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Transcript 
13+ Scholarship Examinations 2015
SCIENCE
1 hour 50 minutes
Contained in this package are the Physics, Chemistry and Biology sections.
You are to do FIVE questions in total. Each question is worth 20 marks.
You must select one question from EACH section.
You have a free choice for the further two questions.
Write your name on the front section of every section booklet and circle the questions
attempted.
You have 10 minutes to read through the question papers before writing.
You will need a calculator and a ruler.
Name _______________________________
The King’s School Canterbury
Science Scholarship Paper 2015
Biology Section
Remember, you must do at least one of the questions in this
section.
Circle the question(s) you have attempted.
Question
1
2
3
Mark
1. (a) A student investigated the effect of light intensity on leaf size. The student collected
25 leaves from bramble plants at two different sites. One of the sites was a woodland with
low light levels and the other, a woodland with high light levels.
The student found the average surface area of the leaves from each of these sites and the
results are shown below.
(i) Describe and explain the effect of light intensity on leaf surface area.
(3)
………………………………………………………………………………………………………………….............
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(ii) Suggest two variables the student should keep constant to help make this
investigation a fair test.
(2)
………………………………………………………………………………………………………………….............
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………………………………………………………………………………………………………………….............
(b) For each leaf, the student traced around its edge onto graph paper and then counted
up the squares to find the surface area.
(i) Suggest one possible inaccuracy in using this method to find the surface area.
(1)
………………………………………………………………………………………………………………….............
………………………………………………………………………………………………………………….............
(ii) He could have measured the maximum length and maximum width of the leaf and
multiplied them together to find the area. Suggest why this method would lead
to an overestimate of the surface area.
(2)
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(c) In a second investigation the primary consumers (aphids), secondary consumers
(ladybirds) and tertiary consumers (blackbirds) on a bramble plant were recorded.
(i) In the space below, draw this food chain for the bramble plant.
(1)
(ii) Explain the changes in the ladybird and blackbird populations if the number of
aphids decrease.
(2)
………………………………………………………………………………………………………………….............
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………………………………………………………………………………………………………………….............
(iii) The sap that the aphids suck contains sugar, and amino acids (the building blocks of
protein). Suggest why the aphids need sugar (e.g. glucose) and protein.
(2)
Sugar: ………………….………………………………………………………………….............
Protein: ………….……………………………………………………………………….............
(d) The photograph below shows the flowers and fruits of the bramble plant.
(i) Suggest why the flowers are white and yellow.
(2)
………………………………………………………………………………………………………………….............
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(ii) The ripe fruits are designed so that animals will eat them and may deposit the seeds on
the ground distant from the parent plant. This reduces competition between the parent
and offspring.
Suggest two factors that plants compete for.
(2)
………………………………………………………………………………………………………………….............
………………………………………………………………………………………………………………….............
………………………………………………………………………………………………………………….............
(f) Beetles can be found on the woodland floor. Suggest how the number of beetles in a
woodland can be estimated.
(3)
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(Total for Question 1 = 20 marks)
2. Organisms need to be able to respond to their environment.
(a) The graph below shows two drugs called P and Q. One is described as a stimulant
(increases alertness) and the other as a sedative (opposite effect to a stimulant).
time taken
to react
P
(i)
Q
Suggest which one of the two drugs is more likely to be the stimulant.
(1)
………………………………………………………………………………………………………………….............
(ii)
Suggest what additional information would be needed to confirm your
answer to (i).
(2)
………………………………………………………………………………………………………………….............
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(iii)
Adrenaline is a stimulant that increases heart rate and breathing rate.
Suggest the advantages of these responses when competing a race.
(4)
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(b) A population of one species of bird showed variation in size.
(i)
A very cold winter killed off some of the individual birds in the population but
some survived. Suggest how size helped some of the birds to survive.
(4)
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(ii)
Birds are one group of warm-blooded vertebrates. Name another group of
warm-blooded vertebrates.
(1)
………………………………………………………………………………………………………………….............
(iii)
These birds lay eggs and sit on them. Suggest why birds do this.
(2)
………………………………………………………………………………………………………………….............
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(c) Cells can be adapted for their function. Name two cells and give the function of each
cell. Describe how each is adapted for its function.
(4)
Cell 1: ..…………………………………………………………………………………………………….............
………………………………………………………………………………………………………………….............
………………………………………………………………………………………………………………….............
………………………………………………………………………………………………………………….............
Cell 2: ……………………………………………………………………………………………………….............
………………………………………………………………………………………………………………….............
………………………………………………………………………………………………………………….............
………………………………………………………………………………………………………………….............
(d) Give two advantages to an animal of camoflague.
(2)
………………………………………………………………………………………………………………….............
………………………………………………………………………………………………………………….............
………………………………………………………………………………………………………………….............
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(Total for Question 2 = 20 marks)
3. (a) Respiration is one of the characteristics of life.
Suggest what is meant by the phrase characteristics of life.
(1)
………………………………………………………………………………………………………………….............
………………………………………………………………………………………………………………….............
………………………………………………………………………………………………………………….............
(b) Bacteria are found in many places including soil. A student investigated bacterial
respiration in three different soils using the apparatus below.
limewater
soil sample
X
dark card with an X
marked on it
beaker
The student looked through the beaker and timed how long it took before he could
no longer see the ‘X’ on the card behind the beaker as the limewater changed.
(i) State the gas the bacteria are releasing. Explain your answer.
(3)
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The investigation was repeated at a range of different temperatures and the results
are shown below.
(ii) Compare the effect of increasing temperature on the time taken for the ‘X’ to no
longer be seen for soils A and C.
(3)
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(iii) When doing the investigation at 400C, suggest how this temperature may have
been maintained.
(1)
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(iv) Suggest an explanation for the effect of temperature above 40 0C on soil B.
(3)
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(c) Reproduction is also a characteristic of life.
Asexual reproduction involves a form of cell division in which one cell divides to become
two cells.
(i) If a cell contains 22 chromosomes and divides three times using this type of cell
division, how many chromosomes will there be in total? Show your working.
(2)
Answer: …………………………………………
(ii) Humans produce babies by sexual reproduction. A study was carried out on two
babies known as J and K.
The mother of baby J and the mother of baby K were the same age, height and body
mass. However, baby J was 20% lighter than baby K at birth.
Suggest three reasons for this difference in baby weight.
(3)
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(iii) Nutrition is a further characteristic of life and both babies were regularly fed milk after
birth. Milk contains calcium. State two roles of calcium for the babies.
(2)
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(d) Excretion is an additional characteristic of life.
Excretory products are waste products from chemical reactions that can occur in cells.
Complete the table below by stating two excretory products for each organism type.
(2)
Organism type
Excretory product 1
Excretory product 2
Plant
Animal
(Total for Question 3 = 20 marks)
Name _______________________________
The King’s School Canterbury
Science Scholarship Paper 2015
Chemistry Section
Remember, you must do at least one of the questions in this section.
Circle the question(s) you have attempted.
Question
1
2
3
Mark
Question 1
A group of students investigated the reaction between marble chips (calcium carbonate) and dilute
hydrochloric acid.
The equation for this reaction is
CaCO3(s) + 2HCl(aq) → CaCl2(aq) + H2O(l) + CO2(g)
They wanted to find the effect of changing the concentration of hydrochloric acid on the rate of
reaction. The teacher provided a solution that she had labelled 100% hydrochloric acid.
The teacher told them to do all their experiments

