Teachers Edition

CAMBRIDGE CHECKPOINT
YEAR 7, 8 & 9
SCIENCE
TEACHER’S COPY
©GALAXY INTERNATIONAL SCHOOL UGANDA SCIENCE DEPARTMENT Page 1

TABLE OF CONTENTS
BIOLOGY
Year 7
Unit 1: Plants & humans as organisms
Plant organs......................................................................................................................................................9
Human organ systems....................................................................................................................................11
Human skeleton/breaking bones....................................................................................................................16
Muscles...........................................................................................................................................................18
Unit 2: Cells & organisms
Characteristics of living organisms.................................................................................................................19
Plant cells........................................................................................................................................................21
Animal cells.....................................................................................................................................................25
Cells, tissues & organs....................................................................................................................................27
Micro-organisms & disease............................................................................................................................29
Unit 3: Living things in their environment
Adaptations.....................................................................................................................................................32
Leaf hoppers...................................................................................................................................................35
Energy resources.............................................................................................................................................40
Unit 4: Variation & classification
Variation in species.........................................................................................................................................41
Classifying plants............................................................................................................................................43
Classifying vertebrates....................................................................................................................................44
Classifying invertebrates.................................................................................................................................50
CHEMISTRY
Unit 5: States of matter
Solids, gases & liquids.....................................................................................................................................51
Changing state................................................................................................................................................61

Unit 6: Material properties
Metals.............................................................................................................................................................63
Comparing metals & nonmetals.....................................................................................................................65
Unit 7: Material changes
Acids & alkalines.............................................................................................................................................66
Indicators........................................................................................................................................................70
Planning investigations...................................................................................................................................77
Unit 8; The Earth
Rocks, minerals & soils....................................................................................................................................82
Sedimentary rocks...........................................................................................................................................83
Fossils..............................................................................................................................................................85
PHYSICS
Unit 9: Forces & motion
Forces..............................................................................................................................................................88
Mass & weight................................................................................................................................................95
Patterns of falling............................................................................................................................................99
Unit 10: Energy
Kinetic energy...............................................................................................................................................102
Chemical stores of energy.............................................................................................................................103
Energy stores & transfers..............................................................................................................................111
Energy transformations................................................................................................................................118
Unit 11: The earth & beyond
Day & night...................................................................................................................................................119
The earth in a spin........................................................................................................................................121
Stars & planets..............................................................................................................................................128
Revolution in astronomy...............................................................................................................................130

Year 8
BIOLOGY
Unit 1: Plants
Photosynthesis..............................................................................................................................................132
Investigating photosynthesis........................................................................................................................134
Rocks, fossils and weathering.......................................................................................................................136
Transporting water & mineral salts..............................................................................................................146
Unit 2: Food & digestion
Balanced diet................................................................................................................................................147
Digestion & absorption.................................................................................................................................153
Digestive system...........................................................................................................................................156
Food chains...................................................................................................................................................159
Unit 3: The circulatory system
The human circulatory system......................................................................................................................162
The heart.......................................................................................................................................................163
Unit 4: Respiration
The human respiratory system.....................................................................................................................165
Gas exchange................................................................................................................................................166
Aerobic respiration.......................................................................................................................................167
Cigarettes & health.......................................................................................................................................169
Unit 5: Reproduction & development
Gametes........................................................................................................................................................171
CHEMISTRY
Particle theory...............................................................................................................................................173
Diffusion........................................................................................................................................................174
Brownian motion..........................................................................................................................................175

Unit 7: Elements & compounds
Atoms............................................................................................................................................................176
Atoms & elements.........................................................................................................................................178
The periodic table.........................................................................................................................................181
Compounds...................................................................................................................................................182
Formulae.......................................................................................................................................................184
Unit 8: Mixtures
Compounds & mixtures................................................................................................................................186
Solubility.......................................................................................................................................................189
Physical & chemical changes........................................................................................................................190
Reactions with acids.....................................................................................................................................192
Rusting..........................................................................................................................................................194
PHYSICS
Unit 10: Measuring motion
Speed calculations........................................................................................................................................197
Unit 11: Sound
Changing sounds...........................................................................................................................................199
Vibrations......................................................................................................................................................200
Sounds on a screen.......................................................................................................................................201
How we hear.................................................................................................................................................208
Unit 12: Light
How light travels...........................................................................................................................................210
Shadows........................................................................................................................................................214
Reflection of light..........................................................................................................................................216
Coloured light................................................................................................................................................223

Unit 13: Magnetism
Magnets & magnetic materials....................................................................................................................225
Magnetic poles.............................................................................................................................................226
Magnetic field patterns.................................................................................................................................231
Making electromagnets................................................................................................................................234
Electric current make magnetic fields...........................................................................................................240
Year 9
BIOLOGY
Unit 1: Plants
Mineral salts for plants.................................................................................................................................243
Flowers..........................................................................................................................................................245
Fertilisation...................................................................................................................................................247
Fruits.............................................................................................................................................................248
Plant adaptations.........................................................................................................................................252
Animal adaptions..........................................................................................................................................256
Ecology..........................................................................................................................................................258
Food webs & energy flow.............................................................................................................................259
Decomposers................................................................................................................................................262
Lifestyle & health..........................................................................................................................................263
Habitat destruction.......................................................................................................................................274
Rocks & weathering......................................................................................................................................276
Unit 3: Variation & inheritance
Inheritance....................................................................................................................................................282
Selective breeding.........................................................................................................................................286
Charles Darwin..............................................................................................................................................288

CHEMISTRY
Structure of an atom.....................................................................................................................................290
Trends in other groups..................................................................................................................................294
Unit 5: Energy changes
Burning..........................................................................................................................................................297
Exothermic or endothermic..........................................................................................................................301
Unit 6: Reactivity
Metal & their reactions.................................................................................................................................303
Reactions of metals with water....................................................................................................................307
Reactions of metals with dilute acids...........................................................................................................308
The reactivity series......................................................................................................................................310
Displacement reactions................................................................................................................................311
Unit 7: Salts
Salts & solutions............................................................................................................................................312
Unit 8: Rates of reaction
Measuring rate of reaction...........................................................................................................................318
Factors affecting change of reaction............................................................................................................322
PHYSICS
Unit 9: Forces in action
Measuring density........................................................................................................................................324
Density calculations......................................................................................................................................326
Pressure........................................................................................................................................................328
Pressure calculations....................................................................................................................................330
Pressure in gases & liquids...........................................................................................................................332
Turning effect of force...................................................................................................................................334
Principle of moments....................................................................................................................................336
Gravity & space.............................................................................................................................................338

Unit 10; Electricity
Static electricity.............................................................................................................................................342
Conductors & insulators................................................................................................................................344
Electric current in a circuit............................................................................................................................345
Electric current..............................................................................................................................................351
Unit 11: Energy
Renewable & nonrenewable sources............................................................................................................354
Conduction of heat.......................................................................................................................................356
Evaporation...................................................................................................................................................357

Unit 1: Plants & humans as organisms
Plant organs
1.PAPER 2 No.11 2014
Colin puts two identical trays containing soil and seeds in the classroom. He gave
each tray the same amount of water every day.
One tray, A, was left beside a window in the light and the other, B, in a dark cupboard. Both trays
were at the same temperature.
The diagram shows the young plants two weeks after planting.
A B
(a) Write down two differences that you can see between the plants in trays A and B.
(b) Tick () two boxes to show the correct facts about light.
light is a form of energy
Light is given out by the window
Light is the same as heat
The Sun is a light source
The moon is a light source
(c) These plants need the soil to be at neutral ph.

Write down the pH of the soil when it is neutral.
pH.................... [1]
Solution:
Questi 11
on
Part Mar Answer Further Information
k
(a) 2 B are taller one mark for each correct
B have paler leaves answer Must refer to tray A
or B
Allow reverse argument for A

(b) 2 one mark for each
light is a form of energy 
light is given out by the correct box more than
window light is the same two ticks = 0 marks

as heat
the sun is a light source 
(c) 1 7 / 7.0 / seven

Total 5

Human organ systems
1. The diagram shows two families. Some of the people in the diagram have freckles.
Family A family B
g r a n d p a re n ts
B o b m a r r ie d t o E m ily J o h n m a r r ie d to M a r y
p a r e n ts
R a c h e l m a r r ie d t o B ill P a m m a r r ie d to D a v id
c h ild r e n R ic h a r d Penny S im o n B ecca K a t ie
key
p e r s o n w ith
and
f r e c k le s
p e r s o n w ith o u t
and f r e c k le s
(a) (i) Which children are most likely to have freckles?

Tick the correct boxes.
R ic h a r d S im o n K a tie Penny B ecca
1 mark
(ii) How did you decide?

1 mark
(iii) Suggest why Bill does not have freckles.
1 mark

(b) (i) Which two cells pass on information from parents to their children?
Tick the two correct boxes.
Bone cell cheek cell
Egg cell muscle cell
sperm cell 1 mark

Red blood cell
(ii) Which organ system produces these two cells?

Tick the correct box.
Circulatory system
Digestive system
Reproductive system
Respiratory system 1 mark

Maximum 5 marks
Solution:
(a) (i) Katie both answers are required for the mark1
Becca if more than two boxes are ticked,
award no mark
(ii) Any one from

1
 their mother or Pam has freckles
 their father or David has freckles
 their parents have freckles
 their grandmother or Mary has freckles
 only family B has freckles
accept ‘Rachel and Bill do not have freckles’

accept ‘a grandparent has freckles’
accept ‘their family or the family on the right
has freckles’
accept ‘freckles run in the family’
accept ‘family A does not have freckles’

(iii) His parents or Bob and Emily do not have freckles 1
accept ‘his family does not have freckles’
accept ‘his grandparents do not have freckles’
accept ‘he is not in family B’ if the answer for (ii) is ‘only family B has freckles’
(b) (i) egg cell both answers are required for the mark 1
sperm cell if more than two boxes are ticked, deduct
one mark for each incorrect tick minimum
mark zero
(ii) Reproductive system
If more than one box is ticked, award no mark

[5]
2. The diagram shows a section through the female reproductive system.
o v id u c t
( f a llo p ia n t u b e )
u te ru s
o v a ry
c e rv ix
v a g in a
(a) (i) What happens at fertilization?
(ii) In which labelled part of the female reproductive system does fertilisation normally
take place?
(iii) In which labelled part of the female reproductive system does the foetus develop?
(b) Some women have blocked oviducts.

How do blocked oviducts prevent fertilisation taking place?
(d) When a baby is born it is pushed out of the mother's body.
Describe what happens in the wall of the uterus to push the baby out.

Solution:
(a) (i) the nucleus of the egg and the accept ‘the sperm and the egg join’ 1
nucleus of the sperm accept ‘a sperm fertilizes an egg’
join or fuse ‘a sperm meets an egg’is insufficient
(ii) The oviduct or fallopian tube

1
(iii) Uterus
Accept womb 1
(b) Any one from

1
 the egg cannot pass down the oviduct
 the sperm and egg cannot meet
 sperm cannot get through
do not accept ‘the egg cannot reach the
uterus’
(c) Any one from

1
 muscles contract
 contractions
[5]
3.PAPER 2 No.2 2014
The diagram shows some of the major organs in the human body.

The heart is labelled for you.
Draw label lines to show the position of:
(a) the liver [1]
(b) The small intestine. [1]
Solution:
Questi 2
on
k
(a) 1 one mark for each correct line
label lines to end

within the perimeter
line of each organ
liver
Ignore arrow heads or dashed
lines
(b) 1
small
intestine
Total 2

Human skeleton/breaking bones
1. The table shows the recommended daily intake of energy and some of the nutrients needed by
different groups of people.
n u t r ie n ts
m in e r a ls ,
g ro u p o f e n e rg y, p r o t e in , c a rb o h y d ra te , fa t, in g
p e o p le in k J in g in g in g
c a lc iu m ir o n
m a le 1 5 – 1 8 11510 5 5 .2 360 109 1000 1 1 .3
fe m a le 1 5 – 1 8 8830 4 5 .0 276 84 800 1 4 .8
m a le 1 9 – 5 0 10600 5 5 .5 331 100 700 8 .7
fe m a le 1 9 – 5 0 8100 4 5 .0 253 77 700 1 4 .8

p re g n a n t
8900 8 1 .0 278 84 700 1 4 .8
fe m a le
(a) (i) Explain why two 16 year-old males of the same weight might need different
amounts of energy.
(ii) Which two types of nutrient provide most of the energy in our diet?

(b) (i) Calculate the difference in the recommended daily intake of calcium for a 15 year-
old male and a 30 year-old male.
.......................... Mg
(ii) Calcium is needed for healthy bones. Explain the difference in the amount of
calcium needed each day by a 15 year-old male and a 30 year-old male.
(c) Look at the table. Explain the difference in the amount of protein needed by a 25 year-old
pregnant female and a 25 year-old female who is not pregnant.
(d) Iron is needed to make blood.

Explain why a 15 year-old female might need more iron than a 15 year-old male.
Solution:
(a) (i) one is more active accept ‘one does sport or plays football’1
Accept ‘they have different metabolic rates’
Accept ‘one works harder or does more
work’
(ii) Carbohydrates
Answers may be in either order 1

Accept a named carbohydrate, eg ‘sugar’ or
‘glucose’ or ‘starch’
Fats
1
(b) (I) 300 1
(ii) Any one from

1
 a boy’s bones or teeth are still growing
Accept ‘15 year-old male is growing or still
developing’
 by 30 the bones have already developed
Accept ‘30 year-old male has stopped growing’
(c) Any one from

1
 a pregnant female supplies the baby with protein
Accept ‘she supplies the baby’
 a pregnant female needs protein for herself and the baby
Accept ‘she needs it for herself and the baby’
 the baby needs protein
(d) Any one from
1
 a 15 year-old female menstruates

 a 15 year-old female has periods
Muscles
1. PAPER 1 No.6 2014
The diagram shows the four main muscles, labelled A to D, in a human arm.
(a) Write down two letters of muscles which are an antagonistic pair.
Write the letter of the muscle which must contract to bend the hand upward at the wrist.
(b) Write the letter of the muscle which must relax to straighten the arm from the position
shown in the diagram above.

Solution:
Questio 6
n
k
(a) 1 Any pair from: letters can be in either order
but must be paired correctly
A (and)
(b) 1 B
(c) 1 A
Unit 2: Cell & organisms

Characteristics of living organisms
1. Andrew put his rabbit’s cage on the grass.
A week later, the grass under the cage had turned yellow.
(a) Give one reason why the grass had turned yellow.
(c) Andrew wanted to test why the grass had turned yellow. He put two sheets of
plastic

just above another patch of grass. One sheet was black and the other sheet was
clear.
b la c k p la s t ic s h e e t c le a r p la s t ic s h e e t
A week later, the grass under the black sheet was yellow. The grass under the clear sheet
was green.
(i) Explain why he used the clear plastic sheet as well as the black sheet.
(ii) Andrew left the black sheet there for several more weeks.
What happened to the grass under it?
(c) Tick the boxes by two things which both rabbits and grass plants can do.
They eat
They grow
They move from place to place
They reproduce
They breathe in and out

2 marks
Maximum 5 marks
Solution:
a) Not enough light accept ‘no light’ or ‘not enough Sun’ 1
or ‘no chlorophyll’
do not accept ‘not enough water’ or ‘urine
from the hutch’
(b) the answer must show an understanding of the need for a fair test

(i) Any one from
1
As a control or comparison
to make it a fair test
To see if the grass is affected by light
Accept ‘to show the effect of the Sun’
(ii) it will die accept ‘goes brown’ or ‘rots’ 1
do not accept ‘loses its colour’
(c)they grow  1
They reproduce if more than two boxes are ticked deduct 1
One for each incorrectly ticked box
Plant cells
1. The diagram below shows six cells.

(a) (i) Give the letters of the two plant cells in the diagrams.
(ii) Which one of these plant cells contains chloroplasts?

Give the letter.
(iii) Give the function of chloroplasts.
(b) (i) Give the letter of the ciliated cell.
(ii) In which part of the body are ciliated cells found?
(iii) What is the function of ciliated cells in this part of the body?
(c) Give the letter of the cell which transfers genetic information from father to offspring.
...............
Solution:
(a) (i) C and E 1
Answers may be in any order

both answers are required for the mark
(ii) C
1
(iii) Any one from

1
to trap or absorb light
photosynthesis
Accept ‘to make glucose or sugar or starch or

carbohydrate or food’
(b) (i) A
1
(ii) Any one from accept ‘lungs’ 1

 windpipe
 trachea
 airways
 bronchus
 bronchiole
 oviduct or fallopian tube
(iii) to remove mucus accept ‘to remove bacteria’ 1

accept ‘to move mucus along’
accept ‘to move or remove bacteria or dust
particles’
‘It is a self-cleaning mechanism’ is
insufficient
do not accept ‘they clean dust or bacteria
out of the lungs
’accept ‘to move an ovum or egg along’ if the
oviduct or fallopian tube is given as the
answer to part ii
(c) B
1
2. PAPER 1 No.1 sp 2012
C
B
chloroplast
(a) Name the parts labelled A, B
and C.
(b) Why are chloroplasts important to plants

(c) Name two structures present in a plant cell that are not present in an animal cell.
Solution:
Question 1
Part Mark Answer Further Information
A cytoplasm B
cell wall C
(a) 3 nucleus
for photosynthesis / to
(b) 1 absorb light
cell wall
any two for 1 mark each
(c) 2 (large) vacuole
If three answers given and one is wrong,
chloroplast give 1 mark only.
Total 6
3. PAPER 1 No.1 2014

The diagram shows what a plant cell looks like under a microscope.
(c) Name the part labelled X.

(d) State two features which you can see in the diagram that are not found in animal cells]
(e) Explain why a microscope must be used to see a plant cell like this.
Solution:

Questio 1
n
k
(a) 1 nucleus Accept phonetic spelling
(b) 2 Any two from:
Accept tonoplast
chloroplast
(large)
vacuole cell
(c) 1 very small / too small to see by eye Ignore small unqualified
Total 4

Animal cells
1. The diagram below shows a single-cell organism called Chlamydomonas. It lives in pond water.
c e ll w a ll
c y t o p la s m
r e d , lig h t– s e n s it iv e s p o t
c h lo r o p la s t
n u c le u s
s ta r c h g r a in c e ll m e m b r a n e
Use the information in the diagram to help you answer the questions below.
(a) Give two features of Chlamydomonas which show that it is more like a plant cell than an
animal cell.
(b) Chlamydomonas makes a sugar called glucose.
(i) Give the name of the process in which Chlamydomonas makes glucose.
(ii) Chlamydomonas produces starch grains from glucose.
Suggest what will happen to the number of starch grains in the cell if
Chlamydomonas is kept in the dark.
(c) The diagram below shows another single-cell organism called Amoeba.
It also lives in pond water. Amoeba traps a Chlamydomonas and digests it.
not to scale
Starch is a carbohydrate. Amoeba's digestive enzymes break down the starch in the
Chlamydomonas.
Suggest what substance is produced from the starch and what it is used for.
Solution:

(a) Answers may be in either order
Cell wall
1
Chloroplast
Accept ‘starch grains'
(b) (i) photosynthesis

1
(ii) it decreases
Accept 'it gets less' or ‘they are used up'

do not accept ‘they die out'
(c) Glucose
Accept ‘sugar' 1
Any one from

1
 for energy
 for respiration
[6]
Cells, tissues & organs

1. PAPER 1 No.3 2014
The diagrams show four cells labelled A to D.
(f) Which of the cells is a plant cell?

Write the letter
(g) Name cell B.
(h) Complete the table with the letter of the cell matched to its function
function letter
…………………
to carry signals around the body
…………………
to absorb water
…………………
to carry oxygen

Solution:
Questi 3
on
k
(a) 1 D
(b) 1 sperm (cell) / Accept phonetic spellings
spermatozoon /
spermatozoa(n)
(c) 3 Accept names of
cells: nerve cell /
neurone root hair
cell
Total 5
2. PAPER 1 No.1 Nov 2005
Each word listed below is the name of a tissue, organ or organ system.
Connective digestive lungs

Heart liver muscle
Reproductive
tissues organs organ systems

connective lungs digestive
Solution:
tissues organs Organ systems

muscle Liver Reproductive
heart

Micro-organisms & disease
1. Michael cut his knee while he was playing football.
A first-aider put a bandage over the cut.
(a) A bandage helps to stop a cut getting dirty or infected.

Give the name of one type of micro-organism which can infect a cut.
(b) While he was cleaning Michael’s knee, the first-aider wore rubber gloves.
(i) Give one reason why wearing rubber gloves is important for the
first-aider’s health.
(ii) Give one reason why it is important for Michael’s health that the
first-aider wears rubber gloves.
Solution:
(a) any one from 1

 bacteria do not accept 'germs' or 'microbes'
 viruses
 fungi
(b) (i) to stop micro-organisms passing from Michael to the first-aider 1

Accept 'bacteria' or 'viruses' or 'fungi'
or 'microbes' or 'germs' for micro-organisms
Accept 'to stop blood getting on the first-
aider'
(ii)
to stop micro-organisms passing from the first-aider's hands to the cut 1
or to Michael
Accept 'bacteria' or 'viruses' or 'fungi' or
'microbes' or 'germs' for micro- organisms accept 'rubber gloves are sterile or cleaner
than hands'
accept 'to prevent the spread of infection or
HIV or AIDS' as an alternative to one of the
answers only

2. Spots may be caused by bacteria in the skin. A researcher investigated the effect of spot-lotion
on bacteria.
(a) He grew bacteria on the surface of jelly in a Petri dish.
At what temperature would the bacteria reproduce quickly?
100°C 4°C
37°C –15°C
1 mark
(b)The researcher placed two small paper discs onto the surface of the jelly.
One disc had been soaked in spot-lotion. The other disc had been soaked in water.
The diagrams below show the jelly at the beginning of the experiment and two days later.
p a p e r d is c s o a k e d
in s p o t - lo tio n
c le a r a r e a
s u rfa c e c o v e re d
w it h b a c t e r ia
p a p e r d is c
s o a k e d in w a te r
a t th e b e g in n in g o f th e e x p e r im e n t t w o d a y s la t e r
Suggest what had happened to the bacteria in the clear area around the paper disc soaked
in spot-lotion.
(a) What was the control in this experiment?

(b) Give two safety precautions the researcher should take to avoid contact
with the bacteria.
Solution:
(a) 37°C 1
if more than one box is ticked, award no
mark
(b) the lotion killed the bacteria
accept ‘they died’ or ‘they were killed 1

Or destroyed’
(c) the paper disc soaked in water
accept ‘the other disc’ 1
(d) any two from 2

 keep the lid on the dish
 seal or secure the dish
 wear gloves
 wear a mask or goggles
 use tweezers to add the paper disc
Do not accept ‘do the experiment in a
fume cupboard’
[5]

Unit 3; Living things in their environment
Adaptations
1. (a) The photograph below shows a team of dogs called huskies pulling a sledge across the
ice.
Huskies need to survive in a cold climate. They must be able to pull a heavy sledge for a
long time each day.
Which two features would a dog breeder look for when choosing huskies to breed from?
Choose from the list of features below and give the reason for each choice.
Blue eyes fierce nature long tail
Thick fur short legs strong muscles
1. Feature
Reason
2. Feature
Reason
(b) The drawings below show three dogs. They all look different.

(i) Which word describes the differences between these dogs?
Adaptation reproduction
Vaccination variation
1 mark
(ii) The drawing below shows a puppy. Dog C is the puppy's mother.
Why does the puppy look like his mother?

Information passed from the mother in an egg.
Information passed from the mother in a sperm.
Information passed from the mother in milk.
Information passed from the mother in blood.

Solution:
(a) feature: strong muscles
Accept ‘muscles’ 1
Reason: to pull a sledge or to carry a load 1
Feature: thick fur
Accept ‘fur’
Reason: to keep them warm
Accept ‘to insulate them’

or to trap air
Do not accept ‘to keep the cold out’

Features may be in either order
Each reason must correspond to the correct
feature
(b) (i) variation. if

more than one box is ticked,
award no mark
(ii) Information passed from the mother in an egg. 1

mark
[4]

Leaf hoppers
1. The drawing shows a horseshoe bat.
In an investigation, Val counted the number of insects a horseshoe bat ate.

Her results are shown below.
A B C D
3 5 d u n g b e e t le s 1 0 c o c k c h a fe rs 4 0 m o th s 1 5 o t h e r in s e c ts
not to scale
(a) Val used the numbers of insects to draw a pie chart.

Write the letter of each insect by the correct section of the pie chart.

2 Marks
(b) Dung beetles eat dung (animal droppings).
(i) Why are there lots of dung beetles in fields where cows are kept?
(ii) Why do horseshoe bats live close to fields where cows are kept?
(c) (i) Insecticides are used to kill insects. What will happen to the number of horseshoe
bats if the insects are killed?
(ii) Give one other reason why the number of horseshoe bats might change.
Solution:
B D
(a) C A 3
If all four answers are correct, award three marks
If two or three answers are correct, award
two marks
If one answer is correct, award one mark
Accept the names of insects instead of
letters
Accept numbers written by the correct
sectors
(b) (i) any one from

1

 plenty of dung or food
 cows produce dung
(ii) Plenty of dung beetles or food
Accept ‘dung beetles will be there’ 1

or ‘they eat dung beetles’
(c) (i) it will decrease 1
Any one from 1

 change in climate or weather
Accept suitable examples of a change in
climate
 increase or decrease in predators
 disease
 habitat or roosting sites destroyed
Accept ‘nesting sites destroyed’
Accept ‘fewer places to live’
 increase in food supply
 insecticides not used anymore
 insects become resistant to insecticides
Accept ‘fewer cows’ or ‘less food for insects’
or
‘Less dung’
Accept ‘concentration of insecticide in the

Food chain’
Do not accept ‘they could die’
[7]
2. The drawing shows some of the animals which live at the bottom of the North Sea.
p ra w n
s ta r f is h
h u n tin g
fo r c la m s
tu b e w o r m s
s e d im e n t
c la m f e e d in g o n c o n ta in in g
p la n t r e m a in s in t h e r e m a in s
th e s e d im e n t o f p la n ts
not to scale
WWF - UK Data Support For Education Service
(a) Suggest two advantages clams get from living in the sediment.
(b) Part of a food web in the North Sea is shown below.

Herring, sandeels and cod are types of fish. Puffins are sea birds.
cod p u ff in s
h e r r in g s a n d e e ls
t in y 'a n im a ls '
t i n y 'p l a n t s '
 Herring lay eggs in the gravel on the seabed.
 Sandeels live where the seabed is covered with sand.
Millions of cubic metres of gravel and sand are removed from the bottom of the
North Sea every year for roads and buildings.
(i) Give one way removing some of the sand and gravel might cause the
numbers of herring and cod to decrease.
herring
cod
(ii) Explain why removing some of the sand has led to a decrease in the
number of puffins.
Solution:
(a) Any two from 2

 they live in or close to their food accept ‘food is available’
 they are not washed away
 protection accept ‘they cannot be seen’
(b) (i) any one from 1

 there are fewer eggs accept ‘herring lay fewer eggs’
Do not accept ‘they cannot lay eggs’
 fewer herring eggs hatch
 herring eggs are removedaccept ‘they have fewer places to lay their eggs’
 cod have fewer herring to eat or less food 1

Do not accept ‘they have no herring to eat’
(ii) The habitat of sandeels is reduced or destroyed or removed 1

Accept ‘sandeels have nowhere to live’
 puffins have fewer sandeels to eat 1
Accept ‘there are fewer sandeels’
Accept ‘sandeels are removed’
[6]
3. PAPER 1 No.7 2014

The pictures show two insects, a hoverfly and a wasp.
Hoverfly wasp
Both of these insects can be found living in the same places.
The wasp can give a very painful sting to an animal or another insect. The
hoverfly has no sting.
(a) Write down one advantage to the wasp of being able to sting.
(b) Write down one advantage to the wasp of being able to sting.
(c) Some wasps catch and eat other insects. Which word
describes one of these wasps? Tick () the correct

box.
Herbivore
Predator
Prey
Producer
Solution:
Questio 7
n
k
(a) 1 (idea of) protection (from Accept paralysing another insect
predators) / catching prey for egg laying
(b) 1 (idea of) fooling predators that it Ignore looks like a wasp
is a wasp / that it can sting without qualification
(c) 1
herbivore
predator 
prey
produ
Total 3
Energy resources
1 This is a question about fuels.
(a) Name three fossil fuels.
1 .......................................................................................................................................
2 .......................................................................................................................................
3 ................................................................................................................................... [1]
(b) Write down one disadvantage of burning fossil fuels.
..........................................................................................................................................
...................................................................................................................................... [1]

(c) Wood is a type of biomass which can be used as fuel. What is
meant by the term biomass?
..........................................................................................................................................
...................................................................................................................................... [1]
(d) Wood is also a renewable fuel.
What is meant by the term renewable?
..........................................................................................................................................
...................................................................................................................................... [1]
(e) State one disadvantage to the environment of cutting down trees to get wood for fuel?
..........................................................................................................................................
...................................................................................................................................... [1]
Unit 4: Variation & classification

Variation in species
1. PAPER 2 No.6 Sp 2012
There are about 35 different species in the dog family.
(a) The diagrams show three different species within the dog family. These are a fox, a jackal and
a wolf.

Fox jackal wolf
(i) Describe one way, shown in the diagrams, in which a wolf differs from both the fox
and the jackal.
(ii) Foxes, jackals and wolves are classified by scientists as three separate species.
Explain why.
(a) Modern domestic dogs are thought to have descended from wolves.
Humans may have caught and tamed wolves and kept them to help with hunting.
Modern domestic dogs are thought to have evolved about 15 000 years ago.
The diagrams show four breeds of modern domestic dogs.
Although they look different, they all belong to the same dog species which
Scientists call
Canis familiaris.

Collie corgi Labrador Pekinese
(i) What word is used to describe the differences between animals of the same
species
(ii) Wild dog species such as foxes or jackals are all very similar to each other. Modern domestic
dogs have many differences in size, shape and colour.
Explain why.
Solution:
Question 6
(a) (i) 1 the wolf is bigger / has a Allow any feature visible on the diagrams.
more powerfully built body

/ larger head / jaws or vice
versa
(ii) 1 They are distinct and

Cannot interbreed. / They
do not produce fertile
Offspring.
(b) (i) 1 Variation / diversity
(ii) 2 Domestic dogs have been

Bred by people. Accept the converse.
People have selected
Characteristics.

Classifying plants
1. PAPER 2 No.1 2014
The diagram shows a flowering plant.
(a) Name parts A and B.
(b) Write down one function of the roots.
(c) Why does a plant like this produce
flowers? Circle the correct answer
To absorb water to attract insects to produce energy
Solution:
Questio 1
n
k
(a) 2 A: leaf / leaves one mark for each correct answer
(b) 1 take in water / minerals must have idea of taking up water

or

(c) 1 to attract insects
Classifying vertebrates
1. The drawings show five different mammals. They are not drawn to scale.
(a) Which fact is only true about mammals but not true about other animals?
They can They have four

swim legs.
.
They produce
They lay
milk to
eggs
feed their
.
young.
1 mark
(b) Look at the drawing of the bat.

In what way are bats unusual mammals?
(c) Give one way the seal is suited for moving through water.
(d) The porcupine has spines.

