diff --git a/benchmarking/benchmarks.mdx b/benchmarking/benchmarks.mdx index 4046ac8f6..3d15129a4 100644 --- a/benchmarking/benchmarks.mdx +++ b/benchmarking/benchmarks.mdx @@ -25,17 +25,43 @@ displayed on the [dashboard]() (see [next section]()). However, the evaluations still be displayed on the right hand table. If you would like to compare your custom endpoints in terms of speed and cost on the -dashboard, then you simply need to publish speed and cost values to the `X` endpoint, +dashboard, then you simply need to publish speed and cost values to the `benchmark` endpoint, as follows: -CODE +```shell +curl -X POST "'https://api.unify.ai/v0/benchmark" \ + --header 'Authorization: Bearer $UNIFY_KEY' \ + --header 'Content-Type: application/json' \ + --data '{ + "endpoint_name": "llama_3_8b_local_ollama", + "metric_name": "time-to-first-token", + "value": 132, +}' +``` + +or via Python: + +```python +client.benchmark.upload( + endpoint_name="llama_3_8b_local_ollama", + metric_name="time-to-first-token", + value=132 +) +``` The timestamp of the submission is automatically detected, and the data can be streamed to this endpoint in a recurring basis if so desired, similar to how we do it for the public endpoints. If the time of submission does not align with the time of measurement, -then the timestamp can be provided explicitly via the `x` argument, as follows: +then the timestamp can be provided explicitly via the `measured_at` argument, as follows: -CODE +```python +client.benchmark.upload( + endpoint_name="llama_3_8b_local_ollama", + metric_name="time-to-first-token", + value=132, + measured_at="2024-08-12T04:20:32.808410" +) +``` In the next section, we explain how to use the [dashboard]() to view the benchmarking results in a clear and intuitive way! \ No newline at end of file diff --git a/benchmarking/datasets.mdx b/benchmarking/datasets.mdx index 583d2e202..32515e0ca 100644 --- a/benchmarking/datasets.mdx +++ b/benchmarking/datasets.mdx @@ -52,10 +52,12 @@ This data is especially important, as it represents the *true distribution* obse before deployment. It's easy to extract any prompt queries previously made to the API, -via the [X]() endpoint, as explained [here](). -For example, the last 100 prompts for subject `Y` can be extracted as follows: +via the [`prompt_history`](benchmarks/get_prompt_history) endpoint, as explained [here](). +For example, the last 100 prompts with the tag `physics` can be extracted as follows: -CODE +```python +phyiscs_prompts = client.prompt_history(tag="phyiscs", limit=100) +``` We can then add this to the local `.jsonl` file as follows: @@ -64,25 +66,32 @@ CODE ## Uploading Datasets As shown above, the representation for prompt datasets is `.jsonl`, -which is a effectively a list of json structures (or in Python, a list of dicts). +which is a file format where each line is a json object (or in Python, a list of dicts). Lets upload our `english_language.jsonl` dataset. We can do this via the REST API as follows: -``` -import requests -url = "https://api.unify.ai/v0/dataset" -headers = {"Authorization": "Bearer $UNIFY_API_KEY",} -data = {"name": "english_language"} -files = {"file": open('/path/to/english_language.jsonl' ,'rb')} -response = requests.post(url, data=data, files=files, headers=headers) +```shell +curl --request POST \ + --url 'https://api.unify.ai/v0/dataset' \ + --header 'Authorization: Bearer ' \ + --header 'Content-Type: multipart/form-data' \ + --form 'file=@english_language.jsonl'\ + --form 'name=english_language' ``` Or we can create a `Dataset` instance in Python, and then call `.upload("english_language")` as follows: -CODE +{/* ToDo: the Dataset instance isn't implemented */} + +```python +client.dataset.upload( + path="english_language.jsonl", + name="english_language" +) +``` ## Deleting Datasets @@ -90,31 +99,32 @@ We can delete the dataset just as easily as we created it. First, using the REST API: -``` -import requests -url = "https://api.unify.ai/v0/dataset" -headers = {"Authorization": "Bearer $UNIFY_API_KEY"} -data = {"name": "english_language"} -response = requests.delete(url, params=data, headers=headers) +```shell +curl --request DELETE \ + --url 'https://api.unify.ai/v0/dataset?name=english_language' \ + --header 'Authorization: Bearer ' ``` Or via Python: -CODE +```python +client.datasets.delete(name="english_language") +``` ## Listing Datasets We can retrieve a list of our uploaded datasets using the `/dataset/list` endpoint. -``` -import requests -url = "https://api.unify.ai/v0/dataset/list" -headers = {"Authorization": "Bearer $UNIFY_API_KEY"} -response = requests.get(url, headers=headers) -print(response.text) +```shell +curl --request GET \ + --url 'https://api.unify.ai/v0/dataset/list' \ + --header 'Authorization: Bearer ' ``` - +```python +datasets = client.datasets.list() +print(datasets) +``` ## Renaming Datasets @@ -126,23 +136,23 @@ and `english language`. We can easily rename the dataset without deleting and re-uploading, via the following REST API command: -``` -import requests -url = "https://api.unify.ai/v0/dataset/rename" -headers = {"Authorization": "Bearer $UNIFY_API_KEY"} -data = {"name": "english", "new_name": "english_literature"} -response = requests.post(url, params=data, headers=headers) +```shell +curl --request POST \ + --url 'https://api.unify.ai/v0/dataset/rename?name=english&new_name=english_literature' \ + --header 'Authorization: Bearer ' ``` Or via Python: -CODE +```python +client.datasets.rename(name="english", new_name="english_literature") +``` ## Appending to Datasets As explained above, we might want to add to an existing dataset, either because we have [generated some synthetic examples](), or perhaps because we have some relevant -[production traffic](). +[production traffic](datasets#production-data). In the examples above, we simply appended to these datasets locally, before then uploading the full `.jsonl` file. However, diff --git a/benchmarking/evaluations.mdx b/benchmarking/evaluations.mdx index f1f5b2dd1..a26bea8e2 100644 --- a/benchmarking/evaluations.mdx +++ b/benchmarking/evaluations.mdx @@ -11,15 +11,12 @@ To trigger an LLM evaluation using a pre-configured [LLM evaluator](), you simpl to specify the LLM endpoint, the dataset, and the pre-configured evaluator you would like to use, as follows: -``` -url = "https://api.unify.ai/v0/evals/trigger" -headers = {"Authorization": f"Bearer {UNIFY_API_KEY}"} -params = { - "dataset": "computer_science_homework_1", - "endpoint": "llama-3-70b-chat@aws-bedrock", - "eval_name": "computer_science_judge", -} -response = requests.post(url, params=params, headers=headers) +```python +client.evaluation( + evaluator="computer_science_judge", + dataset="computer_science_challenges", + endpoint="llama-3-70b-chat@aws-bedrock", +) ``` You will receive en email once the evaluation is finished. @@ -27,24 +24,38 @@ We will explain how to visualize the results of your evaluations in the next sec ## Checking Evaluations -You can check the status of an evaluation using the endpoint X, as follows: +You can check the status of an evaluation using the `evaluation/status` endpoint, as follows: -{/* TODO (in api): If the evaluation is still running, the status code returned will be this. */} +```python +status = client.evaluation_status( + evaluator="computer_science_judge", + dataset="computer_science_challenges", + endpoint="llama-3-70b-chat@aws-bedrock", +) +print(status) +``` You can get the aggregated scores across the dataset as follows: -``` -url = "https://api.unify.ai/v0/evals/get_scores" -headers = {"Authorization": f"Bearer {UNIFY_API_KEY}"} -params = { - "dataset": "computer_science_homework_1", - "eval_name": "computer_science_judge", -} -response = requests.get(url, params=params, headers=headers) +```python +scores = client.evaluation_scores( + evaluator="computer_science_judge", + dataset="computer_science_challenges", +) +print(scores) ``` You can also get more granular results, with per-prompt scores by passing `per_prompt=True`. +```python +per_prompt_scores = client.evaluation_scores( + evaluator="computer_science_judge", + dataset="computer_science_challenges", + per_prompt="True", +) +print(per_prompt_scores) +``` + {/* ToDo in API */} If the dataset has been updated since the evaluation was run, then the status `this` will be shown when making the query (see [Partial Evaluations]() below). @@ -78,16 +89,26 @@ in the dataset, the results will be uploaded via the X endpoint, using the Y arg ### Client side scores -If you want to submit evaluations that you obtained locally, you can via the `/evals/trigger` endpoint, by passing +If you want to submit evaluations that you obtained locally, you can via the `/evaluator` endpoint, by passing `client_side_scores` as the file. The file should be in JSONL format, with entries having `prompt` and `score` keys: + ``` {"prompt": "Write Hello World in C", "score": 1.0} {"prompt": "Write a travelling salesman algorithm in Rust", "score": 0.2} ``` The prompts must be the same prompts as the ones from the `dataset`. - +The evaluator must be created with `client_side=True`. + +```python +client.evaluation( + evaluator="computer_science_judge", + dataset="computer_science_challenges", + endpoint="llama-3-70b-chat@aws-bedrock", + client_side_scores="/path/to/scores.jsonl" +) +``` ## Partial Evaluations diff --git a/benchmarking/evaluators.mdx b/benchmarking/evaluators.mdx index f449d3c5e..e896729b8 100644 --- a/benchmarking/evaluators.mdx +++ b/benchmarking/evaluators.mdx @@ -17,13 +17,10 @@ of datasets. ## LLM as a Judge -Evaluators are configured using the `/create_eval` endpoint, as follows: +Evaluators are configured using the `evaluator` endpoint, as follows: -``` -url = "https://api.unify.ai/v0/evals/create" -headers = {"Authorization": f"Bearer {KEY}"} -params = {"eval_name": "my_first_eval"} -response = requests.post(url, json=params, headers=headers) +```python +client.evaluator(name="my_first_eval") ``` As per our [example](), let's assume we first want to choose an evaluator for @@ -38,11 +35,11 @@ good choice for our English Literature, where creativity is important. The judges can be configured via the `judge_models` parameter as follows: -``` -url = "https://api.unify.ai/v0/evals/create" -headers = {"Authorization": f"Bearer {KEY}"} -params = {"eval_name": "computer_science_demo", "judge_models": "claude-3.5-sonnet@aws-bedrock"} -response = requests.post(url, json=params, headers=headers) +```python +client.evaluator( + name="coding_demo", + judge_models=["claude-3.5-sonnet@aws-bedrock"] +) ``` ## LLM Jury @@ -55,19 +52,16 @@ and A, B and C for English Literature, again as per the [Scale AI X Leaderboard] The juries can be configured as follows: -``` -url = "https://api.unify.ai/v0/evals/create" -headers = {"Authorization": f"Bearer {KEY}"} -params = { - "eval_name": "computer_science_jury", - "judge_models": ["claude-3.5-sonnet@aws-bedrock", "gpt-4o@openai"], -} -response = requests.post(url, json=params, headers=headers) +```python +client.evaluator( + name="computer_science_jury", + judge_models=["claude-3.5-sonnet@aws-bedrock", "gpt-4o@openai"] +) ``` ## Custom System Prompt -The default system prompt is as follows: +The default judge system prompt is as follows: ``` Please act as an impartial judge and evaluate the quality of the response provided by an assistant to the user question displayed below. @@ -85,7 +79,7 @@ nor is it optimized for English literature. We can create unique system prompts for these two subjects as follows, based on some simple best practices for these domain areas: -``` +```python computer_science_system_prompt = """ Please evaluate the quality of the student's code provided in response to the examination question below. Your job is to evaluate how good the student's answer is. @@ -98,14 +92,11 @@ Are there any edge cases that the code would break for? Is the code laid out nea Be as objective as possible. """ -url = "https://api.unify.ai/v0/evals/create" -headers = {"Authorization": f"Bearer {$UNIFY_API_KEY}"} -params = { - "eval_name": "computer_science_judge", - "judge_models": "claude-3.5-sonnet@aws-bedrock", - "system_prompt": computer_science_system_prompt, -} -response = requests.post(url, json=params, headers=headers) +client.evaluator( + name="computer_science_judge", + system_prompt=computer_science_system_prompt, + judge_models="claude-3.5-sonnet@aws-bedrock", +) ``` {/* TODO: English Literature system prompt. */} @@ -117,13 +108,19 @@ If you want to be really prescriptive about the criteria that responses are mark For example -``` +```python class_config = [ {"label": "Excellent", "score": 1.0, "description": "Correct code which is easy to read"}, {"label": "Good", "score": 0.75, "description": "Correct code but structured badly"}, {"label": "Good", "score": 0.5, "description": "Correct code but not using the most efficient method"}, {"label": "Bad", "score": 0.0, "description": "Incorrect code that does not solve the problem"} ] + +client.evaluator( + name="comp_sci_custom_class", + judge_models="claude-3.5-sonnet@aws-bedrock", + class_config=class_config +) ``` diff --git a/dataset_generation/dataset/biology.jsonl b/dataset_generation/dataset/biology.jsonl new file mode 100644 index 000000000..4b0a2ec8f --- /dev/null +++ b/dataset_generation/dataset/biology.jsonl @@ -0,0 +1,129 @@ +{"prompt": "What is the purpose of using stains when viewing cells under a light microscope?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: To view colourless specimens\n1 mark: To highlight different structures or tissues\n\nAdditional guidance for markers:\n- Accept answers that convey the same meaning, such as \"to make transparent cells visible\" for the first point.\n- For the second point, accept answers like \"to differentiate between cell components\" or \"to make specific parts of the cell stand out\".\n- Do not award marks for vague answers like \"to see cells better\" without specifying how stains help.\n- Maximum 2 marks.\n"} +{"prompt": "What is the primary function of mitochondria in eukaryotic cells?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: To produce energy (ATP) through cellular respiration\n\nAdditional guidance for markers:\n- Accept answers that clearly indicate energy production or ATP synthesis as the primary function\n- Accept \"site of cellular respiration\" or \"powerhouse of the cell\"\n- Do not accept vague answers like \"to make energy\" without specifying cellular respiration or ATP\n- Do not accept answers that only mention \"respiration\" without indicating energy production\n\n2 marks: To produce energy (ATP) through cellular respiration by breaking down glucose in the presence of oxygen\n\nAdditional guidance for markers:\n- Award 2 marks for a more detailed answer that includes the process of cellular respiration and mentions glucose and oxygen\n- The answer should demonstrate understanding that mitochondria are the site where energy is released from glucose through aerobic respiration\n"} +{"prompt": "What type of microscope has allowed scientists to see sub-cellular structures in greater detail?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Electron microscope\n\nAdditional guidance for markers:\n- Accept \"transmission electron microscope\" or \"TEM\" as these are more specific and correct answers.\n- Accept \"scanning electron microscope\" or \"SEM\" as these are also types of electron microscopes.\n- Do not accept just \"microscope\" as this is too vague and does not specify the type that allows for greater detail of sub-cellular structures.\n- Do not accept \"light microscope\" or \"optical microscope\" as these do not provide the level of detail referred to in the question.\n"} +{"prompt": "What type of macromolecule is DNA classified as?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Nucleic acid\n\nAdditional guidance for markers:\n- Accept \"polynucleotide\" as an alternative correct answer.\n- Do not accept \"polymer\" alone, as this is too general and doesn't specify the type of macromolecule.\n- Do not accept \"protein\" or other types of macromolecules.\n"} +{"prompt": "What is the shape of the DNA molecule?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Double helix\n\nAdditional guidance for markers:\n- The answer must specifically state \"double helix\" to receive the mark.\n- Do not accept \"helix\" alone, as this does not fully describe the shape.\n- Do not accept \"spiral\" or \"twisted ladder\" as these are not precise enough.\n- \"Double spiral\" is not acceptable as it lacks the scientific terminology.\n"} +{"prompt": "How many different types of nucleotides make up DNA?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Four (4)\n\nAdditional guidance for markers:\n- Accept \"4\" or \"four\" as correct answers.\n- Do not accept any other number.\n- Do not award the mark if the student lists the nucleotides (A, T, G, C) without explicitly stating the number.\n- If the student provides additional correct information (e.g., naming the nucleotides), this is not required for the mark but can be ignored.\n"} +{"prompt": "Where in the cell does transcription occur during protein synthesis?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: In the nucleus\n\nAdditional guidance for markers:\n- Accept \"nucleus\" or \"in the nucleus\" for the full mark.\n- Do not accept \"DNA\" or \"chromosomes\" alone, as these do not specify the location within the cell.\n- Do not accept \"cytoplasm\" as this is where translation occurs, not transcription.\n- If a student mentions both nucleus and cytoplasm, award the mark only if they clearly associate transcription with the nucleus.\n"} +{"prompt": "What is the name of the three-letter code used in DNA to determine the order of amino acids in a protein?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Triplet code\n\nAdditional guidance for markers:\n- Accept \"codon\" as an alternative to \"triplet code\"\n- Do not accept \"genetic code\" alone, as this is too general\n- Do not accept \"base pairs\" or \"nucleotides\" as these are not specific to the coding mechanism\n- The answer must refer to the three-letter nature of the code to receive the mark\n"} +{"prompt": "What is the purpose of using a control in an enzyme experiment?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: To provide a basis for comparison\n\n2 marks: To show that any observed changes are due to the enzyme's activity and not other factors\n\nAdditional guidance for markers:\n- For 1 mark, accept answers that convey the idea of comparison or reference point.\n- For 2 marks, the answer should clearly indicate that the control helps isolate the effect of the enzyme.\n- Do not award marks for simply stating \"to make the experiment fair\" without further explanation.\n- Accept reasonable alternative phrasings that capture the essence of these points.\n"} +{"prompt": "What is the name of the specific area on an enzyme where the substrate binds?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Active site\n\nAdditional guidance for markers:\n- The answer must specifically state \"active site\" to receive the mark.\n- Do not accept general terms like \"binding site\" or \"reaction site\" as these are not specific to enzymes.\n- Do not accept \"lock\" from the lock and key hypothesis, as this is a metaphor rather than the scientific term.\n"} +{"prompt": "What is the main purpose of cellular respiration in living cells?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: To supply ATP (adenosine triphosphate) to living cells\n\nAdditional guidance for markers:\n- Accept \"to produce ATP\" or \"to generate ATP\"\n- Accept \"to provide energy for cellular processes\" as an alternative phrasing\n- Do not accept vague answers like \"to produce energy\" without mentioning ATP\n- Do not accept \"to break down glucose\" as this is not the main purpose, but rather a means to the end\n\n2 marks: To supply ATP (adenosine triphosphate) to living cells continuously\n\nAdditional guidance for markers:\n- Award 2 marks for answers that include both the production of ATP and the continuous nature of the process\n- For 2 marks, the answer must convey the idea that cellular respiration is an ongoing, constant process\n"} +{"prompt": "What type of reaction is cellular respiration in terms of energy transfer?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Exothermic reaction\n\nAdditional guidance for markers:\n- The answer must specifically state \"exothermic\" to receive the mark.\n- Accept \"exothermic process\" or \"exothermic reaction\" as correct answers.\n- Do not accept \"releases energy\" or \"gives out heat\" alone, as the question specifically asks for the type of reaction.\n- Do not accept \"endothermic\" as this is incorrect.\n"} +{"prompt": "What is the main difference in the end products of aerobic and anaerobic respiration?", "ref_answer": "This question is worth \n3\n \n\n\n1 mark: The main difference is the end products.\n1 mark: In aerobic respiration, the end products are carbon dioxide and water.\n1 mark: In anaerobic respiration, the end products are carbon dioxide and either lactic acid (in animals) or ethanol (in plants/yeast).\n\nAdditional guidance for markers:\n- For the first mark, students must indicate understanding that the end products differ between the two processes.\n- For the second and third marks, students must correctly identify the specific end products for each type of respiration.\n- Accept chemical formulas if used correctly (e.g., CO2, H2O, C2H5OH).\n- Do not award marks for discussing differences in ATP yield or oxygen use, as the question specifically asks about end products.\n"} +{"prompt": "What is the role of sugars in carbohydrate metabolism?", "ref_answer": "This question is worth \n3\n \n\n\n1 mark: Sugars are monomers (building blocks) of carbohydrates\n1 mark: Sugars are involved in the synthesis (building up) of carbohydrates\n1 mark: Sugars are produced during the breakdown of carbohydrates\n\nAdditional guidance for markers:\n- Accept \"simple sugars\" or specific examples like glucose as alternatives to \"sugars\"\n- For the second point, accept descriptions like \"joining together to form larger carbohydrates\"\n- For the third point, accept descriptions like \"result from the digestion of complex carbohydrates\"\n- Award marks for correct points even if not all are mentioned\n- Do not award marks for vague statements about energy without linking to synthesis or breakdown\n"} +{"prompt": "What is the role of amino acids in protein synthesis?", "ref_answer": "This question is worth \n3\n \n\n\n1 mark: Amino acids are the monomers/building blocks of proteins\n\n1 mark: Amino acids are joined together during protein synthesis\n\n1 mark: Amino acids determine the structure and function of the resulting protein\n\nAdditional guidance for markers:\n- Accept \"subunits\" or \"units\" instead of \"monomers\"\n- The idea of amino acids being linked or bonded together is required for the second mark\n- For the third mark, accept answers that convey the idea that the sequence of amino acids determines the protein's characteristics\n- Do not award marks for simply stating that amino acids are important for protein synthesis without explaining their role\n"} +{"prompt": "What is the primary source of energy for photosynthesis?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Light (from the Sun)\n\nAdditional guidance for markers:\n- Accept \"sunlight\" or \"solar energy\" as equivalent answers\n- Do not accept \"the Sun\" alone, as the question specifically asks for the energy source\n- Do not accept \"chlorophyll\" as this is not the energy source, but rather the molecule that captures the light energy\n"} +{"prompt": "What is the primary role of photosynthetic organisms in Earth's ecosystems?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Producers of food/biomass for life on Earth\n\nAdditional guidance for markers:\n- Accept answers that clearly convey the idea of photosynthetic organisms being primary producers in ecosystems.\n- Accept \"They produce food for other organisms\" or similar phrasing.\n- Accept \"They create biomass for the ecosystem\" or similar phrasing.\n- Do not accept vague answers like \"They make energy\" without mentioning food or biomass.\n- Do not accept answers that only mention oxygen production, as this is not their primary role in ecosystems according to the syllabus point.\n"} +{"prompt": "What are the two main reactants required for photosynthesis?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: Carbon dioxide (CO2)\n1 mark: Water (H2O)\n\nAdditional guidance for markers:\n- Both reactants must be correctly identified for full marks.\n- Accept chemical formulas (CO2 and H2O) as well as the names.\n- Do not accept \"sunlight\" or \"light energy\" as these are not chemical reactants, but rather the energy source for the reaction.\n- Do not accept \"chlorophyll\" as this is a catalyst, not a reactant.\n- If more than two substances are listed, award marks only if the correct two are included and no incorrect substances are mentioned.\n"} +{"prompt": "What type of reaction is photosynthesis in terms of energy transfer?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Endothermic reaction\n\nAdditional guidance for markers:\n- The answer must specifically state \"endothermic\" to receive the mark.\n- Accept \"endothermic process\" or \"endothermic reaction\" as correct answers.\n- Do not accept \"energy-absorbing\" or \"heat-absorbing\" alone, as the specific term \"endothermic\" is required.\n- Do not accept \"exothermic\" as this is incorrect.\n"} +{"prompt": "What gas is typically measured to indicate the rate of photosynthesis in an experiment?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Oxygen\n\nAdditional guidance for markers:\n- Accept \"O2\" as an alternative to \"oxygen\"\n- Do not accept \"carbon dioxide\" or \"CO2\" as these are typically measured to indicate respiration rate, not photosynthesis rate\n- Do not accept vague answers like \"gas bubbles\" without specifying oxygen\n\nNote: While carbon dioxide uptake can also be used to measure photosynthesis rate in some experiments, oxygen production is more commonly measured in typical high school level experiments, especially those involving aquatic plants.\n"} +{"prompt": "How does an increase in temperature generally affect the rate of photosynthesis?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Increases the rate of photosynthesis (up to a certain point)\n\nAdditional guidance for markers:\n- Accept answers that indicate a positive correlation between temperature and photosynthesis rate, such as \"speeds up photosynthesis\" or \"makes photosynthesis faster\"\n- Do not award the mark for vague answers like \"affects photosynthesis\" or \"changes the rate\"\n- The answer does not need to mention the upper temperature limit, but if mentioned, ensure it's correct (i.e., that extremely high temperatures will decrease the rate)\n- Do not penalize for additional correct information, such as mentioning enzyme activity\n"} +{"prompt": "What are the three main factors that can limit the rate of photosynthesis?", "ref_answer": "This question is worth \n3\n \n\n\n1 mark: Light intensity\n1 mark: Temperature\n1 mark: Carbon dioxide concentration\n\nAdditional guidance for markers:\n- Award one mark for each correct factor mentioned.\n- The exact wording may vary slightly, but the meaning must be clear.\n- Accept \"CO2 concentration\" or \"amount of CO2\" for carbon dioxide concentration.\n- Do not accept vague answers like \"amount of light\" instead of light intensity.\n- All three factors must be mentioned for full marks.\n- The order of the factors is not important.\n"} +{"prompt": "What is the process called when substances move from an area of high concentration to an area of low concentration across a cell membrane?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Diffusion\n\nAdditional guidance for markers:\n- The answer must specifically state \"diffusion\" to receive the mark.\n- Do not accept \"osmosis\" or \"active transport\" as these are different processes.\n- Do not accept vague descriptions like \"moving\" or \"spreading out\" without the specific term \"diffusion\".\n- No additional explanation is required for the mark, but if provided, it should not contradict the correct answer.\n"} +{"prompt": "What is the primary purpose of mitosis in organisms?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: Growth (of the organism)\n\nAdditional guidance for markers:\n- Accept answers that clearly convey the idea of growth, such as \"to increase body size\" or \"for the organism to get bigger\"\n- Accept \"cell reproduction\" or \"cell division for growth\"\n- Do not accept \"reproduction\" alone, as this could be confused with meiosis\n- Do not accept \"repair\" alone, as this is a secondary function of mitosis\n\n2 marks: Growth and repair of the organism\n\nAdditional guidance for markers:\n- For the second mark, accept answers that mention tissue repair, replacement of damaged cells, or wound healing\n- Both growth and repair must be mentioned for full marks\n- If only repair is mentioned without growth, award 1 mark\n"} +{"prompt": "What is cell differentiation?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: Cell differentiation is the process by which cells become specialized for specific functions.\n\n2 marks: Cell differentiation is the process by which unspecialized cells develop into specialized cells with specific structures and functions.\n\nAdditional guidance for markers:\n- For 1 mark, the answer must convey the idea of cells becoming specialized or developing specific functions.\n- For 2 marks, the answer should include both the idea of unspecialized cells changing and the development of specific structures and functions.\n- Accept reasonable variations in wording that capture these key concepts.\n- Do not award marks for examples of specialized cells unless they are used to illustrate the process of differentiation.\n"} +{"prompt": "What are stem cells found in both embryonic and adult animals called?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Undifferentiated stem cells\n\nAdditional guidance for markers:\n- Accept \"undifferentiated cells\" or \"unspecialized stem cells\"\n- Do not accept \"stem cells\" alone, as the question specifically asks for the type of stem cells found in both embryonic and adult animals\n- Do not accept \"totipotent stem cells\" as these are only found in early embryos\n- Do not accept \"pluripotent stem cells\" as these are typically associated with embryonic stem cells only\n"} +{"prompt": "What is the primary function of stem cells in embryonic animals?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: To divide and produce a range of different cell types\n\n2 marks: To divide and produce a range of different cell types for development and growth\n\nAdditional guidance for markers:\n- Award 1 mark for identifying that stem cells divide to produce different cell types\n- Award the second mark for mentioning either development or growth as the purpose\n- Accept \"differentiation\" in place of \"produce a range of different cell types\"\n- Do not accept answers that only mention repair, as the question specifically asks about embryonic animals\n- The term \"embryonic\" does not need to be repeated in the answer as it is given in the question\n"} +{"prompt": "What is the main difference between embryonic and adult stem cells?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Embryonic stem cells are pluripotent (can develop into any cell type), while adult stem cells are multipotent (can only develop into a limited range of cell types).\n\nAdditional guidance for markers:\n- Accept answers that clearly convey the difference in differentiation potential between embryonic and adult stem cells.\n- Key words to look for: pluripotent, multipotent, differentiation potential, any cell type vs. limited range of cell types.\n- Do not award the mark for simply stating that embryonic stem cells come from embryos and adult stem cells come from adults, as this does not address their functional difference.\n- Accept alternative phrasing that accurately describes the difference in developmental potential.\n"} +{"prompt": "Why do multicellular organisms need exchange surfaces?", "ref_answer": "This question is worth \n3\n \n\n\n1 mark: To increase the efficiency of diffusion/exchange of substances\n\n1 mark: Because their surface area to volume ratio is too small (for efficient diffusion alone)\n\n1 mark: Because diffusion distances would be too great without specialized exchange surfaces\n\nAdditional guidance for markers:\n- The first mark is for recognizing the general purpose of exchange surfaces.\n- The second mark is for linking to the concept of surface area to volume ratio.\n- The third mark is for mentioning the issue of diffusion distances.\n- Accept answers that explain these concepts in different words, as long as the core ideas are present.\n- Do not award marks for simply stating what exchange surfaces do (e.g., \"for gas exchange\") without explaining why they are needed.\n"} +{"prompt": "What gas do most organisms require for cellular respiration?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Oxygen\n\nAdditional guidance for markers:\n- The answer must specifically state \"oxygen\" to receive the mark.\n- Do not accept \"air\" or \"O2\" alone, as the question asks for the gas by name.\n- No credit for additional information unless it's specifically asked for in the question.\n"} +{"prompt": "What is the main function of the human circulatory system?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: To transport substances around the body\n\nAdditional guidance for markers:\n- Accept answers that clearly convey the idea of distribution or circulation of materials throughout the body.\n- Acceptable variations include:\n * \"To deliver oxygen and nutrients to body tissues\"\n * \"To remove waste products from cells\"\n * \"To circulate blood throughout the body\"\n- Do not accept vague answers like \"to keep us alive\" or \"to help the body function\" without specific mention of transport or circulation.\n- Do not award the mark for answers that only mention one specific function (e.g., \"to carry oxygen\") without indicating the broader transport role.\n"} +{"prompt": "What type of muscle is found in the heart?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Cardiac muscle\n\nAdditional guidance for markers:\n- The answer must specifically state \"cardiac muscle\" to receive the mark.\n- Do not accept \"heart muscle\" alone, as this is not the specific scientific term.\n- Do not accept \"smooth muscle\" or \"skeletal muscle\" as these are incorrect for the heart.\n- If a student provides additional correct information about cardiac muscle (e.g., its unique properties), this can be noted but should not award extra marks for this question.\n"} +{"prompt": "What is the primary function of red blood cells in the blood?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: To transport oxygen\n\nAdditional guidance for markers:\n- Accept answers that clearly indicate the transportation of oxygen, such as \"carry oxygen\" or \"deliver oxygen to tissues/cells\"\n- Do not accept vague answers like \"to help with breathing\" or \"for respiration\" without specific mention of oxygen transport\n- Do not award the mark for mentioning other functions of red blood cells (e.g., removing carbon dioxide) unless oxygen transport is also explicitly stated\n\n"} +{"prompt": "What is the primary function of root hair cells in plants?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: To absorb water and mineral ions from the soil\n\nAdditional guidance for markers:\n- The answer must include both water AND mineral ions to receive the full mark.\n- Accept \"nutrients\" as an alternative to \"mineral ions\".\n- Do not award the mark for answers that only mention water absorption without mineral ions.\n- Do not accept vague answers like \"to take in substances from the soil\" without specifying water and minerals/nutrients.\n\n2 marks: To absorb water and mineral ions from the soil due to their large surface area\n\nAdditional guidance for markers:\n- Award 1 mark for the correct function (as above).\n- Award 1 additional mark for relating the function to the structure (large surface area).\n- Accept other valid structural features that aid absorption, such as \"thin cell walls\" or \"numerous projections\".\n"} +{"prompt": "What is the process by which water vapor is released from plant leaves called?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Transpiration\n\nAdditional guidance for markers:\n- The answer must specifically state \"transpiration\" to receive the mark.\n- Do not accept general descriptions like \"water loss\" or \"evaporation\" without the specific term.\n- \"Evapotranspiration\" is not acceptable as it includes evaporation from soil as well.\n"} +{"prompt": "What is the main function of xylem tissue in plants?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: Transport of water and dissolved minerals/nutrients\n\nAdditional guidance for markers:\n- Accept \"water transport\" or \"transport of water\" alone for the mark\n- Accept \"transport of minerals\" or \"transport of nutrients\" if paired with water\n- Do not accept \"transport\" alone without specifying what is being transported\n- Do not accept answers that only mention mineral or nutrient transport without mentioning water\n\n2 marks: Transport of water and dissolved minerals/nutrients from the roots to other parts of the plant\n\nAdditional guidance for markers:\n- Award 2 marks for a more complete answer that includes both the function (transport) and the direction (from roots to other parts)\n- If only the function is given correctly (as in the 1 mark answer), award 1 mark\n- If only the direction is given correctly without mentioning water/mineral transport, award 0 marks\n"} +{"prompt": "How does increased light intensity typically affect the rate of water uptake by a plant?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Increased light intensity typically increases the rate of water uptake by a plant.\n\nAdditional guidance for markers:\n- Accept answers that clearly indicate a positive correlation between light intensity and water uptake rate.\n- Accept phrases such as \"water uptake increases,\" \"the plant absorbs more water,\" or \"faster water uptake.\"\n- Do not accept vague answers like \"it affects water uptake\" without specifying the direction of change.\n- Do not accept answers that confuse light intensity with other environmental factors like temperature or air movement.\n"} +{"prompt": "What is the primary purpose of a simple potometer in plant biology experiments?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: To measure/investigate the rate of water uptake in plants\n\nAdditional guidance for markers:\n- Accept answers that clearly indicate the potometer is used to measure or investigate water uptake by plants.\n- Accept \"transpiration rate\" as an alternative to \"rate of water uptake\" as these are closely related.\n- Do not award the mark for vague answers like \"to study plants\" or \"to measure water\" without specifying uptake or rate.\n- The answer should reflect that it's about measuring a rate, not just a single measurement of water content.\n"} +{"prompt": "What are the two main components of the Central Nervous System?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: Brain\n1 mark: Spinal cord\n\nAdditional guidance for markers:\n- Both components must be correctly identified to receive full marks.\n- Accept \"spinal column\" as an alternative for \"spinal cord\".\n- Do not accept \"nerves\" or \"neurons\" as these are not the main components of the CNS.\n- If a student lists more than two components, only the first two should be considered. If both of these are correct, award full marks.\n"} +{"prompt": "What is the main function of the nervous system in producing a coordinated response?", "ref_answer": "This question is worth \n3\n \n\n\n1 mark: To coordinate responses\n\nAdditional guidance for markers:\n- Accept answers that clearly convey the idea of coordination, such as \"to coordinate actions\" or \"to produce coordinated reactions\"\n- Do not accept vague answers like \"to control the body\" or \"to send messages\" without mentioning coordination\n- Do not accept answers that only focus on receiving stimuli or sensing the environment, as the question specifically asks about producing a response\n\n2 marks: Explanation of how the nervous system achieves coordination, including at least two of the following points:\n- It extends to all parts of the body\n- It has many interconnections/links\n- It has different types of sensory receptors\n- It can process information from multiple sources\n\nAdditional guidance for markers:\n- Award 1 mark for a basic explanation that includes one of the above points\n- Award 2 marks for a more comprehensive explanation that includes at least two of the above points\n- Accept other relevant points that explain how the nervous system achieves coordination\n"} +{"prompt": "What is the primary function of a reflex arc?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: To produce a rapid, automatic response to a stimulus\n\nAdditional guidance for markers:\n- Accept answers that clearly convey the idea of a quick, involuntary reaction\n- Key words to look for: rapid/quick/fast AND automatic/involuntary/unconscious\n- Do not accept answers that only mention \"response\" without indicating speed or automaticity\n- Do not accept answers that describe the pathway of a reflex arc without stating its function\n\n2 marks: To produce a rapid, automatic response to a stimulus without involving the brain\n\nAdditional guidance for markers:\n- Award 2 marks for answers that include the above point AND explicitly state that the brain is not involved\n- The idea that the response bypasses conscious thought or higher brain centers should be clear\n- Accept \"spinal cord\" if used to indicate that the brain is not involved in the reflex\n"} +{"prompt": "What is the function of the cornea in the human eye?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: To refract (bend) light entering the eye\n\n2 marks: To refract (bend) light entering the eye and focus it onto the retina\n\nAdditional guidance for markers:\n- For 1 mark, accept answers that clearly indicate the cornea's role in bending or refracting light.\n- For 2 marks, the answer must include both the refraction of light and the fact that this helps focus the light onto the retina.\n- Do not accept vague answers like \"to help us see\" or \"to protect the eye\" without mentioning light refraction.\n- Accept \"to focus light\" as equivalent to \"to refract light\" for the first mark.\n"} +{"prompt": "What is the term for the condition where a person has difficulty distinguishing between certain colors?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Color blindness\n\nAdditional guidance for markers:\n- Accept \"colour blindness\" (British spelling) as an alternative.\n- Do not accept general terms like \"vision defect\" or \"eye problem\" as the question specifically asks for the term related to color distinction difficulty.\n- Do not accept \"daltonism\" as this is a less common, more specialized term not typically used at the high school level.\n"} +{"prompt": "What part of the brain is responsible for conscious thought and decision-making?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Cerebrum\n\nAdditional guidance for markers:\n- Accept \"cerebral cortex\" as an alternative correct answer.\n- Do not accept \"frontal lobe\" alone, as this is only part of the cerebrum.\n- Do not accept general answers like \"forebrain\" or \"higher brain\" without specifically mentioning cerebrum.\n- Spelling must be close enough to be unambiguous (e.g., \"serebrum\" would be acceptable, but \"cerebellum\" would not).\n"} +{"prompt": "What is one ethical issue that researchers must consider when investigating brain function?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Any one of the following ethical issues:\n- Informed consent from participants\n- Privacy and confidentiality of brain data\n- Potential risks or discomfort to participants\n- Handling incidental findings (e.g., unexpected brain abnormalities)\n- Fair selection of research subjects\n- Balancing benefits and risks of brain research\n\nAdditional guidance for markers:\n- Accept any reasonable ethical issue related to brain function research.\n- The answer should clearly relate to ethics, not just general difficulties in brain research.\n- If multiple issues are given, award the mark for the first correct answer.\n- Do not accept vague answers like \"being ethical\" without specifying an issue.\n"} +{"prompt": "What is one limitation in treating damage to nervous tissue?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark for any one of the following:\n- Limited ability to repair nervous tissue\n- Irreversible damage to the surrounding tissues\n- Difficulties with accessing parts of the nervous system\n\nAdditional guidance for markers:\n- Accept reasonable paraphrasing of these points\n- The answer should focus on a specific limitation related to treatment, not just general facts about the nervous system\n- Do not accept vague answers like \"it's difficult\" without specifying why\n"} +{"prompt": "What type of chemical messengers are used in the human endocrine system?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Hormones\n\nAdditional guidance for markers:\n- Accept \"hormones\" or \"chemical hormones\" for the mark.\n- Do not accept general terms like \"chemicals\" or \"messengers\" alone, as the question specifically asks about the endocrine system.\n- Do not accept specific examples of hormones (e.g., insulin, adrenaline) without the general term \"hormones\".\n"} +{"prompt": "What is the primary function of thyroxine in the body?", "ref_answer": "This question is worth \n3\n \n\n\n1 mark: Regulation of metabolism\n\nAdditional guidance for markers:\n- Accept answers that clearly indicate thyroxine's role in controlling the body's metabolic rate\n- Accept \"controls energy production\" or \"regulates energy use in cells\"\n- Do not accept vague answers like \"controls hormones\" or \"regulates the body\"\n- Do not accept answers that confuse thyroxine's function with that of adrenaline\n\n2 marks: Explanation of negative feedback system\n\nAdditional guidance for markers:\n- Award 1 mark for mentioning that thyroxine is part of a negative feedback system\n- Award 1 additional mark for a brief explanation of how this system works, e.g., \"thyroxine levels increase when metabolism needs to speed up, and decrease when it needs to slow down\"\n- Full marks can be awarded for a comprehensive explanation of the negative feedback loop involving the thyroid gland, even if the term \"negative feedback\" is not explicitly used\n"} +{"prompt": "Which hormone is primarily responsible for the development of male secondary sexual characteristics?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Testosterone\n\nAdditional guidance for markers:\n- The answer must specifically state \"testosterone\" to receive the mark.\n- Do not accept general terms like \"male hormone\" or \"androgen\".\n- Do not accept other hormones such as FSH or growth hormone, even if they play a minor role in male development.\n"} +{"prompt": "Which hormone stimulates the development of follicles in the ovary?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Follicle Stimulating Hormone (FSH)\n\nAdditional guidance for markers:\n- Accept \"FSH\" as an abbreviation\n- Do not accept \"follicle hormone\" or other vague descriptions\n- The full name \"Follicle Stimulating Hormone\" is not required, but if given, it must be correct\n- Do not accept \"LH\" (Luteinizing Hormone) as this is incorrect for follicle development\n"} +{"prompt": "What is the primary purpose of using hormones in contraception?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: To prevent ovulation\n\nAdditional guidance for markers:\n- Accept \"to stop the release of eggs\" or similar phrasing that clearly indicates preventing ovulation.\n- Do not accept vague answers like \"to prevent pregnancy\" as this doesn't specify the hormonal mechanism.\n- Do not accept \"to thicken cervical mucus\" or \"to thin the uterine lining\" alone, as these are secondary effects of hormonal contraceptives.\n\n2 marks: To prevent ovulation AND one of the following secondary effects:\n- Thickening cervical mucus to prevent sperm entry\n- Thinning the uterine lining to prevent implantation\n\nAdditional guidance for markers:\n- Award 1 mark for preventing ovulation and 1 mark for either of the secondary effects.\n- Both points must be clearly stated to award full marks.\n"} +{"prompt": "What is the main purpose of using hormones in reproductive technologies?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: To treat infertility\n\nAdditional guidance for markers:\n- Accept answers that clearly convey the idea of helping people who have difficulty conceiving, such as \"to help people have babies\" or \"to assist in reproduction for those who struggle to conceive naturally\"\n- Do not accept vague answers like \"to help reproduction\" without mentioning infertility or difficulty conceiving\n- Do not accept answers that only describe specific treatments without mentioning the overall purpose of treating infertility\n\n2 marks: To treat infertility by controlling or regulating reproductive processes\n\nAdditional guidance for markers:\n- For the second mark, look for an explanation that shows understanding of how hormones work in reproductive technologies, such as \"controlling ovulation\", \"stimulating egg production\", or \"preparing the uterus for implantation\"\n- Accept answers that mention specific hormones (e.g., FSH, LH) and their roles, but this is not required for full marks\n"} +{"prompt": "What type of chemical compounds are plant hormones?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Organic compounds\n\nAdditional guidance for markers:\n- Accept \"organic molecules\" or \"organic substances\" as equivalent answers.\n- Do not accept \"hormones\" alone, as the question specifically asks for the type of chemical compounds.\n- Do not accept specific examples of plant hormones (e.g., auxins) without mentioning that they are organic compounds.\n- If a student provides a more specific answer that includes \"organic\" (e.g., \"organic signaling molecules\"), award the mark.\n"} +{"prompt": "What plant hormone is responsible for controlling fruit ripening?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Ethene\n\nAdditional guidance for markers:\n- Accept \"ethylene\" as an alternative name for ethene.\n- Do not accept other plant hormones like auxins or gibberellins.\n- The answer must specifically name the hormone; a general description of its function is not sufficient for the mark.\n"} +{"prompt": "What is one way plant hormones are used to control plant growth?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Any one of the following uses of plant hormones to control plant growth:\n- Selective herbicides\n- Promoting root cuttings\n- Producing seedless fruit (parthenocarpic fruit development)\n- Altering dormancy\n\nAdditional guidance for markers:\n- The answer must provide a specific example of how plant hormones are used to control plant growth.\n- General statements about plant growth without mentioning a specific use will not receive the mark.\n- Accept other scientifically accurate examples of plant hormone use that clearly control plant growth, even if not explicitly listed in the syllabus.\n"} +{"prompt": "What is the term for the body's ability to maintain a stable internal environment?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Homeostasis\n\nAdditional guidance for markers:\n- The answer must specifically state \"homeostasis\" to receive the mark.\n- Do not accept descriptions of the process without the specific term.\n- Do not accept similar terms such as \"balance\" or \"regulation\" alone.\n"} +{"prompt": "What is the primary function of sweating in body temperature regulation?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: Cooling the body / Lowering body temperature\n\nAdditional guidance for markers:\n- Accept answers that clearly indicate the cooling effect of sweating, such as \"heat loss\" or \"temperature reduction\".\n- Do not accept vague answers like \"temperature regulation\" without specifying cooling or lowering temperature.\n- Do not accept answers that only describe the process of sweating without mentioning its cooling effect.\n\n2 marks: Explanation of how sweating cools the body\n- As sweat evaporates from the skin surface, it removes heat from the body\n\nAdditional guidance for markers:\n- The answer must link evaporation to heat removal or cooling for the second mark.\n- Accept answers that mention latent heat of vaporization, though this level of detail is not required.\n- Do not award the second mark without a correct answer for the first mark.\n"} +{"prompt": "What hormone is responsible for controlling blood sugar levels in the body?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Insulin\n\nAdditional guidance for markers:\n- The answer must specifically state \"insulin\" to receive the mark.\n- Do not accept general terms like \"hormones\" or \"pancreatic hormones\".\n- Do not accept glucagon, as it raises blood sugar levels rather than controlling them directly.\n- If a student mentions both insulin and glucagon, award the mark as long as insulin is included.\n"} +{"prompt": "What hormone works in opposition to insulin to regulate blood sugar levels?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Glucagon\n\nAdditional guidance for markers:\n- The answer must specifically state \"glucagon\" to receive the mark.\n- Do not accept general descriptions like \"a hormone that raises blood sugar\" without naming glucagon.\n- Do not accept other hormones that may affect blood sugar (e.g., cortisol, adrenaline) as the question specifically asks for the hormone that works in opposition to insulin.\n"} +{"prompt": "What is the main difference in insulin production between type 1 and type 2 diabetes?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: In type 1 diabetes, little or no insulin is produced.\n1 mark: In type 2 diabetes, insulin is produced but cells do not respond properly to it (insulin resistance).\n\nAdditional guidance for markers:\n- For the first mark, accept answers that clearly indicate a lack of insulin production in type 1 diabetes, such as \"pancreas doesn't produce insulin\" or \"body can't make insulin\".\n- For the second mark, accept answers that describe insulin resistance or reduced effectiveness of insulin in type 2 diabetes, such as \"body becomes resistant to insulin\" or \"cells don't respond well to insulin\".\n- Both points must be made for full marks.\n- Do not award marks for simply stating treatments or symptoms without addressing insulin production/effectiveness.\n"} +{"prompt": "What happens to a cell when it is placed in a solution with a lower water potential than the cell?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: The cell will lose water / shrink / become plasmolysed\n\nAdditional guidance for markers:\n- Accept any clear indication that the cell loses water or becomes smaller.\n- \"Plasmolysis\" or \"plasmolyse\" are acceptable technical terms.\n- Do not accept \"dehydration\" alone without clarification that it's specific to the cell.\n- Do not accept \"cell death\" as this is not necessarily the immediate result.\n- The answer should indicate a change in the cell's size or water content, not just state that osmosis occurs.\n\n2 marks: The cell will lose water by osmosis, causing it to shrink / become plasmolysed\n\nAdditional guidance for markers:\n- For full marks, the answer must include both the process (osmosis) and the result (shrinking or plasmolysis).\n- The direction of water movement (out of the cell) must be clear for the second mark.\n- Accept \"diffusion of water\" in place of \"osmosis\" if the direction is clearly stated.\n"} +{"prompt": "What is the primary function of the kidneys in maintaining water balance in the body?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: The primary function of the kidneys in maintaining water balance is to vary the amount and concentration of urine excreted.\n\n2 marks: The kidneys maintain water balance by:\n- Varying the amount of urine produced\n- Varying the concentration of urine excreted\n\nAdditional guidance for markers:\n- For 1 mark, accept answers that convey the idea of controlling urine output to regulate water balance.\n- For 2 marks, both the amount and concentration of urine must be mentioned.\n- Do not accept vague answers like \"filter blood\" or \"remove waste\" without specific reference to urine or water balance.\n- Accept equivalent phrasing that clearly conveys the idea of adjusting urine volume and concentration.\n"} +{"prompt": "What is the name of the structure in the kidney that contains the glomerulus?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Bowman's capsule\n\nAdditional guidance for markers:\n- The answer must specifically state \"Bowman's capsule\" to receive the mark.\n- Do not accept \"nephron\" or \"kidney tubule\" as these are more general structures.\n- \"Renal capsule\" is not correct and should not be awarded the mark.\n- Spelling variations such as \"Bowmann's capsule\" or \"Bowmans capsule\" can be accepted if the meaning is clear.\n"} +{"prompt": "What does ADH stand for in the context of kidney function?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Anti-Diuretic Hormone\n\nAdditional guidance for markers:\n- The answer must be spelled correctly and in full to receive the mark.\n- Do not accept abbreviations or partial answers.\n- \"Antidiuretic Hormone\" (without the hyphen) is also acceptable.\n"} +{"prompt": "What is the body's response to excessive sweating and dehydration?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: The body responds by increasing thirst\n\n1 mark: The kidneys produce more concentrated urine\n\nAdditional guidance for markers:\n- For the first mark, accept answers that clearly indicate increased desire to drink water or fluids\n- For the second mark, accept answers that describe the kidneys conserving water or reducing urine output\n- Do not award marks for vague answers like \"the body tries to retain water\" without specifying how\n- Responses related to other systems (e.g., sweating less) are not credited as per the syllabus focus on kidney function and thirst\n"} +{"prompt": "What are two examples of materials that cycle through ecosystems?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: Nitrogen\n1 mark: Carbon\n\nAdditional guidance for markers:\n- Award 1 mark for each correct material mentioned.\n- Accept other valid examples of cycled materials such as water, phosphorus, or oxygen.\n- Do not accept general terms like \"nutrients\" or \"minerals\" without specific examples.\n- The answer must provide two distinct examples to receive full marks.\n"} +{"prompt": "What is the primary role of microorganisms in an ecosystem's material cycle?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: Decomposition / decomposers\n\nAdditional guidance for markers:\n- Accept \"breaking down organic matter\" or \"recycling nutrients\" as alternative phrasing\n- Do not accept vague answers like \"recycling\" without specifying what is being recycled\n- Do not accept \"decay\" alone without further elaboration, as it doesn't fully capture the role\n\n2 marks: Microorganisms break down dead organic matter, releasing nutrients back into the ecosystem\n\nAdditional guidance for markers:\n- For full marks, the answer should include both the process (breaking down organic matter) and the outcome (releasing/recycling nutrients)\n- Accept answers that mention specific nutrients being recycled (e.g., carbon, nitrogen)\n- Accept answers that specify the type of organic matter (e.g., dead plants, animals, waste)\n"} +{"prompt": "What is the primary importance of the carbon cycle for living organisms?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: The carbon cycle maintains the flow of carbon/nutrients in ecosystems\n\n2 marks: The carbon cycle ensures that carbon is continuously recycled/reused in the environment, making it available for living organisms\n\nAdditional guidance for markers:\n- For 1 mark, accept answers that mention the circulation or movement of carbon through ecosystems\n- For 2 marks, look for answers that explicitly mention recycling or reuse of carbon\n- Do not accept vague answers like \"it's important for life\" without mentioning carbon specifically\n- Answers referring to oxygen production or photosynthesis alone are not sufficient, as the question asks about the carbon cycle specifically\n"} +{"prompt": "How does an increase in temperature generally affect the rate of decomposition?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: An increase in temperature generally increases the rate of decomposition.\n\nAdditional guidance for markers:\n- Accept answers that clearly indicate a positive correlation between temperature and decomposition rate.\n- Accept phrases such as \"speeds up decomposition\", \"makes decomposition faster\", or \"accelerates the process of decomposition\".\n- Do not accept vague answers like \"affects decomposition\" without specifying the direction of change.\n- Do not award the mark if the answer suggests that increased temperature always increases decomposition rate, as extreme temperatures can inhibit microbial activity.\n"} +{"prompt": "What is the smallest level of organization in an ecosystem?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Individual organism\n\nAdditional guidance for markers:\n- Accept \"organism\" or \"individual\" as correct answers.\n- Do not accept \"cell\" or any subcellular structures, as the question specifically asks about levels of organization in an ecosystem.\n- Do not accept \"species\" or any higher levels of organization (e.g., population, community).\n"} +{"prompt": "What is an example of an abiotic factor that can affect communities?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Any one of the following abiotic factors:\n- Temperature\n- Light intensity\n- Moisture level\n- pH of soil\n\nAdditional guidance for markers:\n- Accept any reasonable abiotic factor that can affect communities, even if not explicitly listed in the syllabus.\n- Do not accept biotic factors such as predators or food.\n- The answer should be a specific factor, not a general category (e.g., \"climate\" is too broad).\n- If multiple factors are given, only the first one should be marked.\n"} +{"prompt": "What term describes the relationship between a predator and its prey?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Predation\n\nAdditional guidance for markers:\n- Accept \"predator-prey relationship\" or \"predator-prey interaction\"\n- Do not accept \"food chain\" or \"food web\" as these are broader concepts\n- Do not accept \"hunting\" or \"eating\" as these are actions rather than the ecological relationship\n- The term \"predation\" must be used or clearly implied to receive the mark\n"} +{"prompt": "What term is used to describe organisms that make their own food in an ecosystem?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Producers\n\nAdditional guidance for markers:\n- Accept \"autotrophs\" as an alternative correct answer.\n- Do not accept \"plants\" alone, as not all producers are plants.\n- Do not accept \"primary producers\" as this is redundant.\n- The answer should be in plural form (\"Producers\" or \"Autotrophs\") to match the question's phrasing of \"organisms\", but singular form can be accepted if the rest of the answer is correct.\n"} +{"prompt": "What is a pyramid of biomass used to represent in an ecosystem?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: A pyramid of biomass represents the total mass of living organisms at each trophic level in an ecosystem.\n\nAdditional guidance for markers:\n- Accept answers that clearly convey the idea of showing the amount/quantity of living matter at each feeding level.\n- Key words to look for: biomass, trophic levels, feeding levels.\n- Do not accept answers that only mention \"energy\" without referring to biomass or living matter.\n- Do not accept answers that confuse pyramids of biomass with pyramids of numbers or energy.\n\n2 marks: A more comprehensive answer should also include:\n- The pyramid shows a decrease in biomass from lower to higher trophic levels.\n- This decrease is due to loss of biomass through processes such as respiration, excretion, and egestion.\n\nAdditional guidance for markers:\n- Award 1 mark for correctly describing what a pyramid of biomass represents.\n- Award the second mark for explaining the decreasing trend and/or reasons for biomass loss between trophic levels.\n"} +{"prompt": "What is the term for the transfer of energy from one trophic level to another in a food chain?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Energy transfer\n\nAdditional guidance for markers:\n- Accept \"energy flow\" as an alternative answer.\n- Do not accept \"biomass transfer\" as this is not specifically about energy.\n- Do not accept vague answers like \"transfer\" or \"flow\" without mentioning energy.\n- The term \"trophic transfer\" is also acceptable if used in the context of energy.\n\n"} +{"prompt": "What is the term for a reproductive cell that contains half the number of chromosomes of a normal body cell?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Gamete\n\nAdditional guidance for markers:\n- The answer must specifically state \"gamete\" to receive the mark.\n- Do not accept other terms like \"sex cell\" or \"reproductive cell\" alone, as the question asks for the specific term.\n- Do not accept \"haploid cell\" as this is a more general term, though it describes the same concept.\n- No credit for mentioning examples of gametes (e.g., sperm, egg) without using the term \"gamete\".\n"} +{"prompt": "What term is used to describe the entire genetic material of an organism?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Genome\n\nAdditional guidance for markers:\n- The answer must specifically state \"genome\" to receive the mark.\n- Do not accept related terms such as \"DNA,\" \"genes,\" or \"chromosomes\" alone, as the question asks for the specific term that describes the entire genetic material.\n- Do not accept \"genetic material\" as this is given in the question.\n"} +{"prompt": "What term is used to describe the physical characteristics of an organism resulting from its genes and environment?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Phenotype\n\nAdditional guidance for markers:\n- The answer must specifically state \"phenotype\" to receive the mark.\n- Do not accept \"characteristics\" or \"traits\" alone, as these are not the specific scientific term requested.\n- Do not accept \"genotype\" as this refers to the genetic makeup, not the physical characteristics.\n- Do not accept \"gene expression\" as this is the process, not the resulting characteristics.\n"} +{"prompt": "What is the source of all genetic variants?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Mutations\n\nAdditional guidance for markers:\n- Accept \"mutation\" in singular form as well.\n- Do not accept general terms like \"DNA changes\" or \"genetic changes\" without specifically mentioning mutations.\n- Do not accept \"inheritance\" or \"reproduction\" as these are not the source of genetic variants, but rather the means of passing them on.\n"} +{"prompt": "What type of DNA can affect protein activity when genetic variants occur?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: Coding DNA\n\nAdditional guidance for markers:\n- Accept \"Coding DNA\" or \"Coding regions of DNA\"\n- Do not accept just \"DNA\" as the question specifically asks for the type of DNA\n- Do not accept \"non-coding DNA\" as this does not directly affect protein activity\n- Accept answers that mention \"exons\" as these are coding regions of DNA\n\n1 mark: Explanation that genetic variants in coding DNA can alter the activity of a protein\n\nAdditional guidance for markers:\n- The explanation should link the genetic variant to a change in protein activity\n- Accept answers that mention changes to protein structure, including enzyme active sites\n- Do not award this mark without the correct identification of coding DNA\n\n"} +{"prompt": "What is one advantage of asexual reproduction in organisms?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Any one of the following advantages:\n- Rapid reproduction / fast population growth\n- No need for a mate\n- Genetically identical offspring (clones)\n- Energy efficient (doesn't require production of gametes or mating behavior)\n- Can occur when population density is low\n\nAdditional guidance for markers:\n- Accept any clear explanation that aligns with one of these advantages.\n- The answer should focus on an advantage specific to asexual reproduction.\n- Do not accept vague answers like \"easier\" without further explanation.\n- Do not accept answers related to sexual reproduction advantages.\n"} +{"prompt": "What does the term \"haploid\" mean in biology?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Haploid means having a single set of chromosomes.\n\nAdditional guidance for markers:\n- Accept answers that clearly convey the concept of a single set of chromosomes, such as \"having half the normal number of chromosomes\" or \"containing one copy of each chromosome\".\n- Do not accept vague answers like \"fewer chromosomes\" without specifying it's a single set.\n- Do not accept answers that confuse haploid with diploid (e.g., two sets of chromosomes).\n"} +{"prompt": "What is the primary function of meiotic cell division in gamete formation?", "ref_answer": "This question is worth \n3\n \n\n\n1 mark: To halve the chromosome number\n\n2 marks: To halve the chromosome number to form haploid gametes\n\n3 marks: To halve the chromosome number to form haploid gametes, which maintains the diploid number when gametes combine during fertilization\n\nAdditional guidance for markers:\n- The first mark is awarded for recognizing that meiosis halves the chromosome number.\n- The second mark is for linking this to gamete formation.\n- The third mark is for explaining the significance in maintaining the diploid number in offspring.\n- Accept alternative phrasing that conveys the same concepts.\n- Do not award marks for mentioning genetic variation, as this is not the primary function asked for in the question.\n"} +{"prompt": "What term describes an organism that has two identical alleles for a particular gene?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Homozygous\n\nAdditional guidance for markers:\n- The answer must be \"homozygous\" to receive the mark.\n- Do not accept \"pure-breeding\" or \"true-breeding\" as these are not the specific genetic term requested.\n- Do not accept \"dominant\" or \"recessive\" alone, as these do not specifically indicate identical alleles.\n- Spelling must be close enough to be unambiguous, but minor spelling errors can be tolerated (e.g., \"homozygus\" would be acceptable).\n"} +{"prompt": "What tool is commonly used to predict the outcomes of single gene crosses?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Punnett square\n\nAdditional guidance for markers:\n- Accept \"Punnett diagram\" as an alternative answer.\n- Do not accept \"genetic diagram\" or \"cross diagram\" alone, as these are too vague.\n- The spelling \"Punnett\" does not need to be exact, but it should be recognizable (e.g., \"Punnet square\" is acceptable).\n- Do not accept \"genetic cross\" or \"monohybrid cross\" as these describe the process, not the specific tool used.\n"} +{"prompt": "What are the sex chromosomes in humans?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: X and Y chromosomes\n\nAdditional guidance for markers:\n- Accept \"XX\" for females and \"XY\" for males if both are mentioned.\n- Do not award the mark for only mentioning one sex chromosome (e.g., just \"X\" or just \"Y\").\n- The answer should indicate that there are two sex chromosomes in humans.\n- Do not accept answers that include autosomal chromosomes or other letters.\n"} +{"prompt": "What term is used to describe traits that are influenced by multiple genes?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Polygenic traits\n\nAdditional guidance for markers:\n- Accept \"polygenic inheritance\" or \"polygenic characteristics\"\n- Do not accept \"multiple gene inheritance\" alone, as the question specifically asks for the term used to describe these traits\n- Do not accept \"multigenic\" as this is less commonly used and not the standard term in most high school curricula\n"} +{"prompt": "Who is considered the father of modern genetics?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Gregor Mendel\n\nAdditional guidance for markers:\n- Accept \"Mendel\" alone for the mark.\n- Do not accept \"Father Mendel\" or \"Johann Mendel\" as these are not commonly used to refer to him in scientific contexts.\n- The answer must specifically name Mendel; general descriptions without his name (e.g., \"a monk\" or \"an Austrian scientist\") are not sufficient for the mark.\n"} +{"prompt": "What term is used to describe the range of different genetic traits within a population of a species?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Genetic variation\n\nAdditional guidance for markers:\n- Accept \"genetic diversity\" as an alternative correct answer.\n- Do not accept \"variation\" or \"diversity\" alone; the term \"genetic\" must be included.\n- Do not accept \"biodiversity\" as this refers to the variety of species rather than genetic traits within a species.\n"} +{"prompt": "What is the main difference between natural and artificial classification systems in biology?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: Natural classification systems are based on evolutionary relationships/common ancestry.\n1 mark: Artificial classification systems are based on observable characteristics/chosen features.\n\nAdditional guidance for markers:\n- For the first mark, accept answers that clearly convey the idea of evolutionary relationships, such as \"phylogenetic connections\" or \"genetic similarities\".\n- For the second mark, accept answers that emphasize the arbitrary or human-chosen nature of the classification criteria, such as \"selected traits\" or \"convenient groupings\".