What Are Pathogens?

| Health | Biology | FuseSchool

Part 1: Infection and response
Q1. Pathogens are microorganisms that cause diseases.

Gonorrhoea, malaria and measles are three diseases in humans.

(a) Draw one line from each disease to the pathogen that causes the disease.

Disease Pathogen

Bacterium

Gonorrhoea

Fungus

Malaria

Protist

Measles

Virus
(3)

(b) Malaria is transmitted by mosquitos.

Male mosquitos can be sterilised so they are infertile.

The spread of malaria is reduced by releasing sterile mosquitos into the environment.

Explain how releasing sterile mosquitos reduces the spread of malaria.

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

___________________________________________________________________________________(2)

GCSE Biology Revision "Infectious Diseases in Plants"

Pathogens also cause diseases in plants.

The figure below shows a rose black spot fungal spore and a tobacco mosaic virus.
(c) Name the piece of equipment used to view the virus.

___________________________________________________________________________________(1)

(d) How many times longer is the fungal spore than the virus?

Use the figure above.

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Number of times longer = ______________ (3)

(e) Explain why plants infected with tobacco mosaic virus grow slowly.

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

___________________________________________________________________________________(3)
(Total 12 marks)
Part 2: Organisation
Q2. Table 1 shows information about some food components in cow’s milk.

Table 1

Recommended Daily
Value per 500
Allowance (RDA) for a typical
cm3
adult

Energy in kJ 1046 8700

Fat in g 8.4 70.0

Salt in g 0.5 6.0

Calcium in mg 605 1000

Vitamin B-12 in µg 4.5 2.4

(a) How much more milk would a typical adult have to drink to get their RDA for calcium compared with
the amount of milk needed to get their RDA for vitamin B-12?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________
_____________________________________________________________________________________

Volume of milk = ______________________ cm3 (3)

GCSE Biology Revision "Required Practical 4: Food Tests"

(b) Describe how a student could test cow’s milk to show whether it contains protein and different types
of carbohydrate.

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

___________________________________________________________________________________(6)

Carbon nanotubes

Part 3: Bonding and bond energies

Q3. This question is about structure and bonding.

(a) Figure 1 represents part of a carbon molecule.

Figure 1

Name the type of carbon molecule in Figure 1.

___________________________________________________________________________________(1)
(b) Suggest one property that makes the carbon molecule in Figure 1 useful in nanotechnology.

_____________________________________________________________________________________

___________________________________________________________________________________(1)

GCSE Chemistry Revision "Metals and Alloys"

(c) An alloy of aluminium contains small amounts of other metals.

Explain why other metals are added to aluminium.

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

___________________________________________________________________________________(4)

GCSE Chemistry - What is a Polymer? Polymers / Monomers / Their Properties Explained #23

(d) Figure 2 represents part of the structure of a polymer.

Figure 2

Compare the bonding within the chains with the forces between the chains in this polymer.

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

___________________________________________________________________________________(3)
(Total 9 marks)
 Covalent Bonding - Dot and Cross Diagrams - p86

Q4. This question is about hydrogen chloride and hydrochloric acid.

(a) Complete the dot and cross diagram to represent the bonding in hydrogen chloride on the figure
below.

Use dots (o) and crosses (x) to represent electrons. You should show only the electrons in the outer shells.

(2)

GCSE Chemistry Revision "Strong and Weak Acids"

(b) Hydrogen chloride dissolves in water to produce hydrochloric acid.

Hydrochloric acid is a strong acid. What is meant by the term strong acid?

_____________________________________________________________________________________

___________________________________________________________________________________(1)

(c) Describe how magnesium can be used to distinguish between a strong acid and a weak acid of the
same concentration.

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

___________________________________________________________________________________(2)

(d) The concentration of hydrochloric acid is increased by a factor of 100

What is the change in pH?

_____________________________________________________________________________________

_____________________________________________________________________________________

___________________________________________________________________________________(2)
 GCSE Chemistry - Bond Energies #44 (Higher tier)

(e) Ethene and hydrogen chloride react to produce chloroethane.

