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Science - Key Stage 3
Science - Key Stage 3
Name:
_
Science, stage 4
_______________________
Class:
_
_______________________
Date:
_
Time: 82 minutes
Comments:
Page 1 of 53
Q1.
The diagram shows a strawberry plant. Four organs of the plant are labelled A to D.
Write the names of organs A to D in the correct spaces in the table.
Write the function or job of each organ next to its name.
A
B
C
Page 2 of 53
D
4 marks
Q2.
The table gives information about solutions of three different salts in water.
(a) Which two solutions when mixed together could form a neutral solution?
............................................................................................................
1 mark
............................................................................................................
1 mark
1. ............................................................
2. ............................................................
3. ............................................................
1 mark
Maximum 4 marks
Q3.
The diagram shows a cyclist at different positions as he cycles over a humpback bridge.
Page 3 of 53
(a) (i) Where does the cyclist have the most kinetic energy?
Tick the correct box.
1 mark
(ii) Where does the cyclist have the most potential energy?
Tick the correct box.
1 mark
(iii) Where does the cyclist have the least potential energy?
Tick the correct box.
1 mark
(b) The cyclist used some energy to cycle over the bridge. Where was this energy
transferred to by the time the cyclist reached position D?
....................................................................................................................
1 mark
Maximum 4 marks
Q4.
Andrew put his rabbit’s cage on the grass.
Page 4 of 53
A week later, the grass under the cage had turned yellow.
(a) Give one reason why the grass had turned yellow.
......................................................................................................................
......................................................................................................................
1 mark
(b) Andrew wanted to test why the grass had turned yellow. He put two sheets of
plastic just above another patch of grass. One sheet was black and the other
sheet was clear.
A week later, the grass under the black sheet was yellow. The grass under the clear
sheet was green.
(i) Explain why he used the clear plastic sheet as well as the black sheet.
............................................................................................................
............................................................................................................
1 mark
(ii) Andrew left the black sheet there for several more weeks.
What happened to the grass under it?
............................................................................................................
............................................................................................................
1 mark
(c) Tick the boxes by two things which both rabbits and grass plants can do.
they eat
Page 5 of 53
they grow
they reproduce
Q5.
The diagram shows a family tree in which some members of the family had a hereditary
disease. The disease is caused by a dominant allele.
(a) In the questions below, use G to represent the dominant allele for the disease, and
g to represent the normal allele.
.............................................................................................................
1 mark
.............................................................................................................
Page 6 of 53
.............................................................................................................
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2 marks
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1 mark
.............................................................................................................
.............................................................................................................
1 mark
(c) Person 10 died soon after birth. What is the possibility that he would have
developed the disease if he had survived?
......................................................................................................................
1 mark
.............................................................................................................
.............................................................................................................
1 mark
.............................................................................................................
1 mark
Maximum 8 marks
Q6.
The diagrams represent the way 'atoms' are arranged in six chemical substances.
Each 'atom' is represented by a circle.
The 'atoms' are labelled with their chemical symbols.
Page 7 of 53
.............................................................................................................
1 mark
.............................................................................................................
.............................................................................................................
1 mark
(b) Give the formulae of two of the compounds represented in the diagrams.
1. .................................................................................................................
2. .................................................................................................................
2 marks
......................................................................................................................
1 mark
Page 8 of 53
(d) Give the names of the chemical elements whose atoms can be represented by the
following symbols.
C ......................................................................................................................
Cl ......................................................................................................................
Cu .....................................................................................................................
3 marks
Maximum 8 marks
Q7.
The diagram shows four different layers of sedimentary rock in a cliff.
......................................................................................................................
1 mark
(c) Rocks are put into groups according to the way they are formed. The groups are
igneous, metamorphic and sedimentary.
............................................................................................................
1 mark
............................................................................................................
1 mark
Maximum 5 marks
Page 9 of 53
Q8.
The diagram shows the Sun and the orbits of the five inner planets.
The distances (but not the sizes of the Sun and Jupiter) are to scale.
(a) On the diagram, draw a dot to show the Earth’s position when Earth and Jupiter
are moving parallel to each other and in the same direction.
Label the dot E.