using different concentrations of hydrochloric acid made by diluting the 100% hydrochloric acid

by timing how long it took to collect carbon dioxide

at room temperature
The students used this apparatus.
(a) The students tried to keep the amount of calcium carbonate constant by using the same number of
marble chips in each experiment.
State two other properties of the marble chips that should be the same in each experiment.
(2)
1........................................................................................................................................................................
2........................................................................................................................................................................
(b) The table shows how some of the students wrote down their results.
The teacher said that she could only use the results from student 1 because the other students had
not recorded enough information.
Identify the piece of information that each student failed to record.
(4)
Student 2..........................................................................................................................................................
Student 3..........................................................................................................................................................
Student 4..........................................................................................................................................................
Student 5..........................................................................................................................................................
(c) The students repeated the experiment to make sure that it was a fair test. They used a different
supply of hydrochloric acid. They all measured the time to collect 100 cm3 of carbon dioxide and
calculated the rate of each reaction.
Their results are shown in the table.
(i) Plot these results on the grid and draw a straight line of best fit.
(3)
(ii) One of the points is anomalous. Circle this point on the graph.
(1)
(iii) Suggest two errors in the experiment that could have caused this anomalous result.
(2)
1........................................................................................................................................................................
2........................................................................................................................................................................
(iv) Use your graph to estimate the rate of reaction using an acid concentration of 50%.
Show on your graph how you obtained your answer.
(2)
..........................................................................................................................................................................
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(v) As a chemical reaction progresses, the rate of reaction slows down and eventually stops. Using
appropriate terms and scientific language describe how and why this occurs.
(3)
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(vi) Define the following three terms.
(3)
Compound…………………………………………………………………………………………………………………………………………….
Element…………………………………………………………………………………………………………………………………………………
Mixture…………………………………………………………………………………………………………………………………………………
(Total for Question = 20 marks)
END OF QUESTION 1
Question 2
The table gives information about the first four elements in Group 7 of the Periodic Table.
Element
Fluorine
Chlorine
Bromine
Iodine
Atomic
Number
9
17
35
53
Electronic
configuration
2.7
2.8.7
2.8.18.7
2.8.18.18.7
Physical
state at 20°C
Gas
Gas
Liquid
Solid
Colour at
20°C
Pale yellow
Pale green
Red-brown
Dark grey
Reactivity
with iron
Very High
High
Medium
Low
(a) Astatine (At) has an atomic number of 85 and is the fifth element in Group 7.
It is possible to make predictions about astatine by comparison with the other elements in Group 7.
(i) How many electrons does an atom of astatine have in its outer shell?
(1)
..........................................................................................................................................................................
(ii) What physical state and colour would you expect for astatine at 20°C?
(2)
Physical state
..........................................................................................................................................................................
Colour
..........................................................................................................................................................................
(iii) Predict the formula of the compound formed between astatine and hydrogen. Suggest a name
for this compound.
(2)
Formula
..........................................................................................................................................................................
Name
..........................................................................................................................................................................
(iv) Suggest how the reactivity of astatine compares to that of iodine.
Explain your answer.
(2)
..........................................................................................................................................................................
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(b) Chlorine gas can be prepared by heating a mixture of concentrated hydrochloric acid and
manganese(IV) oxide using this apparatus.
(i) Balance the equation for the reaction.
(2)
................ HCl(aq) + ................ MnO2(s) → ................ MnCl2(aq) + ................ H2O(l) + ................ Cl2(g)
(ii) Describe a test used to show the presence of water as one of the products.
(1)
..........................................................................................................................................................................
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(c) Chlorine can be used to obtain bromine (Br2) from sea water.
Sea water contains bromide ions, Br‾
The pH of sea water is usually within the range of 7.5 to 8.4
The stages in the extraction of bromine from sea water are
Stage 1 The pH of the sea water is lowered to about 3.5
Stage 2 An excess of chlorine is bubbled through the sea water
Stage 3 The bromine (Br2) is removed from the mixture and reacted with sulfur dioxide (SO2) and
water. This reaction converts the bromine to hydrogen bromide (HBr) and sulfuric acid (H2SO4)
Stage 4 The hydrogen bromide is reacted with chlorine to form bromine (Br2)
(i) Suggest a substance that could be added to lower the pH of sea water in Stage 1.
(1)
..........................................................................................................................................................................
(ii) Why is an excess of chlorine added in Stage 2?
(1)
....................................................................................................................................................................
(iii) Write a chemical equation for the reaction in Stage 3.
(2)
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(iv) Write a chemical equation for the reaction in Stage 4.
(1)
........................................................................................................................................................................
(d) Manganese dioxide (MnO2) can also act as a catalyst in other types of reactions. Outline what you
understand about catalysts and how they work.
(2)
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(e) Fluorine is a gas, bromine a liquid and iodine a solid. Describe the arrangement of particles in
each of these three substances.
(3)
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(Total for Question = 20 marks)
END OF QUESTION 2
Question 3
The graph shows how the percentage of carbon dioxide in the atmosphere has changed over the last
220 000 years.
(a) (i) Describe how the percentage of carbon dioxide has changed over the last 40 000 years.
(2)
....................................................................................................................................................................
....................................................................................................................................................................
....................................................................................................................................................................
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(ii) The percentage of carbon dioxide in the atmosphere has increased over the last 100 years.
Suggest a reason for this increase.
(1)
....................................................................................................................................................................
....................................................................................................................................................................
....................................................................................................................................................................
(b) Alternative fuels, such as bioethanol, are being developed to replace fossil fuels, such as petrol.
(i) Which of the following statements about petrol is true?
Put a cross ( ) in the box next to your answer.
A burning petrol does not release energy
B petrol availability is limited
C petrol burns to form hydrogen
D when petrol is burned, no carbon dioxide is formed
(1)
(ii) Bioethanol is a biofuel. A biofuel is a fuel that is derived from biological materials, such as
plants, animals and fish.
Describe why it is an advantage to use bioethanol rather than petrol as a fuel for car engines.
(2)
....................................................................................................................................................................
....................................................................................................................................................................
....................................................................................................................................................................
....................................................................................................................................................................
(c) Simon was investigating different fuels.
He burned equal masses of four different fuels using the apparatus shown.
Equal volumes of water were heated by each fuel.
He obtained the following results
fuel
relative ease of
igniting
kerosene
meths
wood
coal
easy
very easy
difficult
very difficult
temperature
rise of water /
°C
85
50
40
45
amount of
smoke formed
some
none
small
large
amount of
residue
none
none
some
some
(i) Simon says that meths is the best fuel.
How do his results support this conclusion?
(2)
....................................................................................................................................................................
