Cambridge IGCSETM

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Cambridge
For over 60 years Marshall Cavendish Education has been

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empowering educators and students in over 80 countries with
high-quality, research-based, Pre-K-12 educational solutions.
We nurture world-ready global citizens by equipping students

IGCSE

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with crucial 21st century skills through our resources for schools

Chemistry
and education centres worldwide, including Cambridge schools, TM

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catering to national and international curricula.

Chemistry
The Marshall Cavendish Education Cambridge IGCSETM Chemistry series is

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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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A
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

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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

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which are intended to foster subject literacy. A STEAM project offers the opportunity for group work, to

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encourage critical thinking and inquiry-based knowledge building.

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THEORY

THEORY WORKBOOK
This resource is endorsed by Series architecture WORKBOOK
Cambridge Assessment International Education • Student’s Book

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✓ Provides learner support for the Cambridge • Theory Workbook
IGCSE and IGCSE (9–1) Chemistry syllabuses

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• Practical Workbook
(0620/0971) for examination from 2023
• Teacher’s Guide

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✓ Has passed Cambridge International’s rigorous • e-book
quality-assurance process

✓ Developed by subject experts

✓ For Cambridge schools worldwide
Sian Orchard
Richard McGrory
ISBN 978-981-4927-95-6

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 How to Use This Book
For further learner support, alongside the Student’s Book, the Theory Workbook offers a range of exercises to reinforce and

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consolidate key terms and concepts learnt from each chapter.

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.

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Formative Exercises

1
CHAPTER
These exercises are meant to evaluate how well you are learning
States of Matter

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each section in a chapter.

The questions in the exercises are set using a variety of formats,

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States of Matter
which include word searches, crosswords, fill-in-the-blanks, Exercise 1A
Kinetic Particle Theory

completing sentences, matching and labelling. They are intended 1 Fill in the blanks in the sentences given. Find and draw a
circle around the answers in the puzzle.
X L R D R P R S I L U N R
Z C P A E F U L A O K P M
to help build your subject literacy and boost your confidence in (a) Gases have a low . V Q B Y N N J E K W N T C
I H T Z Y D S Z S M S W Y
using English to understand and respond to science questions. For (b) In a solid, the particles are
together. B T E F T D O I C L O S E
R I N A H G P M T V L B I
example, word searches can help to increase your familiarity with
SA C CA
key words, and reinforce and improve spelling of those words.
(c) We can
particles are far

(d) The particles of gases have high

(e) In a

(f) In a
gases easily as the

, the particles are close

together but can move freely.
.

, the particles are held in fixed

A
T
E
J
U
M
R
E
X
P
A
Z
D
E
E
R
G
Y
T
S
G
S
T
H
C
O
R
U
O
U
T
O
A
T
L
A

A
S
L

P
J
A
Q
I
P
A
J
R
M
A
Q
Q
R
R

O
P
H
U
E
T
O
Z
Y
N
I
S
R
V
S
I
D
D
S
M W
I
B
P
X
P
Q

N
R
L
O
Q
G
S
G
D
positions and are arranged in a
Chapter 7
arrangement.

(g) In a solid, the particles are not freely. They about their fixed positions.
Exercise 7F Exam-style Questions
Supplement content is clearly (h) The particles of gases move in directions.
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1 2 Draw lines to match the particle model to the state of matter.
A Figure 7.4 shows a set-up used to electrolyse molten lithium bromide.
marked for those studying (a) (b) (c)

the extended syllabus.

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molten lithium bromide

A

Figure 7.4 Liquid Solid Gas

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(a) Name the ions present in molten lithium bromide.

[2] States of Matter 1

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(b) Predict the products formed at the cathode and anode.

Cathode: [1]
Chapter 9
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. (d) The electrodes are made of graphite. Suggest why.
60
R

S
50 [1]
R
40 (e) Identify the products obtained at the anode and the cathode if the electrolyte is changed to dilute aqueous lithium
Volume of bromide.
carbon dioxide 30 Q
gas / cm3
A

20
[2]
10
P
0
0 10 20 30 40 50 60 70 80 90
Time / s
M

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.

