THE KING’S SCHOOL, CANTERBURY
SCHOLARSHIP ENTRANCE EXAMINATION
March 2014
SCIENCE
1 hour 50 minutes
Contained in this package are the Physics, Chemistry and Biology sections.
You are to do FIVE (5) questions in total. Each question is worth 20 marks.
You must select one question from EACH section.
You have a free choice for the further two questions.
Write your name on the front section of every section booklet and circle the questions
attempted.
You have 10 minutes to read through the question papers before writing.
You will need a calculator and a ruler.
Name _______________________________
The King’s School Canterbury
Science Scholarship Paper 2014
Physics Section
Remember, you must do at least one of the questions
in this section.
Circle the question(s) you have attempted.
Question
Mark
1
2
3
1
Question 1
This question is about car braking
You may find the following information useful for this question:
Speed (in m/s) = distance (in m) / time (in s)
Area of a triangle = ½ x base x height
There are 1000 m in 1 km
(a)
A car travels along a level road at 70 kilometres per hour.
(i)
Convert this speed into metres per second. Show all of your workings.
…………………………………………………………………………………………
…………………………………………………………………………………………
(3)
(ii)
Calculate the distance (in metres) travelled by this car in 5 seconds.
…………………………………………………………………………………………
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(2)
2
(b)
When the brake pedal of the car is pushed, brake pads press firmly against very
hard steel discs.
(i)
Name the force that acts between the brake pads and the steel discs when the brakes
are applied and the car is slowing down.
………………………………………………………………………………………
(1)
(ii)
What two effects does using the brakes have on the brake pads and the wheel discs?
………………………………………………………………………………………
………………………………………………………………………………………
(2)
3
A driver may have to make an emergency stop. The distance that is travelled
whilst stopping a vehicle is called the stopping distance. It can be calculated using:
Stopping distance = thinking distance + braking distance
where the….



(c)

thinking distance is the distance travelled during the time it takes for a human to
react to a situation 

braking distance is the distance needed physically to stop the car once the brakes
are applied. 
Suggest and explain one factor which might affect the thinking distance.
…………………………………………………………………………………………
…………………………………………………………………………………………
(2)
4
(d) A driver is driving along a road at 30 m/s. The driver sees a large truck parked across
the road and reacts to the situation by applying the brakes so that a constant braking
force stops the car. The reaction time of the driver is 0.6s; it then takes another 4
seconds for the brakes to bring the car to rest.
(i)
Using the data above and the grid below, draw a speed–time graph to show the speed
of the car from the instant the truck was seen by the driver until the car stopped. Add
scales to each axis.
(5)
(ii)
The total distance travelled by the driver whilst stopping can be found from the area
under the line on the graph. Find the total stopping distance for the situation above.
Show all workings.
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
(3)
(iii)
On the same graph, draw a second line to show how the graph would look if the driver
was driving on a very wet road.
(2)
End of Question 1
5
Question 2
This question is about energy and efficiency
The table below gives information about some ways of reducing the energy consumption in a
house.
Method of reducing energy
consumption
Installation cost in
£
Annual savings on energy bills
in £
Fit a new hot water boiler
1800
200
Fit a solar water heater
2400
100
Fit underfloor heating
600
50
Fit thermostatic radiator valves
75
20
(a) Which way of reducing energy consumption is the most cost-effective over a 10year period? To obtain full marks you must support your answer with calculations.
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
(3)
(b) The diagram below shows the energy transferred each second by an old-fashioned
television.
6
(i) What form of energy is transferred as waste energy by the television?
…………………………………………………………………………………………
(1)
(ii) Where does this wasted energy go?
…………………………………………………………………………………………
(1)
(c) The efficiency of a device is a measure of how much energy is usefully transferred
by the device (rather than wasted).
Efficiency can be calculated using the following equation:
The efficiency can be expressed either as a decimal or as a percentage (by multiplying
the answer by 100).
Calculate the efficiency of the television.
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
(2)
Question 2 is continued on the next page
7
(d) A Sankey diagram is a scale diagram that can be used to show the energy transfers in a
device. For example:-
The width of the arrows represents the amount of energy being transferred to the
various forms.
The Sankey diagrams below show the energy transferred each second for three
different types of lamp. For each lamp the electrical energy input each second is 100J.
Which type of lamp is the most efficient?
………………………………………………………………………………………
Give a reason for your choice.
………………………………………………………………………………………
(2)
8
(e) The Sankey diagram below shows what happens to each 100J of energy from
coal which is burned in a power station when the electricity is used for lighting.
The diagram has been drawn to scale.
(i)
Fill in the missing figures on the diagram.
(3)
By spending the same amount of money the electricity company could
  install new power lines which only waste half as much energy as the new ones 



(ii)
or use a quarter of the heat wasted at the power station to heat schools in a nearby town

or replace all the light bulbs in everyone’s homes with bulbs which are twice as
efficient as ordinary
light bulbs (only 10% of the electricity supplied to homes is
used for lighting).
Which one of these things do you think they should do to be the most energy
efficient? You must use information from the Sankey diagram to justify
your answer.
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
……………………………………………………………………………… (4)
9
(iii)
Use the information in the Sankey diagram to calculate how efficient ordinary
light bulbs are at transferring electrical energy as light.
…………………………………………………………………………………
…………………………………………………………………………………
(2)
(iv)
How efficient is the complete system at transferring the energy from coal
as light when ordinary light bulbs are used?
…………………………………………………………………………………
…………………………………………………………………………………
(2)
End of Question 2
10
Question 3
This question is about density
You may find the following information useful for this question:
Density (in kg/m3) = mass (in kg) / volume (in m3)
Density (in g/cm3) = mass (in g) / volume (in cm3)
Density is a measure of how much matter there is within a set volume of
a material.
1 kg = 1000 g
1 m3 = 1 000 000 cm3
(a)
The playing surface of a full-size snooker table is 3.6m long and 1.8m wide
1.8m
(i)
3.6m
Calculate the area of the playing surface in m2.
…………………………………………………………………………………………
…………………………………………………………………………………………
(1)
(ii)
There is a rectangular slab of slate underneath the green coloured playing surface. The
slab has the same area as the playing surface and is 20cm thick. Calculate the volume
of the slate in m3.
…………………………………………………………………………………………
(1)
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Slate has a density of 4000 kg/m3.
(iii)
Work out the mass of the rectangular slab.
…………………………………………………………………………………………
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(2)
(iv)
It is very important that the playing surface should be horizontal. Suggest how
you would check to see if the table were horizontal.
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
(1)
12
(b) This question is about density measurements concerned with the making of concrete.
The diagrams below show measurements taken in order to find the density of sand.
Use these measurements to find the density in g/cm3 of:(i)
Dry sand
………………………………………………………………………………………
………………………………………………………………………………………
(1)
(ii)
Wet sand
………………………………………………………………………………………
………………………………………………………………………………………
(1)
(iii)
How do you explain this difference?
………………………………………………………………………………………
(1)
(iv)
Convert the density of wet sand into kg/m3.
…………………………………………………………………………………………
…………………………………………………………………………………………
……….. …………………………………………………………………………… (3)
13
(c)
When concrete is mixed from sand, cement, stone and water it is found to have a
density of 6000 kg/m3.
Fred wishes to build a garage base 10cm deep, 5m long and 3m wide.
(i)
Calculate the mass of ‘ready mixed concrete’ he needs to order for his project.
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
(2)
(ii)
Some concrete is left over and is used to make small slabs.
What would you expect the density of the small slabs to be?
…………………………………………………………………………………………
(1)
(iii)
The density of the small slab is measured a few hours later.
The value is lower than the density of ready-mix when it arrived.
Suggest why.
…………………………………………………………………………………………
…………………………………………………………………………………………
(1)
14
(d)
The apparatus below can be used to measure the density of air:
Water rushes
into the flask
Tube
connected
to a vacuum
pump





