alth And troubled pleasure, nor without the voice Of mountain-echoes did my boat move on; Leaving behind her still, on either side, Small circles glittering idly in the moon, Until they melted all into one track Of sparkling light. But now, like one who rows, Proud of his skill, to reach a chosen point With an unswerving line, I fixed my view Upon the summit of a craggy ridge, The horizon's utmost boundary; far above Was nothing but the stars and the grey sky. She was an elfin pinnace; lustily I dipped my oars into the silent lake, And, as I rose upon the stroke, my boat Went heaving through the water like a swan; When, from behind that craggy steep till then The horizon's bound, a huge peak, black and huge, As if with voluntary power instinct Upreared its head. I struck and struck again, And growing still in stature the grim shape @@PAGE 41 Towered up between me and the stars, and still, For so it seemed, with purpose of its own And measured motion like a living thing, Strode after me.3d:T4b4,One summer evening (led by her) I found A little boat tied to a willow tree Within a rocky cave, its usual home. Straight I unloosed her chain, and stepping in Pushed from the shore. It was an act of stealth And troubled pleasure, nor without the voice Of mountain-echoes did my boat move on; Leaving behind her still, on either side, Small circles glittering idly in the moon, Until they melted all into one track Of sparkling light. But now, like one who rows, Proud of his skill, to reach a chosen point With an unswerving line, I fixed my view Upon the summit of a craggy ridge, The horizon's utmost boundary; far above Was nothing but the stars and the grey sky. She was an elfin pinnace; lustily I dipped my oars into the silent lake, And, as I rose upon the stroke, my boat Went heaving through the water like a swan; When, from behind that craggy steep till then The horizon's bound, a huge peak, black and huge, As if with voluntary power instinct Upreared its head. I struck and struck again, And growing still in stature the grim shape @@PAGE 41 Towered up between me and the stars, and still, For so it seemed, with purpose of its own And measured motion like a living thing, Strode after me.3e:T4b4,One summer evening (led by her) I found A little boat tied to a willow tree Within a rocky cave, its usual home. Straight I unloosed her chain, and stepping in Pushed from the shore. It was an act of stealth And troubled pleasure, nor without the voice Of mountain-echoes did my boat move on; Leaving behind her still, on either side, Small circles glittering idly in the moon, Until they melted all into one track Of sparkling light. But now, like one who rows, Proud of his skill, to reach a chosen point With an unswerving line, I fixed my view Upon the summit of a craggy ridge, The horizon's utmost boundary; far above Was nothing but the stars and the grey sky. She was an elfin pinnace; lustily I dipped my oars into the silent lake, And, as I rose upon the stroke, my boat Went heaving through the water like a swan; When, from behind that craggy steep till then The horizon's bound, a huge peak, black and huge, As if with voluntary power instinct Upreared its head. I struck and struck again, And growing still in stature the grim shape @@PAGE 41 Towered up between me and the stars, and still, For so it seemed, with purpose of its own And measured motion like a living thing, Strode after me.3f:T4b4,One summer evening (led by her) I found A little boat tied to a willow tree Within a rocky cave, its usual home. Straight I unloosed her chain, and stepping in Pushed from the shore. It was an act of stealth And troubled pleasure, nor without the voice Of mountain-echoes did my boat move on; Leaving behind her still, on either side, Small circles glittering idly in the moon, Until they melted all into one track Of sparkling light. But now, like one who rows, Proud of his skill, to reach a chosen point With an unswerving line, I fixed my view Upon the summit of a craggy ridge, The horizon's utmost boundary; far above Was nothing but the stars and the grey sky. She was an elfin pinnace; lustily I dipped my oars into the silent lake, And, as I rose upon the stroke, my boat Went heaving through the water like a swan; When, from behind that craggy steep till then The horizon's bound, a huge peak, black and huge, As if with voluntary power instinct Upreared its head. I struck and struck again, And growing still in stature the grim shape @@PAGE 41 Towered up between me and the stars, and still, For so it seemed, with purpose of its own And measured motion like a living thing, Strode after me.40:T5d2,That's my last Duchess painted on the wall, Looking as if she were alive; I call That piece a wonder, now: Frà Pandolf's hands Worked busily a day, and there she stands. Will't please you sit and look at her? I said "Frà Pandolf," by design, for never read Strangers like you that pictured countenance, The depth and passion of its earnest glance, But to myself they turned (since none puts by The curtain I have drawn for you, but I) And seemed as they would ask me, if they durst, How such a glance came there; so not the first Are you to turn and ask thus. Sir, 'twas not Her husband's presence only, called that spot Of joy into the Duchess' cheek: perhaps Frà Pandolf chanced to say "Her mantle laps "Over my Lady's wrist too much," or, "Paint "Must never hope to reproduce the faint "Half-flush that dies along her throat:" such stuff Was courtesy, she thought, and cause enough For calling up that spot of joy. She had A heart how shall I say too soon made glad, Too easily impressed; she liked whate'er She looked on, and her looks went everywhere. Sir, 'twas all one! My favour at her breast, The dropping of the daylight in the West, The bough of cherries some officious fool Broke in the orchard for her, the white mule She rode with round the terrace—all and each Would draw from her alike the approving speech, Or blush, at least. She thanked men,—good; but thanked Somehow I know not how as if she ranked My gift of a nine hundred years old name With anybody's gift.41:T5d2,That's my last Duchess painted on the wall, Looking as if she were alive; I call That piece a wonder, now: Frà Pandolf's hands Worked busily a day, and there she stands. Will't please you sit and look at her? I said "Frà Pandolf," by design, for never read Strangers like you that pictured countenance, The depth and passion of its earnest glance, But to myself they turned (since none puts by The curtain I have drawn for you, but I) And seemed as they would ask me, if they durst, How such a glance came there; so not the first Are you to turn and ask thus. Sir, 'twas not Her husband's presence only, called that spot Of joy into the Duchess' cheek: perhaps Frà Pandolf chanced to say "Her mantle laps "Over my Lady's wrist too much," or, "Paint "Must never hope to reproduce the faint "Half-flush that dies along her throat:" such stuff Was courtesy, she thought, and cause enough For calling up that spot of joy. She had A heart how shall I say too soon made glad, Too easily impressed; she liked whate'er She looked on, and her looks went everywhere. Sir, 'twas all one! My favour at her breast, The dropping of the daylight in the West, The bough of cherries some officious fool Broke in the orchard for her, the white mule She rode with round the terrace—all and each Would draw from her alike the approving speech, Or blush, at least. She thanked men,—good; but thanked Somehow I know not how as if she ranked My gift of a nine hundred years old name With anybody's gift.42:T5d2,That's my last Duchess painted on the wall, Looking as if she were alive; I call That piece a wonder, now: Frà Pandolf's hands Worked busily a day, and there she stands. Will't please you sit and look at her? I said "Frà Pandolf," by design, for never read Strangers like you that pictured countenance, The depth and passion of its earnest glance, But to myself they turned (since none puts by The curtain I have drawn for you, but I) And seemed as they would ask me, if they durst, How such a glance came there; so not the first Are you to turn and ask thus. Sir, 'twas not Her husband's presence only, called that spot Of joy into the Duchess' cheek: perhaps Frà Pandolf chanced to say "Her mantle laps "Over my Lady's wrist too much," or, "Paint "Must never hope to reproduce the faint "Half-flush that dies along her throat:" such stuff Was courtesy, she thought, and cause enough For calling up that spot of joy. She had A heart how shall I say too soon made glad, Too easily impressed; she liked whate'er She looked on, and her looks went everywhere. Sir, 'twas all one! My favour at her breast, The dropping of the daylight in the West, The bough of cherries some officious fool Broke in the orchard for her, the white mule She rode with round the terrace—all and each Would draw from her alike the approving speech, Or blush, at least. She thanked men,—good; but thanked Somehow I know not how as if she ranked My gift of a nine hundred years old name With anybody's gift.43:T5d2,That's my last Duchess painted on the wall, Looking as if she were alive; I call That piece a wonder, now: Frà Pandolf's hands Worked busily a day, and there she stands. Will't please you sit and look at her? I said "Frà Pandolf," by design, for never read Strangers like you that pictured countenance, The depth and passion of its earnest glance, But to myself they turned (since none puts by The curtain I have drawn for you, but I) And seemed as they would ask me, if they durst, How such a glance came there; so not the first Are you to turn and ask thus. Sir, 'twas not Her husband's presence only, called that spot Of joy into the Duchess' cheek: perhaps Frà Pandolf chanced to say "Her mantle laps "Over my Lady's wrist too much," or, "Paint "Must never hope to reproduce the faint "Half-flush that dies along her throat:" such stuff Was courtesy, she thought, and cause enough For calling up that spot of joy. She had A heart how shall I say too soon made glad, Too easily impressed; she liked whate'er She looked on, and her looks went everywhere. Sir, 'twas all one! My favour at her breast, The dropping of the daylight in the West, The bough of cherries some officious fool Broke in the orchard for her, the white mule She rode with round the terrace—all and each Would draw from her alike the approving speech, Or blush, at least. She thanked men,—good; but thanked Somehow I know not how as if she ranked My gift of a nine hundred years old name With anybody's gift.44:T59f,Half a league, half a league, Half a league onward, All in the valley of Death Rode the six hundred. "Forward, the Light Brigade! "Charge for the guns!" he said: Into the valley of Death Rode the six hundred. "Forward, the Light Brigade!" Was there a man dismay'd? Not tho' the soldier knew Some one had blunder'd: Their's not to make reply, Their's not to reason why, Their's but to do and die, Into the valley of Death Rode the six hundred. Cannon to right of them, Cannon to left of them, Cannon in front of them Volley'd and thunder'd; Storm'd at with shot and shell, Boldly they rode and well, Into the jaws of Death, Into the mouth of Hell Rode the six hundred. Flash'd all their sabres bare, Flash'd as they turn'd in air, Sabring the gunners there, Charging an army, while All the world wonder'd: Plunged in the battery-smoke Right thro' the line they broke; Cossack and Russian Reel'd from the sabre-stroke Shatter'd and sunder'd. Then they rode back, but not Not the six hundred. Cannon to right of them, Cannon to left of them, Cannon behind them Volley'd and thunder'd; Storm'd at with shot and shell, While horse and hero fell, They that had fought so well Came thro' the jaws of Death Back from the mouth of Hell, All that was left of them, Left of six hundred. When can their glory fade? O the wild charge they made! All the world wonder'd. Honour the charge they made! Honour the Light Brigade, Noble six hundred!45:T59f,Half a league, half a league, Half a league onward, All in the valley of Death Rode the six hundred. "Forward, the Light Brigade! "Charge for the guns!" he said: Into the valley of Death Rode the six hundred. "Forward, the Light Brigade!" Was there a man dismay'd? Not tho' the soldier knew Some one had blunder'd: Their's not to make reply, Their's not to reason why, Their's but to do and die, Into the valley of Death Rode the six hundred. Cannon to right of them, Cannon to left of them, Cannon in front of them Volley'd and thunder'd; Storm'd at with shot and shell, Boldly they rode and well, Into the jaws of Death, Into the mouth of Hell Rode the six hundred. Flash'd all their sabres bare, Flash'd as they turn'd in air, Sabring the gunners there, Charging an army, while All the world wonder'd: Plunged in the battery-smoke Right thro' the line they broke; Cossack and Russian Reel'd from the sabre-stroke Shatter'd and sunder'd. Then they rode back, but not Not the six hundred. Cannon to right of them, Cannon to left of them, Cannon behind them Volley'd and thunder'd; Storm'd at with shot and shell, While horse and hero fell, They that had fought so well Came thro' the jaws of Death Back from the mouth of Hell, All that was left of them, Left of six hundred. When can their glory fade? O the wild charge they made! All the world wonder'd. Honour the charge they made! Honour the Light Brigade, Noble six hundred!46:T59f,Half a league, half a league, Half a league onward, All in the valley of Death Rode the six hundred. "Forward, the Light Brigade! "Charge for the guns!" he said: Into the valley of Death Rode the six hundred. "Forward, the Light Brigade!" Was there a man dismay'd? Not tho' the soldier knew Some one had blunder'd: Their's not to make reply, Their's not to reason why, Their's but to do and die, Into the valley of Death Rode the six hundred. Cannon to right of them, Cannon to left of them, Cannon in front of them Volley'd and thunder'd; Storm'd at with shot and shell, Boldly they rode and well, Into the jaws of Death, Into the mouth of Hell Rode the six hundred. Flash'd all their sabres bare, Flash'd as they turn'd in air, Sabring the gunners there, Charging an army, while All the world wonder'd: Plunged in the battery-smoke Right thro' the line they broke; Cossack and Russian Reel'd from the sabre-stroke Shatter'd and sunder'd. Then they rode back, but not Not the six hundred. Cannon to right of them, Cannon to left of them, Cannon behind them Volley'd and thunder'd; Storm'd at with shot and shell, While horse and hero fell, They that had fought so well Came thro' the jaws of Death Back from the mouth of Hell, All that was left of them, Left of six hundred. When can their glory fade? O the wild charge they made! All the world wonder'd. Honour the charge they made! Honour the Light Brigade, Noble six hundred!47:T59f,Half a league, half a league, Half a league onward, All in the valley of Death Rode the six hundred. "Forward, the Light Brigade! "Charge for the guns!" he said: Into the valley of Death Rode the six hundred. "Forward, the Light Brigade!" Was there a man dismay'd? Not tho' the soldier knew Some one had blunder'd: Their's not to make reply, Their's not to reason why, Their's but to do and die, Into the valley of Death Rode the six hundred. Cannon to right of them, Cannon to left of them, Cannon in front of them Volley'd and thunder'd; Storm'd at with shot and shell, Boldly they rode and well, Into the jaws of Death, Into the mouth of Hell Rode the six hundred. Flash'd all their sabres bare, Flash'd as they turn'd in air, Sabring the gunners there, Charging an army, while All the world wonder'd: Plunged in the battery-smoke Right thro' the line they broke; Cossack and Russian Reel'd from the sabre-stroke Shatter'd and sunder'd. Then they rode back, but not Not the six hundred. Cannon to right of them, Cannon to left of them, Cannon behind them Volley'd and thunder'd; Storm'd at with shot and shell, While horse and hero fell, They that had fought so well Came thro' the jaws of Death Back from the mouth of Hell, All that was left of them, Left of six hundred. When can their glory fade? O the wild charge they made! All the world wonder'd. Honour the charge they made! Honour the Light Brigade, Noble six hundred!48:T59f,Half a league, half a league, Half a league onward, All in the valley of Death Rode the six hundred. "Forward, the Light Brigade! "Charge for the guns!" he said: Into the valley of Death Rode the six hundred. "Forward, the Light Brigade!" Was there a man dismay'd? Not tho' the soldier knew Some one had blunder'd: Their's not to make reply, Their's not to reason why, Their's but to do and die, Into the valley of Death Rode the six hundred. Cannon to right of them, Cannon to left of them, Cannon in front of them Volley'd and thunder'd; Storm'd at with shot and shell, Boldly they rode and well, Into the jaws of Death, Into the mouth of Hell Rode the six hundred. Flash'd all their sabres bare, Flash'd as they turn'd in air, Sabring the gunners there, Charging an army, while All the world wonder'd: Plunged in the battery-smoke Right thro' the line they broke; Cossack and Russian Reel'd from the sabre-stroke Shatter'd and sunder'd. Then they rode back, but not Not the six hundred. Cannon to right of them, Cannon to left of them, Cannon behind them Volley'd and thunder'd; Storm'd at with shot and shell, While horse and hero fell, They that had fought so well Came thro' the jaws of Death Back from the mouth of Hell, All that was left of them, Left of six hundred. When can their glory fade? O the wild charge they made! All the world wonder'd. Honour the charge they made! Honour the Light Brigade, Noble six hundred!49:T40d,Be sure I looked up at her eyes Happy and proud; at last I knew Porphyria worshipped me; surprise Made my heart swell, and still it grew While I debated what to do. That moment she was mine, mine, fair, Perfectly pure and good: I found A thing to do, and all her hair In one long yellow string I wound Three times her little throat around, And strangled her. No pain felt she; I am quite sure she felt no pain. As a shut bud that holds a bee, I warily oped her lids: again Laughed the blue eyes without a stain. And I untightened next the tress About her neck; her cheek once more Blushed bright beneath my burning kiss: I propped her head up as before, Only, this time my shoulder bore Her head, which droops upon it still: The smiling rosy little head, So glad it has its utmost will, That all it scorned at once is fled, And I, its love, am gained instead! Porphyria's love: she guessed not how Her darling one wish would be heard. And thus we sit together now, And all night long we have not stirred, And yet God has not said a word!4a:T54d,In both ‘The Darkling Thrush’ and ‘Hope is the thing with feathers’ the speakers describe hope. What are the similarities and/or differences between the methods the poets use to present hope? The second poem: ```extract {"title": "The Darkling Thrush", "author": "Thomas Hardy", "date": "1900", "text": "I leant upon a coppice gate\nWhen Frost was spectre-gray,\nAnd Winter’s dregs made desolate\nThe weakening eye of day.\nThe tangled bine-stems scored the sky\nLike strings from broken lyres,\nAnd all mankind that haunted nigh\nHad sought their household fires.\n\nThe land’s sharp features seemed to be\nThe Century’s corpse outleant,\nHis crypt the cloudy canopy,\nThe wind his death-lament.\nThe ancient pulse of germ and birth\nWas shrunken hard and dry,\nAnd every spirit upon earth\nSeemed fervourless as I.\n\nAt once a voice outburst among\nThe bleak twigs overhead\nIn a full-hearted evensong\nOf joy illimited;\nAn aged thrush, frail, gaunt, and small,\nIn blast-beruffled plume,\nHad chosen thus to fling his soul\nUpon the growing gloom.\n\nSo little cause for carollings\nOf such ecstatic sound\nWas written on terrestrial things\nAfar or nigh around,\nThat I could think there trembled through\nHis happy good-night air\nSome blessed Hope, whereof he knew\nAnd I was unaware.", "lineNumbers": true, "publicDomain": true} ```4b:T4d6,In both ‘I wandered lonely as a Cloud’ and ‘Adlestrop’ the speakers describe a remembered moment in nature. What are the similarities and/or differences between the methods the poets use to present the moment? The second poem: ```extract {"title": "I wandered lonely as a Cloud", "author": "William Wordsworth", "date": "1815", "text": "I wandered lonely as a Cloud\nThat floats on high o'er Vales and Hills,\nWhen all at once I saw a crowd,\nA host of golden Daffodils;\nBeside the Lake, beneath the trees,\nFluttering and dancing in the breeze.\n\nContinuous as the stars that shine\nAnd twinkle on the milky way,\nThey stretched in never-ending line\nAlong the margin of a bay:\nTen thousand saw I at a glance,\nTossing their heads in sprightly dance.\n\nThe waves beside them danced, but they\nOut-did the sparkling waves in glee:—\nA Poet could not but be gay\nIn such a jocund company:\nI gazed—and gazed—but little thought\nWhat wealth the shew to me had brought:\n\nFor oft when on my couch I lie\nIn vacant or in pensive mood,\nThey flash upon that inward eye\nWhich is the bliss of solitude,\nAnd then my heart with pleasure fills,\nAnd dances with the Daffodils.", "lineNumbers": true, "publicDomain": true} ```4c:T41d,Wealth matters a great deal. Chile could afford strict building codes, so its magnitude 8.8 earthquake in 2010 killed about 520 people, while Nepal's smaller magnitude 7.8 earthquake in 2015 killed over 8,790, many in rural homes that weren't built to resist earthquakes. Wealth also shapes responses: Chile sent 14,000 troops within days and announced a US$2.5 billion housing plan, while Nepal relied on 134 rescue teams from 34 countries. However, wealth isn't the only factor. Nepal's mountains caused landslides that buried villages in the Langtang valley and made remote areas hard to reach. Timing mattered too: Nepal's earthquake struck on a Saturday, when schools were closed, which probably saved many children. Wealth can even raise some effects: Chile's damage cost about US$30 billion, far more than Nepal's, because its buildings were worth more. Overall, wealth is the most important factor in how many people die, because it decides how well buildings are built and how fast help arrives, but landscape and timing change the effects too.52:X 0:{"P":null,"c":["","quiz","mixed",""],"q":"","i":false,"f":[[["",{"children":["quiz",{"children":["mixed",{"children":["__PAGE__",{},"$undefined","$undefined",4608]},"$undefined","$undefined",4608]},"$undefined","$undefined",4608]},"$undefined","$undefined",4624],[["$","$1","c",{"children":[[["$","link","0",{"rel":"stylesheet","href":"/_next/static/chunks/2bt9163bbk7kw.css","precedence":"next","crossOrigin":"$undefined","nonce":"$undefined"}],["$","script","script-0",{"src":"/_next/static/chunks/0ehjiuuxbbhq9.js","async":true,"nonce":"$undefined"}],["$","script","script-1",{"src":"/_next/static/chunks/0ko-ib6dkz-jn.js","async":true,"nonce":"$undefined"}],["$","script","script-2",{"src":"/_next/static/chunks/0r7-xwl-hy3n_.js","async":true,"nonce":"$undefined"}]],["$","html",null,{"lang":"en-GB","className":"geist_a71539c9-module__T19VSG__variable geist_mono_8d43a2aa-module__8Li5zG__variable h-full antialiased","children":["$","body",null,{"className":"min-h-full flex flex-col pb-[calc(3.5rem+env(safe-area-inset-bottom))] sm:pb-0","children":[["$","header",null,{"className":"flex items-center justify-between gap-4 border-b border-border bg-surface px-4 py-3 sm:px-6","children":[["$","$L2",null,{"href":"/","className":"inline-flex min-h-11 items-center gap-2 text-xl font-bold","children":[["$","span",null,{"aria-hidden":"true","className":"inline-flex size-8 items-center justify-center rounded-lg bg-gradient-to-br from-violet-500 to-fuchsia-500 text-base text-white","children":"★"}],["$","span",null,{"children":["GCSE ",["$","span",null,{"className":"text-primary","children":"Revision"}]]}]]}],["$","div",null,{"className":"flex items-center gap-1","children":[["$","nav",null,{"aria-label":"Main","className":"hidden sm:block","children":["$","$L2",null,{"href":"/progress","className":"inline-flex min-h-11 items-center rounded-md px-3 text-sm font-medium transition hover:bg-primary-soft","children":"Progress"}]}],["$","$L3",null,{}]]}]]}],["$","$L4",null,{"parallelRouterKey":"children","error":"$5","errorStyles":[],"errorScripts":[["$","script","script-0",{"src":"/_next/static/chunks/41-u3iy9mb1yi.js","async":true,"nonce":"$undefined"}]],"template":["$","$L6",null,{}],"templateStyles":"$undefined","templateScripts":"$undefined","notFound":[["$","main",null,{"className":"flex-1 px-4 py-6 sm:px-6","children":[["$","h1",null,{"className":"text-xl font-semibold","children":"Page not found"}],["$","p",null,{"className":"mt-2 text-foreground/70","children":"We couldn't find that page. 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Starch is a different substance that plants use to store glucose.","difficulty":2,"type":"mcq","options":["Starch","Protein","Glucose","Cellulose"],"correctIndex":3},{"id":"cells-and-organelles-mcq-5","subTopicId":"cells-and-organelles","prompt":"What is the function of the cell membrane?","explanation":"The cell membrane controls what moves in and out of the cell. Strengthening the cell is the cell wall's job, and most reactions happen in the cytoplasm.","difficulty":2,"type":"mcq","options":["It strengthens and supports the cell","It is where most chemical reactions take place","It controls which substances enter and leave the cell","It contains cell sap"],"correctIndex":2},{"id":"cells-and-organelles-mcq-6","subTopicId":"cells-and-organelles","prompt":"Root hair cells are plant cells, but they have no chloroplasts. What is the best explanation?","explanation":"Chloroplasts absorb light for photosynthesis, so they are only useful in parts of the plant that get light, like leaves. Root cells still need energy, but they get glucose carried down from the leaves. Respiration uses glucose rather than making it.","difficulty":3,"type":"mcq","options":["Chloroplasts are only found in animal cells","Roots are underground, so there is no light for photosynthesis","Root cells do not need any energy","Root cells make their glucose by respiration instead"],"correctIndex":1},{"id":"cells-and-organelles-multi-1","subTopicId":"cells-and-organelles","prompt":"Which of these are found in BOTH animal and plant cells?","explanation":"Animal and plant cells both have a nucleus, cytoplasm, cell membrane, mitochondria and ribosomes. The cell wall, chloroplasts and permanent vacuole are only found in plant cells.","difficulty":2,"type":"multi","options":["Nucleus","Cell wall","Mitochondria","Chloroplasts","Cell membrane","Permanent vacuole"],"correctIndices":[0,2,4]},{"id":"cells-and-organelles-multi-2","subTopicId":"cells-and-organelles","prompt":"Which of these statements about plant cells are true?","explanation":"Plant cells have a cellulose cell wall, a permanent vacuole containing cell sap, and ribosomes. Not all plant cells have chloroplasts (root cells don't). Plant cells DO have mitochondria, because they respire all the time, just like animal cells.","difficulty":3,"type":"multi","options":["All plant cells contain chloroplasts","The cell wall is made of cellulose","The permanent vacuole is filled with cell sap","Plant cells do not have mitochondria","Plant cells contain ribosomes"],"correctIndices":[1,2,4]},{"id":"cells-and-organelles-label-1","subTopicId":"cells-and-organelles","prompt":"Label the parts of this animal cell.","explanation":"The nucleus contains the genetic material and controls the cell. The cell membrane controls what enters and leaves. The cytoplasm is where most chemical reactions happen. Mitochondria are where aerobic respiration happens, and ribosomes are where proteins are made.","difficulty":1,"diagram":"animal-cell","type":"label","hotspots":[{"id":"nucleus","x":45,"y":46.67,"labelX":37.5,"labelY":4.67,"answer":"Nucleus"},{"id":"membrane","x":74.1,"y":21.9,"labelX":86.25,"labelY":7.33,"answer":"Cell membrane"},{"id":"cytoplasm","x":53.75,"y":68.33,"labelX":53.75,"labelY":95.33,"answer":"Cytoplasm"},{"id":"mitochondrion","x":71.25,"y":35,"labelX":95,"labelY":35,"answer":"Mitochondrion"},{"id":"ribosome","x":27,"y":37.33,"labelX":5.5,"labelY":37.33,"answer":"Ribosome"}],"distractors":["Cell wall","Chloroplast"]},{"id":"cells-and-organelles-label-2","subTopicId":"cells-and-organelles","prompt":"Label the parts of this plant cell.","explanation":"The cell wall is made of cellulose and strengthens the cell. Just inside it, the cell membrane controls what enters and leaves. The permanent vacuole is filled with cell sap. Chloroplasts absorb light for photosynthesis, the nucleus contains the genetic material, and the cytoplasm is where most reactions happen.","difficulty":2,"diagram":"plant-cell","type":"label","hotspots":[{"id":"wall","x":88.75,"y":53.33,"labelX":96.25,"labelY":53.33,"answer":"Cell wall"},{"id":"membrane","x":12.5,"y":46.67,"labelX":3.75,"labelY":46.67,"answer":"Cell membrane"},{"id":"vacuole","x":50,"y":50,"labelX":50,"labelY":96,"answer":"Permanent vacuole"},{"id":"chloroplast","x":50,"y":18.67,"labelX":50,"labelY":4,"answer":"Chloroplast"},{"id":"nucleus","x":79.5,"y":31.67,"labelX":96.25,"labelY":18.33,"answer":"Nucleus"},{"id":"cytoplasm","x":20.5,"y":41.67,"labelX":3.75,"labelY":28.33,"answer":"Cytoplasm"}],"distractors":["Plasmid"]},{"id":"prokaryotes-and-eukaryotes-mcq-1","subTopicId":"prokaryotes-and-eukaryotes","prompt":"Which of these organisms is made of a prokaryotic cell?","explanation":"Bacteria are prokaryotes. Yeast and amoebas are single-celled too, but they are eukaryotes because their cells have a nucleus.","difficulty":1,"type":"mcq","options":["Yeast","Amoeba","Bacterium","Oak tree"],"correctIndex":2},{"id":"prokaryotes-and-eukaryotes-mcq-2","subTopicId":"prokaryotes-and-eukaryotes","prompt":"Where is the genetic material found in a bacterial cell?","explanation":"Bacteria have no nucleus. Their DNA is a single loop floating free in the cytoplasm, plus small rings called plasmids. They have no mitochondria either.","difficulty":1,"type":"mcq","options":["Inside a nucleus","Inside the mitochondria","In the cell wall","Free in the cytoplasm, as a single loop of DNA and plasmids"],"correctIndex":3},{"id":"prokaryotes-and-eukaryotes-mcq-3","subTopicId":"prokaryotes-and-eukaryotes","prompt":"What is a plasmid?","explanation":"Plasmids are small rings of extra DNA found in bacteria. The tail used for movement is called a flagellum.","difficulty":2,"type":"mcq","options":["A small ring of DNA, separate from the main loop of DNA","A small ribosome found in bacteria","A tail that bacteria use to move","The membrane around the nucleus"],"correctIndex":0},{"id":"prokaryotes-and-eukaryotes-mcq-4","subTopicId":"prokaryotes-and-eukaryotes","prompt":"Which structure is found in a bacterial cell but NOT in an animal cell?","explanation":"Plasmids are only found in prokaryotic cells like bacteria. Both bacterial and animal cells have a cell membrane, ribosomes and cytoplasm.","difficulty":2,"type":"mcq","options":["Cell membrane","Plasmid","Ribosomes","Cytoplasm"],"correctIndex":1},{"id":"prokaryotes-and-eukaryotes-mcq-5","subTopicId":"prokaryotes-and-eukaryotes","prompt":"Bacteria have no mitochondria. How do they release energy?","explanation":"All living cells respire. Bacteria have no mitochondria, so their respiration reactions happen in the cytoplasm and at the cell membrane instead.","difficulty":2,"type":"mcq","options":["They do not respire","They get energy from their plasmids","They respire, but the reactions happen in the cytoplasm and at the cell membrane","They photosynthesise instead of respiring"],"correctIndex":2},{"id":"prokaryotes-and-eukaryotes-mcq-6","subTopicId":"prokaryotes-and-eukaryotes","prompt":"A bacterium is 2 µm long. A plant cell is 0.1 mm wide. How many times wider is the plant cell than the bacterium?","explanation":"Convert to the same unit first: 0.1 mm × 1000 = 100 µm. Then 100 ÷ 2 = 50 times wider. Dividing 0.1 by 2 without converting gives the wrong answer of 0.05.","difficulty":3,"type":"mcq","options":["0.05 times","500 times","50 times","5 times"],"correctIndex":2},{"id":"prokaryotes-and-eukaryotes-multi-1","subTopicId":"prokaryotes-and-eukaryotes","prompt":"Which of these structures are found in a bacterial cell?","explanation":"Bacteria have a cell wall, cell membrane, cytoplasm, ribosomes, a single loop of DNA and plasmids. They have no nucleus and no membrane-bound organelles, so no mitochondria or chloroplasts.","difficulty":2,"type":"multi","options":["Cell wall","Nucleus","Plasmids","Mitochondria","Ribosomes","Chloroplasts"],"correctIndices":[0,2,4]},{"id":"prokaryotes-and-eukaryotes-multi-2","subTopicId":"prokaryotes-and-eukaryotes","prompt":"Which of these statements correctly compare prokaryotic and eukaryotic cells?","explanation":"Both cell types have ribosomes (a prokaryote's are smaller). Bacterial cell walls are not made of cellulose. The true statements are about size, membrane-bound organelles, and being single-celled.","difficulty":3,"type":"multi","options":["Only eukaryotic cells have ribosomes","Prokaryotic cells are much smaller than eukaryotic cells","Bacterial cell walls are made of cellulose, like plant cell walls","Prokaryotic cells have no membrane-bound organelles, whereas eukaryotic cells do","Prokaryotes are always single-celled, whereas eukaryotes can be multicellular"],"correctIndices":[1,3,4]},{"id":"microscopes-and-magnification-mcq-1","subTopicId":"microscopes-and-magnification","prompt":"Which equation is used to calculate magnification?","explanation":"Magnification = image size ÷ actual size. The image is bigger than the real object, so dividing the image size by the actual size gives a number bigger than 1.","difficulty":1,"type":"mcq","options":["magnification = actual size ÷ image size","magnification = image size ÷ actual size","magnification = image size × actual size","magnification = image size − actual size"],"correctIndex":1},{"id":"microscopes-and-magnification-mcq-2","subTopicId":"microscopes-and-magnification","prompt":"What is an advantage of a light microscope compared with an electron microscope?","explanation":"Light microscopes can view living samples, and they are cheap and easy to use. Electron microscopes have higher magnification and resolution, but the sample must be dead.","difficulty":1,"type":"mcq","options":["It has a higher resolution","It has a higher magnification","It can show ribosomes clearly","It can be used to view living cells"],"correctIndex":3},{"id":"microscopes-and-magnification-mcq-3","subTopicId":"microscopes-and-magnification","prompt":"What does the resolution of a microscope mean?","explanation":"Resolution is the ability to distinguish between two points that are close together. Higher resolution gives a sharper, more detailed image. 'How many times bigger' is magnification, which is a different thing.","difficulty":2,"type":"mcq","options":["The ability to tell apart two points that are close together","How many times bigger the image is than the object","How bright the image is","The actual size of the specimen"],"correctIndex":0},{"id":"microscopes-and-magnification-mcq-4","subTopicId":"microscopes-and-magnification","prompt":"What is 0.5 mm in micrometres (µm)?","explanation":"There are 1000 µm in 1 mm. Micrometres are a smaller unit, so multiply: 0.5 × 1000 = 500 µm.","difficulty":2,"type":"mcq","options":["0.0005 µm","50 µm","500 µm","5000 µm"],"correctIndex":2},{"id":"microscopes-and-magnification-mcq-5","subTopicId":"microscopes-and-magnification","prompt":"A scientist wants to see the internal structure of a mitochondrion in as much detail as possible. Which microscope should they use?","explanation":"A TEM fires electrons through a very thin slice of sample, giving the highest resolution and showing internal structures. An SEM only shows the surface, and a light microscope's resolution is too low.","difficulty":3,"type":"mcq","options":["Light microscope","Transmission electron microscope (TEM)","Scanning electron microscope (SEM)","Hand lens"],"correctIndex":1},{"id":"microscopes-and-magnification-mcq-6","subTopicId":"microscopes-and-magnification","prompt":"How did the development of electron microscopes improve our understanding of cells?","explanation":"Electron microscopes have much higher magnification and resolution, so scientists could see tiny structures such as ribosomes and the inside of mitochondria. Their samples must be dead, and the images are black and white.","difficulty":3,"type":"mcq","options":["They let scientists watch living cells divide","They show cells in full colour","They magnify less than light microscopes, but more clearly","Their higher magnification and resolution showed sub-cellular structures, like ribosomes, in detail"],"correctIndex":3},{"id":"microscopes-and-magnification-multi-1","subTopicId":"microscopes-and-magnification","prompt":"Which of these are features of electron microscopes?","explanation":"Electron microscopes use a beam of electrons, have much higher resolution, and need the sample in a vacuum. That means samples must be dead. They are also large and expensive.","difficulty":2,"type":"multi","options":["They can view living specimens","They use a beam of electrons","They are cheap and portable","They have a higher resolution than light microscopes","The sample must be placed in a vacuum"],"correctIndices":[1,3,4]},{"id":"microscopes-and-magnification-multi-2","subTopicId":"microscopes-and-magnification","prompt":"A student prepares a slide of onion cells. Which of these steps are correct?","explanation":"Always start with the lowest-power objective lens, because it's easier to find the cells. Use a thin layer of onion epidermis so light can pass through it; a thick piece would just look dark.","difficulty":3,"type":"multi","options":["Add a drop of iodine solution to stain the cells","Lower the coverslip at an angle to avoid trapping air bubbles","Start viewing with the highest-power objective lens","Use a thick piece of onion so more cells can be seen","Focus with the coarse focus wheel first, then the fine focus wheel"],"correctIndices":[0,1,4]},{"id":"microscopes-and-magnification-generated-magnification","subTopicId":"microscopes-and-magnification","type":"generated","generator":"magnification","difficulty":2},{"id":"microscopes-and-magnification-generated-image-size","subTopicId":"microscopes-and-magnification","type":"generated","generator":"imageSize","difficulty":3},{"id":"microscopes-and-magnification-generated-actual-size","subTopicId":"microscopes-and-magnification","type":"generated","generator":"actualSize","difficulty":3},{"id":"diffusion-osmosis-and-active-transport-mcq-1","subTopicId":"diffusion-osmosis-and-active-transport","prompt":"What is diffusion?","explanation":"Diffusion is the net movement of particles from a higher to a lower concentration, down a concentration gradient. It needs no energy. Moving from lower to higher concentration is active transport.","difficulty":1,"type":"mcq","options":["The movement of particles from a lower to a higher concentration","The net movement of particles from a higher to a lower concentration","The movement of water across a partially permeable membrane","The movement of particles using energy from respiration"],"correctIndex":1},{"id":"diffusion-osmosis-and-active-transport-mcq-2","subTopicId":"diffusion-osmosis-and-active-transport","prompt":"Which substance moves by osmosis?","explanation":"Osmosis is a special case of diffusion that only involves water moving through a partially permeable membrane. Oxygen and glucose move by diffusion, and mineral ions often move by active transport.","difficulty":1,"type":"mcq","options":["Oxygen","Glucose","Mineral ions","Water"],"correctIndex":3},{"id":"diffusion-osmosis-and-active-transport-mcq-3","subTopicId":"diffusion-osmosis-and-active-transport","prompt":"Which change would increase the rate of diffusion?","explanation":"At a higher temperature, particles have more energy and move faster, so they diffuse faster. A larger surface area, a thinner membrane and a steeper concentration gradient also speed up diffusion.","difficulty":2,"type":"mcq","options":["Making the membrane thicker","Reducing the surface area","Increasing the temperature","Making the difference in concentration smaller"],"correctIndex":2},{"id":"diffusion-osmosis-and-active-transport-mcq-4","subTopicId":"diffusion-osmosis-and-active-transport","prompt":"Why does active transport need energy?","explanation":"Active transport moves particles from a lower to a higher concentration, which is against the concentration gradient. That's the opposite of what they would do naturally, so it needs energy from respiration.","difficulty":2,"type":"mcq","options":["It moves particles against the concentration gradient","It moves particles faster than diffusion does","It only happens in plant cells","It moves water molecules"],"correctIndex":0},{"id":"diffusion-osmosis-and-active-transport-mcq-5","subTopicId":"diffusion-osmosis-and-active-transport","prompt":"A red blood cell is placed in pure water. What happens?","explanation":"Pure water is more dilute than the inside of the cell, so water moves in by osmosis. Animal cells have no cell wall to resist the pressure, so the cell swells and may burst. Only plant cells become turgid.","difficulty":2,"type":"mcq","options":["Water moves out by osmosis and the cell shrinks","Nothing, because water cannot cross the cell membrane","Water moves in and the cell becomes turgid, because its cell wall stops it bursting","Water moves in by osmosis and the cell may burst"],"correctIndex":3},{"id":"diffusion-osmosis-and-active-transport-mcq-6","subTopicId":"diffusion-osmosis-and-active-transport","prompt":"Root hair cells take in mineral ions from soil water, where the concentration of ions is lower than inside the cell. Which process do they use, and why do they have lots of mitochondria?","explanation":"The ions are moving from a lower to a higher concentration, so this is active transport, which needs energy. Mitochondria release that energy through respiration; they don't store ions.","difficulty":3,"type":"mcq","options":["Diffusion, because mitochondria make the mineral ions","Osmosis, because mitochondria absorb water","Active transport, because mitochondria release energy from respiration to power it","Active transport, because mitochondria store the mineral ions"],"correctIndex":2},{"id":"diffusion-osmosis-and-active-transport-multi-1","subTopicId":"diffusion-osmosis-and-active-transport","prompt":"Which of these processes need energy from respiration?","explanation":"Only active transport needs energy from respiration, because it moves substances against the concentration gradient. Diffusion and osmosis are passive: particles move down the gradient on their own.","difficulty":2,"type":"multi","options":["Oxygen diffusing from the alveoli into the blood","Root hair cells absorbing mineral ions from dilute soil water","Water entering a plant cell by osmosis","The small intestine absorbing glucose into blood that already has a higher glucose concentration","Carbon dioxide diffusing from the blood into the alveoli"],"correctIndices":[1,3]},{"id":"diffusion-osmosis-and-active-transport-multi-2","subTopicId":"diffusion-osmosis-and-active-transport","prompt":"A plant cell is placed in a very concentrated sugar solution. Which statements are true?","explanation":"The cell sap is more dilute than the sugar solution, so water leaves the cell by osmosis. The cell goes floppy, and if enough water leaves, the membrane pulls away from the cell wall (plasmolysis). Osmosis is only about water, never sugar.","difficulty":3,"type":"multi","options":["The cell becomes turgid","Water leaves the cell by osmosis","Sugar molecules move into the cell by osmosis","The cell membrane may pull away from the cell wall","Water moves from the more dilute cell sap into the more concentrated solution"],"correctIndices":[1,3,4]},{"id":"diffusion-osmosis-and-active-transport-generated-percentage-change","subTopicId":"diffusion-osmosis-and-active-transport","type":"generated","generator":"percentageChange","difficulty":2},{"id":"mitosis-and-the-cell-cycle-mcq-1","subTopicId":"mitosis-and-the-cell-cycle","prompt":"What does mitosis produce?","explanation":"Mitosis produces two new cells that are genetically identical to each other and to the parent cell. Four genetically different cells is what a different type of division, meiosis, produces.","difficulty":1,"type":"mcq","options":["Four genetically different cells","Two genetically different cells","Two genetically identical cells","One larger cell"],"correctIndex":2},{"id":"mitosis-and-the-cell-cycle-mcq-2","subTopicId":"mitosis-and-the-cell-cycle","prompt":"Which of these is NOT a use of mitosis in the body?","explanation":"Mitosis is used for growth, repair and replacing cells. Sex cells are made by meiosis, because they need to be genetically different and have half the number of chromosomes.","difficulty":1,"type":"mcq","options":["Growth","Repairing damaged tissue","Replacing worn-out cells","Making sex cells (gametes)"],"correctIndex":3},{"id":"mitosis-and-the-cell-cycle-mcq-3","subTopicId":"mitosis-and-the-cell-cycle","prompt":"What happens to a cell before it divides by mitosis?","explanation":"Before dividing, the cell grows, increases its number of sub-cellular structures, and copies its DNA so there are two copies of each chromosome. Pulling chromosomes apart and dividing the cytoplasm happen later.","difficulty":2,"type":"mcq","options":["It grows, copies its DNA, and makes more organelles such as mitochondria and ribosomes","Its chromosomes are pulled to opposite ends of the cell","Its cytoplasm divides in two","It loses half of its chromosomes"],"correctIndex":0},{"id":"mitosis-and-the-cell-cycle-mcq-4","subTopicId":"mitosis-and-the-cell-cycle","prompt":"A human body cell has 46 chromosomes. How many chromosomes are in each new cell after mitosis?","explanation":"The new cells are identical to the parent cell, so each one has 46 chromosomes (23 pairs). The DNA is doubled before division and then shared equally. 23 is the number in sex cells.","difficulty":2,"type":"mcq","options":["23","46","92","12"],"correctIndex":1},{"id":"mitosis-and-the-cell-cycle-mcq-5","subTopicId":"mitosis-and-the-cell-cycle","prompt":"Which is the correct order of events in the cell cycle?","explanation":"The DNA must be copied first. Then one set of chromosomes is pulled to each end and the nucleus divides. Finally, the cytoplasm and cell membrane divide to form two cells.","difficulty":2,"type":"mcq","options":["Cytoplasm divides → DNA is copied → chromosomes are pulled apart","Chromosomes are pulled apart → DNA is copied → cytoplasm divides","DNA is copied → cytoplasm divides → chromosomes are pulled apart","DNA is copied → chromosomes are pulled to each end of the cell → cytoplasm and cell membrane divide"],"correctIndex":3},{"id":"mitosis-and-the-cell-cycle-mcq-6","subTopicId":"mitosis-and-the-cell-cycle","prompt":"Bacteria divide by binary fission instead of mitosis. Which is a correct difference?","explanation":"Bacteria have no nucleus: they copy their single loop of DNA and their plasmids, then split in two. Both processes copy DNA and produce identical cells, and bacteria can divide as often as every 20 minutes.","difficulty":3,"type":"mcq","options":["Binary fission produces genetically different cells","Binary fission is much slower than a eukaryotic cell cycle","In binary fission, the loop of DNA and the plasmids are copied, and there is no nucleus to divide","Only binary fission involves copying DNA"],"correctIndex":2},{"id":"mitosis-and-the-cell-cycle-multi-1","subTopicId":"mitosis-and-the-cell-cycle","prompt":"In which of these situations is mitosis happening?","explanation":"Mitosis is used for growth, repair and replacing cells. Sperm cells are made by meiosis, and digestion is carried out by enzymes, not by cells dividing.","difficulty":2,"type":"multi","options":["A cut on your skin healing","Sperm cells being made","A child growing taller","Food being digested in the stomach","Old skin cells being replaced"],"correctIndices":[0,2,4]},{"id":"mitosis-and-the-cell-cycle-multi-2","subTopicId":"mitosis-and-the-cell-cycle","prompt":"Which of these must happen before a cell divides by mitosis?","explanation":"The cell must grow, make more sub-cellular structures, and copy its DNA, so each new cell gets a full set of everything. The chromosome number never halves in mitosis, and animal cells don't have a cell wall anyway.","difficulty":3,"type":"multi","options":["The number of chromosomes halves","The DNA is copied, so there are two copies of each chromosome","The number of mitochondria and ribosomes increases","The cell wall is removed","The cell grows"],"correctIndices":[1,2,4]},{"id":"stem-cells-mcq-1","subTopicId":"stem-cells","prompt":"What is a stem cell?","explanation":"A stem cell is undifferentiated (unspecialised). It can divide to make more cells and differentiate into specialised cells. Stem cells are found in both animals and plants.","difficulty":1,"type":"mcq","options":["A cell that is only found in plants","A specialised cell with one job","An undifferentiated cell that can divide and become other types of cell","A cell that cannot divide"],"correctIndex":2},{"id":"stem-cells-mcq-2","subTopicId":"stem-cells","prompt":"Where are adult stem cells found in humans?","explanation":"Adult stem cells are found in tissues such as bone marrow, where they make new blood cells. Embryonic stem cells come from embryos, and meristems are found in plants.","difficulty":1,"type":"mcq","options":["Early embryos","Bone marrow","Meristems","Red blood cells"],"correctIndex":1},{"id":"stem-cells-mcq-3","subTopicId":"stem-cells","prompt":"Where is meristem tissue found in a plant?","explanation":"Meristem tissue is at the growing tips of roots and shoots. Its cells can differentiate into any type of plant cell throughout the plant's life.","difficulty":2,"type":"mcq","options":["Only in the leaves","In the xylem vessels","In the petals of flowers","At the growing tips of roots and shoots"],"correctIndex":3},{"id":"stem-cells-mcq-4","subTopicId":"stem-cells","prompt":"Why could embryonic stem cells be used to treat more conditions than adult stem cells?","explanation":"Embryonic stem cells can become almost any cell type, while adult stem cells can only become a limited range. Embryonic cells are actually harder to obtain ethically, and they can still be rejected or cause cancer.","difficulty":2,"type":"mcq","options":["They can differentiate into almost any type of cell","They are easier to obtain","They can never be rejected by the patient","They can never cause cancer"],"correctIndex":0},{"id":"stem-cells-mcq-5","subTopicId":"stem-cells","prompt":"In therapeutic cloning, why are the stem cells not rejected by the patient's body?","explanation":"In therapeutic cloning, an embryo is produced with the same genes as the patient. The stem cells from it match the patient, so the immune system doesn't attack them.","difficulty":2,"type":"mcq","options":["The stem cells have no genes","The patient's immune system is removed first","The embryo is made with the same genes as the patient","The stem cells come from a donor with the same blood group"],"correctIndex":2},{"id":"stem-cells-mcq-6","subTopicId":"stem-cells","prompt":"Why might a plant grower clone plants using meristem tissue?","explanation":"Meristem cloning quickly makes many identical copies of a plant with useful features, such as disease resistance, and can save rare species. The clones have no genetic variation, so one disease could wipe them all out.","difficulty":3,"type":"mcq","options":["To produce plants with more genetic variation","To produce lots of genetically identical plants with useful features, quickly and cheaply","Because clones cannot catch any diseases","Because clones can grow without light"],"correctIndex":1},{"id":"stem-cells-multi-1","subTopicId":"stem-cells","prompt":"Which of these are risks or ethical issues of using embryonic stem cells in medicine?","explanation":"Some people object because the embryo is destroyed. There are also risks of passing on a viral infection or causing cancer. Embryonic stem cells can become almost any cell, and therapeutic cloning can prevent rejection.","difficulty":2,"type":"multi","options":["They can only turn into blood cells","The embryo is destroyed when the stem cells are taken","The stem cells could pass a viral infection to the patient","They are always rejected by the patient","Transplanted stem cells might divide out of control and cause cancer"],"correctIndices":[1,2,4]},{"id":"stem-cells-multi-2","subTopicId":"stem-cells","prompt":"Which of these conditions could stem cells potentially help to treat?","explanation":"Stem cells could replace cells damaged by disease or injury, such as insulin-producing cells in diabetes or nerve cells in paralysis. Infections are caused by pathogens, so replacing cells won't cure them.","difficulty":3,"type":"multi","options":["Diabetes, by making new insulin-producing cells","A bacterial infection","Paralysis, by making new nerve cells","The common cold"],"correctIndices":[0,2]},{"id":"specialised-cells-mcq-1","subTopicId":"specialised-cells","prompt":"Why does a sperm cell have a tail?","explanation":"The tail lets the sperm swim to the egg. Digesting the egg's membrane is the job of the enzymes in the acrosome.","difficulty":1,"type":"mcq","options":["To absorb nutrients","To swim towards the egg","To carry electrical impulses","To digest the egg's membrane"],"correctIndex":1},{"id":"specialised-cells-mcq-2","subTopicId":"specialised-cells","prompt":"Why does a root hair cell have a long, hair-like extension?","explanation":"The extension gives a much bigger surface area, so the cell can absorb water and mineral ions from the soil faster. Root hair cells are underground, so they can't photosynthesise.","difficulty":1,"type":"mcq","options":["To carry out photosynthesis","To anchor the plant firmly in the soil","To transport sugars around the plant","To increase its surface area for absorbing water and mineral ions"],"correctIndex":3},{"id":"specialised-cells-mcq-3","subTopicId":"specialised-cells","prompt":"What is the function of the acrosome in a sperm cell?","explanation":"The acrosome at the head of the sperm holds enzymes that digest a way through the egg's membrane. Energy comes from mitochondria, and the genetic material is in the nucleus.","difficulty":2,"type":"mcq","options":["It stores enzymes that digest through the egg's membrane","It releases energy for swimming","It contains the genetic material","It moves the sperm forward"],"correctIndex":0},{"id":"specialised-cells-mcq-4","subTopicId":"specialised-cells","prompt":"Why do sperm cells and muscle cells both contain many mitochondria?","explanation":"Both cells need a lot of energy: sperm to swim, and muscle cells to contract. Mitochondria release this energy by aerobic respiration. Proteins are made by ribosomes.","difficulty":2,"type":"mcq","options":["To make proteins","To store glucose","To release lots of energy through respiration","To carry out photosynthesis"],"correctIndex":2},{"id":"specialised-cells-mcq-5","subTopicId":"specialised-cells","prompt":"What is the function of the myelin sheath around some nerve cells?","explanation":"The fatty myelin sheath insulates the nerve cell, which makes impulses travel faster. Connections to other nerve cells are made by the branched endings.","difficulty":2,"type":"mcq","options":["It releases energy for the nerve cell","It connects the nerve cell to other nerve cells","It carries sugars along the nerve cell","It insulates the nerve cell and speeds up electrical impulses"],"correctIndex":3},{"id":"specialised-cells-mcq-6","subTopicId":"specialised-cells","prompt":"Which statement correctly describes xylem?","explanation":"Xylem is made of dead, hollow cells strengthened with lignin, carrying water and mineral ions up the plant. Living cells with sieve plates carrying sugars describes phloem, which is the most common mix-up.","difficulty":3,"type":"mcq","options":["Living cells joined by sieve plates that carry dissolved sugars","Dead, hollow cells strengthened with lignin that carry water and mineral ions upwards","Living cells that carry water in both directions","Dead cells that carry dissolved sugars in both directions"],"correctIndex":1},{"id":"specialised-cells-multi-1","subTopicId":"specialised-cells","prompt":"Which of these adaptations help a nerve cell do its job?","explanation":"Nerve cells are long, have branched endings to connect to many other nerve cells, and many have a myelin sheath. A tail belongs to sperm cells, and chloroplasts are only found in plant cells.","difficulty":2,"type":"multi","options":["A tail to help it swim","It is long, to carry impulses over long distances","Chloroplasts to make food","Branched connections at each end to link with other nerve cells","A fatty myelin sheath that speeds up impulses"],"correctIndices":[1,3,4]},{"id":"specialised-cells-multi-2","subTopicId":"specialised-cells","prompt":"Which of these statements describe phloem?","explanation":"Phloem is living tissue with sieve plates between cells, and it moves dissolved sugars in both directions (translocation). Lignin and carrying water upwards are features of xylem.","difficulty":3,"type":"multi","options":["It is made of living cells","Its cells are strengthened with lignin","Its cells are joined end to end by sieve plates","It only carries water upwards","It carries dissolved sugars both up and down the plant"],"correctIndices":[0,2,4]},{"id":"exchange-surfaces-mcq-1","subTopicId":"exchange-surfaces","prompt":"What happens to an organism's surface area to volume ratio as it gets bigger?","explanation":"As an organism gets bigger, its volume increases faster than its surface area, so the surface area to volume ratio gets smaller.","difficulty":1,"type":"mcq","options":["It increases","It stays the same","It decreases","It doubles"],"correctIndex":2},{"id":"exchange-surfaces-mcq-2","subTopicId":"exchange-surfaces","prompt":"Where does gas exchange happen in the lungs?","explanation":"Gas exchange happens in the alveoli, which are tiny air sacs. Villi are in the small intestine, and the trachea and bronchi are tubes that carry air to the alveoli.","difficulty":1,"type":"mcq","options":["Alveoli","Villi","Trachea","Bronchi"],"correctIndex":0},{"id":"exchange-surfaces-mcq-3","subTopicId":"exchange-surfaces","prompt":"How does having walls just one cell thick help the alveoli?","explanation":"Thin walls mean gases only have a short distance to diffuse, so exchange is faster. The large surface area comes from having millions of alveoli, which is a separate feature.","difficulty":2,"type":"mcq","options":["It gives a large surface area","It stops gases escaping","It makes the lungs stronger","It gives a short diffusion distance"],"correctIndex":3},{"id":"exchange-surfaces-mcq-4","subTopicId":"exchange-surfaces","prompt":"Why does a good blood supply increase the rate of diffusion across an exchange surface?","explanation":"Flowing blood carries away substances as soon as they diffuse in, such as oxygen in the lungs. That keeps the concentration on the blood side low, so the gradient stays steep and diffusion stays fast.","difficulty":2,"type":"mcq","options":["The blood pushes substances through the surface","It keeps the concentration gradient steep by constantly carrying substances away","It increases the surface area","It makes the exchange surface thinner"],"correctIndex":1},{"id":"exchange-surfaces-mcq-5","subTopicId":"exchange-surfaces","prompt":"Why do large multicellular organisms need specialised exchange surfaces and transport systems?","explanation":"Large organisms have a small surface area to volume ratio, and many cells are far from the surface. Diffusion across the outside of the body alone couldn't supply them fast enough.","difficulty":2,"type":"mcq","options":["They have a larger surface area to volume ratio","Their cells don't use diffusion","Their small surface area to volume ratio means diffusion across the body surface is too slow","They need less oxygen per cell"],"correctIndex":2},{"id":"exchange-surfaces-mcq-6","subTopicId":"exchange-surfaces","prompt":"Cube A has sides of 1 cm and cube B has sides of 3 cm. Which statement is correct?","explanation":"A: surface area 6 cm², volume 1 cm³, ratio 6 : 1. B: surface area 54 cm², volume 27 cm³, ratio 2 : 1. B has more surface in total, but less surface for each cm³ of volume.","difficulty":3,"type":"mcq","options":["B has the larger surface area to volume ratio, because it has more surface area","A has a ratio of 6 : 1 and B has a ratio of 2 : 1, so A has more surface for each unit of volume","Both have the same ratio, because they are both cubes","A has a ratio of 6 : 1 and B has a ratio of 18 : 1"],"correctIndex":1},{"id":"exchange-surfaces-multi-1","subTopicId":"exchange-surfaces","prompt":"Which features make an exchange surface effective?","explanation":"An effective exchange surface has a large surface area, a thin membrane for a short diffusion distance, and a good blood supply (or ventilation) to keep a steep concentration gradient. Thick walls would slow diffusion down.","difficulty":2,"type":"multi","options":["A large surface area","Thick walls for protection","A good blood supply","A thin membrane","A small surface area to reduce damage"],"correctIndices":[0,2,3]},{"id":"exchange-surfaces-multi-2","subTopicId":"exchange-surfaces","prompt":"How are villi in the small intestine adapted for absorbing digested food?","explanation":"Villi have a large surface area, walls one cell thick, and lots of capillaries that carry absorbed food away to keep the gradient steep. Alveoli are in the lungs, and a thick layer would slow absorption.","difficulty":3,"type":"multi","options":["Each villus has a network of capillaries","Villi contain alveoli","Their finger-like shape increases the surface area","They are covered in a thick layer of fat","Their walls are one cell thick"],"correctIndices":[0,2,4]},{"id":"exchange-surfaces-generated-surface-area-to-volume","subTopicId":"exchange-surfaces","type":"generated","generator":"surfaceAreaToVolume","difficulty":2}]},{"id":"b2","subjectId":"biology","code":"B2","title":"Organisation","description":"How cells are organised into tissues, organs and systems, including digestion, the circulatory system and disease.","questions":[{"id":"tissues-organs-and-systems-mcq-1","subTopicId":"tissues-organs-and-systems","prompt":"What is a tissue?","explanation":"A tissue is a group of similar cells working together. A group of different tissues makes an organ, and a group of organs makes an organ system.","difficulty":1,"type":"mcq","options":["A group of organs working together","A group of similar cells working together to carry out a function","A group of different tissues working together","A single specialised cell"],"correctIndex":1},{"id":"tissues-organs-and-systems-mcq-2","subTopicId":"tissues-organs-and-systems","prompt":"Which shows the levels of organisation from smallest to largest?","explanation":"Cells make up tissues, tissues make up organs, organs make up organ systems, and organ systems make up the whole organism. The third option is the right order, but from largest to smallest.","difficulty":1,"type":"mcq","options":["Tissue → cell → organ → organ system → organism","Cell → organ → tissue → organ system → organism","Organism → organ system → organ → tissue → cell","Cell → tissue → organ → organ system → organism"],"correctIndex":3},{"id":"tissues-organs-and-systems-mcq-3","subTopicId":"tissues-organs-and-systems","prompt":"Which of these is an organ?","explanation":"The stomach is an organ, because it's made of several different tissues working together. Muscular tissue is a tissue, the digestive system is an organ system, and an epithelial cell is a cell.","difficulty":2,"type":"mcq","options":["Muscular tissue","The digestive system","The stomach","An epithelial cell"],"correctIndex":2},{"id":"tissues-organs-and-systems-mcq-4","subTopicId":"tissues-organs-and-systems","prompt":"What does glandular tissue do?","explanation":"Glandular tissue makes and releases substances such as digestive enzymes. Contracting is what muscular tissue does, and covering surfaces is the job of epithelial tissue.","difficulty":2,"type":"mcq","options":["Produces and releases substances such as enzymes and hormones","Contracts to churn and move food","Covers the inside and outside surfaces of organs","Carries oxygen around the body"],"correctIndex":0},{"id":"tissues-organs-and-systems-mcq-5","subTopicId":"tissues-organs-and-systems","prompt":"What is the job of muscular tissue in the stomach?","explanation":"Muscular tissue contracts to churn the food and mix it with digestive juices. The acid and enzymes are made by glandular tissue, and absorption mainly happens in the small intestine.","difficulty":2,"type":"mcq","options":["To produce hydrochloric acid","To cover the inside of the stomach","To absorb digested food into the blood","To contract and churn food, mixing it with digestive juices"],"correctIndex":3},{"id":"tissues-organs-and-systems-mcq-6","subTopicId":"tissues-organs-and-systems","prompt":"Why is the stomach described as an organ, not a tissue?","explanation":"What makes something an organ is that it contains different tissues (muscular, glandular and epithelial) working together. Size doesn't decide it, and a tissue is made of similar cells.","difficulty":3,"type":"mcq","options":["It is bigger than a tissue","It is made of several different tissues working together to perform a function","It is made of only one type of cell","It contains enzymes"],"correctIndex":1},{"id":"tissues-organs-and-systems-multi-1","subTopicId":"tissues-organs-and-systems","prompt":"Which of these organs are part of the digestive system?","explanation":"The digestive system includes the salivary glands, stomach, small and large intestines, liver and pancreas. The heart is part of the circulatory system, the lungs are part of the breathing system, and the kidneys are part of the excretory system.","difficulty":2,"type":"multi","options":["Stomach","Heart","Liver","Lungs","Pancreas","Kidneys"],"correctIndices":[0,2,4]},{"id":"tissues-organs-and-systems-multi-2","subTopicId":"tissues-organs-and-systems","prompt":"Which of these statements are correct?","explanation":"The first and third statements have the levels muddled up. Tissues are made of cells, not organs, and an organ always has several different types of tissue.","difficulty":3,"type":"multi","options":["A tissue is made of different types of organ","An organ system is a group of organs working together","An organ contains only one type of tissue","Epithelial tissue covers the inside and outside surfaces of organs","Glandular tissue in the stomach produces digestive juices"],"correctIndices":[1,3,4]},{"id":"enzymes-mcq-1","subTopicId":"enzymes","prompt":"What is an enzyme?","explanation":"Enzymes are biological catalysts: they speed up reactions and can be used again and again, because they aren't used up.","difficulty":1,"type":"mcq","options":["A type of fat that stores energy","A biological catalyst that speeds up reactions without being used up","A molecule that is used up during a reaction","A cell that digests food"],"correctIndex":1},{"id":"enzymes-mcq-2","subTopicId":"enzymes","prompt":"What are enzymes made of?","explanation":"Enzymes are large proteins. Their shape, especially the shape of the active site, is what lets them work.","difficulty":1,"type":"mcq","options":["Carbohydrate","Lipid","Protein","Glucose"],"correctIndex":2},{"id":"enzymes-mcq-3","subTopicId":"enzymes","prompt":"In the lock and key model, why does an enzyme only work on one type of substrate?","explanation":"The substrate must have a complementary shape to the active site, fitting into it like a key in a lock. It isn't the SAME shape as the enzyme: it's the shape that fits into it.","difficulty":2,"type":"mcq","options":["The enzyme is used up after one reaction","The substrate is exactly the same shape as the enzyme","Enzymes only work at body temperature","Only a substrate with a shape complementary to the active site will fit"],"correctIndex":3},{"id":"enzymes-mcq-4","subTopicId":"enzymes","prompt":"What happens to an enzyme at a very high temperature?","explanation":"High temperatures denature the enzyme: the active site changes shape and the substrate can't fit. Enzymes are molecules, not living things, so don't write that they are 'killed'.","difficulty":2,"type":"mcq","options":["Its active site changes shape, so the substrate no longer fits","It is killed","It works faster and faster","It turns into a different enzyme"],"correctIndex":0},{"id":"enzymes-mcq-5","subTopicId":"enzymes","prompt":"An enzyme reaction produces 30 cm³ of oxygen in 60 seconds. What is the mean rate of reaction?","explanation":"Rate = amount ÷ time = 30 ÷ 60 = 0.5 cm³/s. Dividing the other way (60 ÷ 30) gives 2, which is wrong. Use 1 ÷ time only when you're given just a time.","difficulty":2,"type":"mcq","options":["2 cm³/s","1800 cm³/s","0.5 cm³/s","0.017 cm³/s"],"correctIndex":2},{"id":"enzymes-mcq-6","subTopicId":"enzymes","prompt":"A student mixes amylase with starch at different pHs. Every 30 seconds they test a drop with iodine. At pH 6, the iodine stops turning blue-black after 60 seconds. At pH 11, it is still blue-black after 10 minutes. What is the best conclusion?","explanation":"Blue-black means starch is still there. At pH 11, the active site changed shape, so the amylase couldn't break down the starch. Enzymes aren't used up, and the pH 6 result shows the starch was broken down quickly.","difficulty":3,"type":"mcq","options":["At pH 11, the amylase was used up","At pH 11, the amylase was denatured, so the starch was not broken down","At pH 6, there was no starch to begin with","Amylase works best at pH 11"],"correctIndex":1},{"id":"enzymes-multi-1","subTopicId":"enzymes","prompt":"Which of these can denature an enzyme?","explanation":"High temperatures and the wrong pH change the shape of the active site. A low temperature only slows the enzyme down, because particles move more slowly; it doesn't change the active site.","difficulty":2,"type":"multi","options":["A low temperature","A very high temperature","Adding more substrate","A pH far from the enzyme's optimum"],"correctIndices":[1,3]},{"id":"enzymes-multi-2","subTopicId":"enzymes","prompt":"Which of these statements about enzymes and temperature are true?","explanation":"Low temperatures slow enzymes down but don't denature them. Different enzymes have different optimum temperatures. For example, enzymes from bacteria in hot springs work best at much higher temperatures than human enzymes.","difficulty":3,"type":"multi","options":["At low temperatures, enzymes are denatured","Activity increases up to the optimum because particles move faster and collide more often","All enzymes have the same optimum temperature","Above the optimum, activity falls because the active site changes shape","Once an enzyme is denatured, the change is usually permanent"],"correctIndices":[1,3,4]},{"id":"enzymes-generated-enzyme-rate","subTopicId":"enzymes","type":"generated","generator":"enzymeRate","difficulty":2},{"id":"digestion-and-food-tests-mcq-1","subTopicId":"digestion-and-food-tests","prompt":"Which enzyme breaks down starch?","explanation":"Amylase breaks down starch into sugars. Protease breaks down proteins, lipase breaks down lipids, and bile isn't an enzyme at all.","difficulty":1,"type":"mcq","options":["Protease","Lipase","Bile","Amylase"],"correctIndex":3},{"id":"digestion-and-food-tests-mcq-2","subTopicId":"digestion-and-food-tests","prompt":"What colour does iodine solution turn if starch is present?","explanation":"Iodine turns from browny-orange to blue-black with starch. Brick-red is a positive Benedict's test for sugar, purple is a positive Biuret test for protein, and a red layer is Sudan III for lipids.","difficulty":1,"type":"mcq","options":["Brick-red","Blue-black","Purple","A red layer forms on top"],"correctIndex":1},{"id":"digestion-and-food-tests-mcq-3","subTopicId":"digestion-and-food-tests","prompt":"What are proteins broken down into?","explanation":"Protease breaks proteins down into amino acids. Lipids are broken down into fatty acids and glycerol, and starch is broken down into sugars.","difficulty":2,"type":"mcq","options":["Sugars","Fatty acids and glycerol","Amino acids","Glucose and glycerol"],"correctIndex":2},{"id":"digestion-and-food-tests-mcq-4","subTopicId":"digestion-and-food-tests","prompt":"Why do large food molecules need to be digested?","explanation":"Large, insoluble molecules like starch and proteins can't pass into the blood. Digestion breaks them into small, soluble molecules that can be absorbed in the small intestine.","difficulty":2,"type":"mcq","options":["They are too big and insoluble to be absorbed into the blood","So they can be stored in the stomach","So they become large enough to be absorbed","So that enzymes can be absorbed into the blood"],"correctIndex":0},{"id":"digestion-and-food-tests-mcq-5","subTopicId":"digestion-and-food-tests","prompt":"Which step is needed in the Benedict's test for sugars, but NOT in the other food tests?","explanation":"The Benedict's test only works if you heat the sample in a hot water bath. Sodium hydroxide is part of the Biuret test, and shaking with ethanol is the emulsion test for lipids.","difficulty":2,"type":"mcq","options":["Adding sodium hydroxide first","Shaking the sample with ethanol","Leaving the sample at room temperature","Heating the sample in a water bath"],"correctIndex":3},{"id":"digestion-and-food-tests-mcq-6","subTopicId":"digestion-and-food-tests","prompt":"Which statement about bile is correct?","explanation":"Bile is not an enzyme. It's made in the liver, stored in the gall bladder, and is alkaline, so it neutralises stomach acid. It breaks fat into small droplets, which speeds up digestion by lipase.","difficulty":3,"type":"mcq","options":["It is an enzyme that breaks fats down into fatty acids and glycerol","It neutralises stomach acid and emulsifies fats, giving lipase a bigger surface area to work on","It is made in the gall bladder and digests proteins","It makes the small intestine more acidic, which helps lipase"],"correctIndex":1},{"id":"digestion-and-food-tests-multi-1","subTopicId":"digestion-and-food-tests","prompt":"Which of these digestive enzymes are made in the pancreas?","explanation":"The pancreas makes all three main digestive enzymes: amylase, protease and lipase. Bile is made in the liver, and hydrochloric acid is made in the stomach. Neither of them is an enzyme.","difficulty":2,"type":"multi","options":["Amylase","Bile","Protease","Hydrochloric acid","Lipase"],"correctIndices":[0,2,4]},{"id":"digestion-and-food-tests-multi-2","subTopicId":"digestion-and-food-tests","prompt":"A food sample is tested. The Benedict's test stays blue, the iodine test turns blue-black, and the Biuret test turns purple. Which nutrients do the results show are present?","explanation":"Blue-black iodine shows starch, and purple Biuret shows protein. Benedict's staying blue means no reducing sugar. Lipid wasn't tested for, so the results can't show whether it's there.","difficulty":3,"type":"multi","options":["Reducing sugar","Starch","Protein","Lipid"],"correctIndices":[1,2]},{"id":"the-heart-and-blood-vessels-mcq-1","subTopicId":"the-heart-and-blood-vessels","prompt":"Which blood vessels carry blood away from the heart?","explanation":"Arteries carry blood Away from the heart (A for away). Veins carry blood back towards the heart, and capillaries link the two.","difficulty":1,"type":"mcq","options":["Veins","Capillaries","Arteries","Valves"],"correctIndex":2},{"id":"the-heart-and-blood-vessels-mcq-2","subTopicId":"the-heart-and-blood-vessels","prompt":"How many chambers does the human heart have?","explanation":"The heart has four chambers: a left and right atrium at the top, and a left and right ventricle at the bottom.","difficulty":1,"type":"mcq","options":["Two","Four","Three","Six"],"correctIndex":1},{"id":"the-heart-and-blood-vessels-mcq-3","subTopicId":"the-heart-and-blood-vessels","prompt":"Why does the left ventricle have a thicker muscular wall than the right ventricle?","explanation":"The left ventricle must pump blood around the whole body, which needs a lot of force. The right ventricle only pumps blood the short distance to the lungs.","difficulty":2,"type":"mcq","options":["It holds a larger volume of blood","It pumps deoxygenated blood","It pumps blood to the lungs, which are further away","It pumps blood all around the body, which needs a higher pressure"],"correctIndex":3},{"id":"the-heart-and-blood-vessels-mcq-4","subTopicId":"the-heart-and-blood-vessels","prompt":"What is the job of the valves in veins?","explanation":"Blood in veins is at low pressure, so valves are needed to stop it flowing backwards. Veins don't pump blood; exchange of substances happens in capillaries.","difficulty":2,"type":"mcq","options":["To stop blood flowing backwards","To increase the blood pressure","To let substances diffuse out of the blood","To pump blood back to the heart"],"correctIndex":0},{"id":"the-heart-and-blood-vessels-mcq-5","subTopicId":"the-heart-and-blood-vessels","prompt":"Where is the heart's natural pacemaker?","explanation":"The pacemaker is a group of cells in the right atrium. It sends out electrical impulses that set the resting heart rate.","difficulty":2,"type":"mcq","options":["In the left ventricle","In the brain","In the right atrium","In the coronary arteries"],"correctIndex":2},{"id":"the-heart-and-blood-vessels-mcq-6","subTopicId":"the-heart-and-blood-vessels","prompt":"Why is a double circulatory system useful?","explanation":"In a double circulation, blood goes through the heart twice. After picking up oxygen in the lungs, it comes back to the heart and is pumped to the body at a higher pressure. Oxygenated and deoxygenated blood also don't mix.","difficulty":3,"type":"mcq","options":["Blood only passes through the heart once, so it travels faster","Blood returns to the heart after the lungs, so it can be pumped to the body at high pressure","Blood doesn't need to go to the lungs","The right ventricle can pump blood to the whole body"],"correctIndex":1},{"id":"the-heart-and-blood-vessels-multi-1","subTopicId":"the-heart-and-blood-vessels","prompt":"Which of these describe arteries?","explanation":"Arteries have thick, elastic walls and a narrow lumen to cope with high-pressure blood from the heart. Carrying blood towards the heart and having valves are features of veins.","difficulty":2,"type":"multi","options":["Thick, muscular and elastic walls","Carry blood towards the heart","Carry blood at high pressure","Have valves along their length","A narrow lumen"],"correctIndices":[0,2,4]},{"id":"the-heart-and-blood-vessels-multi-2","subTopicId":"the-heart-and-blood-vessels","prompt":"How are capillaries adapted for exchanging substances with body tissues?","explanation":"Thin walls give a short diffusion distance, and a narrow width slows the blood, leaving more time for exchange. Thick walls belong to arteries, and valves are in veins.","difficulty":3,"type":"multi","options":["Thick, elastic walls","Walls just one cell thick","Valves to stop backflow","Very narrow, which slows the blood down"],"correctIndices":[1,3]},{"id":"the-heart-and-blood-vessels-generated-blood-flow-rate","subTopicId":"the-heart-and-blood-vessels","type":"generated","generator":"bloodFlowRate","difficulty":2},{"id":"the-heart-and-blood-vessels-label-1","subTopicId":"the-heart-and-blood-vessels","prompt":"Label the four chambers of the heart. The diagram shows the heart as if you are facing the person.","explanation":"Heart diagrams are drawn from the front, so the person's left side is on the right of the drawing. The atria are the upper chambers, which receive blood; the ventricles are the lower chambers, which pump it out. The left ventricle has the thickest wall because it pumps blood around the whole body.","difficulty":2,"diagram":"heart","type":"label","hotspots":[{"id":"ra","x":36,"y":45.5,"labelX":6.25,"labelY":45.5,"answer":"Right atrium"},{"id":"la","x":65.25,"y":45.5,"labelX":94.5,"labelY":58.75,"answer":"Left atrium"},{"id":"rv","x":36.25,"y":66.25,"labelX":6.25,"labelY":72.5,"answer":"Right ventricle"},{"id":"lv","x":65.5,"y":67.5,"labelX":94.5,"labelY":77.5,"answer":"Left ventricle"}]},{"id":"the-heart-and-blood-vessels-label-2","subTopicId":"the-heart-and-blood-vessels","prompt":"Label the blood vessels attached to the heart. The diagram shows the heart as if you are facing the person.","explanation":"The vena cava brings deoxygenated blood from the body into the right atrium. The pulmonary artery carries it from the right ventricle to the lungs. The pulmonary vein brings oxygenated blood from the lungs into the left atrium, and the aorta carries it from the left ventricle to the rest of the body.","difficulty":3,"diagram":"heart","type":"label","hotspots":[{"id":"vena-cava","x":30,"y":17.5,"labelX":7.5,"labelY":17.5,"answer":"Vena cava"},{"id":"aorta","x":65.5,"y":11.25,"labelX":65.5,"labelY":3,"answer":"Aorta"},{"id":"pulmonary-artery","x":82.5,"y":24,"labelX":94.5,"labelY":15,"answer":"Pulmonary artery"},{"id":"pulmonary-vein","x":84,"y":44.5,"labelX":97,"labelY":44.5,"answer":"Pulmonary vein"}],"distractors":["Coronary artery"]},{"id":"blood-mcq-1","subTopicId":"blood","prompt":"Which part of the blood carries oxygen?","explanation":"Red blood cells carry oxygen using haemoglobin. White blood cells fight infection, platelets help clotting, and plasma carries dissolved substances.","difficulty":1,"type":"mcq","options":["Plasma","Platelets","Red blood cells","White blood cells"],"correctIndex":2},{"id":"blood-mcq-2","subTopicId":"blood","prompt":"What do platelets do?","explanation":"Platelets are small fragments of cells that help blood clot, sealing wounds to stop blood loss and keep pathogens out.","difficulty":1,"type":"mcq","options":["Carry oxygen","Help the blood to clot at a wound","Produce antibodies","Transport urea"],"correctIndex":1},{"id":"blood-mcq-3","subTopicId":"blood","prompt":"Why do red blood cells have no nucleus?","explanation":"Without a nucleus there's more space for haemoglobin, which carries oxygen. Their large surface area comes from their biconcave shape, not from having no nucleus.","difficulty":2,"type":"mcq","options":["So they can make antibodies","To give them a larger surface area","So they can engulf pathogens","To leave more room for haemoglobin, so they can carry more oxygen"],"correctIndex":3},{"id":"blood-mcq-4","subTopicId":"blood","prompt":"Which substance does plasma carry from the liver to the kidneys?","explanation":"Urea is a waste product made in the liver, and plasma carries it to the kidneys to be removed. Carbon dioxide is carried to the lungs, and digested food is carried from the small intestine.","difficulty":2,"type":"mcq","options":["Urea","Oxygen","Digested food molecules","Carbon dioxide"],"correctIndex":0},{"id":"blood-mcq-5","subTopicId":"blood","prompt":"How do white blood cells protect the body?","explanation":"Some white blood cells engulf and digest pathogens (phagocytosis). Others make antibodies that target specific pathogens. Clotting is done by platelets.","difficulty":2,"type":"mcq","options":["They form clots to seal wounds","They carry oxygen to kill pathogens","Some engulf and digest pathogens, and others produce antibodies","They make haemoglobin"],"correctIndex":2},{"id":"blood-mcq-6","subTopicId":"blood","prompt":"A person has a very low number of platelets. Which problem are they most likely to have?","explanation":"Platelets help blood clot, so with fewer of them, wounds take longer to seal. That means more blood loss and more time for pathogens to get in. The other options describe problems with red or white blood cells.","difficulty":3,"type":"mcq","options":["They get tired easily because too little oxygen reaches their cells","Cuts bleed for longer, and pathogens can more easily get in through wounds","Urea builds up in their blood","They catch more infections because they make fewer antibodies"],"correctIndex":1},{"id":"blood-multi-1","subTopicId":"blood","prompt":"Which of these does plasma transport around the body?","explanation":"Plasma carries carbon dioxide, urea, digested food, hormones and heat. Oxygen bound to haemoglobin is carried inside red blood cells, not dissolved in the plasma.","difficulty":2,"type":"multi","options":["Carbon dioxide, from the organs to the lungs","Urea, from the liver to the kidneys","Oxygen, bound to haemoglobin","Digested food molecules, from the small intestine"],"correctIndices":[0,1,3]},{"id":"blood-multi-2","subTopicId":"blood","prompt":"How is a red blood cell adapted to carry oxygen?","explanation":"The biconcave shape, the lack of a nucleus and the haemoglobin all help red blood cells carry as much oxygen as possible. Engulfing pathogens is a job for white blood cells.","difficulty":3,"type":"multi","options":["A biconcave disc shape gives a large surface area","Many mitochondria to release energy","It can engulf pathogens","It has no nucleus, leaving more room for haemoglobin","It contains haemoglobin, which binds oxygen in the lungs and releases it in body tissues"],"correctIndices":[0,3,4]},{"id":"coronary-heart-disease-mcq-1","subTopicId":"coronary-heart-disease","prompt":"What do the coronary arteries do?","explanation":"The heart is a muscle, and it needs its own supply of oxygen for respiration. The coronary arteries deliver this oxygenated blood to the heart muscle.","difficulty":1,"type":"mcq","options":["Carry blood from the heart to the lungs","Carry deoxygenated blood back to the heart","Pump blood around the body","Supply the heart muscle with oxygenated blood"],"correctIndex":3},{"id":"coronary-heart-disease-mcq-2","subTopicId":"coronary-heart-disease","prompt":"What is a stent?","explanation":"A stent is a tube that holds a narrowed artery open so blood can flow. A drug that lowers cholesterol is a statin, and a device that controls heart rate is an artificial pacemaker.","difficulty":1,"type":"mcq","options":["A drug that lowers cholesterol","A replacement heart valve","A small tube put into a narrowed artery to hold it open","A device that controls the heart rate"],"correctIndex":2},{"id":"coronary-heart-disease-mcq-3","subTopicId":"coronary-heart-disease","prompt":"What causes coronary heart disease?","explanation":"In CHD, fatty deposits narrow the coronary arteries, so less oxygen reaches the heart muscle. It's a non-communicable disease, so it isn't caused by a pathogen.","difficulty":2,"type":"mcq","options":["Fatty deposits building up inside the coronary arteries, narrowing them","A pathogen infecting the heart muscle","A hole between the heart's chambers","Leaky heart valves"],"correctIndex":0},{"id":"coronary-heart-disease-mcq-4","subTopicId":"coronary-heart-disease","prompt":"How do statins help people with coronary heart disease?","explanation":"Statins lower cholesterol in the blood, which slows down how fast fatty deposits form. They work slowly and don't remove deposits that are already there.","difficulty":2,"type":"mcq","options":["They hold the artery open","They reduce blood cholesterol, slowing the build-up of fatty deposits","They instantly dissolve fatty deposits that are already there","They replace faulty heart valves"],"correctIndex":1},{"id":"coronary-heart-disease-mcq-5","subTopicId":"coronary-heart-disease","prompt":"What is a disadvantage of a mechanical heart valve?","explanation":"Mechanical valves can last a lifetime, but blood clots can form on them, so the patient needs blood-thinning drugs long-term. Wearing out and coming from an animal describe biological valves.","difficulty":2,"type":"mcq","options":["It wears out quickly","It comes from an animal donor","It cannot open and close","The patient has to take blood-thinning drugs for the rest of their life"],"correctIndex":3},{"id":"coronary-heart-disease-mcq-6","subTopicId":"coronary-heart-disease","prompt":"A patient has a badly narrowed coronary artery and needs treatment quickly. Why might a doctor choose a stent rather than statins?","explanation":"A stent opens the artery straight away, while statins slowly reduce cholesterol over a long time. Stents do have downsides: surgery risks, and the artery can narrow again.","difficulty":3,"type":"mcq","options":["Statins have no side effects","Stents mean the artery can never narrow again","A stent restores blood flow immediately, but statins take a long time to work","Statins only work on heart valves"],"correctIndex":2},{"id":"coronary-heart-disease-multi-1","subTopicId":"coronary-heart-disease","prompt":"Which of these are advantages of using statins?","explanation":"Statins don't need surgery and can lower the risk of other cholesterol-related problems. But they work slowly, must be taken long-term, and some people get side effects.","difficulty":2,"type":"multi","options":["They are non-invasive, because they are taken as a pill","They work immediately","They can reduce the risk of other health problems linked to high cholesterol","They have no side effects"],"correctIndices":[0,2]},{"id":"coronary-heart-disease-multi-2","subTopicId":"coronary-heart-disease","prompt":"Which of these statements about replacement heart valves are true?","explanation":"Biological valves (often from pigs) can wear out. Mechanical valves last much longer, but they are the ones that need lifelong blood-thinning drugs.","difficulty":3,"type":"multi","options":["Biological valves mean the patient must take blood-thinning drugs for life","Biological valves can wear out and may need replacing","Biological valves always come from human donors","Mechanical valves can last a lifetime","Mechanical valves are made from man-made materials"],"correctIndices":[1,3,4]},{"id":"health-disease-and-cancer-mcq-1","subTopicId":"health-disease-and-cancer","prompt":"Which of these is a communicable disease?","explanation":"Measles is caused by a virus and can spread between people. Cancer, type 2 diabetes and coronary heart disease are non-communicable diseases, which can't be caught.","difficulty":1,"type":"mcq","options":["Cancer","Measles","Type 2 diabetes","Coronary heart disease"],"correctIndex":1},{"id":"health-disease-and-cancer-mcq-2","subTopicId":"health-disease-and-cancer","prompt":"What does 'health' mean?","explanation":"Health includes both physical and mental wellbeing. Someone can be free of disease, or physically fit, and still not be completely healthy.","difficulty":1,"type":"mcq","options":["Not having any disease","Being physically fit","Never catching a communicable disease","A state of complete physical and mental wellbeing"],"correctIndex":3},{"id":"health-disease-and-cancer-mcq-3","subTopicId":"health-disease-and-cancer","prompt":"What is a risk factor?","explanation":"A risk factor makes a disease more likely, but it doesn't guarantee it. For example, not every smoker gets lung cancer, but smoking makes it much more likely.","difficulty":2,"type":"mcq","options":["A lifestyle or environmental factor that increases the chance of getting a disease","A pathogen that causes a disease","Something that definitely causes a disease","A symptom of a disease"],"correctIndex":0},{"id":"health-disease-and-cancer-mcq-4","subTopicId":"health-disease-and-cancer","prompt":"Which risk factor is correctly matched with a disease it is linked to?","explanation":"Excess alcohol is linked to liver disease. Flu and measles are caused by pathogens, not lifestyle. Smoking is linked to lung disease, CHD and cancer, and obesity to type 2 diabetes.","difficulty":2,"type":"mcq","options":["Smoking and flu","Obesity and measles","Excess alcohol and liver disease","Smoking and type 1 diabetes"],"correctIndex":2},{"id":"health-disease-and-cancer-mcq-5","subTopicId":"health-disease-and-cancer","prompt":"What is the difference between benign and malignant tumours?","explanation":"Benign tumours stay in one place, usually inside a membrane. Malignant tumours invade nearby tissue and can spread through the blood to form secondary tumours. Malignant tumours are cancer.","difficulty":2,"type":"mcq","options":["Benign tumours spread around the body; malignant tumours stay in one place","Malignant tumours can spread to other parts of the body; benign tumours stay in one place","Benign tumours are caused by pathogens","Malignant tumours never grow"],"correctIndex":1},{"id":"health-disease-and-cancer-mcq-6","subTopicId":"health-disease-and-cancer","prompt":"Which of these is an example of two types of disease interacting?","explanation":"A problem with the immune system makes a person more likely to catch communicable diseases, so one condition affects another. Catching flu is just spread of a pathogen, and a smoker getting lung cancer is a risk factor at work.","difficulty":3,"type":"mcq","options":["Someone catches flu after a person near them sneezes","A smoker develops lung cancer","A broken leg heals after six weeks","A person with a faulty immune system catches infectious diseases more easily"],"correctIndex":3},{"id":"health-disease-and-cancer-multi-1","subTopicId":"health-disease-and-cancer","prompt":"Which of these are non-communicable diseases?","explanation":"Cancer, cardiovascular disease and type 2 diabetes can't be passed between people. Measles and flu are caused by viruses, so they are communicable.","difficulty":2,"type":"multi","options":["Cancer","Measles","Cardiovascular disease","Flu","Type 2 diabetes"],"correctIndices":[0,2,4]},{"id":"health-disease-and-cancer-multi-2","subTopicId":"health-disease-and-cancer","prompt":"Which of these statements about cancer are true?","explanation":"It's malignant tumours, not benign ones, that invade other tissues. Cancer itself can't be caught, even though some viruses that can trigger it are communicable.","difficulty":3,"type":"multi","options":["Benign tumours invade neighbouring tissues","Cancer is caused by changes in cells that lead to uncontrolled cell division","You can catch cancer from another person","Some viral infections can trigger cancers","Malignant tumour cells can travel in the blood and form secondary tumours"],"correctIndices":[1,3,4]},{"id":"plant-tissues-and-transpiration-mcq-1","subTopicId":"plant-tissues-and-transpiration","prompt":"What is transpiration?","explanation":"Transpiration is the loss of water vapour from the leaves, mainly through the stomata. The movement of sugars is called translocation.","difficulty":1,"type":"mcq","options":["The movement of sugars around a plant","Taking in carbon dioxide for photosynthesis","The loss of water vapour from a plant's leaves","Absorbing water through the root hair cells"],"correctIndex":2},{"id":"plant-tissues-and-transpiration-mcq-2","subTopicId":"plant-tissues-and-transpiration","prompt":"Where are most stomata found?","explanation":"Most stomata are on the underside of the leaf, which is cooler and shaded. That helps reduce water loss.","difficulty":1,"type":"mcq","options":["On the upper surface of the leaf","On the underside of the leaf","On the stem","On the roots"],"correctIndex":1},{"id":"plant-tissues-and-transpiration-mcq-3","subTopicId":"plant-tissues-and-transpiration","prompt":"Which leaf tissue is packed with chloroplasts and adapted for photosynthesis?","explanation":"The palisade mesophyll is near the top of the leaf, where it gets the most light, and its cells are full of chloroplasts. The spongy mesophyll has air spaces for gases to diffuse through.","difficulty":2,"type":"mcq","options":["Spongy mesophyll","Epidermis","Xylem","Palisade mesophyll"],"correctIndex":3},{"id":"plant-tissues-and-transpiration-mcq-4","subTopicId":"plant-tissues-and-transpiration","prompt":"What do guard cells do?","explanation":"A pair of guard cells surrounds each stoma and changes shape to open or close it. This controls how much gas moves in and out, and how much water is lost.","difficulty":2,"type":"mcq","options":["Open and close the stomata, controlling gas exchange and water loss","Carry out most of the leaf's photosynthesis","Transport water up the plant","Make the waxy cuticle"],"correctIndex":0},{"id":"plant-tissues-and-transpiration-mcq-5","subTopicId":"plant-tissues-and-transpiration","prompt":"Which change would increase the rate of transpiration?","explanation":"Wind blows water vapour away from the leaf, keeping the concentration gradient steep, so more water evaporates. Higher humidity, lower temperature and less light all slow transpiration down.","difficulty":2,"type":"mcq","options":["Increasing the humidity","Lowering the temperature","Increasing the air movement","Reducing the light intensity"],"correctIndex":2},{"id":"plant-tissues-and-transpiration-mcq-6","subTopicId":"plant-tissues-and-transpiration","prompt":"Why does high humidity reduce the rate of transpiration?","explanation":"Water vapour diffuses out of the leaf down a concentration gradient. When the air is already humid, there's less difference between inside and outside, so diffusion slows down.","difficulty":3,"type":"mcq","options":["Humid air makes the guard cells close the stomata","The air already holds a lot of water vapour, so the concentration gradient is less steep","Water in the air is absorbed back into the leaf","Humid air is colder, so evaporation is slower"],"correctIndex":1},{"id":"plant-tissues-and-transpiration-multi-1","subTopicId":"plant-tissues-and-transpiration","prompt":"Which of these move into or out of a leaf through the stomata?","explanation":"Stomata let gases through: carbon dioxide, oxygen and water vapour. Glucose moves in the phloem, and mineral ions come up from the roots in the xylem.","difficulty":2,"type":"multi","options":["Carbon dioxide","Glucose","Oxygen","Water vapour","Mineral ions"],"correctIndices":[0,2,3]},{"id":"plant-tissues-and-transpiration-multi-2","subTopicId":"plant-tissues-and-transpiration","prompt":"Which of these does the transpiration stream do?","explanation":"The transpiration stream moves water and mineral ions up through the xylem and helps keep cells turgid. Sugars are moved in the phloem by translocation, which is a separate process.","difficulty":3,"type":"multi","options":["Carries water from the roots to the leaves","Carries dissolved mineral ions up the plant","Carries sugars from the leaves down to the roots","Helps keep plant cells turgid","Moves water through the phloem"],"correctIndices":[0,1,3]},{"id":"plant-tissues-and-transpiration-label-1","subTopicId":"plant-tissues-and-transpiration","prompt":"Label the layers of this leaf cross-section.","explanation":"The waxy cuticle reduces water loss. The upper epidermis is transparent, so light passes through to the cells below. The palisade mesophyll is packed with chloroplasts for photosynthesis. The spongy mesophyll has air spaces so gases can diffuse, and the lower epidermis contains the stomata.","difficulty":2,"diagram":"leaf","type":"label","hotspots":[{"id":"cuticle","x":22.5,"y":11,"labelX":3.75,"labelY":7.33,"answer":"Waxy cuticle"},{"id":"upper-epidermis","x":20,"y":16,"labelX":3.75,"labelY":18.33,"answer":"Upper epidermis"},{"id":"palisade","x":27,"y":32.33,"labelX":3.75,"labelY":32.33,"answer":"Palisade mesophyll"},{"id":"spongy","x":24.5,"y":59.33,"labelX":3.75,"labelY":59.33,"answer":"Spongy mesophyll"},{"id":"lower-epidermis","x":25,"y":83.67,"labelX":3.75,"labelY":83.67,"answer":"Lower epidermis"}]},{"id":"plant-tissues-and-transpiration-label-2","subTopicId":"plant-tissues-and-transpiration","prompt":"Label the parts of this leaf involved in transport and gas exchange.","explanation":"Xylem carries water and mineral ions up from the roots; phloem carries dissolved sugars around the plant. Air spaces let gases diffuse through the leaf. Each stoma lets carbon dioxide in and water vapour and oxygen out, and the guard cells on either side open and close it.","difficulty":3,"diagram":"leaf","type":"label","hotspots":[{"id":"xylem","x":49,"y":53.33,"labelX":49,"labelY":4,"answer":"Xylem"},{"id":"phloem","x":48.5,"y":66.67,"labelX":48.75,"labelY":95.33,"answer":"Phloem"},{"id":"air-space","x":80,"y":63.33,"labelX":96.25,"labelY":55,"answer":"Air space"},{"id":"guard-cell","x":70.25,"y":83.67,"labelX":63.75,"labelY":95.33,"answer":"Guard cell"},{"id":"stoma","x":74,"y":83.67,"labelX":82.5,"labelY":95.33,"answer":"Stoma"}],"distractors":["Root hair cell"]}]},{"id":"b3","subjectId":"biology","code":"B3","title":"Infection and Response","description":"How pathogens cause communicable diseases and how the body and medicine defend against and treat them.","questions":[{"id":"pathogens-and-communicable-diseases-mcq-1","subTopicId":"pathogens-and-communicable-diseases","prompt":"What is a pathogen?","explanation":"A pathogen is a microorganism that causes disease. Not all microorganisms are pathogens; many are harmless or even useful, like the yeast used in baking.","difficulty":1,"type":"mcq","options":["Any microorganism","A microorganism that causes infectious disease","A disease that cannot be spread","A white blood cell that fights infection"],"correctIndex":1},{"id":"pathogens-and-communicable-diseases-mcq-2","subTopicId":"pathogens-and-communicable-diseases","prompt":"Which of these is NOT a type of pathogen?","explanation":"The four types of pathogen are bacteria, viruses, protists and fungi. Antibodies are proteins made by white blood cells to fight pathogens.","difficulty":1,"type":"mcq","options":["Bacteria","Viruses","Fungi","Antibodies"],"correctIndex":3},{"id":"pathogens-and-communicable-diseases-mcq-3","subTopicId":"pathogens-and-communicable-diseases","prompt":"How do bacteria make us feel ill?","explanation":"Bacteria multiply quickly, and some release toxins (poisons) that damage tissues. Reproducing inside cells and bursting them is how viruses cause damage.","difficulty":2,"type":"mcq","options":["They reproduce inside our cells and make them burst","They eat our red blood cells","They produce toxins that damage tissues","They produce antibodies"],"correctIndex":2},{"id":"pathogens-and-communicable-diseases-mcq-4","subTopicId":"pathogens-and-communicable-diseases","prompt":"How do viruses damage the body?","explanation":"Viruses aren't cells. They get inside our cells and use them to make copies of themselves, and the cells often burst, releasing new viruses. Hyphae belong to fungi.","difficulty":2,"type":"mcq","options":["They reproduce inside cells, which often causes the cells to burst","They grow thread-like hyphae through tissues","They are too large to pass through blood vessels","They take all the oxygen from the blood"],"correctIndex":0},{"id":"pathogens-and-communicable-diseases-mcq-5","subTopicId":"pathogens-and-communicable-diseases","prompt":"What is a vector?","explanation":"A vector is an organism that spreads a pathogen. The mosquito is the vector for malaria; the pathogen itself is a protist.","difficulty":2,"type":"mcq","options":["The pathogen that causes malaria","An organism that carries a pathogen from one host to another without getting the disease","A type of vaccine","Any route that a pathogen spreads by, such as air or water"],"correctIndex":1},{"id":"pathogens-and-communicable-diseases-mcq-6","subTopicId":"pathogens-and-communicable-diseases","prompt":"A town has an outbreak of malaria. Which action targets the vector?","explanation":"Mosquitoes breed in standing water, so draining it reduces the number of vectors. Hand washing and cooking won't stop mosquito bites, and antibiotics don't work on protists.","difficulty":3,"type":"mcq","options":["Asking people to wash their hands more often","Giving everyone antibiotics","Cooking food more thoroughly","Draining standing water where mosquitoes breed"],"correctIndex":3},{"id":"pathogens-and-communicable-diseases-multi-1","subTopicId":"pathogens-and-communicable-diseases","prompt":"Which of these help to reduce the spread of communicable diseases?","explanation":"Hygiene, destroying vectors, isolation and vaccination all stop pathogens reaching new hosts. Painkillers only treat symptoms, so they don't stop a pathogen spreading.","difficulty":2,"type":"multi","options":["Being hygienic, such as washing hands","Taking painkillers","Destroying vectors","Isolating infected people","Vaccination"],"correctIndices":[0,2,3,4]},{"id":"pathogens-and-communicable-diseases-multi-2","subTopicId":"pathogens-and-communicable-diseases","prompt":"Which of these statements about viruses are true?","explanation":"Viruses are tiny, aren't cells, and reproduce inside host cells. They can infect plants, for example tobacco mosaic virus. Antibiotics only kill bacteria, not viruses.","difficulty":3,"type":"multi","options":["Viruses are cells","Viruses are much smaller than bacteria","Viruses can be killed by antibiotics","Viruses reproduce inside the cells of their host","Viruses can infect plants as well as animals"],"correctIndices":[1,3,4]},{"id":"named-diseases-mcq-1","subTopicId":"named-diseases","prompt":"What type of pathogen causes malaria?","explanation":"Malaria is caused by a protist. The mosquito is only the vector that carries it; it isn't the pathogen.","difficulty":1,"type":"mcq","options":["Virus","Bacterium","Protist","Fungus"],"correctIndex":2},{"id":"named-diseases-mcq-2","subTopicId":"named-diseases","prompt":"Which of these diseases is caused by a fungus?","explanation":"Rose black spot is a fungal disease. Measles and TMV are caused by viruses, and salmonella is a bacterium.","difficulty":1,"type":"mcq","options":["Measles","Rose black spot","Salmonella","Tobacco mosaic virus"],"correctIndex":1},{"id":"named-diseases-mcq-3","subTopicId":"named-diseases","prompt":"How is measles spread?","explanation":"Measles spreads through the air in droplets. Contaminated food spreads salmonella, sexual contact spreads HIV and gonorrhoea, and mosquitoes spread malaria.","difficulty":2,"type":"mcq","options":["By breathing in droplets from an infected person's coughs and sneezes","By eating contaminated food","By sexual contact","By mosquito bites"],"correctIndex":0},{"id":"named-diseases-mcq-4","subTopicId":"named-diseases","prompt":"Why is gonorrhoea harder to treat now than it used to be?","explanation":"Gonorrhoea is caused by a bacterium and used to be treated with penicillin, but many strains have become resistant. It isn't a virus, and there is no vaccine for it.","difficulty":2,"type":"mcq","options":["It is caused by a virus, so antibiotics don't work","There has never been a treatment for it","The vaccine against it has stopped working","Many strains are now resistant to penicillin"],"correctIndex":3},{"id":"named-diseases-mcq-5","subTopicId":"named-diseases","prompt":"Why does tobacco mosaic virus reduce a plant's growth?","explanation":"TMV causes a mosaic pattern of discolouration on the leaves. Those parts can't photosynthesise, so the plant makes less glucose and grows less.","difficulty":2,"type":"mcq","options":["It kills the roots","It blocks the xylem","The discoloured parts of the leaves can't photosynthesise","It produces toxins that poison the fruit"],"correctIndex":2},{"id":"named-diseases-mcq-6","subTopicId":"named-diseases","prompt":"How do antiretroviral drugs help people with HIV?","explanation":"Antiretroviral drugs stop HIV from multiplying, which protects the immune system and stops HIV progressing to AIDS. They aren't antibiotics (which don't work on viruses) and they aren't a cure.","difficulty":3,"type":"mcq","options":["They are antibiotics that kill the virus","They stop the virus multiplying, so it does less damage to the immune system","They cure AIDS by replacing the damaged immune cells","They vaccinate the person against HIV"],"correctIndex":1},{"id":"named-diseases-multi-1","subTopicId":"named-diseases","prompt":"Which of these diseases are caused by bacteria?","explanation":"Salmonella and gonorrhoea are bacterial. Measles and HIV are viruses, and malaria is a protist.","difficulty":2,"type":"multi","options":["Salmonella","Measles","Gonorrhoea","Malaria","HIV"],"correctIndices":[0,2]},{"id":"named-diseases-multi-2","subTopicId":"named-diseases","prompt":"Which of these are ways of controlling the spread of malaria?","explanation":"Malaria is controlled by avoiding bites, stopping mosquitoes breeding, and using antimalarial drugs. Vaccinating poultry controls salmonella, and fungicides control rose black spot.","difficulty":3,"type":"multi","options":["Sleeping under mosquito nets","Vaccinating poultry","Draining standing water where mosquitoes breed","Spraying with fungicides","Taking antimalarial drugs"],"correctIndices":[0,2,4]},{"id":"body-defences-and-the-immune-system-mcq-1","subTopicId":"body-defences-and-the-immune-system","prompt":"How does the stomach help defend the body against pathogens?","explanation":"The stomach makes hydrochloric acid, which kills pathogens in food and drink. Mucus and cilia are defences in the nose, trachea and bronchi.","difficulty":1,"type":"mcq","options":["It produces mucus to trap pathogens","It produces hydrochloric acid, which kills pathogens","It produces antibodies","It is lined with cilia that sweep pathogens away"],"correctIndex":1},{"id":"body-defences-and-the-immune-system-mcq-2","subTopicId":"body-defences-and-the-immune-system","prompt":"What is phagocytosis?","explanation":"In phagocytosis, a white blood cell surrounds a pathogen, takes it inside and digests it with enzymes. It works against any pathogen.","difficulty":1,"type":"mcq","options":["White blood cells producing antibodies","White blood cells producing antitoxins","Skin forming a scab over a cut","A white blood cell engulfing and digesting a pathogen"],"correctIndex":3},{"id":"body-defences-and-the-immune-system-mcq-3","subTopicId":"body-defences-and-the-immune-system","prompt":"What do the cilia in the trachea and bronchi do?","explanation":"Mucus traps pathogens, and the cilia (tiny hairs) waft the mucus up to the throat, where it's swallowed. Then stomach acid can deal with the pathogens.","difficulty":2,"type":"mcq","options":["Waft mucus containing trapped pathogens up to the throat","Kill pathogens with acid","Produce antibodies","Engulf pathogens"],"correctIndex":0},{"id":"body-defences-and-the-immune-system-mcq-4","subTopicId":"body-defences-and-the-immune-system","prompt":"What is an antigen?","explanation":"Antigens are the unique molecules on a pathogen's surface. Antibodies are the proteins our white blood cells make to lock onto them. Don't mix up the two words.","difficulty":2,"type":"mcq","options":["A protein made by white blood cells that binds to pathogens","A substance that neutralises toxins","A unique molecule on the surface of a pathogen","A type of white blood cell"],"correctIndex":2},{"id":"body-defences-and-the-immune-system-mcq-5","subTopicId":"body-defences-and-the-immune-system","prompt":"What do antitoxins do?","explanation":"Antitoxins neutralise the poisons (toxins) that bacteria release. Locking onto antigens is what antibodies do.","difficulty":2,"type":"mcq","options":["Kill viruses inside cells","Bind to and neutralise toxins released by bacteria","Engulf bacteria","Lock onto the antigens of a pathogen"],"correctIndex":1},{"id":"body-defences-and-the-immune-system-mcq-6","subTopicId":"body-defences-and-the-immune-system","prompt":"Why do you usually not get ill the second time the same pathogen infects you?","explanation":"Memory cells remember the pathogen's antigen. The second time, they make antibodies so fast that the pathogen is destroyed before you get ill. Phagocytes don't remember specific pathogens.","difficulty":3,"type":"mcq","options":["The antibodies from the first infection stay in your blood forever","The pathogen can't get into your body a second time","Phagocytes remember the pathogen","Memory cells make the right antibodies quickly and in large amounts"],"correctIndex":3},{"id":"body-defences-and-the-immune-system-multi-1","subTopicId":"body-defences-and-the-immune-system","prompt":"Which of these are non-specific defences?","explanation":"Non-specific defences work the same way against every pathogen. Antibodies and memory cells are specific: each one only works against one particular pathogen.","difficulty":2,"type":"multi","options":["The skin","Antibodies","Stomach acid","Memory cells","Mucus and cilia in the airways"],"correctIndices":[0,2,4]},{"id":"body-defences-and-the-immune-system-multi-2","subTopicId":"body-defences-and-the-immune-system","prompt":"Which of these statements about antibodies are true?","explanation":"Lymphocytes make antibodies, and each one only fits one antigen. Antibodies don't engulf pathogens themselves: that's phagocytosis, done by phagocytes.","difficulty":3,"type":"multi","options":["Antibodies engulf pathogens","Antibodies are made by lymphocytes, a type of white blood cell","Each antibody is specific to one antigen","The same antibody works against every pathogen","Antibodies clump pathogens together or mark them to be destroyed"],"correctIndices":[1,2,4]},{"id":"vaccination-mcq-1","subTopicId":"vaccination","prompt":"What does a vaccine contain?","explanation":"A vaccine contains a dead or inactive pathogen, so your body can learn to recognise its antigens without you getting ill. It doesn't contain antibodies: your own white blood cells make those.","difficulty":1,"type":"mcq","options":["Antibodies","Antibiotics","Small amounts of a dead or inactive form of a pathogen","A large dose of the live pathogen"],"correctIndex":2},{"id":"vaccination-mcq-2","subTopicId":"vaccination","prompt":"Which disease has been completely wiped out by vaccination?","explanation":"Smallpox has been wiped out worldwide. Vaccination has controlled measles and polio, but they still exist.","difficulty":1,"type":"mcq","options":["Measles","Smallpox","Flu","Malaria"],"correctIndex":1},{"id":"vaccination-mcq-3","subTopicId":"vaccination","prompt":"Why can't the pathogen in a vaccine make you ill?","explanation":"The pathogen is dead or inactive, so it can't cause disease. It must still have its antigens, because those are what the white blood cells learn to recognise.","difficulty":2,"type":"mcq","options":["It is dead or inactive, but it still carries the pathogen's antigens","Antibiotics are added to the vaccine","Its antigens have been removed","It is injected into a muscle, not the blood"],"correctIndex":0},{"id":"vaccination-mcq-4","subTopicId":"vaccination","prompt":"What does the body produce in response to a vaccine?","explanation":"White blood cells make antibodies against the vaccine's antigens, and memory cells that stay in the blood. The antigens come from the vaccine; the body doesn't make them.","difficulty":2,"type":"mcq","options":["Antigens","Toxins","Antibodies and memory cells","Antibiotics"],"correctIndex":2},{"id":"vaccination-mcq-5","subTopicId":"vaccination","prompt":"What is herd immunity?","explanation":"If most people are immune, the pathogen has few people it can infect, so it can't spread. That protects people who can't be vaccinated, such as newborn babies.","difficulty":2,"type":"mcq","options":["When a whole herd of animals is vaccinated","When everyone in a population has had the disease","When the body makes antibodies against every pathogen","When so many people are vaccinated that the pathogen can't spread, protecting unvaccinated people too"],"correctIndex":3},{"id":"vaccination-mcq-6","subTopicId":"vaccination","prompt":"A baby is too young to have the measles vaccine. Why is it less likely to catch measles if most people around it are vaccinated?","explanation":"This is herd immunity. Vaccinated people can't catch and pass on the virus, so the chain of infection is broken before it reaches the baby. Memory cells and antibodies can't be passed through the air.","difficulty":3,"type":"mcq","options":["The baby receives memory cells from vaccinated people","The virus has very few people to infect, so it is unlikely to reach the baby","Vaccinated people breathe out antibodies","Measles can't infect babies"],"correctIndex":1},{"id":"vaccination-multi-1","subTopicId":"vaccination","prompt":"Which of these are disadvantages of vaccination?","explanation":"Vaccines don't always work, and they can cause mild side effects. They can't cause the disease, because the pathogen is dead or inactive. Preventing epidemics is an advantage.","difficulty":2,"type":"multi","options":["Vaccines cause the disease they protect against","Vaccines don't always give immunity","Vaccines help prevent epidemics","Some people get side effects, such as a sore arm or mild fever"],"correctIndices":[1,3]},{"id":"vaccination-multi-2","subTopicId":"vaccination","prompt":"A vaccinated person later meets the live pathogen. Which of these happen?","explanation":"Memory cells from the vaccine trigger a fast, large antibody response, so the pathogen is destroyed before the person gets ill. The vaccine's pathogen never becomes active.","difficulty":3,"type":"multi","options":["Memory cells recognise the pathogen's antigen","The right antibodies are made quickly and in large amounts","The person gets the full disease before recovering","The pathogen is destroyed before it can cause illness","The dead pathogen from the vaccine becomes active again"],"correctIndices":[0,1,3]},{"id":"antibiotics-and-painkillers-mcq-1","subTopicId":"antibiotics-and-painkillers","prompt":"What do antibiotics do?","explanation":"Antibiotics kill bacteria inside the body. They don't work on viruses, and relieving symptoms is what painkillers do.","difficulty":1,"type":"mcq","options":["Kill viruses","Kill infective bacteria inside the body","Relieve symptoms such as pain","Make you immune to a disease"],"correctIndex":1},{"id":"antibiotics-and-painkillers-mcq-2","subTopicId":"antibiotics-and-painkillers","prompt":"A person has flu, which is caused by a virus. Which of these would help them feel better?","explanation":"A painkiller eases symptoms like aches and fever while the immune system fights the virus. Antibiotics don't kill viruses, fungicides are for fungi, and digitalis is a heart drug.","difficulty":1,"type":"mcq","options":["An antibiotic","A fungicide","A painkiller such as paracetamol","Digitalis"],"correctIndex":2},{"id":"antibiotics-and-painkillers-mcq-3","subTopicId":"antibiotics-and-painkillers","prompt":"Why can't antibiotics be used to treat viral infections?","explanation":"Antibiotics kill bacteria but not viruses. Viruses hide inside our own cells, so it's hard to make drugs that kill them without also damaging our tissues.","difficulty":2,"type":"mcq","options":["Antibiotics don't kill viruses, which live and reproduce inside the body's own cells","Viruses are too big for antibiotics to kill","The immune system always kills viruses before antibiotics can","Antibiotics only work on fungi"],"correctIndex":0},{"id":"antibiotics-and-painkillers-mcq-4","subTopicId":"antibiotics-and-painkillers","prompt":"What is MRSA?","explanation":"MRSA is a strain of bacteria that many antibiotics can't kill, which makes it very hard to treat.","difficulty":2,"type":"mcq","options":["A virus that causes flu","A new type of antibiotic","A vaccine against bacteria","A strain of bacteria that is resistant to many antibiotics"],"correctIndex":3},{"id":"antibiotics-and-painkillers-mcq-5","subTopicId":"antibiotics-and-painkillers","prompt":"Why should patients finish the full course of antibiotics, even if they feel better?","explanation":"Stopping early can leave some bacteria alive, and these could develop resistance and spread. Finishing the course kills them all. Antibiotics don't give immunity or kill viruses.","difficulty":2,"type":"mcq","options":["Leftover antibiotics become toxic","It gives them immunity to the disease","So that all the bacteria are killed, leaving none to become resistant","So the antibiotics also kill any viruses"],"correctIndex":2},{"id":"antibiotics-and-painkillers-mcq-6","subTopicId":"antibiotics-and-painkillers","prompt":"How does an antibiotic-resistant strain of bacteria become common?","explanation":"Resistance comes from a random mutation that already exists. The antibiotic kills non-resistant bacteria, so resistant ones survive and multiply. It's the bacteria that become resistant, not the patient.","difficulty":3,"type":"mcq","options":["The patient's body gets used to the antibiotic","A mutation makes some bacteria resistant; the antibiotic kills the others, and the resistant ones survive and reproduce","The antibiotic causes all the bacteria to mutate into resistant forms","The bacteria learn to avoid the antibiotic"],"correctIndex":1},{"id":"antibiotics-and-painkillers-multi-1","subTopicId":"antibiotics-and-painkillers","prompt":"Which of these help to slow down the development of antibiotic resistance?","explanation":"Using antibiotics less, and killing all the bacteria when you do use them, gives resistant bacteria fewer chances to survive and spread. Colds are viruses, so antibiotics wouldn't help anyway.","difficulty":2,"type":"multi","options":["Taking antibiotics to prevent colds","Doctors not prescribing antibiotics for viral or non-serious infections","Stopping antibiotics as soon as you feel better","Patients completing the full course of antibiotics","Restricting the use of antibiotics in farming"],"correctIndices":[1,3,4]},{"id":"antibiotics-and-painkillers-multi-2","subTopicId":"antibiotics-and-painkillers","prompt":"Which of these statements about painkillers are true?","explanation":"Painkillers relieve symptoms like pain and fever, but they don't kill pathogens, so they don't cure the disease. Your immune system still does the real work.","difficulty":3,"type":"multi","options":["They treat the symptoms of a disease","They kill the pathogen causing the disease","Paracetamol and aspirin are examples","They cure bacterial infections","The immune system still has to destroy the pathogen"],"correctIndices":[0,2,4]},{"id":"drug-development-and-monoclonal-antibodies-mcq-1","subTopicId":"drug-development-and-monoclonal-antibodies","prompt":"Which drug was originally extracted from foxgloves?","explanation":"Digitalis, a heart drug, comes from foxgloves. Aspirin came from willow bark, and penicillin from the Penicillium mould.","difficulty":1,"type":"mcq","options":["Aspirin","Penicillin","Digitalis","Paracetamol"],"correctIndex":2},{"id":"drug-development-and-monoclonal-antibodies-mcq-2","subTopicId":"drug-development-and-monoclonal-antibodies","prompt":"What is a placebo?","explanation":"A placebo, such as a sugar pill, looks like the real treatment but has no drug in it. Comparing the two groups shows whether the drug itself is causing any improvement.","difficulty":1,"type":"mcq","options":["A dummy treatment that contains no drug","A smaller dose of the new drug","A drug with bad side effects","A drug that has only been tested on animals"],"correctIndex":0},{"id":"drug-development-and-monoclonal-antibodies-mcq-3","subTopicId":"drug-development-and-monoclonal-antibodies","prompt":"In drug testing, what does 'efficacy' mean?","explanation":"Efficacy means how well the drug works. How harmful it is means toxicity, and how much to give is the dose.","difficulty":2,"type":"mcq","options":["How harmful the drug is","How well the drug works","How much of the drug to give","How much the drug costs to make"],"correctIndex":1},{"id":"drug-development-and-monoclonal-antibodies-mcq-4","subTopicId":"drug-development-and-monoclonal-antibodies","prompt":"In clinical trials, who is a new drug tested on first, and how?","explanation":"Clinical trials start with healthy volunteers at very low doses, to check safety. Animal testing is preclinical, which comes before clinical trials. Patients are tested later to find the best dose.","difficulty":2,"type":"mcq","options":["Patients with the illness, at high doses","Live animals, to check for toxicity","Healthy volunteers, at high doses, to find the maximum safe dose","Healthy volunteers, at very low doses, to check it is safe"],"correctIndex":3},{"id":"drug-development-and-monoclonal-antibodies-mcq-5","subTopicId":"drug-development-and-monoclonal-antibodies","prompt":"Why are double-blind trials used?","explanation":"If doctors or patients knew who had the real drug, their expectations could affect the results. In a double-blind trial, nobody involved knows until the end.","difficulty":2,"type":"mcq","options":["So that the drug is tested twice","To test the drug on two groups of animals","So neither the doctors nor the patients know who has the drug, which avoids bias","So only the patients don't know who has the drug, which saves money"],"correctIndex":2},{"id":"drug-development-and-monoclonal-antibodies-mcq-6","subTopicId":"drug-development-and-monoclonal-antibodies","prompt":"When making monoclonal antibodies, why is a lymphocyte fused with a tumour cell?","explanation":"The lymphocyte provides the ability to make one specific antibody, and the tumour cell provides the ability to divide rapidly. The hybridoma cell can be cloned to make lots of identical antibodies.","difficulty":3,"type":"mcq","options":["Tumour cells make the antibodies","Lymphocytes make antibodies but can't divide, and tumour cells divide rapidly, so the hybridoma can do both","To make the lymphocyte cancerous so that it attacks cancer","To stop the mouse rejecting the antibodies"],"correctIndex":1},{"id":"drug-development-and-monoclonal-antibodies-multi-1","subTopicId":"drug-development-and-monoclonal-antibodies","prompt":"Which of these are new drugs tested for?","explanation":"Drugs are tested for toxicity (is it harmful?), efficacy (does it work?) and dose (how much, and how often?).","difficulty":2,"type":"multi","options":["Toxicity","The colour of the tablet","Efficacy","The best dose"],"correctIndices":[0,2,3]},{"id":"drug-development-and-monoclonal-antibodies-multi-2","subTopicId":"drug-development-and-monoclonal-antibodies","prompt":"Which of these are uses of monoclonal antibodies?","explanation":"Monoclonal antibodies bind to one specific antigen, so they can find hCG, cancer cells or particular molecules. They aren't vaccines, and they don't kill bacteria the way antibiotics do.","difficulty":3,"type":"multi","options":["Pregnancy tests that detect the hormone hCG","Vaccinating children against measles","Carrying drugs or radioactive substances straight to cancer cells","Killing bacteria in the same way as antibiotics","Research, when attached to a fluorescent dye, to locate specific molecules in cells"],"correctIndices":[0,2,4]}]},{"id":"b4","subjectId":"biology","code":"B4","title":"Bioenergetics","description":"How photosynthesis and respiration provide energy for life processes in plants and animals.","questions":[{"id":"photosynthesis-mcq-1","subTopicId":"photosynthesis","prompt":"Where in a plant cell does photosynthesis take place?","explanation":"Photosynthesis happens in the chloroplasts, which contain chlorophyll. Mitochondria are where respiration happens.","difficulty":1,"type":"mcq","options":["Mitochondria","Nucleus","Chloroplasts","Ribosomes"],"correctIndex":2},{"id":"photosynthesis-mcq-2","subTopicId":"photosynthesis","prompt":"What are the products of photosynthesis?","explanation":"Photosynthesis turns carbon dioxide and water into glucose and oxygen. Carbon dioxide and water are the reactants, not the products.","difficulty":1,"type":"mcq","options":["Carbon dioxide and water","Glucose and oxygen","Glucose and carbon dioxide","Oxygen and water"],"correctIndex":1},{"id":"photosynthesis-mcq-3","subTopicId":"photosynthesis","prompt":"What does chlorophyll do?","explanation":"Chlorophyll is the green pigment in chloroplasts that absorbs light energy. Carbon dioxide gets into the leaf through the stomata.","difficulty":2,"type":"mcq","options":["Absorbs light energy for photosynthesis","Stores glucose","Takes in carbon dioxide from the air","Makes the leaf waterproof"],"correctIndex":0},{"id":"photosynthesis-mcq-4","subTopicId":"photosynthesis","prompt":"Why is photosynthesis described as an endothermic reaction?","explanation":"Endothermic reactions take in energy from their surroundings. Photosynthesis takes in light energy. Releasing heat would make it exothermic, like respiration.","difficulty":2,"type":"mcq","options":["It releases heat to the surroundings","It only happens when it is warm","It produces oxygen","Energy is transferred from the environment to the chloroplasts, as light"],"correctIndex":3},{"id":"photosynthesis-mcq-5","subTopicId":"photosynthesis","prompt":"Which is the balanced symbol equation for photosynthesis?","explanation":"Carbon dioxide and water go in, and glucose and oxygen come out, with six of each small molecule. The first option is aerobic respiration, which is the reverse. The second isn't balanced.","difficulty":2,"type":"mcq","options":["C₆H₁₂O₆ + 6O₂ → 6CO₂ + 6H₂O","CO₂ + H₂O → C₆H₁₂O₆ + O₂","6CO₂ + 6H₂O → C₆H₁₂O₆ + 6O₂","6CO₂ + 6O₂ → C₆H₁₂O₆ + 6H₂O"],"correctIndex":2},{"id":"photosynthesis-mcq-6","subTopicId":"photosynthesis","prompt":"Where does the energy stored in glucose come from, and how is it used later?","explanation":"Light energy is transferred into the chemical bonds of glucose. Plants, and the animals that eat them, release it later by respiration. Energy is never 'made', only transferred.","difficulty":3,"type":"mcq","options":["It comes from water in the soil, and is used to make oxygen","It comes from light absorbed by chlorophyll, and is released later by respiration","It comes from carbon dioxide in the air, and is released by photosynthesis","It is made by the plant's mitochondria, and is stored in the soil"],"correctIndex":1},{"id":"photosynthesis-multi-1","subTopicId":"photosynthesis","prompt":"Which of these are needed for photosynthesis?","explanation":"Photosynthesis needs carbon dioxide, water and light energy. Oxygen and glucose are the products it makes.","difficulty":2,"type":"multi","options":["Carbon dioxide","Oxygen","Water","Glucose","Light"],"correctIndices":[0,2,4]},{"id":"photosynthesis-multi-2","subTopicId":"photosynthesis","prompt":"Which of these statements about photosynthesis are true?","explanation":"Water enters through the roots, not the leaves. Photosynthesis takes in energy (endothermic), rather than releasing it.","difficulty":3,"type":"multi","options":["Water enters the plant through the leaves","Plants and algae both photosynthesise","Photosynthesis releases energy to the surroundings","The plant can use some of the oxygen it produces for respiration","Its equation is the reverse of the equation for aerobic respiration"],"correctIndices":[1,3,4]},{"id":"limiting-factors-and-light-intensity-mcq-1","subTopicId":"limiting-factors-and-light-intensity","prompt":"Which of these is NOT one of the factors that limit the rate of photosynthesis?","explanation":"The limiting factors you need to know are temperature, light intensity, carbon dioxide concentration and the amount of chlorophyll. Oxygen is a product of photosynthesis, not something it needs.","difficulty":1,"type":"mcq","options":["Temperature","Light intensity","Oxygen concentration","Carbon dioxide concentration"],"correctIndex":2},{"id":"limiting-factors-and-light-intensity-mcq-2","subTopicId":"limiting-factors-and-light-intensity","prompt":"What is a limiting factor?","explanation":"The limiting factor is whatever is in shortest supply. Increasing it speeds photosynthesis up, but increasing any other factor makes no difference.","difficulty":1,"type":"mcq","options":["The factor in shortest supply, which stops the rate from increasing","The factor that is present in the largest amount","Any factor that increases the rate","A factor that denatures enzymes"],"correctIndex":0},{"id":"limiting-factors-and-light-intensity-mcq-3","subTopicId":"limiting-factors-and-light-intensity","prompt":"On a graph of rate of photosynthesis against light intensity, why does the line level off?","explanation":"When the line levels off, more light makes no difference, so light is no longer the limiting factor. Something else, like carbon dioxide concentration or temperature, is now holding the rate back.","difficulty":2,"type":"mcq","options":["The plant has run out of chlorophyll","Another factor, such as carbon dioxide or temperature, has become limiting","The bright light has denatured the enzymes","The plant has stopped photosynthesising"],"correctIndex":1},{"id":"limiting-factors-and-light-intensity-mcq-4","subTopicId":"limiting-factors-and-light-intensity","prompt":"Why does the rate of photosynthesis fall sharply above the optimum temperature?","explanation":"Photosynthesis is controlled by enzymes. Above the optimum temperature, their active sites change shape and they stop working.","difficulty":2,"type":"mcq","options":["The carbon dioxide runs out","Light becomes the limiting factor","The chloroplasts melt","The enzymes that control photosynthesis are denatured"],"correctIndex":3},{"id":"limiting-factors-and-light-intensity-mcq-5","subTopicId":"limiting-factors-and-light-intensity","prompt":"In the pondweed practical, why is sodium hydrogencarbonate added to the water?","explanation":"Sodium hydrogencarbonate releases carbon dioxide into the water. That way, only light intensity is limiting the rate in the experiment.","difficulty":2,"type":"mcq","options":["To keep the temperature constant","To kill any bacteria","To supply carbon dioxide, so it is not a limiting factor","To make the pondweed produce more chlorophyll"],"correctIndex":2},{"id":"limiting-factors-and-light-intensity-mcq-6","subTopicId":"limiting-factors-and-light-intensity","prompt":"A lamp is moved from 10 cm to 20 cm away from some pondweed. What happens to the light intensity?","explanation":"Light intensity ∝ 1 ÷ distance². The distance doubles, so the intensity is divided by 2² = 4, which leaves one quarter. 