Q1.

Grey wolves (Canis lupus) can be found in the USA.

(a)  Give the genus name of the grey wolf.

__________Canis____________________________________________________
_____
(1)

(b)  Describe how biological classification systems have changed over time.

____Indicative content
(originally)
•   organisms placed in groups based on similar structures
•   or characteristics
•   influenced by where organisms are found
•   classification by Carl Linnaeus
(more recent)
•   organisms with similar internal structures grouped together
•   because of development of microscopes
•   organisms with similar biochemical processes grouped together
•   organisms with similar DNA grouped together
•   more fossils / species have been found / studied
•   the three domain system
•   classification by Carl Woese

(c)  Population and community are terms used to describe the organisms in an area.

Describe the difference between the terms population and community.

Population: a group of the same species living together at a certain place and at a certain time.
Members of the population can interbreed to produce fertile offspring

Community: A group of different species that are living amongst themselves, but not all species in that
community can interbreed with one another

________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Figure 1 shows part of a food web.

Figure 1

Page 1 of 40
  

(d)  Look at Figure 1.

Explain how killing all the grey wolves could affect the populations of the other
organisms.
no / fewer wolves means more food for (Brown) bears
•   so less competition
•   so population of bears may increase
•   therefore elk / bison population may decrease
•   less predation of elk / bison by wolves
•   and / or Brown bears unable to control populations of herbivores
•   would increase populations of elk / bison
•   rabbits predated less
•   therefore rabbit population may increase
•   grass decreases due to more rabbits
•   grass decreases due to more elk / bison
•   grass increases due to fewer elk / bison
•   decline in all herbivores due to over-grazing

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(6)

In Yellowstone Park in the USA, grey wolves were hunted and killed until there were none
left by 1926.

Grey wolves were reintroduced to Yellowstone Park in 1995.

The wolves came from several family groups in different parts of Canada.

(e)  Why should scientists select animals from more than one area for reintroduction
programmes?

Tick (✓) one box.

 

To reduce the effect of inbreeding

To choose similar characteristics

Page 2 of 40
 To reduce genetic diversity

(1)

Figure 2 shows the change in the population of grey wolves in Yellowstone Park since
1995.

Figure 2

(f)   The wolf population in 2014 was greater than the wolf population in 1995.

Calculate how many times greater.

___________7.5times_________________________________________________
_______

___________________________________________________________________

Number of times greater = _7.5 times______________________

(1)

(g)  Scientists now believe the population of wolves in Yellowstone Park is not likely to
decrease to zero.

Page 3 of 40
 Describe how the data since 2009 support this belief.

___________________________________________________________________

___________________________________________________________________
(1)
(Total 16 marks)

Q2.
A single-celled organism has a large surface area to volume ratio.

(a)  How does oxygen enter a single-celled organism?

Tick (✓) one box.

 

Active transport

Diffusion

Osmosis

(1)

Figure 1 shows two cubes.

The surface area to volume ratio for cube A is 6:1

Figure 1

(b)  Calculate the surface area to volume ratio of cube B.

Surface area of one face of cube B  ______________________________________

___________________________________________________________________

Surface area of one face = __________________

Total surface area of cube B  ___________________________________________

___________________________________________________________________

Page 4 of 40
 Total surface area = __________________

Volume of cube B  ___________________________________________________

___________________________________________________________________

Volume = ____________________

Surface area to volume ratio = ________________ : ________________

(4)

Multicellular organisms have exchange surfaces to absorb substances.

Figure 2 shows part of the exchange surface in the lungs.

Figure 2

(c)  Oxygen passes from the alveolus into the blood.

Name the part of the blood that carries the most oxygen.

___________________________________________________________________
(1)

(d)  Name the gas that passes out of the blood into the alveolus.

___________________________________________________________________
(1)

(e)  Alveoli provide a large surface area for gas exchange.

Give two other ways the lungs are adapted for efficient gas exchange.

1  _________________________________________________________________

Page 5 of 40
 ___________________________________________________________________

2  _________________________________________________________________

___________________________________________________________________

Q3.
This question is about cell structures.

(a)  Draw one line from each cell structure to the type of cell where the structure is
found.
 
