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Teachers Edition
Teachers Edition
Teachers Edition
YEAR 7, 8 & 9
SCIENCE
TEACHER’S COPY
BIOLOGY
Year 7
Unit 1: Plants & humans as organisms
Plant organs......................................................................................................................................................9
Human organ systems....................................................................................................................................11
Human skeleton/breaking bones....................................................................................................................16
Muscles...........................................................................................................................................................18
Unit 2: Cells & organisms
Characteristics of living organisms.................................................................................................................19
Plant cells........................................................................................................................................................21
Animal cells.....................................................................................................................................................25
Cells, tissues & organs....................................................................................................................................27
Micro-organisms & disease............................................................................................................................29
Unit 3: Living things in their environment
Adaptations.....................................................................................................................................................32
Leaf hoppers...................................................................................................................................................35
Energy resources.............................................................................................................................................40
Unit 4: Variation & classification
Variation in species.........................................................................................................................................41
Classifying plants............................................................................................................................................43
Classifying vertebrates....................................................................................................................................44
Classifying invertebrates.................................................................................................................................50
CHEMISTRY
Unit 5: States of matter
Solids, gases & liquids.....................................................................................................................................51
Changing state................................................................................................................................................61
PHYSICS
Unit 9: Forces & motion
Forces..............................................................................................................................................................88
Mass & weight................................................................................................................................................95
Patterns of falling............................................................................................................................................99
Unit 10: Energy
Kinetic energy...............................................................................................................................................102
Chemical stores of energy.............................................................................................................................103
Energy stores & transfers..............................................................................................................................111
Energy transformations................................................................................................................................118
Unit 11: The earth & beyond
Day & night...................................................................................................................................................119
The earth in a spin........................................................................................................................................121
Stars & planets..............................................................................................................................................128
Revolution in astronomy...............................................................................................................................130
CHEMISTRY
Unit 6: States of matter
Particle theory...............................................................................................................................................173
Diffusion........................................................................................................................................................174
Brownian motion..........................................................................................................................................175
PHYSICS
Unit 10: Measuring motion
Speed calculations........................................................................................................................................197
Unit 11: Sound
Changing sounds...........................................................................................................................................199
Vibrations......................................................................................................................................................200
Sounds on a screen.......................................................................................................................................201
How we hear.................................................................................................................................................208
Unit 12: Light
How light travels...........................................................................................................................................210
Shadows........................................................................................................................................................214
Reflection of light..........................................................................................................................................216
Coloured light................................................................................................................................................223
Year 9
BIOLOGY
Unit 1: Plants
Mineral salts for plants.................................................................................................................................243
Flowers..........................................................................................................................................................245
Fertilisation...................................................................................................................................................247
Fruits.............................................................................................................................................................248
Unit 2: Living things in their environment
Plant adaptations.........................................................................................................................................252
Animal adaptions..........................................................................................................................................256
Ecology..........................................................................................................................................................258
Food webs & energy flow.............................................................................................................................259
Decomposers................................................................................................................................................262
Lifestyle & health..........................................................................................................................................263
Habitat destruction.......................................................................................................................................274
Rocks & weathering......................................................................................................................................276
Unit 3: Variation & inheritance
Inheritance....................................................................................................................................................282
Selective breeding.........................................................................................................................................286
Charles Darwin..............................................................................................................................................288
PHYSICS
Unit 9: Forces in action
Measuring density........................................................................................................................................324
Density calculations......................................................................................................................................326
Pressure........................................................................................................................................................328
Pressure calculations....................................................................................................................................330
Pressure in gases & liquids...........................................................................................................................332
Turning effect of force...................................................................................................................................334
Principle of moments....................................................................................................................................336
Gravity & space.............................................................................................................................................338
Colin puts two identical trays containing soil and seeds in the classroom. He gave
One tray, A, was left beside a window in the light and the other, B, in a dark cupboard. Both trays
The diagram shows the young plants two weeks after planting.
A B
(a) Write down two differences that you can see between the plants in trays A and B.
(b) Tick () two boxes to show the correct facts about light.
pH.................... [1]
Solution:
Questi 11
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(a) 2 B are taller one mark for each correct
or B
Family A family B
g r a n d p a re n ts
B o b m a r r ie d t o E m ily J o h n m a r r ie d to M a r y
p a r e n ts
R a c h e l m a r r ie d t o B ill P a m m a r r ie d to D a v id
key
p e r s o n w ith
and
f r e c k le s
p e r s o n w ith o u t
and f r e c k le s
1 mark
Circulatory system
Digestive system
Reproductive system
(b) (i) egg cell both answers are required for the mark 1
sperm cell if more than two boxes are ticked, deduct
one mark for each incorrect tick minimum
mark zero
o v id u c t
( f a llo p ia n t u b e )
u te ru s
o v a ry
c e rv ix
v a g in a
(ii) In which labelled part of the female reproductive system does fertilisation normally
take place?
(iii) In which labelled part of the female reproductive system does the foetus develop?
Describe what happens in the wall of the uterus to push the baby out.
(a) (i) the nucleus of the egg and the accept ‘the sperm and the egg join’ 1
nucleus of the sperm accept ‘a sperm fertilizes an egg’
join or fuse ‘a sperm meets an egg’is insufficient
(iii) Uterus
Accept womb 1
The diagram shows some of the major organs in the human body.
Solution:
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(a) 1 one mark for each correct line
liver
Ignore arrow heads or dashed
lines
(b) 1
small
intestine
Total 2
n u t r ie n ts
m in e r a ls ,
g ro u p o f e n e rg y, p r o t e in , c a rb o h y d ra te , fa t, in g
p e o p le in k J in g in g in g
c a lc iu m ir o n
(a) (i) Explain why two 16 year-old males of the same weight might need different
amounts of energy.
(ii) Which two types of nutrient provide most of the energy in our diet?
.......................... Mg
(ii) Calcium is needed for healthy bones. Explain the difference in the amount of
calcium needed each day by a 15 year-old male and a 30 year-old male.
(c) Look at the table. Explain the difference in the amount of protein needed by a 25 year-old
pregnant female and a 25 year-old female who is not pregnant.
Solution:
(a) (i) one is more active accept ‘one does sport or plays football’1
Accept ‘they have different metabolic rates’
Accept ‘one works harder or does more
work’
(ii) Carbohydrates
Fats
1
(b) (I) 300 1
Muscles
1. PAPER 1 No.6 2014
The diagram shows the four main muscles, labelled A to D, in a human arm.
(a) Write down two letters of muscles which are an antagonistic pair.
Write the letter of the muscle which must contract to bend the hand upward at the wrist.
(b) Write the letter of the muscle which must relax to straighten the arm from the position
shown in the diagram above.
Questio 6
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(a) 1 Any pair from: letters can be in either order
but must be paired correctly
A (and)
(b) 1 B
(c) 1 A
A week later, the grass under the cage had turned yellow.
(a) Give one reason why the grass had turned yellow.
(c) Andrew wanted to test why the grass had turned yellow. He put two sheets of
plastic
b la c k p la s t ic s h e e t c le a r p la s t ic s h e e t
A week later, the grass under the black sheet was yellow. The grass under the clear sheet
was green.
(i) Explain why he used the clear plastic sheet as well as the black sheet.
(ii) Andrew left the black sheet there for several more weeks.
What happened to the grass under it?
(c) Tick the boxes by two things which both rabbits and grass plants can do.
They eat
They grow
They reproduce
(b) the answer must show an understanding of the need for a fair test
(c)they grow 1
They reproduce if more than two boxes are ticked deduct 1
One for each incorrectly ticked box
Plant cells
1. The diagram below shows six cells.
(iii) What is the function of ciliated cells in this part of the body?
(c) Give the letter of the cell which transfers genetic information from father to offspring.
...............
Solution:
(a) (i) C and E 1
Answers may be in any order
(ii) C
1
(c) B
1
C
B
chloroplast
(a) Name the parts labelled A, B
and C.
Solution:
Question 1
A cytoplasm B
cell wall C
(a) 3 nucleus
for photosynthesis / to
(b) 1 absorb light
cell wall
any two for 1 mark each
(c) 2 (large) vacuole
If three answers given and one is wrong,
chloroplast give 1 mark only.
Total 6
(e) Explain why a microscope must be used to see a plant cell like this.
Solution:
Accept tonoplast
chloroplast
(large)
vacuole cell
(c) 1 very small / too small to see by eye Ignore small unqualified
Total 4
c e ll w a ll
c y t o p la s m
r e d , lig h t– s e n s it iv e s p o t
c h lo r o p la s t
n u c le u s
s ta r c h g r a in c e ll m e m b r a n e
Use the information in the diagram to help you answer the questions below.
(a) Give two features of Chlamydomonas which show that it is more like a plant cell than an
animal cell.
(b) Chlamydomonas makes a sugar called glucose.
(i) Give the name of the process in which Chlamydomonas makes glucose.
Suggest what will happen to the number of starch grains in the cell if
Chlamydomonas is kept in the dark.
(c) The diagram below shows another single-cell organism called Amoeba.
It also lives in pond water. Amoeba traps a Chlamydomonas and digests it.
not to scale
Starch is a carbohydrate. Amoeba's digestive enzymes break down the starch in the
Chlamydomonas.
Suggest what substance is produced from the starch and what it is used for.
Solution:
Cell wall
1
Chloroplast
(ii) it decreases
(c) Glucose
Accept ‘sugar' 1
(h) Complete the table with the letter of the cell matched to its function
function letter
…………………
to carry signals around the body
…………………
to absorb water
…………………
to carry oxygen
Questi 3
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(a) 1 D
(b) 1 sperm (cell) / Accept phonetic spellings
spermatozoon /
spermatozoa(n)
(c) 3 Accept names of
cells: nerve cell /
neurone root hair
cell
Total 5
Each word listed below is the name of a tissue, organ or organ system.
Reproductive
Solution:
(b) While he was cleaning Michael’s knee, the first-aider wore rubber gloves.
(i) Give one reason why wearing rubber gloves is important for the
first-aider’s health.
(ii) Give one reason why it is important for Michael’s health that the
first-aider wears rubber gloves.
Solution:
(ii)
to stop micro-organisms passing from the first-aider's hands to the cut 1
or to Michael
Accept 'bacteria' or 'viruses' or 'fungi' or
'microbes' or 'germs' for micro- organisms accept 'rubber gloves are sterile or cleaner
than hands'
accept 'to prevent the spread of infection or
HIV or AIDS' as an alternative to one of the
answers only
100°C 4°C
37°C –15°C
1 mark
(b)The researcher placed two small paper discs onto the surface of the jelly.
One disc had been soaked in spot-lotion. The other disc had been soaked in water.
The diagrams below show the jelly at the beginning of the experiment and two days later.
p a p e r d is c s o a k e d
in s p o t - lo tio n
c le a r a r e a
s u rfa c e c o v e re d
w it h b a c t e r ia
p a p e r d is c
s o a k e d in w a te r
a t th e b e g in n in g o f th e e x p e r im e n t t w o d a y s la t e r
Suggest what had happened to the bacteria in the clear area around the paper disc soaked
in spot-lotion.
Solution:
(a) 37°C 1
if more than one box is ticked, award no
mark
ice.
Huskies need to survive in a cold climate. They must be able to pull a heavy sledge for a
Which two features would a dog breeder look for when choosing huskies to breed from?
Choose from the list of features below and give the reason for each choice.
1. Feature
Reason
2. Feature
Reason
(b) The drawings below show three dogs. They all look different.
Adaptation reproduction
Vaccination variation
1 mark
(ii) The drawing below shows a puppy. Dog C is the puppy's mother.
Accept ‘muscles’ 1
Accept ‘fur’
award no mark
A B C D
3 5 d u n g b e e t le s 1 0 c o c k c h a fe rs 4 0 m o th s 1 5 o t h e r in s e c ts
not to scale
(i) Why are there lots of dung beetles in fields where cows are kept?
(ii) Why do horseshoe bats live close to fields where cows are kept?
(c) (i) Insecticides are used to kill insects. What will happen to the number of horseshoe
bats if the insects are killed?
(ii) Give one other reason why the number of horseshoe bats might change.
Solution:
B D
(a) C A 3
If all four answers are correct, award three marks
If two or three answers are correct, award
two marks
If one answer is correct, award one mark
Accept the names of insects instead of
letters
Accept numbers written by the correct
sectors
2. The drawing shows some of the animals which live at the bottom of the North Sea.
p ra w n
s ta r f is h
h u n tin g
fo r c la m s
tu b e w o r m s
s e d im e n t
c la m f e e d in g o n c o n ta in in g
p la n t r e m a in s in t h e r e m a in s
th e s e d im e n t o f p la n ts
not to scale
WWF - UK Data Support For Education Service
(a) Suggest two advantages clams get from living in the sediment.
cod p u ff in s
h e r r in g s a n d e e ls
t in y 'a n im a ls '
t i n y 'p l a n t s '
Millions of cubic metres of gravel and sand are removed from the bottom of the
North Sea every year for roads and buildings.
(i) Give one way removing some of the sand and gravel might cause the
numbers of herring and cod to decrease.
herring
cod
(ii) Explain why removing some of the sand has led to a decrease in the
number of puffins.
Solution:
Hoverfly wasp
The wasp can give a very painful sting to an animal or another insect. The
(a) Write down one advantage to the wasp of being able to sting.
(b) Write down one advantage to the wasp of being able to sting.
(c) Some wasps catch and eat other insects. Which word
Herbivore
Predator
Prey
Producer
Solution:
Questio 7
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(a) 1 (idea of) protection (from Accept paralysing another insect
predators) / catching prey for egg laying
(b) 1 (idea of) fooling predators that it Ignore looks like a wasp
is a wasp / that it can sting without qualification
(c) 1
herbivore
predator
prey
produ
Total 3
Energy resources
1 This is a question about fuels.
1 .......................................................................................................................................
2 .......................................................................................................................................
3 ................................................................................................................................... [1]
..........................................................................................................................................
...................................................................................................................................... [1]
..........................................................................................................................................
...................................................................................................................................... [1]
..........................................................................................................................................
...................................................................................................................................... [1]
(e) State one disadvantage to the environment of cutting down trees to get wood for fuel?
..........................................................................................................................................
...................................................................................................................................... [1]
(a) The diagrams show three different species within the dog family. These are a fox, a jackal and
a wolf.
(i) Describe one way, shown in the diagrams, in which a wolf differs from both the fox
and the jackal.
(ii) Foxes, jackals and wolves are classified by scientists as three separate species.
Explain why.
(a) Modern domestic dogs are thought to have descended from wolves.
Humans may have caught and tamed wolves and kept them to help with hunting.
Modern domestic dogs are thought to have evolved about 15 000 years ago.
Although they look different, they all belong to the same dog species which
Scientists call
Canis familiaris.
(i) What word is used to describe the differences between animals of the same
species
(ii) Wild dog species such as foxes or jackals are all very similar to each other. Modern domestic
Explain why.
Solution:
Question 6
(a) (i) 1 the wolf is bigger / has a Allow any feature visible on the diagrams.
Characteristics.
Solution:
Questio 1
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(a) 2 A: leaf / leaves one mark for each correct answer
Classifying vertebrates
1. The drawings show five different mammals. They are not drawn to scale.
(a) Which fact is only true about mammals but not true about other animals?
Tick the correct box.
They produce
They lay
milk to
eggs
feed their
.
young.
1 mark
(c) Give one way the seal is suited for moving through water.
.....................................................................................................................
(e) In winter, the fur of the Arctic hare and the Arctic fox becomes thicker and turns white.
(i) How does thick fur help an Arctic hare and an Arctic fox to survive during the
winter?
Solution:
(a) They produce milk to feed their young. 1
if more than one box is ticked, award no
mark
(a) On the line beneath each drawing, write the name of the group the animal belongs to.
Choose names from the list below.
......................................... .........................................
