Download Science - The King`s School, Canterbury

13+ Scholarship Examinations 2016
SCIENCE
1 hour 10 minutes
Contained in this package are the Physics, Chemistry and Biology sections.
You are to do THREE questions in total. Each question is worth 20 marks.
You must select one question from EACH section.
Write your name on the front of every section booklet and circle the question 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 2016
Biology Section
You should complete one of the questions in this section.
Circle the question you have attempted.
Question
1
2
Mark
Biology – Question 1
The human body has to deal with a range of different substances.
(a)
Twelve pupils used a computer programme to test their reaction rates. Each student
carried out the test three times and a mean average was calculated from the 36 sets
of data.
The pupils then split into three groups of four called group A, group B and group C.
Each group consumed a different drink and then tested their reaction rates at
different times and the mean averages found.
The results are shown in the table below.
Mean average reaction rate / seconds
Group
Drink
consumed
Before drink
1 minute after
drink
5 minutes
after drink
10 minutes
after drink
A
Water
0.040
0.041
0.039
0.041
B
Coffee
0.040
0.027
0.029
0.035
C
Cola
0.040
0.030
0.028
0.036
(i)
Suggest the importance of group A in the experiment.
………………………………………………………………………………………………………………………….....
………………………………………………………………………………………………………………………….....
………………………………………………………………………………………………………………………….....
(2 marks)
(ii)
One of the pupils stated that ‘both coffee and cola contained a chemical that
improved reaction rate’. Using the table, give evidence to support the pupil’s
statement.
………………………………………………………………………………………………………………………….....
………………………………………………………………………………………………………………………….....
………………………………………………………………………………………………………………………….....
…………………………………………………………………………………………………………… (2 marks)
(iii)
To compare the effect of coffee and cola in a valid manner, the experiment had
to be a fair test. Suggest two variables that should be kept constant for both the
coffee and the cola.
1. ………………………………………………………………………………………………………………………..
2. ………………………………………………………………………………...…………………………………....
(2 marks)
(iv)
Another pupil stated that ‘the chemical was being broken down in the body
between 5 and 10 minutes after being consumed’. Do you agree with this pupil’s
statement? Give reasons for you answer.
Agree / disagree ……………………………………………………………………………………………….....
………………………………………………………………………………………………………………………….....
………………………………………………………………………………………………………………………….....
………………………………………………………………………………………………………………………….....
(2 marks)
(b) Cola may contain added sugar.
(i)
Give one use of sugar in the human body.
………………………………………………………………………………………………………………………….....
………………………………………………………………………………………………………………………….....
(1 mark)
(ii)
Suggest why too much sugar in the diet may not be good for a growing person.
………………………………………………………………………………………………………………………….....
………………………………………………………………………………………………………………………….....
………………………………………………………………………………………………………………………….....
………………………………………………………………………………………………………………………….....
(2 marks)
Question continues on the next page
(iii)
The graph below shows the relationship between insulin concentration in the
blood and blood sugar levels in a healthy human.
Key
Solid line = glucose
Dotted line = insulin
time →
Describe this relationship.
………………………………………………………………………………………………………………………….....
………………………………………………………………………………………………………………………….....
………………………………………………………………………………………………………………………….....
………………………………………………………………………………………………………………………….....
(2 marks)
(c)
There should be no sugar in the urine of a healthy human.
The table below shows the concentration of some blood components in blood
entering the kidney and in blood leaving the kidney.
Blood component
Blood entering
kidney / g per litre
Blood leaving
kidney / g per litre
Water
960.0
910.0
Urea
20.0
3.0
Sodium ions
3.6
3.2
Chloride ions
6.0
4.3
i)
Using the data in the table, explain the role of the kidney.
………………………………………………………………………………………………………………………….....
………………………………………………………………………………………………………………………….....
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………………………………………………………………………………………………………………………….....
………………………………………………………………………………………………………………………….....
………………………………………………………………………………………………………………………….....