Type of cell where
Cell Structure   the structure is
found
 
Nucleus   Prokaryotic cells
 
Permanent vacuole   Plant cells only
 
Plasmid   Eukaryotic cells
(2)

(b)  Figure 1 shows a plant cell.

Figure 1

What are the names of structures A, B and C?

Tick one box.

 
Structure A Structure B Structure C  

Chloroplast Vacuole Cell wall

Nucleus Chloroplast Cell membrane

Vacuole Mitochondrion Cell membrane

Page 6 of 40
 Vacuole Ribosome Cell wall

(1)

A student observed slides of onion cells using a microscope.

Figure 2 shows two of the slides the student observed.

Figure 2

The cells on the slides are not clear to see.

(c)  Describe how the student should adjust the microscope to see the cells on Slide A
more clearly.

___________________________________________________________________

___________________________________________________________________
(1)

(d)  Describe how the student should adjust the microscope to see the cells on Slide B
more clearly.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(e)  The student made the necessary adjustments to get a clear image.

Figure 3 shows the student’s drawing of one of the cells.

Figure 3

Page 7 of 40
  

The real length of the cell was 280 micrometres (µm).

Calculate the magnification of the drawing.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Magnification = × _________________________
(3)
(Total 9 marks)

Q4.
This question is about Group 1 elements.

(a)  Sodium reacts with chlorine to produce sodium chloride.

Balance the equation for the reaction.

 
(1)

(b)  4.6 g of sodium reacts with chlorine to produce 11.7 g of sodium chloride.

What mass of chlorine reacted?

___________________________________________________________________

___________________________________________________________________

Mass of chlorine = ____________________ g

(1)

(c)  A teacher puts hot sodium into a gas jar of chlorine.

Page 8 of 40
 The changes seen before, during and after this reaction were observed.

Complete the sentences.

Choose the answers from the box.

 
colourless   green   lilac   silver   white   
yellow

Sodium is a _________________ solid.

Chlorine is a _______________ gas.

The hot sodium burns with a _______________ flame.

The product sodium chloride is a _______________ solid.

(4)

(d)  Sodium chloride (NaCl) is an ionic compound.

Write the formulae of the ions in sodium chloride.

Sodium ion _________________

Chloride ion _______________

(2)

(e)  Complete the sentence.

Choose the answer from the box.

 
an atom    an electron    a neutron    a proton

Potassium is more reactive than sodium.

This is because potassium loses ____________________ more easily than sodium.

(1)

(f)   How does the size of a potassium atom compare with the size of a sodium atom?

Give a reason for your answer.

___________________________________________________________________

Reason  ____________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)
(Total 11 marks)

Q5.

Page 9 of 40
 This question is about the periodic table and argon.

(a)  What order did scientists use to arrange elements in early periodic tables?

Tick (✓) one box.

 

Atomic weight of element

Number of neutrons in an atom of

element

Size of atoms of element

Year element was discovered

(1)

(b)  In early periodic tables some elements were placed in the wrong groups.

Mendeleev overcame some of these problems in his periodic table.

Complete the sentence.

Mendeleev did this by leaving __________________ for elements that had not

been discovered.
(1)

(c)  What is the name of the group that contains argon?

Tick (✓) one box.

 

Alkali metals

Halogens

Noble gases

(d)  An atom of argon is represented as  

Determine the number of protons and the number of neutrons in one atom of argon.

Number of protons _________________

Number of neutrons _______________

(2)

Page 10 of 40
 (e)  Different atoms of argon are, and  

What is the name given to these different atoms of argon?

Tick (✓) one box.

 

Fullerenes

Ions

Isotopes

Molecules

(1)

(f)   What is the electronic structure of an argon atom, ?

Tick (✓) one box.

 

2 2, 8 2, 8, 2 2, 8, 8

(1)

(g)  Why is argon unreactive?

___________________________________________________________________

___________________________________________________________________
(1)
(Total 8 marks)

Q6.
A student wanted to determine the density of the irregular shaped object shown in
Figure 1

Figure 1

Page 11 of 40
 (a)  Plan an experiment that would allow the student to determine the density of the
object.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(6)

(b)  Another student did a similar experiment.

