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Learner's Book Answers: Unit 1 Photosynthesis and The Carbon Cycle
Learner's Book Answers: Unit 1 Photosynthesis and The Carbon Cycle
Learner's Book Answers: Unit 1 Photosynthesis and The Carbon Cycle
Learner’s Book
answers
Unit 1 Photosynthesis and the carbon cycle
Topic 1.1 Photosynthesis Think like a scientist: Investigating
how light intensity affects the rate of
Getting started
photosynthesis
Learners should see that the plant that has light is
1 This will depend on the results that learners
taller and greener than the one kept in the dark.
obtain. They are likely to find that the mean
They may also see that leaves of the plant in the
number of bubbles is greatest when the lamp
light are broader and more numerous, and the stems is closest to the test tube.
are thicker. Learners may remember that plants
make food by photosynthesis, and cannot do this 2 Check that:
in the dark, so they do not have enough ‘food’ to • the axes are the right way round, with
be able to grow well. They may also know that distance of lamp on the x-axis and mean
chlorophyll is what makes plants look green, and number of bubbles on the y-axis
that this is used to absorb energy from light. With • both axes are fully labelled, including units
no light, the plant does not make chlorophyll. • there are good scales on both axes
• the points are plotted neatly as small
Questions crosses, in exactly the right places
1 carbon dioxide and water • a neat line has been drawn; this could be a
best fit line, or learners could use a ruler to
2 glucose and oxygen join each point to the next.
3 Photosynthesis transfers energy from sunlight 3 decreases
into chemical energy in glucose. The plant
can use the glucose to make other substances. 4 increases
When the grasshopper eats grass, it takes in Activity: Photosynthesis and respiration
some of this energy. The lizard gets some of
Similarities: They are both chemical reactions.
the energy when it eats the grasshopper.
They both happen inside cells. They both involve
4 Plants release oxygen into the air when they energy changes (energy transfers). They both
photosynthesise. Animals such as lizards need involve glucose, oxygen, carbon dioxide and water.
oxygen for respiration. Differences: Respiration happens in all living cells,
but photosynthesis only happens in some plant cells.
Activity: Words beginning with photo- (Some learners may also know that photosynthesis
Easy words include: photograph, photography, can happen in the cytoplasm in bacterial cells, but
photographer, photographing, photocopier, this knowledge is not expected at this level.)
photocopying and photocopy. A few learners may Respiration happens in cytoplasm and mitochondria,
also know photostat and photogenic. Other less but photosynthesis happens in chloroplasts.
likely words for them to think of include photon, Photosynthesis needs sunlight, but respiration
photophobia, photocell and photofinish. does not.
Think like a scientist: Collecting the gas The reactants in respiration are the products in
produced in photosynthesis photosynthesis, and vice versa.
1 So that the gas could be collected over water. In photosynthesis, energy from sunlight is
transferred to chemical energy in glucose.
2 So that the water plant could get energy for In respiration, energy in glucose is released for the
photosynthesis. cell to use.
Cambridge Lower Secondary Science 9 – Mary Jones, Diane Fellowes-Freeman & Michael Smyth
1 © Cambridge University Press 2021
CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE
Topic 1.2 More about The bubbles contain air. They are likely to
contain a lot of oxygen if the leaf has been
photosynthesis photosynthesising.
Getting started The warm water makes the gases inside the air
1 in the green parts/in the leaves and stem spaces in the leaf expand, which makes them come
out of the leaf.
2 because they contain chlorophyll
Questions
3 because they are not green/do not receive light
1 The carbon dioxide particles have kinetic energy.
Think like a scientist: Planning an They are in constant, random motion. By chance,
investigation into the effect of some of them will go into the leaf through the
fertilisers on plant growth stomata. Some will also come out. But, overall,
more will go in than out because there are more
1 The hypothesis should state a predicted effect of them outside the leaf than inside it.
that changing one variable has on another
variable. For example: 2 Some of the oxygen diffuses out of the leaf.
The more fertiliser the duckweed plants have, Some of the oxygen is used in respiration.
the faster they will grow. 3 Plants get their protein by using the
There are many other possible hypotheses. carbohydrates they make in photosynthesis
Check that the hypothesis is genuinely testable and adding nitrogen to them to make proteins.
by experiment. Animals get their protein by feeding on plants
and/or other animals.
2 Answers will depend on the hypothesis being
tested. It is advisable to have at least five 4 Nitrate and magnesium are both needed for
different values of the variable. making chlorophyll, so a shortage of either
of them makes leaves go yellow. Nitrate is
3 Learners are likely to suggest counting the also needed for making proteins, but without
number of leaves. They could either decide to magnesium the plant cannot photosynthesise,
count each set of duckweed just once, after a so it has fewer carbohydrates to make proteins
set period of time, or they could count each from. A lack of either nitrate or magnesium
one at regular intervals such as every two days. reduces growth.
4 This will depend on which variables are being
changed; any other variables that could affect
Think like a scientist: Testing a leaf for
the rate of growth, such as light intensity and starch
temperature, should be kept the same. 1 a Starch is stored in the chloroplasts.
5 This will depend on the learner’s experiment. b Boiling breaks down the cell membranes,
They are likely to need Petri dishes, some so the iodine can reach the starch.
duckweed plants, some fertiliser and a way of 2 This makes it easier to see the colour change
measuring it, and a timer. when iodine solution is added.
6 There are few risks in this experiment. 3 Most learners will get a positive test result,
Fertiliser should be handled with care, as it showing that the leaf does contain starch. This
would not be good for it to be ingested. Clean was produced from the glucose that was made
up any spills quickly. by photosynthesis in the chloroplasts.
7 The predictions should match the hypothesis. 4 Only the green parts contained starch. The
Answers to questions 1 and 2 in part 2 will vary white parts have no chlorophyll, which is
from learner to learner. needed to absorb energy from sunlight and
without which photosynthesis cannot happen.
Activity: Which surface of a leaf has
most stomata? Topic 1.3 The carbon cycle
Learners should see more bubbles emerging from Getting started
the lower surface of the leaf because this is where In carbon dioxide in the air, the carbon atom is part
most stomata are. of a compound; in photosynthesis it becomes part
of a glucose molecule, but is still a carbon atom.
Cambridge Lower Secondary Science 9 – Mary Jones, Diane Fellowes-Freeman & Michael Smyth
2 © Cambridge University Press 2021
CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE
Cambridge Lower Secondary Science 9 – Mary Jones, Diane Fellowes-Freeman & Michael Smyth
3 © Cambridge University Press 2021
CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE
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4 © Cambridge University Press 2021
CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE
Questions 9 non-metals
1 6 10 Melting points increase as you go down
2 4 the group.
5 The size of the atoms increases as you go 2 Descriptions should include any movement
down this group. across the water; change in the solid metal;
fizzing, any flame and colour of the flame.
