gcse in science a · gcse in science a specimen assessment materials 10 4. members of a clone of...

GCSE in SCIENCE A Specimen Assessment Materials 1

For teaching from 2011

GCSE in SCIENCE A

SPECIMEN ASSESSMENT MATERIALS


Contents Page Biology

Question Paper (Foundation Tier) 5 Question Paper (Higher Tier) 27

Mark Schemes 47 Assessment Grids 61

Chemistry



Physics



Controlled Assessments 173


Candidate Name Centre Number Candidate Number

0

GCSE SCIENCE A FOUNDATION TIER (Grades G-C) BIOLOGY 1 – Adaptation, evolution and body maintenance SPECIMEN PAPER (1 hour)

INSTRUCTIONS TO CANDIDATES Write your name, centre number and candidate number in the spaces at the top of this

page. Answer all questions. Write your answers in the spaces provided in this booklet. INFORMATION FOR CANDIDATES The number of marks is given in brackets at the end of each question or part-question. You are reminded that assessment will take into account the quality of written

communication used in your answer to question 11.


1. Lemmings are small mammals that are found in the Arctic. Their main predator is the Arctic fox.

The graph shows the population of lemmings and Arctic foxes between 1988 and 2002.

(a) What happened to the number of lemmings when the number of Arctic foxes

was at its lowest? Suggest a reason. [2] Answer ........................................................................ Reason .............................................................................................................. ............................................................................................................................ (b) State two reasons for lemming numbers decreasing naturally, other than

predation. [2] ............................................................................................................................ ............................................................................................................................


2. Carbon dioxide gas constantly passes into and out of the air. (a) Complete the boxes in the diagram of the carbon cycle by choosing the

correct terms from the list below. [3] feeding, photosynthesis, respiration, burning.

(b) Scientists think too much carbon dioxide is going into the atmosphere.

Suggest how humans can help to reduce this problem. [1] ............................................................................................................................ ............................................................................................................................


3. The map shows the world distribution of both the Arctic and Fennec foxes and the mean annual temperatures where these animals are found. The Arctic fox is found throughout the Arctic and sub-Arctic tundra whilst the Fennec fox is found in the Sahara and Arabian deserts.


Using the information given, compare the features of both the Arctic and Fennec foxes and explain how the features allow them to survive in their environments. [3]

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

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


4. Members of a clone of 'Bizzy-Lizzy' seedlings were planted at various distances from a north facing garden wall. The diagram shows the variation between the plants six weeks after planting.

(a) What is meant by the term variation? [1] ............................................................................................................................ ............................................................................................................................ (b) Suggest two reasons why the plants showed variation in height after six

weeks. [2] ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ (c) (i) Underline below, the type of variation shown by the plants. [1]

genetic

environmental

genetic and environmental

(ii) Give a reason for your answer to (c) (i). [1] ................................................................................................................ ................................................................................................................


5. (a) Cystic fibrosis is an inherited disease that affects about 10 000 people in Britain.

State the cause of cystic fibrosis. [1] ............................................................................................................................ (b) British researchers are to carry out large scale trials of a new gene therapy for

cystic fibrosis. The treatment involves inhaling a fine spray of liposomes into the airways of

the lungs. The diagram below shows the process.


(i) In early use of gene therapy for treating cystic fibrosis it was very difficult to get the normal gene into the cells lining the lungs. How does this new method overcome this problem? [1]

................................................................................................................ ................................................................................................................ ................................................................................................................ (ii) This large scale trial follows smaller trials on animals. Suggest one reason why organisations such as animal rights groups

oppose the use of animals for such purposes. [1] ................................................................................................................ ................................................................................................................


6. The diagram below (not drawn to scale) shows how soya bean plants have been genetically modified (GM) so that they are resistant to a herbicide (weedkiller) called 'Roundup'.


(a) State why the GM soya plant develops resistance to the weedkiller 'Roundup'. [1] ............................................................................................................................ (b) Explain the advantages to a farmer from growing a soya bean crop

genetically modified for herbicide resistance. [2] ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ (c) In 1999 the UK government asked researchers to investigate how growing

GM herbicide resistant crops might affect farmland wildlife. The research involved investigating and reporting on 266 field trials in the UK. In 2003 the researchers reported that there were differences in the

abundance of wildlife between GM and non-GM crops. Compared to the numbers found in the non-GM crop, the researchers found

the following:

Numbers compared to crops not genetically modified

GM crop plant Wildlife GM winter rape GM beet GM maize

Bees and butterflies fewer fewer more

Springtails (soil insects) more more more

(i) In March 2004 the UK government announced that two of the above

crops would not be grown in the UK in the near future. Suggest which two crops they are: [1]

.................................................. and .................................................. (ii) Suggest the reason for the government's decision. [1] ................................................................................................................ ................................................................................................................


7. An experiment was carried out to investigate the effect of alcohol on reaction times. A 100cm rule was placed above the finger and thumb of an adult volunteer as shown.

When released, the rule fell downwards between the finger and thumb. The

volunteer was asked to catch the rule as soon as possible after its release. The distance travelled by the rule before it was caught was recorded. Just before each test, except for the last one, the volunteer drank one unit of alcohol. The maximum amount of alcohol the body can get rid of is one unit per hour.

Here are the results:

Time from start / minutes Distance fallen by rule / cm 0 8

20 11

40 15

60 23

80 30

100 42

120 75


(a) Explain how the results show that drinking alcohol before driving could be dangerous. [2]

............................................................................................................................ ............................................................................................................................ ............................................................................................................................ (b) Sima said that if the volunteer had drunk the same units spread equally over

a 6 hour period then there would not have been any effect. Do you agree with Sima? Explain your answer. [2]

............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ (c) Suggest one improvement to the method which would have increased the

confidence in the results. [1] ............................................................................................................................ ............................................................................................................................


8. In North Wales there is a lake which is used for leisure activities such as fishing and water sports. The surrounding land had nitrate-based fertiliser added to it. As a result, the natural ecosystem has altered. It led to an increased population of insects called midges which breed in the lake and feed on water plants.

The insects were sprayed with a pesticide which killed 99% of them. The population recovered within 3 years. Now the pesticide has no effect on them.

Small fish ate the midges and were found to have 200 parts per million (p.p.m.) of pesticide in their bodies. Eventually it resulted in the deaths of over 1000 birds which ate small fish in the area. The birds had 1600 p.p.m. of the pesticide in their bodies.

(a) Explain how the fertiliser resulted in the increase in midges. [3] ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ (b) The amount of dissolved oxygen in the lake has decreased over the last few

years. If this continues, suggest how leisure activities on the lake would be affected. [1]

............................................................................................................................ ............................................................................................................................ (c) Explain the difference in the level of pesticides in the fish and the birds. [3] ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................


9. In 2008 some year 11 students investigated the level of pollution in a stream running through a small town in South Wales. They had the information in Table A.

They sampled a 10 m length of the stream for the presence of four indicator species. Their results are shown in the bar chart below, along with earlier results from the

same stream. Table A

Indicator species Pollution Level Mayfly nymph Clean Caddis fly larva Low Water louse High Sludgeworm Very high

(a) What can you conclude from the results about the level of pollution in the

stream? Give your reasons. [3] ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................

20

15

10

5

0 2000 2004 2008

Year

Num

ber

Slu

dgew

orm

Wat

er lo

use

Cad

dis

fly la

rva

May

fly n

ymph

Slu

dgew

orm

Wat

er

lous

e

Cad

dis

fl y la

rva

May

fly n

ymph

May

fly n

ymph

Cad

dis

fl y la

rva

Wat

er lo

use

Slu

dgew

orm


(b) Nona said that these samples should be taken at the same time each year but Rhys said it doesn’t matter.

State who you think is right, giving a reason. [1] ............................................................................................................................ ............................................................................................................................ (c) State one other non-biological factor that could be measured and used as

an indicator of the level of pollution in the stream. [1] ....................................................................


10. Seven types of foxes are listed below. Their scientific names are given next to their common names.

Common name Scientific name

Arctic fox Alopex lagopus

European fox Vulpes vulpes

Bat-eared fox Otocyon megalotis

Fennec fox Fennecus zerda

Sand fox Vulpes velox

Grey fox Urocyon cinereoargentus

Kit fox Vulpes ruppelli

(a) State three foxes which you would expect to have the most similar DNA. [1] ............................................................................................................................ (b) In the 18th century Carl Linnaeus developed the system of giving all living

organisms a two word scientific name. How does this system help scientists in different countries who are studying

these animals? [1] ............................................................................................................................ ............................................................................................................................ ............................................................................................................................


11. The diagram shows a section through the skin.

Describe and explain how the blood vessels and sweat glands help to control body

temperature in hot conditions. [6 QWC] ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... .......................................................................................................................................


12. An investigation was carried out into the energy content of three different types of foods using apparatus A and apparatus B. The change in temperature of the water was measured using a thermometer in A and B. The rise in temperature was used to calculate the energy released by the food, in kilojoules.


The results were as follows:

Type of food Energy content / kJ g-1

Apparatus A Apparatus B Carbohydrate 10.3 19.3

Fat 21.0 28.0

Protein 10.4 19.3

(a) Use the diagram to explain the higher numbers in the results for apparatus B. [3] ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ (b) Why is it important to the health of people that the labels on food containers

give information about energy content? [1] ............................................................................................................................ ............................................................................................................................


13. Gregor Mendel made important discoveries on how characteristics or traits are passed from parents to offspring.

In one of his experiments he crossed pea plants that produced seeds with round coats with plants that produced seeds with wrinkled coats.

The result of this cross were plants (F1) that only produced round coated seeds.

Mendel explained this by saying that pea plants passed on factors (alleles) from one generation to the next. He also said the factor for round seeds is dominant over the factor for wrinkled seeds.

Use the information in the passage and your knowledge to answer the following

questions. (a) The following shows how the F1 plants were produced in Mendel's

experiment where: R = allele for round seeds r = allele for wrinkled seeds

Complete the Punnett square to show the genotypes produced in this cross. [2] F1

gametes


(b) (i) Mendel then crossed two of these F1 plants together. Draw your own Punnett square and complete it to show the genotypes of the offspring that would be produced. [2]

(ii) What is the ratio of round to wrinkled seeds produced above? [1] ................................... round: ................................... wrinkled (iii) When Mendel carried out the cross shown on the previous page he repeated

the experiment hundreds of times. These are some of the results he obtained:

Experiment number

Number of seeds obtained

Round Wrinkled

1 27 8

2 24 7

3 32 11

4 74 24

5 17 6 How do the results of Mendel's experiments compare to your answer in (b)(ii)? [1] ............................................................................................................................ (c) Why was the importance of Mendel's discovery about inheritance not

recognised until long after his death? [1] ............................................................................................................................ ............................................................................................................................



0

GCSE SCIENCE A HIGHER TIER (Grades D-A*) BIOLOGY 1 – Adaptation, evolution and body maintenance SPECIMEN PAPER (1 hour)



communication used in your answers to questions 3 and 11.


1. In 2008 some year 11 students investigated the level of pollution in a stream running through a small town in South Wales. They had the information in Table A.

They sampled a 10 m length of the stream for the presence of four indicator species. Their results are shown in the bar chart below, along with earlier results from the

same stream. Table A

Indicator species Pollution Level Mayfly nymph Clean Caddis fly larva Low Water louse High Sludgeworm Very high

(a) What can you conclude from the results about the level of pollution in the

stream? Give your reasons. [3] ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................

20

15

10

5

0 2000 2004 2008

Year

Num

ber

Slu

dgew

orm

Wat

er lo

use

Cad

dis

fl y la

rva

May

fly n

ymph

Slu

dgew

orm

Wat

er

lous

e

Cad

dis

fl y la

rva

May

fly n

ymph

May

fly n

ymph

Cad

dis

fl y la

rva

Wat

er lo

use

Slu

dgew

orm


(b) Nona said that these samples should be taken at the same time each year but Rhys said it doesn’t matter.

State who you think is right, giving a reason. [1] ............................................................................................................................ ............................................................................................................................ (c) State one other non-biological factor that could be measured and used as

an indicator of the level of pollution in the stream. [1] ....................................................................


2. Seven types of foxes are listed below. Their scientific names are given next to their common names.

Common name Scientific name

Arctic fox Alopex lagopus

European fox Vulpes vulpes

Bat-eared fox Otocyon megalotis

Fennec fox Fennecus zerda

Sand fox Vulpes velox

Grey fox Urocyon cinereoargentus

Kit fox Vulpes ruppelli

(a) State three foxes which you would expect to have the most similar DNA. [1] ............................................................................................................................ (b) In the 18th century Carl Linnaeus developed the system of giving all living

organisms a two word scientific name. How does this system help scientists in different countries who are studying

these animals? [1] ............................................................................................................................ ............................................................................................................................ ............................................................................................................................


3. The diagram shows a section through the skin.

Describe and explain how the blood vessels and sweat glands help to control body

temperature in hot conditions. [6 QWC] ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... .......................................................................................................................................


4. An investigation was carried out into the energy content of three different types of foods using apparatus A and apparatus B. The change in temperature of the water was measured using a thermometer in A and B. The rise in temperature was used to calculate the energy released by the food, in kilojoules.


The results were as follows:

Type of food Energy content / kJ g-1

Apparatus A Apparatus B Carbohydrate 10.3 19.3

Fat 21.0 28.0

Protein 10.4 19.3

(a) Use the diagram to explain the higher numbers in the results for apparatus B. [3] ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ (b) Why is it important to the health of people that the labels on food containers

give information about energy content? [1] ............................................................................................................................ ............................................................................................................................


5. Gregor Mendel made important discoveries on how characteristics or traits are passed from parents to offspring.

In one of his experiments he crossed pea plants that produced seeds with round coats with plants that produced seeds with wrinkled coats.

The result of this cross were plants (F1) that only produced round coated seeds.

Mendel explained this by saying that pea plants passed on factors (alleles) from one generation to the next. He also said the factor for round seeds is dominant over the factor for wrinkled seeds.

