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5076-5077-5078 Science November 2021
Examiner Report

SCIENCE (PHYSICS, CHEMISTRY)

Paper 5076/01
Multiple Choice

Question Question Question Question

Key Key Key Key
Number Number Number Number

1 C 11 B 21 B 31 B

2 C 12 C 22 A 32 D

3 B 13 A 23 B 33 C

4 B 14 A 24 B 34 B

5 D 15 D 25 D 35 C

6 A 16 C 26 C 36 A

7 C 17 C 27 A 37 C

8 D 18 D 28 C 38 A

9 B 19 A 29 D 39 C

10 D 20 B 30 D 40 A

General comments

Questions relating to the Common Last Topic of the syllabus were not assessed in 2021.

There was evidence of guessing in some questions.

Candidates appeared to have sufficient time to complete the paper.

The majority of candidates answered Questions 2, 5, 8, 9, 11 and 29 well.

Questions 3, 4, 7, 21, 30 were more difficult for candidates.

Comments on specific questions

Question 1

Option A was the most popular choice. Option B attracted a small number of candidates who overall
performed well.

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Examiner Report

Question 3

Options A or D were the most popular incorrect choices.

Question 4

Option D was the most popular choice.

Question 7

A minority of candidates choose option D after correctly working out the total energy used by the cyclist but
not the power produced.

Question 12

The nature and position of the image formed in a convex lens, relative to the position of the object, was not
well known, with more candidates choosing option A than did the key.

Question 14

Option C was the most popular incorrect choice.

Question 16

Option B was a common incorrect choice.

Question 20

This question was not assessed.

Question 21

A large proportion of the candidates did not recognise that a balance is used to measure the mass of the
magnesium. Many of the candidates thought that a stopwatch is used in the experiment and chose option D.

Question 22

The vast majority of the candidates recognised that acidified aqueous silver nitrate is used to detect a
chloride ion but the effect of aqueous sodium hydroxide on calcium ions was less well known and some
chose option C.

Question 24

The vast majority of the candidates deduced the number of protons and neutrons in the atom. A significant
number of candidates thought the proton number of the element carbon is five and chose option C.

Question 26

This question proved to be easy for some candidates; others ignored the stoichiometry in the equation and
chose option D.

Question 28

Better performing candidates understood that energy is given out to the surroundings during an exothermic
reaction. There was a misconception amongst some of the candidates that the temperature increase is due
to energy being taken in from the surroundings.

Question 30

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5076-5077-5078 Science November 2021
Examiner Report

The concept of oxidation and reduction in terms of electron loss and electron gain was not well understood
by a large proportion of the candidates. There was evidence of widespread guesswork.

Question 32

This question was well answered by some candidates; a significant number of candidates ignored the
information in the question that barium carbonate is insoluble in water and chose option A.

Question 37

A number of candidates answered the question in terms of the volume of oxygen removed by the copper and
chose option B.

Question 38

This question was not assessed.

Question 39

This question was not assessed.

Question 40

This question was not assessed.

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Singapore-Cambridge General Certificate of Education Ordinary Level

5076-5077-5078 Science November 2021
Examiner Report

SCIENCE (PHYSICS, BIOLOGY)

Paper 5077/01
Multiple Choice

Question Question Question Question

Key Key Key Key
Number Number Number Number

1 C 11 B 21 B 31 A

2 C 12 C 22 D 32 A

3 B 13 A 23 C 33 A

4 B 14 A 24 A 34 D

5 D 15 D 25 C 35 D

6 A 16 C 26 C 36 D

7 C 17 C 27 C 37 B

8 D 18 D 28 C 38 A

9 B 19 A 29 B 39 B

10 D 20 B 30 B 40 C

General comments

Questions relating to the Common Last Topic of the syllabus were not assessed in 2021.

There was evidence of guessing in some questions.

Candidates found Questions 2, 5, 8, 9, 11, 23, 24, 25, 26 and 27 easy.

Questions 3, 4, 7 and 22 were more difficult for candidates.

Comments on specific questions

Question 1

Option A was the most popular distractor. Option B also attracted a small number of candidates.

Question 3

Option A was chosen by many candidates.

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Examiner Report

Question 4

Some candidates used time in minutes and chose option D rather than the key.

Question 7

Some candidates chose option D, the total energy used by the cyclist, rather than the power produced.

Question 12

The nature and position of the image formed in a convex lens, relative to the position of the object, was not
well known with some candidates choosing option A instead of the key.

Question 14

Option C was the most popular incorrect option.

Question 16

The most popular incorrect choice was option B.

Question 20

This question was not assessed.

Question 21

This question was well answered by most candidates. Some candidates indicated that they thought
carbon dioxide was made by the nucleus. This could be because they incorrectly thought that the diagram of
the nucleus was a mitochondrion.

Question 22

other opted for option B. Candidates need to be reminded that movement of glucose from the ileum into the
bloodstream is by diffusion.

Question 24

Most candidates found this question easy.

Question 25

Most candidates found this question easy. Those that got the question wrong appeared to be guessing
between the remaining options. The optimum temperature for enzyme action is the one where the digestion
of the protein is quickest.

Question 26

Most candidates found this question easy. Those that got the question wrong appeared to be guessing
between the remaining options.

Question 27

Most candidates found this question easy. Some candidates thought that the gas produced by aquatic plants
was carbon dioxide.

Question 28

This question was well answered by most candidates. Some candidates incorrectly thought that transpiration
was fastest when conditions were warm and humid.