How do the spines help a porcupine to survive?
.....................................................................................................................
(e) In winter, the fur of the Arctic hare and the Arctic fox becomes thicker and turns white.
(i) How does thick fur help an Arctic hare and an Arctic fox to survive during the
winter?
(ii) The Arctic fox hunts and eats Arctic hares.

How does white fur help Arctic hares to survive in the snow?
Solution:
(a) They produce milk to feed their young. 1
mark
(b) Any one from

1
 they can fly
 they have wings
(c) Any one from

1
 it is streamline
Accept ‘its fur is smooth or fine or slopes

backwards’
 its limbs are like fins or paddles
Accept ‘it does not have legs’

accept ‘it has flippers’
 it has a wide or powerful tail
‘it can swim’ is insufficient
(d) Any one from

1
 they protect it against predators
Accept ‘they protect it’

 they make it difficult for other
Accept ‘they stop it being eaten’

animals to eat it or catch it

(e) (i) any one from
1
 it keeps them warm accept ‘it insulates them’
 it traps air accept ‘it prevents them getting cold’
Do not accept ‘it keeps the cold out’
(ii) Foxes or predators cannot see them
Accept ‘they cannot be seen’
Accept ‘they are camouflaged’
Accept ‘they are the same colour as the snow’

[6]
2. Each of the animals in the drawings below belongs to a different group.
(a) On the line beneath each drawing, write the name of the group the animal belongs to.
Choose names from the list below.
Amphibians crustaceans’ insects mammals molluscs reptiles
......................................... .........................................
A B
......................................... .........................................
C D
4 marks
(b) Which of the animals drawn above are invertebrates? Give the correct letters.
........................ And........................
2 marks
Maximum 6 marks
Solution:
(a) A: insects 1
B: amphibians
1

C: molluscs
1
D: reptiles
1
(b) A
1
Answers may be in either order 1

Accept ‘fly’ or ‘insect’
Accept ‘snail’ or ‘molluscs’
[6]
(a) The pictures show four different birds.
X Y
Use the key to identify birds X and Y.
curved beak go to 2
1
straight beak oystercatcher
beak curved upwards avocet

2
Beak curved downwards go to 3
stripe above eye whimbrel

3
no stripe above eye curlew
X is
Y is [2]
(b) All the pictures in (a) show animals which belong to the same group (birds). Three
features of birds are
They have feathers, they

lay eggs,

They have a backbone.
(i) Which feature is unique to birds (that is, which feature is not shared with other
groups)?
(ii) Which feature do birds have in common with all other vertebrates?
Solution:
X is oystercatcher
Y is whimbrel
(i) They have feathers
(ii) They have a back bone
4. PAPER 1 No.5 Sp 2012
Some students are investigating a river ecosystem. They use nets to sweep through the
Water. They empty the contents into a shallow container of water, examine the animals
Present and record what they see.
(a) The diagram shows a student’s record.
All four animals can be classified into the same group.
Name the group and give a reason for your answer.

(b) The student uses this key to identify the animals A and B.
Fill in the correct names.
1 The animal has one or more breathing tubes extending from the go to 2
End of its abdomen.
The animal does not have a long breathing tube extending from go to 3
The end of its abdomen.
2 The animal has a long, thin, stick-like body. Ranatra linearis
The animal has an oval-shaped body. Nepa cinerea
3 The front legs are muscular and claw-like. Ilyocoris cimicoides
The front legs are not muscular or claw-like. Aphelocheirus aestivalis
Animal A is ………………………………………………………………………………..
Animal B is ………………………………………………………………………………..
[2]
Solution:
Question 5

(a) 2 insect: 3 pairs jointed legs Accept arthropod, exoskeleton and jointed legs.
(b) 2 A is Nepa cinerea
B is Ilyocoris cimicoides
Total 4
Classifying invertebrates
1. Each of the animals in the drawings below belongs to a different group.
(a) On the line beneath each drawing, write the name of the group the animal belongs to.
Choose names from the list below.
Amphibians crustaceans insects mammals molluscs reptiles
......................................... .........................................
A B
......................................... .........................................

C D
4 marks
(b) Which of the animals drawn above are invertebrates? Give the correct letters.
Solution
(a) A: insects
B: amphibians
C: molluscs
D: reptiles
(b) A
Answers may be in either order
CHEMISTRY
Solids, gases & liquids
1. Some pupils carried out an investigation to find out whether more sugar or more salt dissolved in
water at 60°C.
Here are some of the steps in their investigation.

They are not in the correct order.

(a) Put the letters A, B, C, D and E in the boxes below to show the correct order of the steps
in their investigation.
1st 2nd 3rd 4th 5th

1 mark
(b) Why did they use a measuring cylinder?
What else did they do to make their investigation fair?
(d) They counted the number of spatulas of sugar or salt added to the water until no more
would dissolve.

(i) Why was this not an accurate method of measuring how much sugar or salt they
added?
(ii) Suggest a more accurate method of measuring how much sugar or salt they added.
(e) Jane predicted that more sugar than salt would dissolve.
Complete the table to show a result which would support Jane’s prediction.
sugar salt
number of spatulas 32
1 mark
Maximum 6 marks
Solution:
(a) EDABC
All five letters must be in the correct order
(b) to measure volume accept ‘to make sure they used the same
volume of water in each beaker’

accept ‘to measure amount of water’
accept ‘to measure the volume of salt or
sugar’
‘to measure salt or sugar’ is insufficient
(c) any one from
 they used the same volume of accept ‘they used the same amount of
water water’
accept ‘they stirred the same number of times’
accept ‘they stirred at the same speed’
accept ‘they stirred for the same time’
‘They stirred it’ is

Insufficient
(d) (i) any one from

1
 you might not get the same
accept ‘you might not get the same amount

mass each time of
salt or sugar’
 you will not know how
accept ‘it is not precise or a

much was added
measurement’
Accept answers which suggest that using a
spatula is not a precise measurement
(ii) any one from

1
 measure the mass accept ‘measure weight’ or ‘weigh it’
accept ‘use a balance or scales’
 measure the number of accept ‘use grams’
grams
Accept ‘use a measuring cylinder’
accept ‘level it with a knife’
(e) From 1–31 inclusive
1
2. (a) Samantha opened a tin of white paint. The paint consisted of a liquid and particles of
Titanium dioxide those are insoluble in the liquid.
The paint had separated into two layers, as shown below.
liq u id
p a r tic le s o f in s o lu b le
tita n iu m d io x id e
(i) What type of substance is the paint?


an element a mixture
a compound
1 mark
(ii) What type of substance is titanium dioxide?

a compound
1 mark
(iii) Why did the particles of insoluble titanium dioxide sink to the bottom?
(b) Samantha stirred the paint and used it to paint a window frame.
She got some of the paint on the glass.
Samantha could not get the paint off the glass with water.
When she used a different liquid called white spirit the paint came off.
Why could she remove the paint with white spirit but not with water?

Solution:
(a) (i) a mixture 1
If more than one box is ticked, award no

mark
(ii) a compound
1
If more than one box is ticked, award no
mark
(iii) any one from

1
 they are denser than the accept ‘it is heavier than the liquid or the
paint’
liquid accept ‘the solid particles are more dense or
heavier or too heavy’
accept ‘the solid is denser’
Do not accept ‘solid particles are heavy’
without a comparison or qualifier eg ‘too
heavy’
 the liquid is less dense than accept ‘the liquid is less dense’ or ‘the liquid is
the solid lighter’
(b) any one from

1
 it is insoluble in water
 water is not a solvent for the paint
 it dissolves in white spirit
 white spirit is a solvent for the paint
‘It is waterproof’ is insufficient
[4]
3. A teacher set up the following apparatus to separate the chemicals in cigarette smoke.
The chemicals pass through the apparatus in the direction of the arrows.

b u r n in g
c ig a r e tt e
c o tto n
w ool
lim e w a te r
ic e w a te r c o lle c ts
cubes h e re
A B C
(a) In A, a brown sticky substance collected on the cotton wool. This substance causes lung
cancer. Give the name of the brown substance.
(b) As the cigarette burned, water vapour was produced and water collected in B.
(i) Why were ice cubes needed in B?
(ii) In the boxes below, draw the arrangement of particles of water vapour and particles
of liquid water.
Use a circle, O, to represent each particle.
p a r t ic le s o f p a r t ic le s o f
w a te r v a p o u r liq u id w a te r
(b) The lime water in C became cloudy. What gas turns lime water cloudy?
Solution:
(a) Tar 1

1
 to cool the vapour
 to condense the vapour accept ‘energy is transferred from the
Water vapour to the ice’

(ii) 2
a random arrangement a random arrangement
of particles most of which of particles most of
do not touch which touch each other
(c) Carbon dioxide accept ‘CO2’ 1
4. A teacher set up the following apparatus behind a safety screen.
She placed 1 g of icing sugar in the end of the rubber tubing inside the tin, as shown below.
lid
ic in g s u g a r
t in
ru b b e r
t u b in g
c a n d le
The teacher blew through the other end of the rubber tubing.
The icing sugar came into contact with the flame.
There was a loud explosion and the lid was blown off the tin.
(a) Complete the following sentence describing the energy changes which took place.
........................................... Energy in the icing sugar changed to
............................................. Energy and ............................... energy.
(b) As a result of the explosion, the lid of the tin was pushed off.
Explain what had happened to the gas molecules inside the tin to make this happen.
(c) When icing sugar is burned in this experiment, the gas used and the gas produced are

the same as when energy is released from sugar in the cells of the body.
(i) Which gas, in the air, is used when the icing sugar burns?
(ii) Give the name of the gas produced when the icing sugar burns.
(d) The table below shows the energy values of four food substances.
energy value, in
food substance
kJ per 100 g
icing sugar 1680
curry powder 979
flour 1450
custard powder 630
The teacher repeated the experiment with 1 g of custard powder.

What difference would this make to the experiment?
Solution:
(a) Chemical accept ‘potential’ or ‘stored’ 1
Any two from

2
 sound
 thermal accept ‘heat’
 kinetic accept ‘movement’
 light
(b) Any two from
2
 they gained energy accept ‘they move more quickly’

 they hit the lid with greater force accept ‘they hit the lid harder’
 they hit the lid more often accept ‘the pressure inside the tin increased’
Accept ‘the molecules are closer together’
Accept ‘more molecules are present’
(c) (i) oxygen accept ‘O2’ 1
(ii) Any one from

1
 carbon dioxide accept ‘CO2’
 water vapour accept ‘H2O’
Accept ‘carbon monoxide’
(d) Any one from

1
 it was quieter

 the lid didn’t move as high accept ‘the lid was not pushed off’
 less energy released accept ‘it does not work’
[8]
5. PAPER 1 No.9 Sp 2012
Ice, water and steam all contain water molecules.
Complete these sentences using words from the list.
You may use them once, more than once, or not at all.
Larger than the same as smaller than

(a) In steam, the distance between the molecules is …………………………………………… the
distance between the molecules in water.
(b) In steam, the forces between the molecules are……………………………………………. the
forces between the molecules in water. [1]
(c) In water, the mass of one molecule is……………………………………………….. the mass of
one molecule in steam. [1]
Solution:
Question 9
(a) 1 larger than
(b) 1 smaller than
(c) 1 the same as
Total 3
6.PAPER 2 No.10 Sp 2012

The boxes A, B and C show particles of substances in one of three different physical states:
solid, liquid and gas.
A B C
Particles
Of substance
(a) Write the letter of the box which
(i) Contains a liquid.
(ii) Contains particles vibrating about fixed positions.
(b) How could the particles in the box you have given in (a) (ii) be made to vibrate more quickly?
(c) (i) Write the letter of the box in which the particles would quickly escape if the top of the box
was removed.
(ii) What is the name of the process by which the particles escape?
Underline the correct answer.
Evaporation diffusion vaporization [1]
(iii) Why do the particles escape?
Solution:

Question 10
(a) (i) 1 A
(ii) 1
B
(b) 1 heat / warm
(c) (i) 1 C
(ii) 1 diffusion
(iii) 1 they are moving / in

motion
Total 6
Changing state
1.PAPER 1 No.9 2014
This question is about states of matter.
(a) Complete the sentence using the correct states of matter.
When a substance condenses, it changes from a. .................................................................

To a .................................................................
(b) In the box below, draw how the particles would appear in a liquid. Draw at
least six more particles.
The first particle has been drawn for you.
[1]
(c) The table shows the melting points and boiling points of three common substances.
substance melting point in boiling point in

ºC ºC
nitrogen –210 –196
water 0 100
iron 1538 2861
Choose a substance from the table which is:
a gas at 10 °C......................................
a solid at 100 °C ......................................

a liquid over the smallest range of temperatures ......................................
Solution:
Questio 9
n
k
(a) 1 When a substance
condenses, it changes from a
gas to a liquid.
(b) 1 at least six more circles drawn must be touching, not
crossing through each other,
appear reasonably random
e.g.
(c) 3 nitrog one mark each, must be in

en correct order
iron
nitrog
en
Accept Fe for iron, N2 for nitrogen
Total 5

Metals
1. The list below shows properties that different elements can have.
 magnetic
 can be compressed
 very high melting point
 very low melting point
 good conductor of heat
 poor conductor of heat
 good conductor of electricity
 poor conductor of electricity
(a) Which two properties from the list above make aluminium suitable for saucepans?
(b) Which property in the list above explains why?
(i) Copper is used in the cable of a television?
(ii) a lot of oxygen gas can be pumped into a very small container?
Solution:
(a) Very high melting point answers may be in either order 1
Good conductor of heat
Do not accept ‘good conductor’ 1
(b) (i) good conductor of electricity do not

accept ‘good conductor’ 1
(ii) Can be compressed

1
[4]
2.PAPER 1 No.11 2014

The table gives some information about three metals.
(d) Give one advantage and one disadvantage from the table of making cars from steel.
(e) Give one reason from the table why aluminium is suitable for making drinks containers.
(f) Give one reason from the table why gold is suitable for making jewellery.
(g) Give one reason, not shown in the table, why gold is suitable for making jewellery.
Solution:
Questio 11
n
k
(a) 2 (advantage): strong(est) / strength 400 Ignore reference to cost
(disadvantage): forms rust / iron

(b) 1 does not react with water /
lightest / least dense / mass of
2.7(g)
(c) 1 does not corrode / does not
tarnish / does not react with
water/air
(d) 1 (idea of) lustrous / shiny / looks
nice / desirable / malleable / easily
worked into shape / valuable
Total 5
Comparing metals & nonmetals
1. PAPER 2 No.4 2014
The table shows the properties of six elements A–F. Each element could be a metal or a non-metal. Place
one tick () in the correct box for each element
element properties metal non-

metal
A yellow powder with a low melting point
B pink solid which conducts heat
C hard, grey magnetic solid
silver coloured liquid at room temperature

D which conducts electricity
E orange liquid which does not conduct

electricity
F colorless gas
Solution:
Questio 4
n
k
4 6 ticks correct = 4 marks
5 ticks correct = 3 marks
4 ticks correct = 2 marks
2 or 3 ticks correct = 1 mark
1 tick correct = 0 marks
Total 4

Acids & alkalines
1. (a) Reshma had a mixture of iron filings and sand. What could she use to separate the iron
filings from the mixture?
(b) Reshma put 10 cm3 of water and 2 g of a different solid into each of four test-tubes. She
shook each test-tube.
The drawings show the test-tubes after 10 minutes.
A B C D
s a lt sand sugar lim e s to n e
Why can the salt and sugar no longer be seen in test-tubes A and C?
(c) Reshma added hydrochloric acid to some pieces of limestone as shown below.
h y d r o c h lo r ic
a c id
lim e w a te r
lim e s t o n e
(i) Look at the diagram above. How can you tell that a gas is given off in this experiment?
(ii) Reshma passed the gas through limewater. This showed that the gas was carbon
dioxide.
What happened to the limewater?

It stayed clear.
It turned blue.
It turned cloudy.
It turned red.
1 mark
Maximum 4 marks
Solution:
(a) a magnet
Accept ‘an electromagnet’ 1

Do not accept ‘a sieve’
do not accept ‘tweezers’
(b) Any one from

1
 they dissolved
Accept ‘they formed a solution’

 they are soluble in water
Accept ‘they are soluble’
(c) (i) bubbles formed

1
(ii) It turned cloudy.

1
if more than one box is ticked, award no mark
[4]
2. The pH scale shown below is used to measure how acidic or alkaline a solution is.
The graph below shows how the pH of the liquid in Barry's mouth changed as he ate a meal.
8
p H o f th e B a rr y s ta rte d to e a t
liq u id in
B a r r y 's
m o u th 7
4
t im e
(a) (i) Use the graph to give the pH of the liquid in Barry's mouth before he started to eat.
pH
(ii) What does this pH tell you about the liquid in Barry's mouth before he started to eat?
Use the pH scale above to help you.
It was acidic. It was alkaline. It was colorless. It was neutral.
(b) Look at the graph above.

What happened to the pH of the liquid in Barry's mouth as he ate the meal?
1 mark
c) Barry chews special chewing gum after each meal. The chewing gum neutralises the liquid
in his mouth.
What type of substance neutralises an acid?

An acid an alkali
An indicator a solid
1 mark
Maximum 4 marks
Solution:
(a) a magnet
Accept ‘an electromagnet’ 1

Do not accept ‘a sieve’
do not accept ‘tweezers’
(b) Any one from

1
 they dissolved
Accept ‘they formed a solution’

 they are soluble in water
Accept ‘they are soluble’
(c) (i) bubbles formed

1
(ii) It turned cloudy.

1
[4]
a c id ic n e u tra l a lk a lin e
1 2 3 4 5 6 7 8 9 10 11 12 13 14
p H s c a le
Indicators
1. Bees and wasps are both insects which use a sting as part of their defence.
The pH values of their stings are shown on the diagrams.
bee wasp
bee sting, pH 2 wasp sting, pH 10
(a) Complete the table below to show whether the stings are acidic or alkaline and what colour
they would turn universal indicator paper.
c o lo u r o f u n iv e r s a l
a c id o r a lk a lin e in d ic a to r p a p e r
b e e s tin g
(p H 2 )
w a s p s t in g
(p H 1 0 )
2 marks
(b) The table below shows five household substances and the pH of each substance.
name of substance pH of substance
bicarbonate toothpaste 8
lemon juice 3
vinegar 4
washing soda 11
water 7
Give the name of one substance in the table which would neutralise each sting.
(i) bee sting.............................................................................................
(ii) wasp sting...........................................................................................
Solution:
c o lo u r o f u n iv e r s a l
a c id ic o r a lk a lin e
in d ic a t o r p a p e r
b e e s t in g
a c id ic re d
(p H 2 )
w a s p s tin g b lu e
a lk a lin e
(p H 1 0 ) a c c e p t 'p u r p le '
(a) 2
Award one mark for each correct row
1
 bicarbonate toothpaste
 accept ‘bicarbonate’ or ‘toothpaste’

or ‘hydrogen carbonate’
 washing soda
(ii) Any one from

1
 vinegar
 lemon juice
[4]
2. A scientist compared the acidity of four gases to see which gas might cause acid rain.
She used four balloons to collect the gases.
She then bubbled the gases, in turn, through a fresh sample of green, neutral,
Universal indicator solution.
b a llo o n c o n ta in in g
gas
ru b b e r
tu b e
u n iv e r s a l in d ic a to r
s o lu t io n
(a) Three of the gases caused the indicator to change colour.
The scientist added drops of alkali to the indicator until the indicator changed back to green.
Her results are shown in the table below.
gases change in colour number of drops

collected of indicator of alkali needed to change
the indicator back to green
exhaust gases green to red 31

from a car
carbon dioxide green to red 160
air no change 0
human breath green to yellow 10
Use information in the table to answer part (i) and part (ii) below.
(i) Which gas dissolved to form the most acidic solution?
Explain your choice.
(ii) Which gas formed a neutral solution?
(iii) What effect does an alkali have on an acid
(b) Some metals react with acids in the air.
Complete the word equation for the reaction between zinc and hydrochloric acid.
Zinc + hydrochloric  ........................................ + ........................................

acid
Solution:
(a) (i) carbon dioxide accept ‘CO2’ 1

any one from
it took more or most alkali toaccept ‘it took most drops’ or ‘it took 160’
neutralise it or to change the
colour of the indicator back
to green
Both the answer and the reason are required
for the mark
(ii) Air
1
it did not change the colour of the solution
Accept ‘no drops or alkali were needed’

of the indicator or the pH
Accept ‘there was no change’
Both the answer and the reason are required

for the mark
(iii) Any one from

1
 neutralises it
Accept ‘it makes it less acidic’

 it raises the pH
Accept ‘it makes it pH 7’

Accept ‘it forms a salt’
Do not accept ‘makes it more alkaline’
(b) Zinc chloride +

1
hydrogen
1
[5]
3. PAPER 2 No.1 Sp 2012

Litmus is made from a plant pigment.
It is red when placed in an acidic solution.
It is blue when placed in an alkaline solution. It is purple when neutral.
(a) What do we call substances that change colour like this?
(b) What colour would litmus be in a solution of pH 10?

(c) What colour would you expect litmus to be in pure water?
(d) Excess acid in the stomach can cause indigestion.
What would be the safest thing to neutralise excess acid in the stomach? Tick ( ) the
correct box.
Vinegar (acid)
Salt water (neutral)
Caustic soda (strong alkali)
Sodium hydrogen carbonates (mild alkali)
Solution:
Question 1
(a) 1 indicators
(b) 1 blue
(c) 1 purple
sodium hydrogen
(d) 1 carbonate
Total 4
4.PAPER 1 No.4 2014

The picture shows a bottle of liquid drain cleaner.
The drain cleaner contains a solution of a chemical called sodium hydroxide.

Sodium hydroxide is an alkali.
(h) Suggest a pH value for sodium hydroxide solution.
(i) What type of reaction occurs when an acid is added to the drain cleaner?
Ken investigates the reaction between an acid called sulfuric acid and the drain cleaner. He
puts 100 cm3 of drain cleaner into a beaker.
(j) What should Ken use to measure the pH value of the drain cleaner?
Circle the correct answer.
Chalk powder universal indicator thermometer water
(k) Then Ken adds 10 cm3 of acid to the drain cleaner. What
should he do before he measures the pH value?
Solution:
Questi 4
on
k
(a) 1 any value above 7 and up to 14 Allow decimal values in range
(b) 1 neutralisation Accept exothermic
(c) 1 universal indicator

(d) 1 stir / mix / swirl / shake
Total 4
5.PAPER 2 No.14 2014
Indicators can be used to test for acids, alkalis and neutrals. Look at the colours of three different
Indicators.
Aluminium sulfate is used in water purification.
Zaon tests aluminium sulfate solution with three indicators A, B and C.
Here are his results.
Suggest a pH value for aluminium sulfate solution?
Explain your answer.
Solution:
Questio 14
n
k
2 any value between 0 and below 7 Accept decimal values
Total 2
Planning investigations
1. Jessica was investigating the rusting of iron. She set up five experiments as shown
below, and left the test-tubes for three days.

A B C
ir o n n a il in d is t ille d w a t e r ir o n n a il in ta p w a t e r ir o n n a il a n d a c h e m ic a l
w h ic h h a s b e e n b o ile d to to a b s o rb w a te r v a p o u r
r e m o v e d is s o lv e d g a s e s
D E
ir o n n a il in s e a w a t e r ir o n n a il in v in e g a r
Jessica wrote the following results in her book.
Test–tube observation
A nail slightly rusty

B nail still shiny
C nail still shiny
D nail very rusty
E nail slightly rusty, bubbles of gas seen
(a) Explain why the nails had not rusted in test-tubes B and C.
In test-tube B ……………………………………………………………………….
In test-tube C ……………………………………………………………………….
(b) In test-tube E the iron nail reacted with the vinegar.
(i) Is vinegar acidic, alkaline or neutral?
(ii) When the iron reacted with the vinegar, bubbles of gas were formed.
What gas was formed?
(e) Before putting the iron nail in test-tube D, Jessica weighed the nail.
After three days she dried and weighed the nail and the rust which had formed.
(i) How did the total mass of the nail and rust compare to the mass of the nail
at the beginning?
(ii) Give the reason for your answer.
(d) Jessica concluded that the presence of salt in the water made the nail rust more quickly.
Explain why she drew that conclusion from her experiments.
Solution:
(a) In tube B: no oxygen accept ‘no air’ 1
in tube C: no water or water vapour accept ‘no moisture’ 1
Accept ‘it was dry’ or ‘it was not wet’
(b) (i) acidic 1
(ii) Hydrogen 1
(c) (i) it increased or it was more accept

‘it was heavier’ 1
(ii) Any one from 1

 oxygen or water was added
 the oxygen has mass
 rust contains iron and oxygen or water
Accept ‘rust is iron oxide’
 the iron reacted with oxygen or water
(d) Answers must refer to either test-tube D or to sea water.
any one from 1

 the nail was more rusty in D than in A
Accept ‘D was the only one which was rusty’
Accept ‘D was very rusty’
 it was more rusty in sea water
 sea water contains salt
[7]
2. Tea bags are made in different shapes.

Triangle square circle
Some pupils want to find out which shape of tea bag lets tea dissolve most quickly.
They make two plans for their investigation as shown below.
FIRST PLAN
We will use 3 tea bags and 3 beakers
SECOND PLAN
Collect three beakers.
Collect three different tea bags.
Put one tea bag in each beaker.
Add 150 cm3 of water at 65°C.
Keep the temperature of the water the same.
Measure the time taken for the tea to dissolve.
Find out which is the quickest for making tea.
(a) How is the second plan better than the first plan?
(b) Why should they take care when they add hot water at 65°C to the tea bags?
(c) Ben and Vicky drew a cross on some paper. They put each beaker, in turn, over the
cross. They poured hot water into the beaker, dropped in the tea bag and watched the
water change colour.

To see which shape of tea bag let the tea dissolve the quickest, they measured the time until
the liquid was too dark for them to see the cross.
How did the cross help to make their test more accurate?
(d) (i) They recorded their measurements in a table as shown below.
shape of tea bag time taken untill cross

cannot be seen (minutes)
triangle 8
square 15
circle 10
Which part of their investigation was recorded in the table?
Explanations results
plans
Conclusions
(ii) Give the three shapes of tea bags in the order in which the tea dissolved.
Use the table above to help you.
Quickest _________________ _________________ slowest

Solution:
(a) any one from 1
 it describes how they will carryaccept a description which identifies a
out their investigation factor to be kept constant
 it has more information or detailaccept ‘the second plan includes apparatus
 it includes a fair test to be used or a measurement or a
 It includes measurement comparison’

Accept the converse of any marking point
Accept a statement referring to any of the
points in the second plan
Accept answers which describe a consequence
of the test not being fair
(b) to avoid scalding or burning accept ‘it is very hot’ 1

themselves accept ‘to avoid spilling’
Credit may be given for answers which,
although not accurate, imply that the water is
at a high temperature eg ‘it is nearly boiling’
(c) any one from

1
 it allowed them to compare the accept ‘as soon as it has gone they stopped
times for different tea bags timing’
 it told them when the accept ‘so they know how long it takes’
measurement was completed accept ‘the cross let them see when the
tea produced by the 3 bags was the same’
 so they knew when to stop accept ‘so they could stop at the right time’
accept ‘it tells them when they have
dissolved the same’
Answers must indicate that the cross shows
when the teas are the same colour or allows a
measurement to be made
‘it made it fair’ is insufficient
(d) (i) results

1
(ii) Triangle circle square accept a drawing of a triangle, a circle and 1

a square
[5]
Unit 8: The earth

Rocks, minerals & soils
1. A Japanese volcano erupted in 1936. Molten sulphur poured out of the volcano.
When it cooled it formed rock sulphur.
o ld e r v o lc a n ic r o c k s s o lid r o c k
s u lp h u r
m o lt e n
s u lp h u r
(a) (i) Which word describes molten rock that is underground?

Choose from lava or magma or oil.
(ii) Which type of rock do volcanoes produce?

Choose from igneous or metamorphic or sedimentary.
(b) Sulphur is a non-metallic element. It is yellow and melts at 115°C.
Complete the sentences about sulphur.
(i) Sulphur is a poor conductor of
(ii) At 115°C sulphur changes from
a …………………………………… into a …………………..……………

(c) Sulphur burns in air to form an oxide.
What gas in the air reacts with sulphur when it burns?
………………………………………
Solution:
(a) (i) magma 1
(ii) Igneous 1

 thermal energy accept ‘heat’ or ‘energy’
 electricity
(ii) Answers may be in either order

 solid 1
 liquid accept ‘fluid’ 1
(c) Oxygen 1
Sedimentary rocks
1. PAPER 1 No.9 2014
The picture shows the preserved remains of a spider found in limestone.
(a) Write down the name given to the preserved remains of living things found in rock.
(b) Give one feature, seen in the picture, which shows this is a spider and not an insect.
(c) Remains of mammals and spiders are found in the same rocks.
Scientists have made these two observations:
• remains of mammals are only found in upper layers of rock
• remains of spiders are found in all layers of rock
What two conclusions can be made from these observations? Tick
() two boxes.
Mammals did not live at the same time as spiders
Spiders existed before mammals
Mammals could live in the same place as spiders
Mammals developed from spiders
The spiders were eaten by the mammals [2]
Solution:
Questi 10
on
k
(a) 1 fossil(s)
(b) 1 eight / four pairs of legs / two
body parts
(c) 2 mammals did not live at the one mark for each
same time as spiders
correct tick more than
spiders existed before mammals
two ticks = 0 marks

mammals could live in the same

place as spiders
mammals developed from spiders
the spiders were eaten

Total 4
Fossils
1. PAPER 1 No.9 2014
The picture shows the preserved remains of a spider found in limestone.

(a) Write down the name given to the preserved remains of living things found in rock.
(b) Give one feature, seen in the picture, which shows this is a spider and not an insect.
(c) Remains of mammals and spiders are found in the same rocks.
Scientists have made these two observations:
• remains of mammals are only found in upper layers of rock
• remains of spiders are found in all layers of rock
What two conclusions can be made from these observations?
Tick () two boxes.
Mammals did not live at the same time as spiders
Spiders existed before mammals
Mammals could live in the same place as spiders
Mammals developed from spiders
The spiders were eaten by the mammals [2]
Solution:
Questio 10
n
k
(a) 1 fossil(s)
(b) 1 eight / four pairs of legs / two body
parts
(c) 2 mammals did not live at the one mark for each correct
same time as spiders
tick more than two ticks = 0
spiders existed before mammals
marks

mammals could live in the same

place as spiders
Total 4
2. PAPER 2 No.3 2014
This is a question about fuels.
(a) Name three fossil fuels.
(b) Write down one disadvantage of burning fossil fuels.
(c) Wood is a type of biomass which can be used as fuel. What is meant
by the term biomass?
(d) Wood is also a renewable fuel.
What is meant by the term renewable?
(e) State one disadvantage to the environment of cutting down trees to get wood for fuel?
Solution:
Questi 3
on
k
(a) 1 coal all 3 required for 1 mark,
oil/petrol can be in any order
eum
natural
gas
Accept coal derivatives, eg.
coke, anthracite
Accept fuel derivatives in

place of oil, e.g. kerosene
(b) 1 (contributes to) global warming Ignore pollution unqualified

/ acid rain / smog / non-
renewable / emits large
amounts of CO2 / reference to
Ignore climate change
effects of particulates e.g.
asthma, blackened buildings
(c) 1 material / matter from living
things / organisms
(d) 1 can produce / grow more not can be used again
(e) 1 Any one from: can be idea of these rather
than specific terms
deforestation / habitat
destruction / soil erosion / food
chain disruption / loss of natural
resource / increased CO2 levels
Total 5
PHYSICS
Unit 9: Forces & motion
Forces
1. (a) Nicola is trying out her new roller blades. Robert is pulling her along with a rope.
Arrows A, B, C and D show the directions of four forces acting on Nicola.
(i) Which arrow shows the direction of the force of gravity on Nicola?
Give the letter.
(ii) Which arrow shows the direction of the force of the rope on Nicola?
Give the letter.
(b) Robert pulls Nicola at a steady speed of 2 metres per second. How far will Nicola travel in 10
seconds?
............................................................................................................. Metres
(c) Nicola lets go of the rope and she slows down. Gravity still acts on Nicola.
Give the name of one other force still acting on Nicola after she lets go of the rope.
Solution:
(a) (i) C 1
(ii) B
1
(b) 20
1
(c) Any one from

1
 friction
 air resistance or drag
 reaction accept ‘up thrust’
Do not accept ‘gravity’
[4]
A bus travels along a level road at a constant speed.

