8A Practice Questions - Brockington College · (d)€€€€ Table 2 shows the recommended daily...

8A Practice Questions

minutes

marks

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Q1. The drawings show the amounts of different substances in 100 g of full-cream milk and 100 g of skimmed milk.

(a) Use the information in the drawings to complete the sentence.

When skimmed milk is made from full-cream milk, most of the

............................................ is taken out. 1 mark

(b) (i) Look at the drawings. Which substance in milk do we need for strong bones and teeth?

.......................................................... 1 mark

(ii) How are substances carried around the body?

................................................................................................................ 1 mark

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(c) (i) Which animals produce milk to feed their young? Tick the correct box.

amphibians birds

mammals reptiles1 mark

(ii) A baby fed on its mother’s milk gets fewer infections. What is the reason for this? Tick the correct box.

The milk contains antibodies.

The milk contains water.

The milk is at body temperature.

The milk is a liquid. 1 mark

maximum 5 marks

Q2. Carbohydrate, fat and protein are three types of nutrient.

(a) Give the names of two other types of nutrient needed for a balanced diet.

1. .................................................................................................................

2. ................................................................................................................. 2 marks

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A balanced diet contains a variety of foods. Some food groups are shown in the table. They are labelled A to D.

(b) Which food group contains the highest percentage of the nutrient used by the body for growth and repair?

Tick the correct box.

1 mark

(c) Fibre is not digested but helps the digestion process. Which food group contains the most fibre?


1 mark

(d) Use the information in the table to suggest why milk is better for babies than ice-cream.

.....................................................................................................................

..................................................................................................................... 1 mark

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(e) 100 g of dried coconut has more energy stored in it than an equal mass of dried potato.

Give the reason for this.

.....................................................................................................................

..................................................................................................................... 1 mark

Maximum 6 marks

Q3. Table 1 gives information about 100 g of five different foods.

table 1

food energy

per 100 g nutrients per 100 g of each food

of food

(kJ) protein

(g) fat (g)

carbohydrate (g)

calcium (mg)

banana 403 1.2 0.3 23.2 6

wholemeal bread 914 9.2 2.5 41.6 54

butter 3031 0.5 81.7 0 15

cheese 1708 22.5 34.4 0.1 720

milk 275 3.2 3.9 4.8 115

(a) Look at table 1.

(i) Which of the four nutrients, protein, fat, carbohydrate or calcium, provides most of the energy in the cheese?

................................................................................................................

(ii) Which of the four nutrients provides most of the energy in the wholemeal bread?

................................................................................................................

(iii) Which of the four nutrients is needed for growth and repair?

................................................................................................................ 3 marks

(b) The recommended daily amount of protein for a woman is 45 g. Look at table 1. How many grams of cheese would provide 45 g of protein? Tick the correct box.

1 mark

50 g 100 g 150 g 200 g

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(c) Not all the types of nutrients needed for a balanced diet are shown in table 1.

Give the name of one of the missing types of nutrient.

............................................................. 1 mark

(d) Table 2 shows the recommended daily amount of calcium for a person in four stages of the human life cycle. We need calcium for healthy teeth and bones.

table 2

person recommended daily amount

of calcium (mg)

a baby aged 6 months 600

a woman before she is pregnant 500

a pregnant woman 1200

a breast-feeding woman

(i) Use information in table 2 to estimate how much calcium a breast-feeding woman should have each day.

............. mg

(ii) Explain why she would need this amount of calcium.

................................................................................................................

................................................................................................................ 2 marks

maximum 7 marks

Q4. (a) Pineapple juice contains a substance that speeds up the digestion of protein.

(i) What is the name for substances that speed up digestion?

............................................................ 1 mark

(ii) What happens to a molecule of protein during digestion?

...............................................................................................................

............................................................................................................... 1 mark

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(b) Asim did an experiment to investigate the digestion of gelatin. Gelatin is the protein in jelly. In test tubes A and B he used one cube of jelly in each. In test tube C he used one cube of jelly that he had chopped up.

A B C 5 g jelly cube 5 g jelly cube 5 g jelly cube + + chopped into

15 cm3 15 cm3 fresh pieces

cold water pineapple + juice 15 cm3 fresh pineapple juice

He recorded how long it took for the jelly to be digested in each test tube. The table below shows his results.

test tube result

A not digested after 2 hours

B jelly digested in 2 hours

C jelly digested in 1 hour

(i) What was the purpose of test tube A?

...............................................................................................................

............................................................................................................... 1 mark

(ii) It is helpful to chew your food. How do the results in test tube C show this?