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(ii) Jagdeep says that kerosene is the best fuel.
How do Simon’s results support this conclusion?
(1)
....................................................................................................................................................................
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(d) Some fuels contain sulphur impurities.
Burning fuels such as coal produce a gas which can cause damage to limestone statues.
Explain how the burning of some fuels can cause this damage.
(2)
....................................................................................................................................................................
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(e) Using the table above calculate the % temperature increase of meths compared to wood?
(2)
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..........................................................................................................................................................................
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(f) The burning of a fuel produces two major products when oxygen is in plentiful supply.
State the name of each and the chemical formula.
(3)
Product 1 – Name………………………………………………………Chemical Formula…………………………………………………
Product 2 – Name………………………………………………………Chemical Formula…………………………………………………
(g) When oxygen is in limited supply, incomplete combustion occurs and produces a toxic gaseous
product instead. State the name and chemical formula of this toxic product and explain why it is toxic to
living organisms and why it is so dangerous.
(4)
..........................................................................................................................................................................
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(Total for Question = 20 marks)
END OF QUESTION 3
Name _______________________________
The King’s School Canterbury
Science Scholarship Paper 2015
Physics Section
Remember, you must do at least one of the questions in this
section.
Circle the question(s) you have attempted.
Question
Mark
1
2
3
1
Question 1
You may find the following information useful for this question:
Density (in kg/m3) = mass (in kg) / volume (in m3)
Weight (in N) = mass (in kg) X gravitational field strength (in N/kg)
Gravitational field strength on Earth = 10N/kg
A cube of an unknown material is placed and released a few centimetres under the
surface of a liquid as shown below. It starts to sink towards the bottom of the liquid.
ai)
Draw and label arrows on the diagram to show the forces acting on it at the position
shown. The length of each arrow should be relative to the size of the force acting.
(1 mark)
ii)
The cube has a side length of 2cm. Calculate the volume of the cube in m3.
……………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………
(2 marks)
2
iii)
The mass of the cube is 20g. Calculate the density of the cube in kg/m3.
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(2 marks)
iv)
Would this cube float or sink if the liquid was water? Explain your answer.
Density of water = 1000 kg/m3
……………………………………………………………………………………………………………………………………
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(1 mark)
v)
Calculate the weight of the cube in N.
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(2 marks)
Question 1 continues on the next page
3
b)
Archimedes’ Principle is used to explain buoyancy and why things float. Archimedes’
Principle states that an object immersed in a fluid (i.e. a liquid or a gas) experiences
an upwards force called upthrust. The upthrust (U) is equal to the weight of the fluid
displaced (i.e. pushed out of the way) by the object
Upthrust = Weight of fluid displaced
A block of a different material, which usually floats in water, is secured to the
bottom of a deep pool of water by a rope.
rope
i)
There is now an additional force acting in the rope. What is this force called?
……………………………………………………………………………………………………………………………
(1 mark)
ii)
The block is not moving – we say that it is in equilibrium. What can you say about
the forces acting on the block at this stage?
...................................................................................................................................
……………………………………………………………………………………………………………………………..
(1 mark)
4
You are told the following information about the block:
Length of each side = 0.2m (the block is a cube)
Density of the block = 400 kg/m3
Density of fresh water = 1000 kg/m3
iii)
Calculate the mass of the block, and use this to find the weight of the cube in N.
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
(3 marks)
iv)
Calculate the weight of the water that the block displaces (i.e. pushes out of the
way).
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
(3 marks)
Question 1 continues on the next page
5
v)
Archimedes’ Principle tells us that this weight of water must be equal to the
upthrust acting on the block.
The block is not moving. Consider the relationship between the three forces
acting and hence deduce the size of the force acting in the rope.
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
(2 marks)
vi)
The rope now breaks. Describe what happens to the block and explain your
answer in terms of the forces acting on the block.
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
(2 marks)
END OF QUESTION 1
6
Question 2
A Mars chocolate bar has the following information on the label:
A typical Mars bar has a mass of 51g.
ai)
Calculate the amount of energy in Joules that can be obtained from eating one Mars
bar.
……………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………
(2 marks)
7
ii)
State the energy transfers that take place in your body when you eat a Mars bar.
…………………………………………………………………………………………………………………………………
...………………………………………………………………………………………………………………………………
.…………………………………………………………………………………………………….………………………….
(2 marks)
Gravitational potential energy (GPE) can be calculated using the following equation:
GPE (in J) = mass (in kg) x gravitational field strength x height (in m)
or in symbols
GPE = m g h
where gravitational field strength (or g) = 10N/kg at sea level
Mount Everest is 8848m high
(above sea level)
bi)
Calculate the amount of gravitational potential energy that a 70kg climber carrying a
10kg rucksack would gain by climbing to the top of Everest.
………………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………………………..
(2 marks)
8
ii)
A human body converts about 20% of the energy that it gains from food into
movement energy.
A mountaineer of mass 70kg is carrying a rucksack of mass 10kg.
If all he had available to eat was Mars bars, how many would he need to eat to reach
the top of Everest?
……………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………
(3 marks)
iii)
State 2 assumptions that you have made in this calculation.
……………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………….…………………..
(2 marks)
Question 2 continues on the next page
9
Once the mountaineer reaches the top of Everest, he decides to make a cup of tea.
He finds that the kettle boils much more quickly than it does back at home.
He remembers that this is because the atmospheric pressure is different at this altitude.
Atmospheric pressure is due to the weight of air above us pushing down.
ci)
How would you expect the atmospheric pressure to differ at the top of Everest
compared to sea level?
……………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………
(1 mark)
ii)
Explain your answer to part (i).
……………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………
(1 mark)
10
The pressure in a fluid (i.e. a liquid or a gas) can be calculated using the following
equation:
Pressure (in Pa) = height of fluid x density of fluid x gravitational field strength
where the height is in m, the density is in kg/m3 and the gravitational field strength is
10N/kg at sea level
There is pressure here due to the
weight of the fluid above this point
pushing down.
Height of fluid
di)
Using this information, approximate the change in air pressure (air is a fluid) as you
climb from sea level to the top of Everest.
Density of air = 1.2kg/m3
……………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………..
(2 marks)
11
ii)
In fact, this is an incorrect way of calculating the change in pressure as the density of
the air will change as you climb higher.
The density of air at the top of Everest is 0.47 kg/m3.
Recalculate the change in pressure using the average density of air between sea
level and the top of Everest.
……………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………..
(2 marks)
iii)
The gravitational field strength will also change as you climb Everest. Suggest a
reason why.
……………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………
(1 mark)
iv)
When a liquid boils, the water molecules require energy to break their bonds and to
escape from the surface of the liquid. Suggest why a lower air pressure will make it
easier for a liquid to boil.
……………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………
(2 marks)
END OF QUESTION 2
12
Question 3
A pupil uses a ruler to measure the length of a pencil.
ai)
What is the length of the pencil in the diagram above?
……………………………………………………………………………………………………………………………………
(1 mark)
ii)
State one way in which the pupil could get a more accurate reading of the length of
the pencil using the same ruler.
……………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………
(1 mark)
Question 3 continues on the next page
13
Whenever we use a measuring device to measure a quantity, there is always some
degree of uncertainty in the readings.
All measuring instruments have a rounding error – the readings taken are either
rounded up or rounded down to the nearest measurement available on the scale.
For example, the stopclock shown below will give a reading rounded to the nearest
second.
The precision of a device is defined as half of the smallest scale division.
So the precision of the stopclock is 0.5 seconds (the smallest scale division is 1
second)- all of the readings are either rounded up or rounded down by half a second.
We write this as ± 0.5s
b)
What is the precision of the following devices?
i) Precision of thermometer = ……………………………….(1 mark)
ii) Precision of digital stopclock = …………………………. (1 mark)
14
We can calculate the impact that this rounding error has on the results by calculating
the percentage uncertainty. This is found using the following equation
Percentage uncertainty = (precision of device / the reading being taken) x 100
E.g.
if a clock has a precision of ± 0.5 s and we are measuring a time interval of 2s,
then the percentage uncertainty is
(0.5/ 2) x 100 = 25%
c)
Calculate the percentage uncertainty in the volume of the water contained in the
beaker below. Show your workings.
………………………………………………………………………………………………………………………..............
……………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………...........................
(2 marks)
15
d)
A pupil is carrying out an experiment using a pendulum. She is looking at the
relationship between the length of the string and time period (ie the time it takes for
the pendulum bob to swing from one side to the other and back again).
i) Design an experiment that she could carry out to look at the relationship between
length and time period. You should include the following:




