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BTEC Level 3

Applied Science - Diploma

Name: …………………………………………………………………………

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Welcome to Level 3 BTEC Applied Science

This pack is designed to help the transition to Level 3 and is divided into 6 task sections (the last task being the lengthiest so bear this in mind when planning

your time)

It is recommended you complete the tasks on a weekly basis throughout the summer as a way of managing your workload.

All tasks are to be completed and brought to your first lesson in Applied Science in September.

Tasks to complete:

The first 3 tasks are to refresh your knowledge in the three science areas from GCSE. You will need these basics for the examined unit in year 1.

1. Biology Refresh – Page 3 2. Chemistry Refresh – Page 19

3. Physics Refresh – Page 35

Each task begins with some practice questions that have a mark scheme. Have a go at the questions and mark them. If you get a low score or don’t feel

confident then use the links to help remind you of the topics before you do the homework questions. If you get on fine with the practice, go straight to the

homework questions. These are marked with a yellow star and do not have a mark scheme. These will be collected in by your teacher or marked in class in

September.

The final two tasks cover general principles of Scientific Investigation and develop your research skills. Both vital for the assignments you will complete

over the next two years.

4. Investigative Skills – Page 52 5. Research Task – Page 53

6. Diploma Extension – Page 54

2 Task 1 – Refresh Biology Knowledge!

Biology Practice Questions

Q1. This question is about cell structures.

(a) Draw one line from each cell structure to the type of cell where the structure is found.

Cell Structure Type of cell where

the structure is found

Nucleus Prokaryotic cells

Permanent vacuole Plant cells only

Plasmid Eukaryotic cells

(2)

(b) Figure 1 shows a plant cell.

Figure 1

What are the names of structures A, B and C?

Tick one box.

Structure A Structure B Structure C

Chloroplast Vacuole Cell wall

Nucleus Chloroplast Cell membrane

Vacuole Mitochondrion Cell membrane

Vacuole Ribosome Cell wall

(1)

Completely stuck? Go straight to the help links on page 14

3

A student observed slides of onion cells using a microscope.

Figure 2 shows two of the slides the student observed.

Figure 2

The cells on the slides are not clear to see.

(c) Describe how the student should adjust the microscope to see the cells on Slide A more clearly.

___________________________________________________________________

___________________________________________________________________ (1)

(d) Describe how the student should adjust the microscope to see the cells on Slide B more clearly.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________ (2)

(e) The student made the necessary adjustments to get a clear image.

Figure 3 shows the student’s drawing of one of the cells.

Figure 3

4

The real length of the cell was 280 micrometres (µm).

Calculate the magnification of the drawing.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Magnification = × _________________________ (3)

Q2. (a) The diagrams show the structures of a yeast cell and a bacterial cell.

(i) Both the yeast cell and the bacterial cell have structures A and B.

Name structures A and B.

A ___________________________

B ___________________________ (2)

(ii) The yeast cell and the bacterial cell have different shapes and sizes.

Give one other way in which the structure of the bacterial cell is different from the structure of the yeast cell.

______________________________________________________________

______________________________________________________________ (1)

5

Q3. The human body is organised to carry out many different functions.

(a) Use words from the box to complete Figure 1 by putting the parts of the body in order of size from smallest to largest.

The smallest one has been done for you.

(2)

(b) The stomach is made of different types of tissue.

Draw one line from each type of stomach tissue to the correct description.

(3)

6

Q4. Diagrams A, B and C show cells from different parts of the human body, all drawn to the same scale.

(a) Which cell, A, B or C, appears to have adaptations to increase diffusion into or out

of the cell?

Give one reason for your choice.

___________________________________________________________________

___________________________________________________________________ (1)

(b) (i) Cell C is found in the pancreas.

Name one useful substance produced by the pancreas.

______________________________________________________________ (1)

(ii) Use information from the diagram to explain how cell C is adapted for producing this substance.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________ (2)

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Q5. The drawing shows an animal cell, seen at a very high magnification using an electron microscope.

(a) (i) Label a mitochondrion [plural = mitochondria]. (1)

(ii) What happens in the mitochondria?

______________________________________________________________ (1)

(b) (i) Name and label the structure where you would find chromosomes. (1)

(ii) What are chromosomes made of?

______________________________________________________________ (1)

(c) What controls the rate of chemical reactions in the cytoplasm?

___________________________________________________________________ (1)

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Q6. The diagram shows a reflex arc that moves the arm if the hand touches something hot.

(a) Which part is the receptor?

Tick one box.

A

B

D

F

(1)

(b) Which part is the effector of the reflex action?

Tick one box.

A

B

D

F

(1)

(c) Which part shows a sensory neurone?

Tick one box.

B

D

E

F

(1)

(d) Which part shows a synapse?

Tick one box.

A

B

D

E

(1)

(e) Part C contains DNA.

Which part of the nerve cell is C?

Tick one box.

9

Cell membrane

Cytoplasm

Mitochondrion

Nucleus

(1)

(f) Reflex actions are automatic and do not involve thinking.

Why is this an advantage?

___________________________________________________________________

___________________________________________________________________ (1)

(g) Which two factors can make you slower to react to a stimulus?

Tick two boxes.

