Edexcel
International
Lower Secondary
Curriculum
Science
Year 9 Achievement Test
Sample Assessment Material
and Sample Mark Scheme
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Contents
Paper PLSC02
Sample Assessment Material
Sample Mark Scheme
1
41
General Marking Guidance
•
All candidates must receive the same treatment. Examiners must
mark the first candidate in exactly the same way as they mark the
last.
•
Mark schemes should be applied positively. Candidates must be
rewarded for what they have shown they can do rather than
penalised for omissions.
•
Examiners should mark according to the mark scheme not according
to their perception of where the grade boundaries may lie.
•
There is no ceiling on achievement. All marks on the mark scheme
should be used appropriately.
•
All the marks on the mark scheme are designed to be awarded.
Examiners should always award full marks if deserved, i.e. if the
answer matches the mark scheme. Examiners should also be
prepared to award zero marks if the candidate’s response is not
worthy of credit according to the mark scheme.
•
Where some judgement is required, mark schemes will provide the
principles by which marks will be awarded and exemplification may
be limited.
•
When examiners are in doubt regarding the application of the mark
scheme to a candidate’s response, the team leader must be
consulted.
•
Crossed out work should be marked UNLESS the candidate has
replaced it with an alternative response.
Write your name here
Surname
Other names
Edexcel International Centre Number
Lower Secondary
Curriculum
Candidate Number
Science
Year 9
Achievement Test
Sample Assessment Material
Time: 1 hour 20 minutes
Paper Reference
PLSC02/01
You do not need any other materials.
Total Marks
Instructions
black ink or ball-point pen.
t Use
in the boxes at the top of this page with your name,
t Fill
centre number and candidate number.
Answer all questions.
t Answer
the questions in the spaces provided
t – there may
be more space than you need.
Information
total mark for this paper is 80.
t The
The
marks
each question are shown in brackets
t – use this asfora guide
as to how much time to spend on each question.
Advice
each question carefully before you start to answer it.
t Read
Try
to
every question.
t Checkanswer
t your answers if you have time at the end.
S41746A
©2012 Pearson Education Ltd.
3/3/1/
Edexcel International Lower
Secondary Curriculum
*S41746A0140*
Sample Assessment Material
Turn over
© Pearson Ltd 2012
1
SECTION A
Answer ALL questions
For questions 1 – 10 put a cross in one box to indicate your answer.
and then put a cross in another box
If you change your mind, put a line through the box
Each question is worth one mark.
.
1 Which organ system is shown in the diagram?
A
circulatory system
B
nervous system
C
respiratory system
D
skeletal system
(Total for Question 1 = 1 mark)
2
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© Pearson Ltd 2012
*S41746A0240*
Sample Assessment Material
Edexcel International Lower
Secondary Curriculum
2 The photograph shows ivy growing up a telegraph pole.
A man cuts through the stems of the ivy. Why will the ivy above the cut die?
A lack of carbon dioxide and light
B lack of carbon dioxide and water
C lack of minerals and light
D lack of minerals and water
(Total for Question 2 = 1 mark)
3 Four harmful chemicals in cigarette smoke are listed below.
Which chemical causes addiction to cigarette smoking?
A ammonia
B carbon dioxide
C nicotine
D tar
(Total for Question 3 = 1 mark)
Edexcel International Lower
Secondary Curriculum
*S41746A0340*
Sample Assessment Material
© Pearson Ltd 2012
3
3
Turn over
4 Which cell absorbs water into a plant?
A
B
C
D
(Total for Question 4 = 1 mark)
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4
© Pearson Ltd 2012
*S41746A0440*
Sample Assessment Material
Edexcel International Lower
Secondary Curriculum
5 Nina investigates how much air she can breathe out in one breath.
She breathes out through a plastic tube into a bell jar as shown below.
bell-jar
200
200
400
400
600
600
800
800
water
trough
1000
before she breathes into the bell jar
1000
after she breathed into the bell jar
Which word should be used to complete the sentence below.
The air Nina breathes out . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................ the water in the bell jar.