Use the information in the passage and your knowledge to answer the following

questions. (a) The following shows how the F1 plants were produced in Mendel's

experiment where: R = allele for round seeds r = allele for wrinkled seeds

Complete the Punnett square to show the genotypes produced in this cross. [2] F1

gametes


(b) (i) Mendel then crossed two of these F1 plants together. Draw your own Punnett square and complete it to show the genotypes of the offspring that would be produced. [2]

(ii) What is the ratio of round to wrinkled seeds produced above? [1] ................................... round: ................................... wrinkled (iii) When Mendel carried out the cross shown on the previous page he repeated

the experiment hundreds of times. These are some of the results he obtained:

Experiment number

Number of seeds obtained

Round Wrinkled

1 27 8

2 24 7

3 32 11

4 74 24

5 17 6 How do the results of Mendel's experiments compare to your answer in (b)(ii)? [1] ............................................................................................................................ (c) Why was the importance of Mendel's discovery about inheritance not

recognised until long after his death? [1] ............................................................................................................................ ............................................................................................................................


6. Bovine tuberculosis (bTB) is a very serious disease of cattle in Britain. It is caused by a bacterium. There is very strong evidence of a link between bTB in

cattle and bTB in badgers. The arrows in the following diagram show the ways in which bTB can be transferred.

The Government asked scientists to investigate whether the culling (controlled killing)

of badgers would reduce the number of cases of bTB in cattle herds. These are the conclusions of two of the reports: "badger culling can make no meaningful contribution to bTB control in Britain" (Bourne Report 2007) "the removal of badgers could make a significant contribution to the control of bTB ..." (King Report 2007)


Study the diagram opposite and suggest one reason why: (a) the Bourne report concluded that culling badgers would have no effect on

bTB control; [1] ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ (b) the King report concluded that culling badgers would have an effect on bTB

control. [1] ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ (c) Using the information, suggest why some organisations object to the culling of

badgers in an attempt to control bTB. [1] ............................................................................................................................ ............................................................................................................................ ............................................................................................................................


7. The map shows the main pollution levels in some rivers which enter the North Sea.

(a) Use the data on the map to suggest how agriculture and industry cause water

pollution. (i) Agriculture [1] ................................................................................................................ ................................................................................................................ (ii) Industry [1] ................................................................................................................ ................................................................................................................


(b) (i) In which river would you expect to have the lowest concentration of oxygen? [1]

............................................................. (ii) Explain, in detail, why this river would have the lowest concentration of

oxygen. [4] ................................................................................................................ ................................................................................................................ ................................................................................................................ ................................................................................................................ ................................................................................................................ ................................................................................................................ ................................................................................................................ ................................................................................................................ (c) It was noted that many birds that eat fish have been found dead near the

mouth of the rivers Elbe and Rhine. Suggest two possible reasons for the death of these birds. [2] (i) ................................................................................................................ (ii) ................................................................................................................


8. The diagram shows the flow of energy through a food chain in kilojoules per square metre per year.


(a) Some energy is lost at points A and B. State two ways in which this energy could be lost. [2]

(i) ................................................................................................................ (ii) ................................................................................................................ (b) Complete the table by calculating the percentage efficiency, of energy

transferred, from the barley to the cow.

Organism Energy received (kJm-2y-1)

Energy passed on (kJm-2y-1)

Percentage efficiency of energy

transferred

Barley 1 000 000 3000 0.3

Cow

[1] (c) Explain why it would be more efficient for humans to eat barley rather than

meat from cows. [3] ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ (d) Suggest one disadvantage to humans of eating a diet of barley only. [1] ............................................................................................................................ ............................................................................................................................


9. Warfarin has been used as a poison to kill rats which compete with humans for stored grain.

(a) In 1959, Warfarin-resistant animals appeared in Welshpool in mid-Wales and

began to spread. The spread of Warfarin resistance between 1967 and 1970 is shown in the map below.

Explain how Warfarin resistance has increased. [4] ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... (b) Suggest how the development of Warfarin resistance can be used to support

Charles Darwin's theory of evolution. [2] ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... .......................................................................................................................................


10. Some plants, like the pitcher plant shown below, collect rain water in their modified cup-like leaves.

Insects and small frogs collect in the water.

The dead and decaying insects and other animals contain protein. The frogs which

live in the water excrete urea. (a) Use your knowledge of the nitrogen cycle to explain how nitrate, used by the

plant, can be produced in the water in the cup-like leaves. [3] ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................


(b) Scientists have investigated the processes taking place in the cup-like leaves. They took samples of liquid from the cup-like leaves and added them to urea in two specimen tubes as shown in the diagrams.

The specimen tubes were kept at 25°C for 12 hours.

At the start of the investigation the indicator paper in both specimen tubes

was yellow. After 12 hours, the indicator paper in A was green, but in B it was still yellow.

(i) Explain how the results for tube B suggest that an enzyme was

responsible for the change in tube A. [1] ................................................................................................................ ................................................................................................................ (ii) Suggest the type of organism which could produce the enzyme which

acted on the urea. [1] ................................................................


11. Describe and explain how negative feedback mechanisms regulate the level of glucose in the blood. [6 QWC]

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


MARK SCHEMES


General Marking Instructions 1. Over-rigidity in the interpretation of the mark scheme is not intended and it is

accepted that points may be made in a variety of different ways including converse and counterpoints.

2. Phonetic spelling is allowed except where there is a possibility that scientific terms

might be confused. 3. When candidates list alternative answers to short answer questions, the general

principle to be followed is: right + wrong = no mark. In a question requiring a set number of responses, where a candidate has supplied extra responses above the required number each error/contradiction negates one correct response, however responses considered neutral (ie not incorrect) are not penalised.

4. The principle of error carried forward is generally applied where an incorrect value

calculated in one part of a question is treated as being correct for the purposes of subsequent parts.

5. When marking calculations, substitution into an incorrect equation is not credited and

hence subsequent calculations within that section will score zero. 6. Alternative answers are accepted even if not noted on the marking scheme as long

as they are appropriate, correct and valid in the context of the science. Note that in some cases specific terms are a requirement. Any uncertainty about the acceptability of an answer is clarified by consultation with the Principal examiner or Team Leader.

7. Marking Quality of Written Communication: The marking scheme for these questions

includes indicative content which gives the outline of the content of a good answer. Candidates should generally cover most, if not quite all, of the points in the indicative content to achieve the highest mark band on these questions and if candidates present alternative valid approaches these are equally acceptable. The tests to be applied are coherence, which is expressed well scientifically, as well as completeness and correct science at an appropriate level.

8. Abbreviations used in marking schemes: / = alternative points c.e. = consequential error not: = unacceptable answer(s) allow: = not an ideal answer but considered just worthy of credit on this occasion (un)qual(ified) = only acceptable as (part of) an answer if extra detail or explanation

is provided AVP = any valid point owtte = or words to that effect reference to… = implies that these general ideas are required although they may be

expressed differently or made using different terminology and in a different sequence.


Science A - Biology 1 Marking Scheme

Foundation Tier 1. (a) (large) increase/growth in numbers (not: more lemmings) [1] Fewer foxes so less predation from/fewer foxes to kill/eat lemmings [1] (not: no foxes/ no hunting or catching) (b) Shortage of food/space/disease/loss of habitat/competition for food [2] (not: named disease/habitat loss due to humans) (Any 2) Question Total [4] 2. (a) Any three terms, correctly placed – burning, respiration, photosynthesis,

feeding (2 correct 2 marks, 1 correct 1 mark) [3] (b) less deforestation or use alternative energy generation/fewer flights or equivalent valid point

e.g. use cars less often/less fuel. [1] Question Total [4] 3. Reference to: Ear length – smaller the ears the less heat lost through them. [1] Coat colour – correct reference to camouflage from predators / prey including reference to background colour i.e. sand / snow [1] Body mass − The larger the body (mass) the less heat is lost through the surface/

retains more heat [1] (not: ref. insulation/keeping warm) Question Total [3]


4. (a) differences between members of the same species/organisms of the same kind/type/ Bizzy Lizzies [1] (b) plants nearest the wall/some plants had less sun or light/more shade less water cooler temperature or converse (not: nutrients/chemicals) (i.e. two from light/water/temperature) [2] (c) (i) environmental [1] (ii) they had the same genes/DNA (or similar statement) / they are a

clone (not: ref. to growth conditions unqual.) [1] Question Total [5] 5. (a) Disease passed on or inherited in the genes / faulty gene. (not : ref. recessive alleles / mutated gene / symptoms unqual) [1] (b) (i) By using liposomes which merge with the cells lining the airways [1] (ii) e.g. animals are so different from humans that they do not react to drugs in the same way as humans do/ humans do not have the right to subject animals to any form of experimentation/AVP (not : its unethical / against morals) [1] Question Total [3] 6. (a) because it now contains/has the gene for herbicide resistance from the weed

(not: have inherited gene from weed) [1] (b) One mark can be awarded for a correct and relevant point e.g. can spray the soya without harming it to reduce weeds [1] The second mark can only be awarded if the candidate coherently and

correctly links the consequence to the point above e.g. there would be greater yield of crop because there is less competition (from

weeds) [1] allow: ref. to finance/ probably uses less herbicide (not: doesn't damage environment unqual) (c) (i) (GM) winter rape and (GM) beet (both needed for mark) [1] (ii) The numbers of butterflies and/or bees were reduced [1] (not: reduces wildlife) Question Total [5]


7. (a) One mark can be awarded for a correct and relevant point e.g. alcohol increases reaction time/reactions become slower as more alcohol

is taken [1] The second mark can only be awarded if the candidate coherently and

correctly links the consequence to the point above e.g. leading to impairment of judgement/reduced concentration so increasing risk

of accidents [1] (not: reaction time becomes slower) (b) One mark can be awarded for a correct and relevant point e.g. (Agree with Sima because)

in the experiment 6 units were consumed but the body can get rid of one unit per hour [1] The second mark can only be awarded if the candidate coherently and correctly links the consequence to the point above e.g. therefore if 6 units were taken over 6 hours then no effect would be shown as 6 units would be got rid of in this time/owtte [1]

(c) Repeat readings/take more than one reading each time [1] (not: take more readings at chosen intervals) Question Total [5] 8. (a) One mark can be awarded for a correct and relevant point e.g. nutrients/nitrates from fertiliser [1]

The second and third marks can only be awarded if the candidate coherently and correctly links each consequence to the point above it e.g.

which caused more plant growth [1] therefore more food for midges [1] (b) Decrease in fish/fishing/water becomes stagnant/algae make water

unsuitable for water sports (not: decrease unqualified) [1]

(c) Two marks can be awarded for two correct and relevant points e.g. pesticide not broken down/excreted/persistent in body [1]

it enters food chain/food web or description of chain/web [1] The third mark can only be awarded if the candidate coherently and correctly links the consequence to the point above it e.g.

so becomes more concentrated/builds up/increases in body more so [1] in birds which are further up the food chain

Question Total [7] 9. (a) The level of pollution is decreasing / the stream has become cleaner. [1]

The species that live in cleaner water have increased or specific examples. [1] The species that live in polluted water have decreased or specific examples. [1]

(b) (Nona because) water conditions such as temperature must be the same to be a valid comparison. [1]

(c) Oxygen/pH/heavy metals/nitrate/phosphate/pesticide (Any 1) [1] Question total [5]


10. (a) European fox, Sand fox and Kit fox (or scientific names) [1] (b) Because the scientific name is the same in all countries / universal / the common name differs in different countries [1] (not: global language) Question Total [2] 11. Indicative content:

In hot conditions the blood vessels get wider/dilate (or vasodilation occurs), so the vessels carry more blood and therefore carry more heat. Sweat glands produce more sweat which evaporates which takes energy. Therefore more energy / heat is lost / heat lost faster / radiated which cools the body.

5 – 6 marks The candidate constructs an articulate, integrated account correctly

linking relevant points, such as those in the indicative content, which shows sequential reasoning. The answer fully addresses the question with no irrelevant inclusions or significant omissions. The candidate uses appropriate scientific terminology and accurate spelling, punctuation and grammar.

3 – 4 marks The candidate constructs an account correctly linking some relevant

points, such as those in the indicative content, showing some reasoning. The answer addresses the question with some omissions. The candidate uses mainly appropriate scientific terminology and some accurate spelling, punctuation and grammar.

1 – 2 marks The candidate makes some relevant points, such as those in the

indicative content, showing limited reasoning. The answer addresses the question with significant omissions. The candidate uses limited scientific terminology and inaccuracies in spelling, punctuation and grammar.

0 marks The candidate does not make any attempt or give a relevant answer

worthy of credit.

Question Total [6] 12. (a) Three features in the diagrams plus a correct reason clearly linked to each. the results are higher in B because: insulation is present which reduces heat loss (not: no heat loss) [1] the stirrer gives an even distribution of heat [1] any other suitable e.g. more complete burning of food because oxygen is fed in; crumbling increases surface area so more complete burning takes

place [1] (b) Excess energy stored as fat - obesity, health implications, ref. to weight-gain

due to diet. [1] Question Total [4]


13. (a) gametes R R r Rr Rr r Rr Rr Gametes correct

Genotypes correct using gametes given by candidate.

[1] [1]

(b) (i) gametes R r R RR Rr r Rr rr Gametes correct

Genotypes correct using gametes given by candidate. (Allow consequential error)

[1] [1]

(ii) 3:1/75%:25% (not: 75:25 or fraction) [1]

(iii) Mendel's results are approximately = 3:1. ratios the same (not: results the same/unequal results agree with

nine)

[1]

(c) Any one of the following: the existence of genes/DNA was not known or understood Mendel worked in a small laboratory with few people to carry on his

work after his death there was little interest in the results of Mendel's experiments at the

time (not: it wasn't believed/ref. religion)

[1]

Question Total [7]


Science A - Biology 1 Marking Scheme

Higher Tier 1. (a) The level of pollution is decreasing / the stream has become cleaner. [1]

The species that live in cleaner water have increased or specific examples. [1] The species that live in polluted water have decreased or specific examples. [1]

(b) (Nona because) water conditions such as temperature must be the same to be a valid comparison. [1]

(c) Oxygen/pH/heavy metals/nitrate/phosphate/pesticide (Any 1) [1] Question Total [5] 2. (a) (i) European fox, Sand fox and Kit fox (or scientific names) [1] (b) Because the scientific name is the same in all countries / universal / the common name differs in different countries [1] (not: global language) Question Total [2] 3. Indicative content: In hot conditions the blood vessels get wider/dilate (or vasodilation occurs), so the

vessels carry more blood and therefore carry more heat. Sweat glands produce more sweat which evaporates which takes energy. Therefore more energy / heat is lost / heat lost faster / radiated which cools the body.

5 – 6 marks The candidate constructs an articulate, integrated account correctly







worthy of credit.

