Sc Science tests - SATs paperssatspapers.org/KS3 Tests/Key Stage 3 SATs - Y7 8 9/KS3 Science... ·...
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2004 KEY STAGE 3 LEVELS 3–7 Sc 2004 Science tests Mark scheme for Papers 1 and 2 department for education and skills creating opportunity, releasing potential, achieving excellence satspapers.org
Transcript of Sc Science tests - SATs paperssatspapers.org/KS3 Tests/Key Stage 3 SATs - Y7 8 9/KS3 Science... ·...
2004
KEY STAGE
3LEVELS
3–7
Sc
2004
Science tests
Mark scheme forPapers 1 and 2
department for
education and skillscreating opportunity, releasing potential, achieving excellence
satspapers.org
2
Introduction
The test papers will be marked by external markers. The markers will follow the mark
scheme in this booklet, which is provided here to inform teachers.
This booklet includes the mark scheme for paper 1 and paper 2 in both tiers.
The structure of the mark scheme for tiers 3–6 and 5–7
The mark scheme for each question shows:
■ the teaching points from 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 answers expected, indicated by an asterisk;
■ additional guidance to assist markers in making professional judgements.
When a question appears in an identical form in both tiers, the answers to the question
are given only once in the mark scheme. For clarity, both question numbers are given.
The following example, from tier 3–6 paper 1 question 11 and from tier 5–7 paper 1
question 2, illustrates this.
2004 KS3 Science Mark Scheme Tiers 3–6 and 5–7 Introduction
Tier Q No3–6 115–7 2
Part Mark Answer Accept Additional guidance
a 11/2h
b 11/2k
accept ‘his heart rate or pulsewent up’accept ‘it shows his heart ratewent up’accept ‘the graph shows hisheart rate changed’accept ‘the line goes up orchanged’accept ‘the points get higher’
* his heart rate went up after he drank some cola
‘he wanted to know his heartrate before he drank his cola’is insufficient as this is givenin the question
accept ‘to get a reading ofheart rate when relaxed’accept ‘to make sure his heartrate was steady’accept ‘to see if there wasany change’accept ‘so he could find outhis normal heart rate’accept ‘to get a reliablereading of his pulse rate’accept ‘to find the average’
any one from:* to allow his resting pulse
rate to be determined* to compare his pulse before
and after drinking the cola* so he would know if it had
changed
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Where more than one answer is acceptable, this is indicated in the mark scheme by
‘any one from’. Each possible correct answer is marked with an asterisk. In some cases,
alternative answers are indicated by ‘or’.
In the following example from part (a) (ii) of tier 5–7 paper 2 question 13, an answer
giving ‘alcohol increases the reaction time’ and ‘alcohol reduces co-ordination’ will be
awarded two marks. However, an answer which gives ‘alcohol reduces co-ordination’
and ‘they would feel dizzy’ will be given only one mark, as both points are correct
answers for the same mark.
In the following example, from part (a) of tier 3–6 paper 1 question 17 and tier 5–7
question 8, the statement in bold type in the ‘Additional guidance’ column is given in
order to indicate the general requirement of that part of the question.
In the ‘Accept’ column there may be:
■ examples of answers which are acceptable, although they do not correspond exactly
to the expected answers;
■ some examples of higher level answers, which could be given by higher attaining
pupils answering questions on the lower levels in the tier.
2004 KS3 Science Mark Scheme Tiers 3–6 and 5–7 Introduction
3
Part Mark Answer Accept Additional guidance
a ii 22/2m ‘it slows them down’ is
insufficientaccept ‘it slows reactions’ or‘it slows the reaction time’accept ‘they would feel dizzy’
accept ‘they would be sleepyor drowsy’
accept ‘alcohol makes themlose more heat’accept ‘it causes blurredvision’
any two from:* alcohol increases the
reaction time* alcohol reduces
co-ordination* alcohol causes or increases
errors of judgement* alcohol reduces
concentration
Part Mark Answer Accept Additional guidance
a 24/1a
both marks should only beawarded if the circuit is correct
award one mark if all threebulbs are drawn in parallel orall in series
* one mark for B and C inseries
* one mark for A in parallelwith B and C, for example
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4
In the ‘Additional guidance’ column there may be:
■ answers which are not acceptable;
■ a reminder, in questions involving calculations, that consequential marking may
be used;
■ instructions on action in the event of consequential marking (see below);
■ guidance to markers where pupils have not followed the instructions on the question.
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 will be marked and the mark for each part
recorded in the mark box alongside that part. Half marks will not be given in any
question.
The total number of marks awarded for all the parts of questions on a double page will
be written in the box at the bottom of the right-hand page. In some instances, this will
be the sum of marks awarded for two questions. The total number of marks obtained
on the paper will be recorded on the front of the test paper.
The total number of marks available is 180 in tier 3–6 and 150 in tier 5–7.
Using professional judgement in marking
The instructions given in the mark scheme will enable the markers 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, markers will apply their professional
judgement to decide if credit should be given. They will consider whether the response:
■ is equivalent to those listed;
■ conveys the ideas underlying the question as outlined in the statement in
bold type in the mark scheme, if one is given.
If any doubt persists, markers will consult with their supervisors for guidance.
Marking misspellings of words
If a pupil misspells a word, markers will 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 will be accepted and the mark awarded;
■ if a pupil misspells a word copied from the text of the question or from a selection
given, and the new word does not have any inappropriate meaning, the incorrect
spelling will be accepted and the mark awarded;
■ if specific scientific vocabulary is required in the answer, a creditworthy misspelling
must be a phonetic equivalent of the required word, with the major syllables of the
correct word represented in the answer.
2004 KS3 Science Mark Scheme Tiers 3–6 and 5–7 Introductionsatspapers.org
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, the mark will 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, while correct, would be insufficient for the mark. In these cases, the
mark will 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 will 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’ column;
■ a pupil’s result for the first calculation is treated as the starting point for the
second;
■ the pupil is awarded full credit for the second calculation if it is carried out
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.
Markers will 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 will
be given credit for their responses.
Awarding levels
The sum of the marks gained on both papers determines the level awarded. A copy of
the level threshold tables which show the mark ranges for the award of different levels
will be sent to each school by QCA in July 2004.
