Mark Schemes November 2008 - sjp.essex.sch.uk · PDF fileMark Schemes November 2008 GCSE 360Science Science (2101) Additional Science (2103) ... Using the mark scheme for structured

Mark Schemes November 2008

GCSE

360Science Science (2101) Additional Science (2103) Biology (2105) Chemistry (2107) Physics (2109)

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360Science GCSE November 2008 -ii-

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November 2008

Publications Code UG020607

All the material in this publication is copyright © Edexcel Ltd 2008

360Science GCSE November 2008 -iii-

Contents Page Multiple Choice papers

Unit 5005 / 5025 (B1a) Mark Scheme 1

Unit 5006 / 5026 (B1b) Mark Scheme 1

Unit 5007 / 5035 (C1a) Mark Scheme 2

Unit 5008 / 5036 (C1b) Mark Scheme 2

Unit 5009 / 5045 (P1a) Mark Scheme 3

Unit 5010 / 5046 (P1b) Mark Scheme 3

Unit 5015 / 5027 (B2) Mark Scheme 4

Unit 5017 / 5037 (C2) Mark Scheme 4

Unit 5019 / 5047 (P2) Mark Scheme 5

Structured papers

Using the mark scheme for structured papers 6

Unit 5016F / 5028F / 1F (B2) Mark Scheme 7

Unit 5016H / 5028H / 1H (B2) Mark Scheme 15

Unit 5018F / 5038F / 1F (C2) Mark Scheme 23

Unit 5018H / 5038H/ 1H (C2) Mark Scheme 28

Unit 5020F / 5048F / 1F (P2) Mark Scheme 32

Unit 5020H / 5048H / 1H (P2) Mark Scheme 39

360Science GCSE November 2008 -1-

Unit 5005 / 5025 (B1a) Mark Scheme Unit B1a – 5005/5025 Unit B1a – 5005/5025 Unit B1a – 5005/5025

Topics 1 & 2

Topics 1 & 2

Topics 1 & 2

1 C 17 B 25 B 2 D 18 B 26 C 3 C 19 A 27 A 4 B 20 D 28 B 5 A 21 C 29 B 6 B 22 B 30 C 7 D 23 D 31 C 8 C 24 A 32 A 9 B 33 C 10 C 34 B 11 A 35 B 12 B 36 C 13 C 37 C 14 B 38 C 15 D 39 B 16 D 40 B Unit 5006 / 5026 (B1b) Mark Scheme Unit B1b – 5006/5026 Unit B1b – 5006/5026 Unit B1b – 5006/5026

Topics 3 & 4

Topics 3 & 4

Topics 3 & 4

1 B 17 B 25 B 2 A 18 A 26 C 3 C 19 C 27 A 4 D 20 D 28 A 5 B 21 B 29 C 6 C 22 C 30 D 7 B 23 C 31 D 8 B 24 A 32 B 9 B 33 C 10 D 34 C 11 C 35 C 12 A 36 D 13 D 37 A 14 A 38 B 15 D 39 D 16 A 40 C


Unit 5007 / 5035 (C1a) Mark Scheme Unit C1a – 5007/5035 Unit C1a – 5007/5035 Unit C1a – 5007/5035

Topics 5 & 6

Topics 5 & 6

Topics 5 & 6

1 C 17 A 25 A 2 A 18 C 26 C 3 A 19 D 27 A 4 D 20 B 28 B 5 C 21 C 29 D 6 D 22 D 30 C 7 C 23 C 31 C 8 C 24 B 32 C 9 A 33 C 10 C 34 D 11 B 35 D 12 D 36 B 13 D 37 D 14 B 38 A 15 B 39 B 16 D 40 D Unit 5008 / 5036 (C1b) Mark Scheme Unit C1b – 5008/5036 Unit C1b – 5008/5036 Unit C1b – 5008/5036

Topics 7 & 8

Topics 7 & 8

Topics 7 & 8

1 B 17 A 25 D 2 D 18 D 26 C 3 A 19 B 27 B 4 B 20 C 28 D 5 C 21 B 29 D 6 D 22 A 30 C 7 C 23 B 31 A 8 B 24 D 32 D 9 C 33 D 10 A 34 B 11 D 35 D 12 B 36 B 13 A 37 B 14 D 38 A 15 C 39 C 16 A 40 D


Unit 5009 / 5045 (P1a) Mark Scheme Unit P1a – 5009/5045 Unit P1a – 5009/5045 Unit P1a – 5009/5045