A absorbs
B displaces
C evaporates
D neutralises
(Total for Question 5 = 1 mark)
6 How did the air in the bell jar change when Nina breathed into it?
A It had much less nitrogen
B It had much less water vapour
C It had more carbon dioxide
D It had more oxygen
(Total for Question 6 = 1 mark)
Edexcel International Lower
Secondary Curriculum
*S41746A0540*
Sample Assessment Material
© Pearson Ltd 2012
5
5
Turn over
7 Rita is a poodle. Peter is a labrador.
Rover is a puppy produced by crossing Rita with Peter. Rover is a labradoodle.
Rita (poodle)
Peter (labrador)
Rover (labradoodle)
Labradoodles make good guide dogs. They are gentle like labradors and, like
poodles, they do not shed much hair.
How are labradoodles produced?
A
by asexual reproduction
B
by cloning
C
by genetic engineering
D
by selective breeding
(Total for Question 7 = 1 mark)
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© Pearson Ltd 2012
*S41746A0640*
Sample Assessment Material
Edexcel International Lower
Secondary Curriculum
8 Strawberry plants produce horizontal stems called runners.
New plants grow from buds on the runners as shown below.
Which statement about the new plants is true?
A They are different in appearance from the parent plant
B They are genetically identical to parent plant
C They are not clones
D They are not produced by asexual reproduction
(Total for Question 8 = 1 mark)
9 Which human characteristic is caused by genetic factors only?
A blood group
B freckles
C hair colour
D mass
(Total for Question 9 = 1 mark)
Edexcel International Lower
Secondary Curriculum
*S41746A0740*
Sample Assessment Material
© Pearson Ltd 2012
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7
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10 A teacher measured the height of all the students in year 9.
What is the best way to present the data?
A
as a bar chart
B
as a curve
C
as a pie chart
D
1111 1111
as a tally
1111
1111
(Total for Question 10 = 1 mark)
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© Pearson Ltd 2012
*S41746A0840*
Sample Assessment Material
Edexcel International Lower
Secondary Curriculum
11 The photographs/drawings show six living things.
star grass
lion – feeds on wildebeest
and gazelle
wildebeest – feeds on oat grass
hyena – feeds on gazelle
oat grass
gazelle – feeds on star grass
(a) From this information, give the name of one predator and its prey.
(1)
predator ... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ......
prey .............. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(b) Complete the food web below by writing the names of the living things in the
boxes.
Add arrows to show the feeding relationships between the living things.
(2)
ggazelle
Edexcel International Lower
Secondary Curriculum
*S41746A0940*
Sample Assessment Material
© Pearson Ltd 2012
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(c) The pyramid of numbers for this food web is drawn below.
Why is it this shape?
(1)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
(Total for Question 11 = 4 marks)
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© Pearson Ltd 2012
*S41746A01040*
Sample Assessment Material
Edexcel International Lower
Secondary Curriculum
12 The diagram shows the lungs and airways.
X
X
(a) Give the name of the part of the lung labelled X.
(1)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
(b) This diagram shows some cells in the lining of the airway.
cilia
mucus
producing
cell
ciliated cell
These cells get rid of micro-organisms from the air entering the lungs.
How do they do this?
(2)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
(Total for Question 12 = 3 marks)
Edexcel International Lower
Secondary Curriculum
*S41746A01140*
Sample Assessment Material
© Pearson Ltd 2012
11
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13 A brown eyed person may have two genes for brown eyes, BB, or one gene for brown
eyes and one gene for blue eyes, Bb.
A blue eyed person always has two genes for blue eyes, bb.
John
brown eyes
Pete
brown eyes
Anna
brown eyes
Tim
brown eyes
Beth
blue eyes
Karen
blue eyes
(a) Which part of a sperm cell contains the genes?
(1)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
(b) Each of the four children received a gene for eye colour from John and from Anna.
Explain how you can tell from the diagram that John and Anna each have the
gene combination Bb?
(2)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
(Total for Question 13 = 3 marks)
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© Pearson Ltd 2012
*S41746A01240*
Sample Assessment Material
Edexcel International Lower
Secondary Curriculum
For questions 14 – 23 put a cross in one box to indicate your answer.
If you change your mind, put a line through the box
and then put a cross in another box
Each question is worth one mark.
