Command word: Describe – set out facts or characteristics . What/when/ where. Connectives :

1. QWC Additional Travel Card • Science Points • Memory is the storage and retrieval of information • Information is held in the short term memory • Information can be moved to the long term memory/stored by repetition/ reinforcement. • Recalling information is called retrieval. • Lack of repetition means that some information can be forgotten. • This represents an exit route within the model. • Allow diagram as part of answer if points are . • Learning techniques may include: • Repetition, stimuli e.g. colour, light, smell, sound, singing, visualisation, writing, reading, chunking. Question Different models have been proposed to explain how memory works. Describe the multi-store model for memory. You may include a diagram if this will help your explanation. Command word: Describe – set out facts or characteristics. What/when/ where. Connectives: Whereas, alternatively, unlike, equally, consequently, unless, if, as long as, however, such as, for instance, this means, . . . Value 6 marks Success criteria Limited use of specialist terms. Answer may simply refer to learning techniques and not the model. SPAG poor. Answer includes a detailed description of the model. There is good use of specialist terms. SPAG is good and it generally flows. The response is clear and concise. There is a full description of the model and examples of how we remember information. Key terms are used effectively. Excellent SPAG. Mark band 1-2 3-4 5-6 Route Memory Route Memory QWC Additional Travel Card

2. QWC Additional Travel Card Command word: Suggest – apply scientific knowledge to a new situation. Explain – give reasons or mechanisms to address how/why something happens. Connectives: Whereas, alternatively, unlike, equally, consequently, unless, if, as long as, however, such as, for instance, this means, . . . • Question • Rachel has an injury to her spinal cord just above her waist. She cannot walk because she cannot make her legs move. A doctor tests Rachel’s knee jerk reflex and finds that it still works, even though she cannot walk. • Use information about the pathways followed by nerve impulses to suggest an explanation for these observations. Value 6 marks Success criteria Response includes at least one stage in the reflex arc and one correct reference to damage impact. There may be limited use of specialist terms. SPAG poor. Response must include some stages in the reflex arc and one correct reference to damage impact. SPAG generally good. Response must include most stages in the reflex arc and references different aspects of damage impact. Excellent SPAG. • Science Points • stimulus detected by receptor • impulse created (at receptor) • impulse travels from receptor to sensory neuron • order of sensory, relay and motor neurons • correct reference to synapses • travels along relay neuron (in spinal cord) • travels along motor neuron/nerve • ends with effector/muscle • named example of effector action e.g. muscle contraction/leg straightens. • brain not involved • Impact of damage: • Reflex arc not affected by damage • Damage above point where reflex arc takes place • Impulse transmission to/from brain blocked • Ascending/sensory pathways and or descending/motor pathways in spinal cord cut/damaged/severed Mark band 1-2 3-4 5-6 Route Reflex arcs Route Reflex arcs QWC Additional Travel Card

3. QWC Additional Travel Card • Science Points • Long axon (cytoplasm extension) to send electrical impulses from central nervous system to motor neurone. • Myelin / Fatty sheath insulates the axon, speeding-up transmission of electrical impulses. • Neurone endings which transmit impulses across synapses to other neurons • Thin projections called dendrites extend from the cell body and connect with other neurones, allowing electrical impulses to pass from one to the other • Other organelles; • Nucleus- contains genes/genetic material that code for specific proteins • Mitochondria- aerobic respiration • Cytoplasm-protein synthesis Question Describe the structure of the neurone and explain how it transmits electrical impulses. Command word: Describe – set out facts or characteristics. What/when/ where. Explain – give reasons or mechanisms to address how/why something happens. Connectives: Whereas, alternatively, unlike, equally, consequently, unless, if, as long as, however, such as, for instance, this means, . . . Value 6 marks Mark band 1-2 3-4 5-6 Success criteria Describes a number of features but does not fully explain how each feature links to the neurones function. SPAG poor. Correct description of features and explanation but does not provide details of key adaptations. Good use of some specialist terms. SPAG generally good. A clear and concise answer that clearly links the structure of the neurone to its function. Excellent SPAG. Route Neurones Route Neurones QWC Additional Travel Card

4. QWC Additional Travel Card Question Pujitha is reading about an anti-depressant drug called paroxetine. He reads that paroxetine increases the transmission of nerve impulses in the brain by increasing the concentration of serotonin. Suggest how paroxetine could cause this change in serotonin concentration and the increase in transmission of nerve impulses in the brain. Success criteria Answer may compare the action of paroxetine to the action of Ecstasy/MDMA but does not provide many details of how it works. Poor SPAG. Answer contains correct mode of action but does not provide all of the details/incorrect sequence. Good use of some specialist terms. SPAG generally good. A clear and concise answer with a full explanation that links paroxetine to serotonin synapses. Excellent SPAG. Command word: Suggest – apply scientific knowledge to a new situation. Connectives: Whereas, alternatively, unlike, equally, consequently, unless, if, as long as, however, such as, for instance, this means, . . . Value 6 marks • Science Points • paroxetine could work in the same way as Ecstasy/MDMA • at synapses (in the brain) • that use serotonin as a transmitter substance • by blocking sites where serotonin is removed from the synapse • when a nerve impulse is transmitted across the synapse, serotonin is released from the first neuron and binds to receptors on the membrane of the second/next/relay neuron, this causes nerve impulses in the second neuron • serotonin is not removed from the synapse, which leads to an increased concentration of serotonin in the synapse • more serotonin molecules are able to bind to receptors on the second neuron and this causes more nerve impulses in the second neuron Mark band 1-2 3-4 5-6 Route Route QWC Additional Travel Card

5. QWC Additional Travel Card • Question • Using the example of Pavlov’s dogs, describe the process of conditioning. Command word: Describe – set out facts or characteristics. What/when/ where. Connectives: Whereas, alternatively, unlike, equally, consequently, unless, if, as long as, however, such as, for instance, this means, . . . Value 6 marks Success criteria Limited use of specialist terms. Answer may simply refer to the idea that the bell is eventually associated with food which leads to salivation. Poor SPAG. A detailed description of conditioning. Good use of some of the underlined terms. SPAG generally good. A full description of conditioning. Most of the key words underlined are included and used accurately. Excellent SPAG. • Science Points • Food is the primary stimulus • At first the bell is not associated with the food. It is an unconditioned stimulus. • Every time dog sees the food the bell is rung. • Bell and food is an example of classical conditioning. • Bell is secondary stimulus • After this is repeated the dog eventually associates the bell with receiving food • Salivation with the bell is conditioned response/reflex. Mark band 1-2 3-4 5-6 Route Reflexes Route Reflexes QWC Additional Travel Card