[PDF] 2006 Key Stage 2 Year 6 - Science Test A B Levels 3-5 Mark Schemes.pdf | Plain Text

3–5LEVELS 2006KEY STAGE22006ScScience testsMark schemesTests A and B, levels 3–5

First published in 2006 © Qualifications and Curriculum Authority 2006 Reproduction, storage, adaptation or translation, in any form or by any means, of this publication is prohibited without prior written permission of the publisher, unless within the terms of licences issued by the Copyright Licensing Agency. Excerpts may be reproduced for the purpose of research, private study, criticism or review, or by educational institutions solely for educational purposes, without permission, provided full acknowledgement is given. Produced in Great Britain by the Qualifications and Curriculum Authority under the authority and superintendence of the Controller of Her Majesty’s Stationery Office and Queen’s Printer of Acts of Parliament. The Qualifications and Curriculum Authority is an exempt charity under Schedule 2 of the Charities Act 1993. Qualifications and Curriculum Authority 83 Piccadilly London W1J 8QA www.qca.org.uk

Marking the science testsAs in 2005, external markers, employed by the external marking agencies under contract to QCA, will mark the test papers. The markers will follow the mark schemes in this booklet, which is supplied to teachers for information. This booklet contains the mark schemes for the levels 3–5 tests A and B. Level threshold tables will be posted on the QCA website (www.qca.org.uk) on 19 June 2006.General guidanceThe structure of the mark schemes The marking information for each question is set out in the form of tables. The ‘question’column on the left-hand side of each table provides a quick reference to the question number and question part. The‘mark’column gives the number of marks available for each question part. The‘requirements’column may include three types of information:■a general statement describing what is required for the award of the mark;■examples of specific creditworthy responses showing correct science;■examples of creditworthy responses beyond the key stage 2 programme of study. The‘allowable answers’column gives examples of ‘allowable’ creditworthy responses, showing correct science which may not be as clearly expressed. The‘additional guidance’column may include different types of information:■specific responses which are not creditworthy either because information from the question has been rephrased, or because the responses imply incorrect scientific knowledge;■answers which are insufficient in themselves to gain credit, but are not incorrect science, and would therefore not lose credit if used with a correct response. Wheretwomarks are available for a question which describes therelationship between two continuous variables, the following will apply:■twomarks will be awarded for a creditworthy general comparison of the variables in question, eg the biggerthe grains, the longerthe sugar takes to dissolve;■onemark will be awarded for a pair of creditworthy specific comparisons, eg big grains dissolve slowlyand small grains dissolvefast;■onemark will be awarded for a single creditworthy comparison, eg the biggestgrains dissolve most slowly. Applying the mark schemes The mark schemes give scientifically correct answers to each question as well as providing guidance on, and examples of, other answers which are allowable. In cases of alternative wording or where an answer is drawn rather than written, external markers will exercise their professional judgement.1

The child gives two or more responses to a particular question part. The child has not used ticks to indicate the correct response in a multiple-choice question. The child ticks more than the required number of boxes. In a planning question, no answer is given in the expected place but the correct answer is given in the drafting box. The child misspells a word.a) If a child qualifies a scientifically correct answer with a scientifically incorrect statement, no mark will be awarded for that question part. b) If a child qualifies a scientifically correct answer with an incorrect statement which is not relevant to the context of the question, the latter response is regarded as ‘neutral’ and the mark will be awarded. Any unambiguous positive indication of the correct answer will be accepted. Ticks take precedence over any other form of response. Therefore, when ticks and any other sort of response are given together, the boxes with ticks will be assumed to be the child’s response. If the correct boxes are left blank, no marks will be awarded. One mark will be deducted for each incorrect answer. Negative marks will not be awarded. Where a child has shown understanding of the question, the mark(s) will be given. a) If it is clear that the child has made a simple error, eg ‘tow’ for ‘two’ or ‘son’ for ‘sun’, then the incorrect spelling will be accepted and the mark awarded. b) If a child misspells a word copied from the text of the question or from a selection given, and the new word does not have any inappropriate meaning, the incorrect spelling will be accepted and the mark awarded. c) If specific scientific vocabulary is required in the answer, a creditworthy misspelling must be a phonetic equivalent of the required word, with the major syllables of the correct word represented in the answer.What if...?Marking procedureRecording marks awarded In the margin, alongside each question part, there is a mark box for each question part. Depending on the type of response made to each part of each question by the child, the external marker will put one of the following into each box: ‘1’ for an acceptable/allowable response; ‘0’ for an incorrect response; ‘-’ if no response is made. The number of marks gained on each double page will be written in the box at the bottom of the right-hand page. The total number of marks gained on each paper will be recorded on the front of the test paper, and on the marksheet. Each paper has the following number of marks available:■Test A has 40;■Test B has 40. The 2006 key stage 2 science tests and mark schemes were developed by the National Foundation for Educational Research (NFER) and the Centre for Research into Primary Science and Technology (CRIPSAT) on behalf of QCA.2In order to ensure consistency of marking, the most frequent queries are listed below, with the action the marker will take.

