ST.

ANTHONY’S CANOSSIAN SECONDARY SCHOOL

EOY 2024
Secondary 2 G3 Science
Paper 1:

1 2 3 4 5

C B C C C

6 7 8 9 10

D D D C D

11 12 13 14 15

C D A C D

16 17 18 19 20

C A D D C

21 22 23 24 25

C D B C D

26 27 28 29 30

D A A B D
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Paper 2: Section A + Section B

Key

● Red for wrong answers

● Blue for answers accepted or yellow highlighted for marking guidance
● Purple for comments and learning points

1 a i F 1

X common answer - A

Look at the outermost / valence shell + 2 or 2,8 or 2,8,8

ii D 1

Some students thought the qn was asking about the atomic symbol of fluorine

b i 3 1

Ii B3- 1

Accept: N3-

X B-3 -> charge in wrong order

3-
N2 -> not a polyatomic ion

Some students were confused between atoms and ions as seen in c(ii) too or
were not sure what the term chemical formula of ion meant

Some students got (i) correct but wrote the charge wrongly e.g. B2- B3+

c i 2,8,6 1

Some students were not sure of the term ‘electronic configuration’ and thought
it was the total number of electrons
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ii

Marking Points

Electron gained indicated in a different symbol + correct number of

shells i.e. 3 shells [1]

Brackets around the ion + charge written [1]

Did not accept the following:

● did not draw electrons gained (i.e. valence shell = 6)

● did not draw electrons gained in a different symbol

1
● wrote charge as “-2” or “2+” (i.e. only 2- accepted)

Note: If student wrote “B-3” for bii + “-2” for charge, penalise
1
ONCE

● missing / wrong chemical symbol (i.e. S2-)

● missing electron shells (i.e. drew 2 shells instead of 3)

2 a GPE at the top = mgh = 2 x 10 x 0.3 1

[1 for working awarded if student didn’t convert cm to m i.e. used 30 cm] 1

GPE = 6 J [1 - Correct Ans]

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b i

friction – labelled between object and surface + pointing downwards

Did not accept if student: 1

● drew friction as an arc (circular), rather than a straight arrow

● did not label “frictional force” / “friction”

● did not draw arrow between object and surface

b ii According to the principle of conversation of energy, 1

GPE at the top = KE at the bottom + Thermal energy lost

Commonly missing in students’ answers

KE at the bottom = 6 – 2 = 4 J

(Mark awarded even if student didn’t state so as long as students used

KE =4)

v=√ ❑ = √ ❑
If student did not convert 30 cm 0.3m; ECF 1
v=√ ❑

v=2 m/s

Allow ECF from (a) i.e. if GPE in (a) is 600 J so v = 24.5 m/s [2]

For MP 1, did not accept if student:

● did not mention anything about conversion / total energy

remains constant E.g. total energy = GPE at the top ( 1st mark not awarded)
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Comments

- Principle of Conservation of Energy / 1st mark was commonly

missed

- A number thought the value of 2 J (thermal energy) = KE and

used 2 = 1/2mv2

- Some did not know that v in the KE = 1/2mv2 formula refers to

speed and were able to give the correct formula but could not
manipulate it / used speed = distance / time
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3 a arctic cod 1

plankton → arctic cod → orca OR

b 1

plankton → krill → baleen whale

Food chains must begin with a producer / an organism that can

photosynthesise i.e. the plankton. Some answers just started with a consumer.

c Only 10% of energy is transferred from one trophic level to the next / 1
90% energy is lost within trophic levels.

Did not accept if student:

● did not mention quote 10% - insufficient to say that “energy

decreases” without discussing extent of decrease.

There will be insufficient energy to support another trophic level / to

survive / to sustain life after five trophic levels. 1

Commonly missing: idea of survival - students just end with “insufficient

energy”, without mentioning the implication of it.

d The orca is a predator of the arctic cod (relationship) / orca feeds on the 1
arctic cod

Award this mark if there is a concept of a feeding relationship e.g. will

decrease [1] as now orcas can only rely on the penguins and leopard
seals for food [1] 1

The population of orcas will decrease.

OR The population of ocras will suffer a small decrease [1] as although

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one of the food source is not available, it still has other food sources like
the leopard seal [1]

Did not accept if student:

● linked to leopard seal

- there is no need for it since there is a direct relationship between

the arctic cod and orca

● states that the population of orca will not be affected - although the
orca has 3 other food sources, a decrease in the arctic cod
population will lead to a decrease in the orca population, albeit a
smaller decrease.

The overfishing of Arctic cod would reduce the food available to orcas, forcing
them to increase their predation on other species like penguins, potentially
leading to a decline in those populations and causing a ripple effect throughout
the food web.

