CAMBRIDGE LOWER SECONDARY SCIENCE 8: TEACHER’S RESOURCE

ELS Workbook Answers

Unit 1 Respiration
Topic 1.1 The human respiratory c Limewater changes from transparent to milky
white when carbon dioxide mixes with it. We
system can compare the appearance of limewater that
has had inspired air bubbled through it and
Exercise 1 Parts of the limewater that has had expired air bubbled
respiratory system through it.
a respiratory system
Topic 1.3 Breathing
b trachea
c bronchus Exercise 1 Comparatives
d larynx a more or greater

e air sac b smaller

f cartilage c smaller or less

g vocal cords d more or greater or higher

h bronchioles e less or smaller

Exercise 2 True or false? Exercise 2 Opposites

a ✓ a upside down

b ✗  Aerobic respiration uses oxygen. b relax

c ✗  The vocal cords are not inside the c decreases

bronchus. d downwards
d ✗  The plural of bronchus is bronchi. e inflates
e ✗  The lungs contain air sacs.
Topic 1.4 Respiration
Topic 1.2 Gas exchange Exercise 1 Observations, results,
Exercise 1 Using connecting words conclusions and explanations
a because a The limewater in the left-hand container did
not go cloudy.
b so
After about 5 minutes, the limewater in the
c but right-hand container went cloudy.
d and The mouse appeared to be perfectly
comfortable.
e but
b The limewater in the right-hand container
Exercise 2 Answering questions went cloudy, but the limewater in the left-hand
a haemoglobin container did not.

b It moves by diffusion. The particles of oxygen c A respiring mouse produces carbon dioxide.
move randomly, and some of them cross from
the alveoli into the blood.

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d Air is drawn into the left-hand container, Topic 1.5 Blood

where all the carbon dioxide in it is absorbed.
The limewater in the left-hand container Exercise 1 Writing sentences about
checks that there is no carbon dioxide in this an analogy
air. The air passes over the respiring mouse,
a They are both long tubes that a liquid can
and then into the right-hand container of
flow through.
limewater. The carbon dioxide produced by
the mouse bubbles through the limewater and b Blood vessels are soft and can change shape, but
makes it go cloudy. a plastic water pipe cannot. Blood vessels are
made of living cells, but the water pipe is made
Exercise 2 Modal verbs
of plastic.
a must
c Blood is a liquid, so it can flow.
b must
d Blood contains red blood cells and white
c must blood cells, floating in a liquid called plasma.
Water does not contain cells.
d might not
e might or might not

Exercise 2 Vocabulary
Words Meanings

blood plasma a red substance inside red blood cells

red blood cells microorganisms that cause disease

white blood cells the liquid part of blood

haemoglobin cells that help to destroy pathogens

oxyhaemoglobin a bright red compound formed when oxygen combines

with haemoglobin

pathogens chemicals, produced by white blood cells, that kill pathogens

phagocytosis taking something into a cell and digesting it

antibodies cells whose function is to transport oxygen

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Unit 2 Properties of materials

Topic 2.1 Dissolving For example:
a A saturated solution is one that contains the
Exercise 1 Using prepositions maximum mass of solid that can dissolve. You
a in can make a saturated solution by adding a
solid and stirring, until there is some solid left
b up that will not dissolve.
c up, to b The higher the temperature, the more kinetic
d through energy the particles of solvent and solute have.
This means that the particles move around
e in faster. It is easier for the particles of solute to
f with spread into the spaces between the particles
of solvent.
Exercise 2 Observations, results,
c A concentrated solution has a lot of solute
conclusions and explanations particles, compared to solvent particles. A
a She sees that the reading on the scale is 49.5 g. dilute solution has fewer solute particles
compared to solvent particles.
She sees that all of substance A has
completely dissolved and forms a
transparent solution. Topic 2.3 Planning a solubility
She sees that the new reading on the scale is 52.5 g.
investigation
b Mass before adding substance A = 49.5 g Exercise 1 Vocabulary for
planning experiments
Mass of substance A added = 3 g
a the salts that they use
Mass after adding substance A = 52.5 g
b the mass of the salt that will dissolve in the
c Mass is conserved when one substance water
dissolves in another substance.
c the temperature and the volume of water that
d The particles of substance A spread out into they use
the spaces between the water particles. All the
particles are still there, so the total mass is the d balance
same as the initial mass of substance A plus
e measuring cylinder
the water.
Exercise 2 Range, interval and units
Topic 2.2 Solutions and solubility
a 25°C to 75°C
Exercise 1 The more . . . , the more
b 10 °C
a more
c measuring cylinder, cm3
b less
d thermometer, °C
c less
e (top pan) balance, g
d more
e less Topic 2.4 Paper chromatography
f more Exercise 1 Putting words in the
Exercise 2 Writing two or more correct sequence
sentences in an answer a The chromatogram shows that this permanent
Accept any two sentences that each contain marker has three colours in it.
correct information. The information in the b The solvent front is the highest level that the
second sentence should not simply reword what solvent reaches on the chromatogram.
is in the first sentence.

