IB MYP Prioritized Study Guide

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Master Priority Ranking

All topics ranked by marks available × probability of appearing — sorted highest value first

#	Subject	Topic	Question	Marks	Probability
1	Chemistry	Holistic Experimental Design (Criterion B)	Q6	16	100%
2	English	Non-literary Text Production (Task 3)	Task 3	30	100%
3	English	Compare & Contrast Essay (Task 1e)	Task 1e	20	100%
4	English	Literary Text Production (Task 2)	Task 2	20	100%
5	Mathematics	Statistics: Scatter Plot + Power Model	Q7	17	100%
6	Physics	Holistic Experimental Design (Criterion B)	Q5	14	100%
7	History	Research Design (RQ + Justify + Source)	Q4	12	100%
8	Chemistry	Multi-stakeholder Evaluation (Criterion D)	Q8	12–13	100%
9	Physics	Technology Evaluation (Criterion D)	Q8	13–21	100%
10	History	Evaluate Investigation (Strengths/Limits/Appraisal)	Q2	8	100%
11	Mathematics	Trigonometry + 3D Geometry (Volume)	Q3–Q4	11	100%
12	Mathematics	Trigonometric Modelling (Cosine function)	Q6	11	100%
13	Mathematics	Applied Ratio + Estimated Mean	Q5	14	100%
14	Mathematics	Quadratic Functions & Modelling	Q6	10	100%
15	Mathematics	Probability Trees + Venn Diagrams	Q2	9	100%
16	Physics	Nuclear Physics: Isotopes + Decay equations	Q3	8	100%
17	Physics	Mechanics: Speed, Energy, Power, Current	Q1	8–10	100%
18	History	Biography Task (Criterion A)	Q5	6+	100%
19	Chemistry	Atomic Structure + Periodic Table	Q1–Q2	8	100%
20	Chemistry	Material Comparison (Criterion D)	Q7	7	100%

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Chemistry

Based on May 2023, May 2021 markschemes · 8 questions per paper

P1

Holistic Experimental Design — Criterion B (Q6)

Always 16 marks · Appears every year · Single biggest question

16 marks 100%

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This is the single most important question in Chemistry. 16 marks — master the five-element holistic grid completely.

The Five Required Elements (each scored 0–3)

Element	What to include for Level 3
Variables	State IV (with range of values), DV (with units + how measured), and ≥2 specific CVs with how they are controlled
Equipment	List specific items with sizes/quantities (e.g. "250cm³ beaker", "±0.01g balance", "stopwatch")
Data Collection	State number of repeats (≥3), range of IV values (≥5), how to handle outliers, calculate mean
Method	Step-by-step numbered procedure a stranger can follow; logical order; specifies amounts and timings
Safety	≥2 specific hazards + specific precautions (e.g. "HCl is corrosive → wear safety goggles")

Model Investigation: Effect of Concentration on Rate of Reaction

RQ: How does the concentration of hydrochloric acid affect the rate at which magnesium dissolves?

IV: Concentration of HCl (0.5, 1.0, 1.5, 2.0, 2.5 mol/dm³)
DV: Time for Mg ribbon to fully dissolve (seconds, measured with stopwatch)
CVs: Mass of Mg ribbon (0.5g each), volume of acid (50cm³), temperature (25°C using water bath)

Method: (1) Measure 50cm³ of 0.5 mol/dm³ HCl. (2) Place in 250cm³ beaker. (3) Weigh 0.5g Mg ribbon. (4) Add Mg to acid, start stopwatch immediately. (5) Stop when Mg fully dissolves. (6) Record time. (7) Repeat 3×. (8) Calculate mean. (9) Repeat steps 1–8 for each concentration.

Safety: Wear safety goggles (HCl is corrosive and may splash). Use tongs to handle Mg (skin irritant).

