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Worksheet Answer - CLS - Science - Grade 9

This document provides answers to worksheets from a Cambridge Lower Secondary Science textbook. The worksheets cover topics including photosynthesis, the carbon cycle, atomic structure, bonding, density, heat and temperature. For each worksheet, the document lists the questions and provides short answers.

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100% found this document useful (2 votes)
8K views29 pages

Worksheet Answer - CLS - Science - Grade 9

This document provides answers to worksheets from a Cambridge Lower Secondary Science textbook. The worksheets cover topics including photosynthesis, the carbon cycle, atomic structure, bonding, density, heat and temperature. For each worksheet, the document lists the questions and provides short answers.

Uploaded by

D.Hoolash
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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CAMBRIDGE LOWER SECONDARY SCIENCE 9: WORKSHEET ANSWERS

Worksheet 1.1A
The beginning of photosynthesis
1 4600 million years
2 4000 million years
3 3000 million years ago
4 It was produced by photosynthesis.
5 Animals need oxygen for (aerobic) respiration.

Worksheet 1.1B
The beginning of photosynthesis
1 4600 – 4000 = 600 million years
2 Using fossils and trace fossils in sedimentary rocks. The rocks can be dated, which gives us the age of
the fossils.
3 Photosynthesis first began about 3000 million years ago. It produced oxygen, which accumulated in
the atmosphere.
4 Animals need oxygen for aerobic respiration.

Cambridge Lower Secondary Science 9 – Mary Jones, Diane Fellowes-Freeman and Michael Smyth © Cambridge University Press 2021 1
CAMBRIDGE LOWER SECONDARY SCIENCE 9: WORKSHEET ANSWERS

Worksheet 1.1C
The beginning of photosynthesis
1 4600 – 4000 = 600 million years
2 Using fossils and trace fossils in sedimentary rocks. The rocks can be dated, which gives us the age of
the fossils.
3 Photosynthesis first began about 3000 million years ago. It produced oxygen, which accumulated in
the atmosphere.
4 Animals need oxygen for aerobic respiration.
5 Pollution can be described as releasing something into the environment that causes harm to living
organisms. All the organisms that lived on Earth before photosynthesis began were adapted to live in a
world without oxygen. When oxygen was added to the atmosphere, many of these species of
organisms must have been killed – oxygen would be ‘poisonous’ to them. The ‘pollution’ covered the
entire world, and has remained there ever since.

Worksheets 1.3A–C
Building a carbon cycle
Please see the complete carbon cycle in Topic 1.3 in the Learner's Book.

Cambridge Lower Secondary Science 9 – Mary Jones, Diane Fellowes-Freeman and Michael Smyth © Cambridge University Press 2021 2
CAMBRIDGE LOWER SECONDARY SCIENCE 9: WORKSHEET ANSWERS

Worksheets 2.1A–C
Matching terms and facts
Allow correct answers in any order in the correct columns.

Protons Neutrons Electrons

the atomic number tells the mass number is used to the atomic number tells
you how many there are calculate how many there you how many there are
are

have a positive electrical have the same mass as have the smallest mass
charge protons

are found in the same are found in the nucleus are not found in the
numbers as electrons nucleus

are found in the nucleus have no electrical charge are found in the same
numbers as protons

have the same mass as are found in the centre of have a negative electrical
neutrons the atom charge

are found in the centre of are found in different shells


the atom around the nucleus

Worksheets 2.2A–C
Elements in Group 1 and Group 8
1 a The first three elements in Group 1 are lithium, sodium and potassium.
Allow the elements in any order.
b The Group 1 elements are very soft. They can be cut with a knife.
c The Group 1 elements are stored under oil because they are very reactive.
d When these elements react with water they form the gas hydrogen.
e The elements are more reactive with water as you go down the group.

Cambridge Lower Secondary Science 9 – Mary Jones, Diane Fellowes-Freeman and Michael Smyth © Cambridge University Press 2021 3
CAMBRIDGE LOWER SECONDARY SCIENCE 9: WORKSHEET ANSWERS

2 a The first three elements in Group 8 are helium, neon and argon.
Allow the elements in any order.
b The elements in this group are all gases.
c The atoms get larger and heavier as you go down the group.
Accept the words larger and heavier reversed.
d The elements in this group are unreactive and do not form compounds with other elements.
e The elements in this group have full outer electron shells.