.
14 The drawing shows a torch bulb.
coiled tungsten
filament
sealed glass
bulb
Why was tungsten used for the filament of the torch bulb?
A It has a high melting point
B It is insoluble in water
C It is magnetic
D It reacts with acids
(Total for Question 14 = 1 mark)
Edexcel International Lower
Secondary Curriculum
*S41746A01340*
Sample Assessment Material
© Pearson Ltd 2012
13
13
Turn over
15 The diagram shows what happens when dilute hydrochloric acid is added to pieces of
limestone.
dilute
hydrochloric
acid
limewater
limestone
The gas that is formed passes into limewater. The limewater turns milky.
Which gas turns limewater milky?
A
carbon dioxide
B
hydrogen
C
methane
D
oxygen
(Total for Question 15 = 1 mark)
14
14
© Pearson Ltd 2012
*S41746A01440*
Sample Assessment Material
Edexcel International Lower
Secondary Curriculum
16 A student wants to add exactly 1 cm3 of fertiliser solution into a plant pot.
What instrument should he use to do this most accurately?
A
B
500 cm3
400
300
500 cm3
200
400
300
200
100
100
C
D
100 cm3
90
80
70
60
50
cm3
5
4
3
2
1
40
30
20
10
A a 500 cm3 beaker
B a100 cm3 measuring cylinder
C a 500 cm3 conical flask
D a 5 cm3 syringe
(Total for Question 16 = 1 mark)
Edexcel International Lower
Secondary Curriculum
*S41746A01540*
Sample Assessment Material
© Pearson Ltd 2012
15
15
Turn over
17 An element is a poor conductor of heat and electricity. It is dull and brittle.
What element could it be?
A
calcium
B
gold
C
nickel
D
sulfur
(Total for Question 17 = 1 mark)
18 Steel objects are sometimes galvanised to protect them against corrosion.
Which metal is used to galvanise steel?
A
aluminium
B
zinc
C
carbon
D
copper
(Total for Question 18 = 1 mark)
16
16
© Pearson Ltd 2012
*S41746A01640*
Sample Assessment Material
Edexcel International Lower
Secondary Curriculum
19 A student adds magnesium ribbon to dilute hydrochloric acid.
measuring
cylinder
magnesium ribbon
trough
dilute hydrochloric
acid
water
What change would make the reaction faster?
A Cool the acid
B Decrease the volume of the acid
C Heat the water
D Use magnesium powder
(Total for Question 19 = 1 mark)
Edexcel International Lower
Secondary Curriculum
*S41746A01740*
Sample Assessment Material
© Pearson Ltd 2012
17
17
Turn over
20 Gas A burns in air. The diagrams show a particle model for the chemical reaction that
takes place.
+
X
→
Y
How can you tell from the diagram that matter is not lost in this reaction?
A
The reactants and products are all compounds
B
The number of product molecules is the same as the number of reactant
molecules
C
The same number of each atom is present in the reactants and products
D
The reaction between gas X and gas Y is an oxidation reaction
(Total for Question 20 = 1 mark)
21 Granite and basalt are two types of rock that are formed when magma cools.
Granite has bigger crystals than basalt. What is the reason for this?
A
Basalt is igneous but granite is sedimentary
B
Granite is igneous but basalt is sedimentary
C
Basalt takes longer to form than granite
D
Granite takes longer to form than basalt
(Total for Question 21 = 1 mark)
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© Pearson Ltd 2012
*S41746A01840*
Sample Assessment Material
Edexcel International Lower
Secondary Curriculum
22 What type of reaction is this?
magnesium + copper nitrate → magnesium nitrate + copper
A combustion
B displacement
C oxidation
D reduction
(Total for Question 22 = 1 mark)
23 Iron is extracted from iron ore in a blast furnace.
Which is the correctly balanced symbol equation for the reaction that takes place?
