Trilogy Plenary Extended Writing Questions in Biology, Chemistry, and Physics

 
Trilogy Plenary
 
Extended Writing Questions
 
Sections
 
 
Biology
 
Paper 1
 
4.1 Cell Biology
4.2 Organisation
4.3 Infection & Response
4.4 Bioenergetics
 
 
 
 
Paper 2
 
4.5 Homeostasis
4.6 Inheritance, variation
and evolution
4.7 Ecology
 
4.1 Cell Biology – Transport in cells
 
4.1 Cell Biology – Transport in cells
 
4.2 Organisation – Animals, tissues,
organs and organ systems
 
Arteries and veins have different structures
and different functions.
Explain how the different structure of arteries
and veins relates to their different functions.
 
4.2 Organisation – Animals, tissues,
organs and organ systems
 
4.3 Infection & Response –
Communicable Diseases
 
An antibiotic needs further testing before it
can be licensed for human use.
The first stage is pre-clinical tests using live
cells, tissues and animals.
Describe the other stages of drug testing.
Give reasons for each stage.
 
4.3 Infection & Response – Communicable Diseases
 
4.4 Bioenergetics - Photosynthesis
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Figure 1
 shows some of the apparatus that
can be used to measure the rate of
photosynthesis.
 
The rate of photosynthesis in the pondweed is
affected by different colours of light.
Describe a method you could use to investigate
this.
You should include:
•      what you would measure
•      variables you would control.
 
4.4 Bioenergetics - Photosynthesis
 
 
Level 3 (5–6 marks):
A coherent method is described with relevant detail, which demonstrates a broad understanding of the relevant
techniques and procedures. The steps in the method are logically ordered. The method would lead to the production
of valid results.
Level 2 (3–4 marks):
The bulk of the method is described with mostly relevant detail, which demonstrates a reasonable understanding of
the relevant scientific techniques and procedures. The
method may not be in a completely logical order and may be missing some detail.
Level 1 (1–2 marks):
Simple statements are made which demonstrate some understanding of some of the relevant scientific techniques and
procedures. The response may lack a logical structure and would not lead to the production of valid results.
0 marks:
No relevant content
Indicative content
•        description of how the apparatus would be used
•        reference to control intensity of light / brightness
•        use of ruler to measure distance of light from beaker / pondweed
•        reference to varying colour of light or use of different filters
•        plant releases gas / oxygen
•        measure number of bubbles / volume of gas produced
•        same length of time
•        reference to control of temperature
•        reference to control / supply of carbon dioxide in water
•        do repeats and calculate a mean
 
4.4 Bioenergetics - Respiration
 
 When maggots respire they take in a gas from
the air and release a different gas.
Solution 
A
 absorbs the gas released.
At the start of the investigation the student
records the distance of the water droplet from
the bend in the capillary tube.
Explain what happens to the water droplet as
the maggots respire.
 
4.4 Bioenergetics - Respiration
 
Level 2 (3–4 marks):
A detailed and coherent explanation is given of how the droplet moves, clearly and
logically linked to the process of respiration.
Level 1 (1–2 marks):
Simple statements are made about movement of the water droplet, but any attempts at
explaining the reason or linking the movement to the process of respiration are unclear
and poorly structured.
0 marks:
No relevant content
Indicative content
•        water droplet moves towards the maggots / boiling tube
Explanation:
•        the oxygen in the boiling tube is used up in respiration
•        (and) the carbon dioxide released from respiration is absorbed by solution 
A
•        which causes a pressure difference
•        so air is drawn into the tube
•        bringing the water droplet with it.
 
4.5 Homeostasis – The human nervous
system
 
Two students investigated the effect of caffeine concentration on
reaction time.
This is the method used.
1.      Student 
A
 drinks a cup of coffee.
2.      Student 
B
 holds a ruler above Student 
A
’s hand.
3.      Student 
B
 drops the ruler.
4.      Student 
A
 catches the ruler as quickly as she can.
5.      The distance the ruler falls is recorded.
Suggest how this method could be improved to produce valid
results.
 
4.5 Homeostasis – The human nervous
system
 
Level 3 (5–6 marks):
A coherent method is described with relevant detail, which demonstrates a broad understanding of the relevant scientific techniques and
procedures. The steps in the
method are logically ordered. The method would lead to the collection of valid results.
Level 2 (3–4 marks):
The bulk of a method is described with mostly relevant detail, which demonstrates a reasonable understanding of the relevant techniques
and procedures. The method may
not be in a completely logical sequence and may be missing some detail.
Level 1 (1–2 marks):
Discrete relevant points are made which demonstrate some understanding of the relevant scientific techniques and procedures. They may
lack a logical structure and would not
lead to the production of valid results.
0 marks:
No relevant content.
Indicative content
•        use decaffeinated coffee as control
•        control volume of coffee
•        blind trial or do not tell students which coffee they are drinking
•        left for standard time between drink and test
•        at least 10 minutes
•        control start position of ruler
•        control other factors such as light in the room
•        same person for different concentrations
•        repeat for each caffeine concentration
•        use a range of caffeine concentrations
•        start with lowest concentration of caffeine
•        use caffeine solution instead of coffee to control for other ingredients
•        repeat investigation with more people and calculate means
 
4.5 Homeostasis – Hormonal
coordination in humans
 
In Vitro Fertilisation (IVF) treatment can be used to help
women become pregnant.
IVF uses some of the hormones shown in the figure above.
Explain why IVF increases the chance of some women
becoming pregnant.
 
4.5 Homeostasis – Hormonal
coordination in humans
 
Level 3 (5–6 marks):
A detailed and coherent explanation is given, which logically links the role of different hormones to their use in IVF and
a clear explanation of how IVF increases the chance of
a successful pregnancy.
Level 2 (3–4 marks):
An attempt is made to link the role of hormones to their use in IVF. The logic used in explaining how IVF increases the
chance of a successful pregnancy may not be clear or linked to the hormones.
Level 1 (1–2 marks):
Discrete relevant points made. The logic may be unclear and links may not be made.
0 marks:
No relevant content
Indicative content
Identification of hormones used in IVF:
•        FSH
•        LH.
Role of hormones in IVF:
•        FSH causes eggs to mature
•        LH causes the eggs to be released.
Effect on chance of successful pregnancy:
•        high levels of hormones cause many eggs to be matured and released
•        sperm and eggs are collected and eggs are fertilised (so increased probability
of fertilisation)
•        fertilised eggs are given time to develop into a small ball of cells
•        some are transferred into the mother (uterus), to increase the probability of
one successfully implanting.
 
4.6 Inheritance, variation and
evolution - Reproduction
 
(c)     A couple who could pass on Huntington’s disease visit a genetic counsellor, who gives them the
following options.
1.      Adopt a child.
2.      Gamete donation – uses sperm from another man to fertilise the woman’s eggs by in vitro
fertilisation (IVF).
3.      Conceive naturally.
4.      Use pre-implantation genetic diagnosis (PGD).
•        Many embryos are produced by IVF using gametes from the man and woman.
•        Embryos are tested for Huntington’s disease and a healthy embryo is implanted into the
woman’s uterus.
•        The risk of implanting an embryo with the allele for Huntington’s disease is 0.2%.
•        Costs the NHS about £11 000.
5.      Conceive naturally and use prenatal diagnosis (PND) once the woman becomes pregnant.
•        A sample of the placenta is taken at 10 weeks of pregnancy or a sample of fluid is taken from
around the developing baby at 16 weeks of pregnancy.
•        The sample is tested for the Huntington’s allele.
•        A 0.5–1.0% risk of miscarriage.
•        About 1% of samples collected are unsuitable for testing.
•        Costs the NHS about £600.
The couple decide they want to have a healthy baby that is their own biological offspring.
Evaluate the options.
Suggest which option would be best for the couple.
 
