Tick the Correct Box to Indicate Your Teaching Group

Saint Benedict Catholic School, Derby

Y9SUMMER EXAMINATION 2016

NAME:______

SCIENCE EXAM

HIGHER TIER

1 ½ HOURS

90 MARKS

TICK THE CORRECT BOX TO INDICATE YOUR TEACHING GROUP

SET / TEACHER / TICK TO INDICATE YOUR SET
9S1 / JSN & CK
9S2 / SCZ & KB
9S3 / JGH & ST
9S4 / MM & ST
9S5 / FW & GC
9S6 / MM & FW
9S7 / GC & JGH
9S8 / KB & JSN
9S9 / CK & SCZ
9S10 / ST & AYC

BIOLOGY QUESTIONS

Q1.Cells in the human body are specialised to carry out their particular function.

(a)The diagram shows a sperm cell.

The sperm cell is adapted for travelling to, then fertilising, an egg.

(i) How do the mitochondria help the sperm to carry out its function?

......

(1)

(ii)The nucleus of the sperm cell is different from the nucleus of body cells.

Give one way in which the nucleus is different.

......

(1)

(b)Stem cells from human embryos are used to treat some diseases in humans.

Explain why.

......

(2)

(Total 4 marks)

Q2.In this question you will be assessed on using good English, organising information clearly and using specialist terms where appropriate.

Diffusion is an important process in animals and plants.

The movement of many substances into and out of cells occurs by diffusion.

Describe why diffusion is important to animals and plants.

In your answer you should refer to:

•animals

•plants

•examples of the diffusion of named substances.

......

Extra space ......

......

(Total 6 marks)

Q3. Cells contain a solution of salts and sugars.

A student is investigating how cells change when they are put into water.

(a) The student:

•looks at a plant cell using a microscope

•adds water to the cell.

The plant cell swells up.

Explain why, as fully as you can.

......

(3)

(b) When animal cells are put in water, they swell up, and then burst.
When plant cells are put in water, they swell up, but do not burst.

How does the structure of plant cells prevent them from bursting?

......

(1)

(Total 4 marks)

Q4. Drinking after exercise to replace the water lost in sweat is called rehydration.
Scientists at a Spanish university investigated rehydration after exercise.

• 24 students took part in the investigation.

• All the students ran on a treadmill in a temperature of 40 °C until they were
exhausted.

• 12 of the students were each given half a litre of beer to drink.

• The other 12 students were each given half a litre of tap water to drink.

• Both groups of students were then allowed to drink as much tap water as they
wanted.

• The scientists measured how quickly each student rehydrated.

• The students who had been given beer rehydrated ‘slightly better’ than the ones
given only water.

A newspaper reported the investigation.

The headline was

The newspaper headline was not justified.

Explain why.

......

(Total 3 marks)

Q5. Some students investigated the effect of pH on the growth of one species of bacterium.

They transferred samples of bacteria from a culture of this species to each of eight flasks. Each flask contained a solution of nutrients but at a different pH.

After 24 hours, the students measured the amount of bacterial growth.

(a) It was important that the flasks in which the bacteria grew were not contaminated with other microorganisms.

Describe two precautions the students should have taken to prevent this contamination.

1 ......

......

2 ......

......

(2)

(b) To see the effect of pH on the growth of the bacteria, other conditions should be kept constant.

Suggest two conditions which should have been kept constant for all eight flasks.

1 ......

2 ......

(2)

The students wanted to find the best pH for the growth of this species of bacterium.

(i) Use the graph to estimate the pH at which the bacteria would grow best.

pH ......

(1)

(ii) What could the students do to find a more accurate value for the best pH for growth of the bacteria?

......

(1)

(Total 6 marks)

Q6. (a) The concentration of sulfate ions was measured in the roots of barley plants and in the water in the surrounding soil.

The table shows the results.

