satspapers.org Tests/KS3 optional SATS/KS3 Year 9...Created Date 20111222170419Z

Year 9 optional science tests

Teacher’s guide

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Paper 1First name

Last name

Class

Date

Please read this page, but do not open your booklet until your

teacher tells you to start. Write your name, your class and the date

in the spaces above.

Remember:■ The test is 1 hour long.

■ You will need a pen, pencil, rubber and ruler. You may find a protractor and acalculator useful.

■ The test starts with easier questions.

■ Try to answer all of the questions.

■ The number of marks available for each question is given below themark boxes in the margin. You should not write in this margin.

■ Show any rough working on this paper.

■ Check your work carefully.

■ Ask your teacher if you are not sure what to do.

Year 9 science test

TIER

4 –7

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KEY STAGE

3

TOTAL MARKS

For marker’s use only

Paper 2First name

Last name

Class

Date

Please read this page, but do not open your booklet until your

teacher tells you to start. Write your name, your class and the date

in the spaces above.

Remember:■ The test is 1 hour long.

■ You will need a pen, pencil, rubber and ruler. You may find a protractor and acalculator useful.

■ The test starts with easier questions.

■ Try to answer all of the questions.

■ The number of marks available for each question is given below themark boxes in the margin. You should not write in this margin.

■ Show any rough working on this paper.

■ Check your work carefully.

■ Ask your teacher if you are not sure what to do.

Year 9 science test

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TeacherGuide.indd 1 22/12/2011 17:04:19

satspapers.org

First published 2011

© Qualifications and Curriculum Development Agency 2011

ISBN 978-1-84962-278-3

Reproduction, storage, adaptation or translation, in any form or by any means, ofthis publication is prohibited without prior written permission of the publisher, unlesswithin the terms of licences issued by the Copyright Licensing Agency. Excerpts maybe reproduced for the purpose of research, private study, criticism or review, or byeducational institutions solely for educational purposes, without permission,providing full acknowledgement is given.

Printed in Great Britain by the Qualifications and Curriculum Development Agencyunder the authority and superintendence of the Controller of Her Majesty’sStationery Office and Queen’s Printer of Acts of Parliament.

Qualifications and Curriculum Development Agency53-55 Butts RoadEarlsdon ParkCoventryCV1 3BHhttp://www.qcda.gov.uk

The 2011 year 9 optional science tests and mark schemes were developed by

the National Foundation for Educational Research (NFER) on behalf of QCDA.

QCDA wishes to make its publications widely accessible.Please contact us if you have any specific accessibility requirements.

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ContentsIntroduction 4

Supporting teacher assessment 4

Section A: Formal administration 5

Access arrangements 7

Marking the tests 9

Mark scheme Paper 1 14


Section B: Using the outcomes of the tests 42

Level thresholds 42

Key findings and useful information 43

Year 9 optional science teacher’s guide_____________________________________________________________________________________________

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3

Year 9 optional science teacher’s guide

First published 2011

© Qualifications and Curriculum Development Agency 2011

ISBN 978-1-84962-278-3

Reproduction, storage, adaptation or translation, in any form or by any means, ofthis publication is prohibited without prior written permission of the publisher, unlesswithin the terms of licences issued by the Copyright Licensing Agency. Excerpts maybe reproduced for the purpose of research, private study, criticism or review, or byeducational institutions solely for educational purposes, without permission,providing full acknowledgement is given.

Printed in Great Britain by the Qualifications and Curriculum Development Agencyunder the authority and superintendence of the Controller of Her Majesty’sStationery Office and Queen’s Printer of Acts of Parliament.

Qualifications and Curriculum Development Agency53-55 Butts RoadEarlsdon ParkCoventryCV1 3BHhttp://www.qcda.gov.uk

The 2011 year 9 optional science tests and mark schemes were developed by

the National Foundation for Educational Research (NFER) on behalf of QCDA.

QCDA wishes to make its publications widely accessible.Please contact us if you have any specific accessibility requirements.

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ContentsIntroduction 4

Supporting teacher assessment 4

Section A: Formal administration 5

Access arrangements 7

Marking the tests 9



Section B: Using the outcomes of the tests 42

Level thresholds 42

Key findings and useful information 43


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4

IntroductionThe year 9 optional science tests provide schools with a tool to help monitor pupils’progress against national standards at the end of key stage 3 and an instrument forgathering assessment evidence in support of teacher judgements.

The test materials may be used in whole or in part at any point during key stage 3 toprovide valuable qualitative information about pupils’ strengths and weaknesses.Teachers may choose to use the materials alongside written work, class discussions andgroup activities in a variety of contexts. When used in this way the materials can yieldevidence in support of teacher assessment, including national curriculum leveljudgements.

The tests follow a similar structure to the previously statutory end of key stage 3 sciencetests taken by pupils in year 9. They can be administered and marked formally, and theresults may be used to determine a national curriculum level. Even when used in this way,there is still useful additional information that can be discerned from pupils’ responses.This guide explains the options in more detail.

The science tests are available in one tier only, covering levels 4–7.

Supporting teacher assessmentThe optional year 9 science tests aim to be supportive of school assessment arrangementsand can be used as part of an integrated approach to teacher assessment. AssessingPupils’ Progress (APP) materials are also available and may be used alongside these tests.APP is a structured approach to periodic assessment, enabling teachers to:

■ use information about pupils’ strengths and weaknesses to improveteaching, learning and rates of pupils’ progress;

■ track pupils’ progress over a key stage or longer.

The optional test materials may be used in a variety of contexts in order to give pupilsthe broadest opportunities to show what they can do. Individual questions and pupilresponses can be used to stimulate class discussions and group activities, contributing toa rich evidence-base for teacher assessment. The notes on individual questions makesome specific suggestions for teaching and learning (see Section B).


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Section A: Formal administrationThe guidance in this section must be followed in order to produce a national curriculumlevel for each pupil using the level thresholds supplied on page 42.

There is one science test covering levels 4–7. The test is made up of two papers:

■ Paper 1 (tier 4–7)

■ Paper 2 (tier 4–7).

Pupils should take both Paper 1 and Paper 2.

Pupils’ marks from both papers will be aggregated to calculate their overall science level:

■ Paper 1 and Paper 2 have 60 marks each, giving a total of 120 marks.

Paper 1 and Paper 2

Pupils are allowed 60 minutes each for Paper 1 and Paper 2.

Pupils should have a break between each paper.

Teacher assessment will continue to be the only method of assessing the practicalaspects of 1. Key processes, and 2. Key concepts.

What to do before the tests

■ Remove or cover any displays or materials that could help pupils in the tests.

■ Seating arrangements should allow all pupils to work quietly and independently.

■ Having a clearly visible clock in the room will help pupils pace themselves duringthe tests.


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IntroductionThe year 9 optional science tests provide schools with a tool to help monitor pupils’progress against national standards at the end of key stage 3 and an instrument forgathering assessment evidence in support of teacher judgements.

The test materials may be used in whole or in part at any point during key stage 3 toprovide valuable qualitative information about pupils’ strengths and weaknesses.Teachers may choose to use the materials alongside written work, class discussions andgroup activities in a variety of contexts. When used in this way the materials can yieldevidence in support of teacher assessment, including national curriculum leveljudgements.

The tests follow a similar structure to the previously statutory end of key stage 3 sciencetests taken by pupils in year 9. They can be administered and marked formally, and theresults may be used to determine a national curriculum level. Even when used in this way,there is still useful additional information that can be discerned from pupils’ responses.This guide explains the options in more detail.

The science tests are available in one tier only, covering levels 4–7.

Supporting teacher assessmentThe optional year 9 science tests aim to be supportive of school assessment arrangementsand can be used as part of an integrated approach to teacher assessment. AssessingPupils’ Progress (APP) materials are also available and may be used alongside these tests.APP is a structured approach to periodic assessment, enabling teachers to:

■ use information about pupils’ strengths and weaknesses to improveteaching, learning and rates of pupils’ progress;

■ track pupils’ progress over a key stage or longer.

The optional test materials may be used in a variety of contexts in order to give pupilsthe broadest opportunities to show what they can do. Individual questions and pupilresponses can be used to stimulate class discussions and group activities, contributing toa rich evidence-base for teacher assessment. The notes on individual questions makesome specific suggestions for teaching and learning (see Section B).


_____________________________________________________________________________________________

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Section A: Formal administrationThe guidance in this section must be followed in order to produce a national curriculumlevel for each pupil using the level thresholds supplied on page 42.

There is one science test covering levels 4–7. The test is made up of two papers:

■ Paper 1 (tier 4–7)

■ Paper 2 (tier 4–7).

Pupils should take both Paper 1 and Paper 2.

Pupils’ marks from both papers will be aggregated to calculate their overall science level:

■ Paper 1 and Paper 2 have 60 marks each, giving a total of 120 marks.

Paper 1 and Paper 2

Pupils are allowed 60 minutes each for Paper 1 and Paper 2.

Pupils should have a break between each paper.

Teacher assessment will continue to be the only method of assessing the practicalaspects of 1. Key processes, and 2. Key concepts.

What to do before the tests

■ Remove or cover any displays or materials that could help pupils in the tests.

■ Seating arrangements should allow all pupils to work quietly and independently.

■ Having a clearly visible clock in the room will help pupils pace themselves duringthe tests.


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What to do at the start of the tests

Examples of what might be said at the beginning of the tests are given below. Testadministrators might find these useful when preparing opening comments for thescience tests.

This is the key stage 3 science test Paper 1 (or Paper 2).

Each paper is one hour long.

You will need a pen, pencil, rubber and ruler. You may find a protractor and a calculatoruseful.

Write your name, your class and the date on the front of the test paper.

The test starts with easier questions. Try to answer all of the questions in the booklet.

Write all your answers and working on the test paper. Marks may be awarded for yourworking even if your final answer is wrong.

The number of marks allocated to each part of a question is indicated beneath eachmark box. Where two or three marks are available, two or three distinct points arerequired for a full answer.

Remember to check your work carefully once you have completed the paper.

I will tell you when you are halfway through the test and also tell you when you are intothe last five minutes. I will tell you when the test is over and when to stop writing.

If you have any urgent questions during the test, you should put your hand up and waitfor someone to come to you. The administrator will only be able to read words orphrases from the test paper, not whole questions. You must not talk to each other.

You should now open your test booklet. The test has started.


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Access arrangementsGeneral advice

The year 9 optional science tests have been designed to ensure the majority of pupilsworking at the level of the tests can access them. A small number of pupils may requireadditional arrangements to access the tests.

For some pupils, for example those who suffer from attention-related difficulties, breakingthe tests into shorter sessions may be beneficial. For others, working separately awayfrom the main group with an assistant might aid concentration and more closely resembletheir normal working conditions.

If you have chosen to use the year 9 optional science tests with the full cohort, you arefree to make adaptations to the tests that will improve their accessibility for pupils withspecial educational needs and for pupils for whom English is an additional language. Inmaking any changes to the way the tests are used, the focus should be on theassessment needs of the individual pupil. Any adaptations should be similar to thosemade to the materials which pupils work with in the classroom.

Examples of appropriate adaptationsSchool-based adaptations to the tests may include:

■ allowance of up to 25% more time for pupils with a statement of special educationalneeds

■ use of readers, prompters, sign language interpreters and scribes

■ use of transcripts and word processors

■ separating the tests into sections, taping, photocopying onto coloured paper, use ofcoloured overlays, use of apparatus

■ enhancing the shading on diagrams, including charts and graphs, to increase visualclarity

■ enlarging diagrams, cutting them out, embossing or mounting them on card or othermaterial according to normal classroom practice

■ translation of words or phrases in the test papers that are likely to prove difficult forpupils for whom English is an additional language, and also for pupils who use BritishSign Language (BSL) or other sign-supported communication

■ rephrasing of test instructions, including the use of gestures or drawings

■ discussion of concepts that may be culturally unfamiliar to pupils when introducingthe tests

■ use of bilingual dictionaries.

Any access arrangements used should not alter the nature of the test questions and allanswers given should be the pupil’s own.


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What to do at the start of the tests

Examples of what might be said at the beginning of the tests are given below. Testadministrators might find these useful when preparing opening comments for thescience tests.

This is the key stage 3 science test Paper 1 (or Paper 2).

Each paper is one hour long.

You will need a pen, pencil, rubber and ruler. You may find a protractor and a calculatoruseful.

Write your name, your class and the date on the front of the test paper.

The test starts with easier questions. Try to answer all of the questions in the booklet.

Write all your answers and working on the test paper. Marks may be awarded for yourworking even if your final answer is wrong.

The number of marks allocated to each part of a question is indicated beneath eachmark box. Where two or three marks are available, two or three distinct points arerequired for a full answer.

Remember to check your work carefully once you have completed the paper.

I will tell you when you are halfway through the test and also tell you when you are intothe last five minutes. I will tell you when the test is over and when to stop writing.

If you have any urgent questions during the test, you should put your hand up and waitfor someone to come to you. The administrator will only be able to read words orphrases from the test paper, not whole questions. You must not talk to each other.

You should now open your test booklet. The test has started.


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Access arrangementsGeneral advice

The year 9 optional science tests have been designed to ensure the majority of pupilsworking at the level of the tests can access them. A small number of pupils may requireadditional arrangements to access the tests.

For some pupils, for example those who suffer from attention-related difficulties, breakingthe tests into shorter sessions may be beneficial. For others, working separately awayfrom the main group with an assistant might aid concentration and more closely resembletheir normal working conditions.

If you have chosen to use the year 9 optional science tests with the full cohort, you arefree to make adaptations to the tests that will improve their accessibility for pupils withspecial educational needs and for pupils for whom English is an additional language. Inmaking any changes to the way the tests are used, the focus should be on theassessment needs of the individual pupil. Any adaptations should be similar to thosemade to the materials which pupils work with in the classroom.

Examples of appropriate adaptationsSchool-based adaptations to the tests may include:

■ allowance of up to 25% more time for pupils with a statement of special educationalneeds

■ use of readers, prompters, sign language interpreters and scribes

■ use of transcripts and word processors

■ separating the tests into sections, taping, photocopying onto coloured paper, use ofcoloured overlays, use of apparatus

■ enhancing the shading on diagrams, including charts and graphs, to increase visualclarity

■ enlarging diagrams, cutting them out, embossing or mounting them on card or othermaterial according to normal classroom practice

■ translation of words or phrases in the test papers that are likely to prove difficult forpupils for whom English is an additional language, and also for pupils who use BritishSign Language (BSL) or other sign-supported communication

■ rephrasing of test instructions, including the use of gestures or drawings

■ discussion of concepts that may be culturally unfamiliar to pupils when introducingthe tests

■ use of bilingual dictionaries.

Any access arrangements used should not alter the nature of the test questions and allanswers given should be the pupil’s own.


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Modified versions of the tests

Modified large print, enlarged print and Braille test papers for visually impaired pupils areavailable from the QCDA modified test agency. Additional guidance notes for teachersadministering the modified versions of the tests are supplied with the test papers. Theseinclude guidance for people administering the tests to pupils with hearing impairmentand pupils who use sign language.

If you have any questions about ordering the modified tests, contact the QCDA modifiedtest agency on: 0844 500 6727.

For further guidance on access arrangements please refer to Access arrangementsavailable on the QCDA website at: www.qcda.gov.uk/assessment/3798.aspx


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Marking the testsAbout the mark scheme

The science mark scheme was devised after trialling the materials with pupils andcontains some frequently occurring correct answers given in the trials. This bookletincludes the mark scheme for Paper 1 and Paper 2.

The structure of the mark schemeThe mark scheme for each question shows:

■ references to the key stage 3 programme of study

■ the marks available for each part of the question

■ the total marks available for the question

■ the answer or expected answers indicated by an asterisk (marking point)

■ additional guidance to assist markers in making professional judgements.

In the Accept column there may be:

■ examples of answers which are acceptable, although they do not correspond exactlyto the expected answers

■ answers aligned to the main marking point which are equivalent and cannot becounted as a separate marking point in multiple-mark questions

■ examples of higher-level answers, which could be given by higher-attaining pupilsanswering questions on the lower levels in the tier.

In the Additional guidance column there may be:

■ examples of answers which are insufficient or not acceptable (see page 11)

■ information on the general requirement of the question

■ a reminder, in questions involving calculations, that consequential marking may be used

■ instructions on action in the event of consequential marking (see page 13)

■ guidance to markers where pupils have not followed the instructions in the question.


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Modified versions of the tests

Modified large print, enlarged print and Braille test papers for visually impaired pupils areavailable from the QCDA modified test agency. Additional guidance notes for teachersadministering the modified versions of the tests are supplied with the test papers. Theseinclude guidance for people administering the tests to pupils with hearing impairmentand pupils who use sign language.

If you have any questions about ordering the modified tests, contact the QCDA modifiedtest agency on: 0844 500 6727.

For further guidance on access arrangements please refer to Access arrangementsavailable on the QCDA website at: www.qcda.gov.uk/assessment/3798.aspx


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Marking the testsAbout the mark scheme

The science mark scheme was devised after trialling the materials with pupils andcontains some frequently occurring correct answers given in the trials. This bookletincludes the mark scheme for Paper 1 and Paper 2.

The structure of the mark schemeThe mark scheme for each question shows:

■ references to the key stage 3 programme of study

■ the marks available for each part of the question

■ the total marks available for the question

■ the answer or expected answers indicated by an asterisk (marking point)

■ additional guidance to assist markers in making professional judgements.

In the Accept column there may be:

■ examples of answers which are acceptable, although they do not correspond exactlyto the expected answers

■ answers aligned to the main marking point which are equivalent and cannot becounted as a separate marking point in multiple-mark questions

■ examples of higher-level answers, which could be given by higher-attaining pupilsanswering questions on the lower levels in the tier.

In the Additional guidance column there may be:

■ examples of answers which are insufficient or not acceptable (see page 11)

■ information on the general requirement of the question

■ a reminder, in questions involving calculations, that consequential marking may be used

■ instructions on action in the event of consequential marking (see page 13)

■ guidance to markers where pupils have not followed the instructions in the question.


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10

The first example shown below is from Paper 1 question 5.

Brackets indicate part of an answer that is not necessary for it to be creditworthy.

In the example below, ‘volume in each test tube’ is enough to gain a mark.

In the same example, an answer giving ‘starting temperature’ and ‘size of test tubes’ should

be awarded two marks. However, an answer which gives ‘volume in each test tube’ and

‘amount of water’ should be given only one mark, as they refer to the same marking point.


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Part Mark Answer Accept Additional guidance

c2.1c

2 any two from* volume or mass (of water) in

each test tube* starting temperature (of water)

* surface area of water* size of test tubes* the temperature of the room

• amount of water

• measure for the same time

• keep in the same place• no draughts

‘temperature of (hot) water’ isinsufficient‘check at the same time or sameamount of time’ is insufficient‘the heat of starting water’ isinsufficient

‘the heat of the room’ isinsufficient

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Where more than one answer is acceptable, this is indicated in the mark scheme by ‘any

one from’ or ‘any two from’. Each possible correct answer (marking point) is marked with

an asterisk. In some cases, alternative answers are indicated by ‘or’. This is shown in the

example below and on the opposite page.