Topics 9 & 10

Topics 9 & 10

Topics 9 & 10

1 C 17 B 25 A 2 C 18 D 26 D 3 A 19 C 27 D 4 D 20 A 28 C 5 D 21 A 29 A 6 B 22 C 30 B 7 A 23 C 31 A 8 D 24 C 32 C 9 B 33 A 10 B 34 D 11 D 35 B 12 B 36 D 13 A 37 D 14 B 38 B 15 A 39 C 16 D 40 B Unit 5010 / 5046 (P1b) Mark Scheme Unit P1b - 5010 Unit P1b - 5010 Unit P1b - 5010

Topics 11 & 12

Topics 11 & 12

Topics 11 & 12

1 C 17 B 25 D 2 D 18 A 26 B 3 A 19 B 27 B 4 C 20 A 28 A 5 B 21 C 29 B 6 D 22 C 30 C 7 A 23 D 31 C 8 B 24 D 32 B 9 C 33 A 10 C 34 D 11 B 35 D 12 B 36 C 13 C 37 D 14 D 38 A 15 A 39 B 16 A 40 C


Unit 5015 / 5027 (B2) Mark Scheme Unit B2 – 5015 Unit B2 – 5015 Unit B2 – 5015

Topics 1, 2, 3 & 4

Topics 1, 2, 3 & 4

Topics 1, 2, 3 & 4

1 A 17 C 25 D 2 A 18 B 26 A 3 C 19 B 27 C 4 D 20 D 28 D 5 A 21 C 29 D 6 B 22 B 30 B 7 A 23 B 31 A 8 C 24 C 32 D 9 B 33 B 10 A 34 C 11 C 35 C 12 B 36 A 13 C 37 C 14 D 38 B 15 A 39 D 16 B 40 B Unit 5017 / 5037 (C2) Mark Scheme Unit C2 – 5017/5037 Unit C2 – 5017/5037 Unit C2 – 5017/5037

Topics 5, 6, 7 & 8

Topics 5, 6, 7 & 8

Topics 5, 6, 7 & 8

1 C 17 B 25 B 2 C 18 D 26 B 3 B 19 A 27 C 4 D 20 C 28 A 5 B 21 D 29 B 6 A 22 A 30 D 7 B 23 C 31 B 8 D 24 B 32 B 9 D 33 A 10 A 34 C 11 C 35 C 12 D 36 C 13 B 37 D 14 D 38 C 15 C 39 D 16 B 40 B


Unit 5019 / 5047 (P2) Mark Scheme Unit P2 – 5019/5047 Unit P2 – 5019/5047 Unit P2 – 5019/5047

Topics 9, 10, 11 & 12

Topics 9, 10, 11 & 12

Topics 9, 10, 11 & 12

1 C 17 D 25 B 2 B 18 A 26 D 3 B 19 A 27 A 4 D 20 D 28 C 5 A 21 C 29 D 6 D 22 D 30 B 7 A 23 A 31 B 8 C 24 B 32 D 9 B 33 D 10 B 34 A 11 A 35 C 12 A 36 C 13 B 37 A 14 A 38 B 15 C 39 B 16 B 40 C


USING THE MARK SCHEME FOR STRUCTURED PAPERS

1. This mark scheme gives you; * an idea of the type of response expected * how individual marks are to be awarded * the total mark for each question * examples of responses that should not receive credit. 2. ; separates points for the award of each mark. 3. / means that the responses are alternatives and either answer should receive full credit. 4. ( ) means that a phrase/word is not essential for the award of the mark but helps the examiner to get

the sense of the expected answer. 5. Phrases/words in bold indicate that the meaning of the phrase/word is essential to the answer. 6. OWTTE (or words to that effect) and eq (equivalent) indicate that valid alternative answers (which

have not been specified) are acceptable. 7. ‘Ignore’ means that this answer is not worth a mark but does not negate an additional correct

response. 8. ‘Reject’ means that the answer is wrong and negates any additional correct response for that specific

mark. 9. ORA (or reverse argument) indicates that the complete reverse is also valid for the award of marks. 10. ecf (error carried forward) means that a wrong answer given in an earlier part of a question is used

correctly in answer to a later part of the same question. MARKING 1. Suggestion/explanation questions should be marked correct even when the suggestion is contained

within the explanation. 2. Do not award marks for repetition of the stem of the question. 3. Make sure that the answer makes sense. Do not give credit for correct words/phrases which are put

together in a meaningless manner. Answers must be in the correct scientific context. AMPLIFICATION 1. In calculations, full credit must be given for a bald, correct answer. If a numerical answer is

incorrect, look at the working and award marks according to the mark scheme. 2. Consequential marking should be used in calculations. This is where a candidate's working is correct

but is based upon a previous error. When consequential marks have been awarded write "ecf" next to the ticks.