(3 marks)
ii)
The blood leaving the kidney has a lower oxygen concentration than the blood
entering the kidney.
Suggest why kidney cells need oxygen.
………………………………………………………………………………………………………………………….....
………………………………………………………………………………………………………………………….....
………………………………………………………………………………………………………………………….....
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(2 marks)
iii) Describe the structure of a human body cell such as a kidney cell.
………………………………………………………………………………………………………………………….....
………………………………………………………………………………………………………………………….....
………………………………………………………………………………………………………………………….....
………………………………………………………………………………………………………………………….....
(2 marks)
End of Biology Question 1
Biology Question 2
Plants are used in a number of ways by humans, including as a nutrient source and as a
source of medicinal drugs.
(a)
Some plants produce fruits that contain a lot of vitamin C.
i)
Name one fruit that contains a lot of vitamin C.
………………………………………………………………………………………………………………………….....
(1 mark)
DCPIP is a blue dye that becomes colourless when sufficient vitamin C is added to it.
The table below gives the volumes of different concentrations of vitamin C needed to cause
1.0 cm3 of DCPIP to become colourless.
ii)
Percentage concentration
of vitamin C (%)
Volume of the vitamin C needed to cause
the DCPIP to become colourless / cm3
0.10
0.8
0.05
1.7
0.02
3.9
Describe the effect of concentration of vitamin C on the volume of vitamin C
needed to cause the DCPIP to become clear.
………………………………………………………………………………………………………………………….....
………………………………………………………………………………………………………………………….....
………………………………………………………………………………………………………………………….....
………………………………………………………………………………………………………………………….....
(2 marks)
(iii)
It was found that 1.3 cm3 of freshly squeezed lemon juice was needed to cause
1.0 cm3 of DCPIP to become clear.
Calculate the concentration of vitamin C in this lemon juice.
Answer: ………………………… %
(2 marks)
(b)
To manufacture new plant material, photosynthesis is necessary.
(i)
Suggest adaptations of a plant leaf to maximize photosynthesis.
………………………………………………………………………………………………………………………….....
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(3 marks)
(ii)
The word equation below describes photosynthesis.
light energy + carbon dioxide + water  sugar + oxygen
Suggest why an increase in carbon dioxide may not cause an increase in sugar
production.
………………………………………………………………………………………………………………………….....
………………………………………………………………………………………………………………………….....
………………………………………………………………………………………………………………………….....
………………………………………………………………………………………………………………………….....
(2 marks)
(c)
Suggest how the structure of a photosynthetic cell in a leaf would differ from a cell
that absorbs water from the soil.
………………………………………………………………………………………………………………………….....
………………………………………………………………………………………………………………………….....
………………………………………………………………………………………………………………………….....
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(2 marks)
(d)
Tobacco comes from a plant. State one substance found in tobacco smoke that is
harmful.
………………………………………………………………………………………………………………………….....
(1 mark)
(e)
Various stages are involved in testing a new medicinal drug.
(i)
Suggest the role of each of the following two stages:
1.
testing the drug on animals ………………………………………………………....................
……………………………………………………………………………………………………………………..
(1 mark)
2.
testing the drug on a small number of patients.
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
(2 marks)
(ii)
Suggest why studies using a large number of patients are also used.
………………………………………………………………………………………………………………………
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………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
(2 marks)
(iii)
In these large studies, half the group are given the drug and half are not.
Suggest why some patients are not given the drug.
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
(2 marks)
End of Biology Question 2
Name _______________________________
The King’s School Canterbury
Science Scholarship Paper 2016
Chemistry Section
You should complete one of the questions in this section.
Circle the question you have attempted.
Question
1
2
Mark
Chemistry – Question 1
a) A student investigates the rate of decomposition of hydrogen peroxide (H2O2)
solution.
The diagram shows the apparatus he uses in his experiments.
The equation for the decomposition is
(i) What is the chemical name for H2O………………………………………….
(1 mark)
(ii) What is the chemical name for O2…………………………………………….
