Year 9 optional science tests
Teacher’s guide
OP
TIO
NA
LSc
KEY STAGE
3TIER
4–7
TIER
4 –7
Sc
KEY STAGE
3
TOTAL MARKS
For marker’s use only
Paper 1First name
Last name
Class
Date
Please read this page, but do not open your booklet until your
teacher tells you to start. Write your name, your class and the date
in the spaces above.
Remember:■ The test is 1 hour long.
■ You will need a pen, pencil, rubber and ruler. You may find a protractor and acalculator useful.
■ The test starts with easier questions.
■ Try to answer all of the questions.
■ The number of marks available for each question is given below themark boxes in the margin. You should not write in this margin.
■ Show any rough working on this paper.
■ Check your work carefully.
■ Ask your teacher if you are not sure what to do.
Year 9 science test
TIER
4 –7
Sc
KEY STAGE
3
TOTAL MARKS
For marker’s use only
Paper 2First name
Last name
Class
Date
Please read this page, but do not open your booklet until your
teacher tells you to start. Write your name, your class and the date
in the spaces above.
Remember:■ The test is 1 hour long.
■ You will need a pen, pencil, rubber and ruler. You may find a protractor and acalculator useful.
■ The test starts with easier questions.
■ Try to answer all of the questions.
■ The number of marks available for each question is given below themark boxes in the margin. You should not write in this margin.
■ Show any rough working on this paper.
■ Check your work carefully.
■ Ask your teacher if you are not sure what to do.
Year 9 science test
OP
S T
each
er G
uide
MS
Lan
dsca
pe_M
S_T
estA
&B
_Sc_
2753
66 0
7/12
/201
0 1
0:14
Pag
e 1
TeacherGuide.indd 1 22/12/2011 17:04:19
satspapers.org
First published 2011
© Qualifications and Curriculum Development Agency 2011
ISBN 978-1-84962-278-3
Reproduction, storage, adaptation or translation, in any form or by any means, ofthis publication is prohibited without prior written permission of the publisher, unlesswithin the terms of licences issued by the Copyright Licensing Agency. Excerpts maybe reproduced for the purpose of research, private study, criticism or review, or byeducational institutions solely for educational purposes, without permission,providing full acknowledgement is given.
Printed in Great Britain by the Qualifications and Curriculum Development Agencyunder the authority and superintendence of the Controller of Her Majesty’sStationery Office and Queen’s Printer of Acts of Parliament.
Qualifications and Curriculum Development Agency53-55 Butts RoadEarlsdon ParkCoventryCV1 3BHhttp://www.qcda.gov.uk
The 2011 year 9 optional science tests and mark schemes were developed by
the National Foundation for Educational Research (NFER) on behalf of QCDA.
QCDA wishes to make its publications widely accessible.Please contact us if you have any specific accessibility requirements.
OP
S T
each
er G
uide
MS
Lan
dsca
pe_M
S_T
estA
&B
_Sc_
2753
66 0
7/12
/201
0 1
0:14
Pag
e 2
ContentsIntroduction 4
Supporting teacher assessment 4
Section A: Formal administration 5
Access arrangements 7
Marking the tests 9
Mark scheme Paper 1 14
Mark scheme Paper 2 28
Section B: Using the outcomes of the tests 42
Level thresholds 42
Key findings and useful information 43
Year 9 optional science teacher’s guide_____________________________________________________________________________________________
_____________________________________________________________________________________________
3
OP
S T
each
er G
uide
MS
Lan
dsca
pe_M
S_T
estA
&B
_Sc_
2753
66 0
7/12
/201
0 1
0:14
Pag
e 3
TeacherGuide.indd 2 22/12/2011 17:04:19
satspapers.org
3
Year 9 optional science teacher’s guide
First published 2011
© Qualifications and Curriculum Development Agency 2011
ISBN 978-1-84962-278-3
Reproduction, storage, adaptation or translation, in any form or by any means, ofthis publication is prohibited without prior written permission of the publisher, unlesswithin the terms of licences issued by the Copyright Licensing Agency. Excerpts maybe reproduced for the purpose of research, private study, criticism or review, or byeducational institutions solely for educational purposes, without permission,providing full acknowledgement is given.
Printed in Great Britain by the Qualifications and Curriculum Development Agencyunder the authority and superintendence of the Controller of Her Majesty’sStationery Office and Queen’s Printer of Acts of Parliament.
Qualifications and Curriculum Development Agency53-55 Butts RoadEarlsdon ParkCoventryCV1 3BHhttp://www.qcda.gov.uk
The 2011 year 9 optional science tests and mark schemes were developed by
the National Foundation for Educational Research (NFER) on behalf of QCDA.
QCDA wishes to make its publications widely accessible.Please contact us if you have any specific accessibility requirements.
OP
S T
each
er G
uide
MS
Lan
dsca
pe_M
S_T
estA
&B
_Sc_
2753
66 0
7/12
/201
0 1
0:14
Pag
e 2
ContentsIntroduction 4
Supporting teacher assessment 4
Section A: Formal administration 5
Access arrangements 7
Marking the tests 9
Mark scheme Paper 1 14
Mark scheme Paper 2 28
Section B: Using the outcomes of the tests 42
Level thresholds 42
Key findings and useful information 43
Year 9 optional science teacher’s guide_____________________________________________________________________________________________
_____________________________________________________________________________________________
3
OP
S T
each
er G
uide
MS
Lan
dsca
pe_M
S_T
estA
&B
_Sc_
2753
66 0
7/12
/201
0 1
0:14
Pag
e 3
TeacherGuide.indd 3 22/12/2011 17:04:19
satspapers.org
Year 9 optional science teacher’s guide
4
IntroductionThe year 9 optional science tests provide schools with a tool to help monitor pupils’progress against national standards at the end of key stage 3 and an instrument forgathering assessment evidence in support of teacher judgements.
The test materials may be used in whole or in part at any point during key stage 3 toprovide valuable qualitative information about pupils’ strengths and weaknesses.Teachers may choose to use the materials alongside written work, class discussions andgroup activities in a variety of contexts. When used in this way the materials can yieldevidence in support of teacher assessment, including national curriculum leveljudgements.
The tests follow a similar structure to the previously statutory end of key stage 3 sciencetests taken by pupils in year 9. They can be administered and marked formally, and theresults may be used to determine a national curriculum level. Even when used in this way,there is still useful additional information that can be discerned from pupils’ responses.This guide explains the options in more detail.
The science tests are available in one tier only, covering levels 4–7.
Supporting teacher assessmentThe optional year 9 science tests aim to be supportive of school assessment arrangementsand can be used as part of an integrated approach to teacher assessment. AssessingPupils’ Progress (APP) materials are also available and may be used alongside these tests.APP is a structured approach to periodic assessment, enabling teachers to:
■ use information about pupils’ strengths and weaknesses to improveteaching, learning and rates of pupils’ progress;
■ track pupils’ progress over a key stage or longer.
The optional test materials may be used in a variety of contexts in order to give pupilsthe broadest opportunities to show what they can do. Individual questions and pupilresponses can be used to stimulate class discussions and group activities, contributing toa rich evidence-base for teacher assessment. The notes on individual questions makesome specific suggestions for teaching and learning (see Section B).
Year 9 optional science teacher’s guide_____________________________________________________________________________________________
_____________________________________________________________________________________________
4
OP
S T
each
er G
uide
MS
Lan
dsca
pe_M
S_T
estA
&B
_Sc_
2753
66 0
7/12
/201
0 1
0:14
Pag
e 4
Section A: Formal administrationThe guidance in this section must be followed in order to produce a national curriculumlevel for each pupil using the level thresholds supplied on page 42.
There is one science test covering levels 4–7. The test is made up of two papers:
■ Paper 1 (tier 4–7)
■ Paper 2 (tier 4–7).
Pupils should take both Paper 1 and Paper 2.
Pupils’ marks from both papers will be aggregated to calculate their overall science level:
■ Paper 1 and Paper 2 have 60 marks each, giving a total of 120 marks.
Paper 1 and Paper 2
Pupils are allowed 60 minutes each for Paper 1 and Paper 2.
Pupils should have a break between each paper.
Teacher assessment will continue to be the only method of assessing the practicalaspects of 1. Key processes, and 2. Key concepts.
What to do before the tests
■ Remove or cover any displays or materials that could help pupils in the tests.
■ Seating arrangements should allow all pupils to work quietly and independently.
■ Having a clearly visible clock in the room will help pupils pace themselves duringthe tests.
Year 9 optional science teacher’s guide_____________________________________________________________________________________________
_____________________________________________________________________________________________
5
OP
S T
each
er G
uide
MS
Lan
dsca
pe_M
S_T
estA
&B
_Sc_
2753
66 0
7/12
/201
0 1
0:14
Pag
e 5
TeacherGuide.indd 4 22/12/2011 17:04:20
satspapers.org
5
Year 9 optional science teacher’s guide
IntroductionThe year 9 optional science tests provide schools with a tool to help monitor pupils’progress against national standards at the end of key stage 3 and an instrument forgathering assessment evidence in support of teacher judgements.
The test materials may be used in whole or in part at any point during key stage 3 toprovide valuable qualitative information about pupils’ strengths and weaknesses.Teachers may choose to use the materials alongside written work, class discussions andgroup activities in a variety of contexts. When used in this way the materials can yieldevidence in support of teacher assessment, including national curriculum leveljudgements.
The tests follow a similar structure to the previously statutory end of key stage 3 sciencetests taken by pupils in year 9. They can be administered and marked formally, and theresults may be used to determine a national curriculum level. Even when used in this way,there is still useful additional information that can be discerned from pupils’ responses.This guide explains the options in more detail.
The science tests are available in one tier only, covering levels 4–7.
Supporting teacher assessmentThe optional year 9 science tests aim to be supportive of school assessment arrangementsand can be used as part of an integrated approach to teacher assessment. AssessingPupils’ Progress (APP) materials are also available and may be used alongside these tests.APP is a structured approach to periodic assessment, enabling teachers to:
■ use information about pupils’ strengths and weaknesses to improveteaching, learning and rates of pupils’ progress;
■ track pupils’ progress over a key stage or longer.
The optional test materials may be used in a variety of contexts in order to give pupilsthe broadest opportunities to show what they can do. Individual questions and pupilresponses can be used to stimulate class discussions and group activities, contributing toa rich evidence-base for teacher assessment. The notes on individual questions makesome specific suggestions for teaching and learning (see Section B).
Year 9 optional science teacher’s guide_____________________________________________________________________________________________
_____________________________________________________________________________________________
4
OP
S T
each
er G
uide
MS
Lan
dsca
pe_M
S_T
estA
&B
_Sc_
2753
66 0
7/12
/201
0 1
0:14
Pag
e 4
Section A: Formal administrationThe guidance in this section must be followed in order to produce a national curriculumlevel for each pupil using the level thresholds supplied on page 42.
There is one science test covering levels 4–7. The test is made up of two papers:
■ Paper 1 (tier 4–7)
■ Paper 2 (tier 4–7).
Pupils should take both Paper 1 and Paper 2.
Pupils’ marks from both papers will be aggregated to calculate their overall science level:
■ Paper 1 and Paper 2 have 60 marks each, giving a total of 120 marks.
Paper 1 and Paper 2
Pupils are allowed 60 minutes each for Paper 1 and Paper 2.
Pupils should have a break between each paper.
Teacher assessment will continue to be the only method of assessing the practicalaspects of 1. Key processes, and 2. Key concepts.
What to do before the tests
■ Remove or cover any displays or materials that could help pupils in the tests.
■ Seating arrangements should allow all pupils to work quietly and independently.
■ Having a clearly visible clock in the room will help pupils pace themselves duringthe tests.
Year 9 optional science teacher’s guide_____________________________________________________________________________________________
_____________________________________________________________________________________________
5
OP
S T
each
er G
uide
MS
Lan
dsca
pe_M
S_T
estA
&B
_Sc_
2753
66 0
7/12
/201
0 1
0:14
Pag
e 5
TeacherGuide.indd 5 22/12/2011 17:04:20
satspapers.org
Year 9 optional science teacher’s guide
6
What to do at the start of the tests
Examples of what might be said at the beginning of the tests are given below. Testadministrators might find these useful when preparing opening comments for thescience tests.
This is the key stage 3 science test Paper 1 (or Paper 2).
Each paper is one hour long.
You will need a pen, pencil, rubber and ruler. You may find a protractor and a calculatoruseful.
Write your name, your class and the date on the front of the test paper.
The test starts with easier questions. Try to answer all of the questions in the booklet.
Write all your answers and working on the test paper. Marks may be awarded for yourworking even if your final answer is wrong.
The number of marks allocated to each part of a question is indicated beneath eachmark box. Where two or three marks are available, two or three distinct points arerequired for a full answer.
Remember to check your work carefully once you have completed the paper.
I will tell you when you are halfway through the test and also tell you when you are intothe last five minutes. I will tell you when the test is over and when to stop writing.
If you have any urgent questions during the test, you should put your hand up and waitfor someone to come to you. The administrator will only be able to read words orphrases from the test paper, not whole questions. You must not talk to each other.
You should now open your test booklet. The test has started.
Year 9 optional science teacher’s guide_____________________________________________________________________________________________
_____________________________________________________________________________________________
6
OP
S T
each
er G
uide
MS
Lan
dsca
pe_M
S_T
estA
&B
_Sc_
2753
66 0
7/12
/201
0 1
0:14
Pag
e 6
Access arrangementsGeneral advice
The year 9 optional science tests have been designed to ensure the majority of pupilsworking at the level of the tests can access them. A small number of pupils may requireadditional arrangements to access the tests.
For some pupils, for example those who suffer from attention-related difficulties, breakingthe tests into shorter sessions may be beneficial. For others, working separately awayfrom the main group with an assistant might aid concentration and more closely resembletheir normal working conditions.
If you have chosen to use the year 9 optional science tests with the full cohort, you arefree to make adaptations to the tests that will improve their accessibility for pupils withspecial educational needs and for pupils for whom English is an additional language. Inmaking any changes to the way the tests are used, the focus should be on theassessment needs of the individual pupil. Any adaptations should be similar to thosemade to the materials which pupils work with in the classroom.
Examples of appropriate adaptationsSchool-based adaptations to the tests may include:
■ allowance of up to 25% more time for pupils with a statement of special educationalneeds
■ use of readers, prompters, sign language interpreters and scribes
■ use of transcripts and word processors
■ separating the tests into sections, taping, photocopying onto coloured paper, use ofcoloured overlays, use of apparatus
■ enhancing the shading on diagrams, including charts and graphs, to increase visualclarity
■ enlarging diagrams, cutting them out, embossing or mounting them on card or othermaterial according to normal classroom practice
■ translation of words or phrases in the test papers that are likely to prove difficult forpupils for whom English is an additional language, and also for pupils who use BritishSign Language (BSL) or other sign-supported communication
■ rephrasing of test instructions, including the use of gestures or drawings
■ discussion of concepts that may be culturally unfamiliar to pupils when introducingthe tests
■ use of bilingual dictionaries.
Any access arrangements used should not alter the nature of the test questions and allanswers given should be the pupil’s own.
Year 9 optional science teacher’s guide_____________________________________________________________________________________________
_____________________________________________________________________________________________
7
OP
S T
each
er G
uide
MS
Lan
dsca
pe_M
S_T
estA
&B
_Sc_
2753
66 0
7/12
/201
0 1
0:14
Pag
e 7
TeacherGuide.indd 6 22/12/2011 17:04:20
satspapers.org
7
Year 9 optional science teacher’s guide
What to do at the start of the tests
Examples of what might be said at the beginning of the tests are given below. Testadministrators might find these useful when preparing opening comments for thescience tests.
This is the key stage 3 science test Paper 1 (or Paper 2).
Each paper is one hour long.
You will need a pen, pencil, rubber and ruler. You may find a protractor and a calculatoruseful.
Write your name, your class and the date on the front of the test paper.
The test starts with easier questions. Try to answer all of the questions in the booklet.
Write all your answers and working on the test paper. Marks may be awarded for yourworking even if your final answer is wrong.
The number of marks allocated to each part of a question is indicated beneath eachmark box. Where two or three marks are available, two or three distinct points arerequired for a full answer.
Remember to check your work carefully once you have completed the paper.
I will tell you when you are halfway through the test and also tell you when you are intothe last five minutes. I will tell you when the test is over and when to stop writing.
If you have any urgent questions during the test, you should put your hand up and waitfor someone to come to you. The administrator will only be able to read words orphrases from the test paper, not whole questions. You must not talk to each other.
You should now open your test booklet. The test has started.
Year 9 optional science teacher’s guide_____________________________________________________________________________________________
_____________________________________________________________________________________________
6
OP
S T
each
er G
uide
MS
Lan
dsca
pe_M
S_T
estA
&B
_Sc_
2753
66 0
7/12
/201
0 1
0:14
Pag
e 6
Access arrangementsGeneral advice
The year 9 optional science tests have been designed to ensure the majority of pupilsworking at the level of the tests can access them. A small number of pupils may requireadditional arrangements to access the tests.
For some pupils, for example those who suffer from attention-related difficulties, breakingthe tests into shorter sessions may be beneficial. For others, working separately awayfrom the main group with an assistant might aid concentration and more closely resembletheir normal working conditions.
If you have chosen to use the year 9 optional science tests with the full cohort, you arefree to make adaptations to the tests that will improve their accessibility for pupils withspecial educational needs and for pupils for whom English is an additional language. Inmaking any changes to the way the tests are used, the focus should be on theassessment needs of the individual pupil. Any adaptations should be similar to thosemade to the materials which pupils work with in the classroom.
Examples of appropriate adaptationsSchool-based adaptations to the tests may include:
■ allowance of up to 25% more time for pupils with a statement of special educationalneeds
■ use of readers, prompters, sign language interpreters and scribes
■ use of transcripts and word processors
■ separating the tests into sections, taping, photocopying onto coloured paper, use ofcoloured overlays, use of apparatus
■ enhancing the shading on diagrams, including charts and graphs, to increase visualclarity
■ enlarging diagrams, cutting them out, embossing or mounting them on card or othermaterial according to normal classroom practice
■ translation of words or phrases in the test papers that are likely to prove difficult forpupils for whom English is an additional language, and also for pupils who use BritishSign Language (BSL) or other sign-supported communication
■ rephrasing of test instructions, including the use of gestures or drawings
■ discussion of concepts that may be culturally unfamiliar to pupils when introducingthe tests
■ use of bilingual dictionaries.
Any access arrangements used should not alter the nature of the test questions and allanswers given should be the pupil’s own.
Year 9 optional science teacher’s guide_____________________________________________________________________________________________
_____________________________________________________________________________________________
7
OP
S T
each
er G
uide
MS
Lan
dsca
pe_M
S_T
estA
&B
_Sc_
2753
66 0
7/12
/201
0 1
0:14
Pag
e 7
TeacherGuide.indd 7 22/12/2011 17:04:20
satspapers.org
Year 9 optional science teacher’s guide
8
Modified versions of the tests
Modified large print, enlarged print and Braille test papers for visually impaired pupils areavailable from the QCDA modified test agency. Additional guidance notes for teachersadministering the modified versions of the tests are supplied with the test papers. Theseinclude guidance for people administering the tests to pupils with hearing impairmentand pupils who use sign language.
If you have any questions about ordering the modified tests, contact the QCDA modifiedtest agency on: 0844 500 6727.
For further guidance on access arrangements please refer to Access arrangementsavailable on the QCDA website at: www.qcda.gov.uk/assessment/3798.aspx
Year 9 optional science teacher’s guide_____________________________________________________________________________________________
_____________________________________________________________________________________________
8
OP
S T
each
er G
uide
MS
Lan
dsca
pe_M
S_T
estA
&B
_Sc_
2753
66 0
7/12
/201
0 1
0:14
Pag
e 8
Marking the testsAbout the mark scheme
The science mark scheme was devised after trialling the materials with pupils andcontains some frequently occurring correct answers given in the trials. This bookletincludes the mark scheme for Paper 1 and Paper 2.
The structure of the mark schemeThe mark scheme for each question shows:
■ references to the key stage 3 programme of study
■ the marks available for each part of the question
■ the total marks available for the question
■ the answer or expected answers indicated by an asterisk (marking point)
■ additional guidance to assist markers in making professional judgements.
In the Accept column there may be:
■ examples of answers which are acceptable, although they do not correspond exactlyto the expected answers
■ answers aligned to the main marking point which are equivalent and cannot becounted as a separate marking point in multiple-mark questions
■ examples of higher-level answers, which could be given by higher-attaining pupilsanswering questions on the lower levels in the tier.
In the Additional guidance column there may be:
■ examples of answers which are insufficient or not acceptable (see page 11)
■ information on the general requirement of the question
■ a reminder, in questions involving calculations, that consequential marking may be used
■ instructions on action in the event of consequential marking (see page 13)
■ guidance to markers where pupils have not followed the instructions in the question.
