We are working with Cambridge Assessment International Education towards endorsement of this title.

1 Photosynthesis
and the carbon cycle

E
1.1 Photosynthesis
1.1A How light level affects
photosynthesis
Focus PL
In this exercise, you decide which variables to keep the same in an
experiment. You put results into a table and make a conclusion.
Arun does an experiment to investigate whether plants photosynthesise
M
faster when they have more light.
The diagram shows the apparatus he uses.
SA

Apparatus A Apparatus B Apparatus C

Arun puts Apparatus A next to a window.

He puts Apparatus B in a shady corner of the same room.
He puts Apparatus C in a dark cupboard.

Original material
2 © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
ISBN_9781108742894.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
1.1 Photosynthesis

1 What should Arun keep the same for all three sets of apparatus?
Tick (✓) three boxes.

the amount of light

the type of plant

the mass of the plant

the number of bubbles

E
the temperature

Arun leaves his three sets of apparatus for two days. Then he
measures the volume of gas collected in each test tube.

2
This is what he writes down.
A 18.3 cm3
B 7.2 cm3
C 0,5 cm3 PL
Complete Arun’s results table.

Apparatus Amount of light

M
A
B
C
SA

3 What conclusion can Arun make from his results?

Tick (✓) one box.

Plants need chlorophyll for photosynthesis.

Plants that live in water photosynthesise more slowly

than plants that live on land.

Plants photosynthesise faster when they have more light.

Plants use water for photosynthesis.

Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior
3 to publication.
ISBN_9781108742894.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
1 Photosynthesis and the carbon cycle

1.1B The effect of different colours of

light on the rate of photosynthesis
Practice
This exercise gives you practice in recording results, and also thinking
about variables in an experiment.
Marcus wanted to find out which colour of light would make a plant

E
photosynthesise fastest.
The diagram shows the apparatus that he set up.

red cellophane blue cellophane

water

test tube

water plant
PL water

test tube

water plant
M
green cellophane colourless cellophane

water water

test tube test tube

SA

water plant water plant

Marcus shone a light onto each tube. He counted the number of bubbles
that the water plant gave off in one minute. He did this three times for
each piece of pondweed.
These are his results.
red - 10, 12, 11 blue - 8, 12, 10
green - 4, 5, 6 colourless - 11, 13, 12

Original material
4 © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
ISBN_9781108742894.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
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

E
his experiment.

first variable

second variable

4
third variable

PL
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.
M
SA

Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior
5 to publication.
ISBN_9781108742894.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
1 Photosynthesis and the carbon cycle

5 Complete the bar chart to show Marcus’s results.

E
6
red
PL green blue
Colour of light
colourless

Write down a conclusion that Marcus can make from his results.
M
1.1C Turning an idea into a hypothesis
SA

that can be tested

Challenge
In this challenging task you will choose an idea and then turn it into
a hypothesis that can be tested by scientific experiment. Then you will
write a plan for the experiment.
Here is an idea about water plants and photosynthesis.
Idea: Carbon dioxide is one of the raw materials for photosynthesis.
We can provide extra carbon dioxide to a water plant by bubbling
carbon dioxide gas into the water. This could allow the water plant to
photosynthesise faster.

Original material
6 © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
ISBN_9781108742894.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
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.

E
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.
•
•
•

•
PL
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.
M
SA

Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior
7 to publication.
ISBN_9781108742894.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
1 Photosynthesis and the carbon cycle

E
PL
M
SA

Original material
8 © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
ISBN_9781108742894.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
1.2 More about photosynthesis

1.2 More about

photosynthesis
1.2A Duckweed experiment
Focus

E
In this exercise, you practise planning experiments, recording results and
making conclusions.
Sofia does an experiment to find out if extra nitrate fertiliser helps
duckweed plants to grow faster.

PL
She takes five dishes and puts the same amount of distilled water into
each of them. She labels the dishes A, B, C, D and E.
She adds one grain of fertiliser to dish B, two grains to dish C, three
grains to dish D and four grains to dish E.
She puts five duckweed plants into each dish.

A B
M
SA

C D

E
duckweed plants grains of fertiliser

Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior
9 to publication.
ISBN_9781108742894.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
1 Photosynthesis and the carbon cycle

1 Write the number of grains of fertiliser that Sofia puts into each
dish in the boxes next to each diagram.

2 Which variable does Sofia change in her experiment? Tick (✓) the
correct answer.
number of duckweed plants
volume of water
quantity of fertiliser

E
3 Which variables should Sofia keep the same in her experiment?
Tick (✓) all the correct answers.
number of duckweed plants

quantity of fertiliser

light intensity

volume of water

temperature
PL
After two weeks, Sofia counts the number of duckweed plants in
each dish. She writes the results in her notebook.
M
A 5 plants B 9 plants

C 10 plants D 8 plants
SA

E no plants

4 Complete the results chart.

Dish Number of grains of fertiliser Number of plants at end of experiment

A 0 5

Original material
10 © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
ISBN_9781108742894.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
1.2 More about photosynthesis

5 Draw a bar chart to display Sofia’s results.

Put ‘number of grains of fertiliser’ on the horizontal axis.
Put ‘number of plants at end of experiment’ on the vertical axis.

E
PL
M
Sofia says:
SA

From my experiement, I conclude that

duckweed plants grow more if they have
extra nitrate fertilier. But too much nitrate
fertiliser stops them growing.

Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior
11to publication.
ISBN_9781108742894.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
1 Photosynthesis and the carbon cycle

6 Explain how Sofia’s results support her conclusion.

E
7 How can Sofia improve her experiment?
Tick (✓) the correct answer.

Use three sets of dishes for each quantity of fertiliser.

PL
Use a different kind of water plant in each dish.

Put each dish in a different temperature.

1.2B Testing a variegated leaf

for starch
M
Practice
In this exercise, you provide explanations using your scientific knowledge.
Zara found a plant that had leaves with some green areas and some
white areas. Leaves like this are called variegated leaves.
SA

white

green

She decided to test one of the leaves for starch. She made this prediction:
The green parts of the leaf will contain starch, but the white parts
will not.

Original material
12 © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
ISBN_9781108742894.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
1.2 More about photosynthesis

1 What is the substance that makes leaves green?

2 Explain why Zara’s prediction is likely to be correct.

3 First, Zara put the leaf into boiling water, and left it there for

E
5 minutes.
Explain why she did this.

PL
Next, she took the leaf out of the water and put it into some hot
alcohol.
Explain why she did this.
M
5 Lastly, Zara dipped the leaf into water and spread it out on a white
tile. The leaf looked white.
She added iodine solution to the leaf. Some parts of the leaf went
orange-brown, and some went blue-black.
SA

On the diagram below, shade in the parts of the leaf that would go
blue-black, if Zara’s prediction was correct.

6 What substance causes the iodine to turn blue-black?

Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior
13to publication.
ISBN_9781108742894.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
1 Photosynthesis and the carbon cycle

1.2C Floating discs experiment

Challenge
In this task, you will interpret the results of an experiment. You
will think about variables, write a conclusion and use your scientific
knowledge to explain a set of results.
Sofia and Zara do an experiment to investigate photosynthesis.
They cut ten little discs out of a leaf, using a hole punch. Each disc is

E
exactly the same size and is cut from the same leaf.
They put one disc into water in a small beaker and shine light onto it.
Little bubbles appear on the underside of the leaf disc.

PL
After a while, the bubbles of gas make the leaf disc float to the surface
of the water.
Sofia and Zara record the time taken for the leaf disc to float to the
surface, then repeat their experiment with four more leaf discs.
leaf disc
M
bubbles

1 Name the gas that the leaf disc produced when it photosynthesised.
SA

2 Explain why the bubbles of gas formed on the underside of the

leaf, not on the top.

3 In what way does the time taken for the leaf disc to rise depend on
the bubbles of gas? Explain your answer.

Original material
14 © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
ISBN_9781108742894.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
1.2 More about photosynthesis

Sofia and Zara do the investigation again, but this time they put the
beaker and the leaf discs in a room with only dim lighting.
Here are the girls’ results from both tests.

Time taken for leaf disc to rise

to the surface, in seconds
Conditions Try 1 Try 2 Try 3 Try 4 Try 5 Mean

bright light 14 3 12 14 11

E
dim light 44 66 69 77 71

4 Suggest the hypothesis that the girls were testing.

5
PL
What was the independent variable in the girls’ experiment?
M
6 Sofia thought that there was one anomalous result in each row of
their results table.
Draw circles around the two anomalous results in the table.
SA

Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior
15to publication.
ISBN_9781108742894.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
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.

E
8

9
PL
Suggest why the times taken for the five leaf discs to rise in each of
the lighting conditions were not all the same.

Write a conclusion for the girls’ experiment.

M
10 Suggest an explanation for the difference between the mean times
for the leaf discs to rise in bright light and in dim light
SA

Original material
16 © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
ISBN_9781108742894.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
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

E
carbohydrates carbon compounds in
in decomposers fossil fuels e.g. oil and coal

Focus
1
carbohydrates
in animals
PL carbohydrates
in green plants

On the diagram, write these labels next to the correct arrows:

M
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
SA

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.

Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior
17to publication.
ISBN_9781108742894.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
1 Photosynthesis and the carbon cycle

Arun set up four boiling tubes like this:

hydrogencarbonate
indicator

freshwater shrimp

water plant
A B C D

E
Arun recorded the colour of the indicator in each tube at the start of his
experiment. Then he left the tubes in the laboratory for two hours, and
recorded the colour again.
This is what he wrote down.

A red, red

C red, purple
PL B red, yellow

D red, red
M
2 Suggest why Arun put a bung in each tube.
SA

3 Describe two variables that Arun kept the same in his experiment.

4 Construct a results table in the space below, and complete it to

show Arun’s results.

Original material
18 © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
ISBN_9781108742894.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
1.3 The carbon cycle

5 Explain Arun’s results.

E
Challenge
6 PL
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.
M
SA

Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior
19to publication.
ISBN_9781108742894.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
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).

E
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

+250

+200

+150
PL
Here are three graphs about climate change.
Graph A
M
Change in sea
+100
level in mm

+50

0
SA

−50
1880 1900 1920 1940 1960 1980 2000 2020
Year

Original material
20 © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
ISBN_9781108742894.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
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

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

Graph C
0.042

Percentage
carbon dioxide
concentration in
the atmosphere
0.040

0.038

0.036

0.034
PL
M
0.032

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

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.

Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior
21to publication.
ISBN_9781108742894.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
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.

E
3 Look at graph B.

PL
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
M
2nd way

Challenge
SA

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.

Original material
22 © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
ISBN_9781108742894.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
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.

E
6 Look at graph C again.

PL
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.
M
SA

Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior
23to publication.
ISBN_9781108742894.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
2 Properties of materials

2 Properties of
materials

E
2.1 Atomic structure and
the Periodic Table
2.1 Atomic structure
PL
All parts of this exercise will help you to use the Periodic Table to find
information about the structure of the atoms of elements.
You will need to use the information in the Periodic Table to answer the
following questions.
M
metals 1 atomic number 2
H He
non-metals hydrogen helium
1 mass number 4
3 4 5 6 7 8 9 10
Li Be B C N O F Ne
lithium beryllium boron carbon nitrogen oxygen fluorine neon
7 9 11 12 14 16 19 20
SA

11 12 13 14 15 16 17 18
Na Mg Al Si P S Cl Ar
sodium magnesium aluminium silicon phosphorus sulfur chlorine argon
23 24 27 28 31 32 35 40
19 20
K Ca
potassium calcium
39 40

Focus
The atoms of one element are different from the atoms of all other
elements. They have different atomic numbers and mass numbers.

1 What is the atomic number for magnesium?

2 What is the mass number for nitrogen?

Original material
24 © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
ISBN_9781108742894.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
2.1 Atomic structure and the Periodic Table

3 Which element has the atomic number 13?

4 Which element has the mass number 20?

Atoms of different elements have different numbers of protons, neutrons
and electrons.
The smaller number is the atomic number and the larger number is the
mass number.
Look at this example:

E
Lithium
The atomic number tells
Atomic number = 3 you how many protons
Mass number = 7 3 there are.
Li
Number of protons = 3
Number of neutrons = 7 − 3 = 4

PL
Number of electrons = 3 (always the same
as the number of protons)

5 Complete these numbers for a boron atom.

Boron
7
lithium
The mass number tells you
how many protons plus
neutrons there are.
M
Atomic number =

Mass number = 5
B
boron
Number of protons = 11
SA

Number of neutrons =

Number of electrons =

Practice
6 The element carbon has an atomic number of 6 and a mass number
of 12.

a How many protons does a carbon atom have?

b How many electrons does a carbon atom have?

c How many neutrons does a carbon atom have?

Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior
25to publication.
ISBN_9781108742894.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
2 Properties of materials

d Draw and label the structure of an atom of carbon.

E
7 Complete the table.

Element

beryllium

phosphorus
Atomic

 4

15
PL
Mass
number number
Protons Neutrons Electrons

 9

31
4
Electronic
structure

5 4 2,2
M
calcium 20 40

Challenge
8 As you move along the row in the Periodic Table from left to right,
SA

and then along to the next row, the atomic number and the mass
number change.
Look carefully. Describes these changes.

The atomic number

The mass number

Original material
26 © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
ISBN_9781108742894.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
2.2 Trends in Groups within the Periodic Table

9 Which two elements have the same mass number?

10 Name an element that is a gas and has the same number of

neutrons as protons.

11 Complete the table and identify the element.

E
Element:
atomic number
mass number
number of protons
number of neutrons
number of electrons
electronic structure
PL 19
20

2.2 Trends in Groups

M
within the Periodic Table
SA

2.2A Elements in the same group

Focus
In this exercise you compare the structure of atoms in Group 1.
3
Li
lithium
7 Elements in the same group are similar.
11
Na Lithium, sodium and potassium are elements
sodium
23 in Group 1.
19 They are all metals.
K
potassium
39

Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior
27to publication.
ISBN_9781108742894.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
2 Properties of materials

1 What can you say about the number of protons in these three
metals, as you look down the group?

2 What can you say about the mass number of these three metals as
you look down the group?

Lithium has electrons arranged in two

E
shells.
It has two electrons in the first (inner)
3p 4n shell, and one in the second, outer shell.
This is shown as 2,1. It is called the

3
lithium

PLelectronic structure

This diagram shows the structure of the sodium atom.

Complete these numbers for sodium:
Atomic number =

Mass number =

Number of protons =
M
11p 12n
Number of neutrons =

Number of electrons =
sodium

4 Write the electronic structure of sodium.

SA

5 What is similar about the structures of an atom of lithium and an

atom of sodium?

Original material
28 © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
ISBN_9781108742894.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
2.2 Trends in Groups within the Periodic Table

6 This diagram shows the structure of the potassium atom. Complete

these numbers for potassium:

Atomic number =

Mass number =

Number of protons =
19p 20n

Number of neutrons =

E
Number of electrons =
potassium

7 Write the electronic structure of potassium

8 Compare the structure of the atoms of these three metals in Group1.

9
PL
What is similar about their structure?

What is different about the three atoms? Try to state two differences.
M
SA

2.2B Trends in groups in the

Periodic Table
Practice
This exercise will help you to identify trends in groups of the Periodic Table.

1 Explain what is meant by a ‘group’ in the Periodic Table.

Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior
29to publication.
ISBN_9781108742894.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
2 Properties of materials

2 This table contains some data about the elements in Group 7 of the
Periodic Table. The elements are given in descending order.