Worksheets 2.3A–C
Ionic and covalent bonds
1 The bond that has atoms sharing electrons is a covalent bond, whereas ionic bonds involve elements
losing or gaining electrons.
2 When a metal atom joins with a non-metal atom, the type of bond formed is an ionic bond.
When non-metal atoms join together, the type of bond formed is a covalent bond.
3

Atoms Molecules

C; Cl; Na; N; O N2; Cl2; H2O; CO2

Cambridge Lower Secondary Science 9 – Mary Jones, Diane Fellowes-Freeman and Michael Smyth © Cambridge University Press 2021 4
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Cambridge Lower Secondary Science 9 – Mary Jones, Diane Fellowes-Freeman and Michael Smyth © Cambridge University Press 2021 5
CAMBRIDGE LOWER SECONDARY SCIENCE 9: WORKSHEET ANSWERS

Worksheet 3.1A
Density
1 a 120 ÷ 100 = 1.2 (g/cm3)
b 1.3 ÷ 1000 = 0.0013 (g/cm3)

c 97 ÷ 10 = 9.7 (g/cm3)
d B
mass 50
2 a density
= = = 0.05 (g/cm3 )
volume 1000
mass 1500
b density
= = = 1.5 (g/cm3 )
volume 1000
c i polystyrene
ii The density of polystyrene is (a lot) less than the density of water.

Worksheet 3.1B
Density
1 a 120 ÷ 100 = 1.2 (g/cm3)
b 1.3 ÷ 1000 = 0.0013 (g/cm3)
c 97 ÷ 10 = 9.7 (g/cm3)
d B
e C
mass 50
2 a density
= = = 0.05 (g/cm3 )
volume 1000
mass 1500
b density
= = = 1.5 (g/cm3 )
volume 1000
c i polystyrene
ii The density is (a lot) less than the density of water.

Cambridge Lower Secondary Science 9 – Mary Jones, Diane Fellowes-Freeman and Michael Smyth © Cambridge University Press 2021 6
CAMBRIDGE LOWER SECONDARY SCIENCE 9: WORKSHEET ANSWERS

3
Submarine action Change in volume Change in volume
of air of water

Floating Increase Decrease

Sinking Decrease Increase

Worksheet 3.1C
Density
1 a 120 ÷ 100 = 1.2 (g/cm3)
b 1.3 ÷ 1000 = 0.0013 (g/cm3)
c 97 ÷ 10 = 9.7 (g/cm3)

d
Name of substance Letter

air B

rubber A

steel C

mass 910
2 a density
= = = 0.91 (g/cm3 )
volume 1000
mass 1100
b density
= = = 1.1 (g/cm3 )
volume 1000
c Polypropylene, because its density is less than the density of water.
3 a The volume of air should increase; the volume of water should decrease; air is less dense than
water; this change will lower the average density of the submarine.
b The volume of air should decrease; the volume of water should increase; air is less dense than
water / vice versa; this change will increase the average density of the submarine.

Worksheet 3.2
Cambridge Lower Secondary Science 9 – Mary Jones, Diane Fellowes-Freeman and Michael Smyth © Cambridge University Press 2021 7
CAMBRIDGE LOWER SECONDARY SCIENCE 9: WORKSHEET ANSWERS

Heat and temperature


1 12 500 J is needed to make the water boil: heat
The boiling point of ethanol is 78 °C: temperature
At the coldest place on Earth, −71 °C was recorded: temperature
Thermal energy must be removed from water to make water freeze: heat
2 a The temperatures are different; the heats are different as the larger mass has more particles,
so a higher thermal energy.
b The temperatures are different; the heats are different because the masses and the temperatures
are different.
3 a The temperature decreases; the heat decreases because the thermal energy decreases.
b The temperature stays the same; the heat decreases because there are fewer particles,
so less thermal energy.

Extension sheet
2 Answer can be for water or iron
In the water, there are the same number of particles in each case, but the average energy of the
particles in the water at the higher temperature is greater. As heat is the total energy of all the
particles, the water at the higher temperature also has more heat.
3 a When the water is cooled the particles lose energy, so their average energy decreases.
This makes both the temperature and the heat lower.
b When the propanol loses mass, its temperature stays the same meaning the average energy
of the particles is the same. However, there are fewer particles so the heat decreases.