The variables that she would need to measure and the measuring devices
she could use for this.
A brief method explaining how she might carry out this experiment.
A comment about how she could make this a fair test.
A description of what she could do to make her experiment as accurate as
possible.
.…………………………………………………………………………………………………………………………………..
.…………………………………………………………………………………………………………………………………..
.…………………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………
16
……………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………
(4 marks)
e)
The equation that relates the time period of a pendulum to the length of the string is
given below
where T = time period (in s)
L= length of string (in m)
g = gravitational field strength
(= 10N/kg on Earth)
π = 3.14
i)
Calculate the time period for a pendulum of length 1.5m.
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
(1 mark)
Both sides of the equation can be squared to give the following equation
ii)
Calculate the length of pendulum required to give a time period of 1s.
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
(2 marks)
17
iii)
In the table below are the results that the pupil collected from her experiment.
Calculate the missing values for T2.
L (in m)
0.1
0.2
0.3
0.4
0.5
T (in s)
0.64
0.91
1.08
1.25
1.39
T2 (in s2) to 2 dp
0.41
(2 marks)
iv)
Draw a graph of T2 (on the y axis) against L (on the x axis). Choose suitable scales
and include a line of best fit.
( 4 marks)
v)
Does your graph support the equation suggested? Give a reason why.
……………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………
(1 mark)
END OF QUESTION 3
18
END OF TEST
19
THE KING’S SCHOOL, CANTERBURY
SCHOLARSHIP ENTRANCE EXAMINATION
March 2014
SCIENCE
1 hour 50 minutes
Contained in this package are the Physics, Chemistry and Biology sections.
You are to do FIVE (5) questions in total. Each question is worth 20 marks.
You must select one question from EACH section.
You have a free choice for the further two questions.
Write your name on the front section of every section booklet and circle the questions
attempted.
You have 10 minutes to read through the question papers before writing.
You will need a calculator and a ruler.
Name _______________________________
The King’s School Canterbury
Science Scholarship Paper 2014
Physics Section
Remember, you must do at least one of the questions
in this section.
Circle the question(s) you have attempted.
Question
Mark
1
2
3
1
Question 1
This question is about car braking
You may find the following information useful for this question:
Speed (in m/s) = distance (in m) / time (in s)
Area of a triangle = ½ x base x height
There are 1000 m in 1 km
(a)
A car travels along a level road at 70 kilometres per hour.
(i)
Convert this speed into metres per second. Show all of your workings.
…………………………………………………………………………………………
…………………………………………………………………………………………
(3)
(ii)
Calculate the distance (in metres) travelled by this car in 5 seconds.
…………………………………………………………………………………………
…………………………………………………………………………………………
(2)
2
(b)
When the brake pedal of the car is pushed, brake pads press firmly against very
hard steel discs.
(i)
Name the force that acts between the brake pads and the steel discs when the brakes
are applied and the car is slowing down.
………………………………………………………………………………………
(1)
(ii)
What two effects does using the brakes have on the brake pads and the wheel discs?
………………………………………………………………………………………
………………………………………………………………………………………
(2)
3
A driver may have to make an emergency stop. The distance that is travelled
whilst stopping a vehicle is called the stopping distance. It can be calculated using:
Stopping distance = thinking distance + braking distance
where the….