3. If candidates use the mole in calculations they must be awarded full marks for a correct answer even

though the term may not be on the syllabus at their level. 4. If candidates use chemical formulae instead of chemical names, credit can only be given if the

formulae are correct.


Unit 5016F / 5028F / 1F (B2) Mark Scheme Question Number

Answer Accept Reject Mark

1(a) (2 x 1)

(4)

Question Number


1(b) Two from: 1. fins ; 2. streamlined shape;

3. gills;

4. camouflage;

5. any other correct answers e.g swim bladder, mucus;

tail fin, tail

(2)


Question Number


1(c) oxygen / shelter / food / nesting site / a place to lay eggs / remove CO2 ;

provides habitat (1)

Question Number


1(d) insufficient space / small species / not enough food / fish (tank) too cold ;

grow to the space available don’t get enough protein

(1)


Question Number


2

gene gene

(4)

} nucleus;

chromosome; }DNA;

base;


Question Number


3(a) sugar / glucose;

accept sources of these e.g grapes

(1)

Question Number


3(b) a gas/carbon dioxide produced/respiration by yeast;

increase in pressure, fermentation by yeast

oxygen (1)

Question Number


3(c) warm it / add more sugar / add more yeast ;

references to bacteria etc

(1)

Question Number


3(d) all sugar used up / yeast poisoned by alcohol / dies fermentation / respiration stops / production of carbon dioxide stops;

reaction stops

references to bacteria etc

(1)


Question Number

Answer Mark

4 process carbon dioxide

remove from the atmosphere

cardon dioxide added to the atmosphere

fermentation

;

combustion

( )

photosynthesis

;

aerobic respiration

;

decomposition

;

1 mark for each correct tick – max 4 marks The tick for combustion has already been given on the paper so scores 0 marks

– no mark Accept x in stead of only if in correct boxes and does not occur in any other boxes

(4)


Question Number


5(a) larger lungs / breathe deeper/ breathing rate increases/ more red blood cells / haemoglobin has greater affinity for oxygen / heart beats faster;

large lungs breathe/ take in more air/oxygen more haemoglobin/ haemoglobin carries more oxygen/

references to fur (1)

Question Number


5(b) Any one problem or adaptation, to get both marks the adaptation has to be linked. A cold ;

1. more insulation /thicker / fat layer / 2. thicker feathers / extra (down) feathers / 3. use wings more to produce (more) heat;

OR B buffeting/strong winds;

1. strong flyers / strong feathers / 2. streamlined/

3. flying in formation; OR C longer time without feeding/resting;

1. large food reserves/ higher proportion of fat in food reserves / 2. streamlined / 3 flying in formation;

OR D low pressure / air thinner;

1. tolerate water / collecting in tissues/ 2. bigger/longer/more curved wings;

OR E bright sun / higher levels of UV light;

1. white feathers/ 2. eyes have feathers to shade them;

traps more air in feathers thick fat layer lots of feathers/ thick feathers powerful wings/ large wing span no food to eat feed more before flying gliding for longer

references to fur for the adaptation mark flying closer to sun.

(2)


Question Number


6(a) Three from : 1. to get more oxygen;

2. to muscles/ muscles work faster/harder

3. for more (aerobic) respiration ;

4. for more energy ;

5. to remove more carbon dioxide ;

6. to prevent cramp/build up of lactic acid/ reduce oxygen debt

get more air into lungs/ oxygen into blood quicker / oxygen demand is high named muscle including heart

anaerobic respiration

(3)

Question Number


6(b) idea of using a breathing rate monitor/ repeat several times (take average)

respirometer/ spirometer/ use a computer

heart/pulse rate monitor

(1)


Question Number


7(a) selective breeding / artificial selection ; natural selection (1)

Question Number


7(b) Two of: 1. (milk) fat content/ less or more creamy/etc ;

2. (milk) mineral / calcium content ;

3. (milk) vitamin /vitamin D content ;

4. taste ;

5. volume/amount/quantity/ yield of milk;

6. characteristics of calf such as calm/healthy/

faster growth/fertility

ref to nutrients can be credited for 1 mark if marking point 1,2,3 not given quantity/leaness of meat

(2)

360Science GCSE November 2008 15

Unit 5016H / 5028H / 1H (B2) Mark Scheme Question Number


1(a) larger lungs / breathe deeper/ breathing rate increases/ more red blood cells / haemoglobin has greater affinity for oxygen / heart beats faster;

large lungs / breathe/take in more air/oxygen / more haemoglobin/ haemoglobin carries more oxygen/

references to fur (1)