Concentration of sulfate ions in mmol per dm3
Roots of barley plants / 1.4
Soil / 0.15

Is it possible for the barley roots to take up sulfate ions from the soil by diffusion?

Draw a ring around your answer. Yes / No

Explain your answer.

......

(2)

(b) Some scientists investigated the amounts of sulfate ions taken up by barley roots in the presence of oxygen and when no oxygen was present.

The graph below shows the results.

(i) The graph shows that the rate of sulfate ion uptake between 100 and 200 minutes, without oxygen, was 0.4 arbitrary units per minute.

The rate of sulfate ion uptake between 100 and 200 minutes, with oxygen, was greater.

How much greater was it? Show clearly how you work out your answer.

......

Answer ...... arbitrary units

(2)

(ii) The barley roots were able to take up more sulfate ions with oxygen than without oxygen.

Explain how.

......

(3)

(Total 7 marks)

CHEMISTRY QUESTIONS

Q7. (a) The diagrams below show the electronic structure of a magnesium atom and a magnesiumion.

What is the charge on the magnesium ion? ......

(2)

(b) Calcium bromide has the formula CaBr2.

What does this tell you about the ions in this compound?

......

(2)

(Total 4 marks)

Q8. Pure carbon can exist in two forms, diamond and graphite.

(a) Complete the diagram to show the electronic structure of a carbon atom.

A carbon atom has 6 electrons.

Show the electrons as crosses (x).

(1)

(b) A drill bit is used to cut holes through materials. The cutting end of this drill bit is covered with very small diamonds.

By Wanderlinse [CC By 2.0], via Flickr

(i) What property of diamond makes it suitable for use on the cutting end of a drill bit?

......

(1)

(ii) Explain, as fully as you can, why diamond has this property. Use your knowledge of the structure and bonding of diamond and the information shown opposite to help you to answer this question.

......

(3)

......

(3)

(Total 8 marks)

Q9. This question is about oxygen atoms.

(a) (i) Oxygen atoms have 8 electrons.

Complete the diagram to represent the arrangement of electrons in an oxygen atom.
Use crosses (×) to represent the electrons.

(1)

(ii) Name the part of the oxygen atom that is labelled A on the diagram.

......

(1)

(b) Two isotopes of oxygen are oxygen-16 and oxygen-18.

oxygen-16 oxygen-18

Describe, in terms of particles, how an oxygen-18 atom is different from an oxygen-16 atom.

......

(2)

(Total 4 marks)

Q10.Aluminium is a useful metal.

(a) The atomic number (proton number) of aluminium is 13.

Complete the diagram to show the electronic structure of an aluminium atom.

Use crosses (x) to represent the electrons.

(1)

(b)Aluminium is used as the electrical conductor for overhead power cables.

Explain why metals are good conductors of electricity.

......

(2)

(Total 3 marks)

Q11.Bronze was used to make cannon barrels.

By Krishna Vir Singh (Own work) [CC-BY-SA-3.0], via Wikimedia Commons

Bronze is an alloy of copper and tin.

The cannon barrels were made of bronze rather than copper.

Explain why.

In your answer you should describe:

•a property of bronze that makes it a more suitable material than copper to use in making cannon barrels

•how the arrangement of atoms in bronze and in copper affects the property you have given.

......

(Total 5 marks)

Q12. The picture shows a copper kettle being heated on a camping stove.

Copper is a good material for making a kettle because:

•it has a high melting point

•it is a very good conductor of heat.

(a) Explain why copper, like many other metals, has a high melting point.
You should describe the structure and bonding of a metal in your answer.

......

(4)

(b) An aeroplane contains many miles of electrical wiring made from copper. This adds to the mass of the aeroplane.

It has been suggested that the electrical wiring made from copper could be replaced by lighter carbon nanotubes.

The diagram shows the structure of a carbon nanotube.

(i) What does the term ‘nano’ tell you about the carbon nanotubes?

......

