Q1.

Germinating Seeds

(a)

These children have recorded their observations about lettuce seeds germinating at
three temperatures.

They planted the same number of seeds at each temperature.

Complete the table to show how many seeds germinated at 5°C on Day 3.
1 mark

(b) The children were trying to find out something about seeds.

What question were the children investigating?

......................................................................................................................

......................................................................................................................
1 mark

(c) The children discussed the results in the table.

Look at their results table to decide whether each conclusion is true, false or you
can’t tell.

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 Tick ONE correct box for each conclusion.

True False Can’t

tell

The quickest germination was at 25°C.

At 25°C all the seeds germinated by

Day 6.

5°C is too cold for seeds to germinate.

The best temperature for germination was 15°C.

2 marks

(d)

(i) Who do you agree with?

Tick ONE box.

agree with Alan agree with Faiza disagree with Alan

and Faiza

(ii) Explain your answer.

............................................................................................................

............................................................................................................
1 mark

Q2.

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Temperature Changes in Drinks

(a) Rashida wants to test if a polystyrene container keeps her drink hot for longer. She
makes her drink from boiled water.

She measures the temperature in two plastic cups (A and B) every ten minutes with
sensors joined to a computer.

The graph below shows her results.

How does the graph tell you that the drink in cup B cooled more quickly than the
drink in cup A in the first 40 minutes?

......................................................................................................................

......................................................................................................................
1 mark

(b) Use the graph.

Estimate the temperature of the room.

....................................................°C
1 mark

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 (c) Which of the following best describes the polystyrene around cup A?

Tick ONE box.

thermal insulator thermal conductor

warming material cooling material

1 mark

(d) Using a polystyrene container or cup is a good way for Rashida to help stop heat
leaving her drink.

Describe another way Rashida could help stop heat leaving her drink to keep it hot
for longer.

......................................................................................................................
1 mark

Q3.
Stacking Masses

(a) Abdul has some stacking masses.

He puts one mass on the stacking tower.

He uses a forcemeter to pull the tower.

There is a force on the tower from the forcemeter.

Draw an arrow on the picture below to show the direction of this force.

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 1 mark

(b) Abdul measures the force needed to pull the tower. He notes the forcemeter reading
each time he adds a mass to the tower.

Look at the notes of Abdul’s results.

Describe what Abdul’s notes tell him about the number of masses and the size of
the force needed to pull them.

......................................................................................................................

......................................................................................................................
2 marks

(c) Abdul puts his results into this table, but he makes a mistake.

Number of masses Forcemeter reading (N)

1 0.90

2 0.75

3 0.60

4 0.45

5 0.30

What is the mistake in Abdul’s table?

......................................................................................................................

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 ......................................................................................................................
1 mark

(d) Abdul notices his mistake. He corrects his table.

Then he says: ‘I wonder if I made any mistakes when I did my test?’

What should he do to check if he made any mistakes in his test?

......................................................................................................................

......................................................................................................................
1 mark

Q4.
Citric Acid and Bicarbonate of Soda

(a) Class 6B have these materials.

Citric acid Bicarbonate of Water

powder soda powder

Tick ONE box in each row to show whether each material is a solid, a liquid or a
gas.

Material Solid Liquid Gas

Citric acid powder

Bicarbonate of soda powder

Water
2 marks

(b) The teacher mixes citric acid powder with water. The powder dissolves.

Explain fully how the children could separate the mixture to get the citric acid
powder back.

......................................................................................................................

......................................................................................................................

......................................................................................................................
2 marks

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Q5.
Playing Football

(a) Some children are playing football. They take their pulse rates before and after the
game.

What does pulse rate measure?

......................................................................................................................
1 mark

(b) The children’s pulse rates increased during the game.

Explain why their pulse rates increased as they ran.

......................................................................................................................

......................................................................................................................
1 mark

(c) The children sit down and rest after the game.

Predict what will happen to their pulse rates over the next 10 minutes.

The children’s pulse rates will ..............................................................

1 mark

Q6.
Mixing Liquids

(a) Some children add vinegar to warm milk. They stir the mixture before it cools down.
The mixture changes very quickly.

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 Before mixing: After mixing:
milk and vinegar liquid and a white solid

This change is not reversible.

Can the children get the milk and vinegar back?

Tick ONE box in each row.

Yes No

(i) Can they get the milk back?

(ii) Can they get the vinegar back?

1 mark

(b) Which of the following suggests that this change is NOT reversible?

Tick ONE box.

In their test...

they stirred the mixture. there was liquid left.

a solid formed. the change was quick.

1 mark

(c) Nizam thinks that the more vinegar they use in the mixture, the bigger the white ball
will be.

Complete the sentence below to show how the children could test Nizam’s idea.

Put the same amount of milk in three identical containers and then

......................................................................................................................

......................................................................................................................

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 1 mark

(d) The children test Nizam’s idea. They try measuring around the white balls. But the
balls squash easily and the measurements change.

What better method could they use to find out if some of the white balls are bigger
than others?

......................................................................................................................

......................................................................................................................
1 mark

Q7.
Bouncing Balls

(a) Some children found out how high a tennis ball bounces on different surfaces.

They dropped a tennis ball from a height of 100cm.

What equipment did they use to measure how high the ball bounces?

......................................................................................................................
1 mark

(b) They measured how high the ball bounced and recorded their results like this.

Surface How high ball bounced (cm)

grass 40

tarmac 51

concrete 61

clay 47

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 How did the children present their results?

Tick ONE box.

in a graph in a bar chart

in a pie chart in a table

1 mark

(c) Why did they drop the ball from the same height each time?

......................................................................................................................
1 mark

(d) What is the ONE factor they changed as they carried out their investigation?

......................................................................................................................
1 mark

(e) They carried out a second investigation.

They recorded the height the same ball bounced when dropped from different
heights onto the same surface.

Height of drop (cm) Height of bounce (cm)

50 32

100 62

150 88

200 115

Use the evidence from their two investigations to suggest which surface they used
for their second investigation.

Tick ONE box.

grass tarmac

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 concrete clay

1 mark

(f) Describe how the height of the drop affects the height of the bounce.

......................................................................................................................

......................................................................................................................
2 marks

Q8.
Seeds

Jade looks at these berries.

Berries contain seeds.

(a) Why do plants produce seeds?

......................................................................................................................

......................................................................................................................
1 mark

(b) Tick ONE box to show the main way that birds help to disperse the seeds in these
berries.

Birds shake the Birds spread the seeds

seeds out. in their droppings.

The seeds catch on Birds carry the seeds

the birds’ feathers. in their feet.

1 mark

(c) Jade investigates which colour berries show up best.

She hangs different coloured beads on some green plants.

She uses the same number of beads of each colour.

Michael looks for the beads for two minutes.

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Jade counts how many beads of each colour Michael finds.

Here are Jade’s results.

Colour of Beads Number found in 2 minutes

Black 19

Brown 12

Green 8

Red 25

(i) Which colour was easiest to see on the plants?

............................................................................................................
1 mark

(ii) The children think that the colour of the berries might affect the number of
seeds dispersed by birds.

How might the colour of berries affect the number of seeds dispersed by
birds?

............................................................................................................

............................................................................................................

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 1 mark

Q9.
Evaporation

(a) Rose knows that water and vinegar evaporate.

Tick ONE box to show what evaporation means.

Evaporation is the change from...

gas to liquid. gas to solid.

liquid to solid. liquid to gas.

1 mark

(b) Rose sets up a test to find out if more water or more vinegar evaporates over 3
days.

She puts water in one container and vinegar in another container, like this:

Rose places both containers on the same windowsill.

(i) Use the information above to describe ONE thing that is not fair in her test.

............................................................................................................
1 mark

(ii) Why does it matter if her test is not fair?