● mentioned increase in krill due to less arctic cod, hence more krill
for consumers of krill e.g. penguin and hence more food for ocra

- focus on the direct relationship between the arctic cod and orca

4 a A- convection 1

B - conduction 1

X common answer - radiation

4 b Describe 1

Temperature change recorded by sensor B is minimal / small / increases

slowly / gains heat slowly

/ comparison with A e.g. the increase is not as high compared to A

Explain
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No convection current is set up as the heater is above sensor B and 1
the water remains cold.

/ Cold dense water remains at the bottom near sensor B as heater is

above A

However, water at the bottom gains heat only by conduction and this is
at a slow rate because water is a poor conductor of heat. 1
[1 - property of water i.e. poor conductor.

Accepted - water molecules are not so tightly packed, hence transfer of

heat through molecular vibrations and collisions in conduction, occurs at
a slower rate in water]

Did not accept if student:

● just explains that the sensor B is far away from the heater (not
about distance, but about placement - above heater)

5 a (a)
2

(a) correct orientation of battery;

b ammeter, bulb, rheostat drawn correctly

(b)
correct order of connection of appliances
1
(minus 1 for each mistake)

accept if

● student draws more than 1 cell (i.e., 2 cells)

● if ammeter is connected to the wrong terminal if student wrote “+”

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and “-” on top of ammeter)

Penalise if student draws extra appliances (i.e., fixed resistor)

(b) voltmeter connected in parallel to the bulb

c ammeter reading: increase 1

voltmeter reading: increase 1

6 a Fusion of nucleus of egg and nucleus of sperm / fertilisation 1

in the oviduct / fallopian tube to form a zygote/fertilised egg.

Keywords that must be present:

Fusion, nucleus or fertilisation AND oviduct/fallopian tube,

zygote/fertilised egg (mark can be awarded if implied in MP2)

Division of cells / cell division occurs to form an embryo.

1
‘Embryo’ must be mentioned somewhere.

Award this mark if it comes after implantation

i.e. Cell division continues to occur after implantation so the embryo

develops into a fetus. / The ball of cells continues to divide after 1
implantation until a fetus is formed.

Implantation of embryo (or ball of cells) in the uterine lining (wall of

uterus) / embryo sinks into uterine lining.

X ‘attach’ to the uterine lining

X fertilised egg / zygote is implanted / becomes the fetus and implants

itself in the uterine lining
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Note: State process + location (organ)
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b i Permanent birth control methods are used when couples decide that 1
they do not want any or more children. / do not want to get pregnant
forever

Key comparison: reversible versus irreversible

X permanent birth control method are more reliable / effective / fully

prevent reproduction of offspring

X more convenient as it only needs to be done once

ii When a couple use natural birth control methods, the couple does not 1
have sexual intercourse during the fertile period.

X not sufficient to say that couple does not have intercourse during
ovulation - it must be during day 10-15 (fertile period)

X stating rhythm method or abstinence without giving details of how 1

Accepted: natural birth control method prevents fertilisation,

implantation, or ovulation from happening

This is unreliable due to natural variation in length of menstrual cycle /

the menstrual cycle is not always 28 days / not fixed / affected by other
factors (such as stress).

Accept: fertile period may vary / ovulation not always on day 14

X person might count wrongly

X not sufficient to state that it is hard to predict fertile days

X duration of menstruation is different for every individual - concept

should be about how from month to month, the menstrual cycle can
change for an individual
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7 a Effervescence is observed. 1

Accept: Bubbles (terminology used in notes)

X carbon dioxide is produced (this is not an observation)

Note: Observation are things that rely on your 5 senses

(especially the sense of sight)

b [Procedure] Bubble the gas produced through limewater. 1

X carbon dioxide and limewater are “mixed together”

[Observation] A white precipitate is formed in the limewater 1

X cloudy

X white chalky colour

X white emulsion

[Conclusion] Carbon dioxide is present.

2 HNO3 + CaCO3 → Ca(NO3)2 + H2O + CO2

c 1

1
Correct chemical formulae – 1 ; balancing 1

If chemical formula is wrong (e.g., CO 3Ca) and balancing is correct,

award 1 mark

X “=” instead of arrow - minus 1

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8 a i small intestine

bloodstream / blood 1

a ii A brick-red precipitate is formed. 1

X solution turns red

X solution turns from blue colour to a brick-red precipitate (phrasing is 1

odd - precipitate = solid in a solution)

[explains how simple sugars are formed] Carbohydrase is an enzyme

that speeds up digestion of starch / in the presence of carbohydrase, 1
starch is digested into simple sugars.

[explains why simple sugars are found in the water from the beaker] The
simple sugars are small enough to pass through the partially
permeable membrane.

