Oxford Cambridge and RSA H

GCSE (9–1) Chemsitry A, Physics A (Gateway Science)

Topic Test – Particles, Purity And Seperating Mixtures, Motion

Subject modules C1, C2.1, P2.1 (Higher Tier)

Candidates answer on the Question Paper.

A calculator may be used for this paper.

Supplied materials:
• the Data Sheet for GCSE (9–1) Chemistry A
(inside this booklet)
• the Equation Sheet for GCSE (9–1) Physics A
(inside this booklet)

Other materials required:

• a scientific or graphical calculator
Time allowed: 1 hour 10 minutes

Candidate Candidate
forename surname

Candidate number Centre number 1 4 1 0 3

INSTRUCTIONS TO CANDIDATES Marks Awarded

• Write your name and candidate number in the boxes above.

• Use black ink, pencils should only be used for diagrams.
• Answer all the questions.
• Write your answer to each question in the space provided.
Approximate Grade
If additional space is required, you should use the page(s) at the end of this
booklet. The question number(s) must be clearly shown.
• Where appropriate, your answer should be supported with working. Marks
might be given for using the correct method, even if your answer is wrong.

INFORMATION FOR CANDIDATES

• The total number of marks for this paper is 55.
• The number of marks is given in brackets [ ] at the end of each question or part question.
• Quality of extended response will be assessed in questions marked with an asterisk (*).
• This document consists of 22 pages. Any blank pages are indicated.
ADVICE
• Read each question carefully. Make sure you know what you must do before starting your
answer.

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Section A – Physics

You should spend a maximum of 10 minutes on this section.

Write your answer to each question in the box provided.

1 This is a velocity-time graph for an object.

Which statement describes the motion of the object?

A The object has a constant acceleration.

B The object is accelerating at a decreasing rate.

C The object is accelerating at an increasing rate.

D The object is decelerating.

Your answer
[1]

2 Which of the following is the same speed as 7.2 km / h?

A 2.0 m / s

B 20.0 m / s

C 25.9 m / s

D 120.0 m / s

Your answer
[1]

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3 A child walks 300 m north along a path. The path turns through a 90° angle.
They then walk another 400 m east.

Which statement is correct?

A The total displacement is 500 m.

B The total displacement is 700 m.

C The total distance travelled is 500 m.

D The total distance travelled is 1200 m.

Your answer
[1]

4 The graph shows four journeys.

Which journey has the highest average speed at time Q?

Your answer
[1]

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5 A loaded trolley with a mass of 10 kg travels at 10 m / s.

What happens to the trolley’s kinetic energy (KE) if the speed doubles and the mass halves?

A KE doubles

B KE halves

C KE quadruples

D KE stays the same

Your answer
[1]

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BLANK PAGE

PLEASE DO NOT WRITE ON THIS PAGE

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Section B

6 Some students investigate the speed of a trolley down a ramp.

The students do not have light gates, so instead they attach a tape to the trolley and release it
down the ramp, as shown in Fig. 6.1.

They also set-up a machine with a timer to make a dot on the tape every 0.02 s.

Fig. 6.1

Fig. 6.2 is part of the tape.

Direction of motion →

Section X Section Y

Fig. 6.2

(a) Describe and explain the motion of the trolley in each section.

Section X ............................................................................................................................................

.............................................................................................................................................................

.............................................................................................................................................................

Section Y ............................................................................................................................................

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[4]

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(b) Fig. 6.3 is part of another tape.

The timer for this tape also makes a dot on the tape every 0.02 s.

Direction of motion →

Fig. 6.3

(i) Use the tape in Fig. 6.3 to calculate the speed of the trolley at point Q.

Speed at Q = ....................................................... m / s
[2]

(ii) In a repeat experiment:

• the speed at Q is 1.3 m / s

• the speed at R is 1.0 m / s

Use these values and the tape in Fig. 6.3 to calculate the deceleration of the trolley.

Deceleration = ....................................................... m / s2
[3]

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(c) Fig. 6.4 is tape from another trolley on a different ramp.

Direction of motion →

Fig. 6.4

The speed of the trolley for this experiment means that the dots on the tape are stretched out.
This makes measuring the distances between the dots more difficult.

How can the students measure the speed more accurately?

The students do not have any other equipment.

.............................................................................................................................................................

.............................................................................................................................................................
[1]

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7 A student measures the acceleration due to gravity by dropping a ball through a light gate.

The diagram shows the experiment.

(a) The light gate and computer are used to calculate the final velocity of the ball.

What information does the student have to enter into the computer?

.............................................................................................................................................................
[1]

(b) The computer displays a final velocity of 7.2 m / s when the student drops the ball from 2.7 m.

Calculate a value for the acceleration due to gravity

Acceleration due to gravity = ....................................................... m / s2

[2]

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8 Look at the velocity-time graph for a car during 20 seconds.

Overall, the car travels 390 m.

Use the graph to calculate the final velocity of the car.

Final velocity = ....................................................... m / s

[2]

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Section C – Chemsitry

You should spend a maximum of 15 minutes on this section.

Write your answer to each question in the box provided.

9 A molecule of glucose has the molecular formula C6H12O6.

What is the empirical formula of glucose?

A CHO

B CH2O

C C6H12O6

D (CO)6H12

Your answer
[1]

10 Which statement best describes the stationary phase in thin layer chromatography (TLC)?

A A glass plate with chromatography paper

B Alumina powder in ethanol

C A plastic plate coated in glue

D Silica spread on a glass plate

Your answer
[1]

11 Which method can detemine whether a substance is pure?

A Melt the substance and check if it melts over a range of temperatures.