1 mark
(b) As Jupiter moves in its orbit, it appears to move across the pattern of stars in the
background.
When Jupiter and the Earth are moving parallel to each other, Jupiter appears to
move backwards across the pattern of stars. Explain why.
……….………………………………………………………………………………
……….………………………………………………………………………………
1 mark
(c) The light from the Sun takes about 8.3 minutes to reach the Earth.
Using the diagram above, estimate how long it takes for light to travel from Jupiter
to the Earth when they are the shortest possible distance apart. Show your working.
Page 10 of 53
……….………………………………………………………………………………
……….………………………………………………………………………………
……….………………………………………………………………………………
2 marks
Maximum 4 marks
Q9.
A team of geologists drilled a deep hole in a search for oil. The table shows the main
layers of rock they drilled through.
order of layers rock origin
(a) The schist was formed by a process of crystallisation. Give the names of two other
rocks in the table which were also formed by crystallisation.
……….………………………………………………………………………………
……….………………………………………………………………………………
2 marks
(c) The basalt was formed from lava and not from an intrusion of magma into the
sandstone.
layer 3 ……….………………………………………………………………
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layer 5 ……….………………………………………………………………
1 mark
(ii) If layer 4 had been formed as an intrusion, what effect would it have had on
rock layers 3 and 5?
…………………………………………………………………………………
1 mark
Maximum 5 marks
Q10.
The diagrams show two plant cells.
not to scale
cell X …………………………
1 mark
cell Y …………………………
1 mark
……………………………………
1 mark
……………
1 mark
…………………………………………………………………………………
…………………………………………………………………………………
1 mark
(d) (i) How can you tell from the diagram that photosynthesis cannot take place
in cell Y?
Page 12 of 53
…………………………………………………………………………………
…………………………………………………………………………………
1 mark
egestion
fertilisation
pollination
respiration
1 mark
Maximum 7 marks
Q11.
The card shows the amounts of fat and fibre in some types of food and drink from a café.
Page 13 of 53
(a) From the card above, choose a meal consisting of a burger, a drink and some
potato, to give:
type of burger
Page 14 of 53
type of potato
(b) Draw a line from each nutrient to the main reason why it is needed.
Draw only four lines.
Q12.
The drawings show a weightlifter. The stages in weightlifting are labelled A, B, C, D and E.
As the weights were lifted up, energy was transferred from
the man to the weights. This energy had been stored as
Page 15 of 53
as chemical energy as elastic energy
as gravitational potential
as kinetic energy energy
1 mark
(i) In stage D, as the weights were falling, the energy was transferred
(ii) In stage E, as the weights hit the floor, the energy was transferred
Q13.
Almost 200 years ago, an important investigation into plant growth was carried out.
George Sinclair, the Duke of Bedford’s head gardener, planted seeds in 242 plots of land,
each four feet square.
.....................................................................................................................
.....................................................................................................................
1 mark
(b) Why did Sinclair use many plots rather than just two?
.....................................................................................................................
.....................................................................................................................
1 mark
(c) What two factors are named in Darwin’s conclusion as the measurable outcomes in
the investigation?
(These are the dependent variables.)
1. .................................................................................................................
2. .................................................................................................................
Page 16 of 53
1 mark
.....................................................................................................................
1 mark
Suggest one reason why these soil tests were helpful to the interpretation of the
results of the investigation.
.....................................................................................................................
.....................................................................................................................
1 mark
(f) Give one reason why several different species of grass in a plot produced a greater
mass of plant material than a single species in a plot.
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
1 mark
maximum 6 marks
Q14.
Page 17 of 53
Plan an investigation you could carry out in the school laboratory to test the claim that
flowers from modified plants last for much longer than flowers from unmodified plants.
You will be provided with flowers from modified plants and from unmodified plants.
• the one factor you will change as you carry out your investigation;
(This is the independent variable.)
• the factor you will measure;
(This is the dependent variable.)
• one of the factors you should control to ensure a fair test;
• the time scale for the investigation.
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
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Page 18 of 53
.....................................................................................................................
.....................................................................................................................
maximum 4 marks
Q15.
Part of the reactivity series of metals is shown below.
most reactive potassium
sodium
magnesium
aluminium
iron
lead
......................................................................................................................
