CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

Event 4: 7.3 a Sum = 112; 112 ÷ 20 = 5.6

During the industrial revolution, dark
moths were more likely to reproduce, b Number of
3 4 5 6 7 8
passing on their genes for dark wings to the beans in a pod
next generation. Tally || ||| ​​||||​​ |||| ||| |||
Event 5: Number of
2 3 5 4 3 3
In each generation the variety of the gene pods
that produced dark wings became more
common and the variety of the gene c suitable scale on x-axis; suitable scale on
producing pale wings became rarer. y-axis; all bars correctly drawn.
7.4 a A substance that kills bacteria (but does
Check your progress not harm humans).
7.1 The nucleus of every cell contains several b The percentage of cases of penicillin-
long threads, called chromosomes. resistant pneumonia has increased.
In most cells, there are two copies of c Any two from:
each thread. • This happened because penicillin was
Each thread contains many genes. used to treat infections.
The threads are made of a chemical • Any bacteria that happened to be
called DNA. resistant to penicillin survived and
reproduced.
7.2 Egg Sperm • Their offspring inherited the genes
Description that made them resistant.
cells cells
contain a nucleus ✓ ✓ If penicillin continues to be used over time,
are gametes ✓ ✓ the proportion of bacteria that are resistant to
penicillin increases.
can swim ✓
in humans, contain
✓ ✓
23 chromosomes
contain either an X
chromosome or a Y ✓
chromosome

Unit 8 Rates of reaction

Topic 8.1 Measuring the rate of 2 Because there is no further increase in the
volume of the gas given off after 270 seconds.
reaction
Getting started 3 The syringe plunger might shoot out of the
end of the casing and break or hurt someone.
The point of the first part of this task is a recap
You should watch the experiment very
and discussion. The examples are likely to include
carefully and open the top of the flask if the
colour changes, pH changes, gases being given
volume of gas produced gets close to 100 cm3.
off or other new products being formed. The You could tie the syringe plunger to the barrel
suggestions as to how the rate of reaction could with string so that it cannot move very far if it
be measured are not about the “right answer” but is forced out of the casing.
rather the discussion as to what the learners think
they could do. 4 The result at 90 seconds is anomalous. You
can see this because it does not fit the pattern
Questions of the graph.
sulfuric magnesium The experiment should be repeated and if you
1 magnesium +
acid
→
sulfate
+ hydrogen
continue to get a result that does not fit the
Mg + H2SO4 → MgSO4 + H2 pattern, it might help you decide that there

Cambridge Lower Secondary Science 9 – Mary Jones, Diane Fellowes-Freeman & Michael Smyth
26 © Cambridge University Press 2021
 CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

was a change in pattern. If you get a result slope). Credit specific time points mentioned
that fits the pattern, you would decide that the when referring to the rates of reaction.
original result was an error.
5 This will depend on which method they
copper hydrochloric copper carbon used and how well they were able to manage
5 + → + water +
carbonate acid chloride dioxide the practical work. The likely problems are
6 6 cm3 of carbon dioxide is produced in this 20 difficulty in setting up the apparatus quickly
second period, so the average rate of reaction enough to prevent gas being lost at the start
is 6 ÷ 20 = 0.3 cm3/s. of the reaction, and issues about being able
to read the scale quickly enough. They may
This rate is less than one-third of the rate mention accuracy of results as an issue.
between 10 and 30 seconds.
6 This will depend on the method used. Credit
Think like a scientist: Measuring the repeating the investigation several times and
rate of reaction any suggestions about tightening up the
1 This will depend on the method that learners method to avoid variation in the start time
use but will include: safety glasses, calcium due to not getting the measuring cylinder or
carbonate, hydrochloric acid. It may include syringe in place quickly at the start of the
a flask, a top pan balance, gas syringe with reaction.
tubing and a rubber bung to fit the flask, a
large beaker or trough, a beehive shelf and Topic 8.2 Surface area and the
water-filled measuring cylinder, delivery tube rate of reaction
and thistle funnel.
Getting started
2 This will depend on the method used. It The exact measurements are not very important,
should include safety measures for using but learners should record the surface area for all
acids, such as wearing safety glasses and being six faces of the book in cm2 and add them together
careful to avoid spills; issues relating to the to find the total surface area. To place two books
syringe and the production of large volumes together with the minimum surface area, the
of gas that could cause the plunger to shoot largest surfaces of the two books should be placed
out of the casing. together, thus losing these two surfaces from the
3 This should allow for enough space for many total. To put the books together with maximum
results and have two columns as shown. surface area, place the two smallest surfaces
together.
Time in s Total volume of carbon
dioxide gas produced in cm3 Think like a scientist: Burning iron
  0 1 This will depend on what the learners see but
30 should include: the nail just glows as it gets
hot, the iron wool burns and pieces fly off,
60 whereas the iron filings burn brightly.
90
2 Increasing the total surface area increases the
120 rate of reaction.
4 This will depend on their results but credit 3 For a reaction to take place the atoms of iron
a graph drawn with time on the x-axis and must collide with the atoms of oxygen. The
volume of gas on the y-axis; axes correctly larger the surface area of the iron, the more
labelled; suitable scale; ruler and pencil used; iron atoms are in contact with the oxygen in
points plotted true to the results and a suitable the air, so the faster the reaction.
line of best fit drawn.
The description should fit the graph they
Activity: Calculating the surface area
present but should include an indication of the 1 This will depend on the size of the block.
speed of the reaction at various points. The The answer should be given in cm2.
rate should be at its fastest at the beginning of 2 9
the reaction (steepest slope) and then become
slower until the reaction is complete (no 3 9 × answer to 1
4 6 × answer to 3

