Please write clearly in block capitals. Centre number Candidate number Surname Forename(s) Candidate signature GCSE ADDITIONAL SCIENCE Higher Tier Unit 5 H Friday 9 June 2017 Morning Time allowed: 1 hour 30 minutes Materials For this paper you must have: a ruler a calculator the Chemistry Data Sheet and Physics Equations Sheet Booklet (enclosed). Instructions Use black ink or black ball-point pen. Fill in the es at the top of this page. Answer all questions. You must answer the questions in the spaces provided. outside the around each page or on blank pages. Do all rough work in this book. Cross through any work you do not want to be marked. Information The marks for questions are shown in brackets. The maximum mark for this paper is 90. You are expected to use a calculator where appropriate. You are reminded of the need for good English and clear presentation in your answers. Question 2 should be answered in continuous prose. In this question you will be marked on your ability to: use good English organise information clearly use specialist vocabulary where appropriate. Advice In all calculations, show clearly how you work out your answer. For Examiner s Use Examiner s Initials Question Mark 1 2 3 4 5 6 7 8 9 10 11 12 13 TOTAL (Jun17AS1HP01) G/TI/Jun17/E4 AS1HP
2 Answer all questions in the spaces provided. Biology Questions 1 Some students were investigating the types of plant that grow in a field. Figure 1 shows the plants growing under a tree in the field are different from the plants growing in the open field. Figure 1 In the open field Under the tree In the open field One student made a hypothesis: Light intensity affects which plants grow in different parts of the field. 1 (a) Figure 2 shows the students doing part of the investigation to test the hypothesis. Figure 2 (02)
3 Describe how the students should investigate the hypothesis. [6 marks] Question 1 continues on the next page Turn over (03)
4 1 (b) (i) The students investigated the effect of light intensity on which plants grow in different parts of the field. Suggest two other environmental factors that affect plants growing under trees. Do not give answers in terms of light. [2 marks] 1 2 1 (b) (ii) Choose one of the environmental factors you gave in part (b)(i). Give the reason why the factor might be different under the tree from in the open field. [1 mark] Factor Reason 9 (04)
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6 Chemistry Questions 2 In this question you will be assessed on using good English, organising information clearly and using specialist terms where appropriate. Diamond and graphite are different forms of the same element. Figure 3 shows the structures of diamond and graphite. Figure 3 Diamond Graphite (06)
7 Describe the structure and bonding of: diamond graphite. Use your description to explain why: diamond is hard graphite is soft and slippery. [6 marks] Extra space 6 Turn over (07)
8 3 This question is about polymers. Figure 4 shows the structures of low density (LD) poly(ethene) and high density (HD) poly(ethene). Both of these polymers are thermosoftening. The polymer chains in LD poly(ethene) have side chains. Figure 4 LD poly(ethene) HD poly(ethene) Polymer chain Side chain 3 (a) HD poly(ethene) has a higher density than LD poly(ethene). Suggest an explanation for the difference in density. [2 marks] 3 (b) Both LD poly(ethene) and HD poly(ethene) are thermosoftening polymers. They are not thermosetting polymers. Give one reason why. Use Figure 4 to help you. [1 mark] 3 (08)
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10 Physics Questions 4 Figure 5 shows a toy ramp with a vertical loop section. A Figure 5 Toy car of mass 0.05 kg C Vertical loop height 30 cm B D 4 (a) (i) A child releases the car and it travels down the ramp from A to B. Which two statements correctly describe the energy changes as the car travels from A to B? [2 marks] Tick ( ) two es. The car has decreasing thermal energy. The car has decreasing gravitational potential energy. The car has increasing kinetic energy. The car has increasing chemical energy. The car has increasing elastic potential energy. (10)
11 4 (a) (ii) Suggest one change that could be made to the ramp to increase the speed of the car at B. [1 mark] 4 (a) (iii) After passing B the car goes round the loop, past C and goes off the ramp at D. The change in height between B and C is 30 cm. The mass of the car is 0.05 kg. g = 10 N/kg Calculate the change in gravitational potential energy of the car as it moves between B and C. Use the correct equation from the Physics Equations Sheet. [3 marks] Change in gravitational potential energy = J Question 4 continues on the next page Turn over (11)
12 4 (b) Figure 6 shows a different ramp. Figure 6 Toy car X Y Sponge 4 (b) (i) The car travels down the ramp. Explain, in terms of forces, why the car travels at a steady speed between X and Y. [2 marks] (12)
