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Year 9 Achievement TestSample Assessment Material
and Sample Mark Scheme
Edexcel International
Lower Secondary Curriculum
Science
Edexcel is part of Pearson, the world’s leading learning company. As the UK’s largest awarding body we offer academic and vocational qualifications and testing to schools, colleges, employers and other places of learning. Our academic qualifications include GCE, GCSE, International GCSE plus Primary and Lower Secondary Curricula.
For Further information please contact:Edexcel Service operations (entries and registrations) [email protected]: +44 (0)844 463 2535Or Edexcel Customer Services: +44 (0)1204 770696
ContentsPaper PLSC02
Sample Assessment Material 1Sample Mark Scheme 41
Centre Number Candidate Number
Write your name hereSurname Other names
Total Marks
Paper Reference
Turn over
Edexcel InternationalPrimary Curriculum
PLSC01
MathematicsYear 6Achievement Test
Sample Assessment MaterialTime: 1 hour
You do not need any other materials.
Instructions
• Use black ink or ball-point pen.• Fill in the boxes at the top of this page with your name, centre number and candidate number.• Answer all questions.• Answer the questions in the spaces provided
– there may be more space than you need.• Calculators are NOT allowed.
Information
• The total mark for this paper is 60. • The marks for each question are shown in brackets
– use this as a guide as to how much time to spend on each question.
Advice
• Read each question carefully before you start to answer it.• Try to answer every question.• Check your answers if you have time at the end.
*S41625A0120*S41625A©2012 Pearson Education Ltd.
4/2/
General Marking Guidance
• All candidates must receive the same treatment. Examiners must mark the first candidate in exactly the same way as they mark the last.
• Mark schemes should be applied positively. Candidates must be rewarded for what they have shown they can do rather than penalised for omissions.
• Examiners should mark according to the mark scheme not according to their perception of where the grade boundaries may lie.
• There is no ceiling on achievement. All marks on the mark scheme should be used appropriately.
• All the marks on the mark scheme are designed to be awarded. Examiners should always award full marks if deserved, i.e. if the answer matches the mark scheme. Examiners should also be prepared to award zero marks if the candidate’s response is not worthy of credit according to the mark scheme.
• Where some judgement is required, mark schemes will provide the principles by which marks will be awarded and exemplification may be limited.
• When examiners are in doubt regarding the application of the mark scheme to a candidate’s response, the team leader must be consulted.
• Crossed out work should be marked UNLESS the candidate has replaced it with an alternative response.
1Edexcel International Lower Sample Assessment Material © Pearson Ltd 2012Secondary Curriculum
Centre Number Candidate Number
Write your name hereSurname Other names
Total Marks
Paper Reference
Turn over
S41746A©2012 Pearson Education Ltd.
3/3/1/
*S41746A0140*
ScienceYear 9Achievement Test
Sample Assessment MaterialTime: 1 hour 20 minutes PLSC02/01
You do not need any other materials.
Instructions Use black ink or ball-point pen. Fill in the boxes at the top of this page with your name,
centre number and candidate number. Answer all questions. Answer the questions in the spaces provided
– there may be more space than you need.
Information The total mark for this paper is 80. The marks for each question are shown in brackets
– use this as a guide as to how much time to spend on each question.
Advice Read each question carefully before you start to answer it. Try to answer every question. Check your answers if you have time at the end.
Edexcel International Lower Secondary Curriculum
2 © Pearson Ltd 2012 Sample Assessment Material Edexcel International LowerSecondary Curriculum
3
*S41746A0340* Turn over
2 The photograph shows ivy growing up a telegraph pole.
A man cuts through the stems of the ivy. Why will the ivy above the cut die?
A lack of carbon dioxide and light
B lack of carbon dioxide and water
C lack of minerals and light
D lack of minerals and water
(Total for Question 2 = 1 mark)
3 Four harmful chemicals in cigarette smoke are listed below.
Which chemical causes addiction to cigarette smoking?
A ammonia
B carbon dioxide
C nicotine
D tar
(Total for Question 3 = 1 mark)
2
*S41746A0240*
SECTION A
Answer ALL questions
For questions 1 – 10 put a cross in one box to indicate your answer.If you change your mind, put a line through the box and then put a cross in another box .
Each question is worth one mark.
1 Which organ system is shown in the diagram?
A circulatory system
B nervous system
C respiratory system
D skeletal system
(Total for Question 1 = 1 mark)
3Edexcel International Lower Sample Assessment Material © Pearson Ltd 2012Secondary Curriculum
3
*S41746A0340* Turn over
2 The photograph shows ivy growing up a telegraph pole.
A man cuts through the stems of the ivy. Why will the ivy above the cut die?
A lack of carbon dioxide and light
B lack of carbon dioxide and water
C lack of minerals and light
D lack of minerals and water
(Total for Question 2 = 1 mark)
3 Four harmful chemicals in cigarette smoke are listed below.
Which chemical causes addiction to cigarette smoking?
A ammonia
B carbon dioxide
C nicotine
D tar
(Total for Question 3 = 1 mark)
4 © Pearson Ltd 2012 Sample Assessment Material Edexcel International LowerSecondary Curriculum
5
*S41746A0540* Turn over
5 Nina investigates how much air she can breathe out in one breath.
She breathes out through a plastic tube into a bell jar as shown below.
before she breathes into the bell jar after she breathed into the bell jar
Which word should be used to complete the sentence below.
The air Nina breathes out . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . the water in the bell jar.