'It halves' is the common mistake: forgetting to square the distance.","difficulty":3,"type":"mcq","options":["It halves","It falls to one quarter","It doubles","It falls to one eighth"],"correctIndex":1},{"id":"limiting-factors-and-light-intensity-multi-1","subTopicId":"limiting-factors-and-light-intensity","prompt":"In the pondweed practical investigating light intensity, which of these are control variables?","explanation":"Control variables are kept the same. The lamp distance is the independent variable (what you change), and the number of bubbles is the dependent variable (what you measure).","difficulty":2,"type":"multi","options":["The distance of the lamp from the pondweed","The temperature","The number of oxygen bubbles","The carbon dioxide concentration","Using the same piece of pondweed"],"correctIndices":[1,3,4]},{"id":"limiting-factors-and-light-intensity-multi-2","subTopicId":"limiting-factors-and-light-intensity","prompt":"In a greenhouse, light intensity is the limiting factor for photosynthesis. Which of these would increase the rate?","explanation":"Only increasing the limiting factor speeds photosynthesis up. More carbon dioxide or heat would make no difference while light is limiting, and the farmer would waste money.","difficulty":3,"type":"multi","options":["Adding artificial lighting","Pumping in extra carbon dioxide","Turning up the heating","Moving the plants closer to the lights"],"correctIndices":[0,3]},{"id":"limiting-factors-and-light-intensity-generated-inverse-square-law","subTopicId":"limiting-factors-and-light-intensity","type":"generated","generator":"inverseSquareLaw","difficulty":3},{"id":"uses-of-glucose-mcq-1","subTopicId":"uses-of-glucose","prompt":"Which substance do plants make from glucose to strengthen their cell walls?","explanation":"Cellulose is made from glucose and strengthens plant cell walls. Starch is also made from glucose, but it's used for storage.","difficulty":1,"type":"mcq","options":["Starch","Cellulose","Amino acids","Oils"],"correctIndex":1},{"id":"uses-of-glucose-mcq-2","subTopicId":"uses-of-glucose","prompt":"Which carbohydrate do plants convert glucose into for storage?","explanation":"Plants store glucose as starch. Glycogen is the storage carbohydrate made by animals, and protein isn't a carbohydrate.","difficulty":1,"type":"mcq","options":["Glycogen","Protein","Starch","Cellulose"],"correctIndex":2},{"id":"uses-of-glucose-mcq-3","subTopicId":"uses-of-glucose","prompt":"Why do plants store starch rather than glucose?","explanation":"Glucose is soluble. Storing lots of it would draw water into cells by osmosis. Starch is insoluble, so it can be stored without affecting water movement.","difficulty":2,"type":"mcq","options":["Starch is insoluble, so it doesn't affect the movement of water by osmosis","Starch tastes sweeter","Glucose can't be used for respiration","Starch is soluble, so it moves around the plant easily"],"correctIndex":0},{"id":"uses-of-glucose-mcq-4","subTopicId":"uses-of-glucose","prompt":"What must a plant absorb from the soil to turn glucose into amino acids?","explanation":"Amino acids contain nitrogen, which glucose doesn't have. Plants get it by absorbing nitrate ions from the soil through their roots.","difficulty":2,"type":"mcq","options":["Magnesium ions","Carbon dioxide","Oxygen","Nitrate ions"],"correctIndex":3},{"id":"uses-of-glucose-mcq-5","subTopicId":"uses-of-glucose","prompt":"Why do many seeds contain stored fats and oils?","explanation":"Fats and oils store energy that the seed uses when it germinates. That's why many vegetable oils, like sunflower oil, come from seeds.","difficulty":2,"type":"mcq","options":["To make their cell walls","To provide energy for germination","To attract animals","To absorb water"],"correctIndex":1},{"id":"uses-of-glucose-mcq-6","subTopicId":"uses-of-glucose","prompt":"A plant is grown in soil with no nitrates, and its growth is stunted. What is the best explanation?","explanation":"Plants combine glucose with nitrate ions to make amino acids, which are built into proteins. Without nitrates there isn't enough protein, so growth is stunted. The plant can still photosynthesise and make starch.","difficulty":3,"type":"mcq","options":["It can't photosynthesise without nitrates","It can't make starch to store glucose","It can't make enough amino acids, so it can't make enough protein for growth","It can't absorb water without nitrates"],"correctIndex":2},{"id":"uses-of-glucose-multi-1","subTopicId":"uses-of-glucose","prompt":"Which of these are uses of glucose in plants?","explanation":"Plants use glucose for respiration, and to make starch, cellulose, fats and oils, and amino acids. Glycogen is only made by animals, and nitrates are absorbed from the soil, not made.","difficulty":2,"type":"multi","options":["Respiration","Making glycogen","Making starch for storage","Making nitrate ions","Making cellulose"],"correctIndices":[0,2,4]},{"id":"uses-of-glucose-multi-2","subTopicId":"uses-of-glucose","prompt":"Which of these can a plant make using glucose?","explanation":"Cellulose and lipids are made straight from glucose, and amino acids are made from glucose plus nitrates. Nitrate ions and water are absorbed from the soil.","difficulty":3,"type":"multi","options":["Nitrate ions","Cellulose","Water","Lipids (fats and oils)","Amino acids"],"correctIndices":[1,3,4]},{"id":"aerobic-and-anaerobic-respiration-mcq-1","subTopicId":"aerobic-and-anaerobic-respiration","prompt":"Where does most aerobic respiration take place?","explanation":"Most aerobic respiration happens in the mitochondria. Chloroplasts are where photosynthesis happens.","difficulty":1,"type":"mcq","options":["Chloroplasts","Mitochondria","Nucleus","Ribosomes"],"correctIndex":1},{"id":"aerobic-and-anaerobic-respiration-mcq-2","subTopicId":"aerobic-and-anaerobic-respiration","prompt":"What are the products of aerobic respiration?","explanation":"Aerobic respiration: glucose + oxygen → carbon dioxide + water. Lactic acid is made by anaerobic respiration in muscles, and ethanol by anaerobic respiration in yeast.","difficulty":1,"type":"mcq","options":["Glucose and oxygen","Lactic acid","Carbon dioxide and water","Ethanol and carbon dioxide"],"correctIndex":2},{"id":"aerobic-and-anaerobic-respiration-mcq-3","subTopicId":"aerobic-and-anaerobic-respiration","prompt":"What does anaerobic respiration in human muscle cells produce?","explanation":"In muscles, anaerobic respiration turns glucose into lactic acid. Ethanol and carbon dioxide are produced by plants and yeast.","difficulty":2,"type":"mcq","options":["Lactic acid","Ethanol and carbon dioxide","Carbon dioxide and water","Glucose"],"correctIndex":0},{"id":"aerobic-and-anaerobic-respiration-mcq-4","subTopicId":"aerobic-and-anaerobic-respiration","prompt":"Why does anaerobic respiration release less energy than aerobic respiration?","explanation":"Without oxygen, glucose can't be completely broken down, so less of its energy is released. Anaerobic respiration uses no oxygen at all.","difficulty":2,"type":"mcq","options":["It happens faster","It uses more oxygen","It doesn't use glucose","The glucose is only partly (incompletely) oxidised"],"correctIndex":3},{"id":"aerobic-and-anaerobic-respiration-mcq-5","subTopicId":"aerobic-and-anaerobic-respiration","prompt":"In bread-making, what makes the dough rise?","explanation":"Yeast ferments sugar, and the carbon dioxide gas it releases makes the dough rise. The ethanol evaporates during baking.","difficulty":2,"type":"mcq","options":["Ethanol from fermentation","Carbon dioxide from fermentation","Oxygen from the yeast","Lactic acid from the yeast"],"correctIndex":1},{"id":"aerobic-and-anaerobic-respiration-mcq-6","subTopicId":"aerobic-and-anaerobic-respiration","prompt":"Which statement about respiration is correct?","explanation":"All living cells respire all the time, including plant cells, both day and night. Breathing just moves air in and out of the lungs. Respiration is exothermic, so it releases energy.","difficulty":3,"type":"mcq","options":["Respiration is the same as breathing","Plants photosynthesise instead of respiring","Respiration happens all the time in all living cells, including plant cells","Respiration takes in energy from the surroundings"],"correctIndex":2},{"id":"aerobic-and-anaerobic-respiration-multi-1","subTopicId":"aerobic-and-anaerobic-respiration","prompt":"Which of these do organisms use the energy from respiration for?","explanation":"Energy from respiration is used to build larger molecules, move and keep warm. Photosynthesis gets its energy from light, not from respiration.","difficulty":2,"type":"multi","options":["Building larger molecules from smaller ones","Photosynthesis","Muscle contraction","Keeping warm"],"correctIndices":[0,2,3]},{"id":"aerobic-and-anaerobic-respiration-multi-2","subTopicId":"aerobic-and-anaerobic-respiration","prompt":"Which of these statements about anaerobic respiration in yeast are true?","explanation":"Fermentation in yeast makes ethanol and carbon dioxide without oxygen, and releases less energy than aerobic respiration. Lactic acid is only made in animal muscles.","difficulty":3,"type":"multi","options":["It needs oxygen","It is called fermentation","It produces lactic acid","It produces ethanol and carbon dioxide","It releases less energy than aerobic respiration"],"correctIndices":[1,3,4]},{"id":"exercise-and-metabolism-mcq-1","subTopicId":"exercise-and-metabolism","prompt":"What happens to your heart rate during exercise?","explanation":"Heart rate goes up during exercise, so blood carrying oxygen and glucose reaches the working muscles faster.","difficulty":1,"type":"mcq","options":["It decreases","It stays the same","It increases","It stops"],"correctIndex":2},{"id":"exercise-and-metabolism-mcq-2","subTopicId":"exercise-and-metabolism","prompt":"What is metabolism?","explanation":"Metabolism means ALL the reactions in a cell or the body. Respiration is one of them, but there are many others.","difficulty":1,"type":"mcq","options":["Only the reactions of respiration","The sum of all the reactions in a cell or the body","The rate of breathing","The digestion of food"],"correctIndex":1},{"id":"exercise-and-metabolism-mcq-3","subTopicId":"exercise-and-metabolism","prompt":"Why does your breathing rate increase during exercise?","explanation":"Working muscles respire faster, so they need more oxygen and make more carbon dioxide. Lactic acid isn't breathed out: it's broken down in the liver.","difficulty":2,"type":"mcq","options":["To cool the body down","To remove lactic acid through the lungs","Because the heart has to beat faster","To supply more oxygen and remove more carbon dioxide from the muscles"],"correctIndex":3},{"id":"exercise-and-metabolism-mcq-4","subTopicId":"exercise-and-metabolism","prompt":"What causes muscle fatigue during long periods of vigorous exercise?","explanation":"When oxygen can't reach the muscles fast enough, they respire anaerobically and lactic acid builds up. The muscles get tired and stop contracting efficiently.","difficulty":2,"type":"mcq","options":["Lactic acid building up from anaerobic respiration","Too much oxygen in the muscles","The muscles running out of mitochondria","Carbon dioxide being stored in the muscles"],"correctIndex":0},{"id":"exercise-and-metabolism-mcq-5","subTopicId":"exercise-and-metabolism","prompt":"What happens to lactic acid after exercise?","explanation":"Blood carries lactic acid to the liver, where it's turned back into glucose. That's part of repaying the oxygen debt.","difficulty":2,"type":"mcq","options":["It is breathed out","It stays in the muscles permanently","It is carried in the blood to the liver and converted back into glucose","It is converted into protein"],"correctIndex":2},{"id":"exercise-and-metabolism-mcq-6","subTopicId":"exercise-and-metabolism","prompt":"What is the oxygen debt?","explanation":"After exercise, the body needs extra oxygen to deal with the lactic acid that built up. That's why you keep breathing hard for a while after you stop.","difficulty":3,"type":"mcq","options":["The oxygen the muscles used during exercise","The extra oxygen needed after exercise to react with lactic acid and remove it from cells","The oxygen breathed out after exercise","A shortage of oxygen in the lungs"],"correctIndex":1},{"id":"exercise-and-metabolism-multi-1","subTopicId":"exercise-and-metabolism","prompt":"Which of these happen to the body during exercise?","explanation":"Heart rate, breathing rate and breath volume all go up to get more oxygen to the muscles, which are respiring faster and need more oxygen, not less.","difficulty":2,"type":"multi","options":["Heart rate increases","Breathing rate decreases","Breath volume increases","The muscles need less oxygen","Breathing rate increases"],"correctIndices":[0,2,4]},{"id":"exercise-and-metabolism-multi-2","subTopicId":"exercise-and-metabolism","prompt":"Which of these are examples of metabolic reactions in the body?","explanation":"Metabolic reactions are enzyme-controlled chemical reactions in cells. Evaporation and light passing through the eye are physical processes, not chemical reactions.","difficulty":3,"type":"multi","options":["Water evaporating from the skin","Converting glucose into glycogen","Forming lipids from glycerol and fatty acids","Light passing through the eye","Breaking down excess proteins to form urea"],"correctIndices":[1,2,4]}]},{"id":"c1","subjectId":"chemistry","code":"C1","title":"Atomic Structure and the Periodic Table","description":"What atoms are made of, how our model of the atom developed, and how the periodic table groups elements with similar properties.","questions":[{"id":"atoms-elements-and-compounds-mcq-1","subTopicId":"atoms-elements-and-compounds","prompt":"What is an element?","explanation":"An element contains only one type of atom, such as oxygen or iron. Every element is in the periodic table.","difficulty":1,"type":"mcq","options":["A substance made of only one type of atom","Two or more elements chemically combined","A mixture of different atoms","The smallest part of a compound"],"correctIndex":0},{"id":"atoms-elements-and-compounds-mcq-2","subTopicId":"atoms-elements-and-compounds","prompt":"Which of these is a compound?","explanation":"Carbon dioxide contains two different elements, carbon and oxygen, chemically combined. O₂ is two atoms of the same element, so it is still an element.","difficulty":1,"type":"mcq","options":["Oxygen, O₂","Iron, Fe","Carbon dioxide, CO₂","Neon, Ne"],"correctIndex":2},{"id":"atoms-elements-and-compounds-mcq-3","subTopicId":"atoms-elements-and-compounds","prompt":"How many atoms are there in one unit of calcium hydroxide, Ca(OH)₂?","explanation":"The bracket is multiplied by 2: one Ca, plus 2 × (one O and one H) = 1 + 2 + 2 = 5 atoms.","difficulty":2,"type":"mcq","options":["3","4","5","6"],"correctIndex":2},{"id":"atoms-elements-and-compounds-mcq-4","subTopicId":"atoms-elements-and-compounds","prompt":"Which equation for magnesium burning in oxygen is correctly balanced?","explanation":"2Mg + O₂ → 2MgO has 2 Mg atoms and 2 O atoms on each side. The others have different numbers of atoms on each side.","difficulty":2,"type":"mcq","options":["Mg + O₂ → MgO","2Mg + O₂ → 2MgO","Mg + 2O₂ → 2MgO","2Mg + 2O₂ → 2MgO"],"correctIndex":1},{"id":"atoms-elements-and-compounds-mcq-5","subTopicId":"atoms-elements-and-compounds","prompt":"Which equation for methane burning is correctly balanced?","explanation":"Count each atom: 1 C, 4 H and 4 O on both sides of CH₄ + 2O₂ → CO₂ + 2H₂O. With 4O₂ there would be 8 O atoms on the left but only 4 on the right.","difficulty":3,"type":"mcq","options":["CH₄ + 4O₂ → CO₂ + 2H₂O","CH₄ + O₂ → CO₂ + H₂O","2CH₄ + 3O₂ → 2CO₂ + 4H₂O","CH₄ + 2O₂ → CO₂ + 2H₂O"],"correctIndex":3},{"id":"atoms-elements-and-compounds-mcq-6","subTopicId":"atoms-elements-and-compounds","prompt":"Why can't a compound be separated into its elements by filtering?","explanation":"In a compound the elements are chemically combined. Physical methods such as filtering only separate substances that aren't bonded, as in a mixture.","difficulty":3,"type":"mcq","options":["Its elements are chemically bonded, so only a chemical reaction can separate them","Its particles are too small to pass through filter paper","Compounds are always liquids","Its elements all have the same melting point"],"correctIndex":0},{"id":"atoms-elements-and-compounds-multi-1","subTopicId":"atoms-elements-and-compounds","prompt":"Which of these are compounds?","explanation":"Water (H₂O) and sodium chloride (NaCl) each contain two different elements chemically combined. O₂ and Cu each contain only one element.","difficulty":2,"type":"multi","options":["H₂O","NaCl","O₂","Cu"],"correctIndices":[0,1]},{"id":"atoms-elements-and-compounds-multi-2","subTopicId":"atoms-elements-and-compounds","prompt":"For 2H₂ + O₂ → 2H₂O, which statements are true?","explanation":"2H₂ has 4 H atoms and 2H₂O has 4 H atoms. Oxygen is a reactant (left of the arrow). Changing H₂O to H₂O₂ would make a different substance, so you only ever change the numbers in front.","difficulty":3,"type":"multi","options":["There are 4 hydrogen atoms on each side","Water is the product","Oxygen is a product","You could balance it by writing H₂O₂ instead of H₂O"],"correctIndices":[0,1]},{"id":"mixtures-and-separation-mcq-1","subTopicId":"mixtures-and-separation","prompt":"Which of these is a mixture?","explanation":"Air is mostly nitrogen and oxygen that are not chemically combined. The others are single compounds.","difficulty":1,"type":"mcq","options":["Air","Water","Sodium chloride","Carbon dioxide"],"correctIndex":0},{"id":"mixtures-and-separation-mcq-2","subTopicId":"mixtures-and-separation","prompt":"Which method is best for separating sand from water?","explanation":"Sand is insoluble, so it stays on the filter paper while the water passes through.","difficulty":1,"type":"mcq","options":["Crystallisation","Simple distillation","Filtration","Chromatography"],"correctIndex":2},{"id":"mixtures-and-separation-mcq-3","subTopicId":"mixtures-and-separation","prompt":"Which method gives pure water from sea water?","explanation":"Distillation boils off the water and condenses it again, leaving the dissolved salt behind. Filtering can't remove dissolved salt.","difficulty":2,"type":"mcq","options":["Filtration","Simple distillation","Chromatography","Crystallisation"],"correctIndex":1},{"id":"mixtures-and-separation-mcq-4","subTopicId":"mixtures-and-separation","prompt":"Ethanol and water mix completely but have different boiling points. Which method separates them?","explanation":"Fractional distillation separates liquids by boiling point. Ethanol boils at a lower temperature, so it is collected first.","difficulty":2,"type":"mcq","options":["Filtration","Evaporation","Paper chromatography","Fractional distillation"],"correctIndex":3},{"id":"mixtures-and-separation-mcq-5","subTopicId":"mixtures-and-separation","prompt":"Which method separates the different dyes in an ink?","explanation":"The dyes travel different distances up the paper with the solvent, so they separate into different spots.","difficulty":1,"type":"mcq","options":["Paper chromatography","Filtration","Fractional distillation","Crystallisation"],"correctIndex":0},{"id":"mixtures-and-separation-mcq-6","subTopicId":"mixtures-and-separation","prompt":"Why might a chemist use crystallisation instead of evaporating a salt solution to dryness?","explanation":"Evaporating to dryness is quick but can decompose some salts. Crystallisation uses gentler heating and leaves the solution to cool, so crystals form without the salt breaking down.","difficulty":3,"type":"mcq","options":["Crystallisation is much faster","Evaporating doesn't remove any water","Some salts break down when heated strongly","Crystallisation also removes insoluble impurities"],"correctIndex":2},{"id":"mixtures-and-separation-multi-1","subTopicId":"mixtures-and-separation","prompt":"Which steps are needed to get pure salt from rock salt?","explanation":"Salt dissolves but sand doesn't. Filtering removes the sand, and evaporating the filtrate leaves the salt. Distillation isn't needed.","difficulty":2,"type":"multi","options":["Dissolve it in water","Filter the mixture","Evaporate the water from the filtrate","Fractionally distil the rock salt"],"correctIndices":[0,1,2]},{"id":"mixtures-and-separation-multi-2","subTopicId":"mixtures-and-separation","prompt":"Which statements about mixtures are true?","explanation":"Mixtures can contain any proportions, and each substance keeps its own properties, so physical methods such as filtering or distillation can separate them.","difficulty":3,"type":"multi","options":["The substances are not chemically bonded","They can be separated by physical methods","Their substances are always in fixed proportions","A new substance is made when they form"],"correctIndices":[0,1]},{"id":"development-of-the-atomic-model-mcq-1","subTopicId":"development-of-the-atomic-model","prompt":"How did John Dalton describe atoms in the early 1800s?","explanation":"Dalton's model came before anyone knew atoms contained smaller particles.","difficulty":1,"type":"mcq","options":["Tiny solid spheres that could not be divided","A ball of positive charge with electrons in it","A small nucleus surrounded by electrons","Electrons orbiting in shells"],"correctIndex":0},{"id":"development-of-the-atomic-model-mcq-2","subTopicId":"development-of-the-atomic-model","prompt":"Which scientist discovered the electron?","explanation":"Thomson discovered the electron in 1897, which showed atoms contain smaller particles.","difficulty":1,"type":"mcq","options":["Ernest Rutherford","J.J. Thomson","Niels Bohr","James Chadwick"],"correctIndex":1},{"id":"development-of-the-atomic-model-mcq-3","subTopicId":"development-of-the-atomic-model","prompt":"What was the plum pudding model?","explanation":"Thomson suggested the plum pudding model after discovering electrons: the electrons were like plums in a pudding of positive charge.","difficulty":2,"type":"mcq","options":["A tiny positive nucleus with electrons around it","Electrons orbiting a nucleus in fixed shells","A solid sphere with no smaller parts","A ball of positive charge with negative electrons spread through it"],"correctIndex":3},{"id":"development-of-the-atomic-model-mcq-4","subTopicId":"development-of-the-atomic-model","prompt":"In the alpha particle scattering experiment, most alpha particles passed straight through the gold foil. What did this show?","explanation":"If most particles pass straight through without hitting anything, most of the atom must be empty space.","difficulty":2,"type":"mcq","options":["Atoms are solid spheres","The nucleus is negatively charged","Most of the atom is empty space","Electrons are in shells"],"correctIndex":2},{"id":"development-of-the-atomic-model-mcq-5","subTopicId":"development-of-the-atomic-model","prompt":"Why did a few alpha particles bounce back from the gold foil?","explanation":"Alpha particles are positive. Only a concentration of mass and positive charge in a tiny nucleus could repel them strongly enough to bounce them back.","difficulty":3,"type":"mcq","options":["They were repelled by a tiny, dense, positive nucleus","They hit electrons spread through the atom","The gold foil was too thick","They were attracted by the electrons"],"correctIndex":0},{"id":"development-of-the-atomic-model-mcq-6","subTopicId":"development-of-the-atomic-model","prompt":"Who provided evidence for neutrons, and when?","explanation":"Chadwick's experiments in 1932 showed there were uncharged particles, neutrons, in the nucleus.","difficulty":3,"type":"mcq","options":["James Chadwick, in 1940","James Chadwick, in 1932","Niels Bohr, in 1913","Ernest Rutherford, in 1911"],"correctIndex":1},{"id":"development-of-the-atomic-model-multi-1","subTopicId":"development-of-the-atomic-model","prompt":"Which were features of Rutherford's nuclear model?","explanation":"Rutherford's model had a tiny, positive, dense nucleus. The plum pudding idea was what he replaced, and neutrons weren't discovered until 1932.","difficulty":2,"type":"multi","options":["A positive nucleus at the centre","Most of the mass is in the nucleus","Electrons spread through a ball of positive charge","Neutrons in the nucleus"],"correctIndices":[0,1]},{"id":"development-of-the-atomic-model-multi-2","subTopicId":"development-of-the-atomic-model","prompt":"Which of these led scientists to change the model of the atom?","explanation":"Models change when new evidence can't be explained by the old model. Atoms being too small to see was known all along.","difficulty":3,"type":"multi","options":["The discovery of the electron","The results of the alpha particle scattering experiment","Bohr's calculations agreeing with experimental results","Atoms being too small to see"],"correctIndices":[0,1,2]},{"id":"atomic-structure-and-isotopes-mcq-1","subTopicId":"atomic-structure-and-isotopes","prompt":"What is the relative charge of a neutron?","explanation":"Neutrons have no charge. Protons are +1 and electrons are −1.","difficulty":1,"type":"mcq","options":["0","+1","−1","+2"],"correctIndex":0},{"id":"atomic-structure-and-isotopes-mcq-2","subTopicId":"atomic-structure-and-isotopes","prompt":"What does the atomic number of an element tell you?","explanation":"Every atom of an element has the same number of protons, and that is its atomic number. Protons + neutrons is the mass number.","difficulty":1,"type":"mcq","options":["The number of protons and neutrons","The number of neutrons","The number of protons in its atoms","The mass of its atoms"],"correctIndex":2},{"id":"atomic-structure-and-isotopes-mcq-3","subTopicId":"atomic-structure-and-isotopes","prompt":"An atom has atomic number 11 and mass number 23. How many neutrons does it have?","explanation":"Neutrons = mass number − atomic number = 23 − 11 = 12.","difficulty":2,"type":"mcq","options":["11","12","23","34"],"correctIndex":1},{"id":"atomic-structure-and-isotopes-mcq-4","subTopicId":"atomic-structure-and-isotopes","prompt":"Chlorine has 17 electrons. What is its electronic structure?","explanation":"Shells fill from the inside: 2 in the first, 8 in the second, and the remaining 7 in the third.","difficulty":2,"type":"mcq","options":["2,7,8","2,8,8","8,8,1","2,8,7"],"correctIndex":3},{"id":"atomic-structure-and-isotopes-mcq-5","subTopicId":"atomic-structure-and-isotopes","prompt":"What are isotopes?","explanation":"Isotopes have the same atomic number (protons) but different mass numbers (because of the neutrons). Atoms that gain or lose electrons are ions.","difficulty":3,"type":"mcq","options":["Atoms of different elements with the same mass number","Atoms of the same element with the same number of protons but different numbers of neutrons","Atoms of the same element with different numbers of protons","Atoms that have gained or lost electrons"],"correctIndex":1},{"id":"atomic-structure-and-isotopes-mcq-6","subTopicId":"atomic-structure-and-isotopes","prompt":"Chlorine is 75% chlorine-35 and 25% chlorine-37. What is its relative atomic mass?","explanation":"Aᵣ = (35 × 75 + 37 × 25) ÷ 100 = (2625 + 925) ÷ 100 = 35.5.","difficulty":3,"type":"mcq","options":["35.5","36","36.5","35.25"],"correctIndex":0},{"id":"atomic-structure-and-isotopes-multi-1","subTopicId":"atomic-structure-and-isotopes","prompt":"Which particles are found in the nucleus of an atom?","explanation":"Protons and neutrons are in the nucleus. Electrons are in shells around it.","difficulty":2,"type":"multi","options":["Protons","Neutrons","Electrons","Ions"],"correctIndices":[0,1]},{"id":"atomic-structure-and-isotopes-multi-2","subTopicId":"atomic-structure-and-isotopes","prompt":"Carbon-12 and carbon-14 are isotopes of carbon. Which statements are true?","explanation":"Both are carbon, so both have 6 protons and 6 electrons. Carbon-12 has 6 neutrons and carbon-14 has 8. The atomic number is the same: 6.","difficulty":3,"type":"multi","options":["They have the same number of protons","They have the same number of electrons","They have different numbers of neutrons","They have different atomic numbers"],"correctIndices":[0,1,2]},{"id":"atomic-structure-and-isotopes-generated-1","subTopicId":"atomic-structure-and-isotopes","type":"generated","generator":"relativeAtomicMassFromIsotopes","difficulty":3},{"id":"the-periodic-table-mcq-1","subTopicId":"the-periodic-table","prompt":"How are the elements arranged in the modern periodic table?","explanation":"The modern table is ordered by atomic number. Early tables, including Mendeleev's, used atomic weight.","difficulty":1,"type":"mcq","options":["In order of atomic (proton) number","In order of atomic mass","In order of number of neutrons","In the order they were discovered"],"correctIndex":0},{"id":"the-periodic-table-mcq-2","subTopicId":"the-periodic-table","prompt":"What do elements in the same group have in common?","explanation":"Elements in a group have the same number of outer electrons, which is why they have similar chemical properties. Elements in the same period have the same number of shells.","difficulty":1,"type":"mcq","options":["The same number of electron shells","The same relative atomic mass","The same number of electrons in their outer shell","The same number of neutrons"],"correctIndex":2},{"id":"the-periodic-table-mcq-3","subTopicId":"the-periodic-table","prompt":"Where are the metals found in the periodic table?","explanation":"Most elements are metals. They are on the left and towards the bottom; non-metals are on the right and towards the top.","difficulty":2,"type":"mcq","options":["On the right and towards the top","On the left and towards the bottom","Only in group 0","Only in the top row"],"correctIndex":1},{"id":"the-periodic-table-mcq-4","subTopicId":"the-periodic-table","prompt":"Why did Mendeleev leave gaps in his periodic table?","explanation":"When elements such as germanium were later discovered, they fitted his gaps and matched his predictions. This convinced scientists his table was right.","difficulty":2,"type":"mcq","options":["For the noble gases, which he knew about","For elements that were too reactive to study","To make every row the same length","For elements that hadn't been discovered yet, whose properties he predicted"],"correctIndex":3},{"id":"the-periodic-table-mcq-5","subTopicId":"the-periodic-table","prompt":"Mendeleev put tellurium before iodine, even though tellurium has a higher atomic weight. What later explained why he was right?","explanation":"Ordering by properties put tellurium and iodine in the right groups. Isotopes explained why: the modern table is ordered by proton number, and tellurium has fewer protons.","difficulty":3,"type":"mcq","options":["The discovery that tellurium and iodine are the same element","The discovery of isotopes, which showed atomic weight doesn't always follow the order of proton number","Finding that their atomic weights had been measured wrongly","Finding that iodine is a metal"],"correctIndex":1},{"id":"the-periodic-table-mcq-6","subTopicId":"the-periodic-table","prompt":"An element has the electronic structure 2,8,3. Where is it in the periodic table?","explanation":"It has 3 outer electrons, so it's in group 3, and 3 shells, so it's in period 3. (It's aluminium.)","difficulty":3,"type":"mcq","options":["Group 3, period 3","Group 3, period 2","Group 2, period 3","Group 8, period 3"],"correctIndex":0},{"id":"the-periodic-table-multi-1","subTopicId":"the-periodic-table","prompt":"Which are typical properties of metals?","explanation":"Metals conduct electricity and heat, can be hammered into shape and form positive ions. Dull and brittle describes non-metals.","difficulty":2,"type":"multi","options":["Good conductors of electricity","Malleable","Form negative ions","Dull and brittle"],"correctIndices":[0,1]},{"id":"the-periodic-table-multi-2","subTopicId":"the-periodic-table","prompt":"Which things did Mendeleev do when he made his periodic table?","explanation":"Protons hadn't been discovered in 1869, so he couldn't use proton number, and the noble gases were discovered later.","difficulty":3,"type":"multi","options":["Left gaps for undiscovered elements","Predicted the properties of missing elements","Ordered every element strictly by proton number","Include a group for the noble gases from the start"],"correctIndices":[0,1]},{"id":"groups-0-1-and-7-mcq-1","subTopicId":"groups-0-1-and-7","prompt":"Why are the noble gases unreactive?","explanation":"A full outer shell (8 electrons, or 2 for helium) is very stable, so noble gas atoms don't need to gain, lose or share electrons.","difficulty":1,"type":"mcq","options":["Their atoms have a full outer shell of electrons","Their atoms have no electrons","They are all very heavy","Their atoms have one outer electron"],"correctIndex":0},{"id":"groups-0-1-and-7-mcq-2","subTopicId":"groups-0-1-and-7","prompt":"What are the products when sodium reacts with water?","explanation":"Alkali metals react with water to form a metal hydroxide and hydrogen gas: 2Na + 2H₂O → 2NaOH + H₂.","difficulty":1,"type":"mcq","options":["Sodium oxide and hydrogen","Sodium hydroxide and oxygen","Sodium hydroxide and hydrogen","Sodium chloride and water"],"correctIndex":2},{"id":"groups-0-1-and-7-mcq-3","subTopicId":"groups-0-1-and-7","prompt":"Which equation for lithium reacting with water is correctly balanced?","explanation":"2Li + 2H₂O → 2LiOH + H₂ has 2 Li, 4 H and 2 O on each side. The others have more hydrogen or lithium on one side.","difficulty":2,"type":"mcq","options":["Li + H₂O → LiOH + H₂","2Li + 2H₂O → LiOH + H₂","Li + 2H₂O → LiOH + H₂","2Li + 2H₂O → 2LiOH + H₂"],"correctIndex":3},{"id":"groups-0-1-and-7-mcq-4","subTopicId":"groups-0-1-and-7","prompt":"How does the reactivity of group 1 metals change down the group, and why?","explanation":"All group 1 atoms have one outer electron. Further down, it's further from the nucleus and more shielded, so it's less strongly attracted and lost more easily.","difficulty":2,"type":"mcq","options":["It decreases, because the atoms get bigger","It increases, because the outer electron is further from the nucleus and lost more easily","It increases, because the atoms have more outer electrons","It increases, because the atoms gain electrons more easily"],"correctIndex":1},{"id":"groups-0-1-and-7-mcq-5","subTopicId":"groups-0-1-and-7","prompt":"Which mixture will react in a displacement reaction?","explanation":"A more reactive halogen displaces a less reactive one. Chlorine is more reactive than bromine: Cl₂ + 2KBr → 2KCl + Br₂. Bromine and iodine are less reactive than chlorine, and iodine is less reactive than bromine.","difficulty":3,"type":"mcq","options":["Chlorine and potassium bromide solution","Bromine and potassium chloride solution","Iodine and potassium bromide solution","Iodine and potassium chloride solution"],"correctIndex":0},{"id":"groups-0-1-and-7-mcq-6","subTopicId":"groups-0-1-and-7","prompt":"How do the halogens change going down group 7?","explanation":"Down the group, the outer shell is further from the nucleus, so an electron is gained less easily. Bigger molecules have stronger forces between them, so boiling points rise.","difficulty":3,"type":"mcq","options":["They get more reactive and their boiling points decrease","They get less reactive and their boiling points decrease","They get less reactive and their boiling points increase","They get more reactive and their boiling points increase"],"correctIndex":2},{"id":"groups-0-1-and-7-multi-1","subTopicId":"groups-0-1-and-7","prompt":"Which statements about the alkali metals are true?","explanation":"Group 1 atoms lose their one outer electron to form 1+ ions. They have low densities, and with chlorine they form white metal chlorides such as NaCl.","difficulty":2,"type":"multi","options":["They have one electron in their outer shell","Lithium, sodium and potassium float on water","They form ions with a 2+ charge","They react with chlorine to form white salts"],"correctIndices":[0,1,3]},{"id":"groups-0-1-and-7-multi-2","subTopicId":"groups-0-1-and-7","prompt":"Which statements about the halogens are true?","explanation":"Halogens have seven outer electrons and gain one to form 1− halide ions. Iodine is a grey-black solid at room temperature.","difficulty":3,"type":"multi","options":["They exist as diatomic molecules, such as Cl₂","They form ions with a 1− charge","Iodine is a gas at room temperature","Their atoms have seven outer electrons"],"correctIndices":[0,1,3]},{"id":"transition-metals-mcq-1","subTopicId":"transition-metals","prompt":"Where are the transition metals in the periodic table?","explanation":"The transition metals fill the middle of the periodic table, between groups 2 and 3.","difficulty":1,"type":"mcq","options":["In the block between groups 2 and 3","In group 1","In group 7","On the far right, next to group 0"],"correctIndex":0},{"id":"transition-metals-mcq-2","subTopicId":"transition-metals","prompt":"Which of these is a transition metal?","explanation":"Iron is a transition metal. Sodium is in group 1, calcium in group 2 and aluminium in group 3.","difficulty":1,"type":"mcq","options":["Sodium","Calcium","Aluminium","Iron"],"correctIndex":3},{"id":"transition-metals-mcq-3","subTopicId":"transition-metals","prompt":"Compared with group 1 metals, transition metals have…","explanation":"Transition metals have higher melting points and densities, are stronger and harder, and are much less reactive than group 1 metals.","difficulty":2,"type":"mcq","options":["lower densities","more vigorous reactions with water","higher melting points","softer structures"],"correctIndex":2},{"id":"transition-metals-mcq-4","subTopicId":"transition-metals","prompt":"Iron forms both Fe²⁺ and Fe³⁺ ions. What does this show about transition metals?","explanation":"Many transition metals form ions with different charges, such as Cu⁺ and Cu²⁺, or Fe²⁺ and Fe³⁺.","difficulty":2,"type":"mcq","options":["They form negative ions","They can form ions with different charges","They don't form ions at all","They always lose three electrons"],"correctIndex":1},{"id":"transition-metals-mcq-5","subTopicId":"transition-metals","prompt":"Which transition metal is the catalyst in the Haber process for making ammonia?","explanation":"Iron catalyses the Haber process. Nickel is used to add hydrogen to vegetable oils.","difficulty":3,"type":"mcq","options":["Iron","Nickel","Copper","Zinc"],"correctIndex":0},{"id":"transition-metals-mcq-6","subTopicId":"transition-metals","prompt":"A solution of a compound is blue. Which ions is it most likely to contain?","explanation":"Transition metal compounds are often coloured; copper(II) compounds are typically blue. Compounds of group 1 and 2 metals are usually white and dissolve to give colourless solutions.","difficulty":3,"type":"mcq","options":["Sodium ions, Na⁺","Potassium ions, K⁺","Calcium ions, Ca²⁺","Copper(II) ions, Cu²⁺"],"correctIndex":3},{"id":"transition-metals-multi-1","subTopicId":"transition-metals","prompt":"Which are typical properties of transition metals?","explanation":"Transition metals have high melting points and react only slowly, if at all, with water. They form coloured compounds and make good catalysts.","difficulty":2,"type":"multi","options":["They form coloured compounds","They and their compounds are useful catalysts","They have very low melting points","They react vigorously with cold water"],"correctIndices":[0,1]},{"id":"transition-metals-multi-2","subTopicId":"transition-metals","prompt":"Which statements comparing iron with sodium are true?","explanation":"Sodium is a soft, low-density group 1 metal that reacts vigorously with water. Iron is dense, hard, has a high melting point and only reacts slowly.","difficulty":3,"type":"multi","options":["Iron is denser","Iron is harder","Iron reacts more vigorously with water","Iron has a higher melting point"],"correctIndices":[0,1,3]}]},{"id":"c2","subjectId":"chemistry","code":"C2","title":"Bonding, Structure and Properties of Matter","description":"How atoms join by ionic, covalent and metallic bonds, and how a substance's structure explains its properties.","questions":[{"id":"ionic-bonding-mcq-1","subTopicId":"ionic-bonding","prompt":"Ionic bonding happens between…","explanation":"Metal atoms lose electrons and non-metal atoms gain them, making oppositely charged ions that attract each other.","difficulty":1,"type":"mcq","options":["two non-metals","a metal and a non-metal","two metals","two noble gases"],"correctIndex":1},{"id":"ionic-bonding-mcq-2","subTopicId":"ionic-bonding","prompt":"What happens when a sodium atom forms an ion?","explanation":"Sodium is in group 1, so it loses its one outer electron. Losing a negative electron leaves a positive ion.","difficulty":1,"type":"mcq","options":["It loses one electron to form Na⁺","It gains one electron to form Na⁻","It loses one electron to form Na⁻","It gains one electron to form Na⁺"],"correctIndex":0},{"id":"ionic-bonding-mcq-3","subTopicId":"ionic-bonding","prompt":"Oxygen is in group 6. Which ion does it form?","explanation":"Oxygen has 6 outer electrons, so it gains 2 to fill its outer shell. Gaining 2 negative electrons gives a 2− charge.","difficulty":2,"type":"mcq","options":["O²⁺","O⁻","O²⁻","O⁶⁻"],"correctIndex":2},{"id":"ionic-bonding-mcq-4","subTopicId":"ionic-bonding","prompt":"Magnesium forms Mg²⁺ ions and chlorine forms Cl⁻ ions. What is the formula of magnesium chloride?","explanation":"The charges must cancel out: one Mg²⁺ (+2) needs two Cl⁻ (−1 each).","difficulty":2,"type":"mcq","options":["MgCl","Mg₂Cl","Mg₂Cl₃","MgCl₂"],"correctIndex":3},{"id":"ionic-bonding-mcq-5","subTopicId":"ionic-bonding","prompt":"Why doesn't solid sodium chloride conduct electricity?","explanation":"To conduct, charged particles must be free to move. In the solid lattice the ions can only vibrate; when melted or dissolved they can move.","difficulty":3,"type":"mcq","options":["It doesn't contain any ions","Its ions are held in fixed positions and can't move","Its electrons are held in fixed positions","It is held together by covalent bonds"],"correctIndex":1},{"id":"ionic-bonding-mcq-6","subTopicId":"ionic-bonding","prompt":"Why does sodium chloride have a high melting point?","explanation":"In a giant ionic lattice, strong electrostatic forces act in all directions between many ions. Overcoming them all takes a lot of energy.","difficulty":3,"type":"mcq","options":["A lot of energy is needed to overcome the strong electrostatic forces between oppositely charged ions","Its strong covalent bonds must be broken","Only weak intermolecular forces hold it together","Its delocalised electrons hold the ions together"],"correctIndex":0},{"id":"ionic-bonding-multi-1","subTopicId":"ionic-bonding","prompt":"Which of these have the same electronic structure as neon (2,8)?","explanation":"Na⁺ (11 − 1 = 10 electrons), Mg²⁺ (12 − 2 = 10) and O²⁻ (8 + 2 = 10) all have 2,8. Cl⁻ has 18 electrons: 2,8,8, like argon.","difficulty":2,"type":"multi","options":["Na⁺","Mg²⁺","O²⁻","Cl⁻"],"correctIndices":[0,1,2]},{"id":"ionic-bonding-multi-2","subTopicId":"ionic-bonding","prompt":"Which of these conduct electricity?","explanation":"Ionic compounds conduct only when melted or dissolved, because then the ions are free to move and carry charge.","difficulty":3,"type":"multi","options":["Molten sodium chloride","Sodium chloride solution","Solid sodium chloride","Solid magnesium oxide"],"correctIndices":[0,1]},{"id":"covalent-bonding-mcq-1","subTopicId":"covalent-bonding","prompt":"What is a covalent bond?","explanation":"In a covalent bond, two atoms share a pair of electrons. Transferring electrons makes ions; delocalised electrons are metallic bonding.","difficulty":1,"type":"mcq","options":["The attraction between oppositely charged ions","Electrons transferred from one atom to another","A shared pair of electrons between two atoms","The attraction between positive ions and delocalised electrons"],"correctIndex":2},{"id":"covalent-bonding-mcq-2","subTopicId":"covalent-bonding","prompt":"Covalent bonds form between…","explanation":"Non-metal atoms share electrons so each can get a full outer shell.","difficulty":1,"type":"mcq","options":["non-metal atoms","metal atoms","a metal and a non-metal","noble gas atoms"],"correctIndex":0},{"id":"covalent-bonding-mcq-3","subTopicId":"covalent-bonding","prompt":"How many covalent bonds are there in a molecule of ammonia, NH₃?","explanation":"Nitrogen shares one pair of electrons with each of the three hydrogen atoms: three N–H single bonds.","difficulty":2,"type":"mcq","options":["1","3","4","2"],"correctIndex":1},{"id":"covalent-bonding-mcq-4","subTopicId":"covalent-bonding","prompt":"What type of bond holds the two atoms in a nitrogen molecule, N₂, together?","explanation":"Each nitrogen atom has 5 outer electrons and needs 3 more, so the two atoms share three pairs (N≡N).","difficulty":2,"type":"mcq","options":["A single bond","A double bond","An ionic bond","A triple bond: three shared pairs of electrons"],"correctIndex":3},{"id":"covalent-bonding-mcq-5","subTopicId":"covalent-bonding","prompt":"Why does methane have a very low boiling point?","explanation":"When methane boils, only the weak forces between molecules are overcome. The strong C–H covalent bonds inside the molecules don't break.","difficulty":3,"type":"mcq","options":["The intermolecular forces between methane molecules are weak, so little energy is needed to overcome them","The covalent bonds in methane are weak","Methane is made of only small atoms","Methane molecules have no electrons"],"correctIndex":0},{"id":"covalent-bonding-mcq-6","subTopicId":"covalent-bonding","prompt":"In a dot and cross diagram of water, H₂O, how many electrons are in the oxygen atom's outer shell?","explanation":"Oxygen starts with 6 outer electrons and shares one pair with each hydrogen, giving it 8: two shared pairs and two unshared pairs.","difficulty":3,"type":"mcq","options":["6","2","8","4"],"correctIndex":2},{"id":"covalent-bonding-multi-1","subTopicId":"covalent-bonding","prompt":"Which of these molecules contain only single bonds?","explanation":"Water, methane and hydrogen chloride have only single bonds. Oxygen, O₂, has a double bond: two shared pairs.","difficulty":2,"type":"multi","options":["H₂O","CH₄","O₂","HCl"],"correctIndices":[0,1,3]},{"id":"covalent-bonding-multi-2","subTopicId":"covalent-bonding","prompt":"Which statements about substances made of small molecules are true?","explanation":"Small molecules are usually gases or liquids. Melting or boiling overcomes the weak forces between molecules, not the strong covalent bonds within them.","difficulty":3,"type":"multi","options":["They usually have low melting and boiling points","They don't conduct electricity","They are usually solids at room temperature","Their covalent bonds break when they melt"],"correctIndices":[0,1]},{"id":"metallic-bonding-and-alloys-mcq-1","subTopicId":"metallic-bonding-and-alloys","prompt":"What does metallic bonding consist of?","explanation":"In a metal, the outer electrons are delocalised (free to move) and the positive ions are held by their strong electrostatic attraction to these electrons.","difficulty":1,"type":"mcq","options":["Shared pairs of electrons between metal atoms","Positive and negative ions attracting each other","Weak forces between metal molecules","Positive metal ions attracted to a sea of delocalised electrons"],"correctIndex":3},{"id":"metallic-bonding-and-alloys-mcq-2","subTopicId":"metallic-bonding-and-alloys","prompt":"What is an alloy?","explanation":"Alloys such as steel (iron and carbon) and brass (copper and zinc) are mixtures, usually of metals.","difficulty":1,"type":"mcq","options":["A mixture of a metal with at least one other element","A pure metal","A compound of two non-metals","A metal that has been melted"],"correctIndex":0},{"id":"metallic-bonding-and-alloys-mcq-3","subTopicId":"metallic-bonding-and-alloys","prompt":"Why do metals conduct electricity?","explanation":"The delocalised electrons are free to move through the whole metal, so they carry the electric current.","difficulty":2,"type":"mcq","options":["Their positive ions move through the structure","Their atoms share pairs of electrons","Their delocalised electrons can move through the structure, carrying charge","They contain negative ions"],"correctIndex":2},{"id":"metallic-bonding-and-alloys-mcq-4","subTopicId":"metallic-bonding-and-alloys","prompt":"Why can pure metals be bent and shaped?","explanation":"In a pure metal all the atoms are the same size, so the layers slide easily without breaking the metallic bonding.","difficulty":2,"type":"mcq","options":["Their electrons are held in fixed positions","Their atoms are arranged in layers that can slide over each other","They have weak metallic bonds","Their atoms are all different sizes"],"correctIndex":1},{"id":"metallic-bonding-and-alloys-mcq-5","subTopicId":"metallic-bonding-and-alloys","prompt":"Why are alloys harder than pure metals?","explanation":"The different-sized atoms disrupt the regular layers. Without smooth layers to slide along, the alloy is harder and stronger.","difficulty":3,"type":"mcq","options":["Alloys have no delocalised electrons","Alloys contain covalent bonds","The atoms in alloys are all the same size","Atoms of different sizes distort the layers, so they can't slide over each other as easily"],"correctIndex":3},{"id":"metallic-bonding-and-alloys-mcq-6","subTopicId":"metallic-bonding-and-alloys","prompt":"Why do most metals have high melting points?","explanation":"Metallic bonding acts throughout the giant structure, so melting a metal needs a lot of energy.","difficulty":3,"type":"mcq","options":["The electrostatic attraction between positive ions and delocalised electrons is strong, so a lot of energy is needed to overcome it","They have strong covalent bonds","They have weak intermolecular forces","They are held together by ionic bonds"],"correctIndex":0},{"id":"metallic-bonding-and-alloys-multi-1","subTopicId":"metallic-bonding-and-alloys","prompt":"Which of these are alloys?","explanation":"Steel is iron with carbon, brass is copper and zinc, and bronze is copper and tin. Copper on its own is a pure metal.","difficulty":2,"type":"multi","options":["Steel","Brass","Copper","Bronze"],"correctIndices":[0,1,3]},{"id":"metallic-bonding-and-alloys-multi-2","subTopicId":"metallic-bonding-and-alloys","prompt":"Which statements about metallic bonding are true?","explanation":"Metals form giant structures of positive ions with delocalised electrons. Shared pairs between two atoms is covalent bonding.","difficulty":3,"type":"multi","options":["The outer electrons are delocalised","It forms a giant structure","Electrons are shared in pairs between two atoms","The metal ions are negative"],"correctIndices":[0,1]},{"id":"states-of-matter-mcq-1","subTopicId":"states-of-matter","prompt":"How are the particles arranged and moving in a solid?","explanation":"Particles in a solid are close together in a regular pattern and can only vibrate.","difficulty":1,"type":"mcq","options":["Random arrangement, moving around each other","Regular arrangement, vibrating in fixed positions","Random arrangement, far apart and moving quickly","Regular arrangement, moving freely in all directions"],"correctIndex":1},{"id":"states-of-matter-mcq-2","subTopicId":"states-of-matter","prompt":"Which state symbol means \"dissolved in water\"?","explanation":"(aq) stands for aqueous. (s) is solid, (l) is liquid and (g) is gas.","difficulty":1,"type":"mcq","options":["(s)","(l)","(g)","(aq)"],"correctIndex":3},{"id":"states-of-matter-mcq-3","subTopicId":"states-of-matter","prompt":"Bromine melts at −7 °C and boils at 59 °C. What state is it in at 20 °C?","explanation":"20 °C is above the melting point but below the boiling point, so bromine is a liquid.","difficulty":2,"type":"mcq","options":["Solid","Liquid","Gas","It is melting"],"correctIndex":1},{"id":"states-of-matter-mcq-4","subTopicId":"states-of-matter","prompt":"Ethanol melts at −114 °C and boils at 78 °C. What state is it in at 100 °C?","explanation":"100 °C is above ethanol's boiling point, so it is a gas.","difficulty":2,"type":"mcq","options":["Gas","Solid","Liquid","It is freezing"],"correctIndex":0},{"id":"states-of-matter-mcq-5","subTopicId":"states-of-matter","prompt":"Which is a limitation of the simple particle model?","explanation":"The model also shows no forces between particles and treats every particle as the same. The other options are things the model gets right.","difficulty":3,"higherTier":true,"type":"mcq","options":["It shows that gas particles have the most energy","It shows that solids can't be compressed","It shows particles as solid spheres, but atoms are mostly empty space","It shows that liquids can flow"],"correctIndex":2},{"id":"states-of-matter-mcq-6","subTopicId":"states-of-matter","prompt":"Why does a substance with stronger forces between its particles have a higher boiling point?","explanation":"To boil, particles must overcome the forces holding them together. Stronger forces need more energy, so a higher temperature.","difficulty":3,"type":"mcq","options":["More energy is needed to overcome the forces","Its particles move faster","Its particles are further apart","Less energy is needed to overcome the forces"],"correctIndex":0},{"id":"states-of-matter-multi-1","subTopicId":"states-of-matter","prompt":"Which changes happen at a substance's melting point?","explanation":"Melting (solid → liquid) and freezing (liquid → solid) happen at the melting point. Boiling and condensing happen at the boiling point.","difficulty":2,"type":"multi","options":["Melting","Freezing","Boiling","Condensing"],"correctIndices":[0,1]},{"id":"states-of-matter-multi-2","subTopicId":"states-of-matter","prompt":"Which of these are liquids at 25 °C?","explanation":"A substance is a liquid between its melting and boiling points. 25 °C is above oxygen's boiling point (so it's a gas) and below sodium chloride's melting point (so it's a solid).","difficulty":3,"type":"multi","options":["Bromine (melts −7 °C, boils 59 °C)","Mercury (melts −39 °C, boils 357 °C)","Oxygen (melts −218 °C, boils −183 °C)","Sodium chloride (melts 801 °C, boils 1413 °C)"],"correctIndices":[0,1]},{"id":"polymers-and-giant-covalent-structures-mcq-1","subTopicId":"polymers-and-giant-covalent-structures","prompt":"What is a polymer?","explanation":"Polymers are made by joining thousands of small molecules called monomers into long chains.","difficulty":1,"type":"mcq","options":["A very large molecule made of many repeating units","A small molecule with a double bond","A giant ionic lattice","A mixture of metals"],"correctIndex":0},{"id":"polymers-and-giant-covalent-structures-mcq-2","subTopicId":"polymers-and-giant-covalent-structures","prompt":"Which of these has a giant covalent structure?","explanation":"In diamond every carbon atom is covalently bonded to others in a huge network. Water is small molecules, sodium chloride is ionic and poly(ethene) is a polymer.","difficulty":1,"type":"mcq","options":["Water","Sodium chloride","Poly(ethene)","Diamond"],"correctIndex":3},{"id":"polymers-and-giant-covalent-structures-mcq-3","subTopicId":"polymers-and-giant-covalent-structures","prompt":"Why are most polymers solid at room temperature?","explanation":"The bigger the molecules, the stronger the forces between them. Polymer molecules are huge, so these forces are strong enough to keep them solid.","difficulty":2,"type":"mcq","options":["They have a giant ionic structure","Their molecules are very small","Their molecules are so large that the intermolecular forces between them are relatively strong","They have delocalised electrons"],"correctIndex":2},{"id":"polymers-and-giant-covalent-structures-mcq-4","subTopicId":"polymers-and-giant-covalent-structures","prompt":"Why does silicon dioxide have a very high melting point?","explanation":"Silicon dioxide (silica) is a giant covalent structure, so melting it means breaking a huge number of strong covalent bonds.","difficulty":2,"type":"mcq","options":["It has weak intermolecular forces","Many strong covalent bonds must be broken to melt it","It has strong ionic bonds","It contains delocalised electrons"],"correctIndex":1},{"id":"polymers-and-giant-covalent-structures-mcq-5","subTopicId":"polymers-and-giant-covalent-structures","prompt":"What has to be overcome to melt ice, and to melt diamond?","explanation":"Ice is made of small water molecules, so only the forces between molecules are overcome. Diamond is one giant structure, so covalent bonds must break.","difficulty":3,"type":"mcq","options":["Ice: strong covalent bonds. Diamond: weak intermolecular forces.","Both: weak intermolecular forces.","Both: strong covalent bonds.","Ice: weak intermolecular forces. Diamond: strong covalent bonds."],"correctIndex":3},{"id":"polymers-and-giant-covalent-structures-mcq-6","subTopicId":"polymers-and-giant-covalent-structures","prompt":"A substance melts at 1610 °C and does not conduct electricity, either as a solid or when melted. What is its structure most likely to be?","explanation":"Its high melting point rules out small molecules. A metal would conduct as a solid, and an ionic compound would conduct when melted.","difficulty":3,"type":"mcq","options":["Giant covalent","Giant ionic","Giant metallic","Small molecules"],"correctIndex":0},{"id":"polymers-and-giant-covalent-structures-multi-1","subTopicId":"polymers-and-giant-covalent-structures","prompt":"Which of these have giant covalent structures?","explanation":"Carbon dioxide is made of small molecules. The others are huge networks of covalently bonded atoms.","difficulty":2,"type":"multi","options":["Diamond","Graphite","Silicon dioxide","Carbon dioxide"],"correctIndices":[0,1,2]},{"id":"polymers-and-giant-covalent-structures-multi-2","subTopicId":"polymers-and-giant-covalent-structures","prompt":"Which of these conduct electricity as solids?","explanation":"Copper and graphite have delocalised electrons. Sodium chloride's ions are fixed in the solid, and diamond has no free electrons.","difficulty":3,"type":"multi","options":["Copper","Graphite","Sodium chloride","Diamond"],"correctIndices":[0,1]},{"id":"carbon-structures-mcq-1","subTopicId":"carbon-structures","prompt":"In diamond, how many other carbon atoms is each carbon atom bonded to?","explanation":"Each carbon forms four covalent bonds, making a rigid 3D structure. In graphite, each carbon bonds to three others.","difficulty":1,"type":"mcq","options":["3","2","4","6"],"correctIndex":2},{"id":"carbon-structures-mcq-2","subTopicId":"carbon-structures","prompt":"What is graphene?","explanation":"Graphene is one atom thick: one layer of the hexagonal rings found in graphite.","difficulty":1,"type":"mcq","options":["A single layer of graphite","A form of diamond","A ball-shaped carbon molecule","A polymer made from ethene"],"correctIndex":0},{"id":"carbon-structures-mcq-3","subTopicId":"carbon-structures","prompt":"Why does graphite conduct electricity?","explanation":"Each carbon uses three of its four outer electrons in bonds. The fourth is delocalised and can carry charge.","difficulty":2,"type":"mcq","options":["It contains ions that can move","Its layers slide over each other","It has strong covalent bonds","Each carbon atom has one delocalised electron that can move along the layers"],"correctIndex":3},{"id":"carbon-structures-mcq-4","subTopicId":"carbon-structures","prompt":"Why is graphite soft and slippery?","explanation":"The covalent bonds within each layer are strong, but the layers are held together only weakly, so they slide over each other. That's why graphite is used in pencils and as a lubricant.","difficulty":2,"type":"mcq","options":["Its covalent bonds are weak","There are no covalent bonds between the layers, only weak forces, so the layers slide","It has a low melting point","Its atoms each form four bonds"],"correctIndex":1},{"id":"carbon-structures-mcq-5","subTopicId":"carbon-structures","prompt":"What is the formula of Buckminsterfullerene?","explanation":"Buckminsterfullerene, the first fullerene discovered, has 60 carbon atoms arranged in a hollow sphere, like a football.","difficulty":3,"type":"mcq","options":["C₆₀","C₆","C₁₀₀","C₄"],"correctIndex":0},{"id":"carbon-structures-mcq-6","subTopicId":"carbon-structures","prompt":"Why doesn't diamond conduct electricity?","explanation":"Unlike graphite, diamond has no delocalised electrons to carry charge.","difficulty":3,"type":"mcq","options":["Its layers can't slide","It contains ions that can't move","All four outer electrons of each carbon atom are used in covalent bonds, so there are no free electrons","Its covalent bonds are too weak"],"correctIndex":2},{"id":"carbon-structures-multi-1","subTopicId":"carbon-structures","prompt":"Which are uses of fullerenes and carbon nanotubes?","explanation":"Hollow fullerenes can carry drug molecules, and strong, light nanotubes reinforce materials. Cutting tools use diamond, the hardest natural substance.","difficulty":2,"type":"multi","options":["Delivering drugs into the body","Lubricants","Reinforcing materials such as tennis rackets","Drill tips for cutting rock"],"correctIndices":[0,1,2]},{"id":"carbon-structures-multi-2","subTopicId":"carbon-structures","prompt":"Which properties do diamond and graphite share?","explanation":"Both are giant covalent structures with many strong bonds, so both melt at very high temperatures. Only graphite conducts, and only diamond is very hard.","difficulty":3,"type":"multi","options":["A very high melting point","A giant covalent structure","They conduct electricity","They are very hard"],"correctIndices":[0,1]},{"id":"nanoscience-mcq-1","subTopicId":"nanoscience","prompt":"What size are nanoparticles?","explanation":"Nanoparticles are 1–100 nm across: a few hundred atoms. Fine particles (PM₂.₅) are 100–2500 nm, and a single atom is about 0.1 nm.","difficulty":1,"type":"mcq","options":["1–100 nm","100–2500 nm","2500–10 000 nm","About 0.1 nm"],"correctIndex":0},{"id":"nanoscience-mcq-2","subTopicId":"nanoscience","prompt":"How long is one nanometre?","explanation":"A nanometre is a billionth of a metre. 10⁻⁶ m is a micrometre and 10⁻³ m is a millimetre.","difficulty":1,"type":"mcq","options":["1 × 10⁻³ m","1 × 10⁻⁶ m","1 × 10⁹ m","1 × 10⁻⁹ m"],"correctIndex":3},{"id":"nanoscience-mcq-3","subTopicId":"nanoscience","prompt":"As the side length of a cube decreases by a factor of 10, what happens to its surface area to volume ratio?","explanation":"Smaller particles have much more surface for their volume. For a cube, SA:V = 6 ÷ side, so dividing the side by 10 multiplies the ratio by 10.","difficulty":2,"type":"mcq","options":["It decreases by a factor of 10","It increases by a factor of 10","It increases by a factor of 100","It stays the same"],"correctIndex":1},{"id":"nanoscience-mcq-4","subTopicId":"nanoscience","prompt":"Why can less of a catalyst be used if it is made of nanoparticles?","explanation":"Reactions happen at the surface. With so much surface for their size, a small mass of nanoparticles does the job of a much larger mass of normal particles.","difficulty":2,"type":"mcq","options":["Nanoparticles are more reactive because they are heavier","Nanoparticles are not used up in reactions, unlike normal catalysts","Nanoparticles have a very high surface area to volume ratio, so more of the catalyst is exposed","Nanoparticles have a lower surface area"],"correctIndex":2},{"id":"nanoscience-mcq-5","subTopicId":"nanoscience","prompt":"What is the surface area to volume ratio of a 1 cm cube, and of a 0.1 cm cube?","explanation":"1 cm cube: 6 cm² ÷ 1 cm³ = 6 : 1. 0.1 cm cube: 6 × 0.01 = 0.06 cm² ÷ 0.001 cm³ = 60 : 1.","difficulty":3,"type":"mcq","options":["6 : 1 and 60 : 1","6 : 1 and 0.6 : 1","6 : 1 and 600 : 1","1 : 6 and 1 : 60"],"correctIndex":0},{"id":"nanoscience-mcq-6","subTopicId":"nanoscience","prompt":"Why are some people concerned about using nanoparticles?","explanation":"Nanoparticles are fairly new, so scientists are still studying their effects on health and the environment.","difficulty":3,"type":"mcq","options":["They are too large to be used in medicines","They are always toxic","They don't work as catalysts","They can be breathed in and may pass into cells, and their long-term effects aren't fully understood"],"correctIndex":3},{"id":"nanoscience-multi-1","subTopicId":"nanoscience","prompt":"Which are uses of nanoparticles?","explanation":"Nanoparticles are also used in electronics and as catalysts. They aren't used as fuels.","difficulty":2,"type":"multi","options":["Sun creams","Deodorants","Delivering drugs in medicine","Fuel for cars"],"correctIndices":[0,1,2]},{"id":"nanoscience-multi-2","subTopicId":"nanoscience","prompt":"Which statements about nanoparticles are true?","explanation":"Their very high surface area to volume ratio gives them different properties. At 1–100 nm they are bigger than atoms (about 0.1 nm) but far too small to see.","difficulty":3,"type":"multi","options":["They can have different properties from the same substance in bulk","They are larger than single atoms","They can be seen with the naked eye","Their long-term effects are fully understood"],"correctIndices":[0,1]}]},{"id":"c3","subjectId":"chemistry","code":"C3","title":"Quantitative Chemistry","description":"Using relative masses, moles and concentrations to work out how much of each substance reacts and is made.","questions":[{"id":"conservation-of-mass-and-relative-formula-mass-mcq-1","subTopicId":"conservation-of-mass-and-relative-formula-mass","prompt":"What does the law of conservation of mass say?","explanation":"No atoms are lost or made in a reaction; they are just rearranged, so the total mass stays the same.","difficulty":1,"type":"mcq","options":["Mass is lost as heat in every reaction","The products are always heavier than the reactants","The total mass of the reactants equals the total mass of the products","Atoms are made during a reaction"],"correctIndex":2},{"id":"conservation-of-mass-and-relative-formula-mass-mcq-2","subTopicId":"conservation-of-mass-and-relative-formula-mass","prompt":"What is the relative formula mass (Mᵣ) of carbon dioxide, CO₂? (Aᵣ: C = 12, O = 16)","explanation":"Mᵣ = 12 + (2 × 16) = 44. There are two oxygen atoms, so oxygen's Aᵣ is counted twice.","difficulty":1,"type":"mcq","options":["44","28","40","56"],"correctIndex":0},{"id":"conservation-of-mass-and-relative-formula-mass-mcq-3","subTopicId":"conservation-of-mass-and-relative-formula-mass","prompt":"What is the Mᵣ of calcium hydroxide, Ca(OH)₂? (Aᵣ: Ca = 40, O = 16, H = 1)","explanation":"The bracket doubles everything inside it: Mᵣ = 40 + 2 × (16 + 1) = 40 + 34 = 74.","difficulty":2,"type":"mcq","options":["57","73","90","74"],"correctIndex":3},{"id":"conservation-of-mass-and-relative-formula-mass-mcq-4","subTopicId":"conservation-of-mass-and-relative-formula-mass","prompt":"Magnesium is heated in an open crucible. Why is the solid heavier at the end?","explanation":"2Mg + O₂ → 2MgO. The oxygen comes from the air, so its mass is added to the solid. Mass is still conserved overall.","difficulty":2,"type":"mcq","options":["Mass has been created by heating","The magnesium has combined with oxygen from the air","The crucible has absorbed some magnesium","Carbon dioxide has escaped"],"correctIndex":1},{"id":"conservation-of-mass-and-relative-formula-mass-mcq-5","subTopicId":"conservation-of-mass-and-relative-formula-mass","prompt":"10.0 g of calcium carbonate is heated: CaCO₃ → CaO + CO₂. 5.6 g of calcium oxide is left. What mass of carbon dioxide escaped?","explanation":"Mass is conserved, so the missing mass is the gas that escaped: 10.0 − 5.6 = 4.4 g of CO₂.","difficulty":3,"type":"mcq","options":["4.4 g","5.6 g","15.6 g","10.0 g"],"correctIndex":0},{"id":"conservation-of-mass-and-relative-formula-mass-mcq-6","subTopicId":"conservation-of-mass-and-relative-formula-mass","prompt":"Three repeat times are 15.2 s, 15.6 s and 15.4 s. What is the uncertainty of the mean?","explanation":"Range = 15.6 − 15.2 = 0.4 s. Uncertainty = range ÷ 2 = 0.2 s, so the result is 15.4 ± 0.2 s.","difficulty":3,"type":"mcq","options":["±0.4 s","±0.1 s","±0.2 s","±15.4 s"],"correctIndex":2},{"id":"conservation-of-mass-and-relative-formula-mass-multi-1","subTopicId":"conservation-of-mass-and-relative-formula-mass","prompt":"Which statements about a reaction in a closed system are true?","explanation":"In a closed system nothing can get in or out, so the measured mass can't change.","difficulty":2,"type":"multi","options":["The total mass stays the same","No substances can get in or out","A gas product can escape","Some atoms are destroyed"],"correctIndices":[0,1]},{"id":"conservation-of-mass-and-relative-formula-mass-multi-2","subTopicId":"conservation-of-mass-and-relative-formula-mass","prompt":"Which reactions would show a decrease in mass in an open flask?","explanation":"Mass seems to fall when a gas product escapes: carbon dioxide and hydrogen here. Burning magnesium gains oxygen, so mass goes up. Neutralisation makes no gas, so mass stays the same.","difficulty":3,"type":"multi","options":["CaCO₃ + 2HCl → CaCl₂ + H₂O + CO₂","Mg + 2HCl → MgCl₂ + H₂","2Mg + O₂ → 2MgO","NaOH + HCl → NaCl + H₂O"],"correctIndices":[0,1]},{"id":"conservation-of-mass-and-relative-formula-mass-generated-1","subTopicId":"conservation-of-mass-and-relative-formula-mass","type":"generated","generator":"relativeFormulaMass","difficulty":1},{"id":"conservation-of-mass-and-relative-formula-mass-generated-2","subTopicId":"conservation-of-mass-and-relative-formula-mass","type":"generated","generator":"percentageByMass","difficulty":2},{"id":"conservation-of-mass-and-relative-formula-mass-generated-3","subTopicId":"conservation-of-mass-and-relative-formula-mass","type":"generated","generator":"uncertaintyOfMean","difficulty":2},{"id":"moles-mcq-1","subTopicId":"moles","prompt":"What is the Avogadro constant?","explanation":"One mole of any substance contains 6.02 × 10²³ particles (atoms, molecules or ions).","difficulty":1,"higherTier":true,"type":"mcq","options":["6.02 × 10²²","6.02 × 10²³","3.01 × 10²³","1.00 × 10²³"],"correctIndex":1},{"id":"moles-mcq-2","subTopicId":"moles","prompt":"What is the mass of one mole of water, H₂O? (Mᵣ = 18)","explanation":"The mass of one mole of a substance in grams equals its Mᵣ.","difficulty":1,"higherTier":true,"type":"mcq","options":["1 g","6.02 × 10²³ g","9 g","18 g"],"correctIndex":3},{"id":"moles-mcq-3","subTopicId":"moles","prompt":"How many moles are there in 22 g of carbon dioxide? (Mᵣ = 44)","explanation":"moles = mass ÷ Mᵣ = 22 ÷ 44 = 0.5 mol.","difficulty":2,"higherTier":true,"type":"mcq","options":["0.5 mol","2 mol","22 mol","968 mol"],"correctIndex":0},{"id":"moles-mcq-4","subTopicId":"moles","prompt":"What is the mass of 0.25 mol of sodium hydroxide? (Mᵣ = 40)","explanation":"mass = moles × Mᵣ = 0.25 × 40 = 10 g.","difficulty":2,"higherTier":true,"type":"mcq","options":["160 g","0.00625 g","10 g","40 g"],"correctIndex":2},{"id":"moles-mcq-5","subTopicId":"moles","prompt":"How many molecules are there in 0.5 mol of carbon dioxide?","explanation":"Number of molecules = moles × 6.02 × 10²³ = 0.5 × 6.02 × 10²³ = 3.01 × 10²³.","difficulty":3,"higherTier":true,"type":"mcq","options":["3.01 × 10²³","6.02 × 10²³","1.204 × 10²⁴","3.01 × 10²²"],"correctIndex":0},{"id":"moles-mcq-6","subTopicId":"moles","prompt":"How many atoms are there in 1 mol of carbon dioxide, CO₂?","explanation":"1 mol of CO₂ is 6.02 × 10²³ molecules, and each molecule has 3 atoms: 3 × 6.02 × 10²³ = 18.06 × 10²³ = 1.806 × 10²⁴.","difficulty":3,"higherTier":true,"type":"mcq","options":["6.02 × 10²³","1.204 × 10²⁴","2.01 × 10²³","1.806 × 10²⁴"],"correctIndex":3},{"id":"moles-multi-1","subTopicId":"moles","prompt":"Which of these contain one mole (6.02 × 10²³) of particles?","explanation":"One mole has a mass in grams equal to the Aᵣ or Mᵣ: carbon 12 g, water 18 g, carbon dioxide 44 g. Methane's Mᵣ is 16, so 32 g is 2 mol.","difficulty":2,"higherTier":true,"type":"multi","options":["12 g of carbon atoms","18 g of water molecules","32 g of methane (CH₄) molecules","44 g of carbon dioxide molecules"],"correctIndices":[0,1,3]},{"id":"moles-multi-2","subTopicId":"moles","prompt":"Which of these are 0.1 mol of the substance?","explanation":"moles = mass ÷ Mᵣ. 4.0 ÷ 32 = 0.125 mol, not 0.1. The others all give 0.1 mol.","difficulty":3,"higherTier":true,"type":"multi","options":["1.8 g of water (Mᵣ 18)","4.4 g of carbon dioxide (Mᵣ 44)","4.0 g of oxygen, O₂ (Mᵣ 32)","10 g of calcium carbonate (Mᵣ 100)"],"correctIndices":[0,1,3]},{"id":"moles-generated-1","subTopicId":"moles","type":"generated","generator":"molesFromMass","difficulty":2,"higherTier":true},{"id":"moles-generated-2","subTopicId":"moles","type":"generated","generator":"massFromMoles","difficulty":2,"higherTier":true},{"id":"moles-generated-3","subTopicId":"moles","type":"generated","generator":"numberOfParticles","difficulty":3,"higherTier":true},{"id":"reacting-masses-and-limiting-reactants-mcq-1","subTopicId":"reacting-masses-and-limiting-reactants","prompt":"In 2Mg + O₂ → 2MgO, what is the mole ratio of Mg to MgO?","explanation":"The equation has 2Mg and 2MgO, so the ratio is 2 : 2, which is 1 : 1.","difficulty":1,"higherTier":true,"type":"mcq","options":["2 : 1","1 : 2","1 : 1","2 : 3"],"correctIndex":2},{"id":"reacting-masses-and-limiting-reactants-mcq-2","subTopicId":"reacting-masses-and-limiting-reactants","prompt":"What is the limiting reactant in a reaction?","explanation":"When the limiting reactant runs out, the reaction stops. It decides how much product forms.","difficulty":1,"higherTier":true,"type":"mcq","options":["The reactant that is completely used up","The reactant that is left over","The reactant with the smaller mass","The catalyst"],"correctIndex":0},{"id":"reacting-masses-and-limiting-reactants-mcq-3","subTopicId":"reacting-masses-and-limiting-reactants","prompt":"What mass of magnesium oxide forms from 12 g of magnesium? 2Mg + O₂ → 2MgO (Aᵣ: Mg = 24; Mᵣ MgO = 40)","explanation":"Moles of Mg = 12 ÷ 24 = 0.5 mol. The ratio Mg : MgO is 1 : 1, so 0.5 mol of MgO forms. Mass = 0.5 × 40 = 20 g.","difficulty":2,"higherTier":true,"type":"mcq","options":["10 g","40 g","24 g","20 g"],"correctIndex":3},{"id":"reacting-masses-and-limiting-reactants-mcq-4","subTopicId":"reacting-masses-and-limiting-reactants","prompt":"What mass of water forms when 8 g of methane burns completely? CH₄ + 2O₂ → CO₂ + 2H₂O (Mᵣ: CH₄ = 16, H₂O = 18)","explanation":"Moles of CH₄ = 8 ÷ 16 = 0.5 mol. The ratio CH₄ : H₂O is 1 : 2, so 1 mol of water forms. Mass = 1 × 18 = 18 g.","difficulty":2,"higherTier":true,"type":"mcq","options":["9 g","18 g","36 g","8 g"],"correctIndex":1},{"id":"reacting-masses-and-limiting-reactants-mcq-5","subTopicId":"reacting-masses-and-limiting-reactants","prompt":"4.8 g of magnesium reacts with 7.3 g of hydrochloric acid: Mg + 2HCl → MgCl₂ + H₂ (Aᵣ: Mg = 24; Mᵣ: HCl = 36.5, H₂ = 2). Which reactant is limiting, and what mass of hydrogen forms?","explanation":"Mg = 4.8 ÷ 24 = 0.2 mol; HCl = 7.3 ÷ 36.5 = 0.2 mol. 0.2 mol of Mg would need 0.4 mol of HCl, so HCl runs out first. 2 mol of HCl gives 1 mol of H₂, so 0.2 mol gives 0.1 mol, which is 0.1 × 2 = 0.2 g.","difficulty":3,"higherTier":true,"type":"mcq","options":["HCl is limiting; 0.2 g of hydrogen","Mg is limiting; 0.4 g of hydrogen","Mg is limiting; 0.2 g of hydrogen","HCl is limiting; 0.4 g of hydrogen"],"correctIndex":0},{"id":"reacting-masses-and-limiting-reactants-mcq-6","subTopicId":"reacting-masses-and-limiting-reactants","prompt":"4.8 g of Mg reacts with 3.2 g of O₂ to make 8.0 g of MgO (Aᵣ: Mg = 24; Mᵣ: O₂ = 32, MgO = 40). What is the mole ratio Mg : O₂ : MgO?","explanation":"Moles: Mg = 0.2, O₂ = 0.1, MgO = 0.2. Dividing by the smallest (0.1) gives 2 : 1 : 2, so the equation is 2Mg + O₂ → 2MgO.","difficulty":3,"higherTier":true,"type":"mcq","options":["1 : 1 : 1","2 : 1 : 2","1 : 2 : 1","3 : 2 : 5"],"correctIndex":1},{"id":"reacting-masses-and-limiting-reactants-multi-1","subTopicId":"reacting-masses-and-limiting-reactants","prompt":"Which statements about limiting reactants are true?","explanation":"You must compare moles, using the ratio in the equation, not masses. The reaction stops when the limiting reactant runs out.","difficulty":2,"higherTier":true,"type":"multi","options":["The limiting reactant decides how much product is made","The other reactant is in excess","The limiting reactant is always the one with the smaller mass","The reaction continues after the limiting reactant is used up"],"correctIndices":[0,1]},{"id":"reacting-masses-and-limiting-reactants-multi-2","subTopicId":"reacting-masses-and-limiting-reactants","prompt":"4.6 g of sodium reacts with 7.1 g of chlorine: 2Na + Cl₂ → 2NaCl (Aᵣ: Na = 23; Mᵣ: Cl₂ = 71, NaCl = 58.5). Which statements are true?","explanation":"Na = 4.6 ÷ 23 = 0.2 mol; Cl₂ = 7.1 ÷ 71 = 0.1 mol. That is exactly the 2 : 1 ratio, so neither is in excess. 0.2 mol of NaCl forms: 0.2 × 58.5 = 11.7 g.","difficulty":3,"higherTier":true,"type":"multi","options":["There is 0.2 mol of sodium","11.7 g of sodium chloride is made","Chlorine is in excess","0.1 mol of sodium chloride is made"],"correctIndices":[0,1]},{"id":"concentration-of-solutions-mcq-1","subTopicId":"concentration-of-solutions","prompt":"What is 250 cm³ in dm³?","explanation":"1 dm³ = 1000 cm³, so divide by 1000: 250 ÷ 1000 = 0.25 dm³.","difficulty":1,"type":"mcq","options":["0.25 dm³","2.5 dm³","250 000 dm³","25 dm³"],"correctIndex":0},{"id":"concentration-of-solutions-mcq-2","subTopicId":"concentration-of-solutions","prompt":"Which equation gives the concentration of a solution in g/dm³?","explanation":"Concentration is mass per volume, with the mass in g and the volume in dm³.","difficulty":1,"type":"mcq","options":["concentration = volume ÷ mass of solute","concentration = mass of solute × volume","concentration = mass of solute ÷ volume","concentration = mass of solute + volume"],"correctIndex":2},{"id":"concentration-of-solutions-mcq-3","subTopicId":"concentration-of-solutions","prompt":"4.0 g of sodium hydroxide is dissolved to make 250 cm³ of solution. What is the concentration?","explanation":"Volume = 250 ÷ 1000 = 0.25 dm³. Concentration = 4.0 ÷ 0.25 = 16 g/dm³.","difficulty":2,"type":"mcq","options":["1.0 g/dm³","0.016 g/dm³","1000 g/dm³","16 g/dm³"],"correctIndex":3},{"id":"concentration-of-solutions-mcq-4","subTopicId":"concentration-of-solutions","prompt":"What mass of solute is in 500 cm³ of a 20 g/dm³ solution?","explanation":"mass = concentration × volume = 20 × 0.5 = 10 g. (500 cm³ = 0.5 dm³.)","difficulty":2,"type":"mcq","options":["40 g","10 g","10 000 g","0.04 g"],"correctIndex":1},{"id":"concentration-of-solutions-mcq-5","subTopicId":"concentration-of-solutions","prompt":"0.1 mol of sodium hydroxide is dissolved to make 250 cm³ of solution. What is its concentration?","explanation":"Concentration = moles ÷ volume = 0.1 ÷ 0.25 = 0.4 mol/dm³.","difficulty":3,"higherTier":true,"type":"mcq","options":["0.4 mol/dm³","0.025 mol/dm³","25 mol/dm³","2.5 mol/dm³"],"correctIndex":0},{"id":"concentration-of-solutions-mcq-6","subTopicId":"concentration-of-solutions","prompt":"A sodium chloride solution is 0.5 mol/dm³. What is its concentration in g/dm³? (Mᵣ of NaCl = 58.5)","explanation":"To convert mol/dm³ to g/dm³, multiply by Mᵣ: 0.5 × 58.5 = 29.25 g/dm³.","difficulty":3,"higherTier":true,"type":"mcq","options":["117 g/dm³","0.0085 g/dm³","29.25 g/dm³","58.0 g/dm³"],"correctIndex":2},{"id":"concentration-of-solutions-multi-1","subTopicId":"concentration-of-solutions","prompt":"Which of these would increase the concentration of a solution?","explanation":"Concentration goes up when there is more solute or less solution. Adding water dilutes it, and the container doesn't matter.","difficulty":2,"type":"multi","options":["Dissolving more solute in the same volume","Evaporating some of the water","Adding more water","Pouring it into a bigger beaker"],"correctIndices":[0,1]},{"id":"concentration-of-solutions-multi-2","subTopicId":"concentration-of-solutions","prompt":"Which of these solutions have a concentration of 0.2 mol/dm³?","explanation":"Concentration = moles ÷ volume in dm³: 0.1 ÷ 0.5 = 0.2; 0.02 ÷ 0.1 = 0.2; 0.2 ÷ 2 = 0.1; 0.05 ÷ 0.25 = 0.2.","difficulty":3,"higherTier":true,"type":"multi","options":["0.1 mol in 500 cm³","0.02 mol in 100 cm³","0.2 mol in 2 dm³","0.05 mol in 250 cm³"],"correctIndices":[0,1,3]},{"id":"concentration-of-solutions-generated-1","subTopicId":"concentration-of-solutions","type":"generated","generator":"concentrationGdm3","difficulty":2},{"id":"concentration-of-solutions-generated-2","subTopicId":"concentration-of-solutions","type":"generated","generator":"concentrationMolDm3","difficulty":3,"higherTier":true},{"id":"yield-and-atom-economy-mcq-1","subTopicId":"yield-and-atom-economy","prompt":"How is percentage yield calculated?","explanation":"Percentage yield compares what you actually made with the most you could have made. The last option is atom economy.","difficulty":1,"type":"mcq","options":["(maximum theoretical mass ÷ mass of product made) × 100","(mass of product made ÷ maximum theoretical mass) × 100","(mass of reactants ÷ mass of products) × 100","(Mᵣ of desired product ÷ total Mᵣ of reactants) × 100"],"correctIndex":1},{"id":"yield-and-atom-economy-mcq-2","subTopicId":"yield-and-atom-economy","prompt":"Which reaction has an atom economy of 100%?","explanation":"When there is only one product, all the atoms in the reactants end up in the desired product.","difficulty":1,"type":"mcq","options":["CaCO₃ → CaO + CO₂","Zn + 2HCl → ZnCl₂ + H₂","C₆H₁₂O₆ → 2C₂H₅OH + 2CO₂","C₂H₄ + H₂O → C₂H₅OH"],"correctIndex":3},{"id":"yield-and-atom-economy-mcq-3","subTopicId":"yield-and-atom-economy","prompt":"A student expected to make 20 g of product but made 15 g. What is the percentage yield?","explanation":"Percentage yield = 15 ÷ 20 × 100 = 75%.","difficulty":2,"type":"mcq","options":["75%","133%","25%","5%"],"correctIndex":0},{"id":"yield-and-atom-economy-mcq-4","subTopicId":"yield-and-atom-economy","prompt":"Which is a reason why the yield of a reaction is less than 100%?","explanation":"Yields fall short because product is lost (e.g. when filtering), the reaction may be reversible, or side reactions may happen. Atoms are never destroyed.","difficulty":2,"type":"mcq","options":["Atoms are destroyed during the reaction","A catalyst was used","Some product is lost when it is separated from the mixture","The equation was balanced"],"correctIndex":2},{"id":"yield-and-atom-economy-mcq-5","subTopicId":"yield-and-atom-economy","prompt":"Calcium oxide is made by CaCO₃ → CaO + CO₂ (Mᵣ: CaCO₃ = 100, CaO = 56). What is the atom economy?","explanation":"Atom economy = Mᵣ of desired product ÷ total Mᵣ of reactants × 100 = 56 ÷ 100 × 100 = 56%. The other 44% ends up as CO₂.","difficulty":3,"type":"mcq","options":["56%","44%","100%","78.6%"],"correctIndex":0},{"id":"yield-and-atom-economy-mcq-6","subTopicId":"yield-and-atom-economy","prompt":"Ethanol can be made by fermenting sugar or by hydrating ethene. Why might hydrating ethene be chosen?","explanation":"Hydration has an atom economy of 100% and a fast rate. But ethene comes from crude oil, which is non-renewable; fermentation uses renewable sugar.","difficulty":3,"higherTier":true,"type":"mcq","options":["It uses renewable raw materials","It needs a lower temperature","It produces carbon dioxide that can be sold","It has a higher atom economy and is faster"],"correctIndex":3},{"id":"yield-and-atom-economy-multi-1","subTopicId":"yield-and-atom-economy","prompt":"Why do chemists prefer reactions with a high atom economy?","explanation":"Atom economy and yield are different. A reaction can have a high atom economy but a low yield.","difficulty":2,"type":"multi","options":["Less waste is produced","They use resources more sustainably","They are usually cheaper, because less of what is paid for is wasted","They always give a 100% yield"],"correctIndices":[0,1,2]},{"id":"yield-and-atom-economy-multi-2","subTopicId":"yield-and-atom-economy","prompt":"Fermentation (atom economy 51.1%) and hydration of ethene (100%) both make ethanol. Which statements are true?","explanation":"Fermentation uses sugar from plants but also makes CO₂. Hydration has one product, but ethene comes from crude oil.","difficulty":3,"type":"multi","options":["Fermentation uses a renewable raw material","Hydration of ethene produces no by-product","Fermentation has the higher atom economy","Ethene comes from a renewable source"],"correctIndices":[0,1]},{"id":"yield-and-atom-economy-generated-1","subTopicId":"yield-and-atom-economy","type":"generated","generator":"percentageYield","difficulty":2},{"id":"yield-and-atom-economy-generated-2","subTopicId":"yield-and-atom-economy","type":"generated","generator":"atomEconomy","difficulty":3},{"id":"gas-volumes-mcq-1","subTopicId":"gas-volumes","prompt":"What volume does one mole of any gas take up at room temperature and pressure?","explanation":"At RTP, one mole of any gas takes up 24 dm³ (24 000 cm³).","difficulty":1,"higherTier":true,"type":"mcq","options":["24 dm³","22.4 cm³","24 cm³","1 dm³"],"correctIndex":0},{"id":"gas-volumes-mcq-2","subTopicId":"gas-volumes","prompt":"What are room temperature and pressure (RTP)?","explanation":"The molar gas volume of 24 dm³ applies at 20 °C and 1 atmosphere.","difficulty":1,"higherTier":true,"type":"mcq","options":["0 °C and 1 atmosphere","25 °C and 2 atmospheres","20 °C and 1 atmosphere","100 °C and 1 atmosphere"],"correctIndex":2},{"id":"gas-volumes-mcq-3","subTopicId":"gas-volumes","prompt":"What volume does 0.25 mol of oxygen take up at RTP?","explanation":"Volume = moles × 24 = 0.25 × 24 = 6 dm³.","difficulty":2,"higherTier":true,"type":"mcq","options":["96 dm³","6 dm³","0.0104 dm³","24.25 dm³"],"correctIndex":1},{"id":"gas-volumes-mcq-4","subTopicId":"gas-volumes","prompt":"How many moles of hydrogen are in 120 cm³ of the gas at RTP?","explanation":"Moles = volume ÷ molar volume = 120 ÷ 24 000 = 0.005 mol. Use 24 000 because the volume is in cm³.","difficulty":2,"higherTier":true,"type":"mcq","options":["5 mol","0.05 mol","2880 mol","0.005 mol"],"correctIndex":3},{"id":"gas-volumes-mcq-5","subTopicId":"gas-volumes","prompt":"What volume does 4.4 g of carbon dioxide take up at RTP? (Mᵣ = 44)","explanation":"Moles = 4.4 ÷ 44 = 0.1 mol. Volume = 0.1 × 24 = 2.4 dm³.","difficulty":3,"higherTier":true,"type":"mcq","options":["2.4 dm³","105.6 dm³","0.1 dm³","24 dm³"],"correctIndex":0},{"id":"gas-volumes-mcq-6","subTopicId":"gas-volumes","prompt":"H₂(g) + Cl₂(g) → 2HCl(g). 50 cm³ of hydrogen reacts completely. What volume of chlorine reacts, and what volume of hydrogen chloride forms?","explanation":"Gas volumes are in the same ratio as moles (Avogadro's law). The ratio is 1 : 1 : 2, so 50 : 50 : 100.","difficulty":3,"higherTier":true,"type":"mcq","options":["100 cm³ of chlorine; 50 cm³ of hydrogen chloride","50 cm³ of chlorine; 100 cm³ of hydrogen chloride","50 cm³ of chlorine; 50 cm³ of hydrogen chloride","25 cm³ of chlorine; 100 cm³ of hydrogen chloride"],"correctIndex":1},{"id":"gas-volumes-multi-1","subTopicId":"gas-volumes","prompt":"At RTP, which of these take up the same volume as 1 mol of oxygen?","explanation":"One mole of any gas takes up 24 dm³ at RTP. 2 g of H₂ and 44 g of CO₂ are each 1 mol; 16 g of O₂ is only 0.5 mol.","difficulty":2,"higherTier":true,"type":"multi","options":["1 mol of nitrogen","2 g of hydrogen, H₂ (Mᵣ 2)","44 g of carbon dioxide (Mᵣ 44)","16 g of oxygen, O₂ (Mᵣ 32)"],"correctIndices":[0,1,2]},{"id":"gas-volumes-multi-2","subTopicId":"gas-volumes","prompt":"0.2 mol of sodium reacts with water: 2Na + 2H₂O → 2NaOH + H₂. Which statements are true at RTP?","explanation":"The ratio Na : H₂ is 2 : 1, so 0.2 mol of sodium gives 0.1 mol of hydrogen: 0.1 × 24 = 2.4 dm³.","difficulty":3,"higherTier":true,"type":"multi","options":["0.1 mol of hydrogen is made","2.4 dm³ of hydrogen is made","4.8 dm³ of hydrogen is made","0.2 mol of hydrogen is made"],"correctIndices":[0,1]},{"id":"gas-volumes-generated-1","subTopicId":"gas-volumes","type":"generated","generator":"gasVolume","difficulty":2,"higherTier":true}]},{"id":"c4","subjectId":"chemistry","code":"C4","title":"Chemical Changes","description":"How metals and acids react, how salts are made, and how electrolysis splits compounds using electricity.","questions":[{"id":"reactivity-of-metals-mcq-1","subTopicId":"reactivity-of-metals","prompt":"Which of these metals is the most reactive?","explanation":"Potassium is at the top of the reactivity series: it reacts violently even with cold water.","difficulty":1,"type":"mcq","options":["Magnesium","Zinc","Potassium","Copper"],"correctIndex":2},{"id":"reactivity-of-metals-mcq-2","subTopicId":"reactivity-of-metals","prompt":"Which metal does not react with dilute hydrochloric acid?","explanation":"Copper is below hydrogen in the reactivity series, so it doesn't react with dilute acids.","difficulty":1,"type":"mcq","options":["Copper","Magnesium","Zinc","Iron"],"correctIndex":0},{"id":"reactivity-of-metals-mcq-3","subTopicId":"reactivity-of-metals","prompt":"What happens when magnesium is put into copper sulfate solution?","explanation":"Magnesium is more reactive than copper, so it displaces it: Mg + CuSO₄ → MgSO₄ + Cu. The blue copper ions are used up.","difficulty":2,"type":"mcq","options":["Nothing happens","Magnesium forms and the solution turns darker blue","Copper dissolves and the solution turns green","Copper forms and the blue colour fades"],"correctIndex":3},{"id":"reactivity-of-metals-mcq-4","subTopicId":"reactivity-of-metals","prompt":"Which metal can be extracted from its oxide by heating with carbon?","explanation":"Iron is less reactive than carbon, so carbon can remove the oxygen from iron oxide. The other metals are more reactive than carbon.","difficulty":2,"type":"mcq","options":["Aluminium","Iron","Sodium","Magnesium"],"correctIndex":1},{"id":"reactivity-of-metals-mcq-5","subTopicId":"reactivity-of-metals","prompt":"Why is aluminium extracted by electrolysis rather than by heating with carbon?","explanation":"Carbon can only reduce oxides of metals less reactive than itself. Electrolysis works for more reactive metals, but uses a lot of energy.","difficulty":3,"type":"mcq","options":["Aluminium is more reactive than carbon","Aluminium reacts with carbon","Aluminium is less reactive than carbon","Electrolysis uses less energy"],"correctIndex":0},{"id":"reactivity-of-metals-mcq-6","subTopicId":"reactivity-of-metals","prompt":"Metal X displaces copper from copper sulfate solution but does not displace zinc from zinc sulfate solution. Where is X in the reactivity series?","explanation":"X is more reactive than copper (it displaces it) but less reactive than zinc (it can't displace it). Iron is an example.","difficulty":3,"type":"mcq","options":["Above zinc","Below copper","Between zinc and copper","Above potassium"],"correctIndex":2},{"id":"reactivity-of-metals-multi-1","subTopicId":"reactivity-of-metals","prompt":"Which of these mixtures will react?","explanation":"A metal only displaces a less reactive metal. Copper is less reactive than zinc, and iron is less reactive than magnesium, so those don't react.","difficulty":2,"type":"multi","options":["Zinc and copper sulfate solution","Magnesium and iron sulfate solution","Copper and zinc sulfate solution","Iron and magnesium sulfate solution"],"correctIndices":[0,1]},{"id":"reactivity-of-metals-multi-2","subTopicId":"reactivity-of-metals","prompt":"In 2Fe₂O₃ + 3C → 4Fe + 3CO₂, which statements are true?","explanation":"Iron oxide loses its oxygen (reduction), and carbon gains oxygen to form CO₂ (oxidation). Both happen together.","difficulty":3,"type":"multi","options":["Iron oxide is reduced","Carbon is oxidised","Carbon is reduced","Iron is oxidised"],"correctIndices":[0,1]},{"id":"redox-and-ionic-equations-mcq-1","subTopicId":"redox-and-ionic-equations","prompt":"In terms of oxygen, what is oxidation?","explanation":"Oxidation is gain of oxygen, and reduction is loss of oxygen. At Higher tier, oxidation is also loss of electrons.","difficulty":1,"type":"mcq","options":["Gain of oxygen","Loss of oxygen","Gain of hydrogen","Loss of electrons only"],"correctIndex":0},{"id":"redox-and-ionic-equations-mcq-2","subTopicId":"redox-and-ionic-equations","prompt":"In CuO + H₂ → Cu + H₂O, what happens to the copper oxide?","explanation":"Copper oxide loses its oxygen to become copper, so it is reduced. The hydrogen gains oxygen, so it is oxidised.","difficulty":1,"type":"mcq","options":["It is oxidised","It is neutralised","Nothing happens to it","It is reduced"],"correctIndex":3},{"id":"redox-and-ionic-equations-mcq-3","subTopicId":"redox-and-ionic-equations","prompt":"According to OIL RIG, what is oxidation?","explanation":"OIL RIG: Oxidation Is Loss of electrons, Reduction Is Gain of electrons.","difficulty":2,"higherTier":true,"type":"mcq","options":["Gain of electrons","Loss of electrons","Loss of protons","Gain of protons"],"correctIndex":1},{"id":"redox-and-ionic-equations-mcq-4","subTopicId":"redox-and-ionic-equations","prompt":"What is the ionic equation for Mg + CuSO₄ → MgSO₄ + Cu?","explanation":"The sulfate ions don't change, so they are left out. Magnesium atoms become ions and copper ions become atoms.","difficulty":2,"higherTier":true,"type":"mcq","options":["Mg + SO₄²⁻ → MgSO₄","Mg²⁺ + Cu → Mg + Cu²⁺","Mg + Cu²⁺ → Mg²⁺ + Cu","Mg + Cu → Mg²⁺ + Cu²⁺"],"correctIndex":2},{"id":"redox-and-ionic-equations-mcq-5","subTopicId":"redox-and-ionic-equations","prompt":"Which half equation shows zinc being oxidised?","explanation":"Oxidation is loss of electrons, so the electrons appear on the right. Zinc forms 2+ ions, so it loses 2 electrons.","difficulty":3,"higherTier":true,"type":"mcq","options":["Zn → Zn²⁺ + 2e⁻","Zn + 2e⁻ → Zn²⁺","Zn²⁺ + 2e⁻ → Zn","Zn → Zn⁺ + e⁻"],"correctIndex":0},{"id":"redox-and-ionic-equations-mcq-6","subTopicId":"redox-and-ionic-equations","prompt":"In Zn + 2HCl → ZnCl₂ + H₂, which ions are spectator ions?","explanation":"The chloride ions are in the acid and in the zinc chloride solution unchanged, so they are spectators. The ionic equation is Zn + 2H⁺ → Zn²⁺ + H₂.","difficulty":3,"higherTier":true,"type":"mcq","options":["Hydrogen ions","Zinc ions","Hydroxide ions","Chloride ions"],"correctIndex":3},{"id":"redox-and-ionic-equations-multi-1","subTopicId":"redox-and-ionic-equations","prompt":"In Fe + Cu²⁺ → Fe²⁺ + Cu, which statements are true?","explanation":"Iron atoms lose 2 electrons to form Fe²⁺ (oxidation); copper ions gain those 2 electrons to form Cu (reduction).","difficulty":2,"higherTier":true,"type":"multi","options":["Iron is oxidised","Copper ions are reduced","Iron gains electrons","Copper ions lose electrons"],"correctIndices":[0,1]},{"id":"redox-and-ionic-equations-multi-2","subTopicId":"redox-and-ionic-equations","prompt":"Which of these half equations are reductions?","explanation":"Reduction is gain of electrons, so the electrons are on the left. In the other two, electrons are lost (on the right), so they are oxidations.","difficulty":3,"higherTier":true,"type":"multi","options":["Cu²⁺ + 2e⁻ → Cu","2H⁺ + 2e⁻ → H₂","Mg → Mg²⁺ + 2e⁻","2Cl⁻ → Cl₂ + 2e⁻"],"correctIndices":[0,1]},{"id":"reactions-of-acids-mcq-1","subTopicId":"reactions-of-acids","prompt":"What are the products when an acid reacts with a metal?","explanation":"Only metals above hydrogen in the reactivity series react, e.g. Mg + 2HCl → MgCl₂ + H₂.","difficulty":1,"type":"mcq","options":["A salt and water","A salt and hydrogen","A salt, water and carbon dioxide","A metal oxide and hydrogen"],"correctIndex":1},{"id":"reactions-of-acids-mcq-2","subTopicId":"reactions-of-acids","prompt":"What type of salt does hydrochloric acid make?","explanation":"Hydrochloric acid makes chlorides, sulfuric acid makes sulfates and nitric acid makes nitrates.","difficulty":1,"type":"mcq","options":["A sulfate","A nitrate","A carbonate","A chloride"],"correctIndex":3},{"id":"reactions-of-acids-mcq-3","subTopicId":"reactions-of-acids","prompt":"What are the products when copper oxide reacts with sulfuric acid?","explanation":"Acid + metal oxide → salt + water: CuO + H₂SO₄ → CuSO₄ + H₂O.","difficulty":2,"type":"mcq","options":["Copper sulfate and water","Copper sulfate and hydrogen","Copper and sulfuric acid","Copper hydroxide and water"],"correctIndex":0},{"id":"reactions-of-acids-mcq-4","subTopicId":"reactions-of-acids","prompt":"An acid reacts with a metal carbonate. Which gas is made, and how is it tested?","explanation":"Acid + metal carbonate → salt + water + carbon dioxide. Carbon dioxide turns limewater milky.","difficulty":2,"type":"mcq","options":["Hydrogen; it burns with a squeaky pop","Oxygen; it relights a glowing splint","Carbon dioxide; it turns limewater milky","Carbon dioxide; it burns with a squeaky pop"],"correctIndex":2},{"id":"reactions-of-acids-mcq-5","subTopicId":"reactions-of-acids","prompt":"What is the formula of magnesium nitrate? (Ions: Mg²⁺ and NO₃⁻)","explanation":"The charges must cancel: one Mg²⁺ needs two NO₃⁻ ions. Brackets show there are two whole nitrate ions.","difficulty":3,"type":"mcq","options":["MgNO₃","Mg(NO₃)₂","Mg₂NO₃","Mg(NO₃)₃"],"correctIndex":1},{"id":"reactions-of-acids-mcq-6","subTopicId":"reactions-of-acids","prompt":"Which equation for calcium carbonate reacting with hydrochloric acid is correctly balanced?","explanation":"Check each atom: 1 Ca, 1 C, 3 O, 2 H and 2 Cl on each side of CaCO₃ + 2HCl → CaCl₂ + H₂O + CO₂.","difficulty":3,"type":"mcq","options":["CaCO₃ + HCl → CaCl₂ + H₂O + CO₂","CaCO₃ + 2HCl → CaCl₂ + 2H₂O + CO₂","2CaCO₃ + 2HCl → CaCl₂ + H₂O + 2CO₂","CaCO₃ + 2HCl → CaCl₂ + H₂O + CO₂"],"correctIndex":3},{"id":"reactions-of-acids-multi-1","subTopicId":"reactions-of-acids","prompt":"Which of these are bases?","explanation":"Bases neutralise acids. Metal oxides and hydroxides are bases. Sodium chloride is a salt.","difficulty":2,"type":"multi","options":["Copper oxide","Sodium hydroxide","Sulfuric acid","Sodium chloride"],"correctIndices":[0,1]},{"id":"reactions-of-acids-multi-2","subTopicId":"reactions-of-acids","prompt":"Zinc reacts with dilute sulfuric acid. Which statements are true?","explanation":"Acid + metal → salt + hydrogen: Zn + H₂SO₄ → ZnSO₄ + H₂. The hydrogen gas causes fizzing. Water is made with oxides, hydroxides and carbonates.","difficulty":3,"type":"multi","options":["Zinc sulfate is made","Hydrogen is made","You would see fizzing","Water is made"],"correctIndices":[0,1,2]},{"id":"making-soluble-salts-mcq-1","subTopicId":"making-soluble-salts","prompt":"When making copper sulfate crystals, why is the copper oxide added in excess?","explanation":"If there's leftover solid, all the acid has been used up. The excess solid is then filtered off, leaving only salt solution.","difficulty":1,"type":"mcq","options":["To make sure all the acid reacts","To make the reaction faster","To make bigger crystals","Because copper oxide is a catalyst"],"correctIndex":0},{"id":"making-soluble-salts-mcq-2","subTopicId":"making-soluble-salts","prompt":"How is the excess copper oxide removed?","explanation":"Copper oxide is insoluble, so it stays on the filter paper while the copper sulfate solution passes through.","difficulty":1,"type":"mcq","options":["Evaporation","Distillation","Chromatography","Filtration"],"correctIndex":3},{"id":"making-soluble-salts-mcq-3","subTopicId":"making-soluble-salts","prompt":"Which salt is made from copper oxide and sulfuric acid?","explanation":"Sulfuric acid makes sulfates: CuO + H₂SO₄ → CuSO₄ + H₂O.","difficulty":2,"type":"mcq","options":["Copper chloride","Copper sulfate","Copper nitrate","Copper sulfide"],"correctIndex":1},{"id":"making-soluble-salts-mcq-4","subTopicId":"making-soluble-salts","prompt":"How can you tell that the copper oxide is in excess?","explanation":"Copper oxide is black. Once the acid is used up, extra copper oxide has nothing to react with, so it stays as a solid.","difficulty":2,"type":"mcq","options":["The solution turns colourless","The solution starts to fizz","Some black solid stays undissolved, however much you stir","Crystals start to form"],"correctIndex":2},{"id":"making-soluble-salts-mcq-5","subTopicId":"making-soluble-salts","prompt":"Why is the solution heated gently, over a water bath, rather than boiled to dryness?","explanation":"Heating to dryness can make hot solution spit out and can break down some salts. Gentle heating, then cooling, gives good crystals.","difficulty":3,"type":"mcq","options":["Gentle heating stops the solution spitting and lets crystals form","Boiling would turn the copper sulfate into copper","Water baths make the reaction faster","Copper sulfate only dissolves in boiling water"],"correctIndex":0},{"id":"making-soluble-salts-mcq-6","subTopicId":"making-soluble-salts","prompt":"Which pair of substances could you react to make zinc chloride?","explanation":"The metal comes from the zinc compound and \"chloride\" comes from hydrochloric acid. Sulfuric acid would make zinc sulfate.","difficulty":3,"type":"mcq","options":["Zinc oxide and sulfuric acid","Zinc oxide and hydrochloric acid","Zinc carbonate and sulfuric acid","Copper oxide and hydrochloric acid"],"correctIndex":1},{"id":"making-soluble-salts-multi-1","subTopicId":"making-soluble-salts","prompt":"Which of these could react with sulfuric acid to make copper sulfate?","explanation":"Copper oxide, carbonate and hydroxide all react with acids. Copper metal is below hydrogen in the reactivity series, so it doesn't react with dilute acid.","difficulty":2,"type":"multi","options":["Copper oxide","Copper carbonate","Copper hydroxide","Copper metal"],"correctIndices":[0,1,2]},{"id":"making-soluble-salts-multi-2","subTopicId":"making-soluble-salts","prompt":"Which are sensible safety precautions when making copper sulfate crystals?","explanation":"Sulfuric acid is an irritant and copper compounds are harmful. Never taste chemicals, and heating to dryness can make the solution spit.","difficulty":3,"type":"multi","options":["Wear eye protection","Warm the acid gently rather than boiling it","Heat the solution until it is completely dry","Taste a crystal to check it's copper sulfate"],"correctIndices":[0,1]},{"id":"ph-neutralisation-and-strong-and-weak-acids-mcq-1","subTopicId":"ph-neutralisation-and-strong-and-weak-acids","prompt":"What is the pH of a neutral solution?","explanation":"Below 7 is acidic, 7 is neutral and above 7 is alkaline.","difficulty":1,"type":"mcq","options":["0","1","7","14"],"correctIndex":2},{"id":"ph-neutralisation-and-strong-and-weak-acids-mcq-2","subTopicId":"ph-neutralisation-and-strong-and-weak-acids","prompt":"What colour is phenolphthalein in an alkali?","explanation":"Phenolphthalein is colourless in acid and pink in alkali.","difficulty":1,"type":"mcq","options":["Pink","Colourless","Red","Yellow"],"correctIndex":0},{"id":"ph-neutralisation-and-strong-and-weak-acids-mcq-3","subTopicId":"ph-neutralisation-and-strong-and-weak-acids","prompt":"Which equation shows what happens in every neutralisation of an acid by an alkali?","explanation":"Hydrogen ions from the acid react with hydroxide ions from the alkali to make water.","difficulty":2,"type":"mcq","options":["H⁺(aq) + Cl⁻(aq) → HCl(aq)","Na⁺(aq) + OH⁻(aq) → NaOH(aq)","2H⁺(aq) → H₂(g)","H⁺(aq) + OH⁻(aq) → H₂O(l)"],"correctIndex":3},{"id":"ph-neutralisation-and-strong-and-weak-acids-mcq-4","subTopicId":"ph-neutralisation-and-strong-and-weak-acids","prompt":"A solution has a pH of 2. What does this tell you?","explanation":"The lower the pH, the more acidic the solution. pH 2 is very acidic.","difficulty":2,"type":"mcq","options":["It is weakly acidic","It is strongly acidic","It is neutral","It is strongly alkaline"],"correctIndex":1},{"id":"ph-neutralisation-and-strong-and-weak-acids-mcq-5","subTopicId":"ph-neutralisation-and-strong-and-weak-acids","prompt":"What is a strong acid?","explanation":"\"Strong\" is about how much the acid ionises, not how much is dissolved. Hydrochloric, nitric and sulfuric acids are strong.","difficulty":3,"higherTier":true,"type":"mcq","options":["An acid that is completely ionised in water","An acid with a high concentration","An acid that is only partially ionised in water","An acid that has a pH of 7"],"correctIndex":0},{"id":"ph-neutralisation-and-strong-and-weak-acids-mcq-6","subTopicId":"ph-neutralisation-and-strong-and-weak-acids","prompt":"How does the H⁺ concentration of a pH 3 solution compare with a pH 5 solution?","explanation":"Each drop of 1 pH unit means 10 times more H⁺ ions. From pH 5 to pH 3 is two units: 10 × 10 = 100 times.","difficulty":3,"higherTier":true,"type":"mcq","options":["It is 100 times greater","It is 2 times greater","It is 20 times greater","It is 1000 times greater"],"correctIndex":0},{"id":"ph-neutralisation-and-strong-and-weak-acids-multi-1","subTopicId":"ph-neutralisation-and-strong-and-weak-acids","prompt":"Which of these are strong acids?","explanation":"Hydrochloric, sulfuric and nitric acids are completely ionised in water. Ethanoic acid is only partially ionised, so it is weak.","difficulty":2,"higherTier":true,"type":"multi","options":["Hydrochloric acid","Sulfuric acid","Nitric acid","Ethanoic acid"],"correctIndices":[0,1,2]},{"id":"ph-neutralisation-and-strong-and-weak-acids-multi-2","subTopicId":"ph-neutralisation-and-strong-and-weak-acids","prompt":"Hydrochloric acid and ethanoic acid are compared at the same concentration. Which statements are true?","explanation":"Hydrochloric acid is strong (fully ionised) and ethanoic acid is weak (partly ionised), so hydrochloric acid releases more H⁺ ions and has a lower pH.","difficulty":3,"higherTier":true,"type":"multi","options":["Hydrochloric acid has the lower pH","Hydrochloric acid has more H⁺ ions","Ethanoic acid is completely ionised","Ethanoic acid is the stronger acid"],"correctIndices":[0,1]},{"id":"titrations-mcq-1","subTopicId":"titrations","prompt":"In a titration, which piece of apparatus adds the acid gradually and measures the volume added?","explanation":"A burette has a tap and a scale, so you can add drops at a time and read the exact volume used.","difficulty":1,"type":"mcq","options":["A pipette","A measuring cylinder","A conical flask","A burette"],"correctIndex":3},{"id":"titrations-mcq-2","subTopicId":"titrations","prompt":"Which piece of apparatus measures exactly 25.0 cm³ of alkali into the flask?","explanation":"A pipette (with a pipette filler) delivers one fixed volume very accurately.","difficulty":1,"type":"mcq","options":["A burette","A pipette","A beaker","A measuring cylinder"],"correctIndex":1},{"id":"titrations-mcq-3","subTopicId":"titrations","prompt":"What is the end point of a titration?","explanation":"At the end point, just enough acid has been added to neutralise the alkali. The indicator changes colour permanently.","difficulty":2,"type":"mcq","options":["When the indicator changes colour, showing the acid and alkali have exactly reacted","When the burette is empty","When the solution starts to boil","When the first drop of acid is added"],"correctIndex":0},{"id":"titrations-mcq-4","subTopicId":"titrations","prompt":"What are concordant results in a titration?","explanation":"Repeat until you have concordant titres, then take their mean. The rough titre isn't used in the mean.","difficulty":2,"type":"mcq","options":["Titres that are exactly the same","Titres within 1.0 cm³ of each other","Titres within 0.10 cm³ of each other","The first rough titre"],"correctIndex":2},{"id":"titrations-mcq-5","subTopicId":"titrations","prompt":"25.0 cm³ of sodium hydroxide is neutralised by 20.0 cm³ of 0.100 mol/dm³ hydrochloric acid (NaOH + HCl → NaCl + H₂O). What is the concentration of the sodium hydroxide?","explanation":"Moles of HCl = 0.100 × 0.0200 = 0.00200 mol. Ratio 1 : 1, so 0.00200 mol of NaOH. Concentration = 0.00200 ÷ 0.0250 = 0.080 mol/dm³.","difficulty":3,"higherTier":true,"type":"mcq","options":["0.125 mol/dm³","0.0020 mol/dm³","0.160 mol/dm³","0.080 mol/dm³"],"correctIndex":3},{"id":"titrations-mcq-6","subTopicId":"titrations","prompt":"25.0 cm³ of sodium hydroxide is neutralised by 20.0 cm³ of 0.100 mol/dm³ sulfuric acid (2NaOH + H₂SO₄ → Na₂SO₄ + 2H₂O). What is the concentration of the sodium hydroxide?","explanation":"Moles of H₂SO₄ = 0.100 × 0.0200 = 0.00200 mol. Ratio NaOH : H₂SO₄ = 2 : 1, so 0.00400 mol of NaOH. Concentration = 0.00400 ÷ 0.0250 = 0.160 mol/dm³.","difficulty":3,"higherTier":true,"type":"mcq","options":["0.080 mol/dm³","0.160 mol/dm³","0.040 mol/dm³","0.320 mol/dm³"],"correctIndex":1},{"id":"titrations-multi-1","subTopicId":"titrations","prompt":"Which of these help make a titration accurate?","explanation":"Read the burette at the bottom of the meniscus, at eye level. The white tile makes the colour change easy to see.","difficulty":2,"type":"multi","options":["Standing the flask on a white tile","Swirling the flask as the acid is added","Adding the acid drop by drop near the end point","Reading the burette at the top of the meniscus"],"correctIndices":[0,1,2]},{"id":"titrations-multi-2","subTopicId":"titrations","prompt":"A student's titres are 24.20, 23.80, 24.25 and 24.15 cm³. Which are concordant?","explanation":"24.15, 24.20 and 24.25 cm³ are all within 0.10 cm³ of each other. 