P2

Criterion D: Multi-stakeholder Evaluation (Q8)

Environmental / Economic / Social perspectives · ~12–13 marks

12–13 marks 100%

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Structure — 4 marks per perspective

State the advantage/disadvantage clearly
Explain the mechanism — WHY does this happen?
Link to the specific stakeholder (environment / economy / individual)
Use specific, relevant examples — not vague generalisations

M23 Q8 — Reclaiming Materials

Environmental: Reduces landfill → less soil/water contamination → healthier ecosystems
Economic: Creates jobs in recycling industry; reduces cost of raw material extraction
Individual: Lower product prices when recycled materials used; community pride

M21 Q8 — Water Treatment

Environmental: Filtration removes sediment without chemicals → less water pollution
Economic: CCU (Carbon Capture) has high initial cost but reduces long-term emissions cost
Social: Access to clean water improves public health; reduces waterborne disease

Appraisal (always 2 marks)

Make an overall judgment referencing ≥2 perspectives you discussed. Example: "Overall, reclaiming materials is most beneficial from an environmental perspective as the long-term reduction in pollution outweighs the economic cost of establishing recycling infrastructure. However, the economic benefits to individuals are limited unless government subsidies are provided."

P3

Atomic Structure & Periodic Table (Q1–Q2)

Protons, electrons, neutrons, isotopes, periodic table positions, bonding

~8 marks 100%

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Protons = Atomic number
Neutrons = Mass number − Atomic number
Electrons = Protons (neutral atom)
Group = Number of outer electrons
Period = Number of electron shells

Key Facts from Markschemes

Isotopes: same number of protons, different number of neutrons; same element, different mass
Magnesium: 2 outer electrons (Group 2); Silicon: Group 4, Period 3
Gallium (Ga): Group 3, Period 4; Arsenic (As): Group 5, Period 4
Transition metals: found in the central block between Groups 2 and 3
Noble gases (Group 0/18): already have full outer shell → do not react (He has 2 electrons = full)
Covalent bonding: atoms SHARE electrons to achieve noble gas configuration
Carbon forms 4 covalent bonds (4 outer electrons, shares 4 to reach 8)
Ionic: metal LOSES electrons → positive ion; non-metal GAINS electrons → negative ion

P4

Rates of Reaction, Catalysts & Molar Calculations (Q3)

Factors affecting rate · Catalyst definition · Moles calculations from equations

~6 marks 100%

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Catalyst — exact definition (must know)

A catalyst speeds up a chemical reaction by lowering the activation energy. It is not used up in the reaction and does not appear in the overall equation.

Rate increases with:

Higher temperature → more kinetic energy → more frequent, energetic collisions
Higher concentration → more particles per volume → more collisions
Greater surface area (smaller pieces) → more particles exposed → more collisions
Adding a catalyst → lower activation energy needed

Molar Calculation — worked example (M23 Q3)

CH₄ + 2H₂O → CO₂ + 3H₂
Molar mass of CH₄ = 12 + 4(1) = 16 g/mol
8 kg = 8000 g → moles of CH₄ = 8000 ÷ 16 = 500 mol
From equation: 1 mol CH₄ → 3 mol H₂ → 500 × 3 = 1500 mol H₂

P5

Combustion, Balancing Equations & Organic Chemistry (Q1)

Exo/endothermic · Balancing · Functional groups · Alkanes

~5 marks 100%

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Balanced Combustion Equations

C₃H₈ + 5O₂ → 3CO₂ + 4H₂O (propane)
C₅H₁₂ + 8O₂ → 5CO₂ + 6H₂O (pentane)
Products of complete combustion: always CO₂ and H₂O

Functional Groups

Alcohol: contains −OH group
Carboxylic acid: contains −COOH group
Alkane: only C−C and C−H single bonds
Exothermic: energy released, temp↑ (combustion)
Endothermic: energy absorbed, temp↓

P6

Investigation Design: IV / DV / CV Questions (Q5)

Identifying variables · Control experiment · Percentage calculations

~6 marks 100%

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Always State

IV (Independent Variable): what you deliberately change
DV (Dependent Variable): what you measure as a result
CVs (Controlled Variables): ≥2–3 things kept the same to ensure a fair test
Control experiment: identical setup but with NO IV applied — proves the IV is causing the change

