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Our print and digital solutions are specially developed for educators
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The Marshall Cavendish Education Cambridge IGCSETM Physics, Chemistry and Biology series
are endorsed by Cambridge Assessment International Education. They are designed
for learners studying for the Cambridge IGCSE and IGCSE (9-1) Physics (0625/0972),
Chemistry (0620/0971) and Biology (0610/0970) syllabuses for examination from 2023.
Biology
MCE Cambridge IGCSETM Physics, Series architecture
Chemistry and Biology • Student’s Book
Reduce Learning Obstacles and Achieve Proficiency in Concepts • Theory Workbook
Build Learners’ Confidence and Exam-Readiness • Practical Workbook
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Prepare Learners for the Future with 21st Century Competencies • e-book
Enhance Teaching and Learning Effectiveness with Digital Resources • Additional Digital
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Cambridge International endorsement process.

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 Overview

Marshall Cavendish Education Cambridge IGCSE™ Physics, Chemistry and

Biology are comprehensive two-year programmes designed to support learners with
their study of the Cambridge IGCSE and IGCSE (9-1) Physics (0625/0972), Chemistry
(0620/0971) and Biology (0610/0970) syllabuses.
Theory Workbook
Developed based on robust research, these series bring Science learning to life by
focusing on real-life examples to which learners can relate. They are designed to ISBN 9789814927949 ISBN 9789814927956 ISBN 9789814927925
excite and engage learners to be curious about scientific concepts and to promote a
deep understanding of topics. This is done by giving learners plenty of opportunities

Cambridge IGCSETM

Cambridge IGCSETM

Cambridge IGCSETM
to practise learned skills, reflect on concepts and share, discuss or journal what they
have learned.
Cambridge Cambridge Cambridge
For over 60 years Marshall Cavendish Education has been For over 60 years Marshall Cavendish Education has been For over 60 years Marshall Cavendish Education has been
empowering educators and students in over 80 countries with empowering educators and students in over 80 countries with empowering educators and students in over 80 countries with
high-quality, research-based, Pre-K-12 educational solutions. high-quality, research-based, Pre-K-12 educational solutions. high-quality, research-based, Pre-K-12 educational solutions.

Each series consists of both print and digital learning resources that support
We nurture world-ready global citizens by equipping students We nurture world-ready global citizens by equipping students We nurture world-ready global citizens by equipping students

IGCSE IGCSE IGCSE

with crucial 21st century skills through our resources for schools with crucial 21st century skills through our resources for schools with crucial 21st century skills through our resources for schools
and education centres worldwide, including Cambridge schools, and education centres worldwide,TMincluding Cambridge schools, and education centres worldwide, TMincluding Cambridge schools, TM

Chemistry

Biology
catering to national and international curricula.

Physics
catering to national and international curricula. catering to national and international curricula.

blended learning. This provides learners with a more complete and flexible learning
Physics Chemistry Biology
The Marshall Cavendish Education Cambridge IGCSETM Physics series is designed The Marshall Cavendish Education Cambridge IGCSETM Chemistry series is The Marshall Cavendish Education Cambridge IGCSETM Biology series is designed
for students preparing for the 0625/0972 syllabus. The series translates insights designed for students preparing for the 0620/0971 syllabus. The series for students preparing for the 0610/0970 syllabus. The series translates insights
from educational psychology classic “How People Learn” into highly effective

experience.
translates insights from educational psychology classic “How People Learn” from educational psychology classic “How People Learn” into highly effective
learner-centred classroom practices. into highly effective learner-centred classroom practices. learner-centred classroom practices.

TWB The Theory Workbook provides meaningful reinforcement of concepts covered in the Student’s Book. TWB The Theory Workbook provides meaningful reinforcement of concepts covered in the Student’s Book. TWB The Theory Workbook provides meaningful reinforcement of concepts covered in the Student’s Book.
Each chapter contains formative questions to assess topical understanding, exam-style questions to Each chapter contains formative questions to assess topical understanding, exam-style questions to Each chapter contains formative questions to assess topical understanding, exam-style questions to
build exam readiness and a Chapter Journal to encourage self-reflection. The formative questions include build exam readiness and a Chapter Journal to encourage self-reflection. The formative questions include build exam readiness and a Chapter Journal to encourage self-reflection. The formative questions include
multiple-choice questions, word jumbles, crosswords, and short-answer and structured questions – all of multiple-choice questions, word jumbles, crosswords, and short-answer and structured questions – all of multiple-choice questions, word jumbles, crosswords, and short-answer and structured questions — all

Recognising that there is a potentially diverse student population for whom English
which are intended to foster subject literacy. A S.T.E.A.M project offers the opportunity for group work, to which are intended to foster subject literacy. A S.T.E.A.M project offers the opportunity for group work, to of which are intended to foster subject literacy. A S.T.E.A.M project offers the opportunity for group work,
encourage critical thinking and inquiry-based knowledge building. encourage critical thinking and inquiry-based knowledge building. to encourage critical thinking and inquiry-based knowledge building.
THEORY
WORKBOOK THEORY

THEORY WORKBOOK

THEORY WORKBOOK

THEORY WORKBOOK
may not be the first language, these series use simple and clear language with plenty
This resource is endorsed by Series architecture This resource is endorsed by Series architecture This resource is endorsed by WORKBOOK
Series architecture
Cambridge Assessment International Education • Student’s Book Cambridge Assessment International Education • Student’s Book Cambridge Assessment International Education • Student’s Book
• Theory Workbook • Theory Workbook • Theory Workbook
✓ Provides learners support for the Cambridge ✓ Provides learners support for the Cambridge ✓ Provides learners support for the Cambridge
IGCSE Physics syllabuses (0625/0972) for • Practical Workbook IGCSE Chemistry syllabuses (0620/0971) for • Practical Workbook IGCSE Biology syllabuses (0610/0970) for • Practical Workbook

of visual representations and also feature a mix of global and Asian examples for the
examination from 2023 examination from 2023 examination from 2023
• Teacher’s Guide and • Teacher’s Guide and • Teacher’s Guide and
✓ Has passed Cambridge International’s rigorous Teacher’s Resource ✓ Has passed Cambridge International’s rigorous Teacher’s Resource ✓ Has passed Cambridge International’s rigorous Teacher’s Resource
quality-assurance process quality-assurance process quality-assurance process
• e-book • e-book • e-book
✓ Developed by subject experts ✓ Developed by subject experts ✓ Developed by subject experts

international audience.
✓ For Cambridge schools worldwide ✓ For Cambridge schools worldwide ✓ For Cambridge schools worldwide
Carol Tear Sian Orchard Lam Peng Kwan
THEORY
Richard McGrory Eric Y K Lam WORKBOOK
ISBN 978-981-4927-94-9 ISBN 978-981-4927-95-6 ISBN 978-981-4927-92-5

They also cater to learners at various levels of learning readiness by providing 9 789814 927949 9 789814 927956 9 789814 927925

additional support and enrichment resources. Overall, these series will provide
learners with scientific skills and knowledge for success, and nurture them into
confident critical thinkers who are ready for the future.

What’s in Our Package?

