Sc

Science tests
KEY STAGE

2 Mark schemes
Tests A and B, levels 3–5
LEVELS

3–5

Science tests
2009

Mark scheme
for Paper X
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National curriculum assessments

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 QCA wishes to make its publications widely accessible. Please contact us if you have any
specific accessibility requirements.

First published 2009

© Qualifications and Curriculum Authority 2009

Page 2

ISBN 978-1-84721-684-7
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Reproduction, storage, adaptation or translation, in any form or by any means, of this

publication is prohibited without prior written permission of the publisher, unless within
the terms of licences issued by the Copyright Licensing Agency. Excerpts may be
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reproduced for the purpose of research, private study, criticism or review, or by

educational institutions solely for educational purposes, without permission, providing
full acknowledgement is given.
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Printed in Great Britain by the Qualifications and Curriculum Authority under the authority
and superintendence of the Controller of Her Majesty’s Stationery Office and Queen’s
Printer of Acts of Parliament.

The Qualifications and Curriculum Authority is an exempt charity under Schedule 2 of

the Charities Act 1993.

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 Marking the science tests

As in 2008, external markers, employed by the external marking agencies under contract to QCA, will
mark the test papers. The markers will follow the mark schemes in this booklet, which is supplied to
teachers for information.

This booklet contains the mark schemes for the levels 3–5 tests A and B. Level threshold tables will be
posted on the NAA website (www.naa.org.uk/tests) on 22 June 2009.

General guidance

The structure of the mark schemes

The marking information for each question is set out in the form of tables. The ‘question’ column on
the left-hand side of each table provides a quick reference to the question number and question part.
The ‘mark’ column gives the number of marks available for each question part.

The ‘requirements’ column may include three types of information:

■ a general statement describing what is required for the award of the mark
■ examples of specific creditworthy responses showing correct science
■ examples of creditworthy responses beyond the key stage 2 programme of study.

The ‘allowable answers’ column gives examples of allowable creditworthy responses, showing correct
science which may not be as clearly expressed.

The ‘additional guidance’ column may include different types of information:

■ specific responses which are not creditworthy either because information from the question has
been rephrased, or because the responses imply incorrect scientific knowledge
■ answers which are insufficient in themselves to gain credit, but are not incorrect
science, and would therefore not lose credit if used with a correct response.

Where two marks are available for a question which requires the relationship between two
continuous variables to be described, the following will apply:
■ two marks will be awarded for a creditworthy general comparison of the variables in question,
eg the bigger the grains, the longer the sugar takes to dissolve
■ one mark will be awarded for a pair of creditworthy specific comparisons, eg big grains dissolve
slowly and small grains dissolve fast
Page 3

■ one mark will be awarded for a single creditworthy comparison, eg the biggest grains dissolve
most slowly.

Where one mark is available for a question which requires the relationship between two continuous
09:41

variables to be described, the following will apply:

■ one mark will be awarded for a creditworthy general comparison of the variables in question,
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eg the bigger the grains, the longer the sugar takes to dissolve
■ one mark will be awarded for a pair of creditworthy specific comparisons, eg big grains dissolve
slowly and small grains dissolve fast.
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Applying the mark schemes

The mark schemes give scientifically correct answers to each question as well as providing guidance
on, and examples of, other answers which are allowable. In cases of alternative wording or where an
answer is drawn rather than written, external markers will exercise their professional judgement.

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 In order to ensure consistency of marking, the most frequent queries are listed below,
with the action the marker will take.

What if...? Marking procedure

The pupil gives two or more a) If a pupil qualifies a scientifically correct answer with a scientifically incorrect
responses to a particular statement, no mark will be awarded for that question part.
question part.
b) If a pupil qualifies a scientifically correct answer with an incorrect statement
which is not relevant to the context of the question, the latter response is
regarded as ‘neutral’ and the mark will be awarded.

The pupil has not used ticks Any unambiguous positive indication of the correct answer will be accepted. Ticks
to indicate the correct take precedence over any other form of response. Therefore, when ticks and any
response in a multiple-choice other sort of response are given together, the boxes with ticks will be assumed to be
question. the pupil’s response. If the correct boxes are left blank, no marks will be awarded.

The pupil ticks more than the One mark will be deducted for each incorrect answer.
required number of boxes. Negative marks will not be awarded.

In a planning question, no Where a pupil has shown understanding of the question, the mark(s) will be given.
answer is given in the expected
place but the correct answer
is given in the drafting box.

The pupil misspells a word. a) If it is clear that the pupil has made a simple error, eg ‘tow’ for ‘two’ or ‘son’ for
‘sun’, then the incorrect spelling will be accepted and the mark awarded.

b) If a pupil misspells a word copied from the text of the question or from a
selection given, and the new word does not have any inappropriate meaning,
the incorrect spelling will be accepted and the mark awarded.

c) If specific scientific vocabulary is required in the answer, a creditworthy

misspelling must be a phonetic equivalent of the required word, with the major
syllables of the correct word represented in the answer.

Recording marks awarded

Page 4

In the margin, alongside each question part, there is a mark box for each
question part.
Depending on the type of response made to each part of each question by the
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pupil, the external marker will put one of the following into each box:
‘1’ for an acceptable/allowable response
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‘0’ for an incorrect response

‘–’ if no response is made.
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The number of marks gained on each double page will be written in the box at
the bottom of the right-hand page. The total number of marks gained on each
paper will be recorded on the front of the test paper.
Each paper has the following number of marks available:
■ Test A has 40
■ Test B has 40.
The 2009 key stage 2 science tests and mark schemes were developed by the
National Foundation for Educational Research (NFER) on behalf of QCA.