Atomic Mass Melting Boiling

Element Reactivity
number number point /°C point /°C

fluorine  9 19 −220 −188 most reactive

chlorine 17 35 −101  −34

E
bromine 35 80   −7   59 less reactive

iodine 53

a
astatine 85

PL
What trends can you see in this group of the Periodic Table?
M
b Iodine is the fourth element in this group. Would you expect
the melting point of iodine to be higher or lower than that of
bromine?
SA

c Would you expect iodine to be a solid, a liquid or a gas at

room temperature? Give a reason for your answer.

d Would you expect iodine to have a higher or lower boiling

point than astatine? Give a reason for your answer.

e Would you expect astatine to be more or less reactive than iodine?

Original material
30 © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
ISBN_9781108742894.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
2.2 Trends in Groups within the Periodic Table

2.2C Comparing trends in

Groups 1 and 7
Challenge
In this challenge exercise you will use information to compare elements
in the same group.
Group 1

E
Element Atomic number Mass number Melting point /°C Boiling point /°C
lithium  3  7 180 1360
sodium 11 23  98  900
potassium

Group 7

Element
fluorine
chlorine
19

 9
17
PL 39

Atomic number Mass number Melting point /°C

19
35
 63

−220
−101
 777

Boiling point /°C

−188
 −34
M
bromine 35 80   −7   59

Use the information to answer the questions.

1 As the atomic numbers in Group 1 increase, what happens to the
melting point?
SA

2 As the atomic numbers in Group 7 increase, what happens to the

melting point?

3 Compare the trends in boiling points in Group 1 and Group 7.

Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior
31to publication.
ISBN_9781108742894.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
2 Properties of materials

In Group 1 the least reactive shown in the table is lithium; the most
reactive is potassium.
In Group 7 the least reactive shown in the table is bromine; the most
reactive is fluorine.

4 Describe how reactivity relates to the size of the atoms in each group.
In Group 1:

E
In Group 7:

•
•
rubidium in Group 1
iodine in Group 7.
PL
The elements that come next in each group, in order of atomic
number, are:

Make predictions about the reactivity, melting point and boiling

M
point of rubidium and iodine, compared with the other elements in
their group.
Rubidium, Group 1

Reactivity:
SA

Melting point:

Boiling point:

Iodine, Group 7

Reactivity:

Melting point:

Boiling point:

Original material
32 © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
ISBN_9781108742894.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
2.3 Why elements react to form compounds

2.3 Why elements react

to form compounds
2.3A Atoms and ions
Focus

E
This exercise will help you to show the difference between an atom and
an ion.

1 This diagram shows the structure of a lithium atom. Label the

PL
electron shell with the highest energy level.
M
2 Draw a diagram to show the structure of a lithium ion.
SA

Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior
33to publication.
ISBN_9781108742894.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
2 Properties of materials

3 The symbol for a lithium atom is Li. What is the symbol for a
lithium ion?

4 This diagram shows the structure of a fluorine atom.

E
Draw a diagram to show the structure of a fluorine ion.

PL
M
SA

5 The symbol for a fluorine atom is F. What is the symbol for a

fluorine ion?

2.3B Why do ions form?

Practice
In this exercise you will practice drawing atoms and ions and explain
why ions form.

Original material
34 © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
ISBN_9781108742894.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
2.3 Why elements react to form compounds

1 Using the information here, draw atoms and ions of sodium and
chlorine in the spaces below.

sodium chlorine
atomic number 11 atomic number 17
mass number 23 mass number 35
sodium atom: chlorine atom:

E
sodium ion:
PL chlorine ion:
M
SA

2 How are the electrons in an atom held in place?

3 Why are ions formed?

Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior
35to publication.
ISBN_9781108742894.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
2 Properties of materials

2.3C Forming ionic compounds.

Challenge
In this exercise you will draw diagrams to illustrate the formation of
ionic compounds.
1 When calcium reacts with chlorine the compound calcium chloride
is formed. The formula for calcium chloride is CaCl2.

E
Information you may need:
Calcium has an atomic number of 20 and a mass number of 40.
Chlorine has an atomic number of 17 and a mass number of 35.

PL
Draw diagrams to show the structures of calcium and chlorine
atoms. Make sure you label the calcium and chlorine atoms.
M
b Draw diagrams to show the ions of calcium and chlorine.
SA

Make sure you label the calcium and chlorine ions.

Original material
36 © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
ISBN_9781108742894.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
2.4 Simple and giant structures

c Explain why the formula for calcium chloride is CaCl2.

You may use diagrams to help you explain.

E
PL
2.4 Simple and Giant structures
2.4A Ionic or covalent bonds
M
Focus
This exercise will help you to distinguish between ionic and covalent
substances
SA

Look at the diagrams that show the structures of two substances A and B.

Substance A Substance B

Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior
37to publication.
ISBN_9781108742894.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
2 Properties of materials

1 What type of bonding do you think Substance A has? Give a

reason for your answer.

2 Label Substance B to show where there are strong forces.

E
3

5
PL
Which substance has bonds where electrons are shared?

Which substance has a lattice structure?

A substance when dissolved in water conducts electricity.

What type of bonding does it have?
M
6 Some giant structures are called macromolecules. What type of
bonding do they have?
SA

7 Give an example of a macromolecule.

Original material
38 © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
ISBN_9781108742894.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
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.