M23 Q5 — Salt and Ice Melt Rate

IV: Surface area of salt (varied by crushing)
DV: Time for ice to melt (seconds)
CVs: Mass of salt (5g), type of salt, mass of ice (50g), initial temperature
Percentage calculation: (change ÷ original) × 100
Salt selection at −45°C: Potassium acetate — only non-chloride salt that works below −45°C

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Physics

Based on May 2023, May 2021 markschemes · 8 questions per paper

P1

Holistic Experimental Design — Criterion B (Q5)

Always ~14 marks · Must show RQ, Variables, Equipment, Method, Data, Safety

14 marks100%

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Model Investigation: Temperature vs Balloon Circumference (M23 Q5)

RQ: How does temperature affect the circumference of a balloon?

IV: Temperature of water bath (20°C, 30°C, 40°C, 50°C, 60°C)
DV: Circumference of balloon (cm, measured with string + ruler)
CVs: Initial volume of air in balloon, type of balloon, atmospheric pressure, time left at each temperature (2 min)

Equipment: Water bath/beaker, thermometer, ruler, string, measuring tape, kettle, ice
Data: 5 temperatures × 3 repeats, calculate mean, identify outliers

Method: (1) Inflate balloon to fixed circumference (20cm). (2) Set water bath to 20°C. (3) Submerge balloon for 2 min. (4) Measure circumference with string. (5) Repeat 3×. (6) Repeat for each temperature. (7) Record all results in table. (8) Calculate means.

Safety: Handle hot water with care; use tongs; wear safety goggles

Key: The RQ must name BOTH variables with units. "How does X affect Y?" is the required format.

P2

Criterion D: Technology Evaluation (Q8)

Individual advantages/disadvantages · Benefits and limitations of controlling technology

13–21 marks100%

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M23 Q8 — Location Tracking Technology

Advantages (Individual)

Parents can locate lost child → increased safety
Emergency services locate injured hiker → faster rescue
Track exercise routes → health benefits
Real-time navigation → reduces getting lost

Disadvantages (Individual)

Invasion of privacy → psychological stress
Data can be hacked → personal safety risk
Employer surveillance → reduces autonomy
Creates dependency on technology

Template for all Criterion D answers

State advantage/disadvantage → explain WHY this occurs (mechanism) → link to the specific stakeholder → give a concrete example → evaluate the significance

P3

Mechanics: Speed, Energy, Power, Current (Q1)

Core calculations · Energy chains · Always appears as Q1

8–10 marks100%

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Speed = distance ÷ time
Weight = mass × g (g = 10 N/kg)
Work done = force × distance (Joules)
Power = work done ÷ time (Watts)
Energy = power × time
Current I = P ÷ V

Worked Examples (M23 Q1)

Speed = 16 km ÷ 4 h = 4 km/h
Weight of 350kg horse = 350 × 10 = 3500 N
Work done = 1200 N × 51 m = 61,200 J
Power = 61,200 J ÷ 5.5 s = 11,127 W ≈ 11.1 kW
Current = 7150 W ÷ 1100 V = 6.5 A

Energy Chain

Chemical PE → Kinetic Energy → Gravitational PE (horse pulling weight uphill)

P4

Waves: Properties, EM Spectrum, v=fλ (Q2)

Wave speed calculation · Red light · Infrared · Dispersion

6–8 marks100%

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Wave speed = frequency × wavelength (v = fλ)
Frequency = v ÷ λ
Speed of light = 3 × 10⁸ m/s

Key Facts

EM spectrum (low→high frequency): radio → microwave → infrared → visible → UV → X-ray → gamma
Red light: longest wavelength, lowest frequency, refracted LEAST, lowest refractive index
Infrared: longer wavelength AND lower frequency than visible light
Dispersion: white light splits because different wavelengths refract by different amounts
M23 Q2: f = (3×10⁸) ÷ (7.5×10⁻⁷) = 4×10¹⁴ Hz

