Reinforcement Task Unit : Density
1. A shiny cubic block has sides that are 3 cm long. The mass of the cube is 81 [Link] the volume
and density of the cube.
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If this cube floats in mercury (density = 13.6 g/cm³), explain why.
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2. A student places an oddly shaped rock in a graduated cylinder containing 50 mL of water. The water level
rises to 72 mL. The rock has a mass of 66 [Link] is the volume of the rock? Calculate the density of the
rock.
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Would this rock float or sink in water (density = 1 g/cm³)? Explain your answer.
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3. A student measures out 25 ml of a mysterious blue liquid. The mass of this liquid is 20 [Link] the
density of the blue liquid. If you place a piece of wood (density = 0.8 g/cm³) in this liquid, will it float or sink?
Explain your reasoning.
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4. If you had three liquids with these densities:
- Liquid A: 0.8 g/cm - Liquid B: 1.2 g/cm³ - Liquid C: 1.5 g/cm³
What would happen if you poured all three into the same container? Explain your answer and draw your
prediction.
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5. A student wishes to find the volume of a piece of wood of irregular shape. Her
experiment requires the use of a small brass object of mass 200 g.
(a) Calculate the volume of the brass object. The density of brass is 8.4g/ cm3.
volume = ...........................................................
b. The student placed the piece of wood in water and it did not sink. Give a scientific reason to
explain why didn’t the piece of wood sink in water.
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c. Describe what the student does to find the volume of the piece of wood, stating the
measurements that she makes and any calculations required.
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Reinforcement Task Unit : Energy
1. Figure 1.1 shows a cross section of a pan on a stove. The pan contains soup being heated. The base
of the pan is made of metal
a. Explain how the metal base of the pan helps in heating the soup.
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b. The handle of the pan is made of plastic. Explain why plastic is used for the handle instead of metal.
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c. The soup is stirred with a metal spoon. After some time, the spoon becomes hot. Explain how thermal energy
is transferred through the spoon.
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2. a. State the Law of Conservation of Energy.
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b. Explain how energy transfer through:
1. Conduction
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3. A student designs a device to transfer thermal energy from a hot surface to water using metal pipes.
Fig. 1.2 shows the device.
Fig. 1.2 has following characteristics:
● Tank A contains cold water
● Water flows through black metal pipes placed on a metal sheet heated by the Sun
● The warmed water collects in Tank B
● Thermometers measure the temperature in both tanks
a. The pipes are painted black. Explain why black pipes are used in this device.
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b. The pipes are made of metal. Explain why metal is a suitable material for the pipes.
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c. The device is placed in sunlight. Explain how energy from the Sun causes the temperature of water in Tank B to
rise.
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Reinforcement Task Unit : Electrical circuits
Q1: Write Symbols for the following electrical components.
Electrical Component Symbols.
Lamp
Cell
Switch (Opened)
Switch (Closed)
Two cells
Connecting wire
Voltmeter
Ammeter
Q2: Differentiate between a series and parallel circuit.
Q3: Draw a series and parallel circuit each consisting of the following components, and show the pathway
of current:
I. Three bulbs
II. Two Batteries
III. A closed switch
Q3: Describe the following terms, state their units and the device used to measure them.
Term Description Units Device used
for
measurement
Current
Voltage
Q4: State the effect of following factors on the brightness of bulbs attached in series.
Factors Brightness of bulbs
Current
Voltage
Q1. Fig 1.3 shows a simple circuit:
Fig 1.3
a. Calculate the total resistance of the two resistors in the circuit.
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b. Calculate the reading on the voltmeter. Show clearly how you work out your answer.
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c. The current in a lamp is 0.70 A when the potential difference (p.d.) across the lamp is 5.0 V.
Calculate the resistance of the lamp. Include the unit.
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2. Take a look at the circuit diagram of an experiment where a student attempted to determine the resistance of an
unknown resistor, but made three errors in the process. Identify the three mistakes that the student made and how
each can be fixed or corrected.
Write the three mistakes that the student made and how each can be fixed or corrected.
Mistake Correction
Reinforcement Task Unit : Reflection and Refraction
1. Match the following terms to their descriptions:
Wavelength: Number of waves that pass a specific point in one second . Unit: Hertz
Frequency: when light passes through a transparent medium like glass or water it changes direction.
Amplitude: Distance between two consecutive peaks of a wave.
Reflection: height of a wave. It controls the brightness or intensity of light. Higher amplitude produces
bright light.
bouncing off of light from a surface which changes its direction.
