CAMBRIDGE LOWER SECONDARY SCIENCE 8: TEACHER’S RESOURCE

2 a T
 here should be a clear statement of f The results chart should be drawn with
either the thickness or length of the straw a ruler and a pencil. The first column (or
(depending on the chosen question). row) should be headed with the variable
that will be changed (either the thickness
b The force needed to bend the straw. or length of the straw) with the appropriate
c Look for at least two correct answers. unit. The second column (or row) should
They should be things that would actually be headed Force needed to bend the straw
affect the results if they were altered, for in newtons. Some learners may decide to
example: the length of the straw (if testing make repeat measurements, in which case
the thickness); the thickness of the straw they will need to include columns (or rows)
(if testing the length); the position of the for each of the force measurements, and
hook on the straw; the angle at which the another column (or row) for the calculated
force meter is pulled; the material from mean.
which the straw is made. g Accept any prediction that relates to the
d The description should state clearly stated hypothesis. It does not have to be a
what the learner would do, in a suitable ‘correct’ prediction. For example, for the
sequence. A good measure of success is first question, any of these predictions
whether someone else could follow these would be appropriate:
instructions without having to ask for • Thick bones are stronger than
further guidance. thin bones.
e This is a low risk experiment. Care • Thick bones are not stronger than
should be taken not to pull suddenly thin bones.
on the forcemeter/newton meter, which • Thin bones are stronger than
could become detached from the straw thick bones.
and suddenly fly upwards.
• There is no difference in the strength
of thick bones and thin bones.

Unit 8 Chemical reactions

Topic 8.1 Exothermic reactions
Exercise 8.1A Investigating an exothermic reaction
1 the length of the magnesium ribbon
2 the change in temperature
3 the type of acid used; the volume of acid used; credit any other sensible control variables
4 Length of Start temperature End temperature Temperature
ribbon in cm in °C in °C change in °C
0.5 19.0 36.0 17.0
1.0 19.0 36.0 17.0
1.5 19.0 36.5 17.5

5 The results show that changing the length of 6 No. They have only used a very small range of
magnesium used makes very little difference to lengths of magnesium.
the end temperature.
7 0.5 cm

Cambridge Lower Secondary Science 8 – Mary Jones, Diane Fellowes-Freeman & Michael Smyth
23 © Cambridge University Press 2021
 CAMBRIDGE LOWER SECONDARY SCIENCE 8: TEACHER’S RESOURCE

8 A larger interval in length. Because then any Exercise 8.1C Exothermic reactions
differences in the temperature rise will be with metals
more obvious.
1 potassium + water → potassium + hydrogen
9 Accept any sensible number from 5 upwards. hydroxide
10 Credit any sensible suggestion to reduce heat 2 thermal, light and sound energy
loss to the room. Ideas such as wrapping the
3 Wear safety glasses and carry out the reaction
test tube in some sort of a jacket are the most
behind a safety screen.
likely, but there should be some comment
about still being able to read the thermometer. 4 Measure any increase in the temperature
of the water. Learners should make some
11 They can repeat the investigation with each
comment about it being difficult to measure
length of magnesium ribbon at least twice.
the amount of light and/or sound energy.
Exercise 8.1B Investigating exothermic 5 Learners should include the following points:
reactions between metals and acid • Use the same acid, use the same volume
of acid.
1 magnesium + sulfuric → magnesium + hydrogen
acid sulfate • Use the same mass of the different metals.
2 a T
 hey needed to change the metal they • The measured volume of acid should be
place into the acid. placed in a test tube, the temperature
taken and recorded and then the
b The variables they have kept the same are
metal added.
the type of acid used, the volume of acid
used and the method they used. • The temperature is taken again after the
reaction has finished. (Mention could be
c The variable they should have kept the made that the rise in temperature is what
same is the mass of the metal used (X is is required, so if there are slightly different
described as ‘small’, but Y is not). starting temperatures, it is not significant.)
d You cannot form a reliable conclusion • Safety aspects such as wearing
with these results because they have not safety glasses.
used the same mass of each metal.
6 The results should be presented as a bar chart,
e They could improve their investigation because the temperature rises are for four
and make the results more reliable by different metals (the type of metal is a discrete
using the same mass of each metal. variable) so it is best not to use a line graph.
Repeating their experiments several times,
so that they allow for any errors, would
also improve the reliability of the results.