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5076-5077-5078 Science November 2021
Examiner Report

Question 30

Most candidates correctly identified both structures on the diagram of the lung. Where the candidates had
chosen the incorrect option, most chose either option A or option D. These options contained one structure
correctly labelled and one incorrectly labelled.

Question 32

Most candidates found this question easy. Some candidates incorrectly thought that carbon dioxide
increased the risk of lung cancer or to a lesser extent, decreased the rate of mutation in DNA.

Question 35

Most candidates found this question easy, correctly identifying from the diagram the anther as the source of
the male gamete. The predominant incorrect answer was the label for the stigma.

Question 37

This question was well answered by most candidates. Where candidates had chosen the incorrect answer,
they chose the labels pointing to the base pairs, rather than the sugar phosphate backbone.

Question 38

Many candidates found this question easy. Where candidates had chosen the incorrect answer, they had
mostly opted for phenotypes as the term for a different version of a gene.

Question 40

This question was not assessed.

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Singapore-Cambridge General Certificate of Education Ordinary Level

5076-5077-5078 Science November 2021
Examiner Report

SCIENCE (BIOLOGY, CHEMISTRY)

Paper 5078/01
Multiple Choice

Question Question Question Question

Key Key Key Key
Number Number Number Number

1 B 11 B 21 B 31 A

2 A 12 D 22 D 32 A

3 B 13 C 23 C 33 A

4 B 14 B 24 A 34 D

5 D 15 C 25 C 35 D

6 C 16 A 26 C 36 D

7 A 17 C 27 C 37 B

8 C 18 A 28 C 38 A

9 D 19 C 29 B 39 B

10 D 20 A 30 B 40 C

General comments

Questions relating to the Common Last Topic of the syllabus were not assessed in 2021.

Candidates appeared to have sufficient time to complete the paper.

The majority of candidates answered Questions 7, 9, 23, 24, 25, 26, and 27 well.

Questions 1, 10, and 22 were more difficult for candidates.

Comments on specific questions

Question 1

A large proportion of the candidates did not recognise that a balance is used to measure the mass of the
magnesium. Many of the candidates thought that a stopwatch is used in the experiment and chose option D.

Question 2

The vast majority of the candidates recognised that acidified aqueous silver nitrate is used to detect a
chloride ion but the effect of aqueous sodium hydroxide on calcium ions was less well known and some
chose option C.

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5076-5077-5078 Science November 2021
Examiner Report

Question 4

The vast majority of the candidates deduced the number of protons and neutrons in the atom. A significant
number of candidates thought the proton number of the element carbon is five and chose option C.

Question 6

This question proved to be easy for some candidates; others ignored the stoichiometry in the equation and
chose option D.

Question 8

Better performing candidates understood that energy is given out to the surroundings during an exothermic
reaction. There was a misconception amongst some of the candidates that the temperature increase is due
to energy being taken in from the surroundings.

Question 10

The concept of oxidation and reduction in terms of electron loss and electron gain was not well understood
by a large proportion of the candidates. There was evidence of widespread guesswork.

Question 12

This question was well answered by some candidates; a significant number of candidates ignored the
information in the question that barium carbonate is insoluble in water and chose option A.

Question 17

A number of candidates answered the question in terms of the volume of oxygen removed by the copper and
chose option B.

Question 18

This question was not assessed.

Question 19

This question was not assessed.

Question 20

This question was not assessed.

Question 21

This question was well answered by most candidates. Some candidates indicated that they thought
carbon dioxide was made by the nucleus. This could be because they incorrectly thought that the diagram of
the nucleus was a mitochondrion.

Question 22

Some opted for option B. Candidates need to be reminded that movement of glucose from the ileum into the
bloodstream is by diffusion.

Question 24

Most candidates found this question easy.

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Examiner Report

Question 25

Most candidates found this question easy. Those that got the question wrong appeared to be guessing
between the remaining options. The optimum temperature for enzyme action is the one where the digestion
of the protein is quickest.

Question 26

Most candidates found this question easy. Those that got the question wrong appeared to be guessing
between the remaining options.

Question 27

Most candidates found this question easy. Some candidates thought that the gas produced by aquatic plants
was carbon dioxide.

Question 28

This question was well answered by most candidates. Some candidates incorrectly thought that transpiration
was fastest when conditions were warm and humid.

Question 30

Most candidates correctly identified both structures on the diagram of the lung. Where the candidates had
chosen the incorrect option, most chose either option A or option D. These options contained one structure
correctly labelled and one incorrectly labelled.

Question 32

Most candidates found this question easy. Some candidates incorrectly thought that carbon dioxide
increased the risk of lung cancer or to a lesser extent, decreased the rate of mutation in DNA.

Question 35

Most candidates found this question easy, correctly identifying from the diagram the anther as the source of
the male gamete. The predominant incorrect answer was the label for the stigma.

Question 37

This question was well answered by most candidates. Where candidates had chosen the incorrect answer,
they chose the labels pointing to the base pairs, rather than the sugar phosphate backbone.

Question 38

Many candidates found this question easy. Where candidates had chosen the incorrect answer, they had
mostly opted for phenotypes as the term for a different version of a gene.

Question 40

This question was not assessed.

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5076, 5077 and 5078 Science November 2021
Examiner Report

SCIENCE

Paper 5076/02 and 5077/02

Structured and Free Response

General comments

Questions relating to the Common Last Topic of the syllabus were not assessed in 2021.

Many good examples of Physics understanding were seen in responses.

There was a tendency for candidates to give general answers rather than to relate their knowledge to the
specific question.

Most candidates showed evidence of being well prepared. There were good answers to all questions and
many candidates performed well. There was no evidence that candidates had insufficient time to finish their
work.

