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Cambridge Lower Secondary

Science
WORKBOOK 8
Mary Jones, Diane Fellowes-Freeman & Michael Smyth

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Contents
Contents

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Contents
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 1 Respiration
My Activity
1.1 The human respiratory system 2
1.2 Gas exchange 5
1.3 Breathing 6
1.4 Respiration 14
1.5 Blood 16

2 Properties of materials
2.1 Dissolving 21
2.2 Solutions and solubility 23
2.3 Planning a solubility investigation 28
2.4 Paper chromatography 33

3 Forces and energy

3.1 Forces and motion 38
3.2 Speed 42
3.3 Describing movement 47
3.4 Turning forces 51
3.5 Pressure between solids 55
3.6 Pressure in liquids and gases 60
3.7 Particles on the move 64

4 Ecosystems
4.1 The Sonoran Desert 69
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4.2 Different ecosystems 72
4.3 Intruders in an ecosystem 76
4.4 Bioaccumulation 82

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Contents
Contents How to use this book

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Bookmarks 5 Materials and cycles on Earth
5.1 The structure of the atom 88
How to use this book
Purity 91
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5.2
This workbook provides questions for
5.3 Weather and climate 97 you to practise what you have learned
My Activity 5.4 Climate and ice ages 103 in class. There is a topic to match each
5.5 Atmosphere and climate 106 topic in your Learner’s Book. Each topic
contains the following sections:
6 Light
Focus: these questions help you to
6.1 Reflection 111
master the basics
6.2 Refraction 115
6.3 Making rainbows 118
6.4 Colours of light 122
6.5 Galaxies 125
6.6 Rocks in space 129

7 Diet and growth

7.1 Nutrients 134
7.2 A balanced diet 138
7.3 Growth, development and health 144
7.4 Moving the body 153 Practice: these questions help you to
become more confident in using what
8 Chemical reactions you have learnt
8.1 Exothermic reactions 159
8.2 Endothermic reactions 166
8.3 Reactions of metals with oxygen 169
8.4 Reactions of metals with water 172
8.5 Reactions of metals with dilute acids 175

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9 Magnetism
9.1 Magnetic fields 184 Challenge: these questions will make
9.2 The Earth as a giant magnet 187 you think very hard
9.3 Electromagnets 193
9.4 Investigating electromagnets 197

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Contents
1.1 The human respiratory system

 1 Complete the table by naming each of the parts shown on

1 Respiration
Bookmarks the diagram.
Choose from these names.

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air sacs bronchiole bronchus diaphragm lung
larynx (voice box) intercostal muscles rib trachea
My Activity
1.1 The human respiratory system
Letter Name
A
Exercise 1.1 Structure and function in
B
the respiratory system C
This exercise helps you to recognise the parts of the respiratory system
D
on a diagram. You can then try describing their functions, and think
about what it would be like to travel down through the system. E
F
Focus
G
The diagram shows the
human respiratory system. H

Practice
J 2 Describe the function of each of the labelled parts listed in
H this table.

G Letter Function

F C
D
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E E
D F
C G
B H
A
J

2 3

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1 Respiration 1.2 Gas exchange

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Challenge
3 In your own words, describe the pathway that air takes as it travels
1.2 Gas exchange
from outside your body into the air sacs. If you like, you can make
your description more interesting by writing as though you were a
Exercise 1.2 Lung surface area and
 particle of oxygen.
body mass
My Activity
This exercise provides you with data about six different mammals.
You will practise looking for correlations in data, and suggesting
explanations for the patterns that you find.

Focus
The table shows the body masses of six mammals. It also shows the total
surface area of the air sacs in the mammals’ lungs.

Total surface area

Mammal Body mass in g
of air sacs in m2
human 80 000 70
mouse 20 0.1
rabbit 1000 8
rat 300 0.8
sheep 68 000 60
fox 20 000 40

1 The entries in the table above are not in a very helpful order.
Complete the table below by reorganising the entries in a way that
makes it easier to see any patterns in the data.