E
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

calcium
chloride

ammonia

magnesium
−182

 −77
PL −161

 −34
solid ionic
M
2825 3600
oxide

bromine   −7   59

simple molecule with

Substance Y    0  100 liquid
covalent bonds
SA

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.

Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior
39to publication.
ISBN_9781108742894.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
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?

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

8
PL
Explain why ammonia has low melting and boiling points.
M
2.4C Giant structures of carbon
SA

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.

Original material
40 © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
ISBN_9781108742894.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
2.4 Simple and giant structures

1 Which of the diagrams below represents the structure of diamond

and which graphite?

E
2
This structure represents:

PL This structure represents:

Graphite is a very soft material. Explain how its structure is related

to its properties.
M
SA

3 Diamond is the hardest material on Earth. Explain how its

structure is related to its properties.

Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior
41to publication.
ISBN_9781108742894.
 We are working with Cambridge Assessment International Education towards endorsement of this title.

3 Forces and
energy

E
3.1 Density
3.1A Comparing densities
Focus

1
PL
In this exercise you will compare the densities of different substances.

Which of these substances has the lowest density?

Tick ( ) one box.
M
solid

liquid

gas

2 Marcus has four blocks, A–D, each made from a different type
SA

of wood.
All four blocks have the same volume.
The masses of the blocks are:
A 50 g
B 76 g
C 32 g
D 68 g

Which block has the greatest density? Write the letter

Original material
42 © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
ISBN_9781108742894.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
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

E
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
PL
M
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

SA

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 =

Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior
43to publication.
ISBN_9781108742894.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
3 Forces and energy

3 Calculate the density of each of these substances.

a A 10 g mass of water that has a volume of 10 cm3.

g/cm3
b A 170 g mass of brass that has a volume of 20 cm3.

E
c

PL
A 56 g mass of propane that has a volume of 100 cm3.
g/cm3
M
g/cm3
4 A solid cube is made from copper. The lengths of the sides of the
cube are 2.0 cm.
a Calculate the volume of the cube.
SA

cm3
b The mass of the cube is 71.2 g. Calculate the density of
the copper.

g/cm3

Original material
44 © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
ISBN_9781108742894.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
3.1 Density

3.1C Density, floating and sinking

Challenge
In this exercise you will use density to work out whether substances will
float or sink.
1 The table shows the densities of four different types of plastic.
The plastics are all solids.

E
type of plastic density / g/cm3
polyethylene 0.91
polypropylene 0.94

•
•
cellulose acetate
polyvinyl chloride

water
engine oil
PL
The densities of two liquids are:
1.0 g/cm3
0.92 g/cm3
Name a type of plastic from the table that will
1.28
1.38
M
a float in both engine oil and in water

b sink in engine oil but float in water

SA

c sink in both engine oil and in water.

2 Marcus has a model boat with a volume of 250 cm3.

Calculate the maximum mass of this boat that will float in water.
The density of water is 1.0 g/cm3.

Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior
45to publication.
ISBN_9781108742894.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
3 Forces and energy

3 A ship is being built using a material called mild steel.

Mild steel has a density of 7.9 g/cm3.
Seawater has a density of 1.02 g/cm3.
Explain how a ship can be made from mild steel and safely float
in seawater.

E
3.2 Heat and temperature
PL
M
3.2A Heat or temperature
Focus
In this exercise you will decide whether examples describe heat or
temperature.
SA

1 Complete each of the sentences using the word heat or temperature.

a 100 °C is the at which water boils.

b 25 000 J is the quantity of needed to make cold

water warmer.

c 22 °C is often described as room

Original material
46 © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
ISBN_9781108742894.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
3.2 Heat and temperature

2 Sofia has two cups of coffee. The volume of coffee in both cups is
the same.
One cup of coffee is at 55 °C.
The other cup of coffee is at 30 °C.
Which statements are true?
Tick ( ) two boxes.

the temperature of the coffee in each cup is different

E
the temperature of the coffee in each cup is the same

the heat in the coffee in each cup is different

the heat in the coffee in each cup is the same

PL
Zara serves two bowls of soup.
In one bowl Zara puts 100 cm3 of soup at 60 °C.
In the other bowl Zara puts 200 cm3 of soup at 60 °C.
Which statements are true?
Tick ( ) two boxes.

the temperature of the soup in each bowl is different

M
the temperature of the soup in each bowl is the same

the heat in the soup in each bowl is different

the heat in the soup in each bowl is the same

SA

3.2B Comparing heat and temperature

Practice
In this exercise you will describe the difference between heat
and temperature.

1 a Write down the unit of temperature

b Write down the unit of heat

Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior
47to publication.
ISBN_9781108742894.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
3 Forces and energy

2 Draw straight lines to match the quantity with the correct description.

Quantity Description
the total energy of particles in a substance

heat the maximum energy of particles in a substance

temperature the minimum energy of particles in a substance

E
the average energy of particles in a substance

3 Complete the sentences using appropriate (best) words.

4
PL
In a solid, the particles vibrate about

When a solid is heated, the particles vibrate

positions.

