GEMS Founders School Al Mizhar

Y8 Science – Summer Assessment

Full name:
Class:
Subject teacher:
Date:

Information:
 Time allowed: 40 minutes
 Total marks: 40 marks

Instructions:
 Use black or blue ink
 Answer all of the questions
 Complete all rough work in this book. Cross through any work that you do not
want to be marked
 You may use a calculator

Total marks:
Next steps linked to curriculum
Percentage: standards:

Grade/Level:

Number of marks away from the next

grade up:

To be completed by the subject teacher:

Page 1 of 12
Biology

Q1.
The graph below shows how a population of fish in a lake changed over a period of
time.

(a) In which time interval, A, B, C, D or E, did the population of fish increase most
quickly?

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

How can you tell this from the graph?

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1 mark

(b) Which part of the graph shows when the fish began to compete with each other
for food?
Give the letter.

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

How can you tell this from the graph?

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1 mark

(c) What does part D of the graph show about the birth rate and the death rate of
the fish?

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How can you tell this from the graph?

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1 mark

Page 2 of 12
 (d) Part E of the graph shows a population crash when all the fish died.

Suggest two reasons why a population might crash in this way.

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

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1 mark

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

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1 mark
maximum 5 marks

Q2.

(a) (i) Balance the equation for the process of respiration when oxygen is available.

C6H12O6 + O2 → CO2 + H2O

(1)

(ii) What is the name of the substance in the equation with the formula C6H12O6?

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(1)

(b) Describe the process of respiration which takes place in human beings when
oxygen is not available and give an effect.

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(3)
(Total 5 marks)

Page 3 of 12
Physics

Q1.
(a) The lamps in the circuits drawn below are all identical.
Each of the cells has a potential difference of 1.5 volts.

(i) What is the potential difference across the 3 cells that are joined in series?

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

Potential difference = .................................................. V

(1)

(ii) What will be the reading on the voltmeter labelled V3?

Voltmeter reading V3 = .................................................. V

(1)

(iii) Which voltmeter, V1, V2 or V3, will give the highest reading?

Draw a ring around your answer.

V1 V2 V3
(1)

(b) The diagram below shows a simple circuit.

(i) Calculate the total resistance of the two resistors in the circuit.

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Page 4 of 12
 Total resistance = .................................................. Ω
(1)

(ii) Use the equation in the box to calculate the reading on the voltmeter.

potential difference = current × resistance

Show clearly how you work out your answer.

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

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

Voltmeter reading = .................................................. V

(2)

(iii) The current through a resistor at constant temperature changes when the
potential difference across the resistor changes.

Which one of the graphs, X, Y or Z, shows how the current changes?

Write your answer, X, Y or Z, in the box.

X Y Z

Graph

(1)
(Total 7 marks)

Page 5 of 12
Q2.
The pictures show six different household appliances.

(a) Four of the appliances, including the fan heater, are designed to transform electrical
energy into heat.

Name the other three appliances designed to transform electrical energy into heat.

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

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

3 ........................................................................................................................
(3)

(b) The graph shows how the time to boil water in an electric kettle depends on the
volume of water in the kettle.

Volume of water in litres

A householder always fills the electric kettle to the top, even when only enough
boiling water for one small cup of coffee is wanted.

Explain how the householder is wasting money.

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Page 6 of 12
 ........................................................................................................................

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(3)
(Total 6 marks)

Chemistry

Q1. (a) Draw one line from each method of separation to the substance and mixture it would
separate.

(2)

(b) A student distils a sample of salt solution to produce pure water.

Page 7 of 12
 Figure 2 shows the apparatus.

Figure 2

Describe how the process of distillation shown in Figure 2 produces pure water from
salt solution.

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(4)
(Total 6 marks)

Q2.
A student investigated displacement reactions of metals.

The student added different metals to copper sulfate solution and measured the
temperature change.

The more reactive the metal is compared with copper, the bigger the temperature change.

The apparatus the student used is shown in Figure 1.

Page 8 of 12
 Figure 1

(a) The student repeated the experiment three times with each metal.

Table 2 shows the mean temperature change for each metal.

Table 2

Mean
Metal temperature
change in °C

Cobalt 4.5

Gold 0.0

Magnesium 10.0

Nickel 3.0

Silver 0.0

Tin 1.5

Page 9 of 12
 (i) On Figure 3, draw a bar chart to show the results.

Figure 3

(3)

(ii) Use the results to work out which metal is the most reactive.

Give a reason for your answer.

Most reactive metal _________________________

Reason _______________________________________________________

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(2)

(iii) Explain why there was no temperature change when silver metal was added to
the copper sulfate solution.

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(2)
(Total 7 marks)

Q3.
Chromatography can be used to separate components of a mixture.

A student used paper chromatography to analyse a black food colouring.

Page 10 of 12
The student placed spots of known food colours, A, B, C, D and E, and the black
food colouring on a sheet of chromatography paper.

The student set up the apparatus as shown in Diagram 1.

Diagram 1

The student made two errors in setting up the apparatus.

Identify the two errors and describe the problem each error would cause.

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(4)

Page 11 of 12
Page 12 of 12