............................................................................................................

............................................................................................................
1 mark

(c) Rose changes her test to make it fair. She measures the volumes of water and
vinegar twice each day to see how much has evaporated.

The table below shows her results.

Day Time Volume of Volume of

water (cm3) vinegar (cm3)

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 Monday 10 am 100 100
3 pm 99 98

Tuesday 10 am 97 94
3 pm 94 86

Wednesday 10 am 91 82
3 pm 89 80

Rose wanted to compare water and vinegar to find out which evaporated the most
over 3 days.

Use Rose’s results to write a conclusion for her test.

......................................................................................................................

......................................................................................................................
1 mark

(d) Rose notices that more water and vinegar evaporated between 10 am and 3 pm on
Tuesday than between the same times on Monday or Wednesday.

Suggest ONE possible reason why more water and vinegar evaporated on Tuesday.

......................................................................................................................
1 mark

Q10.
Planet Earth

(a) A long time ago, people thought that the Earth was flat.

Now we know that planet Earth is not flat.

What shape is planet Earth?

......................................................................................................................
1 mark

(b) A long time ago, scientists had different ideas about the Sun and the Earth.

Now we know that only some of their ideas are true.

Tick ONE box in each row on the table below to say whether
each idea is true or false.

Idea True False

The Earth goes around the Sun.

The Earth spins on its axis.

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 The Sun is hidden behind the
Moon at night.

The Sun orbits the Earth.

Night is dark because thick

clouds cover the Sun.
2 marks

(c) The diagram below shows clouds over different parts of the Earth.

Rain is falling from the clouds.

(i) Draw an arrow from each cloud to show the direction of gravity acting on the
rain.

1 mark

(ii) Explain why you have drawn the arrows in this way.

In your answer write about the force of gravity.

............................................................................................................

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 ............................................................................................................
1 mark

Q11.
Edward Jenner

(a) Edward Jenner was a doctor who lived a long time ago.

Jenner noticed that people who suffered from a disease called cowpox did not catch
smallpox.

Smallpox is a disease that can kill people.

Picture of Edward Jenner from Senior Biology (1991),

King, R.J. and Sullivan, F.M. Pearson Education, Australia.

What do we call it when someone notices something important like this?

Tick ONE box.

an observation an effect

an investigation a measurement

1 mark

(b) Jenner carried out a test. He used cowpox to see if it could stop people catching
smallpox. He carried out his test on several people.

Why did Jenner carry out his test on several people instead of on just one person?

......................................................................................................................

......................................................................................................................
1 mark

(c) A micro-organism causes smallpox.

Why do scientists wear masks and gloves when they work with micro-organisms?

......................................................................................................................

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7
1 mark

(d) There are many types of micro-organism. Some can help to prevent or cure disease.

Describe ONE different way in which micro-organisms can be helpful.

......................................................................................................................
1 mark

(e) The diagrams below show how three different micro-organisms look under a
microscope.

A B C
Use the key below to help you identify these micro-organisms.

Write your answers under the key.

A is ................................................. B is .................................................

C is .................................................
2 marks

Q12.
The Steady Hand Game

(a) Sita has made a game. In her game, she has to move a metal ring along a piece of
thick wire until it reaches the rest position.

When she is moving it, the metal ring must not touch the wire. If it touches the wire,

Page 17 of 88
 a bulb will light and a buzzer will make a noise.

The metal ring and the thick wire both let electricity through.

What is the scientific name for materials that let electricity through?

......................................................................................................................
1 mark

(b) Sita made the rest position by covering the wire with an insulating material. When
she puts the metal ring down on the rest position, the bulb and buzzer cannot work.

Which materials might Sita have used to insulate the wire for the rest position?

Tick the three correct boxes.

clear sticky tape copper wire

plasticine newspaper

steel wool aluminium foil

2 marks

(c) The bulb and buzzer will only work in Sita’s game when the metal ring touches the
wire.

Tick ONE box to show which is the correct circuit for her game.

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 1 mark

(d) To make the electrical circuit for the game, Sita uses a buzzer, a bulb and a cell
(battery).

Label the symbols below by writing buzzer, bulb or cell.

.............................. .............................. ..............................

1 mark

(e) Kalinda plays the game. She thinks the buzzer should be louder.

How can Sita change her circuit so that the same buzzer makes a louder sound?

......................................................................................................................
1 mark

Q13.
Changes

Kim and Juan change the way some things look. The pictures below show the changes.

Which changes are reversible?

Tick ONE box for each change.

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 2 marks

Q14.
Exploring magnets

(a) Wayne has two bar magnets. He hangs each bar magnet from a piece of string. He
holds them close together like this:

What happens to the magnets when he holds them like this?

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 ......................................................................................................................
1 mark

(b)

Wayne has some disc He takes the magnets off the

magnets on a wooden rod. rod. He turns some of them
over, then puts all the magnets
back on the rod.

Some of the magnets float.

Why does magnet 5 float above magnet 4?

......................................................................................................................

......................................................................................................................
1 mark

(c) Wayne draws a diagram of the floating magnets. Part of the diagram is given below.
It shows magnets 3, 4 and 5.

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 The North and South poles on magnet 5 are labelled.

Label the North (N) and South (S) poles on magnets 3 and 4 below.

1 mark

Q15.
Bathtime

(a) Jack gets out of the bath. He dries himself with a towel.

Why is towelling a good material to dry himself with?

......................................................................................................................
1 mark

(b) Small puddles of water drip on to the floor tiles and stay there.

Tick ONE box to say why the puddles stay on the floor tiles.

The puddles stay on the floor because the floor tiles…

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 soak up water. bend easily.

are waterproof. are solid.

1 mark

(c) The bathroom window is closed.

Jack sees drops of water on the inside of the bathroom window.

Name the process that causes the water to appear on the bathroom window.

......................................................................................................................
1 mark

(d) The flow diagram below shows where the water goes before it reaches the window.

Complete the flow diagram to show where the water is.

1 mark

(e) Jack dries his hair with an electric hairdryer. He does not use the hairdryer in the
bathroom because it might get wet.

Why is it dangerous to use an electric hairdryer near water?

......................................................................................................................

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 ......................................................................................................................
1 mark

Q16.
Animals in their environment

(a) Draw THREE lines to match each of these animals to the environment in which it
lives.

1 mark

(b) Highland cows look different from other types of cow.

Look at the pictures of the cows.

How are Highland cows better protected against cold weather than Jersey cows?

......................................................................................................................
1 mark

(c) These animals live in different environments.

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 Complete the table below to describe ONE feature of a Polar Bear. Say how the
feature helps the Polar Bear to live in its environment.

Animal Lives in... One feature that helps How the

the animal to live in feature helps
its environment

Monkey rainforest it has a tail to help it balance

Polar the Arctic

Bear it has ....................... ..............................

................................. ..............................

1 mark

Q17.
Measuring temperature

(a) Some children want to find out which material keeps a drink hottest. They fill three
cups with hot water.

metal cup polystyrene cup plastic cup

They measure the temperature of the water. It is the same in each cup.

What equipment do they use to measure the temperature of the water?

......................................................................................................................
1 mark

Page 25 of 88
(b) They leave all the cups in the same place to cool.

What else must the children keep the same for their test to be fair?

Tick TWO boxes.

The size of each cup.

The material used to make the cups.

The final temperature of the water.

The volume of hot water in each cup.

1 mark

(c) They measure the temperature again after 20 minutes.

In their test, the polystyrene cup keeps the water hottest.

Write metal, polystyrene and plastic in the correct order in the boxes below, to
show how well each insulates heat.

1 mark

(d) The children want to record their results on a graph.

Which graph would best show the results at the end of their test?

Tick ONE box.

