Date: _____________

Section A
Choose the correct answer.

1. The arrows in the diagram show the movement of oxygen and carbon dioxide
between body cells and the blood in capillaries.

By which process does this movement occur?

a diffusion c. osmosis
b. excretion d. respiration

2. What is an example of osmosis?

a. Carbon dioxide goes out through the stomata of a leaf.
b. Digested food is absorbed from the small intestine.
c. Oxygen goes into the blood from an alveolus.
d. Water enters a plant root from the soil.

1
3. The diagrams show the arrangement of cells in a section of a green leaf.
Which arrow represents the diffusion of the most oxygen during bright
sunlight?

4. Active transport is the movement of:

a. molecules from a region of their higher concentration to a region of their
lower concentration.
b. particles from a region of lower concentration to a region of higher
concentration using energy from respiration.
c. urine by relaxation of a sphincter muscle in the bladder.
d. water through a partially permeable membrane from a more dilute to a more
concentrated solution.

5. Why does oxygen diffuse into the blood from an alveolus in the lungs?
a. The oxygen concentration in the alveolus is greater than the carbon dioxide
concentration in the blood.
b. The oxygen concentration in the alveolus is greater than in the blood.
c. The oxygen concentration in the blood is greater than in the alveolus.
d. The oxygen concentration in the blood is greater than the carbon dioxide
concentration in the alveolus.

2
6. The diagram shows a test-tube containing clear jelly. A drop of blue ink is
injected into the middle of the jelly.

The blue ink spreads throughout the jelly.

By which process does the blue ink spread through the jelly?
a. active transport c. diffusion
b. catalysis d. osmosis

Section B
Answer the following questions.
1. Write down the differences between diffusion and active transport.

Diffusion Active transport

1. Movement of particles from 1. Movement of particles from

the region of higher concentration the region of lower concentration to
to the region of the lower the region of higher concentration
concentration down the against the concentration gradient
concentration gradient. with the use of energy.

2. It is an active process. (energy

2. It is a passive process. (energy
is required)
is not required)

3
2. Which type(s) of transport is each statement true for? Add ticks to the correct
boxes.

  

3. Choose a word from the box below to fill in the gaps in the sentences below.
You can use words once, twice or not at all.

In animals, oxygen … diffuses…… into cells across cell membranes to

be used in …… respiration..…. Carbon dioxide … diffuses…… out of
cells. In plants, carbon dioxide diffuses into cells to be used in
photosynthesis…… Water enters the roots of plants by …osmosis….
Water moves into cells through …partially…… permeable membranes,
which allow small molecules, such as water, to pass through, but

4
 not large molecules. Plants use a process called …active transport …to
move minerals such as nitrates into root cells. This requires …energy…….

4. The diagrams below show substances at different concentrations, separated

by a membrane. Out of each pair, say which one will have a faster diffusion
rate, and explain why.

pair c, as they have more concentration of the particles and

temperature difference also, which will make the particles to diffuse faster.

5
 DIGESTION IN HUMANS

Section A:
Choose the correct answer:

1. The table shows whether starch was still present after four different experiments.

What broke down the starch?

a. amylase
b. boiled amylase
c. heat
d. water

2. Which are characteristics of enzymes?

a. They are carbohydrates and biological catalysts.
b. They are carbohydrates and chemical messengers.
c. They are proteins and biological catalyst.
d. They are proteins and chemical messengers.

3. The diagram shows part of the digestive system.

What is a function of the liquid produced by part 1 and released into part 2?
a. to digest proteins to amino acids
b. to increase the surface area of fat droplets
c. to acidify the contents of part 2
d. to prevent further digestion of starch

1
4. The graph shows how the rate of an enzyme-controlled reaction changes with pH.

Which statement is correct?

a. This enzyme is destroyed by acidic conditions.
b. This enzyme works best in acidic conditions.
c. This enzyme works best in alkaline conditions.
d. This enzyme works best in neutral conditions.

5. Which kind of molecule could be an enzyme?

a. fat
b. glucose
c. protein
d. starch

6. The diagram shows some food moving along the alimentary canal.

What is the name of the process that pushes the food along?
a. absorption
b. digestion
c. peristalsis
d. swallowing

2
7. The diagram shows the human alimentary canal, with a string marked in metres beside it.

How long is the small intestine?

a. 2m
b. 6m
c. 8m
d. 9m

8. Which kind of molecule could be an enzyme?

a. fat c. protein
b. glucose d. starch

9. Which of these is digested by protease?

a. key
b. amino acid
c. glucose
d. chemical bond

3
10. What is the purpose of your body's digestive system?
a. to help your blood move through the body
b. to help you breathe
c. to help your body make food
d. to help your body break down food

11. Which chemical reaction takes place in the stomach?

a. Proteins are digested by protease.
b. Proteins are digested into fatty acids.
c. Starch is digested into amino acids.
d. Starch is digested by lipase.