A absorbs
B displaces
C evaporates
D neutralises
(Total for Question 5 = 1 mark)
6 How did the air in the bell jar change when Nina breathed into it?
A It had much less nitrogen
B It had much less water vapour
C It had more carbon dioxide
D It had more oxygen
(Total for Question 6 = 1 mark)
bell-jar
watertrough
200
400
600
800
1000
200
400
600
800
1000
4
*S41746A0440*
4 Which cell absorbs water into a plant?
A
B
C
D
(Total for Question 4 = 1 mark)
5Edexcel International Lower Sample Assessment Material © Pearson Ltd 2012Secondary Curriculum
5
*S41746A0540* Turn over
5 Nina investigates how much air she can breathe out in one breath.
She breathes out through a plastic tube into a bell jar as shown below.
before she breathes into the bell jar after she breathed into the bell jar
Which word should be used to complete the sentence below.
The air Nina breathes out . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . the water in the bell jar.
A absorbs
B displaces
C evaporates
D neutralises
(Total for Question 5 = 1 mark)
6 How did the air in the bell jar change when Nina breathed into it?
A It had much less nitrogen
B It had much less water vapour
C It had more carbon dioxide
D It had more oxygen
(Total for Question 6 = 1 mark)
bell-jar
watertrough
200
400
600
800
1000
200
400
600
800
1000
6 © Pearson Ltd 2012 Sample Assessment Material Edexcel International LowerSecondary Curriculum
7
*S41746A0740* Turn over
8 Strawberry plants produce horizontal stems called runners.
New plants grow from buds on the runners as shown below.
Which statement about the new plants is true?
A They are different in appearance from the parent plant
B They are genetically identical to parent plant
C They are not clones
D They are not produced by asexual reproduction
(Total for Question 8 = 1 mark)
9 Which human characteristic is caused by genetic factors only?
A blood group
B freckles
C hair colour
D mass
(Total for Question 9 = 1 mark)
6
*S41746A0640*
7 Rita is a poodle. Peter is a labrador.
Rover is a puppy produced by crossing Rita with Peter. Rover is a labradoodle.
Rita (poodle) Peter (labrador) Rover (labradoodle)
Labradoodles make good guide dogs. They are gentle like labradors and, like poodles, they do not shed much hair.
How are labradoodles produced?
A by asexual reproduction
B by cloning
C by genetic engineering
D by selective breeding
(Total for Question 7 = 1 mark)
7Edexcel International Lower Sample Assessment Material © Pearson Ltd 2012Secondary Curriculum
7
*S41746A0740* Turn over
8 Strawberry plants produce horizontal stems called runners.
New plants grow from buds on the runners as shown below.
Which statement about the new plants is true?
A They are different in appearance from the parent plant
B They are genetically identical to parent plant
C They are not clones
D They are not produced by asexual reproduction
(Total for Question 8 = 1 mark)
9 Which human characteristic is caused by genetic factors only?
A blood group
B freckles
C hair colour
D mass
(Total for Question 9 = 1 mark)
8 © Pearson Ltd 2012 Sample Assessment Material Edexcel International LowerSecondary Curriculum
9
*S41746A0940* Turn over
11 The photographs/drawings show six living things.
star grass lion – feeds on wildebeest and gazelle
wildebeest – feeds on oat grass
hyena – feeds on gazelle oat grass gazelle – feeds on star grass
(a) From this information, give the name of one predator and its prey.(1)
predator . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
prey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(b) Complete the food web below by writing the names of the living things in the boxes.
Add arrows to show the feeding relationships between the living things.(2)
ggazelle
8
*S41746A0840*
10 A teacher measured the height of all the students in year 9.
What is the best way to present the data?
A
as a bar chart
B
as a curve
C
as a pie chart
D1111 1111 1111 1111as a tally
(Total for Question 10 = 1 mark)
9Edexcel International Lower Sample Assessment Material © Pearson Ltd 2012Secondary Curriculum
9
*S41746A0940* Turn over
11 The photographs/drawings show six living things.
star grass lion – feeds on wildebeest and gazelle
wildebeest – feeds on oat grass
hyena – feeds on gazelle oat grass gazelle – feeds on star grass
(a) From this information, give the name of one predator and its prey.(1)
predator . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
prey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(b) Complete the food web below by writing the names of the living things in the boxes.
Add arrows to show the feeding relationships between the living things.(2)
ggazelle
10 © Pearson Ltd 2012 Sample Assessment Material Edexcel International LowerSecondary Curriculum
11
*S41746A01140* Turn over
12 The diagram shows the lungs and airways.
(a) Give the name of the part of the lung labelled X.(1)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(b) This diagram shows some cells in the lining of the airway.
These cells get rid of micro-organisms from the air entering the lungs.
How do they do this?(2)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(Total for Question 12 = 3 marks)
mucus producing
cell
cilia
ciliated cell
X
X
10
*S41746A01040*
(c) The pyramid of numbers for this food web is drawn below.
Why is it this shape?(1)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(Total for Question 11 = 4 marks)
11Edexcel International Lower Sample Assessment Material © Pearson Ltd 2012Secondary Curriculum
11
*S41746A01140* Turn over
12 The diagram shows the lungs and airways.
(a) Give the name of the part of the lung labelled X.(1)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(b) This diagram shows some cells in the lining of the airway.
These cells get rid of micro-organisms from the air entering the lungs.
How do they do this?(2)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(Total for Question 12 = 3 marks)
mucus producing
cell
cilia
ciliated cell
X
X
12 © Pearson Ltd 2012 Sample Assessment Material Edexcel International LowerSecondary Curriculum
13
*S41746A01340* Turn over
For questions 14 – 23 put a cross in one box to indicate your answer.If you change your mind, put a line through the box and then put a cross in another box .
Each question is worth one mark.
14 The drawing shows a torch bulb.
Why was tungsten used for the filament of the torch bulb?
A It has a high melting point
B It is insoluble in water
C It is magnetic
D It reacts with acids
(Total for Question 14 = 1 mark)
coiled tungsten filament
sealed glass bulb
12
*S41746A01240*
13 A brown eyed person may have two genes for brown eyes, BB, or one gene for brown eyes and one gene for blue eyes, Bb.
A blue eyed person always has two genes for blue eyes, bb.
