作为英国顶尖的私立男校，惠特吉夫特学校距今已有400多年的历史，该校不仅为学生提供一流的教育机会，还注重学生的全面发展，使得学生的潜力得到充分发挥，因此，越来越多的学生去该校留学，可是，入读私校要经过笔试，下面，小编就为大家带来了惠特吉夫特学校Whitgift School Year9科学入学考试笔试题，希望对大家有所帮助：
13+科学
简介
以下试卷是根据以往的sat试卷编制而成。
考题的选择是为了测试学生的科学思维和应用能力。任何问题的背景都必须基于科学的不同领域(生物，化学和化学)
物理)，但大多数分数是利用题目中给出的信息，结合你的科学技能和你自己的科学意识来使用这些信息。
考试共有14道题，很多都由几个部分组成。如果你被一个问题难住了，继续看看其他问题，尽可能多地完成。
继续下去，直到你看到下面的信息:
“结束!
你完成了!
做得好——如果你有时间的话，回头检查一下答案或填空!”
注:
•本样本论文附有一份评分方案，说明如何评分
•我们在寻找知识、理解，最重要的是科学领域的学术潜力。在这方面，我们希望这篇论文具有挑战性，但也令人愉快!
Q1. Harry mixed zinc with copper sulphate solution in a test-tube.
A displacement reaction took place and the temperature increased.
(a) The word equation for the reaction is shown below.
zinc + copper sulphate → zinc sulphate + copper
Why is this reaction called a displacement reaction?
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(b) Harry repeated the experiment with two other metals.
He wanted to calculate the temperature rise each time.
His results are shown below.
Harry used different starting temperatures.
Explain why this did not affect his results.
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(c) Part of the reactivity series of metals is shown below。
Use the reactivity series above to answer all the questions below.
(i) Why was the highest rise in temperature obtained with magnesium and copper sulphate?
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(ii) Why was the rise in temperature obtained with zinc and copper sulphate not much higher than the rise in temperature obtained with iron and copper sulphate?
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(iii) In which of the following mixtures would there be a rise in temperature? Write yes or no in each blank box.
Q2. Joanne burnt four different crisps.
She predicted that the bigger the crisp, the longer it will burn.
(a) Look at the picture above. What did Joanne wear to protect herself?
.............................................................
(b) Joanne measured the time taken for each crisp to burn completely.
The bar chart shows Joanne’s results.
Look at the bar chart.
How much time did crisp D take to burn?
..................... seconds
(c) The crisps Joanne used in her investigation are shown below.
(i) Joanne predicted that the bigger the crisp, the longer it will burn.
Do the results support Joanne’s prediction?
Tick one box.
Use Joanne’s results to explain your answer.
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(ii) How can you tell that Joanne did not carry out a fair test?
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(d) Joanne wrote some conclusions for her investigation.
Decide whether each conclusion is true, false, or you cannot tell. Tick the correct box for each conclusion.
Q3. Josh has a helium-filled balloon.
(a) He wants to calculate the speed of his balloon as it rises to the ceiling.
(i) What two measurements should he take to calculate the average speed of his balloon?
1 ..........................................................................................................
2 ..........................................................................................................
(ii) How can he use these measurements to calculate the speed of his balloon?
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.............................................................................................................
(b) Josh attached different masses to his balloon. For each mass, he calculated the speed of rise of the balloon. His results are shown below.
(a) He wants to calculate the speed of his balloon as it rises to the ceiling.
(i) What two measurements should he take to calculate the average speed of his balloon?
1 ..........................................................................................................
2 ..........................................................................................................
(ii) How can he use these measurements to calculate the speed of his balloon?
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(b) Josh attached different masses to his balloon. For each mass, he calculated the speed of rise of the balloon. His results are shown below.
(i) How does the table show that the balloon went downwards?
.............................................................................................................
(ii) Josh plotted two points on the graph as shown.
Complete the graph by plotting the missing points and draw a line of best fit.
(iii) From the graph, find the mass needed to keep the balloon floating in one place.
........... g
Q4. Some pupils investigated different materials used to make rucksacks.
Here are some of the questions they asked.
(a) Which pupil asked a question that cannot be investigated?
Tick the correct box.