The mass of the flask and its contents can be found by hanging it from the
attachment on the digital balance. 
The air is removed from the flask using the vacuum pump. 
Once the air is removed from the flask, it is then immersed in a container of
water. The water rushes in to occupy the same volume as the air that was
removed. 
Describe, in as much detail as you can how you could use the equipment above to
measure the density of air. Give details of any measurements that you would need to
take and any calculations that you would need to do.
…………………………………………………………………………………………
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More room for your answer on the next page…
15
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(5)
End of Question 3
16
Name _______________________________
The King’s School Canterbury
Science Scholarship Paper 2014
Chemistry Section
Remember, you must do at least one of the questions in
this section.
Circle the question(s) you have attempted.
Question
Mark
1
2
3
1
Question 1
This question is about acids and calcium carbonate.
Hydrochloric acid is produced in the stomach.
(a) Complete the sentence by putting a cross ( ) in the box next to your
answer. A reason why hydrochloric acid is produced in the stomach is to
(1)
A break down food
B improve the taste of the food
C neutralise acids
D produce gases
(b) Too much hydrochloric acid in the stomach can cause indigestion.
Indigestion tablets work by neutralising the excess hydrochloric acid in the
stomach. Some indigestion tablets contain calcium carbonate.
The calcium carbonate reacts with the excess hydrochloric acid to form calcium chloride,
water and carbon dioxide gas.
Write the word equation for this reaction.
(1)
..............................................................................................................................................
(b) Another acid, sulphuric acid, produces hydrogen and oxygen when an electric current
is passed through it.
A student is given a test tube of oxygen and a test tube of
hydrogen. The test tubes are unlabelled.
Explain how the student could test the gases to identify which test tube contains which
gas.
(2)
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
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2
(d) Marble and limestone are both forms of calcium carbonate.
Which of the following is a rock that is another form of calcium
carbonate? Put a cross ( ) in the box next to your answer.
(1)
A chalk B
glass C
granite D
magma
(e) When calcium carbonate is heated strongly it undergoes thermal decomposition,
forming solid calcium oxide and a gas.
(i) Complete the equation for this reaction by naming the gas produced.
(1)
calcium carbonate(s) → calcium oxide(s) + _______________________(g)
(ii) 2.50 g of calcium carbonate was heated strongly.
g of solid remained after heating.
Calculate the mass of gas produced during this reaction.
(1)
..............................................................................................................................................
..............................................................................................................................................
(iii) It is possible that not all of the calcium carbonate decomposed when it was heated.
Suggest what could be done to confirm that the decomposition was complete.
(2)
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
(iv) Calcium oxide reacts with water to form calcium hydroxide.
Explain why calcium hydroxide (slaked lime) is spread on fields.
(2)
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
Question 1 is continued on the next page
3
(f) In an experiment, calcium chloride solution reacted with sodium carbonate solution
to produce solid calcium carbonate and sodium chloride solution. (The state symbol (aq)
in an equation shows that the named substance is dissolved in water.)
calcium chloride(aq) + sodium carbonate(aq) → calcium carbonate(s) + sodium chloride(aq)
mass of calcium chloride solution used
mass of sodium carbonate solution used
mass of calcium carbonate solid produced
= 11.00 g
= 10.50 g
= 1.00 g
Calculate the mass of the solution left at the end of the reaction.
(2)
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
(g) Calcium carbonate is used to treat waste gases produced in coal-fired power stations.
Explain why calcium carbonate is used in this way.
(3)
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
(h) For the following two questions select one of the three alternatives as the odd one out and
give your reason. There may be more than one correct answer but the best answers have
good reasons.
(4)
(i)
calcium carbonate, sodium chloride, copper sulphate
Odd one out: …………....................… Reason:………………………………………...
…………………………………………………………………………………………...
(ii)
hydrochloric acid, universal indicator, red cabbage
Odd one out: ………….........................Reason:………………………………...............
…………………………………………………………………………………………...
End of Question 1
4
Question 2
This question is about gases in the Earth’s atmosphere.
(a) The concentration of carbon dioxide in the Earth's atmosphere depends on the balance
between the processes that remove carbon dioxide from the atmosphere and those that
release carbon dioxide into the atmosphere.
(i) Explain how carbon dioxide is removed from the atmosphere.
(2)
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
(ii) Explain how carbon dioxide is released into the atmosphere.
(2)
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
(b) Describe the test to show that a gas is carbon dioxide.
(2)
..............................................................................................................................................
..............................................................................................................................................
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Question 2 is continued on the next page
5
(c) The graphs show the concentration of carbon dioxide in the atmosphere and the
mean global temperature between 1960 and 2000.
Explain whether or not these graphs provide evidence that human activity is
causing the Earth's temperature to rise.
(3)
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
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6
(d) John was doing an experiment to find the percentage of oxygen in air at room temperature.
He used this apparatus.
The copper powder in the test tube was heated strongly so that it could react with oxygen
in the air in the apparatus.
John stopped heating the copper when there was no further change in the reading on the
gas syringe.
(i) At the end of the experiment the apparatus was allowed to cool before the final
reading on the syringe was recorded.
Members of John’s class came up with four reasons why this might happen:
George suggested that ‘reading the volume while the apparatus is hot is dangerous’
Shakira suggested that ‘the apparatus must be left to allow the reaction to finish’
Leroy suggested the gas must be at room temperature when its volume is measured’
Lucy suggested that ‘the copper expands when it is hot’
Comment on each person’s suggestion, writing whether you agree with them or not
and giving reasons why.
(4)
Comment on George’s suggestion ………………………………………………………...
……………………………………………………………………………………………...
Comment on Shakira’s suggestion ………………………………………………………...
……………………………………………………………………………………………...
Comment on Leroy’s suggestion ………………………………………………...………...
……………………………………………………………………………………………...
Comment on Lucy’s suggestion …………………………………………………………...
……………………………………………………………………………………………...
Question 2 is continued on the next page
7
(ii) At the end of the experiment not all of the copper had reacted.
Suggest a reason for this.
(1)
..............................................................................................................................................
..............................................................................................................................................
(iii) John’s results were:
initial volume of gas in syringe = 32 cm3
final volume of gas in syringe = 24 cm3
Calculate the percentage decrease in the volume of gas originally in the syringe.
(1)
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
percentage decrease = ....................................................................
(iv) The percentage of oxygen in air at room temperature is 21%.
John thought the answer to part (iii) was the percentage of oxygen in air and was
surprised that the value was too high.
John confirmed that he had not made an error when doing his experiment. Suggest why
the answer calculated in part (iii) is higher than John expected.
(1)
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
(e) For the following two questions select one of the three alternatives as the odd one out and
give your reason. There may be more than one correct answer but the best answers have
good reasons.
(4)
(ii)
oxygen, hydrogen, nitrogen
Odd one out: …………....................… Reason:………………………………………...
…………………………………………………………………………………………...
(iii)
air, water, potassium permanganate
Odd one out: ………….........................Reason:………………………………...............
…………………………………………………………………………………………...
End of Question 2
8
Question 3
This question is about metals.
The reactivity of metals can be studied using displacement reactions. In these reactions, one
metal is added to a solution of a salt of a different metal.
If a displacement reaction occurs, there is a temperature rise.
A student used the following method in a series of experiments.


Pour some metal salt solution into a polystyrene cup supported in a glass
beaker and record the temperature of the solution. 
Add a known mass of a metal and stir. 
Record the maximum temperature of the mixture. 
(iv) Suggest three variables that should be kept the same for the student’s experiments to
be a fair test.
(3)
1 ...................................................................................................................................................
2 ...................................................................................................................................................
3 ...................................................................................................................................................
(b) The student used a thermometer to measure the temperature rise. The
diagrams show the thermometer readings before and after adding the metal.
C
o
C
20
o
15
25
20
before adding metal
after adding metal
Use the diagrams to complete the table.
(2)
Temperature after adding the metal in °C
Temperature before adding the metal in °C
Temperature change in °C
9
(c) The student used copper(II) sulphate solution in all her experiments. She used five
different metals. She did not know the identity of the metal labelled X.
The student did each experiment twice. The table shows her results.
Metal
magnesium
silver
iron
X
zinc
Temperature rise in °C
Run 1
Run 2
Average
temperature rise
in °C
10.5
0.0
3.5
0.0
8.0
15.5
0.0
4.5
0.0
9.0
13.0
0.0
4.0
0.0
8.5
(i) Which of the metals gave the least reliable temperature
rise? Explain your choice.
(2)
Metal ............................................................................................................................................
Explanation ..................................................................................................................................
......................................................................................................................................................
.......................................................................................................................................................
(ii) Identify the most reactive of the metals used.
Explain how the results show that it is the most reactive.
(1)
Metal ............................................................................................................................................
Explanation ..................................................................................................................................
......................................................................................................................................................
......................................................................................................................................................
(iii) Why is there no temperature rise when silver is added to copper(II) sulphate solution?
(1)
......................................................................................................................................................
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10
(iv) Why do the results make it impossible to decide which of the metals is the least
reactive?
(1)
............................................................................................................................................
..........
............................................................................................................................................
..........
............................................................................................................................................
..........
(v) Describe how, by using the substances available in a school laboratory, you
would show which metal was the least reactive.
(2)
............................................................................................................................................
..........
............................................................................................................................................
..........
............................................................................................................................................
..........
............................................................................................................................................
..........
(d) (i) Write a word equation for one of the reactions.
(1)
............................................................................................................................................
..........
(ii) Give two observations that the student could make for the reaction you have written
in (i).
(2)
............................................................................................................................................
..........
............................................................................................................................................
..........
(e) Suggest a possible identity for metal X.
(1)
............................................................................................................................................
..........
(f) For the following two questions select one of the three alternatives as the odd one
out and give your reason. There may be more than one correct answer but the best
answers have good reasons.
(4)
(v)
copper, magnesium, zinc
Odd one out: …………....................…
Reason:………………………………………...
……………………………………………………………………………………
……...
(vi)
iron, bronze, brass
Odd one out:
………….........................Reason:………………………………...............
……………………………………………………………………………………
……...
End of Question 3
11
Name _______________________________
The King’s School Canterbury
Science Scholarship Paper 2014
Biology Section
Remember, you must do at least one of the questions
in this section.
Circle the question(s) you have attempted.
Question
Mark
1
2
3
1
Question 1
This question is about growth, gas exchange and more.
Organisms show the characteristics of life including growth, respiration, nutrition and
excretion.
(a) Growth in humans is shown in the graph below.
(c)
Describe the growth of the human body from 0 to 20 years.
(3)
………………………………………………………………………………………
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(iii)
Suggest a reason for the body growth curve between 13 and 18 years.
(1)
………………………………………………………………………………………
2
(iii)
Compare the growth of the heart and the brain from 0 to 20 years.
(3)
………………………………………………………………………………………
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(c) As the heart grows it is able to force more blood into the arteries each time it beats.
If one complete beat lasts 0.8 seconds, calculate the heart beat rate per minute.
Show your working.
(2)
Answer: …………………………………………………… beats per minute
(ii)
Suggest one organ that receives oxygenated blood and one organ that receives
deoxygenated blood.
(2)
Organ that receives oxygenated blood:
……………………………………………………
Organ that receives deoxygenated blood:
.………………………………………..…………
3
(iii)Three related investigations were carried out to study the effect of pond weed and a
pond snail on the uptake and release of carbon dioxide using an indicator solution.
The indicator is hydrogen carbonate solution and it changes colour depending on the
situation, as described below.
Situation
Colour of solution
No change in carbon dioxide concentration
Red
Addition of carbon dioxide to solution
Yellow
Removal of carbon dioxide to solution
Purple
The diagram below shows each of the three investigations. All started with the
hydrogen carbonate indicator solution being red.
pond weed
indicator
solution
Tube 1
snail
Tube 2
Tube 3
Using the information provided and your own knowledge, suggest the colour of the indicator
solution after one hour for each tube. Give a reason for each answer.
(5)
Tube 1:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Tube 2:
…………………………………………………………………………………………………
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4
Tube 3:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
(f) Some animals are cold blooded and some are warm blooded.
Suggest the main source of warmth for the following two animals:
(2)
Lizard:
…………………………………………………………………………………………
Bird:
…………………………………………………………………………………………
(ii)
Suggest how you would distinguish between a lizard and a frog.
(2)
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
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End of Question 1
5
Question 2
This question is about pollution and the effect of minerals on plants.
(a) Eutrophication is a form of water pollution.
Some of the stages in eutrophication are shown below.
Stage 1
Pollution enters a pond
Stage 2
Small water plants grow and reproduce to form a
blanket on the water surface
Stage 3
Water plants at the bottom of the pond die
Stage 4
Pond animals, such as fish, start to die
(i)
Suggest one reason why the effect of pollution entering a pond may be
greater than the effect of pollution entering a lake in stage 1.
(2)
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
(ii)
What do you understand by the term reproduce in stage 2?
(1)
………………………………………………………………………………………
………………………………………………………………………………………
(g)
Suggest why the plants at the bottom of the pond in stage 3 die.
(2)
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
6
(vi)
Explain why the animals die in stage 4.
(3)
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
(b) Plants need minerals to stay healthy.
A student investigated the effect of increasing the concentration of one mineral on the
growth of cress plants.
She took one tray of ten day old cress plants and found the average height of the plants. She
then watered the tray daily using a solution containing a low concentration of a mineral called
X. All other minerals in the solution were kept constant at the optimum level for the cress
plants.
After five days she found the new average height and calculated the increase in the
average height.
She repeated the above using nine further trays of ten day old cress plants. Each tray was
watered with a solution containing a different concentration of mineral X.
The graph below shows the results.
Increase in
average height
Increasing concentration of mineral X
7