He determined the density of five common plastic materials.

Table 1 shows the results.

Table 1
 
Plastic material Density in kg/m3

Acrylic 1200

Nylon 1000

Polyester 1380

Polystyrene 1040

PVC 1100

Figure 2 shows the results plotted in a bar chart.

Figure 2

Page 12 of 40
  

Complete Figure 2

You should:

•   Write the correct scale on the y-axis.

•   Draw the bars for polyester, polystyrene and PVC.
(4)

(c)  The student is given a piece of a different plastic material.

The student determined the density of the material three times.

Table 2 shows the results.

Table 2
 
  Density in kg/m3

1 960

2 1120

3 1040

Determine the uncertainty in the student’s results.

___________________________________________________________________

___________________________________________________________________

Uncertainty = _________________ kg/m3

(2)
(Total 12 marks)

Q7.
This question is about sodium and chlorine.

Figure 1 shows the positions of sodium and chlorine in the periodic table.

Page 13 of 40
 Figure 1

(a)  State one difference and one similarity in the electronic structure of sodium and of
chlorine.

Difference __________________________________________________________

___________________________________________________________________

Similarity ___________________________________________________________

___________________________________________________________________
(2)

(b)  Sodium atoms react with chlorine atoms to produce sodium chloride (NaCl).

Describe what happens when a sodium atom reacts with a chlorine atom.

Write about electron transfer in your answer.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)

(c)  The reaction between sodium and chlorine is an exothermic reaction.

Complete the reaction profile for the reaction between sodium and chlorine.

Figure 2

Page 14 of 40
  
(2)
(Total 8 marks)

Q8.
A student used paper chromatography to identify the colours in a black ink.

The diagram below shows the student’s results.

(a)  What colours are in the black ink?

___________________________________________________________________

___________________________________________________________________
(2)

(b)  Suggest which colour is least soluble in the solvent.

Give a reason for your answer.

Colour  ______________________

Reason  __________________________________________________________

___________________________________________________________________
(2)

(c)  Use the diagram above to complete the table below.

 

Page 15 of 40
   Distance in mm

Distance moved by green

 
colour

Distance moved by solvent  

Calculate the Rf value for the green colour.

Use the equation:

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Rf value = ________________________
(4)
(Total 8 marks)

Q9.
The figure below shows a simple model of the three states of matter.

(a)     What is the correct equation to work out the density of a material?

___________________________________________________________________
(1)

(b)     A student explains density to his teacher using the particle model in the figure
above.

His teacher says there are limitations to the model.

Give two limitations of the particle model in the figure above.

1. _________________________________________________________________

___________________________________________________________________

2. _________________________________________________________________

___________________________________________________________________

Page 16 of 40
 (2)

(c)     When the gas in a container with a fixed volume is heated, the pressure increases
as the temperature increases.

Explain why the pressure increases.

Use the model in the figure above to help you.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Q10.
Some quantities are scalars and some are vectors.

(a)  Which of the following quantities are scalars?

Tick (✓) two boxes.

 

Displacement

Distance

Force

Speed

Velocity

(2)

(b)  Give the difference between a vector quantity and a scalar quantity.

___________________________________________________________________

___________________________________________________________________
(1)

Bumper cars are a fairground ride and are designed to bump into each other.

Page 17 of 40
 The diagram below shows two bumper cars moving towards each other.

The momentum of each bumper car is shown by an arrow.

(c)  Give two factors that affect the momentum of each bumper car.

1  _________________________________________________________________

2  _________________________________________________________________
(2)

(d)  The bumper cars crash into each other and stop.

Explain why both bumper cars stop after the crash.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)
(Total 9 marks)

Q11.
Part of a bus route is along a high street.
The distance-time graph shows how far the bus travelled along the high street and how
long it took.

Page 18 of 40
  
Time in seconds

(a)     Between which two points was the bus travelling the slowest?

Put a tick (  ) in the box next to your answer.

 
Points Tick (  )

A–B  

C–D  

D–E  

Give a reason for your answer.