Student’s Book Practical Workbook

ISBN 9789814927871 ISBN 9789814927888 ISBN 9789814927918 ISBN 9789814927970 ISBN 9789814927987 ISBN 9789814927932
Cambridge IGCSETM

Cambridge IGCSETM
Cambridge IGCSETM

Cambridge IGCSETM

Cambridge IGCSETM

Cambridge IGCSETM
Endorsed for full syllabus coverage Endorsed for full syllabus coverage Endorsed for full syllabus coverage

ion has been For over 60 years Marshall Cavendish Education has been For over 60 years Marshall Cavendish Education has been
80 countries with empowering educators and students in over 80 countries with empowering educators and students in over 80 countries with
ational solutions. high-quality, research-based, Pre-K-12 educational solutions. high-quality, research-based, Pre-K-12 educational solutions.

Cambridge Cambridge Cambridge Cambridge Cambridge Cambridge

quipping students We nurture world-ready global citizens by equipping students We nurture world-ready global citizens by equipping students For over 60 years Marshall Cavendish Education has been For over 60 years Marshall Cavendish Education has been For over 60 years Marshall Cavendish Education has been
esources for schools with crucial 21st century skills through our resources for schools with crucial 21st century skills through our resources for schools empowering educators and students in over 80 countries with empowering educators and students in over 80 countries with empowering educators and students in over 80 countries with
Cambridge schools, and education centres worldwide, including Cambridge schools, and education centres worldwide, including Cambridge schools, high-quality, research-based, Pre-K-12 educational solutions. high-quality, research-based, Pre-K-12 educational solutions. high-quality, research-based, Pre-K-12 educational solutions.

IGCSE
We nurture world-ready global citizens by equipping students We nurture world-ready global citizens by equipping students We nurture world-ready global citizens by equipping students

IGCSE IGCSE IGCSE IGCSE IGCSE

ula. catering to national and international curricula. catering to national and international curricula.
with crucial 21st century skills through our resources for schools with crucial 21st century skills through our resources for schools with crucial 21st century skills through our resources for schools
hysics series is designed
TM TM
The Marshall Cavendish Education Cambridge IGCSETM Biology series is designed
TM and education centres worldwide, including Cambridge schools, and education centres worldwide,TMincluding Cambridge schools, and education centres worldwide, TMincluding Cambridge schools, TM
Biology

The Marshall Cavendish Education Cambridge IGCSETM Chemistry series is

Chemistry

Chemistry

Biology
Physics

catering to national and international curricula. catering to national and international curricula. catering to national and international curricula.

Physics
series translates insights designed for students preparing for the 0620/0971 syllabus. The series for students preparing for the 0610/0970 syllabus. The series translates insights

Physics Chemistry Biology Physics Chemistry Biology

n” into highly effective translates insights from educational psychology classic “How People Learn” from educational psychology classic “How People Learn” into highly effective
into highly effective learner-centred classroom practices. learner-centred classroom practices. The Marshall Cavendish Education Cambridge IGCSETM Physics series is designed The Marshall Cavendish Education Cambridge IGCSETM Chemistry series is The Marshall Cavendish Education Cambridge IGCSETM Biology series is designed
for students preparing for the 0625/0972 syllabus. The series translates insights designed for students preparing for the 0620/0971 syllabus. The series for students preparing for the 0610/0970 syllabus. The series translates insights
SB The Student’s Book: SB The Student’s Book: from educational psychology classic “How People Learn” into highly effective translates insights from educational psychology classic “How People Learn” from educational psychology classic “How People Learn” into highly effective
chapter openers to the ability to • Guides learners from the introduction of a new idea through engaging chapter openers to the ability to • Guides learners from the introduction of a new idea through engaging chapter openers to the ability to learner-centred classroom practices. into highly effective learner-centred classroom practices. learner-centred classroom practices.
apply and extrapolate their knowledge apply and extrapolate their knowledge
colourful visuals • Explains difficult concepts with stepwise presentation, infographics and colourful visuals • Explains difficult concepts with stepwise presentation, infographics and colourful visuals PWB The Practical Workbook is designed to complement the Student’s Book and help learners develop PWB The Practical Workbook is designed to complement the Student’s Book and help learners develop PWB The Practical Workbook is designed to complement the Student’s Book and help learners develop
• Supports subject literacy with concise sentences and language support • Supports subject literacy with concise sentences and language support necessary investigative and experimental skills. Good laboratory practice is encouraged with safety tips necessary investigative and experimental skills. Good laboratory practice is encouraged with safety tips necessary investigative and experimental skills. Good laboratory practice is encouraged with safety tips
vities • Encourages hands-on inquiry-based learning with mini-projects or activities • Encourages hands-on inquiry-based learning with mini-projects or activities and pointers on good experimental technique, while probing questions test students’ understanding of and pointers on good experimental technique, while probing questions test students’ understanding of and pointers on good experimental technique, while probing questions test students understanding of
phs • Has an international flavour, with multicultural references and photographs • Has an international flavour, with multicultural references and photographs underlying theory and experimental design. underlying theory and experimental design. underlying theory and experimental design.
d aid understanding • Incorporates videos, animations and interactives to engage learners and aid understanding • Incorporates videos, animations and interactives to engage learners and aid understanding
le exam-style reviews • Allows for self-evaluation through reflective and practice questions, while exam-style reviews
STUDENT’S
• Allows for self-evaluation through reflective and practice questions, while exam-style reviews STUDENT'S
build exam readiness build exam readiness
elationships between concepts BOOK
• Includes mind maps and links that build learners’ understanding of the relationships between concepts STUDENT'S
• Includes mind maps and links that build learners’ understanding of the relationships between concepts. BOOK This resource is endorsed by Series architecture This resource is endorsed by Series architecture This resource is endorsed by Series architecture
STUDENT'S BOOK

STUDENT'S BOOK
STUDENT'S BOOK

PRACTICAL WORKBOOK

PRACTICAL WORKBOOK

PRACTICAL WORKBOOK
Cambridge Assessment International Education • Student’s Book Cambridge Assessment International Education • Student’s Book Cambridge Assessment International Education • Student’s Book
e future-ready • Helps students develop 21st century competencies, so that they become future-ready BOOK
• Helps students develop 21st century competencies, so that they become future-ready
PRACTICAL
✓ Provides learners support for the Cambridge • Theory Workbook ✓ Provides learners support for the Cambridge • Theory Workbook ✓ Provides learners support for the Cambridge • Theory Workbook
IGCSE Physics syllabuses (0625/0972) for • Practical Workbook IGCSE Chemistry syllabuses (0620/0971) for
• Practical Workbook IGCSE Biology syllabuses (0610/0970) for
• Practical Workbook
WORKBOOK
examination from 2023 examination from 2023 examination from 2023
Series architecture This resource is endorsed by Series architecture This resource is endorsed by Series architecture • Teacher’s Guide and • Teacher’s Guide and • Teacher’s Guide and
• Student’s Book Cambridge Assessment International Education • Student’s Book Cambridge Assessment International Education • Student’s Book ✓ Has passed Cambridge International’s rigorous Teacher’s Resource ✓ Has passed Cambridge International’s rigorous Teacher’s Resource ✓ Has passed Cambridge International’s rigorous Teacher’s Resource
quality-assurance process quality-assurance process quality-assurance process
• Theory Workbook • Theory Workbook • Theory Workbook • e-book • e-book • e-book
✓ Supports the full Cambridge IGCSE Chemistry ✓ Supports the full Cambridge IGCSE Biology ✓ Developed by subject experts ✓ Developed by subject experts ✓ Developed by subject experts
• Practical Workbook syllabuses (0620/0971) for examination from 2023 • Practical Workbook syllabuses (0610/0970) for examination from 2023 • Practical Workbook
• Teacher’s Guide and • Teacher’s Guide and
✓ For Cambridge schools worldwide ✓ For Cambridge schools worldwide ✓ For Cambridge schools worldwide PRACTICAL
✓ Has passed Cambridge International’s rigorous • Teacher’s Guide and ✓ Has passed Cambridge International’s rigorous
Teacher’s Resource quality-assurance process Teacher’s Resource quality-assurance process Teacher’s Resource WORKBOOK
• e-book Dr✓Ho Boon
Developed Tiong
by subject experts • e-book Tan✓Yin Toon
Developed by subject experts • e-book Lam Peng Kwan Kaleem Akbar Mark Grinsell Lam Peng Kwan
Wendy Brown
✓ For Cambridge schools worldwide Chen
✓ ForLing Kwong
Cambridge schools worldwide Eric Y K Lam Eric Y K Lam
ISBN 978-981-4927-87-1 ISBN 978-981-4927-91-8
Dr Mark Venables
ISBN 978-981-4927-88-8 ISBN 978-981-4927-97-0 ISBN 978-981-4927-98-7 ISBN 978-981-4927-93-2
John Sadler