(vii)
Describe the effect of increasing the concentration of mineral X on the increase in
average height of the cress plants.
(3)
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
(ii)
Suggest why the other minerals were kept at the optimum level for cress plants.
(1)
………………………………………………………………………………………
………………………………………………………………………………………
(iii)
Explain why using increase in height was more appropriate than using
final height.
(1)
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
(iv)
Suggest why increase in height may not be the only indicator of growth in
cress plants.
(1)
………………………………………………………………………………………
………………………………………………………………………………………
8
(c) The diagram below shows a plant cell found in the root of a cress plant used to
absorb water from soil.
root hair
(i)
Suggest how this cell would differ from a typical cell found in a cress plant leaf.
(2)
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
(ii)
Suggest why the root cells in cress plants grown in soil with less water have
longer root hairs.
(2)
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
Question 2 is continued on the next page
9
(iii)
Give two functions of water to the cress plant.
(2)
1……………………………………………………………………………………
………………………………………………………………………………………
2
………………………………………………………………………………………
………………………………………………………………………………………
End of Question 2
10
Question 3
This question is about tooth decay and enzymes.
Hygiene is very important to help prevent diseases including tooth decay.
(a) The diagram below shows a tooth.
Explain how this tooth can be identified as a molar rather than an incisor.
(2)
………………………………………………………………………………………
………………………………………………………………………………………
(b) A student investigated the effect of brushing on tooth bacteria.
She brushed for two minutes with a toothbrush and water. Twelve hours later she
sampled four different teeth and estimated the amount of bacteria present on
each. She then calculated the average amount of bacteria present.
She repeated the study but using two different toothpastes. The results are shown
below.
Fluoride
present
Mint
present
Average amount of bacteria
present / arbitrary units
With water only


100
With water and
toothpaste A
With water and
toothpaste B


75


60
Study
(i)
Suggest why four teeth were used rather than one for each study.
(1)
………………………………………………………………………………………
………………………………………………………………………………………
11
(b)
Using the table, predict the average amount of bacteria present on the student’s
teeth, 12 hours after brushing with a toothpaste containing both fluoride and
mint. Explain your calculation.
(2)
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
(c) In a related study, the amount of bacteria in water was recorded over two days. This
was the control.
The study was repeated but using four different concentrations of fluoride
solution rather than water. The results are shown below.
Amount of
bacteria present /
arbitrary units
(i)
Explain the change in amount of bacteria present over the first three hours for
the control.
(2)
………………………………………………………………………………………
………………………………………………………………………………………
12
(ii)
Describe the effect of time on the amount of bacteria present in the 3%
fluoride solution over the 48 hour study.
(3)
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
(iii)
Compare the effect of increasing fluoride concentration on the amount of
bacteria present after 48 hours.
(2)
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
(d) In addition to teeth, enzymes are involved in the digestion of food.
(i)
Describe the role of one named enzyme in the digestion of food.
(3)
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
13
(ii)
Suggest what may happen to the food once it has been digested by the enzyme.
(3)
…………………………………………………………………………………
……
…………………………………………………………………………………
……
…………………………………………………………………………………
……
…………………………………………………………………………………
……
…………………………………………………………………………………
……
(e) One form of tooth condition is described as exhibiting discontinuous variation.
Give one example of discontinuous variation other than a tooth condition, and
one example of continuous variation.
(2)
Discontinuous variation:
.……………………………………………………………………………...…
……
…………………………………………………………………………………
……
Continuous variation:
.…………………………………………………………………………...……
……
…………………………………………………………………………………
……
End of Question 3
14
THE KING’S SCHOOL, CANTERBURY
SCHOLARSHIP ENTRANCE EXAMINATION
February 2013
SCIENCE
1 hour 50 minutes
Contained in this package are the Physics, Chemistry and Biology sections.
You are to do FIVE (5) questions in total. Each question is worth 20 marks.
You must select one question from EACH section.
You have a free choice for the further two questions.
Write your name on the front section of every section booklet and circle the questions
attempted.
You have 10 minutes to read through the question papers before writing.
You will need a calculator and a ruler.
Name _______________________________
The King’s School Canterbury
Science Scholarship Paper 2013
Physics Section
Remember, you must do at least one of the questions in this
section.
Circle the question(s) you have attempted.
Question
Mark
1
2
3
1
Question 1
You may find the following information useful for this question:
Pressure is a measure of how concentrated a force is. If the force is spread out over a large
surface area, the pressure will be low. If it is concentrated into a small surface area, the pressure
will be high.
Pressure (in Pa) = Force (in N) / Area (in m2)
Solids, liquids and gases can all exert pressures.
When tiny grains of carbon are placed in water, they move. They change speed and direction
without hitting each other. The diagram shows the path of some grains of carbon.
a)
Describe the direction of the force on a grain of carbon needed to make it:
i)
speed up in its direction of motion
……………………………………………………………………………………………………………………………………………….
(1 mark)
ii)
stop moving
……………………………………………………………………………………………………………………………………………….
(1 mark)
iii)
change direction
……………………………………………………………………………………………………………………………………………...
(1 mark)
2
b)
Einstein came up with an explanation for this motion. He said the following:



they are being hit by some other particles
these other particles must be very tiny
the other particles must be moving very fast
Suggest why Einstein thought that:
i)
the carbon grains are being hit by other particles
……………………………………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………………………………….
(1 mark)
ii)
these other particles must be very tiny
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
(1 mark)
iii)
the other particles must be moving very fast
……………………………………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………………………………………
(1 mark)
iv)
Suggest what you think these particles might be.
……………………………………………………………………………………………………………………………………………….
(1 mark)
c)
The particles in a gas move in a similar way to those that cause the motion of the grains of
carbon. If a gas is put in a container, it exerts a pressure on that container. Suggest what is
causing this pressure.
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
(2 marks)
Question 1 continues on the next page
3
d)
The pressure of a gas is related to its volume. How would you expect the pressure of a gas
to change if the volume was decreased?
……………………………………………………………………………………………………………………………………………….
(1 mark)
e)
The pressure and volume of a gas are related by the following equation:
p1 x V1 = p2 x V2
where