(c)

thinking distance is the distance travelled during the time it takes for a human to
react to a situation 

braking distance is the distance needed physically to stop the car once the brakes
are applied. 
Suggest and explain one factor which might affect the thinking distance.
…………………………………………………………………………………………
…………………………………………………………………………………………
(2)
4
(d) A driver is driving along a road at 30 m/s. The driver sees a large truck parked across
the road and reacts to the situation by applying the brakes so that a constant braking
force stops the car. The reaction time of the driver is 0.6s; it then takes another 4
seconds for the brakes to bring the car to rest.
(i)
Using the data above and the grid below, draw a speed–time graph to show the speed
of the car from the instant the truck was seen by the driver until the car stopped. Add
scales to each axis.
(5)
(ii)
The total distance travelled by the driver whilst stopping can be found from the area
under the line on the graph. Find the total stopping distance for the situation above.
Show all workings.
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
(3)
(iii)
On the same graph, draw a second line to show how the graph would look if the driver
was driving on a very wet road.
(2)
End of Question 1
5
Question 2
This question is about energy and efficiency
The table below gives information about some ways of reducing the energy consumption in a
house.
Method of reducing energy
consumption
Installation cost in
£
Annual savings on energy bills
in £
Fit a new hot water boiler
1800
200
Fit a solar water heater
2400
100
Fit underfloor heating
600
50
Fit thermostatic radiator valves
75
20
(a) Which way of reducing energy consumption is the most cost-effective over a 10year period? To obtain full marks you must support your answer with calculations.
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
(3)
(b) The diagram below shows the energy transferred each second by an old-fashioned
television.
6
(i) What form of energy is transferred as waste energy by the television?
…………………………………………………………………………………………
(1)
(ii) Where does this wasted energy go?
…………………………………………………………………………………………
(1)
(c) The efficiency of a device is a measure of how much energy is usefully transferred
by the device (rather than wasted).
Efficiency can be calculated using the following equation:
The efficiency can be expressed either as a decimal or as a percentage (by multiplying
the answer by 100).
Calculate the efficiency of the television.
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
(2)
Question 2 is continued on the next page
7
(d) A Sankey diagram is a scale diagram that can be used to show the energy transfers in a
device. For example:-
The width of the arrows represents the amount of energy being transferred to the
various forms.
The Sankey diagrams below show the energy transferred each second for three
different types of lamp. For each lamp the electrical energy input each second is 100J.
Which type of lamp is the most efficient?
………………………………………………………………………………………
Give a reason for your choice.
………………………………………………………………………………………
(2)
8
(e) The Sankey diagram below shows what happens to each 100J of energy from
coal which is burned in a power station when the electricity is used for lighting.
The diagram has been drawn to scale.
(i)
Fill in the missing figures on the diagram.
(3)
By spending the same amount of money the electricity company could
  install new power lines which only waste half as much energy as the new ones 



(ii)
or use a quarter of the heat wasted at the power station to heat schools in a nearby town

or replace all the light bulbs in everyone’s homes with bulbs which are twice as
efficient as ordinary
light bulbs (only 10% of the electricity supplied to homes is
used for lighting).
Which one of these things do you think they should do to be the most energy
efficient? You must use information from the Sankey diagram to justify
your answer.
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
……………………………………………………………………………… (4)
9
(iii)
Use the information in the Sankey diagram to calculate how efficient ordinary
light bulbs are at transferring electrical energy as light.
…………………………………………………………………………………
…………………………………………………………………………………
(2)
(iv)
How efficient is the complete system at transferring the energy from coal
as light when ordinary light bulbs are used?
…………………………………………………………………………………
…………………………………………………………………………………
(2)
End of Question 2
10
Question 3
This question is about density
You may find the following information useful for this question:
Density (in kg/m3) = mass (in kg) / volume (in m3)
Density (in g/cm3) = mass (in g) / volume (in cm3)
Density is a measure of how much matter there is within a set volume of
a material.
1 kg = 1000 g
1 m3 = 1 000 000 cm3
(a)
The playing surface of a full-size snooker table is 3.6m long and 1.8m wide
1.8m
(i)
3.6m
Calculate the area of the playing surface in m2.
…………………………………………………………………………………………
…………………………………………………………………………………………
(1)
(ii)
There is a rectangular slab of slate underneath the green coloured playing surface. The
slab has the same area as the playing surface and is 20cm thick. Calculate the volume
of the slate in m3.
…………………………………………………………………………………………
(1)
11
Slate has a density of 4000 kg/m3.
(iii)
Work out the mass of the rectangular slab.
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
(2)
(iv)
It is very important that the playing surface should be horizontal. Suggest how
you would check to see if the table were horizontal.
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
(1)
12
(b) This question is about density measurements concerned with the making of concrete.
The diagrams below show measurements taken in order to find the density of sand.
Use these measurements to find the density in g/cm3 of:(i)
Dry sand
………………………………………………………………………………………
………………………………………………………………………………………
(1)
(ii)
Wet sand
………………………………………………………………………………………
………………………………………………………………………………………
(1)
(iii)
How do you explain this difference?
………………………………………………………………………………………
(1)
(iv)
Convert the density of wet sand into kg/m3.
…………………………………………………………………………………………
…………………………………………………………………………………………
……….. …………………………………………………………………………… (3)
13
(c)
When concrete is mixed from sand, cement, stone and water it is found to have a
density of 6000 kg/m3.
Fred wishes to build a garage base 10cm deep, 5m long and 3m wide.
(i)
Calculate the mass of ‘ready mixed concrete’ he needs to order for his project.
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
(2)
(ii)
Some concrete is left over and is used to make small slabs.
What would you expect the density of the small slabs to be?
…………………………………………………………………………………………
(1)
(iii)
The density of the small slab is measured a few hours later.
The value is lower than the density of ready-mix when it arrived.
Suggest why.
…………………………………………………………………………………………
…………………………………………………………………………………………
(1)
14
(d)
The apparatus below can be used to measure the density of air:
Water rushes
into the flask
Tube
connected
to a vacuum
pump