23.80 cm³ is too far from the rest, so it is left out of the mean.","difficulty":3,"type":"multi","options":["24.20 cm³","23.80 cm³","24.25 cm³","24.15 cm³"],"correctIndices":[0,2,3]},{"id":"titrations-generated-1","subTopicId":"titrations","type":"generated","generator":"titrationConcentration","difficulty":3,"higherTier":true},{"id":"electrolysis-of-molten-compounds-mcq-1","subTopicId":"electrolysis-of-molten-compounds","prompt":"What is the cathode?","explanation":"Positive ions are attracted to the negative cathode. The positive electrode is the anode.","difficulty":1,"type":"mcq","options":["The positive electrode","The negative electrode","The electrolyte","The power supply"],"correctIndex":1},{"id":"electrolysis-of-molten-compounds-mcq-2","subTopicId":"electrolysis-of-molten-compounds","prompt":"Why must an ionic compound be molten or dissolved for electrolysis?","explanation":"In a solid the ions are fixed in place. Melted or dissolved, they can move to the electrodes.","difficulty":1,"type":"mcq","options":["So its electrons are free to move","So it becomes covalent","So it can reach a high enough temperature","So its ions are free to move"],"correctIndex":3},{"id":"electrolysis-of-molten-compounds-mcq-3","subTopicId":"electrolysis-of-molten-compounds","prompt":"What forms at each electrode when molten lead bromide is electrolysed?","explanation":"Positive lead ions go to the negative cathode and form lead; negative bromide ions go to the positive anode and form bromine.","difficulty":2,"type":"mcq","options":["Lead at the cathode; bromine at the anode","Bromine at the cathode; lead at the anode","Hydrogen at the cathode; bromine at the anode","Lead at the cathode; oxygen at the anode"],"correctIndex":0},{"id":"electrolysis-of-molten-compounds-mcq-4","subTopicId":"electrolysis-of-molten-compounds","prompt":"Why is aluminium oxide dissolved in molten cryolite before electrolysis?","explanation":"Aluminium oxide melts at over 2000 °C. Dissolving it in cryolite means a much lower temperature can be used, saving energy and money.","difficulty":2,"type":"mcq","options":["It makes the aluminium purer","It stops the anodes burning away","It lowers the melting point, so less energy is needed","It turns the aluminium oxide into a covalent compound"],"correctIndex":2},{"id":"electrolysis-of-molten-compounds-mcq-5","subTopicId":"electrolysis-of-molten-compounds","prompt":"Why do the carbon anodes have to be replaced regularly in aluminium extraction?","explanation":"The hot oxygen reacts with the graphite anodes (C + O₂ → CO₂), so they gradually burn away.","difficulty":3,"type":"mcq","options":["Aluminium sticks to them","Oxygen made at the anode reacts with the carbon to form carbon dioxide","They melt in the cryolite","They are reduced to carbon monoxide by the aluminium"],"correctIndex":1},{"id":"electrolysis-of-molten-compounds-mcq-6","subTopicId":"electrolysis-of-molten-compounds","prompt":"Which half equation happens at the cathode when molten lead bromide is electrolysed?","explanation":"Lead ions gain electrons at the cathode, so they are reduced. Bromide ions lose electrons at the anode.","difficulty":3,"higherTier":true,"type":"mcq","options":["Pb²⁺ + 2e⁻ → Pb","Pb → Pb²⁺ + 2e⁻","2Br⁻ → Br₂ + 2e⁻","Pb²⁺ → Pb + 2e⁻"],"correctIndex":0},{"id":"electrolysis-of-molten-compounds-multi-1","subTopicId":"electrolysis-of-molten-compounds","prompt":"Which of these can be electrolysed?","explanation":"The ions must be free to move, so the compound must be melted or dissolved.","difficulty":2,"type":"multi","options":["Molten sodium chloride","Molten lead bromide","Solid sodium chloride","Solid lead bromide"],"correctIndices":[0,1]},{"id":"electrolysis-of-molten-compounds-multi-2","subTopicId":"electrolysis-of-molten-compounds","prompt":"Which statements about extracting aluminium are true?","explanation":"Aluminium oxide melts at over 2000 °C, and the process uses large amounts of electricity, which makes aluminium expensive.","difficulty":3,"type":"multi","options":["Aluminium forms at the cathode","Oxygen forms at the anode","Aluminium oxide melts at about 500 °C","The process uses very little electricity"],"correctIndices":[0,1]},{"id":"electrolysis-of-aqueous-solutions-mcq-1","subTopicId":"electrolysis-of-aqueous-solutions","prompt":"What forms at each electrode when sodium chloride solution is electrolysed?","explanation":"Sodium is more reactive than hydrogen, so hydrogen forms at the cathode. Chloride ions are present, so chlorine forms at the anode.","difficulty":1,"type":"mcq","options":["Hydrogen at the cathode; chlorine at the anode","Sodium at the cathode; chlorine at the anode","Hydrogen at the cathode; oxygen at the anode","Sodium at the cathode; oxygen at the anode"],"correctIndex":0},{"id":"electrolysis-of-aqueous-solutions-mcq-2","subTopicId":"electrolysis-of-aqueous-solutions","prompt":"What forms at each electrode when copper(II) sulfate solution is electrolysed?","explanation":"Copper is less reactive than hydrogen, so copper forms. There are no halide ions, so oxygen forms at the anode.","difficulty":2,"type":"mcq","options":["Hydrogen at the cathode; oxygen at the anode","Copper at the cathode; sulfur at the anode","Copper at the cathode; oxygen at the anode","Hydrogen at the cathode; sulfur dioxide at the anode"],"correctIndex":2},{"id":"electrolysis-of-aqueous-solutions-mcq-3","subTopicId":"electrolysis-of-aqueous-solutions","prompt":"What forms at each electrode when potassium bromide solution is electrolysed?","explanation":"Potassium is more reactive than hydrogen, so hydrogen forms. Bromide is a halide ion, so bromine forms at the anode.","difficulty":2,"type":"mcq","options":["Potassium at the cathode; bromine at the anode","Hydrogen at the cathode; oxygen at the anode","Potassium at the cathode; oxygen at the anode","Hydrogen at the cathode; bromine at the anode"],"correctIndex":3},{"id":"electrolysis-of-aqueous-solutions-mcq-4","subTopicId":"electrolysis-of-aqueous-solutions","prompt":"What forms at each electrode when sodium sulfate solution is electrolysed?","explanation":"Sodium is more reactive than hydrogen, so hydrogen forms. Sulfate isn't a halide, so oxygen forms at the anode.","difficulty":2,"type":"mcq","options":["Sodium at the cathode; oxygen at the anode","Hydrogen at the cathode; oxygen at the anode","Hydrogen at the cathode; sulfur at the anode","Sodium at the cathode; sulfur at the anode"],"correctIndex":1},{"id":"electrolysis-of-aqueous-solutions-mcq-5","subTopicId":"electrolysis-of-aqueous-solutions","prompt":"What forms at each electrode when copper(II) chloride solution is electrolysed?","explanation":"Copper is less reactive than hydrogen, so copper forms at the cathode, and chloride is a halide, so chlorine forms at the anode.","difficulty":3,"type":"mcq","options":["Copper at the cathode; chlorine at the anode","Hydrogen at the cathode; chlorine at the anode","Copper at the cathode; oxygen at the anode","Chlorine at the cathode; copper at the anode"],"correctIndex":0},{"id":"electrolysis-of-aqueous-solutions-mcq-6","subTopicId":"electrolysis-of-aqueous-solutions","prompt":"Which half equation shows oxygen forming at the anode?","explanation":"At the anode ions lose electrons (oxidation), so the electrons are on the right. Hydroxide ions from the water form oxygen and water.","difficulty":3,"higherTier":true,"type":"mcq","options":["4OH⁻ + 4e⁻ → O₂ + 2H₂O","O₂ + 2H₂O + 4e⁻ → 4OH⁻","4OH⁻ → O₂ + 2H₂O + 4e⁻","2H⁺ + 2e⁻ → H₂"],"correctIndex":2},{"id":"electrolysis-of-aqueous-solutions-multi-1","subTopicId":"electrolysis-of-aqueous-solutions","prompt":"In which of these solutions does hydrogen form at the cathode?","explanation":"Hydrogen forms when the metal is more reactive than hydrogen, like sodium and potassium. Copper and silver are less reactive, so they form instead.","difficulty":2,"type":"multi","options":["Sodium chloride","Potassium nitrate","Copper(II) sulfate","Silver nitrate"],"correctIndices":[0,1]},{"id":"electrolysis-of-aqueous-solutions-multi-2","subTopicId":"electrolysis-of-aqueous-solutions","prompt":"Which of these half equations happen at the cathode?","explanation":"Reduction (gain of electrons) happens at the cathode. Oxidation (loss of electrons) happens at the anode.","difficulty":3,"higherTier":true,"type":"multi","options":["2H⁺ + 2e⁻ → H₂","Cu²⁺ + 2e⁻ → Cu","2Cl⁻ → Cl₂ + 2e⁻","4OH⁻ → O₂ + 2H₂O + 4e⁻"],"correctIndices":[0,1]}]},{"id":"c5","subjectId":"chemistry","code":"C5","title":"Energy Changes","description":"Why some reactions give out heat and others take it in, and how cells and fuel cells turn chemical energy into electricity.","questions":[{"id":"exothermic-and-endothermic-reactions-mcq-1","subTopicId":"exothermic-and-endothermic-reactions","prompt":"What is an exothermic reaction?","explanation":"Exothermic reactions give out energy to the surroundings. Endothermic reactions take it in.","difficulty":1,"type":"mcq","options":["One that takes in energy from the surroundings, so the temperature falls","One that transfers energy to the surroundings, so the temperature rises","One that doesn't involve any energy change","One that only happens when heated"],"correctIndex":1},{"id":"exothermic-and-endothermic-reactions-mcq-2","subTopicId":"exothermic-and-endothermic-reactions","prompt":"Which of these reactions is endothermic?","explanation":"Thermal decomposition needs a continuous supply of energy (heat) to break down a compound. The others give out energy.","difficulty":1,"type":"mcq","options":["Combustion","Respiration","Neutralisation","Thermal decomposition"],"correctIndex":3},{"id":"exothermic-and-endothermic-reactions-mcq-3","subTopicId":"exothermic-and-endothermic-reactions","prompt":"When two solutions are mixed, the temperature falls from 21 °C to 15 °C. What type of reaction is this?","explanation":"The reaction took in energy from its surroundings (the water), so the temperature went down.","difficulty":2,"type":"mcq","options":["Endothermic","Exothermic","Neutralisation","Combustion"],"correctIndex":0},{"id":"exothermic-and-endothermic-reactions-mcq-4","subTopicId":"exothermic-and-endothermic-reactions","prompt":"Which type of reaction is used in a hand warmer?","explanation":"Hand warmers and self-heating cans use exothermic reactions, which release energy as heat.","difficulty":2,"type":"mcq","options":["Endothermic","Thermal decomposition","Exothermic","Electrolysis"],"correctIndex":2},{"id":"exothermic-and-endothermic-reactions-mcq-5","subTopicId":"exothermic-and-endothermic-reactions","prompt":"In the temperature change practical, why is the reaction done in a polystyrene cup with a lid?","explanation":"Polystyrene is a good insulator and the lid cuts heat loss, so the measured temperature change is closer to the true value.","difficulty":3,"type":"mcq","options":["Polystyrene speeds up the reaction","To stop the solution reacting with the air","So the thermometer is easier to read","To reduce energy transfer to or from the surroundings"],"correctIndex":3},{"id":"exothermic-and-endothermic-reactions-mcq-6","subTopicId":"exothermic-and-endothermic-reactions","prompt":"What happens to energy during a chemical reaction?","explanation":"Energy can't be created or destroyed. The total stays the same; reactions just move it between the chemicals and their surroundings.","difficulty":3,"type":"mcq","options":["It is conserved: it is transferred between the chemicals and the surroundings","It is created when bonds form","It is destroyed when bonds break","It is always released to the surroundings"],"correctIndex":0},{"id":"exothermic-and-endothermic-reactions-multi-1","subTopicId":"exothermic-and-endothermic-reactions","prompt":"Which of these reactions are exothermic?","explanation":"Photosynthesis takes in energy from sunlight, so it is endothermic.","difficulty":2,"type":"multi","options":["Combustion","Respiration","Neutralisation","Photosynthesis"],"correctIndices":[0,1,2]},{"id":"exothermic-and-endothermic-reactions-multi-2","subTopicId":"exothermic-and-endothermic-reactions","prompt":"A student adds sodium hydroxide to hydrochloric acid in 5 cm³ portions and records the highest temperature each time. Which should be kept the same?","explanation":"The volume of alkali added is what the student changes (the independent variable). Everything else must stay the same for a fair test.","difficulty":3,"type":"multi","options":["The volume of acid","The concentration of the acid","The type of cup","The total volume of alkali added"],"correctIndices":[0,1,2]},{"id":"reaction-profiles-mcq-1","subTopicId":"reaction-profiles","prompt":"What is activation energy?","explanation":"Particles must collide with at least the activation energy for a reaction to happen.","difficulty":1,"type":"mcq","options":["The energy released by a reaction","The energy of the products","The minimum energy colliding particles need to react","The energy needed to melt the reactants"],"correctIndex":2},{"id":"reaction-profiles-mcq-2","subTopicId":"reaction-profiles","prompt":"On the reaction profile for an exothermic reaction, where are the products?","explanation":"Energy is released to the surroundings, so the products end up with less energy than the reactants.","difficulty":1,"type":"mcq","options":["Lower in energy than the reactants","Higher in energy than the reactants","At the same energy as the reactants","At the top of the peak"],"correctIndex":0},{"id":"reaction-profiles-mcq-3","subTopicId":"reaction-profiles","prompt":"On a reaction profile, how is the activation energy shown?","explanation":"Activation energy is the energy the reactants need to get over the peak. The reactant–product difference is the overall energy change.","difficulty":2,"type":"mcq","options":["As the height from the products up to the peak","As the difference between reactants and products","As the total height of the graph","As the height from the reactants up to the peak"],"correctIndex":3},{"id":"reaction-profiles-mcq-4","subTopicId":"reaction-profiles","prompt":"On a reaction profile, what is the overall energy change?","explanation":"The overall energy change shows how much energy is released (exothermic) or taken in (endothermic).","difficulty":2,"type":"mcq","options":["The height of the peak above the products","The difference in energy between the reactants and the products","The height of the peak above the reactants","The energy of the products"],"correctIndex":1},{"id":"reaction-profiles-mcq-5","subTopicId":"reaction-profiles","prompt":"How does adding a catalyst change a reaction profile?","explanation":"A catalyst gives a pathway with a lower activation energy. The energy of the reactants and products doesn't change.","difficulty":3,"type":"mcq","options":["The products are lower, so more energy is released","The peak is higher","The peak is lower, but the overall energy change stays the same","The reactants are higher"],"correctIndex":2},{"id":"reaction-profiles-mcq-6","subTopicId":"reaction-profiles","prompt":"On the reaction profile for an endothermic reaction, which way does the overall energy change arrow point?","explanation":"In an endothermic reaction energy is taken in, so the products end up higher in energy than the reactants.","difficulty":3,"type":"mcq","options":["Down, because the products have less energy than the reactants","Up, because the products have more energy than the reactants","Up, because the products have less energy than the reactants","There is no arrow, because no energy changes"],"correctIndex":1},{"id":"reaction-profiles-multi-1","subTopicId":"reaction-profiles","prompt":"Which are features of the reaction profile for an endothermic reaction?","explanation":"Every reaction needs activation energy, so every profile has a peak. In an endothermic reaction energy is taken in, so the products are higher.","difficulty":2,"type":"multi","options":["The products are above the reactants","There is a peak (activation energy)","Energy is released to the surroundings","The overall energy change arrow points down"],"correctIndices":[0,1]},{"id":"reaction-profiles-multi-2","subTopicId":"reaction-profiles","prompt":"When a catalyst is added, which of these stay the same on the reaction profile?","explanation":"A catalyst only lowers the activation energy. The reactants and products are the same substances, so their energies don't change.","difficulty":3,"type":"multi","options":["The energy of the reactants","The energy of the products","The overall energy change","The activation energy"],"correctIndices":[0,1,2]},{"id":"bond-energies-mcq-1","subTopicId":"bond-energies","prompt":"What happens when bonds are broken?","explanation":"Breaking bonds is always endothermic: energy must be supplied to pull atoms apart.","difficulty":1,"higherTier":true,"type":"mcq","options":["Energy is taken in","Energy is released","No energy change happens","New bonds form at the same time"],"correctIndex":0},{"id":"bond-energies-mcq-2","subTopicId":"bond-energies","prompt":"What happens when new bonds are made?","explanation":"Making bonds is always exothermic.","difficulty":1,"higherTier":true,"type":"mcq","options":["Energy is taken in","No energy change happens","Atoms are destroyed","Energy is released"],"correctIndex":3},{"id":"bond-energies-mcq-3","subTopicId":"bond-energies","prompt":"How is the overall energy change calculated from bond energies?","explanation":"Bonds broken − bonds made. A negative answer means more energy was released than taken in.","difficulty":2,"higherTier":true,"type":"mcq","options":["Energy released making bonds − energy taken in breaking bonds","Energy taken in breaking bonds + energy released making bonds","Energy taken in breaking bonds − energy released making bonds","Energy released making bonds ÷ energy taken in breaking bonds"],"correctIndex":2},{"id":"bond-energies-mcq-4","subTopicId":"bond-energies","prompt":"A bond energy calculation gives an energy change of −92 kJ/mol. What does this tell you?","explanation":"A negative energy change means more energy was released making bonds than was taken in breaking them, so the reaction is exothermic.","difficulty":2,"higherTier":true,"type":"mcq","options":["The reaction is endothermic","The reaction is exothermic","No bonds were broken","The calculation must be wrong"],"correctIndex":1},{"id":"bond-energies-mcq-5","subTopicId":"bond-energies","prompt":"Calculate the energy change for H₂ + Cl₂ → 2HCl. Bond energies: H–H = 436, Cl–Cl = 242, H–Cl = 431 kJ/mol.","explanation":"Broken: 436 + 242 = 678. Made: 2 × 431 = 862 (two H–Cl bonds). Energy change = 678 − 862 = −184 kJ/mol. Forgetting the 2 gives +247.","difficulty":3,"higherTier":true,"type":"mcq","options":["−184 kJ/mol","+184 kJ/mol","+247 kJ/mol","−431 kJ/mol"],"correctIndex":0},{"id":"bond-energies-mcq-6","subTopicId":"bond-energies","prompt":"Calculate the energy change for 2H₂ + O₂ → 2H₂O. Bond energies: H–H = 436, O=O = 498, O–H = 464 kJ/mol.","explanation":"Broken: 2 × 436 + 498 = 1370. Made: each H₂O has two O–H bonds, so 4 × 464 = 1856. Energy change = 1370 − 1856 = −486 kJ/mol.","difficulty":3,"higherTier":true,"type":"mcq","options":["+442 kJ/mol","+486 kJ/mol","−3226 kJ/mol","−486 kJ/mol"],"correctIndex":3},{"id":"bond-energies-multi-1","subTopicId":"bond-energies","prompt":"Which statements are true for every chemical reaction?","explanation":"This never changes. Whether a reaction is exothermic or endothermic depends on which is bigger.","difficulty":2,"higherTier":true,"type":"multi","options":["Breaking bonds takes in energy","Making bonds releases energy","Breaking bonds releases energy","Making bonds takes in energy"],"correctIndices":[0,1]},{"id":"bond-energies-multi-2","subTopicId":"bond-energies","prompt":"Which statements describe an exothermic reaction?","explanation":"In an exothermic reaction, energy is given out overall, so the energy change is negative and the products are lower in energy.","difficulty":3,"higherTier":true,"type":"multi","options":["More energy is released making bonds than is taken in breaking bonds","The overall energy change is negative","The products have more energy than the reactants","The overall energy change is positive"],"correctIndices":[0,1]},{"id":"bond-energies-generated-1","subTopicId":"bond-energies","type":"generated","generator":"bondEnergyChange","difficulty":3,"higherTier":true},{"id":"chemical-cells-and-fuel-cells-mcq-1","subTopicId":"chemical-cells-and-fuel-cells","prompt":"What does a chemical cell do?","explanation":"Chemical reactions inside the cell produce a voltage that can drive a current.","difficulty":1,"type":"mcq","options":["Turns chemical energy into electrical energy","Turns electrical energy into chemical energy","Stores electrons for later","Makes hydrogen from water"],"correctIndex":0},{"id":"chemical-cells-and-fuel-cells-mcq-2","subTopicId":"chemical-cells-and-fuel-cells","prompt":"What is a battery?","explanation":"Connecting cells in series gives a bigger voltage.","difficulty":1,"type":"mcq","options":["A single cell","A cell that can be recharged","Two or more cells connected in series","A fuel cell"],"correctIndex":2},{"id":"chemical-cells-and-fuel-cells-mcq-3","subTopicId":"chemical-cells-and-fuel-cells","prompt":"Which pair of metals would give the biggest voltage in a simple cell?","explanation":"The bigger the difference in reactivity between the two metals, the bigger the voltage. Magnesium is furthest above copper.","difficulty":2,"type":"mcq","options":["Zinc and copper","Iron and copper","Zinc and iron","Magnesium and copper"],"correctIndex":3},{"id":"chemical-cells-and-fuel-cells-mcq-4","subTopicId":"chemical-cells-and-fuel-cells","prompt":"Why does a non-rechargeable cell eventually stop working?","explanation":"The chemical reaction stops when a reactant runs out, so no more voltage is produced.","difficulty":2,"type":"mcq","options":["The electrons have all been used up","One of the reactants has been used up","The metals have become more reactive","The voltage has become too large"],"correctIndex":1},{"id":"chemical-cells-and-fuel-cells-mcq-5","subTopicId":"chemical-cells-and-fuel-cells","prompt":"What is the only waste product of a hydrogen fuel cell?","explanation":"In a hydrogen fuel cell, hydrogen and oxygen react to make water: 2H₂ + O₂ → 2H₂O.","difficulty":3,"type":"mcq","options":["Water","Carbon dioxide","Hydrogen","Carbon monoxide"],"correctIndex":0},{"id":"chemical-cells-and-fuel-cells-mcq-6","subTopicId":"chemical-cells-and-fuel-cells","prompt":"In a hydrogen fuel cell with an acid electrolyte, which half equation happens at the anode?","explanation":"Hydrogen is oxidised at the anode, so it loses electrons. Oxygen is reduced at the cathode.","difficulty":3,"higherTier":true,"type":"mcq","options":["O₂ + 4H⁺ + 4e⁻ → 2H₂O","2H₂ → 4H⁺ + 4e⁻","2H₂ + 4e⁻ → 4H⁺","4H⁺ → 2H₂ + 4e⁻"],"correctIndex":1},{"id":"chemical-cells-and-fuel-cells-multi-1","subTopicId":"chemical-cells-and-fuel-cells","prompt":"What are advantages of hydrogen fuel cells over rechargeable batteries?","explanation":"Hydrogen is a flammable gas that is hard to store, and it is often made using fossil fuels or electricity.","difficulty":2,"type":"multi","options":["Their only waste product is water","They keep working as long as fuel is supplied","Hydrogen is easy to store","Hydrogen is always made from renewable sources"],"correctIndices":[0,1]},{"id":"chemical-cells-and-fuel-cells-multi-2","subTopicId":"chemical-cells-and-fuel-cells","prompt":"Which statements about a hydrogen fuel cell are true?","explanation":"The hydrogen is oxidised electrochemically, not burned. It loses electrons, and oxygen gains them.","difficulty":3,"higherTier":true,"type":"multi","options":["Hydrogen is oxidised","Oxygen is reduced","Hydrogen is burned to release energy","Oxygen is oxidised"],"correctIndices":[0,1]}]},{"id":"c6","subjectId":"chemistry","code":"C6","title":"The Rate and Extent of Chemical Change","description":"What makes reactions faster or slower, and how reversible reactions reach equilibrium.","questions":[{"id":"measuring-rates-of-reaction-mcq-1","subTopicId":"measuring-rates-of-reaction","prompt":"What is the rate of a reaction?","explanation":"Rate measures how fast the reaction happens, not how much product it makes.","difficulty":1,"type":"mcq","options":["How quickly reactants are used up or products are formed","How much product is made in total","How hot the reaction gets","How long the reaction lasts"],"correctIndex":0},{"id":"measuring-rates-of-reaction-mcq-2","subTopicId":"measuring-rates-of-reaction","prompt":"What unit is used for rate when you measure the volume of gas made?","explanation":"Rate = volume ÷ time, so the unit is cm³ per second. If you measure mass, it is g/s.","difficulty":1,"type":"mcq","options":["g/s","s/cm³","cm³","cm³/s"],"correctIndex":3},{"id":"measuring-rates-of-reaction-mcq-3","subTopicId":"measuring-rates-of-reaction","prompt":"60 cm³ of gas is collected in 30 s. What is the mean rate of reaction?","explanation":"Mean rate = volume ÷ time = 60 ÷ 30 = 2.0 cm³/s.","difficulty":2,"type":"mcq","options":["0.5 cm³/s","1800 cm³/s","2.0 cm³/s","90 cm³/s"],"correctIndex":2},{"id":"measuring-rates-of-reaction-mcq-4","subTopicId":"measuring-rates-of-reaction","prompt":"On a graph of volume of gas against time, what does a steeper line show?","explanation":"The steeper the line, the more product made each second. When the line goes flat, the reaction has finished.","difficulty":2,"type":"mcq","options":["A slower reaction","A faster reaction","That the reaction has finished","That less product is made"],"correctIndex":1},{"id":"measuring-rates-of-reaction-mcq-5","subTopicId":"measuring-rates-of-reaction","prompt":"Marble chips react with hydrochloric acid in an open flask on a balance. Why does the mass go down?","explanation":"CaCO₃ + 2HCl → CaCl₂ + H₂O + CO₂. The CO₂ escapes, so the mass on the balance falls.","difficulty":3,"type":"mcq","options":["Carbon dioxide gas escapes","The marble chips evaporate","Mass is destroyed in the reaction","The acid turns into a gas"],"correctIndex":0},{"id":"measuring-rates-of-reaction-mcq-6","subTopicId":"measuring-rates-of-reaction","prompt":"A tangent is drawn on a curve at 20 s. It rises by 30 cm³ over 15 s. What is the rate at 20 s?","explanation":"Rate = gradient of the tangent = change in y ÷ change in x = 30 ÷ 15 = 2.0 cm³/s.","difficulty":3,"higherTier":true,"type":"mcq","options":["0.5 cm³/s","450 cm³/s","2.0 cm³/s","45 cm³/s"],"correctIndex":2},{"id":"measuring-rates-of-reaction-multi-1","subTopicId":"measuring-rates-of-reaction","prompt":"Which methods can be used to measure the rate of a reaction?","explanation":"Gas volume, mass loss and the time to go cloudy all track how fast a reaction is happening.","difficulty":2,"type":"multi","options":["Collecting the gas in a gas syringe","Measuring the mass lost on a balance","Timing how long a cross takes to disappear","Watching the colour of a flame"],"correctIndices":[0,1,2]},{"id":"measuring-rates-of-reaction-multi-2","subTopicId":"measuring-rates-of-reaction","prompt":"In the disappearing cross experiment with sodium thiosulfate and hydrochloric acid, which statements are true?","explanation":"Timing stops when the cross can no longer be seen through the cloudy solution.","difficulty":3,"type":"multi","options":["A precipitate of sulfur makes the solution cloudy","A shorter time means a faster rate","The total volume is kept the same for each run","Timing stops when the bubbles stop"],"correctIndices":[0,1,2]},{"id":"measuring-rates-of-reaction-generated-1","subTopicId":"measuring-rates-of-reaction","type":"generated","generator":"meanRate","difficulty":2},{"id":"factors-affecting-rate-mcq-1","subTopicId":"factors-affecting-rate","prompt":"According to collision theory, when do particles react?","explanation":"Collisions with too little energy just bounce off. Only collisions with enough energy are successful.","difficulty":1,"type":"mcq","options":["Whenever they collide","When they collide with at least the activation energy","Only when they are heated","When they move apart"],"correctIndex":1},{"id":"factors-affecting-rate-mcq-2","subTopicId":"factors-affecting-rate","prompt":"The same mass of marble is added to acid as one lump or as powder. Which reacts faster?","explanation":"Powder has a much larger surface area to volume ratio, so more particles are exposed to the acid.","difficulty":1,"type":"mcq","options":["The lump","Both react at the same rate","Neither reacts","The powder"],"correctIndex":3},{"id":"factors-affecting-rate-mcq-3","subTopicId":"factors-affecting-rate","prompt":"Why does increasing the concentration of an acid increase the rate of reaction?","explanation":"More particles in the same space means they collide more often, so there are more successful collisions per second.","difficulty":2,"type":"mcq","options":["There are more acid particles in the same volume, so collisions are more frequent","The particles move faster","The activation energy is lower","The particles have more energy"],"correctIndex":0},{"id":"factors-affecting-rate-mcq-4","subTopicId":"factors-affecting-rate","prompt":"Why does increasing the pressure of reacting gases increase the rate?","explanation":"Higher pressure squeezes the same number of particles into a smaller space.","difficulty":2,"type":"mcq","options":["The particles get bigger","The activation energy increases","The gas particles are closer together, so they collide more frequently","The temperature always falls"],"correctIndex":2},{"id":"factors-affecting-rate-mcq-5","subTopicId":"factors-affecting-rate","prompt":"What is the main reason that increasing the temperature increases the rate of reaction?","explanation":"Hotter particles move faster, so they collide more often, but the bigger effect is that more of the collisions have enough energy to be successful.","difficulty":3,"type":"mcq","options":["The activation energy is lowered","A greater proportion of collisions have at least the activation energy","There are more reactant particles","The surface area increases"],"correctIndex":1},{"id":"factors-affecting-rate-mcq-6","subTopicId":"factors-affecting-rate","prompt":"Why does a powder react faster than a lump of the same solid?","explanation":"Only particles on the surface can collide with the other reactant. Breaking a solid up exposes far more of them.","difficulty":3,"type":"mcq","options":["It has a larger surface area to volume ratio, so more particles are exposed and collisions are more frequent","Its particles have more energy","It has a lower activation energy","It contains more particles"],"correctIndex":0},{"id":"factors-affecting-rate-multi-1","subTopicId":"factors-affecting-rate","prompt":"Which of these would increase the rate of a reaction between marble chips and acid?","explanation":"Bigger lumps have a smaller surface area to volume ratio, so they react more slowly.","difficulty":2,"type":"multi","options":["Raising the temperature","Using more concentrated acid","Using smaller marble chips","Using bigger lumps of marble"],"correctIndices":[0,1,2]},{"id":"factors-affecting-rate-multi-2","subTopicId":"factors-affecting-rate","prompt":"Which happen when the temperature of a reaction is raised?","explanation":"Only a catalyst lowers the activation energy. Raising the temperature gives more particles enough energy to reach it.","difficulty":3,"type":"multi","options":["Particles move faster","Particles collide more frequently","A greater proportion of collisions are successful","The activation energy is lowered"],"correctIndices":[0,1,2]},{"id":"catalysts-mcq-1","subTopicId":"catalysts","prompt":"What is a catalyst?","explanation":"Because it isn't used up, a catalyst isn't written as a reactant in the overall equation.","difficulty":1,"type":"mcq","options":["A substance that slows down a reaction","A reactant that is used up quickly","A product of every reaction","A substance that speeds up a reaction without being used up"],"correctIndex":3},{"id":"catalysts-mcq-2","subTopicId":"catalysts","prompt":"What are biological catalysts called?","explanation":"Enzymes are proteins that catalyse reactions in living things, such as fermentation by yeast.","difficulty":1,"type":"mcq","options":["Enzymes","Hormones","Antibodies","Monomers"],"correctIndex":0},{"id":"catalysts-mcq-3","subTopicId":"catalysts","prompt":"How does a catalyst increase the rate of a reaction?","explanation":"With a lower activation energy, more collisions have enough energy to be successful.","difficulty":2,"type":"mcq","options":["It gives the particles more energy","It increases the concentration of the reactants","It provides a different reaction pathway with a lower activation energy","It makes the particles collide more often"],"correctIndex":2},{"id":"catalysts-mcq-4","subTopicId":"catalysts","prompt":"Which catalyst is used in the Haber process to make ammonia?","explanation":"Iron catalyses the Haber process. Nickel is used to hydrogenate vegetable oils, and manganese(IV) oxide decomposes hydrogen peroxide.","difficulty":2,"type":"mcq","options":["Nickel","Iron","Manganese(IV) oxide","Platinum"],"correctIndex":1},{"id":"catalysts-mcq-5","subTopicId":"catalysts","prompt":"How does a catalyst affect the collisions between reactant particles?","explanation":"A catalyst doesn't change how often particles collide. It lowers the activation energy, so more collisions have enough energy.","difficulty":3,"type":"mcq","options":["They collide more often, with the same success rate","They collide less often, but harder","There is no effect on collisions","They collide just as often, but a greater proportion of collisions are successful"],"correctIndex":3},{"id":"catalysts-mcq-6","subTopicId":"catalysts","prompt":"Why do catalysts save industry money?","explanation":"Lower temperatures mean lower fuel costs. Because catalysts aren't used up, only small amounts are needed.","difficulty":3,"type":"mcq","options":["Reactions run fast enough at lower temperatures, saving energy, and the catalyst isn't used up","They increase the yield of every reaction","They replace one of the reactants","They make the products more valuable"],"correctIndex":0},{"id":"catalysts-multi-1","subTopicId":"catalysts","prompt":"Which statements about catalysts are true?","explanation":"A catalyst only lowers the activation energy. It may be written over the arrow, but not as a reactant.","difficulty":2,"type":"multi","options":["They are not used up in the reaction","Different reactions need different catalysts","They change the overall energy change of the reaction","They appear in the overall equation as a reactant"],"correctIndices":[0,1]},{"id":"catalysts-multi-2","subTopicId":"catalysts","prompt":"Manganese(IV) oxide is added to hydrogen peroxide. Which statements are true?","explanation":"2H₂O₂ → 2H₂O + O₂. Manganese(IV) oxide is a catalyst, so it isn't used up and can be filtered off and reused.","difficulty":3,"type":"multi","options":["It speeds up the decomposition of hydrogen peroxide","The same mass of manganese(IV) oxide is left at the end","The products are water and oxygen","The manganese(IV) oxide is used up"],"correctIndices":[0,1,2]},{"id":"reversible-reactions-and-equilibrium-mcq-1","subTopicId":"reversible-reactions-and-equilibrium","prompt":"What does the symbol ⇌ mean in an equation?","explanation":"A reversible reaction can go both ways: reactants form products, and products can react to re-form the reactants.","difficulty":1,"type":"mcq","options":["The reaction is fast","The reaction needs a catalyst","The reaction is reversible","The reaction has finished"],"correctIndex":2},{"id":"reversible-reactions-and-equilibrium-mcq-2","subTopicId":"reversible-reactions-and-equilibrium","prompt":"What happens when blue hydrated copper sulfate is heated?","explanation":"CuSO₄·5H₂O ⇌ CuSO₄ + 5H₂O. Anhydrous copper sulfate is white.","difficulty":1,"type":"mcq","options":["It turns white as the water is driven off","It turns green","It melts into a blue liquid","Nothing happens"],"correctIndex":0},{"id":"reversible-reactions-and-equilibrium-mcq-3","subTopicId":"reversible-reactions-and-equilibrium","prompt":"A reversible reaction is exothermic in the forward direction. What is the reverse reaction?","explanation":"Energy given out one way is taken in the other way, and the amounts are equal.","difficulty":2,"type":"mcq","options":["Exothermic, transferring the same amount of energy","Endothermic, transferring more energy","It has no energy change","Endothermic, transferring the same amount of energy"],"correctIndex":3},{"id":"reversible-reactions-and-equilibrium-mcq-4","subTopicId":"reversible-reactions-and-equilibrium","prompt":"What is dynamic equilibrium?","explanation":"Both reactions keep going, but they cancel each other out, so nothing appears to change.","difficulty":2,"type":"mcq","options":["When both reactions have stopped","When the forward and reverse reactions happen at the same rate","When there are equal amounts of reactants and products","When the forward reaction is faster than the reverse"],"correctIndex":1},{"id":"reversible-reactions-and-equilibrium-mcq-5","subTopicId":"reversible-reactions-and-equilibrium","prompt":"What is true about the concentrations of substances at equilibrium?","explanation":"Because the forward and reverse rates are equal, the amounts don't change, but there may be much more of one side than the other.","difficulty":3,"type":"mcq","options":["They stay constant, but are not necessarily equal","They are always equal","They keep changing","The products' concentrations are always higher"],"correctIndex":0},{"id":"reversible-reactions-and-equilibrium-mcq-6","subTopicId":"reversible-reactions-and-equilibrium","prompt":"Why can a reversible reaction only reach equilibrium in a closed system?","explanation":"If a product escaped (e.g. a gas from an open flask), the reverse reaction couldn't keep up, so equilibrium would never be reached.","difficulty":3,"type":"mcq","options":["Closed systems are always hotter","Catalysts only work in closed systems","Nothing can escape or be added, so the forward and reverse reactions can balance","Closed systems stop the reactions completely"],"correctIndex":2},{"id":"reversible-reactions-and-equilibrium-multi-1","subTopicId":"reversible-reactions-and-equilibrium","prompt":"Water is added to white anhydrous copper sulfate. Which statements are true?","explanation":"This is the reverse of heating hydrated copper sulfate, so it releases energy. The colour change is a test for water.","difficulty":2,"type":"multi","options":["It turns blue","The reaction is exothermic","It turns white","It gives off oxygen"],"correctIndices":[0,1]},{"id":"reversible-reactions-and-equilibrium-multi-2","subTopicId":"reversible-reactions-and-equilibrium","prompt":"Which statements describe a system at dynamic equilibrium?","explanation":"\"Dynamic\" means both reactions continue. The concentrations stay constant but are not necessarily equal.","difficulty":3,"type":"multi","options":["Both the forward and reverse reactions are still happening","The forward and reverse rates are equal","The concentrations of reactants and products are always equal","The reactions have stopped"],"correctIndices":[0,1]},{"id":"changing-the-position-of-equilibrium-mcq-1","subTopicId":"changing-the-position-of-equilibrium","prompt":"What does Le Chatelier's principle say?","explanation":"This lets you predict which way the position of equilibrium will shift.","difficulty":1,"higherTier":true,"type":"mcq","options":["Equilibrium is never affected by conditions","If conditions change, a system at equilibrium responds to counteract the change","Raising the temperature always increases the yield","A catalyst moves the position of equilibrium to the right"],"correctIndex":1},{"id":"changing-the-position-of-equilibrium-mcq-2","subTopicId":"changing-the-position-of-equilibrium","prompt":"N₂(g) + 3H₂(g) ⇌ 2NH₃(g). The forward reaction is exothermic. What happens if the pressure is increased?","explanation":"Higher pressure favours the side with fewer gas molecules: 2 on the right compared with 4 on the left.","difficulty":2,"higherTier":true,"type":"mcq","options":["The position shifts to the right, giving more ammonia","The position shifts to the left, giving less ammonia","The position doesn't change","The position shifts to the right, giving less ammonia"],"correctIndex":0},{"id":"changing-the-position-of-equilibrium-mcq-3","subTopicId":"changing-the-position-of-equilibrium","prompt":"N₂(g) + 3H₂(g) ⇌ 2NH₃(g). The forward reaction is exothermic. What happens if the temperature is increased?","explanation":"Raising the temperature favours the endothermic direction, which is the reverse reaction here.","difficulty":2,"higherTier":true,"type":"mcq","options":["The position shifts to the right, giving more ammonia","The position doesn't change","The reaction stops","The position shifts to the left, giving less ammonia"],"correctIndex":3},{"id":"changing-the-position-of-equilibrium-mcq-4","subTopicId":"changing-the-position-of-equilibrium","prompt":"N₂(g) + 3H₂(g) ⇌ 2NH₃(g). What happens if more nitrogen is added?","explanation":"Increasing the concentration of a reactant makes more products form until equilibrium is reached again.","difficulty":2,"higherTier":true,"type":"mcq","options":["The position shifts to the left, making more nitrogen","The position doesn't change","The position shifts to the right, making more ammonia","The position shifts to the left, making more hydrogen"],"correctIndex":2},{"id":"changing-the-position-of-equilibrium-mcq-5","subTopicId":"changing-the-position-of-equilibrium","prompt":"2SO₂(g) + O₂(g) ⇌ 2SO₃(g). What happens to the position of equilibrium if the pressure is decreased?","explanation":"Lower pressure favours the side with more gas molecules: 3 on the left (2 + 1) compared with 2 on the right.","difficulty":3,"higherTier":true,"type":"mcq","options":["It shifts to the right","It shifts to the left","It doesn't change","It shifts to the right, then stops"],"correctIndex":1},{"id":"changing-the-position-of-equilibrium-mcq-6","subTopicId":"changing-the-position-of-equilibrium","prompt":"H₂(g) + I₂(g) ⇌ 2HI(g). What happens to the position of equilibrium if the pressure is increased?","explanation":"There are 2 gas molecules on each side, so changing the pressure doesn't favour either direction.","difficulty":3,"higherTier":true,"type":"mcq","options":["It shifts to the right","It shifts to the left","The reaction stops","It doesn't change"],"correctIndex":3},{"id":"changing-the-position-of-equilibrium-multi-1","subTopicId":"changing-the-position-of-equilibrium","prompt":"N₂(g) + 3H₂(g) ⇌ 2NH₃(g), forward reaction exothermic. Which changes would increase the yield of ammonia?","explanation":"Higher pressure and removing product both shift the position to the right. Higher temperature shifts it left. A catalyst doesn't change the position at all.","difficulty":2,"higherTier":true,"type":"multi","options":["Increasing the pressure","Removing ammonia as it forms","Increasing the temperature","Adding a catalyst"],"correctIndices":[0,1]},{"id":"changing-the-position-of-equilibrium-multi-2","subTopicId":"changing-the-position-of-equilibrium","prompt":"N₂O₄(g) ⇌ 2NO₂(g). The forward reaction is endothermic. Which changes shift the position to the right?","explanation":"Higher temperature favours the endothermic (forward) direction. Lower pressure favours the side with more gas molecules (2 on the right). Removing a reactant shifts it left.","difficulty":3,"higherTier":true,"type":"multi","options":["Increasing the temperature","Decreasing the pressure","Increasing the pressure","Removing some N₂O₄"],"correctIndices":[0,1]}]},{"id":"c7","subjectId":"chemistry","code":"C7","title":"Organic Chemistry","description":"How crude oil gives us fuels and plastics, and how alkenes, alcohols, acids and polymers react.","questions":[{"id":"crude-oil-and-alkanes-mcq-1","subTopicId":"crude-oil-and-alkanes","prompt":"What is a hydrocarbon?","explanation":"Hydrocarbons contain only hydrogen and carbon. Most of the compounds in crude oil are hydrocarbons.","difficulty":1,"type":"mcq","options":["A compound of hydrogen, carbon and oxygen","A compound made of hydrogen and carbon atoms only","A mixture of hydrogen and carbon","Any compound found in crude oil"],"correctIndex":1},{"id":"crude-oil-and-alkanes-mcq-2","subTopicId":"crude-oil-and-alkanes","prompt":"What is the name of C₃H₈?","explanation":"It has 3 carbon atoms (prop-) and fits CₙH₂ₙ₊₂ (2 × 3 + 2 = 8), so it is an alkane: propane. Propene is C₃H₆.","difficulty":1,"type":"mcq","options":["Propane","Propene","Butane","Ethane"],"correctIndex":0},{"id":"crude-oil-and-alkanes-mcq-3","subTopicId":"crude-oil-and-alkanes","prompt":"What is the general formula of the alkanes?","explanation":"Alkanes have two more than twice as many hydrogen atoms as carbon atoms. CₙH₂ₙ is the alkenes; CₙH₂ₙ₊₁OH is the alcohols.","difficulty":2,"type":"mcq","options":["CₙH₂ₙ","CₙH₂ₙ₋₂","CₙH₂ₙ₊₁OH","CₙH₂ₙ₊₂"],"correctIndex":3},{"id":"crude-oil-and-alkanes-mcq-4","subTopicId":"crude-oil-and-alkanes","prompt":"What is the formula of the alkane with 5 carbon atoms?","explanation":"Using CₙH₂ₙ₊₂: 2 × 5 + 2 = 12 hydrogen atoms. (It is called pentane.)","difficulty":2,"type":"mcq","options":["C₅H₁₀","C₅H₁₁","C₅H₁₂","C₅H₈"],"correctIndex":2},{"id":"crude-oil-and-alkanes-mcq-5","subTopicId":"crude-oil-and-alkanes","prompt":"Why are alkanes described as saturated?","explanation":"Saturated means only single carbon–carbon bonds, so no more atoms can be added. Alkenes, with a C=C bond, are unsaturated.","difficulty":3,"type":"mcq","options":["They contain a C=C double bond","All their carbon–carbon bonds are single bonds","They dissolve easily in water","They contain as much carbon as possible"],"correctIndex":1},{"id":"crude-oil-and-alkanes-mcq-6","subTopicId":"crude-oil-and-alkanes","prompt":"How was crude oil formed?","explanation":"Because it formed over millions of years and we use it much faster, crude oil is a finite resource.","difficulty":3,"type":"mcq","options":["From the remains of ancient biomass, mainly plankton, buried in mud over millions of years","From volcanic gases that condensed underground","From dead trees in the last few hundred years","From reactions between rocks and seawater"],"correctIndex":0},{"id":"crude-oil-and-alkanes-multi-1","subTopicId":"crude-oil-and-alkanes","prompt":"Which of these are alkanes?","explanation":"CH₄, C₂H₆ and C₄H₁₀ fit CₙH₂ₙ₊₂. C₂H₄ (ethene) fits CₙH₂ₙ, so it is an alkene.","difficulty":2,"type":"multi","options":["CH₄","C₂H₆","C₂H₄","C₄H₁₀"],"correctIndices":[0,1,3]},{"id":"crude-oil-and-alkanes-multi-2","subTopicId":"crude-oil-and-alkanes","prompt":"Which statements describe a homologous series?","explanation":"Members have similar chemical properties but different physical properties: boiling point rises as the chains get longer.","difficulty":3,"type":"multi","options":["Its members have the same general formula","Its members have similar chemical properties","Each member differs from the next by CH₂","Its members all have the same boiling point"],"correctIndices":[0,1,2]},{"id":"fractional-distillation-and-combustion-mcq-1","subTopicId":"fractional-distillation-and-combustion","prompt":"Fractional distillation separates crude oil into fractions using differences in…","explanation":"Hydrocarbons with different chain lengths have different boiling points, so they condense at different heights in the column.","difficulty":1,"type":"mcq","options":["boiling point","density","colour","solubility"],"correctIndex":0},{"id":"fractional-distillation-and-combustion-mcq-2","subTopicId":"fractional-distillation-and-combustion","prompt":"What are the products of the complete combustion of a hydrocarbon?","explanation":"With plenty of oxygen, the carbon is oxidised to CO₂ and the hydrogen to H₂O.","difficulty":1,"type":"mcq","options":["Carbon monoxide and water","Carbon and hydrogen","Carbon dioxide and hydrogen","Carbon dioxide and water"],"correctIndex":3},{"id":"fractional-distillation-and-combustion-mcq-3","subTopicId":"fractional-distillation-and-combustion","prompt":"Where do the shortest-chain hydrocarbons leave the fractionating column?","explanation":"The column is coolest at the top. Short chains have the lowest boiling points, so they stay as gases and rise furthest.","difficulty":2,"type":"mcq","options":["At the bottom","At the top","In the middle","They don't leave the column"],"correctIndex":1},{"id":"fractional-distillation-and-combustion-mcq-4","subTopicId":"fractional-distillation-and-combustion","prompt":"As the chain length of a hydrocarbon increases, what happens?","explanation":"Longer chains have stronger forces between molecules, so they boil at higher temperatures, are thicker and don't catch fire as easily.","difficulty":2,"type":"mcq","options":["Boiling point and flammability increase","Boiling point decreases and viscosity increases","Boiling point and viscosity increase, and flammability decreases","All three properties decrease"],"correctIndex":2},{"id":"fractional-distillation-and-combustion-mcq-5","subTopicId":"fractional-distillation-and-combustion","prompt":"Which equation for the complete combustion of propane is correctly balanced?","explanation":"3 C, 8 H and 10 O on each side: 3CO₂ has 6 O and 4H₂O has 4 O, so 5O₂ is needed.","difficulty":3,"type":"mcq","options":["C₃H₈ + 5O₂ → 3CO₂ + 4H₂O","C₃H₈ + 3O₂ → 3CO₂ + 4H₂O","C₃H₈ + 5O₂ → 3CO₂ + 2H₂O","C₃H₈ + 4O₂ → 3CO₂ + 4H₂O"],"correctIndex":0},{"id":"fractional-distillation-and-combustion-mcq-6","subTopicId":"fractional-distillation-and-combustion","prompt":"What are the possible products of the incomplete combustion of a hydrocarbon?","explanation":"Without enough oxygen, some carbon is only partly oxidised, to toxic carbon monoxide, or not oxidised at all (soot).","difficulty":3,"type":"mcq","options":["Carbon dioxide and water only","Hydrogen and carbon dioxide","Oxygen and water","Carbon monoxide and/or carbon (soot), and water"],"correctIndex":3},{"id":"fractional-distillation-and-combustion-multi-1","subTopicId":"fractional-distillation-and-combustion","prompt":"Why do short-chain hydrocarbons make good fuels?","explanation":"Short chains are runny, flammable and have low boiling points.","difficulty":2,"type":"multi","options":["They ignite easily","They burn with a clean flame","They are very viscous","They have high boiling points"],"correctIndices":[0,1]},{"id":"fractional-distillation-and-combustion-multi-2","subTopicId":"fractional-distillation-and-combustion","prompt":"Methane burns in a poor supply of air. Which products could form?","explanation":"Incomplete combustion gives water plus carbon monoxide and/or soot, e.g. 2CH₄ + 3O₂ → 2CO + 4H₂O.","difficulty":3,"type":"multi","options":["Carbon monoxide","Carbon (soot)","Water","Hydrogen"],"correctIndices":[0,1,2]},{"id":"cracking-and-alkenes-mcq-1","subTopicId":"cracking-and-alkenes","prompt":"What is cracking?","explanation":"Cracking is a thermal decomposition reaction. It produces shorter alkanes and alkenes.","difficulty":1,"type":"mcq","options":["Separating crude oil into fractions","Joining small molecules into polymers","Breaking long-chain hydrocarbons into shorter, more useful molecules","Burning hydrocarbons in oxygen"],"correctIndex":2},{"id":"cracking-and-alkenes-mcq-2","subTopicId":"cracking-and-alkenes","prompt":"What happens when bromine water is shaken with an alkene?","explanation":"The bromine adds across the C=C double bond, so the orange colour disappears. With an alkane it stays orange.","difficulty":1,"type":"mcq","options":["It turns from orange to colourless","It turns from colourless to orange","It stays orange","It turns milky"],"correctIndex":0},{"id":"cracking-and-alkenes-mcq-3","subTopicId":"cracking-and-alkenes","prompt":"Decane is cracked: C₁₀H₂₂ → C₈H₁₈ + X. What is X?","explanation":"Atoms must balance: 10 − 8 = 2 carbons and 22 − 18 = 4 hydrogens, so X is C₂H₄, an alkene.","difficulty":2,"type":"mcq","options":["C₂H₆ (ethane)","CH₄ (methane)","C₂H₂","C₂H₄ (ethene)"],"correctIndex":3},{"id":"cracking-and-alkenes-mcq-4","subTopicId":"cracking-and-alkenes","prompt":"An alkene has the formula C₃H₆. What is its name?","explanation":"3 carbons (prop-) with a double bond (-ene). It fits CₙH₂ₙ. Propane is C₃H₈.","difficulty":2,"type":"mcq","options":["Propane","Propene","Ethene","Butene"],"correctIndex":1},{"id":"cracking-and-alkenes-mcq-5","subTopicId":"cracking-and-alkenes","prompt":"C₁₂H₂₆ is cracked: C₁₂H₂₆ → C₈H₁₈ + 2X. What is X?","explanation":"The 2X must contain 4 C and 8 H, so each X is C₂H₄ (ethene).","difficulty":3,"type":"mcq","options":["C₂H₄","C₄H₈","C₂H₆","CH₄"],"correctIndex":0},{"id":"cracking-and-alkenes-mcq-6","subTopicId":"cracking-and-alkenes","prompt":"Why is cracking carried out?","explanation":"Demand for short-chain fuels such as petrol is higher than the supply from fractional distillation. Alkenes are also needed to make plastics.","difficulty":3,"type":"mcq","options":["To make the hydrocarbons longer","To remove sulfur from crude oil","There is more of the long-chain fractions than needed, and cracking makes useful fuels and alkenes for polymers","To separate crude oil into fractions"],"correctIndex":2},{"id":"cracking-and-alkenes-multi-1","subTopicId":"cracking-and-alkenes","prompt":"Which are ways of cracking hydrocarbons?","explanation":"These are catalytic cracking and steam cracking. Fractional distillation separates crude oil but doesn't break molecules apart.","difficulty":2,"type":"multi","options":["Passing the vapour over a hot catalyst","Mixing the vapour with steam at a very high temperature","Electrolysis","Fractional distillation"],"correctIndices":[0,1]},{"id":"cracking-and-alkenes-multi-2","subTopicId":"cracking-and-alkenes","prompt":"Which of these are alkenes?","explanation":"Alkenes fit CₙH₂ₙ. C₃H₈ fits CₙH₂ₙ₊₂, so it is an alkane (propane).","difficulty":3,"type":"multi","options":["C₂H₄","C₄H₈","C₃H₈","C₅H₁₀"],"correctIndices":[0,1,3]},{"id":"reactions-of-alkenes-mcq-1","subTopicId":"reactions-of-alkenes","prompt":"What is the functional group of the alkenes?","explanation":"The carbon–carbon double bond decides how alkenes react.","difficulty":1,"type":"mcq","options":["–OH","C=C","–COOH","C–C"],"correctIndex":1},{"id":"reactions-of-alkenes-mcq-2","subTopicId":"reactions-of-alkenes","prompt":"What is an addition reaction?","explanation":"One bond of the double bond breaks, and each carbon joins to a new atom.","difficulty":1,"type":"mcq","options":["Two molecules swap atoms","A molecule splits into two smaller ones","A hydrocarbon reacts with oxygen","Atoms add across a C=C double bond, forming a single product"],"correctIndex":3},{"id":"reactions-of-alkenes-mcq-3","subTopicId":"reactions-of-alkenes","prompt":"What is made when ethene reacts with hydrogen (with a catalyst)?","explanation":"C₂H₄ + H₂ → C₂H₆. Adding hydrogen to an alkene makes the alkane with the same number of carbons.","difficulty":2,"type":"mcq","options":["Ethane","Ethanol","Ethanoic acid","Poly(ethene)"],"correctIndex":0},{"id":"reactions-of-alkenes-mcq-4","subTopicId":"reactions-of-alkenes","prompt":"What is made when ethene reacts with steam (with a catalyst)?","explanation":"C₂H₄ + H₂O → C₂H₅OH. This hydration reaction is one way of making ethanol.","difficulty":2,"type":"mcq","options":["Ethane","Ethanoic acid","Ethanol","Ethyl ethanoate"],"correctIndex":2},{"id":"reactions-of-alkenes-mcq-5","subTopicId":"reactions-of-alkenes","prompt":"What is made when ethene reacts with bromine?","explanation":"C₂H₄ + Br₂ → C₂H₄Br₂. Both bromine atoms add across the double bond. This is the reaction in the bromine water test.","difficulty":3,"type":"mcq","options":["C₂H₄Br₂","C₂H₅Br","C₂H₂Br₂","There is no reaction"],"correctIndex":0},{"id":"reactions-of-alkenes-mcq-6","subTopicId":"reactions-of-alkenes","prompt":"Why do alkenes usually burn with a smoky flame?","explanation":"Alkenes often don't burn completely in air, producing soot (which makes the flame smoky) and carbon monoxide.","difficulty":3,"type":"mcq","options":["They contain oxygen","They tend to undergo incomplete combustion","They burn completely to carbon dioxide","They are not flammable"],"correctIndex":1},{"id":"reactions-of-alkenes-multi-1","subTopicId":"reactions-of-alkenes","prompt":"Which of these react with ethene in addition reactions?","explanation":"Hydrogen, water (steam) and halogens all add across the C=C double bond.","difficulty":2,"type":"multi","options":["Hydrogen","Steam","Bromine","Nitrogen"],"correctIndices":[0,1,2]},{"id":"reactions-of-alkenes-multi-2","subTopicId":"reactions-of-alkenes","prompt":"Which statements about the hydrogenation of an alkene are true?","explanation":"Adding hydrogen across the double bond makes a saturated alkane. Adding water (hydration) would make an alcohol.","difficulty":3,"type":"multi","options":["A catalyst is needed","An alkane is formed","The C=C double bond becomes a single bond","An alcohol is formed"],"correctIndices":[0,1,2]},{"id":"alcohols-mcq-1","subTopicId":"alcohols","prompt":"What is the functional group of the alcohols?","explanation":"All alcohols contain the –OH (hydroxyl) group, and their names end in -ol.","difficulty":1,"type":"mcq","options":["–COOH","C=C","–COO–","–OH"],"correctIndex":3},{"id":"alcohols-mcq-2","subTopicId":"alcohols","prompt":"What is the name of C₂H₅OH?","explanation":"Two carbons (eth-) with an –OH group (-ol): ethanol.","difficulty":1,"type":"mcq","options":["Ethanol","Ethane","Ethene","Ethanoic acid"],"correctIndex":0},{"id":"alcohols-mcq-3","subTopicId":"alcohols","prompt":"What is the name of C₃H₇OH?","explanation":"Three carbons (prop-) with an –OH group: propanol.","difficulty":2,"type":"mcq","options":["Propane","Propanoic acid","Propanol","Butanol"],"correctIndex":2},{"id":"alcohols-mcq-4","subTopicId":"alcohols","prompt":"What is formed when ethanol is oxidised?","explanation":"Alcohols are oxidised to carboxylic acids. That's why wine left open turns to vinegar.","difficulty":2,"type":"mcq","options":["Ethene","Ethanoic acid","Ethane","Ethyl ethanoate"],"correctIndex":1},{"id":"alcohols-mcq-5","subTopicId":"alcohols","prompt":"Which conditions are needed to make ethanol by fermentation?","explanation":"Too hot and the yeast's enzymes denature; with oxygen, the ethanol is oxidised to ethanoic acid. Ethene + steam is a different method.","difficulty":3,"type":"mcq","options":["Yeast, steam, 300 °C and a catalyst","Yeast, a sugar solution, 80 °C and plenty of oxygen","Ethene, steam and a catalyst","Yeast, a sugar solution, about 25–35 °C and no oxygen"],"correctIndex":3},{"id":"alcohols-mcq-6","subTopicId":"alcohols","prompt":"Which equation for the complete combustion of ethanol is correctly balanced?","explanation":"2 C, 6 H and 7 O on each side. Remember to count the oxygen atom in ethanol itself.","difficulty":3,"type":"mcq","options":["C₂H₅OH + 3O₂ → 2CO₂ + 3H₂O","C₂H₅OH + 2O₂ → 2CO₂ + 3H₂O","C₂H₅OH + 3O₂ → CO₂ + 3H₂O","C₂H₅OH + 3O₂ → 2CO₂ + 2H₂O"],"correctIndex":0},{"id":"alcohols-multi-1","subTopicId":"alcohols","prompt":"What are alcohols used for?","explanation":"Alcohols burn cleanly, dissolve many substances, and ethanol is the alcohol in drinks.","difficulty":2,"type":"multi","options":["Fuels","Solvents","Alcoholic drinks (ethanol)","Fertilisers"],"correctIndices":[0,1,2]},{"id":"alcohols-multi-2","subTopicId":"alcohols","prompt":"Sodium is added to ethanol. Which statements are true?","explanation":"2Na + 2C₂H₅OH → 2C₂H₅ONa + H₂. The hydrogen gas makes it fizz.","difficulty":3,"type":"multi","options":["It fizzes","Hydrogen is given off","Sodium ethoxide is formed","Oxygen is given off"],"correctIndices":[0,1,2]},{"id":"carboxylic-acids-and-esters-mcq-1","subTopicId":"carboxylic-acids-and-esters","prompt":"What is the functional group of the carboxylic acids?","explanation":"Carboxylic acids contain the –COOH group, and their names end in -oic acid. –COO– is the ester group.","difficulty":1,"type":"mcq","options":["–COOH","–OH","–COO–","C=C"],"correctIndex":0},{"id":"carboxylic-acids-and-esters-mcq-2","subTopicId":"carboxylic-acids-and-esters","prompt":"What is the name of CH₃COOH?","explanation":"It has 2 carbon atoms (counting the one in –COOH), so it is ethanoic acid: the acid in vinegar.","difficulty":1,"type":"mcq","options":["Methanoic acid","Ethanol","Propanoic acid","Ethanoic acid"],"correctIndex":3},{"id":"carboxylic-acids-and-esters-mcq-3","subTopicId":"carboxylic-acids-and-esters","prompt":"What forms when a carboxylic acid reacts with a carbonate?","explanation":"Like other acids: 2CH₃COOH + Na₂CO₃ → 2CH₃COONa + H₂O + CO₂. The CO₂ makes it fizz.","difficulty":2,"type":"mcq","options":["A salt and hydrogen","A salt, water and carbon dioxide","An ester and water","An alcohol and oxygen"],"correctIndex":1},{"id":"carboxylic-acids-and-esters-mcq-4","subTopicId":"carboxylic-acids-and-esters","prompt":"Which ester is made from ethanoic acid and ethanol?","explanation":"The alcohol gives the first part (ethyl) and the acid gives the second (ethanoate).","difficulty":2,"type":"mcq","options":["Ethanol ethanoate","Ethanoic ethyl","Ethyl ethanoate","Ethyl ethanol"],"correctIndex":2},{"id":"carboxylic-acids-and-esters-mcq-5","subTopicId":"carboxylic-acids-and-esters","prompt":"Why is ethanoic acid described as a weak acid?","explanation":"Most ethanoic acid molecules stay whole: CH₃COOH ⇌ CH₃COO⁻ + H⁺. Weak is about ionisation, not concentration.","difficulty":3,"higherTier":true,"type":"mcq","options":["It only partially ionises in water","It is always dilute","It doesn't release any H⁺ ions","It completely ionises in water"],"correctIndex":0},{"id":"carboxylic-acids-and-esters-mcq-6","subTopicId":"carboxylic-acids-and-esters","prompt":"Why are esters used in perfumes and flavourings?","explanation":"Volatile means they evaporate easily, so their smell reaches your nose.","difficulty":3,"type":"mcq","options":["They are strong acids","They are very viscous","They don't evaporate","They have fruity smells and are volatile"],"correctIndex":3},{"id":"carboxylic-acids-and-esters-multi-1","subTopicId":"carboxylic-acids-and-esters","prompt":"Which are needed to make an ester?","explanation":"A carboxylic acid and an alcohol react, using concentrated sulfuric acid as a catalyst, to make an ester and water.","difficulty":2,"type":"multi","options":["A carboxylic acid","An alcohol","An acid catalyst","Yeast"],"correctIndices":[0,1,2]},{"id":"carboxylic-acids-and-esters-multi-2","subTopicId":"carboxylic-acids-and-esters","prompt":"Ethanoic acid and hydrochloric acid are compared at the same concentration (0.1 mol/dm³). Which statements are true?","explanation":"Ethanoic acid is weak, so it releases fewer H⁺ ions and has a higher pH than the strong hydrochloric acid.","difficulty":3,"higherTier":true,"type":"multi","options":["Ethanoic acid has a higher pH","Ethanoic acid contains fewer H⁺ ions","Ethanoic acid is completely ionised","Both have the same pH"],"correctIndices":[0,1]},{"id":"synthetic-polymers-mcq-1","subTopicId":"synthetic-polymers","prompt":"Which monomer is used to make poly(ethene)?","explanation":"Polymers are named after their monomer: ethene → poly(ethene).","difficulty":1,"type":"mcq","options":["Ethene","Ethane","Ethanol","Propene"],"correctIndex":0},{"id":"synthetic-polymers-mcq-2","subTopicId":"synthetic-polymers","prompt":"What must a monomer have to take part in addition polymerisation?","explanation":"The double bond opens up so each monomer can join to its neighbours.","difficulty":1,"type":"mcq","options":["Two –OH groups","A C=C double bond","A –COOH group","Only single bonds"],"correctIndex":1},{"id":"synthetic-polymers-mcq-3","subTopicId":"synthetic-polymers","prompt":"Which polymer is made from propene?","explanation":"Addition polymers are named poly(monomer).","difficulty":2,"type":"mcq","options":["Poly(ethene)","Polyester","Poly(propane)","Poly(propene)"],"correctIndex":3},{"id":"synthetic-polymers-mcq-4","subTopicId":"synthetic-polymers","prompt":"In addition polymerisation, what else is made besides the polymer?","explanation":"All the atoms of the monomers end up in the polymer. In condensation polymerisation, a small molecule such as water is also made.","difficulty":2,"type":"mcq","options":["Water","Hydrogen","Nothing: the polymer is the only product","Carbon dioxide"],"correctIndex":2},{"id":"synthetic-polymers-mcq-5","subTopicId":"synthetic-polymers","prompt":"What happens in condensation polymerisation?","explanation":"Condensation polymers, such as polyesters, are made from monomers with two functional groups each.","difficulty":3,"higherTier":true,"type":"mcq","options":["Monomers with two functional groups join, giving off a small molecule such as water at each link","Alkene monomers join through their double bonds","A polymer is broken into monomers","Long-chain hydrocarbons are cracked"],"correctIndex":0},{"id":"synthetic-polymers-mcq-6","subTopicId":"synthetic-polymers","prompt":"Which pair of monomers can make a polyester?","explanation":"The diol has two –OH groups and the dicarboxylic acid has two –COOH groups; they join by ester links, giving off water.","difficulty":3,"higherTier":true,"type":"mcq","options":["Two alkenes","A diol and a dicarboxylic acid","An alkane and an alcohol","Two amino acids"],"correctIndex":1},{"id":"synthetic-polymers-multi-1","subTopicId":"synthetic-polymers","prompt":"Which statements about the repeating unit of poly(ethene) are true?","explanation":"The double bond opens up when the polymer forms, so the repeating unit has a single bond, plus bonds out to the next units.","difficulty":2,"type":"multi","options":["It contains the same atoms as an ethene molecule","It has a single C–C bond","It has a C=C double bond","It contains oxygen"],"correctIndices":[0,1]},{"id":"synthetic-polymers-multi-2","subTopicId":"synthetic-polymers","prompt":"Which statements correctly compare addition and condensation polymerisation?","explanation":"Addition: alkenes, one product. Condensation: two functional groups per monomer, polymer plus a small molecule.","difficulty":3,"higherTier":true,"type":"multi","options":["Condensation polymerisation gives off a small molecule such as water","Addition polymerisation uses alkene monomers","Condensation polymerisation needs a C=C double bond","Addition polymerisation gives two products"],"correctIndices":[0,1]},{"id":"natural-polymers-mcq-1","subTopicId":"natural-polymers","prompt":"What does DNA stand for?","explanation":"DNA is a natural polymer that carries genetic instructions.","difficulty":1,"type":"mcq","options":["Diribonucleic acid","Deoxyribose nitrogen acid","Double nucleic amino acid","Deoxyribonucleic acid"],"correctIndex":3},{"id":"natural-polymers-mcq-2","subTopicId":"natural-polymers","prompt":"Which monomers make starch and cellulose?","explanation":"Plants make both starch and cellulose from sugar monomers.","difficulty":1,"type":"mcq","options":["Sugars (glucose)","Amino acids","Nucleotides","Alkenes"],"correctIndex":0},{"id":"natural-polymers-mcq-3","subTopicId":"natural-polymers","prompt":"Which four bases are found in DNA?","explanation":"The four bases are A, T, C and G. Thyroxine is a hormone, not a DNA base.","difficulty":2,"type":"mcq","options":["Adenine, thyroxine, cytosine and guanine","Adenine, thymine, cytosine and guanine","Amino acid, thymine, cytosine and glucose","Adenine, thymine, cellulose and guanine"],"correctIndex":1},{"id":"natural-polymers-mcq-4","subTopicId":"natural-polymers","prompt":"What is the structure of DNA?","explanation":"The two strands are held together by pairs of bases: A with T, and C with G.","difficulty":2,"type":"mcq","options":["A single straight chain","A hollow sphere","Two polymer strands twisted into a double helix","Three strands in a triple helix"],"correctIndex":2},{"id":"natural-polymers-mcq-5","subTopicId":"natural-polymers","prompt":"How do amino acids join to make proteins?","explanation":"Each link between amino acids gives off a molecule of water, so it is condensation polymerisation.","difficulty":3,"higherTier":true,"type":"mcq","options":["By condensation polymerisation","By addition polymerisation","By cracking","By fermentation"],"correctIndex":0},{"id":"natural-polymers-mcq-6","subTopicId":"natural-polymers","prompt":"Which two functional groups does an amino acid have?","explanation":"The –NH₂ of one amino acid reacts with the –COOH of the next to form the chain.","difficulty":3,"higherTier":true,"type":"mcq","options":["Two –OH groups","A C=C double bond and an –OH group","Two –COOH groups","An amine group (–NH₂) and a carboxylic acid group (–COOH)"],"correctIndex":3},{"id":"natural-polymers-multi-1","subTopicId":"natural-polymers","prompt":"Which of these are natural polymers?","explanation":"Poly(ethene) is a synthetic polymer made from ethene, which comes from crude oil.","difficulty":2,"type":"multi","options":["Proteins","DNA","Starch","Poly(ethene)"],"correctIndices":[0,1,2]},{"id":"natural-polymers-multi-2","subTopicId":"natural-polymers","prompt":"Which statements about cellulose are true?","explanation":"Starch is the energy store; cellulose gives cell walls their strength.","difficulty":3,"type":"multi","options":["It is made by plants","It strengthens plant cell walls","It is a polymer of sugar","It is the main energy store in plants"],"correctIndices":[0,1,2]}]},{"id":"c8","subjectId":"chemistry","code":"C8","title":"Chemical Analysis","description":"How chemists test whether a substance is pure and identify gases and ions in an unknown sample.","questions":[{"id":"purity-and-formulations-mcq-1","subTopicId":"purity-and-formulations","prompt":"In chemistry, what is a pure substance?","explanation":"In everyday language \"pure\" means nothing added, but to a chemist it means only one substance is present.","difficulty":1,"type":"mcq","options":["A substance that has had nothing added to it","A natural substance","A single element or compound, not mixed with anything else","A substance that is safe to eat"],"correctIndex":2},{"id":"purity-and-formulations-mcq-2","subTopicId":"purity-and-formulations","prompt":"What is a formulation?","explanation":"Each ingredient in a formulation has a particular purpose and is added in a carefully measured amount.","difficulty":1,"type":"mcq","options":["A mixture designed as a useful product, with each component in a measured quantity","A pure compound","A chemical formula","A mixture of any substances in any amounts"],"correctIndex":0},{"id":"purity-and-formulations-mcq-3","subTopicId":"purity-and-formulations","prompt":"A sample melts sharply at exactly 0 °C. What can you conclude?","explanation":"Pure substances melt at a specific temperature. Pure water melts at 0 °C; impurities would lower it and spread it over a range.","difficulty":2,"type":"mcq","options":["It is a mixture","It is salty water","It is impure, because it melts at a single temperature","It is likely to be pure water"],"correctIndex":3},{"id":"purity-and-formulations-mcq-4","subTopicId":"purity-and-formulations","prompt":"How does an impure substance melt compared with the pure substance?","explanation":"Impurities lower the melting point and make the substance melt gradually over a range.","difficulty":2,"type":"mcq","options":["At exactly the same temperature","Over a range of temperatures, usually lower","At a single, higher temperature","It doesn't melt at all"],"correctIndex":1},{"id":"purity-and-formulations-mcq-5","subTopicId":"purity-and-formulations","prompt":"Which of these is a formulation?","explanation":"Paint is a mixture of pigment, binder, solvent and other ingredients in measured amounts. The others are single substances.","difficulty":3,"type":"mcq","options":["Sodium chloride","Pure water","Paint","Oxygen gas"],"correctIndex":2},{"id":"purity-and-formulations-mcq-6","subTopicId":"purity-and-formulations","prompt":"Why isn't \"pure orange juice\" pure in the chemical sense?","explanation":"On a label, \"pure\" means nothing has been added, but juice is still a mixture of many substances.","difficulty":3,"type":"mcq","options":["It is a mixture of water, sugars, acids and many other substances","It has had sugar added","It contains orange juice only","It has been heated"],"correctIndex":0},{"id":"purity-and-formulations-multi-1","subTopicId":"purity-and-formulations","prompt":"Which of these are formulations?","explanation":"Distilled water is a single compound, so it is pure. The others are mixtures designed with measured amounts of each component.","difficulty":2,"type":"multi","options":["Medicines","Fertilisers","Alloys","Distilled water"],"correctIndices":[0,1,2]},{"id":"purity-and-formulations-multi-2","subTopicId":"purity-and-formulations","prompt":"What effects do impurities usually have on a substance?","explanation":"A sharp melting point is a sign of purity, not impurity.","difficulty":3,"type":"multi","options":["They lower its melting point","They make it melt over a range of temperatures","They raise its boiling point","They make its melting point sharper"],"correctIndices":[0,1,2]},{"id":"chromatography-mcq-1","subTopicId":"chromatography","prompt":"In paper chromatography, what is the stationary phase?","explanation":"The paper doesn't move. The solvent is the mobile phase, which moves up through it.","difficulty":1,"type":"mcq","options":["The paper","The solvent","The ink","The beaker"],"correctIndex":0},{"id":"chromatography-mcq-2","subTopicId":"chromatography","prompt":"How many spots does a pure substance give on a chromatogram?","explanation":"A pure substance is a single compound, so it gives one spot in any solvent. A mixture gives two or more.","difficulty":1,"type":"mcq","options":["Two","One","Three","None"],"correctIndex":1},{"id":"chromatography-mcq-3","subTopicId":"chromatography","prompt":"A spot moves 3.0 cm and the solvent front moves 6.0 cm. What is the Rf value?","explanation":"Rf = distance moved by substance ÷ distance moved by solvent = 3.0 ÷ 6.0 = 0.5.","difficulty":2,"type":"mcq","options":["2.0","3.0","0.2","0.5"],"correctIndex":3},{"id":"chromatography-mcq-4","subTopicId":"chromatography","prompt":"Why is the start line drawn in pencil rather than ink?","explanation":"Ink would dissolve and separate too, adding spots to the chromatogram.","difficulty":2,"type":"mcq","options":["Pencil is easier to see","Ink would make the paper too wet","Pencil doesn't dissolve in the solvent","Pencil moves up the paper with the solvent"],"correctIndex":2},{"id":"chromatography-mcq-5","subTopicId":"chromatography","prompt":"Why must the solvent level be below the start line?","explanation":"If the spots were under the solvent, the substances would wash out into it instead of moving up the paper.","difficulty":3,"type":"mcq","options":["So the spots don't dissolve into the solvent in the beaker","So the solvent moves faster","So the Rf values are larger","So the paper doesn't get wet"],"correctIndex":0},{"id":"chromatography-mcq-6","subTopicId":"chromatography","prompt":"How can you tell that an unknown dye is the same as a known dye?","explanation":"Each compound has its own Rf value in a particular solvent, so matching Rf values in the same solvent identifies it.","difficulty":3,"type":"mcq","options":["They are the same colour","They have the same Rf value in the same solvent","They both give one spot","They have the same Rf value in different solvents"],"correctIndex":1},{"id":"chromatography-multi-1","subTopicId":"chromatography","prompt":"Which statements about Rf values are true?","explanation":"A substance can never move further than the solvent front, so Rf is always less than 1.","difficulty":2,"type":"multi","options":["They have no units","They are always less than 1","A compound's Rf value depends on the solvent used","Very soluble substances have Rf values greater than 1"],"correctIndices":[0,1,2]},{"id":"chromatography-multi-2","subTopicId":"chromatography","prompt":"An ink gives three spots on a chromatogram. Which statements are true?","explanation":"Each spot is a different substance with its own Rf value. (A substance that doesn't dissolve would stay on the start line, so there could be more.)","difficulty":3,"type":"multi","options":["The ink is a mixture","The ink contains at least three substances","The ink is pure","All the substances in the ink have the same Rf value"],"correctIndices":[0,1]},{"id":"chromatography-generated-1","subTopicId":"chromatography","type":"generated","generator":"rfValue","difficulty":2},{"id":"tests-for-gases-mcq-1","subTopicId":"tests-for-gases","prompt":"How do you test for hydrogen?","explanation":"Hydrogen burns rapidly with oxygen in the air, making the squeaky pop.","difficulty":1,"type":"mcq","options":["Put a glowing splint in the tube: it relights","Bubble it through limewater: it turns milky","Hold damp litmus paper in it: it is bleached","Hold a burning splint at the mouth of the tube: it burns with a squeaky pop"],"correctIndex":3},{"id":"tests-for-gases-mcq-2","subTopicId":"tests-for-gases","prompt":"How do you test for oxygen?","explanation":"Oxygen helps things burn, so a glowing splint bursts back into flame.","difficulty":1,"type":"mcq","options":["Put a glowing splint in the tube: it relights","Hold a burning splint at the mouth: it pops","Bubble it through limewater: it turns milky","Hold damp litmus paper in it: it turns blue"],"correctIndex":0},{"id":"tests-for-gases-mcq-3","subTopicId":"tests-for-gases","prompt":"Which gas turns limewater milky?","explanation":"Bubbling carbon dioxide through limewater (calcium hydroxide solution) makes it cloudy.","difficulty":2,"type":"mcq","options":["Oxygen","Hydrogen","Carbon dioxide","Chlorine"],"correctIndex":2},{"id":"tests-for-gases-mcq-4","subTopicId":"tests-for-gases","prompt":"A gas bleaches damp litmus paper white. Which gas is it?","explanation":"Chlorine is a bleach. Blue litmus may turn red first, because chlorine is acidic.","difficulty":2,"type":"mcq","options":["Carbon dioxide","Chlorine","Oxygen","Hydrogen"],"correctIndex":1},{"id":"tests-for-gases-mcq-5","subTopicId":"tests-for-gases","prompt":"Why does limewater turn milky with carbon dioxide?","explanation":"Carbon dioxide reacts with calcium hydroxide to make calcium carbonate, a white solid that makes the solution cloudy.","difficulty":3,"type":"mcq","options":["The limewater boils","Calcium hydroxide evaporates","Bubbles of oxygen form","Insoluble calcium carbonate forms"],"correctIndex":3},{"id":"tests-for-gases-mcq-6","subTopicId":"tests-for-gases","prompt":"Magnesium reacts with hydrochloric acid. Which gas is made, and how would you test for it?","explanation":"Metal + acid → salt + hydrogen: Mg + 2HCl → MgCl₂ + H₂.","difficulty":3,"type":"mcq","options":["Oxygen: a glowing splint relights","Carbon dioxide: limewater turns milky","Hydrogen: a burning splint gives a squeaky pop","Chlorine: damp litmus is bleached"],"correctIndex":2},{"id":"tests-for-gases-multi-1","subTopicId":"tests-for-gases","prompt":"Which gas tests are correctly matched?","explanation":"Hydrogen gives a squeaky pop with a burning splint; chlorine bleaches damp litmus paper.","difficulty":2,"type":"multi","options":["Oxygen — a glowing splint relights","Carbon dioxide — limewater turns milky","Hydrogen — a glowing splint relights","Chlorine — limewater turns milky"],"correctIndices":[0,1]},{"id":"tests-for-gases-multi-2","subTopicId":"tests-for-gases","prompt":"Which statements about testing for chlorine are true?","explanation":"The litmus must be damp. Chlorine is toxic, so a fume cupboard is used.","difficulty":3,"type":"multi","options":["Damp litmus paper is used","Blue litmus may turn red before it is bleached","The test should be done in a fume cupboard","Dry litmus paper is needed"],"correctIndices":[0,1,2]},{"id":"identifying-metal-ions-mcq-1","subTopicId":"identifying-metal-ions","prompt":"What colour flame do potassium ions give?","explanation":"Flame colours: Li⁺ crimson, Na⁺ yellow, K⁺ lilac, Ca²⁺ orange-red, Cu²⁺ green.","difficulty":1,"type":"mcq","options":["Lilac","Yellow","Crimson","Green"],"correctIndex":0},{"id":"identifying-metal-ions-mcq-2","subTopicId":"identifying-metal-ions","prompt":"What colour flame do sodium ions give?","explanation":"Sodium's yellow flame is so bright it can hide the colours of other ions in a mixture.","difficulty":1,"type":"mcq","options":["Lilac","Yellow","Orange-red","Green"],"correctIndex":1},{"id":"identifying-metal-ions-mcq-3","subTopicId":"identifying-metal-ions","prompt":"A compound gives a green flame. Which metal ion does it contain?","explanation":"Copper ions give a green flame. Lithium is crimson, calcium orange-red and potassium lilac.","difficulty":2,"type":"mcq","options":["Lithium, Li⁺","Calcium, Ca²⁺","Potassium, K⁺","Copper(II), Cu²⁺"],"correctIndex":3},{"id":"identifying-metal-ions-mcq-4","subTopicId":"identifying-metal-ions","prompt":"Sodium hydroxide solution is added to a solution and a blue precipitate forms. Which ion is present?","explanation":"Copper(II) hydroxide is blue. Iron(II) gives green, iron(III) brown and aluminium white.","difficulty":2,"type":"mcq","options":["Iron(II), Fe²⁺","Iron(III), Fe³⁺","Copper(II), Cu²⁺","Aluminium, Al³⁺"],"correctIndex":2},{"id":"identifying-metal-ions-mcq-5","subTopicId":"identifying-metal-ions","prompt":"Sodium hydroxide solution gives a white precipitate, which dissolves when excess sodium hydroxide is added. Which ion is present?","explanation":"Al³⁺, Ca²⁺ and Mg²⁺ all give white precipitates, but only aluminium hydroxide dissolves in excess sodium hydroxide.","difficulty":3,"type":"mcq","options":["Aluminium, Al³⁺","Calcium, Ca²⁺","Magnesium, Mg²⁺","Copper(II), Cu²⁺"],"correctIndex":0},{"id":"identifying-metal-ions-mcq-6","subTopicId":"identifying-metal-ions","prompt":"Which ionic equation shows the brown precipitate forming with iron(III) ions?","explanation":"Fe³⁺ has a 3+ charge, so it needs three OH⁻ ions to make a neutral hydroxide. Fe(OH)₂ is the green iron(II) hydroxide.","difficulty":3,"higherTier":true,"type":"mcq","options":["Fe³⁺ + OH⁻ → FeOH","Fe³⁺ + 3OH⁻ → Fe(OH)₃","Fe²⁺ + 2OH⁻ → Fe(OH)₂","Fe³⁺ + 2OH⁻ → Fe(OH)₂"],"correctIndex":1},{"id":"identifying-metal-ions-multi-1","subTopicId":"identifying-metal-ions","prompt":"Which ions give a white precipitate with sodium hydroxide solution?","explanation":"Iron(II) gives a green precipitate.","difficulty":2,"type":"multi","options":["Al³⁺","Ca²⁺","Mg²⁺","Fe²⁺"],"correctIndices":[0,1,2]},{"id":"identifying-metal-ions-multi-2","subTopicId":"identifying-metal-ions","prompt":"A solution gives a white precipitate with sodium hydroxide that does not dissolve in excess, and an orange-red flame test. Which statements are true?","explanation":"The precipitate didn't dissolve, so it isn't aluminium. The orange-red flame shows calcium; magnesium gives no flame colour.","difficulty":3,"type":"multi","options":["It contains Ca²⁺ ions","It does not contain Al³⁺ ions","It contains Mg²⁺ ions","It contains Cu²⁺ ions"],"correctIndices":[0,1]},{"id":"identifying-negative-ions-mcq-1","subTopicId":"identifying-negative-ions","prompt":"How do you test for carbonate ions?","explanation":"Carbonates react with acids to make carbon dioxide, which turns limewater milky.","difficulty":1,"type":"mcq","options":["Add silver nitrate: a white precipitate forms","Add dilute acid and bubble the gas through limewater: it turns milky","Add barium chloride: a white precipitate forms","Do a flame test: the flame turns green"],"correctIndex":1},{"id":"identifying-negative-ions-mcq-2","subTopicId":"identifying-negative-ions","prompt":"Which reagent is used to test for sulfate ions?","explanation":"Sulfate ions give a white precipitate of barium sulfate.","difficulty":1,"type":"mcq","options":["Silver nitrate solution, after adding dilute nitric acid","Sodium hydroxide solution","Limewater","Barium chloride solution, after adding dilute hydrochloric acid"],"correctIndex":3},{"id":"identifying-negative-ions-mcq-3","subTopicId":"identifying-negative-ions","prompt":"Dilute nitric acid and silver nitrate are added to a solution, and a cream precipitate forms. Which ion is present?","explanation":"Silver halide precipitates: chloride white, bromide cream, iodide yellow.","difficulty":2,"type":"mcq","options":["Bromide, Br⁻","Chloride, Cl⁻","Iodide, I⁻","Sulfate, SO₄²⁻"],"correctIndex":0},{"id":"identifying-negative-ions-mcq-4","subTopicId":"identifying-negative-ions","prompt":"Dilute nitric acid and silver nitrate are added to a solution, and a yellow precipitate forms. Which ion is present?","explanation":"Iodide gives a yellow precipitate of silver iodide.","difficulty":2,"type":"mcq","options":["Chloride, Cl⁻","Bromide, Br⁻","Iodide, I⁻","Carbonate, CO₃²⁻"],"correctIndex":2},{"id":"identifying-negative-ions-mcq-5","subTopicId":"identifying-negative-ions","prompt":"In the halide test, why is the solution acidified with nitric acid rather than hydrochloric acid?","explanation":"Adding chloride ions would always give a white precipitate, whatever was in the sample.","difficulty":3,"type":"mcq","options":["Nitric acid is stronger","Hydrochloric acid would react with the silver nitrate to make a gas","Nitric acid makes the precipitate more colourful","Hydrochloric acid contains chloride ions, which would give a false positive"],"correctIndex":3},{"id":"identifying-negative-ions-mcq-6","subTopicId":"identifying-negative-ions","prompt":"Why is acid added before silver nitrate or barium chloride in the halide and sulfate tests?","explanation":"Carbonate ions react with the acid and are removed as carbon dioxide, so they can't give a false positive.","difficulty":3,"type":"mcq","options":["To remove carbonate ions, which would also form a precipitate","To make the precipitate dissolve","To speed up the reaction","To change the colour of the precipitate"],"correctIndex":0},{"id":"identifying-negative-ions-multi-1","subTopicId":"identifying-negative-ions","prompt":"Which halide precipitate colours (with acidified silver nitrate) are correct?","explanation":"White, cream, yellow for chloride, bromide, iodide going down group 7.","difficulty":2,"type":"multi","options":["Chloride — white","Bromide — cream","Iodide — yellow","Chloride — yellow"],"correctIndices":[0,1,2]},{"id":"identifying-negative-ions-multi-2","subTopicId":"identifying-negative-ions","prompt":"A compound gives a lilac flame, and a white precipitate with dilute hydrochloric acid and barium chloride. Which statements are true?","explanation":"A lilac flame means K⁺; a white precipitate with barium chloride means SO₄²⁻. Together: potassium sulfate.","difficulty":3,"type":"multi","options":["It contains potassium ions","It contains sulfate ions","It could be potassium sulfate","It contains chloride ions"],"correctIndices":[0,1,2]},{"id":"instrumental-analysis-mcq-1","subTopicId":"instrumental-analysis","prompt":"Which are advantages of instrumental methods of analysis?","explanation":"Instruments give reliable results quickly, even from very small samples.","difficulty":1,"type":"mcq","options":["They are cheap and need no training","They only work on pure samples","They need large samples","They are accurate, sensitive and rapid"],"correctIndex":3},{"id":"instrumental-analysis-mcq-2","subTopicId":"instrumental-analysis","prompt":"What does flame emission spectroscopy identify?","explanation":"Each metal ion gives out its own pattern of light in a flame.","difficulty":1,"type":"mcq","options":["Metal ions in a solution","Gases in the air","The bonds in a molecule","The pH of a solution"],"correctIndex":0},{"id":"instrumental-analysis-mcq-3","subTopicId":"instrumental-analysis","prompt":"What is a disadvantage of instrumental methods?","explanation":"The machines cost a lot, and interpreting the results needs training.","difficulty":2,"type":"mcq","options":["They are less accurate than chemical tests","They are very slow","The equipment is expensive and needs trained people to use it","They need very large samples"],"correctIndex":2},{"id":"instrumental-analysis-mcq-4","subTopicId":"instrumental-analysis","prompt":"In flame emission spectroscopy, what does each metal ion produce?","explanation":"Comparing a sample's spectrum with reference spectra identifies the metal ions in it.","difficulty":2,"type":"mcq","options":["The same spectrum as every other ion","Its own unique line spectrum","A single colour of flame only","A precipitate"],"correctIndex":1},{"id":"instrumental-analysis-mcq-5","subTopicId":"instrumental-analysis","prompt":"How can flame emission spectroscopy measure the concentration of a metal ion?","explanation":"Brighter lines mean more of the ion. A calibration curve converts the reading into a concentration.","difficulty":3,"type":"mcq","options":["The brightness of the lines is compared with a calibration curve made from known concentrations","By counting the number of lines","By measuring the colour of a precipitate","By timing how long the flame lasts"],"correctIndex":0},{"id":"instrumental-analysis-mcq-6","subTopicId":"instrumental-analysis","prompt":"What is an advantage of flame emission spectroscopy over a simple flame test?","explanation":"In a flame test, colours can mask each other. A spectroscope separates the light, so each ion's lines can be seen.","difficulty":3,"type":"mcq","options":["It doesn't need a flame","It is cheaper","It can only test one ion at a time","It can identify the different metal ions in a mixture"],"correctIndex":3},{"id":"instrumental-analysis-multi-1","subTopicId":"instrumental-analysis","prompt":"Which are advantages of instrumental methods?","explanation":"Instrumental methods are expensive, but give fast, accurate results from small samples.","difficulty":2,"type":"multi","options":["Accurate","Sensitive","Rapid","Cheap"],"correctIndices":[0,1,2]},{"id":"instrumental-analysis-multi-2","subTopicId":"instrumental-analysis","prompt":"Which statements about a calibration curve are true?","explanation":"A calibration curve compares an unknown's reading with readings from known (standard) solutions.","difficulty":3,"type":"multi","options":["It is made by testing solutions of known concentration","The concentration of an unknown can be read off it","It plots instrument readings against concentration","It doesn't need any known solutions"],"correctIndices":[0,1,2]}]},{"id":"c9","subjectId":"chemistry","code":"C9","title":"Chemistry of the Atmosphere","description":"How Earth's atmosphere formed and changed, and how human activity adds greenhouse gases and pollutants to it.","questions":[{"id":"the-earths-atmosphere-mcq-1","subTopicId":"the-earths-atmosphere","prompt":"Which gas makes up most of the atmosphere today?","explanation":"The atmosphere is about 78% nitrogen (roughly four-fifths) and 21% oxygen.","difficulty":1,"type":"mcq","options":["Oxygen","Carbon dioxide","Nitrogen","Argon"],"correctIndex":2},{"id":"the-earths-atmosphere-mcq-2","subTopicId":"the-earths-atmosphere","prompt":"Roughly what fraction of the atmosphere is oxygen?","explanation":"Oxygen is about 21%, nitrogen about 78%, and argon, carbon dioxide and other gases make up the rest.","difficulty":1,"type":"mcq","options":["About one-fifth (21%)","About four-fifths (78%)","About half (50%)","About 1%"],"correctIndex":0},{"id":"the-earths-atmosphere-mcq-3","subTopicId":"the-earths-atmosphere","prompt":"According to one theory, what was the Earth's early atmosphere mainly made of?","explanation":"Intense volcanic activity released mainly carbon dioxide, like the atmospheres of Mars and Venus today.","difficulty":2,"type":"mcq","options":["Oxygen and nitrogen","Mostly oxygen","Mostly argon","Carbon dioxide, with little or no oxygen"],"correctIndex":3},{"id":"the-earths-atmosphere-mcq-4","subTopicId":"the-earths-atmosphere","prompt":"How did the oceans form?","explanation":"Volcanoes released water vapour. When the Earth cooled, it condensed to form the oceans.","difficulty":2,"type":"mcq","options":["Rain fell from space","Water vapour in the early atmosphere condensed as the Earth cooled","Ice from comets melted all at once","Oxygen and hydrogen reacted in the atmosphere"],"correctIndex":1},{"id":"the-earths-atmosphere-mcq-5","subTopicId":"the-earths-atmosphere","prompt":"What first produced oxygen in the atmosphere, about 2.7 billion years ago?","explanation":"Algae, and later plants, released oxygen by photosynthesis: 6CO₂ + 6H₂O → C₆H₁₂O₆ + 6O₂.","difficulty":3,"type":"mcq","options":["Algae, by photosynthesis","Volcanoes","Animals, by respiration","Burning fossil fuels"],"correctIndex":0},{"id":"the-earths-atmosphere-mcq-6","subTopicId":"the-earths-atmosphere","prompt":"Why are scientists unsure exactly what the early atmosphere was like?","explanation":"With so little direct evidence, scientists put forward theories that fit the evidence they do have.","difficulty":3,"type":"mcq","options":["The atmosphere has never changed","Nobody has measured today's atmosphere","Volcanoes don't release gases","There is little evidence from about 4.6 billion years ago"],"correctIndex":3},{"id":"the-earths-atmosphere-multi-1","subTopicId":"the-earths-atmosphere","prompt":"How was carbon dioxide removed from the early atmosphere?","explanation":"Volcanoes released carbon dioxide; they didn't remove it.","difficulty":2,"type":"multi","options":["It dissolved in the oceans and formed carbonate compounds","Algae and plants used it for photosynthesis","It was locked up in sedimentary rocks and fossil fuels","Volcanoes absorbed it"],"correctIndices":[0,1,2]},{"id":"the-earths-atmosphere-multi-2","subTopicId":"the-earths-atmosphere","prompt":"Which gases does one theory say were in the early atmosphere?","explanation":"There was little or no oxygen until algae began photosynthesising.","difficulty":3,"type":"multi","options":["Carbon dioxide","Water vapour","Nitrogen","Lots of oxygen"],"correctIndices":[0,1,2]},{"id":"greenhouse-gases-and-climate-change-mcq-1","subTopicId":"greenhouse-gases-and-climate-change","prompt":"Which of these is a greenhouse gas?","explanation":"The main greenhouse gases are carbon dioxide, methane and water vapour.","difficulty":1,"type":"mcq","options":["Nitrogen","Methane","Oxygen","Argon"],"correctIndex":1},{"id":"greenhouse-gases-and-climate-change-mcq-2","subTopicId":"greenhouse-gases-and-climate-change","prompt":"Which human activity increases the amount of carbon dioxide in the atmosphere?","explanation":"Burning coal, oil and gas releases carbon that was stored for millions of years.","difficulty":1,"type":"mcq","options":["Burning fossil fuels","Planting trees","Using wind turbines","Recycling glass"],"correctIndex":0},{"id":"greenhouse-gases-and-climate-change-mcq-3","subTopicId":"greenhouse-gases-and-climate-change","prompt":"Which human activity releases methane?","explanation":"Cattle produce methane as they digest food. Rice paddy fields and landfill sites also release it.","difficulty":2,"type":"mcq","options":["Using solar panels","Burning hydrogen","Planting forests","Cattle farming"],"correctIndex":3},{"id":"greenhouse-gases-and-climate-change-mcq-4","subTopicId":"greenhouse-gases-and-climate-change","prompt":"In the greenhouse effect, what do greenhouse gases absorb?","explanation":"Short-wavelength radiation from the Sun warms the Earth; the warm Earth gives out infrared, which greenhouse gases absorb and re-emit.","difficulty":2,"type":"mcq","options":["Short-wavelength radiation from the Sun","Sound waves","Long-wavelength infrared radiation given out by the Earth","Visible light only"],"correctIndex":2},{"id":"greenhouse-gases-and-climate-change-mcq-5","subTopicId":"greenhouse-gases-and-climate-change","prompt":"Why does deforestation increase the amount of carbon dioxide in the atmosphere?","explanation":"Forests take in large amounts of CO₂. Removing them, especially by burning, adds to atmospheric CO₂.","difficulty":3,"type":"mcq","options":["Trees produce carbon dioxide during the day","There are fewer trees to absorb carbon dioxide by photosynthesis, and burning them releases more","Cutting trees releases methane only","Trees stop volcanoes erupting"],"correctIndex":1},{"id":"greenhouse-gases-and-climate-change-mcq-6","subTopicId":"greenhouse-gases-and-climate-change","prompt":"Which source of information about climate change is most likely to be reliable?","explanation":"Peer-reviewed work has been checked by other experts. Media stories may be simplified or biased, and companies may have a reason to favour one view.","difficulty":3,"type":"mcq","options":["Peer-reviewed research by climate scientists","A newspaper headline","A post on social media","An advert from an oil company"],"correctIndex":0},{"id":"greenhouse-gases-and-climate-change-multi-1","subTopicId":"greenhouse-gases-and-climate-change","prompt":"Which are possible effects of global climate change?","explanation":"More greenhouse gases make the greenhouse effect stronger, not weaker.","difficulty":2,"type":"multi","options":["Rising sea levels","More frequent and severe storms","Changes in the amount and pattern of rainfall","A weaker greenhouse effect"],"correctIndices":[0,1,2]},{"id":"greenhouse-gases-and-climate-change-multi-2","subTopicId":"greenhouse-gases-and-climate-change","prompt":"When judging a claim about climate change, which questions should you ask?","explanation":"Popularity doesn't make a claim true. Peer review, independent funding and plenty of data make it more trustworthy.","difficulty":3,"type":"multi","options":["Has the research been peer reviewed?","Who funded the research?","Is it based on a lot of data over a long time?","Has it been shared by lots of people online?"],"correctIndices":[0,1,2]},{"id":"carbon-footprint-mcq-1","subTopicId":"carbon-footprint","prompt":"What is a carbon footprint?","explanation":"It covers every stage: raw materials, manufacture, transport, use and disposal.","difficulty":1,"type":"mcq","options":["The amount of carbon in a product","The total amount of carbon dioxide and other greenhouse gases emitted over the full life cycle of a product, service or event","The area of land covered by forests","The carbon dioxide breathed out by a person in a day"],"correctIndex":1},{"id":"carbon-footprint-mcq-2","subTopicId":"carbon-footprint","prompt":"Which of these would reduce a carbon footprint?","explanation":"Wind and solar power don't release carbon dioxide when they generate electricity.","difficulty":1,"type":"mcq","options":["Taking more flights","Burning more coal","Cutting down forests","Using electricity from renewable sources"],"correctIndex":3},{"id":"carbon-footprint-mcq-3","subTopicId":"carbon-footprint","prompt":"What is carbon capture and storage?","explanation":"It stops some of the carbon dioxide from power stations reaching the atmosphere.","difficulty":2,"type":"mcq","options":["Collecting carbon dioxide from places like power stations and storing it, e.g. underground","Planting trees in cities","Taxing companies that pollute","Burning carbon in a closed container"],"correctIndex":0},{"id":"carbon-footprint-mcq-4","subTopicId":"carbon-footprint","prompt":"Why does beef have a large carbon footprint?","explanation":"Food footprints include farming. Cattle release methane as they digest food.","difficulty":2,"type":"mcq","options":["Beef contains a lot of carbon dioxide","Cooking beef releases nitrogen","Cattle produce methane, a greenhouse gas","Cattle absorb oxygen"],"correctIndex":2},{"id":"carbon-footprint-mcq-5","subTopicId":"carbon-footprint","prompt":"What does \"carbon neutral\" mean?","explanation":"Any emissions are balanced by actions that remove the same amount, such as planting trees.","difficulty":3,"type":"mcq","options":["Containing no carbon atoms","Releasing only carbon monoxide","Having a pH of 7","Causing no overall increase in the amount of greenhouse gases in the atmosphere"],"correctIndex":3},{"id":"carbon-footprint-mcq-6","subTopicId":"carbon-footprint","prompt":"Why is it difficult to reduce carbon footprints?","explanation":"Other problems include disagreement about the causes and effects of climate change, and countries not cooperating.","difficulty":3,"type":"mcq","options":["Renewable energy doesn't exist yet","New technology costs money, and people may not want to change their lifestyles","Greenhouse gases can't be reduced","Carbon footprints can't be measured"],"correctIndex":1},{"id":"carbon-footprint-multi-1","subTopicId":"carbon-footprint","prompt":"Which of these help reduce carbon dioxide emissions?","explanation":"Saving energy, making pollution more expensive and absorbing CO₂ all help. Flying releases a lot of CO₂.","difficulty":2,"type":"multi","options":["Better insulation in homes","Carbon taxes","Planting trees (carbon offsetting)","Flying more often"],"correctIndices":[0,1,2]},{"id":"carbon-footprint-multi-2","subTopicId":"carbon-footprint","prompt":"Which of these make it harder to reduce greenhouse gas emissions?","explanation":"Renewable energy sources don't run out; that's what makes them renewable.","difficulty":3,"type":"multi","options":["Disagreement about the causes of climate change","A lack of public information","Countries not cooperating","Renewable energy sources running out"],"correctIndices":[0,1,2]},{"id":"atmospheric-pollutants-mcq-1","subTopicId":"atmospheric-pollutants","prompt":"What produces carbon monoxide?","explanation":"Without enough oxygen, carbon in a fuel is only partly oxidised, to carbon monoxide.","difficulty":1,"type":"mcq","options":["Incomplete combustion of fuels","Complete combustion of fuels","Photosynthesis","Electrolysis of water"],"correctIndex":0},{"id":"atmospheric-pollutants-mcq-2","subTopicId":"atmospheric-pollutants","prompt":"Where does sulfur dioxide pollution come from?","explanation":"The sulfur in the fuel reacts with oxygen when it burns: S + O₂ → SO₂.","difficulty":1,"type":"mcq","options":["Car tyres","Burning hydrogen","Burning fuels, such as coal, that contain sulfur impurities","Nitrogen in the air"],"correctIndex":2},{"id":"atmospheric-pollutants-mcq-3","subTopicId":"atmospheric-pollutants","prompt":"How are oxides of nitrogen formed in car engines?","explanation":"Air is mostly nitrogen and oxygen. They don't normally react, but they do at the very high temperatures inside engines.","difficulty":2,"type":"mcq","options":["Nitrogen in the petrol burns","The exhaust absorbs nitrogen","Carbon dioxide reacts with nitrogen","Nitrogen and oxygen from the air react at the high temperatures in the engine"],"correctIndex":3},{"id":"atmospheric-pollutants-mcq-4","subTopicId":"atmospheric-pollutants","prompt":"Why is carbon monoxide so dangerous?","explanation":"Carbon monoxide stops the blood carrying oxygen around the body. Detectors are needed because you can't see or smell it.","difficulty":2,"type":"mcq","options":["It causes acid rain","It is toxic, and colourless and odourless, so it is hard to detect","It is a strong greenhouse gas","It has a strong, unpleasant smell"],"correctIndex":1},{"id":"atmospheric-pollutants-mcq-5","subTopicId":"atmospheric-pollutants","prompt":"What causes global dimming?","explanation":"Soot and other particulates from incomplete combustion block some sunlight.","difficulty":3,"type":"mcq","options":["Particulates (such as soot) in the air reducing the sunlight reaching the ground","Too much oxygen in the air","The ozone layer","Acid rain"],"correctIndex":0},{"id":"atmospheric-pollutants-mcq-6","subTopicId":"atmospheric-pollutants","prompt":"Which pollutants cause acid rain?","explanation":"These gases dissolve in water droplets in clouds to form acids.","difficulty":3,"type":"mcq","options":["Carbon monoxide and soot","Methane and water vapour","Sulfur dioxide and oxides of nitrogen","Nitrogen and oxygen"],"correctIndex":2},{"id":"atmospheric-pollutants-multi-1","subTopicId":"atmospheric-pollutants","prompt":"Which are effects of acid rain?","explanation":"Global dimming is caused by particulates, not acid rain.","difficulty":2,"type":"multi","options":["Damage to buildings and statues made of limestone","Trees dying","Harm to fish and other aquatic life","Global dimming"],"correctIndices":[0,1,2]},{"id":"atmospheric-pollutants-multi-2","subTopicId":"atmospheric-pollutants","prompt":"Which of these reduce air pollution from burning fuels?","explanation":"Removing sulfur cuts SO₂, catalytic converters cut oxides of nitrogen, and a good air supply means complete combustion with less carbon monoxide and soot.","difficulty":3,"type":"multi","options":["Removing sulfur from fuels before they are burned","Fitting catalytic converters to cars","Making sure fuels have a good supply of air","Burning more coal"],"correctIndices":[0,1,2]}]},{"id":"c10","subjectId":"chemistry","code":"C10","title":"Using Resources","description":"How we make water safe, extract and protect metals, judge a product's environmental impact and make ammonia for fertilisers.","questions":[{"id":"earths-resources-and-sustainability-mcq-1","subTopicId":"earths-resources-and-sustainability","prompt":"Which of these is a finite resource?","explanation":"Crude oil formed over millions of years and is being used much faster than it forms, so it will run out.","difficulty":1,"type":"mcq","options":["Wood from managed forests","Wind","Cotton","Crude oil"],"correctIndex":3},{"id":"earths-resources-and-sustainability-mcq-2","subTopicId":"earths-resources-and-sustainability","prompt":"What is sustainable development?","explanation":"Chemists help by finding processes that use less energy, make less waste and use renewable raw materials.","difficulty":1,"type":"mcq","options":["Development that meets the needs of people today without harming the ability of future generations to meet theirs","Using up resources as quickly as possible","Only using synthetic materials","Building as much as possible"],"correctIndex":0},{"id":"earths-resources-and-sustainability-mcq-3","subTopicId":"earths-resources-and-sustainability","prompt":"Which of these is a renewable resource?","explanation":"Managed forests are replanted, so timber can be replaced as fast as it is used.","difficulty":2,"type":"mcq","options":["Coal","Timber from managed forests","Natural gas","Copper ore"],"correctIndex":1},{"id":"earths-resources-and-sustainability-mcq-4","subTopicId":"earths-resources-and-sustainability","prompt":"Which of these is a synthetic material?","explanation":"Nylon is made by chemists. Wool, cotton and wood are natural resources.","difficulty":2,"type":"mcq","options":["Wool","Cotton","Nylon","Wood"],"correctIndex":2},{"id":"earths-resources-and-sustainability-mcq-5","subTopicId":"earths-resources-and-sustainability","prompt":"How can chemistry help make industry more sustainable?","explanation":"Better catalysts, higher atom economy and renewable raw materials all help.","difficulty":3,"type":"mcq","options":["By using more finite resources","By making products that can't be recycled","By increasing the use of fossil fuels","By developing processes that use less energy and produce less waste"],"correctIndex":3},{"id":"earths-resources-and-sustainability-mcq-6","subTopicId":"earths-resources-and-sustainability","prompt":"Why are metal ores finite resources?","explanation":"Once high-grade ores are used up, metals have to come from lower-grade ores or recycling.","difficulty":3,"type":"mcq","options":["They can be grown on farms","They formed over very long times and are being mined much faster than they form","They are replaced every year","They are made in factories"],"correctIndex":1},{"id":"earths-resources-and-sustainability-multi-1","subTopicId":"earths-resources-and-sustainability","prompt":"Which of these are natural resources?","explanation":"Poly(ethene) is a synthetic polymer made from crude oil.","difficulty":2,"type":"multi","options":["Wood","Cotton","Rubber","Poly(ethene)"],"correctIndices":[0,1,2]},{"id":"earths-resources-and-sustainability-multi-2","subTopicId":"earths-resources-and-sustainability","prompt":"Which of these are finite resources?","explanation":"Solar energy won't run out in the foreseeable future, so it is renewable.","difficulty":3,"type":"multi","options":["Coal","Natural gas","Metal ores","Solar energy"],"correctIndices":[0,1,2]},{"id":"potable-water-mcq-1","subTopicId":"potable-water","prompt":"What is potable water?","explanation":"Potable water has low levels of dissolved salts and microbes, but it isn't pure.","difficulty":1,"type":"mcq","options":["Pure water","Sea water","Water that is safe to drink","Water with no dissolved substances"],"correctIndex":2},{"id":"potable-water-mcq-2","subTopicId":"potable-water","prompt":"Is potable water pure, in the chemical sense?","explanation":"Potable water is safe to drink, but it contains dissolved minerals, so it isn't chemically pure.","difficulty":1,"type":"mcq","options":["No: it still contains small amounts of dissolved substances","Yes: it contains only water molecules","Yes: it has been sterilised","No: it contains lots of microbes"],"correctIndex":0},{"id":"potable-water-mcq-3","subTopicId":"potable-water","prompt":"In UK water treatment, why is water passed through filter beds?","explanation":"Filter beds remove solids. Microbes are then killed by sterilising.","difficulty":2,"type":"mcq","options":["To kill microbes","To remove dissolved salt","To add fluoride","To remove solid particles"],"correctIndex":3},{"id":"potable-water-mcq-4","subTopicId":"potable-water","prompt":"Which of these are used to sterilise drinking water?","explanation":"Each kills harmful microbes. The amounts of chlorine and ozone are carefully controlled, as too much is harmful.","difficulty":2,"type":"mcq","options":["Sodium chloride","Chlorine, ozone or ultraviolet light","Carbon dioxide","Sulfuric acid"],"correctIndex":1},{"id":"potable-water-mcq-5","subTopicId":"potable-water","prompt":"Why is desalination expensive?","explanation":"Distillation needs energy to boil the water, and reverse osmosis needs energy to create high pressures.","difficulty":3,"type":"mcq","options":["It needs large amounts of energy","Sea water is hard to find","It needs expensive chemicals such as chlorine","It only works in cold countries"],"correctIndex":0},{"id":"potable-water-mcq-6","subTopicId":"potable-water","prompt":"How does reverse osmosis desalinate sea water?","explanation":"Boiling and condensing is distillation, the other desalination method. Filter paper can't remove dissolved salt.","difficulty":3,"type":"mcq","options":["Sea water is boiled and the steam condensed","Salt is filtered out with filter paper","Sea water is forced at high pressure through a membrane that lets water molecules through but not salt ions","Chlorine is added to remove the salt"],"correctIndex":2},{"id":"potable-water-multi-1","subTopicId":"potable-water","prompt":"Which methods can be used to desalinate sea water?","explanation":"Filtration removes solids, not dissolved salt, and chlorination kills microbes.","difficulty":2,"type":"multi","options":["Distillation","Reverse osmosis","Filtration","Chlorination"],"correctIndices":[0,1]},{"id":"potable-water-multi-2","subTopicId":"potable-water","prompt":"In the practical to analyse and purify water samples, which steps are carried out?","explanation":"Flame tests identify metal ions, not chlorine, and aren't part of this practical.","difficulty":3,"type":"multi","options":["Measuring the pH of each sample","Evaporating a measured volume to find the mass of dissolved solids","Distilling a sample to purify it","Doing a flame test for chlorine"],"correctIndices":[0,1,2]},{"id":"waste-water-treatment-mcq-1","subTopicId":"waste-water-treatment","prompt":"What does sewage contain that must be removed?","explanation":"Releasing untreated sewage would pollute rivers and spread disease.","difficulty":1,"type":"mcq","options":["Only salt","Organic matter and harmful microbes","Only sand","Only chlorine"],"correctIndex":1},{"id":"waste-water-treatment-mcq-2","subTopicId":"waste-water-treatment","prompt":"What is the first stage of sewage treatment?","explanation":"Screening removes things such as rags, plastics and grit before the sewage goes to the settlement tanks.","difficulty":1,"type":"mcq","options":["Screening, to remove large objects and grit","Anaerobic digestion","Sterilising with chlorine","Desalination"],"correctIndex":0},{"id":"waste-water-treatment-mcq-3","subTopicId":"waste-water-treatment","prompt":"What does sedimentation produce?","explanation":"In a settlement tank, heavier solids sink to form sludge. The two parts are then treated separately.","difficulty":2,"type":"mcq","options":["Biogas and fertiliser","Pure water and salt","Chlorine and hydrogen","Sludge, which settles at the bottom, and effluent, the liquid above it"],"correctIndex":3},{"id":"waste-water-treatment-mcq-4","subTopicId":"waste-water-treatment","prompt":"What does the anaerobic digestion of sewage sludge produce?","explanation":"Bacteria break down the sludge without oxygen, producing methane and digested waste that can be spread on fields.","difficulty":2,"type":"mcq","options":["Pure drinking water","Oxygen and hydrogen","Biogas (methane), which can be used as a fuel, and fertiliser","Chlorine gas"],"correctIndex":2},{"id":"waste-water-treatment-mcq-5","subTopicId":"waste-water-treatment","prompt":"What happens in the aerobic treatment of effluent?","explanation":"After this, the water is clean enough to be released into rivers or the sea.","difficulty":3,"type":"mcq","options":["Air is bubbled through, and bacteria break down organic matter and kill harmful microbes","The effluent is boiled to remove salt","The effluent is passed through a membrane at high pressure","Chlorine is added to make biogas"],"correctIndex":0},{"id":"waste-water-treatment-mcq-6","subTopicId":"waste-water-treatment","prompt":"Which source of water is easiest to make potable?","explanation":"Fresh water only needs filtering and sterilising. Waste water needs more processes, and sea water needs desalination.","difficulty":3,"type":"mcq","options":["Sea water","Sewage","Industrial waste water","Fresh ground water"],"correctIndex":3},{"id":"waste-water-treatment-multi-1","subTopicId":"waste-water-treatment","prompt":"Which statements about industrial waste water are true?","explanation":"Industrial waste water can contain toxic substances that need removing before it is released.","difficulty":2,"type":"multi","options":["It may contain harmful chemicals","It may contain organic matter","It may need extra treatment","It is always safe to release untreated"],"correctIndices":[0,1,2]},{"id":"waste-water-treatment-multi-2","subTopicId":"waste-water-treatment","prompt":"Which statements comparing water sources are true?","explanation":"Desalinating sea water uses large amounts of energy, so it is the hardest and most expensive.","difficulty":3,"type":"multi","options":["Fresh water is the easiest to make potable","Salt water needs the most energy to make potable","Waste water needs more processes than fresh water","Sea water is the easiest to make potable"],"correctIndices":[0,1,2]},{"id":"alternative-methods-of-extracting-metals-mcq-1","subTopicId":"alternative-methods-of-extracting-metals","prompt":"Why are new ways of extracting copper needed?","explanation":"New biological methods can extract copper from low-grade ores and mine waste.","difficulty":1,"higherTier":true,"type":"mcq","options":["Copper is no longer used","Copper is too reactive to mine","High-grade copper ores are running out","Electrolysis can't be used for copper"],"correctIndex":2},{"id":"alternative-methods-of-extracting-metals-mcq-2","subTopicId":"alternative-methods-of-extracting-metals","prompt":"What does phytomining use?","explanation":"Plants absorb metal compounds from the soil and build them up in their leaves.","difficulty":1,"higherTier":true,"type":"mcq","options":["Plants","Bacteria","Electricity","Carbon"],"correctIndex":0},{"id":"alternative-methods-of-extracting-metals-mcq-3","subTopicId":"alternative-methods-of-extracting-metals","prompt":"What does bioleaching use?","explanation":"Bacteria produce leachate solutions that contain metal compounds.","difficulty":2,"higherTier":true,"type":"mcq","options":["Plants","Enzymes from yeast","Steam","Bacteria"],"correctIndex":3},{"id":"alternative-methods-of-extracting-metals-mcq-4","subTopicId":"alternative-methods-of-extracting-metals","prompt":"In phytomining, what happens to the plants after they have absorbed the metal compounds?","explanation":"The ash is dissolved in acid to give a solution of the metal compounds.","difficulty":2,"higherTier":true,"type":"mcq","options":["They are eaten by animals","They are harvested and burned, and the ash contains the metal compounds","They are left in the ground","They are electrolysed directly"],"correctIndex":1},{"id":"alternative-methods-of-extracting-metals-mcq-5","subTopicId":"alternative-methods-of-extracting-metals","prompt":"How is copper obtained from the solutions made by phytomining or bioleaching?","explanation":"Iron is more reactive than copper, so it displaces it: Fe + CuSO₄ → FeSO₄ + Cu.","difficulty":3,"higherTier":true,"type":"mcq","options":["By displacement with scrap iron, or by electrolysis","By heating the solution with carbon","By adding more bacteria","By filtering the solution"],"correctIndex":0},{"id":"alternative-methods-of-extracting-metals-mcq-6","subTopicId":"alternative-methods-of-extracting-metals","prompt":"What is the main disadvantage of phytomining and bioleaching?","explanation":"They take a long time but avoid traditional mining and make use of ores with very little metal.","difficulty":3,"higherTier":true,"type":"mcq","options":["They need high-grade ores","They create lots of waste rock","They don't produce any metal","They are slow"],"correctIndex":3},{"id":"alternative-methods-of-extracting-metals-multi-1","subTopicId":"alternative-methods-of-extracting-metals","prompt":"What are advantages of phytomining and bioleaching?","explanation":"Their main drawback is that they are slow.","difficulty":2,"higherTier":true,"type":"multi","options":["They can use low-grade ores","They avoid digging up and disposing of large amounts of rock","They help conserve high-grade ores","They are very fast"],"correctIndices":[0,1,2]},{"id":"alternative-methods-of-extracting-metals-multi-2","subTopicId":"alternative-methods-of-extracting-metals","prompt":"Scrap iron is added to copper sulfate solution: Fe + CuSO₄ → FeSO₄ + Cu. Which statements are true?","explanation":"The copper ions gain electrons, so they are reduced. The iron is oxidised.","difficulty":3,"higherTier":true,"type":"multi","options":["Iron is more reactive than copper","Copper is displaced from the solution","Scrap iron is a cheap source of iron","The copper is oxidised"],"correctIndices":[0,1,2]},{"id":"life-cycle-assessment-and-recycling-mcq-1","subTopicId":"life-cycle-assessment-and-recycling","prompt":"What is a life cycle assessment (LCA)?","explanation":"An LCA looks at raw materials, manufacture, use and disposal.","difficulty":1,"type":"mcq","options":["A check of how long a product lasts","A measure of how much a product costs","A test of how strong a product is","An assessment of the environmental impact of a product at each stage of its life"],"correctIndex":3},{"id":"life-cycle-assessment-and-recycling-mcq-2","subTopicId":"life-cycle-assessment-and-recycling","prompt":"What is the first stage of a life cycle assessment?","explanation":"The stages are: raw materials, manufacturing and packaging, use, and disposal.","difficulty":1,"type":"mcq","options":["Extracting and processing the raw materials","Disposal","Manufacturing and packaging","Using the product"],"correctIndex":0},{"id":"life-cycle-assessment-and-recycling-mcq-3","subTopicId":"life-cycle-assessment-and-recycling","prompt":"What raw material are plastic carrier bags made from?","explanation":"Making poly(ethene) from crude oil needs fractional distillation, cracking and polymerisation, all of which use energy.","difficulty":2,"type":"mcq","options":["Trees, a renewable resource","Cotton","Crude oil, a finite resource","Metal ores"],"correctIndex":2},{"id":"life-cycle-assessment-and-recycling-mcq-4","subTopicId":"life-cycle-assessment-and-recycling","prompt":"In an LCA comparing carrier bags, what is an advantage of paper bags at the disposal stage?","explanation":"Plastic bags don't biodegrade easily, so they can harm wildlife if littered. But plastic bags are stronger and can be reused more.","difficulty":2,"type":"mcq","options":["They can be reused many times","They biodegrade easily","They are made from crude oil","They are stronger"],"correctIndex":1},{"id":"life-cycle-assessment-and-recycling-mcq-5","subTopicId":"life-cycle-assessment-and-recycling","prompt":"Why are life cycle assessments not completely objective?","explanation":"Energy and water use can be measured, but deciding how bad different pollutants are involves opinion.","difficulty":3,"type":"mcq","options":["They only measure energy use","They are always written by scientists","They only look at the disposal stage","Some effects, such as how harmful a pollutant is, need value judgements rather than measurements"],"correctIndex":3},{"id":"life-cycle-assessment-and-recycling-mcq-6","subTopicId":"life-cycle-assessment-and-recycling","prompt":"A company publishes an LCA of its product that leaves out the disposal stage. Why might this be misleading?","explanation":"Shortened or selective LCAs can be biased, for example to support advertising claims. A fair LCA covers every stage.","difficulty":3,"type":"mcq","options":["A selective LCA can hide the product's worst impacts and be used to support the company's claims","Disposal never has any environmental impact","LCAs only need one stage to be accurate","Leaving out stages always makes the product look worse"],"correctIndex":0},{"id":"life-cycle-assessment-and-recycling-multi-1","subTopicId":"life-cycle-assessment-and-recycling","prompt":"Which of these does a life cycle assessment consider?","explanation":"An LCA considers resources, energy, water, waste and pollution at each stage.","difficulty":2,"type":"multi","options":["The energy used","The water used","The waste produced","The product's colour"],"correctIndices":[0,1,2]},{"id":"life-cycle-assessment-and-recycling-multi-2","subTopicId":"life-cycle-assessment-and-recycling","prompt":"What are advantages of recycling metals and glass?","explanation":"Collecting, sorting and transporting materials is one of the costs of recycling.","difficulty":3,"type":"multi","options":["Finite resources are conserved","Less energy is usually needed than making new material","Less waste goes to landfill","No collection or transport is needed"],"correctIndices":[0,1,2]},{"id":"corrosion-and-its-prevention-mcq-1","subTopicId":"corrosion-and-its-prevention","prompt":"What does iron need in order to rust?","explanation":"Iron rusts only when both are present. Remove either one and it won't rust.","difficulty":1,"type":"mcq","options":["Oxygen only","Both oxygen and water","Water only","Carbon dioxide"],"correctIndex":1},{"id":"corrosion-and-its-prevention-mcq-2","subTopicId":"corrosion-and-its-prevention","prompt":"What is rust?","explanation":"iron + oxygen + water → hydrated iron(III) oxide.","difficulty":1,"type":"mcq","options":["Hydrated iron(III) oxide","Iron carbonate","Pure iron","Iron chloride"],"correctIndex":0},{"id":"corrosion-and-its-prevention-mcq-3","subTopicId":"corrosion-and-its-prevention","prompt":"Iron nails are left in three tubes. Which nail rusts?","explanation":"Boiling removes dissolved air and the oil stops more getting in; calcium chloride removes water. Only the first tube has both oxygen and water.","difficulty":2,"type":"mcq","options":["The one in boiled water with a layer of oil on top","The one in dry air with calcium chloride","None of them","The one in water with air"],"correctIndex":3},{"id":"corrosion-and-its-prevention-mcq-4","subTopicId":"corrosion-and-its-prevention","prompt":"What is galvanising?","explanation":"Galvanised iron is used for things like buckets and fences.","difficulty":2,"type":"mcq","options":["Painting iron","Coating iron with plastic","Coating iron with a layer of zinc","Alloying iron with carbon"],"correctIndex":2},{"id":"corrosion-and-its-prevention-mcq-5","subTopicId":"corrosion-and-its-prevention","prompt":"How does sacrificial protection work?","explanation":"Zinc or magnesium blocks react with oxygen and water instead of the iron. They are replaced when they have corroded away.","difficulty":3,"type":"mcq","options":["A more reactive metal attached to the iron corrodes instead of the iron","A less reactive metal coats the iron","The iron is kept dry","The iron is painted"],"correctIndex":0},{"id":"corrosion-and-its-prevention-mcq-6","subTopicId":"corrosion-and-its-prevention","prompt":"A galvanised iron bucket is scratched through to the iron. Why doesn't the iron rust?","explanation":"Galvanising protects in two ways: as a barrier, and as sacrificial protection even when scratched.","difficulty":3,"type":"mcq","options":["Zinc is a better barrier than paint","Iron doesn't rust in water","The scratch heals over","The zinc is more reactive, so it corrodes instead of the iron"],"correctIndex":3},{"id":"corrosion-and-its-prevention-multi-1","subTopicId":"corrosion-and-its-prevention","prompt":"Which are barrier methods of preventing rust?","explanation":"Barriers keep oxygen and water away. Attaching magnesium is sacrificial protection.","difficulty":2,"type":"multi","options":["Painting","Oiling or greasing","Coating with plastic","Attaching a block of magnesium"],"correctIndices":[0,1,2]},{"id":"corrosion-and-its-prevention-multi-2","subTopicId":"corrosion-and-its-prevention","prompt":"Why doesn't aluminium corrode much, even though it is quite reactive?","explanation":"Aluminium is above iron in the reactivity series, but its protective oxide layer stops oxygen and water reaching the metal underneath.","difficulty":3,"type":"multi","options":["It has a thin layer of aluminium oxide on its surface","The oxide layer stops further corrosion","Aluminium is unreactive","Aluminium is below iron in the reactivity series"],"correctIndices":[0,1]},{"id":"alloys-ceramics-polymers-and-composites-mcq-1","subTopicId":"alloys-ceramics-polymers-and-composites","prompt":"What is brass made from?","explanation":"Brass is used for taps, door fittings and musical instruments. Bronze is copper and tin.","difficulty":1,"type":"mcq","options":["Copper and tin","Iron and carbon","Copper and zinc","Gold and silver"],"correctIndex":2},{"id":"alloys-ceramics-polymers-and-composites-mcq-2","subTopicId":"alloys-ceramics-polymers-and-composites","prompt":"What is bronze made from?","explanation":"Bronze is used for statues, bells and medals.","difficulty":1,"type":"mcq","options":["Copper and tin","Copper and zinc","Iron and chromium","Aluminium and copper"],"correctIndex":0},{"id":"alloys-ceramics-polymers-and-composites-mcq-3","subTopicId":"alloys-ceramics-polymers-and-composites","prompt":"What percentage of 18 carat gold is gold?","explanation":"24 carat is pure gold, so 18 carat is 18 ÷ 24 = 75% gold.","difficulty":2,"type":"mcq","options":["18%","50%","100%","75%"],"correctIndex":3},{"id":"alloys-ceramics-polymers-and-composites-mcq-4","subTopicId":"alloys-ceramics-polymers-and-composites","prompt":"Which type of steel is used to make cutting tools?","explanation":"High-carbon steel is strong but brittle, ideal for cutting tools. Low-carbon (mild) steel is softer and easily shaped, so it is used for car bodies.","difficulty":2,"type":"mcq","options":["Low-carbon steel, because it is easily shaped","High-carbon steel, because it is very strong","High-carbon steel, because it is soft","Stainless steel, because it is easily shaped"],"correctIndex":1},{"id":"alloys-ceramics-polymers-and-composites-mcq-5","subTopicId":"alloys-ceramics-polymers-and-composites","prompt":"Why is borosilicate glass used for laboratory glassware?","explanation":"Borosilicate glass, made from sand and boron trioxide, can be heated strongly without melting or cracking as easily.","difficulty":3,"type":"mcq","options":["It melts at a higher temperature than soda-lime glass","It is cheaper","It is coloured","It dissolves in water"],"correctIndex":0},{"id":"alloys-ceramics-polymers-and-composites-mcq-6","subTopicId":"alloys-ceramics-polymers-and-composites","prompt":"Why don't thermosetting polymers melt when heated?","explanation":"The strong cross-links hold the chains in place. Thermosoftening polymers have separate chains with weak forces between them, so they melt.","difficulty":3,"type":"mcq","options":["Their chains are very short","They have weak forces between chains","They have cross-links between the polymer chains","They are made of small molecules"],"correctIndex":2},{"id":"alloys-ceramics-polymers-and-composites-multi-1","subTopicId":"alloys-ceramics-polymers-and-composites","prompt":"Which of these are composites?","explanation":"Composites have a reinforcement in a matrix. Stainless steel is an alloy, a mixture of metals.","difficulty":2,"type":"multi","options":["Reinforced concrete","Fibreglass","Wood","Stainless steel"],"correctIndices":[0,1,2]},{"id":"alloys-ceramics-polymers-and-composites-multi-2","subTopicId":"alloys-ceramics-polymers-and-composites","prompt":"Which statements about low-density (LDPE) and high-density (HDPE) poly(ethene) are true?","explanation":"LDPE is flexible (carrier bags); HDPE is stronger and more rigid (bottles, pipes).","difficulty":3,"type":"multi","options":["Both are made from ethene","They are made using different catalysts and conditions","HDPE is more rigid","LDPE is the stronger of the two"],"correctIndices":[0,1,2]},{"id":"the-haber-process-mcq-1","subTopicId":"the-haber-process","prompt":"What does the Haber process make?","explanation":"N₂ + 3H₂ ⇌ 2NH₃. Most ammonia is used to make fertilisers.","difficulty":1,"type":"mcq","options":["Nitric acid","Ammonia","Sulfuric acid","Hydrogen"],"correctIndex":1},{"id":"the-haber-process-mcq-2","subTopicId":"the-haber-process","prompt":"Where do the raw materials for the Haber process come from?","explanation":"Air is about 78% nitrogen, and hydrogen is made from methane (natural gas).","difficulty":1,"type":"mcq","options":["Nitrogen from natural gas; hydrogen from the air","Both from crude oil","Both from sea water","Nitrogen from the air; hydrogen from natural gas"],"correctIndex":3},{"id":"the-haber-process-mcq-3","subTopicId":"the-haber-process","prompt":"What conditions are used in the Haber process?","explanation":"These conditions are a compromise between yield, rate, cost and safety.","difficulty":2,"type":"mcq","options":["About 450 °C, 200 atmospheres and an iron catalyst","About 25 °C, 1 atmosphere and no catalyst","About 1000 °C, 200 atmospheres and a nickel catalyst","About 450 °C, 1 atmosphere and an iron catalyst"],"correctIndex":0},{"id":"the-haber-process-mcq-4","subTopicId":"the-haber-process","prompt":"What happens to the nitrogen and hydrogen that don't react?","explanation":"The reaction is reversible, so only some of the gases react each time. Recycling them saves raw materials.","difficulty":2,"type":"mcq","options":["They are released into the air","They are burned","They are recycled back into the reactor","They are turned into fertiliser directly"],"correctIndex":2},{"id":"the-haber-process-mcq-5","subTopicId":"the-haber-process","prompt":"The forward reaction in the Haber process is exothermic. Why is a temperature of about 450 °C used?","explanation":"Lower temperatures favour the exothermic forward reaction, but slow the rate. 450 °C gives a reasonable yield at a reasonable rate.","difficulty":3,"higherTier":true,"type":"mcq","options":["A higher temperature would give a higher yield","A lower temperature would give a higher yield, but the reaction would be too slow","450 °C gives the highest possible yield","The iron catalyst melts below 450 °C"],"correctIndex":1},{"id":"the-haber-process-mcq-6","subTopicId":"the-haber-process","prompt":"Why isn't a pressure much higher than 200 atmospheres used?","explanation":"Higher pressure would give more ammonia (fewer gas molecules on the right), so 200 atmospheres is a compromise between yield and cost and safety.","difficulty":3,"higherTier":true,"type":"mcq","options":["Higher pressures give a lower yield of ammonia","Higher pressures slow the reaction down","The catalyst stops working at high pressure","Very high pressures need expensive equipment and lots of energy, and are more dangerous"],"correctIndex":3},{"id":"the-haber-process-multi-1","subTopicId":"the-haber-process","prompt":"Which statements about the Haber process are true?","explanation":"Because the reaction is reversible, only some of the gases react; the rest are recycled.","difficulty":2,"type":"multi","options":["The reaction is reversible","An iron catalyst is used","Ammonia is removed by cooling the gases until it liquefies","All the nitrogen and hydrogen react in one pass"],"correctIndices":[0,1,2]},{"id":"the-haber-process-multi-2","subTopicId":"the-haber-process","prompt":"What does the iron catalyst do in the Haber process?","explanation":"A catalyst speeds up the forward and reverse reactions equally, so it doesn't change the position of equilibrium or the yield.","difficulty":3,"higherTier":true,"type":"multi","options":["Increases the rate of reaction","Lets equilibrium be reached faster","Increases the yield of ammonia at equilibrium","Shifts the position of equilibrium to the right"],"correctIndices":[0,1]},{"id":"npk-fertilisers-mcq-1","subTopicId":"npk-fertilisers","prompt":"Which elements are in NPK fertilisers?","explanation":"N, P and K are the symbols for nitrogen, phosphorus and potassium, which plants need to grow well.","difficulty":1,"type":"mcq","options":["Nitrogen, phosphorus and potassium","Nitrogen, phosphorus and krypton","Sodium, phosphorus and potassium","Nitrogen, potassium and calcium"],"correctIndex":0},{"id":"npk-fertilisers-mcq-2","subTopicId":"npk-fertilisers","prompt":"Why do farmers use fertilisers?","explanation":"Fertilisers improve farm productivity by supplying nitrogen, phosphorus and potassium.","difficulty":1,"type":"mcq","options":["To kill pests","To make the soil more acidic","To stop plants photosynthesising","To replace the elements crops take from the soil, so more food is grown"],"correctIndex":3},{"id":"npk-fertilisers-mcq-3","subTopicId":"npk-fertilisers","prompt":"Which two substances react to make ammonium nitrate?","explanation":"NH₃ + HNO₃ → NH₄NO₃. Ammonia and sulfuric acid make ammonium sulfate instead.","difficulty":2,"type":"mcq","options":["Ammonia and sulfuric acid","Ammonia and nitric acid","Nitrogen and water","Ammonium chloride and sodium nitrate"],"correctIndex":1},{"id":"npk-fertilisers-mcq-4","subTopicId":"npk-fertilisers","prompt":"Where does the potassium in NPK fertilisers come from?","explanation":"Potassium compounds are mined and can be used directly.","difficulty":2,"type":"mcq","options":["The Haber process","The air","Potassium chloride and potassium sulfate, which are mined","Phosphate rock"],"correctIndex":2},{"id":"npk-fertilisers-mcq-5","subTopicId":"npk-fertilisers","prompt":"Why is phosphate rock treated with acid before it is used in fertilisers?","explanation":"Plants absorb nutrients dissolved in soil water, so fertiliser compounds must be soluble.","difficulty":3,"type":"mcq","options":["Phosphate rock is insoluble, and the acid turns it into soluble compounds that plants can absorb","To add potassium to it","To make it into ammonia","To make it insoluble so it isn't washed away"],"correctIndex":0},{"id":"npk-fertilisers-mcq-6","subTopicId":"npk-fertilisers","prompt":"What does phosphate rock form when it reacts with sulfuric acid?","explanation":"With nitric acid it gives phosphoric acid and calcium nitrate; with phosphoric acid it gives triple superphosphate.","difficulty":3,"type":"mcq","options":["Triple superphosphate","Phosphoric acid and calcium nitrate","Ammonium sulfate","Single superphosphate (a mixture of calcium phosphate and calcium sulfate)"],"correctIndex":3},{"id":"npk-fertilisers-multi-1","subTopicId":"npk-fertilisers","prompt":"Which of these fertilisers contain nitrogen?","explanation":"Ammonium (NH₄⁺) and nitrate (NO₃⁻) ions both contain nitrogen. Potassium chloride supplies potassium only.","difficulty":2,"type":"multi","options":["Ammonium nitrate","Ammonium sulfate","Potassium nitrate","Potassium chloride"],"correctIndices":[0,1,2]},{"id":"npk-fertilisers-multi-2","subTopicId":"npk-fertilisers","prompt":"Which statements about making ammonium sulfate are true?","explanation":"The lab method is a small batch process using chemicals from a supplier; industry makes huge amounts continuously.","difficulty":3,"type":"multi","options":["In the lab it is made by titration, then crystallisation","Industry uses a continuous, multi-stage process","Industry starts from raw materials such as air, natural gas and sulfur","The lab method makes tonnes of product"],"correctIndices":[0,1,2]}]},{"id":"p1","subjectId":"physics","code":"P1","title":"Energy","description":"How energy is stored and moved between stores, how to calculate it, and how we can waste less of it and generate it.","questions":[{"id":"energy-stores-and-systems-mcq-1","subTopicId":"energy-stores-and-systems","prompt":"You stretch a rubber band. Which of its energy stores increases?","explanation":"Stretching the band changes its shape, so energy is transferred mechanically to its elastic potential store.","difficulty":1,"type":"mcq","options":["Kinetic","Gravitational potential","Elastic potential","Chemical"],"correctIndex":2},{"id":"energy-stores-and-systems-mcq-2","subTopicId":"energy-stores-and-systems","prompt":"A cup of hot tea cools down on a table. Which energy store of the surroundings increases?","explanation":"Energy is transferred by heating from the tea's thermal store to the thermal store of the surrounding air and table.","difficulty":1,"type":"mcq","options":["Thermal","Chemical","Kinetic","Elastic potential"],"correctIndex":0},{"id":"energy-stores-and-systems-mcq-3","subTopicId":"energy-stores-and-systems","prompt":"A ball is thrown straight up. As it rises, which of its energy stores increases?","explanation":"The ball slows down as it rises, so its kinetic store empties while its gravitational potential store fills.","difficulty":2,"type":"mcq","options":["Kinetic","Elastic potential","Chemical","Gravitational potential"],"correctIndex":3},{"id":"energy-stores-and-systems-mcq-4","subTopicId":"energy-stores-and-systems","prompt":"Which of these is one of the four ways energy can be transferred?","explanation":"The four pathways are mechanically, electrically, by heating and by radiation. Friction is a force, so it transfers energy mechanically.","difficulty":2,"type":"mcq","options":["By friction","By radiation","By evaporation","By storage"],"correctIndex":1},{"id":"energy-stores-and-systems-mcq-5","subTopicId":"energy-stores-and-systems","prompt":"An electric kettle boils some water. Which describes the main energy transfer?","explanation":"A current transfers energy electrically to the element's thermal store. The hot element then heats the water, filling the water's thermal store.","difficulty":3,"type":"mcq","options":["Energy moves from the water's chemical store to its thermal store","Energy is transferred electrically to the heating element, which heats the water's thermal store","Energy is transferred by radiation from the mains to the water","Energy moves mechanically from the element's kinetic store to the water"],"correctIndex":1},{"id":"energy-stores-and-systems-mcq-6","subTopicId":"energy-stores-and-systems","prompt":"A moving car brakes to a stop. Which describes the energy transfer?","explanation":"Friction between the brake pads and wheels does work, transferring energy from the car's kinetic store to the thermal store of the brakes, which then heat the surroundings.","difficulty":3,"type":"mcq","options":["From the thermal store of the brakes to the car's kinetic store","From the car's kinetic store to the chemical store of its fuel","From the car's kinetic store to its gravitational potential store","From the car's kinetic store to the thermal store of the brakes and surroundings, mechanically by friction"],"correctIndex":3},{"id":"energy-stores-and-systems-multi-1","subTopicId":"energy-stores-and-systems","prompt":"Which of these are energy stores?","explanation":"The eight stores are kinetic, gravitational potential, elastic potential, thermal, chemical, magnetic, electrostatic and nuclear. 'Electrically' is a way of transferring energy, not a store.","difficulty":2,"type":"multi","options":["Kinetic","Nuclear","Electrical","Magnetic"],"correctIndices":[0,1,3]},{"id":"energy-stores-and-systems-multi-2","subTopicId":"energy-stores-and-systems","prompt":"A ball falls from a shelf and hits the floor. Which statements are true?","explanation":"Energy is never used up. As the ball falls, gravitational potential energy becomes kinetic energy. On impact, it is transferred to thermal stores and carried away by sound waves.","difficulty":3,"type":"multi","options":["Its gravitational potential store empties as it falls","Its kinetic store fills as it falls","Energy is used up when it hits the floor","When it lands, energy goes to the thermal store of the ball and floor, and some is carried away by sound"],"correctIndices":[0,1,3]},{"id":"calculating-energy-changes-mcq-1","subTopicId":"calculating-energy-changes","prompt":"Which equation gives the kinetic energy of a moving object?","explanation":"Kinetic energy = ½ × mass × speed². You need to recall this equation.","difficulty":1,"equations":["kinetic-energy"],"type":"mcq","options":["Eₖ = mv²","Eₖ = ½mv","Eₖ = ½mv²","Eₖ = mgh"],"correctIndex":2},{"id":"calculating-energy-changes-mcq-2","subTopicId":"calculating-energy-changes","prompt":"What is the unit of spring constant?","explanation":"Spring constant is the force (N) needed for each metre (m) of extension, so its unit is newtons per metre.","difficulty":1,"type":"mcq","options":["N/m","N","N m","J/m"],"correctIndex":0},{"id":"calculating-energy-changes-mcq-3","subTopicId":"calculating-energy-changes","prompt":"A 2 kg ball moves at 3 m/s. What is its kinetic energy?","explanation":"Eₖ = ½mv² = 0.5 × 2 × 3² = 0.5 × 2 × 9 = 9 J. 3 J forgets to square the speed; 18 J forgets the ½.","difficulty":2,"equations":["kinetic-energy"],"type":"mcq","options":["3 J","18 J","36 J","9 J"],"correctIndex":3},{"id":"calculating-energy-changes-mcq-4","subTopicId":"calculating-energy-changes","prompt":"A 50 kg student climbs stairs 4 m high. How much gravitational potential energy do they gain? (g = 9.8 N/kg)","explanation":"Eₚ = mgh = 50 × 9.8 × 4 = 1960 J. 200 J leaves out g.","difficulty":2,"equations":["gravitational-potential-energy"],"type":"mcq","options":["200 J","1960 J","490 J","7840 J"],"correctIndex":1},{"id":"calculating-energy-changes-mcq-5","subTopicId":"calculating-energy-changes","prompt":"A spring with k = 40 N/m is stretched by 10 cm. How much energy does it store? Use Eₑ = ½ke².","explanation":"Convert first: 10 cm = 0.1 m. Eₑ = ½ke² = 0.5 × 40 × 0.1² = 0.5 × 40 × 0.01 = 0.2 J. 2000 J uses 10 instead of 0.1; 2 J forgets to square.","difficulty":3,"equations":["elastic-potential-energy"],"type":"mcq","options":["2000 J","0.2 J","2 J","0.4 J"],"correctIndex":1},{"id":"calculating-energy-changes-mcq-6","subTopicId":"calculating-energy-changes","prompt":"A 0.5 kg ball is dropped from 5 m. Ignoring air resistance, how fast is it going just before it lands? (g = 9.8 N/kg)","explanation":"Eₚ lost = 0.5 × 9.8 × 5 = 24.5 J, so Eₖ = 24.5 J. v² = 2Eₖ ÷ m = 2 × 24.5 ÷ 0.5 = 98, so v = √98 = 9.9 m/s. 98 m/s forgets the square root.","difficulty":3,"equations":["gravitational-potential-energy","kinetic-energy"],"type":"mcq","options":["98 m/s","49 m/s","7 m/s","9.9 m/s"],"correctIndex":3},{"id":"calculating-energy-changes-multi-1","subTopicId":"calculating-energy-changes","prompt":"A car's speed doubles. Which statements are true?","explanation":"Eₖ = ½mv², so the kinetic energy depends on the speed squared: 2² = 4 times as much. The brakes must transfer all of it to stop the car.","difficulty":2,"equations":["kinetic-energy"],"type":"multi","options":["Its kinetic energy becomes four times bigger","Its kinetic energy doubles","Its mass stays the same","The brakes must transfer more energy to stop it"],"correctIndices":[0,2,3]},{"id":"calculating-energy-changes-multi-2","subTopicId":"calculating-energy-changes","prompt":"Which of these are the correct SI units to use in energy equations?","explanation":"Extension must be in metres, so convert centimetres by dividing by 100 before using Eₑ = ½ke².","difficulty":2,"equations":["elastic-potential-energy"],"type":"multi","options":["Kinetic energy in joules (J)","Spring constant in N/m","Extension in cm","Gravitational field strength in N/kg"],"correctIndices":[0,1,3]},{"id":"calculating-energy-changes-generated-1","subTopicId":"calculating-energy-changes","type":"generated","generator":"kineticEnergy","difficulty":3},{"id":"calculating-energy-changes-generated-2","subTopicId":"calculating-energy-changes","type":"generated","generator":"gravitationalPotentialEnergy","difficulty":1},{"id":"calculating-energy-changes-generated-3","subTopicId":"calculating-energy-changes","type":"generated","generator":"elasticPotentialEnergy","difficulty":2},{"id":"specific-heat-capacity-mcq-1","subTopicId":"specific-heat-capacity","prompt":"What is specific heat capacity?","explanation":"Specific heat capacity is about 1 kg and 1 °C. Water's is 4200 J/kg °C.","difficulty":1,"type":"mcq","options":["The energy needed to melt 1 kg of a material","The energy needed to raise the temperature of 1 kg of a material by 1 °C","The temperature a material reaches after 1 minute of heating","The energy needed to raise the temperature of a material by 100 °C"],"correctIndex":1},{"id":"specific-heat-capacity-mcq-2","subTopicId":"specific-heat-capacity","prompt":"What is the unit of specific heat capacity?","explanation":"It is joules per kilogram per degree Celsius: the energy for each kilogram and each degree.","difficulty":1,"type":"mcq","options":["J/kg","J °C","kg/J °C","J/kg °C"],"correctIndex":3},{"id":"specific-heat-capacity-mcq-3","subTopicId":"specific-heat-capacity","prompt":"How much energy is needed to heat 2 kg of water from 20 °C to 30 °C? (c = 4200 J/kg °C) Use ΔE = mcΔθ.","explanation":"Δθ = 30 − 20 = 10 °C. ΔE = mcΔθ = 2 × 4200 × 10 = 84 000 J. 252 000 J uses the final temperature instead of the change.","difficulty":2,"equations":["specific-heat-capacity"],"type":"mcq","options":["84 000 J","252 000 J","42 000 J","8400 J"],"correctIndex":0},{"id":"specific-heat-capacity-mcq-4","subTopicId":"specific-heat-capacity","prompt":"Why does 1 kg of water take much longer to heat up than 1 kg of copper on the same heater?","explanation":"Water needs 4200 J to warm 1 kg by 1 °C; copper needs only 385 J. So water needs far more energy for the same temperature rise.","difficulty":2,"equations":["specific-heat-capacity"],"type":"mcq","options":["Water has a lower specific heat capacity","Water is denser than copper","Water has a much higher specific heat capacity","Liquids can't store energy in a thermal store"],"correctIndex":2},{"id":"specific-heat-capacity-mcq-5","subTopicId":"specific-heat-capacity","prompt":"In required practical 1, why does the value of c usually come out higher than the true value?","explanation":"Not all the energy supplied goes into the block, so the temperature rise is smaller than it should be. Dividing by a smaller Δθ gives a bigger c.","difficulty":3,"equations":["specific-heat-capacity"],"type":"mcq","options":["The thermometer reads too high","The block gains mass as it is heated","Some energy heats the surroundings instead of the block","The joulemeter adds energy of its own"],"correctIndex":2},{"id":"specific-heat-capacity-mcq-6","subTopicId":"specific-heat-capacity","prompt":"9000 J raises the temperature of a 0.5 kg block by 20 °C. What is its specific heat capacity? Use ΔE = mcΔθ.","explanation":"Rearrange: c = ΔE ÷ (mΔθ) = 9000 ÷ (0.5 × 20) = 9000 ÷ 10 = 900 J/kg °C.","difficulty":3,"equations":["specific-heat-capacity"],"type":"mcq","options":["900 J/kg °C","90 000 J/kg °C","225 J/kg °C","18 000 J/kg °C"],"correctIndex":0},{"id":"specific-heat-capacity-multi-1","subTopicId":"specific-heat-capacity","prompt":"In required practical 1, which of these should be kept the same?","explanation":"The block's temperature is the dependent variable: it's what you measure. The others are control variables.","difficulty":2,"type":"multi","options":["The mass of the block","The heater's power","The temperature of the block","The insulation around the block"],"correctIndices":[0,1,3]},{"id":"specific-heat-capacity-multi-2","subTopicId":"specific-heat-capacity","prompt":"Which of these improve the accuracy of required practical 1?","explanation":"Insulation cuts energy lost to the surroundings, and water gives the thermometer good thermal contact. The start temperature must be read before heating begins.","difficulty":3,"type":"multi","options":["Wrapping the block in insulation","Putting a few drops of water in the thermometer hole","Using a bigger heater so it finishes sooner","Reading the start temperature after the heater is switched on"],"correctIndices":[0,1]},{"id":"specific-heat-capacity-generated-1","subTopicId":"specific-heat-capacity","type":"generated","generator":"thermalEnergyChange","difficulty":2},{"id":"power-and-efficiency-mcq-1","subTopicId":"power-and-efficiency","prompt":"What is power?","explanation":"Power is how much energy is transferred each second, measured in watts.","difficulty":1,"type":"mcq","options":["The total energy an appliance uses","The rate at which energy is transferred","The force an appliance produces","The energy an appliance wastes"],"correctIndex":1},{"id":"power-and-efficiency-mcq-2","subTopicId":"power-and-efficiency","prompt":"What is 1 watt?","explanation":"Power is energy ÷ time, so 1 W = 1 J/s.","difficulty":1,"type":"mcq","options":["1 joule per minute","1 joule per second","1 newton per second","1 joule per hour"],"correctIndex":1},{"id":"power-and-efficiency-mcq-3","subTopicId":"power-and-efficiency","prompt":"A 60 W lamp is switched on for 2 minutes. How much energy does it transfer?","explanation":"Convert to seconds: 2 × 60 = 120 s. P = E/t, so E = P × t = 60 × 120 = 7200 J. 120 J forgets to convert the minutes.","difficulty":2,"equations":["power-from-energy"],"type":"mcq","options":["120 J","30 J","3600 J","7200 J"],"correctIndex":3},{"id":"power-and-efficiency-mcq-4","subTopicId":"power-and-efficiency","prompt":"A motor is supplied with 500 J and transfers 400 J usefully. What is its efficiency?","explanation":"Efficiency = useful output ÷ total input = 400 ÷ 500 = 0.8, or 80%. 