X simple sugar was absorbed into the tubing

a iii mouth 1

if student wrote “mouth” in (i) and “small intestine” in (iii) award the mark
ECF

b Student should use a tubing with a mixture of protein and protease 1

instead.

c i Person A 1

c ii [“Using Table 8.1” – quote trend/value from Table 8.1] 1

After 1.5 hours, the blood glucose level of the person with diabetes
remained high / the blood glucose level of the person without diabetes
decreases back to 90 / near 85 / glucose level at the start.

accept: glucose level are abnormally high | higher compared to a

healthy person (compared to B) | kept increasing | spike (sharp increase)
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| Blood glucose levels is at 200 g/ dL at 1 hour

(For individuals with diabetes, the target blood glucose levels may vary,
but generally, abnormal levels at 1 hour after a meal could be above
180 mg/dL (10.0 mmol/L) for those with diabetes.)

X blood glucose level is high / increases - non-diabetic will also have

high blood glucose levels after food intake as well.

X person A’s body take a longer time to process the glucose (focus on
what is seen in Table 8.1)

[link trend in Table 8.1 to insulin] When a person has diabetes, the body
does not respond properly to insulin / does not produce sufficient
insulin.

d iii Any 1: 1

- having a healthy and balanced diet

- exercising regularly to maintain a healthy weight
- avoid smoking and drinking alcohol
- having regular health checks

- Accepted : cut down on sugar

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9 a 2

Points plotted correctly (1)

Line passes through all points (1)

Notes:

- graph does not need to start from zero - ensures that scale is
such that the graph occupies more than half of the grid

- the line showing the rise in temperature (on the left) does not
need to pass through (8.00 , 32.9)

- lines drawn should be straight - do not connect the dots

- crosses should be small - the smaller the cross, the more

accurate your plot will be

Highest temperature reached = 33.4 °C (± 0.2) (33.2 to 33.6)

b i 1

b ii 7.6 cm3 (± 0.2). (7.4 to 7.8) 1

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hydrochloric acid + potassium hydroxide 🡪 potassium chloride + water
b iii 1

X rej chemical equation

c i 3

appearance of the solution if reading on

progress of
methyl orange is added at the the
reaction
beginning of the experiment pH meter

before point of
yellow
neutralisation pH 12/13/14

point of
yellow pH 7
neutralisation

after point of
red pH 0/1/2
neutralisation

1 mark per row

Many did not realise that a strong acid was being added to potassium
hydroxide, a strong alkali / started off with a strong alkali in the conical
flask

ii It is more accurate. 1

X more precise , more reliable, gives the exact pH value (given in qn)

Accept: able to give exact pH value compared to indicator which gives a

range of values

iii Universal indicator solution / paper. 1

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X rej: Litmus paper

9 a i Black is a good absorber of heat (T). 1

Rate of heat gained (D) from the surroundings to the pipes via 1
radiation (P) is increased (R).

PTDR 2 marks - minus 1 mark if missing 1/ 2 components

X gain more heat (not about amount, but about rate)

a ii (An insulating material is a poor conductor of heat). Rate of heat loss 1

(D) from the hot water to the surroundings due to conduction (P) is
reduced (R). 1

PTDR 2 marks - minus 1 mark for each missing component

This will allow the hot water to remain warm.

A number of answers were about overheating?

solar energy 🡪 thermal energy

a iii 1

OR solar energy 🡪 electrical energy 🡪 thermal energy

accept: light energy

Accept: heat energy (but indicate that the correct term is thermal
energy)

b i Energy consumption = power x time

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Power = 1125 W = 1.125 kW

Energy consumption = 1.125 x 2 = 2.25 kWh 1

b ii Annual cost savings = tariff x energy consumption

Annual cost savings = $0.27 x 2.25 x 365 = $221.74 (nearest cent)

1 mark - calculation of daily cost savings (daily cost savings = tariff x

energy consumption)

1 mark - x365

allow ECF full marks if student did not convert W kW

answer will be $221737.50

minus 1 if did not convert cent to dollars

rounding errors do not get answer mark (max 1 mark)

c i Advantage 1

No greenhouse gases emitted during the generation of electricity

needed to heat the water using the conventional storage water
heaters / lower carbon emissions.

Accept:

- uses natural resources that will not run out / cannot be

depleted

- saves cost since it does not contribute to electrical bills (this

answer is contextualised and explains the cost savings)

- Save money in the long run.

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- saves electricity

X more environmentally friendly (no elaboration)

X solar thermal panels are more efficient

X fossil fuels do not have to burnt (without mentioning effect of

burning fossil fuels)

Disadvantage any 1: 1

Significant energy loss so it may not justify the cost.

High set-up cost.

There is no sunlight throughout the day so it is not a consistent

source of energy.

Accept: solar thermal panels take a longer time to heat up water

X hard to install