AQA GCSE Science 9-1 Extended Response Teacher Resource Pack

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Collins AQA GCSE Science (9–1) Extended Response Questions Teacher Resource Pack

AQA GCSE

Science (9–1)

Extended Response Questions Teacher Resource Pack Tackle 4–6 mark questions with increasing confidence and success with this photocopiable and editable Resource Pack for AQA GCSE (9–1) GCSE Biology, GCSE Chemistry, GCSE Physics and GCSE Combined Science Trilogy Foundation and Higher tiers all in one book.

• Help promote effective writing and understand what is required in extended written responses plus multi-step calculations and synoptic questions • Show how to meet the criteria with examples of quality extended responses and mark schemes • Easy to use with practice questions organised by science, specification and command word; • Support students with responses to deconstruct, scaffolds and writing frames Access and print all files in an editable format on the free download from collins.co.uk/extendedresponse/download

AQA GCSE

Science (9–1)

Extended Response Questions Teacher Resource Pack

ISBN 978-0-00-840054-5

AQA GCSE (9–1) Biology Required Practicals Lab Book 978-0-00-829161-7

AQA GCSE Science 9-1 Extended Response.indd 2

AQA GCSE (9–1) Chemistry Required Practicals Lab Book 978-0-00-829162-4

AQA GCSE (9–1) Physics Required Practicals Lab Book 978-0-00-829163-1

9 780008 400545

Ed Walsh, Andrew Page, Jeremy Pollard, Sue Robilliard, Mike Smith

7/5/20 11:53 pm

Contents How to use this book Introduction Strategies Writing frames Question bank Biology Chemistry Physics Command words glossary Index of questions by topic The question bank consists of extended response questions from a wide range of contexts across Combined Science, Biology, Chemistry and Physics specifications. These are divided into the three sciences and subdivided into topics, followed by synoptic questions. Within each science the suite of questions is balanced with reference to level of demand (low, standard and high), command word and assessment objective. Each question consists of: x x x x x

The assessment item (in some cases with a preceding item if this is one that leads the candidate into the context) Mark scheme A full marks answer Typical response from a candidate who has gained some but not all of the marks A commentary showing how this response has satisfied some but not all of the features of the mark scheme

The questions can be used in various ways: x x x x

x

x x

x

Setting the question, gathering the answers and marking them.

Setting the question, getting the students to draft an answer, then showing the students the mark scheme and deciding how to improve it.

Setting the question, getting students to draft an answer, then showing the students the full mark answer provided and asking them to suggest how to improve their own.

Showing the students the question and the partial answer, asking them to suggest positive features of that answer and also ways to improve, and then getting them to attempt their own.

Setting the question, getting students to answer it, then showing them the partial answer and asking them to compare (and justify the comparison) with their own. This can support a group or class level discussion about the features of a good answer. In facilitating this the teacher will want to make sure the features of a good answer are covered.

When a question is displayed, asking students to identify the command word and then to suggest therefore what they should look to include in their responses.

When a question is displayed, if it is an AO2 question, ask students (before they attempt the question) to suggest what they might draw upon from their prior knowledge and wider experience.

When a question is displayed, ask students to suggest a structure to their response before they attempt it.

1

Biology 4.1 Cell biology Question (LD; Describe a method)

Cells and microscopy

01

A student used a light microscope to observe onion cells on a slide.

01.1

Figure 1 shows some onion cells.

Figure 1

Name structures A and B on Figure 1.

[2 marks] .............................................................................................................................................................. ..............................................................................................................................................................

01.2

Figure 2 shows a light microscope.

Figure 2

A student has prepared a slide of onion cell tissue.

Describe how to use a light microscope to observe a clear focused image of some of the onion cells on the slide.