......................................................................................................................
1 mark
Use the reactivity series to predict whether a displacement reaction would take
place.
Write yes or no in the second column and give the reason for your decision.
Does a displacement
pairs of chemicals reaction take place? reason
yes or no
Page 19 of 53
2 marks
(c) Dan wanted to find out where zinc should be placed in the reactivity series.
(i) What tests should Dan do to find the correct position of zinc in the reactivity
series?
.............................................................................................................
.............................................................................................................
.............................................................................................................
1 mark
(ii) How would Dan use his test results to decide where to put zinc in the
reactivity series?
.............................................................................................................
.............................................................................................................
.............................................................................................................
1 mark
maximum 5 marks
Q16.
Table 1 below shows the colour of universal indicator in acidic, neutral and alkaline
solutions.
acidic neutral alkaline
colour of dark
red orange yellow green blue purple
indicator blue
table 1
Milk green
lemonade orange
water green
Page 20 of 53
table 2
.............................................................................................................
1 mark
.............................................................................................................
1 mark
................................................................
1 mark
.............................................................................................................
1 mark
(c) Ramy mixed an acid with an alkali and tested the mixture with the indicator
solution.
The indicator solution turned green.
What is the name of the reaction between an acid and an alkali?
Tick the correct box.
condensation
crystallisation
Page 21 of 53
evaporation
neutralisation
1 mark
maximum 5 marks
Q17.
(a) Sita made a model of three parts of the solar system, the Sun, Earth and Moon.
She used a marble, a torch and a tennis ball.
Draw a line from each part of the solar system to the object she used.
2 marks
(b) The table below shows the order of some of the planets in our solar system.
Complete the table to show the positions of the Earth, Neptune and the Sun.
Page 22 of 53
2 marks
not to scale
...................................................................................................................
...................................................................................................................
(ii) Which force keeps the satellite in orbit around the Earth?
Tick the correct box.
Q18.
The drawing shows a toy shark. Magnets X and Y make the shark ‘float’
above the plastic base.
Page 23 of 53
(a) On magnet X, write the letters N and S to label the poles of the magnet.
1 mark
(b) (i) Choose a word from the list below to complete the sentence.
The toy shark ‘floats’ because the magnets ....................................... each
other.
1 mark
(ii) Sophie pressed down on the tail of the shark with her finger.
What happened to the shark when she removed her finger?
.............................................................................................................
1 mark
(c) Sophie added weights to the toy shark and measured the distance between the
two magnets.
Her results are shown below.
weight added to distance between
the toy shark (N) the magnets (mm)
0.1 6
0.2 4
0.3 3
As the weight on the toy shark increased, the distance between the magnets
.......................................
1 mark
(d) Sophie turned the magnet in the plastic base the other way up.
Page 24 of 53
......................................................................................................................
1 mark
maximum 5 marks
Q19.
The drawing below shows a space buggy on the surface of Mars.
(a) The distance between Earth and Mars is 192 000 000 km.
It took a spacecraft 200 days to take the buggy from Earth to Mars.
.........................................................................................................................
.........................................................................................................................
2 marks
(b) The weight of the buggy was 105 N on Earth and 40 N on Mars.
Why was the weight of the buggy less on Mars than on Earth?
.........................................................................................................................
.........................................................................................................................
1 mark
The solar panels generate less electrical energy on Mars than on Earth.
.........................................................................................................................
.........................................................................................................................
1 mark
Page 25 of 53
Calculate the pressure exerted by the buggy on the surface of Mars.
.........................................................................................................................
.........................................................................................................................
2 marks
maximum 6 marks
Q20.
An alloy is a mixture of elements.
The table shows the mass of each element present in 100 g of five different alloys,
bronze, solder, steel, stainless steel and brass.
mass of each element in 100 g of alloy
alloy lead tin copper zinc carbon iron chromium nickel
(g) (g) (g) (g) (g) (g) (g) (g)
bronze 4 95 1
solder 62 38
steel 1 99
stainless 70 20 10
steel
brass 67 33
(a) Which alloy in the table above contains an element which is a non-metal?
.............................................................
1 mark
(b) Which two alloys in the table contain only two metals?