Page 26 of 88
 1 mark

Q18.
Human body

(a) Meena makes this list to show the functions of different parts of the body.

Functions of different parts of the body:

1. takes in food

2. pumps blood

3. takes in oxygen

4. holds the body upright

5. controls the body

(i) Which number on Meena’s list gives the main function of the brain?

.................................................
1 mark

(ii) Which number on Meena's list gives the main function of the heart?

.................................................
1 mark

(b) Some of our bones help to protect our organs.

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 Name the set of bones that helps to protect the heart and lungs.

......................................................................................................................
1 mark

(c) Meena reads in a book that the human heart beats about 4300 times an hour at
resting rate.

Meena says: 'I want to check this information, but I cannot measure
my heartbeat for an hour.'

How can Meena find out quickly if her heart beats about 4300 times an hour?

......................................................................................................................

......................................................................................................................
1 mark

Q19.
Time on Earth

(a) Our measurements of time are linked to the movements of the Moon and Earth.

How many days does each of the following movements take?

Complete the table below.

Movement Time taken (days)

Earth to spin on its axis.

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 Earth to orbit the Sun.

Moon to orbit the Earth.

2 marks

(b) Look at this diagram of the Sun and the Earth.

In the diagram above, what is the time in England?

Tick ONE box.

6 o'clock (morning) 6 o'clock (evening)

12 o'clock (midday) 12 o'clock (midnight)

1 mark

(c) The diagrams below show the same shadow stick at different times on the same
day.

One circle on each diagram below shows the position of the Sun in the sky when
each shadow is made.

(i) Put a cross in one circle on each diagram to show the correct position of the
Sun.

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 1 mark

(ii) Draw THREE lines below to match each shadow to the time it is made.

1 mark

Q20.
Woodland survey

(a) Sam and Peter measure around the trunks of ten oak trees.

They measure five trees growing close together and five trees growing in open
space. The trees are all the same age.

Here are their results.

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 The range of measurements for tree trunks growing close together was
32–101 cm.

What was the range of measurements for tree trunks growing in open space?

................................................ cm
1 mark

(b) Use the information in the tables. Compare the size of tree trunks growing close
together with the size of tree trunks growing in open space.

......................................................................................................................

......................................................................................................................
1 mark

(c) Trees need light to help them grow.

How do trees use light to help them grow?

......................................................................................................................

......................................................................................................................
1 mark

(d) Name TWO other things that trees need to take in to help them grow.

Light and .......................................... and .............................................

2 marks

(e) Peter finds lots of fungi under a tree.

Page 31 of 88
 Write true or false next to each sentence about fungi below.

One has been done for you.

Fungi are living things.

Fungi can grow. ..............................

Fungi can reproduce. ..............................

1 mark

Q21.
Rockets

(a) Alice makes a rocket and launcher.

She puts the rocket in the launcher.

She squeezes the launcher. A force makes the rocket shoot into the air.

Tick ONE box below to show where the force comes from.

Page 32 of 88
 the rocket the tube

the air in the bottle the air outside the bottle

1 mark

(b) On the diagram below, draw an arrow to show the direction of air resistance on
the rocket as it leaves the launcher.

1 mark

(c) Alice wants to find out if changing the length of the rocket makes a difference to how
far it travels.

Alice predicts that the longer the rocket, the shorter the distance the rocket will
travel.

She tests her prediction.

Here are her results.

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 (i) Was Alice’s prediction correct?

Yes No

(ii) Explain how the graph shows if her prediction was correct or incorrect.

............................................................................................................

............................................................................................................
1 mark

(d) Alice does the test more than once.

Why does she repeat the test?

Tick ONE box.

to make it a fair test to change her equipment

to make the rocket go

to check her results
further

1 mark

Q22.
Pebbles, salt and sand

(a) Joanne has a dry mixture of pebbles, salt and sand.

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 She has these four pieces of equipment to help her separate the mixture.

Which piece of equipment from the box above should Joanne use to separate the
pebbles from her mixture?

......................................................................................................................
1 mark

(b) Which TWO pieces of equipment from the box should she use to separate the salt
from the sand?

..................................................... and .......................................................

1 mark

(c) Joanne uses these two things and some other equipment to separate the salt from
the sand.

When she finishes, she has salt crystals in one container and sand in another
container.

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 salt crystals sand

Explain fully how Joanne separated the salt and sand mixture, so that she finished
with salt crystals in one container and sand in another container.

......................................................................................................................

......................................................................................................................

......................................................................................................................

......................................................................................................................

......................................................................................................................
2 marks

Q23.
In the garden

David sees these living things in his garden.

David sorts the animals in his garden into these groups.

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 Use only the living things in the pictures to answer these questions.

(i) Name TWO animals in group A.

............................................. and ..............................................

1 mark

(ii) Name TWO animals in group D.

............................................. and ..............................................

1 mark

(iii) Circle THREE letters below to show which groups an adult human would be in.

A B C D E F
1 mark

Q24.
Light

(a) The things below all make shadows in light.

Draw ONE line from each object to the shadow it could make.

Use each shadow ONCE.

1 mark

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(b) Jenny investigates which materials allow light to pass through. She holds different
materials out in the sun.

Complete the table below to predict Jenny’s results.

Tick ONE box in each row. One has been done for you.

Material Some light No light

passes through passes through

tissue paper

glass

mirror

clear plastic

cardboard

foil
2 marks

(c) Jenny sits by a lamp.

A shadow forms.

She wants to see if any other objects will cause a shadow in a dark room. She turns
the lamp off. She sits in front of these objects instead of the lamp:

Page 38 of 88
 television mirror plant night safety
jacket

(i) Which ONE of these four objects will cause a shadow of Jenny in a dark
room?

............................................................................................................
1 mark

(ii) Why does a shadow form when Jenny sits in front of this object?

Tick ONE box.

Because the object...

is translucent. reflects light.

is a light source. is transparent.

1 mark

Q25.
Teeth

(a) Mohab looks at these pictures of teeth.

He uses this key to identify tooth A and tooth B.

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 Use the key above to identify tooth A and tooth B.

(i) tooth A .......................................................................................

(ii) tooth B .......................................................................................

1 mark

(b) Canines, molars and incisors have different jobs.

Draw THREE lines below to match each type of tooth to its main job in humans.

1 mark

(c) Mohab makes a poster.

Complete the poster below. Write TWO other ways that people can look after their
teeth.

Page 40 of 88
 2 marks

Q26.
Ice lollies

(a) Some children are making ice lollies.

The children cool the liquid. It changes into ice.

Name the process that takes place when a liquid changes to a solid.

......................................................................................................................
1 mark

(b) Which TWO statements below show that an ice lolly is a solid?

Tick TWO boxes.

It has a fixed shape.

It is slippery.

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 It is cold.

It is cloudy.

It cannot be poured.

1 mark

(c) The children make ice lollies of different sizes.

They time how long the lollies take to melt.

Here are their results.

Volume of lolly
Time taken to melt
(cm3)
(minutes)

30 200

40 230

50 255

60 275

70 295

Describe the link between the volume of the lolly and the time it takes to melt.

......................................................................................................................

......................................................................................................................
2 marks

Q27.
Trees and other plants

(a) Different parts of a tree have different functions.

Draw THREE lines below to match each part of the tree to its function.

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 1 mark

(b) Germination, pollination, fertilisation and seed dispersal are all stages in the life
cycle of plants.

Draw THREE lines below to join each stage in the life cycle to the correct picture.

One has been done for you.

1 mark

Q28.
Sound

(a) Carina makes a drum by stretching a balloon over the top of a jam jar.

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 She hits the stretched balloon with a beater.

It makes a sound.

What does the sound travel through to reach Carina’ s ears?

......................................................................................................................
1 mark

(b) She pulls the balloon more tightly over the jar.