Exam-style Questions
Each chapter includes an exercise consisting of exam-style
mass of calcium carbonate = g [1]
questions that are written by the author and/or taken from
(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. Cambridge IGCSE past papers.
• Using larger pieces of calcium carbonate. All other conditions are kept the same.
The questions serve as a summative assessment to evaluate what
[Cambridge IGCSE Chemistry (0620) Paper 32 Q3a, Oct/Nov 2019]
[2]
you have learnt. They also help you to be familiar with the format
88 Rate of Reaction
of the questions in the exam.

How to Use This Book iii

Chem_TWB_Prelims_1pf_qualibre.indd 3 31/03/21 9:15 am

 Chapter 6 Let’s Reflect
This exercise is included at the end of each chapter to

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Let ’s Reflect Book.
help you identify knowledge gaps. It is designed for you
Exercise 6I ht in the Student’s
the concepts taug Then complete the

learn ing achi evem

ion in Chapter
6. Look back at
ents for each sect in the Student’s Book and the
tions
Theory Workboo
k.
to pause and reflect on your learning experience by
Reflect on your ering the ques
Check how you
Chapter Journal.
have fared in answ
evaluating your understanding of the concepts taught and
Chapter Journa
l Som
ewhat
fdent
completing the Chapter Journal.
Con Co
g of this chapter.
your understandin

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level.

No dent
your confidence

nt
idence level for

n
Conf ry

f
The use of a confidence meter to rate your level of

t
de
1 Rate your conf ce meter to show

Ve
on the confiden
Draw a pointer
at conf iden t, go
somewh
confident or only ter.
➔ If you are not
back to the Stud
ent’s Book and
revise this chap

, if any, in the spac

e provided.
confidence is a simple tool for you to recognise your level
e them
this chapter? Writ

2 What ques
tion s do you still have
about the conc
epts taught in
of understanding of a chapter.

PL IO N
ic Mass, Relative
6.1 Relative Atom
s and Relative
Molecular Mas
Formula Mass To make your self-reflection visible to yourself and others,
Molar Mass
6.2 The Mole and
of Gases
you can pose new questions about the key areas of the

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6.3 Molar Volume

6.4 Chemical Calc

ulations chapter that you are still unsure. You are also encouraged
6.5 The Concent
a Solu tion
ration of
to write down your personal thoughts about the chapter.
Molecular
6.6 Empirical and
Formulae
ge
Yield, Percenta
6.7 Perc enta ge
Composition and
Purity
Percentage From what you have reflected, you can then address any
you.
her who can help
to someone such as your teac
areas that require a follow-up. For example, you may revise
➔ If you have writt

3 What othe
r thou
en any ques

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ghts do you have
tions, show them

about learning
this chapter?
the chapter on your own or ask your teacher to further
explain a concept or correct a misconception.

Quotable quote on the importance of reflection:

or classmates.
with your teacher
thoughts and share them
➔ Reflect on your
“We do not learn from experience... we learn from
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59
The Mole
reflecting on experience.” – John Dewey
A
ED LA
U

STEAM Project
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(*Beyond syllab
us)

Product Devel
opment in the
Cosmetic Ind
ustry: The Bath
Fizzer
R

STEAM Project (*Beyond syllabus)

At the end of the Theory Workbook, there is a
A

STEAM project for you and your classmates to

undertake. STEAM stands for Science, Technology, The cosmetic indu
improve our appe
stry makes and
distr
arance. Some exam ibutes cosmetic products. Cosm
The United State etics are substanc
Engineering, the Arts and Mathematics. This project s of America is ples of cosmetics
are soaps, sham es applied on the
M

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.
allows you to work on a real-world application Skill — Desig
ning a Product
by using concepts across different areas that are How are new prod
development proc
ucts in the cosm
etic industry deve
ess used in the loped to suit the
interrelated. It helps to reinforce 21st century industry (Figure
1).
needs of the user
s? You may follow the simp
lified product

skills such as critical thinking, collaboration, Doing a

marketing
Formulation
brief Developing a
communication, problem-solving and creativity. prototype

The STEAM project also provides you with the Product

opportunity to develop as a confident, responsible, validation Quality control

Packaging

reflective, innovative and engaged learner. Find Figure 1 Simplifi

ed product deve
lopment process

out more about the Cambridge Learner attributes In this project,

you will be in deve
a bath fizzer (Figu loping your own
at https://www.cambridgeinternational.org/why- re 2). cosmetic prod
uct,

choose-us/parents-and-students/in-class/the- 200
STEAM Project
Figure 2 Bath fi
zzers have a varie
and come in vario
us shapes and ty of scents
colours.

