1. (a) Methane can be a gas, a liquid or a solid. In the diagram below, arrows P, Q, R and S represent changes of state.

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1 1. (a) Methane can be a gas, a liquid or a solid. In the diagram below, arrows P, Q, R and S represent changes of state. The boxes on the right show the arrangement of particles of methane in the three different physical states. Each circle represents a particle of methane. physical state of methane arrangement of particles gas P Q liquid R S solid (i) Draw a line from each physical state of methane to the arrangement of particles in that physical state. Draw only three lines. (ii) Arrows P, Q, R and S represent changes of state. Which arrow represents: evaporation?... melting?... 2 marks Bishop Challoner Catholic School 1

2 (b) Methane is the main compound in natural gas. The scale below shows the melting point and the boiling point of methane. melting point 183 C boiling point 162 C C Methane has three physical states: solid, liquid and gas. (i) What is the physical state of methane at 170 C?... (ii) The formula of methane is CH 4. The symbols for the two elements in methane are C and H. Give the names of these two elements. element C... element H... 2 marks (iii) When methane burns, it reacts with oxygen. One of the products is water, H 2 O. Give the name of the other product.... Maximum 7 marks Bishop Challoner Catholic School 2

3 2. Diagram A represents a gas in a container. The gas can be compressed by moving the piston to the right. Key nitrogen oxygen piston dia gram A (a) (i) How can you tell that the substance in the container is a gas? (ii) How can you tell from the diagram that the gas is pure? Bishop Challoner Catholic School 3

4 (b) The piston is moved to the right as shown in diagram B. piston diagram B How can you tell, from diagram B, that the pressure of the gas has increased? (c) Diagram C shows what happened to the molecules after the gas was compressed more. piston diagram C (i) How can you tell that a chemical reaction happened when the gas was compressed? Bishop Challoner Catholic School 4

5 (ii) The mass of the gas in both diagrams B and C was 0.3 g. Why did the mass of the gas not change when it was compressed? (iii) Complete the table below with the correct chemical formula of each substance. Use the key to help you. substance formula Key nitrogen oxygen (iv) What is the name of the substance represented by the symbol?... maximum 7 marks 3. (a) (i) Air contains nitrogen. In the box below draw five circles, in nitrogen gas., to show the arrangement of particles Bishop Challoner Catholic School 5

6 (ii) Zeena carries a personal emergency alarm. It uses nitrogen gas to produce a very loud sound. The nitrogen gas in the container is under much higher pressure than the nitrogen gas in the air. How does the arrangement of nitrogen particles change when the gas is under higher pressure? (b) Use words from the boxes below to complete the sentence. greater than less than the same as The rate at which the nitrogen particles hit the inside of the container is... the rate at which nitrogen particles hit the outside of the container. Bishop Challoner Catholic School 6

7 (c) Zeena pushes the lid down and nitrogen gas escapes through the diaphragm. The diaphragm vibrates and produces a sound. The pattern on the oscilloscope screen below represents the soundwave produced by the alarm. (i) The loudness of the sound produced by the alarm decreases between X and Y. How can you tell this from the graph? (ii) The pitch of the sound produced by the alarm stays the same between X and Y. How can you tell this from the graph? maximum 5 marks Bishop Challoner Catholic School 7

8 4. (a) Draw a line from each change of state to the correct name. Draw only four lines. change of state name solid to liquid evaporating liquid to gas melting gas to liquid condensing liquid to solid freezing 3 marks (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 Bishop Challoner Catholic School 8

9 (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. mass of salt in each ice cube (g) temperature ice cube melted ( C) Look at the table above. As the mass of salt increased, what happened to the temperature at which the ice cube melted?... (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. Salt makes the roads white. Sand dissolves in water. Salt makes water freeze. Sand increases friction between car tyres and the road. Salt makes ice melt. Sand makes water freeze. 2 marks maximum 7 marks Bishop Challoner Catholic School 9

10 5. Zoë wants to investigate the way rock is worn away by running water. She uses a long piece of ice rather than a piece of rock. She places the ice in a sink and lets a thin stream of cold water run slowly over it. (a) The thin stream of water starts to change the shape of the piece of ice. What shape would form in the top of the piece of ice?... (b) Zoë s experiment was not a good way of showing how rocks are worn away by water. The ice was worn down a little, but mostly it got smaller for a different reason. Why did the piece of ice get smaller?... Bishop Challoner Catholic School 10

11 Zoë measures the height of the piece of ice at different times. She plots a bar chart of her results height of piece of ice in cm time in min (c) Draw in the bar for the height of the ice after 3 minutes. Maximum 3 marks Bishop Challoner Catholic School 11

12 6. Stefan is on holiday in the mountains. It is snowing. (a) (i) Choose words from the box to complete the sentence below. solid liquid gas A snowflake falls on Stefan s nose and melts. When the snowflake melts, it changes from a... to a.... (ii) Snow that falls on the ground melts slowly. Snow that falls on Stefan s nose melts very quickly. Give a reason for this.... Bishop Challoner Catholic School 12

