Exam Choice

2022 Investigating Science Year 11 (Preliminary) Examination.

Marking Guidelines and Model Answers.

Section I Multiple Choice

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
D B A D B C C B A D D A C A A D D B A D

Section II
21.a.
Marking Criteria Marks
1
● Hypothesis linking effect of independent variable on dependent.

The larger the volume of the beaker, the longer it will take for the flame to be extinguished.

21.b.
Marking Criteria Marks
2
● 2 variables correctly identified
1
● 1 variable correctly identified

Independent Volume of beaker Dependent Time taken for flame to go out.

21.c.
Marking Criteria Marks
3
● Table drawn with
- Rows and columns headed
- Units in column headings
- Averages correctly calculated.
1-2
● 1-2 of the above

Trial number Time taken for flame to go out (secs)

250 mL beaker 500 mL beaker 1000 mL beaker

1 31 74 154

2 38 71 149

3 36 80 159

average 35 75 154

21.d.
Marking Criteria Marks
3
● Correct axes (X beaker size, Y time to go out)

● Correct spacing of numbers on axes

● Labels and units

1
 ● Correct plot

● Line graph
1-2
● 3-4 of the above

21.e.
Marking Criteria Marks
1
● Correct answer

90 secs (accept 85-95)

21.f.
Marking Criteria Marks
2
● Suitable variable selected

● Explanation in terms of potential of that variable to affect the result.

1
● Suitable variable selected

Same candle. Different candles might burn at different rates – directly affecting the result, therefore the same
one must be used.

22.
Marking Criteria Marks
5
● Identification that the rocket is accelerating.

● Statement of Newton’s second Law F = ma

● Recognition that the force is provided by the rocket engine and remains constant

● Recognition that the mass of the rocket decreases as fuel is used up.

● Pattern of flight explained through linkage of the above 4 things.

1-4
● 1-4 of the above

The graph shows that the rocket is accelerating as it gains altitude – its speed keeps increasing. This situation
obeys Newton’s Second Law of Motion which links the Force applied to an object with its mass and
acceleration. F = ma.
In the case of the rocket the force applied by the rocket motor is constant, the rocket accelerates because its mass
decreases as fuel is used up.

23.
Marking Criteria Marks
4
● Law of Conservation of Mass stated

● Law of Conservation of Energy stated

● Interchangeability of Mass and Energy outlined.

● Answer linked to diagram.

1-3
● 1-3 of the above.

The Law of Conservation of Energy states that Energy can neither be created nor destroyed. Energy is
transformed from one form to another. The Law of Conservation of Mass states that Mass is neither created nor
destroyed in chemical reaction – the mass of the reactants = the mass of the products. These two laws are

2
fundamental principles of traditional Physics and Chemistry. However, nuclear reactions have been shown not
to obey them.
The fission reaction shown here is a nuclear reaction. The mass of its products is slightly less than the combined
mass of the neutron and U-235 nucleus. Some mass has been converted into energy. So, mass has not been
conserved, and energy has been ‘created’, contradicting both laws.

24.
Marking Criteria Marks\
7
● Inquiry question stated

● Hypothesis correctly linking independent and dependent variables

● At least 3 pieces of relevant equipment listed

● Clear, feasible method

● Method controls key variables

● Multiple tests or samples

● Reasonable conclusion
1-6
● 1-6 of the above

Inquiry question
Does washing with antibacterial soap kill more germs than washing with normal soap?
Hypothesis
Hands washed with antibacterial soap will carry fewer bacteria than hands washed with normal soap.
Equipment
Bar of antibacterial soap, bar of regular soap, soiled towel, 15 petri dishes with nutrient agar, incubator.
Method
● Prepare 15 petri dishes with sterile nutrient agar. Label 5 antibacterial, 5 regular, 5 control.

● Wash hands thoroughly, then rub them on the soiled towel to place bacteria on them.

● Wash hands thoroughly in antibacterial soap and place finger tips on agar plate. Seal plate and place in
incubator.
● Repeat this procedure four more times.

● Having 5 plates gives a more reliable result – less likely to be affected by chance.