Question Total [6]


4. (a) Three features in the diagrams plus a correct reason clearly linked to each. The results are higher in B because: Insulation is present which reduces heat loss (not: no heat loss). [1] The stirrer gives an even distribution of heat. [1] Any other suitable e.g. more complete burning of food because oxygen is fed in; crumbling increases surface area so more complete burning takes

place [1] (b) Excess energy stored as fat - obesity, health implications, ref. to weight-gain

due to diet. [1] Question Total [4] 5. (a) gametes R R r Rr Rr r Rr Rr Gametes correct

Genotypes correct using gametes given by candidate. [1] [1]

(b) (i) gametes R r R RR Rr r Rr rr Gametes correct

Genotypes correct using gametes given by candidate. (Allow consequential error)

[1] [1]

(ii) 3:1/75%:25% (not: 75:25 or fraction) [1]

(iii) Mendel's results are approximately = 3:1. ratios the same (not: results the same/unequal results agree with

nine)

[1]

(c) Any one of the following: The existence of genes/DNA was not known or understood; Mendel worked in a small laboratory with few people to carry on his

work after his death; There was little interest in the results of Mendel's experiments at the

time. (not: it wasn't believed/ref. religion)

[1]

Question Total [7]


6. (a) because badgers could move into the area/new areas (to fill vacant niches) / because of the movement of cattle between herds/one farm to another. [1] (b) because it would remove a possible source of the infection in cattle/cattle can be infected by badgers. [1] (c) the evidence is contradictory/gives two opinions/unreliable [1] Question Total [3] 7. (a) (i) Fertiliser/ nitrates/phosphates used on farmland leaching into water/sea [1] (allow: ref. nitrogen/phosphorus/NP) (ii) Heavy metal or named e.g. copper/Cu, lead/Pb, zinc/Zn in factory waste [1] (b) (i) Rhine [1] (ii) One mark can be awarded for a correct and relevant point e.g.

it has the most/highest nitrate/nitrogen OR phosphate [1] The other three marks can only be awarded if the candidate coherently and correctly links each consequence to each point above it e.g. which causes increased plant/algal growth [1] when these die they are decomposed by bacteria [1] (allow: fungi, not: microbes) which respire so using up oxygen/reduce oxygen concentration [1]

(c) Starvation due to lack of fish [1] Heavy metal/lead cause poisoning/build up to a toxic level [1]

(not: dangerous level/toxins/ bioaccumulation unqual.) Question Total [9] 8. (a) Any 2 from: respiration/heat production/movement (once only)/other

consumers/not all eaten/to decomposers/decay/ excretion/growth/evaporation (not: used for life processes) [2]

(b) 3000, 300, 10 (3 needed for 1 mark) [1] (c) One mark is available for a correct and relevant point e.g.

Energy is lost during each step of chain/each trophic level [1]

The other two marks can only be awarded if the candidate coherently and correctly links each consequence to the point above it e.g.

by eating barley there are fewer steps/stages compared to eating meat; [1] so more energy/food available/ ref. figures. [1] (d) Malnutrition/lack of a balanced diet/other nutrients required such as

proteins/fats [1] Question Total [7]


9. (a) Three marks can be awarded for three correct and relevant points e.g. a mutation occurred/was present [1] which allowed some rats to resist the effects of/were not killed by warfarin [1] these survived to reproduce [1] The fourth mark can only be awarded if the candidate coherently and correctly links the consequence to the point above it e.g. therefore pass on genes/mutation to their offspring which continued to have an advantage in the population [1]

(b) Shows a change in a species taking place in/over very short time [1] Illustrates natural selection/survival of fittest (to breed) [1] Question Total [6] 10. (a) One mark for making a correct and relevant point e.g. action of bacteria/decomposers. (allow: fungi, not: microbes) [1]

The second and third marks can only be awarded if the candidate coherently and correctly links each process to the point above it e.g. which change protein/urea from animals in the water to ammonium compounds

(allow: ammonia/ amino acids) [1] which are changed to nitrates (by (nitrifying) bacteria) [1] (b) (i) The boiled sample did not show any pH change and as [1] boiling denatures/destroys enzymes the reaction (in tube A) is probably due to an enzyme. (not: kills enzymes) (ii) Bacteria/decomposers [1] (not: ref. nitrifying/denitrifying) Question Total [5]


11. Indicative content: A rise in glucose concentration in the blood causes the pancreas to secrete more insulin. The insulin increases the uptake of glucose by the cells and causes the liver to convert glucose to glycogen. This reduces the level of glucose in the blood. When the glucose level falls too low there is a decrease in insulin production by the pancreas. The pancreas releases glucagon which stimulates the breakdown of glycogen. These effects increase the level of glucose in the blood. The balance between these effects keeps the concentration of glucose in the blood within normal/optimum limits. 5 – 6 marks The candidate constructs an articulate, integrated account correctly







worthy of credit. Question Total [6]


ASSESSMENT GRIDS

GCSE in SCIENCE A Specimen Assessment Materials 63 MARK SPECIFICATION GRID

Science A - Biology 1

Specimen assessment

FOUNDATION TIER

B1 - Adaptation, evolution and body maintenance

Assessment Objective Total Mark

AO1 AO2 AO3

Target Totals for Paper 24 21 15 60 HSW QWC

Question Number

Specification Reference

1. (a) 1 (d) (e)

2 4

(b) 2 2. (a)

2 (i) (j) 3

4

(b) 1 3. 1 (c) 2 1 3 4. (a)

4 (a) 1

5

(b) 1 1 (c) 1 1 5. (a)

4 (d), 7 (f) 1

3

(b) (i) 1 (ii) 1 6. (a)

3 (i) (j)

1

5

(b) 1 1 (c) (i) 1 (ii) 1 7. (a)

6 (b), 7 (c) 1 1

5

(b) 1 1 (c) 1 8. (a)

2 (b) (d) 2 1

7

(b) 1 (c) 2 1 9. (a)

2 (c) 2 1

5

(b) 1 (c) 1 10. (a)

1 (b) 1

2

(b) 1 11. 6 (g) 4 2 6 12. (a)

7 (a) (b) 1 2

4

(b) 1 13. (a)

3 (g) (h)

2

7

(b) (i) 2 (ii) 1 (iii) 1 (c) 1 Raw Totals: 23 23 14 60


MARK SPECIFICATION GRID

Science A - Biology 1

Specimen assessment

HIGHER TIER

B1 - Adaptation, evolution and body maintenance Assessment Objective Total

Mark

AO1 AO2 AO3 Target Totals for

Paper 24 21 15 60 HSW QWC

Question Number


1. (a) 2 (c)

2 1 5

(b) 1 (c) 1 2. (a)

1 (b) 1

2

(b) 1 3. 6 (g) 4 2 6 4. (a)

7 (a) (b) 1 2

4

(b) 1 5. (a)

3 (g) (h)

2

7

(b) (i) 2 (ii) 1 (iii) 1 (c) 1 6. (a)

2 (b)

1 3

(b) 1 (c) 1 7. (a) (i)

2 (d)(e)

1

9

(ii) 1 (b) (i) 1 (ii) 2 2 (c) 1 1 8. (a)

2 (f) (g)

2

7

(b) 1 (c) 3 (d) 1 9. (a)

5 (c)(d) 2 2

6

(b) 1 1 10. (a)

2 (l) (m) 2 1

5

(b) (i) 1 (ii) 1 11. 6 (h) 5 1 6 Raw Totals: 26 21 13 60



0

GCSE SCIENCE A FOUNDATION TIER (Grades G-C) CHEMISTRY 1 – The Earth and its resources SPECIMEN PAPER (1 hour)



communication used in your answer to question 10.


Answer all questions.

1. (a) The key below represents atoms of some elements.

(i) The gas methane has the formula CH4.

Choose the letter of the diagram below that represents a molecule of methane. [1]

Letter .................................. (ii) Use the key given above to draw diagrams representing the

molecules I hydrogen, H2, [1] II ammonia, NH3. [1]

(b) The chemical formula of carbonic acid is H2CO3. (i) State how many carbon atoms are present in the formula H2CO3. .................... [1] (ii) Give the total number of atoms shown in the formula. .................... [1]


2. (i) The box below shows the names of some gases found in the atmosphere.

argon carbon dioxide neon nitrogen oxygen Choose gases from the box above to answer parts I and II. Each gas can be used once, more than once, or not at all. Name the

I two gases kept in balance in the atmosphere by the two processes of respiration and photosynthesis,

................................................ and ................................................ [1]

II gas which most scientists believe is mainly responsible for global

warming. ................................................................................... [1]

(ii) In the 1960s, Alfred Wegener's idea that all the continents were once joined

together as one big land mass was accepted by other scientists.

earthquakes similar patterns of fossils

ocean currents shapes of continents

Choose from the box above two types of evidence that Wegener used to support his idea. [2]

1. ........................................................................... 2. ...........................................................................


3. The diagrams below show stages in making the compound copper sulfate by reacting copper carbonate with dilute sulfuric acid.

(i) State why copper carbonate is added in excess. [1] ............................................................................................................................ (ii)

boiling evaporating dissolving filtering Choose, from the box above, the name for the process occurring in: I Stage 2 ................................................................ [1] II Stage 3 ................................................................ [1] (iii) The reaction that takes place in stage 1 can be described by the following

word equation.

sulfuric copper copper carbon acid + carbonate sulfate + water + dioxide

I Choose, from the box below, the name of the group of compounds to

which copper sulfate belongs.

acid base salt

…………………………………………………….. [1] II All of the substances in the above equation are compounds. State

how compounds are different to elements. [1] ................................................................................................................ (iv) If sodium carbonate were used instead of copper carbonate, give the

chemical name of the crystals formed in the evaporating basin in stage 3. [1] ............................................................................................................................


4. Acid rain is an increasing environmental problem. One of the causes is the production of nitrogen oxides.

(i) The pie chart below shows the sources of the nitrogen oxides present in the

atmosphere.

Use the information in the chart to calculate the percentage of nitrogen oxides

present in the atmosphere due to road transport. [1] ............................................................................................................................ ............................................................................................................................ (ii) State two ways in which acid rain affects the environment. [2] ............................................................................................................................ ............................................................................................................................


(iii) The table below shows the amount of nitrogen oxides released into the atmosphere in the year shown.

Year 1970 1980 1990 2000

thousand tonnes 2501 2581 2759 1737

Since 1993, all new cars have been fitted with a catalytic converter. Catalytic converters remove nitrogen oxides from car exhaust gases by passing them over a platinum catalyst.

I Suggest why the amount of nitrogen oxides released into the

atmosphere increased between 1970 and 1990. .................................................................................................... [1] II Describe how the data in the table above can be used to support the

view that catalytic converters are effective. [2] ............................................................................................................................ ............................................................................................................................


5. A small piece of magnesium ribbon was placed into excess dilute hydrochloric acid in a boiling tube. The temperature of the reaction mixture was recorded using a temperature sensor and displayed on a computer screen.


(a) (i) Use the graph to answer parts I and II. I State the time taken for the reaction to come to an end. [1] .................... seconds II State the maximum temperature rise recorded during the reaction. [1] ........................................................................................................... (ii) Give one advantage of using a temperature sensor and computer to

record the temperature. [1] ............................................................................................................... ............................................................................................................... (b) (i) Other than the temperature change, give two observations which

suggest that a chemical change is occurring when magnesium is added to dilute acid. [2]

............................................................................................................... ............................................................................................................... (ii) The following table shows the colours of universal indicator at different

pH ranges.

Colour Red Orange Yellow Green Blue Navy Blue Purple

pH range 0-2 3-4 5-6 7 8-9 10-12 13-14

One of the products of the reaction is magnesium chloride.

Magnesium chloride solution is neutral. Give the colour of universal indicator in magnesium chloride solution. [1]

Colour ..................................


6. (i) State why a nano-sized particle of a given substance could be considered to be a different material and why it could therefore have different uses. [1]

............................................................................................................................ (ii) A newspaper reported that 'nano-sized particles could have negative effects

in the long-term on health and the environment'. Chemists are currently developing nano-scale materials for use in solar cells

which could provide a major development in our ability to provide electricity using the sun's energy.

Describe the potential benefits of this research and state whether or not, in

your opinion, those benefits outweigh the potential risk involved. [3] ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................


7. This question is about the reactivity of metals. (a) A teacher carried out the following two experiments in a fume cupboard. Experiment 1 A mixture of aluminium powder and iron oxide was heated strongly using the

equipment shown.

The reaction that took place can be summarised by the following word

equation.

aluminium + iron oxide → aluminium oxide + iron Experiment 2 The above experiment was then repeated using a mixture of iron powder and

copper oxide. The word equation for this reaction is shown below.

iron + copper oxide → iron oxide + copper (i) Use the results of the two reactions to place the three metals,

aluminium, copper and iron in order of decreasing reactivity. [2] Most reactive .......................................................... .......................................................... .......................................................... (ii) The teacher said that iron oxide, in Experiment 1, and copper oxide, in

Experiment 2, had both been reduced. State the meaning of the term reduced. [1] ................................................................................................................ ................................................................................................................ ................................................................................................................


(b) Zinc is more reactive than copper. Excess zinc powder was added to blue copper sulfate solution. During the reaction, the blue solution became colourless and a brown solid

was formed.

(i) Name the colourless solution A. [1] ................................................. (ii) Name the brown solid B. [1] .................................................


8. (a) The table below shows some physical properties of Group 1 elements.

Element Melting point / °C

Boiling point / °C

Density / gcm-3

Electrical conductivity

lithium 180 1340 0.50 good sodium 880 0.97 good

potassium 63 766 0.86 good rubidium 39 686 1.50 good caesium 29 669 1.90 good

Use only the information in the table to answer parts (i) and (ii).

(i) State the property of Group 1 metals which is common to all metals. [1]

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

(ii) Predict the approximate value for the melting point of sodium and give

a reason for your choice. [2]

Melting point .......................... °C

Reason .................................................................................................. ................................................................................................................

(b) Sodium reacts vigorously with fluorine to give sodium fluoride as shown in the following word equation. sodium + fluorine sodium fluoride

Balance the symbol equation shown below. [2]

Na + F2 NaF


(c) Sodium fluoride is added to the water supply in some areas because fluoride ions have been shown to cause a reduction in tooth decay.

