Flying start: (BTEC Science)

Planner

The following plan is meant as a guide to help you structure the activities in this flying start pack between June and August.

However, if you would like to complete this at a different pace and/or spend less or more time on each activity this is entirely your choice.

Week and activity number

Page number Time allocation Complete?

1 3 1 hour2 4-6 1–2 hours3 6-7 1 hour 4 7-8 1 hour5 8 2 hours6 8-9 1-2 hours 7 9-10 1–2 hours 8 11-22 2-3 hours 9 22-23 1hour

10 23 1hour

BTEC Applied Science Flying Start Pack

BTEC Level 3 National Extended Certificate in Applied Science, or BTEC Science for short covers all aspects of science in a more applied setting than traditional A levels. You will all have strengths and weaknesses in your GCSE science knowledge and by working through the sections in this pack this will allow you to be better equipped to start BTEC Science.This pack includes a list of topics from GCSE that will be helpful for you to review and practice. The work will help you develop necessary skills for your studies such as resilience and time management that will be essential during years 12 & 13. In September, your work needs to be brought to the first lesson, don’t worry if it isn’t all complete, all we ask is that you do your best.

This booklet has 4 sections. 1. Biology 2. Chemistry 3. Physics 4. Research task

Resources 1.There is a list of available resources plus valuable information as well as the course specification in the Pearson website.

https://qualifications.pearson.com/en/qualifications/btec-nationals/applied-science-2016.html

2. Royal Society of Biology

2

https://www.rsb.org.uk/

3. Royal Society of Chemistry https://www.rsc.org/

4. Institute of Physics (IOP) http://www.iop.org/tailored/students/

5. Free Science Lessons (You Tube) https://www.youtube.com/channel/UCqbOeHaAUXw9Il7sBVG3_bw 6. BBC Bitesize https://www.bbc.com/bitesize/levels/z98jmp3

Activity 1

I. What can studying Level 3 BTEC Science lead on to?

Level 3 BTEC Science is becoming more widely accepted at many universities and it makes an excellent choice, offering you access to a wide range of university courses and careers. Studying Science opens the door to many degrees such as nursing, midwifery, physiotherapy, biomedical sciences, optical dispensing, dietetics, radiography, veterinary nursing, environmental science, occupational therapy, sports science, physiology and speech therapy.

Explore the many options made available to you by studying BTEC Science at:

https://www.theuniguide.co.uk/advice/ucas-application/can-you-get-into-university-if-youre- studying-btecs

Identify courses or careers (inside or outside of science) that you have become aware of and that you would like to find out more information about. You can use this table to summarise your research if you wish.

Course/Career Additional information

3

Activity 2

As well as taking your knowledge and understanding of scientific concepts to the next level, Level 3 BTEC Science will also help to further develop the scientific and analytical skills that you have been practicing in order to help you become more critical and creative in your thinking.

Let’s now have a look at some of the terminology you used at GCSE that you will need and go on to develop further in BTEC Science. Complete this table by defining each word from memory. If you then need to, refer to your GCSE resources or the websites suggested below to check and revise your definitions. https://www.gcse.com/science/AQA_glossary.htmhttps://www.wjec.co.uk/media/hhkb1jpb/glossary-of-terms-for-practical-work-e.pdf

Key term Definition from memory Revised definition

Hypothesis

Independent

variable

Dependent

variable

Control

variable

Accuracy

Precision

Validity

Range

Reliability

Anomaly

4

Line of best fit

Conclusion

Evaluation

Limitations

From GCSE you will remember that osmosis is the movement of water through a selectively permeable membrane from a high concentration of water to a lower concentration of water.

The following outlines an investigation into the rate of osmosis in potato tissue:

A student predicted that osmosis in potato cells would occur more quickly at higher temperatures. In order to investigate this, she used the same borer to obtain 5 cylinders of potato, all 4cm long, from the same potato. She used an electronic balance to find the mass of each potato cylinder and recorded these in a table. The student measured 25cm3 of water (each a different temperature) into each of 5 boiling tubes. She then placed a cylinder of potato into each boiling tube and started a stop watch. After 10 minutes, she removed the potato cylinders and reweighed them. All were found to have gained mass.