A Fe2O3 + CO → Fe2 + 2CO2
B 2Fe2O3 + 2CO → 2Fe2 + 4CO2
C Fe2O3 + 3CO → 2Fe + 2CO2 + CO
D Fe2O3 + 3CO → 2Fe + 3CO2
(Total for Question 23 = 1 mark)
Edexcel International Lower
Secondary Curriculum
*S41746A01940*
Sample Assessment Material
© Pearson Ltd 2012
19
19
Turn over
24 This church was built by the sea.
The pictures show changes that have taken place since 1750.
picture drawn in 1750
photograph taken in 1905
photograph taken in 1910
(a) How can you tell that weathering and erosion has taken place?
(1)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
(b) This sculpture on the outside of a city church has been damaged by rain.
(i) What substance combines with rain water and has caused this damage?
(1)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
(ii) The sculpture is carved out of limestone.
Sculptures made from granite do not change in this way. What is the reason
for this?
(1)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
(Total for Question 24 = 3 marks)
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© Pearson Ltd 2012
*S41746A02040*
Sample Assessment Material
Edexcel International Lower
Secondary Curriculum
25 Gas X burns in air. The diagrams show a particle model for the reaction.
+
Gas X
→
Gas Y in air
Products
(a) How can you tell that X and Y are gases?
(1)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
(b) (i) How can you tell that a chemical reaction has taken place between gas X and
gas Y?
(1)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
(ii) Gas X is methane. Write a balance symbol equation for the reaction.
(1)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
(Total for Question 25 = 3 marks)
Edexcel International Lower
Secondary Curriculum
*S41746A02140*
Sample Assessment Material
© Pearson Ltd 2012
21
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Turn over
26 A student investigates the reaction between zinc and dilute hydrochloric acid.
measuring
cylinder
zinc
trough
dilute
hydrochloric
acid
water
(a) (i) Write the word equation for the reaction.
(1)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
(ii) She repeated the investigation using dilute sulphuric acid.
Give the name of the salt formed in this reaction.
(1)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
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© Pearson Ltd 2012
*S41746A02240*
Sample Assessment Material
Edexcel International Lower
Secondary Curriculum
(b) This is part of the reactivity series.
most reactive
sodium
calcium
magnesium
aluminium
zinc
iron
lead
hydrogen
copper
least reactive
silver
The student mixed the pairs of chemicals in the list below.
reactions
1
calcium + hydrochloric acid
2
copper + hydrochloric acid
3
silver + hydrochloric acid
4
sodium + hydrochloric acid
Which two pairs of chemicals would not react together?
(2)
Give the numbers
Reaction .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . and reaction ...........................................
Explain your answer.
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
(Total for Question 26 = 4 marks)
Edexcel International Lower
Secondary Curriculum
*S41746A02340*
Sample Assessment Material
© Pearson Ltd 2012
23
23
Turn over
For questions 27 – 30 put a cross in one box to indicate your answer.
If you change your mind, put a line through the box
and then put a cross in another box
Each question is worth one mark.
.
27 Sarah was watching a fireworks display. She saw the flash of the firework before she
heard the sound. Why was this the case?
A Speed of sound is faster than the speed of light
B Speed of light is faster than the speed of sound
C Sound and light travel at a similar speed
D People’s ears are more sensitive than their eyes
(Total for Question 27 = 1 mark)
28 Once a firework has used its fuel it falls to the ground. What force has caused it to fall
to the ground?
A Air Resistance
B Friction
C Gravity
D Up thrust
(Total for Question 28 = 1 mark)
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© Pearson Ltd 2012
*S41746A02440*
Sample Assessment Material
Edexcel International Lower
Secondary Curriculum
29 A plane is just about to take off.
Just before take-off, the plane is speeding up along the ground.
Which statement is true?
A Backward force is zero
B Backward force is greater than Forward force
C Forward force is equal to Backward force
D Forward force is greater than Backward force
(Total for Question 29 = 1 mark)
30 Which statement is true about the plane just as it takes off?
A Downward force is zero
B Downward force is greater than Upward force
C Upward force is greater than Downward force
D Upward force is equal to Downward force
(Total for Question 30 = 1 mark)
Edexcel International Lower
Secondary Curriculum
*S41746A02540*
Sample Assessment Material
© Pearson Ltd 2012
25
25
Turn over
31 Sarah and Sam planned to stand very close to a loud explosion, during a science
practical.
Why do you think they should wear ear defenders?
