The 6 Mark Question
Technique
Step 1 - Read the question
Question
Step 2 - Identify the
command word
Underline the command word and give its definition
Step 3 - Reword the
question (you can skip this step)
Rewrite the question to show
you understand what it is asking you to do.
Write the key scientific points you should include in your
answer, in bullet point form.
Remember you do not need to use all of these points but you
should always use more than one.
Step 4 - Bullet point the
key information
Step 5 - Write your answer
using PEA paragraphs
Step 6 - Double check your
answer
P = Point
Each paragraph should begin with a clear topic sentence stating the
point that paragraph seeks to make.
Your point should be a claim, something that needs to be supported or
illustrated with evidence.
The point should be *your* idea, not an idea from another source.
E = Evidence
Once you state the point the paragraph intends to make, provide
evidence to support that point.
That evidence can take a variety of forms: examples, descriptions,
quotations, paraphrases, statistics, anecdotes, etc.
The amount of evidence you include will depend upon the point you
make.
A = Analysis
For each piece of evidence you need to explicitly explain what you want
your audience to notice about it. Help them see what you see. Fully
explain a couple pieces of evidence rather than list many pieces of
evidence.
Level 1: Basic
1-2 Marks
Knowledge
Understanding
Level 3: Detailed
5-6 Marks

Knowledge of basic information

Knowledge of accurate information


Simple understanding

Clear understanding


The answer is poorly organised, with
almost no specialist terms and their use
demonstrating a general lack of
understanding of their meaning, little or
no detail
The spelling, punctuation and grammar
are very weak.

The answer has some structure and
organisation, use of specialist terms has
been attempted but not always
accurately, some detail is given


There is reasonable accuracy in spelling,
punctuation and grammar, although there
may still be some errors.

Organisation
Spelling,
punctuation &
grammar
Level 2: Clear
3-4 Marks

Knowledge of accurate information
appropriately contextualised
Detailed understanding, supported by
relevant evidence and examples
Answer is coherent and in an organised,
logical sequence, containing a wide range
of appropriate or relevant specialist terms
used accurately
The answer shows almost faultless
spelling, punctuation and grammar.
How To Guide
The 6 Mark Question
Each year in the UK, billions of plastic bags are given free to shoppers. These bags are made from
Question
poly(ethene) and are often used only once.
After being used many of these plastic bags are either thrown away as litter or buried in landfill sites.
In 2006 over 10 billion of these plastic bags were given free to shoppers.
In 2009 the number of plastic bags given to shoppers had decreased to 6.1 billion.
One reason for the decrease was because some supermarkets made people pay for their plastic bags.
From 2011 a new type of plastic shopping bag made mainly from poly(ethene) had a use-by date of only one year printed on the bag.
Use the information above and your knowledge and understanding to describe advantages and disadvantages of using plastic shopping bags made
from poly(ethene).
Use the information - The answer must be based on the information given in the question.
Describe - You need to recall facts in an accurate way
Command words
Part 1
Describe in detail one than one advantage of using poly(ethene) to make plastic shopping bags
Part 2
Describe in detail more than one disadvantage of using poly(ethene) to make plastic shopping bags
Decoded
Question
Advantages:
•
Simple properties e.g. strong / low density / water resistant
•
Poly(ethene) bags can be recycled e.g. made into milk bottle crates
•
Poly(ethene) bags can be burned to provide heat for buildings/generation of electricity
•
New bags are now made that can biodegrade
Disadvantages:
•
(Older) bags can take many years to biodegrade
•
There is a shortage of landfill space
•
Bags are made from (crude) oil which is a non-renewable resource/running out
•
Large amounts of energy/fuel are used for the production of poly(ethene)
Scientific
Knowledge &
Understanding
Model Answer
Point
Using PEA
There are many advantages and disadvantages to using poly(ethene) to make plastic shopping bags.
Some of the advantages include…
Evidence and Analysis
... poly(ethene) is strong, low density and water resistant. These properties make poly(ethene) a good material to use because the bags will not
break under the strain of heavy shopping, the bags are light so will save fuel when they are transported to the shops and they will prevent the
shopping from getting wet in the rain. Secondly the bags can be recycled in to milk bottle crates, and also many are reused by the consumer to carry
their shopping during other shopping trips. This means that they will not be going to landfill, of which there is a shortage.
Point
However there are still many disadvantages to using poly(ethene) to make plastic shopping bags including…
Evidence and Analysis
... the fact that poly(ethene) is made from crude oil. Crude oil is a non-renewable resource, which is running out, so poly(ethene) will eventually no
longer be a viable material for making shopping bags. Secondly whilst some people will recycle and reuse their shopping bags other will just throw
them away. This is an issue because we are running out of landfill space so to overcome this is lack of space rubbish being dumped at sea where the
bags get eaten by sea turtles as they look like jellyfish. This has led to the death of many sea turtles and they are an endangered species.
Remember there are many other examples that you could give when answering this question.
Generic mark
scheme
Level 1: Basic
1-2 Marks
Level 2: Clear
3-4 Marks
Level 3: Detailed
5-6 Marks