1.25 has the numbers upside down; 0.2 is the fraction wasted.","difficulty":2,"equations":["efficiency-energy"],"type":"mcq","options":["0.8 (80%)","1.25 (125%)","0.2 (20%)","100 J"],"correctIndex":0},{"id":"power-and-efficiency-mcq-5","subTopicId":"power-and-efficiency","prompt":"Motor A lifts a load in 10 s. Motor B lifts the same load to the same height in 5 s. Which statement is true?","explanation":"Both do the same work, but B does it in half the time. P = W/t, so B's power is twice A's.","difficulty":3,"equations":["power-from-work"],"type":"mcq","options":["Motor B does twice as much work as motor A","Both motors have the same power","Motor B has twice the power of motor A","Motor A has more power because it works for longer"],"correctIndex":2},{"id":"power-and-efficiency-mcq-6","subTopicId":"power-and-efficiency","prompt":"Which change would increase the efficiency of an electric motor?","explanation":"Lubrication reduces friction, so less energy is wasted heating the motor. A bigger current would waste more energy heating the wires.","difficulty":3,"higherTier":true,"type":"mcq","options":["Using a bigger power supply","Running it for longer","Lubricating its moving parts","Increasing the current through its coils"],"correctIndex":2},{"id":"power-and-efficiency-multi-1","subTopicId":"power-and-efficiency","prompt":"Which statements about efficiency are true?","explanation":"Energy can't be created, so the useful output can never be more than the input: efficiency is always below 100%.","difficulty":2,"equations":["efficiency-energy"],"type":"multi","options":["Efficiency has no unit","A well-designed machine can be more than 100% efficient","Efficiency = useful output ÷ total input","A more efficient device wastes a smaller fraction of its input energy"],"correctIndices":[0,2,3]},{"id":"power-and-efficiency-multi-2","subTopicId":"power-and-efficiency","prompt":"A 2000 W kettle is on for 3 minutes. Which statements are true?","explanation":"3 minutes = 180 s. E = P × t = 2000 × 180 = 360 000 J. 6000 J uses minutes instead of seconds. A 1000 W kettle transfers half as much in the same time.","difficulty":3,"equations":["power-from-energy"],"type":"multi","options":["It transfers 360 000 J","It transfers 6000 J","It transfers 2000 J every second","A 1000 W kettle would transfer the same energy in 3 minutes"],"correctIndices":[0,2]},{"id":"power-and-efficiency-generated-1","subTopicId":"power-and-efficiency","type":"generated","generator":"powerFromEnergy","difficulty":1},{"id":"power-and-efficiency-generated-2","subTopicId":"power-and-efficiency","type":"generated","generator":"efficiencyPercentage","difficulty":3},{"id":"reducing-wasted-energy-mcq-1","subTopicId":"reducing-wasted-energy","prompt":"What does it mean when energy is 'dissipated'?","explanation":"Energy is never destroyed. Wasted energy usually spreads out into the thermal store of the surroundings.","difficulty":1,"type":"mcq","options":["It spreads out into the surroundings and is stored in a less useful way","It is destroyed","It is turned into mass","It is stored in a battery for later"],"correctIndex":0},{"id":"reducing-wasted-energy-mcq-2","subTopicId":"reducing-wasted-energy","prompt":"Which of these reduces friction in a bike chain?","explanation":"Oil is a lubricant. It lets the parts slide past each other easily, so less energy is wasted by heating.","difficulty":1,"type":"mcq","options":["Painting it","Tightening it","Leaving it wet after cleaning","Oiling it"],"correctIndex":3},{"id":"reducing-wasted-energy-mcq-3","subTopicId":"reducing-wasted-energy","prompt":"Material X has a lower thermal conductivity than material Y. Which statement is true?","explanation":"A lower thermal conductivity means energy is transferred through the material more slowly, so it insulates better. Metals have high thermal conductivities.","difficulty":2,"type":"mcq","options":["Energy passes through X by conduction faster than through Y","X is a better thermal insulator than Y","Y is a better thermal insulator than X","X must be a metal"],"correctIndex":1},{"id":"reducing-wasted-energy-mcq-4","subTopicId":"reducing-wasted-energy","prompt":"Which change makes a house cool down more slowly?","explanation":"Thicker walls and a lower thermal conductivity both reduce the rate of energy transfer out of the house.","difficulty":2,"type":"mcq","options":["Thinner walls made of the same material","Thicker walls made of a material with a low thermal conductivity","Walls made of a material with a high thermal conductivity","Replacing double glazing with single glazing"],"correctIndex":1},{"id":"reducing-wasted-energy-mcq-5","subTopicId":"reducing-wasted-energy","prompt":"In required practical 2, a student plots temperature against time for hot water in beakers wrapped in different materials. Which curve shows the best insulator?","explanation":"The best insulator lets the water cool most slowly, so its temperature drops least in the same time.","difficulty":3,"physicsOnly":true,"type":"mcq","options":["The curve that falls most steeply","The curve that starts at the highest temperature","The curve that reaches room temperature first","The curve that falls least steeply"],"correctIndex":3},{"id":"reducing-wasted-energy-mcq-6","subTopicId":"reducing-wasted-energy","prompt":"Energy is always conserved. Why do we still say some energy is 'wasted'?","explanation":"The total energy stays the same, but wasted energy ends up spread thinly in the surroundings, usually in their thermal store, where we can't use it.","difficulty":3,"type":"mcq","options":["It is dissipated to the surroundings, where it is too spread out to be useful","Friction destroys it","It turns into a smaller amount of energy","It leaves the universe as heat"],"correctIndex":0},{"id":"reducing-wasted-energy-multi-1","subTopicId":"reducing-wasted-energy","prompt":"Which of these reduce unwanted energy transfers out of a house?","explanation":"Loft insulation, cavity wall insulation and double glazing all use trapped air or materials with a low thermal conductivity.","difficulty":2,"type":"multi","options":["Loft insulation","Cavity wall insulation","Double glazing","Single-glazed windows"],"correctIndices":[0,1,2]},{"id":"reducing-wasted-energy-multi-2","subTopicId":"reducing-wasted-energy","prompt":"In required practical 2, which of these are control variables?","explanation":"The material is the independent variable (what you change) and the final temperature is the dependent variable (what you measure).","difficulty":3,"physicsOnly":true,"type":"multi","options":["The volume of water","The starting temperature of the water","The type of insulating material","The temperature after 20 minutes"],"correctIndices":[0,1]},{"id":"energy-resources-mcq-1","subTopicId":"energy-resources","prompt":"Which of these is a renewable energy resource?","explanation":"Wind is replenished naturally. Coal, gas and nuclear fuel will run out.","difficulty":1,"type":"mcq","options":["Wind","Coal","Natural gas","Nuclear fuel"],"correctIndex":0},{"id":"energy-resources-mcq-2","subTopicId":"energy-resources","prompt":"What does 'renewable' mean for an energy resource?","explanation":"Renewable resources are replenished. They aren't always pollution-free or reliable: wind and solar depend on the weather.","difficulty":1,"type":"mcq","options":["It never causes any pollution","It can be reused without changing","It is being (or can be) replenished as it is used","It is always available whenever it's needed"],"correctIndex":2},{"id":"energy-resources-mcq-3","subTopicId":"energy-resources","prompt":"Why is wind power described as unreliable?","explanation":"Wind is renewable, but we can't control when it blows, so the supply isn't reliable.","difficulty":2,"type":"mcq","options":["Wind will run out one day","Wind turbines release carbon dioxide","Turbines generate nothing when the wind doesn't blow","Wind only blows at night"],"correctIndex":2},{"id":"energy-resources-mcq-4","subTopicId":"energy-resources","prompt":"What is a disadvantage of biofuels?","explanation":"Biofuel crops need farmland, which could otherwise grow food, and forests may be cleared to make room for them.","difficulty":2,"type":"mcq","options":["Growing the crops uses land that could grow food","Biofuels will run out in a few years","Burning them produces radioactive waste","They can only be used in daylight"],"correctIndex":0},{"id":"energy-resources-mcq-5","subTopicId":"energy-resources","prompt":"Which energy resource is reliable and releases no carbon dioxide while running, but produces waste that stays dangerous for a very long time?","explanation":"Nuclear power stations give a steady supply without burning anything, but their radioactive waste must be stored safely for thousands of years.","difficulty":3,"type":"mcq","options":["Coal","Tidal","Biofuel","Nuclear fuel"],"correctIndex":3},{"id":"energy-resources-mcq-6","subTopicId":"energy-resources","prompt":"Why does the UK still use gas power stations, even though burning gas releases carbon dioxide?","explanation":"Wind and solar can't be turned up on demand, so gas helps keep the electricity supply reliable.","difficulty":3,"type":"mcq","options":["Gas is a renewable resource","They can be turned up quickly when demand rises","Gas power stations release no carbon dioxide","Gas will never run out"],"correctIndex":1},{"id":"energy-resources-multi-1","subTopicId":"energy-resources","prompt":"Which of these are non-renewable energy resources?","explanation":"Coal, oil and nuclear fuel will run out. Geothermal energy comes from heat inside the Earth, which is constantly replenished.","difficulty":2,"type":"multi","options":["Coal","Oil","Geothermal","Nuclear fuel"],"correctIndices":[0,1,3]},{"id":"energy-resources-multi-2","subTopicId":"energy-resources","prompt":"Which statements comparing energy resources are true?","explanation":"Solar cells need light, so they generate nothing at night. The other statements are true.","difficulty":3,"type":"multi","options":["Fossil fuels are reliable, but burning them adds carbon dioxide to the atmosphere","Solar cells generate electricity at night","Tides are predictable, so tidal power is more reliable than wind power","Hydro-electric power stations can start generating quickly"],"correctIndices":[0,2,3]}]},{"id":"p2","subjectId":"physics","code":"P2","title":"Electricity","description":"How charge flows round circuits, how resistance changes it, and how electricity reaches and powers our homes safely.","questions":[{"id":"circuit-symbols-charge-and-current-label-1","subTopicId":"circuit-symbols-charge-and-current","prompt":"Name each numbered circuit symbol.","explanation":"A cell is a long thin line beside a short thick one. An open switch has a lifted line across a gap. A lamp is a circle with a cross. A fuse is a rectangle with the wire running through it. A diode is a triangle pointing at a bar. An ammeter is a circle with A.","difficulty":1,"diagram":"circuit-symbols","type":"label","hotspots":[{"id":"cell","x":10,"y":31.15,"answer":"Cell"},{"id":"switch","x":50,"y":31.15,"answer":"Switch (open)"},{"id":"lamp","x":70,"y":31.15,"answer":"Lamp"},{"id":"fuse","x":90,"y":31.15,"answer":"Fuse"},{"id":"diode","x":90,"y":62.3,"answer":"Diode"},{"id":"ammeter","x":30,"y":93.44,"answer":"Ammeter"}],"distractors":["Battery","Voltmeter"]},{"id":"circuit-symbols-charge-and-current-label-2","subTopicId":"circuit-symbols-charge-and-current","prompt":"Which symbol is which? Name each numbered symbol.","explanation":"A resistor is an empty rectangle; a variable resistor has an arrow through it. An LDR is a resistor in a circle with arrows pointing in (light falling on it). A thermistor has a line through it with a flat end. An LED is a diode with arrows pointing out (light leaving it). A voltmeter is a circle with V.","difficulty":2,"diagram":"circuit-symbols","type":"label","hotspots":[{"id":"resistor","x":10,"y":62.3,"answer":"Resistor"},{"id":"variable-resistor","x":30,"y":62.3,"answer":"Variable resistor"},{"id":"ldr","x":50,"y":62.3,"answer":"LDR"},{"id":"thermistor","x":70,"y":62.3,"answer":"Thermistor"},{"id":"led","x":10,"y":93.44,"answer":"LED"},{"id":"voltmeter","x":50,"y":93.44,"answer":"Voltmeter"}],"distractors":["Fuse","Diode"]},{"id":"resistors-and-i-v-characteristics-mcq-1","subTopicId":"resistors-and-i-v-characteristics","prompt":"Which component has this I–V characteristic?","explanation":"The line curves and gets flatter as the pd rises, in both directions. As the filament heats up, its resistance increases. That's a filament lamp.","difficulty":1,"graph":{"x":{"label":"Potential difference","unit":"V","min":-6,"max":6,"step":1},"y":{"label":"Current","unit":"A","min":-0.6,"max":0.6,"step":0.2},"lines":[{"points":[[-6,-0.5],[-3,-0.38],[-1,-0.2],[0,0],[1,0.2],[3,0.38],[6,0.5]],"smooth":true}]},"type":"mcq","options":["A resistor at constant temperature","A filament lamp","A diode","An LDR in the dark"],"correctIndex":1},{"id":"resistors-and-i-v-characteristics-mcq-2","subTopicId":"resistors-and-i-v-characteristics","prompt":"Which component has this I–V characteristic?","explanation":"No current flows in the reverse direction, and in the forward direction the current only rises steeply after about 0.6 V. That's a diode: it lets current flow one way only.","difficulty":2,"graph":{"x":{"label":"Potential difference","unit":"V","min":-1,"max":1,"step":0.2},"y":{"label":"Current","unit":"mA","max":50,"step":10},"lines":[{"points":[[-1,0],[0.4,0],[0.6,4],[0.7,18],[0.76,45]],"smooth":true}]},"type":"mcq","options":["A filament lamp","A resistor at constant temperature","A thermistor","A diode"],"correctIndex":3},{"id":"resistors-and-i-v-characteristics-numeric-1","subTopicId":"resistors-and-i-v-characteristics","prompt":"The graph shows the I–V characteristic of a resistor. Use it to find the resistance.","explanation":"Read any point on the line: at 4 V the current is 0.2 A. R = V ÷ I = 4 ÷ 0.2 = 20 Ω. (The straight line through the origin shows the resistance is constant.)","difficulty":3,"graph":{"x":{"label":"Potential difference","unit":"V","max":6,"step":1},"y":{"label":"Current","unit":"A","max":0.3,"step":0.05},"lines":[{"points":[[0,0],[6,0.3]]}]},"equations":["potential-difference"],"type":"numeric","answer":20,"tolerance":0,"unit":"Ω"}]},{"id":"p3","subjectId":"physics","code":"P3","title":"Particle Model of Matter","description":"Using the idea of moving particles to explain density, changes of state, heating and the pressure of gases.","questions":[{"id":"density-and-states-of-matter-mcq-1","subTopicId":"density-and-states-of-matter","prompt":"What is density?","explanation":"Density tells you how much mass is packed into each unit of volume: ρ = m/V.","difficulty":1,"equations":["density"],"type":"mcq","options":["Mass per unit volume","Volume per unit mass","Weight per unit area","Mass × volume"],"correctIndex":0},{"id":"density-and-states-of-matter-mcq-2","subTopicId":"density-and-states-of-matter","prompt":"In which state are the particles far apart and moving quickly in random directions?","explanation":"In a gas the particles are far apart and move quickly and randomly. In solids and liquids they are close together.","difficulty":1,"type":"mcq","options":["Solid","Liquid","Both solid and liquid","Gas"],"correctIndex":3},{"id":"density-and-states-of-matter-mcq-3","subTopicId":"density-and-states-of-matter","prompt":"A 2 kg block has a volume of 0.001 m³. What is its density?","explanation":"ρ = m/V = 2 ÷ 0.001 = 2000 kg/m³. 0.002 multiplies instead of dividing; 0.0005 divides the wrong way round.","difficulty":2,"equations":["density"],"type":"mcq","options":["0.002 kg/m³","2000 kg/m³","0.0005 kg/m³","20 000 kg/m³"],"correctIndex":1},{"id":"density-and-states-of-matter-mcq-4","subTopicId":"density-and-states-of-matter","prompt":"What is 2.7 g/cm³ in kg/m³?","explanation":"1 g/cm³ = 1000 kg/m³, so 2.7 g/cm³ = 2.7 × 1000 = 2700 kg/m³.","difficulty":2,"equations":["density"],"type":"mcq","options":["0.0027 kg/m³","2700 kg/m³","27 kg/m³","270 000 kg/m³"],"correctIndex":1},{"id":"density-and-states-of-matter-mcq-5","subTopicId":"density-and-states-of-matter","prompt":"Why are gases much less dense than solids?","explanation":"The particles themselves are the same. In a gas they are spread far apart, so there is much less mass in each cubic metre.","difficulty":3,"type":"mcq","options":["Gas particles are lighter than solid particles","Gas particles are smaller than solid particles","Gases have no mass","Their particles are much further apart, so the same mass takes up a much bigger volume"],"correctIndex":3},{"id":"density-and-states-of-matter-mcq-6","subTopicId":"density-and-states-of-matter","prompt":"A stone with a mass of 100 g is lowered into a full eureka can, and 40 cm³ of water flows out. What is the stone's density?","explanation":"The water pushed out has the same volume as the stone: 40 cm³. ρ = m/V = 100 ÷ 40 = 2.5 g/cm³. 0.4 divides the wrong way round.","difficulty":3,"equations":["density"],"type":"mcq","options":["2.5 g/cm³","4000 g/cm³","0.4 g/cm³","60 g/cm³"],"correctIndex":0},{"id":"density-and-states-of-matter-multi-1","subTopicId":"density-and-states-of-matter","prompt":"Which of these do you need to find the density of an irregularly shaped stone?","explanation":"The balance gives the mass. The eureka can and measuring cylinder give the volume of water displaced, which equals the stone's volume.","difficulty":2,"type":"multi","options":["A balance","A eureka can","A measuring cylinder","A thermometer"],"correctIndices":[0,1,2]},{"id":"density-and-states-of-matter-multi-2","subTopicId":"density-and-states-of-matter","prompt":"Which statements about the particle model are true?","explanation":"Gas particles are far apart and random. Particles don't change size when a substance changes state; only their arrangement and movement change.","difficulty":3,"type":"multi","options":["Particles in a solid vibrate about fixed positions","Particles in a liquid are close together but can move around each other","Particles in a gas are close together in a regular pattern","Particles get bigger when a solid melts"],"correctIndices":[0,1]},{"id":"density-and-states-of-matter-generated-1","subTopicId":"density-and-states-of-matter","type":"generated","generator":"densityCalculation","difficulty":2},{"id":"changes-of-state-and-internal-energy-mcq-1","subTopicId":"changes-of-state-and-internal-energy","prompt":"What is the change from a gas to a liquid called?","explanation":"Condensing is gas → liquid. Evaporating is the reverse; freezing is liquid → solid; sublimating is solid → gas.","difficulty":1,"type":"mcq","options":["Condensing","Evaporating","Freezing","Sublimating"],"correctIndex":0},{"id":"changes-of-state-and-internal-energy-mcq-2","subTopicId":"changes-of-state-and-internal-energy","prompt":"100 g of ice melts completely. What is the mass of the water?","explanation":"Mass is conserved in a change of state: the number of particles stays the same.","difficulty":1,"type":"mcq","options":["90 g","110 g","100 g","It depends on the temperature"],"correctIndex":2},{"id":"changes-of-state-and-internal-energy-mcq-3","subTopicId":"changes-of-state-and-internal-energy","prompt":"What is the internal energy of a system?","explanation":"Internal energy includes both the kinetic energy (from movement) and the potential energy (from forces between particles) of every particle.","difficulty":2,"type":"mcq","options":["The kinetic energy of its particles only","Its temperature","The total kinetic and potential energy of all its particles","The energy stored in the nuclei of its atoms"],"correctIndex":2},{"id":"changes-of-state-and-internal-energy-mcq-4","subTopicId":"changes-of-state-and-internal-energy","prompt":"The temperature of a substance is related to which property of its particles?","explanation":"The faster the particles move on average, the higher the temperature.","difficulty":2,"type":"mcq","options":["Their average kinetic energy","Their total potential energy","How far apart they are","Their mass"],"correctIndex":0},{"id":"changes-of-state-and-internal-energy-mcq-5","subTopicId":"changes-of-state-and-internal-energy","prompt":"Ice at 0 °C is heated and melts, but its temperature stays at 0 °C. What happens to the energy supplied?","explanation":"While the state changes, the energy goes into the particles' potential energy, not their kinetic energy, so the temperature doesn't change.","difficulty":3,"type":"mcq","options":["It increases the kinetic energy of the particles","It is destroyed","It is stored as chemical energy","It increases the potential energy of the particles as they break free of each other"],"correctIndex":3},{"id":"changes-of-state-and-internal-energy-mcq-6","subTopicId":"changes-of-state-and-internal-energy","prompt":"Why is melting a physical change rather than a chemical change?","explanation":"Water can be frozen back into ice with the same properties as before. Energy is transferred in chemical changes too, so that doesn't decide it.","difficulty":3,"type":"mcq","options":["The mass of the substance changes","No new substance is made, and the change can be reversed","Energy is transferred","The particles turn into different atoms"],"correctIndex":1},{"id":"changes-of-state-and-internal-energy-multi-1","subTopicId":"changes-of-state-and-internal-energy","prompt":"Which of these are changes of state?","explanation":"Burning makes new substances, so it's a chemical change. The others only change the state.","difficulty":2,"type":"multi","options":["Melting","Boiling","Burning","Sublimating"],"correctIndices":[0,1,3]},{"id":"changes-of-state-and-internal-energy-multi-2","subTopicId":"changes-of-state-and-internal-energy","prompt":"Heating a substance increases its internal energy. Which of these can happen as a result?","explanation":"Extra internal energy either speeds the particles up (raising the temperature) or lets them break free of each other (changing the state). The mass and number of particles don't change.","difficulty":3,"type":"multi","options":["Its temperature rises","It changes state","Its mass increases","The number of particles increases"],"correctIndices":[0,1]},{"id":"specific-latent-heat-mcq-1","subTopicId":"specific-latent-heat","prompt":"What is specific latent heat?","explanation":"Latent heat is about changing state. The energy to raise the temperature by 1 °C is the specific heat capacity.","difficulty":1,"type":"mcq","options":["The energy needed to change the state of 1 kg of a substance with no change in temperature","The energy needed to raise the temperature of 1 kg of a substance by 1 °C","The temperature at which a substance melts","The energy released when 1 kg of fuel burns"],"correctIndex":0},{"id":"specific-latent-heat-mcq-2","subTopicId":"specific-latent-heat","prompt":"The specific latent heat of vaporisation is for which change of state?","explanation":"Vaporisation is liquid ↔ gas. Fusion is solid ↔ liquid.","difficulty":1,"type":"mcq","options":["Solid to liquid","Solid to gas","Liquid to gas","Gas to solid"],"correctIndex":2},{"id":"specific-latent-heat-mcq-3","subTopicId":"specific-latent-heat","prompt":"Ice at −20 °C is heated steadily. A graph of temperature against time slopes up, then is flat at 0 °C, then slopes up again. What is happening on the flat part?","explanation":"At 0 °C the ice melts. Energy is still going in, but it breaks the bonds between particles instead of raising the temperature.","difficulty":2,"type":"mcq","options":["The water is boiling","The ice is warming up","The ice is melting","The heater has been switched off"],"correctIndex":2},{"id":"specific-latent-heat-mcq-4","subTopicId":"specific-latent-heat","prompt":"On a heating curve for water, the line is flat at 100 °C for a while. What is happening?","explanation":"On a flat part the substance is changing state. At 100 °C water boils, so energy goes into separating the particles, not speeding them up.","difficulty":2,"type":"mcq","options":["The water is boiling, and the energy supplied is pulling the particles apart","The water is cooling down","The water has stopped absorbing energy","The water is melting"],"correctIndex":0},{"id":"specific-latent-heat-mcq-5","subTopicId":"specific-latent-heat","prompt":"How much energy is needed to melt 0.5 kg of ice at 0 °C? (specific latent heat of fusion = 334 000 J/kg) Use E = mL.","explanation":"E = mL = 0.5 × 334 000 = 167 000 J. 668 000 J divides by 0.5 instead of multiplying.","difficulty":3,"equations":["specific-latent-heat"],"type":"mcq","options":["668 000 J","334 000 J","16 700 J","167 000 J"],"correctIndex":3},{"id":"specific-latent-heat-mcq-6","subTopicId":"specific-latent-heat","prompt":"On a cooling curve for a liquid, the line is flat at one temperature for a while. What does this show?","explanation":"As a liquid freezes, the particles bond together and give out energy, which keeps the temperature steady until it has all frozen.","difficulty":3,"type":"mcq","options":["The liquid has stopped cooling because it is taking in energy","The liquid is freezing and giving out energy","The liquid is boiling","The liquid is evaporating"],"correctIndex":1},{"id":"specific-latent-heat-multi-1","subTopicId":"specific-latent-heat","prompt":"Which statements about the flat parts of a heating curve are true?","explanation":"On a flat part the temperature, and so the particles' average kinetic energy, stays the same. The energy goes into their potential energy instead.","difficulty":2,"type":"multi","options":["The substance is changing state","Energy is still being transferred to the substance","The temperature is rising","The average kinetic energy of the particles is increasing"],"correctIndices":[0,1]},{"id":"specific-latent-heat-multi-2","subTopicId":"specific-latent-heat","prompt":"Which of these should be calculated with E = mL rather than ΔE = mcΔθ?","explanation":"Use E = mL when the state changes at a steady temperature, and ΔE = mcΔθ when the temperature changes.","difficulty":3,"equations":["specific-heat-capacity","specific-latent-heat"],"type":"multi","options":["The energy to melt 2 kg of ice at 0 °C","The energy to warm 2 kg of water from 20 °C to 50 °C","The energy to boil away 0.5 kg of water at 100 °C","The energy given out when 1 kg of copper cools by 10 °C"],"correctIndices":[0,2]},{"id":"specific-latent-heat-generated-1","subTopicId":"specific-latent-heat","type":"generated","generator":"specificLatentHeatEnergy","difficulty":2},{"id":"specific-latent-heat-mcq-7","subTopicId":"specific-latent-heat","prompt":"The graph shows ice being heated steadily. Between which two points is the water boiling?","explanation":"Boiling is the flat part at 100 °C, from C to D. The temperature stays the same while the state changes. A to B is the flat part at 0 °C, where the ice melts.","difficulty":2,"graph":{"x":{"label":"Time","unit":"minutes","max":20,"step":2},"y":{"label":"Temperature","unit":"°C","min":-20,"max":120,"step":20},"lines":[{"points":[[0,-20],[2,0],[6,0],[10,100],[16,100],[18,120]]}],"marks":[{"x":2,"y":0,"label":"A"},{"x":6,"y":0,"label":"B"},{"x":10,"y":100,"label":"C"},{"x":16,"y":100,"label":"D"}]},"type":"mcq","options":["A and B","B and C","C and D","Before A"],"correctIndex":2},{"id":"specific-latent-heat-mcq-8","subTopicId":"specific-latent-heat","prompt":"The graph shows ice being heated steadily. What is happening between B and C?","explanation":"Between B and C the line slopes up from 0 °C to 100 °C, so the temperature is rising: the liquid water is warming up. The flat parts are the changes of state.","difficulty":2,"graph":{"x":{"label":"Time","unit":"minutes","max":20,"step":2},"y":{"label":"Temperature","unit":"°C","min":-20,"max":120,"step":20},"lines":[{"points":[[0,-20],[2,0],[6,0],[10,100],[16,100],[18,120]]}],"marks":[{"x":2,"y":0,"label":"A"},{"x":6,"y":0,"label":"B"},{"x":10,"y":100,"label":"C"},{"x":16,"y":100,"label":"D"}]},"type":"mcq","options":["The ice is melting","The water is warming up","The water is boiling","The steam is warming up"],"correctIndex":1},{"id":"particle-motion-in-gases-mcq-1","subTopicId":"particle-motion-in-gases","prompt":"What causes the pressure a gas exerts on the walls of its container?","explanation":"Each collision pushes on the wall. Together, the collisions make a force on every part of the wall.","difficulty":1,"type":"mcq","options":["Gas particles sticking to the walls","The weight of the container","Gas particles colliding with the walls","Gas particles getting bigger"],"correctIndex":2},{"id":"particle-motion-in-gases-mcq-2","subTopicId":"particle-motion-in-gases","prompt":"What is the unit of pressure?","explanation":"Pressure is force per unit area, measured in pascals. 1 Pa = 1 N/m².","difficulty":1,"type":"mcq","options":["Newton (N)","Joule (J)","Pascal (Pa)","Newton per metre (N/m)"],"correctIndex":2},{"id":"particle-motion-in-gases-mcq-3","subTopicId":"particle-motion-in-gases","prompt":"A sealed container of gas, with a fixed volume, is heated. Why does the pressure increase?","explanation":"Heating gives the particles more kinetic energy. The volume is fixed, so they don't spread out: they just collide with the walls more often and harder.","difficulty":2,"type":"mcq","options":["The particles move faster, so they hit the walls more often and with more force","The particles move further apart and push on the walls","The particles get bigger","More particles are made"],"correctIndex":0},{"id":"particle-motion-in-gases-mcq-4","subTopicId":"particle-motion-in-gases","prompt":"A fixed mass of gas is squashed to half its volume at constant temperature. What happens to its pressure?","explanation":"pV = constant, so halving V doubles p. The particles hit the walls twice as often.","difficulty":2,"equations":["pressure-volume"],"physicsOnly":true,"type":"mcq","options":["It halves","It stays the same","It becomes four times bigger","It doubles"],"correctIndex":3},{"id":"particle-motion-in-gases-mcq-5","subTopicId":"particle-motion-in-gases","prompt":"A gas at 100 kPa has a volume of 60 cm³. At the same temperature it is squashed to 20 cm³. What is its new pressure? Use pV = constant.","explanation":"p₁V₁ = p₂V₂, so p₂ = p₁V₁ ÷ V₂ = (100 × 60) ÷ 20 = 6000 ÷ 20 = 300 kPa. 33 kPa has the volumes the wrong way round.","difficulty":3,"equations":["pressure-volume"],"physicsOnly":true,"type":"mcq","options":["33 kPa","300 kPa","6000 kPa","160 kPa"],"correctIndex":1},{"id":"particle-motion-in-gases-mcq-6","subTopicId":"particle-motion-in-gases","prompt":"Pumping up a bike tyre quickly makes the pump feel warm. Why?","explanation":"Pushing the piston in transfers energy to the air by doing work on it. The particles gain kinetic energy, so the temperature rises.","difficulty":3,"higherTier":true,"physicsOnly":true,"type":"mcq","options":["Friction with the tyre heats the air","Work is done on the air, increasing its internal energy and temperature","The air particles slow down","The air loses energy to the pump"],"correctIndex":1},{"id":"particle-motion-in-gases-multi-1","subTopicId":"particle-motion-in-gases","prompt":"Which of these increase the pressure of a fixed mass of gas?","explanation":"Faster particles, or less space, both mean more collisions with the walls each second, so a higher pressure.","difficulty":2,"equations":["pressure-volume"],"physicsOnly":true,"type":"multi","options":["Heating it at constant volume","Squashing it into a smaller volume at constant temperature","Letting it expand into a bigger volume at constant temperature","Cooling it at constant volume"],"correctIndices":[0,1]},{"id":"particle-motion-in-gases-multi-2","subTopicId":"particle-motion-in-gases","prompt":"Which statements about the particles in a gas are true?","explanation":"Gas particles move randomly at a range of speeds, and keep moving even when the gas is cold, just more slowly.","difficulty":3,"type":"multi","options":["They are in constant random motion","Their collisions make a force at right angles to the container walls","They all move at the same speed","They stop moving when the gas is cold"],"correctIndices":[0,1]},{"id":"particle-motion-in-gases-generated-1","subTopicId":"particle-motion-in-gases","type":"generated","generator":"gasPressureVolume","difficulty":2,"physicsOnly":true}]},{"id":"p4","subjectId":"physics","code":"P4","title":"Atomic Structure","description":"What atoms are made of, why some nuclei are radioactive, how radiation is used safely, and how fission and fusion release energy.","questions":[{"id":"the-structure-of-the-atom-mcq-1","subTopicId":"the-structure-of-the-atom","prompt":"Roughly what is the radius of an atom?","explanation":"Atoms are tiny: about 1 × 10⁻¹⁰ m across. The nucleus is much smaller still.","difficulty":1,"type":"mcq","options":["1 × 10⁻¹⁰ m","1 × 10⁻¹⁴ m","1 × 10⁻⁶ m","1 × 10¹⁰ m"],"correctIndex":0},{"id":"the-structure-of-the-atom-mcq-2","subTopicId":"the-structure-of-the-atom","prompt":"Which particles are found in the nucleus of an atom?","explanation":"The nucleus contains protons and neutrons. Electrons are in energy levels around it.","difficulty":1,"type":"mcq","options":["Protons and electrons","Neutrons and electrons","Electrons only","Protons and neutrons"],"correctIndex":3},{"id":"the-structure-of-the-atom-mcq-3","subTopicId":"the-structure-of-the-atom","prompt":"An atom has atomic number 11 and mass number 23. How many neutrons does it have?","explanation":"Neutrons = mass number − atomic number = 23 − 11 = 12.","difficulty":2,"type":"mcq","options":["11","12","23","34"],"correctIndex":1},{"id":"the-structure-of-the-atom-mcq-4","subTopicId":"the-structure-of-the-atom","prompt":"What are isotopes?","explanation":"Isotopes have the same number of protons (so they are the same element) but different numbers of neutrons, so different mass numbers.","difficulty":2,"type":"mcq","options":["Atoms of the same element with different numbers of protons","Atoms of the same element with different numbers of neutrons","Atoms of the same element with different numbers of electrons","Atoms of different elements with the same mass number"],"correctIndex":1},{"id":"the-structure-of-the-atom-mcq-5","subTopicId":"the-structure-of-the-atom","prompt":"An electron in an atom absorbs electromagnetic radiation. What happens to it?","explanation":"Absorbing radiation gives the electron energy, so it moves up to a higher energy level. When it drops back down, it emits radiation.","difficulty":3,"type":"mcq","options":["It moves to a lower energy level, closer to the nucleus","It moves into the nucleus","It turns into a proton","It moves to a higher energy level, further from the nucleus"],"correctIndex":3},{"id":"the-structure-of-the-atom-mcq-6","subTopicId":"the-structure-of-the-atom","prompt":"How does the radius of a nucleus compare with the radius of its atom?","explanation":"The nucleus is tiny compared with the atom, yet it contains almost all of the atom's mass.","difficulty":3,"type":"mcq","options":["It is less than 1/10 000 of the atom's radius","It is about half the atom's radius","It is about 1/10 of the atom's radius","It is about the same"],"correctIndex":0},{"id":"the-structure-of-the-atom-multi-1","subTopicId":"the-structure-of-the-atom","prompt":"An atom has 6 protons, 8 neutrons and 6 electrons. Which statements are true?","explanation":"Mass number = 6 + 8 = 14. Equal protons and electrons means no overall charge. Any atom with 6 protons is carbon, so these are two isotopes of the same element.","difficulty":2,"type":"multi","options":["Its atomic number is 6","Its mass number is 14","It has no overall charge","It is a different element from an atom with 6 protons and 6 neutrons"],"correctIndices":[0,1,2]},{"id":"the-structure-of-the-atom-multi-2","subTopicId":"the-structure-of-the-atom","prompt":"Which statements about the particles in an atom are true?","explanation":"Neutrons have no charge. Protons are +1 and electrons −1. Electrons have very little mass, so almost all the mass is in the nucleus.","difficulty":3,"type":"multi","options":["Protons and neutrons have the same relative mass","Electrons have a relative charge of −1","Neutrons have a relative charge of +1","Most of an atom's mass is in its nucleus"],"correctIndices":[0,1,3]},{"id":"models-of-the-atom-mcq-1","subTopicId":"models-of-the-atom","prompt":"Whose discovery of the electron led to the plum pudding model?","explanation":"Thomson discovered the electron in 1897, so atoms had to contain smaller particles.","difficulty":1,"type":"mcq","options":["J. J. Thomson","James Chadwick","Niels Bohr","John Dalton"],"correctIndex":0},{"id":"models-of-the-atom-mcq-2","subTopicId":"models-of-the-atom","prompt":"What did the plum pudding model describe?","explanation":"In the plum pudding model, the electrons were embedded in a ball of positive charge, like fruit in a pudding.","difficulty":1,"type":"mcq","options":["A tiny positive nucleus with electrons orbiting it","A solid sphere that can't be divided","A ball of positive charge with negative electrons embedded in it","A cloud of negative charge with protons scattered through it"],"correctIndex":2},{"id":"models-of-the-atom-mcq-3","subTopicId":"models-of-the-atom","prompt":"In the alpha particle scattering experiment, most alpha particles went straight through the gold foil. What did this show?","explanation":"If most alpha particles meet nothing, most of the atom must be empty space.","difficulty":2,"type":"mcq","options":["Atoms have a positive centre","An atom's mass is spread evenly through it","Most of an atom is empty space","Gold atoms have no electrons"],"correctIndex":2},{"id":"models-of-the-atom-mcq-4","subTopicId":"models-of-the-atom","prompt":"In the alpha particle scattering experiment, a very few alpha particles bounced back. What did this show?","explanation":"Only a tiny, dense, positive centre could push a fast alpha particle straight back.","difficulty":3,"type":"mcq","options":["The atom's mass and positive charge are concentrated in a tiny nucleus","Atoms are mostly empty space","Electrons have a negative charge","Alpha particles are very light"],"correctIndex":0},{"id":"models-of-the-atom-mcq-5","subTopicId":"models-of-the-atom","prompt":"In which order were these ideas about the atom developed?","explanation":"Thomson's plum pudding (1897), then the nuclear model from alpha scattering, then Bohr's energy levels (about 1913), then Chadwick's neutron (1932).","difficulty":3,"type":"mcq","options":["Plum pudding → nuclear model → Chadwick's neutron → Bohr's energy levels","Nuclear model → plum pudding → Bohr's energy levels → Chadwick's neutron","Bohr's energy levels → plum pudding → nuclear model → Chadwick's neutron","Plum pudding → nuclear model → Bohr's energy levels → Chadwick's neutron"],"correctIndex":3},{"id":"models-of-the-atom-mcq-6","subTopicId":"models-of-the-atom","prompt":"Who carried out the alpha particle scattering experiment?","explanation":"Geiger and Marsden fired alpha particles at thin gold foil, working in Rutherford's lab. Rutherford used their results to propose the nuclear model.","difficulty":2,"type":"mcq","options":["J. J. Thomson","Geiger and Marsden, in Rutherford's laboratory","Niels Bohr","James Chadwick"],"correctIndex":1},{"id":"models-of-the-atom-multi-1","subTopicId":"models-of-the-atom","prompt":"What did Niels Bohr's model add to the nuclear model?","explanation":"Bohr suggested electrons orbit at set distances, called energy levels. Neutrons were discovered later, by Chadwick.","difficulty":2,"type":"multi","options":["Electrons orbit the nucleus at fixed distances","Electrons are arranged in energy levels","The nucleus contains neutrons","Atoms are solid spheres"],"correctIndices":[0,1]},{"id":"models-of-the-atom-multi-2","subTopicId":"models-of-the-atom","prompt":"Which alpha scattering observations are matched with the correct conclusion?","explanation":"Alpha particles are positive, so they were deflected by a positive nucleus. Passing straight through tells you about empty space, not charge.","difficulty":3,"type":"multi","options":["Most went straight through → the atom is mostly empty space","Some were deflected → the centre of the atom is positively charged","A very few bounced back → the mass is concentrated in a tiny centre","Most went straight through → the nucleus is negatively charged"],"correctIndices":[0,1,2]},{"id":"radioactive-decay-and-nuclear-radiation-mcq-1","subTopicId":"radioactive-decay-and-nuclear-radiation","prompt":"What is the unit of activity?","explanation":"Activity is the number of decays per second, measured in becquerels. 1 Bq is 1 decay per second.","difficulty":1,"type":"mcq","options":["Becquerel (Bq)","Sievert (Sv)","Hertz (Hz)","Coulomb (C)"],"correctIndex":0},{"id":"radioactive-decay-and-nuclear-radiation-mcq-2","subTopicId":"radioactive-decay-and-nuclear-radiation","prompt":"Which type of radiation is stopped by a sheet of paper?","explanation":"Alpha particles are stopped by paper. Beta needs a few mm of aluminium; gamma is only reduced by thick lead or concrete.","difficulty":1,"type":"mcq","options":["Beta","Gamma","Neutron","Alpha"],"correctIndex":3},{"id":"radioactive-decay-and-nuclear-radiation-mcq-3","subTopicId":"radioactive-decay-and-nuclear-radiation","prompt":"Uranium-238 (atomic number 92) decays by alpha emission: uranium-238 → X + alpha particle. What are the mass number and atomic number of X?","explanation":"An alpha particle is 2 protons and 2 neutrons. The mass number falls by 4 (238 → 234) and the atomic number falls by 2 (92 → 90).","difficulty":2,"type":"mcq","options":["Mass number 234, atomic number 91","Mass number 234, atomic number 90","Mass number 238, atomic number 90","Mass number 236, atomic number 90"],"correctIndex":1},{"id":"radioactive-decay-and-nuclear-radiation-mcq-4","subTopicId":"radioactive-decay-and-nuclear-radiation","prompt":"Carbon-14 (atomic number 6) decays by beta emission. What are the mass number and atomic number of the new nucleus?","explanation":"In beta decay, a neutron turns into a proton and an electron leaves. The mass number stays 14 and the atomic number goes up by 1, to 7 (nitrogen).","difficulty":2,"type":"mcq","options":["Mass number 14, atomic number 5","Mass number 14, atomic number 7","Mass number 10, atomic number 4","Mass number 13, atomic number 6"],"correctIndex":1},{"id":"radioactive-decay-and-nuclear-radiation-mcq-5","subTopicId":"radioactive-decay-and-nuclear-radiation","prompt":"Polonium-210 (atomic number 84) emits an alpha particle. What are the mass number and atomic number of the new nucleus?","explanation":"Alpha emission: mass number − 4 (210 → 206) and atomic number − 2 (84 → 82). The new nucleus is lead-206.","difficulty":3,"type":"mcq","options":["Mass number 206, atomic number 83","Mass number 210, atomic number 82","Mass number 208, atomic number 84","Mass number 206, atomic number 82"],"correctIndex":3},{"id":"radioactive-decay-and-nuclear-radiation-mcq-6","subTopicId":"radioactive-decay-and-nuclear-radiation","prompt":"Why does alpha radiation have the shortest range in air?","explanation":"Each time an alpha particle ionises an atom, it loses some energy. It ionises so strongly that it runs out of energy within a few centimetres.","difficulty":3,"type":"mcq","options":["It is strongly ionising, so it loses its energy quickly","It is an electromagnetic wave, so it travels slowly","It is weakly ionising","It has no charge"],"correctIndex":0},{"id":"radioactive-decay-and-nuclear-radiation-multi-1","subTopicId":"radioactive-decay-and-nuclear-radiation","prompt":"Which statements about gamma radiation are true?","explanation":"Gamma is very penetrating: only thick lead or concrete reduces it. The nucleus just loses energy, so neither number changes.","difficulty":2,"type":"multi","options":["It is an electromagnetic wave","It is weakly ionising","It is stopped by a sheet of paper","Emitting it doesn't change the mass number or atomic number"],"correctIndices":[0,1,3]},{"id":"radioactive-decay-and-nuclear-radiation-multi-2","subTopicId":"radioactive-decay-and-nuclear-radiation","prompt":"Which statements about beta decay are true?","explanation":"The mass number stays the same in beta decay. It falls by 4 in alpha decay.","difficulty":3,"type":"multi","options":["A neutron in the nucleus turns into a proton","A fast electron leaves the nucleus","The mass number falls by 4","The atomic number goes up by 1"],"correctIndices":[0,1,3]},{"id":"half-life-mcq-1","subTopicId":"half-life","prompt":"What is the half-life of a radioactive isotope?","explanation":"Half-life can also be defined as the time for the count rate to fall to half its starting value.","difficulty":1,"type":"mcq","options":["Half the time it takes for a sample to stop being radioactive","The time it takes for the number of unstable nuclei in a sample to halve","The time it takes for one nucleus to decay","Half the age of the sample"],"correctIndex":1},{"id":"half-life-mcq-2","subTopicId":"half-life","prompt":"Why can't you predict when a particular nucleus will decay?","explanation":"Each nucleus has a chance of decaying at any moment. Only the pattern for a large number of nuclei is predictable.","difficulty":1,"type":"mcq","options":["Nuclei decay in order of size","It depends on the temperature","All the nuclei decay at the same time","Radioactive decay is random"],"correctIndex":3},{"id":"half-life-mcq-3","subTopicId":"half-life","prompt":"A source has an activity of 800 Bq and a half-life of 2 hours. What is its activity after 6 hours?","explanation":"6 hours is 3 half-lives. Halve 3 times: 800 → 400 → 200 → 100 Bq. 133 Bq divides by 6, which is wrong: activity halves each half-life.","difficulty":2,"type":"mcq","options":["100 Bq","400 Bq","133 Bq","0 Bq"],"correctIndex":0},{"id":"half-life-mcq-4","subTopicId":"half-life","prompt":"A graph of activity against time starts at 600 Bq and passes 300 Bq at 5 minutes. What is the half-life?","explanation":"The half-life is the time for the activity to halve: from 600 Bq to 300 Bq takes 5 minutes.","difficulty":2,"type":"mcq","options":["10 minutes","2.5 minutes","5 minutes","300 minutes"],"correctIndex":2},{"id":"half-life-mcq-5","subTopicId":"half-life","prompt":"The count rate from a source falls from 1200 to 150 counts per minute in 24 hours. What is its half-life?","explanation":"1200 → 600 → 300 → 150 is 3 halvings, so 3 half-lives took 24 hours. Half-life = 24 ÷ 3 = 8 hours.","difficulty":3,"type":"mcq","options":["12 hours","3 hours","8 hours","6 hours"],"correctIndex":2},{"id":"half-life-mcq-6","subTopicId":"half-life","prompt":"After 3 half-lives, what is the net decline in activity, as a fraction of the starting activity?","explanation":"After 3 half-lives, ½ × ½ × ½ = ⅛ of the activity is left. So ⅞ has gone: that's the net decline. ⅛ is what's left, not the decline.","difficulty":3,"higherTier":true,"type":"mcq","options":["⅞","⅛","¾","⅓"],"correctIndex":0},{"id":"half-life-multi-1","subTopicId":"half-life","prompt":"Which statements describe a graph of activity against time for a radioactive source?","explanation":"The activity halves every half-life, so the curve falls quickly, then more and more slowly, getting closer to zero without reaching it.","difficulty":2,"type":"multi","options":["It falls steeply at first","It gets less steep as time goes on","It reaches zero after two half-lives","It is a straight line"],"correctIndices":[0,1]},{"id":"half-life-multi-2","subTopicId":"half-life","prompt":"A source starts at 1600 Bq. Which statements are true after 2 half-lives?","explanation":"1600 → 800 → 400 Bq. Net decline = 1600 − 400 = 1200 Bq. 1200 : 1600 = 3 : 4. 800 Bq is after only one half-life.","difficulty":3,"higherTier":true,"type":"multi","options":["The activity is 400 Bq","The net decline is 1200 Bq","The ratio of net decline to starting activity is 3 : 4","The activity is 800 Bq"],"correctIndices":[0,1,2]},{"id":"half-life-generated-1","subTopicId":"half-life","type":"generated","generator":"halfLifeRemaining","difficulty":1},{"id":"half-life-generated-2","subTopicId":"half-life","type":"generated","generator":"halfLifeFromData","difficulty":3},{"id":"half-life-numeric-1","subTopicId":"half-life","prompt":"The graph shows how the activity of a radioactive source changes. Use the graph to find its half-life.","explanation":"The activity starts at 800 Bq. Half of that is 400 Bq, which the curve reaches at 6 hours, so the half-life is 6 hours. Check: it reaches 200 Bq at 12 hours.","difficulty":2,"graph":{"x":{"label":"Time","unit":"hours","max":24,"step":2},"y":{"label":"Activity","unit":"Bq","max":800,"step":100},"lines":[{"points":[[0,800],[3,566],[6,400],[9,283],[12,200],[15,141],[18,100],[21,71],[24,50]],"smooth":true}]},"type":"numeric","answer":6,"tolerance":0.5,"unit":"hours"},{"id":"contamination-and-irradiation-mcq-1","subTopicId":"contamination-and-irradiation","prompt":"What is irradiation?","explanation":"In irradiation, the source stays outside the object, and the object does not become radioactive.","difficulty":1,"type":"mcq","options":["Radioactive atoms getting onto or into an object","Exposing an object to radiation from a source outside it","Making an object radioactive","Warming an object with infrared"],"correctIndex":1},{"id":"contamination-and-irradiation-mcq-2","subTopicId":"contamination-and-irradiation","prompt":"What is radioactive contamination?","explanation":"Contaminating atoms keep decaying, so the danger lasts until they are removed or have decayed.","difficulty":1,"type":"mcq","options":["Exposure to radiation from a distant source","Unwanted radioactive atoms getting onto or into an object or person","Radiation passing through an object","An object absorbing light"],"correctIndex":1},{"id":"contamination-and-irradiation-mcq-3","subTopicId":"contamination-and-irradiation","prompt":"Food is irradiated with gamma rays to kill bacteria. Is the food radioactive afterwards?","explanation":"The gamma rays pass through the food and kill bacteria, but no radioactive atoms are added, so the food is safe to eat.","difficulty":2,"type":"mcq","options":["Yes, for a few days","Yes, until it is cooked","Only if it is eaten straight away","No: irradiation doesn't make an object radioactive"],"correctIndex":3},{"id":"contamination-and-irradiation-mcq-4","subTopicId":"contamination-and-irradiation","prompt":"Which precaution reduces the risk of contamination when handling a radioactive source?","explanation":"Tongs and gloves stop radioactive material getting onto your skin. Keeping your distance also reduces your dose.","difficulty":2,"type":"mcq","options":["Using tongs and wearing gloves","Wearing sunglasses","Working quickly with bare hands","Holding the source close to see it clearly"],"correctIndex":0},{"id":"contamination-and-irradiation-mcq-5","subTopicId":"contamination-and-irradiation","prompt":"Why is an alpha source most dangerous inside the body?","explanation":"Inside the body, alpha can't escape, so it damages the cells right next to it. Alpha is the least penetrating radiation.","difficulty":3,"type":"mcq","options":["Alpha is the most penetrating radiation","Alpha is a high-energy electromagnetic wave","Alpha is strongly ionising, and nearby cells absorb all its energy","Alpha particles multiply inside the body"],"correctIndex":2},{"id":"contamination-and-irradiation-mcq-6","subTopicId":"contamination-and-irradiation","prompt":"Why are beta and gamma sources more dangerous than alpha sources when they are outside the body?","explanation":"Outside the body, alpha is stopped by the outer layer of skin. Beta and gamma can penetrate to the organs inside.","difficulty":3,"type":"mcq","options":["They are more strongly ionising than alpha","They are attracted to the body","They can pass through skin and reach organs, while alpha is stopped by skin","Alpha sources give out no radiation outside the body"],"correctIndex":2},{"id":"contamination-and-irradiation-multi-1","subTopicId":"contamination-and-irradiation","prompt":"Which of these help keep people who work with radiation safe?","explanation":"Distance, shielding and short exposure times all reduce the dose. A dosimeter records the dose received.","difficulty":2,"type":"multi","options":["Keeping as far from the source as possible","Using lead shielding","Wearing a dosimeter badge","Spending as long as possible near the source"],"correctIndices":[0,1,2]},{"id":"contamination-and-irradiation-multi-2","subTopicId":"contamination-and-irradiation","prompt":"Which statements about contamination and irradiation are true?","explanation":"Irradiated objects don't become radioactive. Contamination can be inside the body, for example if radioactive material is swallowed or breathed in.","difficulty":3,"type":"multi","options":["Contamination lasts until the radioactive atoms are removed or have decayed","Irradiation stops when the source is removed or shielded","An irradiated object gives out radiation afterwards","Contamination can't happen inside the body"],"correctIndices":[0,1]},{"id":"background-radiation-and-hazards-mcq-1","subTopicId":"background-radiation-and-hazards","prompt":"Which of these is a natural source of background radiation?","explanation":"Radon seeps out of rocks such as granite. Cosmic rays from space are another natural source.","difficulty":1,"type":"mcq","options":["Radon gas from rocks","Nuclear weapons tests","Nuclear accidents","Medical X-rays"],"correctIndex":0,"physicsOnly":true},{"id":"background-radiation-and-hazards-mcq-2","subTopicId":"background-radiation-and-hazards","prompt":"What is the unit of radiation dose?","explanation":"Dose is measured in sieverts. Becquerels measure activity, which is a different thing.","difficulty":1,"type":"mcq","options":["Becquerel (Bq)","Joule (J)","Sievert (Sv)","Hertz (Hz)"],"correctIndex":2,"physicsOnly":true},{"id":"background-radiation-and-hazards-mcq-3","subTopicId":"background-radiation-and-hazards","prompt":"How many millisieverts are there in 1 sievert?","explanation":"'Milli' means one thousandth, so 1 Sv = 1000 mSv.","difficulty":2,"type":"mcq","options":["100","10","1000","1 000 000"],"correctIndex":2,"physicsOnly":true},{"id":"background-radiation-and-hazards-mcq-4","subTopicId":"background-radiation-and-hazards","prompt":"Why do airline pilots get a higher dose of background radiation than most people?","explanation":"Higher up there is less atmosphere to absorb cosmic rays from space.","difficulty":2,"type":"mcq","options":["They are exposed to more cosmic rays at high altitude","Planes are powered by nuclear fuel","Airports are built on granite","Radon gas collects inside planes"],"correctIndex":0,"physicsOnly":true},{"id":"background-radiation-and-hazards-mcq-5","subTopicId":"background-radiation-and-hazards","prompt":"An isotope has a very short half-life. Which statement is true?","explanation":"A short half-life means the nuclei decay quickly: a high activity at first, which soon falls.","difficulty":3,"type":"mcq","options":["It stays radioactive for thousands of years","It is never dangerous","It gives out no radiation","It is very active at first, but its activity drops quickly"],"correctIndex":3,"physicsOnly":true},{"id":"background-radiation-and-hazards-mcq-6","subTopicId":"background-radiation-and-hazards","prompt":"Why must some nuclear waste be stored safely for thousands of years?","explanation":"An isotope's half-life never changes. Long half-life isotopes take a very long time to decay.","difficulty":3,"type":"mcq","options":["Its half-life gets longer as it ages","It contains isotopes with very long half-lives, so it stays radioactive for a long time","It becomes more radioactive over time","It contains isotopes with very short half-lives"],"correctIndex":1,"physicsOnly":true},{"id":"background-radiation-and-hazards-multi-1","subTopicId":"background-radiation-and-hazards","prompt":"Which of these are sources of background radiation?","explanation":"Phone signals are radio waves or microwaves, which aren't ionising, so they aren't part of background radiation.","difficulty":2,"type":"multi","options":["Cosmic rays from space","Rocks such as granite","Fallout from nuclear weapons tests","Mobile phone signals"],"correctIndices":[0,1,2],"physicsOnly":true},{"id":"background-radiation-and-hazards-multi-2","subTopicId":"background-radiation-and-hazards","prompt":"A detector near a source measures 50 counts per minute. The background count is 15 counts per minute. Which statements are true?","explanation":"The detector picks up background radiation too, so subtract it: 50 − 15 = 35 counts per minute.","difficulty":3,"type":"multi","options":["The count rate from the source alone is 35 counts per minute","The background count must be subtracted","The count rate from the source alone is 65 counts per minute","Background radiation can be ignored"],"correctIndices":[0,1],"physicsOnly":true},{"id":"uses-of-nuclear-radiation-mcq-1","subTopicId":"uses-of-nuclear-radiation","prompt":"What is radiotherapy?","explanation":"Radiotherapy uses ionising radiation, from beams outside the body or sources placed inside it, to destroy tumours.","difficulty":1,"type":"mcq","options":["Using radiation to see broken bones","Using radio waves to warm the body","Scanning the body with ultrasound","Using radiation to kill cancer cells"],"correctIndex":3,"physicsOnly":true},{"id":"uses-of-nuclear-radiation-mcq-2","subTopicId":"uses-of-nuclear-radiation","prompt":"Which type of radiation should a medical tracer give out?","explanation":"Gamma passes out of the body to a detector and is only weakly ionising, so it does little harm on the way.","difficulty":1,"type":"mcq","options":["Gamma","Alpha","Beta","Neutrons"],"correctIndex":0,"physicsOnly":true},{"id":"uses-of-nuclear-radiation-mcq-3","subTopicId":"uses-of-nuclear-radiation","prompt":"Which isotope would suit a medical tracer?","explanation":"Gamma reaches the detector outside the body. A half-life of hours lasts long enough for the scan, but doesn't stay active in the patient for long.","difficulty":2,"type":"mcq","options":["A gamma emitter with a half-life of 5000 years","An alpha emitter with a half-life of 6 hours","A gamma emitter with a half-life of 6 hours","A beta emitter with a half-life of 30 years"],"correctIndex":2,"physicsOnly":true},{"id":"uses-of-nuclear-radiation-mcq-4","subTopicId":"uses-of-nuclear-radiation","prompt":"Which isotope would suit the source of the beams in external radiotherapy?","explanation":"Gamma can reach a tumour deep inside the body. A long half-life means the source doesn't need replacing often. Cobalt-60 (5.3 years) is an example.","difficulty":2,"type":"mcq","options":["An alpha emitter with a half-life of about 5 years","A gamma emitter with a half-life of 10 minutes","A gamma emitter with a half-life of about 5 years","A beta emitter with a half-life of 6 hours"],"correctIndex":2,"physicsOnly":true},{"id":"uses-of-nuclear-radiation-mcq-5","subTopicId":"uses-of-nuclear-radiation","prompt":"Which isotope would suit a small source implanted next to a tumour?","explanation":"Beta has a short range, so it damages the tumour but not much else. A half-life of days is active long enough to work, then dies away.","difficulty":3,"type":"mcq","options":["A beta emitter with a half-life of a few days","A gamma emitter with a half-life of 1000 years","A beta emitter with a half-life of 1000 years","A gamma emitter with a half-life of a few days"],"correctIndex":0,"physicsOnly":true},{"id":"uses-of-nuclear-radiation-mcq-6","subTopicId":"uses-of-nuclear-radiation","prompt":"Why is a tracer with a half-life of a few hours better than one with a half-life of several years?","explanation":"After a day or two, a short half-life tracer has almost all decayed, so the patient isn't exposed for long.","difficulty":3,"type":"mcq","options":["It gives a clearer image for years afterwards","Isotopes with short half-lives aren't ionising","It never decays inside the body","It stays active long enough for the scan, but the patient's dose stays low"],"correctIndex":3,"physicsOnly":true},{"id":"uses-of-nuclear-radiation-multi-1","subTopicId":"uses-of-nuclear-radiation","prompt":"Which properties make an isotope a good medical tracer?","explanation":"Alpha wouldn't escape the body to reach the detector, and a long half-life would keep the patient exposed for years.","difficulty":1,"type":"multi","options":["It gives out gamma rays","It has a short half-life","It gives out alpha particles","It has a half-life of thousands of years"],"correctIndices":[0,1],"physicsOnly":true},{"id":"uses-of-nuclear-radiation-multi-2","subTopicId":"uses-of-nuclear-radiation","prompt":"In external radiotherapy, gamma beams are aimed at a tumour from several directions. Why?","explanation":"Each beam alone gives a small dose to healthy tissue, but they all overlap at the tumour. Irradiation doesn't make the tumour radioactive.","difficulty":3,"type":"multi","options":["The tumour gets a high dose where the beams meet","The healthy tissue around it gets a lower dose","It makes the tumour radioactive","Gamma rays bend around bones"],"correctIndices":[0,1],"physicsOnly":true},{"id":"nuclear-fission-and-fusion-mcq-1","subTopicId":"nuclear-fission-and-fusion","prompt":"What is nuclear fusion?","explanation":"Fusion joins nuclei together and releases energy. It powers the Sun. Fission is splitting.","difficulty":1,"type":"mcq","options":["A large nucleus splitting into two smaller ones","An electron joining a nucleus","Two light nuclei joining to form a heavier nucleus","Two atoms sharing electrons"],"correctIndex":2,"physicsOnly":true},{"id":"nuclear-fission-and-fusion-mcq-2","subTopicId":"nuclear-fission-and-fusion","prompt":"Which of these is used as fuel in nuclear fission reactors?","explanation":"Uranium-235 and plutonium-239 are used in fission reactors. Hydrogen is the fuel for fusion.","difficulty":1,"type":"mcq","options":["Hydrogen","Carbon-14","Uranium-235","Helium"],"correctIndex":2,"physicsOnly":true},{"id":"nuclear-fission-and-fusion-mcq-3","subTopicId":"nuclear-fission-and-fusion","prompt":"What usually has to happen before a uranium-235 nucleus undergoes fission?","explanation":"Fission on its own is rare. Absorbing a neutron makes the nucleus unstable enough to split.","difficulty":2,"type":"mcq","options":["It absorbs a neutron","It absorbs an electron","It emits an alpha particle","It is heated to millions of degrees"],"correctIndex":0,"physicsOnly":true},{"id":"nuclear-fission-and-fusion-mcq-4","subTopicId":"nuclear-fission-and-fusion","prompt":"What do the control rods in a nuclear reactor do?","explanation":"Lowering the control rods absorbs more neutrons and slows the reaction. Slowing neutrons down is the moderator's job.","difficulty":2,"type":"mcq","options":["Slow the neutrons down","Absorb gamma rays","Release extra neutrons to speed up the reaction","Absorb neutrons to control the rate of the chain reaction"],"correctIndex":3,"physicsOnly":true},{"id":"nuclear-fission-and-fusion-mcq-5","subTopicId":"nuclear-fission-and-fusion","prompt":"What is the job of the moderator in a nuclear reactor?","explanation":"Slower neutrons are more likely to be absorbed by uranium-235 nuclei. Graphite and water are used as moderators.","difficulty":3,"type":"mcq","options":["To absorb neutrons and stop the reaction","To slow neutrons down so they are more likely to cause fission","To cool the reactor","To shield workers from gamma rays"],"correctIndex":1,"physicsOnly":true},{"id":"nuclear-fission-and-fusion-mcq-6","subTopicId":"nuclear-fission-and-fusion","prompt":"Why is nuclear fusion hard to achieve on Earth?","explanation":"Nuclei are positive, so they repel each other. Only extreme conditions, like those inside stars, push them close enough to fuse.","difficulty":3,"type":"mcq","options":["There is no hydrogen on Earth","It needs extremely high temperatures and pressures to push the positive nuclei close enough to join","It produces too many neutrons","It only works with uranium"],"correctIndex":1,"physicsOnly":true},{"id":"nuclear-fission-and-fusion-multi-1","subTopicId":"nuclear-fission-and-fusion","prompt":"Which of these happen when a uranium-235 nucleus undergoes fission?","explanation":"Fission splits the nucleus. Joining nuclei is fusion. Gamma rays are released too.","difficulty":2,"type":"multi","options":["It splits into two smaller nuclei","Two or three neutrons are released","Energy is released","It joins with another uranium nucleus"],"correctIndices":[0,1,2],"physicsOnly":true},{"id":"nuclear-fission-and-fusion-multi-2","subTopicId":"nuclear-fission-and-fusion","prompt":"Which statements comparing fission and fusion are true?","explanation":"Nuclear power stations today use fission. Fusion still can't be controlled well enough to generate electricity.","difficulty":3,"type":"multi","options":["Fission splits a large nucleus","Fusion joins two light nuclei","Fusion powers the Sun","Today's nuclear power stations use fusion"],"correctIndices":[0,1,2],"physicsOnly":true}]},{"id":"p5","subjectId":"physics","code":"P5","title":"Forces","description":"How forces push, pull, stretch and turn things, and how they change the way objects move, from cars braking to collisions.","questions":[{"id":"forces-and-elasticity-mcq-1","subTopicId":"forces-and-elasticity","prompt":"The force–extension graph shows two springs, A and B. Which spring is stiffer?","explanation":"The gradient of a force–extension graph is the spring constant. B's line is steeper, so it needs more force for each metre of extension: it is stiffer.","difficulty":2,"graph":{"x":{"label":"Extension","unit":"m","max":0.1,"step":0.01},"y":{"label":"Force","unit":"N","max":5,"step":1},"lines":[{"points":[[0,0],[0.08,4]],"label":"A"},{"points":[[0,0],[0.04,4]],"label":"B"}]},"equations":["spring-force"],"type":"mcq","options":["Spring A","Spring B","They are equally stiff","You can't tell from the graph"],"correctIndex":1},{"id":"forces-and-elasticity-numeric-1","subTopicId":"forces-and-elasticity","prompt":"The force–extension graph shows two springs. Use it to find the spring constant of spring A.","explanation":"k = F ÷ e = gradient. For spring A, 4 N stretches it 0.08 m: k = 4 ÷ 0.08 = 50 N/m.","difficulty":3,"graph":{"x":{"label":"Extension","unit":"m","max":0.1,"step":0.01},"y":{"label":"Force","unit":"N","max":5,"step":1},"lines":[{"points":[[0,0],[0.08,4]],"label":"A"},{"points":[[0,0],[0.04,4]],"label":"B"}]},"equations":["spring-force"],"type":"numeric","answer":50,"tolerance":0,"unit":"N/m"},{"id":"speed-velocity-and-distance-time-graphs-mcq-1","subTopicId":"speed-velocity-and-distance-time-graphs","prompt":"Which of these is a vector quantity?","explanation":"A vector has a size and a direction. Velocity is speed in a given direction.","difficulty":1,"type":"mcq","options":["Speed","Distance","Velocity","Time"],"correctIndex":2},{"id":"speed-velocity-and-distance-time-graphs-mcq-2","subTopicId":"speed-velocity-and-distance-time-graphs","prompt":"What is a typical walking speed?","explanation":"People walk at about 1.5 m/s, run at about 3 m/s and cycle at about 6 m/s.","difficulty":1,"type":"mcq","options":["15 m/s","0.15 m/s","1.5 m/s","6 m/s"],"correctIndex":2},{"id":"speed-velocity-and-distance-time-graphs-mcq-3","subTopicId":"speed-velocity-and-distance-time-graphs","prompt":"A cyclist rides at 6 m/s for 2 minutes. How far do they travel?","explanation":"Convert to seconds: 2 × 60 = 120 s. s = vt = 6 × 120 = 720 m. 12 m forgets to convert the minutes.","difficulty":2,"equations":["distance-speed-time"],"type":"mcq","options":["720 m","12 m","3 m","20 m"],"correctIndex":0},{"id":"speed-velocity-and-distance-time-graphs-mcq-4","subTopicId":"speed-velocity-and-distance-time-graphs","prompt":"On a distance–time graph, what does a flat (horizontal) line show?","explanation":"If the distance doesn't change as time passes, the object isn't moving.","difficulty":2,"type":"mcq","options":["It is moving at a constant speed","It is accelerating","It is moving backwards","The object is stationary"],"correctIndex":3},{"id":"speed-velocity-and-distance-time-graphs-mcq-5","subTopicId":"speed-velocity-and-distance-time-graphs","prompt":"A distance–time graph is a straight line from 0 m to 150 m in 30 s. What is the speed?","explanation":"Speed = gradient = distance ÷ time = 150 ÷ 30 = 5 m/s. 0.2 m/s divides the wrong way round.","difficulty":3,"equations":["distance-speed-time"],"type":"mcq","options":["4500 m/s","5 m/s","0.2 m/s","180 m/s"],"correctIndex":1},{"id":"speed-velocity-and-distance-time-graphs-mcq-6","subTopicId":"speed-velocity-and-distance-time-graphs","prompt":"A car goes round a roundabout at a steady 10 m/s. Which statement is true?","explanation":"Velocity includes direction. Moving in a circle, the direction changes all the time, so the velocity changes even though the speed doesn't.","difficulty":3,"higherTier":true,"type":"mcq","options":["Its velocity is constant, because its speed is constant","Its velocity is changing, because its direction is changing","Its speed is changing","It isn't accelerating"],"correctIndex":1},{"id":"speed-velocity-and-distance-time-graphs-multi-1","subTopicId":"speed-velocity-and-distance-time-graphs","prompt":"You run once round a 400 m track and finish where you started. Which statements are true?","explanation":"Displacement is the straight-line distance from start to finish, with a direction: here it's zero. Distance is a scalar.","difficulty":2,"type":"multi","options":["The distance you ran is 400 m","Your displacement is 0 m","Your displacement is 400 m","Distance is a vector"],"correctIndices":[0,1]},{"id":"speed-velocity-and-distance-time-graphs-multi-2","subTopicId":"speed-velocity-and-distance-time-graphs","prompt":"Which statements about distance–time graphs are true?","explanation":"The area under the line gives the distance on a velocity–time graph, not a distance–time graph.","difficulty":3,"type":"multi","options":["The gradient is the speed","A steeper line means a faster speed","A curve that gets steeper shows the object speeding up","The area under the line is the distance travelled"],"correctIndices":[0,1,2]},{"id":"speed-velocity-and-distance-time-graphs-generated-1","subTopicId":"speed-velocity-and-distance-time-graphs","type":"generated","generator":"speedDistanceTime","difficulty":2},{"id":"speed-velocity-and-distance-time-graphs-mcq-7","subTopicId":"speed-velocity-and-distance-time-graphs","prompt":"The distance–time graph shows a cyclist's journey. During which part were they stationary?","explanation":"From A to B the line is flat: the distance doesn't change, so the cyclist isn't moving.","difficulty":1,"graph":{"x":{"label":"Time","unit":"s","max":50,"step":5},"y":{"label":"Distance","unit":"m","max":200,"step":20},"lines":[{"points":[[0,0],[20,100],[40,100],[50,200]]}],"marks":[{"x":0,"y":0,"label":"O"},{"x":20,"y":100,"label":"A"},{"x":40,"y":100,"label":"B"},{"x":50,"y":200,"label":"C"}]},"type":"mcq","options":["O to A","A to B","B to C","They never stopped"],"correctIndex":1},{"id":"speed-velocity-and-distance-time-graphs-mcq-8","subTopicId":"speed-velocity-and-distance-time-graphs","prompt":"The distance–time graph shows a cyclist's journey. During which part were they moving fastest?","explanation":"The steepest part is fastest. O to A: 100 ÷ 20 = 5 m/s. B to C: 100 ÷ 10 = 10 m/s. A to B is flat, so 0 m/s.","difficulty":2,"graph":{"x":{"label":"Time","unit":"s","max":50,"step":5},"y":{"label":"Distance","unit":"m","max":200,"step":20},"lines":[{"points":[[0,0],[20,100],[40,100],[50,200]]}],"marks":[{"x":0,"y":0,"label":"O"},{"x":20,"y":100,"label":"A"},{"x":40,"y":100,"label":"B"},{"x":50,"y":200,"label":"C"}]},"equations":["distance-speed-time"],"type":"mcq","options":["O to A","A to B","B to C","The speed was the same throughout"],"correctIndex":2},{"id":"speed-velocity-and-distance-time-graphs-generated-2","subTopicId":"speed-velocity-and-distance-time-graphs","type":"generated","generator":"distanceTimeGradient","difficulty":2},{"id":"acceleration-and-velocity-time-graphs-mcq-1","subTopicId":"acceleration-and-velocity-time-graphs","prompt":"What is the unit of acceleration?","explanation":"Acceleration is change in velocity (m/s) per second, so its unit is metres per second squared.","difficulty":1,"type":"mcq","options":["m/s","m","m/s²","N"],"correctIndex":2},{"id":"acceleration-and-velocity-time-graphs-mcq-2","subTopicId":"acceleration-and-velocity-time-graphs","prompt":"Roughly what is the acceleration of an object falling freely near the Earth's surface?","explanation":"Objects in free fall accelerate at about 9.8 m/s². 1.6 m/s² is the value on the Moon.","difficulty":1,"type":"mcq","options":["9.8 m/s²","9.8 m/s","98 m/s²","1.6 m/s²"],"correctIndex":0},{"id":"acceleration-and-velocity-time-graphs-mcq-3","subTopicId":"acceleration-and-velocity-time-graphs","prompt":"A car speeds up from 5 m/s to 25 m/s in 4 s. What is its acceleration?","explanation":"a = Δv ÷ t = (25 − 5) ÷ 4 = 20 ÷ 4 = 5 m/s². 6.25 m/s² uses the final speed instead of the change.","difficulty":2,"equations":["acceleration"],"type":"mcq","options":["6.25 m/s²","7.5 m/s²","80 m/s²","5 m/s²"],"correctIndex":3},{"id":"acceleration-and-velocity-time-graphs-mcq-4","subTopicId":"acceleration-and-velocity-time-graphs","prompt":"On a velocity–time graph, what does the gradient of the line show?","explanation":"Gradient = change in velocity ÷ time, which is acceleration.","difficulty":2,"equations":["acceleration"],"type":"mcq","options":["Distance travelled","Acceleration","Speed","Force"],"correctIndex":1},{"id":"acceleration-and-velocity-time-graphs-mcq-5","subTopicId":"acceleration-and-velocity-time-graphs","prompt":"A car at 10 m/s accelerates at 2 m/s² over 24 m. What is its final speed? Use v² − u² = 2as.","explanation":"v² = u² + 2as = 10² + (2 × 2 × 24) = 100 + 96 = 196. v = √196 = 14 m/s. 196 m/s forgets the square root.","difficulty":3,"equations":["uniform-acceleration"],"type":"mcq","options":["196 m/s","14 m/s","58 m/s","9.8 m/s"],"correctIndex":1},{"id":"acceleration-and-velocity-time-graphs-mcq-6","subTopicId":"acceleration-and-velocity-time-graphs","prompt":"A velocity–time graph rises in a straight line from 0 to 8 m/s in 6 s. How far does the object travel?","explanation":"Distance = area under the graph = area of a triangle = ½ × 6 × 8 = 24 m. 48 m forgets the ½.","difficulty":3,"higherTier":true,"type":"mcq","options":["48 m","1.3 m","14 m","24 m"],"correctIndex":3},{"id":"acceleration-and-velocity-time-graphs-multi-1","subTopicId":"acceleration-and-velocity-time-graphs","prompt":"A skydiver jumps from a plane. Which statements are true?","explanation":"At terminal velocity the forces are balanced, not absent: air resistance is as big as the weight, so the resultant force is zero.","difficulty":2,"type":"multi","options":["At first, they accelerate because their weight is bigger than the air resistance","Air resistance increases as they speed up","At terminal velocity, air resistance equals their weight","At terminal velocity, there is no air resistance"],"correctIndices":[0,1,2]},{"id":"acceleration-and-velocity-time-graphs-multi-2","subTopicId":"acceleration-and-velocity-time-graphs","prompt":"Which statements about velocity–time graphs are true?","explanation":"On a velocity–time graph, a flat line means the velocity isn't changing. It's only stationary if that flat line is at zero.","difficulty":3,"type":"multi","options":["A flat line shows a constant velocity","A line sloping down shows deceleration","A flat line shows the object is stationary","A steeper line shows a bigger acceleration"],"correctIndices":[0,1,3]},{"id":"acceleration-and-velocity-time-graphs-generated-1","subTopicId":"acceleration-and-velocity-time-graphs","type":"generated","generator":"accelerationCalculation","difficulty":2},{"id":"acceleration-and-velocity-time-graphs-generated-2","subTopicId":"acceleration-and-velocity-time-graphs","type":"generated","generator":"suvatFinalVelocity","difficulty":3},{"id":"acceleration-and-velocity-time-graphs-mcq-7","subTopicId":"acceleration-and-velocity-time-graphs","prompt":"The velocity–time graph shows a car's journey. Which part shows it decelerating?","explanation":"From B to C the line slopes down, so the velocity is falling: the car is decelerating. A to B is flat, so the velocity is constant.","difficulty":1,"graph":{"x":{"label":"Time","unit":"s","max":30,"step":5},"y":{"label":"Velocity","unit":"m/s","max":20,"step":5},"lines":[{"points":[[0,0],[10,15],[20,15],[30,0]]}],"marks":[{"x":10,"y":15,"label":"A"},{"x":20,"y":15,"label":"B"},{"x":30,"y":0,"label":"C"}]},"type":"mcq","options":["Before A","A to B","B to C","None of it"],"correctIndex":2},{"id":"acceleration-and-velocity-time-graphs-generated-3","subTopicId":"acceleration-and-velocity-time-graphs","type":"generated","generator":"velocityTimeGradient","difficulty":2},{"id":"acceleration-and-velocity-time-graphs-generated-4","subTopicId":"acceleration-and-velocity-time-graphs","type":"generated","generator":"velocityTimeArea","difficulty":3,"higherTier":true},{"id":"newtons-laws-of-motion-mcq-1","subTopicId":"newtons-laws-of-motion","prompt":"A car travels at a steady speed along a straight road. What can you say about the forces on it?","explanation":"Newton's first law: if the velocity isn't changing, the resultant force is zero, so the forces must be balanced.","difficulty":1,"type":"mcq","options":["The driving force is bigger than the resistive forces","The driving force is balanced by the resistive forces","There are no forces on it","The resistive forces are bigger than the driving force"],"correctIndex":1},{"id":"newtons-laws-of-motion-mcq-2","subTopicId":"newtons-laws-of-motion","prompt":"Which of Newton's laws explains why passengers lurch forwards when a bus brakes suddenly?","explanation":"The passengers keep moving at the bus's old velocity until a force (a seat belt or the seat in front) acts on them.","difficulty":1,"type":"mcq","options":["The second law","The first law","The third law","None of them"],"correctIndex":1},{"id":"newtons-laws-of-motion-mcq-3","subTopicId":"newtons-laws-of-motion","prompt":"Which of Newton's laws explains why a swimmer moves forwards when they push water backwards?","explanation":"The swimmer pushes on the water, and the water pushes back on the swimmer with an equal and opposite force.","difficulty":2,"type":"mcq","options":["The first law","The second law","The law of conservation of energy","The third law"],"correctIndex":3},{"id":"newtons-laws-of-motion-mcq-4","subTopicId":"newtons-laws-of-motion","prompt":"Which of Newton's laws explains why a full shopping trolley is harder to speed up than an empty one?","explanation":"F = ma, so a = F ÷ m. With a bigger mass, the same force gives a smaller acceleration.","difficulty":2,"equations":["resultant-force"],"type":"mcq","options":["The second law","The first law","The third law","Hooke's law"],"correctIndex":0},{"id":"newtons-laws-of-motion-mcq-5","subTopicId":"newtons-laws-of-motion","prompt":"A resultant force of 150 N accelerates a cyclist and their bike at 2 m/s². What is their total mass?","explanation":"F = ma, so m = F ÷ a = 150 ÷ 2 = 75 kg. 300 kg multiplies instead of dividing.","difficulty":3,"equations":["resultant-force"],"type":"mcq","options":["300 kg","0.013 kg","75 kg","148 kg"],"correctIndex":2},{"id":"newtons-laws-of-motion-mcq-6","subTopicId":"newtons-laws-of-motion","prompt":"A book rests on a table. Which pair of forces is a Newton's third law pair?","explanation":"A third law pair acts on two different objects and is the same type of force. Weight and the table's push both act on the book, so they aren't a pair; they're just balanced.","difficulty":3,"type":"mcq","options":["The book's weight, and the table pushing up on the book","The table pushing up on the book, and the floor pushing up on the table","The Earth pulls the book down; the book pulls the Earth up","The book's weight, and the table's weight"],"correctIndex":2},{"id":"newtons-laws-of-motion-multi-1","subTopicId":"newtons-laws-of-motion","prompt":"Which statements about the two forces in a Newton's third law pair are true?","explanation":"The two forces act on different objects. That's why they don't cancel each other out.","difficulty":2,"type":"multi","options":["They are equal in size","They act in opposite directions","They act on the same object","They are the same type of force"],"correctIndices":[0,1,3]},{"id":"newtons-laws-of-motion-multi-2","subTopicId":"newtons-laws-of-motion","prompt":"Which statements about inertia and inertial mass are true?","explanation":"Inertial mass measures how hard it is to change an object's velocity, so a bigger inertial mass is harder to accelerate. Inertia applies to still objects too.","difficulty":3,"higherTier":true,"type":"multi","options":["Inertia is the tendency of an object to stay at rest or keep moving at a steady velocity","Inertial mass is force ÷ acceleration","An object with a bigger inertial mass is easier to accelerate","Inertia only applies to moving objects"],"correctIndices":[0,1]},{"id":"newtons-laws-of-motion-generated-1","subTopicId":"newtons-laws-of-motion","type":"generated","generator":"newtonsSecondLaw","difficulty":2},{"id":"stopping-distances-mcq-1","subTopicId":"stopping-distances","prompt":"What is the stopping distance of a vehicle?","explanation":"Stopping distance covers the whole time from seeing a hazard to stopping: first the thinking distance, then the braking distance.","difficulty":1,"type":"mcq","options":["Thinking distance − braking distance","Thinking distance + braking distance","Thinking distance × braking distance","Braking distance only"],"correctIndex":1},{"id":"stopping-distances-mcq-2","subTopicId":"stopping-distances","prompt":"Which of these increases thinking distance?","explanation":"Tiredness slows the driver's reaction time. The others affect braking distance.","difficulty":1,"type":"mcq","options":["An icy road","The driver being tired","Worn brakes","Worn tyres"],"correctIndex":1},{"id":"stopping-distances-mcq-3","subTopicId":"stopping-distances","prompt":"Which of these increases braking distance but not thinking distance?","explanation":"A wet road reduces the friction between the tyres and the road. The other three slow the driver's reactions, which affects thinking distance.","difficulty":2,"type":"mcq","options":["Drinking alcohol","Using a phone while driving","Being tired","A wet road"],"correctIndex":3},{"id":"stopping-distances-mcq-4","subTopicId":"stopping-distances","prompt":"A car travels at 20 m/s. The driver's reaction time is 0.7 s. What is the thinking distance?","explanation":"Thinking distance = speed × reaction time = 20 × 0.7 = 14 m.","difficulty":2,"equations":["distance-speed-time"],"type":"mcq","options":["14 m","28.6 m","20.7 m","0.035 m"],"correctIndex":0},{"id":"stopping-distances-mcq-5","subTopicId":"stopping-distances","prompt":"Why does doubling a car's speed make its braking distance about four times longer?","explanation":"Eₖ = ½mv², so doubling v makes the kinetic energy 4 times bigger. The brakes transfer it by doing work: force × distance. With the same braking force, the distance is 4 times longer.","difficulty":3,"equations":["kinetic-energy","work-done"],"type":"mcq","options":["The driver reacts four times more slowly","The brakes become four times weaker","Its kinetic energy depends on speed squared, so the brakes must do four times as much work","The car's mass doubles"],"correctIndex":2},{"id":"stopping-distances-mcq-6","subTopicId":"stopping-distances","prompt":"A 1000 kg car travelling at 20 m/s stops in a braking distance of 50 m. Estimate the braking force.","explanation":"Work done by brakes = kinetic energy lost = ½mv² = 0.5 × 1000 × 20² = 200 000 J. Force = work ÷ distance = 200 000 ÷ 50 = 4000 N. 8000 N forgets the ½.","difficulty":3,"higherTier":true,"equations":["work-done","kinetic-energy"],"type":"mcq","options":["8000 N","400 N","4000 N","200 000 N"],"correctIndex":2},{"id":"stopping-distances-multi-1","subTopicId":"stopping-distances","prompt":"Which of these affect braking distance?","explanation":"Reaction time affects thinking distance. Speed affects both thinking and braking distance.","difficulty":2,"type":"multi","options":["The car's speed","Icy roads","Worn tyres","The driver's reaction time"],"correctIndices":[0,1,2]},{"id":"stopping-distances-multi-2","subTopicId":"stopping-distances","prompt":"Which statements about the ruler-drop test for reaction time are true?","explanation":"If you can predict when the ruler will drop, you aren't measuring a true reaction time. It should be dropped without warning.","difficulty":3,"type":"multi","options":["The further the ruler falls before you catch it, the slower your reaction","You should repeat the test and find a mean","The same person should drop the ruler each time","The ruler should be dropped at a regular moment so you can predict it"],"correctIndices":[0,1,2]},{"id":"stopping-distances-generated-1","subTopicId":"stopping-distances","type":"generated","generator":"thinkingDistance","difficulty":2},{"id":"momentum-mcq-1","subTopicId":"momentum","prompt":"What is the unit of momentum?","explanation":"Momentum = mass (kg) × velocity (m/s), so its unit is kilogram metres per second.","difficulty":1,"higherTier":true,"type":"mcq","options":["kg m/s","N","kg m/s²","J"],"correctIndex":0},{"id":"momentum-mcq-2","subTopicId":"momentum","prompt":"A 60 kg runner moves at 5 m/s. What is their momentum?","explanation":"p = mv = 60 × 5 = 300 kg m/s. 750 is the kinetic energy (½mv²) in joules, not the momentum.","difficulty":1,"higherTier":true,"equations":["momentum"],"type":"mcq","options":["12 kg m/s","65 kg m/s","300 kg m/s","750 kg m/s"],"correctIndex":2},{"id":"momentum-mcq-3","subTopicId":"momentum","prompt":"What does the conservation of momentum say?","explanation":"Momentum can move between objects in a collision or explosion, but the total stays the same.","difficulty":2,"higherTier":true,"equations":["momentum"],"type":"mcq","options":["Momentum is always zero","Momentum is lost in every collision","In a closed system, the total momentum before an event equals the total momentum after it","Heavier objects always have more momentum"],"correctIndex":2},{"id":"momentum-mcq-4","subTopicId":"momentum","prompt":"A 2 kg trolley moving at 4 m/s hits a stationary 2 kg trolley, and they stick together. How fast do they move afterwards?","explanation":"Momentum before = 2 × 4 = 8 kg m/s. After, the total mass is 4 kg, so v = 8 ÷ 4 = 2 m/s.","difficulty":2,"higherTier":true,"equations":["momentum"],"type":"mcq","options":["2 m/s","4 m/s","8 m/s","1 m/s"],"correctIndex":0},{"id":"momentum-mcq-5","subTopicId":"momentum","prompt":"A gun fires a bullet forwards, and the gun recoils backwards. Why?","explanation":"Before firing, nothing moves, so the total momentum is zero. Afterwards the bullet's forward momentum and the gun's backward momentum add up to zero.","difficulty":3,"higherTier":true,"equations":["momentum"],"type":"mcq","options":["Friction from the bullet pulls the gun backwards","The explosion creates extra momentum","The gun is heavier, so it must move backwards","The total momentum before was zero, so the gun gains momentum equal and opposite to the bullet's"],"correctIndex":3},{"id":"momentum-mcq-6","subTopicId":"momentum","prompt":"How does an airbag reduce injuries in a crash?","explanation":"The change in momentum is the same either way. Spreading it over a longer time means a smaller rate of change of momentum, and so a smaller force.","difficulty":3,"higherTier":true,"equations":["force-and-momentum"],"physicsOnly":true,"type":"mcq","options":["It reduces the person's momentum before the crash","It increases the time taken for the person's momentum to change, so the force on them is smaller","It reduces the person's change in momentum","It increases the force so the person stops more quickly"],"correctIndex":1},{"id":"momentum-multi-1","subTopicId":"momentum","prompt":"Which of these safety features work by increasing the time it takes a person to stop?","explanation":"Seat belts stretch, crumple zones crush and airbags squash, so the person slows down over a longer time and the force is smaller.","difficulty":2,"higherTier":true,"equations":["force-and-momentum"],"physicsOnly":true,"type":"multi","options":["Seat belts","Crumple zones","Airbags","Brighter headlights"],"correctIndices":[0,1,2]},{"id":"momentum-multi-2","subTopicId":"momentum","prompt":"A 60 kg passenger comes to a stop from 15 m/s. Which statements are true? (F = mΔv/Δt)","explanation":"Change in momentum = 60 × 15 = 900 kg m/s. F = 900 ÷ 0.1 = 9000 N, or 900 ÷ 0.5 = 1800 N. A longer stopping time means a smaller force.","difficulty":3,"higherTier":true,"equations":["momentum","force-and-momentum"],"physicsOnly":true,"type":"multi","options":["Their change in momentum is 900 kg m/s","Stopping in 0.1 s needs a force of 9000 N","Stopping in 0.5 s needs a force of 1800 N","The force is the same whatever the stopping time"],"correctIndices":[0,1,2]},{"id":"momentum-generated-1","subTopicId":"momentum","type":"generated","generator":"momentumCalculation","difficulty":2,"higherTier":true}]},{"id":"p6","subjectId":"physics","code":"P6","title":"Waves","description":"How sound, light and the rest of the electromagnetic spectrum travel, reflect and refract, and how we use them.","questions":[{"id":"transverse-and-longitudinal-waves-mcq-1","subTopicId":"transverse-and-longitudinal-waves","prompt":"Which of these is a longitudinal wave?","explanation":"Sound waves have compressions and rarefactions: the air vibrates back and forth along the direction the wave travels.","difficulty":1,"type":"mcq","options":["Light","Sound","Ripples on water","Radio waves"],"correctIndex":1},{"id":"transverse-and-longitudinal-waves-mcq-2","subTopicId":"transverse-and-longitudinal-waves","prompt":"What is the frequency of a wave?","explanation":"Frequency is measured in hertz (Hz): 1 Hz is one wave per second. The time for one wave is the period.","difficulty":1,"type":"mcq","options":["The distance between two neighbouring crests","The number of waves passing a point each second","The height of the wave","The time for one wave to pass a point"],"correctIndex":1},{"id":"transverse-and-longitudinal-waves-mcq-3","subTopicId":"transverse-and-longitudinal-waves","prompt":"In a transverse wave, how are the oscillations arranged compared with the direction of energy transfer?","explanation":"In transverse waves, such as light, the oscillations are at right angles to the direction the energy travels.","difficulty":2,"type":"mcq","options":["Parallel to it","In the opposite direction to it","There are no oscillations","At right angles to it"],"correctIndex":3},{"id":"transverse-and-longitudinal-waves-mcq-4","subTopicId":"transverse-and-longitudinal-waves","prompt":"What is the amplitude of a wave?","explanation":"Amplitude is measured from the middle (rest) position to the top of a crest, so it is half the crest-to-trough height.","difficulty":2,"type":"mcq","options":["The maximum displacement of a point on the wave from its rest position","The distance from the top of a crest to the bottom of a trough","The distance between two neighbouring crests","The number of waves passing each second"],"correctIndex":0},{"id":"transverse-and-longitudinal-waves-mcq-5","subTopicId":"transverse-and-longitudinal-waves","prompt":"A wave has a frequency of 25 Hz. What is its period? Use T = 1/f.","explanation":"T = 1 ÷ f = 1 ÷ 25 = 0.04 s.","difficulty":3,"equations":["period"],"type":"mcq","options":["25 s","0.25 s","0.04 s","4 s"],"correctIndex":2},{"id":"transverse-and-longitudinal-waves-mcq-6","subTopicId":"transverse-and-longitudinal-waves","prompt":"A cork floats on a pond as ripples pass it. What does the cork do?","explanation":"Waves transfer energy, not matter. The water (and the cork) just moves up and down as the wave passes.","difficulty":3,"type":"mcq","options":["It moves along with the ripples","It moves towards the source of the ripples","It bobs up and down, staying in roughly the same place","It stays completely still"],"correctIndex":2},{"id":"transverse-and-longitudinal-waves-multi-1","subTopicId":"transverse-and-longitudinal-waves","prompt":"Which of these are transverse waves?","explanation":"Sound is longitudinal. All electromagnetic waves, ripples and S-waves are transverse.","difficulty":2,"type":"multi","options":["Light","Ripples on water","Sound","Seismic S-waves"],"correctIndices":[0,1,3]},{"id":"transverse-and-longitudinal-waves-multi-2","subTopicId":"transverse-and-longitudinal-waves","prompt":"Which statements about longitudinal waves are true?","explanation":"Sound, a longitudinal wave, needs particles to vibrate, so it can't cross a vacuum. Light is transverse.","difficulty":3,"type":"multi","options":["They have compressions and rarefactions","Their oscillations are parallel to the direction of energy transfer","They can travel through a vacuum","Light is a longitudinal wave"],"correctIndices":[0,1]},{"id":"transverse-and-longitudinal-waves-generated-1","subTopicId":"transverse-and-longitudinal-waves","type":"generated","generator":"wavePeriod","difficulty":2},{"id":"transverse-and-longitudinal-waves-label-1","subTopicId":"transverse-and-longitudinal-waves","prompt":"Label the parts of this transverse wave.","explanation":"The wavelength is from one crest to the next. The amplitude is from the rest position to the top of a crest or the bottom of a trough, not from crest to trough.","difficulty":1,"diagram":"transverse-wave","type":"label","hotspots":[{"id":"crest","x":20,"y":23.91,"answer":"Crest"},{"id":"trough","x":40,"y":71.74,"answer":"Trough"},{"id":"wavelength","x":40,"y":12.17,"answer":"Wavelength"},{"id":"amplitude","x":80,"y":59.78,"labelX":87.5,"labelY":65.22,"answer":"Amplitude"},{"id":"rest","x":93,"y":47.83,"answer":"Rest position"}],"distractors":["Frequency","Period"]},{"id":"transverse-and-longitudinal-waves-label-2","subTopicId":"transverse-and-longitudinal-waves","prompt":"Label the parts of this longitudinal wave.","explanation":"Compressions are where the particles are bunched together; rarefactions are where they are spread out. The wavelength is from the middle of one compression to the middle of the next.","difficulty":2,"diagram":"longitudinal-wave","type":"label","hotspots":[{"id":"compression","x":27.5,"y":72.82,"answer":"Compression"},{"id":"rarefaction","x":47.5,"y":30.77,"answer":"Rarefaction"},{"id":"wavelength","x":47.5,"y":85.13,"answer":"Wavelength"}],"distractors":["Amplitude","Crest"]},{"id":"wave-speed-mcq-1","subTopicId":"wave-speed","prompt":"Which equation links wave speed, frequency and wavelength?","explanation":"Wave speed = frequency × wavelength. You need to recall this equation.","difficulty":1,"equations":["wave-speed"],"type":"mcq","options":["v = f ÷ λ","v = λ ÷ f","v = f + λ","v = fλ"],"correctIndex":3},{"id":"wave-speed-mcq-2","subTopicId":"wave-speed","prompt":"What is the unit of frequency?","explanation":"1 Hz means one wave passes each second.","difficulty":1,"type":"mcq","options":["Hertz (Hz)","Metres (m)","Metres per second (m/s)","Seconds (s)"],"correctIndex":0},{"id":"wave-speed-mcq-3","subTopicId":"wave-speed","prompt":"A water wave has a frequency of 4 Hz and a wavelength of 0.5 m. What is its speed?","explanation":"v = fλ = 4 × 0.5 = 2 m/s. 8 m/s divides instead of multiplying.","difficulty":2,"equations":["wave-speed"],"type":"mcq","options":["8 m/s","0.125 m/s","2 m/s","4.5 m/s"],"correctIndex":2},{"id":"wave-speed-mcq-4","subTopicId":"wave-speed","prompt":"A sound with a frequency of 660 Hz travels at 330 m/s. What is its wavelength?","explanation":"v = fλ, so λ = v ÷ f = 330 ÷ 660 = 0.5 m. 2 m divides the wrong way round.","difficulty":2,"equations":["wave-speed"],"type":"mcq","options":["2 m","217 800 m","0.5 m","990 m"],"correctIndex":2},{"id":"wave-speed-mcq-5","subTopicId":"wave-speed","prompt":"A sound has a frequency of 1.1 kHz and travels at 330 m/s. What is its wavelength?","explanation":"Convert first: 1.1 kHz = 1100 Hz. λ = v ÷ f = 330 ÷ 1100 = 0.3 m. 300 m forgets to convert kHz to Hz.","difficulty":3,"equations":["wave-speed"],"type":"mcq","options":["0.3 m","300 m","3.3 m","363 m"],"correctIndex":0},{"id":"wave-speed-mcq-6","subTopicId":"wave-speed","prompt":"In the ripple tank practical, why do you measure across 10 waves and divide by 10?","explanation":"Measuring a longer distance makes small reading errors less important compared with the length you measure.","difficulty":3,"type":"mcq","options":["It makes the waves travel faster","It increases the frequency","It's the only way to see the waves","It makes the wavelength measurement more accurate"],"correctIndex":3},{"id":"wave-speed-multi-1","subTopicId":"wave-speed","prompt":"You measure the speed of sound by timing cymbals clashing 100 m away. Which statements are true?","explanation":"A longer distance gives a longer time, so your reaction time causes a smaller error compared with the time you measure.","difficulty":2,"equations":["distance-speed-time"],"type":"multi","options":["Start the stopwatch when you see the cymbals meet","Speed = distance ÷ time","A shorter distance gives a more accurate result","Reaction time causes errors, so repeat and find a mean"],"correctIndices":[0,1,3]},{"id":"wave-speed-multi-2","subTopicId":"wave-speed","prompt":"In the vibrating string practical, which statements are true?","explanation":"Two loops make one whole wavelength, so measure across several loops and work out λ from that.","difficulty":3,"type":"multi","options":["Each loop of the wave is half a wavelength","The frequency is read from the signal generator","Each loop of the wave is one whole wavelength","The hanging masses keep the string tight"],"correctIndices":[0,1,3]},{"id":"wave-speed-generated-1","subTopicId":"wave-speed","type":"generated","generator":"waveSpeed","difficulty":2},{"id":"reflection-and-refraction-mcq-1","subTopicId":"reflection-and-refraction","prompt":"In a ray diagram, what is the normal?","explanation":"The normal is drawn as a dashed line at 90° to the surface. Angles of incidence, reflection and refraction are all measured from it.","difficulty":1,"type":"mcq","options":["A line at right angles to the surface where the ray hits it","A line along the surface","The path of the reflected ray","A line at 45° to the surface"],"correctIndex":0},{"id":"reflection-and-refraction-mcq-2","subTopicId":"reflection-and-refraction","prompt":"A ray hits a mirror with an angle of incidence of 30°. What is the angle of reflection?","explanation":"For reflection, the angle of incidence equals the angle of reflection.","difficulty":1,"physicsOnly":true,"type":"mcq","options":["60°","90°","15°","30°"],"correctIndex":3},{"id":"reflection-and-refraction-mcq-3","subTopicId":"reflection-and-refraction","prompt":"Light passes from air into glass at an angle. What happens to it?","explanation":"Light travels more slowly in glass, so it bends towards the normal as it enters.","difficulty":2,"type":"mcq","options":["It speeds up and bends towards the normal","It slows down and bends towards the normal","It slows down and bends away from the normal","It doesn't change direction"],"correctIndex":1},{"id":"reflection-and-refraction-mcq-4","subTopicId":"reflection-and-refraction","prompt":"A ray of light hits a glass block along the normal. What happens?","explanation":"Along the normal, the whole wavefront slows down at once, so the ray carries straight on.","difficulty":2,"type":"mcq","options":["It bends towards the normal","It changes speed but not direction","It bends away from the normal","It is completely reflected"],"correctIndex":1},{"id":"reflection-and-refraction-mcq-5","subTopicId":"reflection-and-refraction","prompt":"When a wave enters a material where it travels more slowly, what happens to its wavelength and frequency?","explanation":"The source sets the frequency, so it can't change. Since v = fλ, a lower speed means a shorter wavelength: the wavefronts bunch up.","difficulty":3,"higherTier":true,"equations":["wave-speed"],"type":"mcq","options":["The wavelength gets longer; the frequency stays the same","The wavelength stays the same; the frequency gets lower","Both get smaller","The wavelength gets shorter; the frequency stays the same"],"correctIndex":3},{"id":"reflection-and-refraction-mcq-6","subTopicId":"reflection-and-refraction","prompt":"A student measures the angle between an incoming ray and the surface of a glass block as 40°. What is the angle of incidence?","explanation":"Angles are measured from the normal, which is at 90° to the surface: 90° − 40° = 50°.","difficulty":3,"type":"mcq","options":["50°","40°","140°","80°"],"correctIndex":0},{"id":"reflection-and-refraction-multi-1","subTopicId":"reflection-and-refraction","prompt":"When a wave reaches the boundary between two materials, what can happen to it?","explanation":"Waves are reflected, absorbed or transmitted (often being refracted), depending on the wavelength and the materials. Energy is never destroyed.","difficulty":1,"physicsOnly":true,"type":"multi","options":["It can be reflected","It can be absorbed","It can be transmitted","It can be destroyed"],"correctIndices":[0,1,2]},{"id":"reflection-and-refraction-multi-2","subTopicId":"reflection-and-refraction","prompt":"Which of these improve the accuracy of required practical 9?","explanation":"A thin ray and well-spaced crosses make the path easier to draw accurately. Angles must be measured from the normal.","difficulty":3,"physicsOnly":true,"type":"multi","options":["Using a thin ray of light","Marking the ray's path with crosses far apart","Using a wide beam of light","Measuring angles from the surface of the block"],"correctIndices":[0,1]},{"id":"sound-and-ultrasound-mcq-1","subTopicId":"sound-and-ultrasound","prompt":"What is the range of human hearing?","explanation":"Humans hear from about 20 Hz to 20 000 Hz. The top of the range falls with age.","difficulty":1,"higherTier":true,"type":"mcq","options":["About 20 Hz to 200 Hz","About 20 Hz to 20 kHz","About 2 kHz to 200 kHz","About 20 kHz to 20 MHz"],"correctIndex":1,"physicsOnly":true},{"id":"sound-and-ultrasound-mcq-2","subTopicId":"sound-and-ultrasound","prompt":"What is ultrasound?","explanation":"Ultrasound is too high-pitched for humans to hear.","difficulty":1,"higherTier":true,"type":"mcq","options":["Sound with a frequency below 20 Hz","Sound with a frequency above 20 kHz","Very loud sound","Sound that can travel through a vacuum"],"correctIndex":1,"physicsOnly":true},{"id":"sound-and-ultrasound-mcq-3","subTopicId":"sound-and-ultrasound","prompt":"Why can't sound travel through a vacuum?","explanation":"Sound is a longitudinal wave that travels by making particles vibrate. A vacuum has no particles.","difficulty":2,"higherTier":true,"type":"mcq","options":["A vacuum is too cold","Sound is an electromagnetic wave","Sound travels too fast","There are no particles to vibrate"],"correctIndex":3,"physicsOnly":true},{"id":"sound-and-ultrasound-mcq-4","subTopicId":"sound-and-ultrasound","prompt":"A ship sends a pulse of ultrasound down to the sea bed. The echo returns 0.6 s later. Sound travels at 1500 m/s in water. How deep is the water?","explanation":"Distance travelled = 1500 × 0.6 = 900 m. That's there and back, so the depth is 900 ÷ 2 = 450 m. 900 m forgets to halve.","difficulty":2,"higherTier":true,"equations":["distance-speed-time"],"type":"mcq","options":["450 m","900 m","2500 m","0.0004 m"],"correctIndex":0,"physicsOnly":true},{"id":"sound-and-ultrasound-mcq-5","subTopicId":"sound-and-ultrasound","prompt":"After an earthquake, no S-waves are detected on the far side of the Earth. What does this show?","explanation":"S-waves can't travel through liquids, so the liquid outer core blocks them, leaving an S-wave shadow zone.","difficulty":3,"higherTier":true,"type":"mcq","options":["The whole core is solid","S-waves travel too slowly to get there","Part of the Earth's core (the outer core) is liquid","The Earth's crust absorbs all seismic waves"],"correctIndex":2,"physicsOnly":true},{"id":"sound-and-ultrasound-mcq-6","subTopicId":"sound-and-ultrasound","prompt":"Which statement about P-waves and S-waves is true?","explanation":"This difference is what lets scientists use seismic waves to work out the Earth's structure.","difficulty":3,"higherTier":true,"type":"mcq","options":["P-waves are transverse and travel through solids only; S-waves are longitudinal and travel through solids and liquids","Both travel only through solids","P-waves are longitudinal and travel through solids and liquids; S-waves are transverse and travel through solids only","Both are electromagnetic waves"],"correctIndex":2,"physicsOnly":true},{"id":"sound-and-ultrasound-multi-1","subTopicId":"sound-and-ultrasound","prompt":"Which of these are uses of ultrasound?","explanation":"Broken bones are imaged with X-rays. Ultrasound is reflected at boundaries between materials, which is what the other uses rely on.","difficulty":1,"higherTier":true,"type":"multi","options":["Scanning an unborn baby","Finding hidden cracks in metal","Echo sounding to find the depth of water","Seeing broken bones"],"correctIndices":[0,1,2],"physicsOnly":true},{"id":"sound-and-ultrasound-multi-2","subTopicId":"sound-and-ultrasound","prompt":"Which statements about how we hear are true?","explanation":"Turning sound into vibrations of solids only works between about 20 Hz and 20 kHz.","difficulty":3,"higherTier":true,"type":"multi","options":["Sound waves make the eardrum vibrate","The vibrations pass on to small bones in the ear","The ear detects light from the source of the sound","It only works over a limited range of frequencies"],"correctIndices":[0,1,3],"physicsOnly":true},{"id":"sound-and-ultrasound-generated-1","subTopicId":"sound-and-ultrasound","type":"generated","generator":"echoDistance","difficulty":2,"higherTier":true,"physicsOnly":true},{"id":"the-electromagnetic-spectrum-mcq-1","subTopicId":"the-electromagnetic-spectrum","prompt":"Which electromagnetic wave has the longest wavelength?","explanation":"Radio waves are at the long-wavelength, low-frequency end of the spectrum. Gamma rays are at the other end.","difficulty":1,"type":"mcq","options":["Gamma rays","Visible light","Radio waves","X-rays"],"correctIndex":2},{"id":"the-electromagnetic-spectrum-mcq-2","subTopicId":"the-electromagnetic-spectrum","prompt":"How fast do all electromagnetic waves travel through a vacuum?","explanation":"All EM waves travel at the same speed in a vacuum: 3 × 10⁸ m/s. 330 m/s is the speed of sound in air.","difficulty":1,"type":"mcq","options":["3 × 10⁸ m/s","330 m/s","3 × 10⁶ m/s","It depends on the type of wave"],"correctIndex":0},{"id":"the-electromagnetic-spectrum-mcq-3","subTopicId":"the-electromagnetic-spectrum","prompt":"Which list puts the electromagnetic spectrum in order of decreasing wavelength?","explanation":"Rich Men In Vegas Use eXpensive Gadgets. The reversed list is in order of increasing wavelength, not decreasing.","difficulty":2,"type":"mcq","options":["Radio, infrared, microwaves, visible, ultraviolet, X-rays, gamma","Gamma, X-rays, ultraviolet, visible, infrared, microwaves, radio","Radio, microwaves, visible, infrared, ultraviolet, gamma, X-rays","Radio, microwaves, infrared, visible, ultraviolet, X-rays, gamma"],"correctIndex":3},{"id":"the-electromagnetic-spectrum-mcq-4","subTopicId":"the-electromagnetic-spectrum","prompt":"Which electromagnetic wave lies between visible light and X-rays?","explanation":"The order is radio, microwaves, infrared, visible, ultraviolet, X-rays, gamma.","difficulty":2,"type":"mcq","options":["Infrared","Ultraviolet","Microwaves","Gamma rays"],"correctIndex":1},{"id":"the-electromagnetic-spectrum-mcq-5","subTopicId":"the-electromagnetic-spectrum","prompt":"A radio station broadcasts at 100 MHz. What is the wavelength of its radio waves? (speed = 3 × 10⁸ m/s)","explanation":"100 MHz = 100 000 000 Hz = 1 × 10⁸ Hz. λ = v ÷ f = (3 × 10⁸) ÷ (1 × 10⁸) = 3 m.","difficulty":3,"equations":["wave-speed"],"type":"mcq","options":["0.33 m","3 m","300 m","3 × 10¹⁶ m"],"correctIndex":1},{"id":"the-electromagnetic-spectrum-mcq-6","subTopicId":"the-electromagnetic-spectrum","prompt":"How can radio waves be produced?","explanation":"An alternating current in a transmitter makes radio waves of the same frequency.","difficulty":3,"higherTier":true,"type":"mcq","options":["By heating a metal until it glows","By radioactive nuclei","By vibrating air","By oscillations (vibrating charges) in an electrical circuit"],"correctIndex":3},{"id":"the-electromagnetic-spectrum-multi-1","subTopicId":"the-electromagnetic-spectrum","prompt":"Which statements are true for all electromagnetic waves?","explanation":"Our eyes can only detect visible light, a small part of the spectrum.","difficulty":1,"type":"multi","options":["They are transverse","They travel at the same speed in a vacuum","They can be seen by the human eye","They transfer energy from a source to an absorber"],"correctIndices":[0,1,3]},{"id":"the-electromagnetic-spectrum-multi-2","subTopicId":"the-electromagnetic-spectrum","prompt":"Which of these have a higher frequency than visible light?","explanation":"Infrared has a lower frequency (longer wavelength) than visible light. Frequency increases towards gamma rays.","difficulty":3,"type":"multi","options":["Ultraviolet","X-rays","Gamma rays","Infrared"],"correctIndices":[0,1,2]},{"id":"the-electromagnetic-spectrum-label-1","subTopicId":"the-electromagnetic-spectrum","prompt":"Name each part of the electromagnetic spectrum, from the longest wavelength (1) to the shortest (7).","explanation":"In order of decreasing wavelength and increasing frequency: radio waves, microwaves, infrared, visible light, ultraviolet, X-rays, gamma rays. Rich Men In Vegas Use eXpensive Gadgets.","difficulty":2,"diagram":"em-spectrum","type":"label","hotspots":[{"id":"radio-waves","x":9.09,"y":48.95,"answer":"Radio waves"},{"id":"microwaves","x":22.73,"y":48.95,"answer":"Microwaves"},{"id":"infrared","x":36.36,"y":48.95,"answer":"Infrared"},{"id":"visible-light","x":50,"y":48.95,"answer":"Visible light"},{"id":"ultraviolet","x":63.64,"y":48.95,"answer":"Ultraviolet"},{"id":"x-rays","x":77.27,"y":48.95,"answer":"X-rays"},{"id":"gamma-rays","x":90.91,"y":48.95,"answer":"Gamma rays"}]},{"id":"uses-and-dangers-of-electromagnetic-waves-mcq-1","subTopicId":"uses-and-dangers-of-electromagnetic-waves","prompt":"Which electromagnetic wave is used to see broken bones?","explanation":"X-rays pass through soft tissue but are absorbed by bone, so bones show up on the image.","difficulty":1,"type":"mcq","options":["Microwaves","Infrared","Radio waves","X-rays"],"correctIndex":3},{"id":"uses-and-dangers-of-electromagnetic-waves-mcq-2","subTopicId":"uses-and-dangers-of-electromagnetic-waves","prompt":"Which electromagnetic wave is used for satellite communications?","explanation":"Microwaves pass through the atmosphere to reach satellites in space.","difficulty":1,"type":"mcq","options":["Microwaves","X-rays","Gamma rays","Ultraviolet"],"correctIndex":0},{"id":"uses-and-dangers-of-electromagnetic-waves-mcq-3","subTopicId":"uses-and-dangers-of-electromagnetic-waves","prompt":"Which electromagnetic wave is used for fibre optic communications?","explanation":"Visible light travels along thin glass fibres, carrying signals.","difficulty":2,"type":"mcq","options":["Radio waves","X-rays","Visible light","Gamma rays"],"correctIndex":2},{"id":"uses-and-dangers-of-electromagnetic-waves-mcq-4","subTopicId":"uses-and-dangers-of-electromagnetic-waves","prompt":"Which electromagnetic waves make skin age early and increase the risk of skin cancer?","explanation":"That's why sunscreen and sunglasses are used to block ultraviolet.","difficulty":2,"type":"mcq","options":["Radio waves","Microwaves","Ultraviolet","Visible light"],"correctIndex":2},{"id":"uses-and-dangers-of-electromagnetic-waves-mcq-5","subTopicId":"uses-and-dangers-of-electromagnetic-waves","prompt":"Why are X-rays suitable for imaging bones?","explanation":"Where bone absorbs the X-rays, a shadow of the bone shows on the image.","difficulty":3,"higherTier":true,"type":"mcq","options":["They pass through soft tissue but are absorbed by bone","They are absorbed by soft tissue but pass through bone","They aren't ionising","They bend around bones"],"correctIndex":0},{"id":"uses-and-dangers-of-electromagnetic-waves-mcq-6","subTopicId":"uses-and-dangers-of-electromagnetic-waves","prompt":"Why are microwaves used to cook food?","explanation":"The energy absorbed by water molecules raises the food's temperature.","difficulty":3,"higherTier":true,"type":"mcq","options":["They are reflected by the food","They are ionising","They make the food radioactive","They are absorbed by water molecules in the food, heating it"],"correctIndex":3},{"id":"uses-and-dangers-of-electromagnetic-waves-multi-1","subTopicId":"uses-and-dangers-of-electromagnetic-waves","prompt":"Which of these electromagnetic waves are ionising?","explanation":"X-rays and gamma rays can knock electrons off atoms, which can damage cells and cause cancer.","difficulty":1,"type":"multi","options":["X-rays","Gamma rays","Radio waves","Infrared"],"correctIndices":[0,1]},{"id":"uses-and-dangers-of-electromagnetic-waves-multi-2","subTopicId":"uses-and-dangers-of-electromagnetic-waves","prompt":"Which uses are matched to the correct electromagnetic wave?","explanation":"Ultraviolet is used for energy-efficient lamps and sun tanning. Seeing inside the body uses X-rays (or ultrasound, which isn't an EM wave).","difficulty":3,"type":"multi","options":["Radio waves: TV and radio broadcasts","Infrared: electric heaters","Gamma rays: sterilising medical equipment","Ultraviolet: seeing inside the body"],"correctIndices":[0,1,2]},{"id":"infrared-and-black-body-radiation-mcq-1","subTopicId":"infrared-and-black-body-radiation","prompt":"Which objects emit infrared radiation?","explanation":"Every object emits and absorbs infrared. Hotter objects emit more.","difficulty":1,"type":"mcq","options":["Only hot objects","All objects, whatever their temperature","Only black objects","Only objects hotter than 100 °C"],"correctIndex":1},{"id":"infrared-and-black-body-radiation-mcq-2","subTopicId":"infrared-and-black-body-radiation","prompt":"Which surface is the best emitter of infrared radiation?","explanation":"Matt black surfaces are the best emitters and absorbers. Shiny silver surfaces are the worst; they reflect well.","difficulty":1,"type":"mcq","options":["Shiny silver","Matt white","Shiny black","Matt black"],"correctIndex":3},{"id":"infrared-and-black-body-radiation-mcq-3","subTopicId":"infrared-and-black-body-radiation","prompt":"What is a perfect black body?","explanation":"A perfect black body doesn't reflect or transmit any radiation. It is also the best possible emitter.","difficulty":2,"physicsOnly":true,"type":"mcq","options":["An object that absorbs all the radiation that hits it","An object that reflects all the radiation that hits it","Any object painted black","An object that emits no radiation"],"correctIndex":0},{"id":"infrared-and-black-body-radiation-mcq-4","subTopicId":"infrared-and-black-body-radiation","prompt":"An object absorbs radiation faster than it emits it. What happens to its temperature?","explanation":"An object only stays at a constant temperature when it absorbs and emits radiation at the same rate.","difficulty":2,"physicsOnly":true,"type":"mcq","options":["It falls","It stays the same","It rises","It drops to absolute zero"],"correctIndex":2},{"id":"infrared-and-black-body-radiation-mcq-5","subTopicId":"infrared-and-black-body-radiation","prompt":"In the Leslie cube practical, which face gives the highest infrared reading?","explanation":"All faces are at the same temperature, but the matt black face emits the most infrared.","difficulty":3,"type":"mcq","options":["Shiny silver","Matt white","Matt black","All faces give the same reading"],"correctIndex":2},{"id":"infrared-and-black-body-radiation-mcq-6","subTopicId":"infrared-and-black-body-radiation","prompt":"Why does the Earth's average temperature stay roughly steady over a year?","explanation":"In the day the Earth absorbs more than it emits and warms; at night it emits more than it absorbs and cools. Over time the two balance.","difficulty":3,"higherTier":true,"physicsOnly":true,"type":"mcq","options":["Over time, it emits radiation at about the same rate as it absorbs it","It absorbs no radiation at night","It reflects all the Sun's radiation","Greenhouse gases stop it emitting any radiation"],"correctIndex":0},{"id":"infrared-and-black-body-radiation-multi-1","subTopicId":"infrared-and-black-body-radiation","prompt":"In the Leslie cube practical, which of these should be kept the same?","explanation":"The type of surface is the independent variable, the thing you change.","difficulty":2,"type":"multi","options":["The distance from the detector to the face","The temperature of the water","The type of surface","The detector used"],"correctIndices":[0,1,3]},{"id":"infrared-and-black-body-radiation-multi-2","subTopicId":"infrared-and-black-body-radiation","prompt":"As an object gets hotter, which statements about the radiation it emits are true?","explanation":"That's why very hot metal glows red, then yellow, then white.","difficulty":3,"higherTier":true,"physicsOnly":true,"type":"multi","options":["It emits more radiation at every wavelength","The intensity of shorter wavelengths increases most quickly","It emits only infrared","It emits less visible light"],"correctIndices":[0,1]},{"id":"lenses-and-visible-light-mcq-1","subTopicId":"lenses-and-visible-light","prompt":"Which type of lens makes parallel rays of light meet at a point?","explanation":"A convex lens brings parallel rays together at the principal focus. A concave lens spreads them out.","difficulty":1,"type":"mcq","options":["Convex","Concave","A flat piece of glass","Both convex and concave"],"correctIndex":0,"physicsOnly":true},{"id":"lenses-and-visible-light-mcq-2","subTopicId":"lenses-and-visible-light","prompt":"An object 2 cm tall forms an image 8 cm tall. What is the magnification?","explanation":"magnification = image height ÷ object height = 8 ÷ 2 = 4. It has no units. 