Question Number


1(b) Any one problem or adaptation, to get both marks the adaptation has to be linked. A cold ;

1. more insulation /thicker fat layer / 2. thicker feathers / extra (down) feathers / 3. use wings more to produce (more) heat;

OR B buffeting/strong winds;

3. strong flyers / strong feathers / 4. streamlined/

3. flying in formation; OR C longer time without feeding/resting;

2. large food reserves/ higher proportion of fat in food reserves /

2. streamlined / 3 flying in formation;

OR D low pressure / air thinner;

3. tolerate water collecting in tissues/ 4. bigger/longer/more curved wings;

OR E bright sun / higher levels of UV light;

3. white feathers/ 4. eyes have feathers to shade them;

thick fat layer traps more air in feathers lots of feathers/thick feathers powerful wings/large wing span no food to eat feed more before flying gliding for longer

references to fur for the adaptation mark flying closer to sun.

(2)


Question Number


2(a) Three from : 7. to get more oxygen

8. to muscles / muscles working harder/faster

9. for more (aerobic) respiration ;

10. for more energy ;

11. to remove more carbon dioxide ;

12. to prevent cramp/build up of lactic

acid/reduce oxygen debt

get more air into lungs/ oxygen into blood quicker / oxygen demand is high named muscle including heart

anaerobic respiration

(3)

Question Number


2(b) idea of using a breathing rate monitor repeat several times (take average)

respirometer/ spirometer/ use a computer

heart/pulse rate monitor

(1)


Question Number


3(a) selective breeding / artificial selection ; natural selection (1)

Question Number


3(b) Two of: 7. (milk) fat content/ less or more creamy/etc ;

8. (milk) mineral / calcium content ;

9. (milk) vitamin /vitamin D content ;

10. taste ;

11. volume/amount/quantity/

yield of milk;

12. characteristics of calf such as calm/healthy/ faster growth/fertility;

ref to nutrients can be credited for 1 mark if marking point 1,2,3 not given quantity/leaness of meat

(2)


Question Number


4(a) correct plotting to an accuracy of half square; deduct 1 mark for incorrect point C grade line - smooth line showing trend of their plotted points;

dot to dot line

(2) (1) max (3)

Question Number


4(b) amino acid/protein / any named plant protein / chlorophyll / DNA / RNA ;

(1)

Question Number

Answer Mark

4(c) 1. use nitrate fertiliser quoting a number between 450 and 600;

2. density of 67 kg per hectare;

Credit 400 kg of fertiliser if density is kept at 50 kg per hectare(1 mark)

(1) (1) max (2)


Question Number


5(a) Three of: 1. increasing anyway (at this time of

year) as light intensity / duration/ temperature increasing;

2. eutrophication; 3. extra nitrates/ ammonia (enter the

water) ;

4. extra phosphates (enter the water);

5. used for protein/other correct plant substance;

sewage has killed the animals which eat the

algae;

Sewage acts as a fertiliser/provides nutrients/minerals as 1 mark for marking points 3 and 4

(3)

Question Number


5(b) nitrates/ phosphates/ sewage / fertiliser/nutrientsflowed downriver/ out to sea/ sewage/nitrates/phosphates/ fertiliser became diluted /used up by algae / more algae eaten by (increased number) of herbivores ;

(1)


Question Number


6(a) (magnesium is used to make) chlorophyll; chloroplast (1)

Question Number


6(b) all active transport sites used/ temperature at optimum / ATP/energy being supplied at maximum rate / magnesium no longer a limiting factor;

cells/roots unable to increase rate of uptake of magnesium (ions)any more. other references to something else becoming a limiting factor

(1)

Question Number


6(c) Three from: 1. (magnesium absorbed by) active transport ; 2. (active transport) uses energy ;

3. (poison) stops energy production ;

4. does not fall to zero because some Mg

(ions) absorbed by diffusion ;

5. accept anaerobic respiration still supplies some energy ;

idea of ‘(ion) pump’

(3)


Question Number


7(a) 1. single strand (as opposed to double) 2. uracil / U (instead of thymine/T)

3. ribose (sugar as opposed to deoxyribose) 4. RNA is shorter (DNA is longer) 5. DNA stays in the nucleus (RNA leaves

the nucleus);

RNA has no T/thymine

(1)

Question Number


7(b) Any four from: 1. for translation; 2. for protein synthesis ; 3. (mRNA joins to) ribosomes ;

4. codons/three bases /triplet;

5. match up to anticodons /match up to

complimentary base pairs/OWTTE ;