cambridge-learner-attributes/ or check the syllabus.

iv How to Use This Book

Chem_TWB_Prelims_1pf_qualibre.indd 4 31/03/21 9:15 am

 Contents
HOW TO USE THIS BOOK iii Exercise 6D Chemical Calculations 50

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COMMAND WORDS USED IN QUESTIONS vii Exercise 6E The Concentration of a Solution 52
THE PERIODIC TABLE OF ELEMENTS viii Exercise 6F Empirical and Molecular Formulae 54
1 States of Matter 1 Exercise 6G Percentage Yield, Percentage
Exercise 1A States of Matter Composition and Percentage Purity 55

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Kinetic Particle Theory 1 Exercise 6H Exam-style Questions 56
Exercise 1B Changes of State of Matter and Exercise 6I Let’s Reflect 59
the Kinetic Particle Theory 2

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7 Electrochemistry 60
Exercise 1C Effects of Temperature and Pressure Exercise 7A Introducing Electrolysis 60
on the Volume of a Gas 5

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Exercise 7B Electrolysis of Molten Ionic Compounds 61
Exercise 1D Diffusion 5
Exercise 7C Electrolysis of Aqueous Solutions of
Exercise 1E Exam-style Questions 7 Compounds 62
Exercise 1F Let’s Reflect 9 Exercise 7D Industrial Applications of Electrolysis 65
2

Exercise 2B Mixtures
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Elements, Compounds and Mixtures
Exercise 2A Elements and Compounds
10
10
13
Exercise 7E Hydrogen–Oxygen Fuel Cells
Exercise 7F Exam-style Questions
Exercise 7G Let’s Reflect
66
67
69
Exercise 2C Exam-style Questions 15 8 Energy Changes 70
Exercise 2D Let’s Reflect 17 Exercise 8A Exothermic and Endothermic Reactions 70
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3 Atomic Structure 18
A
Exercise 8B Reaction Pathway Diagrams 72
Exercise 3A What Are Inside Atoms? 18 Exercise 8C Activation Energy 73
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Exercise 3B The Proton Number and Nucleon Number 19 Exercise 8D Bond Breaking and Bond Making 73
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Exercise 3C Arrangement of Electrons in Atoms 21 Exercise 8E Exam-style Questions 75

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Exercise 3D Isotopes 22 Exercise 8F Let’s Reflect 77

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Exercise 3E Exam-style Questions 25 9 Rate of Reaction 78

Exercise 3F Let’s Reflect 27 Exercise 9A Physical and Chemical Changes 78
4 Ionic, Covalent and Metallic Bonding 28 Exercise 9B Factors Affecting the Rate of Reaction 79
Exercise 4A Ionic Bonding 28 Exercise 9C Investigating the Rate of
R

Exercise 4B Covalent Bonding and Simple Molecules 30 Reaction in the Laboratory 79

Exercise 4C Giant Covalent Structures 33 Exercise 9D The Collision Theory 81
A

Exercise 4D Metallic Bonding 34 Exercise 9E Exam-style Questions 86

Exercise 4E Exam-style Questions 36 Exercise 9F Let’s Reflect 89
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Exercise 4F Let’s Reflect 38 10 Reversible Reactions and Equilibrium 90

5 Chemical Formulae and Equations 39 Exercise 10A Reversible Reactions 90
Exercise 5A Chemical Formulae 39 Exercise 10B Manufacturing Ammonia
Exercise 5B Chemical Equations 41 by the Haber Process 92
Exercise 5C Exam-style Questions 43 Exercise 10C Manufacturing Sulfur Trioxide
by the Contact Process 94
Exercise 5D Let’s Reflect 46
Exercise 10D Exam-style Questions 95
6 The Mole 47
Exercise 10E Let’s Reflect 96
Exercise 6A Relative Atomic Mass, Relative Molecular
Mass and Relative Formula Mass 47 11 Oxidation and Reduction 97
Exercise 6B The Mole and Molar Mass 49 Exercise 11A Oxidation and Reduction as Gain or
Loss of Oxygen 97
Exercise 6C Molar Volume of Gases 49

Contents v

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 Exercise 11B Oxidation and Reduction as Gain or 16 An Introduction to Organic Chemistry 152
Loss of Electrons 97 Exercise 16A Formulae, Functional Groups
Exercise 11C Oxidation Numbers 98 and Terminology 152
Exercise 11D Oxidation Agents and Exercise 16B Structural Formulae and
Reducing Agents 101 Structural Isomers 153