● Then do the whole process again using the normal soap. Make sure that each time the soiled towel is
rubbed in the same way and for the same time, the hands are washed for the same length of time and in
the same way and that all agar plates contain the same nutrient medium and are incubated in the same
way – these are all variables which could affect the results and must be controlled.
● Five sealed, untouched plates are also incubated to ensure that the medium is sterile and not the source
of bacterial growth.
● Incubate all plates for the same amount of time – 48 hours- and then count the bacterial colonies on
each.
● Calculate the average number for each group of plates. See whether there is a significant difference.
Conclusion

3
The hypothesis was supported. The antibacterial soap had fewer colonies of bacteria than the normal soap.

25.a.
Marking Criteria Marks
2
● Two uses of models outlined
1
● One use outlined

Models can be used to explain a concept- they can show how factors interact with each other.
Models can be used to make predictions.

25.b.
Marking Criteria Marks
6
● 3 advances each linked to a resulting model
1-5
● 1-5 of the above

Discovery or Advance Resulting Model

Dalton realised that one element could not be Proposed that elements consisted of atoms – solid,
changed into another and that atoms of of one indivisible spheres
element were distinct to those of another.

Thomson detected electrons and recognised that they Plum pudding model – proposed that atoms consisted
were negatively charged of region of positive charge with electrons scattered
throughout.

Rutherford found that most alpha particles fired at Nuclear model – proposed that atoms consist mainly
gold leaf passed straight through without deflection. of empty space with a dense positive nucleus orbited
by negative electrons.
.

26.a.
Marking Criteria Marks
2
● 2 patterns described
1
● 1 pattern described

There is a cyclic pattern of maximum and minimum sunspot activity.

There is a secondary cyclical pattern where the maximum of each cycle seems to vary cyclically as well.

26.b.
Marking Criteria Marks
2
● Generalisation made linking date and activity
1
● Less clear generalisation

Sunspot activity peaks every 12 years. (accept 10 – 15 years)

26.c.
Marking Criteria Marks
1
● Correct year predicted

2027 (accept other year if consistent with answer to 26b.

4
27.a.
Marking Criteria Marks
2
● Correct answer
1
● Incorrect answer with correct working.

V=IR
R=V
I
= 4.8 = 8 ohms.
0.6

27.b.
Marking Criteria Marks
2
● Explanation in terms of:
- Voltage being proportional to current
- The resistance being constant.
OR
● Gradient of the line in the graph = resistance.
V proportional to I, therefore straight line.
1
● Partial explanation

The resistance of the globe is a constant. The current pushed through the globe is always proportional to the
voltage across it. As voltage is increase the current will increase proportionally so the line will be straight.

27.c.
Marking Criteria Marks
2
● Definition of Law given

● Definition of Theory given

● Ohms Law shown to be a law.

1
● One definition given

A Law describes the relationship between variables. In this case between current and voltage. It states how as
one changes the other responds.
A theory proposes an explanation of why something happens.
Ohm’s Law is a Law because it states how the current that passes through a resistor, changes in response to the
voltage.

28.
Marking Criteria Marks
4
● Model described

● At least one advantage of model given

● At least one drawback of model given

● Assessment made
1-3
● 1-3 of the above

One model we studied was a molecular model constructed with coloured spheres representing atoms and
flexible plastic rods representing bonds between each atom. Each colour spere represented a different element
and the number of holes in it represented the number of chemical bonds it could make.

5
This was a very useful model. It allowed an understanding of molecular shapes and showed how different
isomers of the same molecular formula can exist. It allowed an exploration of what molecular formulae were
possible. One drawback of the model was its failure to accurately represent the true nature of a covalent bond, in
terms of the positions of the electrons and also its inaccurate representation of the relative sizes of the atoms
involved.

29.
Marking Criteria Marks
4
● Points given for and or against importance of collaboration and feedback.

● Example described
1-3
● 1 of the above or both done less well.

Scientists working in a collaborative team bring different skills, different perspectives and different insights to a
problem. For example, when Watson and Crick developed their model of DNA structure they built on the work
and expertise of others. They knew the chemical components of DNA from the work of biochemists like
Pauling. They deduced that bases were paired from the discovery by Chargoff that in any sample of DNA there
was always the same amount of A and T, and C and G. They also collaborated with Wilkins who shared
Franklin’s X-ray crystallography images with them. Franklin’s expertise allowed them to deduce the shape of
the DNA molecule and was the key final step in completing their model.
Peer feedback is also essential. Peers working in the same field are best placed to critically analyse new
developments. The peers of Watson and Crick quickly recognised the merits of their model, leading to its
acceptance. Those same peers had criticised and pointed out the errors in an earlier model of Pauling’s.