The additional guidance column shows which answers are insufficient or not acceptable.

‘Do not accept’ answers will negate a mark if given with an otherwise creditworthy

answer. In the example below, from Paper 1 question 1, the answer ‘they had more food

and more space’ would not gain a mark. ‘Insufficient’ answers do not provide enough

information to be awarded the marking point on their own, but can be credited if given

with a correct answer. For example ‘they had more space because the pot is bigger’

should be awarded one mark. Insufficient answers can also be irrelevant information.


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b3.3d1.1b

1 * less or no competition • they had more space or soil(for each plant)

• they had plenty of room to grow• they had more minerals• they had more nutrients• they had more water• they had more light or Sun(light)

‘the pot is bigger’ is insufficient

‘they grew outside’ is insufficient

do not accept ‘they had more food’‘they had plenty of water or light’ isinsufficient‘more oxygen’ is insufficient‘it has a lot of what it needs to grow’ isinsufficient

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The first example shown below is from Paper 1 question 5.

Brackets indicate part of an answer that is not necessary for it to be creditworthy.

In the example below, ‘volume in each test tube’ is enough to gain a mark.

In the same example, an answer giving ‘starting temperature’ and ‘size of test tubes’ should

be awarded two marks. However, an answer which gives ‘volume in each test tube’ and

‘amount of water’ should be given only one mark, as they refer to the same marking point.


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c2.1c

2 any two from* volume or mass (of water) in

each test tube* starting temperature (of water)

* surface area of water* size of test tubes* the temperature of the room

• amount of water

• measure for the same time

• keep in the same place• no draughts

‘temperature of (hot) water’ isinsufficient‘check at the same time or sameamount of time’ is insufficient‘the heat of starting water’ isinsufficient

‘the heat of the room’ isinsufficient

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Where more than one answer is acceptable, this is indicated in the mark scheme by ‘any

one from’ or ‘any two from’. Each possible correct answer (marking point) is marked with

an asterisk. In some cases, alternative answers are indicated by ‘or’. This is shown in the

example below and on the opposite page.

The additional guidance column shows which answers are insufficient or not acceptable.

‘Do not accept’ answers will negate a mark if given with an otherwise creditworthy

answer. In the example below, from Paper 1 question 1, the answer ‘they had more food

and more space’ would not gain a mark. ‘Insufficient’ answers do not provide enough

information to be awarded the marking point on their own, but can be credited if given

with a correct answer. For example ‘they had more space because the pot is bigger’

should be awarded one mark. Insufficient answers can also be irrelevant information.


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b3.3d1.1b

1 * less or no competition • they had more space or soil(for each plant)

• they had plenty of room to grow• they had more minerals• they had more nutrients• they had more water• they had more light or Sun(light)

‘the pot is bigger’ is insufficient

‘they grew outside’ is insufficient

do not accept ‘they had more food’‘they had plenty of water or light’ isinsufficient‘more oxygen’ is insufficient‘it has a lot of what it needs to grow’ isinsufficient

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12

Marking

The number of marks available for each part of a question, and the maximum number of

marks for the question as a whole, are shown on the question paper. Every part of a

question which has been attempted by a pupil should be marked and the mark for each

part recorded in the mark box alongside that part. Half marks should not be given in any

question.

The total number of marks awarded for all the parts of questions on a double page

should be written in the box at the bottom of the right-hand page. The total number of

marks obtained on the paper can be recorded on the front of the test paper.

The total number of marks available is 120.

Using professional judgement in marking

The instructions given in the mark scheme will enable you to decide whether pupils have

correctly answered a particular question. However, there will be instances where an

answer given by a pupil does not correspond to any of the possible responses shown in

the mark scheme. In such cases, you should apply your professional judgement to decide

if credit should be given. You should consider whether the response:

■ is equivalent to those listed

■ conveys the correct scientific ideas and answers the question

■ is an unambiguous indication of the correct answer where pupils are asked to selectfrom a list.

Marking misspellings of words

If a pupil misspells a word, you should apply the following procedures:

■ if it is clear that the pupil has made a simple error, eg ‘tow’ for ‘two’ or ‘Son’ for ‘Sun’,then the incorrect spelling should be accepted and the mark awarded

■ if a pupil misspells a word copied from the text of the question or from a selectiongiven, and the new word does not have any inappropriate meaning, the incorrectspelling should be accepted and the mark awarded

■ if specific scientific vocabulary is required in the answer, a misspelling must, in orderto be creditworthy, be a phonetic equivalent of the required word, with the majorsyllables of the correct word represented.


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Marking lists of alternative answers

In some instances, pupils give more than one answer to a single question. If any of the

answers given is incorrect (as indicated by ‘do not accept’ in the mark scheme) or

contradicts the correct answer, the mark should not be awarded, irrespective of the order

in which the answers are given. In some cases, a correct answer is given alongside other

answers which, on their own, would be insufficient for the mark. In these cases, the mark

should be given for the correct answer.

Marking questions containing calculations

Some questions require pupils to perform calculations. Where two marks are available,

they are advised to show their working. Pupils who do not show their working but give

the correct answer should be awarded full marks.

The result of one calculation may be required in order to carry out further calculations. In

such instances:

■ the term ‘consequential marking’ appears in the Additional guidance

■ a pupil’s result for the first calculation should be treated as the starting point for thesecond

■ the pupil should be awarded full credit for the second calculation if it is carriedout correctly, even if the result of the first calculation was wrong.

Marking answers given in the wrong place

In some cases, pupils may write correct answers in the wrong part of the question. You

should use professional judgement to decide whether a pupil has correctly understood

the question and simply written the answer in the wrong place. Similarly, if pupils identify

an answer by a cross or other indication when a tick is required, they should be given

credit for their responses. However, if there is any ambiguity in the pupil’s meaning, the

mark should not be awarded.


_____________________________________________________________________________________________

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13


Marking

The number of marks available for each part of a question, and the maximum number of

marks for the question as a whole, are shown on the question paper. Every part of a

question which has been attempted by a pupil should be marked and the mark for each

part recorded in the mark box alongside that part. Half marks should not be given in any

question.

The total number of marks awarded for all the parts of questions on a double page

should be written in the box at the bottom of the right-hand page. The total number of

marks obtained on the paper can be recorded on the front of the test paper.

The total number of marks available is 120.

Using professional judgement in marking

The instructions given in the mark scheme will enable you to decide whether pupils have

correctly answered a particular question. However, there will be instances where an

answer given by a pupil does not correspond to any of the possible responses shown in

the mark scheme. In such cases, you should apply your professional judgement to decide

if credit should be given. You should consider whether the response:

■ is equivalent to those listed

■ conveys the correct scientific ideas and answers the question

■ is an unambiguous indication of the correct answer where pupils are asked to selectfrom a list.

Marking misspellings of words

If a pupil misspells a word, you should apply the following procedures:

■ if it is clear that the pupil has made a simple error, eg ‘tow’ for ‘two’ or ‘Son’ for ‘Sun’,then the incorrect spelling should be accepted and the mark awarded

■ if a pupil misspells a word copied from the text of the question or from a selectiongiven, and the new word does not have any inappropriate meaning, the incorrectspelling should be accepted and the mark awarded

■ if specific scientific vocabulary is required in the answer, a misspelling must, in orderto be creditworthy, be a phonetic equivalent of the required word, with the majorsyllables of the correct word represented.


_____________________________________________________________________________________________

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Marking lists of alternative answers

In some instances, pupils give more than one answer to a single question. If any of the

answers given is incorrect (as indicated by ‘do not accept’ in the mark scheme) or

contradicts the correct answer, the mark should not be awarded, irrespective of the order

in which the answers are given. In some cases, a correct answer is given alongside other

answers which, on their own, would be insufficient for the mark. In these cases, the mark

should be given for the correct answer.

Marking questions containing calculations

Some questions require pupils to perform calculations. Where two marks are available,

they are advised to show their working. Pupils who do not show their working but give

the correct answer should be awarded full marks.

The result of one calculation may be required in order to carry out further calculations. In

such instances:

■ the term ‘consequential marking’ appears in the Additional guidance

■ a pupil’s result for the first calculation should be treated as the starting point for thesecond

■ the pupil should be awarded full credit for the second calculation if it is carriedout correctly, even if the result of the first calculation was wrong.

Marking answers given in the wrong place

In some cases, pupils may write correct answers in the wrong part of the question. You

should use professional judgement to decide whether a pupil has correctly understood

the question and simply written the answer in the wrong place. Similarly, if pupils identify

an answer by a cross or other indication when a tick is required, they should be given

credit for their responses. However, if there is any ambiguity in the pupil’s meaning, the

mark should not be awarded.


_____________________________________________________________________________________________

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Tier 4–7 P

aper 1

14

Defin

ition

s of term

s

‘don

ot

accept’ answers w

ill negate a mark if given w

ith an otherwise creditw

orthy answer

‘insufficient’answers do not provide enough inform

ation to be awarded the m

arking point on their own, but can be credited if given w

ith a correct answer

‘or’indicates alternative answ

ers(F

or examples of the use of these term

s please refer to pages 10 and 11.)

Tier

4–7Q

No

.1

Part

Mark

An

swer

Accep

tA

dd

ition

al gu

idan

ce

a i3.3d

a ii3.3d

11

* light ✔

* water ✔

if more than one box is ticked, aw

ard no mark


ard no mark

b3.3d1.1b

1less o

rno com

petition• they had m

ore space or

soil (for each plant)• they had plenty of room

to grow• they had m

ore minerals

• they had more nutrients

• they had more w

ater• they had m

ore light or Sun(light)

‘the pot is bigger’ is insufficient‘they grew

outside’ is insufficient

don

ot

accept ‘they had more food’

‘they had plenty of water o

rlight’ is insufficient

‘more oxygen’ is insufficient

‘it has a lot of what it needs to grow

’ is insufficient

c3.3d

2any tw

ofrom

* water

* minerals

* oxygen

• nutrientsaccept a nam

ed mineral such as ‘nitrate’

accept for two m

arks, two nam

ed minerals

answers can be in either order

don

ot

accept ‘food’

‘carbon dioxide’ is insufficient

Total

5

Pap

er 1 mark sch

eme

OP

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eacher Guide M

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c_275366 07/12/2010 10:14

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r 9

optio

nal s

cien

ce t

each

er’s

gui

deT

ier

4–7

Pap

er 1

Tie

r4–

7Q

No

.2

Par

tM

ark

An

swer

Acc

ept

Ad

dit

ion

al g

uid

ance

a3.

4a1.

1a

1

b3.

4a1

* se

dim

enta

ry r

ocks

✔if

mor

e th

an o

ne b

ox is

tic

ked,

aw

ard

no m

ark

c i

1.1a c ii

1.1a

1 1

* a

line

poin

ting

to a

ny t

wo

laye

rs c

onta

inin

g th

esa

me

foss

ils

eg

*

✔

if m

ore

than

one

line

is d

raw

n, a

war

d no

mar

k

if m

ore

than

one

box

is t

icke

d, a

war

d no

mar

k

d3.

4a1

* ra

in ✔

win

d ✔

bo

than

swer

s ar

e re

quire

d fo

r th

e m

ark

Tota

l5

15

3 1 2

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Tier 4–7 P

aper 1

14

Defin

ition

s of term

s

‘don

ot

accept’ answers w

ill negate a mark if given w

ith an otherwise creditw

orthy answer

‘insufficient’answers do not provide enough inform

ation to be awarded the m

arking point on their own, but can be credited if given w

ith a correct answer

‘or’indicates alternative answ

ers(F

or examples of the use of these term

s please refer to pages 10 and 11.)

Tier

4–7Q

No

.1

Part

Mark

An

swer

Accep

tA

dd

ition

al gu

idan

ce

a i3.3d

a ii3.3d

11

* light ✔

* water ✔


ard no mark


ard no mark

b3.3d1.1b

1less o

rno com

petition• they had m

ore space or

soil (for each plant)• they had plenty of room

to grow• they had m

ore minerals

• they had more nutrients

• they had more w

ater• they had m

ore light or Sun(light)

‘the pot is bigger’ is insufficient‘they grew

outside’ is insufficient

don

ot

accept ‘they had more food’

‘they had plenty of water o

rlight’ is insufficient

‘more oxygen’ is insufficient

‘it has a lot of what it needs to grow

’ is insufficient

c3.3d

2any tw

ofrom

* water

* minerals

* oxygen

• nutrientsaccept a nam

ed mineral such as ‘nitrate’

accept for two m

arks, two nam

ed minerals

answers can be in either order

don

ot

accept ‘food’

‘carbon dioxide’ is insufficient

Total

5

Pap

er 1 mark sch

eme

OP

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eacher Guide M

S Landscape_M

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c_275366 07/12/2010 10:14 Page 14

Yea

r 9

optio

nal s

cien

ce t

each

er’s

gui

deT

ier

4–7

Pap

er 1

Tie

r4–

7Q

No

.2

Par

tM

ark

An

swer

Acc

ept

Ad

dit

ion

al g

uid

ance

a3.

4a1.

1a

1

b3.

4a1

* se

dim

enta

ry r

ocks

✔if

mor

e th

an o

ne b

ox is

tic

ked,

aw

ard

no m

ark

c i

1.1a c ii

1.1a

1 1

* a

line

poin

ting

to a

ny t

wo

laye

rs c

onta

inin

g th

esa

me

foss

ils

eg

*

✔

if m

ore

than

one

line

is d

raw

n, a

war

d no

mar

k

if m

ore

than

one

box

is t

icke

d, a

war

d no

mar

k

d3.

4a1

* ra

in ✔

win

d ✔

bo

than

swer

s ar

e re

quire

d fo

r th

e m

ark

Tota

l5

15

3 1 2

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Tier 4–7 P

aper 1

Tier

4–7Q

No

.3

Part

Mark

An

swer

Accep

tA

dd

ition

al gu

idan

ce

a i2.2a

a ii2.2a

11

* steel

* 0, 16answ

ers may be given in any order

b2.3a

1*

bo

thbars m

ust be correct in order to award one

mark

bars may o

rm

ay not be shaded

c2.2b2.2a

1* the higher the drop, the higher the bounce. ✔


ard no mark

16

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eacher Guide M

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c_275366 07/12/2010 10:14

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r 9

optio

nal s

cien

ce t

each

er’s

gui

deT

ier

4–7

Pap

er 1

Tie

r4–

7Q

No

.3

Par

tM

ark

An

swer

Acc

ept

Ad

dit

ion

al g

uid

ance

d2.

2b1

any

on

efr

om*

diffi

cult

to c

arry

out

the

exp

erim

ent

at d

iffer

ent

grav

ities

in r

eal l

ife*

mor

e ac

cura

te

* ea

sy t

o ch

ange

var

iabl

es

* di

fficu

lt to

hea

t th

e ba

ll up

in r

eal l

ife

• m

ore

prec

ise

• m

ore

relia

ble

acce

pt e

xam

ples

of

‘real

’ exp

erim

ents

whe

n th

epr

actic

al m

ay b

e af

fect

ed b

y ra

ndom

var

iatio

nseg

‘if

you

are

doin

g th

e ex

perim

ent

outs

ide,

the

win

d m

ay in

terf

ere

with

the

bal

l’

acce

pt r

efer

ence

s to

the

var

iabl

es t

hat

may

be

chan

ged

eg s

urfa

ce,

heig

ht f

rom

whi

ch b

all i

sdr

oppe

d et

c.

Tota

l5

17

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Tier 4–7 P

aper 1

Tier

4–7Q

No

.3

Part

Mark

An

swer

Accep

tA

dd

ition

al gu

idan

ce

a i2.2a

a ii2.2a

11

* steel

* 0, 16answ

ers may be given in any order

b2.3a

1*

bo

thbars m

ust be correct in order to award one

mark

bars may o

rm

ay not be shaded

c2.2b2.2a

1* the higher the drop, the higher the bounce. ✔


ard no mark

16

OP

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eacher Guide M

S Landscape_M

S_T

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B_S

c_275366 07/12/2010 10:14 Page 16

Yea

r 9

optio

nal s

cien

ce t

each

er’s

gui

deT

ier

4–7

Pap

er 1

Tie

r4–

7Q

No

.3

Par

tM

ark

An

swer

Acc

ept

Ad

dit

ion

al g

uid

ance

d2.

2b1

any

on

efr

om*

diffi

cult

to c

arry

out

the

exp

erim

ent

at d

iffer

ent

grav

ities

in r

eal l

ife*

mor

e ac

cura

te

* ea

sy t

o ch

ange

var

iabl

es

* di

fficu

lt to

hea

t th

e ba

ll up

in r

eal l

ife

• m

ore

prec

ise

• m

ore

relia

ble

acce

pt e

xam

ples

of

‘real

’ exp

erim

ents

whe

n th

epr

actic

al m

ay b

e af

fect

ed b

y ra

ndom

var

iatio

nseg

‘if

you

are

doin

g th

e ex

perim

ent

outs

ide,

the

win

d m

ay in

terf

ere

with

the

bal

l’

acce

pt r

efer

ence

s to

the

var

iabl

es t

hat

may

be

chan

ged

eg s

urfa

ce,

heig

ht f

rom

whi

ch b

all i

sdr

oppe

d et

c.

Tota

l5

17

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Tier 4–7 P

aper 1

Tier

4–7Q

No

.4

Part

Mark

An

swer

Accep

tA

dd

ition

al gu

idan

ce

a i3.1b

a ii3.1b

a iii3.1b

111

* friction between the w

heels and the ground

* friction

* 1000 N

• the tyres or

wheels

• the ground• the engine

• air resistance• drag

• –1000 N

‘chemical energy in the fuel’ is insufficient

‘friction’ (alone) is insufficient

‘wind resistance’ is insufficient

b3.1b

1* X

is less than Y ✔


ard no mark

c i3.1b

c ii3.1b

11

* increase

* decrease

18

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eacher Guide M

S Landscape_M

S_T

estA&

B_S

c_275366 07/12/2010 10:14

Yea

r 9

optio

nal s

cien

ce t

each

er’s

gui

deT

ier

4–7

Pap

er 1

Tie

r4–

7Q

No

.4

Par

tM

ark

An

swer

Acc

ept

Ad

dit

ion

al g

uid

ance

d i

2.2a

d i

i3.