4.6 Inheritance, variation and
evolution – Reproduction part 1
 
  
Level 3 (5–6 marks):
A detailed and coherent evaluation is provided which considers a range of relevant points and comes to
a conclusion consistent with the reasoning.
Level 2 (3–4 marks):
An attempt is made to relate relevant points and come to a conclusion. The logic may be inconsistent at
times but builds towards a coherent argument.
Level 1 (1–2 marks):
Discrete relevant points made. The logic may be unclear and the conclusion, if present,
may not be consistent with the reasoning.
0 marks:
No relevant content
Indicative content
•        adoption / gamete donation unsuitable as offspring not biologically theirs
•        natural conception too risky / only 50% chance of healthy offspring
•        natural conception would cause worry whether baby would be healthy or not
•        (therefore) choice is between PGD and PND
pros of PGD
•        baby would be theirs
•        results obtained at an early stage
•        high chance baby produced would be healthy
•        parents would have confidence of having a heathy baby from start of
 
4.6 Inheritance, variation and
evolution Reproduction part 2
 
pregnancy
•        lower risk of miscarriage compared to PND
•        frozen embryos can be used to have another healthy child
•        PGD occurs before pregnancy / implantation
•        PGD does not involve abortion so less trauma / less pain / ethical comparison
•        spare healthy embryos may be used for research / medical treatment
cons of PGD
•        slight / 0.2% chance of misdiagnosed embryo
•        expensive procedure
•        cost to NHS of non-essential procedure
•        (unhealthy) embryos might be destroyed
•        large number of embryos produced so healthy embryos may be destroyed
•        ethical issues of using embryos for research
•        some people are opposed to IVF due to their religious beliefs
pros of PND
•        natural conception less invasive for mother
•        psychological benefit of producing child naturally
•        99% / high chance that result of test will be conclusive
cons of PND
•        sampling technique invasive to mother
•        risk of miscarriage
•        risk of infection
•        long wait before test can be carried out
•        50% chance baby will have allele for Huntington’s disease
•        parents will have a difficult decision to make if baby is unheathly
•        baby may be aborted
•        ethical / religious issues of abortion
•        a justified conclusion
 
4.6 Inheritance, variation and
evolution – Variation and Evolution
 
Explain how the owls in the image may have
evolved from a common ancestor to become
different species.
Use information from the image.
 
4.6 Inheritance, variation and
evolution – Variation and Evolution
 
owls have become geographically isolated from each other
or
arctic ice / temperature in different areas have separated the original population
1
northern area is much colder and has snow / ice
allow examples – biotic (eg food / predators) or abiotic
1
genetic variation / mutations in each population
allow gene(s) / mutation
1
(natural selection occurs so) better adapted survive to reproduce
1
passing on their favourable allele(s)
1
until individuals of the two populations can no longer interbreed (to produce fertile offspring)
1
 
4.7 Ecology - Adaptation
 
Some animals are adapted to survive in very
cold conditions such as the Arctic.
Explain how the adaptations of Arctic animals
help them to survive in cold conditions.
 
4.7 Ecology - Adaptation
 
4.7 Ecology – Organisation of an
ecosystem
 
 In one area of the field there is a lot of grass
growing in the same area as dandelions.
Suggest why the dandelions may 
not
 grow
well in this area.
 
4.7 Ecology – Organisation of an
ecosystem
 
 
Level 2 (3–4 marks):
A detailed and coherent explanation is given. Logical links between clearly identified relevant points are made to explain
why dandelion growth may be limited.
Level 1 (1–2 marks):
Discrete relevant points are made. The logic may be unclear.
0 marks:
No relevant content
Indicative content
factors that may be considered:
competition for resources including:
•        light
•        water
•        space
•        mineral ions (allow nutrients / salts / ions from the soil)
reference to why growth may be limited:
•        (light) energy for photosynthesis
•        water as a raw material for photosynthesis / support
•        surface area exposed to light
•        sugar / glucose produced in photosynthesis
•        (space) to grow bigger
•        (space) for growth of root system
•        (mineral ions) for growth
•        (mineral ions / sugar) for production of larger molecules 
or
 named example
 
4.7 Ecology - Biodiversity
 
In the last 200 years the concentration of
carbon dioxide in the Earth’s atmosphere has
risen.
Explain how a rise in carbon dioxide
concentration in the atmosphere can
decrease biodiversity.
 
4.7 Ecology - Biodiversity
 
Level 3 (5–6 marks):
A full explanation is given that is coherent and logically structured, linking effect of increase in carbon dioxide to climate
change and effects on biodiversity.
Level 2 (3–4 marks):
An attempt is made to link the effects of rising carbon dioxide levels to climate change and biodiversity. The logic may be
inconsistent at times but builds towards a coherent explanation.
Level 1 (1–2 marks):
Discrete relevant points made. The logic may be unclear and attempts at reasoning may not be consistent.
0 marks:
No relevant content.
Indicative content
•        rise in carbon dioxide increases atmospheric temperature / causes global warming
•        global warming causes extreme weather patterns
•        such as rise in sea levels
•        increased or decreased rainfall
•        frequency of storms / droughts
•        rise in sea levels means habitats will change due to flooding
•        rise in sea levels could increase salt in soil
•        increased rainfall will increase water levels
•        severity of storms / droughts could affect photosynthesis
•        consequences of changes are loss of or damage to habitats
•        which will affect animal and plant distributions
•        by increasing migration or species dying off
•        which decreases biodiversity
 
Chemistry
 
Paper 1
 
5.1 Atomic Structure and the Periodic
Table
Simple Model
The Periodic Table
5.2 Bonding, structure and the Periodic
Table
Chemical Bonds
 Structure & Properties
Bonding in Carbon
5.3 Quantitative Chemistry
Making Salts
5.4 Chemical Changes
Reactivity of metals
Electrolysis
5.5 Energy Changes
Exothermic and endothermic
 
 
 
 
Paper 2
 
5.6 Rate and extent of chemical
change
Rates of Reaction
5.7 Organic Chemistry
Carbon Compounds
5.8 Chemical Analysis
Chromatography
5.9 Chemistry of the atmosphere
Development of the atmosphere
Global warming & the Greenhouse
Effect
Impact of atmospheric pollutants
5.10 Using Resources
Potable Water
Life Cycle Assessments
 
 
 
 
 
5.1 Atomic Structure and the Periodic
Table – Simple Model
 
 In 1864, atoms were thought to be particles that could not be divided up into smaller particles.
By 1898, the electron had been discovered and the plum pudding model of an atom was proposed.
Figure 2
 shows the plum pudding model of an atom of carbon and the nuclear model of an atom of
carbon.
 
Compare the position of the subatomic
particles in the plum pudding model with the
nuclear model.
 
5.1 Atomic Structure and the Periodic
Table – Simple Model
 
 plum pudding model has a single ball of positive charge and nuclear model has positive
charges in the centre / nucleus
1
plum pudding model has electrons in random positions and nuclear model has electrons
in fixed positions
1
plum pudding model has no nucleus and the nuclear model has a nucleus
1
plum pudding model has no neutrons and the nuclear model has neutrons in the nucleus
1
 
5.1 Atomic Structure and the Periodic
Table – The Periodic Table
 
The halogens are in Group 7 of the
periodic table.
Explain the trend in reactivity of the
halogens.
 
5.1 Atomic Structure and the Periodic
Table – The Periodic Table
 
Level 3 (5–6 marks):
A relevant and coherent explanation of the trend in reactivity. The response makes
logical links between the points raised and considers both the number of energy levels
and the distance between the nucleus and the outer energy level.
Level 2 (3–4 marks):
Statements that are linked to provide a simple explanation of the trend in reactivity using either the number of energy levels or the distance
between the nucleus and the outer energy level.
Level 1 (1–2 marks):
Simple statements made about the halogens or the trend in reactivity.
0 marks:
No relevant comment
Indicative content
Simple statements / descriptions
•        have 7 electrons in the outer shell
•        need to gain an electron
•        form ions with a -1 charge
•        halogens further down the group are less reactive (or vice versa)
•        halogens further down the group have more shells or energy levels (or vice versa)
Linked statements / explanations
•        have 7 electrons in the outer shell so need to gain an electron to have the electronic structure of a noble gas
•        halogens further down the group are less reactive because they have more shells or energy levels (or vice versa)
•        halogens further down the group have more shells or energy levels so less attractive force on the incoming electron (or vice versa)
•        halogens further down the group have more shells or energy levels so more ‘shielding’ against the incoming electron (or vice versa)
•        outer electrons of halogens further down group are further away from the attractive force of the nucleus (or vice versa)
•        an electron is less easily gained because there are more shells or energy
levels (or vice versa)
•        an electron is less easily gained because the outer electrons are further from
the attractive force of the nucleus (or vice versa)
 
5.2 Bonding Structure and Properties
of matter – Chemical Bonds
 
  The figure below shows the electronic structure of an
oxygen atom and a calcium atom.
 
Describe how the calcium atom and the
oxygen atom forms calcium oxide.
You should give the charge on each ion
formed.
 
5.2 Bonding Structure and Properties
of matter – Chemical Bonds
 
calcium loses electrons and oxygen gains electrons
max 3 for incorrect reference to atom / ion or to oxygen / oxide
1
two electrons are transferred
1
calcium has a 2
+
 charge
1
oxide has a 2
 charge
1
 
5.2 Bonding, Structure and Properties of
matter – How bonding relates to properties
 
Explain why metals conduct
electricity.
Refer to structure and
bonding in your answer.
 