The displayed formulae equation for the reaction is:

The reaction is exothermic.

In the reaction the energy released forming new bonds is 56 kJ/mol greater than the energy needed to
break existing bonds.

The table below shows some bond energies.

Bond H–C C=C H–Cl C–C C–Cl

Bond
energy in 413 X 431 346 339
kJ/mol

Calculate the bond energy X.

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

X = _______________ kJ/mol (4)

(Total 11 marks)
 Part 4: Electricity

GCSE Physics Revision "Diodes and LEDs"

Q5. The camera in a mobile phone uses an LED to provide light when taking a photograph.

A student investigated how the potential difference across an LED varies with the current in it.

Figure 1 shows the circuit used.

Figure 1

(a) The student closed the switch. The voltmeter gave a reading of 5.0 V

The ammeter gave a reading of 0 mA

The LED did not emit any light.

Explain how the student should have changed the circuit to make the LED emit light.

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

___________________________________________________________________________________(2)

(b) The student changed the circuit so that the LED emitted light.

The current in the circuit was 290 mA

The power of the LED was 0.98 W

Calculate the potential difference across the LED.

Use the Physics Equations Sheet.

Give your answer to 2 significant figures.

_____________________________________________________________________________________
_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Potential difference (2 significant figures) = _______________ V (5)

A traditional camera uses a flash unit to provide light. Figure 2 shows a flash unit on a traditional camera.

(c) The flash unit emits light from xenon gas in a fluorescent tube. What happens when a xenon atom
emits light? Tick ( ) one box. (1)

Electron Orbits & Emission Spectra | GCSE Chemistry (9-1) | kayscience.com

Electrons in the atom Electrons in the atom Electrons leave the Electrons transfer to
fall to a lower energy move to a higher atom, causing the atom from the
level. energy level. ionisation. electrical circuit.

(d) When the flash unit is used there is a mean potential difference of 200 V across the fluorescent tube.

The flash of light lasts for 2.8 × 10–4 s

1.4 J of energy is transferred.

Calculate the mean current.

Use the Physics Equations Sheet.

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Mean current = _______________ A (6)

(Total 14 marks)

Part 5: Density

Q6. A student determined the density of a cube made of bronze.

The student used a balance to measure the mass of the bronze cube.

Figure 1 shows the balance before the cube was added.

Figure 1

(a) What type of error is shown on the balance?

_____________________________________________________________________________________

___________________________________________________________________________________(1)

(b) How could the student get a correct value for the mass of the cube from the balance?

_____________________________________________________________________________________

___________________________________________________________________________________(1)
(c) The student measured the length of the bronze cube using Vernier callipers and then using a
micrometer.

Table 1 shows the results.

Table 1

Length in
Equipment
mm

Vernier
20.1
callipers

Micrometer 20.14

Complete the sentence.

The results in Table 1 show that the Vernier callipers and the micrometer have a different ______________
(1)

The student wanted to determine the density of a bronze coin.

The student had several identical coins.

The volume of each coin was very small.

(d) The student added water to a measuring cylinder.

Density Using Water Displacement

Figure 2 shows the student reading the volume of water in the measuring cylinder.

Figure 2

Give two changes the student should make to increase the accuracy of the volume measurement.

1 ___________________________________________________________________________________

_____________________________________________________________________________________

2 ___________________________________________________________________________________

__________________________________________________________________________________ (2)

(e) Describe how the student could use a displacement method to determine an accurate value for the
volume of a single coin.

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

___________________________________________________________________________________(3)

(f) Old penny coins were made from a disc of bronze.

New penny coins are made from a disc of a different metal.

Figure 3 shows a disc of metal.

Figure 3

Table 2 shows information about the discs used to make each coin.

Table 2

Mass in Density in Thickness in

Disc
g g/cm3 cm

Old penny 3.6 8.9 0.16

New penny 3.6 X 0.17

The discs used to make the old and the new coins have the same cross-sectional area.

Calculate value X in Table 2.

Give your answer to 2 significant figures.