The engine produces a force F acting against the resistive forces R.
F R
(a) What is the size of the force F compared to R? Tick

the correct box.
F is larger than R.
F is the same as R.
F is smaller than R.
(d) The bus travels a distance of 40 m in 4 s. Calculate its speed. Your answer
should include the correct unit.
(e) A bus engine changes one form of energy into another.
What form of energy is supplied?
(i) By the fuel used in the engine,
(ii) By the battery?
Solution:
(a) F is larger than R
(b) S = D/T =40m/4s =10m/s
(c) (i) chemical energy
(ii) Electrical energy

3. PAPER 1 No.5 2014
The diagram shows a helicopter in the air.
The arrows show the directions of the four forces which can act on it.
(a) Two of the forces must be equal for the helicopter to stay at the same height.
Which two forces?
The next diagram shows the sizes of the four forces at a different stage in its flight.
(b) Draw an arrow on this diagram to show which direction the helicopter will move. [1]
(i) The helicopter is now on the ground and the engine is turned off.
It is on level ground and there is no wind blowing.
The next diagram shows the direction of one force, C, acting on the helicopter.
(ii) Write down the name given to force C.
One other force is acting on the helicopter when it is on the ground.
Draw an arrow on the diagram to show the direction of this other force.
Solution:
Questio 5
n
k
(a) 1 A (and) C in either order
(b) 1 arrow drawn pointing down and to Accept arrow drawn anywhere
the left on diagram, or underneath
question, must be reasonably
straight
(c)(i) 1 weight Accept gravity
(c)(ii) 1 arrow drawn straight upward Accept arrow drawn anywhere
on diagram, or underneath
question, must be reasonably
straight
Total 4
4. PAPER 2 No.5 2014

Simran has been measuring the time taken for different objects to slide down ramp.
The picture shows the ramp with one of the objects, a pencil case, on it.
(a) On the picture, draw an arrow to show the direction of the force of friction on the pencil case.
(b) When timing the different objects, the test should be made fair. One
factor to keep constant is the distance that the object slides.
State two other factors which need to be kept the same for each test.
Simran repeats the test with the pencil case and records the results in this table.
object first time in second third time in

s time s
in s
pencil case 1.2 2.5 1.3
She thinks there may be something wrong with her second time.
(a) Why might she think this?
(b) How could she check if the second time was wrong?
Solution:
Questi 5
on
k
(a) 1 arrow pointing upwards and parallel Accept arrow drawn anywhere
to the ramp surface on diagram
(b) 2 Any two from: Ignore same person timing /
same stopwatch
height of the ramp / number of
books same ramp surface /
material
(c) 1 too large / doesn’t fit the pattern Ignore looks wrong unqualified
(d) 1 (idea of) repeating (this test)
Total 5
5. PAPER 2 No.10 2014

Andy and James are pulling on a rope.
The size and direction of their pulling forces are shown.
Andy James
100 100 N
N
(a) The rope does not move toward Andy or James.
Explain why the rope does not move.
(b) Andy keeps pulling with the same force of 100 N. The
rope now starts to move towards him.
What must have happened to the pulling force from James?
Solution:
Questio 10
n
k
(a) 2 forces are equal / same size / one mark for each correct answer
both 100 N
forces are opposite / forces cancel

(b) 1 decreases / becomes less / smaller Accept numerical value less
than 100 N
Mass & weight
1. Ruth is investigating how much a piece of wood can bend. She hangs some masses on the end of
the piece of wood and measures how far the wood has bent.
bench c la m p p ie c e o f w o o d
r u le r to m e a s u r e
h o w m u c h th e
p ie c e o f w o o d
has bent
m asses
(a) Give the name of the force which pulls the masses downwards.
1 mark
(b) The graph below shows Ruth’s results.
18
16
14
d is ta n c e th e 12
p ie c e o f
w ood has 10
b e n t in m m 8
0
0 100 200 300 400 500
m a s s in g
(i) Complete the graph by drawing a straight line of best fit.
(ii) A mass of 350 g is hung on the piece of wood. How much does the wood bend?
......................….. mm
Solution:
(a) Gravity or weight
B
18
16
14
d is ta n c e th e 1 2
p ie c e o f 10 D
w ood has
8
A
b e n t in m m
6
4
2
0
C
0 100 200 300 400 500
(b) (i) m a s s in g 1
accept any straight line which goes
through or below both points A and B
and through or above both points C and D
the line does not have to extend to an axis
(ii) 11.5 accept any answer from 10.0 to 13.0 1

[3]
2. Nazia is investigating how easily a block of wood slides along a wooden bench. The diagram
shows her experiment.
w e ig h t o n t o p
o f t h e b lo c k
p u lle y
b lo c k o f w o o d
f r ic t io n
bench
s trin g
s lo tte d
m asses
(a) Nazia does the experiment with different weights on top of the block. She counts how
Many slotted masses she needs to hang from the string to make the block of wood slide.
Her results are shown in the table.
weight on top of number of slotted

the block in N masses needed
0 5
1 7
2 9
3 1
4 13
(i) Describe how the number of slotted masses needed to move the block varies with
the weight on top of the block.
(ii) Nazia does the experiment with a weight of 3.5 N on top of the block of wood.
How many slotted masses would she need to make the block slide?
(b) Nazia does her experiment again. This time she slides the block of wood over a sheet of
glass instead of the bench top.
(i) Suggest how her results would be different this time.
(ii) Using the same sheet of glass and block of wood, and keeping the same weight on
top, suggest one way Nazia could reduce the force of friction.
Solution:
(a) (i) any one from 1
 when the weight increases, the number of masses increases

accept ‘they increase together’ or ‘they
decrease together’
 the number of masses goes down if the weight goes down
 the number of masses increases with weight
(ii) 12
1
(b) (i) she would need fewer masses
accept ‘it would slide more easily’ 1

do not accept ‘less friction’
(ii) put oil or water on the glass accept a named lubricant for oil 1
accept ‘lubricate the surfaces’
accept ‘polish the block of wood’
accept ‘put the block of wood on rollers or
ball bearings’
or on any objects used as rollers
do not accept ‘tilt the glass’
[4]
3. PAPER 1 No.2 2014

The pictures show some equipment found in science classrooms
(iii) Name object E.
(iv) Write the letter of the piece of equipment best suited for each task.
Measuring the mass of a small rock 25 g. ..........................
Measuring the length of a book 10 cm. ..........................
Measuring the volume of a liquid 5 cm3. ...................
(v) Give one reason why equipment A is not suitable for keeping a liquid for a long time.
Solution:
Patterns of falling
1. PAPER 2 No.8 2014
Liz and Rena investigate how high a ball bounces. They use a metre ruler and a tennis ball.
Liz drops the ball from different heights.
Rena watches and records the height of the first bounce. They measure the height from the bottom of
the ball.
(a) Write down one reason why Rena will find it difficult to record the height of the
bounce accurately
Liz and Rena repeat each test three times and work out the average for each.
They measure in centimetres (cm).
They record their results in the table below.

They have plotted three of their results on a graph.
(a) Complete the graph by:
i. plotting the last two points

ii. drawing a best fit straight line
(b) One advantage of plotting a graph is that the trend can be seen more clearly than in
the table.
Write down one other advantage of displaying results in a graph.

(b) Another group in the class does the test.
They plotted their results on a similar
graph. Their points were all far from
their line. What does this suggest about
their results?
Solution:
Questi 8
on
k
(a) 1 ball moves quickly / difficulty Allow ball may not bounce
looking at eye level / hard to vertically / in front/ in line with
watch ball and scale together / scale
(b) 2 both points plotted correctly points to be within ±1/2 small
square
appropriate straight line drawn
(c) 1 (idea that) anomalies are more
easily spotted / other values can
be predicted
(d) 1 (idea that) less reliable / not as lack of reliability idea can
accurate as Liz and Rena’s / refer to any aspect of the
whole test needs repeating test
Total 5
Unit 10: Using energy

Kinetic energy
1. PAPER 2 No.6 2014
Complete the boxes beside each picture to record the reading on each piece of equipment.
(a) Measuring cylinder in cm3.
15
cm3
................
10
[1
(b) Voltmeter in volts.
1.0
0.5 1.5
V
................
0 2.0 [1]
Solution:
Questi 6
on
k
(a) 1 14 /14.0 Do not accept 14.00
(b) 1 0.8 / 0.80 Do not accept .8 or .80
Total 2
Chemical stores of energy

1. The drawing shows Mark’s house. He uses three methods to generate electricity.
(a) Draw a straight line from each of the two methods below to the main energy resource used
to generate electricity.
Draw only two lines.

m e th o d e n e rg y re s o u rc e
a ir m o v e m e n t
s o la r c e lls
c h e m ic a ls
s u n lig h t
p e tro l g e n e ra to r
heat
2 marks
(b) (i) The solar cells cannot work at night.

Give the reason for this.
1 mark
(ii) The wind turbine cannot generate electricity all the time.
Solution:
(a) 2
a ir m o v e m e n t
s o la r c e lls
c h e m ic a ls
s u n lig h t
p e tro l g e n e ra to r
heat
if more than one line is drawn from either

method, award no mark for that method
(b) (i) no light accept ‘no rays from the Sun’ 1
Do not accept ‘no heat from the Sun’
Accept ‘no sunshine’
Accept ‘not enough light’
Accept ‘it is dark’
Accept ‘they cannot collect the Sun’s energy
at night’
Accept ‘because they need light to work’
Accept ‘no Sun’
(ii) it might not be windy accept ‘no wind’ 1
the wind might not be strong enough
Accept ‘needs air movement’ or ‘wind’

Accept ‘sometimes the wind is weak’
Accept ‘sometimes the wind is stronger’
[4]
2. The table below gives information about three fuels that can be used in cars.
Shows a substance is produced when the fuel burns.
X shows a substance is not produced when the fuel burns.
some of the substances produced

energy
fuel physical when the fuel burns
released,
state in kJ/kg carbon sulphur water (a)
Which fuel, in
monoxide dioxide
the table,
petrol liquid 48 000 releases the
least energy
hydrogen gas 121 000 X X per kilogram
(kg)?
ethanol liquid 30 000 X
(b)
(alcohol)
Some scientists say that if hydrogen is burned as a fuel there will be less pollution.
From the information in the table, give one reason why there will be less pollution.
(c) Which of the three fuels in the table can be compressed into a small container?
(d)Which gas in the air is needed for fuels to burn?
Carbon dioxide
Nitrogen
Oxygen
Water vapour
1 mark
(c) Petrol and ethanol are both fuels. Petrol is made from oil.
Scientists say that oil could run out in 100 years.
In some countries people plant sugar cane and use it to make ethanol.
Sugar cane will not run out. Explain why.
Solution:
(a) ethanol or alcohol if more than one box is ticked, 1

award no mark
(b) any one from

1
 burning hydrogen does not produce carbon monoxide
accept ‘petrol or ethanol or alcohol produces
carbon monoxide’
 burning hydrogen does not produce sulphur dioxide
accept ‘petrol produces sulphur dioxide’
 burning hydrogen only produces water
 burning petrol causes acid rainaccept ‘hydrogen or ethanol or alcohol
does not cause acid rain’
(c) Hydrogen accept ‘H2’’ 1

Accept ‘gas’
(d) Oxygen if more than one box is ticked, 1

award no mark
(e) Any one from

1
 it can be grown accept ‘it does not take long to grow’
 it can be replanted accept ‘it can be replaced’
 it is renewable
 it can be reproduced accept ‘it produces seeds’
3. Meera used the Internet to find out about energy resources. The drawing below shows what
Meera saw on her computer screen.

 1996-2002 Ask Jeeves, Inc
(a) Coal is a fossil fuel.
Give the names of two other fossil fuels in the list on the screen.
(b) (i) Wave energy is an example of a renewable energy resource.
From the list on the screen above choose two other renewable energy resources.
(ii) Meera found out how wave energy can be used to generate electricity.
She saw the diagram below on the Internet.
Each box below shows a stage in generating electricity.
A The air turns the turbine.

B The turbine turns the
generator.
C The waves move up the

chamber.
D The generator produces

electricity.
E The waves push the air

up the chamber.
On the lines below write the letters of the stages in the correct order.
Two have been done for you.
C …………… …………….. A …………… …………………

Solution:
(a) Oil 1
natural gas accept ‘gas’ 1
(b) (i) any two from answers may be in either order
 wind
 solar
 tidal
 biomass
 geothermal
(ii) C E A B D 2
If all three letters are correct, award two
marks
if one letter is correct, award one mark
4. The tides can be used to generate electricity. A dam is built across a river estuary, as
shown below.
dam
w a t e r le v e l
tu r b in e s p in s
to g e n e r a te
e le c t r ic it y
w a te r le v e l
w a te r flo w
sea bed sea bed
(a)The water is higher on one side of the dam than on the other. As the water begins to flow
Through the dam it turns a turbine. The turbine generates electricity.
Describe the useful energy changes which take place in this process
(b) Explain why tides are classified as a renewable energy source.
(c) Give one way, other than from the tides, of generating electricity by using the sea.
(d) Apart from cost, give one advantage and one disadvantage of an oil-fired power station
Compared with a tidal power station.
Solution:
(a) The first marking point is for the transfer of energy from water to turbine.
The second marking point is for the transfer of energy from turbine to generator.
The third marking point is for the transfer of energy away from the generator.
Any two from
2
 potential energy in the water to kinetic energy in the turbine
accept ‘P.E. to K.E.’
accept ‘transferred from the water to the
turbine’
accept ‘K.E. in the water to K.E. in the
turbine’
accept ‘P.E. in the water to K.E. in the
water’
 kinetic energy in the turbine to kinetic energy in the generator

accept ‘transferred from the turbine to the
generator’
 kinetic energy in the generator to electrical energy in the circuit
accept ‘KE. to electrical energy’
accept ‘from the generator to the circuit’
accept ‘transferred from the generator by
electricity’
accept ‘KE. in the turbine to electrical energy
in the circuit’
accept ‘potential energy in the water to
electrical energy in the circuit’ for both
marks
accept ‘P.E. to electrical energy’
or ‘from the water to the circuit’ for one mar
(b) any one from

1
 because the Moon’s pull or gravity is always there
 because the tides or the water cannot run out or be used up
Accept ‘because there are tides every day’
or ‘because there is an endless supply’
(c) • from wave energy or from the waves 1

Accept ‘Ocean Thermal Energy Conversion’
or ‘OTEC’
do not accept ‘hydro-electric power’
Energy stores & transfers
1. The back window of this car contains a heating element.
The heating element is part of an electrical circuit connected to the battery of the car.
The diagrams below show two ways of connecting the circuit of a heating element.
c ir c u it A c ir c u it B
(a) Give the name of each type of circuit:
Circuit A
Circuit B
(b) A wire gets broken at point X on circuit A and at point Y on circuit B.

X Y
When the switch is closed, how does the broken wire affect the heating
element in?
(i) Circuit A? 1 mark
(ii) Circuit B?
(d) In very cold weather, ice may form on the back
window of the car.
When the heating element is switched on, the ice will disappear and the surface of the
window will become clear and dry.
(i) Fill the gap below to show the energy transfer that takes place.
When the heater is switched on ... energy is
transferred from the wires to the ice.

1 mark
(ii) As the window becomes clear and dry, physical changes take place in the ice.
Fill the gaps below to show the physical changes which take place.
from …………………. to ……………………….to ……………………

1 mark
Solution:
(a) (i) circuit A: series 1

circuit B: parallel
Both answers are required for the mark
(b) (i) the circuit or heating element will stop working 1
Accept ‘it will not work’ or ‘it will be off’
Accept ‘the whole circuit has no current through it’
Accept ‘it becomes cooler’
Do not accept ‘it breaks the heater or element or it’
(ii) Any one from

1
 the circuit or element will continue to work
 one wire will not heat the window
accept ‘the bottom one has no current through it’
‘nothing’ or ‘it will not be affected’ are insufficient
Accept ‘it will work less well’
Accept ‘the bottom wire becomes
Cooler’
Do not accept ‘it becomes cooler’
Do not accept ‘it does not work properly’
(c) (i) thermal accept ‘heat’

1
(ii) From solid to liquid to gas

1
All three states are required for the mark
accept ‘from solid to liquid to vapour or steam’
Accept ‘from ice to water to vapour or gas’
[5]
2. The diagram shows two dodgem cars at a fairground. The circuit symbols for the motor and pedal
for each dodgem car are shown on the diagram.
p ic k - u p w ir e
c o n n e c t io n
t o w ir e m e s h
w ir e
m esh
pow er
s u p p ly
c o n n e c t io n
to m e ta l
m e ta l f lo o r f lo o r
m e ta l w h e e l
(a) Complete the following sentence.
Each dodgem car is connected to the power supply through the
......................................... which is in contact with the wire?
Mesh, and through the......................................... which is
in contact with the metal floor.

1 mark
(b) Dodgem cars are connected using parallel circuits.
Complete the circuit diagram below for the two dodgem cars.
M
Use two motor symbols, , and two switch symbols, .
The power supply for the circuit has been drawn for you.
(c) A man looks after the dodgem cars during the rides.
Why does the man not get an electric shock as he walks across the metal floor?
(d) During one ride, the two dodgem cars are running. The pick-up wire on one car snaps off.
Describe how this affects:
(i) the dodgem car with the broken pick-up wire;

c o n n e c t io n
to w ir e m e s h
pow er
s u p p ly
c o n n e c t io n
to m e ta l
(ii) flo o r
2 marks
(a) Even when the power supply is switched on, the dodgem car will not move until the pedal is
pressed. Give the reason for this.
the other dodgem car.
Solution:
(a) Pick-up wire 1
metal wheel answers must be in the correct order

(b) One mark is for drawing the two motors connected in parallel.
One mark is for drawing one switch in series with each motor.
Both marks should only be awarded if the circuit is correct.
M M
pow er
s u p p ly
 2
the switches may be drawn either side of
the motors
(c) any one from

1
 it completes the circuit
 it acts as a switch
accept ‘because the circuit is not complete’
‘the pedal connects the motor’ is insufficient
Accept ‘the pedal connects the motor to the
power supply’
(d) any one from

1
 he does not complete a circuit
Accept ‘the circuit is not complete’
 he does not connect the floor and wire mesh ceiling
Accept ‘he is not touching the ceiling’
Accept ‘he wears trainers’ or ‘he has rubber
shoes’
(e) (i) it stops

1
(ii) it is not affected or it keeps going 1

Accept ‘it goes slightly faster’
[7]
3. PAPER 2 No.7 2014
Complete the table to show the useful energy transfer that happens in each case. The first one has
been done for you
object energy from energy to

car
chemical kinetic
light bulb
electrical
...................................
..
wood-burning fire
chemical
...................................
..
battery in a circuit
electrical
.....................................
Solution:
Questio 7
n
k
3 one mark for each correct answer
Accept heat / light for wood fire
Total 3
Energy transformations
1. PAPER 2 No.7 Sp 2012
Write the missing terms in these energy transformation diagrams.
Solution:
Question 7
(a) 1 movement/kinetic
(b) 1 heat/thermal
(c) 1 light
(d) 1 light
(e) 1 potential
Total 5
Unit: The earth & beyond

Day & night
1. Some children watched an eclipse of the Sun.
During the eclipse, the Moon passed between the Sun and the Earth.
It blocked out sunlight.
(a) Amrik watched the eclipse. He knew that the Sun is much bigger than the Moon but they
looked about the same size.

Why did they look the same size? Tick the correct box.
The Moon is nearer to the Earth than

the Sun is.
The Sun is nearer to the Earth than

the Moon is.
The Sun goes round the Earth faster

than the Moon does.
The Moon goes round the Sun faster

than the Earth does.
1 mark
(b) Amrik's class measured the light level during the eclipse.
The graph below shows their results.
1 0 0
8 0
6 0
% lig h t le v e l
4 0
2 0
0
1 0 .3 0 1 0 .4 0 1 0 .5 0 1 1 .0 0 1 1 .1 0 1 1 .2 0 1 1 .3 0 1 1 .4 0 1 1 .5 0
t im e o f d a y
(i) At what time did the Moon block out most of the Sun's light?
Use the graph to help you.
(ii) What happened to the air temperature during the eclipse?
Give the reason for your answer.

Solution:
(a) The Moon is nearer to the if more than one box is ticked, 1
Earth than the Sun is award no mark
(b) (i) 11.16
accept any number from 11.15 to 11.17 1
(ii) It decreased or went down

1
because the Moon blocked the accept ‘there was no sunlight to give
Heat
Sun’s heat or rays or radiation

Accept ‘there was no Sun to make
It warm’
Accept ‘there was no heat from the Sun’
Accept ‘there was no Sun’
Both the answer and the reason are
required for the mark
Do not accept ‘it blocked the Sun’s light’
The earth in a spin
1. Lisa drew a picture of herself standing at four different positions on the Earth,
not to scale
(a) (i) Draw an arrow at

each of the four
positions to show
the direction
of the force of
gravity on Lisa.
1 mark
D B
(ii) The drawing
at position A shows
Lisa holding a ball on
a string.
Draw the ball and
string in
positions B, C and
D.
1 mark
C
(b) The drawing below
shows:
 that the Earth goes round the Sun;
 that the Earth rotates on its axis.
E a rth
Sun
a x is o f t h e E a r t h
o r b it o f th e E a r th n o t t o s c a le
Choose from the list below to answer parts (i) and (ii).
60 seconds 60 minutes 24 hours 7 days
28 days 365 days

(i) How long does it take for the Earth to go round the Sun once?
...................................................................
1 mark
(ii) How long does it take for the Earth to rotate on its axis once?
...................................................................
1 mark
Maximum 4 marks
Solution:
(a) The Moon is nearer to the if more than one box is ticked, 1
Earth than the Sun is award no mark
(b) (i) 11.16 accept any number from 11.15 to 11.17 1
(ii) It decreased or went down

1
because the Moon blocked the accept ‘there was no sunlight to give heat’
Sun’s heat or rays or radiation

Accept ‘there was no Sun to make it warm’
Accept ‘there was no heat from the Sun’
Accept ‘there was no Sun’
Both the answer and the reason are
Do not accept ‘it blocked the Sun’s light’
2. PAPER 2 No.3 Sp 2012
The diagram shows the Earth moving around the Sun.
Sun
(i) What causes day and night on Earth? Tick ( ) the correct box
The Earth moves round the Sun once every 24 hours.

The Earth spins on its axis once every 24 hours.
The Sun moves round the Earth once every 24 hours.
The Sun spins on its axis once every 24

hours.
[
1
]
(iii) Two students are discussing the Sun and the Moon.
Luca says: The Sun gives out light that it produces itself.
Anya says: The Moon does not give out light. It only reflects light from the
Sun.
Who is correct? Tick ( ) the correct box.
Luca only
Anya only
Both Luca and Anya
Neither Luca nor Anya

[1]
(a) Underline the two words in the list that are the names of planets.
Earth Jupiter Moon Sun [1]
Solution:
Question 3
The Earth spins on its

(a) 1 axis once every 24
hours.
(b) 1 both Luca and Anya
Earth and
(c) 1 Jupiter if three or more names underlined = 0 mark
underlined
Total 3
3. PAPER 2 No.12 2014
Up until the time of Copernicus (1473–1543) most people believed that the Earth was at the centre of
the universe.
They thought that the Sun, the Moon, planets and stars all went around the Earth.
(a) What part of this belief is still accepted today?
(b) What observations did people make which caused them to conclude that all these objects
went around the Earth?
Solution:
Questio 12
n
k
(a) 1 the moon (orbits the earth)
(b) 1 (idea that) all appear to go around us Accept idea that Earth appears
/ appear to move across sky / Earth stationary to us. Not Earth spins
does not seem to move / sun rises on axis unqualified.
and sets
Total 2
4. PAPER 2 No.13 2014

The diagram shows four large objects, A to D, at different places on the Earth’s surface.
A
D B
Earth
(a) Draw arrows from the objects to show the force of gravity on them.
The first one has been done for you. [2]

(b) The Moon has a smaller force of gravity than the Earth.
Use this information to complete the sentences.
Use the words from the list below.
greater the same less

The mass of object A will be ..................................... when placed on the Moon.
The weight of object A will be...................................... when placed on the Moon.
Solution:
Questio 13
n
k
(a) 2 arrows from B and D pointing both arrows from B and D
towards centre of Earth needed for 1 mark
arrow from C pointing towards centre all arrows must be reasonably

straight and point approximately
A to the centre
D Earth B
(b) 2 The mass of object A will be the same one mark for each correct answer
when placed on the Moon
The weight of object A will be less

when placed on the Moon
Total 4
Stars & planets
1. PAPER 1 No.12 2014
The astronomer Galileo published some drawings in 1610. Galileo made these drawings by looking
Through his telescope. These drawings show the planet Jupiter and its four moons on different dates.
(a) Write down the conclusion that Galileo made from these observations.
(b) Write down one date when Galileo could see all four moons.
(c) Suggest one reason why Galileo could see less than four moons on some dates, even
when there was no cloud.
(d) We now know that Jupiter has more than four moons.
Suggest one reason why Galileo did not include the others in his drawings.
(e) Some of the ideas that Galileo had about the Solar System were not popular at that time.
Write down one reason why.
Solution:
Questio 12
n
k
(a) 1 moons were going round / must be clear moons are
orbiting Jupiter / the planet orbiting Jupiter
(b) 1 Any one from: Allow dates given as 13/1 or 1/13
Ignore any reference to year
(January)
(c) 1 (idea that) moon(s) could be Accept those not visible were
(passing) in front of or behind outside telescope’s field of view
planet not moons were not there
(d) 1 (idea that) too small / not bright Do not accept ideas that they
enough were not there at that time
or
(e) 1 conflicted with religion / Accept he was not trusted

tradition / accepted views as a scientist
Total 5
Revolution in astronomy
Until 1781 scientists thought there were only six planets in the solar system. Then a
scientist called Herschel looked through a very large telescope that could turn to follow objects
in space. He watched a bright object in the night sky for a few months and made drawings of
what he saw. He concluded it was a planet.

(a) What method did Herschel use to discover the new planet?
He carried out practical He asked scientists’

tests in the laboratory. opinions.
He observed the He gathered data

environment. from books.
1 mark
(b) Scientists today use satellites as well as telescopes to observe the universe.
Suggest one way that developments in equipment have changed the information
scientists collect about planets.
(c) Before 1781, scientists believed there were 6 planets in our solar system. Now scientists
believe there are 10 planets.
What do these ideas suggest about our knowledge of our solar system?
1 mark
(d) What causes scientists to reject an idea and replace it with a new one?
Solution:
 when the weight increases, the number of masses increases

accept ‘they increase together’ or ‘they
decrease together’
 the number of masses goes down if the weight goes down
 the number of masses increases with weight
(ii) 12
1
(b) (i) she would need fewer masses
accept ‘it would slide more easily’ 1

do not accept ‘less friction’
(ii) put oil or water on the glass accept a named lubricant for oil 1
accept ‘lubricate the surfaces’
accept ‘polish the block of wood’
accept ‘put the block of wood on rollers or
ball bearings’
or on any objects used as rollers
do not accept ‘tilt the glass’
[4]
(c) any one from

1
 our knowledge is increasing accept ‘we probably do not know everything
about the solar system’
 our knowledge is changing
(d) any one from
1
 new evidence which challenges accept ‘more observations’
ideas may be collected accept ‘new evidence’
 there might be a new way of
thinking about how the facts fit
together
 new interpretations of evidence
 old ideas do not explain the
observation accept ‘old ideas do not work or fit data’
[4]
Year 8
Unit 1: Plants
Photosynthesis
1. PAPER 2 No.2 2014
Marta grows tomato plants in her greenhouses.
(a) Name the process plants use to make their own food.
(b) Marta adds more carbon dioxide gas into the greenhouses.
Explain why.
(c) Marta has two different greenhouses.
After two weeks she compares the size of the tomato plants in the two different
greenhouses.
Write down two things she could measure to compare the size of the tomato plants. 1
Solution:
Questi 2
on
(a) 1 photosynthesis
(b) 2 Any two from:
Accept CO2
carbon dioxide is
needed for
photosynthesis
more photosynthesis / more

food is made /
(c) 2 Any two from:
height
Accept weight
(dry)
mass
number of tomatoes (fruits)

Total 5
Investigating photosynthesis
The diagram shows a pupil’s investigation of photosynthesis.
Sodium hydrogen carbonate can be added to the water to increase the concentration of
dissolved carbon dioxide.
A group of pupils added measures of sodium hydrogen carbonate to the water and
counted the number of gas bubbles given off by the pond weed.
Their results are shown in the table.
number of measures of number of bubbles given off

sodium hydrogen carbonate per minute
0 5
1 10
3 20
5 30
7 40
2.
Plot a line graph using these results. Label the axes.

(b) How many bubbles would you expect to be given off per minute if the experiment was
repeated using 4 measures of sodium hydrogen carbonate?
(c) What do these results suggest about the composition of the water at the start of the
experiment?
Solution:
11,(c) That water contains some dissolved carbon dioxide already
Rocks, fossils and weathering

1. The diagram shows a volcano erupting.
(a) Look at the diagram. Give the letter which labels:
(i) magma;
(ii) Liquid lava;
(iii) Old solid rock.
(b) When magma and lava cool, they form a hard crystalline rock.
What is the name of this type of rock?
Igneous rock
Metamorphic rock
Sedimentary rock
(c) The changes listed below take place when a volcano erupts.
Which one of these changes could be reversed?
Old rock is heated to form a different rock.
Sulphur burns to form sulphur dioxide.
Water is heated to form water vapour.
(d) Ash from a volcano dropped into a lake. All the fish in the lake were killed and buried
under the ash in the mud at the bottom of the lake.
The photograph below shows the remains of a fish millions of years later.
(i) The photograph shows the body parts which supported the fish.
Give the name of these body parts.
(ii) Give the name for animal and plant remains that are found in a rock after millions
of years.
Solution:
(a) (i) C 1
(ii) A
1
(iii) D
1
(b) Igneous rock if more than one box is ticked, award no mark 1
(c) Water is heated to form water vapour 1

(d) (i) skeleton or bones accept ‘spine’ or ‘backbone’ or ‘ribs’ or ‘skull’ 1

accept ‘scales’
(ii) Fossils
1
2. A Japanese volcano erupted in 1936. Molten sulphur poured out of the volcano.
When it cooled it formed rock sulphur.
o ld e r v o lc a n ic r o c k s s o lid r o c k
s u lp h u r
m o lt e n
s u lp h u r
(a) (i) Which word describes molten rock that is underground?