(a) Which part of a sperm cell contains the genes?(1)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(b) Each of the four children received a gene for eye colour from John and from Anna.
Explain how you can tell from the diagram that John and Anna each have the gene combination Bb?
(2)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(Total for Question 13 = 3 marks)
John brown eyes
Anna brown eyes
Pete brown eyes
Tim brown eyes
Beth blue eyes
Karen blue eyes
13Edexcel International Lower Sample Assessment Material © Pearson Ltd 2012Secondary Curriculum
13
*S41746A01340* Turn over
For questions 14 – 23 put a cross in one box to indicate your answer.If you change your mind, put a line through the box and then put a cross in another box .
Each question is worth one mark.
14 The drawing shows a torch bulb.
Why was tungsten used for the filament of the torch bulb?
A It has a high melting point
B It is insoluble in water
C It is magnetic
D It reacts with acids
(Total for Question 14 = 1 mark)
coiled tungsten filament
sealed glass bulb
14 © Pearson Ltd 2012 Sample Assessment Material Edexcel International LowerSecondary Curriculum
15
*S41746A01540* Turn over
16 A student wants to add exactly 1 cm3 of fertiliser solution into a plant pot.
What instrument should he use to do this most accurately?
A
500 cm3
400
300
200
100
B
500 cm3
400300200100
C
100 cm3
90
80
70
60
50
40
30
20
10
D
5 4 3 2 1cm3
A a 500 cm3 beaker
B a100 cm3 measuring cylinder
C a 500 cm3 conical flask
D a 5 cm3 syringe
(Total for Question 16 = 1 mark)
14
*S41746A01440*
15 The diagram shows what happens when dilute hydrochloric acid is added to pieces of limestone.
The gas that is formed passes into limewater. The limewater turns milky.
Which gas turns limewater milky?
A carbon dioxide
B hydrogen
C methane
D oxygen
(Total for Question 15 = 1 mark)
dilute hydrochloric
acid
limestone limewater
15Edexcel International Lower Sample Assessment Material © Pearson Ltd 2012Secondary Curriculum
15
*S41746A01540* Turn over
16 A student wants to add exactly 1 cm3 of fertiliser solution into a plant pot.
What instrument should he use to do this most accurately?
A
500 cm3
400
300
200
100
B
500 cm3
400300200100
C
100 cm3
90
80
70
60
50
40
30
20
10
D
5 4 3 2 1cm3
A a 500 cm3 beaker
B a100 cm3 measuring cylinder
C a 500 cm3 conical flask
D a 5 cm3 syringe
(Total for Question 16 = 1 mark)
16 © Pearson Ltd 2012 Sample Assessment Material Edexcel International LowerSecondary Curriculum
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*S41746A01740* Turn over
19 A student adds magnesium ribbon to dilute hydrochloric acid.
What change would make the reaction faster?
A Cool the acid
B Decrease the volume of the acid
C Heat the water
D Use magnesium powder
(Total for Question 19 = 1 mark)
magnesium ribbon
dilute hydrochloric acid
water
trough
measuring cylinder
16
*S41746A01640*
17 An element is a poor conductor of heat and electricity. It is dull and brittle.
What element could it be?
A calcium
B gold
C nickel
D sulfur
(Total for Question 17 = 1 mark)
18 Steel objects are sometimes galvanised to protect them against corrosion.
Which metal is used to galvanise steel?
A aluminium
B zinc
C carbon
D copper
(Total for Question 18 = 1 mark)
17Edexcel International Lower Sample Assessment Material © Pearson Ltd 2012Secondary Curriculum
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*S41746A01740* Turn over
19 A student adds magnesium ribbon to dilute hydrochloric acid.
What change would make the reaction faster?
A Cool the acid
B Decrease the volume of the acid
C Heat the water
D Use magnesium powder
(Total for Question 19 = 1 mark)
magnesium ribbon
dilute hydrochloric acid
water
trough
measuring cylinder
18 © Pearson Ltd 2012 Sample Assessment Material Edexcel International LowerSecondary Curriculum
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*S41746A01940* Turn over
22 What type of reaction is this?
magnesium + copper nitrate → magnesium nitrate + copper
A combustion
B displacement
C oxidation
D reduction
(Total for Question 22 = 1 mark)
23 Iron is extracted from iron ore in a blast furnace.
Which is the correctly balanced symbol equation for the reaction that takes place?
A Fe2O3 + CO → Fe2 + 2CO2
B 2Fe2O3 + 2CO → 2Fe2 + 4CO2
C Fe2O3 + 3CO → 2Fe + 2CO2 + CO
D Fe2O3 + 3CO → 2Fe + 3CO2
(Total for Question 23 = 1 mark)
18
*S41746A01840*
20 Gas A burns in air. The diagrams show a particle model for the chemical reaction that takes place.
+ →
X Y
How can you tell from the diagram that matter is not lost in this reaction?
A The reactants and products are all compounds
B The number of product molecules is the same as the number of reactant molecules
C The same number of each atom is present in the reactants and products
D The reaction between gas X and gas Y is an oxidation reaction
(Total for Question 20 = 1 mark)
21 Granite and basalt are two types of rock that are formed when magma cools.
Granite has bigger crystals than basalt. What is the reason for this?
A Basalt is igneous but granite is sedimentary
B Granite is igneous but basalt is sedimentary
C Basalt takes longer to form than granite
D Granite takes longer to form than basalt
(Total for Question 21 = 1 mark)
19Edexcel International Lower Sample Assessment Material © Pearson Ltd 2012Secondary Curriculum
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*S41746A01940* Turn over
22 What type of reaction is this?
magnesium + copper nitrate → magnesium nitrate + copper
A combustion
B displacement
C oxidation
D reduction
(Total for Question 22 = 1 mark)
23 Iron is extracted from iron ore in a blast furnace.
Which is the correctly balanced symbol equation for the reaction that takes place?