Alcohol

Caffeine

Daylight

Practice

Tiredness

(2)

Use the mark scheme on the following pages to self-assess your answers

Score: _________ / 34

If you scored less than 25 follow the links (page 14) to revisit the topics before you do the homework questions

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Mark scheme Biology Practice Questions

Q1. (a)

allow 1 mark for one or two correct links

2 (b)

vacuole ribosome cell wall

tick box takes precedence if no tick is given, look at both the figure and the circling of words in the table if writing is seen on the figure and in the table both must be correct

1

(c) turn the (fine focusing) knob until the cells are in focus allow focus it do not accept increase magnification ignore decrease magnification ignore clear ignore references to resolution / illumination ignore zoom in / out

1

(d) (rotate the) nosepiece / objective lens allow change the (objective / eyepiece) lens

1

to a higher power (lens) allow (to) increase the magnification a comparator is required ignore change / adjust the magnification allow stronger or more powerful lens ignore references to resolution / illumination unqualified ignore zoom in / out ignore references to an electron microscope

1

(e) conversion of units: (112 mm ⟶) 112 000 (µm) or (280 µm ⟶) 0.28 (mm)

1

11

or

allow 1 mark for no conversion of units 112 / 280 or incorrect value from step 1 correctly substituted

1

400 (×) do not accept if units are given if no other mark scored allow 1 mark for:

a triangle with words or letters in is insufficient, as the correct rearrangement is needed

1

an answer of 400 (×) scores 3 marks

Q2. (a) (i) A = (cell) wall

ignore cellulose 1

B = cytoplasm 1

(ii) any one from: accept has DNA instead of a nucleus, but not just has DNA

• bacterial cell / it has no nucleus allow no mitochondria

• DNA free in cytoplasm ignore size

• has no vacuole / no vesicles ignore strands of DNA

1 Q3.

(a) tissue → organ → organ system one right for 1 mark three right for 2 marks

2

(b) Epithelial tissue → covers the outside and the inside of the stomach more than one line from a tissue = no mark

1

Glandular tissue → produces digestive juices 1

Muscular tissue → allows food to be churned around the stomach 1

12

Q4. (a) B

no mark for ÉBÉ, alone

large(r) surface / area or large(r) membrane accept reference to microvilli accept reasonable descriptions of the surface do not accept wall / cell wall ignore villi / hairs / cilia

1

(b) (i) any one from:

• insulin / hormone if named hormone / enzyme must be correct for pancreas

• enzyme / named enzyme 1

(ii) many ribosomes 1

(ribosomes) produce protein accept insulin / hormone / enzyme named is (made of) protein

or

allow many mitochondria (1)

provide energy to build protein or to make protein (1) accept ATP for energy

1 Q5.

(a) (i)

award 1 mark for any of the mitochondria correctly labelled if a number are labelled and one is incorrect award 0 marks

1

(ii) respiration or the release or transfer of energy or it contains the enzymes for respiration

do not accept energy produced 1

13

(b) (i) nucleus (named and correctly labelled)

arrow or line must touch or go inside the nuclear membrane

1

(ii) DNA or genes or nucleic acids accept protein or histones or nucleotides or ATGC

1

(c) enzymes or nucleus do not accept factors that affect the rate rather than control it eg pH or temperature

1

Q6. (a) A

1

(b) F 1

(c) B 1

(d) D 1

(e) nucleus 1

(f) (makes reactions) faster allow to reduce risk of damage / burns allow for protection / safety

1

(g) alcohol 1

tiredness 1

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Helpful links: Cell structure, magnification, microscopes - https://www.bbc.co.uk/bitesize/guides/z84jtv4/revision/1

Cell Transport - https://www.bbc.co.uk/bitesize/guides/zc7k2nb/revision/1

Respiration - https://www.bbc.co.uk/bitesize/guides/zcjy97h/revision/1

Nervous system - https://www.bbc.co.uk/bitesize/guides/zprxy4j/revision/1

Watch the video clip to remind yourself of the differences between eukaryotic and prokaryotic cells

https://www.youtube.com/watch?v=HBZcpzr5B2g

Watch the video clip for microscopy and calculating magnification

https://www.youtube.com/watch?v=VBdVARYWq1c

Biology Homework Questions

Q1. Figure 1 shows a cell viewed through a light microscope.

Figure 1

The size of the real cell is 0.03 mm.

(a) Calculate the magnification of the microscope.

Use Figure 1 to help you answer.

___________________________________________________________________

___________________________________________________________________

Magnification = ________________________ (2)

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Q2. The image below shows some muscle cells from the wall of the stomach, as seen through a light microscope.

(a) Describe the function of muscle cells in the wall of the stomach.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________ (2)

(b) The figure above is highly magnified.

The scale bar in the figure above represents 0.1 mm.

Use a ruler to measure the length of the scale bar and then calculate the magnification of the figure above.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Magnification = _______________ times (2)

(c) The muscle cells in Figure above contain many mitochondria.

What is the function of mitochondria?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________ (2)

(d) The muscle cells also contain many ribosomes. The ribosomes cannot be seen in the figure above.

(i) What is the function of a ribosome?

______________________________________________________________

______________________________________________________________

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(1)

(ii) Suggest why the ribosomes cannot be seen through a light microscope.

______________________________________________________________

______________________________________________________________ (1)

Q3. The diagrams show a cheek cell from a human and a leaf cell from a plant.

(a) The two cells have a number of parts in common.

(i) On the cheek cell, label three of these parts which both cells have. (3)

(ii) In the table, write the names of the three parts you have labelled above and describe the main function of each part.