5.2 Bonding, Structure and Properties of
matter – How bonding relates to properties
 
 giant structure of atoms
1
delocalised electrons
1
(delocalised electrons) are free to move
1
through the whole structure
1
 
5.2 Bonding, Structure and Properties of
matter – Bonding in Carbon
 
Carbon nanotubes are
cylindrical fullerenes.
Explain the properties of
carbon nanotubes.
Answer in terms of structure
and bonding.
 
5.2 Bonding, Structure and Properties of
matter – Bonding in Carbon
 
Level 3 (5–6 marks):
A detailed and coherent explanation applying knowledge of the properties of nanotubes, with
clear and logical links to reasons why carbon nanotubes have these properties
Level 2 (3–4 marks):
Description contains relevant statements that demonstrate clear knowledge of the properties of nanotubes. Attempt made to link properties
to explanation of why these properties occur, but
logic may be unclear
Level 1 (1–2 marks):
Simple relevant statements of the properties of nanotubes, demonstrating knowledge, but no linking to an explanation of why these
properties occur.
0 marks:
No relevant content.
Indicative content
properties:
•        high tensile strength
•        high electrical / thermal conductivity
•        high melting point
explanations:
•        nanotubes are fullerenes based on hexagonal rings of carbon atoms
•        which means that each carbon forms three covalent bonds with three other carbon atoms
•        covalent bonds are strong 
or
 need a lot of energy to break them
•        so nanotubes are strong / have high tensile strength
•        and have a high melting point
•        the structure means that one electron from each carbon atom is delocalised
•        as in metals and graphite, the delocalised electrons can move throughout the
structure
•        allowing the carbon nanotube / fullerene to conduct thermal energy and electricity
 
5.3 Quantitative Chemistry – Making
Salts
The salt copper sulfate can be made by reacting copper carbonate
with dilute sulfuric acid.
CuCO
3
(s)   +   H
2
SO
4
(aq)     
 
  CuSO
4
 (aq)   +   H
2
O(l)   +   CO
2
(g)
 
(a)     Write a method that a student could use to prepare a pure, dry
sample of copper
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.
 
5.3 Quantitative Chemistry – Making
Salts
 
Level 3 (5–6 marks):
A full, detailed and coherent plan covering all the major steps is provided, which outlines
the apparatus required and sets out the steps needed in a logical manner that could be followed by another person to
produce a pure, dry sample of copper nitrate.
Level 2 (3–4 marks):
The substantive content of a plan is present but may be missing some steps. The plan
may not be in a completely logical sequence but leads towards the production of a pure,
dry sample of copper nitrate.
Level 1 (1–2 marks):
Simple statements relating to relevant apparatus or steps are made but they may not be
in a logical order. The plan would not allow another person to produce the sample.
0 marks:
No relevant content
Indicative content
•        pour a suitable volume of nitric acid into a suitable container
•        add a small amount of copper carbonate to the acid and stir until the effervescence stops
•        continue to add small amounts of copper carbonate to the acid and each time stir until any effervescence stops
•        eventually when there is no reaction / effervescence when the copper
carbonate is added filter the mixture to remove the excess copper carbonate
•        pour the filtrate (copper nitrate solution) into an evaporating basin and heat to evaporate a small amount of the
water
•        leave the copper nitrate solution to crystallise
•        remove the crystals from the solution remaining and dry the crystals
 
5.4 Chemical Changes – Reactivity of
metals, reactions of acids
 
 Magnesium reacts with hydrochloric
acid to produce magnesium chloride
and hydrogen.
Plan an investigation to find the
accurate volume of hydrogen
produced from magnesium.
You do 
not
 need to write about safety
precautions.
 
5.4 Chemical Changes – Reactivity of
metals, reactions of acids
 
5.4 Chemical Change - Electrolysis
 
A student investigated the electrolysis of
different concentrations of sodium chloride
solution.
Figure 1
 shows the apparatus used.
 
 Explain how chlorine gas is produced at
the positive electrode.
 
5.4 Chemical Change - Electrolysis
 
chloride ions are negatively charged
1
(and so are) attracted to the positive electrode
1
(at the electrode) the chloride ions lose electrons
allow chloride ions are oxidised
1
to form chlorine atoms / molecules
allow instead of last two marking points an answer of
2Cl
 → Cl
2
 + 2e
 for 
2
 marks
1
 
5.5 Energy Changes – Exothermic and
endothermic
 
Some students investigated the reactivity of four unknown
metals, 
W
X
Y
 and 
Z
.
The letters are not the symbols of these elements.
The students used metal salt solutions of copper nitrate, magnesium sulfate
and zinc chloride.
This is the method used.
1.      Pour a solution of a metal salt into a glass beaker.
2.      Measure the temperature of the solution.
3.      Add 1 g of metal to the solution.
4.      Measure the temperature of the solution.
5.      Calculate the temperature increase.
The students did the experiment using each salt solution with each metal.
 
 One student said that the investigation was
not valid (a fair test).
Write a plan for the investigation that includes
improvements to the method and apparatus.
 
5.5 Energy Changes – Exothermic and
endothermic
 
Level 2 (3–4 marks):
A detailed and coherent plan covering all the steps. The steps include the improvements and are set out in a logical
manner.
Level 1 (1–2 marks):
Simple statements of improvements to the apparatus or steps are made but they may
not be set out in a logical manner.
0 marks:
No relevant content
Indicative content
Simple statements
•        stir the solution
•        use the same amount of each solution
•        use the same concentration of solution
•        put insulation or a lid on the beaker
•        measure how high temperature goes
Coherent statements in a logical order
•        pour a fixed, measured volume of the metal salt solution into a plastic / polystyrene cup
•        measure and record the temperature of the solution
•        stir and add 1 g of metal to the solution
•        (put a lid on the cup)
•        measure and record the temperature after a set time or measure and record
the greatest / highest temperature
•        calculate and record the temperature increase
•        (repeat each individual experiment at least two more times and calculate the mean temperature increase)
 
5.6 Rate and extent of chemical
change – Rate of Reaction
 
A student investigated the rate of the reaction
between magnesium and dilute hydrochloric
acid.
The student used the apparatus shown
in 
Figure 1
 to collect the gas produced.
 
Outline a plan to investigate how the rate of
this reaction changed when the concentration
of the hydrochloric acid was changed.
•        Describe how you would do the
investigation and the measurements you
would make.
•        Describe how you would make it a fair
test.
You do 
not
 need to write about safety
precautions.
 
5.6 Rate and extent of chemical
change – Rate of Reaction
 
Level 3 (5–6 marks):
A coherent method is described with relevant detail, which demonstrates a broad understanding of the relevant scientific
techniques and procedures. The steps in the
method are logically ordered with the dependent and control variables correctly identified. The method would lead to the
production of valid results.
Level 2 (3–4 marks):
The bulk of a method is described with mostly relevant detail, which demonstrates a reasonable understanding of the
relevant scientific techniques and procedures. The
method may not be in a completely logical sequence and may be missing some detail.
Level 1 (1–2 marks):
Simple statements are made which demonstrate some understanding of some of the relevant scientific techniques and
procedures. The response may lack a logical structure and would not lead to the production of valid results.
0 marks:
No relevant content
Indicative content
•        remove bung and add magnesium
•        start stopclock / timer
•        measure volume of gas at fixed time intervals
•        repeat with different concentrations of acid
•        control volume of acid
•        control initial temperature of acid
•        control amount / mass / length / particle size of magnesium
 
5.7 Organic Chemistry – Carbon
Compounds
 
 The diagram shows the separation of crude oil
in a fractionating column.
 
Explain how crude oil is separated into
different fractions by fractional
distillation.
 
5.7 Organic Chemistry – Carbon
Compounds
 
5.8 Chemical Analysis -
Chromatography
 
The diagram shows a
chromatogram for a food
colouring.
 
Plan a chromatography experiment
to investigate the colours in an ink.
 
5.8 Chemical Analysis -
Chromatography
 
5.9 Chemistry of the atmosphere –
Development of the Atmosphere
 
The graphs in 
Figure 1
 show the
concentration of carbon dioxide in the
atmosphere and global average surface
temperature since 1900.
 
 A student stated: ‘The graphs show that
increasing the concentration of carbon
dioxide in the atmosphere causes global
temperature increases.’
Discuss why this statement is only partially
true.
 
