YEAR 9 (13+) SCHOLARSHIP

February 2014 for entry in September 2014

SCIENCE FACULTY 2 Biology, Chemistry, Physics

Your Name: _______________________________________________________ Your School: ______________________________________________________

Time allowed: 1 hour Total marks: 70

Equipment needed: Pen, pencil and ruler. You may use an eraser and a calculator if needed.

Information for candidates: 1. Write your name and school on this page. 2. Write all of your answers on the question papers in the space provided. If you need additional paper then please ask the invigilator.

3. The marks for each question or part question are shown in square brackets [ ] after the question.

4. Answer ALL EIGHT QUESTIONS in SECTION A and ONE QUESTION ONLY from SECTION B.

 

SECTION A (Biology, Chemistry and Physics) ANSWER ALL EIGHT QUESTIONS IN THIS SECTION 1. The diagram below shows part of a food web in a wood (Figure 1.1).

5 Sparrowhawk 4 Blue tit 3 Ladybird Chiffchaff Carabid beetle 2 Aphid Winter moth larva Mottled umber moth larva 1 Oak tree

Figure 1.1

a) Name an example from the food web of:

(i) A producer ____________________________________________________ [1]

(ii) A secondary consumer __________________________________________ [1]

b) Write down a food chain, from the web, with at least four organisms including the blue tit. [2]

___________________________________________________________________________

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c) Write down two ways in which energy is lost from the web at each feeding level. [2]

1. ______________________________________________________________________

2. ______________________________________________________________________

d) Metal ions in the soil, such as cadmium, can accumulate in the sparrowhawk. Explain how this might happen. [4]

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

2. Some food companies have developed non-meat foods which look and taste similar to meat. One food called mycoprotein is produced from a fungus which is closely related to the mushroom. The table below compares some of the classes of food in beef and mycoprotein as percentages of their dry mass.

Class of food Beef

% dry mass Mycoprotein % dry mass

Protein 68.2 44.3 Lipid 30.2 13.8 Dietary fibre 0.0 37.6

a) Using the information in the table write down two differences between mycoprotein and beef which make mycoprotein a healthier food to eat. In each

case give an explanation for your answer.

1. Mycoprotein is a healthier food because:

______________________________________________________________________

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Explanation:

___________________________________________________________________________ ________________________________________________________________________ [3]

2. Mycoprotein is a healthier food because:

___________________________________________________________________________

Explanation:

___________________________________________________________________________ ________________________________________________________________________ [3]

b) Using the information in the table write down one difference between

mycoprotein and beef which makes beef a healthier food to eat. Give an explanation for your answer. [2]

1. Beef is a healthier food because:

___________________________________________________________________________

Explanation:

___________________________________________________________________________ ___________________________________________________________________________

c) Write down two ways in which fungi are different from green plants. [2]

1. ______________________________________________________________________

2. ______________________________________________________________________

[Total: 20 marks]

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3. a) The table below shows information about five elements.

Element Melting Point (°C)

Boiling Point (°C) Conducts Electricity

Colour

A -7 59 No Brown/red B -218 -183 No Colourless C 1535 2750 Yes Silvery D 113 445 No Yellow E 1083 2567 Yes Orange

(i) Which two of these elements are likely to be metals?

Write the letters.

____________________ and _________________ [1]

(ii) Suggest the identity of element A

_______________________________________________________________ [1]

b) What is the chemical symbol for copper? Tick the correct box. [1]

c) How many atoms of iron and oxygen are there shown in the formulas for Fe2O3 and Fe(NO3)2?

Complete the table below.

Compound Number of atoms of iron Number of atoms of oxygen

Fe2O3 Fe(NO3)2

[2]

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d) Methane is the main compound in natural gas. The scale below shows the melting point and the boiling point of methane.

Methane has three physical states: solid, liquid and gas.

(i) What is the physical state of methane at –170°C?

____________________________________________________________________ [1]

(ii) The formula of methane is CH4. The symbols for the two elements in methane are C and H.

Give the names of these two elements.

element C ________________________ element H ________________________

[1]

(iii) When methane burns, it reacts with oxygen. One of the products is water, H2O.

Give the name of the other product.

________________________________ [1]

(iv) Methane and the compound you have named in part (iii) are responsible for a major environmental problem. Describe this environmental problem.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

___________________________________________________________________ [2]

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4. Nigel had four substances:

Citric acid

Copper sulphate Indigestion tablet Sugar

He dissolved 1 g of each substance in 20 cm3 of distilled water. He used universal indicator to find the pH of each solution.

a) (i) Sugar solution does not change the colour of green universal indicator. What does this tell you about sugar solution?

Tick the correct box.

