University Printing House, Cambridge CB2 8BS, United Kingdom

One Liberty Plaza, 20th Floor, New York, NY 10006, USA

477 Williamstown Road, Port Melbourne, VIC 3207, Australia
314–321, 3rd Floor, Plot 3, Splendor Forum, Jasola District Centre, New Delhi – 110025, India
79 Anson Road, #06–04/06, Singapore 079906
Cambridge University Press is part of the University of Cambridge.
It furthers the University’s mission by disseminating knowledge in the pursuit of
education, learning and research at the highest international levels of excellence.
www.cambridge.org
Information on this title: www.cambridge.org/978-1-108-88807-3
© Cambridge University Press 2021
This publication is in copyright. Subject to statutory exception
and to the provisions of relevant collective licensing agreements,
no reproduction of any part may take place without the written
permission of Cambridge University Press.
First edition 2009
Second edition 2014
Third edition 2021
20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
Printed in ‘country’ by ‘printer still to be confirmed’
A catalogue record for this publication is available from the British Library
ISBN 978-1-108-88807-3 Coursebook with digital access (2 years)
ISBN 978-1-108-93187-8 Digital coursebook (2 years)
ISBN 978-1-108-74449-2 Coursebook eBook
Additional resources for this publication at www.cambridge.org/delange
Cambridge International copyright material in this publication is reproduced
under license and remains the intellectual property of Cambridge Assessment
International Education

NOTICE TO TEACHERS NOTICE TO TEACHERS IN THE UK

The photocopy masters in this publication may be photocopied It is illegal to reproduce any part of this work in material form
or distributed [electronically] free of charge for classroom use (including photocopying and electronic storage) except under the
within the school or institution that purchased the publication. following circumstances:
Worksheets and copies of them remain in the copyright of (i) where you are abiding by a licence granted to your school or
Cambridge University Press, and such copies may not be institution by the Copyright Licensing Agency;
distributed or used in any way outside the purchasing institution.
(ii) where no such licence exists, or where you wish to exceed the
Exam-style questions [and sample answers] have been written by terms of a licence, and you have gained the written permission
the authors. In examinations, the way marks are awarded may be of Cambridge University Press;
different. References to assessment and/or assessment preparation (iii) where you are allowed to reproduce without permission under
are the publisher’s interpretation of the syllabus requirements the provisions of Chapter 3 of the Copyright, Designs and
and may not fully reflect the approach of Cambridge Assessment Patents Act 1988, which covers, for example, the reproduction
International Education. of short passages within certain types of educational anthology
and reproduction for the purposes of setting examination
questions.
 1.1 Photosynthesis

1 What was the variable that Marcus changed in his experiment?

2 What was the variable that Marcus measured in his experiment?

3 List three variables that Marcus should have kept the same in
his experiment.

first variable

second variable

third variable

4 Draw a results table in the space below, and fill in Marcus’s results
so that they are easy to understand. Remember to include a column
where you can write in the mean value for each set of results.

5
 1.1 Photosynthesis

1 Use the idea to write down a hypothesis that you could test by
doing an experiment.
Check your hypothesis with your teacher before you move on to
question 2.

2 Use the next two pages to write a plan for an experiment you could
do, to test your hypothesis.
• Try to make your plan really clear and detailed, so that
someone else could follow it to do your experiment.
• Include a labelled diagram of the apparatus you would use.
• Draw a results chart, with headings.
• Predict what you think the results might be, giving a reason for
your prediction.
• Remember to state your independent variable, dependent
variable, and the variables that you will try to keep the same.

7
1 Photosynthesis and the carbon cycle

8
1 Photosynthesis and the carbon cycle

7 Calculate the mean times taken for each row in the results table.
Write your answers in the last column.
Remember not to include the anomalous results when you calculate
the mean.