(1 mark)
(iii) Using the symbol equation above state what type of substance each is:
ELEMENT, COMPOUND OR MIXTURE
(3 marks)
H2O2………………………………………………….
H2O…………………………………………………..
O2…………………………………………………….
(b)
The student keeps the amount of H2O2 in the solution constant at the start of each
experiment.
State two properties of the solution that he should keep the same to ensure that the
amount of H2O2 is the same in each experiment.
(2 marks)
1 .................................................................................................................................................
2 .................................................................................................................................................
(c)
The student carries out the experiment five times.
He uses a different solid in each experiment to see how effective each solid is as a
catalyst in the decomposition.
He removes the bung, adds a small amount of one of the solids and quickly replaces
the bung.
He records the time taken to collect 100 cm3 of oxygen in the syringe.
(i) What is the definition of a catalyst?
(2 mark)
...................................................................................................................................
...................................................................................................................................
(ii) Which solid does not seem to act as a catalyst?
(1 mark)
..................................................................................................................................
(iii) Which solid is the most effective catalyst?
(1 mark)
..................................................................................................................................
(d)
In the first experiment the student added 1g of solid A.
Describe what he could do with the contents of the conical flask at the end of the
experiment to show that A was a catalyst, and not a reactant.
(2 marks)
........................................................................................................................................
........................................................................................................................................
........................................................................................................................................
........................................................................................................................................
........................................................................................................................................
Question continues on the next page.
(e)
The student repeats the experiment using the same apparatus, but this time he
records the volume of oxygen collected at intervals of 20 seconds.
The table shows his results for two new solids F and G.
(i) The grid shows the results plotted for solid F.
On the grid, plot the results for solid G.
Draw a curve of best fit.
(4 marks)
(ii) Use your graph to estimate the volume of oxygen collected after 70 seconds for
solid G.
Show on your graph how you obtained your answer.
(2 marks)
........................................................................................................................................
(iii) How do the curves on the graph show that the reaction is faster with solid F
than with solid G?
(1 mark)
.........................................................................................................................................
.........................................................................................................................................
End of Chemistry Question 1
Chemistry - Question 2
Rusting occurs when iron is exposed to air and water. During rusting, iron reacts with
oxygen from the air to form an oxide.
Some students set up this apparatus to measure the volume of oxygen in a sample
of air.
Each student used an excess of wet iron filings.
At the start of the experiment the reading on the syringe was recorded and the
apparatus was then left for a week until the reaction was completed.
At the end of the experiment the reading on the syringe was recorded again.
Question continues on the next page
(a) The syringes used in one student's experiment are shown below.
Record the syringe readings at the start and at the end of the experiment in the
table below, and calculate the volume of oxygen used up.
(3 marks)
(b) The results of the other students are shown in the table.
(i) Use the results in the table to plot a graph of volume of oxygen used up
against volume of air at start. Draw a straight line of best fit.
(4 marks)
(ii) One of the results is anomalous. Identify this result by circling it on the graph.
(1 mark)
(c) Another group of students did experiments that gave several anomalous results.
The teacher discussed possible errors that could have caused these anomalous
results.
Complete the table by choosing words from the following list to show what effect
each error would have on the volume of oxygen used up.
(3 marks)
(d) Use the following results to calculate the percentage of oxygen in air.
Give your answer to one decimal place.
(2 marks)
........................................................... %
(e) Name the major component of air?
(1 mark)
…………………………………………………………………………………………………………………………………
(f) Different materials are used for different purposes in everyday life, for instance
water pipes up until 1970 were made from lead (chemical symbol Pb); nowadays
they are typically made from copper (chemical symbol Cu).
The photograph shows the planet Venus.
Although Venus is similar in size to the Earth, it is very different in other ways.
The temperature at the surface of Venus is about 470 °C. The atmospheric
pressure is 90 times that of the Earth.
The clouds in the atmosphere of Venus are made up of droplets of sulfuric acid.
The table lists some properties of metals that could be used to make a space
probe to land on Venus.