Knowledge of basic information

Knowledge of accurate
information


Simple understanding

Clear understanding


The answer is poorly organised,
with almost no specialist terms
and their use demonstrating a
general lack of understanding of
their meaning, little or no detail
The spelling, punctuation and
grammar are very weak.

The answer has some structure
and organisation, use of specialist
terms has been attempted but
not always accurately, some
detail is given
There is reasonable accuracy in
spelling, punctuation and
grammar, although there may
still be some errors.

Knowledge
Understanding
Organisation

Spelling, punctuation &
grammar


Knowledge of accurate
information appropriately
contextualised
Detailed understanding,
supported by relevant evidence
and examples
Answer is coherent and in an
organised, logical sequence,
containing a wide range of
appropriate or relevant specialist
terms used accurately
The answer shows almost
faultless spelling, punctuation
and grammar.
The 6 Mark Question
C1.1 Fundamental ideas in Chemistry
The periodic table is a tabular arrangement of the chemical elements. Although precursors exist, Dmitri
Question
Mendeleev is generally credited with the publication, in 1869, of the first widely recognized periodic table.
Mendeleev's periodic table has since been expanded and refined with the discovery or synthesis of further
new elements.
Explain how the periodic table can be used to describe atomic structure and inform you about the properties of an element
Explain - You should make something clear, or state the reasons for something happening.
The points in the answer must be linked coherently and logically.
The answer should not be a simple list of reasons.
Command word
Here you need to write the key scientific points you should include in your answer.
Scientific
Knowledge &
Understanding
Remember you do not need to use all of these points but you should always use more than one.
P = Point
Each paragraph should begin with a clear topic sentence stating the point that paragraph seeks to make.
Your Answer
Your point should be a claim, something that needs to be supported or illustrated with evidence.
The point should be *your* idea, not an idea from another source.
Using PEA
E = Evidence
Once you state the point the paragraph intends to make, provide evidence to support that point.
That evidence can take a variety of forms: examples, descriptions, quotations, paraphrases, statistics, anecdotes, etc.
The amount of evidence you include will depend upon the point you make.
A = Analysis
For each piece of evidence you need to explicitly explain what you want your audience to notice about it. Help them see what you see. Fully explain a couple pieces of
evidence rather than list many pieces of evidence.
Generic mark
scheme
Level 1: Basic
1-2 Marks
Level 2: Clear
3-4 Marks
Level 3: Detailed
5-6 Marks

Knowledge of basic information

Knowledge of accurate
information


Simple understanding

Clear understanding


The answer is poorly organised,
with almost no specialist terms
and their use demonstrating a
general lack of understanding of
their meaning, little or no detail
The spelling, punctuation and
grammar are very weak.

The answer has some structure
and organisation, use of specialist
terms has been attempted but
not always accurately, some
detail is given
There is reasonable accuracy in
spelling, punctuation and
grammar, although there may
still be some errors.