Part Function

_________________

_________________

_________________

(3)

(b) Blood contains white cells and red cells. State the function of each type of cell in the blood.

White cells __________________________________________________________

___________________________________________________________________

Red cells ___________________________________________________________

___________________________________________________________________ (2)

Q4.

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The image below shows an epithelial cell from the lining of the small intestine.

(a) (i) In the image above, the part of the cell labelled A contains chromosomes.

What is the name of part A?

______________________________________________________________ (1)

(ii) How are most soluble food molecules absorbed into the epithelial cells of the small intestine?

Draw a ring around the correct answer.

diffusion osmosis respiration

(1)

(b) Suggest how the highly folded cell surface helps the epithelial cell to absorb soluble food.

___________________________________________________________________

___________________________________________________________________ (1)

(c) Epithelial cells also carry out active transport.

(i) Name one food molecule absorbed into epithelial cells by active transport.

______________________________________________________________ (1)

(ii) Why is it necessary to absorb some food molecules by active transport?

______________________________________________________________

______________________________________________________________ (1)

(ii) Suggest why epithelial cells have many mitochondria.

______________________________________________________________

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______________________________________________________________

______________________________________________________________

______________________________________________________________ (2)

(d) Some plants also carry out active transport.

Give one substance that plants absorb by active transport.

___________________________________________________________________ (1)

Q5.

Aerobic respiration and anaerobic respiration are the two types of cell respiration.

Give three differences between aerobic and anaerobic respiration.

1. _________________________________________________________________

___________________________________________________________________

2. _________________________________________________________________

___________________________________________________________________

3. _________________________________________________________________

___________________________________________________________________ (3)

Q6. The circulatory system transports substances such as glucose and oxygen around the body.

(a) Name two other substances that the circulatory system transports around the body.

1. _________________________________________________________________

2. _________________________________________________________________ (2)

(b) (i) Blood is a tissue. Blood contains red blood cells and white blood cells.

Name two other components of blood.

1. ____________________________________________________________

2. ____________________________________________________________ (2)

(ii) The heart is part of the circulatory system.

What type of tissue is the wall of the heart made of?

______________________________________________________________ (1)

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Task 2 – Refresh Chemistry Knowledge!

Chemistry Practice Questions

Q1. This question is about the halogens.

(a) Which group in the periodic table is known as the halogens?

Tick one box.

Group 1

Group 2

Group 7

Group 0

(1)

(b) A fluorine atom has 7 electrons in the outer shell.

The diagram below shows part of a dot and cross diagram to represent a molecule of fluorine (F2).

Complete the dot and cross diagram.

You should show only the electrons in the outer shells.

(2)

(c) Chlorine reacts with potassium bromide solution.

Complete the word equation.

potassium _________________ chlorine + bromide ⟶ _________________ + _________________

(2)

Completely stuck? Go straight to the help links on page 28

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(d) What type of reaction happens when chlorine reacts with potassium bromide solution?

Tick one box.

decomposition

displacement

neutralisation

precipitation

(1)

(e) Complete the sentence.

Choose the answer from the box.

an atom an electron a neutron a proton

Chlorine is more reactive than bromine.

This is because chlorine gains ________________________________ more easily. (1)

(f) How does the size of a chlorine atom compare with the size of a bromine atom?

Complete the sentence.

Choose the answer from the box.

bigger than the same size as smaller than

A chlorine atom is ______________________________________ a bromine atom. (1)

(g) Give a reason for your answer to part (f)

Reason ____________________________________________________________

___________________________________________________________________ (1)

(h) Fluorine reacts with chlorine to produce ClF3

Balance the chemical equation for the reaction.

Cl2 + ________F2 ⟶ 2 ClF3

(1)

21

(i) Explain why fluorine is a gas at room temperature.

Use the following words in your answer:

energy forces molecules weak

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________ (3)

Q2. A sodium atom and a fluorine atom react together to form an ionic compound.

Figure 1 shows the electron arrangements in the atoms and the ionic compound.

Only the outer shell electrons are shown.

Figure 1

(a) What is the name of the ionic compound shown in Figure 1?

Tick one box.

Sodium fluorate

Sodium fluoride

Sodium fluorine

22

(1)

(b) What type of force acts between the ions in an ionic compound?

Tick one box.

Electrostatic

Frictional

Gravitational

Magnetic

(1)

(c) What are two properties of ionic compounds?

Tick two boxes.

Conducts electricity when molten

High melting point

Low boiling point

Small molecules

Weak bonds between particles

(2)

(d) Describe what happens when a sodium atom reacts with a fluorine atom to form an ionic compound.

Use Figure 1.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________ (4)

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(e) Figure 2 shows the structure of the ionic compound formed in the reaction.

Figure 2

Suggest one limitation of using Figure 2 to show the structure of this compound.

___________________________________________________________________

___________________________________________________________________ (1)

Q3. This question is about electrolysis.

A student investigates the mass of copper produced during electrolysis of copper chloride solution.

The diagram below shows the apparatus.

(a) Which gas is produced at the positive electrode (anode)?

Tick one box.

carbon dioxide

chlorine

hydrogen

oxygen

(1)

24

(b) Copper is produced at the negative electrode (cathode).

What does this tell you about the reactivity of copper?

Tick one box.

Copper is less reactive than hydrogen

Copper is less reactive than oxygen

Copper is more reactive than carbon

Copper is more reactive than chlorine

(1)

The table below shows the student’s results.