6 All have an outer shell containing one electron
and an inner shell containing two electrons. 3 lithium + water → lithium + hydrogen
hydroxide
7 This group of metals could be called Group 1
because there is one electron in the outer shell. sodium + water → sodium + hydrogen
hydroxide
8 The atoms get larger and the reaction with
water gets more violent as the size of the atoms potassium + water → potassium + hydrogen
hydroxide
increase.
Cambridge Lower Secondary Science 9 – Mary Jones, Diane Fellowes-Freeman & Michael Smyth
5 © Cambridge University Press 2021
CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE
4 This might include the reaction producing from the electrostatic charges between the
heat; a gas is released, and the metal moves electrons and the protons.
around the water surface.
9 Diagram of calcium atom should have four
5 The differences may include the amount of shells, with electron structure 2,8,8,2, and a
movement on the water and the intensity nucleus.
of the violence of the reactions. Accept any Diagram of calcium ion should have three
observed differences. shells, with electron structure 2,8,8, and a
6 These may include the colour; the fact that nucleus. (Students may or may not write 2+ to
they are soft and can be cut; they are all light the top right of the calcium ion diagram.)
and float on water and they react to form an 10 2
hydroxide with water. Accept any observed
similarities. 11 CaCl2
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6 © Cambridge University Press 2021
CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE
4 A macromolecule is a giant molecule. Examples 5 If a covalent substance were used, there would
are silicon dioxide, diamond or graphite. be no conduction of electricity because the
forces inside the molecules are strong and
5 Ionic, because it has high melting- and boiling
there are no charged particles to carry the
points and it is a compound formed from a
electricity.
metal and a non-metal.
6 A simple molecule with covalent bonds. It has Check your progress
low melting- and boiling points. Also credit 2.1 a Below 180 °C and above 63 °C
the fact that it is formed from two non-metals
b Below 883 °C and above 688 °C
so must have covalent bonds.
c hydrogen
7 A gas
d More bubbles of gas and more heat will
8 They have high melting points because they be generated than with lithium, but less
are ionic compounds. The electrostatic forces than with potassium.
between the ions in these compounds are very e Lithium 7; sodium 23; potassium 39;
strong so, in order to melt the solids, a great rubidium 85
deal of energy is need to break these bonds.
f The number of protons plus the number
9 They are composed of simple molecules; the of neutrons.
forces within the molecules are strong, but the g Diagram should have a nucleus, three
forces between the molecules are weak, so less shells, and the electron structure 2,8,1.
energy is needed to melt them.
2.2 a Diagram should be the same as in the
10 Copper sulfate has ionic bonds. It has formed question, but with one additional
a giant structure of crystals and is made from cross in the outer shell.
a metal and a a non-metal.
b A fluorine ion is more stable than a
11 This substance has ionic bonds because it has fluorine atom because the outer (highest
very high melting- and boiling points. energy level) shell of electrons is full.
12 Silicon dioxide is hard and has a very high c F−
melting point; these are not properties that 2.3 a ionic
are expected of a substance with covalent
b covalent
bonds. We know that silicon dioxide must have
covalent bonds because it is formed from two c covalent
non-metals so the only explanation can be that d ionic
silicon dioxide has a giant covalent structure. e ionic
Think like a scientist: Ionic compounds 2.4 CH4
conducting electricity 2.5 a The strong electrostatic forces between
1 The expected answer would be yes, but credit the positive sodium ions and the
answers based on the learner’s findings. negative chlorine ions.
2 When ionic compounds dissolve in water, the b The melting- and boiling points of
ions are free to move about in the solution sodium chloride will be high because
and can carry the electric charge and so the the electrostatic forces are strong.
solution can conduct the electricity.
3 The expected answer would be no, but credit
answers where learners may have found some
conduction if they are based on their results.
4 The ions are held in a strong lattice so they
are not free to move to carry the charge and
conduct electricity. Learners should explain any
conduction they did observe, for example the
electrodes were touching or the crystal was wet.
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7 © Cambridge University Press 2021
CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE
Cambridge Lower Secondary Science 9 – Mary Jones, Diane Fellowes-Freeman & Michael Smyth
8 © Cambridge University Press 2021
CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE
3 Use a larger container filled to the very top, 3 The greater the temperature difference, the
submerge object, collect water that overflows, greater the rate of thermal energy transfer.
measure the volume of the water collected
4 The trend in the learner’s result is correctly
using several measuring cylinders.
described; this should be a trend rather than
4 The result is likely to be anomalous because only quoting results.
wood floats on water, therefore the density of
wood is expected to be less than the density of Think like a scientist: Measuring heat
water, which is 1.0 g/cm3. and temperature
1 The table should have a column for energy in
Topic 3.2 Heat and temperature joules and a column for temperature in °C.
Getting started 2 The graph should be drawn with linear scales
1 Any heat source, such as a flame, a hot plate and cover half the grid in both directions.
or an immersion heater; it is also acceptable Ideally, the graph should be a straight line.
to add more water that is at a higher 3 As the energy supplied to the water increases,
temperature. the temperature of the water increases.
2 a The water in the swimming pool. 4 Any three from: volume or mass of water
b The temperature increases are the same, / type of container / starting temperature
so the larger mass of water requires more of the water / same temperature increase /
thermal energy. same quantity of thermal energy from the
immersion heater.
Questions
5 Any three from: transferred to the cup / to
1 a J the air above the water / to the surface below
b °C the cup / to evaporate some of the water / to
2 a The temperatures are the same. the area around the top of the heater (if the
heater was not completely submerged).
b The thermal energy in the larger block,
B, is greater, so B has more heat. 6 Any three from: insulation around the cup /
insulation under the cup / ensure the heater is
3 a Thermal energy contained within that completely submerged (if it was not) / put a lid
object; the total energy of all the particles on the cup.
in the object.
b The average energy of the particles in Topic 3.3 Conservation of energy
an object.
Getting started
4 A → B and A → C and B → C 1 Most should be able to recall at least some
5 The statement will be true only if the from: kinetic, chemical, gravitational
substances are the same and have the same potential, elastic potential, electrical, thermal.
mass or same number of particles. It is 2 For example, chemical can be changed to
possible for an object with a small mass to electrical in a cell or battery.
have a higher temperature than an object with
larger mass, yet the object with larger mass 3 Where energy spreads out and becomes
may have more thermal energy, so has more less useful.
heat.
Questions
Activity: The Mpemba effect 1 a
Energy cannot be created or destroyed;
1 The table should have a column for starting energy can be changed or transferred
temperature of the water in °C (normally be (statements can be in either order).
on the left). There should be a column for b i false
time taken to freeze in minutes or seconds, or ii false
minutes and seconds. iii true
2 Each temperature difference correctly 2 a 1000 − 500 = 500 J
calculated by subtracting −18 °C from each b 100 − 80 = 20 J
temperature.