A Fe2O3 + CO → Fe2 + 2CO2
B 2Fe2O3 + 2CO → 2Fe2 + 4CO2
C Fe2O3 + 3CO → 2Fe + 2CO2 + CO
D Fe2O3 + 3CO → 2Fe + 3CO2
(Total for Question 23 = 1 mark)
20 © Pearson Ltd 2012 Sample Assessment Material Edexcel International LowerSecondary Curriculum
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*S41746A02140* Turn over
25 Gas X burns in air. The diagrams show a particle model for the reaction.
+ →
Gas X Gas Y in air Products
(a) How can you tell that X and Y are gases?(1)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(b) (i) How can you tell that a chemical reaction has taken place between gas X and gas Y?
(1)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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(ii) Gas X is methane. Write a balance symbol equation for the reaction.(1)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(Total for Question 25 = 3 marks)
20
*S41746A02040*
24 This church was built by the sea.
The pictures show changes that have taken place since 1750.
picture drawn in 1750 photograph taken in 1905 photograph taken in 1910
(a) How can you tell that weathering and erosion has taken place?(1)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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(b) This sculpture on the outside of a city church has been damaged by rain.
(i) What substance combines with rain water and has caused this damage?(1)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(ii) The sculpture is carved out of limestone.
Sculptures made from granite do not change in this way. What is the reason for this?
(1)
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(Total for Question 24 = 3 marks)
21Edexcel International Lower Sample Assessment Material © Pearson Ltd 2012Secondary Curriculum
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*S41746A02140* Turn over
25 Gas X burns in air. The diagrams show a particle model for the reaction.
+ →
Gas X Gas Y in air Products
(a) How can you tell that X and Y are gases?(1)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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(b) (i) How can you tell that a chemical reaction has taken place between gas X and gas Y?
(1)
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(ii) Gas X is methane. Write a balance symbol equation for the reaction.(1)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(Total for Question 25 = 3 marks)
22 © Pearson Ltd 2012 Sample Assessment Material Edexcel International LowerSecondary Curriculum
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*S41746A02340* Turn over
(b) This is part of the reactivity series.
most reactive sodium
calcium
magnesium
aluminium
zinc
iron
lead
hydrogen
copper
least reactive silver
The student mixed the pairs of chemicals in the list below.
reactions
1 calcium + hydrochloric acid
2 copper + hydrochloric acid
3 silver + hydrochloric acid
4 sodium + hydrochloric acid
Which two pairs of chemicals would not react together?(2)
Give the numbers
Reaction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . and reaction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Explain your answer.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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(Total for Question 26 = 4 marks)
22
*S41746A02240*
26 A student investigates the reaction between zinc and dilute hydrochloric acid.
(a) (i) Write the word equation for the reaction.(1)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(ii) She repeated the investigation using dilute sulphuric acid.
Give the name of the salt formed in this reaction.(1)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
zinc
measuring cylinder
trough
waterdilute hydrochloric acid
23Edexcel International Lower Sample Assessment Material © Pearson Ltd 2012Secondary Curriculum
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*S41746A02340* Turn over
(b) This is part of the reactivity series.
most reactive sodium
calcium
magnesium
aluminium
zinc
iron
lead
hydrogen
copper
least reactive silver
The student mixed the pairs of chemicals in the list below.
reactions
1 calcium + hydrochloric acid
2 copper + hydrochloric acid
3 silver + hydrochloric acid
4 sodium + hydrochloric acid
Which two pairs of chemicals would not react together?(2)
Give the numbers
Reaction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . and reaction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Explain your answer.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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(Total for Question 26 = 4 marks)
24 © Pearson Ltd 2012 Sample Assessment Material Edexcel International LowerSecondary Curriculum
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*S41746A02540* Turn over
29 A plane is just about to take off.
Just before take-off, the plane is speeding up along the ground.
Which statement is true?
A Backward force is zero
B Backward force is greater than Forward force
C Forward force is equal to Backward force
D Forward force is greater than Backward force
(Total for Question 29 = 1 mark)
30 Which statement is true about the plane just as it takes off?
A Downward force is zero
B Downward force is greater than Upward force
C Upward force is greater than Downward force
D Upward force is equal to Downward force
(Total for Question 30 = 1 mark)
24
*S41746A02440*
For questions 27 – 30 put a cross in one box to indicate your answer.If you change your mind, put a line through the box and then put a cross in another box .
Each question is worth one mark.
27 Sarah was watching a fireworks display. She saw the flash of the firework before she heard the sound. Why was this the case?
A Speed of sound is faster than the speed of light
B Speed of light is faster than the speed of sound
C Sound and light travel at a similar speed
D People’s ears are more sensitive than their eyes
(Total for Question 27 = 1 mark)
28 Once a firework has used its fuel it falls to the ground. What force has caused it to fall to the ground?
A Air Resistance
B Friction
C Gravity
D Up thrust
(Total for Question 28 = 1 mark)
25Edexcel International Lower Sample Assessment Material © Pearson Ltd 2012Secondary Curriculum
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*S41746A02540* Turn over
29 A plane is just about to take off.
Just before take-off, the plane is speeding up along the ground.
Which statement is true?