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c I know that this dye is not a pure substance Exercise 2 Comparatives

because there are three different spots on the and superlatives
chromatogram.
a more
d The substance that is most soluble travels
furthest on the chromatography paper. b the most
c fewer
d further
e the least

Unit 3 Forces and energy

Topic 3.1 Forces and motion c greater
d greater, smaller
Exercise 1 Opposites
e greater
a When the forces on an object are unbalanced,
they can make it speed up or slow down. Topic 3.2 Speed
b The blue car is not moving because the forces
on it are balanced. The red car is starting to
Exercise 1 Connecting words
move because the forces on it are unbalanced. a but
c The aeroplane stays at the same height above the b because
ground because the force acting in the downward c so
direction is equal and opposite to the force
acting in the upward direction (downward and d so
upward can be used in either order). e but
d The spider moves at a constant speed because Exercise 2 The more . . . , the more
the forward force produced by its legs is equal a less
and opposite to the backward force caused
by friction. b greater or faster

Exercise 2 Comparatives c slower or less

a greater d greater

b smaller e less

Topic 3.3 Describing movement

Exercise 1 Graph vocabulary
Words Meanings

distance/time graph draw a graph without putting numbers on the axes

x-axis not moving

y-axis the numbers on the axis of a graph

stationary the bottom (across) axis on a graph

at rest a graph showing distance plotted against time

sketch the side (up) axis on a graph

scale

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Exercise 2 Describing graphs Exercise 2 Writing two or more

a the time in minutes sentences in an answer
Accept any sentence that answer each question,
b the distance travelled in metres
and provide different information in each sentence.
c minutes
For example:
d metres
a The sharp knife has a smaller surface area. So,
e A, B and C using the same force, the pressure is greater
f B with the sharp knife.

g B b You need to know the force that the object

produces, which is its weight. You also need to
h A and C know the surface area of contact between the
object and the floor.
Topic 3.4 Turning forces
c The camel’s large feet have a large surface
Exercise 1 Prepositions area. This spreads the weight of the camel
a on over a larger area, so the pressure on the
sand is smaller.
b than, down
c from Topic 3.6 Pressure in liquids and
gases
d of
Exercise 1 Putting words in the
e for
correct sequence
Exercise 2 Active and passive verbs
a When you blow up a balloon, its volume
There are various possibilities for some of the increases because there are more gas
sentences. Accept any sentence that has the particles colliding with the sides of the balloon.
same meaning as the original, and uses only
an active verb. b The pressure on a submarine at great depth is
higher than the pressure at sea level.
For example:
c The higher you go in the Earth’s atmosphere,
a Marcus turns the door handle.
the less the pressure.
b Arun pressing on the lever produces the
d Atmospheric pressure decreases at
turning effect.
higher altitudes.
c Sofia turns the brake lever and stops
the bicycle. Exercise 2 Observations, results,
conclusions and explanations
d Multiplying force and distance calculates the
value of the moment. a Zara sees the water spouting out of the
container. The water from the top hole does
e Putting a heavier weight on this end balances
not arc outwards as far as the water from the
the seesaw.
bottom hole.
f We measure turning forces in newton metres.
b The results are the measurements that
Zara made: 4 cm, 7 cm and 10 cm are the
Topic 3.5 Pressure between solids distances travelled by the water spouts from
the side of the bottle.
Exercise 1 Vocabulary
c Zara can conclude that the pressure in the
a pressure
water is higher at the base of the bottle than
b dividing, surface area at the top; the deeper the water, the higher the
c newtons (N) pressure.

d sharp, blunt d The force produced by the weight of the water

above the lower hole is greater than that above
e pressure the top hole, making the pressure increase.

