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ENGLISH
STANDARDGRADE : READING (2007 PAPER)
In this passage Kathleen Jamie describes a visit to Maes Howe, one of the most important
archaeological sites on Orkney. Her visit takes place in December, just before the winter
solstice—the shortest day of the year.
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The building nowadays known as Maes Howe is a Neolithic chambered cairn, a
tomb where, 5000 years ago, they interred the bones of the dead. In its long, long
existence it has been more forgotten about than known, but in our era it is open to the
public, with tickets and guides and explanatory booklets. It stands, a mere grassy
hump in a field, in the central plain of Mainland Orkney. There is a startling
collection of other Neolithic sites nearby.
To reach Maes Howe I took the road that passes over a thin isthmus between two
lochs. On the west side is a huge brooding stone circle, the Ring of Brodgar. On the
east, like three elegant women conversing at a cocktail party, are the Standing Stones
of Stenness. The purpose of these may be mysterious, but a short seven miles away
is the Neolithic village called Skara Brae. There is preserved a huddle of roofless
huts, dug half underground into midden and sand dune. There, you can marvel at
the domestic normality, that late Stone Age people had beds and cupboards and
neighbours and beads. You can feel both their presence, their day-to-day lives, and
their utter absence. It’s a good place to go. It re-calibrates your sense of time.
Two men were standing at the car park at Maes Howe. The taller, older man was
wearing a white shirt and improbable tartan trousers. As I stepped out of the car, he
shook his head sadly. The younger man was dressed for outdoors, somewhat like a
traffic warden, with a woollen hat pulled down to his eyes and a navy-blue coat. For
a moment we all looked at each other. The taller man spoke first.
“Not looking good, I’m afraid.”
The timing was right, the sun was setting, but . . .
“Cloud,” said the tall man.
“Can’t be helped,” I replied.
“Will you go in, anyway? You can’t always tell, you just need a moment when the
cloud breaks . . .”
Alan, an Englishman in Historic Scotland tartan trousers, led me into a little shop
to issue a ticket. The shop was housed in an old water mill, some distance from the
tomb, and sold guidebooks and fridge magnets and tea towels. From the window you
could see over the main road to the tomb.
“Tell you what,” he said. “I’ll give you a ticket so you can come back tomorrow,
if you like, but I can’t give you one for the actual solstice, Saturday. We start selling
them at two-thirty on the actual solstice. It’s first come, first served.”
“How many people come?”
“Well, we can accommodate 25, at a pinch.”
But today there was only myself.
The young guide, Rob, was waiting outside. A workman’s van hurtled past, then
we crossed the road, entered through a wicket gate and followed a path across the
field. We were walking toward the tomb by an indirect route that respected the wide
ditch around the site. Sheep were grazing the field, and a heron was standing with its
aristocratic back to us. There was a breeze, and the shivery call of a curlew
descending. On all sides there are low hills, holding the plain between them. To the
south, the skyline is dominated by two much bigger, more distant hills, a peak and a
plateau. Though you wouldn’t know it from here, they belong to another island, to
Hoy. Above these dark hills, in horizontal bars, were the offending clouds.
*
*
*
You enter into the inner chamber of the tomb by a low passageway more than 25
feet long. It’s more of a journey than a gateway. You don’t have to crawl on hands
and knees, but neither can you walk upright. The stone roof bears down on your
spine; a single enormous slab of stone forms the wall you brush with your left
shoulder. You must walk in that stooped position just a moment too long, so when
you’re admitted to the cairn two sensations come at once: you’re glad to stand, and
the other is a sudden appreciation of stone. You are admitted into a solemn place.
16
You are standing in a high, dim stone vault. There is a thick soundlessness, like a
recording studio, or a strongroom. A moment ago, you were in the middle of a field,
with the wind and curlews calling. That world has been taken away, and the world
you have entered into is not like a cave, but a place of artifice, of skill. Yes, that’s it,
what you notice when you stand and look around is cool, dry, applied skill. Across
five thousand years you can still feel their self-assurance.
17
The walls are of red sandstone, dressed into long rectangles, with a tall sentry-like
buttress in each corner to support the corbelled roof. The passage to the outside
world is at the base of one wall. Set waist-high into the other three are square
openings into cells which disappear into the thickness of the walls. That’s where they
laid the dead, once the bones had been cleaned of flesh by weather and birds. The
stone blocks which would once have sealed these graves lie on the gravel floor. And
the point is, the ancients who built this tomb lined it up precisely: the long
passageway faces exactly the setting midwinter sun. Consequently, for the few days
around the winter solstice a beam of the setting sun shines along the passage, and
onto the tomb’s back wall. In recent years, people have crept along the passageway
at midwinter to witness this. Some, apparently, find it overwhelming.
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*
*
*
*
*
We crossed the field. The heron took to the air. I dawdled behind. My guide, the
young Rob, was waiting at the entrance, which is just a low square opening at the
bottom of the mound. I glanced back at the outside world, the road, the clouded sky
over Hoy’s hills, which did not look promising; then we crept inside and for a long
minute walked doubled over, until Rob stood and I followed.
19
Inside was bright as a tube train, and the effect was brutal. I’d expected not utter
darkness, but perhaps a dullish red. Rob was carrying a torch but this light revealed
every crack, every joint and fissure in the ancient stonework. At once a man’s voice
said, “Sorry, I’ll switch it off,” but the moment was lost and, anyway, I’d been
forewarned. As he sold me the ticket, Alan had told me that surveyors were inside
the cairn, with all their equipment. “A bit of a problem”, was how he’d put it. And
here they were. We entered the tomb and, in that fierce white light, it was like that
moment which can occur in midlife, when you look at your mother and realise with a
shock that she is old.
The surveyors were doing a project that involved laser-scanning, photogrammetry,
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and pulse-radar inspection. They were working inside the tomb, and had been for
days. A huge implement, I couldn’t tell if it was a torch or a camera, lay on a
schoolroom chair. There was a telephone in one of the grave-cells. There were two
surveyors. One was folded, foetus-like, into the little cell in the back wall. I could
see only his legs. He grunted as he shifted position.
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DARKNESS AND LIGHT
*
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“Strange place to spend your working day,” I remarked.
“You’re not wrong,” he replied, sourly.
His older colleague seemed glad for a break. He stood, a portly man in a black
tracksuit and fleece jacket, and stretched his back. Somehow he dimmed the light
and the tomb settled back into restful gloom. The outside world was a square at the
far end of the long passageway. There would be no sunset.
“Too bad,” the surveyor said. “Oh, well.”
Rob, hunched in his woolly hat, drew breath and raised his torch as though to
begin the guided tour, but he paused.
“Been here before?” he asked me.
“Several times.”
He said, “We’re on the Web now, y’know,” and gestured with the torch to a camera
mounted on the Neolithic wall. “Live. Don’t go picking your nose.”
“Watch your eyes!” said the voice from the grave-chamber, then came a detonating
flash.
ACKNOWLEDGEMENTS
Reading – Extract is adapted from Findings by Kathleen Jamie ISBN 0 9542217 4 5.
Published by Sort of Books. Permission sought from Sort of Books.
QUESTIONS
Write your answers in the spaces provided.
Look at Paragraphs 1 and 2.
1. Give the meaning of “interred” and show how the context helped you to arrive at
that meaning.
2. Write down two examples of the writer’s use of contrast from Paragraph 1.
3. “a thin isthmus” (Paragraph 2)
Tick the box beside the best definition of “isthmus”.
area of land
strip of land with water on each side
stretch of moorland
bridge connecting two islands
4. Identify the figure of speech used by the writer to describe the Standing Stones of
Stenness. What does it suggest about the stones?
5. In your own words, explain what the writer finds to “marvel at” in the village of
Skara Brae.
6. What do you think the writer means when she says Skara Brae “re-calibrates your
sense of time”?
Look at Paragraphs 3 to 8.
7. Why do you think the writer uses “improbable” to describe the older man’s tartan
trousers?
8. Why does the man shake his head sadly as the writer steps out of her car?
Look at Paragraphs 9 to 14.
9. Give three pieces of evidence which suggest that Maes Howe is just like any other
tourist attraction.
sundayherald 05.04.09
3
10. In your own words, give two reasons why the writer cannot buy a ticket in advance
for the solstice.
11. Comment on the writer’s use of word choice and sentence structure in her
description of the clouds in the final sentence of Paragraph 14.
Look at Paragraphs 15 and 16.
12. In what way is entry to the inner chamber “more of a journey than a gateway”?
13. In your own words, describe two sensations which might be felt by someone
entering the cairn.
14. What does a visitor notice and feel about the builders of Maes Howe? Answer in
your own words.
15. (a)
(b)
What style does the writer adopt in Paragraphs 15 and 16?
Support your answer with two pieces of evidence.
ANSWERS
1.Meaning:buried
Context:ref.tochamberedcairn/tomb/bones
ofthedead
•shop
•guides/guidebook/uniform
•teatowels/fridgemagnets/souvenirs
2.Anytwofrom:
•“forgotten”v.“known”/“opentothepublic”
•“mere”v.“startling”
•“Neolithic”/“5000yearsago”v.“ourera”/
“nowadays”
10.Anytwofrom:
•notonsaleuntilSaturday/dayofsolstice
•givenouttothoseattheheadofthequeue
(glossof“firstcome,firstserved”)
•limitednumber/spaceavailable
•againsttherules
3.stripoflandwithwateroneachside
4.simileorfullquotationofsimile(ie“like
threeelegantwomenconversingatacocktail
party)”
closetogether/ina(tight)group/
stylish/attractive
5.ordinary/everydaythingsinthehouses
(glossof“domesticnormality”)
orcondensedanswer:livedverylikeus
6.changes/alters/redefines(orsimilaridea)
yourideasofpastandpresent/ofhistory(or
similaridea),ieref.tochange,ref.to
perceptionoftime
7.findsthemamusing/odd/surprising/outof
place/unusual/garish(orsimilar)
ORtosuggestherdisapproval/toamusethe
reader
8.ref.tocloud/unsuitableweather
9.Anythreefrom:
•tickets
11.(a)“offending”suggestscloudsaredoing
somethingwrong/blockingthelightOR
“horizontalbars”suggestsimageof
restricting
thelight
(b)inversionref.tocloudsatendofsentence
OR
parenthesis
12.ref.tolength/25feetofpassageway
orideaofmetaphoricaljourney
13.•pleasedtobeupright(glossof“gladto
stand”)
•awarenessof/beingconsciousofstone
(glossof
“appreciationofstone”)
14.confidence(1)intheirabilities(1)(glossof
“skill”and“self-assurance”)
15.(a)informal/direct(toreader)/reflective
(b)Anytwoappropriateexamples,e.g.
“Yes,that’sit...”/useofsecondperson/
contractions/tensechange
HIGHER:
CLOSEREADING
(2007 PAPER)
DESPITE GOOGLE, WE STILL NEED GOOD LIBRARIES
The internet search engine Google, with whom I spend more time than with my
loved ones, is planning to put the contents of the world’s greatest university libraries
online, including the Bodleian in Oxford and those of Harvard and Stanford in
America. Part of me is ecstatic at the thought of all that information at my
5 fingertips; another part of me is nostalgic, because I think physical libraries, booklined and cathedral-quiet, are a cherished part of civilisation we lose at our cultural
peril.
My love affair with libraries started early, in the Drumchapel housing scheme in the
Fifties. For the 60,000 exiles packed off from slum housing to the city’s outer
10 fringe, Glasgow Council neglected the shops and amenities but somehow
remembered to put in a public library—actually, a wooden shed. That library was
split into two—an adult section and a children’s section. This was an early taste of
forbidden fruit. Much useful human reproductive knowledge was gained from
certain books examined surreptitiously in the adult biology section.
15 At university, I discovered the wonder of the library as a physical space. Glasgow
University has a skyscraper library, built around a vast atrium stretching up through
the various floors. Each floor was devoted to a different subject classification.
Working away on the economics floor, I could see other students above or
below—chatting, flirting, doodling, panicking—all cocooned in their own separate
20 worlds of knowledge. Intrigued, I soon took to exploring what was on these other
planets: science, architecture, even a whole floor of novels. The unique aspect of a
physical library is that you can discover knowledge by accident. There are things
you know you don’t know, but there are also things you never imagined you did not
know.
25 There is a stock response to my love affair with libraries: that I am being too
nostalgic. That the multi-tasking, MTV generation can access information from a
computer, get cheap books from the supermarket and still chatter to each
other at a thousand decibels. Who needs old-fashioned library buildings? And
why should councils subsidise what Google will provide for free?
30 There is some proof for this line of argument. The number of people in Scotland
using their local public library falls every year, with just under a quarter of Scots
now borrowing books (admittedly, that was 34 million books). As a result, local
authorities have reduced their funding for new books by 30 per cent. Of course,
fewer new books mean fewer library users, so guaranteeing the downward spiral.
35 It may well be that public demand and technical change mean we no longer need the
dense neighbourhood network of local libraries of yore. But our culture, local and
universal, does demand strategically situated libraries where one can find the
material that is too expensive for the ordinary person to buy, or too complex to find
online. Such facilities are worth funding publicly because the return in informed
40 citizenship and civic pride is far in excess of the money spent.
Libraries also have that undervalued resource—the trained librarian. The ultimate
Achilles’ heel of the internet is that it presents every page of information as being
equally valid, which is of course nonsense. The internet is cluttered with false
information, or just plain junk. The library, with its collection honed and developed
45 by experts, is a guarantee of the quality and veracity of the information contained
therein, something that Google can never provide.
Libraries have another function still, which the internet cannot fulfil. Libraries, like
museums, are custodians of knowledge—and should be funded as such. It has
become the fashion in recent decades to turn our great national libraries and
50 museums into entertainment centres, with audio-visuals, interactive displays and
gimmicks. While I have some enthusiasm for popularising esoteric knowledge, it
cannot always be reduced to the level of a child’s view of the universe. We have a
duty to future generations to invest in the custodians of our culture, in particular its
literature and manuscripts.