1b

1 2

* an

y nu

mbe

r fr

om 6

8 to

72

km p

er h

our

* a

curv

ed li

ne t

hat

follo

ws

the

draw

n lin

ean

d is

ent

irely

abo

ve it

and

cov

ers

the

full

rang

e fr

om 5

0-90

km

acce

pt,

for

one

mar

k, a

line

tha

t is

abo

ve t

hedr

awn

line

but

that

tou

ches

it o

n ei

ther

end

at

50km

/hr

or

90km

/hr.

acce

pt,

for

two

mar

ks,

a st

raig

ht li

ne t

hat

isab

ove

the

curv

ed li

ne o

r a

line

abov

e th

e cu

rved

line

that

slo

pes

dow

nwar

ds f

rom

left

to r

ight

and

ends

at

90km

don

ot

acce

pt a

line

tha

t to

uche

s th

e dr

awn

line

on b

oth

ends

don

ot

acce

pt a

line

tha

t go

es b

elow

the

giv

enlin

e, o

ver

the

rang

e 50

km/h

r to

90

km/h

r

Tota

l9

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Tier 4–7 P

aper 1

Tier

4–7Q

No

.4

Part

Mark

An

swer

Accep

tA

dd

ition

al gu

idan

ce

a i3.1b

a ii3.1b

a iii3.1b

111

* friction between the w

heels and the ground

* friction

* 1000 N

• the tyres or

wheels

• the ground• the engine

• air resistance• drag

• –1000 N

‘chemical energy in the fuel’ is insufficient

‘friction’ (alone) is insufficient


b3.1b

1* X

is less than Y ✔


ard no mark

c i3.1b

c ii3.1b

11

* increase

* decrease

18

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S_T

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B_S

c_275366 07/12/2010 10:14 Page 18

Yea

r 9

optio

nal s

cien

ce t

each

er’s

gui

deT

ier

4–7

Pap

er 1

Tie

r4–

7Q

No

.4

Par

tM

ark

An

swer

Acc

ept

Ad

dit

ion

al g

uid

ance

d i

2.2a

d i

i3.

1b

1 2

* an

y nu

mbe

r fr

om 6

8 to

72

km p

er h

our

* a

curv

ed li

ne t

hat

follo

ws

the

draw

n lin

ean

d is

ent

irely

abo

ve it

and

cov

ers

the

full

rang

e fr

om 5

0-90

km

acce

pt,

for

one

mar

k, a

line

tha

t is

abo

ve t

hedr

awn

line

but

that

tou

ches

it o

n ei

ther

end

at

50km

/hr

or

90km

/hr.

acce

pt,

for

two

mar

ks,

a st

raig

ht li

ne t

hat

isab

ove

the

curv

ed li

ne o

r a

line

abov

e th

e cu

rved

line

that

slo

pes

dow

nwar

ds f

rom

left

to r

ight

and

ends

at

90km

don

ot

acce

pt a

line

tha

t to

uche

s th

e dr

awn

line

on b

oth

ends

don

ot

acce

pt a

line

tha

t go

es b

elow

the

giv

enlin

e, o

ver

the

rang

e 50

km/h

r to

90

km/h

r

Tota

l9

19

OP

S T

each

er G

uide

MS

Lan

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pe_M

S_T

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&B

_Sc_

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7/12

/201

0 1

0:14

Pag

e 19


satspapers.org


Tier 4–7 P

aper 1

Tier

4–7Q

No

.5

Part

Mark

An

swer

Accep

tA

dd

ition

al gu

idan

ce

a1.1a

1* the penguins

• body heat‘the penguins’ blood’ is insufficient

‘heat’ is insufficient‘the huddle’ o

r‘huddling’ are insufficient

b1.1a

1* to represent the body heat of the penguins

• penguins are warm

blooded• so it cools • you can see the change in tem

perature• so that it is w

armer than the air

‘their blood’ is insufficient‘to see if it helps keep it w

arm’ is insufficient

c2.1c

2any tw

ofrom

* volume o

rm

ass (of water) in each test tube

* starting temperature (of w

ater)

* surface area of water

* size of test tubes* the tem

perature of the room

• amount of w

ater• m

easure for the same tim

e

• keep in the same place

• no draughts

‘temperature of (hot) w

ater’ is insufficient‘check at the sam

e time o

rsam

e amount of

time’ is insufficient

‘the heat of starting water’ is insufficient

‘the heat of the room’ is insufficient

d2.3a1.1b

1* test tube A

loses heat more slow

ly• the m

iddle test tube’s temperature line o

rline

is higher• it starts at the sam

e temperature and its

temperature stays higher

• the outside test tube or

B cools dow

n faster(than test tube A

)

‘the temperature is higher’ is insufficient

the response must refer to the experim

ent

20

OP

S T

eacher Guide M

S Landscape_M

S_T

estA&

B_S

c_275366 07/12/2010 10:14

Yea

r 9

optio

nal s

cien

ce t

each

er’s

gui

deT

ier

4–7

Pap

er 1

Tie

r4–

7Q

No

.5

Par

tM

ark

An

swer

Acc

ept

Ad

dit

ion

al g

uid

ance

e3.

3e2.

2a

1 1

* a

line

star

ting

at t

he s

ame

tem

pera

ture

* a

line

cont

inui

ng b

elow

the

tw

o pl

otte

d lin

esan

d go

ing

dow

n m

ore

stee

ply

(for

an

exam

ple

see

belo

w)

don

ot

acce

pt a

line

tha

t sh

ows

a cl

ear

disc

ontin

uity

don

ot

acce

pt a

line

tha

t sh

ows

any

incr

ease

inte

mpe

ratu

re o

ver

the

time

show

n

line

mus

t co

ver

the

rang

e 0-

10 m

inut

es

f3.

3e1.

1a

1an

y o

ne

from

* th

ey lo

se m

ore

heat

on

the

outs

ide

* so

the

one

s on

the

out

side

do

not

free

ze o

rge

t (t

oo)

cold

• th

ey lo

se le

ss h

eat

in t

he m

iddl

e•

the

peng

uins

on

the

outs

ide

will

ret

urn

to t

heir

norm

al t

empe

ratu

re (

on t

he in

side

)

‘so

they

are

all

war

m’ i

s in

suffi

cien

t‘th

ey g

ive

heat

fro

m t

he m

iddl

e to

the

pen

guin

son

the

out

side

’ is

insu

ffici

ent

‘mor

e w

ill s

urvi

ve t

his

way

’ is

insu

ffici

ent

‘pen

guin

s on

the

out

side

will

die

’ is

insu

ffici

ent

‘it’s

fai

r fo

r th

e pe

ngui

ns’ i

s in

suffi

cien

t

Tota

l8

21

OP

S T

each

er G

uide

MS

Lan

dsca

pe_M

S_T

estA

&B

_Sc_

2753

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7/12

/201

0 1

0:14

Pag

e 21


satspapers.org


Tier 4–7 P

aper 1

Tier

4–7Q

No

.5

Part

Mark

An

swer

Accep

tA

dd

ition

al gu

idan

ce

a1.1a

1* the penguins

• body heat‘the penguins’ blood’ is insufficient

‘heat’ is insufficient‘the huddle’ o

r‘huddling’ are insufficient

b1.1a

1* to represent the body heat of the penguins

• penguins are warm

blooded• so it cools • you can see the change in tem

perature• so that it is w

armer than the air

‘their blood’ is insufficient‘to see if it helps keep it w


c2.1c

2any tw

ofrom

* volume o

rm

ass (of water) in each test tube

* starting temperature (of w

ater)

* surface area of water

* size of test tubes* the tem

perature of the room

• amount of w

ater• m

easure for the same tim

e

• keep in the same place

• no draughts

‘temperature of (hot) w

ater’ is insufficient‘check at the sam

e time o

rsam

e amount of

time’ is insufficient

‘the heat of starting water’ is insufficient

‘the heat of the room’ is insufficient

d2.3a1.1b

1* test tube A

loses heat more slow

ly• the m

iddle test tube’s temperature line o

rline

is higher• it starts at the sam

e temperature and its

temperature stays higher

• the outside test tube or

B cools dow

n faster(than test tube A

)

‘the temperature is higher’ is insufficient

the response must refer to the experim

ent

20

OP

S T

eacher Guide M

S Landscape_M

S_T

estA&

B_S

c_275366 07/12/2010 10:14 Page 20

Yea

r 9

optio

nal s

cien

ce t

each

er’s

gui

deT

ier

4–7

Pap

er 1

Tie

r4–

7Q

No

.5

Par

tM

ark

An

swer

Acc

ept

Ad

dit

ion

al g

uid

ance

e3.

3e2.

2a

1 1

* a

line

star

ting

at t

he s

ame

tem

pera

ture

* a

line

cont

inui

ng b

elow

the

tw

o pl

otte

d lin

esan

d go

ing

dow

n m

ore

stee

ply

(for

an

exam

ple

see

belo

w)

don

ot

acce

pt a

line

tha

t sh

ows

a cl

ear

disc

ontin

uity

don

ot

acce

pt a

line

tha

t sh

ows

any

incr

ease

inte

mpe

ratu

re o

ver

the

time

show

n

line

mus

t co

ver

the

rang

e 0-

10 m

inut

es

f3.

3e1.

1a

1an

y o

ne

from

* th

ey lo

se m

ore

heat

on

the

outs

ide

* so

the

one

s on

the

out

side

do

not

free

ze o

rge

t (t

oo)

cold

• th

ey lo

se le

ss h

eat

in t

he m

iddl

e•

the

peng

uins

on

the

outs

ide

will

ret

urn

to t

heir

norm

al t

empe

ratu

re (

on t

he in

side

)

‘so

they

are

all

war

m’ i

s in

suffi

cien

t‘th

ey g

ive

heat

fro

m t

he m

iddl

e to

the

pen

guin

son

the

out

side

’ is

insu

ffici

ent

‘mor

e w

ill s

urvi

ve t

his

way

’ is

insu

ffici

ent

‘pen

guin

s on

the

out

side

will

die

’ is

insu

ffici

ent

‘it’s

fai

r fo

r th

e pe

ngui

ns’ i

s in

suffi

cien

t

Tota

l8

21

OP

S T

each

er G

uide

MS

Lan

dsca

pe_M

S_T

estA

&B

_Sc_

2753

66 0

7/12

/201

0 1

0:14

Pag

e 21


satspapers.org


Tier 4–7 P

aper 1

Tier

4–7Q

No

.6

Part

Mark

An

swer

Accep

tA

dd

ition

al gu

idan

ce

a3.1a

1* reflection o

rreflected

• it (or

the light) bounces off

b1.1a1.2a3.1a

2any tw

ofrom

:* to track the position of the S

un

* the receiver gets the maxim

um am

ount ofsolar energy o

rheat energy

* the mirrors w

ill reflect the maxim

um am

ountof solar energy o

rheat energy o

rlight

• they follow the S

un

• more solar pow

er

• to reflect the rays onto the receiver• so they reflect the m

ost energy

• it works for longer during the day

c3.1a1.2a

1* black

will absorb the m

ost heat energy or

radiation

• a dark colour

• absorbs the most heat o

renergy

bo

ththe colour and the explanation are required

for the mark

don

ot

accept ‘attracts heat energy or

heat’‘traps heat’ is insufficient‘absorbs heat’ is insufficient as other coloursalso absorb heat

d3.1a

2* kinetic* electrical

answers m

ust be in the correct order

22

OP

S T

eacher Guide M

S Landscape_M

S_T

estA&

B_S

c_275366 07/12/2010 10:14

Yea

r 9

optio

nal s

cien

ce t

each

er’s

gui

deT

ier

4–7

Pap

er 1

Tie

r4–

7Q

No

.6

Par

tM

ark

An

swer

Acc

ept

Ad

dit

ion

al g

uid

ance

e1.

1a1.

2a

1an

y o

ne

from

:*

whe

n it

is d

ark

or

the

Sun

is n

ot s

hini

ng*

to b

e us

ed a

t pe

ak t

imes

• w

hen

it is

nig

ht o

rw

hen

the

Sun

has

gon

edo

wn

• on

clo

udy

days

• w

hen

ther

e is

no

sunl

ight

f1.

2a3.

4c

1an

y o

ne

from

:*

sola

r po

wer

sta

tions

do

not

prod

uce

or

prod

uce

less

car

bon

diox

ide

* th

ey u

se r

enew

able

ene

rgy

* th

ey d

o no

t po

llute

the

air

with

sm

oke

or

ash

• co

al b

urni

ng p

ower

sta

tions

pro

duce

car

bon

diox

ide

• w

hen

burn

t, co

al p

rodu

ces

gree

nhou

se g

ases

• co

al is

non

-ren

ewab

le

‘coa

l bur

ning

pow

er s

tatio

ns p

rodu

ce h

arm

ful

gase

s’ is

insu

ffici

ent

‘bur

ning

fos

sil f

uels

pro

duce

s ha

rmfu

l gas

es’ i

sin

suffi

cien

t‘th

ey d

o no

t da

mag

e th

e en

viro

nmen

t’ is

insu

ffici

ent

‘coa

l bur

ning

pow

er s

tatio

ns u

se f

ossi

l fue

ls’ i

sin

suffi

cien

t‘w

hen

burn

t, co

al p

rodu

ces

emis

sion

s’ is

insu

ffici

ent

‘sol

ar p

ower

sta

tions

do

not

pollu

te t

he a

ir o

rE

arth

’ is

insu

ffici

ent

Tota

l8

23

OP

S T

each

er G

uide

MS

Lan

dsca

pe_M

S_T

estA

&B

_Sc_

2753

66 0

7/12

/201

0 1

0:14

Pag

e 23


satspapers.org


Tier 4–7 P

aper 1

Tier

4–7Q

No

.6

Part

Mark

An

swer

Accep

tA

dd

ition

al gu

idan

ce

a3.1a

1* reflection o

rreflected

• it (or

the light) bounces off

b1.1a1.2a3.1a

2any tw

ofrom

:* to track the position of the S

un

* the receiver gets the maxim

um am

ount ofsolar energy o

rheat energy

* the mirrors w

ill reflect the maxim

um am

ountof solar energy o

rheat energy o

rlight

• they follow the S

un

• more solar pow

er

• to reflect the rays onto the receiver• so they reflect the m

ost energy

• it works for longer during the day

c3.1a1.2a

1* black

will absorb the m

ost heat energy or

radiation

• a dark colour

• absorbs the most heat o

renergy

bo

ththe colour and the explanation are required

for the mark

don

ot

accept ‘attracts heat energy or

heat’‘traps heat’ is insufficient‘absorbs heat’ is insufficient as other coloursalso absorb heat

d3.1a

2* kinetic* electrical

answers m

ust be in the correct order

22

OP

S T

eacher Guide M

S Landscape_M

S_T

estA&

B_S

c_275366 07/12/2010 10:14 Page 22

Yea

r 9

optio

nal s

cien

ce t

each

er’s

gui

deT

ier

4–7

Pap

er 1

Tie

r4–

7Q

No

.6

Par

tM

ark

An

swer

Acc

ept

Ad

dit

ion

al g

uid

ance

e1.

1a1.

2a

1an

y o

ne

from

:*

whe

n it

is d

ark

or

the

Sun

is n

ot s

hini

ng*

to b

e us

ed a

t pe

ak t

imes

• w

hen

it is

nig

ht o

rw

hen

the

Sun

has

gon

edo

wn

• on

clo

udy

days

• w

hen

ther

e is

no

sunl

ight

f1.

2a3.

4c

1an

y o

ne

from

:*

sola

r po

wer

sta

tions

do

not

prod

uce

or

prod

uce

less

car

bon

diox

ide

* th

ey u

se r

enew

able

ene

rgy

* th

ey d

o no

t po

llute

the

air

with

sm

oke

or

ash

• co

al b

urni

ng p

ower

sta

tions

pro

duce

car

bon

diox

ide

• w

hen

burn

t, co

al p

rodu

ces

gree

nhou

se g

ases

• co

al is

non

-ren

ewab

le

‘coa

l bur

ning

pow

er s

tatio

ns p

rodu

ce h

arm

ful

gase

s’ is

insu

ffici

ent

‘bur

ning

fos

sil f

uels

pro

duce

s ha

rmfu

l gas

es’ i

sin

suffi

cien

t‘th

ey d

o no

t da

mag

e th

e en

viro

nmen

t’ is

insu

ffici

ent

‘coa

l bur

ning

pow

er s

tatio

ns u

se f

ossi

l fue

ls’ i

sin

suffi

cien

t‘w

hen

burn

t, co

al p

rodu

ces

emis

sion

s’ is

insu

ffici

ent

‘sol

ar p

ower

sta

tions

do

not

pollu

te t

he a

ir o

rE

arth

’ is

insu

ffici

ent

Tota

l8

23

OP

S T

each

er G

uide

MS

Lan

dsca

pe_M

S_T

estA

&B

_Sc_

2753

66 0

7/12

/201

0 1

0:14

Pag

e 23


satspapers.org


Tier 4–7 P

aper 1

Tier

4–7Q

No

.7

Part

Mark

An

swer

Accep

tA

dd

ition

al gu

idan

ce

a2.3a

1* H

2do

no

t accept‘hydrogen’

don

ot accept

‘2H’

don

ot accept

‘H H

’

b i

3.2b

b ii

3.2b

b iii

3.2b

111

* hydrogen chloride

* CH

4

*

• hydrochloric acid

• H4 C

accept the correct symbols in any other

arrangement

don

ot accept

‘hydrochloride’do

no

t accept‘hydrogen chlorine’

don

ot accept

‘CH

4’do

no

t accept‘C

H4’

the circles must touch

allow stick and ball representations of m

olecules

c i3.2b

c ii3.2b

11

* 2

any on

efrom

* there is one carbon atom, four oxygen atom

sand four hydrogen atom

s on each side (of theequation)

* the products have the same atom

s as thereactants

* no atoms are lost o

rgained (only rearranged)

• the same num

ber of each type of atom o

rparticle is there before and after

• there is the same num

ber of atoms on each

side• there are no new

particles or

none disappear(in the reaction)

‘nothing was added or taken aw

ay’ is insufficient

‘the same num

ber of atoms’ is insufficient

‘the same num

ber of diagrams on each side’ is

insufficient

Total

6

24

OP

S T

eacher Guide M

S Landscape_M

S_T

estA&

B_S

c_275366 07/12/2010 10:14

Yea

r 9

optio

nal s

cien

ce t

each

er’s

gui

deT

ier

4–7

Pap

er 1

Tie

r4–

7Q

No

.8

Par

tM

ark

An

swer

Acc

ept

Ad

dit

ion

al g

uid

ance

a3.

3a2

for

all

fou

rco

rrec

t, aw

ard

two

mar

ks

for

any

two

or

thre

eco

rrec

t, aw

ard

one

mar

k

b3.

3d2

* ca

rbon

dio

xide

* w

ater

• C

O2

• hy

drog

en o

xide

• H

2O

answ

ers

can

be in

eith

er o

rder

awar

d on

e m

ark

for

each

cor

rect

rea

ctan

tsy

mbo

ls m

ust

be w

ritte

n co

rrec

tly in

ord

er t

oaw

ard

mar

ks.

For

exa

mpl

e do

no

tac

cept

‘CO

2 ’,

‘CO

2’,

‘HO

2 ’,

‘H2O

’‘C

O’ i

s in

suffi

cien

tdo

no

t ac

cept

‘sun

light

’ or

‘ene

rgy’

or

‘chl

orop

last

s’ o

r‘c

hlor

ophy

ll’

c3.