The ability of candidates to think and use their knowledge and understanding in unfamiliar situations was
good. Some good answers to these questions were seen; less strong responses stopped short of a complete
explanation. These responses tended to list all the relevant science that the candidate knew rather than
specifically relating the answer to the context in the question. One feature of the work of better performing
candidates was their ability to give concise, but complete, answers that addressed the question that was
asked.

Calculations and use of language were a strength for many candidates. Better performing candidates
explained the steps in their calculation clearly. Where calculations involved use of multiples or sub-multiples
of units, some candidates had difficulty in converting into a consistent set of units and use of standard form
caused some problems with a minority of candidates.

Some mistakes were made when powers of ten were processed and in the use of significant figures. Many
candidates quoted answers to calculations using all the figures that appeared on their calculator displays.

Better performing candidates considered whether their answer to calculations was sensible and, if not,
reviewed their working to see if they had made an error. These candidates ensured that answers to
numerical questions were given in decimals rather than fractions.

Comments on specific questions

Section A

Question 1

(a) The vast majority of candidates knew that a scalar quantity has magnitude only and a vector has
magnitude and direction. A very small number reversed scalar and vector; a slightly greater
number gave such things as displacement, speed, distance, or force for direction.

(b) The majority of candidates knew that acceleration and force are vectors, and that density and
speed are scalars. The most common errors were to mix up vectors and scalars or to suggest that
either density or speed is a vector.

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Question 2

(a) Most candidates realised that the weight of the toy pig is found by subtracting the combined weight
of the toy sheep and the toy cow from the tension in the string. These almost invariably deduced
the correct answer. A small number tried to use moments or made arithmetical errors in their
calculations.

(b) Most candidates subtracted the moment due to the toy lion from the moment of the toy elephant to
find the moment of the toy kangaroo. They usually went on to find the weight of the toy kangaroo.
Many of those who did not, were able to work out the moments of the lion and the elephant
correctly. A small minority used 0.9 × 2 = 4 × F; others simply subtracted the weight of the toy lion
from the weight of the toy elephant.

Answers: (a) 0.5 N (b) 0.2 N

Question 3

(a) Most candidates realised that the increase in gravitational potential energy is found by multiplying
mass by gravitational field strength by increase in height. Most of these converted 450 g into
kilograms and calculated the correct answer. A significant minority used 450 for the mass; others
converted the value of mass into kilograms incorrectly. A small number multiplied weight by
increase in height and by g; a similar number converted 2 m into centimetres.

(b) Most of those who had calculated the correct answer in (a) went on to find that the height that could
be climbed. The answer was sometimes incorrectly rounded to 33 m. Some candidates calculated
the total height that would be reached if the squirrel started from the top of the fence, but the
question did not ask for this.

Answers: (a) 9.0 J (b) 3300 m

Question 4

(a) Most candidates divided change in speed by time, to work out the correct acceleration. A few
candidates rounded the correct answer to 669 claiming, wrongly, that this was rounded to three
significant figures. Other errors, seen infrequently, involved trying to include 36 kg and/or 5.7 m into
the calculation. A minority incorrectly used the distance divided by the time to find the change in
speed.

(b) Most candidates were able to evaluate the force on the shell.

(c) The majority knew that to calculate the work done, force needs to be multiplied by distance moved
in the direction of the force.

Answers: (a) 67 000 m / s2 (b) 2 400 000 N (c) 1.4 × 107 J

Question 5

(a) (i) Stronger responses included a line, below the line for can A, that clearly showed a greater gradient
than for A. Very few drew their line above the line for A, but a considerable minority showed their
line touching the line for A at the end of the curve. Some candidates did not start their line from the
same temperature as can A.

(ii) Candidates who performed well gave convincing answers based on the fact that convection and/or
evaporation can occur more in can B because there is no lid, than in can A, which has a lid. Most
candidates simply spotted that can B has no lid and realised that may have something to do with
the answer. These gave answers such as ‘can B has no lid, so it loses heat more quickly’. This
answer simply repeats the stem and then repeats the answer to (a)(i) without adding anything by
way of explanation, which is what the question asks for.

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(b) Most candidates correctly realised that the surface area of water in contact with can C is greater
than that in can A so there is greater heat loss; others thought, incorrectly, that the surface area of
water in contact with the can was less than in can A so there is greater heat loss. Those who
realised that the area in contact is greater often went on to explain why this resulted in
greater / faster heat loss. Those who thought the opposite were unable to do so. Several
candidates simply stated that the water went higher up the can rather than addressing the area in
contact. Some stated that it was because the water is nearer the top of the can, without any
convincing reason for a greater loss of thermal energy.

Question 6

(a) Stronger responses converted the frequency from GHz into Hz, divided the speed of
electromagnetic waves by the frequency to calculate the correct answer. A small number multiplied
the frequency by the speed or divided the frequency by the speed. Several responses either did not
convert 2.4 GHz into Hz or did so incorrectly; 2.4 × 106 was frequently used but most other powers
of ten were seen.

(b) This question was not well done. It was common to observe ‘the waves travel or move’ without
further elaboration; some candidates answered that the motion of the particles is parallel to the
vibrations of the particles with answers such as ‘the particles travel parallel to the direction of the
vibrations’; others gave answers that meant the wave travels parallel to the wave. Several
candidates thought that ‘longitudinal wave’ was a sufficient answer or stated that vibration is
perpendicular to the wave motion. Many stated that the particles move in compressions and
rarefactions; others that they pass on the energy from particle to particle by means of vibrations.
Both answered the question ‘How is the energy transmitted?’ rather than the question ‘How do the
particles move?’, which is what was asked.