Scientists established this link by carrying out large scale surveys. (i) Give a reason why scientists required large numbers of people to

complete their surveys in order to establish the link between fluoride ions and a reduction in tooth decay. [1]

................................................................................................................ ................................................................................................................ (ii) Suggest why it would be better for this type of survey to be carried out

by an independent consumer group rather than by a company which manufactures toothpaste. [1]

................................................................................................................ ................................................................................................................ (iii) Give one reason why many people are against the fluoridation of the

water supply. [1] ................................................................................................................ ................................................................................................................


9. John and Betsan wanted to investigate the link between the number of carbon atoms present in molecules of different fuels and the amount of heat they released on burning.

They were told that molecules of fuels A-E had the following numbers of carbon atoms.

Fuel Number of carbon atoms per molecule

A 1 B 2 C 3 D 4 E 5

They decided to use the apparatus below to make their measurements.

They recorded the initial temperature of the water and lit the burner. They placed the burner below the flask and heated the water for 1 minute. They then removed the burner and noted the highest temperature recorded on the thermometer.


(i) In addition to the heating time, name one of the variables that they should keep constant during each of their experiments in order to ensure that their results are valid. [1]

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

They collected the following results for fuels A-D but did not have a sample of fuel E to test.

Temperature of water (°C) Fuel Number of carbon atoms per

molecule Initial Final Increase

A 1 19 29 10 B 2 20 32 12 C 3 20 35 15 D 4 19 38 E 5

(ii) Calculate, and record in the table, the increase in temperature for fuel D. [1]

(iii) Plot a graph to show the relationship between the number of carbon atoms per molecule and the temperature increase when each fuel is burned for 1 minute. [3]

0 1 2 3 4 5

Number of carbon atoms

Temperature increase

/ ºC


(iv) Describe the general trend shown by your graph. [1] ............................................................................................................................

(v) Use your graph to predict the temperature increase which would be produced by burning fuel E for 1 minute. [1]

........................................ºC

(vi) Betsan told John they should try to find out whether or not the results are 'repeatable'. Describe how they should do so. [1]

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

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

(vii) State what you think is the most likely reason that the values they measured are not the true values. Suggest how the method used could be changed in order to improve the quality of the results. [2]

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

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


10. It has been suggested that waste plastics could be recycled and used to manufacture houses cheaply and quickly.

Evaluate this potential use of waste plastics. [6 QWC]

In your answer you should refer to • the properties of plastics • what happens to most plastics once they have been used • the need to make the best possible use of the Earth's natural resources

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

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

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

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

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


FORMULAE FOR SOME COMMON IONS

POSITIVE IONS NEGATIVE IONS

NAME FORMULA NAME FORMULA

Aluminium Al3+ Bromide Br-

Ammonium NH4+ Carbonate CO3

2-

Barium Ba2+ Chloride CI-

Calcium Ca2+ Fluoride F-

Copper(II) Cu2+ Hydroxide OH-

Hydrogen H+ Iodide I-

Iron(II) Fe2+ Nitrate NO3-

Iron(III) Fe3+ Oxide O2-

Lithium Li+ Sulfate SO42-

Magnesium Mg2+

Nickel Ni2+

Potassium K+

Silver Ag+

Sodium Na+



0

GCSE SCIENCE A HIGHER TIER (Grades D-A*) CHEMISTRY 1 – The Earth and its resources SPECIMEN PAPER (1 hour)



communication used in your answer to questions 3 and 9(c).


Answer all questions.

1. (a) The table below shows some physical properties of Group 1 elements.

Element Melting point / °C

Boiling point / °C

Density / gcm-3

Electrical conductivity

lithium 180 1340 0.50 good sodium 880 0.97 good

potassium 63 766 0.86 good rubidium 39 686 1.50 good caesium 29 669 1.90 good

Use only the information in the table to answer parts (i) and (ii).

(i) State one property of Group 1 metals which is common to all metals. [1]

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

(ii) Predict the approximate value for the melting point of sodium and give a reason for your choice. [2]

Melting point .......................... °C

Reason .................................................................................................. ................................................................................................................ (b) Sodium reacts vigorously with fluorine to give sodium fluoride as shown in the

following word equation. sodium + fluorine sodium fluoride

Balance the symbol equation shown below. [2]

Na + F2 NaF


(c) Sodium fluoride is added to the water supply in some areas because fluoride ions have been shown to cause a reduction in tooth decay.

Scientists established this link by carrying out large scale surveys. (i) Give a reason why scientists required large numbers of people to

complete their surveys in order to establish the link between fluoride ions and a reduction in tooth decay. [1]

................................................................................................................ ................................................................................................................ (ii) Suggest why it would be better for this type of survey to be carried out

by an independent consumer group rather than by a company which manufactures toothpaste. [1]

................................................................................................................ ................................................................................................................ (iii) Give one reason why many people are against the fluoridation of the

water supply. [1] ................................................................................................................ ................................................................................................................


2. John and Betsan wanted to investigate the link between the number of carbon atoms present in molecules of different fuels and the amount of heat they released on burning.

They were told that molecules of fuels A-E had the following numbers of carbon atoms.

Fuel Number of carbon atoms per molecule

A 1 B 2 C 3 D 4 E 5

They decided to use the apparatus below to make their measurements.

They recorded the initial temperature of the water and lit the burner. They placed the burner below the flask and heated the water for 1 minute. They then removed the burner and noted the highest temperature recorded on the thermometer.


(i) In addition to the heating time, name one of the variables that they should keep constant during each of their experiments in order to ensure that their results are valid. [1]

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

They collected the following results for fuels A-D but did not have a sample of fuel E to test.

Temperature of water (°C) Fuel Number of carbon atoms per

molecule Initial Final Increase

A 1 19 29 10 B 2 20 32 12 C 3 20 35 15 D 4 19 38 E 5

(ii) Calculate, and record in the table, the increase in temperature for fuel D. [1]

(iii) Plot a graph to show the relationship between the number of carbon atoms per molecule and the temperature increase when each fuel is burned for 1 minute. [3]

Temperature increase

/ ºC

0 1 2 3 4 5

Number of carbon atoms


(iv) Describe the general trend shown by your graph. [1] ............................................................................................................................

(v) Use your graph to predict the temperature increase which would be produced

by burning fuel E for 1 minute. [1]

........................................°C

(vi) Betsan told John that they should try to find out whether or not the results are 'repeatable'. Describe how they should do so. [1]

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

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

(vii) State what you think is the most likely reason that the values they measured

are not the true values. Suggest how the method used could be changed in order to improve the quality of the results. [2]

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

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


3. It has been suggested that waste plastics could be recycled and used to manufacture houses cheaply and quickly.

Evaluate this potential use of waste plastics. [6 QWC]

In your answer you should refer to • the properties of plastics • what happens to most plastics once they have been used • the need to make the best possible use of the Earth's natural resources

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

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

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

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

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

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


4. The following graph shows how levels of carbon dioxide in the air have changed between 1750 and the year 2000.

(i) Compare the pattern of change shown in the graph before and after 1900. [2] ............................................................................................................................ ............................................................................................................................ (ii) Give one possible reason for the change seen after 1900. [1] ............................................................................................................................ ............................................................................................................................ (iii) I Describe what effect these changes in levels of carbon dioxide are

believed to be having on the temperature of the Earth's atmosphere. [1]

................................................................................................................ II What is the name given to this effect? [1] ................................................................................................................ III Give one possible result of this change in the temperature of the

Earth's atmosphere. [1] ................................................................................................................ ................................................................................................................


5. (a) The diagram below shows some reactions of dilute hydrochloric acid. Give the name for (i) metal A, .................................................................... [1] (ii) gas B, .................................................................... [1] (iii) colourless solution C, .................................................................... [1] (iv) black powder D. .................................................................... [1] (b) (i) Describe how you could prepare crystals of copper(II) chloride from

copper(II) carbonate and hydrochloric acid. [3] ................................................................................................................ ................................................................................................................ ................................................................................................................ ................................................................................................................ ................................................................................................................ ................................................................................................................ (ii) Write the formula for copper(II) chloride. [1] ................................................................................................................

dilute hydrochloric acid

zinc chloride solution and gas B

copper(II) chloride solution

copper(II) chloride solution and carbon

dioxide gas

colourless solution C

metal A

copper(II) carbonate

black powder D

sodium hydroxide solution


6. (a) The following diagram shows how aluminium is extracted from its ore by electrolysis.

(i) Give the name of the electrolyte used in this extraction. [1] ................................................................................................................ (ii) The word equation for the overall reaction that takes place during the

extraction is shown below. During the reaction, reduction takes place. State the meaning of the

term reduction. [1] ................................................................................................................ ................................................................................................................ (iii) The extraction of aluminium from its ore uses large amounts of

electricity and is therefore very expensive. State one method of reducing the cost of aluminium metal. [1]

................................................................................................................ ................................................................................................................ (iv) Aluminium is a very good conductor of electricity and has a low

density. Give one use of aluminium which relies on both of these properties.

[1] ................................................................................................................ ................................................................................................................

aluminium oxide aluminium + oxygen


(b) (i)

Copper coins once contained 97% copper and 1 tonne of 1p and 2p pieces would amount to about £3000 in total.

Use the graph above to suggest a reason why ‘coppers’ are now made of steel with a thin copper coating. [1]

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

(ii) Suggest one reason for the increasing demand for copper in the ‘electronic age’. [1]

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


7. (a) Crude oil can be separated into fractions using fractional distillation. The following table shows some properties of the first three fractions collected.

Fraction Boiling point range

Size of molecules

(No. C atoms)

Colour of fraction Ease of burning

A Up to 80 ºC 1-6 colourless lights easily and burns with a clean flame

B 80-150 ºC 6-11 yellow more difficult to light and produces some smoke

C over 150 ºC 11 and above dark orange

difficult to ignite and gives smoky flame

(i) State the relationship between the number of carbon atoms present in

the molecules of each fraction and its boiling point range. [1] ............................................................................................................................ ............................................................................................................................ (ii) Sate which fraction, A, B or C, would be most useful as a fuel, giving a

reason for your answer. [1] ............................................................................................................................ ............................................................................................................................ (b) Fractions not suitable for use as fuels can be cracked. State the conditions

required for cracking to occur and briefly describe why this is an important reaction. [2]

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


8. Metal X is suspected to lie between magnesium and iron in the reactivity series.

Describe, and explain, how you would show this was true using the following chemicals: magnesium ribbon, iron filings and metal X solutions of magnesium nitrate, iron nitrate and the nitrate of metal X. [4]

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


9. Hydrogen gas is potentially the answer to any future world fuel shortage. Hydrogen is the most abundant element in the universe and is in plentiful supply on

Earth – combined with oxygen in water molecules.

Electrolysis can be used to split water molecules to produce hydrogen gas, H2, and oxygen gas, O2.

(a) State why electrolysis of water produces twice the amount of hydrogen as it

does oxygen. [1] ............................................................................................................................ ............................................................................................................................ (b) Describe how you would prove that a gas is indeed hydrogen. [1] ............................................................................................................................ ............................................................................................................................ (c) Use the following data to evaluate the potential of hydrogen as a replacement

for petrol and diesel to fuel cars. A complete response will include reference to advantages and disadvantages. [6 QWC]

Source water

Extraction method requires electricity

Amount of energy released on burning large

Product of burning water vapour

Ease of ignition ignites easily

State at room temperature and pressure gas

Stability forms explosive mixture with air

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


FORMULAE FOR SOME COMMON IONS

POSITIVE IONS NEGATIVE IONS

NAME FORMULA NAME FORMULA

Aluminium Al3+ Bromide Br-

Ammonium NH4+ Carbonate CO3

2-

Barium Ba2+ Chloride CI-

Calcium Ca2+ Fluoride F-

Copper(II) Cu2+ Hydroxide OH-

Hydrogen H+ Iodide I-

Iron(II) Fe2+ Nitrate NO3-

Iron(III) Fe3+ Oxide O2-

Lithium Li+ Sulfate SO42-

Magnesium Mg2+

Nickel Ni2+

Potassium K+

Silver Ag+

Sodium Na+


MARK SCHEMES


General Marking Instructions 1. Over-rigidity in the interpretation of the mark scheme is not intended and it is

accepted that points may be made in a variety of different ways including converse and counterpoints.

2. Phonetic spelling is allowed except where there is a possibility that scientific terms


principle to be followed is: right + wrong = no mark. In a question requiring a set number of responses, where a candidate has supplied extra responses above the required number each error/contradiction negates one correct response, however responses considered neutral (ie not incorrect) are not penalised.




hence subsequent calculations within that section will score zero. 6. Alternative answers are accepted even if not noted on the marking scheme as long

as they are appropriate, correct and valid in the context of the science. Note that in some cases specific terms are a requirement. Any uncertainty about the acceptability of an answer is clarified by consultation with the Principal Examiner or Team Leader.

7. Marking Quality of Written Communication: The marking scheme for these questions

includes indicative content which gives the outline of the content of a good answer. Candidates should generally cover most, if not quite all, of the points in the indicative content to achieve the highest mark band on these questions and if candidates present alternative valid approaches these are equally acceptable. The tests to be applied are coherence, which is expressed well scientifically, as well as completeness and correct science at an appropriate level.