Cambridge Lower Secondary Science 9 – Mary Jones, Diane Fellowes-Freeman & Michael Smyth
27 © Cambridge University Press 2021
 CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

5 78 × answer to 1 Large chips

6 The shape in Part 2 has a larger surface Time in s Mass at Mass at Change in
area than the shape in Part 1, so the rate of start in g end in g mass in g
reaction would be greater.
0
7 27 × 6 × answer to 1 30
8 The shape in Part 3 has a larger surface 60
area than the shape in Part 2, so the rate of
90
reaction would be greater.
9 The greater the surface area, the more atoms 7 This will depend on the results obtained, but
are in contact with the other reactant and so is likely to be the one using the smaller chips.
the reaction is faster. 8 The smaller size of marble chips reacted
Think like a scientist: The effect of more quickly.
surface area on the rate of reaction 9 As the total surface area of the chips
1 Learner’s or teacher’s choice. increases, the rate of reaction increases.

2 The reaction with the smaller calcium 10 This will depend on the results obtained and
carbonate (marble) chips will be faster. the prediction made in question 2. Credit an
answer that aligns with the findings and the
3 It is important to keep all these variables – the prediction.
volume, type and concentration of the acid –
the same as these factors could affect the rate 11 The prediction should be that the rate
of reaction. The investigation is to see if the of reaction would be even faster if
surface area affects the rate of reaction, so this powdered calcium carbonate were used
is the only variable that should change. in the experiment.

4 The dependent variable is the time taken Topic 8.3 Temperature and the
for the reaction to finish. The independent rate of reaction
variable is the size (and therefore the surface
area) of the marble chips. Think like a scientist: The effect of
5 This will depend on the method chosen. temperature on the rate of reaction –
Part 1: The trial run
6 For the collection of gas method:
1 The answer will depend on what the learners
Small chips Large chips found out, but it is likely to be about
organisation and being ready to start the timer
Time Volume of Time Volume of
as one of them pours in the acid. There may
in s gas produced in s gas produced
be issues over finding the end point.
in cm3 in cm3
0 0 2 This will depend on what the learners found out.
30 30 Think like a scientist: The effect of
60 60 temperature on the rate of reaction –
90 90 Part 2: Preliminary work
3 This will depend on what the learners decide
For the change in mass method:
to do, but is likely to include boiling tubes
Small chips with stoppers, thermometer, timer, beaker
(to act as a water bath), sodium thiosulfate
Time Mass at Mass at Change in solution, hydrochloric acid, measuring
in s start in g end in g mass in g cylinders of suitable size (10 cm3), safety
0 glasses, card with black cross, clamp stand.
30
60
90

Cambridge Lower Secondary Science 9 – Mary Jones, Diane Fellowes-Freeman & Michael Smyth
28 © Cambridge University Press 2021
 CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