Choose from lava or magma or oil.
………………………………………
(ii) Which type of rock do volcanoes produce?

Choose from igneous or metamorphic or sedimentary.
(b) Sulphur is a non-metallic element. It is yellow and melts at 115°C.
Complete the sentences about sulphur.
(i) Sulphur is a poor conductor of
(ii) At 115°C sulphur changes from
a …………………………………… into a …………………..……………
(c) Sulphur burns in air to form an oxide.

What gas in the air reacts with sulphur when it burns?
Solution:
(a) (i) magma 1
(ii) Igneous 1

 thermal energy accept ‘heat’ or ‘energy’
 electricity
(ii) Answers may be in either order

 solid 1
 liquid accept ‘fluid’ 1
(c) Oxygen 1
3. These photographs show how the cliffs on the coastline by a church changed between the years
1886 and 1919.
the church and

coastline in 1886
the church and

coastline in 1904
-
the church and
coastline in 1912
the church and

coastline in 1919
Photographs by kind permission of Dunwich museum
(a) (i) How can you tell from the photographs that the coastline has changed?
(ii) What made the coastline change? Tick the correct box.
the rain the sea
the Sun the wind
(b) On the seashore, pebbles that are rough and uneven become smooth and rounded.
Explain how they become smooth and rounded.
(c) The photograph below shows a carved limestone head. The surface of the limestone has
changed over many years.
(i) Which process made the surface of the limestone change over many years? Tick
the correct box.
carving polishing
melting weathering
(ii) Name a substance in the air which made the surface of the limestone change.
Solution:

 the sea is nearer the church
 part of the church has gone
 part of the cliff has goneaccept ‘it has worn away’ or ‘it has been
eroded’ or ‘it has collapsed’
(ii) the sea 

1
(b) Any one from
1
 they are rolled around on the beach

 they rub against each other
 they collide with each other accept ‘the corners get knocked off’
Accept ‘they are eroded’
(c) (i) weathering if more than one box is ticked 1

Award no mark
(ii) Acid rain accept ‘acid’ or ‘rain’ or ‘water’ or 1

‘Carbon dioxide’ or ‘sulphur dioxide’ or ‘soot’
Do not accept ‘greenhouse gases’
[5]
4. (a) Over many years, cliffs may be affected by weathering.
Describe one effect of weathering on a cliff.
(b) The photograph shows a piece of sandstone.
(i) The sandstone in the photograph contains a fossil. What is a fossil?
(ii) What group of rocks does sandstone belong to?
(c) Granite and basalt are igneous rocks. They contain crystals but no fossils.
(i) How are igneous rocks formed?

(ii) Explain why igneous rocks do not contain fossils.
(iv) Granite takes much longer to form than basalt.

How will the size of the crystals in granite be different from the size of the crystals in
basalt?
Solution:
(a) Any one from 1

 pieces are broken off
 the cliff is worn away
 it crumbles accept ‘erosion’

1
 remains or impressions of plants or animals which are very old
Accept ‘a plant or animal buried for
thousands of years’
 remains or impressions of plants or animals in a rock
Accept ‘remains or impressions of plants or
animals or living things’
(ii) Sedimentary
1
(c) (i) cooling of or crystallisation from magma or lava or molten rock 1

Accept ‘from magma or lava’
Accept ‘from volcanoes’
‘by heating’ is insufficient
(ii) Any one from

1
 they were formed in conditions where plants
or animals or living things could not exist
 magma is too hot for plants or animals to survive
(iii) any one from

1
 larger in granite accept ‘larger’ or ‘bigger’
 smaller in basalt
[6]
5. Linda had a piece of red sandstone.
She hammered it into pieces and then ground them into a powder using a pestle and mortar.
She put the powder into a measuring cylinder with water and shook the mixture. The contents
settled.
(a) Linda said her results showed that sandstone is a mixture of two substances.
How could she tell, from the results, that sandstone is a mixture of substances?
(b) Linda then poured the cloudy water from the measuring cylinder through filter paper in a
filter funnel.
She said there might be salts dissolved in the colourless, clear liquid that came through
the filter.
(i) What could Linda do to find out if there were salts dissolved in the colourless, clear
liquid?
(ii) What would she see if there had been salts dissolved in the colourless, clear liquid?
(c) Sandstone is a sedimentary rock. Four stages in the formation of sedimentary rock are
listed below.
Compacted deposited weathered transported
Put these stages in the correct order. One has been done for you.
Stage 1 ................weathered...................
Stage 2.....................................................
Stage 3.....................................................
Stage 4.....................................................
Solution:
(a) any one from 1
 it contains more than one substance which are not chemically combined
Accept ‘substances are not combined’
 they can be separated by physical means or by sedimentation or filtration
Accept ‘they can be separated easily’
 she sees a red and a brown layer
Accept ‘there are layers’
Accept ‘it splits into sand and clay’
1
 heat the liquid

 evaporate the water accept ‘leave it until the water had gone’
accept ‘leave it on a radiator’
accept ‘distill it’
‘Leave it’ is insufficient
(ii) a deposit left behind accept ‘a deposit’ or ‘a salt’ 1

or ‘a solid’ or ‘crystals’
Mark parts (b) (i) and (b) (ii) together
(c) Transported all three processes in the correct order 1

deposited are required for the mark
compacted
[4]
6. PAPER 1 No.8 Sp 2012
The diagram shows the rocks on the sides of a deep quarry.
Rocks A, B and C are sedimentary rocks. They were formed when tiny rock particles built
up in layers and were compressed.
Rock D was formed when limestone (a sedimentary rock) was heated to a very high
Temperature, at high pressure, and then cooled.
Rock E was formed when hot magma (liquid rock) cooled and solidified.
(a) Rock A contains fossils.
(i) What is a fossil?
(ii) Choose the letters of two other rocks that could contain fossils.
(b) Suggest how the limestone was heated to form rock D.
Solution:
Question 8
(a) (i) 2 remains of living allow named living organism

changed
organismto rock / allow equivalent of rock, e.g. stone
preserved in rock
(ii) 1 B and C both required for mark
by the (hot) magma /

(b) 1 by rock E
Total 4
2. (a) The list below gives some processes which occur in the rock cycle.
1. Grains of sediment collect in layers on the sea bed.
2. Large crystals form as molten magma cools deep below the Earth’s surface.
3. A glassy rock forms as molten magma erupts into sea water.
4. Grains of sediment are cemented together as they are buried deep under thick
Layers of other sediments.
5. New crystals form in layers as rocks are affected by high temperature and
Increased pressure deep in the Earth’s crust.
6 New minerals form with flat crystals when layers of mudstone are squeezed.
(i) Give the number of one metamorphic process.
(ii) Give the number of one igneous process.
(iii) Give the numbers of the two steps which could lead to the formation of sandstone.
Limestone and sandstone are two different rocks.
(b) Limestone is mainly calcium carbonate. It reacts with dilute hydrochloric acid to produce
bubbles of gas.
Complete the word equation for the reaction.
h y d r o c h lo r ic c a lc iu m w a te r
a c id c a rb o n a te
(e) Sandstone is mainly silicon dioxide. Glass for test tubes is also made from
Silicon dioxide.
Suggest what, if anything will happen when dilute hydrochloric acid is added to a
piece of sandstone.
Solution:
(a) (i) 5 or 6 1
(ii) 2 or 3
1
(iii) 1 and then 4 accept ‘4 and then 1’ for one mark 2
(b) carbon dioxide + calcium chloride answers may be in either order 2
(c) no reaction or nothing accept ‘soaks in’ 1

Accept ‘sandstone breaks up into grains of
sand’ or ‘sandstone falls apart’ or ‘it reacts
with the cement’
Transporting water & mineral salts
1. Themba investigates how plants take up water. Here is the equipment he uses.
(a) Which part of the plant takes in water?
(b) Describe how a plant takes in water.
(c) Describe what happens to the water after it is taken in by a plant.
Solution:
Questio 3
n
(a) 1 roots / root hairs
(b) 1 osmosis / through cell walls (of root
hair cells) / absorption (through roots)
(c) 3 Any three from:
transported (away)
(transports) minerals /
Accept travels through the
xylem
sugars travels up the stem
goes to the leaves / other named Accept goes to stomata /

part(s) of the plant leaf pore
(used in) photosynthesis
Unit 2 ; Food & digestion

Balanced diet
1. The card shows the amounts of fat and fibre in some types of food and drink from a café.
C h e z J e a n C a fé
fa t fib r e
in g in g
ty p e o f b u rg e r
s in g le b u r g e r 17 0 .8
d o u b le b u r g e r 38 1 .2
c h e e s e b u rg e r 21 1 .0
ty p e o f d r in k
s tr a w b e r r y m ilk s h a k e 8 0
m e d iu m c o la 0 0
m e d iu m o r a n g e ju ic e 0 0
ty p e o f p o ta to
r e g u la r f r ie s 15 3
b a k e d p o ta to 0 9
(a) From the card above, choose a meal consisting of a burger, a drink and some
potato, to give:
(i) the least fat;

1 mark
(ii) the most fibre.

1 mark
Write your answers in the table below.
Food and drink meal with the least fat meal with the most fibre
type of burger
type of drink the drinks do not

contain fibre
type of potato
(b) Draw a line from each nutrient to the main reason why it is needed.
Draw only four lines.
nutrient main reason why the nutrient is needed
• to keep the intestine working properly
Calcium • • for healthy teeth and bones
Fibre • • for insulation
Protein • • to provide energy
Sugar • • for growth and repair

4 marks
Maximum 6 marks
Solution:
(a)
food and drink meal with the meal with the
least fat most fibre
type of burger single burger double burger
accept ‘single’ accept ‘double’
type of drink cola or the drinks do not
orange juice contain fibre
type of potato baked potato baked potato

2
Award one mark for each correct column
to k e e p t h e in te s ti n e
w o r k in g p r o p e r ly
c a lc iu m
fo r h e a lth y t e e th a n d b o n e s
fib r e
fo r in s u la ti o n
p ro t e in
to p r o v id e e n e r g y
sugar
(b) fo r g ro w t h a n d re p a ir 4
if more than four lines are drawn, deduct
one mark for each incorrectly drawn line
minimum mark zero
[6]
2. Peter burns a piece of crispbread to find out how much energy is stored in it. Energy from the
burning crispbread raises the temperature of the water in the test-tube.
(a) Describe one way Peter has arranged the apparatus so that he is working safely.
(b) Peter wants to find out if potato crisps contain as much energy as crispbread. He does
the experiment again using a piece of potato crisp.
Suggest two things he must do to make the experiment a fair test.
The table shows some of the nutritional information from a packet of crispbread and a packet
of potato crisps.
e n e rg y p r o te in c a rb o h y d ra te fa t fib r e
in k J in g in g in g in g
100 g of
c r is p b r e a d 1455 1 1 .6 5 8 .1 7 .3 1 4 .7
100 g of
p o ta t o c r is p s 2072 5 .8 5 7 .9 2 8 .7 4 .3
(c) Peter burns 1.0 g of potato crisp instead of 1.0 g of crispbread in a similar experiment.
What result will he get when he burns the potato crisp? Tick the correct box.
The change in the temperature of the water will be greater.
The change in the temperature of the water will be the same.
The change in the temperature of the water will be smaller.
There will be no change in the temperature of the water.
(d) (i) Fibre contains energy. Explain why this energy cannot be used by the human body.
(ii) Use the table in part (b) to give two reasons for choosing crispbread rather than
potato crisps as part of a balanced diet.
(d) Crisp bread does not contain vitamin C. Which of the foods in the list below is the best
Source of vitamin C?
cheese eggs fis h o ra n g e s
Solution:
(a) Any one from 1

 the test-tube is pointing away from him
Accept ‘the test-tube is pointing away from
the edge of the bench'
do not accept ‘the test-tube is at an angle'
 he used a cork and a pin to hold the burning crispbread
Accept ‘he used a pin’ or ‘he is not holding
the crispbread'
or ‘the cork is on the stand'
 the test-tube is held in a clamp
Accept ‘he used a clamp' or ‘the test-tube is
held tightly'
 it is away from the edge of the bench
 the apparatus is arranged over the base of the stand for stability
Accept ‘the tube is over the base'
do not accept ‘he is wearing goggles
(b) any two from

2
 use the same amount of water
 use the same mass or weight of crisp
Accept ‘use the same mass of food'
do not accept ‘use the same amount of food'
 the crisp must be the same distance from the test tube as the crispbread was
 start with water at the same temperature
 shield both experiments from the draught
Do not accept ‘use the same apparatus' or
'heat for the same amount of time'
(c) The change in the temperature of the water will be greater.  1

mark
(d) (i) fibre is not digested accept ‘it is not absorbed' 1

or ‘it does not get broken down'
do not accept ‘it is insoluble'
(ii) any two from

2
 it contains less fat accept ‘it is less fattening'
or ‘it contains less energy'
 it contains more fibre
 it contains more protein do not accept ‘more carbohydrate'
(e) Oranges  if more than one box is ticked, award no mark

1
3. PAPER 1 No.5 sp 2012
Read the article about Ferdinand Magellan who led the first voyage around the world.
Use the information in this article and your biological knowledge to answer the questions.
(a) Magellan’s ships set sail with basic foods that provided a balanced diet.
What is meant by a balanced diet?
(b) Suggest why Magellan took some live animals with him on the voyage.
(c) Most of the sailors on the Victoria developed a deficiency disease called scurvy.
(i) What is meant by a deficiency disease?
(ii) Describe one symptom of scurvy.
(iii) What is the cause of scurvy?
(iv) Suggest why Elcarno did not develop this deficiency disease.
Solution:
Question 6

food must have a
wide variety /
contain all the
essential nutrients
(a) 2
these should be in
Accept: They could not preserve some
to provide fresh meat foods very easily.
(b) 1
/ eggs / source of
Animals may produce young.
protein
(c) (i) 1 disease caused by the
lack
of an important nutrient
e.g.
vitamin or mineral
(ii) 1 bleeding gums / sores

which will not heal
(iii) 1 lack of vitamin C
(iv) 1 fruit contains vitamin C / If error in (c) (iii), mark (c) (iv) according to
ate
he jam / he ate fruit answer in (c) (iii).
Total 7
Digestion & absorption

1. The words ‘contains added iron’ were printed on Colin’s box of cereal.
(a) Colin decided to test the cereal to see if it contained tiny pieces of powdered iron metal.
First he crushed 500 g of cereal into a fine powder and mixed it with water.
He put a clean, white, plastic-coated magnet in the mixture.

Then he stirred it.
If the cereal contains tiny pieces of iron metal, what should Colin expect to see?
(b) Colin finds that the cereal does contain pieces of powdered iron.
Give two differences between iron metal and compounds containing iron.
(c) Colin eats some cereal. The tiny pieces of iron metal in the cereal react with the hydrochloric
acid in his stomach.
Complete the word equation to show the reaction of iron with hydrochloric acid.
Iron + hydrochloric acid  ................................ + ...................................

2 marks
(d) The body needs iron to make red blood cells. The red blood cells transport oxygen to all
the cells of the body. People who do not have enough red blood cells may feel that
they do not have much energy. Explain why.
Solution:
(a) Pieces of iron sticking to the magnet accept ‘the iron powder attracting the 1
Magnet’ or ‘pieces of a dark or grey powder

on the magnet’
do not accept ‘dark pieces in the powder’
(b) A comparison must be made or implied for each mark to be awarded
Any two from

2
 the metal is magnetic or many iron compounds are not magnetic
Accept ‘iron compounds are non-magnetic’
 the metal is an element or in iron compounds, iron is chemically joined to
other elements
accept ‘iron is an element’ or ‘compounds
contain different elements joined together’
do not accept ‘iron metal is pure’
or ‘the compounds contain iron plus
something else’
do not accept ‘in compounds the atoms are
joined together in molecules’
 iron metal is grey or shiny or compounds containing iron are green or brown
 iron is a good electrical conductor or iron compounds are electrical insulators
Accept ‘iron is a conductor’
or ‘iron conducts electricity’
or ‘iron compounds are insulators’
 iron is a good thermal conductor or iron compounds are poor thermal
conductors
Accept ‘iron conducts heat’
or ‘iron compounds are thermal insulators’
 the metal is not soluble in water or many iron compounds are soluble in
water
Accept ‘iron compounds are soluble
 iron can rust or iron compounds cannot rust
 in iron metal, all the atoms have the same number of protons
Accept ‘in iron metal, all the atoms are the
same’
(c) Iron chloride + hydrogen products may be in either order accept 2

‘FeCl2’ for iron chloride ignore references to
oxidation states accept ‘H2 for hydrogen
(d) Answers may be in either order
Less oxygen is carried to the cells accept ‘oxygen is needed for respiration’ 1
or ,cells cannot get enough oxygen’ or ‘not
enough oxygen going around the body’
Less energy released in respiration accept ‘not enough energy from respiration’
1
[7
3. One evening Jenny and Leah ate chicken sandwiches which had been in their school bags all
day. There were harmful bacteria in the food. The next day both girls became very ill. Their
doctor gave them antibiotics to take for eight days.
The graph represents how antibiotics affect the number of bacteria in the body.
num ber of
h a rm fu l
b a c te r ia in
th e b o d y
0
0 1 2 3 4 5 6 7 8 9 10
t im e , in d a y s
s a n d w ic h a n tib io tic s
e a te n s ta r te d
(a) Use the graph to explain why the girls did not become ill until the day after eating the
sandwiches.
(b) After taking the antibiotics for eight days Jenny was completely better. Explain why she
got better.
(c) Leah should have taken the antibiotics for eight days. She felt much better after five days
and stopped taking the antibiotics. Two days later she felt very ill again.
Use the graph to help you explain why Leah became ill again.
(e) Food will keep longer if it is placed in a refrigerator at 2°C.
Refrigeration does not kill bacteria.

What effect does the low temperature have on bacteria?
Solution:
(a) Any one from 1

 there were not enough bacteria in the food or body
Accept ‘the bacteria had to grow first’
 the bacteria multiplied by the next day
(b) The antibiotic or medicine killed all the bacteria 1

Accept ‘the antibiotics got rid of all the
bacteria’ or ‘there were no bacteria left’
(c) Any one from

1
 antibiotic or medicine had not killed all the bacteria
Accept ‘not all the bacteria had gone’
 there were still bacteria left alive
 the bacteria multiplied 1
Accept ‘the population rose again’
Accept ‘they could grow again’
Accept ‘they reproduced again’
(d) Any one from

1
 it slows down reproduction accept ‘it stops them reproducing’
Or ‘it stops them breeding’ or ‘it stops them
multiplying’
 it is too cold for the bacteria to divide or reproduce
Accept ‘it stops them growing’
Accept ‘slows down growth’
Do not accept ‘they are dormant’
Do not accept ‘it freezes them’
[5]
Digestive system
1. The diagram shows some of the organs of the human body.
b r a in
oesophagus
( g u lle t )
lu n g
h e a rt
bones
( r ib s )
s to m a c h
liv e r in te s tin e
(d) Give the names of two labelled parts where food is digested
(e) Why do we need to chew our food and mix it with saliva?
(c) (i) Draw one line from each bad habit to the organ it harms.
b a d h a b it o rg a n
liv e r
d r in k in g t o o m u c h a lc o h o l
lu n g
n o t e a t in g e n o u g h fib r e
r ib s
s m o k in g c ig a r e t te s
in t e s tin e
(ii) Which organ in the list below can be harmed if we eat too much fat?
brain heart
lung ribs
Solution:
(a) Stomach and intestine answers may be in either order 1

accept ‘oesophagus’ or ‘gullet’
(b) any two from

2
 to make it easy to swallow accept ‘so that it will go down easily’
Accept ‘to stop you choking’
 to digest food or break it down accept ‘to break it into smaller pieces’
to soften the food
 accept ‘it dissolves it’
liv e r
d r in k in g to o m u c h a lc o h o l
lu n g
n o t e a t in g e n o u g h f ib r e
r ib s
s m o k in g c ig a r e t t e s
in t e s t in e
(c) (i) 3
Award one mark for each correct line
if more than one line is drawn from any
habit, award no mark for that habit
(ii) Heart  if more than one box is ticked, 1

2. PAPER 1 No.4 2014
This diagram shows the human alimentary canal.
(a) Name the parts labeled A and B.
(b) Write down one function of the small intestine C.
Solution:
Question 4
(a) 2 A = esophagus Accept gullet
(b) 1 absorption (of nutrients) / Accept specific

chemical digestion / enzyme examples of digestion
digestion e.g. fats are broken
down / fats are
emulsified
/ carbohydrates to
Total 3
Food chains
1. The drawing shows a water lily and some waterweed growing in a pond.
flo w e r
w a te r f lo a t in g
lily le a f s u rfa c e o f p o n d
s ta lk
w a te r-
X w eed
Y
r o o ts
(a) Waterweed grows well at Y but not at X. Why is this? Tick the correct box.
There is not enough food at X.
There is not enough light at X.
There is not enough oxygen at X.
There is not enough water at X.
(c) Which named part of the water lily produces seeds?
(d) The drawing shows part of a food web in a pond. Use the information in the
drawing to answer the questions.
(i) Write three names from the food web to make a food chain which ends with
pike.
(ii) Write the name of one predator in the food web and the name of one of its
prey.
(d) Fish have gills and fins. How do these help the fish to live in water?
Solution:
(a) There is not enough light at X.  if more than one box is ticked, 1
Award no mark
(b) Flower
accept ‘ovary’ or ‘ovule’
(c) (i) the food chain must begin with the producer
Any one from
1
 waterweed  tadpole  water beetle
 waterweed  tadpole  minnow
 waterweed  minnow  perch
(ii) Award one mark for the predator (upper answer) and one mark
for its prey (lower answer)
Either
2
 pike
 water beetle or tadpole or minnow or perch
Or
 water beetle
 tadpole
Or
 perch
 water beetle or minnow
Or
 minnow
 tadpole
the mark for the prey may only be
awarded if it is directly linked to the
predator in the diagram
(d) Breathing or gas exchange accept ‘take in oxygen’
Movement or swimming accept ‘balance’ or ‘steering’

1
[7]
2. A pupil studied the organisms in a pond.
From her observations she drew this simple food web.
p e rc h
s m a ll f is h w a te r b o a tm e n
w a te r fle a s t a d p o le s
m ic r o s c o p ic p la n ts
(a) Use only the information in the food web to answer the following.
(i) Write down one food chain from this food web. There should be four
organisms in the food chain.
(ii) Write down the producer in the food web.
(b) Disease suddenly kills all the small fish. Complete the sentence to explain
what is likely to happen to the number of water boatmen.
The number of water boatmen is likely to.....................................................
because........................................................................................................
Solution:
(a) (i) microscopic plants  tadpoles  water boatmen  perch
or microscopic plants  water fleas  small fish  perch

1
Accept ‘plants’ or ‘microscopic’ for
microscopic plants
(ii) Microscopic plants accept ‘plants’
1
(b) Decrease accept ‘go down’
Any one from
1
 more of them are eaten by perch
 perch would have no small fish to eat
Accept ‘because the increased
number of water fleas eats more
plants, there is less food for
tadpoles, therefore fewer
tadpoles’
[4]
Unit 3: The circulatory system
The human circulatory system
1. PAPER 1 No.1 2014
The diagram shows part of the circulatory system.
X Y
Rest
Of
body
(a) Name the types of blood vessels labelled X and Y in the diagram.
(b) Name the organ where gaseous exchange takes place.
Solution:
Questio 1
n
(a) 2 X = vein(s) Accept phonetic spelling
Y = artery / arteries
Ignore named vessels e.g

(b) 1 lung(s)
Total 3
The heart
1. PAPER 1 No.6 2014
Usman trains to run a 1 km race.
He measures his heart rate while running. Here are his results.
time in minutes heart rate in beats per

0 minute 90
1 120
2
3 160
4 175
5 190
6 200
7 210
8 210
(a) Plot the results for heart rate on the
grid below. Four of the points have
been plotted for you. Label both
axes.
Draw a smooth curve through the points.

(a) Use your graph to predict Usman’s heart rate at time 2 minutes.
(b) Explain why Usman’s heart rate increases during exercise.
Solution:
Questio 6
n
(a) 4 x-axis labelled time in minutes and Accept time / min
y-axis labelled heart rate in beats Do not accept time / m

per minute = 1 mark
Accept heart rate / bpm
Accept units placed in brackets
four correctly plotted points = 2 marks

Accept a plotting error of ± half
but a square
two or three correctly plotted points

= 1 mark
(b) 1 result from the learner’s graph Accept ±4 beats per minute
for 2 minutes
(c) 2 Any two from:
Accept O2
(muscles/cells) need more
oxygen / oxygen supplied faster
Accept C6H12O6
(muscles/cells) need more Ignore sugar
glucose / glucose supplied faster
Accept CO2
removal of more carbon dioxide /
Total 7
Unit 4: Respiration
The human respiratory system
The diagram shows the human respiratory system.
Group of alveoli
(a) Name parts A and B.
(b) Gas exchange takes place in the alveoli.
Complete the following sentence to describe this exchange of gases.
………………………………..passes through the walls of the alveoli from the

Air into the ………………………………….. whilst ………………………………….
passes in the opposite direction.
[3]
Solution:
7. (a) A- Trachea B- Lungs
(b) Oxygen passes through the walls of the alveoli from the air int the blood
whilst cardondioxide passes in the opposite direction
Gas exchange
1. People who have emphysema have damaged air sacs in their lungs. The diagrams show a
section through a normal air sac and a section through a damaged air sac.
gas gas gas gas

in out in out
n o r m a l a ir s a c d a m a g e d a ir s a c
(a) Gas exchange takes place at the inside surface of the air sac when a person
breathes.
(i) Which two gases are exchanged at this surface of the air sac?
(ii) The amount of gas exchanged is smaller in a damaged air sac.

Explain why.
(b) The list shows four substances present in cigarette smoke.
carbon particles carbon monoxide nicotine tar
Choose from the list the substance which:
(i) causes addiction to smoking cigarettes;

(ii) may cause lung cancer;
(iii) is carried instead of oxygen in the red blood cells.

Solution:
(a) (i) oxygen and carbon dioxide 1
(ii) Smaller surface area answers may be in either order
1
Both are required for the mark
Accept ‘O2 and CO2’
Accept ‘nitrogen’ instead of oxygen
and carbon dioxide
Do not accept ‘smaller’
(b) (i) nicotine
(ii) Tar
(iii) Carbon monoxide

1
[5]
Aerobic respiration
Which of the following is the correct word equation for
Respiration? Tick one box.
Sugar + water carbon dioxide + oxygen
Sugar + oxygen carbon dioxide + water
Sugar + carbon dioxide oxygen + water
carbon dioxide + water sugar + oxygen
Solution:
9(a) sugar + oxygen cardondioxide + water
2. PAPER 2 No.1 2014
Anastasia trains to run a 1 km race.
She measures her breathing rate while running. Here are her results.
time breathing rate
1 20
2 25
3 30
4 35
5 40
6 40
7 40
8 40
(a) Use the table to predict Anastasia’s breathing rate at 0 minutes.
(b) Anastasia’s muscles were respiring aerobically.
Complete the word equation for aerobic
respiration.
+ +
[2]
Solution:
Questi 1
on
(a) 1 any value between 12 and 18 Accept any range between
these values
(b) 2 carbon correct reactants in any
oxygen + glucose order = 1 mark
water
dioxide +
correct products in any
order = 1 mark
Total 3
Cigarettes & health
1. (a) The graphs show the number of deaths from lung cancer and from tuberculosis of
the lungs, in England and Wales, between 1920 and 1960.
lu n g c a n c e r
200 t u b e r c u lo s is o f th e lu n g s
175
n u m b e r o f d e a th s 150
p e r 1 0 0 0 0 0 p e o p le 125
per year
100
75
50
25
0
1920 1925 1930 1935 1940 1945 1950 1955 1960
year
(Data obtained from Key Science Biology, Applin; published by Stanley Thornes 1994)
(i) Between which two dates on the graph did the number of deaths from lung
cancer rise fastest?
(ii) Lung cancer may be caused by cigarette smoking.
What substance in cigarette smoke causes lung cancer?
(b) The number of deaths from tuberculosis of the lungs went down because of better
medical treatment and preventive medicine.
What type of treatment is given to young people nowadays to prevent them from
getting tuberculosis?
Solution:
(a) (i) 1950 and 1955 both dates are required for the mark 1
Accept the dates in reverse order
accept ‘1945 and 1955’
do not accept ‘1945 and 1950’
(ii) Tar accept a named recognized carcinogen 1

Accept ‘carbon particles’
do not accept ‘nicotine’ or ‘carbon monoxide’
if both tar and nicotine are given award no mark
(b) Any one from
1
 immunisation accept ‘inoculation’

 vaccination do not accept ‘injection’
 BCG accept ‘TB jab’
 BCG injection do not accept ‘jab’
 BCG jab do not accept ‘shot’
 BCG shot do not accept ‘medicine
[3]
2. PAPER 2 No.9 2014
The diagram shows some of the cells from the lining of the windpipe (trachea).
(a) Write down the function of the cilia.
(b) What effect does cigarette smoke have on cilia?

(c) Name the addictive substance in cigarette smoke.
Solution:
Questi 9
on
(a) 1 moves mucus Accept wafts mucus
Accept Traps / moves out

(b) 1 paralyses (cilia) / stops (cilia) Do not accept kills (cilia)
working
(c) 1 nicotine
Total 3
Unit 5: Reproduction & development
Gametes
1. PAPER 1 No.9 2014
This question is about human reproduction.
Put these sentences in the
correct order. Use the numbers 1 to
One is done for you.
If an egg is present the sperm enters the egg.
The journey continues into the oviduct (fallopian tube).
Sperm is deposited in the vagina. 1
Sperm travels through the cervix.
Sperm swim across the uterus (womb).
[2]
(c) Here is a diagram of a sperm cell.
(i) Label the part used for movement with an A. [1]
(ii) Label the part containing the genetic information with a B. [1]
(d) A woman can sometimes release two different eggs at the same time.
Write down what will happen if sperm cells enter both of these eggs.
Solution:
Quest 9
ion
Par Mark Answer Further Information
t
(a) 2
5 and 4 in the correct

place = 1 mark
2 and 3 in the correct

place = 1 mark
(b)(i) 1 label, A, pointing to the tail
(b)(ii) 1 label, B, pointing to the nucleus Ignore labelled head of

sperm cell
nucleus
(c) 2 Any two from:
idea that both eggs can be fertilized
idea that this will lead to the

development of twins
Total 6
CHEMISRTY
Unit: 6: States of matter
Particle theory
1. PAPER 2 No.3 Sp 2012
The diagrams show some arrangements of particles.
Write the letter of the diagram that represents
(a) molecules of a compound
(b) an element made up of atoms
(c) a mixture of different elements
Solution:
Question 4
(a) 1 D
(b) 1 A
(c) 1 B
Total 3
Diffusion
1. PAPER 2 No.12 2014
Samuel sprays some perfume into the air in a closed room.
Five minutes later Jackie who is five metres away smells the perfume.
(a) Name the process that describes how the perfume particles spread throughout the room.
(b) Explain why this process is faster in a warmer room.
Solution:
Questi 12
on
(a) 1 diffusion
(b) 1 particles have more (kinetic)
energy / particles move faster
Total 2
Brownian motion
1. PAPER 1 No.2 Sp 2012
The diagram shows a balloon containing air.

