[PDF] Cambridge Secondary Progression Test - Stage 9 Science Paper 2.pdf | Plain Text

© UCLES 2011 P110/02/A/M/11 [Turn over 1 For Teacher's Use 45 minutes Science Paper 2 Stage 9 Name ……………………………………………\ …….………………………. Additional materials: Ruler READ THESE INSTRUCTIONS FIRST Answer all questions in the spaces provided on the question paper. You should show all your working on the question paper. The number of marks is given in brackets [ ] at the end of each question\ or part question. The total number of marks for this paper is 50. V1 For Teacher's Use Page Mark 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Total

© UCLES 2011 P110/02/A/M/11 2 For Teacher's Use 1 The diagram shows part of a food web in a pond. pike water boatman water flea pond weeds green algae tadpole water beetle (a) Complete these sentences using the food web. An example of a predator is . Its prey is the . [2]

© UCLES 2011 P110/02/A/M/11 [Turn over 3 For Teacher's Use (b) (i) Complete this food chain. water flea [1] (ii) In the box under the food chain, draw an arrow to show the direction of \ energy flow. [1] (c) (i) The number of green algae and pond weeds increase. What will happen to the number of tadpoles and water fleas? Explain why this happens. [2] (ii) Alfonso adds more pike to the pond. Predict one effect this may have. [1] (d) Decomposers are important in food webs. What do decomposers do? [1]

© UCLES 2011 P110/02/A/M/11 4 For Teacher's Use 2 Sami investigates this parallel circuit. lamp 4 lamp 3 lamp 2 lamp 1 A ammeter position 1 position 2 position 3 position 4 position 5 He uses one ammeter and places it in position 1. He takes the reading and records it in the table. He then places the ammeter in Position 2. He takes the reading and records it in the table. He repeats this process again for Position 3, and then Position 4. Sami predicts that the readings on the ammeter in Positions 1, 2, 3 and 4 will be all the same. These are Sami’s results. position of ammeter current in amps 1 0.10 2 0.15 3 0.10 4 0.10 5

© UCLES 2011 P110/02/A/M/11 [Turn over 5 For Teacher's Use (a) Suggest why one reading was different. [1] (b) Use the results in the table to predict the current in position 5. amps [1] (c) Sami removes lamp 1 from the circuit. Predict the current in position 5 now. amps [1]

© UCLES 2011 P110/02/A/M/11 6 For Teacher's Use 3 Kylie investigates the importance of the elements contained in mineral s\ alts for plants. Here are her results. (a) The first plant in the table was given all the mineral salts. Why did Kylie include a plant that was given all the mineral salts in he\ r investigation? [1] (b) Kylie records her results by drawing a picture of each plant. What one measurement could she take to improve her results? [1] all mineral salts all mineral salts without nitrogen all mineral salts without phosphorus all mineral salts without magnesium healthy and fully grown small plant weak shoots and roots yellow leaves

© UCLES 2011 P110/02/A/M/11 [Turn over 7 For Teacher's Use (c) Interpret the results for the following three plants. (i) The plant given all the mineral salts without nitrogen looks because nitrogen is needed for . [1] (ii) The plant given all the mineral salts without phosphorus is because phosphorous is needed for . [1] (iii)The plant given all the mineral salts without magnesium is because magnesium is needed for . [1]

© UCLES 2011 P110/02/A/M/11 8 For Teacher's Use 4 (a) Two balloons are rubbed with a dry cloth. They are then hung next to each other. Here are some statements about the two balloons. Tick (
) one box for each statement to show whether it is true or false . statement true false The balloons have different charges and so repel each other. The balloons have a neutral charge so repel each other. The balloons have the same charge so repel each other. The balloons have the same charge so attract each other. The balloons have a neutral charge so attract each other. [2]

© UCLES 2011 P110/02/A/M/11 [Turn over 9 For Teacher's Use (b) Electrostatics can be useful. The picture shows a person dusting. (i) Use your knowledge of electrostatics to complete these sentences. Use these words. attracted charged negative opposite positive repelled the same The duster is . The dust has charge so it is to the duster. [2] (ii) Electrostatics can be a problem. Give one example. [1] dust duster

© UCLES 2011 P110/02/A/M/11 10 For Teacher's Use 5 Different metals are added to water. Some of these metals are added to acid. Here are the results. metal observation with water observation with acid zinc no reaction bubbles of gas and metal slowly react potassium it floats and then a flame is seen — calcium bubbles of gas reacts quickly producing many bubbles of gas platinum no reaction no reaction nickel no reaction a few bubbles of gas when the acid is warmed (a) Write the five metals in order of reactivity. Start with the most reactive metal at the top. most reactive least reactive [1] (b) Name another metal that reacts in a similar way to potassium. [1] (c) Why is there no result shown in the table for potassium being added to a\ cid? [1]