The mass of the flask and its contents can be found by hanging it from the
attachment on the digital balance. 
The air is removed from the flask using the vacuum pump. 
Once the air is removed from the flask, it is then immersed in a container of
water. The water rushes in to occupy the same volume as the air that was
removed. 
Describe, in as much detail as you can how you could use the equipment above to
measure the density of air. Give details of any measurements that you would need to
take and any calculations that you would need to do.
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
More room for your answer on the next page…
15
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
(5)
End of Question 3
16
Name _______________________________
The King’s School Canterbury
Science Scholarship Paper 2014
Chemistry Section
Remember, you must do at least one of the questions in
this section.
Circle the question(s) you have attempted.
Question
Mark
1
2
3
1
Question 1
This question is about acids and calcium carbonate.
Hydrochloric acid is produced in the stomach.
(a) Complete the sentence by putting a cross ( ) in the box next to your
answer. A reason why hydrochloric acid is produced in the stomach is to
(1)
A break down food
B improve the taste of the food
C neutralise acids
D produce gases
(b) Too much hydrochloric acid in the stomach can cause indigestion.
Indigestion tablets work by neutralising the excess hydrochloric acid in the
stomach. Some indigestion tablets contain calcium carbonate.
The calcium carbonate reacts with the excess hydrochloric acid to form calcium chloride,
water and carbon dioxide gas.
Write the word equation for this reaction.
(1)
..............................................................................................................................................
(b) Another acid, sulphuric acid, produces hydrogen and oxygen when an electric current
is passed through it.
A student is given a test tube of oxygen and a test tube of
hydrogen. The test tubes are unlabelled.
Explain how the student could test the gases to identify which test tube contains which
gas.
(2)
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
2
(d) Marble and limestone are both forms of calcium carbonate.
Which of the following is a rock that is another form of calcium
carbonate? Put a cross ( ) in the box next to your answer.
(1)
A chalk B
glass C
granite D
magma
(e) When calcium carbonate is heated strongly it undergoes thermal decomposition,
forming solid calcium oxide and a gas.
(i) Complete the equation for this reaction by naming the gas produced.
(1)
calcium carbonate(s) → calcium oxide(s) + _______________________(g)
(ii) 2.50 g of calcium carbonate was heated strongly.
g of solid remained after heating.
Calculate the mass of gas produced during this reaction.
(1)
..............................................................................................................................................
..............................................................................................................................................
(iii) It is possible that not all of the calcium carbonate decomposed when it was heated.
Suggest what could be done to confirm that the decomposition was complete.
(2)
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
(iv) Calcium oxide reacts with water to form calcium hydroxide.
Explain why calcium hydroxide (slaked lime) is spread on fields.
(2)
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
Question 1 is continued on the next page
3
(f) In an experiment, calcium chloride solution reacted with sodium carbonate solution
to produce solid calcium carbonate and sodium chloride solution. (The state symbol (aq)
in an equation shows that the named substance is dissolved in water.)
calcium chloride(aq) + sodium carbonate(aq) → calcium carbonate(s) + sodium chloride(aq)
mass of calcium chloride solution used
mass of sodium carbonate solution used
mass of calcium carbonate solid produced
= 11.00 g
= 10.50 g
= 1.00 g
Calculate the mass of the solution left at the end of the reaction.
(2)
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
(g) Calcium carbonate is used to treat waste gases produced in coal-fired power stations.
Explain why calcium carbonate is used in this way.
(3)
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
(h) For the following two questions select one of the three alternatives as the odd one out and
give your reason. There may be more than one correct answer but the best answers have
good reasons.
(4)
(i)
calcium carbonate, sodium chloride, copper sulphate
Odd one out: …………....................… Reason:………………………………………...
…………………………………………………………………………………………...
(ii)
hydrochloric acid, universal indicator, red cabbage
Odd one out: ………….........................Reason:………………………………...............
…………………………………………………………………………………………...
End of Question 1
4
Question 2
This question is about gases in the Earth’s atmosphere.
(a) The concentration of carbon dioxide in the Earth's atmosphere depends on the balance
between the processes that remove carbon dioxide from the atmosphere and those that
release carbon dioxide into the atmosphere.
(i) Explain how carbon dioxide is removed from the atmosphere.
(2)
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
(ii) Explain how carbon dioxide is released into the atmosphere.
(2)
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
(b) Describe the test to show that a gas is carbon dioxide.
(2)
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
Question 2 is continued on the next page
5
(c) The graphs show the concentration of carbon dioxide in the atmosphere and the
mean global temperature between 1960 and 2000.
Explain whether or not these graphs provide evidence that human activity is
causing the Earth's temperature to rise.
(3)
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
6
(d) John was doing an experiment to find the percentage of oxygen in air at room temperature.
He used this apparatus.
The copper powder in the test tube was heated strongly so that it could react with oxygen
in the air in the apparatus.
John stopped heating the copper when there was no further change in the reading on the
gas syringe.
(i) At the end of the experiment the apparatus was allowed to cool before the final
reading on the syringe was recorded.
Members of John’s class came up with four reasons why this might happen:
George suggested that ‘reading the volume while the apparatus is hot is dangerous’
Shakira suggested that ‘the apparatus must be left to allow the reaction to finish’
Leroy suggested the gas must be at room temperature when its volume is measured’
Lucy suggested that ‘the copper expands when it is hot’
Comment on each person’s suggestion, writing whether you agree with them or not
and giving reasons why.
(4)
Comment on George’s suggestion ………………………………………………………...
……………………………………………………………………………………………...
Comment on Shakira’s suggestion ………………………………………………………...
……………………………………………………………………………………………...
Comment on Leroy’s suggestion ………………………………………………...………...
……………………………………………………………………………………………...
Comment on Lucy’s suggestion …………………………………………………………...
……………………………………………………………………………………………...
Question 2 is continued on the next page
7
(ii) At the end of the experiment not all of the copper had reacted.
Suggest a reason for this.
(1)
..............................................................................................................................................
..............................................................................................................................................
(iii) John’s results were:
initial volume of gas in syringe = 32 cm3
final volume of gas in syringe = 24 cm3
Calculate the percentage decrease in the volume of gas originally in the syringe.
(1)
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
percentage decrease = ....................................................................
(iv) The percentage of oxygen in air at room temperature is 21%.
John thought the answer to part (iii) was the percentage of oxygen in air and was
surprised that the value was too high.
John confirmed that he had not made an error when doing his experiment. Suggest why
the answer calculated in part (iii) is higher than John expected.
(1)
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
(e) For the following two questions select one of the three alternatives as the odd one out and
give your reason. There may be more than one correct answer but the best answers have
good reasons.
(4)
(ii)
oxygen, hydrogen, nitrogen
Odd one out: …………....................… Reason:………………………………………...
…………………………………………………………………………………………...
(iii)
air, water, potassium permanganate
Odd one out: ………….........................Reason:………………………………...............
…………………………………………………………………………………………...
End of Question 2
8
Question 3
This question is about metals.
The reactivity of metals can be studied using displacement reactions. In these reactions, one
metal is added to a solution of a salt of a different metal.
If a displacement reaction occurs, there is a temperature rise.
A student used the following method in a series of experiments.