Year 9 optional science teacher’s guide_____________________________________________________________________________________________
_____________________________________________________________________________________________
9
OP
S T
each
er G
uide
MS
Lan
dsca
pe_M
S_T
estA
&B
_Sc_
2753
66 0
7/12
/201
0 1
0:14
Pag
e 9
TeacherGuide.indd 8 22/12/2011 17:04:20
satspapers.org
9
Year 9 optional science teacher’s guide
Modified versions of the tests
Modified large print, enlarged print and Braille test papers for visually impaired pupils areavailable from the QCDA modified test agency. Additional guidance notes for teachersadministering the modified versions of the tests are supplied with the test papers. Theseinclude guidance for people administering the tests to pupils with hearing impairmentand pupils who use sign language.
If you have any questions about ordering the modified tests, contact the QCDA modifiedtest agency on: 0844 500 6727.
For further guidance on access arrangements please refer to Access arrangementsavailable on the QCDA website at: www.qcda.gov.uk/assessment/3798.aspx
Year 9 optional science teacher’s guide_____________________________________________________________________________________________
_____________________________________________________________________________________________
8
OP
S T
each
er G
uide
MS
Lan
dsca
pe_M
S_T
estA
&B
_Sc_
2753
66 0
7/12
/201
0 1
0:14
Pag
e 8
Marking the testsAbout the mark scheme
The science mark scheme was devised after trialling the materials with pupils andcontains some frequently occurring correct answers given in the trials. This bookletincludes the mark scheme for Paper 1 and Paper 2.
The structure of the mark schemeThe mark scheme for each question shows:
■ references to the key stage 3 programme of study
■ the marks available for each part of the question
■ the total marks available for the question
■ the answer or expected answers indicated by an asterisk (marking point)
■ additional guidance to assist markers in making professional judgements.
In the Accept column there may be:
■ examples of answers which are acceptable, although they do not correspond exactlyto the expected answers
■ answers aligned to the main marking point which are equivalent and cannot becounted as a separate marking point in multiple-mark questions
■ examples of higher-level answers, which could be given by higher-attaining pupilsanswering questions on the lower levels in the tier.
In the Additional guidance column there may be:
■ examples of answers which are insufficient or not acceptable (see page 11)
■ information on the general requirement of the question
■ a reminder, in questions involving calculations, that consequential marking may be used
■ instructions on action in the event of consequential marking (see page 13)
■ guidance to markers where pupils have not followed the instructions in the question.
Year 9 optional science teacher’s guide_____________________________________________________________________________________________
_____________________________________________________________________________________________
9
OP
S T
each
er G
uide
MS
Lan
dsca
pe_M
S_T
estA
&B
_Sc_
2753
66 0
7/12
/201
0 1
0:14
Pag
e 9
TeacherGuide.indd 9 22/12/2011 17:04:20
satspapers.org
Year 9 optional science teacher’s guide
10
The first example shown below is from Paper 1 question 5.
Brackets indicate part of an answer that is not necessary for it to be creditworthy.
In the example below, ‘volume in each test tube’ is enough to gain a mark.
In the same example, an answer giving ‘starting temperature’ and ‘size of test tubes’ should
be awarded two marks. However, an answer which gives ‘volume in each test tube’ and
‘amount of water’ should be given only one mark, as they refer to the same marking point.
Year 9 optional science teacher’s guide_____________________________________________________________________________________________
_____________________________________________________________________________________________
10
Part Mark Answer Accept Additional guidance
c2.1c
2 any two from* volume or mass (of water) in
each test tube* starting temperature (of water)
* surface area of water* size of test tubes* the temperature of the room
• amount of water
• measure for the same time
• keep in the same place• no draughts
‘temperature of (hot) water’ isinsufficient‘check at the same time or sameamount of time’ is insufficient‘the heat of starting water’ isinsufficient
‘the heat of the room’ isinsufficient
OP
S T
each
er G
uide
MS
Lan
dsca
pe_M
S_T
estA
&B
_Sc_
2753
66 0
7/12
/201
0 1
0:14
Pag
e 10
Where more than one answer is acceptable, this is indicated in the mark scheme by ‘any
one from’ or ‘any two from’. Each possible correct answer (marking point) is marked with
an asterisk. In some cases, alternative answers are indicated by ‘or’. This is shown in the
example below and on the opposite page.
The additional guidance column shows which answers are insufficient or not acceptable.
‘Do not accept’ answers will negate a mark if given with an otherwise creditworthy
answer. In the example below, from Paper 1 question 1, the answer ‘they had more food
and more space’ would not gain a mark. ‘Insufficient’ answers do not provide enough
information to be awarded the marking point on their own, but can be credited if given
with a correct answer. For example ‘they had more space because the pot is bigger’
should be awarded one mark. Insufficient answers can also be irrelevant information.
Year 9 optional science teacher’s guide_____________________________________________________________________________________________
_____________________________________________________________________________________________
11
Part Mark Answer Accept Additional guidance
b3.3d1.1b
1 * less or no competition • they had more space or soil(for each plant)
• they had plenty of room to grow• they had more minerals• they had more nutrients• they had more water• they had more light or Sun(light)
‘the pot is bigger’ is insufficient
‘they grew outside’ is insufficient
do not accept ‘they had more food’‘they had plenty of water or light’ isinsufficient‘more oxygen’ is insufficient‘it has a lot of what it needs to grow’ isinsufficient
OP
S T
each
er G
uide
MS
Lan
dsca
pe_M
S_T
estA
&B
_Sc_
2753
66 0
7/12
/201
0 1
0:14
Pag
e 11
TeacherGuide.indd 10 22/12/2011 17:04:20
satspapers.org
11
Year 9 optional science teacher’s guide
The first example shown below is from Paper 1 question 5.
Brackets indicate part of an answer that is not necessary for it to be creditworthy.
In the example below, ‘volume in each test tube’ is enough to gain a mark.
In the same example, an answer giving ‘starting temperature’ and ‘size of test tubes’ should
be awarded two marks. However, an answer which gives ‘volume in each test tube’ and
‘amount of water’ should be given only one mark, as they refer to the same marking point.
Year 9 optional science teacher’s guide_____________________________________________________________________________________________
_____________________________________________________________________________________________
10
Part Mark Answer Accept Additional guidance
c2.1c
2 any two from* volume or mass (of water) in
each test tube* starting temperature (of water)
* surface area of water* size of test tubes* the temperature of the room
• amount of water
• measure for the same time
• keep in the same place• no draughts
‘temperature of (hot) water’ isinsufficient‘check at the same time or sameamount of time’ is insufficient‘the heat of starting water’ isinsufficient
‘the heat of the room’ isinsufficient
OP
S T
each
er G
uide
MS
Lan
dsca
pe_M
S_T
estA
&B
_Sc_
2753
66 0
7/12
/201
0 1
0:14
Pag
e 10
Where more than one answer is acceptable, this is indicated in the mark scheme by ‘any
one from’ or ‘any two from’. Each possible correct answer (marking point) is marked with
an asterisk. In some cases, alternative answers are indicated by ‘or’. This is shown in the
example below and on the opposite page.
The additional guidance column shows which answers are insufficient or not acceptable.
‘Do not accept’ answers will negate a mark if given with an otherwise creditworthy
answer. In the example below, from Paper 1 question 1, the answer ‘they had more food
and more space’ would not gain a mark. ‘Insufficient’ answers do not provide enough
information to be awarded the marking point on their own, but can be credited if given
with a correct answer. For example ‘they had more space because the pot is bigger’
should be awarded one mark. Insufficient answers can also be irrelevant information.
Year 9 optional science teacher’s guide_____________________________________________________________________________________________
_____________________________________________________________________________________________
11
Part Mark Answer Accept Additional guidance
b3.3d1.1b
1 * less or no competition • they had more space or soil(for each plant)
• they had plenty of room to grow• they had more minerals• they had more nutrients• they had more water• they had more light or Sun(light)
‘the pot is bigger’ is insufficient
‘they grew outside’ is insufficient
do not accept ‘they had more food’‘they had plenty of water or light’ isinsufficient‘more oxygen’ is insufficient‘it has a lot of what it needs to grow’ isinsufficient
OP
S T
each
er G
uide
MS
Lan
dsca
pe_M
S_T
estA
&B
_Sc_
2753
66 0
7/12
/201
0 1
0:14
Pag
e 11
TeacherGuide.indd 11 22/12/2011 17:04:20
satspapers.org
Year 9 optional science teacher’s guide
12
Marking
The number of marks available for each part of a question, and the maximum number of
marks for the question as a whole, are shown on the question paper. Every part of a
question which has been attempted by a pupil should be marked and the mark for each
part recorded in the mark box alongside that part. Half marks should not be given in any
question.
The total number of marks awarded for all the parts of questions on a double page
should be written in the box at the bottom of the right-hand page. The total number of
marks obtained on the paper can be recorded on the front of the test paper.
The total number of marks available is 120.
Using professional judgement in marking
The instructions given in the mark scheme will enable you to decide whether pupils have
correctly answered a particular question. However, there will be instances where an
answer given by a pupil does not correspond to any of the possible responses shown in
the mark scheme. In such cases, you should apply your professional judgement to decide
if credit should be given. You should consider whether the response:
■ is equivalent to those listed
■ conveys the correct scientific ideas and answers the question
■ is an unambiguous indication of the correct answer where pupils are asked to selectfrom a list.
Marking misspellings of words
If a pupil misspells a word, you should apply the following procedures:
■ if it is clear that the pupil has made a simple error, eg ‘tow’ for ‘two’ or ‘Son’ for ‘Sun’,then the incorrect spelling should be accepted and the mark awarded
■ if a pupil misspells a word copied from the text of the question or from a selectiongiven, and the new word does not have any inappropriate meaning, the incorrectspelling should be accepted and the mark awarded
■ if specific scientific vocabulary is required in the answer, a misspelling must, in orderto be creditworthy, be a phonetic equivalent of the required word, with the majorsyllables of the correct word represented.
Year 9 optional science teacher’s guide_____________________________________________________________________________________________
_____________________________________________________________________________________________
12
OP
S T
each
er G
uide
MS
Lan
dsca
pe_M
S_T
estA
&B
_Sc_
2753
66 0
7/12
/201
0 1
0:14
Pag
e 12
Marking lists of alternative answers
In some instances, pupils give more than one answer to a single question. If any of the
answers given is incorrect (as indicated by ‘do not accept’ in the mark scheme) or
contradicts the correct answer, the mark should not be awarded, irrespective of the order
in which the answers are given. In some cases, a correct answer is given alongside other
answers which, on their own, would be insufficient for the mark. In these cases, the mark
should be given for the correct answer.
Marking questions containing calculations
Some questions require pupils to perform calculations. Where two marks are available,
they are advised to show their working. Pupils who do not show their working but give
the correct answer should be awarded full marks.
The result of one calculation may be required in order to carry out further calculations. In
such instances:
■ the term ‘consequential marking’ appears in the Additional guidance
■ a pupil’s result for the first calculation should be treated as the starting point for thesecond
■ the pupil should be awarded full credit for the second calculation if it is carriedout correctly, even if the result of the first calculation was wrong.
Marking answers given in the wrong place
In some cases, pupils may write correct answers in the wrong part of the question. You
should use professional judgement to decide whether a pupil has correctly understood
the question and simply written the answer in the wrong place. Similarly, if pupils identify
an answer by a cross or other indication when a tick is required, they should be given
credit for their responses. However, if there is any ambiguity in the pupil’s meaning, the
mark should not be awarded.
Year 9 optional science teacher’s guide_____________________________________________________________________________________________
_____________________________________________________________________________________________
13
OP
S T
each
er G
uide
MS
Lan
dsca
pe_M
S_T
estA
&B
_Sc_
2753
66 0
7/12
/201
0 1
0:14
Pag
e 13
TeacherGuide.indd 12 22/12/2011 17:04:20
satspapers.org
13
Year 9 optional science teacher’s guide
Marking
The number of marks available for each part of a question, and the maximum number of
marks for the question as a whole, are shown on the question paper. Every part of a
question which has been attempted by a pupil should be marked and the mark for each
part recorded in the mark box alongside that part. Half marks should not be given in any
question.
The total number of marks awarded for all the parts of questions on a double page
should be written in the box at the bottom of the right-hand page. The total number of
marks obtained on the paper can be recorded on the front of the test paper.
The total number of marks available is 120.
Using professional judgement in marking
The instructions given in the mark scheme will enable you to decide whether pupils have
correctly answered a particular question. However, there will be instances where an
answer given by a pupil does not correspond to any of the possible responses shown in
the mark scheme. In such cases, you should apply your professional judgement to decide
if credit should be given. You should consider whether the response:
■ is equivalent to those listed
■ conveys the correct scientific ideas and answers the question
■ is an unambiguous indication of the correct answer where pupils are asked to selectfrom a list.
Marking misspellings of words
If a pupil misspells a word, you should apply the following procedures:
■ if it is clear that the pupil has made a simple error, eg ‘tow’ for ‘two’ or ‘Son’ for ‘Sun’,then the incorrect spelling should be accepted and the mark awarded
■ if a pupil misspells a word copied from the text of the question or from a selectiongiven, and the new word does not have any inappropriate meaning, the incorrectspelling should be accepted and the mark awarded
■ if specific scientific vocabulary is required in the answer, a misspelling must, in orderto be creditworthy, be a phonetic equivalent of the required word, with the majorsyllables of the correct word represented.
Year 9 optional science teacher’s guide_____________________________________________________________________________________________
_____________________________________________________________________________________________
12
OP
S T
each
er G
uide
MS
Lan
dsca
pe_M
S_T
estA
&B
_Sc_
2753
66 0
7/12
/201
0 1
0:14
Pag
e 12
Marking lists of alternative answers
In some instances, pupils give more than one answer to a single question. If any of the
answers given is incorrect (as indicated by ‘do not accept’ in the mark scheme) or
contradicts the correct answer, the mark should not be awarded, irrespective of the order
in which the answers are given. In some cases, a correct answer is given alongside other
answers which, on their own, would be insufficient for the mark. In these cases, the mark
should be given for the correct answer.
Marking questions containing calculations
Some questions require pupils to perform calculations. Where two marks are available,
they are advised to show their working. Pupils who do not show their working but give
the correct answer should be awarded full marks.
The result of one calculation may be required in order to carry out further calculations. In
such instances:
■ the term ‘consequential marking’ appears in the Additional guidance
■ a pupil’s result for the first calculation should be treated as the starting point for thesecond
■ the pupil should be awarded full credit for the second calculation if it is carriedout correctly, even if the result of the first calculation was wrong.
Marking answers given in the wrong place
In some cases, pupils may write correct answers in the wrong part of the question. You
should use professional judgement to decide whether a pupil has correctly understood
the question and simply written the answer in the wrong place. Similarly, if pupils identify
an answer by a cross or other indication when a tick is required, they should be given
credit for their responses. However, if there is any ambiguity in the pupil’s meaning, the
mark should not be awarded.
Year 9 optional science teacher’s guide_____________________________________________________________________________________________
_____________________________________________________________________________________________
13
OP
S T
each
er G
uide
MS
Lan
dsca
pe_M
S_T
estA
&B
_Sc_
2753
66 0
7/12
/201
0 1
0:14
Pag
e 13
TeacherGuide.indd 13 22/12/2011 17:04:21
satspapers.org
Year 9 optional science teacher’s guide
Tier 4–7 P
aper 1
14
Defin
ition
s of term
s
‘don
ot
accept’ answers w
ill negate a mark if given w
ith an otherwise creditw
orthy answer
‘insufficient’answers do not provide enough inform
ation to be awarded the m
arking point on their own, but can be credited if given w
ith a correct answer
‘or’indicates alternative answ
ers(F
or examples of the use of these term
s please refer to pages 10 and 11.)
Tier
4–7Q
No
.1
Part
Mark
An
swer
Accep
tA
dd
ition
al gu
idan
ce
a i3.3d
a ii3.3d
11
* light ✔
* water ✔
if more than one box is ticked, aw
ard no mark
if more than one box is ticked, aw
ard no mark
b3.3d1.1b
1less o
rno com
petition• they had m
ore space or
soil (for each plant)• they had plenty of room
to grow• they had m
ore minerals
• they had more nutrients
• they had more w
ater• they had m
ore light or Sun(light)
‘the pot is bigger’ is insufficient‘they grew
outside’ is insufficient
don
ot
accept ‘they had more food’
‘they had plenty of water o
rlight’ is insufficient
‘more oxygen’ is insufficient
‘it has a lot of what it needs to grow
’ is insufficient
c3.3d
2any tw
ofrom
* water
* minerals
* oxygen
• nutrientsaccept a nam
ed mineral such as ‘nitrate’
accept for two m
arks, two nam
ed minerals
answers can be in either order
don
ot
accept ‘food’
‘carbon dioxide’ is insufficient
Total
5
Pap
er 1 mark sch
eme
OP
S T
eacher Guide M
S Landscape_M
S_T
estA&
B_S
c_275366 07/12/2010 10:14 Page 14
Yea
r 9
optio
nal s
cien
ce t
each
er’s
gui
deT
ier
4–7
Pap
er 1
Tie
r4–
7Q
No
.2
Par
tM
ark
An
swer
Acc
ept
Ad
dit
ion
al g
uid
ance
a3.
4a1.
1a
1
b3.
4a1
* se
dim
enta
ry r
ocks
✔if
mor
e th
an o
ne b
ox is
tic
ked,
aw
ard
no m
ark
c i
1.1a c ii
1.1a
1 1
* a
line
poin
ting
to a
ny t
wo
laye
rs c
onta
inin
g th
esa
me
foss
ils
eg
*
✔
if m
ore
than
one
line
is d
raw
n, a
war
d no
mar
k
if m
ore
than
one
box
is t
icke
d, a
war
d no
mar
k
d3.
4a1
* ra
in ✔
win
d ✔
bo
than
swer
s ar
e re
quire
d fo
r th
e m
ark
Tota
l5
15
3 1 2
OP
S T
each
er G
uide
MS
Lan
dsca
pe_M
S_T
estA
&B
_Sc_
2753
66 0
7/12
/201
0 1
0:14
Pag
e 15
TeacherGuide.indd 14 22/12/2011 17:04:21
satspapers.org
Year 9 optional science teacher’s guide
Tier 4–7 P
aper 1
14
Defin
ition
s of term
s
‘don
ot
accept’ answers w
ill negate a mark if given w
ith an otherwise creditw
orthy answer
‘insufficient’answers do not provide enough inform
ation to be awarded the m
arking point on their own, but can be credited if given w
ith a correct answer
‘or’indicates alternative answ
ers(F
or examples of the use of these term
s please refer to pages 10 and 11.)
Tier
4–7Q
No
.1
Part
Mark
An
swer
Accep
tA
dd
ition
al gu
idan
ce
a i3.3d
a ii3.3d
11
* light ✔
* water ✔
if more than one box is ticked, aw
ard no mark
if more than one box is ticked, aw
ard no mark
b3.3d1.1b
1less o
rno com
petition• they had m
ore space or
soil (for each plant)• they had plenty of room
to grow• they had m
ore minerals
• they had more nutrients
• they had more w
ater• they had m
ore light or Sun(light)
‘the pot is bigger’ is insufficient‘they grew
outside’ is insufficient
don
ot
accept ‘they had more food’
‘they had plenty of water o
rlight’ is insufficient
‘more oxygen’ is insufficient
‘it has a lot of what it needs to grow
’ is insufficient
c3.3d
2any tw
ofrom
* water
* minerals
* oxygen
• nutrientsaccept a nam
ed mineral such as ‘nitrate’
accept for two m
arks, two nam
ed minerals
answers can be in either order
don
ot
accept ‘food’
‘carbon dioxide’ is insufficient
Total
5
Pap
er 1 mark sch
eme
OP
S T
eacher Guide M
S Landscape_M
S_T
estA&
B_S
c_275366 07/12/2010 10:14 Page 14
Yea
r 9
optio
nal s
cien
ce t
each
er’s
gui
deT
ier
4–7
Pap
er 1
Tie
r4–
7Q
No
.2
Par
tM
ark
An
swer
Acc
ept
Ad
dit
ion
al g
uid
ance
a3.
4a1.
1a
1
b3.
4a1
* se
dim
enta
ry r
ocks
✔if
mor
e th
an o
ne b
ox is
tic
ked,
aw
ard
no m
ark
c i
1.1a c ii
1.1a
1 1
* a
line
poin
ting
to a
ny t
wo
laye
rs c
onta
inin
g th
esa
me
foss
ils
eg
*
✔
if m
ore
than
one
line
is d
raw
n, a
war
d no
mar
k
if m
ore
than
one
box
is t
icke
d, a
war
d no
mar
k
d3.
4a1
* ra
in ✔
win
d ✔
bo
than
swer
s ar
e re
quire
d fo
r th
e m
ark
Tota
l5
15
3 1 2
OP
S T
each
er G
uide
MS
Lan
dsca
pe_M
S_T
estA
&B
_Sc_
2753
66 0
7/12
/201
0 1
0:14
Pag
e 15
TeacherGuide.indd 15 22/12/2011 17:04:21
satspapers.org
Year 9 optional science teacher’s guide
Tier 4–7 P
aper 1
Tier
4–7Q
No
.3
Part
Mark
An
swer
Accep
tA
dd
ition
al gu
idan
ce
a i2.2a
a ii2.2a
11
* steel
* 0, 16answ
ers may be given in any order
b2.3a
1*
bo
thbars m
ust be correct in order to award one
mark
bars may o
rm
ay not be shaded
c2.2b2.2a
1* the higher the drop, the higher the bounce. ✔
if more than one box is ticked, aw
ard no mark
16
OP
S T
eacher Guide M
S Landscape_M
S_T
estA&
B_S
c_275366 07/12/2010 10:14 Page 16
Yea
r 9
optio
nal s
cien
ce t
each
er’s
gui
deT
ier
4–7
Pap
er 1
Tie
r4–
7Q
No
.3
Par
tM
ark
An
swer
Acc
ept
Ad
dit
ion
al g
uid
ance
d2.