...............................................................................................................

............................................................................................................... 1 mark

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(c) The substances that speed up digestion stop working when they have been boiled.

(i) What does Asim need to put in a fourth test tube to test this in his experiment? Label test tube D. Test tubes A, B and C contain the same as in the first experiment.

A B C D 5 g jelly 5 g jelly cube 5 g jelly cube ............................ cube + chopped into

+ 15 cm3 fresh pieces ............................

15 cm3 pineapple + +

cold water juice 15 cm3 fresh

pineapple ............................ ............................ ............................

2 marks

(ii) Predict what Asim would observe in test tube D after 2 hours.

............................................................................................................... 1 mark

maximum 7 marks

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Q5. (a) The drawings below show three objects made from copper.

Draw a line from each object to the reason for using copper for that object. Draw only three lines.

3 marks

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(b) Brass is a mixture of copper and zinc. Some keys are made from brass

Why is brass more suitable than copper for a key? Tick the two correct boxes.

2 marks

Brass does not bend as easily as copper.

Brass is a paler colour than copper.

Brass is harder than copper.

Brass is not as shiny as copper.

Brass is not such a good conductor of electricity as copper.

Brass is not such a good conductor of heat as copper.

(c) Zinc melts at 420°C.

Copper melts at 1085°C.

A scientist heated a mixture of pieces of zinc and pieces of copper to 600°C in a dish.

What would be in the dish at 600°C?

1 mark maximum 6 marks

liquid zinc and liquid copper

liquid zinc and solid copper

solid zinc and liquid copper

solid zinc and solid copper

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Q6. Krypton is an element which is a non-metal. Tungsten is an element which is a metal.

(a) The lines show one property of krypton and one property of tungsten. Draw two more lines from each element to its other properties.

4 marks

(b) The diagram shows a light bulb.

Give two properties which make tungsten a good material for light bulb filaments. Choose from the list of properties above.

1. ..................................................................................................................

2. .................................................................................................................. 2 marks

Maximum 6 marks

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Q7. An alloy is a mixture of elements. The table shows the mass of each element present in 100 g of five different alloys, bronze, solder, steel, stainless steel and brass.

mass of each element in 100 g of alloy

alloy lead (g)

tin (g)

copper (g)

zinc (g)

carbon (g)

iron (g)

chromium (g)

nickel (g)

bronze 4 95 1

solder 62 38

steel 1 99

stainless steel

70 20 10

brass 67 33

(a) Which alloy in the table above contains an element which is a non-metal?

............................................................. 1 mark

(b) Which two alloys in the table contain only two metals?

........................................................ and ......................................................... 1 mark

(c) Another alloy called nichrome contains only the elements chromium and nickel. 100 g of nichrome contains 20 g of chromium.

How much nickel does it contain?

……… g 1 mark

(d) Before 1992, two-pence coins were made of bronze. Steel rusts but bronze does not rust.

(i) Why does bronze not rust? Use information in the table above to help you.

...............................................................................................................

............................................................................................................... 1 mark

(ii) Rusting requires water and a gas from the air. Give the name of this gas.

............................................................. 1 mark

maximum 5 marks

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Q8. A science teacher showed her class three experiments, A, B and C. The experiments and the word equations for the reactions that took place are shown below. All the experiments were done in a fume cupboard.

(a) From the substances in experiments A, B and C, above, give the name of:

(i) one metallic element;

............................................................. 1 mark

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(ii) one non-metallic element;

............................................................. 1 mark

(iii) two compounds.

................................................... and ................................................... 1 mark

(b) In experiment B, the iron filings weighed 2.0 g at the beginning of the experiment and the iron sulphide produced weighed 2.8 g.

Explain this increase in mass.

.........................................................................................................................

......................................................................................................................... 1 mark

(c) Complete the word equation for the chemical reaction in experiment C.

copper + chlorine ? ............................................................. 1 mark

maximum 5 marks

Q9. Magnesium burns in air giving a very bright light.

(a) Complete the word equation below to show this reaction.

magnesium + ............................................. → ........................................... 1 mark

The diagram shows four gas-jars. Each contains a different gas. Burning magnesium is put into each jar.

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(b) In one of the gas-jars, the magnesium goes out immediately. Name the gas in this jar.

............................................................ 1 mark

Explain your answer.

......................................................................................................................

...................................................................................................................... 1 mark

Maximum 3 marks

Q10. (a) Draw a line from each change of state to the correct name. Draw only four lines.

3 marks

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(b) Kate made some ice cubes from pure water. She used a sensor to measure the temperature of the ice.