0.25 divides the wrong way round.","difficulty":1,"equations":["magnification"],"type":"mcq","options":["16","0.25","4","6"],"correctIndex":2,"physicsOnly":true},{"id":"lenses-and-visible-light-mcq-3","subTopicId":"lenses-and-visible-light","prompt":"Which statement about a virtual image is true?","explanation":"A virtual image forms where rays only seem to come from. Concave lenses always make virtual images, and so does a magnifying glass.","difficulty":2,"type":"mcq","options":["It forms where light rays actually meet","It is always upside down","It can't be shown on a screen","Only a convex lens can make one"],"correctIndex":2,"physicsOnly":true},{"id":"lenses-and-visible-light-mcq-4","subTopicId":"lenses-and-visible-light","prompt":"Why does a red shirt look red in white light?","explanation":"An opaque object's colour depends on which wavelengths it reflects most strongly.","difficulty":2,"type":"mcq","options":["It reflects red light and absorbs the other colours","It absorbs red light and reflects the other colours","It gives out its own red light","It reflects all colours equally"],"correctIndex":0,"physicsOnly":true},{"id":"lenses-and-visible-light-mcq-5","subTopicId":"lenses-and-visible-light","prompt":"A green leaf is viewed through a red filter. What colour does it look?","explanation":"The leaf reflects green light, but the red filter only lets red through. No light reaches your eye from the leaf, so it looks black.","difficulty":3,"type":"mcq","options":["Green","Red","Yellow","Black"],"correctIndex":3,"physicsOnly":true},{"id":"lenses-and-visible-light-mcq-6","subTopicId":"lenses-and-visible-light","prompt":"Why does a mirror give a clear image but a sheet of paper doesn't?","explanation":"Smooth surfaces give specular reflection; rough surfaces give diffuse reflection, which doesn't form an image.","difficulty":3,"type":"mcq","options":["Paper absorbs all the light that hits it","The smooth mirror reflects light in a single direction; rough paper scatters light in many directions","Paper refracts the light","A mirror gives out its own light"],"correctIndex":1,"physicsOnly":true},{"id":"lenses-and-visible-light-multi-1","subTopicId":"lenses-and-visible-light","prompt":"Which statements about lenses are true?","explanation":"A concave lens spreads parallel rays out, as if they came from a principal focus behind the lens.","difficulty":1,"type":"multi","options":["A convex lens can form a real image","A concave lens always forms a virtual image","A concave lens makes parallel rays meet at a point","The focal length is the distance from the lens to the principal focus"],"correctIndices":[0,1,3],"physicsOnly":true},{"id":"lenses-and-visible-light-multi-2","subTopicId":"lenses-and-visible-light","prompt":"Which statements about colour are true?","explanation":"Filters don't add colour: they absorb some wavelengths and transmit the rest.","difficulty":3,"type":"multi","options":["A white object reflects all wavelengths of visible light","A black object absorbs all wavelengths of visible light","A blue filter transmits blue light and absorbs other colours","A red filter adds red to white light"],"correctIndices":[0,1,2],"physicsOnly":true},{"id":"lenses-and-visible-light-generated-1","subTopicId":"lenses-and-visible-light","type":"generated","generator":"lensMagnification","difficulty":2,"physicsOnly":true},{"id":"lenses-and-visible-light-label-1","subTopicId":"lenses-and-visible-light","prompt":"Label this ray diagram of a lens.","explanation":"A convex lens makes parallel rays meet at the principal focus. The focal length is the distance from the lens to the principal focus, along the principal axis. The arrowheads on the lens symbol point outwards for a convex lens.","difficulty":2,"diagram":"convex-lens","type":"label","hotspots":[{"id":"lens","x":50,"y":17.39,"answer":"Convex lens"},{"id":"principal-focus","x":75,"y":47.83,"labelX":80,"labelY":60.87,"answer":"Principal focus"},{"id":"focal-length","x":62.5,"y":91.3,"answer":"Focal length"},{"id":"principal-axis","x":7.5,"y":47.83,"answer":"Principal axis"}],"distractors":["Concave lens","Virtual image"],"physicsOnly":true}]},{"id":"p7","subjectId":"physics","code":"P7","title":"Magnetism and Electromagnetism","description":"How magnets and electric currents make magnetic fields, and how those fields drive motors, generators and transformers.","questions":[{"id":"magnets-and-magnetic-fields-mcq-1","subTopicId":"magnets-and-magnetic-fields","prompt":"What happens when two north poles are brought close together?","explanation":"Like poles repel; unlike poles (north and south) attract.","difficulty":1,"type":"mcq","options":["They attract","They repel","Nothing happens","They both become south poles"],"correctIndex":1},{"id":"magnets-and-magnetic-fields-mcq-2","subTopicId":"magnets-and-magnetic-fields","prompt":"Which of these is a magnetic material?","explanation":"The magnetic materials are iron, steel, cobalt and nickel. Copper and aluminium are metals, but they aren't magnetic.","difficulty":1,"type":"mcq","options":["Copper","Aluminium","Plastic","Iron"],"correctIndex":3},{"id":"magnets-and-magnetic-fields-mcq-3","subTopicId":"magnets-and-magnetic-fields","prompt":"Which way do magnetic field lines point?","explanation":"Field lines show the direction of the force on a north pole, so they point away from north and towards south.","difficulty":2,"type":"mcq","options":["From the north pole to the south pole","From the south pole to the north pole","Towards both poles","Away from both poles"],"correctIndex":0},{"id":"magnets-and-magnetic-fields-mcq-4","subTopicId":"magnets-and-magnetic-fields","prompt":"A steel paperclip near a bar magnet becomes magnetised. What kind of magnet is the paperclip?","explanation":"It is only a magnet while it is in the bar magnet's field. Taken away, it loses most or all of its magnetism.","difficulty":2,"type":"mcq","options":["A permanent magnet","An electromagnet","An induced magnet","It isn't a magnet at all"],"correctIndex":2},{"id":"magnets-and-magnetic-fields-mcq-5","subTopicId":"magnets-and-magnetic-fields","prompt":"What is the force between an induced magnet and the magnet that induced it?","explanation":"Induced magnetism always lines up so that the two attract.","difficulty":3,"type":"mcq","options":["Always repulsion","It depends on which poles face each other","Always attraction","There is no force"],"correctIndex":2},{"id":"magnets-and-magnetic-fields-mcq-6","subTopicId":"magnets-and-magnetic-fields","prompt":"Why does a compass needle point north, even with no magnets nearby?","explanation":"The Earth has its own magnetic field, which is evidence that the Earth's core is magnetic.","difficulty":3,"type":"mcq","options":["It lines up with the Earth's magnetic field","It lines up with the Sun's magnetic field","One end of the needle is heavier","Gravity pulls it towards the North Pole"],"correctIndex":0},{"id":"magnets-and-magnetic-fields-multi-1","subTopicId":"magnets-and-magnetic-fields","prompt":"Which statements about magnetic field lines are true?","explanation":"Field lines never cross. They are closest together, and the field is strongest, at the poles.","difficulty":2,"type":"multi","options":["They show the direction of the force on a north pole","The closer together the lines, the stronger the field","They cross each other near the poles","The field is strongest at the poles"],"correctIndices":[0,1,3]},{"id":"magnets-and-magnetic-fields-multi-2","subTopicId":"magnets-and-magnetic-fields","prompt":"Which statements about permanent and induced magnets are true?","explanation":"An induced magnet always attracts. Only magnetic materials (iron, steel, cobalt and nickel) can be magnetised.","difficulty":3,"type":"multi","options":["A permanent magnet produces its own magnetic field","An induced magnet loses most of its magnetism when taken out of the field","An induced magnet can repel the magnet that induced it","Copper can become an induced magnet"],"correctIndices":[0,1]},{"id":"electromagnetism-mcq-1","subTopicId":"electromagnetism","prompt":"What is produced around a wire when a current flows through it?","explanation":"Any current makes a magnetic field around the wire.","difficulty":1,"type":"mcq","options":["A gravitational field","Sound waves","A magnetic field","Gamma rays"],"correctIndex":2},{"id":"electromagnetism-mcq-2","subTopicId":"electromagnetism","prompt":"What is a solenoid?","explanation":"Winding a wire into a coil makes the magnetic field stronger.","difficulty":1,"type":"mcq","options":["A straight wire","A permanent steel magnet","A coil of wire","A battery"],"correctIndex":2},{"id":"electromagnetism-mcq-3","subTopicId":"electromagnetism","prompt":"What shape are the magnetic field lines around a long straight wire carrying a current?","explanation":"The field lines are circles centred on the wire. The field gets weaker further away.","difficulty":2,"type":"mcq","options":["Circles around the wire","Straight lines parallel to the wire","Straight lines from one end of the wire to the other","Straight lines pointing away from the wire"],"correctIndex":0},{"id":"electromagnetism-mcq-4","subTopicId":"electromagnetism","prompt":"How can you make the magnetic field of a solenoid stronger?","explanation":"An iron core strengthens the field. A solenoid with an iron core is an electromagnet.","difficulty":2,"type":"mcq","options":["Put a plastic core inside it","Reduce the current","Use fewer turns of wire","Put an iron core inside it"],"correctIndex":3},{"id":"electromagnetism-mcq-5","subTopicId":"electromagnetism","prompt":"In the right-hand grip rule, your thumb points in the direction of the current. What do your curled fingers show?","explanation":"Grip the wire with your right hand, thumb along the current: your fingers curl the same way as the field lines.","difficulty":3,"type":"mcq","options":["The direction of the force on the wire","The direction of the magnetic field lines","The direction the electrons flow","Where the north pole of the wire is"],"correctIndex":1},{"id":"electromagnetism-mcq-6","subTopicId":"electromagnetism","prompt":"Why is an electromagnet more useful than a permanent magnet for a scrapyard crane?","explanation":"Electromagnets can be turned on and off, and their strength changed by changing the current.","difficulty":3,"type":"mcq","options":["It is always stronger","It can be switched off to drop the metal","It attracts all metals, including aluminium","It doesn't need electricity"],"correctIndex":1},{"id":"electromagnetism-multi-1","subTopicId":"electromagnetism","prompt":"Which of these make the magnetic field around a wire stronger at a point?","explanation":"Reversing the current reverses the direction of the field but doesn't change its strength.","difficulty":1,"type":"multi","options":["Increasing the current","Moving the point closer to the wire","Reversing the current","Switching the current off"],"correctIndices":[0,1]},{"id":"electromagnetism-multi-2","subTopicId":"electromagnetism","prompt":"Which statements about the magnetic field of a solenoid are true?","explanation":"Inside a solenoid the field lines are straight, parallel and evenly spaced: that's what 'uniform' means.","difficulty":3,"type":"multi","options":["Inside, the field is strong and uniform","Outside, the field is shaped like a bar magnet's","Reversing the current reverses the field","Inside, the field lines are circles"],"correctIndices":[0,1,2]},{"id":"the-motor-effect-mcq-1","subTopicId":"the-motor-effect","prompt":"What is the motor effect?","explanation":"The magnet and the wire exert a force on each other. Motors and loudspeakers use this.","difficulty":1,"higherTier":true,"type":"mcq","options":["The current made when a wire moves through a magnetic field","The magnetic field around a wire carrying a current","The heating of a wire by a current","The force on a wire carrying a current in a magnetic field"],"correctIndex":3},{"id":"the-motor-effect-mcq-2","subTopicId":"the-motor-effect","prompt":"In Fleming's left-hand rule, what does the first finger represent?","explanation":"First finger: Field. Second finger: Current. Thumb: Motion (the force).","difficulty":1,"higherTier":true,"type":"mcq","options":["The magnetic field","The current","The force (motion)","The potential difference"],"correctIndex":0},{"id":"the-motor-effect-mcq-3","subTopicId":"the-motor-effect","prompt":"A magnetic field points from left to right. A wire at right angles to it carries a current away from you, into the page. Which way is the force on the wire?","explanation":"Left hand: first finger to the right (field), second finger away from you (current). Your thumb points down, so the force is downwards.","difficulty":2,"higherTier":true,"type":"mcq","options":["Upwards","To the left","Downwards","To the right"],"correctIndex":2},{"id":"the-motor-effect-mcq-4","subTopicId":"the-motor-effect","prompt":"A magnetic field points downwards. A wire at right angles to it carries a current from left to right. Which way is the force on the wire?","explanation":"Left hand: first finger down (field), second finger to the right (current). Your thumb points away from you, into the page.","difficulty":2,"higherTier":true,"type":"mcq","options":["Out of the page, towards you","Upwards","Into the page, away from you","To the left"],"correctIndex":2},{"id":"the-motor-effect-mcq-5","subTopicId":"the-motor-effect","prompt":"The force on a current-carrying wire in a magnetic field is upwards. Both the current and the field are then reversed. Which way is the force now?","explanation":"Reversing either one reverses the force. Reversing both reverses it twice, so it points the same way as before.","difficulty":3,"higherTier":true,"type":"mcq","options":["Still upwards","Downwards","There is no force","Along the wire"],"correctIndex":0},{"id":"the-motor-effect-mcq-6","subTopicId":"the-motor-effect","prompt":"A 0.1 m length of wire carrying a current of 2 A is at right angles to a magnetic field of 0.5 T. What is the force on it? Use F = BIl.","explanation":"F = BIl = 0.5 × 2 × 0.1 = 0.1 N. 1 N leaves out the length.","difficulty":3,"higherTier":true,"equations":["force-on-conductor"],"type":"mcq","options":["10 N","1 N","0.025 N","0.1 N"],"correctIndex":3},{"id":"the-motor-effect-multi-1","subTopicId":"the-motor-effect","prompt":"Which changes make a simple dc motor turn faster?","explanation":"Without the split-ring commutator, the coil would just rock back and forth instead of turning.","difficulty":1,"higherTier":true,"type":"multi","options":["Increasing the current","Using a stronger magnet","Adding more turns to the coil","Removing the split-ring commutator"],"correctIndices":[0,1,2]},{"id":"the-motor-effect-multi-2","subTopicId":"the-motor-effect","prompt":"Which statements about loudspeakers are true?","explanation":"Loudspeakers use the motor effect: the changing force moves the coil and cone in and out, making the air vibrate. Microphones use the generator effect.","difficulty":3,"higherTier":true,"physicsOnly":true,"type":"multi","options":["An alternating current flows in the coil","The force on the coil keeps changing direction","The sound has the same frequency as the current","They work by the generator effect"],"correctIndices":[0,1,2]},{"id":"the-motor-effect-generated-1","subTopicId":"the-motor-effect","type":"generated","generator":"forceOnConductor","difficulty":2,"higherTier":true},{"id":"induced-potential-and-transformers-mcq-1","subTopicId":"induced-potential-and-transformers","prompt":"What is the generator effect?","explanation":"If the wire is part of a complete circuit, the induced pd makes a current flow.","difficulty":1,"higherTier":true,"type":"mcq","options":["The force on a wire carrying a current in a magnetic field","The magnetic field around a wire carrying a current","A potential difference being induced when a wire moves through a magnetic field, or the field around it changes","The heating of a wire by a current"],"correctIndex":2,"physicsOnly":true},{"id":"induced-potential-and-transformers-mcq-2","subTopicId":"induced-potential-and-transformers","prompt":"What does a step-up transformer do?","explanation":"A step-up transformer has more turns on its secondary coil, so the output pd is bigger. It can't increase the power.","difficulty":1,"higherTier":true,"type":"mcq","options":["Increases the potential difference","Decreases the potential difference","Changes ac into dc","Increases the power"],"correctIndex":0,"physicsOnly":true},{"id":"induced-potential-and-transformers-mcq-3","subTopicId":"induced-potential-and-transformers","prompt":"A magnet is pushed into a coil, inducing a pd. Which of these would make the induced pd bigger?","explanation":"A faster movement, a stronger magnet or more turns on the coil all increase the induced pd.","difficulty":2,"higherTier":true,"type":"mcq","options":["Moving the magnet more slowly","Using a weaker magnet","Using a coil with fewer turns","Moving the magnet faster"],"correctIndex":3,"physicsOnly":true},{"id":"induced-potential-and-transformers-mcq-4","subTopicId":"induced-potential-and-transformers","prompt":"What is the difference between an alternator and a dynamo?","explanation":"Both rotate a coil in a magnetic field. The split-ring commutator in a dynamo swaps the connections every half turn, so the output stays positive.","difficulty":2,"higherTier":true,"type":"mcq","options":["An alternator makes dc using a split-ring commutator; a dynamo makes ac using slip rings","An alternator makes ac using slip rings; a dynamo makes dc using a split-ring commutator","Both make dc","An alternator has no coil"],"correctIndex":1,"physicsOnly":true},{"id":"induced-potential-and-transformers-mcq-5","subTopicId":"induced-potential-and-transformers","prompt":"A transformer has 200 turns on its primary coil and 50 turns on its secondary coil. The primary pd is 240 V. What is the secondary pd? Use Vₚ/Vₛ = nₚ/nₛ.","explanation":"Vₛ = Vₚ × nₛ ÷ nₚ = 240 × 50 ÷ 200 = 60 V. It's a step-down transformer. 960 V has the turns the wrong way round.","difficulty":3,"higherTier":true,"equations":["transformer-turns"],"type":"mcq","options":["960 V","60 V","190 V","4 V"],"correctIndex":1,"physicsOnly":true},{"id":"induced-potential-and-transformers-mcq-6","subTopicId":"induced-potential-and-transformers","prompt":"Why don't transformers work with direct current?","explanation":"Only a changing magnetic field in the iron core induces a pd in the secondary coil, and that needs an alternating current.","difficulty":3,"higherTier":true,"type":"mcq","options":["Direct current is too dangerous","Direct current can't flow through iron","Direct current makes the core too hot","A steady current doesn't make a changing magnetic field, so no pd is induced in the secondary coil"],"correctIndex":3,"physicsOnly":true},{"id":"induced-potential-and-transformers-multi-1","subTopicId":"induced-potential-and-transformers","prompt":"Which statements about transformers are true?","explanation":"A step-down transformer has fewer turns on its secondary coil than its primary.","difficulty":1,"higherTier":true,"equations":["transformer-power"],"type":"multi","options":["They have two coils wound on an iron core","They only work with alternating current","A step-down transformer has more turns on its secondary coil","If a transformer is 100% efficient, VₚIₚ = VₛIₛ"],"correctIndices":[0,1,3],"physicsOnly":true},{"id":"induced-potential-and-transformers-multi-2","subTopicId":"induced-potential-and-transformers","prompt":"A microphone uses the generator effect. Which statements are true?","explanation":"Microphones turn sound into a changing current (generator effect). Loudspeakers do the reverse (motor effect).","difficulty":3,"higherTier":true,"type":"multi","options":["Sound waves make a thin diaphragm vibrate","The diaphragm moves a coil in a magnetic field","A current is induced that changes in the same pattern as the sound","It works by the motor effect"],"correctIndices":[0,1,2],"physicsOnly":true},{"id":"induced-potential-and-transformers-generated-1","subTopicId":"induced-potential-and-transformers","type":"generated","generator":"transformerVoltage","difficulty":2,"higherTier":true,"physicsOnly":true}]},{"id":"p8","subjectId":"physics","code":"P8","title":"Space Physics","description":"Our solar system, how stars are born and die, how things stay in orbit, and the evidence that the universe is expanding.","questions":[{"id":"the-solar-system-mcq-1","subTopicId":"the-solar-system","prompt":"How many stars are there in our Solar System?","explanation":"Our Solar System has one star, the Sun. Billions of stars are in our galaxy.","difficulty":1,"type":"mcq","options":["Eight","Two","Billions","One"],"correctIndex":3,"physicsOnly":true},{"id":"the-solar-system-mcq-2","subTopicId":"the-solar-system","prompt":"What is the name of our galaxy?","explanation":"Our Solar System is a small part of the Milky Way galaxy.","difficulty":1,"type":"mcq","options":["The Milky Way","Andromeda","The Solar System","The Universe"],"correctIndex":0,"physicsOnly":true},{"id":"the-solar-system-mcq-3","subTopicId":"the-solar-system","prompt":"Which list is in order of increasing size?","explanation":"A planet is part of a solar system, which is part of a galaxy, which is one of billions in the universe.","difficulty":2,"type":"mcq","options":["Planet → galaxy → Solar System → universe","Solar System → planet → galaxy → universe","Planet → Solar System → galaxy → universe","Galaxy → Solar System → planet → universe"],"correctIndex":2,"physicsOnly":true},{"id":"the-solar-system-mcq-4","subTopicId":"the-solar-system","prompt":"What is the Moon?","explanation":"A natural satellite is a natural object that orbits a planet. Artificial satellites are machines we launch.","difficulty":2,"type":"mcq","options":["A planet","A star","A natural satellite of the Earth","An artificial satellite"],"correctIndex":2,"physicsOnly":true},{"id":"the-solar-system-mcq-5","subTopicId":"the-solar-system","prompt":"How did the Sun form?","explanation":"The Sun formed about 4.6 billion years ago from a nebula, a cloud of dust and gas.","difficulty":3,"type":"mcq","options":["A cloud of dust and gas was pulled together by gravity","Two stars collided","A planet heated up until it glowed","It broke off from the centre of the Milky Way"],"correctIndex":0,"physicsOnly":true},{"id":"the-solar-system-mcq-6","subTopicId":"the-solar-system","prompt":"Which of these is a dwarf planet?","explanation":"Pluto orbits the Sun but is classed as a dwarf planet. Mars and Jupiter are planets; the Moon is a natural satellite.","difficulty":3,"type":"mcq","options":["Mars","Jupiter","The Moon","Pluto"],"correctIndex":3,"physicsOnly":true},{"id":"the-solar-system-multi-1","subTopicId":"the-solar-system","prompt":"Which of these orbit the Sun?","explanation":"Planets, dwarf planets, asteroids and comets orbit the Sun. Other stars are far beyond our Solar System.","difficulty":2,"type":"multi","options":["Planets","Dwarf planets","Comets","Other stars in the Milky Way"],"correctIndices":[0,1,2],"physicsOnly":true},{"id":"the-solar-system-multi-2","subTopicId":"the-solar-system","prompt":"Which statements are true?","explanation":"The Sun is an ordinary, medium-sized star. Many stars are much bigger.","difficulty":3,"type":"multi","options":["The Milky Way contains billions of stars","There are billions of galaxies in the universe","Our Solar System is a small part of the Milky Way","The Sun is the largest star in the universe"],"correctIndices":[0,1,2],"physicsOnly":true},{"id":"the-life-cycle-of-stars-mcq-1","subTopicId":"the-life-cycle-of-stars","prompt":"What is a nebula?","explanation":"Stars are born in nebulae, when gravity pulls the dust and gas together.","difficulty":1,"type":"mcq","options":["A dead star","A cloud of dust and gas in space","A small planet","An exploding star"],"correctIndex":1,"physicsOnly":true},{"id":"the-life-cycle-of-stars-mcq-2","subTopicId":"the-life-cycle-of-stars","prompt":"Which shows the life cycle of a star about the same size as the Sun?","explanation":"A Sun-sized star swells into a red giant when its core hydrogen runs out, then shrinks to a white dwarf.","difficulty":2,"type":"mcq","options":["Nebula → main sequence → protostar → red giant → white dwarf","Nebula → protostar → main sequence → red giant → white dwarf","Nebula → protostar → main sequence → red supergiant → supernova","Protostar → nebula → red giant → main sequence → white dwarf"],"correctIndex":1,"physicsOnly":true},{"id":"the-life-cycle-of-stars-mcq-3","subTopicId":"the-life-cycle-of-stars","prompt":"Which shows the life cycle of a star much more massive than the Sun?","explanation":"A massive star becomes a red supergiant, explodes in a supernova, and leaves a neutron star, or a black hole if it was very massive.","difficulty":3,"type":"mcq","options":["Nebula → protostar → main sequence → red giant → white dwarf","Nebula → protostar → main sequence → supernova → red supergiant → black hole","Nebula → protostar → red supergiant → main sequence → supernova → neutron star","Nebula → protostar → main sequence → red supergiant → supernova → neutron star or black hole"],"correctIndex":3,"physicsOnly":true},{"id":"the-life-cycle-of-stars-mcq-4","subTopicId":"the-life-cycle-of-stars","prompt":"Why does a main sequence star stay stable for billions of years?","explanation":"Fusion releases energy that pushes outwards, exactly balancing gravity pulling inwards.","difficulty":1,"type":"mcq","options":["The inward pull of gravity is balanced by the outward pressure from fusion","It has stopped fusing hydrogen","There is no gravity inside it","It is slowly cooling down"],"correctIndex":0,"physicsOnly":true},{"id":"the-life-cycle-of-stars-mcq-5","subTopicId":"the-life-cycle-of-stars","prompt":"What comes straight after the red supergiant stage?","explanation":"A red supergiant explodes in a supernova. White dwarfs come from smaller, Sun-sized stars.","difficulty":2,"type":"mcq","options":["White dwarf","Protostar","Supernova","Main sequence"],"correctIndex":2,"physicsOnly":true},{"id":"the-life-cycle-of-stars-mcq-6","subTopicId":"the-life-cycle-of-stars","prompt":"Where are elements heavier than iron, such as gold, made?","explanation":"Fusion in stars makes elements up to iron. Heavier elements are made in the huge explosion of a supernova.","difficulty":3,"type":"mcq","options":["In main sequence stars like the Sun","In planets","In supernovae","In nebulae"],"correctIndex":2,"physicsOnly":true},{"id":"the-life-cycle-of-stars-multi-1","subTopicId":"the-life-cycle-of-stars","prompt":"Which of these can a star become at the end of its life?","explanation":"A protostar is an early stage, before a star joins the main sequence.","difficulty":1,"type":"multi","options":["A white dwarf","A neutron star","A black hole","A protostar"],"correctIndices":[0,1,2],"physicsOnly":true},{"id":"the-life-cycle-of-stars-multi-2","subTopicId":"the-life-cycle-of-stars","prompt":"Which statements about how elements are made are true?","explanation":"Most elements were made in stars and supernovae, and spread through space to form new stars and planets.","difficulty":3,"type":"multi","options":["Fusion in stars makes elements up to iron","Elements heavier than iron are made in supernovae","Supernovae spread elements through the universe","All elements were made in the Big Bang"],"correctIndices":[0,1,2],"physicsOnly":true},{"id":"orbital-motion-and-satellites-mcq-1","subTopicId":"orbital-motion-and-satellites","prompt":"What force keeps the planets in orbit around the Sun?","explanation":"Gravity provides the force for all orbits: planets round the Sun, moons round planets, and artificial satellites round the Earth.","difficulty":1,"type":"mcq","options":["Magnetism","Gravity","Friction","Air resistance"],"correctIndex":1,"physicsOnly":true},{"id":"orbital-motion-and-satellites-mcq-2","subTopicId":"orbital-motion-and-satellites","prompt":"What does the Moon orbit?","explanation":"The Moon is the Earth's natural satellite.","difficulty":1,"type":"mcq","options":["Mars","The Earth","Jupiter","The centre of the Milky Way, separately from the Earth"],"correctIndex":1,"physicsOnly":true},{"id":"orbital-motion-and-satellites-mcq-3","subTopicId":"orbital-motion-and-satellites","prompt":"How long does a geostationary satellite take to orbit the Earth once?","explanation":"It orbits once a day, the same time as the Earth takes to turn, so it stays above the same point.","difficulty":2,"type":"mcq","options":["90 minutes","1 month","1 year","24 hours"],"correctIndex":3,"physicsOnly":true},{"id":"orbital-motion-and-satellites-mcq-4","subTopicId":"orbital-motion-and-satellites","prompt":"Why are geostationary satellites useful for TV and communications?","explanation":"A dish on the ground can stay pointed at the same spot in the sky.","difficulty":2,"type":"mcq","options":["They stay above the same point on the Earth's surface","They orbit closer to the Earth than other satellites","They move faster than other satellites","They never need any power"],"correctIndex":0,"physicsOnly":true},{"id":"orbital-motion-and-satellites-mcq-5","subTopicId":"orbital-motion-and-satellites","prompt":"A satellite moves in a circular orbit at a constant speed. Which statement is true?","explanation":"Gravity pulls it towards the centre, at right angles to its motion. That changes its direction, and so its velocity, but not its speed.","difficulty":3,"higherTier":true,"type":"mcq","options":["Its velocity is constant","It is not accelerating","Its velocity is changing, because its direction keeps changing","Gravity keeps speeding it up"],"correctIndex":2,"physicsOnly":true},{"id":"orbital-motion-and-satellites-mcq-6","subTopicId":"orbital-motion-and-satellites","prompt":"Satellite A orbits closer to the Earth than satellite B. Both orbits are stable. Which statement is true?","explanation":"Gravity is stronger closer to the Earth, so an object in a smaller orbit must move faster to stay in orbit rather than fall inwards.","difficulty":3,"higherTier":true,"type":"mcq","options":["A must travel more slowly than B","They must travel at the same speed","A must travel faster than B","There is no gravity acting on A"],"correctIndex":2,"physicsOnly":true},{"id":"orbital-motion-and-satellites-multi-1","subTopicId":"orbital-motion-and-satellites","prompt":"Which of these are uses of artificial satellites?","explanation":"Satellites are also used to observe the Earth and look out into space.","difficulty":2,"type":"multi","options":["Communications","Weather forecasting","Satellite navigation","Producing the Earth's magnetic field"],"correctIndices":[0,1,2],"physicsOnly":true},{"id":"orbital-motion-and-satellites-multi-2","subTopicId":"orbital-motion-and-satellites","prompt":"For an object in a circular orbit, which statements are true?","explanation":"Gravity changes the direction, not the speed. A change of direction is a change of velocity, which is an acceleration.","difficulty":3,"higherTier":true,"type":"multi","options":["Gravity acts towards the centre of the orbit","Gravity acts at right angles to the object's motion","Gravity changes the object's speed","The object is accelerating towards the centre"],"correctIndices":[0,1,3],"physicsOnly":true},{"id":"red-shift-and-the-big-bang-mcq-1","subTopicId":"red-shift-and-the-big-bang","prompt":"What is red-shift?","explanation":"The light is shifted towards the red, longer-wavelength end of the spectrum.","difficulty":1,"type":"mcq","options":["A decrease in the wavelength of light from distant galaxies","An increase in the wavelength of light from distant galaxies","Galaxies turning red as they cool","Light from stars getting brighter"],"correctIndex":1,"physicsOnly":true},{"id":"red-shift-and-the-big-bang-mcq-2","subTopicId":"red-shift-and-the-big-bang","prompt":"What does the red-shift of light from distant galaxies show?","explanation":"Red-shift shows galaxies moving away, which means the universe is expanding.","difficulty":1,"type":"mcq","options":["They are moving towards us","They are not moving","They are getting hotter","They are moving away from us"],"correctIndex":3,"physicsOnly":true},{"id":"red-shift-and-the-big-bang-mcq-3","subTopicId":"red-shift-and-the-big-bang","prompt":"Galaxy X is further away than galaxy Y. How does the red-shift of X compare with Y's?","explanation":"More distant galaxies show a bigger red-shift, so they are moving away faster.","difficulty":2,"type":"mcq","options":["X has a bigger red-shift","X has a smaller red-shift","They have the same red-shift","X's light is shifted towards blue"],"correctIndex":0,"physicsOnly":true},{"id":"red-shift-and-the-big-bang-mcq-4","subTopicId":"red-shift-and-the-big-bang","prompt":"What does the Big Bang theory say?","explanation":"Red-shift is evidence for this: if the universe is expanding now, it must have been smaller in the past.","difficulty":2,"type":"mcq","options":["The universe has always been the same size","The universe began when two galaxies collided","The universe began from a very small, extremely hot and dense region, and has been expanding ever since","The universe began when the Sun exploded"],"correctIndex":2,"physicsOnly":true},{"id":"red-shift-and-the-big-bang-mcq-5","subTopicId":"red-shift-and-the-big-bang","prompt":"What have observations of very distant supernovae since 1998 suggested?","explanation":"Distant galaxies are moving away faster and faster. Scientists think dark energy causes this.","difficulty":3,"type":"mcq","options":["The expansion of the universe is slowing down","The universe has stopped expanding","The expansion of the universe is speeding up","The universe is shrinking"],"correctIndex":2,"physicsOnly":true},{"id":"red-shift-and-the-big-bang-mcq-6","subTopicId":"red-shift-and-the-big-bang","prompt":"What is dark matter?","explanation":"Galaxies spin so fast that the matter we can see isn't enough to hold them together. No one yet knows what dark matter is.","difficulty":3,"type":"mcq","options":["Unseen matter that scientists think must exist to explain how galaxies hold together","Matter that has fallen into black holes","The dust in nebulae","Matter that only gives out infrared"],"correctIndex":0,"physicsOnly":true},{"id":"red-shift-and-the-big-bang-multi-1","subTopicId":"red-shift-and-the-big-bang","prompt":"Which statements about red-shift are true?","explanation":"Red-shift is a change in wavelength measured in the light's spectrum. It doesn't mean the galaxies look red.","difficulty":1,"type":"multi","options":["The wavelength of the light is stretched","More distant galaxies have bigger red-shifts","It means the galaxies look red","It is evidence that the universe is expanding"],"correctIndices":[0,1,3],"physicsOnly":true},{"id":"red-shift-and-the-big-bang-multi-2","subTopicId":"red-shift-and-the-big-bang","prompt":"Which of these are still unanswered questions in physics?","explanation":"Red-shift shows galaxies are moving away. What dark matter and dark energy actually are is still unknown.","difficulty":3,"type":"multi","options":["What dark matter is","What dark energy is","Whether distant galaxies are moving away from us","Whether the Earth orbits the Sun"],"correctIndices":[0,1],"physicsOnly":true}]},{"id":"m1","subjectId":"maths","code":"M1","title":"Number","description":"Working with whole numbers, fractions, decimals and percentages, and rounding, estimating and writing very big or small numbers.","questions":[{"id":"types-of-numbers-and-place-value-mcq-1","subTopicId":"types-of-numbers-and-place-value","prompt":"Which of these is a prime number?","explanation":"A prime number has exactly two factors: 1 and itself. 21 = 3 × 7, 27 = 3 × 9 and 33 = 3 × 11, but 29 only divides by 1 and 29.","difficulty":1,"type":"mcq","options":["21","27","29","33"],"correctIndex":2},{"id":"types-of-numbers-and-place-value-mcq-2","subTopicId":"types-of-numbers-and-place-value","prompt":"What is the value of the 7 in 3.472?","explanation":"After the decimal point, the columns are tenths, hundredths, then thousandths. The 7 is in the second column, so it is worth 7 hundredths (0.07).","difficulty":1,"type":"mcq","options":["7 tens","7 tenths","7 hundredths","7 thousandths"],"correctIndex":2},{"id":"types-of-numbers-and-place-value-mcq-3","subTopicId":"types-of-numbers-and-place-value","prompt":"What is the reciprocal of 4?","explanation":"The reciprocal of a number is 1 divided by it: 1 ÷ 4 = ¼. Check: 4 × ¼ = 1. 16 is 4², and 2 is √4.","difficulty":2,"type":"mcq","options":["−4","¼","16","2"],"correctIndex":1},{"id":"types-of-numbers-and-place-value-mcq-4","subTopicId":"types-of-numbers-and-place-value","prompt":"Which list is in order, smallest first?","explanation":"Give them all 3 decimal places: 0.300, 0.250 and 0.209. Now compare: 0.209 < 0.250 < 0.300. More digits doesn't mean a bigger number.","difficulty":2,"type":"mcq","options":["0.3, 0.25, 0.209","0.209, 0.25, 0.3","0.25, 0.209, 0.3","0.209, 0.3, 0.25"],"correctIndex":1},{"id":"types-of-numbers-and-place-value-mcq-5","subTopicId":"types-of-numbers-and-place-value","prompt":"Which list is in order, smallest first?","explanation":"On a number line, smaller numbers are further left. −7 is further below 0 than −3, so −7 is the smallest: −7, −3, 0, 2.","difficulty":3,"type":"mcq","options":["−3, −7, 0, 2","−7, −3, 0, 2","0, −3, −7, 2","2, 0, −3, −7"],"correctIndex":1},{"id":"types-of-numbers-and-place-value-mcq-6","subTopicId":"types-of-numbers-and-place-value","prompt":"Given that 23 × 47 = 1081, work out 2.3 × 0.47.","explanation":"2.3 is 23 ÷ 10 and 0.47 is 47 ÷ 100, so 2.3 × 0.47 = 1081 ÷ 1000 = 1.081. Check with an estimate: 2 × 0.5 = 1.","difficulty":3,"type":"mcq","options":["10.81","1.081","0.1081","108.1"],"correctIndex":1},{"id":"types-of-numbers-and-place-value-multi-1","subTopicId":"types-of-numbers-and-place-value","prompt":"Which of these are cube numbers?","explanation":"A cube number is a whole number multiplied by itself three times: 2³ = 8, 3³ = 27 and 4³ = 64. 9 and 36 are square numbers, not cubes.","difficulty":1,"type":"multi","options":["8","9","27","36","64"],"correctIndices":[0,2,4]},{"id":"types-of-numbers-and-place-value-multi-2","subTopicId":"types-of-numbers-and-place-value","prompt":"Which of these are prime numbers?","explanation":"2 is prime (the only even prime), and 17 has only the factors 1 and 17. 1 isn't prime, because it has only one factor. 9 = 3 × 3 and 51 = 3 × 17.","difficulty":2,"type":"multi","options":["1","2","9","17","51"],"correctIndices":[1,3]},{"id":"types-of-numbers-and-place-value-numeric-1","subTopicId":"types-of-numbers-and-place-value","prompt":"Work out 4³ − √49.","explanation":"4³ = 4 × 4 × 4 = 64. √49 = 7, because 7 × 7 = 49. 64 − 7 = 57.","difficulty":2,"type":"numeric","answer":57,"tolerance":0},{"id":"types-of-numbers-and-place-value-numeric-2","subTopicId":"types-of-numbers-and-place-value","prompt":"Which whole number between 10 and 100 is both a square number and a cube number?","explanation":"The cube numbers between 10 and 100 are 27 (3³) and 64 (4³). 27 isn't a square number, but 64 = 8², so the answer is 64.","difficulty":3,"type":"numeric","answer":64,"tolerance":0},{"id":"written-calculation-methods-mcq-1","subTopicId":"written-calculation-methods","prompt":"Without a calculator, work out 503 − 268.","explanation":"Units: 3 − 8 can't be done and the tens digit is 0, so exchange from the hundreds: 503 is 4 hundreds, 9 tens and 13 units. 13 − 8 = 5, 9 − 6 = 3 and 4 − 2 = 2, giving 235. Check: 235 + 268 = 503.","difficulty":1,"calculator":false,"type":"mcq","options":["235","365","245","335"],"correctIndex":0},{"id":"written-calculation-methods-mcq-2","subTopicId":"written-calculation-methods","prompt":"Work out −6 − (−4).","explanation":"Subtracting a negative number is the same as adding the positive: −6 − (−4) = −6 + 4 = −2.","difficulty":1,"type":"mcq","options":["−10","−2","2","10"],"correctIndex":1},{"id":"written-calculation-methods-mcq-3","subTopicId":"written-calculation-methods","prompt":"Without a calculator, work out 0.4 × 0.3.","explanation":"4 × 3 = 12. There are 2 decimal places in the question (one in 0.4 and one in 0.3), so the answer has 2 decimal places: 0.12.","difficulty":2,"calculator":false,"type":"mcq","options":["1.2","0.12","0.012","0.7"],"correctIndex":1},{"id":"written-calculation-methods-mcq-4","subTopicId":"written-calculation-methods","prompt":"Without a calculator, work out 7.2 ÷ 0.06.","explanation":"Multiply both numbers by 100, so you divide by a whole number: 7.2 ÷ 0.06 = 720 ÷ 6 = 120. Check: 120 × 0.06 = 7.2.","difficulty":3,"calculator":false,"type":"mcq","options":["12","120","1.2","1200"],"correctIndex":1},{"id":"written-calculation-methods-mcq-5","subTopicId":"written-calculation-methods","prompt":"Without a calculator, work out 47 × 36.","explanation":"Split 36 into 30 + 6. 47 × 30 = 1410 and 47 × 6 = 282. 1410 + 282 = 1692. Forgetting that the 3 means 30 gives 282 + 141 = 423.","difficulty":2,"calculator":false,"type":"mcq","options":["1692","1410","423","1592"],"correctIndex":0},{"id":"written-calculation-methods-mcq-6","subTopicId":"written-calculation-methods","prompt":"Without a calculator, work out 6.3 × 2.4.","explanation":"Ignore the decimal points: 63 × 24 = 63 × 20 + 63 × 4 = 1260 + 252 = 1512. There are 2 decimal places in the question, so the answer is 15.12. Estimate: 6 × 2 = 12, so 15.12 is sensible.","difficulty":3,"calculator":false,"type":"mcq","options":["15.12","151.2","1.512","12.12"],"correctIndex":0},{"id":"written-calculation-methods-multi-1","subTopicId":"written-calculation-methods","prompt":"Which of these calculations have an answer of −12?","explanation":"−3 × 4 = −12 and −24 ÷ 2 = −12: a negative and a positive give a negative. −20 − (−8) = −20 + 8 = −12. But −3 × −4 = 12, because two negatives give a positive, and −5 + 7 = 2.","difficulty":2,"type":"multi","options":["−3 × 4","−3 × −4","−24 ÷ 2","−20 − (−8)","−5 + 7"],"correctIndices":[0,2,3]},{"id":"written-calculation-methods-multi-2","subTopicId":"written-calculation-methods","prompt":"Which of these have the same answer as 3.6 ÷ 0.4?","explanation":"Multiplying both numbers in a division by the same amount doesn't change the answer, so 36 ÷ 4, 360 ÷ 40 and 0.36 ÷ 0.04 all equal 9. 3.6 ÷ 4 = 0.9 and 36 ÷ 0.4 = 90, because only one number changed.","difficulty":3,"type":"multi","options":["36 ÷ 4","360 ÷ 40","3.6 ÷ 4","0.36 ÷ 0.04","36 ÷ 0.4"],"correctIndices":[0,1,3]},{"id":"written-calculation-methods-numeric-1","subTopicId":"written-calculation-methods","prompt":"Without a calculator: a coach holds 52 people. How many coaches are needed to take 735 people on a trip?","explanation":"Work out 735 ÷ 52. 52 × 14 = 728, which leaves 735 − 728 = 7 people. 14 coaches aren't enough for everyone, so 15 coaches are needed.","difficulty":3,"calculator":false,"type":"numeric","answer":15,"tolerance":0,"unit":"coaches"},{"id":"written-calculation-methods-numeric-2","subTopicId":"written-calculation-methods","prompt":"At midnight the temperature was −7 °C. By midday it had risen by 12 degrees. What was the temperature at midday?","explanation":"Start at −7 and count up 12: 7 steps up to 0, then 5 more. −7 + 12 = 5 °C.","difficulty":1,"type":"numeric","answer":5,"tolerance":0,"unit":"°C"},{"id":"order-of-operations-and-calculators-mcq-1","subTopicId":"order-of-operations-and-calculators","prompt":"Work out 3 + 4 × 2.","explanation":"BIDMAS: multiply before adding. 4 × 2 = 8, then 3 + 8 = 11. Working left to right gives 14, which is wrong.","difficulty":1,"type":"mcq","options":["14","11","24","9"],"correctIndex":1},{"id":"order-of-operations-and-calculators-mcq-2","subTopicId":"order-of-operations-and-calculators","prompt":"Work out 20 − 6 ÷ 2.","explanation":"Divide before subtracting: 6 ÷ 2 = 3, then 20 − 3 = 17. Working left to right gives (20 − 6) ÷ 2 = 7, which is wrong.","difficulty":1,"type":"mcq","options":["7","17","14","10"],"correctIndex":1},{"id":"order-of-operations-and-calculators-mcq-3","subTopicId":"order-of-operations-and-calculators","prompt":"Work out 2 × 3².","explanation":"Indices come before multiplying: 3² = 9, then 2 × 9 = 18. (2 × 3)² = 36 would need brackets.","difficulty":2,"type":"mcq","options":["36","18","12","11"],"correctIndex":1},{"id":"order-of-operations-and-calculators-mcq-4","subTopicId":"order-of-operations-and-calculators","prompt":"Work out (5 − 2)² + 4 × 3.","explanation":"Brackets first: 5 − 2 = 3. Then the index: 3² = 9. Then multiply: 4 × 3 = 12. Finally add: 9 + 12 = 21.","difficulty":2,"type":"mcq","options":["21","39","18","15"],"correctIndex":0},{"id":"order-of-operations-and-calculators-mcq-5","subTopicId":"order-of-operations-and-calculators","prompt":"A fraction has 18 + 6 on the top and 2 × 4 on the bottom. What is its value?","explanation":"A fraction line works like brackets round the top and round the bottom. Top: 18 + 6 = 24. Bottom: 2 × 4 = 8. 24 ÷ 8 = 3. On a calculator, type (18 + 6) ÷ (2 × 4).","difficulty":3,"type":"mcq","options":["3","30","18.75","12"],"correctIndex":0},{"id":"order-of-operations-and-calculators-mcq-6","subTopicId":"order-of-operations-and-calculators","prompt":"You want to divide 4.2 + 3.6 by 1.2. What is the answer?","explanation":"The whole of 4.2 + 3.6 is divided, so add first: 4.2 + 3.6 = 7.8, and 7.8 ÷ 1.2 = 6.5. Typing 4.2 + 3.6 ÷ 1.2 without brackets makes the calculator divide first: 4.2 + 3 = 7.2. Type (4.2 + 3.6) ÷ 1.2.","difficulty":3,"type":"mcq","options":["7.2","6.5","0.65","65"],"correctIndex":1},{"id":"order-of-operations-and-calculators-multi-1","subTopicId":"order-of-operations-and-calculators","prompt":"Which of these calculations equal 10?","explanation":"2 + 4 × 2 = 2 + 8 = 10. 20 ÷ 4 + 5 = 5 + 5 = 10. 2 × 3² − 8 = 2 × 9 − 8 = 10. But (2 + 4) × 2 = 6 × 2 = 12, and 20 ÷ (4 + 5) = 20 ÷ 9, which isn't a whole number.","difficulty":2,"type":"multi","options":["2 + 4 × 2","(2 + 4) × 2","20 ÷ 4 + 5","20 ÷ (4 + 5)","2 × 3² − 8"],"correctIndices":[0,2,4]},{"id":"order-of-operations-and-calculators-multi-2","subTopicId":"order-of-operations-and-calculators","prompt":"Which of these are true?","explanation":"3 + 5 × 2 = 3 + 10 = 13. (3 + 5) × 2 = 8 × 2 = 16. 12 ÷ 2 × 3 = 6 × 3 = 18: dividing and multiplying have equal priority, so work left to right. 10 − 4 − 2 = 6 − 2 = 4, not 8, and 2³ × 2 = 8 × 2 = 16, not 64.","difficulty":3,"type":"multi","options":["3 + 5 × 2 = 13","(3 + 5) × 2 = 16","10 − 4 − 2 = 8","2³ × 2 = 64","12 ÷ 2 × 3 = 18"],"correctIndices":[0,1,4]},{"id":"order-of-operations-and-calculators-numeric-1","subTopicId":"order-of-operations-and-calculators","prompt":"Work out 5 + 3 × (8 − 2)².","explanation":"Brackets first: 8 − 2 = 6. Then the index: 6² = 36. Then multiply: 3 × 36 = 108. Finally add: 5 + 108 = 113.","difficulty":2,"type":"numeric","answer":113,"tolerance":0},{"id":"order-of-operations-and-calculators-numeric-2","subTopicId":"order-of-operations-and-calculators","prompt":"Use a calculator to work out the fraction with 12.6 + 3.9 on the top and 2.4 × 1.5 on the bottom. Give your answer to 2 decimal places.","explanation":"Top: 12.6 + 3.9 = 16.5. Bottom: 2.4 × 1.5 = 3.6. 16.5 ÷ 3.6 = 4.58333…, which is 4.58 to 2 decimal places. Type it as (12.6 + 3.9) ÷ (2.4 × 1.5).","difficulty":3,"type":"numeric","answer":4.58,"tolerance":0.005},{"id":"prime-factors-hcf-and-lcm-mcq-1","subTopicId":"prime-factors-hcf-and-lcm","prompt":"Which of these is 60 written as a product of prime factors?","explanation":"Every factor must be prime. 60 = 2 × 30 = 2 × 2 × 15 = 2 × 2 × 3 × 5 = 2² × 3 × 5. 30 and 4 aren't prime, and 2 × 3 × 5 is only 30.","difficulty":1,"type":"mcq","options":["2 × 30","2² × 3 × 5","4 × 3 × 5","2 × 3 × 5"],"correctIndex":1},{"id":"prime-factors-hcf-and-lcm-mcq-2","subTopicId":"prime-factors-hcf-and-lcm","prompt":"What is the highest common factor (HCF) of 24 and 36?","explanation":"Factors of 24: 1, 2, 3, 4, 6, 8, 12, 24. Factors of 36: 1, 2, 3, 4, 6, 9, 12, 18, 36. The biggest number in both lists is 12. (72 is the LCM.)","difficulty":2,"type":"mcq","options":["6","12","72","4"],"correctIndex":1},{"id":"prime-factors-hcf-and-lcm-mcq-3","subTopicId":"prime-factors-hcf-and-lcm","prompt":"What is the lowest common multiple (LCM) of 6 and 8?","explanation":"Multiples of 6: 6, 12, 18, 24, … Multiples of 8: 8, 16, 24, … The first number in both lists is 24. 6 × 8 = 48 is a common multiple, but not the lowest.","difficulty":2,"type":"mcq","options":["48","24","2","14"],"correctIndex":1},{"id":"prime-factors-hcf-and-lcm-mcq-4","subTopicId":"prime-factors-hcf-and-lcm","prompt":"A = 2³ × 3 × 5 and B = 2 × 3² × 7. What is the HCF of A and B?","explanation":"For the HCF, take only the primes in both numbers, each with its lower power: 2¹ and 3¹. So the HCF is 2 × 3 = 6. Taking every prime with its higher power gives the LCM instead.","difficulty":3,"type":"mcq","options":["2 × 3","2³ × 3² × 5 × 7","2³ × 3²","2 × 3 × 5 × 7"],"correctIndex":0},{"id":"prime-factors-hcf-and-lcm-mcq-5","subTopicId":"prime-factors-hcf-and-lcm","prompt":"A = 2³ × 3 × 5 and B = 2 × 3² × 7. What is the LCM of A and B?","explanation":"For the LCM, take every prime that appears in either number, each with its higher power: 2³, 3², 5 and 7. LCM = 2³ × 3² × 5 × 7 = 2520. 2⁴ × 3³ × 5 × 7 is A × B, which is a common multiple but not the lowest.","difficulty":3,"type":"mcq","options":["2 × 3","2³ × 3² × 5 × 7","2⁴ × 3³ × 5 × 7","2³ × 3²"],"correctIndex":1},{"id":"prime-factors-hcf-and-lcm-mcq-6","subTopicId":"prime-factors-hcf-and-lcm","prompt":"Which of these is a prime factor of 45?","explanation":"45 = 3² × 5, so its prime factors are 3 and 5. 9, 15 and 45 are factors of 45, but they aren't prime.","difficulty":1,"type":"mcq","options":["9","5","15","45"],"correctIndex":1},{"id":"prime-factors-hcf-and-lcm-multi-1","subTopicId":"prime-factors-hcf-and-lcm","prompt":"Which of these are common multiples of 4 and 6?","explanation":"A common multiple is in both times tables. 12, 24 and 36 divide exactly by 4 and by 6. 18 and 30 divide by 6, but not by 4.","difficulty":2,"type":"multi","options":["12","18","24","30","36"],"correctIndices":[0,2,4]},{"id":"prime-factors-hcf-and-lcm-multi-2","subTopicId":"prime-factors-hcf-and-lcm","prompt":"Which of these numbers are prime?","explanation":"23 and 41 have no factors except 1 and themselves. 15 = 3 × 5, 39 = 3 × 13 and 49 = 7 × 7, so they aren't prime.","difficulty":1,"type":"multi","options":["15","23","39","41","49"],"correctIndices":[1,3]},{"id":"prime-factors-hcf-and-lcm-numeric-1","subTopicId":"prime-factors-hcf-and-lcm","prompt":"Buses on route A leave the station every 12 minutes, and buses on route B every 18 minutes. One of each leaves at 9:00 am. How many minutes later do they next leave together?","explanation":"You need the LCM of 12 and 18. Multiples of 12: 12, 24, 36, … Multiples of 18: 18, 36, … The first in both lists is 36, so they next leave together 36 minutes later, at 9:36 am.","difficulty":3,"type":"numeric","answer":36,"tolerance":0,"unit":"minutes"},{"id":"prime-factors-hcf-and-lcm-numeric-2","subTopicId":"prime-factors-hcf-and-lcm","prompt":"Ali has 84 red sweets and 60 blue sweets. He puts them all into identical bags, with the same number of red and of blue sweets in every bag. What is the greatest number of bags he can fill?","explanation":"The number of bags must divide 84 and 60 exactly, so find the HCF. 84 = 2² × 3 × 7 and 60 = 2² × 3 × 5. HCF = 2² × 3 = 12. So 12 bags, each with 7 red and 5 blue sweets.","difficulty":2,"type":"numeric","answer":12,"tolerance":0,"unit":"bags"},{"id":"prime-factors-hcf-and-lcm-generated-1","subTopicId":"prime-factors-hcf-and-lcm","type":"generated","generator":"hcfOfTwoNumbers","difficulty":2},{"id":"prime-factors-hcf-and-lcm-generated-2","subTopicId":"prime-factors-hcf-and-lcm","type":"generated","generator":"lcmOfTwoNumbers","difficulty":3},{"id":"fractions-mcq-1","subTopicId":"fractions","prompt":"Write 18/24 in its simplest form.","explanation":"The HCF of 18 and 24 is 6. 18 ÷ 6 = 3 and 24 ÷ 6 = 4, so 18/24 = ¾. 9/12 and 6/8 are equal to it, but they can still be simplified.","difficulty":1,"type":"mcq","options":["9/12","¾","⅔","6/8"],"correctIndex":1},{"id":"fractions-mcq-2","subTopicId":"fractions","prompt":"Write 2 ¾ as an improper fraction.","explanation":"2 wholes are 8 quarters. 8 + 3 = 11, so 2 ¾ = 11/4. Check: 11 ÷ 4 = 2 remainder 3.","difficulty":1,"type":"mcq","options":["11/4","9/4","6/4","5/4"],"correctIndex":0},{"id":"fractions-mcq-3","subTopicId":"fractions","prompt":"Without a calculator, work out ⅓ + ¼.","explanation":"Use a common denominator of 12: ⅓ = 4/12 and ¼ = 3/12. 4/12 + 3/12 = 7/12. Adding the tops and adding the bottoms (2/7) is wrong.","difficulty":2,"calculator":false,"type":"mcq","options":["2/7","7/12","1/7","2/12"],"correctIndex":1},{"id":"fractions-mcq-4","subTopicId":"fractions","prompt":"Without a calculator, work out ⅔ × 4/5.","explanation":"Multiply the tops and multiply the bottoms: 2 × 4 = 8 and 3 × 5 = 15, so the answer is 8/15. You don't need a common denominator to multiply.","difficulty":2,"calculator":false,"type":"mcq","options":["8/15","6/8","10/12","8/5"],"correctIndex":0},{"id":"fractions-mcq-5","subTopicId":"fractions","prompt":"Without a calculator, work out 1 ½ ÷ ¾.","explanation":"Write 1 ½ as 3/2. To divide, flip the second fraction and multiply: 3/2 × 4/3 = 12/6 = 2. Check: there are 2 lots of ¾ in 1 ½.","difficulty":3,"calculator":false,"type":"mcq","options":["2","9/8","½","8/9"],"correctIndex":0},{"id":"fractions-mcq-6","subTopicId":"fractions","prompt":"Without a calculator, work out 2 ⅓ − 1 ¾.","explanation":"Change to improper fractions: 2 ⅓ = 7/3 and 1 ¾ = 7/4. Use a denominator of 12: 28/12 − 21/12 = 7/12. Taking ⅓ from ¾ the wrong way round gives 1 5/12.","difficulty":3,"calculator":false,"type":"mcq","options":["7/12","1 5/12","5/12","1 7/12"],"correctIndex":0},{"id":"fractions-multi-1","subTopicId":"fractions","prompt":"Which of these fractions are equivalent to 3/5?","explanation":"Multiply the top and bottom of 3/5 by the same number: × 2 gives 6/10, × 3 gives 9/15 and × 4 gives 12/20. 5/3 is upside down, and 8/10 = 4/5.","difficulty":1,"type":"multi","options":["6/10","9/15","5/3","12/20","8/10"],"correctIndices":[0,1,3]},{"id":"fractions-multi-2","subTopicId":"fractions","prompt":"Which of these fractions are bigger than ½?","explanation":"Compare each top with half of its bottom. 3 > 2.5, 5 > 4 and 11 > 10, so 3/5, 5/8 and 11/20 are bigger than ½. 4 < 4.5 and 7 < 8, so 4/9 and 7/16 are smaller.","difficulty":3,"type":"multi","options":["3/5","4/9","5/8","7/16","11/20"],"correctIndices":[0,2,4]},{"id":"fractions-numeric-1","subTopicId":"fractions","prompt":"⅔ of a number is 18. What is the number?","explanation":"⅔ of the number is 18, so ⅓ of it is 18 ÷ 2 = 9. The whole number is 3 × 9 = 27. Check: ⅔ of 27 = 27 ÷ 3 × 2 = 18.","difficulty":3,"type":"numeric","answer":27,"tolerance":0},{"id":"fractions-numeric-2","subTopicId":"fractions","prompt":"Without a calculator: a class has 30 pupils. 2/5 of them walk to school and ⅓ of them come by bus. The rest come by car. How many come by car?","explanation":"Walk: 30 ÷ 5 × 2 = 12 pupils. Bus: 30 ÷ 3 = 10 pupils. Car: 30 − 12 − 10 = 8 pupils.","difficulty":2,"calculator":false,"type":"numeric","answer":8,"tolerance":0,"unit":"pupils"},{"id":"fractions-generated-1","subTopicId":"fractions","type":"generated","generator":"fractionArithmetic","difficulty":2,"calculator":false},{"id":"fractions-generated-2","subTopicId":"fractions","type":"generated","generator":"fractionOfAmount","difficulty":1,"calculator":false},{"id":"fractions-decimals-and-percentages-mcq-1","subTopicId":"fractions-decimals-and-percentages","prompt":"Write 0.35 as a percentage.","explanation":"To change a decimal to a percentage, multiply by 100: 0.35 × 100 = 35%.","difficulty":1,"type":"mcq","options":["3.5%","35%","0.35%","350%"],"correctIndex":1},{"id":"fractions-decimals-and-percentages-mcq-2","subTopicId":"fractions-decimals-and-percentages","prompt":"Write 3/8 as a decimal.","explanation":"Divide the top by the bottom: 3 ÷ 8 = 0.375. (8 ÷ 3 = 2.666… is the wrong way round.)","difficulty":1,"type":"mcq","options":["0.38","0.375","0.83","2.67"],"correctIndex":1},{"id":"fractions-decimals-and-percentages-mcq-3","subTopicId":"fractions-decimals-and-percentages","prompt":"Write 45% as a fraction in its simplest form.","explanation":"45% means 45/100. Divide the top and bottom by 5, the HCF: 45/100 = 9/20.","difficulty":2,"type":"mcq","options":["45/100","9/20","9/25","1/45"],"correctIndex":1},{"id":"fractions-decimals-and-percentages-mcq-4","subTopicId":"fractions-decimals-and-percentages","prompt":"Which list is in order, smallest first?","explanation":"Change them all to decimals: 0.6 = 0.600, 62% = 0.620 and 5/8 = 5 ÷ 8 = 0.625. So the order is 0.6, 62%, 5/8.","difficulty":2,"type":"mcq","options":["0.6, 62%, 5/8","5/8, 62%, 0.6","62%, 0.6, 5/8","0.6, 5/8, 62%"],"correctIndex":0},{"id":"fractions-decimals-and-percentages-mcq-5","subTopicId":"fractions-decimals-and-percentages","prompt":"Which of these fractions gives a recurring decimal?","explanation":"A fraction in its simplest form gives a terminating decimal only if its denominator's prime factors are all 2s and 5s. 40 = 2³ × 5, 16 = 2⁴ and 25 = 5², but 12 = 2² × 3. The 3 makes 5/12 recur: 5/12 = 0.416̇.","difficulty":3,"type":"mcq","options":["7/40","3/16","5/12","9/25"],"correctIndex":2},{"id":"fractions-decimals-and-percentages-mcq-6","subTopicId":"fractions-decimals-and-percentages","prompt":"Write 0.4̇5̇ as a fraction in its simplest form.","explanation":"Let x = 0.454545… Two digits repeat, so multiply by 100: 100x = 45.454545… Subtract: 100x − x = 99x = 45. So x = 45/99 = 5/11. (45/100 is 0.45, which stops.)","difficulty":3,"higherTier":true,"type":"mcq","options":["45/100","5/11","9/20","4/9"],"correctIndex":1},{"id":"fractions-decimals-and-percentages-multi-1","subTopicId":"fractions-decimals-and-percentages","prompt":"Which of these are equal to ¼?","explanation":"¼ = 1 ÷ 4 = 0.25 = 25%, and 5/20 simplifies to ¼. 0.4 is 2/5, and 2.5% is only 0.025.","difficulty":1,"type":"multi","options":["0.25","25%","0.4","2.5%","5/20"],"correctIndices":[0,1,4]},{"id":"fractions-decimals-and-percentages-multi-2","subTopicId":"fractions-decimals-and-percentages","prompt":"Which of these fractions give terminating decimals?","explanation":"In their simplest forms, 20 = 2² × 5, 8 = 2³ and 50 = 2 × 5², so 3/20 = 0.15, 7/8 = 0.875 and 11/50 = 0.22 terminate. 3 and 6 = 2 × 3 have a factor of 3, so ⅔ and 1/6 recur.","difficulty":3,"type":"multi","options":["3/20","⅔","7/8","1/6","11/50"],"correctIndices":[0,2,4]},{"id":"fractions-decimals-and-percentages-numeric-1","subTopicId":"fractions-decimals-and-percentages","prompt":"In a survey, 3/5 of people chose tea, 0.15 of them chose juice and the rest chose coffee. What percentage chose coffee?","explanation":"Change everything to percentages: 3/5 = 60% and 0.15 = 15%. The whole survey is 100%, so coffee is 100 − 60 − 15 = 25%.","difficulty":2,"type":"numeric","answer":25,"tolerance":0,"unit":"%"},{"id":"fractions-decimals-and-percentages-numeric-2","subTopicId":"fractions-decimals-and-percentages","prompt":"Use a calculator to work out the difference between 7/12 and 58%. Give your answer as a percentage, to 1 decimal place.","explanation":"7 ÷ 12 = 0.58333…, which is 58.333…%. The difference is 58.333… − 58 = 0.333…%, which is 0.3% to 1 decimal place.","difficulty":3,"type":"numeric","answer":0.3,"tolerance":0.05,"unit":"%"},{"id":"rounding-and-estimating-mcq-1","subTopicId":"rounding-and-estimating","prompt":"Round 6.348 to 1 decimal place.","explanation":"Keep 6.3. The next digit is 4, so leave it: 6.3. Don't round in steps (6.348 → 6.35 → 6.4): look only at the digit straight after the one you keep.","difficulty":1,"type":"mcq","options":["6.3","6.4","6.35","6.0"],"correctIndex":0},{"id":"rounding-and-estimating-mcq-2","subTopicId":"rounding-and-estimating","prompt":"Round 0.04073 to 2 significant figures.","explanation":"The first significant figure is the 4. Keep the 4 and the 0 after it: 0.040. The next digit is 7, so round up: 0.041.","difficulty":1,"type":"mcq","options":["0.04","0.041","0.0407","0.040"],"correctIndex":1},{"id":"rounding-and-estimating-mcq-3","subTopicId":"rounding-and-estimating","prompt":"Which is the best estimate of 38.6 × 5.12?","explanation":"Round each number to 1 significant figure: 38.6 ≈ 40 and 5.12 ≈ 5. Then 40 × 5 = 200.","difficulty":2,"type":"mcq","options":["150","200","190","250"],"correctIndex":1},{"id":"rounding-and-estimating-mcq-4","subTopicId":"rounding-and-estimating","prompt":"Which is the best estimate of (6.1 × 49.7) ÷ 0.198?","explanation":"Round to 1 significant figure: 6.1 ≈ 6, 49.7 ≈ 50 and 0.198 ≈ 0.2. 6 × 50 = 300, and 300 ÷ 0.2 = 1500 (dividing by 0.2 is the same as multiplying by 5). 60 comes from multiplying by 0.2 instead.","difficulty":2,"type":"mcq","options":["1500","60","150","15"],"correctIndex":0},{"id":"rounding-and-estimating-mcq-5","subTopicId":"rounding-and-estimating","prompt":"Without a calculator, which is the best estimate of √55?","explanation":"49 = 7² and 64 = 8², so √55 is between 7 and 8. 55 is 6 of the 15 steps from 49 to 64, a bit less than halfway, so √55 ≈ 7.4. (A calculator gives 7.416…) 27.5 is half of 55, not its square root.","difficulty":3,"higherTier":true,"calculator":false,"type":"mcq","options":["7.4","7.9","7.1","27.5"],"correctIndex":0},{"id":"rounding-and-estimating-mcq-6","subTopicId":"rounding-and-estimating","prompt":"You estimate 4.6 × 2.7 as 5 × 3 = 15. Which is true?","explanation":"Both numbers were rounded up, so the estimate is bigger than the real answer. It is an overestimate: 4.6 × 2.7 = 12.42.","difficulty":3,"type":"mcq","options":["15 is an overestimate, because both numbers were rounded up","15 is an underestimate, because both numbers were rounded up","15 is the exact answer","You can't tell without working it out"],"correctIndex":0},{"id":"rounding-and-estimating-multi-1","subTopicId":"rounding-and-estimating","prompt":"Which of these numbers are 4.7 when rounded to 1 decimal place?","explanation":"Numbers from 4.65 up to (but not including) 4.75 round to 4.7. So 4.65, 4.749 and 4.71 do. 4.75 rounds up to 4.8, and 4.649 rounds down to 4.6.","difficulty":2,"type":"multi","options":["4.65","4.749","4.75","4.71","4.649"],"correctIndices":[0,1,3]},{"id":"rounding-and-estimating-multi-2","subTopicId":"rounding-and-estimating","prompt":"Which of these numbers are 3400 when rounded to 2 significant figures?","explanation":"To 2 significant figures means to the nearest 100 here, so numbers from 3350 up to (but not including) 3450 round to 3400: 3449, 3350 and 3399.9. 3451 rounds to 3500, and 3340 rounds to 3300.","difficulty":3,"type":"multi","options":["3449","3350","3451","3399.9","3340"],"correctIndices":[0,1,3]},{"id":"rounding-and-estimating-numeric-1","subTopicId":"rounding-and-estimating","prompt":"Estimate the cost of 19 tickets at £31.75 each, by rounding each number to 1 significant figure.","explanation":"19 ≈ 20 and £31.75 ≈ £30. 20 × £30 = £600.","difficulty":1,"type":"numeric","answer":600,"tolerance":0,"unit":"£"},{"id":"rounding-and-estimating-numeric-2","subTopicId":"rounding-and-estimating","prompt":"Use a calculator to work out (3.7 + 2.85)² ÷ 4.1. Give your answer to 3 significant figures.","explanation":"Brackets first: 3.7 + 2.85 = 6.55. Square it: 6.55² = 42.9025. Divide: 42.9025 ÷ 4.1 = 10.464…, which is 10.5 to 3 significant figures.","difficulty":3,"type":"numeric","answer":10.5,"tolerance":0.05},{"id":"rounding-and-estimating-generated-1","subTopicId":"rounding-and-estimating","type":"generated","generator":"roundToSignificantFigures","difficulty":2},{"id":"error-intervals-and-bounds-mcq-1","subTopicId":"error-intervals-and-bounds","prompt":"A length is 8 cm, to the nearest centimetre. What is its lower bound?","explanation":"To the nearest centimetre, it could be up to half a centimetre either side. 8 − 0.5 = 7.5 cm. (8.5 cm is the upper bound.)","difficulty":1,"type":"mcq","options":["7 cm","7.5 cm","7.9 cm","8.5 cm"],"correctIndex":1},{"id":"error-intervals-and-bounds-mcq-2","subTopicId":"error-intervals-and-bounds","prompt":"m = 4.6 kg, to 1 decimal place. Which is the error interval for m?","explanation":"The unit is 0.1, and half of 0.1 is 0.05. 4.6 − 0.05 = 4.55 and 4.6 + 0.05 = 4.65. The lower bound is included (≤) but the upper bound isn't (<), because 4.65 rounds up to 4.7: 4.55 ≤ m < 4.65.","difficulty":1,"type":"mcq","options":["4.55 ≤ m < 4.65","4.5 ≤ m < 4.7","4.55 < m ≤ 4.65","4.6 ≤ m < 4.7"],"correctIndex":0},{"id":"error-intervals-and-bounds-mcq-3","subTopicId":"error-intervals-and-bounds","prompt":"x = 3.7 when it is truncated to 1 decimal place. What is the error interval for x?","explanation":"Truncating chops off the later digits without rounding, so x could be 3.7 or anything up to (but not including) 3.8: 3.7 ≤ x < 3.8. 3.65 ≤ x < 3.75 is the interval for rounding.","difficulty":2,"type":"mcq","options":["3.65 ≤ x < 3.75","3.7 ≤ x < 3.8","3.6 < x ≤ 3.7","3.7 ≤ x ≤ 3.8"],"correctIndex":1},{"id":"error-intervals-and-bounds-mcq-4","subTopicId":"error-intervals-and-bounds","prompt":"n = 2400, to 2 significant figures. Which is the error interval for n?","explanation":"The second significant figure of 2400 is the hundreds digit, so it was rounded to the nearest 100. Half of 100 is 50: 2400 − 50 = 2350 and 2400 + 50 = 2450. So 2350 ≤ n < 2450.","difficulty":2,"type":"mcq","options":["2350 ≤ n < 2450","2395 ≤ n < 2405","2399.5 ≤ n < 2400.5","2300 ≤ n < 2500"],"correctIndex":0},{"id":"error-intervals-and-bounds-mcq-5","subTopicId":"error-intervals-and-bounds","prompt":"a = 12 and b = 3, both to the nearest whole number. What is the upper bound of a ÷ b?","explanation":"a is between 11.5 and 12.5, and b is between 2.5 and 3.5. To make a division as big as possible, divide the biggest top by the smallest bottom: 12.5 ÷ 2.5 = 5.","difficulty":3,"higherTier":true,"type":"mcq","options":["5","3.57","4.6","4"],"correctIndex":0},{"id":"error-intervals-and-bounds-mcq-6","subTopicId":"error-intervals-and-bounds","prompt":"p = 7.2 and q = 3.8, both to 1 decimal place. What is the lower bound of p − q?","explanation":"p is between 7.15 and 7.25, and q is between 3.75 and 3.85. To make a subtraction as small as possible, take the biggest q from the smallest p: 7.15 − 3.85 = 3.3.","difficulty":3,"higherTier":true,"type":"mcq","options":["3.3","3.4","3.5","3.35"],"correctIndex":0},{"id":"error-intervals-and-bounds-multi-1","subTopicId":"error-intervals-and-bounds","prompt":"y = 50, to the nearest 10. Which of these could y be?","explanation":"Half of 10 is 5, so 45 ≤ y < 55. 45, 54.9 and 49 are in the interval. 55 would round up to 60, and 44.9 would round down to 40.","difficulty":1,"type":"multi","options":["45","54.9","55","44.9","49"],"correctIndices":[0,1,4]},{"id":"error-intervals-and-bounds-multi-2","subTopicId":"error-intervals-and-bounds","prompt":"Which of these are true for two rounded numbers a and b?","explanation":"Adding or multiplying: use upper with upper for the maximum and lower with lower for the minimum. Subtracting or dividing: the number you take away or divide by goes the other way. So the upper bound of a − b is upper − lower, and the lower bound of a ÷ b is lower ÷ upper.","difficulty":3,"higherTier":true,"type":"multi","options":["The upper bound of a + b is upper bound of a + upper bound of b","The upper bound of a − b is upper bound of a − upper bound of b","The upper bound of a ÷ b is upper bound of a ÷ lower bound of b","The lower bound of a × b is lower bound of a × lower bound of b","The lower bound of a ÷ b is lower bound of a ÷ lower bound of b"],"correctIndices":[0,2,3]},{"id":"error-intervals-and-bounds-numericParts-1","subTopicId":"error-intervals-and-bounds","prompt":"Ella says she is 14. Ages are truncated: you are 14 until your 15th birthday. Write down the lower and upper bounds of Ella's age.","explanation":"A truncated age of 14 means Ella is at least 14, but not yet 15: 14 ≤ age < 15. The lower bound is 14 years and the upper bound is 15 years.","difficulty":2,"type":"numericParts","parts":[{"label":"Lower bound","answer":14,"tolerance":0,"unit":"years"},{"label":"Upper bound","answer":15,"tolerance":0,"unit":"years"}]},{"id":"error-intervals-and-bounds-numeric-1","subTopicId":"error-intervals-and-bounds","prompt":"A rectangle has an area of 40 cm², to the nearest cm². Its length is 8 cm, to the nearest cm. Work out the upper bound of its width.","explanation":"Width = area ÷ length. The area is between 39.5 and 40.5 cm², and the length is between 7.5 and 8.5 cm. For the biggest width, divide the biggest area by the smallest length: 40.5 ÷ 7.5 = 5.4 cm.","difficulty":3,"higherTier":true,"type":"numeric","answer":5.4,"tolerance":0,"unit":"cm"},{"id":"error-intervals-and-bounds-generated-1","subTopicId":"error-intervals-and-bounds","type":"generated","generator":"errorIntervalBounds","difficulty":2},{"id":"error-intervals-and-bounds-generated-2","subTopicId":"error-intervals-and-bounds","type":"generated","generator":"boundsCalculation","difficulty":3,"higherTier":true},{"id":"standard-form-mcq-1","subTopicId":"standard-form","prompt":"Write 45 000 in standard form.","explanation":"The first number must be at least 1 and less than 10, so use 4.5. Moving from 4.5 to 45 000 takes 4 places, so 45 000 = 4.5 × 10⁴. 45 × 10³ is equal, but it isn't standard form.","difficulty":1,"type":"mcq","options":["45 × 10³","4.5 × 10⁴","4.5 × 10³","0.45 × 10⁵"],"correctIndex":1},{"id":"standard-form-mcq-2","subTopicId":"standard-form","prompt":"Write 3.2 × 10⁻³ as an ordinary number.","explanation":"A power of −3 means divide by 10³ = 1000: 3.2 ÷ 1000 = 0.0032. The 3 ends up in the 3rd decimal place.","difficulty":1,"type":"mcq","options":["0.0032","0.00032","3200","0.032"],"correctIndex":0},{"id":"standard-form-mcq-3","subTopicId":"standard-form","prompt":"Which of these numbers is the largest?","explanation":"Compare the powers of 10 first: 10⁵ is the biggest. Then compare the front numbers: 2.3 > 1.1, so 2.3 × 10⁵ (230 000) is the largest.","difficulty":2,"type":"mcq","options":["8.1 × 10⁴","2.3 × 10⁵","9.9 × 10³","1.1 × 10⁵"],"correctIndex":1},{"id":"standard-form-mcq-4","subTopicId":"standard-form","prompt":"Without a calculator, work out (3 × 10⁴) × (2 × 10⁵).","explanation":"Multiply the front numbers: 3 × 2 = 6. Add the powers: 10⁴ × 10⁵ = 10⁴⁺⁵ = 10⁹. So the answer is 6 × 10⁹. Multiplying the powers (10²⁰) is wrong.","difficulty":2,"calculator":false,"type":"mcq","options":["6 × 10²⁰","6 × 10⁹","5 × 10⁹","6 × 10¹"],"correctIndex":1},{"id":"standard-form-mcq-5","subTopicId":"standard-form","prompt":"Without a calculator, work out (8 × 10³) × (5 × 10⁻⁷). Give your answer in standard form.","explanation":"8 × 5 = 40 and 10³ × 10⁻⁷ = 10⁻⁴, which gives 40 × 10⁻⁴. That isn't standard form, because 40 is bigger than 10. 40 = 4 × 10¹, so the answer is 4 × 10¹ × 10⁻⁴ = 4 × 10⁻³.","difficulty":3,"calculator":false,"type":"mcq","options":["40 × 10⁻⁴","4 × 10⁻³","4 × 10⁻⁵","13 × 10⁻⁴"],"correctIndex":1},{"id":"standard-form-mcq-6","subTopicId":"standard-form","prompt":"Without a calculator, work out (6 × 10⁸) ÷ (1.5 × 10³).","explanation":"Divide the front numbers: 6 ÷ 1.5 = 4. Subtract the powers: 10⁸ ÷ 10³ = 10⁸⁻³ = 10⁵. So the answer is 4 × 10⁵.","difficulty":3,"calculator":false,"type":"mcq","options":["4 × 10⁵","4 × 10¹¹","9 × 10⁵","4 × 10⁻⁵"],"correctIndex":0},{"id":"standard-form-multi-1","subTopicId":"standard-form","prompt":"Which of these are written in standard form?","explanation":"In standard form, the first number is at least 1 and less than 10, and it is multiplied by a power of 10. 36 is too big and 0.9 is too small, so 36 × 10⁴ and 0.9 × 10³ aren't in standard form.","difficulty":1,"type":"multi","options":["3.6 × 10⁵","36 × 10⁴","1 × 10⁻²","0.9 × 10³","9.99 × 10⁰"],"correctIndices":[0,2,4]},{"id":"standard-form-multi-2","subTopicId":"standard-form","prompt":"Which of these are equal to 0.00056?","explanation":"0.00056 = 5.6 ÷ 10⁴ = 5.6 × 10⁻⁴. 56 × 10⁻⁵ = 56 ÷ 100 000 = 0.00056, and 0.56 × 10⁻³ = 0.56 ÷ 1000 = 0.00056: equal, but not in standard form. 5.6 × 10⁻³ = 0.0056, and 5.6 × 10⁴ = 56 000.","difficulty":3,"type":"multi","options":["5.6 × 10⁻⁴","56 × 10⁻⁵","5.6 × 10⁴","0.56 × 10⁻³","5.6 × 10⁻³"],"correctIndices":[0,1,3]},{"id":"standard-form-numericParts-1","subTopicId":"standard-form","prompt":"Without a calculator, work out 2.4 × 10⁵ + 3.1 × 10⁴. Give your answer in standard form, a × 10ⁿ.","explanation":"Write them as ordinary numbers: 2.4 × 10⁵ = 240 000 and 3.1 × 10⁴ = 31 000. 240 000 + 31 000 = 271 000 = 2.71 × 10⁵. So a = 2.71 and n = 5.","difficulty":2,"calculator":false,"type":"numericParts","parts":[{"label":"a =","answer":2.71,"tolerance":0},{"label":"n =","answer":5,"tolerance":0}]},{"id":"standard-form-numeric-1","subTopicId":"standard-form","prompt":"The Sun is about 1.5 × 10⁸ km from Earth. Light travels about 3 × 10⁵ km every second. How many seconds does light take to travel from the Sun to Earth?","explanation":"Time = distance ÷ speed = (1.5 × 10⁸) ÷ (3 × 10⁵). 1.5 ÷ 3 = 0.5 and 10⁸ ÷ 10⁵ = 10³, so the time is 0.5 × 10³ = 500 seconds (a bit over 8 minutes).","difficulty":3,"type":"numeric","answer":500,"tolerance":0,"unit":"seconds"},{"id":"standard-form-generated-1","subTopicId":"standard-form","type":"generated","generator":"standardFormCalculation","difficulty":2,"calculator":false},{"id":"time-calculations-mcq-1","subTopicId":"time-calculations","prompt":"What is 4:35 pm in the 24-hour clock?","explanation":"For pm times, add 12 to the hours: 4 + 12 = 16, so 4:35 pm is 16:35. 04:35 is 4:35 in the morning.","difficulty":1,"type":"mcq","options":["04:35","16:35","14:35","15:35"],"correctIndex":1},{"id":"time-calculations-mcq-2","subTopicId":"time-calculations","prompt":"How many minutes are there in 2.5 hours?","explanation":"There are 60 minutes in an hour: 2.5 × 60 = 150 minutes. (2 hours is 120 minutes, and half an hour is 30 more.)","difficulty":1,"type":"mcq","options":["250","150","125","210"],"correctIndex":1},{"id":"time-calculations-mcq-3","subTopicId":"time-calculations","prompt":"Write 3 hours 15 minutes in hours, as a decimal.","explanation":"15 minutes is 15/60 = ¼ of an hour, which is 0.25. So 3 hours 15 minutes = 3.25 hours. 3.15 is a common mistake: it treats minutes as hundredths of an hour.","difficulty":2,"type":"mcq","options":["3.15","3.25","3.5","3.75"],"correctIndex":1},{"id":"time-calculations-mcq-4","subTopicId":"time-calculations","prompt":"Write 2.4 hours in hours and minutes.","explanation":"Keep the 2 whole hours. 0.4 of an hour is 0.4 × 60 = 24 minutes. So 2.4 hours = 2 hours 24 minutes.","difficulty":3,"type":"mcq","options":["2 hours 40 minutes","2 hours 24 minutes","2 hours 4 minutes","2 hours 14 minutes"],"correctIndex":1},{"id":"time-calculations-mcq-5","subTopicId":"time-calculations","prompt":"A film starts at 19:45 and lasts 2 hours 35 minutes. When does it end?","explanation":"Add the hours: 19:45 + 2 hours = 21:45. Then add the minutes in steps: 15 minutes takes you to 22:00, and 20 more makes 22:20. (21:80 isn't a time: 80 minutes is 1 hour 20 minutes.)","difficulty":3,"type":"mcq","options":["21:80","22:20","22:10","21:20"],"correctIndex":1},{"id":"time-calculations-mcq-6","subTopicId":"time-calculations","prompt":"A train leaves at 10:52 and arrives at 13:17. How long is the journey?","explanation":"Count on: 10:52 to 11:00 is 8 minutes, 11:00 to 13:00 is 2 hours, and 13:00 to 13:17 is 17 minutes. 2 hours + 8 + 17 minutes = 2 hours 25 minutes. Subtracting 13.17 − 10.52 like decimals gives 2.65, which is wrong.","difficulty":2,"type":"mcq","options":["2 hours 25 minutes","3 hours 35 minutes","2 hours 65 minutes","3 hours 25 minutes"],"correctIndex":0},{"id":"time-calculations-multi-1","subTopicId":"time-calculations","prompt":"Which of these are the same time as 7:20 pm?","explanation":"7:20 pm is twenty past seven in the evening. In the 24-hour clock, add 12 to the hours: 19:20. 07:20 is in the morning, and 17:20 is 5:20 pm.","difficulty":1,"type":"multi","options":["19:20","07:20","Twenty past seven in the evening","17:20","Twenty to eight in the evening"],"correctIndices":[0,2]},{"id":"time-calculations-multi-2","subTopicId":"time-calculations","prompt":"Which of these are equal to 1.75 hours?","explanation":"0.75 of an hour is 0.75 × 60 = 45 minutes, so 1.75 hours = 1 hour 45 minutes = 60 + 45 = 105 minutes. 0.75 = ¾, so it is also 1 ¾ hours.","difficulty":2,"type":"multi","options":["1 hour 75 minutes","1 hour 45 minutes","105 minutes","1 ¾ hours","175 minutes"],"correctIndices":[1,2,3]},{"id":"time-calculations-numeric-1","subTopicId":"time-calculations","prompt":"Jo catches the bus that leaves Park Road at 09:57. How many minutes does it take to reach the Station?\n\n| Stop | Bus A | Bus B |\n| --- | --- | --- |\n| Town Centre | 08:15 | 09:40 |\n| Park Road | 08:32 | 09:57 |\n| Station | 09:06 | 10:31 |","explanation":"The bus that leaves Park Road at 09:57 is Bus B, which reaches the Station at 10:31. 09:57 to 10:00 is 3 minutes, and 10:00 to 10:31 is 31 minutes. 3 + 31 = 34 minutes.","difficulty":2,"type":"numeric","answer":34,"tolerance":0,"unit":"minutes"},{"id":"time-calculations-numeric-2","subTopicId":"time-calculations","prompt":"A car travels for 2 hours 24 minutes at an average speed of 50 km/h. How far does it go?","explanation":"Change the time to hours: 24 minutes = 24 ÷ 60 = 0.4 hours, so the time is 2.4 hours. Distance = speed × time = 50 × 2.4 = 120 km.","difficulty":3,"type":"numeric","answer":120,"tolerance":0,"unit":"km"},{"id":"time-calculations-generated-1","subTopicId":"time-calculations","type":"generated","generator":"timeDuration","difficulty":2}]},{"id":"m2","subjectId":"maths","code":"M2","title":"Algebra","description":"Using letters for numbers: simplifying, expanding and factorising, then solving equations, inequalities and sequences.","questions":[{"id":"simplifying-and-forming-expressions-mcq-1","subTopicId":"simplifying-and-forming-expressions","prompt":"Simplify 3a + 5b − a + 2b.","explanation":"Collect the a terms: 3a − a = 2a. Collect the b terms: 5b + 2b = 7b. So the answer is 2a + 7b. The sign belongs to the term after it, so it's −a, not +a. a and b terms are unlike, so they can't be added to make 9ab.","difficulty":1,"type":"mcq","options":["2a + 7b","4a + 7b","2a + 3b","9ab"],"correctIndex":0},{"id":"simplifying-and-forming-expressions-mcq-2","subTopicId":"simplifying-and-forming-expressions","prompt":"Which of these is an expression?","explanation":"An expression is a group of terms with no equals sign: 3x + 2. 3x + 2 = 11 is an equation, y = 3x + 2 is a formula, and 3x + 2 ≡ 2 + 3x is an identity.","difficulty":1,"type":"mcq","options":["3x + 2 = 11","3x + 2","y = 3x + 2","3x + 2 ≡ 2 + 3x"],"correctIndex":1},{"id":"simplifying-and-forming-expressions-mcq-3","subTopicId":"simplifying-and-forming-expressions","prompt":"Simplify 4x² + 3x − x² + 2x.","explanation":"x² terms: 4x² − x² = 3x². x terms: 3x + 2x = 5x. So the answer is 3x² + 5x. x² and x are not like terms, so they stay separate.","difficulty":2,"type":"mcq","options":["3x² + 5x","8x³","5x² + 5x","3x² + x"],"correctIndex":0},{"id":"simplifying-and-forming-expressions-mcq-4","subTopicId":"simplifying-and-forming-expressions","prompt":"Which of these is an identity?","explanation":"An identity is true for every value of x. 2(x + 3) expands to 2x + 6, so the two sides are always equal: 2(x + 3) ≡ 2x + 6. 2x + 3 = 11 is only true when x = 4, and x² = 2x only when x = 0 or 2. 2(x + 3) = 2x + 3 is never true, because 2x + 6 is always 3 more.","difficulty":2,"type":"mcq","options":["2x + 3 = 11","2(x + 3) = 2x + 6","2(x + 3) = 2x + 3","x² = 2x"],"correctIndex":1},{"id":"simplifying-and-forming-expressions-mcq-5","subTopicId":"simplifying-and-forming-expressions","prompt":"A rectangle is (x + 3) cm long and 2x cm wide. Which expression gives its perimeter in cm?","explanation":"The perimeter is all four sides: (x + 3) + 2x + (x + 3) + 2x = 6x + 6. 3x + 3 is only one length and one width, and 2x² + 6x is the area.","difficulty":3,"type":"mcq","options":["3x + 3","6x + 6","2x² + 6x","4x + 6"],"correctIndex":1},{"id":"simplifying-and-forming-expressions-mcq-6","subTopicId":"simplifying-and-forming-expressions","prompt":"Pens cost p pence each and rulers cost r pence each. Sam buys 3 pens and 2 rulers and pays with a £5 note. Which expression gives his change, in pence?","explanation":"3 pens cost 3p pence and 2 rulers cost 2r pence, so he spends 3p + 2r. £5 is 500 pence, so his change is 500 − (3p + 2r) = 500 − 3p − 2r. Using 5 mixes pounds with pence.","difficulty":3,"type":"mcq","options":["500 − 3p − 2r","5 − 3p − 2r","500 − 3p + 2r","3p + 2r − 500"],"correctIndex":0},{"id":"simplifying-and-forming-expressions-multi-1","subTopicId":"simplifying-and-forming-expressions","prompt":"Which of these are like terms with 3x²?","explanation":"Like terms have exactly the same letters and powers. 5x², −x² and ½x² all have x², so they can be collected with 3x². 3x and x³ have different powers of x.","difficulty":2,"type":"multi","options":["5x²","3x","−x²","x³","½x²"],"correctIndices":[0,2,4]},{"id":"simplifying-and-forming-expressions-multi-2","subTopicId":"simplifying-and-forming-expressions","prompt":"Which of these simplify to 6ab?","explanation":"2a × 3b = 2 × 3 × a × b = 6ab. 3ab + 3ab = 6ab, because they are like terms. 12ab ÷ 2 = 6ab. 6a + b and ab + 5b can't be simplified, because their terms aren't like terms.","difficulty":3,"type":"multi","options":["2a × 3b","3ab + 3ab","6a + b","12ab ÷ 2","ab + 5b"],"correctIndices":[0,1,3]},{"id":"simplifying-and-forming-expressions-numeric-1","subTopicId":"simplifying-and-forming-expressions","prompt":"The angles in a triangle are x°, 2x° and 3x°. Work out the value of x.","explanation":"The angles in a triangle add up to 180°, so x + 2x + 3x = 180. Collect the terms: 6x = 180. Divide by 6: x = 30. (The angles are 30°, 60° and 90°.)","difficulty":2,"type":"numeric","answer":30,"tolerance":0},{"id":"simplifying-and-forming-expressions-numeric-2","subTopicId":"simplifying-and-forming-expressions","prompt":"A rectangle has length (2x + 1) cm and width x cm. Its perimeter is 32 cm. Work out the length of the rectangle.","explanation":"Perimeter = 2(2x + 1) + 2x = 4x + 2 + 2x = 6x + 2. So 6x + 2 = 32, which gives 6x = 30 and x = 5. The length is 2 × 5 + 1 = 11 cm.","difficulty":3,"type":"numeric","answer":11,"tolerance":0,"unit":"cm"},{"id":"powers-roots-and-index-laws-mcq-1","subTopicId":"powers-roots-and-index-laws","prompt":"Simplify x⁵ × x³.","explanation":"When you multiply powers of the same letter, add the powers: x⁵ × x³ = x⁵⁺³ = x⁸. Multiplying the powers (x¹⁵) is the rule for a power of a power.","difficulty":1,"type":"mcq","options":["x⁸","x¹⁵","x²","2x⁸"],"correctIndex":0},{"id":"powers-roots-and-index-laws-mcq-2","subTopicId":"powers-roots-and-index-laws","prompt":"Work out the value of 5⁰.","explanation":"Any number (except 0) to the power 0 is 1. You can see why from the dividing law: 5³ ÷ 5³ = 5⁰, and anything divided by itself is 1.","difficulty":1,"type":"mcq","options":["0","1","5","50"],"correctIndex":1},{"id":"powers-roots-and-index-laws-mcq-3","subTopicId":"powers-roots-and-index-laws","prompt":"Simplify (y⁴)³.","explanation":"For a power of a power, multiply the powers: 4 × 3 = 12, so (y⁴)³ = y¹². Check: y⁴ × y⁴ × y⁴ = y⁴⁺⁴⁺⁴ = y¹².","difficulty":2,"type":"mcq","options":["y⁷","y¹²","y⁶⁴","3y⁴"],"correctIndex":1},{"id":"powers-roots-and-index-laws-mcq-4","subTopicId":"powers-roots-and-index-laws","prompt":"Write 2⁻³ as a fraction.","explanation":"A negative power means one over the positive power: 2⁻³ = 1/2³ = 1/8. A negative power doesn't make the number negative.","difficulty":2,"type":"mcq","options":["−8","−6","1/8","1/6"],"correctIndex":2},{"id":"powers-roots-and-index-laws-mcq-5","subTopicId":"powers-roots-and-index-laws","prompt":"Simplify 12a⁶b² ÷ 4a²b.","explanation":"Divide the numbers: 12 ÷ 4 = 3. Subtract the powers of a: a⁶ ÷ a² = a⁴. Subtract the powers of b: b² ÷ b¹ = b. So the answer is 3a⁴b. Dividing the powers (a³) is wrong.","difficulty":3,"type":"mcq","options":["3a⁴b","8a⁴b","3a³b²","3a⁴b²"],"correctIndex":0},{"id":"powers-roots-and-index-laws-mcq-6","subTopicId":"powers-roots-and-index-laws","prompt":"Without a calculator, work out 8 to the power ⅔.","explanation":"The denominator, 3, means a cube root: ∛8 = 2. The numerator, 2, means square it: 2² = 4. Multiplying 8 by ⅔ gives 16/3, which is wrong.","difficulty":3,"higherTier":true,"calculator":false,"type":"mcq","options":["4","2","16/3","¼"],"correctIndex":0},{"id":"powers-roots-and-index-laws-multi-1","subTopicId":"powers-roots-and-index-laws","prompt":"Which of these are equal to 2⁶?","explanation":"2³ × 2³ = 2³⁺³ = 2⁶. (2²)³ = 2⁶, because 2 × 3 = 6. 2⁸ ÷ 2² = 2⁸⁻² = 2⁶. 2⁶ = 64, but 2 × 6 = 12 and 6² = 36.","difficulty":2,"type":"multi","options":["2³ × 2³","(2²)³","2⁸ ÷ 2²","2 × 6","6²"],"correctIndices":[0,1,2]},{"id":"powers-roots-and-index-laws-multi-2","subTopicId":"powers-roots-and-index-laws","prompt":"Which of these are true?","explanation":"8² = 64, so √64 = 8. 4³ = 64, so ∛64 = 4. (−3)³ = −27, so ∛(−27) = −3. But (−3)² = (−3) × (−3) = 9, not −9, and 2⁴ = 2 × 2 × 2 × 2 = 16, not 8.","difficulty":3,"type":"multi","options":["√64 = 8","∛64 = 4","∛(−27) = −3","(−3)² = −9","2⁴ = 8"],"correctIndices":[0,1,2]},{"id":"powers-roots-and-index-laws-numeric-1","subTopicId":"powers-roots-and-index-laws","prompt":"2ⁿ = 128. Work out the value of n.","explanation":"Keep doubling: 2, 4, 8, 16, 32, 64, 128. That is 7 lots of 2, so 2⁷ = 128 and n = 7.","difficulty":2,"type":"numeric","answer":7,"tolerance":0},{"id":"powers-roots-and-index-laws-numeric-2","subTopicId":"powers-roots-and-index-laws","prompt":"Without a calculator, find the value of n when 3⁵ × 3ⁿ ÷ 3² = 3¹⁰.","explanation":"Use the index laws on the left: 3⁵ × 3ⁿ ÷ 3² = 3⁵⁺ⁿ⁻² = 3ⁿ⁺³. So n + 3 = 10, and n = 7.","difficulty":3,"calculator":false,"type":"numeric","answer":7,"tolerance":0},{"id":"powers-roots-and-index-laws-generated-1","subTopicId":"powers-roots-and-index-laws","type":"generated","generator":"evaluateIndexExpression","difficulty":2,"calculator":false},{"id":"powers-roots-and-index-laws-generated-2","subTopicId":"powers-roots-and-index-laws","type":"generated","generator":"fractionalIndex","difficulty":3,"higherTier":true,"calculator":false},{"id":"expanding-and-factorising-brackets-mcq-1","subTopicId":"expanding-and-factorising-brackets","prompt":"Expand 4(2x − 3).","explanation":"Multiply each term inside the bracket by 4: 4 × 2x = 8x and 4 × (−3) = −12. So 4(2x − 3) = 8x − 12. Multiplying only the first term gives 8x − 3.","difficulty":1,"type":"mcq","options":["8x − 3","8x − 12","6x − 7","8x + 12"],"correctIndex":1},{"id":"expanding-and-factorising-brackets-mcq-2","subTopicId":"expanding-and-factorising-brackets","prompt":"Expand and simplify (x + 5)(x − 2).","explanation":"Multiply each term in the first bracket by each term in the second: x × x = x², x × (−2) = −2x, 5 × x = 5x and 5 × (−2) = −10. Collect the x terms: −2x + 5x = 3x. So the answer is x² + 3x − 10.","difficulty":1,"type":"mcq","options":["x² + 3x − 10","x² − 10","x² + 7x − 10","x² + 3x + 10"],"correctIndex":0},{"id":"expanding-and-factorising-brackets-mcq-3","subTopicId":"expanding-and-factorising-brackets","prompt":"Expand and simplify 3(x + 4) − 2(x − 1).","explanation":"3(x + 4) = 3x + 12. −2(x − 1) = −2x + 2, because −2 × (−1) = +2. Add them: 3x − 2x = x and 12 + 2 = 14, so the answer is x + 14. Getting −2 for the last term gives x + 10.","difficulty":2,"type":"mcq","options":["x + 14","x + 10","5x + 14","x + 13"],"correctIndex":0},{"id":"expanding-and-factorising-brackets-mcq-4","subTopicId":"expanding-and-factorising-brackets","prompt":"Factorise fully 6x² + 9x.","explanation":"The highest common factor of 6x² and 9x is 3x: 3 is the HCF of 6 and 9, and both terms have an x. 6x² ÷ 3x = 2x and 9x ÷ 3x = 3, so 6x² + 9x = 3x(2x + 3). 3(2x² + 3x) and x(6x + 9) are right but not fully factorised.","difficulty":2,"type":"mcq","options":["3(2x² + 3x)","x(6x + 9)","3x(2x + 3)","6x(x + 9)"],"correctIndex":2},{"id":"expanding-and-factorising-brackets-mcq-5","subTopicId":"expanding-and-factorising-brackets","prompt":"Factorise fully 12a²b − 8ab².","explanation":"The HCF of 12 and 8 is 4. Both terms have at least one a and one b, so the HCF is 4ab. 12a²b ÷ 4ab = 3a and 8ab² ÷ 4ab = 2b, so the answer is 4ab(3a − 2b). 4(…) and 2ab(…) are correct but not fully factorised.","difficulty":3,"type":"mcq","options":["4ab(3a − 2b)","4(3a²b − 2ab²)","2ab(6a − 4b)","4ab(3a − 8b)"],"correctIndex":0},{"id":"expanding-and-factorising-brackets-mcq-6","subTopicId":"expanding-and-factorising-brackets","prompt":"Expand and simplify (2x − 3)².","explanation":"(2x − 3)² means (2x − 3)(2x − 3). 2x × 2x = 4x², 2x × (−3) = −6x, −3 × 2x = −6x and −3 × (−3) = 9. Collect: −6x − 6x = −12x. So the answer is 4x² − 12x + 9. Squaring each term on its own (4x² + 9) misses the middle terms.","difficulty":3,"type":"mcq","options":["4x² + 9","4x² − 12x + 9","4x² − 6x + 9","2x² − 12x + 9"],"correctIndex":1},{"id":"expanding-and-factorising-brackets-multi-1","subTopicId":"expanding-and-factorising-brackets","prompt":"Which of these are equal to x² − 9?","explanation":"(x − 3)(x + 3) = x² + 3x − 3x − 9 = x² − 9: the x terms cancel. (x − 3)² = x² − 6x + 9, (x + 3)² = x² + 6x + 9 and (x − 9)(x + 1) = x² − 8x − 9.","difficulty":1,"type":"multi","options":["(x − 3)(x + 3)","(x − 3)²","x² + 3x − 3x − 9","(x − 9)(x + 1)","(x + 3)²"],"correctIndices":[0,2]},{"id":"expanding-and-factorising-brackets-multi-2","subTopicId":"expanding-and-factorising-brackets","prompt":"(x + 1)(x + 2)(x + 3) is expanded and simplified. Which of these are terms of the answer?","explanation":"First, (x + 1)(x + 2) = x² + 3x + 2. Multiply by (x + 3): x³ + 3x² + 3x² + 9x + 2x + 6 = x³ + 6x² + 11x + 6. So x³, 6x² and 6 are terms; the x term is 11x, not 5x.","difficulty":3,"higherTier":true,"type":"multi","options":["x³","6x²","5x","6","3x²"],"correctIndices":[0,1,3]},{"id":"expanding-and-factorising-brackets-numericParts-1","subTopicId":"expanding-and-factorising-brackets","prompt":"(x + 3)(x + k) ≡ x² + 8x + c. Work out the values of k and c.","explanation":"Expand the left side: x² + kx + 3x + 3k = x² + (k + 3)x + 3k. It is an identity, so the x terms match: k + 3 = 8, giving k = 5. The numbers match too: c = 3k = 3 × 5 = 15.","difficulty":3,"type":"numericParts","parts":[{"label":"k =","answer":5,"tolerance":0},{"label":"c =","answer":15,"tolerance":0}]},{"id":"expanding-and-factorising-brackets-numeric-1","subTopicId":"expanding-and-factorising-brackets","prompt":"A rectangle has an area of (6x² + 9x) cm² and a width of 3x cm. Work out its length when x = 2.","explanation":"Area = width × length, so factorise using the width: 6x² + 9x = 3x(2x + 3). The length is 2x + 3. When x = 2, the length is 2 × 2 + 3 = 7 cm. Check: the area is 6 × 4 + 18 = 42 cm², and 6 × 7 = 42.","difficulty":2,"type":"numeric","answer":7,"tolerance":0,"unit":"cm"},{"id":"surds-mcq-1","subTopicId":"surds","prompt":"Simplify √50.","explanation":"Find the biggest square number that is a factor of 50: 25. √50 = √25 × √2 = 5√2.","difficulty":1,"higherTier":true,"type":"mcq","options":["5√2","25√2","2√5","10√5"],"correctIndex":0},{"id":"surds-mcq-2","subTopicId":"surds","prompt":"Simplify √3 × √12.","explanation":"√a × √b = √(ab), so √3 × √12 = √36 = 6. Adding the numbers under the roots (√15) is wrong.","difficulty":1,"higherTier":true,"type":"mcq","options":["√15","6","36","2√3"],"correctIndex":1},{"id":"surds-mcq-3","subTopicId":"surds","prompt":"Simplify √18 + √8.","explanation":"Simplify each surd first: √18 = √9 × √2 = 3√2 and √8 = √4 × √2 = 2√2. They are like surds, so add them: 3√2 + 2√2 = 5√2. You can't add the numbers under the roots: √26 is wrong.","difficulty":2,"higherTier":true,"type":"mcq","options":["√26","5√2","6√2","2√13"],"correctIndex":1},{"id":"surds-mcq-4","subTopicId":"surds","prompt":"Rationalise the denominator of 10/√5.","explanation":"Multiply the top and bottom by √5: (10 × √5)/(√5 × √5) = 10√5/5. Then simplify: 10√5/5 = 2√5.","difficulty":2,"higherTier":true,"type":"mcq","options":["2√5","10√5","√2","5√2"],"correctIndex":0},{"id":"surds-mcq-5","subTopicId":"surds","prompt":"Expand and simplify (3 + √2)(3 − √2).","explanation":"3 × 3 = 9, 3 × (−√2) = −3√2, √2 × 3 = 3√2 and √2 × (−√2) = −2. The surd terms cancel: 9 − 3√2 + 3√2 − 2 = 7. It is the difference of two squares: 3² − (√2)² = 9 − 2.","difficulty":3,"higherTier":true,"type":"mcq","options":["7","9 − √2","11","9 + 2√2"],"correctIndex":0},{"id":"surds-mcq-6","subTopicId":"surds","prompt":"Rationalise the denominator of 4/(3 + √5).","explanation":"Multiply the top and bottom by 3 − √5. Bottom: (3 + √5)(3 − √5) = 9 − 5 = 4. Top: 4(3 − √5). So the fraction is 4(3 − √5)/4 = 3 − √5. The bottom is 9 − 5, not 9 + 5.","difficulty":3,"higherTier":true,"type":"mcq","options":["3 − √5","3 + √5","(12 − 4√5)/14","(12 + 4√5)/4"],"correctIndex":0},{"id":"surds-multi-1","subTopicId":"surds","prompt":"Which of these are surds?","explanation":"A surd is a root that isn't a whole number or a fraction. √9 = 3, ∛8 = 2 and √0.25 = 0.5, so they aren't surds. √2 and √20 (= 2√5) are.","difficulty":1,"higherTier":true,"type":"multi","options":["√2","√9","√20","∛8","√0.25"],"correctIndices":[0,2]},{"id":"surds-multi-2","subTopicId":"surds","prompt":"Which of these are equal to 4√3?","explanation":"√48 = √16 × √3 = 4√3. √12 = 2√3, so √12 + √12 = 4√3. √16 × √3 = 4√3. But 2√6 = √24 and √43 can't be simplified, so they aren't equal to 4√3 (which is √48).","difficulty":3,"higherTier":true,"type":"multi","options":["√48","√12 + √12","2√6","√16 × √3","√43"],"correctIndices":[0,1,3]},{"id":"surds-numeric-1","subTopicId":"surds","prompt":"Without a calculator, work out (√7)² + (2√3)².","explanation":"(√7)² = 7, because squaring undoes the square root. (2√3)² = 2² × (√3)² = 4 × 3 = 12. So the total is 7 + 12 = 19.","difficulty":2,"higherTier":true,"calculator":false,"type":"numeric","answer":19,"tolerance":0},{"id":"surds-numericParts-1","subTopicId":"surds","prompt":"Write (2 + √3)² in the form a + b√3, where a and b are whole numbers.","explanation":"(2 + √3)² = (2 + √3)(2 + √3) = 4 + 2√3 + 2√3 + 3. Collect the numbers: 4 + 3 = 7. Collect the surds: 2√3 + 2√3 = 4√3. So (2 + √3)² = 7 + 4√3: a = 7 and b = 4.","difficulty":3,"higherTier":true,"type":"numericParts","parts":[{"label":"a =","answer":7,"tolerance":0},{"label":"b =","answer":4,"tolerance":0}]},{"id":"substitution-and-rearranging-formulae-mcq-1","subTopicId":"substitution-and-rearranging-formulae","prompt":"Work out the value of 3a + 2b when a = 4 and b = −5.","explanation":"3a = 3 × 4 = 12 and 2b = 2 × (−5) = −10. So 3a + 2b = 12 + (−10) = 2. Ignoring the minus sign gives 22.","difficulty":1,"type":"mcq","options":["2","22","−2","7"],"correctIndex":0},{"id":"substitution-and-rearranging-formulae-mcq-2","subTopicId":"substitution-and-rearranging-formulae","prompt":"Work out the value of 2x² when x = −3.","explanation":"Square first: x² = (−3)² = 9. Then multiply by 2: 2 × 9 = 18. 36 comes from squaring 2x instead of x.","difficulty":2,"type":"mcq","options":["−18","36","18","−36"],"correctIndex":2},{"id":"substitution-and-rearranging-formulae-mcq-3","subTopicId":"substitution-and-rearranging-formulae","prompt":"Make x the subject of y = x + 7.","explanation":"To get x on its own, undo the + 7 by subtracting 7 from both sides: y − 7 = x. So x = y − 7.","difficulty":1,"type":"mcq","options":["x = y + 7","x = y − 7","x = 7 − y","x = 7y"],"correctIndex":1},{"id":"substitution-and-rearranging-formulae-mcq-4","subTopicId":"substitution-and-rearranging-formulae","prompt":"Make x the subject of y = 3x − 5.","explanation":"Undo the operations in reverse order. Add 5 to both sides: y + 5 = 3x. Divide both sides by 3: x = (y + 5)/3. The whole of y + 5 is divided by 3, so it needs brackets.","difficulty":2,"type":"mcq","options":["x = (y + 5)/3","x = y/3 + 5","x = (y − 5)/3","x = 3y + 5"],"correctIndex":0},{"id":"substitution-and-rearranging-formulae-mcq-5","subTopicId":"substitution-and-rearranging-formulae","prompt":"Make r the subject of A = πr².","explanation":"Divide both sides by π: A/π = r². Then square root both sides: r = √(A/π). The square root goes over the whole of A/π.","difficulty":3,"type":"mcq","options":["r = √(A/π)","r = A/(2π)","r = √A/π","r = (A/π)²"],"correctIndex":0},{"id":"substitution-and-rearranging-formulae-mcq-6","subTopicId":"substitution-and-rearranging-formulae","prompt":"Make x the subject of xy + 4 = 3x − 2y.","explanation":"x appears twice, so get both x terms on one side. Subtract xy from both sides, and add 2y to both: 2y + 4 = 3x − xy. Factorise: 2y + 4 = x(3 − y). Divide by the bracket: x = (2y + 4)/(3 − y).","difficulty":3,"higherTier":true,"type":"mcq","options":["x = (2y + 4)/(3 − y)","x = (2y + 4)/(y − 3)","x = (−2y − 4)/(y + 3)","x = (4 − 2y)/(3 − y)"],"correctIndex":0},{"id":"substitution-and-rearranging-formulae-multi-1","subTopicId":"substitution-and-rearranging-formulae","prompt":"When a = 2 and b = −3, which of these have a value of −6?","explanation":"ab = 2 × (−3) = −6. 2b = 2 × (−3) = −6. a²b ÷ 2 = 4 × (−3) ÷ 2 = −6. But b² − a = 9 − 2 = 7, and a + 2b = 2 + (−6) = −4.","difficulty":1,"type":"multi","options":["ab","2b","b² − a","a + 2b","a²b ÷ 2"],"correctIndices":[0,1,4]},{"id":"substitution-and-rearranging-formulae-multi-2","subTopicId":"substitution-and-rearranging-formulae","prompt":"Which of these are correct rearrangements of v = u + at?","explanation":"Subtract at from both sides: u = v − at. Or subtract u: v − u = at. Then divide by a to get t = (v − u)/a, or by t to get a = (v − u)/t. t = v − u/a only divides u by a, and a = v − u − t subtracts t instead of dividing by it.","difficulty":3,"type":"multi","options":["u = v − at","t = (v − u)/a","a = (v − u)/t","t = v − u/a","a = v − u − t"],"correctIndices":[0,1,2]},{"id":"substitution-and-rearranging-formulae-numeric-1","subTopicId":"substitution-and-rearranging-formulae","prompt":"Use the formula v = u + at to work out t when v = 30, u = 6 and a = 4.","explanation":"Substitute: 30 = 6 + 4t. Subtract 6 from both sides: 24 = 4t. Divide by 4: t = 6.","difficulty":1,"type":"numeric","answer":6,"tolerance":0},{"id":"substitution-and-rearranging-formulae-numeric-2","subTopicId":"substitution-and-rearranging-formulae","prompt":"Use the formula s = ut + ½at² to work out s when u = 3, t = 4 and a = −2.","explanation":"ut = 3 × 4 = 12. ½at² = ½ × (−2) × 4² = ½ × (−2) × 16 = −16. So s = 12 + (−16) = −4.","difficulty":3,"type":"numeric","answer":-4,"tolerance":0},{"id":"substitution-and-rearranging-formulae-generated-1","subTopicId":"substitution-and-rearranging-formulae","type":"generated","generator":"substituteIntoFormula","difficulty":2},{"id":"solving-linear-equations-mcq-1","subTopicId":"solving-linear-equations","prompt":"Solve x + 9 = 4.","explanation":"Subtract 9 from both sides: x = 4 − 9 = −5. Check: −5 + 9 = 4.","difficulty":1,"type":"mcq","options":["x = 13","x = −5","x = 5","x = −13"],"correctIndex":1},{"id":"solving-linear-equations-mcq-2","subTopicId":"solving-linear-equations","prompt":"Solve 3x − 4 = 11.","explanation":"Add 4 to both sides: 3x = 15. Divide both sides by 3: x = 5. Check: 3 × 5 − 4 = 11. Subtracting 4 instead of adding gives 3x = 7, which is wrong.","difficulty":1,"type":"mcq","options":["x = 5","x = 7/3","x = 21","x = 15"],"correctIndex":0},{"id":"solving-linear-equations-mcq-3","subTopicId":"solving-linear-equations","prompt":"Solve 4(x + 3) = 28.","explanation":"Expand: 4x + 12 = 28. Subtract 12: 4x = 16. Divide by 4: x = 4. (Or divide both sides by 4 first: x + 3 = 7, so x = 4.) Forgetting to multiply the 3 by 4 gives 6.25.","difficulty":2,"type":"mcq","options":["x = 4","x = 6.25","x = 10","x = 7.75"],"correctIndex":0},{"id":"solving-linear-equations-mcq-4","subTopicId":"solving-linear-equations","prompt":"Solve 5x + 3 = 2x + 18.","explanation":"Subtract 2x from both sides: 3x + 3 = 18. Subtract 3: 3x = 15. Divide by 3: x = 5. Check: 5 × 5 + 3 = 28 and 2 × 5 + 18 = 28.","difficulty":2,"type":"mcq","options":["x = 5","x = 3","x = 7","x = 15/7"],"correctIndex":0},{"id":"solving-linear-equations-mcq-5","subTopicId":"solving-linear-equations","prompt":"Solve (x + 4)/3 = 5.","explanation":"Multiply both sides by 3 to clear the fraction: x + 4 = 15. Subtract 4: x = 11. Check: (11 + 4)/3 = 15/3 = 5.","difficulty":3,"type":"mcq","options":["x = 11","x = 19","x = ⅓","x = 3"],"correctIndex":0},{"id":"solving-linear-equations-mcq-6","subTopicId":"solving-linear-equations","prompt":"Solve 2(3x − 1) = 4(x + 2).","explanation":"Expand both sides: 6x − 2 = 4x + 8. Subtract 4x: 2x − 2 = 8. Add 2: 2x = 10. Divide by 2: x = 5. Check: 2 × 14 = 28 and 4 × 7 = 28.","difficulty":3,"type":"mcq","options":["x = 5","x = 2","x = 1.5","x = 3"],"correctIndex":0},{"id":"solving-linear-equations-multi-1","subTopicId":"solving-linear-equations","prompt":"Which of these equations have the solution x = 3?","explanation":"Substitute x = 3 into each. 2 × 3 + 5 = 11 ✓. 4 × 3 − 3 = 9 ✓. 5 − 3 = 2 ✓. But 3/3 + 2 = 3, not 4, and 3(3 − 1) = 6, not 9.","difficulty":2,"type":"multi","options":["2x + 5 = 11","4x − 3 = 9","x/3 + 2 = 4","5 − x = 2","3(x − 1) = 9"],"correctIndices":[0,1,3]},{"id":"solving-linear-equations-multi-2","subTopicId":"solving-linear-equations","prompt":"Which of these are correct first steps for solving 5x + 7 = 2x − 8?","explanation":"A correct step does the same thing to every term on both sides. Subtracting 2x, 7 or 5x is done correctly in the first, second and last. Adding 2x would give 7x + 7 = 4x − 8, not −8 on its own. Dividing by 5 must divide every term: x + 7/5 = (2x − 8)/5.","difficulty":3,"type":"multi","options":["Subtract 2x from both sides: 3x + 7 = −8","Subtract 7 from both sides: 5x = 2x − 15","Add 2x to both sides: 7x + 7 = −8","Divide both sides by 5: x + 7 = 2x − 8","Subtract 5x from both sides: 7 = −3x − 8"],"correctIndices":[0,1,4]},{"id":"solving-linear-equations-numeric-1","subTopicId":"solving-linear-equations","prompt":"I think of a number, multiply it by 4 and subtract 7. The answer is 25. What was my number?","explanation":"Call the number n. Then 4n − 7 = 25. Add 7: 4n = 32. Divide by 4: n = 8. Check: 8 × 4 − 7 = 25.","difficulty":1,"type":"numeric","answer":8,"tolerance":0},{"id":"solving-linear-equations-numeric-2","subTopicId":"solving-linear-equations","prompt":"Ann is 3 times as old as Ben. In 5 years' time, their ages will add up to 50. How old is Ben now?","explanation":"Let Ben be b years old, so Ann is 3b. In 5 years they will be b + 5 and 3b + 5. So (b + 5) + (3b + 5) = 50, which gives 4b + 10 = 50, 4b = 40 and b = 10. Ben is 10 now (and Ann is 30).","difficulty":3,"type":"numeric","answer":10,"tolerance":0,"unit":"years"},{"id":"solving-linear-equations-generated-1","subTopicId":"solving-linear-equations","type":"generated","generator":"solveLinearEquation","difficulty":2},{"id":"factorising-quadratics-mcq-1","subTopicId":"factorising-quadratics","prompt":"Factorise x² + 7x + 12.","explanation":"Find two numbers that multiply to give 12 and add to give 7: 3 × 4 = 12 and 3 + 4 = 7. So x² + 7x + 12 = (x + 3)(x + 4). 2 and 6 multiply to 12 but add to 8.","difficulty":1,"type":"mcq","options":["(x + 3)(x + 4)","(x + 2)(x + 6)","(x − 3)(x − 4)","(x + 1)(x + 12)"],"correctIndex":0},{"id":"factorising-quadratics-mcq-2","subTopicId":"factorising-quadratics","prompt":"Factorise x² − 8x + 15.","explanation":"You need two numbers that multiply to give +15 and add to give −8. The product is positive and the sum negative, so both are negative: −3 × −5 = 15 and −3 + −5 = −8. So the answer is (x − 3)(x − 5).","difficulty":1,"type":"mcq","options":["(x + 3)(x + 5)","(x − 3)(x − 5)","(x − 3)(x + 5)","(x − 1)(x − 15)"],"correctIndex":1},{"id":"factorising-quadratics-mcq-3","subTopicId":"factorising-quadratics","prompt":"Factorise x² + 2x − 15.","explanation":"You need two numbers that multiply to give −15 and add to give +2. The product is negative, so the signs are different, and the bigger number is positive: −3 × 5 = −15 and −3 + 5 = 2. So the answer is (x − 3)(x + 5). (x + 3)(x − 5) gives −2x in the middle.","difficulty":2,"type":"mcq","options":["(x − 3)(x + 5)","(x + 3)(x − 5)","(x − 3)(x − 5)","(x + 3)(x + 5)"],"correctIndex":0},{"id":"factorising-quadratics-mcq-4","subTopicId":"factorising-quadratics","prompt":"Factorise x² − 4x − 21.","explanation":"You need two numbers that multiply to give −21 and add to give −4. The signs are different, and the bigger number is negative: 3 × −7 = −21 and 3 + −7 = −4. So the answer is (x + 3)(x − 7).","difficulty":2,"type":"mcq","options":["(x + 3)(x − 7)","(x − 3)(x + 7)","(x − 3)(x − 7)","(x + 1)(x − 21)"],"correctIndex":0},{"id":"factorising-quadratics-mcq-5","subTopicId":"factorising-quadratics","prompt":"Factorise 2x² + 7x + 3.","explanation":"Multiply a and c: 2 × 3 = 6. Find two numbers that multiply to 6 and add to 7: 6 and 1. Split the middle term: 2x² + 6x + x + 3. Factorise in pairs: 2x(x + 3) + 1(x + 3) = (2x + 1)(x + 3). Check: (2x + 3)(x + 1) = 2x² + 5x + 3.","difficulty":3,"higherTier":true,"type":"mcq","options":["(2x + 1)(x + 3)","(2x + 3)(x + 1)","2(x + 1)(x + 3)","(2x − 1)(x − 3)"],"correctIndex":0},{"id":"factorising-quadratics-mcq-6","subTopicId":"factorising-quadratics","prompt":"Factorise x² − 49.","explanation":"x² − 49 is the difference of two squares, x² − 7², so it factorises as (x + 7)(x − 7). Check: x² − 7x + 7x − 49 = x² − 49. (x − 7)² = x² − 14x + 49.","difficulty":1,"type":"mcq","options":["(x − 7)²","(x + 7)(x − 7)","x(x − 49)","(x + 49)(x − 1)"],"correctIndex":1},{"id":"factorising-quadratics-multi-1","subTopicId":"factorising-quadratics","prompt":"Which of these quadratics have (x − 2) as a factor?","explanation":"Factorise each one. x² − 5x + 6 = (x − 2)(x − 3), x² + x − 6 = (x − 2)(x + 3) and x² − 4 = (x − 2)(x + 2). But x² + 5x + 6 = (x + 2)(x + 3) and x² − 2x − 8 = (x + 2)(x − 4).","difficulty":2,"type":"multi","options":["x² − 5x + 6","x² + x − 6","x² + 5x + 6","x² − 4","x² − 2x − 8"],"correctIndices":[0,1,3]},{"id":"factorising-quadratics-multi-2","subTopicId":"factorising-quadratics","prompt":"Which of these factorisations are correct?","explanation":"a² − b² = (a + b)(a − b). 4x² − 9 = (2x)² − 3², 9x² − 1 = (3x)² − 1² and 25 − x² = 5² − x², so those three are right. x² + 16 is a sum, not a difference: (x + 4)(x − 4) = x² − 16. And (x − 5)² = x² − 10x + 25.","difficulty":3,"higherTier":true,"type":"multi","options":["4x² − 9 = (2x + 3)(2x − 3)","x² + 16 = (x + 4)(x − 4)","9x² − 1 = (3x + 1)(3x − 1)","x² − 25 = (x − 5)²","25 − x² = (5 + x)(5 − x)"],"correctIndices":[0,2,4]},{"id":"factorising-quadratics-numericParts-1","subTopicId":"factorising-quadratics","prompt":"x² + 2x − 24 = (x + a)(x + b), where a is bigger than b. Work out a and b.","explanation":"Find two numbers that multiply to give −24 and add to give 2: 6 × −4 = −24 and 6 + −4 = 2. So x² + 2x − 24 = (x + 6)(x − 4), and a = 6, b = −4.","difficulty":2,"type":"numericParts","parts":[{"label":"a =","answer":6,"tolerance":0},{"label":"b =","answer":-4,"tolerance":0}]},{"id":"factorising-quadratics-numeric-1","subTopicId":"factorising-quadratics","prompt":"A rectangle has an area of (x² + 9x + 20) cm². Its width is (x + 4) cm and its length is 12 cm. Work out the value of x.","explanation":"Factorise the area: x² + 9x + 20 = (x + 4)(x + 5), because 4 × 5 = 20 and 4 + 5 = 9. Area = width × length, so the length is x + 5. x + 5 = 12, so x = 7.","difficulty":3,"type":"numeric","answer":7,"tolerance":0},{"id":"solving-quadratics-by-factorising-mcq-1","subTopicId":"solving-quadratics-by-factorising","prompt":"Solve (x − 4)(x + 3) = 0.","explanation":"If two brackets multiply to give 0, one of them must be 0. x − 4 = 0 gives x = 4, and x + 3 = 0 gives x = −3. The signs in the answers are the opposite of the signs in the brackets.","difficulty":1,"type":"mcq","options":["x = 4 or x = −3","x = −4 or x = 3","x = 4 or x = 3","x = 12"],"correctIndex":0},{"id":"solving-quadratics-by-factorising-mcq-2","subTopicId":"solving-quadratics-by-factorising","prompt":"Solve x² − 5x + 6 = 0.","explanation":"Factorise: −2 × −3 = 6 and −2 + −3 = −5, so (x − 2)(x − 3) = 0. Then x − 2 = 0 or x − 3 = 0, so x = 2 or x = 3.","difficulty":1,"type":"mcq","options":["x = 2 or x = 3","x = −2 or x = −3","x = 1 or x = 6","x = −1 or x = 6"],"correctIndex":0},{"id":"solving-quadratics-by-factorising-mcq-3","subTopicId":"solving-quadratics-by-factorising","prompt":"Solve x² = 7x.","explanation":"Rearrange so one side is 0: x² − 7x = 0. Factorise: x(x − 7) = 0. So x = 0 or x = 7. Dividing both sides by x loses the solution x = 0.","difficulty":2,"type":"mcq","options":["x = 7","x = 0 or x = 7","x = √7","x = 0 or x = −7"],"correctIndex":1},{"id":"solving-quadratics-by-factorising-mcq-4","subTopicId":"solving-quadratics-by-factorising","prompt":"Solve x² + 3x = 10.","explanation":"Rearrange so one side is 0: x² + 3x − 10 = 0. Factorise: −2 × 5 = −10 and −2 + 5 = 3, so (x − 2)(x + 5) = 0. So x = 2 or x = −5.","difficulty":3,"type":"mcq","options":["x = 2 or x = −5","x = −2 or x = 5","x = 10 or x = −3","x = 1 or x = 10"],"correctIndex":0},{"id":"solving-quadratics-by-factorising-mcq-5","subTopicId":"solving-quadratics-by-factorising","prompt":"Solve 2x² − 5x − 3 = 0.","explanation":"a × c = 2 × −3 = −6. Two numbers that multiply to −6 and add to −5: −6 and 1. Split: 2x² − 6x + x − 3 = 2x(x − 3) + 1(x − 3) = (2x + 1)(x − 3). So 2x + 1 = 0, giving x = −½, or x − 3 = 0, giving x = 3.","difficulty":3,"higherTier":true,"type":"mcq","options":["x = −½ or x = 3","x = ½ or x = −3","x = −1 or x = 3","x = −2 or x = 3"],"correctIndex":0},{"id":"solving-quadratics-by-factorising-mcq-6","subTopicId":"solving-quadratics-by-factorising","prompt":"The graph shows y = x² − 2x − 8. What are the solutions of x² − 2x − 8 = 0?","explanation":"The solutions of x² − 2x − 8 = 0 are where y = 0, so where the curve crosses the x-axis: x = −2 and x = 4. Check by factorising: (x + 2)(x − 4) = 0. −8 is where the curve crosses the y-axis, and (1, −9) is the lowest point.","difficulty":2,"graph":{"x":{"label":"x","min":-3,"max":5,"step":1},"y":{"label":"y","min":-10,"max":8,"step":2},"lines":[{"points":[[-3,7],[-2.5,3.25],[-2,0],[-1.5,-2.75],[-1,-5],[-0.5,-6.75],[0,-8],[0.5,-8.75],[1,-9],[1.5,-8.75],[2,-8],[2.5,-6.75],[3,-5],[3.5,-2.75],[4,0],[4.5,3.25],[5,7]],"smooth":true}],"axesAtOrigin":true,"description":"The curve y = x² − 2x − 8. It crosses the x-axis at (−2, 0) and (4, 0), and the y-axis at (0, −8). Its lowest point is (1, −9)."},"type":"mcq","options":["x = −2 or x = 4","x = 2 or x = −4","x = −8","x = 1 or x = −9"],"correctIndex":0},{"id":"solving-quadratics-by-factorising-multi-1","subTopicId":"solving-quadratics-by-factorising","prompt":"Which of these are solutions of x² − 9 = 0?","explanation":"x² − 9 = (x + 3)(x − 3) = 0, so x = 3 or x = −3. Both work, because 3² = 9 and (−3)² = 9.","difficulty":1,"type":"multi","options":["3","−3","9","−9","0"],"correctIndices":[0,1]},{"id":"solving-quadratics-by-factorising-multi-2","subTopicId":"solving-quadratics-by-factorising","prompt":"Which of these equations have x = −2 as a solution?","explanation":"Substitute x = −2 into each. 4 − 10 + 6 = 0 ✓. 4 − 4 = 0 ✓. 4 − 2 − 2 = 0 ✓ for x² + x − 2. But x² − x − 2 gives 4 + 2 − 2 = 4, and x² − 2x gives 4 + 4 = 8.","difficulty":3,"type":"multi","options":["x² + 5x + 6 = 0","x² − 4 = 0","x² − x − 2 = 0","x² + x − 2 = 0","x² − 2x = 0"],"correctIndices":[0,1,3]},{"id":"solving-quadratics-by-factorising-numericParts-1","subTopicId":"solving-quadratics-by-factorising","prompt":"A rectangle has length (x + 5) cm and width x cm. Its area is 36 cm². Work out its length and width.","explanation":"Area = length × width, so x(x + 5) = 36. Expand and rearrange: x² + 5x − 36 = 0. Factorise: 9 × −4 = −36 and 9 + −4 = 5, so (x + 9)(x − 4) = 0, and x = −9 or x = 4. A width can't be negative, so x = 4. The width is 4 cm and the length is 4 + 5 = 9 cm.","difficulty":3,"type":"numericParts","parts":[{"label":"Length","answer":9,"tolerance":0,"unit":"cm"},{"label":"Width","answer":4,"tolerance":0,"unit":"cm"}]},{"id":"solving-quadratics-by-factorising-numeric-1","subTopicId":"solving-quadratics-by-factorising","prompt":"Two whole numbers in a row multiply to give 56. Both are positive. What is the smaller number?","explanation":"Call the numbers n and n + 1. Then n(n + 1) = 56, so n² + n − 56 = 0. Factorise: 8 × −7 = −56 and 8 + −7 = 1, so (n + 8)(n − 7) = 0. n is positive, so n = 7. Check: 7 × 8 = 56.","difficulty":2,"type":"numeric","answer":7,"tolerance":0},{"id":"solving-quadratics-by-factorising-generated-1","subTopicId":"solving-quadratics-by-factorising","type":"generated","generator":"solveQuadraticByFactorising","difficulty":2},{"id":"quadratic-formula-and-completing-the-square-mcq-1","subTopicId":"quadratic-formula-and-completing-the-square","prompt":"To use the quadratic formula on 2x² − 3x − 5 = 0, what are a, b and c?","explanation":"Compare 2x² − 3x − 5 = 0 with ax² + bx + c = 0. a is the number of x², b the number of x, and c the number on its own. Each one keeps its sign: a = 2, b = −3 and c = −5.","difficulty":1,"higherTier":true,"type":"mcq","options":["a = 2, b = −3, c = −5","a = 2, b = 3, c = 5","a = 2, b = −3, c = 5","a = −3, b = 2, c = −5"],"correctIndex":0},{"id":"quadratic-formula-and-completing-the-square-mcq-2","subTopicId":"quadratic-formula-and-completing-the-square","prompt":"Work out the value of b² − 4ac for x² − 6x + 4 = 0.","explanation":"a = 1, b = −6 and c = 4. b² = (−6)² = 36, because a negative number squared is positive. 4ac = 4 × 1 × 4 = 16. So b² − 4ac = 36 − 16 = 20.","difficulty":1,"higherTier":true,"type":"mcq","options":["20","52","−20","−52"],"correctIndex":0},{"id":"quadratic-formula-and-completing-the-square-mcq-3","subTopicId":"quadratic-formula-and-completing-the-square","prompt":"Solve x² − 6x + 4 = 0. Give your answers as surds in their simplest form.","explanation":"x = (−b ± √(b² − 4ac)) / 2a = (6 ± √20) / 2. √20 = √4 × √5 = 2√5, so x = (6 ± 2√5) / 2 = 3 ± √5. −b is −(−6) = 6, not −6.","difficulty":2,"higherTier":true,"type":"mcq","options":["x = 3 ± √5","x = −3 ± √5","x = 6 ± √5","x = 3 ± √20"],"correctIndex":0},{"id":"quadratic-formula-and-completing-the-square-mcq-4","subTopicId":"quadratic-formula-and-completing-the-square","prompt":"Write x² − 8x + 3 in the form (x + p)² + q.","explanation":"Halve the number of x: −8 ÷ 2 = −4, so start with (x − 4)². That expands to x² − 8x + 16, which is 16 too many, so subtract 16: x² − 8x + 3 = (x − 4)² − 16 + 3 = (x − 4)² − 13.","difficulty":2,"higherTier":true,"type":"mcq","options":["(x − 4)² − 13","(x − 4)² + 19","(x − 8)² − 61","(x + 4)² − 13"],"correctIndex":0},{"id":"quadratic-formula-and-completing-the-square-mcq-5","subTopicId":"quadratic-formula-and-completing-the-square","prompt":"What are the coordinates of the turning point of y = x² + 4x − 1?","explanation":"Complete the square: x² + 4x − 1 = (x + 2)² − 4 − 1 = (x + 2)² − 5. (x + 2)² is never negative, so y is smallest when x + 2 = 0. The turning point is (−2, −5).","difficulty":3,"higherTier":true,"type":"mcq","options":["(−2, −5)","(2, −5)","(−2, −1)","(−4, −1)"],"correctIndex":0},{"id":"quadratic-formula-and-completing-the-square-mcq-6","subTopicId":"quadratic-formula-and-completing-the-square","prompt":"How many real solutions does 3x² + 2x + 5 = 0 have?","explanation":"Work out the discriminant: b² − 4ac = 2² − 4 × 3 × 5 = 4 − 60 = −56. It is negative, and you can't square root a negative number, so there are no real solutions. (The curve y = 3x² + 2x + 5 never meets the x-axis.)","difficulty":3,"higherTier":true,"type":"mcq","options":["None","One","Two","Three"],"correctIndex":0},{"id":"quadratic-formula-and-completing-the-square-multi-1","subTopicId":"quadratic-formula-and-completing-the-square","prompt":"Which of these equations have two different real solutions?","explanation":"Two solutions when b² − 4ac is positive. x² + 2x − 7: 4 + 28 = 32. 2x² − 3x − 1: 9 + 8 = 17. x² − 5: 0 + 20 = 20. But x² + 6x + 9 gives 36 − 36 = 0 (one repeated solution), and x² + x + 3 gives 1 − 12 = −11 (no solutions).","difficulty":1,"higherTier":true,"type":"multi","options":["x² + 2x − 7 = 0","x² + 6x + 9 = 0","x² + x + 3 = 0","2x² − 3x − 1 = 0","x² − 5 = 0"],"correctIndices":[0,3,4]},{"id":"quadratic-formula-and-completing-the-square-multi-2","subTopicId":"quadratic-formula-and-completing-the-square","prompt":"y = x² + 10x + 7. Which of these are true?","explanation":"Complete the square: halve 10 to get 5, so (x + 5)² = x² + 10x + 25. Subtract 25: y = (x + 5)² − 25 + 7 = (x + 5)² − 18. (x + 5)² is never negative, so the smallest y is −18, when x + 5 = 0, which is x = −5. (x + 10)² − 93 expands to x² + 20x + 7.","difficulty":3,"higherTier":true,"type":"multi","options":["y = (x + 5)² − 18","y = (x + 10)² − 93","The minimum value of y is −18","y is smallest when x = −5","y is smallest when x = 5"],"correctIndices":[0,2,3]},{"id":"quadratic-formula-and-completing-the-square-numericParts-1","subTopicId":"quadratic-formula-and-completing-the-square","prompt":"Write x² + 6x + 5 in the form (x + p)² + q. Work out p and q.","explanation":"Halve the 6 to get p = 3: (x + 3)² = x² + 6x + 9. That's 9 too many, so subtract 9: x² + 6x + 5 = (x + 3)² − 9 + 5 = (x + 3)² − 4. So p = 3 and q = −4.","difficulty":2,"higherTier":true,"type":"numericParts","parts":[{"label":"p =","answer":3,"tolerance":0},{"label":"q =","answer":-4,"tolerance":0}]},{"id":"quadratic-formula-and-completing-the-square-numericParts-2","subTopicId":"quadratic-formula-and-completing-the-square","prompt":"Solve x² + 4x − 7 = 0 by completing the square. The solutions are x = a ± √b. Work out a and b.","explanation":"Complete the square: x² + 4x − 7 = (x + 2)² − 4 − 7 = (x + 2)² − 11. So (x + 2)² − 11 = 0, which gives (x + 2)² = 11. Square root both sides: x + 2 = ±√11. So x = −2 ± √11, and a = −2, b = 11.","difficulty":3,"higherTier":true,"type":"numericParts","parts":[{"label":"a =","answer":-2,"tolerance":0},{"label":"b =","answer":11,"tolerance":0}]},{"id":"quadratic-formula-and-completing-the-square-generated-1","subTopicId":"quadratic-formula-and-completing-the-square","type":"generated","generator":"quadraticFormulaRoots","difficulty":2,"higherTier":true},{"id":"algebraic-fractions-mcq-1","subTopicId":"algebraic-fractions","prompt":"Simplify 6x²/(3x).","explanation":"Divide the numbers: 6 ÷ 3 = 2. Divide the letters: x² ÷ x = x. So 6x²/(3x) = 2x.","difficulty":1,"higherTier":true,"type":"mcq","options":["2x","3x","2x²","2"],"correctIndex":0},{"id":"algebraic-fractions-mcq-2","subTopicId":"algebraic-fractions","prompt":"Simplify (x² + 5x + 6)/(x + 2).","explanation":"Factorise the top: x² + 5x + 6 = (x + 2)(x + 3). Cancel the (x + 2) on the top and bottom: the answer is x + 3.","difficulty":1,"higherTier":true,"type":"mcq","options":["x + 3","x² + 3","5x + 3","x + 5"],"correctIndex":0},{"id":"algebraic-fractions-mcq-3","subTopicId":"algebraic-fractions","prompt":"Simplify (x² − 9)/(x² + 3x).","explanation":"Factorise the top and the bottom: x² − 9 = (x + 3)(x − 3) and x² + 3x = x(x + 3). Cancel the (x + 3): the answer is (x − 3)/x. Cancelling the x² terms (to get −9/(3x)) is wrong, because they aren't factors.","difficulty":2,"higherTier":true,"type":"mcq","options":["(x − 3)/x","−3/x","x − 3","(x + 3)/x"],"correctIndex":0},{"id":"algebraic-fractions-mcq-4","subTopicId":"algebraic-fractions","prompt":"Write 2/x + 3/(x + 1) as a single fraction.","explanation":"Use the common denominator x(x + 1). 2/x = 2(x + 1)/(x(x + 1)) and 3/(x + 1) = 3x/(x(x + 1)). Add the tops: 2x + 2 + 3x = 5x + 2. So the answer is (5x + 2)/(x(x + 1)). Adding the tops and the bottoms (5/(2x + 1)) is wrong.","difficulty":2,"higherTier":true,"type":"mcq","options":["(5x + 2)/(x(x + 1))","5/(2x + 1)","(5x + 3)/(x(x + 1))","(5x + 2)/(2x + 1)"],"correctIndex":0},{"id":"algebraic-fractions-mcq-5","subTopicId":"algebraic-fractions","prompt":"Simplify (x + 2)/3 × 6/(x² − 4).","explanation":"Factorise: x² − 4 = (x + 2)(x − 2). Multiply the tops and the bottoms: 6(x + 2)/(3(x + 2)(x − 2)). Cancel the (x + 2), and 6/3 = 2. So the answer is 2/(x − 2).","difficulty":3,"higherTier":true,"type":"mcq","options":["2/(x − 2)","2/(x + 2)","2(x + 2)","1/(x − 2)"],"correctIndex":0},{"id":"algebraic-fractions-mcq-6","subTopicId":"algebraic-fractions","prompt":"Solve 3/(x − 1) = 2/(x + 2).","explanation":"Multiply both sides by (x − 1)(x + 2): 3(x + 2) = 2(x − 1). Expand: 3x + 6 = 2x − 2. Subtract 2x and 6: x = −8. Check: 3/(−9) = −⅓ and 2/(−6) = −⅓.","difficulty":3,"higherTier":true,"type":"mcq","options":["x = −8","x = 8","x = −4","x = 4"],"correctIndex":0},{"id":"algebraic-fractions-multi-1","subTopicId":"algebraic-fractions","prompt":"Which of these simplify to 1/(x + 1)?","explanation":"(x − 1)/(x² − 1) = (x − 1)/((x + 1)(x − 1)) = 1/(x + 1). 2/(2x + 2) = 2/(2(x + 1)) = 1/(x + 1). (x + 2)/(x² + 3x + 2) = (x + 2)/((x + 1)(x + 2)) = 1/(x + 1). 1/x + 1 is a different expression, and x² + 1 doesn't factorise.","difficulty":1,"higherTier":true,"type":"multi","options":["(x − 1)/(x² − 1)","2/(2x + 2)","(x + 2)/(x² + 3x + 2)","1/x + 1","x/(x² + 1)"],"correctIndices":[0,1,2]},{"id":"algebraic-fractions-multi-2","subTopicId":"algebraic-fractions","prompt":"Which of these are correct?","explanation":"You can only cancel factors. (2x + 4)/2 = 2(x + 2)/2 = x + 2. x²/x = x. 3x/(6x²) = 1/(2x), dividing top and bottom by 3x. In (x + 3)/3 and (x + 3)/(x + 5), the 3 and the x are terms, not factors, so they can't be cancelled.","difficulty":3,"higherTier":true,"type":"multi","options":["(x + 3)/3 = x","(2x + 4)/2 = x + 2","x²/x = x","(x + 3)/(x + 5) = 3/5","3x/(6x²) = 1/(2x)"],"correctIndices":[1,2,4]},{"id":"algebraic-fractions-numeric-1","subTopicId":"algebraic-fractions","prompt":"Solve (x + 3)/4 + (x − 1)/2 = 4.","explanation":"Multiply every term by 4, the common denominator: (x + 3) + 2(x − 1) = 16. Expand: x + 3 + 2x − 2 = 16, so 3x + 1 = 16. Subtract 1: 3x = 15, so x = 5. Check: 8/4 + 4/2 = 2 + 2 = 4.","difficulty":2,"higherTier":true,"type":"numeric","answer":5,"tolerance":0},{"id":"algebraic-fractions-numericParts-1","subTopicId":"algebraic-fractions","prompt":"Solve x + 6/x = 5.","explanation":"Multiply every term by x: x² + 6 = 5x. Rearrange to = 0: x² − 5x + 6 = 0. Factorise: (x − 2)(x − 3) = 0. So x = 2 or x = 3. Check: 2 + 3 = 5 and 3 + 2 = 5.","difficulty":3,"higherTier":true,"type":"numericParts","parts":[{"label":"x =","answer":2,"tolerance":0},{"label":"or x =","answer":3,"tolerance":0}],"anyOrder":true},{"id":"sequences-mcq-1","subTopicId":"sequences","prompt":"What is the nth term of 5, 8, 11, 14, …?","explanation":"The terms go up by 3, so the nth term starts 3n. 3n gives 3, 6, 9, 12, … and each term of the sequence is 2 more, so the nth term is 3n + 2. Check: the 1st term is 3 + 2 = 5.","difficulty":1,"type":"mcq","options":["3n + 2","n + 3","3n + 5","5n + 3"],"correctIndex":0},{"id":"sequences-mcq-2","subTopicId":"sequences","prompt":"What is the nth term of 20, 16, 12, 8, …?","explanation":"The terms go down by 4, so the nth term includes −4n. −4n gives −4, −8, −12, … and each term of the sequence is 24 more, so the nth term is 24 − 4n. Check: the 1st term is 24 − 4 = 20. 20 − 4n would start at 16.","difficulty":2,"type":"mcq","options":["24 − 4n","4n + 16","20 − 4n","4n − 24"],"correctIndex":0},{"id":"sequences-mcq-3","subTopicId":"sequences","prompt":"The nth term of a sequence is 4n − 3. Is 101 in the sequence?","explanation":"Solve 4n − 3 = 101. Add 3: 4n = 104. Divide by 4: n = 26. n is a whole number, so 101 is the 26th term. Check: 4 × 26 − 3 = 101.","difficulty":2,"type":"mcq","options":["Yes, it is the 26th term","Yes, it is the 25th term","No, because 101 is odd","No, because n would not be a whole number"],"correctIndex":0},{"id":"sequences-mcq-4","subTopicId":"sequences","prompt":"What are the next two terms of the Fibonacci-type sequence 2, 3, 5, 8, …?","explanation":"In a Fibonacci-type sequence, each term is the sum of the two before it. 5 + 8 = 13, then 8 + 13 = 21.","difficulty":1,"type":"mcq","options":["13, 21","11, 14","10, 12","13, 18"],"correctIndex":0},{"id":"sequences-mcq-5","subTopicId":"sequences","prompt":"A geometric sequence starts 3, 3√3, 9, … What is the next term?","explanation":"Find the common ratio: 3√3 ÷ 3 = √3. Check: 3√3 × √3 = 3 × 3 = 9. The next term is 9 × √3 = 9√3. Multiplying by √3 twice is multiplying by 3, so the term after that is 27.","difficulty":3,"higherTier":true,"type":"mcq","options":["9√3","27","12","3√9"],"correctIndex":0},{"id":"sequences-mcq-6","subTopicId":"sequences","prompt":"What is the nth term of the quadratic sequence 3, 9, 17, 27, 39, …?","explanation":"First differences: 6, 8, 10, 12. Second differences: 2. Half of 2 is 1, so the nth term starts n². Subtract n² (1, 4, 9, 16, 25) from each term: 2, 5, 8, 11, 14, which is 3n − 1. So the nth term is n² + 3n − 1. Check: the 3rd term is 9 + 9 − 1 = 17.","difficulty":3,"higherTier":true,"type":"mcq","options":["n² + 3n − 1","2n² + n","n² + 6n − 4","2n² − n + 2"],"correctIndex":0},{"id":"sequences-multi-1","subTopicId":"sequences","prompt":"Which of these numbers are terms of the sequence with nth term 5n + 2?","explanation":"A number is in the sequence if 5n + 2 = number gives a whole number n. 37: 5n = 35, n = 7. 52: 5n = 50, n = 10. 12: 5n = 10, n = 2. But 45 gives 5n = 43 and 100 gives 5n = 98, and neither divides by 5.","difficulty":2,"type":"multi","options":["37","52","45","12","100"],"correctIndices":[0,1,3]},{"id":"sequences-multi-2","subTopicId":"sequences","prompt":"Which of these are triangular numbers?","explanation":"The triangular numbers are 1, 3, 6, 10, 15, 21, …: each time, add one more than last time (+2, +3, +4, +5, +6). 12 and 20 aren't in the list.","difficulty":1,"type":"multi","options":["6","10","12","15","20"],"correctIndices":[0,1,3]},{"id":"sequences-numeric-1","subTopicId":"sequences","prompt":"The nth term of a sequence is 7n − 4. Which term is equal to 136?","explanation":"Solve 7n − 4 = 136. Add 4: 7n = 140. Divide by 7: n = 20. So 136 is the 20th term.","difficulty":2,"type":"numeric","answer":20,"tolerance":0},{"id":"sequences-numeric-2","subTopicId":"sequences","prompt":"The nth term of a sequence is 3n + 5. What is the first term that is greater than 100?","explanation":"Solve 3n + 5 > 100: 3n > 95, so n > 31.66… The first whole number n is 32, and the 32nd term is 3 × 32 + 5 = 101. (The 31st term is 98.)","difficulty":3,"type":"numeric","answer":101,"tolerance":0},{"id":"sequences-generated-1","subTopicId":"sequences","type":"generated","generator":"nthTermValue","difficulty":2},{"id":"linear-inequalities-mcq-1","subTopicId":"linear-inequalities","prompt":"Which inequality means \"x is at least 4\"?","explanation":"\"At least 4\" means 4 or more, so 4 is included: x ≥ 4. x > 4 would leave out 4 itself.","difficulty":1,"type":"mcq","options":["x ≥ 4","x > 4","x ≤ 4","x < 4"],"correctIndex":0},{"id":"linear-inequalities-mcq-2","subTopicId":"linear-inequalities","prompt":"A number line has an open circle at 2 and an arrow pointing to the right. Which inequality does it show?","explanation":"The arrow points right, to the bigger numbers, so x is greater than 2. The circle is open, so 2 itself isn't included: x > 2. A filled circle would mean x ≥ 2.","difficulty":1,"numberLine":{"min":-3,"max":7,"ranges":[{"from":{"value":2,"included":false}}]},"type":"mcq","options":["x > 2","x ≥ 2","x < 2","x ≤ 2"],"correctIndex":0},{"id":"linear-inequalities-mcq-3","subTopicId":"linear-inequalities","prompt":"Solve 3x + 4 < 19.","explanation":"Solve it like an equation. Subtract 4 from both sides: 3x < 15. Divide by 3: x < 5. Dividing by a positive number doesn't change the sign.","difficulty":2,"type":"mcq","options":["x < 5","x > 5","x < 23/3","x ≤ 5"],"correctIndex":0},{"id":"linear-inequalities-mcq-4","subTopicId":"linear-inequalities","prompt":"Solve −2x > 8.","explanation":"Divide both sides by −2. Dividing by a negative number reverses the inequality sign, so > becomes <: x < −4. Check with x = −5: −2 × −5 = 10, which is more than 8.","difficulty":2,"type":"mcq","options":["x < −4","x > −4","x > 4","x < 4"],"correctIndex":0},{"id":"linear-inequalities-mcq-5","subTopicId":"linear-inequalities","prompt":"Solve 7 − 3x ≤ 1.","explanation":"Subtract 7 from both sides: −3x ≤ −6. Divide by −3, which reverses the sign: x ≥ 2. Check with x = 3: 7 − 9 = −2, which is at most 1.","difficulty":3,"type":"mcq","options":["x ≥ 2","x ≤ 2","x ≥ −2","x ≤ −2"],"correctIndex":0},{"id":"linear-inequalities-mcq-6","subTopicId":"linear-inequalities","prompt":"Solve −3 < 2x + 1 ≤ 9.","explanation":"Do the same to all three parts. Subtract 1: −4 < 2x ≤ 8. Divide by 2: −2 < x ≤ 4. The signs stay the same, because 2 is positive.","difficulty":3,"type":"mcq","options":["−2 < x ≤ 4","−1 < x ≤ 5","−2 ≤ x < 4","−4 < x ≤ 8"],"correctIndex":0},{"id":"linear-inequalities-mcq-7","subTopicId":"linear-inequalities","prompt":"Which inequality does the number line show?","explanation":"The circle at −1 is open, so −1 isn't included: −1 < x. The circle at 4 is filled in, so 4 is included: x ≤ 4. Together: −1 < x ≤ 4.","difficulty":1,"numberLine":{"min":-4,"max":6,"ranges":[{"from":{"value":-1,"included":false},"to":{"value":4,"included":true}}]},"type":"mcq","options":["−1 < x ≤ 4","−1 ≤ x < 4","−1 ≤ x ≤ 4","−1 < x < 4"],"correctIndex":0},{"id":"linear-inequalities-multi-1","subTopicId":"linear-inequalities","prompt":"Which integers satisfy −2 < x ≤ 3?","explanation":"x must be more than −2 (so not −2 itself) and at most 3 (so 3 is included). The integers are −1, 0, 1, 2 and 3. −2 and 4 are outside.","difficulty":1,"type":"multi","options":["−2","−1","0","3","4"],"correctIndices":[1,2,3]},{"id":"linear-inequalities-multi-2","subTopicId":"linear-inequalities","prompt":"n is an integer and 5 ≤ 2n + 1 < 13. Which of these could n be?","explanation":"Subtract 1 from every part: 4 ≤ 2n < 12. Divide by 2: 2 ≤ n < 6. So n can be 2, 3, 4 or 5. 1 is too small, and 6 isn't included.","difficulty":3,"type":"multi","options":["1","2","4","5","6"],"correctIndices":[1,2,3]},{"id":"linear-inequalities-numeric-1","subTopicId":"linear-inequalities","prompt":"What is the largest integer that satisfies 4x − 3 < 21?","explanation":"Add 3 to both sides: 4x < 24. Divide by 4: x < 6. 6 isn't included, so the largest integer is 5.","difficulty":2,"type":"numeric","answer":5,"tolerance":0},{"id":"linear-inequalities-numeric-2","subTopicId":"linear-inequalities","prompt":"How many integers satisfy −7 ≤ 3n − 1 < 8?","explanation":"Add 1 to every part: −6 ≤ 3n < 9. Divide by 3: −2 ≤ n < 3. The integers are −2, −1, 0, 1 and 2: that's 5 integers.","difficulty":3,"type":"numeric","answer":5,"tolerance":0},{"id":"quadratic-and-graphical-inequalities-mcq-1","subTopicId":"quadratic-and-graphical-inequalities","prompt":"The roots of x² − x − 6 = 0 are −2 and 3. Solve x² − x − 6 < 0.","explanation":"y = x² − x − 6 is a U-shaped curve crossing the x-axis at −2 and 3. \"< 0\" means below the x-axis, which is between the roots: −2 < x < 3. Check with x = 0: −6 < 0.","difficulty":1,"higherTier":true,"type":"mcq","options":["−2 < x < 3","x < −2 or x > 3","x < 3","x > −2"],"correctIndex":0},{"id":"quadratic-and-graphical-inequalities-mcq-2","subTopicId":"quadratic-and-graphical-inequalities","prompt":"Solve x² > 16.","explanation":"Rearrange: x² − 16 > 0. The roots are −4 and 4, and the U-shaped curve is above the x-axis outside them: x < −4 or x > 4. x > 4 alone misses negatives like −5, since (−5)² = 25.","difficulty":2,"higherTier":true,"type":"mcq","options":["x < −4 or x > 4","x > 4","−4 < x < 4","x > ±4"],"correctIndex":0},{"id":"quadratic-and-graphical-inequalities-mcq-3","subTopicId":"quadratic-and-graphical-inequalities","prompt":"Solve x² − 5x + 4 ≤ 0.","explanation":"Factorise: (x − 1)(x − 4) = 0 gives the roots 1 and 4. The curve is below or on the x-axis between the roots, and ≤ includes the roots themselves: 1 ≤ x ≤ 4.","difficulty":2,"higherTier":true,"type":"mcq","options":["1 ≤ x ≤ 4","x ≤ 1 or x ≥ 4","1 < x < 4","−4 ≤ x ≤ −1"],"correctIndex":0},{"id":"quadratic-and-graphical-inequalities-mcq-4","subTopicId":"quadratic-and-graphical-inequalities","prompt":"Solve x² + 2x − 8 ≥ 0.","explanation":"Factorise: (x + 4)(x − 2) = 0 gives the roots −4 and 2. The curve is above or on the x-axis outside the roots: x ≤ −4 or x ≥ 2. The roots are −4 and 2, not −2 and 4: the signs in the brackets flip.","difficulty":3,"higherTier":true,"type":"mcq","options":["x ≤ −4 or x ≥ 2","−4 ≤ x ≤ 2","x ≤ −2 or x ≥ 4","x ≥ 2"],"correctIndex":0},{"id":"quadratic-and-graphical-inequalities-mcq-5","subTopicId":"quadratic-and-graphical-inequalities","prompt":"On a graph, how should the boundary line for the region y < 2x + 1 be drawn?","explanation":"The inequality is <, not ≤, so points on the line y = 2x + 1 don't satisfy it. A dashed line shows that the boundary isn't included. Whether the region is above or below doesn't decide solid or dashed.","difficulty":1,"higherTier":true,"type":"mcq","options":["Dashed, because points on the line aren't included","Solid, because points on the line are included","Dashed, because the region is below the line","Solid, because the region is above the line"],"correctIndex":0},{"id":"quadratic-and-graphical-inequalities-mcq-6","subTopicId":"quadratic-and-graphical-inequalities","prompt":"Which point is in the region y ≤ x + 2, y > 1 and x < 3?","explanation":"Test each point in all three inequalities. (2, 3): 3 ≤ 4, 3 > 1 and 2 < 3, so it's in the region. (2, 1) fails y > 1, (3, 4) fails x < 3, and (0, 3) fails y ≤ x + 2, because 3 > 2.","difficulty":3,"higherTier":true,"type":"mcq","options":["(2, 3)","(2, 1)","(3, 4)","(0, 3)"],"correctIndex":0},{"id":"quadratic-and-graphical-inequalities-mcq-7","subTopicId":"quadratic-and-graphical-inequalities","prompt":"The number line shows the solution of a quadratic inequality. Which inequality is it?","explanation":"The number line shows x < −3 or x > 1: outside −3 and 1, with open circles, so the ends aren't included. x² + 2x − 3 = (x + 3)(x − 1) has roots −3 and 1, and a U-shaped curve is above the x-axis (> 0) outside its roots. < 0 would be between the roots, ≥ 0 would need closed circles, and x² − 2x − 3 has roots 3 and −1.","difficulty":3,"higherTier":true,"numberLine":{"min":-5,"max":4,"ranges":[{"to":{"value":-3,"included":false}},{"from":{"value":1,"included":false}}]},"type":"mcq","options":["x² + 2x − 3 > 0","x² + 2x − 3 < 0","x² − 2x − 3 > 0","x² + 2x − 3 ≥ 0"],"correctIndex":0},{"id":"quadratic-and-graphical-inequalities-multi-1","subTopicId":"quadratic-and-graphical-inequalities","prompt":"Which of these values of x satisfy x² < 9?","explanation":"x² < 9 means −3 < x < 3. −2, 0 and 2.9 are in that range: (−2)² = 4, 0² = 0 and 2.9² = 8.41. But (−3)² = 9, which isn't less than 9, and 4² = 16.","difficulty":1,"higherTier":true,"type":"multi","options":["−3","−2","0","2.9","4"],"correctIndices":[1,2,3]},{"id":"quadratic-and-graphical-inequalities-multi-2","subTopicId":"quadratic-and-graphical-inequalities","prompt":"Which of these points are in the region x > 0, y > 0 and x + y < 4?","explanation":"(1, 1), (1, 2) and (2, 1) satisfy all three. (0, 2) is on the line x = 0, which isn't included, and (2, 2) gives x + y = 4, which isn't less than 4.","difficulty":3,"higherTier":true,"type":"multi","options":["(1, 1)","(1, 2)","(2, 1)","(0, 2)","(2, 2)"],"correctIndices":[0,1,2]},{"id":"quadratic-and-graphical-inequalities-numeric-1","subTopicId":"quadratic-and-graphical-inequalities","prompt":"How many integers satisfy x² ≤ 10?","explanation":"3² = 9 is at most 10, but 4² = 16 is too big. Negatives work the same way, so the integers are −3, −2, −1, 0, 1, 2 and 3: that's 7.","difficulty":2,"higherTier":true,"type":"numeric","answer":7,"tolerance":0},{"id":"quadratic-and-graphical-inequalities-numeric-2","subTopicId":"quadratic-and-graphical-inequalities","prompt":"How many points with whole-number coordinates are in the region x ≥ 0, y ≥ 0 and x + 2y ≤ 4?","explanation":"All the lines are solid, so points on them count. Go row by row. y = 0: x + 0 ≤ 4, so x = 0 to 4 (5 points). y = 1: x ≤ 2, so x = 0 to 2 (3 points). y = 2: x ≤ 0, so x = 0 (1 point). y = 3 gives x ≤ −2, which breaks x ≥ 0. Total: 5 + 3 + 1 = 9.","difficulty":3,"higherTier":true,"type":"numeric","answer":9,"tolerance":0},{"id":"simultaneous-equations-mcq-1","subTopicId":"simultaneous-equations","prompt":"Solve the simultaneous equations x + y = 10 and x − y = 4.","explanation":"Add the equations: the y terms cancel, giving 2x = 14, so x = 7. Substitute into x + y = 10: 7 + y = 10, so y = 3. Check: 7 − 3 = 4.","difficulty":1,"type":"mcq","options":["x = 7, y = 3","x = 3, y = 7","x = 6, y = 4","x = 14, y = −4"],"correctIndex":0},{"id":"simultaneous-equations-mcq-2","subTopicId":"simultaneous-equations","prompt":"Solve the simultaneous equations 3x + 2y = 16 and x + 2y = 8.","explanation":"The y terms are the same (2y), so subtract the equations: 3x − x = 16 − 8, so 2x = 8 and x = 4. Substitute into x + 2y = 8: 4 + 2y = 8, so y = 2. x = 2, y = 5 only fits the first equation, and x = 6, y = 1 only fits the second.","difficulty":2,"type":"mcq","options":["x = 4, y = 2","x = 2, y = 5","x = 6, y = 1","x = 12, y = −2"],"correctIndex":0},{"id":"simultaneous-equations-mcq-3","subTopicId":"simultaneous-equations","prompt":"You want to solve 2x + 3y = 13 and 5x − y = 7 by elimination. Which first step makes the y terms the same size?","explanation":"Multiplying 5x − y = 7 by 3 gives 15x − 3y = 21. Now the y terms are 3y and −3y, so adding the equations eliminates y: 17x = 34, x = 2, and then y = 3. Multiplying the first by 5 matches neither the x nor the y terms.","difficulty":2,"type":"mcq","options":["Multiply the second equation by 3","Multiply the first equation by 5","Multiply the second equation by 2","Add the equations as they are"],"correctIndex":0},{"id":"simultaneous-equations-mcq-4","subTopicId":"simultaneous-equations","prompt":"Solve the simultaneous equations y = 2x + 1 and 3x + y = 11.","explanation":"Substitute y = 2x + 1 into the second equation: 3x + 2x + 1 = 11. So 5x = 10 and x = 2. Then y = 2 × 2 + 1 = 5. Check: 3 × 2 + 5 = 11.","difficulty":3,"type":"mcq","options":["x = 2, y = 5","x = 5, y = 11","x = 3, y = 7","x = 2.4, y = 5.8"],"correctIndex":0},{"id":"simultaneous-equations-mcq-5","subTopicId":"simultaneous-equations","prompt":"Solve the simultaneous equations y = x + 1 and x² + y² = 13.","explanation":"Substitute y = x + 1 into the quadratic: x² + (x + 1)² = 13, so 2x² + 2x + 1 = 13. Rearrange: 2x² + 2x − 12 = 0, so x² + x − 6 = 0. Factorise: (x − 2)(x + 3) = 0, so x = 2 or x = −3. Then y = x + 1 gives y = 3 or y = −2.","difficulty":3,"higherTier":true,"type":"mcq","options":["x = 2, y = 3 or x = −3, y = −2","x = 2, y = 3 only","x = −2, y = −1 or x = 3, y = 4","x = 3, y = 2 or x = −2, y = −3"],"correctIndex":0},{"id":"simultaneous-equations-mcq-6","subTopicId":"simultaneous-equations","prompt":"Adult tickets cost £a and child tickets cost £c. 2 adult and 3 child tickets cost £26. 