✓ Provides learner support for the Cambridge
IGCSE and IGCSE (9–1) Chemistry syllabuses
(0620/0971) for examination from 2023
✓ Has passed Cambridge International’s rigorous
quality-assurance process
THEORY WORKBOOK
This resource is endorsed by
Cambridge Assessment International Education
Series architecture
• Student’s Book
• Theory Workbook
• Practical Workbook
• Teacher’s Guide
• e-book
✓ Developed by subject experts
✓ For Cambridge schools worldwide
ISBN 978-981-4927-95-6
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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
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
which are intended to foster subject literacy. A STEAM project offers the opportunity for group work, to
encourage critical thinking and inquiry-based knowledge building.
Chemistry
THEORY
WORKBOOK
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TWB
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Chemistry
The Marshall Cavendish Education Cambridge IGCSETM Chemistry series is
designed for students preparing for the 0620/0971 syllabuses. The series
translates insights from educational psychology classic “How People Learn”
into highly effective learner-centred classroom practices.
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IGCSE
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For over 60 years Marshall Cavendish Education has been
empowering educators and students in over 80 countries with
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How to Use This Book
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For further learner support, alongside the Student’s Book, the Theory Workbook offers a range of exercises to reinforce and
consolidate key terms and concepts learnt from each chapter.
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This Theory Workbook is part of the Marshall Cavendish Education suite of resources that will support you as you follow the
Cambridge IGCSETM Chemistry (0620/0971) syllabuses and prepare for your examinations.
Formative Exercises
These exercises are meant to evaluate how well you are learning
each section in a chapter.
The questions in the exercises are set using a variety of formats,
which include word searches, crosswords, fill-in-the-blanks,
completing sentences, matching and labelling. They are intended
to help build your subject literacy and boost your confidence in
using English to understand and respond to science questions. For
example, word searches can help to increase your familiarity with
key words, and reinforce and improve spelling of those words.
1 States of Matter
CHAPTER
States of Matter
Kinetic Particle Theory
Exercise 1A
1 Fill in the blanks in the sentences given. Find and draw a
circle around the answers in the puzzle.
(a) Gases have a low
X
.
(b) In a solid, the particles are
together.
(c) We can
gases easily as the
particles are far
.
(d) The particles of gases have high
.
(e) In a
, the particles are close
together but can move freely.
(f) In a
, the particles are held in fixed
P
R
L
U
N
R
Z
C
P
A
E
F
U
L
A
O
K
P
M
V
Q
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R
B
D
Y
N
R
N
J
E
S
K
I
W
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S
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S
M
S
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B
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E
F
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G
P
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B
A
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S
O
A
A
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P
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positions and are arranged in a
Chapter 7
arrangement.
Exercise 7F
Supplement content is clearly
marked for those studying
the extended syllabus.
1
Exam-style Questions
Figure 7.4 shows a set-up used to electrolyse molten lithium bromide.
(g) In a solid, the particles are not
freely. They
(h) The particles of gases move in
directions.
about their fixed positions.
2 Draw lines to match the particle model to the state of matter.
(a)
(b)
(c)
molten lithium bromide
Figure 7.4
Liquid
Solid
Gas
(a) Name the ions present in molten lithium bromide.
[2]
States of Matter
1
(b) Predict the products formed at the cathode and anode.
Chapter 9
Cathode:
[1]
Anode:
[1]
2 A student investigated the reaction of calcium carbonate with an excess dilute hydrochloric acid by measuring the volume
(c) Write a symbol equation, including state symbols, to represent the overall reaction that occurs when molten lithium
of carbon dioxide produced at 10 second intervals.
bromide is electrolysed.
CaCO3 + 2HCl
CaCl2 + CO2 + H2O
[2]
The results are shown on the graph.
R
60
(d) The electrodes are made of graphite. Suggest why.
50
40
A
Volume of
carbon dioxide 30
gas / cm3
20
S
[1]
R
(e)
Identify the products obtained at the anode and the cathode if the electrolyte is changed to dilute aqueous lithium
bromide.