A B
......................................... .........................................
C D
4 marks
(b) Which of the animals drawn above are invertebrates? Give the correct letters.
........................ And........................
2 marks
Maximum 6 marks
Solution:
(a) A: insects 1
B: amphibians
1
D: reptiles
1
(b) A
1
X Y
curved beak go to 2
1
straight beak oystercatcher
X is
Y is [2]
(b) All the pictures in (a) show animals which belong to the same group (birds). Three
(i) Which feature is unique to birds (that is, which feature is not shared with other
groups)?
(ii) Which feature do birds have in common with all other vertebrates?
Solution:
X is oystercatcher
Y is whimbrel
(i) They have feathers
(ii) They have a back bone
Some students are investigating a river ecosystem. They use nets to sweep through the
Water. They empty the contents into a shallow container of water, examine the animals
1 The animal has one or more breathing tubes extending from the go to 2
The animal does not have a long breathing tube extending from go to 3
Animal A is ………………………………………………………………………………..
Animal B is ………………………………………………………………………………..
[2]
Solution:
Question 5
B is Ilyocoris cimicoides
Total 4
Classifying invertebrates
1. Each of the animals in the drawings below belongs to a different group.
(a) On the line beneath each drawing, write the name of the group the animal belongs to.
......................................... .........................................
A B
......................................... .........................................
(b) Which of the animals drawn above are invertebrates? Give the correct letters.
Solution
(a) A: insects
B: amphibians
C: molluscs
D: reptiles
(b) A
CHEMISTRY
Unit 9: States of matter
Solids, gases & liquids
1. Some pupils carried out an investigation to find out whether more sugar or more salt dissolved in
water at 60°C.
in their investigation.
(d) They counted the number of spatulas of sugar or salt added to the water until no more
would dissolve.
(ii) Suggest a more accurate method of measuring how much sugar or salt they added.
(e) Jane predicted that more sugar than salt would dissolve.
Complete the table to show a result which would support Jane’s prediction.
sugar salt
number of spatulas 32
1 mark
Maximum 6 marks
Solution:
(a) EDABC
(b) to measure volume accept ‘to make sure they used the same
they used the same volume of accept ‘they used the same amount of
water water’
accept ‘they stirred the same number of times’
accept ‘they stirred at the same speed’
accept ‘they stirred for the same time’
‘They stirred it’ is
measurement’
Accept answers which suggest that using a
spatula is not a precise measurement
2. (a) Samantha opened a tin of white paint. The paint consisted of a liquid and particles of
liq u id
p a r tic le s o f in s o lu b le
tita n iu m d io x id e
an element a mixture
a compound
1 mark
(iii) Why did the particles of insoluble titanium dioxide sink to the bottom?
(b) Samantha stirred the paint and used it to paint a window frame.
Samantha could not get the paint off the glass with water.
When she used a different liquid called white spirit the paint came off.
Why could she remove the paint with white spirit but not with water?
(ii) a compound
1
If more than one box is ticked, award no
mark
the liquid is less dense than accept ‘the liquid is less dense’ or ‘the liquid is
the solid lighter’
3. A teacher set up the following apparatus to separate the chemicals in cigarette smoke.
The chemicals pass through the apparatus in the direction of the arrows.
c o tto n
w ool
lim e w a te r
ic e w a te r c o lle c ts
cubes h e re
A B C
(a) In A, a brown sticky substance collected on the cotton wool. This substance causes lung
cancer. Give the name of the brown substance.
(b) As the cigarette burned, water vapour was produced and water collected in B.
(ii) In the boxes below, draw the arrangement of particles of water vapour and particles
of liquid water.
Use a circle, O, to represent each particle.
p a r t ic le s o f p a r t ic le s o f
w a te r v a p o u r liq u id w a te r
(b) The lime water in C became cloudy. What gas turns lime water cloudy?
Solution:
(a) Tar 1
She placed 1 g of icing sugar in the end of the rubber tubing inside the tin, as shown below.
lid
ic in g s u g a r
t in
ru b b e r
t u b in g
c a n d le
The teacher blew through the other end of the rubber tubing.
The icing sugar came into contact with the flame.
There was a loud explosion and the lid was blown off the tin.
(a) Complete the following sentence describing the energy changes which took place.
(b) As a result of the explosion, the lid of the tin was pushed off.
Explain what had happened to the gas molecules inside the tin to make this happen.
(c) When icing sugar is burned in this experiment, the gas used and the gas produced are
(i) Which gas, in the air, is used when the icing sugar burns?
(ii) Give the name of the gas produced when the icing sugar burns.
(d) The table below shows the energy values of four food substances.
energy value, in
food substance
kJ per 100 g
flour 1450
Solution:
(a) Chemical accept ‘potential’ or ‘stored’ 1
You may use them once, more than once, or not at all.
Solution:
Question 9
Total 3
A B C
Particles
Of substance
(b) How could the particles in the box you have given in (a) (ii) be made to vibrate more quickly?
(c) (i) Write the letter of the box in which the particles would quickly escape if the top of the box
was removed.
(ii) What is the name of the process by which the particles escape?
Underline the correct answer.
Solution:
(a) (i) 1 A
(ii) 1
B
(b) 1 heat / warm
(c) (i) 1 C
(ii) 1 diffusion
Total 6
Changing state
1.PAPER 1 No.9 2014
This question is about states of matter.
(b) In the box below, draw how the particles would appear in a liquid. Draw at
[1]
(c) The table shows the melting points and boiling points of three common substances.
water 0 100
a gas at 10 °C......................................
Solution:
Questio 9
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(a) 1 When a substance
condenses, it changes from a
gas to a liquid.
(b) 1 at least six more circles drawn must be touching, not
crossing through each other,
appear reasonably random
e.g.
Total 5
magnetic
can be compressed
(a) Which two properties from the list above make aluminium suitable for saucepans?
(ii) a lot of oxygen gas can be pumped into a very small container?
Solution:
(a) Very high melting point answers may be in either order 1
(d) Give one advantage and one disadvantage from the table of making cars from steel.
(e) Give one reason from the table why aluminium is suitable for making drinks containers.
(f) Give one reason from the table why gold is suitable for making jewellery.
(g) Give one reason, not shown in the table, why gold is suitable for making jewellery.
Solution:
Questio 11
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(a) 2 (advantage): strong(est) / strength 400 Ignore reference to cost
The table shows the properties of six elements A–F. Each element could be a metal or a non-metal. Place
F colorless gas
Solution:
Questio 4
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4 6 ticks correct = 4 marks
Total 4
(b) Reshma put 10 cm3 of water and 2 g of a different solid into each of four test-tubes. She
shook each test-tube.
The drawings show the test-tubes after 10 minutes.
A B C D
s a lt sand sugar lim e s to n e
Why can the salt and sugar no longer be seen in test-tubes A and C?
(c) Reshma added hydrochloric acid to some pieces of limestone as shown below.
h y d r o c h lo r ic
a c id
lim e w a te r
lim e s t o n e
(i) Look at the diagram above. How can you tell that a gas is given off in this experiment?
(ii) Reshma passed the gas through limewater. This showed that the gas was carbon
dioxide.
It turned blue.
It turned cloudy.
It turned red.
1 mark
Maximum 4 marks
Solution:
(a) a magnet
2. The pH scale shown below is used to measure how acidic or alkaline a solution is.
The graph below shows how the pH of the liquid in Barry's mouth changed as he ate a meal.
8
p H o f th e B a rr y s ta rte d to e a t
liq u id in
B a r r y 's
m o u th 7
4
t im e
(a) (i) Use the graph to give the pH of the liquid in Barry's mouth before he started to eat.
pH
(ii) What does this pH tell you about the liquid in Barry's mouth before he started to eat?
An acid an alkali
An indicator a solid
1 mark
Maximum 4 marks
Solution:
(a) a magnet
a c id ic n e u tra l a lk a lin e
1 2 3 4 5 6 7 8 9 10 11 12 13 14
p H s c a le
Indicators
1. Bees and wasps are both insects which use a sting as part of their defence.
The pH values of their stings are shown on the diagrams.
bee wasp
bee sting, pH 2 wasp sting, pH 10
(a) Complete the table below to show whether the stings are acidic or alkaline and what colour
they would turn universal indicator paper.
c o lo u r o f u n iv e r s a l
a c id o r a lk a lin e in d ic a to r p a p e r
b e e s tin g
(p H 2 )
w a s p s t in g
(p H 1 0 )
2 marks
(b) The table below shows five household substances and the pH of each substance.
bicarbonate toothpaste 8
lemon juice 3
vinegar 4
washing soda 11
water 7
Give the name of one substance in the table which would neutralise each sting.
Solution:
c o lo u r o f u n iv e r s a l
a c id ic o r a lk a lin e
in d ic a t o r p a p e r
b e e s t in g
a c id ic re d
(p H 2 )
w a s p s tin g b lu e
a lk a lin e
(p H 1 0 ) a c c e p t 'p u r p le '
(a) 2
Award one mark for each correct row
1
bicarbonate toothpaste
washing soda
She then bubbled the gases, in turn, through a fresh sample of green, neutral,
b a llo o n c o n ta in in g
gas
ru b b e r
tu b e
u n iv e r s a l in d ic a to r
s o lu t io n
The scientist added drops of alkali to the indicator until the indicator changed back to green.
Her results are shown in the table below.
Use information in the table to answer part (i) and part (ii) below.
Complete the word equation for the reaction between zinc and hydrochloric acid.
Solution:
(ii) Air
1
it did not change the colour of the solution
What would be the safest thing to neutralise excess acid in the stomach? Tick ( ) the
correct box.
Vinegar (acid)
Solution:
Question 1
(a) 1 indicators
(b) 1 blue
(c) 1 purple
sodium hydrogen
(d) 1 carbonate
Total 4
(i) What type of reaction occurs when an acid is added to the drain cleaner?
Ken investigates the reaction between an acid called sulfuric acid and the drain cleaner. He
(j) What should Ken use to measure the pH value of the drain cleaner?
(k) Then Ken adds 10 cm3 of acid to the drain cleaner. What
Solution:
Questi 4
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(a) 1 any value above 7 and up to 14 Allow decimal values in range
(b) 1 neutralisation Accept exothermic
Indicators can be used to test for acids, alkalis and neutrals. Look at the colours of three different
Indicators.
Aluminium sulfate is used in water purification.
Solution:
Questio 14
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Part Mar Answer Further Information
k
2 any value between 0 and below 7 Accept decimal values
Total 2
Planning investigations
1. Jessica was investigating the rusting of iron. She set up five experiments as shown
ir o n n a il in d is t ille d w a t e r ir o n n a il in ta p w a t e r ir o n n a il a n d a c h e m ic a l
w h ic h h a s b e e n b o ile d to to a b s o rb w a te r v a p o u r
r e m o v e d is s o lv e d g a s e s
D E
ir o n n a il in s e a w a t e r ir o n n a il in v in e g a r
Jessica wrote the following results in her book.
Test–tube observation
In test-tube B ……………………………………………………………………….
In test-tube C ……………………………………………………………………….
(ii) When the iron reacted with the vinegar, bubbles of gas were formed.
What gas was formed?
(e) Before putting the iron nail in test-tube D, Jessica weighed the nail.
After three days she dried and weighed the nail and the rust which had formed.
(i) How did the total mass of the nail and rust compare to the mass of the nail
at the beginning?
(d) Jessica concluded that the presence of salt in the water made the nail rust more quickly.
Explain why she drew that conclusion from her experiments.
Solution:
(a) In tube B: no oxygen accept ‘no air’ 1
in tube C: no water or water vapour accept ‘no moisture’ 1
Accept ‘it was dry’ or ‘it was not wet’
(ii) Hydrogen 1
FIRST PLAN
We will use 3 tea bags and 3 beakers
SECOND PLAN
(a) How is the second plan better than the first plan?
(b) Why should they take care when they add hot water at 65°C to the tea bags?
(c) Ben and Vicky drew a cross on some paper. They put each beaker, in turn, over the
cross. They poured hot water into the beaker, dropped in the tea bag and watched the
How did the cross help to make their test more accurate?
triangle 8
square 15
circle 10
Explanations results
plans
Conclusions
(ii) Give the three shapes of tea bags in the order in which the tea dissolved.
Use the table above to help you.
m o lt e n
s u lp h u r
………………………………………
Solution:
(ii) Igneous 1
(c) Oxygen 1
Sedimentary rocks
1. PAPER 1 No.9 2014
The picture shows the preserved remains of a spider found in limestone.
(a) Write down the name given to the preserved remains of living things found in rock.
(b) Give one feature, seen in the picture, which shows this is a spider and not an insect.
(c) Remains of mammals and spiders are found in the same rocks.
Solution:
Questi 10
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Part Mar Answer Further Information
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(a) 1 fossil(s)
(b) 1 eight / four pairs of legs / two
body parts
(c) 2 mammals did not live at the one mark for each
same time as spiders
correct tick more than
spiders existed before mammals
two ticks = 0 marks
place as spiders
mammals developed from spiders
Fossils
1. PAPER 1 No.9 2014
(b) Give one feature, seen in the picture, which shows this is a spider and not an insect.
(c) Remains of mammals and spiders are found in the same rocks.
Solution:
Questio 10
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Part Mar Answer Further Information
k
(a) 1 fossil(s)
(b) 1 eight / four pairs of legs / two body
parts
(c) 2 mammals did not live at the one mark for each correct
same time as spiders
tick more than two ticks = 0
spiders existed before mammals
marks
place as spiders
Total 4
(c) Wood is a type of biomass which can be used as fuel. What is meant
(e) State one disadvantage to the environment of cutting down trees to get wood for fuel?
Solution:
Questi 3
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Part Mar Answer Further Information
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(a) 1 coal all 3 required for 1 mark,
oil/petrol can be in any order
eum
natural
gas
Accept coal derivatives, eg.
coke, anthracite
deforestation / habitat
destruction / soil erosion / food
chain disruption / loss of natural
resource / increased CO2 levels
Total 5
PHYSICS
Unit 9: Forces & motion
Forces
1. (a) Nicola is trying out her new roller blades. Robert is pulling her along with a rope.
Arrows A, B, C and D show the directions of four forces acting on Nicola.
(i) Which arrow shows the direction of the force of gravity on Nicola?
Give the letter.
(ii) Which arrow shows the direction of the force of the rope on Nicola?
Give the letter.
(b) Robert pulls Nicola at a steady speed of 2 metres per second. How far will Nicola travel in 10
seconds?
............................................................................................................. Metres
(c) Nicola lets go of the rope and she slows down. Gravity still acts on Nicola.
Give the name of one other force still acting on Nicola after she lets go of the rope.
Solution:
(a) (i) C 1
(ii) B
1
(b) 20
1
F R
F is larger than R.
F is the same as R.
F is smaller than R.
(d) The bus travels a distance of 40 m in 4 s. Calculate its speed. Your answer
Solution:
The arrows show the directions of the four forces which can act on it.
(a) Two of the forces must be equal for the helicopter to stay at the same height.
The next diagram shows the sizes of the four forces at a different stage in its flight.
(b) Draw an arrow on this diagram to show which direction the helicopter will move. [1]
(i) The helicopter is now on the ground and the engine is turned off.
The next diagram shows the direction of one force, C, acting on the helicopter.
Draw an arrow on the diagram to show the direction of this other force.
Solution:
Questio 5
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Part Mar Answer Further Information
k
(a) 1 A (and) C in either order
(b) 1 arrow drawn pointing down and to Accept arrow drawn anywhere
the left on diagram, or underneath
question, must be reasonably
straight
(c)(i) 1 weight Accept gravity
(c)(ii) 1 arrow drawn straight upward Accept arrow drawn anywhere
on diagram, or underneath
question, must be reasonably
straight
Total 4
(a) On the picture, draw an arrow to show the direction of the force of friction on the pencil case.
