YEAR 9 (13+) SCHOLARSHIP. March 2012 for entry in September 2012 SCIENCE FACULTY 2. Biology, Chemistry, Physics. Your Name: Your School:..

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1 YEAR 9 (13+) SCHOLARSHIP March 2012 for entry in September 2012 SCIENCE FACULTY 2 Biology, Chemistry, Physics Your Name: Your School:.. Time allowed: 1 hour Total marks: 69 Equipment needed: Pen, pencil and ruler. You may use an eraser if needed. Information for candidates: 1. Write your name and school on this page. 2. Write all of your answers on the question paper in the space provided. 3. The marks for each question or part question are indicated in brackets. 4. ANSWER ALL EIGHT QUESTIONS IN SECTION A AND ONE QUESTION ONLY FROM SECTION B

Five of the cylinders were placed in water and five cylinders were placed in a 25% sugar solution.

3 SECTION A (Biology, Chemistry and Physics) ANSWER ALL EIGHT QUESTIONS IN THIS SECTION 1. In the experiment shown below, 10 cylinders of potato each exactly 50mm long were used. Five of the cylinders were placed in water and five cylinders were placed in a 25% sugar solution. After one hour the cylinders were removed from the solution and their surfaces were dried. They were placed on graph paper as shown below. a. Calculate the average length of the cylinders that were in water. Ensure that you show all your working clearly. [3 marks] b. What two other measurements could have been taken to show that the cylinders of potato changed during the experiment. 1

4 c. Draw and label a diagram of a generalised plant cell in the space below. [4 marks] d. A plant cell has a different structure to an animal cell so what could you deduce might happen to a human red blood cell if it was taken out of the body and placed in water for one hour? [1 mark] Maximum [10 marks] 2. The diagram below shows an experiment that was carried out to measure how fast a water plant called Elodea photosynthesises. 2

5 The shoot was exposed to different light intensities and the rate of photosynthesis estimated by counting the number of bubbles of gas leaving the shoot in a given time. The results are given in the table. Number of bubbles per minute Light Intensity (arbitrary units) a. Plot these data on the graph paper [4 marks] b. At what light intensity did the shoot produce 24 bubbles? [1 mark] 3

6 c. Counting bubbles is not a particularly accurate way of measuring the rate of a reaction; can you think of a more accurate measurement that could be used to determine the rate of the reaction using the Elodea shoot? d. What is the name of the gas that is given off in photosynthesis and can you give a test to prove your answer is correct? e. Apart from light intensity, can you think of another factor that would affect the rate of photosynthesis? [1 mark] Maximum [10 marks] 4

7 3. Becky puts one tea bag in a beaker and adds 50 cm 3 of warm water. She stirs the liquid slowly. Every 15 seconds she takes out 2 cm 3 of the liquid and measures how dark it is. dark brown C darkness of the brown liquid B colourless time in seconds, after tea bag was added to water A a. Which graph, A, B or C, shows how the colour of the liquid changes?... [1 mark] b. (i) Becky takes out 2 cm3 samples of the liquid each time. Why must she always put the sample back after she has tested it? [1 mark] (ii) What piece of apparatus could she use to measure the volume of the 2 cm 3 samples of liquid?... [1 mark] (iii) Suggest two ways Becky could make the tea dissolve more quickly

8 c (i) Jonty poured 50 cm 3 of blue copper sulphate solution into a dish. He left the dish in a room at 25oC for two days. What two changes would Jonty observe in his dish two days later? (ii) Cornelia poured 50 cm 3 of the same blue copper sulphate solution into another dish. She put a lid on the dish and left it in the room at 25 o C for two days. After two days the contents of the second dish looked different from the contents of the first (Jonty s) dish. Give one difference Cornelia would observe and explain how and why this difference arose Maximum [9 marks] 4. In this question the names of the some of the chemicals involved have been changed from their real names. Tonbridgium (Tg), Sennockium(Sk), Dartfordium(Df) and Wallyium (Wa) are all metals. A mixture of Tonbridgium oxide (TgO) and some Sennockium (Sk) was heated. There was a violent reaction sparks, smoke, a bright flash. A mixture of Tonbridgium oxide (TgO) with some Dartfordium(Df) was heated. There was some obvious signs of reaction a glow, a little bit of white smoke and a definite change in the appearance of the mixture when it cooled down. A mixture of Wallyium (Wa) with some Tonbridgium (TgO) was heated nothing happened. 6

9 a. Arrange the three elements Tg, Sk and Wa in order of their increasing reactivity. (least reactive first).... [1 mark] b. What experiment(s) needs to be done to establish the complete reactivity series for all four elements? c. Complete these word equations Sennockium + Wallyium Oxide. Wallium + Sennockium Oxide... d. A piece of Tonbrigium was dropped into water, it fizzed and dissolved. What gas was being produces as it reacted? Write a word equation for this reaction.... e. What test could be done to identify the gas produced in this reaction [1 mark] f. Tonbridgium (Tg), Sennockium(Sk), Dartfordium(Df) and Wallyium (Wa) are all metallic elements. Suggest two ways in which a metallic element is different from a non metallic element Maximum [10 marks] 7

10 5. Simon made two candles from the same amount of wax. He drew lines on both candles. A A B B C C D D E E candle 1 candle 2 a. What would Simon use to measure the distance between the lines?... [1 mark] b. He timed how long candle 1 took to burn. His results are shown below. A B C D E candle 1 (i) How long would it take for candle 1 to burn from C to D? Write your answer in the table. part that burned time for candle 1 to burn (minutes) A to B 30 B to C 30 C to D D to E 30 [1 mark] 8