___________________________________________________________________

___________________________________________________________________
(2)

(b)     The bus travels at 5 m/s between points A and B.

The bus and passengers have a total mass of 16 000 kg.

Use the equation in the box to calculate the momentum of the bus and passengers
between points A and B.
 
momentum = mass x velocity

Show clearly how you work out your answer.

Page 19 of 40
 ___________________________________________________________________

___________________________________________________________________

Momentum = _________________________ kg m/s

(2)

(c)     A cyclist made the same journey along the high street.
The cyclist started at the same time as the bus and completed the journey in 220
seconds. The cyclist travelled the whole distance at a constant speed.

(i)      Draw a line on the graph to show the cyclist’s journey.

(2)

(ii)     After how many seconds did the cyclist overtake the bus?

The cyclist overtook the bus after _______________________ seconds.

(1)
(Total 7 marks)

Q12.
An athlete takes part in a race on a straight, horizontal running track.

Figure 1 shows the velocity-time graph for the athlete during the race.

Figure 1

Page 20 of 40
  

(a)  What is the main force that opposes the athlete’s forward motion?

___________________________________________________________________

___________________________________________________________________
(1)

(b)  Which section of the graph represents a part of the race where the resultant force on
the athlete is zero?

Tick one box.

 
A−B B−C C−D D−E

(1)

(c)  The athlete has a mass of 94.8 kg

Calculate the momentum of the athlete at a time of 6.0 s

Use Figure 1.

___________________________________________________________________

Page 21 of 40
 ___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Momentum = ___________________ kg m/s

(d)  The acceleration is not constant from D to E.

Determine the acceleration at a time of 12.0 s

Use Figure 1.

Give the unit.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Acceleration = _______________________ Unit ___________

(5)

Figure 2 is a copy of Figure 1 to help you answer the following questions.

Figure 2

Page 22 of 40
  

A second athlete starts the race at the same time as the first athlete.

The second athlete moves with a constant acceleration of 1.6 m/s2 for the first 6.0
seconds of the race.

The first athlete travels further than the second athlete during the first 6.0 seconds.

(e)  Draw a line on Figure 2 to represent the motion of the second athlete for the first 6.0
seconds of the race.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(f)  Determine the extra distance travelled by the first athlete over the first 6.0 seconds
of the race.

Use Figure 2.

___________________________________________________________________

Page 23 of 40
 ___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Extra distance travelled by first athlete = ____________ m

(4)
(Total 16 marks)

Q13.
(a)  Figure 1 shows the distance-time graph for a car travelling at 15 m/s

Figure 1

When the driver is tired, his reaction time increases from 0.50 seconds to 0.82
seconds.

Determine the extra distance the car would travel before the driver starts braking.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Distance = _______________________ m
(2)

Page 24 of 40
(b)  When the brakes are used, the temperature of the brakes increases.

Explain why. Use ideas about energy in your explanation.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(c)  A lorry travels 84 m with a constant acceleration of 2.0 m/s2 to reach a velocity of
19 m/s

Calculate the initial velocity of the lorry.

Use the Physics Equations Sheet.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Initial velocity = _______________________ m/s

(3)

(d)  Figure 2 shows how the thinking distance, braking distance and stopping distance
for a car vary with the speed of the car.

Figure 2

Page 25 of 40
  

Describe the relationships shown in Figure 2

You should include factors that would affect the gradient of the lines.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(6)
(Total 13 marks)

Page 26 of 40
Mark schemes

Q1.
(a)  Canis
ignore italics
ignore capitalisation
1

(b)  Level 2: Scientifically relevant facts, events or processes are

identified and given in detail to form an accurate account.
3–4

Level 1: Facts, events or processes are identified and simply stated

but their relevance is not clear.
1–2

No relevant content
0

Indicative content

(originally)
•   organisms placed in groups based on similar structures
•   or characteristics
•   influenced by where organisms are found
•   classification by Carl Linnaeus

(more recent)
•   organisms with similar internal structures grouped together
•   because of development of microscopes
•   organisms with similar biochemical processes grouped
together
•   organisms with similar DNA grouped together
•   more fossils / species have been found / studied
•   the three domain system
•   classification by Carl Woese

for full marks answers must refer to both original and more recent
classification