Cambridge Lower Secondary Science 9 – Mary Jones, Diane Fellowes-Freeman & Michael Smyth
9 © Cambridge University Press 2021
CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE
Cambridge Lower Secondary Science 9 – Mary Jones, Diane Fellowes-Freeman & Michael Smyth
10 © Cambridge University Press 2021
CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE
5 The temperature increase of the water will be b Because of convection; hotter water will
slower with the LED; the water will not reach be at the top, hotter water is less dense
as high a temperature with the LED as it did and will float / rise above cooler water
with the lamp. (which will be at the bottom).
c Higher up than the first heater; because
Topic 3.5 Ways of transferring of convection, the water below the heater
thermal energy will not be heated.
Getting started Think like a scientist: Conduction of
1 a In a solid, the particles are regularly thermal energy in different materials
arranged and in contact. The risk assessment should include keeping paper
b In a liquid, the particles are randomly away from the flame; not touching the hot metal rod;
arranged and in contact. making sure the candle will not fall over, and allowing
c In a gas, the particles are randomly everything to cool at the end of the investigation.
arranged and not in contact.
1 Thickness / diameter of rod; distance of rod
2 a Particles vibrate more vigorously, taking from flame; mass of wax; distances between
up more space; the solid expands. paperclips; mass of paperclips.
b Particles vibrate more vigorously, taking 2 This will vary according to available
up more space; the liquid expands. equipment and design of the investigation.
c Particles move faster and collide with each
other and the walls with more force; the 3 The paperclips closer to the heat source should
gas expands. fall first, some of the more distant paperclips
may not fall within the allocated time. If
Questions different materials have been used, then some
1 a conduction, convection and radiation comparison should be made. For example,
the paperclips started to fall off faster from a
b conduction and convection; both of these
copper rod than from an iron rod.
methods require particle movement and
there are no particles in a vacuum. 4 The heat source makes particles in the rod
c Conduction because the particles in vibrate more vigorously; the vibration is
a solid are close together/touching to transferred to neighbouring particles by
transfer the energy from vibrations; collisions; this carries on along the rod; if
convection cannot occur in a solid different materials have been used then a
because the particles are not free to move. comparison should be made – for example, the
vibrations are transfered faster in the copper
2 The black T-shirt will absorb thermal radiation than in the iron; transferring thermal energy
faster, so Arun will feel hotter sooner. The along the rod, the wax is heated by conduction
white T-shirt will reflect more thermal from the rod and will melt when it reaches
radiation, so Marcus will feel cooler for longer. its melting point; particles in the solid wax
3 a conduction vibrate more vigorously until they can move
further apart and turn to a liquid.
b radiation
5 Some materials such as wood will burn; other
4 a The electric heater gets hot (changes
materials such as plastic will melt.
electrical energy to thermal energy), heat
is transferred from the heater to the water Activity: Observing convection
by conduction, particles in water around 1 The drawings should, at the very least, show
the heater vibrate more vigorously and arrows for the direction of the convection
take up more space, water around the current. Arrows should point up from the heat
heater expands and becomes less dense, source (which is clearly shown at one side of
this hotter water floats to the top of the the base of the beaker), then across the upper
tank, cooler water moves to the bottom part of the water, then down the other side
of the heater to replace the water that has and back across the bottom to the heat source.
risen; this sets up a convection current
that heats all the water.
Cambridge Lower Secondary Science 9 – Mary Jones, Diane Fellowes-Freeman & Michael Smyth
11 © Cambridge University Press 2021
CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE
2 Explanations should refer to particles e.g., every 1 minute (details of the cans need
vibrating more vigorously due to being not be given as question asks about these cans,
heated. These particles then take up more i.e., the ones that were used in the first part of
space, expanding the liquid, decreasing the the investigation).
density of the heated liquid and this heated
liquid, floating or rising through the denser Topic 3.6 Cooling by evaporation
surrounding liquid.
Getting started
Think like a scientist: Emitting thermal 1 In evaporation, some particles have sufficient
energy by radiation energy to leave the surface of the liquid
1 The prediction should be that the water in the and enter the gas state, so evaporation
cans will cool at different rates and that this only occurs at the surface. In boiling, all
is linked to the colours; the black can should particles have sufficient energy to turn to
cool quickest and the shiny silver can should gas, so boiling occurs at all positions in the
cool slowest. This should be linked to the liquid at once. Evaporation can occur at any
relative ability of each colour to emit thermal temperature whereas boiling only occurs at
radiation. one temperature.
2 The table should have one column (at the 2 Particles in a liquid all have different energies.
left) for time in minutes, or in minutes and Those at the surface that have sufficient energy
seconds. There should then be columns for the can leave the liquid and enter the gas state.
temperature in °C for each colour. Questions
3 The graph should have temperature on the 1 The energies of the particles in water at 25 °C
y-axis and time on the x-axis. All three (or are different.
more) lines should be drawn on the same grid; Particles with the least energy stay in the liquid.
each line should be clearly identified using a
Particles with the most energy can leave the
key for the colour of the can. The lines should
liquid.
be curves if the results have been recorded
correctly. When liquid water turns to gas, the water is
said to evaporate.
4 The trend for all cans should be described as
the temperature decreasing with time. More 2 C
detail can be added, such as the decrease in 3 a The average energy of the particles
temperature was faster at the start / when the decreases because the particles with more /
water was hotter. A comparison should be the most energy leave the liquid; slower
made between the rates of cooling of each moving particles are left behind in the
colour of can. liquid.
5 The answer should link the original prediction b The temperature decreases; temperature
with the observations. is the average energy of the particles in
a substance, so as the average energy
6 Reference to the graph; any point that are
decreases, the temperature decreases.
further from the line or does not appear to
fit with the others. 4 a Evaporation causes cooling; thermal
energy from skin is used to evaporate
7 Volume (or mass) of water in each can;
the sweat.
material / type of can; starting temperature
of water; location of cans; none stirred or b There is no loss of thermal energy due to
shaken. evaporation.
8 Use of a radiant heat source or placing in 5 When isopropanol contacts the skin, the liquid
direct sunlight; if a radiant heater is used then evaporates; evaporation lowers the average
all cans to be equal distance from the heat energy of the particles in the liquid, so the
source; same volume of water in each; water at temperature of the liquid decreases; thermal
same starting temperature in each; cans left for energy from the skin is used to evaporate the
the same time; temperature measured at equal liquid.
regular intervals which should be specified,
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12 © Cambridge University Press 2021
CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE
Cambridge Lower Secondary Science 9 – Mary Jones, Diane Fellowes-Freeman & Michael Smyth
13 © Cambridge University Press 2021
CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE
Cambridge Lower Secondary Science 9 – Mary Jones, Diane Fellowes-Freeman & Michael Smyth
14 © Cambridge University Press 2021
CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE
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15 © Cambridge University Press 2021
CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE
f Water vapour diffused out of the leaves b Accept any correct responses. For
of the plant, through its stomata. The example, fish for protein; yoghurt for
water vapour condensed to a liquid on calcium; meat for iron.
the inside surface of the bag. c Most people’s diets contain more fat
4.4 a There is a wide range of correct answers. than they need, so her normal diet is
Credit any answer that includes a correct likely to contain enough fat for herself
function of that nutrient. For example: and her fetus. Too much fat can lead to
obesity and heart disease.