Q
[2]
10
P
0
10
M
0
20
30
40
50
Time / s
60
70
80
90
Figure 9.7
(a) How long did it take from the start of the experiment to collect 30 cm3 of carbon dioxide?
s [1]
(b) At which point on the graph, P, Q, R or S, was the rate of reaction fastest?
Use the graph to explain your answer.
Electrochemistry
67
[2]
(c) When 0.225 g of calcium carbonate was used, 54.0 cm3 of carbon dioxide was formed. Determine the mass of calcium
carbonate needed to form 216 cm3 of carbon dioxide.
mass of calcium carbonate =
g [1]
(d) What effect will the following have on the rate of this reaction?
•
Increasing the temperature of the reaction mixture. All other conditions are kept the same.
•
Using larger pieces of calcium carbonate. All other conditions are kept the same.
[2]
[Cambridge IGCSE Chemistry (0620) Paper 32 Q3a, Oct/Nov 2019]
88
Rate of Reaction
Exam-style Questions
Each chapter includes an exercise consisting of exam-style
questions that are written by the author and/or taken from
Cambridge IGCSE past papers.
The questions serve as a summative assessment to evaluate what
you have learnt. They also help you to be familiar with the format
of the questions in the exam.
How to Use This Book
Chem_TWB_Prelims_1pf_qualibre.indd 3
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Let’s Reflect
This exercise is included at the end of each chapter to
help you identify knowledge gaps. It is designed for you
to pause and reflect on your learning experience by
evaluating your understanding of the concepts taught and
completing the Chapter Journal.
SH
Chapter 6
’s Reflect
Let
Book.
ht in the Student’s
the concepts taug Then complete the
k.
6. Look back at
ion in Chapter
Theory Workboo
ents for each sect in the Student’s Book and the
evem
achi
ing
learn
tions
ering the ques
Reflect on your
have fared in answ
Check how you
Chapter Journal.
Exercise 6I
l
Chapter Journa
ewhat
fdent
Con
Som
Conf ry
de
nt
Ve
nf
epts taught in
about the conc
t
No dent
s do you still have
tion
2 What ques
Co
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g of this chapter.
level.
your understandin
your confidence
idence level for
ce meter to show
1 Rate your conf
on the confiden
Draw a pointer
t, go
iden
conf
at
somewh
confident or only
ter.
➔ If you are not
revise this chap
ent’s Book and
back to the Stud
The use of a confidence meter to rate your level of
confidence is a simple tool for you to recognise your level
of understanding of a chapter.
e provided.
, if any, in the spac
e them
this chapter? Writ
ic Mass, Relative
6.1 Relative Atom
s and Relative
Molecular Mas
Formula Mass
6.2 The Mole and
To make your self-reflection visible to yourself and others,
you can pose new questions about the key areas of the
chapter that you are still unsure. You are also encouraged
to write down your personal thoughts about the chapter.
Molar Mass
6.3 Molar Volume
of Gases
ulations
6.4 Chemical Calc
ration of
6.5 The Concent
tion
Solu
a
Molecular
6.6 Empirical and
Formulae
ge
Yield, Percenta
ge
enta
Perc
6.7
Percentage
Composition and
Purity
to someone
tions, show them
her who can help
such as your teac
From what you have reflected, you can then address any
areas that require a follow-up. For example, you may revise
the chapter on your own or ask your teacher to further
explain a concept or correct a misconception.
you.
en any ques
➔ If you have writt
this chapter?
about learning
ghts do you have
r thou
3 What othe
Quotable quote on the importance of reflection:
thoughts
➔ Reflect on your
and share them
with your teacher
or classmates.