(b) When timing the different objects, the test should be made fair. One
State two other factors which need to be kept the same for each test.
Simran repeats the test with the pencil case and records the results in this table.
She thinks there may be something wrong with her second time.
(b) How could she check if the second time was wrong?
Solution:
Questi 5
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Part Mar Answer Further Information
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(a) 1 arrow pointing upwards and parallel Accept arrow drawn anywhere
to the ramp surface on diagram
(b) 2 Any two from: Ignore same person timing /
same stopwatch
height of the ramp / number of
material
(c) 1 too large / doesn’t fit the pattern Ignore looks wrong unqualified
(d) 1 (idea of) repeating (this test)
Total 5
Andy James
100 100 N
N
(b) Andy keeps pulling with the same force of 100 N. The
Solution:
Questio 10
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Part Mar Answer Further Information
k
(a) 2 forces are equal / same size / one mark for each correct answer
both 100 N
bench c la m p p ie c e o f w o o d
r u le r to m e a s u r e
h o w m u c h th e
p ie c e o f w o o d
has bent
m asses
(a) Give the name of the force which pulls the masses downwards.
1 mark
(b) The graph below shows Ruth’s results.
18
16
14
d is ta n c e th e 12
p ie c e o f
w ood has 10
b e n t in m m 8
0
0 100 200 300 400 500
m a s s in g
(ii) A mass of 350 g is hung on the piece of wood. How much does the wood bend?
......................….. mm
Solution:
(a) Gravity or weight
B
18
16
14
d is ta n c e th e 1 2
p ie c e o f 10 D
w ood has
8
A
b e n t in m m
6
4
2
0
C
0 100 200 300 400 500
(b) (i) m a s s in g 1
accept any straight line which goes
through or below both points A and B
and through or above both points C and D
the line does not have to extend to an axis
2. Nazia is investigating how easily a block of wood slides along a wooden bench. The diagram
w e ig h t o n t o p
o f t h e b lo c k
p u lle y
b lo c k o f w o o d
f r ic t io n
bench
s trin g
s lo tte d
m asses
(a) Nazia does the experiment with different weights on top of the block. She counts how
Many slotted masses she needs to hang from the string to make the block of wood slide.
0 5
1 7
2 9
3 1
4 13
(i) Describe how the number of slotted masses needed to move the block varies with
(ii) Nazia does the experiment with a weight of 3.5 N on top of the block of wood.
How many slotted masses would she need to make the block slide?
(b) Nazia does her experiment again. This time she slides the block of wood over a sheet of
glass instead of the bench top.
(ii) Using the same sheet of glass and block of wood, and keeping the same weight on
top, suggest one way Nazia could reduce the force of friction.
Solution:
(ii) 12
1
(ii) put oil or water on the glass accept a named lubricant for oil 1
accept ‘lubricate the surfaces’
accept ‘polish the block of wood’
accept ‘put the block of wood on rollers or
ball bearings’
or on any objects used as rollers
do not accept ‘tilt the glass’
[4]
(iv) Write the letter of the piece of equipment best suited for each task.
(v) Give one reason why equipment A is not suitable for keeping a liquid for a long time.
Solution:
Patterns of falling
1. PAPER 2 No.8 2014
Liz and Rena investigate how high a ball bounces. They use a metre ruler and a tennis ball.
Rena watches and records the height of the first bounce. They measure the height from the bottom of
the ball.
(a) Write down one reason why Rena will find it difficult to record the height of the
bounce accurately
Liz and Rena repeat each test three times and work out the average for each.
(b) One advantage of plotting a graph is that the trend can be seen more clearly than in
the table.
their results?
Solution:
Questi 8
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Part Mar Answer Further Information
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(a) 1 ball moves quickly / difficulty Allow ball may not bounce
looking at eye level / hard to vertically / in front/ in line with
watch ball and scale together / scale
(b) 2 both points plotted correctly points to be within ±1/2 small
square
appropriate straight line drawn
(c) 1 (idea that) anomalies are more
easily spotted / other values can
be predicted
(d) 1 (idea that) less reliable / not as lack of reliability idea can
accurate as Liz and Rena’s / refer to any aspect of the
whole test needs repeating test
Total 5
15
cm3
................
10
[1
1.0
0.5 1.5
V
................
0 2.0 [1]
Solution:
Questi 6
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Part Mar Answer Further Information
k
(a) 1 14 /14.0 Do not accept 14.00
(b) 1 0.8 / 0.80 Do not accept .8 or .80
Total 2
to generate electricity.
a ir m o v e m e n t
s o la r c e lls
c h e m ic a ls
s u n lig h t
p e tro l g e n e ra to r
heat
2 marks
(ii) The wind turbine cannot generate electricity all the time.
Give the reason for this.
Solution:
(a) 2
a ir m o v e m e n t
s o la r c e lls
c h e m ic a ls
s u n lig h t
p e tro l g e n e ra to r
heat
2. The table below gives information about three fuels that can be used in cars.
Shows a substance is produced when the fuel burns.
X shows a substance is not produced when the fuel burns.
(c) Which of the three fuels in the table can be compressed into a small container?
Carbon dioxide
Nitrogen
Oxygen
Water vapour
1 mark
(c) Petrol and ethanol are both fuels. Petrol is made from oil.
In some countries people plant sugar cane and use it to make ethanol.
Solution:
3. Meera used the Internet to find out about energy resources. The drawing below shows what
Give the names of two other fossil fuels in the list on the screen.
From the list on the screen above choose two other renewable energy resources.
(ii) Meera found out how wave energy can be used to generate electricity.
On the lines below write the letters of the stages in the correct order.
(a) Oil 1
natural gas accept ‘gas’ 1
Answers may be in either order
wind
solar
tidal
biomass
geothermal
(ii) C E A B D 2
If all three letters are correct, award two
marks
if one letter is correct, award one mark
4. The tides can be used to generate electricity. A dam is built across a river estuary, as
shown below.
dam
w a t e r le v e l
tu r b in e s p in s
to g e n e r a te
e le c t r ic it y
w a te r le v e l
w a te r flo w
(a)The water is higher on one side of the dam than on the other. As the water begins to flow
Describe the useful energy changes which take place in this process
(c) Give one way, other than from the tides, of generating electricity by using the sea.
(d) Apart from cost, give one advantage and one disadvantage of an oil-fired power station
Solution:
(a) The first marking point is for the transfer of energy from water to turbine.
The second marking point is for the transfer of energy from turbine to generator.
The third marking point is for the transfer of energy away from the generator.
Any two from
2
potential energy in the water to kinetic energy in the turbine
accept ‘P.E. to K.E.’
accept ‘transferred from the water to the
turbine’
accept ‘K.E. in the water to K.E. in the
turbine’
accept ‘P.E. in the water to K.E. in the
water’
The heating element is part of an electrical circuit connected to the battery of the car.
The diagrams below show two ways of connecting the circuit of a heating element.
c ir c u it A c ir c u it B
Circuit A
Circuit B
c ir c u it A c ir c u it B
When the switch is closed, how does the broken wire affect the heating
element in?
(ii) Circuit B?
When the heating element is switched on, the ice will disappear and the surface of the
(i) Fill the gap below to show the energy transfer that takes place.
(ii) As the window becomes clear and dry, physical changes take place in the ice.
Fill the gaps below to show the physical changes which take place.
Solution:
2. The diagram shows two dodgem cars at a fairground. The circuit symbols for the motor and pedal
p ic k - u p w ir e
c o n n e c t io n
t o w ir e m e s h
w ir e
m esh
pow er
s u p p ly
c o n n e c t io n
to m e ta l
m e ta l f lo o r f lo o r
m e ta l w h e e l
Complete the circuit diagram below for the two dodgem cars.
M
Use two motor symbols, , and two switch symbols, .
The power supply for the circuit has been drawn for you.
(c) A man looks after the dodgem cars during the rides.
Why does the man not get an electric shock as he walks across the metal floor?
(d) During one ride, the two dodgem cars are running. The pick-up wire on one car snaps off.
pow er
s u p p ly
c o n n e c t io n
to m e ta l
(ii) flo o r
2 marks
(a) Even when the power supply is switched on, the dodgem car will not move until the pedal is
Solution:
(b) One mark is for drawing the two motors connected in parallel.
One mark is for drawing one switch in series with each motor.
Both marks should only be awarded if the circuit is correct.
M M
pow er
s u p p ly
2
the switches may be drawn either side of
the motors
chemical kinetic
light bulb
electrical
...................................
..
wood-burning fire
chemical
...................................
..
battery in a circuit
electrical
.....................................
Solution:
Questio 7
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Part Mar Answer Further Information
k
3 one mark for each correct answer
Total 3
Energy transformations
1. PAPER 2 No.7 Sp 2012
Solution:
Question 7
(a) 1 movement/kinetic
(b) 1 heat/thermal
(c) 1 light
(d) 1 light
(e) 1 potential
Total 5
During the eclipse, the Moon passed between the Sun and the Earth.
(a) Amrik watched the eclipse. He knew that the Sun is much bigger than the Moon but they
1 0 0
8 0
6 0
% lig h t le v e l
4 0
2 0
0
1 0 .3 0 1 0 .4 0 1 0 .5 0 1 1 .0 0 1 1 .1 0 1 1 .2 0 1 1 .3 0 1 1 .4 0 1 1 .5 0
t im e o f d a y
(i) At what time did the Moon block out most of the Sun's light?
(a) The Moon is nearer to the if more than one box is ticked, 1
Earth than the Sun is award no mark
because the Moon blocked the accept ‘there was no sunlight to give
Heat
not to scale
E a rth
Sun
a x is o f t h e E a r t h
o r b it o f th e E a r th n o t t o s c a le
Choose from the list below to answer parts (i) and (ii).
...................................................................
1 mark
(ii) How long does it take for the Earth to rotate on its axis once?
...................................................................
1 mark
Maximum 4 marks
Solution:
(a) The Moon is nearer to the if more than one box is ticked, 1
Earth than the Sun is award no mark
because the Moon blocked the accept ‘there was no sunlight to give heat’
Sun
(i) What causes day and night on Earth? Tick ( ) the correct box
(iii) Two students are discussing the Sun and the Moon.
Luca says: The Sun gives out light that it produces itself.
Anya says: The Moon does not give out light. It only reflects light from the
Sun.
Luca only
Anya only
Solution:
Question 3
Earth and
(c) 1 Jupiter if three or more names underlined = 0 mark
underlined
Total 3
Up until the time of Copernicus (1473–1543) most people believed that the Earth was at the centre of
the universe.
They thought that the Sun, the Moon, planets and stars all went around the Earth.
(b) What observations did people make which caused them to conclude that all these objects
went around the Earth?
Solution:
Questio 12
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Part Mar Answer Further Information
k
(a) 1 the moon (orbits the earth)
(b) 1 (idea that) all appear to go around us Accept idea that Earth appears
/ appear to move across sky / Earth stationary to us. Not Earth spins
does not seem to move / sun rises on axis unqualified.
and sets
Total 2
D B
Earth
(a) Draw arrows from the objects to show the force of gravity on them.
Solution:
Questio 13
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Part Mar Answer Further Information
k
(a) 2 arrows from B and D pointing both arrows from B and D
towards centre of Earth needed for 1 mark
D Earth B
(b) 2 The mass of object A will be the same one mark for each correct answer
when placed on the Moon
The astronomer Galileo published some drawings in 1610. Galileo made these drawings by looking
Through his telescope. These drawings show the planet Jupiter and its four moons on different dates.
(a) Write down the conclusion that Galileo made from these observations.
(b) Write down one date when Galileo could see all four moons.
(c) Suggest one reason why Galileo could see less than four moons on some dates, even
when there was no cloud.
(d) We now know that Jupiter has more than four moons.
Suggest one reason why Galileo did not include the others in his drawings.
(e) Some of the ideas that Galileo had about the Solar System were not popular at that time.
Solution:
Questio 12
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Part Mar Answer Further Information
k
(a) 1 moons were going round / must be clear moons are
orbiting Jupiter / the planet orbiting Jupiter
(b) 1 Any one from: Allow dates given as 13/1 or 1/13
(January)
(c) 1 (idea that) moon(s) could be Accept those not visible were
(passing) in front of or behind outside telescope’s field of view
planet not moons were not there
(d) 1 (idea that) too small / not bright Do not accept ideas that they
enough were not there at that time
or
Revolution in astronomy
Until 1781 scientists thought there were only six planets in the solar system. Then a
scientist called Herschel looked through a very large telescope that could turn to follow objects
in space. He watched a bright object in the night sky for a few months and made drawings of
1 mark
(b) Scientists today use satellites as well as telescopes to observe the universe.
Suggest one way that developments in equipment have changed the information
(c) Before 1781, scientists believed there were 6 planets in our solar system. Now scientists
What do these ideas suggest about our knowledge of our solar system?
1 mark
(d) What causes scientists to reject an idea and replace it with a new one?
Solution:
(a) (i) any one from 1
(ii) 12
1
(ii) put oil or water on the glass accept a named lubricant for oil 1
accept ‘lubricate the surfaces’
accept ‘polish the block of wood’
accept ‘put the block of wood on rollers or
ball bearings’
or on any objects used as rollers
do not accept ‘tilt the glass’
[4]
[4]
Year 8
Unit 1: Plants
Photosynthesis
1. PAPER 2 No.2 2014
(a) Name the process plants use to make their own food.
(b) Marta adds more carbon dioxide gas into the greenhouses.
Explain why.
After two weeks she compares the size of the tomato plants in the two different
greenhouses.
Write down two things she could measure to compare the size of the tomato plants. 1
Solution:
Questi 2
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Part Mark Answer Further Information
(a) 1 photosynthesis
(b) 2 Any two from:
Accept CO2
carbon dioxide is
needed for
photosynthesis
height
Accept weight
(dry)
mass
Investigating photosynthesis
1. PAPER 1 No.10 Nov 2005
The diagram shows a pupil’s investigation of photosynthesis.
Sodium hydrogen carbonate can be added to the water to increase the concentration of
A group of pupils added measures of sodium hydrogen carbonate to the water and
counted the number of gas bubbles given off by the pond weed.
(c) What do these results suggest about the composition of the water at the start of the
experiment?
Solution:
(i) magma;
(b) When magma and lava cool, they form a hard crystalline rock.
What is the name of this type of rock?
Tick the correct box.
Igneous rock
Metamorphic rock
Sedimentary rock
(c) The changes listed below take place when a volcano erupts.
Which one of these changes could be reversed?
Tick the correct box.
(d) Ash from a volcano dropped into a lake. All the fish in the lake were killed and buried
under the ash in the mud at the bottom of the lake.
The photograph below shows the remains of a fish millions of years later.
(i) The photograph shows the body parts which supported the fish.
Give the name of these body parts.
(ii) Give the name for animal and plant remains that are found in a rock after millions
of years.
Solution:
(a) (i) C 1
(ii) A
1
(iii) D
1
(b) Igneous rock if more than one box is ticked, award no mark 1
(ii) Fossils
1
2. A Japanese volcano erupted in 1936. Molten sulphur poured out of the volcano.
When it cooled it formed rock sulphur.
o ld e r v o lc a n ic r o c k s s o lid r o c k
s u lp h u r
m o lt e n
s u lp h u r
………………………………………
Solution:
(ii) Igneous 1
(c) Oxygen 1
3. These photographs show how the cliffs on the coastline by a church changed between the years
1886 and 1919.
-
the church and
coastline in 1912
(a) (i) How can you tell from the photographs that the coastline has changed?
(ii) What made the coastline change? Tick the correct box.
(b) On the seashore, pebbles that are rough and uneven become smooth and rounded.
Explain how they become smooth and rounded.
(c) The photograph below shows a carved limestone head. The surface of the limestone has
changed over many years.
(i) Which process made the surface of the limestone change over many years? Tick
the correct box.
carving polishing
melting weathering
(ii) Name a substance in the air which made the surface of the limestone change.