The probe needs to be launched with enough energy to escape the Earth's gravity.
To make this easier, the mass of the probe needs to be as low as possible. The probe
also needs to withstand the conditions on the surface of Venus.
Use the information in the table to answer the following questions.
(i) Which metal in the table could be used to make a probe with the lowest
density?
(1 mark)
……………………........................................................................................................
(ii) Why would this metal be unsuitable for making a probe to land on Venus?
(1 mark)
..................................................................................................................................
..................................................................................................................................
(g) Very small amounts of lead can be used in electrical circuits.
Why would lead not be suitable for use in the electrical circuits of a probe to
land on Venus?
(1 mark)
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
(h) Choose a metal from the table that would be the most suitable for making a
probe to land on Venus. Give two reasons for your choice.
(3 marks)
Metal………………........................................................................................................
Reasons
1 .........................................................................................................................
............................................................................................................................
2 .........................................................................................................................
............................................................................................................................
End of Chemistry Question 2
Name _______________________________
The King’s School Canterbury
Science Scholarship Paper 2016
Physics Section
You should complete one of the questions in this section.
Circle the question you have attempted.
Question
1
2
Mark
Physics – Question 1
a)
A child throws a ball up into the air.
i)
On the diagram above, draw and label arrows to show any forces
that are acting on the ball in this position. The direction of the
arrow(s) should indicate the direction of the force(s).
(1 mark)
ii)
The ball falls down and hits the ground. Draw and label arrows to show the
forces acting on the ball now.
(1 mark)
You may find the following information useful for the next part of this
question:
Average speed (in m/s) = distance travelled (in m) / time taken (in s)
Please note that you should use average (or mean) speed in this equation
b)
The graph below shows the speed of a ball as it falls from a height and
bounces from the floor.
The ball starts to fall and speeds up until it hits the floor.
(i)
For how many seconds does the ball fall before it first hits the floor?
.............................................................................................................
(1 mark)
(ii)
Calculate the average speed of the ball during its fall.
.............................................................................................................
.............................................................................................................
(1 mark)
(iii)
Calculate the height above the floor from which the ball was
dropped.
.............................................................................................................
…………………………………………………………………………………………………………
(2 marks)
(iv)
What is happening to the ball in the time between points A and C on
the graph?
.............................................................................................................
.............................................................................................................
(1 mark)
(v)
In which direction is the ball moving between points C and D?
.............................................................................................................
(1 mark)
vi) Calculate how high the ball bounces back up from the floor.
...............................................................................................................
...............................................................................................................
(2 marks)
(vii) Suggest a reason why the ball did not return to the height that it was
dropped from.
.................................................................................................................
................................................................................................................
(1 mark)
c)
A car engine is leaking oil. The oil drops hit the ground at regular time intervals,
2 times every second. The diagram below shows the pattern of the drops that the
car leaves on the road.
i)
What can you say about the motion of the car before it reaches the speed
limit signs?
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
(1 mark)
ii)
Calculate the distance between the drops on the road before it reaches the
signs if the car is travelling at 10 m/s.
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
(2 marks)
iii)
What can you say about the forces acting on the car at this stage of its
journey?
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
(1 mark)
Question continues on the next page
d)
The acceleration of a moving object (i.e. the rate at which something is speeding
up) is calculated using the following equation
a=
v−u
t
a = acceleration in m/s2
v = final velocity in m/s
u = initial velocity in m/s
t = time in s
i)
A car is travelling at 10m/s when the driver puts her foot down for 6
seconds and accelerates up to a speed of 25m/s. Calculate the acceleration
of the car.
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
Acceleration = ……………………… m/s2
(2 marks)
ii)
A motorbike is travelling at 20m/s and accelerates at a rate of 1.8m/s2 for
5s. Rearrange the above equation to get an expression for v and use this to
find the new velocity of the motorbike. Show all of your workings.
………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………….
(3 marks)
End of Physics Question 1
Physics Question 2
People often muddle up the concept of mass and weight.