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Topic 3.7 Particles on the move Exercise 2 Modal verbs

Exercise 1 Answering questions a might not

a Sofia will see the red colour spreading b should not

through the water. c should
b diffusion d might not
c The particles in the red ink, and the particles e should
in the water, are in constant movement. They
move randomly. Over time, their random
movement causes them to spread out among
one another.

Unit 4 Ecosystems
Topic 4.1 The Sonoran Desert Exercise 2 Active and passive verbs
Exercise 1 Vocabulary a Sofia can use a pitfall trap to catch beetles.

a nocturnal b Marcus can use a book to identify these plants.

b pollination c Mangroves provide a good habitat for

mud skippers.
c nectar
d We/you can reduce risks by always working with
d adaptations a partner.
e ecosystem e We/you can take a photograph to record the
f ecology appearance of the plants.
g habitat
Topic 4.3 Intruders in an ecosystem
h cacti
Exercise 1 Modal verbs
Exercise 2 Singular and plural verbs a Species from one country should not be
a represent introduced into another country, because they
can / might harm the native species.
b interact
b Although everyone agrees that this introduced
c look
species is harming our native species, some
d are people might not be happy for it to be killed.
e involve c If the introduced species is a predator, it might
eat the eggs of the native birds.
Topic 4.2 Different ecosystems d Introduced species cannot be eradicated easily.
Exercise 1 Completing sentences e An introduced species can / might cause some of
As no words are given for learners to choose the native species to become extinct.
from, they may select words that are not exactly Exercise 2 Prepositions
the same as those suggested here. Accept any
suitable words. a to
The Arctic Ocean is covered with ice in the winter. b by
This provides a surface on which foxes and polar
bears can hunt for seals, which have to come to c from
the surface to breathe air. d between
Mangrove trees grow in sea water, along the coasts
e on
of many tropical countries. Their leaves fall into the
mud, and provide food for prawns and crabs.

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Topic 4.4 Bioaccumulation Exercise 2 The more . . . , the more

Exercise 1 Positive or negative? a more

a Bioaccumulation means / does not mean the b greater

increase in concentration of a substance as you c greater
go up a food chain.
d greater
b Biomagnification means / does not mean the
build-up of a substance in an organism’s body. e less
c Persistent insecticides do / do not break
down easily.
d All / not all insecticides are persistent.
e All / not all insectides are biodegradable.

Unit 5 Materials and cycles on Earth

Topic 5.1 The structure of the atom Topic 5.2 Purity
Exercise 1 Connecting words Exercise 1 Singular and plural verbs
a because a The reaction between silver nitrate and sodium
chloride does not / do not produce pure
b but not
silver chloride.
c and
b The water in all of these bottles is / are pure.
d and
c Marcus wears / wear safety glasses when doing
e but chemistry experiments.
Exercise 2 Answering questions d About 68% of salt in seawater is / are sodium
chloride.
a electrons
e All pure diamonds is / are translucent.
b Neutrons and protons have the same mass.
Neutrons have no charge, but protons have a Exercise 2 Putting words in the
positive charge. Electrons have almost no mass,
correct sequence
and a negative charge.
a In some chemical reactions, only one product
c The number of protons and electrons is the
is formed.
same. The positive charge of the protons is
cancelled out by the negative charge of b Universal indicator can tell us when the reaction
the electrons. has formed a neutral product.
c The reactions between some substances produce
impure mixtures of products.
d All alloys are mixtures of two or more elements,
so they are not pure.