Total mass of copper produced in mg

Time in mins Experiment 1 Experiment 2 Experiment 3 Mean

1 0.60 0.58 0.62 0.60

2 1.17 1.22 1.21 1.20

4 2.40 2.41 2.39 2.40

5 3.02 X 3.01 3.06

(c) Determine the mean mass of copper produced after 3 minutes.

___________________________________________________________________

___________________________________________________________________

Mass = ______________________ mg (1)

(d) Calculate the mass X of copper produced in Experiment 2 after 5 minutes.

Use the table above.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Mass X = ______________________ mg (2)

25

(e) The copper chloride solution used in the investigation contained 300 grams per dm3 of solid CuCl2 dissolved in 1 dm3 of water.

The students used 50 cm3 of copper chloride solution in each experiment.

Calculate the mass of solid copper chloride used in each experiment.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Mass = ______________________ g (3)

Use the mark scheme on the following pages to self-assess your answers

Score: _________ / 30

If you scored less than 22 follow the links (page 28) to revisit the topics before you do the homework questions (marked with a star)

26 Mark schemes Chemistry Practice Questions

Q1. (a) group 7

1

(b)

one shared pair anywhere in overlap between two circles or on intersection 6 other electrons on each atom allow dots or crosses or mixture for all marks ignore any inner shell electrons

1 1

(c) bromine 1

potassium chloride 1

either order allow correct chemical formulae

(d) displacement 1

(e) (an) electron 1

(f) smaller than 1

(g) (chlorine has) fewer levels / shells (of electrons) allow converse for bromine allow (chlorine has) fewer electrons allow Cl has 3 levels / shells and Br has 4 levels / shells ignore atomic number or mass number or number of protons

1

mark independent of answer to part (f)

(h) 3 allow multiples

1

(i) there are weak forces do not accept weak bonds

1

27

between molecules 1

allow weak intermolecular forces for the first 2 marks

which require little energy to overcome / break allow does not need much energy to boil

1

Q2. (a) sodium fluoride

1

(b) electrostatic 1

(c) conducts electricity when molten 1

high melting point 1

(d) any four from:

• sodium loses electron(s) • fluorine gains electron(s) • reference to one electron being transferred • (forming) positive sodium ion and negative fluoride ion • ions have complete outer shells • oppositely charged ions are attracted towards each other

4

(e) the diagram only shows a two-dimensional representation or the diagram is not three-dimensional

1

Q3. (a) chlorine

1

(b) copper is less reactive than hydrogen 1

(c) 1.8 (mg) allow an answer in range 1.7−1.9

1

(d) allow any other suitable method

1

3.15 (mg) if no other mark awarded allow 9.18 for 1 mark

1

an answer of 3.15 (mg) scores 2 marks

28

(e) 1

(0.05) × 300 the second mark is dependent on the first mark being scored

1

15 (g) 1

or

(0.3) × 50 (1) the second mark is dependent on the first mark being scored

15 (g) (1) if no other mark awarded allow 150 or 15 000 for 1 mark

Helpful links: Atoms, elements and compounds - https://www.bbc.co.uk/bitesize/guides/zg2h4qt/revision/1

Atomic structure - https://www.bbc.co.uk/bitesize/guides/z3sg2nb/revision/1

Calculations in chemistry - https://www.bbc.co.uk/bitesize/guides/zgcyw6f/revision/1

Ionic bonding - https://www.bbc.co.uk/bitesize/guides/zyydng8/revision/1

Giant covalent molecules - https://www.bbc.co.uk/bitesize/guides/z9twsrd/revision/1

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Chemistry Homework Questions

Q1. The figure below shows an atom of boron.

(a) When the mass of the boron atom is calculated, the mass of the electrons is ignored.

Why is the mass of the electrons ignored?

___________________________________________________________________

___________________________________________________________________ (1)

(b) How many electrons are there in the boron atom?

___________________________________________________________________ (1)

(c) What is the electrical charge on the nucleus of the boron atom?

Tick one box.

+1

+5

+6

+11

(1)

(d) The mass number of boron is 11.

Use the figure above to calculate the number of neutrons in the nucleus of the boron atom.

Explain how you worked out the answer.

Number of neutrons = _________________________________________________

Explanation _________________________________________________________

30

___________________________________________________________________

___________________________________________________________________ (3)

(e) Phosphorus has a mass number of 31 and has 16 neutrons.

What percentage of the mass number of phosphorus is the number of neutrons?

Give your answer to two significant figures.

___________________________________________________________________

___________________________________________________________________

Percentage = ____________________ (2)

Q2. (a) The symbol equation for the decomposition of hydrogen peroxide is:

2H2O2 → 2H2O + O2

Complete the word equation for the decomposition of hydrogen peroxide.

Hydrogen peroxide → __________________ + __________________ (1)

(b) A student did an experiment to see how quickly hydrogen peroxide decomposes. The student used the apparatus shown below to measure the volume of oxygen.

(i) Draw a straight line of best fit to complete the graph.

31

(1)

(ii) Draw a circle around the anomalous point on the graph. (1)

(iii) What is the volume of oxygen given off after 15 seconds?

_____________ cm3

(1)

(iv) How did the volume of oxygen change between 0 and 25 seconds?

______________________________________________________________ (1)

(c) The student wanted to make the reaction faster.