PRACTICAL
9 789814 927871 9 789814 927888 9 789814 927918 9 789814 927970 9 789814 927987 9 789814 927932
WORKBOOK

2 3
 Why
choose

Teacher’s Guide MCE Cambridge

ISBN 9789814927994 ISBN 9789814941006 ISBN 9789814927963
IGCSE™ Physics,
Chemistry and Biology

Cambridge IGCSETM
Cambridge IGCSETM
Cambridge IGCSETM

Cambridge Cambridge Cambridge

ion has been For over 60 years Marshall Cavendish Education has been For over 60 years Marshall Cavendish Education has been
80 countries with empowering educators and students in over 80 countries with empowering educators and students in over 80 countries with
ational solutions. high-quality, research-based, Pre-K-12 educational solutions. high-quality, research-based, Pre-K-12 educational solutions.
quipping students We nurture world-ready global citizens by equipping students We nurture world-ready global citizens by equipping students

IGCSE IGCSE IGCSE

esources for schools with crucial 21st century skills through our resources for schools with crucial 21st century skills through our resources for schools
Cambridge schools, and education centres worldwide, TM including Cambridge schools, and education centres worldwide, TMincluding Cambridge schools, TM

Biology
Chemistry

ula. catering to national and international curricula. catering to national and international curricula.
Physics

1
Physics Chemistry Biology
hysics series is designed The Marshall Cavendish Education Cambridge IGCSE Chemistry series is TM The Marshall Cavendish Education Cambridge IGCSE Biology series is designed
TM

series translates insights designed for students preparing for the 0620/0971 syllabus. The series for students preparing for the 0610/0970 syllabus. The series translates insights
n” into highly effective translates insights from educational psychology classic “How People Learn” into from educational psychology classic “How People Learn” into highly effective
highly effective learner-centred classroom practices. learner-centred classroom practices.

hers. The lesson plans include TG The Teacher’s Guide contains step-by-step lesson plans to support teachers. The lesson plans include TG The Teacher’s Guide contains step-by-step lesson plans to support teachers. The lesson plans include
p activities are provided to suggestions for classroom activities and discussions. Warm-up and wrap-up activities are provided to suggestions for classroom activities and discussions. Warm-up and wrap-up activities are provided to
pport features provide for stimulate discussion and check understanding, while the challenge and support features provide for stimulate discussion and check understanding, while the challenge and support features provide for

Reduce Learning Obstacles and Achieve

differentiated instruction. differentiated instruction.

ctical Workbook, PowerPoint Answer keys to questions in the Student’s Book, Theory Workbook and Practical Workbook, PowerPoint Answer keys to questions in the Student’s Book, Theory Workbook and Practical Workbook, PowerPoint
rce. Slides and a Question Bank are also available as part of the Teacher’s Resource. Slides and a Question Bank are also available as part of the Teacher’s Resource.
TEACHER'S

TEACHER’S GUIDE
TEACHER’S GUIDE

Proficiency in Concepts
TEACHER’S GUIDE

GUIDE
Series architecture This resource is endorsed by Series architecture This resource is endorsed by Series architecture
• Student’s Book Cambridge Assessment International Education • Student’s Book Cambridge Assessment International Education • Student’s Book TEACHER'S
• Theory Workbook ✓ Provides teacher support for the Cambridge • Theory Workbook ✓ Provides teacher support for the Cambridge • Theory Workbook GUIDE
IGCSE Chemistry syllabuses (0620/0971) for • Practical Workbook IGCSE Biology syllabuses (0610/0970) for • Practical Workbook
• Practical Workbook
examination from 2023 examination from 2023
• Teacher’s Guide and • Teacher’s Guide and • Teacher’s Guide and
Has passed Cambridge International’s rigorous Teacher’s Resource ✓ Has passed Cambridge International’s rigorous Teacher’s Resource
Teacher’s Resource ✓ quality-assurance process
quality-assurance process
• e-book

2
• e-book • e-book
✓ Developed by subject experts ✓ Developed by subject experts
Kaleem Akbar
✓ For Cambridge schools worldwide Mark
✓ ForGrinsell
Cambridge schools worldwide Rebecca Dibble

ISBN 978-981-4927-99-4 ISBN 978-981-4941-00-6 ISBN 978-981-4927-96-3

TEACHER'S 9 789814 927963

9 789814 927994 9 789814 941006
GUIDE

Build Learners’ Confidence and

Exam-Readiness

Additional Digital
Resources 3 Prepare Learners for the Future with
21st Century Competencies
• Enhanced eBooks

4
• Digital Teacher’s Guide
• Printable Mindmaps International Context for
• Editable Resources: Global Awareness
- Scheme of Work*
- Lesson Plans

5
- Question Bank*
- PowerPoint Slides* Enhance Teaching and Learning
*These resources have not been through the
Cambridge International endorsement process. Effectiveness with Digital Resources

4 5
 produce a sharp image.
light from lens
Reduce Learning Obstacles and Achieve Proficiency in Concepts close object

light rays not focused

on retina
Developed based on robust research to cater to learners of different learning Figure 12.56 Long-sightedness — the eye lens is unable to focus the light rays onto the retina

readiness, these series will guide and support learners to overcome

lightlearning
from Spectacles with converging lenses can be used to partially converge the light rays before they enter
obstacles and foster a deeper understanding of concepts. With its close
clear object
and Watch Feature
the eyes (Figure 12.57). This way, the light rays coming from the object can be focused on the retina to
produce a sharp image.
simple language, these series are designed to promote better understanding Presents information in different ways to promote
among international learners for whom English may not be the first language. understanding of concepts and offer real-life relevance.
Through its engaging content to enrich and enhance learning, learners will converging lens helps
Using
eye lens to
MCE Cambridge IGCSETM mobile application, learners can scan the physical
light from
learn to appreciate the relevance of Science in their lives. converge beam page
onto the
objectretina
closeand view the resources on their mobile devices. Learners can also click and
access the Watch feature from the eBooks on MCEduhub and the MCE Cambridge
Figure 12.57 Correcting long-sightedness using a converging
IGCSElens
mobile application.
converging lens helps eye lens to
converge beam onto the retina
Available in Chapter Openers and within some chapters.
Visual correction for short-sightedness Figure 12.57 Correcting long-sightedness using a converging lens