8 Suggest why the times taken for the five leaf discs to rise in each of
the lighting conditions were not all the same.

9 Write a conclusion for the girls’ experiment.

10 Suggest an explanation for the difference between the mean times

for the leaf discs to rise in bright light and in dim light

16
 1.3 The carbon cycle

1.3 The carbon cycle

1.3 Completing a carbon cycle diagram
The diagram shows part of the carbon cycle.

carbon dioxide
in the air

carbohydrates carbon compounds in

in decomposers fossil fuels e.g. oil and coal

carbohydrates carbohydrates
in animals in green plants

Focus
1 On the diagram, write these labels next to the correct arrows:
R next to three arrows that show respiration
P next to one arrow that shows photosynthesis
C next to one arrow that shows fossil fuels being formed
D next to two arrows that show decomposition
F next to one arrow that shows feeding

Practice
Hydrogencarbonate indicator changes colour according to how much
carbon dioxide there is in it.
• The indicator is purple when there is no carbon dioxide.
• The indicator is red when there is a low concentration of carbon
dioxide.
• The indicator is yellow when there is a high concentration of
carbon dioxide.

17
 1.3 The carbon cycle

5 Explain Arun’s results.

Challenge
6 Use Arun’s results, and the diagram of the carbon cycle, to explain
the importance of plants in maintaining a stable concentration of
carbon dioxide in the atmosphere.

19
1 Photosynthesis and the carbon cycle

1.4 Climate change

1.4 Interpreting graphs about
climate change
In this exercise, you look at graphs displaying data collected by NASA
(the USA’s National Aeronatutics and Space Adminstration) and
NOAA (the USA’s National Oceanic and Atmosphere Adminstration).
You will need to study the graphs carefully to answer the questions, and
also use your own knowledge about photosynthesis, the carbon cycle
and climate change.

Focus
Here are three graphs about climate change.
Graph A
+250

+200

+150

Change in sea
+100
level in mm

+50

−50
1880 1900 1920 1940 1960 1980 2000 2020
Year

20
 1.4 Climate change

Graph B
0.8
mean values for
1979 to 2016
0.6
values in
Extent of sea ice in the 2017 to 2018
Bering Sea (in the Arctic) 0.4
in millions of km2
0.2

0.0
Oct Nov Dec Jan Feb Mar Apr May Jun Jul
Date

Graph C
0.042

0.040

0.038
Percentage
carbon dioxide
0.036
concentration in
the atmosphere
0.034

0.032

0.030
1960 1965 1970 1975 1980 1985 1990 1995 2000 2005 2010 2015 2020
Year

1 Write the letter of the graph that matches each of these statements.

There is more carbon dioxide in the atmosphere now than there

used to be.

Sea level is steadily rising.

Sea ice in the Arctic is present for fewer months in the year now,

and there is less of it.

21
1 Photosynthesis and the carbon cycle

Practice
2 Look at graph A.
Describe in words what is shown on the graph. Include some figures
in your answer, for example by stating the change in sea level since
1880.

3 Look at graph B.
Describe two ways in which the extent of sea ice in the Bering Sea in
2017 to 2018 differed from the mean extent from 1979 to 2016.

1st way

2nd way

Challenge
4 Look at graph B again.
What extra data would you want to collect, in order to be certain
that the extent of sea ice really is changing? Explain your answer.

22
 1.4 Climate change

5 Look at graph C.
Most scientists think that human activities are contributing to the
changes in carbon dioxide concentration shown in the graph.
Use your own knowledge to explain why they think this.

6 Look at graph C again.

The measurements of carbon dioxide concentration were made in
Hawaii, which is in the northern hemisphere.
Thinking about plants and photosynthesis, suggest why the line
wiggles up and down each year.

23
 2.4 Simple and giant structures

2.4B Properties of ionic and covalent

substances
Practice
In this exercise you will identify properties of substances linked to their structures
Look carefully at the table and answer the questions.

solid, liquid or Ionic or simple

Melting point / Boiling point /
Substance gas at room molecule with
°C °C
temperature? covalent bonds
potassium
770 1500
chloride

Substance X −182 −161

calcium
solid ionic
chloride

ammonia −77 −34

magnesium
2825 3600
oxide

bromine   −7   59

simple molecule with

Substance Y    0 100 liquid
covalent bonds

1 Calcium chloride is an ionic compound that is solid at room temperature.

What does that tell you about its melting and boiling points?