From the above investigation, identify the following:

Independent variable

Dependent variable

Control variables (x 3)

Now answer the following questions:

1. Why did the potato cylinders all gain mass?

2. How might the student have obtained five different temperatures of water?

5

3. It is not possible to determine the range of temperatures used from the information provided. Suggest why the range of values used determines whether any conclusions drawn from this data would be valid or not.

4. Other than not knowing the water temperatures used, can you identify or suggest any other limitations of this investigation?

Activity 3 Maths in science

Math skills are essential in science as you are expected to be proficient in the use of maths for analysis and comparative analysis and evaluation. These are commonly used units in Biology, see if you can convert the units

Answers to all of these questions should use standard form e.g. use 5.6 x 103 rather than 5600, use 4.2 x 10-2 rather than 0.042.

1. How many?

mm in a m µm in a mm

µm in a m nm in a µm

nm in a mm nm in a m

mm in a µm m in a µm

µm in a nm mm in a nm

µl in a litre ml in a litre

µl in a ml ms in a s

µs in a ms

2. Convert each of the following into metres.

(a) 70 nm

(b) 5 µm

(c) 1 mm

(d) 0.2 mm

6

3. Convert each of the following into µm.

(a) 4 m

(b) 200 nm

(c) 17 mm

(d) 0.3 nm

4. Areas. How many?

(a) μm2 in a m2

(b) μm2 in a mm2

5. Volumes. How many?

(a) mm3 in a cm3

(b) μm3 in a mm3

6. Convert each of these into more sensible units using standard form to express your answers if appropriate.

(a) 0.0003 μm

(b) 0.004 km

(c) 4500000 nm

(d) 0.0007 s

You can check your answers here: https://ocr.org.uk/subjects/science/maths-for-biology/arithmetic-and-numerical-computation/

Activity 4.Symbols and Prefixes

Prefix Symbol Power of 10Nano n x 10-9 Micro μ x 10-6 Milli m x 10-3

7

Centi c x 10-2 Kilo k x 10-3 Mega M x 10-6Giga G x 10-9

At BTEC level, unlike GCSE, you need to remember all symbols, units and prefixes. Below is a list of quantities you may have already come across and will be using during your BTEC course. Complete the columns with the correct symbols and units

Quantity Symbol UnitVelocityAccelerationTimeForceResistancePotential DifferenceCurrentEnergyPressureMomentumPowerDensityCharge

Activity 5. Independent research into practical skills.

Unit 2 is centred around independent research and developing practical skills. With this in mind, try researching the following and putting together a piece of work (no longer than two sides) that describes and explains the use of the following: 1. Titrations 2. pH meters 3. Colorimetry 4. Chromatography (particularly thin layer, TLC) Avoid the dreaded copy and paste and reference websites and books.The following websites will help you with your referencing.https://www.kent.ac.uk/learning/resources/studyguides/harvardreferencingquickguide.pdfhttp://www.neilstoolbox.com/bibliography-creator/

Activity 6. Chemistry; Solutions and concentrations.

In chemistry, many of the reactions we carry out involve adding or mixing solutions. You will have carried out required practicals at GCSE using various solutions, most likely to include solutions of acids.

The standard unit for volume is metre cubed, m3. However, as volumes in chemistry are often smaller than 1 m3, fractions of this unit are used as an alternative: 1 m3 = 1000 dm3 = 1,000,000 cm3

A bottle of hydrochloric acid labelled as “1M” or “1 mol dm-3” indicates that 1 mole of HCl (hydrogen chloride gas) has been dissolved in 1 dm3 (cubic decimetre) of water (1 dm3 = 1000 cm3 = 1 litre).

To calculate the concentration of a solution we use the following equation:

concentration (mol dm–3) = amount of substance (mol)

8

volume (dm3)

Useful websites to help you with this section: BBC Bitesize revision: https://www.bbc.co.uk/bitesize/guides/zgcyw6f/revision/4 Doc Brown: http://www.docbrown.info/page04/4_73calcs11msc.htm

1. The amount of substance in moles (n) in a solution can be calculated when the concentration given in mol dm-3 (c) and volume (v) in cm3 are known by using the equation in the box:a) Rearrange this equation making c the subject of the equation.b) Rearrange this equation making v the subject of the equation.

2. Complete the following sentences;To convert a volume in cm3 into a volume in dm3, divide by...........................................To convert a volume in cm3 into a volume in m3, divide by.............................................