3e2

any

two

from

* th

is is

whe

re p

hoto

synt

hesi

s ta

kes

plac

e*

oxyg

en is

pro

duce

d he

re•

light

is n

eede

d fo

r ph

otos

ynth

esis

‘pho

tosy

nthe

sis’

is in

suffi

cien

t‘b

acte

ria a

re a

ttrac

ted

by li

ght’

is in

suffi

cien

t‘b

acte

ria n

eed

or

like

or

are

attr

acte

d to

hea

t’is

insu

ffici

ent

‘attr

acte

d by

oxy

gen’

is in

suffi

cien

t be

caus

e th

isis

tak

en d

irect

ly f

rom

the

que

stio

n

Tota

l6

25

cell

par

td

escr

ipti

on

cell

mem

bran

eB

cell

wal

lD

cyto

plas

mC

chlo

ropl

ast

A

* * * *

OP

S T

each

er G

uide

MS

Lan

dsca

pe_M

S_T

estA

&B

_Sc_

2753

66 0

7/12

/201

0 1

0:14

Pag

e 25


satspapers.org


Tier 4–7 P

aper 1

Tier

4–7Q

No

.7

Part

Mark

An

swer

Accep

tA

dd

ition

al gu

idan

ce

a2.3a

1* H

2do

no

t accept‘hydrogen’

don

ot accept

‘2H’

don

ot accept

‘H H

’

b i

3.2b

b ii

3.2b

b iii

3.2b

111

* hydrogen chloride

* CH

4

*

• hydrochloric acid

• H4 C

accept the correct symbols in any other

arrangement

don

ot accept

‘hydrochloride’do

no

t accept‘hydrogen chlorine’

don

ot accept

‘CH

4’do

no

t accept‘C

H4’

the circles must touch

allow stick and ball representations of m

olecules

c i3.2b

c ii3.2b

11

* 2

any on

efrom

* there is one carbon atom, four oxygen atom

sand four hydrogen atom

s on each side (of theequation)

* the products have the same atom

s as thereactants

* no atoms are lost o

rgained (only rearranged)

• the same num

ber of each type of atom o

rparticle is there before and after

• there is the same num

ber of atoms on each

side• there are no new

particles or

none disappear(in the reaction)

‘nothing was added or taken aw

ay’ is insufficient

‘the same num

ber of atoms’ is insufficient

‘the same num

ber of diagrams on each side’ is

insufficient

Total

6

24

OP

S T

eacher Guide M

S Landscape_M

S_T

estA&

B_S

c_275366 07/12/2010 10:14 Page 24

Yea

r 9

optio

nal s

cien

ce t

each

er’s

gui

deT

ier

4–7

Pap

er 1

Tie

r4–

7Q

No

.8

Par

tM

ark

An

swer

Acc

ept

Ad

dit

ion

al g

uid

ance

a3.

3a2

for

all

fou

rco

rrec

t, aw

ard

two

mar

ks

for

any

two

or

thre

eco

rrec

t, aw

ard

one

mar

k

b3.

3d2

* ca

rbon

dio

xide

* w

ater

• C

O2

• hy

drog

en o

xide

• H

2O

answ

ers

can

be in

eith

er o

rder

awar

d on

e m

ark

for

each

cor

rect

rea

ctan

tsy

mbo

ls m

ust

be w

ritte

n co

rrec

tly in

ord

er t

oaw

ard

mar

ks.

For

exa

mpl

e do

no

tac

cept

‘CO

2 ’,

‘CO

2’,

‘HO

2 ’,

‘H2O

’‘C

O’ i

s in

suffi

cien

tdo

no

t ac

cept

‘sun

light

’ or

‘ene

rgy’

or

‘chl

orop

last

s’ o

r‘c

hlor

ophy

ll’

c3.

3e2

any

two

from

* th

is is

whe

re p

hoto

synt

hesi

s ta

kes

plac

e*

oxyg

en is

pro

duce

d he

re•

light

is n

eede

d fo

r ph

otos

ynth

esis

‘pho

tosy

nthe

sis’

is in

suffi

cien

t‘b

acte

ria a

re a

ttrac

ted

by li

ght’

is in

suffi

cien

t‘b

acte

ria n

eed

or

like

or

are

attr

acte

d to

hea

t’is

insu

ffici

ent

‘attr

acte

d by

oxy

gen’

is in

suffi

cien

t be

caus

e th

isis

tak

en d

irect

ly f

rom

the

que

stio

n

Tota

l6

25

cell

par

td

escr

ipti

on

cell

mem

bran

eB

cell

wal

lD

cyto

plas

mC

chlo

ropl

ast

A

* * * *

OP

S T

each

er G

uide

MS

Lan

dsca

pe_M

S_T

estA

&B

_Sc_

2753

66 0

7/12

/201

0 1

0:14

Pag

e 25


satspapers.org


Tier 4–7 P

aper 1

Tier

4–7Q

No

.9

Part

Mark

An

swer

Accep

tA

dd

ition

al gu

idan

ce

a i2.1a2.3a

a ii1.1b

111

* 25

any on

efrom

* m/s

* metres per second

any on

efrom

* the car may have travelled faster for only

a short distance or

time

• • ms

-1

• the speed of the car may have varied

• the car kept below the speed lim

it for most

of the time

do no

taw

ard the mark if the num

ber has beencalculated incorrectly

for two m

arks accept ‘90km

per hour’‘m

ps’ or

‘mph’ are insufficient

‘it could have gone a different or faster way’ is

insufficient

b i

2.1a2.2a

b ii

2.1a2.2a

111

* 3hours

* 50

any on

efrom

* km/hr

* km/h

* kilometres per hour

• accept correct answers that are consistent

with alternative units

units are not requireddo

no

taccept

‘4 hours’

award o

ne m

ark for correct calculation of totaldistance (200

km) and total tim

e (4 hours) eg200/4

accept an answer w

here the total hours areconsistent w

ith the time calculated in part (bi)

(error carried forward)

don

ot

accept‘kph’

26

12040

5000200

OP

S T

eacher Guide M

S Landscape_M

S_T

estA&

B_S

c_275366 07/12/2010 10:14

Yea

r 9

optio

nal s

cien

ce t

each

er’s

gui

deT

ier

4–7

Pap

er 1

Tie

r4–

7Q

No

.9

Par

tM

ark

An

swer

Acc

ept

Ad

dit

ion

al g

uid

ance

c1.

1a2.

1a2.

2a

1 1

* m

easu

re t

he d

ista

nce

betw

een

each

pai

r of

lam

p po

sts

and

the

time

the

car

take

s to

tra

vel

that

dis

tanc

e

* ca

lcul

ate

dist

ance

div

ided

by

time,

the

spe

edw

ill in

crea

se

• m

easu

re t

he t

ime

take

n be

twee

n di

ffere

nt p

airs

of p

osts

• tim

e is

less

at

the

end

com

pare

d w

ith t

he s

tart

• tim

e ge

ts s

hort

er

‘use

a s

peed

cam

era’

is in

suffi

cien

t‘th

e tim

e ta

ken

to t

rave

l bet

wee

n tw

o la

mp

post

s’is

insu

ffici

ent

as t

hey

need

to

mea

sure

the

tim

ebe

twee

n m

ore

than

tw

o

‘it w

as s

peed

ing

up’ i

s in

suffi

cien

t‘it

s tim

e ge

ts q

uick

er’ i

s in

suffi

cien

t‘s

he c

ount

s th

e nu

mbe

r of

lam

p po

sts’

isin

suffi

cien

t‘th

e ca

r pa

sses

in a

giv

en t

ime’

is in

suffi

cien

t as

this

on

its o

wn

does

not

tel

l you

if t

he c

ar is

spee

ding

up

Tota

l8

27

OP

S T

each

er G

uide

MS

Lan

dsca

pe_M

S_T

estA

&B

_Sc_

2753

66 0

7/12

/201

0 1

0:14

Pag

e 27


satspapers.org


Tier 4–7 P

aper 1

Tier

4–7Q

No

.9

Part

Mark

An

swer

Accep

tA

dd

ition

al gu

idan

ce

a i2.1a2.3a

a ii1.1b

111

* 25

any on

efrom

* m/s

* metres per second

any on

efrom

* the car may have travelled faster for only

a short distance or

time

• • ms

-1

• the speed of the car may have varied

• the car kept below the speed lim

it for most

of the time

do no

taw

ard the mark if the num

ber has beencalculated incorrectly

for two m

arks accept ‘90km

per hour’‘m

ps’ or

‘mph’ are insufficient

‘it could have gone a different or faster way’ is

insufficient

b i

2.1a2.2a

b ii

2.1a2.2a

111

* 3hours

* 50

any on

efrom

* km/hr

* km/h

* kilometres per hour

• accept correct answers that are consistent

with alternative units

units are not requireddo

no

taccept

‘4 hours’

award o

ne m

ark for correct calculation of totaldistance (200

km) and total tim

e (4 hours) eg200/4

accept an answer w

here the total hours areconsistent w

ith the time calculated in part (bi)

(error carried forward)

don

ot

accept‘kph’

26

12040

5000200

OP

S T

eacher Guide M

S Landscape_M

S_T

estA&

B_S

c_275366 07/12/2010 10:14 Page 26

Yea

r 9

optio

nal s

cien

ce t

each

er’s

gui

deT

ier

4–7

Pap

er 1

Tie

r4–

7Q

No

.9

Par

tM

ark

An

swer

Acc

ept

Ad

dit

ion

al g

uid

ance

c1.

1a2.

1a2.

2a

1 1

* m

easu

re t

he d

ista

nce

betw

een

each

pai

r of

lam

p po

sts

and

the

time

the

car

take

s to

tra

vel

that

dis

tanc

e

* ca

lcul

ate

dist

ance

div

ided

by

time,

the

spe

edw

ill in

crea

se

• m

easu

re t

he t

ime

take

n be

twee

n di

ffere

nt p

airs

of p

osts

• tim

e is

less

at

the

end

com

pare

d w

ith t

he s

tart

• tim

e ge

ts s

hort

er

‘use

a s

peed

cam

era’

is in

suffi

cien

t‘th

e tim

e ta

ken

to t

rave

l bet

wee

n tw

o la

mp

post

s’is

insu

ffici

ent

as t

hey

need

to

mea

sure

the

tim

ebe

twee

n m

ore

than

tw

o

‘it w

as s

peed

ing

up’ i

s in

suffi

cien

t‘it

s tim

e ge

ts q

uick

er’ i

s in

suffi

cien

t‘s

he c

ount

s th

e nu

mbe

r of

lam

p po

sts’

isin

suffi

cien

t‘th

e ca

r pa

sses

in a

giv

en t

ime’

is in

suffi

cien

t as

this

on

its o

wn

does

not

tel

l you

if t

he c

ar is

spee

ding

up

Tota

l8

27

OP

S T

each

er G

uide

MS

Lan

dsca

pe_M

S_T

estA

&B

_Sc_

2753

66 0

7/12

/201

0 1

0:14

Pag

e 27


satspapers.org


Tier 4–7 P

aper 2

28

Tier

4–7Q

No

.1

Part

Mark

An

swer

Accep

tA

dd

ition

al gu

idan

ce

a i3.3b2.2a

a ii3.3b2.2a

a iii3.3b2.2a

a iv3.3b2.2a

1111

* 11 years

any on

efrom

* growth spurt and m

uscle development

* growth of hair on the face and pubic hair

* (over)active oil glands

* growth spurt o

rm

uscle development o

racne o

roil glands active o

rgrow

th of hair onface o

rgrow

th of pubic hair

• growth spurt

• muscle developm

ent• grow

th of hair on face• grow

th of pubic hair

• oil glands• oily skin

• some of the changes can start after boys turn

16 years old

• the chart goes up to 20• three bars continue past the age of 16• these are only start dates

‘growth’ is insufficient

‘muscles’ is insufficient

‘hair’ is insufficient

‘oil’ is insufficient‘skin becom

es more active’ is insufficient

Pap

er 2 mark sch

eme

OP

S T

eacher Guide M

S Landscape_M

S_T

estA&

B_S

c_275366 07/12/2010 10:14

Yea

r 9

optio

nal s

cien

ce t

each

er’s

gui

deT

ier

4–7

Pap

er 2

Tie

r4–

7Q

No

.1

Par

tM

ark

An

swer

Acc

ept

Ad

dit

ion

al g

uid

ance

b3.

3b2.

2a

1*

no ✔

any

on

efr

om*

face

and

pub

ic h

air

may

not

sta

rt g

row

ing

until

they

are

14

* th

ey m

ay n

ot h

ave

a gr

owth

spu

rt u

ntil

they

are

olde

r th

an 1

2*

som

e bo

ys’ v

oice

s do

not

bre

ak u

ntil

they

are

muc

h ol

der

* so

me

peop

le m

ay h

ave

a gr

owth

spu

rt w

hen

they

are

10

year

s ol

d*

incr

ease

d gr

owth

of

peni

s do

es n

ot h

appe

nun

til 1

3

acce

pt o

ther

exa

mpl

es f

rom

the

tab

le

• gr

owth

spu

rt o

rm

uscl

e de

velo

pmen

t o

rgr

owth

of p

ubic

hai

r et

c ca

n ha

ppen

bef

ore

or a

fter

they

are

12

• yo

u ca

n st

art

grow

ing

quic

kly

at 1

0

if m

ore

than

one

box

is t

icke

d, a

war

d no

mar

kbo

th t

he a

nsw

er a

nd t

he e

xpla

natio

n ar

ere

quire

d fo

r th

e m

ark

if ‘y

es’ i

s tic

ked

do

no

taw

ard

the

mar

k

stat

emen

ts c

opie

d fr

om t

able

are

insu

ffici

ent

eg ‘g

row

th s

purt

and

mus

cle

deve

lopm

ent’

ther

e ne

eds

to b

e a

refe

renc

e to

age

need

to

refe

r to

cha

nge

and

age

for

mar

keg

‘tw

o of

the

cha

nges

sta

rt a

t 10

’ is

insu

ffici

ent

beca

use

it do

es n

ot r

efer

to

a sp

ecifi

c ch

ange

Tota

l5

29

OP

S T

each

er G

uide

MS

Lan

dsca

pe_M

S_T

estA

&B

_Sc_

2753

66 0

7/12

/201

0 1

0:14

Pag

e 29


satspapers.org


Tier 4–7 P

aper 2

28

Tier

4–7Q

No

.1

Part

Mark

An

swer

Accep

tA

dd

ition

al gu

idan

ce

a i3.3b2.2a

a ii3.3b2.2a

a iii3.3b2.2a

a iv3.3b2.2a

1111

* 11 years

any on

efrom

* growth spurt and m

uscle development

* growth of hair on the face and pubic hair

* (over)active oil glands

* growth spurt o

rm

uscle development o

racne o

roil glands active o

rgrow

th of hair onface o

rgrow

th of pubic hair

• growth spurt

• muscle developm

ent• grow

th of hair on face• grow

th of pubic hair

• oil glands• oily skin

• some of the changes can start after boys turn

16 years old

• the chart goes up to 20• three bars continue past the age of 16• these are only start dates

‘growth’ is insufficient

‘muscles’ is insufficient

‘hair’ is insufficient

‘oil’ is insufficient‘skin becom

es more active’ is insufficient

Pap

er 2 mark sch

eme

OP

S T

eacher Guide M

S Landscape_M

S_T

estA&

B_S

c_275366 07/12/2010 10:14 Page 28

Yea

r 9

optio

nal s

cien

ce t

each

er’s

gui

deT

ier

4–7

Pap

er 2

Tie

r4–

7Q

No

.1

Par

tM

ark

An

swer

Acc

ept

Ad

dit

ion

al g

uid

ance

b3.

3b2.

2a

1*

no ✔

any

on

efr

om*

face

and

pub

ic h

air

may

not

sta

rt g

row

ing

until

they

are

14

* th

ey m

ay n

ot h

ave

a gr

owth

spu

rt u

ntil

they

are

olde

r th

an 1

2*

som

e bo

ys’ v

oice

s do

not

bre

ak u

ntil

they

are

muc

h ol

der

* so

me

peop

le m

ay h

ave

a gr

owth

spu

rt w

hen

they

are

10

year

s ol

d*

incr

ease

d gr

owth

of

peni

s do

es n

ot h

appe

nun

til 1

3

acce

pt o

ther

exa

mpl

es f

rom

the

tab

le

• gr

owth

spu

rt o

rm

uscl

e de

velo

pmen

t o

rgr

owth

of p

ubic

hai

r et

c ca

n ha

ppen

bef

ore

or a

fter

they

are

12

• yo

u ca

n st

art

grow

ing

quic

kly

at 1

0

if m

ore

than

one

box

is t

icke

d, a

war

d no

mar

kbo

th t

he a

nsw

er a

nd t

he e

xpla

natio

n ar

ere

quire

d fo

r th

e m

ark

if ‘y

es’ i

s tic

ked

do

no

taw

ard

the

mar

k

stat

emen

ts c

opie

d fr

om t

able

are

insu

ffici

ent

eg ‘g

row

th s

purt

and

mus

cle

deve

lopm

ent’

ther

e ne

eds

to b

e a

refe

renc

e to

age

need

to

refe

r to

cha

nge

and

age

for

mar

keg

‘tw

o of

the

cha

nges

sta

rt a

t 10

’ is

insu

ffici

ent

beca

use

it do

es n

ot r

efer

to

a sp

ecifi

c ch

ange

Tota

l5

29

OP

S T

each

er G

uide

MS

Lan

dsca

pe_M

S_T

estA

&B

_Sc_

2753

66 0

7/12

/201

0 1

0:14

Pag

e 29


satspapers.org


Tier 4–7 P

aper 2

Tier

4–7Q

No

.2

Part

Mark

An

swer

Accep

tA

dd

ition

al gu

idan

ce

a3.2c

2* It is strong ✔* It can be bent into shape ✔* It is w

aterproof ✔

for all three

correct, award tw

o marks

for any two

correct, award one m

arkif m

ore than three boxes are ticked, deduct onem

ark for each incorrect tickm

inimum

mark zero

b i

3.2c

b ii

2.1b3.2c

11

any on

efrom

* rusting or

rusted or

it rusts

* oxidation

any on

efrom

* the pipes are weaker o

rless strong

* there may be rust o

r flakes in the water

* the water could be unfit to drink

• rusty• corrosion

• they will crum

ble or

leak• the w

ater would be dirty o

rthe converse

• the pipes or

water are contam

inated or

polluted

‘reacting’ is insufficient

‘poisonous’ is insufficient‘the w

ater is dangerous’ or

‘unhygienic’ isinsufficient‘the pipes are rusty’ is insufficient‘the w

ater would be infected’ is insufficient

c1.1b

1any o

ne

from* m

etals are (good) conductors* heat m

oves to or

is absorbed by the metal

* it loses heat to its surroundings

• it conducts heat well

• metal heats up

• water loses heat

• the pipe is cold• the w

ater is warm

er than the surroundings

don

ot

accept ‘copper conducts electricity’

‘the water is w


references to ‘time’ are insufficient, eg ‘it w

as inthe pipe for a long tim

e’

Total

5

30

OP

S T

eacher Guide M

S Landscape_M

S_T

estA&

B_S

c_275366 07/12/2010 10:14

Yea

r 9

optio

nal s

cien

ce t

each

er’s

gui

deT

ier

4–7

Pap

er 2

Tie

r4–

7Q

No

.3

Par

tM

ark

An

swer

Acc

ept

Ad

dit

ion

al g

uid

ance

a2.

1c1

* B

E A

C D

• B

E A

D C

all

fou

rle

tters

mus

t be

in o

ne o

f th

e or

ders

show

n

b2.