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Test A question 1: Human body

Question Mark Requirements Allowable answers Additional guidance

1a i 1m Award ONE mark for:

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2/2c

■ ✓

1a ii 1m Award ONE mark for an indication that ONE mark may be awarded for: Do not give credit for an insufficient response:
the function of the heart is to pump blood ■ it makes blood move ■ pumps
2/2c (around the body): ■ it pushes/sends/circulates blood. ■ it runs/takes blood around the body.
■ the heart /it pumps blood (around the
body).

❖ Give credit for a correct response that

goes beyond the key stage 2 programme
of study, indicating other materials the
heart pumps around the body:
■ the heart pumps oxygen/carbon dioxide
(around the body)
■ it pumps hormones
■ the heart pumps antibodies
■ it pumps sugar/nutrients.

1b 1m Award ONE mark for:

■ smoking cigarettes ✓
2/2g

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Test A question 1: Human body (continued)

Question Mark Requirements Allowable answers Additional guidance

1c 1m Award ONE mark for an understanding ONE mark may be awarded for: Do not give credit for a response that includes
that brushing removes plaque/food/ ■ it makes the teeth clean incorrect science:

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2/2a bacteria /acid/sugar from teeth: ■ the fluoride in the toothpaste prevents ■ it brushes the decay off.
■ it does not let sugar build up tooth decay.
■ it helps get rid of micro-organisms/ Do not give credit for an insufficient response
plaque/acid. describing the cause of tooth decay:
■ (if you do not brush) sugar will rot your
teeth.

Do not give credit for an insufficient response

that does not show awareness of the cause of
decay:
■ it makes teeth whiter/brighter
■ it makes teeth healthy
■ it fights/stops bacteria
■ use toothpaste.

1d i 1m Award ONE mark for:

■ The skeleton is moved by the muscles
2/2e when the body moves.

1d ii 1m Award ONE mark for:

■ The bones in the skeleton are rigid so
3/1a that they can support the body.

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When applying this mark scheme, please also refer to the General guidance given on pages 1 and 2.

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Test A question 2: Toy truck

Question Mark Requirements Allowable answers Additional guidance

2a 1m Award ONE mark for both correct boxes

ticked:

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1/2d
■ toy truck ✓

■
the surface the
truck is on ✓

2b 1m Award ONE mark for a general comparison ONE mark may be awarded for two specific Do not give credit for an insufficient response
describing the relationship between the comparisons describing the relationship: giving a single comparison of the variables:
1/2i,j number of turns of the key and the ■ when the key is turned a lot of times ■ the truck travels a long way when the key is
distance the truck travels: the truck goes a long way, but if it is turned a lot
■ the more the key is turned, the further turned once it does not move at all ■ the largest number of turns makes it go far.
the truck will travel ■ when the key was turned three times
■ the less the key is turned, the less the truck went 150 cm, but it did not Do not give credit for an insufficient response
distance the truck goes. move with one turn. using the term ‘longer’ to describe the number
of turns of the key:
Award ONE mark for a general comparison ■ the truck goes further when you wind the
or two specific comparisons using the key up for longer.
term ‘longer’ to indicate the truck travels
further: Do not give credit for an insufficient response
■ the more turns, the longer it will go. that changes a variable:
■ the truck travels for a longer amount of time
the more the key is turned
■ the more the key is turned, the faster the
truck goes.

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Test A question 2: Toy truck (continued)

Question Mark Requirements Allowable answers Additional guidance

2c 1m Award ONE mark for: Award ONE mark for: Do not give credit if the ‘yes’ box is ticked.
■ ■

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no ✓ no ✓
1/2k,j
AND AND
a response indicating that the toy travels a response which does not explicitly state Do not give credit for an insufficient response
further on the wooden floor than on the that the truck travelled further on wood: that explains why the truck travels further on
carpet (for the same number of turns of ■ (if the key is given two turns) the truck wood than on carpet:
the key): travels 66 cm on carpet and 242 cm on ■ wood is smooth so there is less friction.
■ with three turns the truck went 363 cm wood.
on wood but only 150 cm on carpet
■ (if the key is turned the same number ONE mark may be awarded if neither box
of times) the truck travels further on is ticked, but the creditworthy explanation
the wood than the carpet indicates unambiguously that the pupil
■ on one turn the truck went 110 cm believes the measurements do not support
but it did not move at all on carpet. the prediction.

2d 1m Award ONE mark for explaining that there ONE mark may be awarded for a response Do not give credit for a response that includes
is more friction with the carpet ( because indicating the presence of greater friction: incorrect science:
4/2c it is rougher) or that there is less friction ■ the carpet has more friction. ■ there is more friction on the wood
1/2l with wood (because it is smoother): ■ the carpet is smoother than wood.
■ the wood is smoother than the carpet ONE mark may be awarded for:
so there is less friction ■ the friction on the carpet and wood is Do not give credit for an insufficient response
■ the carpet is soft so there is more different. that omits reference to the force or friction:
friction ■ the wood/carpet is smoother/rougher
■ there is less friction with /on the ■ the carpet is soft.
(smooth) wood
■ the friction is greater with /on the
carpet.

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When applying this mark scheme, please also refer to the General guidance given on pages 1 and 2.