Pour some metal salt solution into a polystyrene cup supported in a glass
beaker and record the temperature of the solution. 
Add a known mass of a metal and stir. 
Record the maximum temperature of the mixture. 
(iv) Suggest three variables that should be kept the same for the student’s experiments to
be a fair test.
(3)
1 ...................................................................................................................................................
2 ...................................................................................................................................................
3 ...................................................................................................................................................
(b) The student used a thermometer to measure the temperature rise. The
diagrams show the thermometer readings before and after adding the metal.
C
o
C
20
o
15
25
20
before adding metal
after adding metal
Use the diagrams to complete the table.
(2)
Temperature after adding the metal in °C
Temperature before adding the metal in °C
Temperature change in °C
9
(c) The student used copper(II) sulphate solution in all her experiments. She used five
different metals. She did not know the identity of the metal labelled X.
The student did each experiment twice. The table shows her results.
Metal
magnesium
silver
iron
X
zinc
Temperature rise in °C
Run 1
Run 2
Average
temperature rise
in °C
10.5
0.0
3.5
0.0
8.0
15.5
0.0
4.5
0.0
9.0
13.0
0.0
4.0
0.0
8.5
(i) Which of the metals gave the least reliable temperature
rise? Explain your choice.
(2)
Metal ............................................................................................................................................
Explanation ..................................................................................................................................
......................................................................................................................................................
.......................................................................................................................................................
(ii) Identify the most reactive of the metals used.
Explain how the results show that it is the most reactive.
(1)
Metal ............................................................................................................................................
Explanation ..................................................................................................................................
......................................................................................................................................................
......................................................................................................................................................
(iii) Why is there no temperature rise when silver is added to copper(II) sulphate solution?
(1)
......................................................................................................................................................
......................................................................................................................................................
......................................................................................................................................................
10
(iv) Why do the results make it impossible to decide which of the metals is the least
reactive?
(1)
............................................................................................................................................
..........
............................................................................................................................................
..........
............................................................................................................................................
..........
(v) Describe how, by using the substances available in a school laboratory, you
would show which metal was the least reactive.
(2)
............................................................................................................................................
..........
............................................................................................................................................
..........
............................................................................................................................................
..........
............................................................................................................................................
..........
(d) (i) Write a word equation for one of the reactions.
(1)
............................................................................................................................................
..........
(ii) Give two observations that the student could make for the reaction you have written
in (i).
(2)
............................................................................................................................................
..........
............................................................................................................................................
..........
(e) Suggest a possible identity for metal X.
(1)
............................................................................................................................................
..........
(f) For the following two questions select one of the three alternatives as the odd one
out and give your reason. There may be more than one correct answer but the best
answers have good reasons.
(4)
(v)
copper, magnesium, zinc
Odd one out: …………....................…
Reason:………………………………………...
……………………………………………………………………………………
……...
(vi)
iron, bronze, brass
Odd one out:
………….........................Reason:………………………………...............
……………………………………………………………………………………
……...
End of Question 3
11
Name _______________________________
The King’s School Canterbury
Science Scholarship Paper 2014
Biology Section
Remember, you must do at least one of the questions
in this section.
Circle the question(s) you have attempted.
Question
Mark
1
2
3
1
Question 1
This question is about growth, gas exchange and more.
Organisms show the characteristics of life including growth, respiration, nutrition and
excretion.
(a) Growth in humans is shown in the graph below.
(c)
Describe the growth of the human body from 0 to 20 years.
(3)
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
(iii)
Suggest a reason for the body growth curve between 13 and 18 years.
(1)
………………………………………………………………………………………
2
(iii)
Compare the growth of the heart and the brain from 0 to 20 years.
(3)
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
(c) As the heart grows it is able to force more blood into the arteries each time it beats.
If one complete beat lasts 0.8 seconds, calculate the heart beat rate per minute.
Show your working.
(2)
Answer: …………………………………………………… beats per minute
(ii)
Suggest one organ that receives oxygenated blood and one organ that receives
deoxygenated blood.
(2)
Organ that receives oxygenated blood:
……………………………………………………
Organ that receives deoxygenated blood:
.………………………………………..…………
3
(iii)Three related investigations were carried out to study the effect of pond weed and a
pond snail on the uptake and release of carbon dioxide using an indicator solution.
The indicator is hydrogen carbonate solution and it changes colour depending on the
situation, as described below.
Situation
Colour of solution
No change in carbon dioxide concentration
Red
Addition of carbon dioxide to solution
Yellow
Removal of carbon dioxide to solution
Purple
The diagram below shows each of the three investigations. All started with the
hydrogen carbonate indicator solution being red.
pond weed
indicator
solution
Tube 1
snail
Tube 2
Tube 3
Using the information provided and your own knowledge, suggest the colour of the indicator
solution after one hour for each tube. Give a reason for each answer.
(5)
Tube 1:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Tube 2:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
4
Tube 3:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
(f) Some animals are cold blooded and some are warm blooded.
Suggest the main source of warmth for the following two animals:
(2)
Lizard:
…………………………………………………………………………………………
Bird:
…………………………………………………………………………………………
(ii)
Suggest how you would distinguish between a lizard and a frog.
(2)
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
End of Question 1
5
Question 2
This question is about pollution and the effect of minerals on plants.
(a) Eutrophication is a form of water pollution.
Some of the stages in eutrophication are shown below.
Stage 1
Pollution enters a pond
Stage 2
Small water plants grow and reproduce to form a
blanket on the water surface
Stage 3
Water plants at the bottom of the pond die
Stage 4
Pond animals, such as fish, start to die
(i)
Suggest one reason why the effect of pollution entering a pond may be
greater than the effect of pollution entering a lake in stage 1.
(2)
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
(ii)
What do you understand by the term reproduce in stage 2?
(1)
………………………………………………………………………………………
………………………………………………………………………………………
(g)
Suggest why the plants at the bottom of the pond in stage 3 die.
(2)
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
6
(vi)
Explain why the animals die in stage 4.
(3)
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
(b) Plants need minerals to stay healthy.
A student investigated the effect of increasing the concentration of one mineral on the
growth of cress plants.
She took one tray of ten day old cress plants and found the average height of the plants. She
then watered the tray daily using a solution containing a low concentration of a mineral called
X. All other minerals in the solution were kept constant at the optimum level for the cress
plants.
After five days she found the new average height and calculated the increase in the
average height.
She repeated the above using nine further trays of ten day old cress plants. Each tray was
watered with a solution containing a different concentration of mineral X.
The graph below shows the results.
Increase in
average height
Increasing concentration of mineral X
7