(c)  population is the number of one species (in the area / habitat)

1

(whereas a) community is all the individuals / populations of the

different species (living in the area / habitat)
allow (whereas a) community is all the
different organisms (living in the area /
habitat)
ignore reference to time
1

(d)  Level 3: Relevant points (reasons / causes) are identified, given in

detail and logically linked to form a clear account.
5–6

Page 27 of 40
 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
•   no / fewer wolves means more food for (Brown) bears
•   so less competition
•   so population of bears may increase
•   therefore elk / bison population may decrease
•   less predation of elk / bison by wolves
•   and / or Brown bears unable to control populations of
herbivores
•   would increase populations of elk / bison
•   rabbits predated less
•   therefore rabbit population may increase
•   grass decreases due to more rabbits
•   grass decreases due to more elk / bison
•   grass increases due to fewer elk / bison
•   decline in all herbivores due to over-grazing

(e)  to reduce the effect of inbreeding

1

(f)   7.5
allow 6.93 to 8.15 if clearly calculated
from graph values ± ½ square
1

(g)  population has been stable

allow population has increased (slightly)
ignore population increased in 2014
1
[16]

Q2.
(a)  diffusion
1

(b)  (SA of one face = 2 × 2) =4

ignore units
1

(Total SA = 4 × 6) = 24
allow correct calculation using their
calculated SA of 1 face × 6
1

Page 28 of 40
 (Volume = 2 × 2 × 2) =8

(SA:volume ratio =) 24:8 or 3:1

ratio must be consistent with their
figures
1

(c)  red (blood) cell(s)

allow erythrocyte(s)
1

(d)  carbon dioxide
name takes precedence
allow CO2
gnore CO2 / CO2
ignore water (vapour)
1

(e)
ignore large surface area
ignore many alveoli
ignore moist lining

any two from:

•   wall of alveolus (only) one cell thick
•   wall of capillary (only) one cell thick
•   cells of alveolus / capillary wall are flattened / thin
•   good blood supply
if none of these mentioned
allow 1 mark for idea of short
distance between (air in)
alveolus and blood
•   (well) ventilated
2
[9]

Q3.
(a)

 
allow 1 mark for one or two correct links
2

(b)

Page 29 of 40
 vacuole ribosome cell wall
tick box takes precedence
if no tick is given, look at both the figure
and the circling of words in the table
if writing is seen on the figure and in the
table both must be correct
1

(c)  turn the (fine focusing) knob until the cells are in focus
allow focus it
do not accept increase magnification
ignore decrease magnification
ignore clear
ignore references to resolution /
illumination
ignore zoom in / out
1

(d)  (rotate the) nosepiece / objective lens

allow change the (objective / eyepiece)
lens
1

to a higher power (lens)

allow (to) increase the magnification
a comparator is required
ignore change / adjust the magnification
allow stronger or more powerful lens
ignore references to resolution /
illumination unqualified
ignore zoom in / out
ignore references to an electron
microscope
1

(e)  conversion of units:
(112 mm ⟶) 112 000 (µm)
or
(280 µm ⟶) 0.28 (mm)
1

 
or

 
allow 1 mark for no conversion of units
112 / 280
or
incorrect value from step 1 correctly
substituted

Page 30 of 40
 1

400 (×)
do not accept if units are given
if no other mark scored allow 1 mark
for:

 
a triangle with words or letters in is
insufficient, as the correct
rearrangement is needed
1
an answer of 400 (×) scores 3 marks
[9]

Q4.
(a)  2 Na + Cl2 ⟶ 2 NaCl
allow multiples
1

(b)  7.1 (g)
1

(c)
this order only
silver
1

green
allow yellow
1

yellow
allow white
1

white
1

(d)  Na+
1

Cl–
1
if no other mark awarded allow 1 mark for +(1)
charge for sodium ion and –(1) charge for chloride
ion

(e)  an electron
1

(f)   potassium (atom) is larger

1

Page 31 of 40
 potassium (atom) has more energy levels (of electrons)
or
potassium (atom) has more shells (of electrons)
do not accept more outer shells
1
[11]

Q5.
(a)  atomic weight of element
1

(b)  gaps
allow spaces / blanks
do not accept undiscovered elements
1

(c)  noble gases
1

(d)  18
this order only
1

22
1

(e)  isotopes
1

(f)   2,8,8
1

(g)  stable arrangement (of electrons)

allow full outer shell
allow eight electrons in the outer shell
allow does not need to gain or lose electrons
1
[8]

Q6.
(a)  Level 3: The method would lead to the production of a valid outcome.
All key steps are identified and logically sequenced.
5−6

Level 2: The method would not necessarily lead to a valid outcome.