Topic 8.2 Endothermic reactions

Exercise 8.2A Energy changes
1 Reaction Start Final Exothermic or
temperature temperature endothermic
in °C in °C
A 21 45 exothermic
B 18 22 exothermic
C 19 16 endothermic
D 18 20 exothermic

2 endothermic
3 exothermic

Cambridge Lower Secondary Science 8 – Mary Jones, Diane Fellowes-Freeman & Michael Smyth
24 © Cambridge University Press 2021
 CAMBRIDGE LOWER SECONDARY SCIENCE 8: TEACHER’S RESOURCE

Exercise 8.2B Exothermic or energy transferred from the surroundings, they

endothermic? escape the forces holding them together in
the liquid and change into gas and evaporate.
1 a T
 he reaction between sodium Since the energy to do this comes from the
hydrogencarbonate and citric acid is surrounding water in the bowl, this water
endothermic. The reactions between cools down and keeps the bottles of soda cool.
sodium hydroxide and sulfuric acid,
between hydrochloric acid and zinc, and
between copper sulfate and magnesium Topic 8.3 Metals and their
powder are exothermic. reactions with oxygen
b The reaction between copper sulfate Exercise 8.3 Why does iron rust?
solution and magnesium powder has the
largest temperature change. 1 iron oxide

c It was sensible to use polystyrene cups 2 The nail in tube B will go rusty.
rather than test tubes or glass beakers 3 The water has been boiled to remove any
because polystyrene is a good insulator, dissolved air and the layer of oil on the top of
so that less of the heat energy produced in the water prevents any more air from entering.
the reaction was lost to the environment.
There would be a more accurate 4 a No, this is not an expected result.
temperature reading taken.
b The nail in the dry air may have gone
2 Credit any useful product, such as self-heating rusty because Zara has not put the
food or drink cans. Credit any sensible stopper into the tube firmly enough and
original ideas. some moisture from the air has entered.

3 Credit any ideas, such as ‘chemical ice-packs’ 5 Credit any two sensible ideas, such as painting,
or self-cooling drinks. galvanising or coating with any other suitable
material, such as plastic or grease.
Exercise 8.2C Endothermic reactions 6 The plan for the investigation should clearly
and processes state the variable the learner will change, the
1 In an endothermic reaction, a chemical temperature of the nail. This can be done in a
reaction takes place with new products being variety of ways. As long as the method is clear
formed. Energy is taken from the environment, and workable, credit it. A suggestion may be
so there is a decrease in temperature. An to place new shiny nails of the same shape, size
example is the reaction of sodium hydrogen and composition into test tubes containing
carbonate with citric acid to produce sodium water at different temperatures. Credit learners
citrate, water and carbon dioxide. In an if they give a suitable range of temperatures.
endothermic process, energy is also taken in
Learners may decide to keep the test tubes
from the environment, but there are no new
in a water bath to maintain the different
products formed. For example, ice melting
temperatures.
takes in energy from the environment, so it
is endothermic, but since no new products There must be a clear indication of the
are formed (water merely changes state) it is variables to be controlled, such as the type and
an endothermic process. (Credit any other size of the nail, the volume of water used and
suitable examples such as potassium chloride the time for the experiment. There should also
dissolving in water as an endothermic process.) be a clear indication of the dependent variable
(rusting) and how they will measure it. This
2 The water in the bowl soaks into the cloth
will probably be by eye and a comparison of
over the soda bottles. The liquid water
the rust on the nails after a given time.
evaporates as it heats up in the hot weather.
The particles in the liquid water move all the Credit should be given to a plan that considers
time and can slide past each other as they only the practicality of the approach.
have weak forces holding them in place. The
more energy the particles have, the more they
can move. When the particles have enough

Cambridge Lower Secondary Science 8 – Mary Jones, Diane Fellowes-Freeman & Michael Smyth
25 © Cambridge University Press 2021
 CAMBRIDGE LOWER SECONDARY SCIENCE 8: TEACHER’S RESOURCE