(c) Common mistakes included the belief that sound travels in a vacuum; that light has the same
speed in solids as in liquids and that the vibrations in an electromagnetic wave are not
perpendicular to the direction of motion of the wave.

Answers: (a) 0.125 m

Question 7

(a) This question was well-done by most candidates who realised that the time taken to discharge the
battery was the same as the time taken to cover the range of the scooter at top speed. They,
therefore, divided 24 000 m by the speed of 1.6 m / s to get the correct answer. Common errors were
to divide 24 by 1.6 or to try to introduce 8 A into the calculation. Those who divided 24 by 1.6 got
the answer of 15 s. Candidates who reflected on this answer would have realised that an electric
scooter that became fully discharged after 15 seconds of use is unlikely to be commercially viable.
Better performing candidates considered whether their answer is sensible and if not, they review
their work to find their mistake.

(b) Most realised that they needed to use Q = It and that the time needed to be in seconds and so
deduced the correct answer. A large minority did not convert the time into seconds correctly and so
many examples of 16 C or 960 C were seen. Other errors included dividing current by time or vice
versa. A small number of candidates used 15 000 s, their answer for (a), as the time.

Answers: (a) 15 000 s (b) 58 000 C

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Question 8

This question was done well by many candidates.

(a) Almost all candidates calculated the correct answer. A few simply added the resistances as if it
were a series circuit; others used R = 1 / R1 + 1 / R2 + 1 / R3 and so calculated the reciprocal of the
correct answer.

(b) Many candidates calculated the total current when all appliances were switched on to be 19.2 A or
thereabouts. They then stated that this was below the maximum safe current, so it was safe to
have them all connected at the same time.
An alternative approach was to work out the resistance of the circuit when the current was 28 A to
be 8.2(1) Ω and therefore the circuit was safe since its resistance was above this value. A majority
who adopted this approach did not realise that the resistance they had worked out was the
minimum safe resistance and so stated that the circuit could not be used safely.

(c) The majority of candidates realised that the kettle used the most energy although a large minority
chose the coffee maker. Some went no further than to say that the kettle uses the most energy
because it has the lowest resistance, which is little more than a restatement of the information they
were given. Those who chose the coffee maker usually justified their choice by unconvincing
references to the higher resistance.

Answers: (a) 12 Ω

Question 9

This question was not assessed.

Question 10

(a) A large majority of candidates divided the force of 18 N by the area of 2.4 × 10−3 to calculate the
correct pressure at the point of the thumbtack. The most frequent error was to use 6.4 × 10–1 as the
area. A small number combined the two areas.

(b) Most knew that, as the area of the head of the thumbtack is greater than the area of the point, the
pressure on the girl’s thumb is much less than the pressure at the point. A small number stated that
‘the force is different at the head and the point’ or that ‘the pressure is the same throughout’
showing a confusion between force and pressure.

Answers: (a) 7500 N / cm2

Question 11

(a) A small majority completed the rays from the top of the image. Several candidates found this
variation on traditional ray-diagram questions to be difficult and drew rays that displayed limited
understanding of the action of converging lenses. Many candidates were convinced that
converging lenses produce real images and drew spurious rays to show this.

(b) Those who drew a convincing diagram in (a) usually derived the correct answer. A small number
measured the actual distance of 3.0 cm without scaling the answer.

Answers: (b) 15 ± 0.5 cm

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Section B

Question 12

(a) This was poorly answered with only a small minority able to draw a circuit in which each side of
each component was attached to the terminals correctly. Many drew the components connected in
series. The most common error was to draw short circuits at various points in the circuit, including
across the battery terminals.

(b) Almost all responses gave a satisfactory advantage for having the components connected in
parallel.

(c) Most candidates divided the combined power by the voltage to get the correct current to two
significant figures. A few divided the voltage by the power.

(d) This proved very demanding, being a test of their understanding in a new context. There were
several incorrect attempts to answer this by considering resistance at input and output. Some
candidates simply stated the principle of conservation of energy.

(e) (i) This was well done by many candidates. Some candidates used the angle rather than the sine of
the angle. Giving a unit to the refractive index was rarely seen.

(ii) It was not unusual to see statements that the light went straight through, or even that it underwent
refraction. Some claimed that the light in A is not totally reflected. A few more realised that the light
in B did not undergo total internal reflection but refracted through the sides of the fibre resulting in a
loss of light.

Answers: (c) 0.92 A (e)(i) 1.62

Question 13

This question revealed numerous examples of misunderstanding of the relationship between forces and
motion. Many candidates considered force and energy to be totally interchangeable words. There were also
numerous examples, throughout the question of ‘resultant force’ being misunderstood. Many gave ‘resultant
force’ as one of their forces and went on to state that resultant force is greater than the weight / frictional
force.

There was also evidence that some candidates were confused by a graph showing speed varying and the
reality of this happening as the spacecraft falls. References to the space craft rising, although uncommon,
were seen. Commonly, candidates believed that the spacecraft lands at point D.

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(a) (i) Strong responses realised that the forces acting on the spacecraft are weight and air resistance.
Common errors were to state energies rather than forces (kinetic energy and gravitational potential
were especially common) or to state the same force twice (for example weight and gravity). Many
candidates seem to believe that energy and force are the same thing and terms such as kinetic
force were often seen.

(ii) Many felt that the question is answered by stating that gravitational potential energy is converted
into kinetic energy. Whilst this is a true statement, it does not answer the question that was asked.
A number answered in terms of one force only, for example ‘there is little air resistance’; these
answers rarely convinced. Another error was to state that the resultant force is greater than the
friction, revealing a fundamental misunderstanding.