6. tRNA (joins to mRNA) ;

7. which carry (specific) amino acids ;

8. which are joined together ;

9. by enzymes ;

makes proteins /polypeptides

(4)

TOTAL MARKS 30


Unit 5018F / 5038F / 1F (C2) Mark Scheme Question Number


1(a)(i) 26 (0C); (1)

Question Number


1(a)(ii) 6 (0C); (1)

Question Number


1(a)(iii) given out ; (1)

Question Number


1(b) ammonia + nitric acid ammonium nitrate ; If any other substances included

(1)


Question Number


2(a) only the sodium chloride dissolves ;

(1)

Question Number


2(b)(i) covalent ; (1)

Question Number


2(b)(ii) ionic ; (1)

Question Number


2(c) too little there/ too dilute to have effect / the scientists believe they are not effective / (tests show) they do not work/ they have not been tested;

(1)


Question Number


3(a) Note : Placed in correct places electron to - ; proton to ⊕; neutron to ;

(1) (1) (1)

Question Number

Answer Mark

3(b) particle relative mass

0 electron

1/1836 proton

1

(1) (1)

Question Number


3(c)(i) 3 / three; (1)

Question Number


3(c)(ii) 7 /seven; (1)


Question Number


3(c)(iii) 2,1 / 2.1; 2 1 in correct order;

(1)

Question Number


4(a)(i) ethene ; monomer/ C2H4; (1)

Question Number


4(a)(ii) (plastic) bag / food wrapper/ cling film/ toys;

any item that could be made from poly(ethene)

plastic, “clothing”, items invariably made from other types of plastic

(1)

Question Number


4(a)(iii) carbon ; hydrogen ;

C H

c h

(1)

Question Number

Answer Mark

4(b) to give colour cross-linking substance makes more flexible ; plasticiser

makes more rigid ;

(2)


Question Number


5(a) takes in heat/ energy ; (causes) temperature decrease/ gets colder/ arguments in terms of bond breaking and making

(1)

Question Number


5(b)(i) 2 (HCl) ; Ignore any state symbols

multiples of equation any other numbers given elsewhere (except 1), any changed chemical formulae eg HCl2, H2Cl, H2Cl etc

(1)

Question Number


5(b)(ii) carbon dioxide ; CO2/ carbon oxide/ carbon monoxide

(1)

Question Number

Answer Mark

5(b)(iii) greater (surface) area; more contact between solid/lumps and liquid/ acid, more (frequent) collisions, more solid particles available

calcium carbonate is in smaller pieces

(1)

Question Number

Answer Mark

5(b)(iv) (more) concentrated acid/ raise temperature/heat ;

stronger/ lower pH (hydrochloric) acid

add catalyst, stir, change amount of any reactant (eg “add more acid”)

(1)

Question Number


5(c)(i) electrons are lost ; 2 (electrons) lost;

give electrons (to other atom),

sharing / gaining electrons lose both marks

(2)


Question Number


5(c)(ii) strong (forces of) attraction/bonds /lots of energy to break bonds; between ions/ionic (bonds);

strong (covalent) bonds = 1 mark electrostatic attraction = ionic bond

intermolecular forces (2)

TOTAL MARKS 30


Unit 5018H / 5038H/ 1H (C2) Mark Scheme Question Number


1(a) takes in heat/ energy ; (causes) temperature decrease/ gets colder/ arguments in terms of bond breaking and making

(1)

Question Number


1(b)(i) 2 (HCl) ; Ignore any state symbols

multiples of equation any other numbers given elsewhere (except 1), any changed chemical formulae eg HCl2, H2Cl, H2Cl etc

(1)

Question Number


1(b)(ii) carbon dioxide ; CO2/ carbon oxide/ carbon monoxide (1)

Question Number

Answer Mark

1(b)(iii) greater (surface) area; more contact between solid/lumps and liquid/acid, more (frequent)collisions, more solid particles available

calcium carbonate is in smaller pieces

(1)

Question Number

Answer Mark

1(b)(iv) (more) concentrated acid/ raise temperature/heat ;

stronger/ lower pH (hydrochloric) acid

add catalyst, stir, change amount of any reactant (eg “add more acid”)

(1)

Question Number


1(c)(i) electrons are lost ; 2 (electrons) lost;

give electrons (to other atom),

sharing / gaining electrons lose both marks

(2)


Question Number


1(c)(ii) strong (forces of) attraction/bonds /lots of energy to break bonds; between ions/ionic (bonds);

strong (covalent) bonds = 1 mark electrostatic attraction = ionic bond

intermolecular forces (2)