Draw a ring around the correct answer to complete each sentence.

higher.

(i) To make the reaction faster, the temperature should be lower.

the same.

(1)

(ii) To make the reaction faster, the hydrogen peroxide

more dilute.

should be more concentrated.

the same.

(1)

(d) The diagram represents the bonding in oxygen.

O=O Draw a ring around the correct answer to complete each sentence.

32

share

(i) When two oxygen atoms bond, the atoms transfer electrons.

delocalise

(1)

ionic

(ii) The oxygen atoms are joined by metallic bonds.

covalent

(1)

simple molecules.

(iii) Oxygen is made of a giant lattice.

macromolecules.

(1)

(e) When hydrogen peroxide decomposes water is produced. Which two statements in the table explain why water is a liquid at room temperature?

Tick ( ) the two statements.

Statement Tick ( )

Water has a boiling point of 100 °C.

Water is made of ions.

Water has a melting point lower than room temperature.

Water has a giant covalent structure.

(2) (Total 12 marks)

Q3. An experiment was done on the reaction of copper oxide (CuO) with methane (CH4).

33

(a) The equation for this reaction is shown below.

4CuO(s) + CH4(g) → 4Cu(s) + 2H2O(g) + CO2(g)

The water and carbon dioxide produced escapes from the test tube.

Use information from the equation to explain why.

___________________________________________________________________ (1)

(b) (i) Calculate the relative formula mass (Mr) of copper oxide (CuO).

Relative atomic masses (Ar): O = 16; Cu = 64.

______________________________________________________________

______________________________________________________________

______________________________________________________________

Relative formula mass (Mr) = _______________ (2)

(ii) Calculate the percentage of copper in copper oxide.

______________________________________________________________

______________________________________________________________

Percentage of copper = _________________ % (2)

(iii) Calculate the mass of copper that could be made from 4.0 g of copper oxide.

______________________________________________________________

______________________________________________________________

Mass of copper = _______________________ g (1)

(c) The experiment was done three times. The mass of copper oxide used and the mass of copper made was measured each time. The results are shown in the table.

Experiment

1 2 3

Mass of copper oxide used in g 4.0 4.0 4.0

Mass of copper made in g 3.3 3.5 3.2

34

(i) Calculate the mean mass of copper made in these experiments.

______________________________________________________________

______________________________________________________________

Mean mass of copper made = ______________ g (1)

(ii) Suggest how the results of these experiments could be made more precise.

______________________________________________________________

______________________________________________________________ (1)

(iii) The three experiments gave slightly different results for the mass of copper made. This was caused by experimental error.

Suggest two causes of experimental error in these experiments.

1. ____________________________________________________________

______________________________________________________________

2. ____________________________________________________________

______________________________________________________________ (2)

35 Task 3 – Refresh Physics Knowledge!

Physics Practice Questions

Q1. The electric kettle shown below is used to boil water.

©leeser87/iStock

(a) After the water has boiled, the temperature of the water decreases by 22 °C. The mass of water in the kettle is 0.50 kg. The specific heat capacity of water is 4200 J/kg °C.

Calculate the energy transferred to the surroundings from the water.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Energy = ____________ joules (2)

(b) Why is the total energy input to the kettle higher than the energy used to heat the water?

Tick () one box.

Tick ()

Energy is absorbed from the surroundings.

Energy is used to heat the kettle.

The kettle is more than 100% efficient.

(1)

Q2. A student drinks two different types of coffee.

• Americano coffee is coffee and water.

• Cappuccino coffee is coffee with milk and milk froth.

The student observed that a cup of Americano coffee cools down faster than a cup of Cappuccino coffee. Both the Americano and Cappuccino coffees are served at the same

Completely stuck? Go straight to the help links on page 45

36

temperature.

The diagrams show the differences between Americano coffee and Cappuccino coffee.

Americano coffee (no milk) Cappuccino coffee

(with milk)

(a) The milk froth is white and contains lots of air bubbles.

Suggest why the Cappuccino coffee cools down more slowly than the Americano coffee.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________ (2)

(b) The student investigated how adding milk to coffee at different times affected the temperature of the coffee.

• The student poured the same volume of coffee into three identical cups, A, B and C.

• The coffee started at a temperature of 90°C.

• The student poured the milk into the cups.

• The milk had a temperature of 5°C.

• The milk was added to the three cups after different periods of time.

The graphs show the results.

Time in minutes

37

Time in minutes

Time in minutes

(i) What was the independent variable in the investigation?

______________________________________________________________ (1)

(ii) Use the graph to identify the time when cold milk was added to cup B.

Give a reason for your answer.

Time: _______________

Reason: ______________________________________________________

______________________________________________________________ (2)

(iii) Which cup of coffee transfers energy to the surroundings at the slowest rate over 12 minutes?

Give a reason for your answer.

Cup: _______________

Reason: ______________________________________________________

______________________________________________________________ (2)

38

Q3. Complete each of the following sentences, A, B, C, D and E, by choosing the correct ending from K, L, M, N or O.

The first one has been done for you.

A The current through a resistor depends ______________________________

B A direct current _________________________________________________

C In a series circuit, the potential difference ____________________________

D An alternating current ____________________________________________

E In a parallel circuit, the potential difference ___________________________

K _____________________________________ across each component is the same.

L __________________________________________ is supplied by a cell or battery.

M _________________________________________ is constantly changing direction.

N ___________________________ of the power supply is shared by the components.