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Test A question 1: Popcorn Allowable answers Question RequirementsMark Award TWOmarks for all four statements correctly classified: Thepicturesshow that as the corn pops, it... gets bigger. changes to a darker colour. changes shape. gets smoother. If you are unable to award two marks, award ONEmark for any twoorthree statements correctly classified. Award ONEmark for: Sasha should measure the... ■ temperature. Award ONEmark for: ■ heat 1a 1/2i,j 3/2b 1b 3/2c 1c 3/2b2m or 1m 1m 1m Additional guidance True False ✓ ✓ ✓ ✓ ✓ ✓ 4

Test A question 1: Popcorn (continued) Allowable answers Question RequirementsMark Award ONEmark for identifying/ describing a non-reversible change where a new material is produced, eg: ■ (wood/paper/candle) burning; ■ egg being boiled; ■ mixing vinegar and bicarbonate of soda; ■ cooking a cake/biscuits; ■ making a cake; ■ boiling rice/spaghetti; ■ making paper from wood/trees.  Give creditfor a correct response that goes beyond the key stage 2 programme of study which names a chemical change: ■ combustion; ■ corrosion/rusting; ■ respiration/photosynthesis. 1d 3/2f1mONEmark may be awarded for identifying a biological non-reversible change: ■ an apple decaying/going rotten; ■ a seed growing into a plant. ONEmark may be awarded for a response identifying a material and what it changes into: ■ changing bread into toast; ■ paper to ashes; ■ a grape turning into a raisin; ■ milk turning into cheese; ■ changing sand to glass. Do notgive credit for an insufficient response: ■ heating food [heating may not result in an irreversible change]; ■ boiling. Do not give credit for an insufficient response explicitly relating to popcorn: ■ the popcorn cannot change back to seeds again. Do notgive credit for an insufficient response naming a non-reversible physical process in which the material is not changed: ■ breaking a cup/glass; ■ dropping an egg; ■ ripping paper; ■ popping a balloon. Do notgive credit for an insufficient response identifying a new material without identifying the change: ■ a cake is non-reversible; ■ candle [the wax burns and melts]; ■ chips; ■ toast. Additional guidance When applying this mark scheme, please also refer to the General guidancegiven on pages 1 and 2. 5

Test A question 2: Boats Allowable answers Question RequirementsMark Award ONEmark for: ■ The force from the water pushing the boat up. Award ONEmark for recognising that the larger lump of modelling clay makes boat 2 sit lower in the water orthat boat 2 is heavier: ■ boat 2 has more clay; ■ the lump of clay in boat 2 is bigger / heavier; ■ the clay makes it heavier; ■ the heavier the boat, the lower it sinks; ■ it is heavier/weighs more; ■ there is more force (pulling/pushing) down. Award ONEmark for a horizontal arrow pointing left drawn anywhereon the picture: ■ 2a 4/2d,e 2b 1/1a 2c 4/2e1m 1m 1mONEmark may be awarded for an absolute response implying that boat 2 has more modelling clay than boat 1: ■ boat 2 has a lot of clay; ■ boat 2 is heavy. ONEmark may be awarded for an arrow pointing left that is within 45° of the horizontal: ■ Do not give credit for an insufficient response: ■ the clay is weighing down the boat; ■ boat 2 floats lower because of the modelling clay; ■ there is a force. Do not give credit for an insufficient response where a line is drawn from the straw to the sail with no arrowhead. Additional guidance ✓ 6

Test A question 2: Boats (continued) Allowable answers Question RequirementsMark Award ONEmark for: ■ friction. Award ONEmark for a response indicating that the big sail will have a greater pushing/blowing force on it: ■ the force on the big sail is larger; ■ there is more sail for the blowing force to act on; ■ there is a bigger force because it has more sail to push; ■ the small sail will not get as much pushing force so it will be slower. 2d 4/2c 2e 1/2l 4/2c1m 1mONEmark may be awarded for: ■ air resistance; ■ water resistance; ■ drag. ONEmark may be awarded for a response indicating that the big sail catches or traps more air/wind, pushing it along (faster /further): ■ the bigger sail catches more wind and is pushed faster; ■ more air will collect in the big sail to push it along. Do not give credit for a response that includes incorrect science: ■ gravity/weight. Do not give credit for an insufficient response describing friction: ■ (the force from the) air/water/wind. Do not give credit for a response that includes incorrect science: ■ air resistance makes the boat go faster. Do not give credit for an insufficient response where the forces on the sail have not been described: ■ the bigger the sail, the faster the boat [this is a consequence of a bigger force, not a description of the force]; ■ the big sail will catch the wind better; ■ a bigger sail will catch more wind; ■ the small sail does not get as much wind; ■ the wind will blow the bigger sail faster [given]. Additional guidance When applying this mark scheme, please also refer to the General guidancegiven on pages 1 and 2. 7

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Test A question 3: Mini-beasts Allowable answers Question RequirementsMark Award ONEmark for all fouranimals correctly placed: Award ONEmark for: ■ Award ONEmark for correctly naming bothanimals: ■ (i) dragonfly; and (ii) housefly; [in that order]. Award ONEmark for bothboxes ticked: ■ ■ 3a 2/4a,b 3b 2/5a 3c 2/4a,b 3d 1/2b 2/4a,b1m 1m 1m 1m Do not give credit for an insufficient response that replaces ‘butterfly’ or ‘hoverfly’ with ‘fly’. Do notgive credit for an insufficient response for naming either insect as ‘fly’. . Additional guidance butterfly hoverfly ant spider Name Legs 6 6 6 8 Wings Antennae 4 2 0 02 2 2 0 has 4 wings has a long thin tail ✓✓ in the place where they were found ✓ When applying this mark scheme, please also refer to the General guidancegiven on pages 1 and 2. 9