Schools will be notified of pupils’ results by means of a marksheet, which will be
returned to schools by the External Marking Agency with the pupils’ marked scripts.
The marksheet will include pupils’ scores on the test papers and the levels awarded.
The 2004 key stage 3 science tests and mark schemes were developed by the
University of Cambridge Local Examinations Syndicate and the Centre for Research
into Primary Science and Technology (CRIPSAT) on behalf of QCA.
2004 KS3 Science Mark Scheme Tiers 3–6 and 5–7 Introduction
5
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2004 KS3 Science Mark Scheme Tiers 3–6 and 5–7 Introduction
TIER 3–6 Paper 1 TIER 3–6 Paper 2
Q Sc1 Sc2 Sc3 Sc4 Q Sc1 Sc2 Sc3 Sc4
1 5 1 4
2 6 2 2 3
3 4 3 4
4 6 4 4
5 2 2 5 5
6 5 6 4
7 5 7 6
8 1 2 8 6
9 7 9 7
10 1 4 10 5
11 4 11 2 3
12 6 12 7
13 5 13 1 6
14 4 14 5
15 5 1 15 5
16 8 16 7
17 4 17 4
18 3 Total
Total
TotalP1 + 2 46 47
Overall
180
18 19 21 32
28 28 19 15
2
1 4
5
1
1
3
1
4
47 40
Mark Allocation Grid: Tier 3–6
satspapers.org
2004 KS3 Science Mark Scheme Tiers 3–6 and 5–7 Introduction
7
TIER 5–7 Paper 1 TIER 5–7 Paper 2
Q Sc1 Sc2 Sc3 Sc4 Q Sc1 Sc2 Sc3 Sc4
1 1 4 1 5
2 4 2 2 3
3 6 3 7
4 5 4 1 6
5 4 5 5
6 5 1 6 5
7 8 7 7
8 4 8 4
9 3 9 4
10 4 10 2 3
11 3 3 11 5
12 6 12 6
13 5 13 4
14 4 14 5 1
15 5 Total 30 18 12
Total
TotalP1 + 2 42 35 37 36
150
12 17 25 21
Overall
15
The requirements of the Introduction to the Programme of Study apply across Sc1, Sc2, Sc3 and Sc4.
The Mark Allocation Grids on this pair of pages show the context of these questions in relation to Sc1, Sc2, Sc3 and Sc4.
Mark Allocation Grid: Tier 5–7
satspapers.org
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2004 KS3 Science Mark Scheme Tier 3–6 Paper One
[Blank page]
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2004
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2004
KS
3 S
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11
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12
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2004
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3 S
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Sch
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Tie
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On
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3 S
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Sch
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Tie
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6 P
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On
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Q N
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Par
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An
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Q N
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Tie
r3–
6
Par
tM
ark
An
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Acc
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Ad
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are
1 1
d i
1/2i
d ii
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answ
ers
mus
t in
dica
te t
hat
the
cros
s sh
ows
whe
n th
e te
asar
e th
e sa
me
colo
ur o
ral
low
s a
mea
sure
men
t to
be
mad
e
‘it m
ade
it fa
ir’is
insu
ffici
ent
acce
pt ‘a
s so
on a
s it
has
gone
the
y st
oppe
dtim
ing’
acce
pt ‘s
o th
ey k
now
how
long
it t
akes
’ac
cept
‘the
cro
ss le
t th
em s
ee w
hen
the
tea
prod
uced
by
the
3 ba
gs w
as t
he s
ame’
acce
pt ‘s
o th
ey c
ould
sto
p at
the
rig
ht t
ime’
acce
pt ‘i
t te
lls t
hem
whe
n th
ey h
ave
diss
olve
d th
e sa
me’
any
on
efr
om*
it al
low
ed t
hem
to
com
pare
the
tim
es fo
rdi
ffere
nt t
ea b
ags
* it
told
the
m w
hen
the
mea
sure
men
t w
asco
mpl
eted
* so
the
y kn
ew w
hen
to s
top
1c
1/2h
cred
it m
ay b
e gi
ven
for
answ
ers
whi
ch,
alth
ough
not
accu
rate
, im
ply
that
the
wat
er is
at a
hig
h te
mpe
ratu
re e
g ‘it
is n
early
boi
ling’
acce
pt ‘i
t is
ver
y ho
t’ac
cept
‘to
avoi
d sp
illin
g’*
to a
void
sca
ldin
g o
rbu
rnin
g th
emse
lves
1b
1/2f
acce
pt t
he c
onve
rse
of a
ny m
arki
ng p
oint
acce
pt a
sta
tem
ent
refe
rrin
g to
any
of
the
poin
ts in
the
seco
nd p
lan
acce
pt a
nsw
ers
whi
ch d
escr
ibe
a co
nseq
uenc
e of
the
tes
tno
t be
ing
fair
acce
pt a
des
crip
tion
whi
ch id
entif
ies
a fa
ctor
to
be k
ept
cons
tant
acce
pt ‘t
he s
econ
d pl
an in
clud
es a
ppar
atus
to
be
used
or
a m
easu
rem
ent
or
aco
mpa
rison
’
any
on
efr
om*
it de
scrib
es h
ow t
hey
will
car
ry o
ut t
heir
inve
stig
atio
n*
it ha
s m
ore
info
rmat
ion
or
deta
il*
it in
clud
es a
fair
test
* it
incl
udes
mea
sure
men
t
1a
1/2a