5.9 Chemistry of the atmosphere –
Development of the Atmosphere
 
 correlation between CO
2
 levels and temperature
1
despite short-term variations of temperature
1
supported by values from graph which show correlation
1
cannot determine causality from this data or possible causality as
increasing use of
fossil fuels since 1900 has caused accelerated temperature increase
1
 
5.9 Chemistry of the Atmosphere –
Global Warming & Greenhouse effect
 
The area of ocean with sea ice in the arctic has changed.
Most scientists believe this is due to the activities of humans.
Explain the activities of humans that have led to the changes in sea ice from 1979 to 2016.
 
5.9 Chemistry of the Atmosphere –
Global Warming & Greenhouse effect
 
5.9 Chemistry of the atmosphere –
Impact of atmospheric plloutants
 
 Methane, petrol and coal are fuels.
Table 2
 shows information about these fuels.
 
Evaluate the use of the fuels.
Use in the information in 
Table 2
 and your
knowledge.
 
5.9 Chemistry of the atmosphere –
Impact of atmospheric plloutants
 
5.10 Using Resources – Potable Water
 
All life on Earth depends on water.
The figure below shows an iceberg floating on
the sea.
 
  Explain how the water molecules in the
iceberg could end up as water in a lake.
 
5.10 Using Resources – Potable Water
 
 
Level 2 (3–4 marks):
A detailed and coherent explanation of how the water molecules transfer through the
water cycle from one form / area to another. Logical links are made between the general details of the
water cycle to the context of the iceberg.
Level 1 (1–2 marks):
Simple relevant facts stated about the water cycle. Details may be missing and any links made with the
context of the iceberg may be inconsistent or vague.
0 marks:
No relevant content.
Indicative content
•        water in the iceberg is in its solid state
•        when the iceberg melts water is in its liquid form
•        and the water molecules go into the sea
•        water evaporates from the surface of the sea
•        so the water molecules go into the air as vapour
•        as the air rises it cools
•        so water vapour condenses into droplets in clouds
•        clouds can be moved around the world by winds
•        droplets then fall as rain / snow / hail / precipitation
•        into a lake
 
5.10 Using Resources – Life Cycle
Assessment
 
Ethene is used to make poly(ethene).
Poly(ethene) is used to make plastic bags.
The table below shows data from a Life Cycle Assessment (LCA) for a plastic
bag and a paper bag.
 
A company stated: ‘A Life Cycle Assessment shows that using plastic bags has less
environmental impact than using paper bags’.
Evaluate this statement. Use your knowledge and the information from above the
table above.
 
5.10 Using Resources – Life Cycle
Assessment
 
Level 3 (5–6 marks):
A logically structured evaluation with links involving several comparisons. Nearly all points made are relevant and
correct.
Level 2 (3–4 marks):
Some valid comparisons made between the two types of bag. There may be some
incorrect or irrelevant points.
Level 1 (1–2 marks):
A vague response with few correct and relevant points and with no direct comparisons.
0 marks:
No relevant content
Indicative content
Accept converse in terms of plastic bags for all statements
•        Paper bags are made from a renewable resource
•        Plastic bags are made from a finite resource
•        Paper bags require more energy to manufacture
•        Paper bags produce more waste
•        Paper bags are biodegradable
•        Paper bags create more CO
2
•        CO
2
 created by paper bags offset by photosynthesis in growing wood
•        Paper bag requires much more fresh water
•        Paper bags cannot be recycled
•        Agree because non-renewability less important than other factors 
or
 disagree because of converse 
or
 can’t say
because data inconclusive / incomplete
 
Physics
 
Paper 1
 
6.1 Energy
Energy Changes
Energy Resources
6.3 Particle model of matter
Changes of state
Specific heat capacity
6.4 Atomic Structure
Radioactivity
Applications of radioactivity
 
 
 
 
Paper 2
 
6.5 Forces
Elasticity
Motion
Terminal Velocity
Stopping Distances
6.6  Waves
Transverse and Longitudinal
Speed of Waves
6.7 Magnets & Electromagnets
Motor Effect
Electromagnets
 
6.1 Energy – Energy changes
 
A driver wishes to buy a new car.
The table below gives some data about an
electric car and one with a petrol engine.
 
Which car would be the most economic over
its 12 year lifetime?
Use data from the table above to support your
answer.
You should include the difference in cost in
your answer.
 
6.1 Energy – Energy changes
 
 
Level 2 (3–4 marks):
A relevant and coherent argument which demonstrates processing and numerical
analysis of the information presented and draw a conclusion which is logically consistent with the reasoning and refers to payback time for
the vehicles.
Level 1 (1–2 marks):
Simple comparisons are made which demonstrate a basic ability to numerically analyse
the information presented. The conclusion, if present, may not be consistent with the calculations.
0 marks:
No relevant content
Indicative content
•        The electric car costs £12 000 more to buy
•        Running cost of electric car = £3 000
•        Running cost of petrol engine car = £24 000
•        Total cost of electric car = £30 000
•        Total cost of petrol engine car = £39 000
•        The electric car cost £1 750 less to run each year
•        The electric car will save £9 000
•        Additional cost is covered in 6.9 years
•        So the electric car will be cheaper over the 12 year lifetime
or
Electric
27000 / 12 = 2250
Annual cost = 2250 + 250 = 2500
Petrol
15000 / 12 = 1250
Annual cost = 1250 + 2000 = 3250
So electric is £750 cheaper per year
 
6.1 Energy Changes – Energy
Resources
 
 A small group of people live in an area in the mountains.
The people plan to buy an electricity generating system that uses
either the wind or the flowing water in a nearby river.
•        The wind turbine costs £50 000 to buy and install.
•        The hydroelectric generator costs £20 000 to buy and
install.
•        The average power output from the wind turbine is 10 kW
•        The hydroelectric generator will produce a constant power
output of 8 kW
Compare the advantages and disadvantages of the two methods
of generating electricity.
Use your knowledge of energy resources and information given.
 
6.1 Energy Changes – Energy
Resources
 
6.3 Particle model of matter – Changes
of state
 
  Use the particle model in 
Figure 2
 to describe
how the heating element causes the
arrangement of the ice particles to change as
the ice melts.
 
You should include a description of how the
particles are arranged in the solid ice and in
the water.
 
6.3 Particle model of matter– Changes
of state
 
Level 3 (5–6 marks):
A clear, logical explanation containing accurate ideas presented in the correct order with links between ideas.
Level 2 (3–4 marks):
Key ideas presented with some linked together to form a partial explanation.
Level 1 (1–2 marks):
Fragmented ideas, some may be relevant, insufficient links to form an explanation.
0 marks:
No relevant content.
Indicative content
•        current in the wire causes heating
•        increases temperature of the metal wires / ice
Solid
•        arrangement of particles is regular
•        particles vibrate about a fixed position
Melting
•        internal energy of the ice increases, increasing the temperature to melting
point
•        so (as the temperature increases) particles vibrate faster
•        eventually particles vibrate fast enough to break free from the (strong) bonds
•        therefore the arrangement of particles becomes irregular
Liquid
•        arrangement of particles is irregular
•        particles movement (translational) is random
 
6.3 Particle model of matter – Specific
Heat Capacity
 
A student investigated the specific heat
capacity of metals.
(a)     Describe an experiment the student
could do to measure the specific heat capacity
of a metal.
 
6.3 Particle model of matter – Specific
Heat Capacity
 
Level 3 (5–6 marks):
A full, detailed and coherent plan covering all the major steps is provided, which outlines what needs to be measured to
calculate specific heat capacity. The steps are set out
in a logical manner that could be followed by another person to calculate the specific
heat capacity.
Level 2 (3–4 marks):
The substantive content of a plan is present but may be missing some steps. The plan
may not be in a completely logical sequence but leads towards the calculation of the
specific heat capacity.
Level 1 (1–2 marks):
Simple statements relating to relevant apparatus or steps are made but they may not be
in a logical order. The plan would not allow another person to calculate specific heat capacity.
0 marks:
No relevant content.
Indicative content
•        measure the mass of metal
•        correct use of balance
•        description of how work is done or energy transferred to metal
eg electrical work, mechanical work (eg dropping lead shot)
•        how energy transfer or work done is measured
eg electrical using joulemeter, mechanical decrease in potential energy store of falling lead shot
•        equate work done / energy transferred = increase in thermal energy store of the
metal
•        calculate specific heat capacity
 
6.4 Atomic Structure - Radioactivity
 
  Explain how the properties
of α, β and γ radiation affect
the level of the hazard at
different distances.
 
6.4 Atomic Structure - Radioactivity
 
6.4 Atomic Structure – Applications of
Radioactivity
 
  Ionising radiation can be used to
treat patients in hospital.
People working in hospitals must
limit their exposure to ionising
radiation.
Explain how the use of ionising
radiation in hospitals can be both
useful 
and
 harmful.
 
