Lower Secondary Science 8 Worksheet Answers

CAMBRIDGE LOWER SECONDARY SCIENCE 8: WORKSHEET ANSWERS
Worksheets 1.4A–C
An investigation using hydrogencarbonate indicator
1 To allow the gases to move from the organisms to the indicator, but stopped the organisms from
falling into the indicator.
2 To make sure that gases produced by the organisms stayed inside the tube, where they would affect
the indicator.
3 Any two from: the size and shape of the test tube; the volume of hydrogencarbonate indicator; the
height of the platform above the indicator; the mass of the organisms or beads used in each tube.
4 For example:
Tube Contents Colour of indicator at Final colour of

start indicator
A live maggots red yellow
B dead seeds red red
C live germinating seeds red yellow
D plastic beads red red
For Worksheet 1.4A

5 A and C
6 They contained living organisms, which respired and produced carbon dioxide.
For Worksheet 1.4B

5 The indicator in tubes A and C went yellow, showing that a lot of carbon dioxide was present.
This was produced by the organisms in these test tubes, which respired. There was no respiration
in tubes B or D, so the indicator stayed red because there was no carbon dioxide produced.
Cambridge Lower Secondary Science 8 – Mary Jones, Diane Fellowes-Freeman and Michael Smyth © Cambridge University Press 2021 1
For Worksheet 1.4C