Question Number


2(a) 2, 4 / 2.4;

allow 2 4 in any format (1)

Question Number


2(b) number of outer shell electrons = group number ; (unspecified or 4)

(carbon) in group IV where number of outer electrons incorrect

(1)

Question Number

Answer Mark

2(c) shared electron(s); pair of electrons;

shared electrons to give (atoms with) full outer shells;;

(2)

Question Number

Answer Mark

2(d) GRAPHITE: layers slide/slip/ rub off OWTTE; C FIBRES: due to crumpled sheets etc is: stronger/ less flexible/ less slippery/ layers can’t slide /OWTTE;

(2)


Question Number


3(a) Mg2+ + 2 e Mg ; ; Mg2+ and e on left, Mg on right; balancing correct species;

e or e-

Mg+2 Mg2+ - 2 e Mg = 1 mark only

mg2+ (2)

Question Number


3(b) ions/particles free to move ; atoms/molecules free to move (1)

Question Number


3(c) electrons can move / free electrons/delocalised electrons ;

electrons carry the charge ions moving/ reference to molecules (1)

Question Number


3(d) layers cannot slide (over each other); due to particles of different size; [particles = atoms = ions]

particles cannot easily move past one another

molecules (2)


Question Number


4(a) bromine water is yellow / orange; turns colourless/ decolourises with ethene ; no change with poly(ethene) ;

red/ red-brown/ brown (any combination of these colours allowed) Stays orange etc/ no reaction

goes clear/ discolours

(3)

Question Number


4(b) Two from: thermosetting polymers have (cross-) links ;

to form giant structure ; thermoplastic polymers have no cross-links;

bonds between molecules suitable diagrams could score both marks

(2)

Question Number


4(c)(i) e.g. solvents/ cleaning materials/ fuel/ antiseptic;

rubbing alcohol/ sterilising dry cleaning/ nail varnish remover/ paint stripper/ medicines

(1)


Question Number

Answer Mark

4(c)(ii) either : 28.0 g C2H4 46.0 g C2H5OH ; 28 x 500 000 tonnes C2H4 500 000 tonnes C2H5OH ; 46 = 304348/ 304 000/300 000/ 3 x 105(tonnes) ; or: Mr ethanol = 46 ; Moles ethanol = 500 000 / 46 ; Mass ethene = 500 000 x 28 = 304348/ 304000/300000/ 3 x 105 (tonnes) ; 46 [allow 304347, 304347.8, 304347.82…… etc]

(3)

TOTAL MARKS 30


Unit 5020F / 5048F / 1F (P2) Mark Scheme Question Number

Answer Accept Ignore Reject Mark

1(a)

Note: one mark for each; if additional ticks ( i.e. if the candidate ticks 3 or 4 boxes) they negate one of marks to a max of 2

Can this be explained by static electricity?

tick

dust on TV screen self closing doors a shock from a car door �given fibre optic lights a flash of lightning

(2)

Question Number


1(b) They repel push away attraction (1)

Question Number


2(a) it ionises

Radioactive can damage cells /body causes cancer causes radiation sickness causes radiation poisoning causes mutations (DNA)

Unqualified harmful

(1)


Question Number


2(b) i keep it as big as possible;

ii as short as possible;

OWTTE/ increase it Stand back Move source further away a short time do (experiment) as quickly as possible

Move detector further away

Reduces increase

(1) (1)

Question Number


2(c) any sensible; • do not touch / taste / look at

• use tongs • lead shielding

(suits/aprons etc ) • other suitable shielding • gloves • wearing film badges • don’t eat • wash hands after

experiment • have sign on door • do not point source at

anyone • use weaker source

Radioactive suits Goggles Unqualified protective clothing

(1)


Question Number


2(d) alpha; gamma;

(2)

Question Number


3(a) subs; ans ;

2 8500 17000(J)

• if bald 17000(J) seen award both marks

• allow ecf if incorrect subst in terms of numbers of legs

(2)

Question Number


3(b) 68000(J); 17 000 X 4 ecf (from a) 4

(1)

Question Number


3(c) • subst; • ans;

68000(J)/35 1943

allow ecf from b (or a) 1940 or 1900 1 mark max if done with one leg

Too many dp

(2)


Question Number


4(a) 10 hours;

± 0.5 hour (1)

Question Number


4(b) • correct distance /a time; • ans;

110/2 55

Method shown Eg time in minutes 110/120 scores 1 max (no ecf)

(2)

Question Number


4(c)(i) the same as; thrust; B;

(1) (1) (1)