(c) Another alloy called nichrome contains only the elements chromium and nickel.
100 g of nichrome contains 20 g of chromium.
……… g
1 mark
...............................................................................................................
...............................................................................................................
Page 26 of 53
1 mark
.............................................................
1 mark
maximum 5 marks
Q21.
The drawings show six objects made from different materials.
not to scale
The objects are made from materials that are all types of ...........................
1 mark
All the materials are good conductors of electricity and ...............................
1 mark
(b) From the drawings above give one object that could rust.
......................................................................................................................
1 mark
(c) The drawing below shows part of an electric cable and a plug.
(i) What material could be put around the wires to insulate them?
Page 27 of 53
.............................................................................................................
1 mark
.............................................................................................................
.............................................................................................................
1 mark
1 mark
maximum 6 marks
Page 28 of 53
Mark schemes
Q1.
Both the name and function must be correct for the mark to be awarded
only words from the list may be accepted as correct functions.
Q2.
(a) ammonium chloride and sodium sulphite
answers may be in either order
both are required for the mark
accept ‘sulphate’ for sulphite
accept ‘4 and 10’
1 (L7)
Q3.
(a) (i) C
if more than one box is ticked, award no mark
1 (L5)
(ii) B
if more than one box is ticked, award no mark
1 (L5)
Page 29 of 53
(iii) D
if more than one box is ticked, award no mark
1 (L5)
Q4.
(a) not enough light
accept ‘no light’ or ‘not enough Sun’ or ‘no chlorophyll’
do not accept ‘not enough water’ or ‘urine from the hutch’
1 (L3)
(b) the answer must show an understanding of the need for a fair test
Q5.
(a) (i) Gg
accept ‘she was heterozygous’
Page 30 of 53
1
• if she were GG, all her children would have the disease
1
• if she were gg, none of her children would have the disease
accept a Punnett Square or a genetic diagram, for one mark,
as part of the explanation:
either or
1
(b) (i) Gg
accept ‘he was heterozygous’
1
Page 31 of 53
accept ‘a change in the DNA or the genetic information’
or ‘wrong base added to DNA’
accept ‘development of a new characteristic’
1
• X rays
• radiation
• UV light
accept ‘sunlight’
accept a named mutagenic chemical such as ‘benzene’
or ‘cigarette tar’
accept ‘incorrect replication of DNA’
1
[8]
Q6.
(a) (i) 1
accept ‘C’
3
accept ‘O’
5
accept ‘S’
answers may be in any order
all three answers are required for the mark
1 (L7)
• CO2
accept ‘O2 C’
• CH4
accept ‘H4C’
• NaCl
accept ‘Cl Na’ or ‘Na18Cl18’
do not accept names of compounds
2 (L7)
(d) carbon
Page 32 of 53
1 (L7)
chlorine
do not accept ‘chloride’
1 (L7)
copper
answers must be in the correct order
1 (L7)
[8]
Q7.
(a) D
1 (L3)
(ii) liquid
1 (L3)
(ii) igneous
1 (L4)
[5]
Q8.
(a) dot in line with Jupiter and the Sun on the 3rd circle out, between
the Sun and Jupiter
both the correct circle and the correct position of the dot on
the circle are required for the mark the label E is not
required
1
35 minutes
accept 6.2 – 6.4 and 1.4 – 1.6
accept a time between 30 and 40 minutes
Page 33 of 53
1
[4]
Q9.
(a) basalt and salt
answers may be in either order
both rocks are required for the mark
1
(c) (i) layer 3 was not affected and layer 5 was baked or metamorphosed
the effect on both layers is required
accept ‘only the part of layer 5 next to the lava is affected’
or ‘the basalt would be on top of metamorphic rock’
1
Q10.
(a) the leaf
answers must be in the correct order
accept ‘a green part’
accept ‘stem’ or other named green part
1 (L5)
root
accept ‘root hair’
1 (L6)
(c) (i) A
1 (L6)
Page 34 of 53
it has no chloroplasts or no chlorophyll
1 (L6)
(ii) respiration
if more than one box is ticked, award no mark
1 (L6)
[7]
Q11.