Total surface area

Mammal Body mass in g
of air sacs in m2
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1 Respiration 1.3 Breathing

 Practice Sofia and Zara fill the bottle with water. They turn the full bottle
Bookmarks upside down, with its open top in a large container of water.
2 Describe the relationship between body mass and total surface area
of the air sacs. Marcus plays a wind instrument. The girls
ask Marcus to blow into the bottle as hard

 as he can. They use the scale to record how

much water Marcus can push out of the bottle.
My Activity
They then test eight more musicians.

Challenge
3 Suggest an explanation for the relationship you have described.

Here are the results that Sofia and Zara collect.

1.3 Breathing
Exercise 1.3A Measuring lung volumes
Focus 2 Complete Sofia and Zara’s results table.
In this exercise, you complete a results table. Then you calculate
mean values and draw a bar chart. Person Boy or girl Wind or string player Volume displaced in cm3
Sofia and Zara want to know if learners who play wind 1 boy wind 2100
instruments in the school orchestra can push more air out
of their lungs than learners who play stringed instruments.
The girls take a large, empty bottle. They mark a scale
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on the side to show volumes.

1 Describe how Sofia and Zara can make the scale on the bottle.

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1 Respiration 1.3 Breathing

 3 Calculate the mean volume displaced (pushed out) for the boys 6 Complete the bar chart to show Sofia and Zara’s results.
Bookmarks who play wind instruments.
Remember: To calculate the mean of three values, add them up and 2030
divide by 3.

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2020
Show your working.

My Activity 2010

2000

1990

1980

1970
cm 3 Mean volume
displaced in cm3
1960
4 Calculate the mean volume displaced for the boys who play
stringed instruments.
1950
Show your working.
1940

1930

1920

1910

1900
cm 3 boys, girls, boys, girls,
wind wind stringed stringed
5 Calculate the mean volume displaced for the girls who play stringed
instruments.
Show your working.

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cm 3

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1 Respiration 1.3 Breathing

 3 The girls’ teacher says they cannot draw any definite conclusions
Bookmarks Exercise 1.3B Looking at data on from their results.
lung volumes She asks them to try to improve their experiment.
What will improve the girls’ experiment?
 Practice Tick (✓) two boxes.
My Activity In this exercise, you will look for patterns in data.
Collecting more results from more people in the orchestra.
Then you think about how to improve an experiment.
Look at the experiment that Sofia and Zara did, which is described in Finding out whether playing a percussion instrument
affects lung volume.
Exercise 1.3A.
Sofia and Zara discuss what their results show. Making three measurements for each person.
Measuring how fast each person can run.
I think our results I think our
show that boys can push results show that people
out larger volumes of who play wind instruments
air than girls. can push out larger volumes
of air than people who play
stringed instruments.

1 Is Sofia right? Explain your answer.

2 Is Zara right? Explain your answer.

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1 Respiration 1.3 Breathing

 2 State the mean volume of air pushed out for women in the
Bookmarks Exercise 1.3C Lung volume at 20–29 age group.
different ages Remember to give the unit with your answer.

 Challenge 3 Calculate the difference between the mean volumes of air pushed
My Activity In this task, you will practise finding information on a graph. out for men and women in the 40–49 age group.
You will do a simple calculation, and use evidence from the graph to Show your working.
make predictions.
Scientists measured the lung volumes of several hundred men and
women of different ages. The people were asked to push out as much air
from their lungs as they could, in one breath.
The mean values of the volume of air pushed out for each age group
were calculated.
The graph shows
the results. 4 Describe how the mean volume of air that can be pushed out by
5.0
women changes with age.

men
4.0

Mean volume of air

pushed out with
one breath in dm3 3.0 women

5 Use the graph to predict a value for the mean volume of air that
2.0 can be pushed out by men aged between 70 and 79.

1.0
5–9 10–19 20–29 30–39 40–49 50–59 60–69 70–79
Age group in years

 1 Suggest why the researchers collected results from several hundred

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men and women, rather than just a few in each age group.