1 adult and 2 child tickets cost £15. Which pair of equations fits?","explanation":"2 adult tickets cost 2a and 3 child tickets cost 3c, so 2a + 3c = 26. 1 adult and 2 child tickets cost a + 2c, so a + 2c = 15.","difficulty":2,"type":"mcq","options":["2a + 3c = 26 and a + 2c = 15","2a + 3c = 15 and a + 2c = 26","5ac = 26 and 3ac = 15","2a + 3a = 26 and c + 2c = 15"],"correctIndex":0},{"id":"simultaneous-equations-multi-1","subTopicId":"simultaneous-equations","prompt":"Which of these pairs of values fit the equation x + 2y = 8?","explanation":"2 + 6 = 8, 4 + 4 = 8 and 8 + 0 = 8. But 0 + 16 = 16 and 3 + 6 = 9. One equation on its own has lots of solutions: you need a second equation to pin down one pair.","difficulty":1,"type":"multi","options":["x = 2, y = 3","x = 4, y = 2","x = 8, y = 0","x = 0, y = 8","x = 3, y = 3"],"correctIndices":[0,1,2]},{"id":"simultaneous-equations-multi-2","subTopicId":"simultaneous-equations","prompt":"4x + 3y = 25 and 2x − y = 5. Which of these are true?","explanation":"Multiply the second equation by 3: 6x − 3y = 15. Add it to the first: 10x = 40, so x = 4. Then 2 × 4 − y = 5, so y = 3. So x = 4, y = 3 and x + y = 7.","difficulty":3,"type":"multi","options":["x = 4","y = 3","x + y = 7","x = 3","y = 4"],"correctIndices":[0,1,2]},{"id":"simultaneous-equations-numericParts-1","subTopicId":"simultaneous-equations","prompt":"2 adult tickets and 3 child tickets cost £26. 1 adult ticket and 2 child tickets cost £15. Work out the cost of each kind of ticket.","explanation":"Write equations: 2a + 3c = 26 and a + 2c = 15. Multiply the second by 2: 2a + 4c = 30. Subtract the first: c = 4. Substitute: a + 8 = 15, so a = 7. An adult ticket costs £7 and a child ticket £4. Check: 14 + 12 = 26.","difficulty":2,"type":"numericParts","parts":[{"label":"Adult ticket","answer":7,"tolerance":0,"unit":"£"},{"label":"Child ticket","answer":4,"tolerance":0,"unit":"£"}]},{"id":"simultaneous-equations-numeric-1","subTopicId":"simultaneous-equations","prompt":"Two numbers add up to 23, and their difference is 7. What is the larger number?","explanation":"Call the numbers x and y, with x the larger: x + y = 23 and x − y = 7. Add the equations: 2x = 30, so x = 15. (The other number is 8.)","difficulty":1,"type":"numeric","answer":15,"tolerance":0},{"id":"simultaneous-equations-generated-1","subTopicId":"simultaneous-equations","type":"generated","generator":"simultaneousLinearEquations","difficulty":2},{"id":"iterative-methods-mcq-1","subTopicId":"iterative-methods","prompt":"f(x) = x³ − 2x − 5. f(2) = −1 and f(3) = 16. What does this show?","explanation":"f(2) is negative and f(3) is positive. The sign changes, so the curve y = f(x) crosses the x-axis between x = 2 and x = 3: there is a solution between 2 and 3. It doesn't tell you where exactly. −1 and 16 are values of f(x), not of x.","difficulty":1,"higherTier":true,"type":"mcq","options":["There is a solution of x³ − 2x − 5 = 0 between 2 and 3","The solution of x³ − 2x − 5 = 0 is x = 2.5","There is no solution of x³ − 2x − 5 = 0 between 2 and 3","There is a solution of x³ − 2x − 5 = 0 between −1 and 16"],"correctIndex":0},{"id":"iterative-methods-mcq-2","subTopicId":"iterative-methods","prompt":"Which of these is a rearrangement of x³ + 4x − 1 = 0?","explanation":"Get the 4x on its own: 4x = 1 − x³. Divide by 4: x = (1 − x³)/4. Moving x³ − 1 to the other side changes both signs.","difficulty":2,"higherTier":true,"type":"mcq","options":["x = (1 − x³)/4","x = (x³ − 1)/4","x = 1 − x³ − 4","x = (1 + x³)/4"],"correctIndex":0},{"id":"iterative-methods-mcq-3","subTopicId":"iterative-methods","prompt":"Use the iteration formula xₙ₊₁ = (1 − xₙ³)/4 with x₀ = 0. What is x₁?","explanation":"Substitute x₀ = 0: x₁ = (1 − 0³)/4 = 1/4 = 0.25.","difficulty":1,"higherTier":true,"type":"mcq","options":["0.25","0","−0.25","1"],"correctIndex":0},{"id":"iterative-methods-mcq-4","subTopicId":"iterative-methods","prompt":"Use the iteration formula xₙ₊₁ = (1 − xₙ³)/4 with x₀ = 0.25. What is x₁, to 4 decimal places?","explanation":"Substitute x₀ = 0.25: x₁ = (1 − 0.25³)/4 = (1 − 0.015625)/4 = 0.984375/4 = 0.24609375, which is 0.2461 to 4 decimal places. Adding 0.015625 instead of subtracting gives 0.2539.","difficulty":3,"higherTier":true,"type":"mcq","options":["0.2461","0.2500","0.2539","0.0156"],"correctIndex":0},{"id":"iterative-methods-mcq-5","subTopicId":"iterative-methods","prompt":"f(x) = x³ − 3x + 1. Which of these shows that f(x) = 0 has a solution between 0 and 1?","explanation":"f(0) = 0 − 0 + 1 = 1 and f(1) = 1 − 3 + 1 = −1. One is positive and one is negative, so the curve crosses the x-axis between 0 and 1: there is a solution there.","difficulty":1,"higherTier":true,"type":"mcq","options":["f(0) = 1 and f(1) = −1: the sign changes","f(0) = 1 and f(1) = 1: the sign doesn't change","f(0) = −1 and f(1) = 1: the sign changes","f(0) = 0, so x = 0 is a solution"],"correctIndex":0},{"id":"iterative-methods-mcq-6","subTopicId":"iterative-methods","prompt":"An iteration gives x₁ = 1.3247, x₂ = 1.3252, x₃ = 1.3247 and x₄ = 1.3248. What is the solution, to 3 decimal places?","explanation":"Round each value to 3 decimal places: 1.3247 → 1.325, 1.3252 → 1.325 and 1.3248 → 1.325. They all agree, so the solution is 1.325 to 3 decimal places. 1.3 and 1.32 aren't to 3 decimal places.","difficulty":3,"higherTier":true,"type":"mcq","options":["1.325","1.324","1.3","1.32"],"correctIndex":0},{"id":"iterative-methods-multi-1","subTopicId":"iterative-methods","prompt":"f(x) = x³ − x − 4. Between which of these pairs of values does the sign of f(x) change?","explanation":"f(1) = −4, f(1.5) = −2.125, f(1.7) = −0.787, f(1.8) = 0.032 and f(2) = 2. The sign changes from negative to positive between 1.7 and 1.8, so also between any pair that includes that gap: 1 and 2, 1.5 and 2. Between 1 and 1.5 both are negative, and between 1.8 and 2 both are positive.","difficulty":2,"higherTier":true,"type":"multi","options":["1 and 2","1.5 and 2","1.7 and 1.8","1 and 1.5","1.8 and 2"],"correctIndices":[0,1,2]},{"id":"iterative-methods-multi-2","subTopicId":"iterative-methods","prompt":"Which of these are rearrangements of x² − 5x + 2 = 0?","explanation":"Add 5x to both sides: 5x = x² + 2, so x = (x² + 2)/5. Or keep x²: x² = 5x − 2, so x = √(5x − 2). Or divide every term by x: x − 5 + 2/x = 0, so x = 5 − 2/x. The other two have the sign of 2 wrong.","difficulty":3,"higherTier":true,"type":"multi","options":["x = (x² + 2)/5","x = √(5x − 2)","x = 5 − 2/x","x = (x² − 2)/5","x = √(5x + 2)"],"correctIndices":[0,1,2]},{"id":"iterative-methods-numeric-1","subTopicId":"iterative-methods","prompt":"Use the iteration formula xₙ₊₁ = √(2xₙ + 3) with x₀ = 1. Work out x₂, to 4 decimal places.","explanation":"x₁ = √(2 × 1 + 3) = √5 = 2.236068… Then x₂ = √(2 × 2.236068… + 3) = √7.472136… = 2.733521…, which is 2.7335 to 4 decimal places.","difficulty":2,"higherTier":true,"type":"numeric","answer":2.7335,"tolerance":0.00005},{"id":"iterative-methods-numeric-2","subTopicId":"iterative-methods","prompt":"x³ + x = 5 has one solution. By working out x³ + x − 5 for x = 1.5, 1.55 and 1.6, find the solution to 1 decimal place.","explanation":"Let f(x) = x³ + x − 5. f(1.5) = 3.375 + 1.5 − 5 = −0.125, f(1.6) = 4.096 + 1.6 − 5 = 0.696, so the solution is between 1.5 and 1.6. f(1.55) = 3.723875 + 1.55 − 5 = 0.273875, which is positive, so the solution is between 1.5 and 1.55. Every number there rounds to 1.5.","difficulty":3,"higherTier":true,"type":"numeric","answer":1.5,"tolerance":0},{"id":"iterative-methods-generated-1","subTopicId":"iterative-methods","type":"generated","generator":"iterationStep","difficulty":2,"higherTier":true},{"id":"algebraic-proof-mcq-1","subTopicId":"algebraic-proof","prompt":"Which of these is a counterexample to \"every prime number is odd\"?","explanation":"A counterexample is a case where the statement is false. 2 is prime (its only factors are 1 and 2) and it is even. 3 is prime and odd, so it fits the statement; 9 and 15 aren't prime.","difficulty":1,"type":"mcq","options":["2","3","9","15"],"correctIndex":0},{"id":"algebraic-proof-mcq-2","subTopicId":"algebraic-proof","prompt":"Which value of n is a counterexample to \"n² + n + 1 is always prime\"?","explanation":"Try each value. n = 1: 3, prime. n = 2: 7, prime. n = 3: 13, prime. n = 4: 16 + 4 + 1 = 21 = 3 × 7, which isn't prime. So n = 4 is a counterexample.","difficulty":2,"type":"mcq","options":["n = 4","n = 1","n = 2","n = 3"],"correctIndex":0},{"id":"algebraic-proof-mcq-3","subTopicId":"algebraic-proof","prompt":"n is a whole number. Which expression is always even?","explanation":"2n is 2 times a whole number, so it is always even. n + 2 and n² are odd when n is odd (for example, n = 3 gives 5 and 9), and 2n + 1 is always odd.","difficulty":1,"type":"mcq","options":["2n","n + 2","2n + 1","n²"],"correctIndex":0},{"id":"algebraic-proof-mcq-4","subTopicId":"algebraic-proof","prompt":"Which expression is the sum of three consecutive whole numbers, starting with n?","explanation":"Consecutive numbers go up by 1: n, n + 1 and n + 2. Their sum is n + n + 1 + n + 2 = 3n + 3, which is 3(n + 1), so it is always a multiple of 3.","difficulty":2,"type":"mcq","options":["3n + 3","3n","n + 3","3n + 6"],"correctIndex":0},{"id":"algebraic-proof-mcq-5","subTopicId":"algebraic-proof","prompt":"Which of these is (n + 3)² − (n + 1)², simplified?","explanation":"Expand each square: (n + 3)² = n² + 6n + 9 and (n + 1)² = n² + 2n + 1. Subtract the whole of the second: n² + 6n + 9 − n² − 2n − 1 = 4n + 8, which is 4(n + 2). Squaring each term on its own gives 9 − 1 = 8, which is wrong.","difficulty":3,"higherTier":true,"type":"mcq","options":["4n + 8","8","4n + 10","2n + 8"],"correctIndex":0},{"id":"algebraic-proof-mcq-6","subTopicId":"algebraic-proof","prompt":"Which of these proves that the sum of any two odd numbers is even?","explanation":"Any two odd numbers can be written 2m + 1 and 2n + 1, using different letters. Their sum is 2m + 2n + 2 = 2(m + n + 1): 2 times a whole number, so even. One example (3 + 5) isn't a proof. Using the same letter twice only covers an odd number added to itself, and 2n + 1 and 2n + 3 only covers consecutive odd numbers.","difficulty":3,"type":"mcq","options":["(2m + 1) + (2n + 1) = 2(m + n + 1)","3 + 5 = 8, which is even","(2n + 1) + (2n + 1) = 4n + 2","(2n + 1) + (2n + 3) = 4n + 4"],"correctIndex":0},{"id":"algebraic-proof-multi-1","subTopicId":"algebraic-proof","prompt":"n is a positive whole number. Which of these are always odd?","explanation":"2n is even, so 2n + 1 and 2n − 1 are odd. 4n is even too, so 4n + 3 is odd. But n + 1 is even when n is odd, and 3n is even when n is even (n = 2 gives 6).","difficulty":1,"type":"multi","options":["2n + 1","2n − 1","n + 1","4n + 3","3n"],"correctIndices":[0,1,3]},{"id":"algebraic-proof-multi-2","subTopicId":"algebraic-proof","prompt":"Which of these are counterexamples to \"the square of a number is always bigger than the number\"?","explanation":"A counterexample is a number whose square is not bigger than it. 0.5² = 0.25, which is smaller. 1² = 1 and 0² = 0 are equal, not bigger. But 3² = 9 and (−2)² = 4 are bigger, so they fit the statement.","difficulty":3,"type":"multi","options":["0.5","1","3","0","−2"],"correctIndices":[0,1,3]},{"id":"algebraic-proof-numeric-1","subTopicId":"algebraic-proof","prompt":"The sum of three consecutive whole numbers is 72. What is the largest of them?","explanation":"Call the numbers n, n + 1 and n + 2. Their sum is 3n + 3 = 72, so 3n = 69 and n = 23. The numbers are 23, 24 and 25, so the largest is 25.","difficulty":2,"type":"numeric","answer":25,"tolerance":0},{"id":"algebraic-proof-numericParts-1","subTopicId":"algebraic-proof","prompt":"(n + 5)² − (n + 3)² ≡ an + b. Work out the values of a and b.","explanation":"Expand: (n + 5)² = n² + 10n + 25 and (n + 3)² = n² + 6n + 9. Subtract: n² + 10n + 25 − n² − 6n − 9 = 4n + 16. So a = 4 and b = 16. (It is 4(n + 4), so always a multiple of 4.)","difficulty":3,"higherTier":true,"type":"numericParts","parts":[{"label":"a =","answer":4,"tolerance":0},{"label":"b =","answer":16,"tolerance":0}]},{"id":"functions-mcq-1","subTopicId":"functions","prompt":"A function machine does input → × 4 → + 3 → output. What is the output for an input of 6?","explanation":"Do the operations in order: 6 × 4 = 24, then 24 + 3 = 27. Adding first gives (6 + 3) × 4 = 36, which is wrong.","difficulty":1,"type":"mcq","options":["27","36","13","30"],"correctIndex":0},{"id":"functions-mcq-2","subTopicId":"functions","prompt":"A function machine does input → × 3 → − 4 → output. The output is 26. What was the input?","explanation":"Work backwards with the inverse operations, in reverse order. Undo − 4: 26 + 4 = 30. Undo × 3: 30 ÷ 3 = 10. Check: 10 × 3 − 4 = 26.","difficulty":2,"type":"mcq","options":["10","74","22/3","30"],"correctIndex":0},{"id":"functions-mcq-3","subTopicId":"functions","prompt":"f(x) = x² + 1. What is f(−3)?","explanation":"Substitute −3 for x, in brackets: f(−3) = (−3)² + 1 = 9 + 1 = 10. (−3)² is positive, because a negative times a negative is positive.","difficulty":1,"higherTier":true,"type":"mcq","options":["10","−8","7","−9"],"correctIndex":0},{"id":"functions-mcq-4","subTopicId":"functions","prompt":"f(x) = 2x + 1 and g(x) = x². What is fg(x)?","explanation":"fg(x) means do g first, then f: f(g(x)) = f(x²) = 2x² + 1. (2x + 1)² is gf(x), which does f first.","difficulty":3,"higherTier":true,"type":"mcq","options":["2x² + 1","(2x + 1)²","2x³ + x²","4x² + 1"],"correctIndex":0},{"id":"functions-mcq-5","subTopicId":"functions","prompt":"f(x) = 2x + 1 and g(x) = x². What is gf(3)?","explanation":"gf(3) means do f first: f(3) = 2 × 3 + 1 = 7. Then g: g(7) = 7² = 49. Doing g first gives fg(3) = f(9) = 19.","difficulty":3,"higherTier":true,"type":"mcq","options":["49","19","16","42"],"correctIndex":0},{"id":"functions-mcq-6","subTopicId":"functions","prompt":"f(x) = 5x − 2. What is f⁻¹(x)?","explanation":"Write y = 5x − 2. Make x the subject: y + 2 = 5x, so x = (y + 2)/5. Swap y for x: f⁻¹(x) = (x + 2)/5. f⁻¹ undoes f; it isn't 1 over f.","difficulty":2,"higherTier":true,"type":"mcq","options":["(x + 2)/5","x/5 + 2","1/(5x − 2)","5x + 2"],"correctIndex":0},{"id":"functions-multi-1","subTopicId":"functions","prompt":"f(x) = 3x − 4 and g(x) = x + 2. Which of these are true?","explanation":"fg(x) = f(x + 2) = 3(x + 2) − 4 = 3x + 2. gf(x) = g(3x − 4) = 3x − 4 + 2 = 3x − 2. They are different. fg(1) = 3 + 2 = 5, but gf(1) = 3 − 2 = 1.","difficulty":2,"higherTier":true,"type":"multi","options":["fg(x) = 3x + 2","gf(x) = 3x − 2","fg(x) = gf(x)","fg(1) = 5","gf(1) = 5"],"correctIndices":[0,1,3]},{"id":"functions-multi-2","subTopicId":"functions","prompt":"f(x) = x² − 4. Which of these are solutions of f(x) = 21?","explanation":"Solve x² − 4 = 21: x² = 25, so x = 5 or x = −5. Both work, because 5² and (−5)² are both 25.","difficulty":3,"higherTier":true,"type":"multi","options":["5","−5","√17","25","√21"],"correctIndices":[0,1]},{"id":"functions-numeric-1","subTopicId":"functions","prompt":"A function machine does input → − 5 → × 2 → output. The output is 18. What was the input?","explanation":"Work backwards with the inverse operations, in reverse order. Undo × 2: 18 ÷ 2 = 9. Undo − 5: 9 + 5 = 14. Check: (14 − 5) × 2 = 18.","difficulty":1,"type":"numeric","answer":14,"tolerance":0},{"id":"functions-numericParts-1","subTopicId":"functions","prompt":"f(x) = 4x − 1 and g(x) = x². Solve fg(x) = 35.","explanation":"fg(x) = f(x²) = 4x² − 1. Solve 4x² − 1 = 35: 4x² = 36, x² = 9, so x = 3 or x = −3.","difficulty":3,"higherTier":true,"type":"numericParts","parts":[{"label":"x =","answer":3,"tolerance":0},{"label":"or x =","answer":-3,"tolerance":0}],"anyOrder":true}]},{"id":"m3","subjectId":"maths","code":"M3","title":"Graphs","description":"Plotting and reading straight lines and curves, and using graphs to solve equations and describe real situations.","questions":[{"id":"coordinates-and-midpoints-mcq-1","subTopicId":"coordinates-and-midpoints","prompt":"What are the coordinates of point A?","explanation":"Read across first, then up or down. A is 3 to the right of the origin and 2 below it, so it is (3, −2). (−2, 3) has the numbers the wrong way round.","difficulty":1,"graph":{"x":{"label":"x","min":-5,"max":5,"step":1},"y":{"label":"y","min":-5,"max":5,"step":1},"lines":[{"points":[[3,-2],[-4,1]],"scatter":true}],"marks":[{"x":3,"y":-2,"label":"A"},{"x":-4,"y":1,"label":"B"}],"axesAtOrigin":true,"equalScales":true,"description":"Two crosses: A at (3, −2) and B at (−4, 1)."},"type":"mcq","options":["(3, −2)","(−2, 3)","(3, 2)","(−3, −2)"],"correctIndex":0},{"id":"coordinates-and-midpoints-mcq-2","subTopicId":"coordinates-and-midpoints","prompt":"Which of these points is on the y-axis?","explanation":"Every point on the y-axis has an x-coordinate of 0, so (0, 5) is on it. (5, 0) is on the x-axis.","difficulty":1,"type":"mcq","options":["(0, 5)","(5, 0)","(5, 5)","(−5, 5)"],"correctIndex":0},{"id":"coordinates-and-midpoints-mcq-3","subTopicId":"coordinates-and-midpoints","prompt":"What is the midpoint of the line segment from (2, 7) to (8, 3)?","explanation":"Average the x-coordinates: (2 + 8) ÷ 2 = 5. Average the y-coordinates: (7 + 3) ÷ 2 = 5. The midpoint is (5, 5). (6, −4) is the change from one end to the other, and (10, 10) is the sum before halving.","difficulty":2,"type":"mcq","options":["(5, 5)","(6, −4)","(10, 10)","(3, 2)"],"correctIndex":0},{"id":"coordinates-and-midpoints-mcq-4","subTopicId":"coordinates-and-midpoints","prompt":"M(4, 1) is the midpoint of AB, and A is (1, −3). What are the coordinates of B?","explanation":"From A to M, x goes up 3 (1 to 4) and y goes up 4 (−3 to 1). B is the same step on from M: x = 4 + 3 = 7 and y = 1 + 4 = 5. So B is (7, 5). (2.5, −1) is the midpoint of A and M.","difficulty":2,"type":"mcq","options":["(7, 5)","(2.5, −1)","(5, −2)","(3, 4)"],"correctIndex":0},{"id":"coordinates-and-midpoints-mcq-5","subTopicId":"coordinates-and-midpoints","prompt":"A is (1, 2) and B is (10, 14). P is on AB with AP : PB = 1 : 2. What are the coordinates of P?","explanation":"AP : PB = 1 : 2 means P is ⅓ of the way from A to B. From A to B, x goes up 9 and y goes up 12. A third of those is 3 and 4, so P = (1 + 3, 2 + 4) = (4, 6). (7, 10) is ⅔ of the way, and (5.5, 8) is the midpoint.","difficulty":3,"higherTier":true,"type":"mcq","options":["(4, 6)","(7, 10)","(5.5, 8)","(3, 4)"],"correctIndex":0},{"id":"coordinates-and-midpoints-mcq-6","subTopicId":"coordinates-and-midpoints","prompt":"Three corners of a rectangle are (1, 1), (5, 1) and (5, 4). What are the coordinates of the fourth corner?","explanation":"(1, 1) to (5, 1) is a horizontal side, and (5, 1) to (5, 4) is a vertical side. The fourth corner is straight above (1, 1) and level with (5, 4): (1, 4).","difficulty":3,"type":"mcq","options":["(1, 4)","(4, 1)","(4, 5)","(5, 5)"],"correctIndex":0},{"id":"coordinates-and-midpoints-multi-1","subTopicId":"coordinates-and-midpoints","prompt":"Which of these points lie on the x-axis?","explanation":"Every point on the x-axis has a y-coordinate of 0: (4, 0), (−3, 0) and the origin (0, 0). (0, 4) is on the y-axis.","difficulty":1,"type":"multi","options":["(4, 0)","(0, 4)","(−3, 0)","(0, 0)","(2, 2)"],"correctIndices":[0,2,3]},{"id":"coordinates-and-midpoints-multi-2","subTopicId":"coordinates-and-midpoints","prompt":"Which of these points are exactly 5 units from the origin?","explanation":"Use Pythagoras: the distance is √(x² + y²). (3, 4): √(9 + 16) = √25 = 5. (−5, 0) and (0, −5) are 5 along an axis. (4, 4): √32 ≈ 5.66, and (2, 3): √13 ≈ 3.61.","difficulty":3,"type":"multi","options":["(3, 4)","(−5, 0)","(4, 4)","(0, −5)","(2, 3)"],"correctIndices":[0,1,3]},{"id":"coordinates-and-midpoints-numericParts-1","subTopicId":"coordinates-and-midpoints","prompt":"M(−1, 3) is the midpoint of PQ, and P is (−4, 7). Work out the coordinates of Q.","explanation":"From P to M, x goes up 3 (−4 to −1) and y goes down 4 (7 to 3). Q is the same step on from M: x = −1 + 3 = 2 and y = 3 − 4 = −1. So Q is (2, −1).","difficulty":2,"type":"numericParts","parts":[{"label":"x =","answer":2,"tolerance":0},{"label":"y =","answer":-1,"tolerance":0}]},{"id":"coordinates-and-midpoints-numeric-1","subTopicId":"coordinates-and-midpoints","prompt":"The midpoint of (k, 4) and (10, 6) is (7, 5). Work out k.","explanation":"The x-coordinate of the midpoint is (k + 10) ÷ 2 = 7. Multiply by 2: k + 10 = 14. So k = 4.","difficulty":2,"type":"numeric","answer":4,"tolerance":0},{"id":"coordinates-and-midpoints-generated-1","subTopicId":"coordinates-and-midpoints","type":"generated","generator":"midpointOfSegment","difficulty":2},{"id":"straight-line-graphs-mcq-1","subTopicId":"straight-line-graphs","prompt":"What is the gradient of the line y = 3x − 7?","explanation":"In y = mx + c, m is the gradient. Here m = 3. −7 is c, the y-intercept.","difficulty":1,"type":"mcq","options":["3","−7","7","−3"],"correctIndex":0},{"id":"straight-line-graphs-mcq-2","subTopicId":"straight-line-graphs","prompt":"Where does the line y = 2x + 5 cross the y-axis?","explanation":"In y = mx + c, the line crosses the y-axis at (0, c). Here c = 5, so (0, 5). Check: when x = 0, y = 2 × 0 + 5 = 5. (−2.5, 0) is where it crosses the x-axis.","difficulty":1,"type":"mcq","options":["(0, 5)","(5, 0)","(0, 2)","(−2.5, 0)"],"correctIndex":0},{"id":"straight-line-graphs-mcq-3","subTopicId":"straight-line-graphs","prompt":"Which equation is this line?","explanation":"The line crosses the y-axis at (0, −1), so c = −1. It goes up 2 for every 1 across (for example from (0, −1) to (1, 1)), so the gradient is 2. The equation is y = 2x − 1.","difficulty":2,"graph":{"x":{"label":"x","min":-4,"max":4,"step":1},"y":{"label":"y","min":-6,"max":6,"step":1},"lines":[{"points":[[-2,-5],[3,5]]}],"axesAtOrigin":true,"equalScales":true,"description":"A straight line through (−2, −5), (0, −1) and (3, 5)."},"type":"mcq","options":["y = 2x − 1","y = ½x − 1","y = 2x + 1","y = −2x − 1"],"correctIndex":0},{"id":"straight-line-graphs-mcq-4","subTopicId":"straight-line-graphs","prompt":"Which equation is this line?","explanation":"The line crosses the y-axis at (0, 3), so c = 3. It goes down 1 for every 2 across (from (0, 3) to (2, 2)), so the gradient is −1 ÷ 2 = −½. The equation is y = −½x + 3.","difficulty":2,"graph":{"x":{"label":"x","min":-4,"max":6,"step":1},"y":{"label":"y","min":-1,"max":6,"step":1},"lines":[{"points":[[-4,5],[6,0]]}],"axesAtOrigin":true,"equalScales":true,"description":"A straight line sloping down from (−4, 5) through (0, 3) to (6, 0)."},"type":"mcq","options":["y = −½x + 3","y = −2x + 3","y = ½x + 3","y = 3x − ½"],"correctIndex":0},{"id":"straight-line-graphs-mcq-5","subTopicId":"straight-line-graphs","prompt":"Which of these lines is the steepest?","explanation":"Steepness depends on the size of the gradient, not its sign or the intercept. The gradients are −4, 3, ½ and 1, and −4 is the biggest in size, so y = −4x + 1 is steepest (it slopes down).","difficulty":3,"type":"mcq","options":["y = −4x + 1","y = 3x + 10","y = ½x","y = x − 6"],"correctIndex":0},{"id":"straight-line-graphs-mcq-6","subTopicId":"straight-line-graphs","prompt":"Find the equation of the line with gradient −3 that passes through (2, 1).","explanation":"The line is y = −3x + c. Substitute (2, 1): 1 = −3 × 2 + c, so 1 = −6 + c and c = 7. The equation is y = −3x + 7. Check: −3 × 2 + 7 = 1.","difficulty":3,"type":"mcq","options":["y = −3x + 7","y = −3x − 5","y = −3x + 1","y = 2x − 3"],"correctIndex":0},{"id":"straight-line-graphs-multi-1","subTopicId":"straight-line-graphs","prompt":"Which of these points lie on the line y = 4x − 3?","explanation":"Substitute each x and see if you get the y. x = 1: 4 − 3 = 1 ✓. x = 2: 8 − 3 = 5 ✓. x = 0: −3 ✓. x = 3: 12 − 3 = 9, not 12. x = −1: −4 − 3 = −7, not −1.","difficulty":2,"type":"multi","options":["(1, 1)","(2, 5)","(0, −3)","(3, 12)","(−1, −1)"],"correctIndices":[0,1,2]},{"id":"straight-line-graphs-multi-2","subTopicId":"straight-line-graphs","prompt":"Which of these lines are horizontal or vertical?","explanation":"y = 4 and y = 0 (the x-axis) are horizontal: y is the same everywhere. x = −2 is vertical. y = 4x and x + y = 0 (y = −x) slope, because y changes as x changes.","difficulty":3,"type":"multi","options":["y = 4","x = −2","y = 4x","x + y = 0","y = 0"],"correctIndices":[0,1,4]},{"id":"straight-line-graphs-numeric-1","subTopicId":"straight-line-graphs","prompt":"What is the gradient of this line?","explanation":"Pick two points where the line crosses grid lines: (−2, 5) and (2, −1). Change in y = −1 − 5 = −6. Change in x = 2 − (−2) = 4. Gradient = −6 ÷ 4 = −1.5. It is negative because the line slopes down.","difficulty":2,"graph":{"x":{"label":"x","min":-3,"max":4,"step":1},"y":{"label":"y","min":-4,"max":6,"step":1},"lines":[{"points":[[-2,5],[4,-4]]}],"axesAtOrigin":true,"equalScales":true,"description":"A straight line sloping down from (−2, 5) through (0, 2) and (2, −1) to (4, −4)."},"type":"numeric","answer":-1.5,"tolerance":0},{"id":"straight-line-graphs-numeric-2","subTopicId":"straight-line-graphs","prompt":"The line y = 5x + c passes through the point (3, 11). Work out c.","explanation":"Substitute x = 3 and y = 11: 11 = 5 × 3 + c, so 11 = 15 + c. Subtract 15: c = −4. The line is y = 5x − 4.","difficulty":3,"type":"numeric","answer":-4,"tolerance":0},{"id":"straight-line-graphs-generated-1","subTopicId":"straight-line-graphs","type":"generated","generator":"gradientFromTwoPoints","difficulty":1},{"id":"straight-line-graphs-generated-2","subTopicId":"straight-line-graphs","type":"generated","generator":"lineThroughTwoPoints","difficulty":2},{"id":"parallel-and-perpendicular-lines-mcq-1","subTopicId":"parallel-and-perpendicular-lines","prompt":"Which of these lines is parallel to y = 3x + 2?","explanation":"Parallel lines have the same gradient. y = 3x + 2 has gradient 3, and so does y = 3x − 5. The y-intercept doesn't matter.","difficulty":1,"type":"mcq","options":["y = 3x − 5","y = 2x + 3","y = −3x + 2","y = ⅓x + 2"],"correctIndex":0},{"id":"parallel-and-perpendicular-lines-mcq-2","subTopicId":"parallel-and-perpendicular-lines","prompt":"Which line is parallel to y = 4x − 1 and passes through (0, 6)?","explanation":"Parallel means the same gradient, 4. Passing through (0, 6) means the y-intercept is 6. So y = 4x + 6.","difficulty":1,"type":"mcq","options":["y = 4x + 6","y = 6x − 1","y = −4x + 6","y = ¼x + 6"],"correctIndex":0},{"id":"parallel-and-perpendicular-lines-mcq-3","subTopicId":"parallel-and-perpendicular-lines","prompt":"Which of these lines is parallel to 2y = 6x + 5?","explanation":"Rearrange to y = mx + c first: divide by 2 to get y = 3x + 2.5. The gradient is 3, so y = 3x − 1 is parallel. The 6 isn't the gradient until you divide by 2.","difficulty":2,"type":"mcq","options":["y = 3x − 1","y = 6x + 1","y = 2x + 5","y = −3x"],"correctIndex":0},{"id":"parallel-and-perpendicular-lines-mcq-4","subTopicId":"parallel-and-perpendicular-lines","prompt":"What is the gradient of a line perpendicular to y = 4x + 1?","explanation":"Perpendicular gradients multiply to −1, so the new gradient is −1 ÷ 4 = −¼: flip the gradient and change its sign. Check: 4 × −¼ = −1.","difficulty":2,"higherTier":true,"type":"mcq","options":["−¼","¼","−4","4"],"correctIndex":0},{"id":"parallel-and-perpendicular-lines-mcq-5","subTopicId":"parallel-and-perpendicular-lines","prompt":"Find the equation of the line perpendicular to y = ½x + 3 that passes through (2, 1).","explanation":"The perpendicular gradient is −1 ÷ ½ = −2, so y = −2x + c. Substitute (2, 1): 1 = −4 + c, so c = 5. The line is y = −2x + 5.","difficulty":3,"higherTier":true,"type":"mcq","options":["y = −2x + 5","y = 2x − 3","y = −2x + 1","y = −½x + 2"],"correctIndex":0},{"id":"parallel-and-perpendicular-lines-mcq-6","subTopicId":"parallel-and-perpendicular-lines","prompt":"A is (1, 2) and B is (5, 6). What is the equation of the perpendicular bisector of AB?","explanation":"The midpoint of AB is (3, 4). The gradient of AB is (6 − 2) ÷ (5 − 1) = 1, so the perpendicular gradient is −1: y = −x + c. Substitute (3, 4): 4 = −3 + c, so c = 7. The bisector is y = −x + 7. (y = x + 1 is the line AB itself.)","difficulty":3,"higherTier":true,"type":"mcq","options":["y = −x + 7","y = x + 1","y = −x + 4","y = x + 7"],"correctIndex":0},{"id":"parallel-and-perpendicular-lines-multi-1","subTopicId":"parallel-and-perpendicular-lines","prompt":"Which of these lines are parallel to y = −2x + 1?","explanation":"Parallel lines have gradient −2. y = −2x and y = 5 − 2x clearly do. 2x + y = 3 rearranges to y = −2x + 3, so it does too. y = 2x + 1 has gradient 2, and y = −½x has gradient −½.","difficulty":1,"type":"multi","options":["y = −2x","y = 5 − 2x","2x + y = 3","y = 2x + 1","y = −½x"],"correctIndices":[0,1,2]},{"id":"parallel-and-perpendicular-lines-multi-2","subTopicId":"parallel-and-perpendicular-lines","prompt":"Which of these pairs of lines are perpendicular?","explanation":"Perpendicular gradients multiply to −1. 2 × −½ = −1, 3 × −⅓ = −1 and 1 × −1 = −1. But 4 × −4 = −16 and ½ × 2 = 1.","difficulty":3,"higherTier":true,"type":"multi","options":["y = 2x and y = −½x + 3","y = 3x + 1 and y = −⅓x","y = 4x and y = −4x","y = x + 2 and y = −x − 5","y = ½x and y = 2x"],"correctIndices":[0,1,3]},{"id":"parallel-and-perpendicular-lines-numeric-1","subTopicId":"parallel-and-perpendicular-lines","prompt":"The line y = kx + 3 is parallel to the line through (1, 2) and (4, 14). Work out k.","explanation":"Parallel lines have the same gradient. The gradient through (1, 2) and (4, 14) is (14 − 2) ÷ (4 − 1) = 12 ÷ 3 = 4. So k = 4.","difficulty":2,"type":"numeric","answer":4,"tolerance":0},{"id":"parallel-and-perpendicular-lines-numeric-2","subTopicId":"parallel-and-perpendicular-lines","prompt":"A line is perpendicular to y = −⅔x + 1 and passes through (4, 5). Work out the y-coordinate of the point where it crosses the y-axis.","explanation":"The perpendicular gradient is −1 ÷ (−⅔) = 3/2. So y = 1.5x + c. Substitute (4, 5): 5 = 6 + c, so c = −1. It crosses the y-axis at (0, −1).","difficulty":3,"higherTier":true,"type":"numeric","answer":-1,"tolerance":0},{"id":"parallel-and-perpendicular-lines-generated-1","subTopicId":"parallel-and-perpendicular-lines","type":"generated","generator":"perpendicularGradient","difficulty":2,"higherTier":true},{"id":"quadratic-cubic-and-reciprocal-graphs-mcq-1","subTopicId":"quadratic-cubic-and-reciprocal-graphs","prompt":"Which describes the shape of the graph of y = 1/x?","explanation":"y = 1/x is a reciprocal graph. You can't divide by 0, so there is no point at x = 0, and 1/x is never 0, so it never meets the x-axis either. Its two curves are in the top right (x positive) and bottom left (x negative).","difficulty":1,"type":"mcq","options":["Two curves in opposite corners, getting closer and closer to the axes without touching them","A U-shaped curve through the origin","A straight line through the origin","An S-shaped curve through the origin"],"correctIndex":0},{"id":"quadratic-cubic-and-reciprocal-graphs-mcq-2","subTopicId":"quadratic-cubic-and-reciprocal-graphs","prompt":"Which equation could this graph be?","explanation":"It is an S-shaped curve through the origin, rising from bottom left to top right and flattening at the origin: a cubic. It passes through (1, 1) and (2, 8), which fit y = x³.","difficulty":1,"graph":{"x":{"label":"x","min":-2,"max":2,"step":0.5},"y":{"label":"y","min":-8,"max":8,"step":2},"lines":[{"points":[[-2,-8],[-1.75,-5.3594],[-1.5,-3.375],[-1.25,-1.9531],[-1,-1],[-0.75,-0.4219],[-0.5,-0.125],[-0.25,-0.0156],[0,0],[0.25,0.0156],[0.5,0.125],[0.75,0.4219],[1,1],[1.25,1.9531],[1.5,3.375],[1.75,5.3594],[2,8]],"smooth":true}],"axesAtOrigin":true,"description":"An S-shaped curve through (−2, −8), (0, 0) and (2, 8), flattening out at the origin."},"type":"mcq","options":["y = x³","y = x²","y = 1/x","y = 2x"],"correctIndex":0},{"id":"quadratic-cubic-and-reciprocal-graphs-mcq-3","subTopicId":"quadratic-cubic-and-reciprocal-graphs","prompt":"Which equation could this graph be?","explanation":"It is an n-shaped curve, so the x² term is negative. It crosses the y-axis at (0, 4) and the x-axis at (−2, 0) and (2, 0). y = 4 − x² fits: 4 − 0 = 4 and 4 − 2² = 0.","difficulty":2,"graph":{"x":{"label":"x","min":-3,"max":3,"step":1},"y":{"label":"y","min":-5,"max":5,"step":1},"lines":[{"points":[[-3,-5],[-2.5,-2.25],[-2,0],[-1.5,1.75],[-1,3],[-0.5,3.75],[0,4],[0.5,3.75],[1,3],[1.5,1.75],[2,0],[2.5,-2.25],[3,-5]],"smooth":true}],"axesAtOrigin":true,"description":"An n-shaped curve with its highest point at (0, 4), crossing the x-axis at (−2, 0) and (2, 0)."},"type":"mcq","options":["y = 4 − x²","y = x² + 4","y = x² − 4","y = 4x"],"correctIndex":0},{"id":"quadratic-cubic-and-reciprocal-graphs-mcq-4","subTopicId":"quadratic-cubic-and-reciprocal-graphs","prompt":"In a table of values for y = x² − 2x, what is y when x = −2?","explanation":"Substitute x = −2, using brackets: (−2)² − 2 × (−2) = 4 + 4 = 8. Forgetting that (−2)² is positive gives −8.","difficulty":2,"type":"mcq","options":["8","0","−8","4"],"correctIndex":0},{"id":"quadratic-cubic-and-reciprocal-graphs-mcq-5","subTopicId":"quadratic-cubic-and-reciprocal-graphs","prompt":"Which describes the graph of y = 2ˣ?","explanation":"y = 2ˣ is an exponential graph. When x = 0, y = 2⁰ = 1, so it passes through (0, 1), not the origin. Each step of 1 to the right doubles y, so it gets steeper and steeper. For negative x, y = ½, ¼, …: always positive.","difficulty":3,"higherTier":true,"type":"mcq","options":["A curve through (0, 1) that rises more and more steeply and never goes below the x-axis","A straight line through (0, 2)","A U-shaped curve with its lowest point at (0, 1)","A curve through the origin that rises more and more steeply"],"correctIndex":0},{"id":"quadratic-cubic-and-reciprocal-graphs-mcq-6","subTopicId":"quadratic-cubic-and-reciprocal-graphs","prompt":"Which of these is a cubic equation?","explanation":"A cubic has x³ as its highest power: y = x³ − 2x + 1. y = 3x + 1 is linear, y = x² − 3 is quadratic and y = 3/x is reciprocal.","difficulty":1,"type":"mcq","options":["y = x³ − 2x + 1","y = 3x + 1","y = x² − 3","y = 3/x"],"correctIndex":0},{"id":"quadratic-cubic-and-reciprocal-graphs-multi-1","subTopicId":"quadratic-cubic-and-reciprocal-graphs","prompt":"Which of these points lie on the curve y = x² − 3x?","explanation":"Substitute each x. 0 − 0 = 0 ✓. 9 − 9 = 0 ✓. 1 − 3 = −2 ✓. But x = 2 gives 4 − 6 = −2, not 2, and x = −1 gives 1 + 3 = 4, not −4.","difficulty":2,"type":"multi","options":["(0, 0)","(3, 0)","(1, −2)","(2, 2)","(−1, −4)"],"correctIndices":[0,1,2]},{"id":"quadratic-cubic-and-reciprocal-graphs-multi-2","subTopicId":"quadratic-cubic-and-reciprocal-graphs","prompt":"Which of these are true about the graph of y = 1/x?","explanation":"1/0 isn't defined, so there is no point at x = 0 and the graph never crosses the y-axis. 1/2 = 0.5 and 1/(−4) = −0.25, so (2, 0.5) and (−4, −0.25) are on it. It is two curves, not a straight line.","difficulty":3,"type":"multi","options":["There is no point on it where x = 0","It passes through (2, 0.5)","It crosses the y-axis at (0, 1)","It passes through (−4, −0.25)","It is a straight line"],"correctIndices":[0,1,3]},{"id":"quadratic-cubic-and-reciprocal-graphs-numeric-1","subTopicId":"quadratic-cubic-and-reciprocal-graphs","prompt":"In a table of values for y = x² − 2x − 3, what is y when x = −1.5?","explanation":"Substitute x = −1.5, using brackets: (−1.5)² − 2 × (−1.5) − 3 = 2.25 + 3 − 3 = 2.25.","difficulty":2,"type":"numeric","answer":2.25,"tolerance":0},{"id":"quadratic-cubic-and-reciprocal-graphs-numeric-2","subTopicId":"quadratic-cubic-and-reciprocal-graphs","prompt":"The point (k, −3) is on the graph of y = 12/x. Work out k.","explanation":"Substitute y = −3: −3 = 12/k. Multiply both sides by k: −3k = 12. Divide by −3: k = −4. Check: 12 ÷ (−4) = −3.","difficulty":3,"type":"numeric","answer":-4,"tolerance":0},{"id":"turning-points-and-roots-mcq-1","subTopicId":"turning-points-and-roots","prompt":"The graph shows a quadratic curve. What are its roots?","explanation":"The roots are where the curve crosses the x-axis: x = 1 and x = 5. x = 3 is the x-coordinate of the turning point, and 5 is also where it crosses the y-axis.","difficulty":1,"graph":{"x":{"label":"x","min":-1,"max":7,"step":1},"y":{"label":"y","min":-5,"max":12,"step":1},"lines":[{"points":[[-1,12],[-0.5,8.25],[0,5],[0.5,2.25],[1,0],[1.5,-1.75],[2,-3],[2.5,-3.75],[3,-4],[3.5,-3.75],[4,-3],[4.5,-1.75],[5,0],[5.5,2.25],[6,5],[6.5,8.25],[7,12]],"smooth":true}],"axesAtOrigin":true,"description":"A U-shaped curve. It crosses the y-axis at (0, 5) and the x-axis at (1, 0) and (5, 0). Its lowest point is (3, −4)."},"type":"mcq","options":["x = 1 and x = 5","x = −1 and x = −5","x = 3","x = 0 and x = 5"],"correctIndex":0},{"id":"turning-points-and-roots-mcq-2","subTopicId":"turning-points-and-roots","prompt":"The graph shows a quadratic curve. What are the coordinates of its turning point?","explanation":"The turning point is the lowest point of the U shape: 3 across and 4 down, so (3, −4). It is halfway between the roots, 1 and 5. (0, 5) is where the curve crosses the y-axis.","difficulty":1,"graph":{"x":{"label":"x","min":-1,"max":7,"step":1},"y":{"label":"y","min":-5,"max":12,"step":1},"lines":[{"points":[[-1,12],[-0.5,8.25],[0,5],[0.5,2.25],[1,0],[1.5,-1.75],[2,-3],[2.5,-3.75],[3,-4],[3.5,-3.75],[4,-3],[4.5,-1.75],[5,0],[5.5,2.25],[6,5],[6.5,8.25],[7,12]],"smooth":true}],"axesAtOrigin":true,"description":"A U-shaped curve. It crosses the y-axis at (0, 5) and the x-axis at (1, 0) and (5, 0). Its lowest point is (3, −4)."},"type":"mcq","options":["(3, −4)","(−4, 3)","(0, 5)","(3, 4)"],"correctIndex":0},{"id":"turning-points-and-roots-mcq-3","subTopicId":"turning-points-and-roots","prompt":"The graph shows a quadratic curve. Where does it cross the y-axis?","explanation":"On the y-axis, x = 0. The curve meets the y-axis at y = 5, so (0, 5). (5, 0) and (1, 0) are where it crosses the x-axis.","difficulty":2,"graph":{"x":{"label":"x","min":-1,"max":7,"step":1},"y":{"label":"y","min":-5,"max":12,"step":1},"lines":[{"points":[[-1,12],[-0.5,8.25],[0,5],[0.5,2.25],[1,0],[1.5,-1.75],[2,-3],[2.5,-3.75],[3,-4],[3.5,-3.75],[4,-3],[4.5,-1.75],[5,0],[5.5,2.25],[6,5],[6.5,8.25],[7,12]],"smooth":true}],"axesAtOrigin":true,"description":"A U-shaped curve. It crosses the y-axis at (0, 5) and the x-axis at (1, 0) and (5, 0). Its lowest point is (3, −4)."},"type":"mcq","options":["(0, 5)","(5, 0)","(1, 0)","(0, −4)"],"correctIndex":0},{"id":"turning-points-and-roots-mcq-4","subTopicId":"turning-points-and-roots","prompt":"A quadratic curve has roots x = −2 and x = 6. What is the x-coordinate of its turning point?","explanation":"A quadratic curve is symmetrical, so its turning point is halfway between the roots: (−2 + 6) ÷ 2 = 4 ÷ 2 = 2.","difficulty":2,"type":"mcq","options":["2","4","−4","8"],"correctIndex":0},{"id":"turning-points-and-roots-mcq-5","subTopicId":"turning-points-and-roots","prompt":"y = x² + 6x + 1 can be written as y = (x + 3)² − 8. What is its turning point?","explanation":"(x + 3)² is never negative, and it is 0 when x = −3. Then y = 0 − 8 = −8. So the turning point is (−3, −8): the sign of the x-coordinate is the opposite of the sign in the bracket.","difficulty":3,"higherTier":true,"type":"mcq","options":["(−3, −8)","(3, −8)","(−3, 8)","(3, 8)"],"correctIndex":0},{"id":"turning-points-and-roots-mcq-6","subTopicId":"turning-points-and-roots","prompt":"Is the turning point of y = −x² + 4x + 1 a maximum or a minimum, and where is it?","explanation":"The x² term is negative, so the curve is n-shaped and the turning point is a maximum. The curve is symmetrical about x = −4 ÷ (2 × −1) = 2. When x = 2, y = −4 + 8 + 1 = 5. So it is a maximum at (2, 5).","difficulty":3,"higherTier":true,"type":"mcq","options":["A maximum at (2, 5)","A minimum at (2, 5)","A maximum at (−2, 5)","A minimum at (2, 1)"],"correctIndex":0},{"id":"turning-points-and-roots-multi-1","subTopicId":"turning-points-and-roots","prompt":"Which of these are true about the curve y = (x − 2)(x + 4)?","explanation":"The roots come from x − 2 = 0 and x + 4 = 0: x = 2 and x = −4. At x = 0, y = (−2)(4) = −8. The turning point is halfway between the roots: (2 + (−4)) ÷ 2 = −1. Expanded, the x² term is positive, so it is a U shape with a minimum.","difficulty":1,"type":"multi","options":["Its roots are x = 2 and x = −4","It crosses the y-axis at (0, −8)","Its turning point has x-coordinate −1","Its roots are x = −2 and x = 4","Its turning point is a maximum"],"correctIndices":[0,1,2]},{"id":"turning-points-and-roots-multi-2","subTopicId":"turning-points-and-roots","prompt":"Which of these curves have their turning point at x = 3?","explanation":"y = x² − 6x + 1 = (x − 3)² − 8. y = (x − 1)(x − 5) has roots 1 and 5, halfway is 3. y = (x − 3)² + 7 has its turning point at (3, 7). But y = x² + 6x = (x + 3)² − 9 and y = (x + 3)² turn at x = −3.","difficulty":3,"type":"multi","options":["y = x² − 6x + 1","y = (x − 1)(x − 5)","y = (x − 3)² + 7","y = x² + 6x","y = (x + 3)²"],"correctIndices":[0,1,2]},{"id":"turning-points-and-roots-numericParts-1","subTopicId":"turning-points-and-roots","prompt":"The curve y = x² − 8x + 12 has roots x = 2 and x = 6. Work out the coordinates of its turning point.","explanation":"The turning point is halfway between the roots: x = (2 + 6) ÷ 2 = 4. Substitute: y = 4² − 8 × 4 + 12 = 16 − 32 + 12 = −4. So the turning point is (4, −4).","difficulty":2,"type":"numericParts","parts":[{"label":"x =","answer":4,"tolerance":0},{"label":"y =","answer":-4,"tolerance":0}]},{"id":"turning-points-and-roots-numeric-1","subTopicId":"turning-points-and-roots","prompt":"The curve y = x² − 4x + k just touches the x-axis at one point. Work out k.","explanation":"If the curve just touches the x-axis, its turning point is on the axis, so y = 0 there. The curve is symmetrical about x = 4 ÷ 2 = 2. At x = 2: 4 − 8 + k = 0, so k = 4. (y = x² − 4x + 4 = (x − 2)².)","difficulty":3,"type":"numeric","answer":4,"tolerance":0},{"id":"circle-and-trigonometric-graphs-mcq-1","subTopicId":"circle-and-trigonometric-graphs","prompt":"What is the radius of the circle x² + y² = 49?","explanation":"x² + y² = r² is a circle with centre (0, 0) and radius r. Here r² = 49, so r = √49 = 7.","difficulty":1,"higherTier":true,"type":"mcq","options":["7","49","24.5","14"],"correctIndex":0},{"id":"circle-and-trigonometric-graphs-mcq-2","subTopicId":"circle-and-trigonometric-graphs","prompt":"Which is the equation of the circle with centre (0, 0) and radius 5?","explanation":"The equation is x² + y² = r², and r² = 5² = 25. x² + y² = 5 would have radius √5.","difficulty":2,"higherTier":true,"type":"mcq","options":["x² + y² = 25","x² + y² = 5","x + y = 5","x² + y² = 10"],"correctIndex":0},{"id":"circle-and-trigonometric-graphs-mcq-3","subTopicId":"circle-and-trigonometric-graphs","prompt":"What is the equation of the tangent to the circle x² + y² = 25 at the point (3, 4)?","explanation":"The radius to (3, 4) has gradient 4/3. The tangent is perpendicular to it, so its gradient is −¾. y = −¾x + c through (3, 4): 4 = −9/4 + c, so c = 25/4. (y = (4/3)x is the radius line.)","difficulty":3,"higherTier":true,"type":"mcq","options":["y = −¾x + 25/4","y = ¾x","y = −¾x + 4","y = (4/3)x"],"correctIndex":0},{"id":"circle-and-trigonometric-graphs-mcq-4","subTopicId":"circle-and-trigonometric-graphs","prompt":"Which equation is this graph?","explanation":"It is a wave between −1 and 1 that starts at (0, 0), reaches 1 at 90°, crosses the axis at 180° and reaches −1 at 270°. That is y = sin x. y = cos x would start at 1.","difficulty":2,"higherTier":true,"graph":{"x":{"label":"x","unit":"degrees","min":0,"max":360,"step":45},"y":{"label":"y","min":-1,"max":1,"step":0.5},"lines":[{"points":[[0,0],[15,0.2588],[30,0.5],[45,0.7071],[60,0.866],[75,0.9659],[90,1],[105,0.9659],[120,0.866],[135,0.7071],[150,0.5],[165,0.2588],[180,0],[195,-0.2588],[210,-0.5],[225,-0.7071],[240,-0.866],[255,-0.9659],[270,-1],[285,-0.9659],[300,-0.866],[315,-0.7071],[330,-0.5],[345,-0.2588],[360,0]],"smooth":true}],"axesAtOrigin":true,"description":"A smooth wave starting at (0°, 0), rising to 1 at 90°, back to 0 at 180°, down to −1 at 270° and back to 0 at 360°."},"type":"mcq","options":["y = sin x","y = cos x","y = tan x","y = −sin x"],"correctIndex":0},{"id":"circle-and-trigonometric-graphs-mcq-5","subTopicId":"circle-and-trigonometric-graphs","prompt":"What is the largest value of cos x?","explanation":"The cosine graph is a wave between −1 and 1, so its largest value is 1 (at 0° and 360°). 90 and 360 are angles, not values of cos x.","difficulty":1,"higherTier":true,"type":"mcq","options":["1","90","360","0"],"correctIndex":0},{"id":"circle-and-trigonometric-graphs-mcq-6","subTopicId":"circle-and-trigonometric-graphs","prompt":"sin 30° = 0.5. Which other angle between 0° and 360° has a sine of 0.5?","explanation":"The sine graph is symmetrical about 90°, so the other angle is 180° − 30° = 150°. Sines of 210° and 330° are −0.5, and sin 60° = 0.866…","difficulty":3,"higherTier":true,"type":"mcq","options":["150°","210°","330°","60°"],"correctIndex":0},{"id":"circle-and-trigonometric-graphs-multi-1","subTopicId":"circle-and-trigonometric-graphs","prompt":"Which of these points lie on the circle x² + y² = 25?","explanation":"Check x² + y² = 25. 9 + 16 = 25 ✓. 25 + 0 = 25 ✓. 16 + 9 = 25 ✓. But 4 + 9 = 13 and 25 + 25 = 50.","difficulty":1,"higherTier":true,"type":"multi","options":["(3, 4)","(−5, 0)","(4, −3)","(2, 3)","(5, 5)"],"correctIndices":[0,1,2]},{"id":"circle-and-trigonometric-graphs-multi-2","subTopicId":"circle-and-trigonometric-graphs","prompt":"Which of these are true about y = tan x, for 0° ≤ x ≤ 360°?","explanation":"tan 45° = 1. The graph has asymptotes at 90° and 270°, where tan isn't defined, and it repeats every 180°. It has no largest value: it goes up forever towards 90°. tan 135° = −1.","difficulty":3,"higherTier":true,"type":"multi","options":["tan 45° = 1","It isn't defined at x = 90°","It repeats every 180°","Its largest value is 1","tan 135° = 1"],"correctIndices":[0,1,2]},{"id":"circle-and-trigonometric-graphs-numeric-1","subTopicId":"circle-and-trigonometric-graphs","prompt":"The point (a, 6) lies on the circle x² + y² = 100, and a is positive. Work out a.","explanation":"Substitute y = 6: a² + 36 = 100, so a² = 64 and a = 8 (it is positive). Check: 64 + 36 = 100.","difficulty":2,"higherTier":true,"type":"numeric","answer":8,"tolerance":0},{"id":"circle-and-trigonometric-graphs-numeric-2","subTopicId":"circle-and-trigonometric-graphs","prompt":"The graph shows y = cos x. cos 60° = 0.5. Use the graph's symmetry to find the angle between 180° and 360° where cos x = 0.5.","explanation":"The cosine graph is symmetrical about 180°. 60° is 120° before 180°, so the matching angle is 120° after it: 180° + 120° = 300°. Or use 360° − 60° = 300°.","difficulty":3,"higherTier":true,"graph":{"x":{"label":"x","unit":"degrees","min":0,"max":360,"step":45},"y":{"label":"y","min":-1,"max":1,"step":0.5},"lines":[{"points":[[0,1],[15,0.9659],[30,0.866],[45,0.7071],[60,0.5],[75,0.2588],[90,0],[105,-0.2588],[120,-0.5],[135,-0.7071],[150,-0.866],[165,-0.9659],[180,-1],[195,-0.9659],[210,-0.866],[225,-0.7071],[240,-0.5],[255,-0.2588],[270,0],[285,0.2588],[300,0.5],[315,0.7071],[330,0.866],[345,0.9659],[360,1]],"smooth":true}],"axesAtOrigin":true,"description":"A smooth wave starting at (0°, 1), down to 0 at 90°, −1 at 180°, 0 at 270° and back to 1 at 360°."},"type":"numeric","answer":300,"tolerance":0,"unit":"°"},{"id":"solving-equations-with-graphs-mcq-1","subTopicId":"solving-equations-with-graphs","prompt":"The graph shows line A, y = x + 1, and line B, y = 5 − x. What is the solution of these simultaneous equations?","explanation":"The solution is where the lines cross: at (2, 3). So x = 2 and y = 3. Check: 2 + 1 = 3 and 5 − 2 = 3.","difficulty":1,"graph":{"x":{"label":"x","min":-1,"max":5,"step":1},"y":{"label":"y","min":-1,"max":6,"step":1},"lines":[{"points":[[-1,0],[5,6]],"label":"A"},{"points":[[-1,6],[5,0]],"label":"B"}],"axesAtOrigin":true,"equalScales":true,"description":"Two straight lines: A, y = x + 1, slopes up and B, y = 5 − x, slopes down. They cross at (2, 3)."},"type":"mcq","options":["x = 2, y = 3","x = 3, y = 2","x = 1, y = 5","x = 0, y = 1"],"correctIndex":0},{"id":"solving-equations-with-graphs-mcq-2","subTopicId":"solving-equations-with-graphs","prompt":"The graph shows y = x² − x − 2. Use it to solve x² − x − 2 = 0.","explanation":"x² − x − 2 = 0 where y = 0, so read off where the curve crosses the x-axis: x = −1 and x = 2. Check: (−1)² + 1 − 2 = 0 and 4 − 2 − 2 = 0. −2 is where the curve crosses the y-axis.","difficulty":2,"graph":{"x":{"label":"x","min":-3,"max":4,"step":1},"y":{"label":"y","min":-3,"max":10,"step":1},"lines":[{"points":[[-3,10],[-2.5,6.75],[-2,4],[-1.5,1.75],[-1,0],[-0.5,-1.25],[0,-2],[0.5,-2.25],[1,-2],[1.5,-1.25],[2,0],[2.5,1.75],[3,4],[3.5,6.75],[4,10]],"smooth":true}],"axesAtOrigin":true,"description":"The U-shaped curve y = x² − x − 2. It crosses the x-axis at (−1, 0) and (2, 0), and passes through (−2, 4) and (3, 4)."},"type":"mcq","options":["x = −1 or x = 2","x = 1 or x = −2","x = −2","x = 0.5"],"correctIndex":0},{"id":"solving-equations-with-graphs-mcq-3","subTopicId":"solving-equations-with-graphs","prompt":"The graph shows y = x² − x − 2. Use it to solve x² − x − 2 = 4.","explanation":"x² − x − 2 = 4 where y = 4. Imagine the horizontal line y = 4: it meets the curve at x = −2 and x = 3. Check: 4 + 2 − 2 = 4 and 9 − 3 − 2 = 4.","difficulty":3,"graph":{"x":{"label":"x","min":-3,"max":4,"step":1},"y":{"label":"y","min":-3,"max":10,"step":1},"lines":[{"points":[[-3,10],[-2.5,6.75],[-2,4],[-1.5,1.75],[-1,0],[-0.5,-1.25],[0,-2],[0.5,-2.25],[1,-2],[1.5,-1.25],[2,0],[2.5,1.75],[3,4],[3.5,6.75],[4,10]],"smooth":true}],"axesAtOrigin":true,"description":"The U-shaped curve y = x² − x − 2. It crosses the x-axis at (−1, 0) and (2, 0), and passes through (−2, 4) and (3, 4)."},"type":"mcq","options":["x = −2 or x = 3","x = −1 or x = 2","x = 4","x = −3 or x = 2"],"correctIndex":0},{"id":"solving-equations-with-graphs-mcq-4","subTopicId":"solving-equations-with-graphs","prompt":"The graph of y = x² is drawn. Which line should you add to solve x² = 2x + 3?","explanation":"The left side, x², is the curve already drawn. The right side, 2x + 3, is the line to draw. Where y = x² meets y = 2x + 3, x² = 2x + 3.","difficulty":2,"type":"mcq","options":["y = 2x + 3","y = 3","y = 2x","x = 3"],"correctIndex":0},{"id":"solving-equations-with-graphs-mcq-5","subTopicId":"solving-equations-with-graphs","prompt":"The graph of y = x² − 3x is drawn. Which line should you add to solve x² − 5x + 2 = 0?","explanation":"Rearrange so the left side is x² − 3x: add 2x and subtract 2 on both sides. x² − 5x + 2 = 0 becomes x² − 3x = 2x − 2. So draw y = 2x − 2 and read off the x-coordinates where it meets the curve.","difficulty":3,"higherTier":true,"type":"mcq","options":["y = 2x − 2","y = −2x + 2","y = 5x − 2","y = 2x + 2"],"correctIndex":0},{"id":"solving-equations-with-graphs-mcq-6","subTopicId":"solving-equations-with-graphs","prompt":"Two straight lines cross at (−1, 4). Which of these is true?","explanation":"The crossing point is on both lines, so its coordinates, x = −1 and y = 4, make both equations true. Parallel lines never cross.","difficulty":1,"type":"mcq","options":["x = −1, y = 4 solves both equations","x = 4, y = −1 solves both equations","The lines are parallel","Neither equation is true at (−1, 4)"],"correctIndex":0},{"id":"solving-equations-with-graphs-multi-1","subTopicId":"solving-equations-with-graphs","prompt":"Which of these pairs of lines cross at (2, 3)?","explanation":"Check that (2, 3) fits both equations in each pair. 2 + 1 = 3 and 5 − 2 = 3 ✓. y = 3 and x = 2 ✓. 4 − 1 = 3 and 2 + 1 = 3 ✓. But y = 3x gives 6, and y = x gives 2.","difficulty":1,"type":"multi","options":["y = x + 1 and y = 5 − x","y = 3 and x = 2","y = 2x − 1 and y = x + 1","y = 3x and y = x + 3","y = x and y = 3"],"correctIndices":[0,1,2]},{"id":"solving-equations-with-graphs-multi-2","subTopicId":"solving-equations-with-graphs","prompt":"Where does the line y = x + 1 meet the curve y = x² − 1?","explanation":"Set them equal: x² − 1 = x + 1, so x² − x − 2 = 0 and (x − 2)(x + 1) = 0. x = 2 gives y = 3, and x = −1 gives y = 0. The other points are on the line but not on the curve.","difficulty":3,"higherTier":true,"type":"multi","options":["(2, 3)","(−1, 0)","(1, 2)","(0, 1)","(−2, −1)"],"correctIndices":[0,1]},{"id":"solving-equations-with-graphs-numericParts-1","subTopicId":"solving-equations-with-graphs","prompt":"The graph shows line A, y = 2x − 1, and line B, y = 8 − x. Use it to solve the simultaneous equations.","explanation":"The lines cross at (3, 5), so x = 3 and y = 5. Check: 2 × 3 − 1 = 5 and 8 − 3 = 5.","difficulty":2,"graph":{"x":{"label":"x","min":0,"max":6,"step":1},"y":{"label":"y","min":-1,"max":9,"step":1},"lines":[{"points":[[0,-1],[5,9]],"label":"A"},{"points":[[0,8],[6,2]],"label":"B"}],"axesAtOrigin":true,"equalScales":true,"description":"Two straight lines: A, y = 2x − 1, slopes up and B, y = 8 − x, slopes down. They cross at (3, 5)."},"type":"numericParts","parts":[{"label":"x =","answer":3,"tolerance":0},{"label":"y =","answer":5,"tolerance":0}]},{"id":"solving-equations-with-graphs-numeric-1","subTopicId":"solving-equations-with-graphs","prompt":"The lines y = 3x − 2 and y = x + 6 are drawn on a graph. What is the x-coordinate of the point where they cross?","explanation":"Where they cross, the y values are equal: 3x − 2 = x + 6. Subtract x: 2x − 2 = 6. Add 2: 2x = 8, so x = 4. (Then y = 10.)","difficulty":1,"type":"numeric","answer":4,"tolerance":0},{"id":"graph-transformations-mcq-1","subTopicId":"graph-transformations","prompt":"The graph of y = f(x) is translated 3 units up. What is the equation of the new graph?","explanation":"Adding 3 to every y value moves the graph up 3: y = f(x) + 3. f(x + 3) would move it 3 to the left.","difficulty":1,"higherTier":true,"type":"mcq","options":["y = f(x) + 3","y = f(x + 3)","y = f(x − 3)","y = 3f(x)"],"correctIndex":0},{"id":"graph-transformations-mcq-2","subTopicId":"graph-transformations","prompt":"Which transformation maps y = f(x) to y = f(x − 2)?","explanation":"A change inside the bracket moves the graph left or right, the opposite way to the sign: f(x − 2) moves it 2 to the right. Each point's x-coordinate goes up by 2.","difficulty":2,"higherTier":true,"type":"mcq","options":["A translation 2 units to the right","A translation 2 units to the left","A translation 2 units down","A reflection in the y-axis"],"correctIndex":0},{"id":"graph-transformations-mcq-3","subTopicId":"graph-transformations","prompt":"y = f(x) has a turning point at (1, 4). Where is the turning point of y = f(x) − 5?","explanation":"f(x) − 5 moves the whole graph down 5, so the turning point moves from (1, 4) to (1, 4 − 5) = (1, −1).","difficulty":1,"higherTier":true,"type":"mcq","options":["(1, −1)","(−4, 4)","(6, 4)","(1, 9)"],"correctIndex":0},{"id":"graph-transformations-mcq-4","subTopicId":"graph-transformations","prompt":"y = f(x) has a turning point at (1, 4). Where is the turning point of y = f(x + 3)?","explanation":"f(x + 3) moves the graph 3 to the left (the opposite way to the sign). The turning point moves from (1, 4) to (1 − 3, 4) = (−2, 4).","difficulty":3,"higherTier":true,"type":"mcq","options":["(−2, 4)","(4, 4)","(1, 7)","(1, 1)"],"correctIndex":0},{"id":"graph-transformations-mcq-5","subTopicId":"graph-transformations","prompt":"Which transformation maps y = f(x) to y = −f(x)?","explanation":"−f(x) changes the sign of every y-coordinate, so each point flips over the x-axis. f(−x) would reflect in the y-axis.","difficulty":2,"higherTier":true,"type":"mcq","options":["A reflection in the x-axis","A reflection in the y-axis","A translation down","A rotation of 90°"],"correctIndex":0},{"id":"graph-transformations-mcq-6","subTopicId":"graph-transformations","prompt":"Curve A is y = x². Curve B is a translation of curve A. What is the equation of curve B?","explanation":"A's turning point is (0, 0) and B's is (2, 1): B is A moved 2 right and 1 up. Moving right 2 replaces x with x − 2, and up 1 adds 1: y = (x − 2)² + 1.","difficulty":3,"higherTier":true,"graph":{"x":{"label":"x","min":-3,"max":5,"step":1},"y":{"label":"y","min":-1,"max":10,"step":1},"lines":[{"points":[[-3,9],[-2.5,6.25],[-2,4],[-1.5,2.25],[-1,1],[-0.5,0.25],[0,0],[0.5,0.25],[1,1],[1.5,2.25],[2,4],[2.5,6.25],[3,9]],"smooth":true,"label":"A"},{"points":[[-1,10],[-0.5,7.25],[0,5],[0.5,3.25],[1,2],[1.5,1.25],[2,1],[2.5,1.25],[3,2],[3.5,3.25],[4,5],[4.5,7.25],[5,10]],"smooth":true,"label":"B"}],"axesAtOrigin":true,"description":"Two U-shaped curves of the same shape. A has its lowest point at (0, 0). B has its lowest point at (2, 1)."},"type":"mcq","options":["y = (x − 2)² + 1","y = (x + 2)² + 1","y = (x − 2)² − 1","y = (x + 1)² − 2"],"correctIndex":0},{"id":"graph-transformations-multi-1","subTopicId":"graph-transformations","prompt":"y = f(x) passes through (2, 5). Which of these points must be on the transformed graphs?","explanation":"f(x) + 3 moves (2, 5) up 3 to (2, 8). f(−x) reflects it in the y-axis to (−2, 5). −f(x) reflects it in the x-axis to (2, −5). f(x + 3) moves it 3 left, to (−1, 5), not (5, 5). f(x − 1) moves it 1 right, to (3, 5).","difficulty":1,"higherTier":true,"type":"multi","options":["(2, 8) on y = f(x) + 3","(−2, 5) on y = f(−x)","(2, −5) on y = −f(x)","(5, 5) on y = f(x + 3)","(2, 5) on y = f(x − 1)"],"correctIndices":[0,1,2]},{"id":"graph-transformations-multi-2","subTopicId":"graph-transformations","prompt":"Which of these graphs are the graph of y = x² moved to the right?","explanation":"A bracket (x − a) with a positive a moves the graph a to the right: (x − 3)², (x − 1)² + 4 and (x − 0.5)². x² − 3 moves it down, and (x + 3)² moves it to the left.","difficulty":3,"higherTier":true,"type":"multi","options":["y = (x − 3)²","y = (x − 1)² + 4","y = x² − 3","y = (x + 3)²","y = (x − 0.5)²"],"correctIndices":[0,1,4]},{"id":"graph-transformations-numericParts-1","subTopicId":"graph-transformations","prompt":"The point (3, −1) is on the graph of y = f(x). Where does it move to on the graph of y = f(x + 2) − 4?","explanation":"f(x + 2) moves the graph 2 to the left: x = 3 − 2 = 1. The − 4 moves it 4 down: y = −1 − 4 = −5. So the point moves to (1, −5).","difficulty":2,"higherTier":true,"type":"numericParts","parts":[{"label":"x =","answer":1,"tolerance":0},{"label":"y =","answer":-5,"tolerance":0}]},{"id":"graph-transformations-numeric-1","subTopicId":"graph-transformations","prompt":"The graph of y = x² is translated to give y = x² − 6x + 11. How many units to the right has it moved?","explanation":"Complete the square: x² − 6x + 11 = (x − 3)² − 9 + 11 = (x − 3)² + 2. So it is y = f(x − 3) + 2 with f(x) = x²: 3 units right and 2 up.","difficulty":3,"higherTier":true,"type":"numeric","answer":3,"tolerance":0},{"id":"distance-time-and-velocity-time-graphs-mcq-1","subTopicId":"distance-time-and-velocity-time-graphs","prompt":"The graph shows Sam's journey. What does the flat section show?","explanation":"On a distance–time graph, a flat line means the distance isn't changing, so Sam is stopped: still 8 km from home from 20 to 35 minutes.","difficulty":1,"graph":{"x":{"label":"Time","unit":"minutes","min":0,"max":80,"step":10},"y":{"label":"Distance from home","unit":"km","min":0,"max":10,"step":2},"lines":[{"points":[[0,0],[20,8],[35,8],[75,0]]}],"axesAtOrigin":true,"description":"Sam's distance from home against time. A straight line from (0, 0) up to (20 minutes, 8 km), flat until 35 minutes, then a straight line back down to (75 minutes, 0 km)."},"type":"mcq","options":["Sam is stopped","Sam is moving at a steady speed","Sam is speeding up","Sam is going back home"],"correctIndex":0},{"id":"distance-time-and-velocity-time-graphs-mcq-2","subTopicId":"distance-time-and-velocity-time-graphs","prompt":"The graph shows Sam's journey. What is Sam's speed for the first 20 minutes?","explanation":"Sam goes 8 km in 20 minutes. 20 minutes is ⅓ of an hour, so the speed is 8 ÷ ⅓ = 24 km/h. (8 ÷ 20 = 0.4 is in km per minute.)","difficulty":2,"graph":{"x":{"label":"Time","unit":"minutes","min":0,"max":80,"step":10},"y":{"label":"Distance from home","unit":"km","min":0,"max":10,"step":2},"lines":[{"points":[[0,0],[20,8],[35,8],[75,0]]}],"axesAtOrigin":true,"description":"Sam's distance from home against time. A straight line from (0, 0) up to (20 minutes, 8 km), flat until 35 minutes, then a straight line back down to (75 minutes, 0 km)."},"type":"mcq","options":["24 km/h","0.4 km/h","8 km/h","2.5 km/h"],"correctIndex":0},{"id":"distance-time-and-velocity-time-graphs-mcq-3","subTopicId":"distance-time-and-velocity-time-graphs","prompt":"The graph shows Sam's journey. For how long does Sam stop?","explanation":"The flat section runs from 20 minutes to 35 minutes: 35 − 20 = 15 minutes.","difficulty":1,"graph":{"x":{"label":"Time","unit":"minutes","min":0,"max":80,"step":10},"y":{"label":"Distance from home","unit":"km","min":0,"max":10,"step":2},"lines":[{"points":[[0,0],[20,8],[35,8],[75,0]]}],"axesAtOrigin":true,"description":"Sam's distance from home against time. A straight line from (0, 0) up to (20 minutes, 8 km), flat until 35 minutes, then a straight line back down to (75 minutes, 0 km)."},"type":"mcq","options":["15 minutes","35 minutes","20 minutes","8 minutes"],"correctIndex":0},{"id":"distance-time-and-velocity-time-graphs-mcq-4","subTopicId":"distance-time-and-velocity-time-graphs","prompt":"The graph shows Sam's journey. When is Sam travelling fastest?","explanation":"The steepest section is the fastest. Going out: 8 km in 20 minutes (24 km/h). Coming home: 8 km in 40 minutes (12 km/h). So Sam is fastest in the first 20 minutes.","difficulty":3,"graph":{"x":{"label":"Time","unit":"minutes","min":0,"max":80,"step":10},"y":{"label":"Distance from home","unit":"km","min":0,"max":10,"step":2},"lines":[{"points":[[0,0],[20,8],[35,8],[75,0]]}],"axesAtOrigin":true,"description":"Sam's distance from home against time. A straight line from (0, 0) up to (20 minutes, 8 km), flat until 35 minutes, then a straight line back down to (75 minutes, 0 km)."},"type":"mcq","options":["In the first 20 minutes","While stopped","On the way home","The speed is the same all the time"],"correctIndex":0},{"id":"distance-time-and-velocity-time-graphs-mcq-5","subTopicId":"distance-time-and-velocity-time-graphs","prompt":"The graph shows a car's velocity. What is its acceleration in the first 4 seconds?","explanation":"Acceleration is the gradient of a velocity–time graph: change in velocity ÷ time = 12 ÷ 4 = 3 m/s².","difficulty":2,"higherTier":true,"graph":{"x":{"label":"Time","unit":"s","min":0,"max":10,"step":1},"y":{"label":"Velocity","unit":"m/s","min":0,"max":14,"step":2},"lines":[{"points":[[0,0],[4,12],[10,12]]}],"axesAtOrigin":true,"description":"Velocity against time. A straight line from (0, 0) up to (4 s, 12 m/s), then flat at 12 m/s until 10 s."},"type":"mcq","options":["3 m/s²","12 m/s²","48 m/s²","0.33 m/s²"],"correctIndex":0},{"id":"distance-time-and-velocity-time-graphs-mcq-6","subTopicId":"distance-time-and-velocity-time-graphs","prompt":"The graph shows a car's velocity. How far does the car travel in the 10 seconds?","explanation":"Distance is the area under the graph. Triangle (0 to 4 s): ½ × 4 × 12 = 24 m. Rectangle (4 to 10 s): 6 × 12 = 72 m. Total = 24 + 72 = 96 m. 120 m would be a rectangle all the way.","difficulty":3,"higherTier":true,"graph":{"x":{"label":"Time","unit":"s","min":0,"max":10,"step":1},"y":{"label":"Velocity","unit":"m/s","min":0,"max":14,"step":2},"lines":[{"points":[[0,0],[4,12],[10,12]]}],"axesAtOrigin":true,"description":"Velocity against time. A straight line from (0, 0) up to (4 s, 12 m/s), then flat at 12 m/s until 10 s."},"type":"mcq","options":["96 m","120 m","72 m","48 m"],"correctIndex":0},{"id":"distance-time-and-velocity-time-graphs-multi-1","subTopicId":"distance-time-and-velocity-time-graphs","prompt":"Which of these are true about a distance–time graph?","explanation":"The gradient (distance ÷ time) is the speed: steeper is faster, and horizontal means stopped. A line sloping down means going back towards the start, not slowing down. The area under a distance–time graph doesn't mean anything useful.","difficulty":1,"type":"multi","options":["The gradient is the speed","A horizontal line means not moving","A steeper line means faster","The area under it is the distance","A line sloping down means slowing down"],"correctIndices":[0,1,2]},{"id":"distance-time-and-velocity-time-graphs-multi-2","subTopicId":"distance-time-and-velocity-time-graphs","prompt":"Which of these are true about a velocity–time graph?","explanation":"The gradient (change in velocity ÷ time) is the acceleration, and the area under the graph is the distance. A horizontal line means the velocity isn't changing, not that it is zero. A negative gradient means slowing down.","difficulty":3,"higherTier":true,"type":"multi","options":["The gradient is the acceleration","The area under it is the distance travelled","A horizontal line means constant velocity","A horizontal line means not moving","A negative gradient means going backwards"],"correctIndices":[0,1,2]},{"id":"distance-time-and-velocity-time-graphs-numeric-1","subTopicId":"distance-time-and-velocity-time-graphs","prompt":"The graph shows Sam's journey. What is Sam's speed on the way home, in km/h?","explanation":"Sam travels 8 km home from 35 to 75 minutes: 40 minutes, which is ⅔ of an hour. Speed = 8 ÷ ⅔ = 12 km/h.","difficulty":1,"graph":{"x":{"label":"Time","unit":"minutes","min":0,"max":80,"step":10},"y":{"label":"Distance from home","unit":"km","min":0,"max":10,"step":2},"lines":[{"points":[[0,0],[20,8],[35,8],[75,0]]}],"axesAtOrigin":true,"description":"Sam's distance from home against time. A straight line from (0, 0) up to (20 minutes, 8 km), flat until 35 minutes, then a straight line back down to (75 minutes, 0 km)."},"type":"numeric","answer":12,"tolerance":0,"unit":"km/h"},{"id":"distance-time-and-velocity-time-graphs-numeric-2","subTopicId":"distance-time-and-velocity-time-graphs","prompt":"The graph shows a cyclist's velocity. How far does the cyclist travel in the 10 seconds?","explanation":"Distance is the area under the graph. Triangle (0 to 2 s): ½ × 2 × 8 = 8 m. Rectangle (2 to 6 s): 4 × 8 = 32 m. Triangle (6 to 10 s): ½ × 4 × 8 = 16 m. Total = 8 + 32 + 16 = 56 m.","difficulty":3,"higherTier":true,"graph":{"x":{"label":"Time","unit":"s","min":0,"max":10,"step":1},"y":{"label":"Velocity","unit":"m/s","min":0,"max":10,"step":2},"lines":[{"points":[[0,0],[2,8],[6,8],[10,0]]}],"axesAtOrigin":true,"description":"Velocity against time. Up from (0, 0) to (2 s, 8 m/s), flat until 6 s, then down to (10 s, 0 m/s)."},"type":"numeric","answer":56,"tolerance":0,"unit":"m"},{"id":"real-life-graphs-mcq-1","subTopicId":"real-life-graphs","prompt":"Use the conversion graph to change £20 into dollars.","explanation":"Go up from £20 to the line, then across to the dollars axis: $25. (The line goes through £40 = $50, and half of that is £20 = $25.)","difficulty":1,"graph":{"x":{"label":"Pounds","unit":"£","min":0,"max":40,"step":5},"y":{"label":"Dollars","unit":"$$","min":0,"max":50,"step":5},"lines":[{"points":[[0,0],[40,50]]}],"axesAtOrigin":true,"description":"A conversion graph: a straight line through the origin, from £0 = $0 to £40 = $50."},"type":"mcq","options":["$$25","$$16","$$20","$$30"],"correctIndex":0},{"id":"real-life-graphs-mcq-2","subTopicId":"real-life-graphs","prompt":"Use the conversion graph to change $35 into pounds.","explanation":"Go across from $35 to the line, then down to the pounds axis: £28. Check: $50 is £40, so $1 is £0.80 and $35 is 35 × 0.8 = £28.","difficulty":2,"graph":{"x":{"label":"Pounds","unit":"£","min":0,"max":40,"step":5},"y":{"label":"Dollars","unit":"$$","min":0,"max":50,"step":5},"lines":[{"points":[[0,0],[40,50]]}],"axesAtOrigin":true,"description":"A conversion graph: a straight line through the origin, from £0 = $0 to £40 = $50."},"type":"mcq","options":["£28","£43.75","£35","£30"],"correctIndex":0},{"id":"real-life-graphs-mcq-3","subTopicId":"real-life-graphs","prompt":"Use the conversion graph to change £200 into dollars.","explanation":"£200 is off the graph, so use a value that is on it. £40 = $50, and £200 = 5 × £40, so it is 5 × $50 = $250.","difficulty":3,"graph":{"x":{"label":"Pounds","unit":"£","min":0,"max":40,"step":5},"y":{"label":"Dollars","unit":"$$","min":0,"max":50,"step":5},"lines":[{"points":[[0,0],[40,50]]}],"axesAtOrigin":true,"description":"A conversion graph: a straight line through the origin, from £0 = $0 to £40 = $50."},"type":"mcq","options":["$$250","$$50","$$160","$$225"],"correctIndex":0},{"id":"real-life-graphs-mcq-4","subTopicId":"real-life-graphs","prompt":"A taxi charges a fixed £3, plus £2 per mile. Which describes the graph of cost against miles?","explanation":"Cost = 2 × miles + 3. That is y = mx + c with m = 2 (the cost per mile) and c = 3 (the fixed charge at 0 miles).","difficulty":1,"type":"mcq","options":["A straight line starting at £3 on the cost axis, with gradient 2","A straight line through the origin, with gradient 3","A straight line starting at £2 on the cost axis, with gradient 3","A curve that gets steeper and steeper"],"correctIndex":0},{"id":"real-life-graphs-mcq-5","subTopicId":"real-life-graphs","prompt":"Water is poured at a steady rate into a container that is narrow at the bottom and wide at the top. Which describes the graph of depth against time?","explanation":"At the narrow bottom, a little water makes the depth rise quickly, so the graph is steep. As the container widens, the same amount of water spreads out, so the depth rises more slowly and the graph flattens.","difficulty":2,"type":"mcq","options":["A curve that rises quickly at first, then more and more slowly","A straight line","A curve that rises slowly at first, then more and more quickly","A horizontal line"],"correctIndex":0},{"id":"real-life-graphs-mcq-6","subTopicId":"real-life-graphs","prompt":"A car's distance–time graph passes through (1 hour, 40 km) and (3 hours, 160 km). What is its average speed between 1 and 3 hours?","explanation":"Average speed = change in distance ÷ change in time = (160 − 40) ÷ (3 − 1) = 120 ÷ 2 = 60 km/h: the gradient of the line joining the two points. 160 ÷ 3 = 53.3 is the average from the start.","difficulty":3,"higherTier":true,"type":"mcq","options":["60 km/h","53.3 km/h","80 km/h","40 km/h"],"correctIndex":0},{"id":"real-life-graphs-multi-1","subTopicId":"real-life-graphs","prompt":"A plumber charges £40 for a call-out plus £30 per hour. Which of these are true?","explanation":"Cost = 30 × hours + 40. 2 hours: 60 + 40 = £100. 3 hours: 90 + 40 = £130, not £120. At 0 hours the cost is £40, so the graph starts at £40, not at the origin, and its gradient is the hourly rate, 30.","difficulty":1,"type":"multi","options":["2 hours costs £100","The graph of cost against hours crosses the cost axis at £40","The gradient of the graph is 30","3 hours costs £120","The graph goes through the origin"],"correctIndices":[0,1,2]},{"id":"real-life-graphs-multi-2","subTopicId":"real-life-graphs","prompt":"Which of these graphs would be straight lines?","explanation":"A fixed rate gives a straight line: euros per pound, £2 per ticket, and the same rise in depth every second in a cylinder. The area of a square is side², which curves, and a thrown ball goes up and comes down.","difficulty":3,"type":"multi","options":["Euros against pounds, at a fixed exchange rate","Cost against the number of £2 bus tickets","The depth of water in a cylinder filled at a steady rate, against time","The area of a square against its side length","The height of a ball thrown in the air, against time"],"correctIndices":[0,1,2]},{"id":"real-life-graphs-numeric-1","subTopicId":"real-life-graphs","prompt":"Use the conversion graph to change £36 into dollars.","explanation":"Go up from £36 to the line, then across: $45. Check: £40 = $50, so £1 = $1.25, and 36 × 1.25 = $45.","difficulty":2,"graph":{"x":{"label":"Pounds","unit":"£","min":0,"max":40,"step":5},"y":{"label":"Dollars","unit":"$$","min":0,"max":50,"step":5},"lines":[{"points":[[0,0],[40,50]]}],"axesAtOrigin":true,"description":"A conversion graph: a straight line through the origin, from £0 = $0 to £40 = $50."},"type":"numeric","answer":45,"tolerance":0,"unit":"$$"},{"id":"real-life-graphs-numeric-2","subTopicId":"real-life-graphs","prompt":"A plumber charges £40 for a call-out plus £30 per hour. The bill is £175. How many hours did the plumber work?","explanation":"Take off the call-out charge: £175 − £40 = £135. Divide by the hourly rate: 135 ÷ 30 = 4.5 hours (4 hours 30 minutes).","difficulty":3,"type":"numeric","answer":4.5,"tolerance":0,"unit":"hours"}]},{"id":"m4","subjectId":"maths","code":"M4","title":"Ratio, Proportion and Rates of Change","description":"Sharing in ratios, percentages and interest, converting units, and rates such as speed, density and pressure.","questions":[{"id":"ratio-mcq-1","subTopicId":"ratio","prompt":"Simplify the ratio 24 : 36.","explanation":"Divide both parts by their highest common factor, 12: 24 ÷ 12 = 2 and 36 ÷ 12 = 3. So 24 : 36 = 2 : 3. 4 : 6 and 12 : 18 are equal, but can still be simplified.","difficulty":1,"type":"mcq","options":["2 : 3","3 : 2","4 : 6","12 : 18"],"correctIndex":0},{"id":"ratio-mcq-2","subTopicId":"ratio","prompt":"In a class, the ratio of boys to girls is 2 : 3. What fraction of the class are girls?","explanation":"There are 2 + 3 = 5 parts altogether, and 3 of them are girls, so 3/5 of the class are girls. ⅔ compares girls with boys, not with the whole class.","difficulty":1,"type":"mcq","options":["3/5","⅔","3/2","2/5"],"correctIndex":0},{"id":"ratio-mcq-3","subTopicId":"ratio","prompt":"£60 is shared in the ratio 1 : 4. What is the bigger share?","explanation":"There are 1 + 4 = 5 parts, so one part is £60 ÷ 5 = £12. The bigger share is 4 parts: 4 × £12 = £48. Dividing by 4 instead of 5 gives £15.","difficulty":2,"type":"mcq","options":["£48","£15","£12","£45"],"correctIndex":0},{"id":"ratio-mcq-4","subTopicId":"ratio","prompt":"Red and blue paint are mixed in the ratio 3 : 5. There are 12 litres of red paint. How much blue paint is there?","explanation":"Red is 3 parts, so one part is 12 ÷ 3 = 4 litres. Blue is 5 parts: 5 × 4 = 20 litres. 7.2 litres comes from sharing 12 litres in the ratio, but 12 litres is only the red.","difficulty":2,"type":"mcq","options":["20 litres","7.2 litres","32 litres","4 litres"],"correctIndex":0},{"id":"ratio-mcq-5","subTopicId":"ratio","prompt":"a : b = 2 : 3 and b : c = 5 : 4. What is a : b : c?","explanation":"Make b the same in both: the LCM of 3 and 5 is 15. 2 : 3 = 10 : 15 (× 5) and 5 : 4 = 15 : 12 (× 3). So a : b : c = 10 : 15 : 12.","difficulty":3,"higherTier":true,"type":"mcq","options":["10 : 15 : 12","2 : 15 : 4","2 : 3 : 4","10 : 3 : 12"],"correctIndex":0},{"id":"ratio-mcq-6","subTopicId":"ratio","prompt":"Ali and Bea share some sweets in the ratio 5 : 2. Ali gets 18 more sweets than Bea. How many sweets are there altogether?","explanation":"The difference is 5 − 2 = 3 parts, and that is 18 sweets, so one part is 6. Altogether there are 5 + 2 = 7 parts: 7 × 6 = 42 sweets (Ali 30, Bea 12).","difficulty":3,"type":"mcq","options":["42","126","36","25.2"],"correctIndex":0},{"id":"ratio-multi-1","subTopicId":"ratio","prompt":"Which of these ratios are equivalent to 3 : 4?","explanation":"Multiply both parts of 3 : 4 by the same number: × 2 gives 6 : 8, × 3 gives 9 : 12 and × 5 gives 15 : 20. 4 : 3 is the other way round, and 7 : 8 adds 4 to each part instead of multiplying.","difficulty":1,"type":"multi","options":["6 : 8","9 : 12","4 : 3","15 : 20","7 : 8"],"correctIndices":[0,1,3]},{"id":"ratio-multi-2","subTopicId":"ratio","prompt":"x : y = 3 : 5. Which of these must be true?","explanation":"x : y = 3 : 5 means x/y = 3/5. Multiply across: 5x = 3y. Then y = 5x/3. 3x = 5y has the numbers the wrong way round, and x + y = 8 only works for x = 3 and y = 5; x = 6 and y = 10 is the same ratio.","difficulty":3,"higherTier":true,"type":"multi","options":["5x = 3y","x/y = 3/5","y = 5x/3","3x = 5y","x + y = 8"],"correctIndices":[0,1,2]},{"id":"ratio-numeric-1","subTopicId":"ratio","prompt":"The ratio of cats to dogs at a shelter is 4 : 7. There are 28 dogs. How many cats and dogs are there altogether?","explanation":"Dogs are 7 parts, so one part is 28 ÷ 7 = 4 animals. Altogether there are 4 + 7 = 11 parts: 11 × 4 = 44 animals (16 cats and 28 dogs).","difficulty":2,"type":"numeric","answer":44,"tolerance":0},{"id":"ratio-numericParts-1","subTopicId":"ratio","prompt":"£84 is shared between Ann, Ben and Cal in the ratio 2 : 3 : 7. How much does each person get?","explanation":"There are 2 + 3 + 7 = 12 parts, so one part is £84 ÷ 12 = £7. Ann gets 2 × 7 = £14, Ben 3 × 7 = £21 and Cal 7 × 7 = £49. Check: 14 + 21 + 49 = 84.","difficulty":3,"type":"numericParts","parts":[{"label":"Ann","answer":14,"tolerance":0,"unit":"£"},{"label":"Ben","answer":21,"tolerance":0,"unit":"£"},{"label":"Cal","answer":49,"tolerance":0,"unit":"£"}]},{"id":"ratio-generated-1","subTopicId":"ratio","type":"generated","generator":"shareInRatio","difficulty":2},{"id":"direct-and-inverse-proportion-mcq-1","subTopicId":"direct-and-inverse-proportion","prompt":"5 pens cost £3.40. How much do 8 pens cost?","explanation":"Find the cost of one pen: £3.40 ÷ 5 = £0.68. Then 8 pens cost 8 × £0.68 = £5.44.","difficulty":1,"type":"mcq","options":["£5.44","£6.40","£5.10","£2.13"],"correctIndex":0},{"id":"direct-and-inverse-proportion-mcq-2","subTopicId":"direct-and-inverse-proportion","prompt":"4 builders take 6 days to build a wall. How long would 3 builders take, working at the same rate?","explanation":"Fewer builders take longer: this is inverse proportion. The job takes 4 × 6 = 24 builder-days. With 3 builders it takes 24 ÷ 3 = 8 days. 4.5 days treats it as direct proportion.","difficulty":1,"type":"mcq","options":["8 days","4.5 days","5 days","7 days"],"correctIndex":0},{"id":"direct-and-inverse-proportion-mcq-3","subTopicId":"direct-and-inverse-proportion","prompt":"Which of these is an example of inverse proportion?","explanation":"In inverse proportion, when one doubles the other halves. Going twice as fast over the same distance takes half the time. The other three are direct proportion: double one and the other doubles.","difficulty":2,"type":"mcq","options":["The speed and the time taken, for a journey of fixed length","The cost of apples and how many you buy","The distance travelled and the time taken, at a fixed speed","The perimeter of a square and its side length"],"correctIndex":0},{"id":"direct-and-inverse-proportion-mcq-4","subTopicId":"direct-and-inverse-proportion","prompt":"y is directly proportional to x². y = 12 when x = 2. What is y when x = 5?","explanation":"y = kx². Substitute: 12 = k × 4, so k = 3. Then y = 3 × 5² = 3 × 25 = 75. 30 comes from treating y as proportional to x instead of x².","difficulty":3,"higherTier":true,"type":"mcq","options":["75","30","150","60"],"correctIndex":0},{"id":"direct-and-inverse-proportion-mcq-5","subTopicId":"direct-and-inverse-proportion","prompt":"y is inversely proportional to x. y = 6 when x = 4. What is y when x = 3?","explanation":"y = k/x. Substitute: 6 = k/4, so k = 24. Then y = 24/3 = 8. Check: x went down, so y went up.","difficulty":3,"higherTier":true,"type":"mcq","options":["8","4.5","2","18"],"correctIndex":0},{"id":"direct-and-inverse-proportion-mcq-6","subTopicId":"direct-and-inverse-proportion","prompt":"Which of the graphs, A, B or C, shows y inversely proportional to x?","explanation":"For inverse proportion, y = k/x, so x × y is always the same. On B, 1 × 12 = 2 × 6 = 3 × 4 = 12. It falls more and more slowly and never touches the axes. A is a straight line through the origin (direct proportion) and C is y ∝ x².","difficulty":2,"higherTier":true,"graph":{"x":{"label":"x","min":0,"max":6,"step":1},"y":{"label":"y","min":0,"max":12,"step":2},"lines":[{"points":[[0,0],[6,12]],"label":"A"},{"points":[[1,12],[1.5,8],[2,6],[2.5,4.8],[3,4],[3.5,3.4286],[4,3],[4.5,2.6667],[5,2.4],[5.5,2.1818],[6,2]],"smooth":true,"label":"B"},{"points":[[0,0],[0.5,0.0625],[1,0.25],[1.5,0.5625],[2,1],[2.5,1.5625],[3,2.25],[3.5,3.0625],[4,4],[4.5,5.0625],[5,6.25],[5.5,7.5625],[6,9]],"smooth":true,"label":"C"}],"axesAtOrigin":true,"description":"Three graphs. A is a straight line through the origin, up to (6, 12). B starts high at (1, 12) and falls more and more slowly, through (2, 6), (3, 4) and (6, 2). C starts at the origin and curves up more and more steeply to (6, 9)."},"type":"mcq","options":["B","A","C","None of them"],"correctIndex":0},{"id":"direct-and-inverse-proportion-multi-1","subTopicId":"direct-and-inverse-proportion","prompt":"y is directly proportional to x, and y = 15 when x = 5. Which of these pairs of values are also correct?","explanation":"y = kx with k = 15 ÷ 5 = 3, so y is always 3 times x. 3 × 2 = 6, 3 × 10 = 30 and 3 × 7 = 21. But 3 × 4 = 12, not 14, and 3 × 1 = 3, not 5.","difficulty":1,"type":"multi","options":["x = 2, y = 6","x = 10, y = 30","x = 7, y = 21","x = 4, y = 14","x = 1, y = 5"],"correctIndices":[0,1,2]},{"id":"direct-and-inverse-proportion-multi-2","subTopicId":"direct-and-inverse-proportion","prompt":"y is inversely proportional to x. Which of these are true?","explanation":"Inverse proportion means y = k/x, so xy = k, which never changes. If x doubles, y = k/(2x), which is half as much. Doubling together, and a straight line through the origin, are direct proportion.","difficulty":3,"higherTier":true,"type":"multi","options":["When x doubles, y halves","x × y is always the same","y = k/x for some number k","When x doubles, y doubles","The graph of y against x is a straight line through the origin"],"correctIndices":[0,1,2]},{"id":"direct-and-inverse-proportion-numeric-1","subTopicId":"direct-and-inverse-proportion","prompt":"5 pumps can empty a tank in 6 hours. How many hours would 3 pumps take, working at the same rate?","explanation":"Fewer pumps take longer: inverse proportion. The job takes 5 × 6 = 30 pump-hours. With 3 pumps: 30 ÷ 3 = 10 hours.","difficulty":2,"type":"numeric","answer":10,"tolerance":0,"unit":"hours"},{"id":"direct-and-inverse-proportion-numeric-2","subTopicId":"direct-and-inverse-proportion","prompt":"y is inversely proportional to the square of x. y = 5 when x = 4. Find y when x = 2.","explanation":"y = k/x². Substitute: 5 = k/16, so k = 80. Then y = 80/2² = 80/4 = 20. Halving x multiplies y by 2² = 4.","difficulty":3,"higherTier":true,"type":"numeric","answer":20,"tolerance":0},{"id":"direct-and-inverse-proportion-generated-1","subTopicId":"direct-and-inverse-proportion","type":"generated","generator":"directProportionValue","difficulty":1},{"id":"direct-and-inverse-proportion-generated-2","subTopicId":"direct-and-inverse-proportion","type":"generated","generator":"inverseProportionValue","difficulty":2},{"id":"direct-and-inverse-proportion-generated-3","subTopicId":"direct-and-inverse-proportion","type":"generated","generator":"inverseSquareProportion","difficulty":3,"higherTier":true},{"id":"percentages-mcq-1","subTopicId":"percentages","prompt":"Without a calculator, work out 15% of 80.","explanation":"10% of 80 is 8 and 5% is half of that, 4. So 15% is 8 + 4 = 12.","difficulty":1,"calculator":false,"type":"mcq","options":["12","5.33","15","120"],"correctIndex":0},{"id":"percentages-mcq-2","subTopicId":"percentages","prompt":"Which multiplier increases an amount by 15%?","explanation":"The new amount is 100% + 15% = 115% of the original, which is 1.15 as a decimal. Multiplying by 0.15 finds just the 15%, and 0.85 is the multiplier for a 15% decrease.","difficulty":1,"type":"mcq","options":["1.15","0.15","1.5","0.85"],"correctIndex":0},{"id":"percentages-mcq-3","subTopicId":"percentages","prompt":"Which multiplier decreases an amount by 15%?","explanation":"The new amount is 100% − 15% = 85% of the original, which is 0.85 as a decimal.","difficulty":2,"type":"mcq","options":["0.85","1.15","0.15","1.85"],"correctIndex":0},{"id":"percentages-mcq-4","subTopicId":"percentages","prompt":"Which multiplier increases an amount by 1.5%?","explanation":"100% + 1.5% = 101.5%, which is 1.015 as a decimal. 1.15 would be a 15% increase, and 1.5 a 50% increase.","difficulty":2,"type":"mcq","options":["1.015","1.15","1.5","0.985"],"correctIndex":0},{"id":"percentages-mcq-5","subTopicId":"percentages","prompt":"A price rises from £40 to £46. What is the percentage increase?","explanation":"Percentage change = change ÷ original × 100. The change is £6, and the original is £40: 6 ÷ 40 × 100 = 15%. Dividing by the new price, 46, gives 13.04%, which is wrong.","difficulty":3,"type":"mcq","options":["15%","6%","13.04%","115%"],"correctIndex":0},{"id":"percentages-mcq-6","subTopicId":"percentages","prompt":"Write 18 as a percentage of 24.","explanation":"Divide and multiply by 100: 18 ÷ 24 × 100 = 75%. 24 ÷ 18 × 100 = 133.3% is the wrong way round.","difficulty":3,"type":"mcq","options":["75%","133.3%","43%","25%"],"correctIndex":0},{"id":"percentages-multi-1","subTopicId":"percentages","prompt":"Which of these are equal to 20% of 60?","explanation":"20% = 0.2 = 1/5, so 0.2 × 60, 60 ÷ 5 and 20 × 60 ÷ 100 all give 12. 60 × 20 = 1200 and 5% of 60 = 3.","difficulty":2,"type":"multi","options":["0.2 × 60","60 ÷ 5","20 × 60 ÷ 100","60 × 20","5% of 60"],"correctIndices":[0,1,2]},{"id":"percentages-multi-2","subTopicId":"percentages","prompt":"A coat costs £80. Which of these calculations give its price after a 25% discount?","explanation":"25% of £80 is £20, so the sale price is 80 − 20 = £60. 80 × 0.75 and 80 ÷ 4 × 3 (three quarters) also give £60. 80 × 0.25 is the discount, not the price, and 80 − 25 takes off £25, not 25%.","difficulty":3,"type":"multi","options":["80 × 0.75","80 − 20","80 ÷ 4 × 3","80 × 0.25","80 − 25"],"correctIndices":[0,1,2]},{"id":"percentages-numeric-1","subTopicId":"percentages","prompt":"Sam scored 42 out of 60 in a test. Lee scored 72%. How many percentage points higher was Lee's score than Sam's?","explanation":"Sam's score as a percentage: 42 ÷ 60 × 100 = 70%. Lee scored 72%, so Lee's score was 72 − 70 = 2 percentage points higher.","difficulty":2,"type":"numeric","answer":2,"tolerance":0,"unit":"percentage points"},{"id":"percentages-numeric-2","subTopicId":"percentages","prompt":"A price is increased by 20%, and then the new price is decreased by 20%. What is the overall percentage change? Give a decrease as a negative number.","explanation":"Use multipliers: × 1.2, then × 0.8. Overall: 1.2 × 0.8 = 0.96, which is 96% of the original. So the price has fallen by 4%: −4%. It doesn't go back to where it started, because the 20% off is taken from a bigger amount.","difficulty":3,"type":"numeric","answer":-4,"tolerance":0,"unit":"%"},{"id":"percentages-generated-1","subTopicId":"percentages","type":"generated","generator":"percentageOfAmount","difficulty":1},{"id":"percentages-generated-2","subTopicId":"percentages","type":"generated","generator":"percentageIncreaseDecrease","difficulty":2},{"id":"percentages-generated-3","subTopicId":"percentages","type":"generated","generator":"percentageChangeBetween","difficulty":2},{"id":"reverse-percentages-mcq-1","subTopicId":"reverse-percentages","prompt":"After a 20% increase, a price is £96. What was the original price?","explanation":"£96 is 120% of the original, so divide by the multiplier 1.2: £96 ÷ 1.2 = £80. Check: £80 × 1.2 = £96. Taking 20% off £96 gives £76.80, which is wrong: the 20% was of the smaller, original price.","difficulty":2,"type":"mcq","options":["£80","£76.80","£115.20","£120"],"correctIndex":0},{"id":"reverse-percentages-mcq-2","subTopicId":"reverse-percentages","prompt":"After a 15% decrease, a bike costs £340. Which calculation gives the original price?","explanation":"£340 is 85% of the original price, so original × 0.85 = 340. Divide by 0.85 to undo it: 340 ÷ 0.85 = £400.","difficulty":2,"type":"mcq","options":["340 ÷ 0.85","340 × 0.85","340 × 1.15","340 ÷ 1.15"],"correctIndex":0},{"id":"reverse-percentages-mcq-3","subTopicId":"reverse-percentages","prompt":"After a 25% rise, a price is £150. Which multiplier was used on the original price?","explanation":"A 25% rise makes the price 125% of the original, which is × 1.25. To find the original, divide £150 by 1.25: £120.","difficulty":1,"type":"mcq","options":["1.25","0.25","0.75","1.025"],"correctIndex":0},{"id":"reverse-percentages-mcq-4","subTopicId":"reverse-percentages","prompt":"In a sale with 10% off, a TV costs £432. What was its original price?","explanation":"The sale price is 90% of the original: £432 ÷ 0.9 = £480. Check: 10% of £480 is £48, and £480 − £48 = £432. Adding 10% of £432 gives £475.20, which is wrong.","difficulty":3,"type":"mcq","options":["£480","£475.20","£388.80","£442"],"correctIndex":0},{"id":"reverse-percentages-mcq-5","subTopicId":"reverse-percentages","prompt":"A price including VAT at 20% is £54. How much of it is VAT?","explanation":"£54 is 120% of the price before VAT: £54 ÷ 1.2 = £45. The VAT is £54 − £45 = £9. 20% of £54 = £10.80 is wrong, because VAT is 20% of the price before VAT.","difficulty":3,"type":"mcq","options":["£9","£10.80","£45","£8.64"],"correctIndex":0},{"id":"reverse-percentages-mcq-6","subTopicId":"reverse-percentages","prompt":"Which of these is a reverse percentage question?","explanation":"In a reverse percentage question, you know the amount after the change and need the original. The others start from the original amount.","difficulty":1,"type":"mcq","options":["A coat costs £60 after a 25% discount. What was its original price?","Find 25% of £60.","Increase £60 by 25%.","Write £15 as a percentage of £60."],"correctIndex":0},{"id":"reverse-percentages-multi-1","subTopicId":"reverse-percentages","prompt":"After an increase of 40%, a value is 210. Which of these are true?","explanation":"210 is 140% of the original, so 1% is 210 ÷ 140 = 1.5, and 100% is 150. The increase was 210 − 150 = 60, not 84 (84 is 40% of 210).","difficulty":1,"type":"multi","options":["The original value was 150","210 is 140% of the original","1% of the original is 1.5","The original value was 126","The increase was 84"],"correctIndices":[0,1,2]},{"id":"reverse-percentages-multi-2","subTopicId":"reverse-percentages","prompt":"In a sale with 30% off, a price is £56. Which of these calculations give the original price?","explanation":"£56 is 70% of the original. Dividing by 0.7, or finding 1% (56 ÷ 70) and multiplying by 100, both give £80. 56 × 1.3 and 56 + 30% of 56 give £72.80, and 56 ÷ 1.3 gives £43.08.","difficulty":3,"type":"multi","options":["56 ÷ 0.7","56 ÷ 70 × 100","56 × 1.3","56 ÷ 1.3","56 + 30% of 56"],"correctIndices":[0,1]},{"id":"reverse-percentages-numeric-1","subTopicId":"reverse-percentages","prompt":"In a sale, everything is 35% off. A coat costs £52 in the sale. What was its original price?","explanation":"The sale price is 100% − 35% = 65% of the original. £52 ÷ 0.65 = £80. Check: 35% of £80 is £28, and £80 − £28 = £52.","difficulty":2,"type":"numeric","answer":80,"tolerance":0,"unit":"£"},{"id":"reverse-percentages-numeric-2","subTopicId":"reverse-percentages","prompt":"A town's population grew by 8% to 16 200. What was the population before the increase?","explanation":"16 200 is 108% of the old population. 16 200 ÷ 1.08 = 15 000. Check: 8% of 15 000 is 1200, and 15 000 + 1200 = 16 200.","difficulty":3,"type":"numeric","answer":15000,"tolerance":0},{"id":"reverse-percentages-generated-1","subTopicId":"reverse-percentages","type":"generated","generator":"reversePercentage","difficulty":2},{"id":"compound-growth-and-decay-mcq-1","subTopicId":"compound-growth-and-decay","prompt":"£500 is invested at 4% simple interest per year. How much interest is earned in 3 years?","explanation":"Simple interest is the same each year: 4% of £500 = £20. Over 3 years: 3 × £20 = £60. (£560 is the total, not the interest, and £62.43 is compound interest.)","difficulty":1,"type":"mcq","options":["£60","£20","£62.43","£560"],"correctIndex":0},{"id":"compound-growth-and-decay-mcq-2","subTopicId":"compound-growth-and-decay","prompt":"Which calculation gives the value of £2000 after 3 years at 5% compound interest per year?","explanation":"Each year the amount is multiplied by 1.05, so after 3 years it is 2000 × 1.05 × 1.05 × 1.05 = 2000 × 1.05³ = £2315.25. 2000 × 1.15 adds 15% once, which is simple interest.","difficulty":2,"type":"mcq","options":["2000 × 1.05³","2000 × 1.15","2000 × 0.05³","2000 × 1.05 × 3"],"correctIndex":0},{"id":"compound-growth-and-decay-mcq-3","subTopicId":"compound-growth-and-decay","prompt":"A car worth £12 000 loses 20% of its value each year. Which calculation gives its value after 2 years?","explanation":"Each year the value is multiplied by 0.8 (100% − 20%). After 2 years: 12 000 × 0.8² = £7680. 12 000 × 0.6 takes off 40% of the original, as if it were simple.","difficulty":2,"type":"mcq","options":["12 000 × 0.8²","12 000 × 0.6","12 000 × 1.2²","12 000 × 0.2²"],"correctIndex":0},{"id":"compound-growth-and-decay-mcq-4","subTopicId":"compound-growth-and-decay","prompt":"£1000 is invested at 10% compound interest per year. What is it worth after 2 years?","explanation":"After 1 year: 1000 × 1.1 = £1100. After 2 years: 1100 × 1.1 = £1210. The second year's interest is £110, because it is 10% of £1100. £1200 would be simple interest.","difficulty":3,"type":"mcq","options":["£1210","£1200","£1100","£1331"],"correctIndex":0},{"id":"compound-growth-and-decay-mcq-5","subTopicId":"compound-growth-and-decay","prompt":"A population of bacteria doubles every hour. It starts at 300. How many bacteria are there after 4 hours?","explanation":"Doubling means multiplying by 2 each hour: 300 × 2⁴ = 300 × 16 = 4800. (300 → 600 → 1200 → 2400 → 4800.)","difficulty":3,"type":"mcq","options":["4800","2400","1200","9600"],"correctIndex":0},{"id":"compound-growth-and-decay-mcq-6","subTopicId":"compound-growth-and-decay","prompt":"Which of these describes compound interest?","explanation":"With compound interest, you earn interest on the interest too, so the amount grows by more each year. Interest worked out only on the original amount, the same every year, is simple interest.","difficulty":1,"type":"mcq","options":["Interest is added each year, and the next year's interest is worked out on the new total","The same amount of interest is added every year","Interest is only worked out on the original amount","Interest is taken away each year"],"correctIndex":0},{"id":"compound-growth-and-decay-multi-1","subTopicId":"compound-growth-and-decay","prompt":"A house's value goes up by 3% every year. Which of these are true?","explanation":"Each year is × 1.03, so after n years it is × 1.03ⁿ. After 2 years: 1.03² = 1.0609, a rise of 6.09%, not 6%, because the second 3% is of a bigger value. For the same reason, the rise in pounds gets bigger each year.","difficulty":1,"type":"multi","options":["The multiplier for one year is 1.03","After n years, the value is the original value × 1.03ⁿ","It goes up by the same number of pounds every year","After 2 years it has gone up by 6%","After 2 years it has gone up by 6.09%"],"correctIndices":[0,1,4]},{"id":"compound-growth-and-decay-multi-2","subTopicId":"compound-growth-and-decay","prompt":"£800 is invested at 2.5% compound interest per year. Which of these are true, to the nearest penny?","explanation":"The multiplier is 1.025. 800 × 1.025 = £820. 820 × 1.025 = £840.50. 840.50 × 1.025 = £861.5125, which is £861.51. £840 and £860 add £20 a year: simple interest.","difficulty":3,"type":"multi","options":["After 1 year it is worth £820","After 2 years it is worth £840.50","After 3 years it is worth £861.51","After 2 years it is worth £840","After 3 years it is worth £860"],"correctIndices":[0,1,2]},{"id":"compound-growth-and-decay-numeric-1","subTopicId":"compound-growth-and-decay","prompt":"£600 is invested at 3% simple interest per year. After how many years will the total be £708?","explanation":"The interest needed is £708 − £600 = £108. Each year earns 3% of £600 = £18. 108 ÷ 18 = 6 years.","difficulty":2,"type":"numeric","answer":6,"tolerance":0,"unit":"years"},{"id":"compound-growth-and-decay-numeric-2","subTopicId":"compound-growth-and-decay","prompt":"A car is bought for £15 000. It loses 12% of its value each year. After how many whole years is it first worth less than £9000?","explanation":"The multiplier is 0.88. After 1 year: £13 200. After 2 years: £11 616. After 3 years: £10 222.08. After 4 years: £8995.43, which is less than £9000. So 4 years.","difficulty":3,"type":"numeric","answer":4,"tolerance":0,"unit":"years"},{"id":"compound-growth-and-decay-generated-1","subTopicId":"compound-growth-and-decay","type":"generated","generator":"compoundInterest","difficulty":2},{"id":"money-and-best-buys-mcq-1","subTopicId":"money-and-best-buys","prompt":"Which bag of rice is the best buy?","explanation":"Work out the cost of 100 g for each. 500 g: £2.40 ÷ 5 = 48p. 750 g: £3.45 ÷ 7.5 = 46p. 1 kg: £4.70 ÷ 10 = 47p. 250 g: £1.25 ÷ 2.5 = 50p. The cheapest per 100 g is 750 g for £3.45.","difficulty":2,"type":"mcq","options":["500 g for £2.40","750 g for £3.45","1 kg for £4.70","250 g for £1.25"],"correctIndex":1},{"id":"money-and-best-buys-mcq-2","subTopicId":"money-and-best-buys","prompt":"Which pack of cans is the best value?","explanation":"Work out the cost of one can. 6 cans: £3.30 ÷ 6 = 55p. 8 cans: £4.24 ÷ 8 = 53p. 12 cans: £6.48 ÷ 12 = 54p. 4 cans: £2.20 ÷ 4 = 55p. The 8-can pack is cheapest per can. The biggest pack isn't always the best value.","difficulty":3,"type":"mcq","options":["6 cans for £3.30","8 cans for £4.24","12 cans for £6.48","4 cans for £2.20"],"correctIndex":1},{"id":"money-and-best-buys-mcq-3","subTopicId":"money-and-best-buys","prompt":"Sam earns £11.50 per hour. How much does Sam earn for 8 hours?","explanation":"Pay = rate × hours: £11.50 × 8 = £92 (8 × £11 = £88, plus 8 × 50p = £4).","difficulty":1,"type":"mcq","options":["£92","£80.50","£19.50","£115"],"correctIndex":0},{"id":"money-and-best-buys-mcq-4","subTopicId":"money-and-best-buys","prompt":"Overtime is paid at time and a half. The normal rate is £12 per hour. What is the overtime rate?","explanation":"Time and a half means 1.5 times the normal rate: 1.5 × £12 = £18 per hour. £24 would be double time.","difficulty":1,"type":"mcq","options":["£18","£12.50","£24","£6"],"correctIndex":0},{"id":"money-and-best-buys-mcq-5","subTopicId":"money-and-best-buys","prompt":"A bill is £80 before VAT. VAT is 20%. What is the total with VAT?","explanation":"20% of £80 is £16. Add it on: £80 + £16 = £96. Or multiply by 1.2: £80 × 1.2 = £96.","difficulty":2,"type":"mcq","options":["£96","£100","£64","£81.60"],"correctIndex":0},{"id":"money-and-best-buys-mcq-6","subTopicId":"money-and-best-buys","prompt":"The exchange rate is £1 = €1.15. How many pounds is €230?","explanation":"Each pound is €1.15, so divide the euros by 1.15: €230 ÷ 1.15 = £200. Check: there should be fewer pounds than euros. Multiplying gives £264.50, which is the wrong way round.","difficulty":3,"type":"mcq","options":["£200","£264.50","£230","£2"],"correctIndex":0},{"id":"money-and-best-buys-multi-1","subTopicId":"money-and-best-buys","prompt":"Which of these cost less than 50p per 100 g?","explanation":"Cost per 100 g: £1.80 ÷ 4 = 45p. £1.30 ÷ 2.5 = 52p. £4.90 ÷ 10 = 49p. £3.12 ÷ 6 = 52p. £0.96 ÷ 2 = 48p. So 400 g, 1 kg and 200 g cost less than 50p per 100 g.","difficulty":1,"type":"multi","options":["400 g for £1.80","250 g for £1.30","1 kg for £4.90","600 g for £3.12","200 g for £0.96"],"correctIndices":[0,2,4]},{"id":"money-and-best-buys-multi-2","subTopicId":"money-and-best-buys","prompt":"Jo works 40 hours at £10 per hour, plus 6 hours of overtime at time and a half. Which of these are true?","explanation":"Basic pay: 40 × £10 = £400. Overtime rate: 1.5 × £10 = £15 an hour, so overtime pay is 6 × £15 = £90. Total: £400 + £90 = £490. £460 pays the overtime at the normal rate.","difficulty":3,"type":"multi","options":["Jo's basic pay is £400","Jo's overtime pay is £90","Jo's total pay is £490","Jo's total pay is £460","Jo's overtime rate is £16 per hour"],"correctIndices":[0,1,2]},{"id":"money-and-best-buys-numeric-1","subTopicId":"money-and-best-buys","prompt":"A phone contract costs £15 a month, plus 5p for each text. In one month, Kim sends 140 texts. How much is her bill?","explanation":"The texts cost 140 × 5p = 700p = £7. The bill is £15 + £7 = £22.","difficulty":2,"type":"numeric","answer":22,"tolerance":0,"unit":"£"},{"id":"money-and-best-buys-numeric-2","subTopicId":"money-and-best-buys","prompt":"Jo is paid £10 per hour for the first 37 hours each week, and time and a half after that. One week Jo earns £475. How many hours did Jo work?","explanation":"The first 37 hours earn 37 × £10 = £370. That leaves £475 − £370 = £105 of overtime, at £15 an hour: 105 ÷ 15 = 7 hours. Total: 37 + 7 = 44 hours.","difficulty":3,"type":"numeric","answer":44,"tolerance":0,"unit":"hours"},{"id":"units-and-conversion-graphs-mcq-1","subTopicId":"units-and-conversion-graphs","prompt":"Change 2.75 km into metres.","explanation":"There are 1000 m in 1 km. Metres are smaller, so there are more of them: multiply by 1000. 2.75 × 1000 = 2750 m.","difficulty":1,"type":"mcq","options":["2750 m","275 m","27 500 m","0.00275 m"],"correctIndex":0},{"id":"units-and-conversion-graphs-mcq-2","subTopicId":"units-and-conversion-graphs","prompt":"Change 450 g into kilograms.","explanation":"There are 1000 g in 1 kg. Kilograms are bigger, so there are fewer of them: divide by 1000. 450 ÷ 1000 = 0.45 kg.","difficulty":1,"type":"mcq","options":["0.45 kg","4.5 kg","45 kg","450 000 kg"],"correctIndex":0},{"id":"units-and-conversion-graphs-mcq-3","subTopicId":"units-and-conversion-graphs","prompt":"How many square centimetres are there in 1 m²?","explanation":"1 m² is a square 1 m by 1 m, which is 100 cm by 100 cm. Its area is 100 × 100 = 10 000 cm². 100 forgets that area has two dimensions.","difficulty":2,"type":"mcq","options":["10 000","100","1000","1 000 000"],"correctIndex":0},{"id":"units-and-conversion-graphs-mcq-4","subTopicId":"units-and-conversion-graphs","prompt":"Change 3 m³ into cm³.","explanation":"1 m³ is a cube 100 cm on each side, so 1 m³ = 100 × 100 × 100 = 1 000 000 cm³. 3 m³ = 3 × 1 000 000 = 3 000 000 cm³.","difficulty":3,"type":"mcq","options":["3 000 000 cm³","300 cm³","30 000 cm³","3000 cm³"],"correctIndex":0},{"id":"units-and-conversion-graphs-mcq-5","subTopicId":"units-and-conversion-graphs","prompt":"5 miles ≈ 8 km. About how many kilometres is 35 miles?","explanation":"35 miles is 35 ÷ 5 = 7 lots of 5 miles. Each is 8 km, so 7 × 8 = 56 km. Kilometres are shorter than miles, so there should be more of them.","difficulty":2,"type":"mcq","options":["56 km","21.9 km","43 km","280 km"],"correctIndex":0},{"id":"units-and-conversion-graphs-mcq-6","subTopicId":"units-and-conversion-graphs","prompt":"Use the conversion graph to change 5 kg into pounds.","explanation":"Go up from 5 kg to the line, then across to the pounds axis: 11 pounds. Check: the line goes through 10 kg = 22 pounds, and 5 kg is half of that.","difficulty":2,"graph":{"x":{"label":"Mass","unit":"kg","min":0,"max":10,"step":1},"y":{"label":"Mass","unit":"pounds","min":0,"max":22,"step":2},"lines":[{"points":[[0,0],[10,22]]}],"axesAtOrigin":true,"description":"A conversion graph: a straight line through the origin, from 0 kg = 0 pounds to 10 kg = 22 pounds."},"type":"mcq","options":["11 pounds","2.3 pounds","10 pounds","7.2 pounds"],"correctIndex":0},{"id":"units-and-conversion-graphs-multi-1","subTopicId":"units-and-conversion-graphs","prompt":"Which of these are equal to 2.5 litres?","explanation":"1 litre = 1000 ml = 100 cl, and 1 ml = 1 cm³. So 2.5 litres = 2500 ml = 250 cl = 2500 cm³.","difficulty":1,"type":"multi","options":["2500 ml","250 cl","2500 cm³","25 000 ml","0.25 cl"],"correctIndices":[0,1,2]},{"id":"units-and-conversion-graphs-multi-2","subTopicId":"units-and-conversion-graphs","prompt":"Which of these are equal to 0.8 m²?","explanation":"1 m² = 100 × 100 = 10 000 cm², so 0.8 m² = 8000 cm². 1 m² = 1000 × 1000 = 1 000 000 mm², so 0.8 m² = 800 000 mm².","difficulty":3,"type":"multi","options":["8000 cm²","80 cm²","800 000 mm²","80 000 cm²","8 m²"],"correctIndices":[0,2]},{"id":"units-and-conversion-graphs-numeric-1","subTopicId":"units-and-conversion-graphs","prompt":"A tank holds 0.6 m³ of water. How many litres is that?","explanation":"1 m³ = 1 000 000 cm³, and 1000 cm³ = 1 litre, so 1 m³ = 1000 litres. 0.6 m³ = 0.6 × 1000 = 600 litres.","difficulty":2,"type":"numeric","answer":600,"tolerance":0,"unit":"litres"},{"id":"units-and-conversion-graphs-numeric-2","subTopicId":"units-and-conversion-graphs","prompt":"Use the conversion graph to change 50 kg into pounds.","explanation":"50 kg is off the graph, so use a value on it: 10 kg = 22 pounds. 50 kg is 5 × 10 kg, so it is 5 × 22 = 110 pounds.","difficulty":3,"graph":{"x":{"label":"Mass","unit":"kg","min":0,"max":10,"step":1},"y":{"label":"Mass","unit":"pounds","min":0,"max":22,"step":2},"lines":[{"points":[[0,0],[10,22]]}],"axesAtOrigin":true,"description":"A conversion graph: a straight line through the origin, from 0 kg = 0 pounds to 10 kg = 22 pounds."},"type":"numeric","answer":110,"tolerance":0,"unit":"pounds"},{"id":"compound-measures-mcq-1","subTopicId":"compound-measures","prompt":"A car travels 150 km in 2.5 hours. What is its average speed?","explanation":"Speed = distance ÷ time = 150 ÷ 2.5 = 60 km/h. Multiplying gives 375, and dividing the wrong way round gives 0.017.","difficulty":1,"type":"mcq","options":["60 km/h","375 km/h","0.017 km/h","152.5 km/h"],"correctIndex":0},{"id":"compound-measures-mcq-2","subTopicId":"compound-measures","prompt":"Change 72 km/h into m/s.","explanation":"72 km/h means 72 000 m in 3600 seconds. 72 000 ÷ 3600 = 20 m/s. (Dividing by 3.6 does both steps at once.)","difficulty":2,"type":"mcq","options":["20 m/s","72 000 m/s","1.2 m/s","259.2 m/s"],"correctIndex":0},{"id":"compound-measures-mcq-3","subTopicId":"compound-measures","prompt":"A block has a mass of 600 g and a volume of 80 cm³. What is its density?","explanation":"Density = mass ÷ volume = 600 ÷ 80 = 7.5 g/cm³.","difficulty":1,"type":"mcq","options":["7.5 g/cm³","48 000 g/cm³","0.13 g/cm³","520 g/cm³"],"correctIndex":0},{"id":"compound-measures-mcq-4","subTopicId":"compound-measures","prompt":"A force of 300 N acts on an area of 1.5 m². What is the pressure?","explanation":"Pressure = force ÷ area = 300 ÷ 1.5 = 200 N/m².","difficulty":2,"type":"mcq","options":["200 N/m²","450 N/m²","0.005 N/m²","301.5 N/m²"],"correctIndex":0},{"id":"compound-measures-mcq-5","subTopicId":"compound-measures","prompt":"A runner goes 400 m in 1 minute 20 seconds. What is the average speed, in m/s?","explanation":"Change the time to seconds: 1 minute 20 seconds = 60 + 20 = 80 seconds. Speed = 400 ÷ 80 = 5 m/s. Treating it as 120 seconds gives 3.33 m/s.","difficulty":3,"type":"mcq","options":["5 m/s","3.33 m/s","320 m/s","4 m/s"],"correctIndex":0},{"id":"compound-measures-mcq-6","subTopicId":"compound-measures","prompt":"A cyclist rides 12 km at 24 km/h, then 18 km at 18 km/h. What is her average speed for the whole ride?","explanation":"Find each time: 12 ÷ 24 = 0.5 hours and 18 ÷ 18 = 1 hour. Total distance 30 km, total time 1.5 hours. Average speed = 30 ÷ 1.5 = 20 km/h. The mean of the two speeds, 21 km/h, is wrong, because she spends longer at the slower speed.","difficulty":3,"type":"mcq","options":["20 km/h","21 km/h","42 km/h","15 km/h"],"correctIndex":0},{"id":"compound-measures-multi-1","subTopicId":"compound-measures","prompt":"Which of these are units of speed?","explanation":"Speed is a distance divided by a time: kilometres per hour, metres per second and miles per hour. g/cm³ is density (mass ÷ volume) and N/m² is pressure (force ÷ area).","difficulty":1,"type":"multi","options":["km/h","m/s","g/cm³","mph","N/m²"],"correctIndices":[0,1,3]},{"id":"compound-measures-multi-2","subTopicId":"compound-measures","prompt":"A metal cube with sides of 2 cm has a mass of 21.6 g. Which of these are true?","explanation":"Volume = 2 × 2 × 2 = 8 cm³ (not 2 × 3). Density = 21.6 ÷ 8 = 2.7 g/cm³. Mass = density × volume, so 10 cm³ has a mass of 2.7 × 10 = 27 g.","difficulty":3,"type":"multi","options":["Its volume is 8 cm³","Its density is 2.7 g/cm³","10 cm³ of the same metal has a mass of 27 g","Its volume is 6 cm³","Its density is 3.6 g/cm³"],"correctIndices":[0,1,2]},{"id":"compound-measures-numeric-1","subTopicId":"compound-measures","prompt":"A train travels at an average speed of 80 km/h for 2 hours 15 minutes. How far does it go?","explanation":"Change the time to hours: 15 minutes = 0.25 hours, so 2.25 hours. Distance = speed × time = 80 × 2.25 = 180 km.","difficulty":2,"type":"numeric","answer":180,"tolerance":0,"unit":"km"},{"id":"compound-measures-numeric-2","subTopicId":"compound-measures","prompt":"Gold has a density of 19.3 g/cm³. A gold bar has a mass of 1544 g. What is its volume?","explanation":"Volume = mass ÷ density = 1544 ÷ 19.3 = 80 cm³.","difficulty":3,"type":"numeric","answer":80,"tolerance":0,"unit":"cm³"},{"id":"compound-measures-generated-1","subTopicId":"compound-measures","type":"generated","generator":"averageSpeedProblem","difficulty":2},{"id":"compound-measures-generated-2","subTopicId":"compound-measures","type":"generated","generator":"densityMassVolume","difficulty":2},{"id":"compound-measures-generated-3","subTopicId":"compound-measures","type":"generated","generator":"pressureForceArea","difficulty":2}]},{"id":"m5","subjectId":"maths","code":"M5","title":"Geometry and Measures","description":"Angles, shapes and their properties, area and volume, transformations, and constructions and bearings.","questions":[{"id":"angle-facts-and-parallel-lines-mcq-1","subTopicId":"angle-facts-and-parallel-lines","prompt":"Two angles on a straight line are 128° and x. What is x?","explanation":"Angles on a straight line add up to 180°: x = 180 − 128 = 52°. 232° comes from using 360°, which is for angles around a point.","difficulty":1,"type":"mcq","options":["52°","62°","232°","128°"],"correctIndex":0},{"id":"angle-facts-and-parallel-lines-mcq-2","subTopicId":"angle-facts-and-parallel-lines","prompt":"Two straight lines cross. Which reason explains why the angles opposite each other are equal?","explanation":"Where two straight lines cross, the angles opposite each other are vertically opposite angles, and they are equal. Alternate and corresponding angles need parallel lines.","difficulty":1,"type":"mcq","options":["Vertically opposite angles are equal","Alternate angles are equal","Corresponding angles are equal","Angles on a straight line add up to 180°"],"correctIndex":0},{"id":"angle-facts-and-parallel-lines-mcq-3","subTopicId":"angle-facts-and-parallel-lines","prompt":"A line crosses two parallel lines. Two angles are between the parallel lines, on opposite sides of the crossing line, making a Z shape. Which reason says they are equal?","explanation":"Angles in a Z shape, between the parallel lines and on opposite sides of the crossing line, are alternate angles, and alternate angles are equal.","difficulty":2,"type":"mcq","options":["Alternate angles are equal","Corresponding angles are equal","Co-interior angles add up to 180°","Vertically opposite angles are equal"],"correctIndex":0},{"id":"angle-facts-and-parallel-lines-mcq-4","subTopicId":"angle-facts-and-parallel-lines","prompt":"A line crosses two parallel lines. Two angles are in matching positions at each crossing, on the same side of the crossing line, making an F shape. Which reason says they are equal?","explanation":"Angles in the same position at each crossing, in an F shape, are corresponding angles, and corresponding angles are equal.","difficulty":2,"type":"mcq","options":["Corresponding angles are equal","Alternate angles are equal","Co-interior angles add up to 180°","Vertically opposite angles are equal"],"correctIndex":0},{"id":"angle-facts-and-parallel-lines-mcq-5","subTopicId":"angle-facts-and-parallel-lines","prompt":"A line crosses two parallel lines. Two angles are between the parallel lines, on the same side of the crossing line, making a C shape. One is 65°. What is the other, and why?","explanation":"Angles in a C shape, between the parallel lines and on the same side of the crossing line, are co-interior angles. They add up to 180°, so the other angle is 180 − 65 = 115°.","difficulty":3,"type":"mcq","options":["115°, because co-interior angles add up to 180°","65°, because alternate angles are equal","65°, because corresponding angles are equal","295°, because angles around a point add up to 360°"],"correctIndex":0},{"id":"angle-facts-and-parallel-lines-mcq-6","subTopicId":"angle-facts-and-parallel-lines","prompt":"The angles in a triangle are x, 2x and 3x + 30°. What is x?","explanation":"Angles in a triangle add up to 180°: x + 2x + 3x + 30 = 180. So 6x + 30 = 180, 6x = 150 and x = 25°. The angles are 25°, 50° and 105°.","difficulty":3,"type":"mcq","options":["25°","30°","35°","50°"],"correctIndex":0},{"id":"angle-facts-and-parallel-lines-multi-1","subTopicId":"angle-facts-and-parallel-lines","prompt":"Which of these angles are obtuse?","explanation":"An obtuse angle is more than 90° but less than 180°: 95°, 135° and 179°. 45° is acute, and 180° is a straight angle.","difficulty":1,"type":"multi","options":["95°","180°","135°","45°","179°"],"correctIndices":[0,2,4]},{"id":"angle-facts-and-parallel-lines-multi-2","subTopicId":"angle-facts-and-parallel-lines","prompt":"Three angles of a quadrilateral are 80°, 95° and 110°. Which of these are true?","explanation":"Angles in a quadrilateral add up to 360°. 80 + 95 + 110 = 285, so the fourth angle is 360 − 285 = 75°, which is acute. None of the angles is more than 180°, so there is no reflex angle.","difficulty":3,"type":"multi","options":["The fourth angle is 75°","All four angles add up to 360°","The fourth angle is acute","The fourth angle is 105°","The quadrilateral has a reflex angle"],"correctIndices":[0,1,2]},{"id":"angle-facts-and-parallel-lines-label-1","subTopicId":"angle-facts-and-parallel-lines","prompt":"The lines with arrows are parallel. Angle a is marked at P. Label each angle marked at Q.","explanation":"Corresponding angles are in the same position at each crossing: above the line, right of the transversal (an F shape). Alternate angles are between the lines on opposite sides of the transversal (a Z shape). Co-interior angles are between the lines on the same side (a C shape), and add up to 180°.","difficulty":2,"geometry":{"points":{"A":[0,0],"B":[7,0],"C":[0,3],"D":[7,3],"E":[1.5,-1],"F":[5.5,4],"P":[2.3,0],"Q":[4.7,3]},"hideLabels":["A","B","C","D","E","F"],"segments":[{"from":"A","to":"B","arrows":1},{"from":"C","to":"D","arrows":1},{"from":"E","to":"F"}],"angles":[{"at":"P","from":"B","to":"Q","label":"a"},{"at":"Q","from":"C","to":"P"},{"at":"Q","from":"F","to":"D"},{"at":"Q","from":"D","to":"P"}],"description":"Two parallel lines crossed by a transversal at P (lower) and Q (upper). Angle a is at P, above the lower line and to the right of the transversal. Three angles are marked at Q: below the upper line on the left, above it on the right, and below it on the right."},"type":"label","hotspots":[{"id":"cor","target":"∠FQD","answer":"Corresponding to a"},{"id":"coi","target":"∠DQP","answer":"Co-interior with a"},{"id":"alt","target":"∠CQP","answer":"Alternate to a"}]},{"id":"angle-facts-and-parallel-lines-numeric-1","subTopicId":"angle-facts-and-parallel-lines","prompt":"Four angles around a point are 90°, 2x, 3x and 70°. Work out x.","explanation":"Angles around a point add up to 360°: 90 + 2x + 3x + 70 = 360. So 5x + 160 = 360, 5x = 200 and x = 40°.","difficulty":2,"type":"numeric","answer":40,"tolerance":0,"unit":"°"},{"id":"angle-facts-and-parallel-lines-numeric-2","subTopicId":"angle-facts-and-parallel-lines","prompt":"In an isosceles triangle, the angle between the two equal sides is 40°. Work out the size of each of the other two angles.","explanation":"The other two angles are the base angles, and they are equal. Angles in a triangle add up to 180°, so together they are 180 − 40 = 140°. Each one is 140 ÷ 2 = 70°.","difficulty":3,"type":"numeric","answer":70,"tolerance":0,"unit":"°"},{"id":"properties-of-2d-shapes-mcq-1","subTopicId":"properties-of-2d-shapes","prompt":"How many lines of symmetry does a rectangle that isn't a square have?","explanation":"A rectangle has two lines of symmetry: one across the middle each way. The diagonals aren't lines of symmetry, because folding along one doesn't match the corners up.","difficulty":1,"type":"mcq","options":["2","4","1","0"],"correctIndex":0},{"id":"properties-of-2d-shapes-mcq-2","subTopicId":"properties-of-2d-shapes","prompt":"What is the order of rotational symmetry of a square?","explanation":"A square looks the same 4 times in one full turn (every 90°), so it has rotational symmetry of order 4. It also has 4 lines of symmetry, but that is a different thing.","difficulty":1,"type":"mcq","options":["4","2","1","8"],"correctIndex":0},{"id":"properties-of-2d-shapes-mcq-3","subTopicId":"properties-of-2d-shapes","prompt":"Which quadrilateral has exactly one pair of parallel sides?","explanation":"A trapezium has exactly one pair of parallel sides. A parallelogram and a rhombus have two pairs, and a kite has none.","difficulty":2,"type":"mcq","options":["Trapezium","Parallelogram","Rhombus","Kite"],"correctIndex":0},{"id":"properties-of-2d-shapes-mcq-4","subTopicId":"properties-of-2d-shapes","prompt":"Which quadrilateral has four equal sides and diagonals that cross at right angles, but diagonals that aren't equal in length?","explanation":"A rhombus has four equal sides and diagonals that cross at right angles, but its diagonals are different lengths. A square's diagonals are equal, a rectangle's sides aren't all equal, and a kite's sides are in two equal pairs.","difficulty":2,"type":"mcq","options":["Rhombus","Square","Rectangle","Kite"],"correctIndex":0},{"id":"properties-of-2d-shapes-mcq-5","subTopicId":"properties-of-2d-shapes","prompt":"A triangle has angles of 50°, 65° and 65°. What type of triangle is it?","explanation":"Two angles are equal (65°), so the sides opposite them are equal: it is isosceles. An equilateral triangle has three 60° angles, and none of the angles is 90°.","difficulty":3,"type":"mcq","options":["Isosceles","Equilateral","Scalene","Right-angled"],"correctIndex":0},{"id":"properties-of-2d-shapes-mcq-6","subTopicId":"properties-of-2d-shapes","prompt":"Which of these shapes has rotational symmetry of order 2 but no lines of symmetry?","explanation":"A parallelogram looks the same after a half turn (order 2), but folding it along any line doesn't match it up. A rectangle has order 2 and 2 lines of symmetry. A kite and an isosceles trapezium each have 1 line of symmetry and order 1.","difficulty":3,"type":"mcq","options":["A parallelogram that isn't a rectangle or a rhombus","A rectangle","A kite","An isosceles trapezium"],"correctIndex":0},{"id":"properties-of-2d-shapes-multi-1","subTopicId":"properties-of-2d-shapes","prompt":"Which of these shapes always have two pairs of parallel sides?","explanation":"Squares, rhombuses and parallelograms all have two pairs of parallel sides. A trapezium has only one pair, and a kite has none.","difficulty":1,"type":"multi","options":["Square","Rhombus","Parallelogram","Kite","Trapezium"],"correctIndices":[0,1,2]},{"id":"properties-of-2d-shapes-multi-2","subTopicId":"properties-of-2d-shapes","prompt":"Which of these are true for every kite?","explanation":"A kite has two pairs of equal sides next to each other, a line of symmetry through the corners where the equal sides meet, and diagonals that cross at right angles. Its angles aren't all equal, and it has no parallel sides (unless it is a rhombus).","difficulty":3,"type":"multi","options":["It has two pairs of equal sides next to each other","It has at least one line of symmetry","Its diagonals cross at right angles","All four of its angles are equal","It has two pairs of parallel sides"],"correctIndices":[0,1,2]},{"id":"properties-of-2d-shapes-numeric-1","subTopicId":"properties-of-2d-shapes","prompt":"How many lines of symmetry does a regular pentagon have?","explanation":"A regular polygon has as many lines of symmetry as it has sides. A regular pentagon has 5 sides, so it has 5 lines of symmetry: each goes through a corner and the middle of the opposite side.","difficulty":2,"type":"numeric","answer":5,"tolerance":0},{"id":"properties-of-2d-shapes-numeric-2","subTopicId":"properties-of-2d-shapes","prompt":"One angle of a parallelogram is 70°. What is the size of an angle next to it?","explanation":"In a parallelogram, angles next to each other are co-interior angles between parallel sides, so they add up to 180°. 180 − 70 = 110°. (The angles are 70°, 110°, 70° and 110°.)","difficulty":3,"type":"numeric","answer":110,"tolerance":0,"unit":"°"},{"id":"angles-in-polygons-mcq-1","subTopicId":"angles-in-polygons","prompt":"What do the exterior angles of any polygon add up to?","explanation":"Walking round any polygon, you turn through each exterior angle and end up facing the way you started: one full turn, 360°. It is the same for every polygon.","difficulty":1,"type":"mcq","options":["360°","180°","540°","It depends on the number of sides"],"correctIndex":0},{"id":"angles-in-polygons-mcq-2","subTopicId":"angles-in-polygons","prompt":"What do the interior angles of a hexagon add up to?","explanation":"Use (n − 2) × 180° with n = 6: 4 × 180° = 720°. A hexagon splits into 4 triangles from one corner.","difficulty":1,"type":"mcq","options":["720°","1080°","540°","360°"],"correctIndex":0},{"id":"angles-in-polygons-mcq-3","subTopicId":"angles-in-polygons","prompt":"What is each exterior angle of a regular decagon (10 sides)?","explanation":"The exterior angles add up to 360°, and a regular decagon has 10 equal ones: 360 ÷ 10 = 36°. 144° is the interior angle.","difficulty":2,"type":"mcq","options":["36°","144°","18°","324°"],"correctIndex":0},{"id":"angles-in-polygons-mcq-4","subTopicId":"angles-in-polygons","prompt":"Each interior angle of a regular polygon is 150°. How many sides does it have?","explanation":"Each exterior angle is 180 − 150 = 30°. The exterior angles add up to 360°, so there are 360 ÷ 30 = 12 sides.","difficulty":3,"type":"mcq","options":["12","10","15","6"],"correctIndex":0},{"id":"angles-in-polygons-mcq-5","subTopicId":"angles-in-polygons","prompt":"Which of these could be the exterior angle of a regular polygon?","explanation":"The number of sides is 360 ÷ exterior angle, which must be a whole number. 360 ÷ 40 = 9 (a nonagon). 360 ÷ 35, 360 ÷ 50 and 360 ÷ 70 aren't whole numbers.","difficulty":3,"type":"mcq","options":["40°","35°","50°","70°"],"correctIndex":0},{"id":"angles-in-polygons-mcq-6","subTopicId":"angles-in-polygons","prompt":"Five of the interior angles of a hexagon are 100°, 120°, 130°, 140° and 110°. What is the sixth?","explanation":"The interior angles of a hexagon add up to (6 − 2) × 180° = 720°. The five given add up to 600°, so the sixth is 720 − 600 = 120°.","difficulty":2,"type":"mcq","options":["120°","240°","60°","130°"],"correctIndex":0},{"id":"angles-in-polygons-multi-1","subTopicId":"angles-in-polygons","prompt":"Which of these could be an interior angle of a regular polygon?","explanation":"Find the exterior angle (180° − interior) and check that it divides 360° exactly. 60°: 120°, 3 sides. 90°: 90°, 4 sides. 108°: 72°, 5 sides. 100° gives 80°, and 130° gives 50°: neither divides 360° exactly.","difficulty":1,"type":"multi","options":["60°","90°","108°","100°","130°"],"correctIndices":[0,1,2]},{"id":"angles-in-polygons-multi-2","subTopicId":"angles-in-polygons","prompt":"Which of these are true for a regular octagon?","explanation":"Exterior angle: 360 ÷ 8 = 45°. Interior angle: 180 − 45 = 135°. Sum of interior angles: (8 − 2) × 180 = 1080°, which is also 8 × 135.","difficulty":3,"type":"multi","options":["Each exterior angle is 45°","Each interior angle is 135°","The interior angles add up to 1080°","The interior angles add up to 1440°","Each interior angle is 140°"],"correctIndices":[0,1,2]},{"id":"angles-in-polygons-numeric-1","subTopicId":"angles-in-polygons","prompt":"The interior angles of a polygon add up to 1260°. How many sides does it have?","explanation":"Use (n − 2) × 180 = 1260. Divide by 180: n − 2 = 7. So n = 9: it is a nonagon.","difficulty":2,"type":"numeric","answer":9,"tolerance":0,"unit":"sides"},{"id":"angles-in-polygons-numeric-2","subTopicId":"angles-in-polygons","prompt":"Each interior angle of a regular polygon is 4 times as big as each exterior angle. How many sides does it have?","explanation":"Interior + exterior = 180°. If the exterior angle is e, then 4e + e = 180, so 5e = 180 and e = 36°. The number of sides is 360 ÷ 36 = 10.","difficulty":3,"type":"numeric","answer":10,"tolerance":0,"unit":"sides"},{"id":"angles-in-polygons-generated-1","subTopicId":"angles-in-polygons","type":"generated","generator":"polygonAngles","difficulty":2},{"id":"perimeter-and-area-mcq-1","subTopicId":"perimeter-and-area","prompt":"What is the area of a triangle with a base of 10 cm and a perpendicular height of 6 cm?","explanation":"Area of a triangle = ½ × base × height = ½ × 10 × 6 = 30 cm². Forgetting the ½ gives 60 cm².","difficulty":1,"type":"mcq","options":["30 cm²","60 cm²","16 cm²","32 cm²"],"correctIndex":0},{"id":"perimeter-and-area-mcq-2","subTopicId":"perimeter-and-area","prompt":"A rectangle is 7 cm long and 4 cm wide. What is its perimeter?","explanation":"The perimeter is the distance all the way round: 7 + 4 + 7 + 4 = 22 cm. 28 is the area (in cm²), and 11 cm is only two of the sides.","difficulty":1,"type":"mcq","options":["22 cm","28 cm","11 cm","14 cm"],"correctIndex":0},{"id":"perimeter-and-area-mcq-3","subTopicId":"perimeter-and-area","prompt":"A parallelogram has a base of 9 cm, slanted sides of 5 cm, and a perpendicular height of 4 cm. What is its area?","explanation":"Area of a parallelogram = base × perpendicular height = 9 × 4 = 36 cm². The slanted side, 5 cm, isn't the height: using it gives 45 cm², which is wrong.","difficulty":2,"type":"mcq","options":["36 cm²","45 cm²","18 cm²","180 cm²"],"correctIndex":0},{"id":"perimeter-and-area-mcq-4","subTopicId":"perimeter-and-area","prompt":"A trapezium has parallel sides of 6 cm and 10 cm, and a height of 5 cm. What is its area?","explanation":"Area of a trapezium = ½(a + b)h = ½ × (6 + 10) × 5 = ½ × 16 × 5 = 40 cm². Forgetting the ½ gives 80 cm².","difficulty":2,"type":"mcq","options":["40 cm²","80 cm²","300 cm²","21 cm²"],"correctIndex":0},{"id":"perimeter-and-area-mcq-5","subTopicId":"perimeter-and-area","prompt":"A 4 cm by 3 cm rectangle is cut from one corner of a 10 cm by 8 cm rectangle, leaving an L shape. What is the area of the L shape?","explanation":"Big rectangle: 10 × 8 = 80 cm². Cut-out: 4 × 3 = 12 cm². L shape: 80 − 12 = 68 cm².","difficulty":3,"type":"mcq","options":["68 cm²","80 cm²","92 cm²","56 cm²"],"correctIndex":0},{"id":"perimeter-and-area-mcq-6","subTopicId":"perimeter-and-area","prompt":"A rectangle has length (x + 3) cm and width x cm. Its area is 40 cm². What is x?","explanation":"Area: x(x + 3) = 40, so x² + 3x − 40 = 0. Factorise: (x + 8)(x − 5) = 0, so x = −8 or x = 5. A length can't be negative, so x = 5 (the rectangle is 8 cm by 5 cm).","difficulty":3,"higherTier":true,"type":"mcq","options":["5","8","−8","4"],"correctIndex":0},{"id":"perimeter-and-area-multi-1","subTopicId":"perimeter-and-area","prompt":"Which of these shapes have an area of 24 cm²?","explanation":"6 × 4 = 24. ½ × 8 × 6 = 24. 