The Mole
59
“We do not learn from experience... we learn from
reflecting on experience.” – John Dewey
STEAM Project
Product Devel
R
opment in the
A
STEAM Project (*Beyond syllabus)
At the end of the Theory Workbook, there is a
STEAM project for you and your classmates to
undertake. STEAM stands for Science, Technology,
Engineering, the Arts and Mathematics. This project
allows you to work on a real-world application
by using concepts across different areas that are
interrelated. It helps to reinforce 21st century
skills such as critical thinking, collaboration,
communication, problem-solving and creativity.
The STEAM project also provides you with the
opportunity to develop as a confident, responsible,
reflective, innovative and engaged learner. Find
out more about the Cambridge Learner attributes
at https://www.cambridgeinternational.org/whychoose-us/parents-and-students/in-class/thecambridge-learner-attributes/ or check the syllabus.
us)
Cosmetic Ind
ustry: The Bath
Fizzer
The cosmetic indu
stry makes and
distr
improve our appe
arance. Some exam ibutes cosmetic products. Cosm
The United State
etics are substanc
ples of cosmetics
s of America is
es applied on the
are soaps, sham
currently the worl
poos, moisturis
face and the bod
d’s largest cosm
ers, perfumes,
y to
etic market, follo
lipsticks and facia
wed by China and
l make-up.
Japan.
M
iv
(*Beyond syllab
Skill — Desig
ning a Product
How are new prod
ucts in the cosm
development proc
etic industry deve
loped to suit the
ess used in the
industry (Figure
needs of the user
1).
s? You may
Doing a
marketing
brief
Product
validation
Formulation
follow the simp
lified
product
Developing a
prototype
Quality control
Packaging
Figure 1 Simplifi
ed product deve
lopment process
In this project,
you will be in deve
loping your own
a bath fizzer (Figu
cosmetic prod
re 2).
uct,
200
STEAM Project
Figure 2 Bath fi
zzers have a varie
and come in vario
us shapes and ty of scents
colours.
How to Use This Book
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Contents
Chemical Calculations
The Concentration of a Solution
Empirical and Molecular Formulae
Percentage Yield, Percentage
Composition and Percentage Purity
Exercise 6H Exam-style Questions
Exercise 6I
Let’s Reflect
7
Electrochemistry
Exercise 7A Introducing Electrolysis
Exercise 7B Electrolysis of Molten Ionic Compounds
Exercise 7C Electrolysis of Aqueous Solutions of
Compounds
Exercise 7D Industrial Applications of Electrolysis
Exercise 7E Hydrogen–Oxygen Fuel Cells
Exercise 7F Exam-style Questions
Exercise 7G Let’s Reflect
8
Energy Changes
Exercise 8A Exothermic and Endothermic Reactions
Exercise 8B Reaction Pathway Diagrams
Exercise 8C
Activation Energy
Exercise 8D
Bond Breaking and Bond Making
Exercise 8E Exam-style Questions
Exercise 8F Let’s Reflect
9
Rate of Reaction
Exercise 9A Physical and Chemical Changes
Exercise 9B Factors Affecting the Rate of Reaction
Exercise 9C
Investigating the Rate of
Reaction in the Laboratory
Exercise 9D
The Collision Theory
Exercise 9E Exam-style Questions
Exercise 9F Let’s Reflect
10 Reversible Reactions and Equilibrium
Exercise 10A Reversible Reactions
Exercise 10B
Manufacturing Ammonia
by the Haber Process
Exercise 10C
Manufacturing Sulfur Trioxide
by the Contact Process
Exercise 10D Exam-style Questions
Exercise 10E Let’s Reflect
11 Oxidation and Reduction
Exercise 11A Oxidation and Reduction as Gain or
Loss of Oxygen
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Exercise 6D
Exercise 6E
Exercise 6F
Exercise 6G
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HOW TO USE THIS BOOK
iii
COMMAND WORDS USED IN QUESTIONS
vii
THE PERIODIC TABLE OF ELEMENTS
viii
1
States of Matter
1
Exercise 1A States of Matter
Kinetic Particle Theory
1
Exercise 1B Changes of State of Matter and
the Kinetic Particle Theory
2
Exercise 1C Effects of Temperature and Pressure
on the Volume of a Gas
5
Exercise 1D Diffusion
5
Exercise 1E Exam-style Questions
7
Exercise 1F Let’s Reflect
9
2
Elements, Compounds and Mixtures
10
Exercise 2A Elements and Compounds
10
Exercise 2B Mixtures
13
Exercise 2C Exam-style Questions
15
Exercise 2D Let’s Reflect
17
3
Atomic Structure
18
Exercise 3A What Are Inside Atoms?