• ______________________________ on the potential difference across the resistor. [3]

Q4. The drawing shows three identical cells and two identical lamps joined in a circuit.

(a) Use the correct symbols to draw a circuit diagram for this circuit.

39

(3)

(b) Each of the cells provides a potential difference (voltage) of 1.5 volts. What is the total potential difference (voltage) provided by all three cells?

__________________________________________________________ volts (1)

(c) Complete this sentence by crossing out the two lines in the box that are wrong.

The current through lamp 2 will be the current through lamp 1. (1)

Q5. (i) Write the equation which shows the relationship between the electric current,

the power and the voltage.

___________________________________________________________________

___________________________________________________________________ (1)

(ii) Calculate the power if the current is 5 A and the voltage is 400 000 V. Show clearly how you work out your answer and give the unit.

___________________________________________________________________

___________________________________________________________________

Power = _______________________ (2)

Q6. (a) Electrical circuits often contain resistors.

The diagram shows two resistors joined in series.

40

Calculate the total resistance of the two resistors.

___________________________________________________________________

Total resistance = _________________________ Ω (1)

(b) A circuit was set up as shown in the diagram. The three resistors are identical.

(i) Calculate the reading on the voltmeter.

______________________________________________________________

______________________________________________________________

Reading on voltmeter = _________________________ V (2)

(ii) The same circuit has now been set up with two ammeters.

Draw a ring around the correct answer in the box to complete the sentence.

smaller than

The reading on ammeter A2 will be equal to the reading on ammeter A1.

greater than

(1)

Q7. (a) A chair lift carries two skiers, Greg and Jill, to the top of a ski slope. Greg weighs 700 N

and Jill weighs 500 N.

41

(i) Write down the equation that links distance moved, force applied and work done.

______________________________________________________________ (1)

(ii) Calculate the work done to lift Greg and Jill through a vertical height of 200 m. Show clearly how you work out your answer and give the unit.

______________________________________________________________

______________________________________________________________

______________________________________________________________

work done = __________________________________ (3)

(b) The chair takes 5 minutes to move from the bottom to the top of the ski slope.

Calculate the power required to lift Greg and Jill to the top of the ski slope. Show clearly how you work out your answer.

___________________________________________________________________

___________________________________________________________________

power = _________________________________ watts (2)

(c) The chair lift is driven by an electric motor.

(i) Why would the power output of the electric motor need to be larger than your answer to part (b)?

______________________________________________________________

______________________________________________________________ (1)

(ii) Complete the following sentence.

When the ski lift is working _________________ energy supplied to the motor

is usefully transferred as gravitational ____________________ energy. (1)

42

Use the mark scheme on the following pages to self-assess your answers

Score: _________ / 33

If you scored less than 25 follow the links (page 45) to revisit the topics before you do the homework questions

Mark scheme Physics Practice Questions

Q1. (a) 46 200

accept 46 000 allow 1 mark for correct substitution ie 0.5 × 4200 × 22 provided no subsequent step

2

(b) Energy is used to heat the kettle. 1

Q2. (a) any two from:

• white / froth reflects infrared / radiation (back to coffee) allow energy / heat for IR allow white froth is a poor absorber

• white / froth is a poor emitter of IR

• trapped air / froth reduces convection

• air /froth is an insulator allow air / froth is a poor conductor

• froth reduces evaporation 2

(b) (i) time at which milk was added ignore time unqualified allow when milk added

1

(ii) 4 (minutes) no marks if time incorrect

1

43

temperature decreased / changed quickly ignore temperatures

1

(iii) (cup) A no marks if cup A not chosen allow smaller

1

smallest temperature drop / decrease allow correct comparative figures allow stayed hottest / hotter allow lost least / less energy / heat ignore cooled slower

1 Q3.

L

N

M

K all four in the correct order 2 marks for 2 correct 1 mark for 1 correct

[3 Q4.

(a) circuit symbol for a lamp correct

accept

accept any standard of drawing providing circuit would work

1

circuit symbol for a cell correct 1

2 lamps drawn in parallel with 3 cells polarity of cells must be correct (+ to –) but cells may be either way around

1

(b) 4.5 1

(c) the same as accept any clear indication of the correct answer

1

44

Q5. (i) power = current × voltage

or any correctly transposed version accept watts = amps × volts accept P = IV do not credit P = CV accept p.d. for voltage triangle acceptable only if used correctly in (ii)

1

(ii) 2 000 000 (1) 2000 kilowatts/kW (2) accept KW

watts/W (1) 2 megawatts/MW (2) do not credit mW (1) if correct method is clearly shown but answer is numerically incorrect or unit is absent or incorrect do not credit any working from an incorrect equation in (d)(i) but an appropriate unit should be credited

2 Q6.

(a) 25(Ω) 1

(b) (i) 2(V) allow 1 mark for showing a correct method, ie 6 / 3

2

(ii) equal to 1

Q7. (a) (i) work (done) = force (applied) × distance (moved)

accept W = F × s or W = F × d

accept provided subsequent method is correct 1

(ii) 240 000 allow 1 mark for correct substitution or correct use of 1200 (N)

2

joules accept J do not accept j / Nm

1

(b) 800 (watts) accept 0.8 kW accept their (a)(ii) ÷ 300 correctly evaluated for 2 marks allow 1 mark for correct substitution (a)(ii) ÷ 5 correctly evaluated for 1 mark