13 4 (b) (ii) A sponge is used to stop the car at the end of the ramp. The sponge compresses in the same way as a spring. What is the main energy transfer that takes place as the car comes to a stop? Tick ( ) one. [1 mark] From kinetic energy of the car to gravitational potential energy of the sponge From kinetic energy of the car to chemical energy of the sponge From kinetic energy of the car to sound energy of the sponge From kinetic energy of the car to elastic potential energy of the sponge 9 Turn over for the next question Turn over (13)
14 Biology Questions 5 The cells in large multicellular organisms are organised into tissues, organs and organ systems. 5 (a) The stomach is an organ. The stomach contains different types of tissue. Complete Table 1 to give: two different types of tissue in the stomach a function of each of these types of tissue in the stomach. [4 marks] Table 1 Type of tissue Function of the tissue in the stomach 5 (b) The stomach is an organ in the digestive system. 5 (b) (i) Name the organ in the digestive system where most absorption of soluble food occurs. [1 mark] 5 (b) (ii) Name the organ in the digestive system where water is absorbed from undigested food. [1 mark] (14)
15 5 (c) Complete the sentences about tissues in plants. [3 marks] Photosynthesis occurs in tissue. Substances are transported in the plant by the and the tissues. 9 Turn over for the next question Turn over (15)
16 6 Farmers add fertiliser to the soil to help plants grow. The fertiliser contains nitrate ions. Scientists investigated the effect of adding different masses of nitrate fertiliser on the yield of tomatoes. In each part of the investigation the scientists: grew the same variety of tomato plant gave the same volume of water to the plants grew the plants for the same length of time. 6 (a) Table 2 shows the scientists results. Tomatoes which are too small or do not ripen properly are not marketable and cannot be sold. Table 2 Mass of nitrate fertiliser added in kg per hectare Yield of tomatoes in kg per hectare Total Marketable Percentage (%) of total which is marketable 0 90 250 71 000 79 75 109 750 84 000 77 150 112 000 76 225 119 500 87 750 73 300 104 000 72 800 70 6 (a) (i) Calculate the yield of marketable tomatoes when 150 kg per hectare of nitrate fertiliser is added to the soil. [1 mark] Yield of marketable tomatoes = kg per hectare (16)
17 6 (a) (ii) A tomato grower on a nearby farm looked at the results in Table 2. The tomato grower decided to add 225 kg per hectare of nitrate fertiliser to the soil on his farm. Suggest two reasons why this may not be the best decision. [2 marks] 1 2 6 (b) Magnesium is another mineral ion. Plants growing in soil lacking in magnesium ions have yellow leaves. Suggest why plants growing in soil lacking magnesium ions do not grow well. [2 marks] 5 Turn over for the next question Turn over (17)
18 7 Cells contain mitochondria. 7 (a) Mitochondria and bacteria can both synthesise proteins. Figure 7 shows a mitochondrion. Figure 7 Outer membrane Inner membrane Crista Ribosome Matrix Genes Magnification 10 000 The structure of the mitochondrion in Figure 7 is similar to the structure of a bacterium. Suggest two ways that the structures are similar. [2 marks] 1 2 7 (b) The length of the mitochondrion in Figure 7 is 8 cm. The magnification of Figure 7 is 10 000. 7 (b) (i) Calculate the actual length, in cm, of the mitochondrion in Figure 7. [1 mark] Actual length of mitochondrion = cm (18)
19 7 (b) (ii) 1 micrometre (1 m) is 1 10 6 m. Give your answer to part (b)(i) in m. [1 mark] Actual length of mitochondrion = m 7 (c) Suggest why there are many more mitochondria in muscle cells than in skin cells. [3 marks] 7 Turn over for the next question Turn over (19)
20 8 This question is about isotopes. Chemistry Questions 8 (a) The relative atomic mass (A r ) of an element is found by comparing the mass of the atoms of the element with isotope X. Which isotope is isotope X? Draw a ring around the correct answer. [1 mark] 1 12 14 1H 6C 7N 16 8O 35 8 (b) Two isotopes of chlorine are: 17 CI 37 and 17CI Describe the similarities and differences between the numbers of protons, neutrons and electrons in the two isotopes. [3 marks] (20)
21 8 (c) A sample of chlorine gas (Cl 2 ) was analysed in a mass spectrometer. Figure 8 shows the molecular ion peaks for different chlorine molecules. Figure 8 Relative intensity 70 72 74 Mass : charge ratio Explain why there are molecular ion peaks with values of 70, 72 and 74. [2 marks] 6 Turn over for the next question Turn over (21)
22 9 This question is about ammonia (NH 3 ). 9 (a) Complete Figure 9 to show the arrangement of the outer electrons in ammonia. [2 marks] Use the symbols and x to represent electrons. Figure 9 9 (b) Ammonia is produced from nitrogen and hydrogen. The equation for the reaction is: N 2 (g) + 3H 2 (g) 2NH 3 (g) 9 (b) (i) Calculate the mass of nitrogen needed to produce 10.2 kg of ammonia. Relative atomic masses (A r ): H = 1; N = 14 [3 marks] Mass of nitrogen = kg (22)
23 9 (b) (ii) In the manufacture of ammonia, the yield is always less than 100%. Give one reason why. Use information from the equation. [1 mark] 9 (c) Ammonia is used to make ammonium nitrate. Calculate the percentage of nitrogen in ammonium nitrate (NH 4 NO 3 ). Relative atomic masses (A r ): H = 1; N = 14; O = 16 [2 marks] Percentage of nitrogen = % 8 Turn over for the next question Turn over (23)
