(b) Award ONE mark for all three organisms in the correct order: 1. brine shrimp. algae. flamingo

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1 1. (a) Award ONE mark for an indication that the neck is long and/or flexible: 1 it is (long and) bendy; it is flexible; it is long; it can reach out (to find food). ONE mark may be awarded for: the length (of the neck); (it bends) to allow the beak to get in the correct position to feed; it can stretch; it is curly/bent. ONE mark may be awarded for a response that indicates that food passes from the mouth to the stomach, via the neck. response which does not describe a property of the neck: they do not have to bend over; it is easier to feed; they can put their head in the water. (b) Award ONE mark for all three organisms in the correct order: 1 algae brine shrimp flamingo ONE mark may be awarded for a food chain in which green plants replace algae. response naming bird in place of flamingo. response naming an organism from a different habitat. John Buchan Middle School 1

2 (c) Award ONE mark for an understanding of the role of the eggs in the life cycle 1 of the brine shrimp or a response relating to the survival of the population, rather than of the individual: (if the eggs do not die), they can still hatch (when the lake fills with water); (new) brine shrimps can still develop from the eggs (when the lake fills up); it might prevent the species dying out/becoming extinct; the brine shrimp population/species will survive; if the eggs die, there will not be any brine shrimps (to reproduce). ONE mark may be awarded for: it will not die out [ die out implies extinction of the population]; to carry on the life cycle; more brine shrimps will grow (if the water dries up); more brine shrimps will be produced/ can be born; they can reproduce. response implying the adult brine shrimp, rather than the population, continues to live or reproduce: it helps the brine shrimps to live longer; it can stay alive and live for a long time. response which describes, without qualification, what happens if the eggs do die: the brine shrimp will become extinct. response that repeats given information without further explanation: the adult dies but the eggs do not; because the shrimp eggs can live in dried up water/on land; because the lake will fill up again; brine shrimp eggs do not dry up. [3] John Buchan Middle School 2

3 2. (a) Award ONE mark for an indication that the arrows are pointing in the opposite 1 direction: the arrows are the wrong way round; the arrows should be pointing from left to right; the order of the pictures is reversed; this food chain shows that the bird eats the cat. Give credit for a correct response that goes beyond the key stage 2 programme of study: the energy flow in the food chain is reversed. (b) Award TWO marks for all three rows correctly ticked: 2 or a response for the bird where both predator and prey boxes (with or without the both box) are ticked. Animal Predator Prey Both caterpillar bird cat If you are unable to award two marks, award ONE mark for any two rows 1 correctly ticked. (c) Award ONE mark for: producer the arrows; they got the arrows wrong [does not identify the mistake]; it is the wrong way round [does not imply just the arrows]. John Buchan Middle School 3

4 (d) (i) Award ONE mark for a question about a feature or habitat in the table for 1 which the answer is yes for a spider and no for a duck: was it in the grass? does it have eight legs? is it wingless? a question based on a feature or behaviour not given in the table, for which the answer is yes for a spider and no for a duck: does it make a web? where did they find it? [cannot be answered yes or no ]. response giving a question about a relative term such as size: does it have long legs? is it a little animal? Do not give credit to a question for which the yes answer is duck. (ii) Award ONE mark for all three animals entered correctly: 1 mayfly female glowworm spider [given] duck Do not give credit for a response that includes animals other than those given in this question, Nature walk. [6] 3. (a) Award ONE mark for: 1 3. John Buchan Middle School 4

5 (b) Award ONE mark for an indication that measurements of time in the light 1 and dark were compared: she planned to compare how long the shrimp was in the light and the dark; time in light or dark. the time they spent in each. Do not give credit for a response which redefines the dependent variable: how many times the shrimp went into the light; how many were in the light. (c) Award ONE mark for an indication that Rebecca would subtract the number 1 in the light from the total: she would count how many were in the light and take these away from 10; by taking the number of shrimps in the light from 10; count the number you can see in the light and take it from the total. compare the number in the light and the number out of sight in the dark; step 4; she counted how many were in the light and assumed the rest were in the dark. a response which suggests awareness of the process: by taking the number in the light from 5. Do not give credit for a response which uses incorrect reasoning: she took how many were in the light from how many in the dark. response which refers to light: count how many were in the light. John Buchan Middle School 5