Mass is a measure of the amount of matter in an object (‘matter’ is anything made
up from atoms). It is measured in kilograms (kg).
Weight is the force that gravity exerts on all objects with mass. It is measured in
Newtons (N).
The two are related by the following equation:
Weight (in N) = mass (in kg) x gravitational field strength (in N/kg)
The gravitational field strength (usually referred to as ‘g’) of a planet depends on:


a)
The mass of the planet (the greater the mass, the greater the value of g)
The distance from the planet (the further you go from the planet, the
weaker the value of g)
For each of the following, decide if the statement is true or false (put a tick
in the correct box).
True
False
A 70 kg astronaut would
have a mass of 0 kg at the
international space
station.
You would weigh less at
the top of Mount Everest.
Your mass would
decrease if you had a
haircut.
You would look slimmer
if you went to the moon.
You would weigh so
much on Jupiter that it
could break your bones.
(5 marks)
b)
Springs can be used to measure weight.
The table below contains data about a spring inside bathroom scales used for
weighing people.
i)
Weight/N
Length/cm
0
2.40
200
1.85
400
1.30
600
0.75
800
0.65
1200
0.50
1600
0.50
Use the data in the table to complete a graph on the grid below. Plot
length on the y-axis and weight on the x-axis and draw a curve of best fit.
(3 marks)
ii)
What is the original length of the spring?
……………………………………………………………………………………………………………………
(1 mark)
iii)
By how much does the spring compress (i.e. ‘squash’) when a boy who
weighs 500N stands on the scales?
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
(2 marks)
iv)
Suggest the range of weights over which these scales are useful.
………………………………………………………………………………………………………………
…………………………………………………………………………………………………………….
( 1 mark)
Question continues on the next page.
c)
A spring is said to obey Hooke’s law if the extension (i.e. how far it has
stretched from its original length) is directly proportional to the force applied.
This means that the force and the extension are related by a common factor for
example, if you doubled the force, you would also double the extension.
Mathematically this is expressed as
F=kx
where F is the force (in N)
x is the extension (in m)
and k is a constant value called the stiffness constant.
The greater the value of k, the stiffer the spring.
i)
According to this equation, what might be a suitable unit for the stiffness
constant k?
…………………………………………………………………………………………………………………….
( 1 mark)
ii)
Sketch the shape of the graph that you would expect to produce for a
spring obeying Hooke’s law.
F
x
(1 mark)
iii)
A spring of stiffness k is now joined with an identical spring in the
arrangements shown below. On the diagram, write an expression in terms
of k for the new stiffness of the spring arrangements (you may like to
consider whether the arrangement is more or less ‘stiff’ than the single
spring).
stiffness = ……………..
stiffness = ……………..
(2 marks)
Question continues on the next page.
iv)
For each of the situations in the previous question, explain why you have
given these expressions for the stiffness constant. You should use the
Hooke’s Law equation to help to justify your answers.
2 springs in series (i.e. end to end)
……………………………………………………………………………………………………………………
.…………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………
2 springs in parallel (i.e. side to side)
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
(4 marks)
End of Physics Question 2
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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………………………………………………………………………………………………………………….............
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(ii) Suggest two variables the student should keep constant to help make this
investigation a fair test.
(2)
………………………………………………………………………………………………………………….............
………………………………………………………………………………………………………………….............
………………………………………………………………………………………………………………….............
(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)
………………………………………………………………………………………………………………….............
………………………………………………………………………………………………………………….............
………………………………………………………………………………………………………………….............
………………………………………………………………………………………………………………….............
(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)
………………………………………………………………………………………………………………….............
………………………………………………………………………………………………………………….............
………………………………………………………………………………………………………………….............
………………………………………………………………………………………………………………….............
………………………………………………………………………………………………………………….............
(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)
………………………………………………………………………………………………………………….............
………………………………………………………………………………………………………………….............
………………………………………………………………………………………………………………….............
………………………………………………………………………………………………………………….............
………………………………………………………………………………………………………………….............