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Topic 5.3 Weather and climate
Exercise 1 Weather and climate vocabulary
Words
weather
atmosphere
humidity
visibility
climate
statistics
meteorology
climatology
Exercise 2 Writing two or more
sentences in an answer
a Climate is the long-term weather patterns in a
place. Weather is the day-to-day temperature,
rainfall and so on.
b Answers will depend on what the weather is.
c Direct rays from the Sun cause temperature
to increase. Taking temperature in the shade
ensures that the reading is comparable with all
other temperature readings, and is not affected
by how much direct sunlight is falling onto the
measuring instrument.
Topic 5.4 Climate and ice ages
Exercise 1 Completing sentences
As no words are given for learners to choose
from, they may select words that are not exactly
the same as those suggested here. Accept any
suitable words.
There is ice at both the North Pole and South Pole
today, so we know that the Earth is in an ice age.
However, the ice only covers the land quite close to
the poles, so we are in an interglacial period and not
in a glacial period.
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Meanings
the study of weather
the average yearly patterns of temperature,
rainfall etc.
how far it is possible to see
numerical data that we can use to work out,
for example, the climate of a place
how much water vapour is present
in the atmosphere
the temperature, rainfall etc. today or this week
the air around us; the gases that
surround a planet
the study of climate
Over the last 2 billion years, there have been
several ice ages. In each ice age, the climate has
cycled between glacial and interglacial periods.
Boulders that have been left behind by glaciers
provide evidence that the climate was much colder
in the past.
Exercise 2 Observations, conclusions
and explanations
a There were pollen grains from plants adapted
to live in cold places near the bottom of the
core, and pollen grains from plants adapted to
live in warmer places near the top.
b The climate was cooler in the past than it
is now.
c The peat at the bottom of the core was laid
down longer ago than the peat at the top of
the core. So the pollen results show that the
plants that lived longer ago were adapted to
colder temperatures than the ones that lived
closer to the present time.
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Topic 5.5 Atmosphere and climate Exercise 2 Writing sentences about

an analogy
Exercise 1 Vocabulary
Accept any suitable sentences, as long as they
a biodegradable contain correct ideas.
b global warming a Carbon dioxide keeps the Earth warm, just as
c bioplastics wrapping a blanket around you helps to keep
you warm.
d deforestation
b Carbon dioxide is a gas, but a blanket is solid.
e renewable resource Carbon dioxide is mixed up with all the other
f fossil fuels gases in the atmosphere, but a blanket is a
single thing.
g emissions
c Both the glass in the greenhouse, and carbon
h photosynthesis dioxide, allow light energy to pass through
i locked up them, but stop heat from escaping.
j recycled

Unit 6 Light
Topic 6.1 Reflections Topic 6.2 Refraction
Exercise 1 Prepositions Exercise 1 Refraction vocabulary
a The incident ray reflects at / to the surface of When the incident ray hits the surface of the glass
the mirror. block, it is refracted. The light ray is bent towards
line X. Line X is the normal. Line X is drawn at a
b The incident ray is reflected by / onto right angle to the surface of the glass block.
the mirror.
Angle i is the angle of incidence and angle r is the
c The reflected ray comes from / to the mirror. angle of refraction.
d The mirror reflects the incident ray from / by Exercise 2 Correcting statements
its surface about refraction
e The reflected ray travels onto / from the surface There are several ways of writing a correct
of the mirror. statement. Accept any sentence that is
grammatically correct and makes a correct
f The normal is perpendicular at / to the surface statement. For example:
of the mirror.
a When light passes from water into air, it
Exercise 2 Investigating reflection speeds up. Or When light passes from air into
a the angle of incidence water, it slows down.

b the angle of reflection b When light passes from air into water, it is
bent towards the normal.
c ray diagram
c When light passes from one medium to
d pencil, ruler and set square another, it sometimes bends towards the
normal, or sometimes away from the normal.
e protractor
d Lenses in glasses work by refracting light rays.
e The angle of incidence is the angle between
the incident ray and the normal.

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Topic 6.3 Making rainbows Exercise 2 Putting words in the

correct sequence
Exercise 1 Vocabulary check
a Light is reflected at a mirror, and refracted
ray box when it passes into a triangular prism.
D
red light b As white light passes through a prism, blue
light is refracted more than red light.
white light
c Dispersion happens because refraction of some
spectrum
prism colours of light is greater than others.
blue light
d The range of colours we see when white light
is dispersed is called a spectrum.