2 Is Substance X a solid, liquid or gas at room temperature?

3 List the substances that are solids at room temperature.

39
2 Properties of materials

4 List the substances, other than Substance Y, that have simple

molecules with covalent bonds.

5 Suggest what Substance Y is. Give a reason for your suggestion.

6 Which substance, other than Substance Y, is a liquid at

room temperature?

7 Explain why magnesium oxide has high melting and boiling points.

8 Explain why ammonia has low melting and boiling points.

2.4C Giant structures of carbon

Challenge
In this exercise you will link the structure of diamond and graphite to
their properties.
Diamond and graphite are both giant structures formed from the
element carbon.

40
 3.1 Density

3 Zara has four pieces of metal, P–S, each made from a different type
of metal.
All four pieces have the same mass.
The volumes of the pieces are:
P  22 cm3      Q  35 cm3      R  19 cm3      S  27 cm3
Which piece of metal has the greatest density?

Write the letter

4 Arun has some solid blocks with different densities.

State how the density of a solid block should compare with water if
the block is to float on water.

3.1B Understanding and

calculating density
Practice
In this exercise you will describe density and calculate some densities.

1 Which of these statements describes density?

Tick ( ) one statement.

the weight of a substance

the volume that a substance occupies

the mass of a certain volume of substance

the volume of a certain mass of substance

2 Complete the equation for density.

density =

43
3 Forces and energy

2 Arun fills a glass with water to drink. The temperature of the water
is 10 °C.
Arun puts ice in the water. The temperature of the ice is −15 °C.
Explain what will happen to the temperature of the water when the
ice is added.

3 Sofia makes a cup of hot coffee. She adds cold milk to the coffee.
Explain what happens to the temperature of the coffee and the
temperature of the milk.

3.5 Ways of transferring

thermal energy
3.5A Describing thermal
energy transfers
Focus
In this exercise you describe how thermal energy is transferred in
different situations.

58
 3.5 Ways of transferring thermal energy

1 Complete the sentences using words from the list. Each word can
be used more than once.

conduction   convection   radiation
a Thermal energy is transferred from the Sun to Earth by

b Thermal energy is transferred within metals by

c When warm air rises through cold air, this is called

d Neither nor can occur in

a vacuum.

2 Draw straight lines to match the type of thermal energy transfer to

the way it works.

Type of thermal energy transfer How it works

particles vibrate more, take up

conduction more space and decrease the
density of the substance

particles vibrate more, collide with

convection particles beside them, making
these particles also vibrate more

type of wave that does not

radiation require particles to transfer thermal
energy

59
3 Forces and energy

3.5B Comparing thermal

energy transfers
Practice
In this exercise you make comparisons between the three types of
thermal energy transfer.

1 Explain why conduction of heat occurs more easily in solids than

in gases.

2 Explain why convection can occur in liquids and gases but not in
solids.

3 Explain why radiation can occur in a vacuum while conduction and

convection cannot occur in a vacuum.

3.5C Variables affecting thermal

energy transfer
Challenge
In this exercise you consider the variables that affect thermal energy
transfers.

60
3 Forces and energy

Explain how this works.

3.6 Cooling by evaporation

3.6A How evaporation works
Focus
In this exercise you think about what evaporation is and how it works.
1 Which of these describes evaporation?
Tick ( ) one box.
when a solid changes to a liquid

when a liquid changes to a gas

when a liquid changes to a solid

when a gas changes to a liquid

2 Which particles cause evaporation?

Tick ( ) one box.
the particles with the most energy

the particles with the least energy

Explain your answer.

62
3 Forces and energy

2 A liquid is evaporating. The liquid is not being heated.

a Explain what happens to the average energy of the particles in
the liquid.

b Explain what happens to the temperature of the liquid.

3 Arun has sweat on his face. The air temperature is 25 °C. Arun
uses a fan to blow air onto his face. The fan does not change the
temperature of the air.
Explain why the fan helps Arun to cool (lose heat) faster.