\n- Both points must be made for full marks.\n- Do not award marks for simply naming examples of each system without explaining the difference.\n"} +{"prompt": "What is the term for the process by which organisms better adapted to their environment tend to survive and produce more offspring?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Natural selection\n\nAdditional guidance for markers:\n- The answer must specifically state \"natural selection\" to receive the mark.\n- Do not accept \"evolution\" alone, as this is the broader concept that natural selection leads to.\n- Do not accept \"survival of the fittest\" as this is a popularized phrase that doesn't fully capture the scientific concept.\n- \"Natural selection\" must be written as a complete term; \"selection\" alone is not sufficient.\n"} +{"prompt": "What is evolution defined as in terms of inherited characteristics?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Evolution is defined as a change in the inherited characteristics of a population over time.\n\nAdditional guidance for markers:\n- The answer must include the following key elements:\n 1. Change\n 2. Inherited characteristics\n 3. Population\n 4. Over time\n- Do not award the mark if the answer only mentions \"change\" without specifying inherited characteristics.\n- The term \"population\" is essential; do not accept answers that refer to individuals instead of populations.\n- \"Over time\" or an equivalent phrase indicating a temporal aspect must be present.\n- While \"natural selection\" and \"formation of new species\" are related concepts, they are not required for this specific definition and should not be considered for the mark.\n"} +{"prompt": "What type of evidence supports the theory of evolution?", "ref_answer": "This question is worth \n2\n \n\n\n2 marks:\n\n1 mark: Fossils\n1 mark: Antibiotic resistance in bacteria\n\nAdditional guidance for markers:\n- Accept \"fossil record\" or specific examples of fossils as equivalent to \"fossils\"\n- For antibiotic resistance, accept clear descriptions of bacterial evolution in response to antibiotics\n- Do not award marks for other types of evidence not mentioned in the syllabus point (e.g., comparative anatomy, DNA evidence)\n- If more than two types of evidence are given, only mark the first two\n"} +{"prompt": "Who, along with Darwin, is credited for developing the theory of evolution by natural selection?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Alfred Russel Wallace\n\nAdditional guidance for markers:\n- The full name \"Alfred Russel Wallace\" is not required; \"Wallace\" alone is sufficient for the mark.\n- Do not accept \"Russell\" instead of \"Russel\" as this is a common misspelling.\n- Do not accept any other names, even if they contributed to evolutionary theory in other ways (e.g., Lamarck, Mendel).\n- The question specifically asks for the person credited alongside Darwin, so Darwin should not be mentioned in the answer.\n"} +{"prompt": "What is the purpose of using a quadrat in a field investigation?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: To sample/measure the distribution of organisms in a habitat\n1 mark: To estimate the abundance/population of organisms in a given area\n\nAdditional guidance for markers:\n- Accept answers that mention \"to count\" or \"to record\" organisms instead of \"to sample\" or \"measure\"\n- Accept \"density\" as an alternative to \"abundance\"\n- Do not award marks for vague answers like \"to study plants/animals\" without mentioning distribution or abundance\n- The concept of a representative sample or scaling up to estimate larger populations can be awarded the second mark if clearly explained\n"} +{"prompt": "What is one positive human interaction that can impact biodiversity in an ecosystem?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark for any one of the following positive human interactions that can impact biodiversity:\n\n- Conservation efforts\n- Creating protected areas or wildlife reserves\n- Habitat restoration\n- Reforestation\n- Sustainable farming practices\n- Reducing pollution\n- Implementing wildlife corridors\n- Captive breeding programs for endangered species\n- Environmental education and awareness programs\n- Sustainable fishing practices\n- Legislation to protect endangered species\n\nAdditional guidance for markers:\n- Accept any reasonable answer that describes a positive human action that can increase or protect biodiversity.\n- The answer should clearly indicate how the action benefits biodiversity or species conservation.\n- Do not accept vague answers like \"helping animals\" without specific actions.\n"} +{"prompt": "What is one benefit of maintaining global biodiversity?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark for any one of the following benefits:\n\n- Preservation of ecosystem services\n- Potential source of new medicines\n- Maintaining food security through genetic diversity\n- Supporting ecotourism\n- Climate regulation\n- Soil formation and protection\n- Nutrient cycling\n- Pollination services\n\nAdditional guidance for markers:\n- Accept any reasonable benefit that relates to maintaining global biodiversity.\n- The answer should demonstrate an understanding of how biodiversity contributes to global ecological or economic systems.\n- Do not accept vague answers like \"it's good for the environment\" without specific explanation.\n"} +{"prompt": "What is one factor that biologists consider when trying to increase food production to meet the growing human population's needs?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Any one of the following factors:\n\n- Environmental changes (e.g., changes in water availability or atmospheric gases)\n- Impact on ecosystems\n- Use of gene technology / genetic engineering\n- Nutritional content / balance of diet\n- Photosynthesis efficiency in plants\n- Interactions between species\n- Selection of desirable characteristics in crops/livestock\n\nAdditional guidance for markers:\n- Accept any reasonable factor that relates to increasing food production in the context of biology.\n- The answer should demonstrate an understanding of biological considerations, not just general agricultural practices.\n- Do not accept vague answers like \"growing more food\" without a specific biological factor.\n"} +{"prompt": "What demographic trend is contributing to increased pressure on food security?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Increasing human population\n\nAdditional guidance for markers:\n- Accept clear references to population growth or rising population numbers.\n- Do not accept vague answers like \"more people\" without explicitly mentioning increase or growth.\n- Do not accept other demographic trends like urbanization or aging population unless specifically linked to overall population increase.\n"} +{"prompt": "What is hydroponics in the context of agricultural solutions?", "ref_answer": "This question is worth \n3\n \n\n\n1 mark: Hydroponics is a method of growing plants without soil.\n\n2 marks: Hydroponics is a method of growing plants without soil, where plants are grown in a nutrient-rich water solution.\n\n3 marks: Hydroponics is a method of growing plants without soil, where plants are grown in a nutrient-rich water solution. This technique allows for efficient use of water and nutrients, and can be used in areas where traditional soil-based agriculture is not feasible.\n\nAdditional guidance for markers:\n- For 1 mark, the key concept of growing plants without soil must be mentioned.\n- For 2 marks, the addition of nutrient-rich water solution should be included.\n- For 3 marks, at least one advantage or application of hydroponics should be stated.\n- Accept reasonable variations in wording that convey the same concepts.\n- Do not award marks for simply stating it's an agricultural technique without explaining what it involves.\n"} +{"prompt": "What is one potential benefit of selective breeding in food plants?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Any one of the following potential benefits:\n- Increased crop yield\n- Improved disease resistance\n- Enhanced nutritional content\n- Better taste or flavor\n- Longer shelf life\n- Improved drought tolerance\n- Faster growth rate\n- Uniform size or appearance\n\nAdditional guidance for markers:\n- Accept any reasonable benefit that relates to improving the quality, quantity, or resilience of food plants.\n- The answer should clearly indicate an improvement or advantage gained through selective breeding.\n- Do not accept vague answers like \"better plants\" without specific benefits.\n- Answers related to genetic modification should not be accepted unless they explicitly mention selective breeding.\n"} +{"prompt": "What is the main goal of genetic engineering?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: To modify the genome of an organism to introduce desirable characteristics\n\nAdditional guidance for markers:\n- The answer should include the concept of modifying/changing genetic material (genome, DNA, genes)\n- The answer should also mention introducing or adding desirable traits/characteristics\n- Accept reasonable synonyms for \"desirable\" such as \"beneficial\" or \"wanted\"\n- Do not accept vague answers like \"to change organisms\" without mentioning genetic modification\n- Do not accept answers that only focus on cloning or selective breeding without mentioning genetic modification\n"} +{"prompt": "What type of enzymes are used to cut DNA at specific sequences in genetic engineering?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Restriction enzymes\n\nAdditional guidance for markers:\n- The answer must specifically state \"restriction enzymes\" to receive the mark.\n- Do not accept \"enzymes\" alone, as the question asks for the specific type of enzymes used in genetic engineering.\n- Do not accept alternative terms like \"endonucleases\" or \"restriction endonucleases,\" as these are more advanced terms not typically used at the high school level.\n"} +{"prompt": "What is one potential benefit of using gene technology in modern agriculture?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark for any one of the following potential benefits:\n\n- Increased crop yields\n- Improved nutritional content of crops\n- Enhanced resistance to pests or diseases\n- Increased tolerance to environmental stresses (e.g., drought, salinity)\n- Extended shelf life of produce\n- Reduced use of pesticides or herbicides\n- Improved taste or quality of crops\n\nAdditional guidance for markers:\n- Accept any reasonable benefit that relates to the use of gene technology in agriculture.\n- The answer should demonstrate an understanding of how genetic modification can improve agricultural practices or outcomes.\n- Do not accept vague answers like \"better crops\" without specific explanation.\n- Ethical considerations are not required for this mark, as the question asks for a potential benefit.\n"} +{"prompt": "What is one potential biotechnological solution to address the demands of a growing human population?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Identification of a valid biotechnological solution, such as:\n- Genetic modification of crops\n- Genetic modification of livestock\n- Development of lab-grown meat\n- Use of bioreactors for food production\n- Hydroponics or vertical farming techniques\n- Improved pest-resistant crops through biotechnology\n\nAdditional guidance for markers:\n- The answer should clearly relate to biotechnology and its application to food production or resource management.\n- Accept any reasonable biotechnological solution that addresses food security or resource efficiency for a growing population.\n- Do not accept general agricultural practices that do not involve biotechnology (e.g., traditional breeding methods, irrigation).\n- The answer should demonstrate an understanding of how the proposed solution could help meet the demands of a growing population.\n"} +{"prompt": "What is the general relationship between health and disease?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Health and disease are inversely related / As health increases, disease decreases (or vice versa)\n\nAdditional guidance for markers:\n- Accept any clear statement that indicates an inverse or opposite relationship between health and disease.\n- Accept answers that describe health as the absence of disease, or disease as a lack of health.\n- Do not accept vague answers that do not clearly indicate the relationship, such as \"they are related\" or \"they affect each other\".\n- Do not accept answers that only define health or disease without describing their relationship.\n"} +{"prompt": "What are the two main categories of diseases?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: Communicable diseases\n1 mark: Non-communicable diseases\n\nAdditional guidance for markers:\n- Both categories must be correctly identified for full marks.\n- Accept \"infectious\" as an alternative to \"communicable\".\n- Accept \"non-infectious\" as an alternative to \"non-communicable\".\n- Do not accept specific examples of diseases in place of the categories.\n- If more than two categories are listed, only the first two will be considered.\n"} +{"prompt": "What type of disease is HIV?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Viral disease\n\nAdditional guidance for markers:\n- Accept \"virus\" or \"viral infection\" as alternative correct answers.\n- Do not accept \"STD\" or \"STI\" alone, as these are broader categories and not specific to the type of disease.\n- Do not accept \"autoimmune disease\" as this is a consequence of HIV infection, not the type of disease itself.\n"} +{"prompt": "What are four types of microorganisms that can cause communicable diseases in animals and plants?", "ref_answer": "This question is worth \n4\n \n\n\nAward 1 mark for each correct microorganism type, up to a maximum of 4 marks:\n\n1. Viruses\n2. Bacteria\n3. Protists\n4. Fungi\n\nAdditional guidance for markers:\n- Accept singular forms (e.g., \"virus\" instead of \"viruses\")\n- Do not accept specific examples of microorganisms (e.g., \"influenza\" or \"E. coli\")\n- The order of listing is not important\n- If more than four types are listed, only mark the first four\n"} +{"prompt": "What is one method used to detect antigens in order to reduce the spread of communicable diseases?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Detection of the antigen\n\nAdditional guidance for markers:\n- Accept \"antigen testing\" or \"antigen detection\"\n- Do not accept vague answers like \"testing\" without specifying antigens\n- Do not accept other methods mentioned in the syllabus (DNA testing or visual identification) as the question asks for one method specifically related to antigens\n"} +{"prompt": "Name one viral infection that commonly affects humans.", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Any one of the following:\n- Common cold\n- Influenza (flu)\n- COVID-19\n- Chickenpox\n- Measles\n- Herpes simplex (cold sores)\n- Human papillomavirus (HPV)\n- Hepatitis\n\nAdditional guidance for markers:\n- Accept any other valid example of a viral infection that commonly affects humans.\n- Do not accept bacterial or fungal infections.\n- HIV/AIDS is also acceptable as it is specifically mentioned in the syllabus.\n- The answer should name a specific viral infection, not just \"virus\" in general.\n"} +{"prompt": "What is one physical structure that plants use to defend against disease?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Either of the following:\n- Leaf cuticle\n- Cell wall\n\nAdditional guidance for markers:\n- Accept either \"leaf cuticle\" or \"cell wall\" for the mark.\n- Do not accept general answers like \"tough outer layer\" without specifying one of the above structures.\n- If both correct answers are given, still award only 1 mark.\n- Do not penalize for minor spelling errors as long as the intended structure is clear.\n"} +{"prompt": "What type of substances do plants produce as a chemical defense against pathogens?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Antimicrobial substances\n\nAdditional guidance for markers:\n- Accept \"antimicrobials\" or \"antimicrobial compounds\" as alternative correct answers.\n- Do not accept general terms like \"chemicals\" or \"toxins\" without the specific mention of antimicrobial properties.\n- Do not accept specific examples of antimicrobial substances (e.g., \"tannins\" or \"alkaloids\") unless accompanied by a clear indication that these are antimicrobial in nature.\n"} +{"prompt": "What is one method used to detect plant diseases in a laboratory setting?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Detection of DNA or antigen from the disease-causing organism\n\nAdditional guidance for markers:\n- Accept either \"DNA detection\" or \"antigen detection\" for the mark.\n- Do not accept general terms like \"laboratory testing\" without specifying DNA or antigen detection.\n- \"PCR testing\" or \"ELISA\" can be accepted as they are specific methods for DNA and antigen detection, respectively.\n- Do not accept field-based methods like visual observation or microscopy, as the question specifically asks for a laboratory method.\n"} +{"prompt": "What is the main function of white blood cells in the body's defense system?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: To fight infection/pathogens\n\nAdditional guidance for markers:\n- Accept answers that clearly indicate the role of white blood cells in defending against disease, such as:\n \u2022 Destroying bacteria/viruses\n \u2022 Producing antibodies\n \u2022 Engulfing/phagocytizing pathogens\n- Do not accept vague answers like \"protect the body\" without specifying against what\n- Do not accept answers related to blood clotting, as this is the function of platelets\n\n2 marks: Detailed explanation of how white blood cells fight infection\n\nFor 2 marks, the answer should include:\n- The basic function (as in the 1 mark answer)\n- AND a more detailed explanation of how they perform this function, such as:\n \u2022 Identifying specific pathogens\n \u2022 Producing specific antibodies to target pathogens\n \u2022 Engulfing and destroying pathogens through phagocytosis\n \u2022 Remembering pathogens for future immunity (memory cells)\n\nExample of a 2-mark answer:\n\"White blood cells fight infection by identifying specific pathogens and producing antibodies to destroy them.\"\n"} +{"prompt": "What is the function of the skin in the body's defence against pathogens?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Acts as a physical barrier\n\n1 mark: Prevents entry of pathogens\n\n1 mark: Secretes antimicrobial substances (e.g., sweat, oils)\n\nAdditional guidance for markers:\n- Accept any one of these points for 1 mark\n- Accept \"blocks pathogens\" or similar phrasing for the second point\n- For the third point, accept specific examples of antimicrobial secretions like \"sebum\" or \"lysozyme in sweat\"\n- Do not accept vague answers like \"protects the body\" without specifying how\n- Maximum of 1 mark to be awarded\n"} +{"prompt": "What is the primary function of the immune system in the human body?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: To defend the body against disease/pathogens\n\nAdditional guidance for markers:\n- Accept answers that clearly convey the concept of protection or defense against harmful microorganisms, infections, or diseases.\n- Accept alternative phrasing such as \"to protect the body from infections\" or \"to fight off pathogens\".\n- Do not accept vague answers like \"to keep us healthy\" without specific mention of defense against disease or pathogens.\n- Do not accept answers that only mention a specific part of immune function (e.g., \"to make antibodies\") without conveying the overall defensive role.\n"} +{"prompt": "What type of cell is used as the source of antibodies in monoclonal antibody production?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: B lymphocytes / B cells\n\nAdditional guidance for markers:\n- Accept \"B-lymphocytes\" or \"B-cells\" (with or without hyphen)\n- Do not accept just \"lymphocytes\" or \"white blood cells\" as these are too general\n- Do not accept \"plasma cells\" as these are the differentiated form of B cells\n\n"} +{"prompt": "What is one medical application of monoclonal antibodies in disease detection?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Pregnancy testing\nOR\n1 mark: Detection of prostate cancer\n\nAdditional guidance for markers:\n- Accept either pregnancy testing or detection of prostate cancer as a valid answer.\n- The answer must specifically mention one of these applications to receive the mark.\n- Do not accept general answers like \"detecting diseases\" without specifying which disease.\n- Do not accept answers related to treating diseases, as the question specifically asks about disease detection.\n"} +{"prompt": "What is the primary purpose of a vaccine in disease prevention?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: To stimulate the immune system to produce antibodies against a specific pathogen\n\n2 marks: To stimulate the immune system to produce antibodies against a specific pathogen, providing immunity without causing the disease\n\nAdditional guidance for markers:\n- For 1 mark, the answer must include the idea of stimulating the immune system or producing antibodies.\n- For 2 marks, the answer must also include the concept of providing immunity without causing the disease.\n- Accept reasonable variations in wording that convey these key points.\n- Do not accept answers that only mention \"preventing disease\" without explaining how vaccines work.\n"} +{"prompt": "What is the purpose of using alcohol in aseptic techniques?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: To kill/destroy microorganisms (bacteria, fungi, etc.)\n\nAdditional guidance for markers:\n- Accept \"sterilize\" or \"disinfect\" in place of \"kill/destroy\"\n- Accept \"pathogens\" or specific types of microorganisms (e.g., bacteria, fungi)\n- Do not accept vague answers like \"clean\" or \"remove dirt\" without mentioning microorganisms\n- Do not accept \"prevent contamination\" alone without specifying how alcohol achieves this\n\n2 marks: To kill/destroy microorganisms on surfaces (e.g., work areas, equipment)\n\nAdditional guidance for markers:\n- Award 1 mark for mentioning killing microorganisms and 1 mark for specifying surfaces\n- Accept specific examples of surfaces like \"benches,\" \"tools,\" or \"hands\"\n- Full credit can be given for answers that clearly imply both points, e.g., \"To sterilize work surfaces by killing bacteria\"\n"} +{"prompt": "What is the name of the testing phase that occurs before clinical trials in drug development?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Preclinical testing\n\nAdditional guidance for markers:\n- Accept \"preclinical trials\" or \"preclinical phase\"\n- Do not accept \"pre-testing\" or simply \"testing\" without the \"preclinical\" qualifier\n- Do not accept \"animal testing\" alone, as this is only part of the preclinical phase\n"} +{"prompt": "What type of diabetes is often influenced by nutrition?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Type 2 diabetes\n\nAdditional guidance for markers:\n- The answer must specifically state \"Type 2 diabetes\" to receive the mark.\n- Do not accept just \"diabetes\" as this is not specific enough.\n- Do not accept \"Type 1 diabetes\" as this is not typically influenced by nutrition.\n- Accept minor variations in spelling or capitalization (e.g., \"type II diabetes\", \"Type two diabetes\") as long as the meaning is clear.\n"} +{"prompt": "What are the three main categories of treatments for cardiovascular disease?", "ref_answer": "This question is worth \n3\n \n\n\n1 mark: Lifestyle treatments\n1 mark: Medical treatments\n1 mark: Surgical treatments\n\nAdditional guidance for markers:\n- Award 1 mark for each correct category mentioned.\n- Accept reasonable synonyms or examples for each category:\n - Lifestyle: e.g., diet changes, exercise, smoking cessation\n - Medical: e.g., medication, drug therapy\n - Surgical: e.g., bypass surgery, angioplasty\n- The answer must clearly indicate three distinct categories to receive full marks.\n- Do not award marks for specific examples without clear categorization.\n"} +{"prompt": "What is one lifestyle factor that can influence the incidence of non-communicable diseases?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Any one of the following lifestyle factors:\n- Exercise (or lack thereof)\n- Diet\n- Alcohol consumption\n- Smoking\n\nAdditional guidance for markers:\n- Accept reasonable synonyms or closely related terms, e.g., \"physical activity\" for exercise, \"nutrition\" for diet, \"drinking\" for alcohol consumption.\n- The answer should clearly relate to a lifestyle choice or behavior.\n- Do not accept general terms like \"health\" or \"lifestyle\" without specific factors.\n- If multiple factors are listed, award the mark if at least one is correct.\n"} +{"prompt": "What is the primary characteristic of cancer cells?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Uncontrolled growth and division\n\nAdditional guidance for markers:\n- Accept answers that clearly convey the idea of uncontrolled or abnormal cell growth/division.\n- Both \"growth\" and \"division\" should be mentioned for the full mark.\n- Do not accept vague answers like \"they grow fast\" without mentioning the uncontrolled nature.\n- Accept synonyms for \"uncontrolled\" such as \"unregulated\" or \"excessive\".\n"} +{"prompt": "What is one potential benefit of using stem cells in medicine?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Any one of the following potential benefits:\n- Regeneration of damaged tissues or organs\n- Treatment of degenerative diseases\n- Replacement of damaged cells\n- Potential cure for conditions like Parkinson's, diabetes, or spinal cord injuries\n- Reduced need for organ donors\n- Personalized medicine (using patient's own stem cells to avoid rejection)\n\nAdditional guidance for markers:\n- Accept any reasonable potential benefit related to medical applications of stem cells.\n- The answer should focus on a specific benefit, not just a general statement about stem cells being useful.\n- Do not award marks for discussing risks or ethical concerns, as the question specifically asks for a benefit.\n"} +{"prompt": "What is one potential benefit of using gene technology in medicine?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark for any one of the following potential benefits:\n\n- Production of human insulin for treating diabetes\n- Gene therapy to treat genetic disorders\n- Development of personalized medicine based on an individual's genetic profile\n- Creation of vaccines or treatments for previously incurable diseases\n- Early diagnosis of genetic conditions\n- Improved understanding of genetic diseases leading to better treatments\n\nAdditional guidance for markers:\n- Accept any reasonable potential benefit related to using gene technology in medicine\n- The answer should clearly relate to a medical application, not just general benefits of gene technology\n- Do not award marks for vague answers like \"curing diseases\" without specifying how gene technology is involved\n"} +{"prompt": "What is the term for the complete set of genetic information in a human?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Genome\n\nAdditional guidance for markers:\n- Accept \"human genome\" as a fully correct answer.\n- Do not accept \"DNA\" or \"genes\" alone, as these are not the complete set of genetic information.\n- Do not accept \"genotype\" as this refers to the specific genetic makeup of an individual rather than the complete set of genetic information for the species.\n"} diff --git a/dataset_generation/dataset/chemistry.jsonl b/dataset_generation/dataset/chemistry.jsonl new file mode 100644 index 000000000..345636404 --- /dev/null +++ b/dataset_generation/dataset/chemistry.jsonl @@ -0,0 +1,109 @@ +{"prompt": "What are the three main states of matter?", "ref_answer": "This question is worth \n3\n \n\n\n1 mark: Solid\n1 mark: Liquid\n1 mark: Gas\n\nAll three states must be correctly identified for full marks.\n\nAdditional guidance for markers:\n- The order of listing the states does not matter.\n- Accept \"gaseous\" instead of \"gas\".\n- Do not accept \"plasma\" as one of the three main states, as this is not typically considered a main state at high school level.\n- Do not accept \"vapor\" as it is a form of the gas state.\n"} +{"prompt": "What is the main difference between a physical change and a chemical change in terms of particles?", "ref_answer": "This question is worth \n2\n \n\n\n2 marks:\n\n1 mark: In a physical change, the particles remain the same (no new substances are formed)\n\n1 mark: In a chemical change, new particles/substances are formed (bonds are broken and new bonds are made)\n\nAdditional guidance for markers:\n- For the first mark, accept answers that convey the idea that the particles' identity or composition doesn't change in a physical change.\n- For the second mark, accept answers that clearly indicate new substances are produced or that the particles' identity changes in a chemical change.\n- Do not award marks for examples of physical or chemical changes unless they are used to illustrate the key difference in terms of particles.\n- Answers must focus on the particle-level differences to receive marks.\n"} +{"prompt": "What type of shape is typically used to represent particles in the basic particle model?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Spheres\n\nAdditional guidance for markers:\n- Accept \"circles\" as an alternative answer, as this is a 2D representation of spheres.\n- Do not accept \"balls\" or \"round shapes\" alone, as these are less precise terms.\n- The answer should indicate that the shapes are three-dimensional or imply a spherical nature.\n\nNote: While the question asks for the \"typical\" representation, the syllabus mentions \"inelastic spheres\" specifically, so this should be the expected answer.\n"} +{"prompt": "Who proposed the \"plum pudding\" model of the atom?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: J.J. Thomson\n\nAdditional guidance for markers:\n- Accept \"Thomson\" without initials.\n- Do not accept \"Thompson\" (common misspelling).\n- The full name \"Joseph John Thomson\" is also acceptable.\n- Do not award the mark for just describing the model without naming Thomson.\n"} +{"prompt": "What is the charge of an atomic nucleus?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Positive\n\nAdditional guidance for markers:\n- Accept \"positively charged\" or \"positive charge\"\n- Do not accept just \"+\" symbol without the word positive\n- Do not accept answers that mention electrons or negative charge, as the question specifically asks about the nucleus\n\n"} +{"prompt": "What is the order of magnitude for the typical size of atoms?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: 10^-10 m (or 0.1 nm)\n\nAdditional guidance for markers:\n- Accept any clear indication of 10^-10 meters, such as \"10^-10 m\", \"0.1 nm\", or \"1 Angstrom\"\n- Accept written forms like \"one ten billionth of a meter\" or \"a tenth of a nanometer\"\n- Do not accept larger or smaller orders of magnitude (e.g., 10^-9 m or 10^-11 m)\n- Do not accept answers without units or with incorrect units\n"} +{"prompt": "What is the relative charge of a proton?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: +1 or 1+\n\nAdditional guidance for markers:\n- Accept either \"+1\" or \"1+\" as correct answers.\n- Do not accept just \"positive\" or \"+\" without the numerical value.\n- Do not accept \"1\" without the \"+\" sign.\n- The answer must indicate both the positive nature and the magnitude of the charge.\n"} +{"prompt": "What is the definition of an atomic number?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: The number of protons in the nucleus of an atom\n\nAdditional guidance for markers:\n- The answer must clearly state that it is the number of protons.\n- The answer should specify that it is in the nucleus of an atom.\n- Do not accept answers that only mention \"number of electrons in a neutral atom\" as this is a consequence, not the definition.\n- Do not accept answers that confuse atomic number with mass number.\n"} +{"prompt": "What does the term \"pure\" mean in scientific context?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: A substance consisting of only one type of atom or molecule\n\nAdditional guidance for markers:\n- Accept equivalent phrasing such as \"a substance made up of only one kind of particle\"\n- Do not accept vague answers like \"a substance that is not mixed\" without specifying the single type of atom/molecule\n- Do not accept definitions based on everyday usage of \"pure\" (e.g., \"clean\" or \"natural\")\n\n2 marks: Full explanation including:\n- A substance consisting of only one type of atom or molecule (1 mark)\n- Distinguishing this from the everyday use of 'pure' (e.g., contrasting with meanings like natural, unadulterated, or clean) (1 mark)\n\nAdditional guidance for markers:\n- For the second mark, the answer must clearly indicate an understanding that the scientific use differs from common usage\n- Examples of everyday misuse of 'pure' (e.g., pure orange juice) can be accepted for the second mark if they clearly demonstrate the contrast\n"} +{"prompt": "What characteristic of a pure substance's melting point can be used to distinguish it from an impure substance?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: A pure substance has a sharp/fixed/constant melting point\n\nAdditional guidance for markers:\n- Accept any clear indication that the melting point of a pure substance occurs at a specific temperature without a range.\n- Accept answers that contrast this with impure substances, e.g., \"Pure substances melt at a single temperature, while impure substances melt over a range of temperatures.\"\n- Do not accept vague answers like \"different melting point\" without specifying how it's different.\n- Do not accept answers that only describe the melting point of impure substances without mentioning the characteristic of pure substances.\n"} +{"prompt": "What is the term for the mass of a molecule relative to 1/12 the mass of a carbon-12 atom?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Relative molecular mass\n\nAdditional guidance for markers:\n- Accept \"relative formula mass\" as an alternative correct answer.\n- Do not accept \"molecular mass\" or \"formula mass\" without the word \"relative\".\n- Do not accept abbreviations such as \"RMM\" or \"RFM\".\n- The answer must be precise; \"atomic mass\" or \"molar mass\" are not acceptable.\n"} +{"prompt": "What is the empirical formula of a compound that contains 2 carbon atoms and 6 hydrogen atoms?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: CH3\n\nAdditional guidance for markers:\n- The answer must be written as CH3 to receive the mark.\n- Do not accept C2H6, as this is the molecular formula, not the empirical formula.\n- Do not accept any other ratio or representation (e.g., 1:3, C:H=1:3).\n- The formula does not need to be capitalized (ch3 is acceptable).\n"} +{"prompt": "What term is used to describe a mixture of two or more metals?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Alloy\n\nAdditional guidance for markers:\n- The answer must specifically state \"alloy\" to receive the mark.\n- Do not accept general terms like \"mixture\" or \"combination\" alone, as the question asks for the specific term used for metals.\n- Plural form \"alloys\" is also acceptable.\n"} +{"prompt": "What separation technique would you use to remove insoluble particles from a liquid?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Filtration\n\nAdditional guidance for markers:\n- The answer must specifically state \"filtration\" to receive the mark.\n- Do not accept related terms such as \"filtering\" or \"filter\" alone.\n- Do not accept other separation techniques like decanting or sedimentation, even if they could potentially be used in some situations.\n"} +{"prompt": "What is the purpose of a locating agent in chromatography?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: To make visible/reveal the position of separated substances/components\n\nAdditional guidance for markers:\n- Accept answers that convey the idea of making the separated substances visible or detectable\n- Do not accept vague answers like \"to show the results\" without specifying what is being shown\n- Accept specific examples of locating agents and their effects, e.g. \"UV light to make spots fluoresce\"\n\n2 marks: To make visible/reveal the position of separated substances/components that are otherwise colorless or invisible\n\nAdditional guidance for markers:\n- For full marks, the answer must convey both the idea of making something visible AND that this is necessary because the substances are not naturally visible\n- Accept answers that use correct terminology such as \"to visualize colorless compounds\"\n"} +{"prompt": "What are the two phases involved in chromatography?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: Stationary phase\n1 mark: Mobile phase\n\nAdditional guidance for markers:\n- Both phases must be correctly identified to receive full marks.\n- Accept \"fixed phase\" as an alternative to \"stationary phase\".\n- Accept \"moving phase\" as an alternative to \"mobile phase\".\n- Do not accept vague answers like \"liquid and solid\" without specifying which is mobile or stationary.\n- The order in which the phases are mentioned does not matter.\n"} +{"prompt": "What does Rf stand for in chromatography?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Retention factor (or Retardation factor)\n\nAdditional guidance for markers:\n- Accept either \"Retention factor\" or \"Retardation factor\"\n- Do not accept \"Relative factor\" or other incorrect expansions\n- The full term must be given; do not accept \"Retention\" or \"Retardation\" alone\n- Do not accept the abbreviation \"Rf\" as the question specifically asks what it stands for\n"} +{"prompt": "What technique would you use to separate a mixture of sand and salt?", "ref_answer": "This question is worth \n3\n \n\n\n1 mark: Dissolve the mixture in water\n1 mark: Filter the mixture\n1 mark: Evaporate the water from the filtrate\n\nAdditional guidance for markers:\n- The answer should include all three steps to receive full marks.\n- Accept \"add water\" or similar for the first mark.\n- Accept \"use filter paper\" or \"filtration\" for the second mark.\n- Accept \"heat the solution\" or \"boil off the water\" for the third mark.\n- If a student mentions using a separating funnel, do not award marks as this is not appropriate for this mixture.\n- If a student only mentions filtration without the other steps, award 1 mark.\n"} +{"prompt": "What type of chromatography uses a stationary phase coated on a glass or plastic plate?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Thin layer chromatography (TLC)\n\nAdditional guidance for markers:\n- Accept \"thin layer chromatography\" or \"TLC\"\n- Do not accept just \"thin layer\" without \"chromatography\"\n- Do not accept \"plate chromatography\" as this is not the specific term used in the syllabus\n"} +{"prompt": "What type of ions do metals typically form?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Positive ions (or cations)\n\nAdditional guidance for markers:\n- Accept \"positive ions\" or \"cations\" for the mark.\n- Do not accept just \"ions\" without specifying positive.\n- Do not accept specific examples of metal ions (e.g., Na+, Ca2+) without a general statement about the charge.\n- If a student mentions both positive and negative ions, do not award the mark as this shows a lack of understanding of the specific behavior of metals.\n"} +{"prompt": "What determines an element's position in the Periodic Table?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: Atomic number / Number of protons\n\n2 marks: Explanation that the atomic number determines the element's position, and this is equal to the number of protons in the atom's nucleus\n\nAdditional guidance for markers:\n- Award 1 mark for identifying either \"atomic number\" or \"number of protons\"\n- Award the second mark for a clear explanation linking atomic number to the element's position in the Periodic Table\n- Do not accept \"number of electrons\" alone, as this can vary in ions\n- \"Proton number\" is an acceptable alternative to \"atomic number\"\n"} +{"prompt": "What type of chemical bonds are found in sodium chloride (table salt)?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Ionic bonds\n\nAdditional guidance for markers:\n- The answer must specifically state \"ionic bonds\" or \"ionic bonding\" to receive the mark.\n- Do not accept \"ionic\" alone without \"bonds\" or \"bonding\".\n- Do not accept \"electrovalent bonds\", although this is an older term for ionic bonds.\n- Do not accept answers that mention covalent or metallic bonding.\n\n"} +{"prompt": "What type of force is responsible for chemical bonding?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Electrostatic force\n\nAdditional guidance for markers:\n- Accept \"electrostatic attraction\" or \"electromagnetic force\"\n- Do not accept \"electric force\" alone, as this is less precise\n- Do not accept \"attraction\" or \"force\" without the electrostatic component\n- Do not accept \"covalent\" or \"ionic\" as these are types of bonds, not forces\n"} +{"prompt": "What type of diagram is used to represent the electron arrangement in simple covalent and ionic compounds?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Dot and cross diagram\n\nAdditional guidance for markers:\n- Accept \"dot and cross\" or \"dot-cross\" diagram\n- Do not accept \"electron diagram\" or \"Lewis structure\" alone, as these are less specific terms\n- The answer must include both \"dot\" and \"cross\" to receive the mark\n- Do not accept \"orbital diagram\" or \"energy level diagram\" as these are different types of representations\n"} +{"prompt": "What is one limitation of dot and cross diagrams in representing chemical structures?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark for any one of the following limitations:\n\n- They do not show the three-dimensional shape of molecules\n- They do not accurately represent the relative sizes of atoms\n- They do not show the nature of chemical bonds (e.g., cannot distinguish between ionic and covalent bonds)\n- They do not represent the electron density or distribution in molecules\n- They cannot show resonance structures or delocalized electrons\n\nAdditional guidance for markers:\n- Accept any reasonable limitation that relates to the inability of dot and cross diagrams to accurately represent the full complexity of chemical structures.\n- The answer should focus on what the diagram cannot show or represent, rather than what it can do.\n- Do not accept vague answers like \"they are too simple\" without further explanation.\n"} +{"prompt": "How does the atomic number of an element relate to its electron arrangement?", "ref_answer": "This question is worth \n3\n \n\n\n1 mark: The atomic number equals the number of protons in the nucleus.\n1 mark: The atomic number also equals the number of electrons in a neutral atom.\n1 mark: The electron arrangement (configuration) is determined by the number of electrons.\n\nAdditional guidance for markers:\n- For the first mark, accept \"atomic number is the number of protons\" or equivalent.\n- For the second mark, the idea of a neutral atom must be present, either explicitly stated or implied.\n- For the third mark, look for a clear link between the number of electrons and how they are arranged. Accept phrases like \"dictates the electron configuration\" or \"determines how electrons are distributed in shells\".\n- Full marks can be awarded for a comprehensive answer that covers all three points, even if not explicitly separated.\n"} +{"prompt": "What does the atomic number of an element represent?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: The number of protons in the nucleus of an atom of that element\n\nAdditional guidance for markers:\n- Accept \"number of protons in an atom\" or similar phrasing that clearly indicates protons in the atom.\n- Do not accept \"number of electrons\" alone, even though this is typically equal to the number of protons in a neutral atom.\n- Do not accept answers that only mention the position on the periodic table without explicitly stating it represents the number of protons.\n"} +{"prompt": "How many covalent bonds can a carbon atom form?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Four (covalent bonds)\n\nAdditional guidance for markers:\n- Accept \"4\" or \"four\" as valid answers.\n- The word \"covalent\" is not required in the answer, as it is specified in the question.\n- Do not accept answers that give a range (e.g., \"3 to 4\") or any number other than four.\n- If a student provides additional correct information about carbon bonding, this can be acknowledged but does not earn extra marks.\n"} +{"prompt": "What property of carbon allows it to form a vast array of organic compounds?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Carbon's ability to form covalent bonds with other carbon atoms (or itself)\n\nAdditional guidance for markers:\n- Accept answers that clearly describe carbon's ability to form chains or rings\n- Accept \"tetravalency\" or \"ability to form four covalent bonds\"\n- Do not accept vague answers like \"carbon can bond easily\" without specifying covalent bonding or bonding with other carbon atoms\n- Do not accept \"carbon has 4 outer electrons\" alone, as this doesn't directly explain the property that allows diverse compound formation\n\n"} +{"prompt": "What type of bonding is present in diamond?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Covalent bonding\n\nAdditional guidance for markers:\n- Accept \"covalent\" or \"covalent bonds\" as correct answers.\n- Do not accept \"strong bonds\" or \"carbon bonds\" alone, as these are not specific enough.\n- If the student mentions \"giant covalent structure\" or \"network covalent\", award the mark as this demonstrates understanding of the bonding type.\n- Do not award the mark for answers mentioning ionic or metallic bonding.\n"} +{"prompt": "What type of forces exist between molecules in a substance?", "ref_answer": "This question is worth \n3\n \n\n\n1 mark: Intermolecular forces\n\nAdditional guidance for markers:\n- Accept \"intermolecular interactions\" or \"van der Waals forces\" as alternative correct answers.\n- Do not accept \"bonds\" or \"chemical bonds\" alone, as these refer to intramolecular forces.\n- Do not accept specific types of intermolecular forces (e.g., hydrogen bonding, dipole-dipole) without the general term \"intermolecular forces\".\n\n2 marks: Explanation of intermolecular forces\n- These are relatively weak forces between molecules (1 mark)\n- They are responsible for holding molecules together in liquid and solid states (1 mark)\n\nAdditional guidance:\n- Award 1 mark for each correct point about intermolecular forces.\n- The explanation should demonstrate understanding that these forces are distinct from chemical bonds within molecules.\n"} +{"prompt": "What property of a substance can be used to predict its state at a given temperature?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Melting point / Boiling point\n\nAdditional guidance for markers:\n- Accept either \"melting point\" or \"boiling point\" for the mark.\n- Also accept \"freezing point\" as an alternative to melting point.\n- Do not accept general terms like \"temperature\" alone, as the question asks for a specific property.\n- If both melting point and boiling point are mentioned, award the mark.\n- Do not award the mark for answers that only describe the states of matter without mentioning a specific property.\n"} +{"prompt": "What type of bonding is typically found in metals?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Metallic bonding\n\nAdditional guidance for markers:\n- The answer must specifically state \"metallic bonding\" to receive the mark.\n- Do not accept \"ionic\" or \"covalent\" bonding, as these are not typically found in metals.\n- Do not accept vague answers like \"metal bonds\" or \"metal-to-metal bonds\" without the specific term \"metallic\".\n- If a student provides additional correct information about metallic bonding (e.g., mentioning delocalized electrons), this is acceptable but not required for the mark.\n"} +{"prompt": "What is the typical size range for nanoparticles in nanometers?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: 1-100 nm\n\nAdditional guidance for markers:\n- Accept any range that falls within 1-100 nm (e.g., 1-50 nm, 10-100 nm)\n- The answer must include both a lower and upper limit within this range\n- Units must be given in nanometers (nm)\n- Do not accept answers outside this range or without units\n\n2 marks: Explanation that this size range is larger than typical atoms/molecules but smaller than most cells\n\nAdditional guidance for markers:\n- For the second mark, the answer should demonstrate understanding of the relative scale of nanoparticles compared to atoms/molecules and cells\n- Accept any clear comparison that shows nanoparticles are larger than atoms/molecules but smaller than most cells\n"} +{"prompt": "How does the surface area to volume ratio change as particle size decreases?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: The surface area to volume ratio increases as particle size decreases.\n\nAdditional guidance for markers:\n- Accept answers that clearly convey the idea of an increase in surface area to volume ratio, such as \"gets larger\" or \"becomes greater\".\n- Do not accept vague answers like \"changes\" or \"is affected\" without specifying the direction of change.\n- The answer must link the decrease in particle size to the increase in surface area to volume ratio.\n- No marks for only stating that surface area increases or volume decreases without relating it to the ratio.\n"} +{"prompt": "What is one property of nanoparticulate materials that makes them useful in certain applications?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: One of the following properties:\n- Large surface area to volume ratio\n- High reactivity\n- Unique optical properties\n- Improved strength or durability\n- Enhanced electrical conductivity\n- Increased catalytic activity\n\nAdditional guidance for markers:\n- Accept any one of the above properties or a similar valid property specific to nanoparticles.\n- The property must be clearly stated and related to the nanoscale nature of the material.\n- Do not accept vague answers like \"small size\" without further elaboration on how this affects properties.\n- If multiple properties are listed, award the mark for the first correct answer given.\n"} +{"prompt": "What is one potential risk associated with nanoparticulate materials?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Any one of the following potential risks:\n- They can penetrate cell membranes due to their small size\n- They may accumulate in organs or tissues\n- Potential toxicity or harmful effects on human health\n- Environmental concerns (e.g., accumulation in ecosystems)\n- Unknown long-term effects due to their novelty\n\nAdditional guidance for markers:\n- Accept any reasonable risk that is specific to nanoparticulate materials.\n- The answer should demonstrate an understanding that the risk is related to the nano-scale nature of the materials.\n- Do not accept vague answers like \"they are dangerous\" without further explanation.\n- If multiple risks are listed, award the mark for the first correct risk mentioned.\n"} +{"prompt": "What is the chemical formula for water?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: H\u2082O\n\nAdditional guidance for markers:\n- The formula must be written exactly as H\u2082O to receive the mark.\n- Accept H2O if subscript is not available.\n- Do not accept HOH or 2HO or any other variations.\n- Capitalization must be correct (H uppercase, O uppercase).\n- The \"2\" must be written as a subscript or in the correct position if subscripts are not available.\n"} +{"prompt": "What is the principle that states matter cannot be created or destroyed in a chemical reaction?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Conservation of mass\n\nAdditional guidance for markers:\n- Accept \"Law of conservation of mass\" or \"Principle of conservation of mass\"\n- Do not accept \"Conservation of energy\" or other conservation laws\n- The answer must specifically mention \"mass\" to receive the mark\n- Do not accept vague answers like \"matter can't be created or destroyed\" without mentioning the principle or law by name\n"} +{"prompt": "What is the chemical symbol for oxygen?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: O\n\nAdditional guidance for markers:\n- The answer must be the correct chemical symbol \"O\" to receive the mark.\n- Do not accept \"Oxygen\" or \"o\" (lowercase) as these are not the correct chemical symbol.\n- The symbol must be written as a single uppercase letter without any additional characters.\n"} +{"prompt": "What is the formula of the compound formed between sodium (Na+) and chloride (Cl-) ions?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: NaCl\n\nAdditional guidance for markers:\n- The formula must be written exactly as NaCl to receive the mark.\n- Do not accept \"sodium chloride\" or any other written form of the compound name.\n- The formula should not include charges (Na+ Cl-).\n- Capitalization matters: both N and Cl should be capitalized, with no spaces between the symbols.\n"} +{"prompt": "What is the purpose of balancing an ionic equation?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: To ensure conservation of mass and charge\n\nAdditional guidance for markers:\n- Accept answers that mention either conservation of mass or conservation of charge\n- Accept \"to make sure the number of atoms and charges are equal on both sides\"\n- Do not accept vague answers like \"to make it correct\" without mentioning mass or charge\n- Full marks can be awarded for mentioning either mass or charge conservation, both are not required for the single mark\n\n"} +{"prompt": "What state symbol is used to represent a solid substance in a chemical equation?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: (s)\n\nAdditional guidance for markers:\n- The answer must include the parentheses to receive the mark.\n- Do not accept \"s\" without parentheses.\n- Do not accept \"solid\" written out in words.\n- The symbol is case-sensitive; only lowercase \"s\" is correct.\n"} +{"prompt": "What is the approximate value of the Avogadro constant in standard form?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: 6.02 \u00d7 10\u00b2\u00b3 mol\u207b\u00b9\n\nAdditional guidance for markers:\n- Accept 6.022 \u00d7 10\u00b2\u00b3 mol\u207b\u00b9 or 6.023 \u00d7 10\u00b2\u00b3 mol\u207b\u00b9\n- The answer must be in standard form\n- The unit mol\u207b\u00b9 is not required for the mark, but if given, it must be correct\n- Do not accept answers not in standard form (e.g., 602,200,000,000,000,000,000,000)\n- Allow minor rounding differences (e.g., 6.0 \u00d7 10\u00b2\u00b3 mol\u207b\u00b9)\n"} +{"prompt": "What is the relationship between the mass of a substance and its number of moles?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: The mass of a substance is directly proportional to its number of moles.\n\n2 marks: The relationship can be expressed as: mass = number of moles \u00d7 molar mass\n\nAdditional guidance for markers:\n- For 1 mark, accept any clear indication that mass increases as the number of moles increases in a linear relationship.\n- For 2 marks, the equation must be correctly stated. Accept alternative correct forms such as n = m / M, where n is number of moles, m is mass, and M is molar mass.\n- Award 1 mark for a partially correct answer that shows understanding of the relationship but lacks precision or completeness.\n- Do not accept vague statements like \"they are related\" without specifying how.\n"} +{"prompt": "What does the law of conservation of mass state?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: The law of conservation of mass states that the total mass of the reactants equals the total mass of the products in a chemical reaction.\n\nOR\n\n1 mark: Mass cannot be created or destroyed in a chemical reaction.\n\nAdditional guidance for markers:\n- Accept any clear statement that conveys the idea that mass is conserved during chemical reactions.\n- The answer should indicate that the total mass remains constant before and after a reaction.\n- Do not accept vague answers like \"mass is conserved\" without reference to chemical reactions or before and after a reaction.\n- Accept answers that mention \"closed system\" if used correctly in context.\n"} +{"prompt": "What can cause a change in mass during a chemical reaction in a non-enclosed system?", "ref_answer": "This question is worth \n3\n \n\n\n1 mark: The release or absorption of gases\n\nAdditional guidance for markers:\n- Accept answers that specifically mention gases entering or leaving the system.\n- Examples such as \"carbon dioxide escaping\" or \"oxygen being absorbed\" are acceptable.\n- Do not accept vague answers like \"substances leaving\" without specifying gases.\n- Do not accept answers related to enclosed systems or conservation of mass.\n\n2 marks: Explanation using the particle model\n- Gases consist of particles that can move freely.\n- In a non-enclosed system, these gas particles can enter or leave the reaction environment.\n- This movement of gas particles into or out of the system changes the total mass.\n\nAdditional guidance for markers:\n- Award 1 mark for a basic explanation linking gas movement to mass change.\n- Award the second mark for a more detailed explanation involving the particle model.\n- Look for key terms such as \"particles,\" \"molecules,\" or specific references to the particle nature of gases.\n"} +{"prompt": "What is meant by the term \"stoichiometry\" in a chemical equation?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: Stoichiometry refers to the relative quantities or proportions of reactants and products in a chemical equation.\n\n2 marks: Stoichiometry is the numerical relationship between the amounts (moles or masses) of reactants and products in a balanced chemical equation.\n\nAdditional guidance for markers:\n- For 1 mark, accept answers that convey the idea of relative amounts or ratios in a chemical reaction.\n- For 2 marks, look for a more precise definition that includes reference to numerical relationships and balanced equations.\n- Do not award marks for simply stating \"the study of chemical reactions\" without mentioning quantities or proportions.\n- Accept alternative wordings that clearly convey the same meaning.\n"} +{"prompt": "What is the first step in using a balanced equation to calculate masses of reactants or products?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Write a balanced chemical equation for the reaction\n\nAdditional guidance for markers:\n- The answer must clearly indicate that writing or having a balanced equation is the first step.\n- Accept variations such as \"ensure the equation is balanced\" or \"start with a balanced chemical equation\".\n- Do not award the mark for answers that skip this step and begin with mole calculations.\n"} +{"prompt": "What is the main characteristic of an endothermic reaction in terms of temperature change?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: The temperature of the surroundings decreases\n\nAdditional guidance for markers:\n- Accept answers that clearly indicate a temperature drop, cooling effect, or absorption of heat from the surroundings.\n- Do not accept vague answers like \"it gets colder\" without specifying what gets colder.\n- Do not accept answers that only mention heat being absorbed without referring to temperature change.\n- Do not accept answers that confuse the reaction mixture with the surroundings.\n"} +{"prompt": "What is the term for the minimum energy required for a chemical reaction to occur?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Activation energy\n\nAdditional guidance for markers:\n- The answer must specifically state \"activation energy\" to receive the mark.\n- Do not accept \"energy barrier\" or similar phrases without the specific term \"activation energy\".\n- The spelling \"activation\" must be correct, but minor misspellings of \"energy\" can be accepted if the meaning is clear.\n"} +{"prompt": "What is activation energy in the context of chemical reactions?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: The minimum energy required for a chemical reaction to occur.\n\nAdditional guidance for markers:\n- Accept answers that clearly convey the concept of a minimum or threshold energy needed for a reaction to start or proceed.\n- Accept \"energy barrier that must be overcome for a reaction to take place\" or similar phrasing.\n- Do not accept vague answers like \"energy needed for a reaction\" without specifying it's the minimum or threshold energy.\n- Do not accept answers that confuse activation energy with overall energy change of the reaction.\n"} +{"prompt": "What is the general formula for calculating the overall energy change in a chemical reaction using bond energies?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: Energy change = Bond energies broken - Bond energies formed\n\nAdditional guidance for markers:\n- Accept variations such as \"\u0394E = Bonds broken - Bonds formed\" or \"Energy change = Energy to break bonds - Energy released in forming bonds\"\n- The key concept is that energy is absorbed to break bonds and released when bonds are formed\n- The order must be correct (broken minus formed)\n- Do not accept answers that simply list \"bond breaking\" and \"bond making\" without indicating the mathematical relationship\n\n2 marks: Full explanation\n- 1 mark for the basic formula as above\n- 1 mark for explaining that bond breaking is endothermic (absorbs energy) and bond forming is exothermic (releases energy)\n\nExample of a full 2-mark answer:\n\"Energy change = Bond energies broken - Bond energies formed. Breaking bonds requires energy input (endothermic), while forming new bonds releases energy (exothermic).\"\n"} +{"prompt": "What is reduction in terms of oxygen transfer?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: Reduction is the loss/removal of oxygen (from a substance)\n\nAdditional guidance for markers:\n- Accept \"gaining of electrons\" as an alternative definition\n- Do not accept \"loss of oxygen atoms\" alone without mentioning it's from a substance\n- Do not accept definitions in terms of oxidation numbers or hydrogen gain\n\n2 marks: Full explanation including:\n- Reduction is the loss/removal of oxygen from a substance (1 mark)\n- The substance losing oxygen is being reduced (1 mark)\n\nAdditional guidance:\n- Award 1 mark for a correct definition of reduction\n- Award the second mark for correctly identifying that the substance losing oxygen is being reduced\n- Both marks can be awarded even if the answer is not phrased exactly as above, as long as both key points are clearly communicated\n"} +{"prompt": "What does reduction mean in terms of electron transfer?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: Reduction is the gain of electrons\n\nAdditional guidance for markers:\n- The answer must clearly state that reduction involves gaining electrons.\n- Accept equivalent phrasing such as \"accepting electrons\" or \"taking on electrons\".\n- Do not award the mark for answers that only mention \"decrease in oxidation number\" without explicitly referring to electron gain.\n- Do not accept answers that confuse reduction with oxidation (i.e., loss of electrons).\n\n2 marks: Full explanation including:\n- Reduction is the gain of electrons (1 mark)\n- The species being reduced accepts/gains electrons (1 mark)\n\nAdditional guidance for markers:\n- The second mark is dependent on the first mark being awarded.\n- For the second mark, accept any clear indication that the reduced species is the one gaining the electrons.\n"} +{"prompt": "What type of ions do acids form when they dissolve in water?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Hydrogen ions\n\nAdditional guidance for markers:\n- Accept H+ or H3O+ as alternative notations for hydrogen ions\n- Do not accept \"protons\" alone, as the question specifically asks about ions\n- The answer must indicate that these are positively charged ions (either by stating \"hydrogen ions\" or using the + symbol if using chemical notation)\n- Do not accept \"H\" alone without indication of charge\n"} +{"prompt": "What is the product of a neutralization reaction between an acid and an alkali, in addition to water?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Salt\n\nAdditional guidance for markers:\n- Accept \"a salt\" or any specific example of a salt (e.g., sodium chloride, potassium sulfate)\n- Do not accept \"ions\" or \"molecules\" alone\n- The answer must indicate that a salt is formed in addition to water\n- Do not accept \"neutralized solution\" as this does not specifically identify the product\n"} +{"prompt": "What type of ion reacts with hydroxide ions in aqueous neutralisation reactions?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Hydrogen ions\n\nAdditional guidance for markers:\n- Accept H+ or H3O+ as alternative answers\n- Do not accept \"protons\" alone, as this is not specific to the aqueous context\n- Do not accept \"acid\" or \"acidic ions\" as these are too general\n- The answer must refer to ions, not molecules or compounds\n"} +{"prompt": "What type of compound reacts with acids to produce carbon dioxide gas?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Carbonates\n\nAdditional guidance for markers:\n- Accept \"carbonate compounds\" or \"metal carbonates\" as correct answers.\n- Do not accept specific examples of carbonates (e.g., calcium carbonate) alone without the general term \"carbonate\" or \"carbonates\".\n- Do not accept \"metals\" as an answer, even though some metals also react with acids, as the question specifically asks about compounds that produce carbon dioxide.\n"} +{"prompt": "What does the term \"concentrated\" mean in relation to an acid solution?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: A concentrated acid solution has a high ratio of acid to water (or solvent).\n\nAdditional guidance for markers:\n- Accept answers that clearly convey the idea of a high amount of acid relative to the volume of solution.\n- Accept \"high concentration of acid particles\" or similar phrasing.\n- Do not accept answers that confuse concentration with strength (degree of ionization).\n- Do not accept answers that simply state \"a lot of acid\" without reference to the solution or volume.\n\n2 marks: A concentrated acid solution has a high ratio of acid to water (or solvent), meaning there is a large amount of acid dissolved in a given volume of solution.\n\nAdditional guidance for markers:\n- Award 1 mark for correctly identifying the high ratio or concentration.\n- Award the second mark for elaborating on the meaning, showing understanding that it relates to the amount of acid in a specific volume.\n- Both marks can be awarded even if the answer is not worded exactly as above, as long as it demonstrates clear understanding of the concept.\n"} +{"prompt": "What scale is used to measure the relative acidity and alkalinity of a substance?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: pH scale\n\nAdditional guidance for markers:\n- Accept \"pH\" alone as a correct answer.\n- Do not accept \"acidity scale\" or \"alkalinity scale\" alone, as these are not the standard terminology.\n- The answer must specifically mention \"pH\" or \"pH scale\" to receive the mark.\n"} +{"prompt": "What does a pH value of 7 indicate about a solution?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: The solution is neutral\n\nAdditional guidance for markers:\n- Accept \"it is neutral\" or \"the solution is neither acidic nor alkaline\"\n- Do not accept answers that only state \"it's not acidic\" or \"it's not alkaline\" without mentioning neutrality\n- Do not accept answers that describe pH 7 as \"middle\" or \"average\" without explicitly stating neutrality\n"} +{"prompt": "What happens to the pH value when the hydrogen ion concentration increases by a factor of ten?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: The pH value decreases by 1 (or by a factor of one)\n\nAdditional guidance for markers:\n- Accept \"pH decreases by 1\" or \"pH drops by 1\"\n- Accept \"pH reduces by 1 unit\"\n- Do not accept answers that simply state the pH decreases without specifying by how much\n- Do not accept answers that state the pH decreases by a factor of ten, as this is incorrect\n"} +{"prompt": "What is the name of the chemical reaction that occurs when a liquid decomposes during the conduction of electricity?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Electrolysis\n\nAdditional guidance for markers:\n- The answer must specifically state \"electrolysis\" to receive the mark.\n- Do not accept general descriptions of decomposition or electrical conduction without the specific term \"electrolysis\".\n- Do not accept misspellings such as \"electrolisis\" or \"electroloses\".\n"} +{"prompt": "At which electrode are metals formed during electrolysis with inert electrodes?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Cathode\n\nAdditional guidance for markers:\n- The answer must specifically state \"cathode\" to receive the mark.\n- Do not accept \"negative electrode\" or \"negative terminal\" as alternatives.\n- Do not accept \"anode\" or any other electrode name.\n- Spelling must be correct; minor misspellings that do not change the meaning (e.g., \"cathod\") may be accepted at the marker's discretion.\n"} +{"prompt": "What type of compounds are typically electrolyzed in their molten state?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Binary ionic compounds\n\nAdditional guidance for markers:\n- Accept \"ionic compounds\" as a correct answer\n- Do not accept \"salts\" alone, as this is too broad and can include covalent compounds\n- Do not accept specific examples (e.g., NaCl) without the general term \"ionic compounds\" or \"binary ionic compounds\"\n- The answer should indicate compounds that are both ionic and contain only two elements (binary)\n"} +{"prompt": "What type of electrodes are used in the electrolysis of aqueous NaCl and CuSO4 as described in the specification?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Inert electrodes\n\nAdditional guidance for markers:\n- The answer must specifically state \"inert electrodes\" to receive the mark.\n- Accept \"unreactive electrodes\" as an alternative.\n- Do not accept specific examples of inert electrodes (e.g., graphite, platinum) alone without the term \"inert\" or \"unreactive\".\n- Do not accept \"inactive electrodes\" as this is not standard terminology.\n"} +{"prompt": "What is the term for the process of using electricity to break down a compound in its molten state or in solution?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Electrolysis\n\nAdditional guidance for markers:\n- The answer must be precisely \"electrolysis\" to receive the mark.\n- Do not accept related terms such as \"electrolyze\" or \"electrolytic process\" as these do not directly answer the question.\n- No additional explanation is required for the mark, but if provided, it should not contradict the correct answer.\n"} +{"prompt": "What is the process called where electricity is used to break down a compound in its molten state or in solution?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Electrolysis\n\nAdditional guidance for markers:\n- The answer must specifically state \"electrolysis\" to receive the mark.\n- Do not accept vague descriptions like \"breaking down with electricity\" without the specific term.\n- Do not accept related terms like \"electroplating\" or \"electrolyte\" as these are not the specific process asked for in the question.\n"} +{"prompt": "What is the general trend in reactivity as you move down Group 1 of the periodic table?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Reactivity increases as you move down Group 1\n\nAdditional guidance for markers:\n- Accept equivalent phrases such as \"elements become more reactive\" or \"reactivity goes up\"\n- Do not accept vague answers like \"it changes\" or \"it gets stronger\" without specifying the increase in reactivity\n- No need for students to explain why this trend occurs; the question only asks for the trend itself\n"} +{"prompt": "How does the reactivity of Group 1 elements change as you move down the group?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: The reactivity increases as you move down the group.\n\nAdditional guidance for markers:\n- Accept answers that clearly indicate an increase in reactivity, such as \"becomes more reactive\" or \"reactivity gets higher\".\n- Do not accept vague answers like \"changes\" or \"gets different\" without specifying the direction of change.\n- Do not award the mark if the answer suggests reactivity decreases.\n- If a student provides an explanation (e.g., relating to atomic size or ease of electron loss), this is not required for the mark but can be accepted as long as the increase in reactivity is clearly stated.\n"} +{"prompt": "What is a general property of transition metals in terms of their melting points compared to other metals?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Transition metals generally have higher melting points compared to other metals.\n\nAdditional guidance for markers:\n- Accept answers that clearly indicate transition metals have relatively high melting points.\n- Accept phrases like \"elevated melting points\" or \"higher melting temperatures\".\n- Do not accept vague answers like \"different melting points\" without specifying higher.\n- The comparison to other metals must be explicit or implied for the mark to be awarded.\n"} +{"prompt": "Which group in the Periodic Table is known for its highly reactive elements?