satspapers.org
2004
KS
3 S
cien
ce M
ark
Sch
eme
Tie
r 3–
6 P
aper
On
e
16
Q N
o7
Tie
r3–
6
Par
tM
ark
An
swer
Acc
ept
Ad
dit
ion
al g
uid
ance
Tota
l5
acce
pt ‘t
o st
op t
he b
atte
ries
runn
ing
dow
n’
acce
pt ‘t
o st
op t
he c
onta
cts
com
ing
toge
ther
’
any
on
efr
om*
it st
oppe
d cu
rren
t fr
om f
low
ing
* pa
per
does
not
con
duct
or
is a
n in
sula
tor
* th
e ci
rcui
t w
as b
roke
n o
rin
com
plet
e*
so t
hat
the
circ
uit
can
be c
ompl
eted
1c
4/1b
‘the
bulb
is n
ot c
onne
cted
pro
perly
’is
insu
ffici
ent
‘turn
the
bat
terie
s ro
und’
is in
suffi
cien
tth
e m
ark
may
be
awar
ded
for
a de
scrip
tion
of t
hefa
ult
eg ‘b
oth
batte
ries
are
the
sam
e w
ay u
p’
acce
pt ‘t
he c
oil i
s br
oken
’
acce
pt ‘t
urn
a ba
ttery
rou
nd’
acce
pt ‘t
urn
the
batte
ry’
acce
pt ‘p
ut t
he b
atte
ries
in t
he r
ight
way
’
any
on
efr
om*
the
bulb
is b
roke
n o
rbl
own
* th
e fil
amen
t is
bro
ken
* tu
rn o
ne o
f th
e ce
lls a
roun
d
1 1
b i
4/1b b ii
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a m
ark
may
be
awar
ded
for
any
corr
ectly
conn
ecte
d ci
rcui
t dr
awn
with
str
aigh
t o
rcu
rved
wire
saw
ard
a m
ark
for
a co
rrec
t ci
rcui
t di
agra
m in
whi
ch t
he p
upil
has
draw
n th
e sy
mbo
ls in
stea
d of
conn
ectin
g th
e pr
inte
d sy
mbo
ls
acce
pt ‘t
he c
onta
cts
cam
e to
geth
er’
acce
pt
any
on
efr
om*
it le
t th
e cu
rren
t o
rel
ectr
icity
flo
w*
curr
ent
coul
d flo
w t
hrou
gh t
he b
ulb
* it
com
plet
ed t
he c
ircui
t
* al
l thr
ee c
ompo
nent
s m
ust
be c
orre
ctly
conn
ecte
d in
ser
ies
1 1
a i
4/1a a ii
4/1a
satspapers.org
2004
KS
3 S
cien
ce M
ark
Sch
eme
Tie
r 3–
6 P
aper
On
e
17
Q N
o8
Tie
r3–
6
Par
tM
ark
An
swer
Acc
ept
Ad
dit
ion
al g
uid
ance
* *
Tota
l3
don
ot
acce
pt‘th
e co
mpa
sses
or
the
expe
rimen
to
rit
wou
ld n
ot w
ork’
acce
pt ‘t
hey
wou
ld n
ot p
oint
to
the
alum
iniu
m’
acce
pt ‘t
hey
wou
ld a
ll po
int
nort
h o
rup
or
dow
n’ac
cept
‘the
y w
ould
poi
nt t
he s
ame
way
or
in t
hesa
me
dire
ctio
n’ac
cept
‘the
y w
ould
go
back
to
how
the
y w
ere’
any
on
efr
om*
noth
ing
* th
ey w
ould
bot
h po
int
tow
ards
mag
netic
nor
th
1c
3/1d
all f
ou
rpo
les
mus
t be
cor
rect
for
the
mar
kN
SN
S1
b4/
1d
all f
ou
rpo
les
mus
t be
cor
rect
for
the
mar
kS
NS
N1
a4/
1d
satspapers.org
2004
KS
3 S
cien
ce M
ark
Sch
eme
Tie
r 3–
6 P
aper
On
e
18
Q N
o9
Tie
r3–
6
Par
tM
ark
An
swer
Acc
ept
Ad
dit
ion
al g
uid
ance
if m
ore
than
one
box
is t
icke
d, a
war
d no
mar
k*
4 ho
urs
✓1
d ii
4/4a
B
C
A
acce
pt a
ny p
oint
with
in t
he t
oler
ance
s sh
own
* po
int
A m
arke
d ha
lfway
bet
wee
n 5.
00 a
m a
nd1.
00 p
m1
d i
4/4a
if m
ore
than
one
box
is t
icke
d, a
war
d no
mar
k*
the
Sun
✓1
c4/
4d
acce
pt ‘t
o lo
ok a
t th
e w
eath
er’
acce
pt ‘t
elep
hone
’or
‘inte
rnet
’
acce
pt ‘H
ubbl
e te
lesc
ope’
acce
pt ‘t
o fin
d ou
t m
ore
abou
t th
e un
iver
se’
acce
pt ‘n
avig
atio
n’ac
cept
‘mon
itorin
g th
e E
arth
’ac
cept
‘sea
rchi
ng fo
r m
eteo
rs o
rco
met
s’
any
on
efr
om*
wea
ther
fore
cast
ing
* co
mm
unic
atio
ns*
tele
visi
on o
rT
V*
spyi
ng*
spac
e te
lesc
ope
* gl
obal
pos
ition
ing
syst
em o
rG
PS
1b
4/4e
answ
ers
mus
t be
in t
he c
orre
ct o
rder
if al
l thr
ee a
nsw
ers
are
corr
ect,
awar
d tw
o m
arks
if on
e o
rtw
o an
swer
s ar
e co
rrec
t, aw
ard
one
mar
k
*E
arth
:B
*S
un:
A*
Moo
n:C
2a
4/4b
satspapers.org
2004
KS
3 S
cien
ce M
ark
Sch
eme
Tie
r 3–
6 P
aper
On
e
19
Q N
o9
Tie
r3–
6
Par
tM
ark
An
swer
Acc
ept
Ad
dit
ion
al g
uid
ance
Tota
l7
B
C
igno
re a
rrow
sth
e lin
e m
ust
star
t an
d fin
ish
on t
he h
oriz
ondo
no
tac
cept
a cu
rve
whi
ch b
egin
s or
fin
ishe
s at
the
sam
e po
ints
as
the
exis
ting
curv
e
* a
curv
e be
low
the
prin
ted
line
at a
ll po
ints
1e
4/4a
satspapers.org
2004
KS
3 S
cien
ce M
ark
Sch
eme
Tie
rs 3
–6 a
nd
5–7
Pap
er O
ne
20
[Bla
nk
pag
e]
satspapers.org
2004
KS
3 S
cien
ce M
ark
Sch
eme
Tie
rs 3
–6 a
nd
5–7
Pap
er O
ne
21
Q N
o10 1
Tie
r3–
65–
7
Par
tM
ark
An
swer
Acc
ept
Ad
dit
ion
al g
uid
ance
Tota
l5
‘mak
e th
e fo
etus
ill’
is in
suffi
cien
t
don
ot
acce
pt‘th
e ba
by g
ets
no o
xyge
n’do
no
tac
cept
‘the
baby
get
s no
food
’‘le
ss b
lood
to
foet
us’i
s in
suffi
cien
t
acce
pt ‘k
ill t
he fo
etus
’
acce
pt ‘n
ot e
noug
h fo
od’
any
on
efr
om*
brai
n da
mag
e*
low
bir
th w
eigh
t*
prem
atur
e bi
rth
or
mis
carr
iage
* le
ss o
rno
t en
ough
oxy
gen
* le
ss o
rno
t en
ough
nut
rient
s*
build
up
of c
arbo
n di
oxid
e o
rC
O2
or
was
te
1e
2/2h
any
on
efr
om*
liver
* ki
dney
* br
ain
* he
art
1d
2/2m
don
ot
acce
pt‘la
rge
inte
stin
e’ac
cept
‘int
estin
e’*
smal
l int
estin
e1
c2/
2c
if m
ore
than
one
box
is t
icke
d, a
war
d no
mar
k*
It in
crea
ses
the
time
take
n to
rea
ct.