What temperature will the sensor show when the ice is melting?

............. °C 1 mark

(c) Kate made some more ice cubes from salt solutions. She used a different amount of salt in each ice cube.

The table shows the temperature at which the ice cubes melted.

Look at the table above. As the mass of salt increased, what happened to the temperature at which the ice cube melted?

........................................................................................................................ 1 mark

mass of salt in each ice cube (g)

temperature ice cube melted (°C)

5 −4

10 −8

15 −11

20 −15

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(d) In very cold weather a mixture of salt and sand is spread on roads.

Why are salt and sand used? Tick the two correct boxes.

2 marks

maximum 7 marks

Q11. Two pupils investigated the effect of temperature on how fast oil flows through a funnel. They used the equipment in the photograph below.

(a) They measured the time taken for all the oil to flow through the funnel.

What equipment did they use to measure the time?

........................................................................................................................ 1 mark

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(b) Complete the table below to show what they should do with each factor in their investigation. Tick one box for each factor.

2 marks

factor change it keep it the same measure it

temperature of the oil

type of oil

volume of oil

time taken for all the oil to flow through the funnel

(c) (i) Look at their results in the table below.

What happens to the time taken for the oil to flow through the funnel as its temperature increases?

...............................................................................................................

............................................................................................................... 1 mark

temperature of oil (°C)

time taken for all the oil to flow through the funnel (s)

22 131

40 35

60 22

80 19

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(ii) How long would it take for all the oil to flow through the funnel at 15°C?

Choose from the following times. Tick the correct box.

15 seconds

80 seconds

131 seconds

180 seconds

1 mark maximum 5 marks

##

Some crushed ice at –20° C was placed in a beaker. A thermometer was put into the ice, and the beaker was heated gently for 15 minutes.

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The graph shows how the reading on the thermometer changed over the 15 minutes.

(a) By how much did the temperature in the beaker change during the 15 minutes?

.............................................. °C 1 mark

(b) Which letter on the graph shows:

(i) when the ice is melting? ......................................... 1 mark

(ii) when the water is boiling?........................................ 1 mark

(c) During the experiment, the beaker and its contents were quickly removed from the heat and weighed on a balance at the following times.

at 0 minutes

at 5 minutes

at 10 minutes

at 15 minutes

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(i) At which two times would you expect the readings on the balance to be the same?

....................... minutes and .................... minutes 1 mark

(ii) Between which two of these times was the mass of the contents of the beaker changing most rapidly?

....................... minutes and .................... minutes 1 mark

Maximum 5 marks

Q13. A test tube of crushed ice is taken out of a freezer and left in a warm room. The graph shows how the temperature in the test tube changes.

(a) What is happening to the ice at stage B?

...................................................................................................................... 1 mark

(b) Why does the temperature of the water stop rising at 23°C (stage D)?

......................................................................................................................

...................................................................................................................... 1 mark

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(c) Four descriptions of the ways molecules could move are given below.

They vibrate around fixed points.

They move past each other and are close together.

They move in straight lines, colliding occasionally.

They all move in the same direction at the same speed.

(i) How do the molecules move at stage A? Write A in the correct box above.

1 mark

(ii) How do the molecules move at stage C? Write C in the correct box above.

1 mark

(d) Ice from a freezer is put in a glass of water at room temperature. The ice floats in the water.

(i) What does this show about the density of the ice compared to that of water?


Ice is more dense than water.

Ice and water have the same density.

Ice is less dense than water.

Ice has a density of zero. 1 mark

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(ii) The fact that ice floats in water tells us something about the distances between the molecules.

Tick the box by the correct statement.

The molecules are further apart in ice than in water.

The molecules are the same distance apart in ice and in water.

The molecules are closer together in ice than in water. 1 mark

Maximum 6 marks

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E1. Facility values

Tier 3-6

L3 L4 L5 L6

a 0.64 0.79 0.85 0.92

bi 0.39 0.64 0.85 0.89

bii 0.17 0.41 0.66 0.78

ci 0.75 0.83 0.94 1.00

cii 0.30 0.64 0.81 0.92

E2. At a more demanding level, many pupils were able to use data about the nutritional content of various foods to suggest why milk is better for babies than ice cream. They were also able to use data to explain why there is more energy stored in dried coconut than in dried potato.

For the first time in 1996, the Key Stage 3 tests assessed pupils’ knowledge and understanding of a balanced diet and sources of the main food components in the diet. Pupils’ performance on these questions was quite good. Over three-quarters of pupils were able to identify good sources of fibre, calcium and protein and to suggest why a bricklayer needs a higher energy diet than a computer operator. However, a majority could not name a type of nutrient in addition to carbohydrate, fat and protein.