Visually Engaging Chapter Opener Visual correction for short-sightedness PHYSICS WATCH
Creates interest in the topic through real-life A person is short-sighted when his or her eyeballAisperson
longer than normal along the horizontal axis
is short-sighted when his or her eyeball is longer than normal along the horizontal axis
PHYSICS WATCH

examples and thought-provoking questions. from the lens to the retina. The eye can still focus from
onthenear objects,
lens to but
the retina. The eye parallel
can still focuslight
on nearrays from
objects, distant
but parallel light rays from distant
ScanScan
thisthispage
page to to explore
explore
objects are focused in front of the retina, forming a blurred image (Figure 12.58). a simulation on short
objects are focused in front of the retina, formingShort-sightedness
a blurred image (Figure 12.58).
can be corrected by wearing spectacles with concave lenses to diverge the rays a simulation
sight and longon short
sight.
from distant objects before they reach the eye. The diverged rays can then be focused onto the
Short-sightedness can be corrected by wearing spectacles with sight and long sight.
retina and this will enableconcave
the person to lenses
see distant to diverge
objects the12.59).
clearly (Figure rays
CHAPTER from distant objects before they reach the eye. The diverged rays can then be focused ontofocus the(corrected)

5 Enzymes retina and this will enable the person to see distant objects clearly (Figure 12.59).
rays from distant rays from
object focus (corrected) distant object
concave
Watch Feature lens

Engage learners
image formed in focus lies in front of
front of retina retina (uncorrected)
by using relatable rays from distant Figure 12.58 Short-sightedness — image forms in front Figure 12.59 Correctingrays from with
short-sightedness
object of the retina a concave lens
examples distant object
demonstrated concave
through videos, Physics Student’s Book lens
animations
image formed andin focus lies in front of
interactives such
front of retina retina (uncorrected)
as simulations Light 203
Figure 12.58 Short-sightedness — image forms in front Figure 12.59 Correcting short-sightedness with
and quizzes.
BIO WATCH

Scan this page to watch a clip on how

the enzymes in washing powders work.
of the retina a concave lens
Before watching, discuss what you expect 12_IGCSE Physics TB.indd 203 25/08/20 11:54 AM
to see or hear.

QUESTIONS

• What do you think the enzymes in the

washing powders do to the stains on
the T-shirt?
• Do you think these enzymes can do
the same job in boiling water? Can you
explain your reasoning?

Isn’t it amazing how the toughest stains can be removed from your Questions
• Do you think enzymes are living things?

Real-life favourite T-shirts after washing? It is not done with the aid of special
Assist educators
powers. It is through “special powders”. A lot of washing powders
Examples available in the market contain biological catalysts called enzymes.
to assess
Coupled with
What are enzymes?

learners’ prior
rich visuals and knowledge by Light 203
information, they 72
asking interesting
help to promote questions on the
the relevance of
Biology Student’s Book
Bio_SB_C5_1pf_qualibre.indd 72 11/08/20 5:26 PM

topic.
concepts. 12_IGCSE Physics TB.indd 203 25/08/20 11:54 AM

6 7
 Chapter 5
Learning Aims Denaturation is the change in the three-dimensional structure of an enzyme or any other soluble
protein, caused by heat or chemicals such as acids or alkalis.

Identify areas of focus and serve

ENRICHMENT
Enrichment (Think) THINK Denaturation results in the loss or alteration of the enzyme’s active site (Figure .). The substrate
can no longer fit into the enzyme’s active site, and no reaction will occur. Hence, when an enzyme

as a checklist for learners.

At low temperatures,

Poses challenging questions

enzymes are inactive but
is denatured, it can no longer act as a catalyst.
not destroyed.
substrate

to prompt higher level critical

1 Why do we place meat molecule
in the freezer?
2 Why does meat need denaturation substrate

thinking.
to be cooked as soon molecule
as it is thawed?
active site

folded protein with denatured protein

ENRICHMENT intact active site (active site is lost)
THINK
Chapter 1 Do you think Figure 5.8 At temperatures above 45°C, some enzymes are denatured.
denaturation is a Enzymes lose their active sites when they are denatured.

1.1 States of Matter

reversible process?

Let’s Investigate 5A
Enrichment (Info) In this section, you will learn the following:
Link Objective

Provides interesting • State the properties of solids, liquids and gases. Builds relationships between To investigate how temperature affects enzyme action
Procedure

nuggets of ENRICHMENT
Matter is a substance that has mass and occupies space. All living and non-living things are matter. information in earlier and later 1 Label and fill test tubes A, B, C and D with  cm of starch solution respectively.
2 Label and fill test tube D with  cm of distilled water, and test tubes A, B and C with

information that
INFO
Other States of Matter
Matter can exist as a solid, a liquid or a gas. These three forms of matter are called the states of
matter. The three states of matter have very different properties (Table 1.1). chapters, or direct learners  cm of diastase solution respectively.
3 Set up the experiment as shown in Figure . by placing the test tubes into water baths of

help learners to the relevant pages in

Besides solids, liquids varying temperatures:
Table 1.1 Properties of solids, liquids and gases • A1, A2: 0°C • C1, C2: 100.0°C
and gases, there are
• B1, B2: 37.0°C • D1, D2: 37.0°C

connect with real- Theory Workbook or Practical

two other states of Property Solid Liquid Gas
matter — plasma and 4 Pour the contents of test tubes A, B, C and D into test tubes A, B, C and D, respectively.
the Bose–Einstein Shape Fixed Not fixed Not fixed

Workbook.
5 Test the solution in each test tube (A, B, C and D) for the presence of starch using iodine

life examples condensate. Plasma

is made of particles
Volume
Compressibility
Fixed
Cannot be compressed
Fixed
Cannot be compressed
Not fixed
Can be compressed
solution.
6 Observe and record your results.

and deepen
that are electrically
charged. A Bose–Einstein Substances can exist in different states of matter under different temperature and pressure

understanding.
condensate is a state of conditions. Changes in temperature and pressure can change the states of matter. For example, LINK PWB
matter that has been on freezing, water becomes ice; on boiling, water becomes steam. We will learn more about the 5 min later test sample
cooled to a very low Practical 5A, pp. 39–41 with iodine
changes of state of matter in Section 1.3.
temperature.
starch
solution diastase solution /

Helpful Notes
distilled water

QUICK CHECK 1. 2 Kinetic Particle Theory Useful bite-sized notes and

HELPFUL NOTES

The reciprocal of
Place in water bath or ice maintained
at a certain temperature
Pour diastase solution or distilled
water into starch solution
Rinse drop pipette
well before reuse

Figure 5.9 Experimental set-up to show how temperature affects enzyme activity

study tips for learners.

time (T) means 1 .
In this section, you will learn the following:
Quick Check
Gases do not have mass. τ
Discussion
True or false? • Describe the structures of solids, liquids and gases. For example:
The less time taken to digest starch, the more active the enzyme is. In this investigation, enzyme

A timely checkpoint
Time
10 20 30
(sec) activity is measured by calculating 1 (the reciprocal of the time taken to digest starch). What
τ
The differences in the properties of the states of matter can be explained based on the kinetic 1 0.1 0.2 0.3 can you conclude about the effect of temperature on the activity of diastase from the graph of

for learners to
τ 1 against temperature?
particle theory. The kinetic particle theory states that all matter is made up of tiny particles that are τ
in constant random motion.