Cambridge Lower Secondary Science 9 – Mary Jones, Diane Fellowes-Freeman and Michael Smyth © Cambridge University Press 2021 8
CAMBRIDGE LOWER SECONDARY SCIENCE 9: WORKSHEET ANSWERS

Worksheet 3.3
Conservation of energy
1 Energy cannot be created or destroyed; energy can be changed from one form to another
(statements can be in either order).
2 a The total thermal energy and light energy output must be the same as the electrical energy input.
b The total kinetic energy, sound energy and thermal energy output must be the same as the
chemical energy input.
c The total light, sound and thermal energy output must be the same as the electrical energy input.
d The total kinetic and thermal energy output must be the same as the chemical energy input.

Cambridge Lower Secondary Science 9 – Mary Jones, Diane Fellowes-Freeman and Michael Smyth © Cambridge University Press 2021 9
CAMBRIDGE LOWER SECONDARY SCIENCE 9: WORKSHEET ANSWERS

Worksheet 4.1A
Water uptake in plants
1 young root hairs
2 1.9 to 2.0 (mm3 per minute)
3 increases, stays the same

Worksheet 4.1B
Water uptake in plants
1 1.9 to 2.0 (mm3 per minute)
2 It increases for the first 50 minutes, and then stays the same.
3 It is faster. It increases at first, but decreases for the old root hairs.
4 Old root hairs would not be able to absorb enough water for the plant. Continuing to produce new root
hairs means the plant can keep on absorbing water at a high rate.

Worksheet 4.1C
Water uptake in plants
1 It decreases. The rate of decrease is not linear. It stays the same for the first 20 minutes, and then
decreases, with fluctuations. The overall decrease is from 2.6 mm3 per minute to about 1.9 mm3
per minute.
2 Young root hairs absorb water more quickly than old root hairs. The rate is more than twice as great.
The decrease in rate over time is greater for young root hairs than for old root hairs.
3 The rate is greater at 28 °C than at 21 °C. Comparative figures could be quoted: for example, at 10
minutes the rate is 4.0 mm3 per minute at 28 °C, but only 2.6 mm3 per minute at 21 °C. At 21 °C the
rate decreases throughout the experiment, but at 28 °C the rate increases for the first 50 minutes and
then stays the same.
4 Particles have more kinetic energy at higher temperatures. The water molecules will move faster at
28 °C than at 21 °C, so they will move into the root hair cells more quickly.

Cambridge Lower Secondary Science 9 – Mary Jones, Diane Fellowes-Freeman and Michael Smyth © Cambridge University Press 2021 10
CAMBRIDGE LOWER SECONDARY SCIENCE 9: WORKSHEET ANSWERS

Worksheet 4.2A
Water movement through a leaf

• a label to an air space


• a label to a xylem vessel
• a label to the stoma
• arrows from the xylem vessel to a leaf cell, then through an air space and out through the stoma

Worksheets 4.2B–C
Water movement through a leaf
1 and 2 See completed diagram in Worksheet 4.2A answers.
3 Water travels to the leaf in xylem vessels. The liquid water moves from the xylem vessels into a
leaf cell.
Some of the water is used in the cell for photosynthesis. In this process, the water combines with
carbon dioxide to make glucose.
Most of the water is not used. It soaks into the cell wall of the leaf cell. It evaporates, and moves into
the air spaces in the leaf in the form of water vapour.
The water vapour diffuses out of the stomata in the underside of the leaf, into the air. This is called
transpiration.

Cambridge Lower Secondary Science 9 – Mary Jones, Diane Fellowes-Freeman and Michael Smyth © Cambridge University Press 2021 11
CAMBRIDGE LOWER SECONDARY SCIENCE 9: WORKSHEET ANSWERS

Worksheet 4.3A
Crossword

Worksheet 4.3B
Crossword
Learners’ clues should be similar to those on the Worksheet 4.3A:
Across
1 A tube that carries urine from the kidney to the bladder.
4 A tube that carries urine from the bladder to the outside of the body.
5 A waste substance that is excreted by the kidneys, dissolved in water.
6 An organ that filters the blood and removes urea from it.
7 A word that means ‘to do with the kidneys’.
Down
2 The removal of waste substances produced in the body cells.
3 A liquid containing urea dissolved in water.

Cambridge Lower Secondary Science 9 – Mary Jones, Diane Fellowes-Freeman and Michael Smyth © Cambridge University Press 2021 12
CAMBRIDGE LOWER SECONDARY SCIENCE 9: WORKSHEET ANSWERS

Worksheet 4.3C
Crossword
Answers should include both the completed grid and the clues. Check that each clue correctly describes
the appropriate word in the grid.