Knowledge
Understanding
Organisation

Spelling, punctuation &
grammar


Knowledge of accurate
information appropriately
contextualised
Detailed understanding,
supported by relevant evidence
and examples
Answer is coherent and in an
organised, logical sequence,
containing a wide range of
appropriate or relevant specialist
terms used accurately
The answer shows almost
faultless spelling, punctuation
and grammar.
The 6 Mark Question
C1.1 Fundamental ideas in Chemistry
The periodic table is a tabular arrangement of the chemical elements. Although precursors exist, Dmitri
Question
Mendeleev is generally credited with the publication, in 1869, of the first widely recognized periodic table.
Mendeleev's periodic table has since been expanded and refined with the discovery or synthesis of further
new elements.
Explain how the periodic table can be used to describe atomic structure and inform you about the properties of an element
Explain - You should make something clear, or state the reasons for something happening.
The points in the answer must be linked coherently and logically.
The answer should not be a simple list of reasons.
Command word
Generic mark scheme
Level 1: Basic
1-2 Marks
Level 2: Clear
3-4 Marks
Level 3: Detailed
5-6 Marks

Knowledge of basic information

Knowledge of accurate
information


Simple understanding

Clear understanding


The answer is poorly organised,
with almost no specialist terms
and their use demonstrating a
general lack of understanding of
their meaning, little or no detail
The spelling, punctuation and
grammar are very weak.

The answer has some structure
and organisation, use of specialist
terms has been attempted but
not always accurately, some
detail is given
There is reasonable accuracy in
spelling, punctuation and
grammar, although there may
still be some errors.

Knowledge
Understanding
Organisation

Spelling, punctuation &
grammar


Knowledge of accurate
information appropriately
contextualised
Detailed understanding,
supported by relevant evidence
and examples
Answer is coherent and in an
organised, logical sequence,
containing a wide range of
appropriate or relevant specialist
terms used accurately
The answer shows almost
faultless spelling, punctuation
and grammar.
Level 1 (1-2 marks)
There is a brief attempt to explain the atomic structure or a brief attempt to explain how the periodic table informs you
about the properties of an element
Level 2 (3-4 marks)
There is a detailed explanation of atomic structure or a detailed explanation of how the periodic table informs you about
the properties of an element
Level 3 (5-6 marks)
There is a clear and detailed explanation of atomic structure and a detailed explanation of how the periodic table informs you about
the properties of an element
Atomic structure
• Mass number = protons + neutrons;
• Atomic number = protons;
• Neutrons = mass number – atomic number;
• Electrons = protons;
• Electrons fill from smallest shell first; 2 in first shell, 8 in 2nd and 3rd
• Group number = number of outer electrons
• Period number = number of shells (only for the first 20 elements)
Information on properties
• Group 0 = full other shell so are unreactive and are called the Nobel gases;
• Elements on the left-hand side of the table are metals
• Elements on the right-hand side of the table are non-metals
• Elements in the middle block are transition metals
• Metals are more reactive as you go down the group;
• Non-metals are less reactive as you go down the group;
• Elements in same group have similar properties;
Specific mark
scheme
The 6 Mark Question
C1.2 Limestone and Building Materials
Limestone contains calcium carbonate.
There is a large deposit of limestone under an area of natural beauty.
A company wants to quarry this limestone and build a kiln near to the quarry to make cement
Question
Explosives will be used to extract the limestone out of the ground.
Heavy machinery will be used to lift and crush the limestone.
Lorries will be used to transport the limestone to the kiln to make cement.
The lorries and the heavy machinery will use diesel fuel.
Quarrying limestone and making cement will have an impact on everything near the area.
Describe the positive and the negative impacts of quarrying limestone and making cement.
Command word
Describe - You should recall some facts, events or process in an accurate way - for example an experiment
you have done.
You may need to give an account of what something looked like, or what happened, eg a trend in some data.
Here you need to write the key scientific points you should include in your answer.
Scientific
Knowledge &
Understanding
Remember you do not need to use all of these points but you should always use more than one.
P = Point
Each paragraph should begin with a clear topic sentence stating the point that paragraph seeks to make.
Your Answer
Your point should be a claim, something that needs to be supported or illustrated with evidence.
The point should be *your* idea, not an idea from another source.
Using PEA
E = Evidence
Once you state the point the paragraph intends to make, provide evidence to support that point.
That evidence can take a variety of forms: examples, descriptions, quotations, paraphrases, statistics, anecdotes, etc.
The amount of evidence you include will depend upon the point you make.
A = Analysis
For each piece of evidence you need to explicitly explain what you want your audience to notice about it. Help them see what you see. Fully explain a couple pieces of
evidence rather than list many pieces of evidence.
The 6 Mark Question
C1.2 Limestone and Building Materials
Limestone contains calcium carbonate.
There is a large deposit of limestone under an area of natural beauty.
A company wants to quarry this limestone and build a kiln near to the quarry to make cement
Question
Explosives will be used to extract the limestone out of the ground.
Heavy machinery will be used to lift and crush the limestone.
Lorries will be used to transport the limestone to the kiln to make cement.
The lorries and the heavy machinery will use diesel fuel.
Quarrying limestone and making cement will have an impact on everything near the area.
Describe the positive and the negative impacts of quarrying limestone and making cement.
Describe - You should recall some facts, events or process in an accurate way - for example an experiment
you have done.
You may need to give an account of what something looked like, or what happened, eg a trend in some data.
Command word
Generic mark scheme
Level 1: Basic
1-2 Marks
Level 2: Clear
3-4 Marks
Level 3: Detailed
5-6 Marks