This changes the pitch of the sound.

(i) Describe what pitch means.

............................................................................................................
1 mark

(ii) How does the pitch change when the balloon is tighter?

............................................................................................................
1 mark

Q29.
Human life cycle

(a) Some children are comparing a baby and a doll.

The baby can breathe, but the doll cannot.

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 This shows that the baby is living.

What are TWO other things a baby does that show it is living?

Tick TWO boxes.

grow sit in a pushchair

lie in bed be cuddled

have a bath suck milk

wear clothes get dirty

2 marks

(b) A baby is a part of the human life cycle. The flow chart below shows different stages
of the human life cycle.

Which ONE life process can an adult do that a young child cannot?

......................................................................................................................
1 mark

Q30.
Rock pool

(a) Some children see four living things in a rock pool.

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 Which ONE of these living things is a producer in a food chain?

......................................................................................................................
1 mark

(b) Some sea water is trapped in the rock pool.

The water cannot drain away.

Which word best describes the rock that stops the water draining away?

Circle ONE word.

permeable impermeable rough

strong absorbent

1 mark

Page 46 of 88
Mark schemes

Q1.
(a) Award ONE mark for:

• 0 [in correct cell in table].

Allow:

a correct response outside the table or in the wrong place in the table.
1(L3)

(b) Award ONE mark for identifying both the independent variable
[the temperature]
and one of the dependent variables [the (number of) seeds germinating
or the time taken (to start) to grow]:

• how many seeds germinated at (different) temperatures?

• how many seeds (started to) grow at (different) temperatures?

• how long it takes lettuce seeds to (start to) grow/germinate at

different temperatures?

Allow:

• how does temperature affect germination?

• how many seeds came up at each temperature?

• what is the best temperature for seeds to grow?

Allow:

statements which are not framed as questions:

• the number of seeds germinating at each temperatures;

• the time taken for seeds to (start to) grow at different temperatures;

• the number of seeds that (start to) grow at different temperatures.

Do not give credit for an insufficient response giving a
conclusion:
• more seeds grew at higher temperatures.
Do not give credit for questions identifying an incorrect
independent variable or dependent variable:
• which seeds grow at different temperatures?
1(L4)

(c) Award up to TWO marks for all four correct:

True False Can’t tell

The quickest germination

was 25 °C.

Page 47 of 88
 At 25 °C all the seeds
germinated by Day 6.

5 °C is too cold for the

seeds to germinate.

The best temperature for

seeds to germinate was 15
°C.
2(L4)

or

If you are unable to award two marks, award ONE mark for two
or three correct.
1

(d) Award ONE mark for both parts correct:

• agree with Faiza

AND

a response which shows an awareness that only one kind of seed has been
tested or that all temperatures were not tested:

• they did not test different kinds of seed;

• they only tested one kind of seed;

• they only used lettuce seeds;

• they didn’t test all other temperatures.

Allow:

• some seeds may need more heat to germinate;

• 25 °C might be the best temperature for lettuce seeds;

• they might not have allowed sufficient time;

• you do not know what would happen if you left it longer.

Allow:

if neither box is ticked but the creditworthy explanation indicates that

the pupils believe Faiza is correct, the mark may be awarded.
Do not give credit where a box other than ‘agree with Faiza’
is ticked.
Do not give credit for an insufficient response:
• more information.

Page 48 of 88
 1(L5)
[5]

Q2.
(a) Award ONE mark for an explanation that the slope of the graph for
cup B is steeper and/or the line for cup B is lower (than cup A):

• the graph for cup B goes down more quickly;

• the graph for cup B drops more steeply in the first 40 minutes;

• after 40 minutes, cup B is at a lower temperature than cup A;

• cup B’s temperature went down more quickly.

Allow:

• cup B goes down more than cup A;

• after 40 minutes, cup B is at 39(±1) °C and cup A is at 45(±1) °C;

• it/its line is lower.

Allow:

• cup B reached room temperature first.

Do not give credit for an insufficient response that restates
that cup B cooled more quickly:
• cup B cooled the quickest;
• cup A is hotter.
Do not give credit for an insufficient response that only
describes the temperature in one cup:
• cup B is at 39 °C.
Do not give credit for an insufficient response that is
ambiguous as to which cup is being described:
• one line goes down faster than the other.
1(L4)

(b) Award ONE mark for:

• 25 °C.

Allow:

a response within the range of 23–27 °C inclusive.

1(L5)

(c) Award ONE mark for:

• thermal insulator
Question Requirements Mark Additional guidance
1(L4)

(d) Award ONE mark for a response that increases the amount of
insulation and

Page 49 of 88
 reduces the heat leaving her drink:

• put a lid on it;

• wrap it in another insulating material/use a mug warmer;

• put the drink in a thicker/more insulating cup;

• put the cup inside another cup;

• wrap it in foil;

• hold the cup in her hands;

• put the drink in a flask.

Allow:

• put it in a warm place.

Do not give credit for a response that includes incorrect
science:
• put the drink in a metal cup [metal is a good conductor].
Do not give credit for an insufficient response that indicates
re-heating the drink:
• put it on the cooker/in the oven;
• re-heat it in the microwave;
[these do not describe how to minimise heat loss].
1(L4)
[4]

Q3.
(a) Award ONE mark for an arrow in the direction of pull anywhere in the box:

Allow:

• an arrow towards the left at an angle of 45° above or below the horizontal.
1(L5)

(b) Award TWO marks for a general comparison describing the relationship
between
the number of masses and the size of the force required to pull them:

• the more masses there are, the greater the force needed to pull them;

• the fewer masses there are, the smaller the force needed to pull them.

Allow:

• for every mass added, the force increases by 0.15 N;

Page 50 of 88
 • the greater the weight, the bigger the force needed to pull them.
2(L5)

or

Award ONE mark for two specific comparisons describing the relationship:

• lots of masses need a big force and one mass needs a small force.

Award ONE mark for a single comparison of the variables:

• more force is needed when there are lots of masses;

• less force is needed when there is one mass.

Award ONE mark for a response indicating that the force increases
for every mass added, but the amount of increase is incorrect:

• for every mass added, the force increases by 15 N.

Do not give credit for an insufficient response that changes
a variable:
• the more masses there are, the bigger the forcemeter.
Do not give credit for an insufficient response that replaces
frictional force with weight:
• the more the mass, the greater the weight (force).
1

(c) Award ONE mark for an indication that his results are recorded in reverse
order or a response that identifies the incorrect relationship in the table:

• his results are the wrong way round;

• his results show that the more masses he added, the easier it was to pull;

• he put that the least mass needs the biggest force to pull it.

Allow:

• they are in the wrong order;

• it is backwards.
Do not give credit for an insufficient response:
• his results;
• his results do not match his notes;
• they are all in the wrong place;
• the first and last readings need to be swapped.
Do not give credit for an insufficient response that replaces
frictional force with weight:
• his table shows that the higher the number of masses,
the more it weighs.
1(L4)

(d) Award ONE mark for an indication that he should check his method
and/or repeat his test:

• do his test again (to check his results);

Page 51 of 88
 • repeat his test;

• make sure he is doing his test correctly;

• review his plan.

Do not give credit for an insufficient response that relates to
checking his results:
• check his test results [repetition of stem];
• keep going over it again and again;
• double check it; [it is ambiguous whether these refer to
repeating the test or checking the results again].
1(L4)
[5]

Q4.
(a) Award TWO marks for all three ticks correctly placed:

Material Solid Liquid Gas

Citric acid powder

Bicarbonate of soda
powder

Water
2(L4)

or

If you are unable to award two marks, award ONE mark for any two ticks
correctly placed.
1

(b) Award TWO marks for a response that describes the following events
in the context of the experiment in the given order:

1) the water evaporates;

2) the citric acid remains in the container/dish:

• evaporate the water and the citric acid will stay in the container;

• put the water and citric acid mixture somewhere warm. The water will
turn to vapour and the citric acid will remain.