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1 Respiration 1.4 Respiration

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Bookmarks 1.4 Respiration Practice
3 Predict what will happen to the temperature of the mixture in the cup.

Exercise 1.4 Respiration by yeast Explain your prediction.

 In this exercise, you will think about how to choose apparatus, and Prediction
My Activity the correct way to use a thermometer. You make a prediction about
Explanation
temperature change and also think about using this apparatus to plan an
experiment to test a hypothesis.
4 Sofia has missed out something very important from her experiment.
Focus
What has she missed out?
Yeast is a living microorganism. Sofia wants
to find out what happens to the temperature Look at what Sofia is trying to find out.
of yeast when it respires. Think about what she needs to do to be sure any temperature
She has some yeast mixed with water. change she measures is due only to the yeast respiring.
She measures 25 cm3 of the mixture and
puts it into an insulated cup.
Then she adds 25 cm3 of sugar solution.
1 One piece of apparatus that Sofia
needs is missing from the diagram.
State what this apparatus is, and
why Sofia needs it. Challenge
5 Describe how Sofia could use her apparatus to test this hypothesis:

The more sugar the yeast is given, the faster it will respire.

2 Sofia measures the temperature of the mixture of yeast and sugar

solution in the cup.
How should Sofia measure the temperature?
Tick (✓) all the correct statements.
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Make sure that her eyes are level with the meniscus
in the thermometer to read the temperature.
Stand the thermometer in the cup so it is resting on
the bottom.
Hold the thermometer in the liquid and stir gently.
Make sure her eyes are level with the meniscus to
read the temperature.

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1 Respiration 1.5 Blood

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Bookmarks 1.5 Blood Exercise 1.5B Functions of blood
components
Exercise 1.5A The components of blood
 Practice
My Activity
Focus In this exercise, you will think about suitable words to complete
sentences about blood.
In this exercise, you will think about the three components that make
up blood. Choose the best words to complete the sentences.

Human blood has three components: antibodies bacteria carbon dioxide cytoplasm
• plasma glucose haemoglobin least like nucleus
• red blood cells
most oxygen plasma unlike
• white blood cells.
Blood contains a pale yellow liquid, called .
1 Which of these three components is a liquid?
This liquid carries red blood cells and white blood cells around the body.
It also transports several different substances in solution, including
2 Which of these three components has nuclei?
and .

Red blood cells are the abundant cells in the blood.

3 Which component performs each of these functions?
Their function is to transport from the lungs to all
a transporting oxygen from the lungs to all the respiring cells in
the cells in the body that are respiring. To help them to do this, they
the body
contain a red pigment called

White blood cells, red blood cells, contain a nucleus.

b protecting against pathogens that have got into the body
Their function is to destroy pathogens, such as , that
get into the body. Some of them do this by producing chemicals called
c transporting blood cells, nutrients and carbon dioxide
, which attach themselves to the pathogens and kill
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them. Other white blood cells kill pathogens by taking them into
their and digesting them.

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1 Respiration 1.5 Blood

 The table shows their results.

Bookmarks Exercise 1.5C Rats at altitude
Mean red blood cell count
Time in days
Challenge Rats at sea level Rats at high altitude

 In this challenging task, you will use information to make a prediction.

You will draw a graph to display a set of results,
1
3
6.5
7.0
6.5
8.5
My Activity and think about the design of an experiment.
7 6.5 10.0
Red blood cells carry oxygen around the body. At high altitudes, there is
less oxygen in the air. 15 6.5 10.5
A team of scientists did an experiment to find out how the number of 20 7.0 11.5
red blood cells in rats changed when the rats were taken to high altitude.
2 On the grid, construct line graphs to show these results.
1 Make a prediction about what might happen to the number of red Draw two lines on the same pair of axes.
blood cells when the rats were taken to high altitude.
Take care with the scale on the horizontal axis.
Explain your prediction.