6 The variable to change is the type of seed – whether they are beans or peas. There is no need to have
any dead seeds or plastic beads; the tubes need to contain only live bean seeds and live pea seeds.
Learners may suggest using replicates – for example, two identical test tubes containing live beans,
and another two containing live peas.
The variables to keep constant include: the total mass of the seeds; the volume and type of indicator
solution used; the size and shape of the test tubes; the temperature. (Learners may think of others,
such as the amount of water given to the seeds to begin germination.)
The variable that will be measured is either the time taken for the indicator to reach a particular shade
of yellow, or the colour of the indicator after a certain amount of time.
Worksheet 1.5A
Adapting to high altitude
1 aerobic respiration
2 It releases energy from glucose, which cells need to stay alive.
3 Red blood cells transport oxygen, so if there are more of them, more oxygen can be delivered to cells.
4 To give their bodies time to acclimatise to the high altitude. There is less oxygen at high altitude.
If they moved there too quickly, their blood would not be able to absorb and transport enough
oxygen to supply their cells, so they could get ill. If they move upwards over several days, their bodies
have time to make extra red blood cells. These help to absorb more oxygen.
Worksheet 1.5B
1 aerobic respiration
2 It releases energy from glucose, which cells need to stay alive.
3 Red blood cells transport oxygen, so if there are more of them, more oxygen can be delivered to cells.
4 205 hours = 8.5 days
5 3400 to 3500 metres
6 About 35 hours (allow a little leeway).
oxygen to supply their cells, so they could get ill. The stays at Namche and Tengboche would give
their bodies time to respond to the low oxygen availability by making extra red blood cells. These
would help to absorb more oxygen.
Worksheet 1.5C
1 More red blood cells can pick up more oxygen. There is less oxygen at high altitude, and with the
usual number of red blood cells, our body cells do not get enough oxygen for respiration. This makes
us feel ill. The extra red blood cells help to collect more oxygen from the air to take to the respiring
cells.
2 205 hours = 8.5 days
3 3400 to 3500 metres
4 About 35 hours (Allow a little leeway.)
oxygen to supply their cells, so they could get ill. The stays at Namche and Tengboche would give
their bodies time to respond to the low oxygen availability by making extra red blood cells. These
would help to absorb more oxygen.
6 There is a small but steady fall in the quantity of oxygen in the blood. This is because there was less
oxygen in the air at high altitude, so their blood was not able to absorb as much. (If the trekkers had
moved up more quickly, so that they did not have time to make extra red blood cells, the decrease in
the quantity of oxygen in their blood would have been much greater.)
Worksheet 2.1
Extracting salt
1 water
2 sodium chloride
3 Accept any two uses, such as salting roads in winter, adding to food for flavour, chemical processes.
4 The large shallow pools have a large area of water exposed to the sun; this means that the water will
evaporate quickly. If the seawater were in deep pools, it would take much longer for the salt to be
exposed.
5 If this were attempted in colder countries, it would take far too long for the water to evaporate.
Extension
1 The dangers are that cutters and explosives may have to be used and the ground may collapse.
2 With solution mining, the salt is pumped up from the ground and does not have to be carried to the
surface. This method involves pumping in water, which could result in a large area of rock salt being
dissolved and the ground collapsing.
3 Water must be added to the rock salt; the salt will dissolve. This must then be filtered to remove the
pieces of rock, which do not dissolve in the water. The salt solution can then be heated to remove the
water by evaporation.
Worksheet 2.3(i) A
Solubility
1 The solubility of lead nitrate is 72 g per 100 g water at 40 °C.
2 The solubility of potassium chloride is 36 g per 100 g water at 20 °C.
3 The solute that is the least soluble at 50 °C is copper sulfate.
4 The solute that is the least soluble at 80 °C is potassium chloride.
5 The solubility of potassium chloride and copper sulfate at 75 °C is 51 g per 100 g water.
6 You should state the temperature when giving the solubility because the solubility is different at
different temperatures.
7 Solubility is given in grams per 100 g of water so that you are always comparing the same thing.
If you used less water the solubility would be less.
Worksheet 2.3(i) B
Solubility
1 Credit points plotted correctly and a suitable line of best fit all drawn in pencil.
7 You should state the temperature when giving the solubility because the solubility is different at
different temperatures.
8 Solubility is given in grams per 100 g of water so that you are always comparing the same thing.
If you used less water, the solubility would be less.
Worksheet 2.3(i) C
Solubility
1 Credit points plotted correctly and a suitable line of best fit all drawn in pencil; line should be
labelled.
2 Credit points plotted correctly; drawn neatly with a pencil; suitable line of best fit drawn in pencil as a
curve; line should be labelled.
8 It is important because the higher the temperature, the more solute dissolves in the same volume of
solvent.
9 Solubility is given in grams per 100 g of water so that you are always comparing the same thing
(standarising the measurement). If you used less water the solubility would be less.
10 Accept any method that would allow the student to find the mass of solute that will just dissolve in a
fixed volume of water. For example: place a beaker on a top pan balance and measure a certain mass
of water, e.g. 100 g, into the beaker. Note the mass of the beaker plus water. Now add solute and stir.
Keep adding it, little by little, until no more will dissolve. Record the new mass of the beaker plus
water plus solute. Subtract the mass of the beaker plus water to find the mass of the solute that
dissolved in it.
Worksheet 2.3(ii)
The results of an investigation
1 Credit a ruled table with correct headings and entries in a logical order.
Temperature of water in °C Mass of lead nitrate used in g
20 54
30 64
40 72
50 82
60 84
70 100
2 The pattern in these results is that, as the temperature increases, so does the solubility. For each
10 °C rise in temperature there is an increase of about 10 g of lead nitrate that can dissolve, up to the
point where the temperature reaches 50 °C.
3 Sofia and Marcus should repeat all the temperature tests so they have at least three readings,
to be sure they have reliable results. They need to be careful when they record the result at 60 °C.
Worksheets 2.4A–C
Vocabulary
solution a mixture formed when a solute dissolves in a solvent
saturated a solution in which no more solute will dissolve

solution
pure a substance that is made of one thing
chromatogram separated colours as the result of chromatography
filtration a way of separating a solid from a liquid by passing the

mixture through a filter paper
solubility a measure of how soluble a substance is
solvent a liquid in which other substances will dissolve
solute a substance dissolved in a liquid
insoluble a word to describe a substance that will not dissolve
paper a way of separating coloured substances dissolved in a