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
(Total for Question 31 = 1 mark)
32 The table below gives information about five planets.
The orbits of the planets are elliptical.
Sun
asteroids
Jupiter
Mercury
Earth
Venus
Saturn
Mars
Uranus
Neptune
The further a planet is from the Sun, the slower it moves around its orbit.
not to scale
Planet
Distance from the Sun
(million km)
Time for planet to orbit the
Sun (Earth-years)
Venus
110
0.6
Earth
150
1.0
Mars
230
Jupiter
780
12.0
Saturn
1400
30.0
Use information in the table to estimate time for Mars to orbit the Sun.
. . ..............................
Earth-years
(Total for Question 32 = 1 mark)
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Secondary Curriculum
33 Each of the observations below has one explanation. Draw a line from each
observation to the correct explanation.
Observation
Explanation
A ship going out to sea goes out of sight
The Earth spins on its axis
We have day and night
The Earth is a sphere
We have summer and winter
The Earth orbits the Sun and the Earth’s
axis is tilted
One year on earth is 365 days
The Earth orbits the Sun
(Total for Question 33 = 3 marks)
34 The table below shows the mass and weight of four objects on different planets.
Planet
Mass (kg)
Weight (N)
Earth
4
40
Mars
6
24
Jupiter
2
50
Venus
4
36
(a) Which planet has the object with the largest mass?
(1)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
(b) How can you tell, from the table, that gravity is greater on Earth than on Venus?
(1)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
(Total for Question 34 = 2 marks)
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35 (a) A force of 200 N is exerted onto an area 2.0 cm2. Calculate the pressure that this
exerts.
(1)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . .
(b) The same pressure is exerted onto an area of 8.0 cm2. Use the pressure you
calculated in part (i) to work out the size of the force.
N/cm2
(1)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . .
N/cm2
(Total for Question 35 = 2 marks)
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Secondary Curriculum
36 The photograph shows a space shuttle.
The graph below shows how the upward force and the weight of a space shuttle,
including fuel, change during the first 20 seconds after fuel is ignited.
30
key
25
force
(millions
of N)
upward force on
the space shuttle
20
total weight of
the space shuttle
and fuel
15
10
5
0
0
5
10
15
20
time (seconds)
(a) Look at the graph. At 20 seconds, what is the value of the upward force on the
space shuttle?
(1)
25 millions of N
27 millions of N
19 millions of N
23 millions of N
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(b) The total weight of the space shuttle and fuel?
(1)
19.5 millions of N
27 millions of N
18 millions of N
16 millions of N
(c) At 20 seconds, what is the resultant force on the space shuttle?
............................ . . . . . . . . . . .
(1)
millions of N
(d) Use the graph to describe why the shuttle cannot take off before 10 seconds.
(1)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
(Total for Question 36 = 4 marks)
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Secondary Curriculum
37 Houses in cold countries are often heated using radiators.
Howard has had new radiators installed. Explain how they heat the room using
convection.
You may use a diagram to help with your explanation if you wish.
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
(Total for Question 37 = 3 marks)
TOTAL FOR SECTION A = 60 MARKS
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SECTION B
Answer ALL questions.
38 Lauren investigated reaction times of twelve different pupils in her class. She
dropped a metre ruler between each pupil’s finger and thumb.
As soon as the pupils saw the ruler begin to move, they had to catch it as quickly as
possible. Pupils with the fastest reaction times would catch the metre ruler most
quickly.
(a) What factor did Lauren change as she carried out the investigation (the
independent variable)?
(1)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
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Secondary Curriculum
(b) Give two factors she should keep the same to make her investigation a fair test.
(2)
1 . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . .. . . . . . . . . . . . . . . . . . .
2 . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . .. . . . . . . . . . . . . . . . . . .
(c) Lauren used a ruler rather than a stop watch. Why was it more accurate to use a
ruler? You can use a diagram to help you.
(1)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
(d) What could she do to make her results more reliable?
(1)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
(Total for Question 38 = 5 marks)
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39 Six groups of pupils burned magnesium in air. The magnesium reacted with oxygen
to form magnesium oxide.
crucible
pipeclay triangle
magnesium ribbon
HEAT
They recorded the mass of magnesium used and the mass of magnesium oxide formed.