3. a) A balloon of helium has a volume of 1600 cm3. What is its volume in units of dm3?b) The technician has prepared 550 cm3 of HCl(aq). What is its volume in units of m3?c) An experimental method requires 1.35 dm3 of NaOH(aq). What volume is this in cm3?d) A swimming pool has a volume of 375 m3. What volume is this in cm3?

4. Use the equation to help you complete each of the statements in the questions below. a) What is the concentration when 1.5 mol of NaCl is dissolved in 0.25 dm3 of water? b) How many moles are in 250 cm3 of a solution of HCl with a concentration of 0.015 mol dm–3? c) What volume of solution with a concentration of 0.85 mol dm–3 contains 0.125 mol?

Challenge Questions:5. a) What is the concentration of 9.53g of magnesium chloride (MgCl2) dissolved in 100cm3 of water? b) What is the concentration of 13.248g of lead nitrate (Pb(NO3)2) dissolved in 2dm3 of water? c) If I add 100cm3 of 1.00 mol dm-3 HCl to 1.9 dm3 of water, what is the new concentration? d) What mass of silver is present in 100 cm3 of 1 mol dm-3 silver nitrate (AgNO3)? e) The Dead Sea, between Jordan and Israel, contains 0.0526 moldm -3 of Bromide ions (Br -). What mass of bromine is in 1 dm3 of Dead Sea water?

[Answers on p.20]

A ctivity 7. C hemistry; Titrations

One key skill in chemistry is the ability to carry out accurate titrations. You may well have carried out a titration at GCSE and in the Btec, you will have to carry them out very precisely and be able to describe in detail how to carry out a titration.

Acid-base titrations are used to make a neutral salt solution from mixing an acid with a base. Titrations are the best method to make sure the reactants are mixed in the correct proportions. The results are then used to determine an unknown quantity (e.g. concentration or mass). Remember for any titration calculation you need to have a balanced symbol equation; this will tell you the ratio in which the chemicals react.

Useful websites to help you with this section:

9

n = cv1000

Titrations revision on BBC Bitesize: https://www.bbc.co.uk/bitesize/guides/zx98pbk/revision/1 Watch the video on how to perform a titration: https://www.youtube.com/watch?

v=RI14t0R1wMY Interactive Titration simulation (RSC): http://www.rsc.org/learn-chemistry/resources/screen-

experiment/titration/experiment/2/5

1. Label the diagram below using the key terms in the box.

2. Summarise the basic procedure for carrying out a titration. (Watch the video from the links above if you’ve not done one before or if you can’t remember).

3. Describe 3 features of a titration that makes it very accurate.

4. What does it mean if results are described as concordant?

5. A solution of barium nitrate will react with a solution of sodium sulfate to produce a precipitate of barium sulfate. Ba(NO3)2(aq) + Na2SO4(aq) BaSO4(s) + 2NaNO3(aq)What volume of 0.25 mol dm-3 sodium sulfate solution would be needed to fully react with 12.5 cm3 of 0.15 mol dm-3 barium nitrate?

Challenge questions: Here are some additional problems which are harder, ignore the questions about colour changes of indicators: http://www.docbrown.info/page06/Mtestsnotes/ExtraVolCalcs1.htm

[Answers on p.21]

Solve the following: 1. How many metres in 2.4 km?2. How many joules in 8.1 MJ?3. Convert 326 GW into W.4. Convert 54 600 mm into m.5. How many grams in 240 kg?6. Convert 0.18 nm into m.7. Convert 632 nm into m. Express in standard form.8. Convert 1002 mV into V. Express in standard form.9. How many eV in 0.511 MeV? Express in standard form.10. How many m in 11 km? Express in standard form.

10

o Acid and alkalio Buretteo Clamp stando Conical flasko Funnelo Indicatoro Pipetteo Pipette filler

Activity 8

Waves and their properties are a key topic on the BTEC year 1 course. The ideas will build on those which you have already encountered at GCSE.

It is important to understand that waves transmit energy and NOT matter. In a mechanical wave the particles of the wave medium only vibrate (oscillate) about a fixed position but energy is transmitted in the direction of the wave. Electromagnetic waves involve oscillations of electric and magnetic fields rather than particles in a medium.