assess their The word ‘kinetic’ refers to motion. Moving particles have kinetic energy, hence the name ‘kinetic
particle theory’. The kinetic particle theory 80 Enzymes
understanding of ● describes the states of matter;
explains the differences in the properties of solids, liquids and gases;
Chapter 21
Chapter 21

concepts.
●
Cloud of dust and gas
● explains the changes of state of matter. Let’s Map It • Mainly hydrogen and
Bio_SB_C5_1pf_qualibre.indd 80
Biology Student’s Book
11/08/20 5:26 PM

helium plus assorted

Why does a solid have a fixed shape?

heavier elements

the force of gravity

causes matter to
According to the kinetic particle theory, the particles of a solid collect together—
accretion—to form
● are closely packed in an orderly manner (Figure 1.1);
● are held together by very strong forces of attraction;
● have enough kinetic energy to vibrate and rotate about their fixed Gravitational field
strength
positions only;
SOLAR
Headings and
• Increases with mass
cannot move about freely. Figure 1.1 Particles • Decreases with distance

Let’s Map It
●
are closely packed from planet SYSTEM
Subheadings
Hence, a solid has a fixed shape. together in a solid.

WORD ALERT
Why does a solid have a fixed volume? A visual tool to help
Phrased as consists of

Compressed: squeezed
learners understand
questions to
into a smaller space A solid cannot be compressed since its particles are already very close to one another.

the relationship
Thus, a solid has a fixed volume.

encourage curiosity
Main planets The Sun • Dwarf planets

between concepts and

• Mercury • A star • Moons
• Venus rocky • Massive size produces • Asteroids

and scientific
and
• Earth strong gravitational field • Comets
small
2 States of Matter
consolidate information
• Mars • Gives out energy

inquiry in learners.
• Jupiter
• Saturn

covered in the chapter.

gaseous
• Uranus and large
• Neptune
Chemistry Student’s Book
_IGCSE Chemistry Ch 1.indd 2 12/08/20 8:48 PM

Content is presented The Earth

• Spins once every 24 hours
to give night and day

in highly visual and

• Orbits the Sun every year

Word Alert
(~365 days) on its tilted
axis to give seasons

bite-sized chunks to
Orbits

Provides information on
• Kept in orbit by the Sun’s
gravitational attraction

guide learners’ thinking

• Elliptical orbit with the Sun at

words or explains difficult

one focus
• Orbital speed v = T
2πr
The Moon

process and enable them

• Time to orbit increases as
• Earth’s natural satellite

words in a simpler way for

distance from the Sun increases
• Orbits the Earth every 27
days

to understand difficult
• Appearance changes with

better understanding of
position in orbit (Moon
phases)

content. concepts. Earth

Earthand
andthe
theSolar
SolarSystem
System 359
375

Physics Student’s Book

21_IGCSE Physics TB_with mindmap.indd 359 10/10/20 3:49 AM

8 9
21_IGCSE Physics TB.indd 375 10/31/2020 10:09:59 AM
 Build Learners’ Confidence and Exam-Readiness
Let’s Review
Designed to build learners’ confidence and exam-readiness, these series are Chapter 17

Exam-style questions at the end of a chapter

accompanied by ample assessment opportunities to enhance and reinforce act as a form of summative assessment and aim
Let’s Review
9 S In the potential divider in Figure 17.54, the variable power supply

learning. Learners are guided to transfer and apply their scientific knowledge to create confidence in learners that they have
resistor R1 has a maximum resistance of 4 Ω . What are
the minimum and maximum possible values of Vout?

mastered the topic.

R1
Vout

to various contexts which can hone their process and practical skills, as well as
(0 Ω to 4 Ω)
V
12 V
R2 Figure 17.56
6Ω

their problem-solving skills.

A  Decreases
B  Decreases and then increases
Figure 17.54 C  Increases
Minimum Vout/V Maximum Vout/V D  Stays the same

A 0 4.8 Section B: Short-answer and Structured

B 0 6 Questions
Chapter 5 C 2 4.8 1 S For the circuit in Figure 17.57, calculate the
(a)  combined resistance across AB;
Denaturation is the change in the three-dimensional structure of an enzyme or any other soluble D 6 12
(b)  combined resistance across CD;

Let’s Reflect
protein, caused by heat or chemicals such as acids or alkalis. 10 S The circuit in Figure 17.55 is used to detect the level (c)  combined resistance of the whole circuit;
ENRICHMENT

Let’s Investigate
of sunlight. The resistance of the LDR is 1 MΩ in the (d)  current flowing through the 6 Ω resistor.
THINK Denaturation results in the loss or alteration of the enzyme’s active site (Figure .). The substrate dark and 100 Ω in bright sunlight. What is the voltmeter

Allows learners to review and

can no longer fit into the enzyme’s active site, and no reaction will occur. Hence, when an enzyme 2Ω 3Ω
reading in dark and bright conditions?
At low temperatures, C D
is denatured, it can no longer act as a catalyst.

Practical
enzymes are inactive but A B
not destroyed.
substrate 4Ω 6Ω

reflect on their learning, which

1 Why do we place meat molecule 12 V

investigations
in the freezer?
2 Why does meat need denaturation substrate 12 V Figure 17.57

helps to identify gaps in learning

to be cooked as soon molecule 500 k Ω V 2 A 6 V cell is connected to three resistors in the circuit

introduce
as it is thawed? shown in Figure 17.58. The current flowing through the
active site source is 0.8 A. Calculate the
(a)  current I1;

that they can work on.

Figure 17.55
(b)  current I2;

experimental
folded protein with denatured protein Voltmeter reading in Voltmeter reading in
(c)  value of the resistance of resistor R.
ENRICHMENT intact active site (active site is lost) the dark/V bright sunlight/V
THINK 6V
A 4 0
Do you think Figure 5.8 At temperatures above 45°C, some enzymes are denatured. B 4 12

methods and
denaturation is a Enzymes lose their active sites when they are denatured. C 8 0
0.8 A
reversible process?
D 8 4
I2 Chapter 1
Let’s Investigate 5A
R Z

show how
11 Figure 17.56 shows a thermistor connected in a potential X 6Ω
Y
divider circuit at room temperature. The resistance
of this thermistor decreases with an increase in its Exercise 1E Let’s Reflect
Objective temperature. Which of the following happens to the I1

concepts are
To investigate how temperature affects enzyme action voltmeter reading when the thermistor is heated? 30 Ω
Reflect on your learning achievements for each section in Chapter 1. Look back at the concepts taught in the Student’s Book. Check how
Figure 17.58
Procedure you fare in answering the questions in the Student’s Book and the Theory Workbook. Then complete the Chapter Journal.

Measurement of
1
1 Label and fill test tubes A, B, C and D with  cm of starch solution respectively.
CHAPTER
formed and
1 Rate your confidence level for your understanding of this chapter.
Draw a pointer on the confidence meter to show your confidence level. Somewhat
2 Label and fill test tube D with  cm of distilled water, and test tubes A, B and C with confdent
 cm of diastase solution respectively. 298 Electrical Circuits and Electrical Safety ➔ If you are not confident or only somewhat confident,
t c

n
conf ry

on
No ent
de
tested, allowing

Ve
3 Set up the experiment as shown in Figure . by placing the test tubes into water baths of go back to the Student’s Book and revise this chapter.