18
Exercise 3B The Proton Number and Nucleon Number 19
Exercise 3C Arrangement of Electrons in Atoms
21
Exercise 3D Isotopes
22
Exercise 3E Exam-style Questions
25
Exercise 3F Let’s Reflect
27
4
Ionic, Covalent and Metallic Bonding
28
Exercise 4A Ionic Bonding
28
Exercise 4B Covalent Bonding and Simple Molecules 30
Exercise 4C Giant Covalent Structures
33
Exercise 4D
Metallic Bonding
34
Exercise 4E Exam-style Questions
36
Exercise 4F Let’s Reflect
38
5
Chemical Formulae and Equations
39
Exercise 5A Chemical Formulae
39
Exercise 5B Chemical Equations
41
Exercise 5C Exam-style Questions
43
Exercise 5D Let’s Reflect
46
6
The Mole
47
Exercise 6A Relative Atomic Mass, Relative Molecular
Mass and Relative Formula Mass
47
Exercise 6B
The Mole and Molar Mass
49
Exercise 6C
Molar Volume of Gases
49
Contents
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61
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65
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Oxidation and Reduction as Gain or
Loss of Electrons
Exercise 11C Oxidation Numbers
Exercise 11D
Oxidation Agents and
Reducing Agents
Exercise 11E
Exam-style Questions
Exercise 11F Let’s Reflect
97
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101
102
104
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STEAM Project
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12 Acids, Bases and Salts
105
Exercise 12A Acids
105
Exercise 12B Bases and Alkalis
106
Exercise 12C Strength of Acids
The pH Scale
107
Exercise 12D Oxides
110
Exercise 12E Salts
Preparation of Salts
111
Exercise 12F Exam-style Questions
113
Exercise 12G Let’s Reflect
115
13 The Periodic Table
116
Exercise 13A How Are Elements Arranged in
the Periodic Table?
116
Exercise 13B Periodic Trends
117
Exercise 13C Group I Elements
118
Exercise 13D Group VII Elements
119
Exercise 13E Transition Elements
121
Exercise 13F Noble Gases
122
Exercise 13G Exam-style Questions
122
Exercise 13H Let’s Reflect
125
14 Metals
126
Exercise 14A Metals and Their Properties
126
Exercise 14B Uses of Metals
128
Exercise 14C Alloys and Their Properties
129
Exercise 14D Reactivity Series
130
Exercise 14E Corrosion of Metals
132
Exercise 14F Extraction of Metals
133
Exercise 14G Exam-style Questions
134
Exercise 14H Let’s Reflect
137
15 Chemistry of the Environment
138
Exercise 15A Water in Practical Chemistry
138
Exercise 15B Water from Natural Sources
139
Exercise 15C Purification of the Domestic Water Supply 140
Exercise 15D Fertilisers
141
Exercise 15E Composition of Air
142
Exercise 15F Air Pollution
143
Exercise 15G Global Warming
145
Exercise 15H Reducing Air Pollution
146
Exercise 15I Exam-style Questions
147
Exercise 15J Let’s Reflect
151
16 An Introduction to Organic Chemistry
Exercise 16A Formulae, Functional Groups
and Terminology
Exercise 16B
Structural Formulae and
Structural Isomers
Exercise 16C Naming Organic Compounds
Exercise 16D Fossil Fuels
Exercise 16E Exam-style Questions
Exercise 16F Let’s Reflect
17 Alkanes and Alkenes
Exercise 17A Alkanes
Exercise 17B Chemical Properties of Alkanes
Exercise 17C
Substitution Reactions of Alkanes
Exercise 17D Alkenes
Exercise 17E Producing Alkenes by Cracking
Exercise 17F
Chemical Properties of Alkenes
Exercise 17G Exam-style Questions
Exercise 17H Let’s Reflect
18 Alcohols and Carboxylic Acids
Exercise 18A Alcohols
Exercise 18B Properties and Uses of Alcohols
Exercise 18C Carboxylic Acids
Exercise 18D
Producing Ethanoic Acid
Exercise 18E
Esters
Exercise 18F Exam-style Questions
Exercise 18G Let’s Reflect
19 Polymers
Exercise 19A Polymers
Addition Polymerisation
Exercise 19B
Condensation Polymerisation
Exercise 19C Plastics and Pollution
Exercise 19D
Natural Polymers
Exercise 19E Exam-style Questions
Exercise 19F Let’s Reflect
20 Experimental Techniques and
Chemical Analysis
Exercise 20A Experimental Design
Exercise 20B Common Terms Used in Experiments
Exercise 20C Acid-Base Titrations
Exercise 20D Chromatography