The short videos below develop the foundations of the waves topic and which will help you to prepare for year 1 of your BTEC course.

https://www.youtube.com/watch?v=0f5iYCNCnow&list=PL9IouNCPbCxX1-0Nr5_bMDJnN-9RqMuA6&index=2&t=4s

https://www.youtube.com/watch?v=ITe6snlZBp8&list=PL9IouNCPbCxX1-0Nr5_bMDJnN-9RqMuA6&index=2

https://www.youtube.com/watch?v=Aucu7YshyQ0&list=PL9IouNCPbCxX1-0Nr5_bMDJnN-9RqMuA6&index=3

https://www.youtube.com/watch?v=u5vkYjV1V1A&list=PL9IouNCPbCxX1-0Nr5_bMDJnN-9RqMuA6&index=11

If you prefer, the key waves concepts from GCSE are summarised here:

https://www.bbc.co.uk/bitesize/guides/zgf97p3/revision/1

Try to answer the following questions:

Q1.Figure 1 shows a slinky spring used to model a sound wave.

Figure 1

 

(a)  Label the arrows on Figure 1

11

Choose the answers from the box. 

amplitude   compression   frequency

  rarefaction   wavelength  

(3)

(b)  What type of wave is a sound wave?

Tick one box. 

electromagnetic

longitudinal

transverse

(1)

(c)  Figure 2 shows two students measuring the speed of sound in air.

Figure 2

 

One student bangs two bricks together.

The sound wave produced is reflected from the wall and travels back to the students.

Describe how they can determine the speed of sound.

___________________________________________________________________

___________________________________________________________________

12

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

(4)(Total 8 marks)

Q2.A car aerial receives radio waves from a radio transmitter.

Radio waves are transverse waves.

Sound waves are longitudinal waves.

(a)  Describe the difference between transverse waves and longitudinal waves.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

(2)

(b)  The radio waves have a frequency of 4.8 × 109 Hz

Wave speed of electromagnetic waves = 3.0 × 108 m/s

Calculate the wavelength of the radio waves.

Give your answer to 2 significant figures.

___________________________________________________________________

13

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Wavelength = ___________________ m(3)

(c)  Describe how the radio waves reaching the car aerial produce signals in the electrical circuit of the car radio.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

(3)(Total 8 marks)

Q3.The diagram shows a wave.

14

(a)     Which arrow shows the amplitude of the wave?

Tick one box. 

A B C D

(1)

(b)     Which arrow shows the wavelength of the wave?

Tick one box. 

A B C D

(1)

(c)     It takes 0.5 seconds for a wave in the diagram to travel from point P to point Q.

Calculate the frequency of the waves shown in the diagram.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Frequency = ____________________ Hz(2)

(d)     What type of wave is sound?

Tick one box. 

Electromagnetic

Longitudinal

Transverse

(1)

Two students carried out an experiment to determine the speed of sound.

This is the method used.

1.     Student A stands 100 m away from Student B.15

2.     Student A bangs two blocks of wood together making a loud sound.

3.     Student B starts a stopclock when he sees the blocks of wood bang together.

4.     Student B stops the stopclock when he hears the sound and records the time.

5.     The students repeat steps 2‒4 several times.

The students calculated the speed of sound from their results.

(e)     Suggest the most likely source of error in the experiment.

___________________________________________________________________

___________________________________________________________________

(1)

(f)      The speed of sound calculated was lower than the true speed of sound in air.

Suggest one improvement to the students’ method that would give a more accurate value for the speed of sound.

___________________________________________________________________

___________________________________________________________________

(1)

(g)     A student compares the properties of visible light waves and radio waves.

Which two properties are the same for both visible light waves and radio waves?

Tick two boxes. 

Both are transverse waves

Both can travel through a vacuum

Both have the same amplitude

Both have the same frequency

Both have the same wavelength

(2)(Total 9 marks)

16

Q4.Infrared and microwaves are two types of electromagnetic radiation.

The diagram below shows the positions of the two types of radiation within part of the electromagnetic spectrum.

 

(a)     Name one type of electromagnetic radiation which has more energy than infrared.

___________________________________________________________________

(1)

(b)     Use the correct answer from the box to complete each sentence.