Physical Quantities

fd
t
varying temperatures:
• A1, A2: 0°C • C1, C2: 100.0°C
Physics Student’s
17_IGCSE Physics TB.indd 298 10/30/2020 8:58:48 PM
2 What questions do you still have about the concepts taught in this chapter? Write them, if any, in the space provided.
• B1, B2: 37.0°C • D1, D2: 37.0°C

learners to grasp 4 Pour the contents of test tubes A, B, C and D into test tubes A, B, C and D, respectively.
5 Test the solution in each test tube (A, B, C and D) for the presence of starch using iodine
Book

concepts easily.
solution. Exercise 1A Physical Quantities 1.1 Physical Quantities

6 Observe and record your results.

1 Find and circle four base physical quantities and their SI units in the puzzle.
Write them in the table, in the correct spaces to match the symbol for the unit.

LINK M K I L O G R A M T Base quantity SI unit Symbol for SI unit

PWB 1.2 Scalars and Vectors
5 min later test sample m
with iodine A M P E R E E K N U kg
Practical 5A, pp. 39–41
starch S E J N X M F E I P s
solution diastase solution / A ➔ If you have written any questions, show them to someone such as your teacher who can help you.
distilled water S T N G I Z R W U G
3 What other thoughts do you have about learning this chapter?
HELPFUL NOTES Place in water bath or ice maintained Pour diastase solution or distilled Rinse drop pipette B R Y T H R H V J M
at a certain temperature water into starch solution well before reuse
K E L H U T F C S L
The reciprocal of
Figure 5.9 Experimental set-up to show how temperature affects enzyme activity
Chapter 1 time (T) means 1 .
τ
Q S E C O N D R E M
For example: Discussion
Worked Example 1A The less time taken to digest starch, the more active the enzyme is. In this investigation, enzyme 2 Complete the sentences to give the measurements using the prefixes.
Time
10 20 30
(sec) activity is measured by calculating 1 (the reciprocal of the time taken to digest starch). What (a) A cube has sides that measure 0.15 m. This is cm.
τ
mercury oil water vapour common salt 1 0.1 0.2 0.3 can you conclude about the effect of temperature on the activity of diastase from the graph of
τ 1 against temperature? (b) A current of 0.03 A is the same as a current of mA.
At 20°C, which of the substances above τ
(c) A mass of 0.15 kg is the same as a mass of g.
(a) does not have a fixed shape and volume, and can be compressed;
(d) An athlete runs 100 m in a time of 9870 ms. This is the same as running a distance of km in a time
(b) contains the most orderly arrangement of particles?
of s.
Solution 80 Enzymes
(e) A wire has a diameter of 0.11 mm. This is the same as cm.
(a) Water vapour
(b) Common salt
Bio_SB_C5_1pf_qualibre.indd 80
Biology Student’s Book
11/08/20 5:26 PM Exercises (f) A power station generates 2 800 000 kW of power. This is MW.

Selected formative
3 Write these values in standard form.
➔ Reflect on your thoughts and share them with your teacher or classmates.
(a) The speed of light = 300 000 000 m/s Chapter 1
8 Measurement of Physical Quantities

questions are
Let’s Practise 1.1 and 1.2
(b) The density of lead = 11 300 kg/m3

(c) The thickness of a wire = 0.000 96 m Exercise 1E Exam-style Questions Physics Theory
1 State whether each of the following substances is a solid, a liquid or a gas at room temperature. Phy_TWB_C01.indd 8 13/08/20 3:10 pm

Workbook
presented with
(d) The wavelength of a green light = 0.000 000 54 m

Worked Examples
(a) Air (b) Carbon dioxide (c) Coal (d) Cooking oil 1 A liquid has a fixed volume and takes the shape of a container. A gas does not have a fixed volume and takes the shape of a
container. Use the kinetic particle theory to explain these observations.
(e) Oxygen (f) Petrol (g) Rock (h) Steel (i) Water

Demonstrate how to language support

2 (a) In which state of matter can the particles move most freely?
LINK TWB Measurement of Physical Quantities 1
(b) In which state of matter are the particles closest together?
(c) Sketch a simple diagram to compare the arrangements of the particles in (a) and (b).

answer questions or formats such as word

Exercise 1A,
pp. 1–2 3 Mind Map Construct your own mind map for the concepts that you have learnt in these sections.
Phy_TWB_C01.indd 1 Physics Theory 13/08/20 3:10 pm
[3]

Workbook 2 The diagram shows the heating curve of substance X.

work out a problem search to help build up

Temperature/°C

1.3 Changes of State of Matter and the

to guide learners in learners’ vocabulary.
D
80 E

Kinetic Particle Theory

In this section, you will learn the following:
the application of 15
B

knowledge.
C
• Describe changes of state in terms of melting, boiling, evaporating, freezing and condensing. A
• Explain changes of state in terms of the kinetic particle theory. Time/s

Figure 1.1

What are the changes of state?

(a) What is the melting point of substance X?

[1]
(b) Is substance X a solid, a liquid or a gas at room temperature (25°C)?
Have you ever wondered why water droplets form on a cold surface and why water changes to ice in
WORD ALERT
a freezer? These changes happen due to a change of state of water.
Matter can change from one state to another when it is heated or cooled. When you lick a popsicle, Exam-style Questions (c) Name the process taking place at part DE of the heating curve.
[1]

Past paper questions or

Reversible: change back it changes from a solid to a liquid. Heat from your tongue is transferred to the popsicle, causing it to

Let’s Practise
[1]
to the original form melt. Changes of state are reversible (Figure 1.5). There is no gain or loss of matter when there is a (d) Describe how the particles of substance X at parts CD and EF of the curve differ in their arrangement, amount of
change of state. energy and motion.

Practices allow for exam-style questions provide

solid liquid gas

upon heating upon heating

upon cooling upon cooling an assessment of exposure to different question [3]

how well learners types which help to build

exam-readiness in learners.
Figure 1.5 Changes of state of water

4 States of Matter
have understood the
section. States of Matter 7
_IGCSE Chemistry Ch 1.indd 4
Chemistry Student’s Book 12/08/20 8:48 PM