(a)
meal with the meal with the
food and drink
least fat most fibre
(b)
if more than four lines are drawn, deduct one mark for each
incorrectly drawn line minimum mark zero
4 (L3)
[6]
Q12.
(a) (i) chemical
1 (L6)
muscles
1 (L6)
Page 35 of 53
both parts are required for the mark
accept ‘movement’ for kinetic
1 (L6)
Q13.
(a) the size or area or dimensions of the plots
accept ‘the amount of land’
1 (L6)
(c) the number of plants or grasses and the mass of plants or grass
both answers are required for the mark
‘amount of plants’ is insufficient
1 (L7)
Page 36 of 53
• different species have different requirements so they are not
competing for the same resources
Q14.
Markers should read through the whole answer before marking this question.
• conditions under which flowers are kept should be the same
• modified and unmodified plants should be the same starting age
accept ‘amount of sunlight should be the same’
accept ‘amount of water should be the same’
accept ‘nutrients added should be the same’
1 (L7)
Q15.
(a) • magnesium displaces copper from the copper sulphate
accept ‘magnesium has taken the sulphate’
(b)
pairs of Does a displacement reason
chemicals reaction take place?
Page 37 of 53
Yes or no
• place zinc between the metal in the salt which does react
and the metal in the salt which does not react
accept ‘whatever zinc displaced should be below zinc’
• place zinc between the metal which does react and the
metal which does not react
accept ‘put zinc below all the metals that react’
parts (c)(i) and(c)(ii) should be marked together
do not accept ‘test the other metals with zinc to
see if they react’
1 (L7)
[5]
Q16.
(a) (i) any one from
• lemonade
Page 38 of 53
• milk
• water
1 (L3)
• blue
• purple
1 (L3)
• it bubbled
accept ‘it fizzed’
(c) neutralisation
if more than one box is ticked, award no mark
1 (L4)
[5]
Q17.
(a) •
if all three lines are correct, award two marks
if one or two lines are correct, award one mark
if more than one line is drawn from any part of the
solar system, award no credit for that part
2 (L3)
(b) •
Page 39 of 53
Sun Mercury Venus Earth Mars Jupiter Saturn Uranus Neptune
• communications
accept ‘phone’ or ‘fax’
• telescopes
• TV
• spying
accept ‘taking photographs’
• internet
1 (L4)
Q18.
(a)
both poles are required for the mark S
1 (L4)
(c) decreased
accept ‘got smaller’; accept ‘moved closer’
1 (L4)
Page 40 of 53
(d) any one from
• it sank
accept ‘it would stick to the base’
1 (L4)
[5]
Q19.
(a) • 960.000
accept
1 (L7)
accept ‘pascals’
do not accept lower case ‘n’
1
Page 41 of 53
[6]
Q20.
(a) steel
do not accept ‘stainless steel’
do not accept ‘carbon’
1 (L5)
• solder
answers may be in either order
both answers are required for the mark
1 (L5)
(c) 80
accept ‘100 – 20’
1 (L5)
(ii) oxygen
accept ‘O2’
1 (L6)
[5]
Q21.
(a) metal
1 (L3)
• heat
• nail
accept ‘iron’
• paper-clip
accept ‘steel’ or ‘clip’
1 (L4)
• plastic
accept a named plastic
Page 42 of 53
• rubber
• PVC
1 (L3)
Page 43 of 53
Examiner reports
Q1.
Most pupils gained some of the marks available in this question. However, many pupils
ignored the wording of the question and gave alternative functions or wrote several
functions in the same answer box. Some pupils identified all of the organs correctly but did
not write them in the correct answer box. Some pupils identified one or more organs
incorrectly, but knew the functions of their chosen alternatives.
Q2.
The revised National Curriculum Order for science is more explicit than earlier Orders
about the chemistry that should be taught at Key Stage 3. A number of questions in the
1996 tests assessed pupils’ knowledge about chemical reactions. Pupils’ responses
showed that many were not familiar with reactions between acids and metals, acids and
carbonates or with displacement reactions between metals and solutions of salts of other
metals. Many did not know the tests for the three gases hydrogen, carbon dioxide and
oxygen. This lack of familiarity with fundamental chemical reactions was also evident in
the difficulty pupils had in completing or producing word equations, in recognising symbols
for common elements or recognising the formula of the compound copper sulphate.
