Download [PDF] October 2007 CAIE P2 Mark Schemes 0843 Science Cambridge Primary Checkpoint

File Information

Filename:	[PDF] October 2007 CAIE P2 Mark Schemes 0843 Science Cambridge Primary Checkpoint.pdf
Filesize:	290.75 KB
Uploaded:	02/08/2021 17:33:29
Keywords:	october 2007 caie p2 mark schemes 0843 science cambridge primary checkpoint pdf
Description:	Download file or read online CAIE Cambridge primary checkpoint past exam paper Science 0843/02/O/N/07 October/November 2007 mark schemes paper 2 - Cambridge Assessment International Education.
Downloads:	14

File Preview

Download Urls

Short Page Link

https://www.edufilestorage.com/2Vu

Full Page Link

https://www.edufilestorage.com/2Vu/PDF_October_2007_CAIE_P2_Mark_Schemes_0843_Science_Cambridge_Primary_Checkpoint.pdf

HTML Code

<a href="https://www.edufilestorage.com/2Vu/PDF_October_2007_CAIE_P2_Mark_Schemes_0843_Science_Cambridge_Primary_Checkpoint.pdf" target="_blank" title="Download from eduFileStorage.com"><img src="https://www.edufilestorage.com/cache/plugins/filepreviewer/1252/pdf/150x190_middle_46f4e7862b1eb5bd4935adbbba5d79e8.jpg"/></a>

Forum Code

[url=https://www.edufilestorage.com/2Vu/PDF_October_2007_CAIE_P2_Mark_Schemes_0843_Science_Cambridge_Primary_Checkpoint.pdf][img]https://www.edufilestorage.com/cache/plugins/filepreviewer/1252/pdf/150x190_middle_46f4e7862b1eb5bd4935adbbba5d79e8.jpg[/img][/url]

[PDF] October 2007 CAIE P2 Mark Schemes 0843 Science Cambridge Primary Checkpoint.pdf | Plain Text

Science Mark Schemes Cambridge International Primary Achievement Test

Science mark schemes — Achievement Test Guidelines for marking test papers These mark schemes are designed to provide you with all the information \ necessary to mark the Primary Achievement Tests. As far as possible, the mark schemes giv\ e you full guidance regarding acceptable and unacceptable alternative answers and, where app\ ropriate, include examples of student work to illustrate the marking points. However, it \ is not always possible to predict all the alternative answers that may be produced by students and\ there could be places where the marker will have to use their professional judgement. \ In these cases it is essential that such judgement be applied consistently. The guidelines below should be followed throughout (unless the mark scheme states otherwise ):  A correct answer should always be awarded full marks even if the working\ shown is wrong.  Where more than one mark is available for a question the mark scheme exp\ lains where each mark should be awarded. In some cases marks are available fo\ r demonstration of the correct method even if the final answer is incorrec\ t. The method marks can be awarded if the correct method is used but a mistake has bee\ n made in the calculation, resulting in a wrong answer. Method marks can also be \ awarded if the calculation is set up and performed correctly but incorrect values h\ ave been used, e.g. due to misreading the question or a mistake earlier in a series of \ calculations.  If a question uses the answer to a previous question or part question th\ at the child got wrong, all available marks can be awarded for the latter question if app\ ropriate calculations are performed correctly using the value carried forward. P\ laces where such consideration should be made are indicated in the mark schemes. In\ these cases, it is not possible to provide all the alternative acceptable answ\ ers and the marker must follow the child’s working to determine whether credit sh\ ould be given or not.  Half marks should not be awarded and at no point should an answer be awa\ rded more than the maximum number of marks available, regardless of the quali\ ty of the answer. Similarly, negative marks should never be awarded.  If the child has given more than one answer or has supplied additional r\ edundant information the marks can be awarded if all the answers given are correc\ t and non- contradictory (even if some are irrelevant). However, if any incorrec\ t answers/information are given the marks should not be awarded, similarly\ if additional information contradicts the first answer the marks should not\ be awarded (marks for correct working out can still be gained).  If the answer line is blank but the correct answer is given elsewhere, e\ .g. an annotation on a graph or at the end of the working out, the marks can be\ awarded provided it is clear that the child has understood the requirements of t\ he question.