(1)

(ii)Like graphite, each carbon atom is joined to three other carbon atoms.

Explain why the carbon nanotube can conduct electricity.

......

(2)

(Total 7 marks)

PHYSICS QUESTIONS

Q13.(a) Figure 1 shows the current−potential difference graph for three wires, A, B and C.

(i)Using Figure 1, how can you tell that the temperature of each wire is constant?

......

(1)

(ii)Which one of the wires, A, B or C, has the greatest resistance?

Write the correct answer in the box. /

Give a reason for your answer.

......

(2)

(b) A student measured the resistance of four wires.

The table below shows the resistance of, and other data about, each of the four wires, J, K, L and M.

Wire / Type of
metal / Length
in cm / Diameter
in mm / Resistance
in …….
J / copper / 50 / 0.17 / 0.36
K / copper / 50 / 0.30 / 0.12
L / copper / 100 / 0.30 / 0.24
M / constantan / 100 / 0.30 / 7.00

(i)The last column of the table should include the unit of resistance.

What is the unit of resistance?

......

(1)

(ii)The resistance of a wire depends on many factors.

Look at the table. Which two wires from J, K, L and M show that the resistance of a wire depends on the length of the wire?

Wire / / and wire /

Give a reason for your answer.

......

(2)

(iii)A student looked at the data in the table and wrote this conclusion:

‘The resistance of a wire depends on the type of metal from which the wire is made.’

The student could not be certain that her conclusion is true for all types of metal.

Suggest what extra data is needed for the student to be more certain that the conclusion is correct

......

(1)

(i)Complete Figure 2 by drawing a voltmeter in the correct position in the circuit. Use the correct circuit symbol for a voltmeter.

(1)

(ii)In a circuit diagram, a wire can be represented by the symbol for a resistor.

In the box below, draw the circuit symbol for a resistor.

(1)

(Total 9 marks)

Q14.The diagram shows the circuit set up by a student.

(a) The student uses the circuit to test the following hypothesis:

‘The current through a resistor is directly proportional to the potential difference across the resistor.’

(i) If the hypothesis is correct, what should the student predict will happen to the current through the resistor when the potential difference across the resistor is doubled?

......

(1)

(ii)Name the component in the circuit used to change the potential difference across the resistor.

......

(1)

(b) The student used the data obtained to plot the points for a graph of current against potential difference.

(i) Why has the student plotted the points for a line graph and not drawn a bar chart?

......

(1)

(ii)One of the points has been identified by the student as being anomalous.

What is the most likely cause for this anomalous point?

......

(1)

(iii)Draw a line of best fit for these points.

(1)

(iv)Does the data the student obtained support the hypothesis?

Give a reason for your answer.

......

(1)

(Total 6 marks)

Q15. A small torch uses a single cell to make the bulb light up.

(a) The graphs show the voltage across two different types of cell as they transfer the last bit of their stored energy through the torch bulb.

Describe the differences that the graphs show between the two types of cell.

......

(3)

(b) The diagram shows how bright the torch bulb is for different voltages.

From the point when the voltage of each cell starts to fall, how long will the bulb stay lit:

(i)with the ordinary cell?

......

(ii)with the nicad cell?

......

(4)

......

(3)

(Total 10 marks)

Q16. The diagram shows the fuel gauge assembly in a car.

• The sliding contact touches a coil of wire and moves over it.

• The sliding contact and the coil form a variable resistor.

• The sliding contact is connected to a float via a pivot.

• The fuel gauge indicator is an ammeter.

• When the petrol level changes, the resistance of the circuit changes.

• This causes the pointer in the fuel gauge indicator to move.

(a) Use standard symbols to draw a circuit diagram for the fuel gauge assembly.

(3)

(b) How will the current in the circuit change as the level of petrol in the tank falls?

......

Explain the reason for your answer.

......

(2)

(Total 5 marks)

END OF QUESTIONS

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