Test A question 4: Isaac Newton Allowable answers Question RequirementsMark Award ONEmark for: ■ Award ONEmark for an indication that Newton needed evidence to support his ideas or so that he could be more certain of his ideas: ■ to gather evidence to support (or reject) his ideas; ■ to see if his ideas were supported by his results/investigations; ■ to see if his predictions were correct; ■ to find out if other things fall from the same force; ■ if he said anything without investigating it, other people may find something different. Award ONEmark for recognising that gravitational force is responsible for keeping the Earth in orbit: ■ gravity. Award ONEmark for a response giving a time period equivalent to a year: ■ 1 year; ■ 52 weeks; ■ 365–366 days [inclusive]. 4a 1/1a 4/2b 4b 1/1b 4c 4/2b 1/2l 4d 4/4d1m 1m 1m 1mONEmark may be awarded for a response that implies he would know if his ideas were true: ■ to see whether his ideas were right / wrong; ■ to see if it / his idea works/is true; ■ to check his ideas; ■ to know (for sure) which force causes the apple to fall; ■ if he just guessed he may be wrong; ■ so he could know why the apple fell on his head; ■ if he did not test, he would not know what happened. ONEmark may be awarded for: ■ weight. Do not give credit for an insufficient response: ■ to test his ideas [given]; ■ to make sure; ■ to see if his results are true; ■ to check his results; [these responses imply an investigation has already been carried out]; ■ to see if he had the right/correct answer [implies results for his ideas have been determined previously]; ■ to make it a fair test; ■ to make it accurate; ■ to see if the investigation worked. Do not give credit for an insufficient response describing gravitational force: ■ a pulling force towards the Earth. Do not give credit for an insufficient response that gives no units or uses inappropriate units: ■ 365; ■ 52 days. Additional guidance ✓ a pulling force towards the Earth 10

Test A question 4: Isaac Newton (continued) Allowable answers Question RequirementsMark Award ONEmark for a response that clearly describes the Earth spinning on its axis to cause day and night: ■ it rotates; ■ it spins (on its axis); ■ it turns on its axis. 4e 4/4c1mONEmark may be awarded for: ■ it revolves; ■ (it moves) on its axis. Do notgive credit for an insufficient response implying night and day are caused by the Earth orbiting the Sun: ■ it turns around the Sun; ■ it orbits. Do notgive credit for an insufficient response: ■ it turns; ■ it goes (a)round; ■ during the day, the Earth is facing the Sun, at night the Earth is facing away from the Sun/facing the Moon. Additional guidance When applying this mark scheme, please also refer to the General guidancegiven on pages 1 and 2. 11

Test A question 5: Trees Allowable answers Question RequirementsMark Award ONEmark for an indication either that the trunk transports water/nutrients orthat the trunk supports the tree: ■ the trunk carries/moves water and nutrients (from the roots to the leaves); ■ the trunk supports the tree/leaves/ branches; ■ the trunk holds the tree upright.  Give credit for a correct response that goes beyond the key stage 2 programme of study: ■ it carries food to the roots/parts of the plant that are growing; ■ the trunk/it stores water. Award ONEmark for naming leaves: ■ (the) leaf. 5a 2/3c 5b 2/3b1m 1mONEmark may be awarded for a response indicating a supporting function of the trunk/stem which works in conjunction with the roots: ■ to keep/hold it up; ■ to stand up (straight); ■ to keep it stable/steady; ■ to stop the tree blowing over. ONEmark may be awarded for a response indicating a green part: ■ green twig /branch /stalk. Do notgive credit for a response that includes incorrect science: ■ it absorbs/takes in/sucks up water/ nutrients from the soil; ■ to anchor the tree; [these responses refer to functions of the roots]; ■ it feeds the tree. Do notgive credit for a response that includes incorrect science: ■ roots; ■ flowers. Do notgive credit for an insufficient response: ■ the stem/stalk/trunk [the stem can only photosynthesise if it is green]. Additional guidance 12

Test A question 5: Trees (continued) Allowable answers Question RequirementsMark AwardONEmark for a response indicating that less light is available or that the tree may not have leaves (for the production of new materials for growth) orthat water and/or nutrients may be less accessible to the tree (as the ground is more likely to be frozen): ■ (the hours of daylight are shorter so) there is less light/sunshine; ■ the (sun)light is not as intense/strong; ■ the tree has lost its leaves (so it cannot make new material for growth); ■ trees cannot get the nutrients (out of the ground); ■ there is less water because it is frozen; ■ the tree cannot make enough food (to grow).  Give creditfor a correct response that goes beyond the key stage 2 programme of study: ■ there is less photosynthesis; ■ there is less light/water taken in (by the tree) for photosynthesis. AwardONEmark for: ■ Norway maple. AwardONEmark for: ■ Alder buckthorn. 5c 2/3a,b 5d i 2/4a 5d ii 2/4a1m 1m 1mONEmark may be awarded for a response referring to the Sun rather than to light: ■ the Sun does not get so high in the sky; ■ there is less Sun (in winter). ONEmark may be awarded for an unambiguous indication of the correct tree: ■ Norway/maple. ONEmark may be awarded for an unambiguous indication of the correct tree: ■ Alder/buckthorn. Do notgive credit for a response that includes incorrect science: ■ trees die in winter; ■ trees get less food from the Sun. Do notgive credit for an insufficient response implying there is complete darkness during winter: ■ there is no sunlight/Sun; ■ trees need light to grow. Do notgive credit for an insufficient response: ■ there is less heat; ■ it is cold; [given]; ■ there is less water/nutrients; ■ (trees get) less food. Additional guidance When applying this mark scheme, please also refer to the General guidancegiven on pages 1 and 2. 13