P5

Nuclear Physics: Isotopes, Radioactive Decay (Q3)

Atomic notation · Alpha/beta decay equations · Nuclear reactions

8 marks100%

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Isotopes

Same number of protons, different number of neutrons → same element, different mass number
Carbon-14: atomic number = 6 (6 protons), mass number = 14 (8 neutrons)

Decay Equations (M23 Q3)

Alpha decay (loses 2p + 2n): ²³⁸U → ²³⁴Th + ⁴He(α) — mass −4, atomic number −2
Beta decay (neutron → proton + electron): ²³⁴Th → ²³⁴Pa + ⁰β — mass same, atomic number +1
Nuclear fission: neutron absorbed by U-238 nucleus → nucleus splits → chain reaction

Gamma ray vs X-ray

Gamma ray: emitted FROM THE NUCLEUS
X-ray: produced when inner electrons interact with the nucleus (different origin)

P6

Gas Laws, Pressure & Particle Theory (Q4)

Boyle's Law · Pressure calculations · Particle explanations

8 marks100%

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Pressure = Force ÷ Area (Pascals, Pa)
Boyle's Law = P₁V₁ = P₂V₂ (inverse relationship)

Particle Explanation (always needed)

Temperature ↑ → kinetic energy ↑ → particles move faster → more frequent and harder collisions with balloon wall → balloon expands (at constant pressure)

P7

Newton's Laws & Force Calculations (Q6)

F=ma · Action-reaction pairs · Balloon rocket proportionality

8–10 marks100%

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Newton's 2nd Law: F = ma (force in N, mass in kg, acceleration in m/s²)
Newton's 3rd Law: Every action has equal & opposite reaction — act on DIFFERENT objects
Balloon rocket: balloon pushes air back (action) → air pushes balloon forward (reaction)
Circumference C = 2πr → radius r = C/2π → volume ∝ r³ ∝ C³
M23 Q6: proportional relationship between C³ and distance traveled

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Mathematics

Based on May 2023 (34pp), May 2021 (26pp) markschemes · 8 questions per paper

P1

Statistics: Scatter Plot, Mean, Median, Mode, Power Model (Q7)

~17 marks every year · The biggest question in Mathematics

17 marks100%

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Averages from Frequency Tables

Mode: most frequent value
Median: middle value when ordered
Weighted mean: Σ(value × frequency) ÷ Σfrequency

M21: mean = (4×0.75 + 3×0.76 + 5×0.77 + 6×0.78 + 1×0.79 + 1×0.80) ÷ 20 = 0.77

Line of Best Fit Rules

Must be within the marked zone
≥2 points above AND ≥2 points below the line
Must cover the correct domain range
Never horizontal; gradient must be correct direction
Only one line — do not draw two

Power Model Substitution

Given: w = 24r⁻⁰·⁷⁷, substitute r = 0.77 (from mean):
w = 24 × (0.77)⁻⁰·⁷⁷ ... use calculator
For r = 100: w = 24(100)⁻⁰·⁷⁷ = 0.692... → rounded to 0.69

Comment on Accuracy (always asked, 2–3 marks)

Level 1: "Inaccurate because I used a line of best fit which is an approximation"
Level 2: "Inaccurate AND the relationship between the variables cannot be linear beyond the data range" OR "the model may not be valid outside the data given"

P2

Probability: Trees, Venn Diagrams, Without Replacement (Q1–Q2)

~9 marks · Conditional probability · Dependent events

9 marks100%

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Probability Trees — M23 Q2 (25 balls: 10 Dark, 15 White)

P(D first) = 10/25 = 2/5
P(D|D) without replacement = 9/24 = 3/8
P(D∩D) = 10/25 × 9/24 = 3/20 = 0.15
P(not both DD) = 1 − 3/20 = 17/20 = 0.85
P(DDW in any order) = 3 × (10/25 × 9/24 × 15/23) = 27/92 ≈ 0.29

Venn Diagrams — M21 Q1

U = {1–10}, A = multiples of 2, B = multiples of 3
A∩B = {6}; A∩B' = {2,4,8,10} → P(A∩B') = 4/10
Without replacement: P(two from A∩B') = 4/10 × 3/9 = 12/90 = 2/15

Always check: with or without replacement? Without replacement → denominator decreases by 1 after each pick.