55 Of course, I can’t wait for Google to get online with the Bodleian Library’s one
million books. Yet here’s one other thing I learned from a physical library space:
the daunting scale of human knowledge and our inability to truly comprehend even
a fraction of it. On arriving at Glasgow University library, I did a quick calculation
of how many economics books there were on the shelves and realised that I could
60 not read them all. Ever. From which realisation comes the beginning of
wisdom—and that is very different from merely imbibing information.
ACKNOWLEDGEMENTS
Close Reading Passage 1 – Article is adapted from “Despite Goo
libraries” by George Kerevan, taken from The Scotsman, 15 Decem
by permission of The Scotsman Publications Limited.
QUESTIONS
Questions on Passage 1
MARKS
1. Read lines 1–7.
(a) What two contrasting emotions does the writer have about the plan to put
the great university libraries online? Use your own words in your answer.
(b) How does the writer’s word choice in these lines help to convey his view
of the importance of “physical libraries” (line 5)? Refer to two examples
in your answer.
2
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2
A
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05.04.09 sundayherald
2. In your opinion, does the writer think Glasgow Council gave the library in
Drumchapel a high priority? Justify your answer by close reference to lines
8–14.
2 U/
3. Show how the writer uses imagery and word choice in lines 15–24 to convey
the “wonder of the library as a physical space”.
4
A
4. Read lines 25–34.
(a) Show how the writer’s language in lines 25–29 conveys his attitude to the
“MTV generation”. You should refer in your answer to such features as
sentence structure, word choice, tone . . .
(b) Explain the “downward spiral” (line 34) to which the writer refers.
3
1
A
U
4
U
2
A
1
U
2
A
3
(26)
E
5. (a) In your own words as far as possible, give four reasons the writer presents
in lines 35–46 in favour of maintaining traditional public libraries.
(b) Show how the writer’s word choice in lines 41–46 emphasises the contrast
between his attitude to libraries and his attitude to the internet.
6. Read lines 47–54.
(a) Twice in this paragraph the writer refers to libraries as “custodians”.
What does this word mean?
(b) Show how the language of lines 47–54 suggests that the writer has some
reservations about the entertainment aspect of present day libraries and
museums.
7. How effective do you find the ideas and/or language of the final paragraph
(lines 55–61) as a conclusion to the passage as a whole?
ANSWERS
1.(a)Acceptableglosson‘ecstatic’:e.g.joyous,
thrilled,excited,delighted…;‘happy’byitself
isnotacceptable:theremustbesomeideaof
intensity
Acceptableglosson‘nostalgic’:e.g.looking
backfondly,wistful,regretful,reflective,…
‘sad/unhappy’byitselfnotacceptable:there
mustbesomeideaofsomethingconnected
with
pastORtheideathatheisapprehensive,
fearful
(atpossibleloss/demiseoflibraries)
(b)Possibleanswers:
1.‘book-lined’suggestslargenumber/areaof
books,implyingorganised,impressive
nature…
2.‘cathedral-quiet’hasconnotationsof
solemnity,reverence,devotion,large
hushedspace…
3.‘cherished’suggestscaredforemotionally
(ratherthanjustpractically),warmth…
4.‘civilisation’hasconnotationsofthat
whichmarksusoutfromlesssophisticated
societies
5.‘lose’hasasenseofbeingdeprived,
bereft…
6.‘cultural’suggeststraditions,heritage,
civilisedsociety,…
7.‘peril’suggeststhreat,risk,menace,danger
(tosomethingprecious)
2.Possibleanswers:
‘Highpriority’:
1.Useof‘remembered’suggeststhatthe
library,althoughinitiallyoverlooked,was
indeedapriority.
2.Despitethefactthey‘neglectedshopsand
amenities’,theystillputinalibrary,which
suggeststhatitwasconsideredmore
importantthanthese.
‘Lowpriority’:
3.Thehighnumber(60,000)ofpotential
userscontrastedwiththesmallnessofthe
facility(a‘shed’)suggestsinadequacy.
4.Useof‘remembered’suggestsitwasan
afterthought,alast-minuteidea.
5.Thefactitwasa‘woodenshed’suggestsit
wasbasic,cheap,unsophisticated,
temporaryandthereforeconsideredof
littleimportance.
6.Theuseof‘somehow’indicatesthat
nobodywassurewhythedecisionhad
beentaken;itjusthappened.
7.Thetoneof‘–actually,awoodenshed’as
ifaratheramused,sarcasticasidesuggests
anafterthought,awryadmissionofits
inadequacies.
3.Possibleanswers:
Imagery:
1.‘stretching’
givestheimpressionofsomethingbeing
pulledorelongatedwithconnotationsof
never-ending,upwardmovement,aspiring
2.‘cocooned’
aslarvaeareprotectedandself-contained
intheircocoons,soeachfloorinthe
libraryisseparateandsheltersthestudents
withintheirspecialisedknowledgeareas
3.‘worldsofknowledge’
thenumberoffloorsissogreatandthey
aresoseparatethattheyarelikedifferent,
independentplanetarysystems,each
specialisinginaparticularareaof
knowledge
4.‘planets’
theseparationintolarge,distinctlearning
areas,eachself-containedliketheisolation
andindividualismofeachplanetinspace
Wordchoice:
5.‘wonder’
connotationsofawe,freshness,childlike
amazement,admiration…
6.‘skyscraper(library)’
slightlyexaggerateddescriptionsuggests
sizeandmagnificence(besympatheticto
candidateswhochoosetosee‘skyscraper’
asanimage)
7.‘vast’
givestheimpressionofanenormous
extentofspace
8.‘atrium’
ideaoflarge,impressivecentralarea–
withconnotationsofclassicalideas/
learning
9.‘devoted’
connotationsoflove,reverence,dedication
10.‘chatting,flirting,doodling,panicking’
(anyofthese)
suggestionsofhumanfoibles,ordinary
behaviourcontrastedwiththe
extraordinarynatureofthelibrary
11.‘exploring’
suggestsexcitementofnewdiscovery,
senseofquest,hintofsize,…
12.‘unique’
suggestionsofsomethingveryspecial,to
bemarvelledat…
N.B.wordsfrom1–4abovecouldbethe
subjectof
appropriatecommentsaswordchoice.
4.(a)Possibleanswers:
Sentencestructure:
1.Theclimacticnatureofthesecond
sentence:buildsupfromanabruptstartto
thenegativeattitudeby‘chatter…ata
thousanddecibels’or(possibly)presentsa
positiveattitudeinadmiringtheirability
tocommunicateloudlyortheirabilityto
carryoutmorethanonetaskatatime.
4.(a)2.Useofquestionscouldsuggesta
positive
attitudebybackinguptheideathatyoung
peoplearemodernandthattheydonot
approveofsubsidisinglibrariesor
combinedwithamock-scornfultonecould
suggestthathebelievestheanswertothe
questionsisthatwedoneedlibraries
ratherthantheslickmediaworldofthe
MTVgeneration–ieanegativeattitude.
3.Structureofthefirstsentence:acase
mightjustbemadethatthecolonisused
tointroduceademonstrationofthe
writer’sattitudethatheprefersthepastto
thepresentandthereforewillbecriticalof
theMTVgeneration.
Wordchoice:
4.‘multi-tasking’suggestspositiveattitudein
thatthesepeopleareseenastalentedin
theirabilitytoperformseveraltasks
simultaneouslyorsuggestsanegative
attitudeinthatintryingtodosomany
thingsatonce,dueattentionisnotgivento
theimportantmatters.
5.‘cheapbooks’suggestspositiveaspectsin
thatthesebooksarereadilyavailabletoall
withoutrecoursetoalibraryornegatively,
thebooksarecheapinthesenseofnot
worthmuchintellectually.
6.‘chatter’isnegativeinthattheword
suggestsinconsequentialcommunication
orpositiveinthatitsuggestseasypersonal
interaction.
7.‘thousanddecibels’probablynegativein
thatitsuggeststhatthenoiseistooloud
forrealthought.
8.‘old-fashioned’isprobablynegativeinthat
itsuggestshethinkstheMTVgeneration
istooreadilydismissive,ortookeento
believelibrariesareoutdated.
Tone:
9.derogatory(backedupbyanyofthe
commentssuggestedabove)
10.admiring(backedupbyanyofthe
commentssuggestedabove)
11.mock-scornful/sarcastic(backedupbyany
ofthecommentssuggestedabove)
(b)Abasicunderstandingthatdiminishinguse
of
librariesleadstodiminishinglevelsof
provision,whichleadstodiminishinguse…
5.(a)Anyfourofthefollowing:
1.ideaofaccessibility(i.e.acceptablegloss
on‘strategicallysituated’)
2.ideaoffreeaccess(i.e.acceptableglosson
‘tooexpensive…tobuy’)
3.ideathatresourcesaremoresophisticated
(i.e.acceptableglosson‘toocomplexto
findonline’)
4.ideaofsupportingdemocratic
responsibilities(i.e.acceptableglosson
‘informedcitizenship’)
5.ideaofcommunityawareness/cohesion
(i.e.acceptableglosson‘civicpride’)
6.ideaofprofessionalsupport(i.e.acceptable
glosson‘trainedlibrarian’)
7.ideaofinformed/refinedselection(i.e.
acceptableglosson‘honedanddeveloped
byexperts’)
8.ideaofhighstandardofmaterial(i.e.
acceptableglosson‘quality…of
information’)
9.ideaofauthenticity(i.e.acceptablegloss
on‘veracityofinformation’)
10.ideaofselectivityofinformation(in
contrastwithjunkonline)
(b)Forlibraries,answersshouldmake
acceptablecommentonthepositive
connotationsofanyofthefollowing:
‘trained’;‘honed’;‘developed’;experts’;
‘guarantee’;‘quality’;‘veracity’
Fortheinternet,answersshouldmake
acceptablecommentonthenegative
connotationsofanyofthefollowing:
‘Achilles’heel’;‘(ofcourse)nonsense’;
‘cluttered’;‘false’;‘(plain)junk’;‘never’
6.(a)Anyacceptablegloss,e.g.guardians,
protectors,thosewhokeepsomethingsafe,…
(b)Possibleanswers:
Wordchoice:
1.‘(becomethe)fashion’hasconnotationsof
transience,shallowness,…
2.‘entertainmentcentres’/’audio-visuals’has
connotationsofpanderingtopopulartaste,
lackofseriousness,…
3.‘gimmicks’hasconnotationsofcheap
trickery,merelytocaptureattention,…
4.‘popularising’hasconnotationsof
dumbingdown,aimingforlowestcommon
denominator,…
5.‘reduced’hasconnotationsoflossof
quality,depth,sophistication,…
6.‘child’sview’hasconnotationsofnaiveté,
lackofsophistication,limitedperspective,…
Tone:
7grudging:‘some(enthusiasm)’suggests
reluctancetowelcometheideafully
8scornful:appropriatecommentbasedon
anyof1–6above
9.didactic:appropriatecommentonlines
52–54(‘cannotalwaysbereduced’,‘duty’,
‘futuregenerations’,‘invest’,‘culture’)
Structure:
10.Thelist(‘audio-visuals,interactive
displaysandgimmicks’),endinginthe
anti-climax(‘gimmicks’),reducestheother
itemstomeaninglesstechnicaltricks.
11.Thestructureof‘WhileIhave…universe’
isalimitedconcessionwhichemphasises
thedismissivenessofwhatfollows.
7.Possibleanswers:
Ideas:
1.GoogleandtheBodleianLibraryare
broughttogetheragaininthisparagraph.
2.Theideaoflargenumbers(onemillion
books)onGoogle/thevastnessoflibraries
leadingtoanunderstandingofthe
enormousamountofmaterialwhichcan
neverbeknown.
3.Thedifferentiationbetweeninformation
andwisdomiswhatthepassagehasbeen
leadingupto.
Language:
4.‘Ofcourse’maybeastrategicconcession/
ideaofbringingreaderonside/ofbeing
reasonable–inpreparationforconclusion.
5.‘Yethere’s’conversationaltoneleadsthe
readertocomeonboardandsharehis
ideas.
6.‘daunting’isastrongwordsuggestingthe
enormousandfrighteningamountof
knowledge.
7.‘evenafraction’suggests,incontrast,the
verysmallproportionwithwhichone
personcancometogrips.
8.‘Ever.’Thisemphatic,onewordsentence
closesthedooronthepossibilityof
conqueringallknowledge.
9.‘merelyimbibing’Incontrastwith
wisdom,thissuggeststhatinformation
acquiredsimplyasquantity,without
understandingorcontext,isasmechanical
asdrinking.
10.Wordorderinlastsentence:theinversion
ofnormalorderplacestherealisationvery
closetothe‘ever’whichgivesitmore
impact,andleavestheimportantword
‘wisdom’tofollowitsverbandtakea
centralplaceinthelastsentence
sundayherald 05.04.09
5
HISTORY
STANDARDGRADE(2007 PAPER)
ANSWERS
UNIT I—CHANGING LIFE IN SCOTLAND AND BRITAIN
CONTEXT A: 1750s–1850s
SECTION A: KNOWLEDGE AND UNDERSTANDING
Study the information in the sources. You must also use your own knowledge in
your answers.
Source A is from “The Courier” newspaper describing what happened at Peterloo in 1819.
Source A
At St. Peter’s Field in Manchester large crowds began to assemble. Each group, as they came through
the streets, kept in military order, with banners and sticks shouldered. One banner was painted with
the words “Die like men, and not be sold like slaves”. It was twenty minutes to one o’clock before Henry
Hunt appeared. He spoke to the crowd appealing for them to be peaceful.
1.
Describe what happened at Peterloo in 1819.
3
Source B was written by William Cobbett in 1828 after he visited a cotton mill.
Source B
In the cotton-spinning work, the child workers are kept in a heat of from eighty to eighty-four
degrees. The workers are not allowed to send for water to drink, even in the heat of the factory. In
addition, there is the dust which these unfortunate creatures have to inhale. The fact is that healthy
men are made old and past work at forty years of age, and children can become deformed.
2.
Why was working in a cotton mill harmful to children’s health?
4
SECTION B: ENQUIRY SKILLS
The issue for investigating is:
Conditions in Scotland’s growing towns in the nineteenth
century were bad for people’s health.
Study the sources carefully and answer the questions which follow.
You should use your own knowledge where appropriate.