10 Chemistry Theory Workbook

11
IGCSE Chem TWB C01.indd 7 13/08/20 12:25 pm
 ● have weaker forces of attraction than the particles of a liquid;
What are physical
the quantities?
● have more kinetic energy than the particles of a liquid, and are not held
in fixed positions; Prepare Learners for Figure 1.3 Particles Future with 21st Century Competencies
● can move about rapidly in any direction. ofLook
a gasatarethe
notsign
held in Figure 1.1. You may have
Practical Workbook innoticed
fixed positions.
similar signs along bridges LINKwhere
Thus, a gas has no fixed shape. They move rapidly in
Practical experiments are structured to promote Additional information and activities allvehicles can pass underneath. In physics, contexts are present
directions. related to real-world
Why does a gas not have a fixed volume?
You— will‘3.8’
learn more
the about series will help
a deeper understanding of concepts and to promote engagement and encourage height is a physical exploration.
quantity isThese
the effect of pressure on
numerical magnitude and ‘m’ is the unit.
develop experimental skills and techniques. learners expand their knowledge, deepen theirtheunderstanding volume of a gas in and empower
The particles of a gas have a lot morethem space between themst as compared to the particles A ofphysical
a liquid quantity is a quantity
Section 1.4that Chapter. Figure 1.1 The sign warns drivers on the clearance limi
of thiscan
with 21 century competencies essential for the future. pass underneath the bridge. In which other places can
or a solid (Figure
[Insert1.4(a)).
Photo] The large space between the particles allows the gas to be easilybecompressed
measured. It consists of a numerical find similar signs?
Chapter 1
Experimental skills
when pressure is applied (Figure 1.4(b)). In other words, the particles of a gas can be forced magnitude
to moveand a unit.
Highlight the practical Photo: Clearance
closer together. Since a gas can be compressed, it has no fixed volume. There are altogether seven basic physical quantities, or base quantities. Table 1.1 shows the seven
skills that learners limit sign near
Practical 1B The Evaporation of Propanone
base quantities and their corresponding QUICK CHECKSI units. SI units are the units of measurement in the wi
a bridge. ENRICHMENT
Skills will practise in the particles of a gas gas syringe
INFO
used International System of Units
InEnrichment
(abbreviated
which state of matter
SI from French: Système International d’Unités).
experiment.
You will practise how to:
96879531/123rf doAdditional
the particles have information
Practical
• follow a set of instructions to measure the temperature change over time as
propanone evaporates;
seal Do you know?
Table 1.1 The seven base quantities and their SI units
the and
• safely use a flammable liquid;
• measure temperature; 1 The length from your Chapter 5 activities that encourage
greatest kinetic energy?
tips • consider the control of variables;
wrist to your elbow Base quantity SI unit Symbol for SI unit
further exploration of in the three-dimensional structure
• plot a graph.
plunger Denaturation is the change
Warn is the same as the
Length protein,metre m as acids or alkalis.
concepts and provide
Theory:
caused by heat or chemicals such
learners of
Propanone is a liquid with a relatively low boiling point. The evaporation of a liquid length of your foot.
absorbs energy.
Theory Figure 1.4(a) Particles of a gas are far apart. ENRICHMENT Mass kilogram kg
potential
2 Your mouth produces THINK more contextresults
Denaturation for learners.
in the loss or alteration of the enzyme’s act
Related background
Objective: To measure the temperature change when a liquid evaporates

Materials: 1 l of saliva a day. Time can no second

longer fit into the enzyme’s actives site, and no reaction w
hazards •
•
thermometer
cotton wool information and concepts are particles of a gas 3 Breathing generates
At low temperatures,
enzymes areElectric current
inactive but
is denatured,
ampereit can no longer act as a Acatalyst.
in the highlighted to introduce the
• elastic band
seal about 0.6 g of carbon
• dropping pipette
not destroyed.
Thermodynamic temperature kelvin K
• dioxide every minute. substrate
laboratory
1 cm3 propanone (flammable, moderate hazard)
pressure is applied
experiment.
• retort stand
• stopwatch
4 On average, people 1 Why Luminous
do we placeintensity
meat ENRICHMENTcandela cd
molecule
and help in the freezer? ACTIVITY mole
˚C

Procedure:
can hold their breath
110

Put on safety goggles before you start the experiment.

100
Amount of substance mol
them
90

for about one minute. 2 Why does meat need Use the Internet to search
Keep propanone away from naked flames. 80 thermometer
denaturation
to be cooked as soon for an animation of the
70

Figure 1.4(b) Particles of a gas become closer togetherThe

when compressed.
world record is
develop
60

1 Wrap some cotton wool around the bulb 50

of a thermometer and use an elastic 40

21 min 29 s. as it is thawed? kinetic particle model.

active site
good
band to hold it in place. 30

retort 20

2 Clamp the thermometer as shown in stand 10

Figure 1.2.

laboratory
0
cotton wool

Physics, Biology, Chemistry Student’s Book

-10

3 Take 1 cm3 propanone in a dropping

pipette and drip it onto the cotton wool. elastic band

practices. 4 Start the stopwatch and take the

temperature. Record this value in Table 1.1. ENRICHMENT
folded protein with
intact active site
denature
(active s
5 Measure and record the temperature
each minute for six minutes.
THINK

Chemistry Practical Workbook STEAM2 Project Measurement

Do you think
States of
denaturation aMatter
isof 3
Physical Quantities
Figure 5.8 At temperatures above 45°C, some enzymes are denatu
Enzymes lose their active sites when they are denatured.
Chapter 1 Chapter 1
reversible process?
Figure 1.2
Observations:
16 States of Matter 5 Explain why the temperature started to rise at the end of the experiment.

Let’s Investigate 5A
1 Record your results in Table 1.1.
Table 1.1
_IGCSE Chemistry Ch 1.indd 3 Product Development in the Cosmetic Industry: The Bath Bomb
Time / minutes 0 1 2
281423 IGCSE_Chemistry_PWB_CH01_08.indd 16
3 4 5 6
03/12/20 3:23 PM
01_IGCSE Physics TB.indd 2
STEAM12/08/20 8:48 PM
Projects
Project-based
Objective learning featuring
Temperature / °C
Evaluation:
Analysis: 6 Propanone is flammable and presents a moderate hazard to health.

real-world situations which allow

2 Plot a graph of temperature (on the y-axis) against time (on the x-axis). State the safety precautions you should take when using propanone.
Draw a smooth curve of best fit through the plotted points.
To investigate how temperature affects enzyme action

7 (a) Why should scientists repeat experiments?

learners to develop 21st century
Procedure
skills while
1 Labelapplying what
and fill test tubes A, they
B, C and D with  cm of starch
have learnt
2 Labelin andthe course.
The cosmetic industry makes and distributes cosmetic products. Cosmetics are substances applied on the face and the body to
improve our appearance. Some examples of cosmetics are soaps, shampoos, moisturisers, perfumes, lipsticks and facial make-up.
(b) Explain what you would have to control if you wanted to repeat this experiment.
The United States of America is currently the world’s largest cosmetic market, followed by China and Japan. fill test tube D with  cm of distilled water, and
 cm of diastase solution respectively.
Skill — Designing a Product
8 Plan an experiment to test how airflow affects the rate of evaporation of propanone. How are new products in the cosmetic industry developed to suit the needs of the users? You may follow the simplified product
3 Set up the experiment as shown in Figure . by placing th
This is a planning exercise but if the experiment is carried out, a full risk assessment will be required. development process used in the industry (Figure 1).
varying temperatures:
3 Estimate from your graph:

(a) the minimum temperature reached

Doing a
Developing a
• A1, A2: 0°C • C1, C2: 100.0°C
• B1, B2: 37.0°C • D1, D2: 37.0°C
marketing Formulation
prototype
(b) the time taken to reach the minimum temperature. brief
Conclusion:
4 Explain why the temperature at first went down.
4 Pour the contents of test tubes A, B, C and D into test tu
Evaluation
Product
validation
Quality control Packaging
5 Test the solution in each test tube (A, B, C and D) for the

Analysis and Conclusion Questions that promote Figure 1 Simplified product development process
solution.
6
Guiding questions that critical thinking by Observe and record your results.

encouraging reflection
States of Matter 5 In this project, you will be in developing your own cosmetic product,
6 States of Matter

encourage higher order

a bath bomb (Figure 2).
Figure 2 Bath bombs have a variety of scents

on the experiments
281423 IGCSE_Chemistry_PWB_CH01-08.indd 5 12/08/20 2:32 PM and come in various shapes and colours.
Chemistry Practical 281423 IGCSE_Chemistry_PWB_CH01-08.indd 6
Chemistry Practical Workbook 12/08/20 2:32 PM

thinking, help learners Workbook 200 STEAM Project

LINK PWB
analyse results and draw conducted and their 5 min later
conclusions. rationale. Chemistry Theory Workbook
Practical 5A, pp. 39–41

12 starch
solution diastase solution / 13
distilled water
 International Context for Global Awareness Enhance Teaching and Learning Effectiveness with Digital Resources

Featuring a mix of global and Asian examples, these series aim to provide These series are developed with flexibility and convenience in mind to support
both an international view and a sense of familiarity in the learning journey. both new and experienced educators in delivering quality and engaging lessons.
With more relatability in its content, learning becomes more meaningful for the The accompanying online digital resources can be used to facilitate real-time
international audience. learning through online lessons. Learners can enhance their comprehension at
their own pace by revisiting the resources on their own.