i)
p1 = initial pressure in Pa
V1 = initial volume in m3
p2 = final pressure in Pa
V2 = final volume in m3
A gas at a pressure of 100 000Pa is compressed from a volume of 0.3m3 down to a volume of
0.15m3. The temperature of the gas does not change.
Calculate the new pressure of the gas. Show all of your workings.
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
(3 marks)
ii)
Why do you think it is important that the temperature does not change?
………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………….
(1 marks)
4
f)
A sealed container contains air. The pressure of the air is measured at different
temperatures. The table shows the results.
An atmosphere is a unit of pressure that gives the pressure in multiples of normal
atmospheric pressure.
Temperature (0C)
-150
0
100
250
Pressure (atmospheres)
0.45
1.00
1.40
1.95
i)
Using the grid below, add a suitable scale to the axes and plot a line graph of pressure on the
y axis and temperature on the x axis. Draw a line of best fit.
(4 marks)
ii)
Use your graph to find the temperature of the air at which its pressure is zero.
……………………………………………………………………………………………………………………………………………….
(1 mark)
This temperature is known as absolute zero.
iii)
Describe the motion of the particles at absolute zero if they are not exerting any pressure on
the container.
………………………………………………………………………………………………………………………………………………
(1 mark)
END OF QUESTION 1
5
Question 2
You may find the following information useful for this question:
Average speed (in m/s) = total distance travelled (in m) / time taken (in s)
Acceleration (in m/s2) = change in speed (in m/s) / time taken (in s)
A hot air balloon called Global Challenger was used to try to break the record for travelling around
the world. The graph below shows how the height of the balloon changed during the flight.
The balloon took off from Marrakesh one hour after the burners were lit and climbed rapidly.
a)
Use the graph to find:
i)
the maximum height reached
…………………………………………………………………………………………………………………………………………..
ii)
the total time of the flight
……………………………………………………………………………………………………………………………………………
(2 marks)
6
b)
Several important moments during the flight are labelled on the graph with the letters
A,B,C,D, E and F.
At which of these moments did the following happen?
i)
The balloon began a slow controlled descent (i.e. moving down) to 2500m
………………..
ii)
The crew threw out all the cargo on board in order to stop a very rapid descent …………………
iii)
The balloon started to descend from 9000m
…………………
(3 marks)
Question 2 continues on the next page
7
c)
It is important that the brakes on cars stop the car within a certain distance. Tests need
to be carried out to see if the brakes are safe.
A long straight track is used for testing vehicle brakes.
A stationary vehicle is placed on the track and accelerated uniformly for 12.5 s to a
speed of 26.5 m/s.
This speed is maintained for 3.5 s before the brakes are applied.
The vehicle stops after braking at a steady rate for 4.5 s.
i)
Use the grid to draw a line graph of speed on the y axis and time on the x axis.
(3 marks)
The total distance travelled can be found by finding the area underneath the line on a
speed- time graph.
The area of a triangle can be found using the formula
area of triangle = 0.5 X length of base X height of triangle
ii)
Calculate the minimum length of track required to carry out this test. Show all of your
workings.
……………………………………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………………………………….
(3 marks)
8
d)
A bouncy ball is dropped vertically from a height of 2m onto the floor. The graph shows the
height of the ball above the floor at different times during the fall until it hits the floor after
0.64s.
i)
What is the average speed of the ball over the first 0.64s? Show clearly how you work out
your answer.
……………………………………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………………………………….
(2 marks)
ii)
After it hits the floor, the ball bounces back to a height of 1.24m. It reaches this height 1.16s
after it was dropped. Plot this point on the grid above and sketch a line on the graph to show
how the height of the ball varies between 0.64s and 1.16s.
(3 marks)
Question 2 continues on the next page
9
iii)
The ball first bounced on the floor 0.64s after it was dropped. How long after being dropped
will it bounce a second time? Explain the reasoning behind your answer.
………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………………………………...
………………………………………………………………………………………………………………………………………………
(3 marks)
iv)
The ball was initially dropped from rest. Mark with a letter O another point on the graph
where the ball’s speed is zero.
(1 mark)
END OF QUESTION 2
10
Question 3
a)
Astronomers know that the universe is expanding. They have found that the galaxies of
stars are moving away from the Earth as evidence for this.
The table below shows data from a sample of galaxies. The distance from the Earth is
given in zettametres, Zm.
One zettametre is 1021 metres (ie 1000 000 000 000 000 000 000m)
The speed is given in Zm per billion years (1 billion = 1000 000 000)
Distance from
Earth to galaxy
in Zm
Speed at which
galaxy is moving
away from us in Zm
per billion years
Time the galaxy has been moving
away from us
in billions of years
(Calculated by distance ÷ speed)
Abell 963
25 000
1950
12.8
Abell 1302
14 000
1100
Abell 1314
4 100
320
12.8
Abell 1978
18 000
1400
12.9
Abell 2255
10 000
770
13.0
Galaxy
i)
Complete the data for Abell 1302.
(1 mark)
ii)
Describe, in as much detail as you can, the relationship between the distance to a
galaxy and the speed at which the galaxy is moving away from us.
………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………………………………….
(2 marks)
Question 3 continues on the next page
11
(b)
The future of the Universe depends on the amount of mass present.
 If this is greater than a certain ‘critical mass’, the Universe will eventually contract
(i.e. get smaller again)
 If this is less than the ‘critical mass’, the Universe will continue to expand.
Complete the diagrams below to show what will happen to the size of the
Universe if its mass is:
(i)
less than the ‘critical mass’
(ii)
greater than the ‘critical mass’
(i)
size of Universe
(ii)
size of Universe
time
(iii)
size of Universe
time
time
(2 marks)
(c)
Suggest why astronomers cannot be certain about the future of the Universe.
………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………….
(1 mark)
12
d)
The planets go around the sun in nearly circular orbits due to the sun’s gravitational force.
The closer the planet is to the sun, the faster it travels and hence the shorter its year.
Lucy wanted to investigate the relationship between the distance of a planet from the sun,
and the speed at which it travels. She uses the set up shown below
The bung is attached to a long length of string that passes through a glass tube and from
which masses are hung to keep it taut.
The bung represents the planet and the force of tension in the string represents the
gravitational force. By twirling the bung in horizontal circles around her hand, she can look at
how the speed changes as the length of the string changes.
Lucy can vary the distance L by moving the string through the glass tube.
She can determine the speed of the bung at various lengths, by seeing how many times it
completes one whole ‘orbit’ of her hand in a set period of time.
Describe in as much detail as you can, the method that she should follow for this
investigation
You should include