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E3. Facility values

Tier 3-6 Tier 5-7

L3 L4 L5 L6 L5 L6 L7

ai 0.01 0.13 0.32 0.56 0.34 0.43 0.55

aii 0.03 0.05 0.18 0.37 0.62 0.69 0.82

aiii 0.27 0.58 0.81 0.94 0.57 0.68 0.85

b 0.01 0.12 0.37 0.67 0.43 0.73 0.91

c 0.05 0.21 0.45 0.77 0.69 0.82 0.93

di 0.08 0.16 0.31 0.47 0.31 0.50 0.68

dii 0.02 0.10 0.36 0.64 0.72 0.85 0.94

E5. Facility values

Tier 3-6

L3 L4 L5 L6

a1 0.81 0.92 0.95 0.97

a2 0.76 0.84 0.91 0.97

a3 0.25 0.36 0.55 0.87

b1 0.25 0.39 0.62 0.80

b2 0.10 0.19 0.38 0.62

c 0.23 0.57 0.78 0.85

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E6. When asked to draw two lines to select two properties of each of tungsten and krypton some drew only one. In a later part of the same question, some pupils made their own suggestions of properties that would make tungsten a good material for light bulb filaments, rather than choosing from the list provided.

Questions and parts of questions assessing pupils’ knowledge of indicators, pH and neutralisation of acids by alkalis were answered well in 1996 as in 1995.

There was a good response to questions about the properties of materials and the differences between metals and non-metals with over two-thirds of pupils gaining most of the available marks.

E7. In part (a) almost 90% of pupils at level 7 correctly identified steel as the alloy containing a non-metal. Over 60% of pupils at level 6 also gained the mark. At level 5, about 40% of pupils at level 5 incorrectly selected another alloy from the table, and about 20% chose an element rather than an alloy. Some pupils chose stainless steel from the table, possibly because they did not recognise either chromium or nickel as a metal.

For part (b) pupils were required to select two alloys that contained only two metals. Pupils at levels 6 and 7 managed this well, with about 70% and 90%, respectively, gaining the mark for brass and solder. Below level 6 the success rate decreased steadily with the most common incorrect answer being steel.

In part (c) pupils were required to calculate that the alloy nichrome contained 80 g of nickel. Nearly all pupils at levels 6 and 7, and most pupils at level 5 were awarded the mark; the most common incorrect answer being 10 g.

Part (di) was the most difficult part of this question with only about a third of pupils at level 7 gaining the mark. Many answers at all levels were not specific enough to be awarded the mark. A common insufficient answer was that bronze contained mostly copper. Other incorrect answers referred to the action of zinc (it stops the metal rusting) or stated that the metals in bronze do not react with oxygen.

In part (dii) pupils were required to recall that oxygen is required for rusting. Almost 90% of pupils at level 7, more than 60% at level 6 and about 40% at level 5 gained the mark. The most common incorrect answer was carbon dioxide, given by about a third of pupils at level 5.

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Facility values

Tier 3-6 Tier5-7

L3 L4 L5 L6 L5 L6 L7

a .04 .10 .31 .55 .42 .60 .80

b .04 .16 .37 .60 .43 .65 .84

c .04 .24 .59 .90 .70 .90 .99

di .07 .15 .18 .34 .17 .25 .38

dii .10 .23 .41 .63 .35 .60 .87

E8. Part (ai) was answered correctly by the majority of pupils at levels 5, 6 and 7. By far the most common metallic element correctly chosen in part (ai) was iron, followed by copper. The answer calcium was also accepted in the mark scheme, but this answer was given by few pupils. The most common error was to give the name of a metallic compound, such as iron sulphide.

In part (aii) pupils were asked for a non-metallic element from the information in the question. The most common error by pupils at all levels was to give the name of a metallic element; another common error was to give the name of a compound, although few pupils at level 7 did this.

Only pupils at level 7 demonstrated a secure knowledge and understanding of what was a compound in part (aiii), with the majority being able to name two compounds, as required for the mark. Many below level 7 gave the names of elements instead. Of the five creditworthy compounds, iron sulphide was the most common. Relatively few pupils gave the creditworthy answer copper chloride.

Part (b) proved to be the most difficult part of the question for pupils at all levels. The most common error was to assume that iron reacted with oxygen in addition to, or instead of, reacting with sulphur. The majority of pupils who were awarded the mark gave an answer in terms of they have reacted rather than in terms of the sulphur has mass.