CHAPTER

11 Oxidation and
Reduction Scheme of Work* (Editable)
Includes suggested time frame, learning
objectives, materials involved to help
Learning Objectives
Codes are taken from the
syllabus which can used for
easy reference.
educators plan and deliver lessons effectively.
*This resource has not been through the Cambridge International endorsement process.

Chapter 1
CHEM WATCH How do we construct and use a dichotomous key to
identify organisms?
Scan this page to watch a clip on the change
in the colour of copper coins.
What can you conclude?
A dichotomous key is used to identify and classify organisms. A dichotomous key has a series of
paired statements called couplets. Each couplet consists of two contrasting statements. We work
QUESTIONS through the series of paired statements by choosing the one that matches the organism in each
step, until the organism is identified.
• Describe the appearance of copper metal.
Table
• How can we tell that a chemical 1.3has
change shows a dichotomous key used to identify the vertebrates in Figure 1.21.
taken place in the statue?
• The green colour on the Statue of Liberty is
This picture shows the Statue of Liberty, a sculpture in New York, due to a compound, copper(II) carbonate.
United States of America. The Statue of Liberty is made of copper Apart from oxygen, which other gas in the
air has reacted with the copper?
sheets stretched over and riveted onto a steel structure. The Statue
• Suggest why it took over 25 years before the
of Liberty was originally dull brown. However, as you can see, the statue turned completely green.
Statue is now green. What type of chemical reaction caused the
change in colour?

177

Pigeon Frog Leopard cat

Chemistry Student’s Book

Water monitor Tilapia Goat

Figure 1.21 Some vertebrates

Biology Student’s Book
Table 1.3 Dichotomous key to identify some vertebrates
1 Warm-blooded Go to 2
Cold-blooded Go to 4
2 Feathers present Pigeon
Feathers absent Go to 3
3 Plant-eater Goat
Meat-eater Leopard cat
4 Fins present Tilapia
Fins absent Go to 5
5 Moist skin without scales Frog Physics Teacher’s Guide
Dry skin with scales Water monitor

Supplementary content
is denoted with [S].
Physics Student’s Book 16 Characteristics and Classification of Living Organisms

Bio_SB_C1_2pf_qualibre_pg 16.indd 16 22/10/20 1:15 AM

14 15
 PowerPoint Slides*
(Editable)
Lesson Plans (Editable) PowerPoint slides can be
Assist educators to structure Differentiated used for frontal or online
and organise the lesson plan Instruction teaching and help educators
for most effective learning. Suggested teaching save time on lesson
ideas to support and preparation, allowing for
engage learners more interaction with the
who are at different learners.
Warm-up Chemistry of the Environment readiness levels. *This resource has not been through the
Cambridge International endorsement process.
Teaching ideas LESSON 4 • Enrichment (Think) (p.27)
to capture Note: Have students read the Student Book, pp.26-29.
21st Century Skills: critical thinking, communication
Ask: What other direct or indirect consequences of global

learners’
(This can take place as a pre-lesson activity, done outside warming can you think of?
of curriculum time, a day or two ahead of the lesson.) Get students to discuss in groups and share their answers

interest in the
with the class. Physics PowerPoint Slides
Warm-Up
Support less able students by giving simple examples to
1 Ask: Have you heard about the term global warming? What
new topic
help them understand the difference between direct and
do you understand by this term? Is global warming something indirect consequences.
positive or negative?

or review Discuss briefly with students to see how much they are
aware of global warming.
Answer: Other consequences may include shortage of
food, increased health issues, decreased land area and

the previous 10.3 Air Quality and Climate (pp.26-27)

increased death.
Question Bank* (Editable)
lesson.
4 Explain to students the purpose of the Kyoto Protocol.
Provides extra practice for
How does global warming lead to climate change?
(pp.26-27) Support less able students by showing them information
2 Teach students about global warming. in charts, graphs and infographics, e.g. annual carbon
• Explain how the Earth is overheating. State that
activities such as burning of fossil fuels and large-
dioxide emissions by country, signatory countries on the
world map, etc. learners and includes higher
order thinking questions to
scale deforestation are causing the build-up of carbon Challenge more able students to find out more about the
dioxide in the atmosphere. more recent Paris Agreement and how it is different from

prompt analysis and critical

Ask: What specific examples of human activities can you the Kyoto Protocol.
think of that involve the burning of fossil fuels, • Enrichment (Activity) (p.27)

thinking. May be used to

which contribute to the carbon dioxide build-up? Have a class debate on whether the Kyoto Protocol is a
Ask success or failure. Give students a week or two to do their Enrichment
Additional
Answer: Examples may include the use of vehicles for research and prepare for this debate. Tell students to be

Suggested transportation, production of goods in manufacturing

and production of electricity in power stations.
ready for the class debate on the Kyoto Protocol to be
conducted during another class period. generate online quizzes for
questions •
•
Define the term global warming for students. Wrap-Up activities to classroom engagement.
encourage
Explain the greenhouse effect. Refer students to

to facilitate
5 Summarise the main learning points of the lesson and
Figure 10.1 on p.26. Section 10.3. Write on the board using a concept map or
*This resource has not been through the
active learning
AR (p.26) graphic organiser. You may want to use the relevant part

discussion in 21st Century Skills: ICT literacy of Let’s Map It on p. 30.

6 Let’s Practise (p.27)
Cambridge International endorsement process.

and extend
Show the AR clip on greenhouse effect by projecting on

class. a screen or get students to watch the AR on their own

mobile devices.
AO1: Knowledge with understanding
• Discuss the answers to the questions in the class or get
3 Go through the consequences of global warming in
Figure 10.2 on p.27.
students to do the questions as homework.
lessons.
• Ask: Have you read about these consequences happening
around the world in newspapers or heard about them from
news broadcast? Which places in the world are or will likely
be experiencing extreme climate change?

Answer: Students may cite examples from the current

news. Places that will likely to be affected badly by climate
Suggested change include Mumbai in India and Gansu in China.
Mumbai is a coastal city and may experience frequent
Answers flooding. Gansu, already one of the driest region in
China, may experience extreme drought.

Facilitate the Annotatable Enhanced eBooks

Student’s Book, Theory Workbook, Practical
assessment
Workbook
of learners’ 32

understanding Chemistry Teacher’s Guide

IGCSE_CHEMISTRY_TG_Sample.indd 32 13/8/20 5:26 PM
Suitable for online learning as learners can
and boost annotate, save and submit their work on
educators’ Wrap-Up MCEduhub. Learning can take place in real
confidence in Provides ideas for time and in one’s own time.
teaching. consolidation and
In addition, learners can easily access the
evaluation at the
Watch feature in the Student’s Book.
end of a lesson.

16 17
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