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.
Sample question 1 - Foundation
Question
Describe the process of selective breeding to generate a herd of cows that produce large quantities of milk and explain one risk of this process. [6 marks]
This question has been written by a Bitesize consultant as a suggestion to the type of question that may appear in an exam paper.
You should link your answer directly to the question, rather than just give a generic description of selective breeding. Don’t forget to answer all parts of the question.
Level 3 (5-6 marks)
A well-structured, detailed description of how selective breeding can be used in this example. A risk is identified and explained.
Level 2 (3-4 marks)
A description of how selective breeding is used in this example. A risk is identified.
Level 2 (1-2 marks)
An attempt at describing how selective breeding is used in this example, although some information may be missing.
0 marks
No response or no response worthy of credit.
The following is a list of valid points that should be included in your answer:
Process of selective breeding
- cows that produce large quantities of milk are selected
- they are bred with a bull
- the offspring are screened to see which ones also produce large quantities of milk
- these offspring are then bred with a bull
- this process is repeated again and again
- until all of the herd of cows produce large quantities of milk
A risk
- a risk of this process is that it reduces the genetic diversity of the herd
- OR if a disease infected the herd then it could wipe out all of the animals
Sample question 2 - Foundation
Question
Explain how communicable diseases caused by viruses, bacteria and fungi, are spread in animals. Give specific examples in your answer. [6 marks]
This question has many parts. If you don't answer them all then you won't get full marks. You must give examples and focus only on animals.
This question has been written by a Bitesize consultant as a suggestion to the type of question that may appear in an exam paper.
Level 3 (5-6 marks)
A clear and detailed explanation including several examples of how communicable diseases are spread in animals. An example of a viral, bacterial and fungal disease are given.
Level 2 (3-4 marks)
An explanation with some structure which includes several examples of how communicable diseases are spread in animals.
Level 2 (1-2 marks)
An explanation including several examples of how communicable diseases are spread in animals. The information is basic and communicated in an unstructured way.
0 marks
No response or no response worthy of credit.
The following is a list of valid points that should be included in your answer:
Communicable diseases are diseases that can be transferred from one organism to another.
- Virus - eg HIV can be transmitted by sexual intercourse so is classed as a sexually transmitted infection. Flu virus is spread by sneezing and so is an airborne disease. The virus particles are in the liquid droplets that are spread in a sneeze.
- Bacteria - eg food poisoning is caused by Salmonella or E.coli and occurs if someone eats food that has not been cooked thoroughly.
- Fungus - eg athlete's foot is transferred by touch.
Sample question 3 - Higher
Question
Erythromycin is an antibiotic.
It is usually given to patients in a capsule.
The capsule has lots of small spheres containing the drug.
The walls of the spheres are different thicknesses.
They are made of a carbohydrate polymer.
The graph shows the levels of erythromycin in the blood when given using this capsule and in a normal tablet.
Explain the shape of the two graphs and why it is better to give erythromycin in capsules. [6 marks]
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 explain the shape of BOTH of the graphs AND explain why it is better to give erythromycin in capsules.
OCR Gateway, GCE Biology, Paper J247 - Higher, 2016.
Level 3 (5-6 marks)
Explains the shapes of the two graphs in the effectiveness/safety of the drugs delivery system.
There is a well-developed line of reasoning which is clear and logically structured. The information presented is relevant and well supported by evidence.
Level 2 (3-4 marks)
Explains the shapes of the two graphs the total dosage of the drugs. There is a line of reasoning presented with some structure. The information presented is relevant and supported by some evidence.
Level 1 (1-2 marks)
Simply describes the patterns in the graph. The information is basic and communicated in an unstructured way. The information is supported by limited evidence.
Explaining the shape of the graphs:
- dosage rises rapidly because of rapid absorption into the blood stream for both methods
- dosage falls fast because it is rapidly broken down in tablet form
- capsules allow staggered release of drug dosage so there is not a sudden drop
- this is because wall is thicker for the capsule than for the tablet
- therefore different digestion time
- conventional tablet releases drug all at once
- tablet may not have a coating
Why it is better to give erythromycin in capsules:
- with a coated capsule there is a steady, intermediate level of erythromycin in the blood
- with the tablet the high levels of erythromycin in the blood may be toxic
- if the dose is reduced, then when levels of erythromycin are low it may not be enough to kill all bacteria
- this could allow antibiotic resistant strains to develop
More guides on this topic
- Field investigations - OCR Gateway
- Monitoring and maintaining the environment - OCR Gateway
- Feeding the human race - OCR Gateway
- Monitoring & maintaining health - Communicable diseases - OCR Gateway
- Treating, curing and preventing disease - OCR Gateway
- Monoclonal antibodies - Higher - OCR Gateway
- Plant disease - OCR Gateway
- Cancer and cardiovascular disease - Non-communicable - OCR Gateway
- Monitoring and maintaining health - Non-communicable - OCR Gateway