P3

Trigonometry + 3D Geometry (Q3–Q4)

SOH-CAH-TOA · Sine rule · Cosine rule · Volume of pyramid, sphere, cone

11 marks100%

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sin θ = opposite / hypotenuse
cos θ = adjacent / hypotenuse
tan θ = opposite / adjacent
Sine rule = a/sinA = b/sinB = c/sinC
Cosine rule = a² = b² + c² − 2bc cosA
V (pyramid) = ⅓ × base area × height
V (sphere) = (4/3)πr³
V (cone) = ⅓πr²h

Worked Examples

M23 Q4a: tan55 = a/12 → a = 12tan55 = 17.137... → 17.1
M23 Q4b: h² = 17.1² − 12² → h = 12.18
M23 Q4c: V = ⅓ × 24 × 24 × 12.18 = 2339
Scale factor 1.1: Volume increases by 1.1³ = 1.331 → 33.1% increase
M21 Q5b: Set sphere = cone → h = 10.7

P4

Trigonometric Modelling: Cosine Functions (Q6)

Amplitude · Period · Max/min · Substitution · Solving equations

11 marks100%

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M21 Q6 — Body Temperature Model: B = −0.5cos(15t) + 36.5

Amplitude = 0.5 (half the range: (37−36) ÷ 2)
Period = 360 ÷ 15 = 24 hours
Maximum = 37°C at t=12 (12:00 noon); Minimum = 36°C at t=24 (midnight)
Substitute t=7.25: B = −0.5cos(7.25×15) + 36.5 = 36.7°C (1dp)
Solve B=36.5: −0.5cos15t = 0 → cos15t = 0 → 15t = 90 → t = 4 hours (4am)

General Formula

y = amplitude × cos(360/period × t) + midline
Amplitude = (max − min) ÷ 2
Midline = (max + min) ÷ 2

P5

Quadratic Functions & Modelling (Q3/Q6)

Find parameters · Solve by factorisation/formula · Distance formula

10 marks100%

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Quadratic formula = x = (−b ± √(b²−4ac)) ÷ 2a
Distance = √((x₂−x₁)² + (y₂−y₁)²)

Worked Examples

M23 Q6: E = a(n−10)² + 80; sub (0,120): 120 = a(100) + 80 → a = 0.4 = 2/5
Find E at n=2: E = 0.4(8)² + 80 = 105.6
Solve E=90: (10−n)² = 25 → n = 5

M21 Q3: f(x)=g(x) → x²−4x−5=0 → (x−5)(x+1)=0 → x=5 or x=−1
A=(−1, 2), B=(5, 14) → AB = √(36+144) = √180 = 6√5 ≈ 13.4

P6

Sequences & Patterns (Q8)

Same question type every year · Continue pattern · Describe · Write general rule

5 marks100%

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Recurring Answer: L = 2n + 2 (appeared in BOTH M23 and M21)

Place next terms in sequence by identifying the pattern
Describe TWO patterns with correct mathematical terminology (e.g. "even numbers", "arithmetic sequence with common difference 2")
Write general rule in algebraic notation: L = 2n + 2 or L = 2(n+1)

Do NOT write in words. "Two times n plus 2" is rejected. Must be algebraic notation.