Any measuring device that you would choose to use
The variables that need to be measured
The range of readings that she should take and how often
How she could make this a fair test
How she might analyse her results
…………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………………………
13
Cont…..
…………………………………………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………………………………………...
…………………………………………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………………………………………….
(6 marks)
e)
In 1618 Johannes Kepler established the laws of satellite motion by observing the motion of
the planets round the Sun. He measured how long each planet took to go round the Sun and
its distance from the Sun. His results are shown below
Mercury
Venus
Earth
Mars
Jupiter
Saturn
0.25
0.61
1.00
1.84
11.7
29.1
Distance
(relative to
Earth- Sun
distance)
0.40
0.73
1.00
1.53
5.20
9.53
time2/distance3
0.98
Time per orbit
(years)
i)
Kepler suggested that the time squared divided by the distance cubed is the same for all
planets. The value for Mercury has been included in the table. Calculate the value for each of
the other planets shown and add your results to the bottom row of the table.
(3 marks)
14
ii)
Do you agree with Kepler’s suggestion? Explain your answer.
……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
(2 marks)
iii)
Using the value of time2/distance3 obtained for the Earth, apply Kepler’s principle to find the
time for Uranus to go around the Sun, if its distance from the Sun relative to the Earth is
19.0.
……………………………………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………………………………….
(3 marks)
End of Question 3
15
Name _______________________________
The King’s School Canterbury
Science Scholarship Paper 2013
Chemistry Section
Remember, you must do at least one of the questions in this
section.
Circle the question(s) you have attempted.
Question
1
2
3
Mark
1
This question is about metal extraction, melting points and boiling points.
Lead can be extracted from lead (II) sulphide, PbS, in two stages.
Stage 1: Lead (II) sulphide is heated in air. It reacts with oxygen to produce lead (II) oxide and
sulphur dioxide.
Stage 2: The lead (II) oxide is then heated in a blast furnace with coke.
(a) Write a word equation for the reaction in Stage 1.
(1)
…………………………………………………………………………………………………..
(b) The equation for the reaction that occurs when lead (II) oxide is heated with coke in a blast
furnace is:
2PbO + C  2Pb + CO2
(i) State, with a reason, whether PbO is oxidised or reduced in this reaction.
(1)
…………………………………………………………………………………………………..
…………………………………………………………………………………………………..
(ii) Write a word equation for any other reaction you are familiar with, which shows one
substance being oxidised and another being reduced.
(2)
…………………………………………………………………………………………………..
(c) The molten lead obtained from the blast furnace contains 0.1% silver dissolved in the lead as an
impurity.
The silver is removed by:
 adding zinc to the mixture of molten lead and silver at 530oC and removing the mixture
of molten zinc and silver that forms on top of the molten lead, followed by
 heating the mixture of molten zinc and silver until the zinc boils off as a gas, leaving
almost pure, solid silver behind
Use the information above to answer the following questions.
(i) What can you deduce about the relative solubility of silver in zinc and in lead?
(1)
…………………………………………………………………………………………………..
…………………………………………………………………………………………………..
(ii) What can you deduce about the melting point of the mixture of zinc and silver?
(1)
…………………………………………………………………………………………………..
…………………………………………………………………………………………………..
(iii) What can you deduce about the boiling point of zinc compared to that of silver?
Explain your answer.
(2)
…………………………………………………………………………………………………..
…………………………………………………………………………………………………..
(iv) Suggest why so much trouble is taken to remove such a small amount of silver
lead.
from
(1)
…………………………………………………………………………………………………..
…………………………………………………………………………………………………..
(d) The melting point of pure zinc is 420oC. A mixture of zinc with a small amount of silver has a
melting point of 415oC. Impurities lower the melting points of substances by a small amount.
(i) Give the melting point of any substance that you know, stating both the melting point and
the substance that has that melting point.
(1)
…………………………………………………………………………………………………..
(ii) In this country, salt is put on roads during cold weather. Give the chemical formula of the
major compound in this salt.
(1)
…………………………………………………………………………………………………..
(iii) Explain why salt is put on roads during cold weather.
(3)
…………………………………………………………………………………………………..
…………………………………………………………………………………………………..
…………………………………………………………………………………………………..
(iv) Why might it be decided not to put salt on roads in countries that experience very cold
weather, with temperatures not rising above -10oC, for weeks at a time?
(2)
…………………………………………………………………………………………………..
…………………………………………………………………………………………………..
…………………………………………………………………………………………………..
(e) Whilst impurities lower melting points, they raise boiling points.
(i) Give the boiling point of any substance that you know, stating both the boiling point and the
substance that has that boiling point.
(1)
…………………………………………………………………………………………………..
(ii) Table salt is often added to potatoes when they are being cooked in boiling water. One
reason for this is to enhance the flavour of the potatoes. Would you expect potatoes to cook
faster in boiling water that contains table salt or in boiling water without any table salt added?
Explain your answer.
(3)
…………………………………………………………………………………………………..
…………………………………………………………………………………………………..
…………………………………………………………………………………………………..
…………………………………………………………………………………………………..
Total marks = 20
2
This question is about the reactivity of metals.
The diagram shows the reactions of some metals with cold water.
Metals
in cold
water
calcium
copper
iron
magnesium
zinc
(a) (i) Complete the diagram below, using an appropriate number of bubbles, to show the
reactions of the same metals with dilute hydrochloric acid.
(3)
Metals
in dilute
hydrochloric
acid
calcium
copper
iron
magnesium
zinc
(ii) Give the formulae for water and hydrochloric acid.
(2)
………………………………………………………………………………………..................
(iii) Another sample of magnesium from a different, older supply was placed in cold water
and showed no signs of a reaction. Give the probable reason for this and suggest what should
be done to the piece of magnesium before it is placed in the water, to enable it to react.
(2)
………………………………………………………………………………………..................
………………………………………………………………………………………..................
………………………………………………………………………………………..................
(iv) Which gas being produced is causing the bubbles? Give a test for this gas.
(2)
………………………………………………………………………………………..................
………………………………………………………………………………………..................
(v) Name the other product formed when calcium reacts with cold water.
(1)
………………………………………………………………………………………..................
(b) Manganese (not to be confused with magnesium) is a metal that reacts with dilute
sulphuric acid.
Some manganese powder is added to dilute sulphuric acid in a test tube.
A colourless solution is formed and a gas is given off.
When more manganese is added, the reaction continues for a while and then stops, leaving
some manganese powder in the test tube.
(i) Suggest why the reactions stops.
(1)
………………………………………………………………………………………..................
(ii) State the name of the colourless solution.
(1)
………………………………………………………………………………………..................
(iii) How could you separate the manganese powder from the colourless solution?
(1)
………………………………………………………………………………………..................
(iv) What type of substance is formed in this reaction (other than the gas)?
(1)
………………………………………………………………………………………..................
(v) How can this product (named in (ii)) be obtained in solid form from the colourless
solution?
(1)
………………………………………………………………………………………..................
(c) Even though there is no sign of the piece of iron shown in (a) reacting with cold water,
iron does in fact react very slowly with cold water in the presence of oxygen, to give
hydrated iron oxide (rust).
Design an experiment that uses this reaction to show the percentage of oxygen in the air.
You may wish to use the following items: measuring cylinder, beaker, clamp, iron wool
(fine strings of iron), water.
Draw a labelled diagram of your experimental set up, write down which measurements
you would take, give some indication of how long you would leave the experiment to run,
explain why changes are observed during the experiment and give some example results
that you would expect.
(5)
………………………………………………………………………………………..................
………………………………………………………………………………………..................
………………………………………………………………………………………..................
………………………………………………………………………………………..................
………………………………………………………………………………………..................
………………………………………………………………………………………..................
………………………………………………………………………………………..................
………………………………………………………………………………………..................
………………………………………………………………………………………..................
………………………………………………………………………………………..................
Total marks = 20
3.
This question is about compounds of calcium.
Calcium hydroxide and calcium carbonate are white solids.
(a)
In an experiment, a small powdered sample of each of these solids is shaken with
water in a test tube. Calcium hydroxide is reasonably soluble and calcium
carbonate is insoluble.
Describe what you would see in each test tube.
(i)
calcium hydroxide and water
(2)
………………………………………………………………………………..
………………………………………………………………………………..
………………………………………………………………………………..
(ii) calcium carbonate and water
(1)
………………………………………………………………………………..
………………………………………………………………………………..
………………………………………………………………………………..
(b) (i)
Describe and explain what you would see when some universal indicator
solution is added to calcium hydroxide solution.
(2)
………………………………………………………………………………..
………………………………………………………………………………..
………………………………………………………………………………..
(ii) Why is calcium hydroxide used in agriculture?
(1)
………………………………………………………………………………..
(c)
A diagram of a bottle of the substance chalk is shown.
Chalk
CaCO3
(i) Name the three elements in chalk.
(1)
1 ...................................................................
2 ...................................................................
3 ...................................................................
(ii) Explain why chalk is called a compound.
(2)
....................................................................................................................................
....................................................................................................................................
(d) When chalk is heated, it forms a new solid and a gas.
calcium carbonate  calcium oxide + a gas
(i)
Give the name for the type of reaction that has occurred.
(1)
....................................................................................................................................
(ii)
Name the gas formed and give a test for it.
(2)
....................................................................................................................................
....................................................................................................................................
(e)
This label is from a bottle of mineral water.
OFFICIAL ANALYSIS
mg/I
CALCIUM………...….........55
MAGNESIUM…….............19
POTASSIUM……..........…..1
SODIUM………….............24
mg/I
SULPHATE…..………….23
NITRATE..…………….<0.1
IRON……..………………..0
ALUMINIUM……...……….0
HYDROGENCARBONATE……………………………248
CHLORIDE………42
DRY RESIDUE 180°C…....280
pH AT SOURCE……..7.4
SERVE CHILLED
STORE IN A COOL PLACE AWAY FROM DIRECT SUNLIGHT
(i) What do you understand by mg/l, as shown on the label?
(1)
....................................................................................................................................
....................................................................................................................................
(ii) Briefly describe what happens when sodium is placed in water.
(1)
....................................................................................................................................
....................................................................................................................................
(iii) In light of your answer to (ii), explain the presence of sodium on the label for
the water.
(1)
....................................................................................................................................
....................................................................................................................................
(f)
The mineral water in (e) is hard. Hard water contains dissolved calcium and/or
magnesium compounds.
The reason for the hardness of the water is that it has passed through limestone
(which is made of calcium carbonate).
(i)
Explain how contact with the limestone made the water hard.
(3)
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
(ii) Boiling this water removes the temporary hardness. This leads to lime scale
(calcium carbonate) forming on the heating elements in kettles. If you were to
design a kettle descaler to remove the lime scale from the kettle, explain what
type of chemical you would use.
(2)
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
Total marks = 20
END OF CHEMISTRY SECTION OF THE EXAMINATION
Name _______________________________
The King’s School Canterbury
Science Scholarship Paper 2013
Biology Section
Remember, you must do at least one of the questions in this
section.
Circle the question(s) you have attempted.
Question
1
2
3
Mark
1. The diet an organism eats can affect its body.
(a) Mice were fed one type of diet and the average body mass and average blood
glucose concentration were recorded over 28 days. The data are shown in the
table below.
(i)
Time /
days
Average body
mass / grams
Average blood glucose
concentration / mg per dm3
0
31
180
7
33
135
14
35
110
21
36
110
28
36
100
Describe the effect of time spent on the diet on the average body mass.
(3)
………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………..
(ii)
Using data in the table, explain how the study suggests there is a link
between body mass and blood glucose concentration.
(2)
……………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………..
(iii)
State the independent variable in this study.
(1)
……………………………………………………………………………………………………………………..
(iv)
All the mice were only fed the diet once they were adult. Suggest a
reason for this.
(1)
……………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………..
(v)
Suggest two variables, other than age and type of diet, which should be
kept constant to make this a fair test.
(2)
1. …………………………………………………………………………………………………………………
2. ………………………………………………………………………………………………………………..
(b) It is suggested that people should eat a balanced diet. Complete the table
below by giving a function for each of the two nutrients in the spaces provided.
(2)
Nutrient
Function
Protein
Carbohydrate
(c) A student investigated the effect of drinking cola on reaction rate.
The student used a computer programme that recorded the time between the
random appearance of a light on the computer screen and the clicking of a
computer mouse.
The student did this 10 times before drinking cola and 10 times immediately
after drinking cola. She then did it another 10 times 30 minutes after drinking
the cola.
The bar chart on the next page shows the results of her investigation.
0.30
0.25
Average time taken
0.20
to click on mouse
after a light appeared 0.15
on the computer
screen / seconds 0.10
0.05
0.00
before cola
(i)
immediately after cola
30 mins after cola
Using the bar chart, suggest how cola affects the average time taken to
respond to a light appearing on a computer screen.
(2)
……………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………..
(ii)
The student believed this was not a fair test as she had a shock just
before starting the investigation.
Use evidence from the bar chart to support this belief.
(2)
……………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………..
(d) The heart is an organ found in the human thorax.
(i)
Suggest what is meant by the term human thorax.
(1)
……………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………..
(ii)
The diagram shows the human heart.
Artery
Valves
Describe one function for each of the two labelled structures.
(2)
1. Valves: …………………………………………………………………………………………………………
……………………………………………………………………………………………………………………..
2. Artery: …………………………………………………………………………………………………………
……………………………………………………………………………………………………………………..
(iii)
Name two organs, other than the heart, found in a human. For each
organ, describe its function.
(2)
1. …………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………..
2. ………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………..
Total for Question 1 = 20 marks
2. Plants can be useful to humans for a variety of reasons.
(a) Some climbing ropes can be made from sisal, a plant material. A student
collected some sisal and investigated its strength. He did this by adding 100g
masses to a sisal sample until it broke. He used the apparatus shown below.
Sisal sample
100g mass
Soft blanket
He repeated this three times. The results of his study are shown below.
Mass added / g
100
200
300
400
500
(i)
Sample 1