Most steps are identified, but the method is not fully logically
sequenced.
3−4

Level 1: The method would not lead to a valid outcome. Some

relevant steps are identified, but links are not made clear.
1−2

Page 32 of 40
 No relevant content
0

Indicative content

•   measure mass
•   use a top pan balance or scales

•   part fill a measuring cylinder with water

•   measure initial volume
•   place object in water
•   measure final volume
•   volume of object = final volume − initial volume

•   fill a displacement / eureka can with water

•   water level with spout
•   place object in water
•   collect displaced water
•   measuring cylinder used to determine volume of displaced
water

•   use of:

    

(b)  all y-axis values correct (minimum of 3)

allow 1 mark for two correct values
2

all bars drawn to the correct height

allow 1 mark for two correct bars
allow ± ½ small square
2

(c)  
ignore + and / or − signs
1

= 80 (kg/m3)
an answer of 160 scores 1 mark
1
an answer of 80 scores 2 marks
[12]

Q7.
(a)  (difference)
sodium has one and chlorine has seven electrons in outer level /
shell
or
number of electrons
number of electrons must be correct if

Page 33 of 40
 quoted
1

(similarity)
both have three / same number of levels / shells
or
have electrons in third level / shell
or
both have incomplete (outer) levels / shells
allow both have 2 electrons in inner
shell
or
both have 8 electrons in second shell
or
both are one electron away from full
outer level / shell
1

(b)  sodium (atom) loses

allow moves / transfers for loses
do not accept sodium ion loses
1

one (outer shell electron)

1

chlorine (atom) gains

do not accept chloride
1

one (electron)
1
transfer of 1 electron from chlorine to
sodium max 2 marks
reference to sharing or covalent
bonding max 3 marks
allow marks from suitable diagram(s)

(c)

ignore labels
any curve / line going up and then down
products line below reactants

Page 34 of 40
 allow curve to start / finish anywhere
along reactant / product lines
1
1
[8]

Q8.
(a)  red and blue
1

unknown
1
both needed for the mark

(b)  red
ignore black
1

travels least far

dependent on correct colour allow
closest to the start line
1

(c)  distance moved by green colour = 12 mm

allow 10 to 14 mm
1

distance moved by solvent = 36 mm

allow 35 to 36 mm
1

 
allow correct substitution of student’s
measurements
1

Rf value = 0.33
allow correct answer from student’s
measurements for 2 marks
1
[8]

Q9.
(a)     density = mass / volume
1

(b)     any two from:

•        no forces shown between spheres

•        atoms / molecules / ions are not solid spheres
•        not all the same size.

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 2

(c)     at higher temperatures particles have more kinetic energy

1

(so) the (average) speed of the particles increases

1

(so there are) more frequent collisions with the wall of the container
1

which apply a greater force on wall of container (so pressure rises)

1
[7]

Q10.
(a)  distance
1

speed
1

(b)  (both have magnitude) only a vector has direction

allow scalar does not have a direction
1

(c)  any two from:

•   mass
allow weight

•   velocity
allow speed or direction

•   friction
allow air resistance or drag

•   power of the motor

2

(d)  total momentum is zero after the collision (because the bumper cars
are stationary)
1

because the momentum of each car before the collision was equal
(in magnitude) and opposite (in direction)
1

so the total momentum of the bumper cars was zero before the
collision
1

and momentum is conserved

OR

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 total momentum is zero after the collision (because the bumper cars
are stationary) (1)

because the momentum of each car before the collision was equal
(in magnitude) and opposite (in direction) (1)

both cars exert an equal and opposite force on each other (for equal
periods of time) (1)

so the cars accelerate (in opposite directions) (1)