✓1
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2m
acce
pt a
nsw
ers
from
3.4
to
3.6
* 3.
51
a1/
2k
satspapers.org
2004
KS
3 S
cien
ce M
ark
Sch
eme
Tie
rs 3
–6 a
nd
5–7
Pap
er O
ne
22
Q N
o11 2
Tie
r3–
65–
7
Par
tM
ark
An
swer
Acc
ept
Ad
dit
ion
al g
uid
ance
acce
pt ‘Y
asm
in is
mor
e sp
ecifi
c o
rm
ore
deta
iled’
acce
pt ‘H
arry
doe
sn’t
say
wha
t th
e ef
fect
is’
acce
pt ‘H
arry
’s c
oncl
usio
n co
uld
mea
n th
at
his
hear
t ra
te w
as s
low
er’
any
on
efr
om*
Yasm
in’s
con
clus
ion
desc
ribes
how
it
affe
cted
his
hea
rt r
ate
whi
le H
arry
’s ju
st
says
it a
ffect
ed h
is h
eart
rat
e*
Yasm
in’s
con
clus
ion
desc
ribes
the
di
rect
ion
of t
he c
hang
e in
his
hea
rt r
ate
* Ya
smin
’s c
oncl
usio
n de
scrib
es h
ow h
is
hear
t ra
te c
hang
ed
1c
1/2o
acce
pt ‘h
is h
eart
rat
e o
rpu
lse
wen
t up
’ac
cept
‘it
show
s hi
s he
art
rate
wen
t up
’ac
cept
‘the
gra
ph s
how
s hi
s he
art
rate
ch
ange
d’ac
cept
‘the
line
goe
s up
or
chan
ged’
acce
pt ‘t
he p
oint
s ge
t hi
gher
’
* hi
s he
art
rate
wen
t up
afte
r he
dra
nk s
ome
cola
1b
1/2k
‘he
wan
ted
to k
now
his
hea
rt r
ate
befo
re h
e dr
ank
his
cola
’is
insu
ffici
ent a
s th
is is
giv
en in
the
ques
tion
acce
pt ‘t
o ge
t a
read
ing
of h
eart
rat
e w
hen
rela
xed’
acce
pt ‘t
o m
ake
sure
his
hea
rt r
ate
was
st
eady
’ac
cept
‘to
see
if th
ere
was
any
cha
nge’
acce
pt ‘s
o he
cou
ld f
ind
out
his
norm
al
hear
t ra
te’
acce
pt ‘t
o ge
t a
relia
ble
read
ing
of h
ispu
lse
rate
’ac
cept
‘to
find
the
aver
age’
any
on
efr
om*
to a
llow
his
res
ting
puls
e ra
te t
o be
de
term
ined
* to
com
pare
his
pul
se b
efor
e an
d af
ter
drin
king
the
col
a*
so h
e w
ould
kno
w if
it h
ad c
hang
ed
1a
1/2h
satspapers.org
2004
KS
3 S
cien
ce M
ark
Sch
eme
Tie
rs 3
–6 a
nd
5–7
Pap
er O
ne
23
Q N
o11 2
Tie
r3–
65–
7
Par
tM
ark
An
swer
Acc
ept
Ad
dit
ion
al g
uid
ance
Tota
l4
‘to s
ee if
som
ethi
ng e
lse
had
an e
ffect
’is
insu
ffici
ent
acce
pt ‘y
ou w
ould
kno
w if
it w
as b
ubbl
esth
at h
ad a
n ef
fect
’ac
cept
‘usi
ng m
ore
or
diffe
rent
drin
ks w
ould
give
mor
e ev
iden
ce’
any
on
efr
om*
drin
king
fiz
zy w
ater
wou
ld b
e a
cont
rol
* it
wou
ld e
nabl
e th
em t
o se
e w
heth
er
fizzi
ness
or
spar
klin
g dr
inks
wou
ld h
ave
an e
ffect
* it
wou
ld a
llow
the
m t
o se
e if
carb
on d
ioxi
de o
rca
rbon
atio
n ha
s an
effe
ct*
it w
ould
sho
w it
was
som
ethi
ng e
lse
in
cola
tha
t ha
d an
effe
ct
1d
1/2d
satspapers.org
2004
KS
3 S
cien
ce M
ark
Sch
eme
Tie
rs 3
–6 a
nd
5–7
Pap
er O
ne
24
Q N
o12 3
Tie
r3–
65–
7
Par
tM
ark
An
swer
Acc
ept
Ad
dit
ion
al g
uid
ance
Tota
l6
if m
ore
than
one
box
is t
icke
d, a
war
d no
mar
k
* ca
rbon
dio
xide
+ w
ater
→
gluc
ose
+ *
oxy
gen
* to
pro
vide
ene
rgy
✓
1 1 1
d i
2/3b d ii
2/2d
acce
pt t
he c
onve
rse
* th
e m
ore
inse
cts
ther
e ar
e o
rfo
od t
here
is t
hem
ore
bact
eria
the
re w
ill b
e1
c2/
2n
‘to a
ttrac
t in
sect
s’is
insu
ffici
ent
any
on
efr
om*
they
pre
vent
inse
cts
or
flies
fro
m c
raw
ling
out
* in
sect
s sl
ide
in*
they
mak
e it
diffi
cult
for
them
to
craw
l out
1b
2/5c
‘root
’is
insu
ffici
ent
* ro
ot h
air
1a
2/3d
satspapers.org
2004
KS
3 S
cien
ce M
ark
Sch
eme
Tie
rs 3
–6 a
nd
5–7
Pap
er O
ne
25
Q N
o13 4
Tie
r3–
65–
7
Par
tM
ark
An
swer
Acc
ept
Ad
dit
ion
al g
uid
ance
Tota
l5
answ
ers
may
be
in e
ither
ord
er*
zinc
chl
orid
e +
* hy
drog
en1 1
b3/
3a3/
1f
bo
thth
e an
swer
and
the
rea
son
are
requ
ired
for
the
mar
k
bo
thth
e an
swer
and
the
rea
son
are
requ
ired
for
the
mar
k
don
ot
acce
pt‘m
akes
it m
ore
alka
line’
acce
pt ‘C
O2’
acce
pt ‘i
t to
ok m
ost
drop
s’o
r‘it
too
k 16
0’
acce
pt ‘n
o dr
ops
or
alka
li w
ere
need
ed’
acce
pt ‘t
here
was
no
chan
ge’
acce
pt ‘i
t m
akes
it le
ss a
cidi
c’ac
cept
‘it
mak
es it
pH
7’
acce
pt ‘i
t fo
rms
a sa
lt’
* ca
rbon
dio
xide
any
on
efr
om*
it to
ok m
ore
or
mos
t al
kali
to n
eutr
alis
e it
or
toch
ange
the
col
our
of t
he in
dica
tor
back
to
gree
n
* ai
r*
it di
d no
t ch
ange
the
col
our
of t
he in
dica
tor
or
the
pH o
f th
e so
lutio
n
any
on
efr
om*
neut
ralis
es it
* it
rais
es t
he p
H
1 1 1
a i
3/3d
1/2k a ii
3/3d
a iii
3/3e
satspapers.org
2004
KS
3 S
cien
ce M
ark
Sch
eme
Tie
rs 3
–6 a
nd
5–7
Pap
er O
ne
26
Q N
o14 5
Tie
r3–
65–
7
Par
tM
ark
An
swer
Acc
ept
Ad
dit
ion
al g
uid
ance
Tota
l4
‘it is
wat
erpr
oof’
is in
suffi
cien