6.4 Atomic Structure – Applications of
Radioactivity
 
6.5 Forces - Elasticity
 
   A student carried out a
practical to investigate the
extension of a spring.
Write a method the student
could have used.
 
6.5 Forces - Elasticity
 
 
Level 2 (3–4 marks):
A detailed and coherent description of the experiment. The response provides a logical
sequence.
Level 1 (1–2 marks):
Simple description of the experiment with some steps missing. The response may
not be in a logical sequence and may not lead to the collection of valid results.
0 marks:
No relevant content.
Indicative content
•        set up a clamp stand with a clamp and hang a spring on it
•        use another clamp and boss to fix a half metre rule alongside the spring
•        record the metre rule reading that is level with the bottom of the spring
•        hang a weight from the bottom of the spring
•        record the new reading on the rule and the extension on the spring
•        remove the weight and check the length of the spring
•        repeat by adding more weights and record the readings on the rule
 
6.5 Forces - Motion
 
Two girls, 
A
 and 
B
, ran an 800
m race.
The figure below shows how
the distance changed with
time.
 
Compare the motion of
runners 
A
 and 
B
.
Include data from the figure
above.
 
6.5 Forces - Motion
 
Level 3 (5–6 marks):
A coherent description of the race, which uses data from the graph, including discussion
of the meanings of the changing gradient of both of the lines.
Level 2 (3–4 marks):
Multiple pieces of data taken from the graphs used to evidence a comparison between
the runners. Likely to include discussion of the meaning of the (changing) gradient
of one of the lines. Answer not coherently structured.
Level 1 (1–2 marks):
Some data taken from the graph, but may be limited to one aspect or simple readings.
Lack of coherence in answer.
0 marks:
No relevant content.
Indicative content
•        A starts at constant speed 
for 440 m / 60 s
•        A then slows down 
from 60 s
•        the gradient for B is lower at the start so B starts at a slower speed
•        the gradient for B increases so B accelerates
•        B overtook A 
at 700 m / 114 s
•        B has a greater top speed because the maximum gradient is greater
•        B won the race 
in 126 s
 / beat A 
by 34 s
 
6.5 Forces – Terminal Velocity
 
The swimmer’s speed increases as she swims
away from the boat.
The swimmer has a top speed.
Explain why.
 
6.5 Forces – Terminal Velocity
 
 as she swims there is a drag force
1
as speed increases so does the drag force
1
she accelerates less
1
drag force = thrust force
accept resultant force = 0
1
the swimmer reaches terminal velocity
1
 
6.5 Forces – Stopping Distances
 
 A man is driving his car at a constant speed on
a wet road.
He sees a fallen tree on the wet road and tries
to stop quickly to prevent an accident.
 
Explain why the
man may not be
able to stop in
time.
 
6.5 Forces – Stopping Distances
 
  
Level 3 (5–6 marks):
A detailed and coherent explanation is given of why the man may not be able to stop in time, clearly and logically linking
factors that could affect the braking in the situation given
Level 2 (3–4 marks):
An explanation is given, with an attempt at linking factors affecting braking distance to
the situation given. Links made between factors and explanation may not be complete
and the logic may be unclear.
Level 1 (1–2 marks):
Simple relevant statements made about factors affecting braking, but no attempt to link
to explanations of how they are relevant in the situation given
0 marks:
No relevant content.
Indicative content
•        overall stopping distance related to thinking distance and braking distance
•        factors affecting thinking distance:
         ◦        driver could be distracted
         ◦        driver could be tired
         ◦        driver could be on medication that affects thinking (eg make drowsy)
         ◦        driver could have drunk alcohol
         ◦        mean that reaction time will be longer so will not brake as quickly
•        factors that affect braking distance:
         ◦        condition of car (eg worn brakes means can’t stop as quickly, wear on
         tyres reduces friction with road)
         ◦        speed car is travelling (faster means more kinetic energy)
         ◦        condition of the road (eg the road is wet so friction between tyres and
         road reduced)
 
6.6 Waves – Transverse & Longitudinal
 
The diagram shows a ripple tank.
 
 The motor makes a noise when it is turned on.
Describe the differences between the
properties of the sound waves produced by
the motor and the water waves in the ripple
tank.
 
6.6 Waves – Transverse & Longitudinal
 
 sound waves are longitudinal
1
in longitudinal waves, the oscillations / vibrations are parallel to the direction of energy
transfer
allow direction that the wave is travelling for direction of energy transfer
1
water waves are transverse
1
in transverse waves, the oscillations / vibrations are at 90 degrees to the direction of energy
transfer
ignore references to wave speed, wavelength or frequency
an answer stating that sound waves travel in all directions but water waves don’t is
insufficient.
1
 
6.6 Waves – Speed of Waves
 
A group of students investigate the features of
waves.
Figure 1
 shows some of the equipment they
use.
 
The students want to determine the wave
speed of water waves in the ripple tank.
Describe a method the students could use.
 
6.6 Waves – Speed of Waves
 
6.7 Magnetism & Electromagnetism –
Motor Effect
 
A student placed a permanent magnet on a
top-pan balance.
He clamped a straight piece of wire so that it
was suspended in the magnetic field.
Figure 1
 shows the apparatus.
 
 When a current passed through the wire
from 
A
 to 
B
, the reading on the balance
increased.
Explain why.
 
6.7 Magnetism & Electromagnetism –
Motor Effect
 
  the current creates a magnetic field in the
wire
1
which interacts with the magnetic field from
the permanent magnet
1
Flemming’s left hand rule says the force on the
wire is upwards
1
so the force on the permanent magnets is
downwards
1
 
6.7 Magnetism & Electromagnetism -
Electromagnets
 
 
Figure 2
 shows an electromagnet being used
to lift a car in a scrapyard.
 
An electromagnet is a solenoid.
Explain why it is better to use an
electromagnet rather than a permanent
magnet in a scrapyard.
You should include a comparison of the
properties of electromagnets and permanent
magnets in your answer.
 
6.7 Magnetism & Electromagnetism -
Electromagnets
 
 
Level 2 (3–4 marks):
A detailed explanation is provided that includes a coherent comparison of the properties
of the types of magnet and presents a clear argument to support the use of
electromagnets. Logical links are made between relevant points and use in a scrapyard
Level 1 (1–2 marks):
Relevant points made about the properties of the magnets. An attempt at comparison
may be made, but logic is unclear and unstructured and links to use in scrapyard may
not be present
0 marks:
No relevant content.
Allow steel or iron for car body throughout
Indicative content
•        an electromagnet can be switched on and off
•        so it can be used to lift a car body
•        and release a car body
•        so it can easily be used to move car bodies from one place to another in the scrapyard
•        a permanent magnet cannot be switched off to release a car body
•        so would not be as useful in the scrapyard
•        the strength of the magnetic field of an electromagnet can be varied
•        so an electromagnet can lift different masses
•        so can deal with different vehicles
•        but the strength of the magnetic field of a permanent magnet cannot be varied or is fixed
•        so a permanent magnet can only lift up to a certain mass
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Explore detailed questions and content covering Biology topics such as Cell Biology, Transport in Cells, Animal Tissues, Organs and Organ Systems, Infection & Response, Bioenergetics, Homeostasis, and Ecology. Dive into Chemistry and Physics sections for a comprehensive study on various topics. Understand key concepts with clear explanations and logical reasoning, enhancing your knowledge in the sciences.


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  1. Trilogy Plenary Extended Writing Questions

  2. Sections Biology Chemistry Physics

  3. Biology Paper 1 4.1 Cell Biology Transport in cells 4.2 Organisation Animal tissues, organs and organ systems 4.3 Infection & Response Communicable Diseases 4.4 Bioenergetics Photosynthesis Respiration Paper 2 4.5 Homeostasis Nervous System Hormonal Control 4.6 Inheritance, variation and evolution Reproduction Variation & Evolution 4.7 Ecology Adaptation Organisation of an ecosystem Biodiversity

  4. 4.1 Cell Biology Transport in cells

  5. 4.1 Cell Biology Transport in cells Level 3: Relevant points (correct processes / explanations) are identified, given in detail and linked logically to form a clear account. 5-6 Level 2: Relevant points (correct processes / explanations) are identified and there are attempts at logical thinking. The resulting account is not fully clear. 3-4 Level 1: Points are identified and stated simply, but their relevance is not clear and there is no attempt at logical thinking. No relevant content 1-2 0 Indicative content water is absorbed by osmosis osmosis is a passive process, or described water in soil is at a higher concentration than inside cell water moves down concentration gradient through a partially permeable membrane phosphate ions absorbed by diffusion diffusion is a passive process, or described phosphate ions are in a higher concentration in soil than inside cells magnesium ions are absorbed by active transport magnesium ions are in lower concentration in soil than inside cells magnesium ions move from an area of lower concentration to an area of higher concentration inside the cells magnesium ions move up the concentration gradient process requires energy energy from respiration

  6. 4.2 Organisation Animals, tissues, organs and organ systems Arteries and veins have different structures and different functions. Explain how the different structure of arteries and veins relates to their different functions.