1c2

any

two

from

* sa

me

size

pot

* sa

me

size

pla

nt

* sa

me

wea

ther

con

ditio

ns

* sh

e di

d it

at t

he s

ame

time

• sa

me

pots

• us

ed 5

0 cm

pla

nts

• sa

me

(sun

ny)

spot

in t

he g

arde

n•

mak

e su

re t

he p

lant

pot

s ar

e at

the

sam

ete

mpe

ratu

re

• fil

led

both

pot

s w

ith s

oil

• sa

me

amou

nt o

f so

il

‘pot

’ is

insu

ffici

ent

‘sam

e ty

pe o

f pl

ant’

is in

suffi

cien

t

‘sam

e am

ount

of

wat

er’ i

s in

suffi

cien

t

don

ot

acce

pt ‘s

ame

soil’

c i

3.2c

c ii

1.1b

2.2a

c iii

3.2c

3.4c

1 1 1

* in

dica

tor

✔

* bl

ue ✔

her

soil

is a

cidi

c

* ad

d al

kali

• he

r so

il is

pH

5.5

• a

pH o

f 6

or le

ss m

eans

it is

aci

dic

• lim

e•

any

nam

ed a

lkal

i

bo

than

swer

s ar

e re

quire

d fo

r on

e m

ark

if a

form

ula

is g

iven

for

an

alka

li in

stea

d of

ana

me,

the

mar

k ca

n on

ly b

e aw

arde

d if

the

form

ula

is c

orre

ctdo

no

tac

cept

‘fert

ilise

r’

Tota

l6

31

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/201

0 1

0:14

Pag

e 31


satspapers.org


Tier 4–7 P

aper 2

Tier

4–7Q

No

.2

Part

Mark

An

swer

Accep

tA

dd

ition

al gu

idan

ce

a3.2c

2* It is strong ✔* It can be bent into shape ✔* It is w

aterproof ✔

for all three

correct, award tw

o marks

for any two

correct, award one m

arkif m

ore than three boxes are ticked, deduct onem

ark for each incorrect tickm

inimum

mark zero

b i

3.2c

b ii

2.1b3.2c

11

any on

efrom

* rusting or

rusted or

it rusts

* oxidation

any on

efrom

* the pipes are weaker o

rless strong

* there may be rust o

r flakes in the water

* the water could be unfit to drink

• rusty• corrosion

• they will crum

ble or

leak• the w

ater would be dirty o

rthe converse

• the pipes or

water are contam

inated or

polluted

‘reacting’ is insufficient

‘poisonous’ is insufficient‘the w

ater is dangerous’ or

‘unhygienic’ isinsufficient‘the pipes are rusty’ is insufficient‘the w

ater would be infected’ is insufficient

c1.1b

1any o

ne

from* m

etals are (good) conductors* heat m

oves to or

is absorbed by the metal

* it loses heat to its surroundings

• it conducts heat well

• metal heats up

• water loses heat

• the pipe is cold• the w

ater is warm

er than the surroundings

don

ot

accept ‘copper conducts electricity’

‘the water is w


references to ‘time’ are insufficient, eg ‘it w

as inthe pipe for a long tim

e’

Total

5

30

OP

S T

eacher Guide M

S Landscape_M

S_T

estA&

B_S

c_275366 07/12/2010 10:14 Page 30

Yea

r 9

optio

nal s

cien

ce t

each

er’s

gui

deT

ier

4–7

Pap

er 2

Tie

r4–

7Q

No

.3

Par

tM

ark

An

swer

Acc

ept

Ad

dit

ion

al g

uid

ance

a2.

1c1

* B

E A

C D

• B

E A

D C

all

fou

rle

tters

mus

t be

in o

ne o

f th

e or

ders

show

n

b2.

1c2

any

two

from

* sa

me

size

pot

* sa

me

size

pla

nt

* sa

me

wea

ther

con

ditio

ns

* sh

e di

d it

at t

he s

ame

time

• sa

me

pots

• us

ed 5

0 cm

pla

nts

• sa

me

(sun

ny)

spot

in t

he g

arde

n•

mak

e su

re t

he p

lant

pot

s ar

e at

the

sam

ete

mpe

ratu

re

• fil

led

both

pot

s w

ith s

oil

• sa

me

amou

nt o

f so

il

‘pot

’ is

insu

ffici

ent

‘sam

e ty

pe o

f pl

ant’

is in

suffi

cien

t

‘sam

e am

ount

of

wat

er’ i

s in

suffi

cien

t

don

ot

acce

pt ‘s

ame

soil’

c i

3.2c

c ii

1.1b

2.2a

c iii

3.2c

3.4c

1 1 1

* in

dica

tor

✔

* bl

ue ✔

her

soil

is a

cidi

c

* ad

d al

kali

• he

r so

il is

pH

5.5

• a

pH o

f 6

or le

ss m

eans

it is

aci

dic

• lim

e•

any

nam

ed a

lkal

i

bo

than

swer

s ar

e re

quire

d fo

r on

e m

ark

if a

form

ula

is g

iven

for

an

alka

li in

stea

d of

ana

me,

the

mar

k ca

n on

ly b

e aw

arde

d if

the

form

ula

is c

orre

ctdo

no

tac

cept

‘fert

ilise

r’

Tota

l6

31

OP

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/201

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0:14

Pag

e 31


satspapers.org


Tier 4–7 P

aper 2

Tier

4–7Q

No

.4

Part

Mark

An

swer

Accep

tA

dd

ition

al gu

idan

ce

a i3.1a

a ii3.1a

1111

* gravitational potential* kinetic

* chemical

* kinetic

• gravitational or

potentialansw

ers must be in the correct order

answers m

ust be in the correct order‘heat’ is insufficient

b i

3.1a

b ii

3.1b

111

* light travels faster than sound

* A: air resistance

* B: w

eight

• light is faster than sound• light energy is faster than sound energyaccept the converse• sound takes longer than light to reach us

• friction• drag• upthrust

• gravity• gravitational (force)

‘light reaches the person before sound’ isinsufficient‘light is faster’ is insufficient‘sound takes longer to reach us’ is insufficient


‘thrust’ is insufficient

do no

taccept

‘gravitational potential’

Total

7

32

OP

S T

eacher Guide M

S Landscape_M

S_T

estA&

B_S

c_275366 07/12/2010 10:14

Yea

r 9

optio

nal s

cien

ce t

each

er’s

gui

deT

ier

4–7

Pap

er 2

Tie

r4–

7Q

No

.5

Par

tM

ark

An

swer

Acc

ept

Ad

dit

ion

al g

uid

ance

a1.

1a1 1

awar

d o

ne

mar

kfo

r id

entif

ying

the

inde

pend

ent

varia

ble

eg w

ith a

nd

with

out

pudd

les

awar

d o

ne

mar

kfo

r id

entif

ying

the

dep

ende

ntva

riabl

e eg

tim

e to

dry

• w

ith o

rw

ithou

t bu

cket

s o

rco

ntai

ners

of

wat

er(in

pla

ce o

f pu

ddle

s)•

hang

the

was

hing

out

with

and

with

out

pudd

les

for

two

mar

ks a

ccep

t ‘ti

me

how

long

it t

akes

the

was

hing

to

dry

whe

n th

ere

are

pudd

les

on t

hegr

ound

and

whe

n th

ere

are

not’

‘on

wet

day

s an

d dr

y da

ys’ i

s in

suffi

cien

t fo

r th

ein

depe

nden

t va

riabl

e

for

on

em

ark

acce

pt,

‘tim

e w

ith n

o pu

ddle

s’fo

r tw

om

arks

acc

ept,

‘tim

e ag

ain

with

no

pudd

les’

b1.

1a2

any

two

from

* ho

w r

ainy

it is

or

is it

rai

ning

* ho

w h

umid

or

fogg

y th

e w

eath

er is

* ho

w w

indy

the

wea

ther

is*

(air)

tem

pera

ture

* ho

w s

prea

d ou

t th

e cl

othe

s ar

e*

how

wet

the

clo

thes

are

(fr

om t

he w

ashi

ngm

achi

ne)

* th

e si

ze o

rar

ea o

f cl

oth

or

clot

hes

• ra

in o

rra

inin

g o

rsn

owin

g o

rsl

eet

or

hail

• w

ind

or

win

d sp

eed

or

win

dy•

how

sun

ny it

is o

ram

ount

of

sunl

ight

or

how

clou

dy it

is•

how

hot

or

cold

it is

• cl

othe

s

• th

e fa

bric

or

mat

eria

l the

clo

thes

are

mad

e fr

om

‘dam

p’ is

insu

ffici

ent

if ‘th

e w

eath

er’ i

s gi

ven

with

any

of

the

first

fo

ur

poin

ts,

awar

d on

e m

ark

only

‘clim

ate’

is in

suffi

cien

t‘h

eat

of s

urro

undi

ngs’

is in

suffi

cien

t‘S

un’ i

s in

suffi

cien

t‘ti

me

of d

ay’ i

s in

suffi

cien

tan

y va

riabl

e to

do

with

pud

dles

is in

suffi

cien

t

‘type

of

clot

hes’

is in

suffi

cien

t

c3.

2c1.

1a

1*

it ev

apor

ates

• it

turn

s to

(w

ater

) va

pour

or

a ga

s

• it

boils

‘it d

ries

up’ i

s in

suffi

cien

t‘it

drip

s of

f’ is

insu

ffici

ent

33

OP

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uide

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/201

0 1

0:14

Pag

e 33


satspapers.org


Tier 4–7 P

aper 2

Tier

4–7Q

No

.4

Part

Mark

An

swer

Accep

tA

dd

ition

al gu

idan

ce

a i3.1a

a ii3.1a

1111

* gravitational potential* kinetic

* chemical

* kinetic

• gravitational or

potentialansw

ers must be in the correct order

answers m

ust be in the correct order‘heat’ is insufficient

b i

3.1a

b ii

3.1b

111

* light travels faster than sound

* A: air resistance

* B: w

eight

• light is faster than sound• light energy is faster than sound energyaccept the converse• sound takes longer than light to reach us

• friction• drag• upthrust

• gravity• gravitational (force)

‘light reaches the person before sound’ isinsufficient‘light is faster’ is insufficient‘sound takes longer to reach us’ is insufficient


‘thrust’ is insufficient

do no

taccept

‘gravitational potential’

Total

7

32

OP

S T

eacher Guide M

S Landscape_M

S_T

estA&

B_S

c_275366 07/12/2010 10:14 Page 32

Yea

r 9

optio

nal s

cien

ce t

each

er’s

gui

deT

ier

4–7

Pap

er 2

Tie

r4–

7Q

No

.5

Par

tM

ark

An

swer

Acc

ept

Ad

dit

ion

al g

uid

ance

a1.

1a1 1

awar

d o

ne

mar

kfo

r id

entif

ying

the

inde

pend

ent

varia

ble

eg w

ith a

nd

with

out

pudd

les

awar

d o

ne

mar

kfo

r id

entif

ying

the

dep

ende

ntva

riabl

e eg

tim

e to

dry

• w

ith o

rw

ithou

t bu

cket

s o

rco

ntai

ners

of

wat

er(in

pla

ce o

f pu

ddle

s)•

hang

the

was

hing

out

with

and

with

out

pudd

les

for

two

mar

ks a

ccep

t ‘ti

me

how

long

it t

akes

the

was

hing

to

dry

whe

n th

ere

are

pudd

les

on t

hegr

ound

and

whe

n th

ere

are

not’

‘on

wet

day

s an

d dr

y da

ys’ i

s in

suffi

cien

t fo

r th

ein

depe

nden

t va

riabl

e

for

on

em

ark

acce

pt,

‘tim

e w

ith n

o pu

ddle

s’fo

r tw

om

arks

acc

ept,

‘tim

e ag

ain

with

no

pudd

les’

b1.

1a2

any

two

from

* ho

w r

ainy

it is

or

is it

rai

ning

* ho

w h

umid

or

fogg

y th

e w

eath

er is

* ho

w w

indy

the

wea

ther

is*

(air)

tem

pera

ture

* ho

w s

prea

d ou

t th

e cl

othe

s ar

e*

how

wet

the

clo

thes

are

(fr

om t

he w

ashi

ngm

achi

ne)

* th

e si

ze o

rar

ea o

f cl

oth

or

clot

hes

• ra

in o

rra

inin

g o

rsn

owin

g o

rsl

eet

or

hail

• w

ind

or

win

d sp

eed

or

win

dy•

how

sun

ny it

is o

ram

ount

of

sunl

ight

or

how

clou

dy it

is•

how

hot

or

cold

it is

• cl

othe

s

• th

e fa

bric

or

mat

eria

l the

clo

thes

are

mad

e fr

om

‘dam

p’ is

insu

ffici

ent

if ‘th

e w

eath

er’ i

s gi

ven

with

any

of

the

first

fo

ur

poin

ts,

awar

d on

e m

ark

only

‘clim

ate’

is in

suffi

cien

t‘h

eat

of s

urro

undi

ngs’

is in

suffi

cien

t‘S

un’ i

s in

suffi

cien

t‘ti

me

of d

ay’ i

s in

suffi

cien

tan

y va

riabl

e to

do

with

pud

dles

is in

suffi

cien

t

‘type

of

clot

hes’

is in

suffi

cien

t

c3.

2c1.

1a

1*

it ev

apor

ates

• it

turn

s to

(w

ater

) va

pour

or

a ga

s

• it

boils

‘it d

ries

up’ i

s in

suffi

cien

t‘it

drip

s of

f’ is

insu

ffici

ent

33

OP

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er G

uide

MS

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/201

0 1

0:14

Pag

e 33


satspapers.org


Tier 4–7 P

aper 2

Tier

4–7Q

No

.5

Part

Mark

An

swer

Accep

tA

dd

ition

al gu

idan

ce

d i

3.2a

d ii

3.1a3.2a

11

* B ✔

* A and B

✔


ard no mark


ard no mark

Total

7

34

OP

S T

eacher Guide M

S Landscape_M

S_T

estA&

B_S

c_275366 07/12/2010 10:14

Yea

r 9

optio

nal s

cien

ce t

each

er’s

gui

deT

ier

4–7

Pap

er 2

Tie

r4–

7Q

No

.6

Par

tM

ark

An

swer

Acc

ept

Ad

dit

ion

al g

uid

ance

a i

3.1b

1.1b a ii

3.1c

1.1b

a iii

3.1c

3.1b

1 1 1

* th

e ar

row

s o

rco

mpa

sses

poi

nt in

the

sam

edi

rect

ion

(for

the

bar

mag

net

and

the

coil)

* any

on

efr

om*

he r

ever

sed

the

batte

ry*

he c

hang

ed t

he c

ells

aro

und

• th

ey h

ave

not

mov

ed•

they

look

the

sam

e as

bef

ore

• th

ey h

ave

not

chan

ged

dire

ctio

n

• ch

ange

or

turn

the

bat

tery

aro

und

• he

cha

nged

the

ter

min

als

arou

nd•

swap

pos

itive

and

neg

ativ

e ar

ound

• tu

rn t

he c

oils

the

oth

er w

ay a

roun

d

‘bec

ause

of

the

arro

ws’

is in

suffi

cien

t‘th

ey lo

ok t

he s

ame’

is in

suffi

cien

t‘s

ame

patte

rn’ i

s in

suffi

cien

t

all f

our

arro

ws

are

requ

ired

for

the

mar

kar

row

s m

ust

be w

ithin

30°

of

the

corr

ect

dire

ctio

n

‘he

reve

rsed

the

cur

rent

’ is

insu

ffici

ent

‘cha

ngin

g o

rsw

itchi

ng t

he c

ells

or

batte

ries’

is in

suffi

cien

t‘tu

rnov

er b

atte

ry’ i

s in

suffi

cien

t

b3.

1c3.

1b

1*

all f

our

arro

ws

are

requ

ired

for

the

mar

kar

row

s m

ust

be w

ithin

30°

of

the

corr

ect

dire

ctio

n

Tota

l4

35

OP

S T

each

er G

uide

MS

Lan

dsca

pe_M

S_T

estA

&B

_Sc_

2753

66 0

7/12

/201

0 1

0:14

Pag

e 35


satspapers.org


Tier 4–7 P

aper 2

Tier

4–7Q

No

.5

Part

Mark

An

swer

Accep

tA

dd

ition

al gu

idan

ce

d i

3.2a

d ii

3.1a3.2a

11

* B ✔

* A and B

✔


ard no mark


ard no mark

Total

7

34

OP

S T

eacher Guide M

S Landscape_M

S_T

estA&

B_S

c_275366 07/12/2010 10:14 Page 34

Yea

r 9

optio

nal s

cien

ce t

each

er’s

gui

deT

ier

4–7

Pap

er 2

Tie

r4–

7Q

No

.6

Par

tM

ark

An

swer

Acc

ept

Ad

dit

ion

al g

uid

ance

a i

3.1b

1.1b a ii

3.1c

1.1b

a iii

3.1c

3.1b

1 1 1

* th

e ar

row

s o

rco

mpa

sses

poi

nt in

the

sam

edi

rect

ion

(for

the

bar

mag

net

and

the

coil)

* any

on

efr

om*

he r

ever

sed

the

batte

ry*

he c

hang

ed t

he c

ells

aro

und

• th

ey h

ave

not

mov

ed•

they

look

the

sam

e as

bef

ore

• th

ey h

ave

not

chan

ged

dire

ctio

n

• ch

ange

or

turn

the

bat

tery

aro

und

• he

cha

nged

the

ter

min

als

arou

nd•

swap

pos

itive

and

neg

ativ

e ar

ound

• tu

rn t

he c

oils

the

oth

er w

ay a

roun

d

‘bec

ause

of

the

arro

ws’

is in

suffi

cien

t‘th

ey lo

ok t

he s

ame’

is in

suffi

cien

t‘s

ame

patte

rn’ i

s in

suffi

cien

t

all f

our

arro

ws

are

requ

ired

for

the

mar

kar

row

s m

ust

be w

ithin

30°

of

the

corr

ect

dire

ctio

n

‘he

reve

rsed

the

cur

rent

’ is

insu

ffici

ent

‘cha

ngin

g o

rsw

itchi

ng t

he c

ells

or

batte

ries’

is in

suffi

cien

t‘tu

rnov

er b

atte

ry’ i

s in

suffi

cien

t

b3.

1c3.