When the temperature of a solid decreases, the particles vibrate

Two solid blocks are at 20 °C. One block has double the mass of
the other block.
M
Explain how the heat and temperature of the blocks compare.
Use ideas about particles.

heat
SA

temperature

Original material
48 © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
ISBN_9781108742894.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
3.2 Heat and temperature

3.2C Measuring heat and temperature

Challenge
In this exercise you will think about measuring heat and temperature.
1 Look at the list of equipment.

ruler thermometer protractor joule meter volt meter

a Name the equipment from the list that can be used to measure

E
the temperature of water when it is being heated.

b Name the equipment from the list that can be used to measure

2
PL
the quantity of heat added to water when it is being heated.

Marcus uses an electric immersion heater to heat water.

Marcus measures the heat supplied to the water and the temperature
of the water at regular intervals. His results are in the table.

quantity of heat supplied / J temperature of water / oC

M
   0 10
1000 12
2000 14
3000 15
SA

4000 18
5000 20

a Marcus thinks that one of his results is anomalous.

i State which result is anomalous.

ii Describe what Marcus could do about this result.

Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior
49to publication.
ISBN_9781108742894.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
3 Forces and energy

b Use the results in the table to estimate

i the quantity of heat supplied when the temperature of
the water was 19 °C

ii the quantity of heat needed to raise the temperature of

the water to 30 °C

E
3.3 Conservation of energy
3.3A What does conservation of
energy mean?
Focus
PL
In this exercise you think about the meaning of the statement
‘conservation of energy’.

1 Which of these will happen when energy is conserved?

M
Tick ( ) one box.
the quantity of energy will increase

the quantity of energy will stay the same

a quantity of energy can be made

SA

a quantity of energy can be destroyed

2 Which of these shows conservation of energy in an electric lamp?

Tick ( ) one box.
energy input to the lamp equals energy output from the lamp
energy input to the lamp is greater than energy output from
the lamp
energy input to the lamp is less than energy output from
the lamp

the lamp should be switched off when not being used

Original material
50 © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
ISBN_9781108742894.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
3.3 Conversation of energy

3 100 J of electrical energy is supplied to a motor.

The electrical energy is changed to thermal and kinetic energy
in the motor.
Write down the total quantity of thermal and kinetic energy
changed in the motor.

 J

4 A car engine changes chemical energy to thermal and kinetic energy.

E
A total of 3500 J of thermal and kinetic energy are changed.
Write down the quantity of chemical energy changed in the engine.
 J

PL
3.3B The law of conservation of energy
Practice
In this exercise you apply the law of conservation of energy.

1 Write down the law of conservation of energy.

M
2 An electric lamp changes electrical energy to light and thermal energy.
Explain how the law of conservation of energy applies to this
SA

electric lamp.

Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior
51to publication.
ISBN_9781108742894.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
3 Forces and energy

3 Sofia takes in more chemical energy from food on days when she is
playing sports than on days when she is resting.
Use the law of conservation of energy to explain why.

E
4 An electric motor changes electrical energy into kinetic and
thermal energy.
65% of the electrical energy is changed to kinetic energy.

PL
Calculate the percentage of electrical energy changed to thermal energy.
M
 %
SA

3.3C Calculating energy changes

Challenge
In this exercise you use the law of conservation of energy to calculate
quantities of energy.

Original material
52 © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
ISBN_9781108742894.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
3.3 Conversation of energy

1 An electric lamp takes in 1000 J of electrical energy. The lamp

wastes 850 J of energy. Calculate the quantity of useful energy
changed by the lamp.

E
2
 J

PL
A motorcycle engine uses 2400 J of chemical energy in fuel.
The thermal energy changed is 1000 J.
The sound energy changed is 600 J.
The remaining energy is changed to kinetic for movement.
M
Calculate the quantity of kinetic energy changed by the engine.
SA

 J

Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior
53to publication.
ISBN_9781108742894.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
3 Forces and energy

3 A television changes electrical energy into thermal, light and

sound energy.
50% of the energy is changed to thermal.
30% of the energy is changed to light.

a Calculate the percentage of the energy changed to sound.

E
b
PL
 J

Draw a labelled energy flow diagram for the television in the

space below.
M
SA

Original material
54 © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
ISBN_9781108742894.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
3.4 Moving from hot to cold

3.4 Moving from hot to cold

3.4A Direction of thermal
energy transfer 1
Focus
In this exercise you think about the direction of the transfer of

E
thermal energy.
1 Complete the sentence using the appropriate (best) word.
Thermal energy is transferred from a place of higher temperature

PL
to a place of <short answer line> temperature.
Draw an arrow on each of these diagrams to show the direction of
thermal energy transfer.

cooking pot at 100 °C

M
flame at 450 °C
SA

air in room electric heater

at 15 °C at 250 °C

Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior
55to publication.
ISBN_9781108742894.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
3 Forces and energy

c
ice pack at 0 °C

foot at 37 °C

E
3.4B Direction of thermal
energy transfer 2
Practice

PL
In this exercise you think in more detail about thermal energy transfer.
1 Two objects are in contact. The two objects are at different
temperatures.
Describe the direction of thermal energy transfer between these
two objects.
M
2 The diagram shows three blocks of metal that are in contact with
SA

each other.
The starting temperature of each block is shown.
Draw arrows on the diagram to show the direction of thermal
energy transfer between the blocks.