3.6C Evaporation and cooling 2

Challenge
In this exercise you think in more detail about how evaporation
causes cooling.

1 Perfume evaporates faster than water.

Sofia has perfume and water at the same temperature.
Sofia puts an equal volume of the perfume and the water separately
on her hand.
Explain which feels colder.

64
 3.6 Cooling by evaporation

2 Humidity is a measure of the quantity of water vapour in air. In

conditions of high humidity, evaporation stops.
Explain why sweat will not cool (lower the temperature of) the skin
in conditions of high humidity.

3 A type of air cooler works by blowing air from the room through a
sponge soaked in water.
Explain how blowing air through a sponge soaked in water lowers
the temperature of the air.

65
 4.4 Keeping a fetus healthy

4.4C Smoking and birthweight

Challenge
In this exercise, you analyse data about smoking and birthweight. You use
the data to draw conclusions and explain how you made these conclusions.
Scientists in Japan studied how the birthweight of a baby is affected if
the mother smokes while she is pregnant.
They interviewed 53 386 mothers whose babies were born between 2004
and 2010 in a large city in Japan.
They asked the mothers whether they had smoked during pregnancy.
They also recorded the mass of the baby at birth. If the baby’s mass was
less than 2500 g at birth, this was recorded as low birthweight.
The table shows their results.

Mother did not smoke during

Mother smoked during pregnancy
pregnancy
Birth year Percentage of Percentage of
Number of Number of
babies with low babies with low
babies born babies born
birthweight birthweight
2004 to 2005 2609 14.0 23 713 9.6
2006 to 2007 2109 14.5 24 955 9.9

Look at the row for 2004 to 2005.

1 How many babies were born in total in 2004 to 2005?

2 Did most mothers smoke during pregnancy in 2004 to 2005?

Use the numbers in the table to explain your answer.

81
4 Maintaining life

3 Did smoking during pregnancy increase the risk of a baby having low
birthweight? Use the numbers in the table to explain your answer.

Now look at the next row as well – the row for 2006 to 2007.
4 Look at the number of babies born. Is there any evidence that
fewer women smoked during pregnancy in 2006 to 2007, than in
2004 to 2005? Use the numbers in the table to explain your answer.

5 Do you think that the results in the table prove that smoking during
pregnancy is harmful to a fetus? Explain your answer.

82
5 Reactivity

1 Sodium burns brightly when heated, and forms an oxide.

Does magnesium react more vigorously or less vigorously than sodium?

2 Copper reacts very slowly when heated. Suggest how silver reacts
when heated.

3 Lead reacts very slowly with dilute acid. How do you expect iron to
react with dilute acid, compared with lead?

4 If an iron nail is put in a solution of copper sulfate, there is a

reaction. This is the word equation:
copper sulfate + iron iron sulfate + copper
Iron is more reactive than copper, so it ‘pushes out’ or displaces the
copper from the sulfate.

5 If you place a copper nail in a solution of iron sulfate, will there be

a displacement reaction?

Explain your answer.

6 Suggest a metal that cannot displace copper in the solution of

copper sulfate.

7 Metal X displaces lead in a solution of lead chloride.

Metal X does not displace zinc in a solution of zinc chloride.
Suggest what metal X could be.

84
5 Reactivity

3 Describe the method for carrying out this step. Include any
safety precautions.

4 How will they know when the potassium hydroxide is neutralised?

5 When the potassium hydroxide is neutralised. Zara and Marcus

have a coloured solution. How do they remove the colour, so that
the crystals of potassium chloride are pure?

6 Write the word equation for the neutralisation reaction.

7 Write the symbol equation for this reaction.

98
 5.5 Rearranging atoms

6 Suggest which liquid was added to tube C.

7 Suggest what substance A could have been.

8 Suggest what substance B could have been.

9 Suggest what substance C could have been.

10 Write a word equation for the reaction involving substance A.

11 Write a word equation for the reaction involving substance B.

12 Write a word equation for the reaction involving substance C.

5.5 Rearranging atoms

5.5A What happens to the atoms and
the mass when chemicals react?
Focus
In this exercise you develop your understanding of how atoms rearrange
in a chemical reaction and look at what happens to the mass of products
in a reaction.
When chemicals react together, none of the atoms is lost.
They rearrange to make other chemicals.