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Exercise 11E Exam-style Questions 102 Exercise 16C Naming Organic Compounds 155
Exercise 11F Let’s Reflect 104 Exercise 16D Fossil Fuels 156
12 Acids, Bases and Salts 105 Exercise 16E Exam-style Questions 157
Exercise 12A Acids 105 Exercise 16F Let’s Reflect 160

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Exercise 12B Bases and Alkalis 106 17 Alkanes and Alkenes 161
Exercise 12C Strength of Acids Exercise 17A Alkanes 161
The pH Scale 107 Exercise 17B Chemical Properties of Alkanes 162

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Exercise 12D Oxides 110 Exercise 17C Substitution Reactions of Alkanes 163
Exercise 12E Salts Exercise 17D Alkenes 164

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Preparation of Salts 111 Exercise 17E Producing Alkenes by Cracking 165
Exercise 12F Exam-style Questions 113 Exercise 17F Chemical Properties of Alkenes 166
Exercise 12G Let’s Reflect 115 Exercise 17G Exam-style Questions 167
13 The Periodic Table 116
SA C CA
Exercise 13A How Are Elements Arranged in
the Periodic Table? 116
Exercise 17H Let’s Reflect
18 Alcohols and Carboxylic Acids
Exercise 18A Alcohols
170
171
171
Exercise 13B Periodic Trends 117
Exercise 18B Properties and Uses of Alcohols 173
Exercise 13C Group I Elements 118
Exercise 18C Carboxylic Acids 174
Exercise 13D Group VII Elements 119
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Exercise 18D Producing Ethanoic Acid 175
A
Exercise 13E Transition Elements 121
Exercise 18E Esters 175
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Exercise 13F Noble Gases 122

Exercise 18F Exam-style Questions 177
Exercise 13G Exam-style Questions 122
Exercise 18G Let’s Reflect 179
A

Exercise 13H Let’s Reflect 125

19 Polymers 180
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14 Metals 126
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Exercise 19A Polymers

Exercise 14A Metals and Their Properties 126 Addition Polymerisation 180
Exercise 14B Uses of Metals 128 Exercise 19B Condensation Polymerisation 181
Exercise 14C Alloys and Their Properties 129 Exercise 19C Plastics and Pollution 183
Exercise 14D Reactivity Series 130
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Exercise 19D Natural Polymers 184

Exercise 14E Corrosion of Metals 132 Exercise 19E Exam-style Questions 185
Exercise 14F Extraction of Metals 133
A

Exercise 19F Let’s Reflect 187

Exercise 14G Exam-style Questions 134 20 Experimental Techniques and
Exercise 14H Let’s Reflect 137 Chemical Analysis 188
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15 Chemistry of the Environment 138 Exercise 20A Experimental Design 188

Exercise 15A Water in Practical Chemistry 138 Exercise 20B Common Terms Used in Experiments 190
Exercise 15B Water from Natural Sources 139 Exercise 20C Acid-Base Titrations 190
Exercise 15C Purification of the Domestic Water Supply 140 Exercise 20D Chromatography 191
Exercise 15D Fertilisers 141 Exercise 20E Separation and Purification 192
Exercise 15E Composition of Air 142 Exercise 20F Identification of Ions and Gases 194
Exercise 15F Air Pollution 143 Exercise 20G Exam-style Questions 196
Exercise 15G Global Warming 145 Exercise 20H Let’s Reflect 199
Exercise 15H Reducing Air Pollution 146
STEAM Project 200
Exercise 15I Exam-style Questions 147
Exercise 15J Let’s Reflect 151

vi Contents

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 1
CHAPTER

States of Matter

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States of Matter
Exercise 1A
Kinetic Particle Theory

PL IO N
1 Fill in the blanks in the sentences given. Find and draw a
X L R D R P R S I L U N R

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circle around the answers in the puzzle.
Z C P A E F U L A O K P M
(a) Gases have a low . V Q B Y N N J E K W N T C
I H T Z Y D S Z S M S W Y

together.