A Backward force is zero
B Backward force is greater than Forward force
C Forward force is equal to Backward force
D Forward force is greater than Backward force
(Total for Question 29 = 1 mark)
30 Which statement is true about the plane just as it takes off?
A Downward force is zero
B Downward force is greater than Upward force
C Upward force is greater than Downward force
D Upward force is equal to Downward force
(Total for Question 30 = 1 mark)
26 © Pearson Ltd 2012 Sample Assessment Material Edexcel International LowerSecondary Curriculum
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*S41746A02740* Turn over
33 Each of the observations below has one explanation. Draw a line from each observation to the correct explanation.
Observation Explanation
A ship going out to sea goes out of sight The Earth spins on its axis
We have day and night The Earth is a sphere
We have summer and winter The Earth orbits the Sun and the Earth’s axis is tilted
One year on earth is 365 days The Earth orbits the Sun
(Total for Question 33 = 3 marks)
34 The table below shows the mass and weight of four objects on different planets.
Planet Mass (kg) Weight (N)
Earth 4 40
Mars 6 24
Jupiter 2 50
Venus 4 36
(a) Which planet has the object with the largest mass?(1)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(b) How can you tell, from the table, that gravity is greater on Earth than on Venus?(1)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(Total for Question 34 = 2 marks)
26
*S41746A02640*
31 Sarah and Sam planned to stand very close to a loud explosion, during a science practical.
Why do you think they should wear ear defenders?
.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(Total for Question 31 = 1 mark)
32 The table below gives information about five planets.
Planet Distance from the Sun (million km)
Time for planet to orbit the Sun (Earth-years)
Venus 110 0.6
Earth 150 1.0
Mars 230
Jupiter 780 12.0
Saturn 1400 30.0
Use information in the table to estimate time for Mars to orbit the Sun.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Earth-years
(Total for Question 32 = 1 mark)
Jupiter Earth
MarsVenus
MercurySaturn
Uranus
Neptune
asteroids
not to scale
Sun
The orbits of the planets are elliptical.
The further a planet is from the Sun, the slower it moves around its orbit.
27Edexcel International Lower Sample Assessment Material © Pearson Ltd 2012Secondary Curriculum
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*S41746A02740* Turn over
33 Each of the observations below has one explanation. Draw a line from each observation to the correct explanation.
Observation Explanation
A ship going out to sea goes out of sight The Earth spins on its axis
We have day and night The Earth is a sphere
We have summer and winter The Earth orbits the Sun and the Earth’s axis is tilted
One year on earth is 365 days The Earth orbits the Sun
(Total for Question 33 = 3 marks)
34 The table below shows the mass and weight of four objects on different planets.
Planet Mass (kg) Weight (N)
Earth 4 40
Mars 6 24
Jupiter 2 50
Venus 4 36
(a) Which planet has the object with the largest mass?(1)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(b) How can you tell, from the table, that gravity is greater on Earth than on Venus?(1)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(Total for Question 34 = 2 marks)
28 © Pearson Ltd 2012 Sample Assessment Material Edexcel International LowerSecondary Curriculum
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*S41746A02940* Turn over
36 The photograph shows a space shuttle.
The graph below shows how the upward force and the weight of a space shuttle, including fuel, change during the first 20 seconds after fuel is ignited.
(a) Look at the graph. At 20 seconds, what is the value of the upward force on the space shuttle?
(1) 25 millions of N
27 millions of N
19 millions of N
23 millions of N
30
25
20
15
10
5
00 5 10 15 20
time (seconds)
force (millions of N)
key
upward force on the space shuttle
total weight of the space shuttle and fuel
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*S41746A02840*
35 (a) A force of 200 N is exerted onto an area 2.0 cm2. Calculate the pressure that this exerts.
(1)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . N/cm2
(b) The same pressure is exerted onto an area of 8.0 cm2. Use the pressure you calculated in part (i) to work out the size of the force.
(1)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .N/cm2
(Total for Question 35 = 2 marks)
29Edexcel International Lower Sample Assessment Material © Pearson Ltd 2012Secondary Curriculum
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*S41746A02940* Turn over
36 The photograph shows a space shuttle.
The graph below shows how the upward force and the weight of a space shuttle, including fuel, change during the first 20 seconds after fuel is ignited.
(a) Look at the graph. At 20 seconds, what is the value of the upward force on the space shuttle?
(1) 25 millions of N
27 millions of N
19 millions of N
23 millions of N
30
25
20
15
10
5
00 5 10 15 20
time (seconds)
force (millions of N)
key
upward force on the space shuttle
total weight of the space shuttle and fuel
30 © Pearson Ltd 2012 Sample Assessment Material Edexcel International LowerSecondary Curriculum
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*S41746A03140* Turn over
37 Houses in cold countries are often heated using radiators.
Howard has had new radiators installed. Explain how they heat the room using convection.
You may use a diagram to help with your explanation if you wish.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(Total for Question 37 = 3 marks)
TOTAL FOR SECTION A = 60 MARKS
30
*S41746A03040*
(b) The total weight of the space shuttle and fuel?(1)
19.5 millions of N
27 millions of N
18 millions of N
16 millions of N
(c) At 20 seconds, what is the resultant force on the space shuttle?(1)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . millions of N
(d) Use the graph to describe why the shuttle cannot take off before 10 seconds.(1)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(Total for Question 36 = 4 marks)
31Edexcel International Lower Sample Assessment Material © Pearson Ltd 2012Secondary Curriculum
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*S41746A03140* Turn over
37 Houses in cold countries are often heated using radiators.
Howard has had new radiators installed. Explain how they heat the room using convection.
You may use a diagram to help with your explanation if you wish.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(Total for Question 37 = 3 marks)
TOTAL FOR SECTION A = 60 MARKS
32 © Pearson Ltd 2012 Sample Assessment Material Edexcel International LowerSecondary Curriculum
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*S41746A03340* Turn over
(b) Give two factors she should keep the same to make her investigation a fair test.(2)
1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(c) Lauren used a ruler rather than a stop watch. Why was it more accurate to use a ruler? You can use a diagram to help you.
(1)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(d) What could she do to make her results more reliable?(1)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(Total for Question 38 = 5 marks)
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SECTION B
Answer ALL questions.
38 Lauren investigated reaction times of twelve different pupils in her class. She dropped a metre ruler between each pupil’s finger and thumb.