1b

1*

all f

our

arro

ws

are

requ

ired

for

the

mar

kar

row

s m

ust

be w

ithin

30°

of

the

corr

ect

dire

ctio

n

Tota

l4

35

OP

S T

each

er G

uide

MS

Lan

dsca

pe_M

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&B

_Sc_

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66 0

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/201

0 1

0:14

Pag

e 35


satspapers.org


Tier 4–7 P

aper 2

Tier

4–7Q

No

.7

Part

Mark

An

swer

Accep

tA

dd

ition

al gu

idan

ce

a1.2a

1any o

ne

from* do not have to build rocket every tim

e* each ‘launch’ costs less than a rocket* (the space lift) can be used continually* there is less space junk* (the space lift) does not burn as m

uch fuel* less carbon dioxide produced

‘it’ refers to the space lift‘it’s cheaper’ is insufficient

don

ot

accept‘does not burn fuel’

‘less pollution produced’ is insufficient

b i

4.3c

b ii

4.3c

12

* 24 hours

any two

from* satellite T

V* w

eather monitoring

* spying

* telecomm

unications

* tracking animals

* produce maps

* sat nav* observe planets and stars

• 1 day

• TV

• take photos

• mobile phones

• Internet

• international space station• radio

acceptnam

ed satellite TV

for one mark accept

‘comm

unication’ if mobile

phones or Internet given as well

‘planets’ is insufficient

36

OP

S T

eacher Guide M

S Landscape_M

S_T

estA&

B_S

c_275366 07/12/2010 10:14

Yea

r 9

optio

nal s

cien

ce t

each

er’s

gui

deT

ier

4–7

Pap

er 2

Tie

r4–

7Q

No

.7

Par

tM

ark

An

swer

Acc

ept

Ad

dit

ion

al g

uid

ance

c3.

2b2

* ca

rbon

dio

xide

carb

on+

o

xyge

nC

O2

C

O

2

for

all f

our

par

tsco

rrec

t, aw

ard

two

mar

ksfo

r an

y th

ree

part

s co

rrec

t, aw

ard

one

mar

ksy

mbo

ls m

ust

be w

ritte

n co

rrec

tly in

ord

er t

oaw

ard

mar

k. F

or e

xam

ple

do n

ot a

ccep

t ‘C

O2 ,

CO

2, O

2 ’‘O

’ is

insu

ffici

ent

‘CO

’ is

insu

ffici

ent

d i

1.4a

d i

i1.

4a

1 1

any

on

efr

om:

* sh

arin

g co

sts

* sh

arin

g ex

pert

ise

* sh

arin

g st

aff

* sh

arin

g te

chno

logy

* sh

arin

g re

sour

ces

* bu

ildin

g re

latio

nshi

ps o

run

iting

cou

ntrie

s

any

on

efr

om:

* la

ngua

ge p

robl

ems

* ar

gum

ents

ove

r w

orkl

oad,

cos

t, w

here

bas

est

atio

n sh

ould

be,

etc

‘it is

che

aper

’ is

insu

ffici

ent

‘it is

qui

cker

’ is

insu

ffici

ent

as it

cou

ld a

ctua

lly b

esl

ower

‘arg

umen

ts’ i

s in

suffi

cien

t‘it

cou

ld s

tart

a w

ar’ i

s in

suffi

cien

t

Tota

l8

37

OP

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er G

uide

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0 1

0:14

Pag

e 37


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Tier 4–7 P

aper 2

Tier

4–7Q

No

.7

Part

Mark

An

swer

Accep

tA

dd

ition

al gu

idan

ce

a1.2a

1any o

ne

from* do not have to build rocket every tim

e* each ‘launch’ costs less than a rocket* (the space lift) can be used continually* there is less space junk* (the space lift) does not burn as m

uch fuel* less carbon dioxide produced

‘it’ refers to the space lift‘it’s cheaper’ is insufficient

don

ot

accept‘does not burn fuel’

‘less pollution produced’ is insufficient

b i

4.3c

b ii

4.3c

12

* 24 hours

any two

from* satellite T

V* w

eather monitoring

* spying

* telecomm

unications

* tracking animals

* produce maps

* sat nav* observe planets and stars

• 1 day

• TV

• take photos

• mobile phones

• Internet

• international space station• radio

acceptnam

ed satellite TV

for one mark accept

‘comm

unication’ if mobile

phones or Internet given as well

‘planets’ is insufficient

36

OP

S T

eacher Guide M

S Landscape_M

S_T

estA&

B_S

c_275366 07/12/2010 10:14 Page 36

Yea

r 9

optio

nal s

cien

ce t

each

er’s

gui

deT

ier

4–7

Pap

er 2

Tie

r4–

7Q

No

.7

Par

tM

ark

An

swer

Acc

ept

Ad

dit

ion

al g

uid

ance

c3.

2b2

* ca

rbon

dio

xide

carb

on+

o

xyge

nC

O2

C

O

2

for

all f

our

par

tsco

rrec

t, aw

ard

two

mar

ksfo

r an

y th

ree

part

s co

rrec

t, aw

ard

one

mar

ksy

mbo

ls m

ust

be w

ritte

n co

rrec

tly in

ord

er t

oaw

ard

mar

k. F

or e

xam

ple

do n

ot a

ccep

t ‘C

O2 ,

CO

2, O

2 ’‘O

’ is

insu

ffici

ent

‘CO

’ is

insu

ffici

ent

d i

1.4a

d i

i1.

4a

1 1

any

on

efr

om:

* sh

arin

g co

sts

* sh

arin

g ex

pert

ise

* sh

arin

g st

aff

* sh

arin

g te

chno

logy

* sh

arin

g re

sour

ces

* bu

ildin

g re

latio

nshi

ps o

run

iting

cou

ntrie

s

any

on

efr

om:

* la

ngua

ge p

robl

ems

* ar

gum

ents

ove

r w

orkl

oad,

cos

t, w

here

bas

est

atio

n sh

ould

be,

etc

‘it is

che

aper

’ is

insu

ffici

ent

‘it is

qui

cker

’ is

insu

ffici

ent

as it

cou

ld a

ctua

lly b

esl

ower

‘arg

umen

ts’ i

s in

suffi

cien

t‘it

cou

ld s

tart

a w

ar’ i

s in

suffi

cien

t

Tota

l8

37

OP

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er G

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&B

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/201

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Pag

e 37


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Tier 4–7 P

aper 2

Tier

4–7Q

No

.8

Part

Mark

An

swer

Accep

tA

dd

ition

al gu

idan

ce

a3.3d

1any

on

efrom

* predators* w

ave action* sunlight * drying out

• being eaten‘getting hurt o

rbroken o

rdam

aged’ isinsufficient‘fish’ is insufficient‘other sea creatures’ is insufficient‘being attacked’ is insufficient

b3.3d

11

* light will only penetrate a short w

ay into water

* the green plant requires light forphotosynthesis

• there is more light (at the surface)

• there is no light in deep water

• they need light to produce their own food

• so they can photosynthesise‘they need light’ is insufficient‘they need light to survive’ is insufficient‘sunlight is needed for plants to grow

’ is insufficient

c i3.4a

c ii3.4a

11

* * the coral grows around the volcano

(which sinks)

• it grows all around a volcano

• volcanoes are circular• the volcanic rock has eroded

all three

answers are required for the m

ark

‘there used to be a volcano there’ is insufficient

d3.4a1.1b

1* igneous ✔

any on

efrom

igneous rock is cooled magm

a or

lavavolcanoes produce igneous rock

• it is made from

lava• it com

es from a volcano

bo

ththe type of rock and correct explanation

are required for the mark

‘it is a volcano’ is insufficient

Total

6

38

23

1

OP

S T

eacher Guide M

S Landscape_M

S_T

estA&

B_S

c_275366 07/12/2010 10:14

Yea

r 9

optio

nal s

cien

ce t

each

er’s

gui

deT

ier

4–7

Pap

er 2

Tie

r4–

7Q

No

.9

Par

tM

ark

An

swer

Acc

ept

Ad

dit

ion

al g

uid

ance

a2.

2a1

* 5

000

0.1

✔

if m

ore

than

one

box

is t

icke

d, a

war

d no

mar

k

b i

2.2a

b i

i2.

2a

1 1

* 47

00°C

* it

incr

ease

s

acce

pt a

num

ber

from

460

0°C

to 4

800°

Cin

clus

ive

• it

goes

up

• it

is a

t hi

gher

tem

pera

ture

s

c1.

1b1

any

on

efr

om*

if ch

ange

s fr

om a

sol

id t

o a

liqui

d*

it be

com

es a

liqu

id•

it m

elts

• tu

rns

into

a li

quid

‘it is

liqu

id’ i

s in

suffi

cien

t as

the

ans

wer

mus

tre

fer

to a

cha

nge

d2.

2a1

* a

num

ber

grea

ter

than

or

equa

l to

100

e3.

4a1

any

on

efr

om*

the

wei

ght

of t

he r

ocks

(ab

ove)

* th

e fo

rce

of t

he r

ocks

(ab

ove)

• th

e m

ass

of t

he r

ocks

• th

e w

eigh

t of

eve

ryth

ing

abov

e it

‘they

are

dee

p un

derg

roun

d’ o

r‘th

e ro

cks

abov

e’ar

e in

suffi

cien

t‘g

ravi

ty’ i

s in

suffi

cien

t

39

OP

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er G

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MS

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&B

_Sc_

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/201

0 1

0:14

Pag

e 39


satspapers.org


Tier 4–7 P

aper 2

Tier

4–7Q

No

.8

Part

Mark

An

swer

Accep

tA

dd

ition

al gu

idan

ce

a3.3d

1any

on

efrom

* predators* w

ave action* sunlight * drying out

• being eaten‘getting hurt o

rbroken o

rdam

aged’ isinsufficient‘fish’ is insufficient‘other sea creatures’ is insufficient‘being attacked’ is insufficient

b3.3d

11

* light will only penetrate a short w

ay into water

* the green plant requires light forphotosynthesis

• there is more light (at the surface)

• there is no light in deep water

• they need light to produce their own food

• so they can photosynthesise‘they need light’ is insufficient‘they need light to survive’ is insufficient‘sunlight is needed for plants to grow

’ is insufficient

c i3.4a

c ii3.4a

11

* * the coral grows around the volcano

(which sinks)

• it grows all around a volcano

• volcanoes are circular• the volcanic rock has eroded

all three

answers are required for the m

ark

‘there used to be a volcano there’ is insufficient

d3.4a1.1b

1* igneous ✔

any on

efrom

igneous rock is cooled magm

a or

lavavolcanoes produce igneous rock

• it is made from

lava• it com

es from a volcano

bo

ththe type of rock and correct explanation

are required for the mark

‘it is a volcano’ is insufficient

Total

6

38

23

1

OP

S T

eacher Guide M

S Landscape_M

S_T

estA&

B_S

c_275366 07/12/2010 10:14 Page 38

Yea

r 9

optio

nal s

cien

ce t

each

er’s

gui

deT

ier

4–7

Pap

er 2

Tie

r4–

7Q

No

.9

Par

tM

ark

An

swer

Acc

ept

Ad

dit

ion

al g

uid

ance

a2.

2a1

* 5

000

0.1

✔

if m

ore

than

one

box

is t

icke

d, a

war

d no

mar

k

b i

2.2a

b i

i2.

2a

1 1

* 47

00°C

* it

incr

ease

s

acce

pt a

num

ber

from

460

0°C

to 4

800°

Cin

clus

ive

• it

goes

up

• it

is a

t hi

gher

tem

pera

ture

s

c1.

1b1

any

on

efr

om*

if ch

ange

s fr

om a

sol

id t

o a

liqui

d*

it be

com

es a

liqu

id•

it m

elts

• tu

rns

into

a li

quid

‘it is

liqu

id’ i

s in

suffi

cien

t as

the

ans

wer

mus

tre

fer

to a

cha

nge

d2.

2a1

* a

num

ber

grea

ter

than

or

equa

l to

100

e3.

4a1

any

on

efr

om*

the

wei

ght

of t

he r

ocks

(ab

ove)

* th

e fo

rce

of t

he r

ocks

(ab

ove)

• th

e m

ass

of t

he r

ocks

• th

e w

eigh

t of

eve

ryth

ing

abov

e it

‘they

are

dee

p un

derg

roun

d’ o

r‘th

e ro

cks

abov

e’ar

e in

suffi

cien

t‘g

ravi

ty’ i

s in

suffi

cien

t

39

OP

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er G

uide

MS

Lan

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pe_M

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&B

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/201

0 1

0:14

Pag

e 39


satspapers.org


Tier 4–7 P

aper 2

Tier

4–7Q

No

.9

Part

Mark

An

swer

Accep

tA

dd

ition

al gu

idan

ce

f3.4a

1any o

ne

from* natural diam

onds are cooled or

formed slow

ly* the pressures are greater* m

ore time to cool o

rform

• artificial diamonds are form

ed quickly• m

ore pressure• w

hen making artificial diam

onds not much

carbon dissolves in the iron

‘more heat’ is insufficient

‘only small am

ounts used in the lab’ isinsufficient

g3.2c

1* float ✔

it is less dense (than the liquid)• it has a larger volum

e (than the liquid)• its density is less

bo

ththe answ

er and the correct explanation arerequired for the m

ark

‘it is lighter’ is insufficient

Total

8

40

OP

S T

eacher Guide M

S Landscape_M

S_T

estA&

B_S

c_275366 07/12/2010 10:14

Yea

r 9

optio

nal s

cien

ce t

each

er’s

gui

deT

ier

4–7

Pap

er 2

Tie

r4–

7Q

No

.10

Par

tM

ark

An

swer

Acc

ept

Ad

dit

ion

al g

uid

ance

a3.

3a1

any

on

efr

om*

it co

ntai

ns g

enet

ic in

form

atio

n

* it

cont

rols

the

cel

l(s’ a

ctiv

ities

)

• co

ntai

ns c

hrom

osom

es•

cont

ains

DN

A•

tells

the

cel

l wha

t to

do

‘con

tain

s in

form

atio

n’ is

insu

ffici

ent

‘it is

the

bra

in o

f th

e ce

ll’ is

insu

ffici

ent

‘it c

ontr

ols

wha

t go

es in

and

out

of

the

cell’

isin

suffi

cien

t

b i

3.3a

b i

i3.

3a

b i

ii3.

3a

1 1 1

any

on

efr

om*

to p

ush

or

mov

efo

od o

rw

aste

alo

ng

* to

chu

rn f

ood

any

on

efr

om*

they

dig

est

it*

they

bre

ak it

dow

n

any

on

efr

om*

the

fold

s he

lp t

hem

to

abso

rb f

ood

fast

er*

it ha

s gr

eate

r su

rfac

e ar

ea

• fo

r pe

rista

lsis

• to

squ

eeze

foo

d al

ong

• m

echa

nica

l dig

estio

n•

to m

ix in

enz

ymes

• pu

sh f

ood

thro

ugh

the

inte

stin

e•

sque

eze

wat

er f

rom

the

was

te o

rfo

od

• th

ey s

peed

up

dige

stio

n•

they

bre

ak it

up

(the

foo

d)

• it

or

the

cell

can

abso

rb m

ore

food

answ

er m

ust

have

ref

eren

ce t

o m

echa

nica

ldi

gest

ion

‘for

excr

etio

n’ is

insu

ffici

ent

‘to d

iges

t fo

od’ o

r‘b

reak

dow

n fo

od’ i

sin

suffi

cien

t‘it

ena

bles

it t

o st

retc

h’ is

insu

ffici

ent

‘to p

ush

it al

ong’

is in

suffi

cien

t as

it r

efer

s to

inte

stin

e

‘dis

solv

es f

ood’

is in

suffi

cien

t‘it

bre

aks

dow

n ce

ll w

alls

’ is

insu

ffici

ent

‘it b

reak

s do

wn

larg

er p

iece

s of

foo

d’ is

insu

ffici

ent

as t

his

desc

ribes

mec

hani

cal

dige

stio

n no

t ch

emic

al

‘hel

ps t

he f

ood

pass

thr

ough

’ is

insu

ffici

ent

do n

ot

acce

pt‘fo

lds

catc

h fo

od’

‘it c

an a

bsor

b fo

od’ i

s in

suffi

cien

t

Tota

l4

41

OP

S T

each

er G

uide

MS

Lan

dsca

pe_M

S_T

estA

&B

_Sc_

2753

66 0

7/12

/201

0 1

0:14

Pag

e 41


satspapers.org


Tier 4–7 P

aper 2

Tier

4–7Q

No

.9

Part

Mark

An

swer

Accep

tA

dd

ition

al gu

idan

ce

f3.4a

1any o

ne

from* natural diam

onds are cooled or

formed slow

ly* the pressures are greater* m

ore time to cool o

rform

• artificial diamonds are form

ed quickly• m

ore pressure• w

hen making artificial diam

onds not much

carbon dissolves in the iron

‘more heat’ is insufficient

‘only small am

ounts used in the lab’ isinsufficient

g3.2c

1* float ✔

it is less dense (than the liquid)• it has a larger volum

e (than the liquid)• its density is less

bo

ththe answ

er and the correct explanation arerequired for the m

ark

‘it is lighter’ is insufficient

Total

8

40

OP

S T

eacher Guide M

S Landscape_M

S_T

estA&

B_S

c_275366 07/12/2010 10:14 Page 40

Yea

r 9

optio

nal s

cien

ce t

each

er’s

gui

deT

ier

4–7

Pap

er 2

Tie

r4–

7Q

No

.10

Par

tM

ark

An

swer

Acc

ept

Ad

dit

ion

al g

uid

ance

a3.

3a1

any

on

efr

om*

it co

ntai

ns g

enet

ic in

form

atio

n

* it

cont

rols

the

cel

l(s’ a

ctiv

ities

)

• co

ntai

ns c

hrom

osom

es•

cont

ains

DN

A•

tells

the

cel

l wha

t to

do

‘con

tain

s in

form

atio

n’ is

insu

ffici

ent

‘it is

the

bra

in o

f th

e ce

ll’ is

insu

ffici

ent

‘it c

ontr

ols

wha

t go

es in

and

out

of

the

cell’

isin

suffi

cien

t

b i

3.3a

b i

i3.

3a

b i

ii3.

3a

1 1 1

any

on

efr

om*

to p

ush

or

mov

efo

od o

rw

aste

alo

ng

* to

chu

rn f

ood

any

on

efr

om*

they

dig

est

it*

they

bre

ak it

dow

n

any

on

efr

om*

the

fold

s he

lp t

hem

to

abso

rb f

ood

fast

er*

it ha

s gr

eate

r su

rfac

e ar

ea

• fo

r pe

rista

lsis

• to

squ

eeze

foo

d al

ong

• m

echa

nica

l dig

estio

n•

to m

ix in

enz

ymes

• pu

sh f

ood

thro

ugh

the

inte

stin

e•

sque

eze

wat

er f

rom

the

was

te o

rfo

od

• th

ey s

peed

up

dige

stio

n•

they

bre

ak it

up

(the

foo

d)

• it

or

the

cell

can

abso

rb m

ore

food

answ

er m

ust

have

ref

eren

ce t

o m

echa

nica

ldi

gest

ion

‘for

excr

etio

n’ is

insu

ffici

ent

‘to d

iges

t fo

od’ o

r‘b

reak

dow

n fo

od’ i

sin

suffi

cien

t‘it

ena

bles

it t

o st

retc

h’ is

insu

ffici

ent

‘to p

ush

it al

ong’

is in

suffi

cien

t as

it r

efer

s to

inte

stin

e

‘dis

solv

es f

ood’

is in

suffi

cien

t‘it

bre

aks

dow

n ce

ll w

alls

’ is

insu

ffici

ent

‘it b

reak

s do

wn

larg

er p

iece

s of

foo

d’ is

insu

ffici

ent

as t

his

desc

ribes

mec

hani

cal

dige

stio

n no

t ch

emic

al

‘hel

ps t

he f

ood

pass

thr

ough

’ is

insu

ffici

ent

do n

ot

acce

pt‘fo

lds

catc

h fo

od’

‘it c

an a

bsor

b fo

od’ i

s in

suffi

cien

t

Tota

l4

41

OP

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er G

uide

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42

Section B: Using the outcomes ofthe testsThe following pages provide information about interpreting the outcomes of the year 9optional science tests. They explain how teachers can use the test scores to find out moreabout pupils’ attainment in the national curriculum. They also present a number of keyfindings and useful information obtained during the development of the tests that maybe used in support of teacher judgements.