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Test A question 3: In the garden

Question Mark Requirements Allowable answers Additional guidance

3a 1m Award ONE mark for:

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2/4b
■ key. ✓

3b 2m Award TWO marks for a response which TWO marks may be awarded for a response Do not give credit for an insufficient response
identifies a feature that could be used to where the description of one group is where the plants have been sorted into two
1/2h sort the plants AND for sorting the plants slightly ambiguous, but when taken in groups (even if correct) but no appropriate
2/4b consistently: conjuction with a description of the other classification rule has been given:
group, and the correct sorting, the
■ Plants with yellow Plants with yellow
■ Plants with Plants with meaning becomes apparent:
flowers and............ flowers and............
yellow flowers yellow flowers
■ Plants with Plants with ............................... ...............................
and and
yellow flowers yellow flowers
four petals five petals
and and B D A C
A D B C fine leaves rough/prickly/
pointy/sharp
leaves Do not give credit for an insufficient response
which groups the plants by a relative term, such
or ■ Plants with Plants with
smooth leaves ridged leaves as size:
yellow flowers yellow flowers
■ big/little leaves
and and B D A C ■ short /long stem
heart-shaped / sharp/pointy
■ has long leaves.
round petals petals
Do not give credit for an insufficient response
A D B C
using inappropriate vocabulary to describe the
groups:
■ rigid
■ Plants with Plants with
■ soft.
yellow flowers yellow flowers
and and
smooth /curved jagged/spiky
(continued leaves leaves
on
following B D A C
page)

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Test A question 3: In the garden (continued)

Question Mark Requirements Allowable answers Additional guidance

3b 1m If you are unable to award two marks,

(cont.) award ONE mark for a response giving a

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correct classification rule for grouping the
plants. The flowers may not have been
grouped consistently to the rule given, or
may not have been grouped at all:
■ Plants with Plants with
yellow flowers yellow flowers
and and
four petals five petals

B D C D

Award ONE mark for a response giving a

correct classification rule for one group
and sorting the two plants for this group
appropriately. The classification rule and
sorting of the other group may be
inappropriate, inconsistent or not given:
■ Plants with Plants with
yellow flowers yellow flowers
and and
four petals (no response)/
jagged leaf

A D C B

3c 1m Award ONE mark for:

2/4c

■ because there are many types of plant ✓

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When applying this mark scheme, please also refer to the General guidance given on pages 1 and 2.

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Test A question 4: Ice melting

Draft box Markers should read the answers to all parts before marking this question.
The draft box can be consulted when marking parts 4b–4e for clarification of any ambiguity in the marked response,
or when no answer is given. If an answer is correct, ignore contradictory statements written in the draft box.
Parts 4b–4e must form a coherent investigation.

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Question Mark Requirements Allowable answers Additional guidance

4a 1m Award ONE mark for both correct words

circled:
3/1b conduct
1/2c The best bag will well.
insulate

cold
It will stop passing from the
heat

air to the ice.

4b 1m Award ONE mark for giving the type of ONE mark may be awarded for a response Do not give credit for a response that includes
bag as the independent variable (IV): describing a property of a bag which may incorrect science giving a dependent variable or
1/2a,d ■ (the type of) bag affect how it insulates: a control variable.
■ (the type of) material (the bag is made ■ the thickness/size of the material/bag.
of).

4c 1m Award ONE mark for an acceptable ONE mark may be awarded for: Do not give credit for an insufficient response
dependent variable (DV) identified, which ■ how much ice is left. which gives a DV that is observed, not measured:
1/2c,d could be measured: ■ has the ice melted?
Measuring cylinder
■ the volume of liquid (melted) Do not give credit for an insufficient response
■ the amount of melted ice that does not specify which property of the
■ how much the ice has melted. melted ice will be measured:
■ ice melted
Stopwatch ■ the ice.
■ how long it takes for all the ice to melt.

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When applying this mark scheme, please also refer to the General guidance given on pages 1 and 2.

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Test A question 4: Ice melting (continued)

Question Mark Requirements Allowable answers Additional guidance

4d 2m Award TWO marks for two acceptable ONE mark may be awarded for: Do not give credit for a CV that is inconsistent
control variables (CV) that are not already ■ temperature/heat. with, or repeats, a creditworthy IV or DV offered

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1/2d used as an IV or DV in the investigation: in parts 4b or 4c respectively.
■ the amount of ice at the start ONE mark may be awarded for a response
■ the size of the bag implying the outside temperature must be If neither an IV or DV is offered, a CV may gain
or
■ the same starting (room) temperature kept constant: credit, provided it is consistent with the context
■ (same) (size of) tub ■ (the same) place of the investigation presented in the introduction
■ the time [if time is not given as the DV]. ■ do all the bags at the same time. and it is not a possible IV or DV.
Appropriate CVs can gain credit where both
1m If you are unable to award two marks, the IV and DV are insufficient or incorrect.
award ONE mark for any one correct
control variable. Do not give credit for an insufficient response
identifying a CV which could also be an IV or
DV and where there is no correct IV or DV for
clarification.

Do not give credit for an insufficient response

indicating the amount of ice, without specifying
at the start [the quantity of ice is the DV]:
■ the (same) amount of ice (cubes)
■ the size of the ice cubes
■ (the same) ice.

Do not give credit for an insufficient response

that is a repetition or restatement of the first:
■ the same (outside) temperature
the place/time of day.