The results are shown in the table.
34
34
Group
Mass of magnesium
used (g)
Mass of magnesium
oxide formed (g)
A
3.2
5.2
B
3.8
6.5
C
4.2
7.0
D
4.9
8.6
E
5.4
8.0
F
6.1
10.7
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(a) Use their results to draw a graph below.
‡ Decide the scale for each axis
‡ Plot the points
‡ Draw a line of best fit
(3)
mass of
magnesium
oxide (g)
mass of magnesium (g)
(b) (i) Which group’s results do not fit the general pattern?
Give the letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(ii) What could explain this anomalous result?
(1)
(1)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
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Turn over
(iii) How should the class deal with this anomalous result?
(1)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
(c) Use the graph to predict the mass of magnesium oxide that would be formed by
burning 7.0 g of magnesium.
............................ . . . . . . . . . . . . .
g
(d) The results show the relationship between mass of magnesium and the mass of
magnesium oxide formed.
(1)
(1)
What conclusion can you draw about this relationship?
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
(Total for Question 39 = 8 marks)
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Secondary Curriculum
40 Kim described her idea about insulation.
I think more insulation will
keep more heat in
Kim:
(a) Write a plan for an investigation you could carry out in the school laboratory to
test Kim’s idea.
Assume you have access to the usual laboratory equipment.
In your plan you must write:
‡ The one factor you would change as you carry out your investigation (the
independent variable)
‡ The effect you would observe or measure as you carry out your
investigation (the dependent variable)
‡ One factor you would keep the same to help make your investigation fair
(3)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
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Turn over
(b) In the box below, draw and label a table you could use to record your results.
(1)
(Total for Question 40 = 4 marks)
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Secondary Curriculum
41 In a related investigation some pupils investigate whether double glazing or roof
insulation is more efficient at reducing heat loss from houses.
In cold countries, both double glazing and roof insulation are used in houses.
The pupils have a model house which can have these features:
‡ window with single glazing
‡ window with double glazing
‡ roof without insulation
‡ roof with insulation
window with
single glazing
roof without
insulation
window with
double glazing
roof with
insulation
A temperature sensor and a small lamp are placed in the house. The lamp is used as
a heat source.
When the model house reaches a given temperature, the lamp is switched off.
A data logger then records temperature regularly over time.
(a) The pupils test a house with single glazing and no roof insulation. Why is it
important that they test this combination?
(1)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
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Turn over
(b) The pupils predicted that the roof insulation will be better than the double glazing at
reducing heat loss.
(i) What evidence could support this prediction?
(1)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
(ii) Which two combinations must they use to find out the most efficient method
of preventing heat loss in their model house?
(1)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...............
and ............................................................................................................... . . . . . . . . . . . . . . . .. . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................
and ............................................................................................................... . . . . . . . . . . . . . . . .. . . .
(Total for Question 41 = 3 marks)
TOTAL FOR SECTION B = 20 MARKS
TOTAL FOR PAPER = 80 MARKS
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Mark Scheme for paper PLSC02
Section A
Question
Number
1
Answer
Mark
Key A
1
2
Key C
1
3
Key C
1
4
Key B
1
5
Key B
1
6
Key C
1
7
Key D
1
8
Key B
1
9