tan
y o
ne
from
* it
is in
solu
ble
in w
ater
* w
ater
is n
ot a
sol
vent
for
the
pain
t*
it di
ssol
ves
in w
hite
spi
rit*
whi
te s
pirit
is a
sol
vent
for
the
pain
t
1b
3/2b
if m
ore
than
one
box
is t
icke
d, a
war
d no
mar
k
if m
ore
than
one
box
is t
icke
d, a
war
d no
mar
k
don
ot
acce
pt‘s
olid
par
ticle
s ar
e he
avy’
with
out
aco
mpa
rison
or
qual
ifier
eg
‘too
heav
y’ac
cept
‘it
is h
eavi
er t
han
the
liqui
d o
rth
e pa
int’
acce
pt ‘t
he s
olid
par
ticle
s ar
e m
ore
dens
e o
rhe
avie
r o
rto
o he
avy’
acce
pt ‘t
he s
olid
is d
ense
r’ac
cept
‘the
liqu
id is
less
den
se’o
r‘th
e liq
uid
islig
hter
’
* a
mix
ture
✓
* a
com
poun
d✓
any
on
efr
om*
they
are
den
ser
than
the
liqu
id
* th
e liq
uid
is le
ss d
ense
tha
n th
e so
lid
1 1 1
a i
3/1g a ii
3/1e
a iii
3/1a
satspapers.org
2004
KS
3 S
cien
ce M
ark
Sch
eme
Tie
rs 3
–6 a
nd
5–7
Pap
er O
ne
27
Q N
o15 6
Tie
r3–
65–
7
Par
tM
ark
An
swer
Acc
ept
Ad
dit
ion
al g
uid
ance
Tota
l6
acce
pt ‘t
he w
ater
is n
ot h
ot e
noug
h’
acce
pt ‘s
tear
ic a
cid
has
a ve
ry h
igh
boili
ng p
oint
’
any
on
efr
om*
the
boili
ng p
oint
of
wat
er is
less
tha
n th
at o
fst
earic
aci
d*
wat
er c
ould
not
tra
nsfe
r en
ough
ene
rgy
* th
e m
axim
um t
empe
ratu
re o
f w
ater
is 1
00°C
* it
cann
ot g
et h
ot e
noug
h
1c
3/1a
if m
ore
than
one
box
is t
icke
d, a
war
d no
mar
k*
cond
uctio
n✓
1b
4/5f
acce
pt a
nsw
ers
from
54
to 5
6
* B
* 55
*po
int
A:so
lid*
poin
t D
:liq
uid
1 1 1 1
a i
3/2c a ii
3/2c
a iii
3/2c
satspapers.org
2004
KS
3 S
cien
ce M
ark
Sch
eme
Tie
rs 3
–6 a
nd
5–7
Pap
er O
ne
28
Q N
o16 7
Tie
r3–
65–
7
Par
tM
ark
An
swer
Acc
ept
Ad
dit
ion
al g
uid
ance
Tota
l8
the
last
tw
o an
swer
s m
ay b
e in
eith
er o
rder
acce
pt ‘h
eat’
* ki
netic
* so
und
* th
erm
al
1 1 1
c4/
5e4/
5g
acce
pt ‘w
eigh
t’
acce
pt ‘a
ir re
sist
ance
’
* gr
avity
or
grav
itatio
nal f
orce
any
on
efr
om*
fric
tion
* dr
ag*
wat
er r
esis
tanc
e
1 1
b i
4/2c b ii
4/2d
answ
ers
may
be
in e
ither
ord
erb
oth
answ
ers
are
requ
ired
for
the
mar
k*
A a
ndF
* A
* E
1 1 1
a i
4/5e a ii
4/5e
a iii
4/5e
satspapers.org
2004
KS
3 S
cien
ce M
ark
Sch
eme
Tie
rs 3
–6 a
nd
5–7
Pap
er O
ne
29
Q N
o17 8
Tie
r3–
65–
7
Par
tM
ark
An
swer
Acc
ept
Ad
dit
ion
al g
uid
ance
Tota
l4
acce
pt a
lette
r S
in a
ny p
art
of t
he c
ircui
t if
the
thre
e bu
lbs
are
draw
n in
ser
ies
* a
lette
r S
in a
ny p
art
of t
he c
ircui
t be
fore
itbr
anch
es1
c4/
1a
bo
thth
e le
tter
and
the
reas
on a
re r
equi
red
for
the
mar
k
answ
ers
shou
ld c
onve
y th
e id
ea t
hat
ener
gy o
rvo
ltage
is s
hare
d be
twee
n B
and
C b
ut A
is n
otsh
arin
g en
ergy
or
volta
ge
acce
pt ‘t
he o
ther
s ha
ve le
ss c
urre
nt p
assi
ngth
roug
h th
em’
acce
pt ‘A
has
a g
reat
er v
olta
ge a
cros
s it’
acce
pt ‘B
and
C h
ave
less
vol
tage
acr
oss
them
’ac
cept
‘the
re is
less
res
ista
nce
in t
he t
op o
rA
bran
ch o
f th
e ci
rcui
t’ac
cept
‘the
oth
ers
are
in s
erie
s’
* A
any
on
efr
om*
it ha
s m
ore
curr
ent
pass
ing
thro
ugh
it
* A
has
3 V
acr
oss
it an
d B
and
C h
ave
1.5
Vac
ross
the
m*
A h
as t
wic
e th
e vo
ltage
of
B o
rC
* be
caus
e it
is d
irect
ly c
onne
cted
to
the
supp
ly
1b
4/1b
awar
d on
e m
ark
if al
l thr
ee b
ulbs
are
dra
wn
inpa
ralle
l or
all i
n se
ries
bo
thm
arks
sho
uld
only
be
awar
ded
if th
e ci
rcui
tis
cor
rect
* on
e m
ark
for
B a
nd C
in s
erie
s*
one
mar
k fo
r A
in p
aral
lel w
ith B
and
Cfo
r ex
ampl
e
1 1a
4/1a
satspapers.org
2004
KS
3 S
cien
ce M
ark
Sch
eme
Tie
rs 3
–6 a
nd
5–7
Pap
er O
ne
30
Q N
o18 9
Tie
r3–
65–
7
Par
tM
ark
An
swer
Acc
ept
Ad
dit
ion
al g
uid
ance
Tota
l3
acce
pt ‘i
t sp
lits
into
tw
o ra
ys’o
r‘it
spl
its’
any
on
efr
om*
not
all t
he li
ght
is r
efle
cted
* so
me
of t
he li
ght
is r
efra
cted
* so
me
of t
he li
ght
is a
bsor
bed
* lig
ht is
sca
ttere
d by
the
gla
ss
1b
4/5g
answ
ers
may
be
in e
ither
ord
erb
oth
answ
ers
are
requ
ired
for
the
mar
k*
A a
ndC
any
on
efr
om*
B*
D
1 1
a i
4/3c a ii
4/3d
satspapers.org
2004
KS
3 S
cien
ce M
ark
Sch
eme
Tie
r 5–
7 P
aper
On
e
31
Q N
o10
Tie
r5–
7
Par
tM
ark
An
swer
Acc
ept
Ad
dit
ion
al g
uid
ance
Tota
l4
‘the
mot
her
feed
s th
e pu
p’is
insu
ffici
ent
acce
pt ‘t
hrou
gh t
he u
mbi
lical
cor
d’ac
cept
‘fro
m t
he m
othe
r’s b
lood
’
acce
pt ‘t
hrou
gh t
he m
amm
ary
glan
ds’
acce
pt ‘t
he m
othe
r br
east
feed
s th
e pu
p’ac
cept
