Mark schemes

Q1.
Marks awarded for this answer will be determined by the Quality of Written
Communication (QWC) as well as the standard of the scientific response.

Level 3 (5–6 marks):

Processes used for obtaining specified materials are given.
and
correctly linked to the vessels that the materials are transported in
or
correctly linked to a description of the direction of movement of the materials.
For full credit, in addition to the above descriptors at least one of the processes must be
linked to the vessel that the material is transported in and the direction of the movement
of the material.

Level 2 (3–4 marks):

At least one process for obtaining a specified material is given
and
is correctly linked to the vessel that the material is transported in
or
correctly linked to a description of the direction of movement of the material

Level 1 (1–2 marks):

At least one process (P) for obtaining a material is given
or
at least one vessel (V) and the material it carries is given
or
there is a description of the direction of movement (M) for at least one material

0 marks:
No relevant points are made

examples of points made in the response Ions:

(P) taken up by diffusion or active transport
• from an area of high to low concentration (diffusion) or an area of low to high
concentration (active transport)
(V) travels in the xylem
(M) to the leaves or from the roots / soil

Water:
(P) taken up by osmosis
• from an area of low to high concentration
allow high concentration of water to low concentration of
water
allow from high water potential to low water potential
ignore along a concentration gradient
(V) travels in the xylem
(M) to the leaves or from the roots / soil
(P) transpiration stream
• movement replaces water as it evaporates from leaves
(V) in the xylem

Sugar:
(P) made during photosynthesis
(V) travels in the phloem
(M) to other parts of the plant or to storage organs or travels up and down
 [6]

Q2.
(a) testing for toxicity / see if it is safe /see if it is dangerous / to see if it works
ignore side effects unqualified
1

(b) (i) testing for side effects / testing for reactions (to drug)
ignore to see if it works
do not accept dosage
1

(ii) any one from

ignore immune system

• dose too low to help patient

• higher risk for patient

• might conflict with patient’s treatment / patient on other drug

• effect might be masked by patient’s symptoms / side effects clearer

1

(c) to find optimum dose

allow testing on larger sample or it makes results more
reliable
allow to find out if drug is effective /find out if drug works on
ill people (not just if drug works)
1

(d) (i) (tablet / drug / injection) that does not contain drug
allow control / fake / false
allow tablet / injection that does not affect body
do not accept drug that does not affect body
1

(ii) neither patients nor doctors

1
[6]

Q3.
(a) antibodies
allow antitoxins / memory cells
do not allow antigens
1

immune
ignore protection
allow resistant
1

(b) (i) fell

1

numerical qualification to zero / nothing / by 100%

 allow stopped in 1995
1

(ii) (no)
ignore circle
1

% vaccination fell or when no vaccination

but autism numbers did not fall / stayed high / increased

or

‘(yes) might support it if time lag between vaccination and autism

symptoms’ / ‘time lag for diagnosis’ (1)

6 year time lag quantified (1)

1
[6]

Q4.
(i) 2 of:
ingest microbes; )allow higher level answers
produce antibodies; )allow cause and effect
produce antitoxins )eg antitoxins neutralise poisons = 2
each for 1 mark
2

(ii) injection of dead/weak microbes;

stimulates antibody production;
these can be produced again quickly on new infection
or remain for long time to ‘combat’ new infection
each for 1 mark
3
[5]

Q5.
(a) bonding pair in the overlap and 6 other electrons arranged around the chlorine

must have either circles or symbols

need not be pairs but must not be in the overlap region
accept without H and Cl if clear
accept all x’s or all o’s

(b) H2 + Cl2 → 2HCl

 accept multiples or fractions
accept correct formulae but not balanced for 1 mark
correctly balanced equation containing
‘correct’ lower / upper case symbols gets 1 mark
2

(c) MgCl2
accept Mg2+(Cl- )2
1

(d) because magnesium chloride is made of ions or is ionic

accept there are strong forces of attraction between the
ions / particles in MgCl2 or strong electrostatic attractions
accept more energy to separate particles in MgCl2
do not accept MgCl2 molecules
do not accept reference to breaking bonds
1

hydrogen chloride is made of molecules or is covalent

accept there are only weak forces of attraction (between the
particles / molecules) in HCl
do not accept weak covalent bonds
do not accept reference to breaking bonds
do not accept MgCl2 is a solid and HCl is a gas
1
[6]

Q6.
(a) pressure decreased
1

because molecules have less (kinetic) energy

allow less speed/velocity
1

so fewer collisions (with the wall/container each second)

allow collide with less force
allow less force on the walls
1

(b) 0.70 = m × 330

1
or
700 = m × 330 000

or

allow correct rearrangement using converted value(s) of E to

J and/or L to J/kg
1

m = 0.0021 (kg)
allow 0.0021(212121...)
allow correct calculation using converted value(s) of E and/or
L
 1
an answer of 0.0021(212121...) scores 3 marks
3 marks can only be awarded for m = 0.0021(212121...) (kg)

(c)
Substance Solid Liquid Gas

Oxygen ✓

Nitrogen ✓

Carbon ✓
dioxide

2 correct answers scores 1 mark.

if more than one tick in a row, neither can score a mark
2

(d) Level 3: Relevant points (reasons/causes) are identified, given in detail and
logically linked to form a clear account.
5−6

Level 2: Relevant points (reasons/causes) are identified, and there are

attempts at logical linking. The resulting account is not fully clear.
3−4

Level 1: Points are identified and stated simply, but their relevance is not clear
and there is no attempt at logical linking.
1−2

No relevant content
0

Indicative content

cooling
• as the argon cools the particles slow down
• particles in a liquid move slower than particles in a gas
• particles in a solid move slower than particles in a liquid
• as the liquid/solid cools the particles get closer together
• as the liquid/solid cools the density increases

gas to liquid
• particles change from being spread apart to touching each other
• particles will (collide with other particles more often and) change
direction more often

liquid to solid
• particles change from a random arrangement to a regular pattern
• particles change from moving freely to fixed positions
• particles change from moving freely/randomly to vibrating

explanation
• (internal) energy (of the argon) decreases
• (kinetic) energy (of the particles) decreases with temperature
 • (potential) energy (of the particles) changes with change of state (of the
argon)
• forces between particles in a gas are negligible/zero
• attractive forces act between atoms when they are close to each other
• attractive forces between particles are stronger in a solid than in a liquid

to access level 3 there must be an explanation of changes to arrangement and

movement of particles during either cooling or a change of state
[14]

Q7.
(a) the store of chemical energy (in the battery) decreases
1

the internal energy of the surrounding air increases.

1
accept description of energy becoming less usefully stored
for 2 marks

(b) kinetic energy = ½ mass × velocity2

1

(c) EK = ½ × 0.8 × 122

1

EK = 57.6 (J)
1
allow 57.6 (J) without working shown for 2 marks

(d) lower proportion of wasted energy

accept less energy is wasted
1

higher proportion of energy is converted into kinetic energy

accept more kinetic energy
1
4
[11]