(b) A few responses stated that between C and D, the spacecraft was stationary. It was common to
see reference to only one force e.g. ‘the frictional force of the parachute slows the spacecraft
down’.

(c) (i) Only a minority gave a correct answer. Kinetic energy converted to gravitational potential energy
was the most common error, closely followed by references to chemical potential energy. ‘Frictional
energy’ was seen quite often.

(ii) Many candidates realised that, as the speed is not changing, nothing is being converted into kinetic
energy.

(d) (i) A large number misremembered the definition of gravitational field and gave answers that fell short
of a good understanding. Better performing candidates had a good understanding of what the
definition means rather than simply recalling a textbook statement. Commonly, candidates stated
that the field is the force or the amount rather than a region.

(ii) Almost all candidates calculated the gravitational field strength correctly.

Answers: (d)(ii) 4.0 N / kg

Question 14

(a) Most candidates recognised from the graph that the volume increases and so deduced that the
density decreases. A small number mentioned that this happens when the temperature is changing
and so showed that they were not answering the question asked since this clearly asked for the
change when the lead is melting. A very small number thought that when volume increases, the
density increases. Many candidates explained why there is a change in density by considering the
atoms in the solid and liquid. A few stated that ‘the atoms expand’ and so undermined their
understanding of the topic.

(b) (i) Only a minority read the volume of the liquid from the graph correctly. Many gave the volume of the
solid lead, 13.25 cm3; others gave the volume of the liquid lead a few degrees above the melting
point, which was not what the question asked.

(ii) Many divided the mass of the lead by the correct volume to calculate the density of the liquid lead.
The unit was necessary as it was not given on the paper and a large number did not give the
correct unit. Some candidates made errors when converting the mass into kilograms.

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(c) Most candidates knew that the spacing of the atoms increases when the volume increases. A few
stated that the spacing is unchanged or that it decreases.

(d) Very large numbers of candidates knew that the energy was used to separate the atoms and
expressed this in a variety of convincing ways. A small number spoilt their answer by stating that
the average kinetic energy of the atoms increased but most knew that this did not happen at the
melting point.

(e) This was generally well answered. Weaker responses did not make reference to the forces
involved.

Answers: (b)(i) 14 cm3 (ii) 10.7 g / cm3

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Examiner Report

SCIENCE

Paper 5076/03 and 5078/03

Structured and Free Response

General comments

Questions relating to the Common Last Topic of the syllabus were not assessed in 2021. In Section B, all
candidates were required to answer Questions 9 and 11.

Better performing candidates showed working in calculation questions.

Candidates often found writing symbol equations challenging since they did not write the correct formulae
and so had equations that were impossible to balance.

Candidates were often able to interpret tabulated and graphical information to predict and explain chemical
phenomena.

Weaker responses showed difficulties in distinguishing between physical properties and chemical properties.

Most candidates had sufficient time to finish the whole paper and questions that were left blank appeared to
be due to lack of understanding rather than lack of time.

Comments on specific questions

Section A

Question 1

(a) Candidates often recognised calcium oxide and magnesium oxide as basic oxides. A significant
proportion of the candidates gave both answers even though only one of the oxides was required.

(b) Candidates often recognised water as a neutral oxide. Some candidates recognised that
carbon monoxide was neutral. The most common misconception was that carbon dioxide was
neutral.

(c) Most candidates recognised that nitrogen dioxide and sulfur dioxide cause acid rain. A significant
proportion of the candidates gave both answers even though only one was required. The most
common misconception was carbon dioxide.

(d) Many candidates identified the correct oxide. The most common incorrect answers were carbon
dioxide and calcium oxide.

(e) This question was not assessed.

(f) Many candidates identified the correct oxide. The most common incorrect answer was carbon
monoxide.

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Question 2

(a) Most candidates were able to predict the melting point of caesium.

(b) Better performing candidates recognised there was no trend in the density of the Group I elements.
The most common misconception was that it was not possible to estimate the density of caesium
because the table did not include mass and volume. Other candidates stated that the density could
not be estimated since caesium was too reactive.

(c) Many candidates were able to give one physical property of caesium. The most popular response
was that caesium was soft. Some candidates incorrectly gave chemical properties.

(d) (i) Many candidates suggested the correct reason for sodium in Period 3. The most common
misconception was to refer to sodium having three valence shells.

(ii) Candidates found constructing the balanced equation very challenging and often gave
sodium oxide as the product of the reaction. Some candidates did not recognise that hydrogen was
produced. Even when candidates had the correct products, they often included incorrect formulae
such as Na2, Na+ and H. Candidates often confused the state symbols (l) and (aq).

Question 3

(a) Some candidates were able to deduce that an ethanol molecule contains nine atoms. Common
incorrect answers corresponded to the number of elements, the number of shared electrons in one
molecule of ethanol or the relative molecular mass of ethanol. A significant proportion of the
candidates did not attempt this question.

(b) – (d) These questions were not assessed.

Question 4

This question was modified.

Table 4.1
description of reaction type of reaction
reaction of a halogen with solutions of other halide ions. displacement
breaking down a compound into simpler substances
acid reacting with base
takes in energy, often in the form of heat, from the
surroundings
two solutions react to form an insoluble solid
the oxidation state of an element increases

Most candidates recognised endothermic (reaction), neutralisation and oxidation (reaction). Common
incorrect answers for decomposition were cracking, electrolysis and combustion. Some candidates gave
titration instead of neutralisation and crystallisation for precipitation

Question 5

(a) Sulfuric acid was chosen by most candidates, although hydrochloric and nitric acid were also
incorrectly given.