Test A question 6: Magnets AwardONEmark for 1 to 5 marked on the vertical or y axis: Award ONEmark for a bar drawn to ‘2’ on the chart above ‘Attracted to a magnet’: Award ONEmark for a response recognising that the results are not referred to or interpreted: ■ she has not talked about what she has found out / what happened /her results; ■ it does not give reasons/an explanation. 6a i 1/2h 6a ii 1/2h 6b 1/2j1m 1m 1mONEmark may be awarded for a sequence of 1, 2, 3, or 1, 2, 3, 4 correctly placed: ONEmark may be awarded for 2 squares shaded if the scale is incorrect/missing or for a bar drawn consistently with an incorrect scale: ONEmark may be awarded for a response which implies that there is not enough information orrecognises that ‘good’ is not defined: ■ it does not tell you anything; ■ it needs to tell you more about the results; ■ it has not got enough detail; ■ we need more information; ■ it does not tell us why it is good; ■ she needs to explain ‘good’.Do not give credit for an insufficient response which refers to a prediction or method, or which presents a conclusion: ■ she does not say what was supposed to happen; ■ she has not talked about what she did; ■ it does not describe the investigation; ■ metals were attracted to the magnet. Do not give credit for an insufficient response: ■ it does not tell you her conclusion; ■ she is just saying it is good; ■ she does not use scientific words; ■ it does not say why it is attracted to the materials. 14 Allowable answers Question RequirementsMarkAdditional guidance

Test A question 6: Magnets (continued) Award TWOmarks for all five observations correctly classified: If you are unable to award two marks, award ONEmark for any three orfour correct observations. Award ONEmark for an indication that the suggested change would give a different investigation: ■ they only want to know if the material is attracted or not; ■ they were not testing the strength of the magnets; ■ it was not what they were testing. 6c 1/2k 6d 1/2m2m 1m 1mONEmark may be awarded for a response suggesting measurement is not needed for their investigation: ■ how far it moves does not matter; ■ it would not make any difference; ■ it has nothing to do with the test. ONEmark may be awarded for a response recognising that only some of the materials are magnetic: ■ if it is not attracted to the magnet it will not move; ■ only steel/iron will attract the magnet; ■ chocolate would never move; ■ some materials were not magnetic.Do not give credit for a response that includes incorrect science which is not supported by the results of the investigation: ■ the materials all move the same distance; ■ all the materials attract so it will not work; ■ some metals repel magnets. Do not give credit for an insufficient response: ■ measuring would not help; ■ it is easier to see. or 15 Allowable answers Question RequirementsMarkAdditional guidance When applying this mark scheme, please also refer to the General guidancegiven on pages 1 and 2.

Test A question 7: Ice experiments Allowable answers Question RequirementsMark Award ONEmark for a response that names or describes evaporation: ■ the (hot) water evaporates; ■ it changes into water vapour; ■ it evaporates. Award ONEmark for a response that names or describes condensation: ■ the water vapour condenses into liquid; ■ the (cold) plate causes the evaporated water to condense; ■ the water vapour turns back into liquid; ■ it condenses. 7a i 3/2d,b 7a ii 3/2d,b1m 1mONEmark may be awarded for: ■ it evaporates/changes into steam. ONEmark may be awarded if evaporation is the only process named or described. ONEmark may be awarded for: ■ the steam condenses /changes into water. ONEmark may be awarded if condensation is the only process named or described. Do not give credit in both7aiand7aii for a response that includes incorrect science indicating that the water comes from the melting ice: ■ water from the melting ice cubes drips through/underneath the plate. Do not give credit in either7aior7aii for a response that includes incorrect science despite using the words evaporation and/or condensation: ■ the gas evaporates and then condenses so that liquid forms under the plate [mark for 7ai only cannot be awarded]; ■ the water condenses because of the heat and turns into water vapour [mark for 7aii cannot be awarded]; ■ the heat touches the cold plate and condenses [mark for 7aii cannot be awarded]. Do not give credit in either7aior7aii for a response that includes incorrect science where steam is referred to as a liquid: ■ the steam evaporates [mark for 7ai cannot be awarded]; ■ the gas cools and changes into steam on the bottom of the plate [mark for 7aii cannot be awarded]. Do not give credit for an insufficient response: ■ hot air condenses on the plate [there is likely to be water vapour in the air, but this needs to be explicit]. Additional guidance 16

Test A question 7: Ice experiments (continued) Allowable answers Question RequirementsMark Award ONEmark for labelling the horizontal axis with time andgiving minutes as the unit of measurement: ■ time (in) mins. Award ONEmark for an explanation that salt increases the rate of melting: ■ salt makes ice melt quicker; ■ ice melts more quickly when salt is added. Award ONEmark for: ■ He did not try different amounts of salt. 7b 1/2h 7c 1/2j 7d 1/2m1m 1m 1mONEmark may be awarded for: ■ minutes; ■ how long it takes in minutes. ONEmark may be awarded for: ■ the water comes through the funnel faster when he adds salt; ■ salt melts the ice better; ■ ice melts easier with salt. Do not give credit for a response that includes incorrect science giving the units of time as anything other than minutes: ■ time (seconds); ■ hours; ■ seconds; ■ time (m) [‘m’ is the unit of measurement for metres]. Do not give credit for an insufficient response: ■ time [does not give units]; ■ how long [does not give units and could refer to length]. Do not give credit for an insufficient response: ■ water melts quicker with salt; ■ the salt melts the ice quickly [the ice melts without salt as well]; ■ ice melts without salt; ■ salt affects the rate at which ice melts; [these responses do not describe the effect of adding salt]. Additional guidance ✓ When applying this mark scheme, please also refer to the General guidancegiven on pages 1 and 2. 17