This is what the scientists did.

• They kept one group of rats at sea level, and took another
group to high altitude.
• They took blood samples from each rat on days 1, 3, 7,
15 and 20.
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• They measured the number of red blood cells in a
certain volume of blood from each rat. This is called
the red blood cell count.
• They calculated the mean red blood cell count for
each group of rats.

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1 Respiration

 3 What was the independent variable in the experiment?

2 Properties of
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4 What was the dependent variable in the experiment?

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My Activity
5 Suggest two variables that the scientists should have kept the same. materials
2.1 Dissolving
6 Calculate the increase in red blood cell count for the rats at high
altitude from day 1 to day 20. Exercise 2.1A Using the correct
Show your working.
scientific term
Focus
This exercise will help you to use the correct scientific terms.

Use your answer to question 6 to calculate the mean rate of Use the terms given below to label the diagrams. Each term may be used
7
once, more than once or not at all.
increase per day.
Show your working. dissolves solution filtrate solute
mixture solvent solid volume

8 After 20 days, the rats at high altitude were taken back down to sea level.
Predict what would happen to their red blood cell count over the
next few weeks.

 Explain your answer.

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2 Properties of materials 2.2 Solutions and solubility

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Bookmarks Exercise 2.1B What is the difference Exercise 2.1C Explaining observations
between these terms? Challenge
 Practice In this exercise, you will explain the reasons behind some observations.
When 20 g of salt is added to a beaker containing 100 g of water, the salt
My Activity In this exercise, you will practise explaining the difference between terms.
dissolves and seems to disappear as a solution is formed.
1 Explain the difference between the terms transparent and opaque.
1 What is the mass now?

2 Explain your answer.

2 Explain the difference between the terms dissolving and melting.

2.2 Solutions and

solubility
3 Distinguish between the terms solute, solvent and solution.
Exercise 2.2A Using the correct
scientific term
Focus
This exercise will help you to use the correct scientific terms.
Use the terms given below to complete the sentences. Each term may be
used once, more than once or not at all.

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2 Properties of materials 2.2 Solutions and solubility

 concentrated solubility saturated solution

Zara has her test tubes
Bookmarks ready, with the water
soluble insoluble diluted added before she starts
to add the solutes.

 1 A substance that will not dissolve in water is .

My Activity 2 Solutions A and B have the same volume of solvent, but solution A
has more solute particles in it than solution B.

Solution A is more than solution B.

3 Sofia has added more and more copper sulfate to a beaker of water A B C
until no more will dissolve.
Marcus has his test tubes
She has made a of copper sulfate. ready, with the water
added before he starts
to add the solutes.
4 Copper sulfate dissolves in water, so it is said to be

in water.

5 Marcus has added 50 cm3 water to a solution of sodium chloride.

He has the solution.

A B C
Exercise 2.2B Looking at the solubility Arun has his test tubes
of three solutes ready, with the water
added before he starts
to add the solutes.
Practice
This exercise will help you to interpret results.
Zara, Arun and Marcus have investigated three solutes, A, B and C,
to find out how soluble they are. They put water in their test tubes and
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measured how many spatulas of the solute they could add until no more
would dissolve.

A B C

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2 Properties of materials 2.2 Solutions and solubility

 They each use the solutes in the same order and add them to their set of
Bookmarks test tubes, working from left to right Here are their results. Exercise 2.2C Making up a solution
Number of spatulas of solute used until no more Challenge
 Solute used would dissolve
This exercise will help you to work out how to make solutions of the
Zara Marcus Arun correct concentration.
My Activity
A 3 3 9 Arun has a solution of copper sulfate labelled X.
B 1 3 3 1 Explain how he can make up a 100 cm3 solution of copper sulfate
that is:
C 2 3 6
a half as concentrated as solution X
1 Which solute did Zara find was the most soluble?
2 Which did she find the least soluble?
3 Look carefully at Arun’s results. He has a different number of
spatulas of solute added compared to Zara, but do Arun’s results b a quarter as concentrated as solution X
agree with Zara’s findings?
4 Explain the difference in the reading that Zara and Arun got.

c half as concentrated as the solution in part b.