Do not give credit for an insufficient response

naming specific measuring equipment on which
the calibration varies very little:
■ (measuring) cylinder
■ stopwatch.

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When applying this mark scheme, please also refer to the General guidance given on pages 1 and 2.

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Test A question 4: Ice melting (continued)

Question Mark Requirements Allowable answers Additional guidance

4e 1m Award ONE mark for a response indicating ONE mark may be awarded for a response Do not give credit for an insufficient response
that repeating the test will allow the indicating the measurements can be implying there is a correct answer/result:

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1/2g reliability to be improved: compared: ■ to get the right answer
■ I can check my results ■ to check /see if the results /answers are ■ to make sure the result/answer is correct.
■ the results /test will be more reliable correct /right
■ to make sure of the results. ■ to see if there is a difference in the Do not give credit for an insufficient response:
results ■ to make the test fair
■ to get more evidence ■ to improve the accuracy of the measurements
■ so you can compare results ■ to check it (again) [could refer to method].
■ it will improve the accuracy (of the
results/test). Do not give credit for an insufficient response
that could imply that all the results need to be
ONE mark may be awarded for a response the same:
indicating the calculation of an average: ■ you might get a different answer/result
■ then I can find the average. ■ the result might change each time.

ONE mark may be awarded for a response Do not give credit for an indication that there
indicating that there may have been an may be a change in temperature:
error in the results /method: ■ the temperature might change.
■ the first time it might go wrong
■ to make sure there were no mistakes.

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Test A question 5: Torch light

Question Mark Requirements Allowable answers Additional guidance

5a 2m Award TWO marks for both correct

boxes ticked:

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4/3c

■ ✓
or

■ ✓

1m If you are unable to award two marks,

award ONE mark for any one correct box
ticked.

5b 1m Award ONE mark for:

4/3b
■ glass jar ✓

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Test A question 5: Torch light (continued)

Question Mark Requirements Allowable answers Additional guidance

5c i 1m Award ONE mark for two lines (with or ONE mark may be awarded for one Do not give credit for an insufficient response
without the correct arrowheads) showing continuous line even where the where the direction of travel is shown only by

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4/3d,c,a the correct path of light. The lines must arrowhead is incorrect: one non-reflected arrow:
go from the torch to the mirror and from ■ ■
the mirror to Sanna’s eyes (between tip of
nose and hairline on forehead): [1 mark]
■

[1 mark]

5c ii 1m Award ONE mark for two arrowheads ONE mark may be awarded for one
showing the direction of light travel from correct arrowhead together with ONE
4/3c,d,a the torch to the mirror and from the mirror mark for a continuous line:
to Sanna’s eyes (between tip of nose and ■
hairline on forehead):
■
[2 marks]

[1 mark]

[2 marks]

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When applying this mark scheme, please also refer to the General guidance given on pages 1 and 2.

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Test A question 6: Quiz board

Question Mark Requirements Allowable answers Additional guidance

6a 1m Award ONE mark for:

■

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4/1a D ✓

6b 1m Award ONE mark for an indication that ONE mark may be awarded for: Do not give credit for an insufficient response:
the bulb will shine less brightly: ■ it will dim /fade. ■ it will change the brightness [does not indicate
4/1b ■ the bulb will be (a bit) dimmer whether the brightness increases or decreases]
■ it is not as bright. ■ the bulb/it is not so powerful
■ the bulb will not light [given that it is lit].

6c 1m Award ONE mark for an explanation that ONE mark may be awarded for: Do not give credit for an insufficient response:
shows that sticky tape does not conduct ■ it blocks the electricity ■ the sticky tape is not made of metal
3/1c electricity: ■ it has stopped the electricity. ■ it cannot pass through the tape [‘it’ is
■ the electricity cannot pass through the ambiguous]
sticky tape ■ the sticky tape covers the metal bits [does
■ it is an (electrical) insulator not indicate the effect on electricity].
■ the metal clips conduct electricity but
sticky tape does not
■ the current cannot flow
■ the circuit is (now) incomplete/broken.

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When applying this mark scheme, please also refer to the General guidance given on pages 1 and 2.

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Test A question 7: Growing beans

Question Mark Requirements Allowable answers Additional guidance

7a 1m Award ONE mark for:

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1/2c
2/3a,d Length of root: 0 cm
■
Length of shoot: 0 cm ✓

7b 1m Award ONE mark for correctly labelling ONE mark may be awarded for a response
all three plant parts: in which ‘stem’ or ‘stalk’ is used in place
2/3d ■ of ‘shoot’, and ‘bean’ is used in place of
‘seed’.
shoot
......... seed
.......
root
.......

7c 1m Award ONE mark for: Do not give credit for the insufficient response:
■ (day) 6. ■ (day) 5.
2/3a,d
1/2j

7d 1m Award ONE mark for both parts of the ONE mark may be awarded for a response
key completed correctly: that uses the label ‘stem’ or ‘stalk’ in
1/2h place of ‘shoot’.
(length of the) root
(length of the) shoot

7e 1m Award ONE mark for:

2/3d
■ pollination ✓

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When applying this mark scheme, please also refer to the General guidance given on pages 1 and 2.

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Test A question 8: Block tower game

Question Mark Requirements Allowable answers Additional guidance

8a 1m Award ONE mark for:

■ an observation ✓

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1/2c
BoS 2a

8b 1m Award ONE mark for an arrow pointing ONE mark may be awarded for an arrow
to the left anywhere on the diagram: pointing to the left within 45º of the
4/2e ■ horizontal.