Knowledge of basic information

Knowledge of accurate
information


Simple understanding

Clear understanding


The answer is poorly organised,
with almost no specialist terms
and their use demonstrating a
general lack of understanding of
their meaning, little or no detail
The spelling, punctuation and
grammar are very weak.

The answer has some structure
and organisation, use of specialist
terms has been attempted but
not always accurately, some
detail is given
There is reasonable accuracy in
spelling, punctuation and
grammar, although there may
still be some errors.

Knowledge
Understanding
Organisation

Spelling, punctuation &
grammar


Knowledge of accurate
information appropriately
contextualised
Detailed understanding,
supported by relevant evidence
and examples
Answer is coherent and in an
organised, logical sequence,
containing a wide range of
appropriate or relevant specialist
terms used accurately
The answer shows almost
faultless spelling, punctuation
and grammar.
Level 1 (1-2 marks)
Specific mark
There is a simple description of a positive and / or a negative impact caused by the plan to quarry limestone
and / or make cement.
scheme
Level 2 (3-4 marks)
There is a clear description of both a positive and a negative impact caused by the plan to quarry limestone
and / or make cement.
Level 3 (5-6 marks)
There is a detailed description of both positive impacts and negative impacts caused by the plan to quarry limestone and / or make cement.
examples of the chemistry points made in the response
Positive impacts:
• Limestone / cement is used for building
• Limestone needed for industrial processes
• Company landscapes / provides recreation facilities in the quarry after use
• Provides employment
• Improves local economy
• Improved transport links
Negative impacts:
• Destruction of habitats
• Fewer plants / trees to absorb carbon dioxide
• Example of visual pollution
• Example of noise pollution
• Example of atmospheric pollution
• More traffic
The 6 Mark Question
C1.3 Metals
Metals are very useful in our everyday lives. Most metals are actually found combined with other elements,
as compounds in ores. These metals must be extracted from their ores before they can be made useful.
Explain why different metals need to be extracted using different methods.
Command word
Question
Explain - You should make something clear, or state the reasons for something happening.
The points in the answer must be linked coherently and logically.
The answer should not be a simple list of reasons.
Here you need to write the key scientific points you should include in your answer.
Scientific
Knowledge &
Understanding
Remember you do not need to use all of these points but you should always use more than one.
P = Point
Each paragraph should begin with a clear topic sentence stating the point that paragraph seeks to make.
Your point should be a claim, something that needs to be supported or illustrated with evidence.
Your Answer
The point should be *your* idea, not an idea from another source.
Using PEA
E = Evidence
Once you state the point the paragraph intends to make, provide evidence to support that point.
That evidence can take a variety of forms: examples, descriptions, quotations, paraphrases, statistics, anecdotes, etc.
The amount of evidence you include will depend upon the point you make.
A = Analysis
For each piece of evidence you need to explicitly explain what you want your audience to notice about it. Help them see what you see. Fully explain a couple pieces of
evidence rather than list many pieces of evidence.
The 6 Mark Question
C1.3 Metals
Metals are very useful in our everyday lives. Most metals are actually found combined with other elements,
as compounds in ores. These metals must be extracted from their ores before they can be made useful.
Explain why different metals need to be extracted using different methods.
Explain - You should make something clear, or state the reasons for something happening.
The points in the answer must be linked coherently and logically.
The answer should not be a simple list of reasons.
Command word
Level 1: Basic
1-2 Marks
Generic mark scheme
Level 2: Clear
3-4 Marks
Level 3: Detailed
5-6 Marks