5 Marcus has the same number of spatulas for all three solutes.
Explain why his results are so different from those of Zara
and Arun.
2 What steps can Arun take to ensure that his solutions are made up
as accurately as possible?

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2 Properties of materials 2.3 Planning a solubility investigation

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Bookmarks 2.3 Planning a solubility Marcus plots this graph from their results.
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investigation 34

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My Activity 30

Exercise 2.3A Dissolving salt 28

Focus 26

If we use more 24
In this exercise, you will interpret a graph and spot mistakes. water I think more
Marcus and Sofia are investigating how much salt they can dissolve salt will dissolve. 22

in different volumes of water. 20

The volume of water they use is the independent variable. Mass of salt in g 18
This is what they do. Sofia measures out the volume of water.
16
Marcus places the beaker of water on a top pan balance and adds salt,
one spatula at a time, until no more dissolves. He measures the mass 14
of salt added.
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Here is their table of results.
10

Volume of water Mass of salt 8

in cm3 in g
6
10 4
4
20 9
2
30 13
40 16 0
0 10 20 30 40 50 60 70 80 90 100
Volume of water in cm 3
50 20
60 26 1 What was Sofia’s prediction?
70 26

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2 Which reading is plotted incorrectly? Draw a red circle around it on
90 32 the graph.
100 36
3 Which other point does not fit the pattern of the graph?
Draw a blue circle around this mass reading in the table, and
around the point on the graph.
4 Draw a line of best fit.

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2 Properties of materials 2.3 Planning a solubility investigation

 5 Describe what the graph shows. 4 Describe how Arun and Marcus will carry out this investigation.
Bookmarks They have access to normal laboratory equipment. You may draw a
diagram if this helps your description.

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My Activity
6 Was Sofia’s prediction correct?

Exercise 2.3B Comparing the solubility

of two salts: part 1
Practice
In this exercise, you will plan an investigation and interpret some results.
Arun and Marcus are asked to compare the solubility of two salts in
water at room temperature. The two salts are labelled X and Y.
1 Name the independent variable in the investigation.

2 Name the dependent variable in the investigation.

3 List the control variables in the investigation.

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2 Properties of materials 2.4 Paper chromatography

 8 Describe what the graph shows about the solubility of salt Y.

Bookmarks Exercise 2.3C Comparing the solubility
of two salts: part 2
 Challenge
My Activity Arun and Marcus carry out the experiment described in Exercise 2.3B.
They find that more of salt X than salt Y can be dissolved in water at
room temperature.
The boys then investigate the solubility of these two salts at different
temperatures. The graph shows the results of their investigation.
2.4 Paper chromatography
100 salt Y

90 Exercise 2.4A Wordsearch

salt X
80
Focus
70
This wordsearch contains seven words that are used throughout this unit.
60 Find the words and draw a line around each of them.
Solubility in g per 50
100g of water M O L E N R O C E L O J F L
40
B S O L U T E T S C G W T X
30
S O L A Y A L K A S L P I E
20
N L C H R O M A T O G R A M
10
I U T I O N G I U L R K C K
0
0 10 20 30 40 50 60 70 80 90 100
E T U D E R M O R P A I M T
Temperature in °C

D I L U T E B R A E P A T E
5 At what temperature do the two salts have the same solubility?
S O L V E N T A T M H S E A
U N P R Y R N X E L F K S K
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6 Which salt is less soluble at 50 °C? . V D E M S A W C D S J A S H
7 Describe what the graph shows about the solubility of salt X. D I K D I S S O L V E T M T
F L O D B I B C A C L H I X

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