Solution:
(c) Granite and basalt are igneous rocks. They contain crystals but no fossils.
Solution:
(ii) Sedimentary
1
[6]
5. Linda had a piece of red sandstone.
She hammered it into pieces and then ground them into a powder using a pestle and mortar.
She put the powder into a measuring cylinder with water and shook the mixture. The contents
settled.
(a) Linda said her results showed that sandstone is a mixture of two substances.
How could she tell, from the results, that sandstone is a mixture of substances?
(b) Linda then poured the cloudy water from the measuring cylinder through filter paper in a
filter funnel.
She said there might be salts dissolved in the colourless, clear liquid that came through
the filter.
(i) What could Linda do to find out if there were salts dissolved in the colourless, clear
liquid?
(ii) What would she see if there had been salts dissolved in the colourless, clear liquid?
(c) Sandstone is a sedimentary rock. Four stages in the formation of sedimentary rock are
listed below.
They are not in the correct order.
Put these stages in the correct order. One has been done for you.
Stage 1 ................weathered...................
Stage 2.....................................................
Stage 3.....................................................
Stage 4.....................................................
Solution:
it contains more than one substance which are not chemically combined
Accept ‘substances are not combined’
they can be separated by physical means or by sedimentation or filtration
Accept ‘they can be separated easily’
she sees a red and a brown layer
Accept ‘there are layers’
Accept ‘it splits into sand and clay’
(b) (i) any one from
1
Rocks A, B and C are sedimentary rocks. They were formed when tiny rock particles built
Rock D was formed when limestone (a sedimentary rock) was heated to a very high
Rock E was formed when hot magma (liquid rock) cooled and solidified.
(ii) Choose the letters of two other rocks that could contain fossils.
(b) Suggest how the limestone was heated to form rock D.
Solution:
Question 8
Total 4
2. (a) The list below gives some processes which occur in the rock cycle.
2. Large crystals form as molten magma cools deep below the Earth’s surface.
4. Grains of sediment are cemented together as they are buried deep under thick
5. New crystals form in layers as rocks are affected by high temperature and
6 New minerals form with flat crystals when layers of mudstone are squeezed.
(iii) Give the numbers of the two steps which could lead to the formation of sandstone.
Limestone and sandstone are two different rocks.
(b) Limestone is mainly calcium carbonate. It reacts with dilute hydrochloric acid to produce
bubbles of gas.
h y d r o c h lo r ic c a lc iu m w a te r
a c id c a rb o n a te
(e) Sandstone is mainly silicon dioxide. Glass for test tubes is also made from
Silicon dioxide.
Suggest what, if anything will happen when dilute hydrochloric acid is added to a
piece of sandstone.
Solution:
(a) (i) 5 or 6 1
(ii) 2 or 3
1
Solution:
Questio 3
n
Part Mark Answer Further Information
(a) 1 roots / root hairs
(b) 1 osmosis / through cell walls (of root
hair cells) / absorption (through roots)
(c) 3 Any three from:
transported (away)
(transports) minerals /
Accept travels through the
xylem
sugars travels up the stem
1. The card shows the amounts of fat and fibre in some types of food and drink from a café.
C h e z J e a n C a fé
fa t fib r e
in g in g
ty p e o f b u rg e r
s in g le b u r g e r 17 0 .8
d o u b le b u r g e r 38 1 .2
c h e e s e b u rg e r 21 1 .0
ty p e o f d r in k
s tr a w b e r r y m ilk s h a k e 8 0
m e d iu m c o la 0 0
m e d iu m o r a n g e ju ic e 0 0
ty p e o f p o ta to
r e g u la r f r ie s 15 3
b a k e d p o ta to 0 9
(a) From the card above, choose a meal consisting of a burger, a drink and some
potato, to give:
Food and drink meal with the least fat meal with the most fibre
type of burger
type of potato
(b) Draw a line from each nutrient to the main reason why it is needed.
Draw only four lines.
Solution:
(a)
food and drink meal with the meal with the
c a lc iu m
fo r h e a lth y t e e th a n d b o n e s
fib r e
fo r in s u la ti o n
p ro t e in
to p r o v id e e n e r g y
sugar
(b) fo r g ro w t h a n d re p a ir 4
if more than four lines are drawn, deduct
one mark for each incorrectly drawn line
minimum mark zero
[6]
2. Peter burns a piece of crispbread to find out how much energy is stored in it. Energy from the
(a) Describe one way Peter has arranged the apparatus so that he is working safely.
(b) Peter wants to find out if potato crisps contain as much energy as crispbread. He does
the experiment again using a piece of potato crisp.
The table shows some of the nutritional information from a packet of crispbread and a packet
of potato crisps.
e n e rg y p r o te in c a rb o h y d ra te fa t fib r e
in k J in g in g in g in g
100 g of
c r is p b r e a d 1455 1 1 .6 5 8 .1 7 .3 1 4 .7
100 g of
p o ta t o c r is p s 2072 5 .8 5 7 .9 2 8 .7 4 .3
(c) Peter burns 1.0 g of potato crisp instead of 1.0 g of crispbread in a similar experiment.
What result will he get when he burns the potato crisp? Tick the correct box.
(d) (i) Fibre contains energy. Explain why this energy cannot be used by the human body.
(ii) Use the table in part (b) to give two reasons for choosing crispbread rather than
potato crisps as part of a balanced diet.
(d) Crisp bread does not contain vitamin C. Which of the foods in the list below is the best
Source of vitamin C?
Solution:
Read the article about Ferdinand Magellan who led the first voyage around the world.
Use the information in this article and your biological knowledge to answer the questions.
(a) Magellan’s ships set sail with basic foods that provided a balanced diet.
(b) Suggest why Magellan took some live animals with him on the voyage.
(c) Most of the sailors on the Victoria developed a deficiency disease called scurvy.
(iv) Suggest why Elcarno did not develop this deficiency disease.
Solution:
Question 6
these should be in
Accept: They could not preserve some
to provide fresh meat foods very easily.
(b) 1
/ eggs / source of
Animals may produce young.
protein
(c) (i) 1 disease caused by the
lack
of an important nutrient
e.g.
vitamin or mineral
(iv) 1 fruit contains vitamin C / If error in (c) (iii), mark (c) (iv) according to
ate
he jam / he ate fruit answer in (c) (iii).
Total 7
(a) Colin decided to test the cereal to see if it contained tiny pieces of powdered iron metal.
First he crushed 500 g of cereal into a fine powder and mixed it with water.
If the cereal contains tiny pieces of iron metal, what should Colin expect to see?
(b) Colin finds that the cereal does contain pieces of powdered iron.
Give two differences between iron metal and compounds containing iron.
(c) Colin eats some cereal. The tiny pieces of iron metal in the cereal react with the hydrochloric
acid in his stomach.
Complete the word equation to show the reaction of iron with hydrochloric acid.
the cells of the body. People who do not have enough red blood cells may feel that
Solution:
(a) Pieces of iron sticking to the magnet accept ‘the iron powder attracting the 1
Less oxygen is carried to the cells accept ‘oxygen is needed for respiration’ 1
or ,cells cannot get enough oxygen’ or ‘not
enough oxygen going around the body’
Less energy released in respiration accept ‘not enough energy from respiration’
1
[7
3. One evening Jenny and Leah ate chicken sandwiches which had been in their school bags all
day. There were harmful bacteria in the food. The next day both girls became very ill. Their
The graph represents how antibiotics affect the number of bacteria in the body.
num ber of
h a rm fu l
b a c te r ia in
th e b o d y
0
0 1 2 3 4 5 6 7 8 9 10
t im e , in d a y s
s a n d w ic h a n tib io tic s
e a te n s ta r te d
(a) Use the graph to explain why the girls did not become ill until the day after eating the
sandwiches.
(b) After taking the antibiotics for eight days Jenny was completely better. Explain why she
got better.
(c) Leah should have taken the antibiotics for eight days. She felt much better after five days
and stopped taking the antibiotics. Two days later she felt very ill again.
Use the graph to help you explain why Leah became ill again.
b r a in
oesophagus
( g u lle t )
lu n g
h e a rt
bones
( r ib s )
s to m a c h
liv e r in te s tin e
(d) Give the names of two labelled parts where food is digested
(e) Why do we need to chew our food and mix it with saliva?
(c) (i) Draw one line from each bad habit to the organ it harms.
b a d h a b it o rg a n
liv e r
d r in k in g t o o m u c h a lc o h o l
lu n g
n o t e a t in g e n o u g h fib r e
r ib s
s m o k in g c ig a r e t te s
in t e s tin e
(ii) Which organ in the list below can be harmed if we eat too much fat?
Tick the correct box.
brain heart
lung ribs
Solution:
liv e r
d r in k in g to o m u c h a lc o h o l
lu n g
n o t e a t in g e n o u g h f ib r e
r ib s
s m o k in g c ig a r e t t e s
in t e s t in e
(c) (i) 3
Award one mark for each correct line
if more than one line is drawn from any
habit, award no mark for that habit
Solution:
Question 4
Part Mark Answer Further Information
(a) 2 A = esophagus Accept gullet
/ carbohydrates to
Total 3
Food chains
1. The drawing shows a water lily and some waterweed growing in a pond.
flo w e r
w a te r f lo a t in g
lily le a f s u rfa c e o f p o n d
s ta lk
w a te r-
X w eed
Y
r o o ts
(a) Waterweed grows well at Y but not at X. Why is this? Tick the correct box.
(d) The drawing shows part of a food web in a pond. Use the information in the
(i) Write three names from the food web to make a food chain which ends with
pike.
(ii) Write the name of one predator in the food web and the name of one of its
prey.
(d) Fish have gills and fins. How do these help the fish to live in water?
Solution:
(a) There is not enough light at X. if more than one box is ticked, 1
Award no mark
(b) Flower
(c) (i) the food chain must begin with the producer
1
waterweed tadpole water beetle
waterweed tadpole minnow
waterweed minnow perch
(ii) Award one mark for the predator (upper answer) and one mark
for its prey (lower answer)
Either
2
pike
water beetle or tadpole or minnow or perch
Or
water beetle
tadpole
Or
perch
water beetle or minnow
Or
minnow
tadpole
the mark for the prey may only be
awarded if it is directly linked to the
predator in the diagram
p e rc h
s m a ll f is h w a te r b o a tm e n
w a te r fle a s t a d p o le s
m ic r o s c o p ic p la n ts
(a) Use only the information in the food web to answer the following.
(i) Write down one food chain from this food web. There should be four
organisms in the food chain.
(b) Disease suddenly kills all the small fish. Complete the sentence to explain
what is likely to happen to the number of water boatmen.
because........................................................................................................
Solution:
1
(b) Decrease accept ‘go down’
1
more of them are eaten by perch
perch would have no small fish to eat
Accept ‘because the increased
number of water fleas eats more
plants, there is less food for
tadpoles, therefore fewer
tadpoles’
[4]
Unit 3: The circulatory system
The human circulatory system
1. PAPER 1 No.1 2014
X Y
Rest
Of
body
(a) Name the types of blood vessels labelled X and Y in the diagram.
Solution:
Questio 1
n
Part Mark Answer Further Information
(a) 2 X = vein(s) Accept phonetic spelling
Y = artery / arteries
He measures his heart rate while running. Here are his results.
axes.
Solution:
Questio 6
n
Part Mark Answer Further Information
(a) 4 x-axis labelled time in minutes and Accept time / min
(b) 1 result from the learner’s graph Accept ±4 beats per minute
for 2 minutes
(c) 2 Any two from:
Accept O2
(muscles/cells) need more
oxygen / oxygen supplied faster
Accept C6H12O6
(muscles/cells) need more Ignore sugar
glucose / glucose supplied faster
Accept CO2
removal of more carbon dioxide /
Total 7
Unit 4: Respiration
The human respiratory system
1. PAPER 1 No.7 Nov 2005
Group of alveoli
(b) Oxygen passes through the walls of the alveoli from the air int the blood
whilst cardondioxide passes in the opposite direction
Gas exchange
1. People who have emphysema have damaged air sacs in their lungs. The diagrams show a
section through a normal air sac and a section through a damaged air sac.
n o r m a l a ir s a c d a m a g e d a ir s a c
(a) Gas exchange takes place at the inside surface of the air sac when a person
breathes.
(i) Which two gases are exchanged at this surface of the air sac?
1
Both are required for the mark
Accept ‘O2 and CO2’
Accept ‘nitrogen’ instead of oxygen
and carbon dioxide
Do not accept ‘smaller’
(b) (i) nicotine
(ii) Tar
Aerobic respiration
1. PAPER 2 No.9 Nov 2005
Solution:
She measures her breathing rate while running. Here are her results.
1 20
2 25
3 30
4 35
5 40
6 40
7 40
8 40
respiration.
+ +
[2]
Solution:
Questi 1
on
Part Mark Answer Further Information
(a) 1 any value between 12 and 18 Accept any range between
these values
(b) 2 carbon correct reactants in any
oxygen + glucose order = 1 mark
water
dioxide +
correct products in any
order = 1 mark
Total 3
Cigarettes & health
1. (a) The graphs show the number of deaths from lung cancer and from tuberculosis of
lu n g c a n c e r
200 t u b e r c u lo s is o f th e lu n g s
175
n u m b e r o f d e a th s 150
p e r 1 0 0 0 0 0 p e o p le 125
per year
100
75
50
25
0
1920 1925 1930 1935 1940 1945 1950 1955 1960
year
(Data obtained from Key Science Biology, Applin; published by Stanley Thornes 1994)
(i) Between which two dates on the graph did the number of deaths from lung
cancer rise fastest?
(b) The number of deaths from tuberculosis of the lungs went down because of better
medical treatment and preventive medicine.
What type of treatment is given to young people nowadays to prevent them from
getting tuberculosis?
Solution:
(a) (i) 1950 and 1955 both dates are required for the mark 1
Accept the dates in reverse order
accept ‘1945 and 1955’
do not accept ‘1945 and 1950’
The diagram shows some of the cells from the lining of the windpipe (trachea).
Solution:
Questi 9
on
Part Mark Answer Further Information
(a) 1 moves mucus Accept wafts mucus
Gametes
1. PAPER 1 No.9 2014
[2]
(c) Here is a diagram of a sperm cell.
(ii) Label the part containing the genetic information with a B. [1]
(d) A woman can sometimes release two different eggs at the same time.
Write down what will happen if sperm cells enter both of these eggs.
Solution:
Quest 9
ion
Par Mark Answer Further Information
t
(a) 2
nucleus
CHEMISRTY
Unit: 6: States of matter
Particle theory
1. PAPER 2 No.3 Sp 2012
Solution:
Question 4
(a) 1 D
(b) 1 A
(c) 1 B
Total 3
Diffusion
1. PAPER 2 No.12 2014
Five minutes later Jackie who is five metres away smells the perfume.
(a) Name the process that describes how the perfume particles spread throughout the room.
Solution:
Questi 12
on
Part Mark Answer Further Information
(a) 1 diffusion
(b) 1 particles have more (kinetic)
energy / particles move faster
Total 2
Brownian motion
1. PAPER 1 No.2 Sp 2012
(b) The air in the balloon is heated by leaving the balloon in a sunny place. State two
(c) State one way in which the balloon changes when it is left in a sunny place.
Solution:
Question 2
(a) 2
hit sides
speed up
move apart
bigger / enlarge / burst /
(c) 1 hotter
Total 5
Symbols he used for atoms of three different elements are shown below.
D E
(a) (i) Give the letter of the diagram which shows a mixture of two elements.
(iii) Give the letter of the diagram which shows a mixture of two compounds.
(iv) Give the letter of the diagram which shows a mixture of an element and a
compound.
(b) Give one difference between a compound and a mixture.
(c) (i) Suggest a name and formula for the substance represented in diagram B.
(ii) Suggest a name and formula for the substance represented in diagram D.