8c 1m Award ONE mark for: ONE mark may be awarded for: Do not give credit for an insufficient response:
■ force meter ■ spring balance. ■ force measurer
4/2e ■ newton meter. ■ newton.
1/2c

8d 1m Award ONE mark for: ONE mark may be awarded for: Do not give credit for an insufficient response
■ gravitational attraction ■ the pull of the Earth which does not recognise the force is due to
4/2b ■ weight. ■ gravity. the Earth:
■ a pulling force toward the Earth
■ downwards pull.

8e 1m Award ONE mark for:

3/1e,a ■
All solids keep their
shape. ✓

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When applying this mark scheme, please also refer to the General guidance given on pages 1 and 2.

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Test A question 9: Identifying rocks

Question Mark Requirements Allowable answers Additional guidance

9 2m Award TWO marks for correctly

identifying all five rocks:

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3/1d ■ chalk marble obsidian
2/4a B E C
or
graphite granite
D A

1m If you are unable to award two marks,

award ONE mark for any three or four
rocks correctly identified.

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When applying this mark scheme, please also refer to the General guidance given on pages 1 and 2.

19
CM EA EB 2009.qxp:MS_TestA&B_Sc_275366 9/2/09 09:42 Page 20

Test B question 1: Making soup

Question Mark Requirements Allowable answers Additional guidance

1a 1m Award ONE mark for describing /naming ONE mark may be awarded for: Do not give credit for an insufficient response:
transparency or impermeability or rigidity ■ it does not melt /crack when hot. ■ it is strong

Sourced from SATs-Papers.co.uk

3/1a as a property of glass which makes it ■ you can see the numbers/measurements
suitable as a material for a measuring jug: clearly.
■ it is transparent /clear (to see the level
of liquids)
■ you can see how much water it
contains
■ it is waterproof
■ it does not let water through
■ it holds the water
■ it is rigid and will not bend.

1b 1m Award ONE mark for:

3/1b
■ It insulates his hand from the heat. ✓

1c 1m Award ONE mark for describing/naming a ONE mark may be awarded for a response Do not give credit for an insufficient response:
property of metal that makes it suitable as that describes how plastic may be less ■ metal gets hot easily [conduction is given]
3/2b a material for a saucepan: suitable than metal for a saucepan: ■ metal is stronger
3/1a ■ metals do not melt as easily (as plastic) ■ plastic is more likely to melt ■ plastic is not as strong as metal.
■ metals can become hotter (than ■ plastic gives off fumes when burned/
plastics) before they melt. heated. Do not give credit for an insufficient response
referring to the conduction of plastic:
ONE mark may be awarded for an ■ because plastic does not conduct heat.
absolute response indicating that plastic
melts /burns or metal does not Do not give credit for an insufficient response
melt /burn: expanding on given information:
■ plastic melts (but metal does not) ■ metal heats up more quickly and so you can
■ plastic would catch fire cook food more quickly.
■ metal does not catch fire/burn.

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20
CM EA EB 2009.qxp:MS_TestA&B_Sc_275366 9/2/09 09:42 Page 21

Test B question 1: Making soup (continued)

Question Mark Requirements Allowable answers Additional guidance

1d 1m Award ONE mark for describing /naming a ONE mark may be awarded for: Do not give credit for an insufficient response:
property of plastic which makes it suitable ■ it is unbreakable ■ it does not get hot/conduct

Sourced from SATs-Papers.co.uk

3/1a as a material for a washing-up bowl: ■ it is easily washed. ■ it is cheap
■ it is light [given]
■ it is waterproof/not absorbent ■ it is hard.
■ it is strong
■ it will not rust like some metals Do not give credit for an insufficient response
■ it does not scratch things that makes reference only to the unsuitability
■ it is flexible, (so it is less likely to cause of a different material:
a glass to break if you drop it) ■ glass breaks too easily.
■ it does not decay
■ it is insoluble Do not give credit for an insufficient response
■ it can be moulded into shape. expanding on given information:
■ if there is hot water in the bowl, the bowl
does not get hot so if you pick it up it will
not burn your hands.

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When applying this mark scheme, please also refer to the General guidance given on pages 1 and 2.

21
CM EA EB 2009.qxp:MS_TestA&B_Sc_275366 9/2/09 09:42 Page 22

Test B question 2: Heart rate

Question Mark Requirements Allowable answers Additional guidance

2a 1m Award ONE mark for indicating ONE mark may be awarded for: Do not give credit for an insufficient response:
measurement of the starting heart rate: ■ so they all started their investigation at ■ to make it a fair test

Sourced from SATs-Papers.co.uk

1/2c ■ to find the starting measurement their resting rate ■ to find the heart rate when they were
■ so that they would know if there was ■ so they could compare resting [given]
a change when they chewed gum. ■ to find out how the heart beats ■ to see how long it can go.
normally
■ to find their usual heart rate.

2b 1m Award ONE mark for:

■ results ✓
1/2h

2c 1m Award ONE mark for: ONE mark may be awarded for: Do not give credit for an insufficient response
■ heart rate. ■ pulse (rate) where the dependent variable is not clear:
1/2d ■ heart beat ■ if chewing gum makes your heart beat
■ beats per minute. faster.

ONE mark may be awarded for heart rate/

beat with an indication of when the
measurement is taken:
■ the children’s heart rate after they have
chewed gum
■ their pulse rates at rest and when they
chew gum.