In Source C Doctor Laurie reports on a visit to a house in Greenock in 1842.
Source C
I found the mother lying on straw on the floor, delirious from fever. The husband had died in the hospital
from the same disease. Some of the children were out begging, and the two youngest were crawling
on the wet floor. There was a puddle of sewage in the centre of the floor. The children were actually
starving and the mother was dying.
3.
How useful is Source C for investigating conditions in the growing towns of Scotland
in the nineteenth century?
3
Source D is from a report written by a Glasgow doctor after visiting the homes of cotton
workers in 1833.
Source D
The following is an example of the families visited. Andrew Bruce, a spinner, has a good room and
kitchen on the third floor. There is a wash-house below. He pays a rent of £4 a year. Mrs Bruce has
been six years married and is in excellent health. She has always been able to cook, wash, make and
mend for her husband and her children. They have fresh meat three or four times a week and
sometimes tea and coffee.
4.
What evidence in Source C agrees with the view that conditions in the growing towns
were bad for people’s health?
What evidence in Source D does not agree with the view that conditions in the
growing towns were bad for people’s health?
5.
5
How far do you agree that conditions in the growing towns in nineteenth century
Scotland were bad for people’s health?
You must use evidence from the sources and your own knowledge to come to a
conclusion.
4
Unit1:Section A
1.Thecandidatedescribeswhathappenedat
Peterloo
usingpresentedevidencesuchas:
•largenumbersofpeoplegatheredforthe
meeting
•thecrowdmarchedinanorderlymanner
•peoplecarriedbanners/sticks
•HenryHuntspoketothecrowd/appealedfor
themtobepeaceful
andrecalledevidencesuchas:
•bandsledmen,womenandchildrenfrom
differentareas
•otherspeakersmademorethreatening
speeches
•magistratesclaimedtheyreadtheRiotAct
•thecavalrysurroundedtheplatform
•Huntwasseized
•thecavalrycharged/triedtodispersethe
crowd
•elevenpeoplewerekilledandhundreds
wounded
•estimatesofcrowdsizevaryfrom30,000–
153,000
•generallythoughttobearound50,000–
80,000.
2.Thecandidateexplainswhyitwasharmful
to
children’shealthtoworkincottonmillsusing
presentedevidencesuchas:
•workinginveryhottemperaturesisbadfor
health
•notallowedtogetadrinkofwaterinhot
conditions
•airisfullofharmfuldustparticles
•childrencanbecomedeformed
andrecalledevidencesuchas:
•hadtoworkverylonghours
•grewverytired
•machinesnotfenced/accidentswere
frequent
•strictdiscipline
•badlytreated/oftenbeatenbyoverseers.
SectionB
3.ThecandidateevaluatesSourceCusing
evidencesuch
as:
•contemporaneity:
aprimarysourcewrittenatthetime(when
townswereexpandingrapidly)
•authorship:
eyewitnessaccount;firsthandexperienceof
visitingpatients
•content:
detailsofthelivingconditionsofpeoplein
towns,e.g.…
•accuracy:
matchescandidate’sownpresentedevidence,
eg…
•purpose:
toinform/drawattentiontotheterrible
conditionspeoplelivedin
•limitation:
basedonexperienceofonedoctor/only
appliestoconditionsinonetown.
4.Thecandidateidentifiesevidenceof
agreementwith
theissueinSourceCsuchas:
•motherillwithfever
•fatherhaddiedoffever
•sewagepuddleonthefloorwouldspread
disease
•childrenwerestarving.
Thecandidateidentifiesevidenceof
disagreementwith
theissueinSourceDsuchas:
•familyhadagoodtwo-roomedhouse
•awashhouseinthebuilding/goodwashing
facilities
•motherwasinexcellenthealth
•enjoyedagooddiet/hadmeatseveraltimes
aweek.
5.Thecandidatecomestoaconclusiononthe
issueusing
presentedevidenceasoutlinedaboveand
recalled
evidencesuchas:
Fortheissue
•seriousovercrowdingmeantdiseasespread
quickly
•slumhousing/nocontroloverbuildingof
housingwasbadforhealth
•pollutedwatersupplycauseddisease
•poorsanitation/lackofdrains,sewers,
spread
disease
•badaircausedchest/breathingproblems
•sewageattractedvermin,e.g:flies,rats,
which
spreaddisease
•regularepidemicsoffataldiseases,eg
cholera
•streetsseldomcleaned/dunghillsnextto
housesspreaddisease
•narrowstreetsmeantlittledaylightandbad
health
•terribleworkingconditionsinfactories
caused
illness
Againsttheissue
•providedpeoplewithjobs/betterwagesto
live
off
•tenementsprovidedaccommodationfor
many
people
•sometenementblockswerewelllooked
after/providedgoodconditions
•richerpeoplelivedinbetter/biggerhouses,
egNewTownofEdinburgh
•newhousingplannedandbuiltintownsand
cities
improvedconditions
•bettermedicalfacilitiesintowns.
prices/lowerwages
ThankstoLeckieandLeckieforalltheirhelp
withtheanswersforallpastpapers
www.leckieandleckie.co.uk
6
05.04.09 sundayherald
HIGHER (2008 PAPER,SELECTED
QUESTIONS)
OPTION B: EARLY MODERN HISTORY
Historical Study: Scottish and British
EITHER
Scotland in the Age of the Reformation 1542–1603
1. How successful was the Roman Catholic Church in its attempts to reform itself before
1560?
2. How far was the death of Mary of Guise the main reason for the success of the
Protestant Reformation in Scotland?
3. To what extent was Mary Queen of Scots herself to blame for the loss of her throne in
1567?
4. “Mary’s forced abdication was the main reason for political instability in Scotland in the
period 1567–1585.” How valid is this view?
5. How significant were James VI’s relations with the Church in his attempts to strengthen
royal authority up to 1603?
OR
Scotland and England in the Century of Revolutions 1603–1702
6. How far were religious issues the main threat to royal authority under James VI and I?
7. How important were Charles I’s financial policies in weakening his authority in the years
before the Civil War?
8. “Purely a response to the attempts of Charles I to impose his religious views on
Scotland.” How valid is this view of the growth of the Covenanting movement?
9. To what extent was the Republic successful in overcoming its problems between 1649
and 1660?
10. How successful was the Glorious Revolution in limiting the powers of the Crown?
ANSWERS
1.Thecandidatemakesajudgementasto
theextenttowhichtheRomanCatholic
Churchtriedtodealwithitsinternal
problemsbefore1560usingevidenceand
argumentssuchas:
InternalReforms
•CardinalBeatonshowedlittledesireto
introducereforms.Lawsintroducedagainst
heresyandthecastingdownofimages–Act
toallowthenobilityaccesstothescriptures
inthevernacularwasshortlived.
Assassinated1554.
•ArchbishopHamiltonheldanumberof
ProvincialCouncils.Strengthenedthe
authorityofthebishop,encouragedmore
preaching,improvedtheteachingofthefaith
–newcatechism.StMary’sCollegesetupto
trainpriests.Somehistorianswouldargue
reformswere“toolittletoolate”.
OtherIssues
•DeclineofMonasticism
Fewwereenteringthemonasticlife,andthe
nunneriesweresufferingfromcorruption.
TheFriarieswerehowevermoreactiveas
wastheAugustinianorder–someofthem
triedtoreformthechurchfromwithin,
othersbecameProtestants.
•CrownbenefitedfromtheChurch
ThismeantthattheCrownhadnoincentive
toreformtheChurch.JamesIVandVplaced
familymembersinlucrativepostsinthe
Church.JamesIV’ssonbecameArchbishop
ofStAndrews,aged14.
•UnabletostopthegrowthofProtestant
ideas
ArrivedinScotlandintheeastcoastburghs.
PatrickHamiltonfirstProtestantmartyr–
ProtestantsbesiegedinStAndrewsCastle.
In1550sinterestincreasedwithWishart’s
preachingtours.Wishartburntatthestake.
After1558,Protestantsencouragedbya
friendlyregimeinEngland.ReturnofJohn
Knox.Catholicsunsuccessfulinstoppingthis
development.
•Pluralism
MajorproblemintheCatholicChurchbefore
1560,whichwasneveraddressed–where
onemanreceivedtheincomeofseveral
parishes.Moneywasoftendivertedfromthe
parishleveltothehigherclergyand
monasteries,thustherewasinadequate
provisionintheparishestothedetrimentof
churchbuildings,educationandpoorrelief.
Anyotherrelevantfactors.
2.MaryofGuise
•ShewasregentofScotlandfrom1554,
duringwhichtimeshepromotedaproFrenchandpro-catholicpolicy.
•Shewasanextremelyablerulerwho
governedandlookedafterScotlandforher
absentdaughter.
•ShehadmanagedtowinmanyScotsover,
partlythroughlavishgifts.
•HerunexpecteddeathinJune1560,
createda‘politicalvacuum’andthusan
opportunityfortheProtestantstotake
control.
•MaryofGuisehadmaintainedFrench
troopsinScotland.
•DespiteaProtestantrebellionshewas
regainingcontrolpriortoherdeath.
•TheReformationwasbynomeansa
certainty.
OtherFactors
•TheCatholicChurch’sfailuretoreform
itself–Itfailedtodealsufficientlywiththe
challengefromProtestantideas.Itfailedto
dealwithPluralismandothercorruptionsin
thesystem.
•IncreasedconfidenceamongstProtestant
Scotsafter1558–Reason–aProtestant
QueeninEngland.‘BeggarsSummons’,
Knoxreturned,preachinginPerth.Both
PerthandDundeedeclaredasProtestant
towns.Increasingnumbersofnobilitynow
preparedtoshowtheirtrueallegiances.
LordsoftheCongregationtookuparms.
•Englishintervention–Englishsentafleet
totheForth–aimtocutFrenchsupplylines.
•ArmysentintoSEScotland.Spring1560.
•TheProtestantswereactiveandorganised
totakeadvantageofthesituation.Therewas
incontrastnoleadershipfromtheCatholic
Church–theArchbishopofGlasgowfledto
France.
3BishopsjoinedtheProtestants.
•TheTreatyofEdinburghremovedFrench
and
EnglishtroopsfromScotlandandthe
ReformationParliamentdeclaredScotland
tohaveacceptedtheReformedfaith.
Anyotherrelevantfactors
Thecandidatemakesajudgementabout
Mary’sroleinbringingaboutthelossofher
throne,usingevidenceandargumentssuch
as:
•Mary’spoorchoiceofhusbands.Herpoor
choiceofhusbandshadalienatedmanyof
hernobles.
•MarriagetoDarnleyresultedintheChaseAboutRaidwhich,althoughanunsuccessful
rebellion,lostherthesupportofherhalf
brother,theEarlofMoray.
•Somehistoriansarguethathewasthe
powerbehindthethroneafterherreturn
fromFrance.Darnleyprovedtobean
unsuitablecharacter,bothmorallyandinhis
demandforthecrownmatrimonial.
•TheRicciomurderstemmedfromhis
jealousy.Birthofasonprovidesanheirbut
alsopotentialalternativemonarch.
•Mary’sseparationfromDarnleyand
increasedfriendshipwithBothwell–he
stage-managesthebaptismofherson.
Darnleydoesnotevenattend.
•ImplicatedinDarnley’smurder.Shefailsto
mournhimandverysoonaftermarries
Bothwell.
•BothwellisthechiefsuspectinDarnley’s
murder.Notapopularchoiceforahusband.
Protestantweddingalienatessome
CatholicsandtheCatholicpowersofEurope
arenotimpressed.Thismarriagecreates
enoughillfeelingtoforcesomeofthenobles
totakeuparmsastheConfederateLords.
•Roleofherhalf-brotherLordJames
Stewart(Moray)forcedabdicationonMary.
HasherimprisonedinLochLevenCastle.
TheinfantJamesisdeclaredKingwith
Morayasregent.
OtherFactors
•Maryhadaverypoorrecordatattending
herCouncilmeetings.Noblesfeltneglected.
Sheisolatedherselfandsurroundedherself
withFrenchservants.Shealsosuffered
fromdepressiononanumberofoccasions.
•DifficultyofaCatholicQueenina
Protestantland.Auniquesituationinthis
periodforthemonarchtobeadifferent
religionfromthatoftheirrealm.Marydoes
verylittlefortheCatholicfaithandthereis
virtuallynoattempttoreversethe
reformationof1560.
4.Thecandidatemakesajudgementasto
thevalidityofthisview,usingevidenceand
argumentssuchas:
•Abdication1567ConfederateLords
rebelledagainstMaryandhernewhusband
Bothwell.Maryisforcedtoabdicateinfavour
ofherson,withMorayasregent.The
followingyearsheescapesfromprison.
BattleofLangside–herforcesledby
HamiltonaredefeatedbyMoray.Thiswas
thebeginningofacivilwar,whichwastolast
until1573.MariansvKing’sParty.Mary
escapestoexileandimprisonmentin
England.
•MorayasRegenthastodealwiththiscivil
unrestfightingissporadicbuthasanegative
impactontheeconomy.Moraymurdered
1570.
•EnglishinterventionTheEnglisharekeen
toinfluenceaffairs–supporttheKing’s
Partyastheywouldpreferafriendlyregime
inScotland.Thenewregent,Lennox,is
Elizabeth’ssuggestion.Englishtroopsassist
inthesiegeofDumbartonCastle,Hamilton
stronghold(Marians)–Lennoxalsomeetsa
violentdeath.
•RegencyofMorton
Duringthisperiodthecivilwarendsanda
periodofrelativestabilitybegins.Edinburgh
Castle,lastoutpostforMary,iscapturedwith
Englishassistance.Otherfactorswhich
causedunrestafter1574
•ConflictwiththeChurch
Morton’schurchsettlementbroughthim
intoconflictwiththePresbyterians(anew
movementinthechurchledbyAndrew
Melville).
•FinancialProblems
Largelyasaresultofcivilwarfinancial
problemswerecreated.
•Mortonexecuted1581.
•ProblemscreatedbyEsmeStuart
InfluenceoveryoungJames–Elizabeth,the
KirkandtheProtestantnobilitysawhimas
anagentofthePope.