Worksheet 4.4
Stopping smoking during pregnancy
A wide range of posters or leaflets is likely to be produced. Look for the following.
All learners should:
• produce a poster or short leaflet that refers to smoking during pregnancy
• explain at least one reason why smoking can harm a fetus.
In addition, most learners should:
• produce an interesting and informative poster or short leaflet
• explain at least two reasons why smoking can harm a fetus
• provide suggestions that could help a woman who is finding it difficult to give up smoking to do so.
In addition, some learners should:
• produce an eye-catching poster or leaflet that provides clear information in a way that is easy to read
and understand
• explain fully why smoking can harm a fetus
• provide a range of ideas to help a pregnant woman to give up smoking.

Cambridge Lower Secondary Science 9 – Mary Jones, Diane Fellowes-Freeman and Michael Smyth © Cambridge University Press 2021 13
CAMBRIDGE LOWER SECONDARY SCIENCE 9: WORKSHEET ANSWERS

Worksheet 5.1
Is there a reaction?
1 a yes
b no

2 a yes
b no
3 a yes
b no
4 no
5 zinc + copper sulfate  zinc sulfate + copper
6 There would be no reaction between potassium chloride and zinc because potassium is much more
reactive than zinc, so zinc would not be able to displace the potassium.

Extension sheet
7 aluminium + copper sulfate  aluminium sulfate + copper
tin + silver nitrate  tin nitrate + silver
lead + copper sulfate  lead sulfate + copper
8 Reaction c: calcium and magnesium chloride
9 calcium + magnesium chloride  calcium chloride + magnesium
10 a yes
b Potassium reacts vigorously with water and so it would be dangerous to place potassium in a
solution of sodium chloride, as the potassium would react explosively with the water.

Worksheets 5.4A–C
Salts, alkalis, formulae and equations
1 a sodium chloride (accept any specific metal chloride)
b sodium citrate (accept any specific metal citrate)
c zinc nitrate
d copper sulfate

2 H2SO4, HCl, HNO3

Cambridge Lower Secondary Science 9 – Mary Jones, Diane Fellowes-Freeman and Michael Smyth © Cambridge University Press 2021 14
CAMBRIDGE LOWER SECONDARY SCIENCE 9: WORKSHEET ANSWERS

3 sodium oxide (accept any metal oxide)


4 sodium hydroxide (accept any alkali)
5 A metal oxide is a base. If the metal oxide dissolves in water it forms an alkali. Some metal oxides are
not soluble in water and do not form alkalis.
6 Equation must be written on one line.
sodium hydroxide + sulfuric acid  sodium sulfate + water
7 Equation must be written on one line.
copper carbonate + hydrochloric acid  copper chloride + carbon dioxide + water
8 NaOH + HCl  NaCl + H2O
9 Mg + H2SO4  MgSO4 + H2

Worksheet 5.5
How much more mass?
1 Credit the use of: a sharp pencil and ruler, axes correctly labelled, scales appropriate, values plotted
accurately, points joined appropriately – the ‘odd’ result should not be joined in the line of best fit.
2 The line on the graph is straight and its slope goes upwards as the mass of the magnesium increases.
3 Learners can conclude that the more magnesium that is used, the more magnesium oxide is produced.
The increase is always in proportion.
4 The result that does not fit the pattern is the one with 5 g of magnesium.
5 Repeat this part of the experiment to see of it was an anomalous result or if it really was a change in
the pattern.

Extension sheet
6 The risk assessment should cover all the risks of heating and not touching something very hot.
It should mention the possibility of some hot ash blowing into the face or eyes. It should also cover
all the usual risks of using gas.
7 The likely sources of error are the fact that small masses are involved so errors in reading the top pan
balance are possible. The difficulty of ensuring that no magnesium oxide is lost is another likely
source. Not heating the crucible for long enough so that there is some unreacted magnesium still in the
crucible, and not allowing enough air into the crucible so that the magnesium does not have enough
oxygen to react with, are other possible sources of error.
Credit any other plausible source of error.