It is an acid.

It is an alkali.

It is neutral.

It is sweet.

[1]

(ii) Suggest the pH of citric acid. ___________ [1]

(iii) Indigestion tablets neutralise acid in the stomach.

What does this tell you about indigestion tablets?

_______________________________________________________________ [1]

b) Complete the flow chart on page 7 with the names of the substances in the boxes. [4]

Citric acid Copper sulphate Indigestion tablet Sugar

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c) Nigel carried out another experiment in which he added indigestion tablets to hydrochloric acid and collected the gas produced. He got the following results:

The indigestion tablets he used in this experiment were made of calcium carbonate.

(i) Write a word equation for the reaction that occurs.

____________________________________________________________________ [1]

(ii) Explain the shape of the graph.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

____________________________________________________________________ [2]

[Total: 20 marks]

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5. The graph shows the speed of a ball as it falls from a height and bounces from the floor.

(a) The ball starts to fall and speeds up until it hits the floor.

(i) For how many seconds does the ball fall before it first hits the floor?

____________________________________________________________________ [1]

(ii) Calculate the average speed of the ball during its fall.

____________________________________________________________________ [1]

(iii) Calculate the height above the floor from which the ball was dropped.

____________________________________________________________________ [1]

(b) (i) What is happening to the ball in the time between points A and C on the graph?

____________________________________________________________________ [1]

(ii) In which direction is the ball moving between points C and D?

____________________________________________________________________ [1]

(c) Calculate how high the ball bounces back up from the floor.

______________________________________________________________________

____________________________________________________________________ [1]

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(d) How long after the ball was dropped would you expect it to hit the floor for the second bounce?

______________________________________________________________________

____________________________________________________________________ [1]

6. The flow of water through tubes can be used as a model to explain some of the rules

about electrical circuits.

The diagram shows a junction in a water pipe. The rate of flow in the pipes is measured in cm3/s.

a) What is the relationship between the rate of flow in the three pipes, X, Y and Z?

____________________________________________________________________ [1]

b) The diagram below shows a ‘water circuit’, in which water is forced round by a pump. The rates of flow at two places are written on the diagram.

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(i) At what rate is water flowing:

into the pump? ………………………. cm3/s

out of the pump? …………………….. cm3/s [1]

(ii) The ‘water circuit’ can be used as a model of an electrical circuit. Each part of the ‘water circuit’ is equivalent to a part of an electrical circuit.

What is the electrical equivalent of the water?

_______________________________________________________________ [1]

A family, who did not understand electricity very well, always made sure there was a bulb in each of the light fittings in their house. They were afraid that electricity would escape from an empty light socket when the switch was turned on.

c) Explain why electricity does not escape from an empty light socket.

___________________________________________________________________________

___________________________________________________________________________

________________________________________________________________________ [1] 7. a) An early type of echo sounder for a boat produces a sound of frequency 2000 Hz.

(i) The wavelength of this sound in water is 0.75 m. What is the speed of the sound in water? Give the unit.

______________________________________________________________________

____________________________________________________________________ [1]

(ii) This sound is heard by the operator as a brief ‘ping’. The speed of sound in air is 330 m/s. What is the wavelength of the sound in air? Give the unit.

______________________________________________________________________

____________________________________________________________________ [1]

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(iii) Modern echo sounders use higher frequencies than the early type.

Complete the sentence below to describe how the wavelength produced by a modern echo sounder compares with that produced by the early type.

The wavelength produced by a modern echo sounder is

____________________________________________________________________ [1]

b) The diagram shows a wave in a ‘slinky’ spring.

The frequency of the waves is 5 pulses per second and the wavelength is 80 cm.

What is the wave speed? Give the unit.

____________________________________________________________________ [1]

8. a) The diagram below shows part of the solar system.

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Look at the diagram. Give the names of X and Y.

X _______________________ Y_____________________ [2]

b) It takes Jupiter much longer than Mars to complete one orbit. Give two reasons for this.

1 ___________________________________________________________________

___________________________________________________________________

2 ___________________________________________________________________

___________________________________________________________________ [2]

c) The diagram also shows the orbit of a comet. In 1531, 1607 and 1683 scientists recorded that had seen a comet in the sky.

(i) Edmund Halley looked at these dates and suggested the scientists had all seen the same comet.

Explain how he worked out that it was the same comet each time.