20 °C 10 °C 30 °C

Original material
56 © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
ISBN_9781108742894.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
3.4 Moving from hot to cold

3 A cup of hot tea is at a temperature of 60 °C. The tea is left in a

room that is at 25 °C.
Sketch a graph of how the temperature of the tea will change with
time. Continue your graph until the temperature of the tea is constant.
70

60

50

E
40
Temperature / °C
30

20

3.4C Direction of thermal

energy transfer 3
10

PL Time
M
Challenge
In this exercise you make predictions about thermal energy transfer.
1 Zara’s body temperature is 37 °C.
a Explain why Zara feels cold when the air temperature is 5 °C.
SA

b Explain why Zara feels hot when the air temperature is 40 °C.

Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior
57to publication.
ISBN_9781108742894.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
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.

E
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.

PL
M
3.5 Ways of transferring
thermal energy
SA

3.5A Describing thermal

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

Original material
58 © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
ISBN_9781108742894.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
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

2
d Neither
a vacuum.

PL nor can occur in

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

M
conduction more space and decrease the
density of the substance

particles vibrate more, collide with

convection particles beside them, making
SA

these particles also vibrate more

type of wave that does not

radiation require particles to transfer thermal
energy

Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior
59to publication.
ISBN_9781108742894.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
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.

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

2
solids.
PL
Explain why convection can occur in liquids and gases but not in
M
3 Explain why radiation can occur in a vacuum while conduction and
convection cannot occur in a vacuum.
SA

3.5C Variables affecting thermal

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

Original material
60 © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
ISBN_9781108742894.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
3.5 Ways of transferring thermal energy

Use ideas about conduction, convection or radiation when answering

these questions.
1 a Explain why a cooking pot is made from metal.

b Explain why the handle of the cooking pot is made from wood.

E
2 Explain why houses in hot countries are often painted white.

3
PL
Explain why clothing made from wool can help you keep warm in
cold weather.
M
4 A plastic box with shiny silver aluminium foil on the inside can be
used to keep food hot.
SA

Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior
61to publication.
ISBN_9781108742894.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
3 Forces and energy

Explain how this works.

E
3.6 Cooling by evaporation
3.6A How evaporation works
Focus
PL
In this exercise you think about what evaporation is and how it works.
1 Which of these describes evaporation?
Tick ( ) one box.
M
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

SA

2 Which particles cause evaporation?

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

the particles with the least energy

Explain your answer.

Original material
62 © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
ISBN_9781108742894.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
3.6 Cooling by evaporation

3 The boiling point of water is 100 °C.

Water can
evaporate at Water can only
temperatures evaporate at
much lower 100 °C
than 100 °C

E
PL
Who is correct, Sofia or Zara?
Give an example to support your answer.
M
3.6B Evaporation and cooling 1
Practice
In this exercise you think about how evaporation causes cooling.
SA

1 Sweat is produced in the skin. Which of these explains how sweat

can cool (lower the temperature of   ) the skin.
Tick ( ) one box.
Sweat evaporates, removing thermal energy from skin.

Sweat evaporates, adding thermal energy to the skin.

Sweat is produced at a lower temperature than the skin.

Sweat is produced at a higher temperature than the skin.

Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior
63to publication.
ISBN_9781108742894.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
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.

E
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.

PL
Explain why the fan helps Arun to cool (lose heat) faster.
M
3.6C Evaporation and cooling 2
Challenge
In this exercise you think in more detail about how evaporation
SA

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.

Original material
64 © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
ISBN_9781108742894.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
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.

E
3 A type of air cooler works by blowing air from the room through a
sponge soaked in water.

PL
Explain how blowing air through a sponge soaked in water lowers
the temperature of the air.
M
SA

Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior
65to publication.
ISBN_9781108742894.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
4 Maintaining life

4 Maintaining life
4.1 Plants and water

E
4.1A Water uptake by orange
plant seedlings
Focus

They recorded:
•
•
PL
In this exercise, you use a set of results to make conclusions.
Scientists investigated root hairs on two varieties of orange plant
seedlings, variety A and variety B.

the mean numbers of root hairs per plant

the mean length of the root hairs on each plant.
M
The table shows their results.

Orange plant Mean number of root Mean length of root hairs

variety hairs per plant on each plant in mm
A 920 0.03
SA

B 800 0.02

1 The scientists counted the number of root hairs on 10 plants of

variety A.
How could they use their results to calculate the mean number of
root hairs per plant of variety A?

Original material
66 © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
ISBN_9781108742894.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
4.1 Plants and water

2 The scientists found that variety A orange plants took up more

water in one hour than variety B orange plants.
Use the results in the table to explain why.

E
3 Describe what happens to water, after it has been taken up by a
root hair.

4.1B Celery experiment

Practice
PL
M
In this exercise, you use a set of results to construct a line graph. You
use your graph to make a conclusion.
Zara investigates the rate of water movement up a celery stalk. She
wants to find out how the temperature of the water affects this.
SA

red dye

Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior
67to publication.
ISBN_9781108742894.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
4 Maintaining life

Zara takes eight celery stalks.

She stands each stalk in a beaker containing a red dye.
She puts each beaker into a water bath. Each water bath is kept at a
different temperature.
After ten minutes, she takes out all of the celery stalks.
She cuts each stalk across, every 0.5 cm along.
She looks for the red dye in the slices of the stalk.

E
She writes her results in a table.

Temperature in °C
0
10
PL
Zara records how far the dye has travelled up each stalk.