chromatography solution, using special paper
Note: in 2.4C, there are surplus answers that are not needed.
Worksheet 3.1
Effect of balanced and unbalanced forces
1  Reason: There can be forces acting but they must be balanced forces.
2  Reason: Unbalanced forces would result in a change in speed or a change in direction, so any
forces acting must be balanced forces.
3  Reason: The object is changing direction, so an unbalanced force is needed.
4  Reason: A change in speed requires and unbalanced force. If the forces were balanced, there
would be no change in speed.
Extension
In question 1, the object could be … the object and the reason why it is not moving must both be
specified; for example, a book resting on a table or a helicopter hovering
In question 2, the object could be … any object, such as a vehicle or animal
In question 3, the object could be … the object and the reason why it is moving in a circle must both be
specified; for example a toy train on a circular track
Worksheets 3.2A–C
Calculating speed, distance and time
In Worksheet 3.2C, units can be written in words, but not abbreviations such as hrs, sec, and so on.
distance
1 a speed =
time
200
= = 5 (m/s)
40
distance
b speed =
time
1
= = 0.01 (m/s)
100
distance
c speed =
time
160
= = 200 (m/s)
0.8
distance
d speed =
time
50
= = 100 (km/h)
0.5
2 a distance
= speed × time
=15 × 30 = 450 (m)
b distance
= speed × time
= 45 × 2 = 90 (km)
distance
3 a time =
speed
2500
= = 10 (s)
250
distance
b time =
speed
300
= = 150 (s)
2
distance
c time =
speed
39
= = 1.5 (h)
26
Worksheets 3.4A–C
Forces for turning
1 a moment = force × distance
= 20 × 2 = 40 (N m)
b moment = force × distance
= 4 × 10 = 40 (N cm)
c moment = force × distance
= 0.1 × 1.5 = 0.15 (N cm)
2 a moment = force × distance
= 36 × 0.75 = 27 (N m)
b moment = force × distance
moment
distance =
force
27
= = 1(m)
27
3 a moment due to 200 N load:
moment = force × distance
= 200 × 1.5 = 300 (N m)
b weight of rock is a force, so:
moment
force =
distance
300
= = 375 N
0.8
Worksheet 4.3A
The possum problem
1 Australia
2 They were introduced by people in 1858, and have reproduced quickly. Learners may also add that
they have no predators to keep their numbers in check.
3 The possums harm native birds by eating their eggs and chicks. They have made some species extinct,
and other species are threatened with extinction.
4 People may think that the possums will suffer when they are poisoned. The poison may harm other
animals that no one wants to be killed.
Worksheet 4.3B The possum problem

1 They were brought to New Zealand to try to set up a fur industry.
2 There were no predators that could kill possums. There were no other predators to eat the birds’ eggs
and chicks, so there was plenty of food for the possums (no competition).
3 The possums can easily kill native birds, their eggs and their chicks, because many of these birds nest
on the ground. They also eat food (nectar and berries) that the native birds eat, so there is competition.
animals that no one wants to be killed.
5 Look for the idea that big government projects like this work best if the population of the country are
all in agreement with it. More specifically, some possums will be living on private land, so if some
people do not want to destroy them there could be small colonies of possums that could breed and
spread back into other areas.
Worksheet 4.3C The possum problem

Note: Many of the questions are quite open-ended, and learners should be credited for relevant ideas
other than those given here.
1 These birds have evolved in a country where there have never been any ground-dwelling predators.
They have had no need for adaptations that help them to avoid predators, such as being able to fly,
or to nest in trees. It has been safe for them to nest on the ground.
2 There were no predators that could kill possums. There were no other predators to eat the birds’ eggs
and chicks, so there was plenty of food for the possums (no competition).
3 The possums can easily kill native birds, their eggs and their chicks, because many of these birds nest
on the ground. They also eat food (nectar and berries) that the native birds eat, so there is competition.
animals that noone wants to be killed.
5 Learners cannot be expected to know anything about conditions in New Zealand, but they may
suggest that there are places where it is not easy for people to get to (for example, deep in a forest or
on an isolated mountain). Also, checking traps is time-consuming. Having self-setting traps avoids the
need for people to constantly check and reset traps. More traps can be set.
6 Fencing can only keep possums out of the areas that are fenced, and you cannot fence the entire
country.
7 Look for the idea that big government projects like this work best if the population of the country are
all in agreement with it. More specifically, some possums will be living on private land, so if some
people do not want to destroy them there could be small colonies of possums that could breed and
spread back into other areas.
Worksheet 4.4 Mercury in an Arctic

food web
1 Microscopic algae
2 There are several possible answers, such as:
microscopic algae → microscopic animals → shrimps → human.
Check that arrows point in the correct direction.
3 Biomagnification is the increase in concentration of a substance as you go up a food chain.
The concentration in microscopic algae is 0.001 ppm, then increases to 0.01 ppm in shrimps,
increases again to 0.1 ppm in fish and finally to 1 ppm in polar bears.
Additional notes for question 3

a 0.001 ppm
b 0.1 ppm
c larger
d 1 ppm
e larger
Extension
4 Various calculations are possible (each step up in the diagram shows a tenfold increase in the
concentration of mercury in the living organisms). For example, the concentration in polar bears is
10 × 10 × 10 = 1000 times the concentration in microscopic algae.
5 Biomagnification is a result of bioaccumulation. Non-biodegradable substances build up in the body
of an organism. All the substances from all the many animals it has eaten over its lifetime accumulate
in each predator’s body.
Worksheets 5.1A–C
Wordsearch and meanings
ELECTRON a negatively charged particle found surrounding the nucleus of an atom