‘the
mot
her
feed
s th
e pu
p he
rsel
f’
* th
roug
h th
e pl
acen
ta
* in
milk
1 1
b i
2/2h
2/5f
b ii
2/2a
2/5f
acce
pt ‘D
DT
incr
ease
s up
the
food
cha
in’
acce
pt ‘t
he h
eron
get
s al
l the
DD
T in
the
oth
eran
imal
s’ac
cept
‘the
her
on is
at
the
top
of t
he fo
od c
hain
’ac
cept
‘DD
T is
not
exc
rete
d’ac
cept
‘DD
T r
emai
ns in
the
bod
y’ac
cept
‘DD
T is
sto
red
in t
he b
ody’
any
on
efr
om*
each
ani
mal
eat
s lo
ts o
f th
e or
gani
sm
belo
w it
in t
he fo
od c
hain
* D
DT
is n
ot e
asily
exc
rete
d*
DD
T is
not
bro
ken
dow
n
1a
ii2/
5f
four
box
es m
ust
be d
raw
n, d
ecre
asin
g in
wid
thto
war
ds t
he t
op,
and
all l
abel
s m
ust
be c
orre
ct fo
rth
e m
ark
hero
n
fish
daph
nia
chla
myd
omon
as
*1
a i
2/5e
satspapers.org
2004
KS
3 S
cien
ce M
ark
Sch
eme
Tie
r 5–
7 P
aper
On
e
32
Q N
o11
Tie
r5–
7
Par
tM
ark
An
swer
Acc
ept
Ad
dit
ion
al g
uid
ance
Tota
l6
acce
pt ‘t
he w
aves
are
clo
ser
toge
ther
’ac
cept
‘the
re a
re m
ore
wav
es in
10
s’ac
cept
‘the
re a
re t
hree
bre
aths
in t
he f
irst
ten
seco
nds
and
five
in t
he n
ext
ten
seco
nds’
* it
beca
me
fast
er
any
on
efr
om*
the
brea
ths
are
clos
er t
oget
her
* th
ere
are
mor
e br
eath
s in
10
s
1 1
b i
1/2j
b ii
1/2j
acce
pt ‘s
he w
as u
sing
her
mus
cles
’
acce
pt ‘m
ore
resp
iratio
n’ac
cept
‘mor
e ox
ygen
was
nee
ded’
acce
pt ‘t
here
was
mor
e ca
rbon
dio
xide
to
rem
ove’
acce
pt fo
r th
e fir
st t
wo
mar
king
poi
nts
‘her
mus
cles
nee
d m
ore
ener
gy’
* 10
00
any
thre
efr
om*
she
was
usi
ng h
er m
uscl
es m
ore
* sh
e ne
eded
mor
e en
ergy
* he
r ra
te o
f re
spira
tion
incr
ease
d*
mor
e ox
ygen
was
use
d up
* m
ore
carb
on d
ioxi
de w
as p
rodu
ced
1 3
a i
1/2j
a ii
2/2j
satspapers.org
2004
KS
3 S
cien
ce M
ark
Sch
eme
Tie
r 5–
7 P
aper
On
e
33
Q N
o12
Tie
r5–
7
Par
tM
ark
An
swer
Acc
ept
Ad
dit
ion
al g
uid
ance
Tota
l6
bo
thth
e na
me
and
form
ula
are
requ
ired
for
the
mar
kdo
no
tac
cept
‘O’o
r‘H
’or
‘N’o
r‘C
l’
bo
thth
e na
me
and
form
ula
are
requ
ired
for
the
mar
k
acce
pt a
ny o
ther
ele
men
t w
hich
exi
sts
as
diat
omic
mol
ecul
es in
the
gas
eous
sta
te
acce
pt a
ny c
ompo
und
with
the
form
ula
XY
2,eg
mag
nesi
um c
hlor
ide
MgC
l 2
any
on
efr
om*
nam
e:ox
ygen
fo
rmul
a:O
2*
nam
e:hy
drog
en
form
ula:
H2
*na
me:
nitr
ogen
form
ula:
N2
*na
me:
chlo
rine
form
ula:
Cl 2
any
on
efr
om*
nam
e:ca
rbon
dio
xide
fo
rmul
a:C
O2
*na
me:
wat
er
form
ula:
H2O
*na
me:
sulp
hur
diox
ide
form
ula:
SO
2*
nam
e:ni
trog
en d
ioxi
de o
rni
trog
en o
xide
fo
rmul
a:N
O2
1 1
c i
3/1f
c ii
3/1f
don
ot
acce
pt‘a
com
poun
d co
ntai
ns t
wo
or
mor
eat
oms
join
ed t
oget
her’
‘a m
ixtu
re c
an b
e se
para
ted’
is in
suffi
cien
t
acce
pt ‘a
com
poun
d co
ntai
ns d
iffer
ent
elem
ents
or
atom
s of
diff
eren
t ty
pes
join
ed t
oget
her’
acce
pt ‘a
mix
ture
can
be
sepa
rate
d by
phy
sica
lm
eans
’
any
on
efr
om*
a co
mpo
und
cont
ains
tw
o o
rm
ore
elem
ents
chem
ical
ly c
ombi
ned
or
bond
ed*
a m
ixtu
re c
onta
ins
two
or
mor
e el
emen
ts o
rco
mpo
unds
or
subs
tanc
es n
ot c
hem
ical
lyco
mbi
ned
or
bond
ed
1b
3/1e
3/1g
* A
* E
* C
1 1 1
a i
3/1c
3/1g a ii
3/1e
3/1g
a iii
3/1c
3/1e
satspapers.org
2004
KS
3 S
cien
ce M
ark
Sch
eme
Tie
r 5–
7 P
aper
On
e
34
Q N
o13
Tie
r5–
7
Par
tM
ark
An
swer
Acc
ept
Ad
dit
ion
al g
uid
ance
Tota
l5
answ
ers
may
be
in e
ither
ord
er
acce
pt ‘S
O2’
acce
pt ‘s
ulph
ur t
rioxi
de’
acce
pt ‘S
O3’
acce
pt ‘C
aSO
4’ac
cept
‘CO
2’
* su
lphu
r di
oxid
e
* ca
lciu
m s
ulph
ate
+*
carb
on d
ioxi
de
1 1 1
b i
3/2i
b ii
3/3e
3/3g
answ
ers
may
be
in e
ither
ord
erig
nore
mul
tiple
s*
CO
2+
* C
aO1 1
a3/
1f
satspapers.org
2004
KS
3 S
cien
ce M
ark
Sch
eme
Tie
r 5–
7 P
aper
On
e
35
Q N
o14
Tie
r5–
7
Par
tM
ark
An
swer
Acc
ept
Ad
dit
ion
al g
uid
ance
Tota
l4
mar
kers
sh
ou
ld r
ead
th
rou
gh
th
e w
ho
lean
swer
bef
ore
mar
kin
g t
his
qu
esti
on
‘(flo
wer
s fr
om)
diffe
rent
pla
nts’
is in
suffi
cien
t
awar
d a
mar
k fo
r an
swer
s of
2 w
eeks
or
mor
e
acce
pt ‘t
ype
of p
lant
’
acce
pt ‘h
ow lo
ng t
hey
stay
ed f
resh
’
acce
pt ‘a
mou
nt o
f su
nlig
ht s
houl
d be
the
sam
e’ac
cept
‘am
ount
of
wat
er s
houl
d be
the
sam
e’ac
cept
‘nut
rient
s ad
ded
shou
ld b
e th
e sa
me’
* m
odifi
ed a
nd u
nmod
ified
pla
nts
* th
e nu
mbe
r of
day
s o
rw
eeks
or
mon
ths
the
flow
ers
stay
ed f
resh
any
on
efr
om*
mod
ified
and
unm
