C3 End-of-module test
Name Class Date
1 Andy went to the supermarket to buy his supper. The picture shows what he bought.
a) He looked at the label on a can of baked beans.
Ingredients:
beans (49%), tomatoes (27%), water, sugar, glucose syrup, modified cornflour, spirit vinegar, spice extracts, herb extract.
energy per can: 145 kcal
protein: 9.2 g carbohydrate: 26.2 g fat: 0.4 g
fibre: 7.3 g sodium: 0.8 g
a) Why do we need fibre in our diet? Put a tick ( ü) in one box. Fibre is needed to build muscles.
Fibre gives us energy.
Fibre helps our intestines to work properly.
Fibre helps us put on weight. [1]
b) i) What potential health hazard has probably been added to the beans?
[1]
ii) What is the evidence for your answer?
[1]
c) Why might the potato crisps, but not potatoes, contain an acrylamide?
[1]
2 Certain foods are linked with health problems.
a) What is the name of the condition found when there is not enough iron in a person’s diet?
[1]
b) Obesity is linked to eating too much fattening food. We can reduce the risk of becoming obese by altering the way that we live. Tick (ü) one box which shows the best way of doing this.
Take very little exercise. Watch more television.
Eat more fruit and vegetables.
Be driven to school. [1]
Sheet 1 of 3
© Pearson Education Limited 2006
Longman 21st Century Science Higher Copymaster File
331
C3 End-of-module test (continued)
3 This question is about what happens to the amino acids formed by the digestion of protein once they have left the small intestine.
a) Amino acids are taken to the cells of the body by the . [1]
b) In the cells amino acids join together to form polymers. Name two parts of the body which are made up of amino acid polymers.
[2]
c) Any amino acids that are not needed are taken to the liver where they are converted
into which is excreted via the kidneys. [1]
4 Anti-caking agents are a type of additive added to powdered or crystalline foods that tend to stick together or ‘cake’. A typical anti-caking agent is silicon dioxide.
50 g of salt was placed in each of a series of filter funnels, together with varying amounts of
silicon dioxide. The sides of the funnels were then gently tapped to make the salt crystals
slide through.
The number of taps needed to remove all the salt was recorded. Here is a graph of the results.
15
10
5
0
0.02 0.04 0.06
Grams of silicon dioxide
a) What conclusions can you draw form this bar chart? Tick (ü) one box to show which conclusion is correct.
The more silicon dioxide present, the more taps are needed.
At least 0.06 g of silicon dioxide is needed for anti-caking properties to take place. The more taps needed, the better the anti-caking properties.
Silicon dioxide must be present for any movement to occur. [1]
b) Suggest another food that might have anti-caking agents added to it.
[1]
Sheet 2 of 3
332
Longman 21st Century Science Higher Copymaster File © Pearson Education Limited 2006
C3 End-of-module test (continued)
5 Sian has Type 2 diabetes.
a) Explain what is happening to the amount of insulin being produced by her pancreas.
[1]
b) What happens to blood insulin levels when non-diabetics eat sugar?
[1]
6
Nitrates in soil
Ammonium compounds
a) Write on the diagram the two places where putrefying bacteria are found. [1]
b) Tick (ü) one box. In the nitrogen cycle putrefying bacteria are needed to:
absorb nitrogen from the air
break down protein from dead animals and plants convert ammonium compounds to nitrates
convert nitrates to proteins [1]
7 Read the statements about the Food Standards Agency (FSA). Tick (ü) the one that does not
describe a key function of the FSA.
controls the safety of the food that we eat controls what we eat
monitors the safety of food additives
informs the public of any health scares [1]
8 Some members of the public are extremely concerned about pesticides used by farmers. For example they always wash all fruit and vegetables before using them.
a) Give two reasons why people should be concerned about farmers using pesticides.
[2]
b) Give one reason why farmers should be encouraged to use pesticides.
[1]
Sheet 3 of 3
© Pearson Education Limited 2006
Longman 21st Century Science Higher Copymaster File
333