Air
(a) Explain how the air particles exert a pressure on the inside of the balloon.
(b) The air in the balloon is heated by leaving the balloon in a sunny place. State two
effects this has on the air particles.
(c) State one way in which the balloon changes when it is left in a sunny place.
Solution:
Question 2
moving particles of air
(a) 2
hit sides
speed up
collide with each other with

more force
(b) 2 any two from the list
collide more often
move apart
bigger / enlarge / burst /
(c) 1 hotter
Total 5
Unit 7: Elements & compounds

Atoms
1. In the 19th Century, a scientist called John Dalton used symbols to represent atoms. The
Symbols he used for atoms of three different elements are shown below.
The diagrams below show different combinations of these atoms.

A B C
D E
(a) (i) Give the letter of the diagram which shows a mixture of two elements.
(iii) Give the letter of the diagram which shows a mixture of two compounds.
(iv) Give the letter of the diagram which shows a mixture of an element and a
compound.
(b) Give one difference between a compound and a mixture.
(c) (i) Suggest a name and formula for the substance represented in diagram B.
(ii) Suggest a name and formula for the substance represented in diagram D.
Solution:
(a) (i) A 1
(ii) E
1
(iii) C
1
(b) Any one from

1
 a compound contains two or more ‘a compound contains different
elements chemically combined elements or atoms of different types
or bonded joined together’
Do not accept ‘a compound contains
two or more atoms joined together’
 a mixture contains two or more accept ‘a mixture can be separated by

elements or compounds or physical means’
substances not chemically
combined or bonded
‘A mixture can be separated’ is insufficient
(c) (i) any one from

1
 name: oxygen formula: O2
 name: hydrogen formula: H2
 name: nitrogen formula: N2
 name: chlorine formula: Cl2
Accept any other element which exists as
diatomic molecules in the gaseous state
both the name and formula are required for the
mark
Do not accept ‘O’ or ‘H’ or ‘N’ or ‘Cl’
(ii) Any one from
1
 name: carbon dioxide formula: CO2
 name: water formula: H2O
 name: sulphur dioxide formula: SO2
 name: nitrogen dioxide or nitrogen oxide formula: NO2
Accept any compound with the formula XY2,

e.g. magnesium chloride MgCl2
Both the name and formula are required
Atoms & elements

1. (a) The drawings below show that different elements are used for different objects.
Draw a line from each element to the reason for using that element.
Draw only four lines.
e le m e n t u s e d r e a s o n fo r u s in g th e e le m e n t
It is lig h te r t h a n a ir.
copper
fo r th e b a s e
of a
saucepan
It is a g o o d c o n d u c to r o f h e a t.
g o ld
f o r a r in g
It is a g o o d c o n d u c to r o f
e le c tr ic ity .
14 h e liu m
to d a y
in a b a llo o n
It s ta y s s h in y b e c a u s e it d o e s
n o t r e a c t w ith o x y g e n .
°C
11
0
10
m e rc u ry
0
90
80
70
in a
60
50
40
th e rm o m e te r
30
20
10
0
–1
0
I t is a liq u id a t r o o m
te m p e ra tu re .
(b)Which of the four elements is not a metal?
Copper
Gold
Helium
Mercury
1 mark
Maximum 5 mark
Solution:
(a) 4
I t is lig h te r th a n a ir.
c o p p e r fo r th e b a s e
of a saucepan
It is a g o o d c o n d u c to r o f h e a t.
g o ld fo r a rin g
It is a g o o d c o n d u c to r o f
e le c tric ity .
h e liu m in a b a llo o n
It s ta y s s h in y b e c a u s e it d o e s
n o t re a c t w ith o x y g e n .
m e r c u r y in a
th e rm o m e te r
It is a liq u id a t ro o m
te m p e ra tu re .
if more than one line is drawn from any

element, award no mark for that element
minimum mark zero
(b) Helium
1

[5]
2. PAPER 2 No.5 2014

Vinegar contains a substance with the formula C2H4O2. Name the
three elements in vinegar.
Solution:
Questi 5
on
3 carbon Accept any order
hydro
gen
Total 3
The periodic table

1. The list below shows properties that different elements can have.
 magnetic
 can be compressed
 very high melting point
 very low melting point
 good conductor of heat
 poor conductor of heat
 good conductor of electricity
 poor conductor of electricity
(a) Which two properties from the list above make aluminium suitable for saucepans?
(b) Which property in the list above explains why?
(i) Copper is used in the cable of a television?

k
(ii) a lot of oxygen gas can be pumped into a very small container?
Solution:
(a) Very high melting point answers may be in either order 1
Good conductor of heat do not

(b) (i) good conductor of electricity do not

(ii) Can be compressed

1
[4]
\
Compounds
1. Copper can be obtained form its ore, copper sulphide, in two stages.
First stage heating the ore in air

Copper sulphide reacts with oxygen from the air to form copper oxide and
sulphur dioxide gas.
Second stage heating the copper oxide with carbon

Copper oxide reacts with carbon to form copper and carbon dioxide gas.
(a) Give the names of three elements mentioned above.
(b) Give the name of one compound mentioned above.

(c) Give the name of the compound, mentioned above which causes ‘acid rain’.
Solution:
(a) Copper 1
oxygen
carbon answers may be in any order
all three elements are required for the mark
accept correct symbols for the elements
accept ‘sulphur' as one of the three elements
(b) Any one from

1
 copper sulphide
 copper oxide
 sulphur dioxide
 carbon dioxide
(c) Sulphur dioxide do not accept ‘carbon dioxide' 1

[3]
2. PAPER 2 No.4 2014
Elements react to form compounds. Complete the three word equations.
Elements Compound
+
Oxygen Magnesium oxide
+
Lead Lead sulfide
+
Copper Chlorine
[3]
Solution:
Questi 4
on
3
elements compound
magnesium
magnesium + oxygen
oxide
Accept sulphur
lead + sulfur lead sulfide
Do not accept chlorine in

place of chloride
Total 3
Formulae
1. PAPER 1 No.2 2014
(a) Draw a straight line between the name of the element and its chemical symbol.
Name chemical symbol
Al
Neon Na
Sodium Ar
Nitrogen Ne
Aluminum N
S
(b) Circle the two elements which are metals.
Aluminum neon nitrogen sodium
( Give three properties of metals.

c
Solution:
Questio 2
n
(a) 4 each correct answer
= 1 mark
more than one line from

any name is incorrect
(b) 2
aluminum neon nitrogen sodium
(c) 3 Any three 1 mark for each property
from: high
Accept solid at room
melting point
temperature if melting and
boiling point not mentioned
high boiling
point Accept (good) conductor

for 1 mark if unqualified
(good) conductor of heat
(good) conductor of Accept can be worked

into shapes
electricity malleable
Accept rings when hit
sonoro Accept can be drawn into wires
us
Accept
ductile
strong
high tensile
Ignore
strength hard
tough
high Ignore
density heavy
Total 9
Unit 8: Mixtures
Compounds & mixtures
1. (a) Samantha opened a tin of white paint. The paint consisted of a liquid and particles of
Titanium dioxide those are insoluble in the liquid.
The paint had separated into two layers, as shown below.
liq u id
p a r tic le s o f in s o lu b le
t ita n iu m d io x id e
(i) What type of substance is the paint?
a compound
1 mark
(ii) What type of substance is titanium dioxide?
a compound
1 mark
(iii) Why did the particles of insoluble titanium dioxide sink to the bottom?
(b)Samantha stirred the paint and used it to paint a window frame.
She got some of the paint on the glass.
Samantha could not get the paint off the glass with water.
When she used a different liquid called white spirit the paint came off.
Why could she remove the paint with white spirit but not with water?
Solution:
(a) (i) a mixture 1

mark
(ii) a compound
1
mark
(iii) Any one from
1
 they are denser than the liquid
Accept ‘it is heavier than the liquid or the paint’

accept ‘the solid particles are more dense or
heavier or too heavy’
accept ‘the solid is denser’
do not accept ‘solid particles are heavy’
without a comparison or qualifier eg
‘too heavy’
 the liquid is less dense than the solid
Accept ‘the liquid is less dense’ or ‘the liquid is

lighter’
(b) any one from
1
 it is insoluble in water
 water is not a solvent for the paint
 it dissolves in white spirit
 white spirit is a solvent for the paint
‘it is waterproof’ is insufficien

2. PAPER 1 No.8 2014
(a) Mariana makes a poster showing different types of substances for a school project. The
labels on her poster are missing. Write the correct label under each diagram. Choose from
the following words.
Compound element mixture
You can use each word once, more than once or not at all.
Hydrogen and oxygen react together to make water.
Write a word equation for this reaction
Solution:
Questio 8
n
(a) 4 each correct label = 1 mark
e le m e n t
......... .. . .. ... .. .. ........ ....
c o m p o u n d
... .. .. ... .. .. .. .. .......
(b) 2 hydrogen + oxygen water Accept = instead of
Accept reactants in either
Solubility
The table gives the names, colours and solubility in water of four compounds.
Name Colour Solubility
copper carbonate green insoluble
iron sulphate green soluble
sodium chloride white soluble
zinc carbonate white insoluble
The compounds were added to separate beakers of water. Sufficient water was
present for the soluble compounds to dissolve completely. The contents of each
beaker were then filtered.
(a) One of the compounds left a green solid on the filter paper.
(i) What is the name of this compound?

(ii) What would be the colour of the filtrate?
(b) Describe how you would obtain pure crystals of sodium chloride from a mixture of
Solid sodium chloride and solid zinc carbonate.
Solution:
2(a) (i) copper carbonate

(ii) Colourless
(a) Step 1 Add water to the mixture of NaCI and ZnCO3 and stir
Step 2 Filters off the insoluble ZnCO3 and keep the filtrate NaCI
Step 3 Carefully evaporates the filtrate NaCl to obtain pure crystals of the s

Physical & chemical changes
1. Luke investigated the heating of water. He predicted that the rise in temperature would depend
on the volume of water.
The diagram shows the apparatus he used.
s tir in g r o d th e rm o m e te r
3
100 cm beaker
w a te r
c a n d le
b lo c k
Luke recorded his results in a table as shown below.
volume of water, temperature at start, temperature after

beaker
in cm3 in °C 2 minutes, in °C
A 25 18 30
B 50 18 24
C 75 18 22
(a) Why did Luke need to know the temperature of the water at the beginning and at the
end of the experiment?
(b) Did Luke’s results support his prediction? Explain your answer.
(c) Luke stirred the water during the experiment. How did this make his results more
reliable?
(d) Which of the following statements about the energy transferred to the beakers is
correct?
Much more energy went into beaker ‘A’

because its temperature increased the most.
The same amount of energy went into all

three beakers.
Beaker ‘C’ received the most energy

because there was more water to heat.
(e) After a time, all three beakers cooled down to room temperature.
What happened to the thermal energy in the beakers as they cooled down?
Solution:
(a) Any one from 1

 to see how much the temperature went up
 to work out the temperature rise do not accept ‘to make it a fair test’
(b) Any one from
1
 yes because the smaller the volume the greater the rise in temperature
 yes because the greater the volume the smaller the rise in temperature
(c) Any one from
1
 it distributed the hot water throughout the beaker
 it made sure the water was heated evenly
 to make sure the temperature of the water was the same throughout
do not accept ‘the water heats up more
quickly’
(d) The same amount of energy went into all three beakers. 
1
mark
(e) Any one from
1
 it decreased or got less
Accept ‘it leaked out’ or ‘it was lost’
accept ‘it evaporated some of the water’
 it was transferred to the surroundings
Accept ‘it heated up the air’
Reactions with acids
1. In the experiment shown below, metal and acid react together to make hydrogen gas.
h y d ro g e n g a s
te s t-tu b e
f la s k
w a te r
a c id
m e ta l
(a) Look at the flask. How can you tell that a gas is being produced in this experiment?
(b) (i) Hydrogen gas passes through the water and collects in the test-tube.
What does this tell you about hydrogen?
It dissolves in the water. It does not dissolve in the water.
It is acidic. It is alkaline.
1 mark
(ii) What happens to the level of the water in the test-tube as hydrogen is
produced?
(c) Air contains the following gases:
nitrogen
oxygen
water vapour
carbon dioxide
Choose from these gases to answer the questions below.
(i) Which one of the four gases do we need to take into the blood in the lungs?
...........................................................
(ii) Which one of the four gases can produce droplets on a cold window?
Solution:
(a) Bubbles are formed accept ‘fizzing’ 1

Accept ‘effervescence’
(b) (i) It does not dissolve in the water. 
if more than one box is ticked,

award no mark
(ii) it goes down do not accept ‘it goes up the test-tube’
1
(c) (i) oxygen 1
(ii) Water vapour accept ‘water’ or ‘steam’
1
do not accept ‘condensation’
[5]
Rusting
A student set up the following experiment to investigate the conditions necessary for
Iron nails to rust.
results after 2 weeks

tube conditions rust present rust absent
water
1
airtight bung
water boiled
2 to remove air
nail
oil
3
nail
airtight bung
sack of water
4 absorbing chemical
nail
(a) Fill in the results you would expect by putting a ticks ( ) in the appropriate results
boxes.
(b) Which gas from the air combines with iron to form rust?
(c) Paint can be used to coat the surface of iron to prevent rusting. This is not
appropriate for nails because the layer of paint gets scratched.
Give one other method of preventing rust forming on nails, not shown in this
experiment.
Solution:
(a) 1. Rust present

2 rust absent
3. Rust absent
4. Rust absent
(b) Oxygen
(c) electroplating, galvanizing, tin plating, greasing
2. PAPER 2 No.13 2014
Rusting is a type of corrosion.
Zeki investigates the corrosion of metals. She makes a prediction.
Zeki
finds this information table from the internet
speed of corrosion
metal
in
in dry air in sea water in acid rain
distill
ed
aluminium 0 1 2 1
copper 1 2 3 2
iron 1 9 10 6
zinc 1 3 6 2
lead 1 2 3 2
(a) Does the evidence in the table support Zeki’s prediction?
(b) Explain your answer. Use information from the table.

(c) Zeki cannot decide whether copper or lead corrodes
faster. Explain why. Use information from the table.
(d) What conclusion can Zeki make about the corrosion of metals in sea water compared to in
acid rain?
(e) Zeki decides to check the results by doing some experiments herself. She
knows that acid rain contains sulfuric acid.
(i) She puts a small piece of copper in a test-tube.
(ii) She adds some sulfuric acid to the test-tube.

(ii) She puts a stopper on the test-tube and leaves it for two weeks.
Write down two safety precautions Zeki needs to take to reduce the risks to herself.
Solution:
Questi 13
on
(a) 2 no because no unqualified = 0
marks if yes = 0
Any two from:
marks
in dry air aluminium is slower

than iron
/ aluminium has a lower
number than iron
in sea water aluminium is

slower than iron / aluminium
has a lower number than iron
in acid rain aluminium is

slower than iron / aluminium
(b) 1 all the numbers are the same / it is not sufficient to just
identify three or fewer
all the corrosion speeds are the numbers to be the same
same
(c) 1 corrosion is faster in acid Accept reverse argument
rain / numbers are larger
in acid rain
(d) 2 Any two from: Ignore normal lab rules
applicable for all
experiments, the safety
precautions must apply to
wear eye protection
the experiment in the
question
wear protective clothing e.g.
lab coat wear gloves
idea of acid not being too

concentrated Ignore use of weak acid
Accept alkali or base

idea of having an acid
Total 6
PHYSICS
Unit 10: Measuring motion
Speed calculations
1. PAPER 1 No.6 2014
Bruce compares the speeds of some toys down a ramp. Here is the equipment he uses.
He places each toy on the start line and then lets
the toy go. Here are his results.
toy mass of distance height of length time taken

toy in between books in of to travel
grams timing centimetr ramp between
gates in es in timing
metres metres gates in
seconds
bus 400 1.0 50 2.0 1.78
car 100 1.0 50 2.0 0.95
truck 400 1.0 50 2.0 2.50
(a) Bruce keeps some variables the same.

Write down two variables he keeps the same.
(b) (i) Which two measurements are needed to work out the average speed of the toy
truck?
(ii) Work out the average speed of the toy truck.
Include the correct units in your answer.
speed
Solution:
Questi 7
on
(a) 2 Any two from: Ignore reference to releasing
same distance between timing
gates same (surface on) ramp
same height
same position of start line

(b)(i) 2 distance between the timing distance alone is not
gates (in metres) sufficient
time taken to travel between the

(b)(ii) 3 distance 1 correct answer with no
/ working out = 2 marks
time
2.5
0.4
Accept metres per second
Total 7
Unit 11: Sound

Changing sounds
The diagram shows a tuning fork which emits a single tone when it is sounded.
The tuning fork was sounded by banging the prongs and then putting the base on a table
top as shown.
tuning f fork marked at 512 Hz
table
(a) What does the tuning fork do to produce a sound wave in the air near the fork?
(b) How is the sound wave carried through the air to the human ear?
(c) Complete the following sentences by using words from the list.
Amplitude frequency loudness pitch
The fork has a of 512 Hz and the tone
Produced has a of C.
When the fork is hit harder this increases the of
the wave produced and increases the of the sound. [4]
Solution:
(a) It vibrates
(b) The sound moves and cause air molecules around to vibrate
(c) The fork has a frequency of 512 Hz and the tone produced has a pitch of C
when the fork
is hit harder this increases

Vibrations
1. (a) In an iron rod the particles vibrate. If one end of an iron rod is heated, the vibrating
particles transfer energy to neighboring particles which are not vibrating violently.
What is this process called?
(b) An electric immersion heater is put at the bottom of a large tank of water.
The water next to the heater becomes warm.
(i) What will happen to the warmed water next to the heater?
Give a reason for your answer.
(ii) Why can heat not be transferred in this way in an iron rod?
(d) In a liquid, some of the particles have enough kinetic energy to escape from the surface.
This process happens even when the liquid is well below its boiling point.
(i) What is this process called? ……………………………………………….
(ii) How will this affect the temperature of the liquid left in the container?
Solution:
(a) conduction 1
(b) (i) it rises accept ‘it forms a convection current’
1
or ‘it floats to the top’
Any one from
1
 it expands accept ‘the molecules move further apart’
 it becomes less dense accept ‘the particles move more quickly’
(ii) Any one from
 the atoms or particles in a solid cannot move

Accept ‘the atoms cannot move around
or are fixed’
 the atoms or particles are bonded tightly
Accept ‘particles are bonded’
 iron is not fluid accept ‘iron has a fixed shape’
Do not accept ‘iron is a solid’
(c) (i) evaporation accept ‘evaporating’
(ii) Any one from
1
 it gets colder
 it decreases accept ‘it loses heat’
Sounds on a screen
1. (b)) (i) When a pupil plays her flute in the classroom the window vibrates.
(ii) When the window vibrates, what happens to the laser beam that is reflected off the
window?
(c) The teacher places a microphone near the pupil as she plays her flute. The diagram
below shows the pattern on an oscilloscope screen.
The pupil then plays her flute at a higher pitch and more quietly.
Which diagram below shows the pattern that would be seen on the oscilloscope?
A B
C D
Solution:

1
 sound wave accept ‘sound travels to the window’
window or glass
 vibrations pass through
the air
 sound waves or vibrations accept ‘sound hits the window’
hit the window
(ii) the beam will vibrate or accept ‘scatter’ for vibrate 1

move or jump about accept ‘it would go to other places in the room’
accept ‘it would go in different directions’
accept ‘it shakes’ or ‘it wobbles’
do not accept ‘it is blurred’
‘it goes in a different direction’ is insufficient
(c) B
1
mark
[5]
2. (a) Jacquie has a mobile phone. Energy is stored in the battery of the phone.
The drawing shows the battery being charged.
(i) Which energy transfer takes place in the battery as it is being charged? Tick the
correct box.
Chemical to sound sound to thermal
Electrical to chemical thermal to electrical

1 mark
(ii) When the battery is fully charged, Jacquie unplugs the phone.
Which energy transfers take place when the mobile phone rings?
chemical to electrical to sound
electrical to chemical to sound
kinetic to electrical to sound
thermal to electrical to sound
1 mark
(b) Jacquie can change the ring-tone of her phone.
The diagrams below show the patterns made by four sound waves on an oscilloscope
screen.
They are all drawn to the same scale.
Write the letter of the sound wave that matches each of the descriptions below.
(i) a loud sound with a low pitch .................
(ii) a quiet sound with a high pitch .................
(iii) a loud sound with a high pitch .................

Solution:
(a) (i) electrical to chemical if more than one box is ticked, award no mark 1
(ii) Chemical to electrical to sound 1

(b) Q
1
R
1
P
1
3. PAPER 1 No.7 Sp 2012
A scientist uses an oscilloscope to record the traces made from four different sounds.
The diagrams show the traces made from these four sounds.
(a) Which is the loudest sound?
(b) Which sound has the highest pitch?
(c) The scientist makes a fifth sound.
This sound has the same amplitude as the sound that made trace B.
It has the same frequency as the sound that made trace D.
Draw the trace that his fifth sound makes on the oscilloscope.
Solution:
Question 7
(a) 1 D
(b) 1 B
(c) 2 wave centred on

horizontal line and
touching first line above
and below it (as in B)
wave has one peak

and one trough (as in
Total 4
4. PAPER 1 No.5 2014
Brigitte plays a musical instrument called a saxophone.
Her teacher asks her to explain the sound the saxophone makes.
(a) Complete the sentences that Brigitte writes. Choose
from the following words.
Contract energy expand
Force particle vibrate
Sound is a type of.......................................................................................................... .
Sound is made when the particles in the air............................................................. .

[2]
(b) Brigitte plays a note on her saxophone.
The diagram shows the pattern the note makes on the oscilloscope.
Here are some oscilloscope pictures of different notes from Brigitte’s saxophone
A B C D
Circle the correct answer.
C D [
A B 1
Which note is the
(i
i) loudest? Circle the
correct answer. A B C D [
1
(iii) Brigitte plays one note quietly and then makes this note louder.
Draw the oscilloscope picture you would see.

Solution:
[2]
Questi 5
on
(a) 2 Sound is a type of energy.
Sound is made when the particles
in the air vibrate.
(b)(i) 1 D
(b)(ii) 1 C
(b)(iii) 2 size of wave length stays the same
height of wave increases from

left to right
Total 6
How we hear
1. Sound levels are measured in decibels (dB).
The graph shows the recommended maximum times people should listen to sounds
of different levels.
At longer times there could be serious damage to hearing.
re c o m m e n d e d
m a x im u m
lis t e n in g t im e 4
e a c h d a y,
in h o u r s
0
90 92 94 96 98 100 102 104
s o u n d le v e l in d e c ib e ls ( d B )
(a) What is the maximum time each day for listening to a personal stereo at 96 dB?
…………… hours
(b) In what way could a sound of more than 120 dB damage the ear?
(c) (i) Sally works for five hours in a nightclub. What should the maximum sound level
be in the nightclub so that her hearing is not damaged?
Use the graph to find your answer.
………… dB
(iii) How can ear plugs protect Sally’s ears?
Solution:
3. (a)2 1
(b) it would damage or burst the ear drum 1

Accept ‘the cochlea or nerve endings or
inner ear or middle ear is damaged’
Accept ‘it makes you deaf’
Accept ‘tinnitus’ or ‘ringing in the ear’
(c) (i) 92 1
(ii) Any one from 1

 they make the sound quieter
 they absorb the sound accept ‘they stop the sound’ or ‘they prevent
the sound energy from reaching the eardrum’
 they prevent damage to the eardrum
Accept ‘they stop the cochlea or nerve
endings or inner ear or middle ear being
damaged’
Accept ‘she cannot hear the music as well’
Do not accept ‘it prevents damage to the
ear’
[4]
Unit 12: Light

How light travels
1. Thunder and lightning happen at the same time.
(a) We see the flash of lightning before we hear the thunder.

(c) Omar investigated the movement of a storm. He measured the time between seeing a
Flash of lightning and hearing the thunder.
He did this six times. Omar put his results in a table.
flash of time between seeing the

lightning lightning and hearing the
thunder, in seconds
A 8.0
B 5.0
C 3.0
D 9.0
E 13.0
F 16.5
Omar drew a bar chart of his results as shown below.
1 8
1 6
1 4
1 2
tim e , in 1 0
seconds 8
6
4
2
0
A B C D E F
fla s h o f lig h tn in g
(i) On the bar chart, draw a bar for flash D. Use a ruler.
(ii) Which flash of lightning was closest to Omar?

Give the correct letter.
(iii) Describe how the distance between the storm and Omar changed as the storm
moved between flash A and flash F.
Solution:
(a) Any one from 1
 light travels faster than sound
 sound travels more slowly than light
Accept ‘light travels faster’
Accept ‘sound travels slower’
Accept ‘light is faster than sound’
Do not accept ‘light travels fast’ or ‘sound
travels slow’
Do not accept ‘light travels before sound’
(b) (i) a bar halfway between 8 and 10 seconds 1

the top of the bar must be in the middle
third between 8 and 10
(ii) C
accept ‘3.0’ 1
(iii) Any one from

1
 the storm became closer then moved further away
Accept ‘the storm passed over’ or ‘it passed
by’
 towards then away from Omar
Accept ‘at Flash A Omar was closer and at
Flash F Omar was further’
 the distance decreased then increased
Accept ‘it increased’
Accept ‘it went further away’
[4]
2. PAPER 1 No.4 Sp 2012
A scientist sets up two experiments. In both experiments he has a torch, two pieces of
card with holes in them and a screen.
(i) The first experiment is shown in diagram 1.

The hole in card B is not in line with the hole in card A.
Draw the ray of light to show its path on diagram 2. [1]
(ii) Explain why the light is unable to reach the screen.
(b) A pinhole camera allows an image of an object to be projected onto a screen.
Draw two rays of light, one from the bottom of the pencil and one from the top of the
pencil, to show how the image forms on the screen.
[2]
Solution:
Question 4
(a) (i) 1 straight line through both

holes onto screen
(ii) 1 line drawn to show it

card B / missing hole in
card B
(iii) 1 light travels in straight

lines Accept cannot pass through card.
(b) 2 2 straight lines,
both through hole
lines hitting the

screen, crossing over
Total 5
Shadows
The diagram shows a bat in a garden at night.
(a) When it is completely dark the child cannot see the bat but if the moon is shining she can
see it.
Explain why the child can see the bat in moonlight.
(b) When the security light is switched on a shadow of the bat is formed on the garage
wall.
(i) Draw lines on the diagram to show how a shadow of the bat is formed on the
wall.
Label the shadowed area.
(ii) If the bat moves nearer to the garage wall, what will happen to the size of its
shadow?
(c) What piece of apparatus would you use to measure the distance between the light and
the garage wall?
Solution:
(a) The moon is reflected from the bat into the child’s eye
(b) (i) diagram needed
(ii) The shadow becomes smaller
(c) a tape measure or metre rule
2. PAPER 2 No.10 2014
This is a question about light.

(a) Jamilah stands between a lamp and a
wall.
Bulb Jamilah wall
Where on the wall is the top of Jamilah’s shadow?
Choose from the letters A, B, C or D.
Solution:
Questi 10
on
(a) 2 if answer is not B = 0 marks
Accept B if clearly shown

in the picture
light travels in a straight line /

correct straight line on the
picture
Reflection of light
1. The diagram shows a lamp and a piece of cardboard. The piece of cardboard has a hole in it.
Light from the lamp passes through the hole and forms a bright spot on a wall.
p ie c e o f
c a rd b o a rd w a ll
A
h o le
D
la m p
(a) (i) Which point on the wall, A B, C, D or E, is lit up by the lamp?
(ii) Explain why the other points on the wall are not lit up by the lamp.
(b) A piece of clear green plastic is placed over the hole.
What is the colour of the light which shines on the wall?
(c) The diagram shows a ray of light from a lamp hitting a mirror.
S m ir r o r
la m p
Which arrow, P, Q, R or S, shows the reflected ray?
Solution:
(a) (i) B 1
(ii) any one from
1
 light travels in straight lines
 light will not pass through the cardboard
Accept ‘the cardboard blocks the light’
or ‘the cardboard is opaque’
 they are in the shadow of the cardboard
Do not accept ‘they are in the shadow’
(b) Green
1
(c) Q
1
[4]
2. (a) A teacher shines a laser beam onto a classroom window. It reflects off the window and
Onto a Screen.
s c re e n
w in d o w
la s e r b e a m
On the diagram above, continue the laser beam to show its path as it reflects off the
window and onto the screen. Use a ruler.
Add arrows to show the direction of the laser beam.
2 marks
Solution:
(a) The angles of incidence and reflection must be equal 1
The ray must be continuous and straight with an arrow in the correct direction 1
accept one arrow in the correct direction on

either the incident or the reflected ray
the ray must hit the screen in the middle 2
cm
3. Nadia is on her bicycle, waiting to pull out from a road junction.
Michael is driving his car round the bend. A row of houses stops Nadia from seeing Michael's
car.
not to scale
(a) At what position will Michael's car be when Nadia first sees it?
A B C D
1 mark
(b) A row of shops was built opposite the junction. The shops have glass windows which act
as a mirror.
Not to scale
Nadia could see Joan's motorbike reflected in the glass window.
(i) On the diagram above, draw a ray of light to show how Nadia can see Joan's
motorbike reflected in the glass window.
Add arrows to the ray. Use a ruler.
3 marks
(ii) How does the glass window help to reduce the number of accidents?
Solution:
(a) B if more than one box is ticked, award no mark 1
(b) (i)
a continuous straight line from Joan’s motor bike to the glass, 1

and then from the glass to Nadia’s head
the incident ray and the reflected ray must
touch the glass at the same point
angle of incidence must be approximately equal to the angle of reflection

1
the incident ray must hit the mirror within
the tolerance shown
an arrow pointing away from Joan’s motor bike on either section of the ray
1
(ii) any one from

1
 traffic coming round the bend or at the junction will be seen
 Nadia or Joan or you can see round the bend
[5]
4. PAPER 2 No.10 2014
Khalid shines a light beam onto a mirror
On the diagram:
i. show the direction of the light beam by adding an arrow
ii. label the angle of incidence with the letter i
iii. label the normal with the letter N
iv. label the reflected ray with the letter R.
[3]
Solution:
(b) 3 four correct = 3 marks

two or three correct = 2
marks one correct = 1
mark
Accept the arrow on either

incident ray, reflected ray
or on both providing no
Total contradictions
5
Spectrum of light
1. PAPER 2 No.6 2014
Emily uses a prism to investigate the colours in white light.

Emily draws a diagram but only writes the names of the first and the last of the seven colours. Fill in
the five missing colours in the correct order.
Red
..........................................................
..........................................................
White ..........................................................
light
..........................................................
Glass ..........................................................
prism
..........................................................
Violet
Questi 6
on
3 red
orange and yellow in

oran correct place = 1 mark
ge
yello green in correct place = 1
mark blue and indigo in
w correct place = 1 mark
gree
Total 3 n
Coloured light
1. PAPER 2 No.7 2014
Aziz tests different coloured spotlights. Here is the equipment he uses.