Cambridge Lower Secondary Science 9 – Mary Jones, Diane Fellowes-Freeman and Michael Smyth © Cambridge University Press 2021 15
CAMBRIDGE LOWER SECONDARY SCIENCE 9: WORKSHEET ANSWERS

Worksheet 6.1A
Amplitude and frequency
1 a A
b B and D

c A and C
2 a 700 (Hz)
b higher pitch
3 0.2 mm

Worksheet 6.1B
Amplitude and frequency
1 a 2 (squares)
b i becomes smaller
ii becomes larger
c distance X will not change; X only changes when frequency changes; as pitch stays the same,
frequency stays the same.
2 a vibrates 700 times per second / 700 complete vibrations in 1 second
b pitch increases
3 0.6 written in both spaces

Worksheet 6.1C
Amplitude and frequency
1 a Wave drawn to show at least one complete wave; distance from mid-line to peaks and troughs
must be the same; spacing of wave peaks and wave troughs must be the same.
b Vertical line labelled A drawn from the mid-point up to a peak or down to a trough.

c Horizontal line labelled F between any two identifiable points on the wave (not necessarily
between two adjacent peaks or troughs).

Cambridge Lower Secondary Science 9 – Mary Jones, Diane Fellowes-Freeman and Michael Smyth © Cambridge University Press 2021 16
CAMBRIDGE LOWER SECONDARY SCIENCE 9: WORKSHEET ANSWERS

2 a Particles in the air vibrate 587 times per second.


b The amplitude stays the same; because the loudness stays the same; the pitch increases because the
frequency increases.
3 Double-headed, horizontal arrow with total length 2A OR a particle drawn with two equal length
horizontal arrows, each of length A, pointing away from the particle on either side.

Worksheet 6.2
Sound waves reinforcing or cancelling
1 a Another wave drawn with peaks aligned with the original wave; wave drawn must cross the
mid-line at the same points as the original wave; wave drawn must be the same amplitude as
the original.
b Another wave drawn with peaks aligned with troughs of the original wave; wave drawn must cross
the mid-line at the same points as the original wave; wave drawn must be the same amplitude as
the original.
2 a Concentric lines drawn from A overlapping with those from B.
b Letter R marked at any position where two of the curved lines cross.
c The pitch affects the frequency; the frequency affects the distance between the curved lines;
so the point R may be in a different place.

Extension sheet
d Letter C marked on a solid line mid-way between two intersections.
e Some sound waves are reflected off people or objects acting as additional sound sources.

Cambridge Lower Secondary Science 9 – Mary Jones, Diane Fellowes-Freeman and Michael Smyth © Cambridge University Press 2021 17
CAMBRIDGE LOWER SECONDARY SCIENCE 9: WORKSHEET ANSWERS

Worksheet 7.2A
Swimming speed of sperm cells
1 cell membrane, nucleus and cytoplasm
2 The pointed head makes the sperm cell streamlined.
3 Cells can get energy by combining glucose with oxygen in a chemical reaction called respiration.
Swimming sperm cells use more energy than resting ones, so they respire faster and use more oxygen.
4

Time in hours Distance travelled in cm

0 20

1 20

2 40

3 60

4 80

5 The graph should have:


• each point plotted accurately, using either a neat cross or a dot with a circle round it
• a ruled, straight line that passes through each point.

Worksheet 7.2B
Swimming speed of sperm cells
1 cell membrane, nucleus and cytoplasm
2 The pointed head makes the sperm cell streamlined.
3 Swimming sperm cells use more energy because they get their energy through respiration, in which
glucose combines with oxygen. They therefore need more oxygen.

Cambridge Lower Secondary Science 9 – Mary Jones, Diane Fellowes-Freeman and Michael Smyth © Cambridge University Press 2021 18
CAMBRIDGE LOWER SECONDARY SCIENCE 9: WORKSHEET ANSWERS

4 See table for Worksheet 7.2A, question 4.

5 The graph should have:


• suitable scales on each axis
• each point plotted accurately, using either a neat cross or a dot with a circle round it
• a ruled, straight line that passes through each point.

Worksheet 7.2C
Swimming speed of sperm cells
1 cell membrane, nucleus and cytoplasm
2 The pointed head makes the sperm cell streamlined.
3 Swimming sperm cells use more energy than resting sperm cells. They get their energy through
respiration, in which glucose combines with oxygen. They therefore need more oxygen. Aerobic
respiration happens inside mitochondria, so sperm cells need a lot of mitochondria to release energy
for swimming.
4 See table for Worksheet 7.2A, question 4.
5 The graph should have:
• ‘time’ on the x-axis and ‘distance’ on the y-axis
• labels on both axes, using the complete headings from the table columns
• suitable scales on each axis
• each point plotted accurately, using either a neat cross or a dot with a circle round it
• a ruled, straight line that passes through each point.