(b) The idea that excess magnesium hydroxide is added to use up all the sulfuric acid was often
expressed clearly. The most common misconception was that an excess was added to use up all
the magnesium hydroxide.

(c) Some candidates gave answers that were more appropriate for (b). Other candidates referred to
making a saturated solution of magnesium sulfate.

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(d) Most candidates appreciated that the mixture had to be filtered, although a small proportion of the
candidates mentioned fractional distillation.

(e) A common misconception was to focus on what happened to the magnesium sulfate giving
answers such as solidification, crystallisation or changing from a liquid to a solid.

Question 6

(a) Many candidates appreciated that an impure sample melts over a range of temperatures. A
common misconception was that the samples were impure because the melting point was high or
greater than 0 °C or 100 °C. A small proportion of the candidates referred to the boiling point rather
than the melting point.

(b) This question was well answered. A small proportion of the candidates did not refer to the changes
happening during melting but focused either on a solid or a liquid. The most common
misconception was that during melting, particles moved further away from each other.

(c) Candidates often gave answers that related to safety issues on consumption of the drug.

Question 7

(a) Most candidates gave the names of substances R, S, T, U and V. Some candidates gave both
chemical formulae and the names of the substances which contained inaccuracies in either the
names or chemical formulae. T and V, the two gases, were often correct, although a small
proportion of candidates referred to ammonium gas rather than ammonia gas. Candidates often
gave sodium nitrate for U rather than barium sulfate, which would be a white precipitate. Many
candidates were able to identify at least four of the substances.

(b) Many of the equations included incorrect formulae such as Ba2CO3 or BaNO3. The most popular
equations were barium carbonate with nitric acid and barium nitrate with sodium sulfate. Some
candidates used the incorrect case in formulae, writing Co3 instead of CO3, ba instead of Ba and
BA instead of Ba.

Question 8

(a) Most candidates used an approach that involved working out the number of moles of
titanium(IV) chloride, stating this was the number of moles of titanium and then multiplying by the
relative atomic mass of titanium to get the mass of titanium. The most common error involved
calculating an incorrect molar mass for titanium(IV) chloride. Calculations were often well set out.

(b) The idea that an alloy was a mixture was known by some candidates. A small proportion of the
candidates referred to alloys being compounds or a chemical combination of elements. Some
candidates explained why alloys were harder or stronger than their constituents rather than
defining the term alloy.

(c) Most candidates were able to name an alloy. The most common alloys given were steel, stainless
steel, brass and bronze.

Answers: (a) 2.4 g

Section B

Question 9

(a) (i) Most candidates were able to state the time using the graph.

(ii) Candidates often drew very accurate and fully labelled diagrams that showed the gas being
collected in a gas syringe. Only a very small proportion of the candidates collected the gas by
displacement of water. Some candidates did not draw the reaction vessel and only drew a gas

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syringe. Other candidates put the delivery tube into the aqueous reactants; this was incorrect since
the reactants would be forced out along the delivery tube.

(iii) The curve was well drawn by many candidates, although a small proportion of candidates did not
attempt this question. The most common misconception was to have a total volume greater than
that of the original total volume shown on the graph.

(iv) This explanation was often answered well with candidates referring to fewer particles per unit
volume and as a result, a lower collision frequency. A small number of candidates referred to fewer
reactions per second and did not mention collisions or fewer particles.

(b) (i) Many candidates could calculate the number of moles.

(ii) Many candidates could calculate the number of moles of hydrogen by halving their answer to (i).

(iii) Many candidates appreciated that the volume of hydrogen was the number of moles multiplied by
24.

Answers: (b)(i) 0.02 mol (ii) 0.01 mol (iii) 0.24 dm3

Question 10

This question was not assessed.

Question 11

(a) (i) A significant proportion of the candidates correctly completed the table. A common misconception
was to use a minus sign when stating the relative masses.

(ii) Many candidates could deduce the number of each particle in the isotope of bromine shown. The
most common error was to give the mass number for the number of neutrons.

(iii) Candidates found this question demanding and gave a wide range of answers such as 40 and 20,
rather than the correct answer of 45.

(b) (i) Candidates often stated incorrect electron configurations in their answers. A common
misconception was to refer to potassium ions losing electrons.

(ii) The most popular answers were high melting and boiling points. Other answers referred to the
electrical conductivity of an aqueous solution or a molten liquid. Common errors included giving
chemical properties or typical physical properties of metals such as ductility or malleability.

Answers: (a)(ii) e =35, p = 35, n = 44 (iii) 45

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SCIENCE

Paper 5077/04 and 5078/04

Structured and Free Response Biology

General comments

Questions relating to the Common Last Topic of the syllabus were not assessed in 2021.

Better performing candidates read the questions carefully and answered the question asked. Candidates
who performed less well tended to focus on one or two words within the question and wrote everything they
know about that topic, much of which did not answer the question. This practice wastes examination time.

Command words such as ‘describe’, ‘explain’, ‘suggest’ and ‘compare’ require different responses from
candidates. If a description is required, including a reference to a graph or table, then it will be expected that
data will be used in the description given. Many candidates can do this effectively. An explanation requires
more than just a description and weaker responses did not differentiate between ‘explain’ and ‘describe’.

Most candidates were able to complete all sections of the examination paper. There did not seem to be a
problem with the time allowed for the paper.

Comments on specific questions

Section A

Question 1

This question was not assessed.

Question 2

(a) This was generally answered well. Some identified maltose as an enzyme instead of maltase or
incorrectly stated that bile, insulin, glucagon and pancreatic juice were enzymes.

(b) (i) Many candidates did not answer this question.