Each answer may be used once, more than once or not at all. 

greater than less than the same as

The wavelength of infrared is ____________ the wavelength of microwaves.

The frequency of microwaves is ____________ the frequency of infrared.

The speed of microwaves in a vacuum is ____________ the speed of infrared in a vacuum.

(3)

Q5.(a)    The diagram on the right shows two waves.

 

(i)      Name one wave quantity that is the same for the two waves.

______________________________________________________________

(1)

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(ii)     Name one wave quantity that is different for the two waves.

______________________________________________________________

(1)

(iii)    The waves in Diagram 1 are transverse.

Which one of the following types of wave is not a transverse wave?

Draw a ring around the correct answer. 

gamma rays sound visible light

(1)

(b)     Diagram 2 shows water waves in a ripple tank moving towards and passing through a gap in a barrier.

Diagram 2

 

Every second, 8 waves pass through the gap in the barrier. The waves have a wavelength of 0.015 metres.

Calculate the speed of the water waves and give the unit.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Speed = ___________________________________(3)

(Total 6 marks)

Q6.(a)     The diagram below shows six of the seven types of wave that make up the

electromagnetic spectrum. 

18

Gammarays   Ultraviolet Visible

light Infrared Microwaves Radiowaves

(i)      What type of electromagnetic wave is missing from the diagram?

______________________________________________________________

(1)

(ii)     Which of the following electromagnetic waves has the most energy?

Draw a ring around the correct answer. (1) 

gamma rays radio waves visible light

(iii)    Which of the following electromagnetic waves is given out by a TV remote control?

Draw a ring around the correct answer. (1) 

infrared microwaves ultraviolet

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

  a slower speed than  

Microwaves travel through a vacuum at the same speed as radio waves.

  a faster speed than  

(1)

(c)     The diagram shows waves being produced on a rope.The waves are not reflected by the wall.

 

(i)      Draw an arrow on the diagram to show the direction in which the waves transfer energy.

(1)

(ii)     Which one of the arrows, labelled, X, Y or Z, shows the amplitude of a wave?

19

Write the correct answer in the box. (1)

(iii)    The waves produced on the rope are transverse.

Name one other type of transverse wave.

______________________________________________________________

(1)

(d)     The rope is shaken up and down, producing 3 waves every second.The waves have a wavelength of 1.2 metres.

(i)      State the frequency of the waves.

_______________ Hz (1)

(ii)     Calculate the speed of the waves.

Show clearly how you work out your answer.

______________________________________________________________

______________________________________________________________

Wave speed = _________________________ m/s(2)

(Total 10 marks)

Q7.A student uses a ray box and a semicircular glass block to investigate refraction.

                                    

(a)     What is the vertical dashed line called?

___________________________________________________________________

20

(1)

(b)     Which angle, v, w, x, y or z, is the angle of refraction?

___________________________________________________________________

(1)

(c)     Why has refraction taken place?

___________________________________________________________________

___________________________________________________________________

(1)

(d)     In an investigation, a student always aims the light from the ray box at point P.She moves the ray box to give different values of angle v.She records angle y for each of these values. The table shows her results.

 

Angle vmeasured in degrees

Angle ymeasured in degrees

30 19

40 25

50 31

60 35

70 39

80 41

         

The student studies the data and comes to the following conclusion. 

Angle y is directly proportional to angle v.

          Her friend says that this conclusion is not correct.

(i)      Use data from the table to explain why the conclusion is not correct.

______________________________________________________________

______________________________________________________________

(2)

(ii)     Write a correct conclusion for the experiment.

21

______________________________________________________________

______________________________________________________________

(1)

(iii)     Why is your conclusion only valid when angle v is between 30° and 80°?

______________________________________________________________

______________________________________________________________

(1)(Total 7 mark

Activity 9

We encourage all of our learners to self-assess their skills using RAG ratings, Red means you need to target your knowledge and understanding in this area, amber means you may need extra clarification on a key point or help with how to tackle the exam questions, green means you have a secure knowledge and understanding and can apply this to different scenarios in exam questions. Science is hard and there are some difficult concepts in there, all the Science teachers offer extra study support in dedicated support slots in your timetable. We use these to help build confidence and a secure knowledge and understanding of the key concepts to maximise your potential

Feed-forward targets:

Use the checklist below to identify areas of success and those that require improvement to devise personal specific targets.