Knowledge of basic information

Knowledge of accurate
information


Simple understanding

Clear understanding


The answer is poorly organised,
with almost no specialist terms
and their use demonstrating a
general lack of understanding of
their meaning, little or no detail
The spelling, punctuation and
grammar are very weak.

The answer has some structure
and organisation, use of specialist
terms has been attempted but
not always accurately, some
detail is given
There is reasonable accuracy in
spelling, punctuation and
grammar, although there may
still be some errors.

Knowledge
Understanding
Organisation

Spelling, punctuation &
grammar
Question


Knowledge of accurate
information appropriately
contextualised
Detailed understanding,
supported by relevant evidence
and examples
Answer is coherent and in an
organised, logical sequence,
containing a wide range of
appropriate or relevant specialist
terms used accurately
The answer shows almost
faultless spelling, punctuation
and grammar.
Level 1 (1-2 marks)
Specific mark
There is a simple explanation of how the reactivity of a metal affects the method of extraction
Level 2 (3-4 marks)
scheme
There is a clear explanation of why the increased reactivity of a metal makes it more difficult to extract
Level 3 (5-6 marks)
There is a detailed explanation of why the increased reactivity of a metal makes it more difficult to extract and how you can use the reactivity series to determine
the best method of extraction.
examples of the chemistry points made in the response
• Metals that are less reactive than carbon can be extracted from their oxides by reduction with carbon, for example iron oxide is reduced in the blast furnace to
make iron.
• Metals that are more reactive than carbon, such as aluminium, are extracted by electrolysis of molten compounds. The use of large amounts of energy in the
extraction of these metals makes them expensive.
• Copper can be extracted from copper-rich ores by heating the ores in a furnace (smelting). The copper can be purified by electrolysis. The supply of copper-rich
ores is limited.
• Copper can be obtained from solutions of copper salts by electrolysis or by displacement using scrap iron.
The 6 Mark Question
C1.4 Crude oils and fuels
Question
Command word
Petroleum products, such as petrol, are produced from crude oil.
The graph shows the possible future production of petroleum products from
crude oil and the expected demand for petroleum products.
Canada’s oil sands hold about 20% of the world’s known crude oil reserves.
The oil sands contain between 10 to 15% of crude oil. This crude oil is mainly
bitumen.
In Canada the oil sands are found in the ground underneath a very large area of
forest. The trees are removed. Then large diggers and trucks remove 30 metres
depth of soil and rock to reach the oil sands. The oil sands are quarried. Boiling
water is mixed with the quarried oil sands to separate the bitumen from the
sand. Methane (natural gas) is burned to heat the water.
The mixture can be separated because bitumen floats on water and the sand
sinks to the bottom of the water. The bitumen is cracked and the products are
separated by fractional distillation.
Use the information given and your knowledge and understanding to suggest
the advantages and disadvantages of extracting petroleum products from oil
sands.
Use the information given - The answer must be based on the information given in the question.
Unless the information given in the question is used, no marks can be given.
Suggest - This term is used in questions where you need to apply your knowledge and understanding to a
new situation. Often there may be more than one correct answer as you are expected to base your
answers on scientific knowledge and/or principles.
Here you need to write the key scientific points you should include in your answer.
Scientific
Knowledge &
Understanding
Remember you do not need to use all of these points but you should always use more than one.
P = Point
Each paragraph should begin with a clear topic sentence stating the point that paragraph seeks to make.
Your point should be a claim, something that needs to be supported or illustrated with evidence.
Your Answer
The point should be *your* idea, not an idea from another source.
Using PEA
E = Evidence
Once you state the point the paragraph intends to make, provide evidence to support that point.
That evidence can take a variety of forms: examples, descriptions, quotations, paraphrases, statistics, anecdotes, etc.
The amount of evidence you include will depend upon the point you make.
A = Analysis
For each piece of evidence you need to explicitly explain what you want your audience to notice about it. Help them see what you see. Fully explain a couple pieces of
evidence rather than list many pieces of evidence.
The 6 Mark Question
C1.4 Crude oils and fuels
Petroleum products, such as petrol, are produced from crude oil.
The graph shows the possible future production of petroleum products from
crude oil and the expected demand for petroleum products.
Canada’s oil sands hold about 20% of the world’s known crude oil reserves.
The oil sands contain between 10 to 15% of crude oil. This crude oil is mainly
bitumen.
In Canada the oil sands are found in the ground underneath a very large area of
forest. The trees are removed. Then large diggers and trucks remove 30 metres
depth of soil and rock to reach the oil sands. The oil sands are quarried. Boiling
water is mixed with the quarried oil sands to separate the bitumen from the
sand. Methane (natural gas) is burned to heat the water.
The mixture can be separated because bitumen floats on water and the sand
sinks to the bottom of the water. The bitumen is cracked and the products are
separated by fractional distillation.
Use the information given and your knowledge and understanding to suggest
the advantages and disadvantages of extracting petroleum products from oil
sands.
Question
Use the information given - The answer must be based on the information given in the question.
Unless the information given in the question is used, no marks can be given.
Suggest - This term is used in questions where you need to apply your knowledge and understanding to a
new situation. Often there may be more than one correct answer as you are expected to base your
answers on scientific knowledge and/or principles.
Command word
Level 1: Basic
1-2 Marks
Generic mark scheme
Level 2: Clear
3-4 Marks
Level 3: Detailed
5-6 Marks