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Group 1 / Alkali metals\n\nAdditional guidance for markers:\n- Accept either \"Group 1\" or \"Alkali metals\" for the mark.\n- Do not accept just \"metals\" as this is too vague.\n- Do not accept specific element names (e.g., sodium, potassium) without mentioning the group.\n- If both \"Group 1\" and \"Alkali metals\" are given, award only one mark.\n"} +{"prompt": "What determines a metal's reactivity with water or dilute acids?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: The tendency of the metal to form its positive ion\n\n2 marks: The tendency of the metal to form its positive ion, which is related to how easily the metal loses its outer electrons\n\nAdditional guidance for markers:\n- For 1 mark, accept answers that clearly convey the idea of the metal's tendency to form positive ions, even if not worded exactly as above.\n- For 2 marks, the answer must link this tendency to the loss of electrons.\n- Do not accept vague answers like \"how reactive it is\" without mentioning ion formation.\n- References to the reactivity series alone are not sufficient for any marks.\n"} +{"prompt": "What can be determined about metals by comparing their reactions with water?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: The reactivity of metals can be determined.\n\n1 mark: An order of reactivity can be established.\n\nAdditional guidance for markers:\n- The first mark is for recognizing that the reactions with water provide information about metal reactivity.\n- The second mark is for understanding that these reactions can be used to create a comparative order or series of reactivity.\n- Accept answers that mention \"relative reactivity\" or \"how reactive different metals are compared to each other\" for the second mark.\n- Do not accept vague answers like \"which metals react better\" without mentioning reactivity specifically.\n"} +{"prompt": "What reagent is used to test for the presence of calcium, copper, iron(II), iron(III), and zinc cations in aqueous solutions?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Sodium hydroxide (NaOH)\n\nAdditional guidance for markers:\n- Accept \"NaOH\" as an alternative to \"sodium hydroxide\"\n- Do not accept \"hydroxide\" alone without specifying sodium\n- Do not accept other bases such as potassium hydroxide (KOH)\n- The answer must be specific to the cation test; do not accept answers related to anion tests\n\n"} +{"prompt": "What type of metal wire or loop is typically used to hold the sample in a flame test?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Platinum wire/loop\n\nAdditional guidance for markers:\n- Accept \"platinum\" alone if it's clear from the context that the student is referring to the wire or loop.\n- Do not accept other metals such as copper or nickel, as these can interfere with the flame test results.\n- \"Nichrome\" should not be accepted as it's not typically used for flame tests due to its composition.\n"} +{"prompt": "What is the purpose of a flame test in identifying cations?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: To identify metal ions/cations based on the color of the flame produced\n\nAdditional guidance for markers:\n- Accept answers that mention \"determining\" or \"detecting\" instead of \"identifying\"\n- Accept \"metal cations\" or simply \"cations\"\n- The answer must link the flame color to the identification of ions/cations\n- Do not accept vague answers like \"to see what's in a substance\" without mentioning ions/cations\n\n2 marks: \n- 1 mark for mentioning that it identifies metal ions/cations\n- 1 mark for linking this to the specific color of the flame produced\n\nExample of a full 2-mark answer:\n\"A flame test is used to identify specific metal cations by observing the characteristic color of the flame they produce when heated.\"\n"} +{"prompt": "What color flame is produced when a lithium compound is heated in a Bunsen burner flame?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Crimson (red)\n\nAdditional guidance for markers:\n- Accept \"red\" or \"crimson\" as correct answers.\n- Do not accept \"pink\" or \"orange\" as these are not specific enough.\n- The answer must refer to the color only; no additional explanation is required for the mark.\n- If multiple colors are given, the answer must include crimson or red to receive the mark.\n"} +{"prompt": "What is one advantage of instrumental methods of analysis in terms of measurement precision?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Instrumental methods of analysis provide greater accuracy/precision in measurements.\n\nAdditional guidance for markers:\n- Accept answers that clearly convey the idea of improved precision or accuracy.\n- Examples of acceptable responses include:\n * \"They provide more precise measurements\"\n * \"Results are more accurate\"\n * \"Measurements have higher precision\"\n- Do not accept vague answers like \"they are better\" without specifying accuracy/precision.\n- Do not accept other advantages like speed or sensitivity unless accuracy/precision is also mentioned.\n"} +{"prompt": "What type of data presentation is commonly used in mass spectrometry results?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Mass spectrum or mass spectrogram\n\nAdditional guidance for markers:\n- Accept \"mass spectrum\" or \"mass spectrogram\" for the mark.\n- Do not accept general terms like \"graph\" or \"chart\" without specific reference to mass spectrum.\n- \"Mass spectrometry chart\" is also acceptable.\n- The answer should indicate a visual representation of mass spectrometry data.\n"} +{"prompt": "What unit is typically used to express the concentration of a solution in chemistry?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: mol/dm\u00b3 (moles per cubic decimeter) or mol/L (moles per liter)\n\nAdditional guidance for markers:\n- Accept either mol/dm\u00b3 or mol/L as they are equivalent.\n- The unit must be written correctly, including the superscript 3 or capital L.\n- Do not accept M (molarity) or molar, as the question specifically asks for the unit.\n- Do not accept g/L or other mass-based concentration units.\n- If a student writes out the full words \"moles per cubic decimeter\" or \"moles per liter\", this is acceptable.\n"} +{"prompt": "What is the primary purpose of a titration in chemistry?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: To determine the concentration of an unknown solution\n\nAdditional guidance for markers:\n- Accept answers that clearly convey the idea of measuring or finding the concentration of a solution.\n- Accept alternative phrasing such as \"to find out how much of a substance is in a solution\" or \"to measure the strength of an acid or base\".\n- Do not accept vague answers like \"to mix chemicals\" or \"to see a color change\".\n- The answer should reflect the quantitative nature of titration, not just qualitative observations.\n"} +{"prompt": "What is the term used to describe the process of determining the concentration of a solution by reacting it with a solution of known concentration?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Titration\n\nAdditional guidance for markers:\n- The answer must specifically state \"titration\" to receive the mark.\n- Do not accept related terms such as \"titrate\" or \"titrating\" alone.\n- Do not accept descriptions of the process without the specific term \"titration\".\n"} +{"prompt": "What is the relationship between the molar amount of a gas and its volume at constant temperature and pressure?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: The volume of a gas is directly proportional to its molar amount (at constant temperature and pressure).\n\nAdditional guidance for markers:\n- Accept \"The molar amount of a gas is directly proportional to its volume\" as an equivalent answer.\n- Accept mathematical representations such as V \u221d n or n \u221d V, where V is volume and n is molar amount.\n- Do not award the mark for simply stating \"they are proportional\" without specifying \"directly proportional\".\n- Do not accept answers that only describe the relationship qualitatively (e.g., \"as molar amount increases, volume increases\") without explicitly stating the proportional relationship.\n"} +{"prompt": "What is the assumed molar gas volume at room temperature and pressure?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: 24 dm\u00b3 (or 24 liters)\n\nAdditional guidance for markers:\n- Accept 24 dm\u00b3 or 24 liters (or L)\n- The unit must be included for the mark\n- Do not accept other units such as cm\u00b3 or m\u00b3\n- Do not accept answers without units\n- Accept minor variations in spelling of \"liters\" (e.g., \"litres\")\n"} +{"prompt": "How does decreasing the size of solid reactant particles generally affect the rate of reaction?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: The rate of reaction generally increases when decreasing the size of solid reactant particles.\n\n2 marks: The rate of reaction generally increases when decreasing the size of solid reactant particles because this increases the surface area to volume ratio.\n\nAdditional guidance for markers:\n- For 1 mark, accept answers that clearly indicate an increase in reaction rate.\n- For 2 marks, the answer must include both the increase in rate and the explanation related to surface area to volume ratio.\n- Do not accept vague answers like \"it makes the reaction faster\" without specifying that it's the rate that increases.\n- The concept of surface area to volume ratio is key for the second mark.\n"} +{"prompt": "What is the primary function of a catalyst in a chemical reaction?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: To increase/speed up the rate of reaction\n\nAdditional guidance for markers:\n- Accept equivalent phrases such as \"accelerate the reaction\" or \"make the reaction happen faster\"\n- Do not accept vague answers like \"change the rate of reaction\" or \"affect the reaction speed\" without specifying that it increases/speeds up the reaction\n- Do not award the mark for answers that only describe other characteristics of catalysts (e.g., not being used up in the reaction) without mentioning the primary function of increasing reaction rate\n"} +{"prompt": "What is the role of MnO2 in the decomposition of hydrogen peroxide?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: MnO2 acts as a catalyst in the decomposition of hydrogen peroxide\n\nAdditional guidance for markers:\n- The key word \"catalyst\" must be used to receive the mark.\n- Accept alternative phrasing that clearly indicates the catalytic role, such as \"speeds up the reaction without being consumed\" or \"lowers the activation energy of the reaction\".\n- Do not award the mark for simply stating that MnO2 \"helps\" or \"assists\" the reaction without explaining its catalytic function.\n- No mark for stating that MnO2 is a reactant or is consumed in the reaction, as this is incorrect.\n"} +{"prompt": "What does a catalyst do to the activation energy of a reaction?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Lowers/reduces the activation energy\n\nAdditional guidance for markers:\n- Accept \"decreases\" or \"makes lower\" as synonyms for \"lowers\"\n- Do not accept vague answers like \"changes\" or \"affects\" the activation energy\n- Do not award the mark if the answer suggests the catalyst eliminates the activation energy completely\n- The answer should focus on the effect on activation energy, not on reaction rate or other aspects of the reaction\n"} +{"prompt": "What is the role of enzymes in biological systems?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Enzymes act as catalysts in biological systems\n\nAdditional guidance for markers:\n- The key point is that enzymes function as catalysts\n- Accept answers that explain catalysts speed up reactions without being used up\n- Do not award the mark for simply stating \"enzymes speed up reactions\" without mentioning their role as catalysts\n- Accept alternative phrasing such as \"biological catalysts\" or \"catalyze reactions in living organisms\"\n"} +{"prompt": "What term is used to describe reactions that can be reversed by changing conditions?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Reversible reactions\n\nAdditional guidance for markers:\n- Accept \"reversible\" as a standalone answer.\n- Do not accept \"reverse reactions\" as this is not the correct terminology.\n- The term \"equilibrium reactions\" is not acceptable as it is more specific than what the question asks for.\n"} +{"prompt": "What term describes the state where the rates of forward and reverse reactions are equal?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Dynamic equilibrium\n\nAdditional guidance for markers:\n- The answer must include both words \"dynamic\" and \"equilibrium\" to receive the mark.\n- Do not accept \"equilibrium\" alone, as the question specifically asks for the term that describes this particular state.\n- Do not accept \"chemical equilibrium\" or \"steady state\" as these are not the specific term mentioned in the syllabus.\n"} +{"prompt": "What principle is used to predict the effect of changing conditions on an equilibrium reaction?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Le Chatelier's principle\n\nAdditional guidance for markers:\n- The answer must specifically state \"Le Chatelier's principle\" to receive the mark.\n- Accept minor spelling variations (e.g., \"Le Chatelier principle\" or \"Le Chatelier's law\"), as long as it's clear the student is referring to the correct principle.\n- Do not accept vague answers like \"equilibrium principle\" or \"reaction principle\".\n- Do not award marks for explanations of the principle unless specifically asked for in the question.\n"} +{"prompt": "Why is carbon important in the industrial extraction of metals?", "ref_answer": "This question is worth \n3\n \n\n\n1 mark: Carbon is a reducing agent / Carbon reduces metal oxides\n\n1 mark: Carbon is more reactive than many metals / Carbon is above many metals in the reactivity series\n\n1 mark: Carbon can remove oxygen from metal oxides / Carbon reacts with oxygen from metal oxides\n\nAdditional guidance for markers:\n- For the first mark, accept \"Carbon acts as a reducing agent\" or similar phrasing that conveys its role in reduction.\n- For the second mark, the answer should indicate carbon's position relative to other metals in the reactivity series.\n- For the third mark, the answer should clearly state that carbon removes oxygen from metal oxides or reacts with the oxygen.\n- Do not award marks for simply stating that carbon is used in metal extraction without explaining why.\n"} +{"prompt": "What is the main purpose of using electrolysis in metal extraction?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: To extract metals that are too reactive to be extracted by chemical reduction methods\n\nAdditional guidance for markers:\n- Accept answers that clearly convey the idea of extracting reactive metals\n- Accept \"to extract metals from their ores\" if qualified with a mention of reactivity\n- Do not accept vague answers like \"to extract metals\" without mentioning reactivity\n- Do not accept answers that only describe the process without explaining the purpose\n\n2 marks: Full explanation\n- 1 mark for mentioning extraction of reactive metals\n- 1 mark for explaining that these metals cannot be extracted by chemical reduction methods\n\nExample of a 2-mark answer:\n\"Electrolysis is used to extract highly reactive metals from their ores because these metals cannot be extracted using chemical reduction methods.\"\n"} +{"prompt": "What is the term for using plants to extract metals from soil?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Phytoextraction\n\nAdditional guidance for markers:\n- The answer must specifically state \"phytoextraction\" to receive the mark.\n- Do not accept general terms like \"bioremediation\" or \"plant extraction\" as these are not specific enough.\n- \"Phytomining\" is an acceptable alternative answer, as it refers to the same process.\n"} +{"prompt": "What is the name of the industrial process used to produce ammonia?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Haber process\n\nAdditional guidance for markers:\n- The answer must specifically state \"Haber process\" to receive the mark.\n- Do not accept \"Haber-Bosch process\" as this is not the exact term used in the syllabus.\n- Do not accept vague answers like \"ammonia production\" or \"nitrogen fixation\".\n"} +{"prompt": "What does the steepness of a reaction rate graph typically indicate?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: The steepness of a reaction rate graph typically indicates the speed/rate of the reaction.\n\nAdditional guidance for markers:\n- Accept answers that clearly convey the idea that steeper slopes indicate faster reactions or higher reaction rates.\n- Accept phrases such as \"how fast the reaction is proceeding\" or \"the rapidity of the reaction\".\n- Do not accept vague answers like \"how the reaction is going\" without specific reference to speed or rate.\n- Do not accept answers that only mention \"gradient\" or \"slope\" without linking it to reaction speed or rate.\n"} +{"prompt": "How does the cost of raw materials influence the choice of conditions for an industrial process?", "ref_answer": "This question is worth \n4\n \n\n\n1 mark: Higher raw material costs lead to choosing conditions that maximize yield/efficiency\n\n1 mark: Expensive raw materials may justify more extreme/energy-intensive conditions to increase conversion\n\n1 mark: Cheaper raw materials may allow for less optimal conditions if it reduces other costs (e.g. energy, equipment)\n\n1 mark: Raw material costs are balanced against other factors like energy costs and equipment costs when optimizing conditions\n\nAdditional guidance for markers:\n- Answers should demonstrate understanding that raw material costs are one factor in a cost-benefit analysis of process conditions\n- Accept valid examples that illustrate the relationship between raw material costs and process conditions\n- Do not award marks for simply stating that costs are considered, without explaining how they influence condition choices\n"} +{"prompt": "What is the main application of the Haber process in agriculture?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Production of fertilizers/ammonia-based fertilizers\n\nAdditional guidance for markers:\n- Accept answers that clearly indicate the use of the Haber process for producing fertilizers.\n- Accept \"ammonia production for fertilizers\" or similar phrasing.\n- Do not accept vague answers like \"helps plants grow\" without mentioning fertilizers.\n- Do not accept \"ammonia production\" alone without linking to fertilizers or agricultural use.\n\n"} +{"prompt": "What is one key difference between industrial production of fertilizers and laboratory synthesis?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Industrial production is on a much larger scale / higher volume than laboratory synthesis.\n\nAdditional guidance for markers:\n- Accept answers that clearly convey the difference in scale or volume of production.\n- Other acceptable answers may include:\n \u2022 Industrial production uses continuous processes, while laboratory synthesis often uses batch processes.\n \u2022 Industrial production aims for higher efficiency and lower costs.\n \u2022 Industrial production often uses different catalysts or reaction conditions optimized for large-scale manufacturing.\n- Do not accept vague answers like \"industrial is bigger\" without specifying what aspect is bigger.\n"} +{"prompt": "Which element is essential for plant growth and is a key component of chlorophyll?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Nitrogen\n\nAdditional guidance for markers:\n- Accept only \"nitrogen\" as the correct answer.\n- Do not award the mark for other elements like phosphorus or potassium, even though they are also important for plant growth.\n- Do not accept chemical symbols (e.g., \"N\") in place of the full element name.\n- The answer does not need to mention chlorophyll explicitly, as the question already states this connection.\n"} +{"prompt": "What is one common raw material used in the industrial production of fertilizers?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Ammonia\n\nAdditional guidance for markers:\n- Accept \"NH3\" as an alternative to \"ammonia\"\n- Also accept \"natural gas\" or \"methane\" as these are common sources of hydrogen for ammonia production\n- Do not accept \"nitrogen\" or \"hydrogen\" alone, as these are elements used to produce ammonia rather than direct raw materials\n- Do not accept \"air\" alone, although it is a source of nitrogen\n\nIf students mention ammonium nitrate or ammonium sulfate, these can be accepted as they are mentioned in the syllabus point, but encourage them to think about the raw materials used to produce these compounds in future.\n"} +{"prompt": "What is the main purpose of conducting a life-cycle assessment of a material or product?", "ref_answer": "This question is worth 1 \n\n\n1 mark: To assess the environmental impact of a material or product throughout its entire life cycle\n\nAdditional guidance for markers:\n- Accept answers that clearly convey the idea of evaluating environmental impact across all stages of a product's life\n- Accept mentions of resource use and environmental effects if linked to the whole life cycle\n- Do not award the mark for vague answers about \"helping the environment\" without mentioning assessment or evaluation\n- Do not accept answers that focus on only one stage of the life cycle (e.g., just production or disposal)\n\n"} +{"prompt": "What is the primary purpose of a life-cycle assessment for a material or product?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: To evaluate the environmental impact of a material or product throughout its entire life cycle\n\nAdditional guidance for markers:\n- Accept answers that clearly convey the idea of assessing environmental impact across all stages of a product's life.\n- Key phrases to look for: \"environmental impact,\" \"entire life cycle,\" \"from production to disposal.\"\n- Do not award the mark for vague answers like \"to assess a product\" without mentioning environmental impact or life cycle.\n- Accept reasonable alternatives such as \"to determine the sustainability\" or \"to measure the ecological footprint\" of a material or product.\n"} +{"prompt": "What is meant by the term \"recycling for a different use\"?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: Using a material or product to create something different from its original purpose\n\n1 mark: The material or product is processed or transformed into a new form\n\nAdditional guidance for markers:\n- Both points are required for full marks\n- Accept answers that give a clear example of recycling for a different use, such as \"turning plastic bottles into clothing\"\n- Do not accept answers that only describe general recycling without specifying a change in use\n- The answer should convey the idea of repurposing or upcycling, not just reusing in the same form\n"} +{"prompt": "What is one economic factor that can influence recycling decisions?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Any one of the following economic factors:\n- Cost of recycling processes\n- Market value of recycled materials\n- Cost of raw materials compared to recycled materials\n- Government incentives or taxes related to recycling\n- Cost of waste disposal (e.g., landfill fees)\n\nAdditional guidance for markers:\n- Accept any reasonable economic factor that could influence recycling decisions.\n- The answer should clearly relate to economic aspects, not environmental or social factors.\n- If multiple factors are given, only mark the first one unless specifically instructed otherwise.\n- Do not accept vague answers like \"money\" or \"expense\" without further clarification.\n"} +{"prompt": "What is the main component metal in steel?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Iron\n\nAdditional guidance for markers:\n- Accept \"Fe\" as the chemical symbol for iron.\n- Do not accept other metals that may be present in steel (e.g., carbon, manganese, nickel) as the main component.\n- The answer must specifically identify iron as the main component metal in steel to receive the mark.\n"} diff --git a/dataset_generation/dataset/cs.jsonl b/dataset_generation/dataset/cs.jsonl new file mode 100644 index 000000000..32ce5e2e1 --- /dev/null +++ b/dataset_generation/dataset/cs.jsonl @@ -0,0 +1,75 @@ +{"prompt": "What is the primary purpose of the CPU?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: To execute/process instructions (or equivalent phrasing)\n\n1 mark: To control the operation of the computer system\n\nAdditional guidance for markers:\n- For the first mark, accept answers that clearly indicate the CPU's role in executing or processing instructions, programs, or data. Examples include \"to run programs\", \"to carry out computations\", or \"to process data\".\n- For the second mark, look for answers that demonstrate understanding of the CPU's role in managing and coordinating the computer's operations. Accept phrases like \"to manage computer operations\", \"to coordinate system components\", or \"to control the flow of data\".\n- Do not award marks for vague answers like \"to make the computer work\" or \"to do calculations\" without further elaboration.\n- Full marks can be awarded for a comprehensive answer that covers both aspects, even if not explicitly separated.\n"} +{"prompt": "What is the name of the cycle that describes the basic operation of a CPU?", "ref_answer": "This question is worth 1 \n\n\n1 mark: Fetch-execute cycle\n\nAdditional guidance for markers:\n- Accept \"fetch-decode-execute cycle\" as an alternative correct answer\n- Do not accept \"instruction cycle\" alone, as it's less specific\n- Do not accept answers that only mention part of the cycle (e.g., \"fetch cycle\" or \"execute cycle\")\n- The answer must include both \"fetch\" and \"execute\" (and optionally \"decode\") to receive the mark\n"} +{"prompt": "Which component of the CPU performs mathematical and logical operations?", "ref_answer": "This question is worth 1 \n\n\n1 mark: ALU (Arithmetic Logic Unit)\n\nAdditional guidance for markers:\n- The full name \"Arithmetic Logic Unit\" or the acronym \"ALU\" are both acceptable.\n- Do not award the mark for partial answers like \"Arithmetic Unit\" or \"Logic Unit\" alone.\n- No mark for general answers like \"processor\" or \"CPU\" as these are not specific to the component that performs mathematical and logical operations.\n"} +{"prompt": "What is meant by the term \"clock speed\" in relation to CPU performance?", "ref_answer": "This question is worth \n3\n \n\n\n1 mark: Clock speed refers to the number of cycles the CPU can execute per second.\n\n1 mark: It is typically measured in Hertz (Hz) or its multiples (e.g., GHz).\n\n1 mark: A higher clock speed generally means the CPU can perform more operations per second, potentially leading to improved performance.\n\nAdditional guidance for markers:\n- Accept answers that explain clock speed as the \"operating frequency\" of the CPU.\n- The concept of \"cycles per second\" or \"operations per second\" must be present for the first mark.\n- The unit of measurement (Hz/GHz) is required for the second mark.\n- For the third mark, the answer must link clock speed to potential performance improvement or processing capability.\n- Do not award marks for vague answers like \"how fast the CPU works\" without further explanation.\n"} +{"prompt": "How does increasing the cache size typically affect CPU performance?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: Increasing cache size typically improves CPU performance\n\n1 mark: Explanation of why this improvement occurs, such as:\n- More frequently used data can be stored closer to the CPU\n- Reduces the need to access slower main memory\n- Decreases average memory access time\n\nAdditional guidance for markers:\n- The first mark is for recognizing the positive impact on performance\n- The second mark is for a valid explanation of the mechanism behind the improvement\n- Accept other valid explanations that demonstrate understanding of cache function in relation to CPU performance\n- Do not award marks for vague answers like \"makes it faster\" without explanation\n"} +{"prompt": "What is the primary advantage of having multiple cores in a CPU?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: Ability to perform multiple tasks simultaneously / parallel processing\n\nAdditional guidance for markers:\n- Accept answers that clearly convey the concept of parallel processing or multitasking.\n- Accept phrases like \"can run multiple processes at once\" or \"allows for concurrent execution of tasks\".\n- Do not accept vague answers like \"makes the computer faster\" without explanation of parallelism.\n- Do not accept answers that only mention \"improved performance\" without specifying how multiple cores achieve this.\n\n2 marks: Detailed explanation of parallel processing and its impact on overall CPU performance\n\nFor 2 marks, the answer should include:\n- The concept of parallel processing (as in the 1 mark answer)\n- An explanation of how this improves overall CPU performance\n\nExample of a 2-mark answer:\n\"Multiple cores allow the CPU to perform multiple tasks simultaneously (parallel processing), which significantly improves overall processing speed and efficiency, especially for multitasking or running complex applications that can utilize multiple cores.\"\n\n"} +{"prompt": "What is the main purpose of an embedded system?", "ref_answer": "This question is worth 1 \n\n\n1 mark: To perform a specific dedicated function/task within a larger system or product\n\nAdditional guidance for markers:\n- Accept answers that emphasize the dedicated or specific nature of the function\n- Accept answers that mention the system being part of a larger device or product\n- Do not accept vague answers like \"to control things\" without mentioning specificity or integration\n- Do not accept answers that only describe characteristics without stating the main purpose\n"} +{"prompt": "Name one characteristic of an embedded system.", "ref_answer": "This question is worth 1 \n\n\n1 mark for any one of the following characteristics:\n\n- Designed for a specific task/purpose\n- Limited functionality\n- Limited user interface\n- Real-time operation\n- Low power consumption\n- Small size\n- Integrated into a larger system or product\n\nAdditional guidance for markers:\n- Accept any reasonable characteristic that aligns with the nature of embedded systems\n- The characteristic should be clearly stated, not just implied\n- Do not accept examples of embedded systems as characteristics\n"} +{"prompt": "Give an example of a device that uses an embedded system.", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Any one of the following examples (or similar appropriate devices):\n- Digital watch\n- Microwave oven\n- Washing machine\n- Dishwasher\n- Car engine control system\n- Traffic light controller\n- ATM machine\n- Digital camera\n- Smart thermostat\n- Fitness tracker\n- GPS navigation system\n\nAdditional guidance for markers:\n- Accept any reasonable example of a device that typically contains a dedicated computer system designed for a specific function.\n- The example should be a device where the embedded system is not immediately obvious as a full computer (e.g., do not accept smartphones or laptops).\n- If multiple examples are given, mark the first one only.\n"} +{"prompt": "What is the main purpose of primary storage in a computer system?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: To store data and instructions that are currently in use or immediately needed by the CPU\n\nAdditional guidance for markers:\n- Accept answers that clearly convey the idea of temporary storage for active processing\n- Accept phrases like \"for quick access by the CPU\" or \"to hold data and programs currently running\"\n- Do not accept answers that only mention long-term storage or confuse primary storage with secondary storage\n- Do not award the mark for answers that only describe RAM or ROM without explaining the main purpose of primary storage as a whole\n"} +{"prompt": "What does RAM stand for in computer memory?", "ref_answer": "This question is worth 1 \n\n\n1 mark: Random Access Memory\n\nAdditional guidance for markers:\n- The answer must be the full, correct expansion of the acronym RAM.\n- Accept \"Random-Access Memory\" with a hyphen.\n- Do not accept partial answers like \"Random Memory\" or \"Access Memory\".\n- The spelling must be correct to award the mark.\n"} +{"prompt": "What does ROM stand for in computer memory?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Read Only Memory\n\nAdditional guidance for markers:\n- The answer must provide the full, correct expansion of the acronym ROM.\n- All three words must be present and in the correct order.\n- Do not award the mark for \"Read Only\" without \"Memory\".\n- Do not accept variations like \"Read-Only Memory\" (with hyphen) or \"Read-Only-Memory\".\n- Capitalization is not important for marking purposes.\n"} +{"prompt": "What is the main purpose of secondary storage in a computer system?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: To store data/information permanently (or long-term)\n\nAdditional guidance for markers:\n- Accept answers that clearly convey the idea of permanent or long-term storage\n- Accept \"to retain data when the computer is powered off\"\n- Do not accept vague answers like \"to store data\" without mentioning permanence or long-term storage\n- Do not accept answers that confuse secondary storage with primary storage (RAM)\n\n2 marks: To store data/information permanently (or long-term) AND one of the following:\n- To provide additional storage capacity beyond primary memory\n- To allow for data portability between different devices\n- To serve as a backup for important data\n\nAdditional guidance for markers:\n- The first mark point must be present to award the second mark\n- The second point should demonstrate understanding of a distinct feature or advantage of secondary storage\n"} +{"prompt": "Name one type of optical storage device.", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Any one of the following:\n- CD (Compact Disc)\n- DVD (Digital Versatile Disc)\n- Blu-ray Disc\n\nAdditional guidance for markers:\n- Accept common variants such as CD-ROM, CD-R, CD-RW, DVD-ROM, DVD-R, DVD-RW\n- Do not accept \"disc\" or \"disk\" alone without specifying the type\n- Do not accept non-optical storage types such as USB drives or hard drives\n"} +{"prompt": "Which category of storage device does a hard disk drive belong to?", "ref_answer": "This question is worth 1 \n\n\n1 mark: Magnetic storage\n\nAdditional guidance for markers:\n- Accept \"magnetic\" or \"magnetic storage\" as correct answers.\n- Do not accept general answers like \"secondary storage\" or \"disk storage\" as these are not specific to the category asked in the question.\n- Do not accept \"HDD\" or \"hard drive\" alone, as the question asks for the category of storage device.\n"} +{"prompt": "How many bits are in a byte?", "ref_answer": "This question is worth 1 \n\n\n1 mark: 8 bits\n\nAdditional guidance for markers:\n- The answer must specifically state \"8 bits\" to receive the mark.\n- Do not accept just \"8\" without the unit \"bits\".\n- Do not accept \"eight\" spelled out in words; the numerical \"8\" is required.\n- No partial marks are awarded for this question.\n"} +{"prompt": "What is the unit of data storage that comes after gigabyte in terms of size?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Terabyte\n\nAdditional guidance for markers:\n- The answer must specifically state \"Terabyte\" to receive the mark.\n- Accept common abbreviations such as \"TB\" or \"T byte\".\n- Do not accept \"Tera\" alone without \"byte\".\n- Do not accept larger units like \"Petabyte\" or smaller units like \"Gigabyte\".\n"} +{"prompt": "How many kilobytes are in one megabyte?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: 1,000 kilobytes\n\nAdditional guidance for markers:\n- The answer must specifically state \"1,000 kilobytes\" or an equivalent numerical representation (e.g., 1000 KB) to receive the mark.\n- Do not accept approximations or rounded values (e.g., \"about 1000\" or \"a thousand\").\n- While some systems may use 1,024 KB as a megabyte, the syllabus specifically states 1,000 KB, so this is the required answer.\n- No unit conversion is required, as the question asks specifically for kilobytes.\n"} +{"prompt": "What is the maximum decimal value that can be represented by an 8-bit binary number?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: 255\n\nAdditional guidance for markers:\n- The answer must be the exact number 255 to receive the mark.\n- Do not accept binary (11111111) or hexadecimal (FF) equivalents.\n- No partial marks for close answers or explanations without the correct number.\n\nExplanation (not required for the mark):\n- An 8-bit binary number can represent 2^8 = 256 different values.\n- As binary numbers start from 0, the maximum value is 255 (which is 11111111 in binary).\n"} +{"prompt": "What does the term \"least significant bit\" refer to in a binary number?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: The least significant bit refers to the rightmost bit in a binary number.\n\nAdditional guidance for markers:\n- Accept answers that clearly indicate the rightmost position, such as \"the bit on the far right\" or \"the last bit on the right.\"\n- Accept answers that explain it's the bit with the lowest place value (1 in binary).\n- Do not award the mark for answers that only state it's the \"smallest bit\" without specifying its position.\n- Do not accept answers referring to the most significant bit or any other position in the binary number.\n\n2 marks: A full explanation including:\n- Its position (rightmost bit)\n- Its value or significance (represents the smallest value, which is 1 in binary)\n\nExample of a 2-mark answer:\n\"The least significant bit is the rightmost bit in a binary number and represents the smallest value (1 in base 2).\"\n"} +{"prompt": "How many unique characters can be represented using the 8-bit ASCII character set?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: 256 characters\n\nAdditional guidance for markers:\n- The answer must specifically state \"256\" to receive the mark.\n- Accept \"2^8\" or \"two to the power of eight\" as alternative correct answers.\n- Do not accept answers that are close but not exact (e.g., \"255\" or \"257\").\n- No marks for explanations without the correct number, as the question only asks for the number of characters.\n\nExplanation (not required for the mark):\nThe 8-bit ASCII character set uses 8 bits to represent each character. With 8 bits, there are 2^8 = 256 possible unique combinations, allowing for 256 different characters to be represented.\n"} +{"prompt": "What are the two main types of compression?", "ref_answer": "This question is worth \n2\n \n\n\n2 marks:\n1 mark: Lossy compression\n1 mark: Lossless compression\n\nAdditional guidance for markers:\n- Both types of compression must be correctly identified to receive full marks.\n- Accept minor spelling errors as long as the intended type of compression is clear.\n- Do not accept descriptions of the compression types in place of their names.\n- If more than two types are listed, only mark the first two answers given.\n"} +{"prompt": "Which type of compression results in a loss of data quality?", "ref_answer": "This question is worth 1 \n\n\n1 mark: Lossy compression\n\nAdditional guidance for markers:\n- Accept \"Lossy\" or \"Lossy compression\" for the full mark.\n- Do not accept just \"compression\" without specifying the type.\n- Do not accept \"Lossless\" or \"Lossless compression\" as this is incorrect.\n- If both \"Lossy\" and \"Lossless\" are mentioned, no mark should be awarded unless it's clear that the candidate understands Lossy is the correct answer.\n"} +{"prompt": "Name one advantage of using lossless compression.", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Any one of the following advantages:\n- No loss of data quality/integrity\n- Original file can be perfectly reconstructed\n- Suitable for files where data accuracy is critical (e.g. text documents, program files)\n\nAdditional guidance for markers:\n- Accept any reasonable advantage that relates specifically to lossless compression\n- Do not accept general advantages of compression that could apply to both lossy and lossless (e.g. \"saves storage space\")\n- The advantage must be clearly stated, not just implied\n"} +{"prompt": "What does LAN stand for in computer networking?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Local Area Network\n\nAdditional guidance for markers:\n- The answer must provide the full expansion of LAN as \"Local Area Network\" to receive the mark.\n- Do not award the mark for only writing \"LAN\" or for partial answers.\n- The answer must be exact; synonyms or paraphrasing are not acceptable.\n"} +{"prompt": "Which network type typically covers a larger geographical area: LAN or WAN?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: WAN (Wide Area Network)\n\nAdditional guidance for markers:\n- The answer must specifically state \"WAN\" or \"Wide Area Network\" to receive the mark.\n- Do not award the mark for \"Wide Area\" alone without \"Network\".\n- If the candidate provides both LAN and WAN in their answer, they must clearly indicate that WAN covers the larger area to receive the mark.\n"} +{"prompt": "What is the primary function of a router in a network?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: To direct data between different networks or subnetworks\n\nAdditional guidance for markers:\n- Accept answers that clearly convey the idea of routing or directing data/packets between networks\n- Accept \"forwarding data packets between networks\"\n- Accept \"connecting different networks and determining the best path for data to travel\"\n- Do not accept vague answers like \"connects computers\" or \"manages network traffic\" without specific mention of routing between networks\n\n2 marks: To direct data between different networks or subnetworks AND one of the following:\n- Uses IP addresses to determine the best path for data\n- Operates at the network layer of the OSI model\n- Can connect different types of networks (e.g., LAN to WAN)\n\nAdditional guidance for markers:\n- For 2 marks, the answer must include the primary routing function plus one additional correct point about router functionality\n- The additional point should demonstrate deeper understanding of how routers work\n"} +{"prompt": "What is the primary difference between Ethernet and Wi-Fi in terms of connection type?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Ethernet uses a wired connection, while Wi-Fi uses a wireless connection.\n\nAdditional guidance for markers:\n- The answer must clearly state that Ethernet is wired and Wi-Fi is wireless to receive the mark.\n- Accept answers that emphasize the physical cable connection for Ethernet versus the radio wave transmission for Wi-Fi.\n- Do not award the mark if only one connection type is correctly identified without contrasting it with the other.\n"} +{"prompt": "Which protocol is commonly used for secure web browsing?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: HTTPS (Hyper Text Transfer Protocol Secure)\n\nAdditional guidance for markers:\n- The answer must specifically state \"HTTPS\" or \"Hyper Text Transfer Protocol Secure\" to receive the mark.\n- Do not accept \"HTTP\" alone, as this is not the secure version.\n- Do not accept \"SSL\" or \"TLS\" alone, as these are the encryption protocols used by HTTPS, not the protocol itself.\n- \"Secure HTTP\" is acceptable as an alternative way of expressing HTTPS.\n"} +{"prompt": "What does MAC stand for in the context of network addressing?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Media Access Control\n\nAdditional guidance for markers:\n- The answer must provide the full expansion of MAC as \"Media Access Control\" to receive the mark.\n- Do not accept partial answers such as just \"Media Access\" or \"Access Control\".\n- The answer should be case-insensitive, so \"media access control\" is also acceptable.\n- Do not accept incorrect expansions like \"Machine Access Code\" or similar variations.\n"} +{"prompt": "What is the term for software designed to disrupt, damage, or gain unauthorized access to a computer system?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Malware\n\nAdditional guidance for markers:\n- Accept \"malicious software\" as an alternative to \"malware\"\n- Do not accept specific types of malware (e.g., virus, trojan, worm) alone without the general term \"malware\"\n- Do not accept vague terms like \"harmful software\" or \"bad programs\" - the specific term \"malware\" or \"malicious software\" is required\n"} +{"prompt": "Which type of attack relies on exploiting human psychology rather than technical vulnerabilities?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Social engineering\n\nAdditional guidance for markers:\n- Accept \"social engineering\" or a clear description of social engineering techniques\n- Examples such as \"phishing\" or \"pretexting\" are acceptable if they clearly indicate exploitation of human psychology\n- Do not accept general terms like \"hacking\" or \"scamming\" without specific reference to psychological manipulation\n- Do not accept technical attack methods like \"malware\" or \"brute force\"\n"} +{"prompt": "What is the name of the attack method that attempts to gain access by systematically trying all possible passwords?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Brute-force attack\n\nAdditional guidance for markers:\n- Accept \"brute force attack\" or \"brute-force attack\" (with or without hyphen)\n- Do not accept just \"brute force\" without \"attack\"\n- Do not accept other types of attacks like dictionary attacks or rainbow table attacks\n- The answer must specifically refer to the method of trying all possible passwords systematically\n"} +{"prompt": "What is the purpose of penetration testing in cybersecurity?", "ref_answer": "This question is worth \n3\n \n\n\n1 mark: To identify vulnerabilities in a system or network\n\n1 mark: To simulate real-world attacks on a system\n\n1 mark: To test the effectiveness of existing security measures\n\nAdditional guidance for markers:\n- Accept answers that convey the idea of finding weaknesses or security flaws\n- Accept answers that mention \"ethical hacking\" as an alternative term for penetration testing\n- Do not award marks for vague answers like \"to improve security\" without specifying how\n- Answers should focus on the purpose of testing, not on the methods used\n"} +{"prompt": "Which prevention method involves restricting access to certain parts of a system based on user roles?", "ref_answer": "This question is worth 1 \n\n\n1 mark: User access levels\n\nAdditional guidance for markers:\n- Accept \"access control\" or \"role-based access control (RBAC)\" as equivalent answers\n- Do not accept vague answers like \"restricting access\" without mentioning user roles or levels\n- Do not accept \"passwords\" alone, as this is a separate prevention method\n"} +{"prompt": "What type of software is specifically designed to detect and remove malicious programs?", "ref_answer": "This question is worth 1 \n\n\n1 mark: Anti-malware software\n\nAdditional guidance for markers:\n- Accept \"antivirus software\" as an alternative answer.\n- Do not accept general terms like \"security software\" or \"protection software\" without specific mention of malware or viruses.\n- Do not accept brand names of antivirus products (e.g., Norton, McAfee) without the term \"anti-malware\" or \"antivirus\".\n"} +{"prompt": "What is the primary purpose of a user interface in an operating system?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: To provide a means for users to interact with the computer system\n\nAdditional guidance for markers:\n- Accept answers that convey the idea of facilitating communication or interaction between the user and the computer.\n- Accept phrases like \"to allow users to control the computer\" or \"to enable users to access and use computer functions\".\n- Do not accept vague answers like \"to make the computer easier to use\" without mentioning interaction or control.\n"} +{"prompt": "Which function of an operating system is responsible for allocating and deallocating memory to running programs?", "ref_answer": "This question is worth 1 \n\n\n1 mark: Memory management\n\nAdditional guidance for markers:\n- Accept \"memory management\" or \"memory allocation\" as correct answers.\n- Do not accept vague answers like \"resource management\" or \"program management\".\n- The answer should specifically relate to the allocation and deallocation of memory.\n- Do not award marks for answers that only mention other operating system functions without specifying memory management.\n"} +{"prompt": "What is the role of device drivers in an operating system?", "ref_answer": "This question is worth \n3\n \n\n\n1 mark: Device drivers allow communication between the operating system and hardware devices/peripherals\n\n1 mark: Device drivers translate generic commands from the operating system into specific instructions for the hardware\n\n1 mark: They enable the operating system to control and manage various hardware components\n\nAdditional guidance for markers:\n- Accept answers that convey the idea of drivers facilitating interaction between OS and hardware\n- Accept mentions of drivers providing a standard interface for the OS to work with different hardware\n- Do not award marks for simply stating \"drivers manage peripherals\" without explaining how\n"} +{"prompt": "What is the main purpose of utility software?", "ref_answer": "This question is worth 1 \n\n\n1 mark: To perform housekeeping tasks or maintenance functions for the computer system\n\nAdditional guidance for markers:\n- Accept answers that clearly convey the idea of maintaining, optimizing, or supporting the computer system's operation\n- Examples of utility software functions (e.g., encryption, defragmentation, data compression) can be accepted if they are presented as part of explaining the main purpose\n- Do not accept vague answers like \"to help the computer\" without specifying maintenance or system support\n- Do not accept answers that confuse utility software with application software or operating systems\n\n"} +{"prompt": "Which type of utility software is used to rearrange data on a hard drive for faster access?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Defragmentation software\n\nAdditional guidance for markers:\n- Accept \"defragmentation\" or \"disk defragmenter\"\n- Do not accept vague answers like \"disk cleanup\" or \"optimization software\"\n- The answer must specifically refer to rearranging/reorganizing data on the hard drive\n"} +{"prompt": "What is the primary function of encryption software?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: To protect data by making it unreadable to unauthorized users\n\nAdditional guidance for markers:\n- Accept answers that clearly convey the idea of securing or safeguarding data\n- Accept answers that mention converting data into a code to prevent unauthorized access\n- Do not accept vague answers like \"to protect data\" without specifying how it protects (i.e., by making it unreadable)\n- Do not accept answers that confuse encryption with other security measures like firewalls or antivirus software\n"} +{"prompt": "What act specifically addresses the protection of personal data in the UK?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: The Data Protection Act 2018\n\nAdditional guidance for markers:\n- The answer must specifically mention \"The Data Protection Act 2018\" to receive the mark.\n- Do not award the mark for just \"Data Protection Act\" without the year, as this could refer to the earlier 1998 act.\n- Do not accept \"GDPR\" or \"General Data Protection Regulation\" as this is EU legislation, not specific to the UK.\n- No mark for vague answers like \"data protection law\" or \"privacy act\".\n"} +{"prompt": "Which legislation is designed to prevent unauthorized access to computer systems?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Computer Misuse Act 1990\n\nAdditional guidance for markers:\n- The answer must specifically state \"Computer Misuse Act 1990\" to receive the full mark.\n- Accept \"Computer Misuse Act\" without the year, but not just \"Misuse Act\".\n- Do not accept other legislation such as the Data Protection Act or Copyright Act, as these do not specifically target unauthorized access to computer systems.\n"} +{"prompt": "What type of software license allows users to access and modify the source code?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Open source license\n\nAdditional guidance for markers:\n- Accept \"open source\" or \"open-source\" as valid alternatives\n- Do not accept just \"free software\" as this does not necessarily imply access to source code\n- Do not accept specific license names (e.g. GPL, MIT) without the term \"open source\"\n\nKey points:\n- The answer must indicate that the license allows access to and modification of source code\n- Emphasis should be on the \"open\" nature of the license in relation to the source code\n"} +{"prompt": "What is the term for breaking down a complex problem into smaller, more manageable parts?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Decomposition\n\nAdditional guidance for markers:\n- The answer must specifically state \"decomposition\" to receive the mark.\n- Do not accept similar terms like \"breaking down\" or \"dividing\" alone, as the question asks for the specific computational thinking term.\n- Do not accept other computational thinking principles like \"abstraction\" or \"algorithmic thinking\".\n"} +{"prompt": "Which principle of computational thinking involves removing unnecessary details to focus on the essential features of a problem?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Abstraction\n\nAdditional guidance for markers:\n- The answer must specifically state \"abstraction\" to receive the mark.\n- Do not accept general descriptions without the term \"abstraction\".\n- Do not accept other principles of computational thinking such as decomposition or algorithmic thinking.\n"} +{"prompt": "What is the term for the step-by-step approach to problem-solving in computational thinking?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Algorithmic thinking\n\nAdditional guidance for markers:\n- The answer must specifically state \"algorithmic thinking\" to receive the mark.\n- Do not accept \"algorithm\" alone, as the question asks for the term describing the approach.\n- Do not accept \"step-by-step approach\" or similar descriptions without the specific term.\n- \"Algorithmic approach\" is acceptable for the mark.\n"} +{"prompt": "What are the three main components to identify when analyzing a problem in algorithm design?", "ref_answer": "This question is worth \n3\n \n\n\n1 mark: Inputs\n1 mark: Processes\n1 mark: Outputs\n\nAdditional guidance for markers:\n- Award 1 mark for each correct component identified.\n- The exact wording \"inputs,\" \"processes,\" and \"outputs\" is required.\n- Do not accept synonyms or alternative terms (e.g., do not accept \"data\" for \"inputs\" or \"results\" for \"outputs\").\n- The order of listing the components is not important.\n- If more than three components are listed, only mark the first three.\n"} +{"prompt": "What is the purpose of a structure diagram in algorithm design?", "ref_answer": "This question is worth \n3\n \n\n\n1 mark: To show the overall structure of a problem or algorithm\n\n1 mark: To break down a problem into subsections\n\n1 mark: To show the links or relationships between different subsections of a problem\n\nAdditional guidance for markers:\n- Accept answers that convey the idea of visualizing or organizing the components of an algorithm\n- Accept answers that mention hierarchical representation of a problem\n- Do not award marks for vague answers like \"to make the algorithm easier to understand\" without specifying how it does so\n"} +{"prompt": "Which representation method is used to visually depict the flow of an algorithm using standardized symbols?", "ref_answer": "This question is worth 1 \n\n\n1 mark: Flowchart\n\nAdditional guidance for markers:\n- Accept \"flow chart\" or \"flowchart\" as correct.\n- Do not accept \"diagram\" or \"chart\" alone, as the question specifically asks for the representation method that uses standardized symbols.\n- Do not accept \"structure diagram\" or other types of diagrams, as these are not specifically designed to show algorithm flow using standardized symbols.\n"} +{"prompt": "What type of search algorithm is most efficient for sorted data?", "ref_answer": "This question is worth 1 \n\n\n1 mark: Binary search\n\nAdditional guidance for markers:\n- The answer must specifically state \"binary search\" to receive the mark.\n- Do not accept \"binary\" alone, as the question asks for the type of search algorithm.\n- Do not accept other search algorithms like \"linear search\" as these are not the most efficient for sorted data.\n- If a student provides additional correct information about binary search (e.g., how it works), this is acceptable but not required for the mark.\n"} +{"prompt": "Which sorting algorithm repeatedly compares adjacent elements and swaps them if they are in the wrong order?", "ref_answer": "This question is worth 1 \n\n\n1 mark: Bubble sort\n\nAdditional guidance for markers:\n- The answer must specifically state \"bubble sort\" to receive the mark.\n- Do not accept general descriptions of the algorithm without naming it.\n- Do not accept other sorting algorithm names (e.g., merge sort, insertion sort).\n"} +{"prompt": "What is the primary advantage of a binary search over a linear search?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: Binary search is generally faster / more efficient\n\n2 marks: Binary search has a time complexity of O(log n) compared to linear search's O(n)\n\nAdditional guidance for markers:\n- For 1 mark, accept answers that convey the idea of improved speed or efficiency without technical details.\n- For 2 marks, the answer must correctly compare the time complexities of both algorithms.\n- Do not award marks for describing how the algorithms work unless it directly relates to the efficiency advantage.\n- Accept \"logarithmic time\" as an alternative to O(log n) for the 2-mark answer.\n"} +{"prompt": "What is the purpose of using constants in programming?", "ref_answer": "This question is worth \n4\n \n\n\n1 mark: Constants are used to store values that do not change during program execution.\n\n1 mark: They improve code readability by giving meaningful names to fixed values.\n\n1 mark: Constants help maintain code by centralizing values that might need to be updated.\n\n1 mark: Using constants can prevent accidental changes to important values in the program.\n\nAdditional guidance for markers:\n- Award marks for any valid purpose of using constants in programming.\n- Answers should focus on the benefits or reasons for using constants, not just a definition.\n- Accept reasonable alternative phrasings that convey the same concepts.\n"} +{"prompt": "Which programming construct is used to repeat a block of code multiple times?", "ref_answer": "This question is worth 1 \n\n\n1 mark: Iteration\n\nAdditional guidance for markers:\n- Accept \"loop\" as an alternative to \"iteration\"\n- Do not accept specific types of loops (e.g., \"for loop\", \"while loop\") alone, as the question asks for the general programming construct\n- Do not accept \"repetition\" alone, as it's not the formal term for this programming construct\n"} +{"prompt": "What does the '==' operator do in most programming languages?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: The '==' operator checks for equality between two values.\n\nAdditional guidance for markers:\n- Accept answers that clearly explain the comparison function, such as \"It compares two values to see if they are equal\" or \"It tests if two values are the same\".\n- Do not accept answers that confuse '==' with '=' (assignment operator).\n- Do not award the mark for vague answers like \"It compares things\" without specifying equality.\n- Accept answers that mention that it returns a Boolean value (true/false) based on the equality comparison.\n"} +{"prompt": "What data type would you use to store a whole number?", "ref_answer": "This question is worth 1 \n\n\n1 mark: Integer\n\nAdditional guidance for markers:\n- Accept \"int\" as an abbreviation for integer\n- Do not accept \"whole number\" as the question is specifically asking for the data type\n- Do not accept \"float\" or \"double\" as these are used for real numbers which include decimals\n\n"} +{"prompt": "Which data type is most appropriate for storing decimal numbers?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Real (or Float)\n\nAdditional guidance for markers:\n- Accept \"Real\" or \"Float\" as correct answers.\n- Do not accept \"Double\" or \"Decimal\" unless the specific programming language being used is specified in the question.\n- The answer must specifically mention a data type that can store decimal numbers.\n- Do not accept \"Integer\" as this cannot store decimal numbers.\n- If a student provides an explanation without explicitly stating \"Real\" or \"Float\", no mark should be awarded.\n"} +{"prompt": "What data type would you use to store a single letter?", "ref_answer": "This question is worth 1 \n\n\n1 mark: Character\n\nAdditional guidance for markers:\n- Accept \"char\" as an alternative to \"character\"\n- Do not accept \"string\" as this is for multiple characters\n- Do not accept \"letter\" alone, as the question asks for the data type\n\n"} +{"prompt": "What is the SQL command used to retrieve data from a database table?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: SELECT\n\nAdditional guidance for markers:\n- The answer must specifically state \"SELECT\" to receive the mark.\n- Do not accept other SQL commands like INSERT, UPDATE, or DELETE.\n- The answer is not case-sensitive, so \"select\" or \"Select\" are also acceptable.\n- Do not award marks for additional correct information (e.g., \"SELECT FROM\"), as the question only asks for the command used to retrieve data.\n"} +{"prompt": "What is the term for combining two or more strings together in programming?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Concatenation\n\nAdditional guidance for markers:\n- The answer must specifically state \"concatenation\" to receive the mark.\n- Do not accept general descriptions like \"joining\" or \"putting together\" without the specific term.\n- \"String concatenation\" is also acceptable for the full mark.\n"} +{"prompt": "What type of array is used to represent a table with rows and columns?", "ref_answer": "This question is worth 1 \n\n\n1 mark: Two-dimensional array (2D array)\n\nAdditional guidance for markers:\n- Accept \"2D array\" as an alternative to \"two-dimensional array\"\n- Do not accept just \"array\" without the specification of two-dimensional\n- Do not accept \"matrix\" as this is not a programming-specific term\n\n"} +{"prompt": "What is the purpose of input validation in defensive design?", "ref_answer": "This question is worth \n3\n \n\n\n1 mark: To ensure that data entered into a program is valid/correct/appropriate\n\n1 mark: To prevent errors or unexpected behavior in the program\n\n1 mark: To protect against malicious input or security threats\n\nAdditional guidance for markers:\n- Award 1 mark for each valid point, up to a maximum of 3 marks\n- Accept answers that convey the same meaning using different wording\n- Do not award marks for vague answers like \"to check input\" without further explanation\n- Examples of input validation techniques (e.g., range checking, type checking) can be awarded a mark if they clearly demonstrate understanding of the purpose\n"} +{"prompt": "Name one method of authentication mentioned in the specification.", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Any one of the following:\n- Username and password\n- Biometric authentication (e.g., fingerprint, facial recognition)\n- Two-factor authentication\n- Security questions\n- PIN (Personal Identification Number)\n\nAdditional guidance for markers:\n- Accept any reasonable method of authentication that could be used to confirm the identity of a user.\n- The answer should be a specific method, not just \"authentication\" in general.\n- If multiple methods are given, only mark the first one.\n"} +{"prompt": "What is the primary goal of using naming conventions in programming?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: To improve maintainability of code\n\nAdditional guidance for markers:\n- Accept answers that clearly convey the idea of making code easier to understand, read, or maintain.\n- Accept answers that mention \"readability\" or \"understandability\" of code.\n- Do not accept vague answers like \"to make coding better\" without specific reference to maintainability or readability.\n- Do not accept answers that focus solely on other aspects of naming conventions (e.g., consistency) without mentioning maintainability.\n"} +{"prompt": "What is the main purpose of testing in software development?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: To identify errors or bugs in the software\n\n1 mark: To ensure the software meets its requirements or specifications\n\n1 mark: To verify that the software functions as intended\n\nAdditional guidance for markers:\n- Accept any one of these points for full marks\n- Also accept answers that mention \"finding and fixing problems\" or \"improving software quality\"\n- Do not accept vague answers like \"to make the software better\" without specifying how\n- Answers should focus on the purpose of testing, not the types or methods of testing\n"} +{"prompt": "What type of testing is performed throughout the development process?", "ref_answer": "This question is worth 1 \n\n\n1 mark: Iterative testing\n\nAdditional guidance for markers:\n- Accept \"iterative\" or \"iterative testing\" as correct answers.\n- Do not accept \"continuous testing\" or \"ongoing testing\" alone, as the specific term \"iterative\" is required.\n- Do not accept \"final testing\" or \"terminal testing\" as these are performed at the end of development, not throughout.\n\nKey points:\n- Iterative testing is performed throughout the development process.\n- It involves testing individual modules or components as they are developed.\n- This is in contrast to final/terminal testing which is done at the end of production.\n"} +{"prompt": "What kind of errors prevent a program from being run or translated?", "ref_answer": "This question is worth 1 \n\n\n1 mark: Syntax errors\n\nAdditional guidance for markers:\n- Accept \"syntax error\" or \"syntax errors\" for the mark\n- Do not accept just \"errors\" without specifying \"syntax\"\n- Do not accept \"logic errors\" as these do not prevent a program from running/translating\n- Do not accept \"compile-time errors\" unless specifically linked to syntax\n\n"} +{"prompt": "What does the AND logic gate symbol look like?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Correct drawing of the AND gate symbol, which should look like:\n\n[A simple diagram of an AND gate symbol, resembling a D-shape with a flat side on the left and a curved side on the right, with two input lines on the left and one output line on the right.]\n\nAdditional guidance for markers:\n- The symbol must clearly show:\n * A shape similar to a D or semi-circle\n * Two input lines on the left side\n * One output line on the right side\n- The exact proportions may vary slightly, but the overall shape must be recognizable as an AND gate\n- No additional text or labels are required for the mark\n- If a student provides both a correct symbol and an incorrect one, award the mark if the correct symbol is clearly indicated as the final answer\n"} +{"prompt": "In a truth table for an OR gate, what is the output when both inputs are 0?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: 0 (zero)\n\nAdditional guidance for markers:\n- The answer must specifically state \"0\" or \"zero\" to receive the mark.\n- Do not accept \"false\" or \"low\" as these are not the standard notation used in the syllabus for truth tables.\n- If a candidate provides additional correct information (e.g., \"The output is 0 because an OR gate only outputs 1 when at least one input is 1\"), they should still receive the mark as long as the correct output is clearly stated.\n"} +{"prompt": "What is the output of a NOT gate when the input is 1?", "ref_answer": "This question is worth 1 \n\n\n1 mark: 0 (zero)\n\nAdditional guidance for markers:\n- The answer must be \"0\" or \"zero\" to receive the mark.\n- Do not accept written explanations without the specific output value.\n- Do not accept \"False\" or \"F\" as alternatives, unless explicitly stated in the question that these are acceptable.\n"} +{"prompt": "What is the main purpose of a high-level programming language?", "ref_answer": "This question is worth 1 \n\n\n1 mark: To make programming easier for humans / to be more human-readable\n\nAdditional guidance for markers:\n- Accept answers that convey the idea of making programming more accessible or easier for humans to write and understand.\n- Accept answers that mention abstraction from machine code or hardware details.\n- Do not accept answers that only describe features of high-level languages without explaining the purpose (e.g., \"uses English-like commands\" alone is not sufficient).\n- Do not accept answers that confuse high-level languages with compilers or interpreters.\n\nExamples of acceptable answers:\n- To simplify the process of writing programs\n- To allow programmers to write code in a more natural language\n- To abstract away complex machine-level details\n"} +{"prompt": "Name one characteristic of a low-level programming language.", "ref_answer": "This question is worth 1 \n\n\n1 mark for any one of the following characteristics:\n\n- Machine-dependent / specific to a particular computer architecture\n- Closer to machine code / binary\n- More difficult for humans to read/write\n- Provides direct control over hardware\n- Requires fewer translation steps to execute\n- Generally faster execution than high-level languages\n- Less abstraction from hardware\n\nAdditional guidance for markers:\n- Accept any reasonable characteristic that accurately describes low-level programming languages\n- The answer should demonstrate understanding of how low-level languages differ from high-level languages\n- Do not accept vague answers like \"it's harder\" without specifying what aspect is harder\n"} +{"prompt": "What is the primary function of a translator in programming?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: To convert/translate high-level language code into machine code (or low-level language)\n\nAdditional guidance for markers:\n- Accept answers that clearly convey the idea of converting from a higher-level language to a lower-level or machine-executable form.\n- Key words to look for: convert, translate, transform, change\n- The answer should indicate both the starting point (high-level language) and the end point (machine code or low-level language).\n- Do not accept vague answers like \"to make code run\" without mentioning the translation aspect.\n\n2 marks: Full explanation including:\n- Translation from high-level to low-level/machine code (1 mark)\n- So that the computer can execute/understand the code (1 mark)\n\nAdditional guidance for markers:\n- The second mark is for explaining why this translation is necessary (i.e., for computer execution).\n- Both aspects must be present for full marks.\n"} diff --git a/dataset_generation/dataset/cs_challenges.jsonl b/dataset_generation/dataset/cs_challenges.jsonl new file mode 100644 index 000000000..fd150083c --- /dev/null +++ b/dataset_generation/dataset/cs_challenges.jsonl @@ -0,0 +1,20 @@ +{"prompt": "Write a code solution to the following question\n1 Mastermind\n\nGenerate a random four digit number. The player has to keep inputting four digit numbers until they guess the randomly generated number. After each unsuccessful try it should say\n\nhow many numbers they got correct, but not which position they got right. At the end of the game should congratulate the user and say how many tries it took.\n"} +{"prompt": "Write a code solution to the following question\n2 Averages\n\nMake a program that asks the user for a series of numbers until they either want to output the average or quit the program.\n"} +{"prompt": "Write a code solution to the following question\n3 Email validator\n\nMake a program to check whether an email address is valid or not.\n\nFor instance, you could make sure that there are no spaces, that there is an @ symbol and a dot somewhere after it. Also check the length of the parts at the start, and that the end parts\n\nof the address are not blank.\n"} +{"prompt": "Write a code solution to the following question\n4 Password reset program\n\nOnly accept a new password if it is:\n\n1. At least eight characters long\n\n2. Has lower case and upper case letters.\n\nThe password reset program should also make the user input their new password twice so that the computer knows that the user has not made any mistakes when typing their new password.\n"} +{"prompt": "Write a code solution to the following question\n5 Basic lists\n\nMake a program that lets a user input a series of names into a list. The program should then ask the user whether they want to print out the list in the original order, or in reverse\n"} +{"prompt": "Write a code solution to the following question\n6 Max and min list\n\nWrite a program that lets the user input a list of numbers. Every time they input a new number, the program should give a message about what the maximum and minimum numbers\n\nin the list are.