Sample 2





Sample 3





Key
 = sisal not broken
 = sisal broken
Using the table, calculate the average mass needed to break the sisal.
Show your working.
(2)
Answer: ………………………………… g
(ii)
Using the table, explain why the investigation was repeated with several
samples.
(2)
……………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………..
(iii)
Suggest two functions of the soft blanket in this investigation.
(2)
1. …………………………………………………………………………………………………………………
2. …………………………………………………………………………………………………………………
(iv)
Another student stated that it would have been better to have used 50g
masses rather than 100g masses.
Suggest why it would have been better to use 50g masses.
(1)
……………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………..
Question continues on next page
(b) A number of medicinal drugs come from plants.
Some people with a medical condition were split into two groups. One group
was given a plant-based drug and the other group was not. The graph below
shows the improvement in the condition for both groups.
Percentage improvement in condition (%)
35
30
Group taking drug
25
20
15
10
Group not taking drug
5
0
0
2
4
6
8
10
Time / weeks
(i)
Describe the effect of the time spent taking the plant drug on the
improvement of the condition.
(2)
……………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………..
(ii)
Suggest two reasons why there was some improvement in the
condition for the group not taking the plant drug.
(2)
……………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………..
(iii)
Suggest two variables that should have been kept constant when
selecting the people for this study.
(2)
1. …………………………………………………………………………………………………………………
2. …………………………………………………………………………………………………………………
(c) Bioplastic is made from starch and behaves like plastic made from oil.
(i)
Suggest two advantages of using bioplastic rather than plastic.
(2)
1. …………………………………………………………………………………………………………………
2. …………………………………………………………………………………………………………………
(ii)
Suggest one disadvantage of using bioplastic rather than plastic.
(1)
……………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………..
(iii)
Describe how you might test bioplastic to show that it was made from
starch.
(2)
……………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………..
(iv)
Suggest the function of starch in a plant cell.
(1)
……………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………..
(v)
Give one way that a plant cell would differ from an animal cell, other
than the presence of starch.
(1)
……………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………..
Total for Question 2 = 20 marks
3. Humans can change the environment through actions such as pollution and
deforestation.
(a) A student investigated the effect of the gas sulphur dioxide on the survival of
one type of water plant. She set up the apparatus shown below and recorded
the number of plants surviving after 10 days.
Sealed bag
Atmosphere containing
sulphur dioxide
1 of 20 water plants
Solution containing
water and minerals
She repeated the investigation using five different concentrations of sulphur
dioxide and the results are shown in the graph below.
Number of water plants
surviving out of 20
25
20
15
10
5
0
0
2
4
6
8
10
Concentration of sulphur dioxide / arbitrary units
(i)
Describe the effect of increasing concentration of sulphur dioxide on the
number of water plants surviving.
(3)
……………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………..
(ii)
The student wondered whether a concentration of sulphur dioxide of less
than 10 arbitrary units could have led to zero survival of water plants.
Suggest how she could investigate this.
(2)
……………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………..
(b) Deforestation is the removal of trees from an area. The data in the table
below shows the number of different species of dung beetle and the total mass
of dung beetles in three areas with different levels of deforestation.
Description of area
No
Minor
Major
deforestation deforestation deforestation
Number of different species of
dung beetle found
23
22
20
Total mass of dung beetles / kg
28
30
40
(i)
Compare the number of different species of dung beetle with the total
mass of dung beetles.
(1)
……………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………..
(ii)
Suggest an explanation for the relationship between the number of
different species of dung beetle and the level of deforestation.
(2)
……………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………..
(iii)
Calculate the percentage change in the total mass of dung beetles
between the area with major deforestation compared with the area with
no deforestation. Show your working.
(2)
Answer: ………………………………………. %
(c) Global warming may decrease the amount of arctic ice, and therefore, the
habitat of the polar bear.
The polar bear is the top predator in this cold environment and mainly preys
upon seals. The seals eat fish.
(i)
Suggest why the polar bear has white fur.
(1)
……………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………….
(ii)
Fur is one characteristic of mammals. Name one other characteristic of
mammals.
(1)
……………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………….
(iii)
Describe and explain what would happen to the fish population if the
polar bear numbers declined.
(2)
……………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………….
(d) Water is important to all organisms.
(2)
Name a process in plants that
1. uses water and carbon dioxide: ………………………………………………………………….
2. produces water and carbon dioxide: …………………………………………………………
(e) Osmosis involves the movement of water from a region of high water
concentration to a region of lower water concentration.
(i)
Place a tick () in the box which shows the solution that contains the
most water for the same volume.
(1)
Concentrated sugar solution
Dilute salt solution
(ii)
An uncooked potato was placed in distilled water. After one hour the
mass of the potato had increased. Explain why the potato increased in
mass in terms of osmosis.
(3)
……………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………..
Total for Question 3 = 20 marks
THE KING’S SCHOOL, CANTERBURY
SCHOLARSHIP ENTRANCE EXAMINATION
February 2012
SCIENCE
1 hour 50 minutes
Contained in this package are the Physics, Chemistry and Biology sections.
You are to do FIVE (5) questions in total. Each question is worth 20 marks.
You must select one question from EACH section.
You have a free choice for the further two questions.
You have 10 minutes to read through the question papers before writing,
and then 20 minutes for each question.
Write your name on the front of every section booklet and circle the questions attempted.
You will need a calculator and ruler.
Name _______________________________
The King’s School, Canterbury
Science Scholarship Paper – February 2012
Physics Section
Remember, you must do at least one of the questions in this
section.
Circle the question(s) you have attempted.
Question
Mark
1
2
3
1
QUESTION 1
The density of an object is a measure of how much matter there is within a set volume. It
can be calculated using the following equation
Density (in kg/m3) = mass (in kg) / volume (in m3)
a)
In the diagram below, the tanks contain two different liquids, X and Y.
0.2m
0.4m
0.5m
0.5m
Liquid X
mass 80kg
i)
0.5m
0.5m
Liquid Y
mass 50kg
What is the volume of each liquid in m3?
Volume of liquid X …………………………………………………………………………………………………………………
Volume of liquid Y ………………………………………………………………………………………………………………..
(2 marks)
ii)
If you had 1m3 of the liquid X, what would its mass be?
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
(2 marks)
iii)
What is the density of liquid X?
……………………………………………………………………………………………………………………………………………..
(1 mark)
2
iv)
What is the density of liquid Y?
……………………………………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………………………………….
(1 mark)
b)
A shipping company packs metal bars into crates. Each bar has the dimensions
shown below (not drawn to scale), and each crate can only take 70kg of metal.
0.05m
0.04m
0.20m
i)
If the bars are made of gold (density = 19 000 kg/m3), how many whole bars can be
packed into a crate? You may assume that the shape of the bars will not limit the
number that can go in the crate.
……………………………………………………………………………………………………………………………………………...
……………………………………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………………………………….
(3 marks)
ii)
A different crate has iron bars of the same dimensions packed into it. The density of
iron is 8000kg/m3. How many bars are in this crate?
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………….
(2 marks)
3
c)
The density of water is 1000 kg/m3. A pupil observes that while swimming in the
pool, she floats when she breathes fully in and sinks when she breathes fully out.
i)
Explain why this happens in as much detail as you can.
……………………………………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………………………………….
(3 marks)
ii)
Estimate the average value of her density before she takes a deep breath.
……………………………………………………………………………………………………………………………………………….
(1 mark)
iii)
She knows that her mass is 38kg. Using your estimated value of density, calculate her
volume.
………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………….
(2 marks)
iv)
Describe an experiment that she could carry out to check that this volume is
accurate. Give details of any equipment that you would need and any measurements
that you would need to make.
……………………………………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………….
(3 marks)
END OF QUESTION 1
4
QUESTION 2
a)
A boy throws a ball into the air. The diagram below shows the ball at 3 stages in its
path as it travels through the air.
i)
At each of the 3 stages shown above, draw arrows to show the direction of the
force(s) acting on the ball. (You can ignore air resistance since it will be very small.)
Label the forces that you have drawn.
(3 marks)
ii)
How does the speed of the ball change as it travels through the air?
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
(2 marks)
5
The ball is made from rubber. It hits the ground and bounces back up again.
iii)
Describe in as much detail as you can, the energy changes taking place as it strikes
the ground and bounces up again.
………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………………………………….
(3 marks)
Question 2 continues on the next page
6
b)
A ticker timer is a device that makes a series of dots on a strip of paper at a steady
rate of 50 dots every second.
Series of dots seen on the
ticker tape
In an experiment one end of a long strip of paper was pinned to a child’s clothes. As
the child moved forward, she pulled the paper strip through a ticker timer. At the
end of the experiment the marked paper was cut into 10-space pieces.
There were twelve 10-space pieces of paper. They were stuck onto a chart in order.
The figure below shows the chart.
7
i)
Write down the number of the piece which shows the greatest speed. Explain your
answer.
………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………….
(2 marks)
ii)
Which group of 3 pieces shows when the child was slowing down?
……………………………………………………………………………………………………………………………………………….
(1 mark)
The figure below shows the arrangement of dots on piece number 8.
iii)
What length of time is shown by piece number 8? Show all of your workings.
……………………………………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………………………………….
(3 marks)
iv)
Calculate the speed at which the child moved to produce piece number 8.
Include a suitable unit.
……………………………………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………………………………….
(3 marks)
8
v)
Does the value that you calculated in (iv) represent the speed at which the child was
actually moving at that time? Circle yes or no.
Yes / No
Explain how the evidence in piece number 8 supports your conclusion.
…………..............................................................................................................................
……………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………
(3 marks)
END OF QUESTION 2
9
QUESTION 3
In an experiment to test the effectiveness of an insulating material, hot water was poured
into a test tube and the water temperature was measured at intervals while it cooled. The
test was then repeated with another test tube wrapped in insulating material. The results
are shown below:
Temperature (oC)
Time (secs)
0
60
120
180
240
300
ai)
Unwrapped tube
70.0
64.0
60.0
57.0
55.0
53.5
Wrapped tube
70.0
67.0
64.5
62.0
60.0
58.5
Plot 2 graphs on the same axis of temperature (on the y axis) against time for both
the wrapped and unwrapped tubes. Draw in lines/curves of best fit.
(7 marks)
10
ii)
How long did each tube take to cool from 70oC to 65oC?
Unwrapped tube
.........................................................................................................................................
Wrapped tube
.........................................................................................................................................
(2 marks)
iii)
How effective was the insulating material? Use your values to justify your answer.
....................................................................................................................................................
………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………….
(2 marks)
Question 3 continues on the next page
11
b)
A second experiment was set up as shown below to investigate the effect of heating
water from room temperature:
Thermometer B
Thermometer A
Water
i)
Draw a sketch graph on the axes below showing what you would expect to happen
to the temperature on the two thermometers over time. Label your lines A and B.
temperature/oC
o
20 C
time
(2 marks)
ii)
How is heat transmitted to the thermometer labelled B, other than by conduction,
convection and radiation?
………………………………………………………………………………………………………………………………………………
(1 mark)
12
iii)
Explain the shape of your sketch graph for each of the thermometers.
………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………………………………….
(2 marks)
iv)
In an experiment with this apparatus it was found that the temperature of 500g of
water was raised from room temperature (20oC) to boiling point (100oC) in 8 minutes
exactly. The Bunsen burner had a heat output of 875 Joules per second. What
percentage of the heat from the Bunsen passed into the water?
(It takes 4.2 Joules to heat 1g of water through 1oC)
……………………………………………………………………………………………………………………………………………....
……………………………………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………………………………….
(4 marks)
END OF QUESTION 3
13
Name _______________________________
The King’s School, Canterbury
Science Scholarship Paper – February 2012
Chemistry Section
Remember, you must do at least one of the questions in this
section.
Circle the question(s) you have attempted.
Question
Mark
1
2
3
1
QUESTION 1
Germanium is a white, shiny, brittle element. It is used in the electronics industry
because it is able to conduct a small amount of electricity.
Figure 1: Elemental germanium
Germanium is made from germanium oxide obtained from flue dusts of zinc and lead
smelters. The impure germanium oxide from the flue dusts is changed into germanium
by the process outlined below.
STEP 1
The germanium oxide is reacted with hydrochloric acid to make
germanium tetrachloride. This is a volatile liquid in which the
germanium and chlorine atoms are joined by covalent bonds.
STEP 2
The germanium tetrachloride is distilled off from the mixture.
STEP 3
The germanium tetrachloride is added to an excess of water to
produce germanium oxide and hydrochloric acid.
Steps 1 – 3 are repeated several times.
STEP 4
(a)
The pure germanium oxide is reduced by hydrogen to form
germanium.
Balance the equation below which represents the reaction in step 1.
___ GeO2 + ___ HCl → ___ GeCl4 + ___ H2O
2 marks
(b)
Suggest why steps 1 to 3 are repeated several times.
.....................................................................................................................
.....................................................................................................................
1 mark
2
(c)
The equation which represents the reaction in step 4 is shown below.
GeO2 + 2H2 → Ge + 2H2O
(i)
Explain what is meant by the term ‘reduced’.
.....................................................................................................................
.....................................................................................................................
1 mark
(ii)
52.5 g of germanium oxide, treated in this way, reacted with 2 g of hydrogen
to give 36.5 g of germanium and 18 g of water.
Describe two chemical tests for water.
[You must include any colour changes that would be observed].
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
2 marks
(iii)
On heating strongly in air, germanium gives germanium oxide (GeO2).
What is the maximum mass of germanium oxide you could get from 14.6 g
of germanium?
.....................................................................................................................
.....................................................................................................................
2 marks
3
(d)
Germanium is difficult to classify as either a metal or a non-metal.
(i)
Give as much evidence as you can from the information in this question to
support the view that germanium is a metal. Explain your answer as fully as
you can.
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3 marks
(ii)
Give as much evidence as you can from the information in this question to
support the view that germanium is a non-metal. Explain your answer as
fully as you can.
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3 marks
4
(e)
Neodymium (Nd) is a member of the group of elements known as the lanthanides.
It is a silvery, white metal. It has a number of uses including making special
alloys.
In the reactivity series of metals neodymium is above magnesium but below
calcium. Predict how neodymium might react with each of the substances in (i) to
(iii).
If you think a reaction will take place you should suggest how vigorous it might
be and name the product(s) that might be produced.
(i)
How might neodymium react with water?
Reaction.......................................................................................................
.....................................................................................................................
Product(s)....................................................................................................
.....................................................................................................................
2 marks
(ii)
How might neodymium react with air?
Reaction.......................................................................................................
.....................................................................................................................
Product(s)....................................................................................................
.....................................................................................................................
2 marks
(iii)
How might neodymium react with dilute hydrochloric acid?
Reaction.......................................................................................................
.....................................................................................................................
Product(s)....................................................................................................
.....................................................................................................................
2 marks
END OF QUESTION 1
5
QUESTION 2
Known crude oil reserves are being used up rapidly. Crude oil is used to produce many
useful fuels, such as petrol. One way to conserve crude oil reserves would be to
increase the production of bio-fuels.
(a)
Ethanol can be produced for use as a bio-fuel. Cars can be powered by ethanol
or ethanol–petrol mixtures.
Sugar cane can be fermented to give a mixture of water (boiling point 100 C) and
ethanol (boiling point 78 C).
(i) How can ethanol be separated from water?
.....................................................................................................................
Draw a labelled diagram of the apparatus you would use.
4 marks
(ii)
Ethanol, C2H5OH, burns to release heat energy.
Complete the balanced symbol equation by writing in the formulae of the
two products.
C2H5OH + 3O2 → 2 ……….. + 3 ………..
2 marks
6
(b)
Burning the monosaccharide glucose, C6H12O6, gives the same products as
burning ethanol. Suggest why.
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1 mark
(c)
The cost of producing a bio-fuel, such as ethanol, by fermentation, is at least
three times higher than the production cost of petrol. It costs less to produce
ethanol from alkanes. In the production, the vapour of an alkane is passed over a
hot catalyst.
C 6 H14 Hot catalyst C 2 H 6 2C2 H 4