Solution:
(a) (i) A 1
(ii) E
1
(iii) C
1
Draw a line from each element to the reason for using that element.
e le m e n t u s e d r e a s o n fo r u s in g th e e le m e n t
It is lig h te r t h a n a ir.
copper
fo r th e b a s e
of a
saucepan
It is a g o o d c o n d u c to r o f h e a t.
g o ld
f o r a r in g
It is a g o o d c o n d u c to r o f
e le c tr ic ity .
14 h e liu m
to d a y
in a b a llo o n
It s ta y s s h in y b e c a u s e it d o e s
n o t r e a c t w ith o x y g e n .
°C
11
0
10
m e rc u ry
0
90
80
70
in a
60
50
40
th e rm o m e te r
30
20
10
0
–1
0
I t is a liq u id a t r o o m
te m p e ra tu re .
(b)Which of the four elements is not a metal?
Copper
Gold
Helium
Mercury
1 mark
Maximum 5 mark
Solution:
(a) 4
I t is lig h te r th a n a ir.
c o p p e r fo r th e b a s e
of a saucepan
It is a g o o d c o n d u c to r o f h e a t.
g o ld fo r a rin g
It is a g o o d c o n d u c to r o f
e le c tric ity .
h e liu m in a b a llo o n
It s ta y s s h in y b e c a u s e it d o e s
n o t re a c t w ith o x y g e n .
m e r c u r y in a
th e rm o m e te r
It is a liq u id a t ro o m
te m p e ra tu re .
Solution:
Questi 5
on
Part Mark Answer Further Information
3 carbon Accept any order
hydro
gen
Total 3
magnetic
can be compressed
very high melting point
(a) Which two properties from the list above make aluminium suitable for saucepans?
(ii) a lot of oxygen gas can be pumped into a very small container?
Solution:
\
Compounds
1. Copper can be obtained form its ore, copper sulphide, in two stages.
Solution:
(a) Copper 1
oxygen
carbon answers may be in any order
all three elements are required for the mark
accept correct symbols for the elements
accept ‘sulphur' as one of the three elements
Elements Compound
+
Oxygen Magnesium oxide
+
Lead Lead sulfide
+
Copper Chlorine
[3]
Solution:
Questi 4
on
Part Mark Answer Further Information
3
elements compound
magnesium
magnesium + oxygen
oxide
Accept sulphur
lead + sulfur lead sulfide
(a) Draw a straight line between the name of the element and its chemical symbol.
Al
Neon Na
Sodium Ar
Nitrogen Ne
Aluminum N
S
(b) Circle the two elements which are metals.
Solution:
Questio 2
n
Part Mark Answer Further Information
(a) 4 each correct answer
= 1 mark
(b) 2
aluminum neon nitrogen sodium
(c) 3 Any three 1 mark for each property
from: high
Accept solid at room
melting point
temperature if melting and
boiling point not mentioned
high boiling
us
Accept
ductile
strong
high tensile
Ignore
strength hard
tough
high Ignore
density heavy
Total 9
Unit 8: Mixtures
Compounds & mixtures
1. (a) Samantha opened a tin of white paint. The paint consisted of a liquid and particles of
liq u id
p a r tic le s o f in s o lu b le
t ita n iu m d io x id e
an element a mixture
a compound
1 mark
an element a mixture
a compound
1 mark
(iii) Why did the particles of insoluble titanium dioxide sink to the bottom?
(b)Samantha stirred the paint and used it to paint a window frame.
Samantha could not get the paint off the glass with water.
When she used a different liquid called white spirit the paint came off.
Why could she remove the paint with white spirit but not with water?
Solution:
(ii) a compound
1
if more than one box is ticked, award no
mark
1
they are denser than the liquid
1
it is insoluble in water
water is not a solvent for the paint
it dissolves in white spirit
white spirit is a solvent for the paint
labels on her poster are missing. Write the correct label under each diagram. Choose from
You can use each word once, more than once or not at all.
Solution:
Questio 8
n
Part Mark Answer Further Information
(a) 4 each correct label = 1 mark
e le m e n t
......... .. . .. ... .. .. ........ ....
c o m p o u n d
... .. .. ... .. .. .. .. .......
Solubility
1. PAPER 2 No.3 Nov 2005
The table gives the names, colours and solubility in water of four compounds.
The compounds were added to separate beakers of water. Sufficient water was
present for the soluble compounds to dissolve completely. The contents of each
(a) One of the compounds left a green solid on the filter paper.
(b) Describe how you would obtain pure crystals of sodium chloride from a mixture of
Solid sodium chloride and solid zinc carbonate.
Solution:
(a) Step 1 Add water to the mixture of NaCI and ZnCO3 and stir
Step 2 Filters off the insoluble ZnCO3 and keep the filtrate NaCI
Step 3 Carefully evaporates the filtrate NaCl to obtain pure crystals of the s
s tir in g r o d th e rm o m e te r
3
100 cm beaker
w a te r
c a n d le
b lo c k
A 25 18 30
B 50 18 24
C 75 18 22
(a) Why did Luke need to know the temperature of the water at the beginning and at the
end of the experiment?
(b) Did Luke’s results support his prediction? Explain your answer.
(c) Luke stirred the water during the experiment. How did this make his results more
reliable?
(d) Which of the following statements about the energy transferred to the beakers is
correct?
Tick the correct box.
(e) After a time, all three beakers cooled down to room temperature.
What happened to the thermal energy in the beakers as they cooled down?
Solution:
1
yes because the smaller the volume the greater the rise in temperature
yes because the greater the volume the smaller the rise in temperature
1
it distributed the hot water throughout the beaker
it made sure the water was heated evenly
to make sure the temperature of the water was the same throughout
do not accept ‘the water heats up more
quickly’
(d) The same amount of energy went into all three beakers.
1
if more than one box is ticked, award no
mark
1
it decreased or got less
Accept ‘it leaked out’ or ‘it was lost’
accept ‘it evaporated some of the water’
it was transferred to the surroundings
Accept ‘it heated up the air’
Reactions with acids
1. In the experiment shown below, metal and acid react together to make hydrogen gas.
h y d ro g e n g a s
te s t-tu b e
f la s k
w a te r
a c id
m e ta l
(a) Look at the flask. How can you tell that a gas is being produced in this experiment?
(b) (i) Hydrogen gas passes through the water and collects in the test-tube.
What does this tell you about hydrogen?
Tick the correct box.
It is acidic. It is alkaline.
1 mark
(ii) What happens to the level of the water in the test-tube as hydrogen is
produced?
nitrogen
oxygen
water vapour
carbon dioxide
(i) Which one of the four gases do we need to take into the blood in the lungs?
...........................................................
(ii) Which one of the four gases can produce droplets on a cold window?
Solution:
1
(c) (i) oxygen 1
1
do not accept ‘condensation’
[5]
Rusting
1. PAPER 2 No.8 Nov 2005
A student set up the following experiment to investigate the conditions necessary for
water
1
airtight bung
water boiled
2 to remove air
nail
oil
3
nail
airtight bung
sack of water
4 absorbing chemical
nail
(a) Fill in the results you would expect by putting a ticks ( ) in the appropriate results
boxes.
(b) Which gas from the air combines with iron to form rust?
(c) Paint can be used to coat the surface of iron to prevent rusting. This is not
appropriate for nails because the layer of paint gets scratched.
Give one other method of preventing rust forming on nails, not shown in this
experiment.
Solution:
Zeki
speed of corrosion
metal
in
in dry air in sea water in acid rain
distill
ed
aluminium 0 1 2 1
copper 1 2 3 2
iron 1 9 10 6
zinc 1 3 6 2
lead 1 2 3 2
(d) What conclusion can Zeki make about the corrosion of metals in sea water compared to in
acid rain?
(e) Zeki decides to check the results by doing some experiments herself. She
Write down two safety precautions Zeki needs to take to reduce the risks to herself.
Solution:
Questi 13
on
Part Mark Answer Further Information
(a) 2 no because no unqualified = 0
marks if yes = 0
Any two from:
marks
PHYSICS
Unit 10: Measuring motion
Speed calculations
1. PAPER 1 No.6 2014
Bruce compares the speeds of some toys down a ramp. Here is the equipment he uses.
(b) (i) Which two measurements are needed to work out the average speed of the toy
truck?
speed
Solution:
Questi 7
on
Part Mark Answer Further Information
(a) 2 Any two from: Ignore reference to releasing
same height
0.4
Accept metres per second
Total 7
The diagram shows a tuning fork which emits a single tone when it is sounded.
The tuning fork was sounded by banging the prongs and then putting the base on a table
top as shown.
table
(a) What does the tuning fork do to produce a sound wave in the air near the fork?
(b) How is the sound wave carried through the air to the human ear?
(c) Complete the following sentences by using words from the list.
Produced has a of C.
When the fork is hit harder this increases the of
Solution:
(a) It vibrates
(b) The sound moves and cause air molecules around to vibrate
(c) The fork has a frequency of 512 Hz and the tone produced has a pitch of C
when the fork
particles transfer energy to neighboring particles which are not vibrating violently.
(b) An electric immersion heater is put at the bottom of a large tank of water.
(i) What will happen to the warmed water next to the heater?
(ii) Why can heat not be transferred in this way in an iron rod?
(d) In a liquid, some of the particles have enough kinetic energy to escape from the surface.
This process happens even when the liquid is well below its boiling point.
(ii) How will this affect the temperature of the liquid left in the container?
Solution:
(a) conduction 1
1
or ‘it floats to the top’
1
it expands accept ‘the molecules move further apart’
it becomes less dense accept ‘the particles move more quickly’
(ii) Any one from
1
it gets colder
it decreases accept ‘it loses heat’
Sounds on a screen
1. (b)) (i) When a pupil plays her flute in the classroom the window vibrates.
(ii) When the window vibrates, what happens to the laser beam that is reflected off the
window?
(c) The teacher places a microphone near the pupil as she plays her flute. The diagram
The pupil then plays her flute at a higher pitch and more quietly.
Which diagram below shows the pattern that would be seen on the oscilloscope?
A B
C D
Solution:
(c) B
1
if more than one box is ticked, award no
mark
[5]
2. (a) Jacquie has a mobile phone. Energy is stored in the battery of the phone.
(i) Which energy transfer takes place in the battery as it is being charged? Tick the
correct box.
(ii) When the battery is fully charged, Jacquie unplugs the phone.
Which energy transfers take place when the mobile phone rings?
Tick the correct box.
1 mark
(b) Jacquie can change the ring-tone of her phone.
The diagrams below show the patterns made by four sound waves on an oscilloscope
screen.
Write the letter of the sound wave that matches each of the descriptions below.
(a) (i) electrical to chemical if more than one box is ticked, award no mark 1
A scientist uses an oscilloscope to record the traces made from four different sounds.
The diagrams show the traces made from these four sounds.
This sound has the same amplitude as the sound that made trace B.
Draw the trace that his fifth sound makes on the oscilloscope.
Solution:
Question 7
(a) 1 D
(b) 1 B
Her teacher asks her to explain the sound the saxophone makes.
The diagram shows the pattern the note makes on the oscilloscope.
Here are some oscilloscope pictures of different notes from Brigitte’s saxophone
A B C D
C D [
A B 1
Which note is the
(i
i) loudest? Circle the
correct answer. A B C D [
1
(iii) Brigitte plays one note quietly and then makes this note louder.
Questi 5
on
Part Mark Answer Further Information
(a) 2 Sound is a type of energy.
Sound is made when the particles
in the air vibrate.
(b)(i) 1 D
(b)(ii) 1 C
(b)(iii) 2 size of wave length stays the same
Total 6
How we hear
1. Sound levels are measured in decibels (dB).
The graph shows the recommended maximum times people should listen to sounds
of different levels.
At longer times there could be serious damage to hearing.
re c o m m e n d e d
m a x im u m
lis t e n in g t im e 4
e a c h d a y,
in h o u r s
0
90 92 94 96 98 100 102 104
s o u n d le v e l in d e c ib e ls ( d B )
(a) What is the maximum time each day for listening to a personal stereo at 96 dB?
…………… hours
(b) In what way could a sound of more than 120 dB damage the ear?
(c) (i) Sally works for five hours in a nightclub. What should the maximum sound level
be in the nightclub so that her hearing is not damaged?
Use the graph to find your answer.
………… dB
Solution:
3. (a)2 1
(c) (i) 92 1
A 8.0
B 5.0
C 3.0
D 9.0
E 13.0
F 16.5
1 8
1 6
1 4
1 2
tim e , in 1 0
seconds 8
6
4
2
0
A B C D E F
fla s h o f lig h tn in g
(i) On the bar chart, draw a bar for flash D. Use a ruler.
(iii) Describe how the distance between the storm and Omar changed as the storm
moved between flash A and flash F.
Solution:
(a) Any one from 1
light travels faster than sound
sound travels more slowly than light
Accept ‘light travels faster’
Accept ‘sound travels slower’
Accept ‘light is faster than sound’
Do not accept ‘light travels fast’ or ‘sound
travels slow’
Do not accept ‘light travels before sound’
(ii) C
accept ‘3.0’ 1
A scientist sets up two experiments. In both experiments he has a torch, two pieces of
Draw two rays of light, one from the bottom of the pencil and one from the top of the
[2]
Solution:
Question 4
(a) When it is completely dark the child cannot see the bat but if the moon is shining she can
see it.
(b) When the security light is switched on a shadow of the bat is formed on the garage
wall.
(i) Draw lines on the diagram to show how a shadow of the bat is formed on the
wall.
(ii) If the bat moves nearer to the garage wall, what will happen to the size of its
shadow?
(c) What piece of apparatus would you use to measure the distance between the light and
the garage wall?
Solution:
(a) The moon is reflected from the bat into the child’s eye
Solution:
Questi 10
on
Part Mark Answer Further Information
(a) 2 if answer is not B = 0 marks
Light from the lamp passes through the hole and forms a bright spot on a wall.
p ie c e o f
c a rd b o a rd w a ll
A
h o le
D
la m p
(ii) Explain why the other points on the wall are not lit up by the lamp.
(c) The diagram shows a ray of light from a lamp hitting a mirror.
S m ir r o r
la m p
Solution:
(a) (i) B 1
(ii) any one from
1
light travels in straight lines
light will not pass through the cardboard
Accept ‘the cardboard blocks the light’
or ‘the cardboard is opaque’
they are in the shadow of the cardboard
Do not accept ‘they are in the shadow’
(b) Green
1
(c) Q
1
[4]
2. (a) A teacher shines a laser beam onto a classroom window. It reflects off the window and
Onto a Screen.
s c re e n
w in d o w
la s e r b e a m
On the diagram above, continue the laser beam to show its path as it reflects off the
window and onto the screen. Use a ruler.
Add arrows to show the direction of the laser beam.
2 marks
Solution:
The ray must be continuous and straight with an arrow in the correct direction 1
Michael is driving his car round the bend. A row of houses stops Nadia from seeing Michael's
car.
not to scale
(a) At what position will Michael's car be when Nadia first sees it?
Tick the correct box.
A B C D
1 mark
(b) A row of shops was built opposite the junction. The shops have glass windows which act
as a mirror.
Not to scale
(i) On the diagram above, draw a ray of light to show how Nadia can see Joan's
motorbike reflected in the glass window.
Add arrows to the ray. Use a ruler.
3 marks
(ii) How does the glass window help to reduce the number of accidents?
Solution:
(b) (i)
an arrow pointing away from Joan’s motor bike on either section of the ray
1
On the diagram:
[3]
Solution:
Spectrum of light
1. PAPER 2 No.6 2014
Red
..........................................................
..........................................................
White ..........................................................
light
..........................................................
Glass ..........................................................
prism
..........................................................