As soon as the pupils saw the ruler begin to move, they had to catch it as quickly as possible. Pupils with the fastest reaction times would catch the metre ruler most quickly.
(a) What factor did Lauren change as she carried out the investigation (the independent variable)?
(1)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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(b) Give two factors she should keep the same to make her investigation a fair test.(2)
1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(c) Lauren used a ruler rather than a stop watch. Why was it more accurate to use a ruler? You can use a diagram to help you.
(1)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(d) What could she do to make her results more reliable?(1)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(Total for Question 38 = 5 marks)
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(a) Use their results to draw a graph below.
Decide the scale for each axis Plot the points Draw a line of best fit
(3)
(b) (i) Which group’s results do not fit the general pattern?
Give the letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(1)
(ii) What could explain this anomalous result?(1)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
mass of magnesium oxide (g)
mass of magnesium (g)
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*S41746A03440*
39 Six groups of pupils burned magnesium in air. The magnesium reacted with oxygen to form magnesium oxide.
They recorded the mass of magnesium used and the mass of magnesium oxide formed. The results are shown in the table.
Group Mass of magnesium used (g)
Mass of magnesium oxide formed (g)
A 3.2 5.2
B 3.8 6.5
C 4.2 7.0
D 4.9 8.6
E 5.4 8.0
F 6.1 10.7
crucible
HEAT
pipeclay triangle
magnesium ribbon
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(a) Use their results to draw a graph below.
Decide the scale for each axis Plot the points Draw a line of best fit
(3)
(b) (i) Which group’s results do not fit the general pattern?
Give the letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(1)
(ii) What could explain this anomalous result?(1)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
mass of magnesium oxide (g)
mass of magnesium (g)
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40 Kim described her idea about insulation.
Kim:
(a) Write a plan for an investigation you could carry out in the school laboratory to test Kim’s idea.
Assume you have access to the usual laboratory equipment.
In your plan you must write:
The one factor you would change as you carry out your investigation (the independent variable)
The effect you would observe or measure as you carry out your investigation (the dependent variable)
One factor you would keep the same to help make your investigation fair(3)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
I think more insulation will keep more heat in
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(iii) How should the class deal with this anomalous result?(1)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(c) Use the graph to predict the mass of magnesium oxide that would be formed by burning 7.0 g of magnesium.
(1). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . g
(d) The results show the relationship between mass of magnesium and the mass of magnesium oxide formed.
(1)
What conclusion can you draw about this relationship?
.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(Total for Question 39 = 8 marks)
37Edexcel International Lower Sample Assessment Material © Pearson Ltd 2012Secondary Curriculum
37
*S41746A03740* Turn over
40 Kim described her idea about insulation.
Kim:
(a) Write a plan for an investigation you could carry out in the school laboratory to test Kim’s idea.
Assume you have access to the usual laboratory equipment.
In your plan you must write:
The one factor you would change as you carry out your investigation (the independent variable)
The effect you would observe or measure as you carry out your investigation (the dependent variable)
One factor you would keep the same to help make your investigation fair(3)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
I think more insulation will keep more heat in
38 © Pearson Ltd 2012 Sample Assessment Material Edexcel International LowerSecondary Curriculum
39
*S41746A03940* Turn over
41 In a related investigation some pupils investigate whether double glazing or roof insulation is more efficient at reducing heat loss from houses.
In cold countries, both double glazing and roof insulation are used in houses.
The pupils have a model house which can have these features:
window with single glazing
window with double glazing
roof without insulation
roof with insulation
A temperature sensor and a small lamp are placed in the house. The lamp is used as a heat source.
When the model house reaches a given temperature, the lamp is switched off.
A data logger then records temperature regularly over time.
(a) The pupils test a house with single glazing and no roof insulation. Why is it important that they test this combination?
(1)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
window with single glazing
window with double glazing
roof without insulation
roof with insulation
38
*S41746A03840*
(b) In the box below, draw and label a table you could use to record your results.(1)
(Total for Question 40 = 4 marks)
39Edexcel International Lower Sample Assessment Material © Pearson Ltd 2012Secondary Curriculum
39
*S41746A03940* Turn over
41 In a related investigation some pupils investigate whether double glazing or roof insulation is more efficient at reducing heat loss from houses.
In cold countries, both double glazing and roof insulation are used in houses.
The pupils have a model house which can have these features:
window with single glazing
window with double glazing
roof without insulation
roof with insulation
A temperature sensor and a small lamp are placed in the house. The lamp is used as a heat source.
When the model house reaches a given temperature, the lamp is switched off.
A data logger then records temperature regularly over time.
(a) The pupils test a house with single glazing and no roof insulation. Why is it important that they test this combination?
(1)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
window with single glazing
window with double glazing
roof without insulation
roof with insulation
40 © Pearson Ltd 2012 Sample Assessment Material Edexcel International LowerSecondary Curriculum
Mark Scheme for paper PLSC02
Section A
Question Number
Answer Mark
1 Key A
1
2 Key C
1
3 Key C
1
4 Key B
1
5 Key B
1
6 Key C
1
7 Key D
1
8 Key B 1
9 Key A 1
10 Key B 1
Question Number
Answer Mark
11(a) predator: lion both predator and its prey required prey: gazelle/wildebeest/ OR predator: hyena both predator and its prey required Prey: gazelle 1
Question Number
Answer Mark
11(b) lion hyena gazelle wildebeest star grass oat grass all lines correct for one mark all organisms correct for one mark 2
40
*S41746A04040*
(b) The pupils predicted that the roof insulation will be better than the double glazing at reducing heat loss.
(i) What evidence could support this prediction?(1)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(ii) Which two combinations must they use to find out the most efficient method of preventing heat loss in their model house?