•TheRuthvenRaidresultedinthecapture
andimprisonmentofJamesfor10months.
•Clearlyafter1574,theunrestcausedby
Mary’sforcedabdicationhadlargelydiedout
butsomeinstabilityremainedthroughout
thisperiod.
5.Thecandidatemakesajudgementasto
theimportanceofJames’relationswiththe
churchinestablishinghisauthorityusing
evidenceandargumentssuchas:
ConflictwithPresbyterians
•Newmovementinthechurchledby
AndrewMelville–conflicthadalready
developedduringMorton’sregency.King
wantedachurchwithbishops.
•1570sshortageofclergy–fearofCounter
Reformation.
•1581–13Presbyterssetup–seenasa
challengetoroyalauthority.
•1584–‘BlackActs’subjectedtheKirkto
authorityofthecrown.Ministersareasked
tosubscribe–anumbergointoexile.
•1592–‘GoldenActs’reaffirmedthe
privilegesoftheKirk,GeneralAssemblyand
Presbyteries.HowevertheGeneral
Assemblycouldonlymeetwiththeconsent
oftheKing.
•IncreasinglyJameswouldhavethe
General
AssembliesmeetingintheNorthEastwhere
hecouldrelyonmoresupportforthecrown.
•In1600JamesappointedBishopsto
Parliament.Hehadclearlygonefarinhis
attemptstocontroltheKirkandthushelpto
controlthestate.
OtherFactors
•Jamesworkedtobringlawandordertohis
kingdom–jointpolicingtookplaceinthe
Borders.Attemptsweremadetobring
controltothehighlands.Attemptswere
madetosettle‘civilised’ScotsfromFifeon
Lewis.
•Successfullycrushedtherebellionof
HuntlyandBothwell.
•Creationofanimageofkingship–Poets–
BasilikonDoran–TractsonKingship.
ScotlandandEnglandintheCenturyof
Revolutions1603–1702
6.Thecandidatemakesajudgementasto
theextenttowhichreligiousissues
threatenedroyalauthority,usingevidence
sundayherald 05.04.09
andargumentssuchas:
Religiousissues–England
•James’willingnesstogivesometolerationto
Catholicsnotalwayswelcomed.
•1606harshpenallawsintroducedbutnot
rigorouslyenforced.
•AminorityofCatholicsorganisedagainstthe
crown–egGunpowderplot.
•MoreconcernwiththePuritans–atstartof
thereignhadhopedforfurtherchangesinthe
church–MillenaryPetition.Jamestriedto
meetthemhalfwayattheHamptonCourt
Conference.Agreedtosomeoftheirdemands
butinsistedonBishopsinthechurch.
AuthorisedVersionoftheBibleproduced.
Despitetheseproblemsreligionwasnevera
majordivisiveissueinhisreign.
Religiousissues–Scotland
•JameswassuccessfulinintroducingBishops
intotheKirk.The5ArticlesofPerth–kneeling
atCommunioncreatedopposition.James
wantedtointroduceanewliturgybuthadthe
senseandknowledgeofScotlandtoholdback.
•Jamesboastedthathecouldnowrule
Scotlandbythepenwhereothershadfailedby
thesword.
Otherissues
•AimofJameswastocreateoneunifiedGreat
Britain.JameswantedtoseeaUnionofequals;
hisEnglishParliamentdidnotwelcomethis.
EnglishalsoresentedhisScottishfavourites
aroundthecourt.
•ProblemswithParliament
Jamesimposedcustomsdutieswithoutthe
consentofParliament.Jamesalsoopenlysold
honourstoraisecash.Fearexistedofroyal
interferencewithParliament–thiswasnot
helpedbyhisviewsonthe‘DivineRightof
Kings’.DisputedBuckinghamshireelection–
assertedprerogativeonreligiousmatters.
•JamesruledwithoutParliamentfor7years
(1614-21).In1621Parliamentchallengedthe
sellingofmonopolies.
•ThroughoutJames’reignamajorproblem
wastheinabilitytosecuresufficientfinancefor
theCrown.
•ForeignPolicy
Jamespursuedoneofpeaceformostofhis
reign.HoweverpeacewithSpainnotalwaysa
popularpolicyinEngland.
Anyotherrelevantfactors
7.Thecandidatemakesajudgementastothe
importanceoffinancialpoliciesinweakening
Charles’authorityintheyearsbeforethecivil
warusingevidenceandarguments
suchas:
FinancialPolicies
•SomehistorianshavearguedthatCharles
inheritedproblemsfromhisfather’sreign.
However,Charleswaslessabletodealwith
themsuccessfully.Atthestartofhisreignhe
wasrefusedTonnageandPoundage.In1627he
wastointroduceforcedloans–refusalcould
resultinforcedconscriptionorimprisonment.
Healsohadsoldiersbilletedonprivate
individualswithoutpayment.
•Duringtheperiodofhisrulewithout
Parliamentheexploitedandrevivedancient
feudalrightstoincreaserevenue.Examples–
CommissionforKnighthoods,Infringementof
RoyalForests,ShipMoney(atfirstcoastal
townsthenthewholecountry).
•HealsoillegallygatheredTonnageand
Poundage.
Charles’personality
•Stubborn–likedtobeobeyed–believedinthe
‘DivineRightofKings’.
•Catholicmarriageunpopular.
•ResentmentatBuckingham’sinfluence
duringthefirstpartofhisreign.Failuretowork
withParliament
•HisconflictwithParliamentresultedinno
Parliamentbeingcalledfrom1629-40.
•Parliamenthadcriticisedhisfinancialand
7
religiouspolicy.Parliamentonlymetin1640
whenhewasforcedtoaskformoremoneyto
dealwiththeScotsrebellion.
•Parliamentbelievedthatwhereministers
actedinwaysdangeroustothestateorreligion,
thatitwasitsdutytocallthemtoaccount.
Religion
•Charleswascommittedtoonegroupwithin
thechurchknownasArminians.Thiswasa
majorbreakwiththeCalvinismofthe
Reformation.
•HepromotedWilliamLaudinthechurch–
ArchbishopofCanterbury1633.
•Somefearedincreasedritualinthechurchas
Catholicism.
•Heenhancedthepositionofbishopsinthe
Church–whichgavedivineauthoritytothe
monarch.
ForeignPolicy
•AtfirsthiswarwithSpainwaspopularbutit
provedtobeafiascowithFrancealsodeclaring
warin1627.
•Peacewasachievedin1629.
Anyotherrelevantfactors
8.Thecandidatemakesajudgementastothe
importanceofCharles’religiousviewsin
bringingaboutthegrowthoftheCovenanting
movement,usingevidenceandarguments
suchas:
Religiousissues
•JamesVIhadreintroducedBishopsintothe
Kirk.ThefiveArticlesofPerthwerepassedbya
GeneralAssemblyandreluctantlywent
throughParliament.Theiraimwastobring
conformitywiththeChurchofEngland.James
hadthesensetotakethingsnofurther–
Charleslackedhisfather’sunderstandingof
Scotland.
•Charleswasinsistentinachievinguniformity
intheChurchofbothKingdoms.Archbishop
LaudhadalreadymadechangesinEngland.
Bishopsweregivenofficeingovernment.
•1633–CharleswascrownedinScotland.The
8-yeardelaycausedresentment.Coronation
tookplacewithfullAnglicanrites–choir,
music,candles,clergyinvestments–wasthisa
signofthingstocome?
•1635–BookofCanons–gavemorepowersto
thebishops.
•1637–introductionofnewprayerbook–
resultedinriots–plannedwellinadvance.
•MorezealousPresbyteriansstartedtomeet
inprivateforworship.
•ResultwastheNationalCovenant–this
receivedwidespreadsupport.
OtherFactors
•TheRevocationActwasamajorlong-term
factorincausingdiscontent.Itannulledallgifts
oflandsince1540!(BeforetheReformation).
Theaimwastoreducethepowerofthenobility
andprovidestipendsfortheclergy.Ithowever
createduncertaintyamongstthenobilityand
alienatedtheverypeoplewhomighthave
supportedthekingandresultedinmanyofthe
nobilityjoiningtheCovenantingMovement.
•Highlevelsoftaxation–thiswasneededfor
thenewParliamentHouseandforthe
renovationofStGiles.
•Parliamenthadbeencontrolledbythe
CommitteeoftheArticles–thebishopswere
importantastheymadenominationstothe
committee.
•Charles’characterinsistenceonDivineRight
–naïve–expectedtobeobeyed.
Anyotherrelevantfactors
9.Thecandidatemakesajudgementastothe
successoftheRepublicinovercomingits
problems,usingevidenceandargumentssuch
as:
TheRumpParliament1649-53
•ProblemofsecurityforthenewRepublic.
Irelandinrevolt–ScotlanddeclaredforCharles
II.CromwellsuccessfullyrepressedIrelandbut
atacost.ScotsdefeatedatDunbarand
Worcester.LaterUnionwouldbeforcedon
Scotland.Highcostsofgarrisonsinbothplaces.
•CharlesIexecutionhadironicallyincreased
hispopularity–Rumpintroducedcensorship
anddependedonthearmytomaintaincontrol–
thiswasaproblemneversolved.
•WarwithHolland
ThisresultedinmoreexpensebutNavigation
ActsprotectedEnglishtradeandtheRoyal
Navywasbuiltup.Englandbegantobe
respectedasaNavalpower.
•ProblemofconflictbetweenParliamentand
theArmy
Radicalelementinarmyatoddswith
Parliament–JohnLilburne(Levellerleader)
imprisonedforcriticisinggovernment.In1653
CromwellbringstroopsintoParliamentand
expelstheRumpthuscreatingmoreproblems
andreducesthechanceofaconstitutional
settlement.
•BriefrulebytheBarebonesParliament1653
thenpowerhandedtoCromwell.
•HeadofStateandtheArmy
SharedpowerwithaCouncilofState.He
passedanumberoflawsbeforeParliament
met–lawsagainstblasphemyand
drunkenness.ConflictwithParliamentledtoit
beingdissolved.Cromwellfailedtoimprovehis
relationswithParliamentduringhistimeas
LordProtector.Yethedidkeeplawandorder
andwasacceptedathome–respectedabroad.
•DislikeoftheMajorGeneralSystem
Thiselementofmilitaryrulewasintroducedby
Cromwellandwasveryunpopularasitledto
interferenceinindividual’slives.Backedupby
troopsitcouldmakeonthespotfines.Enforced
lawsagainstswearing,drinking,Sabbath
observance.1656theyattemptedtoinfluence
theelection.
•1657HumblePetitionandAdvice
Cromwellofferedthecrown–refusedbut
acceptedthepowersofthecrown.Further
argumenttosupporttheviewthatitfailedto
produceaconstitutionalsettlement.Radical
elementintheArmyalienated.
•Religion
TolerationforallChristiansexceptCatholics
andAnglicans.
•MajorfailurewastheinabilityoftheRepublic
toproduceaconstitutionalsettlement,which
wouldlast.OnthedeathofCromwelltheonly
solutionappearedtobetherestorationofthe
monarchy.
Anyotherrelevantfactors
10.Thecandidatemakesajudgementabout
thesuccessoftheGloriousRevolutionin
limitingthepowerofthecrown,usingevidence
andargumentssuchas:
ConventionParliament
•WilliamandMarytoruleasjointsovereigns–
acceptedaccordingtolawandguidedby
Parliament.
DeclarationofRights
•ThispreservedmuchofRoyalpowers–
Monarchchoseministers–maketheirown
policy-influenceParliament–ownpatronage.
•Yetmanyofthepowers,whichJameshad
claimed,weredeclaredunconstitutionaleg
powerstomakestatutesillegal,packingjuries,
taxeswithoutconsentofParliament,nochurch
courtsorstandingarmyinpeacetimewithout
theconsentofParliament.
•Itreinstatedancientrightsratherthangiving
newrightstoParliament.
RestrictiveSuccession
•Thiswasamajorinnovation.Catholicsbarred
fromthethrone.
Vaguestatementsofintent
•Subjectscouldpetitiontheking–
parliamentaryelections,debatesand
proceedingstobefree–Parliamentsheld
‘frequently’.
•No‘cruelorunusualpunishments’.
CriticismsoftheGloriousRevolution
•NorepealoftheMilitiaAct–Nothingto
preventoverlongParliaments.Kingcouldstill
alterboroughcharters.Officescouldstillbe
boughtandsold.Noindependentjudiciary.
•Ithasbeencriticisedasveryconservativeyet
theConventionhadlackedtimetolegislateon
morethanafewmatters.
•Nearestapproachyettoawrittenconstitution.
Itimpliedacontractualmonarchy–it
entrenchedtheProtestantsettlementand
guaranteedtheplaceofParliament.
Parliamentgainsmorepowerbecauseofwars
•Newparliamentof1690grantedcustomsfor
only4years.Thefinancialneedsofwarended
thechanceofthemonarchbeingfinancially
independent.
While the title of the essay would suggest
primarily reference to England, some credit
should be given if reference is made to Claim
of Right and Articles of Grievance in Scotland.
The abolition of the Committee of the Articles
– making the Scottish Parliament a stronger
institution.
Anyotherrelevantfactors
8
05.04.09 sundayherald
PHYSICS
STANDARDGRADE: GENERAL LEVEL (2008 PAPER,SELECTED QUESTIONS;)
1.
When a student whistles a note into a microphone connected to an
oscilloscope, the following pattern is displayed.
6.
A student is listening to a radio.
(a) Complete the passage below using words from the following list.
sound
amplifier
light
microphone
aerial
battery
tuner
decoder
electrical
The ........................ of a radio receiver detects signals from many
different stations and converts them into electrical signals.
The ........................ selects one particular station from many.
Without changing the oscilloscope controls, another student whistles a quieter
note of higher frequency into the microphone. Which of the following shows
the pattern which would be displayed on the screen?
A
B
The ........................ increases the amplitude of these electrical signals.
The energy required to do this is supplied by the ....................... .
C
The loudspeaker in a radio receiver converts ....................... energy into
........................ energy.
D
3
(b) Electrical signals are displayed as waves on an oscilloscope.
E
6 centimetres
2.
The weather information satellite NOAA-15 has a period of 99 minutes and
Answer
an orbital height of 833 kilometres.