Give a reason to your answer.
.......................................................................................................................
.......................................................................................................................
(b) Zara took four different rucksack materials and investigated how waterproof they were.
She poured 100 cm3 of water through each material in turn.
She measured the volume of water passing through each material in 30 minutes.
(i) Give one way of making Zara’s test fair.
................................................................................................................
(ii) Look at the photograph of the investigation. Name one measuring instrument Zara used.
................................................................................................................
(c) The table below shows Zara’s results.
Which material was the most waterproof?
Tick the correct box.
Explain your answer.
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........................................................................................................................
Q5. Jason wanted to find out if hair dye makes hair weaker.
He used 5 hairs of equal length.
He soaked each hair in a different concentration of hair dye for 15 minutes.
He added masses to each hair until it broke.
(a) The table below shows Jason’s results.
(i) Plot a graph of Jason’s results and draw a line of best fit.
(ii) Use the graph to work out the mass needed to break hair soaked in water (0% hair dye).
.................... g
(b) What was the independent variable that Jason changed in this experiment?
......................................................................................................................
(c) What was the dependent variable that Jason measured in this experiment?
......................................................................................................................
(d) What is the relationship between the concentration of hair dye and the mass needed to break the hair?
......................................................................................................................
......................................................................................................................
(e) Jason wanted to investigate whether soaking hair in dye for different amounts of time affected the strength of the hair.
Jason drew a table for his results.
Add headings and units to the table below for Jason’s investigation.
Q6. Richard wanted to find out the best conditions for growing lettuce plants.
He took 4 trays and planted 8 lettuce plants in each.
The results of his investigation are shown below.
(a) How many days did Richard’s investigation last?
Use the table to help you.
................. days
(b) Look at the table. Which variables did Richard change in his investigation? Tick the correct box.
(c) Richard said:
Why is Richard not able to make this conclusion from his investigation?
........................................................................................................................
........................................................................................................................
(d) The table below shows the number of lettuce plants alive at the end of day 1 and day 7 of the investigation.
For each tray, A, B, C and D, suggest the number of plants that were alive on day
4. Write your answers in the table below.
Q7. Abi investigated how adding salt to water affects the way an object floats.
She used the apparatus below.
She used a scale inside a test-tube to measure the length of the test-tube above the water level.
(a) What factor did Abi change as she carried out her investigation (the independent variable)?
................................................................................................................
(b) Abi plotted her results on a graph.
(i) On the graph, circle the result which does not fit the pattern.
(ii) Suggest one reason for this result.
................................................................................................................
................................................................................................................
(c) Abi said she should repeat the measurement that does not fit the pattern. Robert said there is no need to repeat this measurement.
Explain your answer.
................................................................................................................
................................................................................................................
................................................................................................................
(d) Abi and Robert wrote the conclusions listed below.
Look at the graph of their results and tick whether each conclusion is true or false or whether you cannot tell.
Q8. Jenny put a spring over a wooden rod. She pressed the spring down 2cm.
She let go of the spring and measured the height it reached.
Jenny repeated her experiment. She pressed the spring down more each time. Her results are shown in the graph below.
(a) Use Jenny’s graph to complete the table below.
(b) Jenny said, ‘If I double the distance I press the spring down, the height it reaches will also double’.
How do the results show she was wrong?
........................................................................................................................
........................................................................................................................
(c) This diagram shows the moving spring in three different positions.
Complete the sentences below by choosing words from the box.
You can use each word more than once.
(i) When the spring is moving at B it has kinetic energy and .................................. gravitational potential energy.
(ii) When the spring reaches C it has .............................. gravitational potential energy and .................................. kinetic energy.
(iii) When the spring stops at A it has .................................. kinetic energy and.................................. gravitational potential energy.
Q9. Sally investigated how the human body digests and absorbs starch.
She used saliva to digest the starch.
To model digestion she used special bags made from a semi-permeable membrane. These bags have lots of very small holes.
Sally sets up the equipment as shown below. There is one special bag in each beaker.
She keeps the water in the beakers at 37ºC.
After 20 minutes, Sally tested the contents of each beaker and bag for starch and sugar.
The table below shows Sally’s results.
(a) Suggest why Sally kept the water at 37ºC.