  7. 4.2 Organisation Animals, tissues, organs and organ systems Level 3: Relevant points (differences / functions) are identified, given in detail and linked logically to form a clear account. 5-6 Level 2: Relevant points (differences / functions) are identified and there are attempts at logical linking. The resulting account is not fully clear. 3-4 Level 1: Points are identified and stated simply, but their relevance is not clear and there is no attempt at logical linking. No relevant content Indicative content artery has a thicker wall (because) artery has to withstand higher pressure artery has thicker layer of elastic tissue / fibres (so) it can stretch (so) artery returns to original size / shape artery has thicker layer of muscle to maintain a force on the blood vein has valves (valves) prevent backflow of blood artery carries blood away from the heart vein carries blood towards the heart ignore references to oxygenated / deoxygenated blood 1-2 0

  8. 4.3 Infection & Response Communicable Diseases An antibiotic needs further testing before it can be licensed for human use. The first stage is pre-clinical tests using live cells, tissues and animals. Describe the other stages of drug testing. Give reasons for each stage.

  9. 4.3 Infection & Response Communicable Diseases Level 3: Relevant points (correct stages / reasons) are identified, given in detail and linked logically to form a clear account. 5-6 Level 2: Relevant points (correct stages / reasons) are identified and there are attempts at logical thinking. The resulting account is not fully clear. 3-4 Level 1: Points are identified and stated simply, but their relevance is not clear and there is no attempt at logical thinking. 1-2 No relevant content Indicative content names of stages are not required, but a logical progression through stages of testing is required for Levels 2 and 3. phase 1 clinical testing: tested on healthy volunteers low doses used reason: to test for side effects / toxicity / safety phase 2 clinical testing: tested on patients patients given placebo or drug double blind trial reason: to test for side effects / toxicity / safety to test its efficacy / effectiveness phase 3 clinical testing: larger numbers of patients used patients given placebo or drug double blind trial reason: to verify efficacy / effectiveness to determine correct dose prior to licensing: analysis of results peer review reason: to check results are valid to avoid bias 0

  10. 4.4 Bioenergetics - Photosynthesis Figure 1 shows some of the apparatus that can be used to measure the rate of photosynthesis. The rate of photosynthesis in the pondweed is affected by different colours of light. Describe a method you could use to investigate this. You should include: what you would measure variables you would control.

  11. 4.4 Bioenergetics - Photosynthesis Level 3 (5 6 marks): A coherent method is described with relevant detail, which demonstrates a broad understanding of the relevant techniques and procedures. The steps in the method are logically ordered. The method would lead to the production of valid results. Level 2 (3 4 marks): The bulk of the method is described with mostly relevant detail, which demonstrates a reasonable understanding of the relevant scientific techniques and procedures. The method may not be in a completely logical order and may be missing some detail. Level 1 (1 2 marks): Simple statements are made which demonstrate some understanding of some of the relevant scientific techniques and procedures. The response may lack a logical structure and would not lead to the production of valid results. 0 marks: No relevant content Indicative content description of how the apparatus would be used reference to control intensity of light / brightness use of ruler to measure distance of light from beaker / pondweed reference to varying colour of light or use of different filters plant releases gas / oxygen measure number of bubbles / volume of gas produced same length of time reference to control of temperature reference to control / supply of carbon dioxide in water do repeats and calculate a mean

  12. 4.4 Bioenergetics - Respiration When maggots respire they take in a gas from the air and release a different gas. Solution A absorbs the gas released. At the start of the investigation the student records the distance of the water droplet from the bend in the capillary tube. Explain what happens to the water droplet as the maggots respire.

  13. 4.4 Bioenergetics - Respiration Level 2 (3 4 marks): A detailed and coherent explanation is given of how the droplet moves, clearly and logically linked to the process of respiration. Level 1 (1 2 marks): Simple statements are made about movement of the water droplet, but any attempts at explaining the reason or linking the movement to the process of respiration are unclear and poorly structured. 0 marks: No relevant content Indicative content water droplet moves towards the maggots / boiling tube Explanation: the oxygen in the boiling tube is used up in respiration (and) the carbon dioxide released from respiration is absorbed by solution A which causes a pressure difference so air is drawn into the tube bringing the water droplet with it.

  14. 4.5 Homeostasis The human nervous system Two students investigated the effect of caffeine concentration on reaction time. This is the method used. 1. Student A drinks a cup of coffee. 2. Student B holds a ruler above Student A s hand. 3. Student B drops the ruler. 4. Student A catches the ruler as quickly as she can. 5. The distance the ruler falls is recorded. Suggest how this method could be improved to produce valid results.

  15. 4.5 Homeostasis The human nervous system Level 3 (5 6 marks): A coherent method is described with relevant detail, which demonstrates a broad understanding of the relevant scientific techniques and procedures. The steps in the method are logically ordered. The method would lead to the collection of valid results. Level 2 (3 4 marks): The bulk of a method is described with mostly relevant detail, which demonstrates a reasonable understanding of the relevant techniques and procedures. The method may not be in a completely logical sequence and may be missing some detail. Level 1 (1 2 marks): Discrete relevant points are made which demonstrate some understanding of the relevant scientific techniques and procedures. They may lack a logical structure and would not lead to the production of valid results. 0 marks: No relevant content. Indicative content use decaffeinated coffee as control control volume of coffee blind trial or do not tell students which coffee they are drinking left for standard time between drink and test at least 10 minutes control start position of ruler control other factors such as light in the room same person for different concentrations repeat for each caffeine concentration use a range of caffeine concentrations start with lowest concentration of caffeine use caffeine solution instead of coffee to control for other ingredients repeat investigation with more people and calculate means

  16. 4.5 Homeostasis Hormonal coordination in humans In Vitro Fertilisation (IVF) treatment can be used to help women become pregnant. IVF uses some of the hormones shown in the figure above. Explain why IVF increases the chance of some women becoming pregnant.

  17. 4.5 Homeostasis Hormonal coordination in humans Level 3 (5 6 marks): A detailed and coherent explanation is given, which logically links the role of different hormones to their use in IVF and a clear explanation of how IVF increases the chance of a successful pregnancy. Level 2 (3 4 marks): An attempt is made to link the role of hormones to their use in IVF. The logic used in explaining how IVF increases the chance of a successful pregnancy may not be clear or linked to the hormones. Level 1 (1 2 marks): Discrete relevant points made. The logic may be unclear and links may not be made. 0 marks: No relevant content Indicative content Identification of hormones used in IVF: FSH LH. Role of hormones in IVF: FSH causes eggs to mature LH causes the eggs to be released. Effect on chance of successful pregnancy: high levels of hormones cause many eggs to be matured and released sperm and eggs are collected and eggs are fertilised (so increased probability of fertilisation) fertilised eggs are given time to develop into a small ball of cells some are transferred into the mother (uterus), to increase the probability of one successfully implanting.