Section B:
Answer the following questions:

1. A student investigated the effect of changing pH on the rate of reaction of a digestive

enzyme.
a. Define the term enzyme.
__They are proteins and biological catalysts. _____________________________
_____________________________________________________________________
_____________________________________________________________________
b. Table 5.1 lists some of the food materials that need to be digested, the enzymes that
carry out the digestion and the end products. Complete Table 5.1

amylase

protein Protease

Fatty acids
glycerol

4
2 a. Name the organ that makes bile.
__liver_________________________________________________________________
b. State where bile is stored until it is released into the small intestine.
_____gall bladder _______________________________________________________
c. Name the organ that produces lipase and is joined to the small intestine.

___pancreas ________________________________________________________

3 a. Using a single line in each case, link each definition to the correct process.

b. Figure 10.1 shows the alimentary canal and associated organs.

b
c d
a

On Figure 10.1, label the sites of each of the following processes.

a. absorption of water
b. bile production
c. glycogen storage
d. lipase production

5
4. Table 3.1 gives some details of the digestion of food. Complete Table 3.1.
Food material Digestive enzyme Source of enzyme End products
starch Amylase Salivary glands Simple sugar
+
Small intestine
Protein Protease Amino acid
stomach
fat lipase Fatty acids
pancreas +
glycerol

5. Figure 4.1 shows a diagram of part of the digestive system, associated organs and blood
vessels.

Figure 4.1

Complete Table 4.1 to identify the named structures.

Name of structure Letter label
duodenum Z
gall bladder W
liver V
pancreas Y
stomach X
6. Place these events in the correct order. Number each sentence 1 - 5.
_3____ Food ends up in the small intestine.
__1___ Food is chewed up.
_4____ Food is in the large intestine.
_2____ Food travels through the esophagus.
_5____ Food waste leaves the body.
Teacher’s Signature: ________________

6
1
 Date: _____________
Section A
Choose the correct answer.
1. A student is asked to complete two sentences.
Metallic and non-metallic elements are classified in the (i). This can be used
to (ii). the properties of elements.
Which words correctly complete the gaps?
gap (i) gap (ii)
A Periodic Table Measure
B Periodic Table Predict
C Reactivity series Measure

2. An element X is in group III of the periodic table.

Which property of X can be predicted from this fact?
a. the charge on an ion of X
b. the color of the ion of X
c. the melting point of X
d. the relative atomic mass, AD of X

3. The table compares the properties of Group I elements with those transition
elements. Which entry in the table is correct?
property Group I elements Transition elements
A Catalytic activity Low High
B Density High Low
C Electrical conductivity Low High
D Melting point High Low

2
4. Magnesium, on the left of Period Two of the Periodic Table, is more metallic
than chlorine on the right of this Period. Why is this?
Magnesium has
a. fewer electrons c. fewer full shells of electrons
b. fewer protons d. fewer outermost electrons

5. The diagram shows a light bulb.

Why is argon used instead of air in the light bulb?

a. Argon is a good conductor.
b. Argon is more reactive than air.
c. The filament glows more brightly.
d. The filament lasts for a longer time.

Section B
Answer the following questions.
1. Look at the list of five elements below.
argon
bromine
chlorine
iodine
potassium

3
a. Put these five elements in order of increasing proton number.
Chlorine, Argon, Potassium, Bromine, Iodine.
b. Put these five elements in order of increasing relative atomic mass.
Chlorine, Potassium, Argon, Bromine, Iodine.

c. The orders of proton number and relative atomic mass for these five elements
are different. Which one of the following is the most likely explanation for
this?
Tick one box.

The proton number of a particular element may vary.


the presence of neutrons

The atoms easily gain or lose electrons.

The number of protons must always equal the number of neutrons.

d. Which of the five elements in the list are in the same group of the Periodic
Table?
Chlorine, Bromine, Iodine

e. (i) From the list, choose one element which has one electron in its outer shell.
Potassium
(ii) From the list, choose one element which has a fuller outer shell of electrons.
Argon

4
2. The diagram shows part of the Periodic Table.

a. Answer these questions using only the elements shown in the diagram.
Write down the symbol for an element which
i. is a transition metal. Fe/Cu/Zn

ii. has six electrons in its outer shell. O/S

iii. reacts rapidly with water. Li/Na/K

iv. has a higher proton (atomic) number than iron. Cu/ Zn/Br/Kr

5
 Date: _____________
TYPES OF REACTIONS
THE RATE OF CHEMICAL REACTIONS

Section A
Choose the correct answer.
1. Why does the powdering of calcium carbonate increase the speed of its
reaction with an acid?
a. It increases the mass of calcium carbonate.
b. It increases the surface area of the calcium carbonate.
c. The powder becomes more concentrated.
d. The powder floats on top of the acid.