Question Number


4(c)(ii) D; thrust forwards force

attraction (1)


Question Number


4(c)(iii) lift; by reducing surface area/ flap rate of wings;

Upthrust tucking her wings in lowering her wings tilting/ diving downwards

attraction (1)

Question Number


4(d) to reduce the drag forces MUST BE A FORCE REASON Ideas of • it being easier to hold

onto fish • or ease of flight e.g. Reduction in wind resistance

1. streamlining 2. aerodynamic 3. weight

distribution

(1)


Question Number

Answer Accept ignore Reject Mark

5(a) Any 3 of

• idea of metastable state/new U isotope ;

• splits /fission/breaks up/breaks into

; • 2 fission fragments/ daughters;

• additional/new/other neutron(s);

• energy released;

check diagram for answers— • daughters must be smaller • accept unlabelled hollow circle

as n unstable ‘creates 2 daughters’ ≡ 2nd and 3rd marking points nuclei isotopes

Chain reactions pieces / products/clusters

bald ‘breaks’ without the idea of splitting atoms / cells

(3)

Question Number


5(b) no of (free) neutrons is reduced ; • idea of control rods ‘capture’ neutrons

• blocking n • absorbs n • prevention of ‘runaway’ chain

reaction

slows down attracting neutrons

repeat of stem

(1)


Question Number


5(c)(i) any sensible ;

• no fumes /atmospheric pollutants /OWTTE

• does not contribute to global warming /climate change

• small chance of major disaster /accident /leaks

• takes up land • waste is toxic / radioactive /

needs special disposal • reduction of use of fossil fuels • scenic pollution

Idea that even without an accident the area is more radioactive or polluted or that background level is higher

(1)

Question Number


5(c)(ii) any sensible; • more jobs • less/more tourists • houses devalued • loss of population • scenic pollution • fear of (terrorist attacks)

risk of cancer (1)

TOTAL MARKS 30

MARK Ci and Cii TOGETHER…..CREDIT ONE ENVIRONMENTAL EFFECT AND ONE SOCIAL EFFECT WHEREEVER SEEN: SCENIC POLLUTION IS CREDITED ONLY ONCE


Unit 5020H / 5048H / 1H (P2) Mark Scheme Question Number

Answer Accept ignore Reject Mark

1(a) Any 3 of

• idea of metastable state/new U isotope ;

• splits /fission/breaks up/breaks into

; • 2 fission fragments/ daughters;

• additional/new/other neutron(s);

• energy released;

check diagram for answers— • daughters must be smaller • accept unlabelled hollow circle

as n unstable ‘creates 2 daughters’ ≡ 2nd and 3rd marking points nuclei isotopes

Chain reactions pieces / products/clusters

bald ‘breaks’ without the idea of splitting atoms / cells

(3)

Question Number


1(b) no of (free) neutrons is reduced ; • idea of control rods ‘capture’ neutrons

• blocking n • absorbs n • prevention of ‘runaway’ chain

reaction

slows down attracting neutrons

repeat of stem

(1)


Question Number


1(c)(i) any sensible ;

• no fumes /atmospheric pollutants /OWTTE

• does not contribute to global warming /climate change

• small chance of major disaster /accident /leaks

• takes up land • waste is toxic / radioactive /

needs special disposal • reduction of use of fossil fuels • scenic pollution

Idea that even without an accident the area is more radioactive or polluted or that background level is higher

(1)

Question Number


1(c)(ii) any sensible; • more jobs • less/more tourists • houses devalued • loss of population • scenic pollution • fear of (terrorist attacks)

risk of cancer (1)

MARK Ci and Cii TOGETHER…..CREDIT ONE ENVIRONMENTAL EFFECT AND ONE SOCIAL EFFECT WHEREEVER SEEN: SCENIC POLLUTION IS CREDITED ONLY ONCE


Question Number


2(a)

all four marking points;; any two marking points; from • down arrow from CofM same

size as up arrow tolerance 10% by eye

• backwards arrow from CofM same size as forwards arrow tolerance min= no shorter than length of 3rd feather up, max = no longer than length of last tail feather

• label =drag or air resistance (on backwards arrow)

• label =weight or gravity (on down arrow)

• forces not vertical or horizontal

• Sankey type arrows

• Force arrow not starting from the middle of the bird

(2)

Question Number


2(b)(i) thrust; forwards force (1)

Question Number


2(b)(ii) lift; by reducing surface area/ flap rate of wings;

Upthrust • tucking her wings in • lowering her wings • tilting/ diving downwards

bald references to streamlining

(2)