  18. 4.6 Inheritance, variation and evolution - Reproduction A couple who could pass on Huntington s disease visit a genetic counsellor, who gives them the following options. 1. Adopt a child. 2. Gamete donation uses sperm from another man to fertilise the woman s eggs by in vitro fertilisation (IVF). 3. Conceive naturally. 4. Use pre-implantation genetic diagnosis (PGD). Many embryos are produced by IVF using gametes from the man and woman. Embryos are tested for Huntington s disease and a healthy embryo is implanted into the woman s uterus. The risk of implanting an embryo with the allele for Huntington s disease is 0.2%. Costs the NHS about 11 000. 5. Conceive naturally and use prenatal diagnosis (PND) once the woman becomes pregnant. A sample of the placenta is taken at 10 weeks of pregnancy or a sample of fluid is taken from around the developing baby at 16 weeks of pregnancy. The sample is tested for the Huntington s allele. A 0.5 1.0% risk of miscarriage. About 1% of samples collected are unsuitable for testing. Costs the NHS about 600. The couple decide they want to have a healthy baby that is their own biological offspring. Evaluate the options. Suggest which option would be best for the couple. (c)

  19. 4.6 Inheritance, variation and evolution Reproduction part 1 Level 3 (5 6 marks): A detailed and coherent evaluation is provided which considers a range of relevant points and comes to a conclusion consistent with the reasoning. Level 2 (3 4 marks): An attempt is made to relate relevant points and come to a conclusion. The logic may be inconsistent at times but builds towards a coherent argument. Level 1 (1 2 marks): Discrete relevant points made. The logic may be unclear and the conclusion, if present, may not be consistent with the reasoning. 0 marks: No relevant content Indicative content adoption / gamete donation unsuitable as offspring not biologically theirs natural conception too risky / only 50% chance of healthy offspring natural conception would cause worry whether baby would be healthy or not (therefore) choice is between PGD and PND pros of PGD baby would be theirs results obtained at an early stage high chance baby produced would be healthy parents would have confidence of having a heathy baby from start of

  20. 4.6 Inheritance, variation and evolution Reproduction part 2 pregnancy cons of PGD slight / 0.2% chance of misdiagnosed embryo expensive procedure cost to NHS of non-essential procedure (unhealthy) embryos might be destroyed large number of embryos produced so healthy embryos may be destroyed ethical issues of using embryos for research some people are opposed to IVF due to their religious beliefs pros of PND natural conception less invasive for mother psychological benefit of producing child naturally 99% / high chance that result of test will be conclusive cons of PND sampling technique invasive to mother risk of miscarriage risk of infection long wait before test can be carried out 50% chance baby will have allele for Huntington s disease parents will have a difficult decision to make if baby is unheathly baby may be aborted ethical / religious issues of abortion a justified conclusion lower risk of miscarriage compared to PND frozen embryos can be used to have another healthy child PGD occurs before pregnancy / implantation PGD does not involve abortion so less trauma / less pain / ethical comparison spare healthy embryos may be used for research / medical treatment

  21. 4.6 Inheritance, variation and evolution Variation and Evolution Explain how the owls in the image may have evolved from a common ancestor to become different species. Use information from the image.

  22. 4.6 Inheritance, variation and evolution Variation and Evolution owls have become geographically isolated from each other or arctic ice / temperature in different areas have separated the original population 1 northern area is much colder and has snow / ice allow examples biotic (eg food / predators) or abiotic 1 genetic variation / mutations in each population allow gene(s) / mutation 1 (natural selection occurs so) better adapted survive to reproduce 1 passing on their favourable allele(s) 1 until individuals of the two populations can no longer interbreed (to produce fertile offspring) 1

  23. 4.7 Ecology - Adaptation Some animals are adapted to survive in very cold conditions such as the Arctic. Explain how the adaptations of Arctic animals help them to survive in cold conditions.

  24. 4.7 Ecology - Adaptation Level 3: Relevant adaptations are identified, given in detail and logically linked to form a clear account. 5-6 Level 2: Relevant adaptations are identified, and there are attempts at logical linking. The resulting account is not fully clear Level 1: Adaptations are identified and stated simply, but their relevance is not clear and there is no attempt at logical linking. No relevant content Indicative content a small SA:V ratio means less thermal energy transferred to surroundings thick fur or hollow hair shafts traps a layer of air which acts as an insulating layer stopping transfer of thermal energy a layer of fat or blubber under the skin acts as an insulating layer or as a food store for respiration when food is in short supply small ears reduces surface area for thermal energy transfer white colour camouflage in the snow so prey do not see them coming and they get more to eat or so predators do not see them and they can escape large feet to spread weight over snow so they can run faster hibernate in winter to conserve energy stores allow heat loss for transfer of thermal energy 3-4 1-2 0

  25. 4.7 Ecology Organisation of an ecosystem In one area of the field there is a lot of grass growing in the same area as dandelions. Suggest why the dandelions may not grow well in this area.

  26. 4.7 Ecology Organisation of an ecosystem Level 2 (3 4 marks): A detailed and coherent explanation is given. Logical links between clearly identified relevant points are made to explain why dandelion growth may be limited. Level 1 (1 2 marks): Discrete relevant points are made. The logic may be unclear. 0 marks: No relevant content Indicative content factors that may be considered: competition for resources including: light water space mineral ions (allow nutrients / salts / ions from the soil) reference to why growth may be limited: (light) energy for photosynthesis water as a raw material for photosynthesis / support surface area exposed to light sugar / glucose produced in photosynthesis (space) to grow bigger (space) for growth of root system (mineral ions) for growth (mineral ions / sugar) for production of larger molecules or named example

  27. 4.7 Ecology - Biodiversity In the last 200 years the concentration of carbon dioxide in the Earth s atmosphere has risen. Explain how a rise in carbon dioxide concentration in the atmosphere can decrease biodiversity.

  28. 4.7 Ecology - Biodiversity Level 3 (5 6 marks): A full explanation is given that is coherent and logically structured, linking effect of increase in carbon dioxide to climate change and effects on biodiversity. Level 2 (3 4 marks): An attempt is made to link the effects of rising carbon dioxide levels to climate change and biodiversity. The logic may be inconsistent at times but builds towards a coherent explanation. Level 1 (1 2 marks): Discrete relevant points made. The logic may be unclear and attempts at reasoning may not be consistent. 0 marks: No relevant content. Indicative content rise in carbon dioxide increases atmospheric temperature / causes global warming global warming causes extreme weather patterns such as rise in sea levels increased or decreased rainfall frequency of storms / droughts rise in sea levels means habitats will change due to flooding rise in sea levels could increase salt in soil increased rainfall will increase water levels severity of storms / droughts could affect photosynthesis consequences of changes are loss of or damage to habitats which will affect animal and plant distributions by increasing migration or species dying off which decreases biodiversity

  29. Chemistry Paper 1 5.1 Atomic Structure and the Periodic Table Simple Model The Periodic Table 5.2 Bonding, structure and the Periodic Table Chemical Bonds Structure & Properties Bonding in Carbon 5.3 Quantitative Chemistry Making Salts 5.4 Chemical Changes Reactivity of metals Electrolysis 5.5 Energy Changes Exothermic and endothermic Paper 2 5.6 Rate and extent of chemical change Rates of Reaction 5.7 Organic Chemistry Carbon Compounds 5.8 Chemical Analysis Chromatography 5.9 Chemistry of the atmosphere Development of the atmosphere Global warming & the Greenhouse Effect Impact of atmospheric pollutants 5.10 Using Resources Potable Water Life Cycle Assessments

  30. 5.1 Atomic Structure and the Periodic Table Simple Model In 1864, atoms were thought to be particles that could not be divided up into smaller particles. By 1898, the electron had been discovered and the plum pudding model of an atom was proposed. Figure 2 shows the plum pudding model of an atom of carbon and the nuclear model of an atom of carbon. Compare the position of the subatomic particles in the plum pudding model with the nuclear model.

  31. 5.1 Atomic Structure and the Periodic Table Simple Model plum pudding model has a single ball of positive charge and nuclear model has positive charges in the centre / nucleus 1 plum pudding model has electrons in random positions and nuclear model has electrons in fixed positions 1 plum pudding model has no nucleus and the nuclear model has a nucleus 1 plum pudding model has no neutrons and the nuclear model has neutrons in the nucleus 1

  32. 5.1 Atomic Structure and the Periodic Table The Periodic Table The halogens are in Group 7 of the periodic table. Explain the trend in reactivity of the halogens.

  33. 5.1 Atomic Structure and the Periodic Table The Periodic Table Level 3 (5 6 marks): A relevant and coherent explanation of the trend in reactivity. The response makes logical links between the points raised and considers both the number of energy levels and the distance between the nucleus and the outer energy level. Level 2 (3 4 marks): Statements that are linked to provide a simple explanation of the trend in reactivity using either the number of energy levels or the distance between the nucleus and the outer energy level. Level 1 (1 2 marks): Simple statements made about the halogens or the trend in reactivity. 0 marks: No relevant comment Indicative content Simple statements / descriptions have 7 electrons in the outer shell need to gain an electron form ions with a -1 charge halogens further down the group are less reactive (or vice versa) halogens further down the group have more shells or energy levels (or vice versa) Linked statements / explanations have 7 electrons in the outer shell so need to gain an electron to have the electronic structure of a noble gas halogens further down the group are less reactive because they have more shells or energy levels (or vice versa) halogens further down the group have more shells or energy levels so less attractive force on the incoming electron (or vice versa) halogens further down the group have more shells or energy levels so more shielding against the incoming electron (or vice versa) outer electrons of halogens further down group are further away from the attractive force of the nucleus (or vice versa) an electron is less easily gained because there are more shells or energy levels (or vice versa) an electron is less easily gained because the outer electrons are further from the attractive force of the nucleus (or vice versa)

  34. 5.2 Bonding Structure and Properties of matter Chemical Bonds The figure below shows the electronic structure of an oxygen atom and a calcium atom. Describe how the calcium atom and the oxygen atom forms calcium oxide. You should give the charge on each ion formed.