2. Pure zinc sulphate can be prepared by adding an excess of either zinc

carbonate or an excess of zinc hydroxide to dilute sulphuric acid.
In which form are these zinc compounds used?

6
3. In which experiment is the rate of reaction between hydrochloric acid and
carbonate the slowest?

4. Oxygen is formed when manganese (IV) oxide is added to hydrogen

peroxide, H2O2.
2H2O2→ 2H2O + O2
In this reaction, manganese (IV) oxide acts as
a. an acid c. a catalyst
b. a base d. a drying agent

5. Which changes of condition slow down the reaction between magnesium and
air?
1. heating the magnesium to a higher temperature
2. using a higher proportion of oxygen in the air
3. using magnesium ribbon instead of powdered magnesium
a. 1 only c. 3 only
b. 2 only d. 1, 2 & 3

7
6. The diagram shows one stage in the manufacture of nitric acid from
ammonia.

What could be the use of the platinum gauze in this process?

a. as a base c. as a filter
b. as a catalyst d. as a fuel

Section B
Answer the following questions.
1. When lumps of calcium carbonate react with hydrochloric acid, carbon
dioxide gas is released.
CaCO3(s) + 2HCl(aq) → CaCl2 (aq) + CO2 (g) + H2O(l)
a. What effect will the following have on the rate of the reaction?
i. increasing the temperature
Faster/speeds up
ii. adding water to the acid
slower
iii. using powdered calcium carbonate instead of lumps
Faster

b. Carbon monoxide can be removed from coal gas by mixing it with steam and
passing the mixture over a catalyst of iron (III) oxide at 400°C.
CO + H2O ⇌ CO2 + H2
i. Write a word equation for this reaction.
carbon monoxide + water ⇌ carbon dioxide + hydrogen

8
ii. What does the symbol ⇌ mean?
Reversible reaction

2. calcium carbonate with dilute hydrochloric acid

CaCO3 + 2HCl→ CaCl2 + CO2 + H2O

a. Use the information in the equation to suggest why the mass of the flask and
contents decreases with time.
Gas escapes/there is loss of gas

b. Complete the following sentence using words from the list.

combustion expansion large rapid slow small

In the flour mills, there is often the risk of an explosion due to the rapid
combustion of the very small particles which have a very large surface
area to react.

c. Cells in plants and animals break down glucose to carbon dioxide and water.
Glucose + oxygen → carbon dioxide + water

i. State the name of this process.

Respiration (oxidation)
ii. In this process, enzymes act as catalysts. What do you understand by the term
‘catalyst’?
An agent that speeds up the rate of reaction. (transition elements)

9
3. Pure dry crystals of magnesium sulphate can be made by reacting excess
magnesium powder with dilute sulphuric acid.
Mg + (dil.)H2SO4→ MgSO4+ H2
a. During the reaction, bubbles of a colorless gas are given off; give the name of
the gas.
hydrogen
b. Why is excess magnesium used?
To ensure that sulphuric acid reacts.

4. The balanced equation below shows the reaction of nitrogen with oxygen to
make dinitrogen monoxide.
2N2 + O2 2N2O
a. Give the formula of an oxygen molecule.
O2
b. Give the formula of a dinitrogen monoxide molecule.
N2O
c. Give the number of nitrogen atoms in one dinitrogen
monoxide molecule.
2
d. How many molecules of nitrogen are shown in the equation?
2
e. How many atoms of oxygen are shown in each side of the
equation?
2

5. Balance the equations below. Remember, only add big numbers. The big
numbers must be to the left of the formula they refer to. Some of the
equations are already balanced.

10
a. S + O2 → SO2
b. 2Zn + O2 → 2ZnO
c. Mg + 2HCI → MgCl2 + H2
d. Zn + H2SO4→ ZnSO4 + H2
e. 2Na + 2H2O → 2NaOH + H2
f. 2K + 2H2O → 2KOH + H2
g. Mg + CuO → MgO + Cu
h. CuSO4 + Fe → Cu + FeSO4

6. Write the balanced equations for the word equations below. Use the formulae
in the box.

C Mg CO2 O2 TiCl4 Zn Li ZnCl2

H2 HCI LiOH MgO Ti MgCl2 H2O

a. carbon + oxygen carbon dioxide

C + O2 CO2
b. magnesium + oxygen magnesium oxide
2Mg + O2 2MgO
c. zinc + hydrochloric acid zinc chloride + hydrogen
Zn + 2HCl ZnCl2 + H2
d. lithium + water lithium hydroxide + hydrogen
2Li + 2H2O 2LiOH + H2
e. titanium chloride + magnesium magnesium chloride + titathium
TiCl4 + 2Mg 2MgCl2 + Ti