Test A question 8: Train in the tunnel Allowable answers Question RequirementsMark Award ONEmark for a correctly drawn symbol for a light bulb in either position in the circuit: ■ Award ONEmark for a correctly drawn symbol for a switch in either position in the circuit: ■ Award ONEmark for naming oneof the following properties: ■ (electrical) conductor; ■ flexible. 8a i 4/1c 8a ii 4/1c 8b 3/1a1m 1m 1mONEmark may be awarded for an obsolete symbol for the bulb: ■ ONEmark may be awarded for an obsolete symbol for the switch: ■ ONEmark may be awarded for a description of a property: ■ it is easy to cut; ■ electricity goes through metal. ONEmark may be awarded for a response indicating that the foil needs to be rigid enough to stay against the roof of the tunnel: ■ it is a bit rigid so that it can stand up (to touch the tunnel). Do notgive credit for a response that includes incorrect science where a bulb symbol has been incorrectly drawn in the circuit: ■ ■ Do notgive credit for a response that includes incorrect science where a switch symbol has been incorrectly drawn in the circuit: ■ ■ Do notgive credit for an insufficient response: ■ it is metal/aluminium; ■ the foil is rigid [implies no flexibility and offers no explanation]. Additional guidance X 18

Test A question 8: Train in the tunnel (continued) Allowable answers Question RequirementsMark Award ONEmark for an understanding that the bulb does not light up because there is a break in the circuit: ■ The circuitis not complete; ■ The circuithas a gap in it.  Give creditfor a correct response that goes beyond the key stage 2 programme of study: ■ The circuitis open; ■ The circuithas no current flowing. Award ONEmark for: ■ 8c 4/1a 8d 1/2m 4/1a1m 1mONEmark may be awarded for: ■ The circuitis broken; ■ The circuitis not completely joined up; ■ The circuitis not connected (properly); ■ The circuitis switched off. Do notgive credit for an insufficient response: ■ The circuit does not have enough electricity/energy; ■ The circuit needs both foil strips to touch; ■ The circuit has only one foil strip touching; [given]. Additional guidance ✓ When applying this mark scheme, please also refer to the General guidancegiven on pages 1 and 2. 19

Test B question 1: Bones Allowable answers Question RequirementsMark Award ONEmark for: ■ movement Award ONEmark for an indication that the bones are lighter: ■ the bones are not as heavy; ■ they do not need as much effort to lift them. Award ONEmark for: ■ 1a 2/2e 1b 1/1a 2/5c 1c 2/2b1m 1m 1m Do not give credit for an insufficient response that gives information from the question/stem: ■ it makes it easier for the birds to fly; ■ it has a lot of air inside. Do not give credit for an insufficient response where no comparison is implied: ■ because they are light; ■ they are not weighing them down. Additional guidance a balanced diet ✓ ✓ 20

Test B question 1: Bones (continued) Award ONEmark for an indication that humans should exercise ornot smoke: ■ they should play football/go running (regularly); ■ they should keep fit; ■ they should not smoke /start smoking .  Give credit for a correct response that goes beyond the key stage 2 programme of study: ■ they should not drink too much caffeine /coffee /tea; ■ they should take mineral(s) (supplements of calcium /phosphorus/sodium/ potassium); ■ they should have vitamin (D/C/K) tablets. 1d 2/2h,g1mONEmark may be awarded for a response which elaborates on the types of food which improve/reduce bone strength: ■ they should drink /eat milk /cheese.Do notgive credit for an insufficient response: ■ eat different types of food; ■ eat five portions of fruit and vegetables a day; ■ eat healthy food; ■ eat a balanced diet [given]; ■ do not drink alcohol [moderate amounts can improve bone strength]; ■ drink lots of water [too much fluoride can decrease bone strength]; ■ eat protein [can have a negative or positive effect on bone strength]. Allowable answers Question RequirementsMarkAdditional guidance When applying this mark scheme, please also refer to the General guidancegiven on pages 1 and 2. 21

Test B question 2: In the kitchen 22 Allowable answers Question RequirementsMark Award ONEmark for bothrows of the table completed correctly: Award ONEmark for describing a use of foil that requires it to be flexible: ■ wrapping up food; ■ to bend it around food. Award TWOmarks for all threecorrect boxes ticked: ■ cooling water ■ ■ If you are unable to award two marks, award ONEmark for ticking any twoof the correct boxes. 2a 3/1a 2b 3/1a 2c 3/2d,g1m 1m 2m 1m Do notgive credit for an insufficient property that gives a use unrelated to being flexible: ■ it does not burn in the oven. Additional guidance ONEmark may be awarded for describing a use of foil where the need for it to be flexible is implied: ■ to cook a chicken in it; ■ to put your sandwiches in; ■ to seal take-away cartons; ■ covering oven dishes. ✓ ✓ ✓ freezing water into ice dissolving salt in water or Material/Object FlexibleHard Transparent aluminium foil wax candle wooden rolling pin plastic food wrap glass ✓ ✘ ✘ ✓ ✘ ✘ ✘ ✓ ✘ ✓ ✘ ✘ ✘ ✓ ✓

Test B question 2: In the kitchen (continued) 23 Allowable answers Question RequirementsMark Award ONEmark for: ■ condensation. Award ONEmark for a response indicating that the water inside the pan evaporates: ■ the water evaporates; ■ the water inside the pan turns to water vapour (when the water boils); ■ it changes to a gas. 2d i 3/2d 2d ii 1/1a 3/2d1m 1mONEmark may be awarded for an observation implying the water evaporates: ■ the water turns to steam. Do notgive credit for a response that includes incorrect science indicating the gas will disappear: ■ the water will turn to water vapour which disappears. Do notgive credit for an insufficient response: ■ the water disappears; ■ the water boils; ■ the pan goes/boils dry; ■ steam; ■ it will turn into condensation; ■ water vapour. Additional guidance When applying this mark scheme, please also refer to the General guidancegiven on pages 1 and 2.