[9]

Q11.
(a)    D – E
reason only scores if D – E chosen
1

shallowest slope / gradient

accept smallest distance in biggest time
accept longest time to travel the same distance
accept the line is not as steep
accept it is a less steep line
do not accept the line is not steep
1

(b)      80 000

allow 1 mark for correct substitution, ie 16 000 × 5
provided no subsequent step shown
2

(c)     (i)       straight line starting at origin

accept within one small square of the origin
1

passing through t = 220 and d = 500

1

(i)      186
accept any value between 180 and 188
accept where their line intersects given graph line
correctly read ±4 s
1
[7]

Q12.
(a)  air resistance
allow drag
ignore wind resistance
1

(b)  B−C
1

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(c)  (velocity =) 12.2 (m/s)
1

(momentum =) 94.8 × 12.2

1

(momentum =) 1160 (kg m/s)

allow an answer that rounds to 1160 (kg
m/s)
an answer of 1147 / 1150 scores 2
marks
1
an answer of 1160 (kg m/s) scores 3
marks

(d)  tangent drawn at 12 s
1

correct readings of Δv and Δt from tangent

1

 
1

−2.4 (m/s2)
allow value in range −2.2 to −2.6 (m/s2)
allow a correctly calculated answer from

 
1

m/s2
allow m/s/s
1

(e)  straight line (with gradient of 1.6) from origin to 6 s, 9.6 m/s

allow 1 mark for a straight line below
A−B with a positive gradient from origin
to 6 s
2

(f)  (calculation of distance travelled by first athlete)

(2.2 × 12.2) = 26.84 (m)

1

(0.5 × 3.8 × 12.2) = 23.18 (m)

1
an answer of 50.02 (m) scores 2 marks

(calculation of distance travelled by second athlete)

(0.5 × 9.6 × 6 =) 28.8 (m)

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 allow ecf from part (e)
allow (9.62 − 0 = 2 × 1.6 × s =) 28.8 (m)
1

(calculate difference) = 21.22 (m)

allow their distance for athlete 1 minus
their distance for athlete 2
1
an answer of 21.22 (m) scores 4 marks
[16]

Q13.
(a)  either:
7.5 (m) and 12.3 (m) from the graph
or
15 (m/s) × 0.32 (s) using speed
allow 7.5 (m) and between 12.2 (m) and
12.4 (m)
1

extra distance = 4.8 (m)

1
an answer between 4.7 (m) and 4.9 (m)
scores 2 marks

(b)  there is a decrease in kinetic energy of the car

allow work is done by friction (on the
brakes)
1

so this (causes) the internal / thermal energy store of the brakes to

increase
1

(c)  192 − u2 = 2 × 2 × 84
1

u2 = 192 − (2 × 2 × 84)
1

u = 5 (m/s)

 
1
an answer of 5 (m/s) scores 3 marks

(d)  Level 3: Scientifically relevant facts, events or processes are

identified and given in detail to form an accurate account.
5−6

Level 2: Scientifically relevant facts, events or processes are

identified and their relevance is clear. The account is not fully
accurate.
3−4

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Level 1: Facts, events or processes are identified and simply stated
but their relevance is not clear.
1−2

No relevant content
0

Indicative content

•   use of drugs, alcohol, tiredness and distractions would increase

the thinking distance
•   thinking distance increases with speed
•   thinking distance is directly proportional to speed
•   use of drugs, alcohol, tiredness and distractions would increase
the gradient of thinking distance

•   poor brakes, poor tyres, wet / icy roads and mass would
increase the braking distance
•   braking distance increases with speed
•   braking distance increases at an increasing (accept greater)
rate (with speed)
•   poor brakes, poor tyres, wet / icy roads and mass would
increase the gradient of braking distance
•   braking distance is directly proportional to speed squared

•   stopping distance = thinking distance + braking distance

•   factors that increase thinking and / or braking distance would
increase the gradient of stopping distance
•   stopping distance increases at an increasing (accept greater)
rate (with speed)

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