2

45

(c) (i) any one from:

• needs to raise the chair / lift

• lifting more than one chair allow lifting more than 2 people implication of a heavier weight

• energy transfer to the surroundings correctly qualified accept loss for transfer do not accept motor inefficient do not accept motor gets hot do not accept friction unless the location is specified as external to the motor

1

(ii) electrical accept electric

potential both answers required for the mark

1

Helpful links:

Work, power and efficiency - https://www.bbc.co.uk/bitesize/guides/zp8jtv4/revision/1

Electric circuits - https://www.bbc.co.uk/bitesize/guides/zpdtv9q/revision/1

Energy and heating - https://www.bbc.co.uk/bitesize/guides/z2gjtv4/revision/1

https://www.physicsandmathstutor.com/physics-revision/gcse-aqa/

46 Physics Homework Questions

Q1. (a) A student used the apparatus drawn below to investigate the heating effect of

an electric heater.

(i) Before starting the experiment, the student drew Graph A.

Graph A shows how the student expected the temperature of the metal block to change after the heater was switched on.

Describe the pattern shown in Graph A.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________ (2)

(ii) The student measured the room temperature. He then switched the heater on and measured the temperature of the metal block every 50 seconds.

The student calculated the increase in temperature of the metal block and plotted Graph B.

47

After 300 seconds, Graph B shows the increase in temperature of the metal block is lower than the increase in temperature expected from Graph A.

Suggest one reason why.

______________________________________________________________

______________________________________________________________ (1)

(iii) The power of the electric heater is 50 watts.

Calculate the energy transferred to the heater from the electricity supply in 300 seconds.

______________________________________________________________

______________________________________________________________

______________________________________________________________

Energy transferred = ______________________ J (2)

(b) The student uses the same heater to heat blocks of different metals. Each time the heater is switched on for 300 seconds.

Each block of metal has the same mass but a different specific heat capacity.

Metal Specific heat capacity in J/kg°C

Aluminium 900

Iron 450

Lead 130

Which one of the metals will heat up the most?

Draw a ring around the correct answer.

aluminium iron lead

Give, in terms of the amount of energy needed to heat the metal blocks, a reason for your answer.

48

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________ (2)

Q2. Figure 1 shows the circuit symbol for three different components.

Figure 1

(a) Which component is a variable resistor?

Tick one box.

A

B

C

(1)

(b) Which component is a thermistor?

Tick one box.

A

B

C

(1)

(c) In which component will the resistance decrease when the temperature increases?

Tick one box.

A

B

C

(1)

(d) In which component will the resistance decrease when the light intensity increases?

Tick one box.

A

B

C

(1)

Figure 2 shows four different arrangements of resistors.

Figure 2

49

(e) Two of the arrangements are in series and two are in parallel.

Describe the difference between a series and a parallel arrangement.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________ (2)

(f) Which arrangement has a resistance of 10 Ω?

Tick one box.

P

Q

R

S

(1)

(g) Which arrangement has the highest resistance?

Tick one box.

P

Q

R

S

(1)

(h) A student connects a resistor to a cell for 60 seconds.

The current through the resistor is 0.97 A

Calculate the charge flow.

Use the equation:

charge flow = current × time

Give your answer to 2 significant figures.

50

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Charge flow = ____________________ C (3)

Q3. (a) The diagram shows a cable car used to take skiers to the top of a mountain.

(i) The total mass of the cable car and skiers is 7500 kg.

Calculate the weight of the cable car and skiers.

gravitational field strength = 10 N/kg

Show clearly how you work out your answer and give the unit.

______________________________________________________________

______________________________________________________________

Weight = _____________________________________________ (3)

(ii) The cable car moves at a constant speed. It lifts skiers through a vertical height of 800 metres in 7 minutes.

Calculate the work done to lift the cable car and skiers.

Show clearly how you work out your answer.

______________________________________________________________

______________________________________________________________

Work done = ________________________ J (2)

(b) The diagram shows a skier who is accelerating down a steep ski slope.

51

(i) Draw an arrow on the diagram to show the direction of the resultant force acting on the skier.

(1)

(ii) How and why does the kinetic energy of the skier change?

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________ (2)

(c) Last year, 18 000 skiers suffered a head injury. It is thought that nearly 8000 of these injuries could have been avoided if the skier had been wearing a helmet. However, at present, there are no laws to make skiers wear helmets.

Suggest why skiers should be made aware of the benefits of wearing a helmet.

___________________________________________________________________

___________________________________________________________________ (1)

52 Task 4

Scientific and Investigative Skills

As part of your BTEC you will complete practical assignments. This will require you to carry out a series of practical activities as well as planning how to do them, analysing the results and evaluating the methods.

This will require you to: use appropriate apparatus to record a range of quantitative measurements (to include mass, time, volume, temperature, length and pH), use appropriate instrumentation to record quantitative measurements, such as a colorimeter or photometer, use laboratory glassware apparatus for a variety of experimental techniques to include serial dilutions, use of light microscope at high power and low power, including use of a graticule, produce scientific drawing from observation with annotations, use qualitative reagents to identify biological molecules, separate biological compounds using thin layer/paper chromatography or electrophoresis, safely and ethically use organisms, use microbiological aseptic techniques, including the use of agar plates and broth, safely use instruments for dissection of an animal organ, or plant organ, use sampling techniques in fieldwork.