Test B question 3: At the dentist Award ONEmark for an arrow pointing upwards anywhere on the picture: ■ Award ONEmark for labelling the tooth as an incisor. Award ONEmark for a response that identifies one way of preventing tooth decay: ■ brush/clean teeth (regularly); ■ use dental floss; ■ use a mouth wash; ■ chew sugar free gum; ■ avoid fizzy drinks; ■ do not eat lots of sugary/acidic foods; ■ get a new toothbrush every couple of months; ■ drink milk /eat calcium-rich foods. Award ONEmark for: ■ glass Allowable answers Question RequirementsMark 3a i 4/2e 3a ii 2/2a 3b 2/2a 3c 4/3b1m 1m 1m 1mONEmark may be awarded for any arrow pointing up that is within 45° of the vertical: ■ ONEmark may be awarded for: ■ drink lots of water (containing fluoride); ■ eat a balanced diet; ■ do not smoke.Do not give credit for a response that includes incorrect science showing an arrow pointing down: ■ Do not give credit for an insufficient response where a line rather than an arrow is drawn. Do not give credit for an insufficient response: ■ visit the dentist regularly [given]; ■ eat healthy food [not specific to food that affects teeth]; ■ chew gum. Additional guidance ✓ 24

Test B question 3: At the dentist (continued) Allowable answers Question RequirementsMark Award ONEmark for twolines (with or without correct arrowheads) showing the correct path of light. The lines must go from the lamp to Jon (between his nose and chin) and from Jon to the dentist (between his hairline and nose): ■ Award ONEmark for twoarrowheads showing the direction of light travel from the lamp to Jon (between his nose and chin) and from Jon to the dentist (between his hairline and nose): ■ ■ 3d i 4/3c 3d ii 4/3a,d1m 1mONEmark may be awarded for one continuous reflected line even where the arrowhead is incorrect or missing: ■ ONEmark may be awarded for a correct arrowhead on a continuous reflected line: ■ Do not give credit for an insufficient response where only one line is drawn: ■ Do not give credit for an insufficient response where the direction of travel is shown only by one non-reflected arrow: ■ Additional guidance When applying this mark scheme, please also refer to the General guidancegiven on pages 1 and 2. 25

Test B question 4: Adding water Allowable answers Question RequirementsMark Award ONEmark for correctly completing all fourrows of the table: Award ONEmark for a response indicating the solid dissolved: ■ salt/it dissolved; ■ it formed a solution. Award ONEmark for: ■ BeakerD. Award ONEmark for: ■ 4a 3/2a,f 3/3b 4b 3/3b 4c 3/2f 4d 1/2c1m 1m 1m 1mONEmark may be awarded for a response stating that the vitamin tablet dissolved if the pupil has identified that the vitamin tablet is in beaker C in part 4a. ONEmark may be awarded for: ■ vitamin tablet. Do not give credit for an insufficient response that does not explain what happened to the solid: ■ it disappeared. Do not give credit for an insufficient response: ■ it mixed with the water. Additional guidance Solid B D A C Beaker soil vitamin tablet plastic beads salt ✓ 26

Test B question 4: Adding water (continued) Allowable answers Question RequirementsMark Award ONEmark for an indication that Safara should evaporate the water: ■ evaporate the water; ■ by evaporation. 4e 3/3d1mONEmark may be awarded for a response explaining the beaker should be moved to a warmer place and /or left to dry: ■ move the beaker on to a (sunny/warm) window sill; ■ put the beaker on a radiator; ■ by heating it. Do not give credit for an insufficient response where it is ambiguous what is evaporating: ■ evaporate the mixture; ■ evaporate it [it refers to the salt]. Do not give credit for an insufficient response: ■ filter the solution. Additional guidance When applying this mark scheme, please also refer to the General guidancegiven on pages 1 and 2. 27