(ii) The most common mistake was in the description for aerobic respiration in relation to the function
of mitochondria. It was not uncommon to see incorrect responses, such as, ‘it makes energy’,
‘produces energy’ or ’it releases energy FOR aerobic respiration’.

(c) Many candidates did not read this question carefully. They appeared to miss the word ‘always’.
Many incorrectly gave a chloroplast as always being present.

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(d) This was generally answered well, with many candidates writing a correct description of the events
that would happen when the animal cell was placed in pure water. Occasionally, they got mixed up
and thought the animal cell would lose water. A few candidates incorrectly answered this question
in terms of concentration of water.

Question 3

This was generally answered well.

(a) (i) Majority of candidates performed well. Some used letters other than F/f. FF was the most common
incorrect response for the child.

(ii) Most candidates performed well.

(b) This was answered well. A handful thought XX means male. Some did not address both gender
and Down’s syndrome.

Question 4

(a) The majority of candidates performed well here; a few candidates incorrectly wrote bile duct for gall
bladder and duodenum for ileum.

(b) This was well answered.

(c) (i) The majority performed well.

(ii) There were many long descriptions of how food was broken down to glucose but this did not
answer the question.

(iii) The vast majority performed well.

Question 5

(a) (i) Most candidates could identify that the concentration of oxygen in the blood increased from V to W.
Some could also state that the oxygen diffused from the alveolus into the blood. Many omitted to
say that oxygen diffused from the alveolus. Fewer candidates were able to make correct reference
to the diffusion / concentration gradient. Some candidates wrote about the diffusion of air instead of
oxygen. A few candidates stated that the oxygen diffused from the blood into the alveolus and
carbon dioxide diffused from the alveolus into the blood. Many also referred to carbon dioxide,
which the question did not require.

(ii) The majority were able to correctly name the pulmonary artery. The most common incorrect
answer was pulmonary vein, however other incorrect answers include vena cava, aorta, or hepatic
portal vein. Some only mentioned artery, which was incomplete.

(b) Many referred to the large number of alveoli resulting in a large surface area to volume ratio. This
implies that they had not understood that the question was about a single alveolus.

Question 6

(a) Few candidates plotted a totally correct graph. Some axes were inadequately labelled or not linear.
Others had no indication of the value at the bottom of the y-axis. In some cases, poor choices of
scales led to incorrect plotting. Some lines of best fit were incorrectly extrapolated beyond the first
or last points, or had lines that deviated significantly from what could reasonably be expected.

(b) This question was not assessed.

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Section B

Question 7

(a) Candidates described the graph better than they explained the science behind the changing rate.
They went into more detail about the decrease in the rate and did not explain the increase in rate.
Most described denaturation of the enzyme and photosynthesis stopping at 40 °C in the
explanation section. There were some references to cells or chlorophyll being denatured.
Occasionally, a candidate wrote about kinetic energy and collisions, but these were generally only
seen in the stronger responses. Writing about the curve increasing and decreasing rather than the
rate of photosynthesis was not sufficient.

(b) This was not answered particularly well. Candidates seemed to focus on one aspect in their
answer, usually the production of oxygen and did not consider other dependencies. Stronger
responses often referred to oxygen production, removal of carbon dioxide and food source. Some
did not say why oxygen is necessary, just that it is needed to breathe. Those candidates that wrote
about plants as a food source did not explain that plants are producers for food chains.

Question 8

(a) Most candidates were able to state that both the number of deaths from AIDS and the rate of HIV
infection had decreased, recognised that there was an increase in deaths between 2016–2017 and
were able to produce a data comparison. Stronger responses also stated there were fewer deaths
due to AIDS than cases of infection with HIV. Some candidates thought that the cases of HIV were
deaths. Candidates gave lots of figures for different years rather than writing about what the
numbers were showing.

(b) Most candidates did not answer in relevant detail. Not sharing needles for drug addicts or in
medicine was a common response, but this example was repeated within responses. Use of
condoms and abstinence / limited sexual partners was also often seen. Many candidates used up
space and time explaining how their suggestions would work, but this was not required, as the
question suggested.

Question 9

(a) This was well answered. There was some confusion as to where the sensory neurone is located.

(b) A lot of candidates performed well here. A few candidates confused glucagon and glycogen. Some
got the effects of glucagon and insulin the wrong way round and some thought the hormones were
produced in the liver.

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5076, 5077 and 5078 Science November 2021
Examiner Report

SCIENCE

Paper 5076/05, 5077/05 and 5078/05

Practical

General comments

Candidates seemed to have sufficient time to complete the paper.

In the Physics question, graph plotting was generally good. There were awkward scales chosen by some
candidates. Better performing candidates used suitable scales so that it is easy to both plot the data and also
read information from the drawn graph.

Candidates who performed well showed all their working in calculations. This includes clearly indicating the
data points used when determining the gradient as well as showing the numbers substituted in the
equations.

Part (f) was found to be challenging for a large number of candidates. Candidates need to identify the source
of the error and then give a relevant improvement. In (g), candidates often identified a suitable measuring
instrument to measure the diameter of the wire.

In the Chemistry question, there was good use of chemical terminology. ‘Precipitate’ and ‘solution’ were well
understood and correctly used. ‘Colourless’ and ‘clear’ caused problems for some candidates.

Candidates who performed less well were not clear in their understanding of the difference between an
observation – ‘effervescence seen’ and a conclusion – ‘gas evolved’.

The quality of responses in the Biology question was good and many candidates performed well. Results
seen showed the expected trend. In the questions that involved the identification of sources of error and
possible improvements candidates rarely offered suggestions based on their own experiences gained whilst
conducting the experiments.