8. Abbreviations used in mark schemes. / = alternatives not = unacceptable answer(s) accept = not an ideal answer but just accepted on this occasion (…..) = further material that would be required for a full answer but is not

required on this occasion


Science A - Chemistry 1 Marking Scheme

Foundation Tier

Question Details Marks

1. (a) (i) A 1

(ii) I

1

II ignore atom sizes but shading must be unambiguous atoms should touch but penalise once only if small gaps between them

1

(b) (i) 1 1

(ii) 6 1

Total marks for question 5 2. (i) I carbon dioxide and oxygen – both needed 1 II carbon dioxide 1

(ii) similar patterns of fossils

shapes of continents

2 Total marks for question 4 3. (i) to ensure that all the acid reacts / is neutralised /

pH changes / rises to 7 do not allow ‘to make alkaline’ or reference to a pH higher than 7

1

(ii) I filtering 1 II evaporating 1

(iii) I salt

II elements are made of only one type of atom / compounds are made of more than one type of atom (one implied by the other)

1

1

(iv) sodium sulfate allow correct formula 1

Total marks for question 6



4. (i) 34(%)

1

(ii) kills trees poisons fish in lakes (or rivers) damages buildings/metal structures’ any 2 for (1) each

2

(iii) I increase in number of cars on the road accept reference to increase in any of sources from pie chart II amount of nitrogen oxides released into the atmosphere has reduced since catalytic converters were introduced / upward trend in amount of nitrogen oxides released has been reversed since catalytic converters were introduced (1) even though the number of cars on the road continues to increase (1)

1

2

Total marks for question 6 5. (a) (i) I 30 (seconds) – no tolerance 1 II 45 (°C) – no tolerance 1

(ii) measurements taken at exactly the correct time /

measurements will be precise there will be no random errors / measurements will be more accurate than those made with a standard thermometer results can be plotted as the reaction occurs

1

(b) (i) bubbles form / gas is produced (1) magnesium disappears (1)

2

(ii) green 1

Total marks for question 6 6. (i) nano-sized particles have different properties (from the bulk

material)

1

(ii) any reasonable benefits to individual / community e.g. generate electricity renewably / without producing greenhouse emissions / wasting fossil fuels in remote areas / in developing world cheap electricity needs reference to initial cost of cells up to (2) for two benefits or one with good level of detail any reasonable explanation of risk v benefit to support opinion e.g. materials tested before use – no harm in short term and millions of people could have access to electricity / potentially dangerous waste material after useful life of solar cells makes it too risky (1)

3




7. (a) (i) aluminium (1) for aluminium first iron copper

2

(ii) a substance loses oxygen / gains electrons 1

(b) (i) zinc sulfate 1

(ii) copper

1

Total marks for question 5 8. (a) (i) good electrical conductor 1

(ii) 90-110 with reference to m.p. being less than half way

between m.p. of potassium and m.p. of lithium (2) 64-89 or 111-179 with reference to higher than m.p. potassium and lower m.p. than lithium (1)

2

(b) 2NaF – i.e. number of F atoms balanced (1) all atoms balanced (1)

2

(c) (i) implication that similar results are observed for large numbers/ significant majority of people or results would be purely chance if only small numbers of people complete survey

1

(ii) no bias e.g. would not gain or lose anything depending on the result of the survey

1

(iii) high concentration/large amount of fluoride toxic/can cause fluorosis/bone cancer or unethical to force all to take fluoride when it can be got from toothpaste

1




9. (i) volume / amount of water in flask distance between burner and flask do not accept ‘heating time’ / ‘initial water

temperature’ or reference to burner or flask 1

(ii) 19 (°C) 1

(iii) appropriate scale on y-axis e.g. 2 cm = 4 °C or 5 °C (1) – no credit for 2 cm = 10 °C all points plotted correctly ±½ square (1) curve (or line) of best fit attempted (1)

3

(iv) temperature increase goes up as number of carbon atoms increases

1

(v) 24 (°C) ± 2 small squares mark consequentially from curve/line accept only ‘24’ if no extrapolation

1

(vi) repeat the measurement for each fuel to see if similar results are obtained

1

(vii) heat (from the flame) is lost to surroundings (1) barrier to prevent draughts blowing flame / shorten distance between flame and flask / insulating material around flask (1)

2




10. Indicative content: Reference to useful properties of plastics e.g. resistance to corrosion, insulating properties, and to those properties which are not desirable in this case e.g. flexibility, low density. Reference to the fact that most waste plastic is currently disposed of in landfill sites or burnt/incinerated and the associated drawbacks. Reference to benefits of using waste plastic e.g. reduced amounts disposed of in landfill sites, reserves of other resources e.g. timber and sand, are depleted less quickly / available for other uses. 5 – 6 marks The candidate constructs an articulate, integrated

account correctly linking relevant points, such as those in the indicative content, which shows sequential reasoning. The answer fully addresses the question with no irrelevant inclusions or significant omissions. The candidate uses appropriate scientific terminology and accurate spelling, punctuation and grammar.

3 – 4 marks The candidate constructs an account correctly

linking some relevant points, such as those in the indicative content, showing some reasoning. The answer addresses the question with some omissions. The candidate uses mainly appropriate scientific terminology and some accurate spelling, punctuation and grammar.

1 – 2 marks The candidate makes some relevant points, such

as those in the indicative content, showing limited reasoning. The answer addresses the question with significant omissions. The candidate uses limited scientific terminology and inaccuracies in spelling, punctuation and grammar.

0 marks The candidate does not make any attempt or

give a relevant answer worthy of credit.

6



Science A - Chemistry 1 Marking Scheme

Higher Tier


1. (a) (i) good electrical conductor 1

(ii) 90-110 with reference to m.p. being less than half way between m.p. of potassium and m.p. of lithium (2) 64-89 or 111-179 with reference to higher than m.p. potassium and lower m.p. than lithium (1)

2

(b) 2NaF – i.e. number of F atoms balanced (1) all atoms balanced (1)

2

(c) (i) implication that similar results are observed for large numbers/ significant majority of people or results would be purely chance if only small numbers of people complete survey

1

(ii) no bias e.g. would not gain or lose anything depending on the result of the survey

1

high concentration/large amount of fluoride toxic/can cause fluorosis/bone cancer or unethical to force all to take fluoride when it can be got from toothpaste

1




2. (i) volume / amount of water in flask distance between burner and flask do not accept ‘heating time’ / ‘initial water temperature’ or reference to burner or flask

1

(ii) 19 (°C)

1

(iii) appropriate scale on y-axis e.g. 2 cm = 4 °C or 5 °C (1) – no credit for 2 cm = 10 °C all points plotted correctly ±½ square (1) curve (or line) of best fit attempted (1)

3

(iv) temperature increase goes up as number of carbon atoms increases

1

(v) 24 (°C) ± 2 small squares mark consequentially from curve/line accept only ‘24’ if no extrapolation

1

(vi) repeat the measurement for each fuel to see if similar results are obtained

1

(vii) heat (from the flame) is lost to surroundings (1) barrier to prevent draughts blowing flame / shorten distance between flame and flask / insulating material around flask (1)

2




3. Indicative content: Reference to useful properties of plastics e.g. resistance to corrosion, insulating properties, and to those properties which are not desirable in this case e.g. flexibility, low density. Reference to the fact that most waste plastic is currently disposed of in landfill sites or burnt/incinerated and the associated drawbacks. Reference to benefits of using waste plastic e.g. reduced amounts disposed of in landfill sites, reserves of other resources e.g. timber and sand, are depleted less quickly / available for other uses. 5 – 6 marks The candidate constructs an articulate, integrated








6




4. (i) small increase before 1900 (1) much greater increase after 1900 (1)

2

(ii) large / great increase in amounts of fossil fuels burnt do not accept ‘increase in numbers of cars’ (more) deforestation

1

(iii) I (mean) temperature of Earth’s atmosphere is increasing 1 II global warming

do not accept ‘greenhouse effect’ 1

III melting of polar ice caps / climate change / increased incidence of extreme weather events

1

Total marks for question 6 5. (a) (i) zinc 1

(ii) hydrogen 1

(iii) sodium chloride (solution) 1

(iv) copper(II) oxide accept ‘copper oxide’

1

(b) (i) add powder / mix until fizzing stops / reaction is complete (1) filter unreacted / excess solid / powder (1) evaporate water (to give crystals) (1)

3

(ii) CuCl2 1 Total marks for question 8 6. (a) (i) aluminium oxide

accept ‘molten aluminium oxide’ ignore references to cryolite do not accept ‘bauxite’

1

(ii) a substance loses oxygen accept ‘substance gains electrons’

1

(iii) recycling used aluminium locating smelting plant near a source of cheap electricity e.g. a hydroelectric power station

1

(iv) overhead power cables do not accept ‘electrical wires’

1

(b) (i) value of copper metal is higher than the face value of coins

1

(ii) huge growth in manufacture of electrical / electronic goods (which use copper wire) accept reference to named goods

1




7. (a) (i) the greater the number of carbon atoms, the higher its boiling point range

1

(ii) A lights easily / burns with a clean flame

1

(b) heat in the presence of catalyst – both needed (1) produces reactive molecules / monomers used to make plastics / produces more of lighter / more useful fractions (1)

2

Total marks for question 4 8. show that magnesium displaces metal X from solution of its

nitrate (1) show that metal X displaces iron from solution of iron nitrate (1) accept converse logic metal displaces less reactive metal from solution of its nitrate / salts (1) the final mark should only be awarded if the candidate coherently links the conclusion to the point above therefore X must be less reactive than magnesium but more reactive than iron (1)

4




9. (a) each water molecule made of two hydrogen atoms and one oxygen atom

1

(b) lighted splint / flame ‘squeaky pop’ / small explosion - both needed

1

(c) Indicative content: Description / explanation of advantages and disadvantages of hydrogen gas as fuel for cars, based on the table which appears in the question e.g. forms water vapour on burning so does not contribute to global warming, electricity required to produce hydrogen must be generated somehow. A complete response will include explanation of at least two advantages and two disadvantages. 5 – 6 marks The candidate constructs an articulate, integrated








6



ASSESSMENT GRIDS



Science A - Chemistry 1

Specimen unit examination

FOUNDATION TIER C1 – The Earth and its resources


AO1 AO2 AO3


Question Number


1. (a) 2. (c)(d)

1 2 5

1. (b) 2

2. 7. (c)(g) 4 4

3. (i)(iv) 5. (e)(f)

2 6

3. (ii)(iii) 4

4. (i)

7. (i)

1

6

4. (ii) 2

4. (iii) 3

5. (a)(i)

5. (a)(b)

1 1

6

5. (a)(ii) 1

5. (b) 3

6. (i) 3. (o)(p)

1 4

6. (ii) 1 2

7. (a)(i)

3. (c)(d)

2

5

7. (a)(ii) 1

7. (b) 2

8. (a) 1. (e)(g)

4. (h)

1 2

8

8. (b) 2

8. (c) 1 1 1

9. (i)(ii)(iii) 6. (d)

5 10

9. (iv)(v)(vi)(vii) 5

10. 6. (f)(g)(h) 4 2 6

Raw Totals: 24 20 16 60



Science A - Chemistry 1


HIGHER TIER C1 – The Earth and its resources


AO1 AO2 AO3


Question Number


1. (a) 1. (e)(g)

4. (h)

1 2

8 1. (b) 2

1. (c) 1 1 1

2. (i)(ii)(iii) 6. (d)

5 10

2. (iv)(v)(vi)(vii) 5

3. 6. (f)(g)(h) 4 2 6

4. (i)(ii) 7. (h)(i)

3 6

4. (iii) 3

5. (a) 2. (f) 5. (b)(c)(e)

4 8

5. (b) 3 1

6. (a) 3. (d)(h)(k)(l)

4 6

6. (b) 1 1

7. (a) 6. (c)(d)

1 1 4

7. (b) 2

8. 3. (c) 1 2 1 4

9. (a)

4. (b)(c)(e)

1

8 9. (b) 1

9. (c) 4 2

Raw Totals: 24 22 14 60



0

GCSE SCIENCE A FOUNDATION TIER (Grades G-C) PHYSICS 1: Energy, radiation and the Universe SPECIMEN PAPER (1 hour)



communication used in your answer to question 10(c).


Equations and Units

power = current × voltage P = IV

energy transfer = power × time E = Pt units used (kWh) = power (kW) × time (h) cost = units used × cost per unit

% efficiency = useful energy [or power] transfer 100

total energy [or power] input×

density = massvolume

mV

ρ =

wave speed = wavelength × frequency c = λf

speed = distancetime

acceleration [or deceleration] = change in velocitytime

vatΔ

=

v u at= + where x = 2

1 (u + v)

u = initial velocity v = final velocity a = acceleration t = time x = displacement

currentvoltage resistance = VR

I=

momentum = mass × velocity p = mv

resultant force = mass × acceleration F = ma

change in momentumforce = time

pFtΔ

=

work = force × distance W = Fd

primary coil voltage primary coil turnssecondary coil voltage secondary coil turns

= 2

1

2

1

NN

VV

=

pressure = forcearea

FpA

=


Units 1 kWh = 3.6 MJ T / K = θ / °C + 273 SI multipliers

Prefix Multiplier Prefix Multiplier p 10−12 k 103

n 10−9 M 106

μ 10−6 G 109

m 10−3 T 1012


Answer all questions 1. (a) List A gives three energy sources used to generate electricity. List B gives environmental problems that may be caused by using different energy

sources.

Draw a line from each energy source in list A to an environmental problem it might cause in list B. Draw 3 lines only. [3]

(b) The energy flow diagram for a coal-fired power station is shown below. (i) Calculate the percentage of electrical energy fed into the National Grid.

.....................% [1]

(ii) Coal-fired power stations produce more carbon dioxide than other power

stations. Give a reason why many people want to reduce the amount of carbon dioxide pollution. [1]

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

Nuclear

Tides

Wind farm

Produces noise

Produces large amounts of polluting gases

Requires large amounts of water for cooling purposes

Affects river estuaries and wildlife using the river

List A List B

100% input

from burning coal

10% lost as heat in waste gases

8% lost as heat in the moving parts in the power station

50% lost as heat in the water used for cooling

Electrical energy to the National Grid


2. (a) Background radiation is all around us. • Some rocks on earth are radioactive. • Particles shower down upon us from space. • Nuclear power stations add a small amount to nature's radioactivity.

Explain, giving a clear reason for your answer, which of the following statements below contains the most truth. [2]

(i) Background radiation is completely harmless. (ii) Background radiation can cause harm but very few people are affected by it. (iii) Background radiation will kill us. ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................

(b) The table shows readings of background radiation, taken using a Geiger counter. The

readings are all taken in the same place.

Counts in one minute 27 20 28 18 15

Why do you think the numbers are different?

Put a tick ( ) in the box next to the statement which best explains why the numbers are different. [1]

Experimental error

Different numbers of radioactive particles are being produced each minute

The readings were taken at different times of day.


3. (a) Electrical appliances often carry a 'rating plate' (as shown below) which gives information about the appliance.

Use the information on the rating plate to complete the sentences that follow.

This appliance should be connected to a mains supply voltage of ……………

with a frequency of ............................. The appliance transfers joules of

energy every second. [3]

(b) The table gives information from the rating plate for several domestic appliances,

together with the time for which they are switched on in 1 week.