The volume of a disc can be calculated using the equation:

volume of a disc = cross-sectional area × thickness

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________
_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Density (2 significant figures) = _______________ g/cm3 (5)

(Total 13 marks)

Part 6: Atomic structure

Yr 10 Radioactivity Decay of Dice Practical

Q7. A student modelled radioactive decay by rolling some dice in a tray.

Dice that landed on the number six were removed from the tray.

The removed dice represent nuclei that have decayed.

(a) Why is rolling dice a suitable model for radioactive decay?

_____________________________________________________________________________________

___________________________________________________________________________________(1)

(b) The student rolled 144 dice and removed all those that landed on the number six.

The student rolled the remaining dice and again removed all those that landed on the number six.

When the student had rolled the dice 20 times there were 9 dice left.

Calculate the most likely number of times that the student had rolled the dice before the number of dice had
halved.

You should show how you work out your answer.

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________
_____________________________________________________________________________________

Answer = _______________ rolls of the dice (3)

(c) The number of times the dice have to be rolled to halve the original number of dice in the tray
represents the half-life.

The image below shows an eight-sided dice and a six-sided dice.

The student now used eight-sided dice to model radioactive decay. Dice that landed on the number six
were again removed from the tray.

The half-life represented by rolling eight-sided dice is likely to be different from the half-life represented by
rolling six-sided dice.

Explain how.

_____________________________________________________________________________________

_____________________________________________________________________________________

___________________________________________________________________________________(2)

(d) A teacher has two radioactive sources, A and B.

Source A has a longer half-life than source B.

What can be deduced about the nuclei in source A compared with the nuclei in source B?

Do not refer to isotopes in your answer.

_____________________________________________________________________________________

___________________________________________________________________________________(1)
(Total 7 marks)

Q8. Lanthanum-140 is a radioactive isotope.

(a) A nucleus of lanthanum-140 emits gamma radiation.

What happens to the mass number and the charge of the nucleus when gamma radiation is emitted? Tick
( ) one box. (1)

Mass number Charge

Decreases Decreases

Decreases Stays the same

Stays the same Decreases

 Stays the same Stays the same

(b) Why is it difficult to detect gamma radiation?

_____________________________________________________________________________________

___________________________________________________________________________________(1)

(c) Activity is the rate at which a radioactive source decays.

A teacher measured the count-rate from a sample of lanthanum-140 using a Geiger-Muller (G-M) tube.

Explain why the count rate was less than the activity of the sample of lanthanum-140

_____________________________________________________________________________________

_____________________________________________________________________________________

___________________________________________________________________________________(2)

The teacher investigated how the thickness of lead affected the amount of gamma radiation that could pass
through it.

Figure 1 shows the apparatus.

Figure 1

(d) Explain why the teacher stood as far away from the apparatus as possible.

_____________________________________________________________________________________

_____________________________________________________________________________________

___________________________________________________________________________________(2)

The table shows the results.

Thickness of lead in cm Count rate in counts per second

0.5 110

1.0 60

1.5 33

2.0 18
 2.5 10

(e) The teacher concluded that the count rate was not inversely proportional to the thickness of lead.

Explain why the teacher was correct. Use the data in the table above.

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

___________________________________________________________________________________(3)

GCSE Physics - Nuclear Decay Equations #34

(f) Lanthanum-140 can also emit beta radiation and change into cerium.

Complete the equation showing the decay of lanthanum (La) 140 into cerium (Ce).

(2)

There are other isotopes of cerium which are radioactive.

Different isotopes of cerium have different half-lives.

The half-life of an isotope can be found by studying how the number of atoms changes over time.

Figure 2 shows how the number of atoms of cerium-148 in a 120 g sample changes over time.
(g) Determine the ratio of the number of cerium atoms in the sample when it was 100 seconds old
compared with when the sample was 350 seconds old.

Use data from Figure 2.

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Ratio = ___________________________ (4)

(h) Determine the activity of the sample of cerium when the sample was 20 seconds old.

Use Figure 2.

_____________________________________________________________________________________
_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Activity = ___________________________ Bq (3)

(Total 18 marks)