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English Language & Literature

Based on May 2023, May 2022 markschemes · 3 tasks per paper

P1

Task 3 — Non-literary Text Production

30 marks (Criteria B + C + D) · Highest mark-value task in the paper

30 marks100%

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M23 Task 3 — Script for Video Advertisement (student intercultural organization)

Criterion	What achieves Level 5
B – Organisation (10 marks)	Correct format features of chosen text type used consistently (e.g. script: SPEAKER NAME:, [stage directions]); clear structure with introduction, development, conclusion; logical sequencing; effective transitions
C – Content (10 marks)	Highly relevant to purpose and audience; insightful ideas; imaginative use of detail; content choices serve the communicative purpose powerfully
D – Language (10 marks)	Wide vocabulary range; register perfectly matched to text type and audience; varied sentence structures; very few grammar/spelling/punctuation errors

Always Do for Non-Literary Texts

Use the CORRECT FORMAT — layout, headings, conventions specific to that text type
Address the specified AUDIENCE throughout
Maintain consistent REGISTER and TONE matching the purpose
Have a clear beginning, middle, and end

P2

Task 1e — Compare & Contrast Essay

20 marks (Criteria A + B) · Analyse two texts + compare how they present a theme

20 marks100%

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Essay Structure

Introduction: State the theme; briefly introduce Text A and Text B; state your thesis about HOW they differ in presenting this theme
Para 1: Technique X in Text A — quote/example + effect + link to theme
Para 2: Equivalent technique in Text B — directly compare/contrast with Para 1
Para 3: Technique Y in Text A
Para 4: Technique Y in Text B — compare
Conclusion: Which creator is more effective and why; restate how each differently achieves the theme

Criterion A — Level 5 Requirements

Perceptive analysis (go beyond surface-level description)
Name and explain ≥3 literary/visual techniques per text
Consistent use of literary terminology throughout
Compare AND contrast BOTH texts — not just describe each separately
All claims supported with specific textual evidence

Key Literary Techniques to Know

Written Texts

Characterization, symbolism, metaphor
Personification, imagery, alliteration
Tone, mood, point of view, diction
Foreshadowing, motif, juxtaposition
Syntax, sentence structure variation

Film / Media Texts

Cinematography, lighting, colour
Costume, choreography, animation
Music/sound design, mise-en-scène
Camera angle, close-up, panning
Editing: cuts, transitions, pace

P3

Task 2 — Literary Text Production

20 marks (Criteria C + D) · Imaginative fiction or poetry

20 marks100%

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M23 Task 2 — Scene: character travels through time to a mysterious place

Criterion C: Imagination & Insight

Use literary techniques purposefully
Rich, relevant sensory detail
Convincing characterization
Atmosphere strongly evoked
Consider: purpose, characterization, setting, mood, point of view

Criterion D: Language Accuracy

Wide vocabulary — avoid repetition
Vary sentence length and structure
Consistent point of view
Correct grammar, punctuation, spelling
Register matches literary form

Key Writing Techniques

Show don't tell: Instead of "she was scared" → "her hands trembled as she reached for the door handle"

Strong opening: Start in medias res (in the middle of action)
Sensory details: Engage all five senses — sight, sound, smell, touch, taste
Sentence variation: Mix short punchy sentences with longer flowing ones for rhythm and tension

P4

Task 1a–1d — Short Analysis Questions

~10 marks total · Characterization · Technique significance · Film analysis

~10 marks100%

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Q1a (3 marks) — Analyse characterization

Level	What to write
Level 1 (1 mark)	"The character is passionate" — basic identification only
Level 2 (2 marks)	"The author uses dialogue when X says '...' to show that the character is passionate about weaving"
Level 3 (3 marks)	"The repeated use of emotive language such as '...' characterizes X as deeply passionate about her art, suggesting that creative expression is central to her identity" — technique + example + effect + significance

Q1b (2 marks) — Significance of a specific line

Name a technique → explain the significance → develop the meaning
Example: "The personification in 'the tapestry winks silver' gives the artwork a living quality, suggesting its enduring cultural value as something that communicates across time."

Q1c–1d (2–4 marks) — Film technique

Name technique → state effect → link to purpose
Template: "The use of [technique] creates/establishes/emphasizes [effect], demonstrating how [link to theme]."

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History

Based on May 2023, May 2017 markschemes · 5 questions per paper

P1

Q4 — Research Design: RQ, Justification, Source Selection

12 marks total (Q4a–Q4d) · Appears every year

12 marks100%

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Q4a (2 marks) — Write a Research Question

Use these starters: "To what extent...", "How significant was...", "How did... affect..."
Must be: specific + focused + answerable + historically meaningful

Model (M23): "To what extent was Hitler's use of nationalism significant in his rise to power in 1933?"
Other strong models:
"How significant was the role of economic instability in causing the French Revolution?"
"To what extent did propaganda determine the outcome of World War II?"

Q4b (4 marks) — Justify RQ's relevance to Statement of Inquiry

Quote or paraphrase the Statement of Inquiry given
Explain how your RQ directly addresses a key concept within it
State what you will investigate and why it matters historically
Name the historical concepts your RQ explores (causality, significance, perspective, change)

Q4c (2 marks) — Outline one useful source

State: WHO created it + WHEN + WHAT it is about
Example: "A speech delivered by Adolf Hitler at a Nazi rally in 1932, addressing the theme of German national identity and the need for a strong leader."

Q4d (4 marks) — Explain why source is useful

Element	What to say
Origin	Who created it, when, why — is it primary or secondary?
Purpose	Intended audience and message — what was it trying to achieve?
Value	What specific information does it provide for YOUR investigation?
Limitation	Any bias, missing perspectives, or access issues

Model: "As a first-hand account by Hitler himself, the speech directly reveals the nationalist techniques he used to appeal to the German public. It shows what emotions and ideas he chose to represent. However, it may be biased as Hitler would present his ideology in the most favorable light, omitting opposing views."

P2

Q5 — Biography Task (Criterion A)

6+ marks · Unknown individual · Daily life changed by significant event

6+ marks100%

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Required Structure

Title: Name, occupation, country, dates (e.g. "Giovanni Rossi — Italian Farmer, 1895–1961")
Before: Who they were before the event; their ordinary daily life
The Event: What happened historically — factually accurate with specific dates and details
Daily life changes: Specific, concrete changes to their personal daily life — NOT general statements about society
Conclusion: Long-term impact on the individual

Criterion A — Level 5–6

Accurate historical information with specific facts, dates, names
Events clearly and specifically linked to changes in the individual's DAILY LIFE
Insightful personal detail that humanizes the subject
Appropriate narrative structure throughout

Model Example (M23)

Marco Conti — Italian Soldier, 1896–1956

Before WWI, Marco was a 19-year-old farmer in rural Tuscany. He rose at dawn, tended his family's vineyard, and returned home for dinner each evening.

After being drafted in 1915, Marco experienced trench warfare, gas attacks, and the death of his comrades at the Battle of Isonzo. He returned in 1918 with psychological trauma and found his family's farm seized due to wartime debts.

His daily life changed dramatically: unable to return to farming, he joined Mussolini's Blackshirts in 1921 for wages and a sense of purpose. He now spent his days enforcing political violence, attending rallies, and reporting neighbours suspected of anti-fascist views. He participated in the March on Rome in October 1922.

In the long term, Marco became enmeshed in the fascist system, later forced to serve again in the Ethiopian campaign of 1935 — his daily life permanently shaped by the events of WWI.

P3

Q2 — Evaluate Investigation Process

8 marks · Strengths (3) + Limitations (3) + Appraisal (2)

8 marks100%

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Strengths to Look For

Used both primary AND secondary sources
Multiple national/cultural perspectives
Clear, focused research question
Appropriate time period and scope
Sub-questions directly support main RQ

Limitations to Look For

Sub-questions are off-topic or too broad
Compares too many countries → shallow analysis
Only one type of source used
Time period too long to analyze in depth
Sources may be biased / limited access

Appraisal (2 marks) — Model Answer

"While the investigation benefited from [specific strength] which strengthened its [reliability/range/focus], the [specific limitation] means the final conclusion may not fully address the original RQ, making the investigation only [partially/fully] effective."