2b1
any
on
efr
om*
diffi
cult
to c
arry
out
the
exp
erim
ent
at d
iffer
ent
grav
ities
in r
eal l
ife*
mor
e ac
cura
te
* ea
sy t
o ch
ange
var
iabl
es
* di
fficu
lt to
hea
t th
e ba
ll up
in r
eal l
ife
• m
ore
prec
ise
• m
ore
relia
ble
acce
pt e
xam
ples
of
‘real
’ exp
erim
ents
whe
n th
epr
actic
al m
ay b
e af
fect
ed b
y ra
ndom
var
iatio
nseg
‘if
you
are
doin
g th
e ex
perim
ent
outs
ide,
the
win
d m
ay in
terf
ere
with
the
bal
l’
acce
pt r
efer
ence
s to
the
var
iabl
es t
hat
may
be
chan
ged
eg s
urfa
ce,
heig
ht f
rom
whi
ch b
all i
sdr
oppe
d et
c.
Tota
l5
17
OP
S T
each
er G
uide
MS
Lan
dsca
pe_M
S_T
estA
&B
_Sc_
2753
66 0
7/12
/201
0 1
0:14
Pag
e 17
TeacherGuide.indd 16 22/12/2011 17:04:22
satspapers.org
Year 9 optional science teacher’s guide
Tier 4–7 P
aper 1
Tier
4–7Q
No
.3
Part
Mark
An
swer
Accep
tA
dd
ition
al gu
idan
ce
a i2.2a
a ii2.2a
11
* steel
* 0, 16answ
ers may be given in any order
b2.3a
1*
bo
thbars m
ust be correct in order to award one
mark
bars may o
rm
ay not be shaded
c2.2b2.2a
1* the higher the drop, the higher the bounce. ✔
if more than one box is ticked, aw
ard no mark
16
OP
S T
eacher Guide M
S Landscape_M
S_T
estA&
B_S
c_275366 07/12/2010 10:14 Page 16
Yea
r 9
optio
nal s
cien
ce t
each
er’s
gui
deT
ier
4–7
Pap
er 1
Tie
r4–
7Q
No
.3
Par
tM
ark
An
swer
Acc
ept
Ad
dit
ion
al g
uid
ance
d2.
2b1
any
on
efr
om*
diffi
cult
to c
arry
out
the
exp
erim
ent
at d
iffer
ent
grav
ities
in r
eal l
ife*
mor
e ac
cura
te
* ea
sy t
o ch
ange
var
iabl
es
* di
fficu
lt to
hea
t th
e ba
ll up
in r
eal l
ife
• m
ore
prec
ise
• m
ore
relia
ble
acce
pt e
xam
ples
of
‘real
’ exp
erim
ents
whe
n th
epr
actic
al m
ay b
e af
fect
ed b
y ra
ndom
var
iatio
nseg
‘if
you
are
doin
g th
e ex
perim
ent
outs
ide,
the
win
d m
ay in
terf
ere
with
the
bal
l’
acce
pt r
efer
ence
s to
the
var
iabl
es t
hat
may
be
chan
ged
eg s
urfa
ce,
heig
ht f
rom
whi
ch b
all i
sdr
oppe
d et
c.
Tota
l5
17
OP
S T
each
er G
uide
MS
Lan
dsca
pe_M
S_T
estA
&B
_Sc_
2753
66 0
7/12
/201
0 1
0:14
Pag
e 17
TeacherGuide.indd 17 22/12/2011 17:04:22
satspapers.org
Year 9 optional science teacher’s guide
Tier 4–7 P
aper 1
Tier
4–7Q
No
.4
Part
Mark
An
swer
Accep
tA
dd
ition
al gu
idan
ce
a i3.1b
a ii3.1b
a iii3.1b
111
* friction between the w
heels and the ground
* friction
* 1000 N
• the tyres or
wheels
• the ground• the engine
• air resistance• drag
• –1000 N
‘chemical energy in the fuel’ is insufficient
‘friction’ (alone) is insufficient
‘wind resistance’ is insufficient
b3.1b
1* X
is less than Y ✔
if more than one box is ticked, aw
ard no mark
c i3.1b
c ii3.1b
11
* increase
* decrease
18
OP
S T
eacher Guide M
S Landscape_M
S_T
estA&
B_S
c_275366 07/12/2010 10:14 Page 18
Yea
r 9
optio
nal s
cien
ce t
each
er’s
gui
deT
ier
4–7
Pap
er 1
Tie
r4–
7Q
No
.4
Par
tM
ark
An
swer
Acc
ept
Ad
dit
ion
al g
uid
ance
d i
2.2a
d i
i3.
1b
1 2
* an
y nu
mbe
r fr
om 6
8 to
72
km p
er h
our
* a
curv
ed li
ne t
hat
follo
ws
the
draw
n lin
ean
d is
ent
irely
abo
ve it
and
cov
ers
the
full
rang
e fr
om 5
0-90
km
acce
pt,
for
one
mar
k, a
line
tha
t is
abo
ve t
hedr
awn
line
but
that
tou
ches
it o
n ei
ther
end
at
50km
/hr
or
90km
/hr.
acce
pt,
for
two
mar
ks,
a st
raig
ht li
ne t
hat
isab
ove
the
curv
ed li
ne o
r a
line
abov
e th
e cu
rved
line
that
slo
pes
dow
nwar
ds f
rom
left
to r
ight
and
ends
at
90km
don
ot
acce
pt a
line
tha
t to
uche
s th
e dr
awn
line
on b
oth
ends
don
ot
acce
pt a
line
tha
t go
es b
elow
the
giv
enlin
e, o
ver
the
rang
e 50
km/h
r to
90
km/h
r
Tota
l9
19
OP
S T
each
er G
uide
MS
Lan
dsca
pe_M
S_T
estA
&B
_Sc_
2753
66 0
7/12
/201
0 1
0:14
Pag
e 19
TeacherGuide.indd 18 22/12/2011 17:04:22
satspapers.org
Year 9 optional science teacher’s guide
Tier 4–7 P
aper 1
Tier
4–7Q
No
.4
Part
Mark
An
swer
Accep
tA
dd
ition
al gu
idan
ce
a i3.1b
a ii3.1b
a iii3.1b
111
* friction between the w
heels and the ground
* friction
* 1000 N
• the tyres or
wheels
• the ground• the engine
• air resistance• drag
• –1000 N
‘chemical energy in the fuel’ is insufficient
‘friction’ (alone) is insufficient
‘wind resistance’ is insufficient
b3.1b
1* X
is less than Y ✔
if more than one box is ticked, aw
ard no mark
c i3.1b
c ii3.1b
11
* increase
* decrease
18
OP
S T
eacher Guide M
S Landscape_M
S_T
estA&
B_S
c_275366 07/12/2010 10:14 Page 18
Yea
r 9
optio
nal s
cien
ce t
each
er’s
gui
deT
ier
4–7
Pap
er 1
Tie
r4–
7Q
No
.4
Par
tM
ark
An
swer
Acc
ept
Ad
dit
ion
al g
uid
ance
d i
2.2a
d i
i3.
1b
1 2
* an
y nu
mbe
r fr
om 6
8 to
72
km p
er h
our
* a
curv
ed li
ne t
hat
follo
ws
the
draw
n lin
ean
d is
ent
irely
abo
ve it
and
cov
ers
the
full
rang
e fr
om 5
0-90
km
acce
pt,
for
one
mar
k, a
line
tha
t is
abo
ve t
hedr
awn
line
but
that
tou
ches
it o
n ei
ther
end
at
50km
/hr
or
90km
/hr.
acce
pt,
for
two
mar
ks,
a st
raig
ht li
ne t
hat
isab
ove
the
curv
ed li
ne o
r a
line
abov
e th
e cu
rved
line
that
slo
pes
dow
nwar
ds f
rom
left
to r
ight
and
ends
at
90km
don
ot
acce
pt a
line
tha
t to
uche
s th
e dr
awn
line
on b
oth
ends
don
ot
acce
pt a
line
tha
t go
es b
elow
the
giv
enlin
e, o
ver
the
rang
e 50
km/h
r to
90
km/h
r
Tota
l9
19
OP
S T
each
er G
uide
MS
Lan
dsca
pe_M
S_T
estA
&B
_Sc_
2753
66 0
7/12
/201
0 1
0:14
Pag
e 19
TeacherGuide.indd 19 22/12/2011 17:04:22
satspapers.org
Year 9 optional science teacher’s guide
Tier 4–7 P
aper 1
Tier
4–7Q
No
.5
Part
Mark
An
swer
Accep
tA
dd
ition
al gu
idan
ce
a1.1a
1* the penguins
• body heat‘the penguins’ blood’ is insufficient
‘heat’ is insufficient‘the huddle’ o
r‘huddling’ are insufficient
b1.1a
1* to represent the body heat of the penguins
• penguins are warm
blooded• so it cools • you can see the change in tem
perature• so that it is w
armer than the air
‘their blood’ is insufficient‘to see if it helps keep it w
arm’ is insufficient
c2.1c
2any tw
ofrom
* volume o
rm
ass (of water) in each test tube
* starting temperature (of w
ater)
* surface area of water
* size of test tubes* the tem
perature of the room
• amount of w
ater• m
easure for the same tim
e
• keep in the same place
• no draughts
‘temperature of (hot) w
ater’ is insufficient‘check at the sam
e time o
rsam
e amount of
time’ is insufficient
‘the heat of starting water’ is insufficient
‘the heat of the room’ is insufficient
d2.3a1.1b
1* test tube A
loses heat more slow
ly• the m
iddle test tube’s temperature line o
rline
is higher• it starts at the sam
e temperature and its
temperature stays higher
• the outside test tube or
B cools dow
n faster(than test tube A
)
‘the temperature is higher’ is insufficient
the response must refer to the experim
ent
20
OP
S T
eacher Guide M
S Landscape_M
S_T
estA&
B_S
c_275366 07/12/2010 10:14 Page 20
Yea
r 9
optio
nal s
cien
ce t
each
er’s
gui
deT
ier
4–7
Pap
er 1
Tie
r4–
7Q
No
.5
Par
tM
ark
An
swer
Acc
ept
Ad
dit
ion
al g
uid
ance
e3.
3e2.
2a
1 1
* a
line
star
ting
at t
he s
ame
tem
pera
ture
* a
line
cont
inui
ng b
elow
the
tw
o pl
otte
d lin
esan
d go
ing
dow
n m
ore
stee
ply
(for
an
exam
ple
see
belo
w)
don
ot
acce
pt a
line
tha
t sh
ows
a cl
ear
disc
ontin
uity
don
ot
acce
pt a
line
tha
t sh
ows
any
incr
ease
inte
mpe
ratu
re o
ver
the
time
show
n
line
mus
t co
ver
the
rang
e 0-
10 m
inut
es
f3.
3e1.
1a
1an
y o
ne
from
* th
ey lo
se m
ore
heat
on
the
outs
ide
* so
the
one
s on
the
out
side
do
not
free
ze o
rge
t (t
oo)
cold
• th
ey lo
se le
ss h
eat
in t
he m
iddl
e•
the
peng
uins
on
the
outs
ide
will
ret
urn
to t
heir
norm
al t
empe
ratu
re (
on t
he in
side
)
‘so
they
are
all
war
m’ i
s in
suffi
cien
t‘th
ey g
ive
heat
fro
m t
he m
iddl
e to
the
pen
guin
son
the
out
side
’ is
insu
ffici
ent
‘mor
e w
ill s
urvi
ve t
his
way
’ is
insu
ffici
ent
‘pen
guin
s on
the
out
side
will
die
’ is
insu
ffici
ent
‘it’s
fai
r fo
r th
e pe
ngui
ns’ i
s in
suffi
cien
t
Tota
l8
21
OP
S T
each
er G
uide
MS
Lan
dsca
pe_M
S_T
estA
&B
_Sc_
2753
66 0
7/12
/201
0 1
0:14
Pag
e 21
TeacherGuide.indd 20 22/12/2011 17:04:22
satspapers.org
Year 9 optional science teacher’s guide
Tier 4–7 P
aper 1
Tier
4–7Q
No
.5
Part
Mark
An
swer
Accep
tA
dd
ition
al gu
idan
ce
a1.1a
1* the penguins
• body heat‘the penguins’ blood’ is insufficient
‘heat’ is insufficient‘the huddle’ o
r‘huddling’ are insufficient
b1.1a
1* to represent the body heat of the penguins
• penguins are warm
blooded• so it cools • you can see the change in tem
perature• so that it is w
armer than the air
‘their blood’ is insufficient‘to see if it helps keep it w
arm’ is insufficient
c2.1c
2any tw
ofrom
* volume o
rm
ass (of water) in each test tube
* starting temperature (of w
ater)
* surface area of water
* size of test tubes* the tem
perature of the room
• amount of w
ater• m
easure for the same tim
e
• keep in the same place
• no draughts
‘temperature of (hot) w
ater’ is insufficient‘check at the sam
e time o
rsam
e amount of
time’ is insufficient
‘the heat of starting water’ is insufficient
‘the heat of the room’ is insufficient
d2.3a1.1b
1* test tube A
loses heat more slow
ly• the m
iddle test tube’s temperature line o
rline
is higher• it starts at the sam
e temperature and its
temperature stays higher
• the outside test tube or
B cools dow
n faster(than test tube A
)
‘the temperature is higher’ is insufficient
the response must refer to the experim
ent
20
OP
S T
eacher Guide M
S Landscape_M
S_T
estA&
B_S
c_275366 07/12/2010 10:14 Page 20
Yea
r 9
optio
nal s
cien
ce t
each
er’s
gui
deT
ier
4–7
Pap
er 1
Tie
r4–
7Q
No
.5
Par
tM
ark
An
swer
Acc
ept
Ad
dit
ion
al g
uid
ance
e3.
3e2.
2a
1 1
* a
line
star
ting
at t
he s
ame
tem
pera
ture
* a
line
cont
inui
ng b
elow
the
tw
o pl
otte
d lin
esan
d go
ing
dow
n m
ore
stee
ply
(for
an
exam
ple
see
belo
w)
don
ot
acce
pt a
line
tha
t sh
ows
a cl
ear
disc
ontin
uity
don
ot
acce
pt a
line
tha
t sh
ows
any
incr
ease
inte
mpe
ratu
re o
ver
the
time
show
n
line
mus
t co
ver
the
rang
e 0-
10 m
inut
es
f3.
3e1.
1a
1an
y o
ne
from
* th
ey lo
se m
ore
heat
on
the
outs
ide
* so
the
one
s on
the
out
side
do
not
free
ze o
rge
t (t
oo)
cold
• th
ey lo
se le
ss h
eat
in t
he m
iddl
e•
the
peng
uins
on
the
outs
ide
will
ret
urn
to t
heir
norm
al t
empe
ratu
re (
on t
he in
side
)
‘so
they
are
all
war
m’ i
s in
suffi
cien
t‘th
ey g
ive
heat
fro
m t
he m
iddl
e to
the
pen
guin
son
the
out
side
’ is
insu
ffici
ent
‘mor
e w
ill s
urvi
ve t
his
way
’ is
insu
ffici
ent
‘pen
guin
s on
the
out
side
will
die
’ is
insu
ffici
ent
‘it’s
fai
r fo
r th
e pe
ngui
ns’ i
s in
suffi
cien
t
Tota
l8
21
OP
S T
each
er G
uide
MS
Lan
dsca
pe_M
S_T
estA
&B
_Sc_
2753
66 0
7/12
/201
0 1
0:14
Pag
e 21
TeacherGuide.indd 21 22/12/2011 17:04:22
satspapers.org
Year 9 optional science teacher’s guide
Tier 4–7 P
aper 1
Tier
4–7Q
No
.6
Part
Mark
An
swer
Accep
tA
dd
ition
al gu
idan
ce
a3.1a
1* reflection o
rreflected
• it (or
the light) bounces off
b1.1a1.2a3.1a
2any tw
ofrom
:* to track the position of the S
un
* the receiver gets the maxim
um am
ount ofsolar energy o
rheat energy
* the mirrors w
ill reflect the maxim
um am
ountof solar energy o
rheat energy o
rlight
• they follow the S
un
• more solar pow
er
• to reflect the rays onto the receiver• so they reflect the m
ost energy
• it works for longer during the day
c3.1a1.2a
1* black
will absorb the m
ost heat energy or
radiation
• a dark colour
• absorbs the most heat o
renergy
bo
ththe colour and the explanation are required
for the mark
don
ot
accept ‘attracts heat energy or
heat’‘traps heat’ is insufficient‘absorbs heat’ is insufficient as other coloursalso absorb heat
d3.1a
2* kinetic* electrical
answers m
ust be in the correct order
22
OP
S T
eacher Guide M
S Landscape_M
S_T
estA&
B_S
c_275366 07/12/2010 10:14 Page 22
Yea
r 9
optio
nal s
cien
ce t
each
er’s
gui
deT
ier
4–7
Pap
er 1
Tie
r4–
7Q
No
.6
Par
tM
ark
An
swer
Acc
ept
Ad
dit
ion
al g
uid
ance
e1.
1a1.
2a
1an
y o
ne
from
:*
whe
n it
is d
ark
or
the
Sun
is n
ot s
hini
ng*
to b
e us
ed a
t pe
ak t
imes
• w
hen
it is
nig
ht o
rw
hen
the
Sun
has
gon
edo
wn
• on
clo
udy
days
• w
hen
ther
e is
no
sunl
ight
f1.
2a3.
4c
1an
y o
ne
from
:*
sola
r po
wer
sta
tions
do
not
prod
uce
or
prod
uce
less
car
bon
diox
ide
* th
ey u
se r
enew
able
ene
rgy
* th
ey d
o no
t po
llute
the
air
with
sm
oke
or
ash
• co
al b
urni
ng p
ower
sta
tions
pro
duce
car
bon
diox
ide
• w
hen
burn
t, co
al p
rodu
ces
gree
nhou
se g
ases
• co
al is
non
-ren
ewab
le
‘coa
l bur
ning
pow
er s
tatio
ns p
rodu
ce h
arm
ful
gase
s’ is
insu
ffici
ent
‘bur
ning
fos
sil f
uels
pro
duce
s ha
rmfu
l gas
es’ i
sin
suffi
cien
t‘th
ey d
o no
t da
mag
e th
e en
viro
nmen
t’ is
insu
ffici
ent
‘coa
l bur
ning
pow
er s
tatio
ns u
se f
ossi
l fue
ls’ i
sin
suffi
cien
t‘w
hen
burn
t, co
al p
rodu
ces
emis
sion
s’ is
insu
ffici
ent
‘sol
ar p
ower
sta
tions
do
not
pollu
te t
he a
ir o
rE
arth
’ is
insu
ffici
ent
Tota
l8
23
OP
S T
each
er G
uide
MS
Lan
dsca
pe_M
S_T
estA
&B
_Sc_
2753
66 0
7/12
/201
0 1
0:14
Pag
e 23
TeacherGuide.indd 22 22/12/2011 17:04:23
satspapers.org
Year 9 optional science teacher’s guide
Tier 4–7 P
aper 1
Tier
4–7Q
No
.6
Part
Mark
An
swer
Accep
tA
dd
ition
al gu
idan
ce
a3.1a
1* reflection o
rreflected
• it (or
the light) bounces off
b1.1a1.2a3.1a
2any tw
ofrom
:* to track the position of the S
un
* the receiver gets the maxim
um am
ount ofsolar energy o
rheat energy
* the mirrors w
ill reflect the maxim
um am
ountof solar energy o
rheat energy o
rlight
• they follow the S
un
• more solar pow
er
• to reflect the rays onto the receiver• so they reflect the m
ost energy
• it works for longer during the day
c3.1a1.2a
1* black
will absorb the m
ost heat energy or
radiation
• a dark colour
• absorbs the most heat o
renergy
bo
ththe colour and the explanation are required
for the mark
don
ot
accept ‘attracts heat energy or
heat’‘traps heat’ is insufficient‘absorbs heat’ is insufficient as other coloursalso absorb heat
d3.1a
2* kinetic* electrical
answers m
ust be in the correct order
22
OP
S T
eacher Guide M
S Landscape_M
S_T
estA&
B_S
c_275366 07/12/2010 10:14 Page 22
Yea
r 9
optio
nal s
cien
ce t
each
er’s
gui
deT
ier
4–7
Pap
er 1
Tie
r4–
7Q
No
.6
Par
tM
ark
An
swer
Acc
ept
Ad
dit
ion
al g
uid
ance
e1.
1a1.