Level thresholdsIn order to make use of the information in this section, you should administer the testsaccording to the guidance in Section A: Formal administration. It is particularly importantthat you observe the time limits given, follow the test instructions, and mark thequestions according to the mark scheme. If you have used the tests in a different contextto provide qualitative information about pupils’ strengths and weaknesses then theinformation derived from this section will not be applicable and you should refer to theKey findings and useful information section.

In a formal administration pupils need to take both test booklets in order for the totalmarks to be translated reliably into a national curriculum level for science overall.

The following table gives an indication of the national curriculum levels for pupilsattaining each of the mark ranges in the tests.

Variability of the results

Any scores derived from a test are subject to some variation according to the precisecircumstances under which the test has been sat and marked. This does not mean thatpupils get ‘incorrect’ test results, but it does mean that some caution should be exercisedin translating scores which are very close to the threshold mark into an overall sciencelevel for the pupil. The level thresholds provided are indicative, but teachers should beaware that differences in the status, administration and marking procedures open thetests to a potentially broader range of variation than the former statutory nationalcurriculum tests.


_____________________________________________________________________________________________

42

Level Mark range

Below level 4

4

5

6

7

0–32

33–49

50–70

71–89

90–120

OP

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Year 9 optional science teacher’s guide Tier 4−7_____________________________________________________________________________________________

_____________________________________________________________________________________________

43

Key findings and useful informationThis section provides further support to teachers in making level-related judgementsbased on the outcomes of these tests.

OP

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each

er G

uide

MS

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&B

_Sc_

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e 43


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43


Section B: Using the outcomes ofthe testsThe following pages provide information about interpreting the outcomes of the year 9optional science tests. They explain how teachers can use the test scores to find out moreabout pupils’ attainment in the national curriculum. They also present a number of keyfindings and useful information obtained during the development of the tests that maybe used in support of teacher judgements.

Level thresholdsIn order to make use of the information in this section, you should administer the testsaccording to the guidance in Section A: Formal administration. It is particularly importantthat you observe the time limits given, follow the test instructions, and mark thequestions according to the mark scheme. If you have used the tests in a different contextto provide qualitative information about pupils’ strengths and weaknesses then theinformation derived from this section will not be applicable and you should refer to theKey findings and useful information section.

In a formal administration pupils need to take both test booklets in order for the totalmarks to be translated reliably into a national curriculum level for science overall.

The following table gives an indication of the national curriculum levels for pupilsattaining each of the mark ranges in the tests.

Variability of the results

Any scores derived from a test are subject to some variation according to the precisecircumstances under which the test has been sat and marked. This does not mean thatpupils get ‘incorrect’ test results, but it does mean that some caution should be exercisedin translating scores which are very close to the threshold mark into an overall sciencelevel for the pupil. The level thresholds provided are indicative, but teachers should beaware that differences in the status, administration and marking procedures open thetests to a potentially broader range of variation than the former statutory nationalcurriculum tests.


_____________________________________________________________________________________________

42

Level Mark range

Below level 4

4

5

6

7

0–32

33–49

50–70

71–89

90–120

OP

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each

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uide

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Year 9 optional science teacher’s guide Tier 4−7_____________________________________________________________________________________________

_____________________________________________________________________________________________

43

Key findings and useful informationThis section provides further support to teachers in making level-related judgementsbased on the outcomes of these tests.

OP

S T

each

er G

uide

MS

Lan

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Tier 4–7

44

Pap

ern

um

ber

Qu

estion

nu

mb

erQ

uestio

nn

ame

Hig

hlig

hted

issue an

d im

plicatio

n(s) fo

r teachin

g an

d learn

ing

Teachin

g su

gg

estion

(s) –if ap

pro

priate

13d

Com

puterm

odelT

his question requires pupils to suggest an advantage of using acom

puter model to carry out the investigation described in the

question instead of doing the experiment in real life. P

ossibleansw

ers for this question include ‘more reliable’, ‘m

ore accurate’ and‘m

ore precise’. These are term

s with w

hich pupils should be familiar.

Clear definitions of these w

ords can be found in the bookT

he Language of Measurem

ent – Terminology used in

school science investigations, an AS

E publication (IS

BN

978 0 86357 424 5). Look at different situations where

pupils are required to use each of these words and

discuss instances where each w

ord is relevant, identifyingw

hy use of the other words w

ould not be scientificallyaccurate.

15f

Huddling

penguinsT

his question asks pupils to suggest why huddling helps a group of

penguins to survive. It requires pupils to apply their scientificunderstanding to a new

situation. Answ

ers such as ‘So they are all

warm

’ are insufficient, as the penguins on the outside of the huddleclearly are not as w

arm as those in the m

iddle, hence why the

penguins take it in turns to go on the outside.This question highlights

the importance of pupils ensuring they com

municate their answ

erseffectively and do not expect the m

arker ‘to know w

hat they mean’.

Look at the difference between living organism

s generatingtheir ow

n body heat, how they are able to keep w

arm and

the process of equalising temperature by w

hich they arekept w

arm in a group.

16b

Solar pow

ertow

erT

his question requires pupils to explain how the m

irrors turning duringthe day m

ake the solar power station m

ore efficient. It is a two-m

arkquestion. In order to be aw

arded the marks pupils need to indicate

that they understand the mirrors turn because the S

un is not in afixed position in the sky. S

econdly, pupils need to show their

understanding that the movem

ent of mirrors m

eans the maxim

umam

ount of light/solar/heat energy is reflected onto the receiver at thetop of the tow

er. When trialled, pupils struggled to obtain the second

marking point –

66 percent of pupils scored at least one mark;

however only 16 percent of pupils scored both m

arks. This question

is a good example of pupils having to apply their know

ledge aboutsunlight and m

ovement of the E

arth to an unfamiliar situation.

Find other exam

ples of unfamiliar situations eg how

asolar pow

er cooker works, and have the pupils w

orktogether to apply their scientific know

ledge. Use flow

diagrams to help pupils w

ork logically through scientificproblem

s to identify each step.

OP

S T

eacher Guide M

S Landscape_M

S_T

estA&

B_S

c_275366 07/12/2010 10:14

Yea

r 9

optio

nal s

cien

ce t

each

er’s

gui

deT

ier

4–7

45

Pap

ern

um

ber

Qu

esti

on

nu

mb

erQ

ues

tio

nn

ame

Hig

hlig

hte

d i

ssu

e an

d i

mp

licat

ion

(s)

for

teac

hin

g a

nd

lea

rnin

gTe

ach

ing

su

gg

esti

on

(s)

–if

ap

pro

pri

ate

16c

Sol

ar p

ower

tow

erT

his

ques

tion

requ

ires

pupi

ls t

o id

entif

y fir

stly

wha

t co

lour

the

pip

es a

tth

e to

p of

the

sol

ar p

ower

sta

tion

shou

ld b

e so

tha

t w

ater

hea

ts u

pqu

ickl

y, a

nd t

hen

to e

xpla

in t

heir

answ

er.

Pup

ils m

ust

answ

er b

oth

part

s of

the

que

stio

n co

rrec

tly in

ord

er t

o be

aw

arde

d on

e m

ark.

Whe

n tr

ialle

d th

e pe

rcen

tage

of

pupi

ls c

orre

ctly

ans

wer

ing

the

first

part

was

73

perc

ent,

but

the

perc

enta

ge a

lso

getti

ng t

he s

econ

d pa

rtco

rrec

t w

as o

nly

10 p

erce

nt.

Whe

n m

arki

ng t

he s

econ

d pa

rtcr

editw

orth

y re

spon

ses

incl

ude:

*will

abs

orb

the

mos

t he

at e

nerg

y o

rra

diat

ion

*abs

orbs

the

mos

t he

at o

ren

ergy

Insu

ffici

ent

resp

onse

s in

clud

e ‘tr

aps

heat

’ and

‘abs

orbs

hea

t’, a

sth

ese

resp

onse

s ar

e to

o va

gue

for

a le

vel 6

ans

wer

. ‘A

bsor

bs h

eat’

isno

n-cr

editw

orth

y as

oth

er c

olou

rs,

in a

dditi

on t

o bl

ack,

abs

orb

heat

;bl

ack,

how

ever

, ab

sorb

s th

e m

ost

heat

. The

sec

ond

part

of

the

ques

tion

addr

esse

s a

pupi

l’s a

bilit

y, w

hen

aske

d to

mak

eco

mpa

rison

s, t

o st

ruct

ure

thei

r re

spon

se u

sing

key

ope

ratin

g w

ords

:le

ast,

mos

t, le

ss,

mor

e.

Whe

n pu

pils

are

inve

stig

atin

g pr

oble

ms

mak

e su

re t

hey

are

give

n op

port

uniti

es t

o di

scus

s an

d re

flect

on

any

findi

ngs

so t

hey

unde

rsta

nd h

ow t

hese

link

to

the

unde

rlyin

g sc

ient

ific

know

ledg

e. F

urth

erm

ore,

it m

ay b

ebe

nefic

ial t

o fo

cus

on a

ctiv

ities

whi

ch r

equi

re p

upils

to

use

oper

atin

g w

ords

: le

ast,

mos

t, le

ss,

mor

e.

16f

Sol

ar p

ower

tow

erT

his

ques

tion

requ

ires

pupi

ls t

o ex

plai

n w

hy s

olar

pow

er s

tatio

ns a

reco

nsid

ered

to

be m

ore

envi

ronm

enta

lly f

riend

ly t

han

coal

bur

ning

pow

er s

tatio

ns.

It di

scrim

inat

ed r

elat

ivel

y w

ell b

etw

een

high

er a

ndlo

wer

abi

lity

pupi

ls w

hen

tria

lled.

How

ever

, a

num

ber

of m

ore

able

pupi

ls s

eem

ed t

o st

rugg

le w

ith t

his

ques

tion.

Thi

s w

as b

ecau

se p

upils

answ

ered

thi

s qu

estio

n w

ith v

ague

ans

wer

s su

ch a

s ‘s

olar

pow

erst

atio

ns d

o no

t po

llute

the

air

’ and

‘coa

l bur

ning

pow

er s

tatio

nspr

oduc

e ha

rmfu

l gas

es’.

In o

rder

to

be a

war

ded

the

mar

k pu

pils

at

leve

l 5 n

eed

to e

xpla

in t

he im

pact

on

the

envi

ronm

ent

expl

icitl

y,sh

owin

g th

eir

scie

ntifi

c un

ders

tand

ing.

For

exa

mpl

e, ‘s

olar

pow

erst

atio

ns d

o no

t pr

oduc

e ca

rbon

dio

xide

’ is

cred

itwor

thy.

Whe

n te

achi

ng a

bout

the

env

ironm

enta

l im

pact

of

burn

ing

foss

il fu

els,

enc

oura

ge p

upils

to

refe

r to

the

spe

cific

gas

espr

oduc

ed e

g ca

rbon

dio

xide

, su

lphu

r di

oxid

e, r

athe

r th

anre

ferr

ing

to t

hem

gen

eric

ally

as

‘pol

lutio

n’.

OP

S T

each

er G

uide

MS

Lan

dsca

pe_M

S_T

estA

&B

_Sc_

2753

66 0

7/12

/201

0 1

0:14

Pag

e 45


satspapers.org


Tier 4–7

44

Pap

ern

um

ber

Qu

estion

nu

mb

erQ

uestio

nn

ame

Hig

hlig

hted

issue an

d im

plicatio

n(s) fo

r teachin

g an

d learn

ing

Teachin

g su

gg

estion

(s) –if ap

pro

priate

13d

Com

puterm

odelT

his question requires pupils to suggest an advantage of using acom

puter model to carry out the investigation described in the

question instead of doing the experiment in real life. P

ossibleansw

ers for this question include ‘more reliable’, ‘m

ore accurate’ and‘m

ore precise’. These are term

s with w

hich pupils should be familiar.

Clear definitions of these w

ords can be found in the bookT

he Language of Measurem

ent – Terminology used in

school science investigations, an AS

E publication (IS

BN

978 0 86357 424 5). Look at different situations where

pupils are required to use each of these words and

discuss instances where each w

ord is relevant, identifyingw

hy use of the other words w

ould not be scientificallyaccurate.

15f

Huddling

penguinsT

his question asks pupils to suggest why huddling helps a group of

penguins to survive. It requires pupils to apply their scientificunderstanding to a new

situation. Answ

ers such as ‘So they are all

warm

’ are insufficient, as the penguins on the outside of the huddleclearly are not as w

arm as those in the m

iddle, hence why the

penguins take it in turns to go on the outside.This question highlights

the importance of pupils ensuring they com

municate their answ

erseffectively and do not expect the m

arker ‘to know w

hat they mean’.

Look at the difference between living organism

s generatingtheir ow

n body heat, how they are able to keep w

arm and

the process of equalising temperature by w

hich they arekept w

arm in a group.

16b

Solar pow

ertow

erT

his question requires pupils to explain how the m

irrors turning duringthe day m

ake the solar power station m

ore efficient. It is a two-m

arkquestion. In order to be aw

arded the marks pupils need to indicate

that they understand the mirrors turn because the S

un is not in afixed position in the sky. S

econdly, pupils need to show their

understanding that the movem

ent of mirrors m

eans the maxim

umam

ount of light/solar/heat energy is reflected onto the receiver at thetop of the tow

er. When trialled, pupils struggled to obtain the second

marking point –

66 percent of pupils scored at least one mark;

however only 16 percent of pupils scored both m

arks. This question

is a good example of pupils having to apply their know

ledge aboutsunlight and m

ovement of the E

arth to an unfamiliar situation.

Find other exam

ples of unfamiliar situations eg how

asolar pow

er cooker works, and have the pupils w

orktogether to apply their scientific know

ledge. Use flow

diagrams to help pupils w

ork logically through scientificproblem

s to identify each step.

OP

S T

eacher Guide M

S Landscape_M

S_T

estA&

B_S

c_275366 07/12/2010 10:14 Page 44

Yea

r 9

optio

nal s

cien

ce t

each

er’s

gui

deT

ier

4–7

45

Pap

ern

um

ber

Qu

esti

on

nu

mb

erQ

ues

tio

nn

ame

Hig

hlig

hte

d i

ssu

e an

d i

mp

licat

ion

(s)

for

teac

hin

g a

nd

lea

rnin

gTe

ach

ing

su

gg

esti

on

(s)

–if

ap

pro

pri

ate

16c

Sol

ar p

ower

tow

erT

his

ques

tion

requ

ires

pupi

ls t

o id

entif

y fir

stly

wha

t co

lour

the

pip

es a

tth

e to

p of

the

sol

ar p

ower

sta

tion

shou

ld b

e so

tha

t w

ater

hea

ts u

pqu

ickl

y, a

nd t

hen

to e

xpla

in t

heir

answ

er.

Pup

ils m

ust

answ

er b

oth

part

s of

the

que

stio

n co

rrec

tly in

ord

er t

o be

aw

arde

d on

e m

ark.

Whe

n tr

ialle

d th

e pe

rcen

tage

of

pupi

ls c

orre

ctly

ans

wer

ing

the

first

part

was

73

perc

ent,

but

the

perc

enta

ge a

lso

getti

ng t

he s

econ

d pa

rtco

rrec

t w

as o

nly

10 p

erce

nt.

Whe

n m

arki

ng t

he s

econ

d pa

rtcr

editw

orth

y re

spon

ses

incl

ude:

*will

abs

orb

the

mos

t he

at e

nerg

y o

rra

diat

ion

*abs

orbs

the

mos

t he

at o

ren

ergy

Insu

ffici

ent

resp

onse

s in

clud

e ‘tr

aps

heat

’ and

‘abs

orbs

hea

t’, a

sth

ese

resp

onse

s ar

e to

o va

gue

for

a le

vel 6

ans

wer

. ‘A

bsor

bs h

eat’

isno

n-cr

editw

orth

y as

oth

er c

olou

rs,

in a

dditi

on t

o bl

ack,

abs

orb

heat

;bl

ack,

how

ever

, ab

sorb

s th

e m

ost

heat

. The

sec

ond

part

of

the

ques

tion

addr

esse

s a

pupi

l’s a

bilit

y, w

hen

aske

d to

mak

eco

mpa

rison

s, t

o st

ruct

ure

thei

r re

spon

se u

sing

key

ope

ratin

g w

ords

:le

ast,

mos

t, le

ss,

mor

e.

Whe

n pu

pils

are

inve

stig

atin

g pr

oble

ms

mak

e su

re t

hey

are

give

n op

port

uniti

es t

o di

scus

s an

d re

flect

on

any

findi

ngs

so t

hey

unde

rsta

nd h

ow t

hese

link

to

the

unde

rlyin

g sc

ient

ific

know

ledg

e. F

urth

erm

ore,

it m

ay b

ebe

nefic

ial t

o fo

cus

on a

ctiv

ities

whi

ch r

equi

re p

upils

to

use

oper

atin

g w

ords

: le

ast,

mos

t, le

ss,

mor

e.

16f

Sol

ar p

ower

tow

erT

his

ques

tion

requ

ires

pupi

ls t

o ex

plai

n w

hy s

olar

pow

er s

tatio

ns a

reco

nsid

ered

to

be m

ore

envi

ronm

enta

lly f

riend

ly t

han

coal

bur

ning

pow

er s

tatio

ns.

It di

scrim

inat

ed r

elat

ivel

y w

ell b

etw

een

high

er a

ndlo

wer

abi

lity

pupi

ls w

hen

tria

lled.

How

ever

, a

num

ber

of m

ore

able

pupi

ls s

eem

ed t

o st

rugg

le w

ith t

his

ques

tion.

Thi

s w

as b

ecau

se p

upils

answ

ered

thi

s qu

estio

n w

ith v

ague

ans

wer

s su

ch a

s ‘s

olar

pow

erst

atio

ns d

o no

t po

llute

the

air

’ and

‘coa

l bur

ning

pow

er s

tatio

nspr

oduc

e ha

rmfu

l gas

es’.

In o

rder

to

be a

war

ded

the

mar

k pu

pils

at

leve

l 5 n

eed

to e

xpla

in t

he im

pact

on

the

envi

ronm

ent

expl

icitl

y,sh

owin

g th

eir

scie

ntifi

c un

ders

tand

ing.

For

exa

mpl

e, ‘s

olar

pow

erst

atio

ns d

o no

t pr

oduc

e ca

rbon

dio

xide

’ is

cred

itwor

thy.

Whe

n te

achi

ng a

bout

the

env

ironm

enta

l im

pact

of

burn

ing

foss

il fu

els,

enc

oura

ge p

upils

to

refe

r to

the

spe

cific

gas

espr

oduc

ed e

g ca

rbon

dio

xide

, su

lphu

r di

oxid

e, r

athe

r th

anre

ferr

ing

to t

hem

gen

eric

ally

as

‘pol

lutio

n’.

