rather more water than alcohol. Which is the solute?
- a) The alcohol, because it is the one present in the smaller amount
- b) Both, because liquids mixed together are both solutes
- c) Neither, because two liquids cannot form a solution
- d) The water, because it is a liquid
3.Which is the more concentrated solution: 2 spoons of salt in 100 mL of water, or 4 spoons in 50 mL?
- a) 2 spoons in 100 mL, since there is more water to spread through
- b) Neither, because concentration applies to gases rather than solids
- c) They are equally concentrated, since both use salt and water
- d) 4 spoons in 50 mL, since more solute sits in less solution
4.For most solids dissolving in a liquid, what does raising the temperature do to the solubility?
- a) It increases it
- b) It increases it for salts and decreases it for sugars
- c) It leaves it unchanged
- d) It decreases it
5.Each sip of a homemade oral rehydration solution tastes the same as the last. Why?
- a) The sugar settles at the bottom and the salt stays at the top
- b) The water dilutes both of them until neither can be tasted
- c) The sugar and salt are evenly distributed through the whole of the water
- d) The sugar and salt cancel out each other's taste
6.Why does dissolved oxygen matter in a pond?
- a) It keeps the water from freezing in winter
- b) It is what sustains the plants, fish and other organisms living in the water
- c) It stops other gases from dissolving in the water
- d) It makes the water taste better
7.Spoons of salt are stirred into a glass of water one after another. Put the four stages back into order.
- The undissolved salt settles at the bottom
- The first spoon of salt dissolves completely
- More spoons go in and still dissolve
- A spoon is added that does not fully dissolve
8.Which statement about a saturated solution is the right one?
- a) No more solute can be dissolved into it at that temperature
- b) It forms at high temperatures and nowhere else
- c) It can still dissolve more solute at that temperature
- d) It has dissolved less solute than an unsaturated solution

Solutes, solvents and solutions · Class 8 Science · www.arenapublications.com/learn

Class 8 Science · 10 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.Match each quantity to the instrument or unit the chapter gives for it.
- The quantity of matter in an object
- The space an object occupies
- The SI unit of volume
- A submultiple of a litre, equal to one cubic centimetre
- the millilitre
- measured with a weighing balance
- measured with a measuring cylinder
- the cubic metre
2.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.
3.Put the steps for finding the volume of an oddly shaped stone back into order.
- Record the final volume once the level has risen
- Tie the object with a thread and lower it slowly into the cylinder
- Subtract the initial volume from the final volume
- Fill a measuring cylinder with water and record the initial volume
4.Water is at its densest at 4 °C. As it cools further and turns to ice at 0 °C, what happens?
- a) The mass decreases, which is what makes ice float
- b) The particles pack closer together, so ice is denser and would sink but for the surface tension
- c) The particles arrange themselves so as to take up more space, so ice is less dense and floats
- d) The density stays exactly the same, since freezing is a physical change
5.Water in a measuring cylinder stands at 40 mL. A metal key is lowered in and the level rises to 47 mL. What is the key's volume, in cubic centimetres? Answer with a number.
6.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.
7.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.
8.Object A has a mass of 200 g and a volume of 40 cm³. What is its density, in grams per cubic centimetre? Answer with a number.

Density, and how to measure it · Class 8 Science · www.arenapublications.com/learn

Class 8 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.You are handed a magnifying glass. Which kind of lens is it?
- a) A concave lens
- b) A plane lens
- c) A spherical mirror
- d) A convex lens
2.What does the image in a convex mirror look like, whatever the distance to the object?
- a) Inverted and the same size as the object
- b) Erect and larger than the object
- c) Inverted and smaller than the object
- d) Erect and smaller than the object
3.Each of these is a mirror doing a job. Sort them by which kind of mirror is used.
Groups: Concave mirror · Convex mirror
- A store's surveillance mirror
- A road safety mirror at a bend
- The reflector of a torch
- A dentist's mirror
- The side-view mirror of a vehicle
4.The angle between the normal and the incident ray has a three-word name. What is it?
5.A ray of light strikes a mirror at an angle of 35° to the normal. What is the angle of reflection, in degrees? Answer with a number.
6.The laws of reflection were worked out with a plane mirror. Which mirrors do they hold for?
- a) Plane mirrors and nothing else
- b) Curved mirrors, but not plane ones
- c) Plane, concave and convex alike
- d) Plane and concave mirrors, but not convex ones
7.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) The paper can start to burn, because the mirror has concentrated the sunlight onto that point
- d) Nothing happens, because reflected light carries no heat
8.Why is a convex mirror, rather than a plane one, fitted as a vehicle's side-view mirror?
- a) It shows the traffic behind the right way up, which a plane mirror cannot
- b) It is cheaper to make than a plane mirror of the same size
- c) It shows the traffic behind at a larger size
- d) It shows a much wider area of the road behind

Mirrors and lenses · Class 8 Science · www.arenapublications.com/learn

Class 8 Science · 12 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.The decomposers vanish from a forest overnight. What follows?
- a) Dead matter piles up and nutrients stop returning to the soil
- b) Nothing changes, since decomposers do no work in a forest
- c) The soil becomes richer, since nothing is taking nutrients out of it
- d) The plants grow faster, since nothing is breaking anything down
2.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
3.Sort these ecosystems by whether they sit in water or on land.
Groups: Aquatic ecosystem · Terrestrial ecosystem
- Grassland
- A pond
- A forest
- A river
4.Sort what you would find in a pond or a forest by whether it is living or not.
Groups: Biotic · Abiotic
- Grass
- Sunlight
- Water
- Fish
- Soil
5.Food chains in an ecosystem are not really separate. What are they, taken together?
- a) A community, because the chains share a habitat
- b) A food web, because an organism may be eaten by two or more kinds of organism
- c) A population, because the chains hold organisms of the same kind
- d) A trophic level, because each chain occupies one level
6.In the chain grass → grasshopper → frog → snake, the frogs disappear. What happens to the grasshoppers and the snakes?
- a) Both increase, because one fewer animal is competing for space
- b) Both stay the same, because the grass is unaffected
- c) Grasshoppers decrease and snakes increase
- d) Grasshoppers increase, because nothing is eating them; snakes decrease, because their food has gone
7.Sort these animals by what they eat.
Groups: Herbivore · Carnivore · Omnivore
- Leopard
- Mouse
- Hare
- Crow
- Deer
- Fox
8.Put these four levels of nature in order, from the smallest upwards.
- Community
- Individual
- Population
- Ecosystem

Ecosystems and food chains · Class 8 Science · www.arenapublications.com/learn

Answer keys — Class 8 Science

In the same order as the worksheets.