12 × 2 = 24. But the square is 6 × 6 = 36 cm², and the last triangle is ½ × 6 × 4 = 12 cm².","difficulty":1,"type":"multi","options":["A rectangle 6 cm by 4 cm","A triangle with base 8 cm and height 6 cm","A parallelogram with base 12 cm and height 2 cm","A square with sides of 6 cm","A triangle with base 6 cm and height 4 cm"],"correctIndices":[0,1,2]},{"id":"perimeter-and-area-multi-2","subTopicId":"perimeter-and-area","prompt":"A square has a perimeter of 36 cm. Which of these are true?","explanation":"A square has 4 equal sides: 36 ÷ 4 = 9 cm. Area = 9 × 9 = 81 cm². The diagonal is the longest side of a right-angled triangle with two 9 cm sides, so it is longer than 9 cm (about 12.7 cm).","difficulty":3,"type":"multi","options":["Each side is 9 cm","Its area is 81 cm²","Its diagonal is longer than 9 cm","Its area is 36 cm²","Each side is 6 cm"],"correctIndices":[0,1,2]},{"id":"perimeter-and-area-numeric-1","subTopicId":"perimeter-and-area","prompt":"A rectangular garden is 12 m by 7.5 m. Turf costs £4.50 per m². How much does it cost to turf the whole garden?","explanation":"Area = 12 × 7.5 = 90 m². Cost = 90 × £4.50 = £405.","difficulty":2,"type":"numeric","answer":405,"tolerance":0,"unit":"£"},{"id":"perimeter-and-area-numeric-2","subTopicId":"perimeter-and-area","prompt":"A triangle has an area of 42 cm² and a base of 12 cm. What is its perpendicular height?","explanation":"Area = ½ × base × height, so 42 = ½ × 12 × h = 6h. Divide by 6: h = 7 cm.","difficulty":3,"type":"numeric","answer":7,"tolerance":0,"unit":"cm"},{"id":"perimeter-and-area-generated-1","subTopicId":"perimeter-and-area","type":"generated","generator":"areaOfShape","difficulty":2},{"id":"circles-arcs-and-sectors-mcq-1","subTopicId":"circles-arcs-and-sectors","prompt":"Which part of a circle is a straight line from the centre to the edge?","explanation":"A radius goes from the centre to the edge. A diameter goes right across through the centre (it is 2 radii), a chord joins two points on the circle, and an arc is part of the circumference.","difficulty":1,"type":"mcq","options":["Radius","Diameter","Chord","Arc"],"correctIndex":0},{"id":"circles-arcs-and-sectors-mcq-2","subTopicId":"circles-arcs-and-sectors","prompt":"A circle has a radius of 5 cm. What is its area, in terms of π?","explanation":"Area = πr² = π × 5² = 25π cm². 10π is the circumference (2πr), and 100π squares the diameter.","difficulty":2,"type":"mcq","options":["25π cm²","10π cm²","5π cm²","100π cm²"],"correctIndex":0},{"id":"circles-arcs-and-sectors-mcq-3","subTopicId":"circles-arcs-and-sectors","prompt":"A circle has a diameter of 12 cm. What is its circumference, in terms of π?","explanation":"Circumference = πd = π × 12 = 12π cm. 24π doubles the diameter, which is wrong: 2πr uses the radius, 6 cm.","difficulty":2,"type":"mcq","options":["12π cm","6π cm","36π cm","24π cm"],"correctIndex":0},{"id":"circles-arcs-and-sectors-mcq-4","subTopicId":"circles-arcs-and-sectors","prompt":"A sector has a radius of 6 cm and an angle of 60°. What is its area, in terms of π?","explanation":"The sector is 60/360 = ⅙ of the circle. The whole circle's area is π × 6² = 36π, so the sector is 36π ÷ 6 = 6π cm². (2π cm is its arc length.)","difficulty":3,"type":"mcq","options":["6π cm²","2π cm²","36π cm²","12π cm²"],"correctIndex":0},{"id":"circles-arcs-and-sectors-mcq-5","subTopicId":"circles-arcs-and-sectors","prompt":"What is the perimeter of a semicircle with a diameter of 10 cm, to 1 decimal place?","explanation":"The curved edge is half the circumference: ½ × π × 10 = 15.707… cm. Add the straight edge, the diameter: 15.707… + 10 = 25.707… = 25.7 cm. 15.7 cm leaves out the straight edge.","difficulty":3,"type":"mcq","options":["25.7 cm","15.7 cm","31.4 cm","39.3 cm"],"correctIndex":0},{"id":"circles-arcs-and-sectors-mcq-6","subTopicId":"circles-arcs-and-sectors","prompt":"What is a segment of a circle?","explanation":"A segment is cut off by a chord: the region between the chord and its arc. The region between two radii is a sector, a straight line across the circle is a chord, and part of the circumference is an arc.","difficulty":2,"type":"mcq","options":["The region between a chord and an arc","The region between two radii and an arc","A straight line across the circle that doesn't pass through the centre","Part of the circumference"],"correctIndex":0},{"id":"circles-arcs-and-sectors-multi-1","subTopicId":"circles-arcs-and-sectors","prompt":"Which of these are true for a circle with a radius of 4 cm?","explanation":"Diameter = 2 × 4 = 8 cm. Area = π × 4² = 16π cm². Circumference = 2π × 4 = 8π cm. The other two swap the formulas.","difficulty":1,"type":"multi","options":["Its diameter is 8 cm","Its area is 16π cm²","Its circumference is 8π cm","Its area is 8π cm²","Its circumference is 16π cm"],"correctIndices":[0,1,2]},{"id":"circles-arcs-and-sectors-multi-2","subTopicId":"circles-arcs-and-sectors","prompt":"A sector has a radius of 9 cm and an angle of 120°. Which of these are true?","explanation":"The sector is 120/360 = ⅓ of the circle. Arc length = ⅓ × 2π × 9 = 6π cm. Area = ⅓ × π × 81 = 27π cm². The perimeter is the arc plus two radii: 6π + 9 + 9 = 6π + 18 cm.","difficulty":3,"type":"multi","options":["Its arc length is 6π cm","Its area is 27π cm²","Its perimeter is 6π + 18 cm","Its area is 18π cm²","Its arc length is 9π cm"],"correctIndices":[0,1,2]},{"id":"circles-arcs-and-sectors-numeric-1","subTopicId":"circles-arcs-and-sectors","prompt":"A circular pond has a circumference of 31.4 m. Using π = 3.14, work out its radius.","explanation":"Circumference = 2πr, so 31.4 = 2 × 3.14 × r = 6.28r. Divide: r = 31.4 ÷ 6.28 = 5 m.","difficulty":2,"type":"numeric","answer":5,"tolerance":0,"unit":"m"},{"id":"circles-arcs-and-sectors-numeric-2","subTopicId":"circles-arcs-and-sectors","prompt":"A sector has a radius of 10 cm and an arc length of 5π cm. What is the angle of the sector?","explanation":"The whole circumference is 2π × 10 = 20π cm. The arc is 5π ÷ 20π = ¼ of it, so the angle is ¼ of 360° = 90°.","difficulty":3,"type":"numeric","answer":90,"tolerance":0,"unit":"°"},{"id":"circles-arcs-and-sectors-generated-1","subTopicId":"circles-arcs-and-sectors","type":"generated","generator":"circleAreaCircumference","difficulty":1},{"id":"circles-arcs-and-sectors-generated-2","subTopicId":"circles-arcs-and-sectors","type":"generated","generator":"arcLengthOrSectorArea","difficulty":3},{"id":"circle-theorems-mcq-1","subTopicId":"circle-theorems","prompt":"A, B and C are points on a circle with centre O, and C is on the major arc. Angle AOB, at the centre, is 110°. What is angle ACB?","explanation":"The angle at the centre is twice the angle at the circumference, when both stand on the same arc. So angle ACB = 110 ÷ 2 = 55°.","difficulty":1,"higherTier":true,"geometry":{"points":{"O":[0,0],"A":{"on":"O","angle":215},"B":{"on":"O","angle":325},"C":{"on":"O","angle":95}},"segments":[{"from":"O","to":"A"},{"from":"O","to":"B"},{"from":"C","to":"A"},{"from":"C","to":"B"}],"circles":[{"centre":"O","radius":3}],"angles":[{"at":"O","from":"A","to":"B","label":"110°"},{"at":"C","from":"A","to":"B","label":"?"}],"description":"A circle with centre O. Angle AOB at the centre is 110°. C is on the major arc, and angle ACB is marked with a question mark."},"type":"mcq","options":["55°","110°","220°","70°"],"correctIndex":0},{"id":"circle-theorems-mcq-2","subTopicId":"circle-theorems","prompt":"AB is a diameter of a circle, and C is another point on the circle. What is angle ACB?","explanation":"The angle in a semicircle is 90°: any triangle drawn on a diameter, with its third corner on the circle, has a right angle at that corner.","difficulty":1,"higherTier":true,"type":"mcq","options":["90°","180°","60°","45°"],"correctIndex":0},{"id":"circle-theorems-mcq-3","subTopicId":"circle-theorems","prompt":"ABCD is a cyclic quadrilateral. Angle ABC = 104°. What is angle ADC?","explanation":"Angles ABC and ADC are opposite each other. Opposite angles of a cyclic quadrilateral add up to 180°, so angle ADC = 180 − 104 = 76°.","difficulty":2,"higherTier":true,"type":"mcq","options":["76°","104°","256°","52°"],"correctIndex":0},{"id":"circle-theorems-mcq-4","subTopicId":"circle-theorems","prompt":"A tangent touches a circle with centre O at T, and P is another point on the tangent. Which reason tells you that angle OTP = 90°?","explanation":"OT is a radius, and it meets the tangent at T. A tangent and a radius meet at 90°, so angle OTP = 90°.","difficulty":2,"higherTier":true,"type":"mcq","options":["A tangent and a radius meet at 90°","The angle in a semicircle is 90°","Opposite angles of a cyclic quadrilateral add up to 180°","Alternate angles are equal"],"correctIndex":0},{"id":"circle-theorems-mcq-5","subTopicId":"circle-theorems","prompt":"A tangent touches a circle at A. The angle between the tangent and the chord AB is 64°. C is a point on the circle, on the other side of AB. What is angle ACB, and why?","explanation":"The alternate segment theorem: the angle between a tangent and a chord is equal to the angle in the alternate segment. Angle ACB stands on the chord AB in the other segment, so it is 64°.","difficulty":3,"higherTier":true,"type":"mcq","options":["64°, by the alternate segment theorem","116°, because angles on a straight line add up to 180°","32°, because the angle at the centre is twice the angle at the circumference","26°, because a tangent and a radius meet at 90°"],"correctIndex":0},{"id":"circle-theorems-mcq-6","subTopicId":"circle-theorems","prompt":"From a point P outside a circle with centre O, two tangents touch the circle at A and B. Angle APB = 50°. What is angle AOB?","explanation":"OAPB is a quadrilateral. Angles OAP and OBP are 90°, because a tangent and a radius meet at 90°. The angles of a quadrilateral add up to 360°: angle AOB = 360 − 90 − 90 − 50 = 130°.","difficulty":3,"higherTier":true,"type":"mcq","options":["130°","50°","100°","40°"],"correctIndex":0},{"id":"circle-theorems-multi-1","subTopicId":"circle-theorems","prompt":"A, B, C and D are points on a circle with centre O. C and D are both on the major arc AB. Angle ACB = 38°. Which of these are true?","explanation":"Angles ACB and ADB stand on the same chord, in the same segment, so they are equal: both 38°. The angle at the centre is twice the angle at the circumference: angle AOB = 2 × 38 = 76°.","difficulty":2,"higherTier":true,"type":"multi","options":["Angle ADB = 38°","Angle ADB = angle ACB because angles in the same segment are equal","Angle AOB = 76°","Angle ADB = 142°","Angle AOB = 19°"],"correctIndices":[0,1,2]},{"id":"circle-theorems-multi-2","subTopicId":"circle-theorems","prompt":"O is the centre of a circle. A line from O meets the chord AB at M, at 90°. AB = 16 cm and OA = 10 cm. Which of these are true?","explanation":"The perpendicular from the centre to a chord bisects the chord, so M is the midpoint and AM = 16 ÷ 2 = 8 cm. Triangle OMA has a right angle at M, so by Pythagoras OM = √(10² − 8²) = √36 = 6 cm.","difficulty":3,"higherTier":true,"type":"multi","options":["AM = 8 cm","OM = 6 cm","M is the midpoint of AB","OM = 12.8 cm","AM = 10 cm"],"correctIndices":[0,1,2]},{"id":"circle-theorems-numeric-1","subTopicId":"circle-theorems","prompt":"AB is a diameter of a circle, and C is a point on the circle. Angle CAB = 32°. Work out angle ABC.","explanation":"Angle ACB = 90°, because the angle in a semicircle is 90°. Angles in a triangle add up to 180°, so angle ABC = 180 − 90 − 32 = 58°.","difficulty":2,"higherTier":true,"type":"numeric","answer":58,"tolerance":0,"unit":"°"},{"id":"circle-theorems-numeric-2","subTopicId":"circle-theorems","prompt":"A and B are points on a circle with centre O. Angle AOB = 136°. Work out angle OAB.","explanation":"OA and OB are both radii, so triangle OAB is isosceles and angles OAB and OBA are equal. They add up to 180 − 136 = 44°, so each is 44 ÷ 2 = 22°.","difficulty":3,"higherTier":true,"type":"numeric","answer":22,"tolerance":0,"unit":"°"},{"id":"congruence-and-similarity-mcq-1","subTopicId":"congruence-and-similarity","prompt":"Two triangles have all three pairs of sides equal. Which congruence condition does this show?","explanation":"SSS means side, side, side: all three sides of one triangle equal the three sides of the other, so the triangles are congruent.","difficulty":1,"type":"mcq","options":["SSS","SAS","ASA","RHS"],"correctIndex":0},{"id":"congruence-and-similarity-mcq-2","subTopicId":"congruence-and-similarity","prompt":"Two triangles have two pairs of equal sides, and the angles between those sides are equal. Which condition proves they are congruent?","explanation":"SAS means two sides and the angle between them (the included angle). The angle must be between the two sides for SAS to work.","difficulty":1,"type":"mcq","options":["SAS","SSS","ASA","RHS"],"correctIndex":0},{"id":"congruence-and-similarity-mcq-3","subTopicId":"congruence-and-similarity","prompt":"Two right-angled triangles have equal hypotenuses, and one other pair of equal sides. Which condition proves they are congruent?","explanation":"RHS means right angle, hypotenuse and one other side. It only applies to right-angled triangles.","difficulty":2,"type":"mcq","options":["RHS","SAS","SSS","AAA"],"correctIndex":0},{"id":"congruence-and-similarity-mcq-4","subTopicId":"congruence-and-similarity","prompt":"Why isn't AAA (three pairs of equal angles) a condition for congruent triangles?","explanation":"Triangles with the same angles are the same shape, but one could be an enlargement of the other. That makes them similar. Congruent triangles must also be the same size, so you need at least one pair of equal sides.","difficulty":3,"type":"mcq","options":["The triangles could be different sizes: they are similar, but not necessarily congruent","Two triangles can never have three equal angles","The angles of a triangle must add up to 360°","AAA is a condition for congruent triangles"],"correctIndex":0},{"id":"congruence-and-similarity-mcq-5","subTopicId":"congruence-and-similarity","prompt":"Two rectangles are similar. The first is 4 cm by 6 cm. On the second, the side matching the 4 cm side is 10 cm. How long is its other side?","explanation":"The scale factor is 10 ÷ 4 = 2.5. The other side is 6 × 2.5 = 15 cm. Adding 6 cm to each side (to get 12 cm) doesn't keep the same shape.","difficulty":2,"type":"mcq","options":["15 cm","12 cm","24 cm","8 cm"],"correctIndex":0},{"id":"congruence-and-similarity-mcq-6","subTopicId":"congruence-and-similarity","prompt":"Two similar cylinders have heights of 4 cm and 12 cm. The smaller one has a volume of 50 cm³. What is the volume of the larger one?","explanation":"The length scale factor is 12 ÷ 4 = 3, so the volume scale factor is 3³ = 27. The larger volume is 50 × 27 = 1350 cm³. Multiplying by 3 (150 cm³) or 3² (450 cm³) is wrong for a volume.","difficulty":3,"higherTier":true,"type":"mcq","options":["1350 cm³","150 cm³","450 cm³","600 cm³"],"correctIndex":0},{"id":"congruence-and-similarity-multi-1","subTopicId":"congruence-and-similarity","prompt":"Which of these pairs of triangles must be congruent?","explanation":"The first pair has the same three sides (SSS). The second has two sides and the included angle (SAS). The fourth has a right angle, hypotenuse and side (RHS). Equal angles only make triangles similar, and 6, 8, 10 is an enlargement of 3, 4, 5, not the same size.","difficulty":1,"type":"multi","options":["One has sides 5, 7 and 9 cm; the other has sides 9, 5 and 7 cm","Both have sides of 6 cm and 8 cm with a 40° angle between them","Both have angles of 30°, 60° and 90°","Both are right-angled, with a hypotenuse of 10 cm and another side of 6 cm","One has sides 3, 4 and 5 cm; the other has sides 6, 8 and 10 cm"],"correctIndices":[0,1,3]},{"id":"congruence-and-similarity-multi-2","subTopicId":"congruence-and-similarity","prompt":"Two similar shapes have a length scale factor of 3. Which of these are true?","explanation":"Area scale factor = 3² = 9 and volume scale factor = 3³ = 27. Similar shapes are the same shape, so their angles are equal.","difficulty":3,"higherTier":true,"type":"multi","options":["The area scale factor is 9","The volume scale factor is 27","Matching angles are equal","The area scale factor is 6","The volume scale factor is 9"],"correctIndices":[0,1,2]},{"id":"congruence-and-similarity-numeric-1","subTopicId":"congruence-and-similarity","prompt":"Triangle ABC is similar to triangle PQR, with AB matching PQ and BC matching QR. AB = 6 cm, BC = 8 cm and PQ = 9 cm. Work out QR.","explanation":"The scale factor is PQ ÷ AB = 9 ÷ 6 = 1.5. QR = BC × 1.5 = 8 × 1.5 = 12 cm.","difficulty":2,"type":"numeric","answer":12,"tolerance":0,"unit":"cm"},{"id":"congruence-and-similarity-numeric-2","subTopicId":"congruence-and-similarity","prompt":"Two similar jugs hold 250 ml and 2000 ml. The smaller jug is 10 cm tall. How tall is the larger jug?","explanation":"The volume scale factor is 2000 ÷ 250 = 8. The length scale factor is the cube root: ∛8 = 2. So the larger jug is 10 × 2 = 20 cm tall.","difficulty":3,"higherTier":true,"type":"numeric","answer":20,"tolerance":0,"unit":"cm"},{"id":"congruence-and-similarity-generated-1","subTopicId":"congruence-and-similarity","type":"generated","generator":"similarShapeLength","difficulty":2},{"id":"congruence-and-similarity-generated-2","subTopicId":"congruence-and-similarity","type":"generated","generator":"similarAreaVolume","difficulty":3,"higherTier":true},{"id":"transformations-mcq-1","subTopicId":"transformations","prompt":"Describe fully the single transformation that maps shape A onto shape B.","explanation":"B is a mirror image of A, flipped across the y-axis: (1, 1) goes to (−1, 1), and every point keeps its y-coordinate. A reflection is described by its mirror line, here x = 0. A translation wouldn't flip the shape.","difficulty":1,"graph":{"x":{"label":"x","min":-4,"max":4,"step":1},"y":{"label":"y","min":0,"max":3,"step":1},"lines":[],"shapes":[{"points":[[1,1],[3,1],[1,2]],"label":"A"},{"points":[[-1,1],[-3,1],[-1,2]],"label":"B"}],"axesAtOrigin":true,"equalScales":true,"description":"Triangle A has corners (1, 1), (3, 1) and (1, 2). Triangle B has corners (−1, 1), (−3, 1) and (−1, 2)."},"type":"mcq","options":["A reflection in the line x = 0 (the y-axis)","A reflection in the line y = 0 (the x-axis)","A translation by the vector (−4 over 0)","A rotation of 180° about (0, 0)"],"correctIndex":0},{"id":"transformations-mcq-2","subTopicId":"transformations","prompt":"Describe fully the single transformation that maps shape A onto shape B.","explanation":"B is A turned a quarter turn clockwise about the origin: (x, y) goes to (y, −x), so (3, 1) goes to (1, −3). A rotation needs the angle, the direction and the centre.","difficulty":2,"graph":{"x":{"label":"x","min":-1,"max":4,"step":1},"y":{"label":"y","min":-4,"max":3,"step":1},"lines":[],"shapes":[{"points":[[1,1],[3,1],[1,2]],"label":"A"},{"points":[[1,-1],[1,-3],[2,-1]],"label":"B"}],"axesAtOrigin":true,"equalScales":true,"description":"Triangle A has corners (1, 1), (3, 1) and (1, 2). Triangle B has corners (1, −1), (1, −3) and (2, −1)."},"type":"mcq","options":["A rotation of 90° clockwise about (0, 0)","A rotation of 90° anticlockwise about (0, 0)","A reflection in the line y = x","A rotation of 90° clockwise about (1, 1)"],"correctIndex":0},{"id":"transformations-mcq-3","subTopicId":"transformations","prompt":"Describe fully the single transformation that maps shape A onto shape B.","explanation":"B's sides are twice as long as A's, so the scale factor is 2. Each corner of B is twice as far from the origin as the matching corner of A: (1, 1) goes to (2, 2) and (2, 1) to (4, 2). So the centre is (0, 0).","difficulty":2,"graph":{"x":{"label":"x","min":0,"max":5,"step":1},"y":{"label":"y","min":0,"max":5,"step":1},"lines":[],"shapes":[{"points":[[1,1],[2,1],[1,2]],"label":"A"},{"points":[[2,2],[4,2],[2,4]],"label":"B"}],"axesAtOrigin":true,"equalScales":true,"description":"Triangle A has corners (1, 1), (2, 1) and (1, 2). Triangle B has corners (2, 2), (4, 2) and (2, 4)."},"type":"mcq","options":["An enlargement, scale factor 2, centre (0, 0)","An enlargement, scale factor 2, centre (1, 1)","An enlargement, scale factor ½, centre (0, 0)","A translation by the vector (1 over 1)"],"correctIndex":0},{"id":"transformations-mcq-4","subTopicId":"transformations","prompt":"The point (2, 5) is translated by the vector (−3 over 4). Where does it end up?","explanation":"The top number moves it across: 2 + (−3) = −1. The bottom number moves it up: 5 + 4 = 9. So it ends up at (−1, 9).","difficulty":1,"type":"mcq","options":["(−1, 9)","(5, 1)","(−6, 20)","(9, −1)"],"correctIndex":0},{"id":"transformations-mcq-5","subTopicId":"transformations","prompt":"The point (2, 1) is enlarged by scale factor −2, centre (0, 0). Where does it go?","explanation":"From the centre, the point is 2 across and 1 up. Multiply by −2: 4 left and 2 down. So it goes to (−4, −2), on the other side of the centre.","difficulty":3,"higherTier":true,"type":"mcq","options":["(−4, −2)","(4, 2)","(−2, −1)","(0, −1)"],"correctIndex":0},{"id":"transformations-mcq-6","subTopicId":"transformations","prompt":"Which of these points is invariant under a reflection in the line y = x?","explanation":"An invariant point doesn't move. A reflection in y = x swaps the coordinates, (x, y) to (y, x), so only points on the line y = x stay put: (3, 3).","difficulty":3,"higherTier":true,"type":"mcq","options":["(3, 3)","(3, −3)","(0, 3)","(3, 0)"],"correctIndex":0},{"id":"transformations-mcq-7","subTopicId":"transformations","prompt":"Which column vector describes the translation that maps shape A onto shape B?","explanation":"Follow one corner: (0, 0) on A moves to (3, 2) on B. That is 3 right and 2 up, so the vector is (3 over 2): the top number is across and the bottom is up. (2 over 3) has them the wrong way round, (−3 over −2) maps B back onto A, and (5 over 3) is a corner of B, not a movement.","difficulty":2,"graph":{"x":{"label":"x","min":-1,"max":7,"step":1},"y":{"label":"y","min":-1,"max":5,"step":1},"lines":[],"shapes":[{"points":[[0,0],[2,0],[2,1],[0,1]],"label":"A"},{"points":[[3,2],[5,2],[5,3],[3,3]],"label":"B"}],"axesAtOrigin":true,"equalScales":true,"description":"Rectangle A has corners (0, 0), (2, 0), (2, 1) and (0, 1). Rectangle B has corners (3, 2), (5, 2), (5, 3) and (3, 3)."},"type":"mcq","options":["(3 over 2)","(2 over 3)","(−3 over −2)","(5 over 3)"],"correctIndex":0},{"id":"transformations-multi-1","subTopicId":"transformations","prompt":"Which of these transformations always give an image that is congruent to the original shape?","explanation":"Reflections, rotations and translations move a shape without changing its size or shape, so the image is congruent. An enlargement changes the size (unless the scale factor is 1 or −1), so its image is similar.","difficulty":1,"type":"multi","options":["Reflection","Rotation","Translation","Enlargement with scale factor 2","Enlargement with scale factor ½"],"correctIndices":[0,1,2]},{"id":"transformations-multi-2","subTopicId":"transformations","prompt":"Which of these describe a rotation fully?","explanation":"A full description gives the angle, the direction and the centre. 180° doesn't need a direction, because both ways give the same image. \"90° clockwise\" has no centre, and \"a quarter turn about (0, 0)\" has no direction.","difficulty":3,"type":"multi","options":["90° clockwise about (0, 0)","180° about (2, 1)","90° anticlockwise about (−1, 3)","90° clockwise","A quarter turn about (0, 0)"],"correctIndices":[0,1,2]},{"id":"transformations-numericParts-1","subTopicId":"transformations","prompt":"The point (3, 1) is rotated 180° about the origin. Where does it go?","explanation":"A rotation of 180° about the origin takes (x, y) to (−x, −y). So (3, 1) goes to (−3, −1).","difficulty":2,"type":"numericParts","parts":[{"label":"x =","answer":-3,"tolerance":0},{"label":"y =","answer":-1,"tolerance":0}]},{"id":"transformations-numericParts-2","subTopicId":"transformations","prompt":"The point (4, −2) is reflected in the line y = 1. Where does it go?","explanation":"y = 1 is a horizontal line, so x stays as 4. The point is 3 below the line (from −2 up to 1), so its image is 3 above it: y = 1 + 3 = 4. The image is (4, 4).","difficulty":3,"type":"numericParts","parts":[{"label":"x =","answer":4,"tolerance":0},{"label":"y =","answer":4,"tolerance":0}]},{"id":"properties-of-3d-shapes-mcq-1","subTopicId":"properties-of-3d-shapes","prompt":"How many faces does a cube have?","explanation":"A cube has 6 square faces: top, bottom, front, back, left and right. It has 8 vertices and 12 edges.","difficulty":1,"type":"mcq","options":["6","8","12","4"],"correctIndex":0},{"id":"properties-of-3d-shapes-mcq-2","subTopicId":"properties-of-3d-shapes","prompt":"Which 3D shape has 5 faces, 9 edges and 6 vertices?","explanation":"A triangular prism has 2 triangles and 3 rectangles (5 faces), 3 edges on each triangle plus 3 joining them (9 edges), and 3 corners on each end (6 vertices). A square-based pyramid has 5 faces too, but 8 edges and 5 vertices.","difficulty":2,"type":"mcq","options":["Triangular prism","Square-based pyramid","Cube","Tetrahedron"],"correctIndex":0},{"id":"properties-of-3d-shapes-mcq-3","subTopicId":"properties-of-3d-shapes","prompt":"What is the plan view of a cylinder standing on one end?","explanation":"The plan is the view from directly above. Looking down on an upright cylinder, you see its circular top. Its front and side elevations are rectangles.","difficulty":2,"type":"mcq","options":["A circle","A rectangle","A triangle","A square"],"correctIndex":0},{"id":"properties-of-3d-shapes-mcq-4","subTopicId":"properties-of-3d-shapes","prompt":"A net is made of 4 equilateral triangles. Which 3D shape does it fold into?","explanation":"A tetrahedron has 4 triangular faces. A square-based pyramid needs a square as well, a triangular prism needs 3 rectangles, and an octahedron has 8 triangles.","difficulty":3,"type":"mcq","options":["A tetrahedron (triangular-based pyramid)","A square-based pyramid","A triangular prism","An octahedron"],"correctIndex":0},{"id":"properties-of-3d-shapes-mcq-5","subTopicId":"properties-of-3d-shapes","prompt":"A prism has a cross-section with 7 sides. How many edges does it have?","explanation":"Each of the two end faces has 7 edges (14), and 7 more edges join matching corners of the two ends. 14 + 7 = 21. For an n-sided cross-section, a prism has 3n edges.","difficulty":3,"type":"mcq","options":["21","14","9","7"],"correctIndex":0},{"id":"properties-of-3d-shapes-mcq-6","subTopicId":"properties-of-3d-shapes","prompt":"What is the front elevation of a square-based pyramid?","explanation":"From the front, you see one triangular face rising to the top. The plan, from above, is a square with its diagonals drawn in.","difficulty":1,"type":"mcq","options":["A triangle","A square","A square with its diagonals","A circle"],"correctIndex":0},{"id":"properties-of-3d-shapes-multi-1","subTopicId":"properties-of-3d-shapes","prompt":"Which of these 3D shapes have at least one curved surface?","explanation":"A cylinder and a cone each have a curved surface, and a sphere is one curved surface. Cubes and prisms have only flat faces.","difficulty":1,"type":"multi","options":["Cylinder","Cone","Sphere","Cube","Triangular prism"],"correctIndices":[0,1,2]},{"id":"properties-of-3d-shapes-multi-2","subTopicId":"properties-of-3d-shapes","prompt":"Which of these are true for a square-based pyramid?","explanation":"It has a square base and 4 triangles: 5 faces. There are 4 edges round the base and 4 up to the top: 8 edges. There are 4 corners on the base and 1 at the top: 5 vertices.","difficulty":3,"type":"multi","options":["It has 5 faces","It has 8 edges","It has 5 vertices","It has 6 faces","It has 4 edges"],"correctIndices":[0,1,2]},{"id":"properties-of-3d-shapes-numericParts-1","subTopicId":"properties-of-3d-shapes","prompt":"How many faces, edges and vertices does a tetrahedron (triangular-based pyramid) have?","explanation":"A tetrahedron has a triangular base and 3 triangular sides: 4 faces. It has 3 edges round the base and 3 up to the top: 6 edges. It has 3 corners on the base and 1 at the top: 4 vertices.","difficulty":2,"type":"numericParts","parts":[{"label":"Faces","answer":4,"tolerance":0},{"label":"Edges","answer":6,"tolerance":0},{"label":"Vertices","answer":4,"tolerance":0}]},{"id":"properties-of-3d-shapes-numericParts-2","subTopicId":"properties-of-3d-shapes","prompt":"How many faces, edges and vertices does a hexagonal prism have?","explanation":"Faces: 2 hexagons and 6 rectangles, 8 in all. Edges: 6 on each hexagon and 6 joining them, 18 in all. Vertices: 6 on each hexagon, 12 in all.","difficulty":3,"type":"numericParts","parts":[{"label":"Faces","answer":8,"tolerance":0},{"label":"Edges","answer":18,"tolerance":0},{"label":"Vertices","answer":12,"tolerance":0}]},{"id":"volume-and-surface-area-mcq-1","subTopicId":"volume-and-surface-area","prompt":"What is the volume of a cuboid 5 cm by 4 cm by 3 cm?","explanation":"Volume = length × width × height = 5 × 4 × 3 = 60 cm³. 94 cm² is its surface area, and 12 adds the lengths.","difficulty":1,"type":"mcq","options":["60 cm³","12 cm³","94 cm³","47 cm³"],"correctIndex":0},{"id":"volume-and-surface-area-mcq-2","subTopicId":"volume-and-surface-area","prompt":"A prism has a cross-section with an area of 12 cm² and a length of 8 cm. What is its volume?","explanation":"Volume of a prism = area of cross-section × length = 12 × 8 = 96 cm³.","difficulty":2,"type":"mcq","options":["96 cm³","20 cm³","48 cm³","192 cm³"],"correctIndex":0},{"id":"volume-and-surface-area-mcq-3","subTopicId":"volume-and-surface-area","prompt":"A cylinder has a radius of 3 cm and a height of 10 cm. What is its volume, in terms of π?","explanation":"Volume = πr²h = π × 3² × 10 = 90π cm³. 60π uses 2πr (the circumference) instead of πr².","difficulty":2,"type":"mcq","options":["90π cm³","30π cm³","60π cm³","300π cm³"],"correctIndex":0},{"id":"volume-and-surface-area-mcq-4","subTopicId":"volume-and-surface-area","prompt":"What is the surface area of a cube with edges of 4 cm?","explanation":"Each face is 4 × 4 = 16 cm², and a cube has 6 faces: 6 × 16 = 96 cm². 64 cm³ is its volume.","difficulty":1,"type":"mcq","options":["96 cm²","64 cm²","16 cm²","48 cm²"],"correctIndex":0},{"id":"volume-and-surface-area-mcq-5","subTopicId":"volume-and-surface-area","prompt":"A sphere has a radius of 3 cm. The volume of a sphere is (4/3)πr³. What is its volume, in terms of π?","explanation":"r³ = 3³ = 27. (4/3) × 27 = 36, so the volume is 36π cm³.","difficulty":3,"type":"mcq","options":["36π cm³","12π cm³","27π cm³","108π cm³"],"correctIndex":0},{"id":"volume-and-surface-area-mcq-6","subTopicId":"volume-and-surface-area","prompt":"A frustum is made by cutting the top 6 cm off a cone with a height of 12 cm and a base radius of 4 cm. The volume of a cone is ⅓πr²h. What is the volume of the frustum, in terms of π?","explanation":"Whole cone: ⅓ × π × 4² × 12 = 64π. The small cone cut off is half as tall, so its radius is half too: 2 cm. Its volume is ⅓ × π × 2² × 6 = 8π. The frustum is 64π − 8π = 56π cm³. Halving the volume (32π) is wrong.","difficulty":3,"higherTier":true,"type":"mcq","options":["56π cm³","32π cm³","64π cm³","48π cm³"],"correctIndex":0},{"id":"volume-and-surface-area-multi-1","subTopicId":"volume-and-surface-area","prompt":"Which of these have a volume of 24 cm³?","explanation":"2 × 3 × 4 = 24, 6 × 4 = 24 and 1 × 4 × 6 = 24 cm³. The cubes are 3 × 3 × 3 = 27 cm³ and 2 × 2 × 2 = 8 cm³.","difficulty":1,"type":"multi","options":["A cuboid 2 cm by 3 cm by 4 cm","A prism with a cross-section of 6 cm² and a length of 4 cm","A cube with edges of 3 cm","A cuboid 1 cm by 4 cm by 6 cm","A cube with edges of 2 cm"],"correctIndices":[0,1,3]},{"id":"volume-and-surface-area-multi-2","subTopicId":"volume-and-surface-area","prompt":"A cylinder has a radius of 5 cm and a height of 8 cm. Which of these are true?","explanation":"Volume = πr²h = π × 25 × 8 = 200π cm³. Curved surface = 2πrh = 2π × 5 × 8 = 80π cm². Each end is π × 5² = 25π, so the total is 80π + 50π = 130π cm².","difficulty":3,"type":"multi","options":["Its volume is 200π cm³","Its curved surface area is 80π cm²","Its total surface area is 130π cm²","Its volume is 40π cm³","Its total surface area is 80π cm²"],"correctIndices":[0,1,2]},{"id":"volume-and-surface-area-numeric-1","subTopicId":"volume-and-surface-area","prompt":"A fish tank is a cuboid 50 cm long and 30 cm wide. It holds 45 litres of water. How deep is the water?","explanation":"45 litres = 45 000 cm³. The base area is 50 × 30 = 1500 cm². Depth = volume ÷ base area = 45 000 ÷ 1500 = 30 cm.","difficulty":2,"type":"numeric","answer":30,"tolerance":0,"unit":"cm"},{"id":"volume-and-surface-area-numeric-2","subTopicId":"volume-and-surface-area","prompt":"A cylinder has a volume of 500 cm³ and a radius of 5 cm. Work out its height, to 1 decimal place.","explanation":"Volume = πr²h, so 500 = π × 25 × h. h = 500 ÷ (25π) = 6.366…, which is 6.4 cm to 1 decimal place.","difficulty":3,"type":"numeric","answer":6.4,"tolerance":0.05,"unit":"cm"},{"id":"volume-and-surface-area-generated-1","subTopicId":"volume-and-surface-area","type":"generated","generator":"prismOrCylinderVolume","difficulty":2},{"id":"volume-and-surface-area-generated-2","subTopicId":"volume-and-surface-area","type":"generated","generator":"sphereConeVolume","difficulty":3},{"id":"scale-drawings-and-bearings-mcq-1","subTopicId":"scale-drawings-and-bearings","prompt":"A map has a scale of 1 : 50 000. Two towns are 4 cm apart on the map. How far apart are they in real life?","explanation":"4 cm on the map is 4 × 50 000 = 200 000 cm in real life. 200 000 cm = 2000 m = 2 km.","difficulty":1,"type":"mcq","options":["2 km","20 km","200 m","12.5 km"],"correctIndex":0},{"id":"scale-drawings-and-bearings-mcq-2","subTopicId":"scale-drawings-and-bearings","prompt":"Which of these is written as a bearing?","explanation":"A bearing is written with three figures, measured clockwise from north. 45° from north is written 045°.","difficulty":1,"type":"mcq","options":["045°","45°","45° NE","North-east"],"correctIndex":0},{"id":"scale-drawings-and-bearings-mcq-3","subTopicId":"scale-drawings-and-bearings","prompt":"What is the bearing of due west?","explanation":"Measure clockwise from north: east is 090°, south is 180°, and west is 270°.","difficulty":2,"type":"mcq","options":["270°","090°","180°","360°"],"correctIndex":0},{"id":"scale-drawings-and-bearings-mcq-4","subTopicId":"scale-drawings-and-bearings","prompt":"The bearing of B from A is 070°. What is the bearing of A from B?","explanation":"The back bearing points the opposite way, so it differs by 180°. 070 is less than 180, so add 180: 070 + 180 = 250°.","difficulty":2,"type":"mcq","options":["250°","110°","290°","070°"],"correctIndex":0},{"id":"scale-drawings-and-bearings-mcq-5","subTopicId":"scale-drawings-and-bearings","prompt":"The bearing of B from A is 300°. What is the bearing of A from B?","explanation":"The back bearing differs by 180°. 300 is more than 180, so subtract: 300 − 180 = 120°. Adding gives 480°, which is more than a full turn.","difficulty":3,"type":"mcq","options":["120°","060°","480°","240°"],"correctIndex":0},{"id":"scale-drawings-and-bearings-mcq-6","subTopicId":"scale-drawings-and-bearings","prompt":"On a scale drawing, 1 cm represents 5 m. A wall is 23 m long. How long is it on the drawing?","explanation":"Each 5 m is 1 cm, so divide: 23 ÷ 5 = 4.6 cm. Multiplying gives 115 cm, which is the wrong way round.","difficulty":3,"type":"mcq","options":["4.6 cm","115 cm","11.5 cm","18 cm"],"correctIndex":0},{"id":"scale-drawings-and-bearings-multi-1","subTopicId":"scale-drawings-and-bearings","prompt":"Which of these are rules for bearings?","explanation":"Bearings are measured from north, clockwise, and written with three figures (such as 045°).","difficulty":1,"type":"multi","options":["Measure from north","Measure clockwise","Write three figures","Measure anticlockwise","Measure from east"],"correctIndices":[0,1,2]},{"id":"scale-drawings-and-bearings-multi-2","subTopicId":"scale-drawings-and-bearings","prompt":"Ship B is 8 km due east of ship A. Which of these are true?","explanation":"East of A is 090°, so A is due west of B: 270°. 8 km = 800 000 cm, and 800 000 ÷ 200 000 = 4 cm.","difficulty":3,"type":"multi","options":["The bearing of B from A is 090°","The bearing of A from B is 270°","On a map with a scale of 1 : 200 000, they are 4 cm apart","The bearing of A from B is 090°","On a map with a scale of 1 : 200 000, they are 40 cm apart"],"correctIndices":[0,1,2]},{"id":"scale-drawings-and-bearings-numeric-1","subTopicId":"scale-drawings-and-bearings","prompt":"A map has a scale of 1 : 25 000. A path is 3 km long. How long is it on the map?","explanation":"3 km = 3000 m = 300 000 cm. Divide by the scale: 300 000 ÷ 25 000 = 12 cm.","difficulty":2,"type":"numeric","answer":12,"tolerance":0,"unit":"cm"},{"id":"scale-drawings-and-bearings-numeric-2","subTopicId":"scale-drawings-and-bearings","prompt":"On a map with a scale of 1 : 50 000, a lake has an area of 6 cm². What is its real area?","explanation":"1 cm on the map is 50 000 cm = 0.5 km. So 1 cm² on the map is 0.5 × 0.5 = 0.25 km². The lake is 6 × 0.25 = 1.5 km². Areas are scaled by the square of the length scale.","difficulty":3,"type":"numeric","answer":1.5,"tolerance":0,"unit":"km²"},{"id":"scale-drawings-and-bearings-generated-1","subTopicId":"scale-drawings-and-bearings","type":"generated","generator":"backBearing","difficulty":2},{"id":"scale-drawings-and-bearings-generated-2","subTopicId":"scale-drawings-and-bearings","type":"generated","generator":"mapScaleDistance","difficulty":2},{"id":"constructions-and-loci-mcq-1","subTopicId":"constructions-and-loci","prompt":"What is the locus of the points that are exactly 3 cm from a point P?","explanation":"Every point 3 cm from P lies on a circle with centre P and radius 3 cm.","difficulty":1,"type":"mcq","options":["A circle with centre P and radius 3 cm","A straight line 3 cm long","A square around P","Two parallel lines"],"correctIndex":0},{"id":"constructions-and-loci-mcq-2","subTopicId":"constructions-and-loci","prompt":"What is the locus of the points that are the same distance from two points, A and B?","explanation":"Points the same distance from A and B lie on the line that cuts AB in half at right angles: its perpendicular bisector.","difficulty":2,"type":"mcq","options":["The perpendicular bisector of AB","The bisector of an angle","A circle with diameter AB","The line AB"],"correctIndex":0},{"id":"constructions-and-loci-mcq-3","subTopicId":"constructions-and-loci","prompt":"What is the locus of the points that are the same distance from two straight lines that meet at a point?","explanation":"Points the same distance from two lines that meet lie on the line that cuts the angle between them in half: the angle bisector.","difficulty":2,"type":"mcq","options":["The bisector of the angle between them","The perpendicular bisector","A circle","A line parallel to one of them"],"correctIndex":0},{"id":"constructions-and-loci-mcq-4","subTopicId":"constructions-and-loci","prompt":"What is the locus of the points that are exactly 2 cm from a line segment AB?","explanation":"Alongside the segment, the points form two lines 2 cm away, parallel to AB. Beyond each end, the points are 2 cm from the end point itself, which gives a semicircle. Together they make a racetrack shape.","difficulty":3,"type":"mcq","options":["Two lines parallel to AB, joined by a semicircle around each end","A circle with radius 2 cm","Two lines parallel to AB, and nothing else","A rectangle around AB"],"correctIndex":0},{"id":"constructions-and-loci-mcq-5","subTopicId":"constructions-and-loci","prompt":"A goat is tied to a post with a 5 m rope. Which describes the region it can reach?","explanation":"The goat can reach any point up to 5 m from the post, so the region is the circle and everything inside it. \"Up to\" makes it a region, not just the edge.","difficulty":3,"type":"mcq","options":["The inside of a circle with centre the post and radius 5 m","Only the edge of a circle of radius 5 m","A square with sides of 5 m","A semicircle with radius 5 m"],"correctIndex":0},{"id":"constructions-and-loci-mcq-6","subTopicId":"constructions-and-loci","prompt":"Which construction uses arcs of the same width drawn from both ends of a line segment, crossing above and below it?","explanation":"For a perpendicular bisector, you draw arcs of the same width from each end of the segment. The line through the two crossing points cuts the segment in half at right angles.","difficulty":1,"type":"mcq","options":["A perpendicular bisector","An angle bisector","Measuring an angle with a protractor","Drawing a circle"],"correctIndex":0},{"id":"constructions-and-loci-multi-1","subTopicId":"constructions-and-loci","prompt":"Which of these can be constructed using only a ruler and compasses?","explanation":"Perpendicular and angle bisectors are standard constructions. 60° comes from an equilateral triangle, and 45° from bisecting a right angle. 40° can't be made with a ruler and compasses alone.","difficulty":1,"type":"multi","options":["A perpendicular bisector","An angle bisector","An angle of 60°","An angle of 40°","An angle of 45°"],"correctIndices":[0,1,2,4]},{"id":"constructions-and-loci-multi-2","subTopicId":"constructions-and-loci","prompt":"Which of these triangles can be drawn?","explanation":"The two shorter sides must add up to more than the longest side, or their arcs never meet. 3 + 4 > 5, 5 + 5 > 8 and 6 + 7 > 12. But 2 + 3 < 6, and 4 + 4 = 8 makes a flat line, not a triangle.","difficulty":3,"type":"multi","options":["Sides 3 cm, 4 cm and 5 cm","Sides 5 cm, 5 cm and 8 cm","Sides 6 cm, 7 cm and 12 cm","Sides 2 cm, 3 cm and 6 cm","Sides 4 cm, 4 cm and 8 cm"],"correctIndices":[0,1,2]},{"id":"constructions-and-loci-numeric-1","subTopicId":"constructions-and-loci","prompt":"A triangle has sides of 7 cm and 10 cm. The third side is a whole number of centimetres. What is the longest it could be?","explanation":"The third side must be less than 7 + 10 = 17 cm, or the other two sides couldn't meet. The longest whole number less than 17 is 16 cm.","difficulty":2,"type":"numeric","answer":16,"tolerance":0,"unit":"cm"},{"id":"constructions-and-loci-numeric-2","subTopicId":"constructions-and-loci","prompt":"A dog is tied to one corner on the outside of a large square shed, with a 4 m rope. What area can the dog reach, to 1 decimal place?","explanation":"The shed blocks a quarter of the circle, so the dog can reach ¾ of a circle of radius 4 m. Area = ¾ × π × 4² = 12π = 37.699…, which is 37.7 m² to 1 decimal place.","difficulty":3,"type":"numeric","answer":37.7,"tolerance":0.05,"unit":"m²"}]},{"id":"m6","subjectId":"maths","code":"M6","title":"Trigonometry and Vectors","description":"Finding missing sides and angles in triangles with Pythagoras and trigonometry, and moving around with vectors.","questions":[{"id":"pythagoras-theorem-mcq-1","subTopicId":"pythagoras-theorem","prompt":"A right-angled triangle has shorter sides of 6 cm and 8 cm. How long is the hypotenuse?","explanation":"a² + b² = c²: 6² + 8² = 36 + 64 = 100. c = √100 = 10 cm. Adding the sides (14 cm) skips the squaring, and 100 is c², not c.","difficulty":1,"type":"mcq","options":["10 cm","14 cm","100 cm","5.3 cm"],"correctIndex":0},{"id":"pythagoras-theorem-mcq-2","subTopicId":"pythagoras-theorem","prompt":"A right-angled triangle has a hypotenuse of 13 cm and another side of 5 cm. How long is the third side?","explanation":"You want a shorter side, so subtract: 13² − 5² = 169 − 25 = 144. √144 = 12 cm. Adding the squares gives 13.9 cm, which would be longer than the hypotenuse.","difficulty":2,"type":"mcq","options":["12 cm","13.9 cm","8 cm","144 cm"],"correctIndex":0},{"id":"pythagoras-theorem-mcq-3","subTopicId":"pythagoras-theorem","prompt":"Which of these could be the side lengths of a right-angled triangle?","explanation":"Check whether the two shorter sides squared add up to the longest squared. 7² + 24² = 49 + 576 = 625 = 25². For the others: 25 + 36 = 61 ≠ 49, 16 + 25 = 41 ≠ 36, and 64 + 100 = 164 ≠ 144.","difficulty":2,"type":"mcq","options":["7, 24, 25","5, 6, 7","4, 5, 6","8, 10, 12"],"correctIndex":0},{"id":"pythagoras-theorem-mcq-4","subTopicId":"pythagoras-theorem","prompt":"What is the distance between the points (1, 2) and (7, 10)?","explanation":"The difference in x is 7 − 1 = 6, and in y it is 10 − 2 = 8. These are the shorter sides of a right-angled triangle: distance = √(6² + 8²) = √100 = 10.","difficulty":3,"type":"mcq","options":["10","14","100","7"],"correctIndex":0},{"id":"pythagoras-theorem-mcq-5","subTopicId":"pythagoras-theorem","prompt":"A 5 m ladder leans against a wall. Its foot is 1.4 m from the wall. How high up the wall does it reach?","explanation":"The ladder is the hypotenuse. Height² = 5² − 1.4² = 25 − 1.96 = 23.04. Height = √23.04 = 4.8 m. Adding the squares gives 5.2 m, longer than the ladder.","difficulty":3,"type":"mcq","options":["4.8 m","5.2 m","3.6 m","23.04 m"],"correctIndex":0},{"id":"pythagoras-theorem-mcq-6","subTopicId":"pythagoras-theorem","prompt":"In a right-angled triangle, which side is the hypotenuse?","explanation":"The hypotenuse is opposite the right angle, and it is always the longest side. It is c in a² + b² = c².","difficulty":1,"type":"mcq","options":["The longest side, opposite the right angle","The shortest side","A side next to the right angle","Any of the sides"],"correctIndex":0},{"id":"pythagoras-theorem-mcq-7","subTopicId":"pythagoras-theorem","prompt":"Which side of triangle PQR is the hypotenuse?","explanation":"The hypotenuse is the side opposite the right angle, and the longest side. The right angle is at P, so the hypotenuse is QR. PQ and PR meet at the right angle.","difficulty":1,"geometry":{"points":{"P":[0,0],"Q":[0,3],"R":[5,0]},"segments":[{"from":"P","to":"Q"},{"from":"Q","to":"R"},{"from":"R","to":"P"}],"angles":[{"at":"P","from":"Q","to":"R","right":true}],"description":"Triangle PQR with a right angle at P. Q is above P, and R is to the right of P."},"type":"mcq","options":["QR","PQ","PR","It doesn't have one"],"correctIndex":0},{"id":"pythagoras-theorem-multi-1","subTopicId":"pythagoras-theorem","prompt":"Which of these triangles are right-angled?","explanation":"9 + 16 = 25, 25 + 144 = 169 and 81 + 144 = 225, so those three are right-angled. But 4 + 9 = 13 ≠ 16, and 36 + 36 = 72 ≠ 81.","difficulty":1,"type":"multi","options":["Sides 3, 4 and 5","Sides 5, 12 and 13","Sides 9, 12 and 15","Sides 2, 3 and 4","Sides 6, 6 and 9"],"correctIndices":[0,1,2]},{"id":"pythagoras-theorem-multi-2","subTopicId":"pythagoras-theorem","prompt":"A square has a diagonal of 10 cm. Which of these are true?","explanation":"The diagonal is the hypotenuse of a right-angled triangle with two equal sides s: s² + s² = 10², so 2s² = 100 and s² = 50. Each side is √50 ≈ 7.07 cm, and the area is s² = 50 cm².","difficulty":3,"type":"multi","options":["Each side is √50 cm","Its area is 50 cm²","Each side is about 7.07 cm","Each side is 5 cm","Its area is 100 cm²"],"correctIndices":[0,1,2]},{"id":"pythagoras-theorem-numeric-1","subTopicId":"pythagoras-theorem","prompt":"A rectangle is 9 cm long and 4 cm wide. How long is its diagonal, to 1 decimal place?","explanation":"The diagonal is the hypotenuse of a right-angled triangle with sides 9 cm and 4 cm. 9² + 4² = 81 + 16 = 97. √97 = 9.848…, which is 9.8 cm to 1 decimal place.","difficulty":2,"type":"numeric","answer":9.8,"tolerance":0.05,"unit":"cm"},{"id":"pythagoras-theorem-numeric-2","subTopicId":"pythagoras-theorem","prompt":"A ship sails 7 km north and then 10 km east. How far is it from where it started, to 1 decimal place?","explanation":"North and east are at right angles, so the distance is the hypotenuse. 7² + 10² = 49 + 100 = 149. √149 = 12.206…, which is 12.2 km to 1 decimal place.","difficulty":3,"type":"numeric","answer":12.2,"tolerance":0.05,"unit":"km"},{"id":"pythagoras-theorem-generated-1","subTopicId":"pythagoras-theorem","type":"generated","generator":"pythagorasSide","difficulty":2},{"id":"right-angled-trigonometry-mcq-1","subTopicId":"right-angled-trigonometry","prompt":"In a right-angled triangle, you know angle x and the hypotenuse, and you want the side opposite x. Which ratio should you use?","explanation":"The sides involved are the opposite and the hypotenuse: O and H, which is SOH, so sine. sin x = O ÷ H, so O = H × sin x.","difficulty":1,"type":"mcq","options":["Sine","Cosine","Tangent","Pythagoras' theorem"],"correctIndex":0},{"id":"right-angled-trigonometry-mcq-2","subTopicId":"right-angled-trigonometry","prompt":"In a right-angled triangle, you know the sides opposite and adjacent to angle x, and you want to find x. Which ratio should you use?","explanation":"The sides you know are the opposite and the adjacent: O and A, which is TOA, so tangent. tan x = O ÷ A, then use tan⁻¹ to find x.","difficulty":2,"type":"mcq","options":["Tangent","Sine","Cosine","None: you need the hypotenuse"],"correctIndex":0},{"id":"right-angled-trigonometry-mcq-3","subTopicId":"right-angled-trigonometry","prompt":"In a right-angled triangle, the hypotenuse is 10 cm and the side adjacent to angle x is 6 cm. Which equation finds x?","explanation":"Adjacent and hypotenuse means CAH: cos x = A ÷ H = 6/10. Then x = cos⁻¹(0.6) = 53.1°. cos x = 10/6 is upside down, and is more than 1, which a cosine can never be.","difficulty":2,"type":"mcq","options":["cos x = 6/10","sin x = 6/10","tan x = 6/10","cos x = 10/6"],"correctIndex":0},{"id":"right-angled-trigonometry-mcq-4","subTopicId":"right-angled-trigonometry","prompt":"Without a calculator, what is sin 30°?","explanation":"sin 30° = ½. It comes from half an equilateral triangle, with sides 1, √3 and 2: the side opposite 30° is 1 and the hypotenuse is 2.","difficulty":1,"calculator":false,"type":"mcq","options":["½","√3/2","√2/2","1"],"correctIndex":0},{"id":"right-angled-trigonometry-mcq-5","subTopicId":"right-angled-trigonometry","prompt":"Without a calculator, what is tan 45°?","explanation":"In a right-angled isosceles triangle, the two shorter sides are equal, so opposite ÷ adjacent = 1. tan 45° = 1.","difficulty":2,"calculator":false,"type":"mcq","options":["1","0","√3","√2/2"],"correctIndex":0},{"id":"right-angled-trigonometry-mcq-6","subTopicId":"right-angled-trigonometry","prompt":"Without a calculator, what is cos 30°?","explanation":"In half an equilateral triangle with sides 1, √3 and 2, the side adjacent to 30° is √3 and the hypotenuse is 2, so cos 30° = √3/2. ½ is sin 30° (and cos 60°).","difficulty":3,"calculator":false,"type":"mcq","options":["√3/2","½","√2/2","√3"],"correctIndex":0},{"id":"right-angled-trigonometry-multi-1","subTopicId":"right-angled-trigonometry","prompt":"Without a calculator, which of these are equal to ½?","explanation":"sin 30° = ½ and cos 60° = ½. tan 45° = 1, sin 60° = √3/2 and cos 0° = 1.","difficulty":1,"calculator":false,"type":"multi","options":["sin 30°","cos 60°","tan 45°","sin 60°","cos 0°"],"correctIndices":[0,1]},{"id":"right-angled-trigonometry-multi-2","subTopicId":"right-angled-trigonometry","prompt":"Without a calculator, which of these are true?","explanation":"sin 60° = √3/2, tan 60° = √3 and cos 90° = 0. But sin 90° = 1, and tan 30° = √3/3 (or 1/√3), not √3.","difficulty":3,"calculator":false,"type":"multi","options":["sin 60° = √3/2","tan 60° = √3","cos 90° = 0","sin 90° = 0","tan 30° = √3"],"correctIndices":[0,1,2]},{"id":"right-angled-trigonometry-label-1","subTopicId":"right-angled-trigonometry","prompt":"Label the sides of the triangle from the angle θ.","explanation":"The hypotenuse is always opposite the right angle: AC. The opposite is the side across from θ: BC. The adjacent is the other side next to θ: AB.","difficulty":1,"geometry":{"points":{"A":[0,0],"B":[5,0],"C":[5,3.5]},"segments":[{"from":"A","to":"B"},{"from":"B","to":"C"},{"from":"C","to":"A"}],"angles":[{"at":"B","from":"A","to":"C","right":true},{"at":"A","from":"B","to":"C","label":"θ"}],"description":"Right-angled triangle ABC with the right angle at B and the angle θ at A."},"type":"label","hotspots":[{"id":"opp","target":"BC","answer":"Opposite"},{"id":"adj","target":"AB","answer":"Adjacent"},{"id":"hyp","target":"AC","answer":"Hypotenuse"}]},{"id":"right-angled-trigonometry-label-2","subTopicId":"right-angled-trigonometry","prompt":"This time θ is at C. Label the sides of the triangle from θ.","explanation":"The hypotenuse doesn't move: it is still AC, opposite the right angle. But the opposite and adjacent swap when θ moves. From C, the side across is AB (the opposite), and the other side next to C is BC (the adjacent).","difficulty":2,"geometry":{"points":{"A":[0,0],"B":[5,0],"C":[5,3.5]},"segments":[{"from":"A","to":"B"},{"from":"B","to":"C"},{"from":"C","to":"A"}],"angles":[{"at":"B","from":"A","to":"C","right":true},{"at":"C","from":"B","to":"A","label":"θ"}],"description":"Right-angled triangle ABC with the right angle at B and the angle θ at C."},"type":"label","hotspots":[{"id":"adj","target":"BC","answer":"Adjacent"},{"id":"hyp","target":"AC","answer":"Hypotenuse"},{"id":"opp","target":"AB","answer":"Opposite"}]},{"id":"right-angled-trigonometry-numeric-1","subTopicId":"right-angled-trigonometry","prompt":"Without a calculator: a right-angled triangle has a hypotenuse of 18 cm and an angle of 30°. How long is the side opposite the 30° angle?","explanation":"Opposite and hypotenuse: SOH. O = H × sin 30° = 18 × ½ = 9 cm.","difficulty":2,"calculator":false,"type":"numeric","answer":9,"tolerance":0,"unit":"cm"},{"id":"right-angled-trigonometry-numeric-2","subTopicId":"right-angled-trigonometry","prompt":"From a point on level ground 40 m from the foot of a tower, the angle of elevation of the top is 35°. How tall is the tower, to 1 decimal place?","explanation":"The height is opposite the 35° angle, and the 40 m is adjacent: TOA. Height = 40 × tan 35° = 28.008… m, which is 28.0 m to 1 decimal place.","difficulty":3,"type":"numeric","answer":28,"tolerance":0.05,"unit":"m"},{"id":"right-angled-trigonometry-generated-1","subTopicId":"right-angled-trigonometry","type":"generated","generator":"trigMissingSide","difficulty":2},{"id":"right-angled-trigonometry-generated-2","subTopicId":"right-angled-trigonometry","type":"generated","generator":"trigMissingAngle","difficulty":3},{"id":"sine-and-cosine-rules-mcq-1","subTopicId":"sine-and-cosine-rules","prompt":"You know two sides of a triangle and the angle between them. Which rule finds the third side?","explanation":"Two sides and the included angle: use the cosine rule, a² = b² + c² − 2bc cos A. The sine rule needs a side and its opposite angle. Pythagoras and SOH CAH TOA only work in right-angled triangles.","difficulty":1,"higherTier":true,"type":"mcq","options":["The cosine rule","The sine rule","Pythagoras' theorem","SOH CAH TOA"],"correctIndex":0},{"id":"sine-and-cosine-rules-mcq-2","subTopicId":"sine-and-cosine-rules","prompt":"You know two angles and one side of a triangle. Which rule finds another side?","explanation":"With two angles you can find the third (they add up to 180°), so you have a side and its opposite angle: a matching pair. Use the sine rule, a/sin A = b/sin B.","difficulty":2,"higherTier":true,"type":"mcq","options":["The sine rule","The cosine rule","Area = ½ab sin C","Pythagoras' theorem"],"correctIndex":0},{"id":"sine-and-cosine-rules-mcq-3","subTopicId":"sine-and-cosine-rules","prompt":"You know all three sides of a triangle. Which rule finds an angle?","explanation":"With three sides and no angles, use the cosine rule rearranged: cos A = (b² + c² − a²) ÷ 2bc.","difficulty":2,"higherTier":true,"type":"mcq","options":["The cosine rule","The sine rule","tan x = opposite ÷ adjacent","Area = ½ab sin C"],"correctIndex":0},{"id":"sine-and-cosine-rules-mcq-4","subTopicId":"sine-and-cosine-rules","prompt":"A triangle has sides a = 8 cm and b = 5 cm, with an angle C = 30° between them. What is its area?","explanation":"Area = ½ab sin C = ½ × 8 × 5 × sin 30° = ½ × 8 × 5 × ½ = 10 cm². Using cos 30° instead gives 17.3 cm².","difficulty":1,"higherTier":true,"type":"mcq","options":["10 cm²","20 cm²","40 cm²","17.3 cm²"],"correctIndex":0},{"id":"sine-and-cosine-rules-mcq-5","subTopicId":"sine-and-cosine-rules","prompt":"In triangle ABC, a = 7, b = 8 and angle C = 60°. Find c, to 1 decimal place.","explanation":"Use the cosine rule: c² = a² + b² − 2ab cos C = 49 + 64 − 2 × 7 × 8 × ½ = 113 − 56 = 57. c = √57 = 7.549…, which is 7.5. Forgetting to subtract the last term gives √113 = 10.6.","difficulty":3,"higherTier":true,"type":"mcq","options":["7.5","10.6","13","1"],"correctIndex":0},{"id":"sine-and-cosine-rules-mcq-6","subTopicId":"sine-and-cosine-rules","prompt":"In triangle ABC, angle A = 30°, a = 5 cm and angle B = 45°. Find b, to 1 decimal place.","explanation":"Use the sine rule: b/sin B = a/sin A, so b = 5 × sin 45° ÷ sin 30° = 5 × 0.7071… ÷ 0.5 = 7.071… = 7.1 cm. Dividing the wrong way round gives 3.5 cm.","difficulty":3,"higherTier":true,"type":"mcq","options":["7.1 cm","3.5 cm","5.0 cm","10.0 cm"],"correctIndex":0},{"id":"sine-and-cosine-rules-multi-1","subTopicId":"sine-and-cosine-rules","prompt":"Which of these are correct forms of the sine rule or the cosine rule?","explanation":"The sine rule pairs each side with its opposite angle: a/sin A = b/sin B, or flipped, sin A/a = sin B/b. The cosine rule has a minus sign: a² = b² + c² − 2bc cos A. a/sin B mixes up the pairs.","difficulty":1,"higherTier":true,"type":"multi","options":["a/sin A = b/sin B","a² = b² + c² − 2bc cos A","sin A/a = sin B/b","a² = b² + c² + 2bc cos A","a/sin B = b/sin A"],"correctIndices":[0,1,2]},{"id":"sine-and-cosine-rules-multi-2","subTopicId":"sine-and-cosine-rules","prompt":"In triangle PQR, p = 6, q = 9 and angle R = 50°. Which of these are true, to 1 decimal place?","explanation":"Area = ½ × 6 × 9 × sin 50° = 20.68… = 20.7. Cosine rule: r² = 36 + 81 − 108 cos 50° = 47.57…, so r = 6.9. So q = 9 is the longest side. 27.0 leaves out sin 50°, and 10.8 forgets the − 2pq cos R term.","difficulty":3,"higherTier":true,"type":"multi","options":["The area is 20.7","r = 6.9","q is the longest side","The area is 27.0","r = 10.8"],"correctIndices":[0,1,2]},{"id":"sine-and-cosine-rules-numeric-1","subTopicId":"sine-and-cosine-rules","prompt":"A triangle has sides of 5 cm, 7 cm and 9 cm. Find its largest angle, to 1 decimal place.","explanation":"The largest angle is opposite the longest side, 9 cm. cos A = (5² + 7² − 9²) ÷ (2 × 5 × 7) = (25 + 49 − 81) ÷ 70 = −0.1. A = cos⁻¹(−0.1) = 95.739…°, which is 95.7°.","difficulty":2,"higherTier":true,"type":"numeric","answer":95.7,"tolerance":0.05,"unit":"°"},{"id":"sine-and-cosine-rules-numeric-2","subTopicId":"sine-and-cosine-rules","prompt":"A triangle has an area of 30 cm². Two of its sides are 10 cm and 12 cm, and the angle between them is acute. Find that angle.","explanation":"Area = ½ab sin C, so 30 = ½ × 10 × 12 × sin C = 60 sin C. sin C = 0.5, so C = sin⁻¹(0.5) = 30°.","difficulty":3,"higherTier":true,"type":"numeric","answer":30,"tolerance":0.05,"unit":"°"},{"id":"sine-and-cosine-rules-generated-1","subTopicId":"sine-and-cosine-rules","type":"generated","generator":"sineRule","difficulty":2,"higherTier":true},{"id":"sine-and-cosine-rules-generated-2","subTopicId":"sine-and-cosine-rules","type":"generated","generator":"cosineRule","difficulty":2,"higherTier":true},{"id":"sine-and-cosine-rules-generated-3","subTopicId":"sine-and-cosine-rules","type":"generated","generator":"triangleAreaSine","difficulty":1,"higherTier":true},{"id":"3d-pythagoras-and-trigonometry-mcq-1","subTopicId":"3d-pythagoras-and-trigonometry","prompt":"A cuboid is 3 cm by 4 cm by 12 cm. How long is its longest diagonal, from one corner to the opposite corner?","explanation":"Use 3D Pythagoras: d² = 3² + 4² + 12² = 9 + 16 + 144 = 169. d = √169 = 13 cm. 5 cm is only the diagonal of the 3 by 4 face.","difficulty":1,"higherTier":true,"type":"mcq","options":["13 cm","19 cm","5 cm","169 cm"],"correctIndex":0},{"id":"3d-pythagoras-and-trigonometry-mcq-2","subTopicId":"3d-pythagoras-and-trigonometry","prompt":"Which formula gives the length, d, of the longest diagonal of a cuboid with sides a, b and c?","explanation":"3D Pythagoras: d² = a² + b² + c². It comes from using Pythagoras twice: once for the diagonal of the base, then with the height. d² = a² + b² is only a face diagonal.","difficulty":2,"higherTier":true,"type":"mcq","options":["d² = a² + b² + c²","d = a + b + c","d² = a² + b²","d = abc"],"correctIndex":0},{"id":"3d-pythagoras-and-trigonometry-mcq-3","subTopicId":"3d-pythagoras-and-trigonometry","prompt":"A cube has edges of 2 cm. How long is its longest diagonal?","explanation":"d² = 2² + 2² + 2² = 12, so d = √12 = √4 × √3 = 2√3 cm. 2√2 cm is the diagonal of one face.","difficulty":2,"higherTier":true,"type":"mcq","options":["2√3 cm","2√2 cm","6 cm","√6 cm"],"correctIndex":0},{"id":"3d-pythagoras-and-trigonometry-mcq-4","subTopicId":"3d-pythagoras-and-trigonometry","prompt":"A cuboid has a base ABCD that is 6 cm by 8 cm, and a height of 5 cm. G is the top corner above C. What is the angle between the diagonal AG and the base, to 1 decimal place?","explanation":"The base diagonal AC is √(6² + 8²) = 10 cm. Triangle ACG has a right angle at C, with CG = 5 cm (the height). The angle at A has tan = 5 ÷ 10 = 0.5, so it is tan⁻¹(0.5) = 26.565…° = 26.6°. 63.4° is the angle at G.","difficulty":3,"higherTier":true,"type":"mcq","options":["26.6°","63.4°","30.0°","22.6°"],"correctIndex":0},{"id":"3d-pythagoras-and-trigonometry-mcq-5","subTopicId":"3d-pythagoras-and-trigonometry","prompt":"A square-based pyramid has a base 6 cm by 6 cm. Its top is 4 cm directly above the centre of the base. How long is each sloping edge, to 1 decimal place?","explanation":"From the centre to a corner is half the base diagonal: ½√(6² + 6²) = ½√72 = 4.24… cm. The sloping edge is the hypotenuse with the 4 cm height: √(18 + 16) = √34 = 5.83… = 5.8 cm. Using half the side (3 cm) instead gives 5.0 cm.","difficulty":3,"higherTier":true,"type":"mcq","options":["5.8 cm","5.0 cm","7.2 cm","8.5 cm"],"correctIndex":0},{"id":"3d-pythagoras-and-trigonometry-mcq-6","subTopicId":"3d-pythagoras-and-trigonometry","prompt":"To find the angle between a line and a plane, what should you do first?","explanation":"Dropping a perpendicular to the plane makes a right-angled triangle containing the line and its \"shadow\" on the plane. The angle you want is between them, and you find it with SOH CAH TOA.","difficulty":1,"higherTier":true,"type":"mcq","options":["Drop a perpendicular from the end of the line to the plane, making a right-angled triangle","Measure the angle with a protractor","Use the sine rule","Find the volume of the shape"],"correctIndex":0},{"id":"3d-pythagoras-and-trigonometry-multi-1","subTopicId":"3d-pythagoras-and-trigonometry","prompt":"A cuboid is 2 cm by 3 cm by 6 cm. Which of these are true?","explanation":"Longest diagonal: √(4 + 9 + 36) = √49 = 7 cm. Face diagonals: √(4 + 9) = √13 cm and √(9 + 36) = √45 cm. 11 cm adds the sides, and √13 cm is only a face diagonal.","difficulty":1,"higherTier":true,"type":"multi","options":["Its longest diagonal is 7 cm","The diagonal of a 2 cm by 3 cm face is √13 cm","The diagonal of a 3 cm by 6 cm face is √45 cm","Its longest diagonal is 11 cm","Its longest diagonal is √13 cm"],"correctIndices":[0,1,2]},{"id":"3d-pythagoras-and-trigonometry-multi-2","subTopicId":"3d-pythagoras-and-trigonometry","prompt":"A cuboid has a base ABCD that is 6 cm by 8 cm, and a height of 5 cm. G is the top corner above C. Which of these are true?","explanation":"AC = √(36 + 64) = 10 cm. AG = √(10² + 5²) = √125 cm. In triangle ACG, the height 5 cm is opposite the angle at A and AC = 10 cm is adjacent, so tan = 5/10. The sine would be 5/√125.","difficulty":3,"higherTier":true,"type":"multi","options":["The base diagonal AC is 10 cm","AG is √125 cm","The tangent of the angle between AG and the base is 5/10","AG is 19 cm","The sine of the angle between AG and the base is 5/10"],"correctIndices":[0,1,2]},{"id":"3d-pythagoras-and-trigonometry-numeric-1","subTopicId":"3d-pythagoras-and-trigonometry","prompt":"A box is 30 cm by 40 cm by 120 cm. What is the longest straight rod that fits inside it?","explanation":"The longest rod goes from one corner to the opposite corner. d² = 30² + 40² + 120² = 900 + 1600 + 14 400 = 16 900. d = √16 900 = 130 cm.","difficulty":2,"higherTier":true,"type":"numeric","answer":130,"tolerance":0,"unit":"cm"},{"id":"3d-pythagoras-and-trigonometry-numeric-2","subTopicId":"3d-pythagoras-and-trigonometry","prompt":"A square-based pyramid has a base 10 cm by 10 cm and sloping edges of 13 cm. Its top is directly above the centre of the base. How tall is it, to 1 decimal place?","explanation":"Half the base diagonal: ½√(10² + 10²) = ½√200, and its square is 50. Height² = 13² − 50 = 169 − 50 = 119. Height = √119 = 10.908…, which is 10.9 cm to 1 decimal place.","difficulty":3,"higherTier":true,"type":"numeric","answer":10.9,"tolerance":0.05,"unit":"cm"},{"id":"vectors-mcq-1","subTopicId":"vectors","prompt":"a = (2 over 5) and b = (−3 over 1). What is a + b?","explanation":"Add the top numbers: 2 + (−3) = −1. Add the bottom numbers: 5 + 1 = 6. So a + b = (−1 over 6). (5 over 4) is a − b.","difficulty":1,"type":"mcq","options":["(−1 over 6)","(5 over 4)","(−6 over 5)","(−1 over 4)"],"correctIndex":0},{"id":"vectors-mcq-2","subTopicId":"vectors","prompt":"A is (1, 2) and B is (4, −1). What is the vector AB?","explanation":"AB goes from A to B. Across: 4 − 1 = 3. Up: −1 − 2 = −3. So AB = (3 over −3). (−3 over 3) is BA, the other way.","difficulty":1,"type":"mcq","options":["(3 over −3)","(−3 over 3)","(5 over 1)","(3 over 3)"],"correctIndex":0},{"id":"vectors-mcq-3","subTopicId":"vectors","prompt":"a = (2 over 5) and b = (−3 over 1). What is 2a − b?","explanation":"2a = (4 over 10). Subtract b: 4 − (−3) = 7 and 10 − 1 = 9. So 2a − b = (7 over 9). Adding b instead gives (1 over 11).","difficulty":2,"type":"mcq","options":["(7 over 9)","(1 over 11)","(4 over 9)","(7 over 11)"],"correctIndex":0},{"id":"vectors-mcq-4","subTopicId":"vectors","prompt":"OA = a and OB = b. What is the vector AB?","explanation":"Go from A back to O (that is −a), then from O to B (that is b). AB = −a + b = b − a. a − b is the vector BA.","difficulty":2,"higherTier":true,"type":"mcq","options":["b − a","a − b","a + b","½(a + b)"],"correctIndex":0},{"id":"vectors-mcq-5","subTopicId":"vectors","prompt":"OA = a and OB = b. M is the midpoint of AB. What is the vector OM?","explanation":"OM = OA + AM, and AM is half of AB = ½(b − a). So OM = a + ½b − ½a = ½a + ½b. ½(b − a) is AM, not OM.","difficulty":3,"higherTier":true,"type":"mcq","options":["½a + ½b","½(b − a)","a + b","b − ½a"],"correctIndex":0},{"id":"vectors-mcq-6","subTopicId":"vectors","prompt":"OA = a and OB = b. P is on AB with AP : PB = 1 : 3. What is the vector OP?","explanation":"AP : PB = 1 : 3 means P is ¼ of the way from A to B (there are 4 parts). OP = OA + ¼AB = a + ¼(b − a) = ¾a + ¼b.","difficulty":3,"higherTier":true,"type":"mcq","options":["¾a + ¼b","⅓a + ⅔b","¼a + ¾b","a + ⅓b"],"correctIndex":0},{"id":"vectors-mcq-7","subTopicId":"vectors","prompt":"What is the column vector a, drawn on the grid?","explanation":"Count the squares from the start of the arrow to its tip: 4 right and 2 up. The top number is across and the bottom is up, so a = (4 over 2). (5 over 3) is where the tip is on the grid, not how far the arrow moves.","difficulty":1,"graph":{"x":{"label":"x","min":0,"max":6,"step":1},"y":{"label":"y","min":0,"max":5,"step":1},"lines":[],"vectors":[{"from":[1,1],"to":[5,3],"label":"a"}],"equalScales":true,"axes":false,"description":"On a square grid, the arrow a goes 4 squares right and 2 squares up."},"type":"mcq","options":["(4 over 2)","(2 over 4)","(−4 over −2)","(5 over 3)"],"correctIndex":0},{"id":"vectors-mcq-8","subTopicId":"vectors","prompt":"What is the column vector b, drawn on the grid?","explanation":"From the start to the tip, b goes 3 right (positive) and 3 down (negative), so b = (3 over −3). Watch the direction of the arrow: (−3 over 3) goes the other way.","difficulty":2,"graph":{"x":{"label":"x","min":0,"max":6,"step":1},"y":{"label":"y","min":0,"max":5,"step":1},"lines":[],"vectors":[{"from":[2,4],"to":[5,1],"label":"b"}],"equalScales":true,"axes":false,"description":"On a square grid, the arrow b goes 3 squares right and 3 squares down."},"type":"mcq","options":["(3 over −3)","(−3 over 3)","(3 over 3)","(−3 over −3)"],"correctIndex":0},{"id":"vectors-multi-1","subTopicId":"vectors","prompt":"Which of these vectors are parallel to (2 over −3)?","explanation":"Parallel vectors are multiples of each other. (4 over −6) = 2 × (2 over −3), (−2 over 3) = −1 × (2 over −3) and (6 over −9) = 3 × (2 over −3). The other two aren't multiples.","difficulty":1,"type":"multi","options":["(4 over −6)","(−2 over 3)","(6 over −9)","(3 over −2)","(2 over 3)"],"correctIndices":[0,1,2]},{"id":"vectors-multi-2","subTopicId":"vectors","prompt":"Which of these vectors are parallel to a − 2b?","explanation":"3a − 6b = 3(a − 2b), 2b − a = −1(a − 2b) and ½a − b = ½(a − 2b): all multiples of a − 2b. a + 2b and 2a − b aren't.","difficulty":3,"higherTier":true,"type":"multi","options":["3a − 6b","2b − a","½a − b","a + 2b","2a − b"],"correctIndices":[0,1,2]},{"id":"vectors-numericParts-1","subTopicId":"vectors","prompt":"a = (4 over −1) and b = (−2 over 3). Work out 3a + 2b.","explanation":"3a = (12 over −3) and 2b = (−4 over 6). Add: 12 + (−4) = 8 and −3 + 6 = 3. So 3a + 2b = (8 over 3).","difficulty":2,"type":"numericParts","parts":[{"label":"Top","answer":8,"tolerance":0},{"label":"Bottom","answer":3,"tolerance":0}]},{"id":"vectors-numeric-1","subTopicId":"vectors","prompt":"OA = a, OB = b and OC = 5b − 4a. AC = k(b − a). Work out k.","explanation":"AC = OC − OA = 5b − 4a − a = 5b − 5a = 5(b − a). So k = 5. (AC is 5 times AB, so A, B and C are collinear.)","difficulty":3,"higherTier":true,"type":"numeric","answer":5,"tolerance":0}]},{"id":"m7","subjectId":"maths","code":"M7","title":"Probability","description":"How likely things are, from listing outcomes to tree diagrams, Venn diagrams and two-way tables.","questions":[{"id":"probability-basics-mcq-1","subTopicId":"probability-basics","prompt":"A fair dice is rolled. What is the probability of getting a number greater than 4?","explanation":"The numbers greater than 4 are 5 and 6: 2 outcomes out of 6. P = 2/6 = ⅓.","difficulty":1,"type":"mcq","options":["⅓","½","⅔","1/6"],"correctIndex":0},{"id":"probability-basics-mcq-2","subTopicId":"probability-basics","prompt":"The probability that it rains tomorrow is 0.35. What is the probability that it doesn't rain?","explanation":"It either rains or it doesn't, so the probabilities add up to 1. P(not rain) = 1 − 0.35 = 0.65.","difficulty":1,"type":"mcq","options":["0.65","0.35","1.35","0.75"],"correctIndex":0},{"id":"probability-basics-mcq-3","subTopicId":"probability-basics","prompt":"Which word best describes a probability of 0.05?","explanation":"0.05 is close to 0 but not 0, so the event is unlikely, but it could still happen. Impossible is exactly 0, and an even chance is 0.5.","difficulty":2,"type":"mcq","options":["Unlikely","Impossible","Even chance","Likely"],"correctIndex":0},{"id":"probability-basics-mcq-4","subTopicId":"probability-basics","prompt":"A spinner can land on red, blue or green. Work out the probability that it lands on green.\n\n| Colour | Red | Blue | Green |\n| --- | --- | --- | --- |\n| Probability | 0.2 | 0.35 | x |","explanation":"The probabilities add up to 1. 0.2 + 0.35 = 0.55, so x = 1 − 0.55 = 0.45.","difficulty":2,"type":"mcq","options":["0.45","0.55","0.65","0.15"],"correctIndex":0},{"id":"probability-basics-mcq-5","subTopicId":"probability-basics","prompt":"A coin is flipped and a dice is rolled. How many possible outcomes are there?","explanation":"There are 2 outcomes for the coin and 6 for the dice. Each coin result can go with each dice result: 2 × 6 = 12 outcomes (H1, H2, …, T6).","difficulty":3,"type":"mcq","options":["12","8","6","36"],"correctIndex":0},{"id":"probability-basics-mcq-6","subTopicId":"probability-basics","prompt":"A code is 3 letters (A to Z) followed by 2 digits (0 to 9). How many different codes are possible?","explanation":"Use the product rule: 26 × 26 × 26 × 10 × 10 = 17 576 × 100 = 1 757 600. 17 576 counts the letters only.","difficulty":3,"higherTier":true,"type":"mcq","options":["1 757 600","17 576","260","676 000"],"correctIndex":0},{"id":"probability-basics-multi-1","subTopicId":"probability-basics","prompt":"Which of these could be probabilities?","explanation":"Every probability is from 0 (impossible) to 1 (certain). 1.2 is more than 1, and −0.3 is less than 0, so neither can be a probability.","difficulty":1,"type":"multi","options":["0.7","1","0","1.2","−0.3"],"correctIndices":[0,1,2]},{"id":"probability-basics-multi-2","subTopicId":"probability-basics","prompt":"Two fair coins are flipped. Which of these are true?","explanation":"The outcomes are HH, HT, TH and TT: 4 equally likely outcomes. Two heads is 1 of them, ¼. One of each is HT or TH, 2/4 = ½. \"Two heads, two tails or one of each\" are 3 results, but they aren't equally likely.","difficulty":3,"type":"multi","options":["P(two heads) = ¼","P(one head and one tail) = ½","There are 4 possible outcomes","P(two heads) = ⅓","There are 3 possible outcomes"],"correctIndices":[0,1,2]},{"id":"probability-basics-numeric-1","subTopicId":"probability-basics","prompt":"A bag has only red, blue and green counters. P(red) = 0.3 and P(blue) = 0.45. There are 20 counters. How many are green?","explanation":"P(green) = 1 − 0.3 − 0.45 = 0.25. The number of green counters is 0.25 × 20 = 5.","difficulty":2,"type":"numeric","answer":5,"tolerance":0,"unit":"counters"},{"id":"probability-basics-numeric-2","subTopicId":"probability-basics","prompt":"A café offers 4 starters, 6 main courses and 3 desserts. How many different three-course meals can be chosen?","explanation":"Use the product rule: 4 × 6 × 3 = 72 meals.","difficulty":3,"higherTier":true,"type":"numeric","answer":72,"tolerance":0,"unit":"meals"},{"id":"probability-basics-generated-1","subTopicId":"probability-basics","type":"generated","generator":"missingProbability","difficulty":2},{"id":"relative-frequency-mcq-1","subTopicId":"relative-frequency","prompt":"A dice is rolled 50 times and lands on 6 eleven times. What is the relative frequency of a 6?","explanation":"Relative frequency = number of times ÷ number of trials = 11 ÷ 50 = 0.22. 1/6 is the theoretical probability for a fair dice, not the result of the experiment.","difficulty":1,"type":"mcq","options":["0.22","0.11","1/6","11"],"correctIndex":0},{"id":"relative-frequency-mcq-2","subTopicId":"relative-frequency","prompt":"The probability of a spinner landing on blue is 0.3. It is spun 200 times. How many times would you expect it to land on blue?","explanation":"Expected number = probability × number of trials = 0.3 × 200 = 60. 140 is the number of times you'd expect it not to land on blue.","difficulty":2,"type":"mcq","options":["60","30","0.3","140"],"correctIndex":0},{"id":"relative-frequency-mcq-3","subTopicId":"relative-frequency","prompt":"Which of these gives the most reliable estimate of the probability that a drawing pin lands point up?","explanation":"The more trials there are, the closer the relative frequency is likely to be to the true probability. 500 trials is the most.","difficulty":2,"type":"mcq","options":["Dropping it 500 times","Dropping it 10 times","Dropping it once","Guessing"],"correctIndex":0},{"id":"relative-frequency-mcq-4","subTopicId":"relative-frequency","prompt":"A coin is flipped 400 times and lands on heads 260 times. Which conclusion is best?","explanation":"The relative frequency of heads is 260 ÷ 400 = 0.65. A fair coin would give about 0.5, and after 400 flips 0.65 is a long way off, so the coin is probably biased. Results are never certain, so you can't say exactly what will happen next.","difficulty":3,"type":"mcq","options":["The coin is probably biased: 0.65 is far from 0.5 after many flips","The coin is fair","The coin will land on heads exactly 65 times in the next 100 flips","Nothing can be said from the results"],"correctIndex":0},{"id":"relative-frequency-mcq-5","subTopicId":"relative-frequency","prompt":"Sam rolls a dice 30 times and gets 8 sixes. Ana rolls the same dice 300 times and gets 52 sixes. Whose results give the better estimate of P(six), and what is it?","explanation":"Ana did more trials, so her estimate is more reliable: 52 ÷ 300 = 0.173…, about 0.17. Sam's is 8 ÷ 30 = 0.27, from only 30 rolls.","difficulty":3,"type":"mcq","options":["Ana's: about 0.17","Sam's: about 0.27","Ana's: about 0.52","They are equally good"],"correctIndex":0},{"id":"relative-frequency-mcq-6","subTopicId":"relative-frequency","prompt":"What is relative frequency?","explanation":"Relative frequency is the fraction of the trials in which the event happened: frequency ÷ number of trials. It estimates the probability from an experiment.","difficulty":1,"type":"mcq","options":["The number of times something happens ÷ the number of trials","The number of trials ÷ the number of times something happens","The probability worked out from equally likely outcomes","The number of times something happens"],"correctIndex":0},{"id":"relative-frequency-multi-1","subTopicId":"relative-frequency","prompt":"A spinner is spun 80 times and lands on red 20 times. Which of these are true?","explanation":"Relative frequency = 20 ÷ 80 = 0.25. Expected reds in 400 spins: 0.25 × 400 = 100, but that is an estimate, not exact. More trials give a more reliable estimate.","difficulty":1,"type":"multi","options":["The relative frequency of red is 0.25","In 400 spins, you would expect about 100 reds","More spins would give a more reliable estimate","The relative frequency of red is 0.2","In 400 spins, there will be exactly 100 reds"],"correctIndices":[0,1,2]},{"id":"relative-frequency-multi-2","subTopicId":"relative-frequency","prompt":"A fair dice is rolled 60 times. Which of these are true?","explanation":"P(six) = 1/6, so the expected number is 1/6 × 60 = 10. Results vary by chance, so 12 sixes is close to 10 and is no sign of bias. You can't be sure of getting exactly 10.","difficulty":3,"type":"multi","options":["You would expect about 10 sixes","The theoretical probability of a six is 1/6","Getting 12 sixes doesn't show that the dice is biased","You will get exactly 10 sixes","Getting 12 sixes proves that the dice is biased"],"correctIndices":[0,1,2]},{"id":"relative-frequency-numeric-1","subTopicId":"relative-frequency","prompt":"A biased coin lands on heads with probability 0.62. It is flipped 250 times. How many heads would you expect?","explanation":"Expected number = probability × trials = 0.62 × 250 = 155.","difficulty":2,"type":"numeric","answer":155,"tolerance":0,"unit":"heads"},{"id":"relative-frequency-numeric-2","subTopicId":"relative-frequency","prompt":"A spinner landed on green 36 times. The relative frequency of green was 0.24. How many times was the spinner spun?","explanation":"Relative frequency = green ÷ spins, so 0.24 = 36 ÷ spins. Spins = 36 ÷ 0.24 = 150. Check: 36 ÷ 150 = 0.24.","difficulty":3,"type":"numeric","answer":150,"tolerance":0,"unit":"times"},{"id":"relative-frequency-generated-1","subTopicId":"relative-frequency","type":"generated","generator":"expectedOutcomes","difficulty":1},{"id":"relative-frequency-generated-2","subTopicId":"relative-frequency","type":"generated","generator":"relativeFrequencyEstimate","difficulty":2},{"id":"frequency-trees-and-two-way-tables-mcq-1","subTopicId":"frequency-trees-and-two-way-tables","prompt":"The two-way table shows how 100 students travel to school. How many Year 11 students take the bus?\n\n| | Walk | Bus | Car | Total |\n| --- | --- | --- | --- | --- |\n| Year 10 | 24 | 18 | 8 | 50 |\n| Year 11 | 16 | 22 | 12 | 50 |\n| Total | 40 | 40 | 20 | 100 |","explanation":"Find the Year 11 row and the Bus column: 22. 18 is Year 10 by bus, and 40 is all the bus students.","difficulty":1,"type":"mcq","options":["22","18","40","50"],"correctIndex":0},{"id":"frequency-trees-and-two-way-tables-mcq-2","subTopicId":"frequency-trees-and-two-way-tables","prompt":"The two-way table shows how 100 students travel to school. A student is picked at random. What is the probability that they walk?\n\n| | Walk | Bus | Car | Total |\n| --- | --- | --- | --- | --- |\n| Year 10 | 24 | 18 | 8 | 50 |\n| Year 11 | 16 | 22 | 12 | 50 |\n| Total | 40 | 40 | 20 | 100 |","explanation":"40 of the 100 students walk, so P(walk) = 40/100 = 2/5. 24/40 is the fraction of walkers in Year 10.","difficulty":2,"type":"mcq","options":["2/5","¼","⅔","24/40"],"correctIndex":0},{"id":"frequency-trees-and-two-way-tables-mcq-3","subTopicId":"frequency-trees-and-two-way-tables","prompt":"The two-way table shows how 100 students travel to school. A Year 10 student is picked at random. What is the probability that they come by car?\n\n| | Walk | Bus | Car | Total |\n| --- | --- | --- | --- | --- |\n| Year 10 | 24 | 18 | 8 | 50 |\n| Year 11 | 16 | 22 | 12 | 50 |\n| Total | 40 | 40 | 20 | 100 |","explanation":"You know the student is in Year 10, so use only that row: 8 of the 50 Year 10 students come by car. P = 8/50 = 4/25. 8/100 divides by everyone, 8/20 divides by all the car students, and 6/25 = 12/50 is for Year 11.","difficulty":3,"higherTier":true,"type":"mcq","options":["4/25","8/100","6/25","8/20"],"correctIndex":0},{"id":"frequency-trees-and-two-way-tables-mcq-4","subTopicId":"frequency-trees-and-two-way-tables","prompt":"Of 60 people, 25 are men. 15 of the men wear glasses, and 18 of the women wear glasses. How many women don't wear glasses?","explanation":"There are 60 − 25 = 35 women. 18 of them wear glasses, so 35 − 18 = 17 don't. A frequency tree splits 60 into men and women, then each into glasses and no glasses.","difficulty":2,"tree":{"start":"60","branches":[{"label":"Men","value":"25","branches":[{"label":"Glasses","value":"15"},{"label":"No glasses","value":"?"}]},{"label":"Women","value":"?","branches":[{"label":"Glasses","value":"18"},{"label":"No glasses","value":"?"}]}],"description":"Frequency tree: 60 people split into 25 men and an unknown number of women. 15 men wear glasses; the number without is unknown. 18 women wear glasses; the number without is unknown."},"type":"mcq","options":["17","10","27","20"],"correctIndex":0},{"id":"frequency-trees-and-two-way-tables-mcq-5","subTopicId":"frequency-trees-and-two-way-tables","prompt":"Of 60 people, 25 are men. 15 of the men wear glasses, and 18 of the women wear glasses. A person who wears glasses is picked at random. What is the probability that they are a woman?","explanation":"Glasses wearers: 15 + 18 = 33. 18 of them are women, so P = 18/33 = 6/11. Divide by the number who wear glasses, because you know the person does.","difficulty":3,"higherTier":true,"tree":{"start":"60","branches":[{"label":"Men","value":"25","branches":[{"label":"Glasses","value":"15"},{"label":"No glasses","value":"?"}]},{"label":"Women","value":"?","branches":[{"label":"Glasses","value":"18"},{"label":"No glasses","value":"?"}]}],"description":"Frequency tree: 60 people split into 25 men and an unknown number of women. 15 men wear glasses; the number without is unknown. 18 women wear glasses; the number without is unknown."},"type":"mcq","options":["6/11","18/60","18/35","⅔"],"correctIndex":0},{"id":"frequency-trees-and-two-way-tables-mcq-6","subTopicId":"frequency-trees-and-two-way-tables","prompt":"In a frequency tree, what do the numbers on the branches from one box add up to?","explanation":"A frequency tree splits a group into smaller groups, so the numbers on its branches add up to the number in the box they come from. (On a probability tree, the branches add up to 1.)","difficulty":1,"type":"mcq","options":["The number in that box","1","100","The total for the whole tree"],"correctIndex":0},{"id":"frequency-trees-and-two-way-tables-multi-1","subTopicId":"frequency-trees-and-two-way-tables","prompt":"The two-way table shows how 100 students travel to school. Which of these are true?\n\n| | Walk | Bus | Car | Total |\n| --- | --- | --- | --- | --- |\n| Year 10 | 24 | 18 | 8 | 50 |\n| Year 11 | 16 | 22 | 12 | 50 |\n| Total | 40 | 40 | 20 | 100 |","explanation":"12 Year 11 students come by car, against 8 in Year 10. 40 walk. P(bus) = 40/100 = 0.4. But 24 of the 40 walkers are in Year 10, which is more than half, and only 18 of the 50 Year 10 students take the bus.","difficulty":1,"type":"multi","options":["More Year 11 students than Year 10 students come by car","40 students walk","P(a student takes the bus) = 0.4","Half of the students who walk are in Year 10","Most Year 10 students come by bus"],"correctIndices":[0,1,2]},{"id":"frequency-trees-and-two-way-tables-multi-2","subTopicId":"frequency-trees-and-two-way-tables","prompt":"Of 80 people at a gym, 30 are under 25. 18 of the people under 25 swim, and 20 of the others swim. Which of these are true?","explanation":"Swimmers: 18 + 20 = 38. There are 80 − 30 = 50 people aged 25 or over, and 50 − 20 = 30 of them don't swim. Of the 38 swimmers, 18 are under 25, so P = 18/38. 18/30 is P(swims) for someone under 25, which is a different question.","difficulty":3,"type":"multi","options":["38 people swim","30 people aged 25 or over don't swim","P(a swimmer is under 25) = 18/38","42 people swim","P(a swimmer is under 25) = 18/30"],"correctIndices":[0,1,2]},{"id":"frequency-trees-and-two-way-tables-numeric-1","subTopicId":"frequency-trees-and-two-way-tables","prompt":"The two-way table shows how 100 students travel to school. How many Year 10 students don't walk?\n\n| | Walk | Bus | Car | Total |\n| --- | --- | --- | --- | --- |\n| Year 10 | 24 | 18 | 8 | 50 |\n| Year 11 | 16 | 22 | 12 | 50 |\n| Total | 40 | 40 | 20 | 100 |","explanation":"There are 50 Year 10 students and 24 of them walk, so 50 − 24 = 26 don't walk (18 by bus and 8 by car).","difficulty":2,"type":"numeric","answer":26,"tolerance":0,"unit":"students"},{"id":"frequency-trees-and-two-way-tables-numeric-2","subTopicId":"frequency-trees-and-two-way-tables","prompt":"120 people were asked whether they like jazz. 70 of them were adults. 45 of the adults and 20 of the children like jazz. How many of the 120 people don't like jazz?","explanation":"65 people like jazz (45 + 20), so 120 − 65 = 55 don't. In a two-way table: adults 45 like and 25 don't; children 20 like and 30 don't; 25 + 30 = 55.","difficulty":3,"type":"numeric","answer":55,"tolerance":0,"unit":"people"},{"id":"tree-diagrams-mcq-1","subTopicId":"tree-diagrams","prompt":"On a tree diagram, what do the probabilities on the branches from one point add up to?","explanation":"The branches from one point show every possible outcome at that stage, so their probabilities add up to 1.","difficulty":1,"type":"mcq","options":["1","0","The number of branches","It depends on the events"],"correctIndex":0},{"id":"tree-diagrams-mcq-2","subTopicId":"tree-diagrams","prompt":"P(Ali passes) = 0.7 and P(Bea passes) = 0.6, and the events are independent. What is P(both pass)?","explanation":"For independent events, multiply along the branches: 0.7 × 0.6 = 0.42. Adding (1.3) gives more than 1, which can't be a probability.","difficulty":1,"tree":{"branches":[{"label":"Ali passes","value":"0.7","branches":[{"label":"Bea passes","value":"0.6"},{"label":"Bea fails","value":"0.4"}]},{"label":"Ali fails","value":"0.3","branches":[{"label":"Bea passes","value":"0.6"},{"label":"Bea fails","value":"0.4"}]}],"description":"Tree diagram. Ali passes 0.7, fails 0.3. Then, either way, Bea passes 0.6, fails 0.4."},"type":"mcq","options":["0.42","1.3","0.65","0.12"],"correctIndex":0},{"id":"tree-diagrams-mcq-3","subTopicId":"tree-diagrams","prompt":"P(Ali passes) = 0.7 and P(Bea passes) = 0.6, and the events are independent. What is P(neither passes)?","explanation":"P(Ali fails) = 0.3 and P(Bea fails) = 0.4. Multiply: 0.3 × 0.4 = 0.12. 0.88 is P(at least one passes).","difficulty":2,"tree":{"branches":[{"label":"Ali passes","value":"0.7","branches":[{"label":"Bea passes","value":"0.6"},{"label":"Bea fails","value":"0.4"}]},{"label":"Ali fails","value":"0.3","branches":[{"label":"Bea passes","value":"0.6"},{"label":"Bea fails","value":"0.4"}]}],"description":"Tree diagram. Ali passes 0.7, fails 0.3. Then, either way, Bea passes 0.6, fails 0.4."},"type":"mcq","options":["0.12","0.3","0.58","0.88"],"correctIndex":0},{"id":"tree-diagrams-mcq-4","subTopicId":"tree-diagrams","prompt":"A fair coin is flipped three times. What is the probability of getting at least one head?","explanation":"P(no heads) = ½ × ½ × ½ = 1/8. Every other result has at least one head, so P(at least one head) = 1 − 1/8 = 7/8.","difficulty":3,"type":"mcq","options":["7/8","3/8","½","1/8"],"correctIndex":0},{"id":"tree-diagrams-mcq-5","subTopicId":"tree-diagrams","prompt":"A bag has 5 red sweets and 3 blue sweets. Two are taken without replacement. What is the probability that both are red?","explanation":"First sweet: P(red) = 5/8. Then there are 4 red out of 7 left: P(red) = 4/7. Multiply: 5/8 × 4/7 = 20/56 = 5/14. 25/64 would be with replacement.","difficulty":3,"higherTier":true,"tree":{"branches":[{"label":"Red","value":"5/8","branches":[{"label":"Red","value":"?"},{"label":"Blue","value":"?"}]},{"label":"Blue","value":"3/8","branches":[{"label":"Red","value":"?"},{"label":"Blue","value":"?"}]}],"description":"Tree diagram for taking two sweets without replacement. First: red 5/8, blue 3/8. The second sweet's probabilities are marked with question marks."},"type":"mcq","options":["5/14","25/64","5/8","20/64"],"correctIndex":0},{"id":"tree-diagrams-mcq-6","subTopicId":"tree-diagrams","prompt":"P(A) = 0.5, P(B) = 0.4 and P(A and B) = 0.2. What is P(A or B)?","explanation":"P(A or B) = P(A) + P(B) − P(A and B) = 0.5 + 0.4 − 0.2 = 0.7. Just adding counts the overlap twice.","difficulty":2,"type":"mcq","options":["0.7","0.9","0.2","1.1"],"correctIndex":0},{"id":"tree-diagrams-multi-1","subTopicId":"tree-diagrams","prompt":"A spinner lands on red with probability 0.25. It is spun twice. Which of these are true?","explanation":"P(red, red) = 0.25 × 0.25 = 0.0625. P(no reds) = 0.75 × 0.75 = 0.5625. P(at least one red) = 1 − 0.5625 = 0.4375. Adding the two 0.25s (0.5) is wrong.","difficulty":1,"type":"multi","options":["P(red both times) = 0.0625","P(no reds) = 0.5625","P(at least one red) = 0.4375","P(red both times) = 0.5","P(at least one red) = 0.5"],"correctIndices":[0,1,2]},{"id":"tree-diagrams-multi-2","subTopicId":"tree-diagrams","prompt":"A box has 4 green pens and 6 yellow pens. Two are taken without replacement. Which of these are true?","explanation":"Both green: 4/10 × 3/9 = 12/90 = 2/15. Both yellow: 6/10 × 5/9 = 30/90 = ⅓. One of each: green then yellow 4/10 × 6/9 = 24/90, plus yellow then green 24/90, so 48/90 = 8/15. The other two use 10 on the bottom both times, as if the first pen were put back.","difficulty":3,"higherTier":true,"type":"multi","options":["P(both green) = 2/15","P(both yellow) = ⅓","P(one of each colour) = 8/15","P(both green) = 4/25","P(one of each colour) = 12/25"],"correctIndices":[0,1,2]},{"id":"tree-diagrams-numeric-1","subTopicId":"tree-diagrams","prompt":"The probability that a train is late is 0.1 each day, independently. What is the probability that it is on time on both Monday and Tuesday?","explanation":"P(on time) = 1 − 0.1 = 0.9 each day. For both days, multiply: 0.9 × 0.9 = 0.81.","difficulty":2,"type":"numeric","answer":0.81,"tolerance":0},{"id":"tree-diagrams-numeric-2","subTopicId":"tree-diagrams","prompt":"A bag has 7 counters, and x of them are red. Two counters are taken without replacement. The probability that both are red is 2/7. Work out x.","explanation":"P(both red) = x/7 × (x − 1)/6 = x(x − 1)/42. Set it equal to 2/7: x(x − 1)/42 = 2/7, so x(x − 1) = 12. Since 4 × 3 = 12, x = 4.","difficulty":3,"higherTier":true,"type":"numeric","answer":4,"tolerance":0,"unit":"red counters"},{"id":"tree-diagrams-numeric-3","subTopicId":"tree-diagrams","prompt":"The tree diagram shows two spins of a spinner. What is the probability of getting exactly one red?","explanation":"Exactly one red happens two ways: red then not red (0.3 × 0.7 = 0.21), or not red then red (0.7 × 0.3 = 0.21). Multiply along each route, then add the routes: 0.21 + 0.21 = 0.42.","difficulty":2,"tree":{"branches":[{"label":"Red","value":"0.3","branches":[{"label":"Red","value":"0.3"},{"label":"Not red","value":"0.7"}]},{"label":"Not red","value":"0.7","branches":[{"label":"Red","value":"0.3"},{"label":"Not red","value":"0.7"}]}],"description":"Tree diagram for two spins. First spin: red 0.3, not red 0.7. After either, the second spin is again red 0.3, not red 0.7."},"type":"numeric","answer":0.42,"tolerance":0},{"id":"tree-diagrams-generated-1","subTopicId":"tree-diagrams","type":"generated","generator":"independentEventsProbability","difficulty":2},{"id":"tree-diagrams-generated-2","subTopicId":"tree-diagrams","type":"generated","generator":"withoutReplacementProbability","difficulty":3,"higherTier":true},{"id":"venn-diagrams-and-set-notation-mcq-1","subTopicId":"venn-diagrams-and-set-notation","prompt":"What does A ∩ B mean?","explanation":"∩ is the intersection: the overlap of the two circles, everything in both A and B. ∪ (the union) is everything in A or B or both.","difficulty":1,"type":"mcq","options":["Everything in both A and B","Everything in A or B or both","Everything not in A","Everything being considered"],"correctIndex":0},{"id":"venn-diagrams-and-set-notation-mcq-2","subTopicId":"venn-diagrams-and-set-notation","prompt":"What does A ∪ B mean?","explanation":"∪ is the union: everything in either circle, including the overlap. Think of ∪ as a cup that holds everything.","difficulty":1,"type":"mcq","options":["Everything in A or B or both","Everything in both A and B","Everything in A but not in B","Everything in neither A nor B"],"correctIndex":0},{"id":"venn-diagrams-and-set-notation-mcq-3","subTopicId":"venn-diagrams-and-set-notation","prompt":"ξ = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10}, A = {1, 2, 3, 4, 5, 6} and B = {4, 5, 6, 7, 8}. What is A ∩ B?","explanation":"A ∩ B is the numbers in both A and B: 4, 5 and 6. {1, 2, 3, 4, 5, 6, 7, 8} is A ∪ B.","difficulty":2,"type":"mcq","options":["{4, 5, 6}","{1, 2, 3, 4, 5, 6, 7, 8}","{1, 2, 3}","{7, 8}"],"correctIndex":0},{"id":"venn-diagrams-and-set-notation-mcq-4","subTopicId":"venn-diagrams-and-set-notation","prompt":"ξ = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10}, A = {1, 2, 3, 4, 5, 6} and B = {4, 5, 6, 7, 8}. What is A ∪ B?","explanation":"A ∪ B is every number in A or B or both: 1 to 8. List each number once, even if it is in both. {9, 10} is (A ∪ B)′.","difficulty":2,"type":"mcq","options":["{1, 2, 3, 4, 5, 6, 7, 8}","{4, 5, 6}","{1, 2, 3, 7, 8}","{9, 10}"],"correctIndex":0},{"id":"venn-diagrams-and-set-notation-mcq-5","subTopicId":"venn-diagrams-and-set-notation","prompt":"In a group of 50 people, 28 like maths, 30 like art, and 4 like neither. How many like both?","explanation":"Let x like both. Maths only = 28 − x and art only = 30 − x. Everyone adds up to 50: (28 − x) + x + (30 − x) + 4 = 50, so 62 − x = 50 and x = 12.","difficulty":3,"higherTier":true,"type":"mcq","options":["12","8","16","2"],"correctIndex":0},{"id":"venn-diagrams-and-set-notation-mcq-6","subTopicId":"venn-diagrams-and-set-notation","prompt":"A Venn diagram shows 13 students who play football only, 5 who play both football and tennis, 7 who play tennis only, and 5 who play neither. A student who plays football is chosen at random. What is the probability that they also play tennis?","explanation":"You know the student plays football, so only the football circle counts: 13 + 5 = 18 students. 5 of them also play tennis, so P = 5/18. 5/12 divides by the tennis players, and 1/6 = 5/30 divides by everyone.","difficulty":3,"higherTier":true,"venn":{"sets":[{"id":"F","label":"Football"},{"id":"T","label":"Tennis"}],"regions":{"F":"13","FT":"5","T":"7","outside":"5"},"description":"Venn diagram of 30 students: 13 in football only, 5 in both football and tennis, 7 in tennis only and 5 outside both circles."},"type":"mcq","options":["5/18","1/6","5/12","18/30"],"correctIndex":0},{"id":"venn-diagrams-and-set-notation-mcq-7","subTopicId":"venn-diagrams-and-set-notation","prompt":"Which of these describes the shaded region?","explanation":"The shaded part is inside A but outside B: in A and in B′ (not B), which is A ∩ B′. A ∩ B is only the overlap, A ∪ B is both whole circles, and B′ is everything outside B, including the part outside both circles.","difficulty":2,"venn":{"sets":[{"id":"A","label":"A"},{"id":"B","label":"B"}],"shade":["A"],"description":"Venn diagram of sets A and B. The part of A that isn't in B is shaded."},"type":"mcq","options":["A ∩ B′","A ∩ B","A ∪ B","B′"],"correctIndex":0},{"id":"venn-diagrams-and-set-notation-multi-1","subTopicId":"venn-diagrams-and-set-notation","prompt":"ξ = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10} and A = {even numbers}. Which of these are true?","explanation":"A = {2, 4, 6, 8, 10}, so A′ (everything in ξ not in A) is {1, 3, 5, 7, 9}. 4 is even, so 4 ∈ A. 7 is odd, so 7 ∈ A′. 3 isn't even, so 3 ∉ A.","difficulty":1,"type":"multi","options":["A′ = {1, 3, 5, 7, 9}","4 ∈ A","7 ∈ A′","3 ∈ A","A′ = {2, 4, 6, 8, 10}"],"correctIndices":[0,1,2]},{"id":"venn-diagrams-and-set-notation-multi-2","subTopicId":"venn-diagrams-and-set-notation","prompt":"Of 40 students, 22 play football, 15 play tennis and 7 play both. Which of these are true?","explanation":"Both: 7. Football only: 22 − 7 = 15. Tennis only: 15 − 7 = 8. Neither: 40 − 15 − 7 − 8 = 10. Exactly one: 15 + 8 = 23, so P = 23/40.","difficulty":3,"type":"multi","options":["15 play football only","10 play neither","P(a student plays exactly one of the sports) = 23/40","30 play exactly one of the sports","3 play neither"],"correctIndices":[0,1,2]},{"id":"venn-diagrams-and-set-notation-numeric-1","subTopicId":"venn-diagrams-and-set-notation","prompt":"In a group of 35 people, 20 have a dog, 12 have a cat and 6 have both. How many have neither?","explanation":"Dog only: 20 − 6 = 14. Cat only: 12 − 6 = 6. Both: 6. That's 14 + 6 + 6 = 26 people, so 35 − 26 = 9 have neither.","difficulty":2,"type":"numeric","answer":9,"tolerance":0,"unit":"people"},{"id":"venn-diagrams-and-set-notation-numeric-2","subTopicId":"venn-diagrams-and-set-notation","prompt":"ξ = {whole numbers from 1 to 20}, A = {x : x > 12} and B = {x : x is even}. How many numbers are in A ∩ B?","explanation":"A = {13, 14, …, 20}. The even numbers among them are 14, 16, 18 and 20, so A ∩ B has 4 numbers.","difficulty":3,"higherTier":true,"type":"numeric","answer":4,"tolerance":0}]},{"id":"m8","subjectId":"maths","code":"M8","title":"Statistics","description":"Collecting data, finding averages and spread, and drawing and reading charts and graphs of data.","questions":[{"id":"types-of-data-and-sampling-mcq-1","subTopicId":"types-of-data-and-sampling","prompt":"Which of these is discrete data?","explanation":"Discrete data can only take certain values, usually whole numbers you count: you can have 2 or 3 pets, but not 2.4. Height, time and mass are measured, so they are continuous.","difficulty":1,"type":"mcq","options":["The number of pets in a house","A person's height","The time taken to run 100 m","The mass of an apple"],"correctIndex":0},{"id":"types-of-data-and-sampling-mcq-2","subTopicId":"types-of-data-and-sampling","prompt":"Which of these is qualitative data?","explanation":"Qualitative data is described in words, not numbers. Favourite colour is qualitative; the others are quantitative (numbers).","difficulty":1,"type":"mcq","options":["Favourite colour","Shoe size","Number of siblings","Temperature"],"correctIndex":0},{"id":"types-of-data-and-sampling-mcq-3","subTopicId":"types-of-data-and-sampling","prompt":"To find out how often people in a town exercise, a survey asks people at a gym. Why is the sample biased?","explanation":"A sample is biased if some groups are more likely to be picked. People at a gym are likely to exercise more than the town as a whole, so the results would be too high.","difficulty":2,"type":"mcq","options":["People at a gym probably exercise more than most people","The sample is too large","Gyms are open every day","It is a random sample"],"correctIndex":0},{"id":"types-of-data-and-sampling-mcq-4","subTopicId":"types-of-data-and-sampling","prompt":"Which is the best way to choose a random sample of 50 students from a school of 1200?","explanation":"In a random sample, every student has the same chance of being picked. Numbering them and choosing random numbers does that. The others favour certain groups: early arrivers, sporty students or your friends.","difficulty":2,"type":"mcq","options":["Number the students and use a random number generator to pick 50 numbers","Ask the first 50 students to arrive","Ask 50 students in the sports club","Ask 50 of your friends"],"correctIndex":0},{"id":"types-of-data-and-sampling-mcq-5","subTopicId":"types-of-data-and-sampling","prompt":"To find out how much people in a city read, a researcher asks 30 people leaving a library. What is wrong with the sample?","explanation":"People leaving a library probably read more than most, so the sample is biased. 30 people is also a small sample for a whole city, so the results are less reliable.","difficulty":3,"type":"mcq","options":["It is biased and small","Nothing: it is random","Only that it is too small","Only that it is too large"],"correctIndex":0},{"id":"types-of-data-and-sampling-mcq-6","subTopicId":"types-of-data-and-sampling","prompt":"In a capture–recapture survey, 40 fish are caught, tagged and released. Later, 50 fish are caught, and 8 of them are tagged. Estimate the number of fish in the lake.","explanation":"Estimate = first sample × second sample ÷ number tagged in the second = 40 × 50 ÷ 8 = 2000 ÷ 8 = 250 fish.","difficulty":3,"higherTier":true,"type":"mcq","options":["250","98","10","400"],"correctIndex":0},{"id":"types-of-data-and-sampling-multi-1","subTopicId":"types-of-data-and-sampling","prompt":"Which of these are continuous data?","explanation":"Continuous data is measured and can take any value in a range: height, time and mass. The number of goals is counted, and shoe sizes only come in certain values, so they are discrete.","difficulty":1,"type":"multi","options":["Height","Time","Mass","Number of goals","Shoe size"],"correctIndices":[0,1,2]},{"id":"types-of-data-and-sampling-multi-2","subTopicId":"types-of-data-and-sampling","prompt":"Which of these would make a sample more reliable?","explanation":"A bigger, random sample that represents every group fairly gives more reliable results. Asking only people you know, or only at one time of day, makes the sample biased.","difficulty":3,"type":"multi","options":["Making it bigger","Choosing it at random","Making sure every group is fairly represented","Only asking people you know","Only asking people at one time of day"],"correctIndices":[0,1,2]},{"id":"types-of-data-and-sampling-numeric-1","subTopicId":"types-of-data-and-sampling","prompt":"A school has 600 students. In a random sample of 50 of them, 12 walk to school. Estimate how many students in the whole school walk.","explanation":"In the sample, 12 out of 50 walk: 12 ÷ 50 = 0.24. Scale up to the school: 0.24 × 600 = 144 students.","difficulty":2,"type":"numeric","answer":144,"tolerance":0,"unit":"students"},{"id":"types-of-data-and-sampling-numeric-2","subTopicId":"types-of-data-and-sampling","prompt":"In a capture–recapture survey, 60 birds are ringed. In a second sample, 9 birds are ringed. The population is estimated at 900. How many birds were in the second sample?","explanation":"Population ≈ first × second ÷ ringed in second, so 900 = 60 × n ÷ 9. Multiply by 9: 8100 = 60n. Divide by 60: n = 135 birds.","difficulty":3,"higherTier":true,"type":"numeric","answer":135,"tolerance":0,"unit":"birds"},{"id":"types-of-data-and-sampling-generated-1","subTopicId":"types-of-data-and-sampling","type":"generated","generator":"captureRecapture","difficulty":3,"higherTier":true},{"id":"averages-and-range-mcq-1","subTopicId":"averages-and-range","prompt":"What is the median of 7, 3, 9, 4 and 6?","explanation":"Put them in order: 3, 4, 6, 7, 9. The middle value is 6. 5.8 is the mean.","difficulty":1,"type":"mcq","options":["6","9","5.8","4"],"correctIndex":0},{"id":"averages-and-range-mcq-2","subTopicId":"averages-and-range","prompt":"What is the range of 12, 5, 19, 8 and 15?","explanation":"Range = biggest − smallest = 19 − 5 = 14. 11.8 is the mean.","difficulty":1,"type":"mcq","options":["14","19","11.8","7"],"correctIndex":0},{"id":"averages-and-range-mcq-3","subTopicId":"averages-and-range","prompt":"What is the mode of 4, 7, 4, 9, 7, 4 and 2?","explanation":"The mode is the most common value. 4 appears three times, 7 twice, and the others once. So the mode is 4.","difficulty":2,"type":"mcq","options":["4","7","5.3","2"],"correctIndex":0},{"id":"averages-and-range-mcq-4","subTopicId":"averages-and-range","prompt":"Five salaries are £21 000, £23 000, £24 000, £26 000 and £180 000. Which average best represents a typical salary?","explanation":"The mean is 274 000 ÷ 5 = £54 800, more than four of the five people earn, because £180 000 is an outlier. The median, £24 000, isn't affected by it. There is no mode, and the range isn't an average.","difficulty":2,"type":"mcq","options":["The median, because the outlier drags the mean up","The mean, because it uses every value","The mode, because it is the most common value","The range"],"correctIndex":0},{"id":"averages-and-range-mcq-5","subTopicId":"averages-and-range","prompt":"A shoe shop wants to know which shoe size to stock the most of. Which average is the most useful?","explanation":"The mode is the size sold most often, which is what the shop needs. The mean could be a size that doesn't exist, like 6.3, and the range isn't an average.","difficulty":3,"type":"mcq","options":["The mode","The mean","The median","The range"],"correctIndex":0},{"id":"averages-and-range-mcq-6","subTopicId":"averages-and-range","prompt":"The stem-and-leaf diagram shows 9 scores. What is the median?\n\n| Stem | Leaves |\n| --- | --- |\n| 2 | 1 5 8 |\n| 3 | 0 2 2 7 |\n| 4 | 3 6 |\n\nKey: 3 | 2 means 32","explanation":"The scores in order are 21, 25, 28, 30, 32, 32, 37, 43 and 46. There are 9, so the median is the 5th: 32.","difficulty":3,"type":"mcq","options":["32","30","34","37"],"correctIndex":0},{"id":"averages-and-range-multi-1","subTopicId":"averages-and-range","prompt":"For the data 2, 3, 3, 5 and 7, which of these are true?","explanation":"Mean = 20 ÷ 5 = 4. In order, the middle value is 3, so the median is 3. Range = 7 − 2 = 5. The mode is 3, which appears twice.","difficulty":1,"type":"multi","options":["The mean is 4","The median is 3","The range is 5","The mode is 5","The mean is 3"],"correctIndices":[0,1,2]},{"id":"averages-and-range-multi-2","subTopicId":"averages-and-range","prompt":"An outlier of 100 is added to the data 4, 5, 5, 6 and 8. Which of these are true?","explanation":"Before: mean 5.6, median 5, mode 5, range 4. After: mean 128 ÷ 6 = 21.3…, median (5 + 6) ÷ 2 = 5.5, mode still 5, range 96. The outlier drags the mean and the range a long way, but hardly moves the median.","difficulty":3,"type":"multi","options":["The mean goes up a lot","The median changes only a little","The mode stays the same","The range stays the same","The median goes up a lot"],"correctIndices":[0,1,2]},{"id":"averages-and-range-numeric-1","subTopicId":"averages-and-range","prompt":"Ana's mean score in 5 tests was 72. After a 6th test, her mean score was 74. What did she score in the 6th test?","explanation":"Total of 5 tests: 72 × 5 = 360. Total of 6 tests: 74 × 6 = 444. The 6th test score is 444 − 360 = 84.","difficulty":3,"type":"numeric","answer":84,"tolerance":0},{"id":"averages-and-range-numeric-2","subTopicId":"averages-and-range","prompt":"What is the median of 15, 8, 22, 11, 9 and 18?","explanation":"In order: 8, 9, 11, 15, 18, 22. There are 6 values, so the median is halfway between the 3rd and 4th: (11 + 15) ÷ 2 = 13.","difficulty":2,"type":"numeric","answer":13,"tolerance":0},{"id":"averages-and-range-generated-1","subTopicId":"averages-and-range","type":"generated","generator":"meanFromList","difficulty":2},{"id":"frequency-tables-and-estimating-the-mean-mcq-1","subTopicId":"frequency-tables-and-estimating-the-mean","prompt":"The table shows the number of goals scored in 20 matches. What is the mode?\n\n| Goals | 0 | 1 | 2 | 3 | 4 |\n| --- | --- | --- | --- | --- | --- |\n| Frequency | 3 | 7 | 5 | 4 | 1 |","explanation":"The mode is the value with the highest frequency. 1 goal happened in 7 matches, more than any other, so the mode is 1 goal. 7 is its frequency, not the mode.","difficulty":1,"type":"mcq","options":["1","7","4","2"],"correctIndex":0},{"id":"frequency-tables-and-estimating-the-mean-mcq-2","subTopicId":"frequency-tables-and-estimating-the-mean","prompt":"The table shows the number of goals scored in 20 matches. What is the median number of goals?\n\n| Goals | 0 | 1 | 2 | 3 | 4 |\n| --- | --- | --- | --- | --- | --- |\n| Frequency | 3 | 7 | 5 | 4 | 1 |","explanation":"There are 20 values, so the median is halfway between the 10th and 11th. Running totals: 3 matches with 0 goals, then up to 10 with 1 goal, then up to 15 with 2 goals. The 10th value is 1 and the 11th is 2, so the median is 1.5.","difficulty":2,"type":"mcq","options":["1.5","2","1","5"],"correctIndex":0},{"id":"frequency-tables-and-estimating-the-mean-mcq-3","subTopicId":"frequency-tables-and-estimating-the-mean","prompt":"The table shows the number of goals scored in 20 matches. What is the mean number of goals per match?\n\n| Goals | 0 | 1 | 2 | 3 | 4 |\n| --- | --- | --- | --- | --- | --- |\n| Frequency | 3 | 7 | 5 | 4 | 1 |","explanation":"Multiply each number of goals by its frequency: 0 + 7 + 10 + 12 + 4 = 33 goals. Divide by the number of matches: 33 ÷ 20 = 1.65. Dividing by 5 (the number of columns) gives 6.6, which is wrong.","difficulty":2,"type":"mcq","options":["1.65","2","6.6","4"],"correctIndex":0},{"id":"frequency-tables-and-estimating-the-mean-mcq-4","subTopicId":"frequency-tables-and-estimating-the-mean","prompt":"To estimate the mean from a grouped frequency table, what value do you use for each class?","explanation":"You don't know the exact values in each class, so you use the midpoint as a typical value for all of them. Midpoint × frequency, added up and divided by the total frequency, estimates the mean.","difficulty":1,"type":"mcq","options":["The midpoint of the class","The upper bound of the class","The lower bound of the class","The frequency of the class"],"correctIndex":0},{"id":"frequency-tables-and-estimating-the-mean-mcq-5","subTopicId":"frequency-tables-and-estimating-the-mean","prompt":"The table shows how long 20 people waited. Which class contains the median?\n\n| Time (t minutes) | Frequency |\n| --- | --- |\n| 0 < t ≤ 10 | 5 |\n| 10 < t ≤ 20 | 8 |\n| 20 < t ≤ 30 | 7 |","explanation":"The median is halfway between the 10th and 11th values. Running totals: 5 in the first class, then 5 + 8 = 13 by the end of the second. So the 10th and 11th values are both in 10 < t ≤ 20.","difficulty":3,"type":"mcq","options":["10 < t ≤ 20","0 < t ≤ 10","20 < t ≤ 30","It can't be found from the table"],"correctIndex":0},{"id":"frequency-tables-and-estimating-the-mean-mcq-6","subTopicId":"frequency-tables-and-estimating-the-mean","prompt":"Why is the mean worked out from a grouped frequency table only an estimate?","explanation":"A grouped table only says how many values are in each class, not what they are. Using the midpoint for every value in a class is an assumption, so the mean is an estimate.","difficulty":3,"type":"mcq","options":["You don't know the exact values, so you use the midpoints","The frequencies have been rounded","The table has too many classes","It isn't an estimate: it is exact"],"correctIndex":0},{"id":"frequency-tables-and-estimating-the-mean-multi-1","subTopicId":"frequency-tables-and-estimating-the-mean","prompt":"The table shows the number of goals scored in 20 matches. Which of these are true?\n\n| Goals | 0 | 1 | 2 | 3 | 4 |\n| --- | --- | --- | --- | --- | --- |\n| Frequency | 3 | 7 | 5 | 4 | 1 |","explanation":"Σf (the total frequency) is 3 + 7 + 5 + 4 + 1 = 20. Σfx = 0 + 7 + 10 + 12 + 4 = 33. The range is 4 − 0 = 4 goals: the values are 0 to 4, not the frequencies.","difficulty":1,"type":"multi","options":["Σf = 20","Σfx = 33","The range is 4 goals","The mean is 6.6 goals","The range is 6 goals"],"correctIndices":[0,1,2]},{"id":"frequency-tables-and-estimating-the-mean-multi-2","subTopicId":"frequency-tables-and-estimating-the-mean","prompt":"The table shows how long 20 people waited. Which of these are true?\n\n| Time (t minutes) | Frequency |\n| --- | --- |\n| 0 < t ≤ 10 | 5 |\n| 10 < t ≤ 20 | 8 |\n| 20 < t ≤ 30 | 7 |","explanation":"Midpoints 5, 15 and 25. Σfx = 5 × 5 + 15 × 8 + 25 × 7 = 25 + 120 + 175 = 320. Estimated mean = 320 ÷ 20 = 16 minutes. The class with the highest frequency (8) is 10 < t ≤ 20.","difficulty":3,"type":"multi","options":["The estimated mean is 16 minutes","The modal class is 10 < t ≤ 20","The total frequency is 20","The estimated mean is 15 minutes","The modal class is 20 < t ≤ 30"],"correctIndices":[0,1,2]},{"id":"frequency-tables-and-estimating-the-mean-numeric-1","subTopicId":"frequency-tables-and-estimating-the-mean","prompt":"The table shows the number of goals scored in 20 matches. How many goals were scored altogether?\n\n| Goals | 0 | 1 | 2 | 3 | 4 |\n| --- | --- | --- | --- | --- | --- |\n| Frequency | 3 | 7 | 5 | 4 | 1 |","explanation":"Multiply each number of goals by its frequency and add: 0 × 3 + 1 × 7 + 2 × 5 + 3 × 4 + 4 × 1 = 0 + 7 + 10 + 12 + 4 = 33 goals.","difficulty":2,"type":"numeric","answer":33,"tolerance":0,"unit":"goals"},{"id":"frequency-tables-and-estimating-the-mean-numeric-2","subTopicId":"frequency-tables-and-estimating-the-mean","prompt":"In a frequency table, the values 1, 2 and 3 have frequencies 4, x and 6. The mean is 2.1. Work out x.","explanation":"Σfx = 4 + 2x + 18 = 22 + 2x and Σf = 10 + x. So (22 + 2x) ÷ (10 + x) = 2.1. Multiply out: 22 + 2x = 21 + 2.1x, so 1 = 0.1x and x = 10.","difficulty":3,"type":"numeric","answer":10,"tolerance":0},{"id":"frequency-tables-and-estimating-the-mean-generated-1","subTopicId":"frequency-tables-and-estimating-the-mean","type":"generated","generator":"meanFromFrequencyTable","difficulty":2},{"id":"frequency-tables-and-estimating-the-mean-generated-2","subTopicId":"frequency-tables-and-estimating-the-mean","type":"generated","generator":"estimatedMeanGroupedData","difficulty":3},{"id":"charts-and-diagrams-mcq-1","subTopicId":"charts-and-diagrams","prompt":"In a pictogram, one symbol stands for 4 people. How many people do 3½ symbols stand for?","explanation":"3 whole symbols are 3 × 4 = 12 people, and half a symbol is 2 people. 12 + 2 = 14 people.","difficulty":1,"type":"mcq","options":["14","12","16","7"],"correctIndex":0},{"id":"charts-and-diagrams-mcq-2","subTopicId":"charts-and-diagrams","prompt":"60 people were surveyed for a pie chart. What angle stands for one person?","explanation":"A full circle is 360°, shared between 60 people: 360 ÷ 60 = 6° per person.","difficulty":2,"type":"mcq","options":["6°","60°","1°","0.17°"],"correctIndex":0},{"id":"charts-and-diagrams-mcq-3","subTopicId":"charts-and-diagrams","prompt":"A pie chart shows the favourite sports of 90 students. The sector for tennis has an angle of 80°. How many students chose tennis?","explanation":"Each student is 360 ÷ 90 = 4°. Tennis: 80 ÷ 4 = 20 students.","difficulty":2,"chart":{"kind":"pie","sectors":[{"label":"Football","value":40},{"label":"Tennis","value":20},{"label":"Swimming","value":15},{"label":"Other","value":15}],"showAngles":true},"type":"mcq","options":["20","80","40","25"],"correctIndex":0},{"id":"charts-and-diagrams-mcq-4","subTopicId":"charts-and-diagrams","prompt":"When you draw a frequency polygon for grouped data, where do you plot each point?","explanation":"A frequency polygon plots each frequency at the midpoint of its class, then joins the points with straight lines. Plotting at the upper bound is for cumulative frequency.","difficulty":3,"type":"mcq","options":["At the midpoint of the class, at the height of its frequency","At the upper bound of the class","At the lower bound of the class","At the height of the cumulative frequency"],"correctIndex":0},{"id":"charts-and-diagrams-mcq-5","subTopicId":"charts-and-diagrams","prompt":"Class A's test scores have a median of 62 and a range of 30. Class B's have a median of 58 and a range of 15. Which comparison is correct?","explanation":"Compare an average and a spread. A's median is higher (62 > 58), so A did better on average. B's range is smaller (15 < 30), so B's scores were more consistent.","difficulty":3,"type":"mcq","options":["Class A did better on average, but Class B's scores were more consistent","Class B did better on average and was more consistent","Class A was more consistent","The classes did equally well"],"correctIndex":0},{"id":"charts-and-diagrams-mcq-6","subTopicId":"charts-and-diagrams","prompt":"Which kind of chart is best for showing how a whole is split into parts?","explanation":"A pie chart shows each part as a slice of the whole circle. Scatter graphs show links between two variables, and line graphs show changes over time.","difficulty":1,"type":"mcq","options":["A pie chart","A scatter graph","A line graph","A stem-and-leaf diagram"],"correctIndex":0},{"id":"charts-and-diagrams-mcq-7","subTopicId":"charts-and-diagrams","prompt":"The bar chart shows the pets owned by some students. How many more students have a dog than a fish?","explanation":"Read the top of each bar against the scale: dog 18 and fish 5. The difference is 18 − 5 = 13. 18 and 5 are the two bars on their own, and 23 adds them.","difficulty":1,"chart":{"kind":"bar","categories":["Cat","Dog","Fish","Rabbit"],"series":[{"values":[12,18,5,9]}],"x":{"label":"Pet"},"y":{"label":"Number of students","max":20,"step":2}},"type":"mcq","options":["13","18","23","5"],"correctIndex":0},{"id":"charts-and-diagrams-mcq-8","subTopicId":"charts-and-diagrams","prompt":"The dual bar chart shows how many boys and girls went to a club each day. On which day was the difference between the number of boys and girls biggest?","explanation":"Find the difference for each day: Monday 7 − 6 = 1, Tuesday 8 − 4 = 4 and Wednesday 10 − 5 = 5. The biggest is Wednesday's, 5. Tuesday has the most boys, but that isn't the biggest difference.","difficulty":2,"chart":{"kind":"bar","categories":["Mon","Tue","Wed"],"series":[{"label":"Boys","values":[6,8,5]},{"label":"Girls","values":[7,4,10]}],"x":{"label":"Day"},"y":{"label":"Number of students","max":10,"step":2}},"type":"mcq","options":["Wednesday","Tuesday","Monday","The difference was the same every day"],"correctIndex":0},{"id":"charts-and-diagrams-multi-1","subTopicId":"charts-and-diagrams","prompt":"A pie chart shows the favourite fruit of 36 people. Which of these are true?","explanation":"360 ÷ 36 = 10° per person. A 90° sector is 90 ÷ 10 = 9 people. 12 people make 12 × 10 = 120°.","difficulty":1,"type":"multi","options":["Each person is 10°","A 90° sector stands for 9 people","12 people make a 120° sector","Each person is 36°","A 90° sector stands for 90 people"],"correctIndices":[0,1,2]},{"id":"charts-and-diagrams-multi-2","subTopicId":"charts-and-diagrams","prompt":"Which of these make a good comparison of two sets of data?","explanation":"A good comparison uses an average (mean or median) and a measure of spread (range or interquartile range), and says what each means. Two averages say nothing about spread, and one value isn't enough.","difficulty":3,"type":"multi","options":["The medians and the ranges","The medians and the interquartile ranges","The means and the ranges","Two different averages, and nothing else","The largest values, and nothing else"],"correctIndices":[0,1,2]},{"id":"charts-and-diagrams-numeric-1","subTopicId":"charts-and-diagrams","prompt":"A pie chart shows how 120 people travel to work. The sector for car has an angle of 135°. How many people travel by car?","explanation":"Each person is 360 ÷ 120 = 3°. Car: 135 ÷ 3 = 45 people.","difficulty":2,"type":"numeric","answer":45,"tolerance":0,"unit":"people"},{"id":"charts-and-diagrams-numeric-2","subTopicId":"charts-and-diagrams","prompt":"In a pie chart, the sectors for bus, walk and car have angles of 100°, 150° and 110°. 30 people walk. How many people were surveyed?","explanation":"Walking is 150° of the 360°. 30 people are 150°, so 1° is 30 ÷ 150 = 0.2 people, and 360° is 360 × 0.2 = 72 people. Check: 100° + 150° + 110° = 360°.","difficulty":3,"type":"numeric","answer":72,"tolerance":0,"unit":"people"},{"id":"charts-and-diagrams-generated-1","subTopicId":"charts-and-diagrams","type":"generated","generator":"pieChartAngle","difficulty":2},{"id":"scatter-graphs-mcq-1","subTopicId":"scatter-graphs","prompt":"The scatter graph shows the temperature and the number of ice creams sold on 9 days. What type of correlation does it show?","explanation":"As the temperature goes up, the number of ice creams sold goes up too: positive correlation. The points are close to a straight line, so it is strong.","difficulty":1,"graph":{"x":{"label":"Temperature","unit":"°C","min":0,"max":30,"step":5},"y":{"label":"Ice creams sold","min":0,"max":120,"step":20},"lines":[{"points":[[12,30],[14,38],[16,45],[18,52],[20,60],[22,70],[24,76],[26,85],[28,92]],"scatter":true},{"points":[[10,22],[30,98]],"label":"L"}],"axesAtOrigin":true,"description":"A scatter graph of ice creams sold against temperature. The crosses rise from (12 °C, 30) to (28 °C, 92), close to a straight line. Line L, the line of best fit, goes from (10 °C, 22) to (30 °C, 98)."},"type":"mcq","options":["Positive","Negative","No correlation","Perfect negative"],"correctIndex":0},{"id":"scatter-graphs-mcq-2","subTopicId":"scatter-graphs","prompt":"The scatter graph shows the ages and values of 8 cars. What type of correlation does it show?","explanation":"As the age goes up, the value goes down: negative correlation.","difficulty":2,"graph":{"x":{"label":"Age of car","unit":"years","min":0,"max":9,"step":1},"y":{"label":"Value","unit":"£1000s","min":0,"max":20,"step":2},"lines":[{"points":[[1,18],[2,15],[3,13],[4,11],[5,9],[6,8],[7,6],[8,5]],"scatter":true}],"axesAtOrigin":true,"description":"A scatter graph of a car's value against its age. The crosses go down from (1 year, £18 000) to (8 years, £5000)."},"type":"mcq","options":["Negative","Positive","No correlation","Strong positive"],"correctIndex":0},{"id":"scatter-graphs-mcq-3","subTopicId":"scatter-graphs","prompt":"A scatter graph shows strong positive correlation between ice cream sales and cases of sunburn. Which statement is correct?","explanation":"Correlation shows that two things are linked, not that one causes the other. Here, sunny weather makes both go up.","difficulty":2,"type":"mcq","options":["Correlation doesn't prove that one causes the other: hot weather could cause both","Eating ice cream causes sunburn","Sunburn makes people buy ice cream","There is no link between them"],"correctIndex":0},{"id":"scatter-graphs-mcq-4","subTopicId":"scatter-graphs","prompt":"Why is it unreliable to use a line of best fit to estimate a value far outside the data?","explanation":"Estimating outside the range of the data is extrapolation. You don't know whether the pattern carries on: ice cream sales can't keep rising forever as it gets hotter.","difficulty":3,"type":"mcq","options":["The pattern may not continue outside the range of the data","The line isn't straight","There are too many points","A line of best fit is never reliable"],"correctIndex":0},{"id":"scatter-graphs-mcq-5","subTopicId":"scatter-graphs","prompt":"What is an outlier on a scatter graph?","explanation":"An outlier is a point far away from the pattern of the rest. Ignore outliers when you draw a line of best fit.","difficulty":1,"type":"mcq","options":["A point that doesn't fit the pattern of the others","The point with the biggest x value","Any point below the line of best fit","The point nearest the origin"],"correctIndex":0},{"id":"scatter-graphs-mcq-6","subTopicId":"scatter-graphs","prompt":"Which is more reliable: interpolation or extrapolation?","explanation":"Interpolation stays inside the data, where you know the pattern holds. Extrapolation goes beyond it, where the pattern may change.","difficulty":2,"type":"mcq","options":["Interpolation: estimating inside the range of the data","Extrapolation: estimating outside the range of the data","They are equally reliable","Neither is ever reliable"],"correctIndex":0},{"id":"scatter-graphs-multi-1","subTopicId":"scatter-graphs","prompt":"The scatter graph shows the temperature and the number of ice creams sold on 9 days. Which of these are true?","explanation":"The points rise from left to right: positive correlation, and they are close to line L, so it is strong. On days below 20 °C, 30 to 52 ice creams were sold, not none.","difficulty":1,"graph":{"x":{"label":"Temperature","unit":"°C","min":0,"max":30,"step":5},"y":{"label":"Ice creams sold","min":0,"max":120,"step":20},"lines":[{"points":[[12,30],[14,38],[16,45],[18,52],[20,60],[22,70],[24,76],[26,85],[28,92]],"scatter":true},{"points":[[10,22],[30,98]],"label":"L"}],"axesAtOrigin":true,"description":"A scatter graph of ice creams sold against temperature. The crosses rise from (12 °C, 30) to (28 °C, 92), close to a straight line. Line L, the line of best fit, goes from (10 °C, 22) to (30 °C, 98)."},"type":"multi","options":["As the temperature rises, more ice creams are sold","The correlation is positive","The points are close to the line of best fit, so the correlation is strong","The correlation is negative","No ice creams were sold on days below 20 °C"],"correctIndices":[0,1,2]},{"id":"scatter-graphs-multi-2","subTopicId":"scatter-graphs","prompt":"Which of these pairs would you expect to show negative correlation?","explanation":"Negative correlation means as one goes up, the other goes down. Older cars are worth less, warmer weather means lower heating bills, and more TV leaves less time to revise. Height and arm span are positively correlated, and shoe size and maths scores aren't linked.","difficulty":3,"type":"multi","options":["The age of a car and its value","The outside temperature and a home's heating bill","For one student, hours of TV watched and hours spent revising","A person's height and arm span","Shoe size and maths test score"],"correctIndices":[0,1,2]},{"id":"scatter-graphs-numeric-1","subTopicId":"scatter-graphs","prompt":"Use the line of best fit, L, to estimate the number of ice creams sold when the temperature is 25 °C.","explanation":"Go up from 25 °C to line L, then across to the vertical axis: about 79 ice creams. (L goes from (10, 22) to (30, 98), rising 3.8 for each degree.)","difficulty":2,"graph":{"x":{"label":"Temperature","unit":"°C","min":0,"max":30,"step":5},"y":{"label":"Ice creams sold","min":0,"max":120,"step":20},"lines":[{"points":[[12,30],[14,38],[16,45],[18,52],[20,60],[22,70],[24,76],[26,85],[28,92]],"scatter":true},{"points":[[10,22],[30,98]],"label":"L"}],"axesAtOrigin":true,"description":"A scatter graph of ice creams sold against temperature. The crosses rise from (12 °C, 30) to (28 °C, 92), close to a straight line. Line L, the line of best fit, goes from (10 °C, 22) to (30 °C, 98)."},"type":"numeric","answer":79,"tolerance":3,"unit":"ice creams"},{"id":"scatter-graphs-numeric-2","subTopicId":"scatter-graphs","prompt":"Use the line of best fit, L, to estimate the temperature on a day when 60 ice creams are sold.","explanation":"Go across from 60 on the vertical axis to line L, then down to the temperature axis: about 20 °C.","difficulty":3,"graph":{"x":{"label":"Temperature","unit":"°C","min":0,"max":30,"step":5},"y":{"label":"Ice creams sold","min":0,"max":120,"step":20},"lines":[{"points":[[12,30],[14,38],[16,45],[18,52],[20,60],[22,70],[24,76],[26,85],[28,92]],"scatter":true},{"points":[[10,22],[30,98]],"label":"L"}],"axesAtOrigin":true,"description":"A scatter graph of ice creams sold against temperature. The crosses rise from (12 °C, 30) to (28 °C, 92), close to a straight line. Line L, the line of best fit, goes from (10 °C, 22) to (30 °C, 98)."},"type":"numeric","answer":20,"tolerance":1,"unit":"°C"},{"id":"cumulative-frequency-and-box-plots-mcq-1","subTopicId":"cumulative-frequency-and-box-plots","prompt":"The cumulative frequency graph shows the finishing times of 80 runners. Estimate the median time.","explanation":"The median is the 80 ÷ 2 = 40th value. Go across from 40 on the cumulative frequency axis to the curve, then down: about 45 minutes.","difficulty":1,"higherTier":true,"graph":{"x":{"label":"Time","unit":"minutes","min":20,"max":70,"step":5},"y":{"label":"Cumulative frequency","min":0,"max":80,"step":10},"lines":[{"points":[[20,0],[30,5],[40,25],[50,55],[60,75],[70,80]],"smooth":true}],"axesAtOrigin":true,"description":"A cumulative frequency curve for the times of 80 runners, rising through (20, 0), (30, 5), (40, 25), (50, 55), (60, 75) and (70, 80). It is steepest between 40 and 50 minutes."