He records his results in a table.
Complete the results table by filling in the five gaps.
colour of object colour of light from spotlight colour of light reflected
red red
blue blue
............................
green green
red red
blue
red ............................
green black
red
............................
blue
blue ............................
green black
red red
blue black
............................
green green
[5]
Solution:
Questi 7
on
5 each correct answer = 1
mark
Accept no colour in
place of black
Accept no light (ray) in

place of black
Total 5
Unit 13: Magnetism

Magnets & magnetic materials
1. PAPER 1 No.3 2014
Janka has a bar magnet.
N S
She hangs the bar magnet from a wooden clamp stand
Janka brings another bar magnet towards the hanging magnet.
(a) Explain what happens.
(b) Janka repeats the experiment using an iron stand.

Describe how the hanging magnet is affected by the iron stand.
Solution:
Questi 3
on
(a) 2 repel Accept the hanging
magnet moves away
idea of having two poles that

(b) 1 the idea that the iron stand is Accept the magnet is
attracted to the magnet attracted / moves towards
iron stand
Total 3
Magnetic poles
1. (a) Sam has two small compasses. When he puts them a long way apart, they both point North.
Label the North and South magnetic poles on compass B.
com pass A com pass B
(b) Sam puts the compasses side by side.
Label the North and South magnetic poles on both compasses.

One pole has been done for you.
(c) Sam then puts three compasses close together.
Label the North and South magnetic poles on each of the three compasses.
One pole has been done for you.
(d) What metal are compass needles made from?
Solution:
(a) N at top and S at bottom both poles are required for the mark 1
S N S
(b) 1
all three poles are required for the mark
N S
S
(c) 1
all five poles are required for the mark
(d) steel accept ‘iron’ 1
Accept ‘nickel’
accept ‘cobalt’
[4]
2. Ali made a cat-flap to fit into a door.
door
c a t - f la p
b o tto m o f d o o r
(a) (i) On the diagram above, draw an arrow to show the direction of the force of
the cat’s head on the cat-flap.
(ii) Add a label to the diagram to show the pivot of the cat-flap.
Label it P.
When the cat has gone through the cat-flap, the weight of the cat-flap makes the flap close.
door
c a t - f la p
m a g n e ts
N
S
b o tto m o f d o o r
(b) Ali used two bar magnets to keep the cat-flap closed, so that it does not blow
open in the wind.
On the diagram above, label both the North and South poles on the magnet in
the cat-flap.
(c) Friction at the pivot made the cat-flap squeak. What could Ali put on the pivot to
make the friction less?
Solution:
(a) (i) an arrow pointing towards the right 1
(ii) label line touching or leading towards the ball and socket hinge 1
Accept P without a line if written alongside
the pivot not more than 1 cm from it
(b) S 1
Both poles, N and S, of the magnet must be
labelled for the mark
(c) Any one from 1

 grease
 oil
 lubricant
[4]
3. Compass needle is a small magnet with a North pole, N, and a South pole, S.
Ruth placed two compasses onto a piece of card.

Both compass needles pointed in the direction shown below.
c a rd
com pass
N N
S S
com pass
n e e d le
(a) Ruth placed a bar magnet with its South pole between the two compasses.
The compass needles moved as shown below.
On the diagram below, label the North pole and South pole of each compass needle.
Use the letters N and S.
bar m agnet
1 mark
(b) Ruth turned the bar magnet round so that the North pole was between the two
compasses.
On the diagram below, label the North pole and South pole of each compass needle
now.
Use the letters N and S.

b a r m a g n e t
1 mark
(c) Ruth repeated her experiment with an aluminium bar instead of a bar magnet.
What happened to the compass needles?
.....................................................................................................................
1 mark
Maximum 3 marks
Solution:
S N N S
(a) 1
all four poles must be correct for the mark
N S S N
(b)
1
all four poles must be correct for the mark

(c) any one from
 nothing accept ‘they would not point to the aluminum’
 they would both point towards accept ‘they would all point north or up or’
magnetic north accept ‘they would point the same way or in the
same direction’
accept ‘they would go back to how they were’
do not accept ‘the compasses or the

experiment or it would not work’
[3]
Magnetic field patterns
1. (a) Debbie put a paper cup into a glass beaker.
She glued a magnet in the bottom of the paper cup.
She glued another magnet in the bottom of the beaker.
The magnets repelled.
paper cup
N
m agnet
S
S
g la s s b e a k e r
m agnet N
Diagram A
Not to scale
What two forces act on the paper cup and its contents to keep it in this position?
(c) Debbie put 5 g of aluminium rivets into the paper cup.
It moved down a little as shown in diagram B.
a lu m in iu m S
r iv e ts
Diagram B
not to scale
Debbie plotted a graph to show how the mass of aluminium rivets affected the distance the cup
moved down.
4
d is ta n c e p a p e r
cup m oved 3
d o w n (m m )
2
0
0 10 20 30 40 50 60
m a s s (g )
(i) Use the graph to find the mass that made the cup move down 4 mm.
(ii) Why did the graph stay flat with masses greater than 40 g?
(d) Debbie removed the 5 g of aluminium rivets and put 5 g of iron nails into the cup.
N
ir o n
S n a ils
Diagram C
Not to scale
The paper cup moved down more with 5 g of iron nails than with 5 g of aluminium rivets as
shown
In diagram C.
Solution:
a) Gravity accept ‘weight’ 1

magnetic force or magnetism accept ‘repulsion’ or ‘up thrust’ 1
Do not accept ‘air resistance’
(b) (i) 12
1
(ii) Any one from

1
 the paper cup stopped accept ‘it hit the bottom’
moving
 the paper cup reached the accept ‘the paper cup could not go any further’
bottom magnet
(c) Any one from
 iron is magnetic accept ‘aluminium is not magnetic’
 iron nails are attracted to a accept ‘the rivets are not attracted to a magnet’
magnet
 there is a magnetic force on the iron
do not accept ‘aluminium or rivets are less

magnetic’
do not accept ‘iron or nails are more
magnetic than aluminium or rivets’
Making electromagnets
An insulated wire wrapped around a core and carrying an electric current makes an
electromagnet.
2.
It could be used to sort scrap metal on a conveyer belt.

(a) Name a suitable material for the core of the electromagnet.
(b) Which of the metals shown would fall into the bin?
(c) When the electric current is switched off the metal sticking to the electromagnet
drops off.
Explain why this happens.
Solution:
(a) Iron
(b) Aluminium/copper
(c) The iron core loses its magnetism
3. PAPER 2 No.5 Sp 2012
Sam and Shakira make an electromagnet as shown.

Their teacher asks them to plan an experiment to answer this question.
Does wrapping more coils around the magnet

make it stronger?
She tells them that they can test the strength of their magnets by measuring the mass of
iron filings that they pick up.
The diagram shows the changes that Sam and Shakira make to their magnets when they
begin their experiment.
(a) Explain why Sam’s experiment will not answer the teacher’s question.
(b) These are the results that Shakira writes down. She writes them in the order that she collects
them.
Number of coils 5 , 10, 15, 20, 25, 30
Mass of iron filings in grams 2, 6 , 23, 18, 22, 25
(i) In the space, draw a results table and complete it by writing in Shakira’s results. Use a ruler
to draw your results chart
(ii) Describe the pattern in Shakira’s results.
(iii) In your results chart, draw a circle around the result that does not fit the pattern. [1]
(iv) Suggest one way in which Shakira could make her results more reliable.
Solution:
Question 5
has steel wire /

should have copper wire
(a) 2
introduces another
variable / changing
too many things
(b) (i) 2 table has 2 ruled rows all correct = 2 marks
7 ruled columns (or vice
and 2 errors = 1 mark
versa) + each column or more than 2 errors = 0 mark
row headed with units accept converse
all values correctly

entered
(ii) 1 the more coils, the

the mass of iron filings
(iii) 1 15 coils/23 g
(iv) 1 repeat the experiment
Total 7
4. PAPER 2 No.8 2014
(a) Foram sets up the equipment as shown in the diagram
d.c. power coil of wire

supply
iron bar
34567
28
19
010
volts
paper clips
The iron bar attracts steel paper clips when the power supply is switched on.
The iron bar and the coil of wire is an electromagnet.
Foram changes the voltage on the power supply.
He records the number of paper clips attracted each time.
(b) Here are Foram’s results.
Number of Paper Clips

On the graph, circle the result that is an anomaly.
(a) Foram repeats this experiment using new paper clips made from a different metal.
The equipment was working but did not pick up any of the new paper clips. Suggest one
reason for this.
(b) Foram discovers that the electromagnet creates a magnetic field like a bar magnet. Draw the
magnetic field pattern for this electromagnet on the diagram below. Include:
i. at least two field lines
ii. a direction arrow on at least one field line.
[2]
Solution:
Questi 8
on
(a) 1 the result for 5 volts Accept the idea of the
result within the 27 to
29 paper clip range
(b) 1 (idea that) the paperclips were Accept a named metal
made from a non-magnetic however do not award
material mark for metals or alloys
that contain iron, cobalt or
nickel
(c) 2 at least two correct field
lines, no two field lines
should touch = 1 mark
direction arrow from

north to south every time
it is drawn = 1 mark
Ignore straight lines that

leave the ends of the iron
bar
Total 4
Electric current make magnetic fields

(c) A wire gets broken at point X on circuit A and at point Y on circuit B.
X Y
element in:
(i) Circuit A?
(ii) Circuit B?
(d) In very cold weather, ice may form on the back window of the car.
When the heater is switched on, ........................................ energy is transferred
from the wires to the ice.
(iii) As the window becomes clear and dry, physical changes take place in the ice.
From …………………. to ……………………….to ……………………

Solution:

circuit B: parallel

Do not accept ‘it breaks the heater or element or
it’
(ii) Any one from

1
Accept ‘the bottom one has no current through it’
‘Nothing’ or ‘it will not be affected’ are
insufficient
Accept ‘the bottom wire becomes cooler’

1

1
Accept ‘from solid to liquid to vapour or steam’
[5]
Year 9
BIOLOGY
Unit 1: Plants
Mineral salts for plants
1. PAPER 1 No.10 2014
In the 17th Century a scientist called Von Helmont investigated plant growth. He
planted a tree in a pot full of soil.
He recorded the mass of the tree and the dry mass of the soil at the start of the investigation.
He watered the tree for five years and then recorded the mass of the tree and the dry mass of the
soil again.
(a) Calculate the increase in mass of the tree.
Show your working.
(a) Some people believed that plants grew by only taking minerals from the soil.
Von Helmont said his results proved that the tree could not have grown by only taking
minerals from the soil.
Explain why he concluded this.
[2]
(b) We now know that plants use photosynthesis to grow. Complete the word equation for
photosynthesis.
Solution:

(a) 2 75 (kg) Accept correct answer with
no working for 2 marks
correct working but no answer

(b) 2 100 – 25
correct use of data to show that or wrong
Ignore answer =to1water
reference mark
mass increase of tree is greater
than mass decrease of soil = 2
marks
mass increase of tree greater than

(c) 2 reactants correct carbon dioxide / CO2 and
water / H2O in either order on

left of arrow
products correct
glucose / C6H12O6 and
oxygen / O2 in either order
to right of arrow
Ignore anything written on arrow

Total 6
Flowers
1. PAPER 1 No.5 2014
The diagram shows a plant which reproduces sexually.
(a) Insects are involved in the sexual reproduction of this plant.
Describe how insects are involved.
i. Write down one other method of plant seed dispersal.
ii. Explain the advantage to plants of being able to disperse their seeds.
Solution:
Questio 5
n
(a) 2 Any two from:
Accept insects feed on nectar

insects visit flowers / attracted to
flowers pollen sticks to insects Accept named body part
insects transfer pollen to other

flowers / pollination Accept insects transfer
(b)(i) 1 float on water / stick to (fur or Accept any correct description
feathers of) animals / eaten (in fruit) of one method
by animals / buried by animals /
explosive release
(b)(ii) 1 Any one from:
Accept idea that the species

plants can grow in more places can spread out
offspring not competing with Accept idea of reduced

parents (for minerals / water / competition between members
Total 4
Fertilisation
The diagram shows a flower that is pollinated by the wind.
(a) Give two ways in which this flower is suited for wind-pollination.
(b) Pollination is followed by fertilisation.
What is meant by fertilisation?
(c) Complete the following sentence.
After fertilisation the ovary becomes the

and the ovules become the .
Solution:
6 (a) anthers are longer than stigma
Anthers are outside the flower
Anthers are large and produce lots of pollen
(b) The union between the pollen grains and the ovules
(c) Ovary becomes the fruit
Ovules become the seeds
Fruits
2. PAPER 2 No.2 2014
A plant called Himalayan balsam produces seed pods. These pods explode and the seeds shoot out
in all directions.
a. Carlos finds 175 seeds on the ground around a Himalayan balsam plant. He measures the
distance of each seed from the plant.
The table shows his results.
distance of
seeds from 0–50 51–100 101– 151– 201– 251–
plant / cm 150 200 250 300
number of seeds 55 45 30 25 15 5
(i) Draw a histogram to display these results.
(i) How many seeds travelled more than 200 cm?
(b) Although the seeds shot out in all directions, they were not spread evenly around the plant.
The diagram shows where Carlos finds the seeds around the plant
Carlos thinks that more seeds are in the north-east section because the wind blew from
the south-west.
He wants to find more evidence to decide if his explanation might be correct.

Which two pieces of evidence would support his explanation? Tick ( ) the two correct
boxes.
There are always more seeds close to the plant than further away.
When the wind blows from the south-east, the smallest number of seeds is
found in the south-east section.
When there is no wind, the seeds are found in equal numbers in each section.
[1]
(a) The spreading of seeds away from the parent plant is called dispersal.
Suggest two reasons why seed dispersal is useful to Himalayan balsam plants.
Solution:
Question 2
(a) (i) 3 6 correctly drawn bars 6 correct bars = 3 marks

4 or 5 correct bars = 2 marks
2 or 3 correct bars = 1 mark
0 / 1 correct bars = 0 mark
(ii) 1 20
if first box ticked = 0

(b) 1 second two boxes ticked mark both correct = 1
mark
idea of colonising
new areas
(c) 2
idea of
Total 7
3. PAPER 1 No.5 2014
The diagram shows a plant which reproduces sexually.
(a) Insects are involved in the sexual reproduction of this plant.
Describe how insects are involved.
iii. Write down one other method of plant seed dispersal.
iv. Explain the advantage to plants of being able to disperse their seeds.
Solution:
Questi 5
on
(a) 2 Any two from:
Accept insects feed on

insects visit flowers / attracted to nectar
flowers pollen sticks to insects

Accept named body part
insects transfer pollen to other
flowers / pollination
(b)(i) 1 float on water / stick to (fur or Accept any correct
feathers of) animals / eaten (in description of one method
fruit) by animals / buried by
animals / explosive release
(b)(ii) 1 Any one from:
Accept idea that the

plants can grow in more places species can spread out
offspring not competing with Accept idea of reduced

parents (for minerals / competition between
Total 4
Plant adaptations
1. The drawing shows a plant called Tillandsia.
(a) (i) The leaves of this plant absorb light.

Why do plants need light?
(ii) Tillandsia plants grow on the high branches of trees in rain forests.
not to scale
These plants cannot grow well on the lowest branches.

Explain why.
(b) Tillandsia plants do not have root hairs on their roots.
What two substances do most plants absorb through their root hairs?
(c) Which diagram below shows a root hair?

A B
C D
not to scale
Solution:

 to make food or glucose or sugar or starch
 photosynthesis accept ‘for growth’
(ii) any one from

1
 there is not enough light accept ‘no light’ or ‘no Sun’
 there is less light accept ‘light cannot reach them’
do not accept ‘because plants need light’
(b) any two from

2
 oxygen
 water
 minerals or nutrients accept a named mineral such as ‘nitrate’
accept for two marks two named minerals
such as ‘nitrates’ and ‘phosphates’
(c) B if more than one box is ticked, award no mark 1

[5]
2. Plants take in water from the soil. Lisa did an experiment to find out if there is anything
else in soil that plants need for growth.
The diagrams below show the results of Lisa’s experiment.
Lisa made the clear, brown solution in flask B by shaking a mixture of soil and water and
Then separating the solution from the soil particles.
(a) How could Lisa separate the brown solution from the soil particles?
(b) Explain why Lisa grew one plant in distilled water.
(c) (i) What type of substance, dissolved in the water in flask B, is used by the plant
for growth?
(ii) How are roots adapted for taking in water?
(d)Lisa set up a second experiment using three similar plants. The solution in flasks C, D
And E was the same. She put all three flasks in a sunny position. The diagrams below
show the results of Lisa’s second experiment.

The plant in flask C was the only one which grew well in this experiment.
Explain why.
Solution:
(a) By filtration or she filtered it accept 'let it settle then pour off the liquid' 1
Or 'decant'
(b) Any one from

1
 as a control do not accept 'to make it a fair test'
 to show that the dissolved substances affect the growth of the plant
 to see if they grow differently do not accept 'to see if it grows in
Distilled water'
 to see if they grow normally or well without the dissolved substances
Do not accept 'to see if it grows
normally without soil particles'
(c) (i) mineral salts or minerals or salts or nutrients 1

Accept 'nitrates' or 'phosphates' do not
accept 'fertiliser'
(ii) Any one from

1
 they are spread out accept 'they are long'
 they are branched
 they have a large surface area
 they have root hairs accept 'they have hairs'
Accept 'they are permeable'
do not accept 'they can take in water'
(d) The leaves need light for photosynthesis 1

Accept 'photosynthesis takes place in
the leaves' or 'plants need light for
photosynthesis'
do not accept 'the leaves need light'
Animal adaptions
1. PAPER 1 No.8 2014
The polar bear is a large predator which lives in the Arctic.
The polar bear shows several adaptations to its habitat, including:
• white fur
• small ears.
(a) Explain how each of these adaptations helps the polar bear to survive.
White fur
Small ears
(b) The diagram shows one of the food chains in the Arctic food web.
The population of each organism decreases in numbers along this food chain.
Explain why.
(a) The polar bear feeds on other animals as well as ringed
seals. Suggest how this helps the polar bear to survive.

Solution:
Questi 8
on
(a) 2 white fur:
camouflage to help catch prey Accept idea that white fur

blends in with the snow
and helps in hunting
Ignore camouflage
unqualified ignore
answers referring to fur
generally
small ears
(b) 1 energy is lost along the food Accept less food available
chain / not enough energy to
sustain as many of them / less
energy available
(c) 1 less affected by changes in Accept can get more food
seal population / can obtain
more energy
Total 4
Ecology
1. PAPER 2 No.10 2014
Peter is a mountain climber.
Peter records the types of plants growing on one of his climbs. Here are his results.
height above sea level in m types of plants growing

broad leaved trees, grasses, large and
0 – 700
small flowering plants, cacti, sugar
cane
pine trees, grasses, large and small
700 – 2000
flowering plants, coffee plants
2000 – 3000 grasses, small flowering plants
3000 – 4000 grasses
4000 – 5000 no plants
(a) (i) There are no tall trees growing at a height above 2000 m.
Suggest why.
(ii) There are no plants growing at a height above 4000 m.
Suggest why.
(b) Some scientists think that changes in the Earth’s atmosphere will allow crops like
sugar cane to be grown at heights above 700 m.
Explain why.
Solution:
Questi 10
on
(a)(i) 1 too windy / soil not deep
enough to support them / not
enough minerals or nutrients in
soil
(a)(ii) 1 (always) too cold / no rain /
water frozen / no soil / not
enough minerals or nutrients in
soil / not enough oxygen / not
enough carbon dioxide
(b) 1 global warming / (average) Ignore climate change
temperatures are rising / earth is without qualification
warming up / increase in carbon
dioxide
Total 3
Food webs & energy flow

Antelope feed on the grasses of the African plains. Cheetahs kill and eat antelope.
(a) Use this information to write a food chain.
(b) Which organism in the food chain is a producer?
(c) Cheetahs are carnivores. What

does this mean?
(d) Give an example of a predator and its prey from this food chain.
(e) What effect would a severe drought have on the population of antelope?
Solution:
(a) Grass antelope cheetah
(b) Grass
(c) Eat other animals

(d) Predator cheetah
Prey antelope
(e) The antelope population would decrease

Aphids are insects which suck the sugary sap from plants to obtain their food. They are a
particular problem on greenhouse crops.
(a) The diagram shows feeding relationships including aphids.
Plant aphid ladybird beetle
Small bird
Parasitic wasp
Suggest one reason why aphids are more likely to increase their numbers on
greenhouse crops than on those grown in open fields.
(b) Parasitic wasps are sold to provide biological control of aphids in greenhouses. The wasps
are supplied in containers with the following instructions:
Do not use until there are aphids in the greenhouse. Do
not use pesticides in the greenhouse.
(i) Why must there be aphids in the greenhouse before you introduce the parasitic
wasps?
(ii) Why is it important not to use pesticides when you have introduced parasitic wasps?
(c) At the end of the growing season the plants will be removed from the greenhouse.
(i) What will happen to the population of wasps?
(ii) Explain why this method of control can be described as more environmentally
friendly than the use of pesticides.
Solution:
(a) Green house crops are always growing because the conditions are good .
Aphids always have what to eat. In open fields, drought may destroy food for the aphids
(b) (i) so that the wasp may not instead feed on crops
(ii) The pesticides might kill the parasitic wasp
(c) (i)it will decrease
(ii) Because the harmful pesticides will not be accumulated in the soil to cause further
damage
3. PAPER 2 No.8 Sp 2012
Read this information about plants and animals in a garden. Use the information to answer the
Questions.
• A gardener grows cabbages in her garden.

• Some of the cabbages are eaten by caterpillars.
• Birds eat some of the caterpillars.
• Snakes eat some of the birds.
(i) Use the information to complete the food

chain. Write your answers in the boxes.
(ii) Name one organism in the food chain which is a predator
(iii) Which organism is a producer?
The gardener sprays her cabbages with a chemical to kill the caterpillars. What will
happen to the number of birds?
Explain why.
Solution:
Question 8

(a) (i) 2 cabbage – caterpillar – if order reversed = 1 mark
bird – snake
(ii) 1 bird / snake
(iii) 1 cabbage
go down (less food) /

stay the same (eat
(b) 1 other things) Accept either or both alternatives.
Total 5
Decomposers
1. PAPER 2 No.4 2014
Fungi are microorganisms which decompose dead plant material in soil.
(a) Name one other type of microorganism which is a decomposer.
(b) Decomposers like fungi contribute to the growth of new plants. Explain
how.
(c) After heavy rain, soil can become flooded.
If soil remains flooded for a long time, then the new plants will not grow. Suggest a
reason for this.
Solution:
Questi 4
on
(a) 1 bacteria
(b) 2 release minerals or nutrients into Accept named mineral

soil e.g. nitrate /
phosphate
Ignore nitrogen /
phosphorus
(c) 1 not enough oxygen in soil / Accept no oxygen in soil
decomposers die / roots cannot
respire
/ no more minerals produced Accept

microorganisms /
bacteria / fungi
instead of
Total 4
Lifestyle & health

1. The table shows the mass of water, fat, fibre and vitamin C in 100 g of potato cooked in three
different ways.
water, fat, fibre, vitamin C,

in g in g in g in mg
100 g of chips
57 7 2 9
100 g of boiled, 80 hardly any 1 6

peeled potato
100 g of potato 63 hardly any 3 14
baked in its skin
(a) Use information from the table to help you fill the gaps in the following sentences.
(i) Chips are crisper than boiled potatoes because chips contain less
(ii) Most of the fibre in a baked potato is in the............................................... of the
potato.
(b) Use the information in the table to work out how much vitamin C there is in:
200 g of chips................................ Mg;
200 g of potato baked in its skin…………………............ mg.
(c) People do not always eat a balanced diet.
Draw one line from each fact about a person's diet to the organ it harms.
Draw only three lines.

fa c t a b o u t th e d ie t o rg a n h a rm e d
h e a rt
n o t e n o u g h c a lc iu m
in t e s t in e
n o t e n o u g h f ib r e
lu n g
to o m u c h fa t
bones
3 marks
Maximum 6 marks
Solution:
(a) (i) water 1
(ii) skin or peel

1
(b) 18
answers must be in the correct order 1

28
(c)
3
h e a rt
n o t e n o u g h c a lc iu m
in te s tin e
n o t e n o u g h fib re
lu n g
to o m u c h fa t
b o n es
if more than one line is drawn from any fact

about the diet, award no mark for that fact
[6]
2. Sailors used to suffer from an illness called scurvy caused by a poor diet on long journeys.
James Lind was a doctor who tested treatments for scurvy. He predicted that all acids cure
Scurvy.
I t h in k t h a t a ll
a c id s w ill c u r e
s c u rv y.
He gave 6 pairs of sailors with scurvy exactly the same meals but he also gave each pair a
different addition to their diet.
pair of addition to their diet effect after one week

sailors
1 some apple cider beginning to recover

25 drops of very dilute sulphuric acid to
2 still had scurvy
gargle with*
3 2 teaspoons of vinegar still had scurvy
4 half a pint of sea water* still had scurvy
5 2 oranges and 1 lemon recovered

herbs and spices and acidified barley
6 still had scurvy
water
(a) Does the evidence in the table support the prediction that all acids cure scurvy?
yes no
Use the table to explain your answer.

(*) DANGER! DO NOT TRY THIS.
(b) (i) Give the one factor James Lind changed in this experiment.
(This is called the independent variable.)
(ii) Give the factor James Lind examined in this experiment.

(This is called the dependent variable.)
(c) James Lind’s evidence suggested that oranges and lemons cured scurvy.
At a later time, other scientists did the following:
 They separated citric acid from the fruit.
 They predicted that citric acid would cure scurvy.
 They tested their prediction by giving pure citric acid as an addition to the
diet of sailors with scurvy.
 They found it did not cure scurvy.
The scientists had to make a different prediction.
Suggest a new prediction about a cure for scurvy that is consistent with the evidence
collected.
(c) Explain why it is necessary to investigate the effects of changes in diet over a period of
more than one week.
Solution:
(a) No if more than one box is ticked, 1

award no mark
and any one from both the answer and the explanation
are required for the mark
 sulphuric acid did not cure scurvyaccept ‘some acids did not cure scurvy’
 not all the sailors recovered accept ‘only pair 5 totally recovered’
 only two pairs recovered
 only those that had fruit- related additions recovered
 some with acid failed to recover
 a week is not long enough to show the effect
Accept ‘a week is not long enough’
‘Only those who received vitamin C
recovered’ is insufficient

1
 addition to their diet do not accept ‘type of food or drink’
 food or drink supplements do not accept ‘kind of meal’
 type of acid accept ‘the acid’
accept ‘amount of acid’
Do not accept conclusions such as ‘4 out of
6 pairs of sailors had scurvy’
(ii) Any one from
1
 whether they recovered

 return to health
 recovery from scurvy accept ‘scurvy is cured’
 effect after one week
Do not accept ‘time to recover’
(c) any one from

1
 there must be a different substance
or something present in fruits that cures scurvy
Accept ‘fruits will cure scurvy’
Accept ‘vitamin in the fruit would cure
scurvy’
Accept ‘vitamin C will cure scurvy’
Accept any named vitamin for vitamin C
Accept ‘vitamins would have an effect’
‘The acids in oranges and lemons cure
scurvy’ is insufficient
‘Oranges and lemons will cure scurvy’ is
insufficient
(d) any one from

1
 effects due to diet may take more than a week to reveal themselves
Accept ‘one week is too short’ or ‘you need
to see long term effects’
 the body takes time to adjust to the diet
 time is needed for the results to reveal themselves
 the effects do not take place before a week
 the longer the time the more reliable the results
Accept ‘oranges or lemons might be a short
term cure’
[5]
3. Harry investigated the effects of fizzy cola drink on his heart rate.
First he measured his heart rate every minute for 5 minutes when sitting down.
Then he drank some cola.
He continued to measure his heart rate at regular intervals.
This is a graph of his results.