Allow:

• they heat the mixture. The citric acid powder is left behind.
2(L5)

or

If you are unable to award two marks, award ONE mark for a response
that describes one event:

Page 52 of 88
 • evaporate the water from the container;

• the citric acid forms crystals once the water is gone.

Allow:

a response that indicates they move the container to a warmer place

(to increase the rate of evaporation):

• move the container/mixture to a warmer place;

• put the bowl on the radiator.

Do not credit the first marking point for a response that
includes incorrect science indicating the citric acid may
evaporate with the water:
• evaporate the solution.
Do not credit the first marking point for an insufficient
response that is unclear or ambiguous as to what is
evaporating:
• evaporate it.
1
[4]

Q5.
(a) Award ONE mark for an indication that pulse rate is a measure of
heart rate

• heart rate;

• the number of heart beats per minute;

• how fast your heart is pumping;

• how much the heart beats.

Allow:

• (the speed of your) heart beat;

• the number of beats per second.

Do not give credit for a response that includes incorrect
science:
• how fast you are breathing.
Do not give credit for an insufficient response:
• how fast your heart is moving/going;
• (the speed of) your heart.
1(L4)

(b) Award ONE mark for a response indicating that the heart rate had
increased:

• their heart beat was faster;

• their hearts were pumping more quickly.

Page 53 of 88
 Allow:

• the heart pumps more blood around the body;

• the blood is pumped around the body faster.

Do not give credit for an insufficient response:
• their pulse goes up because they are running/moving
around
[given];
• they need more blood.

♦ Give credit for a correct response that goes beyond the key stage 2
programme of study indicating that the human body requires more
oxygen/energy from the blood during exercise:

• the blood moves more quickly because the body needs more energy;

• they needed more oxygen/food/glucose so their hearts were pumping faster;

• to get rid of carbon dioxide from cells more quickly.

1(L4)

(c) Award ONE mark for an indication that their pulse would decrease
and/or return to normal:

The children’s pulse rates will...

• return to normal;

• go down;

• get slower.

Allow:

• drop;

• calm down.
Question Requirements Mark Additional guidance
Do not give credit for an insufficient response:
The children’s pulse rates will…
• change.
1(L3)
[3]

Q6.
(a) Award ONE mark for both parts correct:

Yes No

Page 54 of 88
 •
1(L4)

(b) Award ONE mark for:

• a solid formed.
1(L4)

(c) Award ONE mark for a response indicating that the children should add
different volumes of vinegar to the milk:

• put different amounts of vinegar in each;

• put a small amount of vinegar in one container. Put a bit more vinegar
in the next container and lots in the last one.
Do not give credit for an insufficient response:
• put vinegar in each.
1(L4)

(d) Award ONE mark for an indication that the children could weigh the balls:

• they could weigh the balls.

Allow:

• put the balls on scales.

OR

Award ONE mark for a response which controls the size of the balls in at
least one dimension and describes the dimension to be measured (if it is
different to the method already given):

• the children could put the balls into identical containers, squash them flat
and measure the height;

• the children could flatten the balls to the same height and measure the area;

• the children could harden the balls in the fridge/freezer/oven before measuring;

• draw a circle around the ball and measure its area (on graph paper).

Allow:

a response that attempts to control the size of the ball in one dimension without
indicating how they will measure it:

• make the white ball flat and measure it.

♦ Give credit for a correct response that goes beyond the key stage 2
programme of study, showing an understanding that the size of the
white balls may be measured by displacement when the balls are
pushed into the water:

• measure how much the volume increases when the white ball is

Page 55 of 88
 pushed into the water.
Do not give credit for an insufficient response:
• measure its area;
• use a ruler;
• use string;
• look at them.
1(L5)
[4]

Q7.
(a) Award ONE mark for:

• ruler;

• metre rule;

• tape measure.

Allow:

• measurement stick;

• metre stick.
Do not give credit for an insufficient response:
• a piece of string.
1(L3)

(b) Award ONE mark for:

• in a table
1(L3)

(c) Award ONE mark for a recognition of the need for control/fair test:

• to make the test fair;

• making it different will make it unfair.

OR

• identification of lack of comparability:

• dropping it at different heights will make it go higher/different;

• dropping it at different heights will be unfair.

Do not give credit for an insufficient response:
• to see if it changed.
1(L3)

(d) Award ONE mark for a recognition of the independent variable as the
surface:

• the surface;

Page 56 of 88
 • the surface used to bounce the ball.

Allow:

• ground;

• material.
Do not give credit for a response that includes incorrect
science which indicates an investigation of a factor not
mentioned in the table:
• area.
Do not give credit for a response that includes incorrect
science giving the dependent variable:
• how high it bounces.
1(L4)

(e) Award ONE mark for:

• concrete
1(L5)

(f) Award TWO marks for a general comparison describing the relationship
between the height of drop and the height of bounce:

• the higher the drop the higher the bounce;

• the lower the drop the lower the bounce.

or

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

• the highest drop bounces highest,

• the lowest drop bounces lowest.

Award ONE mark for a single comparison of the variables:

• the highest makes it bounce high;

• the lowest height makes it bounce low;

• a low height makes it bounce low.

Do not give credit for a response that changes one or both
variables:
• the higher it drops the faster it goes;
• the higher the drop the harder it bounces.
Do not give credit for a response that gives an incorrect or
correct explanation:
• there is more force pulling down so the bounce is bigger.
1
[7]

Page 57 of 88
Q8.
(a) Award ONE mark for an indication that plants need to produce seeds to
reproduce, or to allow the plant type to disperse:

• to allow it to reproduce;

• it allows the species/type of plant

• to survive;

• so that it produces new/young plants/seedlings;

• so that new plants can grow in different places;

• to complete the life cycle;

• so that a young plant will grow.

Allow:

• to spread the plants out;

• without seeds, no new plants would grow;

• to make baby plants;

• to produce more plants.

Do not give credit for an insufficient response that implies
the individual plant will die if it does not produce seeds:
• it allows the plant to survive;
• to carry on living.
Do not give credit for a non-specific or ambiguous response:
• they would not grow if they did not have seeds;
• to (help them) grow;
• so that it can grow [implies that the original plant
regrows].
1(L3)

(b) Award ONE mark for:

• Birds spread the seeds in their droppings.

1(L5)

(c) (i) Award ONE mark for:

• red.
1(L3)

(ii) Award ONE mark for a response that links the colour/visibility
(of the berries) with attraction to birds and/or

• to seed dispersal:

• birds can see red seeds more easily and they will be eaten more often;

Page 58 of 88
 • birds will eat the red berries that they can see easier;

• berries that blend in may not be eaten as often as when the berries are
ripe;

• the brighter the seeds, the more are dispersed.

Allow:

a response that links colour of berries to visibility, implying that more

or less seeds are dispersed, depending on colour referred to:

• birds can see red more clearly;

• birds may not notice berries which are the same colour as the leaves;

• the brighter the berry, the easier it is for birds to see them;

• the more contrast between the leaves and the colour of the berry, the more
likely the birds are to see them.
Do not give credit for an insufficient response that does not
refer to visibility of the berries to the birds:
• the berries are brighter;
• red stands out;
• red is better.
Do not give credit for an insufficient response that changes
a variable in the relationship:
• the number of berries depends on the type of bird.
1(L5)
[4]

Q9.
(a) Award ONE mark for:

• liquid to gas.
1(L4)

(b) (i) Award ONE mark for identifying one way her test is not fair:

• the containers are different shapes/sizes;

• the vinegar container is wider;

• there is more vinegar than water;

• there is less water.