Candidates should be encouraged to use the blank pages at the end of the paper rather than extending their
answers into the right-hand ‘For Examiner’s Use’ column.

Comments on specific questions

PHYSICS

Question 1 (5076 and 5077)

(a) This was generally answered well; when errors did occur, it was often not recording the
measurement to the nearest 0.1 cm.

(b) Most candidates completed the table. Sometimes there were large values of current and a
significant minority of candidates’ results did not follow the correct trend. Some candidates did not
record the current and potential difference to two decimal places.

(c) Candidates needed to add a suitable scale to each axis, which allowed the plotted data to occupy
at least half the graph grid in both the x and y-directions. Stronger responses ensured that there
were tick marks every two centimetres, i.e. every large square which made for easy plotting of data
points and reading-off information.

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Some errors in the plotting of points occurred. Candidates who performed less well did not check
their plots. Some graphs did not show a balance of plotted points about the straight line of best fit.

(d) In this experiment, the gradient should have been negative. Candidates were required to show on
the graph how the gradient was determined. Candidates who performed well clearly indicated the
points that they used to calculate the gradient. There was some misreading of co-ordinates or not
using a sensibly sized triangle. Better performing candidates took points from the line and not from
data points from the table, which may lie near to the line but not on the line. Weaker responses did
not give the gradient to an appropriate number of significant figures.

(e) Good responses showed working clearly. Most candidates gave their answers to an appropriate
number of significant figures, although few gave a unit.

(f) Answers to this part needed to be specific to the experiment and not general laboratory procedures
such as repeating the experiment. Many candidates stated that the wire was not straight without
linking this to the measurement of L. Some candidates realised that the crocodile clips needed to
be allowed for when measuring the length L. Other candidates stated that the ammeter and
voltmeter readings were not stable because of the difficulty with contact on the wire.
Some candidates discussed the large scatter on the graphs and suggested the use of greater
precision ammeters and voltmeters. Some candidates stated ‘the wire heats up so open the
switch’; this was part of the instructions in (b). It was insufficient to state that ‘the wire of the rule
was not straight’ since this would not affect the experiment.

(g) Most candidates used a micrometer screw gauge (or vernier calliper) to measure the diameter of
the wire. Some candidates correctly stated that the wires should be of the same length or that the
experiment needed to be repeated. Some also correctly suggested repeating the measurements of
diameter and finding the mean along the length of the wire.

CHEMISTRY

Question 2 (5076) and Question 1 (5078)

(a) (i) Most candidates performed well, correctly stating that a white precipitate was formed. Incorrect
statements included ‘the precipitate was orange’. This was probably observed because candidates
did not allow it to settle. The majority of candidates correctly used the term, precipitate.

(ii) Most candidates performed well.

(b) (i) Candidates performed well on this question.

(ii) Many candidates performed well here, correctly recorded all observations and identified hydrogen
gas. Weaker responses did not test the gas evolved.

(c) A brown precipitate was given by most candidates. A significant number of candidates did not test
the gas evolved; of those that did, the correct test was carried out and ammonia was identified by
many of them.

(d) This question was well answered and the correct results were recorded.

(e) (i) Many candidates incorrectly recorded the precipitate as white.

(ii) Most responses were correct. ‘A brown solution’ was a common wrong answer. There was some
confusion here between the terms, clear and colourless.

(iii) Better responses were able to identify X as a reducing agent, but many weaker responses
identified sulfur dioxide as being present.

(f) This question was answered quite well with many candidates correctly identifying iron(III) and
sulfate ions as being present with evidence from their observations.

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Better performing candidates also identified ammonium ions from the correct observations; others
used this same evidence to incorrectly identify nitrate ions. Iron(II) ion was another frequent but
incorrect answer.

A few candidates incorrectly named salts and not ions.

BIOLOGY

Question 2 (5077 and 5078)

(a) (i) This question was well answered. The most common mistake was in not giving measurements of
height in centimetres to one decimal place as this is the precision of the ruler. Some candidates did
not put the units in the heading of the table.

(ii) Almost all candidates were able to correctly identify the trend here.

(iii) This question proved difficult for many candidates who just repeated the information about the
reaction which they had been given in the stem. Better performing candidates were able to explain
their answers, linking more foam to the release of more catalase/enzyme.

(iv) Many candidates referred to the uneven surface of the foam in a variety of ways. Common answers
that fell short included ’parallax error’, ‘holding the boiling tube straight’, and vague statements
about large and small bubbles, and the increasing height of the foam after five minutes

(v) Candidates struggled to answer this question. Some could identify the use of a measuring cylinder
as a problem but the lack of precision/accuracy in using it to measure out 1 cm3 of detergent was
not well understood. Common misconceptions referred to ‘parallax error’, ‘detergent sticking to the
sides of the cylinder’ and ‘spilling solutions on transfer’.

Candidates who correctly identified the source of error often correctly suggested the use of a
syringe for the improvement. Many candidates also chose to use a pipette or a dropper pipette
without realising that it needed to be graduated.

(b) Candidates performed well on this question. Occasionally, the diagram was too small.

(c) (i) The majority of the candidates observed the blue-black colour and correctly identified the presence
of starch in the chickpea.

(ii) Many candidates described a correct design of the experiment. Some other responses were vague
when describing how to measure a suitable change. Many incorrectly measured size instead of
mass or length or another dimension. Weaker responses discussed turgidity and did not measure
changes or look for changes in water levels in the tubes.

Many candidates had a good idea of osmosis and included it as part of their response, but this was
not relevant to the description of the experiment.

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