The majority of pupils at levels 5 and 6, and almost all at level 7, gave the correct answer for part (c). The most common incorrect answer was copper chlorine, Many pupils below level 7 attempted to merge the names of the two elements to produce, for example copperine.

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Facility values

Tier 3-6 Tier 5-7

L3 L4 L5 L6 L5 L6 L7

ai .21 .38 .63 .77 .76 .86 .97

aii .09 .15 .25 .34 .26 .53 .80

aiii .10 .23 .38 .66 .51 .76 .94

b .02 .03 .16 .43 .26 .50 .71

c .09 .28 .57 .82 .75 .89 .95

E9. Few pupils were able to complete the word equation correctly. Many placed ‘air’ on the left side of the equation and others wrote descriptions like ‘bright light’ on the right. Less than 25% of pupils answered part (b) correctly, with ‘exhaled air’ being the most common error.

A few teachers suggested that magnesium continues to burn in pure nitrogen at room temperature. Checks made during the test development period, and repeated when the accuracy of the answer was questioned, confirmed that the question was correct.

E11. In part (a) most pupils at all levels knew that time could be measured with a stop clock or timer. Some pupils at levels 3 and 4 listed other equipment shown in the photograph in addition to one of the correct answers and so were not awarded the mark.

In part (b) pupils were asked to identify which of the factors listed needed to be changed, kept the same or measured. Relatively few pupils below level 6 understood that the temperature of the oil was the independent variable in the investigation and so needed to be changed. The most common error for pupils at levels 3 and 4 was to suggest that the temperature should stay the same. About a quarter of pupils below level 6 suggested that the temperature of the oil should be measured instead of varied.

Pupils at all levels had greater success in identifying that the type of oil should be kept constant, although a significant number, about a third of pupils below level 6, suggested that it should be changed.

Less than half the pupils at levels 3 and 4 and almost 60% at level 5 correctly stated that the volume of oil should be kept constant; the most common error was to suggest it should be measured.

A significant number of pupils at level 6 recognised the time for the oil to flow through the funnel as the dependent variable and correctly stated that it should be measured. About 70% of pupils at level 5 and half at level 4 also gave the correct answer. A similar number pupils at level 3 stated that the time should be kept the same as gave the correct answer.

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In part (ci) most pupils above level 3 interpreted the data in the table and gave a correct relationship between the time and the temperature. Pupils at levels 3 and 4 often did not gain the mark because their answers were vague, incomplete or gave the inverse relationship.

Most pupils above level 3 gave the correct answer to part (cii) with few choosing one of the other incorrect options. A majority of pupils at level 3 gave one or other of the incorrect options with only about a third able to predict from the pattern shown in the results table. Of the incorrect options, 15 seconds and 80 seconds were selected more often than 131 seconds.

Facility values

Tier 3-6

L3 L4 L5 L6

a .69 .89 .97 .96

b1 .11 .18 .43 .73

b2 .05 .14 .36 .61

ci .41 .73 .89 .95

cii .33 .70 .85 .94

E12. In part (a) many pupils failed to read the graph with precision, and the most common error

in both tiers was 120oC. In tier 3-6 many others gave 100ºC, probably based on recall or careless reading of the question. Part (b) was well answered with the most common errors being that pupils identified melting and boiling as being on the slopes of the graph, rather than when there was no change in temperature during the changes of state. Part (c) was not well answered, particularly by pupils in tier 5-7, who gave 5-10 minutes as the most common wrong answer to both parts. A number of pupils in both tiers did not read the question properly and gave times which were not on the list.

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Facility Values

Question Target level

Marks facility value boys

facility value girls

facility value all

PoS reference

Tier: 3-6 5-7

5 0.43 0.61

0.41 0.58

0.42 0.60

a 5 1 0/4c - 0/1a

bi 5 1 3/2c

bii 5 1 3/2c

ci 5 1 3/2a

cii 5 1 3/2a

E13. Pupils’ answers to questions about the particulate nature of matter revealed that many of them had grasped some fundamental ideas, such as the way in which molecules move in solids, liquids and gases. However, answers also showed gaps in understanding. In a demanding question about the arrangement of particles in water and ice, a majority thought that particles in ice are closer together than particles in water despite being told that ice floats in water Pupils’ responses also revealed that a substantial minority think that molecules in butane gas are smaller than those in the liquid.

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8A Practice Questions - Brockington College · (d)€€€€ Table 2 shows the recommended daily...

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