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22
CM EA EB 2009.qxp:MS_TestA&B_Sc_275366 9/2/09 09:42 Page 23

Test B question 2: Heart rate (continued)

Question Mark Requirements Allowable answers Additional guidance

2d 1m Award ONE mark for indicating data in ONE mark may be awarded for two Do not give credit for a response that includes
the table which supports Alice’s conclusion results repeated from the table that incorrect science where one or both variables

Sourced from SATs-Papers.co.uk

1/1b OR actual data of one or more children support Alice’s conclusion without are changed:
discussed comparatively: comparative discussion: ■ the faster they chew the gum, the more the
■ the measurements at rest are all lower ■ a normal heart rate is 84 and when heartbeat increases
than the measurements after chewing chewing it is 94 beats per minute. ■ the more children chew on gum, the more
gum beats per minute.
■ they are all at least two higher after
chewing Do not give credit for an insufficient response
■ all the measurements increased when that repeats the conclusion and does not refer
they chewed gum to results from the table:
■ Robert’s heart rate was 84 at rest but ■ when they chew gum their heart rate goes
it went up to 94 beats per minute up.
after he chewed gum
■ the number of beats increased when Do not give credit for an insufficient response
they chewed gum that does not specify under what conditions
■ after chewing for one minute the the heart rate increases:
heart rates went up. ■ the heart rate goes from 84 to 96
■ the rates go up
[could be comparing the different children
at rest].

2e 1m Award ONE mark for: ONE mark may be awarded for: Do not give credit for an insufficient response
■ chew something else ■ pretend to chew. suggesting that the investigation should be
1/1a ■ chew with no gum in mouth repeated:
■ leave gum in the mouth but do not ■ do it again.
chew.

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When applying this mark scheme, please also refer to the General guidance given on pages 1 and 2.

23
CM EA EB 2009.qxp:MS_TestA&B_Sc_275366 9/2/09 09:42 Page 24

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[Blank page]

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CM EA EB 2009.qxp:MS_TestA&B_Sc_275366 9/2/09 09:42 Page 25

Test B question 3: Mixing and observing

Question Mark Requirements Allowable answers Additional guidance

3a 1m Award ONE mark for both correct boxes

ticked:

Sourced from SATs-Papers.co.uk

3/1a

■ flexible ✓ stretchy ✓

3b 1m Award ONE mark for a response ONE mark may be awarded for: Do not give credit for a response that includes
indicating that a gas is produced. ■ bubbles/froth incorrect science:
3/2a,f ■ the bicarbonate of soda has changed ■ air
❖ Give credit for a correct response that into a gas ■ oxygen.
goes beyond the key stage 2 ■ a new material.
programme of study: Do not give credit for an insufficient response:
■ carbon dioxide. ■ fizzy/fizziness
■ force
■ a chemical reaction.

3c i 1m Award ONE mark for identifying any two

from water, milk and cooking oil (in any
1/2j order).

3c ii 1m Award ONE mark for a response ONE mark may be awarded for a response Do not give credit for an insufficient response
indicating that the height of the bars did implying the bars for one liquid are the describing the relationship between the size of
1/2l not change: same: the bars and the distance around the balloon
■ the height of the bars/they stayed the ■ the line was at the same height [this implies liquids with the smallest bars caused
same ■ both lines are the same. the balloon to blow up to some degree]:
■ there was no change. ■ the smaller the bars, the less the balloon
blew up.

Do not give credit for an insufficient response:

■ they were all the same size [suggests all
the bars on the graph are the same]
■ they are the smallest bars.

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When applying this mark scheme, please also refer to the General guidance given on pages 1 and 2.

25
CM EA EB 2009.qxp:MS_TestA&B_Sc_275366 9/2/09 09:42 Page 26

Test B question 4: Falling paper

Question Mark Requirements Allowable answers Additional guidance

4a 1m Award ONE mark for:

The force of gravity...

Sourced from SATs-Papers.co.uk

4/2b
■ pulls downwards. ✓

4b 1m Award ONE mark for an unambiguous Do not give credit for an insufficient response:
indication of: ■ the last one
1/2i ■ three times ■ 1 second.
■ the third time
■ 3.

4c 1m Award ONE mark for a general comparison ONE mark may be awarded for a reference Do not give credit for an insufficient response
describing the relationship between the to the rate of falling in place of time giving a single comparison of the variables:
1/2j,i two variables of area of paper and time taken: ■ the paper with the smallest area falls fastest
taken to land: ■ the smaller the area the faster it falls. ■ when it is folded the most times it takes the
■ the smaller the area the less time it least time to fall.
takes ONE mark may be awarded for a reference
■ as the size increases, the time taken to the size of paper or number of folds in Do not give credit for a response that changes
increases. place of area: a variable:
■ the smaller the paper, the less time it ■ the heavier the paper, the quicker it falls
takes to land ■ the flatter it is, the faster it lands
■ the more they fold it, the quicker it falls. ■ the smaller the volume, the quicker it falls.

ONE mark may be awarded for two

specific comparisons describing the
relationship:
■ the largest area takes longer to fall and
the smallest area takes less time
■ small folded paper falls fast and large
unfolded paper falls slowly.

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26
CM EA EB 2009.qxp:MS_TestA&B_Sc_275366 9/2/09 09:42 Page 27

Test B question 4: Falling paper (continued)

Question Mark Requirements Allowable answers Additional guidance

4d 1m Award ONE mark for an unambiguous

indication of:

Sourced from SATs-Papers.co.uk

1/2l ■ Luke.
4/2c

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When applying this mark scheme, please also refer to the General guidance given on pages 1 and 2.