Activity assessment R A G1 Explored potential career paths

2 Recall key definitions for how science works 2b Analysed and evaluated the methodology used in an osmosis practical

3 Maths skills, converted units and used appropriate standard form 3b Checked your working and corrected mistakes

4 Completed the table on symbols and prefixes 4b Checked your working and corrected mistakes

5 Completed the work on solutions and concentrations 5b Checked your working and corrected mistakes

6 Completed the work on titrations 22

6b Checked your working and corrected mistakes

7 Watched the videos on waves7b Completed the questions on waves 7c Checked your working and corrected mistakes

8a Completed this self- assessment of your progress8b Identify areas you have a good base knowledge 8c Identified areas you want to explore in more depth

Activity 10.Using DIRT – directed intervention and reflection time, using the RAG rating in activity 9, produce a model answer for any red or amber areas

Activity 4 answers

Activity 6 Answers1. a) c = 1000nv b) v = 1000nc 2. To convert a volume in cm3 into a volume in dm3, divide by 1000. To convert a volume in cm3 into a volume in m3, divide by 1 000 000.3. a) 1.6 dm3 b) 5.5 × 10–4 m3 c) 1350 cm3 d) 375 000 000 cm3

4. a) 1.5 mol ÷ 0.25 dm3 = 6.0 mol dm–3

b) 0.25 dm3 × 0.0150 mol dm–3 = 3.75 × 10–3 mol c) 0.125 mol ÷ 0.85 mol dm–3 = 0.15 dm3 5. a) Moles = 9.53g ÷ 95.3 = 0.1 moles, in 100 cm3 or 0.1 dm3 Concentration = 0.1 moles ÷ 0.1 dm3 = 1.0 mol dm-3 b) Moles = 13.284g ÷ 331.2 = 0.04 moles, in 2 dm3 Concentration = 0.04 moles ÷ 2 dm3 = 0.02 mol dm-3

c) Moles in solution = 0.1 mol dm-3 x 0.1 dm3 = 0.01 moles Total volume = 2 dm3

Concentration = 0.01 moles ÷ 2 dm3 = 0.005 mol dm-3

d) Moles in solution = 1 mol dm-3 x 0.1 dm3 = 0.1 moles

23

Mass = 0.1 x 107.9 = 10.79 g e) Moles in solution = 0.0526 mol dm-3 x 1 dm3 = 0.0526 moles Mass of Br = 0.0526 x 79.7 = 42.0274 g

Activity 7 Answers1.

2. Any 5 or more of the following statements: Rinse the burette with acid. Place the burette in the clamp with the tap at the bottom Check the tap is closed and fill the burette with acid using the funnel Remove the funnel and record the initial reading on the burette Use a pipette to measure 25 cm3 of alkali and transfer into a conical flask Add a few drops of indicator to the conical flask (e.g. phenolphthalein) Place the conical flask under the burette Add a small amount of acid at a time, swirling the conical flask When close to the end point, add the acid one drop at a time, with swirling When the indicator changes colour (e.g. goes colourless) stop adding the acid and record the final

reading on the pipette Repeat the titration to obtain concordant results

3. Any 3 of the following features: Precise measuring equipment, e.g pipette or burette Burette readings can be recorded to 2 decimal places Drop by drop addition near the end point ensures you don’t miss the end point Easy to repeat the experiment (with the same accurate volumes) Can obtain concordant results

4. Concordant results are 2 or more readings that are within 0.1 cm3 of each other (allow 0.2 cm3)

5. Moles of barium nitrate = 0.15 mol dm-3 x 0.0125 dm3 = 0.001875 moles 1:1 ratio, so moles of sodium sulfate needed = 0.001875 moles Volume of sodium sulfate = 0.001875 moles / 0.25 mol dm-3 = 0.0075 dm 3 or 7.5 cm 3

Activity 9 answers24

Mark schemes

Q1.(a)

 3

(b)  longitudinal1

(c)  Level 2: The method would lead to the production of a valid outcome. Key steps are identified and logically sequenced.

3−4

Level 1: The method would not necessarily lead to a valid outcome. Some relevant steps are identified, but links are not made clear.