Key A
1
10
Key B
1
Question
Number
11(a)
Answer
Mark
predator: lion
both predator and its prey required
prey: gazelle/wildebeest/
OR
predator: hyena
both predator and its prey required
Prey: gazelle
1
Answer
Mark
Question
Number
11(b)
lion
hyena
gazelle
wildebeest
star grass
oat grass
all lines correct for one mark
all organisms correct for one mark
Edexcel International Lower
Secondary Curriculum
Sample Assessment Material
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41
Question
Number
Answer
Mark
11(c)
The number of organisms decreases up a food chain/web
OR
There are more plants than herbivore s/gazelles and
wildebeest and more herbivores than carnivores/lions and
hyenas
1
Question
Number
12(a)
Answer
Mark
Alveolus/alveoli/air sac
1
Question
Number
12(b)
Answer
Mark
Mucus traps bacteria/micro-organisms/germs/dust particles
Transport the mucus out of the airway/towards the
throat/upwards
2
Question
Number
13(a)
Answer
Mark
Nucleus
1
Question
Number
13(b)
Answer
Mark
Beth and Karen/blue eyed people receive a gene for blue eyes
from both parents
John and Anna/brown eyed people must have a gene for brown
eyes
2
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Sample Assessment Material
Edexcel International Lower
Secondary Curriculum
Question
Number
14
Answer
Mark
Key A
1
15
Key A
1
16
Key D
1
17
Key D
1
18
Key B
1
19
Key D
1
20
Key C
1
21
Key D
1
22
Key B
1
23
Key D
1
Question
Number
24(a)
Answers
Mark
The church has disappeared/reduced in size
OR
The cliff has fallen/the sea is nearer to the church
1
Question
Number
24(b)(i)
Answer
Reject
Mark
Question
Number
24(b)(ii)
Answer
Reject
Mark
Limestone reacts with acids but granite does not
Granite is
changed
by acid or
acid rain
1
Carbon dioxide
/CO2/sulphur dioxide/S O2
1
Question
Number
25(a)
Answer
Mark
The particles/molecules are spread out/far apart/not touching
1
Question
Number
25(b)(i)
Answer
Mark
New substances have been formed/particles have been
rearranged
1
Question
Number
25(b)(ii)
Answer
Mark
CH4 + 2O2 → CO2 +2H2O
1
Edexcel International Lower
Secondary Curriculum
Sample Assessment Material
© Pearson Ltd 2012
43
Question
Number
26(a)(i)
Answer
Question
Number
26(a)(ii)
Answer
Question
Number
26(b)
Answer
Mark
zinc chloride
1
Mark
zinc sulphate
1
Mark
reaction 2 and reaction 3
copper and silver are below hydrogen in the reactivity
series/neither copper nor silver can displace the hydrogen
from hydrochloric acid
2 (1 mark for identifying reactions,1 mark for a reason)
2
Question
Number
27
Answer
Mark
Key B
1
28
Key C
1
29
Key D
1
30
Key C
1
Question
Number
31
Answer
Accept
Reject
Mark
Loud sound can
damage hearing
It could make them
deaf
Sounds are loud
1
To protect the
ears
Loud sounds can
damage the ear
Loud sounds can
burst the eardrum
Question
Number
32
44
Answer
Mark
An answer from 1.2 to 6
1
© Pearson Ltd 2012
Sample Assessment Material
Edexcel International Lower
Secondary Curriculum
Question
Number
33
Correct Answer
Mark
A ship going out to sea goes out of sight - The Earth is a sphere
We have day and night - The Earth spins on its axis
We have summer and winter - The Earth orbits the Sun and the
Earth’s axis is tilted
One year on earth is 365 days - The Earth orbits the Sun
3 (for all 4), 2 (for 2-3),1 for 1
3
Question
Number
34(a)
Answer
Mark
Mars
1
Question
Number
34(b)
Answer
Accept
Reject
4 kg weighs more
on Earth
Accept the converse
Different weights
The weight of the
object is greater
on Earth
Mark
Earth is 40 N and Venus
is 36 N
1
Question
Number
35(a)
Answer
Accept
Mark
100
200/2
1
Question
Number
35(b)
Answer
Accept
Mark
800
100 x 8 (ft
required
from 35
(i))
1
Question
Number
36(a)
Answer
Mark
27
1
Question
Number
36(b)
Answer
Mark
16
1
Question
Number
36(c)
Answer
Mark
10.5
1
Edexcel International Lower
Secondary Curriculum
Sample Assessment Material
© Pearson Ltd 2012
45
Question
Number
36(d)
Answer
Reject
Up to 10 seconds the weight is greater than the
upward force
Accept
the
converse
After 10 seconds there is a resultant or net
upward force
Question
Number
37
Mark
After 10 seconds the upward force is greater
than the weight
1
Answer
Mark
Particles in the air collide with the high temperature of the
radiator AND gain kinetic energy (heat).
Warm air is less dense/warm air rises.