Exercise 20E Separation and Purification
Exercise 20F Identification of Ions and Gases
Exercise 20G Exam-style Questions
Exercise 20H Let’s Reflect
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Exercise 11B
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Contents
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States of Matter
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1
CHAPTER
States of Matter
Kinetic Particle Theory
Exercise 1A
1 Fill in the blanks in the sentences given. Find and draw a
circle around the answers in the puzzle.
(a) Gases have a low
.
(b) In a solid, the particles are
together.
(c) We can
gases easily as the
particles are far
.
(d) The particles of gases have high
.
(e) In a
, the particles are close
together but can move freely.
(f) In a
, the particles are held in fixed
X
L
R
D
R
P
R
S
I
L
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C
P
A
E
F
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P
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B
Y
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N
J
E
K
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C
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D
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M
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B
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A
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P
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A
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X
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Q
Q
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B
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D
positions and are arranged in a
arrangement.
freely. They
(h) The particles of gases move in
directions.
about their fixed positions.
A
R
(g) In a solid, the particles are not
M
2 Draw lines to match the particle model to the state of matter.
(a)
(b)
Liquid
(c)
Solid
Gas
States of Matter
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Chapter 1
3 Complete the table showing the properties of solids, liquids and gases.
Solid
How close are the
particles?
Liquid
Gas
How are the particles
arranged?
Irregular arrangement
How do the particles
move?
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Very close together
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Move very fast in any
direction
Is the energy of the
particles low or high?
Very low
4 Complete the Venn diagram by writing the letters, A to I, to show the properties of solids, liquids and gases.
A: Can flow
Solids
B: Cannot be compressed
C: Definite shape
D: Definite volume
E: Made up of particles
F: Particles are close together
Gases
G: Particles move randomly
Liquids
H: Particles vibrate in fixed positions
I: Particles are far apart
Exercise 1B
Changes of State of Matter and the Kinetic Particle Theory
1 Name the changes of state in (c) to (f). (a) and (b) have been done for you.
R
(a) Deposition
A
Solids
(b) Sublimation
M
(a)
(d)
(b)
(c)
(d)
(e)
Gases
(c)
Liquids
(f)
(e)
(f)
2 State three differences between boiling and evaporation.
2
IGCSE Chem TWB C01.indd 2
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Chapter 1
3
Describe, using the kinetic particle theory, the change of state of a substance from the solid state to the liquid state and
to the gaseous state.
Use the following to help you explain. Arrange the sentences in the correct order by writing the numbers 1 to 7 in the boxes.
SH
(a) This is known as melting
(b) The liquid continues to be heated and the particles gain more kinetic energy.
(c) The particles break away from their fixed positions and are able to move around each other. The solid has
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changed to a liquid.
(d) This is known as evaporation.
(e) The particles at the surface eventually gain enough energy to overcome the forces of attraction between
them and escape as gas particles.