PROTON positively charged particle found in the nucleus of an atom
NEUTRON particles found in the nucleus of an atom that have no electrical charge
ELEMENT a substance that is made of only one type of atom
ATOM a tiny particle of matter
NUCLEUS a dense area at the centre of an atom that contains protons and neutrons
POSITIVE CHARGE a type of electrical charge; protons have a positive electrical charge
SUB ATOMIC smaller than an atom
Worksheets 5.3A–C
Comparing weather data
1 City A
2 City B
3 In city B, the highest temperatures are in July. Summer in July means that city B is in the
northern hemisphere.
City A is hottest in January, which means that it is in the southern hemisphere.
4 a City A has cold winters and mild summers.
b City A is in a temperate zone. City B is in the arid zone because it is hot all year and is mostly dry.
5 The rainfall in city B is very low (about 10 mm each month, except for February when it is about
40 mm and December when it is about 20 mm).
6 City B has much less rainfall than city A.

In January, city B has 20 mm less than city A.
In March, April, September, October and November, city B has 30 mm less than city A.
In May, June and August, city B has 40 mm less than city A.
In July, city B has 50 mm less than city A.
In December, city B has 10 mm less than.
The only exception is in February, when city B has 10 mm more than city A..
Worksheet 5.5
Looking at temperature data
1 A bar chart would be more usual because the data for each month is discrete. It has been calculated
from readings in that month and is separate from the previous and next months’ data. Credit either bar
chart or line graph. The important part of the answer is that learners state what information the method
would allow them to display more clearly. A line graph would show the trend over the months a little
more clearly than a bar chart.
2 August
3 from 5 °C to 26 °C, a difference of 21 °C
4 The biggest temperature change is between October and November when the temperature
fell by 6 °C.
5 Meteorologists would have taken temperature readings in different parts of the city, probably several
times a day. They would have recorded the temperatures, added them all up and then divided by the
number of readings to obtain the average temperature for the month..
Extension
6 The period from 1981 to 2010 has the highest temperatures.
The range for 1961 to 1990 is 6 °C to 20 °C (difference of 14 °C)
The range for 1971 to 2000 is 6 °C to 21 °C (difference of 15 °C)
The range for 1981 to 2010 is 7 °C to 23 °C (difference of 16 °C).
There is an upward trend in average monthly temperatures for all months except December. In
December, the average monthly temperature has remained at 7 °C over all three time periods.
Between the period 1961–1990 and the period 1971–2000, the average monthly temperature increased
by 1 °C in the five months of February, March, May, June, July and August, but was the same in the
other months.
Between the period 1971–2000 and the period 1981–2010, the average monthly temperature increased
by 1 °C in the nine months of January, February, March, May, June, August, September, October and
November; it was the same in December, but increased by 2 °C in April and July.
Worksheet 6.1
Reflection in a plane mirror
1 a
Worksheet 6.2
Refraction in water and glass
1 2
Extension
3 4 a 27° b 45°
Worksheet 6.4A
Coloured filters
1 red, orange, yellow, green, blue, indigo, violet
2 a piece of red coloured glass
3 Green
4
Worksheet 6.4B
Coloured filters
2 a piece of red coloured glass
3 The green filter absorbs all other colours of white light except green; only green is transmitted.
4
Worksheet 6.4C Coloured filters

