Practice questions

 
Q2.
 
A student carries out an experiment to find the energy value of some food samples.
He uses this method.

· place 20 grams of water in a boiling tube

· use a thermometer to measure the temperature of the water
· weigh a small sample of food and record its mass
· set fire to the food sample by holding it on a mounted needle in a Bunsen flame
· quickly transfer the burning food so that it is under the boiling tube
· allow the food sample to burn, relighting it in the Bunsen flame if required, repeating this until the
sample does not relight
· measure the new temperature of the water in the boiling tube
The student repeats this method for a number of different foods.

(a)  State two safety precautions that the student should take when carrying out this experiment.
(2)
1 hold the burning piece of food away from themselves and the people around them
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2 making sure that the Bunsen burner is put in a safe position on a fireproof mat
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(b)  The student records the mass of food and the change in water temperature.
For each food sample, he calculates the energy released in joule (J) using this formula

He then calculates the energy released in joule per gram (J per g).
The table shows his results.

(i)  Calculate the energy released from the sample of popcorn.

(2)

336j
 energy released = ........................................................... J
(ii)  Explain why the student calculates the energy released in J per g.
(2)
Because not all the pieces of food will weight the same
(c)  The energy value given on the packet of popcorn is 14 800 J per g.
(i)  Suggest why there is a difference between the student's calculation of the energy released and the
energy value on the packet.
(3)
Because on the packet it lists the average amount but the biscuit isn’t the same as the average but it’s
slightly off
(ii)  Describe two ways the student could modify the apparatus to make his calculation of the energy
released closer to the energy value on the packet.
(2)
1 they could use apparatus that conducts heat better
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they could do it in a more concealed environment  
Q4.
 
A student prepared some plant cells taken from an onion. She placed the cells in a few drops of distilled
water. She then used a camera attached to a microscope to photograph the cells.

She then added a few drops of concentrated salt solution to the cells and waited a few minutes.
She then took another photograph of the same cells.

(a)  Describe the differences in the appearance of the cells in concentrated salt solution compared with
the cells in distilled water.
(2)

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(b)  The student thought that the differences in the cells were caused by osmosis.

What is meant by the term osmosis?

(2)

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(c)  Explain what happens to the cells in concentrated salt solution to change their appearance.
(3)
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Q5.
 
The diagram shows a section through a rat. Some of the rat's organs have been labelled.

(a)  (i) What is meant by the term organ?

(1)
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(ii)  Name the organ labelled in the diagram that is part of the circulation system.
(1)
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(b)  The table lists descriptions of some parts of the alimentary canal.

Complete the table by giving the correct part from the diagram to match each description.
One has been done for you.

(3)
(b)  Explain how the liver helps digestion in the alimentary canal.
(3)
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Qu6. 
 A meal contains different food components.
(a)  The table lists some of the components in the meal.
Complete the table by giving the function of each component.
One has been done for you.
(4)
 Q4.
 
The diagram shows the alimentary canal of a rabbit with some parts labelled.

(a)  The table lists descriptions of some parts of the alimentary canal.

Complete the table by giving the correct part from the diagram to match each description.
One has been done for you.

(3)

(b)  Explain how the liver helps digestion in the alimentary canal.

(3)
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Q5.
 
Many people in the UK eat fish and chips.
The drawing shows a plate of fish and chips.

(a)  Describe what happens to fish protein in the stomach.

(4)
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(c)  Chips are cooked by frying them in lipid (oil). Some of this lipid is left on the surface of the chips after
cooking.
The diagram shows three different shaped chips from the same potato.
Each chip has the same mass.

(i)  The table shows the surface area, the volume and the surface area to volume ratio for chips A and
B.
Use the diagram to complete the table for chip C, which is a cube.
(3)

(ii)  Eating too much lipid is harmful to health.

Explain which shape of chip, A, B or C, is the most healthy to eat.
(3)
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Q6.
 
A doctor recommends eating these foods for a balanced diet.

· five portions of fruit and vegetables every day

· starchy carbohydrates such as potatoes, bread, rice and pasta
· milk and dairy products
· protein sources such as beans, eggs and meat
· two portions of fish every week, one of which should be oily fish
· oils and fats only in small amounts 
(a)  
(ii)  Suggest why carbohydrates such as bread should be wholegrain if possible.
(2)
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(iii)  Explain why is it especially important for pregnant women to include milk and dairy products in
their diet.
(2)
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(b)  Explain what is meant by the term balanced diet.
(2)
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Q8.
 
A student adds oil (lipid) to water.
He then puts drops of the mixture onto a microscope slide.
The diagram shows oil droplets floating on the water, as seen using a microscope.

The student then adds different solutions to four separate samples of oil droplets floating on the water.
Diagrams A, B and C show the possible appearance of the oil droplets after each solution is added.

(a)  (i)  The table lists the solutions added to the oil and water mixture.
Complete the table to show which diagram the mixture would look like after each solution is added.
You may use each letter once, more than once or not at all.
One has been done for you.
(3)

(b)  Starch is digested in the small intestine. The small intestine contains many structures that absorb
glucose.
The diagram shows one of these structures.
 (i)  Name this structure.
(1)
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(ii)  Explain how this structure is adapted to absorb glucose.

(5)
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