11 (ii) Simon timed how long candle 2 took to burn. A B C D E candle 2 How long would it take for candle 2 to burn from A to B and from D to E? Write your answers in the table. part that burned time for candle 2 to burn (minutes) A to B B to C 20 C to D 40 D to E (c) Simon wanted to use a candle to measure time. He made candle 3 the same size as candle 1. A B C D E candle 1 candle 3 Why is candle 3 more useful than candle 1 for measuring time? [1 mark] Maximum [5 marks] 9

12 6. Hannah has three rods (A, B and C) made from different metals. One rod is a magnet; one is made of copper; and one is made of iron. She does not know which rod is which. A B C Each rod has a dot at one end. a. Hannah uses only a bar magnet to identify each rod. She puts each pole of the bar magnet next to the dotted end of each rod. Complete Hannah s observations in the table below. Write if each rod is copper, iron or a magnet. test observations type of rod rod A N S attract Rod A is rod A S N attract.... rod B N S nothing happens Rod B is rod B S N rod C N S attract Rod C is rod C S N [3 marks] (b) Hannah uses the iron rod to make an electromagnet. iron rod coil of wire 10

13 When the switch is closed the iron rod becomes an electromagnet. Give two ways Hannah could make the electromagnet stronger [1 mark] [1 mark] Maximum [5 marks] 7. The drawing below shows a space buggy on the surface of Mars. a. The distance between Earth and Mars is km. It took a spacecraft 200 days to take the buggy from Earth to Mars. Calculate the speed at which the spacecraft travelled. Give the unit (b) The weight of the buggy was 105 N on Earth and 40 N on Mars. Why was the weight of the buggy less on Mars than on Earth? [1 mark] 11

14 c. The weight of the buggy was 40 N on Mars. When the buggy landed on Mars it rested on an area of m 2. Calculate the pressure exerted by the buggy on the surface of Mars. Give the unit Maximum [6 marks] 8. A flywheel is a rotating wheel which is used to store energy. a. Energy must be transferred to a flywheel to make it rotate. How is the energy in the rotating flywheel classified? Tick the correct box. as chemical energy as kinetic energy as potential energy as thermal energy [1 mark] 12

15 b. A flywheel is rotating at a high speed. No energy is being supplied to it. The flywheel is used to turn a dynamo, and the energy from the dynamo is used to light a bulb. (i) The bulb is left connected until the flywheel stops rotating. Not all the energy stored in the flywheel is transferred to the bulb. Some of it is lost. Give two places from which it is lost, and explain how it is lost (ii) The experiment is repeated using a different bulb which gives out more energy each second. Compared to the first light bulb, describe how the second light bulb will affect the motion of the flywheel, and explain your answer Maximum [5 marks] 13

16 SECTION B (Biology, Chemistry and Physics) ANSWER ONE QUESTION ONLY FROM SECTION B Either: 1. (Biology) or 2. (Chemistry) or 3 (Physics) 1. Give an example of a habitat you have studied and give the importance of conserving local habitats. [10 marks] 14 [Maximum 10 Marks]

17 2. This question concerns a type of rock called Dolomite. a. A group of pupils were given a sample of Dolomite to investigate. The boys decided to heat some each did different things. Andrew put some in a test tube and heated it with a hot Bunsen flame for 2 minutes. Barney weighed a crucible, put some Dolomite in, and weighed it again before heating it with a hot Bunsen flame for 10 minutes. Callum did exactly the same as Barney but heated it for 20 minutes. (i) Suggest, with an explanation, whose experiment is likely to give the most useful results. In your explanation you should mention all three experiments. (ii) The boys decided that they would put their heated Dolomite into water. They found that the water became alkaline when the Dolomite was stirred in. What did they do to show this? [1 mark] b. The girls decided to put some Dolomite into a test tube and add things to it. Dilys added some water and shook it up. Eliza added some hydrochloric acid and watched what happened she noticed that it fizzed and left a cloudy white mixture in the tube. Freya did exactly the same as Eliza but her mixture fizzed and went completely clear and colourless. 15

18 (i) Dilys thought that absolutely nothing had happened in her experiment but she was wrong what might have happened? [1 mark] (ii) What follow on experiment would have showed her that something had happened? [1 mark] (iii) What might explain why Eliza and Freya got different results? [1 mark] (iv) What should Eliza do to get the same results as Freya? [1 mark] (v) The girls thought that the bubbles produced in their experiments were carbon dioxide bubbles. How could they have proved that this was the case? Maximum [9 marks] 16

19 3. The photographs below show pupils investigating the movement of objects on ramps. Using any objects and any surfaces you like, plan an investigation into the factors affecting the movement of objects on ramps. In the box below, write a short draft of one question you could plan to investigate about the movement of objects on ramps. Use your draft to help you write a plan for an investigation you could carry out in the school laboratory to test your question. In your plan you should include 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) how you would make your test fair. 17

20 [8 marks] (b) In the box below, draw and label a table that you could use to record your results. Maximum [10 marks] 18

3 5 Test B. Science sampling test KEY STAGE LEVELS. First name. Middle name. Last name. Date of birth Day Month Year. Please circle one Boy Girl

3 5 Test B. Science sampling test KEY STAGE LEVELS. First name. Middle name. Last name. Date of birth Day Month Year. Please circle one Boy Girl Sc KEY STAGE 2 Science sampling test LEVELS 3 5 Test B First name Middle name 2012 Last name Date of birth Day Month Year Please circle one Boy Girl School name PLEASE DO NOT WRITE ON THIS PAGE 02 INSTRUCTIONS