hexane
ethane ethene
Ethene is then converted into ethanol.
(i)
Which word best describes the process of converting hexane into ethene?
Circle the correct answer and give an explanation in the space below.
dehydration
decomposition
dissolving
desorption
.....................................................................................................................
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2 marks
(ii)
Suggest the name of the compound that is added to ethene, C2H4, to
produce ethanol, C2H5OH.
.....................................................................................................................
1 mark
7
(d)
As explained in parts (a) and (c), ethanol can be made using either sugar or
alkanes as the starting material.
Evaluate the advantages and disadvantages of using these two starting materials
to produce ethanol.
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4 marks
(e)
Read the passage below:
Since 2000 there has been a lot more research into alternative, environmentallyfriendly fuels for road transport. Several pollutants are found in the exhaust
emissions produced when fossil fuels are used for road transport. Carbon
monoxide (CO) interferes with the way that red blood cells carry oxygen. Carbon
dioxide (CO2) increases the level of carbon dioxide in the atmosphere and causes
global warming. Oxides of nitrogen (NOx) are produced at high temperatures
when nitrogen and oxygen from the atmosphere combine. Sulfur dioxide (SO2) is
produced when sulfur impurities in the fuel combine with oxygen in the
atmosphere. Tiny particles of solids are produced when the fuel does not burn
completely. This increases the level of particulates (PM10) in the atmosphere.
Diesel obtained from crude oil is often called fossil diesel. Biodiesel can be made
from many vegetable oils. One research project compared the exhaust emissions
when fossil diesel or biodiesel were used as fuels.
8
Some of the relative amounts of these exhaust emissions are shown in the bar
chart.
(i)
Use your knowledge and the information above to explain the environmental
benefits of using biodiesel as a sustainable, low pollution fuel.
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3 marks
9
(ii)
Biodiesel is called a green fuel.
This is because the life-cycle emission of carbon dioxide from biodiesel is
less than that from fossil diesel.
Use your knowledge and the information above to explain why biodiesel’s
contribution to global warming is considered to be much less than that of
fossil diesel.
.
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3 marks
END OF QUESTION 2
10
[Blank Page]
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QUESTION 3
This question is about acids, alkalis and salts.
Acids, alkalis and salts are commonly found around the home.
(a)
Baking powder contains sodium hydrogencarbonate mixed with an acid.
(i)
When water is added, the baking powder releases carbon dioxide. How
could you test the gas to show that it is carbon dioxide?
Test…..........................................................................................................
Result….......................................................................................................
2 marks
(ii)
When sodium hydrogencarbonate reacts with sulphuric acid, three
products are formed. Name all three products.
.....................................................................................................................
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2 marks
(b)
Photographic film often contains the salt silver bromide. Silver bromide is
changed by light to form silver which appears as a black solid. This darkens the
photographic film.
A photographic film can be made by coating thin transparent plastic with a gel
containing silver bromide.
The main steps in making this photographic film are as follows:
Step 1
Gelatine is dissolved in warm water to make a solution.
Step 2
Compound A, a soluble compound which contains bromide ions, is
dissolved into this solution.
Step 3
The lights are turned out in the darkroom.
Step 4
Compound B, a soluble compound which contains silver ions, is
dissolved in water.
Step 5
The solution of compound B is added to the solution containing
compound A and gelatine. Solid silver bromide is formed.
Step 6
The warm mixture is poured onto thin, transparent plastic film.
Step 7
The mixture sets to form a gel containing solid silver bromide.
12
The table below gives information about the solubility of some compounds.
SOLUBLE
INSOLUBLE
All sodium and potassium salts
All nitrates
Most chlorides, bromides and iodides
Silver and lead chlorides, bromides and
iodides
Most sulphates
Lead sulphate and barium sulphate
Sodium, potassium and ammonium
carbonates
Most other carbonates
(i)
Use the table to help you to name suitable compounds for A and B.
Compound A................................................................................................
Compound B................................................................................................
2 marks
(ii)
Suggest why the lights are turned out at step 3 in this method of making a
photographic film.
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1 mark
(iii)
Suggest what type of chemical reaction takes place when the compounds
are mixed in step 5?
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1 mark
13
(c)
Zinc granules react slowly with cold dilute sulphuric acid to give hydrogen gas and
a colourless solution of zinc sulphate.
Zn(s)
+
H2SO4(aq)
→
ZnSO4(aq)
+
H2(g)
Small amounts of copper(II) sulphate are often added to the mixture to increase
the rate of the reaction. The copper(II) sulphate reacts with some of the zinc to
produce copper. The copper in contact with the zinc speeds up the reaction.
Design an experiment to find out whether the rate of reaction depends on how
much copper(II) sulphate you add. Full practical details are not required.
Your answer should include the following:

