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Question
General Certificate of Secondary Education
Higher Tier
June 2015
Mark
1
2
3
Additional Applied Science
Unit 1
AAS1HP
5
Science at Work
Thursday 14 May 2015
4
H
9.00 am to 10.00 am
For this paper you must have:
 a ruler
 a calculator
 the Equations Sheet (enclosed).
6
7
8
TOTAL
Time allowed
 1 hour
A
Instructions
 Use black ink or black ball-point pen.
 Fill in the boxes at the top of this page.
 Answer all questions.
 You must answer the questions in the spaces provided. Do not write
outside the box around each page or on blank pages.
 Do all rough work in this book. Cross through any work you do not want
to be marked.
Information
 The marks for questions are shown in brackets.
 The maximum mark for this paper is 60.
 You are expected to use a calculator where appropriate.
 You are reminded of the need for good English and clear presentation in
your answers.
 Question 3 should be answered in continuous prose.
In this question you will be marked on your ability to:
– use good English
– organise information clearly
– use specialist vocabulary where appropriate.
Advice
 In all calculations, show clearly how you work out your answer.
(Jun15AAS1HP01)
G/KL/110707/Jun15/E6
AAS1HP
2
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Answer all questions in the spaces provided.
1 (a)
An analytical chemist was showing a trainee how to analyse compounds.
He did some tests on solid copper (II) sulfate crystals.
1 (a) (i)
Copper (II) sulfate contains copper ions (Cu2+) and sulfate ions (SO42-).
Write the chemical formula for copper (II) sulfate.
[1 mark]
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1 (a) (ii) The trainee wrote down the colour of the copper (II) sulfate.
What colour is copper (II) sulfate?
[1 mark]
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1 (a) (iii) The trainee burned a small amount of copper (II) sulfate in the roaring flame of a
Bunsen burner.
What colour was the flame?
[1 mark]
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1 (a) (iv) What would the trainee see if he added dilute sodium hydroxide to a solution
of copper (II) sulfate?
[1 mark]
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1 (a) (v) What would the trainee see if he added dilute hydrochloric acid and then dilute
barium chloride to a solution of copper (II) sulfate?
[1 mark]
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1 (b)
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The trainee then did some tests to identify a different compound, Q.
The trainee’s observations are shown in Table 1.
Table 1
Test
Observation
Compound Q was dissolved in water
and dilute sodium hydroxide was
added.
Brown solid forms.
Compound Q was dissolved in water
and dilute nitric acid was added
followed by dilute silver nitrate.
White solid forms.
Look at the tests and observations for compound Q.
Suggest the name for compound Q.
[2 marks]
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4
2
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To assess their fitness, athletes may have their breathing rates measured at
different times.
Figure 1 shows a spirometer being used to measure an athlete’s breathing rate.
Figure 1
The spirometer is connected to a computer which records how much air is being
breathed in and out.
Figure 2 shows the computer printout.
Figure 2
6
5
4
Lung
volume 3
in litres
2
1
0
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0
5
10
15
20 25 30
Time in seconds
35
40
45
50
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2 (a)
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Label the athlete’s vital capacity on the graph in Figure 2.
[1 mark]
2 (b)
Use Figure 2 to estimate the athlete’s tidal volume.
[1 mark]
............................................ litres
2 (c)
Use Figure 2 to calculate the athlete’s breathing rate in breaths per minute.
[1 mark]
............................................ breaths per minute
2 (d)
The athlete’s breathing rate increases during exercise.
Explain why.
[4 marks]
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In this question you will be assessed on using good English, organising
information clearly and using specialist terms where appropriate.
The food that we eat can be produced either by intensive farming methods or
by organic farming methods.
A new farmer is planning to specialise in wheat farming.
Which method of farming, intensive or organic, would you recommend to this farmer?
You should explain your recommendation by giving the advantages of your choice.
[6 marks]
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6
8
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A scientist tested three outdoor jackets to see which had the best thermal properties.
The jackets to be tested are shown in Figure 3.
Figure 3
Fleece jacket
Duvet jacket
Belay jacket
The scientist put a flask of hot water inside the sleeve of each of the jackets.
He started with a water temperature of 80 °C. He measured the water temperature
every 5 minutes for 30 minutes.
Figure 4 shows the apparatus he used.
Figure 4
Thermometer
Sleeve of jacket
wrapped around flask.
Sealed at top
Conical flask containing
150 cm3 of hot water
Each jacket sleeve was tested when wet and when dry.
4 (a)
State two things the scientist did to ensure that the results were repeatable.
[2 marks]
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4 (b)
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The results for the fleece jacket sleeve are shown in Table 2.
Table 2
Temperature of water in °C
Time in minutes
Dry fleece sleeve
Wet fleece sleeve
0
80
80
5
78
71
10
75
65
15
73
60
20
71
56
25
69
53
30
67
50
The results for the dry fleece sleeve have been plotted onto the graph in Figure 5.
Figure 5
85
80
75
Dry fleece results
Temperature
in °C
70
65
60
55
50
4 (b) (i)
0
5
10
15
Time in minutes
20
25
30
Plot the results for the wet fleece sleeve on Figure 5 and draw a line of best fit.
[3 marks]
4 (b) (ii) Compare the rate of cooling of the wet fleece sleeve with the rate of cooling of
the dry fleece sleeve.
[1 mark]
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4 (c)
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The scientist decided to test the thermal properties of each jacket under different
conditions.
He used a fan to create a breeze.
Table 3 shows the result of each test. It also shows the cost of each jacket.