2a
1an
y o
ne
from
:*
whe
n it
is d
ark
or
the
Sun
is n
ot s
hini
ng*
to b
e us
ed a
t pe
ak t
imes
• w
hen
it is
nig
ht o
rw
hen
the
Sun
has
gon
edo
wn
• on
clo
udy
days
• w
hen
ther
e is
no
sunl
ight
f1.
2a3.
4c
1an
y o
ne
from
:*
sola
r po
wer
sta
tions
do
not
prod
uce
or
prod
uce
less
car
bon
diox
ide
* th
ey u
se r
enew
able
ene
rgy
* th
ey d
o no
t po
llute
the
air
with
sm
oke
or
ash
• co
al b
urni
ng p
ower
sta
tions
pro
duce
car
bon
diox
ide
• w
hen
burn
t, co
al p
rodu
ces
gree
nhou
se g
ases
• co
al is
non
-ren
ewab
le
‘coa
l bur
ning
pow
er s
tatio
ns p
rodu
ce h
arm
ful
gase
s’ is
insu
ffici
ent
‘bur
ning
fos
sil f
uels
pro
duce
s ha
rmfu
l gas
es’ i
sin
suffi
cien
t‘th
ey d
o no
t da
mag
e th
e en
viro
nmen
t’ is
insu
ffici
ent
‘coa
l bur
ning
pow
er s
tatio
ns u
se f
ossi
l fue
ls’ i
sin
suffi
cien
t‘w
hen
burn
t, co
al p
rodu
ces
emis
sion
s’ is
insu
ffici
ent
‘sol
ar p
ower
sta
tions
do
not
pollu
te t
he a
ir o
rE
arth
’ is
insu
ffici
ent
Tota
l8
23
OP
S T
each
er G
uide
MS
Lan
dsca
pe_M
S_T
estA
&B
_Sc_
2753
66 0
7/12
/201
0 1
0:14
Pag
e 23
TeacherGuide.indd 23 22/12/2011 17:04:23
satspapers.org
Year 9 optional science teacher’s guide
Tier 4–7 P
aper 1
Tier
4–7Q
No
.7
Part
Mark
An
swer
Accep
tA
dd
ition
al gu
idan
ce
a2.3a
1* H
2do
no
t accept‘hydrogen’
don
ot accept
‘2H’
don
ot accept
‘H H
’
b i
3.2b
b ii
3.2b
b iii
3.2b
111
* hydrogen chloride
* CH
4
*
• hydrochloric acid
• H4 C
accept the correct symbols in any other
arrangement
don
ot accept
‘hydrochloride’do
no
t accept‘hydrogen chlorine’
don
ot accept
‘CH
4’do
no
t accept‘C
H4’
the circles must touch
allow stick and ball representations of m
olecules
c i3.2b
c ii3.2b
11
* 2
any on
efrom
* there is one carbon atom, four oxygen atom
sand four hydrogen atom
s on each side (of theequation)
* the products have the same atom
s as thereactants
* no atoms are lost o
rgained (only rearranged)
• the same num
ber of each type of atom o
rparticle is there before and after
• there is the same num
ber of atoms on each
side• there are no new
particles or
none disappear(in the reaction)
‘nothing was added or taken aw
ay’ is insufficient
‘the same num
ber of atoms’ is insufficient
‘the same num
ber of diagrams on each side’ is
insufficient
Total
6
24
OP
S T
eacher Guide M
S Landscape_M
S_T
estA&
B_S
c_275366 07/12/2010 10:14 Page 24
Yea
r 9
optio
nal s
cien
ce t
each
er’s
gui
deT
ier
4–7
Pap
er 1
Tie
r4–
7Q
No
.8
Par
tM
ark
An
swer
Acc
ept
Ad
dit
ion
al g
uid
ance
a3.
3a2
for
all
fou
rco
rrec
t, aw
ard
two
mar
ks
for
any
two
or
thre
eco
rrec
t, aw
ard
one
mar
k
b3.
3d2
* ca
rbon
dio
xide
* w
ater
• C
O2
• hy
drog
en o
xide
• H
2O
answ
ers
can
be in
eith
er o
rder
awar
d on
e m
ark
for
each
cor
rect
rea
ctan
tsy
mbo
ls m
ust
be w
ritte
n co
rrec
tly in
ord
er t
oaw
ard
mar
ks.
For
exa
mpl
e do
no
tac
cept
‘CO
2 ’,
‘CO
2’,
‘HO
2 ’,
‘H2O
’‘C
O’ i
s in
suffi
cien
tdo
no
t ac
cept
‘sun
light
’ or
‘ene
rgy’
or
‘chl
orop
last
s’ o
r‘c
hlor
ophy
ll’
c3.
3e2
any
two
from
* th
is is
whe
re p
hoto
synt
hesi
s ta
kes
plac
e*
oxyg
en is
pro
duce
d he
re•
light
is n
eede
d fo
r ph
otos
ynth
esis
‘pho
tosy
nthe
sis’
is in
suffi
cien
t‘b
acte
ria a
re a
ttrac
ted
by li
ght’
is in
suffi
cien
t‘b
acte
ria n
eed
or
like
or
are
attr
acte
d to
hea
t’is
insu
ffici
ent
‘attr
acte
d by
oxy
gen’
is in
suffi
cien
t be
caus
e th
isis
tak
en d
irect
ly f
rom
the
que
stio
n
Tota
l6
25
cell
par
td
escr
ipti
on
cell
mem
bran
eB
cell
wal
lD
cyto
plas
mC
chlo
ropl
ast
A
* * * *
OP
S T
each
er G
uide
MS
Lan
dsca
pe_M
S_T
estA
&B
_Sc_
2753
66 0
7/12
/201
0 1
0:14
Pag
e 25
TeacherGuide.indd 24 22/12/2011 17:04:23
satspapers.org
Year 9 optional science teacher’s guide
Tier 4–7 P
aper 1
Tier
4–7Q
No
.7
Part
Mark
An
swer
Accep
tA
dd
ition
al gu
idan
ce
a2.3a
1* H
2do
no
t accept‘hydrogen’
don
ot accept
‘2H’
don
ot accept
‘H H
’
b i
3.2b
b ii
3.2b
b iii
3.2b
111
* hydrogen chloride
* CH
4
*
• hydrochloric acid
• H4 C
accept the correct symbols in any other
arrangement
don
ot accept
‘hydrochloride’do
no
t accept‘hydrogen chlorine’
don
ot accept
‘CH
4’do
no
t accept‘C
H4’
the circles must touch
allow stick and ball representations of m
olecules
c i3.2b
c ii3.2b
11
* 2
any on
efrom
* there is one carbon atom, four oxygen atom
sand four hydrogen atom
s on each side (of theequation)
* the products have the same atom
s as thereactants
* no atoms are lost o
rgained (only rearranged)
• the same num
ber of each type of atom o
rparticle is there before and after
• there is the same num
ber of atoms on each
side• there are no new
particles or
none disappear(in the reaction)
‘nothing was added or taken aw
ay’ is insufficient
‘the same num
ber of atoms’ is insufficient
‘the same num
ber of diagrams on each side’ is
insufficient
Total
6
24
OP
S T
eacher Guide M
S Landscape_M
S_T
estA&
B_S
c_275366 07/12/2010 10:14 Page 24
Yea
r 9
optio
nal s
cien
ce t
each
er’s
gui
deT
ier
4–7
Pap
er 1
Tie
r4–
7Q
No
.8
Par
tM
ark
An
swer
Acc
ept
Ad
dit
ion
al g
uid
ance
a3.
3a2
for
all
fou
rco
rrec
t, aw
ard
two
mar
ks
for
any
two
or
thre
eco
rrec
t, aw
ard
one
mar
k
b3.
3d2
* ca
rbon
dio
xide
* w
ater
• C
O2
• hy
drog
en o
xide
• H
2O
answ
ers
can
be in
eith
er o
rder
awar
d on
e m
ark
for
each
cor
rect
rea
ctan
tsy
mbo
ls m
ust
be w
ritte
n co
rrec
tly in
ord
er t
oaw
ard
mar
ks.
For
exa
mpl
e do
no
tac
cept
‘CO
2 ’,
‘CO
2’,
‘HO
2 ’,
‘H2O
’‘C
O’ i
s in
suffi
cien
tdo
no
t ac
cept
‘sun
light
’ or
‘ene
rgy’
or
‘chl
orop
last
s’ o
r‘c
hlor
ophy
ll’
c3.
3e2
any
two
from
* th
is is
whe
re p
hoto
synt
hesi
s ta
kes
plac
e*
oxyg
en is
pro
duce
d he
re•
light
is n
eede
d fo
r ph
otos
ynth
esis
‘pho
tosy
nthe
sis’
is in
suffi
cien
t‘b
acte
ria a
re a
ttrac
ted
by li
ght’
is in
suffi
cien
t‘b
acte
ria n
eed
or
like
or
are
attr
acte
d to
hea
t’is
insu
ffici
ent
‘attr
acte
d by
oxy
gen’
is in
suffi
cien
t be
caus
e th
isis
tak
en d
irect
ly f
rom
the
que
stio
n
Tota
l6
25
cell
par
td
escr
ipti
on
cell
mem
bran
eB
cell
wal
lD
cyto
plas
mC
chlo
ropl
ast
A
* * * *
OP
S T
each
er G
uide
MS
Lan
dsca
pe_M
S_T
estA
&B
_Sc_
2753
66 0
7/12
/201
0 1
0:14
Pag
e 25
TeacherGuide.indd 25 22/12/2011 17:04:23
satspapers.org
Year 9 optional science teacher’s guide
Tier 4–7 P
aper 1
Tier
4–7Q
No
.9
Part
Mark
An
swer
Accep
tA
dd
ition
al gu
idan
ce
a i2.1a2.3a
a ii1.1b
111
* 25
any on
efrom
* m/s
* metres per second
any on
efrom
* the car may have travelled faster for only
a short distance or
time
• • ms
-1
• the speed of the car may have varied
• the car kept below the speed lim
it for most
of the time
do no
taw
ard the mark if the num
ber has beencalculated incorrectly
for two m
arks accept ‘90km
per hour’‘m
ps’ or
‘mph’ are insufficient
‘it could have gone a different or faster way’ is
insufficient
b i
2.1a2.2a
b ii
2.1a2.2a
111
* 3hours
* 50
any on
efrom
* km/hr
* km/h
* kilometres per hour
• accept correct answers that are consistent
with alternative units
units are not requireddo
no
taccept
‘4 hours’
award o
ne m
ark for correct calculation of totaldistance (200
km) and total tim
e (4 hours) eg200/4
accept an answer w
here the total hours areconsistent w
ith the time calculated in part (bi)
(error carried forward)
don
ot
accept‘kph’
26
12040
5000200
OP
S T
eacher Guide M
S Landscape_M
S_T
estA&
B_S
c_275366 07/12/2010 10:14 Page 26
Yea
r 9
optio
nal s
cien
ce t
each
er’s
gui
deT
ier
4–7
Pap
er 1
Tie
r4–
7Q
No
.9
Par
tM
ark
An
swer
Acc
ept
Ad
dit
ion
al g
uid
ance
c1.
1a2.
1a2.
2a
1 1
* m
easu
re t
he d
ista
nce
betw
een
each
pai
r of
lam
p po
sts
and
the
time
the
car
take
s to
tra
vel
that
dis
tanc
e
* ca
lcul
ate
dist
ance
div
ided
by
time,
the
spe
edw
ill in
crea
se
• m
easu
re t
he t
ime
take
n be
twee
n di
ffere
nt p
airs
of p
osts
• tim
e is
less
at
the
end
com
pare
d w
ith t
he s
tart
• tim
e ge
ts s
hort
er
‘use
a s
peed
cam
era’
is in
suffi
cien
t‘th
e tim
e ta
ken
to t
rave
l bet
wee
n tw
o la
mp
post
s’is
insu
ffici
ent
as t
hey
need
to
mea
sure
the
tim
ebe
twee
n m
ore
than
tw
o
‘it w
as s
peed
ing
up’ i
s in
suffi
cien
t‘it
s tim
e ge
ts q
uick
er’ i
s in
suffi
cien
t‘s
he c
ount
s th
e nu
mbe
r of
lam
p po
sts’
isin
suffi
cien
t‘th
e ca
r pa
sses
in a
giv
en t
ime’
is in
suffi
cien
t as
this
on
its o
wn
does
not
tel
l you
if t
he c
ar is
spee
ding
up
Tota
l8
27
OP
S T
each
er G
uide
MS
Lan
dsca
pe_M
S_T
estA
&B
_Sc_
2753
66 0
7/12
/201
0 1
0:14
Pag
e 27
TeacherGuide.indd 26 22/12/2011 17:04:23
satspapers.org
Year 9 optional science teacher’s guide
Tier 4–7 P
aper 1
Tier
4–7Q
No
.9
Part
Mark
An
swer
Accep
tA
dd
ition
al gu
idan
ce
a i2.1a2.3a
a ii1.1b
111
* 25
any on
efrom
* m/s
* metres per second
any on
efrom
* the car may have travelled faster for only
a short distance or
time
• • ms
-1
• the speed of the car may have varied
• the car kept below the speed lim
it for most
of the time
do no
taw
ard the mark if the num
ber has beencalculated incorrectly
for two m
arks accept ‘90km
per hour’‘m
ps’ or
‘mph’ are insufficient
‘it could have gone a different or faster way’ is
insufficient
b i
2.1a2.2a
b ii
2.1a2.2a
111
* 3hours
* 50
any on
efrom
* km/hr
* km/h
* kilometres per hour
• accept correct answers that are consistent
with alternative units
units are not requireddo
no
taccept
‘4 hours’
award o
ne m
ark for correct calculation of totaldistance (200
km) and total tim
e (4 hours) eg200/4
accept an answer w
here the total hours areconsistent w
ith the time calculated in part (bi)
(error carried forward)
don
ot
accept‘kph’
26
12040
5000200
OP
S T
eacher Guide M
S Landscape_M
S_T
estA&
B_S
c_275366 07/12/2010 10:14 Page 26
Yea
r 9
optio
nal s
cien
ce t
each
er’s
gui
deT
ier
4–7
Pap
er 1
Tie
r4–
7Q
No
.9
Par
tM
ark
An
swer
Acc
ept
Ad
dit
ion
al g
uid
ance
c1.
1a2.
1a2.
2a
1 1
* m
easu
re t
he d
ista
nce
betw
een
each
pai
r of
lam
p po
sts
and
the
time
the
car
take
s to
tra
vel
that
dis
tanc
e
* ca
lcul
ate
dist
ance
div
ided
by
time,
the
spe
edw
ill in
crea
se
• m
easu
re t
he t
ime
take
n be
twee
n di
ffere
nt p
airs
of p
osts
• tim
e is
less
at
the
end
com
pare
d w
ith t
he s
tart
• tim
e ge
ts s
hort
er
‘use
a s
peed
cam
era’
is in
suffi
cien
t‘th
e tim
e ta
ken
to t
rave
l bet
wee
n tw
o la
mp
post
s’is
insu
ffici
ent
as t
hey
need
to
mea
sure
the
tim
ebe
twee
n m
ore
than
tw
o
‘it w
as s
peed
ing
up’ i
s in
suffi
cien
t‘it
s tim
e ge
ts q
uick
er’ i
s in
suffi
cien
t‘s
he c
ount
s th
e nu
mbe
r of
lam
p po
sts’
isin
suffi
cien
t‘th
e ca
r pa
sses
in a
giv
en t
ime’
is in
suffi
cien
t as
this
on
its o
wn
does
not
tel
l you
if t
he c
ar is
spee
ding
up
Tota
l8
27
OP
S T
each
er G
uide
MS
Lan
dsca
pe_M
S_T
estA
&B
_Sc_
2753
66 0
7/12
/201
0 1
0:14
Pag
e 27
TeacherGuide.indd 27 22/12/2011 17:04:23
satspapers.org
Year 9 optional science teacher’s guide
Tier 4–7 P
aper 2
28
Tier
4–7Q
No
.1
Part
Mark
An
swer
Accep
tA
dd
ition
al gu
idan
ce
a i3.3b2.2a
a ii3.3b2.2a
a iii3.3b2.2a
a iv3.3b2.2a
1111
* 11 years
any on
efrom
* growth spurt and m
uscle development
* growth of hair on the face and pubic hair
* (over)active oil glands
* growth spurt o
rm
uscle development o
racne o
roil glands active o
rgrow
th of hair onface o
rgrow
th of pubic hair
• growth spurt
• muscle developm
ent• grow
th of hair on face• grow
th of pubic hair
• oil glands• oily skin
• some of the changes can start after boys turn
16 years old
• the chart goes up to 20• three bars continue past the age of 16• these are only start dates
‘growth’ is insufficient
‘muscles’ is insufficient
‘hair’ is insufficient
‘oil’ is insufficient‘skin becom
es more active’ is insufficient
Pap
er 2 mark sch
eme
OP
S T
eacher Guide M
S Landscape_M
S_T
estA&
B_S
c_275366 07/12/2010 10:14 Page 28
Yea
r 9
optio
nal s
cien
ce t
each
er’s
gui
deT
ier
4–7
Pap
er 2
Tie
r4–
7Q
No
.1
Par
tM
ark
An
swer
Acc
ept
Ad
dit
ion
al g
uid
ance
b3.
3b2.
2a
1*
no ✔
any
on
efr
om*
face
and
pub
ic h
air
may
not
sta
rt g
row
ing
until
they
are
14
* th
ey m
ay n
ot h
ave
a gr
owth
spu
rt u
ntil
they
are
olde
r th
an 1
2*
som
e bo
ys’ v
oice
s do
not
bre
ak u
ntil
they
are
muc
h ol
der
* so
me
peop
le m
ay h
ave
a gr
owth
spu
rt w
hen
they
are
10
year
s ol
d*
incr
ease
d gr
owth
of
peni
s do
es n
ot h
appe
nun
til 1
3
acce
pt o
ther
exa
mpl
es f
rom
the
tab
le
• gr
owth
spu
rt o
rm
uscl
e de
velo
pmen
t o
rgr
owth
of p
ubic
hai
r et
c ca
n ha
ppen
bef
ore
or a
fter
they
are
12
• yo
u ca
n st
art
grow
ing
quic
kly
at 1
0
if m
ore
than
one
box
is t
icke
d, a
war
d no
mar
kbo
th t
he a
nsw
er a
nd t
he e
xpla
natio
n ar
ere
quire
d fo
r th
e m
ark
if ‘y
es’ i
s tic
ked
do
no
taw
ard
the
mar
k
stat
emen
ts c
opie
d fr
om t
able
are
insu
ffici
ent
eg ‘g
row
th s
purt
and
mus
cle
deve
lopm
ent’
ther
e ne
eds
to b
e a
refe
renc
e to
age
need
to
refe
r to
cha
nge
and
age
for
mar
keg
‘tw
o of
the
cha
nges
sta
rt a
t 10
’ is
insu
ffici
ent
beca
use
it do
es n
ot r
efer
to
a sp
ecifi
c ch
ange
Tota
l5
29
OP
S T
each
er G
uide
MS
Lan
dsca
pe_M
S_T
estA
&B
_Sc_
2753
66 0
7/12
/201
0 1
0:14
Pag
e 29
TeacherGuide.indd 28 22/12/2011 17:04:23
satspapers.org
Year 9 optional science teacher’s guide
Tier 4–7 P
aper 2
28
Tier
4–7Q
No
.1
Part
Mark
An
swer
Accep
tA
dd
ition
al gu
idan
ce
a i3.3b2.2a
a ii3.3b2.2a
a iii3.3b2.2a
a iv3.3b2.2a
1111
* 11 years
any on
efrom
* growth spurt and m
uscle development
* growth of hair on the face and pubic hair
* (over)active oil glands
* growth spurt o
rm
uscle development o
racne o
roil glands active o
rgrow
th of hair onface o
rgrow
th of pubic hair
• growth spurt
• muscle developm
ent• grow
th of hair on face• grow
th of pubic hair
• oil glands• oily skin
• some of the changes can start after boys turn
16 years old
• the chart goes up to 20• three bars continue past the age of 16• these are only start dates
‘growth’ is insufficient
‘muscles’ is insufficient
‘hair’ is insufficient
‘oil’ is insufficient‘skin becom
es more active’ is insufficient
Pap
er 2 mark sch
eme
OP
S T
eacher Guide M
S Landscape_M
S_T
estA&
B_S
c_275366 07/12/2010 10:14 Page 28
Yea
r 9
optio
nal s
cien
ce t
each
er’s
gui
deT
ier
4–7
Pap
er 2
Tie
r4–
7Q
No
.1
Par
tM
ark
An
swer
Acc
ept
Ad
dit
ion
al g
uid
ance
b3.
3b2.