She needs more protein because protein
is needed for growth, and the fetus is d Any two of: Carbon monoxide from
growing. the cigarette smoke gets into the fetus’s
blood and reduces how much oxygen
She needs more calcium to help the fetus
it can carry. Nicotine also gets into the
form strong bones and teeth, as well as
fetus’s blood; it is an addictive substance
keeping her own bones and teeth strong
and can damage the blood vessels.
and healthy.
Babies born to mothers who smoke
She needs more iron so that the fetus can during pregnancy are at increased risk of
produce haemoglobin for its red blood having a low birthweight.
cells, as well as increasing the number of
her own red blood cells.
Unit 5 Reactivity
Topic 5.1 Reactivity and 5 magnesium + oxygen → magnesium oxide
Cambridge Lower Secondary Science 9 – Mary Jones, Diane Fellowes-Freeman & Michael Smyth
16 © Cambridge University Press 2021
CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE
Think like a scientist: Identifying a fruits, tomato and other savoury sauces,
mystery metal – carrying out the pickled vegetables.
investigation 2 hydrogen, nitrogen and oxygen
1 This will depend on which metal you provide. 3 hydrogen, sulfur and oxygen; two atoms of
2 Credit comments on the various reactions that hydrogen, one atom of sulfur and four atoms
have been used to suggest a metal. of oxygen.
3 This will depend on what results they found 4 a Both formulae contain chlorine, Cl.
but they may want to use different salt b The hydrochloric acid contains hydrogen,
solutions once they have an idea of which H, but the sodium chloride contains
metal it might be. sodium, Na.
Questions 5 a sodium citrate
1 No, because iron is less reactive than b Adding sodium citrate to foods such
aluminium. as orange jam helps to maintain its
2 The thermite reaction can be carried out a tangy taste and reduces the risk of the
long way from a workshop or laboratory; product decaying. (Leaners may refer to
molten iron is produced so that it can be used buffering, which appears in many articles
to join the two rails together. on the internet; only credit this if they
have explained what it means. Learners
3 So that the raw materials for the process, iron should demonstrate engaging with the
ore and coal, did not have to be transported information, not just copy and paste it.)
very far. This reduced the costs of production.
6 zinc chloride
Think like a scientist: Extracting metals
7 sulfuric acid
using carbon
1 There will be a reaction between the copper 8 iron + hydrochloric → iron + hydrogen
acid chloride
oxide and carbon. There should be copper at the
interface of the two powders. The copper can be 9 Sodium is very reactive and the reaction
identified by its distinctive colour. would be explosive.
copper + carbon → carbon + copper Think like a scientist: Making the salt
2
oxide dioxide zinc sulfate
3 It indicates that carbon is more reactive than 1 zinc + sulfuric acid → zinc sulfate + hydrogen
copper. 2 The solution may spit when heated, which
4 Carbon should be placed below magnesium could cause burns.
and above zinc. The reason given should be 3 Larger crystals will be produced when the
that carbon can displace a number of different liquid is left to evaporate slowly, so that is the
metals, including zinc, which is the most better way.
reactive of the metals given in the list in the
text. Credit any ideas that involve placing 4 Credit any sensible suggestions, such as using
carbon above the metals iron and copper. the same mass and volume of zinc and acid for
two reactions; using two identical evaporating
Topic 5.3 Salts basins; heating one evaporating basin with
a Bunsen burner as in the experiment in the
Questions Learner’s Book, leaving the other evaporating
1 a Credit any properties of acids, such as basin so that the water evaporates very slowly,
turning litmus red, turning universal and then comparing the size of the crystals.
indicator solution yellow or red, having
a pH of less than 7, tasting sour and that Think like a scientist: Making the salt
strong acids are corrosive. copper sulfate
b Credit anything suitable, such as vinegar, 1 Safety glasses, 250 cm3 beaker, glass stirring
fruit juices, lemonade, fizzy drinks, citrus rod, copper oxide powder, dilute sulfuric acid,
measuring cylinder, filter funnel, filter paper,
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CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE
conical flask, evaporating basin, tripod, gauze, 6 Credit properties, such as soapy feel, turns
pipeclay triangle, heatproof mat, Bunsen litmus blue, turns universal indicator solution
burner, tongs. blue or purple, has a pH greater than 7.
2 The risk assessment should feature each 7 A base is a metal oxide. If a metal oxide
process, for example: dissolves in water, it makes and alkaline solution.
Step 1: Measuring acid and adding copper magnesium + sulfuric → magnesium + water
oxide: risk of getting acid in your eye, so wear 8
oxide acid sulfate
safety glasses.
Step 2: Heating the copper oxide and sulfuric 9 MgO + H2SO4 → MgSO4 + H2O
acid: general risks of heating and not touching 10 Iron oxide could be reacted with hydrochloric
hot items, wearing eye protection when using acid to form iron chloride.
acids, not boiling the mixture as harmful
fumes can be given off. Learners should Think like a scientist: Preparing a salt
mention both the risks and how they can from acid and a carbonate
attempt to overcome them. 1 This will vary depending on what equipment
Step 3: Allowing the mixture to cool: general you have available but is likely to include
risks of heating and not touching hot items, safety glasses, copper carbonate, hydrochloric
wearing eye protection when using acids. acid, measuring cylinder, beaker, spatula, filter
Step 4: Filtering: risk of splashes of the funnel, filter paper, conical flask, evaporating
solution getting into the eyes, so wear safety basin, tripod, pipeclay triangle, Bunsen
glasses. burner, heatproof mat, tongs.
Step 5: Evaporating: risk of solution spitting 2 The risk assessment should feature each
and general risk of heating and not touching process, for example:
hot items, using tongs to move the evaporating Step 1: Measuring acid: risk of getting acid in
basin, wearing safety glasses, taking care your eye, so protect yourself by wearing safety
about how close you get to the apparatus. glasses.
3 To remove any unreacted copper oxide powder. Step 2: Adding the copper carbonate to the
4 Use hydrochloric acid instead of sulfuric acid. hydrochloric acid: wear eye protection when
using acids. The risk assessment should
5 copper + hydrochloric → copper + water feature each process and learners should
oxide acid chloride mention the risks and also how they can
copper + nitric → copper + water attempt to overcome them.
6
oxide acid nitrate Step 3: Adding excess copper carbonate: wear
eye protection when using acids.
Topic 5.4 Other ways of Step 4: Filtering: risk of splashes getting into
making salts the eyes, protection by wearing safety glasses.