Cooler air replaces the warmer air/temperature of the air
drops (or equivalent)
46
© Pearson Ltd 2012
Sample Assessment Material
3
Edexcel International Lower
Secondary Curriculum
Section B
Question
Number
38(a)
Answer
Mark
Pupil
1
Question
Number
38(b)
Answer
Accept
Reject
Any two from;
Height of ruler
The position of the
ruler above the
hand
The height it is
dropped from
Where she put hand
on the ruler
The way the ruler
is released
The ruler;
Distance between
finger and thumb;
The conditions in
the room;
Measure to same
finger or catcher
Question
Number
38(c)
Handedness
The same person
dropping it
Position of hand
Position of ruler
2
Answer
Accept
Reject
Any one from;
She might stop the
watch before or after
she reacted
The time keeper
would not have
been as accurate
You cannot stop a
stopwatch straight
away
The ruler is more
precise
To avoid the effect
of her own
reaction time
The time is too
short to measure
with a stop watch
Question
Number
38(d)
Mark
Mark
1
Answer
Accept
Reject
Repeat the
investigation
Do more than one test
with each person
Use more people
Edexcel International Lower
Secondary Curriculum
Sample Assessment Material
Mark
1
© Pearson Ltd 2012
47
Question
Number
39(a)
Answer
Accept
X-axis: mass of magnesium (g)
Y-axis: mass of magnesium oxide
Reasonable scales
All points +- 1
small square
using more
than half of
the graph
paper)
Reasonable accurate plotting of points
A line of best fit drawn
Mark
3
Question
Number
39(b)(i)
Answer
Mark
E
1
Question
Number
39(b)(ii)
Answer
Mark
Loss of product
OR
Not allowing enough oxygen in
1
Question
Number
39(b)(iii)
Question
Number
39(c)
Question
Number
39(d)
Answer
Accept
Mark
Any one from
Ignore it in drawing the line of best fit
Ignore it
They could predict the figure from the line of nest
fit
They could use
the graph line
They should repeat the reading
Check it
1
Answer
Accept
Mark
A number from 11 to 13
Accept a
value
consistent
with the
line of
best fit
1
Answer
Mark
Any one from:
The greater the mass of magnesium burned the greater the mass of
magnesium oxide formed
The magnesium and oxygen react in fixed proportions
The greater the mass of magnesium the greater the mass of
oxygen that combines with it
48
© Pearson Ltd 2012
Sample Assessment Material
1
Edexcel International Lower
Secondary Curriculum
Question
Number
40(a)
Correct Answer
Accept
Reject
Thickness of
insulation
Same beaker
Size of insulation
Any one from;
Temperature
decrease;
Rate of
temperature
decrease
temperature
Any one from;
Size of beaker;
Shape of beaker;
Volume of water;
Type of insulation;
Same ambient
conditions;
Question
Number
40(b)
Mark
Beaker;
Insulation;
Answer
3
Mark
A column/row indication thickness of insulation
AND
A column/row indicating temperature decrease
(Allowing for several repeats)
Edexcel International Lower
Secondary Curriculum
Sample Assessment Material
1
© Pearson Ltd 2012
49
Question
Number
41(a)
Answer
Accept
Any one from;
‘effect of not
adding
insulation’
The effect of adding no extra insulation on the
windows and roof
It provides a baseline measure
It provides temperature without any effort to
reduce the heat loss
Question
Number
41(b)(i)
‘as a
comparison or
control’
‘how
much
energy is
normally
lost’
1
Answer
Accept
Mark
Any one from;
‘slower heat
loss for
insulation’
A longer time (roof insulation) a fall between two
temperatures
Smaller temperature fall (roof insulation) in a
given time
‘faster or
more heat loss
for double
glazing’
‘roof
insulation
stays
warmer
than
double
glazing’
Question
Number
41(b)(ii)
Mark
Answer
1
Mark
Double glazing and roof insulation
AND
A roof with insulation and single glazing
50
© Pearson Ltd 2012
Sample Assessment Material
1
Edexcel International Lower
Secondary Curriculum
Edexcel
International
Lower Secondary Curriculum
Science
Year 9 Achievement Test
Sample Assessment Material and Sample Mark Scheme
Publication Code PL030971