Linking questions
Linking questions span different topics. In linking questions, it is important that you plan your answer and not just rush into it. After all, you would plan an essay or short story before starting. Without a plan it is easy to lose marks by straying away from the key point, getting steps in a process in the wrong order or forgetting key bits of information. Remember to write your answer in full sentences, not bullet points.
One way to answer linking questions is to follow these steps:
- identify exactly what the question is asking (perhaps by underlining key parts)
- make a short plan of these links (which will form the basis of your answer)
- include as much information as you can to obtain full marks (see below)
The number of marks per question part is given in this form '[4 marks]'. It is essential that you give four different answers if a question is worth four marks. Sometimes you can gain an additional mark by giving the units in a calculation or stating specific data points, eg after twenty-four hours the pH of the milk at room temperature had decreased by 1.2.
Linking questions will start with command words such as 'describe' or 'explain'. Some command words are easy to understand such as:
- 'calculate' or 'determine' for maths questions
- 'choose' for multiple choice questions
- 'complete' to fill in a gap in a table or graph
- 'define' to give the meaning of an important word
- 'suggest' where you use your knowledge in an unfamiliar situation
The command words 'describe' and 'explain' can be confused. If you are asked to describe a graph, you will be expected to write about its overall shape, whether it is linear or curved, the slope of gradients etc. If you are asked to explain why a pattern or trend is seen in a graph, you will be expected to use your science knowledge not just say what you see (which is a description), eg the graph shows that the biodiversity is lower on the school field. This is because...
Explain how and why questions often have the word 'because' in their answer. Describe questions don't.
These questions have been written by Bitesize consultants as suggestions to the types of questions that may appear in an exam paper.
Sample question 1 - Foundation
Question
Describe the effects of tobacco mosaic virus and HIV/AIDS. [6 marks]
The examiner looks for a 'level of response' in six mark questions. If you list some simple statements without a logical structure you will be limited to a maximum of two marks. A better answer for four marks would demonstrate your understanding, but may miss some details. Only answers that have a logical sequence with relevant detail would achieve six marks.
You will need to describe both tobacco mosaic virus effects and HIV effect in similar detail to get full marks.
Answer to part 1 could include:
- The tobacco mosaic virus infects tobacco and other closely related species.
- It infects the chloroplasts of plant leaves.
- It changes their colour from green to yellow or white in a mosaic pattern.
- It can also make leaves crinkled or curled up. This reduces the plant's ability to photosynthesise, which reduces the crop yield of farmers.
Answer to part 2 could include:
- HIV stands for human immunodeficiency virus.
- It is transmitted by body fluids, often during unprotected sex but also through cuts and injecting drugs using dirty needles.
- Immediately after infection, infected people often suffer mild flu-like symptoms.
- AIDS stands for acquired immune deficiency syndrome.
- Months or years after infection the HIV virus becomes active and HIV turns into AIDS.
- It starts to attack the patient's immune system.
Sample question - Foundation
Question
Doctors are now prescribing fewer antibiotics to reduce the evolution of antibiotic resistant bacteria. Describe the process of evolution of antibiotic resistant bacteria. [6 marks]
The examiner looks for a 'level of response' in six mark questions. If you list some simple statements without a logical structure you will be limited to a maximum of two marks. A better answer for four marks would demonstrate your understanding, but may miss some details. Only answers that have a logical sequence with relevant detail would achieve six marks.
- In every population there is genetic variation, so some bacteria are resistant whilst others aren't.
- When bacteria encounter an antibiotic, some are killed or prevented from growing.
- The individuals that survive will have a higher proportion of individuals with the resistant gene.
- The next generation will contain more bacteria with the resistant gene.
- The next time that the bacteria are exposed to the antibiotic the process is repeated.
- With prolonged exposure to the antibiotic, the population of bacteria will eventually only contain individuals with the resistant gene.
- This particular antibiotic will then be ineffective against this strain of bacteria.
- People infected with the bacteria will not respond to drug treatment using this antibiotic.
Sample question - Higher
Question
Describe how the classification of viruses, bacteria and fungi is different. [4 marks]
Answer four from:
- viruses are not alive because they do not complete all the seven life processes (1 mark)
- viruses are not classified as living species, but strains that replicate rather than reproduce (1 mark)
- bacteria and fungi do complete the seven life processes are so are alive (1 mark)
- bacteria do not have a nucleus so are prokaryotes (1 mark)
- fungi do have a nucleus so are eukaryotes (1 mark)
To earn all four marks, you must distinguish between living and non-living; between prokaryote and eukaryote.
Sample question 2 - Higher
Question
Antibodies are produced by white blood cells to bind with antigens on the surface of pathogens. Scientists have designed monoclonal antibodies for various uses. Describe some of these uses. [6 marks]
The examiner looks for a 'level of response' in six mark questions. If you list some simple statements without a logical structure you will be limited to a maximum of two marks. A better answer for four marks would demonstrate your understanding, but may miss some details. Only answers that have a logical sequence with relevant detail would achieve six marks.
To get full marks you will need to ensure you discuss a range of different uses, and show an understanding of the way antibodies are specific to individual antigens.
Answer points could include:
- HCG hormone is present in the urine of pregnant women
- monoclonal antibodies that bind with HCG are present on pregnancy test sticks
- when the urine of pregnant women reacts with these sticks the test antibody binds with the HCG antigen to produce a colour change, indicating pregnancy
- monoclonal antibodies can also bind with antigens on cancer cells to diagnose the presence of tumours
- they can also deliver cancer treating drugs that have been bound to them to the tumour
- the can stimulate the immune system to attack cancers
- they can also bind to and diagnose HIV/AIDS, herpes and chlamydia