Worksheet 7.3A–C
Variation in finger length
1 20
2 Sum of measurements is 168.4
Mean = 168.4 ÷ 20 = 8.4 cm

Cambridge Lower Secondary Science 9 – Mary Jones, Diane Fellowes-Freeman and Michael Smyth © Cambridge University Press 2021 19
CAMBRIDGE LOWER SECONDARY SCIENCE 9: WORKSHEET ANSWERS

Length of
finger in 7.0–7.4 7.5-7.9 8.0-8.4 8.5-8.9 9.0-9.4 9.5-9.9 10.0-10.4
cm

Tally ||| ||| |||| || || |

Number of
3 3 5 4 2 2 1
people

4 Heading on x-axis should be Length of finger in cm. The scale on this axis should run from 7.0 to
10.5. Learners should label the axis as shown on Worksheet 7.3A.
Heading on vertical axis should be Number of people. The scale on this axis should run from 0 to 5.
The bars should be drawn neatly, using a ruler. Their heights should match the number of people in
the results table. (If an error was made in calculating the number of people, do not penalise again
here.)
The bars should all be the same width and should touch one another with no gaps.

Cambridge Lower Secondary Science 9 – Mary Jones, Diane Fellowes-Freeman and Michael Smyth © Cambridge University Press 2021 20
CAMBRIDGE LOWER SECONDARY SCIENCE 9: WORKSHEET ANSWERS

Worksheet 7.4A
Development of antibiotic resistance in bacteria
1 They stayed almost the same.
2 They increased.
3 1650 − 50 = 1600 (Allow leeway in reading the numbers from the graph, as it is not possible to
do this precisely.)
4 In a population of Staphylococcus aureus, one or two bacteria have genes that make them resistant to
antibiotics. When an antibiotic is used, only the bacteria that are resistant to it survive. This means
that only the bacteria that are resistant to the antibiotic live long enough to reproduce. They pass on
their genes for resistance to their offspring. Over many generations, most of the bacteria in the
population have genes that make them resistant to antibiotics.

Worksheet 7.4B
Development of antibiotic resistance in bacteria
1 They stayed almost the same.
2 They increased.
3 1650 − 50 = 1600 (Allow leeway in reading the numbers from the graph, as it is not possible to
do this precisely.)
4 They pass on their genes for resistance to their offspring. 4
In a population of Staphylococcus aureus, a few bacteria have genes that make them resistant to
antibiotics. 1
So only the bacteria that are resistant to the antibiotic reproduce. 3
Over many generations, most of the bacteria in the population have genes that make them resistant to
antibiotics. 5
When an antibiotic is used, only the bacteria that are resistant to it survive. 2
5 For example:
• Use fewer antibiotics. This will reduce the chances of resistant strains of bacteria developing.
• Practise very careful hygiene in hospitals. This will reduce the spread of bacteria from one person
to another.

Cambridge Lower Secondary Science 9 – Mary Jones, Diane Fellowes-Freeman and Michael Smyth © Cambridge University Press 2021 21
CAMBRIDGE LOWER SECONDARY SCIENCE 9: WORKSHEET ANSWERS

Worksheet 7.4C
Development of antibiotic resistance in bacteria
1 They stayed almost the same.
2 They increased.
3 1650 − 50 = 1600 (Allow leeway in reading the numbers from the graph, as it is not possible to
do this precisely.)
4 When antibiotics are used, most of the bacteria are killed. By chance, one or two may have a gene that
makes them resistant to antibiotics. These are the only ones that survive. They breed and pass on their
genes to their offspring. With all the other bacteria dead, the resistant ones can reproduce rapidly.
They produce large numbers of resistant bacteria.
5 There are several reasons. The most important are:
• Most antibiotics are used in hospitals. The more often antibiotics are used the more likely that the
process described in 4 will happen.
• People in hospitals are not well and they may not be able to fight off bacterial infections. So, there
is more chance for bacteria to breed inside their bodies.
6 For example:
• Use fewer antibiotics. This will reduce the chances of resistant strains of bacteria developing.
• Practise very careful hygiene in hospitals. This will reduce the spread of bacteria from one person
to another.