Task: Produce a glossary for the following key words: accuracy, anomaly, calibration, control experiment, control variable, correlation, dependent variable, errors, hypothesis, independent variable, null hypothesis, precision, probability, raw data, reliability, true value, validity

Process and analyse the following results from the following investigation.

Time taken for a reaction to be complete in the presence of an enzyme at different temperatures. The investigation was repeated three times and the results are below.

Temperature / C Time taken to complete reaction / s Mean time taken to

complete /s 1 2 2

20 300 320 310

30 240 220 218

40 90 95 102

50 250 235 220

Task : • Complete the table by calculating the mean time taken. • Display these results as the most suitable graph • Make a basic conclusion to the effect of temperature on rate of this reaction with the enzyme.

53 Task 5

Cells Research Task

All living things are made up from cells. The structures of different types of cells are related to their functions. Animal cells and plant cells have common features (organelles), such as a nucleus, cell membrane, cytoplasm, ribosomes and mitochondria.

The study of these cells is crucial for us to work out certain processes that take place in the body, and how these cells interlink with each other.

Task

Create an article for a biology magazine informing readers of the differences between different types of cells (prokaryotic and eukaryotic). There are templates available in Word to help with your layout (type “article” into the new document search box) if you complete this on a computer. You may also choose to complete this task on paper.

In your article include the following information:

1. Describe the two types of cells (prokaryotic and eukaryotic). Include labelled diagrams of their structures.

2. List all the different types of organelle that you can find in prokaryotic and eukaryotic cells.

3. For each of the organelle explain what the function (what its job) is.

4. Cells become specialised to perform specific functions. There are four types of tissue type in the human body. For each of the following tissues, complete the table.

Tissue types:

Tissue type Where is it found How is it used? Image / diagram of tissue

epithelial muscular nervous connective

The following links might help you explain some of the points above:

http://www.bbc.co.uk/schools/gcsebitesize/science/add_aqa/cells/cellsrev1.shtml https://www.thoughtco.com/organelles-meaning-373368 https://courses.lumenlearning.com/ap1/chapter/types-of-tissues/ https://courses.lumenlearning.com/boundless-biology/chapter/eukaryotic-cells/

54 Task 6 – Diploma Extension

For Unit 8, you will study Physiology of Human Body Systems – this means the structure and function of different organ systems in the human body. You will cover the following organ systems:

• Musculoskeletal system • Lymphatic system • Digestive system

You may well have covered the last one at GCSE – so let’s have a recap of the digestive system! For this task, the following websites will be useful:

https://www.bbc.co.uk/bitesize/guides/zwqycdm/revision/2

https://www.s-cool.co.uk/a-level/biology/nutrition-and-digestion

https://www.nhs.uk/conditions/coeliac-disease/

https://www.coeliac.org.uk/home/

Exchange and Transport

Organisms need to exchange substances selectively with their environment and this takes place at exchange surfaces. Respiratory gases are exchanged in the lungs (such as oxygen, which is used in respiration in body cells to release energy for different activities.) Respiration also needs glucose, a sugar molecule that is absorbed from the food we eat by the exchange surfaces of the digestive system.

As humans are so big and so active, we need a really efficient exchange surfaces in our respiratory and digestive system to get enough oxygen and glucose into our bodies. This means we will be able to do enough respiration to have a high level of activity.

Digestive system

The human digestive system has 3 main functions;

- Mechanical breakdown of food - Chemical breakdown of food - Absorption of digested food particles into the blood stream.

TASK: For each part of the digestive system labelled in the diagram, research the structure (the way that each part is arranged or organised) and function (what it does.) You should arrange this as a table as shown below.

Part of the digestive system

Structure Function

Mouth

55 Bile is an important chemical in digestion. Bile is made in the liver and stored in the gall bladder. It has 2 roles;

1) Makes the digested food, leaving the stomach, slightly alkaline for enzymes to work in. 2) It emulsifies the lipids, breaking them up into small droplets to increase the surface area for lipase to digest.

The digestive system contains 3 types of enzyme;

- Carbohydrase enzymes for breaking down complex carbohydrates into simple sugars. - Protease enzymes break down proteins into amino acids. - Lipase enzymes break down lipids into fatty acids and glycerol.

TASK: For each enzyme, complete a table to show the specific function of the following enzymes and where they are found in the digestive system.

Enzyme Breaks down (name of substrate) Into (name of products) Location(s) in the digestive system Amylase Protease Lipase

Following mechanical and chemical digestion, digested food is now small enough to pass through the wall of the small intestine into the blood stream.

As the small intestine is an exchange surface it displays some characteristic adaptations; large total surface area, lots of blood vessels very close to the exchange surface and walls that are one cell thick.

The walls of the small intestine are highly folded into villi, to increase the surface area of the walls. The cells that make up the walls of the small intestine also have their cell membranes folded to make microvilli, which increases the surface area further.

TASK: Research coeliac disease, which is a disease of the digestive system. Use this research to produce an information leaflet to explain the condition to patients who have recently been diagnosed with the condition. Your work should include:

• Symptoms of the condition • Changes to the digestive system that explain why these symptoms occur • Treatments for the condition and how they reduce the symptoms of the condition. • Anything else that you think coeliacs would want to know after diagnosis to make your leaflet more realistic.

Ensure you include references to the websites and sources of information you used in your work on the last page of the leaflet in a section with the title ‘Further sources of information.’