(1)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . and .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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(Total for Question 41 = 3 marks)
TOTAL FOR SECTION B = 20 MARKSTOTAL FOR PAPER = 80 MARKS
41Edexcel International Lower Sample Assessment Material © Pearson Ltd 2012Secondary Curriculum
Mark Scheme for paper PLSC02
Section A
Question Number
Answer Mark
1 Key A
1
2 Key C
1
3 Key C
1
4 Key B
1
5 Key B
1
6 Key C
1
7 Key D
1
8 Key B 1
9 Key A 1
10 Key B 1
Question Number
Answer Mark
11(a) predator: lion both predator and its prey required prey: gazelle/wildebeest/ OR predator: hyena both predator and its prey required Prey: gazelle 1
Question Number
Answer Mark
11(b) lion hyena gazelle wildebeest star grass oat grass all lines correct for one mark all organisms correct for one mark 2
42 © Pearson Ltd 2012 Sample Assessment Material Edexcel International LowerSecondary Curriculum
Question Number
Answer Mark
14 Key A 1
15 Key A 1
16 Key D 1
17 Key D 1
18 Key B 1
19 Key D 1
20 Key C 1
21 Key D 1
22 Key B 1
23 Key D 1
Question Number
Answers Mark
24(a) The church has disappeared/reduced in size OR The cliff has fallen/the sea is nearer to the church 1
Question Number
Answer Reject Mark
24(b)(i) Carbon dioxide /CO2/sulphur dioxide/S O2
1
Question Number
Answer Reject Mark
24(b)(ii) Limestone reacts with acids but granite does not
Granite is changed by acid or acid rain 1
Question Number
Answer Mark
25(a) The particles/molecules are spread out/far apart/not touching 1
Question Number
Answer Mark
25(b)(i) New substances have been formed/particles have been rearranged 1
Question Number
Answer Mark
25(b)(ii) CH4 + 2O2 → CO2 +2H2O 1
Question Number
Answer Mark
11(c) The number of organisms decreases up a food chain/web OR There are more plants than herbivore s/gazelles and wildebeest and more herbivores than carnivores/lions and hyenas 1
Question Number
Answer Mark
12(a) Alveolus/alveoli/air sac 1
Question Number
Answer Mark
12(b) Mucus traps bacteria/micro-organisms/germs/dust particles Transport the mucus out of the airway/towards the throat/upwards 2
Question Number
Answer Mark
13(a) Nucleus 1
Question Number
Answer Mark
13(b) Beth and Karen/blue eyed people receive a gene for blue eyes from both parents John and Anna/brown eyed people must have a gene for brown eyes 2
43Edexcel International Lower Sample Assessment Material © Pearson Ltd 2012Secondary Curriculum
Question Number
Answer Mark
14 Key A 1
15 Key A 1
16 Key D 1
17 Key D 1
18 Key B 1
19 Key D 1
20 Key C 1
21 Key D 1
22 Key B 1
23 Key D 1
Question Number
Answers Mark
24(a) The church has disappeared/reduced in size OR The cliff has fallen/the sea is nearer to the church 1
Question Number
Answer Reject Mark
24(b)(i) Carbon dioxide /CO2/sulphur dioxide/S O2
1
Question Number
Answer Reject Mark
24(b)(ii) Limestone reacts with acids but granite does not
Granite is changed by acid or acid rain 1
Question Number
Answer Mark
25(a) The particles/molecules are spread out/far apart/not touching 1
Question Number
Answer Mark
25(b)(i) New substances have been formed/particles have been rearranged 1
Question Number
Answer Mark
25(b)(ii) CH4 + 2O2 → CO2 +2H2O 1
44 © Pearson Ltd 2012 Sample Assessment Material Edexcel International LowerSecondary Curriculum
Question Number
Correct Answer Mark
33 A ship going out to sea goes out of sight - The Earth is a sphere We have day and night - The Earth spins on its axis We have summer and winter - The Earth orbits the Sun and the Earth’s axis is tilted One year on earth is 365 days - The Earth orbits the Sun 3 (for all 4), 2 (for 2-3),1 for 1 3
Question Number
Answer Mark
34(a) Mars 1
Question Number
Answer Accept Reject Mark
34(b) 4 kg weighs more on Earth The weight of the object is greater on Earth
Accept the converse Earth is 40 N and Venus is 36 N
Different weights
1
Question Number
Answer Accept Mark
35(a) 100 200/2 1
Question Number
Answer Accept Mark
35(b) 800 100 x 8 (ft required from 35 (i)) 1
Question Number
Answer Mark
36(a) 27 1
Question Number
Answer Mark
36(b) 16 1
Question Number
Answer Mark
36(c) 10.5 1
Question Number
Answer Mark
26(a)(i) zinc chloride 1
Question Number
Answer Mark
26(a)(ii) zinc sulphate 1
Question Number
Answer Mark
26(b) reaction 2 and reaction 3 copper and silver are below hydrogen in the reactivity series/neither copper nor silver can displace the hydrogen from hydrochloric acid 2 (1 mark for identifying reactions,1 mark for a reason) 2
Question Number
Answer Mark
27 Key B 1
28 Key C 1
29 Key D 1
30 Key C 1
Question Number
Answer Accept Reject Mark
31 Loud sound can damage hearing To protect the ears Loud sounds can burst the eardrum
It could make them deaf Loud sounds can damage the ear
Sounds are loud
1
Question Number
Answer Mark
32 An answer from 1.2 to 6 1
45Edexcel International Lower Sample Assessment Material © Pearson Ltd 2012Secondary Curriculum
Question Number
Correct Answer Mark
33 A ship going out to sea goes out of sight - The Earth is a sphere We have day and night - The Earth spins on its axis We have summer and winter - The Earth orbits the Sun and the Earth’s axis is tilted One year on earth is 365 days - The Earth orbits the Sun 3 (for all 4), 2 (for 2-3),1 for 1 3
Question Number
Answer Mark
34(a) Mars 1
Question Number
Answer Accept Reject Mark
34(b) 4 kg weighs more on Earth The weight of the object is greater on Earth
Accept the converse Earth is 40 N and Venus is 36 N
Different weights
1
Question Number
Answer Accept Mark
35(a) 100 200/2 1
Question Number
Answer Accept Mark
35(b) 800 100 x 8 (ft required from 35 (i)) 1
Question Number
Answer Mark
36(a) 27 1
Question Number
Answer Mark
36(b) 16 1
Question Number
Answer Mark