 If the child has produced redundant additional working after the correct\ answer has been reached the marks can be awarded provided the extra work does not c\ ontradict that already done.  Each question and part question should be considered independently and m\ arks for one question should not be disallowed if they are contradicted by workin\ g or answers in another question or part question.  Any legible crossed-out work that has not been replaced can be marked; b\ ut if work has been replaced the crossed-out part should be ignored.  Diagrams, symbols or words are acceptable for explanations or responses.\  Where students are required to indicate the correct answer in a specific\ way, e.g. by underlining or ticking boxes, marks should be awarded for any unambiguou\ s indication, e.g. circling, crossing boxes etc.  Any part of speech is acceptable, e.g. refraction, refracting, refracted\ , and singular and plural forms are acceptable unless otherwise stated, e.g. alveolus, alve\ oli.  Spelling errors should not be penalised where the meaning is clear. In \ the case of specific scientific vocabulary, misspellings should only be accepted if \ the child’s response is phonetically equivalent to the correct answer. For questions involving quantities, e.g. length, mass, time or money, co\ rrect units must be given in the answer. The table shows acceptable and unacceptable versio\ ns of the answer 1.85m. Correct answer Also accept Do not accept Units are not given on answer line and the question does not specify a unit 1.85m Correct conversions provided that the unit is stated, e.g. 1m 85cm 185cm 1850mm 0.00185km 1.85 185m If the unit is given on the answer line, e.g. ……………m …..1.85…… m Correct conversions, provided the unit is stated unambiguously, e.g. …..185cm….. m …..185……m …..1850.… m etc. If the question states the unit that the answer should be given in, e.g. “Give your answer in metres” 1.85m 1.85 1m 85cm 185; 1850 Any conversions to other units. Note: if the answer line is left blank but the correct answer is given e\ lsewhere on the page it can be marked correct if the units match those on the answer line or are\ unambiguously stated.

Each question on the test paper has a box beside it for the teacher to r\ ecord the mark obtained. It is advisable to use these boxes so that students, and othe\ rs looking at the test papers, can clearly see where the marks have been awarded. It is also u\ seful to use the boxes because it makes the process of entering the data into the analysi\ s tool easier. The page total boxes can be used to aid addition but care must be taken not \ to accidentally enter these values into the analysis tool. Finally, it is advisable to use a pen of a different colour to that used\ by the students so that the marks and comments can be clearly seen. It should also be noted that ma\ rking in red ink and using the mark boxes is an essential requirement for the Achievement tes\ ts.

Question Mark Answer 1a 4Bh1 1 skeleton b 4Bh2 1 support/strength/shape/protect organs Do not allow protection. c 4Bh3 1 muscles Allow tendons or sinews. d 4Bh2 1 bigger/longer 2a 4Bh4 1 Muscle B shortens and muscle A relaxes. b 6Bh1 1 the heart 2 3 4 1 3a 5Bp6 2 All 4 correct – 2 marks 2 correct – 1 mark b 5Bp6 2 Underlined air, warmth, water All 3 correct – 2 marks 2 correct – 1 mark 1 correct – 0 mark c 5Bp2 1 any correct animal method, eg. stick to coats / eaten and passed out of the body later / stick to beaks and rubbed off / picked up and dropped later / eat fruit and leave the seeds. 4a 3Cm1 1 granite b 4Sc1 1 everything scratched it / it was scratched by all the objects c 3Cm1 1 lets water soak through 5a 5Bp5 1 style b 5Bp5 1 anther c 5Bp5 1 male sex cell d 5Bp4 1 pollination e 5Bp1 1 reproduction

Question Mark Answer 6a 5Cs2 1 A b 5Cs2 1 warm air outside c 5Cs2 1 condensation Do not allow condense or condensing. 7a 3Cm3 1 it now has water in it / because of the (weight) of the water in it now b 5Cs1 1 evaporation Do not allow evaporate or drying. c 5Cs1 1 more heat / wind (not sun unless heat also mentioned) 8a 3So2 1 balance / scales b 4So2 1 2034 g / grams must have the unit c 5So2 1 4 (unit not needed as given on paper) d 4Sp2 1 to make it fair / because it was on the bottle at the beginning e 3So1 1 the level / volume of liquid (has decreased) True False


9a 4Cs2/3 2 2 marks for 3 correct 1 mark for 2 correct No marks for 0 or 1 correct b 4Cs2 1 Melting is reversible, burning is not. or You can get the snow back again but not the coal. 10a 4Pe4 3Cm2 1 iron b 4Pe4 2 Attract/repel 1 mark for each Allow stick together/push apart.

Question Mark Answer 11a 5Pl8 1 the Sun True False



b 5Pl1 2 2 marks for all 4 correct 1 mark for 3 correct c 5Pl3 2 98 128 1 mark for each d 5Pl3 1 changes position / it moves around the stick 12a 4Ps1 1 it vibrates / vibrations Allow shakes / wobbles etc. b 4Ps4 1 blow harder Do not allow ‘blow more’ (insufficient). c 4Ps5 1 the pitch d 4Ps3 1 quieter e 4Ps3 1 any sensible material, e.g. brick/wood/air (accept metal or named gas in the air) 13a 4Pe1/2 1 a power source b 6Pe2 1 copper c 6Pe1 1 Metal A is a better conductor