  35. 5.2 Bonding Structure and Properties of matter Chemical Bonds calcium loses electrons and oxygen gains electrons max 3 for incorrect reference to atom / ion or to oxygen / oxide 1 two electrons are transferred 1 calcium has a 2+charge 1 oxide has a 2 charge 1

  36. 5.2 Bonding, Structure and Properties of matter How bonding relates to properties Explain why metals conduct electricity. Refer to structure and bonding in your answer.

  37. 5.2 Bonding, Structure and Properties of matter How bonding relates to properties giant structure of atoms 1 delocalised electrons 1 (delocalised electrons) are free to move 1 through the whole structure 1

  38. 5.2 Bonding, Structure and Properties of matter Bonding in Carbon Carbon nanotubes are cylindrical fullerenes. Explain the properties of carbon nanotubes. Answer in terms of structure and bonding.

  39. 5.2 Bonding, Structure and Properties of matter Bonding in Carbon Level 3 (5 6 marks): A detailed and coherent explanation applying knowledge of the properties of nanotubes, with clear and logical links to reasons why carbon nanotubes have these properties Level 2 (3 4 marks): Description contains relevant statements that demonstrate clear knowledge of the properties of nanotubes. Attempt made to link properties to explanation of why these properties occur, but logic may be unclear Level 1 (1 2 marks): Simple relevant statements of the properties of nanotubes, demonstrating knowledge, but no linking to an explanation of why these properties occur. 0 marks: No relevant content. Indicative content properties: high tensile strength high electrical / thermal conductivity high melting point explanations: nanotubes are fullerenes based on hexagonal rings of carbon atoms which means that each carbon forms three covalent bonds with three other carbon atoms covalent bonds are strong or need a lot of energy to break them so nanotubes are strong / have high tensile strength and have a high melting point the structure means that one electron from each carbon atom is delocalised as in metals and graphite, the delocalised electrons can move throughout the structure allowing the carbon nanotube / fullerene to conduct thermal energy and electricity

  40. 5.3 Quantitative Chemistry Making Salts The salt copper sulfate can be made by reacting copper carbonate with dilute sulfuric acid. CuCO3(s) + H2SO4(aq) CuSO4(aq) + H2O(l) + CO2(g) (a) sample of copper You do not need to write a risk assessment or include safety points. Write a method that a student could use to prepare a pure, dry

  41. 5.3 Quantitative Chemistry Making Salts Level 3 (5 6 marks): A full, detailed and coherent plan covering all the major steps is provided, which outlines the apparatus required and sets out the steps needed in a logical manner that could be followed by another person to produce a pure, dry sample of copper nitrate. Level 2 (3 4 marks): The substantive content of a plan is present but may be missing some steps. The plan may not be in a completely logical sequence but leads towards the production of a pure, dry sample of copper nitrate. Level 1 (1 2 marks): Simple statements relating to relevant apparatus or steps are made but they may not be in a logical order. The plan would not allow another person to produce the sample. 0 marks: No relevant content Indicative content pour a suitable volume of nitric acid into a suitable container add a small amount of copper carbonate to the acid and stir until the effervescence stops continue to add small amounts of copper carbonate to the acid and each time stir until any effervescence stops eventually when there is no reaction / effervescence when the copper carbonate is added filter the mixture to remove the excess copper carbonate pour the filtrate (copper nitrate solution) into an evaporating basin and heat to evaporate a small amount of the water leave the copper nitrate solution to crystallise remove the crystals from the solution remaining and dry the crystals

  42. 5.4 Chemical Changes Reactivity of metals, reactions of acids Magnesium reacts with hydrochloric acid to produce magnesium chloride and hydrogen. Plan an investigation to find the accurate volume of hydrogen produced from magnesium. You do not need to write about safety precautions.

  43. 5.4 Chemical Changes Reactivity of metals, reactions of acids Level 2: The plan would lead to the production of a valid outcome. All key steps are identified and logically sequenced. 4-6 Level 1: The plan would not lead to a valid outcome. Some relevant steps are identified, but links are not made clear. 1-3 No relevant content 0 Indicative content an ideal plan would be: use a rule to measure the length / use a balance to find the mass of the piece of magnesium put magnesium into conical flask use measuring cylinder for dilute hydrochloric acid add dilute hydrochloric acid to conical flask connect bung (& delivery tube) into conical flask measuring cylinder is filled with water and inverted / upside down in bowl of water OR uses a gas syringe hydrogen flows through a delivery / rubber tube into measuring cylinder wait until all magnesium reacts / use excess dilute hydrochloric acid record volume when bubbles stop other things they could mention: use accurate / 2 dp balance to collect gas use measuring cylinder / gas syringe with best resolution add bung quickly to ensure no gas escapes gas is collected in graduated apparatus (not test tube) repeat experiment (with same length / mass of magnesium) repeat at same temperature since volume of gas will be different

  44. 5.4 Chemical Change - Electrolysis A student investigated the electrolysis of different concentrations of sodium chloride solution. Figure 1 shows the apparatus used. Explain how chlorine gas is produced at the positive electrode.

  45. 5.4 Chemical Change - Electrolysis chloride ions are negatively charged 1 (and so are) attracted to the positive electrode 1 (at the electrode) the chloride ions lose electrons allow chloride ions are oxidised 1 to form chlorine atoms / molecules allow instead of last two marking points an answer of 2Cl Cl2+ 2e for 2 marks 1

  46. 5.5 Energy Changes Exothermic and endothermic Some students investigated the reactivity of four unknown metals, W, X, Y and Z. The letters are not the symbols of these elements. The students used metal salt solutions of copper nitrate, magnesium sulfate and zinc chloride. This is the method used. 1. Pour a solution of a metal salt into a glass beaker. 2. Measure the temperature of the solution. 3. Add 1 g of metal to the solution. 4. Measure the temperature of the solution. 5. Calculate the temperature increase. The students did the experiment using each salt solution with each metal. One student said that the investigation was not valid (a fair test). Write a plan for the investigation that includes improvements to the method and apparatus.

  47. 5.5 Energy Changes Exothermic and endothermic Level 2 (3 4 marks): A detailed and coherent plan covering all the steps. The steps include the improvements and are set out in a logical manner. Level 1 (1 2 marks): Simple statements of improvements to the apparatus or steps are made but they may not be set out in a logical manner. 0 marks: No relevant content Indicative content Simple statements stir the solution use the same amount of each solution use the same concentration of solution put insulation or a lid on the beaker measure how high temperature goes Coherent statements in a logical order pour a fixed, measured volume of the metal salt solution into a plastic / polystyrene cup measure and record the temperature of the solution stir and add 1 g of metal to the solution (put a lid on the cup) measure and record the temperature after a set time or measure and record the greatest / highest temperature calculate and record the temperature increase (repeat each individual experiment at least two more times and calculate the mean temperature increase)

  48. 5.6 Rate and extent of chemical change Rate of Reaction A student investigated the rate of the reaction between magnesium and dilute hydrochloric acid. The student used the apparatus shown in Figure 1 to collect the gas produced. Outline a plan to investigate how the rate of this reaction changed when the concentration of the hydrochloric acid was changed. Describe how you would do the investigation and the measurements you would make. Describe how you would make it a fair test. You do not need to write about safety precautions.

  49. 5.6 Rate and extent of chemical change Rate of Reaction Level 3 (5 6 marks): A coherent method is described with relevant detail, which demonstrates a broad understanding of the relevant scientific techniques and procedures. The steps in the method are logically ordered with the dependent and control variables correctly identified. The method would lead to the production of valid results. Level 2 (3 4 marks): The bulk of a method is described with mostly relevant detail, which demonstrates a reasonable understanding of the relevant scientific techniques and procedures. The method may not be in a completely logical sequence and may be missing some detail. Level 1 (1 2 marks): Simple statements are made which demonstrate some understanding of some of the relevant scientific techniques and procedures. The response may lack a logical structure and would not lead to the production of valid results. 0 marks: No relevant content Indicative content remove bung and add magnesium start stopclock / timer measure volume of gas at fixed time intervals repeat with different concentrations of acid control volume of acid control initial temperature of acid control amount / mass / length / particle size of magnesium

  50. 5.7 Organic Chemistry Carbon Compounds The diagram shows the separation of crude oil in a fractionating column. Explain how crude oil is separated into different fractions by fractional distillation.

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