B Use a chromatogram and check if there are multiple spots.

C Use a chromatogram and check if there is one peak.

D Use distillation to check if the substance contains water.

Your answer
[1]

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12 A scientist performs thin layer chromatography on a solution.

The spots on the chromatogram are colourless.

What must the scientist do to see the spots?

A Use a locating agent

B Use a universal indicator

C Use food colouring

D Use violet light

Your answer
[1]

13 Which substance is described as pure by a scientist?

A A solution of sodium chloride

B An alloy

C Dilute sulfuric acid

D Distilled water

Your answer
[1]

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14 A student uses chromatography to separate a mixture of coloured dyes.

What is the name of the dotted line marked X?

A Chromatogram

B Rf line

C Origin

D Solvent front

Your answer
[1]

15 Which substance is an example of a formulation?

A A macromolecule

B A metal

C An alloy

D An ionic compound

Your answer
[1]

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16 A metal oxide has the formula X2O, where X is a Group 1 metal.

The relative formula mass of the metal oxide is 94.2.

What is the name of X?

A Lithium

B Potassium

C Rubidium

D Sodium

Your answer
[1]

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BLANK PAGE

PLEASE DO NOT WRITE ON THIS PAGE

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Section D

17 Many scientists were involved in the development of the atomic model.

(a) Geiger and Mardsen worked with Rutherford and tested J. J. Thomson’s ‘plum-pudding’ model of
the atom.

They conducted an experiment where a beam of positively charged alpha particles was fired at a
piece of thin gold foil.

Describe what they observed and explain how these results were used to further develop the
model of the atom.

.............................................................................................................................................................

.............................................................................................................................................................

.............................................................................................................................................................

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[2]

(b) Atoms are either oxidised or reduced to form ions.

(i) The table shows information about three different ions.

Complete the table.

Number of Number of Number of

Ion Mass number
protons neutrons electrons

Mg2+ 12 10 24
.......................
F- 9 10 19
.......................
Li+ 3 4 2
.......................
[2]

(ii) The element lithium exists as isotopes.

State one difference and one similarity between the Li+ ions formed from different isotopes of
lithium.

Difference ...........................................................................................................................................

.............................................................................................................................................................

Similarity .............................................................................................................................................

.............................................................................................................................................................
[2]

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(iii) A sample of magnesium metal is 5.2 cm wide.

Estimate how many Mg2+ ions would fit across the width of the sample of magnesium metal.

Use your knowledge of the typical radius of atoms in your calculation.

Estimated number of Mg2+ ions = .......................................................

[3]

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18
(a) The particle model can be used to show changes of state.

(i) Complete the diagram to show what happens to the particles as a solid changes to a liquid.

solid liquid
[2]

(ii) Which statements about changes of state are correct?

Tick two boxes.

Boiling describes a gas turning into a liquid.

Freezing is a chemical change.

Melting is a physical change.

The amount of energy needed to melt a substance depends on the strength of

the forces between particles.

The arrangement of particles becomes more random during condensing.

[2]

(iii) The particle model has limitations when showing changes of state.

Explain two limitations of the particle model.

1 ..........................................................................................................................................................

.............................................................................................................................................................

2 ..........................................................................................................................................................

.............................................................................................................................................................
[2]

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(b) A scientist needs to choose a solid formulation that will be used at high temperatures.

The graphs show how the temperature changes as three different formulations, A, B and C, are
heated.

Which formulation should the scientist choose?

Explain your answer.

Formulation .........................

Explanation .........................................................................................................................................

.............................................................................................................................................................

.............................................................................................................................................................

.............................................................................................................................................................
[2]

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19 A student wants to separate a mixture of compounds.

Different separation methods are used depending on the mixture.

(a) Draw lines to connect each separation method to the correct mixture.

Seperation method Mixture

Insoluble solid
Crystallisation
and liquid

Solution containing a
Filtration soluble solid dissolved
in a liquid

Fractional Three liquids with

distillation different boiling points
[2]

(b) The student decides to use simple distillation to separate a mixture.

They set up the apparatus shown in the diagram.

(i) The mixture contains ethanol.

Suggest a change the student could make to the apparatus to make the distillation safer.

.............................................................................................................................................................

.............................................................................................................................................................
[1]

(ii) The student wants to record the boiling point of the pure liquid that is collected in the collection
flask.

Suggest an improvement the student could make to the apparatus so that they can record the
boiling point.

.............................................................................................................................................................

.............................................................................................................................................................
[1]

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20 A student carries out an experiment using paper chromatography to distinguish between three
* substances.

Here is his method.

1. Draw a pen line half way up the paper.

2. Put a large spot of the substance to be tested onto the line.
3. Stand the paper in the solvent. The solvent should be at the same level as the spot.
4. Leave the beaker uncovered.
5. Remove the paper from the beaker before the solvent reaches the top.

He calculates the Rf value for each substance.

Look at his results.

Distance moved Distance moved

Substance by solvent by spot Rf value
(mm) (mm)
X 95 78 1.22
Y 95 65 1.46
Z 95 51 1.86

His teacher noticed some mistakes with his method and his Rf values.

Describe and explain the mistakes the student has made and suggest corrections.

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[6]
END OF QUESTIONS

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Additional page, if required.

Question
Write the question numbers in the left-hand margin.

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