7. Use words from the box to complete the sentences. Use each word once,
more than once, or not at all.

11
 catalyst amylase temperature is surface area
is not concentration starch glucose

You can increase the rate of a reaction by increasing the temperature. For
reactions involving a solution, you can increase the rate by increasing the
concentration of the solution. For reactions involving a solid, you can
increase the rate by increasing the surface area of the solid. You can also
increase the rate of a reaction by adding a catalyst. This increase the rate of a
reaction. It is not used up itself in the reaction. An example is amylase. This
speeds up the reaction of starch breaking down to form glucose in the mouth.

8. Qazi adds chicken liver to hydrogen peroxide solutions. The hydrogen

peroxide decomposes to make water and oxygen.

a. Complete the word equation for the reaction.

Hydrogen peroxide water + oxygen

b. Describe how to test for oxygen gas. Write down what you would do, and
what you would observe if oxygen gas is present.
Place a glowing splint near the mouth of the test tube, if the splint
relight, it is oxygen.

c. Qazi tests some more materials to see if they act as catalysts. His results are
in the table.

12
 Material Height of foam produced in 20 seconds
(cm)
potato 3
manganese (IV) oxide 4
copper (II) oxide 0.5
iron oxide 0
zinc oxide 0
hydrogen peroxide only 0

i. Which material in the table is the best catalyst for the reaction?
Manganese (IV) Oxide
ii Which materials do not catalyse the reaction?
Iron oxide , hydrogen peroxide and zinc oxide
d. Which has the greatest surface area?

A. 1 g of calcium powder B. 1 g of small pieces of C. 1 g of big pieces of

calcium carbonate calcium carbonate

9. Kabira does an investigation to answer this question: How does the surface
area affect the rate of the reaction of calcium carbonate with hydrochloric
acid? She sets up this apparatus. She measures the time for the mass
to decrease by 0.8 g.

13
a. Explain why the mass decreases. Use the word equation below to help you
answer.
Calcium + carbonate + hydrochloric acid → calcium
Chloride + carbon dioxide + water
Gas is produced.
b. Kabira writes down her results.
The big pieces took 140 seconds and the powder was 30. The medium pieces
went down by 0.8 g in 93 seconds.
i. Write Kabira’s results in the table below.
Size of pieces Time for mass to decrease by 0.8 g
Big 140s
Medium 93s
Powder 30s

ii. Write a conclusion for Kabira’s investigation. Include a scientific

explanation.
As the powder has greater surface area, the rate of reaction is faster.

14
10. Some students investigate the effect of temperature on the rate of the reaction
of sodium thiosulfate solution with hydrochloric acid.
a. The students make some predictions.

i. Give the name of the person whose prediction includes a scientific

explanation.
Ebba
ii. Give the name of the person whose prediction is probably wrong.
Wanda
b. The students set up this apparatus. They measure the time for the cross to be
hidden. Their results are in the table.
Temperature (Co) Time for cross to be hidden (s)
20 160
30 82
40 37
50 21
60 20
70 5

A teacher tells the students to repeat their investigation twice more, and to
calculate an average time for each temperature. Suggest why.

15
 By repeating the investigation, the student can reduce error.

c. Look at your answer to question a ii. Use ideas about particles and collisions
to explain why the prediction is probably wrong.
At higher temperature the particles have more energy and collide more
frequently so the rate of reaction is more.

11. Some students are planning to investigate how concentration affects reaction
rate. They will investigate the reaction of zinc with sulfuric acid.
a. The students have some ideas about the investigation.

Give the name of a person who is:

i. asking a scientific question. Flavia
ii. making a prediction. Harry
iii. suggesting how to collect evidence. Rebecca

16
b. Louis lists the variables in the investigation. Complete the table to show
which variables he should change, measure, or control.

Variable Should the students change, measure, or

control this variable?
Concentration of acid Change
volume of acid Control/Change
type of acid Control
time for zinc to finish reacting Measure
size of pieces of zinc Control
mass of zinc Control

12. Which diagram below represents the more concentrated acid solution? Give a
reason for your choice.

A B
Beaker B contains more solute particles hence more concentrated.

13. Use words from the box to complete the sentences. Use each word once,
more than once, or not at all.
more slower collide less faster

Substances react together when their particles collide. The more concentrated
an acid, the more frequently its particles collide with zinc particles, and the
faster the reaction.

17
14. Uranium has several isotopes which are radioactive.
One of these isotopes is uranium – 235(234U).
What do you understand by the term isotopes?
Isotopes are different atoms of the same element that contain the same
number of protons but a different number of neutrons.

18