2a
1*
no ✔
any
on
efr
om*
face
and
pub
ic h
air
may
not
sta
rt g
row
ing
until
they
are
14
* th
ey m
ay n
ot h
ave
a gr
owth
spu
rt u
ntil
they
are
olde
r th
an 1
2*
som
e bo
ys’ v
oice
s do
not
bre
ak u
ntil
they
are
muc
h ol
der
* so
me
peop
le m
ay h
ave
a gr
owth
spu
rt w
hen
they
are
10
year
s ol
d*
incr
ease
d gr
owth
of
peni
s do
es n
ot h
appe
nun
til 1
3
acce
pt o
ther
exa
mpl
es f
rom
the
tab
le
• gr
owth
spu
rt o
rm
uscl
e de
velo
pmen
t o
rgr
owth
of p
ubic
hai
r et
c ca
n ha
ppen
bef
ore
or a
fter
they
are
12
• yo
u ca
n st
art
grow
ing
quic
kly
at 1
0
if m
ore
than
one
box
is t
icke
d, a
war
d no
mar
kbo
th t
he a
nsw
er a
nd t
he e
xpla
natio
n ar
ere
quire
d fo
r th
e m
ark
if ‘y
es’ i
s tic
ked
do
no
taw
ard
the
mar
k
stat
emen
ts c
opie
d fr
om t
able
are
insu
ffici
ent
eg ‘g
row
th s
purt
and
mus
cle
deve
lopm
ent’
ther
e ne
eds
to b
e a
refe
renc
e to
age
need
to
refe
r to
cha
nge
and
age
for
mar
keg
‘tw
o of
the
cha
nges
sta
rt a
t 10
’ is
insu
ffici
ent
beca
use
it do
es n
ot r
efer
to
a sp
ecifi
c ch
ange
Tota
l5
29
OP
S T
each
er G
uide
MS
Lan
dsca
pe_M
S_T
estA
&B
_Sc_
2753
66 0
7/12
/201
0 1
0:14
Pag
e 29
TeacherGuide.indd 29 22/12/2011 17:04:24
satspapers.org
Year 9 optional science teacher’s guide
Tier 4–7 P
aper 2
Tier
4–7Q
No
.2
Part
Mark
An
swer
Accep
tA
dd
ition
al gu
idan
ce
a3.2c
2* It is strong ✔* It can be bent into shape ✔* It is w
aterproof ✔
for all three
correct, award tw
o marks
for any two
correct, award one m
arkif m
ore than three boxes are ticked, deduct onem
ark for each incorrect tickm
inimum
mark zero
b i
3.2c
b ii
2.1b3.2c
11
any on
efrom
* rusting or
rusted or
it rusts
* oxidation
any on
efrom
* the pipes are weaker o
rless strong
* there may be rust o
r flakes in the water
* the water could be unfit to drink
• rusty• corrosion
• they will crum
ble or
leak• the w
ater would be dirty o
rthe converse
• the pipes or
water are contam
inated or
polluted
‘reacting’ is insufficient
‘poisonous’ is insufficient‘the w
ater is dangerous’ or
‘unhygienic’ isinsufficient‘the pipes are rusty’ is insufficient‘the w
ater would be infected’ is insufficient
c1.1b
1any o
ne
from* m
etals are (good) conductors* heat m
oves to or
is absorbed by the metal
* it loses heat to its surroundings
• it conducts heat well
• metal heats up
• water loses heat
• the pipe is cold• the w
ater is warm
er than the surroundings
don
ot
accept ‘copper conducts electricity’
‘the water is w
arm’ is insufficient
references to ‘time’ are insufficient, eg ‘it w
as inthe pipe for a long tim
e’
Total
5
30
OP
S T
eacher Guide M
S Landscape_M
S_T
estA&
B_S
c_275366 07/12/2010 10:14 Page 30
Yea
r 9
optio
nal s
cien
ce t
each
er’s
gui
deT
ier
4–7
Pap
er 2
Tie
r4–
7Q
No
.3
Par
tM
ark
An
swer
Acc
ept
Ad
dit
ion
al g
uid
ance
a2.
1c1
* B
E A
C D
• B
E A
D C
all
fou
rle
tters
mus
t be
in o
ne o
f th
e or
ders
show
n
b2.
1c2
any
two
from
* sa
me
size
pot
* sa
me
size
pla
nt
* sa
me
wea
ther
con
ditio
ns
* sh
e di
d it
at t
he s
ame
time
• sa
me
pots
• us
ed 5
0 cm
pla
nts
• sa
me
(sun
ny)
spot
in t
he g
arde
n•
mak
e su
re t
he p
lant
pot
s ar
e at
the
sam
ete
mpe
ratu
re
• fil
led
both
pot
s w
ith s
oil
• sa
me
amou
nt o
f so
il
‘pot
’ is
insu
ffici
ent
‘sam
e ty
pe o
f pl
ant’
is in
suffi
cien
t
‘sam
e am
ount
of
wat
er’ i
s in
suffi
cien
t
don
ot
acce
pt ‘s
ame
soil’
c i
3.2c
c ii
1.1b
2.2a
c iii
3.2c
3.4c
1 1 1
* in
dica
tor
✔
* bl
ue ✔
her
soil
is a
cidi
c
* ad
d al
kali
• he
r so
il is
pH
5.5
• a
pH o
f 6
or le
ss m
eans
it is
aci
dic
• lim
e•
any
nam
ed a
lkal
i
bo
than
swer
s ar
e re
quire
d fo
r on
e m
ark
if a
form
ula
is g
iven
for
an
alka
li in
stea
d of
ana
me,
the
mar
k ca
n on
ly b
e aw
arde
d if
the
form
ula
is c
orre
ctdo
no
tac
cept
‘fert
ilise
r’
Tota
l6
31
OP
S T
each
er G
uide
MS
Lan
dsca
pe_M
S_T
estA
&B
_Sc_
2753
66 0
7/12
/201
0 1
0:14
Pag
e 31
TeacherGuide.indd 30 22/12/2011 17:04:24
satspapers.org
Year 9 optional science teacher’s guide
Tier 4–7 P
aper 2
Tier
4–7Q
No
.2
Part
Mark
An
swer
Accep
tA
dd
ition
al gu
idan
ce
a3.2c
2* It is strong ✔* It can be bent into shape ✔* It is w
aterproof ✔
for all three
correct, award tw
o marks
for any two
correct, award one m
arkif m
ore than three boxes are ticked, deduct onem
ark for each incorrect tickm
inimum
mark zero
b i
3.2c
b ii
2.1b3.2c
11
any on
efrom
* rusting or
rusted or
it rusts
* oxidation
any on
efrom
* the pipes are weaker o
rless strong
* there may be rust o
r flakes in the water
* the water could be unfit to drink
• rusty• corrosion
• they will crum
ble or
leak• the w
ater would be dirty o
rthe converse
• the pipes or
water are contam
inated or
polluted
‘reacting’ is insufficient
‘poisonous’ is insufficient‘the w
ater is dangerous’ or
‘unhygienic’ isinsufficient‘the pipes are rusty’ is insufficient‘the w
ater would be infected’ is insufficient
c1.1b
1any o
ne
from* m
etals are (good) conductors* heat m
oves to or
is absorbed by the metal
* it loses heat to its surroundings
• it conducts heat well
• metal heats up
• water loses heat
• the pipe is cold• the w
ater is warm
er than the surroundings
don
ot
accept ‘copper conducts electricity’
‘the water is w
arm’ is insufficient
references to ‘time’ are insufficient, eg ‘it w
as inthe pipe for a long tim
e’
Total
5
30
OP
S T
eacher Guide M
S Landscape_M
S_T
estA&
B_S
c_275366 07/12/2010 10:14 Page 30
Yea
r 9
optio
nal s
cien
ce t
each
er’s
gui
deT
ier
4–7
Pap
er 2
Tie
r4–
7Q
No
.3
Par
tM
ark
An
swer
Acc
ept
Ad
dit
ion
al g
uid
ance
a2.
1c1
* B
E A
C D
• B
E A
D C
all
fou
rle
tters
mus
t be
in o
ne o
f th
e or
ders
show
n
b2.
1c2
any
two
from
* sa
me
size
pot
* sa
me
size
pla
nt
* sa
me
wea
ther
con
ditio
ns
* sh
e di
d it
at t
he s
ame
time
• sa
me
pots
• us
ed 5
0 cm
pla
nts
• sa
me
(sun
ny)
spot
in t
he g
arde
n•
mak
e su
re t
he p
lant
pot
s ar
e at
the
sam
ete
mpe
ratu
re
• fil
led
both
pot
s w
ith s
oil
• sa
me
amou
nt o
f so
il
‘pot
’ is
insu
ffici
ent
‘sam
e ty
pe o
f pl
ant’
is in
suffi
cien
t
‘sam
e am
ount
of
wat
er’ i
s in
suffi
cien
t
don
ot
acce
pt ‘s
ame
soil’
c i
3.2c
c ii
1.1b
2.2a
c iii
3.2c
3.4c
1 1 1
* in
dica
tor
✔
* bl
ue ✔
her
soil
is a
cidi
c
* ad
d al
kali
• he
r so
il is
pH
5.5
• a
pH o
f 6
or le
ss m
eans
it is
aci
dic
• lim
e•
any
nam
ed a
lkal
i
bo
than
swer
s ar
e re
quire
d fo
r on
e m
ark
if a
form
ula
is g
iven
for
an
alka
li in
stea
d of
ana
me,
the
mar
k ca
n on
ly b
e aw
arde
d if
the
form
ula
is c
orre
ctdo
no
tac
cept
‘fert
ilise
r’
Tota
l6
31
OP
S T
each
er G
uide
MS
Lan
dsca
pe_M
S_T
estA
&B
_Sc_
2753
66 0
7/12
/201
0 1
0:14
Pag
e 31
TeacherGuide.indd 31 22/12/2011 17:04:24
satspapers.org
Year 9 optional science teacher’s guide
Tier 4–7 P
aper 2
Tier
4–7Q
No
.4
Part
Mark
An
swer
Accep
tA
dd
ition
al gu
idan
ce
a i3.1a
a ii3.1a
1111
* gravitational potential* kinetic
* chemical
* kinetic
• gravitational or
potentialansw
ers must be in the correct order
answers m
ust be in the correct order‘heat’ is insufficient
b i
3.1a
b ii
3.1b
111
* light travels faster than sound
* A: air resistance
* B: w
eight
• light is faster than sound• light energy is faster than sound energyaccept the converse• sound takes longer than light to reach us
• friction• drag• upthrust
• gravity• gravitational (force)
‘light reaches the person before sound’ isinsufficient‘light is faster’ is insufficient‘sound takes longer to reach us’ is insufficient
‘wind resistance’ is insufficient
‘thrust’ is insufficient
do no
taccept
‘gravitational potential’
Total
7
32
OP
S T
eacher Guide M
S Landscape_M
S_T
estA&
B_S
c_275366 07/12/2010 10:14 Page 32
Yea
r 9
optio
nal s
cien
ce t
each
er’s
gui
deT
ier
4–7
Pap
er 2
Tie
r4–
7Q
No
.5
Par
tM
ark
An
swer
Acc
ept
Ad
dit
ion
al g
uid
ance
a1.
1a1 1
awar
d o
ne
mar
kfo
r id
entif
ying
the
inde
pend
ent
varia
ble
eg w
ith a
nd
with
out
pudd
les
awar
d o
ne
mar
kfo
r id
entif
ying
the
dep
ende
ntva
riabl
e eg
tim
e to
dry
• w
ith o
rw
ithou
t bu
cket
s o
rco
ntai
ners
of
wat
er(in
pla
ce o
f pu
ddle
s)•
hang
the
was
hing
out
with
and
with
out
pudd
les
for
two
mar
ks a
ccep
t ‘ti
me
how
long
it t
akes
the
was
hing
to
dry
whe
n th
ere
are
pudd
les
on t
hegr
ound
and
whe
n th
ere
are
not’
‘on
wet
day
s an
d dr
y da
ys’ i
s in
suffi
cien
t fo
r th
ein
depe
nden
t va
riabl
e
for
on
em
ark
acce
pt,
‘tim
e w
ith n
o pu
ddle
s’fo
r tw
om
arks
acc
ept,
‘tim
e ag
ain
with
no
pudd
les’
b1.
1a2
any
two
from
* ho
w r
ainy
it is
or
is it
rai
ning
* ho
w h
umid
or
fogg
y th
e w
eath
er is
* ho
w w
indy
the
wea
ther
is*
(air)
tem
pera
ture
* ho
w s
prea
d ou
t th
e cl
othe
s ar
e*
how
wet
the
clo
thes
are
(fr
om t
he w
ashi
ngm
achi
ne)
* th
e si
ze o
rar
ea o
f cl
oth
or
clot
hes
• ra
in o
rra
inin
g o
rsn
owin
g o
rsl
eet
or
hail
• w
ind
or
win
d sp
eed
or
win
dy•
how
sun
ny it
is o
ram
ount
of
sunl
ight
or
how
clou
dy it
is•
how
hot
or
cold
it is
• cl
othe
s
• th
e fa
bric
or
mat
eria
l the
clo
thes
are
mad
e fr
om
‘dam
p’ is
insu
ffici
ent
if ‘th
e w
eath
er’ i
s gi
ven
with
any
of
the
first
fo
ur
poin
ts,
awar
d on
e m
ark
only
‘clim
ate’
is in
suffi
cien
t‘h
eat
of s
urro
undi
ngs’
is in
suffi
cien
t‘S
un’ i
s in
suffi
cien
t‘ti
me
of d
ay’ i
s in
suffi
cien
tan
y va
riabl
e to
do
with
pud
dles
is in
suffi
cien
t
‘type
of
clot
hes’
is in
suffi
cien
t
c3.
2c1.
1a
1*
it ev
apor
ates
• it
turn
s to
(w
ater
) va
pour
or
a ga
s
• it
boils
‘it d
ries
up’ i
s in
suffi
cien
t‘it
drip
s of
f’ is
insu
ffici
ent
33
OP
S T
each
er G
uide
MS
Lan
dsca
pe_M
S_T
estA
&B
_Sc_
2753
66 0
7/12
/201
0 1
0:14
Pag
e 33
TeacherGuide.indd 32 22/12/2011 17:04:24
satspapers.org
Year 9 optional science teacher’s guide
Tier 4–7 P
aper 2
Tier
4–7Q
No
.4
Part
Mark
An
swer
Accep
tA
dd
ition
al gu
idan
ce
a i3.1a
a ii3.1a
1111
* gravitational potential* kinetic
* chemical
* kinetic
• gravitational or
potentialansw
ers must be in the correct order
answers m
ust be in the correct order‘heat’ is insufficient
b i
3.1a
b ii
3.1b
111
* light travels faster than sound
* A: air resistance
* B: w
eight
• light is faster than sound• light energy is faster than sound energyaccept the converse• sound takes longer than light to reach us
• friction• drag• upthrust
• gravity• gravitational (force)
‘light reaches the person before sound’ isinsufficient‘light is faster’ is insufficient‘sound takes longer to reach us’ is insufficient
‘wind resistance’ is insufficient
‘thrust’ is insufficient
do no
taccept
‘gravitational potential’
Total
7
32
OP
S T
eacher Guide M
S Landscape_M
S_T
estA&
B_S
c_275366 07/12/2010 10:14 Page 32
Yea
r 9
optio
nal s
cien
ce t
each
er’s
gui
deT
ier
4–7
Pap
er 2
Tie
r4–
7Q
No
.5
Par
tM
ark
An
swer
Acc
ept
Ad
dit
ion
al g
uid
ance
a1.
1a1 1
awar
d o
ne
mar
kfo
r id
entif
ying
the
inde
pend
ent
varia
ble
eg w
ith a
nd
with
out
pudd
les
awar
d o
ne
mar
kfo
r id
entif
ying
the
dep
ende
ntva
riabl
e eg
tim
e to
dry
• w
ith o
rw
ithou
t bu
cket
s o
rco
ntai
ners
of
wat
er(in
pla
ce o
f pu
ddle
s)•
hang
the
was
hing
out
with
and
with
out
pudd
les
for
two
mar
ks a
ccep
t ‘ti
me
how
long
it t
akes
the
was
hing
to
dry
whe
n th
ere
are
pudd
les
on t
hegr
ound
and
whe
n th
ere
are
not’
‘on
wet
day
s an
d dr
y da
ys’ i
s in
suffi
cien
t fo
r th
ein
depe
nden
t va
riabl
e
for
on
em
ark
acce
pt,
‘tim
e w
ith n
o pu
ddle
s’fo
r tw
om
arks
acc
ept,
‘tim
e ag
ain
with
no
pudd
les’
b1.
1a2
any
two
from
* ho
w r
ainy
it is
or
is it
rai
ning
* ho
w h
umid
or
fogg
y th
e w
eath
er is
* ho
w w
indy
the
wea
ther
is*
(air)
tem
pera
ture
* ho
w s
prea
d ou
t th
e cl
othe
s ar
e*
how
wet
the
clo
thes
are
(fr
om t
he w
ashi
ngm
achi
ne)
* th
e si
ze o
rar
ea o
f cl
oth
or
clot
hes
• ra
in o
rra
inin
g o
rsn
owin
g o
rsl
eet
or
hail
• w
ind
or
win
d sp
eed
or
win
dy•
how
sun
ny it
is o
ram
ount
of
sunl
ight
or
how
clou
dy it
is•
how
hot
or
cold
it is
• cl
othe
s
• th
e fa
bric
or
mat
eria
l the
clo
thes
are
mad
e fr
om
‘dam
p’ is
insu
ffici
ent
if ‘th
e w
eath
er’ i
s gi
ven
with
any
of
the
first
fo
ur
poin
ts,
awar
d on
e m
ark
only
‘clim
ate’
is in
suffi
cien
t‘h
eat
of s
urro
undi
ngs’
is in
suffi
cien
t‘S
un’ i
s in
suffi
cien
t‘ti
me
of d
ay’ i
s in
suffi
cien
tan
y va
riabl
e to
do
with
pud
dles
is in
suffi
cien
t
‘type
of
clot
hes’
is in
suffi
cien
t
c3.
2c1.
1a
1*
it ev
apor
ates
• it
turn
s to
(w
ater
) va
pour
or
a ga
s
• it
boils
‘it d
ries
up’ i
s in
suffi
cien
t‘it
drip
s of
f’ is
insu
ffici
ent
33
OP
S T
each
er G
uide
MS
Lan
dsca
pe_M
S_T
estA
&B
_Sc_
2753
66 0
7/12
/201
0 1
0:14
Pag
e 33
TeacherGuide.indd 33 22/12/2011 17:04:24
satspapers.org
Year 9 optional science teacher’s guide
Tier 4–7 P
aper 2
Tier
4–7Q
No
.5
Part
Mark
An
swer
Accep
tA
dd
ition
al gu
idan
ce
d i
3.2a
d ii
3.1a3.2a
11
* B ✔
* A and B
✔
if more than one box is ticked, aw
ard no mark
if more than one box is ticked, aw
ard no mark
Total
7
34
OP
S T
eacher Guide M
S Landscape_M
S_T
estA&
B_S
c_275366 07/12/2010 10:14 Page 34
Yea
r 9
optio
nal s
cien
ce t
each
er’s
gui
deT
ier
4–7
Pap
er 2
Tie
r4–
7Q
No
.6
Par
tM
ark
An
swer
Acc
ept
Ad
dit
ion
al g
uid
ance
a i
3.1b
1.1b a ii
3.1c
1.1b
a iii
3.1c
3.1b
1 1 1
* th
e ar
row
s o
rco
mpa
sses
poi
nt in
the
sam
edi
rect
ion
(for
the
bar
mag
net
and
the
coil)
* any
on
efr
om*
he r
ever
sed
the
batte
ry*
he c
hang
ed t
he c
ells
aro
und
• th
ey h
ave
not
mov
ed•
they
look
the
sam
e as
bef
ore
• th
ey h
ave
not
chan
ged
dire
ctio
n
• ch
ange
or
turn
the
bat
tery
aro
und
• he
cha
nged
the
ter
min
als
arou
nd•
swap
pos
itive
and
neg
ativ
e ar
ound
• tu
rn t
he c
oils
the
oth
er w
ay a
roun
d
‘bec
ause
of
the
arro
ws’
is in
suffi
cien
t‘th
ey lo
ok t
he s
ame’
is in
suffi
cien
t‘s
ame
patte
rn’ i
s in
suffi
cien
t
all f
our
arro
ws
are
requ
ired
for
the
mar
kar
row
s m
ust
be w
ithin
30°
of
the
corr
ect
dire
ctio
n
‘he
reve
rsed
the
cur
rent
’ is
insu
ffici
ent
‘cha
ngin
g o
rsw
itchi
ng t
he c
ells
or
batte
ries’
is in
suffi
cien
t‘tu
rnov
er b
atte
ry’ i
s in
suffi
cien
t
b3.
1c3.