6 (d) Award ONE mark for either of the following correct responses: 1 EITHER Amy s and a relevant criterion used to compare the two investigations clearly stating why Amy s is the better plan: gives the shrimp more time to move; Rebecca did not record her measurements; gives it more time to decide whether it likes light or dark; with 10 in a bowl it would be harder to count them. OR Rebecca s and a relevant criterion used to compare the two investigations clearly stating why Rebecca s is the better plan: one shrimp might like the dark, if you have more some might like the dark and some might like the light; because in Rebecca s you don t have to look at the dish all the time just every 10 seconds; less chance of a mistake because it has more brine shrimps. response which fails to make the criteria clear: it was quicker/easier/better. response that falls short of explaining why the plan is better: Amy s and she takes more time. John Buchan Middle School 6

7 OR Rebecca s and she has more shrimps. Do not give credit for a conclusion or an explanation of how a conclusion might be drawn from the results: Rebecca s and if there were 6 in one and 4 in another you would know how many they liked best. [4] 4. (a) (i)(ii) Award up to TWO marks for correct responses identifying Up to 2m the importance of the nettle plant. NOTE: only one scoring response can be credited from each category. They are the food plant of the caterpillars: because the caterpillars eat them; because the caterpillars would have less/no food without them; they eat them. They are the site of egg laying: because the butterfly lays its eggs on them; because the butterfly would have nowhere to lay its eggs otherwise; they lay their eggs on the nettles [ they refers to the butterflies named in the stem]. reference to the butterfly s habitat: caterpillars live on them; pupae hang from them; they live on them. the butterflies drink nettle nectar. they produce food. John Buchan Middle School 7

8 (b) Award ONE mark for both living things entered into the chain correctly: 1m nettle plant caterpillar (bird); leaves caterpillar (bird). Do not give credit for: plant/leaves butterfly (bird) [the butterfly does not eat the nettle leaves]. it will not die out [ die out implies extinction of the population]; to carry on the life cycle; more brine shrimps will grow (if the water dries up); more brine shrimps will be produced/ can be born; they can reproduce. response implying the adult brine shrimp, rather than the population, continues to live or reproduce: it helps the brine shrimps to live longer; it can stay alive and live for a long time. response which describes, without qualification, what happens if the eggs do die: the brine shrimp will become extinct. response that repeats given information without further explanation: the adult dies but the eggs do not; because the shrimp eggs can live in dried up water/on land; because the lake will fill up again; brine shrimp eggs do not dry up. [3] John Buchan Middle School 8

9 5. (a) TWO marks for all five living things correctly identified: 2 tree starling fly rabbit daisy or If you are unable to award two marks, award ONE mark for correctly 1 identifying any four living things. (b) Award TWO marks for all three organisms in the correct order 2 and arrows marked in the correct direction: cabbage snail thrush; thrush snail cabbage. cabbage snail bird. If you are unable to award two marks, award ONE mark for all three 1 organisms in the correct order, but arrows missing or inconsistent: cabbage snail thrush; thrush snail cabbage; cabbage plant snail thrush; thrush snail cabbage. OR correct arrows in a biologically correct food chain. bird snail cabbage. description of the producer: plant; vegetable. (c) Award ONE mark for: 1 produce new material for growth. John Buchan Middle School 9

10 (d) Award ONE mark for: 1 less light. [6] 6. (a) Award ONE mark for correct match of all three: 1 worm linked to pond. (b) Award ONE mark for an identification that Highland cattle have long, thick fur 1 (which protects them in colder climates): they have (a) thicker fur/coat; they have longer hair; their thicker coat traps the air and keeps them warm. they have more/long hair; they have a lot of fur; they have (a) thick fur/coat; they have a woolly coat. they have hair; a Highland cow has fur, but a Jersey cow does not; their coat traps the air to keep them warm; they have horns; the Highland cow has thick skin. John Buchan Middle School 10