......................................................................................................................
(b) (i) Explain why sugar was found in the bag in beaker A.
.............................................................................................................
(ii) Starch was not found in the water outside the bag in any beaker. Suggest why.
.............................................................................................................
(c) Why did Sally set up beaker C? Tick the correct box.
(d) Sally used diagrams to show what happened in her investigation.
Use the diagrams above to answer the following questions.
(i) Which diagram shows the results of beaker B? Write the letter.
......................
(ii) Which diagram shows the results of beaker A? Write the letter.
......................
(e) What does saliva contain that causes starch to change in beaker A?
......................................................................................................................
(f) Sally chewed a piece of bread for 5 minutes without swallowing.
What would she notice about the taste of the bread after chewing for 5 minutes?
Use Sally’s results to help you.
......................................................................................................................
Q10. Simon made two candles from the same amount of wax.
He drew lines on both candles.
(a) What would Simon use to measure the distance between the lines?
..........................................
(b) He timed how long candle 1 took to burn.
His results are shown below.
(i) How long would it take for candle 1 to burn from C to D? Write your answer in the table.
(ii) Simon timed how long candle 2 took to burn.
How long would it take for candle 2 to burn from A to B and from D to E? Write your answers in the table.
(c) Simon wanted to use a candle to measure time. He made candle 3 the same size as candle 1.
Why is candle 3 more useful than candle 1 for measuring time?
........................................................................................................................
........................................................................................................................
Q11. The table below shows the number of boats used for catching herring fish in the Norwegian Sea between 1963 and 1967.
The bar chart below shows the total mass of herring caught in the Norwegian Sea between 1963 and 1967.
Use the information above to help you answer parts (a) (i), (ii) and (iii).
(a) (i) Why did the mass of herring caught increase between 1963 and 1965?
...............................................................................................................
...............................................................................................................
(ii) Suggest why the mass of herring caught decreased between 1965 and 1967.
...............................................................................................................
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(iii) Herring cannot breed until they are four years old.
Fishing for herring was banned in the Norwegian Sea from 1972 to 1976.
Suggest one reason why fishing for herring was banned for this period.
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...............................................................................................................
(b) The diagram below shows a food web in the Norwegian Sea.
(i) How could a decrease in the number of herring cause a decrease in the number of sand eels?
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(ii) How could a decrease in the number of herring cause an increase in the number of sand eels?
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Q12. Amena described her idea about the evaporation of water.
(a) Write a plan for an investigation you could carry out in the school laboratory to test Amena’s idea.
Assume you have access to all the usual laboratory equipment.
In your plan you must write:
• the one factor you would change as you carry out your investigation (the independent variable)
• the effect you would observe or measure as you carry out your investigation (the dependent variable)
• one factor you would keep the same to help make your test fair.
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(b) In the box below, draw and label a table that you could use to record your results.
Q13. Alex makes an electromagnet.
She winds insulated wire around an iron nail.
She connects the wire to a power supply.
She uses the electromagnet to pick up some steel paper-clips.
(a) (i) Give the one factor she should change as she investigates her prediction.
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.............................................................................................................
(ii) Give one factor she should keep the same.
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(iii) Describe how she could use the paper-clips to measure the strength of the electromagnet.
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(b) Alex wrote a report of her investigation.
What would an odd result suggest?
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(c) (i) Which size paper-clips would Alex use to make her results more accurate?
Tick the correct box.
(ii) Give a reason for your choice.
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Q14. A cyclist and a runner have a race.
The distance-time graph for the race is shown below.
Use the graph to answer the following questions.
(a) (i) How much time did it take the cyclist to travel 100 m?
........... s
(ii) When the cyclist finished the race how far behind was the runner?
........... m
(iii) How much more time did the runner take compared with the cyclist to complete the race?
........... s
(b) The cyclist is travelling at a constant speed between 3 seconds and 6 seconds.
How does the graph show this?
........................................................................................................................
........................................................................................................................
(c) (i) When the race started, a walker set off at a steady speed of 2m/s.
Draw a line on the graph on the opposite page to show the distance covered by the walker in the first 15 seconds. Use a ruler.
(ii) Calculate how much time it will take for the walker to walk 100m.
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............................................................................................................ s
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