[4 marks]

Biology

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Biology

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Mark scheme Question 01.1 01.2

Answers A = nucleus

Extra information in this order only

x x x x

1 3–4

AO / Spec. Ref. AO1 4.1.1.2 AO1 4.1.1.2

1–2 0

turn on lamp or adjust mirror to increase brightness place slide in centre of stage secure slide with clips move (lowest) power lens above slide focus using focusing dial(s) focus by starting with lens close to slide and then moving it away use coarse focusing dial first followed by fine focusing dial move slide on stage to position part of slide being observed in centre of view after using lowest power lens first repeat process with higher power lens

Total

Biology

1

B = cell wall Level 2: The method would lead to the production of a valid outcome. The key steps are identified and logically sequenced Level 1: The method would not necessarily lead to a valid outcome. Some relevant steps are identified, but the method is not fully logically sequenced.

No relevant content Indicative content x x x x x x

Mark

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Full marks answer 01.1

A = nucleus B = cell wall

01.2

Put the slide in the centre of the stage and use the clips to hold it. Move the lowest power objective lens over the slide and look through the eyepiece lens. You may need to adjust the lamp or mirror to make sure the view is bright enough. Not looking through the eyepiece, use the coarse focusing dial move the lens down until it is almost touching the slide. Now looking through the eyepiece use the coarse focusing dial to move the lens upwards until the image becomes clear. Now use the fine focusing dial to get a really sharp image. Move the slide until the clearest cells are in the centre of view. Now move a higher power lens over the slide and focus as before. Repeat with the highest power lens.

Example and commentary 01.2

Put the slide on the stage. Use the coarse focusing dial first and then the fine focusing dial to get a clear image.

Although what the student has written is correct, many details have been omitted. For example, they could also have explained that you should start with the lowest power lens before using a higher power lens. Therefore, this answer is limited to Level 1. It is not necessary to give all the points in the mark scheme to gain full marks, but the student should have been guided by the number of marks and answer lines to give a fuller answer. A good Level 2 answer needs to include all the key steps. A good way of judging this is whether the method would work if someone just followed the steps given in the answer.

2 out of 4 marks awarded.

Biology

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Chemistry 4.1 Atomic structure and the periodic table Question (LD; Design) 01

Mixtures

The salt we use on our food is called sodium chloride.

Some sodium chloride is found in layers of rock called rock salt.

The rock in rock salt is insoluble in water but sodium chloride is soluble in water.

Plan an experiment to obtain pure solid sodium chloride from a sample of rock salt in a school laboratory.

Include a reason for each of the steps in your method.

[6 marks] .............................................................................................................................................................. .............................................................................................................................................................. .............................................................................................................................................................. .............................................................................................................................................................. .............................................................................................................................................................. .............................................................................................................................................................. .............................................................................................................................................................. .............................................................................................................................................................. .............................................................................................................................................................. .............................................................................................................................................................. .............................................................................................................................................................. ..............................................................................................................................................................

Chemistry

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Mark scheme Question Answers 01

Mark

Level 3: The method would lead to the production of a valid outcome. The key steps are identified and logically sequenced.

5–6

Level 2: The method would not necessarily lead to a valid outcome. Most steps are identified, but the method is not fully logically sequenced.

3–4

Level 1: The method plan would not lead to a valid outcome.

Some relevant steps are identified, but links are not made clear.

1–2

No relevant content

AO/ Spec. ref AO3.3a 4.1.1.2 Chem, 5.1.1.2 CS WS 2.2, 2.3 AT4

0

Indicative content x x x x x x x x x x x x x x

Crush the rock salt With a mortar and pestle To increase the surface area / make it easier to dissolve Add water to the rock salt in a beaker To dissolve the salt / sodium chloride Warm the water Stir the mixture To make the salt / sodium chloride dissolve more quickly Filter Using a funnel and filter paper To remove the rock Collect the filtrate / sodium chloride solution in an evaporating basin Heat the solution Until all of the water has evaporated

Credit may be given for diagrams to illustrate the method

Chemistry

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Full marks answer 01

I would crush the rock salt so that it is in smaller pieces and will dissolve more easily. I would do this using a mortar and pestle. I would tip the powder into a beaker and add water. I would warm water by placing the beaker on a tripod and gauze and heating with a Bunsen burner and stir the mixture with a glass rod. This will help the salt to dissolve more quickly. After leaving the beaker to cool down, I would filter the mixture. The impurities will be left on the filter paper and the salt solution will collect in an evaporating basin. I would then heat the salt solution until all the water has evaporated.