Violet
Questi 6
on
Part Mark Answer Further Information
3 red
ge
yello green in correct place = 1
mark blue and indigo in
w correct place = 1 mark
gree
Total 3 n
Coloured light
1. PAPER 2 No.7 2014
red red
blue blue
............................
green green
red red
blue
red ............................
green black
red
............................
blue
blue ............................
green black
red red
blue black
............................
green green
[5]
Solution:
Questi 7
on
Part Mark Answer Further Information
5 each correct answer = 1
mark
Accept no colour in
place of black
Total 5
N S
Questi 3
on
Part Mark Answer Further Information
(a) 2 repel Accept the hanging
magnet moves away
Magnetic poles
1. (a) Sam has two small compasses. When he puts them a long way apart, they both point North.
Label the North and South magnetic poles on compass B.
Label the North and South magnetic poles on each of the three compasses.
One pole has been done for you.
Solution:
(a) N at top and S at bottom both poles are required for the mark 1
S N S
(b) 1
all three poles are required for the mark
N S
S
(c) 1
all five poles are required for the mark
(d) steel accept ‘iron’ 1
Accept ‘nickel’
accept ‘cobalt’
[4]
door
c a t - f la p
b o tto m o f d o o r
(a) (i) On the diagram above, draw an arrow to show the direction of the force of
the cat’s head on the cat-flap.
(ii) Add a label to the diagram to show the pivot of the cat-flap.
Label it P.
When the cat has gone through the cat-flap, the weight of the cat-flap makes the flap close.
door
c a t - f la p
m a g n e ts
N
S
b o tto m o f d o o r
(b) Ali used two bar magnets to keep the cat-flap closed, so that it does not blow
open in the wind.
On the diagram above, label both the North and South poles on the magnet in
the cat-flap.
(c) Friction at the pivot made the cat-flap squeak. What could Ali put on the pivot to
make the friction less?
Solution:
(ii) label line touching or leading towards the ball and socket hinge 1
Accept P without a line if written alongside
the pivot not more than 1 cm from it
(b) S 1
Both poles, N and S, of the magnet must be
labelled for the mark
3. Compass needle is a small magnet with a North pole, N, and a South pole, S.
c a rd
com pass
N N
S S
com pass
n e e d le
(a) Ruth placed a bar magnet with its South pole between the two compasses.
The compass needles moved as shown below.
On the diagram below, label the North pole and South pole of each compass needle.
Use the letters N and S.
bar m agnet
1 mark
(b) Ruth turned the bar magnet round so that the North pole was between the two
compasses.
On the diagram below, label the North pole and South pole of each compass needle
now.
1 mark
(c) Ruth repeated her experiment with an aluminium bar instead of a bar magnet.
.....................................................................................................................
1 mark
Maximum 3 marks
Solution:
S N N S
(a) 1
all four poles must be correct for the mark
N S S N
(b)
1
paper cup
N
m agnet
S
S
g la s s b e a k e r
m agnet N
Diagram A
Not to scale
What two forces act on the paper cup and its contents to keep it in this position?
a lu m in iu m S
r iv e ts
Diagram B
not to scale
Debbie plotted a graph to show how the mass of aluminium rivets affected the distance the cup
moved down.
4
d is ta n c e p a p e r
cup m oved 3
d o w n (m m )
2
0
0 10 20 30 40 50 60
m a s s (g )
(i) Use the graph to find the mass that made the cup move down 4 mm.
(ii) Why did the graph stay flat with masses greater than 40 g?
(d) Debbie removed the 5 g of aluminium rivets and put 5 g of iron nails into the cup.
N
ir o n
S n a ils
Diagram C
Not to scale
The paper cup moved down more with 5 g of iron nails than with 5 g of aluminium rivets as
shown
In diagram C.
Solution:
(b) (i) 12
1
An insulated wire wrapped around a core and carrying an electric current makes an
electromagnet.
2.
(b) Which of the metals shown would fall into the bin?
(c) When the electric current is switched off the metal sticking to the electromagnet
drops off.
Explain why this happens.
Solution:
(a) Iron
(b) Aluminium/copper
She tells them that they can test the strength of their magnets by measuring the mass of
iron filings that they pick up.
The diagram shows the changes that Sam and Shakira make to their magnets when they
begin their experiment.
(a) Explain why Sam’s experiment will not answer the teacher’s question.
(b) These are the results that Shakira writes down. She writes them in the order that she collects
them.
(i) In the space, draw a results table and complete it by writing in Shakira’s results. Use a ruler
(iii) In your results chart, draw a circle around the result that does not fit the pattern. [1]
(iv) Suggest one way in which Shakira could make her results more reliable.
Solution:
Question 5
(a) 2
introduces another
variable / changing
too many things
(b) (i) 2 table has 2 ruled rows all correct = 2 marks
7 ruled columns (or vice
and 2 errors = 1 mark
versa) + each column or more than 2 errors = 0 mark
row headed with units accept converse
(iii) 1 15 coils/23 g
Total 7
4. PAPER 2 No.8 2014
(a) Foram repeats this experiment using new paper clips made from a different metal.
The equipment was working but did not pick up any of the new paper clips. Suggest one
(b) Foram discovers that the electromagnet creates a magnetic field like a bar magnet. Draw the
magnetic field pattern for this electromagnet on the diagram below. Include:
[2]
Solution:
Questi 8
on
Part Mark Answer Further Information
(a) 1 the result for 5 volts Accept the idea of the
result within the 27 to
29 paper clip range
(b) 1 (idea that) the paperclips were Accept a named metal
made from a non-magnetic however do not award
material mark for metals or alloys
that contain iron, cobalt or
nickel
(c) 2 at least two correct field
lines, no two field lines
should touch = 1 mark
The heating element is part of an electrical circuit connected to the battery of the car.
The diagrams below show two ways of connecting the circuit of a heating element.
c ir c u it A c ir c u it B
X Y
c ir c u it A c ir c u it B
When the switch is closed, how does the broken wire affect the heating
element in:
(i) Circuit A?
(ii) Circuit B?
(d) In very cold weather, ice may form on the back window of the car.
When the heating element is switched on, the ice will disappear and the surface of the
(i) Fill the gap below to show the energy transfer that takes place.
(iii) As the window becomes clear and dry, physical changes take place in the ice.
Fill the gaps below to show the physical changes which take place.
In the 17th Century a scientist called Von Helmont investigated plant growth. He
He recorded the mass of the tree and the dry mass of the soil at the start of the investigation.
He watered the tree for five years and then recorded the mass of the tree and the dry mass of the
soil again.
(a) Some people believed that plants grew by only taking minerals from the soil.
Von Helmont said his results proved that the tree could not have grown by only taking
minerals from the soil.
Explain why he concluded this.
[2]
(b) We now know that plants use photosynthesis to grow. Complete the word equation for
photosynthesis.
Solution:
products correct
glucose / C6H12O6 and
oxygen / O2 in either order
to right of arrow
ii. Explain the advantage to plants of being able to disperse their seeds.
Solution:
Questio 5
n
Part Mark Answer Further Information
(a) 2 Any two from:
Fertilisation
1. PAPER 2 No.6 Nov 2005
(a) Give two ways in which this flower is suited for wind-pollination.
Solution:
6 (a) anthers are longer than stigma
Anthers are outside the flower
Anthers are large and produce lots of pollen
(b) The union between the pollen grains and the ovules
(c) Ovary becomes the fruit
Ovules become the seeds
Fruits
2. PAPER 2 No.2 2014
A plant called Himalayan balsam produces seed pods. These pods explode and the seeds shoot out
in all directions.
a. Carlos finds 175 seeds on the ground around a Himalayan balsam plant. He measures the
distance of each seed from the plant.
distance of
seeds from 0–50 51–100 101– 151– 201– 251–
plant / cm 150 200 250 300
number of seeds 55 45 30 25 15 5
(b) Although the seeds shot out in all directions, they were not spread evenly around the plant.
The diagram shows where Carlos finds the seeds around the plant
Carlos thinks that more seeds are in the north-east section because the wind blew from
the south-west.
There are always more seeds close to the plant than further away.
When the wind blows from the south-east, the smallest number of seeds is
found in the south-east section.
When there is no wind, the seeds are found in equal numbers in each section.
[1]
(a) The spreading of seeds away from the parent plant is called dispersal.
Suggest two reasons why seed dispersal is useful to Himalayan balsam plants.
Solution:
Question 2
(ii) 1 20
(c) 2
idea of
Total 7
3. PAPER 1 No.5 2014
iv. Explain the advantage to plants of being able to disperse their seeds.
Solution:
Questi 5
on
Part Mark Answer Further Information
(a) 2 Any two from:
not to scale
What two substances do most plants absorb through their root hairs?
C D
not to scale
Solution:
2. Plants take in water from the soil. Lisa did an experiment to find out if there is anything
else in soil that plants need for growth.
Lisa made the clear, brown solution in flask B by shaking a mixture of soil and water and
(a) How could Lisa separate the brown solution from the soil particles?
(c) (i) What type of substance, dissolved in the water in flask B, is used by the plant
for growth?
(d)Lisa set up a second experiment using three similar plants. The solution in flasks C, D
And E was the same. She put all three flasks in a sunny position. The diagrams below
Explain why.
Solution:
(a) By filtration or she filtered it accept 'let it settle then pour off the liquid' 1
Or 'decant'
to show that the dissolved substances affect the growth of the plant
to see if they grow differently do not accept 'to see if it grows in
Distilled water'
to see if they grow normally or well without the dissolved substances
Do not accept 'to see if it grows
normally without soil particles'
• white fur
• small ears.
(a) Explain how each of these adaptations helps the polar bear to survive.
White fur
Small ears
(b) The diagram shows one of the food chains in the Arctic food web.
The population of each organism decreases in numbers along this food chain.
Explain why.
Questi 8
on
Part Mark Answer Further Information
(a) 2 white fur:
Ignore camouflage
unqualified ignore
answers referring to fur
generally
small ears
(b) 1 energy is lost along the food Accept less food available
chain / not enough energy to
sustain as many of them / less
energy available
(c) 1 less affected by changes in Accept can get more food
seal population / can obtain
more energy
Total 4
Ecology
1. PAPER 2 No.10 2014
Peter records the types of plants growing on one of his climbs. Here are his results.
(a) (i) There are no tall trees growing at a height above 2000 m.
Suggest why.
(ii) There are no plants growing at a height above 4000 m.
Suggest why.
(b) Some scientists think that changes in the Earth’s atmosphere will allow crops like
sugar cane to be grown at heights above 700 m.
Explain why.
Solution:
Questi 10
on
Part Mark Answer Further Information
(a)(i) 1 too windy / soil not deep
enough to support them / not
enough minerals or nutrients in
soil
(a)(ii) 1 (always) too cold / no rain /
water frozen / no soil / not
enough minerals or nutrients in
soil / not enough oxygen / not
enough carbon dioxide
(b) 1 global warming / (average) Ignore climate change
temperatures are rising / earth is without qualification
warming up / increase in carbon
dioxide
Total 3
Antelope feed on the grasses of the African plains. Cheetahs kill and eat antelope.
(d) Give an example of a predator and its prey from this food chain.
(e) What effect would a severe drought have on the population of antelope?
Solution:
(b) Grass
Prey antelope
Small bird
Parasitic wasp
Suggest one reason why aphids are more likely to increase their numbers on
(b) Parasitic wasps are sold to provide biological control of aphids in greenhouses. The wasps
(i) Why must there be aphids in the greenhouse before you introduce the parasitic
wasps?
(ii) Why is it important not to use pesticides when you have introduced parasitic wasps?
(c) At the end of the growing season the plants will be removed from the greenhouse.
(ii) Explain why this method of control can be described as more environmentally
Solution:
(a) Green house crops are always growing because the conditions are good .
Aphids always have what to eat. In open fields, drought may destroy food for the aphids
(b) (i) so that the wasp may not instead feed on crops
(ii) The pesticides might kill the parasitic wasp
(ii) Because the harmful pesticides will not be accumulated in the soil to cause further
damage
Read this information about plants and animals in a garden. Use the information to answer the
Questions.
The gardener sprays her cabbages with a chemical to kill the caterpillars. What will
Explain why.
Solution:
Question 8
bird – snake
(iii) 1 cabbage
Total 5
Decomposers
1. PAPER 2 No.4 2014
(b) Decomposers like fungi contribute to the growth of new plants. Explain
how.
If soil remains flooded for a long time, then the new plants will not grow. Suggest a
Solution:
Questi 4
on
Part Mark Answer Further Information
(a) 1 bacteria
Ignore nitrogen /
phosphorus
(c) 1 not enough oxygen in soil / Accept no oxygen in soil
decomposers die / roots cannot
respire
different ways.
(a) Use information from the table to help you fill the gaps in the following sentences.
(i) Chips are crisper than boiled potatoes because chips contain less
potato.
(b) Use the information in the table to work out how much vitamin C there is in:
Draw one line from each fact about a person's diet to the organ it harms.
h e a rt
n o t e n o u g h c a lc iu m
in t e s t in e
n o t e n o u g h f ib r e
lu n g
to o m u c h fa t
bones
3 marks
Maximum 6 marks
Solution:
(b) 18
(c)
3
h e a rt
n o t e n o u g h c a lc iu m
in te s tin e
n o t e n o u g h fib re
lu n g
to o m u c h fa t
b o n es
2. Sailors used to suffer from an illness called scurvy caused by a poor diet on long journeys.
James Lind was a doctor who tested treatments for scurvy. He predicted that all acids cure
Scurvy.
I t h in k t h a t a ll
a c id s w ill c u r e
s c u rv y.
He gave 6 pairs of sailors with scurvy exactly the same meals but he also gave each pair a
(a) Does the evidence in the table support the prediction that all acids cure scurvy?
yes no
(b) (i) Give the one factor James Lind changed in this experiment.
(This is called the independent variable.)
(c) James Lind’s evidence suggested that oranges and lemons cured scurvy.
They tested their prediction by giving pure citric acid as an addition to the
diet of sailors with scurvy.
Suggest a new prediction about a cure for scurvy that is consistent with the evidence
collected.
(c) Explain why it is necessary to investigate the effects of changes in diet over a period of
Solution:
3. Harry investigated the effects of fizzy cola drink on his heart rate.
First he measured his heart rate every minute for 5 minutes when sitting down.
Then he drank some cola.
100
90
×
×
80 × × ×
× × × ×
× × × ×
× ×
70 × × × × × ×
h e a rt ra te 60
(b e a ts
p e r m in u te ) 5 0
40
30
20
10
0
0 2 4 6 8 10 12 14 16 18 20 22
t im e ( m in u te s )
(a) Why did Harry measure his heart rate every minute for 5 minutes before drinking his
cola?
What evidence is there in the graph to support his idea that cola affects his heart rate?
Harry Yasmin
(d) Yasmin said, “We should also measure Harry’s heart rate after he drinks fizzy water”.
How would measuring Harry’s heart rate after he drinks fizzy water improve the
Investigation?
Solution:
(b) his heart rate went up after he drank accept ‘his heart rate or pulse went up’
1
some cola accept ‘it shows his heart rate went up’
accept ‘the graph shows his heart rate
changed’
accept ‘the line goes up or changed’
accept ‘the points get higher’
it would show it was something accept ‘using more or different drinks would
else in cola that had an effect give more evidence’
[4]
3. The table shows the recommended daily intake of energy and some of the nutrients needed by
different groups of people.
n u t r ie n ts
m in e r a ls ,
g ro u p o f e n e rg y, p r o t e in , c a rb o h y d ra te , fa t, in g
p e o p le in k J in g in g in g
c a lc iu m ir o n
(a) (i) Explain why two 16 year-old males of the same weight might need different
amounts of energy.
(ii) Which two types of nutrient provide most of the energy in our diet?
(b) (i) Calculate the difference in the recommended daily intake of calcium for a 15 year-
old male and a 30 year-old male.
.......................... mg
1 mark
(ii) Calcium is needed for healthy bones. Explain the difference in the amount of calcium
needed each day by a 15 year-old male and a 30 year-old male.
