Six-mark questions
Six-mark questions are often the questions that people find the most difficult. In all longer answer questions, but especially the six-mark ones, it is important that you plan your answer and do not just rush into it. After all, you would plan an essay or short story before starting. Without a plan it is easy to stray away from the key point and lose marks, get steps in a process in the wrong order, or forget key bits of information. Remember to write your answer in full sentences, not bullet points.
Six-mark questions will start with command words such as 'describe' 'evaluate' 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 confusing. 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 the pH of milk decreases. It does this because…'
Explain how and why questions often have the word 'because' in their answer. Describe questions don't.
The number of marks per question part is given in this form '[6 marks]'. It is essential that you give as many different points in your answer as possible.
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.
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
Discuss, with examples, what mutualism and parasitism are and their importance for the survival of named organisms.
The following is a list of valid points that could be included in your answer. Remember that it is important that you do not bullet point them, but link your ideas together:
Note how in your answer to this question you must include specific examples.
- Mutualism is when two organisms rely on one another to survive, with both of them benefiting from the relationship.
- An example is bacteria living in the root nodules of leguminous plants.
- The bacteria provide the plants with nitrogen compounds.
- The bacteria gain sugars from the plants.
- This relationship allows both the bacteria and the plants to survive.
- Parasitism is when only one organism benefits from the relationship.
- The host organism suffers because of the presence of the parasite.
- An example is human head lice where the head lice gain blood from the human.
- The human loses blood and can have an itchy scalp.
- This relationship only supports the survival of the head lice.
Sample question 2 - Foundation
Question
A compost bin contains dead plant material.
Describe how the rate of decomposition of this material could be increased and explain why these factors cause the rate of decomposition to increase.
The following is a list of valid points that could be included in your answer. Remember that it is important that you do not bullet point them, but link your ideas together. There are TWO parts to this question. Make sure you answer all parts if you want to gain top marks.
- Increase the temperature.
- Allows enzymes within microorganisms that are used to break down dead organisms to work faster.
- Don't increase the temperature too high.
- Very high temperatures denature the enzymes, which would cause the rate of decomposition to decrease.
- Increase water content.
- Microorganisms that decompose dead organisms need water to survive.
- Increase oxygen availability/turn the contents.
- More aerobic respiration can occur which allows the microorganisms to break down the dead organism.
Sample question 3 - Higher
Question
Describe how carbon can be cycled in an ecosystem between living and non-living components.
The following is a list of valid points that could be included in your answer. Remember that it is important that you do not bullet point them, but link your ideas together. It is important to write about BOTH living and non-living components to get the best marks.
- Carbon dioxide in the atmosphere is taken in by plants through photosynthesis.
- The plants convert the carbon dioxide into glucose.
- The glucose can then be used by the plant to create biomass.
- If the plant is eaten the carbon in the plant's biomass can be transferred to a consumer.
- Plants and animals respire which releases carbon dioxide into the atmosphere.
- When a living organism dies, it is broken down by decomposer microorganisms.
- Decomposers carry out respiration.
- This releases carbon dioxide into the atmosphere again.
- Combustion of fossil fuels, which were once living organisms, also releases carbon dioxide into the atmosphere.