27
CM EA EB 2009.qxp:MS_TestA&B_Sc_275366 9/2/09 09:42 Page 28

Test B question 5: Shadows and space

Question Mark Requirements Allowable answers Additional guidance

5a 1m Award ONE mark for an indication that a ONE mark may be awarded for: Do not give credit for an insufficient response
shadow is formed because the pole is ■ the light is blocked. that does not fully explain shadow formation:

Sourced from SATs-Papers.co.uk

4/3b opaque /blocks the light: ■ light goes round the pole
■ because it is opaque ■ light travels in straight lines
■ the (sun)light cannot pass through the ■ light cannot get past the pole [it passes on
pole either side]
■ the pole stops /blocks the light. ■ the pole is solid [a solid object can be
transparent]
■ the pole is in the way of the light
■ light cannot get to the playground behind
the pole [does not explain why].

Do not give credit for an insufficient response

saying the pole blocks the Sun without an
indication of light:
■ the pole blocks the Sun/Sun’s rays/sunshine
■ it blocks the Sun’s path.

5b 1m Award ONE mark for a vertical shadow ONE mark may be awarded for a straight Do not give credit for a straight line shadow
starting at the base of the pole that is line shadow that falls within the shaded that falls entirely between the grid lines
4/4b four grid squares long or shorter: area under the pole as indicated below: indicated, but extends beyond four grid squares:
■ ■ ■

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28
CM EA EB 2009.qxp:MS_TestA&B_Sc_275366 9/2/09 09:42 Page 29

Test B question 5: Shadows and space (continued)

Question Mark Requirements Allowable answers Additional guidance

5c 1m Award ONE mark for:

Sourced from SATs-Papers.co.uk

4/4b
■ the Earth spinning ✓

5d 1m Award ONE mark for:

■
the Moon orbiting
1/2l the Earth
✓
4/4d

5e 1m Award ONE mark for an indication that ONE mark may be awarded for: Do not give credit for an insufficient response:
the tennis ball should be moved around ■ the Earth goes around the Sun ■ they must run around each other
4/4d the football: ■ the football is still while the Earth goes ■ move them slowly.
1/2l ■ the football is still while the tennis ball around.
goes around it
■ the tennis ball orbits the football. ONE mark may be awarded for a response
describing the Earth /tennis ball spinning
as it orbits the Sun /football:
■ the tennis ball must go around the
football, spinning as it goes.

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When applying this mark scheme, please also refer to the General guidance given on pages 1 and 2.

29
CM EA EB 2009.qxp:MS_TestA&B_Sc_275366 9/2/09 09:42 Page 30

Test B question 6: Cakes

Question Mark Requirements Allowable answers Additional guidance

6a 1m Award ONE mark for both correct Do not give credit for an insufficient response
ingredients identified: identifying only one correct ingredient:

Sourced from SATs-Papers.co.uk

3/2b ■ chocolate and butter ■ chocolate and eggs.
[given in either order].

6b 1m Award ONE mark for: ONE mark may be awarded for: Do not give credit for a response that includes
■ air ■ air bubbles. incorrect science:
3/2b ■ gas. ■ nothing.

❖ Give credit for a correct response that Do not give credit for an insufficient response:
goes beyond the key stage 2 programme ■ raisins
of study: ■ chocolate
■ carbon dioxide/CO2 [the spaces ■ particles
contained carbon dioxide before the ■ oxygen.
cake was cut; cutting the cake allowed
other gases to mix with it].

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30
CM EA EB 2009.qxp:MS_TestA&B_Sc_275366 9/2/09 09:42 Page 31

Test B question 6: Cakes (continued)

Question Mark Requirements Allowable answers Additional guidance

6c i 1m Award ONE mark for a cross marked on ONE mark may be awarded for a response
the graph at 210 g on day 5 [the graph in which the centre of the cross falls within

Sourced from SATs-Papers.co.uk

1/2h line does not need to be extended]: 2 mm of the day 5/210 g intersection as
■ indicated by the shaded circle below:
■ ■

ONE mark may be awarded for a response

where the graph line is extended to 210 g
on day 5 even in the absence of an ‘X’.

6c ii 1m Award ONE mark for:

■ 235 g ( + 2 g).
1/2j

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When applying this mark scheme, please also refer to the General guidance given on pages 1 and 2.

31
CM EA EB 2009.qxp:MS_TestA&B_Sc_275366 9/2/09 09:42 Page 32

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[Blank page]

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32
CM EA EB 2009.qxp:MS_TestA&B_Sc_275366 9/2/09 09:42 Page 33

Test B question 7: Plant

Question Mark Requirements Allowable answers Additional guidance

7a 1m Award ONE mark for a response indicating ONE mark may be awarded for a response Do not give credit for an insufficient response:
that the sepals protect the flower: indicating the sepals protect the plant or ■ they cover the bud [given].

Sourced from SATs-Papers.co.uk

2/3d ■ the sepals protect the flower (inside the named flower parts:
bud) ■ they protect the plant
■ they stop the bud getting damaged ■ to protect the ovary/stamens.
■ for protection.

7b 1m Award ONE mark for a response indicating Do not give credit for a response that includes
that the plant needs light from the Sun: incorrect science suggesting the Sun gives the
2/3a ■ (sun)light. plant nutrients.