odifi
ed p
lant
s sh
ould
be
the
sam
e va
riety
* co
nditi
ons
unde
r w
hich
flo
wer
s ar
e ke
pt s
houl
dbe
the
sam
e
* m
odifi
ed a
nd u
nmod
ified
pla
nts
shou
ld b
e th
esa
me
star
ting
age
A s
uita
ble
time
span
(w
hich
will
allo
w c
ompa
rison
)fo
r ex
ampl
e*
‘unt
il th
ey h
ave
all w
ilted
’o
r*
‘unt
il al
l ord
inar
y pl
ants
hav
e w
ilted
’
1 1 1 1
1/2d
1/2a
1/2d
1/2a
1/2d
1/2a
1/2e
satspapers.org
2004
KS
3 S
cien
ce M
ark
Sch
eme
Tie
r 5–
7 P
aper
On
e
36
Q N
o15
Tie
r5–
7
Par
tM
ark
An
swer
Acc
ept
Ad
dit
ion
al g
uid
ance
Tota
l5
don
ot
acce
pt‘th
e co
re b
ecom
es m
agne
tic’
‘the
right
-han
d si
de m
oves
up’
is in
suffi
cien
t
acce
pt ‘t
here
is a
mag
netic
fie
ld’o
r‘th
eel
ectr
omag
net
switc
hes
on’
acce
pt ‘t
he le
ft-ha
nd s
ide
of t
he b
arrie
r m
oves
dow
n’
any
on
efr
om*
a cu
rren
t flo
ws
in t
he c
oil
* th
e co
il o
rth
e iro
n co
re b
ecom
es m
agne
tised
any
on
efr
om*
the
coun
terw
eigh
t is
attr
acte
d to
the
coi
l or
core
or
the
elec
trom
agne
t*
the
elec
trom
agne
t pr
oduc
es a
big
ger
mom
ent
1 1
b4/
1f
don
ot
acce
ptlo
wer
cas
e n
acce
pt ‘5
0 ×
1.5’
acce
pt ‘50
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2004
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2004
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2004
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2004
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3 S
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2004
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3 S
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An
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Acc
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2004
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3 S
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48
Q N
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An
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Acc
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2004
KS
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49
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2004
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2004
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51
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Par
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An
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2004
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3 S
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2004
KS
3 S
cien
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5–7
Pap
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53
Q N
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2004
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2004
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2004
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2004
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2004
KS
3 S
cien
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ark
Sch
eme
Tie
r 5–
7 P
aper
Tw
o
58
Q N
o13
Tie
r5–
7
Par
tM
ark
An
swer
Acc
ept
Ad
dit
ion
al g
uid
ance
Tota
l4
acce
pt ‘g
luco
se d
oes
not
need
to
be d
iges
ted’
any
on
efr
om*
gluc
ose
can
be a
bsor
bed
* st
arch
mol
ecul
es c
anno
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abs
orbe
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it ta
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rbr
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1b
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ot
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pt‘fo
otba
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ene
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ic’
‘it s
low
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own’
is in
suffi
cien
t
acce
pt ‘f
ootb
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s m
ore
ener
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’ac
cept
‘you
run
mor
e in
foot
ball’
acce
pt ‘s
he is
usi
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p m
ore
kJ’
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layi
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es 2
260
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acce
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’or