Q3.
No specific comment made.
Q4.
Explanations were often insufficiently clear. For example, in a question about testing what
causes grass to turn yellow when it is covered over, one-third of pupils were unable to
explain why it was necessary to test the effect of covering grass with both clear and black
sheeting. The first two answers below illustrate how some pupils were unable to express
their ideas with clarity while the second two show how others provided satisfactory
explanations. Few pupils, however, gave explanations which focused on the need to
control for the effect of covering the grass with plastic.
___________________________________________________________________
because he wanted to see if the clear plastic works the same as the black.
he used the clear plastic sheet to let the sun in and the black to see if it would grow with no
sun
He used clear so their would be light and the black so their is no light.
___________________________________________________________________
Q6.
Almost half the pupils could recognise chemical elements from diagrams showing the
structures of substances. Most who selected the correct substances could also explain
their choice. About 70% of pupils who reached level 7 overall determined the chemical
Page 44 of 53
formulae of compounds such as sodium chloride from these diagrams, and a similar
proportion of those who took the tier 5–7 test could name the elements represented by C
and Cu. However, Cl proved more difficult, chloride being the most common incorrect
answer.
Q7.
Questions on Earth science have been poorly answered in previous year’s tests. In 1998
pupils’ responses showed improved understanding. However, this question was less
demanding than in previous years. Pupils were able to identify the oldest rock in the
diagram. However, they may have confused cementation and metamorphism because a
significant number identified sandstone as a metamorphic rock. Pupils generally
encounter fossils in the context of their formation in sedimentary rocks. However, when
asked in which rock are fossils never found, almost half chose metamorphic rather than
igneous rocks.
Q8.
No specific comment made
Q9.
No specific comment made
Q10.
Many pupils taking the lower tier omitted some or all parts of this question. In part (a) most
pupils at levels 3 and 4 were unable to identify the leaf cell and the root cell although they
were told in the question that the diagrams showed plant cells.
Pupils at level 3 were not able to identify the cell wall in part (b) but pupils at all other
levels did very well on this. A higher proportion of pupils at level 3 identified the nucleus in
part (c)(i). Many pupils at levels 3, 4 and 5 could not state the function of the nucleus in
part (c)(ii). Some pupils in both tiers described the nucleus simply as the ‘brain’ of the cell.
This analogy was inappropriate as an answer. In part (d) more than half the pupils at
levels 3, 4 and 5 did not identify respiration as the process which takes place in both leaf
and root cells. Fertilisation was frequently chosen as the answer.
Tier 3 – 6 Tier 5 – 7
Page 45 of 53
(d)(ii) 15 0.29 0 0.62
Q11.
Most pupils used the data in the table to identify correctly meals with least fat and most
fibre in part (a). In part (b) 87% of pupils knew that calcium is needed for healthy teeth and
bones. A common error in this part was to select ‘sugar’ as being needed ‘for insulation’.
Facility values
Item Omit (%) Facility
(b) 1 2 0.87
2 3 0.51
3 2 0.53
4 4 0.57
Tier 3-6
Page 46 of 53
(b) 1 0.64 0.77 0.88 0.95
Q12.
Pupils’ responses to this question revealed a lack of knowledge and understanding of
energy and energy transfer. Approximately a third of pupils in the lower tier omitted all the
requiring knowledge about energy. In part (a)(i) few pupils, including those at level 7, were
able to state that the energy had been stored in the muscles as chemical energy. Many
pupils suggested it had been stored as gravitational energy. Pupils did better in part (a)(ii)
where they were able to select the correct energy form (gravitational potential energy)
from a list. Very few pupils, including those gaining level 7, were able to identify the
energy changes in (b)(ii).
Facility values
Tier 3 – 6 Tier 5 – 7
Q13.
Sc1/Sc2 6 marks Facility: 0.45
Page 47 of 53
Part (a) discriminated well between Levels 5 and 6, with 23% and 65% respectively
gaining the mark. Most pupils at the target level at above could identify a controlled
variable from the information in the question.
Again, part (b) discriminated fairly well between Levels 5 and 6. Most of those giving a
correct response referred to reliability, certainty or accuracy of the investigation. Incorrect
answers often made reference to fair testing.