2 Any object that is transparent and red coloured.
3 a Black
b A red ball only reflects red light and absorbs all the other colours of light; if only green light
shines on the ball, it will be absorbed, leaving no light to be reflected.
4 a Green or blue
b The red filter only transmits red light; the red filter absorbs all other colours from white light; a
green or blue filter only transmits that colour of light; red light does not contain green or blue
light, so no light will be transmitted; a green or blue filter absorbs red light.
Worksheet 7.1
Testing foods for sugar
1 It is safer.
If the tube is held over a burner, it can get so hot that its contents boil, and the liquid can shoot out
of the tube. Using a water bath means that you are in control of the temperature that the liquid is
heated to.
2 The two missing conclusions are: contains no sugar; contains a lot of sugar.
3 To test a food for sugar, add Benedict’s solution to it.
The colour of this solution is blue.
Then heat the mixture to 80 °C.
If there is a lot of sugar in the food, the solution changes to orange-red.
If there is a small amount of sugar in the food, the colour of the solution changes to green.
4 No; most of the carbohydrate in our diet comes from plants, but not all of it. For example, milk from
animals such as cows contains carbohydrate in the form of sugar.
Worksheets 7.2A–C
My diet today
There are no specific answers for these worksheets. Look for correct identification of the nutrients in each
food that learners have listed. There is some leeway here, so there is no need to check for every food.
Only obvious errors need to be noted, such as oranges containing a lot of iron or protein.
Worksheets 7.3A–B
Does caffeine affect birthweight?
1
2 No. There is no correlation between caffeine intake and mean birthweight. The greatest mean
birthweight corresponds to the highest caffeine intake; the lowest mean birthweight corresponds to the
next highest caffeine intake. There is no pattern in the results.
Worksheet 7.3C
Does caffeine affect birthweight?
1 See answer to 7.3A–B.
2 See answer to 7.3A–B. In addition, learners should include reference to figures from the table.
3 They could include more women in the investigation. This will give a better chance that the results are
representative of the whole population.
We are not told when the questionnaire was filled in – if it was at the end of pregnancy, women might
not remember how much coffee they drank. In theory, the researchers could actually monitor caffeine
intake, rather than asking the women to report how much they drink. In practice, this would be almost
impossible to do.
Worksheets 8.1A–C
Investigation planning
1 We are trying to find out if we get a larger rise in temperature when we add more magnesium ribbon
to dilute hydrochloric acid.
2 Credit a logical approach with an outline of how the investigation will be done.
3 This should include test tubes or beakers, thermometer, magnesium ribbon and a ruler or a top pan
balance, measuring cylinder, dilute hydrochloric acid and safety glasses.
4 Safety glasses should be worn. Credit general comments about working in a methodical way,
behaving responsibly and comments such as replacing the top of the acid bottle promptly.
5 The variable that will be changed is the length or mass of the magnesium ribbon used.
6 The control variables that should be kept the same are: the volume, type and concentration of acid
used, type of magnesium ribbon used (i.e. not thicker or wider).
7 Measure the rise in temperature in °C.
8 The experiment could be tried with a small range of lengths or masses of magnesium ribbon.
9 The table should have room for at least five different lengths or masses of magnesium ribbon and
room for at least three tests per length or mass and a column to record the mean temperature.
10 The size of the interval to use between the lengths/masses could be decided by carrying out a
preliminary experiment to see how much increase in the quantity of magnesium produces a
measurable increase in temperature rise.
11 Credit a logical plan that includes the points indicated above.
Worksheets 8.2A–C
Falling temperatures
1 The independent variable is the mass of ammonium nitrate used.
2 They used the same volume of water each time so that the test was fair.
3 Accept a variable such as the same thermometer and/or top pan balance or stirring the same number of
times or for the same length of time when the ammonium nitrate is added.
4 The dependent variable is the change in temperature.
5 192 g would dissolve in 100 cm3 water. They have 25 cm3 water, which is a quarter of 100 cm3.
So the amount of ammonium nitrate that will dissolve in 25 cm3 water is 192 ÷ 4 = 48 g.
6 It means they will add 10 g more of ammonium nitrate each time.
7 The solution is colder than the room, so the heat energy from the room will warm the solution.
8 Credit the use of pencil and ruler, the use of a suitable scale, axes the correct way round,
suitable labels and correct plots.
9 The line of best fit should not include the odd result when 10 g ammonium nitrate was added.
10 The result for adding 10 g ammonium nitrate should be circled.
11 The results show that, as the mass of ammonium nitrate increases, the temperature drop increases.