Topic 6.4 Colours of light

Exercise 1 Vocabulary check
Words Meanings

cyan the three colours of light from which all other colours can be made

primary colours a colour of light made by mixing red light and blue light

white a colour of light made by mixing blue light and green light

magenta a transparent object that lets some colours of light pass through, but
not others

yellow light produced by mixing all the primary colours

coloured filter a colour of light made by mixing green light and red light

Exercise 2 Writing about colours Topic 6.5 Galaxies

of light
Exercise 1 Answering questions
a A green filter absorbs all colours of light
except green / red. a gravity

b A green filter transmits only red / green light. b It is a spiral.

c All the colours except blue / green are c We are inside the galaxy, so we are looking
subtracted as light passes through a outwards through it. We are looking towards
green filter. the edge, so the stars look like a band across
the sky.
d When green light shines on a red filter,
no / red light will pass through. Exercise 2 Modal verbs
e A yellow book looks yellow because it a can
absorbs / reflects yellow light.
b cannot
f A red book looks black / blue when we
c can
shine blue light onto it.
d might
e might

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Topic 6.6 Rocks in space Exercise 2 Active and passive verbs

Exercise 1 Comparatives a Asteroids and planets orbit the Sun.
and superlatives b Small asteroids produce only a weak force
of gravity.
a smaller
c The impacts of asteroids produced the craters.
b smaller
d Rocks left over from the formation of the
c larger
Solar System formed asteroids.
d smallest
e Astronomers discovered the asteroid 2019
e larger LF6 in 2019.
f largest
g greatest

Unit 7 Diet and growth

Topic 7.1 Nutrients Exercise 2 Writing sentences
Accept any sentence that is grammatically
Exercise 1 Vocabulary correct, has no spelling mistakes and contains
a protein correct information.
b fats, carbohydrates
Topic 7.3 Growth, development
c anaemia
and health
d oil
Exercise 1 Using comparatives
e vitamins and superlatives
f minerals a younger, smaller, shorter or lighter
Exercise 2 Singular and plural verbs b longer or thicker

a There is / are several types of nutrient that c older, taller

we should eat each day. d the man
b Starch is / are a type of carbohydrate. e the toddler
c Both iron and calcium is / are important f the man
components of our diet.
Exercise 2 Completing sentences
d Carbohydrate and fat provide / provides us
with energy. Smoking cigarettes can damage health. If a
pregnant woman smokes, she can harm the
e Fat stores beneath the skin provide / development of the embryo, as well as damage
provides insulation. her own health.
Cigarettes contain a substance called nicotine,
Topic 7.2 A balanced diet which is addictive. Cigarette smoke also contains
Exercise 1 Describing a bar chart tiny pieces of carbon, called particulates, which get
into the smoker’s lungs and damage the alveoli.
a the person
The gas carbon monoxide is also found in cigarette
b the number of megajoules of energy needed smoke, and this reduces the ability of the blood
each day to transport oxygen. The tar in cigarette smoke
c megajoules increases the risk of developing cancer.
d 0 to 12 (megajoules)
e The different people are separate things.
There is not a continuous scale on the
horizontal axis.

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Topic 7.4 Moving the body Exercise 2 Connecting words

Exercise 1 Prepositions a but
a to b and
b on c but
c along d and
d by e but
e at f but
f on, to

Unit 8 Chemical reactions

Topic 8.1 Exothermic reactions Topic 8.2 Endothermic reactions
Exercise 1 Verbs with ‘out’ Exercise 1 Describing differences
a give out Accept any sentence that is grammatically and
scientifically correct.
b run out
a Exothermic reactions produce a rise in
c spread out
temperature, but endothermic reactions
d find out produce a fall in temperature.
e carry out b Accurate means that the measurement is what
f spread out it should be – for example, your arrows all hit
Exercise 2 Planning and doing an the middle of the target. Precise means that
all the measurements are very close to one
experiment another – for example, all your arrows are
a preliminary work clustered together on the target.
b the mass of magnesium ribbon c Reactants are the substances that are present
c the temperature change at the start of a reaction. Products are the new
substances that are made during the reaction.
d the concentration of the acid; the volume
of the acid
e thermometer
f °C