Appliance Power Time switched on Vacuum cleaner 1.5 kW 1 hour

Toaster 1.2 kW 1 hour

Kettle 3.0 kW 4 hours

TV 0.5 kW 30 hours

Nightlight 0.005 kW 70 hours

Identify the appliance which uses the most energy in the week and state why. [2]

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

Model No. A7620 Serial No. 1277993

230 V ~ 50 Hz 2 kW


4. The diagram shows part of the National Grid. Electricity is generated at power station A.

(a) Use a word from the box to complete the sentences that follow. Each word may be used once, more than once or not at all.

transformer pylon generator power current

(i) At B, a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . increases the voltage. [1] (ii) Electricity is sent at a high voltage along C, so the . . . . . . . . . . . . . . . . . . . is smaller. [1] (iii) At D, the voltage is decreased using a . . . . . . . . . . . . . . . . . . . . . . . . . [1]

(b) (i) Explain why the electricity distribution system is designed so that the voltage is boosted at B. [2]

………………………………….........…………………………………………………

……………………………….........……………………………………………………

…………………………….........………………………………………………………

…………………………………………………………………………………………

(ii) Why is the voltage reduced at D for use in homes? [1]

…………………………………………………………………………………………

…………………………………………………………………………………………

Not to scale


5. Two similar cans contain equal amounts of paraffin.

Each can holds a thermometer, is covered by a lid and stands on a cork base, the same distance (d) away from a radiant heater. One of the cans has a dull black surface and the other has a shiny silver surface.

The graphs show how the temperature of the paraffin changes for the two cans.

(a) Describe how the temperature changes for the two cans, making clear the difference

between the two cans. [2]

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

d d

radiant heater

shiny silver dull black

0 2 4 6 8 10 12

40

30

20

10

0

Temperature (°C)

Time (minutes)

dull black

shiny silver


(b) A student wrote the following conclusion for this experiment. "The dull black can received more heat energy from the heater."

Explain why the student’s statement is not correct. [2]

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………


6. (a) The statements below are about microwaves. Only three of them are correct. Tick ( ) the correct statements. [3]

Microwaves are not as fast as sound.

Microwaves are used for mobile phone communications.

Microwaves travel at the same speed as gamma rays in a vacuum.

Microwaves are used for medical scans, such as during pregnancy.

Microwaves are used for satellite communication.

(b) In 1888 Heinrich Hertz made an observation. The observation led him to think that

microwaves existed. Other scientists did not fully accept their existence until 1894 when they were used to ring a bell remotely.

The list gives some of the steps in making scientific discoveries. They are not in the correct order. 1. The scientist makes an observation. 2. The scientist evaluates the experiment. 3. The scientist carries out an experiment to test the hypothesis. 4. The scientist designs an experiment to test the hypothesis. 5. The scientist makes a hypothesis. Complete the boxes to show the steps in the correct order. Two have been done for you. [2]

.................... 5

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


7. The table gives data on four planets in the Solar System.

Planet Distance from the Sun (million km)

Time for one orbit (years)

Average surface temperature

Earth 150 1.0 15 ºC

Mars 228 1.9 - 23 ºC

Jupiter 778 11.9 - 120 ºC

Saturn 1427 29.5 - 180 ºC

Ceres is a dwarf planet. It orbits the Sun at a distance of 410 million km. (i) Suggest values for its orbit time and its surface temperature. Orbit time …………………………………….

Surface temperature ……………………………………. [1] (ii) Explain your answers. [2] …………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………


8. The graph shows how the frequency of deep ocean waves depends upon the wavelength of the waves.

(a) Use information from the graph and the equation

wave speed = wavelength × frequency

to calculate the speed of waves with a wavelength of 40 m. [2]

wave speed = .............................m/s

0 10 20 30 40 50 Wavelength (m)

Frequency (Hz) 0⋅6

0⋅5

0⋅4

0⋅3

0⋅2

0⋅1

0⋅0


(b) A large meteorite falls into the ocean and produces waves with a range of wavelengths.

(i) Use the equation

speeddistancetime =

to calculate how long it would take 40 m waves to arrive at an island 5600 m away. [1]

time = ................................ s (ii) Would 10 m waves arrive before or after the 40 m waves? Use information from the graph to explain your answer. [2] ……………………………………………………………………………………………

……………………………………………………………………………………………

……………………………………………………………………………………………

……………………………………………………………………………………………

……………………………………………………………………………………………


9. In Europe, car drivers compare the amount of fuel they use in "litres per hundred kilometres" rather than miles per gallon.

The driver of a BMW 318ti and the driver of an energy saving Prius measured their fuel

consumption when driving at steady speeds. These are their results: (a) Suggest how other car drivers could make similar measurements for their own car. [2] ………………………………………………………………………………………….………

………………………………………………………………………………………….………

………………………………………………………………………………………….………

………………………………………………………………………………………….………

(b) Describe how the fuel consumption varies with speed for these two cars. [3] Prius: ……………………………………………………………………………..…….

………………………………………………………………………………………….

………………………………………………………………………………………….

BMW318ti: …………………………………………………………………………….

………………………………………………………………………………………….

………………………………………………………………………………………….

0 20 40 60 80 100 120 140 160 Speed (km/h)

8.0

6.0

4.0

2.0

0.0

Fuel

con

sum

ptio

n ( l

/ 10

0 km

)

Key: BMW 318ti Prius


(c) State carefully what you can conclude about the most economical driving speed for the BMW318ti. [2]

………………………………………………………………………………………….

………………………………………………………………………………………….

………………………………………………………………………………………….

(d) What would the BMW318ti driver need to do to give an improved answer to (c)? [1]

………………………………………………………………………………………….

………………………………………………………………………………………….


10. Some radioactive elements emit more than one type of radiation. The apparatus below was used to investigate the radiation emitted from a particular source which was placed close to the detector.

The table shows the average number of counts per minute when different absorbers were

placed between the source and detector. All figures have been corrected for background radiation.

Original

count / min with no absorber

Count / min with a paper

absorber

Count / min with 3 mm aluminium absorber

Count / min with 1 cm lead

absorber


absorber

1000 900 900 200 40

(b) (i) State how much of the original count rate was produced by gamma radiation. [1]

……………………. count / min.

(ii) Explain your answer. [2]

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

counter detector

1000

source


(c) The figures in this experiment are all “corrected for background radiation.” State clearly what this means, explain why it is done, and include in your account

what background radiation is and give its sources. [6 QWC] ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… …………………………………………………………………………………………


11. A gas customer wants to reduce her household energy costs in winter. She decides to turn down the thermostat in her rooms from 20°C to 18°C.

(a) Explain why turning down the thermostat should reduce her energy costs. [2]

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

(b) The customer turns down the thermostat on 1st February. The table shows the gas meter readings on 1st November, 1st February and 1st May.

Date 1st November 1st February 1st May

Readings (units) 6500 7610 8525

The customer works out that she used 1110 units in the 3 months before turning down

the thermostat. Calculate the number of units she used in the three months after turning down the

thermostat.

Number of units = .................... [1]

(c) The gas customer claimed that she used less gas because she lowered the temperature

inside the house. A friend pointed out that this was not a valid claim. Explain this. [2]

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

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

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

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



0

GCSE SCIENCE A HIGHER TIER (Grades D-A*) PHYSICS 1: Energy, radiation and the Universe SPECIMEN PAPER (1 hour)



communication used in your answers to questions 3(c) and 6(b).


Equations and Units

power = current × voltage P = IV

energy transfer = power × time E = Pt units used (kWh) = power (kW) × time (h) cost = units used × cost per unit

% efficiency = useful energy [or power] transfer 100

total energy [or power] input×

density = massvolume

mV

ρ =

wave speed = wavelength × frequency c = λf

speed = distancetime

acceleration [or deceleration] = change in velocitytime

vatΔ

=

v u at= + where 2 2 2v u ax= +

212x ut at= +

12 ( )x u v t= +

u = initial velocity v = final velocity a = acceleration t = time x = displacement

currentvoltage resistance = VR

I=

power = current2 × resistance P = I 2R

momentum = mass × velocity p = mv

resultant force = mass × acceleration F = ma

change in momentumforce = time

pFtΔ

=

work = force × distance W = Fd

kinetic energy = 2mass×speed

2 21

2KE mv=

change in potential

energy = mass × gravitational field strength × height

PE = mgh

primary coil voltage primary coil turnssecondary coil voltage secondary coil turns

= 2

1

2

1

NN

VV

=

pressure = forcearea

FpA

=

pVT

= constant

E = mc2

p = pressure V = volume T = kelvin temperature


Units 1 kWh = 3.6 MJ T / K = θ / °C + 273 SI multipliers

Prefix Multiplier Prefix Multiplier p 10−12 k 103

n 10−9 M 106

μ 10−6 G 109

m 10−3 T 1012


Answer all questions 1. A gas customer wants to reduce her household energy costs in winter. She decides to turn

down the thermostat in her rooms from 20°C to 18°C. (a) Explain why turning down the thermostat should reduce her energy costs. [2]

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

(b) The customer turns down the thermostat on 1st February. The table shows the gas meter readings on 1st November, 1st February and 1st May.

Date 1st November 1st February 1st May

Readings (units) 6500 7610 8525

The customer works out that she used 1110 units in the 3 months before turning down

the thermostat.

Calculate the number of units used in the three months after turning down the thermostat.

Number of units = .................... [1]

(c) The gas customer claimed that she used less gas because she lowered the temperature

inside the house. A friend pointed out that this was not a valid claim. Explain this. [2] ....................................................................................................................................................... ....................................................................................................................................................... ....................................................................................................................................................... .......................................................................................................................................................


2. In Europe, car drivers compare the amount of fuel they use in "litres per hundred kilometres" rather than miles per gallon.

The driver of a BMW 318ti and the driver of an energy saving Prius measured their fuel

consumption when driving at steady speeds. These are their results: (a) Suggest how other car drivers could make similar measurements for their own cars. [2] ………………………………………………………………………….……….…

………………………………………………………………………….……….…

………………………………………………………………………….……….…

………………………………………………………………………….……….…

0 20 40 60 80 100 120 140 160 Speed (km/h)

8.0

6.0

4.0

2.0

0.0

Fuel

con

sum

ptio

n ( l

/ 10

0 km

)

Key: BMW 318ti Prius


(b) Describe how the fuel consumption varies with speed for these two cars. [3] Prius: ……………………………………………………………………………..…

………………………………………………………………………………………

………………………………………………………………………………………

BMW318ti: …………………………………………………………………………

………………………………………………………………………………………

……………………………………………………………………………………… (c) State carefully what you can conclude about the most economical driving speed for

the BMW318ti. [2] ……………………………………………………………………………………….

……………………………………………………………………………………….

……………………………………………………………………………………….

(d) What would the BMW318ti driver need to do to give an improved answer to (c)? [1]

……………………………………………………………………………………….

……………………………………………………………………………………….


3. Some radioactive elements emit more than one type of radiation. The apparatus below was used to investigate the radiation emitted from a particular source which was placed close to the detector.

The table shows the average number of counts per minute when different absorbers were

placed between the source and detector. All figures have been corrected for background radiation.

Original

count / min with no absorber

Count / min with a paper

absorber

Count / min with 3 mm aluminium absorber


absorber


absorber

1000 900 900 200 40

(a) (i) By how much does the 1 cm of lead change the original count rate? [1] ............................................................................................................................ (ii) What type of radiation passes through 1 cm of lead? ............................ [1]

(b) (i) State how much of the original count rate was produced by gamma radiation. [1]

……………………. count / min.

(ii) Explain your answer. [2]

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

counter detector

1000

source


(c) The figures in this experiment are all “corrected for background radiation.” State clearly what this means, explain why it is done, and include in your account what background radiation is and give its sources. [6 QWC]

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………


4. (a) State how double glazing reduces the heat lost through the windows of a house. [2]

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

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

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

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

(b) The graph shows the results of an investigation to see how the rate of loss of energy

through a double glazed window was affected by the width of the air gap between the two panes of glass. The investigation used a window of area 1 m2 and kept a temperature difference of 20°C between the inside and the outside.

(i) Use the graph to estimate the rate of loss of energy for an air gap of 0 mm. Show on the graph how you obtained your answer. [2] Rate of energy loss = ……………………….. W

0 5 10 15 20 25 Air gap (mm)

Rate of loss of energy (W) 120

100

80

60

40

20

0


(ii) Give two reasons why most manufacturers of double glazed windows are unlikely to use an air gap any larger than 20 mm. [2]

……………………………………………………………………………. ……………………………………………………………………………. (c) A house with a window area of 30 m2 is fitted with double glazed windows with an

air gap of 10 mm. On a particular day, there is a 20°C temperature difference between the inside and

outside of the house. Calculate the rate of loss of energy through the windows of the house. [2]

Rate of loss of energy = …………………… W


5. In 1842, the philosopher August Comte commented that we could measure the distance and motion of planets and stars but we could never know anything about their composition.

28 years earlier, the German scientist Fraunhofer had noticed dark lines in the spectrum of the

Sun. Astronomers would later use these lines to prove the philosopher incorrect. The diagram shows (in grey) the spectrum of the Sun with these 'Fraunhofer lines' and a

wavelength scale.

(a) Explain how the Fraunhofer lines are formed and how they tell us about the

composition of the Sun. [2] ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... .....................................................................................................................................


(b) An astronomer observed the spectra of two newly discovered galaxies. It was seen that the lines in the spectra from both galaxies were 'red-shifted' when compared with the spectrum of a laboratory light source.

The diagram shows the same part of the spectrum from the three sources described

above. What could the scientists deduce about the distance of these two galaxies from our own? Explain your answer. [3] ………………………………………………………………………………………….. ………………………………………………………………………………………….. ………………………………………………………………………………………….. ………………………………………………………………………………………….. ………………………………………………………………………………………….. …………………………………………………………………………………………..

Spectrum from galaxy 2 Violet Red

Spectrum from galaxy 1 Violet Red

Spectrum from laboratory

Violet Red


6. The diagram shows a solar panel made up of a collection of photo-cells, installed on the roof of a house. The solar panel converts the Sun's radiant energy directly into electrical energy. The electrical energy charges up a battery where it is stored for later use.

(a) The graph shows how the power which falls on this solar panel varies during a typical

summer day. The efficiency of the solar panel is 20%.

Use the graph to estimate the useful electrical energy produced, in kilowatt hours on a summer day. Show your working clearly. [4]

[Hint: You could start by estimating the average power input between 8 am and 6 pm]

Electrical energy produced = ....................kWh

solar panel of photo-cells

storage battery

6 8 10am 12 2pm 4 6 8 Time of day

10

8

6

4

2

0

Solar power input (kW)


(b) A photovoltaic panel on a different house produces about 12 kWh on a typical summer day. The household in this case uses an average of 10 kWh of electrical energy per day.