1(L3)

(ii) Award ONE mark for an understanding that her results

will not be reliable if her test is not fair:

• because she will not be able to trust her results if her test is not fair;

• because she will not know what her results mean;

Page 59 of 88
 • because she will not be sure if her results are the true results of her test;

• she will not be able to interpret/compare her results.

Allow:

• she will not be able to tell which liquid evaporates more quickly.
Do not give credit for an insufficient response:
• her results will not be accurate [her test may be accurate
but because her test is not fair, she cannot draw a reliable
conclusion from her results].
1(L5)

(c) Award ONE mark for a conclusion indicating that more

vinegar than water evaporated (over three days):

• less water than vinegar evaporated;

• the vinegar’s volume decreased more than the water’s.

Allow:

a response that does not make explicit the two factors being compared:

• vinegar evaporated most;

• water evaporated least.

♦ Give credit for a correct response that goes beyond the key stage 2
programme of study, indicating the relationship in terms of a rate:

• the vinegar evaporated a bit faster than the water (over the three days);

• overall, the water evaporated at a slower rate than the vinegar.

Do not give credit for an insufficient response:
• different amounts of water and vinegar evaporated;
• she found an answer to her test;
• she was right/wrong;
• the vinegar evaporated first.
1(L5)

(d) Award ONE mark for an indication that the air temperature increased
or that there was more movement of air:

• it was hotter;

• it might have been a warmer day;

• it was sunnier;

• it was more draughty/windy;

• the air was drier/less humid;

• it was not as hot on the other days;

• it was cooler/less windy on Monday and Wednesday.

Page 60 of 88
 Allow:

• it was sunnier;

• there was more sunlight; [implies it was hotter].

Allow:

a response given in absolute terms:

• it was hot;

• it was draughty.
Do not give credit for an insufficient response:
• the heat was different [does not specify an increase].
Do not give credit for an incorrect response:
• they might have put it somewhere warmer.
1(L4)
[5]

Q10.
(a) Award ONE mark for an awareness that the Earth is spherical:

• the Earth is a sphere;

• the Earth is spherical;

• a sphere.

Allow:

• the Earth is shaped like a ball.

Do not give credit for an insufficient response:
• round;
• circular;
• oval.

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

• ovoid;

• geoid.
1(L3)

(b) Award TWO marks for all five ideas correctly classified:

Idea True False

The Earth goes around the

Sun.

The Earth spins on its axis.

Page 61 of 88
 The Sun is hidden behind the
Moon at night.

The Sun orbits the Earth.

Night is dark because thick

clouds cover the Sun.
2(L4)

or

If you are unable to award two marks, award ONE mark for any four
ideas correctly classified.
1

(c) (i) Award ONE mark for four arrows drawn from the clouds towards
the centre of the Earth:

Allow:

Allow:

a response in which the arrows are not drawn horizontally or vertically

as long as they point from the clouds towards the Earth:

Page 62 of 88
Do not give credit for a response that includes incorrect
science showing any of the arrows drawn at an inappropriate
angle [not the direction in which gravity acts]:
•

1(L4)

Page 63 of 88
 (ii) Award ONE mark for an explanation that gravity acts towards
(the centre of) the Earth/a large mass and/or exerts a pulling force on the rain:

• gravity acts towards the centre of the Earth;

• gravity acts towards the centre of the mass of a body;

• gravity pulls the rain towards the Earth;

• gravity pulls the rain down.

Allow:

• gravity pulls you to Earth;

• the rain is pulled to the ground.

Do not give credit for a response that includes incorrect
science:
• gravity pushes the rain to the ground.
Do not give credit for an insufficient response that does not
explain how gravity acts on the rain:
• rain falls down due to gravity;
• the rain falls to the ground; the force is called gravity;
• everything falls towards the ground
(wherever you are on Earth) [no reference to a force].
1(L5)
[5]

Q11.
(a) Award ONE mark for:

• an observation
1(L4)

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

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

• to see if his results applied to everyone;

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

• to see if some people are allergic to it.

Allow:

• it might not affect some people;

• in case it did not work on one person;

• different people might react differently to it;

• so there is more evidence.

Page 64 of 88
 Allow:

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

• to see if his results were accurate.

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

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

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

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

• so they do not get the illness themselves;

• to protect them from the disease;

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

Allow:

because micro-organisms can be

• harmful/dangerous;

• to stop them catching a disease;

• to be safe.
1(L3)

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

• to make compost;

• to break down waste material;

• to make cheese;

• to make bread;

• to make yogurt;

• in brewing;

• to help you digest things.

Allow:

• to make medicines;

• to preserve things [like sauerkraut];

Page 65 of 88
 • to give yogurt/cheese flavour.

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

• some are producers in a food chain.

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

(e) Award TWO marks for all three correct:

• A is bacterium;

• B is euglena;

• C is blue-green algae.
2(L4)

or

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

Q12.
(a) Award ONE mark for:

• conductors.
Do not give credit for a response that includes incorrect
science:
• thermal conductor.
1(L4)

(b) Award TWO marks for identifying all three insulators:

• sticky tape

• plasticine

• newspaper
2(L4)

or

If you are unable to award two marks, award ONE mark for correctly

Page 66 of 88
 identifying any two insulators.
1

(c) Award ONE mark for:

1(L5)

(d) Award ONE mark for correctly labelling all three symbols:

bulb cell buzzer

Allow:

• battery [in place of ‘cell’].

1(L4)

(e) Award ONE mark for an indication of an increase in voltage or

that the bulb could be removed from the circuit:

• add a cell/battery;

• use a cell with a higher voltage;

• take the bulb out of the circuit;

• have two/more cells in the circuit.

Allow:

• use a stronger cell;

• put another cell in;

• recharge the battery;

• use a new cell;

• use a more powerful battery;

• make the circuit/wire shorter/smaller.

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

• use thicker wire;

• use less wire.

Page 67 of 88
 Do not give credit for an insufficient response:
• use a bigger cell [does not indicate an increase in
voltage];
• make a parallel circuit;
• change the position of the buzzer in the circuit;
• remove the bulb [does not refer to the circuit].
1(L5)
[7]

Q13.
Award TWO marks for all four changes correctly classified:

•
Yes No
bread
ice
paper
plasticine
2

or

If you are unable to award two marks, award ONE mark for a correct
classification of three of the changes.
1
[2]

Q14.
(a) Award ONE mark for an indication that the magnets attract:

• they attract each other.

Allow:

• they will join together;

• the magnets will stick to each other;

• the two ends attach;

• they move together;

• they pull together.

1

(b) Award ONE mark for an indication that the magnets repel:

• they repel each other;

• it is repelled;

Page 68 of 88
 • the poles/magnets push each other away.

Allow:

• because he has put like poles together;

• magnet 4 pushes away/repels magnet 5.

Do not give credit for an insufficient response:
• they are the same poles [it is the position that is different];
• they do not attract [does not imply that they repel];
• they are the wrong way round [does not explain].
1

(c) Award ONE mark for correct completion of all four labels:

1
[3]

Q15.
(a) Award ONE mark for an understanding that the towelling is absorbent:

• it soaks up the water;

• it absorbs water (well).

Allow:

• it takes in water.
Do not give credit for an insufficient response:
• it is soft;
• it is like a sponge [does not describe the appropriate
property];
• it is flexible.
Do not give credit for a response that includes incorrect
science:
• it sucks up water.
1

(b) Award ONE mark for:

Page 69 of 88
 • are waterproof

(c) Award ONE mark for:

• condensation;

• condensing.
Do not give credit for a response that includes incorrect
science referring to the water droplets as steam:
• the water is steam on the window;
• steam.
Do not give credit for an insufficient response:
• cooling [the water can cool but may not necessarily
condense];
• liquidise [water liquidises on melting].
1

(d) Award ONE mark for an indication that the water (vapour) is in the air:

• water in the air.