(d) Look at the table. Explain the difference in the amount of protein needed by a 25 year-old
Explain why a 15 year-old female might need more iron than a 15 year-old male.
Solution:
(a) (i) one is more active accept ‘one does sport or plays football’1
Accept ‘they have different metabolic rates’
Accept ‘one works harder or does more
work’
(ii) Carbohydrates
Fats
1
(b) (i) 300 1
The table below shows the average energy needed for each sport for one hour.
bowling 1030
tennis 1760
football 2260
running 3700
(a) (i) Sofia plays football for two hours each week. She also goes bowling for two hours
each week.
Explain why Sofia uses up her food reserves more quickly when playing football
than when bowling.
(ii) Athletes should not drink alcohol before taking part in sport.
Give two effects of alcohol which would affect an athlete’s performance.
(b) Some athletes take glucose tablets before a 100 metre race.
They can also obtain glucose from starch in their diet.
A starch molecule is made up of many glucose molecules joined together as shown
below.
p a r t o f a m o le c u le o f s ta r c h
Solution:
(a) (i) football requires more energy accept ‘football is more energetic’ 1
than bowling accept ‘you run more in football’
accept ‘she is using up more kJ’
accept ‘playing football uses 2260 kJ/hr and
bowling uses 1030 kJ/hr.’
Do not accept ‘football is energetic’
[4]
Habitat destruction
1. A headline from a newspaper is shown below.
B ritis h P o w e r
S ta tio n s c a u s e
A c id R a in in
S c a n d a n a v ia
Some countries claim that acid rain caused by power stations in Britain damages their
forests.
Others argue that coal-burning power stations produce cheap electricity and that
plants can stand some level of acid rain.
Assume you have access to whatever laboratory equipment you need, including:
seeds
acid
seed trays
soil
Plan a laboratory investigation to test the claim that ‘plants can stand some level of
acid rain’.
(a) Name a factor you would need to vary in your investigation.
(This is the independent variable.)
(b) (i) What factor would you examine to see the effect?
(This is the dependent variable.)
(c) Suggest one factor you would control to ensure that your investigation is fair.
Solution:
(b) (i) any one from mark parts (b) (i) and (b) (ii) together 1
plants live or die
plants healthy or not healthy
plants or leaves change colour
how many seeds grow
(ii) any one from the dependent variable must relate to the 1
independent variable mentioned in part ( a)
number of plants dying or ailing
Accept ‘count them’
Accept a reference to appropriate measuring
equipment
number of leaves falling or ailing
mass of plant matter
area of plant leaf growth
height of plant
soil nutrients
temperature
humidity
light
acidity of soil at the beginning
Accept any suitable control relevant to the
factors specified in parts (a) and (b) ( i)
[4]
Rocks & weathering
1. These photographs show how the cliffs on the coastline by a church changed between the years
1886 and 1919.
(a) (i) How can you tell from the photographs that the coastline has changed?
(ii) What made the coastline change? Tick the correct box.
1 mark
(b) On the seashore, pebbles that are rough and uneven become smooth and rounded.
Explain how they become smooth and rounded.
(c) The photograph below shows a carved limestone head. The surface of the limestone has
changed over many years.
(i) Which process made the surface of the limestone change over many years? Tick
the correct box.
carving polishing
melting weathering
(ii) Name a substance in the air which made the surface of the limestone change.
Solution:
2. (a) The list below gives some processes which occur in the rock cycle.
4. Grains of sediment are cemented together as they are buried deep under thick
5. New crystals form in layers as rocks are affected by high temperature and
increased pressure deep in the Earth’s crust.
6 New minerals form with flat crystals when layers of mudstone are squeezed.
(iii) Give the numbers of the two steps which could lead to the formation of sandstone.
(b) Limestone is mainly calcium carbonate. It reacts with dilute hydrochloric acid to produce
Bubbles of gas.
h y d r o c h lo r ic c a lc iu m w a te r
a c id c a rb o n a te
2 marks
(c) Sandstone is mainly silicon dioxide. Glass for test tubes is also made from
Silicon dioxide.
Suggest what, if anything, will happen when dilute hydrochloric acid is added to a
piece of sandstone.
.........................................................................................................................
Solution:
(a) (i) 5 or 6 1
(ii) 2 or 3
1
2. (a) Complete the word equation below for the reaction between calcium carbonate and
Hydrochloric acid.
In June 1990, a Year 9 class planned a long-term investigation into the chemical
They put limestone chippings of similar size in three nylon mesh bags.
(i) Chemical weathering took place in sample A, and the mass of the sample
decreased.
Give the reason for the decrease in mass. Use the word equation above to help
You.
(ii) The pupils predicted that chemical weathering would not take place in samples B
and C.
What could have changed the conditions in these soils to cause weathering to
take place?
(c) The table shows how the mass of each sample changed between the years 1990 and
2000.
mass, in g
year sample A, at sample B, at sample C, at
pH 5 pH 7 pH 8
1990 1000 1000 1000
In 2000, a year 9 class buried another identical 1000 g sample of limestone chippings in
soil of pH 6.
(i) Use the results in the table to predict an approximate value for the mass of this
sample in 2010.
................. g
1 mark
(ii) Why is it not possible to be certain what the mass of this sample will be in 2010?
Solution:
(c) (i) any value greater than 960 but smaller than 984 1
Family A family B
g r a n d p a re n ts
B o b m a r r ie d t o E m ily J o h n m a r r ie d to M a r y
p a r e n ts
R a c h e l m a r r ie d t o B ill P a m m a r r ie d to D a v id
key
p e r s o n w ith
and
f r e c k le s
p e r s o n w ith o u t
and f r e c k le s
1 mark
(b) (i) Which two cells pass on information from parents to their children?
Tick the two correct boxes.
Bone cell cheek cell
Circulatory system
Digestive system
Reproductive system
Respiratory system
1 mark
Maximum 5 marks
Solution:
(a) (i) Katie both answers are required for the mark 1
Becca if more than two boxes are ticked,
award no mark
(ii) Any one from
1
their mother or Pam has freckles
their father or David has freckles
their parents have freckles
their grandmother or Mary has freckles
only family B has freckles
(b) (i) egg cell both answers are required for the mark 1
sperm cell if more than two boxes are ticked, deduct
one mark for each incorrect tick minimum
mark zero
2. The quagga is an extinct animal that lived in Africa. Quaggas belonged to the same group as
(a) Zebras and quaggas used to breed with each other. The offspring contained a
How were zebra and quagga genes passed on from the parents to their offspring?
(b) These days there are some zebras that still show some quagga features. Scientists are
using zebras to try to produce quaggas by selective breeding. Describe the steps in this
Solution:
(a) Any one from 1
in the eggs and sperm accept ‘gametes’ or ‘sex cells’
on chromosomes accept ‘DNA’
Accept ‘at fertilisation’
Answers must refer to both eggs and sperm
‘By sexual reproduction’ is insufficient
Some animals, such as race horses, have been produced by selective breeding.
(b) Characteristics of race horses can be inherited only, acquired only, or inherited and
acquired.
Solution:
Questi 2
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Part Mark Answer Further Information
(a) 3 choose horses that are fast Accept other valid traits
e.g. long legs, strong heart
Total 5
Charles Darwin
1. PAPER 2 No.8 2014
Aristotle was a scientist who lived about 2300 years ago. He
All living things were split into two groups: plant or animal.
Animals were split into three types: walking, flying or swimming.
(a) Suggest one reason why Aristotle’s classification of animals does not work.
(b) Today scientists know organisms like fungi are not animal or plants. Fungi are classified into
a third group.
Would Aristotle have classified fungi as plant or as animal? Explain your answer. Aristotle’s
classification …………………….
Explanation
suggested that:
(d) The diagram shows how horses have changed over the last 50 million years.
date in 50 35 25 2
millions of
years ago
height in cm 40 55 100 175
number 36 30 38 36
of rib
bones
(i) Describe where scientists found this evidence about evolution of horses.
(ii) Use the information from the diagram to give one piece of evidence:
Solution:
Questi 8
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Part Mark Answer Further Information
(a) 1 some animals fit into more than Accept correct named
one group / some animals can examples with description
walk and swim / swim and fly / e.g. a duck can walk, swim
walk swim and fly / some animals and fly
cannot walk swim or fly
(b) 1 plant
CHEMISTRY
Unit 4: Material properties
Structure of an atom
1. PAPER 2 No.12 Nov 2005
(b) Choose words from the list to complete the sentences below.
(ii) The particles in the atom which have a negative electrical charge
Are called
Solution:
(a) Hydrogen
(b)(i) The nucleus of an atom usually contains both protons and neutrons
(ii) electrons
Sodium and lithium are both elements in Group 1 of the Periodic Table.
(a) Write down the number of protons in a sodium atom.
(b) Complete the diagram to show how the electrons are arranged in a sodium atom.
NOT TO SCALE
Solution:
Questi 1
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Part Mark Answer Further Information
(a) 1 11 / eleven
(b) 2 11 electrons drawn Accept 11 identical
particles drawn
anywhere outside the
nucleus but not outside
outer shell
Accept melts
produces an alkaline solution /
lithium hydroxide / alkali
Rutherford was a scientist who studied the structure of the atom. He made observations
Draw lines between each observation and the conclusion made from it.
observation conclusion
Electrons are negatively
charged and have a smaller
mass than the alpha particle.
Solution:
Questi 2
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Part Mark Answer Further
Information
2 two correct lines
observation conclusion
= 2 marks
Electrons are
negatively charged and
have a smaller mass
Most alpha than the alpha one correct line
particles go particle. = 1 mark
straight
through metal
foil.
Total 2
r e g io n 3
r e g io n
1
r e g io n 2
(b) In which regions of the Periodic Table are the following types of element found?
Region
Region
Region
(d) An iron nail is placed into some blue copper sulphate solution.
A reaction takes place between the iron and the copper sulphate.
(ii) Describe one change you would see on the surface of the nail.
Solution:
(a) hydrogen 1
(ii) Region 1 1
(iii) Region 2 1
Solution:
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Part Mark Answer Further Information
(a) 1 period 3
(b)(i) 1 column 7 shaded Ignore shading that
slightly overlaps into
adjacent columns
Total 4
The table shows some information about the elements in Group 7 of the Periodic Table.
Questi 3
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Part Mark Answer Further Information
(a) 1 At2 if answer line blank look in
table for answer
(b) 1 80 – 150 (ºC) if answer line blank look in
table for answer
(c) 1 idea that reaction is slower than if answer line blank look in
chlorine but faster than iodine table for answer
(e.g. slow)
Unit 5: Energy changes
Burning
1. (a) George used the apparatus below to find out what substances are produced when
methanol burns.
(b) Methanol is sometimes used in antifreeze. It can be added to water in car windscreen
wash-bottles to prevent the water from freezing in cold conditions.
(i) The label on the bottle of antifreeze has two hazard warning symbols. What two
precautions would you need to take when using this antifreeze?
(ii) Water freezes at 0C. The label on the bottle shows how the freezing point
changes when different amounts of antifreeze are added to water.
Terry put a mixture containing 10% antifreeze into the wash-bottle of his car.
During the night the temperature dropped to –14°C.
The wash-bottle burst.
Explain why the wash-bottle burst.
Solution:
accept ‘CO2’ 1
(b) (i) do not use antifreeze or methanol near a naked flame and do not swallow
1
Accept ‘it catches fire easily and it is
poisonous’
Accept ‘wash hands after use’ for do not
swallow
Accept ‘it is flammable or inflammable and
it is poisonous’
Both answers are required for the mark
(ii) Any one from
1
water froze
the mixture froze
the contents froze
Accept ‘10% antifreeze is not enough to stop
the water freezing’
‘Not enough antifreeze used’ is insufficient
Do not accept ‘it froze’
And expanded
1
[5]
She placed 1 g of icing sugar in the end of the rubber tubing inside the tin, as shown below.
lid
ic in g s u g a r
t in
ru b b e r
t u b in g
c a n d le
The teacher blew through the other end of the rubber tubing.
The icing sugar came into contact with the flame.
There was a loud explosion and the lid was blown off the tin.
(a) Complete the following sentence describing the energy changes which took place.
(b) As a result of the explosion, the lid of the tin was pushed off.
Explain what had happened to the gas molecules inside the tin to make this happen.
(c) When icing sugar is burned in this experiment, the gas used and the gas produced are the
same as when energy is released from sugar in the cells of the body.
(i) Which gas, in the air, is used when the icing sugar burns?
(ii) Give the name of the gas produced when the icing sugar burns.
(d) The table below shows the energy values of four food substances.
energy value, in
food substance
kJ per 100 g
flour 1450
Put a tick () in the correct column to show whether the change is exothermic or
endothermic.
He then stirs the mixture and measures the temperature of the water again.
A B C D
Solution
:
Questi 6
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Part Mark Answer Further Information
(a) 1 gives out heat / gives out energy Accept the
surroundings get
warmer
(b) 2 all four correct = 2
correct = 0 marks
Total 4
Unit 6: Reactivity
Metal & their reactions
1. (a) The table below shows the melting points of four metals.
gold 1064
mercury –37
sodium 98
iron 1540
(i) Which metal in the table has the highest melting point?
(ii) Which metal in the table has the lowest melting point?
Solution:
(c) 5
1
(ii) Gold
1
[6]
2. (d) The table below shows how the four metals react with oxygen when heated in air.
gold no change
(b) The graph below shows how the percentage of carbon affects the strength of the
materials.
s tre n g th
o f m a te r ia l
0 1 2 3 4 5
p e rc e n ta g e o f c a rb o n
(i) Use the graph to find the percentage of carbon in the material with the greatest
strength.
(ii) Use your answer to part (i) to name the strongest material in the table.
(c) Steel rods can be put into concrete beams before the concrete sets.
c o n c re te b e a m
s te e l ro d s
(ii) Steel contains iron. Give the name of one other substance which must be
Solution:
[5]
Eight substances are listed below. Choose your answers from this list.
Solution:
(c) Oxygen
[2]
[2]
Solution:
Question 9
(ii) 2 sodium
burning
(b) 2 neutralisati if 3 ticks = 1 mark
on
Total 5
Reactions of metals with dilute acids
1. Jessica was investigating the rusting of iron. She set up five experiments as shown below, and left
the test-tubes for three days.
A B C
ir o n n a il in d is t ille d w a t e r ir o n n a il in ta p w a t e r ir o n n a il a n d a c h e m ic a l
w h ic h h a s b e e n b o ile d to to a b s o rb w a te r v a p o u r
r e m o v e d is s o lv e d g a s e s
D E
ir o n n a il in s e a w a t e r ir o n n a il in v in e g a r
Jessica wrote the following results in her book.
Test–tube observation
(ii) When the iron reacted with the vinegar, bubbles of gas were formed.
What gas was formed?
(c) Before putting the iron nail in test-tube D, Jessica weighed the nail.
After three days she dried and weighed the nail and the rust which had formed.
(i) How did the total mass of the nail and rust compare to the mass of the nail
at the beginning?
(d) Jessica concluded that the presence of salt in the water made the nail rust more quickly.
Explain why she drew that conclusion from her experiments.
Solution:
(ii) Hydrogen
(c) (i) it increased or it was more
(a) The molten iron is produced by the reaction between powdered aluminium and iron
(b) Iron can be produced from a mixture of aluminium and iron oxide but not from a mixture
of copper and iron oxide.. Write the names of the three metals, in the order of their
reactivity
(c) The list shows the names and symbols of five metals in order of their reactivity.
Name symbol
Sodium Na
Calcium Ca
Magnesium Mg
Zinc Zn
Silver Ag
(i) What, if anything, would be the result of heating zinc powder with calcium oxide?
(iii) Write down the name of a metal in the list that will not react with a solution of
Magnesium sulphate.