(f) As more energy is supplied, the particles have enough energy to overcome the forces of attraction between them.
(g) When a solid is heated, the particles that vibrate about fixed positions gain energy and vibrate more vigorously.
4
Figure 1.1 shows a heating curve for substance X.
Temperature / °C
F
D
E
B
C
A
Time / min
Figure 1.1
(a) Which state of matter is X in at
(i) part A;
(b) Name the process that occurs from
(i) parts B to C;
(ii) parts D to E.
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(ii) part F?
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A
(c) What is happening to the particles in X from parts C to D?
(d) The following shows the different arrangements of particles at parts A, B to C, C to D, D to E and F. State the parts of the
curve that each arrangement of particles represent.
(i)
(ii)
(iii)
(iv)
(v)
States of Matter
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Chapter 1
5
Heating and cooling curves can be used to show what happens to the temperature of a substance as it is heated
or cooled. Stearic acid was allowed to cool in a room with a temperature of 49°C. The temperature of the acid was
measured every ten seconds.
Table 1.1
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The results are shown in Table 1.1.
10
20
30
40
50
60
70
80
90
100
Temperature / °C
89
84
80
75
71
70
70
70
69
67
Time / s
110
120
130
140
150
160
170
180
190
200
65
63
61
59
57
55
53
51
49
49
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Time / s
Temperature / °C
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(a) Plot a graph of temperature against time.
(b) What happens to the temperature of the stearic acid over time?
(c) Label the point on the graph where stearic acid is
(i) a liquid;(ii) a solid.
(d) Suggest the melting point of stearic acid.
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IGCSE Chem TWB C01.indd 4
States of Matter
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Chapter 1
Exercise 1C
Effects of Temperature and Pressure on the Volume of a Gas
Changes in the volume of a gas
B
C
D
2
when temperature increases
when pressure increases
Decreases
Decreases
Decreases
Increases
Increases
Decreases
Increases
Increases
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1 Which of the following shows the correct changes in the volume of a gas when temperature and pressure are increased?
Choose the correct answer and write your choice in the brackets.
(
)
Three gases in sealed round-bottomed flasks were placed in water-baths of different temperatures (Figure 1.2).
pressure gauge
gas
water
flask A
flask B
flask C
beaker
hot plate
(not turned on)
hot plate (turned
on at low heat)
hot plate (turned
on at high heat)
Figure 1.2
A
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Explain, using kinetic particle theory, why the gas in flask A has the lowest pressure.
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Exercise 1D
Diffusion
1 Fill in the blanks in the sentence. Each term can be used once, more than once or not at all.
random
Diffusion is the movement of (a)
a region of (c)
collision
gas
particles
energy
in a liquid or a (b)
concentration to a region of (d)
lower
higher
as they move from
concentration.
States of Matter
IGCSE Chem TWB C01.indd 5
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Chapter 1
2
Figure 1.3 shows a set-up that is used to investigate the rate of diffusion of different gases. When ammonia gas from
ammonia solution and hydrogen chloride gas from hydrochloric acid react, a white ring of ammonium chloride is
formed. Choose the correct answer and write your choice in the brackets.
cotton wool soaked
in concentrated
hydrochloric acid
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white ring of
ammonium chloride
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cotton wool soaked
in concentrated
ammonia solution
Figure 1.3
Which statement explains why the white ring was formed nearer the end with hydrogen chloride?
A Ammonia gas has a higher relative molecular mass than hydrogen chloride gas, so it diffuses more quickly.
B
Ammonia gas has a lower relative molecular mass than hydrogen chloride gas, so it diffuses more quickly.
C
Both gases diffuse at the same rate.
D Hydrogen chloride gas has a lower relative molecular mass than ammonia gas, so it diffuses more quickly.
(
)
3 A gas jar of air was inverted on top of a gas jar containing bromine vapour. A glass plate was used to separate the gas jars.
Figure 1.4 shows the gas jars before and after the glass plate was removed.