\n"} +{"prompt": "Write a code solution to the following question\n7 Letter list\n\nWrite a program that lets a user choose a letter. The program will then find all the words beginning with that letter in a list and print them out. It should also say how many words it found\n"} +{"prompt": "Write a code solution to the following question\n8 RPG character/Pokemon stat creator\n\nMake a program which will randomly create a character\u2019s stats based on several rules set by the user. Have it generate a class, gender, strength/magic/dexterity points, and extra abilities\n\nor trades. Have the program save it to a file which can then be printed out so that it can be used in a game.\n"} +{"prompt": "Write a code solution to the following question\n9 Quiz Maker\n\nMake an application which takes various questions from a file, picked randomly, and puts together a quiz for students, and then reads a key to grade the quizzes. Each quiz can be different\n"} +{"prompt": "Write a code solution to the following question\n10 Check if Palindrome\n\nChecks if the string entered by the user is a palindrome. A palindrome is a word that reads the same forwards as it does backwards like \u201cracecar\u201d.\n"} +{"prompt": "Write a code solution to the following question\n11 Count Words in a String\n\nCounts the number of individual words in a string. For added complexity, the program could read these strings in from a text file and generate a summary.\n"} +{"prompt": "Write a code solution to the following question\n12 Pig Latin\n\nPig Latin is a game of alterations played on the English language game. To create the Pig Latin form of an English word the initial consonant sound is transposed to the end of the word\n\nand an ay is affixed (Ex.: \u201cbanana\u201d would yield anana-bay)\n"} +{"prompt": "Write a code solution to the following question\n13 Count Vowels\n\nEnter a string and the program counts the number of vowels in the text. For added complexity have it report a sum of each vowel found\n"} +{"prompt": "Write a code solution to the following question\n14 Unit Converter (temperature, currency, volume, mass and more)\n\nConverts various units between one another. The user enters the type of unit being entered, the type of unit they want to convert to and then the value. The program will then make\n\nthe conversion.\n"} +{"prompt": "Write a code solution to the following question\n15 Change Return Program\n\nThe user enters a cost and then the amount of money given. You should write a program that works out what denominations of change should be given in pounds, 50p, 20p, 10p etc.\n"} +{"prompt": "Write a code solution to the following question\n16 Shopping list\n\nCreate a program that will keep track of items for a shopping list. The program should allow you to keep adding new items. You should also be able to record which shop you are going\n\nto visit for the item.\n"} +{"prompt": "Write a code solution to the following question\n17 Hangman\n\nCreate a version of the Hangman game using Lists. The program should ask for the word to guess and the number of chances to be given.\n\nFor every guess you should update the user with which letters they have guessed incorrectly, as well as replacing the letters in the guess word with the ones they have guessed correctly.\n\nYou should also show the user how many chances they have left.\n"} +{"prompt": "Write a code solution to the following question\n18 Squares\n\nCreate a program that will ask the user for a number and then print out a list of numbers from 1 to the number entered and the square of the number. For example, if the user entered \u20183\u2019\n\nthen the program would output:\n\n1 squared is 1\n\n2 squared is 4\n\n3 squared is 9\n"} +{"prompt": "Write a code solution to the following question\n19 Times tables\n\nCreate a program which will produce the times table for a number entered by the user\n\neg if the user enters \u20182\u2019 it should produce:\n\n1 x 2 = 2\n\n2 x 2 = 4\n\n3 x 2 = 6\n"} +{"prompt": "Write a code solution to the following question\n20 Binary/Hexidecimal/Decimal\n\nCreate a program which will convert a given decimal up to 255 into its 8-bit binary equivalent."} diff --git a/dataset_generation/dataset/physics.jsonl b/dataset_generation/dataset/physics.jsonl new file mode 100644 index 000000000..d46d986a6 --- /dev/null +++ b/dataset_generation/dataset/physics.jsonl @@ -0,0 +1,177 @@ +{"prompt": "Who proposed the \"plum pudding\" model of the atom?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: J.J. Thomson\n\nAdditional guidance for markers:\n- Accept \"Thomson\" without initials.\n- Do not accept \"Thompson\" (common misspelling).\n- The full name \"Joseph John Thomson\" is also acceptable.\n- Do not accept vague answers like \"a scientist\" or \"a physicist\".\n"} +{"prompt": "What is the overall charge of an atom's nucleus?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Positive\n\nAdditional guidance for markers:\n- Accept \"positively charged\" or \"positive charge\" as equivalent answers.\n- Do not accept \"protons\" alone, as the question specifically asks for the overall charge.\n- Do not accept \"neutral\" or \"zero\", as this refers to the charge of the entire atom, not just the nucleus.\n"} +{"prompt": "What is the typical order of magnitude for the size of an atom?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: 1 \u00d7 10\u207b\u00b9\u2070 m (or 0.1 nm)\n\nAdditional guidance for markers:\n- Accept answers expressed as \"10\u207b\u00b9\u2070 m\" or \"0.1 nanometers\"\n- Accept slight variations in notation, such as \"1 \u00d7 10^-10 m\" or \"1E-10 m\"\n- Do not accept answers without the correct unit (m or nm)\n- Do not accept answers that are off by more than one order of magnitude (e.g., 10\u207b\u2079 m or 10\u207b\u00b9\u00b9 m)\n"} +{"prompt": "What is the formula used to calculate density?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: density = mass / volume\n\nAdditional guidance for markers:\n- Accept correct mathematical notation: \u03c1 = m / V\n- Accept \"mass divided by volume\" as a verbal description\n- Do not accept just \"mass and volume\" without specifying the division\n- The formula must be complete and correct to receive the mark\n- Units are not required for the mark, but if given, they must be correct (e.g., kg/m\u00b3)\n"} +{"prompt": "How does the arrangement of particles in a solid differ from that in a liquid?", "ref_answer": "This question is worth \n2\n \n\n\n2 marks:\n\n1 mark: In a solid, particles are arranged in a regular, fixed pattern/structure\n1 mark: In a liquid, particles are arranged randomly/irregularly and can move past each other\n\nAdditional guidance for markers:\n- For the first mark, accept answers that describe the particles as being \"closely packed\" or having \"fixed positions\" in solids\n- For the second mark, accept descriptions of particles in liquids being able to \"flow\" or having \"more freedom of movement\"\n- Do not award marks for simply stating that solid particles don't move and liquid particles do move, as this is not entirely accurate\n- Answers should focus on the arrangement and relative positions of particles, not just their movement\n"} +{"prompt": "What is the relationship between density, mass, and volume?", "ref_answer": "This question is worth \n3\n \n\n\n1 mark: Density = Mass / Volume (or equivalent mathematical representation)\n\nAdditional guidance for markers:\n- Accept any clear indication of the relationship, such as \"density is mass divided by volume\" or \"\u03c1 = m / V\"\n- The relationship must show that density is directly proportional to mass and inversely proportional to volume\n- Do not accept descriptions that do not clearly show the mathematical relationship\n- Accept rearrangements of the formula (e.g., Mass = Density \u00d7 Volume)\n\n2 marks: Explanation of the relationship\n- Density increases as mass increases (for a given volume)\n- Density decreases as volume increases (for a given mass)\n\nAdditional guidance:\n- Award 1 mark for each correct explanation\n- Explanations must clearly link changes in one variable to changes in another\n- Accept equivalent phrasing that demonstrates understanding of the relationship\n"} +{"prompt": "What happens to the total mass of a substance when it changes from a solid to a liquid?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: The total mass remains the same / is conserved\n\nAdditional guidance for markers:\n- Accept answers that clearly indicate mass does not change, such as \"it stays constant\" or \"there is no change in mass\"\n- Do not accept vague answers like \"nothing happens\" without explicit reference to mass\n- Do not accept answers suggesting any increase or decrease in mass\n"} +{"prompt": "What is a key characteristic of physical changes compared to chemical changes?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: The material can recover its original properties if the change is reversed.\n\nAdditional guidance for markers:\n- Accept answers that clearly convey the idea of reversibility, such as \"the change can be undone\" or \"the original substance can be restored.\"\n- Do not accept vague answers like \"it's reversible\" without explanation of property recovery.\n- Do not accept answers that only describe physical changes without mentioning reversibility or property recovery.\n\n2 marks: Full explanation including:\n- The material can recover its original properties (1 mark)\n- If the change is reversed (1 mark)\n\nAdditional guidance for markers:\n- Both aspects must be present for full marks: the recovery of original properties and the condition of reversing the change.\n- Award 1 mark for mentioning either aspect if the other is missing or unclear.\n"} +{"prompt": "What typically happens to the temperature of a system when it is heated?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: The temperature of the system typically increases/rises.\n\nAdditional guidance for markers:\n- Accept synonyms for \"increases\" such as \"goes up,\" \"elevates,\" or \"gets higher.\"\n- Do not accept vague answers like \"it changes\" without specifying the direction of change.\n- Do not award the mark if the answer includes incorrect information, even if it also includes the correct response.\n- The answer should focus on temperature change, not on changes of state.\n"} +{"prompt": "What is the definition of specific heat capacity?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: The energy required to raise the temperature of 1 kg of a substance by 1 \u00b0C (or 1 K)\n\nAdditional guidance for markers:\n- Accept \"amount of energy\" or \"quantity of energy\" instead of just \"energy\"\n- The answer must include all three key elements: 1 kg, 1 \u00b0C (or 1 K), and energy\n- Accept answers that use \"unit mass\" instead of specifically stating 1 kg\n- Do not accept answers that confuse specific heat capacity with specific latent heat\n- Units are not required for the mark, but if given, they should be correct (J/kg\u00b0C or J/kg K)\n"} +{"prompt": "What is the formula that relates change in internal energy to mass, specific heat capacity, and temperature change?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: \u0394E = mc\u0394T\n\nWhere:\n\u0394E = change in internal energy\nm = mass\nc = specific heat capacity\n\u0394T = change in temperature\n\nAdditional guidance for markers:\n- The formula must be written exactly as shown above to receive the mark.\n- Accept Q instead of \u0394E for change in internal energy.\n- Accept \u03b8 (theta) instead of T for temperature.\n- Do not award the mark if any part of the formula is missing or incorrect.\n- The symbols do not need to be defined for the mark to be awarded, but their presence in the formula is required.\n"} +{"prompt": "What is the formula that relates specific latent heat, mass, and energy change during a change of state?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: E = mL\n\nWhere:\nE = energy change (J)\nm = mass (kg)\nL = specific latent heat (J/kg)\n\nAdditional guidance for markers:\n- Accept Q instead of E for energy\n- Accept any correct rearrangement of the formula (e.g., L = E/m or m = E/L)\n- Do not accept formulas with incorrect units\n- Do not award the mark if additional incorrect terms are included in the equation\n"} +{"prompt": "How does increasing the temperature of a gas affect the motion of its molecules?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: The molecules move faster/with greater speed\n\n1 mark: The molecules have more kinetic energy\n\nAdditional guidance for markers:\n- Accept answers that clearly indicate an increase in molecular motion or speed\n- Do not accept vague answers like \"molecules move more\" without specifying speed or energy\n- Accept equivalent phrases such as \"molecules vibrate more vigorously\" or \"molecules have higher velocity\"\n- The idea of increased kinetic energy can be expressed in various ways, such as \"molecules have more energy of motion\"\n"} +{"prompt": "What happens to the pressure of a gas when its temperature increases, assuming the volume remains constant?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: The pressure of the gas increases.\n\nAdditional guidance for markers:\n- Accept answers that clearly indicate an increase in pressure, such as \"pressure goes up\" or \"pressure rises\".\n- Do not accept vague answers like \"pressure changes\" or \"pressure is affected\".\n- No calculation or quantitative relationship is required, as the syllabus specifies qualitative understanding only.\n- If a student provides a correct explanation (e.g., mentioning increased particle collisions), this can be accepted, but is not necessary for the mark.\n"} +{"prompt": "What happens to a gas when pressure is applied to it?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: The gas is compressed (or volume decreases)\n\nAdditional guidance for markers:\n- Accept answers that clearly indicate a reduction in volume or compression of the gas.\n- Do not accept vague answers like \"it changes\" or \"it moves\" without specifying compression.\n- \"It gets smaller\" is acceptable as it implies compression.\n- Do not award marks for discussing temperature changes or pressure increase, as the question specifically asks about what happens to the gas itself.\n"} +{"prompt": "What happens to the pressure of a gas when its volume is increased at constant temperature?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: The pressure decreases.\n\nAdditional guidance for markers:\n- Accept \"pressure goes down\" or \"pressure reduces\" as equivalent answers.\n- Do not accept vague answers like \"pressure changes\" or \"pressure is affected.\"\n- If the student mentions that the pressure is inversely proportional to volume (Boyle's Law), award the mark, but this level of detail is not required for the mark.\n- No marks for explanations about particle behavior unless specifically asked for in the question.\n"} +{"prompt": "What happens to the temperature of a gas when work is done on it?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: The temperature of the gas increases.\n\nAdditional guidance for markers:\n- Accept answers that clearly indicate a rise or increase in temperature.\n- Do not accept vague answers like \"it changes\" or \"it gets hot\" without specifically mentioning temperature.\n- Accept equivalent phrases such as \"the gas heats up\" or \"the gas becomes hotter\".\n- Do not award the mark if the answer suggests the temperature decreases or remains constant.\n\n"} +{"prompt": "What is assumed about the density of the Earth's atmosphere in a simple model?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: The density is assumed to be uniform\n\nAdditional guidance for markers:\n- Accept answers that clearly convey the idea of constant or equal density throughout the atmosphere.\n- Do not accept vague answers like \"the same\" without specifying what is the same.\n- Do not accept answers that mention specific layers or varying density, as this goes beyond the simple model described in the syllabus.\n"} +{"prompt": "As you ascend in altitude, how does atmospheric pressure generally change?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Atmospheric pressure decreases as altitude increases.\n\nAdditional guidance for markers:\n- Accept answers that clearly convey the idea of pressure decreasing with height, such as \"it gets lower\" or \"it reduces\".\n- Do not accept vague answers like \"it changes\" without specifying the direction of change.\n- Accept answers that mention the pressure drops or falls as you go up.\n- Do not accept answers that only describe pressure at ground level without addressing the change with altitude.\n"} +{"prompt": "What force opposes the weight of an object in water, causing it to float?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Upthrust\n\nAdditional guidance for markers:\n- Accept \"buoyant force\" or \"buoyancy\" as alternative correct answers.\n- Do not accept \"water pressure\" alone, as this is not specific enough.\n- Do not accept \"air pressure\" or \"atmospheric pressure\" as these are incorrect.\n- The answer must refer to the upward force, not just a general description of floating.\n"} +{"prompt": "How does pressure in a liquid change as depth increases?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: Pressure increases as depth increases\n\n1 mark: The increase in pressure is directly proportional to depth (or linear relationship)\n\nAdditional guidance for markers:\n- For the first mark, accept answers that clearly indicate pressure gets higher/greater with depth.\n- For the second mark, look for understanding of the linear relationship. Accept phrases like \"increases uniformly\" or \"increases at a constant rate\".\n- Do not award marks for simply stating that pressure changes with depth without specifying how.\n- No marks for discussing density unless it's in addition to correct statements about depth.\n"} +{"prompt": "What is the approximate value of g (gravitational field strength) near the Earth's surface?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: 10 N/kg\n\nAdditional guidance for markers:\n- Accept answers in the range of 9.8 to 10 N/kg.\n- The unit N/kg must be included for the mark to be awarded.\n- Do not accept answers without units or with incorrect units.\n- Accept equivalent representations such as 10 m/s\u00b2 or 10 ms\u207b\u00b2.\n"} +{"prompt": "What unit is commonly used to measure short distances in a laboratory setting?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Centimeter (cm)\n\nAdditional guidance for markers:\n- Accept \"centimeter\" or \"cm\" for the mark.\n- Do not accept other units such as millimeter (mm) or meter (m), as centimeter is the most common unit for short laboratory distances.\n- If a student provides multiple units including centimeter, award the mark.\n- Do not penalize for spelling errors as long as the intended unit is clear.\n"} +{"prompt": "What two measurements are needed to calculate speed?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: Distance (or displacement)\n1 mark: Time\n\nBoth marks are required for full credit.\n\nAdditional guidance for markers:\n- Accept \"length\" as an alternative to \"distance\"\n- Do not accept \"velocity\" instead of \"speed\" as the question specifically asks about speed\n- Units are not required for the mark, but if given, they must be correct (e.g., meters for distance, seconds for time)\n- The order of mentioning distance and time is not important\n"} +{"prompt": "What is the SI unit for length?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Metre (or meter)\n\nAdditional guidance for markers:\n- Accept \"m\" as the symbol for metre\n- Do not accept other units of length such as centimetre, kilometre, etc.\n- The spelling \"meter\" is also acceptable (American English)\n- Do not accept answers that include additional information beyond the unit name or symbol\n\n"} +{"prompt": "What is the main difference between displacement and distance?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Displacement is a vector quantity, while distance is a scalar quantity.\n\nAdditional guidance for markers:\n- The answer must clearly indicate that displacement is a vector and distance is a scalar to receive the full mark.\n- Accept answers that explain vector quantities have both magnitude and direction, while scalar quantities only have magnitude.\n- Do not award the mark for answers that only describe one of the quantities without comparing it to the other.\n- Answers that correctly describe the difference in practical terms (e.g., \"displacement considers direction, distance doesn't\") can also receive the mark.\n\n"} +{"prompt": "What type of graph would you use to show how an object's position changes over time?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Distance-time graph\n\nAdditional guidance for markers:\n- Accept \"distance-time graph\" or \"position-time graph\"\n- Do not accept \"time graph\" alone, as this is not specific enough\n- Do not accept \"velocity-time graph\", as this shows speed/velocity changes, not position\n- The answer should indicate both distance/position and time components\n\n"} +{"prompt": "What does the area under a velocity-time graph represent?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Displacement (or distance traveled)\n\nAdditional guidance for markers:\n- Accept \"distance\" as an alternative to \"displacement\"\n- Do not accept \"speed\" or \"velocity\" as these are not correct\n- The answer must clearly indicate that it's the area under the graph that represents displacement/distance\n- If the student provides units (e.g., \"meters\" or \"m\"), this is acceptable but not required for the mark\n\n"} +{"prompt": "What is the formula used to calculate average speed?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Average speed = distance \u00f7 time\nOR\nAverage speed = total distance \u00f7 total time\n\nAdditional guidance for markers:\n- Accept correct mathematical notation: v = d/t or v = s/t\n- Accept the formula written in words or using symbols\n- Do not award the mark if the formula is rearranged incorrectly\n- Do not accept instantaneous speed formulas\n"} +{"prompt": "What is the formula for calculating average speed?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: average speed = distance \u00f7 time\nOR\nv = d \u00f7 t\nOR\nspeed = distance / time\n\nAdditional guidance for markers:\n- Accept any clear and correct representation of the formula, including words or symbols.\n- The formula must show speed as a function of distance divided by time to receive the mark.\n- Do not accept rearrangements (e.g., d = v \u00d7 t) as the question specifically asks for the formula for speed.\n- Accept correct units if provided (e.g., m/s), but units are not required for the mark.\n"} +{"prompt": "Name one way objects can interact without physical contact.", "ref_answer": "This question is worth \n1\n \n\n\n1 mark for any one of the following:\n- Electrostatics\n- Gravity\n- Magnetism\n\nAdditional guidance for markers:\n- Accept \"electrostatic force\" or \"electrostatic interaction\" for electrostatics\n- Accept \"gravitational force\" or \"gravitational attraction\" for gravity\n- Accept \"magnetic force\" or \"magnetic attraction\" for magnetism\n- Do not accept \"electromagnetic\" as this is too broad and includes other types of interaction\n- Do not accept \"contact forces\" or any examples of contact forces, as the question specifically asks for interactions without physical contact\n"} +{"prompt": "When two objects interact, how many objects experience a force?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Two objects (experience a force)\n\nAdditional guidance for markers:\n- Accept \"Both objects\" or \"Both\" as equivalent answers\n- Accept numerical answers such as \"2\" or \"Two\"\n- Do not accept vague answers like \"multiple objects\" or \"all objects\"\n- The key point is that the student recognizes that forces act on both objects in an interaction, not just one\n\n"} +{"prompt": "What type of quantity is a force?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Vector quantity\n\nAdditional guidance for markers:\n- The answer must specifically state \"vector\" or \"vector quantity\" to receive the mark.\n- Do not accept \"directional\" alone, as this is not precise enough.\n- Do not accept \"scalar\" as this is incorrect.\n- If the student provides additional correct information (e.g., \"a vector quantity with magnitude and direction\"), award the mark.\n"} +{"prompt": "What does Newton's first law state about an object's motion when no external forces act on it?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: An object will remain at rest or continue moving in a straight line at constant velocity (speed and direction).\n\nAdditional guidance for markers:\n- The key concept is the continuation of the object's current state of motion (either rest or constant velocity).\n- Accept answers that clearly convey the idea of maintaining current motion without change.\n- Do not award the mark for answers that only mention one part (e.g., \"an object will remain at rest\" without mentioning continued motion).\n- The term \"uniform motion\" is acceptable in place of \"constant velocity\".\n- No marks for answers that incorrectly include acceleration or changes in speed/direction.\n\n2 marks: Full statement of Newton's first law, including:\n- The condition of no external forces acting on the object\n- The object remaining at rest OR continuing to move with uniform velocity\n\nExample of a 2-mark answer:\n\"When no external forces act on an object, it will remain at rest or continue moving in a straight line with constant velocity.\"\n"} +{"prompt": "What type of diagrams are used to illustrate the resolution of forces?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Vector diagrams\n\nAdditional guidance for markers:\n- The answer must specifically state \"vector diagrams\" to receive the mark.\n- Accept \"vector diagram\" (singular) as an alternative.\n- Do not accept \"force diagrams\" or \"free body diagrams\" alone, as these are not as specific as vector diagrams in the context of resolving forces.\n- Do not accept \"vectors\" alone, as the question asks for the type of diagram.\n"} +{"prompt": "What is terminal velocity?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: Terminal velocity is the maximum constant velocity reached by a falling object.\n\n2 marks: Terminal velocity is the maximum constant velocity reached by a falling object when the upward force (air resistance) equals the downward force (weight).\n\nAdditional guidance for markers:\n- For 1 mark: The answer must include the idea of maximum or constant velocity.\n- For 2 marks: The answer must include the concept of balanced forces (air resistance and weight).\n- Accept equivalent phrasing that conveys the same concepts.\n- Do not award marks for simply stating \"when forces are balanced\" without mentioning velocity.\n"} +{"prompt": "What is a free body diagram used to represent?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: A free body diagram is used to represent the forces acting on an object.\n\nAdditional guidance for markers:\n- Accept answers that clearly convey the idea of showing forces on an isolated object.\n- Key phrases to look for: \"forces acting on an object\", \"forces applied to a body\", or \"forces affecting a single object\".\n- Do not accept vague answers like \"it shows forces\" without specifying that it's for a single object.\n- Do not award marks for answers that only mention \"resultant force\" without explaining what the diagram actually represents.\n"} +{"prompt": "What type of diagram is used to represent forces acting on an object?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Free body diagram\n\nAdditional guidance for markers:\n- The answer must specifically state \"free body diagram\" to receive the mark.\n- Accept \"force diagram\" as an alternative correct answer.\n- Do not accept \"vector diagram\" or \"force vector diagram\" alone, as these are not specific enough to the question.\n- Do not accept \"force arrow diagram\" or similar descriptions that do not use the correct technical term.\n"} +{"prompt": "What is the formula for Newton's second law of motion?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: F = ma\n\nAdditional guidance for markers:\n- Accept any clear and correct representation of the formula, such as \"Force = mass \u00d7 acceleration\" or \"F = m \u00d7 a\"\n- The formula must show force as the product of mass and acceleration\n- Do not accept rearrangements (e.g., a = F/m) unless specifically asked for in the question\n- Correct units are not required for this mark, but if given, they should not be incorrect\n\n"} +{"prompt": "What is inertia a measure of?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Inertia is a measure of how difficult it is to change the velocity of an object.\n\nAdditional guidance for markers:\n- Accept answers that convey the same meaning, such as \"resistance to changes in motion\" or \"tendency to remain at constant velocity\".\n- Do not accept vague answers like \"resistance to movement\" or \"difficulty to move\", as these do not specifically address changes in velocity.\n- The answer should reflect the idea of changing velocity, not just starting or stopping motion.\n- Do not accept answers that only mention mass without relating it to changes in velocity.\n"} +{"prompt": "What is the definition of momentum?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: Momentum is the product of mass and velocity\n\nAdditional guidance for markers:\n- Accept \"mass multiplied by velocity\" or \"mass times velocity\"\n- The mathematical formula p = mv is also acceptable\n- Both mass and velocity must be mentioned for the mark\n- Do not accept definitions that only mention one of mass or velocity\n- \"Speed\" instead of \"velocity\" is acceptable at this level\n\n2 marks: Momentum is a vector quantity, defined as the product of an object's mass and its velocity\n\nAdditional guidance for markers:\n- Award 1 mark for the basic definition (as above)\n- Award the second mark for identifying momentum as a vector quantity\n- The direction aspect must be implied by using \"velocity\" rather than \"speed\" for the second mark\n"} +{"prompt": "What is the formula that relates force, mass, and acceleration?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: F = ma\n\nAdditional guidance for markers:\n- Accept the formula written as \"Force = mass \u00d7 acceleration\"\n- Accept correct rearrangements, such as a = F/m or m = F/a\n- Do not award the mark if any part of the formula is incorrect or missing\n- Do not accept F = mv (this is momentum, not force)\n"} +{"prompt": "What is the formula for calculating work done?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Work done = Force \u00d7 distance\n\nAdditional guidance for markers:\n- Accept correct mathematical notation: W = F \u00d7 d or W = F \u00b7 s\n- Accept \"Work = Force \u00d7 displacement\" as an alternative\n- Do not award the mark if the formula is incomplete or includes incorrect terms\n- Units are not required for the mark, but if given, they must be correct (e.g., J = N \u00d7 m)\n"} +{"prompt": "What is the unit of energy in the SI system?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Joule (J)\n\nAdditional guidance for markers:\n- Accept \"joule\" or \"J\" (case-insensitive)\n- Do not accept other units of energy such as calorie, kilowatt-hour, etc.\n- Do not award the mark if the unit is misspelled (e.g., \"jule\" or \"joual\")\n- The SI symbol \"J\" alone is sufficient for the mark\n"} +{"prompt": "What is the definition of power in terms of energy transfer?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: Power is the rate at which energy is transferred\n\n2 marks: Power is the rate at which energy is transferred (1 mark) per unit time (1 mark)\n\nAlternative acceptable answers for the second mark:\n- Power = Energy transferred \u00f7 Time\n- Power = Energy transferred / Time\n- P = E / t (where P is power, E is energy, and t is time)\n\nAdditional guidance for markers:\n- The first mark is awarded for the concept of rate of energy transfer\n- The second mark is awarded for explicitly mentioning the time element or showing it in an equation\n- Accept \"energy transfer\" or \"energy transformation\" interchangeably\n- Do not accept vague answers like \"how fast energy moves\" without mentioning transfer or transformation\n"} +{"prompt": "What is Newton's Third Law of Motion?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: For every action, there is an equal and opposite reaction.\n\nAdditional guidance for markers:\n- The key elements required for the mark are: action, equal, opposite, and reaction.\n- Accept variations in wording that maintain the same meaning, such as:\n \"For every force, there is an equal and opposite force.\"\n \"When one object exerts a force on another, the second object exerts an equal and opposite force on the first.\"\n- Do not award the mark if the answer only mentions one part (e.g., only mentioning \"opposite forces\" without the equality aspect).\n- The answer should convey the idea of both equality and opposition of forces/actions.\n"} +{"prompt": "What property of an object's motion changes when it moves in a circle at constant speed?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Direction (of motion/velocity)\n\nAdditional guidance for markers:\n- Accept \"velocity\" as it implies a change in direction, given that speed is constant.\n- Do not accept \"speed\" as the question states it's constant.\n- Do not accept vague answers like \"movement\" or \"motion\" without specifying direction.\n- Accept \"acceleration\" as it is the result of changing velocity in circular motion, though \"direction\" is the preferred answer.\n\n"} +{"prompt": "What is required to stretch an object?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: More than one force\n\nAdditional guidance for markers:\n- Accept answers that clearly indicate multiple forces are needed, such as \"two forces\" or \"multiple forces.\"\n- Do not accept vague answers like \"force\" or \"a lot of force\" as these do not specifically indicate more than one force.\n- Accept answers that describe the forces in context, e.g., \"a force at each end\" or \"opposing forces.\"\n- Do not accept answers that only describe the effect (e.g., \"pulling\") without mentioning multiple forces.\n\n"} +{"prompt": "What type of deformation allows an object to return to its original shape when the force is removed?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Elastic deformation\n\nAdditional guidance for markers:\n- Accept \"elastic\" on its own as a valid answer.\n- Do not accept \"elasticity\" alone, as the question specifically asks for the type of deformation.\n- Do not accept \"plastic deformation\" or any answers referring to plastic behavior.\n- Answers that include additional correct information (e.g., \"temporary elastic deformation\") should still receive the mark.\n"} +{"prompt": "What is the name of the law that describes the relationship between force and extension for a spring?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Hooke's law\n\nAdditional guidance for markers:\n- The answer must specifically state \"Hooke's law\" to receive the mark.\n- Accept minor spelling variations (e.g., \"Hook's law\") as long as the intent is clear.\n- Do not accept descriptions of the law without the name (e.g., \"the law of elasticity\" or \"force-extension law\").\n- Do not accept \"F = kx\" alone, as the question asks for the name of the law, not its mathematical expression.\n"} +{"prompt": "What type of relationship exists between force and extension in an elastic material within its elastic limit?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Linear relationship\n\nAdditional guidance for markers:\n- Accept \"directly proportional\" as an alternative to \"linear\"\n- Do not accept \"proportional\" alone without \"directly\"\n- The answer must clearly indicate the linear nature of the relationship\n- Do not accept descriptions of Hooke's Law without explicitly stating \"linear\" or \"directly proportional\"\n"} +{"prompt": "What is the formula used to calculate the spring constant?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: k = F/x\n\nAdditional guidance for markers:\n- The formula must be written exactly as k = F/x to receive the mark.\n- Accept F = kx as an alternative correct form of the equation.\n- Do not accept descriptions without the mathematical formula.\n- Symbols must be correct: 'k' for spring constant, 'F' for force, and 'x' for extension.\n- The order of F and x in the fraction is important (F/x, not x/F).\n\n"} +{"prompt": "What is the formula for calculating work done in stretching a spring?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: W = \u00bd F x\n\nWhere:\nW = Work done\nF = Force applied\nx = Extension of the spring\n\nAdditional guidance for markers:\n- The formula must be written correctly with all components present to receive the mark.\n- Accept alternative correct representations such as E = \u00bd F x, where E represents energy.\n- Do not award the mark if the \u00bd is missing or if the formula is otherwise incomplete or incorrect.\n- Accept the formula in words if all components are correctly described, e.g., \"Work done equals half the force multiplied by extension.\"\n"} +{"prompt": "What type of field is associated with all matter?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Gravitational field\n\nAdditional guidance for markers:\n- The answer must specifically state \"gravitational field\" to receive the mark.\n- Do not accept \"gravity\" alone, as the question asks for the type of field.\n- \"Gravitational\" without \"field\" is not sufficient for the mark.\n- No partial credit should be given for other types of fields (e.g., electric, magnetic) as the question specifically relates to the field associated with all matter.\n"} +{"prompt": "What is the definition of weight?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: Weight is the force exerted on an object due to gravity.\n\nAdditional guidance for markers:\n- The key elements required for the mark are:\n 1) It's a force\n 2) It's due to gravity (or gravitational field)\n- Accept equivalent phrasings such as \"gravitational force acting on an object\"\n- Do not accept definitions that only mention mass or do not explicitly state it's a force\n- Do not accept definitions that confuse weight with mass\n\n2 marks: Weight is the force exerted on an object due to gravity, and it can be calculated using the formula W = mg, where m is the mass of the object and g is the gravitational field strength.\n\nAdditional guidance for markers:\n- For the second mark, the formula W = mg must be stated correctly\n- The meaning of the variables (m and g) should be explained for full credit\n"} +{"prompt": "What is the approximate value of acceleration due to gravity on Earth's surface?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: 9.8 m/s\u00b2 (or 10 m/s\u00b2)\n\nAdditional guidance for markers:\n- Accept answers in the range of 9.8 to 10 m/s\u00b2.\n- The unit m/s\u00b2 must be included for the mark.\n- Accept g = 9.8 m/s\u00b2 or g = 10 m/s\u00b2.\n- Do not accept answers outside this range or without units.\n"} +{"prompt": "What is the formula that relates force, mass, and gravitational field strength?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: F = mg\n\nWhere:\nF = force (in Newtons, N)\nm = mass (in kilograms, kg)\ng = gravitational field strength (in Newtons per kilogram, N/kg)\n\nAdditional guidance for markers:\n- The formula must be written exactly as F = mg to receive the mark.\n- Accept equivalent forms such as F = m \u00d7 g.\n- Do not accept rearrangements (e.g., m = F/g or g = F/m) as the question specifically asks for the formula relating force to mass and gravitational field strength.\n- Units are not required for the mark, but if given, they must be correct.\n"} +{"prompt": "What is the point around which an object rotates when a force is applied?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Pivot point\n\nAdditional guidance for markers:\n- Accept \"pivot\" or \"fulcrum\" as alternative correct answers.\n- Do not accept \"center\" or \"axis\" alone, as these are less specific terms.\n- The answer should indicate a specific point around which rotation occurs.\n"} +{"prompt": "What is the formula for calculating the moment of a force?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Moment = Force \u00d7 perpendicular distance (from the pivot)\n\nAdditional guidance for markers:\n- Accept correct mathematical notation: M = F \u00d7 d\n- Accept \"distance\" instead of \"perpendicular distance\" but the full mark should only be awarded if it's clear the student understands it's the perpendicular distance\n- Do not accept answers without both force and distance components\n- Units are not required for the mark, but if given, they should be correct (e.g., N\u00b7m or Nm)\n"} +{"prompt": "What is the primary function of levers and gears in mechanical systems?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: To transmit the rotational effects of forces\n\n1 mark: To act as force multipliers\n\nAdditional guidance for markers:\n- For the first mark, accept answers that clearly convey the idea of transmitting or transferring force/motion.\n- For the second mark, accept answers that indicate increasing force, mechanical advantage, or making tasks easier.\n- Full marks can be awarded for a comprehensive answer that covers both aspects.\n- Do not award marks for simply stating \"to make work easier\" without explaining how.\n"} +{"prompt": "In which direction does the pressure in a fluid act relative to a surface?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: At right angles (to any surface)\n\nAdditional guidance for markers:\n- Accept \"perpendicular\" as an alternative to \"at right angles\"\n- Accept \"normal\" to the surface\n- Do not accept \"sideways\" or \"outwards\" alone, as these are not precise enough\n- The answer must indicate the direction is relative to the surface\n\n"} +{"prompt": "What is the relationship between force, pressure, and area in a hydraulic system?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: Pressure = Force / Area (or equivalent mathematical expression)\n\n1 mark: As pressure is constant throughout a hydraulic system, an increase in force on a small area results in a larger force over a larger area (or vice versa)\n\nAdditional guidance for markers:\n- Accept any clear statement or formula that shows the relationship between force, pressure, and area.\n- The second mark requires an explanation of how this relationship applies in a hydraulic system.\n- Accept alternative correct phrasings that demonstrate understanding of the principle.\n- Do not award marks for simply stating the variables without showing their relationship.\n"} +{"prompt": "What are the two types of electric charges found in matter?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Positive and negative charges\n\nAccept:\n- Positive (+) and negative (-)\n- Plus (+) and minus (-)\n\nAdditional guidance for markers:\n- Both types of charges must be mentioned to receive the mark.\n- The terms \"positive\" and \"negative\" (or their symbols) must be used specifically.\n- Do not accept \"protons and electrons\" as the question asks for types of charges, not particles.\n- Do not accept \"oppositely charged particles\" or similar vague answers.\n"} +{"prompt": "What type of electricity is produced when two surfaces are rubbed together?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Static electricity\n\nAdditional guidance for markers:\n- The answer must specifically state \"static electricity\" to receive the mark.\n- Do not accept \"electricity\" alone, as the question asks for the specific type.\n- Do not accept \"static charge\" or \"static\" alone, as these do not fully describe the type of electricity.\n- Answers that include additional correct information (e.g., \"static electrical charge\") should still receive the mark as long as \"static electricity\" is clearly stated.\n"} +{"prompt": "What is the primary cause of static electricity?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: Transfer of electrons between objects\n\nAdditional guidance for markers:\n- Accept answers that clearly describe the movement or transfer of electrons from one object to another.\n- Do not accept vague answers like \"friction\" or \"rubbing\" without mentioning electron transfer.\n- Accept \"separation of charges\" or \"imbalance of charges\" if it's clear that this is due to electron movement.\n- Do not accept answers that only mention \"charge\" without specifying electrons.\n\n2 marks: A more detailed explanation including:\n- Transfer of electrons between objects\n- This results in one object becoming positively charged (losing electrons) and the other negatively charged (gaining electrons)\n\nAdditional guidance for markers:\n- For full marks, the answer should clearly indicate that the electron transfer creates opposite charges on the objects involved.\n- Partial credit (1 mark) can be given for mentioning electron transfer without the complete explanation of resulting charges.\n"} +{"prompt": "What is an electric field used to explain in the context of static electricity?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Electric fields are used to explain the forces of attraction and repulsion in static electricity.\n\nAdditional guidance for markers:\n- The answer must include both the concept of forces and mention attraction and repulsion.\n- Accept answers that clearly convey the idea of electric fields explaining how charged objects interact through attraction or repulsion.\n- Do not award the mark for answers that only mention electric fields without relating them to forces or interactions between charged objects.\n- Accept alternative phrasing such as \"pull and push\" instead of \"attraction and repulsion\" if the meaning is clear.\n"} +{"prompt": "What is electric current defined as in terms of charge flow?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Electric current is defined as the rate of flow of charge (or electrons).\n\nAdditional guidance for markers:\n- The answer must include both \"rate\" and \"flow of charge\" (or \"flow of electrons\") to receive the mark.\n- Accept equivalent phrasings such as \"how quickly charge flows\" or \"the speed at which charge moves\".\n- Do not accept answers that only mention \"flow of charge\" without indicating it's a rate.\n- Do not accept answers that only mention \"movement of electrons\" without indicating it's a rate.\n"} +{"prompt": "In a simple closed circuit, how does the current at one point compare to the current at another point?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: The current is the same at all points in a simple closed circuit.\n\nAdditional guidance for markers:\n- Accept answers that clearly convey the idea of constant or equal current throughout the circuit.\n- Accept phrases like \"current is constant,\" \"current does not change,\" or \"current is equal everywhere.\"\n- Do not accept vague answers like \"the current is similar\" without explicitly stating it's the same.\n- Do not award the mark if the answer suggests any variation in current within the circuit.\n"} +{"prompt": "What is the formula that relates charge, current, and time?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Q = It\n\nWhere:\nQ = charge (in coulombs, C)\nI = current (in amperes, A)\nt = time (in seconds, s)\n\nAdditional guidance for markers:\n- The formula must be written exactly as Q = It to receive the mark.\n- Accept alternative correct rearrangements (e.g., I = Q/t or t = Q/I).\n- Do not accept the formula written in words unless accompanied by the correct symbolic equation.\n- Units are not required for the mark, but if given, they must be correct.\n"} +{"prompt": "In which type of circuit are components connected one after another along a single path?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Series circuit\n\nAdditional guidance for markers:\n- Accept \"Series\" as a valid answer.\n- Do not accept \"In a line\" or \"One after another\" without the word \"series\" or \"circuit\".\n- Do not accept \"Parallel circuit\" as this is incorrect.\n"} +{"prompt": "What symbol is used to represent a diode in a circuit diagram?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: A triangle with a line across one point\n\nAdditional guidance for markers:\n- The answer should clearly describe the symbol: a triangle shape with a straight line across one point.\n- A correctly drawn diagram of the symbol is also acceptable for the mark.\n- Do not accept descriptions that omit either the triangle or the line.\n- \"Arrow\" alone is not sufficient, as it doesn't fully describe the symbol.\n- The direction of the symbol (which way the triangle points) is not necessary for the mark.\n"} +{"prompt": "What is the relationship between current, resistance, and potential difference?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Current is directly proportional to potential difference and inversely proportional to resistance.\nOR\n1 mark: I = V / R (Ohm's Law)\n\nAdditional guidance for markers:\n- Accept either the verbal description or the mathematical formula.\n- The relationship must be clearly stated to receive the mark.\n- Do not accept partial answers that only relate two of the three quantities.\n- Accept correct rearrangements of the formula (e.g., V = IR or R = V/I).\n"} +{"prompt": "What is the relationship between current (I), resistance (R), and voltage (V) in an electrical circuit?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: V = I \u00d7 R (or equivalent algebraic form, e.g., I = V/R or R = V/I)\n\nAdditional guidance for markers:\n- Accept any correct mathematical representation of Ohm's Law.\n- The relationship must be expressed as an equation to receive the mark.\n- Do not accept verbal descriptions alone without the mathematical equation.\n- Accept V \u221d I if R is constant, but this alone is not sufficient for the full mark.\n\n2 marks: Full explanation including:\n- Statement of Ohm's Law equation (as above)\n- Explanation that voltage is directly proportional to current when resistance is constant\n\nExample of a 2-mark answer:\n\"The relationship is V = I \u00d7 R, known as Ohm's Law. This means that voltage is directly proportional to current when resistance remains constant.\"\n\n"} +{"prompt": "What is the relationship between resistance and current in a fixed resistor?", "ref_answer": "This question is worth \n3\n \n\n\n1 mark: The relationship is inverse/inversely proportional\n\n1 mark: As current increases, resistance decreases (or vice versa)\n\n1 mark: For a fixed resistor, the resistance remains constant as current changes\n\nAdditional guidance for markers:\n- Award 1 mark for correctly identifying the inverse relationship\n- Award 1 mark for correctly describing how one variable changes in relation to the other\n- Award 1 mark for specifying that in a fixed resistor, resistance remains constant regardless of current changes\n- Maximum 2 marks if the answer does not specifically address fixed resistors\n- Accept mathematical representations (e.g., R \u221d 1/I) for the first mark if clearly explained\n"} +{"prompt": "What is the purpose of using a wire of varying resistance in an electrical circuit?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: To control or vary the current in the circuit\n\n1 mark: To demonstrate how resistance affects current flow\n\nAdditional guidance for markers:\n- Accept answers that explain the wire allows for adjusting or regulating the current.\n- Accept explanations that link changing resistance to changes in current.\n- Do not accept vague answers like \"to change the circuit\" without mentioning current or resistance.\n- Answers should reflect understanding of the relationship between resistance and current.\n"} +{"prompt": "What type of graph would you expect for a linear circuit element?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: A straight line graph / Linear graph\n\nAdditional guidance for markers:\n- Accept \"straight line\" or \"linear\" as correct answers.\n- Do not accept just \"straight\" without mention of line or graph.\n- Do not accept \"proportional\" alone, as this doesn't specify the graph type.\n- Accept \"straight line through the origin\" as a fully correct answer.\n\n"} +{"prompt": "What shape would you expect the current-voltage graph for an ideal wire to have?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: A straight line through the origin\n\nAdditional guidance for markers:\n- Accept \"linear\" or \"straight line graph passing through (0,0)\"\n- The answer must indicate both that the graph is a straight line and that it passes through the origin\n- Do not accept just \"straight line\" without mention of passing through the origin\n- Do not accept \"diagonal line\" without specifying it passes through the origin\n"} +{"prompt": "What happens to the net resistance when two resistors are connected in series?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: The net resistance increases\n\nAdditional guidance for markers:\n- Accept \"total resistance increases\" or \"overall resistance increases\"\n- Do not accept vague answers like \"resistance changes\" or \"resistance is affected\"\n- Do not award the mark if the answer suggests the resistance decreases\n- The answer should focus on the effect on resistance, not on current or voltage\n"} +{"prompt": "What is the relationship between current in a series circuit and the current through each component?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: The current is the same through each component in a series circuit.\n\nAdditional guidance for markers:\n- Accept answers that clearly convey the idea of constant or equal current throughout the circuit.\n- Accept alternative phrasing such as \"current remains constant\" or \"current does not change\".\n- Do not accept vague answers like \"current flows through all components\" without specifying that it's the same.\n- Do not award the mark if the answer implies that current is divided or shared among components in a series circuit.\n"} +{"prompt": "What does \"d.c.\" stand for in the context of electrical circuits?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Direct current\n\nAdditional guidance for markers:\n- Accept \"direct current\" or the full expansion \"direct current\"\n- Do not accept just the abbreviation \"d.c.\" as the question specifically asks what it stands for\n- Do not accept \"direct circuit\" or other variations that do not include the word \"current\"\n"} +{"prompt": "What is the relationship between power, voltage, and current in an electrical circuit?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Power = Voltage \u00d7 Current\nOR\nP = VI\nOR\nP = V \u00d7 I\n\nAdditional guidance for markers:\n- Accept any clear statement of the relationship between power, voltage, and current.\n- The equation can be written in words or using symbols.\n- Accept rearrangements of the equation (e.g., V = P/I or I = P/V) if clearly explained.\n- Do not award the mark for stating only two of the three variables without showing their relationship.\n- Accept \"potential difference\" instead of \"voltage\".\n"} +{"prompt": "What is the formula for calculating electrical power in terms of current and voltage?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: P = IV\n\nWhere:\nP = Power (in watts, W)\nI = Current (in amperes, A)\nV = Voltage (in volts, V)\n\nAdditional guidance for markers:\n- The formula must be written exactly as P = IV or Power = Current \u00d7 Voltage to receive the mark.\n- Accept P = VI as an alternative correct answer.\n- Do not award the mark if units are incorrectly included in the formula.\n- Do not accept verbal descriptions without the mathematical formula.\n"} +{"prompt": "What happens when you bring the north pole of one magnet close to the south pole of another magnet?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: The magnets attract each other.\n\nAdditional guidance for markers:\n- Accept answers that clearly indicate attraction, such as \"they pull towards each other\" or \"they stick together\".\n- Do not accept vague answers like \"they interact\" or \"they move\" without specifying attraction.\n- No mark for describing repulsion or for simply stating that opposite poles attract without specifically addressing the north-south configuration mentioned in the question.\n"} +{"prompt": "What is the main characteristic of a permanent magnet?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: It produces its own magnetic field continuously/without external influence\n\nAdditional guidance for markers:\n- Accept answers that clearly convey the idea of a constant magnetic field without needing external factors.\n- Accept \"It retains its magnetism indefinitely\" or similar phrasing.\n- Do not accept vague answers like \"it's always magnetic\" without clarification.\n- Do not accept answers that only describe what a permanent magnet can do (e.g., \"it can attract iron\") without mentioning its inherent magnetic field.\n"} +{"prompt": "What are the two main characteristics of a magnetic field?", "ref_answer": "This question is worth \n2\n \n\n\n2 marks:\n1. Strength (1 mark)\n2. Direction (1 mark)\n\nAdditional guidance for markers:\n- Accept \"intensity\" or \"magnitude\" as alternatives for \"strength\"\n- Accept \"orientation\" as an alternative for \"direction\"\n- Both characteristics must be mentioned to receive full marks\n- If a student provides more than two characteristics, only the first two should be considered\n- No marks for simply listing properties of magnets (e.g., attraction, repulsion) without specifically addressing field characteristics\n"} +{"prompt": "What type of compass is used to demonstrate the Earth's magnetic field?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Magnetic (dipping) compass\n\nAdditional guidance for markers:\n- Accept \"dipping compass\" or \"magnetic compass\"\n- Do not accept just \"compass\" without the qualifier \"magnetic\" or \"dipping\"\n- The term \"dipping\" in parentheses is optional for the full mark\n\nExplanation:\nThe magnetic (dipping) compass is specifically designed to show the Earth's magnetic field lines, including their inclination or \"dip\" angle relative to the Earth's surface. This demonstrates not only the direction but also the three-dimensional nature of the Earth's magnetic field, providing evidence for the magnetic nature of the Earth's core.\n"} +{"prompt": "What effect can an electric current produce in the space around it?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: A magnetic field/effect\n\nAdditional guidance for markers:\n- Accept \"magnetic field\" or \"magnetic effect\" for the mark.\n- Do not accept vague answers like \"magnetism\" or \"magnetic force\" alone.\n- The answer should clearly indicate that the current produces a magnetic field or effect in the surrounding space.\n- Do not award the mark for answers that only mention attraction or repulsion without specifying the magnetic nature of the effect.\n"} +{"prompt": "What factor affects the strength of a magnetic field around a current-carrying conductor?", "ref_answer": "This question is worth \n2\n \n\n\n2 marks:\n\n1 mark: Current (in the conductor)\n1 mark: Distance from the conductor\n\nAdditional guidance for markers:\n- Accept \"amount of current\" or \"size of current\" for the first mark\n- Accept \"proximity to the conductor\" or similar phrasing for the second mark\n- Do not award marks for vague answers like \"electricity\" or \"closeness\" without specific reference to current or distance\n- If a candidate mentions both factors but incorrectly states how they affect the field strength, award 1 mark only\n"} +{"prompt": "What is the primary purpose of using a solenoid arrangement in electromagnets?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: To enhance/increase/strengthen the magnetic effect/field\n\nAdditional guidance for markers:\n- The answer must convey the idea of increasing or strengthening the magnetic effect or field.\n- Accept synonyms for \"enhance\" such as \"intensify,\" \"amplify,\" or \"boost.\"\n- Do not accept vague answers like \"to create a magnetic field\" without mentioning enhancement.\n- The term \"solenoid\" does not need to be repeated in the answer as it is given in the question.\n\n"} +{"prompt": "What happens when a current-carrying conductor is placed near a magnet?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: The conductor experiences a force\n\nAdditional guidance for markers:\n- Accept answers that clearly indicate a force is exerted on the conductor, such as \"the conductor moves\" or \"the conductor is pushed/pulled\"\n- Do not accept vague answers like \"they interact\" without specifying the force\n- The answer should focus on the effect on the conductor, not on the magnet\n- If the student mentions both the conductor and magnet experiencing a force, award the mark\n\n2 marks: The conductor experiences a force AND the direction of the force depends on the direction of the current and the orientation of the magnetic field\n\nAdditional guidance for markers:\n- For the second mark, look for an understanding that the force's direction is related to both the current direction and magnetic field orientation\n- Accept answers that mention Fleming's Left Hand Rule or similar principles without needing to explain them in detail\n- Do not award the second mark for simply stating that the force can be in different directions without linking it to current and field\n"} +{"prompt": "What does Fleming's left-hand rule help determine in relation to a current-carrying conductor in a magnetic field?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: The direction of the force (on the conductor)\n\nAdditional guidance for markers:\n- Accept \"force direction\" or \"direction of force\"\n- Do not accept simply \"force\" without mentioning direction\n- Do not accept answers referring to right-hand rule or motor effect without explicitly mentioning force direction\n- Accept \"motion of the conductor\" as an alternative to \"force\" if the answer implies understanding of the relationship between force and motion\n\n2 marks: A complete answer should include:\n- The direction of the force (1 mark)\n- Mention that this is in relation to the current and magnetic field (1 mark)\n\nExample of a full 2-mark answer:\n\"Fleming's left-hand rule helps determine the direction of the force on a current-carrying conductor, given the directions of the current and magnetic field.\"\n\n"} +{"prompt": "What is the equation that relates the force on a conductor to the magnetic flux density, current, and length of the conductor?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: F = BIl\n\nAdditional guidance for markers:\n- The equation must be written exactly as F = BIl to receive the mark.\n- Accept F = BIL (with capital L) as an alternative.\n- Do not accept rearrangements of the equation (e.g., I = F/BL).\n- Symbols must be correct: F for force, B for magnetic flux density, I for current, and l (or L) for length.\n- No marks for defining the terms, as the question only asks for the equation.\n"} +{"prompt": "What force is responsible for causing rotation in electric motors?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Magnetic force\n\nAdditional guidance for markers:\n- Accept \"electromagnetic force\" or \"force from magnetic field\" as equivalent answers.\n- Do not accept \"electric force\" or \"electromotive force\" alone, as these are not specific to the interaction between the magnet and current-carrying conductor in motors.\n- \"Lorentz force\" is also acceptable for more advanced students, but is not required at this level.\n"} +{"prompt": "What phenomenon occurs when there is a change in the magnetic field around a conductor?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: An induced potential difference (across the ends of the conductor)\n\nAdditional guidance for markers:\n- Accept \"induced voltage\" or \"induced emf\" as alternative phrasings\n- \"Induced current\" is not sufficient alone, as the question specifically asks about the phenomenon that gives rise to the current\n- Do not accept vague answers like \"induction\" without specifying what is induced\n- The idea of opposition to the original change is not required for this mark\n\n"} +{"prompt": "What type of current does an alternator generate?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Alternating current (or a.c.)\n\nAdditional guidance for markers:\n- Accept \"alternating current\" or \"a.c.\" for the mark.\n- Do not accept just \"alternating\" without \"current\".\n- Do not accept \"AC\" (in capital letters) as this is not the standard abbreviation for alternating current in physics.\n- Do not accept any reference to direct current or d.c.\n"} +{"prompt": "What type of current is used in the primary coil of a transformer?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Alternating current (AC)\n\nAdditional guidance for markers:\n- Accept \"AC\" as an abbreviation for alternating current.\n- Do not accept \"direct current\" or \"DC\".\n- The answer must specifically mention alternating current; \"changing current\" or similar descriptions are not sufficient for the mark.\n"} +{"prompt": "What is the relationship between the number of turns in the primary and secondary coils of a transformer and the potential difference across each coil?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: The ratio of potential differences is equal to the ratio of the number of turns.\n\n1 mark: Mathematically expressed as Vp/Vs = Np/Ns (or equivalent)\n\nWhere:\nVp = potential difference across primary coil\nVs = potential difference across secondary coil\nNp = number of turns in primary coil\nNs = number of turns in secondary coil\n\nAdditional guidance for markers:\n- Award 1 mark for a correct verbal explanation of the relationship.\n- Award 1 mark for the correct mathematical expression of the relationship.\n- Accept equivalent forms of the equation (e.g., Vs/Vp = Ns/Np).\n- Do not award marks for simply stating that there is a relationship without specifying what it is.\n- Partial credit can be given if only one aspect (either verbal or mathematical) is correct.\n"} +{"prompt": "What is the equation relating the potential difference and number of turns in a transformer's primary and secondary coils?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Vp / Vs = Np / Ns\n\nWhere:\nVp = potential difference across primary coil\nVs = potential difference across secondary coil\nNp = number of turns in primary coil\nNs = number of turns in secondary coil\n\nAdditional guidance for markers:\n- Accept the equation in any equivalent form (e.g., Vp/Np = Vs/Ns)\n- Accept use of different but consistent variable names if clearly defined\n- The equation must show the relationship between both potential differences and both numbers of turns to receive the mark\n- Do not award the mark if only part of the equation is given (e.g., just Vp/Vs or Np/Ns)\n"} +{"prompt": "What is the primary function of a microphone in an audio system?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: To convert sound waves (or pressure variations in sound) into electrical signals (or variations in current)\n\nAdditional guidance for markers:\n- Accept answers that clearly convey the idea of converting sound/acoustic energy into electrical energy\n- The key concept is the conversion from sound to electrical signals\n- Do not award the mark for answers that only mention \"converting sound\" without specifying into what\n- Accept \"transducer\" if it's clearly explained in the context of sound to electrical conversion\n"} +{"prompt": "What is the term for the maximum displacement of a wave from its equilibrium position?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Amplitude\n\nAdditional guidance for markers:\n- The answer must specifically state \"amplitude\" to receive the mark.\n- Do not accept descriptions like \"height of the wave\" or \"maximum height\" without the specific term \"amplitude\".\n- Do not accept related terms such as \"peak\" or \"crest\" as these do not precisely answer the question.\n"} +{"prompt": "What is the term for the distance between two consecutive crests or troughs of a wave?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Wavelength\n\nAdditional guidance for markers:\n- The answer must specifically state \"wavelength\" to receive the mark.\n- Do not accept descriptions without the specific term, such as \"distance between crests\" or \"length of one wave cycle\".\n- Do not accept related terms like \"amplitude\" or \"frequency\".\n"} +{"prompt": "What is the relationship between wavelength and frequency for a wave traveling at constant velocity?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: The relationship is wavelength \u00d7 frequency = velocity (or equivalent mathematical expression)\n\nAdditional guidance for markers:\n- Accept \u03bbf = v, v = f\u03bb, or v/f = \u03bb as correct mathematical expressions\n- Accept a clear written statement that as wavelength increases, frequency decreases (or vice versa) for constant velocity\n- Do not award the mark for simply stating they are \"inversely proportional\" without reference to constant velocity\n- Do not accept the wave equation rearranged incorrectly\n\n2 marks: Full explanation including:\n- Statement of the mathematical relationship (as above)\n- Explanation that for a constant velocity, as wavelength increases, frequency must decrease (or vice versa)\n\nAdditional guidance:\n- Award 1 mark for either the mathematical relationship or the explanation of inverse relationship at constant velocity\n- Award 2 marks for both elements\n"} +{"prompt": "What is the formula relating velocity, frequency, and wavelength of a wave?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: v = f \u03bb\n\nAdditional guidance for markers:\n- Accept any mathematically equivalent form of the equation, such as \u03bb = v/f or f = v/\u03bb\n- The symbols must be correct: v for velocity, f for frequency, and \u03bb (lambda) for wavelength\n- Do not award the mark if units are incorrectly included in the equation\n- Accept the equation written in words: \"velocity = frequency \u00d7 wavelength\"\n"} +{"prompt": "In a transverse wave, what is the relationship between the direction of wave travel and the direction of vibration?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: The direction of vibration is perpendicular (or at right angles) to the direction of wave travel.\n\nAdditional guidance for markers:\n- Accept \"at 90 degrees\" as an alternative to \"perpendicular\" or \"at right angles\"\n- The answer must clearly indicate both the direction of vibration and the direction of wave travel\n- Do not accept answers that only describe one direction without relating it to the other\n- Do not accept answers that confuse transverse waves with longitudinal waves\n"} +{"prompt": "What happens to the wavelength of a sound wave when it moves from air into water?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: The wavelength decreases\n\nAdditional guidance for markers:\n- Accept \"gets shorter\" or \"becomes smaller\" as equivalent to \"decreases\"\n- Do not accept vague answers like \"changes\" or \"is different\"\n- Do not award the mark if the student states that the wavelength increases\n- If the student provides an explanation, it is not required for the mark, but should not contradict the correct answer\n\nNote: While the frequency remains constant, the speed of sound is higher in water than in air, leading to a decrease in wavelength as the wave moves from air to water.\n"} +{"prompt": "What happens to sound waves when they encounter a material interface in sonar systems?", "ref_answer": "This question is worth \n3\n \n\n\n1 mark: The sound waves are reflected (at the material interface)\n1 mark: The sound waves are transmitted (through the material interface)\n1 mark: The sound waves are absorbed (by the material at the interface)\n\nAdditional guidance for markers:\n- Award 1 mark for each correct effect mentioned (reflection, transmission, absorption)\n- Accept \"echoed\" or \"bounced back\" as alternatives for \"reflected\"\n- Accept \"pass through\" as an alternative for \"transmitted\"\n- The answer must relate specifically to the behavior at the material interface\n- Do not award marks for general properties of waves not related to the interface interaction\n- Maximum 3 marks\n"} +{"prompt": "What type of wave is a sound wave?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Longitudinal wave\n\nAdditional guidance for markers:\n- The answer must specifically state \"longitudinal wave\" to receive the mark.\n- Accept \"longitudinal\" alone if it's clear from the context that the student is referring to the wave type.\n- Do not accept \"compression wave\" or \"pressure wave\" as these are not precise enough for this question.\n- Do not accept \"mechanical wave\" as this is too broad a category.\n"} +{"prompt": "What factor limits the frequency range over which human hearing processes work?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: The physical properties/structure of the ear (or specific parts like the cochlea, basilar membrane, or hair cells)\n\nAdditional guidance for markers:\n- Accept answers that mention the limitations of the ear's anatomy or physiology\n- Accept specific examples such as \"the resonant frequencies of the basilar membrane\"\n- Do not accept vague answers like \"biological limitations\" without specifying the ear\n- Do not accept answers related to the brain's processing of sound, as the question is specifically about the hearing process in the ear\n\n"} +{"prompt": "What type of wave is modeled by ripples on water surfaces?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Transverse waves\n\nAdditional guidance for markers:\n- The answer must specifically state \"transverse waves\" or \"transverse wave\" to receive the mark.\n- Do not accept just \"transverse\" without \"wave(s)\" as the question asks for the type of wave.\n- Do not accept \"water waves\" or \"ripples\" alone, as these do not specify the wave type.\n- No marks for mentioning longitudinal waves, as the question specifically asks about ripples on water surfaces.\n"} +{"prompt": "What type of evidence supports the idea that waves, not water, travel in water ripples?