These questions cover double-award practice design: balancing sessions, mixing question types, choosing methods, retesting skills and reviewing mistake patterns. All data are invented.
Work in order, since the questions get harder. Write your own answer first, then open the working. The last section sends each error type to a lesson.
Questions and worked answers
Question 1 (easy). A checked topic list has 9 biology, 6 chemistry and 5 physics topics. Share a 10-question session by topic count.
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Total = 20. Biology 10 × 9/20 = 4.5, chemistry 10 × 6/20 = 3.0, physics 10 × 5/20 = 2.5. Rounding the halves one up and one down gives biology 4, chemistry 3, physics 3 (or 5, 3, 2). Any choice that totals 10 and stays within one question of each exact share is acceptable.
Question 2 (easy). A list has 14 biology, 12 chemistry and 10 physics topics. Share a 12-question session.
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Total = 36. Biology 12 × 14/36 = 4.67, chemistry 12 × 12/36 = 4.00, physics 12 × 10/36 = 3.33. Rounded: 5, 4, 3, total 12. Check: 5 + 4 + 3 = 12.
Question 3 (easy). A session of 20 questions has 8 recall, 7 interpretation and 5 application questions. Give each as a percentage.
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Recall 8/20 = 40%, interpretation 7/20 = 35%, application 5/20 = 25%. Check: 40 + 35 + 25 = 100.
Question 4 (easy). Label each as recall, interpretation or application: (a) State the function of xylem. (b) A table gives reaction rate at three temperatures; describe the trend. (c) Suggest one change that speeds up a reaction when the amount of acid is limited, and explain it.
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(a) Recall. (b) Interpretation, since evidence is supplied. (c) Application, since a known idea is used in a new situation.
Question 5 (medium). An unlabelled question: a force of 12 N acts on a trolley of mass 3.0 kg on a smooth surface. Find its acceleration.
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Asked: acceleration (m/s²). Link: force = mass × acceleration, so a = F ÷ m = 12 ÷ 3.0 = 4.0 m/s². Check: 3.0 × 4.0 = 12 N.
Question 6 (medium). An unlabelled question: how many moles are in 5.6 g of iron? The relative atomic mass of iron is 56.
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Moles = mass ÷ relative atomic mass = 5.6 ÷ 56 = 0.10 mol. Check: 0.10 × 56 = 5.6 g.
Question 7 (medium). An unlabelled question: a cell image is 36 mm long and the actual length is 0.12 mm. Find the magnification.
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Magnification = image size ÷ actual size = 36 ÷ 0.12 = 300, so ×300. Check: 0.12 × 300 = 36.
Question 8 (medium). Find the percentage change in each: (a) a sample of a salt falls from 2.5 g to 2.0 g on heating; (b) the voltage across a lamp rises from 12 V to 15 V.
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(a) Change = −0.5 g; −0.5 ÷ 2.5 × 100 = −20%. (b) Change = +3 V; 3 ÷ 12 × 100 = +25%. Both use the original value as the divisor. Check: 20% of 2.5 = 0.5; 25% of 12 = 3.
Question 9 (harder). A mistake log has 10 entries with these pattern tags in order: units, units, graph, definition, units, graph, arithmetic, units, definition, graph. Tally the patterns and say which one the next session should target.
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Units: entries 1, 2, 5, 8 = 4. Graph: entries 3, 6, 10 = 3. Definition: entries 4, 9 = 2. Arithmetic: entry 7 = 1. Total 4 + 3 + 2 + 1 = 10. Units is largest at 40%, so target units and conversion, with one fresh question in each of the three sciences.
Question 10 (harder). A 60-minute session has 4 recall questions at 2 minutes each, 4 interpretation questions at 5 minutes each and 4 application questions at 8 minutes each. Does the plan fit the hour? If not, by how much is it out?
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Recall 4 × 2 = 8 min. Interpretation 4 × 5 = 20 min. Application 4 × 8 = 32 min. Total 8 + 20 + 32 = 60 minutes. The plan fits exactly, with no time left for checking, so in practice you might drop one application question to leave a margin.
If you got these wrong
| What went wrong | Go to |
|---|---|
| Shares did not add to the session total, or topics were missed | Balance a practice session across the verified scope |
| Mixed up recall, interpretation and application | Mix recall, interpretation and application tasks |
| Chose the wrong formula or definition for an unlabelled question | Avoid labelling every task with its method |
| Divided by the new value in a percentage change | Retest a shared skill in a new science context |
| Tally or target pattern was wrong | Review patterns without treating two grades as independent quizzes |
Record each miss in the mistake log and retest queue, and use the scientific investigation critic when an error comes from reasoning about experiments. For help planning across the whole route, see online one-to-one Co-ordinated Sciences tuition.