13 (iii) In his hotel, Stefan sees some changes. Are the changes below reversible? Write yes or no. ice melting... wood burning... toasting bread... (b) (i) Stefan is snowboarding. Gravity acts on Stefan. On the diagram below, draw an arrow to show the direction of the force of gravity. Bishop Challoner Catholic School 13

14 (ii) When Stefan wants to slow down, he pushes one edge of the snowboard into the snow. What force between the board and the snow makes him slow down?... maximum 5 marks 7. Sally pulls a sledge in the snow. friction F Bishop Challoner Catholic School 14

15 (a) (i) Draw an arrow on the rope to show the direction of the force of the rope on the sledge. Label the arrow R. (ii) Draw an arrow on the diagram to show the direction of the force of gravity on the sledge. Label the arrow G. 2 marks (b) Force F is the friction between the sledge and the snow. Sally then pulled the sledge over a concrete path. Friction is less on snow than on concrete. Give the reason for this.... maximum 3 marks Bishop Challoner Catholic School 15

16 8. (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. object made from copper reason for using copper It does not rust. base of a saucepan It is a good conductor of electricity. coin It is a good conductor of heat. wires in a cable It is not magnetic. 3 marks Bishop Challoner Catholic School 16

17 (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. Brass does not bend as easily as copper. Brass is harder than copper. Brass is not such a good conductor of electricity as copper. Brass is a paler colour than copper. Brass is not as shiny as copper. Brass is not such a good conductor of heat as copper. 2 marks (c) Zinc melts at 420ºC. Copper melts at 1085ºC. A scientist heated a mixture of pieces of zinc and pieces of copper to 600ºC in a dish. What would be in the dish at 600ºC? liquid zinc and liquid copper liquid zinc and solid copper solid zinc and liquid copper solid zinc and solid copper maximum 6 marks Bishop Challoner Catholic School 17

18 9. The photographs below show pupils investigating the movement of objects on ramps. Plan an investigation into the factors affecting the movement of objects on ramps. You can use any objects and any surfaces you like, and any other equipment you need. In the box below, write a short draft of one question you could plan to investigate about the movement of objects on ramps. Bishop Challoner Catholic School 18

19 Use your draft to help you answer the following questions. (a) Give one factor you could change as you carry out your investigation (the independent variable) (b) What factor would you observe or measure to collect your results (the dependent variable) and what equipment would you use to measure them? The factor I would observe or measure is The measuring equipment I would use is (c) Give one factor you should keep the same to make your test fair maximum 4 marks Bishop Challoner Catholic School 19

20 10. The diagram shows four forces acting on a plane in flight. (a) Which arrow represents air resistance? Give the letter.... (b) (i) When the plane is flying at a constant height, which two forces must be balanced? Give the letters.... and... (ii) When the plane is flying at a constant speed in the direction shown, which two forces must be balanced? Give the letters.... and... Bishop Challoner Catholic School 20

21 (c) (i) Just before take-off, the plane is speeding up along the ground. Which statement is true? Tick the correct box. Force B is zero. Force B is greater than force D. Force D is equal to force B. Force D is greater than force B. (ii) Which statement is true about the plane just as it leaves the ground? Tick the correct box. Force C is zero. Force C is greater than force A. Force A is equal to force C. Force A is greater than force C. maximum 5 marks Bishop Challoner Catholic School 21

22 11. Lisa drew a picture of herself standing at four different positions on the Earth, A D B C not to scale (a) (i) Draw an arrow at each of the four positions to show the direction of the force of gravity on Lisa. (ii) The drawing at position A shows Lisa holding a ball on a string. Draw the ball and string in positions B, C and D. Bishop Challoner Catholic School 22

23 (b) The drawing below shows: that the Earth goes round the Sun; that the Earth rotates on its axis. Earth Sun axis of the Earth orbit of the Earth not to scale Choose from the list below to answer parts (i) and (ii). 60 seconds 60 minutes 24 hours 7 days 28 days 365 days (i) How long does it take for the Earth to go round the Sun once?... (ii) How long does it take for the Earth to rotate on its axis once?... Maximum 4 marks 12. When a car is being driven along, two horizontal forces affect its motion. One is air resistance and the other is the forward force. Bishop Challoner Catholic School 23

24 (a) (i) Explain how molecules in the air cause air resistance (ii) Explain why air resistance is larger when the car is travelling faster (b) (i) Compare the sizes of the forward force and the air resistance when the car is speeding up. The forward force is (ii) Compare the sizes of the two forces while the car is moving at a steady 30 miles per hour. The forward force is (c) The forward force has to be larger when the car is travelling at a steady 60 mph than when it is travelling at a steady 30 mph. Why is this? Bishop Challoner Catholic School 24

25 (d) The forward force is the result of the tyres not being able to spin on the road surface. What is the name of the force that stops the tyres spinning?... Maximum 6 marks Bishop Challoner Catholic School 25