Discuss how useful this solar panel is in providing for the electrical energy needs of

the household. [6 QWC] .........................................................................................................................................

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

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

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

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

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

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

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

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

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

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

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

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


7. The diagram shows a communications satellite in a geostationary orbit around the Earth.

(a) A microwave signal travelling at a speed of 3 × 108 m/s carries TV pictures from a studio at A to a geostationary satellite 3⋅6 × 107 m above the equator. The satellite receives the signal and retransmits it to Earth where it is received by homes with 'satellite dishes.'

Calculate the time delay for the TV pictures to travel from the studio to the homes of

the viewers. [3]

time = .................... s

(b) (i) As part of a television programme, a presenter in the studio at A talks to a reporter in a studio at B (see diagram). State how the signals are sent between the two studios using geostationary satellites. You may add to the diagram to help your answer. [2]

………………………………………………………………………………… ………………………………………………………………………………… …………………………………………………………………………………

(ii) In this interview, viewers notice a time delay before the reporter answers

questions. State what difference the viewers would notice if an optical fibre link between A and B were used instead of the geostationary satellite link. Explain your answer. [2]

………………………………………………………………………………… …………………………………………………………………………………

………………………………………………………………………………… …………………………………………………………………………………

Not to scale

Earth

A

B


8. A power station delivers an output of 2 × 106 Watts of electricity at 50 kV for the National Grid. The voltage is transformed from 50 kV to 400 kV before the electrical energy is sent through the National Grid cables.

(a) Calculate the current that flows through the National Grid lines. [3]

Current = ....................A

(b) No transformer is 100% efficient. Explain clearly how the use of the two transformers

is more energy efficient than transmitting the electricity at 50 kV along the National Grid. [3]

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………


MARK SCHEMES


General marking instructions

1. Over-rigidity in the interpretation of the mark scheme is not intended and it is accepted

that points may be made in a variety of different ways including converse and counterpoints.

2. Phonetic spelling is accepted except where there is a possibility that scientific terms


principle to be followed is: right + wrong = no mark. In a question requiring a set number of responses, where a candidate has supplied extra responses above the required number each error/contradiction negates one correct response, however responses considered neutral are not penalised.




hence subsequent calculations within that section will score zero. 6. Alternative answers are accepted even if not noted on the marking scheme as long as

they are appropriate, correct and valid in the context of the science. Note that, in many cases, specific terms are a requirement. Any uncertainty about the acceptability of an answer is clarified by consulting with a Principal Examiner or Team Leader.

7. Marking Quality of Written Communications. The marking scheme for these questions

includes indicative content. This statement gives the outline of a good answer. Candidates should generally cover most, if not quite all, of the points in the indicative content to achieve the highest mark band on these questions and if candidates present alternative valid approaches these are equally acceptable. The tests to be applied are coherence, which is expressed well scientifically, as well as completeness and correct science at an appropriate level.

8. Abbreviations used in mark schemes. / = alternatives e.c.f. = error carried forward not = unacceptable answer(s) allow = not an ideal answer but just accepted on this occasion if qual(ified) = only acceptable as (part of) an answer if additional detail is given or equiv = or equivalent point reference to... = these general ideas are required although they may be expressed

differently or made using different terminology and in a different sequence

[…..] = material in square brackets is either clarification or further material that would be required for a full answer but is not required on this occasion


Science A - Physics 1 Marking Scheme

Foundation Tier


1. (a) List A List B Box 1 → Box 3 (1) Box 2 → Box 4 (1) Box 3 → Box 1 (1) [Additional lines − 1 each, minimum = 0]

3

(b) (i) 100−68 (1) [=32%] 1 (ii) reference to greenhouse effect/global warming 1 Total marks for question 5 2 (a) One mark is awarded for correct identification:

Statement (ii) [is most true] (1) The second mark can only be awarded if the candidate coherently and correctly links the explanation to the above: ….because it is a [very] low level of radiation [or equiv.] / our cells usually repair the damage caused by background radiation / we have evolved to cope with this level of radiation (1) [Accept argument against (i) and (iii) e.g. background radiation can cause damage to cells, so (i) is untrue, but that our bodies can repair this low level of damage] [Additional statement that some places have high levels of background radiation [and are more dangerous] does not get extra credit]

2

(b) Box 2 ticked [more than 1 box ticked → 0]

1

Total marks for question 3 3 (a) 230 V (1)…….50 Hz..(1) …….2000 [or 2 kilo] (1) 3 (b) The TV identified (1)

it uses most energy/units/kWh (1) 2 Total marks for question 5 4. (a) (i) transformer 1 (ii) current 1 (iii) transformer 1

(b) (i) One mark is awarded for a correct relevant statement - the second mark can only be awarded if the candidate correctly and coherently links a second relevant statement to the first, e.g. [Smaller current in C means] less heat produced [or equiv.] (1) resulting in energy loss in C [or in the grid or equiv.] (1) Alternative answer: Smaller current in C allows for thinner conductors (1) which require less material / are cheaper [or easier to support, or other sensible answer] 2

(ii) Lower voltage at D for safety reasons however expressed 1 Total marks for question 6



5. (a) The temperature of one [or both] can(s) increases until it reaches a steady level [or but it increases more slowly as it gets hotter, or equiv.] (1). The temperature of the [dull] black can rises faster [or more] than the shiny [silver] can. (1) 2

(b) One mark is awarded for a correct relevant statement - the second

mark can only be awarded if the candidate correctly and coherently links a second relevant statement with the first to the question , e.g. The cans are the same size (1) and are placed the same distance away [from the heater] and so the cans receive the same amount of energy from the heater (1). [Comments relating to the amount of paraffin, the cork bases or the lids are irrelevant but are not penalised.] 2

Total marks for question 4 6. (a) Boxes 2, 3 & 5 ticked 3 × (1)

[4 boxes ticked → −1; all boxes ticked → 0 marks] 3 (b) 1 (5) 4 3 (2): 3 correct → (2); 1 correct → (1) 2 Total marks for question 5 7. (i) Time given in range 3 - 9 [years] and temperature given in range

- 40° C to - 100° C 1 (ii) The first mark is given for correct identification of the position of

Ceres in relation to Mars and Jupiter. The second mark is only given if the candidate correctly and coherently links the figures for orbit time and [accept or] temperature to this. The distance to the sun is between that of Mars and Jupiter [or equiv, accept: between 228 and 778 million km] (1) so the figures for orbit time and [accept or] temperature are between those for Mars and Jupiter [or equiv in figures]. (1) 2

Total marks for question 3 8. (a) Frequency of 0.2[0] Hz used [i.e. reading from graph] (1)

Wave speed = 40 × 0.2 [e.c.f.] [= 8 m/s] (1 - answer) [e.c.f. from incorrect reading of frequency allowed] 2

1 (b) (i)

Time =[ ]5600

8 e.c.f.⎡ ⎤=⎢ ⎥⎢ ⎥⎣ ⎦

= 700 s (answer) 1

(ii) No mark for just “before” or “after.” The first mark is given for identifying a reasonable strategy. The second mark is given for correctly using the strategy to form a conclusion: e.g. strategy of calculating speed using the graph (1) leading to a lower speed [of 4 m/s] and hence it would take longer (1) 2




9. (a) Realistic method of maintaining [roughly] steady speed over a measured distance, e.g. on motorway in low use period, using the car's distance meter (1) Realistic method of measuring fuel use, e.g. fill up – drive [a long distance] – fill up (1) [For 1 mark, allow any suggestion of measuring the distance and fuel consumption at [approximately] a steady speed] 2

(b) Prius: increase in consumption with speed (1)

BMW318ti: Low speeds high, reduces at intermediate speeds (1), higher again at higher speeds (1) 3

(c) The most economical driving speed is around 60 km/h [accept 55 -

70 or figure in this range](1) but there are too few data points to be sure [and graph goes down and up] [or equiv.](1); around 60 km/h [accept 55 – 65 or figure in this range](1) 2

(d) Measure consumption at more different speeds around 60 km /h [or ,

e.g. measure consumption at 55, 65, 75 [and 85] km/h] or equiv. 1 Total marks for question 8



10. (a) (i) (ii)

[1000 – 200 =] 800 counts per minute (1) [ans] Gamma (1) 2

(b) (i) 900 1 (ii) One mark is given for a correct relevant statement, e.g.

[3 mm of] aluminium blocks alpha and beta radiation but has no [or very little] effect on gamma radiation (1)…. The second mark can only be awarded if the candidate correctly and coherently links a second point to the first, e.g. …. so the radiation which penetrates the aluminium is the gamma radiation (1). 2

(c) Indicative content: Background radiation is [radiation] from the

environment in the absence of the source under investigation. Its sources include cosmic rays, which originate in space, radon, rocks and other materials in our environment. To investigate the quantity of radiation received from a given source the contribution from background radiation needs to be subtracted – this is "corrected for background" [leaving that from the source alone]. 5 - 6 marks The candidate constructs an articulate, integrated account

correctly linking relevant points, such as those in the indicative content, which shows sequential reasoning. The answer fully addresses the question with no irrelevant inclusions or significant omissions. The candidate uses appropriate scientific terminology and accurate spelling, punctuation and grammar.

3 - 4 marks The candidate constructs an account correctly linking

some relevant points, such as those in the indicative content, showing some reasoning. The answer addresses the question with some omissions. The candidate uses mainly appropriate scientific terminology and some accurate spelling, punctuation and grammar.

1 - 2 marks The candidate makes some relevant points, such as those

in the indicative content, showing limited reasoning. The answer addresses the question with significant omissions. The candidate uses limited scientific terminology and inaccuracies in spelling, punctuation and grammar.

0 marks The candidate does not make any attempt or give a

relevant answer worthy of credit. 6




11. (a) One mark is given for a correct relevant statement about heat transfer: e.g. thermal [accept "heat"] transfer is driven by temperature differences [however expressed] / houses lose energy by thermal transfer [however expressed] because they are at a higher temperature than the outside (1) The second mark can only be awarded if the candidate correctly and coherently links a second point to the first e.g. Lowering the thermostat / temperature reduces the temperature difference [with the outside] and so less energy would be lost [and so less heating would be required] (1). 2

(b) [8525 – 7610 =] 915 units (1) 1 (c) One mark is given for a correct relevant statement, e.g.

To be a valid comparison the [average] outside temperature needs to be the same [for the two periods] (1). The second mark can only be awarded if the candidate correctly and coherently links a second point to the first e.g. the 3 months after 1 February is in spring and so the [outside] temperature is [likely to be] higher. (1) [NB The first marking point is for a generally applicable comment about a controlled variable and the second is for pointing out how it applies to this situation.] 2



Science A - Physics 1 Marking Scheme

Higher Tier


1. (a) One mark is given for a correct relevant statement about heat transfer: e.g. thermal [accept "heat"] transfer is driven by temperature differences [however expressed] / houses lose energy by thermal transfer [however expressed] because they are at a higher temperature than the outside (1) The second mark can only be awarded if the candidate correctly and coherently links a second point to the first e.g. Lowering the thermostat / temperature reduces the temperature difference [with the outside] and so less energy would be lost [and so less heating would be required] (1). 2

(b) [8525 – 7610 =] 915 units (1) 1 (c) One mark is given for a correct relevant statement, e.g.

To be a valid comparison the [average] outside temperature needs to be the same [for the two periods] (1). The second mark can only be awarded if the candidate correctly and coherently links a second point to the first e.g. the 3 months after 1 February is in spring and so the [outside] temperature is [likely to be] higher. (1) [NB The first marking point is for a generally applicable comment about a controlled variable and the second is for pointing out how it applies to this situation.] 2

Total marks for question 5 2. (a) Realistic method of maintaining [roughly] steady speed over a

measured distance, e.g. on motorway in low use period, using the car's distance meter (1) Realistic method of measuring fuel use, e.g. fill up – drive [a long distance] – fill up (1) [For 1 mark, allow any suggestion of measuring the distance and fuel consumption at [approximately] a steady speed] 2

(b) Prius: increase in consumption with speed (1)

BMW318ti: Low speeds high, reduces at intermediate speeds (1), higher again at higher speeds (1) 3

(c) The most economical driving speed is around 60 km/h [accept 55 -

70 or figure in this range](1) but there are too few data points to be sure [and graph goes down and up][or equiv.] (1) 2

(d) Measure consumption at more different speeds around 60 km /h [or ,

e.g. measure consumption at 55, 65, 75 [and 85] km/h] or equiv. 1 Total marks for question 8



3. (a) (i) (ii)

[1000 – 200 =] 800 counts per minute (1) Gamma (1) 2

(b) (i) 900 1 (ii) One mark is given for a correct relevant statement, e.g.