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y w
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feel
diz
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acce
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wou
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or
drow
sy’
acce
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lcoh
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akes
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m lo
se m
ore
heat
’ac
cept
‘it
caus
es b
lurr
ed v
isio
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* fo
otba
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quire
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ore
ener
gy t
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bow
ling
any
two
from
* al
coho
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he r
eact
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time
* al
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alco
hol c
ause
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satspapers.org
2004
KS
3 S
cien
ce M
ark
Sch
eme
Tie
r 5–
7 P
aper
Tw
o
59
Q N
o14
Tie
r5–
7
Par
tM
ark
An
swer
Acc
ept
Ad
dit
ion
al g
uid
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acce
pt ‘s
peci
es’
any
on
efr
om*
the
num
ber
of s
peci
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f gr
ass
* di
ffere
nt s
peci
es*
type
of
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ass
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bo
than
swer
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e re
quire
d fo
r th
e m
ark
‘am
ount
of
plan
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s in
suffi
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the
num
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of p
lant
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rgr
asse
s an
dth
e m
ass
of p
lant
s o
rgr
ass
1c
1/2d
‘to f
ind
an a
vera
ge’i
s in
suffi
cien
tac
cept
‘to
mak
e th
e re
sults
mor
e ac
cura
te’
acce
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ome
of t
he p
lots
cou
ld b
e un
usua
l o
rdi
ffere
nt’
any
on
efr
om*
to in
crea
se t
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elia
bilit
y of
the
res
ults
* to
be
mor
e ce
rtai
n of
his
res
ults
1b
1/2h
acce
pt ‘t
he a
mou
nt o
f la
nd’
* th
e si
ze o
rar
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rdi
men
sion
s of
the
pl
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1a
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satspapers.org
2004
KS
3 S
cien
ce M
ark
Sch
eme
Tie
r 5–
7 P
aper
Tw
o
60
Q N
o14
Tie
r5–
7
Par
tM
ark
An
swer
Acc
ept
Ad
dit
ion
al g
uid
ance
Tota
l6
any
on
efr
om*
diffe
rent
spe
cies
hav
e di
ffere
nt
requ
irem
ents
so
they
are
not
com
petin
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r th
e sa
me
reso
urce
s*
com
petit
ion
mig
ht s
timul
ate
mor
e vi
goro
us g
row
th*
one
spec
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may
be
bette
r ad
apte
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the
pl
oto
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nditi
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* yo
u w
ould
get
con
tinuo
us g
row
th
thro
ugho
ut t
he y
ear
1f
2/5d
1/2m
acce
pt ‘t
o m
ake
sure
or
so it
wou
ld b
e fa
ir’
acce
pt ‘t
o ch
eck
whe
ther
soi
ls h
ad a
n ef
fect
on
gro
wth
’
any
on
efr
om*
his
anal
ysis
wou
ld a
llow
the
effe
cts
of
soil
diffe
renc
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o be
con
trol
led
or
expl
aine
d*
to p
rovi
de e
vide
nce
of a
ny d
iffer
ence
be
twee
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the
anal
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wou
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rovi
de m
ore
evid
ence
* to
che
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heth
er s
oils
wer
e th
e sa
me
ordi
ffere
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1e
1/1c
satspapers.org
satspapers.org
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satspapers.org
EARLY YEARS
NATIONALCURRICULUM5–16
GCSE
GNVQ
GCE A LEVEL
NVQ
OTHERVOCATIONALQUALIFICATIONS
259586
First published in 2004
© Qualifications and Curriculum Authority 2004
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