Test B question 5: Bean seeds Award ONEmark for: ■ yes AND an indication that the soil would have an effect on the investigation orthat only one variable is changed in a fair test: ■ the soil will make a difference/have an effect on the results; ■ otherwise you could not compare (the growth of the plants); ■ using different soils will make the conclusion wrong; ■ you can only change the seeds/one thing in this investigation; ■ all the bean seeds will be in the same conditions. Award ONEmark for: ■ no AND an indication that the results will not be affected if the colour of the can is changedorthat there are other control variableswhich have a greater effect: ■ you only need to control factors that affect the test, (the colour does not); ■ you will be able to compare the results for the different seeds even if you change the colour of the can; ■ as long as she uses the same amount of water, the test will be fair; ■ it does not matter about colour so long as the material is the same; ■ the amount of water has a greater effect. 5a 1/2d 5b 1/2d1m 1mAward ONEmark for: ■ yes AND a description of a difference between two soils: ■ chalk may be dry and clay wet; ■ one soil may have more nutrients or moisture than others; ■ one soil might be better than another; ■ one might be richer/finer/rougher. ONEmark may be awarded if neither box is ticked but the creditworthy explanation indicates that using the same type of soil helps to make the test fair. Award ONEmark for: ■ no AND ■ the colour makes no difference ; ■ it has no effect; ■ the (amount/type of) water is the same; ■ the colour will not change the test; ■ the water makes a difference . ONEmark may be awarded if neither box is ticked but the creditworthy explanation indicates that using the same colour watering can does notaffect the fairness of the test. ONEmark may be awarded if ‘yes’ is tickedANDthere is an explicit explanation of how the watering can’s colour may affect the temperature of any water stored.Do not give credit if the ‘no’ box is ticked. Do not give credit for an insufficient response: ■ yes AND ■ keep everything the same; ■ if you had different soils it would be unfair; ■ it may be a different type of soil. Do not give credit for an insufficient response: ■ no AND ■ the size/shape of the watering can affects the plants [size/shape does not affect the amount of water you give it]; ■ it would not be fair if she uses the same coloured watering can [restates informationgiven via the tick box]. Do not give credit for an insufficient response: ■ yes AND ■ you should only change one variable/ factor in a fair test. ✓ ✓ ✓ ✓ ✓ ✓ Allowable answers Question RequirementsMarkAdditional guidance 28 ✓

Test B question 5: Bean seeds (continued) Award TWOmarks for all fourfactors correctly classified: If you are unable to award two marks, award ONEmark for any threefactors correctly classified. Award ONEmark for an indication that reliability is increased: ■ to make results more reliable; ■ some seeds may not germinate/grow; ■ to help ensure she gets a result; ■ there is more chance of germination; ■ she will have more evidence/results; ■ to check/confirm results; ■ to get an average. 5c 1/2d 5d 1/2g2m or 1m 1mONEmark may be awarded for a response which suggests that the same type of bean should grow similarly: ■ to see if the same type of seed always germinates more quickly; ■ to see if they germinate at the same rate; ■ she can compare her results/them. ONEmark may be awarded for a response which refers to accuracy: ■ to be more accurate.Do not give credit for an insufficient response: ■ to get the correct /right results/answer [implies that there is a predetermined correct answer]; ■ so she can see which is best; ■ to see which (type of seed) germinates quickest [focuses on comparing different types of beans rather than beans of the same type]; ■ so you have lots of plants to check; ■ so the test was fair/right/correct. 29 Allowable answers Question RequirementsMarkAdditional guidance When applying this mark scheme, please also refer to the General guidancegiven on pages 1 and 2.

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Test B question 6: Tuning fork Award ONEmark for identifying vibrations: ■ they vibrate; ■ vibrations. Award ONEmark for identifying that the sound made by the tuning fork will become louder/last longer: ■ it will produce a louder sound; ■ it will go on for longer. Award ONEmark for ticking the two correct boxes as shown: 6a 4/3e 6b 4/3f 6c 4/3g1m 1m 1mONEmark may be awarded for an appropriate description of vibrations: ■ it moves up and down quickly. ONEmark may be awarded for: ■ the volume is higher; ■ it made a loud / long sound. ONEmark may be awarded if both ‘desk’ and ‘air’ boxes (with or without the ‘both’ box) are ticked in the bottom row of the table.Do notgive credit for an insufficient response: ■ they move up and down; ■ they wobble/shake; ■ they are hit [given]. Do not give credit for a response that includes incorrect science referring to pitch: ■ it /the pitch is higher; ■ it produces a higher sound. Do notgive credit for an insufficient response for which the meaning is ambiguous: ■ the sound gets harder; ■ it will vibrate more. When applying this mark scheme, please also refer to the General guidancegiven on pages 1 and 2. 31 Allowable answers Question RequirementsMarkAdditional guidance ...the tuning fork is nottouching the desk? ...the tuning fork is touching the desk?desk What does the sound travel through when... air both ✓ ✓

Test B question 7: Brine shrimps and flamingoes Award ONEmark for an indication that the neck is long and/or flexible: ■ it is (long and) bendy; ■ it is flexible; ■ it is long; ■ it can reach out (to find food). Award ONEmark for all three organisms in the correct order: 7a 2/5c 7b 2/5d,e1m 1mONEmark may be awarded for: ■ the length (of the neck); ■ (it bends) to allow the beak to get in the correct position to feed; ■ it can stretch; ■ it is curly/bent. ONEmark may be awarded for a response that indicates that food passes from the mouth to the stomach, via the neck. ONEmark may be awarded for a food chain in which ‘green plants’ replace ‘algae’.Do not give credit for an insufficient response which does not describe a property of the neck: ■ they do not have to bend over; ■ it is easier to feed; ■ they can put their head in the water. Do not give credit for an insufficient response naming ‘bird’ in place of ‘flamingo’. Do not give credit for an insufficient response naming an organism from a different habitat. algaebrine shrimpflamingo 32 Allowable answers Question RequirementsMarkAdditional guidance