Step 5: Evaporating: risk of solution spitting
Questions and general risk of heating and not touching
magnesium nitric magnesium hot items, using tongs to move the evaporating
1 + → + water + carbon dioxide
carbonate acid nitrate basin, wearing eye protection, taking care
about how close you get to the apparatus.
2 MgCO3 + H2SO4 → MgSO4 + H2O + CO2
Steps 6 and 7: low risk
3 By bubbling the gas through limewater, which
will go cloudy if the gas is carbon dioxide. 3 Credit any sensible observations: the most
obvious will be bubbling as a gas is given off.
4 You could add an indicator such as universal
indicator solution. If the test solution is an acid, 4 carbon dioxide
universal indicator solution will turn yellow copper hydrochloric copper carbon
or red. If the solution is an alkali, universal 5 carbonate
+
acid
→
chloride
+ water +
dioxide
indicator solution will turn blue or purple.
6 Any description should include colour (pale
5 A neutral solution green) and the nature of copper chloride
(crystals/powder).
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7 copper carbonate and copper chloride 6 You could add a little more alkali until the
universal indicator solution turns green.
8 Copper carbonate is not soluble as it is left
behind in the filter paper. Copper chloride is 7 sodium chloride
soluble as it passes through the filter paper as
sodium hydrochloric sodium carbon
a solution. 8 hydroxide
+
acid
→
chloride
+ water +
dioxide
9 To make copper sulfate from copper
carbonate, the experiment could be repeated 9 The description should include the colour
but this time using sulfuric acid instead of (white) and the shape of the crystals obtained
hydrochloric acid. (cubic).
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5 So that the air can reach the magnesium and combined with the sulfate to form
the oxygen in the air can react with it. aluminium sulfate, leaving copper.
6 When you lift the lid of the crucible during the c zinc + lead nitrate → zinc nitrate + lead
heating, you must be careful not to allow any d Copper is less reactive than sodium,
of the product to escape. As you lift the lid you so it cannot displace the sodium in the
should be careful not to knock the crucible compound sodium chloride.
and cause the product to spill out.
5.2 a
Aluminium is the most reactive
Think like a scientist: The law of b
There will not be a reaction as
conservation of mass magnesium is more reactive than lead, so
1 Accept any sensible observations, which lead cannot displace magnesium.
are likely to include that there were bubbles c There will be a reaction:
produced showing that a gas was given off. iron + lead → iron + lead
nitrate nitrate
calcium hydrochloric calcium carbon
2 carbonate
+
acid
→
chloride
+ water +
dioxide 5.3 a hydrogen
b Place a lighted splint in the neck of the
3 calcium chloride test tube; if the gas is hydrogen it will
4 Accept any sensible answers. You should burn with a squeaky pop.
be looking for an understanding that the c zinc sulfate
practical steps in doing this investigation may d All of the acid has reacted when the
lead to inaccuracies. The sum of the masses fizzing stops.
of the individual items is likely to be a little
higher than the total mass at the end because e zinc + sulfuric → zinc + hydrogen
some gas is likely to be lost as there will be a acid sulfate
delay in getting the stopper firmly fixed in the 5.4 a A is a burette
flask.
b hydrochloric acid
Check your progress c Add charcoal to remove the colour from
the universal indicator solution; filter
5.1 a If there has been a colour change in the to remove the charcoal and then pour
solution or the metal. the solution into an evaporating basin
b The more reactive aluminium has and heat gently. Leave the solution to
‘pushed’ the less reactive copper out evaporate and to form the crystals.
of its compound. The aluminium has
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Activity: Pitch and frequency in music 2 a Taller waves should be identified as having
1 The frequency doubles each time. larger amplitude.
b Waves with peaks closer together have
2 Pitch increases from left to right on the keyboard. higher frequencies.
3 A5 = 880 Hz; A6 = 1760 Hz; A7 = 3520 Hz
Questions
4 a decreases the amplitude 1 a B
b does not affect the frequency b A
Think like a scientist: Vibrations in a ruler 2 a peak to peak
1 Table should have column headers as stated in b peak to trough
the Learner’s Book; units should be in column
3 frequency 450 (Hz), amplitude 1.0 (mm)
headers; independent variable should be in the
left column with values in ascending order. 4 a 0.25 mm
2 Frequencies and averages should be correctly b zero / 0 mm
calculated from the results. Activity: Reinforcing and
3 a mass cancelling waves
b frequency / number of complete 1 It makes it easier to get the frequency the same
vibrations in 10 seconds / number of for both; makes it easier to get the amplitude
complete vibrations in 1 second the same for both.
c Any two from: same (mass of / material of ) 2 a In the areas where there is larger amplitude,
metre rule / same length (free to vibrate) / the two waves are said to reinforce.
masses attached to same position on metre b In the areas where there is zero amplitude,
rule / end of metre rule pulled down (or up) the two waves are said to cancel.
by same distance each time.
3 a two loudspeakers (or any named device
4 Graph should have linear scales, points with a loudspaker) / two tuning forks /
covering at least half the grid, axes labelled two musical instruments
with units, all points plotted correctly, line of
b because of sound waves reflecting off
best fit or smooth curve drawn.
objects / walls / furniture
5 Learners correctly describe the trend in their
own graph: ideally, as the mass increases, the Think like a scientist: Listening to
frequency decreases. sound waves reinforcing
6 a As the mass increases, the frequency 1 Frequencies recorded correctly.
decreases. 2 The table should have a column for frequency
b As the mass increases, the pitch decreases. in Hz at the left, and values should be
recorded in ascending order; another column
c The independent variable is length that is
(or more if repeats have been done) for length
free to vibrate. The dependent variable is
in mm / cm / m.
frequency. Control variables include: same
(mass of / material of) metre rule / same 3 As the frequency increases the length decreases.
mass (or no extra mass) attached each
4 Longer wind instruments are capable of
time / masses attached to same position
producing lower pitch notes.
on metre rule / end of metre rule pulled
down (or up) by same distance each time. Topic 6.3 Formation of the Moon
Prediction should be as length increases,
frequency decreases. Getting started
Discussion should refer to a cloud of dust and gas
Topic 6.2 Interference of sound being pulled together by gravity.
Getting started Questions
1 Learners should draw waves on plain paper. 1 A
It is assumed that the scale of each drawing is
the same. 2 C
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3 a The composition of the rocks on the two • The Earth and Moon formed at the same time
moons would be different from that of in the same way as the rest of the Solar System.
Mars, and possibly different from each • The Moon formed from asteroids that were
other. pulled together soon after the formation of the
b The composition of the rocks on the two Solar System.
moons would be very similar to that of
Mars, and very similar to each other.
Topic 6.4 Nebulae
4 Most of the objects that were travelling in Getting started
paths close to those of planets have already 1 The planets in the Solar System formed from
collided with planets; soon after the Solar a disc of dust and gas. Particles attracted each
System was formed, there would still be other by gravity and gradually gained mass,
many left-over objects; the Solar System was so attracting more dust and gas to grow still
still developing for quite some time after the bigger.
planets were first formed; idea that the Solar
2 a Stars give out their own light, planets
System has become more stable over time.
reflect the light of stars; stars are much
Activity: Evidence for the bigger than planets; a star is usually at
collision theory the centre of a solar system with planets
orbiting the star.