Knowledge of basic information

Knowledge of accurate
information


Simple understanding

Clear understanding


The answer is poorly organised,
with almost no specialist terms
and their use demonstrating a
general lack of understanding of
their meaning, little or no detail
The spelling, punctuation and
grammar are very weak.

The answer has some structure
and organisation, use of specialist
terms has been attempted but
not always accurately, some
detail is given
There is reasonable accuracy in
spelling, punctuation and
grammar, although there may
still be some errors.

Knowledge
Understanding
Organisation

Spelling, punctuation &
grammar


Level 1 (1-2 marks)
There is a basic description of at least one advantage or one disadvantage of extracting petroleum products from oil sands.
Level 2 (3-4 marks)
There is a clear description of an advantage and a disadvantage of extracting petroleum products from oil sands.
Level 3 (5-6 marks)
There is a detailed description of both advantages and disadvantages of extracting petroleum products from oil sands.
Knowledge of accurate
information appropriately
contextualised
Detailed understanding,
supported by relevant evidence
and examples
Answer is coherent and in an
organised, logical sequence,
containing a wide range of
appropriate or relevant specialist
terms used accurately
The answer shows almost
faultless spelling, punctuation
and grammar.
Specific mark
scheme
Examples of the chemistry/environmental/economic/social points made in the response
Advantages:
• the oil sands are needed because crude oil is running out
• this crude oil is needed because demand is increasing
• the oil sands contain a large amount of crude oil
• the oil sands could improve Canada’s economy
• the oil sands provide employment for a lot of people
• the trees / forest are used for wood products / fuel
Disadvantages:
• destruction of environment / habitats
• fewer trees / forests to absorb carbon dioxide
• specified pollution, for example, visual, noise, atmospheric (including dust),
water (including river or drinking) with cause, e.g. gases / particulates from
burning diesel
• large amounts of methane (natural gas) are used to provide energy
• energy / fuel needed for cracking and fractional distillation
• burning fuel releases carbon dioxide
• crude oil / natural gas contains locked up carbon
• crude oil is non-renewable