1b
1*
all f
our
arro
ws
are
requ
ired
for
the
mar
kar
row
s m
ust
be w
ithin
30°
of
the
corr
ect
dire
ctio
n
Tota
l4
35
OP
S T
each
er G
uide
MS
Lan
dsca
pe_M
S_T
estA
&B
_Sc_
2753
66 0
7/12
/201
0 1
0:14
Pag
e 35
TeacherGuide.indd 34 22/12/2011 17:04:24
satspapers.org
Year 9 optional science teacher’s guide
Tier 4–7 P
aper 2
Tier
4–7Q
No
.5
Part
Mark
An
swer
Accep
tA
dd
ition
al gu
idan
ce
d i
3.2a
d ii
3.1a3.2a
11
* B ✔
* A and B
✔
if more than one box is ticked, aw
ard no mark
if more than one box is ticked, aw
ard no mark
Total
7
34
OP
S T
eacher Guide M
S Landscape_M
S_T
estA&
B_S
c_275366 07/12/2010 10:14 Page 34
Yea
r 9
optio
nal s
cien
ce t
each
er’s
gui
deT
ier
4–7
Pap
er 2
Tie
r4–
7Q
No
.6
Par
tM
ark
An
swer
Acc
ept
Ad
dit
ion
al g
uid
ance
a i
3.1b
1.1b a ii
3.1c
1.1b
a iii
3.1c
3.1b
1 1 1
* th
e ar
row
s o
rco
mpa
sses
poi
nt in
the
sam
edi
rect
ion
(for
the
bar
mag
net
and
the
coil)
* any
on
efr
om*
he r
ever
sed
the
batte
ry*
he c
hang
ed t
he c
ells
aro
und
• th
ey h
ave
not
mov
ed•
they
look
the
sam
e as
bef
ore
• th
ey h
ave
not
chan
ged
dire
ctio
n
• ch
ange
or
turn
the
bat
tery
aro
und
• he
cha
nged
the
ter
min
als
arou
nd•
swap
pos
itive
and
neg
ativ
e ar
ound
• tu
rn t
he c
oils
the
oth
er w
ay a
roun
d
‘bec
ause
of
the
arro
ws’
is in
suffi
cien
t‘th
ey lo
ok t
he s
ame’
is in
suffi
cien
t‘s
ame
patte
rn’ i
s in
suffi
cien
t
all f
our
arro
ws
are
requ
ired
for
the
mar
kar
row
s m
ust
be w
ithin
30°
of
the
corr
ect
dire
ctio
n
‘he
reve
rsed
the
cur
rent
’ is
insu
ffici
ent
‘cha
ngin
g o
rsw
itchi
ng t
he c
ells
or
batte
ries’
is in
suffi
cien
t‘tu
rnov
er b
atte
ry’ i
s in
suffi
cien
t
b3.
1c3.
1b
1*
all f
our
arro
ws
are
requ
ired
for
the
mar
kar
row
s m
ust
be w
ithin
30°
of
the
corr
ect
dire
ctio
n
Tota
l4
35
OP
S T
each
er G
uide
MS
Lan
dsca
pe_M
S_T
estA
&B
_Sc_
2753
66 0
7/12
/201
0 1
0:14
Pag
e 35
TeacherGuide.indd 35 22/12/2011 17:04:24
satspapers.org
Year 9 optional science teacher’s guide
Tier 4–7 P
aper 2
Tier
4–7Q
No
.7
Part
Mark
An
swer
Accep
tA
dd
ition
al gu
idan
ce
a1.2a
1any o
ne
from* do not have to build rocket every tim
e* each ‘launch’ costs less than a rocket* (the space lift) can be used continually* there is less space junk* (the space lift) does not burn as m
uch fuel* less carbon dioxide produced
‘it’ refers to the space lift‘it’s cheaper’ is insufficient
don
ot
accept‘does not burn fuel’
‘less pollution produced’ is insufficient
b i
4.3c
b ii
4.3c
12
* 24 hours
any two
from* satellite T
V* w
eather monitoring
* spying
* telecomm
unications
* tracking animals
* produce maps
* sat nav* observe planets and stars
• 1 day
• TV
• take photos
• mobile phones
• Internet
• international space station• radio
acceptnam
ed satellite TV
for one mark accept
‘comm
unication’ if mobile
phones or Internet given as well
‘planets’ is insufficient
36
OP
S T
eacher Guide M
S Landscape_M
S_T
estA&
B_S
c_275366 07/12/2010 10:14 Page 36
Yea
r 9
optio
nal s
cien
ce t
each
er’s
gui
deT
ier
4–7
Pap
er 2
Tie
r4–
7Q
No
.7
Par
tM
ark
An
swer
Acc
ept
Ad
dit
ion
al g
uid
ance
c3.
2b2
* ca
rbon
dio
xide
carb
on+
o
xyge
nC
O2
C
O
2
for
all f
our
par
tsco
rrec
t, aw
ard
two
mar
ksfo
r an
y th
ree
part
s co
rrec
t, aw
ard
one
mar
ksy
mbo
ls m
ust
be w
ritte
n co
rrec
tly in
ord
er t
oaw
ard
mar
k. F
or e
xam
ple
do n
ot a
ccep
t ‘C
O2 ,
CO
2, O
2 ’‘O
’ is
insu
ffici
ent
‘CO
’ is
insu
ffici
ent
d i
1.4a
d i
i1.
4a
1 1
any
on
efr
om:
* sh
arin
g co
sts
* sh
arin
g ex
pert
ise
* sh
arin
g st
aff
* sh
arin
g te
chno
logy
* sh
arin
g re
sour
ces
* bu
ildin
g re
latio
nshi
ps o
run
iting
cou
ntrie
s
any
on
efr
om:
* la
ngua
ge p
robl
ems
* ar
gum
ents
ove
r w
orkl
oad,
cos
t, w
here
bas
est
atio
n sh
ould
be,
etc
‘it is
che
aper
’ is
insu
ffici
ent
‘it is
qui
cker
’ is
insu
ffici
ent
as it
cou
ld a
ctua
lly b
esl
ower
‘arg
umen
ts’ i
s in
suffi
cien
t‘it
cou
ld s
tart
a w
ar’ i
s in
suffi
cien
t
Tota
l8
37
OP
S T
each
er G
uide
MS
Lan
dsca
pe_M
S_T
estA
&B
_Sc_
2753
66 0
7/12
/201
0 1
0:14
Pag
e 37
TeacherGuide.indd 36 22/12/2011 17:04:25
satspapers.org
Year 9 optional science teacher’s guide
Tier 4–7 P
aper 2
Tier
4–7Q
No
.7
Part
Mark
An
swer
Accep
tA
dd
ition
al gu
idan
ce
a1.2a
1any o
ne
from* do not have to build rocket every tim
e* each ‘launch’ costs less than a rocket* (the space lift) can be used continually* there is less space junk* (the space lift) does not burn as m
uch fuel* less carbon dioxide produced
‘it’ refers to the space lift‘it’s cheaper’ is insufficient
don
ot
accept‘does not burn fuel’
‘less pollution produced’ is insufficient
b i
4.3c
b ii
4.3c
12
* 24 hours
any two
from* satellite T
V* w
eather monitoring
* spying
* telecomm
unications
* tracking animals
* produce maps
* sat nav* observe planets and stars
• 1 day
• TV
• take photos
• mobile phones
• Internet
• international space station• radio
acceptnam
ed satellite TV
for one mark accept
‘comm
unication’ if mobile
phones or Internet given as well
‘planets’ is insufficient
36
OP
S T
eacher Guide M
S Landscape_M
S_T
estA&
B_S
c_275366 07/12/2010 10:14 Page 36
Yea
r 9
optio
nal s
cien
ce t
each
er’s
gui
deT
ier
4–7
Pap
er 2
Tie
r4–
7Q
No
.7
Par
tM
ark
An
swer
Acc
ept
Ad
dit
ion
al g
uid
ance
c3.
2b2
* ca
rbon
dio
xide
carb
on+
o
xyge
nC
O2
C
O
2
for
all f
our
par
tsco
rrec
t, aw
ard
two
mar
ksfo
r an
y th
ree
part
s co
rrec
t, aw
ard
one
mar
ksy
mbo
ls m
ust
be w
ritte
n co
rrec
tly in
ord
er t
oaw
ard
mar
k. F
or e
xam
ple
do n
ot a
ccep
t ‘C
O2 ,
CO
2, O
2 ’‘O
’ is
insu
ffici
ent
‘CO
’ is
insu
ffici
ent
d i
1.4a
d i
i1.
4a
1 1
any
on
efr
om:
* sh
arin
g co
sts
* sh
arin
g ex
pert
ise
* sh
arin
g st
aff
* sh
arin
g te
chno
logy
* sh
arin
g re
sour
ces
* bu
ildin
g re
latio
nshi
ps o
run
iting
cou
ntrie
s
any
on
efr
om:
* la
ngua
ge p
robl
ems
* ar
gum
ents
ove
r w
orkl
oad,
cos
t, w
here
bas
est
atio
n sh
ould
be,
etc
‘it is
che
aper
’ is
insu
ffici
ent
‘it is
qui
cker
’ is
insu
ffici
ent
as it
cou
ld a
ctua
lly b
esl
ower
‘arg
umen
ts’ i
s in
suffi
cien
t‘it
cou
ld s
tart
a w
ar’ i
s in
suffi
cien
t
Tota
l8
37
OP
S T
each
er G
uide
MS
Lan
dsca
pe_M
S_T
estA
&B
_Sc_
2753
66 0
7/12
/201
0 1
0:14
Pag
e 37
TeacherGuide.indd 37 22/12/2011 17:04:25
satspapers.org
Year 9 optional science teacher’s guide
Tier 4–7 P
aper 2
Tier
4–7Q
No
.8
Part
Mark
An
swer
Accep
tA
dd
ition
al gu
idan
ce
a3.3d
1any
on
efrom
* predators* w
ave action* sunlight * drying out
• being eaten‘getting hurt o
rbroken o
rdam
aged’ isinsufficient‘fish’ is insufficient‘other sea creatures’ is insufficient‘being attacked’ is insufficient
b3.3d
11
* light will only penetrate a short w
ay into water
* the green plant requires light forphotosynthesis
• there is more light (at the surface)
• there is no light in deep water
• they need light to produce their own food
• so they can photosynthesise‘they need light’ is insufficient‘they need light to survive’ is insufficient‘sunlight is needed for plants to grow
’ is insufficient
c i3.4a
c ii3.4a
11
* * the coral grows around the volcano
(which sinks)
• it grows all around a volcano
• volcanoes are circular• the volcanic rock has eroded
all three
answers are required for the m
ark
‘there used to be a volcano there’ is insufficient
d3.4a1.1b
1* igneous ✔
any on
efrom
igneous rock is cooled magm
a or
lavavolcanoes produce igneous rock
• it is made from
lava• it com
es from a volcano
bo
ththe type of rock and correct explanation
are required for the mark
‘it is a volcano’ is insufficient
Total
6
38
23
1
OP
S T
eacher Guide M
S Landscape_M
S_T
estA&
B_S
c_275366 07/12/2010 10:14 Page 38
Yea
r 9
optio
nal s
cien
ce t
each
er’s
gui
deT
ier
4–7
Pap
er 2
Tie
r4–
7Q
No
.9
Par
tM
ark
An
swer
Acc
ept
Ad
dit
ion
al g
uid
ance
a2.
2a1
* 5
000
0.1
✔
if m
ore
than
one
box
is t
icke
d, a
war
d no
mar
k
b i
2.2a
b i
i2.
2a
1 1
* 47
00°C
* it
incr
ease
s
acce
pt a
num
ber
from
460
0°C
to 4
800°
Cin
clus
ive
• it
goes
up
• it
is a
t hi
gher
tem
pera
ture
s
c1.
1b1
any
on
efr
om*
if ch
ange
s fr
om a
sol
id t
o a
liqui
d*
it be
com
es a
liqu
id•
it m
elts
• tu
rns
into
a li
quid
‘it is
liqu
id’ i
s in
suffi
cien
t as
the
ans
wer
mus
tre
fer
to a
cha
nge
d2.
2a1
* a
num
ber
grea
ter
than
or
equa
l to
100
e3.
4a1
any
on
efr
om*
the
wei
ght
of t
he r
ocks
(ab
ove)
* th
e fo
rce
of t
he r
ocks
(ab
ove)
• th
e m
ass
of t
he r
ocks
• th
e w
eigh
t of
eve
ryth
ing
abov
e it
‘they
are
dee
p un
derg
roun
d’ o
r‘th
e ro
cks
abov
e’ar
e in
suffi
cien
t‘g
ravi
ty’ i
s in
suffi
cien
t
39
OP
S T
each
er G
uide
MS
Lan
dsca
pe_M
S_T
estA
&B
_Sc_
2753
66 0
7/12
/201
0 1
0:14
Pag
e 39
TeacherGuide.indd 38 22/12/2011 17:04:25
satspapers.org
Year 9 optional science teacher’s guide
Tier 4–7 P
aper 2
Tier
4–7Q
No
.8
Part
Mark
An
swer
Accep
tA
dd
ition
al gu
idan
ce
a3.3d
1any
on
efrom
* predators* w
ave action* sunlight * drying out
• being eaten‘getting hurt o
rbroken o
rdam
aged’ isinsufficient‘fish’ is insufficient‘other sea creatures’ is insufficient‘being attacked’ is insufficient
b3.3d
11
* light will only penetrate a short w
ay into water
* the green plant requires light forphotosynthesis
• there is more light (at the surface)
• there is no light in deep water
• they need light to produce their own food
• so they can photosynthesise‘they need light’ is insufficient‘they need light to survive’ is insufficient‘sunlight is needed for plants to grow
’ is insufficient
c i3.4a
c ii3.4a
11
* * the coral grows around the volcano
(which sinks)
• it grows all around a volcano
• volcanoes are circular• the volcanic rock has eroded
all three
answers are required for the m
ark
‘there used to be a volcano there’ is insufficient
d3.4a1.1b
1* igneous ✔
any on
efrom
igneous rock is cooled magm
a or
lavavolcanoes produce igneous rock
• it is made from
lava• it com
es from a volcano
bo
ththe type of rock and correct explanation
are required for the mark
‘it is a volcano’ is insufficient
Total
6
38
23
1
OP
S T
eacher Guide M
S Landscape_M
S_T
estA&
B_S
c_275366 07/12/2010 10:14 Page 38
Yea
r 9
optio
nal s
cien
ce t
each
er’s
gui
deT
ier
4–7
Pap
er 2
Tie
r4–
7Q
No
.9
Par
tM
ark
An
swer
Acc
ept
Ad
dit
ion
al g
uid
ance
a2.
2a1
* 5
000
0.1
✔
if m
ore
than
one
box
is t
icke
d, a
war
d no
mar
k
b i
2.2a
b i
i2.
2a
1 1
* 47
00°C
* it
incr
ease
s
acce
pt a
num
ber
from
460
0°C
to 4
800°
Cin
clus
ive
• it
goes
up
• it
is a
t hi
gher
tem
pera
ture
s
c1.
1b1
any
on
efr
om*
if ch
ange
s fr
om a
sol
id t
o a
liqui
d*
it be
com
es a
liqu
id•
it m
elts
• tu
rns
into
a li
quid
‘it is
liqu
id’ i
s in
suffi
cien
t as
the
ans
wer
mus
tre
fer
to a
cha
nge
d2.
2a1
* a
num
ber
grea
ter
than
or
equa
l to
100
e3.
4a1
any
on
efr
om*
the
wei
ght
of t
he r
ocks
(ab
ove)
* th
e fo
rce
of t
he r
ocks
(ab
ove)
• th
e m
ass
of t
he r
ocks
• th
e w
eigh
t of
eve
ryth
ing
abov
e it
‘they
are
dee
p un
derg
roun
d’ o
r‘th
e ro
cks
abov
e’ar
e in
suffi
cien
t‘g
ravi
ty’ i
s in
suffi
cien
t
39
OP
S T
each
er G
uide
MS
Lan
dsca
pe_M
S_T
estA
&B
_Sc_
2753
66 0
7/12
/201
0 1
0:14
Pag
e 39
TeacherGuide.indd 39 22/12/2011 17:04:25
satspapers.org
Year 9 optional science teacher’s guide
Tier 4–7 P
aper 2
Tier
4–7Q
No
.9
Part
Mark
An
swer
Accep
tA
dd
ition
al gu
idan
ce
f3.4a
1any o
ne
from* natural diam
onds are cooled or
formed slow
ly* the pressures are greater* m
ore time to cool o
rform
• artificial diamonds are form
ed quickly• m
ore pressure• w
hen making artificial diam
onds not much
carbon dissolves in the iron
‘more heat’ is insufficient
‘only small am
ounts used in the lab’ isinsufficient
g3.2c
1* float ✔
it is less dense (than the liquid)• it has a larger volum
e (than the liquid)• its density is less
bo
ththe answ
er and the correct explanation arerequired for the m
ark
‘it is lighter’ is insufficient
Total
8
40
OP
S T
eacher Guide M
S Landscape_M
S_T
estA&
B_S
c_275366 07/12/2010 10:14 Page 40
Yea
r 9
optio
nal s
cien
ce t
each
er’s
gui
deT
ier
4–7
Pap
er 2
Tie
r4–
7Q
No
.10
Par
tM
ark
An
swer
Acc
ept
Ad
dit
ion
al g
uid
ance
a3.
3a1
any
on
efr
om*
it co
ntai
ns g
enet
ic in
form
atio
n
* it
cont
rols
the
cel
l(s’ a
ctiv
ities
)
• co
ntai
ns c
hrom
osom
es•
cont
ains
DN
A•
tells
the
cel
l wha
t to
do
‘con
tain
s in
form
atio
n’ is
insu
ffici
ent
‘it is
the
bra
in o
f th
e ce
ll’ is
insu
ffici
ent
‘it c
ontr
ols
wha
t go
es in
and
out
of
the
cell’
isin
suffi
cien
t
b i
3.3a
b i
i3.
3a
b i
ii3.
3a
1 1 1
any
on
efr
om*
to p
ush
or
mov
efo
od o
rw
aste
alo
ng
* to
chu
rn f
ood
any
on
efr
om*
they
dig
est
it*
they
bre
ak it
dow
n
any
on
efr
om*
the
fold
s he
lp t
hem
to
abso
rb f
ood
fast
er*
it ha
s gr
eate
r su
rfac
e ar
ea
• fo
r pe
rista
lsis
• to
squ
eeze
foo
d al
ong
• m
echa
nica
l dig
estio
n•
to m
ix in
enz
ymes
• pu
sh f
ood
thro
ugh
the
inte
stin
e•
sque
eze
wat
er f
rom
the
was
te o
rfo
od
• th
ey s
peed
up
dige
stio
n•
they
bre
ak it
up
(the
foo
d)
• it
or
the
cell
can
abso
rb m
ore
food
answ
er m
ust
have
ref
eren
ce t
o m
echa
nica
ldi
gest
ion
‘for
excr
etio
n’ is
insu
ffici
ent
‘to d
iges
t fo
od’ o
r‘b
reak
dow
n fo
od’ i
sin
suffi
cien
t‘it
ena
bles
it t
o st
retc
h’ is
insu
ffici
ent
‘to p
ush
it al
ong’
is in
suffi
cien
t as
it r
efer
s to
inte
stin
e
‘dis
solv
es f
ood’
is in
suffi
cien
t‘it
bre
aks
dow
n ce
ll w
alls
’ is
insu
ffici
ent
‘it b
reak
s do
wn
larg
er p
iece
s of
foo
d’ is
insu
ffici
ent
as t
his
desc
ribes
mec
hani
cal
dige
stio
n no
t ch
emic
al
‘hel
ps t
he f
ood
pass
thr
ough
’ is
insu
ffici
ent
do n
ot
acce
pt‘fo
lds
catc
h fo
od’
‘it c
an a
bsor
b fo
od’ i
s in
suffi
cien
t
Tota
l4
41
OP
S T
each
er G
uide
MS
Lan
dsca
pe_M
S_T
estA
&B
_Sc_
2753
66 0
7/12
/201
0 1
0:14
Pag
e 41
TeacherGuide.indd 40 22/12/2011 17:04:25
satspapers.org
Year 9 optional science teacher’s guide
Tier 4–7 P
aper 2
Tier
4–7Q
No
.9
Part
Mark
An
swer
Accep
tA
dd
ition
al gu
idan
ce
f3.4a
1any o
ne
from* natural diam
onds are cooled or
formed slow
ly* the pressures are greater* m
ore time to cool o
rform
• artificial diamonds are form
ed quickly• m
ore pressure• w
hen making artificial diam
onds not much
carbon dissolves in the iron
‘more heat’ is insufficient
‘only small am
ounts used in the lab’ isinsufficient
g3.2c
1* float ✔
it is less dense (than the liquid)• it has a larger volum
e (than the liquid)• its density is less
bo
ththe answ
er and the correct explanation arerequired for the m
ark
‘it is lighter’ is insufficient
Total
8
40
OP
S T
eacher Guide M
S Landscape_M
S_T
estA&
B_S
c_275366 07/12/2010 10:14 Page 40
Yea
r 9
optio
nal s
cien
ce t
each
er’s
gui
deT
ier
4–7
Pap
er 2
Tie
r4–
7Q
No
.10
Par
tM
ark
An
swer
Acc
ept
Ad
dit
ion
al g
uid
ance
a3.
3a1
any
on
efr
om*
it co
ntai
ns g
enet
ic in
form
atio
n
* it
cont
rols
the
cel
l(s’ a
ctiv
ities
)
• co
ntai
ns c
hrom
osom
es•
cont
ains
DN
A•
tells
the
cel
l wha
t to
do
‘con
tain
s in
form
atio
n’ is
insu
ffici
ent
‘it is
the
bra
in o
f th
e ce
ll’ is
insu
ffici
ent
‘it c
ontr
ols
wha
t go
es in
and
out
of
the
cell’
isin
suffi
cien
t
b i
3.3a
b i
i3.
3a
b i
ii3.