The geostationary weather information satellite Meteosat has a period of
1440 minutes and an orbital height of 35 900 kilometres.
Which of the following gives the period of a satellite that has an orbital height
of 20 000 kilometres?
A
D
3.
4.
B
E
99 minutes
1750 minutes
C
720 minutes
Which row in the table describes the correct configuration for an atom?
orbiting the nucleus
inside the nucleus
A
protons only
electrons and neutrons
B
electrons and protons
neutrons only
C
neutrons and protons
electrons only
D
electrons only
neutrons and protons
E
neutrons only
electrons and protons
7.
A football match is being broadcast live from Dundee. Signals from the
football stadium are transmitted to a television studio in Glasgow via a relay
station on top of a nearby hill.
At the relay station, a curved reflector is placed behind a detector of the
television signals.
(a) (i) State the purpose of the curved reflector.
(ii) Complete the diagram below to show the effect of the curved
reflector on the signal at the relay station.
detector
Answer
A light
1 second
The time taken for
to reach usBfrom
the Sun is approximately
8 seconds
C
1
minute
D
8
minutes
B 8 seconds
A 1 second
C 1 minute
D
5.
83 minutes
1440 minutes
12 centimetres
(i) Calculate the wavelength of the waves.
(ii) Calculate the amplitude of the waves.
8 minutes
E
signals from
stadium
1 hour.
(b) During the match, strong winds cause the reflector to move to a new
position as shown.
Two objects are dropped from the same height. Both objects fall freely.
Object X has a mass of 10 kilograms.
Object Y has a mass of 1 kilogram.
Object X accelerates at 10 metres per second per second.
The acceleration of object Y, in metres per second per second, is
A
0.1
B
detector
signals from
stadium
1.0
C
10
D
100
E
1000.
State the effect this has on the signal received at the detector.
Answer
[Turn over
sundayherald 05.04.09
8.
9
Marks
A
drummer
a rock
band
is exposed
sound
lev of up to
Two household electrical appliances, a 1500 watt electric iron and a 300 watt 10. (a) A) Marks
drummer
in in
a rock
band
is exposed
to to
sound
levels
to 110 decibels.
uplighter lamp, are shown below.
Explain why ear protectors are used to reduce the sound level
flex covered in
experienced by the drummer.
heat-resistant material
brightness
adjustment
metal stand
metal base
flex covered
with plastic
heat setting dial
(a) The brightness of the uplighter lamp can be changed.
State an electrical component that could be used to change the brightness
of the uplighter lamp.
(b) Explain why the flex for the iron is covered with a heat-resistant material.
(c) A cross-section of the flex for each appliance is shown.
neutral
earth wire
neutral
wire
wire
earth wire
live wire
electric iron
insulation
(b) A medical researcher is measuring the upper range of hearing of people
in different age groups.
The bar graph shows the frequencies of sound detected by these people.
100
90
80
70
60
% of people 50
40
30
20
10
0
insulation
live wire
uplighter lamp
Two identical lamps are connected to a 6.0 volt battery as shown in circuit 1.
6.0 volts
lamp 1
circuit 1
Lamp 1
12 14 16 18
frequency in kilohertz
Marks
1.A
2.C
3.D
4.D
5.C
6.
lamp 2
(a) The battery supplies a current of 0.40 ampere to the circuit.
Complete the following table to show the current in each lamp and the
voltage across each lamp.
10
20
(i) State two conclusions which can be made from this bar graph about
the hearing of different age groups.
(ii) What name is given to sound frequencies greater than 20 kilohertz?
(i) State the colour of the insulation on the live wire.
(ii) State the purpose of the earth wire.
(iii) Explain why the wires in the flex for the electric iron are thicker
than those for the uplighter lamp.
9.
15 – 20 yrs
35 – 40 yrs
55 – 60 yrs
7.(a)
Lamp 2
ANSWERS
(a)•Theaerialofaradioreceiverdetectssignalsfrommanydifferentstationsand
convertsthemintoelectricalsignals.
•Thetunerselectsoneparticularstationfrommany.
•Theamplifierincreasestheamplitudeoftheseelectricalsignals.
•Theenergyrequiredtodothisissuppliedbythebattery.
•Theloudspeakerinaradioreceiverconvertselectricalenergyintosoundenergy.
(b)(i)6cm
(ii)3cm
(i)increases(amplitudeof)receivedsignalORcollects/gathersmoresignals
collects/gathers more signals
(ii)
(ii)
Current
(amperes)
Voltage
(volts)
(b) The two lamps are now connected as shown in circuit 2.
(b)
8.
circuit 2
lamp 1
lamp 2
9.
(amplitudeof)signalisreduced
a)variableresistor/resistance
(b)heatfromironcouldmeltflex
(c)(i)brown
(ii)safetydeviceORpreventsshock/electrocution
(iii)(requires)morecurrentOR(requires)morepowerORmoreenergy
(a)
Current (amperes)
State the voltage of the battery required to light the lamps with the same
brightness as in circuit 1.
Voltage (volts)
(c) In which of the two circuits, circuit 1 or circuit 2, would lamp 2 still be
on when lamp 1 is removed?
Lamp 1
Lamp 2
0·2
0·2
6
6
(b) 12 V
(c) circuit 1
10.
(a) (sound levels above 80dB) can damage hearing
(b) (i) • All age groups can hear sounds of frequencies up to 12 kHz.
• Younger people can hear a greater range of frequencies than older age
groups.
(ii) ultrasound/ultrasonic
10
05.04.09 sundayherald
HIGHER (2008 PAPER,SELECTEDQUESTIONS;)
4. The total mass of a motorcycle and rider is
250 kg. During braking, they are brought to
−1
rest from a speed of 16.0 m s in a time of
.
10 0 s.
1. Which row in the table is correct?
Scalar
Vector
A
distance
work
B
weight
acceleration
C
velocity
displacement
D
mass
momentum
E
speed
time
The maximum energy which could be
converted to heat in the brakes is
A
D
2000 J
40 000 J
B
E
4000 J
64 000 J .
C
32 000 J
5. A shell of mass 5.0 kg is travelling horizontally
with a speed of 200 m s−1. It explodes into two
parts. One part of mass 3.0 kg continues in the
original direction with a speed of 100 m s−1.
2. A javelin is thrown at 60 ° to the horizontal with
a speed of 20 m s−1.
The other part also continues in this same
direction. Its speed is
150 m s−1 B
350 m s−1 E
A
D
−1
20 m s
−1
200 m s
−1
700 m s .
C
−1
300 m s
6. The graph shows the force which acts on an
object over a time interval of 8 seconds.
force/N
12
60 °
10
The javelin is in flight for 3.5 s.
Air resistance is negligible.
The horizontal distance the javelin travels is
A
35.0 m
B
60.6 m
D
121 m
E
140 m.
C
8
6
70.0 m
4
2
3. Two boxes on a frictionless horizontal surface
are joined together by a string. A constant
horizontal force of 12 N is applied as shown.
2.0 kg
4.0 kg
12 N
The tension in the string joining the two boxes
is
84.00 N
C
6
0N
N D
B
N
C
6.0 N
A
2.0
D
8.0 N
E
12 N .
ANSWERS
1.D 2.A 3.B 4.C 5.D 6.C 7.D 8.E 9.E 10.D 11.A 12.B
0
0
2
4
6
8
10
time/s
The momentum gained by the object during
this 8 seconds is
A A 12 kg
12 m s−1 B
44 kg m s−1
32 kg m s−1 C
−1
−1
D
52 kg m s
E
72 kg m s .
7. One pascal is equivalent to
A
1 Nm
B
1 N m2
C
1 N m3
D
1 N m–2
E
1 N m–3.
sundayherald 05.04.09
11
8. An electron is accelerated from rest through a
potential difference of 2.0 kV.
11. A resistor is connected to an a.c. supply as
shown.
The kinetic energy gained by the electron is
B
8.0 × 10–20 J
A
8.0 × 10–23 J
3.2 × 10 J
–16
3.2 × 10 J.
–19
C
E
D
1.6 × 10
–16
R
J
"
a.c. ammeter
The supply has a constant peak voltage, but its
frequency can be varied.
9. The e.m.f. of a battery is
A
the total energy supplied by the battery
B
the voltage lost due to the internal
resistance of the battery
C
the total charge which passes through the
battery
D
the number of coulombs of charge passing
through the battery per second
E
the energy supplied to each coulomb of
charge passing through the battery.
10. The diagram shows the trace on an oscilloscope
when an alternating voltage is applied to its
input.
The frequency is steadily increased from 50 Hz
to 5000 Hz.
The reading on the a.c. ammeter
A
remains constant
B
decreases steadily
C
increases steadily
D
increases then decreases
E
decreases then increases.
12. An ideal op-amp is connected as shown.
10 kΩ
1 div
5 kΩ
1 div
V1
Vo
The graph shows how the input voltage, V1,
varies with time.
V1 /V
+0.2
0
The timebase is set at 5 ms/div and the Y-gain
is set at 10 V/div.
Which row in the table gives the peak voltage
and the frequency of the signal?
Peak voltage/V
A
7.1
time
B
14
50
C
20
20
Vo /V
Vo /V
A +0.4
B
0
Frequency/Hz
20
time
Which graph shows how the output voltage, Vo,
varies with time?
time
Vo /V
Vo /V
C
time
–0.4
time
–0 4
0
D
+0.1
0
time
0
–0.1
time
Vo /V
E +0.2
D
E
20
40
50
50
time
–0.2
12
05.04.09 sundayherald
MATHEMATICS
STANDARDGRADE : GENERAL LEVEL (2008 PAPER 1)
1.
To enter the castle she needs the
correct four digit code.
(b) 6.39 × 9
(c) 8.74 ÷ 200
The computer gives her some clues:
(d) 5 of 420
6
2.
Marks
Marks
5. Samantha is playing the computer
game “Castle Challenge”.
Carry out the following calculations.
(a) 12.76 – 3.18 + 4.59
Marks
In the “Fame Show”, the percentage of
telephone votes cast for each act is shown
below.
Plastik Money
Brian Martins
Starshine
Carrie Gordon
•
•
•
only digits 1 to 9 can be used
each digit is greater than the one before
the sum of all four digits is 14.
(a) The first code Samantha found was 1, 3, 4, 6.
23%
35%
30%
12%
Use the clues to list all the possible codes in the table below.
1
3
4
6
Altogether 15 000 000 votes were cast.
How many votes did Starshine receive?
3.
Marks
AB and BC are two sides of a kite ABCD.
y
6
4
B
3
C
2
(b) The computer gives Samantha another clue.
•
–6
–4
–2
O
2
4
x
6
three of the digits in the code are prime numbers
What is the four digit code Samantha needs to enter the castle?
–2
A
Marks
6.
–4
-3
–6
12
-9
-8
(a) Plot point D to complete kite ABCD.
1
5
7
-11
(b) Reflect kite ABCD in the y-axis.
4.
Marks
Europe is the world’s second smallest continent.
Find the three numbers from the circle which add up to –10.
Write this number in scientific notation.
You must show your working.
3.
ANSWERS
1.
y
6
3.
(c)0·0437
(d)350
4500000
4.
5.
5
4
C
3 B
(a)14·17
(b)57·51
2.
The circle above contains seven numbers.
Its area is approximately 10 400 000 square kilometres.
2
1
0
–6 –5 –4 -3 –2 –1
–1
–2
A
D
1
2
3
4
5
6
x
6.
7.
8.
–3
–4
–5
–6
9.
1·04 × 107
(a) 1238, 1247, 12 56, 2345
(b) 2345
–9, –8, 7
£1·22
(a) 23
(b)
220°
sundayherald 05.04.09
7.
13
Marks
The cost of sending a letter depends on the size
of the letter and the weight of the letter.
HIGHER (2008 PAPER 1, SECTION A)
SECTION A
Weight
Format
Letter
Large Letter
ALL questions should be attempted.
Cost
1st Class Mail
2nd Class Mail
0–100 g
34p
24p
0–100 g
48p
40p
101–250 g
70p
60p
251–500 g
98p
83p
501–750 g
142p
120p
1.
A sequence is defined by the recurrence relation
un+1 = 0.3un + 6 with u10 = 10.
What is the value of u12?
A
C
2.
6.6
8.7
7. 8
8
7
9. 6
B
C
D
The x-axis is a tangent to a circle with centre (–7, 6) as shown in the diagram.
y
Claire sends a letter weighing 50 g by 2nd class mail.
She also sends a large letter weighing 375 g by 1st class mail.
C(–7, 6)
Use the table above to calculate the total cost.
8.
Marks
Four girls and two boys decide to organise
a tennis tournament for themselves.
O
Each name is written on a plastic token and
put in a bag.
What is the equation of the A
circle?
(x + 7) + (y – 6) = 1
(a) What is the probability that the first token drawn from the bag has a
girl’s name on it?
A
B
(x + 7)2 + (y – 6)2 = 1 B
(x + 7) + (y – 6) 49 C
2
(x –+ 7)
7)2 +
+ (y
(y +
– 6)
49
(x
6) = 36
C
(x – 7)2 + (y + 6)2 = 36 D
(x + 7)2 + (y – 6)2 = 36
(b) The first token drawn from the bag has a girl’s name on it.
This token is not returned to the bag.
What is the probability that the next token drawn from the bag has a
boy’s name on it?
"k"
3.
Marks
9.
C
4.
O
A
70 °
T
In the diagram above:
x
"−#
The vectors u = −1
"1$
"0"
and v = "4# are perpendicular.
"k$
What is the value of k?
A
0
B
3
C
4
D
5
A sequence is generated by the recurrence relation un+1 = 0.4un – 240.
What is the limit of this sequence as n → ∞ ?
A
– 800
B
– 400
C
200
D
400
B
5.
The diagram shows a circle, centre (2, 5) and a tangent drawn at the point (7, 9).
What is the equation of this tangent?
• O is the centre of the circle
• AB is a tangent to the circle at T
• angle BTC = 70 °.
y
(7, 9)
Calculate the size of the shaded angle TOC.
O
6.