OP

S T

each

er G

uide

MS

Lan

dsca

pe_M

S_T

estA

&B

_Sc_

2753

66 0

7/12

/201

0 1

0:14

Pag

e 45


satspapers.org


Tier 4–7

46

Pap

ern

um

ber

Qu

estion

nu

mb

erQ

uestio

nn

ame

Hig

hlig

hted

issue an

d im

plicatio

n(s) fo

r teachin

g an

d learn

ing

Teachin

g su

gg

estion

(s) –if ap

pro

priate

18a

Spirogyra

This question requires pupils to m

atch the name of a plant cell part to

its correct description. When trialled the num

ber of pupils able toachieve tw

o marks w

as much low

er than those achieving one mark.

This is because pupils seem

ed to struggle to distinguish between the

cell mem

brane and cell wall, and often got these m

ixed up. For

example, 45 percent of pupils selected the correct answ

er of ‘allows

substances in and out of the cell’ for the mem

brane, but 19 percentselected the incorrect answ

er of ‘helps to give the cell shape andsupports it’. T

his highlights that pupils are confused by the function ofthe cell w

all and cell mem

brane.

Have pupils m

ake a model plant and anim

al cell, so theycan label the different parts w

ith the correct names and

functions. Make com

parisons between the greater rigidity

of plant cells, which have a cell w

all, and animal cells

which don’t.

18b

Spirogyra

This tw

o-mark question asks pupils to identify the reactants in

photosynthesis by completing a w

ord equation. When trialled quite a

large proportion of pupils gave ‘energy’ or ‘sunlight’ as one of theansw

ers, identifying a comm

on mistake som

e pupils make. A

much

smaller proportion identified ‘chloroplasts’ or ‘chlorophyll’.

Help pupils to understand the chem

ical process ofphotosynthesis by having them

think about the reactantsand products individually in term

s of where they com

e fromor w

hat their role in photosynthesis is. Teachers should beencouraged to highlight that chlorophyll sits over the arrowand is not part of the reaction, but w

orks as a catalyst.

19b

iiS

peedcam

eraT

his question requires pupils to use the information provided in the

table to calculate the average speed of a car for the total journeyfrom

Birm

ingham to London. T

his is a two-m

ark question: one mark

for the correct answer, and one m

ark for the correct units. When

answering this question, pupils often focus on the w

ord ‘average’ inthe question rather than spending their tim

e interrogating thequestion and the w

ords involved, eg total.

Give pupils challenging questions w

here time is needed in

order to gauge what the question is really asking. Teach

pupils techniques which allow

them to break dow

nquestions, allow

them to interrogate w

hat is being askedfor, and access relevant signposts in questions, such asw

ords in bold.

OP

S T

eacher Guide M

S Landscape_M

S_T

estA&

B_S

c_275366 07/12/2010 10:14

Yea

r 9

optio

nal s

cien

ce t

each

er’s

gui

deT

ier

4–7

47

Pap

ern

um

ber

Qu

esti

on

nu

mb

erQ

ues

tio

nn

ame

Hig

hlig

hte

d i

ssu

e an

d i

mp

licat

ion

(s)

for

teac

hin

g a

nd

lea

rnin

gTe

ach

ing

su

gg

esti

on

(s)

–if

ap

pro

pri

ate

23c

iiH

ydra

ngea

sT

his

ques

tion

requ

ires

pupi

ls t

o su

gges

t w

hat

coul

d be

don

e to

chan

ge t

he p

H o

f so

il fr

om p

H 5

.5 t

o be

twee

n pH

6.0

and

pH

7.0

, so

sunf

low

ers

can

grow

at

thei

r be

st.

Whe

n tr

ialle

d si

mila

r nu

mbe

rs o

fpu

pils

wor

king

at

both

leve

l 6 a

nd le

vel 7

ans

wer

ed t

his

ques

tion

corr

ectly

– t

his

is u

nusu

al,

as p

upils

wor

king

at

leve

l 7 w

ould

nor

mal

lybe

exp

ecte

d to

per

form

bet

ter.

It w

as n

oted

dur

ing

the

mar

king

of

this

ques

tion

that

a n

umbe

r of

pup

ils g

ave

a co

mm

on in

corr

ect

answ

er o

f‘v

ineg

ar’ o

r ‘a

cid’

. T

his

high

light

s th

at s

ome

pupi

ls a

re c

onfu

sed

byho

w t

he p

H s

cale

wor

ks,

and

do n

ot u

nder

stan

d th

at p

H 6

is le

ssac

idic

tha

n pH

5.5

, or

tha

t in

ord

er t

o m

ake

the

pH le

ss a

cidi

c yo

une

ed t

o ad

d an

alk

ali.

Ano

ther

com

mon

inco

rrec

t an

swer

giv

en b

yso

me

pupi

ls w

as w

ater

. P

upils

giv

ing

this

ans

wer

are

eith

er t

hink

ing

gene

rally

abo

ut w

hat

plan

ts n

eed

to g

row

wel

l, an

d ar

e no

tco

nsid

erin

g th

e in

fluen

ce o

f th

e pH

of

the

soil

on p

lant

gro

wth

, or

are

perh

aps

unde

r th

e im

pres

sion

tha

t th

e pH

num

ber

is d

ilute

d (g

ets

low

er)

by a

ddin

g w

ater

.

It m

ay b

e be

nefic

ial t

o fo

cus

som

e at

tent

ion

on h

ow t

he p

Hsc

ale

wor

ks b

y de

visi

ng s

impl

e ru

les

(eg

'add

aci

d an

d th

epH

num

ber

gets

sm

alle

r; a

dd a

lkal

i and

the

pH

num

ber

gets

big

ger')

, an

d te

stin

g th

e ru

les

by lo

okin

g at

the

effe

ct,

on p

H,

of a

ddin

g an

alk

ali t

o an

aci

d, a

nd v

ice

vers

a, a

ndal

so o

f ad

ding

wat

er.

Pup

ils c

ould

ref

er t

o th

e pH

sca

le t

ore

spon

d to

a r

ange

of

ques

tions

dev

ised

to

dem

onst

rate

thei

r un

ders

tand

ing;

for

exa

mpl

e, ‘p

H o

f so

lutio

n X

sta

rts

atpH

8.0

. A p

upil

adds

an

acid

. W

hat

will

hap

pen

to t

he p

H?’

27d

i, 7d

iiS

pace

elev

ator

The

se q

uest

ions

rel

ate

to o

ne a

noth

er a

nd r

equi

re p

upils

to

pres

ent

both

sid

es o

f an

arg

umen

t. W

hen

tria

lled

pupi

ls w

ere

able

to

answ

erpa

rt d

i, w

hich

was

abo

ut t

he p

ossi

ble

bene

fits

of c

ount

ries

wor

king

toge

ther

to

prod

uce

a sp

ace

lift.

How

ever

, pu

pils

str

uggl

ed w

ith p

art

dii,

whi

ch r

equi

red

them

to

iden

tify

pote

ntia

l pro

blem

s. T

he c

rux

ofth

is q

uest

ion

is a

pup

il’s

abili

ty t

o st

ruct

ure

thei

r re

spon

se t

o co

mpa

rean

d co

ntra

st t

wo

posi

tions

.

Pro

vide

pup

ils w

ith t

opic

al is

sues

whi

ch r

equi

re t

hem

to

com

pare

and

con

tras

t tw

o po

sitio

ns.

Dis

cuss

the

bes

tap

proa

ch t

o st

ruct

ure

thei

r re

spon

se.

29g

Dia

mon

dsT

his

ques

tion

requ

ires

pupi

ls t

o id

entif

y w

heth

er s

olid

iron

wou

ld s

ink

or f

loat

in li

quid

iron

and

the

n to

exp

lain

why

. B

oth

a ch

oice

and

expl

anat

ion

wer

e re

quire

d fo

r on

e m

ark.

Pup

ils f

ound

thi

s qu

estio

nve

ry c

halle

ngin

g bu

t it

did

disc

rimin

ate

very

wel

l bet

wee

n th

e m

ost

able

pup

ils in

the

tria

l, w

ith 3

7 pe

rcen

t ab

le t

o id

entif

y th

at t

he ir

onw

ould

flo

at,

but

only

6 p

erce

nt a

ble

to e

xpla

in w

hy.

Den

sity

is a

ver

ydi

fficu

lt co

ncep

t at

key

sta

ge 3

. Thi

s qu

estio

n as

ks p

upils

to

appl

yth

eir

know

ledg

e of

den

sity

, an

d as

sess

es a

n im

port

ant

area

of

the

2008

Pro

gram

me

of S

tudy

whi

ch h

as n

ot b

een

test

ed m

uch

prev

ious

ly.

Pro

vide

pup

ils w

ith e

xam

ples

of

diffe

rent

mat

eria

ls e

g a

rock

and

a c

rum

pled

pie

ce o

f pa

per

of t

he s

ame

size

, an

ddi

scus

s di

ffere

nces

in d

ensi

ty.

Oth

er e

xam

ples

cou

ld b

e a

poly

styr

ene

cup

and

a ce

ram

ic c

up. A

sk t

he p

upils

to

iden

tify

the

mos

t an

d le

ast

dens

e m

ater

ials

. T

his

coul

dth

en le

ad in

to a

dis

cuss

ion

abou

t oi

l spi

lls a

nd w

hat

happ

ens

whe

n an

oil

tank

er/o

il rig

leak

s in

the

oce

an –

the

oil f

loat

s on

the

wat

er s

ince

it is

less

den

se,

and

this

prov

ides

som

e op

port

unity

to

clea

n up

the

oil

spill

s by

skim

min

g th

e oi

l fro

m t

he s

urfa

ce o

f th

e w

ater

.

OP

S T

each

er G

uide

MS

Lan

dsca

pe_M

S_T

estA

&B

_Sc_

2753

66 0

7/12

/201

0 1

0:14

Pag

e 47


satspapers.org


Tier 4–7

46

Pap

ern

um

ber

Qu

estion

nu

mb

erQ

uestio

nn

ame

Hig

hlig

hted

issue an

d im

plicatio

n(s) fo

r teachin

g an

d learn

ing

Teachin

g su

gg

estion

(s) –if ap

pro

priate

18a

Spirogyra

This question requires pupils to m

atch the name of a plant cell part to

its correct description. When trialled the num

ber of pupils able toachieve tw

o marks w

as much low

er than those achieving one mark.

This is because pupils seem

ed to struggle to distinguish between the

cell mem

brane and cell wall, and often got these m

ixed up. For

example, 45 percent of pupils selected the correct answ

er of ‘allows

substances in and out of the cell’ for the mem

brane, but 19 percentselected the incorrect answ

er of ‘helps to give the cell shape andsupports it’. T

his highlights that pupils are confused by the function ofthe cell w

all and cell mem

brane.

Have pupils m

ake a model plant and anim

al cell, so theycan label the different parts w

ith the correct names and

functions. Make com

parisons between the greater rigidity

of plant cells, which have a cell w

all, and animal cells

which don’t.

18b

Spirogyra

This tw

o-mark question asks pupils to identify the reactants in

photosynthesis by completing a w

ord equation. When trialled quite a

large proportion of pupils gave ‘energy’ or ‘sunlight’ as one of theansw

ers, identifying a comm

on mistake som

e pupils make. A

much

smaller proportion identified ‘chloroplasts’ or ‘chlorophyll’.

Help pupils to understand the chem

ical process ofphotosynthesis by having them

think about the reactantsand products individually in term

s of where they com

e fromor w

hat their role in photosynthesis is. Teachers should beencouraged to highlight that chlorophyll sits over the arrowand is not part of the reaction, but w

orks as a catalyst.

19b

iiS

peedcam

eraT

his question requires pupils to use the information provided in the

table to calculate the average speed of a car for the total journeyfrom

Birm

ingham to London. T

his is a two-m

ark question: one mark

for the correct answer, and one m

ark for the correct units. When

answering this question, pupils often focus on the w

ord ‘average’ inthe question rather than spending their tim

e interrogating thequestion and the w

ords involved, eg total.

Give pupils challenging questions w

here time is needed in

order to gauge what the question is really asking. Teach

pupils techniques which allow

them to break dow

nquestions, allow

them to interrogate w

hat is being askedfor, and access relevant signposts in questions, such asw

ords in bold.

OP

S T

eacher Guide M

S Landscape_M

S_T

estA&

B_S

c_275366 07/12/2010 10:14 Page 46

Yea

r 9

optio

nal s

cien

ce t

each

er’s

gui

deT

ier

4–7

47

Pap

ern

um

ber

Qu

esti

on

nu

mb

erQ

ues

tio

nn

ame

Hig

hlig

hte

d i

ssu

e an

d i

mp

licat

ion

(s)

for

teac

hin

g a

nd

lea

rnin

gTe

ach

ing

su

gg

esti

on

(s)

–if

ap

pro

pri

ate

23c

iiH

ydra

ngea

sT

his

ques

tion

requ

ires

pupi

ls t

o su

gges

t w

hat

coul

d be

don

e to

chan

ge t

he p

H o

f so

il fr

om p

H 5

.5 t

o be

twee

n pH

6.0

and

pH

7.0

, so

sunf

low

ers

can

grow

at

thei

r be

st.

Whe

n tr

ialle

d si

mila

r nu

mbe

rs o

fpu

pils

wor

king

at

both

leve

l 6 a

nd le

vel 7

ans

wer

ed t

his

ques

tion

corr

ectly

– t

his

is u

nusu

al,

as p

upils

wor

king

at

leve

l 7 w

ould

nor

mal

lybe

exp

ecte

d to

per

form

bet

ter.

It w

as n

oted

dur

ing

the

mar

king

of

this

ques

tion

that

a n

umbe

r of

pup

ils g

ave

a co

mm

on in

corr

ect

answ

er o

f‘v

ineg

ar’ o

r ‘a

cid’

. T

his

high

light

s th

at s

ome

pupi

ls a

re c

onfu

sed

byho

w t

he p

H s

cale

wor

ks,

and

do n

ot u

nder

stan

d th

at p

H 6

is le

ssac

idic

tha

n pH

5.5

, or

tha

t in

ord

er t

o m

ake

the

pH le

ss a

cidi

c yo

une

ed t

o ad

d an

alk

ali.

Ano

ther

com

mon

inco

rrec

t an

swer

giv

en b

yso

me

pupi

ls w

as w

ater

. P

upils

giv

ing

this

ans

wer

are

eith

er t

hink

ing

gene

rally

abo

ut w

hat

plan

ts n

eed

to g

row

wel

l, an

d ar

e no

tco

nsid

erin

g th

e in

fluen

ce o

f th

e pH

of

the

soil

on p

lant

gro

wth

, or

are

perh

aps

unde

r th

e im

pres

sion

tha

t th

e pH

num

ber

is d

ilute

d (g

ets

low

er)

by a

ddin

g w

ater

.

It m

ay b

e be

nefic

ial t

o fo

cus

som

e at

tent

ion

on h

ow t

he p

Hsc

ale

wor

ks b

y de

visi

ng s

impl

e ru

les

(eg

'add

aci

d an

d th

epH

num

ber

gets

sm

alle

r; a

dd a

lkal

i and

the

pH

num

ber

gets

big

ger')

, an

d te

stin

g th

e ru

les

by lo

okin

g at

the

effe

ct,

on p

H,

of a

ddin

g an

alk

ali t

o an

aci

d, a

nd v

ice

vers

a, a

ndal

so o

f ad

ding

wat

er.

Pup

ils c

ould

ref

er t

o th

e pH

sca

le t

ore

spon

d to

a r

ange

of

ques

tions

dev

ised

to

dem

onst

rate

thei

r un

ders

tand

ing;

for

exa

mpl

e, ‘p

H o

f so

lutio

n X

sta

rts

atpH

8.0

. A p

upil

adds

an

acid

. W

hat

will

hap

pen

to t

he p

H?’

27d

i, 7d

iiS

pace

elev

ator

The

se q

uest

ions

rel

ate

to o

ne a

noth

er a

nd r

equi

re p

upils

to

pres

ent

both

sid

es o

f an

arg

umen

t. W

hen

tria

lled

pupi

ls w

ere

able

to

answ

erpa

rt d

i, w

hich

was

abo

ut t

he p

ossi

ble

bene

fits

of c

ount

ries

wor

king

toge

ther

to

prod

uce

a sp

ace

lift.

How

ever

, pu

pils

str

uggl

ed w

ith p

art

dii,

whi

ch r

equi

red

them

to

iden

tify

pote

ntia

l pro

blem

s. T

he c

rux

ofth

is q

uest

ion

is a

pup

il’s

abili

ty t

o st

ruct

ure

thei

r re

spon

se t

o co

mpa

rean

d co

ntra

st t

wo

posi

tions

.

Pro

vide

pup

ils w

ith t

opic

al is

sues

whi

ch r

equi

re t

hem

to

com

pare

and

con

tras

t tw

o po

sitio

ns.

Dis

cuss

the

bes

tap

proa

ch t

o st

ruct

ure

thei

r re

spon

se.

29g

Dia

mon

dsT

his

ques

tion

requ

ires

pupi

ls t

o id

entif

y w

heth

er s

olid

iron

wou

ld s

ink

or f

loat

in li

quid

iron

and

the

n to

exp

lain

why

. B

oth

a ch

oice

and

expl

anat

ion

wer

e re

quire

d fo

r on

e m

ark.

Pup

ils f

ound

thi

s qu

estio

nve

ry c

halle

ngin

g bu

t it

did

disc

rimin

ate

very

wel

l bet

wee

n th

e m

ost

able

pup

ils in

the

tria

l, w

ith 3

7 pe

rcen

t ab

le t

o id

entif

y th

at t

he ir

onw

ould

flo

at,

but

only

6 p

erce

nt a

ble

to e

xpla

in w

hy.

Den

sity

is a

ver

ydi

fficu

lt co

ncep

t at

key

sta

ge 3

. Thi

s qu

estio

n as

ks p

upils

to

appl

yth

eir

know

ledg

e of

den

sity

, an

d as

sess

es a

n im

port

ant

area

of

the

2008

Pro

gram

me

of S

tudy

whi

ch h

as n

ot b

een

test

ed m

uch

prev

ious

ly.

Pro

vide

pup

ils w

ith e

xam

ples

of

diffe

rent

mat

eria

ls e

g a

rock

and

a c

rum

pled

pie

ce o

f pa

per

of t

he s

ame

size

, an

ddi

scus

s di

ffere

nces

in d

ensi

ty.

Oth

er e

xam

ples

cou

ld b

e a

poly

styr

ene

cup

and

a ce

ram

ic c

up. A

sk t

he p

upils

to

iden

tify

the

mos

t an

d le

ast

dens

e m

ater

ials

. T

his

coul

dth

en le

ad in

to a

dis

cuss

ion

abou

t oi

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satspapers.org

QCDA/11/4599/4600 (Pupil pack)© Qualifications and Curriculum Development Agency 2011 QCDA/11/4598 (Teacher pack) 201024

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