101
5 Reactivity

1 In forming magnesium oxide, one atom of magnesium bonds with

one atom of oxygen.

Mg Mg O O Mg O Mg O
magnesium + oxygen magnesium oxide

Colour the atoms of magnesium green. Colour the atoms of

oxygen red.

2 This diagram shows magnesium and hydrochloric acid reacting.

H Cl
Mg Cl Mg Cl H H
H Cl

magnesium + hydrochloric acid + hydrogen

a Colour the atoms of magnesium green. Colour the atoms of

chlorine yellow.

b Name the salt that is produced.

3 a In the reaction shown in question 2, how many:

atoms of hydrogen are on the left side of the equation?
atoms of hydrogen are on the right side of the equation?
atoms of chlorine are on the left side of the equation?
atoms of chlorine are on the right side of the equation?

b Are there the same number of magnesium atoms on each side

of the equation?

4 Now look at this reaction.

H H H O H
O O
H H H O H

oxygen + hydrogen water

a Colour the atoms of oxygen red. Leave the hydrogen atoms blank.

102
5 Reactivity

7 Zara now adds 30 g of calcium carbonate to 50 g hydrochloric acid.

What does Zara expect the reading on the top pan balance to be
when the reaction has finished?

5.5B Before and after the reaction

Practice
This exercise will help you to understand and explain what happens to
atoms in a chemical reaction and explain some unexpected results.
1 The products of a chemical reaction contain the elements calcium,
chlorine, hydrogen, oxygen and carbon.
What elements were present in the reactants?

2 The particle diagram shows the reactants and one product in a

chemical reaction. Complete the word and symbol equations and
draw a particle diagram for the missing product.
+

sulfur + oxygen

S + O2

3 This is the word equation for the reaction of magnesium carbonate

with hydrochloric acid.
magnesium hydrochloric magnesium carbon
+ + + water
carbonate acid chloride dioxide

a Which elements are present in magnesium carbonate?

b Which elements are present in carbon dioxide?

104
5 Reactivity

7 What is the mass of the products of this reaction?

8 Write the word equation for this reaction.

9 At the end of the reaction, Arun finds that the mass of the contents of
the beaker is 247 g. he repeats the experiment and gets the same result.

a Has he made a mistake?

b Suggest why Arun got this result.

10 When a scientist gets an unexpected result in an experiment what

should they do?

5.5C Investigating burning magnesium

Challenge
In this exercise you will make a conclusion from experimental data and
consider the practical problems if carrying out an investigation.
In an investigation, magnesium is burned in a limited volume of pure
oxygen. The aim of the investigation is to answer this question.
How does the mass of the compound formed depend on the mass of the
magnesium burned?

1 What variables need to be controlled to make this investigation fair?

106
5 Reactivity

3 Plot the results on the grid below. Join the points appropriately.

4 State a conclusion you can make from these data.

5 Explain why the mass of the compound formed stays the same
when the mass of the magnesium used increases from 2.0 g to 3.0 g.

If you carried out his investigation in a laboratory, suggest:

a problems you could have getting accurate results

b safety aspects you should consider.

108
6 Sound and space

3 Which wave produces the quietest sound?

4 Which wave produces the highest pitch sound?

5 Which wave produces the lowest pitch sound?

6 Which wave has the highest frequency?

6.1B Drawing sound waves

Practice
In this exercise you will draw sound waves as they appear on oscilloscope
screens using your understanding of amplitude and frequency.
This diagram shows how a sound wave appears on an oscilloscope screen.

1 On this blank grid, draw how the

wave appears when:
• the amplitude increases
• the frequency stays the same.

110
6 Sound and space

2 The diagram shows how scientists think the some of the continents
may have looked about 200 million years ago.

Madagascar
Africa

India

South America Australia

Antarctica

Describe what has happened to these continents in the last 200

million years to move them to their current positions.