11 (c) Award ONE mark for both boxes in the row completed correctly, indicating that a1 Polar Bear has a specific feature for a purpose: (thick) fur... to help keep warm; a thick layer of fat under its fur... to keep it warm; an acute sense of smell... to find prey; white fur... to camouflage/hide itself; sharp claws... to catch prey/fish/ food; a waterproof coat... to help in the water; sharp teeth... to eat its food. it has the ability to swim... to catch fish; limbs... to help it swim. Give credit for a correct response that goes beyond the key stage 2 programme of study: large paws... to help it exert less pressure on the snow; a large body.. to help it retain energy; small ears... to minimise heat loss; tiny hairs on the soles of its feet... to stop it slipping (on the ice); hollow hairs... for insulation. Do not give credit for a response that includes incorrect science: large paws to wrap around itself to keep warm; thick fur to protect its eyes. it does not mind the cold.. so it can live in the Arctic; [these are not features of the animal which aid survival]. Do not give credit when the second box does not match the first box. [3] John Buchan Middle School 11

12 7. (a) Award ONE mark for a response giving a difference between the shells of the 1 two periwinkles: A is a lighter/different colour the shape (of shell) the spirals are in different places on the shells. ONE mark may be awarded for a response that refers to shell A as it : it has a lighter shell. response that does not describe how the shells are different: it is a different size [given] it is a different type (of shell). response that is correct for shell B but does not explicitly refer to shell B: it has a darker shell. (b) Award ONE mark for a response that indicates the shell protects or supports the 1 periwinkle s body: the shell protects the periwinkle it supports the periwinkle. ONE mark may be awarded for: it stops the periwinkle drying out it keeps the periwinkle safe it shelters the periwinkle it helps them to hide (from predators). ONE mark may be awarded for indicating why it is useful to have a shell that is hard or difficult to break and implies protection: the shell will not break when a crab tries to crack it open. Do not give credit for a response that includes incorrect science: it helps the periwinkle to move [given that it does not]. John Buchan Middle School 12

13 the shell/it is hard/keeps it warm it cannot break easily [gives only a property of the shell] the shell is the periwinkle s house so the periwinkle does not get wet/rained on. (c) Award ONE mark for a response that indicates an average size is needed or that 1 the reliability of his results/test/ conclusions will be improved: if he measures only one or two shells, they may be smaller than the average because if he only measured one/a few periwinkle shells it /they might be bigger than the others and then his results will be useless to check the results. ONE mark may be awarded for a response that indicates there is a variation in (the size/type of) the periwinkle shells in each area: to see if they are all different /all the same (size or age) there may be more than one type of periwinkle. ONE mark may be awarded for a response indicating that the accuracy of the test would improve: the average will be more accurate. Additional guidance Do not give credit for a response that includes incorrect science: to make the results different. response indicating that the shells from one place should be the same: to make sure they are the same. to get the right/correct results to see if the periwinkles in the different areas are different. John Buchan Middle School 13

14 (d) Award ONE mark for an indication that the periwinkles may not be able to survive 1 in a different place: the periwinkles may not be adapted/suited to living in a different place the periwinkles may not live if they are put somewhere new. Give credit for a correct response that goes beyond the key stage 2 programme of study, implying that an environment will be adversely affected by the introduction of a new species: it may deplete the environment/food chain of existing organisms. ONE mark may be awarded for: so they do not die they will be safer in their own habitat they are used to their habitat/home/where they live it is their habitat the conditions could be different. it is cruel not to put them back [does not explain why it is cruel] it is where they live [given] it is their home it is where their family is so they do not get lost because they will die [need to qualify]. (e) Award ONE mark for an indication that (some of) the rockpool water has evaporated: 1 some of the water/it evaporated the water has changed to water vapour. response indicating that the water has leaked or seeped out of the pool [given that it has not]. there is less water the water is lower the crab drank it. [5] 8. (a) Award ONE mark for: 1 an observation John Buchan Middle School 14