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Exercise 2 Results and conclusions

a and c
Liquid Substance Initial Final Change in Exothermic or
added to temperature temperature temperature endothermic?
liquid in °C in °C in °C
hydrochloric magnesium 21 45 +24 exothermic
acid ribbon
copper magnesium 20 28 +8 exothermic
sulfate ribbon
solution
water potassium 21 19 –2 endothermic
chloride
vinegar baking 22 28 +6 exothermic
powder
citric acid sodium 20 18 –2 endothermic
hydrogen-
carbonate
solution

b The right-hand (last) column. Topic 8.4 Reactions of metals

Topic 8.3 Metals and their with water
reactions with oxygen Exercise 1 Comparatives and
Exercise 1 Connecting words superlatives
Lithium, sodium and potassium are metals. They a B
each have a dull surface, but look shiny when they b D
are cut. The shiny surface goes dull after a while
because the metal reacts with oxygen in the air. c B and C
These three metals react quickly with oxygen, but d A and D
iron reacts more slowly because it is a less reactive
metal. Gold does not react with oxygen at all, so e B, C, A, D
we say that it is inert.
Exercise 2 Making predictions
Exercise 2 Modal verbs
a It will not react.
a can
b must b It will react violently.
c can c It will ‘pop’.
d can
d It will make it react faster.
e must

Topic 8.5 Reactions of metals with dilute acids

Exercise 1 Writing word equations
a magnesium + hydrochloric acid → magnesium chloride + hydrogen
b magnesium + sulfuric acid → magnesium sulfate + hydrogen
c zinc + hydrochloric acid → zinc chloride + hydrogen
d zinc + sulfuric acid → zinc sulfate + hydrogen
e lead + sulfuric acid → lead sulfate + hydrogen

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Exercise 2 Chemistry vocabulary
a reagents
b reactivity
c salt
Unit 9 Magnetism
Topic 9.1 Magnetic fields
Exercise 1 The more . . . , the more
a stronger
b weaker
c stronger
d stronger
Exercise 2 Prepositions
a The field lines between a north pole and a
south pole all point in the same direction.
b There is a force of attraction between the north
pole of one magnet and the south pole of
another magnet.
c The magnetic field lines between two south
poles point away from each other.
d The field lines between two like poles show
why the magnets repel each other.
e The needle of a compass turns to point in the
direction of the magnetic field.
Topic 9.2 The Earth as a
giant magnet
Exercise 1 Answering questions
a magnetic compass
b It is made up of curving field lines that arc
between the north magnetic pole and the
south magnetic pole.
c Geographic north is the northern point of the
Earth’s axis, on which it spins. Magnetic north
is where the magnetic pole of the Earth’s
magnetic field is.
Exercise 2 Putting words in the correct
sequence
a The axis on which the Earth spins passes
through the geographic north and
south poles
b We think that the Earth has a magnetic field
because its outer core is made of liquid iron.
Cambridge Lower Secondary Science 8 – Mary Jones & Sally Burbeary
14
d reaction
e inert
f pure
c If you have a compass, you can always find out
in which direction you are facing.
d Although we now have satellites to help us
to navigate, ships and aeroplanes still use
magnetic compasses.
Topic 9.3 Electromagnets
Exercise 1 Different forms of the
same word
a magnetise, magnet
b magnet, magnetic
c magnetic
d magnet
e magnetism
Exercise 2 Writing two or more
sentences in an answer
Accept any two sentences that are grammatically
correct and that answer the question. The second
sentence must contain information that has not
already been given in the first sentence.
For example:
a Wrap a coil of wire around a piece of soft iron.
Pass an electrical current through the wire.
b Bring the north pole of a bar magnet towards
it. The end of the electromagnet that is
repelled by the north pole is its north pole.
c It can be used for sorting scrap metal. The
electromagnet attracts iron and steel when
it is switched on, and then releases them
when it is switched off. This allows the
scrap metal to be lifted and moved from
one place to another.
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Topic 9.4 Investigating Exercise 2 Results and conclusions

electromagnets a, b, c and d
Exercise 1 Planning and doing Number of coils Number of
an experiment paperclips
a The more cells in the circuit, the greater the 0 0
strength of the electromagnet.
5 2
b The number of cells in the circuit.
10 8
c They can count how many paperclips their
electromagnet can attract and hold. 15 12
d The number of coils; the core of the magnet;
20 19
the size and shape of the paperclips.
e The greater the number of coils, the stronger
the electromagnet.

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