3 Which statements are evidence for tectonic plates?

Tick ( ) all correct statements.
the same types of fossils have been found in different
continents

volcanoes and earthquakes are more likely to happen in

particular places

there is more land north of the equator than south of the

equator

the alignment of magnetic materials in rocks varies with

the age of the rock

each of the continents has parts that have different climates

126
6 Sound and space

a Use this information, and ideas about tectonic plates, to suggest

why the continents of North America and Europe are moving
away from each other.

b Most of the underwater volcanoes and earthquakes in the

Atlantic Ocean occur along the mid-Atlantic ridge. Suggest why.

6.5C Evidence for tectonic plates

Challenge
In this exercise you consider the evidence for tectonic plates.

1 a Describe what is meant by tectonic plates.

b Briefly describe what causes the movement of tectonic plates.

128
 6.5 Tectonics

2 a In the year 1912, a scientist called Alfred Wegener was the

first person to suggest that the Earth’s continents were slowly
moving. Suggest why people did not believe this theory in 1912.

b A GPS system uses artificial satellites to accurately work

out positions on Earth. GPS systems are commonly used in
navigation apps.
Scientists have used GPS systems to show that the North
American continent is moving towards the west at a speed of
23 mm per year.

i Explain how this provides evidence for tectonic plates.

ii Assuming that North America moves at a constant

speed of 23 mm per year, calculate the time taken for this
continent to move by 1 km.

years

3 Explain how each of these facts is evidence for tectonic plates.

a Scientists have found fossils of small mammals in South

America that appear to be very similar to other fossils of the
same age found in Africa.

129
7 Genes and inheritance

2 Write the letter X in each cell to show where the chromosomes are
found.

Practice
3 Write a sentence, in your own words, using each of the words.
Try to include some scientific information in each sentence.
chromosome

gene

DNA

Challenge
4 When a plant or animal grows, or when it needs to repair damage
to its body, some of its cells divide to form two new cells.
Before this happens, all the DNA in the original cell is copied.
Each new cell then gets a complete copy of all the DNA in the
original cell.
Suggest why it is important that this happens.

132
7 Genes and inheritance

146
8 Rates of reaction

70

60

50

Total volume of 40
hydrogen gas
produced in cm3 30

20

10

0
0 50 100 150 200 250 300 350
Time in s

Remember the slope of the line on the graph tells you the rate of
reaction. The steeper the line the faster the reaction.
1 Tick (✓) the correct answer.
The greatest rate of reaction is:
between 0 seconds and 100 seconds

between 150 seconds and 250 seconds

between 250 seconds and 350 seconds

2 Tick (✓) the correct answer.

The lowest rate of reaction is:
between 0 seconds and 100 seconds
between 150 seconds and 250 seconds
between 250 seconds and 350 seconds

3 How much hydrogen is produced between 0 seconds and 100 seconds?

148
8 Rates of reaction

8.3C Exploring the link between

temperature change and the
rate of reaction
Challenge
1 In this exercise you will suggest the trend in the results of an
investigation and explain the reasons for the changes in the rate of
reaction of an acid and a metal.

a On the grid below, sketch the graph you would expect their
results to produce.

Time for reaction

to take place in s

Temperature in °C

162
 8.4 Concentration and the rate of reaction

b Use particle theory to explain in detail why a change in

temperature changes the rate of reaction.

c If Sofia and Marcus repeated their investigation using the

same mass of metal but in powdered form, how would the
graph be different? Add your idea to the graph in a) and label
the line clearly. Explain the reasons for these results.

8.4 Concentration and

the rate of reaction
8.4A Concentration and the
rate of reaction
Focus
This exercise will help you to plan investigations and explain the reasons
for changes in the rate of reaction.
Zara and Sofia are investigating the effect of changing the concentration
on the rate of reaction between dilute sulfuric acid and zinc. They have
been given a number of pieces of zinc of the same size and mass but
only one bottle of dilute sulfuric acid. Their first task is to make up five
different concentrations of the acid.

163
8 Rates of reaction

1 Explain how they would make solutions of five different

concentrations of sulfuric acid . Remember to explain how they
will measure the liquids accurately.