(2, 5)
x
A
y – 9 = − 5 (x – 7) B
4
C
y–7=
4
(x – 9)
5
D
4
y + 9 = − (x + 7)
5
y+9=
5
(x + 7)
4
What is the solution of the equation 2 sin x − 3 = 0 where
A
π
6
C
3π
4
2π
3
5π
D
6
B
π
≤ x ≤ π?
2
14
05.04.09 sundayherald
The adiagram
shows
a line
L; theLangle
between
L and
the 12.
positive
direction
ofRSTU,
the
7. The diagram shows
line L; the
angle
between
and the
positive
direction
of the
In the
diagram
VWXY represents a cuboid.
e direction of the x-axis is 135°, as shown.
→
→
→"
SR represents vector f, ST represents vector g and SW represents vector h.
y
→
Express VT in terms of f, g and h.
Y
L
V
135°
O
X
W
x
h
U
R
What is the gradient of line L?
8.
f
3
2
A
11
−−
22
B
−
C
−−
11
D
1 1
2 2
A
C
g
S
→
VT = f + g + h
→
→
VT = − f + g − h
B
D
T
→
VT = f − g + h
→
VT = − f − g + h
The diagram shows part of the graph of a function with equation y = f(x).
13.
y
The diagram shows part of the graph of a quadratic function y = f(x).
The graph has an equation of the form y = k(x – a)(x – b).
(0, 4)
y
O
x
y = f(x)
12
(3, –3)
Which of the following diagrams shows the graph with equation y = –f(x – 2)?
y
A
B
(2, 4)
O
y
(–2, –4)
D
10.
(5, 3)
(2, –4)
sin a =
15.
3 , find an expression for sin(x + a).
5
4
3
sin x + cos x
5
5
2
3
sin x − cos x
5
5
Here are two statements about the roots of the equation x + x + 1 = 0:
17.
Which of the following is true?
A
Neither statement is correct.
A
Neither statement is correct.
ly statement (1)
B
C
Only statement (1) is correct.
Only statement (2) is correct.
Only statement (2) is correct.
D
Both statements are correct.
E(–2, –1, 4), P(1, 5, 7) and F(7, 17, 13) are three collinear points.
P lies between E and F.
What is the ratio in which P divides EF?
B
y = 3(x + 1)(x + 4)
y = 12(x – 1)(x – 4)
D
y = 12(x + 1)(x + 4)
Find
∫ 4 sin (2x + 3) dx.
cos (
3)
A
– 4cos
3) + c
cos ((2x + 3)
B
C
–2cos
3) +
+ cc
4cos (2x
(2x +
+ 3)
C
4cos (2x + 3) + c
D
8cos (2x + 3) + c
What is the derivative of (x3 + 4)2?
1 3
A (3x2 + 4)2
B
(x + 4)3
3 ( + 4)
6x2(x3 + 4)
D
2(3x2 + 4)–1
2x2 + 4x + 7 is expressed in the form 2(x + p)2 + q.
What is the value of q?
2
C
y = 3(x – 1)(x – 4)
C
C
16.
(1) the roots are equal;
(2) the roots are real.
11.
14.
x
O
Given that 0 ≤ a ≤ π and
2
3
A sin x +
B
5
3
4
C
sin x − cos x
D
5
5
A
y
x
(0, –2)
x
4
What is the equation of the A
graph?
y 3(x – 1)(x – 4)
x
O
(3, 5)
O
9.
O 1
(1, 3)
x
(5, –3)
C
y
A
5
B
7
C
9
D 11
2
A function f is given by f(x) = 9 − x .
What is a suitable domain
A x ≥ of
3 f?
18.
A
x≥3
B
C
x ≤≤3x ≤ 3
–3
C
–3 ≤ x ≤ 3
D
–9 ≤ x ≤ 9
Vectors p and q are such that |p| = 3, |q| = 4 and p.q = 10.
Find the valueAof q.(p
0 + q).
A
1:1
B
1:2
A
B
0
14
B
C
14
26
C
1:4
D
1:6
C
26
D 28
sundayherald 05.04.09
19.
15
x
The diagram shows part of the graph whose equation is of the form y = 2m .
ANSWERS
What is the value of m?
y
SECTIONA
(3, 54)
x
O
A
3
C
8
2.D
3.C
4.B
5.A
6.B
7.C
8.D
9.B
10.A 11.B 12.C
13.A 14.B 15.C 16.A
2
B
1.C
17.C 18.C 19.B 20.D
SECTIONB
D 18
21.(a) (–1,4)maximum
20.
(1,0)minimum
The diagram shows part of the graph of y = log3(x – 4).
The point (q, 2) lies on the graph.
y
(b)
so(x–1)isafactor
(q, 2)
(5, 0)
(i)x=1,f(x)=0
y = log3(x – 4)
(c)
x
O
(ii)(x–1)(x–1)(x+2)
( ) (
)(
)(
)
y
(c)
(–1, 4)
What is the value of q?
A
(0, 2)
6
B
7
C
8
(–2, 0)
D 13
[END OF SECTION A]
SECTION B
ALL questions should be attempted.
22.
21.
A function f is defined on the set of real numbers by f(x) = x3 – 3x + 2.
(b)(1,3)
) Find
the coordinates
of stationary
the stationary
points
(a) Find
the coordinates
of the
points
on the curve y = f(x) and
) and determine their nature.
(b) (i) Show that (x – 1) is a factor of x3 – 3x + 2.
23.
(ii) Hence or otherwise factorise x3 – 3x + 2 fully.
meets
thethe
axes
and
hence
sketch
the curve.
)both
State
coordinates
of
thewhere
points
where
curve
with equation
(c) State the
coordinates
of the
points
the
curvethe
with
equation
y = f(x) y = f(x)
y = f(x) meets both the axes and hence sketch the curve.
22.
The diagram shows a sketch of the
curve with equation y = x3 – 6x2 + 8x.
(a) Find the coordinates of the points
on the curve where the gradient of
the tangent is –1.
y
y = x3 – 6x2 + 8x
O
(b) The line y = 4 – x is a tangent to
this curve at a point A. Find the
coordinates of A.
23.
Functions f, g and h are defined on suitable domains by
f(x) = x2 – x + 10, g(x) = 5 – x and h(x) = log2 x.
(a) Find expressions for h(f(x)) and h(g(x)).
(b) Hence solve h(f(x)) – h(g(x)) = 3.
[END OF SECTION B]
(a)(1,3),(3,–3)
x
(a)h(f(x))=log2(x2–x+10)
h(g(x))=log2(5–x)
(b)x=3,–10
(1, 0)
x
Q
&A
EXAM
PAST
PAPER
QUESTIONS AND ANSWERS
9
4.0
19.0
sundayherald
par
o
t tw
Y
PH
RA
OG
GE
RY
ST
MI
HE
HC
NC
RE
YF
OG
OL
BI
2
BIOLOGY
19.04.09 sundayherald
STANDARDGRADE (GENERAL) 2008
Marks KU PS
Yeast cells were grown and their numbers recorded over a 35 hour period.
The results are shown on the graph.
(b) Either birth rate was greater than the death rate
Or death rate was less than the birth rate
2.
(c) Any two from:
• lack of food/sugar/glucose/maltose
• lack of oxygen
• build up of waste/alcohol/carbon dioxide
• decrease in pH/too acidic
DO NOT
WRITE IN
THIS
MARGIN
800
2.
2. (a) 19
ANSWERS
700
600
Number of
yeast cells
(thousands
per mm3)
500
400
300
200
100
0
0
5
10
15
20
25
30
35
Time (hours)
(a) How many times greater was the maximum number of yeast cells
compared to the number at the start?
Space for calculation.
____________________ times greater
1
(b) In terms of birth rate and death rate, explain why the population of
yeast increased during the first 20 hours.
______________________________________________________________
______________________________________________________________
1
(c) Name two factors which could limit the growth of the population of
yeast cells after 20 hours.
1 _____________________________________________
2 _____________________________________________
All past paper exam questions in this supplement are copyright of the SQA and are reproduced with its permission. The answers
were supplied by Leckie and Leckie, whose new series of Practice Papers for SQA exams is published in July. Thanks to both the
SQA and Leckie and Leckie for their help in the publicationPage
of this supplement.
[0300/401]
four
2
sundayherald 19.04.09
3
DO NOT
WRITE IN
THIS
MARGIN
• water
• oxygen
4. (a) A
(d) recycle minerals or nutrients or example neede
for plant growth/
return nutrients or minerals to the soil
The activity of soil organisms was investigated. Some leaves were placed in
bags of different mesh sizes and buried in soil for three months.
(c) allow time for decomposition/
decomposition happens slowly
Leaves: Any one from:
• species or type
• age
• size
• mass
• surface area
• number
• freshness
Each bag was dug up at one month intervals and the percentage
decomposition of the leaves recorded. The results are shown on the graph.
70
large mesh
(b) Bags: Any one from:
• type of material
• size or surface area or volume
• how tightly they were closed
• thickness
40
Percentage
decomposition 30
of the leaves
20
60
14
8
0
small mesh
0
1
2
Time (months)
3
(a) After three months, what percentage of the leaves had decomposed in
each bag?
Large mesh bag
_______________ %
Medium mesh bag _______________ %
Small mesh bag
_______________ %
1
(b) Give one feature of the bags and one feature of the leaves which would
have to be kept constant when setting up the investigation.
Bags __________________________________________________________
1
Leaves ________________________________________________________
1
(c) Why was it necessary to wait for one month before collecting any
results?
______________________________________________________________
______________________________________________________________
1
(d) Explain why it is important that leaves and other dead material
decompose.
______________________________________________________________
______________________________________________________________
[0300/401]
4.
Page five
1
[Turn over
(a) The diagram shows the internal structure of a broad bean seed.
A
Which letter indicates the food store of the seed?
B
From thetwo
lis factors needed f
(b) From the list below, ) underline
needed for all seeds to germinate.
water
C
de
light
1
carbon dioxide
oxygen
1
ANSWERS
medium mesh
10
• Large mesh bag
• Medium mesh bag
• Small mesh bag
50
3. (a)
60
(b)
Marks KU PS
3.
4
19.04.09 sundayherald
BIOLOGY
HIGHER 2007
SECTION A
6. D
3. B
7. D
SECTION A
Rate of
uptake
Y
ANSWERS
X
2. D
A
5. D
X
4. Which graph best illustrates the effect of
increasing temperature on the rate of active uptake
of ions by roots?
1. A
Which line in the table identifies correctly the
two cell structures shown in the diagram?
4. D
1.
Y
0
A
Golgi body
Vesicle
B
Golgi body
Ribosome
C
Endoplasmic reticulum
Vesicle
D
Endoplasmic reticulum
Ribosome
Temperature (°C)
70
5.
B
Rate of
uptake
Which substances must be provided by host
cells for the synthesis of viruses?
A Proteins and nucleotides
B
Amino acids and DNA
C Proteins and DNA
D Amino acids and nucleotides
2.
The phospholipid
membrane allow the
molecules
in
a
cell
0
Temperature (°C)
70
6.
A free passage of glucose molecules
B
D membrane to be fluid.
3.
A absorb all wavelengths of light
self-recognition of cells
C active transport of ions
C
B
Rate of
uptake
Red blood cells have a solute concentration of
around 0.9%.
Which of the following statements correctly
describes the fate of these cells when immersed
in a 1% salt solution?
absorb light of different intensities
C use light to build up foods
D use light of different wavelengths for
synthesis.
7.
0
Temperature (°C)
70
0
Temperature (°C)
70
A The cells will burst.
B
The action spectrum of photosynthesis is a
measure of the ability of plants to
The diagram shows DNA during replication.
Base H represents thymine and base M
represents guanine. Which letters represent
the base cytosine?
The cells will shrink.
C The cells will expand but not burst.
D The cells will remain unaffected.
D Rate of
uptake
H
J
K
L
M
N
P
R
A J and K
B
J and L
C N and P
D N and R
sundayherald 19.04.09
5
Marks
(c) five
carbon dioxide
hydrogen
three
All questions in this section should be attempted.
All answers must be written clearly and legibly in ink.
(i) photolysis/photolytic splitting of water (in
granum)
(ii) NADP
(a) The diagram contains information about light striking a leaf.
1. (a) (i) Transmitted (through leaf)/
transmission/transmittance
(ii) granum/grana (of chloroplast)/thylakoids
light
reflected
from leaf
SECTION B
absorbed by
pigments
ANSWERS
1.
(i) Apart from being absorbed or reflected, what can happen to light which
strikes a leaf?
1
(ii) Pigments that absorb light are found within leaf cells.
State the exact location of these pigments.
1
(b) The diagram below shows part of the light dependent stage of photosynthesis.
light
energy
water
oxygen
hydrogen accepted
by compound X
(i) Name this part of the light dependent stage.
1
(ii) Name compound X.
1
(c) The following sentences describe events in the carbon fixation stage of
photosynthesis.
Underline one alternative in each pair to make the sentences correct.
The
{
{
{ }
three
five
carbon compound ribulose bisphosphate (RuBP) accepts
carbon dioxide
hydrogen
}
}
Carbon dioxide
Hydrogen
.
is accepted by the
glycerate phosphate (GP).
{ }
three
five
(b)
SECTION B
carbon compound
2
6
19.04.09 sundayherald
FRENCH
STANDARDGRADE (CREDIT) READING 2007
Être enfant unique—avantage ou inconvénient?
Moi, je suis fille unique et ce n’est pas du tout un
inconvénient. Mais, on a des problèmes familiaux
quand même.
(d) He has/doesn’t lack (lots of) friends at school
(c) Because you /she/one/they can’t/couldn’t
change anything/the situation/
it can’t/nothing can be changed/it can’t change/
you can’t do anything about it/
you are/will not be able to change anything/
you can never change it
Je crois que je reçois plus d’attention de mes parents
parce que je suis seule, mais mes parents me
mettent aussi beaucoup de pression avec mes
études.
(b) Her parents/they put/there is (a lot of/more)
pressure on her about her studies/to study/to do
well at school/she is pushed to study
1. (a) She gets more attention (from her parents)
On ne devrait pas comparer la vie seule à la vie avec
des frères et des soeurs parce qu’on ne peut rien
changer.