Topic 8.4 Reactions of metals 11 Copper does not react with water. This is why
it is used for pipes carrying water. Iron does not
with water react with water either but it does react with
Exercise 8.4 Reactions with water oxygen if it is in the presence of water. So the
iron in the pipes would react with any dissolved
and steam
oxygen in the water and rust. Iron oxide would
1 In order starting with the most reactive: form. This would result in the water being
potassium; magnesium; zinc; copper. coloured reddish brown with the iron oxide,
and the pipes would eventually collapse.
2 potassium + water → potassium + hydrogen
hydroxide
3 sodium or lithium Topic 8.5 Reactions of metals with
dilute acids
4 Copper can be used for roofs because it does
not react with water. Magnesium reacts slowly Exercise 8.5A Investigating reactivity
with water, so would not be used for a roof, as 1 The test tube with metal C has less acid than
it would react when there is rain or snow. the others, so it is not a fair test. All the test
tubes should have the same volume of acid.
5 calcium + water → calcium + hydrogen The volume of acid must be one of the
hydroxide
control variables.
6 rubber boiling
bung tube steam 2 They have put on safety glasses.
3 Because the tube with metal A contains a
ceramic
wool different acid, nitric acid; the others have
hydrochloric acid. The type of acid must be
piece of one of the control variables.
metal
4 No, because the piece of metal B is larger
than the pieces of the other metals. The size
of the pieces of metal must be one of the
control variables.
5 how reactive different metals are with
dilute acids
7 hydrogen 6 the type of metal used
8 The test for hydrogen gas is to place a lighted 7 the amount of bubbling/number of bubbles
splint in the gas to see whether it makes a there are when the metal reacts with the acid
squeaky pop sound when it burns.
8 The volume of acid used, the type of acid
9 magnesium + steam → magnesium + hydrogen used, the mass of metal used. Credit also
oxide ‘the same temperature’, and any mention
10 of the form the metal is in, i.e. powder, lump
or ribbon, which would show a high degree
test tube
of understanding.

bubbles of gas Exercise 8.5B Reactions of metals with

dilute acids
1 They can tell that a reaction has taken
place if there is a colour change, bubbles
beaker of gas are given off or if there is a change
in temperature.
water
2 They can tell which metal is more reactive by
funnel comparing the number of bubbles given off
metal
in a given time or comparing the temperature
changes. Colour change is not a reliable or
practical way to compare reactions.

Cambridge Lower Secondary Science 8 – Mary Jones, Diane Fellowes-Freeman & Michael Smyth
26 © Cambridge University Press 2021
 CAMBRIDGE LOWER SECONDARY SCIENCE 8: TEACHER’S RESOURCE

3 They cannot use their observations to 2 Copper does not react in dilute acid.
compare copper, aluminium, zinc and lead
because the two boys have used different acids. 3 Learners should draw a bar chart, with the bars
The acids are also of different concentrations in order of height, the tallest bar furthest left.
and different volumes. 4 Accept any sensible suggestions, for example:
4 The plan should use the concept that the only she might have misread the timer, or not
variable to be changed is the type of metal. stopped it at exactly the right time; she might
The type, volume and concentration of the have got the mass of metal wrong, or mixed
acid used should be the same in each test. The up which metal she was using.
mass of metal used should be the same. There 5 Learners could mention the difficulties of
should be an indication of how these variables keeping the delivery tube in place so that no
will be measured to ensure they are the same in hydrogen is lost; getting the delivery tube
each case. For example, the use of a measuring back in place in the conical flask after adding
cylinder to measure the volume of the acid. the metal; being exactly sure when the tube is
There should be some indication of how the completely full of gas.
number or volume of bubbles of hydrogen given
off will be compared. This could be by doing 6 Accept sensible suggestions to improve
the tests at the same time and comparing by eye. accuracy; do not accept repeating the
There should be an equipment list or indication experiments with each metal, as this improves
of what equipment will be required. Safety the reliability, not the accuracy. Suggestions
information, such as wearing safety glasses and that might be expected and which would
how to use reagent bottles, replacing stoppers provide evidence that learners have thought
and so on, should be included. The plan should carefully about the practical aspects of the
be presented in a logical sequence and manner. investigation are: one person adding the metal
and another person putting the delivery tube
Exercise 8.5C How reactive are these back; using a graduated tube or measuring
metals? cylinder or marking the test tube so that it
is easier to see when the gas reaches a
1 The mass of metal used; the volume of acid
particular level.
used; the type of acid and its concentration.
Also, the inverted test tube must always be
completely full of water at the start of the
investigation; the timer must be started at
the same point in the investigation: when the
delivery tube is back in place, for example; the
test tube of gas must be completely full when
timing is stopped.

Unit 9 Magnetism
Topic 9.1 Magnetic fields
Exercise 9.1A Magnetic field patterns
1 a b X in either of the positions shown.

S N
X X

Cambridge Lower Secondary Science 8 – Mary Jones, Diane Fellowes-Freeman & Michael Smyth
27 © Cambridge University Press 2021