__________________________________________________________________

_______________________________________________________________ [1]

[Total: 20 marks]

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SECTION B (Biology, Chemistry and Physics) ANSWER ONE QUESTION ONLY FROM SECTION B Either: 1. (Biology) or 2. (Chemistry) or 3. (Physics) 1. a) During the sexual reproduction in flowering plants, explain what is meant by

pollination? [2]

___________________________________________________________________________

___________________________________________________________________________

b) Where, in a flower, are:

(i) the male gamete? _______________________________________________ [1]

(ii) the female gamete? ______________________________________________[1] (iii) the place where fertilisation occurs? _______________________________ [1]

c) After fertilisation, what happens to:

(i) the fertilised female gamete? _____________________________________ [1]

(ii) the ovule? ______________________________________________________[1]

(iii) the ovary? _____________________________________________________ [1]

d) Why is it important for the seeds produced by a flower to be dispersed away

from the parent plant? [2]

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

[Total: 10 marks]

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2. a) Clara investigated differences between physical and chemical changes. She put three chemicals in separate crucibles and weighed each one. She heated each crucible as shown below.

She weighed each crucible again when it had cooled down. She recorded her observations and results in the tables shown below.

Experiment Chemical Observations

A Magnesium (silvery solid)

The silvery metal burned with a bright white light. A white solid was formed.

B Potassium

permanganate (purple crystals)

Purple crystals turned black. A colourless gas was given off.

C Zinc oxide (white powder)

The white powder turned pale yellow on heating. It turned white again on cooling.

Experiment Mass of

crucible / g Initial mass of crucible + contents / g

Final mass of crucible + contents / g

Change in mass during experiment / g

A 23.45 23.69 23.85 B 22.97 24.55 23.95 C 24.56 26.64 26.64 (i) Calculate the mass of magnesium heated in Experiment A. [1]

__________________________________________________________________

(ii) Complete the table above by working out the change in mass that occurred in each experiment. [2]

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(iii) A second student, Rosie, also did this experiment and got the following results for experiment B.

Experiment Mass of

crucible / g Initial mass of crucible + contents / g

Final mass of crucible + contents / g

Change in mass during experiment / g

B 23.67 26.69 26.19

Suggest a reason why the change in mass in Rosie’s experiment is less than in Clara’s experiment.

__________________________________________________________________ _______________________________________________________________ [1]

(iv) Rosie also did experiment A and got the following results.

Experiment Mass of

crucible / g Initial mass of crucible + contents / g

Final mass of crucible + contents / g

Change in mass during experiment / g

A 22.50 22.98 23.30

Rosie looked at Clara’s results and concluded that hers were the same. Comment on Rosie’s conclusion. __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ _______________________________________________________________ [2]

(v) The colourless gas given off in experiment B re-lighted a glowing splint. Identify this gas.

_______________________________________________________________ [1]

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b) The metal chromium can be extracted industrially by three different chemical methods. The equations for these chemical reactions are shown below.

(i) Use the equations to compare the reactivity of chromium with the reactivities of aluminium, silicon and carbon. Tick one box in each column in the table.

[1]

(ii) In theory, the order of reactivity of aluminium, silicon and carbon can be obtained by heating each of the elements with the oxides of the other two. This suggests that it is possible to determine the order of reactivity by doing no more than three experiments.

State the two reactants you would heat together in each of the three experiments, and explain how you could use the results to determine the order of reactivity.

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

_______________________________________________________________ [2]

[Total: 10 marks]

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3. Jack and Jill are investigating terminal velocity. They have chosen to use muffin cases, shown here, as they have quite low terminal velocities in air. To alter the mass of the falling case they stack up to 7 cases together. Jack drops the stack of muffin cases from the top of a stairwell inside the science department. He drops them from above the second floor, and Jill times their fall from when they pass Jack’s feet to the floor. This is a distance of 4.8 m.

a) (i) Can you explain why Jack says “It is useful that the cases stack together so neatly”?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

____________________________________________________________________ [2]

4.8 m

Jill stands here

Jack stands here on the 2nd floor

Muffin cases released from here

00:00 Stop watch 1st floor

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(ii) Why does Jill insist Jack releases each stack of cases 3 times and finds an average time for them to fall 4.8 m?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

____________________________________________________________________ [2]

Their results are as follows: (the results for 5 cases were lost)

number of stacked muffin

average time of fall (s)

average terminal velocity (m/s)

1 4.36 1.10

2 3.00 1.60

3 2.52 1.90

4 2.18 2.20 5 6 1.78 2.70

7 1.60 3.00

The data of average terminal velocity against number of muffin cases is plotted on page 20.

b) (i) Using the plotted data, draw a line of best fit. [1]

(ii) Using the graph, complete the table of results with a prediction of the average terminal velocity for 5 cases, plus a calculated average time of fall for the 5 cases. [3]

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c) What would your conclusion be from Jack and Jill’s experiment?

___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ _________________________________________________________________________ [2]

[Total: 10 marks]

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