Evidence that supports the collision theory
b Both objects are round / spherical / same
includes facts such as:
shape; both are formed in a similar way.
• The Moon is less dense than the Earth.
• Samples of rock from the Moon show that its Questions
surface was once molten. 1 a They are clouds of dust and gas in space.
• The Moon has a small iron core, similar to the
b Galaxies are larger; galaxies may contain
Earth.
nebulae but not the other way around;
• There is evidence outside the Solar System of
galaxies contain older stars and planet
similar collisions causing rings of rock and dust.
systems that formed many millions of
• The collision theory fits with the theory of how
years ago; galaxies contain other objects
the Solar System was formed.
such as comets and asteroids.
• The composition of rocks on the Earth and the
Moon are the same. 2 hydrogen and helium
Evidence that seems to contradict the collision 3 a A place in a nebula where stars are formed.
theory includes facts such as:
b B
• The surface of the Earth does not appear ever
to have been molten. A collision that formed 4 Dust and gas particles are pulled together
the Moon would have caused the surface of by gravity; as the object grows, the force of
the Earth to melt. The surface would have later gravity increases; the increasing force of
solidified. gravity attracts more material; as the object
• Venus has no moon; collisions in the early years grows larger the pressure inside increases; high
of the Solar System would have been common pressure inside the object can start reactions
and scientists would have expected Venus to that give out heat and light.
have a moon formed in the same way. 24
• The composition of rocks on the Moon would 5 _____ = 24 000
0.001
be expected to be more similar to rocks on Theia
than rocks on Earth. In fact, the composition of Activity: Virtual tour of nebulae
the Moon is more similar to Earth. 1 Learners may find out about: planetary
Other theories for the formation of the Moon nebulae, reflection nebulae, emission nebulae,
include: dark nebulae and supernova remnants.
• Another passing object was captured by Earth’s 2 The information sheet should contain some
gravity. facts about each type of nebula that has been
• The Moon split away from the Earth soon after researched.
formation.
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3 The Hubble Space Telescope (HST) was (where new rock forms) show symmetrical
launched into Earth orbit in 1990. The HST patterns of opposing alignments; this
differs from other telescopes in that it is suggests the new rock forms and pushes
outside the Earth’s atmosphere; being outside the tectonic plates apart at these places.
the atmosphere means much higher quality 83 000 000
images are available (some images of nebulae 5 _________
= 454 000 years
183
taken with the HST should be included).
6 The map supports this statement because
Topic 6.5 Tectonics most of the earthquakes and volcanoes occur
at, or close to, plate boundaries, but a few
Getting started earthquakes and volcanoes have been recorded
1 The Earth consists of an inner core, an far from plate boundaries.
outer core, a mantle and a crust in order of
increasing distance from the centre. This Activity: Pangaea
would be best shown on a labelled diagram. 1 Africa and South America, but learners may
suggest others.
2 The crust is not just one solid layer but has
parts that move independently – these are 2 Pangaea could have been made from one
the tectonic plates. The tectonic plates are tectonic plate that then broke up into smaller
supported by, and move on, the mantle. plates, or it could have been made from the
many tectonic plates that we see today.
3 Volcanoes, earthquakes and the formation of
fold mountains are all more likely at tectonic 3 This is an open question that allows learners
plate boundaries. to be creative within the limits of tectonic
plate theory; some learners may see that the
Questions continents could come back together to form
1 The mantle is heated by the core; molten another Pangaea, but in a different way.
rock in contact with the core is heated (by 4 5000 km × 1000 = 5 000 000 m
conduction); this expands, becomes less dense 5 000 000 m × 100 = 500 000 000 cm
and rises through the mantle; cooling occurs
distance
next to the crust (which is cooler) and the speed = ________
time
molten rock sinks again.
500 000 000
2 A tectonic plate is part of the Earth’s crust = __________
140 000 000
that can move; it is supported on the mantle
= 3.6 cm per year
and moves on the mantle.
3 The continents were originally one large mass Check your progress
of land; this split apart, so the continental 6.1 B
coastlines that we see today are the lines made
by the splitting. The movement was caused by 6.2 a the loudness increases
the movement of tectonic plates; in theory, the b the pitch increases
continents could be pushed back together to c the pitch increases
fit again.
6.3 a B
4 a Some fossils of the same species are found b C
in continents that appear as if they could fit
together, such as South America and Africa. 6.4 If squared paper is not used then apply
This suggests that these continents were reasonable tolerance on measurements and
once joined. Tectonic plate theory explains alignment.
how the continents have moved apart. a Two waves drawn with the peaks aligned
b Magnetic materials in molten rocks line and the troughs aligned; two waves have
up with the Earth’s magnetic field and same amplitude; resulting wave shown with
remain in this alignment when the rock same frequency and double the amplitude.
solidifies; the Earth’s magnetic field b Two waves drawn with the peaks of
reverses over periods of millions of years. one aligned to troughs of the other;
Rocks either side of mid-ocean ridges two waves have same amplitude; result
shown as a horizontal line.
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3 Yes, the sex of a baby is determined by the Think like a scientist: Investigating
sperm cell, which can carry either an X variation in leaves
chromosome or a Y chromosome.
1, 2 and 3 depend on the learners’ results.
4 There are equal numbers of sperm cells with
4 All the leaves on the same tree must have the
an X chromosome and a Y chromosome. If
same genes. So any differences between them
an X sperm fuses with an egg, the baby will
cannot be caused by genes.
have chromosomes XX and will be a girl. If a
Y sperm fuses with an egg, the baby will have Topic 7.4 Natural selection
chromosomes XY and be a boy. The chances
of these two events happening are equal. Getting started
Activity: Modelling sex inheritance Accept any reasonable suggestion that describes
a feature of the frog and how this might help it
Question to survive. For example. the colour of its skin
1 Learners should find that there is an equal helps to camouflage it, so that it can hide from
chance of a baby being a boy or a girl. predators.
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was a change in pattern. If you get a result slope). Credit specific time points mentioned
that fits the pattern, you would decide that the when referring to the rates of reaction.
original result was an error.
5 This will depend on which method they
copper hydrochloric copper carbon used and how well they were able to manage
5 + → + water +
carbonate acid chloride dioxide the practical work. The likely problems are
6 6 cm3 of carbon dioxide is produced in this 20 difficulty in setting up the apparatus quickly
second period, so the average rate of reaction enough to prevent gas being lost at the start
is 6 ÷ 20 = 0.3 cm3/s. of the reaction, and issues about being able
to read the scale quickly enough. They may
This rate is less than one-third of the rate mention accuracy of results as an issue.
between 10 and 30 seconds.