(vii)
Describe the effect of increasing the concentration of mineral X on the increase in
average height of the cress plants.
(3)
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
(ii)
Suggest why the other minerals were kept at the optimum level for cress plants.
(1)
………………………………………………………………………………………
………………………………………………………………………………………
(iii)
Explain why using increase in height was more appropriate than using
final height.
(1)
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
(iv)
Suggest why increase in height may not be the only indicator of growth in
cress plants.
(1)
………………………………………………………………………………………
………………………………………………………………………………………
8
(c) The diagram below shows a plant cell found in the root of a cress plant used to
absorb water from soil.
root hair
(i)
Suggest how this cell would differ from a typical cell found in a cress plant leaf.
(2)
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
(ii)
Suggest why the root cells in cress plants grown in soil with less water have
longer root hairs.
(2)
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
Question 2 is continued on the next page
9
(iii)
Give two functions of water to the cress plant.
(2)
1……………………………………………………………………………………
………………………………………………………………………………………
2
………………………………………………………………………………………
………………………………………………………………………………………
End of Question 2
10
Question 3
This question is about tooth decay and enzymes.
Hygiene is very important to help prevent diseases including tooth decay.
(a) The diagram below shows a tooth.
Explain how this tooth can be identified as a molar rather than an incisor.
(2)
………………………………………………………………………………………
………………………………………………………………………………………
(b) A student investigated the effect of brushing on tooth bacteria.
She brushed for two minutes with a toothbrush and water. Twelve hours later she
sampled four different teeth and estimated the amount of bacteria present on
each. She then calculated the average amount of bacteria present.
She repeated the study but using two different toothpastes. The results are shown
below.
Fluoride
present
Mint
present
Average amount of bacteria
present / arbitrary units
With water only


100
With water and
toothpaste A
With water and
toothpaste B


75


60
Study
(i)
Suggest why four teeth were used rather than one for each study.
(1)
………………………………………………………………………………………
………………………………………………………………………………………
11
(b)
Using the table, predict the average amount of bacteria present on the student’s
teeth, 12 hours after brushing with a toothpaste containing both fluoride and
mint. Explain your calculation.
(2)
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
(c) In a related study, the amount of bacteria in water was recorded over two days. This
was the control.
The study was repeated but using four different concentrations of fluoride
solution rather than water. The results are shown below.
Amount of
bacteria present /
arbitrary units
(i)
Explain the change in amount of bacteria present over the first three hours for
the control.
(2)
………………………………………………………………………………………
………………………………………………………………………………………
12
(ii)
Describe the effect of time on the amount of bacteria present in the 3%
fluoride solution over the 48 hour study.
(3)
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
(iii)
Compare the effect of increasing fluoride concentration on the amount of
bacteria present after 48 hours.
(2)
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
(d) In addition to teeth, enzymes are involved in the digestion of food.
(i)
Describe the role of one named enzyme in the digestion of food.
(3)
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
13
(ii)
Suggest what may happen to the food once it has been digested by the enzyme.
(3)
…………………………………………………………………………………
……
…………………………………………………………………………………
……
…………………………………………………………………………………
……
…………………………………………………………………………………
……
…………………………………………………………………………………
……
(e) One form of tooth condition is described as exhibiting discontinuous variation.
Give one example of discontinuous variation other than a tooth condition, and
one example of continuous variation.
(2)
Discontinuous variation:
.……………………………………………………………………………...…
……
…………………………………………………………………………………
……
Continuous variation:
.…………………………………………………………………………...……
……
…………………………………………………………………………………
……
End of Question 3
14
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