(c) We can
SA C CA
(b) In a solid, the particles are

gases easily as the

B
R
T
I
E
N
F
A
T
H
D
G
O
P M
I C
T
L
V
O
L
S
B
E
I
A E E S O A A A P Y I P L
particles are far . T X R T U S Q Q H N D X O
L
A
(d) The particles of gases have high . E P G H T L I Q U I D P Q
J A Y C O M P R E S S Q G
ED L

(e) In a , the particles are close

together but can move freely. U Z T O A P A R T R M W S
A

M D S R T J J M O V I N G
U

(f) In a , the particles are held in fixed

R E G U L A R O Z S B R D
SH

positions and are arranged in a

arrangement.

(g) In a solid, the particles are not freely. They about their fixed positions.
R

(h) The particles of gases move in directions.

A

2 Draw lines to match the particle model to the state of matter.

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(a) (b) (c)

Liquid Solid Gas

States of Matter 1

IGCSE Chem TWB C01.indd 1 30/03/21 6:17 pm

 Chapter 1

3 Complete the table showing the properties of solids, liquids and gases.

Solid Liquid Gas

How close are the
Very close together
particles?

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How are the particles
Irregular arrangement
arranged?
How do the particles Move very fast in any
move? direction

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Is the energy of the
Very low
particles low or high?

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4 Complete the Venn diagram by writing the letters, A to I, to show the properties of solids, liquids and gases.

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A: Can flow
Solids
B: Cannot be compressed
C: Definite shape
D: Definite volume SA C CA
E: Made up of particles
F: Particles are close together
Gases Liquids
G: Particles move randomly
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A
H: Particles vibrate in fixed positions
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I: Particles are far apart

A
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Exercise 1B Changes of State of Matter and the Kinetic Particle Theory

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1 Name the changes of state in (c) to (f). (a) and (b) have been done for you.

(a) Deposition
R

Solids
(b) Sublimation
A

(a) (d)
(c)
(b) (c)
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(d)
(e)
Gases Liquids (e)
(f) (f)

2 State three differences between boiling and evaporation.

2 States of Matter

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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.

(a) This is known as melting

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(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
changed to a liquid.

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(d) This is known as evaporation.

(e) The particles at the surface eventually gain enough energy to overcome the forces of attraction between

PL IO N
them and escape as gas particles.

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(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
SA C CA
Figure 1.1 shows a heating curve for substance X.

Temperature / °C
F

D
E
L
A
ED L

B
C
A

A Time / min
U
SH

Figure 1.1

(a) Which state of matter is X in at (b) Name the process that occurs from
(i) part A; (i) parts B to C;
(ii) part F? (ii) parts D to E.
R

(c) What is happening to the particles in X from parts C to D?

A
M

(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 3

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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.

The results are shown in Table 1.1.

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Table 1.1

Time / s 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

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Temperature / °C 65 63 61 59 57 55 53 51 49 49

(a)
Plot a graph of temperature against time.

PL IO N
M T VE
SA C CA
L
A
ED LA
U
SH
R
A
M

(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.

4 States of Matter

IGCSE Chem TWB C01.indd 4 30/03/21 6:17 pm

 Chapter 1

Exercise 1C Effects of Temperature and Pressure on the Volume of a Gas

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.

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Changes in the volume of a gas
when temperature increases when pressure increases
A Decreases Decreases

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B Decreases Increases
C Increases Decreases
D Increases Increases ( )

PL IO N
2 Three gases in sealed round-bottomed flasks were placed in water-baths of different temperatures (Figure 1.2).

M T VE
pressure gauge

gas

water
SA C CA flask A flask B flask C

beaker
L
hot plate hot plate (turned hot plate (turned
A
(not turned on) on at low heat) on at high heat)
ED L

Figure 1.2
A

Explain, using kinetic particle theory, why the gas in flask A has the lowest pressure.
U
SH
R
A

Exercise 1D Diffusion
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1 Fill in the blanks in the sentence. Each term can be used once, more than once or not at all.

random collision gas particles energy lower higher

Diffusion is the movement of (a) in a liquid or a (b) as they move from

a region of (c) concentration to a region of (d) concentration.

States of Matter 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 white ring of cotton wool soaked

in concentrated ammonium chloride in concentrated

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ammonia solution hydrochloric acid

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PL IO N
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Figure 1.3

Which statement explains why the white ring was formed nearer the end with hydrogen chloride?