Refraction:
2. List the names of colors in sequence which can be seen when white light passes through the prism.
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3. Amna is looking at herself in a plane mirror.
(i) What are the characteristics of a plane mirror?
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(ii) What will be the properties of the image formed?
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4. A science club is designing different devices that use curved mirrors to solve real-world problems. They test
four designs:
● Device A uses a curved mirror to focus sunlight on a metal plate to boil water.
● Device B uses a curved mirror and a lens system to observe bacteria on a glass slide.
● Device C uses a concave mirror to gather light from distant stars and direct it into an eyepiece.
● Device D uses a curved mirror to direct a strong beam of light onto a dark road.
a. Which device is most likely a solar cooker? Give a reason for your answer.
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b. Which device is similar to a microscope? Explain how the mirror helps.
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c. Explain how a concave mirror helps Device C gather light from distant objects.
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d. Device D is tested at night. Explain why a curved mirror is better than a flat mirror for this device.
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A student shines a torch on different surfaces to observe how light reflects. The surfaces include:
● Surface A – a smooth mirror
● Surface B – a piece of rough cardboard
● Surface C – a still water surface
● Surface D – crumpled aluminum foil
The student notices that she can see a clear image only on Surface A and Surface C.
a. Which type of reflection occurs on Surface A? Explain your answer.
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b. Why is no clear image seen on Surface B, even though it reflects light?
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c. Explain how reflection helps us see objects.
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d. The student says, “We can see our face in still water, but not in rough paper.” Use the idea of surface smoothness
and reflection to explain this.
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Reinforcement Task Unit :Nervous system
1. Amina, a student, is preparing a science project presentation.
● She reads scientific articles and takes notes from a textbook.
● She organizes data in a table and writes a report.
● She also designs a colorful poster to make her project visually appealing and adds drawings to explain
complex ideas.
● During the presentation, she speaks confidently and answers questions creatively.
a. Which hemisphere of her brain is helping her with drawing, creativity, and visual design?
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b. Which hemisphere is involved in reading, writing, and organizing the data?
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2. Read the following passage and match each action to the correct part of the brain in Table given below: .
Zara is riding her bicycle in the park. As she pedals, she keeps her balance on the curved path and avoids
hitting bumps. She also talks to her friend while noticing the beautiful trees around her. Suddenly, she sees a
dog crossing and presses the brakes quickly.
Part of brain Action performed
Cerebrum
Medulla Oblongata
Cerebellum
3. Ali accidentally touches a hot iron while ironing his shirt.
Without thinking, he immediately pulls his hand away. A moment later, he feels the pain and realizes what
happened.
a. What type of action is Ali’s response to touching the hot iron?
b. Why is this action important for the body’s protection?
Reinforcement Task Unit :Displacement reactions and Preparing
Common Salts
Complete the following word equations:
1) Potassium + Water —> ______________________ + _____________________
2) Magnesium + Water —> ______________________ + _____________________
3) Iron + Copper sulphate —> ______________________ + ____________________
4) Copper + Silver sulphate —> ______________________ + ____________________
5) Silver + Gold nitrate —> ______________________ + _____________________
6) Zinc + Copper sulphate —> ______________________ + _____________________
7) Magnesium + Copper sulphate —> ______________________ + _______________
8) Magnesium + sulfuric acid —> ______________________ + _________________
9) Zinc + hydrochloric acid —> ______________________ + ____________________
10)Calcium + nitric acid —> ______________________ + _____________________
11)Aluminium + iron oxide —> ______________________ + ___________________
12)Hydrochloric acid + sodium bicarbonate —> ______________________ + ____
List the elements based on their reactivity:
Element Symbol
Potassium
Gold
When a metal reacts with an acid, it produces __________ and __________. A reaction between a metal carbonate
and an acid produces __________, __________, and __________. The process used to separate a solid from a
liquid in a mixture is called __________. Calcium chloride is used for __________ and __________. Zinc sulfate
main uses are __________ and __________. A crystal can be described as __________. The crystallization
process for copper sulfate involves __________ and __________.
. Dilute sulphuric acid is used to make salts known as sulphates. A method consisting of three
steps; is used to make zinc sulphate from zinc carbonate. [3 marks]
● Step 1: Add an excess of zinc carbonate to dilute sulphuric acid until the reaction is complete.
● Step 2: Filter the mixture.
● Step 3: Heat the filtrate until a saturated solution forms, then allow it to crystallise.
(a) Give a scientific reason as to why it is important to add an excess of zinc carbonate in step 1.
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(b) Why is it necessary to heat the filtrate in Step 3 before allowing it to crystallise?
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