24 10 Lead is a metal. 10 (a) Explain why lead can be bent and shaped. [2 marks] 10 (b) Solder is an alloy of tin and lead. Figure 10 shows how the percentage of tin affects the relative hardness and the density of the solder. Figure 10 12 11 10 12 11 10 Key Relative hardness Density Relative hardness 9 9 Density in g/cm 3 8 8 7 7 6 0 6 10 20 30 Percentage (%) of tin in solder (24)
25 10 (b) (i) Give two conclusions about the relative hardness of solder that you can make from Figure 10. [2 marks] 1 2 10 (b) (ii) Why does an increase in the percentage of tin change the relative hardness and the density of solder? [3 marks] 7 Turn over for the next question Turn over (25)
26 Physics Questions 11 A car driver sees a hazard and applies the brakes. The distance travelled while the car stops is called the stopping distance. 11 (a) Explain why the stopping distance increases if the driver has been drinking alcohol. [2 marks] 11 (b) A car has a mass of 1000 kg. The speed of the car is 20 m/s. Calculate the kinetic energy of the car. Use the correct equation from the Physics Equations Sheet. [2 marks] Kinetic energy = J 11 (c) The greater the speed of a car, the greater the stopping distance for a constant braking force. Give two reasons why. [2 marks] 1 2 (26)
27 11 (d) Some cars use regenerative braking. Regenerative braking transfers some of the kinetic energy as the car slows down. This energy is transferred into a form which can be used elsewhere to power the car. Suggest one benefit to a car owner of using a car with regenerative braking rather than a car with a standard braking system. [1 mark] 7 Turn over for the next question Turn over (27)
28 12 Cannons were used to fire cannonballs. Figure 11 shows a cannonball being fired out of a cannon. The cannon is stationary before it is fired. Figure 11 Velocity of Cannon Velocity of Cannonball Cannon Cannonball 12 (a) (i) When the cannon is fired, the cannonball goes forwards and the cannon goes backwards. Explain why. [2 marks] 12 (a) (ii) Why does the cannonball travel faster than the cannon after firing? [1 mark] (28)
29 12 (a) (iii) After the cannonball is fired it has a momentum of 300 kg m/s. The cannonball has a mass of 15 kg. Calculate the velocity of the cannonball. Use the correct equation from the Physics Equations Sheet. [2 marks] Velocity of cannonball = m/s Question 12 continues on the next page Turn over (29)
30 12 (b) A student used a model cannon to fire a ball. The model cannon could move on wheels. Figure 12 shows the model cannon. Figure 12 Model cannon Ball Spring Runway The model cannon was stationary at the start. The student predicted that after firing: The momentum of the model cannon and the momentum of the ball would be equal in size. She found that the momentum of the model cannon was less than the momentum of the ball. Give two possible reasons why the results from the investigation did not support the prediction. [2 marks] 1 2 7 (30)
31 13 A student investigated the resistance of a light-dependent resistor (LDR) at different light intensities. He varied the light intensity by changing the distance of the lamp from the LDR. Figure 13 shows the equipment and part of the circuit he used. Figure 13 Lamp A Light meter X Y 13 (a) (i) The LDR was connected between X and Y. Complete the circuit diagram in Figure 13 to show an LDR between X and Y. [1 mark] 13 (a) (ii) Add a voltmeter to the circuit diagram in Figure 13 to measure the potential difference across the LDR. [1 mark] 13 (b) Each time the student changed the light intensity, he took measurements of: the current through the LDR the potential difference across the LDR. State how the student should calculate the resistance of the LDR from these measurements. [1 mark] Question 13 continues on the next page Turn over (31)
32 13 (c) Figure 14 shows a graph of the results. Figure 14 90 80 70 60 Resistance in kω 50 40 30 20 10 0 0 10 20 30 40 50 60 70 80 90 Light intensity in arbitrary units 13 (c) (i) Describe the pattern shown in Figure 14. [1 mark] (32)
33 13 (c) (ii) There is an anomalous point on Figure 14. Describe three experimental errors which may have resulted in this anomalous point. [3 marks] 1 2 3 7 END OF QUESTIONS (33)
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36 There are no questions printed on this page DO NOT WRITE ON THIS PAGE ANSWER IN THE SPACES PROVIDED Copyright information For confidentiality purposes, from the November 2015 examination series, acknowledgements of third party copyright material will be published in a separate booklet rather than including them on the examination paper or support materials. This booklet is published after each examination series and is available for free download from www.aqa.org.uk after the live examination series. Permission to reproduce all copyright material has been applied for. In some cases, efforts to contact copyright-holders may have been unsuccessful and AQA will be happy to rectify any omissions of acknowledgements. If you have any queries please contact the Copyright Team, AQA, Stag Hill House, Guildford, GU2 7XJ. Copyright 2017 AQA and its licensors. All rights reserved. (36)