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air
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A
bromine vapour
Before glass plate
was removed
After glass plate
was removed
Figure 1.4
Explain, using kinetic particle theory, the colour inside the gas jars after the glass plate was removed.
6
IGCSE Chem TWB C01.indd 6
States of Matter
30/03/21 6:17 pm
Chapter 1
Exercise 1E
1
Exam-style Questions
Figure 1.5 shows the heating curve of substance X.
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Temperature / °C
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D
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80
B
15
C
A
Time /s
Figure 1.5
(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)?
[1]
(c) Name the process taking place at part DE of the heating curve.
[1]
2 This question is about bromine and compounds of bromine.
(a) Use the kinetic particle model to describe the arrangement and type of motion of the molecules in:
•
liquid bromine
•
bromine gas
[4]
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(b) The graph shows how the volume of bromine gas changes with temperature. The pressure is kept constant.
Volume of
bromine gas
Temperature
Figure 1.6
Describe how the volume of the bromine gas changes with temperature.
[1]
[Cambridge IGCSE Chemistry (0620) Paper 32 Q4a, b, May/Jun 2019]
States of Matter
IGCSE Chem TWB C01.indd 7
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Chapter 1
SH
3 Carbon dioxide is a colourless gas at room temperature. It freezes and forms solid carbon dioxide at a low temperature.
(a) Compare the movement and arrangement of the particles of carbon dioxide in the solid and gaseous forms.
(b)
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sealed container contains carbon dioxide gas. The pressure of the gas is due to the gas particles hitting the
A
wall of the container. Use the kinetic theory to explain why the pressure inside the container increases when the
temperature is increased.
[2]
4 Table 1.2 shows the rate of diffusion of nitrogen and chlorine at room temperature.
Table 1.2
Gas
Relative molecular mass
Nitrogen
28
Chlorine
71
(a) What is diffusion?
(b)
[1]
Which gas, nitrogen or chlorine, diffuses more quickly? Explain your answer.
(c)
[2]
Explain, using kinetic particle theory, why the rate of diffusion of nitrogen would be higher with increasing temperature.
[1]
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IGCSE Chem TWB C01.indd 8
States of Matter
30/03/21 6:17 pm
Chapter 1
Exercise 1F
Let’s Reflect
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Reflect on your learning achievements for each section in Chapter 1. Look back at the concepts taught in the Student’s Book.
Check how you have fared in answering the questions in the Student’s Book and the Theory Workbook. Then complete the
Chapter Journal.
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Chapter Journal
Confident
C
V
t
t
No dent
fi
on
➔ If you are not confident or only somewhat confident, go
back to the Student’s Book and revise this chapter.
Somewhat
Confery
i de
n
ate your confidence level for your understanding of this chapter.
1 R
Draw a pointer on the confidence meter to show your confidence level.
2 What questions do you still have about the concepts taught in this chapter? Write them, if any, in the space provided.
1.1 States of Matter
1.2 Kinetic Particle Theory
1.3 Changes of State of Matter
and the Kinetic Particle
Theory
1.4 Effects of Temperature and
Pressure on the Volume
of a Gas
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1.5 Diffusion
➔ If you have written any questions, show them to someone such as your teacher who can help you.
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3 What other thoughts do you have about learning this chapter?
➔ Reflect on your thoughts and share them with your teacher or classmates.
States of Matter
IGCSE Chem TWB C01.indd 9
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30/03/21 6:17 pm
Chemistry
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Cambridge IGCSETM
For over 60 years Marshall Cavendish Education has been
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We nurture world-ready global citizens by equipping students
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The Marshall Cavendish Education Cambridge IGCSETM Chemistry series is
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translates insights from educational psychology classic “How People Learn”
into highly effective learner-centred classroom practices.
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
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
which are intended to foster subject literacy. A STEAM project offers the opportunity for group work, to
encourage critical thinking and inquiry-based knowledge building.
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✓ Provides learner support for the Cambridge
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