Part (c) discriminated between all levels, with the facility at the target level being very
good. Very similar numbers gave each of the two correct answers.
The percentages giving the correct independent variable for part (d) increased from 21%
at Level 5 to 53% at Level 6 and 77% at Level 7.
Part (e) was well answered by many pupils, 56% overall gaining the mark, usually by
referring to differences in soil.
Part (f) proved difficult for most pupils, even at the target level. Most of those gaining the
mark said that different species would have different requirements, although at the higher
Levels some pupils also suggested that the presence of different species would stimulate
growth.
5-7
Item 5 6 7
Q14.
Sc1 4 marks Facility: 0.60
Around 60% of pupils were able to gain a mark through suggesting an appropriate
independent variable, ranging from 34% at Level 5 to 82% at Level 7.
The percentage of pupils successfully identifying the dependent variable ranged from 19%
at Level 5 to 79% at Level 7. Again most of those not gaining a mark did not attempt to
give a dependent variable, including over half of Level 5 pupils and 40% at Level 6. Many
pupils at all levels merely repeated the stem by suggesting that the dependent variable
was how long the flowers lasted. This was not creditworthy.
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Most pupils were able to suggest an appropriate factor to control, the most popular being
the amount of water used. The amount of sunlight was also a fairly common answer.
The percentage of pupils identifying a suitable timescale for the investigation increased
from 38% at Level 5 to 64% at Level 6 and 82% at Level 7, with most correct responses
being a length of time greater than two weeks.
5-7
Item 5 6 7
Q15.
The majority of pupils at Levels 6 and 7 gained the mark in part (a). Most of these gave an
answer specifically relating to the reaction shown, for example the magnesium displaces
the copper from the copper sulphate, with few pupils giving an more general answer, for
example the most reactive displaces the least reactive.
In part (b), around a quarter of those at Level 5 but nearly all at Level 7 were able to
predict whether a reaction would take place between the given reagents and give a
correct reason for their prediction.
Part (c)(i) proved difficult for pupils at all levels, with only a quarter of Level 7 pupils being
awarded the mark. The majority of pupils gave an answer that was inaccurate or not
detailed enough to be awarded the mark, for example react zinc with the other metals.
About 60% of pupils at Level 7 were able to explain how to use the results of their tests to
position zinc in the reactivity series in part (c)(ii). However, only about a quarter of those at
Level 6 could do this.
Q16.
At all levels most pupils answered part (a)(i) correctly, with most pupils answering correctly
at Level 3 choosing lemonade, and most pupils answering correctly at Level 6 choosing
fruit juice. The most frequently given incorrect answer was washing up liquid.
At all levels most pupils answered part (a)(ii) correctly, with pupils at all levels choosing
water more frequently than the answer milk.
At Level 4 and above most pupils answered part (b)(i) correctly, with 50% of Level 3 pupils
choosing a correct colour for the indicator. The most frequently given incorrect answer
was green, given by roughly 10% of pupils at each level.
In part (b)(ii), most pupils at all levels could explain how the diagram showed a gas was
produced.
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The majority of pupils at Level 4 and above correctly chose neutralisation in part (c). At
Level 3 neutralisation was chosen most frequently, but roughly a quarter of pupils gave
each of the answers crystallisation and evaporation. Few pupils at any level chose the
answer condensation.
Q17.
Facility values
Tier 3-6
L3 L4 L5 L6
Q18.
Part (a) proved quite difficult for Level 3 pupils, only half of whom labelled both poles
correctly.
Part (b)(i) was answered correctly by the majority of Level 5 and Level 6 pupils. Roughly a
third of Level 4 pupils and roughly half of Level 3 pupils gave the answer attract. Very few
pupils at any level gave the answer cancel.
Part (b)(ii) was answered well by pupils at all levels, with 70% of pupils giving the answer
the shark moved up or it returned to its original position, and 5% of pupils giving the
answer the shark moved up and down.
Part (c) proved to be the easiest part of the question for pupils at Levels 5 and 6. Nearly
80% of pupils gave the correct answer decreased.