P4

Q3 — Explain How a Group Caused Independence

4 marks · Chain of causation · NOT Argentina

4 marks100%

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Structure: Chain of Causation

State action → link to cause → state result → link to independence

North American Colonists (USA)

Britain imposed taxes without representation (Stamp Act 1765, Townshend Acts 1767)
Colonists protested: Boston Tea Party 1773, boycotts
Continental Congress demanded representation 1774
Declaration of Independence July 4, 1776
Military victory at Yorktown 1781 → Treaty of Paris 1783

Haitian Independence

French colony Saint-Domingue with enslaved majority population
French Revolution principles of liberty spread to colonies 1789
Toussaint Louverture led uprising 1791
Defeated French, British, and Spanish forces over 13 years
Haiti declared independence January 1, 1804 — first Black republic

P5

Q1 — Source Analysis with Historical Concept

2 marks · Identify concept + explain with evidence from source

2 marks100%

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Six Concepts (know all six)

Causality: one event caused another
Governance: how power/authority is exercised
Conflict: clash between groups or nations

Interdependence: groups rely on each other
Civilization: development of society/culture
Globalization: increasing global connection

Answer Template

"The source exemplifies [concept] because [specific detail from source] caused/shows/demonstrates [specific effect]. This illustrates how [historical explanation connecting detail to concept]."

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Quick-Reference Formula Sheet

All key formulas across Mathematics, Physics, and Chemistry in one place

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Mathematics

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Weighted mean = Σ(x×f) ÷ Σf
Distance = √((x₂−x₁)² + (y₂−y₁)²)
Quadratic formula = x = (−b ± √(b²−4ac)) ÷ 2a
V (pyramid) = ⅓ × base area × height
V (sphere) = (4/3)πr³
V (cone) = ⅓πr²h
Sine rule = a/sinA = b/sinB = c/sinC
Cosine rule = a² = b²+c²−2bc cosA
Scale factor k = lengths ×k → volume ×k³
Amplitude = (max − min) ÷ 2
Period = 360 ÷ coefficient of t
P(A and B) = P(A) × P(B|A)
P(at least 1) = 1 − P(none)

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Physics

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Speed = distance ÷ time
Weight = mass × g (g = 10 N/kg)
Work done = force × distance (J)
Power = work done ÷ time (W)
Energy = power × time
P = IV → I = P ÷ V
Force = mass × acceleration (F=ma)
Pressure = force ÷ area (Pa)
Boyle's Law = P₁V₁ = P₂V₂
Wave speed = f × λ → f = v ÷ λ
c (light) = 3 × 10⁸ m/s
Alpha decay = mass −4, atomic no. −2
Beta decay = mass same, atomic no. +1

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Chemistry

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Moles = mass ÷ molar mass
Molar mass = sum of all atomic masses
% change = (change ÷ original) × 100
Molar mass CH₄ = 16 g/mol
Molar mass C₃H₈ = 44 g/mol
Molar mass CO₂ = 44 g/mol

C₃H₈ + 5O₂ → 3CO₂ + 4H₂O
C₅H₁₂ + 8O₂ → 5CO₂ + 6H₂O
Alcohol group = −OH
Carboxylic acid= −COOH
Group = outer electrons
Period = electron shells

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Markscheme Abbreviations

What the abbreviations in markschemes mean

Symbol	Meaning	What to do
`OE`	Or Equivalent	Accept mathematically equivalent answers
`WTTE`	Words To That Effect	Accept paraphrased answers with same meaning
`ECF`	Error Carried Forward	Marks awarded if method correct even if based on earlier wrong answer
`ORA`	Or Reverse Argument	Accept the opposite argument if logically consistent
`AG`	Answer Given	The answer is stated in the question — show working to get there
`SC`	Special Case	Award marks for a specific alternative method
Underlined word	Essential for mark	This specific word (or equivalent) must appear in the answer