………………………………………………………………………………………………………………….............
………………………………………………………………………………………………………………….............
(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)
………………………………………………………………………………………………………………….............
………………………………………………………………………………………………………………….............
………………………………………………………………………………………………………………….............
(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)
………………………………………………………………………………………………………………….............
………………………………………………………………………………………………………………….............
………………………………………………………………………………………………………………….............
………………………………………………………………………………………………………………….............
………………………………………………………………………………………………………………….............
(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)
………………………………………………………………………………………………………………….............
………………………………………………………………………………………………………………….............
………………………………………………………………………………………………………………….............
………………………………………………………………………………………………………………….............
………………………………………………………………………………………………………………….............
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)
………………………………………………………………………………………………………………….............
………………………………………………………………………………………………………………….............
………………………………………………………………………………………………………………….............
………………………………………………………………………………………………………………….............
………………………………………………………………………………………………………………….............
………………………………………………………………………………………………………………….............
(iii) When doing the investigation at 400C, suggest how this temperature may have
been maintained.
(1)
………………………………………………………………………………………………………………….............
………………………………………………………………………………………………………………….............
(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)
………………………………………………………………………………………………………………….............
………………………………………………………………………………………………………………….............
………………………………………………………………………………………………………………….............
………………………………………………………………………………………………………………….............
………………………………………………………………………………………………………………….............
(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)
………………………………………………………………………………………………………………….............
………………………………………………………………………………………………………………….............
………………………………………………………………………………………………………………….............
………………………………………………………………………………………………………………….............
(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)
..........................................................................................................................................................................
..........................................................................................................................................................................
(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)
..........................................................................................................................................................................
..........................................................................................................................................................................
..........................................................................................................................................................................
..........................................................................................................................................................................
..........................................................................................................................................................................
..........................................................................................................................................................................
(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)
..........................................................................................................................................................................
..........................................................................................................................................................................
..........................................................................................................................................................................
..........................................................................................................................................................................
(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)
..........................................................................................................................................................................
..........................................................................................................................................................................
(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)
.......................................................................................................................................................................
(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)
.........................................................................................................................................................................
.........................................................................................................................................................................
.........................................................................................................................................................................
.........................................................................................................................................................................
(e) Fluorine is a gas, bromine a liquid and iodine a solid. Describe the arrangement of particles in
each of these three substances.
(3)
.........................................................................................................................................................................
.........................................................................................................................................................................
.........................................................................................................................................................................
.........................................................................................................................................................................
.........................................................................................................................................................................
.........................................................................................................................................................................
.........................................................................................................................................................................
(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)
....................................................................................................................................................................
....................................................................................................................................................................
....................................................................................................................................................................
....................................................................................................................................................................
(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)
....................................................................................................................................................................
....................................................................................................................................................................
....................................................................................................................................................................
....................................................................................................................................................................
(ii) Jagdeep says that kerosene is the best fuel.
How do Simon’s results support this conclusion?
(1)
....................................................................................................................................................................
....................................................................................................................................................................
(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)
....................................................................................................................................................................
....................................................................................................................................................................
....................................................................................................................................................................
....................................................................................................................................................................
(e) Using the table above calculate the % temperature increase of meths compared to wood?
(2)
..........................................................................................................................................................................
..........................................................................................................................................................................
..........................................................................................................................................................................
..........................................................................................................................................................................
(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)
..........................................................................................................................................................................
..........................................................................................................................................................................
..........................................................................................................................................................................
..........................................................................................................................................................................
..........................................................................................................................................................................
..........................................................................................................................................................................
..........................................................................................................................................................................
..........................................................................................................................................................................
(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.
……………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………
(2 marks)
iv)
Would this cube float or sink if the liquid was water? Explain your answer.
Density of water = 1000 kg/m3
……………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………
(1 mark)
v)
Calculate the weight of the cube in N.
……………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………
(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.
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(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.
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(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.
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(2 marks)
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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.
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(1 mark)
END OF QUESTION 3
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END OF TEST
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