6 This will depend on the method used. Credit
Think like a scientist: Measuring the repeating the investigation several times and
rate of reaction any suggestions about tightening up the
1 This will depend on the method that learners method to avoid variation in the start time
use but will include: safety glasses, calcium due to not getting the measuring cylinder or
carbonate, hydrochloric acid. It may include syringe in place quickly at the start of the
a flask, a top pan balance, gas syringe with reaction.
tubing and a rubber bung to fit the flask, a
large beaker or trough, a beehive shelf and Topic 8.2 Surface area and the
water-filled measuring cylinder, delivery tube rate of reaction
and thistle funnel.
Getting started
2 This will depend on the method used. It The exact measurements are not very important,
should include safety measures for using but learners should record the surface area for all
acids, such as wearing safety glasses and being six faces of the book in cm2 and add them together
careful to avoid spills; issues relating to the to find the total surface area. To place two books
syringe and the production of large volumes together with the minimum surface area, the
of gas that could cause the plunger to shoot largest surfaces of the two books should be placed
out of the casing. together, thus losing these two surfaces from the
3 This should allow for enough space for many total. To put the books together with maximum
results and have two columns as shown. surface area, place the two smallest surfaces
together.
Time in s Total volume of carbon
dioxide gas produced in cm3 Think like a scientist: Burning iron
0 1 This will depend on what the learners see but
30 should include: the nail just glows as it gets
hot, the iron wool burns and pieces fly off,
60 whereas the iron filings burn brightly.
90
2 Increasing the total surface area increases the
120 rate of reaction.
4 This will depend on their results but credit 3 For a reaction to take place the atoms of iron
a graph drawn with time on the x-axis and must collide with the atoms of oxygen. The
volume of gas on the y-axis; axes correctly larger the surface area of the iron, the more
labelled; suitable scale; ruler and pencil used; iron atoms are in contact with the oxygen in
points plotted true to the results and a suitable the air, so the faster the reaction.
line of best fit drawn.
The description should fit the graph they
Activity: Calculating the surface area
present but should include an indication of the 1 This will depend on the size of the block.
speed of the reaction at various points. The The answer should be given in cm2.
rate should be at its fastest at the beginning of 2 9
the reaction (steepest slope) and then become
slower until the reaction is complete (no 3 9 × answer to 1
4 6 × answer to 3
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2 The reaction with the smaller calcium 10 This will depend on the results obtained and
carbonate (marble) chips will be faster. the prediction made in question 2. Credit an
answer that aligns with the findings and the
3 It is important to keep all these variables – the prediction.
volume, type and concentration of the acid –
the same as these factors could affect the rate 11 The prediction should be that the rate
of reaction. The investigation is to see if the of reaction would be even faster if
surface area affects the rate of reaction, so this powdered calcium carbonate were used
is the only variable that should change. in the experiment.
4 The dependent variable is the time taken Topic 8.3 Temperature and the
for the reaction to finish. The independent rate of reaction
variable is the size (and therefore the surface
area) of the marble chips. Think like a scientist: The effect of
5 This will depend on the method chosen. temperature on the rate of reaction –
Part 1: The trial run
6 For the collection of gas method:
1 The answer will depend on what the learners
Small chips Large chips found out, but it is likely to be about
organisation and being ready to start the timer
Time Volume of Time Volume of
as one of them pours in the acid. There may
in s gas produced in s gas produced
be issues over finding the end point.
in cm3 in cm3
0 0 2 This will depend on what the learners found out.
30 30 Think like a scientist: The effect of
60 60 temperature on the rate of reaction –
90 90 Part 2: Preliminary work
3 This will depend on what the learners decide
For the change in mass method:
to do, but is likely to include boiling tubes
Small chips with stoppers, thermometer, timer, beaker
(to act as a water bath), sodium thiosulfate
Time Mass at Mass at Change in solution, hydrochloric acid, measuring
in s start in g end in g mass in g cylinders of suitable size (10 cm3), safety
0 glasses, card with black cross, clamp stand.
30
60
90
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4 This will depend on what the learners have 11 This will depend on the results obtained, but
decided to do. The answer is likely to include credit the following points: use of pencil and
using two temperatures fairly close together ruler; good use of the whole of the graph
to see how large an interval they need to use paper; temperature plotted on the horizontal
and may include ideas about keeping the axis; time taken for reaction to be completed
temperature at a set level throughout the on the vertical axis; suitable scale used; axes
reaction. suitably labelled; points accurately plotted
5 Likely answers will include the range and / or using small crosses; a line of best fit should
the interval of temperatures to use. However, be drawn.
it will depend on what the learners have done 12 Credit a statement to the effect that the
in their preliminary work. higher the temperature, the greater the rate of
6 Credit ideas, such as keeping the tube in reaction.
the water bath and some discussion of the Questions
practical aspects of insulation of the tube
1 The steeper line shows the faster reaction.
while still being able to see the end point of
the reaction. 2 If you did the same experiment at 50 °C, the
line on the graph would be steeper than at
7 Credit a plan that mentions what the
40 °C.
investigation is about; the independent and
dependent variables; indicates what must be Topic 8.4 Concentration and the
kept the same; has a safety comment; includes
an equipment list and outline method; rate of reaction
mentions the need for repeats. Questions
Temperature Time for mark to disappear in s 1 The steeper line shows the faster reaction.
in °C 2 The line on the graph would be less steep than
Attempt Attempt Attempt Mean for a low concentration, but it would level off
1 2 3 at the same volume.
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4 Credit a table with sufficient readings, at least b The smaller the pieces of marble are, the
five different concentrations and repeated at larger their surface area. The powder
least three times with the mean shown. Results has more surface area exposed to the
should be in order, ascending or descending. acid and so more collisions between the
Tables should also show the correct units, and acid particles and marble particles will
concentration can be given as solution A to E. happen more often. Thus, the reaction
will happen more quickly.
Solution Time taken to collect 25 cm3 c The test for carbon dioxide is to bubble
of gas in s it through limewater. If the gas is carbon
Attempt Attempt Attempt Mean dioxide, the limewater will turn milky.
1 2 3 d calcium chloride
A
sulfuric magnesium
B 8.2 a magnesium + → + hydrogen
acid sulfate
C b To test for hydrogen he could use a
D lighted splint. If the gas burns with a
squeaky pop then the gas is hydrogen.
E
c warming the acid and stirring the
5 Credit: mixture
• use of pencil and ruler
8.3 a Accept answers from 85 to 90 seconds.
• good use of whole graph paper
• concentration along the horizontal axis b Accept answers from 230 to 250 seconds.
• time taken for the reaction along the c The rate of reaction is very fast up until
vertical axis about 150 seconds. Then the rate of
• suitable scales used reaction decreases between 150 and 240
• axes suitably labelled seconds.. Eventually, the reaction stops
• points accurately plotted using a small cross at 240 seconds (accept their answer to
• points joined appropriately question b here.).