Allow:

• water in the atmosphere.

Do not give credit for an insufficient response:
• evaporation/water vapour [does not say where the water
is];
• the room.
1

(e) Award ONE mark for an awareness of the dangers caused by water
conducting electricity:

• you might get an electric shock;

• because water can conduct electricity.

Allow:

• it might short circuit;

• you might be killed;

• it will explode.
Do not give credit for an insufficient response:
• it might get wet;
• it is not safe; [repetition of stem];
• electricity and water do not mix

Page 70 of 88
 [does not explain the danger];
• it could cause a fire;
• sparks will fly.
1
[5]

Q16.
(a) Award ONE mark for correct match of all three:

Allow:
worm linked to pond.
1

(b) Award ONE mark for an identification that Highland cattle have long,
thick fur (which protects them in colder climates):

• they have (a) thicker fur/coat;

• they have longer hair;

• their thicker coat traps the air and keeps them warm.

Allow:

• they have more/long hair;

• they have a lot of fur;

• they have (a) thick fur/coat;

• they have a woolly coat.

Do not give credit for an insufficient response:
• they have hair;
• a Highland cow has fur, but a Jersey cow does not;
• their coat traps the air to keep them warm;
• they have horns;
• the Highland cow has thick skin.
1

(c) Award ONE mark for both boxes in the row completed correctly,
indicating that a Polar Bear has a specific feature for a purpose:

• (thick) fur ... to help keep warm;

• a thick layer of fat under its fur ... to keep it warm;

• an acute sense of smell ... to find prey;

Page 71 of 88
 • white fur ... to camouflage/hide itself;

• sharp claws ... to catch prey/fish/ food;

• a waterproof coat ... to help in the water;

• sharp teeth ... to eat its food.

Allow:

• it has the ability to swim ... to catch fish;

• limbs ... to help it swim.

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

• large paws ... to help it exert less pressure on the snow;

• a large body .. to help it retain energy;

• small ears ... to minimise heat loss;

• tiny hairs on the soles of its feet... to stop it slipping (on the ice);

• hollow hairs ... for insulation.

Do not give credit for a response that includes incorrect
science:
• large paws to wrap around itself to keep warm;
• thick fur to protect its eyes.
Do not give credit for an insufficient response:
• it does not mind the cold .. so it can live in the Arctic;
[these are not features of the animal which aid survival].
Do not give credit when the second box does not match the
first box.
1
[3]

Q17.
(a) Award ONE mark for:

• thermometer.

Allow:

• an appropriate electrical/electronic device for measuring temperature:

• temperature sensor.
1

(b) Award ONE mark for both:

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 • The size of each cup

• The volume of hot water in each cup.

(c) Award ONE mark for placing all three materials on the scale in
the correct order:

(d) Award ONE mark for:

1
[4]

Q18.
(a) (i) Award ONE mark for an unambiguous indication of:

• 5;

• controls the body.

1

(ii) Award ONE mark for an unambiguous indication of:

• 2;

• pumps the blood.

1

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 (b) Award ONE mark for:

• the ribs;

• the rib cage.

Allow:

• the sternum;

• the backbone/vertebrae/spine.
Do not give credit for an insufficient response:
• the chest.
1

(c) Award ONE mark for an indication that she must measure her pulse
for a short time [six minutes or less] and multiply to reach an estimate:

• she can measure her pulse for one minute and multiply (by 60).

Allow:

a response where ‘it’ clearly indicates a pulse or a heartbeat:

• measure it for a minute and times by sixty.

Allow:

an indication of measuring the pulse for a short time [six minutes or less] and
multiplying, where the calculation is non-specific:

• she can take her pulse for a little while and ‘times’ it to get the number for one
hour.
Do not give credit for an insufficient response:
• she can measure her pulse rate;
• she measures her heart rate for one minute;
• she measures her heart.
1
[4]

Q19.
(a) Award TWO marks for all three time periods correct:

Movement Time taken (days)

Earth to spin on its • 1 (day).

axis.
Allow:

an equivalent time period,

provided the units are specified:

• 24 hours;

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 • 1 day and 1 night.

Earth to orbit the Sun. Answer within the range of 365–

366 days inclusive.

Allow:

an equivalent time period,

provided the units are specified:

• 1 year;

• 12 months.

Moon to orbit the An answer within the range of 27–

Earth. 29 days inclusive.

Allow:

an equivalent time period,

provided the units are specified

• 1 month;

• 4 weeks.
2

or

If you are unable to award two marks, award ONE mark

for any two periods correct.
Do not give credit for an insufficient response where the unit
of measurement has been changed but not identified:
• 24 [hours not given];
• 12 [months not given];
• 1 [year/month not given].
Do not give credit for a response that includes incorrect
science:
• 31 days.
1

(b) Award ONE mark for:

• 6 o’clock (evening)

(c) (i) Award ONE mark for all three Suns unambiguously identified:

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 1

(ii) Award ONE mark for a correct match of all three:

1
[5]

Q20.
(a) Award ONE mark for:

• 190–400 cm.

Allow:

• 210 cm.
1

(b) Award ONE mark for an indication that trees growing together are smaller:

• trees growing close together are not as big;

• trees in open spaces are bigger (than trees that grow close together).

Allow:

• they are not as big;

• they grow less well; [‘they’ refers to the trees growing close together].

Allow:

• trees grow better when they have more space.

Allow:

a response that indicates the size of the tree trunks growing close together
is less variable:

• there is a smaller range in the size (of tree trunks growing close together);

• tree trunks in open spaces are more variable in size.

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 Do not give credit for an insufficient response that does not
refer to the size of the tree:
• trees growing close together do not get as much light.
Do not give credit for an insufficient response:
• trees growing together are roughly the same size;
• the further away, the taller they grow
[changes variable from wider to taller].

Give credit for a correct response that goes beyond the key stage 2
programme of study, showing an understanding that competition for
resources causes the trees to be smaller in size:

• trees growing close together have less light so they are smaller in size;

• they are smaller because they have less food;

• they have less space to grow which makes them smaller;

• they have to share water/nutrients so they do not grow as large.

Do not give credit for a response that shows understanding
of competition for resources but does not refer to the size of
the tree.
1

(c) Award ONE mark for an understanding that light is used to make new
material for growth:

• trees use light to make food.

Do not give credit for a response that includes incorrect
science:
• it feeds the plant;
• light gives trees nutrients;
• they change the light into food.

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

• light is used as an energy source (for tree/plant growth);

• for photosynthesis.
Do not give credit for an insufficient response:
• light allows the tree to grow [given];
• they absorb light.
1

(d) Award TWO marks for any two correct responses:

• air;

• water/moisture/rain;

• nutrients/minerals/fertilizer.

Allow:

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 • warmth/heat.
Do not give credit for an insufficient second response that is
a repetition or restatement of the first.
Do not give credit for a response that includes incorrect
science:
• soil;
• food/plant food [not taken in].

Give credit for a correct response that goes beyond the

key stage 2 programme of study:

• oxygen/O /O;
2

• carbon dioxide/CO ; [if air is not also given].