© UCLES 2011 P110/02/A/M/11 [Turn over 11 For Teacher's Use 6 (a) Anneka puts a piece of magnesium in a solution of copper sulfate. magnesium copper sulfate solution A reaction takes place. The word equation for the reaction is: magnesium + copper sulfate
magnesium sulfate + copper Why is this reaction called a displacement reaction? [1] (b) Anneka puts a piece of magnesium in a solution of lead nitrate. A displacement reaction takes place. Write the word equation for this reaction. + + [2] (c) Anneka puts some copper in a solution of sodium chloride. There is no reaction. Give a reason. [1]

© UCLES 2011 P110/02/A/M/11 12 For Teacher's Use 7 Franco leaves a beaker of warm water in the laboratory for 20 minutes. He observes that the temperature of the water has decreased. (a) How does he measure this temperature change? [1] (b) (i) Some of the particles in the warm water have escaped from the surface of\ the water. Name this process. [1]

© UCLES 2011 P110/02/A/M/11 [Turn over 13 For Teacher's Use (ii) The diagram shows the particles in and above the beaker of warm water. particles in warm water particles in water vapour Which of these statements help to explain why the warm water cools down? Tick (
) three boxes. The particles in warm water are gaining kinetic energy. The particles in warm water with the most kinetic energy escape. The particles in warm water with the least kinetic energy escape. The particles in warm water with less kinetic energy are left behind. The particles in warm water with more kinetic energy are left behind. The less kinetic energy the particles have, the cooler the water. [3]

© UCLES 2011 P110/02/A/M/11 14 For Teacher's Use 8 Here are two arachnids. 2 mm 120 μm Arachnid A Arachnid B This key can be used to identify seven arachnids. Identify the two arachnids shown in the diagram. 1 has a tail Go to 2 does not have a tail Go to 3 2 tail is long Alta tail bends Scorna 3 has pincers larger than body Go to 4 does not have pincers Go to 5 4 smaller than 2mm Piona larger than 2mm Lotta 5 small fat legs Go to 6 thin legs with bends in middle Coddil 6 body is two egg shapes Seema body is one egg shape Dorril Arachnid A is a Arachnid B is a [2]

© UCLES 2011 P110/02/A/M/11 [Turn over 15 For Teacher's Use 9 Davinder investigates the reaction betw een magnesium and hydrochloric acid. Magnesium chloride and hydrogen are made. (a) Write the word equation for this reaction. + + [1] (b) He uses this apparatus. acid magnesium volume scale gas syringe movement as gas is produced (i) What safety precaution does Davinder need to take? Explain your answer. [2] (ii) How could he make sure his results are reliable? [1]

© UCLES 2011 P110/02/A/M/11 16 For Teacher's Use (c) The table shows his results. time in seconds total volume of gas in syringe in cm 3 0 0 20 30 40 45 60 55 80 60 100 60 0 10 20 30 40 50 60 20 40 60 80 100 time / seconds total volume of gas in syringe / cm³ 70 (i) Finish plotting the graph using the results from the table. [1] (ii) Draw the line of best fit to complete the graph. [1] (iii) Use your graph to find out what time the reaction finishes. seconds [1]

© UCLES 2011 P110/02/A/M/11 [Turn over 17 For Teacher's Use (iv) Complete this sentence. The reaction is fastest between seconds and seconds. [1] (d) What could speed up the reaction between magnesium and hydrochloric acid? Tick (
) three boxes. Use a less concentrated hydrochloric acid. Add a catalyst. Use the same mass of magnesium but as a fine powder. Use the same mass of magnesium but as one large lump. Increase the temperature of the acid. Decrease the temperature of the acid. [2]

© UCLES 2011 P110/02/A/M/11 18 For Teacher's Use 10 This is a complete electrical circuit. lamp 1 lamp 2 (a) Add an ammeter to the circuit diagram to show how you would measure the \ current flowing through lamp 2. [1] (b) Add a voltmeter to the circuit diagram to show how you would measure the voltage across lamp 2. Look at the reading on the voltmeter. It is connected to the 0–4 V scale. The reading on this voltmeter is V [1]

© UCLES 2011 P110/02/A/M/11 [Turn over 19 For Teacher's Use (c) Here is the original circuit. lamp 1 lamp 2 Which two circuits could increase the brightness of lamp 2? circuit A circuit B circuit C circuit D circuit E circuit F lamp 2 lamp 2 lamp 2 lamp 2 lamp 2 lamp 2 The circuits that could increase the brightness of lamp 2 are and [2]

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