C
SA C CA
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.
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. ( )
L
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.
A
Figure 1.4 shows the gas jars before and after the glass plate was removed.
ED LA
U
SH

air
R

bromine vapour
A
M

Before glass plate After glass plate

was removed was removed

Figure 1.4

Explain, using kinetic particle theory, the colour inside the gas jars after the glass plate was removed.

6 States of Matter

IGCSE Chem TWB C01.indd 6 30/03/21 6:17 pm

 Chapter 1

Exercise 1E Exam-style Questions

1 Figure 1.5 shows the heating curve of substance X.

Temperature / °C

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F

D
80 E

E N DI
PL IO N
B
15 C

M T VE
A Time /s

Figure 1.5

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

SA C CA
(b) Is substance X a solid, a liquid or a gas at room temperature (25°C)?
[1]

[1]

(c) Name the process taking place at part DE of the heating curve. [1]
L
2 This question is about bromine and compounds of bromine.
A
(a) Use the kinetic particle model to describe the arrangement and type of motion of the molecules in:
ED L

• liquid bromine
A
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•
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bromine gas

[4]

(b) The graph shows how the volume of bromine gas changes with temperature. The pressure is kept constant.
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A

Volume of
bromine gas
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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 7

IGCSE Chem TWB C01.indd 7 30/03/21 6:17 pm

 Chapter 1

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.

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[3]

(b) A sealed container contains carbon dioxide gas. The pressure of the gas is due to the gas particles hitting the
wall of the container. Use the kinetic theory to explain why the pressure inside the container increases when the

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temperature is increased.

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[2]

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4 Table 1.2 shows the rate of diffusion of nitrogen and chlorine at room temperature.

Table 1.2

Gas Relative molecular mass

Nitrogen
Chlorine
SA C CA 28
71

(a)
What is diffusion?

[1]
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A
(b) Which gas, nitrogen or chlorine, diffuses more quickly? Explain your answer.
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[2]
U

SH

(c) Explain, using kinetic particle theory, why the rate of diffusion of nitrogen would be higher with increasing temperature.

[1]
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A
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8 States of Matter

IGCSE Chem TWB C01.indd 8 30/03/21 6:17 pm

 Chapter 1

Exercise 1F Let’s Reflect

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

SH
Chapter Journal.

Chapter Journal

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Somewhat
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 ate your confidence level for your understanding of this chapter.
Confident
Draw a pointer on the confidence meter to show your confidence level. t C

n
Confery

on
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No dent
i de

fi
V

t
➔ If you are not confident or only somewhat confident, go
back to the Student’s Book and revise this chapter.

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2 What questions do you still have about the concepts taught in this chapter? Write them, if any, in the space provided.

SA C CA
1.1 States of Matter

1.2 Kinetic Particle Theory

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A
1.3 Changes of State of Matter
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and the Kinetic Particle

Theory
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1.4 Effects of Temperature and

Pressure on the Volume
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of a Gas

1.5 Diffusion
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➔ If you have written any questions, show them to someone such as your teacher who can help you.

3 What other thoughts do you have about learning this chapter?

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➔ Reflect on your thoughts and share them with your teacher or classmates.

States of Matter 9

IGCSE Chem TWB C01.indd 9 30/03/21 6:17 pm

 Cambridge IGCSETM
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Cambridge
For over 60 years Marshall Cavendish Education has been

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empowering educators and students in over 80 countries with
high-quality, research-based, Pre-K-12 educational solutions.
We nurture world-ready global citizens by equipping students

IGCSE
PL IO N
with crucial 21st century skills through our resources for schools

Chemistry
and education centres worldwide, including Cambridge schools, TM

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catering to national and international curricula.

Chemistry
The Marshall Cavendish Education Cambridge IGCSETM Chemistry series is
SA C CA
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.
L
A
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
ED L

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
A

which are intended to foster subject literacy. A STEAM project offers the opportunity for group work, to
U

encourage critical thinking and inquiry-based knowledge building.

SH

THEORY

THEORY WORKBOOK
This resource is endorsed by Series architecture WORKBOOK
Cambridge Assessment International Education • Student’s Book
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✓ Provides learner support for the Cambridge • Theory Workbook

IGCSE and IGCSE (9–1) Chemistry syllabuses
A

• Practical Workbook
(0620/0971) for examination from 2023
• Teacher’s Guide
M

✓ Has passed Cambridge International’s rigorous • e-book

quality-assurance process

✓ Developed by subject experts

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Sian Orchard
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ISBN 978-981-4927-95-6

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