Distance the dye travels in cm

1.0
1.9
M
20 3.1
30 4.0
40 4.8
SA

50 3.2
60 7.0
70 8.1

1 Which one of Zara’s results is anomalous? (Anomalous means that

it does not fit the pattern.)
Draw a circle around the anomalous result in the table.

Original material
68 © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
ISBN_9781108742894.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
4.1 Plants and water

2 Use Zara’s results to construct a line graph on the grid.

Put temperature in °C on the horizontal axis.
Put distance the dye travels, in cm on the vertical axis.
Draw a line of best fit. Do not include the anomalous result.

E
PL
M
SA

Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior
69to publication.
ISBN_9781108742894.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
4 Maintaining life

3 What conclusion can Zara make from her experiment?

Tick ( ) one box.
Plants need more water when the temperature is higher.
As temperature increases, the rate of transport of water
in celery stalks increases.

Celery leaves use water for photosynthesis.

4.1C Interpreting data about water

E
uptake
Challenge

PL
In this challenge task, you will look at some data collected by researchers
who did experiments on wheat plants. You will choose a good way to
display the data, and then make a suggestion, based on the data.
A team of scientists wanted to compare how much water is taken up by
three different varieties of wheat growing in a cold place.
They grew seedlings of each of the three varieties of wheat.
They provided all of the seedlings with the same volume of water.
M
They placed the seedlings at a temperature of 2 °C.
They measured how much water each group of seedlings had taken up
after two weeks, and again after six weeks.
The table shows the results.
SA

Variety of Volume of water taken up per g of wheat plant, in cm3

wheat after 2 weeks at 2 °C after 6 weeks at 2 °C
A 78 102
B 64  94
C 72 122

Original material
70 © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
ISBN_9781108742894.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
4.1 Plants and water

1 Suggest why the scientists measured the volume of water taken up

per gram of the wheat plants, rather than the volume taken up by a
whole plant.

2 Think about different ways in which you could display these results.

E
Choose one good way and display the results on the grid.

PL
M
SA

Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior
71to publication.
ISBN_9781108742894.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
4 Maintaining life

3 Compare the volumes of water taken up by the three varieties of

wheat after two weeks.

4 Describe how the results after six weeks are different from those
after two weeks.

E
5
grow well.

PL
Plants need to take up water so that they can photosynthesise and

Suggest which variety of wheat would be the best choice for a

farmer in Canada, where the temperatures often fall very low.
Explain your choice.
M
4.2 Transpiration
SA

4.2 How temperature affects water loss

This exercise gives you practice in constructing results tables, drawing
line graphs and dealing with anomalous results. You’ll also do some
calculations and use your knowledge to try to explain patterns in results.

Focus
Sofia set up an experiment to investigate this hypothesis:
Plants lose more water from their leaves when the temperature increases.
The diagrams show how Sofia set up her experiment.

Original material
72 © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
ISBN_9781108742894.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
4.2 Transpiration

Plant A kept at 4 °C Plant B kept at 20 °C Plant C kept at 30 °C

863g 893g 842g

E
1 Look at Sofia’s hypothesis.
Explain why she covered the pot and soil of each plant with a
plastic bag.

2
PL
Sofia read the mass, in grams, of each plant and pot each day for
8 days.
M
These are the results that she wrote down:
Plant A: 863, 854, 845, 837, 829, 822, 814, 807
Plant B: 893, 873, 856, 837, 861, 792, 779, 761
Plant C: 842, 810, 780, 748, 714, 682, 650, 618
SA

Draw a results table, and fill in Sofia’s results.

Practice
3 Sofia decided that one of her results was anomalous.
Draw a circle around the anomalous result in your results table.
4 Draw line graphs to display Sofia’s results on the grid on the
next page.
Put time on the horizontal axis, and mass of plant and pot on
the vertical axis. You do not need to start at 0 on the y-axis.
Draw a separate line for each plant. What should you do about
the anomalous result?

Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior
73to publication.
ISBN_9781108742894.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
4 Maintaining life

E
PL
M
SA

Challenge
5 Sofia calculated the mean loss of mass per day for plant A like this:
mass on day 1 = 863 g
mass on day 8 = 807 g
therefore loss of mass over 7 days was 863 − 807 = 56 g
therefore the mean loss of mass per day was 56 ÷ 7 = 8 g per day.

Original material
74 © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
ISBN_9781108742894.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
4.3 Excretion in humans

In the space below, calculate the mean loss of mass per day for
plant B and plant C.

E
6
PL
Use your knowledge of plants and water to suggest an explanation
for Sofia’s results.
M
SA

4.3 Excretion in humans

4.3 Structure and function of the
excretory system
In this exercise, you check that you know the structure of the excretory
system and can describe the functions of the different organs that are
part of this system.

Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior
75to publication.
ISBN_9781108742894.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
4 Maintaining life

Focus
1 Complete the sentences. Use words from the list. Use each word once.

kidneys renal urea urine water

The are part of the excretory system.

This is also known as the system.
In the excretory system, a waste substance called is
filtered out of the blood.

E
It dissolves in , forming a liquid called

Practice
2

PL
Complete the diagram of the excretory system.
M
right kidney

artery bringing
blood to the kidney

vein taking blood

SA

away from the kidney

bladder

3 Add labels to the diagram. You should label four structures.

Original material
76 © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
ISBN_9781108742894.