15 (b) Award ONE mark for an indication that he needed to have similar results from 1 more than one person or to check that it is safe to use on humans: to check that his results could be applied to different people; to see if his results applied to everyone; to check his results; to see if it is safe (to give people cowpox); to see if some people are allergic to it. it might not affect some people; in case it did not work on one person; different people might react differently to it; so there is more evidence. a response indicating they are checking the accuracy of the results; to see if his results were accurate. to make his test fair. response indicating that people should be tested, but not indicating that there could be variation within a population: to see what effect it could have. (c) Award ONE mark for an understanding that these are safety precautions: 1 so that they do not breathe in/out the micro-organism; so that the micro-organism does not get on to their skin; so they do not get the illness themselves; to protect them from the disease; so the germs do not spread (to the scientist). because micro-organisms can be harmful/dangerous; to stop them catching a disease; to be safe. John Buchan Middle School 15

16 (d) Award ONE mark for one correct response indicating a positive benefit 1 of micro-organisms: to make compost; to break down waste material; to make cheese; to make bread; to make yogurt; in brewing; to help you digest things. to make medicines; to preserve things [like sauerkraut]; to give yogurt/cheese flavour. Give credit for a correct response that goes beyond the key stage 2 programme of study: some are producers in a food chain. response, repeating information from the stem: to stop you getting ill; to help make you better when you are ill. in food and drink [can have good and bad effects]. (e) Award TWO marks for all three correct: 2 A is bacterium; B is euglena; C is blue-green algae. or If you are unable to award two marks, award ONE mark for any two correct. 1 [6] John Buchan Middle School 16

17 9. (a) Award ONE mark for: cm. 210 cm. (b) Award ONE mark for an indication that trees growing together are smaller: 1 trees growing close together are not as big; trees in open spaces are bigger (than trees that grow close together). they are not as big; they grow less well; [ they refers to the trees growing close together]. trees grow better when they have more space. a response that indicates the size of the tree trunks growing close together is less variable: there is a smaller range in the size (of tree trunks growing close together); tree trunks in open spaces are more variable in size. response that does not refer to the size of the tree: trees growing close together do not get as much light. trees growing together are roughly the same size; the further away, the taller they grow [changes variable from wider to taller]. Give credit for a correct response that goes beyond the key stage 2 programme of study, showing an understanding that competition for resources causes the trees to be smaller in size: trees growing close together have less light so they are smaller in size; they are smaller because they have less food; they have less space to grow which makes them smaller; they have to share water/nutrients so they do not grow as large. John Buchan Middle School 17

18 Do not give credit for a response that shows understanding of competition for resources but does not refer to the size of the tree. (c) Award ONE mark for an understanding that light is used to make new 1 material for growth: trees use light to make food. Do not give credit for a response that includes incorrect science: it feeds the plant; light gives trees nutrients; they change the light into food. Give credit for a correct response that goes beyond the key stage 2 programme of study: light is used as an energy source (for tree/plant growth); for photosynthesis. light allows the tree to grow [given]; they absorb light. (d) (i),(ii) Award TWO marks for any two correct responses: 2 air; water/moisture/rain; nutrients/minerals/fertilizer. warmth/heat. second response that is a repetition or restatement of the first. Do not give credit for a response that includes incorrect science: soil; food/plant food [not taken in]. John Buchan Middle School 18

19 Give credit for a correct response that goes beyond the key stage 2 programme of study: oxygen/o2/o; carbon dioxide/co2; [if air is not also given]. If you are unable to award two marks, award ONE 1 mark for one correct response. or Sun/light [given]; named type of plant feed; temperature. (e) Award ONE mark for both responses correct: 1 Fungi are living things. true [given] Fungi can grow. Fungi can reproduce. true true [6] 10. (a) Award ONE mark for an indication that the hedgehog s spines protect it: 1m spines; prickles; spikes. (b) Award ONE mark for: 1m nutrition (c) Award ONE mark for: 1m Seeds are dispersed in autumn. (d) Award ONE mark for: 1m June. John Buchan Middle School 19