Cambridge Lower Secondary Science 9 – Mary Jones, Diane Fellowes-Freeman and Michael Smyth © Cambridge University Press 2021 22
CAMBRIDGE LOWER SECONDARY SCIENCE 9: WORKSHEET ANSWERS

Worksheet 8.1
Interpreting a graph
1 a The rate of reaction is very fast. You can tell this because the slope of the line is very steep.
b The slope of the line between 40 and 80 seconds is less steep and this shows that the rate of
reaction is decreasing.
c After 80 seconds the line is horizontal, which shows that no more carbon dioxide gas is being
produced, so the reaction has stopped.
2 a 18 cm3
b 30 cm3
c 12 cm3
d 12 ÷ 10 = 1.2 cm3/s
3 a 54 cm3
b 60 cm3
c 6 cm3
d 6 ÷ 20 = 0.3 cm3/s
4 The rate of reaction from 10 to 20 seconds is very fast: 1.2 cm3 of carbon dioxide is produced each second.
The rate of reaction from 60 to 80 seconds is much slower: only 0.3 cm3 of carbon dioxide is
produced each second.
So the rate of reaction decreases as the reaction proceeds.

Extension sheet
5 54 – 44 = 10 cm3 carbon dioxide gas produced in 20 seconds. The average rate of reaction between
these times is 10 ÷ 20 = 0.5 cm3/s.
6 44 – 30 = 14 cm3 carbon dioxide gas produced in 20 seconds. The average rate of reaction between
these times is 14 ÷ 20 = 0.7 cm3/s.
7 Between 10 and 20 seconds, the rate of reaction was 1.2 cm3/s.
Between 20 and 40 seconds, the rate of reaction was 0.7 cm3/s.
Between 40 and 60 seconds, the rate of reaction was 0.5 cm3/s.
Between 60 and 80 seconds, the rate of reaction was 0.3 cm3/s.
The calculated rates are in line with the shape of the graph and show that, as the reaction proceeds,
the rate of reaction decreases until the reaction it is compete.

Cambridge Lower Secondary Science 9 – Mary Jones, Diane Fellowes-Freeman and Michael Smyth © Cambridge University Press 2021 23
CAMBRIDGE LOWER SECONDARY SCIENCE 9: WORKSHEET ANSWERS

Worksheet 8.3A–C
True or false?
1 False; when a reaction takes place the reactants are used up.
2 True
3 True
4 False; the mass of the reactants and the mass of products in a reaction are the same.
5 True
6 False; the rate of reaction changes throughout the reaction.
7 True
8 False; an increase in temperature speeds up the reaction.
9 False; large lumps of reactants react more slowly than smaller pieces.
10 False; the more energy that particles have, the more frequent the collisions will be and the faster the
reaction will be.

Cambridge Lower Secondary Science 9 – Mary Jones, Diane Fellowes-Freeman and Michael Smyth © Cambridge University Press 2021 24
CAMBRIDGE LOWER SECONDARY SCIENCE 9: WORKSHEET ANSWERS

Worksheet 9.1A
Mistakes in circuits
A Circle around the 1 A or the open switch.
B Circle around one or both cells.

C Circle around the ammeter which may or may not include the whole parallel branch containing
the ammeter.
D Circle around the 4.5 V.

E Circle around the voltmeter which may or may not include the value 6 V.
F Circle around either current value 2 A.

Worksheet 9.1B
Mistakes in circuits
A Circle around the 1 A or the open switch; redraw with switch closed or with switch open and current
value 0 (A).
B Circle around one or both cells; redraw, but reverse left or right cell.
C Circle around the ammeter, which may or may not include the whole parallel branch containing the
ammeter; redraw, but connect the ammeter in series with the lamp.
D Circle around the 4.5 V; redraw, but change the 4.5 V to 9.0 V.
E Circle around the voltmeter, which may or may not include the value 6 V; redraw, but connect the
voltmeter in parallel with the lamp on the left or with voltmeter in parallel with the lamp on the right.
F Circle around the top or bottom current value 2 A; redraw, but change the top 2 A to 4 A or change
the bottom 2 A to 1 A. (Note: in this question, the correction must match the mistake identified by the
learner.)

Worksheet 9.1C
Mistakes in circuits
A See answer to 9.1A, plus explanation: if the 1A is circled – when the switch is open, current cannot
flow so the ammeter will read 0; if the open switch is circled – the switch needs to be closed for
current to flow.
B See answer to 9.1A, plus explanation: one of the cells is connected the wrong way, so no current can
flow; cells in series must be connected positive to negative.