11 0
100
90
×
×
80 × × ×
× × × ×
× × × ×
× ×
70 × × × × × ×
h e a rt ra te 60
(b e a ts
p e r m in u te ) 5 0
40
30
20
10
0
0 2 4 6 8 10 12 14 16 18 20 22
t im e ( m in u te s )
(a) Why did Harry measure his heart rate every minute for 5 minutes before drinking his
cola?
(b) Harry says cola affects his heart rate.
What evidence is there in the graph to support his idea that cola affects his heart rate?
(c) Harry and Yasmin came to the following conclusions.
Harry Yasmin
Explain why Yasmin’s conclusion is better than Harry’s conclusion.
(d) Yasmin said, “We should also measure Harry’s heart rate after he drinks fizzy water”.
How would measuring Harry’s heart rate after he drinks fizzy water improve the
Investigation?
Solution:
(a) any one from 1

 to allow his resting pulse rate toaccept ‘to get a reading of heart rate when
be determined relaxed’
 to compare his pulse before andaccept ‘to make sure his heart rate was
after drinking the cola steady’
 so he would know if it had changedaccept ‘to see if there was any change’
accept ‘so he could find out his normal
heart rate’
accept ‘to get a reliable reading of his
pulse rate’
accept ‘to find the average’
‘he wanted to know his heart rate before he
drank his cola’ is insufficient as this is given
in the question
(b) his heart rate went up after he drank accept ‘his heart rate or pulse went up’
1
some cola accept ‘it shows his heart rate went up’
accept ‘the graph shows his heart rate
changed’
accept ‘the line goes up or changed’
accept ‘the points get higher’
(c) any one from

1
 Yasmin’s conclusion describes accept ‘Yasmin is more specific or more
how it affected his heart rate while detailed’
Harry’s just says it affected his
heart rate
 Yasmin’s conclusion describes accept ‘Harry doesn’t say what the effect is’
the direction of the change in his
heart rate
 Yasmin’s conclusion describes accept ‘Harry’s conclusion could mean that
how his heart rate changedhis heart rate was slower’
(d) any one from
1
 drinking fizzy water would be
a control
 it would enable them to see
whether fizziness or sparkling
drinks would have an effect
 it would allow them to see if accept ‘you would know if it was bubbles
carbon dioxide or carbonation has that had an effect’
an effect
‘to see if something else had an effect’ is

insufficient
 it would show it was something accept ‘using more or different drinks would
else in cola that had an effect give more evidence’
[4]
3. The table shows the recommended daily intake of energy and some of the nutrients needed by
different groups of people.
n u t r ie n ts
m in e r a ls ,
g ro u p o f e n e rg y, p r o t e in , c a rb o h y d ra te , fa t, in g
p e o p le in k J in g in g in g
c a lc iu m ir o n
m a le 1 5 – 1 8 11510 5 5 .2 360 109 1000 1 1 .3
fe m a le 1 5 – 1 8 8830 4 5 .0 276 84 800 1 4 .8
m a le 1 9 – 5 0 10600 5 5 .5 331 100 700 8 .7
fe m a le 1 9 – 5 0 8100 4 5 .0 253 77 700 1 4 .8

p re g n a n t
8900 8 1 .0 278 84 700 1 4 .8
fe m a le
(a) (i) Explain why two 16 year-old males of the same weight might need different
amounts of energy.
(ii) Which two types of nutrient provide most of the energy in our diet?
(b) (i) Calculate the difference in the recommended daily intake of calcium for a 15 year-
old male and a 30 year-old male.
.......................... mg
1 mark
(ii) Calcium is needed for healthy bones. Explain the difference in the amount of calcium
needed each day by a 15 year-old male and a 30 year-old male.
(d) Look at the table. Explain the difference in the amount of protein needed by a 25 year-old
pregnant female and a 25 year-old female who is not pregnant.
(e) Iron is needed to make blood.
Explain why a 15 year-old female might need more iron than a 15 year-old male.
Solution:
(a) (i) one is more active accept ‘one does sport or plays football’1
Accept ‘they have different metabolic rates’
Accept ‘one works harder or does more
work’
(ii) Carbohydrates
answers may be in either order 1

Accept a named carbohydrate, eg ‘sugar’ or
‘glucose’ or ‘starch’
Fats
1
(b) (i) 300 1
(ii) Any one from

1
 a boy’s bones or teeth are still growing
Accept ‘15 year-old male is growing or still
developing’
 by 30 the bones have already developed
Accept ‘30 year-old male has stopped
growing’
(c) Any one from
1
 a pregnant female supplies the baby with protein

Accept ‘she supplies the baby’
 a pregnant female needs protein for herself and the baby
Accept ‘she needs it for herself and the
baby’
 the baby needs protein
(d) Any one from

1
 a 15 year-old female menstruates
 a 15 year-old female has periods
[7]
4. The drawings show Sofia taking part in four different sports.
The table below shows the average energy needed for each sport for one hour.
sport average energy need for

one hour (kJ)
bowling 1030
tennis 1760
football 2260
running 3700
(a) (i) Sofia plays football for two hours each week. She also goes bowling for two hours
each week.
Explain why Sofia uses up her food reserves more quickly when playing football
than when bowling.
(ii) Athletes should not drink alcohol before taking part in sport.
Give two effects of alcohol which would affect an athlete’s performance.
(b) Some athletes take glucose tablets before a 100 metre race.
They can also obtain glucose from starch in their diet.
A starch molecule is made up of many glucose molecules joined together as shown
below.
p a r t o f a m o le c u le o f s ta r c h
In the digestive system, starch is broken down into glucose:

m o le c u le s o f g lu c o s e
An athlete can obtain energy more quickly by eating glucose rather than starch.
Explain why.
Solution:
(a) (i) football requires more energy accept ‘football is more energetic’ 1
than bowling accept ‘you run more in football’
accept ‘she is using up more kJ’
accept ‘playing football uses 2260 kJ/hr and
bowling uses 1030 kJ/hr.’
Do not accept ‘football is energetic’
(ii) Any two from

2
 alcohol increases the accept ‘it slows reactions’ or
reaction time ‘it slows the reaction time’
‘it slows them down’ is insufficient
 Alcohol reduces co- accept ‘they would feel dizzy’

ordination alcohol causes
or increases errors of
judgement
 alcohol reduces accept ‘they would be sleepy or drowsy’
concentration accept ‘alcohol makes them lose more heat’
accept ‘it causes blurred vision’
(b) any one from
1
 glucose can be absorbed
 starch molecules cannot be absorbed
 it takes time for starch to be
broken down
 starch has to be digested or accept ‘glucose does not need to be digested’
broken down
[4]
Habitat destruction
1. A headline from a newspaper is shown below.
B ritis h P o w e r
S ta tio n s c a u s e
A c id R a in in
S c a n d a n a v ia
Some countries claim that acid rain caused by power stations in Britain damages their
forests.
Others argue that coal-burning power stations produce cheap electricity and that
plants can stand some level of acid rain.
Imagine you are planning a laboratory investigation of the claim:
‘plants can stand some level of acid rain’.
Assume you have access to whatever laboratory equipment you need, including:
 seeds
 acid
 seed trays
 soil
Plan a laboratory investigation to test the claim that ‘plants can stand some level of
acid rain’.
(a) Name a factor you would need to vary in your investigation.
(This is the independent variable.)
(b) (i) What factor would you examine to see the effect?
(This is the dependent variable.)
(ii) How could you measure this dependent variable?
(c) Suggest one factor you would control to ensure that your investigation is fair.
Solution:
(a) any one from 1
 plants subjected to or not subjected to acid

 pH of the acid
 strength of solution accept ‘concentration of acid’
 volume of acid accept ‘amount of acid’
Accept any appropriate independent
variable
(b) (i) any one from mark parts (b) (i) and (b) (ii) together 1
 plants live or die
 plants healthy or not healthy
 plants or leaves change colour
 how many seeds grow
(ii) any one from the dependent variable must relate to the 1
independent variable mentioned in part ( a)
 number of plants dying or ailing
Accept ‘count them’
Accept a reference to appropriate measuring
equipment
 number of leaves falling or ailing
 mass of plant matter
 area of plant leaf growth
 height of plant
(c) any one from

1
 soil nutrients
 temperature
 humidity
 light
 acidity of soil at the beginning
Accept any suitable control relevant to the
factors specified in parts (a) and (b) ( i)
[4]
Rocks & weathering
1. These photographs show how the cliffs on the coastline by a church changed between the years
1886 and 1919.
the church and

coastline in 1886
the church and

coastline in 1904
the church and

coastline in 1912
the church and

coastline in 1919
Photographs by kind permission of Dunwich museum
(a) (i) How can you tell from the photographs that the coastline has changed?
(ii) What made the coastline change? Tick the correct box.
the rain the sea
the Sun the wind
1 mark
(b) On the seashore, pebbles that are rough and uneven become smooth and rounded.
Explain how they become smooth and rounded.
(c) The photograph below shows a carved limestone head. The surface of the limestone has
changed over many years.
(i) Which process made the surface of the limestone change over many years? Tick
the correct box.
carving polishing
melting weathering
(ii) Name a substance in the air which made the surface of the limestone change.
Solution:

 the sea is nearer the church
 part of the church has gone
 part of the cliff has goneaccept ‘it has worn away’ or ‘it has been
eroded’ or ‘it has collapsed’
(ii) The sea 

1
(b) Any one from

1
 they are rolled around on the beach
 they rub against each other
 they collide with each other accept ‘the corners get knocked off’
Accept ‘they are eroded’
(c) (i) weathering if more than one box is ticked 1

Award no mark
(ii) Acid rain accept ‘acid’ or ‘rain’ or ‘water’ or 1

‘Carbon dioxide’ or ‘sulphur dioxide’ or ‘soot’
Do not accept ‘greenhouse gases’
[5]
2. (a) The list below gives some processes which occur in the rock cycle.
1. Grains of sediment collect in layers on the sea bed.

2. Large crystals form as molten magma cools deep below the Earth’s surface.
3. A glassy rock forms as molten magma erupts into sea water.
4. Grains of sediment are cemented together as they are buried deep under thick
layers of other sediments.
5. New crystals form in layers as rocks are affected by high temperature and
increased pressure deep in the Earth’s crust.
6 New minerals form with flat crystals when layers of mudstone are squeezed.
(i) Give the number of one metamorphic process.
(ii) Give the number of one igneous process.
(iii) Give the numbers of the two steps which could lead to the formation of sandstone.
Limestone and sandstone are two different rocks.
(b) Limestone is mainly calcium carbonate. It reacts with dilute hydrochloric acid to produce
Bubbles of gas.
Complete the word equation for the reaction.
h y d r o c h lo r ic c a lc iu m w a te r
a c id c a rb o n a te
2 marks
(c) Sandstone is mainly silicon dioxide. Glass for test tubes is also made from
Silicon dioxide.
Suggest what, if anything, will happen when dilute hydrochloric acid is added to a
piece of sandstone.
.........................................................................................................................
Solution:
(a) (i) 5 or 6 1
(ii) 2 or 3
1
(iii) 1 and then 4 accept ‘4 and then 1’ for one mark 2
(b) Carbon dioxide + calcium chloride answers may be in either order 2

(c) No reaction or nothing accept ‘soaks in’ 1
Accept ‘sandstone breaks up into grains of
sand’ or ‘sandstone falls apart’ or ‘it reacts
with the cement’
[7]
2. (a) Complete the word equation below for the reaction between calcium carbonate and
Hydrochloric acid.
calcium hydrochloric carbon

  .......... .......... .......... .....   water
carbonate acid dioxide
(b)Limestone is mainly calcium carbonate. It is weathered by acids in the air or in soil.
In June 1990, a Year 9 class planned a long-term investigation into the chemical
weathering of limestone by acids in soil.
They put limestone chippings of similar size in three nylon mesh bags.
They buried the bags outside in soils of different pH.
(i) Chemical weathering took place in sample A, and the mass of the sample
decreased.
Give the reason for the decrease in mass. Use the word equation above to help
You.
(ii) The pupils predicted that chemical weathering would not take place in samples B
and C.
Give the reason for their prediction.
(iii) Some chemical weathering did take place in samples B and C.
What could have changed the conditions in these soils to cause weathering to
take place?
(c) The table shows how the mass of each sample changed between the years 1990 and
2000.
mass, in g
year sample A, at sample B, at sample C, at
pH 5 pH 7 pH 8
1990 1000 1000 1000
1995 980 992 997
2000 960 984 995
In 2000, a year 9 class buried another identical 1000 g sample of limestone chippings in
soil of pH 6.
(i) Use the results in the table to predict an approximate value for the mass of this
sample in 2010.
................. g
1 mark
(ii) Why is it not possible to be certain what the mass of this sample will be in 2010?
Solution:
(a) Calcium chloride do not accept the formula 1

1
 a gas or carbon dioxide or CO2 was given off
 water or H2O was formed and drained away or evaporated
Accept ‘the chemicals formed are washed
away’
Accept ‘calcium chloride is more soluble than
calcium carbonate’
Do not accept ‘chemical weathering’
(ii) Any one from

1
 the soils at B and C contain no acid or are not acidic
 soil B is neutral and soil C is alkaline
 the pH is higher or too high
(iii) acid rain

1
Accept a recognizable method of lowering
the pH of the soil
(c) (i) any value greater than 960 but smaller than 984 1
(ii) Any one from

1
 cannot control the environmental variables involved
 pH of soil may vary
 cannot predict rainfall during this time
 cannot predict temperature during this time
Accept ‘data in the table could be unreliable’
[6]
Unit 3: Variation & inheritance
Inheritance
1. The diagram shows two families. Some of the people in the diagram have freckles.
Family A family B
g r a n d p a re n ts
B o b m a r r ie d t o E m ily J o h n m a r r ie d to M a r y
p a r e n ts
R a c h e l m a r r ie d t o B ill P a m m a r r ie d to D a v id
c h ild r e n R ic h a r d Penny S im o n B ecca K a t ie
key
p e r s o n w ith
and
f r e c k le s
p e r s o n w ith o u t
and f r e c k le s
(a) (i) Which children are most likely to have freckles?

Tick the correct boxes.
R ic h a r d S im o n K a tie Penny B ecca
1 mark
(ii) How did you decide?
(iii) Suggest why Bill does not have freckles.
(b) (i) Which two cells pass on information from parents to their children?
Tick the two correct boxes.
Bone cell cheek cell
Egg cell muscle cell
blood cell sperm cell

Red
1 mark
(ii) Which organ system produces these two cells?

Circulatory system
Digestive system
Reproductive system
Respiratory system
1 mark
Maximum 5 marks
Solution:
(a) (i) Katie both answers are required for the mark 1
Becca if more than two boxes are ticked,
award no mark
(ii) Any one from
1
 their mother or Pam has freckles
 their father or David has freckles
 their parents have freckles
 their grandmother or Mary has freckles
 only family B has freckles
accept ‘Rachel and Bill do not have freckles’

accept ‘a grandparent has freckles’
accept ‘their family or the family on the right has
freckles’
accept ‘freckles run in the family’
accept ‘family A does not have freckles’
(iii) his parents or Bob and Emily do not have freckles 1

accept ‘his family does not have freckles’
accept ‘his grandparents do not have freckles’
accept ‘he is not in family B’ if the answer for (ii) is
‘only family B has freckles’
(b) (i) egg cell both answers are required for the mark 1
sperm cell if more than two boxes are ticked, deduct
one mark for each incorrect tick minimum
mark zero
(ii) Reproductive system if more than one box is ticked, 1

award no mark
[5]
2. The quagga is an extinct animal that lived in Africa. Quaggas belonged to the same group as
Zebras. The drawings below show a zebra and a quagga.
(a) Zebras and quaggas used to breed with each other. The offspring contained a
combination of both zebra and quagga genes (genetic information).
How were zebra and quagga genes passed on from the parents to their offspring?
(b) These days there are some zebras that still show some quagga features. Scientists are
using zebras to try to produce quaggas by selective breeding. Describe the steps in this
selective breeding process.
Solution:
(a) Any one from 1
 in the eggs and sperm accept ‘gametes’ or ‘sex cells’
 on chromosomes accept ‘DNA’
Accept ‘at fertilisation’
Answers must refer to both eggs and sperm
‘By sexual reproduction’ is insufficient
(b) Any three from

3
 choose zebras which look most like quaggas
 breed from them or cross them
 choose the most quagga- like offspring
 breed from the offspring
 repeat the process
Accept for two marks ‘mate the zebras with
most quagga genes’
[4]
Selective breeding
1. PAPER 1 No.2 2014
Some animals, such as race horses, have been produced by selective breeding.
(a) Abdul wants to own fast race horses.
Describe how he uses selective breeding to produce fast race horses.
(b) Characteristics of race horses can be inherited only, acquired only, or inherited and
acquired.
Complete the table.
Put a tick () in the correct column. One has
been done for you.
characteristic how it is developed

inherited only acquired only inherited
and
acquired
length of tail 
scars on skin
eye colour
strength of muscles
[2]
Solution:
Questi 2
on
(a) 3 choose horses that are fast Accept other valid traits
e.g. long legs, strong heart
Accept choose horses

with desired traits
breed / mate / cross them

this marking point
must be in context of
choosing parents
(b) 2 three correct rows = 2
marks one or two correct
rows = 1 mark two ticks in
same row = incorrect
Total 5
Charles Darwin
1. PAPER 2 No.8 2014
Aristotle was a scientist who lived about 2300 years ago. He
proposed a classification system for living thing
 All living things were split into two groups: plant or animal.
 Animals were split into three types: walking, flying or swimming.
We now know that this classification system does not work.
(a) Suggest one reason why Aristotle’s classification of animals does not work.
(b) Today scientists know organisms like fungi are not animal or plants. Fungi are classified into
a third group.
Would Aristotle have classified fungi as plant or as animal? Explain your answer. Aristotle’s
classification …………………….
Explanation
(c) Charles Darwin lived about 150 years ago. He
suggested that:
i. living things could gradually change over many generations
ii. these changes allowed them to adapt better to their environments
iii. Evolution is a gradual change that continues progressively.
(d) The diagram shows how horses have changed over the last 50 million years.
date in 50 35 25 2
millions of
years ago
height in cm 40 55 100 175
number 36 30 38 36
of rib
bones
(i) Describe where scientists found this evidence about evolution of horses.
(ii) Use the information from the diagram to give one piece of evidence:
That supports evolution.
That does not support evolution.
Solution:
Questi 8
on
(a) 1 some animals fit into more than Accept correct named
one group / some animals can examples with description
walk and swim / swim and fly / e.g. a duck can walk, swim
walk swim and fly / some animals and fly
cannot walk swim or fly
(b) 1 plant
(c)(i) 1 idea that it comes from fossils

(c)(ii) 2 evidence that supports
they get (gradually) bigger / taller
evidence that does not support

Total 5
CHEMISTRY
Structure of an atom
The diagram shows the structure of an atom.

Electron
Nucleus containing only

one proton
(a) Which element has atoms with this structure?
(b) Choose words from the list to complete the sentences below.
Electrons protons neutrons
(i) The nucleus of an atom usually contains both

and [1]
(ii) The particles in the atom which have a negative electrical charge
Are called
(iii) An atom of an element contains the same number of

and [1
Solution:
(a) Hydrogen
(b)(i) The nucleus of an atom usually contains both protons and neutrons
(ii) electrons
(ii) Protons and electrons
2. PAPER 1 No.1 2014
Sodium and lithium are both elements in Group 1 of the Periodic Table.
(a) Write down the number of protons in a sodium atom.
(b) Complete the diagram to show how the electrons are arranged in a sodium atom.
NOT TO SCALE
(c) Describe how lithium reacts with cold water.
Solution:
Questi 1
on
(a) 1 11 / eleven
(b) 2 11 electrons drawn Accept 11 identical
particles drawn
anywhere outside the
nucleus but not outside
outer shell
particles could be dots,

crosses or letter “e”
electrons correctly arranged on

shells 2 on inner
shell 8 on
middle shell
1 on outer
shell
accept electrons drawn
(c) 2 Any two from:
Accept produces a red flame

produces hydrogen / gas / fizzes
Accept melts
produces an alkaline solution /
lithium hydroxide / alkali
reaction slower than with

Total 5
3. PAPER 2 No.2 2014
Rutherford was a scientist who studied the structure of the atom. He made observations
from experiments and drew conclusions.
Draw lines between each observation and the conclusion made from it.
observation conclusion
Electrons are negatively
charged and have a smaller
mass than the alpha particle.
Most alpha particles go

straight through metal foil.
The nucleus takes up very

little space in the atom.
Some alpha particles are

deflected back from metal
foil.
The nucleus is positively

charged and has a greater
mass than the alpha particle.
[2]
Solution:
Questi 2
on
Part Mark Answer Further
Information
2 two correct lines
observation conclusion
= 2 marks
Electrons are
negatively charged and
have a smaller mass
Most alpha than the alpha one correct line
particles go particle. = 1 mark
straight
through metal
foil.
two lines come

The nucleus takes
up very little space from one
in the atom. observation
Some alpha = incorrect
particles are
deflected back
from metal foil.
Total 2
Trends in other groups
1. The diagram shows an outline of part of the Periodic Table of Elements.

H
r e g io n 3
r e g io n
1
r e g io n 2
(a) What is the name of the element with the symbol H?
(b) In which regions of the Periodic Table are the following types of element found?
(i) Non-metals (such as oxygen and chlorine);
Region
(ii) Very reactive metals (such as sodium and potassium);
Region
(iii) Less reactive metals (such as copper and zinc).
Region
(c) Why is copper sulphate not found in the Periodic Table?
(d) An iron nail is placed into some blue copper sulphate solution.
A reaction takes place between the iron and the copper sulphate.
(i) Complete the word equation for the reaction.
Iron + copper sulphate  ……………………… +…………………………
(ii) Describe one change you would see on the surface of the nail.
Solution:
(a) hydrogen 1
(b) (i) region 3 1
(ii) Region 1 1
(iii) Region 2 1
(c) Any one from 1

 it is a compound
 it is not an element
 it is made up of more than one element
Do not accept ‘it is not a single substance’
(d) (i) copper + iron sulphate
answers may be in either order both 1

are
(ii) The nail becomes brown or pink or copper coloured 1

Accept ‘it is covered in copper’
Accept ‘it is rust coloured’
Do not accept ‘it goes rusty’
[7]
2. PAPER 1 No.11 2014
The diagram shows an outline of part of the periodic table.
(a) Name the shaded part of this periodic table.
(b) Answer the rest of this question on the diagram.
( Shade group 7 of this periodic table.

i
(i Put a letter X in the space occupied by a noble gas.
i)
(ii Put a letter Z in the space occupied by the element with six protons.
i)
Solution:
Questi 11
on
(a) 1 period 3
(b)(i) 1 column 7 shaded Ignore shading that
slightly overlaps into
adjacent columns
(b)(ii) 1 X in any box of column 0
(b)(iii) 1 Z in top box of column 4
Total 4
3. PAPER 2 No.3 2014
The table shows some information about the elements in Group 7 of the Periodic Table.
Use the information to predict:
(a) the formula of a molecule of astatine.
(b) the melting point of iodine C.
(c) the speed of reaction of bromine with iron

Solution:
Questi 3
on
(a) 1 At2 if answer line blank look in
table for answer
(b) 1 80 – 150 (ºC) if answer line blank look in
table for answer
(c) 1 idea that reaction is slower than if answer line blank look in
chlorine but faster than iodine table for answer
(e.g. slow)
Unit 5: Energy changes
Burning
1. (a) George used the apparatus below to find out what substances are produced when
methanol burns.
As the methanol burned, two different gases were produced.

(i) One of these gases condensed in the U-tube to give a colourless liquid. Give the
name of this liquid.
(ii) The other gas turned the lime water cloudy.

Give the name of this gas.
(b) Methanol is sometimes used in antifreeze. It can be added to water in car windscreen
wash-bottles to prevent the water from freezing in cold conditions.
(i) The label on the bottle of antifreeze has two hazard warning symbols. What two
precautions would you need to take when using this antifreeze?
(ii) Water freezes at 0C. The label on the bottle shows how the freezing point
changes when different amounts of antifreeze are added to water.
Terry put a mixture containing 10% antifreeze into the wash-bottle of his car.
During the night the temperature dropped to –14°C.
The wash-bottle burst.
Explain why the wash-bottle burst.
Solution:
(a) (i) water accept ‘H2O’ 1
(ii) Carbon dioxide
accept ‘CO2’ 1
(b) (i) do not use antifreeze or methanol near a naked flame and do not swallow
1
Accept ‘it catches fire easily and it is
poisonous’
Accept ‘wash hands after use’ for do not
swallow
Accept ‘it is flammable or inflammable and
it is poisonous’
(ii) Any one from
1
 water froze
 the mixture froze
 the contents froze
Accept ‘10% antifreeze is not enough to stop
the water freezing’
‘Not enough antifreeze used’ is insufficient
Do not accept ‘it froze’
And expanded
1
[5]
2. A teacher set up the following apparatus behind a safety screen.
She placed 1 g of icing sugar in the end of the rubber tubing inside the tin, as shown below.
lid
ic in g s u g a r
t in
ru b b e r
t u b in g
c a n d le
The teacher blew through the other end of the rubber tubing.
The icing sugar came into contact with the flame.
There was a loud explosion and the lid was blown off the tin.
(a) Complete the following sentence describing the energy changes which took place.
........................................... Energy in the icing sugar changed to
............................................. Energy and ............................... energy.

(e) marks
(b) As a result of the explosion, the lid of the tin was pushed off.
Explain what had happened to the gas molecules inside the tin to make this happen.
(c) When icing sugar is burned in this experiment, the gas used and the gas produced are the
same as when energy is released from sugar in the cells of the body.
(i) Which gas, in the air, is used when the icing sugar burns?
(ii) Give the name of the gas produced when the icing sugar burns.
(d) The table below shows the energy values of four food substances.
energy value, in
food substance
kJ per 100 g
icing sugar 1680
curry powder 979
flour 1450
custard powder 630
The teacher repeated the experiment with 1 g of custard powder.
What difference would this make to the experiment?

Solution:
(a) Chemical accept ‘potential’ or ‘stored’ 1
Any two from

2
 sound
 thermal accept ‘heat’
 kinetic accept ‘movement’
 light
(b) Any two from

2
 they gained energy accept ‘they move more quickly’
 they hit the lid with greater force accept ‘they hit the lid harder’
 they hit the lid more often accept ‘the pressure inside the tin increased’
Accept ‘the molecules are closer together’
Accept ‘more molecules are present’
(c) (i) oxygen accept ‘O2’ 1
(ii) Any one from

1
 carbon dioxide accept ‘CO2’
 water vapour accept ‘H2O’
accept ‘carbon monoxide’
(d) Any one from

1
 it was quieter
 the lid didn’t move as high accept ‘the lid was not pushed off’
 less energy released accept ‘it does not work’
[8]
Exothermic or endothermic
1. PAPER 2 No.6 2014
Changes can be exothermic or endothermic.
(a) What is meant by the word exothermic?
(b) The table shows some changes.
Put a tick () in the correct column to show whether the change is exothermic or
endothermic.
change exothermic endothermi

c
burning fuel for cooking food
firework exploding with light and sound
water freezing to form ice
underground rock melting to form

magma
[2]
(a) Mike tests four solids A, B, C and D.
He adds each solid to 10 cm3 of water.
He measures the temperature of the water at the start.
He then stirs the mixture and measures the temperature of the water again.
Here is his results table.
solid temperature at temperature at

start in °C end in °C
A 10 18
B 10 10
C 5 5
D 10 7
Circle the solid which gives the endothermic change.
A B C D
Solution
:
Questi 6
on
(a) 1 gives out heat / gives out energy Accept the
surroundings get
warmer
(b) 2 all four correct = 2
marks two or three
correct = 1 mark one
correct = 0 marks
(c) 1 D more than one letter circled
Total 4
Unit 6: Reactivity
Metal & their reactions
1. (a) The table below shows the melting points of four metals.
metal melting point,

in °C
gold 1064
mercury –37
sodium 98
iron 1540
(i) Which metal in the table has the highest melting point?
(ii) Which metal in the table has the lowest melting point?
(b) Gold can be a gas or a liquid or a solid.
Choose from these words to fill the gaps below.
When gold is heated from room temperature to 1070°C, the gold
changes from a ................................. to a................................... .

1 mark
(c) 5 g of gold is melted and all of it is poured into a mould to make a pendant as shown
below.
What is the mass of the gold pendant?
Solution:
(a) (i) iron do not accept ‘1540°C’ 1

(ii) Mercury do not accept ‘–37°C’ 1
(b) Solid to a liquid answers must be in the correct order 1

(c) 5
1
(d) (i) sodium

1
(ii) Gold
1
[6]
2. (d) The table below shows how the four metals react with oxygen when heated in air.
metal reaction when

heated in air
gold no change
mercury slowly forms a

red powder
sodium bursts into flames

straight away
iron very slowly turns

black
(i) Which is the most reactive metal in the table?
(ii) Which is the least reactive metal in the table?

(a) The table below shows the percentage of carbon in four different materials.
name of material percentage of carbon

in the material
cast iron 4.5
high carbon steel 0.8
mild steel 0.3
wrought iron 0.1
Which material has the highest percentage of carbon?
(b) The graph below shows how the percentage of carbon affects the strength of the
materials.
s tre n g th
o f m a te r ia l
0 1 2 3 4 5
p e rc e n ta g e o f c a rb o n
(i) Use the graph to find the percentage of carbon in the material with the greatest
strength.
(ii) Use your answer to part (i) to name the strongest material in the table.
(c) Steel rods can be put into concrete beams before the concrete sets.
c o n c re te b e a m
s te e l ro d s
(i) What could these concrete beams be used for?
(ii) Steel contains iron. Give the name of one other substance which must be
present for the iron to go rusty.
Solution:
(a) Cast iron do not accept ‘4.5’ 1

(b) (i) 0.8 1
(ii) High carbon steel

1
(c) (i) any one from

1
 for buildings accept any other reasonable answer, for
 for bridges example ‘street lights’ or ‘fence posts’
(ii) Any one from

1
 oxygen accept ‘air’
 water accept ‘moisture’
[5]
Eight substances are listed below. Choose your answers from this list.
Magnesium sulphate oxygen iron calcium carbonate
Sulphur calcium magnesium water
(a) Which three of the substances are metals?
(b) (i) Magnesium sulphate is a compound.
Give the name of two other compounds.
(ii) A formula of magnesium sulphate is MgSO4.
Name the three elements that combine to form this compound.

(c) Which substance is a gas at room temperature?
Solution:
(a) Calcium , magnesium & iron
(b) (i) water , calcium carbonate
(ii) Magnesium, oxygen, sulphur
(c) Oxygen
Reactions of metals with water (i) W

r
i
1. PAPER 2 No.9 Sp 2012 t
e
(a) When sodium is added to water, a new compound is formed, a gas is
produced and heat is given out in the reaction. t
he correct scientific word that is used to indicate that heat is given out in a
reaction.
(ii) Complete the word equation.
[2]
(b) Put a tick ( ) if heat is given out in the process.
burning evaporation melting neutralisation
[2]
Solution:
Question 9
(a) (i) 1 exothermic
(ii) 2 sodium
burning
(b) 2 neutralisati if 3 ticks = 1 mark
on
Total 5
Reactions of metals with dilute acids
1. Jessica was investigating the rusting of iron. She set up five experiments as shown below, and left
the test-tubes for three days.
A B C
ir o n n a il in d is t ille d w a t e r ir o n n a il in ta p w a t e r ir o n n a il a n d a c h e m ic a l
w h ic h h a s b e e n b o ile d to to a b s o rb w a te r v a p o u r
r e m o v e d is s o lv e d g a s e s
D E
ir o n n a il in s e a w a t e r ir o n n a il in v in e g a r
Jessica wrote the following results in her book.
Test–tube observation
A nail slightly rusty

B nail still shiny
C nail still shiny
D nail very rusty
E nail slightly rusty, bubbles of gas seen
(a) Explain why the nails had not rusted in test-tubes B and C.
(b) In test-tube E the iron nail reacted with the vinegar.
(i) Is vinegar acidic, alkaline or neutral?
(ii) When the iron reacted with the vinegar, bubbles of gas were formed.
What gas was formed?
(c) Before putting the iron nail in test-tube D, Jessica weighed the nail.
After three days she dried and weighed the nail and the rust which had formed.
(i) How did the total mass of the nail and rust compare to the mass of the nail
at the beginning?
(ii) Give the reason for your answer.
(d) Jessica concluded that the presence of salt in the water made the nail rust more quickly.
Explain why she drew that conclusion from her experiments.
Solution:
(a) in tube B: no oxygen accept ‘no air’ 1

in tube C: no water or water vapour accept ‘no moisture’ 1
Accept ‘it was dry’ or ‘it was not wet’
(b) (i) acidic
(ii) Hydrogen
(c) (i) it increased or it was more
accept ‘it was heavier’
(ii) Any one from

 oxygen or water was added
 the oxygen has mass
 rust contains iron and oxygen or water
Accept ‘rust is iron oxide’
 the iron reacted with oxygen or water
(d) Answers must refer to either test-tube D or to sea water.
any one from 1

 the nail was more rusty in D than in A
Accept ‘D was the only one which was
rusty’
Accept ‘D was very rusty’
 it was more rusty in sea water
 sea water contains salt
[7]
The reactivity series

1. Railway lines can be joined together by pouring molten iron into the gap between them.
(a) The molten iron is produced by the reaction between powdered aluminium and iron
Oxide. Complete the word equation for the reaction.
Aluminium + iron oxide  iron + ……………………………….
(b) Iron can be produced from a mixture of aluminium and iron oxide but not from a mixture
of copper and iron oxide.. Write the names of the three metals, in the order of their
reactivity
(c) The list shows the names and symbols of five metals in order of their reactivity.
Name symbol
Sodium Na
Calcium Ca
Magnesium Mg
Zinc Zn
Silver Ag
(i) What, if anything, would be the result of heating zinc powder with calcium oxide?
(iii) Write down the name of a metal in the list that will not react with a solution of
Magnesium sulphate.
(d) The powdered metal with the symbol Zn burns in air.
Write the word equation for the reaction.
Solution:
(a) Aluminium oxide 1
(b) Aluminium
(c) (i) no reaction
(ii) Any one from 1

 zinc accept ‘Zn’
 silver accept ‘Ag’
 magnesium accept ‘Mg’
(d) Zinc + oxygen  1

zinc oxide 1
[6]
Displacement reactions
1. PAPER 2 No.12 2014
Aluminum reacts with iron oxide to form aluminum oxide and iron. This
Reaction gives out heat.
(a) What type of reaction is this? Circle the correct
answer.
neutralisation endothermic displacement evaporation

(b) Zinc reacts with copper sulfate solution.
(i) Complete the word equation.
Zinc + copper sulfate …………………………………………….
(ii) Copper does not react with zinc sulfate solution.
Explain why.
Solution:
Questi 12
on
(a) 1 displacement
(b)(i) 2 one mark each product Accept products in either

order
zinc + copper sulfate zinc

(b)(ii) 1 copper is less reactive than Accept reverse argument
zinc / copper is below zinc in
the reactivity series
answer must be comparative
e.g. copper is not reactive
or copper is near the
Total 4
Unit 7: Salts
Salts & solutions
1. Some pupils carried out an investigation to find out whether more sugar or more salt dissolved in
water at 60°C.
Here are some of the steps in their investigation.
(a) Put the letters A, B, C, D and E in the boxes below to show the correct order of the steps
in their investigation.
1st 2nd 3rd 4th 5th
(b) Why did they use a measuring cylinder?
(c) They used water at 60°C in both beakers.
What else did they do to make their investigation fair?
(d) They counted the number of spatulas of sugar or salt added to the water until no more
would dissolve.
(i) Why was this not an accurate method of measuring how much sugar or salt they
added?
(ii) Suggest a more accurate method of measuring how much sugar or salt they added
(e) Jane predicted that more sugar than salt would dissolve. Complete the table to show a
result which would support Jane’s prediction.
sugar salt
number of spatulas 32
Solution:
(a) EDABC 1
All five letters must be in the correct order
(b) to measure volume accept ‘to make sure they used the same 1
volume of water in each beaker’
accept ‘to measure amount of water’
accept ‘to measure the volume of salt or
sugar’
‘To measure salt or sugar’ is insufficient
(c) any one from

1
 they used the same volume of accept ‘they used the same amount of
water water’
accept ‘they stirred the same number of
times’
accept ‘they stirred at the same speed’
accept ‘they stirred for the same time’
‘they stirred it’ is insufficient
(d) (i) any one from

1
 you might not get the same
accept ‘you might not get the same amount

mass each time of
salt or sugar’
 you will not know how
accept ‘it is not precise or a

much was added
measurement’
accept answers which suggest that using a
spatula is not a precise measurement
(ii) any one from

1
 measure the mass accept ‘measure weight’ or ‘weigh it’
accept ‘use a balance or scales’
 measure the number of accept ‘use grams’
grams
Accept ‘use a measuring cylinder’
accept ‘level it with a knife’
(e) From 1–31 inclusive

1
[6]
2. Tea bags are made in different shapes.