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: The observation that a floating object bobs up and down in place (or similar description)\n\nAdditional guidance for markers:\n- Accept answers that describe a floating object moving vertically without horizontal displacement\n- Accept descriptions of objects on the water's surface staying in the same location while the wave passes\n- Do not accept answers that only mention \"waves\" without describing the behavior of objects on the water's surface\n- Do not accept answers that suggest the water itself is moving horizontally\n"} +{"prompt": "What type of wave are electromagnetic waves classified as?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Transverse waves\n\nAdditional guidance for markers:\n- The answer must specifically state \"transverse\" or \"transverse waves\" to receive the mark.\n- Do not accept \"electromagnetic waves\" alone, as the question asks for the type of wave.\n- Do not accept \"longitudinal\" or any other wave type.\n"} +{"prompt": "What do electromagnetic waves transfer from a source to an absorber?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Energy\n\nAdditional guidance for markers:\n- Accept \"energy\" or \"electromagnetic energy\"\n- Do not accept specific types of energy (e.g., \"light energy\", \"heat energy\") as the question is asking about electromagnetic waves in general\n- Do not accept \"radiation\" alone, as this does not specifically answer what is being transferred\n- Do not accept \"waves\" or \"electromagnetic waves\" as these are what is doing the transferring, not what is being transferred\n"} +{"prompt": "What is the relationship between frequency and wavelength in the electromagnetic spectrum?", "ref_answer": "This question is worth \n3\n \n\n\n1 mark: The frequency and wavelength are inversely proportional.\n\n2 marks: As frequency increases, wavelength decreases (or vice versa).\n\n3 marks: The product of frequency and wavelength is constant (or equal to the speed of light).\n\nAdditional guidance for markers:\n- For 1 mark, accept clear statements indicating an inverse relationship, such as \"as one increases, the other decreases\".\n- For 2 marks, the answer must explicitly state how one quantity changes in relation to the other.\n- For 3 marks, accept mathematical expressions such as f \u03bb = c, where f is frequency, \u03bb is wavelength, and c is the speed of light.\n- Do not award marks for simply stating the equation c = f \u03bb without explanation.\n"} +{"prompt": "What are the seven main groupings of the electromagnetic spectrum?", "ref_answer": "This question is worth \n7\n \n\n\n1 mark for each correct grouping, up to a maximum of 7 marks:\n\n1. Radio waves\n2. Microwaves\n3. Infrared\n4. Visible light\n5. Ultraviolet\n6. X-rays\n7. Gamma rays\n\nAdditional guidance for markers:\n- The order of listing is not important, but all seven must be present for full marks.\n- Accept \"visible\" or \"visible light\" for the fourth grouping.\n- Do not accept specific colors within the visible spectrum (e.g., red, blue) as separate groupings.\n- If a student includes an incorrect grouping along with correct ones, deduct one mark for each incorrect grouping.\n"} +{"prompt": "What is the name of the range of electromagnetic waves that human eyes can detect?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Visible light\n\nAdditional guidance for markers:\n- Accept \"visible spectrum\" as an alternative answer.\n- Do not accept \"light\" alone, as it's not specific enough.\n- Do not accept \"visible\" alone without \"light\" or \"spectrum\".\n- Do not accept specific colors or wavelengths within the visible spectrum.\n"} +{"prompt": "What type of wave is light classified as?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Electromagnetic wave\n\nAdditional guidance for markers:\n- The answer must specifically state \"electromagnetic wave\" to receive the mark.\n- Do not accept \"light wave\" or \"transverse wave\" alone, as these are not specific enough to the classification asked for in the question.\n- Accept \"electromagnetic radiation\" as an alternative correct answer.\n"} +{"prompt": "What type of electromagnetic wave is commonly used for communication with satellites?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Microwaves\n\nAdditional guidance for markers:\n- Accept \"microwave\" or \"microwaves\" for the mark.\n- Do not accept general terms like \"radio waves\" or \"electromagnetic waves\" as the question asks for a specific type.\n- Do not accept other specific types of electromagnetic waves (e.g., infrared, ultraviolet) as these are not commonly used for satellite communication.\n"} +{"prompt": "Which type of electromagnetic radiation can cause sunburn?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Ultraviolet (radiation/waves/light)\n\nAdditional guidance for markers:\n- Accept \"UV\" as an abbreviation for ultraviolet\n- Do not accept just \"radiation\" or \"light\" without specifying ultraviolet\n- Do not accept other types of electromagnetic radiation (e.g., X-rays, gamma rays)\n"} +{"prompt": "Which type of wave is commonly used for medical imaging that doesn't involve ionizing radiation?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Ultrasound\n\nAdditional guidance for markers:\n- Accept \"ultrasonic waves\" as an alternative answer.\n- Do not accept \"sound waves\" alone, as the question specifically asks for a type used in medical imaging.\n- Do not accept other non-ionizing imaging techniques like MRI, as the question asks for a wave type.\n\n"} +{"prompt": "What type of waves can be produced by oscillations in electrical circuits?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Radio waves\n\nAdditional guidance for markers:\n- The answer must specifically state \"radio waves\" to receive the mark.\n- Do not accept general terms like \"electromagnetic waves\" or \"EM waves\" alone, as the question asks for a specific type of wave.\n- Accept \"radio\" as an alternative to \"radio waves\".\n"} +{"prompt": "What term describes the process of electromagnetic waves passing through a substance?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Transmission\n\nAdditional guidance for markers:\n- Accept \"transmit\" or \"transmitting\" as alternative forms of the word.\n- Do not accept \"passing through\" as this is given in the question.\n- Do not accept related terms like \"refraction\" or \"propagation\" as these are different processes.\n"} +{"prompt": "What property of electromagnetic waves changes when they enter a different substance?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Velocity\n\nAdditional guidance for markers:\n- Accept \"speed\" as an alternative to \"velocity\"\n- Do not accept \"wavelength\" or \"frequency\" alone, as these are consequences of the change in velocity\n- Do not accept vague answers like \"they slow down\" or \"they speed up\" without explicitly mentioning velocity or speed\n"} +{"prompt": "What type of diagram is commonly used to illustrate reflection and refraction of light?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Ray diagram\n\nAdditional guidance for markers:\n- Accept \"light ray diagram\" or \"optical ray diagram\" as alternative correct answers.\n- Do not accept \"reflection diagram\" or \"refraction diagram\" alone, as these are not specific enough.\n- Do not accept \"lens diagram\" or \"mirror diagram\" as these are too specific and don't encompass both reflection and refraction.\n"} +{"prompt": "What type of diagram is used to illustrate reflection and refraction of light?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Ray diagram\n\nAdditional guidance for markers:\n- Accept \"ray diagram\" or \"light ray diagram\"\n- Do not accept just \"diagram\" without specifying \"ray\"\n- Do not accept \"wave diagram\" as this is not specific to the reflection and refraction of light rays\n- Spelling variations such as \"ray diagramme\" are acceptable\n"} +{"prompt": "What optical phenomenon occurs when light is selectively absorbed by an object?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Colour\n\nAdditional guidance for markers:\n- Accept \"coloration\" or \"object appears coloured\" as equivalent answers.\n- Do not accept \"absorption\" alone, as the question specifically asks for the optical phenomenon resulting from selective absorption.\n- Do not accept \"reflection\" or \"transmission\" alone, as these are not the primary phenomenon being described in the question.\n\nExplanation: When light is selectively absorbed by an object, certain wavelengths are absorbed while others are reflected or transmitted. This selective absorption results in the perception of colour.\n"} +{"prompt": "What two types of particles make up an atomic nucleus?", "ref_answer": "This question is worth \n2\n \n\n\n2 marks: 1 mark for each correct particle\n\n1. Protons\n2. Neutrons\n\nAdditional guidance for markers:\n- Award 1 mark for each correct particle mentioned.\n- Both particles must be correctly identified to receive full marks.\n- Do not accept \"electrons\" as part of the answer, as electrons are not found in the nucleus.\n- Spelling of \"protons\" and \"neutrons\" should be phonetically recognizable but does not need to be perfect.\n- Accept singular forms \"proton\" and \"neutron\" as well.\n"} +{"prompt": "What term is used to describe atoms of the same element with different numbers of neutrons?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Isotopes\n\nAdditional guidance for markers:\n- The answer must specifically state \"isotopes\" to receive the mark.\n- Do not accept \"atoms\" or \"elements\" alone, as these are too general.\n- Do not accept \"ions\" as this refers to atoms with different numbers of electrons, not neutrons.\n- Spelling variations such as \"isotop\" or \"isatope\" can be accepted if the intended meaning is clear.\n"} +{"prompt": "What is the term for atoms of the same element with different numbers of neutrons?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Isotopes\n\nAdditional guidance for markers:\n- The answer must specifically state \"isotopes\" to receive the mark.\n- Do not accept descriptions without the term \"isotopes\".\n- Do not accept \"isobars\" or \"isotones\" as these refer to different concepts.\n"} +{"prompt": "What type of particle is emitted by some unstable nuclei that consists of two protons and two neutrons?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Alpha particle\n\nAdditional guidance for markers:\n- Accept \"alpha\" or \"\u03b1\" as alternative answers.\n- Do not accept \"helium nucleus\" or \"He2+\" as these are not explicitly mentioned in the syllabus point, even though they are equivalent.\n- The answer must specifically refer to the particle type, not just \"alpha radiation\" or \"alpha decay\".\n"} +{"prompt": "Which type of nuclear emission causes the atomic number to decrease by 2?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Alpha emission / Alpha particle / Alpha radiation / Alpha decay\n\nAdditional guidance for markers:\n- Accept any clear reference to alpha emission or alpha particles.\n- Do not accept just \"alpha\" without context.\n- Do not accept beta or gamma emission, as these do not decrease the atomic number by 2.\n- The answer should focus on the type of emission, not the resulting element or isotope.\n"} +{"prompt": "What is the symbol used to represent an alpha particle in a nuclear equation?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: He or \u00b2He\u2074\n\nAdditional guidance for markers:\n- Accept either the chemical symbol He or the full nuclear notation \u00b2He\u2074\n- The superscript 4 and subscript 2 must be correctly positioned if using the full notation\n- Do not accept alpha (\u03b1) symbol alone, as the question specifically asks for the symbol used in a nuclear equation\n- Do not accept helium without the correct notation\n\n"} +{"prompt": "What type of radiation results in a decrease of the atomic number by 2?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Alpha radiation / Alpha particles / Alpha decay\n\nAdditional guidance for markers:\n- Accept \"Alpha\" on its own\n- Do not accept just \"\u03b1\" (the Greek letter) without further explanation\n- Do not accept \"Alpha rays\" as this is technically incorrect terminology\n- The answer must specifically refer to alpha radiation/particles/decay to receive the mark\n- Do not award the mark for answers that mention other types of radiation (beta, gamma) even if alpha is also included, unless alpha is clearly identified as the correct answer\n"} +{"prompt": "What happens to an atom's electrons when they absorb electromagnetic radiation?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: The electrons move to a higher energy level (or become excited)\n\n1 mark: This change occurs due to the absorption of energy from the electromagnetic radiation\n\nAdditional guidance for markers:\n- Accept equivalent phrases such as \"electrons jump to a higher orbital\" or \"electrons move to a higher shell\"\n- The idea of energy absorption must be linked to the electron movement for the second mark\n- Do not accept vague answers like \"electrons move\" without specifying a higher energy state\n- \"Ionization\" is not correct for this question as it involves electron loss, not just excitation\n"} +{"prompt": "What type of changes in atoms and nuclei can generate radiation?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Changes in atoms and nuclei\n\nAdditional guidance for markers:\n- Accept answers that specifically mention either \"changes in atoms\" or \"changes in nuclei\" or both.\n- Accept \"atomic changes\" or \"nuclear changes\" as alternative phrasing.\n- Do not accept vague answers like \"changes in matter\" or \"particle changes\" without specific reference to atoms or nuclei.\n- If a student provides examples of specific changes (e.g., radioactive decay, electron transitions), award the mark as long as it's clear they are referring to atomic or nuclear changes.\n"} +{"prompt": "What is meant by the term \"half-life\" in radioactive decay?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: The time taken for half of the radioactive nuclei in a sample to decay\n\nOR\n\n1 mark: The time taken for the activity/count rate of a radioactive sample to halve\n\nAdditional guidance for markers:\n- Accept answers that clearly convey the concept of half the original amount decaying or remaining after a certain time period.\n- Do not accept vague answers like \"the time it takes to decay\" without specifying half of the sample.\n- The answer should reflect the random nature of radioactive decay, not a fixed time for individual atoms.\n"} +{"prompt": "What is the ratio of remaining radioactive material after one half-life?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: 1/2 or 0.5 or 50%\n\nAdditional guidance for markers:\n- Accept any of the above forms of expressing the ratio.\n- Do not accept \"half\" without a numerical representation.\n- Do not accept incorrect fractions or percentages.\n- If a student provides an explanation along with the correct ratio, only mark the ratio itself.\n"} +{"prompt": "Which type of radiation has the least penetrating power: alpha, beta, or gamma?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Alpha (radiation/particles)\n\nAdditional guidance for markers:\n- Accept \"\u03b1\" as an alternative to \"alpha\"\n- Do not accept just \"A\" as it could be ambiguous\n- The answer must clearly indicate alpha radiation or alpha particles\n- No marks for simply listing all three types of radiation without specifying which has the least penetrating power\n"} +{"prompt": "What is the main difference between contamination and irradiation in terms of radioactive material?", "ref_answer": "This question is worth \n2\n \n\n\n2 marks:\n\n1 mark: Contamination involves radioactive material being present on or inside an object or organism.\n\n1 mark: Irradiation involves exposure to radiation from an external source, without the radioactive material itself being present on or in the object/organism.\n\nAdditional guidance for markers:\n- For the first mark, key ideas are that contamination involves the presence of radioactive material and its location (on/in the object or organism).\n- For the second mark, key ideas are that irradiation involves exposure to radiation without direct contact with the radioactive material.\n- Accept answers that clearly convey these concepts even if the exact wording differs.\n- Do not award marks for simply defining contamination or irradiation without comparing them.\n"} +{"prompt": "What property of radioactive materials significantly affects their associated hazards?", "ref_answer": "This question is worth \n3\n \n\n\n1 mark: Half-life\n\nAdditional guidance for markers:\n- The answer must specifically mention \"half-life\" to receive the mark.\n- Do not accept vague answers like \"decay rate\" or \"how long it lasts\" without explicit mention of half-life.\n- No marks for mentioning other properties of radioactive materials (e.g., type of radiation emitted) unless half-life is also included.\n\n2 marks: Explanation of how half-life affects hazards\n\nAward 1 mark for each valid point explaining the relationship between half-life and hazards, such as:\n- Materials with shorter half-lives pose more intense short-term hazards due to faster decay.\n- Materials with longer half-lives remain hazardous for extended periods.\n- Half-life determines the duration of potential exposure to radiation.\n- Half-life influences the necessary containment time for radioactive waste.\n\nNote: To achieve full marks, the answer must include both the identification of half-life (1 mark) and an explanation of its effect on hazards (up to 2 marks).\n"} +{"prompt": "What type of radiation is commonly used for medical imaging of internal organs?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: X-rays\n\nAdditional guidance for markers:\n- Accept \"X-radiation\" as an alternative to \"X-rays\"\n- Do not accept \"gamma rays\" or other types of radiation, as X-rays are the most commonly used for general medical imaging of internal organs\n- Do not accept vague answers like \"electromagnetic radiation\" without specifying X-rays\n\n2 marks: X-rays, with an explanation of their use in medical imaging\n\nFor the second mark, accept any one of the following explanations:\n- X-rays can penetrate soft tissue but are absorbed by denser materials like bone\n- X-rays produce clear images of internal structures without invasive procedures\n- X-rays are used in techniques such as CT (computed tomography) scans for detailed 3D imaging of organs\n\nNote: The question only asks for the type of radiation, so a full explanation is not required for full marks. The second mark is available for candidates who demonstrate additional knowledge.\n"} +{"prompt": "What term is used to describe the process of an unstable nucleus splitting?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Nuclear fission\n\nAdditional guidance for markers:\n- The answer must specifically state \"nuclear fission\" to receive the mark.\n- Do not accept \"fission\" alone, as the question asks for the specific term.\n- Do not accept \"splitting\" or \"decay\" as these are not specific enough.\n- Do not accept \"nuclear fusion\" as this is a different process.\n"} +{"prompt": "What is the process called where light atomic nuclei combine to form a heavier nucleus?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Nuclear fusion\n\nAdditional guidance for markers:\n- The answer must specifically state \"nuclear fusion\" to receive the mark.\n- Do not accept \"fusion\" alone, as the question asks for the specific process involving atomic nuclei.\n- Do not accept \"nuclear fission\" or any other nuclear process.\n- No marks for describing the process without naming it correctly.\n"} +{"prompt": "What is the law of conservation of energy?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: Energy cannot be created or destroyed, only transferred from one form to another.\n\n2 marks: The total energy of a closed system remains constant.\n\nAdditional guidance for markers:\n- For 1 mark, accept any clear statement that energy is conserved, transformed, or changed from one form to another without being created or destroyed.\n- For 2 marks, the answer must include the idea of a closed system and the constancy of total energy.\n- Accept equivalent phrasings that capture these key concepts.\n- Do not award marks for simply stating \"energy is conserved\" without further explanation.\n"} +{"prompt": "When an object is projected upwards, how does its gravitational potential energy change?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: The gravitational potential energy increases as the object moves upwards.\n\nAdditional guidance for markers:\n- Accept answers that clearly indicate an increase in gravitational potential energy, such as \"it increases\" or \"it goes up\".\n- Do not award the mark for vague answers like \"it changes\" without specifying the direction of change.\n- Accept answers that explain the increase is due to the object gaining height, as long as they clearly state the gravitational potential energy increases.\n- Do not accept answers that only discuss kinetic energy changes without mentioning gravitational potential energy.\n"} +{"prompt": "What term is used to describe the amount of heat energy required to raise the temperature of 1 kg of a substance by 1\u00b0C?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Specific heat capacity\n\nAdditional guidance for markers:\n- The answer must be \"specific heat capacity\" to receive the mark.\n- Do not accept \"heat capacity\" alone, as this is not specific to 1 kg of the substance.\n- Do not accept \"thermal capacity\" or other similar terms.\n- The unit (J/kg\u00b0C) is not required for the mark, but if given, it should not be penalized as long as the correct term is present.\n"} +{"prompt": "What unit is commonly used to measure energy use in electrical appliances in the home?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: kilowatt-hour (kWh)\n\nAdditional guidance for markers:\n- Accept \"kWh\" as a correct answer.\n- Do not accept \"kilowatt\" or \"kW\" alone, as this is a unit of power, not energy.\n- Do not accept \"watt-hour\" or \"Wh\", as the question specifically asks for the unit commonly used in homes.\n- If a student writes \"kilowatt hour\" without the hyphen, this can still be awarded the mark.\n"} +{"prompt": "What is the formula for calculating kinetic energy of a moving body?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: KE = \u00bdmv\u00b2\n\nAdditional guidance for markers:\n- The formula must be written exactly as KE = \u00bdmv\u00b2 or Ek = \u00bdmv\u00b2\n- Accept E = \u00bdmv\u00b2 if it's clear from the context that E refers to kinetic energy\n- Do not award the mark if:\n \u2022 The \u00bd is missing\n \u2022 The squared term is missing or incorrectly placed\n \u2022 Incorrect symbols are used (e.g., k instead of v for velocity)\n- Units are not required for the mark\n\n"} +{"prompt": "What term is used to describe the process of energy being transferred to less useful forms?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Dissipation\n\nAdditional guidance for markers:\n- Accept \"dissipated\" or \"dissipating\" as alternative forms.\n- Do not accept vague terms like \"energy loss\" or \"wasting energy\" as these do not specifically describe the process of transfer to less useful forms.\n- Do not accept \"degradation\" as this is not the specific term used in the syllabus for this concept.\n"} +{"prompt": "What is the source of energy for most domestic devices?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Mains electricity (a.c. from the mains)\n\nAdditional guidance for markers:\n- Accept \"mains\" or \"mains electricity\" or \"alternating current from the mains\"\n- Also accept \"a.c.\" or \"alternating current\" without explicitly mentioning \"mains\"\n- Do not accept \"electricity\" alone without specifying mains or a.c.\n- Do not accept \"batteries\" as the question asks for \"most\" domestic devices\n\n1 mark: Batteries (for portable devices)\n\nNote: Either answer is acceptable for the mark, as both are mentioned in the syllabus as energy sources for domestic devices. However, mains electricity is more common for most domestic devices.\n\n"} +{"prompt": "What does the power rating of a domestic electrical appliance indicate?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: The rate at which electrical energy is transferred (or converted to other forms of energy)\n\nAdditional guidance for markers:\n- Accept \"The amount of energy transferred per second\" or equivalent time-based energy transfer descriptions\n- Accept \"The rate at which the appliance uses electricity\"\n- Do not accept vague answers like \"how much electricity it uses\" without reference to time or rate\n- Do not accept answers that only mention energy without referring to the rate or time aspect\n\n2 marks: Linking the power rating to the rate of energy transfer and its practical implication\n\nAdditional points for the second mark:\n- Explanation that a higher power rating means the appliance transfers energy more quickly\n- Mention that this affects how quickly the appliance performs its function (e.g., a higher power kettle boils water faster)\n- Reference to the equation Power = Energy transferred / time taken\n\nNote: Award 1 mark for a correct basic definition, and 2 marks for a more comprehensive answer that demonstrates deeper understanding of the practical implications or mathematical relationship.\n"} +{"prompt": "What is the formula for calculating energy efficiency?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Energy efficiency = (Useful energy output / Total energy input) \u00d7 100%\n\nAdditional guidance for markers:\n- Accept any clear and correct representation of the formula, such as:\n * (Useful output / Total input) \u00d7 100%\n * (Useful energy out / Total energy in) \u00d7 100%\n- The formula must include all three elements: useful output, total input, and multiplication by 100%\n- Do not award the mark if the formula is inverted or if any part is missing\n- Accept the use of symbols if clearly defined, e.g., \u03b7 = (Eout / Ein) \u00d7 100%\n"} +{"prompt": "What is one way to increase the efficiency of a machine or process?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark for any one of the following:\n- Reduce friction/resistance\n- Improve insulation/reduce heat loss\n- Use more efficient components/parts\n- Optimize the design/streamline the process\n- Regular maintenance/servicing\n- Use energy recovery systems\n- Reduce energy waste/improve energy management\n\nAdditional guidance for markers:\n- Accept any reasonable suggestion that would genuinely increase efficiency\n- The answer should be specific rather than vague (e.g., \"make it better\" is not sufficient)\n- If multiple answers are given, award the mark if any one of them is correct\n"} +{"prompt": "What is one purpose of using lubrication in mechanical systems?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: To reduce friction / unwanted energy transfer\n\nAdditional guidance for markers:\n- Accept answers that clearly indicate reducing friction or unwanted energy transfer.\n- Also accept: \"To reduce wear and tear\" or \"To increase efficiency of the system\"\n- Do not accept vague answers like \"to make it work better\" without specific mention of friction or energy transfer.\n"} +{"prompt": "How does increasing the thickness of a building's walls affect its rate of cooling?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Increasing the thickness of a building's walls decreases the rate of cooling.\n\nAdditional guidance for markers:\n- Accept answers that clearly indicate a slower cooling rate, such as \"reduces cooling rate\" or \"makes the building cool down more slowly\".\n- Do not accept vague answers like \"affects cooling\" without specifying the direction of change.\n- No marks for answers that suggest increasing thickness increases the rate of cooling.\n- The answer should focus on the effect on cooling rate, not on insulation or heat retention, though these may be mentioned in addition to the correct answer.\n"} +{"prompt": "What is a typical speed for walking?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: 1.4 m/s or 5 km/h (3 mph)\n\nAdditional guidance for markers:\n- Accept answers within the range of 1.2 - 1.6 m/s or 4 - 6 km/h (2.5 - 3.7 mph)\n- Accept answers in any of these units (m/s, km/h, or mph)\n- Do not accept answers outside this range or in other units\n- If a student gives multiple answers, at least one must be within the accepted range to award the mark\n"} +{"prompt": "What is the typical acceleration of a car from 0 to 60 mph?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: A value between 2 and 5 m/s\u00b2\n\nAdditional guidance for markers:\n- Accept any value within this range.\n- The unit m/s\u00b2 must be included for the mark to be awarded.\n- If a student gives a range within 2-5 m/s\u00b2, award the mark.\n- Do not accept answers in other units (e.g., km/h/s) even if they are equivalent.\n- If a student provides a correct value but incorrect unit, no mark should be awarded.\n\nNote: The exact acceleration can vary depending on the car model and performance, but typical family cars generally fall within this range for 0-60 mph acceleration.\n"} +{"prompt": "What is the SI unit for length?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Metre (or meter)\n\nAdditional guidance for markers:\n- Accept \"m\" as the symbol for metre\n- Do not accept other units of length such as centimetre, kilometre, etc.\n- Spelling variations such as \"meter\" (American spelling) are acceptable\n- The answer must be specific; do not accept general answers like \"unit of length\"\n"} +{"prompt": "What is a common method used to measure human reaction time?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: Ruler drop test / Ruler catch test\n\nAdditional guidance for markers:\n- Accept clear descriptions of the ruler drop method, such as \"catching a falling ruler\" or \"measuring how far a ruler falls before being caught\"\n- Accept other valid methods like computer-based reaction time tests or stopwatch tests, if clearly described\n- Do not accept vague answers like \"using a ruler\" without explanation of how it's used\n- Do not accept answers related to measuring reflexes (e.g., knee-jerk test) as these are not reaction time tests\n\n2 marks: Full explanation of the ruler drop method:\n- Participant holds hand ready to catch\n- Ruler is held vertically and dropped without warning\n- Distance the ruler falls before being caught is measured\n- Distance is converted to time using equations of motion\n\nNote: Award 1 mark for a partial explanation that includes at least two of the above points.\n"} +{"prompt": "What are the two main components that make up the overall stopping distance of a vehicle?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: Thinking distance\n1 mark: Braking distance\n\nBoth components must be mentioned for full marks.\n\nAdditional guidance for markers:\n- Accept \"reaction distance\" as an alternative to \"thinking distance\"\n- Do not accept vague answers like \"time to stop\" or \"distance to slow down\"\n- The order of mentioning the two components does not matter\n- If a student provides additional correct information (e.g., definitions), this is acceptable but not required for the marks\n"} +{"prompt": "What factor generally increases as a vehicle's speed increases, affecting its stopping distance?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Kinetic energy\n\nAdditional guidance for markers:\n- Accept \"KE\" as an abbreviation for kinetic energy.\n- Do not accept \"energy\" alone, as it needs to be specifically kinetic energy.\n- Do not accept \"momentum\" as this is not directly related to stopping distance in the way kinetic energy is.\n- Accept \"braking distance\" or \"stopping distance\" as these directly increase with speed, though kinetic energy is the underlying physical factor.\n\nNote: While friction and air resistance also increase with speed and affect stopping distance, kinetic energy is the primary factor that increases with the square of velocity and most directly relates to the increased stopping distance at higher speeds.\n"} +{"prompt": "What is the primary danger associated with large decelerations in a vehicle collision?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: Large forces acting on the body/occupants\n\nAdditional guidance for markers:\n- Accept answers that clearly indicate the danger of large forces acting on the body, such as:\n \u2022 Internal injuries\n \u2022 Organs being damaged or displaced\n \u2022 Whiplash\n \u2022 Broken bones\n- Do not accept vague answers like \"injury\" or \"harm\" without specifying the connection to large forces\n- Do not accept answers that only mention the vehicle being damaged\n\n2 marks: Explanation linking large deceleration to large forces and potential injuries\n\nExample of a 2-mark answer:\n\"Large decelerations result in large forces acting on the body. These forces can cause severe internal injuries or damage to organs as they continue to move forward inside the body.\"\n\nAdditional guidance for markers:\n- For 2 marks, the answer must clearly link the concept of large deceleration to the resulting forces and potential injuries\n- Partial credit (1 mark) may be given for answers that identify either the force aspect or the injury aspect without fully connecting them\n"} +{"prompt": "What is the typical braking force of a car stopping on a dry road?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: 3000 N to 6000 N (or a value within this range)\n\nAdditional guidance for markers:\n- Accept answers within the range of 3000 N to 6000 N.\n- The unit (N for Newtons) must be included for the mark to be awarded.\n- Do not accept answers outside this range, even if close.\n- Do not award the mark if no unit is given or if an incorrect unit is used.\n\nNote: This range is typical for a standard car on a dry road. The exact value can vary depending on the car's mass, speed, and road conditions, but this range covers most common scenarios.\n"} +{"prompt": "What unit is typically used to measure the speed of vehicles on roads?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Miles per hour (mph) or Kilometers per hour (km/h)\n\nAdditional guidance for markers:\n- Accept either \"miles per hour\" or \"mph\"\n- Accept either \"kilometers per hour\" or \"km/h\"\n- Accept both imperial and metric units as correct\n- Do not accept other units such as m/s or knots\n- If both mph and km/h are given, award the mark\n- If additional incorrect units are given alongside a correct answer, do not award the mark\n"} +{"prompt": "Name one renewable energy source mentioned in the specification.", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Any one of the following:\n- Wind\n- Hydroelectricity\n- Tides\n- Sun (or Solar)\n- Biofuel\n\nAdditional guidance for markers:\n- Accept any reasonable variations of these terms (e.g., \"solar energy\" for Sun, \"tidal power\" for Tides)\n- Do not accept \"water\" alone for Hydroelectricity; it must specify the use of water for electricity generation\n- Do not accept non-renewable sources like fossil fuels or nuclear fuel\n- Only one correct answer is required for the mark\n"} +{"prompt": "What factors contribute to changes in energy resource usage over time?", "ref_answer": "This question is worth \n3\n \n\n\n1 mark for each valid factor, up to a maximum of 3 marks:\n\n- Technological advancements (e.g., improved efficiency in renewable energy technologies)\n- Economic factors (e.g., changes in fuel prices, cost of energy production)\n- Environmental concerns (e.g., awareness of climate change, pollution)\n- Government policies and regulations (e.g., incentives for renewable energy, carbon taxes)\n- Population growth and urbanization\n- Availability and depletion of resources\n- Changes in energy demand (e.g., due to industrialization or lifestyle changes)\n\nAdditional guidance for markers:\n- Accept any reasonable factor that could influence energy resource usage over time.\n- The explanation does not need to be detailed, but it should be clear how the factor relates to changes in energy resource usage.\n- If a student provides more than three factors, mark the first three only.\n"} +{"prompt": "At what voltage level is electrical power typically transferred from power stations to the national grid?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: High voltage\n\nAdditional guidance for markers:\n- Accept answers that specify a high voltage range, such as \"275,000 volts\" or \"400,000 volts\"\n- Accept \"275 kV\" or \"400 kV\"\n- Do not accept vague answers like \"very high\" or \"lots of volts\" without specifying that it's high voltage\n- Do not accept answers that only mention \"low voltage\" as this is for domestic use, not transfer from power stations\n\n"} +{"prompt": "What type of transformer is used to increase the potential difference in power transmission?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Step-up transformer\n\nAdditional guidance for markers:\n- The answer must specifically state \"step-up transformer\" to receive the mark.\n- Do not accept \"transformer\" alone, as the question asks for the specific type.\n- Do not accept \"step-down transformer\" as this decreases potential difference.\n- Accept \"step up transformer\" without the hyphen.\n"} +{"prompt": "What is the primary purpose of the national grid in energy distribution?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: To efficiently transfer/distribute energy across the country\n\nAdditional guidance for markers:\n- Accept answers that clearly convey the idea of efficient energy transfer or distribution on a national scale.\n- Accept \"electricity\" in place of \"energy\" as it's the specific form of energy distributed by the national grid.\n- Do not award the mark for vague answers like \"to provide power\" without mentioning the efficiency or national scale aspect.\n- Accept reasonable synonyms for \"efficient\" such as \"effective\" or \"cost-effective\".\n\nExamples of acceptable answers:\n- To efficiently distribute electricity across the country\n- For the efficient transfer of energy on a national scale\n- To provide an effective way of transferring electrical energy throughout the nation\n\nExamples of unacceptable answers:\n- To provide electricity (lacks mention of efficiency or national scale)\n- To connect power stations (doesn't capture the primary purpose of energy distribution)\n"} +{"prompt": "What is the relationship between the number of turns in a transformer's primary and secondary coils and their respective voltages?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: The ratio of the number of turns in the primary and secondary coils is equal to the ratio of their respective voltages.\n\nAdditional guidance for markers:\n- Accept mathematical representations of this relationship, such as:\n Vp/Vs = Np/Ns or Vs/Vp = Ns/Np\n Where V = voltage, N = number of turns, p = primary, s = secondary\n- Accept clear verbal explanations that convey this proportional relationship\n- Do not award the mark for stating only that there is a relationship without specifying what it is\n- Do not accept answers that reverse the relationship (e.g., stating that the voltage ratio equals the inverse of the turns ratio)\n"} +{"prompt": "What is the frequency of the domestic electricity supply in the UK?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: 50 Hz\n\nAdditional guidance for markers:\n- The answer must include both the number (50) and the unit (Hz) to receive the mark.\n- Accept \"50 Hertz\" as an alternative to \"50 Hz\".\n- Do not accept just \"50\" without the unit.\n- Do not accept any other frequency value.\n"} +{"prompt": "What is the main characteristic of direct voltage?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: The main characteristic of direct voltage is that it maintains a constant polarity over time.\n\nAdditional guidance for markers:\n- Accept answers that clearly convey the idea of constant direction or polarity, such as:\n \u2022 \"It flows in one direction only\"\n \u2022 \"The polarity does not change\"\n \u2022 \"It has a constant positive and negative\"\n- Do not accept vague answers like \"it's constant\" without specifying what is constant\n- Do not accept answers that only describe alternating voltage or compare it to AC without stating the key characteristic of DC\n"} +{"prompt": "What is the primary function of the live wire in a mains electrical circuit?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: To carry the alternating current from the supply to the appliance/device\n\nAdditional guidance for markers:\n- Accept answers that clearly indicate the live wire supplies/provides the current or voltage to the appliance.\n- Do not accept vague answers like \"carries electricity\" without specifying direction or purpose.\n- Do not award the mark for answers that confuse the function with that of neutral or earth wires.\n"} +{"prompt": "Why can a live wire be dangerous even when a switch in a mains circuit is open?", "ref_answer": "This question is worth \n2\n \n\n\n1 mark: The live wire is still connected to the mains supply/voltage source.\n\n1 mark: Current can flow if a path to earth is provided (e.g., through a person's body).\n\nAdditional guidance for markers:\n- Accept answers that explain the live wire remains at mains voltage even when the switch is open.\n- Accept explanations that mention the potential difference between the live wire and earth.\n- Do not award marks for simply stating \"it's dangerous\" without explaining why.\n- Answers should demonstrate understanding that the danger comes from the possibility of completing a circuit to earth through the body.\n"} +{"prompt": "What is the term for the shift in light observed from galaxies moving away from us?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Red-shift\n\nAdditional guidance for markers:\n- The answer must specifically state \"red-shift\" or \"redshift\" to receive the mark.\n- Do not accept \"Doppler effect\" alone, as this is a more general term and not specific to light from receding galaxies.\n- Do not accept \"red\" alone, as the question asks for the term describing the shift.\n- Accept \"cosmological redshift\" as an alternative correct answer.\n"} +{"prompt": "What is red shift evidence used to support in astrophysics?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: The Big Bang theory/model\n\nAdditional guidance for markers:\n- Accept \"expansion of the universe\" as an alternative to \"Big Bang theory\"\n- Do not accept vague answers like \"origin of the universe\" without specific mention of the Big Bang\n- Do not accept \"movement of galaxies\" alone, as this is the observation rather than the theory it supports\n"} +{"prompt": "What force was responsible for drawing together the dust and gas that formed our Sun?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Gravity (or gravitational force)\n\nAdditional guidance for markers:\n- Accept \"gravitational attraction\" or \"gravitational pull\"\n- Do not accept vague answers like \"attraction\" or \"pull\" without specifying gravity\n- Do not accept \"gravitational field\" as the question specifically asks for the force\n"} +{"prompt": "What do all bodies emit according to this principle?", "ref_answer": "This question is worth \n1\n \n\n\n1 mark: Radiation\n\nAdditional guidance for markers:\n- Accept \"electromagnetic radiation\" for the full mark.\n- Do not accept specific types of radiation alone (e.g., \"heat\" or \"light\") as the question asks about the general principle.\n- The answer should reflect the universal nature of the principle, applying to all bodies.\n"} diff --git a/dataset_generation/llm.py b/dataset_generation/llm.py new file mode 100644 index 000000000..09096d8be --- /dev/null +++ b/dataset_generation/llm.py @@ -0,0 +1,201 @@ +import json +import os +import requests +import re + +from dotenv import load_dotenv + +from process_learning_objectives import extract_qs, extract_cs_questions + +dotenv_path = os.path.join(os.path.dirname(__file__), ".env") +load_dotenv(dotenv_path) +url = "https://api.unify.ai/v0/chat/completions" +headers = { + "Authorization": f"Bearer {os.environ.get('UNIFY_API_KEY')}", +} + + +def generate(prompt, sys_prompt=None): + messages = [{"role": "user", "content": prompt}] + + if sys_prompt: + messages = [{"role": "system", "content": sys_prompt}] + (messages) + + payload = { + "model": "claude-3.5-sonnet@aws-bedrock", + # "model": "gpt-4o@openai", + "messages": messages, + "temperature": 0.5, + "max_tokens": 4096, + } + response = requests.post(url, json=payload, headers=headers) + if response.status_code == 200: + return response.json()["choices"][0]["message"]["content"] + else: + print(response.status_code) + print(response.text) + raise Exception + + +def extract(s): + pattern = r"([\s\S]*?)<\/question>" + matches = re.findall(pattern, s) + return [m.strip() for m in matches] + + +def find_tags(s): + pattern = r"<([^/]*?)>" + return re.findall(pattern, s) + + +def extract_tags(tag, s): + pattern = f"<{tag}>(.*?)" + try: + return re.findall(pattern, s, re.DOTALL)[0] + except: + print(f"failed to extract {tag} from \n {s}") + return [] + + +## ONE MARKERS +def short_q_template(specification_point): + example_specification_point = "P1.1b describe the atom as a positively charged nucleus surrounded by negatively charged electrons, with the nuclear radius much smaller than that of the atom and with almost all of the mass in the nucleus" + + example_q1 = ( + "How does the size of the nucleus compare to the size of the entire atom?" + ) + example_q2 = "Where is most of the mass of an atom located?" + example_q3 = "Which subatomic particles are found orbiting the nucleus?" + + prompt = f"""You are helping a high-school teacher create questions, based on points in the course syllabus. + Respond with questions, insde the tag as in the example. + It should be a one-mark question, i.e. only testing a single piece of knowledge. + It doesn't have to test the whole point from the specification. + + + + {example_specification_point} + + + + {example_q1} + + + + {example_q2} + + + + {example_q3} + + + + + {specification_point} + + """ + return prompt + + +def short_q_answer(specification_point, question): + + example_question = "What type of field does all matter possess?" + example_specification_point = "P2.3g describe that all matter has a gravitational field that causes attraction, and the field strength is much greater for massive objects" + example_mark_scheme = """1 mark: Gravitational field + +Additional guidance for markers: +- The answer must specifically state "gravitational field" to receive the mark. +- Do not accept "gravity" alone, as the question asks for the type of field.""" + + prompt = f""" +You are a high-school teacher, helping to write a mark scheme for a question. +Give your answer inside tags. Also return the number of marks at the end, inside tags, as in the example. + + + + + {example_question} + + + + {example_specification_point} + + + + {example_mark_scheme} + + + + 1 + + + + + +{question} + + + +{specification_point} + + """ + return prompt + + +def gen_short_question(specification_point): + prompt = short_q_template(specification_point) + llm_qs = generate(prompt) + qs = extract(llm_qs) + + # qs = ['What type of field does all matter possess?', 'What effect does a gravitational field have on objects?', 'How does the mass of an object affect its gravitational field strength?', 'Which has a stronger gravitational field: a planet or a pebble?', 'True or false: Only very large objects have gravitational fields.'] + q = qs[0] + ans_prompt = short_q_answer(specification_point, q) + llm_markscheme = generate(ans_prompt) + + mark_scheme = extract_tags("mark_scheme", llm_markscheme) + number_of_marks = extract_tags("number_of_marks", llm_markscheme) + + mark_scheme = f"This question is worth {number_of_marks} \n\n" + mark_scheme + + return q, mark_scheme + + +def gen_cs_question(specification_point): + prompt = short_q_template(specification_point) + llm_qs = generate(prompt) + qs = extract(llm_qs) + + # qs = ['What type of field does all matter possess?', 'What effect does a gravitational field have on objects?', 'How does the mass of an object affect its gravitational field strength?', 'Which has a stronger gravitational field: a planet or a pebble?', 'True or false: Only very large objects have gravitational fields.'] + ret = [] + for q in qs[:5]: + ans_prompt = short_q_answer(specification_point, q) + llm_markscheme = generate(ans_prompt) + + mark_scheme = extract_tags("mark_scheme", llm_markscheme) + number_of_marks = extract_tags("number_of_marks", llm_markscheme) + + mark_scheme = f"This question is worth {number_of_marks} \n\n" + mark_scheme + ret.append([q, mark_scheme]) + return ret + + +# subject = "chemistry" +# spec_points = extract_qs(f"syllabus/{subject}.txt") +# for sp in spec_points[100:130]: +# try: +# q, markscheme = gen_short_question(sp) +# d = {"prompt": q, "ref_answer": markscheme} +# with open(f"dataset/{subject}.jsonl", "a+") as f: +# f.write(json.dumps(d)+"\n") +# except Exception as e: +# print(e) + + +subject = "cs" +spec_points = extract_cs_questions() +for sp in spec_points[:100]: + rets = gen_cs_question(sp) + for q, markscheme in rets: + d = {"prompt": q, "ref_answer": markscheme} + with open(f"dataset/{subject}.jsonl", "a+") as f: + f.write(json.dumps(d) + "\n") diff --git a/dataset_generation/process_cs_challenges.py b/dataset_generation/process_cs_challenges.py new file mode 100644 index 000000000..a527160a1 --- /dev/null +++ b/dataset_generation/process_cs_challenges.py @@ -0,0 +1,21 @@ +import json + +with open("syllabus/cs_challenges.txt") as f: + lines = f.readlines() + +samples = [] +cur_example = [] +for l in lines: + if not l.strip(): + samples.append("\n".join(cur_example)) + cur_example = [] + else: + cur_example.append(l) + +samples.append("\n".join(cur_example)) + + +with open("dataset/cs_challenges.jsonl", "a") as f: + for s in samples: + d = {"prompt": f"Write a code solution to the following question\n{s}"} + f.write(json.dumps(d)+"\n") diff --git a/dataset_generation/process_learning_objectives.py b/dataset_generation/process_learning_objectives.py new file mode 100644 index 000000000..623bd6021 --- /dev/null +++ b/dataset_generation/process_learning_objectives.py @@ -0,0 +1,97 @@ +import re + + +def extract_science_learning_objectives(text, subject): + # source: claude + + # Split the text into lines + lines = text.split("\n") + + objectives = [] + current_objective = "" + + for line in lines: + # Check if the line starts with a learning objective code (e.g., P1.2f) + if re.match(f"^{subject}\d+\.\d+[a-z]", line): + # If we have a previous objective, add it to the list + if current_objective: + objectives.append(current_objective.strip()) + + # Start a new objective + current_objective = line + elif current_objective and not line.strip().startswith(("M", "W")): + # Continue adding to the current objective if it's not a new one and doesn't start with M or W + current_objective += " " + line.strip() + elif current_objective and ( + line.strip().startswith("M") or line.strip().startswith("W") + ): + # If we encounter M or W, add the current objective to the list and reset + objectives.append(current_objective.strip()) + current_objective = "" + + # Add the last objective if there is one + if current_objective: + objectives.append(current_objective.strip()) + + return objectives + + +def extract_cs_questions(): + path = "syllabus/cs.txt" + with open(path) as f: + text = f.read() + + lines = text.split("\n") + + sections = {} + current_section = None + current_content = [] + + # Regular expression to match section headers (e.g., 2.3.1, 2.4.1) + section_pattern = re.compile(r"^\d+\.\d+\.\d+") + + for line in lines: + if section_pattern.match(line): + # If we find a new section, save the previous one (if any) + if current_section: + sections[current_section] = "\n".join(current_content) + + # Start a new section + current_section = line.strip() + current_content = [] + else: + # Add the line to the current section's content + current_content.append(line) + + # Add the last section + if current_section: + sections[current_section] = "\n".join(current_content) + + ret = [] + for s_title, s_info in sections.items(): + ret.append(f"{s_title} \n {s_info}") + return ret + + +def extract_qs(path): + if path.startswith("physics"): + subject = "P" + elif path.startswith("chemistry"): + subject = "C" + elif path.startswith("biology"): + subject = "B" + + with open(path) as f: + text = f.read() + objectives = extract_science_learning_objectives(text, subject=subject) + return objectives + + +if __name__ == "__main__": + # objectives = extract_qs(path="physics.txt") + # objectives = extract_qs(path="chemistry.txt") + # objectives = extract_qs(path="biology.txt") + objectives = extract_cs_questions() + for r in objectives: + print(r) + break diff --git a/dataset_generation/syllabus/biology.txt b/dataset_generation/syllabus/biology.txt new file mode 100644 index 000000000..a6cfc2ba1 --- /dev/null +++ b/dataset_generation/syllabus/biology.txt @@ -0,0 +1,1743 @@ +B1.1 Cell structures +Summary +Cells are the fundamental units of living organisms. Cells contain many sub- +cellular structures that are essential for the functioning of the cell as a whole. +Microscopy is used to examine cells and sub-cellular structures. +Underlying knowledge and understanding +Learners should be familiar with cells as the fundamental unit of living organisms, +and with the use of light microscopes to view cells. They should also be familiar +with some sub-cellular structures, and the similarities and differences between +plant and animal cells. +Common misconceptions +Learners commonly have difficulty understanding the concept of a cell as a +3D structure, so this should be addressed during the teaching of this topic. +Tiering +Statements shown in bold type will only be tested in the Higher Tier papers. +All other statements will be assessed in both Foundation and Higher Tier papers. +Reference Mathematical learning outcomes Mathematical skills +BM1.1i demonstrate an understanding of number, size and scale and the quantitative relationship between units M2a and M2h +BM1.1ii use estimations and explain when they should be used M1d +BM1.1iii calculate with numbers written in standard form M1b +112 +V +ersion 3.5 © OCR 2024 +GCSE (9–1) in Biology A (Gateway Science) +Topic content Opportunities to cover: +Practical suggestions +Learning outcomes To include Maths Working +scientifically +B1.1a describe how light microscopes and +staining can be used to view cells +lenses, stage, lamp, use of slides +and cover slips, and the use of +stains to view colourless specimens +or to highlight different structures/ +tissues and calculation of +magnification +M1b, M1d, M2a, +M2h +WS1.2c, WS1.4c, +WS1.4d, WS1.4e, +WS2a, WS2b, +WS2c, WS2d +Investigation of a range of cells +using pictures, light micrographs +and diagrams. Measure the size +and magnification of the cells. +(PAG B1, PAG B7) +Preparation of cheek cell slides. +(PAG B7) +Preparation of onion epidermis +cells slides. (PAG B7) +Use of light microscopes to view +plant and animal cells. (PAG B7) +B1.1b explain how the main sub-cellular +structures of eukaryotic cells (plants +and animals) and prokaryotic cells +are related to their functions +nucleus, genetic material, +chromosomes, plasmids, +mitochondria (contain enzymes for +cellular respiration), chloroplasts +(contain chlorophyll) and cell +membranes (contain receptor +molecules, provides a selective +barrier to molecules), ribosomes +(site of protein synthesis) +WS1.4a, WS2a, +WS2b, WS2c, +WS2d +Production of 3D model plant and +animal cells to illustrate their +differences. +Investigation of cytoplasmic +streaming in Elodea spp. +(PAG B6, PAG B7) +B1.1c explain how electron microscopy +has increased our understanding of +sub-cellular structures +increased resolution in a +transmission electron microscope +M1b WS1.1a, WS1.4c, +WS1.4d +Comparison of a range of cells using +pictures from light and electron +micrographs. +Comparison of the visible structures +visible on light and electron +micrographs. +122 +V +ersion 3.5 © OCR 2024 +GCSE (9–1) in Biology A (Gateway Science) B1.2 What happens in cells (and what do cells need)? +Summary +Life processes depend on biological molecules whose structure is related to +their function. Inside every cell is genetic material and this is used as a code to +make proteins. Enzymes are important proteins in biology. +Underlying knowledge and understanding +Learners should have a simple understanding of the double helix model +of DNA. Learners should be familiar with the idea of enzymes as biological +catalysts. +Common misconceptions +Learners commonly hold the misconception that DNA is made of protein or +sugar. Learners also think that all enzymes have an optimum temperature of 37°C +(human body temperature). The range of optimum temperatures of enzymes +should be introduced through the teaching of this topic and further addressed +when considering homeostatic mechanisms for controlling temperature. +Tiering +Statements shown in bold type will only be tested in the Higher Tier papers. +All other statements will be assessed in both Foundation and Higher Tier papers. +Reference Mathematical learning outcomes Mathematical skills +BM1.2i carry out rate calculations for chemical reactions M1a and M1c +BM1.2ii understand and use simple compound measures such as the rate of a reaction M1a and M1c +132 +V +ersion 3.5 © OCR 2024 +GCSE (9–1) in Biology A (Gateway Science) +Topic content Opportunities to cover: +Practical suggestions +Learning outcomes To include Maths Working +scientifically +B1.2a describe DNA as a polymer WS1.4a Production of 3D models of +DNA to illustrate its structure. +B1.2b describe DNA as being made up of +two strands forming a double helix +B1.2c + +describe that DNA is made from +four different nucleotides; each +nucleotide consisting of a common +sugar and phosphate group with +one of four different bases attached +to the sugar +the pairs of complementary bases +(A-T and G-C) +WS1.4a, WS2a, +WS2b, WS2c, +WS2d +Production of 3D models of +DNA to illustrate its structure. +Investigation of DNA extraction +from a living organism (e.g. kiwi, +leek, onion, wheat germ). +(PAG B2) +B1.2d + +recall a simple description of +protein synthesis +the unzipping of the DNA molecule +around the gene, copying to mRNA +in nucleus (transcription), +(translation) of the nucleotide +sequence in the cytoplasm, tRNA +as the carrier of amino acids +Comparison of transcription and +translation to a non-lending library. +Use of kinaesthetic activities to +demonstrate transcription and +translation. +B1.2e + +explain simply how the structure +of DNA affects the proteins made +in protein synthesis +triplet code and its use to +determine amino acid order in a +protein +142 +V +ersion 3.5 © OCR 2024 +GCSE (9–1) in Biology A (Gateway Science) +Learning outcomes To include Maths Working +scientifically Practical suggestions +B1.2f describe experiments that can be +used to investigate enzymatic +reactions +M1a, M1c, M2g WS1.1h, WS1.2b, +WS1.2c, WS1.2e, +WS1.3a, WS1.3b, +WS1.3c, WS1.3d, +WS1.3e, WS1.3f, +WS1.3g, +WS2a, WS2b, +WS2c, WS2d +Investigations of enzyme activity, +including numerical analysis of +data and graphical representation +of results. (PAG B2, PAG B4, PAG B6) +B1.2g explain the mechanism of enzyme +action +the role of enzymes in metabolism, +the role of the active site, enzyme +specificity (lock and key hypothesis) +and factors affecting the rate of +enzyme controlled reactions +(pH, temperature, substrate and +enzyme concentration) +M1a, M1c, M3d, +M4b +WS2a, WS2b, +WS2c, +WS2d +Investigation into the effect of +amylase on a baby rice paste. +(PAG B2, PAG B4, PAG B6) +Investigation of enzyme controlled +reactions. (PAG B2, PAG B4, +PAG B6) +Work out rate equations using +simple algebraic equations. +(PAG B4) +152 +V +ersion 3.5 © OCR 2024 +GCSE (9–1) in Biology A (Gateway Science) +B1.3 Respiration +Summary +Metabolic processes such as respiration are controlled by enzymes. Organic +compounds are used as fuels in cellular respiration to allow the other chemical +reactions necessary for life. +Underlying knowledge and understanding +Learners should also have some underpinning knowledge of respiration. This +should include that respiration involves the breakdown of organic molecules to +enable all the other chemical processes necessary for life. Learners should +be able to recall the word equation for respiration. +Common misconceptions +Learners commonly hold the misconception that ventilation is respiration. +They can also get confused between the terms breakup and breakdown. +Tiering +Statements shown in bold type will only be tested in the Higher Tier papers. +All other statements will be assessed in both Foundation and Higher +Tier papers. +Topic content Opportunities to cover: +Practical suggestions +Learning outcomes To include Maths Working +scientifically +B1.3a describe cellular respiration +as a universal chemical process, +continuously occurring that +supplies ATP in all living cells +WS1.2a +B1.3b describe cellular respiration as an +exothermic reaction +WS1.2b Demonstration of an exothermic +reaction (e.g. heat pack). +B1.3c compare the processes of aerobic +respiration and anaerobic +respiration +in plants/fungi and animals the +different conditions, substrates, +products and relative yields of +ATP +WS2a, WS2b, +WS2c, WS2d +Research into whether plants respire. +(PAG B2, PAG B4, PAG B5, PAG B6) +Investigation of fermentation in +fungi. (PAG B2, PAG B4, PAG B5, +PAG B6) +Investigation of respiration in yeast +using alginate beads to immobilise +the fungus. (PAG B2, PAG B4, PAG B5, +PAG B6) +162 +V +ersion 3.5 © OCR 2024 +GCSE (9–1) in Biology A (Gateway Science) +Learning outcomes To include Maths Working +scientifically Practical suggestions +B1.3d explain the importance of sugars in +the synthesis and breakdown of +carbohydrates +use of the terms monomer and +polymer +Demonstration of the synthesis and +breakdown of biological molecules +(e.g. using Lego bricks). Qualitative +testing of biological molecules PAG B2 +B1.3e explain the importance of amino +acids in the synthesis and +breakdown of proteins +use of the terms monomer and +polymer +Qualitative testing of biological +molecules PAG B2 +B1.3f explain the importance of fatty +acids and glycerol in the synthesis +and breakdown of lipids +Qualitative testing of biological +molecules PAG B2 +172 +V +ersion 3.5 © OCR 2024 +GCSE (9–1) in Biology A (Gateway Science) +B1.4 Photosynthesis +Summary +Life processes depend on photosynthesis. Green plants and algae trap light from +the Sun to fix carbon dioxide with hydrogen from water making organic +compounds. +Underlying knowledge and understanding +Learners should also have some underpinning knowledge of photosynthesis. They +should have an understanding that plants make carbohydrates in their leaves by +photosynthesis, and be able to recall the word equation for photosynthesis. +Common misconceptions +Learners often think that plants do not respire. +Tiering +Statements shown in bold type will only be tested in the Higher Tier +papers. All other statements will be assessed in both Foundation and +Higher Tier papers. +Reference Mathematical learning outcomes Mathematical skills +BM1.4i understand and use simple compound measures such as the rate of a reaction M1a and M1c +BM1.4ii translate information between graphical and numerical form M4a +BM1.4iii plot and draw appropriate graphs, selecting appropriate scales and axes M4a and M4c +BM1.4iv extract and interpret information from graphs, charts and tables M2c and M4a +BM1.4v understand and use inverse proportion – the inverse square law and light intensity in the +context of factors affecting photosynthesis +M1c +182 +V +ersion 3.5 © OCR 2024 +GCSE (9–1) in Biology A (Gateway Science) +Topic content Opportunities to cover: +Practical suggestions +Learning outcomes To include Maths Working scientifically +B1.4a describe photosynthetic +organisms as the main producers +of food and therefore biomass for +life on Earth +Use of concept cartoons to start +discussions about photosynthesis. +B1.4b describe the process of +photosynthesis +reactants and +products, two- +stage process, +location of the +reaction (in the +chloroplasts) +WS2a, WS2b, WS2c, WS2d Investigation of photosynthesis +e.g. the Priestley experiment using +Cabomba to collect oxygen or the +Ingenhousz experiment to show +mass gain. (PAG B4, PAG B5, +PAG B6) +B1.4c describe photosynthesis as an +endothermic reaction +WS1.3b, WS1.3c, WS1.3e Demonstrate of an endothermic +reaction (e.g. icepack). +B1.4d describe experiments to +investigate photosynthesis +WS2a, WS2b, WS2c, WS2d Experiments to show the +consequences of light exclusion on +photosynthesising plants (e.g. +testing geraniums for starch). +(PAG B4, PAG B5, PAG B6) +B1.4e explain the effect of temperature, +light intensity and carbon dioxide +concentration on the rate of +photosynthesis +M1a, M1c, M4a, +M4b, M4c, M2g +WS2a, WS2b, WS2c, WS2d Investigation of photosynthesis in +algae using alginate beads to +immobilize the algae. (PAG B4, +PAG B5, PAG B6) +B1.4f explain the interaction of +temperature, light intensity and +carbon dioxide concentration in +limiting the rate of +photosynthesis +using graphs +depicting the +effects of the +limiting factors +M1d, M2c, M4a, +M1c +WS1.2b, WS1.2c, WS1.2e WS1.3a, +WS1.3b, WS1.3c, WS1.3d, WS1.3f, +WS1.3g, WS1.4e, WS2c, WS2d +192 +V +ersion 3.5 © OCR 2024 +GCSE (9–1) in Biology A (Gateway Science) +Topic B2: Scaling up +B2.1 Supplying the cell +Summary +Cells transport many substances across their membranes by diffusion, osmosis +and active transport. Stem cells are found in both plants and animals. These +stem cells can divide, differentiate and become specialised to form tissues, +organs and organ systems. +Underlying knowledge and understanding +Learners should be familiar with the role of diffusion in the movement of +materials in and between cells. +Common misconceptions +Learners commonly show some confusion regarding surface area: volume ratio, +particularly how larger animals have a smaller surface area: volume ratio. They +also show some confusion as to stem cells: where they are found and their roles. +Care should be taken to give clear definitions when covering this content. +Tiering +Statements shown in bold type will only be tested in the Higher Tier papers. +All other statements will be assessed in both Foundation and Higher Tier papers. +Reference Mathematical learning outcomes Mathematical skills +BM2.1i use percentiles and calculate percentage gain and loss of mass M1c +202 +V +ersion 3.5 © OCR 2024 +GCSE (9–1) in Biology A (Gateway Science) Topic content Opportunities to cover: +Practical suggestions +Learning outcomes To include Maths Working +scientifically +B2.1a explain how substances are +transported into and out of cells +through diffusion, osmosis and +active transport +examples of substances moved, +direction of movement, +concentration gradients and use +of the term water potential (no +mathematical use of water +potential required) +M1c, M1d WS2a, WS2b, +WS2c, WS2d +Observation of osmosis in plant cells +using a light microscope. +Investigation of ‘creaming yeast’ to +show osmosis. (PAG B6, PAG B8) +Investigation into changes in mass +of vegetable chips when placed in +sucrose/salt concentrations of varying +concentrations. (PAG B6, PAG B8) +B2.1b describe the process of mitosis in +growth, including the cell cycle +the stages of the cell cycle as cell +growth, DNA replication, more +cell growth, movement of +chromosomes +WS2a, WS2b, +WS2c, WS2d +Modelling of mitosis using everyday +objects e.g. shoes, socks etc. +Observation of mitosis in stained root +tip cells. (PAG B1, PAG B6, PAG B7) +B2.1c explain the importance of cell +differentiation +the production of specialised +cells allowing organisms to +become more efficient and +examples of specialised cells +WS2a, WS2b, +WS2c, WS2d +Examination of a range of specialised +cells using a light microscope. +(PAG B1) +B2.1d recall that stem cells are present +in embryonic and adult animals, +and meristems in plants +Demonstration of cloning using +cauliflower. (PAG B6, PAG B7) +B2.1e describe the functions of stem +cells in embryonic and adult +animals, and meristems in plants +division to produce a range of +different cell types for +development, growth and repair +WS1.1e, WS1.1f, +WS1.1h +B2.1f describe the difference between +embryonic and adult stem +cells in animals +Research into the different types +of stem cells. +212 +V +ersion 3.5 © OCR 2024 +GCSE (9–1) in Biology A (Gateway Science) +B2.2 The challenges of size +Summary +When organisms become multicellular, the need arises for highly adapted +structures including gaseous exchange surfaces and transport systems, enabling +living processes to be performed effectively. +Underlying knowledge and understanding +Learners should be familiar with the role of diffusion in the movement of +materials in and between cells. They should also be familiar with the human +gaseous exchange system. +Common misconceptions +Learners have a view that the slow flow of blood in capillaries is due to the +narrow diameter, when in fact it is a function of the total cross-sectional area +of the capillaries (1000 times greater than the aorta). When explaining the +importance of the slow flow of blood in allowing time for exchange by diffusion, +this misunderstanding should be considered. +Tiering +Statements shown in bold type will only be tested in the Higher Tier papers. +All other statements will be assessed in both Foundation and Higher Tier papers. +Reference Mathematical learning outcomes Mathematical skills +BM2.2i calculate surface area : volume ratios M1c +BM2.2ii use simple compound measures such as rate M1a and M1c +BM2.2iii carry out rate calculations M1a and M1c +BM2.2iv plot, draw and interpret appropriate graphs M4a, M4b, M4c and M4d +222 +V +ersion 3.5 © OCR 2024 +GCSE (9–1) in Biology A (Gateway Science) Topic content Opportunities to cover: +Practical suggestions +Learning outcomes To include Maths Working +scientifically +B2.2a explain the need for exchange +surfaces and a transport system in +multicellular organisms in terms of +surface area : volume ratio +calculation of surface area, +volume and +surface area : volume ratio, +and reference to diffusion +distances +M1c WS1.4d, WS1.4e, +WS1.4f, WS2a, WS2b, +WS2c, WS2d +Investigating surface area : volume +ratio using hydrochloric acid and +gelatine cubes stained with +phenolphthalein or other suitable +pH indicator. (PAG B8) +B2.2b describe some of the substances +transported into and out of a range +of organisms in terms of the +requirements of those organisms +oxygen, carbon dioxide, water, +dissolved food molecules, +mineral ions and urea +B2.2c describe the human circulatory +system +the relationship with the +gaseous exchange system, the +need for a double circulatory +system in mammals and the +arrangement of vessels +Modelling of the human circulatory +system. +B2.2d explain how the structure of the +heart and the blood vessels are +adapted to their functions +the structure of the mammalian +heart with reference to the +cardiac muscle, the names of +the valves, chambers, and blood +vessels into and out of the +heart, the structure of the blood +vessels with reference to +thickness of walls, diameter of +lumen, presence of valves +WS2a, WS2b, WS2c, +WS2d +Investigating heart structure by +dissection. +Investigation of a blood smear using +a light microscope. (PAG B1) +Modelling of blood using sweets to +represent the components. +B2.2e explain how red blood cells and +plasma are adapted to their +transport functions in the blood +WS2a, WS2b, WS2c, +WS2d +Examine the gross structure of +blood vessels using a light +microscope. (PAG B1) +Investigating of the elasticity of +different blood vessels using +hanging masses. +232 +V +ersion 3.5 © OCR 2024 +GCSE (9–1) in Biology A (Gateway Science) +Learning outcomes To include Maths Working +scientifically Practical suggestions +B2.2f explain how water and mineral ions +are taken up by plants, relating the +structure of the root hair cells to +their function +WS2a, WS2b, +WS2c, WS2d +Examination of root hair cells using a light +microscope. (PAG B1) +Demonstration of the effectiveness of transpiration +by trying to suck water from a bottle using a 10m +straw. (PAG B8) +Investigation of the position of the xylem/phloem in +root, stem and leaf tissues using a light microscope. +(PAG B1) +Interpretation of experimental evidence of the +movement of dissolved food materials in a plant. +(PAG B1, PAG B8) +Examining the position of the phloem in root, stem +and leaf tissues using a light microscope. (PAG B1) +B2.2g describe the processes of +transpiration and translocation +the structure and +function of the +stomata +WS2a, WS2b, +WS2c, WS2d +Measurement of plant stomatal density by taking +an impression of the leaf using clear nail varnish or +spray-on plaster. (PAG B1, PAG B6, PAG B8) +B2.2h explain how the structure of the +xylem and phloem are adapted to +their functions in the plant +B2.2i explain the effect of a variety of +environmental factors on the rate of +water uptake by a plant +light intensity, air +movement, and +temperature +M1a, M1c, +M1d +WS2a, WS2b, +WS2c, WS2d +Interpreting experimental evidence of investigations +into environmental factors that affect water uptake. +(PAG B6, PAG B8) +B2.2j describe how a simple potometer +can be used to investigate factors +that affect the rate of water uptake +calculation of rate +and percentage +gain/loss of mass +M1a, M1c, M1d, +M2g, M3d, M4a, +M4b, M4c, M4d +WS1.2b, WS1.2c, +WS1.2e WS1.3a, +WS1.3b, WS1.3c, +WS1.3d, WS1.3e, +WS1.3f, WS1.3g, +WS2a, WS2b, +WS2c, WS2d +Investigation of transpiration rates from a plant +cutting. (PAG B6, PAG B8) +Work out the rate of transpiration in volume of +water/time. (PAG B6, PAG B8) +242 +V +ersion 3.5 © OCR 2024 +GCSE (9–1) in Biology A (Gateway Science) Topic B3: Organism level systems +B3.1 Coordination and control – the nervous system +Summary +The human nervous system is an important part of how the body communicates +with itself and also receives information from its surroundings. +Underlying knowledge and understanding +Learners should have a concept of the hierarchical organism of multicellular +organisms from cells to tissues to organs to systems to organisms. +Common misconceptions +Learners commonly think that their eyes see objects ‘directly’, like a camera, +but the reality is that the image formed by the brain is based on the eyes and +brains interpretation of the light that comes into the eye i.e. different people +will perceive the same object or image differently. Young learners also have +the misconception that some sort of ‘force’ comes out of the eye, enabling +it to see. +Tiering +Statements shown in bold type will only be tested in the Higher Tier papers. +All other statements will be assessed in both Foundation and Higher +Tier papers. +Reference Mathematical learning outcomes Mathematical skills +BM3.1i extract and interpret data from graphs, charts and tables M2c +252 +V +ersion 3.5 © OCR 2024 +GCSE (9–1) in Biology A (Gateway Science) +Topic content Opportunities to cover: +Practical suggestions +Learning outcomes To include Maths Working +scientifically +B3.1a describe the structure of the +nervous system +Central Nervous System, sensory, +motor and relay neurones, sensory +receptors, synapse and effectors, +details of the structure of sensory +and motor neurones required +Production of 3D models of neurones +to illustrate their structure. +B3.1b explain how the components of +the nervous system can produce +a coordinated response +it goes to all parts of the body, has +many links, has different sensory +receptors and is able to coordinate +responses +Demonstration (by video) of +someone trying to do everyday tasks +whilst being given mild electric +shocks (e.g. BBC Brainiac). +B3.1c explain how the structure of a +reflex arc is related to its function +M1d, WS2a, +WS2b, WS2c, +WS2d +Demonstration of reaction time by +getting a learner to catch a falling +£5 note. +Research into reflexes. (PAG B6) +Investigating of reaction times by ruler +drop. (PAG B6) +262 +V +ersion 3.5 © OCR 2024 +GCSE (9–1) in Biology A (Gateway Science) +Learning outcomes To include Maths Working +scientifically Practical suggestions +B3.1d + +explain how the main structures +of the eye are related to their +functions +cornea, iris, pupil, lens, retina, optic +nerve, ciliary body, suspensory +ligaments +Demonstration of the inversion of an +image through a beaker full of water. +Demonstration of the features of the +human eye. +Investigation of eye structure by +dissection. (PAG B1) +B3.1e + +describe common defects of the +eye and explain how some of +these problems may be overcome +colour blindness, short-sightedness +and long-sightedness +WS2a, WS2b, +WS2c, WS2d +Measurement of focal length in a +variety of situations. (PAG B6) +Research into eye defects, their +diagnosis and treatment. +B3.1f + +describe the structure and +function of the brain +cerebrum, cerebellum, medulla, +hypothalamus, pituitary +B3.1g + +explain some of the difficulties of +investigating brain function +the difficulty in obtaining and +interpreting case studies and the +consideration of ethical issues +Discussion of problems associated +with brain research including the +difficulty in getting research subjects. +B3.1h + +explain some of the limitations +in treating damage and disease +in the brain and other parts of +the nervous system +limited ability to repair nervous +tissue, irreversible damage to the +surrounding tissues, difficulties with +accessing parts of the nervous +system +WS1.1e, WS1.1f, +WS1.1h +Research into a study of brain injury. +272 +V +ersion 3.5 © OCR 2024 +GCSE (9–1) in Biology A (Gateway Science) +B3.2 Coordination and control – the endocrine system +Summary +Hormones are chemical messengers. In animals, hormones are transported +around the body in the blood and affect target tissues and organs. Hormones +have a variety of roles in the human body, including controlling reproduction. +Plant hormones are chemicals that regulate plant growth and development. +They can be used in agriculture to control the rate of growth. +Underlying knowledge and understanding +Learner should be aware of a number of hormones including adrenaline and the +male and female sex hormones. +Common misconceptions +With regards to the menstrual cycle, research has shown that learners +have problems relating the time of conception to the condition of the +lining of the uterus. +Tiering +Statements shown in bold type will only be tested in the Higher Tier +papers. All other statements will be assessed in both Foundation and +Higher Tier papers. +Reference Mathematical learning outcomes Mathematical skills +BM3.2i extract and interpret data from graphs, charts and tables M2c +BM3.2ii translate information between numerical and graphical forms M4a +Topic content Opportunities to cover: +Practical suggestions +Learning outcomes To include Maths Working +scientifically +B3.2a describe the principles of hormonal +coordination and control by the +human endocrine system +use of chemical messengers, +transport in blood, endocrine glands +and receptors +B3.2b explain the roles of thyroxine and +adrenaline in the body +thyroxine as an example of a +negative feedback system +282 +V +ersion 3.5 © OCR 2024 +GCSE (9–1) in Biology A (Gateway Science) +Learning outcomes To include Maths Working +scientifically Practical suggestions +B3.2c describe the role of hormones in +human reproduction including the +control of the menstrual cycle +oestrogen, progesterone, FSH and +testosterone +WS1.3b, WS1.3e +B3.2d explain the interactions of FSH, LH, +oestrogen and progesterone in the +control of the menstrual cycle +M2c, M4a, M2g Analysis of relative hormones +levels from raw data and +graphically. +B3.2e explain the use of hormones in +contraception and evaluate hormonal +and non-hormonal methods of +contraception +relative effectiveness of the different +forms of contraception +M2c, M4a WS1.1d, WS1.1e, +WS1.1f +Discussion into the various +methods of contraception and +their effective/ethical use. +B3.2f explain the use of hormones in +modern reproductive technologies +to treat infertility +WS1.1d, WS1.1e, +WS1.1f, WS1.1h +Research into Xenopus laevis +pregnancy testing to detect hCG +by the stimulation of oogenesis. +Research into hormonal +treatments for infertility. +B3.2g + +explain how plant hormones are +important in the control and +coordination of plant growth and +development, with reference to the +role of auxins in phototropisms and +gravitropisms +unequal distribution of auxin WS2a, WS2b, +WS2c, WS2d +Investigation of the effects of +phototropism using seedlings. +(PAG B6) +B3.2h + +describe some of the variety of +effects of plant hormones, relating to +auxins, gibberellins and ethene +controlling growth, controlling +germination, fruit ripening, flower +opening and shedding of leaves +WS2a, WS2b, +WS2c, +WS2d +Investigation/research into the +question ‘does one bad banana +spoil the fruit bowl?’ (PAG B2, +PAG B6) +B3.2i + +describe some of the different ways +in which people use plant hormones +to control plant growth +selective herbicides, root cuttings, +seedless fruit (parthenocarpic fruit +development), altering dormancy +292 +V +ersion 3.5 © OCR 2024 +GCSE (9–1) in Biology A (Gateway Science) +B3.3 Maintaining internal environments +Summary +Homeostasis is crucial to the regulation of internal environments and enables +organisms to adapt to change, both internally and externally. Internal +temperature, blood sugar levels and osmotic balance are regulated by a number +of organs and systems working together. +Underlying knowledge and understanding +Learners will build on the knowledge and understanding gained in section 3.1 +about coordination and control when considering the topics in this section. +Common misconceptions +Learners often confuse type 1 and type 2 diabetes, and the effective treatments +for each. The effect of ADH on the permeability of the kidney tubules is often +confused. +Tiering +Statements shown in bold type will only be tested in the Higher Tier +papers. All other statements will be assessed in both Foundation and Higher +Tier papers. +Reference Mathematical learning outcomes Mathematical skills +BM3.3i extract and interpret data from graphs, charts and tables M2c +Topic content Opportunities to cover: +Practical suggestions +Learning outcomes To include Maths Working +scientifically +B3.3a explain the importance of +maintaining a constant internal +environment in response to internal +and external change +allowing metabolic reactions to +proceed at appropriate rates +WS1.4a Research into hypothermia. +B3.3b + +describe the function of the skin in +the control of body temperature +detection of external temperature, +sweating, shivering, change to +blood flow in terms of +vasoconstriction and vasodilation +WS2a, WS2b, +WS2c, WS2d +Demonstration of the cooling effect of sweating +using alcohol based surgical wipes. (PAG B6) +Investigation into heat loss by using microwaved +plasticine shapes/model ‘animals’ by using a +UV heat camera/thermometers. (PAG B6) +B3.3c explain how insulin controls blood +sugar levels in the body +M2g +302 +V +ersion 3.5 © OCR 2024 +GCSE (9–1) in Biology A (Gateway Science) +Learning outcomes To include Maths Working +scientifically Practical suggestions +B3.3d explain how glucagon interacts with +insulin to control blood sugar levels +in the body +M2c WS2a, WS2b, +WS2c, WS2d +Investigations into the glucose content of +artificial urine to diagnose diabetes, using +e.g. Clinistix. (PAG B6) +B3.3e compare type 1 and type 2 diabetes +and explain how they can be treated +B3.3f + +explain the effect on cells of osmotic +changes in body fluids +higher, lower or equal water +potentials leading to lysis or +shrinking (no mathematical use of +water potentials required) +WS2a, WS2b, +WS2c, WS2d +Demonstration of the different water +potentials on different cells. (PAG B6, +PAG B8) +B3.3g + +describe the function of the kidneys +in maintaining the water balance of +the body +varying the amount and +concentration of urine and hence +water excreted +WS1.3b, +WS2a, WS2b, +WS2c, +WS2d +Investigation of the structure of the +structure of a kidney by dissection and the +application of H2O2 to visualise the +nephrons. (PAG B6, PAG B8) +Investigations into the glucose content of +artificial urine to diagnose diabetes, using +e.g. Clinistix. (PAG B6) +B3.3h + +describe the gross structure of the +kidney and the structure of the +kidney tubule +Bowman’s capsule, proximal +convoluted tubule, loop of Henlé +and collecting duct +B3.3i + +describe the effect of ADH on the +permeability of the kidney tubules +amount of water reabsorbed and +negative feedback +WS2a, WS2b, +WS2c, WS2d +Investigation of the different sections of a +nephron and the composition of the filtrate +from each area. (PAG B2, PAG B6, PAG B8) +B3.3j + +explain the response of the body to +different temperature and osmotic +challenges +challenges to include high +sweating and dehydration, excess +water intake, high salt intake +responses to include mechanism +of kidney function, thirst +Research into sports drinks and evaluation +into which is best for athletes. (PAG B2, +PAG B6, PAG B8) +312 +V +ersion 3.5 © OCR 2024 +GCSE (9–1) in Biology A (Gateway Science) +Topic B4: Community level systems +B4.1 Ecosystems +Summary +Microorganisms play an important role in the continuous cycling of chemicals +in ecosystems. Biotic and abiotic factors interact in an ecosystem and have an +effect on communities. Living organisms form populations of single species, +communities of many species and are part of ecosystems. Living organisms are +interdependent and show adaptations to their environment. Feeding +relationships reflect the stability of an ecosystem and indicate the flow of +biomass through the ecosystem. +Underlying knowledge and understanding +Learners should be familiar with the idea of a food web and the interrelationships +associated with them and that variation allows living things to survive in the +same ecosystem. They should also recognise that organisms affect their +environment and are affected by it. +Common misconceptions +Research has shown that it is easier for a learner to explain the consequences +on a food web if the producers are removed for some reason than if the top +predators are taken away. It is also better to start off explaining ideas relating to +food webs using small simple webs with animals and plants that learners are +likely to know e.g. rabbits and foxes. Learners find arrows showing the flow of +biomass from one trophic level to another quite challenging and often mistake it +for the direction of predation. This makes problems relating to the manipulation +of a food web quite difficult for some. +Tiering +Statements shown in bold type will only be tested in the Higher Tier papers. +All other statements will be assessed in both Foundation and Higher Tier papers. +Reference Mathematical learning outcomes Mathematical skills +BM4.1i  calculate rate changes in the decay of biological material M1c +BM4.1ii calculate the percentage of mass M1c +BM4.1iii  Use fractions and percentages M1c +BM4.1iv plot and draw appropriate graphs selecting appropriate scales for the axes M4a and M4c +BM4.1v  extract and interpret information from charts, graphs and tables M2c and M4a +322 +V +ersion 3.5 © OCR 2024 +GCSE (9–1) in Biology A (Gateway Science) +Topic content Opportunities to cover: +Practical suggestions +Learning outcomes To include Maths Working scientifically +B4.1a recall that many different +materials cycle through the +abiotic and biotic components +of an ecosystem +examples of cycled materials +e.g. nitrogen and carbon +B4.1b explain the role of +microorganisms in the cycling of +materials through an ecosystem +the role of microorganisms in +decomposition +Research into the range of +ecosystems and examples of +micro-organisms that act as +decomposers within them. +(PAG B1, PAG B3, PAG B4, PAG B7) +B4.1c explain the importance of the +carbon cycle and the water cycle +to living organisms +maintaining habitats, fresh water, +flow of nutrients and the stages of +the carbon and water cycles +B4.1d + +explain the effect of factors such +as temperature, water content, +and oxygen availability on rate of +decomposition +the terms aerobic and anaerobic M1c, M2c, +M4a, M4c +WS1.1b, WS1.1h, +WS1.2b, WS1.2c, +WS1.2e, WS1.3a, +WS1.3b, WS1.3c, +WS1.3d, WS1.3e, +WS1.3f, WS1.3g, WS2a, +WS2b, WS2c, WS2d +Investigation of the most favourable +conditions for composting. (PAG B1, +PAG B3, PAG B4, PAG B7) +B4.1e describe different levels of +organisation in an ecosystem +from individual organisms to the +whole ecosystem +M1c +B4.1f explain how abiotic and biotic +factors can affect communities +temperature, light intensity, moisture +level, pH of soil, predators, food +M3a, M4a, +M4c +WS1.3a, WS1.3b, +WS1.3e WS1.3h, WS2a, +WS2b, WS2c, WS2d +Identification of the biotic factors +in an ecosystem using sampling +techniques. (PAG B3) +332 +V +ersion 3.5 © OCR 2024 +GCSE (9–1) in Biology A (Gateway Science) +Learning outcomes To include Maths Working scientifically Practical suggestions +B4.1g describe the importance of +interdependence and +competition in a community +interdependence relating to +predation, mutualism and parasitism +WS1.4a, WS2a, WS2b, +WS2c, WS2d +Examination of the roots of a +leguminous plant e.g. clover to +observe the root nodules. (PAG B1) +Investigation of the holly leaf miner +or the horse-chestnut leaf miner +(Cameraria ohridella) (PAG B1, +PAG B3) +B4.1h + +describe the differences +between the trophic levels of +organisms within an ecosystem +use of the terms producer and +consumer +Investigation of the trophic +levels within a children’s story +(e.g. The Gruffalo) +B4.1i + +describe pyramids of biomass +and explain, with examples, how +biomass is lost between the +different trophic levels +loss of biomass related to egestion, +excretion, respiration +M1c, M4a WS1.3c, WS1.3e Discussion of the best food source +for humans (e.g. ‘wheat vs. meat’) +Production of ecological pyramids. +B4.1j + +calculate the efficiency of +biomass transfers between +trophic levels and explain how +this affects the number of +trophic levels in a food chain +M1c Calculation of the biomass transfers +using real data. +342 +V +ersion 3.5 © OCR 2024 +GCSE (9–1) in Biology A (Gateway Science) Topic B5: Genes, inheritance and selection +B5.1 Inheritance +Summary +Inheritance relies on the genetic information contained in the genome +being passed from one generation to the next, whether sexually or asexually. +The characteristics of a living organism are influenced by the genome and its +interaction with the environment. +Underlying knowledge and understanding +Learners should be familiar with the idea of heredity as the process by which +genetic information is passed from one generation to the next. They should +have a simple model of chromosomes, genes and DNA. +Common misconceptions +Learners commonly struggle to appreciate the physical relationships between +the nucleus, genetic material, the genome, chromosomes and genes. Accurate +definitions of these terms will help learners’ explanations in this topic. Learners +often have well-developed (although not necessarily scientifically accurate) +explanations for inheritance before undertaking GCSE study. Some examples +include that intra-specific variation is as a result of defects in development or +that acquired characteristics can be inherited. Care must also be taken with the +concept of dominant and recessive alleles. Whether an allele is dominant or +recessive does not affect the mechanism of inheritance of the allele, but is an +observed pattern in the phenotype of organisms. Many learners assume that the +dominant allele ‘dominates’ the recessive allele preventing its expression (which +is not the case) or that the recessive allele is actually just an absence of the +dominant allele (also not generally the case). +Tiering +Statements shown in bold type will only be tested in the Higher Tier +papers. All other statements will be assessed in both Foundation and +Higher Tier papers. +Reference Mathematical learning outcomes Mathematical skills +BM5.1i understand and use direct proportions and simple ratios in genetic crosses M1c +BM5.1ii understand and use the concept of probability in predicting the outcome of genetic +crosses +M2e +BM5.1iii extract and interpret information from charts, graphs and tables M2c and M4a +352 +V +ersion 3.5 © OCR 2024 +GCSE (9–1) in Biology A (Gateway Science) +Topic content Opportunities to cover: +Practical suggestions +Learning outcomes To include Maths Working +scientifically +B5.1a explain the following terms: gamete, +chromosome, gene, allele/variant, +dominant, recessive, homozygous, +heterozygous, genotype and phenotype +Use of alleles to work out +the phenotype of progeny. +B5.1b describe the genome as the entire +genetic material of an organism +B5.1c describe that the genome, and its +interaction with the environment, +influence the development of the +phenotype of an organism +use of examples of discontinuous (e.g. eye +colour) and continuous variation (e.g. weight +and height) +B5.1d Recall that all variants arise from +mutations, and that most have no +effect on the phenotype, some +influence phenotype and a very few +determine phenotype +B5.1e + +describe how genetic variants may +influence phenotype: +• in coding DNA by altering the +activity of a protein +• in non-coding DNA by altering +how genes are expressed +• in coding: DNA related to mutations +affecting protein structure, including +active sites of enzymes +• in non-coding: DNA related to stopping +transcription of mRNA (use of terms +promoter, transcription factor not +required) +B5.1f + +explain some of the advantages and +disadvantages of asexual and sexual +reproduction in a range of organisms +the number of live offspring per birth, how +quickly the organisms can reproduce verses the +need for the introduction of variation in a +population caused by environmental pressures +B5.1g explain the terms haploid and diploid +362 +V +ersion 3.5 © OCR 2024 +GCSE (9–1) in Biology A (Gateway Science) +Learning outcomes To include Maths Working +scientifically Practical suggestions +B5.1h explain the role of meiotic cell division +in halving the chromosome number to +form gametes +that this maintains diploid cells when gametes +combine and is a source of genetic variation +B5.1i explain single gene inheritance the context of homozygous and heterozygous +crosses involving +dominant and recessive genes +M2c, M4a Prediction of the probability +of phenotype for genetic +crosses. +Investigation into +probability by suitable +example (e.g. coin toss +or die roll). +B5.1j predict the results of single gene crosses the use of Punnett squares M1c, M2c, +M2e, M4a +B5.1k describe sex determination in humans +using a genetic cross +the use of Punnett squares M1c, M2c, +M2e, M4a +B5.1l recall that most phenotypic features are +the result of multiple genes rather than +single gene inheritance +B5.1m + +describe the development of our +understanding of genetics +the work of Mendel WS1.1a, +WS1.1d, +WS1.1f, +WS1.1i +372 +V +ersion 3.5 © OCR 2024 +GCSE (9–1) in Biology A (Gateway Science) +Summary +Variation in the genome and changes in the environment drive the process +of natural selection, leading to changes in the characteristics of populations. +Evolution accounts for both biodiversity and how organisms are all related to +varying degrees. Key individuals have played important roles in the development +of our understanding of genetics. +Underlying knowledge and understanding +Learners should appreciate that changes in the environment can leave some +individuals, or even some entire species, unable to compete and reproduce +leading to extinction. +Common misconceptions +Learners are used to hearing the term evolution in everyday life but it is often +used for items that have been designed and gradually improved in order to fit a +purpose. They therefore find it difficult to grasp the idea that evolution by natural +selection relies on random mutations. Learners also tend to imply that individuals +change by natural selection. Statements such as ‘a moth will change by natural +selection in order to become better camouflaged’ include both of these common +misconceptions. +Tiering +Statements shown in bold type will only be tested in the Higher Tier papers. +All other statements will be assessed in both Foundation and Higher Tier papers. +B5.2 Natural selection and evolution +Topic content Opportunities to cover: +Practical suggestions +Learning outcomes To include Maths Working scientifically +B5.2a state that there is usually extensive genetic variation +within a population of a species +B5.2b describe the impact of developments in biology +on classification systems +natural and artificial classification +systems and use of molecular +phylogenetics based on DNA +sequencing +WS1.1b +B5.2c explain how evolution occurs through the natural +selection of variants that have given rise to +phenotypes best suited to their environment +the concept of mutation +B5.2d describe evolution as a change in the inherited +characteristics of a population over time, through +a process of natural selection, which may result in +the formation of new species +B5.2e describe the evidence for evolution fossils and antibiotic resistance in +bacteria +WS1.1c, WS1.1d, +WS1.1g +382 +V +ersion 3.5 © OCR 2024 +GCSE (9–1) in Biology A (Gateway Science) +Learning outcomes To include Maths Working scientifically Practical suggestions +B5.2f + +describe the work of Darwin and Wallace in the +development of the theory of evolution by natural +selection and explain the impact of these ideas on +modern biology +seedbanks being used as a store +of biodiversity +WS1.1a, WS1.1d, +WS1.1g, WS1.1h, +WS1.3i +392 +V +ersion 3.5 © OCR 2024 +GCSE (9–1) in Biology A (Gateway Science) +Topic B6: Global challenges +This topic seeks to integrate learners’ knowledge and understanding of biological +systems and processes, with the aim of applying it to global challenges. Biological +information is used to help people to improve their own lives and strive to create +a sustainable world for future generations. This topic provides opportunities to +draw together the concepts covered in earlier topics, allowing synoptic treatment +of the subject. +B6.1 Monitoring and maintaining the environment +Summary +Living organisms interact with each other, the environment and with humans +in many different ways. If the variety of life is to be maintained we must +actively manage our interactions with the environment. We must monitor our +environment, collecting and interpreting information about the natural world, +to identify patterns and relate possible cause and effect. +Underlying knowledge and understanding +From their study in topic B4, learners should be familiar with ecosystems and the +various ways organisms interact. They should understand how biotic and abiotic +factors influence communities. Learners should be familiar with the gases of the +atmosphere from Key Stage 3. +Common misconceptions +It is important that in the study of this topic learners are given opportunities to +explore both positive and negative human interactions within ecosystems. +Tiering +Statements shown in bold type will only be tested in the Higher Tier papers. +All other statements will be assessed in both Foundation and Higher Tier papers. +Reference Mathematical learning outcomes Mathematical skills +BM6.1i calculate arithmetic means M2b +BM6.1ii plot and draw appropriate graphs selecting appropriate scales for the axes M4a and M4c +BM6.1iii understand and use percentiles M1c +BM6.1iv extract and interpret information from charts, graphs and tables M2c and M4a +BM6.1v understand the principles of sampling as applied to scientific data M2d +402 +V +ersion 3.5 © OCR 2024 +GCSE (9–1) in Biology A (Gateway Science) +Topic content Opportunities to cover: +Practical suggestions +Learning outcomes To include Maths Working +scientifically +B6.1a explain how to carry out a field +investigation into the distribution +and abundance of organisms in a +habitat and how to determine their +numbers in a given area +sampling techniques (random and +transects, capture-recapture), use +of quadrats, pooters, nets, keys and +scaling up methods +M2c, M2d, M3a WS1.2d, +WS1.2b, +WS1.2c, +WS1.2e, +WS1.3h, WS2a, +WS2b, WS2c, +WS2d +Investigation of ecological sampling +methods. Using the symbols =, <, <<, +>>, >, ?, ~ in answers where +appropriate. (PAG B1, PAG B3) +Investigation of sampling using a +suitable model (e.g. measuring the red +sweets in a mixed selection). +B6.1b describe both positive and negative +human interactions within +ecosystems and explain their impact +on biodiversity +the conservation of individual +species and selected habitats and +threats from land use and hunting +WS2a, WS2b, +WS2c, WS2d +Investigation into the effectiveness of +germination in different strengths of +acid rain. (PAG B3, PAG B6) +Investigation into the effects of lichen +distribution against pollution. (PAG B3) +B6.1c explain some of the benefits and +challenges of maintaining local and +global biodiversity +the difficulty in gaining agreements +for and the monitoring of +conservation schemes along with +the benefits of ecotourism +B6.1d + +evaluate the evidence for the +impact of environmental changes +on the distribution of organisms, +with reference to water and +atmospheric gases +412 +V +ersion 3.5 © OCR 2024 +GCSE (9–1) in Biology A (Gateway Science) +B6.2 Feeding the human race +Summary +The human population is increasing rapidly and with this comes a need for more +food. Biologists are seeking to tackle this increased demand, which will lead to an +improvement in the lives of many people around the world. However, there are +many things to consider in achieving this aim, not least the impact on ecosystems. +There is much debate surrounding the use of gene technology as a potential +solution to the problem of food security. +Underlying knowledge and understanding +Learners should be familiar with the content of a healthy human diet and the +consequences of imbalances in a healthy daily diet. Their knowledge and +understanding from topics 1, 4 and 5 will also be drawn together in this topic. +This includes the organisation of DNA, what plants require enabling them to +photosynthesise, interactions between species and the idea of variability +within species and subsequent selection of characteristics. +Common misconceptions +Learners can often think that genetic engineering leads to the increased use of +pesticides. +Tiering +Statements shown in bold type will only be tested in the Higher Tier papers. +All other statements will be assessed in both Foundation and Higher Tier papers. +Reference Mathematical learning outcomes Mathematical skills +BM6.2i extract and interpret information from charts, graphs and tables M2c and M4a +422 +V +ersion 3.5 © OCR 2024 +GCSE (9–1) in Biology A (Gateway Science) +Topic content Opportunities to cover: +Practical suggestions +Learning outcomes To include Maths Working +scientifically +B6.2a + +describe some of the biological factors +affecting levels of food security +increasing human population, +changing diets in wealthier +populations, new pests and +pathogens, environmental +change, sustainability and cost of +agricultural inputs +M2b, M2f +B6.2b + +describe and explain some possible +agricultural solutions to the demands +of the growing human population +increased use of hydroponics, +biological control, gene technology, +fertilisers and pesticides +WS1.1c +B6.2c explain the impact of the selective +breeding of food plants and +domesticated animals +M1c, M2c, M4a WS1.1c Research into the Rothamsted +Research Broadbalk experiment. +B6.2d describe genetic engineering as a +process which involves modifying the +genome of an organism to introduce +desirable characteristics +B6.2e describe the main steps in the process +of genetic engineering +restriction enzymes, sticky ends, +ligase, host bacteria and selection +using antibiotic resistance markers, +vectors e.g. plasmids +Produce a storyboard of the +processes for genetic +engineering. +B6.2f explain some of the possible benefits +and risks of using gene technology in +modern agriculture +practical and ethical considerations WS1.1c, WS1.1d, +WS1.1e, WS1.1f, +WS1.1g, WS1.1h, +WS1.3i +Research into the advantages +and disadvantages of selective +breeding and genetic +engineering. +B6.2g + +describe and explain some possible +biotechnological solutions to the +demands of the growing human +population +genetic modification M1c, M2c, M4a WS1.1c, WS1.1g Research into the growth of GM +crops or livestock. +432 +V +ersion 3.5 © OCR 2024 +GCSE (9–1) in Biology A (Gateway Science) +B6.3 Monitoring and maintaining health +Summary +Diseases affect the health of populations of both humans and plants. +Scientists are constantly on the lookout for ways of preventing and combating +disease. The prevention of disease in plants is important so that we are +able to grow healthy plants enabling us to feed ourselves and enhance our +environment. The understanding of how disease is spread, how our bodies +defend themselves against disease and how immunity is achieved is essential to +enable us to combat potentially fatal diseases spreading throughout whole +populations. Non-communicable diseases also have an impact on the health of +the population. The prevention of these diseases is frequently discussed +in the media, with advice being given to us on how to reduce our risk of +contracting these diseases through our life-style choices and discussion of new +technologies. +Underlying knowledge and understanding +Learners should be familiar with the effects of ‘recreational’ drugs (including +substance misuse) on behaviour, health and life processes, the impact of exercise, +asthma and smoking on the gas exchange system and the consequences of +imbalances in the diet, including obesity, starvation and deficiency diseases. +Common misconceptions +Research has shown that learners tend to view all micro-organisms as being +non-beneficial. They tend to consider health as just physical and do not consider +mental health. Learners also confuse which diseases are inherited and which are +caught. They see cancer as a genetic disease. +Tiering +Statements shown in bold type will only be tested in the Higher Tier papers. All +other statements will be assessed in both Foundation and Higher Tier papers. +Reference Mathematical learning outcomes Mathematical skills +BM6.3i translate information between graphical and numerical forms M4a +BM6.3ii construct and interpret frequency tables and diagrams, bar charts and histograms M2c +BM6.3iii understand the principles of sampling as applied to scientific data M2d +BM6.3iv use a scatter diagram to identify a correlation between two variables M2g +BM6.3v calculate cross-sectional areas of bacterial cultures and clear agar jelly using πr2 M5c +442 +V +ersion 3.5 © OCR 2024 +GCSE (9–1) in Biology A (Gateway Science) Topic content Opportunities to cover: +Practical suggestions +Learning outcomes To include Maths Working +scientifically +B6.3a describe the relationship between health +and disease +B6.3b describe different types of diseases communicable and non-communicable diseases +B6.3c describe the interactions between different +types of disease +HIV and tuberculosis; HPV and cervical cancer M4a +B6.3d explain how communicable diseases (caused +by viruses, bacteria, protists and fungi) are +spread in animals and plants +scientific quantities, number of pathogens, +number of infected cases, estimating number +of cases +M2c, M2g WS1.4b +B6.3e explain how the spread of communicable +diseases may be reduced or prevented in +animals and plants +detection of the antigen, DNA testing, visual +identification of the disease +M2c WS1.4b +B6.3f describe a minimum of one common human +infection, one plant disease and sexually +transmitted infections in humans including +HIV/AIDS +human infections: one example of each viral, +fungal, bacterial +plant diseases: viral tobacco mosaic virus TMV, +fungal Erysiphe graminis barley powdery mildew, +bacterial Agrobacterium tumefaciens crown gall +disease +B6.3g + +describe physical plant defence responses +to disease +leaf cuticle, cell wall +B6.3h + +describe chemical plant defence responses antimicrobial substances +B6.3i + +describe different ways plant diseases can +be detected and identified, in the lab and +in the field +the laboratory detection of the DNA or antigen +from the disease causing organism. The field +diagnosis by observation and microscopy +B6.3j explain how white blood cells and platelets +are adapted to their defence functions in +the blood +452 +V +ersion 3.5 © OCR 2024 +GCSE (9–1) in Biology A (Gateway Science) +Learning outcomes To include Maths Working +scientifically Practical suggestions +B6.3k describe the non-specific defence systems +of the human body against pathogens +B6.3l explain the role of the immune system of +the human body in defence against disease +B6.3m + +describe how monoclonal antibodies are +produced +WS1.1d +B6.3n + +describe some of the ways in which +monoclonal antibodies can be used +their role in detecting antigens in pregnancy +testing, detection of diseases (prostate cancer) +and potentially treating disease (targeting +cancer cells) +B6.3o explain the use of vaccines and medicines in +the prevention and treatment of disease +antibiotics, antivirals and antiseptics WS1.1g, +WS1.1h +Research into whether +children should be +routinely vaccinated? +B6.3p + +explain the aseptic techniques used in +culturing organisms +use of alcohol, flaming, autoclaving of glassware +and growth media, and measures used to stop +contaminants falling onto/into the growth media +(e.g. working around a Bunsen burner) +M3d, M5c WS1.1h, +WS1.2c, +WS2a, WS2b, +WS2c, WS2d +Investigation into +growth bacterial +cultures using aseptic +techniques. (PAG B1, +PAG B7) +B6.3q describe the processes of discovery and +development of potential new medicines +preclinical and clinical testing M2d, M3d, +M5c +WS1.1d, +WS2a, WS2b, +WS2c, +WS2d +Investigation into +growth bacterial +cultures using aseptic +techniques. (PAG B1, +PAG B7) +B6.3r recall that many non-communicable human +diseases are caused by the interaction of a +number of factors +cardiovascular diseases, many forms of cancer, +some lung (bronchitis) and liver (cirrhosis) +diseases and diseases influenced by nutrition, +including type 2 diabetes +B6.3s evaluate some different treatments for +cardiovascular disease +lifestyle, medical and surgical M2g, M2d +462 +V +ersion 3.5 © OCR 2024 +GCSE (9–1) in Biology A (Gateway Science) +Learning outcomes To include Maths Working +scientifically Practical suggestions +B6.3t analyse the effect of lifestyle factors +on the incidence of non- +communicable diseases at local, +national and global levels +lifestyle factors to include exercise, diet, +alcohol and smoking +M2c, M2d, +M4a +B6.3u describe cancer as the result of +changes in cells that lead to +uncontrolled growth and division +B6.3v discuss potential benefits and risks +associated with the use of stem cells +in medicine +tissue transplantation and rejection WS1.1c, WS1.1d, +WS1.1e, WS1.1f, +WS1.1g, WS1.1h, +WS1.1j +B6.3w explain some of the possible benefits +and risks of using gene technology +in medicine +practical and ethical considerations WS1.1c, WS1.1d, +WS1.1e, WS1.1j +B6.3x discuss the potential importance +for medicine of our increasing +understanding of the human genome +the ideas of predicting the likelihood of +diseases occurring and their treatment by +drugs which are targeted to genomes +WS1.1c, WS1.1d, +WS1.1j +247Version 3.5 © OCR 2024 +GCSE (9–1) in Biology A (Gateway Science) \ No newline at end of file diff --git a/dataset_generation/syllabus/chemistry.txt b/dataset_generation/syllabus/chemistry.txt new file mode 100644 index 000000000..ad6c022e6 --- /dev/null +++ b/dataset_generation/syllabus/chemistry.txt @@ -0,0 +1,1385 @@ +C1.1a describe the main features of the particle +model in terms of states of matter and +change of state +M5b WS1.1a, +WS1.1b +C1.1b explain in terms of the particle model the +distinction between physical changes and +chemical changes +C1.1c explain the limitations of the particle +model in relation to changes of state +when particles are represented by +inelastic spheres (e.g. like bowling balls) +that it does not take into account the +forces of attraction between particles, +the size of particles and the space +between them +M5b WS1.1c Observations of change of state +with comparison to chemical +changes. +212Version 3.5 © OCR 2024 +GCSE (9–1) in Chemistry A (Gateway Science) C1.2 Atomic structure +Summary +An atom is the smallest component of an element that gives an element its +property. These properties can be explained by models of atomic structure. +Current models suggest that atoms are made of smaller sub-atomic particles +called protons, neutrons and electrons. They suggest that atoms are composed +of a nucleus surrounded by electrons. The nucleus is composed of neutrons and +protons. Atoms of each element have the same number of protons as electrons. +Atoms of different elements have different numbers of protons. Atoms of the +same element will have the same number of protons but may have different +numbers of neutrons. +Underlying knowledge and understanding +Learners should be familiar with the simple (Dalton) atomic model. +Common misconceptions +Learners commonly have difficulty understanding the concept of isotopes due +to the fact they think that neutral atoms have the same number of protons and +neutrons. They also find it difficult to distinguish between the properties of +atoms and molecules. Another common misconception is that a positive ion gains +protons or a negative ion loses protons i.e. that there is a change in the nucleus of +the atom rather than a change in the number of electrons. +Tiering +Statements shown in bold type will only be tested in the Higher Tier papers. +All other statements will be assessed in both Foundation and Higher Tier papers. +Reference Mathematical learning outcomes Mathematical skills +CM1.2i relate size and scale of atoms to objects in the physical world M4a +CM1.2ii þ estimate size and scale of atoms and nanoparticles M1c +213Version 3.5 © OCR 2024 +GCSE (9–1) in Chemistry A (Gateway Science) +Topic content Opportunities to cover: +Practical suggestions +Learning outcomes To include Maths Working +scientifically +C1.2a describe how and why the atomic model +has changed over time +the models of Dalton, Thomson, +Rutherford, Bohr, Geiger and Marsden +WS1.1a, +WS1.1i, +WS1.2b +Timeline of the atomic model. +C1.2b describe the atom as a positively charged +nucleus surrounded by negatively charged +electrons, with the nuclear radius much +smaller than that of the atom and with +most of the mass in the nucleus +WS1.4a +C1.2c recall the typical size (order of magnitude) +of atoms and small molecules +the concept that typical atomic radii +and bond length are in the order of +10–10m +M1c, M4a WS1.1c, +WS1.4b, +WS1.4c, +WS1.4d, +WS1.4e, +WS1.4f +C1.2d recall relative charges and approximate +relative masses of protons, neutrons and +electrons +WS1.4a, +WS1.4b, +WS1.4c +C1.2e calculate numbers of protons, neutrons +and electrons in atoms and ions, given +atomic number and mass number of +isotopes +definitions of an ion, atomic number, +mass number and an isotope, also the +standard notation to represent these +WS1.3c, +WS1.4b +214Version 3.5 © OCR 2024 +GCSE (9–1) in Chemistry A (Gateway Science) Topic C2: Elements, compounds and mixtures +C2.1 Purity and separating mixtures +Summary +In chemical terms elements and compounds are pure substances and mixtures +are impure substances. Chemically pure substances can be identified using +melting point. Many useful materials that we use today are mixtures. There +are many methods of separating mixtures including filtration, crystallisation, +distillation and chromatographic techniques. +Underlying knowledge and understanding +Learners should be familiar with the concept of pure substances. They should +have met simple separation techniques of mixtures: filtration, evaporation and +distillation. The identification of pure substances in terms of melting point, boiling +point and chromatography will also have been met before. +Common misconceptions +Learners commonly misuse the word pure and confuse it with natural substances +or a substance that has not been tampered with. They think that when a +substance dissolves that the solution is pure and not a mixture. +Tiering +Statements shown in bold type will only be tested in the Higher Tier papers. +All other statements will be assessed in both Foundation and Higher Tier papers. +Reference Mathematical learning outcomes Mathematical skills +CM2.1i arithmetic computation, ratio, percentage and multistep calculations permeates quantitative chemistry M1a, M1c, M1d +CM2.1ii provide answers to an appropriate number of significant figures M2a +CM2.1iii change the subject of a mathematical equation M3b, M3c +CM2.1iv arithmetic computation and ratio when determining empirical formulae, balancing equations M3b, M3c +215Version 3.5 © OCR 2024 +GCSE (9–1) in Chemistry A (Gateway Science) +Topic content Opportunities to cover: +Practical suggestions +Learning outcomes To include Maths Working +scientifically +C2.1a explain what is meant by the purity of a +substance, distinguishing between the +scientific and everyday use of the term ‘pure’ +WS1.4a Purification of compounds. +(PAG C4, PAG C7) +C2.1b use melting point data to distinguish pure +from impure substances +M1a, M1c, +M1d, M2a +Measurement of melting point. +C2.1c calculate relative formula masses of species +separately and in a balanced chemical +equation +the definition of relative atomic +mass, relative molecular mass and +relative formula mass +M3b, M3c WS1.3c, +WS1.4c +C2.1d deduce the empirical formula of a compound +from the relative numbers of atoms present +or from a model or diagram and vice versa +M3b, M3c WS1.1b, +WS1.4a +C2.1e explain that many useful materials are +formulations of mixtures +alloys +C2.1f describe, explain and exemplify the processes +of filtration, crystallisation, simple distillation, +and fractional distillation +knowledge of the techniques of +filtration, crystallisation, simple +distillation and fractional distillation +WS1.2b, +WS1.2c, +WS2a, WS2b +Separation of mixtures and +purification of compounds. (PAG +C4, PAG C7) +Distillation of mixtures (PAG C4) +C2.1g describe the techniques of paper and thin +layer chromatography +using aqueous and non-aqueous +solvents and locating agents +WS1.2b, +WS1.2c, +WS1.4a, +WS2a, WS2b +Paper or thin layer +chromatography. (PAG C3) +C2.1h recall that chromatography involves a +stationary and a mobile phase and that +separation depends on the distribution +between the phases +identification of the mobile and +stationary phases +WS1.4a +216Version 3.5 © OCR 2024 +GCSE (9–1) in Chemistry A (Gateway Science) +Learning outcomes To include Maths Working +scientifically Practical suggestions +C2.1i interpret chromatograms, including +measuring Rf values +the recall and the use of the formula M3b, M3c WS1.3c, +WS1.4a +C2.1j suggest suitable purification techniques +given information about the substances +involved +C2.1k suggest chromatographic methods for +distinguishing pure from impure +substances +paper, thin layer (TLC) and gas +chromatography +WS1.4a Using chromatography to identify +mixtures of dyes in an unknown +ink. (PAG C3) +217Version 3.5 © OCR 2024 +GCSE (9–1) in Chemistry A (Gateway Science) +C2.2 Bonding +Summary +A simple electron energy level model can be used to explain the basic chemical +properties of elements. When chemical reactions occur, they can be explained in +terms of losing, gaining or sharing of electrons. The ability of an atom to lose, gain +or share electrons depends on its atomic structure. Atoms that lose electrons will +bond with atoms that gain electrons. Electrons will be transferred between the +atoms to form a positive ion and a negative ion. These ions attract one another in +what is known as an ionic bond. Atoms that share electrons can bond with other +atoms that share electrons to form a molecule. Atoms in these molecules are held +together by covalent bonds. +Underlying knowledge and understanding +Learners should be familiar with the simple (Dalton) atomic model. They should +be familiar with the principles underlying the Mendeleev Periodic Table and the +modern Periodic Table including periods and groups, and metals and non-metals. +Learners should have some knowledge of the properties of metals and +non-metals including the chemical properties of metal and non-metal oxides with +respect to acidity. +Common misconceptions +Learners do not always appreciate that the nucleus of an atom does not change +when an electron is lost, gained or shared. They also find it difficult to predict +the numbers of atoms that must bond in order to achieve a stable outer level of +electrons. Learners think that chemical bonds are physical things made of matter. +They also think that pairs of ions such as Na+ and Cl - are molecules. They do not +have an awareness of the 3D nature of bonding and therefore the shape of +molecules. +Tiering +Statements shown in bold type will only be tested in the Higher Tier papers. +All other statements will be assessed in both Foundation and Higher Tier papers. +Reference Mathematical learning outcomes Mathematical skills +CM2.2i þ estimate size and scale of atoms and nanoparticles M1c +CM2.2ii represent three-dimensional shapes in two dimensions and vice versa when looking at chemical +structures, e.g. allotropes of carbon +M5b +CM2.2iii translate information between diagrammatic and numerical forms M4a +218Version 3.5 © OCR 2024 +GCSE (9–1) in Chemistry A (Gateway Science) +Topic content Opportunities to cover: +Learning outcomes To include Maths Working +scientifically Practical suggestions +C2.2a describe metals and non-metals and explain the +differences between them on the basis of their +characteristic physical and chemical properties +physical properties, formation of +ions and common reactions, e.g. +with oxygen to form oxides +WS1.3f, +WS1.4a +C2.2b explain how the atomic structure of metals and +non-metals relates to their position in the +Periodic Table +C2.2c explain how the position of an element in the +Periodic Table is related to the arrangement of +electrons in its atoms and hence to its atomic +number +group number and period number M1c WS1.4a +C2.2d describe and compare the nature and +arrangement of chemical bonds in: +i. ionic compounds +ii. simple molecules +iii. giant covalent structures +iv. polymers +v. metals +M5b, M4a WS1.4a Make ball and stick models of +molecules. +C2.2e explain chemical bonding in terms of electrostatic +forces and the transfer or sharing of electrons +WS1.4a +C2.2f construct dot and cross diagrams for simple +covalent and binary ionic substances +M4a WS1.4a +219Version 3.5 © OCR 2024 +GCSE (9–1) in Chemistry A (Gateway Science) +Learning outcomes To include Maths Working +scientifically Practical suggestions +C2.2g describe the limitations of particular +representations and models +dot and cross diagrams, ball and stick +models and two- and three-dimensional +representations +M5b WS1.1c +C2.2h explain how the reactions of elements are +related to the arrangement of electrons in +their atoms and hence to their atomic +number +WS1.1b, +WS1.3f, +WS1.4a +C2.2i explain in terms of atomic number how +Mendeleev’s arrangement was refined into +the modern Periodic Table +WS1.1a, +WS1.4a +220Version 3.5 © OCR 2024 +GCSE (9–1) in Chemistry A (Gateway Science) C2.3 Properties of materials +Summary +This section explores the physical properties of elements and compounds and +how the nature of their bonding is a factor in their properties. +Underlying knowledge and understanding +Learners will know the difference between an atom, element and compound. +Common misconceptions +Learners commonly have a limited understanding of what can happen during +chemical reactions, for example substances may explode, burn, contract, expand +or change state. +Tiering +Statements shown in bold type will only be tested in the Higher Tier papers. +All other statements will be assessed in both Foundation and Higher Tier papers. +Reference Mathematical learning outcomes Mathematical skills +CM2.3i represent three-dimensional shapes in two dimensions and vice versa when looking at chemical +structures, e.g. allotropes of carbon +M5b +CM2.3ii þ relate size and scale of atoms to objects in the physical world M4a +CM2.3iii þ estimate size and scale of atoms and nanoparticles M1d +CM2.3iv þ interpret, order and calculate with numbers written in standard form when dealing with nanoparticles M1b +CM2.3v þ use ratios when considering relative sizes and surface area to volume comparisons M1c +CM2.3vi þ calculate surface areas and volumes of cubes M5c +221Version 3.5 © OCR 2024 +GCSE (9–1) in Chemistry A (Gateway Science) +Topic content Opportunities to cover: +Practical suggestions +Learning outcomes To include Maths Working +scientifically +C2.3a recall that carbon can form four covalent bonds WS1.4a +C2.3b explain that the vast array of natural and synthetic +organic compounds occur due to the ability of +carbon to form families of similar compounds, +chains and rings +C2.3c explain the properties of diamond, graphite, +fullerenes and graphene in terms of their structures +and bonding +M5b WS1.4a +C2.3d use ideas about energy transfers and the relative +strength of chemical bonds and intermolecular +forces to explain the different temperatures at +which changes of state occur +WS1.2a, +WS1.3f, +WS1.4a, +WS1.4c +C2.3e use data to predict states of substances under +given conditions +data such as temperature and +how this may be linked to +changes of state +C2.3f explain how the bulk properties of materials (ionic +compounds; simple molecules; giant covalent +structures; polymers and metals) are related to the +different types of bonds they contain, their bond +strengths in relation to intermolecular forces and +the ways in which their bonds are arranged +recognition that the atoms +themselves do not have the bulk +properties of these materials +WS1.4a +222Version 3.5 © OCR 2024 +GCSE (9–1) in Chemistry A (Gateway Science) +Learning outcomes To include Maths Working +scientifically Practical suggestions +C2.3g þ compare ‘nano’ dimensions to typical +dimensions of atoms and molecules +M4a, M1d, +M1b +WS1.4c, +WS1.4d +C2.3h þ describe the surface area to volume +relationship for different-sized particles +and describe how this affects properties +M1c WS1.4c Dissolving tablets. (PAG C8) +C2.3i þ describe how the properties of +nanoparticulate materials are related to +their uses +M5c WS1.1c, +WS1.1e, +WS1.3c, +WS1.4a +C2.3j þ explain the possible risks associated with +some nanoparticulate materials +WS1.1d, +WS1.1f, +WS1.1h, +WS1.1i +WS1.4a +223Version 3.5 © OCR 2024 +GCSE (9–1) in Chemistry A (Gateway Science) +Topic C3: Chemical reactions +C3.1 Introducing chemical reactions +Summary +A chemical equation represents, in symbolic terms, the overall change in a +chemical reaction. New materials are formed through chemical reactions but +mass will be conserved. This can be explained by a model involving the +rearrangement of atoms. Avogadro gave us a system of measuring the amount +of a substance in moles. +Underlying knowledge and understanding +Learners should be familiar with chemical symbols and formulae for elements and +compounds. They should also be familiar with representing chemical reactions +using formulae and equations. Learners will have knowledge of conservation of +mass, changes of state and chemical reactions. +Common misconceptions +Although learners may have met the conservation of mass they still tend to refer +to chemical reactions as losing mass. They understand that mass is conserved but +not the number or species of atoms. They may think that the original substance +vanishes ‘completely and forever’ in a chemical reaction. +Tiering +Statements shown in bold type will only be tested in the Higher Tier papers. +All other statements will be assessed in both Foundation and Higher Tier papers. +Reference Mathematical learning outcomes Mathematical skills +CM3.1i arithmetic computation and ratio when determining empirical formulae, balancing equations M1a, M1c +CM3.1ii calculations with numbers written in standard form when using the Avogadro constant M1b +CM3.1iii provide answers to an appropriate number of significant figures M2a +CM3.1iv convert units where appropriate particularly from mass to moles M1c +224Version 3.5 © OCR 2024 +GCSE (9–1) in Chemistry A (Gateway Science) +Topic content Opportunities to cover: +Practical suggestions +Learning outcomes To include Maths Working +scientifically +C3.1a use chemical symbols to write the formulae +of elements and simple covalent and ionic +compounds +M1a, M1c WS1.4a +C3.1b use the names and symbols of common +elements and compounds and the principle +of conservation of mass to write formulae +and balanced chemical equations and half +equations +M1a, M1c WS1.4c +C3.1c use the names and symbols of common +elements from a supplied Periodic Table +to write formulae and balanced chemical +equations where appropriate +the first 20 elements, Groups 1, 7, and 0 +and other common elements included +within the specification +C3.1d use the formula of common ions to deduce +the formula of a compound +M1a, M1c +C3.1e construct balanced ionic equations M1a, M1c +C3.1f describe the physical states of products and +reactants using state symbols (s, l, g and aq) +C3.1g recall and use the definitions of the +Avogadro constant (in standard form) and +of the mole +the calculation of the mass of one +atom/molecule +In recognition of IUPAC’s review, we will +accept both the classical (carbon-12 +based) and revised (Avogadro constant +based) definitions of the mole in +examinations from June 2018 onwards +(see https://iupac.org/ +new-definition-mole-arrived/) +M1b, M1c WS1.4b, +WS1.4c, +WS1.4d, +WS1.4f +C3.1h explain how the mass of a given substance is +related to the amount of that substance in +moles and vice versa +M1c, M2a WS1.4b, +WS1.4c +225Version 3.5 © OCR 2024 +GCSE (9–1) in Chemistry A (Gateway Science) +Learning outcomes To include Maths Working +scientifically Practical suggestions +C3.1i recall and use the law of conservation of +mass +WS1.4c +C3.1j explain any observed changes in mass in +non-enclosed systems during a chemical +reaction and explain them using the +particle model +WS1.1b, +WS1.4c +C3.1k deduce the stoichiometry of an equation +from the masses of reactants and +products and explain the effect of a +limiting quantity of a reactant +M1c WS1.3c, +WS1.4c, +WS1.4d, +WS1.4f +C3.1l use a balanced equation to calculate +masses of reactants or products +M1c WS1.3c, +WS1.4c +226Version 3.5 © OCR 2024 +GCSE (9–1) in Chemistry A (Gateway Science) C3.2 Energetics +Summary +Chemical reactions are accompanied by an energy change. A simple model +involving the breaking and making of chemical bonds can be used to interpret +and calculate the energy change. +Underlying knowledge and understanding +Learners should be familiar with exothermic and endothermic chemical +reactions. +Common misconceptions +Learners commonly have the idea that energy is lost or used up. They do not +grasp the idea that energy is transferred. Learners also wrongly think that energy +is released when bonds break and do not link this release of energy with the +formation of bonds. They also may think for example that a candle burning is +endothermic because heat is needed to initiate the reaction. +Tiering +Statements shown in bold type will only be tested in the Higher Tier papers. +All other statements will be assessed in both Foundation and Higher Tier papers. +Reference Mathematical learning outcomes Mathematical skills +CM3.2i interpretation of charts and graphs when dealing with reaction profiles M4a +CM3.2ii arithmetic computation when calculating energy changes M1a +227Version 3.5 © OCR 2024 +GCSE (9–1) in Chemistry A (Gateway Science) +Topic content Opportunities to cover: +Practical suggestions +Learning outcomes To include Maths Working +scientifically +C3.2a distinguish between endothermic and +exothermic reactions on the basis of the +temperature change of the surroundings +WS1.4c Measuring the temperature +change in reactions. (PAG C8) +C3.2b draw and label a reaction profile for an +exothermic and an endothermic reaction +activation energy, energy change, +reactants and products +M4a WS1.3b, +WS1.3c, +WS1.3d, +WS1.3e, +WS1.3g, +WS1.3h, +WS1.4c +C3.2c explain activation energy as the energy +needed for a reaction to occur +WS1.4c +C3.2d calculate energy changes in a chemical +reaction by considering bond making and +bond breaking energies +M1a WS1.3c, +WS1.4c +228Version 3.5 © OCR 2024 +GCSE (9–1) in Chemistry A (Gateway Science) C3.3 Types of chemical reactions +Summary +Chemical reactions can be classified according to changes at the atomic and +molecular level. Examples of these include reduction, oxidation and neutralisation +reactions. +Underlying knowledge and understanding +Learners should be familiar with combustion, thermal decomposition, oxidation +and displacement reactions. They will be familiar with defining acids and alkalis in +terms of neutralisation reactions. Learners will have met reactions of acids with +alkalis to produce a salt and water and reactions of acids with metals to produce a +salt and hydrogen. They should have met the pH scale for measuring acidity and +alkalinity, and some indicators. +Common misconceptions +Learners commonly intuitively adhere to the idea that hydrogen ions in an acid +are still part of the molecule, not free in the solution. They tend to have little +understanding of pH, for example, they tend to think that alkalis are less corrosive +than acids. Learners also may think that the strength of acids and bases and +concentration mean the same thing. +Tiering +Statements shown in bold type will only be tested in the Higher Tier papers. +All other statements will be assessed in both Foundation and Higher Tier papers. +Reference Mathematical learning outcomes Mathematical skills +CM3.3i arithmetic computation, ratio, percentage and multistep calculations permeates quantitative +chemistry +M1a, M1c, M1d +229Version 3.5 © OCR 2024 +GCSE (9–1) in Chemistry A (Gateway Science) +Topic content Opportunities to cover: +Practical suggestions +Learning outcomes To include Maths Working +scientifically +C3.3a explain reduction and oxidation in terms of loss or +gain of oxygen, identifying which species are +oxidised and which are reduced +the concept of oxidising agent +and reducing agent +WS1.4a +C3.3b explain reduction and oxidation in terms of gain or +loss of electrons, identifying which species are +oxidised and which are reduced +WS1.4a +C3.3c recall that acids form hydrogen ions when they +dissolve in water and solutions of alkalis contain +hydroxide ions +WS1.4a +C3.3d describe neutralisation as acid reacting with alkali +or a base to form a salt plus water +WS1.4a Production of pure dry sample of +salt. (PAG C7) +C3.3e recognise that aqueous neutralisation reactions can +be generalised to hydrogen ions reacting with +hydroxide ions to form water +WS1.4a +C3.3f recall that carbonates and some metals react with +acids and write balanced equations predicting +products from given reactants +WS1.4a +C3.3g use and explain the terms dilute and concentrated +(amount of substance) and weak and strong +(degree of ionisation) in relation to acids +ratio of amount of acid to +volume of solution +M1a, M1c, +M1d +WS1.4a +C3.3h recall that relative acidity and alkalinity are +measured by pH +WS1.4a +230Version 3.5 © OCR 2024 +GCSE (9–1) in Chemistry A (Gateway Science) +Learning outcomes To include Maths Working +scientifically Practical suggestions +C3.3i describe neutrality and relative acidity and +alkalinity in terms of the effect of the +concentration of hydrogen ions on the +numerical value of pH (whole numbers only) +pH of titration curves WS1.4a Neutralisation reactions. (PAG C6) +C3.3j recall that as hydrogen ion concentration +increases by a factor of ten the pH value of a +solution decreases by a factor of one +M1a, M1c, +M1d +WS1.4a +C3.3k describe techniques and apparatus used to +measure pH +the use of universal indicator +and pH meters +Determining pH of unknown +solutions. (PAG C6) +Use of pH probes. (PAG C6) +231Version 3.5 © OCR 2024 +GCSE (9–1) in Chemistry A (Gateway Science) +C3.4 Electrolysis +Summary +Decomposition of a liquid during the conduction of electricity is a chemical +reaction called electrolysis. This section explores the electrolysis of various +molten ionic liquids and aqueous ionic solutions. +Underlying knowledge and understanding +Learners should be familiar with ionic solutions and solids. +Common misconceptions +A common misconception is that ionic solutions conduct because of the +movement of electrons. Another common misconception is that ionic solids do +not conduct electricity because electrons cannot move. +Tiering +Statements shown in bold type will only be tested in the Higher Tier papers. +All other statements will be assessed in both Foundation and Higher Tier papers. +Reference Mathematical learning outcomes Mathematical skills +CM3.4i arithmetic computation and ratio when determining empirical formulae, balancing equations M1a, M1c +232Version 3.5 © OCR 2024 +GCSE (9–1) in Chemistry A (Gateway Science) +Topic content Opportunities to cover: +Practical suggestions +Learning outcomes To include Maths Working +scientifically +C3.4a recall that metals (or hydrogen) are +formed at the cathode and non-metals are +formed at the anode in electrolysis using +inert electrodes +the terms cations and anions WS1.4a +C3.4b predict the products of electrolysis of +binary ionic compounds in the molten +state +compounds such as NaCl M1a, M1c WS1.2a, +WS1.2b, +WS1.2c, +WS1.4a, +WS2a, WS2b +C3.4c describe competing reactions in the +electrolysis of aqueous solutions of ionic +compounds in terms of the different +species present +the electrolysis of aqueous NaCl and +CuSO4 using inert electrodes +M1a, M1c WS1.4a Electrolysis of sodium chloride +solution. (PAG C2) +Electrolysis of copper sulfate +solution. (PAG C2) +C3.4d describe electrolysis in terms of the ions +present and reactions at the electrodes +the equations and half equations of the +reactions at the electrodes +M1a, M1c +C3.4e describe the technique of electrolysis +using inert and non-inert electrodes +233Version 3.5 © OCR 2024 +GCSE (9–1) in Chemistry A (Gateway Science) +Topic C4: Predicting and identifying reactions and products +C4.1 Predicting chemical reactions +Summary +Models of how substances react and the different types of chemical reactions +that can occur enable us to predict the likelihood and outcome of a chemical +reaction. The current Periodic Table was developed based on observations of +the similarities and differences in the properties of elements. The way that the +Periodic Table is arranged into groups and periods reveals the trends and +patterns in the behaviour of the elements. The model of atomic structure +provides an explanation for trends and patterns in the properties of elements. +The arrangement of elements in groups and periods reveals the relationship +between observable properties and how electrons are arranged in the atoms +of each element. +Underlying knowledge and understanding +Learners should be familiar with the principles underpinning the Mendeleev +Periodic Table; the Periodic Table: periods and groups; metals and non-metals; +the varying physical and chemical properties of different elements; the chemical +properties of metals and non-metals; the chemical properties of metal and +non-metal oxides with respect to acidity and how patterns in reactions can be +predicted with reference to the Periodic Table. +Common misconceptions +Learners consider the properties of particles of elements to be the same as +the bulk properties of that element. They tend to rely on the continuous matter +model rather than the particle model. Learners confuse state changes and +dissolving with chemical changes. Also, since the atmosphere is invisible to the +eye and learners rely on concrete, visible information, this means they therefore +often avoid the role of oxygen in their explanations for open system reactions. +Even if the role of oxygen is appreciated, learners do not realise that solid +products of an oxidation reaction have more mass than the starting solid. +Tiering +Statements shown in bold type will only be tested in the Higher Tier papers. +All other statements will be assessed in both Foundation and Higher Tier papers. +Reference Mathematical learning outcomes Mathematical skills +CM4.1i arithmetic computation and ratio when determining empirical formulae, balancing +equations +M1a, M1c +234Version 3.5 © OCR 2024 +GCSE (9–1) in Chemistry A (Gateway Science) +Topic content Opportunities to cover: +Practical suggestions +Learning outcomes To include Maths Working +scientifically +C4.1a recall the simple properties of Groups 1, 7 +and 0 +physical and chemical properties WS1.2a, +WS1.4a +WS1.4c +Displacement reactions of +halogens with halides. (PAG C1) +C4.1b explain how observed simple properties of +Groups 1, 7 and 0 depend on the outer +shell of electrons of the atoms and predict +properties from given trends down the +groups +ease of electron gain or loss; +physical and chemical properties +C4.1c þ recall the general properties of transition +metals and their compounds and +exemplify these by reference to a small +number of transition metals +melting point, density, reactivity, +formation of coloured ions with +different charges and uses as +catalysts +WS1.4a Investigation of transition metals. +(PAG C1, PAG C5, PAG C8) +C4.1d predict possible reactions and probable +reactivity of elements from their positions +in the Periodic Table +WS1.1b, +WS1.2a, +WS1.4a +C4.1e explain how the reactivity of metals with +water or dilute acids is related to the +tendency of the metal to form its positive +ion +M1a, M1c WS1.4a Reaction of metals with water, +dilute hydrochloric acid. (PAG C1, +PAG C7, PAG C8) +C4.1f deduce an order of reactivity of metals +based on experimental results +WS1.3e, +WS2a +Displacement reactions involving +metals and metal salts. (PAG C1, +PAG C7, PAG C8) +235Version 3.5 © OCR 2024 +GCSE (9–1) in Chemistry A (Gateway Science) +C4.2 Identifying the products of chemical reactions +Summary +Types of substances can be classified according to their general physical and +chemical properties. This section explores the tests that can be used to identify +the products of reactions by looking at their physical and chemical properties. +Underlying knowledge and understanding +Learners should be familiar with cations and anions from their work on +electrolysis. +Common misconceptions +Learners confuse mass and density so in reactions involving change of state, +learners reason that the products from a precipitation reaction are heavier than +the starting materials and that when a gas is produced the reaction has lost mass +overall. +Tiering +Statements shown in bold type will only be tested in the Higher Tier papers. +All other statements will be assessed in both Foundation and Higher Tier papers. +Reference Mathematical learning outcomes Mathematical skills +CM4.2i þ interpret charts, particularly in spectroscopy M4a +236Version 3.5 © OCR 2024 +GCSE (9–1) in Chemistry A (Gateway Science) +Topic content Opportunities to cover: +Practical suggestions +Learning outcomes To include Maths Working +scientifically +C4.2a +(Combined +Science +C3.1g) +describe tests to identify selected gases oxygen, hydrogen, carbon dioxide and +chlorine +C4.2b þ describe tests to identify aqueous +cations and aqueous anions +calcium, copper, iron (II), iron (III) +and zinc using sodium hydroxide; +carbonates and sulfates using aqueous +barium chloride followed by +hydrochloric acid; chloride, bromide +and iodide using silver nitrate +WS1.4a Tests for cations using sodium +hydroxide. (PAG C5) +Tests for anions using silver +nitrate and barium sulfate. +(PAG C5) +C4.2c þ describe how to perform a flame test WS1.2b, +WS1.2c, +WS2a, WS2b +Flame tests. (PAG C5) +C4.2d þ identify species from test results Testing unknown solutions for +cations and anions. (PAG C5) +C4.2e þ interpret flame tests to identify metal +ions +the ions of lithium, sodium, potassium, +calcium and copper +WS1.4a +C4.2f þ describe the advantages of instrumental +methods of analysis +sensitivity, accuracy and speed WS1.1e, +WS1.2c, +WS1.2d, +WS1.2e +C4.2g þ interpret an instrumental result given +appropriate data in chart or tabular +form, when accompanied by a reference +set of data in the same form +the features of a mass spectroscopy +chart +M4a WS1.3e +237Version 3.5 © OCR 2024 +GCSE (9–1) in Chemistry A (Gateway Science) +Topic C5: Monitoring and controlling chemical reactions +C5.1 Monitoring chemical reactions +Summary +This topic tackles the relationship of moles to the concentration of a solution +and the volume of a gas. It also tackles the calculation of the mass of a substance +in terms of its molarity. The topic then moves on to look at using equations to +make predictions about yield by calculations and to calculate atom economy. +Underlying knowledge and understanding +Learners should be familiar with the mole from Topic C3 and know that it +measures the amount of substance. They should be familiar with representing +chemical reactions using formulae and using equations. +Common misconceptions +The most common problem learners’ encounter with these calculations is their lack +of understanding of ratios. Also most learners think that the mole and mass are the +same thing. This is reinforced by use of phrases such as ‘1 mole is 12 g of carbon, +‘1 mole is the relative atomic mass in grammes’ or ‘1 mol = 12 g C’ in teaching and +in textbooks equating amount of substance to mass, portion of substance, number +of particles (Avogadro’s number) or number of moles. All these phrases reinforce +the idea that amount of substance is a measure of mass or a number. +Tiering +Statements shown in bold type will only be tested in the Higher Tier papers. +All other statements will be assessed in both Foundation and Higher Tier papers. +Reference Mathematical learning outcomes Mathematical skills +CM5.1i þ calculations with numbers written in standard form when using the Avogadro constant M1b +CM5.1ii þ provide answers to an appropriate number of significant figures M2a +CM5.1iii þ convert units where appropriate particularly from mass to moles M1c +CM5.1iv þ arithmetic computation, ratio, percentage and multistep calculations permeates quantitative chemistry M1a, M1c, M1d +CM5.1v þ arithmetic computation when calculating yields and atom economy M1a, M1c +CM5.1vi þ change the subject of a mathematical equation M3b, M3c +238Version 3.5 © OCR 2024 +GCSE (9–1) in Chemistry A (Gateway Science) +Topic content Opportunities to cover: +Practical suggestions +Learning outcomes To include Maths Working +scientifically +C5.1a þ explain how the concentration of a +solution in mol/dm3 is related to the +mass of the solute and the volume of +the solution +M1b WS1.3c, +WS1.4a, +WS1.4c +Making standard solutions. +C5.1b þ describe the technique of titration Acid/alkali titrations. +(PAG C6) +C5.1c þ explain the relationship between the +volume of a solution of known +concentration of a substance and the +volume or concentration of another +substance that react completely +together +titration calculations M2a, M1c WS1.3c, +WS1.4a, +WS1.4b, +WS1.4c +C5.1d þ describe the relationship between +molar amounts of gases and their +volumes and vice versa +M1c WS1.3c, +WS1.4a, +WS1.4c, +WS1.4d, +WS1.4f +Measurement of gas volumes +and calculating amount in +moles. (PAG C8) +C5.1e þ calculate the volumes of gases involved +in reactions using the molar gas +volume at room temperature and +pressure (assumed to be 24dm3) +M1b, M1c +C5.1f +(Combined +Science +C3.1j) +explain how the mass of a solute and +the volume of the solution is related to +the concentration of the solution +M1b, M1c WS1.3c, +WS1.4a, +WS1.4c +C5.1g þ calculate the theoretical amount of a +product from a given amount of +reactant +M1a, M1c, +M1d +WS1.3c +239Version 3.5 © OCR 2024 +GCSE (9–1) in Chemistry A (Gateway Science) +Learning outcomes To include Maths Working +scientifically Practical suggestions +C5.1h þ calculate the percentage yield of a reaction +product from the actual yield of a reaction +M1a, M1c, +M1d +WS1.2a, +WS1.2b, +WS1.2c, +WS1.2d, +WS1.3c, +WS2a, WS2b +C5.1i þ define the atom economy of a reaction +C5.1j þ calculate the atom economy of a reaction to +form a desired product from the balanced +equation +M1a, M1c WS1.3c +C5.1k þ explain why a particular reaction pathway is +chosen to produce a specified product given +appropriate data +data such as atom economy (if not +calculated), yield, rate, equilibrium +position and usefulness of by- products +M3b, M3c WS1.3c, +WS1.3f +240Version 3.5 © OCR 2024 +GCSE (9–1) in Chemistry A (Gateway Science) C5.2 Controlling reactions +Summary +The rate and yield of a chemical reaction can be altered by changing the physical +conditions. +Underlying knowledge and understanding +Learners should be familiar with the action of catalysts in terms of rate of +reaction. They should know the term surface area and what it means. +Common misconceptions +Learners often misinterpret rate graphs and think that catalysts take part in +reactions and run out/get used up. +Tiering +Statements shown in bold type will only be tested in the Higher Tier papers. +All other statements will be assessed in both Foundation and Higher Tier papers. +Reference Mathematical learning outcomes Mathematical skills +CM5.2i arithmetic computation, ratio when measuring rates of reaction M1a, M1c +CM5.2ii drawing and interpreting appropriate graphs from data to determine rate of reaction M4b, M4c +CM5.2iii determining gradients of graphs as a measure of rate of change to determine rate M4d, M4e +CM5.2iv proportionality when comparing factors affecting rate of reaction M1c +241Version 3.5 © OCR 2024 +GCSE (9–1) in Chemistry A (Gateway Science) +Topic content Opportunities to cover: +Practical suggestions +Learning outcomes To include Maths Working +scientifically +C5.2a suggest practical methods for determining +the rate of a given reaction +M1a, M1c WS1.2b, +WS1.2c, +WS1.2d, +WS2a, WS2b +Rate of reaction experiments. +(PAG C1, PAG C8) +Disappearing cross experiment. (PAG C8) +Magnesium and acid, marble chip and +acid. (PAG C1, PAG C8) +C5.2b interpret rate of reaction graphs 1/t is proportional to rate and +gradients of graphs +(not order of reaction) +M4b, M4c WS1.3a, +WS1.3b, +WS1.3c, +WS1.3d, +WS1.3e, +WS1.3f, +WS1.3g, +WS1.3h, +WS1.3i, +WS2b +Marble chip and acid or magnesium and +acid experiments either measuring +reaction time or the volume of gas over +time. (PAG C1, PAG C7, PAG C8) +C5.2c describe the effect of changes in +temperature, concentration, pressure, and +surface area on rate of reaction +M4d, M4e WS1.4c Varying surface area with marble chips +and hydrochloric acid. (PAG C1, PAG C8) +C5.2d explain the effects on rates of reaction of +changes in temperature, concentration and +pressure in terms of frequency and energy +of collision between particles +WS1.4c Reaction of magnesium and acid with +different temperatures of acid – measure +reaction times. (PAG C1, PAG C8) +C5.2e explain the effects on rates of reaction of +changes in the size of the pieces of a +reacting solid in terms of surface area to +volume ratio +M1c +242Version 3.5 © OCR 2024 +GCSE (9–1) in Chemistry A (Gateway Science) +Learning outcomes To include Maths Working +scientifically Practical suggestions +C5.2f describe the characteristics of catalysts +and their effect on rates of reaction +C5.2g identify catalysts in reactions WS1.4a Catalysis of hydrogen peroxide with +various black powders including MnO2. +(PAG C1, PAG C8) +Catalysis of reaction of zinc with sulfuric +acid using copper powder. (PAG C1, PAG C8) +C5.2h explain catalytic action in terms of +activation energy +reaction profiles +C5.2i recall that enzymes act as catalysts in +biological systems +243Version 3.5 © OCR 2024 +GCSE (9–1) in Chemistry A (Gateway Science) +C5.3 Equilibria +Summary +In a reaction, when the rate of the forward reaction equals the rate of the +backwards reaction, the reaction in a closed system is said to be in equilibrium. +Underlying knowledge and understanding +Learners will be familiar with representing chemical reactions using formulae and +using equations. +Common misconceptions +Learners often do not recognise that when a dynamic equilibrium is set up in a +reaction the concentration of the reactants and products remain constant. +They think that the concentrations of all substances are equal. Learners also +sometimes perceive a dynamic equilibrium as two reactions. +Tiering +Statements shown in bold type will only be tested in the Higher Tier papers. +All other statements will be assessed in both Foundation and Higher Tier papers. +Reference Mathematical learning outcomes Mathematical skills +CM5.3i arithmetic computation, ratio when measuring rates of reaction M1a, M1c +CM5.3ii drawing and interpreting appropriate graphs from data to determine rate of reaction M4b, M4c +CM5.3iii determining gradients of graphs as a measure of rate of change to determine rate M4d, M4e +CM5.3iv proportionality when comparing factors affecting rate of reaction M1c +244Version 3.5 © OCR 2024 +GCSE (9–1) in Chemistry A (Gateway Science) +Topic content Opportunities to cover: +Practical suggestions +Learning outcomes To include Maths Working +scientifically +C5.3a recall that some reactions may be reversed by +altering the reaction conditions +M1a, M4b, +M4c +C5.3b recall that dynamic equilibrium occurs in a closed +system when the rates of forward and reverse +reactions are equal +M4b, M4c +C5.3c predict the effect of changing reaction conditions +on equilibrium position and suggest appropriate +conditions to produce as much of a particular +product as possible +Le Chatelier’s principle concerning +concentration, temperature and +pressure +M1a, M4d, +M4e, M1c +WS1.2a, +WS1.2b, +WS1.2c, +WS1.4c, +WS2a, WS2b +245Version 3.5 © OCR 2024 +GCSE (9–1) in Chemistry A (Gateway Science) +Topic C6: Global challenges +This topic seeks to integrate learners’ knowledge and understanding of +chemical systems and processes, with the aim of applying it to global challenges. +Applications of chemistry can be used to help humans improve their own lives +and strive to create a sustainable world for future generations, and these +challenges are considered in this topic. It therefore provides opportunities to +draw together the concepts covered in earlier topics, allowing synoptic treatment +of the subject of chemistry. +C6.1 Improving processes and products +Summary +Historically, new materials have been developed through trial and error, +experience etc. but as our understanding of the structure of materials and +chemical processes has improved we are increasing our ability to manipulate +and design new materials. Industry is continually looking to make products that +have a better performance and are sustainable to produce. This section also +explores the extraction of raw materials and their use in making new products. +Underlying knowledge and understanding +Learners should be familiar with the properties of ceramics, polymers and +composites. They should have knowledge of the order of metals and carbon in +the reactivity series. Learners should have met the method of using carbon to +obtain metals from metal oxides. They should also be aware that the Earth has +limited resources and the benefits of recycling materials. +Common misconceptions +Learners often think that chemical reactions will continue until all the reactants +are exhausted. They also think that equilibrium is a static condition. +Tiering +Statements shown in bold type will only be tested in the Higher Tier papers. +All other statements will be assessed in both Foundation and Higher Tier papers. +Reference Mathematical learning outcomes Mathematical skills +CM6.1i arithmetic computation, ratio when measuring rates of reaction M1a, M1c +CM6.1ii drawing and interpreting appropriate graphs from data to determine rate of reaction M4b, M4c +CM6.1iii þ determining gradients of graphs as a measure of rate of change to determine rate M4d, M4e +CM6.1iv þ proportionality when comparing factors affecting rate of reaction M1c +246Version 3.5 © OCR 2024 +GCSE (9–1) in Chemistry A (Gateway Science) +Topic content Opportunities to cover: +Practical suggestions +Learning outcomes To include Maths Working +scientifically +C6.1a explain, using the position of carbon in the +reactivity series, the principles of industrial +processes used to extract metals, including +extraction of a non-ferrous metal +the principles of using carbon to +extract iron and other metals +from their ores +M1a, M1c WS1.4a Extraction of copper by +heating copper oxide with +carbon. (PAG C1) +C6.1b explain why and how electrolysis is used to extract +some metals from their ores +M4b, M4c WS1.3a, +WS1.3b, +WS1.3c, +WS1.3d, +WS1.3e, +WS1.3g, +WS1.3h, +WS1.3i, +WS1.4, WS2b +Electrolysis of aqueous +sodium chloride solution. +(PAG C2) +Electrolysis of aqueous +copper sulfate solution. +(PAG C2) +C6.1c evaluate alternative biological methods of metal +extraction +bacterial and phytoextraction WS1.1a, +WS1.1e +C6.1d þ explain the trade-off between rate of production +of a desired product and position of equilibrium +in some industrially important processes +the Haber process and Contact +process +M4d, M4e WS1.3f +C6.1e þ interpret graphs of reaction conditions versus rate M1c WS1.3e +C6.1f þ explain how the commercially used conditions for +an industrial process are related to the availability +and cost of raw materials and energy supplies, +control of equilibrium position and rate +WS1.1d +C6.1g þ explain the importance of the Haber process in +agricultural production +WS1.4a +247Version 3.5 © OCR 2024 +GCSE (9–1) in Chemistry A (Gateway Science) +Learning outcomes To include Maths Working +scientifically Practical suggestions +C6.1h þ compare the industrial production of fertilisers with laboratory +syntheses of the same products +WS1.2a, +WS1.2b, +WS1.2c, +WS1.2d, +WS1.2e, +WS2a, WS2b +Preparation of +potassium sulfate or +ammonium sulfate +using a titration +method. (PAG C6) +C6.1i þ recall the importance of nitrogen, phosphorus and potassium +compounds in agricultural production +WS1.4a +C6.1j þ describe the industrial production of fertilisers as several integrated +processes using a variety of raw materials +ammonium nitrate +and ammonium +sulfate +WS1.2a, +WS1.2b, +WS1.2c, +WS1.2e, +WS2a, WS2b +C6.1k describe the basic principles in carrying out a life-cycle assessment +of a material or product +the use of resources +and impact on the +environment of all +stages of a life-cycle +assessment: +• making materials +for a product from +raw materials +through to the +process used to +make the product +• the use of the +product +• transport of the +product +• the method used +for its disposal at +the end of its life +248Version 3.5 © OCR 2024 +GCSE (9–1) in Chemistry A (Gateway Science) +Learning outcomes To include Maths Working +scientifically Practical suggestions +C6.1l interpret data from a life-cycle assessment of a material or product +C6.1m describe a process where a material or product is recycled for a +different use, and explain why this is viable +WS1.1f, +WS1.1g +C6.1n evaluate factors that affect decisions on recycling WS1.1f, +WS1.1g +C6.1o þ describe the composition of some important alloys in relation to +their properties and uses +steel, brass, bronze, +solder, duralumin +C6.1p þ describe the process of corrosion and the conditions which cause +corrosion +iron and other metals +C6.1q þ explain how mitigation of corrosion is achieved by creating a +physical barrier to oxygen and water and by sacrificial protection +C6.1r þ compare quantitatively the physical properties of glass and clay +ceramics, polymers, composites and metals +C6.1s þ explain how the properties of materials are related to their uses +and select appropriate materials given details of the usage required +WS1.1e, +WS1.3f +249Version 3.5 © OCR 2024 +GCSE (9–1) in Chemistry A (Gateway Science) +C6.2 Organic chemistry +Summary +Carbon chemistry is the basis of life on Earth. Organic chemistry is the basis of +many of the materials we produce. Organic compounds are covalent in nature +and react in a predictable pattern. Crude oil forms the basis of many useful +by-products. +Underlying knowledge and understanding +Learners should be familiar with reactions and displayed formula. +Common misconceptions +Learners tend not to bring the concepts from general chemistry in their study of +organic chemistry. They have difficulty identifying functional groups and naming +and drawing the compounds. +Tiering +Statements shown in bold type will only be tested in the Higher Tier papers. +All other statements will be assessed in both Foundation and Higher Tier papers. +Reference Mathematical learning outcomes Mathematical skills +CM6.2i þ represent three-dimensional shapes in two dimensions and vice versa when looking at chemical +structures, e.g. allotropes of carbon +M5b +250Version 3.5 © OCR 2024 +GCSE (9–1) in Chemistry A (Gateway Science) +Topic content Opportunities to cover: +Practical suggestions +Learning outcomes To include Maths Working +scientifically +C6.2a þ recognise functional groups and identify +members of the same homologous +series +homologous series, of alkanes, alkenes, +alcohols and carboxylic acids +C6.2b þ name and draw the structural formulae, +using fully displayed formulae, of the +first four members of the straight chain +alkanes, alkenes, alcohols and carboxylic +acids +M5b WS1.4a Use of models. +C6.2c þ predict the formulae and structures of +products of reactions of the first four +and other given members of the +homologous series of alkanes, alkenes +and alcohols +combustion; addition of bromine and +hydrogen across a double bond; +oxidation of alcohols to carboxylic acids +using potassium manganate(VII) +C6.2d þ recall the basic principles of addition +polymerisation by reference to the +functional group in the monomer and +the repeating units in the polymer +C6.2e þ explain the basic principles of +condensation polymerisation +reference to the functional groups of +the monomers, the minimum number +of functional groups within a +monomer, the number of repeating +units in the polymer, and simultaneous +formation of a small molecule, e.g. a +polyester or polyamide, using block +diagrams to represent polymers +WS1.4a +251Version 3.5 © OCR 2024 +GCSE (9–1) in Chemistry A (Gateway Science) +Learning outcomes To include Maths Working +scientifically Practical suggestions +C6.2f þ describe practical techniques to make a +polymer by condensation +WS1.2a, +WS1.2b, +WS1.2c, +WS1.4a, +WS2a, WS2b +Making nylon. +C6.2g þ deduce the structure of an addition polymer +from a simple alkene monomer and vice versa +the following representation +of a polymer [repeat unit]n +WS1.4a +C6.2h þ recall that DNA is a polymer made from four +different monomers called nucleotides and that +other important naturally-occurring polymers +are based on sugars and amino-acids +the names of the nucleotides WS1.4a +C6.2i þ recall that it is the generality of reactions of +functional groups that determine the reactions +of organic compounds +WS1.4a +C6.2j describe the separation of crude oil by fractional +distillation +the names of the fractions WS1.3f, +WS1.4a +C6.2k explain the separation of crude oil by fractional +distillation +molecular size and +intermolecular forces +C6.2l describe the fractions as largely a mixture of +compounds of formula CnH2n+2 which are +members of the alkane homologous series +WS1.4a +C6.2m recall that crude oil is a main source of +hydrocarbons and is a feedstock for the +petrochemical industry +WS1.4a +C6.2n explain how modern life is crucially dependent +upon hydrocarbons and recognise that crude oil +is a finite resource +WS1.1c, +WS1.1f, +WS1.1e, +WS1.4a +252Version 3.5 © OCR 2024 +GCSE (9–1) in Chemistry A (Gateway Science) +Learning outcomes To include Maths Working +scientifically Practical suggestions +C6.2o describe the production of materials +that are more useful by cracking +conditions and reasons for cracking and +some of the useful materials produced +C6.2p þ recall that a chemical cell produces a +potential difference until the reactants +are used up +C6.2q þ evaluate the advantages and +disadvantages of hydrogen/oxygen and +other fuel cells for given uses +the chemistry of the hydrogen/oxygen +fuel cell +WS1.1g, +WS1.1i +253Version 3.5 © OCR 2024 +GCSE (9–1) in Chemistry A (Gateway Science) \ No newline at end of file diff --git a/dataset_generation/syllabus/cs.txt b/dataset_generation/syllabus/cs.txt new file mode 100644 index 000000000..acd26b7ef --- /dev/null +++ b/dataset_generation/syllabus/cs.txt @@ -0,0 +1,626 @@ +1.1 – Systems architecture +Sub topic Guidance +1.1.1 Architecture of the CPU +¨ The purpose of the CPU: +o The fetch-execute cycle +¨ Common CPU components and their function: +o ALU (Arithmetic Logic Unit) +o CU (Control Unit) +o Cache +o Registers +¨ Von Neumann architecture: +o MAR (Memory Address Register) +o MDR (Memory Data Register) +o Program Counter +o Accumulator +Required +ü What actions occur at each stage of the fetch-execute cycle +ü The role/purpose of each component and what it manages, +stores, or controls during the fetch-execute cycle +ü The purpose of each register, what it stores (data or address) +ü The difference between storing data and an address +Not required +û Knowledge of passing of data between registers in each stage +1.1.2 CPU performance +¨ How common characteristics of CPUs affect their performance: +o Clock speed +o Cache size +o Number of cores +Required +ü Understanding of each characteristic listed +ü The effects of changing any of the common characteristics on +system performance, either individually or in combination +1.1.3 Embedded systems +¨ The purpose and characteristics of embedded systems +¨ Examples of embedded systems +Required +ü What embedded systems are +ü Typical characteristics of embedded systems +ü Familiarity with a range of different embedded systems +2b. Content of Computer systems (J277/01) +2Version 2.3 © OCR 2024 Visit ocr.org.uk/j277 for our most up-to-date specification, support and resources +GCSE (9–1) in Computer Science 7 +1.2 – Memory and storage +Sub topic Guidance +1.2.1 Primary storage (memory) +¨ The need for primary storage +¨ The difference between RAM and ROM +¨ The purpose of ROM in a computer system +¨ The purpose of RAM in a computer system +¨ Virtual memory +Required +ü Why computers have primary storage (memory) +§ How this usually consists of RAM and ROM +ü Key characteristics of RAM and ROM +ü Why virtual memory may be needed in a system +ü How virtual memory works +§ Transfer of data between RAM and HDD when RAM is full +1.2.2 Secondary storage +¨ The need for secondary storage +¨ Common types of storage: +o Optical +o Magnetic +o Solid state +¨ Suitable storage devices and storage media for a given application +¨ The advantages and disadvantages of different storage devices +and storage media relating to these characteristics: +o Capacity +o Speed +o Portability +o Durability +o Reliability +o Cost +Required +ü Why computers have secondary storage +ü Recognise a range of secondary storage devices/media +ü Differences between each type of storage device/medium +ü Compare advantages/disadvantages for each storage device +ü Be able to apply their knowledge in context within scenarios +Not required +û Understanding of the component parts of these types of storage +2Visit ocr.org.uk/j277 for our most up-to-date specification, support and resources Version 2.3 © OCR 2024 +8 GCSE (9–1) in Computer Science +Sub topic Guidance +1.2.3 Units +¨ The units of data storage: +o Bit +o Nibble (4 bits) +o Byte (8 bits) +o Kilobyte (1,000 bytes or 1 KB) +o Megabyte (1,000 KB) +o Gigabyte (1,000 MB) +o Terabyte (1,000 GB) +o Petabyte (1,000 TB) +¨ How data needs to be converted into a binary format to be +processed by a computer +¨ Data capacity and calculation of data capacity requirements +Required +ü Why data must be stored in binary format +ü Familiarity with data units and moving between each +ü Data storage devices have different fixed capacities +ü Calculate required storage capacity for a given set of files +ü Calculate file sizes of sound, images and text files +§ sound file size = sample rate x duration (s) x bit depth +§ image file size = colour depth x image height (px) x image +width (px) +§ text file size = bits per character x number of characters +Alternatives +• Use of 1,024 for conversions and calculations would be acceptable +• Allowance for metadata in calculations may be used +1.2.4 Data storage +Numbers +¨ How to convert positive denary whole numbers to binary numbers +(up to and including 8 bits) and vice versa +¨ How to add two binary integers together (up to and including +8 bits) and explain overflow errors which may occur +¨ How to convert positive denary whole numbers into 2-digit +hexadecimal numbers and vice versa +¨ How to convert binary integers to their hexadecimal equivalents +and vice versa +¨ Binary shifts +Required +ü Denary number range 0 – 255 +ü Hexadecimal range 00 – FF +ü Binary number range 00000000 – 11111111 +ü Understanding of the terms ‘most significant bit’, and ‘least +significant bit’ +ü Conversion of any number in these ranges to another number +base +ü Ability to deal with binary numbers containing between 1 and +8 bits +§ e.g. 11010 is the same as 00011010 +ü Understand the effect of a binary shift (both left or right) on a +number +ü Carry out a binary shift (both left and right) +2Version 2.3 © OCR 2024 Visit ocr.org.uk/j277 for our most up-to-date specification, support and resources +GCSE (9–1) in Computer Science 9 +Sub topic Guidance +Characters +¨ The use of binary codes to represent characters +¨ The term ‘character set’ +¨ The relationship between the number of bits per character in a +character set, and the number of characters which can be +represented, e.g.: +o ASCII +o Unicode +Images +¨ How an image is represented as a series of pixels, represented in +binary +¨ Metadata +¨ The effect of colour depth and resolution on: +o The quality of the image +o The size of an image file +Sound +¨ How sound can be sampled and stored in digital form +¨ The effect of sample rate, duration and bit depth on: +o The playback quality +o The size of a sound file +Required +ü How characters are represented in binary +ü How the number of characters stored is limited by the bits +available +ü The differences between and impact of each character set +ü Understand how character sets are logically ordered, e.g. the code +for ‘B’ will be one more than the code for ‘A’ +ü Binary representation of ASCII in the exam will use 8 bits +Not required +û Memorisation of character set codes +Required +ü Each pixel has a specific colour, represented by a specific code +ü The effect on image size and quality when changing colour depth +and resolution +ü Metadata stores additional image information (e.g. height, width, +etc.) +Required +ü Analogue sounds must be stored in binary +ü Sample rate – measured in Hertz (Hz) +ü Duration – how many seconds of audio the sound file contains +ü Bit depth – number of bits available to store each sample +(e.g. 16-bit) +1.2.5 Compression +¨ The need for compression +¨ Types of compression: +o Lossy +o Lossless +Required +ü Common scenarios where compression may be needed +ü Advantages and disadvantages of each type of compression +ü Effects on the file for each type of compression +Not required +û Ability to carry out specific compression algorithms +2Visit ocr.org.uk/j277 for our most up-to-date specification, support and resources Version 2.3 © OCR 2024 +10 GCSE (9–1) in Computer Science +1.3 – Computer networks, connections and protocols +Sub topic Guidance +1.3.1 Networks and topologies +¨ Types of network: +o LAN (Local Area Network) +o WAN (Wide Area Network) +¨ Factors that affect the performance of networks +¨ The different roles of computers in a client-server and a peer-to- +peer network +¨ The hardware needed to connect stand-alone computers into a +Local Area Network: +o Wireless access points +o Routers +o Switches +o NIC (Network Interface Controller/Card) +o Transmission media +¨ The Internet as a worldwide collection of computer networks: +o DNS (Domain Name Server) +o Hosting +o The Cloud +o Web servers and clients +¨ Star and Mesh network topologies +Required +ü The characteristics of LANs and WANs including common +examples of each +ü Understanding of different factors that can affect the performance +of a network, e.g.: +§ Number of devices connected +§ Bandwidth +ü The tasks performed by each piece of hardware +ü The concept of the Internet as a network of computer networks +ü A Domain Name Service (DNS) is made up of multiple Domain +Name Servers +ü A DNS’s role in the conversion of a URL to an IP address +ü Concept of servers providing services (e.g. Web server → Web +pages, File server → file storage/retrieval) +ü Concept of clients requesting/using services from a server +ü The Cloud: remote service provision (e.g. storage, software, +processing) +ü Advantages and disadvantages of the Cloud +ü Advantages and disadvantages of the Star and Mesh topologies +ü Apply understanding of networks to a given scenario +2Version 2.3 © OCR 2024 Visit ocr.org.uk/j277 for our most up-to-date specification, support and resources +GCSE (9–1) in Computer Science 11 +1.3.2 Wired and wireless networks, protocols and layers +¨ Modes of connection: +o Wired +• Ethernet +o Wireless +• Wi-Fi +• Bluetooth +¨ Encryption +¨ IP addressing and MAC addressing +¨ Standards +¨ Common protocols including: +o TCP/IP (Transmission Control Protocol/Internet Protocol) +o HTTP (Hyper Text Transfer Protocol) +o HTTPS (Hyper Text Transfer Protocol Secure) +o FTP (File Transfer Protocol) +o POP (Post Office Protocol) +o IMAP (Internet Message Access Protocol) +o SMTP (Simple Mail Transfer Protocol) +¨ The concept of layers +Required +ü Compare benefits and drawbacks of wired versus wireless +connection +ü Recommend one or more connections for a given scenario +ü The principle of encryption to secure data across network +connections +ü IP addressing and the format of an IP address (IPv4 and IPv6) +ü A MAC address is assigned to devices; its use within a network +ü The principle of a standard to provide rules for areas of computing +ü Standards allows hardware/software to interact across different +manufacturers/producers +ü The principle of a (communication) protocol as a set of rules for +transferring data +ü That different types of protocols are used for different purposes +ü The basic principles of each protocol i.e. its purpose and key +features +ü How layers are used in protocols, and the benefits of using layers; +for a teaching example, please refer to the 4-layer TCP/IP model +Not required +û Understand how Ethernet, Wi-Fi and Bluetooth protocols work +û Understand differences between static and dynamic, or public and +private IP addresses +û Knowledge of individual standards +û Knowledge of the names and function of each TCP/IP layer +2Visit ocr.org.uk/j277 for our most up-to-date specification, support and resources Version 2.3 © OCR 2024 +12 GCSE (9–1) in Computer Science +1.4 – Network security +Sub topic Guidance +1.4.1 Threats to computer systems and networks +¨ Forms of attack: +o Malware +o Social engineering, e.g. phishing, people as the ‘weak point’ +o Brute-force attacks +o Denial of service attacks +o Data interception and theft +o The concept of SQL injection +Required +ü Threats posed to devices/systems +ü Knowledge/principles of each form of attack including: +§ How the attack is used +§ The purpose of the attack +1.4.2 Identifying and preventing vulnerabilities +¨ Common prevention methods: +o Penetration testing +o Anti-malware software +o Firewalls +o User access levels +o Passwords +o Encryption +o Physical security +Required +ü Understanding of how to limit the threats posed in 1.4.1 +ü Understanding of methods to remove vulnerabilities +ü Knowledge/principles of each prevention method: +§ What each prevention method may limit/prevent +§ How it limits the attack +2Version 2.3 © OCR 2024 Visit ocr.org.uk/j277 for our most up-to-date specification, support and resources +GCSE (9–1) in Computer Science 13 +1.5 – Systems software +Sub topic Guidance +1.5.1 Operating systems +¨ The purpose and functionality of operating systems: +o User interface +o Memory management and multitasking +o Peripheral management and drivers +o User management +o File management +Required +ü What each function of an operating system does +ü Features of a user interface +ü Memory management, e.g. the transfer of data between memory, +and how this allows for multitasking +ü Understand that: +§ Data is transferred between devices and the processor +§ This process needs to be managed +ü User management functions, e.g.: +§ Allocation of an account +§ Access rights +§ Security, etc. +ü File management, and the key features, e.g.: +§ Naming +§ Allocating to folders +§ Moving files +§ Saving, etc. +Not required +û Understanding of paging or segmentation +1.5.2 Utility software +¨ The purpose and functionality of utility software +¨ Utility system software: +o Encryption software +o Defragmentation +o Data compression +Required +ü Understand that computers often come with utility software, and +how this performs housekeeping tasks +ü Purpose of encryption, defragmentation and data compression +software and why it is required +ü Utility software is needed to perform additional tasks that may +not be carried out by an operating system +2Visit ocr.org.uk/j277 for our most up-to-date specification, support and resources Version 2.3 © OCR 2024 +14 GCSE (9–1) in Computer Science +1.6 – Ethical, legal, cultural and environmental impacts of digital technology +Sub topic Guidance +1.6.1 Ethical, legal, cultural and environmental impact +¨ Impacts of digital technology on wider society including: +o Ethical issues +o Legal issues +o Cultural issues +o Environmental issues +o Privacy issues +¨ Legislation relevant to Computer Science: +o The Data Protection Act 2018 +o Computer Misuse Act 1990 +o Copyright Designs and Patents Act 1988 +o Software licences (i.e. open source and proprietary) +Required +ü Technology introduces ethical, legal, cultural, environmental and +privacy issues +ü Knowledge of a variety of examples of digital technology and how +this impacts on society +ü An ability to discuss the impact of technology based around the +issues listed +ü The purpose of each piece of legislation and the specific actions it +allows or prohibits +ü The need to license software and the purpose of a software +licence +ü Features of open source (providing access to the source code and +the ability to change the software) +ü Features of proprietary (no access to the source code, purchased +commonly as off-the-shelf) +ü Recommend a type of licence for a given scenario including +benefits and drawbacks +2Version 2.3 © OCR 2024 Visit ocr.org.uk/j277 for our most up-to-date specification, support and resources +GCSE (9–1) in Computer Science 15 +2.1 – Algorithms +Sub topic Guidance +2.1.1 Computational thinking +¨ Principles of computational thinking: +o Abstraction +o Decomposition +o Algorithmic thinking +Required +ü Understanding of these principles and how they are used to +define and refine problems +2.1.2 Designing, creating and refining algorithms +¨ Identify the inputs, processes, and outputs for a problem +¨ Structure diagrams +¨ Create, interpret, correct, complete, and refine algorithms using: +o Pseudocode +o Flowcharts +o Reference language/high-level programming language +¨ Identify common errors +¨ Trace tables +Required +ü Produce simple diagrams to show: +§ The structure of a problem +§ Subsections and their links to other subsections +ü Complete, write or refine an algorithm using the techniques listed +ü Identify syntax/logic errors in code and suggest fixes +ü Create and use trace tables to follow an algorithm +ü Use of nesting for selection and iteration +Flowchart symbols +Line Input/ +Output +Process Decision +Sub +program +Terminal +2c. Content of Computational thinking, algorithms and programming (J277/02) +2Visit ocr.org.uk/j277 for our most up-to-date specification, support and resources Version 2.3 © OCR 2024 +16 GCSE (9–1) in Computer Science +2.1.3 Searching and sorting algorithms +¨ Standard searching algorithms: +o Binary search +o Linear search +¨ Standard sorting algorithms: +o Bubble sort +o Merge sort +o Insertion sort +Required +ü Understand the main steps of the algorithm and the segments of +code in it +ü Understand any pre-requisites of an algorithm +ü Apply the algorithm to a data set +ü Identify an algorithm if given the code, pseudocode or Exam +Reference Language for it +Not required +û To remember the code, pseudocode or Exam Reference Language +for these algorithms +2Version 2.3 © OCR 2024 Visit ocr.org.uk/j277 for our most up-to-date specification, support and resources +GCSE (9–1) in Computer Science 17 +2.2 – Programming fundamentals +Sub topic Guidance +2.2.1 Programming fundamentals +¨ The use of variables, constants, operators, inputs, outputs and +assignments +¨ The use of the three basic programming constructs used to +control the flow of a program: +o Sequence +o Selection +o Iteration (count- and condition-controlled loops) +¨ The common arithmetic operators +¨ The common Boolean operators AND, OR and NOT +Required +ü Practical use of the techniques in a high-level language within the +classroom +ü Understanding of each technique +ü Recognise and use the following operators: +Comparison operators Arithmetic operators +== Equal to + Addition +!= Not equal to – Subtraction +< Less than * Multiplication +<= Less than or equal to / Division +> Greater than MOD Modulo +>= Greater than or equal to DIV Quotient +^ Exponentiation (to the power) +2Visit ocr.org.uk/j277 for our most up-to-date specification, support and resources Version 2.3 © OCR 2024 +18 GCSE (9–1) in Computer Science +2.2.2 Data types +¨ The use of data types: +o Integer +o Real +o Boolean +o Character and string +o Casting +Required +ü Practical use of the data types in a high-level language within the +classroom +ü Ability to choose suitable data types for data in a given scenario +ü Understand that data types may be temporarily changed through +casting, and where this may be useful +2.2.3 Additional programming techniques +¨ The use of basic string manipulation +¨ The use of basic file handling operations: +o Open +o Read +o Write +o Close +¨ The use of records to store data +¨ The use of SQL to search for data +¨ The use of arrays (or equivalent) when solving problems, including +both one-dimensional (1D) and two-dimensional arrays (2D) +¨ How to use sub programs (functions and procedures) to produce +structured code +¨ Random number generation +Required +ü Practical use of the additional programming techniques in a +high-level language within the classroom +ü Ability to manipulate strings, including: +§ Concatenation +§ Slicing +ü Arrays as fixed length or static structures +ü Use of 2D arrays to emulate database tables of a collection of +fields, and records +ü The use of functions +ü The use of procedures +ü Where to use functions and procedures effectively +ü The use of the following within functions and procedures: +§ local variables/constants +§ global variables/constants +§ arrays (passing and returning) +ü SQL commands: +§ SELECT +§ FROM +§ WHERE +ü Be able to create and use random numbers in a program +2Version 2.3 © OCR 2024 Visit ocr.org.uk/j277 for our most up-to-date specification, support and resources +GCSE (9–1) in Computer Science 19 +2.3 – Producing robust programs +Sub topic Guidance +2.3.1 Defensive design +¨ Defensive design considerations: +o Anticipating misuse +o Authentication +¨ Input validation +¨ Maintainability: +o Use of sub programs +o Naming conventions +o Indentation +o Commenting +Required +ü Understanding of the issues a programmer should consider to +ensure that a program caters for all likely input values +ü Understanding of how to deal with invalid data in a program +ü Authentication to confirm the identity of a user +ü Practical experience of designing input validation and simple +authentication (e.g. username and password) +ü Understand why commenting is useful and apply this +appropriately +2.3.2 Testing +¨ The purpose of testing +¨ Types of testing: +o Iterative +o Final/terminal +¨ Identify syntax and logic errors +¨ Selecting and using suitable test data: +o Normal +o Boundary +o Invalid/Erroneous +¨ Refining algorithms +Required +ü The difference between testing modules of a program during +development and testing the program at the end of production +ü Syntax errors as errors which break the grammatical rules of the +programming language and stop it from being run/translated +ü Logic errors as errors which produce unexpected output +ü Normal test data as data which should be accepted by a program +without causing errors +ü Boundary test data as data of the correct type which is on the +very edge of being valid +ü Invalid test data as data of the correct data type which should be +rejected by a computer system +ü Erroneous test data as data of the incorrect data type which +should be rejected by a computer system +ü Ability to identify suitable test data for a given scenario +ü Ability to create/complete a test plan +Visit ocr.org.uk/j277 for our most up-to-date specification, support and resources Version 2.3 © OCR 2024 +20 GCSE (9–1) in Computer Science +2.4 – Boolean logic +Sub topic Guidance +2.4.1 Boolean logic +¨ Simple logic diagrams using the operators AND, OR +and NOT +¨ Truth tables +¨ Combining Boolean operators using AND, OR and +NOT +¨ Applying logical operators in truth tables to solve +problems +Required +ü Knowledge of the truth tables for each logic gate +ü Recognition of each gate symbol +ü Understanding of how to create, complete or edit logic diagrams and truth +tables for given scenarios +ü Ability to work with more than one gate in a logic diagram +Boolean Operators Logic Gate Symbol +AND +(Conjunction) +OR +(Disjunction) +NOT +(Negation) +Truth Tables +AND OR NOT +A B A AND B A B A OR B A NOT A +0 0 0 0 0 0 0 1 +0 1 0 0 1 1 1 0 +1 0 0 1 0 1 +1 1 1 1 1 1 +Alternatives +• Use of other valid notation will be accepted within the examination, e.g. Using +T/F for 1/0, or V for OR, etc. +2 +2Version 2.3 © OCR 2024 Visit ocr.org.uk/j277 for our most up-to-date specification, support and resources +GCSE (9–1) in Computer Science 21 +2.5 – Programming languages and Integrated Development Environments +Sub topic Guidance +2.5.1 Languages +¨ Characteristics and purpose of different levels of programming +language: +o High-level languages +o Low-level languages +¨ The purpose of translators +¨ The characteristics of a compiler and an interpreter +Required +ü The differences between high-level and low-level programming +languages +ü The need for translators +ü The differences, benefits and drawbacks of using a compiler or an +interpreter +Not required +û Understanding of assemblers \ No newline at end of file diff --git a/dataset_generation/syllabus/cs_challenges.txt b/dataset_generation/syllabus/cs_challenges.txt new file mode 100644 index 000000000..098c51038 --- /dev/null +++ b/dataset_generation/syllabus/cs_challenges.txt @@ -0,0 +1,80 @@ +1 Mastermind +Generate a random four digit number. The player has to keep inputting four digit numbers until they guess the randomly generated number. After each unsuccessful try it should say +how many numbers they got correct, but not which position they got right. At the end of the game should congratulate the user and say how many tries it took. + +2 Averages +Make a program that asks the user for a series of numbers until they either want to output the average or quit the program. + +3 Email validator +Make a program to check whether an email address is valid or not. +For instance, you could make sure that there are no spaces, that there is an @ symbol and a dot somewhere after it. Also check the length of the parts at the start, and that the end parts +of the address are not blank. + +4 Password reset program +Only accept a new password if it is: +1. At least eight characters long +2. Has lower case and upper case letters. +The password reset program should also make the user input their new password twice so that the computer knows that the user has not made any mistakes when typing their new password. + +5 Basic lists +Make a program that lets a user input a series of names into a list. The program should then ask the user whether they want to print out the list in the original order, or in reverse + +6 Max and min list +Write a program that lets the user input a list of numbers. Every time they input a new number, the program should give a message about what the maximum and minimum numbers +in the list are. + +7 Letter list +Write a program that lets a user choose a letter. The program will then find all the words beginning with that letter in a list and print them out. It should also say how many words it found + +8 RPG character/Pokemon stat creator +Make a program which will randomly create a character’s stats based on several rules set by the user. Have it generate a class, gender, strength/magic/dexterity points, and extra abilities +or trades. Have the program save it to a file which can then be printed out so that it can be used in a game. + +9 Quiz Maker +Make an application which takes various questions from a file, picked randomly, and puts together a quiz for students, and then reads a key to grade the quizzes. Each quiz can be different + +10 Check if Palindrome +Checks if the string entered by the user is a palindrome. A palindrome is a word that reads the same forwards as it does backwards like “racecar”. + +11 Count Words in a String +Counts the number of individual words in a string. For added complexity, the program could read these strings in from a text file and generate a summary. + +12 Pig Latin +Pig Latin is a game of alterations played on the English language game. To create the Pig Latin form of an English word the initial consonant sound is transposed to the end of the word +and an ay is affixed (Ex.: “banana” would yield anana-bay) + +13 Count Vowels +Enter a string and the program counts the number of vowels in the text. For added complexity have it report a sum of each vowel found + +14 Unit Converter (temperature, currency, volume, mass and more) +Converts various units between one another. The user enters the type of unit being entered, the type of unit they want to convert to and then the value. The program will then make +the conversion. + +15 Change Return Program +The user enters a cost and then the amount of money given. You should write a program that works out what denominations of change should be given in pounds, 50p, 20p, 10p etc. + +16 Shopping list +Create a program that will keep track of items for a shopping list. The program should allow you to keep adding new items. You should also be able to record which shop you are going +to visit for the item. + +17 Hangman +Create a version of the Hangman game using Lists. The program should ask for the word to guess and the number of chances to be given. +For every guess you should update the user with which letters they have guessed incorrectly, as well as replacing the letters in the guess word with the ones they have guessed correctly. +You should also show the user how many chances they have left. + +18 Squares +Create a program that will ask the user for a number and then print out a list of numbers from 1 to the number entered and the square of the number. For example, if the user entered ‘3’ +then the program would output: +1 squared is 1 +2 squared is 4 +3 squared is 9 + +19 Times tables +Create a program which will produce the times table for a number entered by the user +eg if the user enters ‘2’ it should produce: +1 x 2 = 2 +2 x 2 = 4 +3 x 2 = 6 + +20 Binary/Hexidecimal/Decimal +Create a program which will convert a given decimal up to 255 into its 8-bit binary equivalent. \ No newline at end of file diff --git a/dataset_generation/syllabus/physics.txt b/dataset_generation/syllabus/physics.txt new file mode 100644 index 000000000..88e3b406d --- /dev/null +++ b/dataset_generation/syllabus/physics.txt @@ -0,0 +1,3127 @@ +ocr.org.uk/gcsegatewayphysics +Oxford Cambridge and RSA +GCSE (9-1) +Version 4.2 (February 2024) +Specification +Qualification +Accredited +GATEWAY +SCIENCE +PHYSICS A +J249 +For first assessment in 2018 +Registered office: +The Triangle Building +Shaftesbury Road +Cambridge +CB2 8EA +OCR is an exempt charity. +Disclaimer Specifications are updated over time. Whilst every effort is made to check all +documents, there may be contradictions between published resources and the +specification, therefore please use the information on the latest specification at +all times. Where changes are made to specifications these will be indicated within +the document, there will be a new version number indicated, and a summary +of the changes. If you do notice a discrepancy between the specification and a +resource please contact us at: resources.feedback@ocr.org.uk +We will inform centres about changes to specifications. We will also publish +changes on our website. The latest version of our specifications will always be +those on our website (ocr.org.uk) and these may differ from printed versions. +© 2024 OCR. All rights reserved. +Copyright +OCR retains the copyright on all its publications, including the specifications. +However, registered centres for OCR are permitted to copy material from this +specification booklet for their own internal use. +Oxford Cambridge and RSA is a Company Limited by Guarantee. Registered in +England. Registered company number 3484466. +iVersion 4.2 © OCR 2024 +GCSE (9–1) in Physics A (Gateway Science) +Contents +Support and Guidance ii +Assessment Preparation and Analysis Service iii +1 Why choose an OCR GCSE (9–1) in Physics A (Gateway Science)? 1 +1a. Why choose an OCR qualification? 1 +1b. Why choose an OCR GCSE (9–1) in Physics A (Gateway Science)? 2 +1c. What are the key features of this specification? 4 +1d. How do I find out more information? 4 +2 The specification overview 5 +2a. OCR’s GCSE (9–1) in Physics A (Gateway Science) (J249) 5 +2b. Content of GCSE (9–1) in Physics A (Gateway Science) (J249) 6 +2c. Content of topics P1 to P9 10 +2d. Prior knowledge, learning and progression 69 +3 Assessment of GCSE (9–1) in Physics A (Gateway Science) 70 +3a. Forms of assessment 70 +3b. Assessment objectives (AO) 71 +3c. Command words 72 +3d. Tiers 74 +3e. Total qualification time 74 +3f. Qualification availability outside of England 75 +3g. Language 75 +3h. Assessment availability 75 +3i. Retaking the qualification 75 +3j. Assessment of extended response 75 +3k. Synoptic assessment 76 +3l. Calculating qualification results 76 +4 Admin: what you need to know 77 +4a. Pre-assessment 77 +4b. Special consideration 78 +4c. External assessment arrangements 78 +4d. Results and certificates 79 +4e. Post-results services 79 +4f. Malpractice 79 +5 Appendices 80 +5a. Grade descriptors 80 +5b. Overlap with other qualifications 81 +5c. Accessibility 81 +5d. Equations in Physics 82 +5e. Units in science 84 +5f. Working scientifically 86 +5g. Mathematical skills requirement 91 +5h. Health and safety 93 +Summary of updates 94 +iiVersion 4.2 © OCR 2024 +GCSE (9–1) in Physics A (Gateway Science) +Support and Guidance +Introducing a new specification brings challenges for +implementation and teaching, but it also opens up +new opportunities. Our aim is to help you at every +stage. +We are working hard with teachers and other experts +to bring you a package of practical support, resources +and training. +Subject Advisors +OCR Subject Advisors provide information and +support to centres including specification and non- +exam assessment advice, updates on resource +developments and a range of training opportunities. +Our Subject Advisors work with subject communities +through a range of networks to ensure the sharing of +ideas and expertise supporting teachers and students +alike. They work with developers to help produce our +specifications and the resources needed to support +these qualifications during their development. +You can contact our Science Subject Advisors for +specialist advice, guidance and support: +Phone: 01223 553998 +email: ScienceGCSE@ocr.org.uk +twitter: https://twitter.com/OCR_Science +Teaching and learning resources +Our resources are designed to provide you with a +range of teaching activities and suggestions that +enable you to select the best activity, approach or +context to support your teaching style and your +particular students. The resources are a body of +knowledge that will grow throughout the lifetime of +the specification, they include: +• Delivery Guides +• Transition Guides +• Topic Exploration Packs +• Lesson Elements. +We also work with a number of leading publishers +who publish textbooks and resources for our +specifications. For more information on our +publishing partners +and their resources visit: https://ocr.org.uk/ +qualifications/resource-finder/publishing-partners/ +Professional development +Our improved Professional Development +Programme fulfils a range of needs through +course selection, preparation for teaching, delivery +and assessment. Whether you want to come to +face-to-face events, look at our new digital training +or search for training materials, you can find what +you’re looking for all in one place at the CPD Hub: +cpdhub.ocr.org.uk +An introduction to new specifications +We run training events throughout the academic +year that are designed to help prepare you for first +teaching and support every stage of your delivery of +the new qualifications. +To receive the latest information about the training +we offer on GCSE and A Level, please register for +email updates at: ocr.org.uk/i-want-to/email-updates +iiiVersion 4.2 © OCR 2024 +GCSE (9–1) in Physics A (Gateway Science) +Assessment Preparation and Analysis Service +Along with subject-specific resources and tools, you’ll +also have access to a selection of generic resources +that focus on skills development, professional +guidance for teachers and results data analysis. +Subject Advisors Support +Our Subject Advisors provide +you with access to specifications, +high-quality teaching resources +and assessment materials. +Skills Guides +These guides cover topics that +could be relevant to a range +of qualifications, for example +communication, legislation +and research. +Download the guides at +ocr.org.uk/skillsguides +ExamBuilder +Enabling you to build, mark and assess tests +from OCR exam questions and produce a +complete mock GCSE or A Level exam. +Find out more at ocr.org.uk/exambuilder +Practice Papers +Assess students’ progress under +formal examination conditions +with question papers downloaded +from a secure location, well-presented, +easy-to-interpret mark schemes +and commentary on marking and +sample answers. +Active Results +Our free online results analysis +service helps you review the +performance of individual students +or your whole cohort. For more +details, please refer to +ocr.org.uk/activeresults +ivVersion 4.2 © OCR 2024 +GCSE (9–1) in Physics A (Gateway Science) +11Version 4.2 © OCR 2024 +GCSE (9–1) in Physics A (Gateway Science) +Choose OCR and you’ve got the reassurance +that you’re working with one of the UK’s leading +exam boards. Our new OCR GCSE (9–1) in Physics A +(Gateway Science) course has been developed +in consultation with teachers, employers and +Higher Education (HE) to provide learners with a +qualification that’s relevant to them and meets +their needs. +We’re part of the Cambridge Assessment Group, +Europe’s largest assessment agency and a +department of the University of Cambridge. +Cambridge Assessment plays a leading role in +developing and delivering assessments throughout +the world, operating in over 150 countries. +We work with a range of education providers, +including schools, colleges, workplaces and other +institutions in both the public and private sectors. +Over 13,000 centres choose our A Levels, GCSEs +and vocational qualifications including Cambridge +Nationals and Cambridge Technicals. +Our Specifications +We believe in developing specifications that help you +bring the subject to life and inspire your learners to +achieve more. +We’ve created teacher-friendly specifications +based on extensive research and engagement with +the teaching community. They’re designed to be +straightforward and accessible so that you can tailor +the delivery of the course to suit your needs. We aim +to encourage learners to become responsible for their +own learning, confident in discussing ideas, +innovative and engaged. +We provide a range of support services designed to +help you at every stage, from preparation through +to the delivery of our specifications. This includes: +• A wide range of high-quality creative resources +including: +•• Delivery Guides +•• Transition Guides +•• Topic Exploration Packs +•• Lesson Elements +•• . . . and much more. +• Access to Subject Advisors to support you +through the transition and throughout the +lifetime of the specification. +• CPD/Training for teachers to introduce the +qualifications and prepare you for first +teaching. +• Active Results – our free results analysis +service to help you review the performance +of individual learners or whole schools. +• ExamBuilder – our free online past papers +service that enables you to build your own +test papers from past OCR exam questions. +All GCSE (9–1) qualifications offered by OCR are +accredited by Ofqual, the Regulator for qualifications +offered in England. The accreditation number for +OCR’s GCSE (9–1) in Physics A (Gateway Science) is +QN601/8651/3. +1a. Why choose an OCR qualification? +1 Why choose an OCR GCSE (9–1) in Physics A +(Gateway Science)? +12Version 4.2 © OCR 2024 +GCSE (9–1) in Physics A (Gateway Science) +We appreciate that one size doesn’t fit all so we offer +two suites of qualifications in each science: +Physics A (Gateway Science) – Provides a flexible +approach to teaching. The specification is divided +into topics, each covering different key concepts of +physics. Teaching of practical skills is integrated with +the theoretical topics and they are assessed through +the written papers. +Physics B (Twenty First Century Science) – Learners +study physics using a narrative-based approach. +Ideas are introduced within relevant and interesting +settings which help learners to anchor their +conceptual knowledge of the range of topics required +at GCSE level. Practical skills are embedded within +the specification and learners are expected to carry +out practical work in preparation for a written +examination that will specifically test these skills. +All of our specifications have been developed with +subject and teaching experts. We have worked in +close consultation with teachers and other +stakeholders with the aim of including up-to-date +relevant content within a framework that is +interesting to teach and easy to administer +within all centres. +Our new GCSE (9–1) in Physics A (Gateway Science) +qualification builds on our existing popular course. +We’ve based the redevelopment of our GCSE sciences +on an understanding of what works well in centres +large and small. We’ve undertaken a significant +amount of consultation through our science forums +(which include representatives from: learned +societies, HE, teaching and industry) and through +focus groups with teachers. +The content is clear and logically laid out for both +existing centres and those new to OCR, with +assessment models that are straightforward to +administer. We have worked closely with teachers +to provide high quality support materials to guide +you through the new qualifications. +1b. Why choose an OCR GCSE (9–1) in Physics A (Gateway Science)? +Aims and learning outcomes +GCSE study in the sciences provides the foundation +for understanding the material world. Scientific +understanding is changing our lives and is vital to +world’s future prosperity, and all learners should be +taught essential aspects of the knowledge, methods, +process and uses of science. They should be helped to +appreciate how the complex and diverse phenomena +of the natural world can be described in terms of a +small number of key ideas relating to the sciences +which are both inter-linked, and are of universal +application. +These key ideas include: +• the use of conceptual models and theories to +make sense of the observed diversity of natural +phenomena +• the assumption that every effect has one or +more cause +• that change is driven by differences between +different objects and systems when they +interact +• that many such interactions occur over a +distance and over time without direct contact +• that science progresses through a cycle of +hypothesis, practical experimentation, +observation, theory development and review +• that quantitative analysis is a central element +both of many theories and of scientific +methods of inquiry +OCR’s GCSE (9–1) in Physics A (Gateway Science) will +encourage learners to: +• develop scientific knowledge and conceptual +understanding of physics +13Version 4.2 © OCR 2024 +GCSE (9–1) in Physics A (Gateway Science) +• develop understanding of the nature, processes +and methods of science, through different +types of scientific enquiries that help them to +answer scientific questions about the world +around them +• develop and learn to apply observational, +practical, modelling, enquiry and +problem-solving skills, both in the laboratory, in +the field and in other learning environments +• develop their ability to evaluate claims based +on science through critical analysis of the +methodology, evidence and conclusions, both +qualitatively and quantitatively. +14Version 4.2 © OCR 2024 +GCSE (9–1) in Physics A (Gateway Science) +Our GCSE (9–1) in Physics A (Gateway Science) +specification is designed with a concept-led +approach and provides a flexible way of teaching. +The specification: +• is laid out clearly in a series of teaching topics +with guidance included where required to +provide further advice on delivery +• is co-teachable with the GCSE (9–1) in +Combined Science A (Gateway Science) +• embeds practical requirements within the +teaching topics +• identifies opportunities for carrying out +practical activities that enhance learners’ +understanding of physics theory and +practical skills +• highlights opportunities for the introduction of +key mathematical requirements (see Appendix +5g and the To include column for each topic) +into your teaching +• identifies, within the Working scientifically +column, how the skills, knowledge and +understanding of Working Scientifically (WS) +can be incorporated within teaching. +1c. What are the key features of this specification? +1d. How do I find out more information? +Whether new to our specifications, or continuing on +from our legacy offerings, you can find more +information on our webpages at www.ocr.org.uk +Visit our subject pages to find out more about the +assessment package and resources available to +support your teaching. The science team also release +a termly newsletter Science Spotlight (despatched to +centres and available from our subject pages). +If you are not already a registered OCR centre then +you can find out more information on the benefits of +becoming one at: www.ocr.org.uk +If you are not yet an approved centre and would like +to become one go to: www.ocr.org.uk/approvals +Want to find out more? +You can contact the Science Subject Advisors: +E-mail: +ScienceGCSE@ocr.org.uk +Telephone: +01223 553998 +Visit our Online Support Centre at support.ocr.org.uk +Check what CPD events are available: +www.cpdhub.ocr.org.uk +Follow us on Twitter: +https://twitter.com/ocr_science +25Version 4.2 © OCR 2024 +GCSE (9–1) in Physics A (Gateway Science) +Learners are entered for either Foundation Tier (Paper 1 and Paper 2) or Higher Tier (Paper 3 and Paper 4) to be +awarded the OCR GCSE (5–1) in Physics A (Gateway Science). +Content Overview Assessment Overview +Foundation Tier, grades 5 to 1 +Content is split into eight teaching topics P1-P8 and a +practical activity skills topic P9: +• Topic P1: Matter +• Topic P2: Forces +• Topic P3: Electricity +• Topic P4: Magnetism and magnetic fields +• Topic P5: Waves in matter +• Topic P6: Radioactivity +• Topic P7: Energy +• Topic P8: Global challenges +• Topic P9 Practical skills +Paper 1 assesses content from Topics P1-P4 and P9 +Paper 2 assesses content from Topics P5-P8, with +assumed knowledge of Topics P1-P4 and P9 +Paper 1 +J249/01 +90 marks +1 hour 45 minutes +Written paper +50% +of total +GCSE +Paper 2 +J249/02 +90 marks +1 hour 45 minutes +Written paper +50% +of total +GCSE +Higher Tier, grades 9 to 4 +Content is split into eight teaching topics P1-P8 and a +practical activity skills topic P9: +• Topic P1: Matter +• Topic P2: Forces +• Topic P3: Electricity +• Topic P4: Magnetism and magnetic fields +• Topic P5: Waves in matter +• Topic P6: Radioactivity +• Topic P7: Energy +• Topic P8: Global challenges +• Topic P9: Practical skills +Paper 3 assesses content from Topics P1-P4 and P9 +Paper 4 assesses content from Topics P5-P8, with +assumed knowledge of Topics P1-P4 and P9 +Paper 3 +J249/03 +90 marks +1 hour 45 minutes +Written paper +50% +of total +GCSE +Paper 4 +J249/04 +90 marks +1 hour 45 minutes +Written paper +50% +of total +GCSE +J249/02 and J249/04 include synoptic assessment. +2a. OCR’s GCSE (9–1) in Physics A (Gateway Science) (J249) +2 The specification overview +26Version 4.2 © OCR 2024 +GCSE (9–1) in Physics A (Gateway Science) +2b. Content of GCSE (9–1) in Physics A (Gateway Science) (J249) +The GCSE (9–1) in Physics A (Gateway Science) specification content is specified in Section 2c. It is divided into eight teaching topics P1-P8 and a practical activity skills +topic P9. +Learning at GCSE (9–1) in Physics A (Gateway Science) is described in the tables that follow: +Overview of the content layout +Topic P1: Topic title +P1.1 sub-topic +Summary +A short overview of the sub-topic that will be assessed in the examination +Underlying knowledge and understanding +Underlying knowledge and understanding learners should be familiar with linked +to the sub-topic +Common misconceptions +Common misconceptions students often have associated with this topic +Tiering +A brief summary of the tiering of the sub-topic +Reference Mathematical learning outcomes Mathematical skills +(See Appendix 5g) +OCRs mathematics +reference code +This column defines the areas of mathematics that will need to be taught specifically within the context +of this sub-topic. Questions in the examination will assess these learning outcomes within the context of +the topic. +Mathematical skill code as +indicated in Appendix 5g +27Version 4.2 © OCR 2024 +GCSE (9–1) in Physics A (Gateway Science) +Topic content +Opportunities to cover: (see Section 2c) +Items that are contained within these columns are intended +as a starting point for lesson planning. Practical suggestions +(See topic P9) +Learning outcomes To include Maths +(See Appendix 5g) +Working scientifically +(See Appendix 5f) +Spec. +reference +number +þ +Column specifies the subject +content that will be assessed +in the examinations. +This symbol indicates content +that is found only in the +physics separate science +qualification +This column is +included to provide +further/specific +advice on delivery +of the learning +outcome. +Mathematical skills will be +assessed throughout the +examination. This column +highlights the +mathematical skills that +could be taught alongside +the topic content. +Working scientifically will be +assessed throughout the +examination. This column +highlights the working +scientifically skills that could +be taught alongside the topic +content. +The compulsory practical skills +covered by the Practical Activity +Groups or PAGs are indicated in +the table in Topic P9. Activities in +this column can be used to +supplement the PAGs using topic +appropriate experiments +28Version 4.2 © OCR 2024 +GCSE (9–1) in Physics A (Gateway Science) +Physics is the science of the fundamental concepts +of field, force, radiation and particle structures, +which are inter-linked to form unified models of +the behaviour of the material universe. From such +models, a wide range of ideas, from the broadest +issue of the development of the universe over time +to the numerous and detailed ways in which new +technologies may be invented, have emerged. These +have enriched both our basic understanding of, and +our many adaptations to, our material environment. +Students should be helped to understand how, +through the ideas of physics, the complex and +diverse phenomena of the natural world can be +described in terms of a small number of key ideas +which are of universal application and which can +be illustrated in the separate topics set out below. +These ideas include: +• the use of models, as in the particle model of +matter or the wave models of light and of +sound +• the concept of cause and effect in explaining +such links as those between force and +acceleration, or between changes in atomic +nuclei and radioactive emissions +• the phenomena of ‘action at a distance’ and +the related concept of the field as the key to +analysing electrical, magnetic and gravitational +effects +• that differences, for example between +pressures or temperatures or electrical +potentials, are the drivers of change +• that proportionality, for example between +weight and mass of an object or between +force and extension in a spring, is an important +aspect of many models in science +• that physical laws and models are expressed in +mathematical form. +Physics key ideas +29Version 4.2 © OCR 2024 +GCSE (9–1) in Physics A (Gateway Science) +Summary of content for GCSE (9–1) in Physics A (Gateway Science) +Topic P1: Matter Topic P2: Forces Topic P3: Electricity +P1.1 The particle model +P1.2 Changes of state +P1.3 Pressure +P2.1 Motion +P2.2 Newton’s laws +P2.3 Forces in action +P3.1 Static and charge +P3.2 Simple circuits +Topic P4: Magnetism and magnetic fields Topic P5: Waves in matter Topic P6: Radioactivity +P4.1 Magnets and magnetic fields +P4.2 Uses of magnetism +P5.1 Wave behaviour +P5.2 The electromagnetic spectrum +P5.3 Wave interaction +P6.1 Radioactive emissions +P6.2 Uses and hazards +Topic P7: Energy Topic P8: Global challenges +P7.1 Work done +P7.2 Power and efficiency +P8.1 Physics on the move +P8.2 Powering Earth +P8.3 Beyond Earth +Topic P9 is a practical-based topic which provides learners with the necessary skills to undertake the 15% practical content in the examinations. +210Version 4.2 © OCR 2024 +GCSE (9–1) in Physics A (Gateway Science) 2c. Content of topics P1 to P9 +Topic P1: Matter +P1.1 The particle model +Summary +Knowledge and understanding of the particle nature of matter is fundamental to +physics. Learners need to have an appreciation of matter in its different forms, +they must also be aware of subatomic particles, their relative charges, masses +and positions inside the atom. The structure and nature of atoms are essential to +the further understanding of physics. The knowledge of subatomic particles is +needed to explain many phenomena, for example the transfer of charges, as well +as radioactivity. (Much of this content overlaps with that in the GCSE (9–1) in +Chemistry A (Gateway Science content.) +Underlying knowledge and understanding +Learners should be aware of the atomic model, and that atoms are examples of +particles. They should also know the difference between atoms, molecules and +compounds. Learners should understand how density can be affected by the state +materials are in. +Common misconceptions +Learners commonly confuse the different types of particles (subatomic particles, +atoms and molecules) which can be addressed through the teaching of this topic. +They commonly misunderstand the conversions between different units used in +the measurement of volume. +Tiering +Statements shown in bold type will only be tested in the Higher Tier papers. +All other statements will be assessed in both Foundation and Higher Tier papers. +Reference Mathematical learning outcomes Mathematical skills +PM1.1i recall and apply: +mass (kg) +density (kg/m ) volume (m ) +3 +3 += +M1a, M1b, M1c, M3b, M3c, M5c +211Version 4.2 © OCR 2024 +GCSE (9–1) in Physics A (Gateway Science) +Topic content Opportunities to cover: +Practical suggestions +Learning outcomes To include Maths Working +scientifically +P1.1a describe how and why the atomic model has +changed over time +the Thomson, Rutherford +(alongside Geiger and +Marsden) and Bohr models +M5b WS1.1a, +WS1.1c, +WS1.1g +Timeline showing the development of +atomic theory. +Discussion of the different roles played in +developing the atomic model and how +different scientists worked together. +P1.1b describe the atom as a positively charged +nucleus surrounded by negatively charged +electrons, with the nuclear radius much +smaller than that of the atom and with +almost all of the mass in the nucleus +M5b WS1.1b Model making (including 3D) of atomic +structures. +P1.1c recall the typical size (order of magnitude) of +atoms and small molecules +knowledge that it is typically +1 × 10–10m +M1b WS1.1d +P1.1d define density WS1.2b, +WS1.2c, +WS1.3c, +WS1.3d, +WS1.4a, +WS1.4b, +WS1.4e, +WS1.4f, +WS2a, WS2b, +WS2c, WS2d +Measurement of length, volume and +mass and using them to calculate density. +(PAG P1) +Investigation of Archimedes’ Principle +using eureka cans. (PAG P1) +P1.1e explain the differences in density between +the different states of matter in terms of the +arrangements of the atoms and molecules +M5b WS1.1b +P1.1f apply the relationship between density, mass +and volume to changes where mass is +conserved +M1a, M1b, +M1c, M3c +212Version 4.2 © OCR 2024 +GCSE (9–1) in Physics A (Gateway Science) P1.2 Changes of state +Summary +A clear understanding of the foundations of the physical world forms a solid basis +for further study of physics. Understanding of the relationship between the states +of matter helps to explain different types of everyday physical changes that we +see around us. +Underlying knowledge and understanding +Learners should be familiar with the structure of matter and the similarities and +differences between solids, liquids and gases. They should have an idea of the +particle model and be able to use it to model changes in particle behaviour during +changes of state. Learners should be aware of the effect of temperature in the +motion and spacing of particles and an understanding that energy can be stored +internally by materials. +Common misconceptions +Learners commonly carry misconceptions about matter: assuming atoms are +always synonymous with particles. Learners also struggle to explain what is +between the particles, instinctively ‘filling’ the gaps with ‘air’ or ‘vapour’. They +often struggle to visualise the 3D arrangement of particles in all states of matter. +Learners can find it challenging to understand how kinetic theory applies to +heating materials and how to use the term temperature correctly, regularly +confusing the terms temperature and heat. +Tiering +Statements shown in bold type will only be tested in the Higher Tier papers. +All other statements will be assessed in both Foundation and Higher Tier papers. +Reference Mathematical learning outcomes Mathematical skills +PM1.2i apply: change in thermal energy (J) = mass (kg) × specific heat capacity (J/kg °C) × change in temperature (°C) M1a, M3b, M3c, M3d +PM1.2ii apply: thermal energy for a change in state (J) = mass (kg) × specific latent heat (J/kg) M1a, M3b, M3c, M3d +Topic content Opportunities to cover: +Practical suggestions +Learning outcomes To include Maths Working +scientifically +P1.2a describe how mass is conserved when substances +melt, freeze, evaporate, condense or sublimate +WS1.3a, +WS1.3e, +WS1.4a, +WS2a, WS2c +Use of a data logger to record +change in state and mass at different +temperatures. (PAG P5) +Demonstration of distillation to show +that mass is conserved during +evaporation and condensation. +(PAG P5) +213Version 4.2 © OCR 2024 +GCSE (9–1) in Physics A (Gateway Science) +Learning outcomes To include Maths Working +scientifically Practical suggestions +P1.2b describe that physical changes differ from +chemical changes because the material recovers +its original properties if the change is reversed +P1.2c describe how heating a system will change the +energy stored within the system and raise its +temperature or produce changes of state +WS1.3a, +WS1.3e, +WS1.4a, +WS2a, WS2b, +WS2c +Observation of the crystallisation of +salol in water under a microscope. +Use of thermometer with a range of +-10–110 °C, to record the temperature +changes of ice as it is heated. (PAG P1) +P1.2d define the term specific heat capacity and +distinguish between it and the term specific +latent heat +specific latent heat of fusion +and specific latent heat of +vaporisation +WS1.2e, +WS1.3b, +WS1.3c, +WS1.3h, +WS1.4a, +WS1.4f, +WS2a, WS2b +Investigation of the specific heat +capacity of different metals or water +using electrical heaters and a +joulemeter. (PAG P5) +P1.2e apply the relationship between change in internal +energy of a material and its mass, specific heat +capacity and temperature change to calculate the +energy change involved +M1a, M3c, +M3d +P1.2f apply the relationship between specific latent +heat and mass to calculate the energy change +involved in a change of state +M1a, M3c, +M3d +WS1.2e, +WS1.3b, +WS1.3c, +WS1.3h, +WS1.4a, +WS1.4f, +WS2a, WS2b +Measurement of the specific latent +heat of vaporisation of water. (PAG P5) +Measurement of the specific latent +heat of stearic acid. (PAG P5) +214Version 4.2 © OCR 2024 +GCSE (9–1) in Physics A (Gateway Science) P1.3 Pressure +Summary +This section develops the understanding of pressure in gases and liquids. Pressure +in gases builds on the particle model, and in liquids the increase in pressure with +depth is explained as the weight of a column of liquid acting on a unit area. +Underlying knowledge and understanding +Learners should be aware of the change in pressure in the atmosphere and +in liquids with height (qualitative relationship only). They should have an +understanding of floating and sinking and the effect of upthrust. Learners +should know that pressure is measured by a ratio of force over area which is +acting at a normal to the surface. +Common misconceptions +Learners commonly have misconceptions about floating and sinking, based +on the premise that light or small objects float and heavy or large