4 This will depend on what the learners have 11 This will depend on the results obtained, but
decided to do. The answer is likely to include credit the following points: use of pencil and
using two temperatures fairly close together ruler; good use of the whole of the graph
to see how large an interval they need to use paper; temperature plotted on the horizontal
and may include ideas about keeping the axis; time taken for reaction to be completed
temperature at a set level throughout the on the vertical axis; suitable scale used; axes
reaction. suitably labelled; points accurately plotted
5 Likely answers will include the range and / or using small crosses; a line of best fit should
the interval of temperatures to use. However, be drawn.
it will depend on what the learners have done 12 Credit a statement to the effect that the
in their preliminary work. higher the temperature, the greater the rate of
6 Credit ideas, such as keeping the tube in reaction.
the water bath and some discussion of the Questions
practical aspects of insulation of the tube
1 The steeper line shows the faster reaction.
while still being able to see the end point of
the reaction. 2 If you did the same experiment at 50 °C, the
line on the graph would be steeper than at
7 Credit a plan that mentions what the
40 °C.
investigation is about; the independent and
dependent variables; indicates what must be Topic 8.4 Concentration and the
kept the same; has a safety comment; includes
an equipment list and outline method; rate of reaction
mentions the need for repeats. Questions
Temperature Time for mark to disappear in s 1 The steeper line shows the faster reaction.
in °C 2 The line on the graph would be less steep than
Attempt Attempt Attempt Mean for a low concentration, but it would level off
1 2 3 at the same volume.

Think like a scientist: Investigating

the effect of concentration on the
rate of reaction – Part 1: Planning
the investigation
8 This will depend on what the learners found
out, but is likely to include the range / interval 1 The plan should include a list of equipment
of temperatures to be used, and may involve needed, what the independent variable and
ideas to improve the accuracy of their results. dependent variables are, which variables
Answers should be specific here and based on should be kept the same, an outline of how
their findings. the investigation should be carried out and
a risk assessment and what should be done
Think like a scientist: The effect of to avoid the risks.
temperature on the rate of reaction –
Think like a scientist: Investigating
Part 3: The investigation
the effect of concentration on the
9 The plan should be detailed, specific and
rate of reaction – Part 2: Carrying out
modified from the answers given in question 5
in light of findings in the preliminary work. the investigation
2 Points should include using the same mass
10 Credit any suitable comment that relates to
of marble chips, the same volume of acid,
what the learners did. This is likely to include
carrying out the investigation at the same
the same volume of sodium thiosulfate used
temperature. Do not credit repeating the
and the same volume and type of acid used.
experiment as this does not make the
Do not accept repeating the experiment as
investigation fair, but more reliable.
part of a fair test.
3 This should include repeating the
investigation.

Cambridge Lower Secondary Science 9 – Mary Jones, Diane Fellowes-Freeman & Michael Smyth
29 © Cambridge University Press 2021
 CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

4 Credit a table with sufficient readings, at least b The smaller the pieces of marble are, the
five different concentrations and repeated at larger their surface area. The powder
least three times with the mean shown. Results has more surface area exposed to the
should be in order, ascending or descending. acid and so more collisions between the
Tables should also show the correct units, and acid particles and marble particles will
concentration can be given as solution A to E. happen more often. Thus, the reaction
will happen more quickly.
Solution Time taken to collect 25 cm3 c The test for carbon dioxide is to bubble
of gas in s it through limewater. If the gas is carbon
Attempt Attempt Attempt Mean dioxide, the limewater will turn milky.
1 2 3 d calcium chloride
A
sulfuric magnesium
B 8.2 a magnesium + → + hydrogen
acid sulfate
C b To test for hydrogen he could use a
D lighted splint. If the gas burns with a
squeaky pop then the gas is hydrogen.
E
c warming the acid and stirring the
5 Credit: mixture
• use of pencil and ruler
8.3 a Accept answers from 85 to 90 seconds.
• good use of whole graph paper
• concentration along the horizontal axis b Accept answers from 230 to 250 seconds.
• time taken for the reaction along the c The rate of reaction is very fast up until
vertical axis about 150 seconds. Then the rate of
• suitable scales used reaction decreases between 150 and 240
• axes suitably labelled seconds.. Eventually, the reaction stops
• points accurately plotted using a small cross at 240 seconds (accept their answer to
• points joined appropriately question b here.).
• both lines labelled appropriately. d If Zara increased the temperature of the
6 This will depend on the results the students acid, the rate of reaction would increase.
obtained but it is likely to be solution E with e The rate of reaction increases when
50 cm3 of the acid. the temperature increases because the
particles of acid move faster when they
7 This will depend on the results obtained but it
have more energy. This results in more
is likely to be the more acid that was used to
collisions between the particles of
make the solution, i.e. the more concentrated
acid and magnesium.
the acid, the faster the rate of reaction.
The collisions have more energy and are
Check your progress more likely to result in a reaction.

8.1 a C

Unit 9 Electricity
Topic 9.1 Parallel circuits d The lamp will no longer be lit.
e The buzzer will stop making sounds.
Getting started
1 a Learners should draw the cell, lamp and Questions
buzzer in series (connected end-to-end 1 C
in any order) using the correct circuit 2 A, C and D
symbols.
b ammeter
c 2A

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