Marion (Rouen)
ANSWERS
Je suis enfant unique et cela me va très bien. Je ne
peux pas m’imaginer avec un frère ou une soeur. Je
ne me sens pas seul, parce que je ne manque pas
d’amis au collège.
Si j’avais un frère, il faudrait tout partager—les
bonbons, les cadeaux, l’argent de poche, peut–être
ma chambre. Quelle horreur!
Thierry (Boulogne)
(a) According to Marion, what is the advantage of being an only child?
1
___________________________________________________________________
(b) What disadvantage is there for her?
1
___________________________________________________________________
(c) Why does she think you should not compare being an only child with having
brothers and sisters?
1
___________________________________________________________________
(d) Thierry does not feel lonely. Why?
1
___________________________________________________________________
(e) Why would he not like to have a brother?
___________________________________________________________________
MARGIN
(e) He would have to/he wouldn’t like to
share/divide things/stuff/lots of
things/everything/things like (one of)
sweets/presents/pocket money/(bed)room
OR
he would have to share (two of)
sweets/presents/pocket money/(bed)room
1. Some young French people have written to a website with their views on being an
only child.
Marks
1
sundayherald 19.04.09
7
Marks
Quel bazar* dans la chambre!
Pour éduquer un enfant à garder de l’ordre
dans sa chambre, il faut commencer tôt.
(c) There is a risk of going deaf/being deafened/
deafening themselves/losing their hearing/
hearing loss
A partir de trois ans, on peut demander à
l’enfant de mettre son nounours sur une
chaise et de ramasser ses jouets. Ne dites
jamais: “Range ta chambre”, parce que
c’est une idée que l’enfant est incapable de
comprendre. Pour un enfant de sept à huit
ans on peut dire: “Ne laisse pas traîner tes
affaires par terre” et “Rapporte les verres et
les assiettes sales à la cuisine”.
(b) Any one from:
• Their room/it is part of the house/it’s not
their house/it’s their parents’ house
• Have to ask parents’ permission (to paint
room)
3. (a) Knock before entering (their room)
1
(b) What can a three-year old be asked to do? Mention two things.
__________________________________________________________________
__________________________________________________________________
2
(c) What should parents never say to a three-year old?
1
(c) Tidy/clean up/clear up your/his/the/their room
Pour les adolescents, il faut leur faire comprendre que la chambre fait partie
de la maison. Donc, ils n’ont pas le droit de peindre les murs sans la
permission de parents.
En ce qui concerne la musique, on ne doit pas accepter qu’ils jouent du
“Rap” très fort sur le mp3, puisqu’il y a un risque de surdité.
On peut insister aussi sur la propreté. Les ados doivent passer l’aspirateur
dans la chambre tous les quinze jours et ils doivent mettre leurs vêtements
sales dans le panier à linge une fois par semaine.
1
(b) If teenagers want to do something to their room what do they have to
understand? Mention any one thing.
__________________________________________________________________
1
(c) Why are parents entitled to insist that the volume of the mp3 player be kept
down?
__________________________________________________________________
1
(d) What should parents insist that young people do to keep their room tidy?
Mention two things.
__________________________________________________________________
__________________________________________________________________
2
ANSWERS
Marks
A partir de douze ans, l’enfant considère sa chambre comme son espace
personnel. Donc, les parents doivent prendre l’habitude de frapper avant
d’entrer.
(a) What should parents do when children reach the age of twelve?
__________________________________________________________________
2. (a) Begin to tell/show
them/start/teach/educate/train (your
child/children/it/them)/do it early/when they
are young/do it young/as young/early as
possible/at the earliest
The article about bringing up children continues.
1
2
(b)
3.
• Put (his) teddy/bear/teddy bear on the
chair
• Pick/gather up/collect up/(his) toys
__________________________________________________________________
(e) What can a parent ask a seven or eight-year old child to do? Mention two
things.
__________________________________________________________________
__________________________________________________________________
(d) The child/tot/toddler/he/she can’t/won’t/doesn’t
understand/They don’t know what ‘Tidy your
room’ means
(a) To teach a child to keep his room in order, what must a parent do?
__________________________________________________________________
(e)
• Don’t leave (your) things on the
floor/ground/lying about on the floor
OR
Pick your things up off the floor
• Take/bring/put/return (dirty)
dishes/glasses/plates to the kitchen
*bazar = a mess
(d) What reason is given for this?
__________________________________________________________________
(d)
• Vacuum/hoover (their room) every two
weeks/fortnight/14/15 days
• Put their (dirty) clothes in the (wash/linen/
laundry) basket/put their laundry in the
basket/bin/put their dirty things in the
basket/bin/put their things in the wash
basket/bin once a week/every week
2. This article gives advice to parents who are worried about children who have an
untidy room.
8
F RENCH
HIGHER 2008
SECTION I—READING
Read this article carefully and answer in English the questions which follow it.
In this passage, Camille describes how her blog (her on-line diary) changed her life.
Comment mon blog a changé ma vie
supe
C’est Andy Warhol qui le disait: “À
l’avenir, chacun aura son quart d’heure
de célébrité”. Moi, je suis célèbre
depuis plus de quatre mois. Et qu’ai-je
5 fait pour mériter cette renommée? J’ai
tout simplement ouvert mon blog sur
internet.
C’est par pure jalousie que j’ai
commencé mon blog. Je venais de voir
10 celui de mon amie Anuja, intitulé
«Studious in the City». Avec une photo
très élégante à la page d’accueil, où elle
apparaît bien maquillée et avec son
large sourire, Anuja a rejoint la cohorte
15 de «blogueurs» qui apparaissent sur le
Net depuis 1999. Et pourquoi pas
moi?
Me and the City
J’ai donc ouvert mon propre blog,
20 «La Gazette new-yorkaise», où je
raconte les événements de ma vie
d’étudiante
de
journalisme
à
l’université de New York. Tous les
trois jours, j’écris, par exemple, une
25 critique de l’exposition de Van Gogh
au Metropolitan Museum; je mets en
doute la candidature de la ville de New
York pour les Jeux Olympiques de
2012; ou je décris ma rencontre avec
30 une patrouille de la police dans les rues
de Harlem. J’illustre chaque article de
photos réalisées avec mon appareil
photo numérique1.
Les Français adorent tout ce qui
35 touche à New York, et j’apporte à mes
lecteurs, via mon blog, un peu de
l’ambiance new-yorkaise. Ces lecteurs
sont en moyenne 200 par jour, et
certains sont devenus des habitués et
Bruno, de
40 apprécient mes efforts.
Saint-Étienne, m’a écrit, «Je surfe de
blog en blog. Le tien est sensass. Les
descriptions de tes soirées nous offrent
une petite tranche de la vie new45 yorkaise». Ces commentaires flattent
mon ego: les premiers jours, j’avais
vraiment l’impression d’être une
superstar du Net.
Attention au blog!
Hélas, être un personnage «public»
n’est pas toujours agréable.
J’ai
découvert les dangers de donner de
nombreux détails sur ma vie privée à
n’importe quel inconnu qui tape au
hasard des mots dans leur moteur de
recherche. Comme, par exemple, une
certaine Élodie qui m’a demandé des
conseils pour étudier dans une
université américaine. Honorée, j’ai
rédigé une réponse complète, où je lui
ai tout expliqué. Mais cela ne lui a pas
suffi.
En moins de quarante-huit
heures, Élodie m’avait envoyé cinq
autres e-mails. Quand j’ai cessé tout
contact, son ton est devenu de moins
en moins cordial et j’ai enfin souffert
un torrent d’insultes et de menaces.
50
55
60
65
Heureusement, une fois ces frayeurs
passées,
une
bonne
surprise
m’attendait. Un journaliste anglais du 70
«Daily Telegraph» m’a contactée après
avoir lu un commentaire sur mon blog
à propos du film «Les Choristes». Le
journaliste
devait
interviewer
Jean-Baptiste Maunier, la star du film, 75
et souhaitait me parler. Ce que j’ai fait.
Une offre d’emploi a suivi. Vraiment,
mon blog a changé ma vie.
Je suis devenue «blog-addict»!
Désormais, le moment où je me 80
réveille, je consulte compulsivement les
statistiques de visiteurs à mon blog. Je
déteste les jours où personne ne fait de
commentaires, et je suis enchantée dès
qu’un nouveau lecteur se manifeste. Je 85
ne cesse pas d’améliorer mon blog.
Mais malheureusement, cette aventure
virtuelle va bientôt prendre fin, avec
mon retour imminent en France. Dans
mon arrogance, je pense que mes 90
lecteurs seront inconsolables. Mais j’ai
déjà la solution: je vais commencer
mon nouveau blog à Paris. J’ai déjà
trouvé le nom: «La Gazette parisienne ».
1
un appareil photo numérique = a digital camera
19.04.09 sundayherald
ANSWERS
1. (a) Jealousy
OR
She saw her friend's/Anuja's
Her friend/Anuja had (started) one (so she
wanted one)
She gives/brings them some of the New York
atmosphere/ ambiance.
(c) Her descriptions of (her) nights out/parties/
evenings give people a slice/taste/glimpse of/an
insight into NY life
(d) Her ego is/she feels flattered/it boosts her ego
OR
She thought/thinks herself a superstar of the
Internet
3. (a) Give personal/private details/details of private
life to strangers/to whoever/to whoever can read
them/to anyone you don't know/for the public to
see/on the internet/to whoever might stumble
upon them/might type random words into a
search engine.
[Give private details to stranger]
3. (b)
• That wasn't enough (for Élodie)/Élodie
wanted more details
OR
Élodie sent numerous/5 e-mails to/
constantly/continuously emailed Camille
• Camille broke off contact/ceased/stopped
replying
• Élodie('s tone) became less friendly/
warm/hearty/cordial
OR
She subjected Camille to/sent Camille a
flood/torrent/wave/amount of abuse/
insults/threats
4. (a)
• He had read her/a review/report of/blog/
comment(s)/remarks/commentary on a
film/Les Choristes
• He had/wanted to interview the star and
wanted to talk to her
(c) Any three from:
• She checks the visitor/viewer statistics/
statistics of visits to her blog/how many
people have been on/visited/viewed the blog
+ compulsively/when she wakes/gets
up/first thing
• She hates days when no-one leaves/makes a
comment/people don't comment/when she
doesn't get comments/remarks
• She is delighted when a new reader
appears/comes forward/joins her blog/is
evident/has a look/arises/shows
themselves/emerges/turns up/leaves a
comment
• She continually improves/doesn't
stop/never stops improving her blog
(d) She thinks that her readers will be inconsolable/
devastated/distraught if/when/that she stops/she
goes back to France/she is leaving/her blog
ends/without her blog
5. •
C' est Andy Warhol qui le disait:
It is/was Andy Warhol who said (it)/used to say
(it)
Moi, je suis célèbre depuis plus de quatre mois
(As for me) I have been famous for more than four
months.
•
“À l' avenir, chacun aura son quart d' heure de
célébrité”.
« In the future, everyone will have his/their quarter
of an hour of fame/celebrity ».
•
•
•
(b) She received a job offer/offer of employment/a
(steady) job/work
The journalist/he offered her a job
Et qu' ai-je fait pour mériter cette renommée?
And what have I done to deserve this fame?
J' ai tout simplement ouvert mon blog sur
internet.
I (have) (quite) simply opened my blog on the
Internet.
Translate into English:
(b)
• An (elegant) photo on the home-page/
opening-/entry-/welcome-/welcoming/first-/front- page
• Of herself (well) made-up/done-up and
with a (broad/big/large) smile
wearing (a lot of) make-up and smiling
NB: ‘She created a very elegant welcome page
with her appearing well made-up and with a big
smile’ = 2 points
2. (a) Any three from:
• Life as a university student of journalism
• Assessment/review/critique/account
of/(critical) essay/ article/report on a Van
Gogh exhibition/exposition (at the
Metropolitan Museum)
• (Calling into doubt/questioning) the New
York candidature/candidacy/application/
nomination/bid for the 2012 Olympic
Games
New York wanting to host …
• Her meeting/encounter/time
spent/discussion with police/a police
patrol/patrol of police/group of police in
the streets/a street/in Harlem
• Photos illustrating each article (that she
had taken/from her digital camera)
(b) The French love New York.
OR
The French like/are interested in everything to
do with NY.
OR
Sh i /b i
h
f h N Y k
“C’est Andy Warhol . . . ouvert mon blog sur internet.” (lines 1–7)
5.
10
(30)
= 20 marks
(d) Why does she describe herself as arrogant?
4.
3.
2.
1.
1 point
(20 points)
(a) Why did a journalist from the Daily Telegraph contact her?
2 points
(b) What eventual benefit did this bring Camille?
1 point
(c) What shows how far Camille has become addicted to her blog?
3 points
Camille’s blog has had a major impact upon her life. (lines 68–94)
(a) What did Camille realise is a dangerous thing to do?
1 point
(b) What happened after Camille gave Élodie the information that she asked
for?
3 points
There are also dangers in having your own blog. (lines 49– 67)
(a) Give details of the kinds of thing that Camille puts on her blog.
3 points
(b) Why, in her opinion, do her readers find her site interesting?
1 point
(c) Why did Bruno think her site was great?
1 point
(d) How does Camille react to comments such as his?
1 point
On her blog, Camille writes about her life in New York. (lines 18– 48)
(a) What prompted Camille to start her blog?
1 point
(b) How had Anuja tried to make her blog immediately attractive?
2 points
A large number of blogs (on-line diaries) have sprung up since 1999.
(lines 1–17)
QUESTIONS
Marks
sundayherald 19.04.09
9
10
CHEMISTRY
19.04.09 sundayherald
STANDARDGRADE (GENERAL) 2008
PART 1
The Periodic Table shows the names of the elements.
(b) B
1.
3. (a) C
E
F
sodium
oxygen
platinum
(b) D
D
aluminium
(c) F
lithium
(d) A and E
nitrogen
2. (a) A and C
C
(b) E
B
(c) C
A
1. (a) B and D
A
B
C
D
E
F
(b) Identify the element discovered in 1807.
You may wish to use page 8 of the data booklet to help you.
A
B
C
D
E
F
(c) Identify the element which is used as the catalyst in the Ostwald
Process.