[3 mm of] aluminium blocks alpha and beta radiation but has no [or very little] effect on gamma radiation (1)…. The second mark can only be awarded if the candidate correctly and coherently links a second point to the first, e.g. …. so the radiation which penetrates the aluminium is the gamma radiation (1). 2

(c) Indicative content: Background radiation is [radiation] from the

environment in the absence of the source under investigation. Its sources include cosmic rays, which originate from space, radon, rocks and other materials in our environment. To investigate the quantity of radiation received from a given source of radiation the contribution from background radiation needs to be subtracted – this is "corrected for background" [leaving that from the source alone]. 5 - 6 marks The candidate constructs an articulate, integrated account











4. (a) Heat is lost through the window by conduction [accept a description of the mechanism] (1). The double glazed window has [trapped] air, which is a poor conductor [accept: insulator] (1). 2

(b) (i) Line [reasonable curve] extrapolated to vertical axis (1) giving a

reading of 106 W / m2 [answer in range 106 – 108](1) 2 (ii) Reason given in terms of declining effectiveness at greater gap size

[however expressed](1) Suggestion of increased cost or size of window if gap increased further (1) 2

(c) Use of 60 W/m2 (1)

Rate of energy loss = 30 × 60 = 1800 W (1) 2 Total marks for question 8 5. (a) One mark is given for a correct and relevant statement, e.g.

light from Sun/star passes through atmosphere of Sun/star (1) The second mark is only given if the candidate correctly and coherently links a second point to the first, e.g. atoms of the gas in the atmosphere absorb light at specific wavelengths (1) 2

(b) Galaxy 2 further away than galaxy 1 (1)

Explanation: One mark is given for a correct relevant statement: e.g. the universe has expanded since the light has been sent out [so the waves are "stretched"] [accept equivalent statement in terms of Doppler shift] ..... (1) The second mark is only given if the candidate correctly and coherently links a second point to the first, e.g. ... and light from galaxy 2 is red-shifted more than that from galaxy 1 (1) [or equiv] (1). 3




6. (a) Average power 6 – 8 kW [if using 8 am – 6 pm] or 5 – 6 kW [if using 7 am – 7 pm] (1) Use of equation: Units (kWh) = Power (kW) × time (h) (1) Energy input = 60 – 75 kWh [e.c.f. on estimate of power] (1) Electrical energy produced = 12 − 15 kWh [e.c.f.] (1) [Alternative approach: Total energy input = area under graph (1) Each square = 1 kWh (1) Energy input = 68 − 72 kWh (1) 4th mark as above (1)] 4

(b) Indicative content: 12 kWh is more than the [mean] household usage

but the latter will vary throughout the day, from day to day and seasonally. Energy requirements for lighting and heating are greater in winter, whereas energy input is less in winter because of shorter daylight and sun being lower in the sky. Households have electricity requirements at night, when the photo-voltaic panel will not be producing electricity. Because of this the panel cannot provide all the electricity needs of the household, but electricity can be exported to grid in times of surplus [with generous feed-in tariffs] and used to offset the need to import energy from the grid. [NB Mention of export to grid is not a requirement for full marks as not strictly implied by the question but can be used to offset deficiencies in other areas of the answer] 5 - 6 marks The candidate constructs an articulate, integrated account











7. (a) Time delay =

7

8

2(1) 3.6 103 10× ××

(1) = 0.24 s (1)

Use of single distance → 0.12 s allow e.c.f. 3 (b) (i) Second ground station and second satellite indicated either in words

or on diagram (1) Indication that signal passes from A → shown satellite → 2nd ground station → 2nd satellite → B – either in words or on diagram (1) [Allow alternative using more than one additional ground station and satellite] 2

(ii) One mark is given for a correct, relevant statement, e.g. [with an

optical fibre link] the time delay is much less / not noticeable (1)... The second mark is only given if the candidate correctly and coherently links a second point to the first, e.g. ... because the distance travelled is around surface of earth which is much less than the [4] space links (1) [NB Comments about the speed of travel of the signals are neutral responses.] 2

Total marks for question 7 8. (a)

Current = 62 10

400000(1)× (1) = 5 A (1)

[Substitution into rearranged equation Unit conversion from 400 kV to 400 000 V or equiv, e.g. 400 × 103 V Answer ] 3

(b) Two marks [2 × (1)] can be awarded for making statements of fact,

e.g.: • Transmission at 50 kV would involve a higher current ( ) • The higher current would result in a greater energy / heat loss

[accept: would require greater investment in power lines to carry the greater current, or equiv.] ( )

• Energy losses in the two transformers are less than additional energy losses when transmitting at 50 kV [accept a clear implication if not explicit] ( )

The third mark can only be awarded if the candidate correctly and coherently links a third point to the first two (1). 3



ASSESSMENT GRIDS



Science A - Physics 1


FOUNDATION TIER

P1 – Energy, radiation and the Universe


AO1 AO2 AO3


Question Number

Syllabus Reference

1. (a) 1(c) 3

5

(b) (i) 4(a), (d)

1

(ii) 1

2. (a) 6(g) 2 3

(b) 6(e)/HSW 1

3. (a) 2(c), 3(a), 5(a) 3 5

(b) 3(b) 2

4. 2(b), (c) 6 6

5. (a) 4(e) 2 4

(b) 4(e)/5(f) 2

6. (a) 5(a), (h) 3 5

(b) HSW 2

7. 7(a)/HSW 3 3

8. 5(a), (b) 5 5

9. (a)

3(c)/HSW

2

8

(b) 3

(c), (d) 3

10. (a) (i)

6(f)

1

11

(ii) 1

(b) 3

(c) 6(d) 6

11. (a), (b) 3(c), 4(e), (f)

3 5

(c) 2

Raw Totals: 25 19 16 60



Science A - Physics 1


HIGHER TIER

P1 – Energy, radiation and the Universe


AO1 AO2 AO3


Question Number

Syllabus Reference

1. (a), (b) 3(c), 4(e), (f)

3 5

(c) 2

2. (a)

3(c)/HSW

2

8

(b) 3

(c), (d) 3

3. (a) (i)

6(f)

1

11

(ii) 1

(b) 3

(c) 6(d) 6

4. (a)

4(e), (f)

2

8

(b) (i) 2

(ii) 2

(c) 2

5. (a) 7(b), (c) 2 5

(b) 7(d), (e) 3

6. (a) 1(d), 4(c) 4 10

(b) 1(d) 6

7. (a) 5(a), (b) 3 7

(b) 5(h) 4

8. (a) 2(c), (e)

3 6

(b) 3

Raw Totals: 24 20 16 60


CONTROLLED ASSESSMENT


Science A controlled assessment 1. Research and use of information

Packaging, such as bottles, food trays and wrappers, is often made of different types of plastic. People are often confused about the different plastics when sorting out their waste for collection as some types can be recycled or disposed of in a variety of ways. Other types cannot be recycled or treated so these items are dumped in landfill sites.

Task a (a) (i) Research information to find out how it is possible to tell the difference

between the types of plastics that can be recycled and those that can’t.

(ii) Using the information which you found, write a brief report about

recycling different types of plastic. Local councils often expect householders to separate out their waste into what can be recycled and what can’t. Task b (b) (i) Devise a method to find out how many householders in an area know

the difference between which plastics can and cannot be recycled. Write a brief plan, giving details of your method.

(ii) Devise a simple way in which your research findings could be used to

help inform people about recycling plastics and include this with your plan.


2. Practical work and hypothesis testing

A lot of diesel fuel is stored in over-ground tanks. It can take longer to fill a vehicle with fuel in the winter than it does in the summer. A student suggests that liquids flow more slowly at low temperatures. Look at the diagrams which show two ways of testing the runniness of liquids:

Flow through a funnel: Running down a plate:

Both ways involve measuring the time taken for the liquid to flow – either the time taken for all the liquid to run through the funnel or the time taken for the drop to run down the plate. You are going to test these two ways. For safety reasons you will use engine oil as the liquid rather than diesel fuel. Task (a) Use the apparatus to test both techniques and decide which one gives more

repeatable results. Note down all your results and give your conclusion.

The student suggested that: ‘liquids flow more slowly at lower temperatures’. Task (b) Write a plan of an experiment to test this hypothesis. You can base your method on

one of the two techniques that she used – or you can use a different technique.


3. Experimental techniques and safety Video clip of practical activity.

e.g. Short film showing people on the river bank taking samples from the water. They are dressed appropriately and have a variety of sample bottles, nets, trays etc. The film also shows a sample from the river being tipped into a tray so it's possible to see a variety of organisms including water plants, invertebrates and vertebrates. The video clip shows some students taking samples for an investigation into the numbers of different organisms in a river. Study the video clip. You may make notes about the activities.

Task (a) Write a risk assessment for the activity shown.

Study the video clip again. Look at the specimens which they found in the sample from the river.

Task (b) What other information and/or equipment might be useful for the students

when looking at the specimens they found?

Write down any information and/or equipment which you think might be needed and explain why you think it would be useful.


Teacher Guidance Notes Administration Presentation: The tasks are provided with the intention that each section will be available to candidates at the appropriate time in a written, communal format e.g. via a white board. The tasks may also be introduced verbally. Task taking: The tasks may be sat over a period of time and each task completed within its allotted time span and level of control (as indicated below). Written work should be collected and kept safely. Work should not be revisited once completed. Work should be written on lined paper and should be accompanied by a completed authentication cover sheet signed by both the candidate and teacher. The assessment comprises three exercises: 1. Research and use of information

(a) (i) Research: This stage of the controlled assessment is carried out under a limited level of control. Candidates may carry out some work in conditions not under the supervision of the teacher. The candidates should be given the opportunity to do some research, which could involve internet searches and text books, into types of plastics, their uses and identification. It is recommended that this is completed within two weeks. Candidates should keep a record of their work for later use.

(ii) Written work: (45 minutes) This stage of the controlled assessment

is carried out under a high level of control, i.e. the candidates work individually, to write a brief report of their findings.

(b) (i) Written work: (45 minutes) This stage of the controlled assessment

is carried out under a high level of control, i.e. the candidates work individually.

The candidates use the results of their research to plan a method e.g. a household survey. They should: • Outline their approach; • List the questions to be included in a survey; • Make reference to types of plastics; • Make reference to simple ways to tell the difference between types of

plastics.

Note: this is a theoretical plan only, it is not necessary to carry out the method.

(ii) Written work: (45 minutes) This stage of the controlled assessment is

carried out under a high level of control, i.e. the candidates work individually. Candidates give details of how their research information could be used to inform householders e.g. giving a short summary table, and how it could be used.


2. Practical work and hypothesis testing

(a) Data acquisition: This laboratory based stage of the controlled assessment is carried out under a limited level of control, with candidates allowed to work in groups of 2-3; however, each candidate must have experience of both methods used.

It is anticipated that this stage of the controlled assessment will take up to 1 hour and that the extent of the report, including tables and graphs, should occupy not more than 3 sides of A4 paper.

(b) Written work: (45 minutes) Writing the plan to test the hypothesis is carried

out under a high level of control, i.e. the candidates work individually. During this stage, feedback should be limited to clarification of the requirements of the assessment.

3. Experimental techniques and safety

(a) The candidates should be told that they are to see the video with a particular emphasis on safety aspects. They should be shown the Video/DVD clips of work being carried out to take water samples from a river and should make notes on what they see. They are told they are to write a risk assessment and they may see it a second time.

This activity is carried out under a limited level of control.

Written work: (45 minutes for the whole activity and all written work) The writing of the risk assessment and other information is carried out under a high level of control, i.e. the candidates work individually. They write their risk assessment under the following headings: • identification of hazard, • risk, • method to remedy or mitigate the risk.

(b) Candidates are told to pay particular attention to the specimens being taken

and poured into a tray in the video. They are shown the video again.

Written work: Candidates write their answer to the question. This is carried out under a high level of control, i.e. the candidates work individually.


TASK MARKING Overall this aspect has a medium level of control. Teachers at the centre mark the controlled assessment using the generic mark scheme provided by WJEC.

1. The three exercises are marked individually. For each exercise a candidate is awarded

a mark for each Assessment Objective (AO) as shown below. 2. The mark bands are hierarchical, i.e. candidates are expected to achieve the

assessment criteria in a low band in order that they can achieve in a higher band. However, a “best fit” approach should be adopted, i.e. minor shortcomings at one level can be overcome by a candidate’s clearly meeting the additional demands of a higher level.

3. The demands of Quality of Written Communication are incorporated into the criteria. 4. Centres are required to annotate work to show which level is achieved for each AO and

to indicate the evidence for the achievement of the level and position within the level. 5. The marks for each AO should be entered into the table on the controlled assessment

cover sheet and the authenticating declarations by the candidate and teacher / lecturer signed and dated.

6. A single mark out of 63 is submitted.

AO1 – recall, select and communicate knowledge and understanding of science

Descriptor Mark range

0 marks if no evidence presented relating to scientific hypothesis and method. Candidates recall, select and communicate some facts relating to a scientific question, hypothesis and methods. They communicate basic ideas with limited clarity and coherence, limited use of scientific and technical terminology and with significant weaknesses in spelling, punctuation and grammar and form of presentation.

0-1

Candidates recall, select and communicate some knowledge and understanding relating to a scientific question, hypothesis and methods. They communicate ideas with some coherence, using some scientific and technical terminology appropriately, with few errors in spelling, punctuation and grammar and presentation.

2-3

Candidates recall, select and communicate precise knowledge and detailed understanding relating to a scientific question, hypothesis and methods. They communicate complex ideas coherently and logically using scientific and technical terminology appropriately and consistently, with hardly any errors in spelling, punctuation and grammar and well presented.

4-5


AO2 – apply skills, knowledge and understanding of science in practical and other contexts

Descriptor Mark Range

0 marks if no evidence presented of planning and data collection. Candidates apply limited skills and knowledge in planning to answer a simple scientific question or test a hypothesis. They select a simple method for data collection and manage risks when carrying out practical work. They collect and record some relevant primary and secondary data, presenting it in an understandable manner, and make a limited connection between the evidence collected and their conclusion.

0-2

Candidates apply appropriate skills, knowledge and understanding in planning to answer a scientific question or test a hypothesis. They select appropriate methods to collect numerical and other data and adequately assess and manage risks when carrying out practical work. They collect, record and process primary and secondary data in a logical manner, presenting it clearly, and make straightforward links between the evidence collected and their conclusion.

3-5

Candidates independently apply skills, knowledge and understanding in planning to answer a scientific question or test a hypothesis. They select appropriate methods to collect numerical and other data with reasonable accuracy and competently assess and manage risks when carrying out practical work. They systematically collect, record and process high-quality primary and secondary data, presenting it in an appropriate style, and demonstrate a comprehensive understanding of the relationship between the evidence collected and their conclusion.

6-8

AO3 – analyse and evaluate evidence, make reasoned judgements and draw conclusions based on evidence

Descriptor Mark Range

0 marks if no evidence presented of analysis, evaluation and concluding. Candidates interpret and evaluate some qualitative and quantitative data and information from a limited range of sources. They can draw elementary conclusions having collected limited evidence.

0-2

Candidates analyse, interpret and evaluate quantitative and qualitative data and information. They understand the limitations of evidence and develop arguments with supporting explanations. They draw conclusions consistent with the available evidence.

3-5

Candidates analyse, interpret and critically evaluate quantitative and qualitative data and information. They evaluate information systematically to develop arguments and explanations taking account of the limitations of the available evidence. They make reasoned judgments consistently and draw detailed, evidence-based conclusions.

6-8



GCSE Science A

Controlled Assessment

Assessment Objective Total

AO1 AO2 AO3 HSW QWC

As percentage of the Controlled Assessment 23.8% 38.1% 38.1% 100%

Marks for the Controlled Assessment 15 24 24 63

WJEC GCSE in Science A SAMs - 2011/ED 24/2/11

gcse in science a · gcse in science a specimen assessment materials 10 4. members of a clone of...

Documents