Table 3
Temperature loss after 30 minutes in °C
Dry, no breeze
Dry, breeze
Wet, no breeze
Fleece jacket
Cost £80.00
14
20
30
Duvet jacket
Cost £250.00
10
10
28
Belay jacket
Cost £150.00
13
15
29
Which of the three jackets tested would you advise a friend to buy?
Use the information in Table 3 to give two reasons for your answer.
[2 marks]
Jacket: ..................................................
1 .........................................................................................................................................
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2 .........................................................................................................................................
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4 (d)
Suggest one other test that the scientist could do on each jacket to make his
investigation more valid.
[1 mark]
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5
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A jeweller asked a scientist to help him identify a gemstone, shown in Figure 6.
Figure 6
The scientist passed a ray of light through the gemstone and measured the
angle of incidence (i) and the angle of refraction (r), as shown in Figure 7.
Figure 7
Ray of light
i
Gemstone
r
She obtained the following results.
Angle of incidence = 25°
Angle of refraction = 13°
5 (a)
Calculate the refractive index of the gemstone.
Use the Equations Sheet to help you answer the question.
Give your answer to two decimal places.
[3 marks]
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Refractive index = ..................................................
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5 (b)
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Table 4 shows the refractive indices of some gemstones.
Table 4
Gemstone
Refractive index
Aquamarine
1.56
Diamond
2.47
Diaspore
1.71
Kunzite
1.62
Topaz
1.63
Zircon
1.93
Use the information in Table 4 to identify the gemstone in Figure 6.
Give a reason for your answer.
[2 marks]
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6
Analytical scientists use chromatography and electrophoresis to separate and
to identify chemicals.
6 (a)
There are different types of chromatography.
6 (a) (i)
Which two of the following statements best describe the advantages of using
gas-liquid chromatography (GLC) instead of paper chromatography?
[2 marks]
Tick () two boxes.
GLC shows the results in different colours.
GLC has greater separating power than paper chromatography.
GLC can produce quantitative results.
GLC is easier to use than paper chromatography.
GLC has cheaper equipment than paper chromatography.
6 (a) (ii) Name one other type of chromatography.
[1 mark]
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6 (b)
Figure 8 shows one way of doing electrophoresis.
Figure 8
Mixture to be
separated
X
Gel or paper
d.c. power supply
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6 (b) (i)
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Name the electrode labelled X, in Figure 8.
[1 mark]
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6 (b) (ii) Draw an arrow on Figure 8 to show the direction that negative ions will move in
the mixture which is being separated.
[1 mark]
6 (b) (iii) Suggest two properties of the negative ions that will affect how quickly they move.
[2 marks]
1 .........................................................................................................................................
2 .........................................................................................................................................
6 (b) (iv) Which two of the following samples can be separated by electrophoresis?
[2 marks]
Tick () two boxes.
Tick ()
Non-soluble metal compounds
A mixture of different gases
DNA fragments
Elements in the same group of the periodic table
Small biological molecules
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7
Material scientists test materials to make sure that the properties of the materials are
suitable for a particular purpose.
7 (a)
Students tested the hardness of two samples of wood by using the apparatus shown
in Figure 9.
A weight was dropped down the tube onto a pointed metal probe resting on the sample
of wood.
The diameter of the hole produced in the sample was then measured.
Figure 9
Diameter of hole
Weight
Tube
Height in
metres
View from above
Probe
Sample of wood
Typical result
7 (a) (i)
Describe how you would use this equipment to compare the hardness of the
two samples of wood.
You should carefully describe how you would ensure your results are valid.
[4 marks]
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7 (a) (ii) The test was done on a piece of hardwood and a piece of softwood.
The pieces of wood were exactly the same size.
What difference would you expect to see in the results of these two experiments?
[1 mark]
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7 (b)
The Brinell Hardness Test is used to test the hardness of metals.
A machine applies a force of 30 kN onto the test metal through a ball of
10 mm diameter, as shown in Figure 10.
A microscope is then used to measure the area of the dent made in the metal.
Figure 10
30 kN
10 mm diameter ball
Test metal
7 (b) (i)
The test was checked for repeatability. What two variables must be controlled to be
able to check for repeatability?
[1 mark]
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7 (b) (ii) Why is a microscope used to measure the area of the dent?
[1 mark]
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8
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A Public Health Inspector visited some restaurants to check the number of bacteria in
the ice from an ice dispenser, and the number of bacteria in water from a toilet
after flushing.
Table 5 shows the results of the investigation.
Table 5
Number of bacteria per ml of liquid
Restaurant
Ice from an ice dispenser
Water from a toilet
A
1100
1300
B
2100
C
1000
800
D
1400
260
8 (a)
<1.000
Compare the results, shown in Table 5, for the ice from an ice dispenser and the water
from a toilet. You should give a reason for your answer.
[2 marks]
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8 (b)
Safety guidelines for drinking water, from Public Health England, recommend no more
than 1000 bacteria per ml of water.
A Public Health Inspector collected a sample of water. Serial dilutions of the water
sample are made before an accurate bacterial count can be completed.
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8 (b) (i)
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Describe how to do serial dilutions of the water sample so that an accurate bacterial
count can be completed.
You may draw a diagram to help you with your answer.
[4 marks]
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8 (b) (ii) Aseptic techniques are used when completing the serial dilutions and when placing the
diluted water sample on the agar plate for incubation.
Give three aseptic techniques that a technician would use when analysing the
water sample collected by the Public Health Inspector.
[3 marks]
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8 (c)
Aseptic techniques are examples of standard procedures.
What is a standard procedure?
[1 mark]
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END OF QUESTIONS
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AQA will be happy to rectify any omissions of acknowledgements in future papers if notified.
Question 2, Figure 1: © c019/3823 Lung function test SCIENCE PHOTO LIBRARY
Question 5, Figure 6 © Getty Images
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