A labelled diagram of the apparatus
(3 marks)

A table for your results
(2 marks)

Details of what you will change (independent variable) and what you will
measure in the investigation (dependent variable)
(3 marks)

Details of how you are going to make the experiment reliable and a fair
test
(4 marks)
Labelled diagram:
Question 3 continues on the next page
14
Results table:
Other details:
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Question 3 continues on the next page
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END OF QUESTION 3
16
Name _______________________________
The King’s School, Canterbury
Science Scholarship Paper – February 2012
Biology Section
Remember, you must do at least one of the questions in this
section.
Circle the question(s) you have attempted.
Question
Mark
1
2
3
1
QUESTION 1
The skeleton and muscles interact to allow coordinated movement to occur.
The diagram below shows the bones and muscles of the arm.
Triceps muscle
A
(a) Using the diagram, give one function of the shoulder blade.
…………………………………………………………………………………………………………………………………………….
(1)
(b) Name muscle A.
…………………………………………………………………………………………………………………………………………….
(1)
(c) Describe how the triceps muscle and A interact to allow the 5Kg weight to be raised upwards.
………………………………………………………………………………………………………………………………………….…
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(3)
2
(d) Suggest two organs protected by the human skeleton.
1: ………………………………………………………………………………………………………………………………………..
2: ………………………………………………………………………………………………………………………………………..
(2)
(e) A study was carried out on rats fed on a diet lacking calcium. The rats were then split into six
groups and each group was fed a diet with a different concentration of calcium in it. After a
month the length of the lower leg bone was measured and the calcium concentration in the
lower leg bone was found.
The results are shown in the table.
Calcium concentration in the
diet / %
0.0
0.2
0.4
0.6
0.8
1.0
Lower leg bone length
/ cm
2.58
2.61
2.59
2.60
2.60
2.58
Calcium concentration in bone
/ mg
25
30
50
57
60
60
(i) Using the table, suggest a conclusion for the effect of calcium concentration in the diet on lower leg
bone length.
……………………………………………………………………………………………………………………………………………….
(1)
(ii) Describe the effect of varying calcium concentration in the diet on the calcium concentration in the
lower leg bone.
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(3)
3
(iii) Suggest the effect on the lower leg bone of it having a low calcium concentration.
………………………………………………………………………………………………………………………………………………
(1)
(f) An excess of calcium in the human body can be harmful. Calcium can deposit in the heart and
arteries.
(i) Suggest one disadvantage of calcium depositing in the heart.
…………………………………………………………………………………………………………………………………………….
(1)
(ii) Suggest the differences between the roles of an artery and the roles of a vein.
…………………………………………………………………………………………………………………………………………….
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(2)
(g) Calcium and fluoride are important minerals for human teeth.
(i) Explain how fluoride may help fight tooth decay.
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(3)
(ii) Name two types of teeth found in the jaw of a human.
1: ………………………………………………………………………………………………………………………………………….
2: ………………………………………………………………………………………………………………………………………….
(2)
END OF QUESTION 1
4
QUESTION 2
Green plants carry out the process of photosynthesis.
(a) Below is a partially completed word equation for photosynthesis.
carbon dioxide
+
A
light energy
and B
gas C
+
glucose
(i) Name chemicals A and B.
A: ………………………………………………………………………………………………………………………………………….
B: ………………………………………………………………………………………………………………………………………….
(2)
(ii) Most plants covert the glucose formed into another substance called starch. Below is a table
showing four solutions. Complete the table by filling in the colour of the solution if iodine is added to
each solution 30 minutes after the solution was made. All solutions were stored at 300C.
Solution
Colour of Solution
Glucose solution
Starch solution
Glucose and amylase solution
Starch and amylase solution
(4)
5
(b) A student investigated the effect of varying light intensity on the production of bubbles of gas C
by a piece of pondweed called Elodea. She varied the light intensity by moving the pondweed
closer or further away from the light.
The results of her investigation are shown in the graph below.
(i) Describe the effect of increasing the light intensity on the number of bubbles of gas C formed
per minute.
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
(2)
(ii) Using the graph, state the difference in distance the pondweed must be moved to reduce the
number of bubbles of gas C produced per minute from 250 to 125.
………………………………………………………………………………………………………………………………………………
(1)
(iii) Suggest what would happen to the number of bubbles of gas C per minute if the carbon dioxide
available to the pondweed started to run out. Give a reason for your answer.
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6
(2)
(c) In another study, a student tried to prove that light was required to produce starch using a
plant. He asked his teacher to destarch the plant.
(i) Describe how the plant was destarched.
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
(2)
(ii) Explain the importance of destarching the plant in this study.
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(2)
(d) The table below shows the rate of uptake of a element called rubidium by three different cress
plants called P, Q and R.
Concentration of rubidium
in the soil / µM
100
Rate of uptake of rubidium per minute
Plant P
Plant Q
Plant R
28
16
11
The roots of one of the cress plants had long root hairs, one had roots with short root hairs and one had
roots with hair hairs that did not work.
Suggest which cress plant, P, Q or R had roots with long functioning root hairs. Give reasons for your
answer.
Plant: ………………………………..
Reasons: ……………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
7
(3)
(e) Other minerals include nitrates and magnesium. Suggest one function for each of these two
minerals in cress.
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
(2)
END OF QUESTION 2
8
QUESTION 3
The variety of life on Earth is vast.
(a) When classifying organisms, we can place a dog into Kingdom Animal and an oak tree into Kingdom
Plant. Name two other kingdoms.
1: ………………………………………………………………………………………………………………………………………….
2: ………………………………………………………………………………………………………………………………………….
(2)
(b) Plants and animals are made up of cells.
The diagram below shows a typical plant cell.
A
F
B
E
C
D
Which one of the structures labelled in the above diagram would be stained by methylene blue? Give a
function of this structure.
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
(2)
9
(c) Animals and plants interact in a variety of ways. The food web below shows a feeding interaction.
Plant
T
Animal A
Animal B
Animal C
Animal D
Animal E
Suggest how you would reliably estimate the numbers of plant T in an area 30m by 20m.
………………………………………………………………………………………………………………………………………………
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………………………………………………………………………………………………………………………………………………
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(4)
Question 3 continues on the next page
10
(d) The numbers of animal B were estimated every 10 years between 1885 and 1935 in the same area.
The results are shown below.
Year
Numbers of animal B
1885
82
1895
60
1905
58
1915
42
1925
41
1935
42
(i) Using the table, describe the change in numbers of animal B between 1885 and 1935.
………………………………………………………………………………………………………………………………………………
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(3)
(ii) Using the food web, suggest why its numbers were changing between 1885 and 1895.
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(3)
11
(e) Animal C was identified, by scientists, as an insect. Suggest how the scientists identified it as an
insect, rather than a spider.
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(3)
(f) Animal E was a mammal.
(i) A population of animal E showed continuous and discontinuous variation. Suggest one example of
continuous variation and one example of discontinuous variation.
Continuous: ..…………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
Discontinuous: ………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
(2)
(ii) Animal E has a mean life expectancy (how long it is likely to live) of 5 years. One pair can start to
breed at 1 year old and can produce three litters, of up to four offspring, per year. Calculate the
maximum number offspring this one pair could produce over their mean life expectancy.
Answer: …………………………(1)
END OF QUESTION 3
12