objects sink. +They often misunderstand the role of pressure difference and suction e.g. the +collapsing can experiment and the forcing of air into the lungs during inhalation. +Tiering +Statements shown in bold type will only be tested in the Higher Tier papers. +All other statements will be assessed in both Foundation and Higher Tier papers. +Reference Mathematical learning outcomes Mathematical skills +PM1.3i þ apply: for a given mass of gas at a constant temperature +pressure (Pa) × volume (m3) = constant +M1a, M3b, M3c, M3d +PM1.3ii þ apply: +pressure due to a column of liquid (Pa) = height of column (m) × density of liquid (kg/m3) × gravitational field strength (N/kg) +M1a, M1c, M3b, M3c, M3d +Topic content Opportunities to cover: +Practical suggestions +Learning outcomes To include Maths Working +scientifically +P1.3a explain how the motion of the +molecules in a gas is related both to +its temperature and its pressure +application to closed +systems only +M1c, M4a, +M5b +WS1.1b, +WS1.2a, +WS1.2e, +WS1.3e, +WS1.4a, +WS2a +Demonstration of the difference in pressure +in an inflated balloon that has been heated +and frozen. (PAG P1) +Building manometers and using them to +show pressure changes in heated/cooled +volumes of gas. (PAG P1) +215Version 4.2 © OCR 2024 +GCSE (9–1) in Physics A (Gateway Science) +Learning outcomes To include Maths Working +scientifically Practical suggestions +P1.3b explain the relationship between the +temperature of a gas and its pressure +at constant volume (qualitative only) +M1c, M5b WS1.1b, +WS1.2a, +WS1.2e, +WS1.3e, +WS1.4a, +WS2a +Demonstration of the exploding can +experiment. +Building of Alka-Seltzer rockets with film +canisters. +P1.3c þ recall that gases can be compressed or +expanded by pressure changes and +that the pressure produces a net force +at right angles to any surface +M4a, M5b WS1.1b, +WS1.2a, +WS1.2e, +WS1.3e, +WS1.4a, +WS2a +Compressing syringes containing sand, +water and air. (PAG P1) +Demonstration of the collapsing can +experiment. +Demonstration of the Cartesian diver +experiment. +P1.3d þ explain how increasing the volume in +which a gas is contained, at constant +temperature can lead to a decrease in +pressure +behaviour regarding particle +velocity and collisions +M1c, M4a, +M5b +WS1.1b, +WS1.2a, +WS1.2e, +WS1.3e, +WS1.4a +Demonstration of the behaviour of +marshmallows in a vacuum. +P1.3e þ explain how doing work on a gas can +increase its temperature +examples such as a +bicycle pump +WS1.1b, +WS1.2a +Demonstration of heat production in a +bicycle inner tube as it is pumped up. +P1.3f þ describe a simple model of the Earth’s +atmosphere and of atmospheric +pressure +an assumption of uniform +density; knowledge of layers +is not expected +M5b +P1.3g þ explain why atmospheric pressure +varies with height above the surface +of the planet +216Version 4.2 © OCR 2024 +GCSE (9–1) in Physics A (Gateway Science) +Learning outcomes To include Maths Working +scientifically Practical suggestions +P1.3h þ describe the factors which influence +floating and sinking +P1.3i þ explain why pressure in a liquid varies +with depth and density and how this +leads to an upwards force on a +partially submerged object +WS1.1b, +WS1.2a, +WS1.3a, +WS2a +Discussion of buoyancy of a ping pong ball +in water. +P1.3j þ calculate the differences in pressure at +different depths in a liquid +knowledge that g is the +strength of the gravitational +field and has a value of +10 N/kg near the Earth’s +surface +M1c, M3c WS1.1b, +WS1.2a +Demonstration of differences in water +pressure using a pressure can with holes. +217Version 4.2 © OCR 2024 +GCSE (9–1) in Physics A (Gateway Science) +Topic P2: Forces +P2.1 Motion +Summary +Having looked at the nature of matter which makes up objects, we move on to +consider the effects of forces. The interaction between objects leads to actions +which can be seen by the observer, these actions are caused by forces between +the objects in question. Some of the interactions involve contact between the +objects, others involve no contact. We will also consider the importance of the +direction in which forces act to allow understanding of the importance of vector +quantities when trying to predict the action. +Underlying knowledge and understanding +From their work in Key Stage 3 Science, learners will have a basic knowledge of +the mathematical relationship between speed, distance and time. They should +also be able to represent this information in a distance-time graph and have an +understanding of relative motion of objects. +Common misconceptions +Learners can find the concept of action at a distance challenging. They have a +tendency to believe that a velocity must have a positive value and have difficulty +in associating a reverse in direction with a change in sign. It is therefore important +to make sure learners are knowledgeable about the vector–scalar distinction. +Tiering +Statements shown in bold type will only be tested in the Higher Tier papers. +All other statements will be assessed in both Foundation and Higher Tier papers. +Reference Mathematical learning outcomes Mathematical skills +PM2.1i recall and apply: distance travelled (m) = speed (m/s) × time (s) M1a, M2b, M3a, M3b, M3c, M3d, M4a, +M4b, M4c, M4d, M4e +PM2.1ii recall and apply: +acceleration (m/s2) = time (s) +change in velocity (m/s) +M1a, M3a, M3b, M3c, M3d +PM2.1iii apply: (final velocity (m/s))2 – (initial velocity (m/s))2 = 2 × acceleration (m/s2) × distance (m) M1a, M3a, M3b, M3c, M3d +PM2.1iv recall and apply: kinetic energy (J) = 2 +1 × mass (kg) × (speed (m/s))2 M1a, M3a, M3b, M3c, M3d +218Version 4.2 © OCR 2024 +GCSE (9–1) in Physics A (Gateway Science) +Topic content Opportunities to cover: +Practical suggestions +Learning outcomes To include Maths Working +scientifically +P2.1a describe how to measure distance and time in +a range of scenarios +P2.1b describe how to measure distance and time +and use these to calculate speed +from graphs M4a, M4b, +M4c, M4d, +M4f +WS1.2b, +WS1.2e, +WS1.3a, +WS1.3b, +WS1.3c, +WS1.3g, +WS1.3h, +WS1.3i, +WS2a, WS2b, +WS2c, WS2d +Calculations of the speeds of +learners when they walk and run +a measured distance. +Investigation of trolleys on ramps at +an angle and whether this affects +speed. (PAG P3) +P2.1c make calculations using ratios and +proportional reasoning to convert units +and to compute rates +conversion from non-SI to SI units M1c, M3c +P2.1d explain the vector–scalar distinction as it +applies to displacement and distance, velocity +and speed +P2.1e relate changes and differences in motion to +appropriate distance-time, and velocity-time +graphs; interpret lines and slopes +M4a, M4b, +M4c, M4d +WS1.3a Learners to draw displacement-time +and velocity-time graphs of their +journey to school. (PAG P3) +P2.1f interpret enclosed area in velocity-time +graphs +M4a, M4b, +M4c, M4d, +M4f +219Version 4.2 © OCR 2024 +GCSE (9–1) in Physics A (Gateway Science) +Learning outcomes To include Maths Working +scientifically Practical suggestions +P2.1g calculate average speed for non-uniform +motion +M1a, M1c, +M2b, M3c +P2.1h apply formulae relating distance, time and +speed, for uniform motion, and for motion +with uniform acceleration +M1a, M1c, +M2b, M3c +WS1.2b, +WS1.2e, +WS1.3a, +WS1.3b, +WS1.3c, +WS1.3g, +WS1.3h, +WS1.3i, +WS2a, WS2b, +WS2c, WS2d +Investigation of acceleration. +(PAG P3) +220Version 4.2 © OCR 2024 +GCSE (9–1) in Physics A (Gateway Science) P2.2 Newton’s laws +Summary +Newton’s laws of motion essentially define the means by which motion changes +and the relationship between these changes in motion with force and mass. +Underlying knowledge and understanding +Learners should have an understanding of contact and non-contact forces +influencing the motion of an object. They should be aware of the newton and +that this is the unit of force. The three laws themselves will be new to the +learners. Learners are expected to be able to use force arrows and have an +understanding of balanced and unbalanced forces. +Common misconceptions +Learners commonly have misconceptions about objects needing a net force for +them to continue to move steadily and can struggle to understand that stationary +objects also have forces acting on them. Difficulties faced by learners when trying +to differentiate between scalar and vector quantities is the idea of objects with +a changing direction not having a constant vector value, for example, objects +moving in a circle. This issue also arises with the concept of momentum and +changes in momentum of colliding objects. +Tiering +Statements shown in bold type will only be tested in the Higher Tier papers. +All other statements will be assessed in both Foundation and Higher Tier papers. +Reference Mathematical learning outcomes Mathematical skills +PM2.2i recall and apply: force (N) = mass (kg) × acceleration (m/s2) M1a, M2a, M3a, M3b, M3c, M3d +PM2.2ii recall and apply: momentum (kg m/s) = mass (kg) × velocity (m/s) M1a, M2a, M3a, M3b, M3c, M3d +PM2.2iii recall and apply: work done (J) = force (N) × distance (m) (along the line of action of the force) M1a, M2a, M3a, M3b, M3c, M3d +PM2.2iv recall and apply: +power (W) = time (s) +work done(J) +M1a, M2a, M3a, M3b, M3c, M3d +221Version 4.2 © OCR 2024 +GCSE (9–1) in Physics A (Gateway Science) +Topic content Opportunities to cover: +Practical suggestions +Learning outcomes To include Maths Working +scientifically +P2.2a recall examples of ways in which objects interact electrostatics, gravity, +magnetism and by +contact (including +normal contact force +and friction) +P2.2b describe how such examples involve interactions +between pairs of objects which produce a force on +each object +P2.2c represent forces as vectors drawing free body force +diagrams to demonstrate +understanding of forces +acting as vectors +M5b WS1.2a, +WS1.2b, +WS1.2c, +WS1.2e, +WS1.3a, +WS1.3c, +WS1.3e, +WS1.3h, +WS2a, WS2b, +WS2d +Measurement of the velocity +of ball bearings in glycerol at +different temperatures or of +differing sizes. (PAG P3) +P2.2d apply Newton’s first law to explain the motion of an +object moving with uniform velocity and also an object +where the speed and/or direction change +looking at forces on one +body and resultant forces +and their effects +(qualitative only) +WS1.3e, +WS2a +Demonstration of the +behaviour of colliding gliders +on a linear air track. (PAG P3) +Use of balloon gliders to +consider the effect of a force +on a body. +P2.2e use vector diagrams to illustrate resolution of forces, a +net force (resultant force), and equilibrium situations +scale drawings limited to +parallel and perpendicular +vectors only +M4a, M5a, +M5b +222Version 4.2 © OCR 2024 +GCSE (9–1) in Physics A (Gateway Science) +Learning outcomes To include Maths Working +scientifically Practical suggestions +P2.2f describe examples of the forces acting on an isolated +solid object or system +examples of objects that +reach terminal velocity +for example skydivers +and applying similar +ideas to vehicles +WS1.2a, +WS1.2b, +WS1.2c, +WS1.2e, +WS1.3a, +WS1.3c, +WS1.3e, +WS1.3h, +WS2a, WS2b, +WS2d +Learners to design and build a +parachute for a mass, and +measure its terminal velocity +as it is dropped. (PAG P3) +P2.2g describe, using free body diagrams, examples where +two or more forces lead to a resultant force on an object +P2.2h describe, using free body diagrams, examples of the +special case where forces balance to produce a resultant +force of zero (qualitative only) +P2.2i apply Newton’s second law in calculations relating forces, +masses and accelerations +M1a, M2a, +M3b, M3c, +M3d +WS1.2a, +WS1.2b, +WS1.2c, +WS1.2e, +WS1.3a, +WS1.3c, +WS1.3e, +WS1.3h, +WS2a, WS2b, +WS2c, WS2d +Use of light gates, weights +and trolleys to investigate +the link between force and +acceleration. (PAG P2) +223Version 4.2 © OCR 2024 +GCSE (9–1) in Physics A (Gateway Science) +Learning outcomes To include Maths Working +scientifically Practical suggestions +P2.2j explain that inertia is a measure of how difficult it is to +change the velocity of an object and that the inertial +mass is defined as the ratio of force over acceleration +P2.2k define momentum and describe examples of +momentum in collisions +an idea of the law of +conservation of +momentum in collisions +WS1.2a, +WS1.2b, +WS1.2c, +WS1.2e, +WS1.3a, +WS1.3c, +WS1.3e, +WS1.3h, +WS2a, WS2b, +WS2c, WS2d +Use of light gates, weights +and trolleys to measure +momentum of colliding +trollies. (PAG P3) +Use of a water rocket to +demonstrate that the +explosion propels the water +down with the same +momentum as the rocket +shoots up. +P2.2l þ apply formulae relating force, mass, velocity and +acceleration to explain how the changes involved are +inter-related +M3b, M3c, +M3d +P2.2m use the relationship between work done, force, and +distance moved along the line of action of the force and +describe the energy transfer involved +M1a, M2a, +M3a, M3b, +M3c, M3d +WS1.4a, +WS2a, WS2b +Measurement of work done +by learners lifting weights or +walking up stairs. (PAG P5) +P2.2n calculate relevant values of stored energy and energy +transfers; convert between newton-metres and joules +M1c, M3c WS1.4e, +WS1.4f +P2.2o explain, with reference to examples, the definition of +power as the rate at which energy is transferred +P2.2p recall and apply Newton’s third law application to situations +of equilibrium and +non-equilibrium +P2.2q explain why an object moving in a circle with a constant +speed has a changing velocity (qualitative only) +WS1.3e Demonstration of spinning a +rubber bung on a string. +224Version 4.2 © OCR 2024 +GCSE (9–1) in Physics A (Gateway Science) P2.3 Forces in action +Summary +Forces acting on an object can result in a change of shape or motion. Having +looked at the nature of matter, we can now introduce the idea of fields and +forces causing changes. This develops the idea that force interactions between +objects can take place even if they are not in contact. Learners should be +familiar with forces associated with deforming objects, with stretching and +compressing (springs). +Underlying knowledge and understanding +Learners should have an understanding of forces acting to deform objects and to +restrict motion. They should already be familiar with Hooke’s Law and the idea +that, when work is done by a force, it results in an energy transfer and leads to +energy being stored by an object. Learners are expected to know that there is a +force due to gravity and that gravitational field strength differs on other planets +and stars. +Common misconceptions +Learners commonly have difficulty understanding that the weight of an object +is not the same as its mass from the everyday use of the term ‘weighing’. +The concept of force multipliers can also be challenging even though the basic +concepts are ones covered at Key Stage 3. +Tiering +Statements shown in bold type will only be tested in the Higher Tier papers. +All other statements will be assessed in both Foundation and Higher Tier papers. +Reference Mathematical learning outcomes Mathematical skills +PM2.3i recall and apply: +force exerted by a spring (N) = spring constant (N/m) × extension (m) +M1a, M2a, M3a, M3b, M3c, M3d +PM2.3ii apply: energy transferred in stretching (J) = 2 +1 × spring constant (N/m) × (extension (m))2 M1a, M2a, M3a, M3b, M3c, M3d +PM2.3iii recall and apply: gravitational force (N) = mass (kg) × gravitational field strength (N/kg) M1a, M2a, M3a, M3b, M3c, M3d +PM2.3iv recall and apply: +gravitational potential energy (J) = mass (kg) × gravitational field strength (N/kg) × height (m) +M1a, M2a, M3a, M3b, M3c, M3d +PM2.3v þ recall and apply: +pressure (Pa) = area of that surface (m ) +force normal to a surface (N) +2 +M1a, M2a, M3a, M3b, M3c, M3d +PM2.3vi þ recall and apply: +moment of a force (N m) = force (N) × distance (m) (normal to direction of the force) +M1a, M2a, M3a, M3b, M3c, M3d +225Version 4.2 © OCR 2024 +GCSE (9–1) in Physics A (Gateway Science) +Topic content Opportunities to cover: +Practical suggestions +Learning outcomes To include Maths Working +scientifically +P2.3a explain that to stretch, bend or compress +an object, more than one force has to be +applied +applications to real life situations WS1.1b, +WS1.1e, +WS1.2a, +WS1.2b, +WS1.2c, +WS1.2e, +WS1.3a, +WS1.3c, +WS1.3e, +WS1.3f, +WS1.3g, +WS2a, WS2b, +WS2c +Use of a liquorice bungee or +spring to explore extension +and stretching. (PAG P2) +P2.3b describe the difference between elastic and +plastic deformation (distortions) caused by +stretching forces +WS1.1b, +WS1.1e, +WS1.2a, +WS1.2b, +WS1.2c, +WS1.2e, +WS1.3a, +WS1.3c, +WS1.3e, +WS1.3f, +WS1.3g, +WS2a, WS2b, +WS2c +Comparisons of behaviour +of springs and elastic bands +when loading and unloading +with weights. (PAG P2) +226Version 4.2 © OCR 2024 +GCSE (9–1) in Physics A (Gateway Science) +Learning outcomes To include Maths Working +scientifically Practical suggestions +P2.3c describe the relationship between force +and extension for a spring and other simple +systems +graphical representation of the +extension of a spring +M1a, M2a, +M4a, M4b, +M4c +WS1.1b, +WS1.1e, +WS1.2a, +WS1.2b, +WS1.2c, +WS1.2e, +WS1.3a, +WS1.3c, +WS1.3e, +WS1.3f, +WS1.3g, +WS1.4f, +WS2a, WS2b, +WS2c +Investigation of forces on +springs – Hooke’s law. (PAG P2) +P2.3d describe the difference between linear and +non-linear relationships between force and +extension +M1a, M2a, +M4a, M4b, +M4c +WS1.1b, +WS1.1e, +WS1.2a, +WS1.2b, +WS1.2c, +WS1.2e, +WS1.3a, +WS1.3c, +WS1.3e, +WS1.3f, +WS1.3g, +WS2a, WS2b, +WS2c +Investigation of the +elastic limit of springs and +other materials. (PAG P2) +P2.3e calculate a spring constant in linear cases M1a, M2a, +M3a, M3b, +M3c, M3d +227Version 4.2 © OCR 2024 +GCSE (9–1) in Physics A (Gateway Science) +Learning outcomes To include Maths Working +scientifically Practical suggestions +P2.3f calculate the work done in stretching M1a, M2a, +M3a, M3b, +M3c, M3d, +M4a, M4b, +M4c, M4f +WS1.1b, +WS1.2a, +WS1.2b, +WS1.2c, +WS1.2e, +WS1.3a, +WS1.3c, +WS1.3e, +WS1.3f, +WS1.3g, +WS1.4f, +WS2c +Use of data from stretching an +elastic band with weights to +plot a graph to calculate the +work done. (PAG P2) +P2.3g describe that all matter has a gravitational +field that causes attraction, and the field +strength is much greater for massive objects +P2.3h define weight, describe how it is measured +and describe the relationship between the +weight of an object and the gravitational +field strength, g +knowledge that the gravitational field +strength is known as g and has a value +of 10 N/kg at the Earth’s surface +WS1.1b Calculations of weight on +different planets. +P2.3i recall the acceleration in free fall +P2.3j þ apply formulae relating force, mass and +relevant physical constants, including +gravitational field strength, g, to explore +how changes in these are inter-related +M1c, M3b, +M3c +P2.3k þ describe examples in which forces cause +rotation +location of pivot points and whether a +resultant turning force will be in a +clockwise or anticlockwise direction +228Version 4.2 © OCR 2024 +GCSE (9–1) in Physics A (Gateway Science) +Learning outcomes To include Maths Working +scientifically Practical suggestions +P2.3l þ define and calculate the moment of a force application of the principle of +moments for objects which are +balanced +M1a, M1c, +M2a, M3a, +M3b, M3c, +M3d +WS1.2a, +WS1.2b, +WS1.3e, +WS2a, WS2b, +WS2c +Investigation of moments +using a meter ruler, pivot and +balancing masses. (PAG P2) +P2.3m þ explain how levers and gears transmit the +rotational effects of forces +an understanding of ratios and how +this enables gears and levers to work +as force multipliers +M1c +P2.3n þ recall that the pressure in fluids (gases and +liquids) causes a net force at right angles to +any surface +WS1.1b, +WS1.2a, +WS1.4a +Demonstration of balloons +being pushed onto a single +drawing pin versus many +drawing pins. +P2.3o þ use the relationship between the force, the +pressure and the area in contact +an understanding of how simple +hydraulic systems work +M1a, M2a, +M3a, M3b, +M3c, M3d +229Version 4.2 © OCR 2024 +GCSE (9–1) in Physics A (Gateway Science) +Topic P3: Electricity +P3.1 Static and charge +Summary +Having established the nature of matter, consideration is now given to the +interactions between matter and electrostatic fields. These interactions are +derived from the structure of matter which was considered in Topic P1. The +generation of charge is considered. Charge is a fundamental property of matter. +There are two types of charge which are given the names ‘positive’ and ‘negative’. +Underlying knowledge and understanding +Learners should be aware of electron transfer leading to objects becoming +statically charged and the forces between them. They should also be aware of +the existence of an electric field. +Common misconceptions +Learners commonly have difficulty classifying materials as insulators or +conductors. They find it difficult to remember that positive charge does not move +to make a material positive, rather it is the movement of electrons. +Tiering +Statements shown in bold type will only be tested in the Higher Tier papers. +All other statements will be assessed in both Foundation and Higher Tier papers. +Reference Mathematical learning outcomes Mathematical skills +PM3.1i recall and apply: charge flow (C) = current (A) × time (s) M1a, M2a, M3a, M3b, M3c, M3d +230Version 4.2 © OCR 2024 +GCSE (9–1) in Physics A (Gateway Science) +Topic content Opportunities to cover: +Practical suggestions +Learning outcomes To include Maths Working +scientifically +P3.1a describe that charge is a property of all matter +and that there are positive and negative +charges +the understanding that in +most bodies there are an +equal number of positive and +negative charges resulting in +the body having zero net +charge +WS1.1b, +WS1.1e, +WS1.2a, +WS1.3e, +WS2a +Use of charged rods to repel or +attract one another. +Use of a charged rod to deflect +water or pick up paper. +Discussion of why charged balloons +are attracted to walls. +P3.1b describe the production of static electricity, +and sparking, by rubbing surfaces, and +evidence that charged objects exert forces of +attraction or repulsion on one another when +not in contact +the understanding that static +charge only builds up on +insulators +WS1.1b, +WS1.1e, +WS1.2a, +WS1.3e +Use of a Van de Graaff generator. +P3.1c explain how transfer of electrons between +objects can explain the phenomena of static +electricity +WS1.1b, +WS1.3e, +WS1.3f, +WS2a +Use of the gold leaf electroscope +and a charged rod to observe and +discuss behaviour. +P3.1d þ explain the concept of an electric field and +how it helps to explain the phenomena of +static electricity +how electric fields relate to +the forces of attraction and +repulsion +M5b WS1.3e Demonstration of semolina on +castor oil to show electric fields. +P3.1e recall that current is a rate of flow of charge +(electrons) and the conditions needed for +charge to flow +conditions for charge to flow: +source of potential difference +and a closed circuit +P3.1f recall that current has the same value at any +point in a single closed loop +P3.1g recall and use the relationship between +quantity of charge, current and time +M1a, M2a, +M3a, M3b, +M3c, M3d +231Version 4.2 © OCR 2024 +GCSE (9–1) in Physics A (Gateway Science) +P3.2 Simple circuits +Summary +Electrical currents depend on the movement of charge and the interaction of +electrostatic fields. Electrical current, potential difference and resistance are all +discussed in this section. The relationship between them is considered and +learners will investigate this using circuits. +Underlying knowledge and understanding +Learners should have been introduced to the measurement of conventional +current and potential difference in circuits. They will have an understanding of +how to assemble series and parallel circuits and of how they differ with respect to +conventional current and potential difference. Learners are expected to have an +awareness of the relationship between potential difference, current and +resistance and the units in which they are measured. +Common misconceptions +Learners find the concept of potential difference very difficult to grasp. They +find it difficult to understand the behaviour of charge in circuits and through +components and how this relates to energy or work done within a circuit. +Tiering +Statements shown in bold type will only be tested in the Higher Tier papers. +All other statements will be assessed in both Foundation and Higher Tier papers. +Reference Mathematical learning outcomes Mathematical skills +PM3.2i recall and apply: potential difference (V) = current (A) × resistance (Ω) M1a, M2a, M3a, M3b, M3c, M3d +PM3.2ii recall and apply: energy transferred (J) = charge (C) × potential difference (V) M1a, M2a, M3a, M3b, M3c, M3d +PM3.2iii recall and apply: power (W) = potential difference (V) × current (A) M1a, M2a, M3a, M3b, M3c, M3d +recall and apply: power (W) = (current (A))2 × resistance (Ω) +PM3.2iv recall and apply: energy transferred (J, kW h) = power (W, kW) × time (s, h) M1a, M2a, M3a, M3b, M3c, M3d +232Version 4.2 © OCR 2024 +GCSE (9–1) in Physics A (Gateway Science) +Topic content Opportunities to cover: +Practical suggestions +Learning outcomes To include Maths Working +scientifically +P3.2a describe the differences between series and parallel +circuits +positioning of measuring +instruments in circuits +and descriptions of the +behaviour of energy, current +and potential difference +WS1.1b, +WS1.2a, +WS1.2b, +WS1.2c, +WS1.3a, +WS1.3b, +WS1.3e, +WS1.3f, +WS1.3h, +WS1.4a, +WS2a, WS2b, +WS2c, WS2d +Building of circuits to measure +potential difference and current in +both series and parallel circuits. +(PAG P7) +P3.2b represent d.c. circuits with the conventions of +positive and negative terminals, and the symbols +that represent common circuit elements +cells, power supply, diodes, +LDRs, NTC thermistors, +filament lamps, ammeter, +voltmeter, fixed and variable +resistors and switch +WS1.1b, +WS1.2a, +WS1.2b, +WS1.2c, +WS1.3a, +WS1.3b, +WS1.3e, +WS1.3f, +WS1.3h, +WS1.4a, WS2a, +WS2b, WS2c, +WS2d +Building circuits from diagrams. +(PAG P7) +233Version 4.2 © OCR 2024 +GCSE (9–1) in Physics A (Gateway Science) +Learning outcomes To include Maths Working +scientifically Practical suggestions +P3.2c recall that current, I, depends on both resistance, R, +and potential difference, V, and the units in which +these are measured +the definition of potential +difference +WS1.1b, +WS1.2a, +WS1.2b, +WS1.2c, +WS1.3a, +WS1.3b, +WS1.3c, +WS1.3e, +WS1.3f, +WS1.3h, +WS1.4a, WS2a, +WS2b, WS2c, +WS2d +Recording of p.d. across and +current through different +components and calculate +resistances. (PAG P6) +P3.2d recall and apply the relationship between I, R and V, +and that for some resistors the value of R remains +constant but that in others it can change as the +current changes +M1a, M2a, +M3a, M3b, +M3c, M3d +WS1.1b, +WS1.2a, +WS1.2b, WS1.2c, +WS1.3a, +WS1.3b, WS1.3c, +WS1.3e, WS1.3f, +WS1.3h, +WS1.4a, WS2a, +WS2b, WS2c, +WS2d +Investigation of resistance in a +wire. (PAG P6) +Investigation of the effect of +length on resistance in a wire. +(PAG P7) +P3.2e explain that for some resistors the value of R remains +constant but that in others it can change as the +current changes +P3.2f explain the design and use of circuits to explore such +effects +components such as wire of +varying resistance, filament +lamps, diodes, NTC +thermistors and LDRs +Building circuits and measurement +of current and potential +difference. +234Version 4.2 © OCR 2024 +GCSE (9–1) in Physics A (Gateway Science) +Learning outcomes To include Maths Working +scientifically Practical suggestion +P3.2g use graphs to explore whether circuit elements are +linear or non-linear +M4c, M4d WS1.1b, +WS1.2a, +WS1.2b, +WS1.2c, +WS1.3a, +WS1.3b, +WS1.3c, +WS1.3e, +WS1.3f, +WS1.3h, +WS1.4a, +WS2a, +WS2b, +WS2c, WS2d +Investigation of I-V characteristics +of circuit elements. (PAG P6) +P3.2h use graphs and relate the curves produced to the +function and properties of circuit elements +components such as wire +of varying resistance, +filament lamps, diodes, NTC +thermistors and LDRs +M4c, M4d WS1.1b, +WS1.2a, +WS1.2b, +WS1.2c, +WS1.3a, +WS1.3b, +WS1.3c, +WS1.3e, +WS1.3f, +WS1.3h, +WS1.4a, WS2a, +WS2b, WS2c, +WS2d +Use of wires, filament lamps, +diodes, in simple circuits. Alter +p.d. and keep current same using +variable resistor. Record and plot +results. (PAG P6) +235Version 4.2 © OCR 2024 +GCSE (9–1) in Physics A (Gateway Science) +Learning outcomes To include Maths Working +scientifically Practical suggestions +P3.2i explain why, if two resistors are in series the net +resistance is increased, whereas with two in parallel +the net resistance is decreased (qualitative +explanation only) +M1c WS1.1b, +WS1.2a, +WS1.2b, WS1.2c, +WS1.3a, +WS1.3b, +WS1.3e, WS1.3f, +WS1.3h, +WS1.4a, WS2a, +WS2b, WS2c, +WS2d +Investigation of the brightness +of bulbs in series and parallel. +(PAG P7) +P3.2j calculate the currents, potential differences and +resistances in d.c. series and parallel circuits +components such as wire of +varying resistance, filament +lamps, diodes, NTC +thermistors and LDRs +M1a, M2a, +M3a, M3b, +M3c, M3d +WS1.1b, +WS1.2a, +WS1.2b, WS1.2c, +WS1.3a, +WS1.3b, WS1.3c, +WS1.3e, WS1.3f, +WS1.3h, +WS1.4a, WS2a, +WS2b, WS2c, +WS2d +Investigation of resistance of a +thermistor in a beaker of water +being heated. (PAG P6) +Investigation of resistance of an +LDR with exposure to different +light intensities. (PAG P6) +Investigation of how the power of +a photocell depends on its surface +area and its distance from the +light source. (PAG P6) +P3.2k explain the design and use of d.c. circuits for +measurement and testing purposes +P3.2l explain how the power transfer in any circuit device +is related to the potential difference across it and the +current, and to the energy changes over a given time +P3.2m apply the equations relating potential difference, +current, quantity of charge, resistance, power, +energy, and time, and solve problems for circuits +which include resistors in series, using the concept of +equivalent resistance +M1c, M3b, +M3c, M3d +236Version 4.2 © OCR 2024 +GCSE (9–1) in Physics A (Gateway Science) +Topic P4: Magnetism and magnetic fields +P4.1 Magnets and magnetic fields +Summary +Having an understanding of how charge can be generated and its effects, we can +now consider the link between movement of charge and magnetism. To begin, +learners will investigate magnets and magnetic fields around magnets and +current-carrying wires. +Underlying knowledge and understanding +Learners should have been introduced to magnets and the idea of attractive and +repulsive forces. They should have an idea of the shape of the fields around bar +magnets. Learners are expected to have an awareness of the magnetic effect of a +current and electromagnets. +Common misconceptions +Common misconceptions that learners have include the idea that larger magnets +will always be stronger magnets. They also have difficulty understanding the +concept of field line density being an indicator of field strength. Learners often +do not know that the geographic and magnetic poles are not located in the +same place. +Tiering +Statements shown in bold type will only be tested in the Higher Tier papers. +All other statements will be assessed in both Foundation and Higher Tier papers. +Topic content Opportunities to cover: +Practical suggestions +Learning outcomes To include Maths Working +scientifically +P4.1a describe the attraction and repulsion +between unlike and like poles for permanent +magnets +diagrams of magnetic field +patterns around bar magnets +to show attraction and +repulsion +WS1.1b, WS1.2a, +WS1.2b, WS2a, +WS2b +Use of suspended magnets to show +attraction and repulsion. +P4.1b describe the difference between permanent +and induced magnets +P4.1c describe the characteristics of the magnetic +field of a magnet, showing how strength and +direction change from one point to another +diagrams to show how the +strength of the field varies +around them and ways of +investigating this +M5b WS1.1b, WS1.2a, +WS1.2b, WS2a, +WS2b, WS2c +Plotting of magnetic fields around +different shaped magnets. +P4.1d explain how the behaviour of a magnetic +(dipping) compass is related to evidence that +the core of the Earth must be magnetic +237Version 4.2 © OCR 2024 +GCSE (9–1) in Physics A (Gateway Science) +Learning outcomes To include Maths Working +scientifically Practical suggestions +P4.1e describe how to show that a current can +create a magnetic effect and describe the +directions of the magnetic field around a +conducting wire +WS1.1b, WS1.2a, +WS1.2b, WS2a, +WS2b, WS2c +Investigation of the magnetic field +around a current-carrying wire using +plotting compasses. +P4.1f recall that the strength of the field depends +on the current and the distance from the +conductor +M1c +P4.1g explain how solenoid arrangements can +enhance the magnetic effect +M1c WS1.1b, WS1.2a, +WS1.2b, WS2a, +WS2b, WS2c, +WS2d +Investigation of the magnetic field +around a current-carrying solenoid +using plotting compasses. +Investigation of the factors that can +affect the magnetic effect e.g. number +of turns, and length. +238Version 4.2 © OCR 2024 +GCSE (9–1) in Physics A (Gateway Science) P4.2 Uses of magnetism +Summary +Forces show the existence of fields and how they interact with one another but +here the force itself is discussed in more depth and then quantified. These forces +also lead to the use of magnetic fields to induce electrical currents and the +applications of this electromagnetic induction in motors, dynamos and +transformers. +Underlying knowledge and understanding +This topic will predominantly be new content for learners with some +understanding of D.C. motors. Learners will have looked at fields in the +previous subtopic and now this knowledge will be built on to give learners the +understanding of the application. +Common misconceptions +Learners find understanding the manner in which electric and magnetic fields +interact to produce a force challenging. Learners commonly have difficulty +with the right angles and three-dimensional requirements of Fleming’s left-hand +rule. Their ability to visualise this will impact how they deal with this concept. +Learners find the action of a commutator difficult to apply in the D.C. motor. The +application of changing direction of field in the transformer is found challenging +by many learners and hence often leads to a superficial grasp of the working of +the transformer. +Tiering +Statements shown in bold type will only be tested in the Higher Tier papers. +All other statements will be assessed in both Foundation and Higher Tier papers. +Reference Mathematical learning outcomes Mathematical skills +PM4.2i apply: force on a conductor (at right angles to a magnetic field) carrying a current: +force (N) = magnetic flux density (T) × current (A) × length (m) +M1a, M1b, M1d, M2a, M3a, +M3b, M3c, M3d +PM4.2ii þ apply: +potential difference across secondary coil(V) +potential difference across primary coil (V) +number of turns in secondary coil +number of turns in primary coil += +M1a, M1b, M1c, M1d, M2a, +M3a, M3b, M3c, M3d +239Version 4.2 © OCR 2024 +GCSE (9–1) in Physics A (Gateway Science) +Topic content Opportunities to cover: +Learning outcomes To include Maths Working +scientifically Practical suggestions +P4.2a describe how a magnet and a current- +carrying conductor exert a force on one +another +WS1.1b, +WS1.1e, +WS1.2a, +WS1.3e +Demonstration of the jumping wire +experiment. +P4.2b show that Fleming’s left-hand rule +represents the relative orientations of the +force, the current and the magnetic field +P4.2c apply the equation that links the force on +a conductor to the magnetic flux density, +the current and the length of conductor to +calculate the forces involved +M1a, M1b, +M1d, M2a, +M3a, M3b, +M3c, M3d +P4.2d explain how the force exerted from a +magnet and a current-carrying conductor +is used to cause rotation in electric motors +an understanding of how +electric motors work but +knowledge of the structure of a +motor is not expected +WS1.1e, +WS1.3e, +WS2a +Construction of simple motors. +P4.2e þ recall that a change in the magnetic field +around a conductor can give rise to an +induced potential difference across its +ends, which could drive a current, +generating a magnetic field that would +oppose the original change +WS1.1e, +WS1.3e, +WS2a +Examination of wind up radios or +torches to investigate how dynamos +work. +Demonstration of induction using a +strong magnet and a wire using a +zero point galvanometer. +P4.2f þ explain how this effect is used in an +alternator to generate a.c., and in a +dynamo to generate d.c. +WS1.1a, +WS1.1e, +WS1.4a +Research the structure of dynamos +and compare with DC motors. +240Version 4.2 © OCR 2024 +GCSE (9–1) in Physics A (Gateway Science) +Learning outcomes To include Maths Working +scientifically Practical suggestions +P4.2g þ explain how the effect of an alternating +current in one circuit, in inducing a current +in another, is used in transformers +P4.2h þ explain how the ratio of the potential +differences across the two coils in a +transformer depends on the ratio of the +numbers of turns in each +M1c WS1.1e, +WS1.2a, +WS1.2b, +WS1.3a, +WS1.3b, +WS1.3e, +WS1.3h, +WS2a, WS2b +Building of a step-up and step- +down transformer to investigate +their effects. +P4.2i þ apply the equations linking the potential +differences and numbers of turns in the +two coils of a transformer +M1c, M3b, +M3c +P4.2j þ explain the action of the microphone in +converting the pressure variations in +sound waves into variations in current in +electrical circuits, and the reverse effect as +used in loudspeakers and headphones +an understanding of how +dynamic microphones work +using electromagnetic induction +WS1.1e, +WS1.2a, +WS1.3e, +WS1.3h, +WS2a, WS2b +Examination of the construction of a +loudspeaker. +Building of a loud speaker. +241Version 4.2 © OCR 2024 +GCSE (9–1) in Physics A (Gateway Science) +Topic P5: Waves in matter +P5.1 Wave behaviour +Summary +Waves are means of transferring energy and the two main types of wave are +introduced in this section: mechanical and electromagnetic. This section +considers both what these types of waves are and how they are used. The +main terms used to describe waves are defined and exemplified in this topic. +Underlying knowledge and understanding +Learners should have prior knowledge of transverse and longitudinal waves +through sound and light. Learners should be aware of how waves behave and +how the speed of a wave may change as it passes through different media. +They may already have knowledge of how sound is heard and the hearing +ranges of different species. +Common misconceptions +Although they will often have heard of the terms ultrasound and sonar, learners +find it challenging to explain how images and traces are formed and to apply +their understanding to calculations. Learners often misinterpret distance and +displacement–time graphical presentations of waves. +Tiering +Statements shown in bold type will only be tested in the Higher Tier papers. +All other statements will be assessed in both Foundation and Higher Tier papers. +Reference Mathematical learning outcomes Mathematical skills +PM5.1i recall and apply: wave speed (m/s) = frequency (Hz) × wavelength (m) M1a, M1b, M1c, M2a, M3a, +M3b, M3c, M3d +242Version 4.2 © OCR 2024 +GCSE (9–1) in Physics A (Gateway Science) +Topic content Opportunities to cover: +Practical suggestions +Learning outcomes To include Maths Working +scientifically +P5.1a describe wave motion in terms of amplitude, +wavelength, frequency and period +WS1.1b, +WS1.3b, +WS1.3e +Observing sound waves on an +oscilloscope. +P5.1b define wavelength and frequency +P5.1c describe and apply the relationship between +wavelength, frequency and wave velocity +M1a, M1b, +M1c, M2a, +M3a, M3b, +M3c, M3d +WS1.1b, +WS1.3a, +WS1.3b, +WS1.3c, +WS1.3d, +WS1.3e, +WS1.3g, +WS1.3h, +WS1.3d, +WS2a, WS2b +Investigation of reflection in a +ripple tank (PAG P4) +P5.1d apply formulae relating velocity, frequency and +wavelength +M1c, M3c +P5.1e describe differences between transverse and +longitudinal waves +direction of travel and direction +of vibration +M5b WS1.1b, +WS1.3e +Use of a slinky to model waves. +P5.1f þ show how changes, in velocity, frequency and +wavelength, in transmission of sound waves +from one medium to another, are inter-related +M1c, M3c +243Version 4.2 © OCR 2024 +GCSE (9–1) in Physics A (Gateway Science) +Learning outcomes To include Maths Working +scientifically Practical suggestions +P5.1g þ describe the effects of reflection, transmission, and +absorption of waves at material interface +examples such as ultrasound +and sonar +WS1.2a, +WS1.2b, +WS1.2c, +WS1.2e, +WS1.3a, +WS1.3e, +WS1.3f, +WS1.3h, +WS2a, WS2b, +WS2c +Refraction of light through a +glass block. (PAG P8) +Investigation of reflection with a +plane mirror. (PAG P8) +Demonstration of refraction of +white light through a prism. +P5.1h þ describe, with examples, processes which convert +wave disturbances between sound waves and +vibrations in solids +knowledge of a simple +structure of the parts of the +ear is expected +WS1.1b, +WS1.1f, +WS1.3b, +WS1.3e +Use of a signal generator and +loudspeaker. +Demonstration of sound waves +using a Rubens’ tube or an +oscilloscope. +P5.1i þ explain why such processes only work over a +limited frequency range, and the relevance of this +to human hearing +why hearing (audition) +changes due to ageing +P5.1j describe how ripples on water surfaces are used to +model transverse waves whilst sound waves in air +are longitudinal waves, and how the speed of each +may be measured +WS1.1b, +WS1.3a, +WS1.3b, +WS1.3c, +WS1.3d, +WS1.3e, +WS1.3g, +WS1.3h, +WS1.3d, +WS2a, WS2b +Investigation of refraction in a +ripple tank. (PAG P8) +P5.1k describe evidence for the cases of ripples on water +surfaces and for sound waves in air that it is the +wave that travels and not the water or the air +244Version 4.2 © OCR 2024 +GCSE (9–1) in Physics A (Gateway Science) P5.2 The electromagnetic spectrum +Summary +Having looked at mechanical waves, waves in the electromagnetic spectrum are +now considered. This section includes the application of electromagnetic waves +with a specific focus on the behaviour of light. Alongside this, it explores the +application of other types of electromagnetic radiation for use in medical imaging. +Underlying knowledge and understanding +Learners may be familiar with uses of some types of radiation but an +understanding of all parts of the electromagnetic spectrum is not expected +and should be taught as new content. +Common misconceptions +Learners can have misconceptions such as gamma rays, X-rays, ultraviolet light, +visible light, infrared light, microwaves and radio waves being independent +entities and not being able to view it as a spectrum. They struggle to link the +features that waves have in common, alongside the differences and how these +relate to their different properties. +Tiering +Statements shown in bold type will only be tested in the Higher Tier papers. +All other statements will be assessed in both Foundation and Higher Tier papers. +Topic content Opportunities to cover: +Practical suggestions +Learning outcomes To include Maths Working +scientifically +P5.2a recall that electromagnetic waves are transverse +and are transmitted through space where all have +the same velocity +P5.2b explain that electromagnetic waves transfer +energy from source to absorber +examples from a range of +electromagnetic waves +P5.2c apply the relationships between frequency and +wavelength across the electromagnetic spectrum +M1a, +M1c, +M3c +WS1.1b, +WS1.3b, +WS1.3e +Investigation of electromagnetic +waves on chocolate or processed +cheese in a microwave to +measure wavelength. (PAG P4) +P5.2d describe the main groupings of the +electromagnetic spectrum and that these +groupings range from long to short wavelengths +and from low to high frequencies +radio, microwave, infrared, +visible (red to violet), ultraviolet, +X-rays and gamma rays +WS1.1c, +WS1.1d, +WS1.1e, +WS1.1f, +WS1.1h, +WS1.1i +Research and design a poster to +show the properties, uses and +dangers of the different +electromagnetic wave groups. +P5.2e describe that our eyes can only detect a limited +range of the electromagnetic spectrum +245Version 4.2 © OCR 2024 +GCSE (9–1) in Physics A (Gateway Science) +Learning outcomes To include Maths Working +scientifically Practical suggestions +P5.2f recall that light is an electromagnetic wave +P5.2g give examples of some practical uses of +electromagnetic waves in the radio, microwave, +infrared, visible, ultraviolet, X-ray and gamma ray +regions +WS1.1b, +WS1.1d, +WS1.1e, +WS1.1f, +WS1.1h, +WS1.1i, +WS1.3e, +WS1.3f +Demonstration of how +microwaves can be used to +light a bulb in a beaker of water +and of how this shows that +microwaves heat water in foods. +Use a microwave emitter and +absorber to demonstrate +behaviour of waves. (PAG P8) +Use of a phone camera to look +at the infrared emitter on a +remote control. (PAG P8) +P5.2h describe how ultraviolet waves, X-rays and gamma +rays can have hazardous effects, notably on +human bodily tissues +WS1.1a, +WS1.1c, +WS1.1d, +WS1.1e, +WS1.1f, +WS1.1h, +WS1.1i +Show images of X-rays to +discuss how the images are +formed; their advantages and +disadvantages. +Investigation of the balance of +risks for staff and patients during +radiotherapy. +P5.2i þ explain, in qualitative terms, how the differences +in velocity, absorption and reflection between +different types of waves in solids and liquids can +be used both for detection and for exploration of +structures which are hidden from direct +observation, notably in our bodies +the use of infrared, X-rays, +gamma rays and ultrasound as +an alternative in medical +imaging +P5.2j recall that radio waves can be produced by, or +can themselves induce, oscillations in electrical +circuits +246Version 4.2 © OCR 2024 +GCSE (9–1) in Physics A (Gateway Science) P5.3 Wave interactions +Summary +Having studied the electromagnetic spectrum learners now go on to look at the +interactions of waves with materials, this will include absorption, refraction and +reflection. Learners will also be expected to draw ray diagrams to illustrate the +refraction of rays through lenses. +Underlying knowledge and understanding +Learners will already be familiar with the properties and behaviour of light. They +are expected to have an understanding of behaviour such as reflection, refraction, +absorption and scattering. Learners should know that colours are produced by +light at different frequencies. +Common misconceptions +A common misconception is that when light passes through a coloured filter, the +filter will add colour to the light. In addition, learners are often confused about +which colours are primary colours. +Tiering +Statements shown in bold type will only be tested in the Higher Tier papers. +All other statements will be assessed in both Foundation and Higher Tier papers. +Topic content Opportunities to cover: +Practical suggestions +Learning outcomes To include Maths Working +scientifically +P5.3a recall that different substances +may absorb, transmit, refract, or +reflect electromagnetic waves in +ways that vary with wavelength +P5.3b explain how some effects are +related to differences in the +velocity of electromagnetic waves +in different substances +P5.3c þ use ray diagrams to illustrate +reflection, refraction and the +similarities and differences +between convex and concave +lenses (qualitative only) +how the behaviour of convex and +concave lenses determine how +they may be used, for example, to +correct vision +M5a, M5b WS1.1b, +WS1.2c, +WS1.3a, +WS1.3e, +WS2a, WS2b, +WS2c +Use of concave and convex lenses to +investigate how they alter the path of +light in different ways. (PAG P4) +Investigation using convex lenses to see +how the image of a light bulb varies +with the distance of the bulb from the +lens. (PAG P4) +247Version 4.2 © OCR 2024 +GCSE (9–1) in Physics A (Gateway Science) +Learning outcomes To include Maths Working +scientifically Practical suggestions +P5.3d þ construct two-dimensional ray +diagrams to illustrate reflection and +refraction (qualitative only – +equations not needed) +M5a, M5b +P5.3e þ explain how colour is related +to differential absorption, +transmission and reflection +specular reflection and scattering WS1.1b, +WS1.2c, +WS1.3a, +WS1.3e, +WS2a, +WS2b, WS2c +Use of coloured filters and light +sources to investigate how filters work. +(PAG P4) +248Version 4.2 © OCR 2024 +GCSE (9–1) in Physics A (Gateway Science) Topic P6: Radioactivity +P6.1 Radioactive emissions +Summary +Having considered the general characteristics of waves and particles, we now +move on to look at radioactive decay which combines these two ideas. The idea +of isotopes is introduced, leading into looking at the different types of emissions +from atoms. +Underlying knowledge and understanding +Learners should have prior understanding of the atomic model, chemical symbols +and formulae. An understanding of radioactivity is not expected and should be +taught as new content. +Common misconceptions +Learners tend to struggle with the concept that radioactivity is a random and +unpredictable process. The idea of half-life is another area that can lead to +confusion. Learners often find it difficult to understand that objects being +irradiated does not lead to them becoming radioactive. +Tiering +Statements shown in bold type will only be tested in the Higher Tier papers. +All other statements will be assessed in both Foundation and Higher Tier papers. +Topic content Opportunities to cover: +Learning outcomes To include Maths Working +scientifically Practical suggestions +P6.1a recall that atomic nuclei are composed of +both protons and neutrons, that the nucleus +of each element has a characteristic positive +charge +M5b +P6.1b recall that atoms of the same elements can +differ in nuclear mass by having different +numbers of neutrons +P6.1c use the conventional representation for +nuclei to relate the differences between +isotopes +identities, charges and masses +249Version 4.2 © OCR 2024 +GCSE (9–1) in Physics A (Gateway Science) +Learning outcomes To include Maths Working +scientifically Practical suggestions +P6.1d recall that some nuclei are unstable and may +emit alpha particles, beta particles, or +neutrons, and electromagnetic radiation as +gamma rays +WS1.1a, +WS1.1b, +WS1.2a, +WS1.2d, +WS1.3b, +WS1.3f +Use of a Geiger-Müller tube +and radioactive sources to +investigate activity. +P6.1e relate the emission of alpha particles, beta +particles, gamma radiation and neutrons to +possible changes in the mass or the charge of +the nucleus, or both +P6.1f use names and symbols of common nuclei +and particles to write balanced equations +that represent radioactive decay +P6.1g balance equations representing the emission +of alpha, beta or gamma radiation in terms of +the masses, and charges of the atoms +involved +M1b, M1c, +M3c +P6.1h recall that in each atom its electrons are +arranged at different distances from the +nucleus, that such arrangements may +change with absorption or emission of +electromagnetic radiation and that atoms can +become ions by loss of outer electrons +knowledge that inner electrons can be +‘excited’ when they absorb energy from +radiation and rise to a higher energy +level. When this energy is lost by the +electron it is emitted as radiation. When +outer electrons are lost this is called +ionisation +P6.1i recall that changes in atoms and nuclei can +also generate and absorb radiations over a +wide frequency range +an understanding that these types of +radiation may be from any part of the +electromagnetic spectrum which includes +gamma rays +WS1.1b, +WS1.3e +Demonstration of fluorescence +with a black light lamp and +tonic water. +250Version 4.2 © OCR 2024 +GCSE (9–1) in Physics A (Gateway Science) +Learning outcomes To include Maths Working +scientifically Practical suggestions +P6.1j explain the concept of half-life and how this is +related to the random nature of radioactive +decay +M1c, M3d, +M4a, M4c +WS1.1b, +WS1.3a, +WS1.3b, +WS1.3c, +WS1.3e, +WS1.3f, +WS1.3h, WS2a +Using dice to model random +decay and half-life. +Research how half-life can be +used in radioactive dating. +P6.1k calculate the net decline, expressed as a +ratio, during radioactive emission after a +given (integral) number of half-lives +half-life graphs M1c, M3d +P6.1l recall the differences in the penetration +properties of alpha particles, beta particles +and gamma rays +WS1.1b, +WS1.2a, +WS1.2b, +WS1.2c, +WS1.3a, +WS1.3f, +WS1.3g, +WS1.3h +Use of Geiger-Müller tube, +sources and aluminium plates +of varying thicknesses to +investigate change in count +rate. +251Version 4.2 © OCR 2024 +GCSE (9–1) in Physics A (Gateway Science) +P6.2 Uses and hazards +Summary +We now address the hazards and applications of radioactive decay. The processes +of fission and fusion as a source of energy are also considered. +Underlying knowledge and understanding +Learners may have prior understanding of the term radioactivity from the +previous sub topic and may be familiar with some uses, but will not have +covered this content prior to this topic. +Common misconceptions +Learners tend to think that radioactivity will always cause physical mutations +when humans or animals come into contact with it. They tend to only think of +the negative impacts of radiation and not the positive uses. +Tiering +Statements shown in bold type will only be tested in the Higher Tier papers. +All other statements will be assessed in both Foundation and Higher Tier papers. +Topic content Opportunities to cover: +Practical suggestions +Learning outcomes To include Maths Working +scientifically +P6.2a recall the differences between contamination +and irradiation effects and compare the +hazards associated with these two +WS1.1a, +WS1.1b, +WS1.2a, +WS1.2d, +WS1.3b, +WS1.3f +Use of spark chamber to +demonstrate a different type +of activity counter. +P6.2b þ explain why the hazards associated with +radioactive material differ according to the +half-life involved +WS1.1a, +WS1.1c, +WS1.1d, +WS1.1e, +WS1.1f, +WS1.1h, +WS1.1i +Illustrate an everyday use of +radioactive sources in smoke +detectors and discuss why they +might be suitable. +252Version 4.2 © OCR 2024 +GCSE (9–1) in Physics A (Gateway Science) +Learning outcomes To include Maths Working +scientifically Practical suggestions +P6.2c þ describe the different uses of nuclear +radiations for exploration of internal +organs, and for control or destruction +of unwanted tissue +WS1.1a, +WS1.1c, +WS1.1d, +WS1.1e, +WS1.1f, +WS1.1h, +WS1.1i +Research the medical uses +of radioactive tracers and +radiotherapy. +P6.2d þ recall that some nuclei are unstable and may +split, and relate such effects to radiation +which might emerge, to transfer of energy to +other particles and to the possibility of chain +reactions +knowledge of the term nuclear +fission +for fission to occur the unstable +nucleus must usually first absorb a +neutron +P6.2e þ describe the process of nuclear fusion knowledge that mass may be +converted into the energy of +radiation +253Version 4.2 © OCR 2024 +GCSE (9–1) in Physics A (Gateway Science) +Topic P7: Energy +P7.1 Work done +Summary +We now move on to consider how energy can be stored and transferred. This +topic acts to consolidate the ideas of energy that have been covered in previous +topics as it is a fundamental concept that underpins many of the ways in which +matter interacts. +Underlying knowledge and understanding +Learners may have prior knowledge of energy listed as nine types, as this is the +teaching approach often taken at Key Stage 2 and Key Stage 3 to increase +accessibility to an abstract concept. Learners may find it difficult to move away +from this idea but need to be able to approach systems in terms of energy +transfers and stores. They will have an understanding that energy can be +transferred in processes such as changing motion, burning fuels and in electrical +circuits. Learners should also be aware of the idea of conservation of energy and +that it has a quantity that can be calculated. +Common misconceptions +Learners may have misconceptions around energy being a fuel-like substance +that matter has to ‘use up’, that resting objects do not have any energy and that +all energy is transferred efficiently. There is also often confusion between forces +and energy. +Tiering +Statements shown in bold type will only be tested in the Higher Tier papers. +All other statements will be assessed in both Foundation and Higher Tier papers. +Topic content Opportunities to cover: +Practical suggestions +Learning outcomes To include Maths Working +scientifically +P7.1a describe for situations where there are +energy transfers in a system, that there is +no net change to the total energy of a +closed system (qualitative only) +the law of conservation of energy +P7.1b describe all the changes involved in the +way energy is stored when a system +changes for common situations +an object projected upwards or up +a slope, a moving object hitting +an obstacle, an object being +accelerated by a constant force, a +vehicle slowing down, bringing +water to a boil in an electric kettle +WS1.2a, WS1.2b, +WS1.3c, WS1.3f, +WS1.4a, WS1.4e, +WS2a, WS2b, +WS2c +Exploring energy stores and transfers +in different objects in a circus based +activity. Objects could include a wind +up toy, a weight on a spring, a weight +being lifted or dropped, water being +heated, electrical appliances. +254Version 4.2 © OCR 2024 +GCSE (9–1) in Physics A (Gateway Science) +Learning outcomes To include Maths Working +scientifically Practical suggestions +P7.1c describe the changes in energy involved +when a system is changed by heating (in +terms of temperature change and specific +heat capacity), by work done by forces, +and by work done when a current flows +P7.1d make calculations of the energy changes +associated with changes in a system, +recalling or selecting the relevant +equations for mechanical, electrical, and +thermal processes; thereby express in +quantitative form and on a common scale +the overall redistribution of energy in the +system +work done by forces, current flow, +through heating and the use of +kW h to measure energy use in +electrical appliances in the home +M1a, M1c, +M3c +WS1.3a, WS1.3b, +WS1.3c, WS1.3e, +WS2a, WS2b +Use of a joulemeter to measure the +energy used by different electrical +appliances. (PAG P5) +P7.1e calculate the amounts of energy +associated with a moving body, a +stretched spring and an object raised +above ground level +M1a, M1b, +M1c, M2a, +M3a, M3b, +M3c, M3d +WS1.1b, WS1.2a, +WS1.2b, WS1.2c, +WS1.2e, WS1.3a, +WS1.3b, WS1.3c, +WS1.3e, WS2a, +WS2b +Use of light gates and trolleys to +investigate kinetic energy. (PAG P5) +Use of a joulemeter and electrical +motor to lift a weight to investigate +potential energy. (PAG P5) +Investigation of energy changes and +efficiency of bouncy balls. (PAG P5) +255Version 4.2 © OCR 2024 +GCSE (9–1) in Physics A (Gateway Science) +P7.2 Power and efficiency +Summary +This considers the idea of conservation and dissipation of energy in systems and +how this leads to the efficiency. Ways of reducing unwanted energy transfers and +thereby increasing efficiency will be explored. +Underlying knowledge and understanding +Learners should be aware of the transfer of energy into useful and waste +energies. They will have an understanding of power and how domestic appliances +can be compared. Learners will have knowledge of insulators and how energy +transfer is influenced by temperature. They should have an awareness of ways to +reduce heat loss in the home. +Common misconceptions +Learners have the common misconception that energy can be “used up” or that +energy is truly lost in many energy transformations. They also tend to have the +belief that energy can be completely changed from one form to another with no +energy dissipated. +Tiering +Statements shown in bold type will only be tested in the Higher Tier papers. +All other statements will be assessed in both Foundation and Higher Tier papers. +Reference Mathematical learning outcomes Mathematical skills +PM7.2i recall and apply: +efficiency = input energy transfer (J) +useful output energy transfer (J) +M1a, M1b, M1d, M2a, M3a, M3b, +M3c, M3d +Topic content Opportunities to cover: +Practical suggestions +Learning outcomes To include Maths Working +scientifically +P7.2a describe, with examples, the process +by which energy is dissipated, so that +it is stored in less useful ways +P7.2b describe how, in different domestic +devices, energy is transferred from +batteries or the a.c. from the mains +how energy may be wasted in the +transfer to and within motors and +heating devices +256Version 4.2 © OCR 2024 +GCSE (9–1) in Physics A (Gateway Science) +Learning outcomes To include Maths Working +scientifically Practical suggestions +P7.2c describe, with examples, the +relationship between the power +ratings for domestic electrical +appliances and how this is linked to +the changes in stored energy when +they are in use +WS1.3a, +WS1.3b, +WS1.3c, +WS1.3e, +WS2a, WS2b +Use of a joulemeters to investigate the +power output of different electrical +appliances. (PAG P5) +P7.2d calculate energy efficiency for any +energy transfer +M1a, M1b, +M1d, M2a, +M3a, M3b, +M3c, M3d +P7.2e describe ways to increase efficiency +P7.2f explain ways of reducing unwanted +energy transfer +lubrication and thermal insulation WS1.1b, +WS1.1e, +WS1.1f, +WS1.1g, +WS1.1i, +WS1.3b +Research, design and building of energy +efficient model houses. +Examination of thermograms of houses. +P7.2g describe how the rate of cooling of a +building is affected by the thickness +and thermal conductivity of its walls +(qualitative only) +WS1.2a, +WS1.2b, +WS1.2c, +WS1.3a, +WS1.3c, +WS1.3d, +WS1.3e, +WS1.3g, +WS1.3h, +WS1.3i, WS2a, +WS2b, WS2c, +WS2d +Investigation of rate of cooling with +insulated and non-insulated copper cans. +(PAG P5) +257Version 4.2 © OCR 2024 +GCSE (9–1) in Physics A (Gateway Science) +Topic P8: Global challenges +This topic seeks to integrate learners’ knowledge and understanding of physical systems and processes, with the aim of applying it to global challenges. Applications of +physics can be used to help humans improve their own lives and strive to create a sustainable world for future generations, and these challenges are considered in this +topic. It therefore provides opportunities to draw together the concepts covered in earlier topics, allowing synoptic treatment of the subject of physics. +P8.1 Physics on the move +Summary +Learners will use their knowledge of forces and motion to develop their ideas +about how objects are affected by external factors. They will develop a better +understanding of these external factors to be able to understand how the design +of objects such as cars may be modified to operate more safely. +Underlying knowledge and understanding +Learners should be familiar with how forces affect motion of objects. They will +also need to have a good understanding of momentum from P2.2. Learners may +already have some knowledge of how vehicles are adapted to increase safety. +Common misconceptions +Learners tend to confuse the factors that affect thinking distance and braking +distance, thinking that alcohol, drugs and tiredness will affect braking distance +rather than thinking distance. It needs to be made clear the distinction between +these two terms and that the combination of these gives us the stopping +distance. +Tiering +Statements shown in bold type will only be tested in the Higher Tier papers. +All other statements will be assessed in both Foundation and Higher Tier papers. +Topic content Opportunities to cover: +Practical suggestions +Learning outcomes To include Maths Working +scientifically +P8.1a recall typical speeds encountered in everyday +experience for wind and sound, and for walking, +running, cycling and other transportation systems +M1d +P8.1b estimate the magnitudes of everyday accelerations M1d +P8.1c make calculations using ratios and proportional +reasoning to convert units and to compute rates +conversion from non-SI to SI +units +M1c, M3c +258Version 4.2 © OCR 2024 +GCSE (9–1) in Physics A (Gateway Science) +Learning outcomes To include Maths Working +scientifically Practical suggestions +P8.1d explain methods of measuring human reaction +times and recall typical results +M1a, M2a, +M2b +WS1.2b, +WS1.2c, +WS1.2e, +WS1.3a, +WS1.3b, +WS1.3c, +WS1.3e, +WS1.3g, +WS1.3h, WS2a, +WS2b, WS2c, +WS2d +Investigation of reaction time +using ruler drop experiments. +(PAG P3) +P8.1e explain the factors which affect the distance +required for road transport vehicles to come to rest +in emergencies and the implications for safety +factors that affect thinking and +braking distance and overall +stopping distance +P8.1f þ estimate how the distances required for road +vehicles to stop in an emergency, varies over a +range of typical speeds +M1c, M1d, +M2c, M2h, +M3b, M3c +WS1.1e, +WS1.1h +Research stopping distances +using the Highway Code. +P8.1g explain the dangers caused by large decelerations WS1.1e, +WS1.1f, +WS1.1h, +WS1.2a, +WS1.2b, +WS1.2c, +WS1.2e, WS2a, +WS2b +Research and building of +casing on trolleys for eggs to +investigate crumple zones +and safety features in cars. +P8.1h þ estimate the forces involved in typical situations +on a public road +P8.1i þ estimate, for everyday road transport, the speed, +accelerations and forces involved in large +accelerations +M1d, M2b, +M2h, M3c +259Version 4.2 © OCR 2024 +GCSE (9–1) in Physics A (Gateway Science) +P8.2 Powering Earth +Summary +We are reliant on electricity for everyday life and this topic explores the +production of electricity. Consideration will be given to the use of non- +renewable and renewable sources and the problems that are faced in the +efficient transportation of electricity to homes and businesses. Safe use of +electricity in the home is also covered in this topic. It may be an opportunity +to revisit power and efficiency. +Underlying knowledge and understanding +Learners should already be familiar with renewable and non-renewable energy +sources. Learners are expected to have a basic understanding of how power +stations work and the cost of electricity in the home. They may have some idea +of electrical safety features in the home. +Common misconceptions +Learners often confuse the idea of energy with terms including the word power +such as solar power. There are often difficulties in understanding that higher +voltages are applied across power lines and not along them. Another common +misconception is that batteries and wall sockets have current inside them ready +to escape. +Tiering +Statements shown in bold type will only be tested in the Higher Tier papers. +All other statements will be assessed in both Foundation and Higher Tier papers. +Reference Mathematical learning outcomes Mathematical skills +PM8.2i apply: potential difference across primary coil (V) × current in primary coil (A) = +potential difference across secondary coil (V) × current in secondary coil (A) +M1a, M1b, M1c, M1d, M2a, M3a, +M3b, M3c, M3d +Topic content Opportunities to cover: +Practical suggestions +Learning outcomes To include Maths Working +scientifically +P8.2a describe the main energy sources +available for use on Earth, compare +the ways in which they are used and +distinguish between renewable and +non-renewable sources +fossil fuels, nuclear fuel, +biofuel, wind, hydroelectricity, +tides and the Sun +WS1.1c, +WS1.1d, +WS1.1e, +WS1.1f, +WS1.1g, +WS1.1h, +WS1.1i, +WS1.3e +Research of different energy sources. +Demonstration of a steam engine and +discussion of the transfer of energy +taking place. +260Version 4.2 © OCR 2024 +GCSE (9–1) in Physics A (Gateway Science) +Learning outcomes To include Maths Working +scientifically Practical suggestions +P8.2b explain patterns and trends in the use of +energy resources +the changing use of different +resources over time +WS1.1a, +WS1.1b, +WS1.1c, +WS1.1d, +WS1.1e, +WS1.1f, +WS1.1g, +WS1.1h, +WS1.1i +Research and present information to +convince people to invest in energy +saving measures. +Research how the use of electricity has +changed in the last 150 years. +P8.2c recall that, in the national grid, electrical +power is transferred at high voltages from +power stations, and then transferred at +lower voltages in each locality for +domestic use +P8.2d recall that step-up and step-down +transformers are used to change the +potential difference as power is +transferred from power stations +WS1.1b, +WS1.1e, +WS1.1f, +WS1.3e +Use of a model power line to +demonstrate the energy losses at lower +voltage and higher current. +P8.2e explain how the national grid is an +efficient way to transfer energy +P8.2f þ link the potential differences and +numbers of turns of a transformer to the +power transfer involved; relate this to +the advantages of power transmission at +high voltages +M1c, M3b, +M3c +P8.2g recall that the domestic supply in the UK +is a.c. at 50 Hz and about 230 volts +P8.2h explain the difference between direct and +alternating voltage +WS1.3b, +WS1.3e +Use of a data logger to compare a.c. +and d.c. output traces. (PAG P7) +261Version 4.2 © OCR 2024 +GCSE (9–1) in Physics A (Gateway Science) +Learning outcomes To include Maths Working +scientifically Practical suggestions +P8.2i recall the differences in function between +the live, neutral and earth mains wires, +and the potential differences between +these wires +WS2a Wiring of a plug. +P8.2j explain that a live wire may be dangerous +even when a switch in a mains circuit +is open, and explain the dangers of +providing any connection between the +live wire and earth +the protection offered by +insulation of devices +262Version 4.2 © OCR 2024 +GCSE (9–1) in Physics A (Gateway Science) +Topic content Opportunities to cover: +Practical suggestions +Learning outcomes To include Maths Working +scientifically +P8.3a þ explain the red-shift of light as seen from +galaxies which are receding (qualitative +only). The change with distance of each +galaxy’s speed is evidence of an +expanding universe +understanding of changes in +frequency and wavelength +WS1.1b Use of a Doppler ball to model +red-shift. +Use of a balloon to illustrate why +galaxies are moving away from +us and that expansion is from the +centre of the universe. +P8.3b þ explain how red shift and other evidence +can be linked to the Big-Bang model +CMBR +P8.3 Beyond Earth +Summary +In this astrophysics topic learners will look in more detail at how we can +investigate the characteristics of planets. To begin with learners will investigate +bodies that are close to our own planet and consider factors that affect natural +and artificial satellites. The topic then moves onto considering bodies within the +universe, and will apply their knowledge of fusion processes to understand the +life cycle of a star and waves to consider black body radiation. The Big Bang +theory will be studied and the evidence that supports it as a scientific theory. +Underlying knowledge and understanding +Learners should already be familiar with the bodies within our own solar system +and the behaviour of satellites. They may have a basic understanding of the Big +Bang theory and that distances to other celestial bodies are large. +Common misconceptions +A common misconception among learners is that the Sun is not a star but a +separate entity; it needs to be instilled in learners that the sun is a star. In +addition, learners have difficulty grasping how far away celestial objects are. +Tiering +Statements shown in bold type will only be tested in the Higher Tier papers. +All other statements will be assessed in both Foundation and Higher Tier papers. +263Version 4.2 © OCR 2024 +GCSE (9–1) in Physics A (Gateway Science) +Learning outcomes To include Maths Working +scientifically Practical suggestions +P8.3c þ recall that our Sun was formed from dust +and gas drawn together by gravity and +explain how this caused fusion reactions, +leading to equilibrium between +gravitational collapse and expansion due +to the energy released during fusion +lifecycle of a star WS1.1a, +WS1.1b, +WS1.1c +Research and produce a poster +illustrating the life cycle of a star. +P8.3d þ explain that all bodies emit radiation, +and that the intensity and wavelength +distribution of any emission depends on +their temperatures +an understanding that hot +objects can emit a continuous +range of electromagnetic +radiation at different energy +values and therefore frequencies +and wavelengths +WS1.1a, +WS1.1b, +WS1.1c, +WS1.1d, +WS1.1f, +WS1.1g, +WS1.1i, +WS1.3e +Comparison of temperature changes +inside sealed transparent containers +with different gases inside. +Research evidence of global warming +from the last 200 years. +P8.3e þ recall the main features of our solar +system, including the similarities and +distinctions between the planets, their +moons, and artificial satellites +the 8 planets and knowledge of +minor planets, geostationary and +polar orbits for artificial satellites +and how these may be similar to +or differ from natural satellites +WS1.1a, +WS1.1b, +WS1.1c, +WS1.1g, +WS1.1i +Building a model of the solar system to +demonstrate scale. +Research the evidence for the +presence of the Moon as a result of +a collision between the Earth and +another planet. +Research the uses of geostationary +and polar satellites. +P8.3f þ explain for circular orbits, how the force +of gravity can lead to changing velocity +of a planet but unchanged speed +(qualitative only) +P8.3g þ explain how, for a stable orbit, the +radius must change if this speed changes +(qualitative only) +264Version 4.2 © OCR 2024 +GCSE (9–1) in Physics A (Gateway Science) +Learning outcomes To include Maths Working +scientifically Practical suggestions +P8.3h þ explain how the temperature of a body +is related to the balance between +incoming radiation absorbed and +radiation emitted; illustrate this balance +using everyday examples and the +example of the factors which determine +the temperature of the Earth +an understanding that Earth’s +atmosphere affects the +electromagnetic radiation from +the Sun that passes through it +P8.3i þ explain, in qualitative terms, how the +differences in velocity, absorption and +reflection between different types of +waves in solids and liquids can be used +both for detection and for exploration of +structures which are hidden from direct +observation, notably in the Earth’s core +and in deep water +P and S waves, use of sonar M5b WS1.1a, \ No newline at end of file