1−2

No relevant content0

Indicative content

•   measure the distance between the student with the bricks and the wall

•   trundle wheel or tape measure•   measure the time taken from banging the bricks to the echo•   double the measured distance to give the distance travelled or half

the time•   use:

    •   repeat timings•   remove anomalies•   calculate a mean

[8]

Q2.(a)  in a longitudinal wave, the oscillations / vibrations are parallel to the

direction of energy transferallow direction of travel for energy transfer

1

in a transverse wave, the oscillations / vibrations are perpendicular to the direction of energy transfer

allow direction of travel for energy transferif no other mark scored allow 1 mark for (oscillations / vibrations of) longitudinal waves

25

are parallel and (oscillations / vibrations of ) transverse waves are perpendicularif no other mark scored allow 1 mark for transverse waves have peaks and troughs and longitudinal waves have compressions and rarefactions

1

(b)  3.0 × 108 = 4.8 × 109 × λ

 this mark may be awarded if the standard form values are incorrectly converted

1

λ = 0.0625 (m)1

λ = 0.063 (m)orλ = 6.3 × 10−2 (m)

allow an answer to 2 sig figs that is consistent with their calculated value of λ and has required rounding

1

an answer of 0.063 (m) scores 3 marks

(c)  any three from:

•   (the car aerial) absorbs radio waves or energy

•   electrons are made to vibrate (in the aerial)

•   creating an alternating current (in the aerial circuit)

•   the (signal) frequency is the same (as the radio wave)3

[8]

Q3.(a)     B

1

(b)     A1

(c)      1

5(.0)(Hz)1

(d)     longitudinal1

26

(e)     timing (from seeing the blocks bang together and hearing the sound)orrisk of cancelling the timer

ignore human error unqualifiedallow reaction time (of student B)

1

(f)      student to stand further away (so there is a greater time lag to measure)allow other correct methods, eg using echoes

1

(g)     both are transverse waves1

both can travel through a vacuum1

[9]

Q4.(a)     any one from:

•     (visible) light•     UV / ultra violet•     X-ray•     gamma / γ-ray

1

(b)     less than1

less than1

the same as1

[4]

Q5.(a)     (i)      wavelength

accept frequencyaccept speed

1

(ii)     amplitudeaccept energy height is insufficient

1

(iii)    sound1

(b)     0.12allow 1 mark for correct substitution, ie 8 × 0.015 provided no subsequent step shown

2

27

metre per second or m/s or metre/seconddo not accept mps units must be consistent with numerical answers

1[6]

Q6.(a)      (i)     X-ray(s)

1

(ii)     gamma rays1

(iii)    infrared1

(b)     the same speed as1

         (c)     (i)      horizontal arrow drawn pointing to the rightjudge by eyeaccept drawn anywhere on diagram

1

(ii)     Y1

(iii)     any one from:

•        any type of electromagnetic waveaccept electromagnetic wave(s)

•        water (wave)do not accept seismic waves

•        (earthquake / seismic) S wavesdo not accept P wavesdo not accept earthquakes

1

(d)     (i)      31

(ii)     3.6

or

their (d)(i) × 1.2 correctly calculatedv = f × λallow 1 mark for correct substitutionie 3 or their (d)(i) × 1.2 provided that no subsequent step is shown

2[10]

28

Q7.(a)     the normal

1

(b)     v1

(c)     any one from:

•        light has moved from glass to air / from air to glassaccept light has changed medium

•        speed of light has changedbeware of contradictions for this marking point eg light has moved from glass to air and slowed down gets zero

•        angle of incidence is less than the critical angleor (angle) i < (angle) c or (angle) y is less than the critical angle

•        change in density (of medium)eg glass is more (optically) dense than air

1

(d)     (i)      ratio of v to y does not give the same answer (in every case)

         or value of v doubles value of y does not double1

         or increments for v are the same but increments for y are not the sameallow for 1 mark a calculation but no conclusioneg    30 → 60 19 → 35 (38)

1

(ii)     as (angle) v increases, angle y increasesaccept as the angle of incidence increases, the angle of refraction increasesor there is a (strong) positive(non-linear) relationship between the variablesor ratio of sines is constantdo not accept angle y is not directly proportional to angle v

1

(iii)     no evidence outside this rangeOWTTE

         or when angle y is greater than the critical angle total internalreflection occurs

1[7]

29