3a
1 1 1
any
on
efr
om*
to p
ush
or
mov
efo
od o
rw
aste
alo
ng
* to
chu
rn f
ood
any
on
efr
om*
they
dig
est
it*
they
bre
ak it
dow
n
any
on
efr
om*
the
fold
s he
lp t
hem
to
abso
rb f
ood
fast
er*
it ha
s gr
eate
r su
rfac
e ar
ea
• fo
r pe
rista
lsis
• to
squ
eeze
foo
d al
ong
• m
echa
nica
l dig
estio
n•
to m
ix in
enz
ymes
• pu
sh f
ood
thro
ugh
the
inte
stin
e•
sque
eze
wat
er f
rom
the
was
te o
rfo
od
• th
ey s
peed
up
dige
stio
n•
they
bre
ak it
up
(the
foo
d)
• it
or
the
cell
can
abso
rb m
ore
food
answ
er m
ust
have
ref
eren
ce t
o m
echa
nica
ldi
gest
ion
‘for
excr
etio
n’ is
insu
ffici
ent
‘to d
iges
t fo
od’ o
r‘b
reak
dow
n fo
od’ i
sin
suffi
cien
t‘it
ena
bles
it t
o st
retc
h’ is
insu
ffici
ent
‘to p
ush
it al
ong’
is in
suffi
cien
t as
it r
efer
s to
inte
stin
e
‘dis
solv
es f
ood’
is in
suffi
cien
t‘it
bre
aks
dow
n ce
ll w
alls
’ is
insu
ffici
ent
‘it b
reak
s do
wn
larg
er p
iece
s of
foo
d’ is
insu
ffici
ent
as t
his
desc
ribes
mec
hani
cal
dige
stio
n no
t ch
emic
al
‘hel
ps t
he f
ood
pass
thr
ough
’ is
insu
ffici
ent
do n
ot
acce
pt‘fo
lds
catc
h fo
od’
‘it c
an a
bsor
b fo
od’ i
s in
suffi
cien
t
Tota
l4
41
OP
S T
each
er G
uide
MS
Lan
dsca
pe_M
S_T
estA
&B
_Sc_
2753
66 0
7/12
/201
0 1
0:14
Pag
e 41
TeacherGuide.indd 41 22/12/2011 17:04:25
satspapers.org
Year 9 optional science teacher’s guide
42
Section B: Using the outcomes ofthe testsThe following pages provide information about interpreting the outcomes of the year 9optional science tests. They explain how teachers can use the test scores to find out moreabout pupils’ attainment in the national curriculum. They also present a number of keyfindings and useful information obtained during the development of the tests that maybe used in support of teacher judgements.
Level thresholdsIn order to make use of the information in this section, you should administer the testsaccording to the guidance in Section A: Formal administration. It is particularly importantthat you observe the time limits given, follow the test instructions, and mark thequestions according to the mark scheme. If you have used the tests in a different contextto provide qualitative information about pupils’ strengths and weaknesses then theinformation derived from this section will not be applicable and you should refer to theKey findings and useful information section.
In a formal administration pupils need to take both test booklets in order for the totalmarks to be translated reliably into a national curriculum level for science overall.
The following table gives an indication of the national curriculum levels for pupilsattaining each of the mark ranges in the tests.
Variability of the results
Any scores derived from a test are subject to some variation according to the precisecircumstances under which the test has been sat and marked. This does not mean thatpupils get ‘incorrect’ test results, but it does mean that some caution should be exercisedin translating scores which are very close to the threshold mark into an overall sciencelevel for the pupil. The level thresholds provided are indicative, but teachers should beaware that differences in the status, administration and marking procedures open thetests to a potentially broader range of variation than the former statutory nationalcurriculum tests.
Year 9 optional science teacher’s guide_____________________________________________________________________________________________
_____________________________________________________________________________________________
42
Level Mark range
Below level 4
4
5
6
7
0–32
33–49
50–70
71–89
90–120
OP
S T
each
er G
uide
MS
Lan
dsca
pe_M
S_T
estA
&B
_Sc_
2753
66 0
7/12
/201
0 1
0:14
Pag
e 42
Year 9 optional science teacher’s guide Tier 4−7_____________________________________________________________________________________________
_____________________________________________________________________________________________
43
Key findings and useful informationThis section provides further support to teachers in making level-related judgementsbased on the outcomes of these tests.
OP
S T
each
er G
uide
MS
Lan
dsca
pe_M
S_T
estA
&B
_Sc_
2753
66 0
7/12
/201
0 1
0:14
Pag
e 43
TeacherGuide.indd 42 22/12/2011 17:04:25
satspapers.org
43
Year 9 optional science teacher’s guide
Section B: Using the outcomes ofthe testsThe following pages provide information about interpreting the outcomes of the year 9optional science tests. They explain how teachers can use the test scores to find out moreabout pupils’ attainment in the national curriculum. They also present a number of keyfindings and useful information obtained during the development of the tests that maybe used in support of teacher judgements.
Level thresholdsIn order to make use of the information in this section, you should administer the testsaccording to the guidance in Section A: Formal administration. It is particularly importantthat you observe the time limits given, follow the test instructions, and mark thequestions according to the mark scheme. If you have used the tests in a different contextto provide qualitative information about pupils’ strengths and weaknesses then theinformation derived from this section will not be applicable and you should refer to theKey findings and useful information section.
In a formal administration pupils need to take both test booklets in order for the totalmarks to be translated reliably into a national curriculum level for science overall.
The following table gives an indication of the national curriculum levels for pupilsattaining each of the mark ranges in the tests.
Variability of the results
Any scores derived from a test are subject to some variation according to the precisecircumstances under which the test has been sat and marked. This does not mean thatpupils get ‘incorrect’ test results, but it does mean that some caution should be exercisedin translating scores which are very close to the threshold mark into an overall sciencelevel for the pupil. The level thresholds provided are indicative, but teachers should beaware that differences in the status, administration and marking procedures open thetests to a potentially broader range of variation than the former statutory nationalcurriculum tests.
Year 9 optional science teacher’s guide_____________________________________________________________________________________________
_____________________________________________________________________________________________
42
Level Mark range
Below level 4
4
5
6
7
0–32
33–49
50–70
71–89
90–120
OP
S T
each
er G
uide
MS
Lan
dsca
pe_M
S_T
estA
&B
_Sc_
2753
66 0
7/12
/201
0 1
0:14
Pag
e 42
Year 9 optional science teacher’s guide Tier 4−7_____________________________________________________________________________________________
_____________________________________________________________________________________________
43
Key findings and useful informationThis section provides further support to teachers in making level-related judgementsbased on the outcomes of these tests.
OP
S T
each
er G
uide
MS
Lan
dsca
pe_M
S_T
estA
&B
_Sc_
2753
66 0
7/12
/201
0 1
0:14
Pag
e 43
TeacherGuide.indd 43 22/12/2011 17:04:26
satspapers.org
Year 9 optional science teacher’s guide
Tier 4–7
44
Pap
ern
um
ber
Qu
estion
nu
mb
erQ
uestio
nn
ame
Hig
hlig
hted
issue an
d im
plicatio
n(s) fo
r teachin
g an
d learn
ing
Teachin
g su
gg
estion
(s) –if ap
pro
priate
13d
Com
puterm
odelT
his question requires pupils to suggest an advantage of using acom
puter model to carry out the investigation described in the
question instead of doing the experiment in real life. P
ossibleansw
ers for this question include ‘more reliable’, ‘m
ore accurate’ and‘m
ore precise’. These are term
s with w
hich pupils should be familiar.
Clear definitions of these w
ords can be found in the bookT
he Language of Measurem
ent – Terminology used in
school science investigations, an AS
E publication (IS
BN
978 0 86357 424 5). Look at different situations where
pupils are required to use each of these words and
discuss instances where each w
ord is relevant, identifyingw
hy use of the other words w
ould not be scientificallyaccurate.
15f
Huddling
penguinsT
his question asks pupils to suggest why huddling helps a group of
penguins to survive. It requires pupils to apply their scientificunderstanding to a new
situation. Answ
ers such as ‘So they are all
warm
’ are insufficient, as the penguins on the outside of the huddleclearly are not as w
arm as those in the m
iddle, hence why the
penguins take it in turns to go on the outside.This question highlights
the importance of pupils ensuring they com
municate their answ
erseffectively and do not expect the m
arker ‘to know w
hat they mean’.
Look at the difference between living organism
s generatingtheir ow
n body heat, how they are able to keep w
arm and
the process of equalising temperature by w
hich they arekept w
arm in a group.
16b
Solar pow
ertow
erT
his question requires pupils to explain how the m
irrors turning duringthe day m
ake the solar power station m
ore efficient. It is a two-m
arkquestion. In order to be aw
arded the marks pupils need to indicate
that they understand the mirrors turn because the S
un is not in afixed position in the sky. S
econdly, pupils need to show their
understanding that the movem
ent of mirrors m
eans the maxim
umam
ount of light/solar/heat energy is reflected onto the receiver at thetop of the tow
er. When trialled, pupils struggled to obtain the second
marking point –
66 percent of pupils scored at least one mark;
however only 16 percent of pupils scored both m
arks. This question
is a good example of pupils having to apply their know
ledge aboutsunlight and m
ovement of the E
arth to an unfamiliar situation.
Find other exam
ples of unfamiliar situations eg how
asolar pow
er cooker works, and have the pupils w
orktogether to apply their scientific know
ledge. Use flow
diagrams to help pupils w
ork logically through scientificproblem
s to identify each step.
OP
S T
eacher Guide M
S Landscape_M
S_T
estA&
B_S
c_275366 07/12/2010 10:14 Page 44
Yea
r 9
optio
nal s
cien
ce t
each
er’s
gui
deT
ier
4–7
45
Pap
ern
um
ber
Qu
esti
on
nu
mb
erQ
ues
tio
nn
ame
Hig
hlig
hte
d i
ssu
e an
d i
mp
licat
ion
(s)
for
teac
hin
g a
nd
lea
rnin
gTe
ach
ing
su
gg
esti
on
(s)
–if
ap
pro
pri
ate
16c
Sol
ar p
ower
tow
erT
his
ques
tion
requ
ires
pupi
ls t
o id
entif
y fir
stly
wha
t co
lour
the
pip
es a
tth
e to
p of
the
sol
ar p
ower
sta
tion
shou
ld b
e so
tha
t w
ater
hea
ts u
pqu
ickl
y, a
nd t
hen
to e
xpla
in t
heir
answ
er.
Pup
ils m
ust
answ
er b
oth
part
s of
the
que
stio
n co
rrec
tly in
ord
er t
o be
aw
arde
d on
e m
ark.
Whe
n tr
ialle
d th
e pe
rcen
tage
of
pupi
ls c
orre
ctly
ans
wer
ing
the
first
part
was
73
perc
ent,
but
the
perc
enta
ge a
lso
getti
ng t
he s
econ
d pa
rtco
rrec
t w
as o
nly
10 p
erce
nt.
Whe
n m
arki
ng t
he s
econ
d pa
rtcr
editw
orth
y re
spon
ses
incl
ude:
*will
abs
orb
the
mos
t he
at e
nerg
y o
rra
diat
ion
*abs
orbs
the
mos
t he
at o
ren
ergy
Insu
ffici
ent
resp
onse
s in
clud
e ‘tr
aps
heat
’ and
‘abs
orbs
hea
t’, a
sth
ese
resp
onse
s ar
e to
o va
gue
for
a le
vel 6
ans
wer
. ‘A
bsor
bs h
eat’
isno
n-cr
editw
orth
y as
oth
er c
olou
rs,
in a
dditi
on t
o bl
ack,
abs
orb
heat
;bl
ack,
how
ever
, ab
sorb
s th
e m
ost
heat
. The
sec
ond
part
of
the
ques
tion
addr
esse
s a
pupi
l’s a
bilit
y, w
hen
aske
d to
mak
eco
mpa
rison
s, t
o st
ruct
ure
thei
r re
spon
se u
sing
key
ope
ratin
g w
ords
:le
ast,
mos
t, le
ss,
mor
e.
Whe
n pu
pils
are
inve
stig
atin
g pr
oble
ms
mak
e su
re t
hey
are
give
n op
port
uniti
es t
o di
scus
s an
d re
flect
on
any
findi
ngs
so t
hey
unde
rsta
nd h
ow t
hese
link
to
the
unde
rlyin
g sc
ient
ific
know
ledg
e. F
urth
erm
ore,
it m
ay b
ebe
nefic
ial t
o fo
cus
on a
ctiv
ities
whi
ch r
equi
re p
upils
to
use
oper
atin
g w
ords
: le
ast,
mos
t, le
ss,
mor
e.
16f
Sol
ar p
ower
tow
erT
his
ques
tion
requ
ires
pupi
ls t
o ex
plai
n w
hy s
olar
pow
er s
tatio
ns a
reco
nsid
ered
to
be m
ore
envi
ronm
enta
lly f
riend
ly t
han
coal
bur
ning
pow
er s
tatio
ns.
It di
scrim
inat
ed r
elat
ivel
y w
ell b
etw
een
high
er a
ndlo
wer
abi
lity
pupi
ls w
hen
tria
lled.
How
ever
, a
num
ber
of m
ore
able
pupi
ls s
eem
ed t
o st
rugg
le w
ith t
his
ques
tion.
Thi
s w
as b
ecau
se p
upils
answ
ered
thi
s qu
estio
n w
ith v
ague
ans
wer
s su
ch a
s ‘s
olar
pow
erst
atio
ns d
o no
t po
llute
the
air
’ and
‘coa
l bur
ning
pow
er s
tatio
nspr
oduc
e ha
rmfu
l gas
es’.
In o
rder
to
be a
war
ded
the
mar
k pu
pils
at
leve
l 5 n
eed
to e
xpla
in t
he im
pact
on
the
envi
ronm
ent
expl
icitl
y,sh
owin
g th
eir
scie
ntifi
c un
ders
tand
ing.
For
exa
mpl
e, ‘s
olar
pow
erst
atio
ns d
o no
t pr
oduc
e ca
rbon
dio
xide
’ is
cred
itwor
thy.
Whe
n te
achi
ng a
bout
the
env
ironm
enta
l im
pact
of
burn
ing
foss
il fu
els,
enc
oura
ge p
upils
to
refe
r to
the
spe
cific
gas
espr
oduc
ed e
g ca
rbon
dio
xide
, su
lphu
r di
oxid
e, r
athe
r th
anre
ferr
ing
to t
hem
gen
eric
ally
as
‘pol
lutio
n’.
OP
S T
each
er G
uide
MS
Lan
dsca
pe_M
S_T
estA
&B
_Sc_
2753
66 0
7/12
/201
0 1
0:14
Pag
e 45
TeacherGuide.indd 44 22/12/2011 17:04:26
satspapers.org
Year 9 optional science teacher’s guide
Tier 4–7
44
Pap
ern
um
ber
Qu
estion
nu
mb
erQ
uestio
nn
ame
Hig
hlig
hted
issue an
d im
plicatio
n(s) fo
r teachin
g an
d learn
ing
Teachin
g su
gg
estion
(s) –if ap
pro
priate
13d
Com
puterm
odelT
his question requires pupils to suggest an advantage of using acom
puter model to carry out the investigation described in the
question instead of doing the experiment in real life. P
ossibleansw
ers for this question include ‘more reliable’, ‘m
ore accurate’ and‘m
ore precise’. These are term
s with w
hich pupils should be familiar.
Clear definitions of these w
ords can be found in the bookT
he Language of Measurem
ent – Terminology used in
school science investigations, an AS
E publication (IS
BN
978 0 86357 424 5). Look at different situations where
pupils are required to use each of these words and
discuss instances where each w
ord is relevant, identifyingw
hy use of the other words w
ould not be scientificallyaccurate.
15f
Huddling
penguinsT
his question asks pupils to suggest why huddling helps a group of
penguins to survive. It requires pupils to apply their scientificunderstanding to a new
situation. Answ
ers such as ‘So they are all
warm
’ are insufficient, as the penguins on the outside of the huddleclearly are not as w
arm as those in the m
iddle, hence why the
penguins take it in turns to go on the outside.This question highlights
the importance of pupils ensuring they com
municate their answ
erseffectively and do not expect the m
arker ‘to know w
hat they mean’.
Look at the difference between living organism
s generatingtheir ow
n body heat, how they are able to keep w
arm and
the process of equalising temperature by w
hich they arekept w
arm in a group.
16b
Solar pow
ertow
erT
his question requires pupils to explain how the m
irrors turning duringthe day m
ake the solar power station m
ore efficient. It is a two-m
arkquestion. In order to be aw
arded the marks pupils need to indicate
that they understand the mirrors turn because the S
un is not in afixed position in the sky. S
econdly, pupils need to show their
understanding that the movem
ent of mirrors m
eans the maxim
umam
ount of light/solar/heat energy is reflected onto the receiver at thetop of the tow
er. When trialled, pupils struggled to obtain the second
marking point –
66 percent of pupils scored at least one mark;
however only 16 percent of pupils scored both m
arks. This question
is a good example of pupils having to apply their know
ledge aboutsunlight and m
ovement of the E
arth to an unfamiliar situation.
Find other exam
ples of unfamiliar situations eg how
asolar pow
er cooker works, and have the pupils w
orktogether to apply their scientific know
ledge. Use flow
diagrams to help pupils w
ork logically through scientificproblem
s to identify each step.
OP
S T
eacher Guide M
S Landscape_M
S_T
estA&
B_S
c_275366 07/12/2010 10:14 Page 44
Yea
r 9
optio
nal s
cien
ce t
each
er’s
gui
deT
ier
4–7
45
Pap
ern
um
ber
Qu
esti
on
nu
mb
erQ
ues
tio
nn
ame
Hig
hlig
hte
d i
ssu
e an
d i
mp
licat
ion
(s)
for
teac
hin
g a
nd
lea
rnin
gTe
ach
ing
su
gg
esti
on
(s)
–if
ap
pro
pri
ate
16c
Sol
ar p
ower
tow
erT
his
ques
tion
requ
ires
pupi
ls t
o id
entif
y fir
stly
wha
t co
lour
the
pip
es a
tth
e to
p of
the
sol
ar p
ower
sta
tion
shou
ld b
e so
tha
t w
ater
hea
ts u
pqu
ickl
y, a
nd t
hen
to e
xpla
in t
heir
answ
er.
Pup
ils m
ust
answ
er b
oth
part
s of
the
que
stio
n co
rrec
tly in
ord
er t
o be
aw
arde
d on
e m
ark.
Whe
n tr
ialle
d th
e pe
rcen
tage
of
pupi
ls c
orre
ctly
ans
wer
ing
the
first
part
was
73
perc
ent,
but
the
perc
enta
ge a
lso
getti
ng t
he s
econ
d pa
rtco
rrec
t w
as o
nly
10 p
erce
nt.
Whe
n m
arki
ng t
he s
econ
d pa
rtcr
editw
orth
y re
spon
ses
incl
ude:
*will
abs
orb
the
mos
t he
at e
nerg
y o
rra
diat
ion
*abs
orbs
the
mos
t he
at o
ren
ergy
Insu
ffici
ent
resp
onse
s in
clud
e ‘tr
aps
heat
’ and
‘abs
orbs
hea
t’, a
sth
ese
resp
onse
s ar
e to
o va
gue
for
a le
vel 6
ans
wer
. ‘A
bsor
bs h
eat’
isno
n-cr
editw
orth
y as
oth
er c
olou
rs,
in a
dditi
on t
o bl
ack,
abs
orb
heat
;bl
ack,
how
ever
, ab
sorb
s th
e m
ost
heat
. The
sec
ond
part
of
the
ques
tion
addr
esse
s a
pupi
l’s a
bilit
y, w
hen
aske
d to
mak
eco
mpa
rison
s, t
o st
ruct
ure
thei
r re
spon
se u
sing
key
ope
ratin
g w
ords
:le
ast,
mos
t, le
ss,
mor
e.
Whe
n pu
pils
are
inve
stig
atin
g pr
oble
ms
mak
e su
re t
hey
are
give
n op
port
uniti
es t
o di
scus
s an
d re
flect
on
any
findi
ngs
so t
hey
unde
rsta
nd h
ow t
hese
link
to
the
unde
rlyin
g sc
ient
ific
know
ledg
e. F
urth
erm
ore,
it m
ay b
ebe
nefic
ial t
o fo
cus
on a
ctiv
ities
whi
ch r
equi
re p
upils
to
use
oper
atin
g w
ords
: le
ast,
mos
t, le
ss,
mor
e.
16f
Sol
ar p
ower
tow
erT
his
ques
tion
requ
ires
pupi
ls t
o ex
plai
n w
hy s
olar
pow
er s
tatio
ns a
reco
nsid
ered
to
be m
ore
envi
ronm
enta
lly f
riend
ly t
han
coal
bur
ning
pow
er s
tatio
ns.
It di
scrim
inat
ed r
elat
ivel
y w
ell b
etw
een
high
er a
ndlo
wer
abi
lity
pupi
ls w
hen
tria
lled.
How
ever
, a
num
ber
of m
ore
able
pupi
ls s
eem
ed t
o st
rugg
le w
ith t
his
ques
tion.