Solution:
(b) Aluminium
Displacement reactions
1. PAPER 2 No.12 2014
Aluminum reacts with iron oxide to form aluminum oxide and iron. This
answer.
Explain why.
Solution:
Questi 12
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Part Mark Answer Further Information
(a) 1 displacement
Unit 7: Salts
Salts & solutions
1. Some pupils carried out an investigation to find out whether more sugar or more salt dissolved in
water at 60°C.
Here are some of the steps in their investigation.
They are not in the correct order.
(a) Put the letters A, B, C, D and E in the boxes below to show the correct order of the steps
in their investigation.
(d) They counted the number of spatulas of sugar or salt added to the water until no more
would dissolve.
(i) Why was this not an accurate method of measuring how much sugar or salt they
added?
(ii) Suggest a more accurate method of measuring how much sugar or salt they added
(e) Jane predicted that more sugar than salt would dissolve. Complete the table to show a
result which would support Jane’s prediction.
sugar salt
number of spatulas 32
Solution:
(a) EDABC 1
All five letters must be in the correct order
(b) to measure volume accept ‘to make sure they used the same 1
volume of water in each beaker’
accept ‘to measure amount of water’
accept ‘to measure the volume of salt or
sugar’
‘To measure salt or sugar’ is insufficient
measurement’
accept answers which suggest that using a
spatula is not a precise measurement
FIRST PLAN
We will use 3 tea bags and 3 beakers
SECOND PLAN
(a) How is the second plan better than the first plan?
(b) Why should they take care when they add hot water at 65°C to the tea bags?
(c) Ben and Vicky drew a cross on some paper. They put each beaker, in turn, over the
cross. They poured hot water into the beaker, dropped in the tea bag and watched the
water change colour.
To see which shape of tea bag let the tea dissolve the quickest, they measured the time
until the liquid was too dark for them to see the cross.
How did the cross help to make their test more accurate?
(d) (i) They recorded their measurements in a table as shown below.
triangle 8
square 15
circle 10
Explanations results
plans
Conclusions
(ii) Give the three shapes of tea bags in the order in which the tea dissolved.
Use the table above to help you.
Solution:
filter paper
flask
12:57
Electronic balance
Acid carbonate
Solution:
(a)
Hydrochloric Calcium Calcium chloride Cardondioxide Water
acid +
carbonate + +
c
c
(a) A pupil investigates how quickly hydrochloric acid reacts with zinc. First she tries
mixing acid from the same bottle with different amounts of water.
(b) What effects do catalysts have on chemical reactions? Tick the correct box.
Solution:
5(a) (i) A
(ii) C
(b) Catalysts speed up chemical reaction
Maya investigates the reaction between calcium carbonate and hydrochloric acid.
She adds dilute hydrochloric acid to some calcium carbonate (marble chips), at room
Temperature.
(a) Suggest one safety hazard in this experiment. How can Maya reduce the risk from this
hazard?
(b) Maya measures the volume of gas in the gas syringe every two minutes, until the
reaction stops.
(b) When the reaction stops, there is still some calcium carbonate in the bottom of the
flask.
(i) After how many minutes does the reaction stop?
(ii) Why does the reaction stop? Tick (_) the correct box.
[1]
Maya wants to find out if increasing the temperature increases the rate of the reaction.
State two variables that Maya should keep the same in her experiment.
Solution:
Question 3
acid (burns)
(a) 2
wear safety specs / wear
(b) 1 40
(c) (i) 1 6
Total 7
(a) Write a word equation for this reaction in the space below.
• 25
cm
3
of
dilu
te
hyd
roc
hlo
ric
aci
d
• 1g
cal
ciu
m
car
She wants to find out how the rate of reaction depends on the bo
nat
concentration of the hydrochloric acid. e.
Write down two measurements Amal should take to find out the rate of this reaction.
Write down two variables she should keep the same as in the first test
with dilute hydrochloric acid.
[2]
Solution:
Questi 4
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Part Mark Answer Further Information
(a) 1 calcium carbonate + Accept reactants in any
hydrochloric acid calcium order and products in
chloride + carbon dioxide + any order Accept = in
water place of
PHYSICS
Unit 9: Forces in action
Measuring density
1. PAPER 1 No.8 Nov 2005
(a) The mass of a liquid is 40g. Name a piece of apparatus that could be used
to measure this mass.
3
(b) The volume of the liquid is 50cm . Name a piece of apparatus that could be
used to measure this volume.
Solution:
The sentences describe his experiment for measuring the density of the water,
but they are
not in the correct order.
Write the correct order in the boxes. The first one has been done for you.
Solution:
Question 10
starts with F
ends with B
Total 5
Density calculations
1. PAPER 2 No.5 2014
(a) Write down the formula to work out the density of an object using its mass and
volume.
(b) Maria wants to work out the density of this small piece of rock.
3 cm
(c) This piece of rock had broken off a much larger rock.
Maria thinks that the density of the larger rock will be the same as the density of her
piece.
Is she correct?
Yes no
Questi 5
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Part Mark Answer Further Information
(a) 1 density = mass / volume Accept d = m / v
Accept correct
rearrangements
(b) 3 put rock (completely) into water Accept marks from
labelled diagram or
written response
use of measuring cylinder to
measure volume of water
either
measure rise in water level if rock
put in measuring cylinder
containing water
if no
Total 6
rock may be uneven
Pressure
1. PAPER 1 No.6 2014
The air is at higher pressure than the air outside the tyre.
(a) Explain how the air exerts pressure on the inside surface of the tyre.
State what will happen to the pressure in the tyres and explain your answer.
Solution:
no marks if state
particles moving faster / have pressure decreases
more energy
Ignore reference to
more frequent collisions change on outside of tyre
(with tyre surface or wall)
Total 4
2. PAPER 2 No.11 2014
Aiko has a beach ball which is filled with air. She sits on the ball and compresses it.
Complete the sentences to describe the changes to the air inside the
Each word can be used once, more than once or not at all.
When she sits on the ball the mass of air inside it.
Solution:
Questio 11
n
Part Mark Answer Further Information
3 When she sits on the ball the mass
of air inside it stays the same.
Total 3
Pressure calculations
A B
The area of its feet in contact with the ground is 0.25 m2.
Solution:
Questi 9
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Part Mark Answer Further Information
(a) 2 A no mark for A but if B
given then question total =
0
(a) Explain how the air particles exert a pressure on the inside of the balloon.
(b) The air in the balloon is heated by leaving the balloon in a sunny place.
(b) State one way in which the balloon changes when it is left in a sunny place.
Open tank
A
Water B
(b). The diagram shows a sealed tank which contains a cold gas. It is fitted with
P
Tank
Cold gas Q
(ii) What happens to the readings on the gauges if the gas warms up?
(iii) Explain how the gas particles exert pressure on the walls of the tank.
Solution:
(a) (i) When Tom tries on the footwear, which one sinks into the carpet the
most?
(ii) When Tom tries on the footwear, what is the same for each type of
footwear? Tick the correct box.
snow shoe
(c) Choose the correct word from the list to complete the sentence below.
Solution:
(c) Friction
1
[4]
Principle of moments
1. PAPER 1 No.3 2014
A nut and bolt can be used to hold two pieces of metal together as shown in the diagram.
50 N push
Pivot
0.3
m
(i) Calculate the moment which results from this push on the spanner. Show
your working
David knows that using a longer spanner will make the bolt more likely to turn with the
same push of 50 N.
Explain why.
Solution:
Questi 3
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Part Mark Answer Further Information
(a) 2 clockwise moment(s) this idea clearly described
equal to anticlockwise
moment(s) = 1 mark
(b)(ii) 2 the force or push can be exerted Accept idea that the
further from the pivot distance between the
pivot or nut or bolt and
the force will be greater
D B
C
not to scale
(a) (i) Draw an arrow at each of the four positions to show the direction of the force of
gravity on Lisa.
E a rth
S un
a x is o f t h e E a r t h
o r b it o f th e E a rth n o t t o s c a le
Choose from the list below to answer parts (i) and (ii).
(i) How long does it take for the Earth to go round the Sun once?
(ii) How long does it take for the Earth to rotate on its axis once?
Solution:
(a) (i) four arrows, all towards the centre of the Earth 1
D B
accept ‘365’ 1
(ii) 24 hours
accept ‘24’ 1
[4]
2. The diagram shows the orbits of the Earth, Mars and Venus.
The position of the Earth is shown.
o r b it o f V e n u s
S un
E a rth o r b it o f th e E a r t h
o r b it o f M a r s
not to scale
(a) (i) On the diagram above, draw two more dots to show the positions of Mars
and Venus when they are closest to the Earth.
Label the dot for Mars with a letter M and the dot for Venus with a letter V.
(b) What force keeps the Earth in its orbit and stops it flying off into space?
(c) From the Earth, the Moon always looks approximately the same size.
What can you conclude from this about the orbit of the Moon around the Earth?
(d) The diagram shows the Earth in its orbit around the Sun.
B r ita in
S un
not to scale
Solution:
.(a) (i) the dots for Mars, the Earth and Venus should be in a straight line, the
1
shortest possible distance apart
Sun
V
E a rth
(b) Gravity 1
(d) Winter 1
The Van de Graaff generator can be used to produce static electricity. The metal top of the
It becomes positively charged when the Van de Graaff generator is switched on.
(a) What happens to the charged particles in the metal top when the Van de Graaff
(a) Ruben brings a small plastic ball with a negative charge close to the top of the Van de
Graaff generator.
The ball is hanging on a string.
Circle the arrow which shows the direction of the electrostatic force on the ball.
E F G H
The metal top of the Van de Graaff generator should be earthed immediately after use.
Suggest why
Solution:
Questi 7
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Part Mark Answer Further Information
(a) 1
electrons move off the metal
additional ticks = 0 marks
(b) When the bucket is heated, what happens to the movement of the particles in the
metal?
(c) The dyed tee-shirt is hung up to dry in a warm room. What physical change
happens to the water from the dye solution?
Solution:
(a) A metal bucket allows heat from the heater to reach the water
(b) The particles in the metal collide with each other and move faster
(c) The water changes from liquid to vapour
Electric current in a circuit
1. The back window of this car contains a heating element.
The heating element is part of an electrical circuit connected to the battery of the car.
The diagrams below show two ways of connecting the circuit of a heating element.
c ir c u it A c ir c u it B
Circuit A
Circuit B
(b) A wire gets broken at point X on circuit A and at point Y on circuit B.
X Y
c ir c u it A c ir c u it B
When the switch is closed, how does the broken wire affect the heating
element in:
(i) Circuit A?
(ii) Circuit B?
(c) In very cold weather, ice may form on the back window of the car.
When the heating element is switched on, the ice will disappear and the surface of the
(i) Fill the gap below to show the energy transfer that takes place.
(ii) As the window becomes clear and dry, physical changes take place in the ice.
Fill the gaps below to show the physical changes which take place.
Solution:
(a) (i) circuit A: series 1
circuit B: parallel
Both answers are required for the mark
A boy wants to test various objects to see if they conduct electricity. He sets up the circuit
Shown below.
(a) Name a component which the boy can connect at X to show whether a current passes
(b) What word is used to describe an object which does not conduct electricity?
(c) The boy uses this circuit to test various objects. Tick the box beside each object
Solution:
(a) Insulator
Andrew investigates how the voltage of a cell affects the current in a circuit. He decides to use a
He does five experiments, each time using a cell with a different voltage. The diagram shows part
(a) Complete the circuit diagram to include the two components that he must use.
He takes repeat readings for each, and works out the average current for each cell. Here are his
results.
voltage of average
cell in current
V in A
1 0.6
2 1.1
3 1.8
4
5 3.1
(ii) Complete the graph by drawing the best fit straight line.
cell. You must show on your graph how you got your
answer.
[1]
Solution:
Electric current
1. The drawings below show what happens to the energy supplied to four appliances.
9 8 % o f t h e e n e r g y is
u s e d to h e a t th e w a te r
k e t tle
2 % o f t h e e n e r g y is w a s t e d
% o f th e e n e rg y
is g iv e n o u t a s lig h t
lig h t b u lb
9 5 % o f t h e e n e r g y is w a s t e d
5 0 % o f th e e n e rg y
is g iv e n o u t a s s o u n d
r a d io
5 0 % o f th e e n e rg y is w a s te d
4 0 % o f t h e e n e r g y is
u s e d t o m o v e th e w h is k s
m ix e r
% o f th e e n e r g y is w a s te d
(a) (i) What percentage of energy of the light bulb is given out as light?
Write your answer on the line by the light bulb.
wasted.
Solution:
(a) (i) 5 1
(ii) 60
(b) Radio
1
[5]
2. (a) Jacquie has a mobile phone. Energy is stored in the battery of the phone.
(i) Which energy transfer takes place in the battery as it is being charged? Tick
the correct box.
Which energy transfers take place when the mobile phone rings?
Tick the correct box.
chemical to electrical to sound
1 mark
The diagrams below show the patterns made by four sound waves on an oscilloscope
Write the letter of the sound wave that matches each of the descriptions below.
Solution:
(a) (i) electrical to chemical if more than one box is ticked, award no mark 1
1
if more than one box is ticked, award no mark
(b) Q
1
R
1
P
1
[5]
Unit 11: Energy
Renewable & nonrenewable sources
1. The tides can be used to generate electricity. A dam is built across a river estuary, as
shown below.
dam
w a t e r le v e l
tu r b in e s p in s
to g e n e ra te
e le c t r ic it y
w a te r le v e l
w a t e r flo w
(a) The water is higher on one side of the dam than on the other. As the water begins to
flow through the dam it turns a turbine. The turbine generates electricity.
Describe the useful energy changes which take place in this process.
(c) Give one way, other than from the tides, of generating electricity by using the sea.
(d) Apart from cost, give one advantage and one disadvantage of an oil-fired power
station compared with a tidal power station.
Solution:
(a) The first marking point is for the transfer of energy from water to turbine.
The second marking point is for the transfer of energy from turbine to
generator.
The third marking point is for the transfer of energy away from the
generator.
2
potential energy in the water to kinetic energy in the turbine
accept ‘P.E. to K.E.’
accept ‘transferred from the water to
the turbine’
accept ‘K.E. in the water to K.E. in the
turbine’
accept ‘P.E. in the water to K.E. in the
water’
kinetic energy in the turbine to kinetic energy in the generator
Accept ‘transferred from the turbine to
The generator’
kinetic energy in the generator to electrical energy in the circuit
Accept ‘KE. to electrical energy’
accept ‘from the generator to the circuit’
accept ‘transferred from the generator
by electricity’
accept ‘KE. in the turbine to electrical
energy in the circuit’
accept ‘potential energy in the water to
electrical energy in the circuit’ for both
marks
accept ‘P.E. to electrical energy’
or ‘from the water to the circuit’ for one
mark
1
because the Moon’s pull or gravity is always there
because the tides or the water cannot run out or be used up
Accept ‘because there are tides every
day’
or ‘because there is an endless supply’
1
Accept ‘Ocean Thermal Energy
Conversion’ or ‘OTEC’
do not accept ‘hydro-electric power’
1
Accept ‘the tides only give power at
certain times’ or ‘you can build an oil-
fired power station anywhere’ or ‘it is
smaller`
Sun
heater
(a) What is the name of the process by which heat energy is transferred through the
walls of the house?
(b) What is the name for materials that do not allow heat energy to pass through them
easily?
(c) Warm air often goes to the upper parts of the house.
What is the name of the process by which air moves and carries heat energy with it?
(d) What is the name of the process by which energy reaches the walls of the house
directly from the Sun?
[1]
Solution:
(a) The water in the container soaks into the clay, making the outside wet.
(b) When the outside cools down, heat energy is transferred through the clay.
Heat travels from the inside of the container through the clay by conduction.
Solution:
Questi 7
on
Part Mark Answer Further Information
(a) 2 particles with greatest energy Accept molecules
escape instead of particles