36(c) 10.5 1
46 © Pearson Ltd 2012 Sample Assessment Material Edexcel International LowerSecondary Curriculum
Section B
Question Number
Answer Mark
38(a) Pupil 1
Question Number
Answer Accept Reject Mark
38(b) Any two from; The position of the ruler above the hand The way the ruler is released The ruler; Distance between finger and thumb; The conditions in the room; Measure to same finger or catcher
Height of ruler The height it is dropped from Handedness The same person dropping it Position of hand Position of ruler
Where she put hand on the ruler
2
Question Number
Answer Accept Reject Mark
38(c) Any one from; To avoid the effect of her own reaction time The time is too short to measure with a stop watch
She might stop the watch before or after she reacted You cannot stop a stopwatch straight away
The time keeper would not have been as accurate The ruler is more precise
1
Question Number
Answer Accept Reject Mark
38(d) Repeat the investigation
Do more than one test with each person
Use more people 1
Question Number
Answer Reject Mark
36(d) Up to 10 seconds the weight is greater than the upward force After 10 seconds there is a resultant or net upward force After 10 seconds the upward force is greater than the weight
Accept the converse
1
Question Number
Answer Mark
37 Particles in the air collide with the high temperature of the radiator AND gain kinetic energy (heat). Warm air is less dense/warm air rises. Cooler air replaces the warmer air/temperature of the air drops (or equivalent) 3
47Edexcel International Lower Sample Assessment Material © Pearson Ltd 2012Secondary Curriculum
Section B
Question Number
Answer Mark
38(a) Pupil 1
Question Number
Answer Accept Reject Mark
38(b) Any two from; The position of the ruler above the hand The way the ruler is released The ruler; Distance between finger and thumb; The conditions in the room; Measure to same finger or catcher
Height of ruler The height it is dropped from Handedness The same person dropping it Position of hand Position of ruler
Where she put hand on the ruler
2
Question Number
Answer Accept Reject Mark
38(c) Any one from; To avoid the effect of her own reaction time The time is too short to measure with a stop watch
She might stop the watch before or after she reacted You cannot stop a stopwatch straight away
The time keeper would not have been as accurate The ruler is more precise
1
Question Number
Answer Accept Reject Mark
38(d) Repeat the investigation
Do more than one test with each person
Use more people 1
48 © Pearson Ltd 2012 Sample Assessment Material Edexcel International LowerSecondary Curriculum
Question Number
Correct Answer Accept Reject Mark
40(a) Thickness of insulation Any one from; Temperature decrease; Rate of temperature decrease Any one from; Size of beaker; Shape of beaker; Volume of water; Type of insulation; Same ambient conditions;
Same beaker Size of insulation temperature Beaker; Insulation;
3
Question Number
Answer Mark
40(b) A column/row indication thickness of insulation AND A column/row indicating temperature decrease (Allowing for several repeats) 1
Question Number
Answer Accept Mark
39(a) X-axis: mass of magnesium (g) Y-axis: mass of magnesium oxide Reasonable scales Reasonable accurate plotting of points A line of best fit drawn
All points +- 1 small square using more than half of the graph paper) 3
Question Number
Answer Mark
39(b)(i) E 1
Question Number
Answer Mark
39(b)(ii) Loss of product ORNot allowing enough oxygen in 1
Question Number
Answer Accept Mark
39(b)(iii) Any one from Ignore it in drawing the line of best fit They could predict the figure from the line of nest fit They should repeat the reading
Ignore it They could use the graph line Check it 1
Question Number
Answer Accept Mark
39(c) A number from 11 to 13 Accept a value consistent with the line of best fit 1
Question Number
Answer Mark
39(d) Any one from: The greater the mass of magnesium burned the greater the mass of magnesium oxide formed The magnesium and oxygen react in fixed proportions The greater the mass of magnesium the greater the mass of oxygen that combines with it 1
49Edexcel International Lower Sample Assessment Material © Pearson Ltd 2012Secondary Curriculum
Question Number
Correct Answer Accept Reject Mark
40(a) Thickness of insulation Any one from; Temperature decrease; Rate of temperature decrease Any one from; Size of beaker; Shape of beaker; Volume of water; Type of insulation; Same ambient conditions;
Same beaker Size of insulation temperature Beaker; Insulation;
3
Question Number
Answer Mark
40(b) A column/row indication thickness of insulation AND A column/row indicating temperature decrease (Allowing for several repeats) 1
50 © Pearson Ltd 2012 Sample Assessment Material Edexcel International LowerSecondary Curriculum
Question Number
Answer Accept Mark
41(a) Any one from; The effect of adding no extra insulation on the windows and roof It provides a baseline measure It provides temperature without any effort to reduce the heat loss
‘effect of not adding insulation’ ‘as a comparison or control’ ‘how much energy is normally lost’ 1
Question Number
Answer Accept Mark
41(b)(i) Any one from; A longer time (roof insulation) a fall between two temperatures Smaller temperature fall (roof insulation) in a given time
‘slower heat loss for insulation’ ‘faster ormore heat loss for double glazing’ ‘roof insulation stays warmer than double glazing’ 1
Question Number
Answer Mark
41(b)(ii) Double glazing and roof insulation AND
A roof with insulation and single glazing 1
Edexcel International Lower Secondary Curriculum ScienceYear 9 Achievement TestSample Assessment Material and Sample Mark Scheme
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