❖ Give credit for a correct response that Do not give credit for an insufficient response:
goes beyond the key stage 2 programme ■ warmth/heat [given]
of study: ■ photosynthesis
■ energy. ■ sunshine
■ sunrays.

7c 1m Award ONE mark for indicating that the ONE mark may be awarded for naming Do not give credit for a response that includes
plant makes new materials for growth in any green part of a plant: incorrect science:
2/3b its leaves: ■ stem/stalk. ■ roots.
■ leaf/leaves.

7d 1m Award ONE mark for an indication that Do not give credit for an insufficient response:
the petals are used to attract insects: ■ for pollination
2/3d ■ so bees go to the flower. ■ for the insects.

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When applying this mark scheme, please also refer to the General guidance given on pages 1 and 2.

33
CM EA EB 2009.qxp:MS_TestA&B_Sc_275366 9/2/09 09:42 Page 34

Test B question 8: Ice cubes

Question Mark Requirements Allowable answers Additional guidance

8a 1m Award ONE mark for a response that ONE mark may be awarded for a response Do not give credit for a response that includes
indicates the temperature gets colder: stating that the temperature of the incorrect science suggesting that the water gets

Sourced from SATs-Papers.co.uk

1/2l ■ the water/it gets colder freezer is colder but not referring to the warmer:
3/2b ■ the temperature goes down. temperature of the water: ■ it gets warmer in the freezer.
■ it is colder in the freezer.
Do not give credit for an insufficient response
ONE mark may be awarded for a response that is an absolute statement that the water/
that implies a change of temperature: temperature is cold:
■ it will get cold ■ the temperature is cold.
■ the temperature will go to (below) 0°C.
Do not give credit for an insufficient response
stating that the water freezes:
■ it freezes
■ it turns to ice.

Do not give credit for an insufficient response

stating that the temperature changes:
■ the temperature is not the same.

8b 1m Award ONE mark for: ONE mark may be awarded for: Do not give credit for an insufficient response:
■ thermometer ■ heat sensor. ■ sensor.
1/2c ■ temperature sensor.

8c 1m Award ONE mark for all three statements

correctly classified:
3/1e False
Water freezes at 100°C. ..........
3/2d,b
Freezing water is a reversible
change. True
..........
Freezing is a change from solid
to liquid. False
..........

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CM EA EB 2009.qxp:MS_TestA&B_Sc_275366 9/2/09 09:42 Page 35

Test B question 8: Ice cubes (continued)

Question Mark Requirements Allowable answers Additional guidance

8d 1m Award ONE mark for: Do not give credit for a response that includes
■ melting incorrect science:

Sourced from SATs-Papers.co.uk

3/2d ■ melt. ■ dissolve.

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When applying this mark scheme, please also refer to the General guidance given on pages 1 and 2.

35
CM EA EB 2009.qxp:MS_TestA&B_Sc_275366 9/2/09 09:42 Page 36

Test B question 9: Magnets

Question Mark Requirements Allowable answers Additional guidance

9a 2m Award TWO marks for all four statements

correctly classified:

Sourced from SATs-Papers.co.uk

1/2c,g
Take a practice measurement to find out
roughly when the magnets separate. Yes
..........

Pull the forcemeter very quickly. No

..........
or
Take the measurement three times. Yes
..........

No
Use a different horseshoe magnet each time. ..........

1m If you are unable to award two marks,

award ONE mark for any two or three
statements correctly classified.

9b 1m Award ONE mark for: Do not give credit for a response that includes
■ newton(s). incorrect science:
BoS 2a ■ neutrons.

Do not give credit for an insufficient response:

■ newton meter.

9c 1m Award ONE mark for: ONE mark may be awarded for: Do not give credit for an incorrect response:
■ 5.0 cm. ■ 5 cm ■ 50 cm.
1/2i
Do not give credit for an insufficient response
indicating the magnet or the force to pull the
magnets apart:
■ 1.8
■ B.

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CM EA EB 2009.qxp:MS_TestA&B_Sc_275366 9/2/09 09:42 Page 37

Test B question 9: Magnets (continued)

Question Mark Requirements Allowable answers Additional guidance

9d 1m Award ONE mark for identifying that some ONE mark may be awarded for identifying Do not give credit for an insufficient response
of the longer magnets required less force data in the table which can be used to where only one result is repeated from the

Sourced from SATs-Papers.co.uk

1/2k to separate them from the bar magnet argue against Callum’s prediction if a clear table but no comparison is made with other
than some of the shorter ones: comparison with other magnets is implied: magnets:
■ the longest magnet was not the ■ magnet C needed the most force to ■ magnet C took 7.0 N.
strongest one pull it apart
■ the weakest magnet was not the ■ the 7.5 cm magnet needed less force
shortest than some of the other magnets.
■ the longest magnet only needed 3.0 N
to pull it off the other magnet.
ONE mark may be awarded for a response
repeating two results from the table that
show Callum’s prediction is not true but
no explicit comparison is made:
■ magnet C was 7 cm and it took 7 N and
magnet D was 7.5 cm and it took 3 N.

9e 1m Award ONE mark for all three questions

correctly identified:
1/2a,c
How many layers of paper will stop
each magnet attracting a pin? True
.............

How many types of materials will

the magnets attract? False
.............

How many paperclips will each

magnet hold? True
.............

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When applying this mark scheme, please also refer to the General guidance given on pages 1 and 2.

37
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