Triangle square circle
Some pupils want to find out which shape of tea bag lets tea dissolve most quickly.
They make two plans for their investigation as shown below.
FIRST PLAN
We will use 3 tea bags and 3 beakers
SECOND PLAN
Collect three beakers.
Collect three different tea bags.
Put one tea bag in each beaker.
Add 150 cm3 of water at 65°C.
Keep the temperature of the water the same.
Measure the time taken for the tea to dissolve.
Find out which is the quickest for making tea.
(a) How is the second plan better than the first plan?
(b) Why should they take care when they add hot water at 65°C to the tea bags?
(c) Ben and Vicky drew a cross on some paper. They put each beaker, in turn, over the
cross. They poured hot water into the beaker, dropped in the tea bag and watched the
water change colour.
To see which shape of tea bag let the tea dissolve the quickest, they measured the time
until the liquid was too dark for them to see the cross.
How did the cross help to make their test more accurate?
(d) (i) They recorded their measurements in a table as shown below.
shape of tea bag time taken untill cross

cannot be seen (minutes)
triangle 8
square 15
circle 10
Which part of their investigation was recorded in the table?
Explanations results
plans
Conclusions
(ii) Give the three shapes of tea bags in the order in which the tea dissolved.
Use the table above to help you.
Solution:
(a) any one from 1

 it describes how they will carryaccept a description which identifies a
out their investigation factor to be kept constant
 it has more information or detailaccept ‘the second plan includes apparatus
 it includes a fair test to be used or a measurement or a
 it includes measurement comparison’
Accept the converse of any marking point

Accept a statement referring to any of the
points in the second plan
Accept answers which describe a
consequence of the test not being fair
(b) to avoid scalding or burning accept ‘it is very hot’ 1

themselves accept ‘to avoid spilling’
Credit may be given for answers which,
although not accurate, imply that the water
is at a high temperature eg ‘it is nearly
boiling’
(c) any one from

1
 it allowed them to compare the accept ‘as soon as it has gone they stopped
times for different tea bags timing’
 it told them when the accept ‘so they know how long it takes’
measurement was completed accept ‘the cross let them see when the
tea produced by the 3 bags was the same’
 so they knew when to stop accept ‘so they could stop at the right time’
accept ‘it tells them when they have
dissolved the same’
Answers must indicate that the cross shows
when the teas are the same colour or allows
a measurement to be made
‘it made it fair’ is insufficient
(d) (i) results

1
mark
(ii) Triangle circle square accept a drawing of a triangle, a circle and

1
a square
all three answers are required in the
correct order
[5]
Unit 8: Rates of reaction
Measuring rate of reaction
Hydrochloric acid reacts with marble (calcium carbonate).
The diagram shows an experiment to measure the rate of this reaction.
filter paper
flask
dilute hydrochloric acid

bubbles of gas
marble chips
12:57
Electronic balance
(a) Complete the word equation for this reaction.
Hydrochloric + calcium + + water
Acid carbonate
Solution:
(a)
Hydrochloric Calcium Calcium chloride Cardondioxide Water
acid +
carbonate + +
c
c
( (b) Because of the escape of carbon dioxide gas

(a) A pupil investigates how quickly hydrochloric acid reacts with zinc. First she tries
mixing acid from the same bottle with different amounts of water.
A 30 cm3 acid B 20 cm3acid C 10 cm3 acid

10 cm3water 20 cm3 water
block of zinc block of zinc block of zinc
(i) Which reaction is the fastest, A, B or C?

(ii) Next the pupil keeps the same concentration of acid each time but tries
different temperatures.
A acid at 35 oC B acid at 70 oC C acid at 85 oC
block of zinc block of zinc block of zinc
Which reaction is the fastest, A, B or C?
(b) What effects do catalysts have on chemical reactions? Tick the correct box.
Catalysts slow down chemical reactions.
Catalysts reverse chemical reactions.
Catalysts speed up chemical reactions.
Solution:
5(a) (i) A
(ii) C
(b) Catalysts speed up chemical reaction
3. PAPER 1 No.3 Sp 2012
Maya investigates the reaction between calcium carbonate and hydrochloric acid.
She adds dilute hydrochloric acid to some calcium carbonate (marble chips), at room
Temperature.
She collects the gas given off in a gas syringe.
(a) Suggest one safety hazard in this experiment. How can Maya reduce the risk from this
hazard?
(b) Maya measures the volume of gas in the gas syringe every two minutes, until the
reaction stops.
The graph shows her results.
What is the total volume of gas given off in the reaction?
(b) When the reaction stops, there is still some calcium carbonate in the bottom of the
flask.
(i) After how many minutes does the reaction stop?
(ii) Why does the reaction stop? Tick (_) the correct box.
The calcium carbonate has all reacted.
The hydrochloric acid has all reacted.
The temperature has risen too high.
[1]
Maya wants to find out if increasing the temperature increases the rate of the reaction.
She repeats her experiment, but this time at a higher temperature.
State two variables that Maya should keep the same in her experiment.
Solution:
Question 3
acid (burns)
(a) 2
wear safety specs / wear
(b) 1 40
(c) (i) 1 6
(ii) 1 The calcium carbonate has

all reacted.
mass of marble chips /
calcium carbonate
(d) 2 any two, 1 mark each

size of marble chips /
calcium carbonate
Total 7
Factors affecting change of reaction

1. PAPER 1 No.4 2014
Calcium carbonate reacts with hydrochloric acid.

Calcium chloride, carbon dioxide and water are the products of this reaction.
(a) Write a word equation for this reaction in the space below.
(b) Amal investigates the rate of this
reaction. Here is the apparatus she
• 25
cm
3
of
dilu
te
hyd
roc
hlo
ric
aci
d
• 1g
cal
ciu
m
car
She wants to find out how the rate of reaction depends on the bo
nat
concentration of the hydrochloric acid. e.
She starts by using:
Write down two measurements Amal should take to find out the rate of this reaction.
(c) Next, she uses concentrated hydrochloric acid.
Write down two variables she should keep the same as in the first test
with dilute hydrochloric acid.
[2]
Solution:
Questi 4
on
(a) 1 calcium carbonate + Accept reactants in any
hydrochloric acid calcium order and products in
chloride + carbon dioxide + any order Accept = in
water place of
Accept correct use of

symbols CaCO3, HCl,
CaCl2, CO2 and H2O
(b) 2 volume of gas Accept examples such as
time to collect 25 cm3 of gas
collected time / volume of gas collected in
10 seconds for
taken to collect gas 2 marks if both
quantities are referred to
(c) 2 Any two from:
same mass of calcium carbonate Accept same amount /

keep mass 1 g of calcium
carbonate
same volume of acid
Accept still use 25 cm3
acid / same amount of
same surface area of calcium acid
carbonate same temperature Accept same size

pieces of calcium
collect same volume of gas / carbonate
collect gas for same time
Accept either statement

Total 5 but if both given on
PHYSICS
Unit 9: Forces in action
Measuring density
(a) The mass of a liquid is 40g. Name a piece of apparatus that could be used
to measure this mass.
3
(b) The volume of the liquid is 50cm . Name a piece of apparatus that could be
used to measure this volume.
(c) Calculate the density of the liquid.
Show your working and give units in your answer.
Solution:
8. (a) electric balance
(b) Measuring cylinder
(c) D=M/V = 40g/50=0.8g/cm3
2. PAPER 1 No.10 Sp 2012
Amulu uses this apparatus to measure the density of water.
The sentences describe his experiment for measuring the density of the water,
but they are
not in the correct order.
Write the correct order in the boxes. The first one has been done for you.
Solution:
Question 10
correct order scores 5
allow one mark if:

5 F C A H G E B
starts with F
ends with B
Total 5
Density calculations
1. PAPER 2 No.5 2014
This question is about density
(a) Write down the formula to work out the density of an object using its mass and
volume.
(b) Maria wants to work out the density of this small piece of rock.
3 cm
Describe an experiment she could do to find the volume of this piece
of rock. A labelled diagram may help your answer.
(c) This piece of rock had broken off a much larger rock.
Maria thinks that the density of the larger rock will be the same as the density of her
piece.
Is she correct?
Circle your answer.
Yes no

Solution:
Questi 5
on
(a) 1 density = mass / volume Accept d = m / v
Accept lower or upper

case letters
Accept correct
rearrangements
(b) 3 put rock (completely) into water Accept marks from
labelled diagram or
written response
use of measuring cylinder to
measure volume of water
either
measure rise in water level if rock
put in measuring cylinder
containing water
(c) 2 if yes no mark for yes or no

but explanation (2
points) must match
contains the same material
If both yes and no circled

density depends on type of then accept one reason
material / does not depend on for yes and one reason
size for no = 2 marks
if no
Total 6
rock may be uneven
Pressure
1. PAPER 1 No.6 2014
Car tyres are filled with air.
The air is at higher pressure than the air outside the tyre.
(a) Explain how the air exerts pressure on the inside surface of the tyre.
(b) When a car moves, the temperature of the tyres increases.
State what will happen to the pressure in the tyres and explain your answer.
Solution:
(a) 2 particles (in gas) collide with walls Accept molecules /

atoms for particles
Accept collide with

tyre or surface
(b) 2 increase no mark no mark for increase but

each mark for explanation
Any two from: dependent on it
no marks if state
particles moving faster / have pressure decreases
more energy
Ignore reference to
more frequent collisions change on outside of tyre
(with tyre surface or wall)
Total 4
2. PAPER 2 No.11 2014
Aiko has a beach ball which is filled with air. She sits on the ball and compresses it.
No air comes out of the ball.
Complete the sentences to describe the changes to the air inside the
ball. Choose from the word list.
Each word can be used once, more than once or not at all.
Increases decreases stays the same
When she sits on the ball the mass of air inside it.
When she sits on the ball the pressure inside it
When she sits on the ball the volume of air inside it
Solution:
Questio 11
n
3 When she sits on the ball the mass
of air inside it stays the same.
When she sits on the ball the

pressure inside it increases.
Total 3
Pressure calculations
1. PAPER 2 No.9 2014
This question is about pressure. The formula for pressure is:
(a) Kavita has a new wood floor in her
house. Wood is a soft material.
She decides which shoes to wear, A or B.
A B
Which shoes will cause less damage to her floor?

(b) Calculate the pressure on the ground from an elephant.
The weight of the elephant is 40 000 N.
The area of its feet in contact with the ground is 0.25 m2.
Show your working and give the unit.
Solution:
Questi 9
on
(a) 2 A no mark for A but if B
given then question total =
0
Any two from:

Accept reverse
greater area (in contact with argument in
explanation if refer to B
floor) weight or force is more
(b) 3 40 000 /out

spread 0.25 less pressure
Accept 1.6 × 105

160 000
Accept correct answer

with no working for 2
marks
correct working but no

Total 5
Pressure in gases & liquids

1. PAPER 1 No.2 Sp 2012
The diagram shows a balloon containing air
(a) Explain how the air particles exert a pressure on the inside of the balloon.
(b) The air in the balloon is heated by leaving the balloon in a sunny place.
State two effects this has on the air particles.
(b) State one way in which the balloon changes when it is left in a sunny place.
(a) The diagram shows an open tank containing water.

A, B and C are gauges which measure water pressure in the tank.
Open tank
A
Water B
(i) Tick the statement which is correct.
The water pressure is greatest at A.
The water pressure is greatest at B.
The water pressure is greatest at C.
The water pressure at A, B and C is the same.
is added to the tank?
(b). The diagram shows a sealed tank which contains a cold gas. It is fitted with
Pressure gauges at P, Q and R.

Closed valve
P
Tank
Cold gas Q
(i) Tick the statement which is correct.
The pressure is greatest at P.
The pressure is greatest at Q.
The pressure is greatest at R.
The pressure at P, Q and R is the same.
(ii) What happens to the readings on the gauges if the gas warms up?
(iii) Explain how the gas particles exert pressure on the walls of the tank.
Solution:
10(a)(i) the water pressure is greatest at C
(b)(ii) The readings increase
(ii) The liquid exerts pressure by colliding with the

Walls inside the tank
Turning effect of force

1. Tom tries on four types of footwear in a sports shop.
ski boot trainer
ice skate walking boot
(a) (i) When Tom tries on the footwear, which one sinks into the carpet the
most?
(ii) When Tom tries on the footwear, what is the same for each type of
footwear? Tick the correct box.
the area of the footwear
Tom’s weight on the footwear
the material of the footwear
the weight of the footwear
(b) The drawing below shows a snowshoe.
snow shoe
How do snowshoes help people to walk in deep snow?
(c) Choose the correct word from the list to complete the sentence below.
Air resistance friction gravity magnetism
When Tom is ice skating the force of..........................................................

Between the skate and the ice is less than when he is walking on a carpet.
1 mark
Maximum 4 marks
Solution:
(a) (i) ice skate accept ‘skate’ 1
(ii) Tom’s weight on the footwear 

if more than one box is ticked,
award no mark
(b) Any one from
 they do not sink in

 they have a big surface accept ‘they are wide’ or ‘they are big’
Accept ‘they spread out your
weight’
Do not accept ‘you won’t get your
feet stuck in the snow’
Accept ‘they reduce the pressure’
Do not accept ‘they spread out your
pressure’
(c) Friction
1
[4]
Principle of moments
1. PAPER 1 No.3 2014
A nut and bolt can be used to hold two pieces of metal together as shown in the diagram.
A spanner is a tool that is used to turn a bolt.
(a) A spanner uses the principle of
moments. What is meant by

the principle of moments?
(b) David uses a spanner to try to turn a bolt.
He pushes the spanner with a force of 50 N at a distance of 0.3 m from the

pivot, as shown in the diagram.
50 N push
Pivot
0.3
m
(i) Calculate the moment which results from this push on the spanner. Show
your working
(ii)The bolt does not turn with this push of 50 N.
David knows that using a longer spanner will make the bolt more likely to turn with the
same push of 50 N.
Explain why.
Solution:
Questi 3
on
(a) 2 clockwise moment(s) this idea clearly described
equal to anticlockwise
moment(s) = 1 mark
clockwise moment(s) this idea = 2 marks

equal to anticlockwise
moment(s)
for a system to be balanced Accept in
(b)(i) 2 15 (N m) equilibrium for answer
Accept correct
with no working for 2
marks
(b)(ii) 2 the force or push can be exerted Accept idea that the
further from the pivot distance between the
pivot or nut or bolt and
the force will be greater
(so) increasing the moment Accept worked example for

(with the same force)
Total 6
Gravity & space

1. Lisa drew a picture of herself standing at four different positions on the Earth,
A
D B
C
not to scale
(a) (i) Draw an arrow at each of the four positions to show the direction of the force of
gravity on Lisa.
(ii) The drawing at position A shows Lisa holding a ball on a string.

Draw the ball and string in positions B, C and D.
(b) The drawing below shows:
 that the Earth goes round the Sun;

 That the Earth rotates on its axis.
E a rth
S un
a x is o f t h e E a r t h
o r b it o f th e E a rth n o t t o s c a le
Choose from the list below to answer parts (i) and (ii).
60 seconds 60 minutes 24 hours 7 days 28 days 365 days
(i) How long does it take for the Earth to go round the Sun once?
(ii) How long does it take for the Earth to rotate on its axis once?
Solution:
(a) (i) four arrows, all towards the centre of the Earth 1
D B
all four arrows, correctly drawn, are

The arrows may be drawn outside the Earth
(ii) Ball hanging towards the centre of the Earth at B, C and D 1

All three positions, B, C and D, are
(b) (i) 365 days
accept ‘365’ 1
(ii) 24 hours
accept ‘24’ 1
[4]
2. The diagram shows the orbits of the Earth, Mars and Venus.
The position of the Earth is shown.
o r b it o f V e n u s
S un
E a rth o r b it o f th e E a r t h
o r b it o f M a r s
not to scale
A person on the Earth observes Mars and Venus.
(a) (i) On the diagram above, draw two more dots to show the positions of Mars
and Venus when they are closest to the Earth.
Label the dot for Mars with a letter M and the dot for Venus with a letter V.
(ii) Why is it easiest to see Mars when it is closest to the Earth?
(b) What force keeps the Earth in its orbit and stops it flying off into space?
(c) From the Earth, the Moon always looks approximately the same size.
What can you conclude from this about the orbit of the Moon around the Earth?
(d) The diagram shows the Earth in its orbit around the Sun.
B r ita in
S un
not to scale
What season is it in Britain? Explain your answer.
Solution:
.(a) (i) the dots for Mars, the Earth and Venus should be in a straight line, the
1
shortest possible distance apart
Sun
V
E a rth
(ii) Any one from 1
 it is brightest accept ‘it is brighter’

 it looks biggest or bigger accept ‘it is bigger’
Accept ‘you can see it at night’
(b) Gravity 1
(c) any one from 1

 it is circular
 it is always the same distance from the Earth
(d) Winter 1
Any one from 1

 the Northern hemisphere is tilted away from
Do not accept ‘the Earth is tilted the Sun
away from the Sun’
 Britain is in the part of the Earth which is tilted away from the Sun
 the Sun’s rays hit the Earth at more of an angle
Accept ‘the Sun appears lower in the sky’
angle
Accept ‘night is longer than day’
[6]
Unit 10: Electricity
Static electricity
1. PAPER 2 No.7 2014
The Van de Graaff generator can be used to produce static electricity. The metal top of the
Van de Graaff generator is not charged.
It becomes positively charged when the Van de Graaff generator is switched on.
(a) What happens to the charged particles in the metal top when the Van de Graaff
Generator is turned on and the top starts to become positive?
Tick () the correct box.
Electrons move off the metal
Protons move onto the metal
Electrons move off and protons move on
(a) Ruben brings a small plastic ball with a negative charge close to the top of the Van de
Graaff generator.
The ball is hanging on a string.
Circle the arrow which shows the direction of the electrostatic force on the ball.
E F G H
(a) When a Van de Graaff generator is earthed, it is not charged.
The metal top of the Van de Graaff generator should be earthed immediately after use.
Suggest why
Solution:
Questi 7
on
(a) 1
electrons move off the metal
additional ticks = 0 marks
 protons move onto the metal
electrons move off and protons

(b) 1 H more than one letter circled
(c) 1 to prevent accidental Accept to make it safe

discharge / (electric)
shock / sparks / fire risk
Total 3
Conductors & insulators

A student uses a dye to change the colour of his tee-shirt.
(a) Why is a metal bucket more suitable than a plastic bucket?
(b) When the bucket is heated, what happens to the movement of the particles in the
metal?
(c) The dyed tee-shirt is hung up to dry in a warm room. What physical change
happens to the water from the dye solution?
Solution:
(a) A metal bucket allows heat from the heater to reach the water
(b) The particles in the metal collide with each other and move faster
(c) The water changes from liquid to vapour
Electric current in a circuit
Circuit A
Circuit B
(b) A wire gets broken at point X on circuit A and at point Y on circuit B.
X Y
element in:
(i) Circuit A?
(ii) Circuit B?
(c) In very cold weather, ice may form on the back window of the car.
When the heater is switched on, ........................................ energy is transferred
from the wires to the ice.

1 mark
(ii) As the window becomes clear and dry, physical changes take place in the ice.
from …………………. to ……………………….to ……………………
Solution:
circuit B: parallel

Do not accept ‘it breaks the heater or element or
it’
(ii) Any one from

1
Accept ‘the bottom one has no current through it’
‘Nothing’ or ‘it will not be affected’ are
insufficient
Accept ‘the bottom wire becomes cooler’

1

1
Accept ‘from solid to liquid to vapour or steam’
[5]
A boy wants to test various objects to see if they conduct electricity. He sets up the circuit
Shown below.
(a) Name a component which the boy can connect at X to show whether a current passes
through the circuit.
(b) What word is used to describe an object which does not conduct electricity?
(c) The boy uses this circuit to test various objects. Tick the box beside each object
this conducts electricity.
Solution:
1. (a) Bulb or ammeter
(a) Insulator
(b) Brass rod

Graphite centre from a pencil
3. PAPER 2 No.11 2014
Andrew investigates how the voltage of a cell affects the current in a circuit. He decides to use a
simple series circuit with a lamp.
He does five experiments, each time using a cell with a different voltage. The diagram shows part
of the circuit with one of the cells.
(a) Complete the circuit diagram to include the two components that he must use.
(b) Andrew decides to use cells of 1, 2, 3, 4 and 5 V.

He does preliminary work to check that the 1 V cell gives a current large enough for
him to measure.
What should he check for the 5 V cell?
(c) Andrew uses four of the cells.
He takes repeat readings for each, and works out the average current for each cell. Here are his
results.
voltage of average
cell in current
V in A
1 0.6
2 1.1
3 1.8
4
5 3.1
(i) Plot the results on the grid.
(ii) Complete the graph by drawing the best fit straight line.
Use your graph to predict the average current for the 4 V
cell. You must show on your graph how you got your
answer.
Average current for 4 V cell = ……………… A
[1]
Solution:
Electric current
1. The drawings below show what happens to the energy supplied to four appliances.
9 8 % o f t h e e n e r g y is
u s e d to h e a t th e w a te r
k e t tle
2 % o f t h e e n e r g y is w a s t e d
% o f th e e n e rg y
is g iv e n o u t a s lig h t
lig h t b u lb
9 5 % o f t h e e n e r g y is w a s t e d
5 0 % o f th e e n e rg y
is g iv e n o u t a s s o u n d
r a d io
5 0 % o f th e e n e rg y is w a s te d
4 0 % o f t h e e n e r g y is
u s e d t o m o v e th e w h is k s
m ix e r
% o f th e e n e r g y is w a s te d
(a) (i) What percentage of energy of the light bulb is given out as light?
Write your answer on the line by the light bulb.
(ii) What percentage of energy is wasted by the mixer?

Write your answer in the box by the mixer.
(iii) Complete the sentence below.
Parts of the mixer become hot because some of the electrical
energy is changed into .......................................... energy which is
wasted.
(b) Energy is wasted as sound in many appliances.

Which appliance in the drawings produces sound which is not wasted?
(c) In which of the appliances is the highest percentage of energy wasted?
Solution:
(a) (i) 5 1
(ii) 60
(iii) Thermal accept ‘heat’
(b) Radio
(c) Light bulb accept ‘bulb’ or ‘light’ or ‘lamp’
1
[5]
2. (a) Jacquie has a mobile phone. Energy is stored in the battery of the phone.
The drawing shows the battery being charged.
(i) Which energy transfer takes place in the battery as it is being charged? Tick
the correct box.
Chemical to sound sound to thermal
Electrical to chemical thermal to electrical

1 mark
(ii) When the battery is fully charged, Jacquie unplugs the phone.
Which energy transfers take place when the mobile phone rings?
chemical to electrical to sound
electrical to chemical to sound
kinetic to electrical to sound
thermal to electrical to sound
1 mark
(c) Jacquie can change the ring-tone of her phone.
The diagrams below show the patterns made by four sound waves on an oscilloscope
Screen. They are all drawn to the same scale.
Write the letter of the sound wave that matches each of the descriptions below.
(i) a loud sound with a low pitch .................
(ii) a quiet sound with a high pitch .................
(iii) a loud sound with a high pitch .................
Solution:
(a) (i) electrical to chemical if more than one box is ticked, award no mark 1
(ii) Chemical to electrical to sound
1
(b) Q
1
R
1
P
1
[5]
Unit 11: Energy
Renewable & nonrenewable sources
1. The tides can be used to generate electricity. A dam is built across a river estuary, as
shown below.
dam
w a t e r le v e l
tu r b in e s p in s
to g e n e ra te
e le c t r ic it y
w a te r le v e l
w a t e r flo w
sea bed sea bed
(a) The water is higher on one side of the dam than on the other. As the water begins to
flow through the dam it turns a turbine. The turbine generates electricity.
Describe the useful energy changes which take place in this process.
(b) Explain why tides are classified as a renewable energy source.
(c) Give one way, other than from the tides, of generating electricity by using the sea.
(d) Apart from cost, give one advantage and one disadvantage of an oil-fired power
station compared with a tidal power station.
Solution:
(a) The first marking point is for the transfer of energy from water to turbine.
The second marking point is for the transfer of energy from turbine to
generator.
The third marking point is for the transfer of energy away from the
generator.
Any two from
2
 potential energy in the water to kinetic energy in the turbine
accept ‘P.E. to K.E.’
accept ‘transferred from the water to
the turbine’
accept ‘K.E. in the water to K.E. in the
turbine’
accept ‘P.E. in the water to K.E. in the
water’
 kinetic energy in the turbine to kinetic energy in the generator
Accept ‘transferred from the turbine to
The generator’
 kinetic energy in the generator to electrical energy in the circuit
Accept ‘KE. to electrical energy’
accept ‘from the generator to the circuit’
accept ‘transferred from the generator
by electricity’
accept ‘KE. in the turbine to electrical
energy in the circuit’
accept ‘potential energy in the water to
electrical energy in the circuit’ for both
marks
accept ‘P.E. to electrical energy’
or ‘from the water to the circuit’ for one
mark
(b) Any one from
1
 because the Moon’s pull or gravity is always there
 because the tides or the water cannot run out or be used up
Accept ‘because there are tides every
day’
or ‘because there is an endless supply’
(c) • from wave energy or from the waves
1
Accept ‘Ocean Thermal Energy
Conversion’ or ‘OTEC’
do not accept ‘hydro-electric power’
(d) it is easier to control or it can be turned on when it is needed
1
Accept ‘the tides only give power at
certain times’ or ‘you can build an oil-
fired power station anywhere’ or ‘it is
smaller`
any one from

 oil is non-renewable accept ‘oil will run out’
 it causes pollution accept ‘it gives out greenhouse gases’
Conduction of heat
The diagram shows a cross-section of a house.
Sun
heater
(a) What is the name of the process by which heat energy is transferred through the
walls of the house?
(b) What is the name for materials that do not allow heat energy to pass through them
easily?
(c) Warm air often goes to the upper parts of the house.
What is the name of the process by which air moves and carries heat energy with it?
(d) What is the name of the process by which energy reaches the walls of the house
directly from the Sun?
[1]
Solution:
(a) Conduction (b) insulator (c) convection (d) radiation

Evaporation
1. PAPER 1 No.7 2014
The picture shows a container called a water cooler.
The container is made of clay.
(a) The water in the container soaks into the clay, making the outside wet.
Water evaporates from the outside, cooling the container.
Explain how evaporation cools a liquid.
(b) When the outside cools down, heat energy is transferred through the clay.
Heat travels from the inside of the container through the clay by conduction.
Explain how heat energy is conducted through solids.
Solution:
Questi 7
on
(a) 2 particles with greatest energy Accept molecules
escape instead of particles
= 1 mark Accept particles overcome

force of attraction = 1 mark
lowering the (average) energy which absorbs energy = 1
of the liquid / particles left = 1 mark
mark Do not accept warmer
particles
OR
(b) 2 water changes
Any two from:from liquid
particles ontoinside
a gas
or warmer side vibrate more
vibrating particles collide

with neighboring ones
idea of vibrations transferred
through the solid
Total 4

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each tray the same amount of water every day.

were at the same temperature.

light is a form of energy

Light is given out by the window

Light is the same as heat

The Sun is a light source

The moon is a light source

(c) These plants need the soil to be at neutral ph.

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B have paler leaves answer Must refer to tray A

Allow reverse argument for A

window light is the same two ticks = 0 marks

the sun is a light source 

(c) 1 7 / 7.0 / seven

©GALAXY INTERNATIONAL SCHOOL UGANDA SCIENCE DEPARTMENT Page 10

c h ild r e n R ic h a r d Penny S im o n B ecca K a t ie

(a) (i) Which children are most likely to have freckles?

R ic h a r d S im o n K a tie Penny B ecca

(ii) How did you decide?

©GALAXY INTERNATIONAL SCHOOL UGANDA SCIENCE DEPARTMENT Page 11

Tick the two correct boxes.

Bone cell cheek cell

Egg cell muscle cell

sperm cell 1 mark

(ii) Which organ system produces these two cells?

Respiratory system 1 mark

(ii) Any one from

accept ‘Rachel and Bill do not have freckles’

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(ii) Reproductive system

If more than one box is ticked, award no mark

2. The diagram shows a section through the female reproductive system.

(a) (i) What happens at fertilization?

(b) Some women have blocked oviducts.

(d) When a baby is born it is pushed out of the mother's body.

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(ii) The oviduct or fallopian tube

(b) Any one from

(c) Any one from

3.PAPER 2 No.2 2014

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Draw label lines to show the position of:

(a) the liver [1]

(b) The small intestine. [1]

label lines to end

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m a le 1 5 – 1 8 11510 5 5 .2 360 109 1000 1 1 .3

fe m a le 1 5 – 1 8 8830 4 5 .0 276 84 800 1 4 .8

m a le 1 9 – 5 0 10600 5 5 .5 331 100 700 8 .7

fe m a le 1 9 – 5 0 8100 4 5 .0 253 77 700 1 4 .8

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(d) Iron is needed to make blood.

Answers may be in either order 1

(ii) Any one from