2

or

If you are unable to award two marks, award ONE

mark for one correct response.
Do not give credit for an insufficient response:
• Sun/light [given];
• named type of plant feed;
• temperature.
1

(e) Award ONE mark for both responses correct:

• Fungi are living things. true [given]

• Fungi can grow. true

• Fungi can reproduce. true

1
[6]

Q21.
(a) Award ONE mark for:

• the air in the bottle

(b) Award ONE mark for an arrow pointing in the opposite

direction to that of the rocket’s motion:

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 •
Do not give credit for an arrow more than 5° from the line of
the rocket.
1

(c) (i),(ii) Award ONE mark for both:

• no

AND

an indication of the true relationship between the length of rocket

and the distance travelled, based on the graph:

• because the graph shows that the longer the rocket, the further
it travels;

• it shows that if it is a short rocket, it travels less distance than

if it is a longer rocket;

• the longer the rocket, the further it went;

• the 20 cm rocket travelled about 285 cm and the 5 cm rocket

travelled 148 cm;

• the longer the rocket, the higher it goes;

• when the rocket was 20cm long it went the highest

[makes a partial comparison].

Allow:

if neither box is ticked, but the explanation indicates that the pupil
knows the prediction is incorrect, the mark may be awarded.
Do not give credit for an insufficient response:
• the rocket went far;
• the rocket travelled 300 cm [not clear which rocket];
• the 20cm rocket travels 280 cm
[does not make a comparison].
Do not give credit for an insufficient response that refers to
the graph but does not adequately interpret it:
• you can look at the graph;
• the length of the rocket and how far it travelled;
• the line is going up as the size of the rocket goes up;
• the 20cm rocket has a point higher up than the 5cm
rocket;
Do not give credit for a response where the ticked box is
inconsistent with the explanation.
1

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 (d) Award ONE mark for:

• to check her
risults

1
[4]

Q22.
(a) Award ONE mark for an unambiguous indication of:

• sieve.
1

(b) Award ONE mark for an unambiguous indication of both [in either order]:

• (beaker of) water; and

• filter (paper and funnel).

Do not give credit for an insufficient response:
• beaker;
• funnel;
• paper.
1

(c) Award TWO marks for a response that identifies and describes all
three of the correct processes in the context of the experiment,
AND that describes the processes in the order given below:

1 adding water/dissolving salt/making a (salt) solution;

2. filtering (the sandy solution); and

3. evaporating the water/putting the solution somewhere warm

so that salt (crystals) form in the container.
Do not give credit for a response that merely repeats or
restates information asked for in 8(b).
2

or

Award ONE mark for: two correct processes in the correct order
Do not give credit for: two correct processes not in the
correct order.

OR

three correct processes not in the correct order.

1
[4]

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Q23.
(i) Award ONE mark for both:

• thrush; and

• sparrow; [given in either order].

1

(ii) Award ONE mark for both:

• snail; and

• caterpillar; [given in either order].

1

(iii) Award ONE mark for an unambiguous indication of all three:

•
1
[3]

Q24.
(a) Award ONE mark for all three lines correctly matched:

(b) Award TWO marks for correct classification of all five:

Material Some light No light

passes through passes through

tissue paper [given]

glass

mirror

clear plastic

cardboard

foil
2

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 or

If you are unable to award two marks, award ONE mark

for any three or four correctly classified.
1

(c) (i) Award ONE mark for an unambiguous indication of:

• television.
Do not give credit for a response that includes incorrect
science:
• mirror [will not cause a shadow to form in a dark room].
Do not give credit for an insufficient response naming other
light sources not depicted.
1

(ii) Award ONE mark for:

is a light source.

1
[5]

Q25.
(a) Award ONE mark for correct identification of both teeth:

• tooth A: molar; and

• tooth B: incisor.
1

(b) Award ONE mark for all three correctly matched:

(c) Award TWO marks for correct identification of

any two of the following:

• eat fewer sugary foods;

• do not drink fizzy drinks;

• do not eat lots of acidic foods;

• visit the dentist (regularly);

• use a toothpick;

Page 82 of 88
 • use dental floss;

• chew sugar-free gum;

• get a new toothbrush (regularly);

• use fluoride toothpaste;

• use mouth wash;

• wear a gumshield when playing contact sport;

• brush before you go to bed/after meals;

• brush thoroughly;

• do not brush your teeth too long/too much/too often/too hard;

• wear a brace (if needed).

Allow:

• eat a balanced diet/eat foods that keep you healthy;

• do not open bottles with your teeth;

• drink water/fluoridated water/use fluoride supplements;

• eat lots of calcium-containing products/drink milk;

• do not smoke.
Do not give credit for a second response that is a repetition
or restatement of the first.
Do not give credit for an insufficient response:
• brush teeth [given];
• use toothpaste [given];
• do not suck your thumb;
• brush your teeth three times a day;
• eat fruit (and vegetables).
2

or

If you are unable to award two marks, award

ONE mark for one correct response.
1
[4]

Q26.
(a) Award ONE mark for correct identification of freezing:

• freezing.

Allow:

Page 83 of 88
 • solidifying.
Do not give credit for an insufficient response:
• cooling/getting colder [given in stem;
will not necessarily cause a change of state];
• turning to ice;
• becoming ice;
• freezer [indicates a place, not a process].
1

(b) Award ONE mark for both:

• it has a fixed shape

• it cannot be poured.

(c) Award TWO marks for a general comparison

describing the relationship between the two variables
of volume of the lolly and time it takes the lolly to melt:

• the more ice (in the lolly), the longer it takes to melt;

• the less ice (in the lolly), the less/shorter time it takes to melt;

• the bigger the lolly, the longer it takes to melt.

Allow:

• the longer the lolly, the longer it takes to melt

[‘longer’ implies bigger in this context].
Do not give credit for a response that changes a variable:
• the more volume, the colder it is [replaces time taken with
temperature];
• the smaller the lolly, the easier it will melt;
• the more volume, the longer the liquid takes to freeze.
2

or

Page 84 of 88
 If you are unable to award two marks, award ONE mark for
two specific comparisons describing the relationship:

• ice lollies with a small volume melt quicker than big ice lollies;

• the biggest ice lollies melt slowly, the smallest ice lollies melt quickly.

Award ONE mark for a single comparison of the variables:

• little ice lollies melt quickest;

• big ice lollies take the longest to melt.

1
[4]

Q27.
(a) Award ONE mark for all three correctly matched:

(b) Award ONE mark for all three stages correctly matched:

1
[2]

Q28.
(a) Award ONE mark for an understanding that the sound travels
through the air:

• the air;

• vibrations travel through the air.

Allow:

• the atmosphere.
Do not give credit for a response that includes incorrect
science:
• airwaves.
Do not give credit for an insufficient response:
• vibrations;
• (sound) waves;

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 • wind.
1

(b) (i) Award ONE mark for an indication that pitch describes
how high or low a note is:

• how high or low the note is;

• how low the sound is;

• how high the note is.

Allow:

• high and low;

• how high/low it is.

Do not give credit for a response that includes incorrect
science:
• how loud/quiet the sound is;
• the volume of the note.
Do not give credit for an insufficient response:
• low;
• high; [these do not suggest a scale];
• different sounds;
• tone of the sound.

Give credit for a correct response that goes beyond

the key stage 2 programme of study:

• frequency;

• a change in the frequency of the vibration;

• differences in frequency.
1

(ii) Award ONE mark for an indication that the pitch rises:

• it makes a higher note;

• the pitch goes up.

Do not give credit for an insufficient response:
• the pitch is high [does not say how the pitch has
changed].

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

• the vibrations are faster;

• the frequency increases.

1
[3]

Page 86 of 88
Q29.
(a) Award TWO marks for both:

grow

suck milk

or

If you are unable to award two marks, award ONE

mark for one correct response.
1

(b) Award ONE mark for an indication that an adult can reproduce:

• reproduce;

• have a baby;

• produce offspring;

• produce sperm.
Do not give credit for an insufficient response that does not
describe a life process:
• have sex;
• drive a car.
1
[3]

Q30.
(a) Award ONE mark for:

• sea lettuce.
1

(b) Award ONE mark for an unambiguous indication of:

Page 87 of 88
 [2]

Page 88 of 88