When the mass is greater than 50 g, the temperature does not drop any further.
12 Sofia’s idea was correct.
13 Saturated solution.
Worksheets 8.5A–C
Word equation practice
1 zinc nitrate and hydrogen
2 sodium and water
3 lithium + water  lithium hydroxide + hydrogen
4 zinc + sulfuric acid  zinc sulfate + hydrogen
5 magnesium + hydrochloric acid  magnesium chloride + hydrogen
6 calcium + water  calcium hydroxide + hydrogen
7 aluminium + nitric acid  aluminium nitrate + hydrogen
8 potassium + water  potassium hydroxide + hydrogen
9 zinc + hydrochloric acid  zinc chloride + hydrogen
10 magnesium + sulfuric acid  magnesium sulfate + hydrogen
Worksheet 9.1
Magnetic fields
Extension
5 a The needle will swing freely/not point in any fixed position/point towards north of the Earth.
b The field lines cannot touch or cross, so they exert a force on each other as they get closer; the
force is to keep the lines apart.
6 a
b There can be lines drawn between opposite poles of the two magnets, but these should not cross.
Worksheet 9.2
Earth’s magnetic field
1 B
2 bar magnet
3 core
4 It will make the magnet turn; the magnet will align with the Earth’s magnetic field; the north pole of
the magnet will point towards north on the Earth.
5 The needle would point downward.
6 Similar to taking repeat measurements; allows an average to be calculated; allows anomalies to be
detected; the Earth’s magnetic field is not the same in all parts of the world.
7 Opposite poles attract, so the (geographic) north pole of the Earth has a south magnetic pole.
8 The movement is very slow; the pole is very far away, so any movement would mean a small change
in direction from thousands of kilometres away.
Worksheet 9.3
Making electromagnets
1 The list of equipment should include cell, battery or power supply; insulated wire; switch (optional);
connectors or crocodile clips; suitable object for making the core, such as iron nail or any soft
iron core.
Method should include wrapping the wire around the core to form a coil; the number of turns should
be stated; the bare wire should not touch the iron core; the ends of the wire must be connected to the
cell, battery or power supply with the switch (if included) in the circuit.
Any or all of this can be shown in a labelled diagram: labels need not be included for components
shown with standard circuit symbols.
2 Either of the following.
• Place a magnetic compass close to one end of the core and check that it is pointing towards
geographic north; switch on and observe whether the needle of the compass moves to point
towards or away from the end of the core.
• Test the core before switching on the electromagnet to confirm that it will not attract paper clips or
small magnetic objects, so it is not magnetised; switch on and observe whether small magnetic
objects are attracted to the end of the core.
Worksheet 9.4
Investigating electromagnets
The list of equipment should include power supply or cell(s), wire for the coil, material for the core
(switch, ammeter and connectors are optional)
• the number of turns on the coil will change each time
• number of turns stated, up to a maximum that is given/range given with interval, such as 5 – 100 turns
in steps of 5
• the current will be the same each time
• the core will be the same each time
• objects to test the strength, e.g. paperclips
• same shape and size of paperclips each time
• measure the number of paperclips lifted each time
• prediction: the number of paperclips lifted will increase as the number of turns increases
• repeat and average
• ensure the wire does not get hot/keep the electromagnet on for as short a time as possible.
Extension
Keep the number of turns, the diameter of the turns and the current the same; put different materials of the
same size/diameter inside the coil; see how many paperclips can be lifted by each; the one lifting the most
paperclips is the best material.

Lower Secondary Science 8 Worksheet Answers

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CAMBRIDGE LOWER SECONDARY SCIENCE 8: WORKSHEET ANSWERS

Tube Contents Colour of indicator at Final colour of

A live maggots red yellow

B dead seeds red red

C live germinating seeds red yellow

D plastic beads red red

For Worksheet 1.4A

For Worksheet 1.4B

For Worksheet 1.4C

Temperature of water in °C Mass of lead nitrate used in g

saturated a solution in which no more solute will dissolve

pure a substance that is made of one thing

chromatogram separated colours as the result of chromatography

filtration a way of separating a solid from a liquid by passing the

solubility a measure of how soluble a substance is

solvent a liquid in which other substances will dissolve

solute a substance dissolved in a liquid

insoluble a word to describe a substance that will not dissolve

paper a way of separating coloured substances dissolved in a

Worksheet 4.3B The possum problem

Worksheet 4.3C The possum problem

Worksheet 4.4 Mercury in an Arctic

Additional notes for question 3

ELECTRON a negatively charged particle found surrounding the nucleus of an atom

6 City B has much less rainfall than city A.

Worksheet 6.4C Coloured filters

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