M1.

          (a)     (i)      Award ONE mark for:

•    heating microbes stops growth/kills them.

Description of the process (heating) is required.
Use of the word microbes not required.
1

(ii)     Award ONE mark for:

•    absence of air stops growth/kills microbes.

Give credit for:
•    (microbes) have no oxygen.
Reference to absence of air/oxygen is required.  Use of the
word microbes is not required.
1

(b)     Award ONE mark for:

•    absence of moisture stops growth/kills microbes.

          Answer must refer to microbes.

Also accept reference to bacteria, fungi, mould or microorganisms.
Give credit for.
•    slows down enzyme activity.
1

(c)     Award ONE mark for:

•    low temperature slows down microbe growth.

Accept kills (some).

          Answer must refer to microbes.

Also accept reference to bacteria, fungi, mould or microorganisms.
Do not give credit for:
•    low temperature freezes germs.
1

Page 1
 (d)     Award ONE mark for:

•    absence of air stops growth/kills microbes.

          Answer must refer to microbes.

Also accept reference to bacteria, fungi, mould or microorganisms.
1
[5]

M2.          (a)     Award ONE mark for:

 

• the mass went down

(b)     Award ONE mark for an understanding that evaporation has taken place:

•    the water evaporated.

Allow:

•    the bread dried out.

Do not give credit for:
•    it went stale;
•    it grew mould;
•    it has lost some stuff.

(c)     Award ONE mark for:

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 •    the freezer.

Allow:

•    –4 (°C).
Do not give credit for:
•    cool places.
1

(d)     (i), (ii) Award TWO marks for generalisations (consistent with the evidence)
about the relationship between the two variables of temperature and amount
of mould, which use two comparatives:

•    the higher the temperature, the more mould grows;

•    the colder it is, the less mould there is.

Allow (for ONE or TWO marks):

•    reference to germs/bacteria instead of mould.

2

or

          If you are unable to award these TWO marks, use the following requirements
to check if the response should be awarded ONE mark:

Award ONE mark for describing the amount of mould at only ONE temperature:

•    no mould grows in the freezer;

•    most mould grows when it is on the window sill.

1
[5]

M3.          (a)     Award ONE mark for:

•        an observation

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 1(L4)

(b)     Award ONE mark for an indication that he needed to have similar
results from more than one person or to check that it is safe to use on humans:

•    to check that his results could be applied to different people;

•    to see if his results applied to everyone;

•    to check his results; to see if it is safe (to give people cowpox);

•    to see if some people are allergic to it.

          Allow:

•    it might not affect some people;

•    in case it did not work on one person;

•    different people might react differently to it;

•    so there is more evidence.

          Allow:

          a response indicating they are checking the accuracy of the results;

•    to see if his results were accurate.

Do not give credit for an insufficient response:
•    to make his test fair.
Do not give credit for an insufficient response indicating that
people should be tested, but not indicating that there could
be variation within a population:
•    to see what effect it could have.
1(L5)

(c)     Award ONE mark for an understanding that these are safety precautions:

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 •    so that they do not breathe in/out the micro-organism;

•    so that the micro-organism does not get on to their skin;

•    so they do not get the illness themselves;

•    to protect them from the disease;

•    so the germs do not spread (to the scientist).

          Allow:

          because micro-organisms can be

•    harmful/dangerous;

•    to stop them catching a disease;

•    to be safe.
1(L3)

(d)     Award ONE mark for one correct response indicating a positive benefit
of micro-organisms:

•    to make compost;

•    to break down waste material;

•    to make cheese;

•    to make bread;

•    to make yogurt;

•    in brewing;

•    to help you digest things.

          Allow:

•    to make medicines;

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 •    to preserve things [like sauerkraut];

•    to give yogurt/cheese flavour.

♦        Give credit for a correct response that goes beyond the key stage 2
programme of study:

•    some are producers in a food chain.

Do not give credit for an insufficient response, repeating
information from the stem:
•    to stop you getting ill;
•    to help make you better when you are ill.
Do not give credit for an insufficient response:
•    in food and drink [can have good and bad effects].
1(L5)

(e)     Award TWO marks for all three correct:

•    A is bacterium;

•    B is euglena;

•    C is blue-green algae.

2(L4)

or

          If you are unable to award two marks, award ONE mark for
any two correct.
1
[6]

M4.          (a)     Award ONE mark for:

•    dissolving

•    dissolves.

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 •    Give credit for a correct response that goes
beyond the key stage 2 programme of study:

•    a solution

•    it is a solute.
Do not give credit for an insufficient response:
•    it sinks to the bottom
•    mixing [given].
1(L3)

(b)     Award ONE mark for classifying all three statements correctly:

          A gas is produced by the yeast.                  True  

          A reversible change has happened.           False  

          The balloon is flexible.                                 True  

1(L4)

(c)     Award TWO marks for a general comparison describing the relationship
between the temperature of the water and the time taken for the balloon
to stand up:

•    the higher the temperature, the less time it takes for the balloon to rise

•    the lower the temperature, the longer it takes for the balloon to stand up.
2(L5)

or

          If you are unable to award two marks, award ONE mark for two specific
comparisons describing the relationship:

•    a high temperature took a short time and a low temperature took a long
time for the balloon to stand.