Test B question 7: Brine shrimps and flamingoes (continued) Allowable answers Question RequirementsMark Award ONEmark for an understanding of the role of the eggs in the life cycle of the brine shrimp ora response relating to the survival of the population, rather than of the individual: ■ (if the eggs do not die), they can still hatch (when the lake fills with water); ■ (new) brine shrimps can still develop from the eggs (when the lake fills up); ■ it might prevent the species dying out/becoming extinct; ■ the brine shrimp population /species will survive; ■ if the eggs die, there will not be any brine shrimps (to reproduce). 7c 1/1a 2/1a 2/5c1mONEmark may be awarded for: ■ it will not die out [‘die out’ implies extinction of the population ]; ■ to carry on the life cycle; ■ more brine shrimps will grow (if the water dries up); ■ more brine shrimps will be produced/ can be born; ■ they can reproduce. Do not give credit for an insufficient response implying the adult brine shrimp, rather than the population, continues to live or reproduce: ■ it helps the brine shrimps to live longer; ■ it can stay alive and live for a long time. Do not give credit for an insufficient response which describes, without qualification, what happens if the eggs dodie: ■ the brine shrimp will become extinct. Do not give credit for an insufficient response that repeats given information without further explanation: ■ the adult dies but the eggs do not; ■ because the shrimp eggs can live in dried up water/on land; ■ because the lake will fill up again; ■ brine shrimp eggs do not dry up. Additional guidance When applying this mark scheme, please also refer to the General guidancegiven on pages 1 and 2. 33

Test B question 8: Keeping drinks hot Allowable answers Question RequirementsMark Award ONEmark for any acceptable factor that describes the independent variable (IV): ■ the type of material; ■ number of layers of material; ■ the insulators. Award ONEmark for any acceptable control variable: ■ volume /amount of liquid; ■ shape of container; ■ the place where the cups are put; ■ starting temperature; ■ same type of drink; ■ the time the drinks are left. 8a 1/2d 8b 1/2d1m 1mONEmark may be awarded for: ■ type of cup. ONEmark may be awarded for: ■ the cups; ■ drink; ■ how hot or cold the room is. Do not give credit for a control variable that is inconsistent with, or repeats, the IV or DV offered in parts 8a and 8c respectively. If neither an IV nor a DV are offered, the control variable may gain credit, provided it is consistent with the context of the investigation presented in the introduction. Ifboththe IV andDV are insufficient or incorrect, the control variable cannot gain credit. Additional guidance Draft box Markers should read the answers to all parts before marking this question. The draft box can be consulted when marking parts 8a, 8b and 8c, for clarification of any ambiguity in the marked response, or when no answer is given. If an answer is correct, ignore contradictory statements written in the draft box. Parts 8a–8c must form a coherent investigation. 34

Test B question 8: Keeping drinks hot (continued) Award ONEmark for any acceptable dependent variable (DV) identified, eg: ■ time to reach a particular temperature; ■ time taken for this drink to cool; ■ time the drink stays warm; ■ which drink stayed hotter for longest; ■ rate of cooling/temperature change over time; ■ temperature decrease in a given time; ■ temperature (of the drink); ■ how hot or cold it is. Award ONEmark for any acceptable new IV: ■ the material the cup is made of; ■ cups with and without lids; ■ the amount/type of drink or liquid; ■ the number of cups into which a drink is placed; ■ the place where the drink is left; ■ the thickness of the material/cup. 8c 1/2d 8d 1/2c1m 1mONEmark may be awarded for: ■ heat (of the drink). ONEmark may be awarded for naming the appropriate equipment needed to measure the DV: ■ thermometer; ■ timer. ONEmark may be awarded for: ■ number of layers of materials; ■ with and without a thermos flask; ■ the temperature of liquid; ■ heat (of the drink).Do notgive credit for an insufficient response naming the IV given in part 8a: ■ insulators; ■ material. When applying this mark scheme, please also refer to the General guidancegiven on pages 1 and 2. 35 Allowable answers Question RequirementsMarkAdditional guidance

Test B question 9: Making bread Allowable answers Question RequirementsMark Award ONEmark for an indication that the yeast makes the dough/bread rise: ■ it causes the dough/bread to rise; ■ without the yeast, the bread stays flat.  Give credit for a correct response that goes beyond the key stage 2 programme of study: ■ it produces carbon dioxide. Award ONEmark for allticks in the right place according to eitherset of answers: Mixture 1 Mixture 2 flour yeast sugar warm water cold water OR Mixture 1 Mixture 2 flour yeast sugar warm water cold water 9a 1/2f 9b 1/2d1m 1mONEmark may be awarded for indication that the bread increases in volume or that gas is produced: ■ it makes the bread grow/bigger; ■ the bread has more/bigger holes; ■ it rises; ■ it makes gas. Do not give credit for a response that includes incorrect science: ■ it makes air /oxygen; ■ the bread becomes harder. Do not give credit for a response that includes incorrect science describing an increase in the mass/weight of the bread: ■ it makes the bread heavier. Do notgive credit for an insufficient response: ■ it affects the taste of the bread; ■ it changes the height of the bread [does not necessarily imply an increase]. Additional guidance ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 36

Test B question 9: Making bread (continued) Allowable answers Question RequirementsMark Award TWOmarks for all fourstatements correctly classified: Micro-organisms... are very small.Tr u e cannot reproduce.False need nutrients.Tr u e can grow.Tr u e If you are unable to award two marks, award ONEmark for any twoorthree statements correctly classified. 9c 2/5f2m 1m Additional guidance When applying this mark scheme, please also refer to the General guidancegiven on pages 1 and 2. or 37

GCE A LEVELEARLY YEARS NATIONAL CURRICULUM 5 –16 GCSE GNVQ NVQ OTHER VOCATIONAL QUALIFICATIONSFor more information, contact: QCA key stage 2 team, 83 Piccadilly, London W1J 8QA For more copies, contact: QCA Orderline, PO Box 29, Norwich NR3 1GN Tel: 08700 60 60 15 Fax: 08700 60 60 17 Email: orderline@qca.org.uk Order ref:QCA/06/1900 (mark schemes pack)270012