Zara and Sofia carry out their investigation. They keep the volume of
acid used the same each time. The mass and size of the zinc used is the
same each time. The temperature of the acid is the same each time.
2 What do the girls measure when they carry out the reaction?

3 List the equipment they will need, to carry out this investigation.

4 What would you expect them to find out in this investigation?

164
 8.4 Concentration and the rate of reaction

5 Explain why you think they will get these results. You may use
diagrams if it helps you to explain.

165
8 Rates of reaction

8.4B Which results are which?

Practice
In this exercise you will identify sets of results and describe, compare
and explain the results.
Arun carried out an investigation of the rate of reaction between
magnesium and sulfuric acid, using different concentrations of acid.
The concentrations he used are shown in the table. The hydrogen gas
produced was collected and its volume measured every 30 seconds.

Volume of acid Volume of water

Concentration
used/cm3 used/cm3

×5 50 0

×4 40 10

×3 30 20

×2 20 30

×1 10 40

×0 0 50

1 The acid concentration x0 was not used in this investigation.

Why?

2 The graph below shows Arun’s results for ×4 concentration,

×3 concentration and ×2 concentration.
Arun has not labelled the concentrations on the graph. Label each
line with the appropriate concentration.

166
 8.4 Concentration and the rate of reaction

60

50
Volume of hydrogen produced in cm3

40

30

20

10

0
0 30 60 90 120 150 180 210 240 270 300 330 360 390 420 450 480 510 540 570
Time in s

3 Compare the three sets of results and explain what they show.

4 Explain the three sets of results shown on the graph, using particle
and collision theory.

167
8 Rates of reaction

5 Sketch on the graph your predicted line for the x5 concentration.

Label the line.

8.4C As fast as possible

Challenge
In this exercise you will plan an experiment and explain the reasons for
your decisions.
Marcus and Zara have been asked to carry out the reactions between
marble chips and dilute acid and to collect 100 cm3 of carbon dioxide in
the shortest possible time.
They may use only 20 g of marble chips and 50 cm3 of standard dilute
hydrochloric acid. They have access to a range of laboratory equipment.
1 Draw and label a diagram to show how they could carry out this
reaction and collect the gas.

168
 8.4 Concentration and the rate of reaction

2 List all other equipment not shown in the diagram that they will
need to use.

3 What variable are the learners not permitted to change?

4 Which two variables could they change to give a faster rate

of reaction?
Variable 1:
Variable 2:

5 Explain, for each of the variables you have stated in question 4,

how changing it will speed up the rate of reaction.
Variable 1:

Variable 2:

169
8 Rates of reaction

6 Describe how Marcus and Zara should carry out this experiment.

7 Suggest any practical difficulties in carrying out this experiment,

which may make the collection time longer than it should be.

170
9 Electricity

3 This circuit contains two identical buzzers. The current at one

position in the circuit is shown.
Calculate the currents at positions P and R in the circuit. 4A

Show your working. P

P A

R= A

9.1B Facts about parallel circuits

Practice
In this exercise you will describe parallel circuits.
1 Which of these are correct facts about parallel circuits.
Tick ( ) all that apply:
there is more than one path for current to flow in a parallel
circuit
there are no branches in a parallel circuit
current divides through different parts of a parallel circuit
when one component fails in a parallel circuit, all
components stop working

2 The diagram shows a parallel circuit.

The circuit has two identical lamps and four ammeters.
a Which ammeter will show the same current as A1?

b Which ammeter will show the same current as A2? A1 A4

A2
c Which ammeter will show half the current shown on A4?

A3
d Which ammeter will show double the current shown on A3?

172
 9.4 Practical circuits

2 Which circuit will show the current though the cell?

Write the letter

3 Which circuit contains lamps of different brightness?

Write the letter

4 Which circuit will show the total current that flows through two
components?

Write the letter

5 Which circuits contain two lamps that have the same current?

Write the letters

6 Which circuit contains a lamp with the same voltage across the
lamp as that of the cell.

Write the letter

187