• both lines labelled appropriately. d If Zara increased the temperature of the
6 This will depend on the results the students acid, the rate of reaction would increase.
obtained but it is likely to be solution E with e The rate of reaction increases when
50 cm3 of the acid. the temperature increases because the
particles of acid move faster when they
7 This will depend on the results obtained but it
have more energy. This results in more
is likely to be the more acid that was used to
collisions between the particles of
make the solution, i.e. the more concentrated
acid and magnesium.
the acid, the faster the rate of reaction.
The collisions have more energy and are
Check your progress more likely to result in a reaction.
8.1 a C
Unit 9 Electricity
Topic 9.1 Parallel circuits d The lamp will no longer be lit.
e The buzzer will stop making sounds.
Getting started
1 a Learners should draw the cell, lamp and Questions
buzzer in series (connected end-to-end 1 C
in any order) using the correct circuit 2 A, C and D
symbols.
b ammeter
c 2A
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4 a
The rating of each lamp is 2 V / is less Think like a scientist: Measuring current
than 12 V; connecting each lamp in in a parallel circuit
parallel with the battery will mean the
1 Table should have: column for number of
voltage across one lamp will be 12 V / will
lamps (in ascending order); three columns for
exceed the rating; the lamps will be broken
current through the cell in A (or amps); column
/ damaged.
for averages.
12
b i ___ = 6 lamps 2 Graph with axes the right way around (as
2
specified in Learner’s Book). Linear scales
ii Circuit diagram with a battery (two that allow points to cover at least half the grid
cells separated by a dashed line) and in both directions. Line of best fit or smooth
six lamps in series; the circuit can curve drawn, based on their points.
include a switch in the open or closed
position. 3 a As the number of lamps increases, the
current through the cell increases.
iii Circuit diagram in b ii with a
voltmeter placed in parallel with any b When the number of lamps doubles the
one of the lamps.. current through the cell doubles (or a
comment that matches their observed
5 a 9 − 2 = 7V results).
b i voltage decreases 4 Calculation should be based on the results
ii current decreases table or the graph. Predicted current should
be, for example, two times that with four
6 a Voltage across both buzzers = 1 + 1 = 2 V. lamps, or four times that with two lamps.
Voltage across both lamps = 6 − 2 = 4 V.
Voltage across one lamp = 4 ÷ 2 = 2 V. Topic 9.3 Resistance
b i The voltage of the power supply is Getting started
doubled, so the voltage across each 1 Current is the movement of electrons;
component will be doubled, so 2 V. electrons flow from negative to positive.
ii current increases 2 Conductors allow the flow of electrons,
whereas insulators inhibit the flow.
Activity: Measuring voltage in a
series circuit 3 An attempt to stop something from happening
or progressing.
1 and 2 Circuits should be correctly drawn and
should show the lamps labelled with the letter Questions
L and a subscript number. Voltmeters should 1 Copper wires have a very low resistance.
be drawn in parallel with components; these
could be labelled with the letter V and a That makes it very easy for current to flow in
subscript number. copper wires.
A resistor of 10 000 Ω has a high resistance.
3 Tables can show voltages for each circuit in
either rows or columns but should be logical 2 a ohm(s) / Ω
and contain the unit (V) in the header only. voltage
resistance = _______
b
4 The explanation could be (if all components current
in series were identical) that the voltage across Equation can be written in terms of
each component is equal. The explanation voltage or current or in letter symbols
should include a statement that the voltages using V, I and R.
across each of the components add up to the c current
voltage across the cell or power supply. voltage __ 6
3 a resistance = _______ = = 2 Ω
5 Any other circuits should be represented by current 3
labelled circuit diagrams. Results should be voltage __ 9
recorded as in 3. The conclusion should be b resistance = _______
= = 4.5 Ω
current 2
that similar trends are observed with other voltage ___ 1.5
circuits. c resistance = _______
= = 3 Ω
current 0.5
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4 a voltage =
current × resistance Topic 9.4 Practical circuits
= 2 × 6 = 12 V
voltage Getting started
12
b current = _________
= ____
= 0.12 V 1 Drawings of components using correct circuit
resistance 100
symbols.
Activity: Working out resistance 2 cell – to provide electrical energy for the
1 Circuit should show an ammeter in series with circuit / to drive current
the component and a voltmeter in parallel switch – to start and stop the flow of current
with the component.
resistor – to slow current
2 Table should have the name of the component ammeter – to measure current
(independent variable) in the left column, with voltmeter – to measure voltage
further columns for current and voltage. Units
lamp – to emit light
for current and voltage should be in the column
headers, not in the body of the table. buzzer – to make a sound
voltage 3 a in parallel with the lamp
3 a Resistance calculated as _______
for each
current b in series with the resistor
component.
b Another column added to the table with Questions
resistance in ohms or resistance in Ω in the 1 a
column header.
b
4 a and b The correct components from their
list, named in both cases.
2 C
Think like a scientist: Current and 3 Circuit diagram should have a cell and a
voltage in a resistor switch close to the cell, with two identical
1 Table should have columns for voltage (in parallel branches, each containing a variable
ascending order) and current. Units for resistor and a lamp.
current and voltage should be in the column 4 a Circuit diagram should have two cells, a
headers, not in the body of the table. lamp, an ammeter and a buzzer in series,
2 Graph with axes the same way round as with a voltmeter in parallel across the buzzer.
specified in Learner’s Book and labelled b Circuit diagram should have two cells
with units. Linear scales that allow points to and two parallel branches. One parallel
cover at least half the grid in both directions. branch should have a lamp, a switch and
All points plotted correctly and line of best a variable resistor, the other should have a
fit drawn (appropriate line or curve drawn buzzer and a switch.
according to their own results).
Think like a scientist: Designing and
3 a The trend should be that as the voltage
building circuits
increases, the current increases.
1 Observations will be specific to the learner, or
b Greater voltage means more energy to
they may state that the activity was successful
drive the current, so the current can move
and everything worked as expected.
faster (current can be expressed in terms
of electron flow). 2 The suggestions will depend on the learner,
but should be specific. For example, ‘The tape
4 a The line will also be straight, but have a
did not hold the wires onto the cell properly so
gradient that is less steep (the current will
the current varied: it would be better to use a
be smaller for any given voltage).
cell holder or stronger tape.’
b The line will also be straight, but have a
gradient that is steeper (the current will be Check your progress
larger for any given voltage).
9.1 a 1.2 + 1.2 = 2.4 A
b i 6 ÷ 3 = 2A
ii A1 = A2 + A3 + A4
Cambridge Lower Secondary Science 9 – Mary Jones, Diane Fellowes-Freeman & Michael Smyth
33 © Cambridge University Press 2021
CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE
Cambridge Lower Secondary Science 9 – Mary Jones, Diane Fellowes-Freeman & Michael Smyth
34 © Cambridge University Press 2021