Thi
s w
as b
ecau
se p
upils
answ
ered
thi
s qu
estio
n w
ith v
ague
ans
wer
s su
ch a
s ‘s
olar
pow
erst
atio
ns d
o no
t po
llute
the
air
’ and
‘coa
l bur
ning
pow
er s
tatio
nspr
oduc
e ha
rmfu
l gas
es’.
In o
rder
to
be a
war
ded
the
mar
k pu
pils
at
leve
l 5 n
eed
to e
xpla
in t
he im
pact
on
the
envi
ronm
ent
expl
icitl
y,sh
owin
g th
eir
scie
ntifi
c un
ders
tand
ing.
For
exa
mpl
e, ‘s
olar
pow
erst
atio
ns d
o no
t pr
oduc
e ca
rbon
dio
xide
’ is
cred
itwor
thy.
Whe
n te
achi
ng a
bout
the
env
ironm
enta
l im
pact
of
burn
ing
foss
il fu
els,
enc
oura
ge p
upils
to
refe
r to
the
spe
cific
gas
espr
oduc
ed e
g ca
rbon
dio
xide
, su
lphu
r di
oxid
e, r
athe
r th
anre
ferr
ing
to t
hem
gen
eric
ally
as
‘pol
lutio
n’.
OP
S T
each
er G
uide
MS
Lan
dsca
pe_M
S_T
estA
&B
_Sc_
2753
66 0
7/12
/201
0 1
0:14
Pag
e 45
TeacherGuide.indd 45 22/12/2011 17:04:26
satspapers.org
Year 9 optional science teacher’s guide
Tier 4–7
46
Pap
ern
um
ber
Qu
estion
nu
mb
erQ
uestio
nn
ame
Hig
hlig
hted
issue an
d im
plicatio
n(s) fo
r teachin
g an
d learn
ing
Teachin
g su
gg
estion
(s) –if ap
pro
priate
18a
Spirogyra
This question requires pupils to m
atch the name of a plant cell part to
its correct description. When trialled the num
ber of pupils able toachieve tw
o marks w
as much low
er than those achieving one mark.
This is because pupils seem
ed to struggle to distinguish between the
cell mem
brane and cell wall, and often got these m
ixed up. For
example, 45 percent of pupils selected the correct answ
er of ‘allows
substances in and out of the cell’ for the mem
brane, but 19 percentselected the incorrect answ
er of ‘helps to give the cell shape andsupports it’. T
his highlights that pupils are confused by the function ofthe cell w
all and cell mem
brane.
Have pupils m
ake a model plant and anim
al cell, so theycan label the different parts w
ith the correct names and
functions. Make com
parisons between the greater rigidity
of plant cells, which have a cell w
all, and animal cells
which don’t.
18b
Spirogyra
This tw
o-mark question asks pupils to identify the reactants in
photosynthesis by completing a w
ord equation. When trialled quite a
large proportion of pupils gave ‘energy’ or ‘sunlight’ as one of theansw
ers, identifying a comm
on mistake som
e pupils make. A
much
smaller proportion identified ‘chloroplasts’ or ‘chlorophyll’.
Help pupils to understand the chem
ical process ofphotosynthesis by having them
think about the reactantsand products individually in term
s of where they com
e fromor w
hat their role in photosynthesis is. Teachers should beencouraged to highlight that chlorophyll sits over the arrowand is not part of the reaction, but w
orks as a catalyst.
19b
iiS
peedcam
eraT
his question requires pupils to use the information provided in the
table to calculate the average speed of a car for the total journeyfrom
Birm
ingham to London. T
his is a two-m
ark question: one mark
for the correct answer, and one m
ark for the correct units. When
answering this question, pupils often focus on the w
ord ‘average’ inthe question rather than spending their tim
e interrogating thequestion and the w
ords involved, eg total.
Give pupils challenging questions w
here time is needed in
order to gauge what the question is really asking. Teach
pupils techniques which allow
them to break dow
nquestions, allow
them to interrogate w
hat is being askedfor, and access relevant signposts in questions, such asw
ords in bold.
OP
S T
eacher Guide M
S Landscape_M
S_T
estA&
B_S
c_275366 07/12/2010 10:14 Page 46
Yea
r 9
optio
nal s
cien
ce t
each
er’s
gui
deT
ier
4–7
47
Pap
ern
um
ber
Qu
esti
on
nu
mb
erQ
ues
tio
nn
ame
Hig
hlig
hte
d i
ssu
e an
d i
mp
licat
ion
(s)
for
teac
hin
g a
nd
lea
rnin
gTe
ach
ing
su
gg
esti
on
(s)
–if
ap
pro
pri
ate
23c
iiH
ydra
ngea
sT
his
ques
tion
requ
ires
pupi
ls t
o su
gges
t w
hat
coul
d be
don
e to
chan
ge t
he p
H o
f so
il fr
om p
H 5
.5 t
o be
twee
n pH
6.0
and
pH
7.0
, so
sunf
low
ers
can
grow
at
thei
r be
st.
Whe
n tr
ialle
d si
mila
r nu
mbe
rs o
fpu
pils
wor
king
at
both
leve
l 6 a
nd le
vel 7
ans
wer
ed t
his
ques
tion
corr
ectly
– t
his
is u
nusu
al,
as p
upils
wor
king
at
leve
l 7 w
ould
nor
mal
lybe
exp
ecte
d to
per
form
bet
ter.
It w
as n
oted
dur
ing
the
mar
king
of
this
ques
tion
that
a n
umbe
r of
pup
ils g
ave
a co
mm
on in
corr
ect
answ
er o
f‘v
ineg
ar’ o
r ‘a
cid’
. T
his
high
light
s th
at s
ome
pupi
ls a
re c
onfu
sed
byho
w t
he p
H s
cale
wor
ks,
and
do n
ot u
nder
stan
d th
at p
H 6
is le
ssac
idic
tha
n pH
5.5
, or
tha
t in
ord
er t
o m
ake
the
pH le
ss a
cidi
c yo
une
ed t
o ad
d an
alk
ali.
Ano
ther
com
mon
inco
rrec
t an
swer
giv
en b
yso
me
pupi
ls w
as w
ater
. P
upils
giv
ing
this
ans
wer
are
eith
er t
hink
ing
gene
rally
abo
ut w
hat
plan
ts n
eed
to g
row
wel
l, an
d ar
e no
tco
nsid
erin
g th
e in
fluen
ce o
f th
e pH
of
the
soil
on p
lant
gro
wth
, or
are
perh
aps
unde
r th
e im
pres
sion
tha
t th
e pH
num
ber
is d
ilute
d (g
ets
low
er)
by a
ddin
g w
ater
.
It m
ay b
e be
nefic
ial t
o fo
cus
som
e at
tent
ion
on h
ow t
he p
Hsc
ale
wor
ks b
y de
visi
ng s
impl
e ru
les
(eg
'add
aci
d an
d th
epH
num
ber
gets
sm
alle
r; a
dd a
lkal
i and
the
pH
num
ber
gets
big
ger')
, an
d te
stin
g th
e ru
les
by lo
okin
g at
the
effe
ct,
on p
H,
of a
ddin
g an
alk
ali t
o an
aci
d, a
nd v
ice
vers
a, a
ndal
so o
f ad
ding
wat
er.
Pup
ils c
ould
ref
er t
o th
e pH
sca
le t
ore
spon
d to
a r
ange
of
ques
tions
dev
ised
to
dem
onst
rate
thei
r un
ders
tand
ing;
for
exa
mpl
e, ‘p
H o
f so
lutio
n X
sta
rts
atpH
8.0
. A p
upil
adds
an
acid
. W
hat
will
hap
pen
to t
he p
H?’
27d
i, 7d
iiS
pace
elev
ator
The
se q
uest
ions
rel
ate
to o
ne a
noth
er a
nd r
equi
re p
upils
to
pres
ent
both
sid
es o
f an
arg
umen
t. W
hen
tria
lled
pupi
ls w
ere
able
to
answ
erpa
rt d
i, w
hich
was
abo
ut t
he p
ossi
ble
bene
fits
of c
ount
ries
wor
king
toge
ther
to
prod
uce
a sp
ace
lift.
How
ever
, pu
pils
str
uggl
ed w
ith p
art
dii,
whi
ch r
equi
red
them
to
iden
tify
pote
ntia
l pro
blem
s. T
he c
rux
ofth
is q
uest
ion
is a
pup
il’s
abili
ty t
o st
ruct
ure
thei
r re
spon
se t
o co
mpa
rean
d co
ntra
st t
wo
posi
tions
.
Pro
vide
pup
ils w
ith t
opic
al is
sues
whi
ch r
equi
re t
hem
to
com
pare
and
con
tras
t tw
o po
sitio
ns.
Dis
cuss
the
bes
tap
proa
ch t
o st
ruct
ure
thei
r re
spon
se.
29g
Dia
mon
dsT
his
ques
tion
requ
ires
pupi
ls t
o id
entif
y w
heth
er s
olid
iron
wou
ld s
ink
or f
loat
in li
quid
iron
and
the
n to
exp
lain
why
. B
oth
a ch
oice
and
expl
anat
ion
wer
e re
quire
d fo
r on
e m
ark.
Pup
ils f
ound
thi
s qu
estio
nve
ry c
halle
ngin
g bu
t it
did
disc
rimin
ate
very
wel
l bet
wee
n th
e m
ost
able
pup
ils in
the
tria
l, w
ith 3
7 pe
rcen
t ab
le t
o id
entif
y th
at t
he ir
onw
ould
flo
at,
but
only
6 p
erce
nt a
ble
to e
xpla
in w
hy.
Den
sity
is a
ver
ydi
fficu
lt co
ncep
t at
key
sta
ge 3
. Thi
s qu
estio
n as
ks p
upils
to
appl
yth
eir
know
ledg
e of
den
sity
, an
d as
sess
es a
n im
port
ant
area
of
the
2008
Pro
gram
me
of S
tudy
whi
ch h
as n
ot b
een
test
ed m
uch
prev
ious
ly.
Pro
vide
pup
ils w
ith e
xam
ples
of
diffe
rent
mat
eria
ls e
g a
rock
and
a c
rum
pled
pie
ce o
f pa
per
of t
he s
ame
size
, an
ddi
scus
s di
ffere
nces
in d
ensi
ty.
Oth
er e
xam
ples
cou
ld b
e a
poly
styr
ene
cup
and
a ce
ram
ic c
up. A
sk t
he p
upils
to
iden
tify
the
mos
t an
d le
ast
dens
e m
ater
ials
. T
his
coul
dth
en le
ad in
to a
dis
cuss
ion
abou
t oi
l spi
lls a
nd w
hat
happ
ens
whe
n an
oil
tank
er/o
il rig
leak
s in
the
oce
an –
the
oil f
loat
s on
the
wat
er s
ince
it is
less
den
se,
and
this
prov
ides
som
e op
port
unity
to
clea
n up
the
oil
spill
s by
skim
min
g th
e oi
l fro
m t
he s
urfa
ce o
f th
e w
ater
.
OP
S T
each
er G
uide
MS
Lan
dsca
pe_M
S_T
estA
&B
_Sc_
2753
66 0
7/12
/201
0 1
0:14
Pag
e 47
TeacherGuide.indd 46 22/12/2011 17:04:26
satspapers.org
Year 9 optional science teacher’s guide
Tier 4–7
46
Pap
ern
um
ber
Qu
estion
nu
mb
erQ
uestio
nn
ame
Hig
hlig
hted
issue an
d im
plicatio
n(s) fo
r teachin
g an
d learn
ing
Teachin
g su
gg
estion
(s) –if ap
pro
priate
18a
Spirogyra
This question requires pupils to m
atch the name of a plant cell part to
its correct description. When trialled the num
ber of pupils able toachieve tw
o marks w
as much low
er than those achieving one mark.
This is because pupils seem
ed to struggle to distinguish between the
cell mem
brane and cell wall, and often got these m
ixed up. For
example, 45 percent of pupils selected the correct answ
er of ‘allows
substances in and out of the cell’ for the mem
brane, but 19 percentselected the incorrect answ
er of ‘helps to give the cell shape andsupports it’. T
his highlights that pupils are confused by the function ofthe cell w
all and cell mem
brane.
Have pupils m
ake a model plant and anim
al cell, so theycan label the different parts w
ith the correct names and
functions. Make com
parisons between the greater rigidity
of plant cells, which have a cell w
all, and animal cells
which don’t.
18b
Spirogyra
This tw
o-mark question asks pupils to identify the reactants in
photosynthesis by completing a w
ord equation. When trialled quite a
large proportion of pupils gave ‘energy’ or ‘sunlight’ as one of theansw
ers, identifying a comm
on mistake som
e pupils make. A
much
smaller proportion identified ‘chloroplasts’ or ‘chlorophyll’.
Help pupils to understand the chem
ical process ofphotosynthesis by having them
think about the reactantsand products individually in term
s of where they com
e fromor w
hat their role in photosynthesis is. Teachers should beencouraged to highlight that chlorophyll sits over the arrowand is not part of the reaction, but w
orks as a catalyst.
19b
iiS
peedcam
eraT
his question requires pupils to use the information provided in the
table to calculate the average speed of a car for the total journeyfrom
Birm
ingham to London. T
his is a two-m
ark question: one mark
for the correct answer, and one m
ark for the correct units. When
answering this question, pupils often focus on the w
ord ‘average’ inthe question rather than spending their tim
e interrogating thequestion and the w
ords involved, eg total.
Give pupils challenging questions w
here time is needed in
order to gauge what the question is really asking. Teach
pupils techniques which allow
them to break dow
nquestions, allow
them to interrogate w
hat is being askedfor, and access relevant signposts in questions, such asw
ords in bold.
OP
S T
eacher Guide M
S Landscape_M
S_T
estA&
B_S
c_275366 07/12/2010 10:14 Page 46
Yea
r 9
optio
nal s
cien
ce t
each
er’s
gui
deT
ier
4–7
47
Pap
ern
um
ber
Qu
esti
on
nu
mb
erQ
ues
tio
nn
ame
Hig
hlig
hte
d i
ssu
e an
d i
mp
licat
ion
(s)
for
teac
hin
g a
nd
lea
rnin
gTe
ach
ing
su
gg
esti
on
(s)
–if
ap
pro
pri
ate
23c
iiH
ydra
ngea
sT
his
ques
tion
requ
ires
pupi
ls t
o su
gges
t w
hat
coul
d be
don
e to
chan
ge t
he p
H o
f so
il fr
om p
H 5
.5 t
o be
twee
n pH
6.0
and
pH
7.0
, so
sunf
low
ers
can
grow
at
thei
r be
st.
Whe
n tr
ialle
d si
mila
r nu
mbe
rs o
fpu
pils
wor
king
at
both
leve
l 6 a
nd le
vel 7
ans
wer
ed t
his
ques
tion
corr
ectly
– t
his
is u
nusu
al,
as p
upils
wor
king
at
leve
l 7 w
ould
nor
mal
lybe
exp
ecte
d to
per
form
bet
ter.
It w
as n
oted
dur
ing
the
mar
king
of
this
ques
tion
that
a n
umbe
r of
pup
ils g
ave
a co
mm
on in
corr
ect
answ
er o
f‘v
ineg
ar’ o
r ‘a
cid’
. T
his
high
light
s th
at s
ome
pupi
ls a
re c
onfu
sed
byho
w t
he p
H s
cale
wor
ks,
and
do n
ot u
nder
stan
d th
at p
H 6
is le
ssac
idic
tha
n pH
5.5
, or
tha
t in
ord
er t
o m
ake
the
pH le
ss a
cidi
c yo
une
ed t
o ad
d an
alk
ali.
Ano
ther
com
mon
inco
rrec
t an
swer
giv
en b
yso
me
pupi
ls w
as w
ater
. P
upils
giv
ing
this
ans
wer
are
eith
er t
hink
ing
gene
rally
abo
ut w
hat
plan
ts n
eed
to g
row
wel
l, an
d ar
e no
tco
nsid
erin
g th
e in
fluen
ce o
f th
e pH
of
the
soil
on p
lant
gro
wth
, or
are
perh
aps
unde
r th
e im
pres
sion
tha
t th
e pH
num
ber
is d
ilute
d (g
ets
low
er)
by a
ddin
g w
ater
.
It m
ay b
e be
nefic
ial t
o fo
cus
som
e at
tent
ion
on h
ow t
he p
Hsc
ale
wor
ks b
y de
visi
ng s
impl
e ru
les
(eg
'add
aci
d an
d th
epH
num
ber
gets
sm
alle
r; a
dd a
lkal
i and
the
pH
num
ber
gets
big
ger')
, an
d te
stin
g th
e ru
les
by lo
okin
g at
the
effe
ct,
on p
H,
of a
ddin
g an
alk
ali t
o an
aci
d, a
nd v
ice
vers
a, a
ndal
so o
f ad
ding
wat
er.
Pup
ils c
ould
ref
er t
o th
e pH
sca
le t
ore
spon
d to
a r
ange
of
ques
tions
dev
ised
to
dem
onst
rate
thei
r un
ders
tand
ing;
for
exa
mpl
e, ‘p
H o
f so
lutio
n X
sta
rts
atpH
8.0
. A p
upil
adds
an
acid
. W
hat
will
hap
pen
to t
he p
H?’
27d
i, 7d
iiS
pace
elev
ator
The
se q
uest
ions
rel
ate
to o
ne a
noth
er a
nd r
equi
re p
upils
to
pres
ent
both
sid
es o
f an
arg
umen
t. W
hen
tria
lled
pupi
ls w
ere
able
to
answ
erpa
rt d
i, w
hich
was
abo
ut t
he p
ossi
ble
bene
fits
of c
ount
ries
wor
king
toge
ther
to
prod
uce
a sp
ace
lift.
How
ever
, pu
pils
str
uggl
ed w
ith p
art
dii,
whi
ch r
equi
red
them
to
iden
tify
pote
ntia
l pro
blem
s. T
he c
rux
ofth
is q
uest
ion
is a
pup
il’s
abili
ty t
o st
ruct
ure
thei
r re
spon
se t
o co
mpa
rean
d co
ntra
st t
wo
posi
tions
.
Pro
vide
pup
ils w
ith t
opic
al is
sues
whi
ch r
equi
re t
hem
to
com
pare
and
con
tras
t tw
o po
sitio
ns.
Dis
cuss
the
bes
tap
proa
ch t
o st
ruct
ure
thei
r re
spon
se.
29g
Dia
mon
dsT
his
ques
tion
requ
ires
pupi
ls t
o id
entif
y w
heth
er s
olid
iron
wou
ld s
ink
or f
loat
in li
quid
iron
and
the
n to
exp
lain
why
. B
oth
a ch
oice
and
expl
anat
ion
wer
e re
quire
d fo
r on
e m
ark.
Pup
ils f
ound
thi
s qu
estio
nve
ry c
halle
ngin
g bu
t it
did
disc
rimin
ate
very
wel
l bet
wee
n th
e m
ost
able
pup
ils in
the
tria
l, w
ith 3
7 pe
rcen
t ab
le t
o id
entif
y th
at t
he ir
onw
ould
flo
at,
but
only
6 p
erce
nt a
ble
to e
xpla
in w
hy.
Den
sity
is a
ver
ydi
fficu
lt co
ncep
t at
key
sta
ge 3
. Thi
s qu
estio
n as
ks p
upils
to
appl
yth
eir
know
ledg
e of
den
sity
, an
d as
sess
es a
n im
port
ant
area
of
the
2008
Pro
gram
me
of S
tudy
whi
ch h
as n
ot b
een
test
ed m
uch
prev
ious
ly.
Pro
vide
pup
ils w
ith e
xam
ples
of
diffe
rent
mat
eria
ls e
g a
rock
and
a c
rum
pled
pie
ce o
f pa
per
of t
he s
ame
size
, an
ddi
scus
s di
ffere
nces
in d
ensi
ty.
Oth
er e
xam
ples
cou
ld b
e a
poly
styr
ene
cup
and
a ce
ram
ic c
up. A
sk t
he p
upils
to
iden
tify
the
mos
t an
d le
ast
dens
e m
ater
ials
. T
his
coul
dth
en le
ad in
to a
dis
cuss
ion
abou
t oi
l spi
lls a
nd w
hat
happ
ens
whe
n an
oil
tank
er/o
il rig
leak
s in
the
oce
an –
the
oil f
loat
s on
the
wat
er s
ince
it is
less
den
se,
and
this
prov
ides
som
e op
port
unity
to
clea
n up
the
oil
spill
s by
skim
min
g th
e oi
l fro
m t
he s
urfa
ce o
f th
e w
ater
.
OP
S T
each
er G
uide
MS
Lan
dsca
pe_M
S_T
estA
&B
_Sc_
2753
66 0
7/12
/201
0 1
0:14
Pag
e 47
TeacherGuide.indd 47 22/12/2011 17:04:26
satspapers.org
QCDA/11/4599/4600 (Pupil pack)© Qualifications and Curriculum Development Agency 2011 QCDA/11/4598 (Teacher pack) 201024
OP
S T
each
er G
uide
MS
Lan
dsca
pe_M
S_T
estA
&B
_Sc_
2753
66 0
7/12
/201
0 1
0:14
Pag
e 48
TeacherGuide.indd 48 22/12/2011 17:04:26
satspapers.org