Example and commentary 01

I would crush the rock salt with a mortar and pestle. Then I would add water to the rock salt in a beaker and stir it. Filter it then heat the solution until all the water evaporates and just solid sodium chloride is left.

The student has included most of the relevant steps in the method, although it would be best to heat the mixture so the salt dissolves more quickly. However, they have not included reasons for most of the steps in the method, so this is a Level 2 answer. They have given a correct reason for heating the solution so the higher mark in Level 2 is awarded.

4 out of 6 marks awarded.

Chemistry

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Physics 4.1 Energy Question (SD; Calculate) 01

Changes in energy

The ZARM Drop Tower at the University of Bremen in Germany is a 120 m tall vacuum tube, where experiments into the effects of microgravity conditions experienced in orbit can be carried out. The diagram below shows how the tower works.

Experiments can be carried out inside the drop capsule when it is dropped from the top of the tower, or it can be fired upwards by the catapult at the bottom. The drop capsule safely falls into the deceleration unit at the bottom of the tower, which is full of tiny polystyrene beads that safely absorb all the drop capsule’s kinetic energy on impact.

01.1

Write down the equation that links the kinetic energy, mass and speed of an object.

[1 mark]

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

Physics

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01.2

Calculate the maximum kinetic energy of the drop capsule immediately after firing in catapult mode.

[3 marks]

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

Maximum kinetic energy of drop capsule in catapult mode = ................................................ J 01.3

Explain why the energy transferred to the surroundings is zero while the drop capsule is travelling up and down the tower.

[2 marks]

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

01.4

As no energy is transferred to the surroundings, use your answer to 01.2 to calculate the maximum height that the drop capsule can travel in catapult mode. Use this value to explain why the height of the tower is 120 m.

Use the equation: gravitational potential energy Gravitational field strength

mass u gravitational field strength u height

9.8 N/kg [5 marks]

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Physics

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Mark scheme Question

Answers

01.1

Kinetic energy

Extra information ½ u mass u (speed)2

Mark 1

Accept

1 ‫ܧ‬௞ = ݉‫ ݒ‬ଶ 2 (k subscript not

AO/ Spec. ref.

AO1 4.1.1.2

required) 01.2

01.3

01.4

AO1 4.1.1.2 WS 3.3

1 ‫ܧ‬௞ = ݉‫ ݒ‬ଶ 2 (0.5 u 400 [1] u 482) [1]

2

460 800 J [1]

1

There are no air particles inside the tower because there is a vacuum.

1

As there are no particles, there is no friction acting on the drop capsule. maximum ke maximum gpe [1]

1

‫ܧ‬௚ = ݄݉݃ ฺ ݄ =

ா೒ ௠௚

1 1

[1]

ସ଺଴ ଼଴଴

AO2 4.1.1.2 WS 3.3

1

݄ = ସ଴଴ × ଽ.଼ [1]

1

117.6 m [1] The tower needs to be higher than the height gained by the drop capsule, otherwise it would hit the upper end and damage it. [1]

Physics

AO1 4.5.1.2

Accept the word ‘top’ instead of ‘upper end’

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Full marks answer 01.4

Maximum KE = maximum GPE, GPE = mgh ௄ா

݄ = ௠௚ ସ଺଴ ଼଴଴

݄ = ସ଴଴ × ଽ.଼ 117.6 m Tower must be higher than maximum height reached or it will hit the top

Example and commentary 01.4

Equivalence of kinetic energy and gravitational potential energy is not stated; student just rearranges the equation given.

[No mark awarded] ா

[1 mark]

݄ = ସ଴଴ × ଽ.଼

ସ଺଴ ଼଴଴

[1 mark]

117.6 m

[1 mark]

݄ = ௠௚

Otherwise it will hit the top.

[No mark awarded DV UHVSRQVH LV LQVXIILFLHQWO\ GHWDLOHG]

3 out of 5 marks awarded.

Physics

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