A
B
C
D
E
F
(d) Identify the two elements which form a covalent compound.
2.
A
B
C
D
E
F
The grid shows the names of some elements.
(a) Identify the two elements whi
which exist as diatomic molecules.
A
hydrogen
A
B
helium
B
C
oxygen
C
D
silicon
D
E
carbon
E
ANSWERS
(a) Identify the two elements which have similar chemical properties.
You may wish to use page 8 of the data booklet to help you.
sundayherald 19.04.09
11
A
A Iron oxide
B
B
C
C Potassium permanganate
Silver bromide
ANSWERS
D Copper iodate
D
2.
E
Which of the following substances is a
non-conductor but becomes a good conductor
on melting?
A Solid potassium fluoride
(c) Identify the element which must be present for iron to rust.
B
Solid argon
C Solid potassium
A
3.
B
C
D Solid tetrachloromethane
Particles with the same electron arrangement
are said to be isoelectronic.
Which of the following compounds contains
ions which are isoelectronic?
D
A Na2S
E
3.
Which of the following compounds contains
both a halide ion and a transition metal ion?
B
D CaCl2
4.
V
MgCl2
C KBr
Electricity can be produced using electrochemical cells.
The graph shows the variation of
concentration of a reactant with time as a
reaction proceeds.
sodium chloride solution
metal X
metal Y
A
copper
lead
B
copper
magnesium
C
copper
copper
D
copper
nickel
Concentration/mol l
metal Y
–1
0.20
metal X
D
(b) Identify the arrangement which would produce the largest vol
largest voltage.
larg
You may wish to use page 7 of the data booklet to help you.
A
B
C
D
0.05
10
20
30
Time/s
40
50
–1 –1
0.0050 mol l s
.
C 0 0075 mol l–1 s–1
D 0.0150 mol l–1 s–1
B
A
C
0.10
What is the average reaction rate during the
first 20 s?
–1 –1
A 0.0025 mol l s
(a) Identify the arrangement which would not produce electricity.
B
0.15
0
5.
The potential energy diagram below refers to
the reversible reaction involving reactants R
and products P.
Potential
energy
–1
/kJ mol
90
80
70
60
50
R
40
30
20
10
0
CONTINUED ON NEXT PAGE
B
A
D
C
1.
1.
2.
3.
4.
HIGHER 2007
(b) Identify the element which has the electron arrangement 2,4.
You may wish to use page 1 of the data booklet to help you.
P
Reaction pathway
19.04.09 sundayherald
What is the enthalpy change, in kJ mol–1, for
the reverse reaction P → R?
A CO2
A + 30
B
6.
B
+ 10
C CCl4
D – 40
D CH4
A the formation of one mole of salt
B
the formation of one mole of water
C the neutralisation of one mole of acid
D the neutralisation of one mole of alkali.
Which equation represents the first ionisation
energy of a diatomic element, X2?
A
1
2 X2(s)
→ X+(g)
B
1
2 X2(g)
→ X–(g)
+
C X(g) → X (g)
D X(s) → X–(g)
8.
NH3
C – 10
The enthalpy of neutralisation in an acid/alkali
reaction is always the energy released in
7.
12. Which of the following compounds has polar
molecules?
Which of the following chlorides is likely to
have least ionic character?
13. How many moles of oxygen atoms are in
0.5 mol of carbon dioxide?
A 0.25
B
0.5
C 1
D 2
14. A fullerene molecule consists of 60 carbon
atoms.
atoms.
Approximately how many such molecules are
present in 12 g of this type of carbon?
A 1.0 × 1022
1.2 × 1023
C 6.0 × 1023
25
D 3.6 × 10
B
A BeCl2
B
CaCl2
C LiCl
D CsCl
9.
Which of the following chlorides is most likely
to be soluble in tetrachloromethane, CCl4?
A Barium chloride
B
Caesium chloride
C Calcium chloride
D Phosphorus chloride
10. Which of the following compounds exists as
discrete molecules?
A Sulphur dioxide
B
Silicon dioxide
C Aluminium oxide
D Iron(II) oxide
11. An element (melting point above 3000 °C)
forms an oxide which is a gas at room
temperature.
Which type of bonding is likely to be present
in the element?
A Metallic
B
Polar covalent
C Non-polar covalent
15. Avogadro’s Constant is the same as the
number of
A molecules in 16.0 g of oxygen
B
atoms in 20.2 g of neon
C formula units in 20.0 g of
hydroxide
D ions in 58.5 g of sodium chloride.
sodium
16. The equation for the complete combustion of
propane is:
C3H8(g) + 5O2(g) → 3CO2(g) + 4H2O(")
3
3
30 cm of propane is mixed with 200 cm of
oxygen and the mixture is ignited.
What is the volume of the resulting gas
mixture? (All volumes are measured at the
same temperature and pressure.)
A 90 cm
B
3
120 cm
3
C 140 cm3
D 210 cm
3
17. A mixture of carbon monoxide and hydrogen
can be converted into water and a mixture of
hydrocarbons.
nCO + (2n + 1)H2 → nH2O + hydrocarbons
D Ionic
What is the general
hydrocarbons produced?
hydrocarbons produced?
A CnH2n–2
B
CnH2n
C CnH2n+1
D CnH2n+2
formula
for
the
ANSWERS
4. C
5. C
6. B
7. C
8. A
9. D
10. A
11. C
12. B
13. C
14. A
15. B
16. C
17. D
12
) Complete the pi
)(a) Complete
Co
the pie chart to show the information given in Reference Diagram Q4A.
Dia
Q4A.
A Sewage and industrial waste
40%
B Wind-blown gases and particles from industry
35%
C Oil spills from tankers
15%
D Dumping at sea
10%
50%
60%
40%
70%
30%
80%
20%
A
10%
90%
0
4.
Reference Diagram Q4A: Causes of Sea Pollution
Referring to the weather conditions, give reasons for his decision.
(4marks)
On Saturday morning the referee decided to postpone this game.
Look at Reference Diagrams Q3A and Q3B.
ANSWERS
2. One mark per valid point, two for developed
statements. Credit suitably labelled diagrams.
GLASGOW RANGERS F.C.
ABERDEEN F.C.
Reference Diagram Q3A:
Weather Station Symbol for
Aberdeen 12 noon, 17th December
Delta: this is formed when the river
deposits sediment (1) because the current slows
down when it meets the sea and no longer has the
power to carry all its load (2) the sediments build
up to form islands (1) and the river flows between
them in a braided channel (1).
Flood Plain: flood plains are formed when a river
bursts its banks and it deposits silt/alluvium on the
surrounding land (1). The edges of the flood plain
can be made wider due to erosion on the outside
bends of the meander (1) and as these meanders
move with time, different parts of the flood plain
are widened (1).
Credit references to levees and channel deposits.
Ox-Bow Lake: the current of the river erodes the
outside bends of a meander (1), this causes the neck
of the meander to get narrower (1) until eventually
the river breaks through and leaves the old meander
abandoned (1) the ends of the meander are sealed
off due to deposition (1) leaving a crescent shape or
ox-bow lake (1).
There
3 KU is no credit for reference to meander without
appropriate detail.
Credit ‘deposition on neck of meander’ (1)
3.
Reference Diagram Q3B:
Advertisement for
Football Match
You may use a diagram(s) to illustrate your answer.
(3marks)
Choose one of the named river features shown and explain how it was
formed.
Look at Reference Diagram Q2.
3. Max 2 marks for correct description of weather.
No credit for reference to cloud cover or wind
direction.
Answers might include:
Snow was forecast (1) which would have made the
pitch impossible to play on (1) and would have
blocked the roads leading to Pittodrie (1).
Temperatures were to be below freezing (1) so the
pitch would have been frozen (1) and consequently
dangerous for the players (1). Strong winds would
have made it difficult to play football (1) and would
have caused the snow to drift, blocking access roads
(1).
4. 4(a)KU
2 marks for placing the two lines correctly.
1 mark for labelling.
3 KU
2.
Reference Diagram Q2: A Lowland River Landscape
Mar
STANDARD GRADE (GENERAL) 2008
sundayherald 19.04.09
GEOGRAPHY
13
Reference Map Q1B (Rainfall patterns in West Africa)
Reference Diagram Q1B (West Africa—selected rainfall graphs)
Describe and explain the varying rainfall patterns shown in Reference
Diagram Q1B.
6
(b) Study Reference Map Q1B and Reference Diagram Q1B.
ANSWERS
1000
1000 km
km
(a) Air Mass A: Tropical Continental OR cT
Origin: Over the Sahara Desert (ie large land
mass in tropical latitudes)
Nature: Warm, dry, stable air
Y
AFRICA
Air Mass B: Tropical Maritime OR mT
Origin: Over Atlantic Ocean (Gulf of Guinea)
in tropical latitudes
Nature: Warm, moist, unstable air
N
Area covered by
Reference Map Q1B
KEY
(b) Description should be able to focus on the
marked contrasts in rainfall amounts between a
very dry north (with only 250 mm per annum)
and a much wetter south (where some coastal
areas receive over 2000 mm per annum) as
shown on the map provided. Candidates could
also refer to the graphs and note the variations
between the three stations with Tombouctou in
the north and Jos “in the middle” experiencing
obvious wet and dry seasons whilst coastal
Lagos in the south has a vastly greater annual
rainfall total, no dry months and a “twin peak”
regime.
Explanation ought to concentrate on the role of
the I.T.C.Z and its associated Tropical
Maritime air mass (warm, moist and unstable)
and Tropical Continental air mass (warm, dry
and stable). For example, Lagos – on the coast
of the Gulf of Guinea – is influenced by warm
moist Tm air for most of the year. This
accounts for its much higher annual rainfall
total. The twin rainfall peaks can be attributed
to the I.T.C.Z migrating northwards and then
southwards again later in the year, following the
overhead sun or thermal equator. Tombouctou,
in contrast, lies well to the north of the I.T.C.Z
in January and is under the influence of the
hot, dry Tc air from the Sahara Desert. In
May/June the I.T.C.Z. moves north bringing
moist Tm air and rainfall to Jos and, to a much
lesser extent, Tombouctou which lies closer to
its point of maximum extent.
X
Reference Map Q1A (Location of section X–Y)
20 °N
X
15 °N
10 °N
5 °N
Y
SEA
LAND
AIR MASS A
AIR MASS B
Z
ITC
JANUARY
Reference Diagram Q1A (The Inter-tropical Convergence Zone (ITCZ))
3
Identify air masses A and B, and describe their origin and nature.
(a) Study Reference Diagram Q1A and Reference Map Q1A.
Question 1: Atmosphere
HIGHER2007: PAPER 1SECTIONA
GEOGRAPHY
14
19.04.09 sundayherald
ANSWERS
(a) Descriptions could make reference to there
being only two National Parks in Scotland yet a
high concentration in northern England (4) and
in Wales (3). Candidates could also note the
absence of NPs in central and south-eastern
England.
Explanations for their location ought to focus
on such points as the scenic diversity and
differing attractions of the various National
Parks.
(b)
(i) Benefits brought by an influx of tourists
might include:
• new job opportunities for local people
• increased business for shops, hotels and
restaurants
• more wealth generated in the local
economy – “multiplier effect”
• increased property prices for those
wishing to sell
•improved services (eg sports and leisure
facilities) and transport links (eg upgraded roads, more frequent bus
services)
l
df
l
l
h
(a £5 million project to repair 145
services)
identified footpaths).
• less need for young people to leave the
• provision of local affordable housing (eg
area
at Rosthwaite) and the use in some
•increased expenditure on conserving the
house sales of a ‘local occupancy
amenities of the area.
clause’, whereby purchasers must have
(ii) Ways of tackling the negative effects of
lived in Cumbria for a minimum of
tourism will vary with the area studied
three years.
but, for the Lake District, include:
• Congestion is being tackled by
(c) Answers ought to describe and explain the
encouraging the use of public transport
formation of a reasonable range of coastal
(e.g. Borrowdale Explorer, post buses),
landforms.
by the building of by-passes (eg
These could include:
Keswick), by a park and ride scheme
• headlands, cliffs, caves, arches, stacks,
(at Bowness on Windermere).
shore platforms (wave-cut)
• Visitor education through information
• bays, beaches, spits, bars, dunes, salt
centres and leaflets, improved
marshes
signposting, encouraging visitors to
• rias, fiords or sea lochs, raised beaches,
‘take litter home’, use of stiles and
fossil cliffs.
Named landforms require to be backed up by
kissing gates (which spring back after
description/explanation/correct location
use), promoting alternative attractions
Authentic examples of specific features such as
to reduce pressure on existing
The Old Man of Hoy (stack) or Hurst Spit (in
honeypots.
Hampshire) will enhance answers.
• restoring or preserving footpaths, laying
stone ‘steps’ (eg to Stickle Tarn in
Langdale) or artificial material such as uestion 2 - Rural Land Degradation
‘terram’, schemes such as ‘Fix the Fells’
(a) The four main processes of erosion by water
(a £5 million project to repair 145
can be described as:
id tifi d f t th )
Erosion
Lack of amenities
and privacy
Negative
effects of
tourism
Conservation
Communications
Congestion
Holiday homes
Positive
effects of
tourism
Employment
Reference Map Q1A
(National Parks in Great Britain)
Reference Map Q1B
(Relief map of Great Britain)
Economy
Reference Diagram Q1 (Positive and negative effects of tourism)
(c) With the aid of annotated diagrams, describe and explain the formation
of the main features of any coastal landscapes which you have studied.
You should refer to erosional and depositional features in your answer.
(ii) suggest and evaluate ways in which the negative effects of tourism
can be tackled.
10
(25)
10
(i) describe some of the benefits which an influx of tourists has
brought; and
With the aid of Reference Diagram Q1 and referring to a specific National
Park or other named upland or coastal landscape area which you have
studied:
“Tourism can bring benefits but also causes problems for National Parks.”
(b) Study Reference Diagram Q1 on Page four.
Describe and suggest reasons for the location of Britain’s National Parks.
5
(a) Study Reference Maps Q1A and Q1B.
Question 1 (Rural Land Resources)
HIGHER2007: PAPER 2 SECTION1
sundayherald 19.04.09
15