Question Number


2(b)(iii) to reduce the drag forces MUST BE A FORCE REASON Ideas of • it being easier to hold onto fish • or ease of flight e.g. Reduction in wind resistance

• streamlining • aerodynamic • weight

distribution

(1)

Question Number


2(c)(i) 15 (N) incorrect units (2)

Question Number


2(c)(ii) subst.; 15= 2.5 a rearrangement; a = 15/2.5 ans; 6 (m/s2)

no mark for equation as it is given • allow subst. and rearrangement

marks in either order • if bald ans seen award all marks • TO GET CREDIT MISTAKES MUST

BE MATHEMATICAL NOT PHYSICS, i.e. dimensionally correct

incorrect units for one mark

(3)


Question Number


2(c)(iii) subst.; 25 40 ans; 1000 (J) OR using m.g.h. 2.5 10 40

• no mark for equation as it is given

• if bald correct answer seen award all marks

• TO GET CREDIT MISTAKES MUST BE MATHEMATICAL NOT PHYSICS e.g. incorrect mass

incorrect units for one mark any other value of g (1000, 25,16) apart from 10

(2)

Question Number


3(a)(i) tangential line to the circle, labelled V; both line and label needed for the mark mark the line, not the arrow head

(1)

Question Number


3(a)(ii) radial inwards arrow, labelled F; both line and label needed for the mark mark the line, not the arrow head

(1)

Question Number


3(b) Any TWO from: • centripetal force/gravity acting; • velocity is (constantly) changing; • velocity is a vector OR the direction (of

the satellite) changes; • acceleration is a change in velocity;

moving in a circle (2)


Question Number


4(a) One accurately described source and type other than cosmic radiation

• rocks—N • fallout- A • medical waste (from nuclear

applications -A • radioactive atoms (etc) in

bodies or food -N • smoke detectors- A • radon gas- N • medical use (e.g. X rays/

tracers) – A • Burning fossil fuels – N • Building materials –N • Named accident site at nuclear

reactor -A • Nuclear Weapons A

Hospitals Nuclear power stations Luminous watches cosmic radiation

Irradiated foods Mobile phones

(1)

Question Number


4(b) ionising radiation from the cosmos ; allow for cosmos • from space/the sun/the solar

system/the universe/ other galaxies

for ionising allow • named ionising radiation • charged particles • high energy particles MUST have idea of ionising and where from ‘from solar wind’ = 1 mark

• Any em radiation apart from gamma

• idea of

microwave background radiation left over from the ‘big bang’

(1)


Question Number


4c it removes electrons from nearby atoms OWTTE/it causes (nearby) atoms to become ions

causes health problems

(1)

Question Number


4(d)(i) emission of radon (gas); • (granite/metamorphic/igneous) rocks emit more radiation

• radioactive rocks (as above) • unstable isotopes (in rocks)

power stations references to sea level graphite

• emission of gas without mention of radon or its source

• sedimentary rocks

(1)

Question Number


4(d)(ii) no mark for yes or no any 2 sensible reasons for either yes or no;;

• radiation level not high / background radiation is not that dangerous

• has been there for years and no known ill effects seen

• radon emits alpha which has short range therefore wont reach you

• can (now) extract radon or reduce exposure (e.g. improved building design)

• radon emits alpha which is highly ionising and therefore dangerous

• radon is a gas and therefore you can breathe it in

• perception that prolonged exposure may cause URT cancers

Naïve/ unfounded statements such as if it were dangerous we would not be allowed to live there/they would have moved us

assertions without definite facts

(2)


Question Number


4(e) Two from: • Cosmic radiation • How field affects (cosmic) radiation • Reduction of (cosmic) radiation level • effect (on cosmic radiation level)

varies with latitude / concentrates it at the poles;

ORA ( no effect on most of background) repels/deflects etc blocks /reduces/ prevents penetration etc more at poles /less at equator CREDIT CAN BE SHOWN ON A DIAGRAM

attracts

traps inside incorrect variation

(2)

TOTAL MARKS 30

Further copies of this publication are available from Edexcel Publications, Adamsway, Mansfield, Notts, NG18 4FN Telephone 01623 467467 Fax 01623 450481 Email [email protected] Order Code UG020607 November 2008 For more information on Edexcel qualifications, please visit www.edexcel.org.uk/qualifications Edexcel Limited. Registered in England and Wales no.4496750 Registered Office: 190 High Holborn, London WC1V 7BH

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Mark Schemes November 2008 - sjp.essex.sch.uk · PDF fileMark Schemes November 2008 GCSE 360Science Science (2101) Additional Science (2103) ... Using the mark scheme for structured