Part (d) was answered well by pupils at all levels, with 80% of pupils giving an answer that
was awarded the mark. Roughly 15% of Level 3 pupils and roughly 5% of Level 4 pupils
gave the answer it turned around.
Q19.
Facility values
Tier 5-7
L5 L6 L7
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a2 0.07 0.28 0.71
Q20.
In part (a) almost 90% of pupils at level 7 correctly identified steel as the alloy containing a
non-metal. Over 60% of pupils at level 6 also gained the mark. At level 5, about 40% of
pupils at level 5 incorrectly selected another alloy from the table, and about 20% chose an
element rather than an alloy. Some pupils chose stainless steel from the table, possibly
because they did not recognise either chromium or nickel as a metal.
For part (b) pupils were required to select two alloys that contained only two metals.
Pupils at levels 6 and 7 managed this well, with about 70% and 90%, respectively, gaining
the mark for brass and solder. Below level 6 the success rate decreased steadily with the
most common incorrect answer being steel.
In part (c) pupils were required to calculate that the alloy nichrome contained 80 g of
nickel. Nearly all pupils at levels 6 and 7, and most pupils at level 5 were awarded the
mark; the most common incorrect answer being 10 g.
Part (di) was the most difficult part of this question with only about a third of pupils at level
7 gaining the mark. Many answers at all levels were not specific enough to be awarded
the mark. A common insufficient answer was that bronze contained mostly copper. Other
incorrect answers referred to the action of zinc (it stops the metal rusting) or stated that
the metals in bronze do not react with oxygen.
In part (dii) pupils were required to recall that oxygen is required for rusting. Almost 90% of
pupils at level 7, more than 60% at level 6 and about 40% at level 5 gained the mark. The
most common incorrect answer was carbon dioxide, given by about a third of pupils at
level 5.
Facility values
Tier 3-6 Tier5-7
L3 L4 L5 L6 L5 L6 L7
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Q21.
Part (a) proved difficult for Level 3 pupils, but was generally answered correctly by pupils
at Level 4 and above. More than 80% of all pupils correctly gave the answer metals in the
first blank space, and roughly 65% of pupils correctly gave the answer heat/thermal
energy in the second blank space. Roughly 5% of pupils – mostly pupils at Level 3 or 4 –
gave the incorrect answer magnet/magnetism in the second blank space.
Part (b) was answered well by pupils at all levels, with 70% of pupils at Level 3 being
awarded the mark. The most frequently given answer was iron nail, which was given by
roughly 80% of pupils. The answer steel paper-clip was given by less than 5% of pupils.
The incorrect answers copper bracelet and aluminium can were each given by between
5% and 10% of pupils. The incorrect answers silver earrings and gold ring were given by
very few pupils.
Part (c)(i) discriminated strongly, with less than 40% of pupils at Level 3, but virtually all
the pupils at Level 6 being awarded the mark. 40% of all pupils answered plastic or
named a suitable plastic and 30% of all pupils answered rubber. Roughly 5% of pupils –
mostly at Level 3 – gave the generic answer insulator.
Part (c)(ii) was answered less well than previous parts, with 55% of pupils giving the
correct answer shock and less than 5% of pupils giving the correct answer to stop the
wires touching. Roughly 5% of pupils at all levels gave the generic answer to insulate
them.
Part (d) was answered well by pupils at all levels, with 70% of pupils at Level 3 being
awarded the mark. Over 80% of pupils chose iron nail and steel paper-clip; the most
frequently chosen incorrect answer was steel paper-clip and aluminium can, chosen by
more than 10% of all pupils.
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Notes
Q4.
General characteristics of living things not in NC 2014
Q5.
Details of alleles, genotypes etc. not specifically mentioned in KS3 in NC 2014
Q7.
Fossils, and geological sequencing of rocks not in KS3 in NC 2014
Q8.
Simple solar system model and orbits not in NC 2014
Q9.
Fossils not in NC 2014
Q10.
Specialised cells not specifically mentioned in KS3 in NC 2014
Q17.
Simple solar system model and satellites not in NC 2014
Q20.
Rusting of iron/steel not specifically mentioned in KS3 in NC 2014
Q21.
Rusting of iron/steel not specifically mentioned in KS3 in NC 2014
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