Cambridge Lower Secondary Science 9 – Mary Jones, Diane Fellowes-Freeman and Michael Smyth © Cambridge University Press 2021 25
CAMBRIDGE LOWER SECONDARY SCIENCE 9: WORKSHEET ANSWERS

C See answer to 9.1A, plus explanation: ammeters are not connected in parallel with components,
they are connected in series to measure the current through the component.
D See answer to 9.1A, plus explanation: the voltage across each branch of a parallel circuit is the same;
this voltage is the same as that of the cell / battery / power supply.
E See answer to 9.1A, plus explanation: voltmeters are not connected in series with components,
they are connected in parallel to measure the voltage across that component.
F See answer to 9.1A, plus explanation: the current through two lamps will be less / half that through
one lamp or the current through one lamp will be more / double that through two lamps.

Worksheet 9.2A
Measuring current and voltage
1 a branches; more than one path; each connected end-to-end
b ‘A’ written in blank component of Sofia’s circuit.
‘V’ written in blank component of Marcus’s circuit.
2 The following statements are true:
The current in the lamp and the buzzer will be the same.
The voltage across the lamp will be the smaller than the voltage across the cell.

Worksheet 9.2B
Current and voltage in series circuits
1 a There are no branches / there is only one path for the current to follow / all the current flowing out
of one component flows into the next one.
b i Circuit should have an ammeter added in series.
ii Circuit should have a voltmeter added in parallel with the lamp.
2 a The voltage across the lamp and the voltage across the buzzer add up to the voltage across the cell.
b They are the same; current at all positions in a series circuit is the same.

Cambridge Lower Secondary Science 9 – Mary Jones, Diane Fellowes-Freeman and Michael Smyth © Cambridge University Press 2021 26
CAMBRIDGE LOWER SECONDARY SCIENCE 9: WORKSHEET ANSWERS

Worksheet 9.2C
Current and voltage in series circuits
1 a There are no branches / there is only one path for the current to follow.
b i The circuit should have an ammeter added in series.
ii The circuit should have a voltmeter added in parallel with the lamp.
2 a i 2A
ii Current at all positions in a series circuit is the same.
b Series circuit drawn with either an extra cell or the buzzer removed.
3 a 1.5 − 0.5 = 1.0 V
b Circuit should be the same as in the diagram but with any additional component (except a meter)
connected in series.

Worksheet 9.2D
Current and voltage in parallel
1 The following should be circled: branches; more than one path; each connected across the battery.
2 3+2=5A
3 a 12 V
b The voltage across the buzzer is the same as the voltage across the lamp.

Worksheet 9.2E
Current and voltage in parallel
1 It contains a branch / there is more than one path for the current to flow / each component is
connected across the battery.
2 a 3+2=5A
b (A1 =) A2 + A3

3 a 12 V
b 12 V

Cambridge Lower Secondary Science 9 – Mary Jones, Diane Fellowes-Freeman and Michael Smyth © Cambridge University Press 2021 27
CAMBRIDGE LOWER SECONDARY SCIENCE 9: WORKSHEET ANSWERS

Worksheet 9.2F
Current and voltage in parallel
1 It contains a branch / there is more than one path for the current to flow / each component is
connected across the battery.
2 A1 is the total of A2 and A3, so adding A2 and A3 together gives A1.
3 Both components are connected directly across the battery, so the voltage across each of the
components will be the same as V.
4 A1 will increase because the extra lamp will use the same current as the lamp already in the circuit and
this will add to the total current to make it larger.

Worksheet 9.3A
Resistance
1 Ω
2 It makes it more difficult for current to flow.
3 Voltage / V in top of triangle; current / I at the bottom right.

Worksheet 9.3B
Resistance
1 ohms / Ω
2 Increasing resistance will decrease current.

voltage
3 a resistance =
current

voltage 6
b resistance= = = 3Ω
current 2

Cambridge Lower Secondary Science 9 – Mary Jones, Diane Fellowes-Freeman and Michael Smyth © Cambridge University Press 2021 28
CAMBRIDGE LOWER SECONDARY SCIENCE 9: WORKSHEET ANSWERS

Worksheet 9.3C
Resistance
1 ohms; Ω

2 a

b The resistance (number of ohms) increases and the current decreases. This is because resistance
makes it more difficult for current to flow/slows the movement of electrons.
3 a Ohm’s law

voltage
b resistance = (or other correct rearrangement)
current

voltage 6
c i resistance= = = 3Ω
current 2

voltage 12
ii current
= = = 4A
resistance 3

Cambridge Lower Secondary Science 9 – Mary Jones, Diane Fellowes-Freeman and Michael Smyth © Cambridge University Press 2021 29

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