          Award ONE mark for a single comparison of the variables:

•    a hot temperature made the balloon stand up in a short time

•    the balloon took a long time to stand up when the temperature was low.
Marks may be awarded for responses giving the relationship
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 between the temperature of the water and the effect on the
time taken for the balloon to stand up:
•    the warmer the water, the quicker the balloon rises
•    the hotter the water, the quicker gas was produced.

Do not give credit for a response that includes incorrect

science suggesting that the yeast rises:
•    the hotter the water the quicker the yeast rises.

Do not give credit for a response that includes incorrect

science, changing one or both variables:
•    the hotter the water, the smaller the balloon
•    the hotter the water, the shorter time the balloon stays
up for.

          Award ONE mark for a single comparison of the variables:

•    a hot temperature made the balloon stand up in a short time

•    the balloon took a long time to stand up when the temperature was low
Do not give credit for an insufficient response that does not
interpret the results:
•    at 3°C it took 52 minutes, and at 50°C it took  4 minutes.
1

(d)     Award ONE mark for:

•              no  

          AND

          a response explaining that the mixtures at 20ºC and 30ºC

did not cause the balloon to stand up most quickly:

•    the balloon blew up more quickly at 50ºC

•    the balloon blew up faster at a higher temperature than 20ºC or 30ºC

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 •    it took longer for gas to be produced at 20ºC and 30ºC than at 50ºC.

Award ONE mark for:

•              no  
AND
a response indicating that the yeast works quickest at 50ºC
or at a higher temperature than 20ºC or 30ºC:
•    it works quickest at 50ºC
•    at 30ºC it took 16 minutes but it only took 4 minutes at
50ºC.

ONE mark may be awarded if neither box is ticked but a

creditworthy explanation indicates that the pupil believes the
information from the cook book is not supported by the
results of the investigation.
Do not give credit if the ‘yes’ box is ticked.

Do not give credit for an insufficient response that gives a

continuous variable relationship between the time to stand
up and the temperature of the water:
•    the hotter the water, the quicker it takes to stand
     [does not give examples from the results].

Do not give credit for an insufficient response that only

restates the results in the table:
•    I know this because it was 4 mins at 50°C,
     18 mins at 20°C and 16 mins at 30°C.
Do not give credit for an insufficient response:
•    it is easier at higher temperatures
     [it is ambiguous as to what easier refers to]
•    it is best at 50°C [best must be defined].
1(L5)
[5]

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E1.          Microbes

This question proved to be problematic for both children and markers. Many children
omitted parts of the question. children responded from everyday experience rather than
using scientific knowledge. They used words such as ‘germs’, ‘bacteria’, ‘bugs’, ‘pollution’
or ‘dirt’ rather than the word ‘microbe’. The question did not adequately cue children as to
the type of answer (or vocabulary) that was expected. Questions in 1996 will be designed
to cue answers more explicitly.

E2.          In health questions, a large number of children achieving levels 3 or 4 failed to answer
correctly this question about the relationship between temperature and the number of
micro-organisms.

The concept of evaporation of water was presented in several contexts with variable
performance resulting. In the context of bread being left to go hard, fewer than one fifth
suggested that evaporation of moisture was the cause; hardness was confused with
heaviness.

To gain credit, the description of the relationship between two such variables had to use
the comparative form of adjective to describe change in each. For example:

The lower the temperature, the less mould;

Children’s ability to do this was linked with the final level achieved, suggesting that as
understanding develops, relationships between variables can be described with greater
precision.

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E3.          (a)     Two- thirds of children including a quarter achieving level 3, two-fifths at level 4
and three-quarters at level 5 selected ‘an observation’ from four options as the word
we use when we notice something important. While each of the other options was
selected by some children, the most common incorrect choices were ‘an
investigation’ or ‘an effect’.

(b)     Two-thirds were able to explain why Jenner’s test was carried out on more than one
person. A quarter of children at level 3, just over half at level 4 and three-quarters at
level 5 showed a creditworthy understanding. There was a wide range of non-
creditworthy responses including statements that the test would not be accurate or
that it would not be fair.

(c)     Almost all children could state why scientists wear masks and gloves when working
with micro-organisms. There were few errors, 92% gained credit, including three
quarters at level 3 and almost all at levels 4 and 5.

(d)     Children had to describe a way micro-organisms could be helpful. Only a small
proportion gained credit with only a quarter overall suggesting one benefit. The most
common correct response was, ‘making cheese’. Fewer than 5% at level 3, fewer
than a fifth at level 4 and only two-fifths at level 5 gained the mark. About a sixth
omitted the question. Many non-creditworthy responses stated that micro organisms
‘stop you getting ill’ or ‘help you get better’ which repeated what was given in the
question.

(e)     Children were required to use a key to identify three micro-organisms. Almost all
children, three-quarters at level 3 and almost all at levels 4 and 5 gained one of the
two marks by identifying two of the three organisms. Three-quarters, half at level 3,
three-quarters at level 4 and four-fifths at level 5 gained both marks by identifying all
three organisms.

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