},"type":"mcq","options":["About 45 minutes","About 40 minutes","About 50 minutes","About 55 minutes"],"correctIndex":0},{"id":"cumulative-frequency-and-box-plots-mcq-2","subTopicId":"cumulative-frequency-and-box-plots","prompt":"The cumulative frequency graph shows the finishing times of 80 runners. Estimate the interquartile range.","explanation":"Lower quartile: across from 80 ÷ 4 = 20, about 37.5 minutes. Upper quartile: across from 3 × 80 ÷ 4 = 60, about 52.5 minutes. IQR = 52.5 − 37.5 = about 15 minutes.","difficulty":2,"higherTier":true,"graph":{"x":{"label":"Time","unit":"minutes","min":20,"max":70,"step":5},"y":{"label":"Cumulative frequency","min":0,"max":80,"step":10},"lines":[{"points":[[20,0],[30,5],[40,25],[50,55],[60,75],[70,80]],"smooth":true}],"axesAtOrigin":true,"description":"A cumulative frequency curve for the times of 80 runners, rising through (20, 0), (30, 5), (40, 25), (50, 55), (60, 75) and (70, 80). It is steepest between 40 and 50 minutes."},"type":"mcq","options":["About 15 minutes","About 50 minutes","About 30 minutes","About 45 minutes"],"correctIndex":0},{"id":"cumulative-frequency-and-box-plots-mcq-3","subTopicId":"cumulative-frequency-and-box-plots","prompt":"The cumulative frequency graph shows the finishing times of 80 runners. Estimate how many runners took more than 50 minutes.","explanation":"Go up from 50 minutes to the curve and across: 55 runners took 50 minutes or less. So 80 − 55 = 25 took more than 50 minutes.","difficulty":2,"higherTier":true,"graph":{"x":{"label":"Time","unit":"minutes","min":20,"max":70,"step":5},"y":{"label":"Cumulative frequency","min":0,"max":80,"step":10},"lines":[{"points":[[20,0],[30,5],[40,25],[50,55],[60,75],[70,80]],"smooth":true}],"axesAtOrigin":true,"description":"A cumulative frequency curve for the times of 80 runners, rising through (20, 0), (30, 5), (40, 25), (50, 55), (60, 75) and (70, 80). It is steepest between 40 and 50 minutes."},"type":"mcq","options":["25","55","30","20"],"correctIndex":0},{"id":"cumulative-frequency-and-box-plots-mcq-4","subTopicId":"cumulative-frequency-and-box-plots","prompt":"Where do you plot the points for a cumulative frequency graph?","explanation":"A running total counts everything up to the end of the class, so plot it at the upper bound. Midpoints are for frequency polygons.","difficulty":1,"higherTier":true,"type":"mcq","options":["At the upper bound of each class","At the midpoint of each class","At the lower bound of each class","At the height of each class's frequency"],"correctIndex":0},{"id":"cumulative-frequency-and-box-plots-mcq-5","subTopicId":"cumulative-frequency-and-box-plots","prompt":"Box plot A has a median of 45 minutes and an interquartile range of 15 minutes. Box plot B has a median of 52 minutes and an interquartile range of 8 minutes. Which statement is correct?","explanation":"B's median is higher (52 > 45), so B's times are longer on average. B's interquartile range is smaller (8 < 15), so B's times are more consistent.","difficulty":3,"higherTier":true,"chart":{"kind":"boxPlot","x":{"label":"Time (minutes)","min":20,"max":70,"step":5},"plots":[{"label":"A","min":25,"lq":38,"median":45,"uq":53,"max":66},{"label":"B","min":35,"lq":48,"median":52,"uq":56,"max":64}]},"type":"mcq","options":["B's times are longer on average and more consistent","A's times are longer on average","A's times are more consistent","A and B have the same spread"],"correctIndex":0},{"id":"cumulative-frequency-and-box-plots-mcq-6","subTopicId":"cumulative-frequency-and-box-plots","prompt":"A box plot shows a minimum of 12, a lower quartile of 20, a median of 26, an upper quartile of 31 and a maximum of 45. What is the interquartile range?","explanation":"IQR = upper quartile − lower quartile = 31 − 20 = 11. 33 is the range (45 − 12).","difficulty":3,"higherTier":true,"chart":{"kind":"boxPlot","x":{"label":"Score","min":10,"max":50,"step":5},"plots":[{"min":12,"lq":20,"median":26,"uq":31,"max":45}]},"type":"mcq","options":["11","33","5","19"],"correctIndex":0},{"id":"cumulative-frequency-and-box-plots-multi-1","subTopicId":"cumulative-frequency-and-box-plots","prompt":"Which of these values does a box plot show?","explanation":"A box plot shows five values: the smallest, the lower quartile, the median, the upper quartile and the largest. It doesn't show the mean or the mode.","difficulty":1,"higherTier":true,"type":"multi","options":["The lower quartile","The median","The upper quartile","The mean","The mode"],"correctIndices":[0,1,2]},{"id":"cumulative-frequency-and-box-plots-multi-2","subTopicId":"cumulative-frequency-and-box-plots","prompt":"The cumulative frequency graph shows the finishing times of 80 runners. Which of these are true?","explanation":"Across from 20 (a quarter of 80): about 37.5 minutes. Across from 60: about 52.5 minutes. Up from 40 minutes: 25 runners. The median is about 45 minutes, and 55 runners took 50 minutes or less, so only 25 took more.","difficulty":3,"higherTier":true,"graph":{"x":{"label":"Time","unit":"minutes","min":20,"max":70,"step":5},"y":{"label":"Cumulative frequency","min":0,"max":80,"step":10},"lines":[{"points":[[20,0],[30,5],[40,25],[50,55],[60,75],[70,80]],"smooth":true}],"axesAtOrigin":true,"description":"A cumulative frequency curve for the times of 80 runners, rising through (20, 0), (30, 5), (40, 25), (50, 55), (60, 75) and (70, 80). It is steepest between 40 and 50 minutes."},"type":"multi","options":["The lower quartile is about 37.5 minutes","The upper quartile is about 52.5 minutes","About 25 runners took 40 minutes or less","The median is about 40 minutes","About 55 runners took more than 50 minutes"],"correctIndices":[0,1,2]},{"id":"cumulative-frequency-and-box-plots-numeric-1","subTopicId":"cumulative-frequency-and-box-plots","prompt":"The cumulative frequency graph shows the finishing times of 80 runners. Estimate the lower quartile.","explanation":"The lower quartile is the 80 ÷ 4 = 20th value. Go across from 20 to the curve, then down: about 37.5 minutes.","difficulty":2,"higherTier":true,"graph":{"x":{"label":"Time","unit":"minutes","min":20,"max":70,"step":5},"y":{"label":"Cumulative frequency","min":0,"max":80,"step":10},"lines":[{"points":[[20,0],[30,5],[40,25],[50,55],[60,75],[70,80]],"smooth":true}],"axesAtOrigin":true,"description":"A cumulative frequency curve for the times of 80 runners, rising through (20, 0), (30, 5), (40, 25), (50, 55), (60, 75) and (70, 80). It is steepest between 40 and 50 minutes."},"type":"numeric","answer":37.5,"tolerance":1,"unit":"minutes"},{"id":"cumulative-frequency-and-box-plots-numeric-2","subTopicId":"cumulative-frequency-and-box-plots","prompt":"A box plot has a median of 30 and an interquartile range of 12. Its lower quartile is 25. What is its upper quartile?","explanation":"IQR = upper quartile − lower quartile, so 12 = UQ − 25 and UQ = 37. (The median doesn't matter here.)","difficulty":3,"higherTier":true,"type":"numeric","answer":37,"tolerance":0},{"id":"cumulative-frequency-and-box-plots-generated-1","subTopicId":"cumulative-frequency-and-box-plots","type":"generated","generator":"interquartileRange","difficulty":2,"higherTier":true},{"id":"histograms-mcq-1","subTopicId":"histograms","prompt":"What does the vertical axis of a histogram show?","explanation":"A histogram's vertical axis is frequency density. Then the area of each bar, not its height, shows the frequency.","difficulty":1,"higherTier":true,"type":"mcq","options":["Frequency density","Frequency","Cumulative frequency","Class width"],"correctIndex":0},{"id":"histograms-mcq-2","subTopicId":"histograms","prompt":"A class has a width of 5 and a frequency of 30. What is its frequency density?","explanation":"Frequency density = frequency ÷ class width = 30 ÷ 5 = 6. Multiplying gives 150, which is wrong.","difficulty":1,"higherTier":true,"type":"mcq","options":["6","150","35","0.17"],"correctIndex":0},{"id":"histograms-mcq-3","subTopicId":"histograms","prompt":"In a histogram, a bar from 20 to 40 has a frequency density of 1.5. What frequency does it show?","explanation":"Frequency = frequency density × class width = 1.5 × (40 − 20) = 1.5 × 20 = 30. It is the area of the bar.","difficulty":2,"higherTier":true,"type":"mcq","options":["30","1.5","60","13.3"],"correctIndex":0},{"id":"histograms-mcq-4","subTopicId":"histograms","prompt":"Why do histograms use frequency density instead of frequency?","explanation":"With unequal class widths, a wide class would look too big if its height were the frequency. Using frequency density makes the area of each bar equal to its frequency, so the bars can be compared fairly.","difficulty":2,"higherTier":true,"type":"mcq","options":["So that each bar's area shows its frequency, even when the classes have different widths","So that all the bars are the same width","Because frequency can't be plotted","So that the bars touch"],"correctIndex":0},{"id":"histograms-mcq-5","subTopicId":"histograms","prompt":"The table shows the heights of 125 plants. In a histogram of this data, which class has the tallest bar?\n\n| Height (h cm) | Frequency |\n| --- | --- |\n| 0 < h ≤ 10 | 40 |\n| 10 < h ≤ 15 | 30 |\n| 15 < h ≤ 20 | 25 |\n| 20 < h ≤ 40 | 30 |","explanation":"Work out each frequency density: 40 ÷ 10 = 4, 30 ÷ 5 = 6, 25 ÷ 5 = 5 and 30 ÷ 20 = 1.5. The tallest bar is 10 < h ≤ 15, with frequency density 6, even though 0 < h ≤ 10 has the biggest frequency.","difficulty":3,"higherTier":true,"type":"mcq","options":["10 < h ≤ 15","0 < h ≤ 10","15 < h ≤ 20","20 < h ≤ 40"],"correctIndex":0},{"id":"histograms-mcq-6","subTopicId":"histograms","prompt":"The table shows the heights of 125 plants. Estimate how many plants are between 5 cm and 15 cm tall.\n\n| Height (h cm) | Frequency |\n| --- | --- |\n| 0 < h ≤ 10 | 40 |\n| 10 < h ≤ 15 | 30 |\n| 15 < h ≤ 20 | 25 |\n| 20 < h ≤ 40 | 30 |","explanation":"5 to 10 cm is half of the 0 < h ≤ 10 class, so about half of its 40 plants: 20. All 30 plants in 10 < h ≤ 15 count. Total: 20 + 30 = 50 plants.","difficulty":3,"higherTier":true,"type":"mcq","options":["50","70","35","40"],"correctIndex":0},{"id":"histograms-multi-1","subTopicId":"histograms","prompt":"The table shows the heights of 125 plants. Which of these frequency densities are correct?\n\n| Height (h cm) | Frequency |\n| --- | --- |\n| 0 < h ≤ 10 | 40 |\n| 10 < h ≤ 15 | 30 |\n| 15 < h ≤ 20 | 25 |\n| 20 < h ≤ 40 | 30 |","explanation":"Frequency density = frequency ÷ class width: 40 ÷ 10 = 4, 30 ÷ 5 = 6 and 30 ÷ 20 = 1.5. 25 and 40 are frequencies, not frequency densities.","difficulty":1,"higherTier":true,"type":"multi","options":["0 < h ≤ 10: 4","10 < h ≤ 15: 6","20 < h ≤ 40: 1.5","15 < h ≤ 20: 25","0 < h ≤ 10: 40"],"correctIndices":[0,1,2]},{"id":"histograms-multi-2","subTopicId":"histograms","prompt":"Which of these are true about histograms?","explanation":"Histograms show continuous data, so the bars touch. The area of each bar is its frequency, which lets the classes have different widths. The height is frequency density, not frequency.","difficulty":3,"higherTier":true,"type":"multi","options":["The bars touch","The area of a bar shows its frequency","The classes can have different widths","The height of a bar always shows its frequency","There are gaps between the bars"],"correctIndices":[0,1,2]},{"id":"histograms-numeric-1","subTopicId":"histograms","prompt":"The table shows the heights of 125 plants. Work out the frequency density for the class 15 < h ≤ 20.\n\n| Height (h cm) | Frequency |\n| --- | --- |\n| 0 < h ≤ 10 | 40 |\n| 10 < h ≤ 15 | 30 |\n| 15 < h ≤ 20 | 25 |\n| 20 < h ≤ 40 | 30 |","explanation":"The class width is 20 − 15 = 5. Frequency density = 25 ÷ 5 = 5.","difficulty":2,"higherTier":true,"type":"numeric","answer":5,"tolerance":0},{"id":"histograms-numeric-2","subTopicId":"histograms","prompt":"The table shows the heights of 125 plants. Estimate how many of the plants are more than 30 cm tall.\n\n| Height (h cm) | Frequency |\n| --- | --- |\n| 0 < h ≤ 10 | 40 |\n| 10 < h ≤ 15 | 30 |\n| 15 < h ≤ 20 | 25 |\n| 20 < h ≤ 40 | 30 |","explanation":"The class 20 < h ≤ 40 has a frequency density of 30 ÷ 20 = 1.5. From 30 to 40 cm is 10 cm wide, so about 1.5 × 10 = 15 plants.","difficulty":3,"higherTier":true,"type":"numeric","answer":15,"tolerance":0,"unit":"plants"},{"id":"histograms-numeric-3","subTopicId":"histograms","prompt":"The histogram shows the heights of some plants. How many plants are between 10 cm and 15 cm tall?","explanation":"The frequency is the area of the bar. The bar from 10 to 15 is 5 wide and has a frequency density of 6, so it shows 6 × 5 = 30 plants. Reading the height alone (6) gives the frequency density, not the frequency.","difficulty":2,"higherTier":true,"chart":{"kind":"histogram","classes":[{"from":0,"to":10,"frequency":40},{"from":10,"to":15,"frequency":30},{"from":15,"to":20,"frequency":25},{"from":20,"to":40,"frequency":30}],"x":{"label":"Height (cm)","max":40,"step":5},"y":{"max":7,"step":1}},"type":"numeric","answer":30,"tolerance":0,"unit":"plants"},{"id":"histograms-generated-1","subTopicId":"histograms","type":"generated","generator":"frequencyDensity","difficulty":2,"higherTier":true}]},{"id":"la1","subjectId":"english-language","code":"LA1","title":"Reading and writing toolkit","description":"Used in both papers: the terms for language and structure, sentences and punctuation, and spelling and vocabulary that every answer needs.","questions":[{"id":"lang-language-terminology-mcq-1","subTopicId":"lang-language-terminology","prompt":"In lines 17 to 18, ‘flames like red sores’ is an example of which technique?","explanation":"It compares the flames to sores using ‘like’, so it is a simile. It makes the pit-bank seem diseased.","difficulty":1,"extract":{"title":"Odour of Chrysanthemums (the opening)","author":"D.H. Lawrence","date":"1911","text":"$c","lineNumbers":true,"publicDomain":true},"type":"mcq","options":["Personification","Metaphor","Onomatopoeia","Simile"],"correctIndex":3},{"id":"lang-language-terminology-mcq-2","subTopicId":"lang-language-terminology","prompt":"Which word class is ‘clanking’ in ‘came clanking, stumbling down’?","explanation":"‘Clanking’ is a verb describing the engine's action. It is also onomatopoeia: we hear the engine.","difficulty":2,"extract":{"title":"Odour of Chrysanthemums (the opening)","author":"D.H. Lawrence","date":"1911","text":"$d","lineNumbers":true,"publicDomain":true},"type":"mcq","options":["Adjective","Pronoun","Verb","Noun"],"correctIndex":2},{"id":"lang-language-terminology-mcq-3","subTopicId":"lang-language-terminology","prompt":"‘the dusk that had already crept into the spinney’ uses which technique?","explanation":"Dusk can't really creep; the writer gives it a human action, so darkness seems to sneak up.","difficulty":2,"extract":{"title":"Odour of Chrysanthemums (the opening)","author":"D.H. Lawrence","date":"1911","text":"$e","lineNumbers":true,"publicDomain":true},"type":"mcq","options":["Rhetorical question","Personification","Simile","Oxymoron"],"correctIndex":1},{"id":"lang-language-terminology-mcq-4","subTopicId":"lang-language-terminology","prompt":"Which of these words from the extract is an adverb?","explanation":"‘Noiselessly’ describes how the leaves dropped. ‘Withered’ and ‘scarlet’ are adjectives, and ‘spinney’ is a noun.","difficulty":1,"extract":{"title":"Odour of Chrysanthemums (the opening)","author":"D.H. Lawrence","date":"1911","text":"$f","lineNumbers":true,"publicDomain":true},"type":"mcq","options":["noiselessly","withered","spinney","scarlet"],"correctIndex":0},{"id":"lang-language-terminology-mcq-5","subTopicId":"lang-language-terminology","prompt":"What is a semantic field?","explanation":"For example, ‘dreary’, ‘forsaken’ and ‘stagnant’ belong to a semantic field of decay.","difficulty":1,"type":"mcq","options":["The setting of a story","A comparison using like or as","A word that sounds like its meaning","A group of words linked by meaning"],"correctIndex":3},{"id":"lang-language-terminology-mcq-6","subTopicId":"lang-language-terminology","prompt":"What do ‘dreary’, ‘forsaken’ and ‘stagnant’ create together?","explanation":"Together these words make the landscape feel abandoned and lifeless.","difficulty":3,"extract":{"title":"Odour of Chrysanthemums (the opening)","author":"D.H. Lawrence","date":"1911","text":"$10","lineNumbers":true,"publicDomain":true},"type":"mcq","options":["A rhyme scheme","A semantic field of celebration","A semantic field of decay","An extended metaphor of war"],"correctIndex":2},{"id":"lang-language-terminology-multi-1","subTopicId":"lang-language-terminology","prompt":"Which of these words from the extract are adjectives? Choose all that apply.","explanation":"The words ‘dreary’, ‘forsaken’ and ‘reedy’ describe nouns. ‘Loomed’ is a verb, ‘noiselessly’ an adverb and ‘chimneys’ a noun.","difficulty":2,"extract":{"title":"Odour of Chrysanthemums (the opening)","author":"D.H. Lawrence","date":"1911","text":"$11","lineNumbers":true,"publicDomain":true},"type":"multi","options":["loomed","noiselessly","chimneys","forsaken","dreary","reedy"],"correctIndices":[3,4,5]},{"id":"lang-language-terminology-multi-2","subTopicId":"lang-language-terminology","prompt":"Which techniques does the writer use in lines 17 to 18? Choose all that apply.","explanation":"‘flames like red sores’ is a simile, and the flames ‘licking’ the pit-bank personifies them as a hungry animal.","difficulty":3,"extract":{"title":"Odour of Chrysanthemums (the opening)","author":"D.H. Lawrence","date":"1911","text":"$12","lineNumbers":true,"publicDomain":true},"type":"multi","options":["Dialogue","Simile","Personification","Onomatopoeia","Rhetorical question"],"correctIndices":[1,2]},{"id":"lang-language-terminology-annotate-1","subTopicId":"lang-language-terminology","prompt":"Annotate the opening: choose the technique or word class each highlighted phrase shows.","explanation":"For Question 2, name the technique, quote it, then explain its effect: here, a noisy, threatening engine in a gloomy, abandoned landscape.","difficulty":2,"extract":{"title":"Odour of Chrysanthemums (the opening)","author":"D.H. Lawrence","date":"1911","text":"$13","lineNumbers":true,"publicDomain":true},"type":"annotate","annotations":[{"id":"a1","text":"clanking","line":1,"answer":"onomatopoeia","note":"We hear the engine's harsh, metallic noise, so it seems clumsy and intrusive."},{"id":"a2","text":"loud threats of speed","line":3,"answer":"personification","note":"The engine seems to threaten, like an aggressive creature, so industry feels menacing."},{"id":"a3","text":"trapped","line":9,"answer":"verb","note":"The woman is pinned between the waggons and the hedge, hinting that she is trapped by her life."},{"id":"a4","text":"dreary and forsaken","line":14,"answer":"pair of adjectives","note":"Together they make the fields seem gloomy and abandoned, building a mood of decay."}],"distractors":["simile","rhetorical question","alliteration"]},{"id":"lang-structure-terminology-mcq-1","subTopicId":"lang-structure-terminology","prompt":"What is foreshadowing?","explanation":"Foreshadowing creates suspense by hinting at what's to come.","difficulty":1,"type":"mcq","options":["The point of highest tension","A hint early in a text about what will happen later","A scene set earlier in time","A description of the weather"],"correctIndex":1},{"id":"lang-structure-terminology-mcq-2","subTopicId":"lang-structure-terminology","prompt":"What does ‘zooming in’ mean in a text?","explanation":"Like a camera, the writer moves from the whole scene to one detail.","difficulty":1,"type":"mcq","options":["Using a close-up photograph","Speeding up the action","Moving the focus from a wide view to a small detail","Jumping back in time"],"correctIndex":2},{"id":"lang-structure-terminology-mcq-3","subTopicId":"lang-structure-terminology","prompt":"Which of these is a structural feature rather than a language feature?","explanation":"Structure is about the order and shape of the text. Similes, adjectives and alliteration are language.","difficulty":2,"type":"mcq","options":["An adjective","A simile","Alliteration","A shift in focus from a place to a person"],"correctIndex":3},{"id":"lang-structure-terminology-mcq-4","subTopicId":"lang-structure-terminology","prompt":"What does the writer focus on at the very start of the extract?","explanation":"The story opens with movement and noise: the engine ‘came clanking, stumbling down’.","difficulty":2,"extract":{"title":"Odour of Chrysanthemums (the opening)","author":"D.H. Lawrence","date":"1911","text":"$14","lineNumbers":true,"publicDomain":true},"type":"mcq","options":["A small engine coming down the line","A woman in her cottage","Miners going home","The colliery chimneys"],"correctIndex":0},{"id":"lang-structure-terminology-mcq-5","subTopicId":"lang-structure-terminology","prompt":"Where does the extract end?","explanation":"It ends with the short sentence about the miners, which hints that they will matter in the story.","difficulty":2,"extract":{"title":"Odour of Chrysanthemums (the opening)","author":"D.H. Lawrence","date":"1911","text":"$15","lineNumbers":true,"publicDomain":true},"type":"mcq","options":["With the woman at home","At the colliery, as the miners finish work","In the middle of a conversation","With the engine crashing"],"correctIndex":1},{"id":"lang-structure-terminology-mcq-6","subTopicId":"lang-structure-terminology","prompt":"A story opens with a girl waiting at a bus stop. Which ending would create a cyclical structure?","explanation":"A cyclical structure returns to the beginning, usually with something changed.","difficulty":3,"type":"mcq","options":["She meets a stranger","She arrives home","She is back at the same bus stop, but changed","She falls asleep"],"correctIndex":2},{"id":"lang-structure-terminology-multi-1","subTopicId":"lang-structure-terminology","prompt":"Which of these are structure terms? Choose all that apply.","explanation":"Flashback, shift in focus and foreshadowing are about the order of the text. The others are language terms.","difficulty":1,"type":"multi","options":["Adverb","Shift in focus","Onomatopoeia","Simile","Flashback","Foreshadowing"],"correctIndices":[1,4,5]},{"id":"lang-structure-terminology-multi-2","subTopicId":"lang-structure-terminology","prompt":"Which shifts in focus happen in the extract? Choose all that apply.","explanation":"The focus moves from the engine, to the woman, to the fields, and finally to the colliery.","difficulty":3,"extract":{"title":"Odour of Chrysanthemums (the opening)","author":"D.H. Lawrence","date":"1911","text":"$16","lineNumbers":true,"publicDomain":true},"type":"multi","options":["From the engine to a woman beside the track","From the fields to the colliery","From the woman to the landscape","From the present to a flashback","From evening to the next morning","From the colliery to a conversation in a cottage"],"correctIndices":[0,1,2]},{"id":"lang-sentences-and-punctuation-mcq-1","subTopicId":"lang-sentences-and-punctuation","prompt":"Which of these is a simple sentence?","explanation":"A simple sentence has one main clause. The others are compound, complex and minor.","difficulty":1,"type":"mcq","options":["Although she was tired, she kept running.","The rain fell and the wind howled.","Silence.","The door slammed."],"correctIndex":3},{"id":"lang-sentences-and-punctuation-mcq-2","subTopicId":"lang-sentences-and-punctuation","prompt":"Which sentence contains a comma splice?","explanation":"Two complete sentences joined only by a comma is a comma splice. Use a full stop, a semicolon or a joining word.","difficulty":1,"type":"mcq","options":["The storm was coming, we ran inside.","The storm was coming, so we ran inside.","The storm was coming; we ran inside.","The storm was coming. We ran inside."],"correctIndex":0},{"id":"lang-sentences-and-punctuation-mcq-3","subTopicId":"lang-sentences-and-punctuation","prompt":"Which of these is a complex sentence?","explanation":"A complex sentence has a main clause and a subordinate clause, here starting with ‘When’.","difficulty":2,"type":"mcq","options":["The bell rang and everyone stood up.","When the bell rang, everyone stood up.","Silence.","The bell rang."],"correctIndex":1},{"id":"lang-sentences-and-punctuation-mcq-4","subTopicId":"lang-sentences-and-punctuation","prompt":"Which punctuation mark fits best? There was only one choice … run.","explanation":"A colon introduces an explanation: There was only one choice: run.","difficulty":2,"type":"mcq","options":["An apostrophe","A comma","A colon","A question mark"],"correctIndex":2},{"id":"lang-sentences-and-punctuation-mcq-5","subTopicId":"lang-sentences-and-punctuation","prompt":"Which is punctuated correctly?","explanation":"The question mark goes inside the speech marks, and ‘asked’ carries on the same sentence, so it has a small letter.","difficulty":2,"type":"mcq","options":["Where are you going? “asked Mum.”","“Where are you going?” Asked Mum.","“Where are you going” asked Mum?","“Where are you going?” asked Mum."],"correctIndex":3},{"id":"lang-sentences-and-punctuation-mcq-6","subTopicId":"lang-sentences-and-punctuation","prompt":"Which word could begin a subordinate clause?","explanation":"‘Although’ begins a clause that can't stand alone. ‘And’, ‘but’ and ‘so’ join main clauses.","difficulty":3,"type":"mcq","options":["Although","And","But","So"],"correctIndex":0},{"id":"lang-sentences-and-punctuation-multi-1","subTopicId":"lang-sentences-and-punctuation","prompt":"Which sentences are punctuated correctly? Choose all that apply.","explanation":"The semicolon, brackets and dash are used correctly. The others have a comma splice, a missing apostrophe and the wrong ‘their’.","difficulty":2,"type":"multi","options":["Their going to the park.","My uncle (who hates dogs) stayed outside.","She opened the box – it was empty.","The house was silent; nobody was home.","Its a lovely day.","The house was silent, nobody was home."],"correctIndices":[1,2,3]},{"id":"lang-sentences-and-punctuation-multi-2","subTopicId":"lang-sentences-and-punctuation","prompt":"Which are rules for punctuating speech? Choose all that apply.","explanation":"These three rules keep dialogue clear and accurate.","difficulty":1,"type":"multi","options":["Start a new line for a new speaker","Put the spoken words inside speech marks","Put the punctuation that ends the speech inside the speech marks","Never use a comma before speech marks","Put speech marks around the whole paragraph","Use a capital letter for every word spoken"],"correctIndices":[0,1,2]},{"id":"lang-spelling-and-vocabulary-mcq-1","subTopicId":"lang-spelling-and-vocabulary","prompt":"Which sentence is correct?","explanation":"They're = they are; their = belonging to them; there = a place.","difficulty":1,"type":"mcq","options":["They're going to there house over their.","There going to their house over they're.","Their going to there house over they're.","They're going to their house over there."],"correctIndex":3},{"id":"lang-spelling-and-vocabulary-mcq-2","subTopicId":"lang-spelling-and-vocabulary","prompt":"Which sentence uses affect or effect correctly?","explanation":"Affect is usually the verb; effect is usually the noun.","difficulty":2,"type":"mcq","options":["It had a big affect on me.","The affect was dramatic.","The weather affected my mood.","The weather effected my mood."],"correctIndex":2},{"id":"lang-spelling-and-vocabulary-mcq-3","subTopicId":"lang-spelling-and-vocabulary","prompt":"Which sentence uses practice and practise correctly?","explanation":"In British English, practice is the noun and practise is the verb.","difficulty":2,"type":"mcq","options":["I practise every day at football practice.","I practice every day at football practice.","I practice every day at football practise.","I practise every day at football practise."],"correctIndex":0},{"id":"lang-spelling-and-vocabulary-mcq-4","subTopicId":"lang-spelling-and-vocabulary","prompt":"Which spelling is correct?","explanation":"Say it as it's spelt: def-i-nite-ly. It contains the word ‘finite’.","difficulty":1,"type":"mcq","options":["definately","definitely","definitly","defanitely"],"correctIndex":1},{"id":"lang-spelling-and-vocabulary-mcq-5","subTopicId":"lang-spelling-and-vocabulary","prompt":"Which phrase is correct?","explanation":"‘Should of’ is a common mistake, because ‘should've’ sounds like it.","difficulty":1,"type":"mcq","options":["should off","should had","should of","should have"],"correctIndex":3},{"id":"lang-spelling-and-vocabulary-mcq-6","subTopicId":"lang-spelling-and-vocabulary","prompt":"Which is the most precise replacement for walked in: The exhausted soldier walked home.","explanation":"‘Trudged’ shows he is tired. ‘Went’ and ‘moved’ are vague, and ‘skipped’ suggests the wrong mood.","difficulty":3,"type":"mcq","options":["moved","went","trudged","skipped"],"correctIndex":2},{"id":"lang-spelling-and-vocabulary-multi-1","subTopicId":"lang-spelling-and-vocabulary","prompt":"Which words are spelt correctly? Choose all that apply.","explanation":"There's a rat in separate; necessary has one collar and two sleeves; rhythm has two h's.","difficulty":2,"type":"multi","options":["seperate","necessary","separate","rythm","neccessary","rhythm"],"correctIndices":[1,2,5]},{"id":"lang-spelling-and-vocabulary-multi-2","subTopicId":"lang-spelling-and-vocabulary","prompt":"Which of these are clichés? Choose all that apply.","explanation":"Clichés are phrases used so often they've lost their effect. The other two are fresh images.","difficulty":3,"type":"multi","options":["as cold as ice","the frost had bitten the edges of the leaves","a shiver ran down my spine","the cold crept under the door"],"correctIndices":[0,2]}]},{"id":"la2","subjectId":"english-language","code":"LA2","title":"Paper 1 reading: fiction","description":"Paper 1, Section A: questions 1 to 4 on an extract from a 20th- or 21st-century novel or story.","questions":[{"id":"lang-p1-q1-list-four-things-mcq-1","subTopicId":"lang-p1-q1-list-four-things","prompt":"What does Question 1 ask you to do?","explanation":"Question 1 is about finding information in the lines it names.","difficulty":1,"type":"mcq","options":["List four things from a few named lines","Write about the structure of the whole source","Analyse the writer's language","Give your opinion of a statement"],"correctIndex":0},{"id":"lang-p1-q1-list-four-things-mcq-2","subTopicId":"lang-p1-q1-list-four-things","prompt":"How many marks is Question 1 worth?","explanation":"One mark for each correct point.","difficulty":1,"type":"mcq","options":["8","4","12","20"],"correctIndex":1},{"id":"lang-p1-q1-list-four-things-mcq-3","subTopicId":"lang-p1-q1-list-four-things","prompt":"How long should you spend on Question 1?","explanation":"It is worth 4 marks, so don't spend too long.","difficulty":1,"type":"mcq","options":["About 15 minutes","About 25 minutes","About 5 minutes","About 1 minute"],"correctIndex":2},{"id":"lang-p1-q1-list-four-things-mcq-4","subTopicId":"lang-p1-q1-list-four-things","prompt":"Which assessment objective does Question 1 test?","explanation":"AO1 is finding and interpreting explicit and implicit information.","difficulty":3,"type":"mcq","options":["AO2","AO4","AO5","AO1"],"correctIndex":3},{"id":"lang-p1-q1-list-four-things-mcq-5","subTopicId":"lang-p1-q1-list-four-things","prompt":"Read lines 1 to 5. Which of these is true of the engine?","explanation":"It is small, came from Selston, and was outrun by the colt. The woman, not the engine, was walking to Underwood.","difficulty":2,"extract":{"title":"Odour of Chrysanthemums (the opening)","author":"D.H. Lawrence","date":"1911","text":"$17","lineNumbers":true,"publicDomain":true},"type":"mcq","options":["It was pulling seven full waggons","It was large","It came from Underwood","It was faster than the colt"],"correctIndex":0},{"id":"lang-p1-q1-list-four-things-mcq-6","subTopicId":"lang-p1-q1-list-four-things","prompt":"A question says lines 1 to 5. You give a true point from line 7. How many marks does it get?","explanation":"Question 1 only rewards points from the lines it names.","difficulty":3,"type":"mcq","options":["Two","None","Half a mark","One"],"correctIndex":1},{"id":"lang-p1-q1-list-four-things-multi-1","subTopicId":"lang-p1-q1-list-four-things","prompt":"Read lines 1 to 5. Choose four true things about the engine.","explanation":"The engine is small, Number 4, from Selston, with seven full waggons. It is noisy, the colt outruns it, and the woman appears after line 5.","difficulty":2,"extract":{"title":"Odour of Chrysanthemums (the opening)","author":"D.H. Lawrence","date":"1911","text":"$18","lineNumbers":true,"publicDomain":true},"type":"multi","options":["It was faster than the colt","It was silent","It was pulling seven full waggons","It came from Selston","It is small","It is called Number 4","It stopped beside the woman","It was carrying passengers"],"correctIndices":[2,3,4,5]},{"id":"lang-p1-q1-list-four-things-multi-2","subTopicId":"lang-p1-q1-list-four-things","prompt":"Read lines 1 to 8. Choose four true things about the cottage and its garden.","explanation":"The cottage is low, three steps down, with a tiled roof, and chrysanthemums hang by the path. The cabbages are ragged and the flowers dishevelled, so the garden isn't neat.","difficulty":2,"extract":{"title":"Odour of Chrysanthemums (a little later)","author":"D.H. Lawrence","date":"1911","text":"Miners, single, trailing and in groups, passed like shadows diverging\nhome. At the edge of the ribbed level of sidings squat a low cottage,\nthree steps down from the cinder track. A large bony vine clutched at\nthe house, as if to claw down the tiled roof. Round the bricked yard\ngrew a few wintry primroses. Beyond, the long garden sloped down to a\nbush-covered brook course. There were some twiggy apple trees,\nwinter-crack trees, and ragged cabbages. Beside the path hung\ndishevelled pink chrysanthemums, like pink cloths hung on bushes. A\nwoman came stooping out of the felt-covered fowl-house, half-way down\nthe garden. She closed and padlocked the door, then drew herself erect,\nhaving brushed some bits from her white apron.","lineNumbers":true,"publicDomain":true},"type":"multi","options":["Chrysanthemums grow beside the path","It is three steps down from the cinder track","It has a tiled roof","Roses grow by the door","The garden is neat and tidy","It has a thatched roof","It stands on a hill above the sidings","The cottage is low"],"correctIndices":[0,1,2,7]},{"id":"lang-p1-q2-language-analysis-mcq-1","subTopicId":"lang-p1-q2-language-analysis","prompt":"What does Question 2 ask you to do?","explanation":"Question 2 is about language: words, techniques and sentence forms.","difficulty":1,"type":"mcq","options":["List four things","Analyse how the writer uses language in a short section","Evaluate a statement","Write about the whole source's structure"],"correctIndex":1},{"id":"lang-p1-q2-language-analysis-mcq-2","subTopicId":"lang-p1-q2-language-analysis","prompt":"How many marks is Question 2 worth?","explanation":"It is worth 8 marks.","difficulty":1,"type":"mcq","options":["4","12","20","8"],"correctIndex":3},{"id":"lang-p1-q2-language-analysis-mcq-3","subTopicId":"lang-p1-q2-language-analysis","prompt":"How long should you spend on Question 2?","explanation":"Roughly a minute per mark, plus a little time to read the lines.","difficulty":1,"type":"mcq","options":["About 10 minutes","About 45 minutes","About 30 minutes","About 2 minutes"],"correctIndex":0},{"id":"lang-p1-q2-language-analysis-mcq-4","subTopicId":"lang-p1-q2-language-analysis","prompt":"Which assessment objective does Question 2 test?","explanation":"AO2 is analysing how writers use language and structure.","difficulty":2,"type":"mcq","options":["AO6","AO1","AO2","AO4"],"correctIndex":2},{"id":"lang-p1-q2-language-analysis-mcq-5","subTopicId":"lang-p1-q2-language-analysis","prompt":"Which is the best analysis for Question 2?","explanation":"The best answer names the method, zooms in on a word, and explains its effect.","difficulty":2,"extract":{"title":"Odour of Chrysanthemums (the opening)","author":"D.H. Lawrence","date":"1911","text":"$19","lineNumbers":true,"publicDomain":true},"type":"mcq","options":["There is a simile in line 17.","The verb ‘licking’ makes the flames seem like an animal feeding on the land.","The writer uses a verb to make it interesting.","The flames are on the pit-bank."],"correctIndex":1},{"id":"lang-p1-q2-language-analysis-mcq-6","subTopicId":"lang-p1-q2-language-analysis","prompt":"In ‘the afternoon’s stagnant light’, what does ‘stagnant’ suggest?","explanation":"Stagnant water doesn't flow and goes stale, so the word suggests a lifeless, unchanging place.","difficulty":3,"extract":{"title":"Odour of Chrysanthemums (the opening)","author":"D.H. Lawrence","date":"1911","text":"$1a","lineNumbers":true,"publicDomain":true},"type":"mcq","options":["The light is bright and lively","The day is ending happily","It is about to rain","Nothing moves or changes"],"correctIndex":3},{"id":"lang-p1-q2-language-analysis-multi-1","subTopicId":"lang-p1-q2-language-analysis","prompt":"What does Question 2 suggest you write about? Choose all that apply.","explanation":"These three bullet points appear in the question. Structure is for Question 3.","difficulty":2,"type":"multi","options":["Your own opinion of the story","Language features and techniques","Sentence forms","Context about the writer","Words and phrases","The structure of the whole text"],"correctIndices":[1,2,4]},{"id":"lang-p1-q2-language-analysis-multi-2","subTopicId":"lang-p1-q2-language-analysis","prompt":"Which details in lines 13 to 22 make the landscape seem lifeless? Choose all that apply.","explanation":"The first three suggest emptiness and decay. The spinning wheels and the winding-engine show activity.","difficulty":3,"extract":{"title":"Odour of Chrysanthemums (the opening)","author":"D.H. Lawrence","date":"1911","text":"$1b","lineNumbers":true,"publicDomain":true},"type":"multi","options":["‘rapped out its little spasms’","‘stagnant light’","‘dreary and forsaken’","‘abandoned their run’","‘spinning fast’"],"correctIndices":[1,2,3]},{"id":"lang-p1-q2-language-analysis-essay-1","subTopicId":"lang-p1-q2-language-analysis","prompt":"Look in detail at lines 1 to 12 of the source.\n\nHow does the writer use language to describe the engine and its journey?\n\nYou could include the writer's choice of:\n\n- words and phrases\n- language features and techniques\n- sentence forms","explanation":"Question 2 is worth 8 marks. Two or three detailed paragraphs are enough.","difficulty":3,"extract":{"title":"Odour of Chrysanthemums (the opening)","author":"D.H. Lawrence","date":"1911","text":"$1c","lineNumbers":true,"publicDomain":true},"type":"essay","marks":8,"minutes":10,"aos":["AO2"],"plan":["The engine as clumsy and noisy: ‘clanking, stumbling’","The empty threat: ‘loud threats of speed’, yet outrun by a colt","Its heavy power: ‘thumped heavily’, ‘slow inevitable movement’","The woman ‘insignificantly trapped’ beside it"],"modelParagraph":"The writer describes the engine as clumsy but overwhelming. The verbs ‘clanking, stumbling’ make it sound noisy and awkward, like a stumbling animal. Its ‘loud threats of speed’ seem almost comic, because a colt easily outruns it. Yet as the trucks pass, the mood changes: they ‘thumped heavily’, and the phrase ‘slow inevitable movement’ suggests a force that cannot be stopped. The woman stands ‘insignificantly trapped’ beside them, and the adverb ‘insignificantly’ makes her seem small and powerless against the machine.","checklist":[{"ao":"AO2","text":"Did you analyse short quotations, zooming in on single words?"},{"ao":"AO2","text":"Did you name techniques and explain their effects?"},{"ao":"AO2","text":"Did you link every point to how the engine and its journey are described?"}]},{"id":"lang-p1-q3-structure-analysis-mcq-1","subTopicId":"lang-p1-q3-structure-analysis","prompt":"Which part of the source does Question 3 cover?","explanation":"Question 3 is about how the whole text is structured.","difficulty":1,"type":"mcq","options":["Lines 1 to 5","The last paragraph only","Any lines you choose","The whole source"],"correctIndex":3},{"id":"lang-p1-q3-structure-analysis-mcq-2","subTopicId":"lang-p1-q3-structure-analysis","prompt":"How many marks is Question 3 worth?","explanation":"It is worth 8 marks, about 10 minutes.","difficulty":1,"type":"mcq","options":["12","8","4","20"],"correctIndex":1},{"id":"lang-p1-q3-structure-analysis-mcq-3","subTopicId":"lang-p1-q3-structure-analysis","prompt":"Which assessment objective does Question 3 test?","explanation":"AO2 covers both language and structure.","difficulty":2,"type":"mcq","options":["AO3","AO4","AO2","AO1"],"correctIndex":2},{"id":"lang-p1-q3-structure-analysis-mcq-4","subTopicId":"lang-p1-q3-structure-analysis","prompt":"Which of these is a comment on structure?","explanation":"Structure is about the order of ideas and shifts in focus. The others analyse language.","difficulty":2,"extract":{"title":"Odour of Chrysanthemums (the opening)","author":"D.H. Lawrence","date":"1911","text":"$1d","lineNumbers":true,"publicDomain":true},"type":"mcq","options":["The focus shifts from the engine to the woman, making us curious about her.","The verb ‘clanking’ is onomatopoeia.","The simile compares the flames to sores.","The adjective ‘dreary’ makes the fields seem sad."],"correctIndex":0},{"id":"lang-p1-q3-structure-analysis-mcq-5","subTopicId":"lang-p1-q3-structure-analysis","prompt":"What should a Question 3 answer focus on?","explanation":"Keep language analysis for Question 2.","difficulty":1,"type":"mcq","options":["Facts about the writer's life","Spelling and punctuation","Single words and their connotations","The order of ideas and shifts in focus"],"correctIndex":3},{"id":"lang-p1-q3-structure-analysis-mcq-6","subTopicId":"lang-p1-q3-structure-analysis","prompt":"Why might the writer end this opening on the miners finishing work?","explanation":"Ending on the miners foreshadows what is to come.","difficulty":3,"extract":{"title":"Odour of Chrysanthemums (the opening)","author":"D.H. Lawrence","date":"1911","text":"$1e","lineNumbers":true,"publicDomain":true},"type":"mcq","options":["To end the story","To hint that the miners will matter in the story","To describe the weather","To begin a flashback"],"correctIndex":1},{"id":"lang-p1-q3-structure-analysis-multi-1","subTopicId":"lang-p1-q3-structure-analysis","prompt":"Which questions should you ask yourself for Question 3? Choose all that apply.","explanation":"These three questions match the bullet points in Question 3.","difficulty":1,"type":"multi","options":["Which adjectives are used?","When was the writer born?","How does it end?","How many similes are there?","What is the focus at the beginning?","How and why does the focus change?"],"correctIndices":[2,4,5]},{"id":"lang-p1-q3-structure-analysis-multi-2","subTopicId":"lang-p1-q3-structure-analysis","prompt":"Which structural features does the opening use? Choose all that apply.","explanation":"It opens with the moving engine, zooms in on the woman, then widens to the fields and colliery.","difficulty":3,"extract":{"title":"Odour of Chrysanthemums (the opening)","author":"D.H. Lawrence","date":"1911","text":"$1f","lineNumbers":true,"publicDomain":true},"type":"multi","options":["It widens out to the landscape","It opens with movement","It uses a flashback","It zooms in on a person","It begins with dialogue","It ends in the middle of a conversation"],"correctIndices":[0,1,3]},{"id":"lang-p1-q3-structure-analysis-essay-1","subTopicId":"lang-p1-q3-structure-analysis","prompt":"You now need to think about the whole of the source. This text is from the opening of a short story.\n\nHow has the writer structured the text to interest you as a reader?\n\nYou could write about:\n\n- what the writer focuses your attention on at the beginning\n- how and why the writer changes this focus as the source develops\n- any other structural features that interest you","explanation":"Question 3 is worth 8 marks. Keep the focus on structure, not single words.","difficulty":3,"extract":{"title":"Odour of Chrysanthemums (the opening)","author":"D.H. Lawrence","date":"1911","text":"$20","lineNumbers":true,"publicDomain":true},"type":"essay","marks":8,"minutes":10,"aos":["AO2"],"plan":["Beginning: the noisy, moving engine grabs attention","Shift: the focus zooms in on the unnamed woman","Widening: the empty fields slow the pace and set a gloomy mood","Ending: the colliery and the miners, as foreshadowing"],"modelParagraph":"The writer begins with movement, as the engine comes ‘clanking, stumbling down’ the line, so the opening grabs our attention. The focus then zooms in on a woman who has to stand ‘insignificantly trapped’ beside the trucks. Because she is unnamed, we are curious about who she is. Next the focus widens out to the ‘dreary and forsaken’ fields, slowing the pace. Finally it settles on the colliery, ending with the short sentence about the miners. This foreshadows that the miners, and perhaps the woman's link to one of them, will be important.","checklist":[{"ao":"AO2","text":"Did you write about the beginning, the shifts and the ending?"},{"ao":"AO2","text":"Did you use structure terms, such as zooming in and foreshadowing?"},{"ao":"AO2","text":"Did you explain why each structural choice interests the reader?"}]},{"id":"lang-p1-q4-evaluation-mcq-1","subTopicId":"lang-p1-q4-evaluation","prompt":"What does Question 4 ask you to do?","explanation":"You decide how far you agree with a statement and evaluate how the writer creates its effects.","difficulty":1,"type":"mcq","options":["Evaluate a statement about part of the source","Compare two sources","List four things","Write a story"],"correctIndex":0},{"id":"lang-p1-q4-evaluation-mcq-2","subTopicId":"lang-p1-q4-evaluation","prompt":"How many marks is Question 4 worth?","explanation":"It is the highest-mark reading question on Paper 1.","difficulty":1,"type":"mcq","options":["12","40","20","8"],"correctIndex":2},{"id":"lang-p1-q4-evaluation-mcq-3","subTopicId":"lang-p1-q4-evaluation","prompt":"How long should you spend on Question 4?","explanation":"It is worth 20 marks, so give it real time.","difficulty":1,"type":"mcq","options":["About 10 minutes","About 45 minutes","About 5 minutes","About 20 minutes"],"correctIndex":3},{"id":"lang-p1-q4-evaluation-mcq-4","subTopicId":"lang-p1-q4-evaluation","prompt":"Which assessment objective does Question 4 test?","explanation":"AO4 is evaluating texts critically, with references.","difficulty":2,"type":"mcq","options":["AO1","AO4","AO2","AO6"],"correctIndex":1},{"id":"lang-p1-q4-evaluation-mcq-5","subTopicId":"lang-p1-q4-evaluation","prompt":"Which is the strongest way to begin a Question 4 answer?","explanation":"It gives a clear judgement on the statement straight away.","difficulty":2,"type":"mcq","options":["I mostly agree that the place seems lifeless, but it is also busy in places.","In this answer I will look at the statement.","The source is about an engine.","There are many similes in the source."],"correctIndex":0},{"id":"lang-p1-q4-evaluation-mcq-6","subTopicId":"lang-p1-q4-evaluation","prompt":"Which words show that you are evaluating?","explanation":"Words that judge how well something works show evaluation.","difficulty":3,"type":"mcq","options":["first, next","the, and","effectively, convincingly","in conclusion, finally"],"correctIndex":2},{"id":"lang-p1-q4-evaluation-multi-1","subTopicId":"lang-p1-q4-evaluation","prompt":"What should a Question 4 answer include? Choose all that apply.","explanation":"Judge the statement, evaluate the methods, and support every point with evidence from the named part.","difficulty":2,"type":"multi","options":["The methods the writer uses","A summary of the plot","Facts about the writer's life","How far you agree with the statement","Analysis of parts of the source outside the named lines","Quotations as evidence"],"correctIndices":[0,3,5]},{"id":"lang-p1-q4-evaluation-multi-2","subTopicId":"lang-p1-q4-evaluation","prompt":"A student says the place in lines 13 to 22 seems lifeless. Which quotations support this? Choose all that apply.","explanation":"‘dreary and forsaken’ and ‘stagnant light’ suggest a dead place. The others show activity, which might lead you to only partly agree.","difficulty":3,"extract":{"title":"Odour of Chrysanthemums (the opening)","author":"D.H. Lawrence","date":"1911","text":"$21","lineNumbers":true,"publicDomain":true},"type":"multi","options":["‘rapped out its little spasms’","‘The miners were being turned up.’","‘dreary and forsaken’","‘stagnant light’","‘spinning fast’"],"correctIndices":[2,3]},{"id":"lang-p1-q4-evaluation-essay-1","subTopicId":"lang-p1-q4-evaluation","prompt":"Focus this part of your answer on lines 1 to 12 of the source.\n\nA student said, ‘In this part of the story, the writer makes the engine seem powerful and threatening.’\n\nTo what extent do you agree?\n\nIn your response, you could:\n\n- consider your own impressions of the engine\n- evaluate how the writer has created these impressions\n- support your response with references to the text","explanation":"Question 4 is worth 20 marks. A partly-agree answer, with clear reasons, is often the most convincing.","difficulty":3,"extract":{"title":"Odour of Chrysanthemums (the opening)","author":"D.H. Lawrence","date":"1911","text":"$22","lineNumbers":true,"publicDomain":true},"type":"essay","marks":20,"minutes":20,"aos":["AO4"],"plan":["Judgement: I partly agree: threatening, but also clumsy and almost comic","Threatening: ‘loud threats of speed’, the woman ‘insignificantly trapped’","Powerful: ‘thumped heavily’, ‘slow inevitable movement’","Less powerful: ‘stumbling’, and outrun by a colt"],"modelParagraph":"I only partly agree that the engine seems powerful. At first it sounds clumsy rather than frightening: it comes ‘clanking, stumbling’, and its ‘loud threats of speed’ are empty, since a colt ‘outdistanced it at a canter’. However, the writer convincingly makes it threatening when it reaches the woman. She is ‘insignificantly trapped’ while the trucks pass with ‘slow inevitable movement’. The word ‘inevitable’ effectively suggests a force that cannot be stopped, so its power comes from weight rather than speed.","checklist":[{"ao":"AO4","text":"Did you give a clear judgement about how far you agree?"},{"ao":"AO4","text":"Did you evaluate the writer's methods, not just describe them?"},{"ao":"AO4","text":"Did you support each point with short quotations from the named lines?"}]},{"id":"lang-p1-timing-and-approach-mcq-1","subTopicId":"lang-p1-timing-and-approach","prompt":"How long is English Language Paper 1?","explanation":"Paper 1 lasts 1 hour 45 minutes.","difficulty":1,"type":"mcq","options":["1 hour 45 minutes","2 hours 15 minutes","45 minutes","1 hour"],"correctIndex":0},{"id":"lang-p1-timing-and-approach-mcq-2","subTopicId":"lang-p1-timing-and-approach","prompt":"How many marks is Paper 1 worth?","explanation":"Section A reading is 40 marks and Section B writing is 40.","difficulty":2,"type":"mcq","options":["96","40","80","64"],"correctIndex":2},{"id":"lang-p1-timing-and-approach-mcq-3","subTopicId":"lang-p1-timing-and-approach","prompt":"What kind of source is in Paper 1 Section A?","explanation":"Paper 1 uses one fiction extract. Paper 2 has two non-fiction sources.","difficulty":2,"type":"mcq","options":["A poem","Two non-fiction texts","A Shakespeare play","An extract from 20th- or 21st-century fiction"],"correctIndex":3},{"id":"lang-p1-timing-and-approach-mcq-4","subTopicId":"lang-p1-timing-and-approach","prompt":"About how long should you spend on Question 5?","explanation":"Question 5 is worth 40 marks, half the paper.","difficulty":1,"type":"mcq","options":["10 minutes","45 minutes","20 minutes","90 minutes"],"correctIndex":1},{"id":"lang-p1-timing-and-approach-mcq-5","subTopicId":"lang-p1-timing-and-approach","prompt":"About how long should you spend reading the source?","explanation":"Read carefully once, so the questions go faster.","difficulty":2,"type":"mcq","options":["15 minutes","30 minutes","45 minutes","1 minute"],"correctIndex":0},{"id":"lang-p1-timing-and-approach-mcq-6","subTopicId":"lang-p1-timing-and-approach","prompt":"You are running behind. What should you do?","explanation":"Never leave Question 5 short: it's worth 40 marks.","difficulty":3,"type":"mcq","options":["Start the paper again","Keep going on Question 4 until it's perfect","Move on, because Question 5 is worth half the paper","Skip Question 5"],"correctIndex":2},{"id":"lang-p1-timing-and-approach-multi-1","subTopicId":"lang-p1-timing-and-approach","prompt":"Which questions are in Section A? Choose all that apply.","explanation":"Section A is reading, Questions 1 to 4. Question 5 is Section B, and there is no Question 6.","difficulty":1,"type":"multi","options":["Question 2","Question 1","Question 6","Question 5","Question 3","Question 4"],"correctIndices":[0,1,4,5]},{"id":"lang-p1-timing-and-approach-multi-2","subTopicId":"lang-p1-timing-and-approach","prompt":"Which questions use only a named part of the source? Choose all that apply.","explanation":"Questions 1, 2 and 4 name lines or a part of the source. Question 3 uses the whole source, and Question 5 is your own writing.","difficulty":3,"type":"multi","options":["Question 3","Question 1","Question 2","Question 4","Question 5"],"correctIndices":[1,2,3]}]},{"id":"la3","subjectId":"english-language","code":"LA3","title":"Paper 1 writing: description and story","description":"Paper 1, Section B: question 5, where you write a description or a story of your own.","questions":[{"id":"lang-p1-q5-descriptive-writing-mcq-1","subTopicId":"lang-p1-q5-descriptive-writing","prompt":"How many marks is Question 5 worth?","explanation":"It is worth 40 marks: 24 for AO5 and 16 for AO6.","difficulty":1,"type":"mcq","options":["40","16","20","24"],"correctIndex":0},{"id":"lang-p1-q5-descriptive-writing-mcq-2","subTopicId":"lang-p1-q5-descriptive-writing","prompt":"How many marks are for AO5, content and organisation?","explanation":"AO5 is worth 24 marks; AO6 is worth 16.","difficulty":2,"type":"mcq","options":["8","24","16","40"],"correctIndex":1},{"id":"lang-p1-q5-descriptive-writing-mcq-3","subTopicId":"lang-p1-q5-descriptive-writing","prompt":"How many marks are for AO6, technical accuracy?","explanation":"AO6 is worth 16 marks: spelling, punctuation, sentences and vocabulary.","difficulty":2,"type":"mcq","options":["24","8","40","16"],"correctIndex":3},{"id":"lang-p1-q5-descriptive-writing-mcq-4","subTopicId":"lang-p1-q5-descriptive-writing","prompt":"What does AO6 reward?","explanation":"AO6 is technical accuracy. AO5 rewards content and organisation.","difficulty":1,"type":"mcq","options":["Analysis of the source","Interesting ideas","Accurate spelling and punctuation, and varied sentences and vocabulary","Comparing two texts"],"correctIndex":2},{"id":"lang-p1-q5-descriptive-writing-mcq-5","subTopicId":"lang-p1-q5-descriptive-writing","prompt":"If you choose a picture task, must you describe only what is in the picture?","explanation":"The picture is a stimulus. You can add sounds, smells and details beyond it.","difficulty":2,"type":"mcq","options":["No: use it as a starting point","You must ignore the picture","Yes, exactly what is shown","Yes, and nothing else"],"correctIndex":0},{"id":"lang-p1-q5-descriptive-writing-mcq-6","subTopicId":"lang-p1-q5-descriptive-writing","prompt":"Which is a good way to structure a description?","explanation":"A clear change of focus in each paragraph shows deliberate structure, which AO5 rewards.","difficulty":3,"type":"mcq","options":["Tell a story with lots of events","Give each paragraph a new focus, like a new camera shot","Describe everything in one long paragraph","Write mainly in dialogue"],"correctIndex":1},{"id":"lang-p1-q5-descriptive-writing-multi-1","subTopicId":"lang-p1-q5-descriptive-writing","prompt":"Which senses can a description appeal to? Choose all that apply.","explanation":"Use all five senses, not just sight.","difficulty":1,"type":"multi","options":["Sight","Sound","Smell","Memory","Touch","Taste"],"correctIndices":[0,1,2,4,5]},{"id":"lang-p1-q5-descriptive-writing-multi-2","subTopicId":"lang-p1-q5-descriptive-writing","prompt":"Which of these would improve a description? Choose all that apply.","explanation":"Description is about crafting one place or moment in detail, not adding plot.","difficulty":2,"type":"multi","options":["Using all five senses","Listing everything in the room","Keeping a consistent mood","Zooming from a wide view to a small detail","Writing mostly dialogue","Adding a car chase"],"correctIndices":[0,2,3]},{"id":"lang-p1-q5-descriptive-writing-essay-1","subTopicId":"lang-p1-q5-descriptive-writing","prompt":"Write a description of a railway station late at night.","explanation":"Question 5 is worth 40 marks: 24 for content and organisation, and 16 for technical accuracy. Spend about 45 minutes, including 5 to plan and 5 to proofread.","difficulty":3,"type":"essay","marks":40,"minutes":45,"aos":["AO5","AO6"],"plan":["Wide shot: the empty platform and the last train leaving","Zoom in: a single bench, a dropped ticket, a flickering light","Sounds and smells: the hum of the lights, the wet rails","A shift in time: the first cleaner arrives as the night ends","Ending: echo the opening, with the platform waiting again"],"modelParagraph":"The last train slides out of the station, and the noise goes with it.\n\nUnder the canopy, the platform lies empty, striped with orange light. Rain ticks on the glass roof, steady as a clock nobody is watching. A timetable board flickers, offering trains that left hours ago.\n\nCloser, on the end bench, someone has left a paper cup. It is still warm, a small, stubborn kindness in the cold.\n\nThen the smell reaches you: wet iron and diesel, rising from the rails like breath. Somewhere above, a pigeon shifts and settles.\n\nThe station is not asleep. It is only waiting.","checklist":[{"ao":"AO5","text":"Did you keep a clear focus and a consistent tone that suits the task?"},{"ao":"AO5","text":"Did you organise your writing in clear paragraphs, using at least one structural device?"},{"ao":"AO6","text":"Did you vary your sentences and use precise, ambitious vocabulary?"},{"ao":"AO6","text":"Did you check spelling and punctuation, with no comma splices?"}]},{"id":"lang-p1-q5-narrative-writing-mcq-1","subTopicId":"lang-p1-q5-narrative-writing","prompt":"How many main characters work best in a 45-minute story?","explanation":"Fewer characters means you can make them real.","difficulty":1,"type":"mcq","options":["One or two","Five or six","At least four","Ten"],"correctIndex":0},{"id":"lang-p1-q5-narrative-writing-mcq-2","subTopicId":"lang-p1-q5-narrative-writing","prompt":"How many settings work best?","explanation":"One setting, described in detail, is enough.","difficulty":1,"type":"mcq","options":["As many as possible","At least three","Five","One"],"correctIndex":3},{"id":"lang-p1-q5-narrative-writing-mcq-3","subTopicId":"lang-p1-q5-narrative-writing","prompt":"What is a turning point?","explanation":"Every good short story needs one clear turning point.","difficulty":1,"type":"mcq","options":["A description of the setting","The first line of the story","The moment when things change for the character","The title"],"correctIndex":2},{"id":"lang-p1-q5-narrative-writing-mcq-4","subTopicId":"lang-p1-q5-narrative-writing","prompt":"Which ending creates a cyclical structure for a story that opens with a locked door?","explanation":"A cyclical ending returns to the start, with something changed.","difficulty":2,"type":"mcq","options":["A new character arrives","The same door, now open","The character falls asleep","A car chase"],"correctIndex":1},{"id":"lang-p1-q5-narrative-writing-mcq-5","subTopicId":"lang-p1-q5-narrative-writing","prompt":"Which ending is weakest?","explanation":"The dream ending undoes the whole story. The others end on a strong image.","difficulty":2,"type":"mcq","options":["And then I woke up and it was all a dream.","Outside, the rain had finally stopped.","She closed the gate behind her, and did not look back.","The phone buzzed once more, then fell silent."],"correctIndex":0},{"id":"lang-p1-q5-narrative-writing-mcq-6","subTopicId":"lang-p1-q5-narrative-writing","prompt":"Why might you slow down a single moment in a story?","explanation":"Stretching a few seconds over a paragraph makes a key moment powerful.","difficulty":3,"type":"mcq","options":["To add more characters","To fit in more events","To skip to the ending","To build tension and show every sensation"],"correctIndex":3},{"id":"lang-p1-q5-narrative-writing-multi-1","subTopicId":"lang-p1-q5-narrative-writing","prompt":"Which of these belong in a story written in 45 minutes? Choose all that apply.","explanation":"Keep it small, so you have time to write it well.","difficulty":1,"type":"multi","options":["A chase across several countries","Pages of dialogue","One or two characters","A turning point","Ten different locations","One setting"],"correctIndices":[2,3,5]},{"id":"lang-p1-q5-narrative-writing-multi-2","subTopicId":"lang-p1-q5-narrative-writing","prompt":"Which structural devices could you use in a story? Choose all that apply.","explanation":"These devices show a crafted structure, which AO5 rewards.","difficulty":2,"type":"multi","options":["Bullet points","A one-line paragraph","Starting in the middle of the action","A contents page","A cyclical ending","Footnotes"],"correctIndices":[1,2,4]},{"id":"lang-p1-q5-narrative-writing-essay-1","subTopicId":"lang-p1-q5-narrative-writing","prompt":"Write the opening part of a story about a visitor who arrives unexpectedly.","explanation":"Question 5 is worth 40 marks: 24 for content and organisation, and 16 for technical accuracy. Spend about 45 minutes, including 5 to plan and 5 to proofread.","difficulty":3,"type":"essay","marks":40,"minutes":45,"aos":["AO5","AO6"],"plan":["Hook: a knock late at night","Build-up: the narrator alone in the house, the weather","The visitor: one striking detail, not a full description","Turning point: the visitor knows the narrator's name","End the opening on a question the reader wants answered"],"modelParagraph":"The knock came at ten past eleven, three times, slow and polite.\n\nNobody knocked on our door. Friends texted; the postman left parcels on the step and ran. I stood in the hall in my socks, listening to the rain fill the gutters, and waited for whoever it was to give up.\n\nThey knocked again.\n\nWhen I opened the door, a woman was standing under the porch light, holding a brown suitcase tied with string. Her coat was soaked through, but she didn't seem to notice.\n\n‘You must be Sam,’ she said. ‘I'm sorry I'm late.’","checklist":[{"ao":"AO5","text":"Did you keep a clear focus and a consistent tone that suits the task?"},{"ao":"AO5","text":"Did you organise your writing in clear paragraphs, using at least one structural device?"},{"ao":"AO6","text":"Did you vary your sentences and use precise, ambitious vocabulary?"},{"ao":"AO6","text":"Did you check spelling and punctuation, with no comma splices?"}]},{"id":"lang-p1-q5-planning-and-crafting-mcq-1","subTopicId":"lang-p1-q5-planning-and-crafting","prompt":"How long should you spend planning Question 5?","explanation":"Five minutes of planning saves time and keeps your writing focused.","difficulty":1,"type":"mcq","options":["About 1 minute","No time at all","About 5 minutes","About 20 minutes"],"correctIndex":2},{"id":"lang-p1-q5-planning-and-crafting-mcq-2","subTopicId":"lang-p1-q5-planning-and-crafting","prompt":"How long should you leave for proofreading?","explanation":"AO6 is worth 16 marks, so checking is worth it.","difficulty":1,"type":"mcq","options":["About 5 minutes","About 20 minutes","About 30 seconds","No time"],"correctIndex":0},{"id":"lang-p1-q5-planning-and-crafting-mcq-3","subTopicId":"lang-p1-q5-planning-and-crafting","prompt":"Which sentence shows rather than tells?","explanation":"The reader works out she is scared from a detail, which is more vivid.","difficulty":2,"type":"mcq","options":["She was scared.","She was full of fear.","She felt very frightened.","Her hands wouldn't stop shaking."],"correctIndex":3},{"id":"lang-p1-q5-planning-and-crafting-mcq-4","subTopicId":"lang-p1-q5-planning-and-crafting","prompt":"Which of these is a cliché?","explanation":"A cliché is a phrase used so often it has lost its effect.","difficulty":1,"type":"mcq","options":["the corridor smelt of bleach and old rain","a shiver ran down my spine","the frost had bitten the edges of the leaves","her laugh cracked like ice"],"correctIndex":1},{"id":"lang-p1-q5-planning-and-crafting-mcq-5","subTopicId":"lang-p1-q5-planning-and-crafting","prompt":"Which sentence opening varies the structure, compared with ‘The door opened’?","explanation":"Starting with an adverb varies the rhythm of your sentences.","difficulty":2,"type":"mcq","options":["The door, the door opened.","The door opened.","Slowly, the door opened.","The door opened then."],"correctIndex":2},{"id":"lang-p1-q5-planning-and-crafting-mcq-6","subTopicId":"lang-p1-q5-planning-and-crafting","prompt":"What should you do with your plan when you've finished?","explanation":"A neat line through your plan tells the examiner what to mark.","difficulty":3,"type":"mcq","options":["Cross it out neatly","Rub it out completely","Hand it in separately","Copy it into your answer"],"correctIndex":0},{"id":"lang-p1-q5-planning-and-crafting-multi-1","subTopicId":"lang-p1-q5-planning-and-crafting","prompt":"What should you check when proofreading? Choose all that apply.","explanation":"Check the errors that cost AO6 marks.","difficulty":1,"type":"multi","options":["The question number of Question 1","Comma splices","Their, there and they're","Your handwriting style","The number of words","Capital letters"],"correctIndices":[1,2,5]},{"id":"lang-p1-q5-planning-and-crafting-multi-2","subTopicId":"lang-p1-q5-planning-and-crafting","prompt":"Which of these show rather than tell? Choose all that apply.","explanation":"Showing lets the reader work out the feeling from actions and details.","difficulty":2,"type":"multi","options":["Her hands wouldn't stop shaking.","He was angry.","He slammed the door so hard the windows rattled.","It was a sad day.","She was scared."],"correctIndices":[0,2]},{"id":"lang-p1-q5-vocabulary-mcq-1","subTopicId":"lang-p1-q5-vocabulary","prompt":"Which word best fills the gap? ‘The ___ house had boarded windows and a sagging roof.’","explanation":"Dilapidated means falling apart through neglect.","difficulty":1,"type":"mcq","options":["serene","luminous","dilapidated","elated"],"correctIndex":2},{"id":"lang-p1-q5-vocabulary-mcq-2","subTopicId":"lang-p1-q5-vocabulary","prompt":"Which word best fills the gap? ‘Exhausted, they ___ up the last hill.’","explanation":"Trudged means walked slowly and heavily: it shows tiredness.","difficulty":1,"type":"mcq","options":["sauntered","trudged","scurried","bellowed"],"correctIndex":1},{"id":"lang-p1-q5-vocabulary-mcq-3","subTopicId":"lang-p1-q5-vocabulary","prompt":"Which word describes a harsh mix of loud sounds?","explanation":"A cacophony is loud and jarring; a murmur is low and soft.","difficulty":2,"type":"mcq","options":["murmur","cacophony","whimper","tranquil"],"correctIndex":1},{"id":"lang-p1-q5-vocabulary-mcq-4","subTopicId":"lang-p1-q5-vocabulary","prompt":"Which word would best build tension at the start of a story?","explanation":"Ominous suggests something bad is coming: foreshadowing.","difficulty":2,"type":"mcq","options":["ominous","pristine","serene","elated"],"correctIndex":0},{"id":"lang-p1-q5-vocabulary-mcq-5","subTopicId":"lang-p1-q5-vocabulary","prompt":"‘The smoke was ___, burning the back of my throat.’ Which word fits best?","explanation":"Acrid describes a sharp, bitter smell that stings.","difficulty":2,"type":"mcq","options":["luminous","shimmering","pristine","acrid"],"correctIndex":3},{"id":"lang-p1-q5-vocabulary-mcq-6","subTopicId":"lang-p1-q5-vocabulary","prompt":"Which sentence uses ‘labyrinthine’ correctly?","explanation":"Labyrinthine means twisting and confusing, like a maze: it fits corridors, not feelings.","difficulty":3,"type":"mcq","options":["‘She felt labyrinthine after the good news.’","‘The hospital's labyrinthine corridors all looked the same.’","‘The labyrinthine sun warmed the beach.’","‘He labyrinthined down the stairs.’"],"correctIndex":1},{"id":"lang-p1-q5-vocabulary-multi-1","subTopicId":"lang-p1-q5-vocabulary","prompt":"Which words describe how someone moves? Choose all that apply.","explanation":"Lurch, scurry and saunter are verbs of movement. The others are adjectives for mood or smell.","difficulty":2,"type":"multi","options":["serene","lurch","acrid","scurry","saunter","forlorn"],"correctIndices":[1,3,4]},{"id":"lang-p1-q5-vocabulary-multi-2","subTopicId":"lang-p1-q5-vocabulary","prompt":"Which words show a character's feelings? Choose all that apply.","explanation":"Dilapidated and pristine describe things, not feelings.","difficulty":3,"type":"multi","options":["apprehensive","dilapidated","seething","pristine","elated"],"correctIndices":[0,2,4]}]},{"id":"la4","subjectId":"english-language","code":"LA4","title":"Paper 2 reading: non-fiction","description":"Paper 2, Section A: questions 1 to 4 on two linked non-fiction texts, one from the 19th century and one modern.","questions":[{"id":"lang-p2-q1-true-statements-mcq-1","subTopicId":"lang-p2-q1-true-statements","prompt":"What does Paper 2 Question 1 ask you to do?","explanation":"You shade the boxes of the four true statements about a few named lines.","difficulty":1,"type":"mcq","options":["Choose four true statements from a list of eight","Analyse the writer's language","List four things in your own words","Summarise both sources"],"correctIndex":0},{"id":"lang-p2-q1-true-statements-mcq-2","subTopicId":"lang-p2-q1-true-statements","prompt":"How many marks is Paper 2 Question 1 worth?","explanation":"One mark for each correct statement.","difficulty":1,"type":"mcq","options":["8","4","16","12"],"correctIndex":1},{"id":"lang-p2-q1-true-statements-mcq-3","subTopicId":"lang-p2-q1-true-statements","prompt":"How long should you spend on Question 1?","explanation":"It is worth only 4 marks.","difficulty":1,"type":"mcq","options":["About 15 minutes","About 25 minutes","About 1 minute","About 5 minutes"],"correctIndex":3},{"id":"lang-p2-q1-true-statements-mcq-4","subTopicId":"lang-p2-q1-true-statements","prompt":"How many of the eight statements are true?","explanation":"Exactly four are true, and you choose those four.","difficulty":2,"type":"mcq","options":["All eight","Six","Four","Two"],"correctIndex":2},{"id":"lang-p2-q1-true-statements-mcq-5","subTopicId":"lang-p2-q1-true-statements","prompt":"Which part of a source does Question 1 use?","explanation":"Only the named lines count.","difficulty":2,"type":"mcq","options":["A few named lines of one source","The whole of both sources","Only the title","Any lines you choose"],"correctIndex":0},{"id":"lang-p2-q1-true-statements-mcq-6","subTopicId":"lang-p2-q1-true-statements","prompt":"Read lines 1 to 6 of Source A. Which statement is true?","explanation":"She was ‘only eight years of age’ but had ‘entirely lost all childish ways’. Mayhew finds her ‘cruelly pathetic’, not amusing.","difficulty":3,"extract":{"title":"Source A: London Labour and the London Poor (the watercress girl)","author":"Henry Mayhew","date":"1851","text":"$23","lineNumbers":true,"publicDomain":true},"type":"mcq","options":["She talked about her favourite games","The girl was eight years old","She behaved like a young child","Mayhew found her amusing"],"correctIndex":1},{"id":"lang-p2-q1-true-statements-multi-1","subTopicId":"lang-p2-q1-true-statements","prompt":"Read lines 13 to 22 of Source A. Choose four true statements.","explanation":"She asks ‘where are they?’, Mayhew describes them, her eyes brighten, and she lives at Clerkenwell. She only wants to go ‘just to look’, knows only her rounds, and works at Farringdon-market.","difficulty":2,"extract":{"title":"Source A: London Labour and the London Poor (the watercress girl)","author":"Henry Mayhew","date":"1851","text":"$24","lineNumbers":true,"publicDomain":true},"type":"multi","options":["She asked to go to the parks to play","She lived at Farringdon-market","Mayhew described the parks to her","Her eyes brightened a little as he spoke","She knew all of London well","She lived at Clerkenwell","She often played in the parks","She had never heard of the parks"],"correctIndices":[2,3,5,7]},{"id":"lang-p2-q1-true-statements-multi-2","subTopicId":"lang-p2-q1-true-statements","prompt":"Read lines 1 to 5 of this extract. Choose four true statements.","explanation":"She is thinly dressed in cold weather, bareheaded, and shuffles in large carpet slippers. Her hair stood out ‘in all directions’.","difficulty":3,"extract":{"title":"London Labour and the London Poor (the watercress girl, a little later)","author":"Henry Mayhew","date":"1851","text":"The poor child, although the weather was severe, was dressed in a thin\ncotton gown, with a threadbare shawl wrapped round her shoulders. She\nwore no covering to her head, and the long rusty hair stood out in all\ndirections. When she walked she shuffled along, for fear that the large\ncarpet slippers that served her for shoes should slip off her feet.","lineNumbers":true,"publicDomain":true},"type":"multi","options":["She wore a bonnet","She walked quickly and confidently","Her slippers were too big for her","The weather was severe","She wore a warm woollen coat","Her hair was neatly tied up","She had nothing on her head","She wore a thin cotton gown"],"correctIndices":[2,3,6,7]},{"id":"lang-p2-q2-summary-mcq-1","subTopicId":"lang-p2-q2-summary","prompt":"What does Paper 2 Question 2 ask you to do?","explanation":"Question 2 is about what the sources say, and how they differ.","difficulty":1,"type":"mcq","options":["Analyse one writer's language","Choose four true statements","Write your own article","Write a summary of the differences, using both sources"],"correctIndex":3},{"id":"lang-p2-q2-summary-mcq-2","subTopicId":"lang-p2-q2-summary","prompt":"How many marks is Question 2 worth?","explanation":"It is worth 8 marks.","difficulty":1,"type":"mcq","options":["8","12","16","4"],"correctIndex":0},{"id":"lang-p2-q2-summary-mcq-3","subTopicId":"lang-p2-q2-summary","prompt":"Which assessment objective does Question 2 test?","explanation":"AO1 includes selecting and synthesising evidence from different texts.","difficulty":2,"type":"mcq","options":["AO5","AO1","AO3","AO2"],"correctIndex":1},{"id":"lang-p2-q2-summary-mcq-4","subTopicId":"lang-p2-q2-summary","prompt":"How long should you spend on Question 2?","explanation":"Roughly a minute per mark.","difficulty":1,"type":"mcq","options":["About 2 minutes","About 30 minutes","About 8 to 10 minutes","About 45 minutes"],"correctIndex":2},{"id":"lang-p2-q2-summary-mcq-5","subTopicId":"lang-p2-q2-summary","prompt":"Which is the best sentence for a Question 2 answer?","explanation":"It gives a difference, evidence from both sources, and an inference.","difficulty":1,"type":"mcq","options":["I like Source B more than Source A.","Source A is from 1851.","The writer of Source A uses a superlative to shock the reader.","In Source A the girl's whole life is work, whereas Ella works only on Saturdays, which suggests her childhood is protected."],"correctIndex":3},{"id":"lang-p2-q2-summary-mcq-6","subTopicId":"lang-p2-q2-summary","prompt":"What should a Question 2 answer not include?","explanation":"Question 2 is about content. Language analysis belongs in Question 3.","difficulty":3,"type":"mcq","options":["Analysis of the writers' language techniques","Short quotations from both sources","Inferences about the differences","Comparative words such as whereas"],"correctIndex":0},{"id":"lang-p2-q2-summary-multi-1","subTopicId":"lang-p2-q2-summary","prompt":"Which differences between the girls are supported by the sources? Choose all that apply.","explanation":"Ella is fifteen, is proud of her work, and has a family who can let the job go if her grades slip.","difficulty":2,"type":"multi","options":["Ella's family is poorer than the watercress girl's","The watercress girl has never seen a park, but Ella has a full life beyond work","The watercress girl's life is all work, but Ella works only on Saturdays","Both girls are eight years old","Both girls hate their work","Ella chose her job, but the watercress girl's work seems to be her whole world"],"correctIndices":[1,2,5]},{"id":"lang-p2-q2-summary-multi-2","subTopicId":"lang-p2-q2-summary","prompt":"Which words and phrases help you synthesise the two sources? Choose all that apply.","explanation":"These words bring the sources together into one point.","difficulty":2,"type":"multi","options":["in contrast","the verb","firstly","whereas","both sources","in conclusion"],"correctIndices":[0,3,4]},{"id":"lang-p2-q2-summary-essay-1","subTopicId":"lang-p2-q2-summary","prompt":"$25","explanation":"Question 2 is worth 8 marks. Focus on what the sources say, not how they say it.","difficulty":3,"extract":{"title":"Source A: London Labour and the London Poor (the watercress girl)","author":"Henry Mayhew","date":"1851","text":"$26","lineNumbers":true,"publicDomain":true},"type":"essay","marks":8,"minutes":10,"aos":["AO1"],"plan":["Source A: her world is only her rounds and the market","Source A: she has never seen a park","Source B: Ella's job builds confidence with strangers","Source B: school, friends and a protected childhood"],"modelParagraph":"The watercress girl's world is tiny: ‘All her knowledge seemed to begin and end with water-cresses’, which suggests work has shut her off from everything else. She has never even seen a park, and wonders ‘Would they let such as me go there—just to look?’, implying she feels excluded from the world others enjoy. Ella, in contrast, goes to school ‘five days a week’ and her job widens her world: she ‘has learned to talk to strangers’. Where the watercress girl is shut out, work gives Ella confidence to step further in.","checklist":[{"ao":"AO1","text":"Did you give clear differences, using details from both sources?"},{"ao":"AO1","text":"Did you make inferences about what the details suggest?"},{"ao":"AO1","text":"Did you link the sources with words such as whereas and in contrast?"}]},{"id":"lang-p2-q3-language-analysis-mcq-1","subTopicId":"lang-p2-q3-language-analysis","prompt":"What does Paper 2 Question 3 ask you to do?","explanation":"Question 3 focuses on one source and its language.","difficulty":1,"type":"mcq","options":["Analyse how one writer uses language","Compare the writers' perspectives","Choose four true statements","Summarise both sources"],"correctIndex":0},{"id":"lang-p2-q3-language-analysis-mcq-2","subTopicId":"lang-p2-q3-language-analysis","prompt":"How many marks is Question 3 worth?","explanation":"It is worth 12 marks, more than Paper 1 Question 2.","difficulty":1,"type":"mcq","options":["16","8","12","4"],"correctIndex":2},{"id":"lang-p2-q3-language-analysis-mcq-3","subTopicId":"lang-p2-q3-language-analysis","prompt":"Which assessment objective does Question 3 test?","explanation":"AO2 is analysing language and structure.","difficulty":2,"type":"mcq","options":["AO3","AO1","AO4","AO2"],"correctIndex":3},{"id":"lang-p2-q3-language-analysis-mcq-4","subTopicId":"lang-p2-q3-language-analysis","prompt":"How long should you spend on Question 3?","explanation":"Roughly a minute per mark.","difficulty":1,"type":"mcq","options":["About 30 minutes","About 12 to 15 minutes","About 45 minutes","About 3 minutes"],"correctIndex":1},{"id":"lang-p2-q3-language-analysis-mcq-5","subTopicId":"lang-p2-q3-language-analysis","prompt":"In ‘something cruelly pathetic’, what does ‘pathetic’ mean?","explanation":"In the 19th century, pathetic meant moving or causing pity, not useless.","difficulty":3,"extract":{"title":"Source A: London Labour and the London Poor (the watercress girl)","author":"Henry Mayhew","date":"1851","text":"$27","lineNumbers":true,"publicDomain":true},"type":"mcq","options":["Causing pity","Useless","Funny","Angry"],"correctIndex":0},{"id":"lang-p2-q3-language-analysis-mcq-6","subTopicId":"lang-p2-q3-language-analysis","prompt":"Which word in lines 1 to 4 contrasts with Mayhew's description of the girl as ‘a woman’?","explanation":"He calls her ‘this infant’, so she is both a baby and a woman: a child robbed of childhood.","difficulty":2,"extract":{"title":"Source A: London Labour and the London Poor (the watercress girl)","author":"Henry Mayhew","date":"1851","text":"$28","lineNumbers":true,"publicDomain":true},"type":"mcq","options":["worker","beggar","infant","lady"],"correctIndex":2},{"id":"lang-p2-q3-language-analysis-multi-1","subTopicId":"lang-p2-q3-language-analysis","prompt":"Which language techniques does Mayhew use in Source A? Choose all that apply.","explanation":"He contrasts ‘infant’ with ‘a woman’, uses the superlative ‘bitterest’, and emotive words like ‘cruelly pathetic’.","difficulty":2,"extract":{"title":"Source A: London Labour and the London Poor (the watercress girl)","author":"Henry Mayhew","date":"1851","text":"$29","lineNumbers":true,"publicDomain":true},"type":"multi","options":["Emotive language","Rhyme","Onomatopoeia","Superlative","Contrast","Dialect"],"correctIndices":[0,3,4]},{"id":"lang-p2-q3-language-analysis-multi-2","subTopicId":"lang-p2-q3-language-analysis","prompt":"What does Question 3 reward? Choose all that apply.","explanation":"Question 3 is about one writer's language. Summary is Question 2, comparison is Question 4, and spelling is Question 5.","difficulty":1,"type":"multi","options":["Your own spelling","Analysing words and phrases","Explaining the effects of the writer's choices","Comparing the writers' perspectives","Summarising both sources","Accurate subject terminology"],"correctIndices":[1,2,5]},{"id":"lang-p2-q3-language-analysis-essay-1","subTopicId":"lang-p2-q3-language-analysis","prompt":"You now need to refer only to Source A, lines 13 to 22.\n\nHow does Mayhew use language to show how narrow the girl's life is?","explanation":"Question 3 is worth 12 marks. Focus on language in the named lines.","difficulty":3,"extract":{"title":"Source A: London Labour and the London Poor (the watercress girl)","author":"Henry Mayhew","date":"1851","text":"$2a","lineNumbers":true,"publicDomain":true},"type":"essay","marks":12,"minutes":15,"aos":["AO2"],"plan":["Her surprise: ‘The parks!’ and ‘where are they?’","Mayhew's rich description of the parks, as a contrast","Her small hope: ‘just to look’","The limits of her world: ‘begin and end with water-cresses’"],"modelParagraph":"Mayhew shows the girl's narrow life through her reactions. Her exclamation ‘The parks!’ and her question ‘where are they?’ reveal that she has never heard of them. His description of ‘green grass and tall trees, where beautiful carriages drove about’ is a rich list that contrasts sharply with her poverty. Even her hope is tiny: she asks only to go ‘just to look’, and the dash before it suggests hesitation. Finally, her knowledge seems to ‘begin and end with water-cresses’, a phrase that traps her whole world inside her work.","checklist":[{"ao":"AO2","text":"Did you analyse short quotations, zooming in on words and punctuation?"},{"ao":"AO2","text":"Did you use accurate subject terms?"},{"ao":"AO2","text":"Did you explain how each choice shows the girl's narrow life?"}]},{"id":"lang-p2-q4-comparing-perspectives-mcq-1","subTopicId":"lang-p2-q4-comparing-perspectives","prompt":"What does Paper 2 Question 4 ask you to do?","explanation":"You compare ideas and attitudes, and the methods used to show them, across the whole of both sources.","difficulty":1,"type":"mcq","options":["Write your own speech","Compare the writers' perspectives and how they convey them","Choose four true statements","Summarise one source"],"correctIndex":1},{"id":"lang-p2-q4-comparing-perspectives-mcq-2","subTopicId":"lang-p2-q4-comparing-perspectives","prompt":"How many marks is Question 4 worth?","explanation":"It is the highest-mark reading question on Paper 2.","difficulty":1,"type":"mcq","options":["12","40","16","8"],"correctIndex":2},{"id":"lang-p2-q4-comparing-perspectives-mcq-3","subTopicId":"lang-p2-q4-comparing-perspectives","prompt":"Which assessment objective does Question 4 test?","explanation":"AO3 is comparing writers' ideas and perspectives.","difficulty":1,"type":"mcq","options":["AO1","AO6","AO2","AO3"],"correctIndex":3},{"id":"lang-p2-q4-comparing-perspectives-mcq-4","subTopicId":"lang-p2-q4-comparing-perspectives","prompt":"How long should you spend on Question 4?","explanation":"It is worth 16 marks.","difficulty":2,"type":"mcq","options":["About 20 minutes","About 5 minutes","About 45 minutes","About 10 minutes"],"correctIndex":0},{"id":"lang-p2-q4-comparing-perspectives-mcq-5","subTopicId":"lang-p2-q4-comparing-perspectives","prompt":"What happens if you write about only one source in Question 4?","explanation":"Question 4 is a comparison, so you must write about both sources.","difficulty":2,"type":"mcq","options":["Nothing: one source is enough","Your mark is capped very low","You lose marks only for spelling","You get full marks if it is good"],"correctIndex":1},{"id":"lang-p2-q4-comparing-perspectives-mcq-6","subTopicId":"lang-p2-q4-comparing-perspectives","prompt":"Which best sums up Mayhew's perspective on the watercress girl?","explanation":"His emotive language, such as ‘cruelly pathetic’, shows pity and shock.","difficulty":3,"extract":{"title":"Source A: London Labour and the London Poor (the watercress girl)","author":"Henry Mayhew","date":"1851","text":"$2b","lineNumbers":true,"publicDomain":true},"type":"mcq","options":["He thinks she should work harder","He admires her as a hard worker","He pities her, and is shocked that work has taken her childhood","He finds her amusing"],"correctIndex":2},{"id":"lang-p2-q4-comparing-perspectives-multi-1","subTopicId":"lang-p2-q4-comparing-perspectives","prompt":"Which methods does the writer of Source B use? Choose all that apply.","explanation":"She writes as a mother (‘my daughter’), uses short sentences such as ‘She is also proud.’, and tells Ella's story.","difficulty":2,"type":"multi","options":["A personal anecdote","Statistics","The first person","Dialect","Short sentences","Rhyme"],"correctIndices":[0,2,4]},{"id":"lang-p2-q4-comparing-perspectives-multi-2","subTopicId":"lang-p2-q4-comparing-perspectives","prompt":"Which phrases help you compare in Question 4? Choose all that apply.","explanation":"Comparative phrases keep both sources in every paragraph.","difficulty":1,"type":"multi","options":["Whereas","To sum up the plot","In contrast","The extract says","Firstly","Both writers"],"correctIndices":[0,2,5]},{"id":"lang-p2-q4-comparing-perspectives-essay-1","subTopicId":"lang-p2-q4-comparing-perspectives","prompt":"$2c","explanation":"Question 4 is worth 16 marks. Answers that use only one source are capped very low.","difficulty":3,"extract":{"title":"Source A: London Labour and the London Poor (the watercress girl)","author":"Henry Mayhew","date":"1851","text":"$2d","lineNumbers":true,"publicDomain":true},"type":"essay","marks":16,"minutes":20,"aos":["AO3"],"plan":["Overall: Mayhew sees a childhood stolen; Source B sees childhood strengthened by trust","Mayhew's contrast of ‘infant’ and ‘a woman’ against Source B's proud, growing daughter","Methods: emotive language against short, warm sentences","Endings: a world that ‘begin and end with water-cresses’ against ‘Sometimes it's about being trusted.’"],"modelParagraph":"Both writers write about childhood, but they see it very differently. For Mayhew, the girl's childhood has been destroyed: she has ‘entirely lost all childish ways’, and his contrast between ‘this infant’ and ‘a woman’ makes this seem unnatural and cruel. In contrast, the writer of Source B believes a little work can strengthen childhood. She ends with a short, balanced pair of sentences: ‘Childhood isn't only about being protected. Sometimes it's about being trusted.’ Where Mayhew wants children protected from work, Source B argues that trust matters too.","checklist":[{"ao":"AO3","text":"Did you compare both writers' perspectives in every paragraph?"},{"ao":"AO3","text":"Did you analyse the methods each writer uses?"},{"ao":"AO3","text":"Did you support your points with quotations from both sources?"}]},{"id":"lang-p2-reading-19th-century-texts-mcq-1","subTopicId":"lang-p2-reading-19th-century-texts","prompt":"What does ‘earnestness’ mean in ‘the calm earnestness of one who had endured them all’?","explanation":"She speaks seriously, like someone who has suffered a great deal.","difficulty":3,"extract":{"title":"Source A: London Labour and the London Poor (the watercress girl)","author":"Henry Mayhew","date":"1851","text":"$2e","lineNumbers":true,"publicDomain":true},"type":"mcq","options":["Laziness","Seriousness and sincerity","Anger","Cheerfulness"],"correctIndex":1},{"id":"lang-p2-reading-19th-century-texts-mcq-2","subTopicId":"lang-p2-reading-19th-century-texts","prompt":"In ‘no quarter of the town’, what does ‘quarter’ mean?","explanation":"A quarter is an area or district of a town.","difficulty":2,"extract":{"title":"Source A: London Labour and the London Poor (the watercress girl)","author":"Henry Mayhew","date":"1851","text":"$2f","lineNumbers":true,"publicDomain":true},"type":"mcq","options":["A quarter of an hour","A quarter of a cake","A district","A coin"],"correctIndex":2},{"id":"lang-p2-reading-19th-century-texts-mcq-3","subTopicId":"lang-p2-reading-19th-century-texts","prompt":"What does ‘narrate’ mean in ‘get her to narrate her life freely’?","explanation":"Mayhew wants her to tell her life story.","difficulty":1,"extract":{"title":"Source A: London Labour and the London Poor (the watercress girl)","author":"Henry Mayhew","date":"1851","text":"$30","lineNumbers":true,"publicDomain":true},"type":"mcq","options":["Tell or describe","Change","Forget","Hide"],"correctIndex":0},{"id":"lang-p2-reading-19th-century-texts-mcq-4","subTopicId":"lang-p2-reading-19th-century-texts","prompt":"How should you tackle a very long 19th-century sentence?","explanation":"Find who did what, then treat the rest as extra information.","difficulty":1,"type":"mcq","options":["Skip it","Count the commas","Read only the last word","Find the main clause first, then add the details"],"correctIndex":3},{"id":"lang-p2-reading-19th-century-texts-mcq-5","subTopicId":"lang-p2-reading-19th-century-texts","prompt":"What is an assumption?","explanation":"Spotting assumptions helps with Question 4.","difficulty":2,"type":"mcq","options":["A fact the writer proves","A belief a writer takes for granted, without questioning it","The title of the source","A quotation from another writer"],"correctIndex":1},{"id":"lang-p2-reading-19th-century-texts-mcq-6","subTopicId":"lang-p2-reading-19th-century-texts","prompt":"Which of these is an assumption Mayhew seems to make?","explanation":"He writes for middle-class readers and expects them to feel the same pity.","difficulty":3,"type":"mcq","options":["That watercress is too expensive","That parks are dangerous places","That his readers will share his shock at the girl's life","That the girl will soon become rich"],"correctIndex":2},{"id":"lang-p2-reading-19th-century-texts-multi-1","subTopicId":"lang-p2-reading-19th-century-texts","prompt":"Which features are common in 19th-century non-fiction? Choose all that apply.","explanation":"Older texts are often formal, with long, carefully punctuated sentences.","difficulty":1,"type":"multi","options":["Formal vocabulary","Semicolons","Text-speak","Long sentences with many clauses","Very short paragraphs throughout","Emojis"],"correctIndices":[0,1,3]},{"id":"lang-p2-reading-19th-century-texts-multi-2","subTopicId":"lang-p2-reading-19th-century-texts","prompt":"Which words from Source A are formal or old-fashioned? Choose all that apply.","explanation":"These words are formal, or used in an older sense. ‘Parks’, ‘toys’ and ‘games’ are everyday words.","difficulty":2,"extract":{"title":"Source A: London Labour and the London Poor (the watercress girl)","author":"Henry Mayhew","date":"1851","text":"$31","lineNumbers":true,"publicDomain":true},"type":"multi","options":["narrate","parks","games","quarter","earnestness","toys"],"correctIndices":[0,3,4]}]},{"id":"la5","subjectId":"english-language","code":"LA5","title":"Paper 2 writing: your viewpoint","description":"Paper 2, Section B: question 5, where you argue your point of view in an article, letter, speech or essay.","questions":[{"id":"lang-p2-q5-forms-mcq-1","subTopicId":"lang-p2-q5-forms","prompt":"How many marks is Paper 2 Question 5 worth?","explanation":"It is worth 40 marks: 24 for AO5 and 16 for AO6.","difficulty":1,"type":"mcq","options":["16","24","12","40"],"correctIndex":3},{"id":"lang-p2-q5-forms-mcq-2","subTopicId":"lang-p2-q5-forms","prompt":"How many marks are for AO5, content and organisation?","explanation":"AO5 is worth 24 marks; AO6 is worth 16.","difficulty":1,"type":"mcq","options":["24","8","16","40"],"correctIndex":0},{"id":"lang-p2-q5-forms-mcq-3","subTopicId":"lang-p2-q5-forms","prompt":"What should you identify in a Question 5 task?","explanation":"These shape your tone, style and layout.","difficulty":2,"type":"mcq","options":["Its rhyme scheme","The source's date","Its purpose, audience and form","Its line numbers"],"correctIndex":2},{"id":"lang-p2-q5-forms-mcq-4","subTopicId":"lang-p2-q5-forms","prompt":"Which form usually begins with Dear…?","explanation":"A letter opens with a greeting and ends with a sign-off such as Yours sincerely.","difficulty":1,"type":"mcq","options":["An essay","A letter","A speech","An article"],"correctIndex":1},{"id":"lang-p2-q5-forms-mcq-5","subTopicId":"lang-p2-q5-forms","prompt":"Which of these is a convention of a speech?","explanation":"Speeches address the audience, signpost points and end memorably.","difficulty":2,"type":"mcq","options":["Footnotes","A headline","Yours faithfully","Speaking directly to the listeners"],"correctIndex":3},{"id":"lang-p2-q5-forms-mcq-6","subTopicId":"lang-p2-q5-forms","prompt":"Which tone suits an article for a broadsheet newspaper?","explanation":"Broadsheet readers expect a serious, well-argued piece.","difficulty":3,"type":"mcq","options":["Formal and thoughtful","Silly and careless","Full of slang","Like a text message"],"correctIndex":0},{"id":"lang-p2-q5-forms-multi-1","subTopicId":"lang-p2-q5-forms","prompt":"Which are conventions of a newspaper article? Choose all that apply.","explanation":"Articles have a headline, a strong opening and well-organised paragraphs.","difficulty":2,"type":"multi","options":["Yours sincerely","Bullet points only","A headline","An engaging opening","Stage directions","Clear paragraphs"],"correctIndices":[2,3,5]},{"id":"lang-p2-q5-forms-multi-2","subTopicId":"lang-p2-q5-forms","prompt":"Which should you work out before writing? Choose all that apply.","explanation":"Purpose, audience and form tell you how to write.","difficulty":1,"type":"multi","options":["Audience","Form","Line numbers","The source's date","Rhyme scheme","Purpose"],"correctIndices":[0,1,5]},{"id":"lang-p2-q5-forms-essay-1","subTopicId":"lang-p2-q5-forms","prompt":"‘Young people today spend far too much time on screens and not nearly enough time outdoors.’\n\nWrite an article for a broadsheet newspaper in which you explain your point of view on this statement.","explanation":"Question 5 is worth 40 marks: 24 for content and organisation, and 16 for technical accuracy. Spend about 45 minutes, including 5 to plan and 5 to proofread.","difficulty":3,"type":"essay","marks":40,"minutes":45,"aos":["AO5","AO6"],"plan":["Headline and hook: a picture of a teenager's evening","View: partly agree; screens aren't the enemy, but balance matters","Reasons: health, friendships online and off, what the outdoors gives","Counter-argument: screens connect and teach; rebut with balance","Ending: a short, memorable call to action"],"modelParagraph":"**Switch Off, Step Out: Why Balance Beats Bans**\n\nAt nine o'clock on a school night, the only light in most teenagers' bedrooms comes from a screen. It glows through homework, group chats and endless videos, until sleep finally wins.\n\nIt is tempting to blame the screens. They are, after all, designed to keep us watching. But the problem is not that young people use technology; it is that so little else competes for their time.\n\nWe do not need to throw away our phones. We need to give young people somewhere better to be, and a reason to go there.","checklist":[{"ao":"AO5","text":"Did you keep a clear viewpoint and a tone that suits the audience and form?"},{"ao":"AO5","text":"Did you build a line of argument, with a counter-argument and a strong ending?"},{"ao":"AO6","text":"Did you vary your sentences and use precise, ambitious vocabulary?"},{"ao":"AO6","text":"Did you check spelling and punctuation, with no comma splices?"}]},{"id":"lang-p2-q5-rhetoric-and-argument-mcq-1","subTopicId":"lang-p2-q5-rhetoric-and-argument","prompt":"What is a rhetorical question?","explanation":"For example: Who would want that for their child?","difficulty":1,"type":"mcq","options":["A question asked by an interviewer","A question asked for effect, not to get an answer","A question in a test","A question the writer answers with a statistic"],"correctIndex":1},{"id":"lang-p2-q5-rhetoric-and-argument-mcq-2","subTopicId":"lang-p2-q5-rhetoric-and-argument","prompt":"Which of these uses the rule of three?","explanation":"Grouping ideas in threes makes them sound complete and memorable.","difficulty":1,"type":"mcq","options":["It is unfair.","Is it fair?","It is unfair, unsafe and unnecessary.","It is unfair and unsafe."],"correctIndex":2},{"id":"lang-p2-q5-rhetoric-and-argument-mcq-3","subTopicId":"lang-p2-q5-rhetoric-and-argument","prompt":"What is an anecdote?","explanation":"Anecdotes make an issue feel real.","difficulty":2,"type":"mcq","options":["A made-up statistic","A formal greeting","A type of rhyme","A short personal story used to support a point"],"correctIndex":3},{"id":"lang-p2-q5-rhetoric-and-argument-mcq-4","subTopicId":"lang-p2-q5-rhetoric-and-argument","prompt":"Which sentence uses direct address?","explanation":"Speaking to the reader as ‘you’ involves them personally.","difficulty":2,"type":"mcq","options":["You know this is true.","It was true.","This is true.","Many people think this is true."],"correctIndex":0},{"id":"lang-p2-q5-rhetoric-and-argument-mcq-5","subTopicId":"lang-p2-q5-rhetoric-and-argument","prompt":"Which sentence introduces a counter-argument?","explanation":"A counter-argument sets out the other side's view, ready to answer it.","difficulty":2,"type":"mcq","options":["Phones should be banned.","Some argue that phones help students research.","In conclusion, ban phones.","Furthermore, phones distract students."],"correctIndex":1},{"id":"lang-p2-q5-rhetoric-and-argument-mcq-6","subTopicId":"lang-p2-q5-rhetoric-and-argument","prompt":"Why should you rebut a counter-argument?","explanation":"Dealing with the other side strengthens your own argument.","difficulty":3,"type":"mcq","options":["It fills up space","It is required by law","It makes you sound fair and confident, and so more persuasive","It shows you agree with the other side"],"correctIndex":2},{"id":"lang-p2-q5-rhetoric-and-argument-multi-1","subTopicId":"lang-p2-q5-rhetoric-and-argument","prompt":"Which of these are rhetorical devices? Choose all that apply.","explanation":"These are classic persuasive devices.","difficulty":1,"type":"multi","options":["Direct address","Rhyming couplets","Rhetorical question","Anecdote","Rule of three","Stage directions"],"correctIndices":[0,2,3,4]},{"id":"lang-p2-q5-rhetoric-and-argument-multi-2","subTopicId":"lang-p2-q5-rhetoric-and-argument","prompt":"Which of these use devices effectively? Choose all that apply.","explanation":"Use devices for a purpose, vary them, and back emotion with reasons.","difficulty":3,"type":"multi","options":["An anecdote to make an issue real","Emotional points with no reasons","Unbelievable invented statistics","A rule of three to end a paragraph","Five rhetorical questions in a row","One rhetorical question to open"],"correctIndices":[0,3,5]},{"id":"lang-p2-q5-rhetoric-and-argument-essay-1","subTopicId":"lang-p2-q5-rhetoric-and-argument","prompt":"‘Schools should ban mobile phones completely, from the moment students arrive until they leave.’\n\nWrite a speech for a school assembly in which you argue for or against this statement.","explanation":"Question 5 is worth 40 marks: 24 for content and organisation, and 16 for technical accuracy. Spend about 45 minutes, including 5 to plan and 5 to proofread.","difficulty":3,"type":"essay","marks":40,"minutes":45,"aos":["AO5","AO6"],"plan":["Opening: speak to the audience directly, with a striking question","View: argue against a complete ban","Reasons: safety, learning tools, responsibility","Counter-argument: distraction and bullying; rebut with clear rules","Ending: a rule of three and a final appeal"],"modelParagraph":"Good morning, everyone. Hands up if you've checked your phone since you walked in. Be honest. I thought so.\n\nSome people say that's exactly why phones should be banned from the moment we arrive. I understand why. Phones can distract us, and in the wrong hands they can hurt people.\n\nBut a complete ban treats every student as a problem to be managed, rather than a person who can be trusted. It takes away a way for us to reach our families in an emergency, and it ignores the fact that, used well, a phone can be a calculator, a dictionary and a library in your pocket.","checklist":[{"ao":"AO5","text":"Did you keep a clear viewpoint and a tone that suits the audience and form?"},{"ao":"AO5","text":"Did you build a line of argument, with a counter-argument and a strong ending?"},{"ao":"AO6","text":"Did you vary your sentences and use precise, ambitious vocabulary?"},{"ao":"AO6","text":"Did you check spelling and punctuation, with no comma splices?"}]},{"id":"lang-p2-q5-planning-and-structure-mcq-1","subTopicId":"lang-p2-q5-planning-and-structure","prompt":"How long should you spend planning Question 5?","explanation":"A short plan keeps your argument focused.","difficulty":1,"type":"mcq","options":["About 20 minutes","No time at all","About 5 minutes","About 1 minute"],"correctIndex":2},{"id":"lang-p2-q5-planning-and-structure-mcq-2","subTopicId":"lang-p2-q5-planning-and-structure","prompt":"Where should your strongest reason usually go?","explanation":"Building up to your strongest point leaves a lasting impression.","difficulty":2,"type":"mcq","options":["Last, to build to a climax","First, then stop","Nowhere: keep it secret","In the introduction only"],"correctIndex":0},{"id":"lang-p2-q5-planning-and-structure-mcq-3","subTopicId":"lang-p2-q5-planning-and-structure","prompt":"What are discourse markers?","explanation":"For example: Furthermore, However, Above all.","difficulty":1,"type":"mcq","options":["Rhetorical questions","Punctuation marks","Spelling rules","Words that link paragraphs and guide the reader"],"correctIndex":3},{"id":"lang-p2-q5-planning-and-structure-mcq-4","subTopicId":"lang-p2-q5-planning-and-structure","prompt":"Which discourse marker adds another point?","explanation":"The others show contrast.","difficulty":1,"type":"mcq","options":["However","Furthermore","Nevertheless","On the other hand"],"correctIndex":1},{"id":"lang-p2-q5-planning-and-structure-mcq-5","subTopicId":"lang-p2-q5-planning-and-structure","prompt":"What should your conclusion do?","explanation":"End with a clear, memorable final point.","difficulty":2,"type":"mcq","options":["Introduce a brand new argument","Repeat your introduction word for word","Sum up your argument and leave a lasting impression","Apologise for your view"],"correctIndex":2},{"id":"lang-p2-q5-planning-and-structure-mcq-6","subTopicId":"lang-p2-q5-planning-and-structure","prompt":"Which is a balanced view that still reaches a firm conclusion?","explanation":"Balance is fine, as long as you come down on one side.","difficulty":3,"type":"mcq","options":["There are good arguments on both sides, but overall a complete ban would do more harm than good.","There are good arguments on both sides, so I can't decide.","I don't really mind either way.","Phones are bad."],"correctIndex":0},{"id":"lang-p2-q5-planning-and-structure-multi-1","subTopicId":"lang-p2-q5-planning-and-structure","prompt":"Which belong in a five-minute plan? Choose all that apply.","explanation":"A plan is short: view, reasons, counter-argument, opening and ending.","difficulty":1,"type":"multi","options":["A full first draft","Your view","Four or five reasons, in order","A counter-argument and your answer to it","A list of spelling rules","Notes on the sources' language"],"correctIndices":[1,2,3]},{"id":"lang-p2-q5-planning-and-structure-multi-2","subTopicId":"lang-p2-q5-planning-and-structure","prompt":"Which discourse markers show contrast? Choose all that apply.","explanation":"Contrast markers signal a turn in the argument, such as a counter-argument.","difficulty":2,"type":"multi","options":["On the other hand","Firstly","Nevertheless","However","Furthermore","Moreover"],"correctIndices":[0,2,3]},{"id":"lang-p2-q5-vocabulary-mcq-1","subTopicId":"lang-p2-q5-vocabulary","prompt":"Which word best fills the gap? ‘Closing the youth club would ___ antisocial behaviour.’","explanation":"Exacerbate means make worse; alleviate means make better.","difficulty":2,"type":"mcq","options":["alleviate","exacerbate","advocate","scrutinise"],"correctIndex":1},{"id":"lang-p2-q5-vocabulary-mcq-2","subTopicId":"lang-p2-q5-vocabulary","prompt":"Which word means ‘never happened before’?","explanation":"Unprecedented: no precedent, no earlier example.","difficulty":1,"type":"mcq","options":["inevitable","indisputable","unprecedented","paramount"],"correctIndex":2},{"id":"lang-p2-q5-vocabulary-mcq-3","subTopicId":"lang-p2-q5-vocabulary","prompt":"Which discourse marker would best introduce a counter-argument you are about to answer?","explanation":"Admittedly concedes a point before you rebut it.","difficulty":2,"type":"mcq","options":["Furthermore","Consequently","Ultimately","Admittedly"],"correctIndex":3},{"id":"lang-p2-q5-vocabulary-mcq-4","subTopicId":"lang-p2-q5-vocabulary","prompt":"‘Many people believe homework is useful. ___, the evidence suggests too much is harmful.’ Which word fits best?","explanation":"Nevertheless introduces a contrasting point despite what came before.","difficulty":2,"type":"mcq","options":["Nevertheless","Furthermore","Consequently","Similarly"],"correctIndex":0},{"id":"lang-p2-q5-vocabulary-mcq-5","subTopicId":"lang-p2-q5-vocabulary","prompt":"Which word describes someone too satisfied to see a danger?","explanation":"Complacent people don't act because they think all is well.","difficulty":2,"type":"mcq","options":["vulnerable","complacent","contentious","compelling"],"correctIndex":1},{"id":"lang-p2-q5-vocabulary-mcq-6","subTopicId":"lang-p2-q5-vocabulary","prompt":"Which sentence uses ‘detrimental’ correctly?","explanation":"Detrimental means harmful, and it's followed by ‘to’.","difficulty":3,"type":"mcq","options":["‘The detrimental weather was lovely.’","‘She detrimentals the plan.’","‘Junk food is detrimental to children's health.’","‘He felt detrimental about winning.’"],"correctIndex":2},{"id":"lang-p2-q5-vocabulary-multi-1","subTopicId":"lang-p2-q5-vocabulary","prompt":"Which words would help you call an audience to action? Choose all that apply.","explanation":"‘It is imperative…’, ‘We cannot be complacent…’ and ‘Safety must be paramount’ all urge action.","difficulty":3,"type":"multi","options":["imperative","sustainable","complacent","paramount","hypocritical"],"correctIndices":[0,2,3]},{"id":"lang-p2-q5-vocabulary-multi-2","subTopicId":"lang-p2-q5-vocabulary","prompt":"Which are discourse markers? Choose all that apply.","explanation":"Discourse markers link ideas; jeopardise is a verb and vulnerable an adjective.","difficulty":2,"type":"multi","options":["furthermore","jeopardise","consequently","vulnerable","nevertheless"],"correctIndices":[0,2,4]}]},{"id":"lt1","subjectId":"english-literature","code":"LT1","title":"An Inspector Calls","description":"Paper 2, Section A: J.B. Priestley's play about a mysterious inspector who shows a wealthy family how they each helped to destroy a young woman's life.","questions":[{"id":"aic-plot-and-structure-mcq-1","subTopicId":"aic-plot-and-structure","prompt":"Where is An Inspector Calls set?","explanation":"The whole play takes place in one room: the dining room of the Birlings' house in the industrial town of Brumley.","difficulty":1,"type":"mcq","options":["A police station in Brumley","The Birlings' dining room in Brumley","Gerald Croft's house in London","Milwards, a clothes shop"],"correctIndex":1},{"id":"aic-plot-and-structure-mcq-2","subTopicId":"aic-plot-and-structure","prompt":"In what year is the play set?","explanation":"It is set on one evening in spring 1912, though Priestley wrote it in 1945.","difficulty":1,"type":"mcq","options":["1945","1912","1939","1918"],"correctIndex":1},{"id":"aic-plot-and-structure-mcq-3","subTopicId":"aic-plot-and-structure","prompt":"Who does the Inspector question first?","explanation":"The Inspector starts with Mr Birling, who sacked Eva Smith from his factory in 1910.","difficulty":1,"type":"mcq","options":["Mr Birling","Mrs Birling","Sheila","Gerald"],"correctIndex":0},{"id":"aic-plot-and-structure-mcq-4","subTopicId":"aic-plot-and-structure","prompt":"Who is questioned straight after Sheila?","explanation":"When the Inspector says Eva changed her name to Daisy Renton, Gerald's shock gives him away. He is questioned next, at the start of Act 2.","difficulty":2,"type":"mcq","options":["Mrs Birling","Eric","Mr Birling","Gerald"],"correctIndex":3},{"id":"aic-plot-and-structure-mcq-5","subTopicId":"aic-plot-and-structure","prompt":"In which act does Eric confess?","explanation":"Eric walks back in at the end of Act 2, and confesses in Act 3.","difficulty":2,"type":"mcq","options":["Act 3","Act 1","Act 2","He never confesses"],"correctIndex":0},{"id":"aic-plot-and-structure-mcq-6","subTopicId":"aic-plot-and-structure","prompt":"What happens at the very end of the play?","explanation":"Mr Birling answers the phone and reports that ‘a police inspector is on his way here’ (Act 3). The evening is about to happen again.","difficulty":3,"type":"mcq","options":["The Inspector comes back to arrest Eric","The phone rings: a girl has died, and a police inspector is on his way","Mr Birling hears he will be knighted","Gerald and Sheila set a date for their wedding"],"correctIndex":1},{"id":"aic-plot-and-structure-multi-1","subTopicId":"aic-plot-and-structure","prompt":"Which of these happen in Act 2? Choose all that apply.","explanation":"Act 2 covers Gerald's confession, Sheila returning the ring and Mrs Birling's questioning. Mr Birling is questioned in Act 1, and Eric confesses in Act 3, just before the final phone call.","difficulty":3,"type":"multi","options":["Eric confesses","Mrs Birling is questioned","Mr Birling is questioned","Gerald admits his affair with Daisy Renton","Sheila gives Gerald back the engagement ring","The final phone call"],"correctIndices":[1,3,4]},{"id":"aic-plot-and-structure-multi-2","subTopicId":"aic-plot-and-structure","prompt":"Which of these make An Inspector Calls a well-made play? Choose all that apply.","explanation":"A well-made play has a tightly built plot, with secrets revealed one by one and tension building. This play happens in real time, in one room, and Eva never appears.","difficulty":2,"type":"multi","options":["Each act ends on a cliffhanger","The action jumps forward several years","Eva Smith appears on stage","It has many different settings","Tension builds to a climax","Secrets are revealed one at a time"],"correctIndices":[0,4,5]},{"id":"aic-arthur-and-sybil-birling-mcq-1","subTopicId":"aic-arthur-and-sybil-birling","prompt":"What is Mr Birling's job?","explanation":"Mr Birling is a factory owner, a former Lord Mayor and a magistrate.","difficulty":1,"type":"mcq","options":["He runs a clothes shop","He is a lawyer","He is a police inspector","He owns a factory"],"correctIndex":3},{"id":"aic-arthur-and-sybil-birling-mcq-2","subTopicId":"aic-arthur-and-sybil-birling","prompt":"Why did Mr Birling sack Eva Smith?","explanation":"In 1910 Eva helped to lead a strike for a small pay rise, and Mr Birling sacked her. It was Sheila who had her sacked from the shop.","difficulty":1,"type":"mcq","options":["She stole money from his office","She was often late for work","She was rude to his daughter in a shop","She helped to lead a strike for higher wages"],"correctIndex":3},{"id":"aic-arthur-and-sybil-birling-mcq-3","subTopicId":"aic-arthur-and-sybil-birling","prompt":"Mr Birling calls the Titanic ‘unsinkable, absolutely unsinkable’. Which technique does Priestley use here?","explanation":"The audience knows the Titanic sank in April 1912, but Mr Birling doesn't. When the audience knows more than a character, that is dramatic irony.","difficulty":2,"type":"mcq","options":["A rhetorical question","Pathetic fallacy","Dramatic irony","Personification"],"correctIndex":2},{"id":"aic-arthur-and-sybil-birling-mcq-4","subTopicId":"aic-arthur-and-sybil-birling","prompt":"Why would a 1945 audience find Mr Birling's claim that ‘The Germans don't want war’ foolish?","explanation":"The play is set in 1912 but was first performed in 1945. The audience knew that two world wars followed, so Mr Birling's confidence makes him look foolish.","difficulty":2,"type":"mcq","options":["Germany had never fought Britain","They had lived through two world wars since 1912","Mr Birling is clearly joking","The play is set after the war"],"correctIndex":1},{"id":"aic-arthur-and-sybil-birling-mcq-5","subTopicId":"aic-arthur-and-sybil-birling","prompt":"Which honour does Mr Birling hope to receive?","explanation":"He tells Gerald there is a chance of a knighthood, so long as the family avoids scandal. This is why he fears the Inspector's questions.","difficulty":1,"type":"mcq","options":["The freedom of the city","A place in the Cabinet","A medal for bravery","A knighthood"],"correctIndex":3},{"id":"aic-arthur-and-sybil-birling-mcq-6","subTopicId":"aic-arthur-and-sybil-birling","prompt":"Why was Mrs Birling offended when Eva came to her charity?","explanation":"Eva used the name Mrs Birling, which Mrs Birling took as an insult. She used her influence to have Eva refused.","difficulty":2,"type":"mcq","options":["Eva arrived late to the meeting","Eva had given her name as Mrs Birling","Eva insulted the other members","Eva asked for a job in her house"],"correctIndex":1},{"id":"aic-arthur-and-sybil-birling-multi-1","subTopicId":"aic-arthur-and-sybil-birling","prompt":"Which of these are true of Mrs Birling? Choose all that apply.","explanation":"Mrs Birling chairs the Brumley Women's Charity Organisation and comes from a higher class than her husband. She blames the father, not realising it is Eric. She never accepts responsibility, and hasn't noticed Eric's drinking.","difficulty":3,"type":"multi","options":["She blames the father of Eva's child","She knows that Eric drinks too much","She is her husband's social superior","She leads a women's charity","She accepts responsibility at the end","She is questioned first"],"correctIndices":[0,2,3]},{"id":"aic-arthur-and-sybil-birling-multi-2","subTopicId":"aic-arthur-and-sybil-birling","prompt":"Which of these does Mr Birling believe? Choose all that apply.","explanation":"Mr Birling believes in looking after yourself, and predicts there will be no war and that the Titanic is unsinkable. The other ideas are the Inspector's, or Eric's.","difficulty":1,"type":"multi","options":["The Inspector is right about the family","There will be no war with Germany","We are all responsible for each other","The Titanic cannot sink","Workers deserve higher wages","A man should look after himself and his own"],"correctIndices":[1,3,5]},{"id":"aic-arthur-and-sybil-birling-essay-1","subTopicId":"aic-arthur-and-sybil-birling","prompt":"How does Priestley present Mr Birling as a selfish character in An Inspector Calls?","explanation":"Strong answers track Mr Birling from Act 1 to Act 3 and explain what Priestley wanted the audience to think. The question is worth 30 marks, plus 4 for spelling, punctuation and grammar. There is no extract, so write about the whole play.","difficulty":3,"type":"essay","marks":34,"minutes":45,"aos":["AO1","AO2","AO3","AO4"],"plan":["Thesis: Priestley uses Mr Birling to stand for selfish capitalism, which he wants the audience to reject","Act 1: his speeches and the dramatic irony that makes him look foolish","His treatment of Eva: sacking her for asking for higher wages","Act 3: he hasn't changed, and mocks the younger generation","Conclusion: Priestley's message to a 1945 audience rebuilding Britain"],"modelParagraph":"From the start, Priestley presents Mr Birling as a man who cares only for himself. He calls himself ‘a hard-headed, practical man of business’, and the harsh adjective ‘hard-headed’ suggests he will not let feelings get in the way of profit. Priestley then undermines him with dramatic irony: Birling calls the Titanic ‘unsinkable, absolutely unsinkable’, which a 1945 audience knew was wrong. If he is so wrong about this, the audience is encouraged to doubt his belief that ‘a man has to mind his own business and look after himself and his own’. Priestley, a socialist, uses Birling to show that selfish capitalist thinking belongs in the past.","checklist":[{"ao":"AO1","text":"Did you give a clear argument that answers the question, from the start?"},{"ao":"AO2","text":"Did you analyse Priestley's words and dramatic methods, such as stage directions or dramatic irony?"},{"ao":"AO3","text":"Did you link your points to 1912, 1945 or Priestley's socialism?"},{"ao":"AO4","text":"Did you check your spelling, punctuation and vocabulary?"}]},{"id":"aic-arthur-and-sybil-birling-quotationDrill-1","subTopicId":"aic-arthur-and-sybil-birling","type":"quotationDrill","mode":"missingWord","difficulty":2,"quotations":[{"id":"aic-arthur-and-sybil-birling-q1","topicId":"lt1","subTopicId":"aic-arthur-and-sybil-birling","text":"a hard-headed, practical man of business","speaker":"Mr Birling","reference":"Act 1","themes":["class","responsibility"],"method":"compound adjective","meaning":"He is proud of caring only about profit.","publicDomain":false},{"id":"aic-arthur-and-sybil-birling-q2","topicId":"lt1","subTopicId":"aic-arthur-and-sybil-birling","text":"unsinkable, absolutely unsinkable","speaker":"Mr Birling","reference":"Act 1","themes":["class"],"method":"dramatic irony","meaning":"He is certain the Titanic can't sink, so the 1945 audience sees how foolish he is.","publicDomain":false},{"id":"aic-arthur-and-sybil-birling-q3","topicId":"lt1","subTopicId":"aic-arthur-and-sybil-birling","text":"a man has to mind his own business and look after himself and his own","speaker":"Mr Birling","reference":"Act 1","themes":["responsibility","class"],"method":"repetition","meaning":"The selfish, capitalist view that Priestley attacks.","publicDomain":false},{"id":"aic-arthur-and-sybil-birling-q4","topicId":"lt1","subTopicId":"aic-arthur-and-sybil-birling","text":"The famous younger generation who know it all","speaker":"Mr Birling","reference":"Act 3","themes":["generations"],"method":"sarcasm","meaning":"He mocks Sheila and Eric, showing he has learnt nothing.","publicDomain":false},{"id":"aic-arthur-and-sybil-birling-q5","topicId":"lt1","subTopicId":"aic-arthur-and-sybil-birling","text":"a rather cold woman and her husband's social superior","speaker":"Stage direction","reference":"Act 1","themes":["class"],"method":"stage direction","meaning":"Mrs Birling is unfeeling and proud of coming from a higher class.","publicDomain":false},{"id":"aic-arthur-and-sybil-birling-q6","topicId":"lt1","subTopicId":"aic-arthur-and-sybil-birling","text":"As if a girl of that sort would ever refuse money!","speaker":"Mrs Birling","reference":"Act 2","themes":["class","gender"],"method":"exclamation","meaning":"Her class prejudice: she assumes a poor girl has no morals.","publicDomain":false},{"id":"aic-arthur-and-sybil-birling-q7","topicId":"lt1","subTopicId":"aic-arthur-and-sybil-birling","text":"Go and look for the father of the child. 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did Sheila have Eva sacked from?","explanation":"Eva worked at Milwards after leaving the factory. Sheila complained about her and had her sacked.","difficulty":1,"type":"mcq","options":["Milwards, a clothes shop","The bar of the Palace Variety Theatre","The Brumley Women's Charity","Mr Birling's factory"],"correctIndex":0},{"id":"aic-sheila-and-eric-mcq-2","subTopicId":"aic-sheila-and-eric","prompt":"Why did Sheila have Eva sacked?","explanation":"Sheila was in a bad temper, saw Eva smile and was jealous because Eva was pretty. She threatened to close her account unless Eva was sacked.","difficulty":2,"type":"mcq","options":["Eva had stolen from her","She was jealous of her","Eva had taken part in a strike","Her father told her to"],"correctIndex":1},{"id":"aic-sheila-and-eric-mcq-3","subTopicId":"aic-sheila-and-eric","prompt":"Who says ‘these girls aren't cheap labour – they're people’?","explanation":"Sheila says this in Act 1, even before her own part is revealed. She sees workers as human beings, unlike her father.","difficulty":1,"type":"mcq","options":["Sheila","Eric","Gerald","The Inspector"],"correctIndex":0},{"id":"aic-sheila-and-eric-mcq-4","subTopicId":"aic-sheila-and-eric","prompt":"Where did Eric get the money he gave Eva?","explanation":"Eric took the money from his father's office. When Eva found out it was stolen, she refused to take any more.","difficulty":2,"type":"mcq","options":["He saved it from his wages","He stole it from his father's office","He borrowed it from Gerald","His mother gave it to him"],"correctIndex":1},{"id":"aic-sheila-and-eric-mcq-5","subTopicId":"aic-sheila-and-eric","prompt":"Who asks ‘Why shouldn't they try for higher wages?’","explanation":"Eric asks this in Act 1 when he hears about the strike. It shows a sense of fairness his father lacks.","difficulty":1,"type":"mcq","options":["Eric","Sheila","Gerald","The Inspector"],"correctIndex":0},{"id":"aic-sheila-and-eric-mcq-6","subTopicId":"aic-sheila-and-eric","prompt":"Why did Eva refuse more money from Eric?","explanation":"Eva refused stolen money, which shows she had stronger morals than the respectable family who judged her.","difficulty":3,"type":"mcq","options":["She had found a new job","Gerald was supporting her again","She found out it was stolen","Mrs Birling had already helped her"],"correctIndex":2},{"id":"aic-sheila-and-eric-multi-1","subTopicId":"aic-sheila-and-eric","prompt":"Which of these show that Sheila changes? Choose all that apply.","explanation":"Sheila feels guilty at once, breaks off her engagement and, at the end, won't go back to pretending: ‘It frightens me the way you talk’ (Act 3).","difficulty":2,"type":"multi","options":["She defends Gerald's affair","She mocks the Inspector","At the end she refuses to pretend nothing happened","She gives back the engagement ring","She agrees with her mother at the end","She accepts her part straight away"],"correctIndices":[2,3,5]},{"id":"aic-sheila-and-eric-multi-2","subTopicId":"aic-sheila-and-eric","prompt":"Which of these are true of Eric? Choose all that apply.","explanation":"Eric drinks heavily, stole from his father's office, and tells him ‘you're not the kind of father a chap could go to’ (Act 3). He met Eva in a bar, and at the end he sides with Sheila.","difficulty":2,"type":"multi","options":["He stole money from his father","He is the first to be questioned","He sides with his parents at the end","He drinks too much","He blames his father for not helping","He met Eva at Milwards"],"correctIndices":[0,3,4]},{"id":"aic-sheila-and-eric-essay-1","subTopicId":"aic-sheila-and-eric","prompt":"How does Priestley present Sheila as a character who changes?","explanation":"Strong answers trace Sheila from Act 1 to Act 3, and link her to Priestley's hope in the young. The question is worth 30 marks, plus 4 for spelling, punctuation and grammar. There is no extract, so write about the whole play.","difficulty":3,"type":"essay","marks":34,"minutes":45,"aos":["AO1","AO2","AO3","AO4"],"plan":["Thesis: Priestley uses Sheila to show that people, especially the young, can learn","Act 1: the excited, sheltered girl, but already noticing Gerald's absence","Her part in Eva's story, and her guilt: ‘I'll never, never do it again to anybody’","Act 3: she refuses to forget: ‘It frightens me the way you talk’","Conclusion: Sheila as a voice for Priestley's hope in the younger generation"],"modelParagraph":"Priestley presents Sheila's change through her response to her own guilt. When she learns her part in Eva's story, she says ‘I'll never, never do it again to anybody’, and the repeated ‘never’ shows a sincere promise to change. Unlike her father, who refuses any blame, she accepts hers at once. By Act 3, she has moved so far from her parents that she tells them ‘It frightens me the way you talk’. The verb ‘frightens’ suggests she now sees their selfishness as dangerous. Priestley uses Sheila to show his 1945 audience that the young can build a fairer society.","checklist":[{"ao":"AO1","text":"Did you give a clear argument that answers the question, from the start?"},{"ao":"AO2","text":"Did you analyse Priestley's words and dramatic methods, such as stage directions or dramatic irony?"},{"ao":"AO3","text":"Did you link your points to 1912, 1945 or Priestley's socialism?"},{"ao":"AO4","text":"Did you check your spelling, punctuation and vocabulary?"}]},{"id":"aic-sheila-and-eric-quotationDrill-1","subTopicId":"aic-sheila-and-eric","type":"quotationDrill","mode":"missingWord","difficulty":2,"quotations":[{"id":"aic-sheila-and-eric-q1","topicId":"lt1","subTopicId":"aic-sheila-and-eric","text":"these girls aren't cheap labour – they're people","speaker":"Sheila","reference":"Act 1","themes":["class","responsibility"],"method":"contrast","meaning":"She sees workers as human beings, unlike her father.","publicDomain":false},{"id":"aic-sheila-and-eric-q2","topicId":"lt1","subTopicId":"aic-sheila-and-eric","text":"I'll never, never do it again to anybody","speaker":"Sheila","reference":"Act 1","themes":["responsibility","guilt"],"method":"repetition","meaning":"She accepts her guilt at once.","publicDomain":false},{"id":"aic-sheila-and-eric-q3","topicId":"lt1","subTopicId":"aic-sheila-and-eric","text":"It frightens me the way you talk","speaker":"Sheila","reference":"Act 3","themes":["generations","responsibility"],"method":"direct address","meaning":"She has changed, but her parents haven't.","publicDomain":false},{"id":"aic-sheila-and-eric-q4","topicId":"lt1","subTopicId":"aic-sheila-and-eric","text":"Why shouldn't they try for higher wages?","speaker":"Eric","reference":"Act 1","themes":["class","generations"],"method":"rhetorical question","meaning":"Eric questions his father, showing a sense of fairness.","publicDomain":false},{"id":"aic-sheila-and-eric-q5","topicId":"lt1","subTopicId":"aic-sheila-and-eric","text":"you're not the kind of father a chap could go to","speaker":"Eric","reference":"Act 3","themes":["generations"],"method":"direct address","meaning":"The family's failure: Eric couldn't turn to his father for help.","publicDomain":false},{"id":"aic-sheila-and-eric-q6","topicId":"lt1","subTopicId":"aic-sheila-and-eric","text":"the fact remains that I did what I did","speaker":"Eric","reference":"Act 3","themes":["responsibility","guilt"],"method":"repetition","meaning":"He takes responsibility, whether or not the Inspector was real.","publicDomain":false}],"others":[{"id":"aic-arthur-and-sybil-birling-q1","topicId":"lt1","subTopicId":"aic-arthur-and-sybil-birling","text":"a hard-headed, practical man of business","speaker":"Mr Birling","reference":"Act 1","themes":["class","responsibility"],"method":"compound adjective","meaning":"He is proud of caring only about profit.","publicDomain":false},{"id":"aic-arthur-and-sybil-birling-q2","topicId":"lt1","subTopicId":"aic-arthur-and-sybil-birling","text":"unsinkable, absolutely unsinkable","speaker":"Mr Birling","reference":"Act 1","themes":["class"],"method":"dramatic irony","meaning":"He is certain the Titanic can't sink, so the 1945 audience sees how foolish he is.","publicDomain":false},{"id":"aic-arthur-and-sybil-birling-q3","topicId":"lt1","subTopicId":"aic-arthur-and-sybil-birling","text":"a man has to mind his own business and look after himself and his own","speaker":"Mr Birling","reference":"Act 1","themes":["responsibility","class"],"method":"repetition","meaning":"The selfish, capitalist view that Priestley attacks.","publicDomain":false},{"id":"aic-arthur-and-sybil-birling-q4","topicId":"lt1","subTopicId":"aic-arthur-and-sybil-birling","text":"The famous younger generation who know it all","speaker":"Mr Birling","reference":"Act 3","themes":["generations"],"method":"sarcasm","meaning":"He mocks Sheila and Eric, showing he has learnt nothing.","publicDomain":false},{"id":"aic-arthur-and-sybil-birling-q5","topicId":"lt1","subTopicId":"aic-arthur-and-sybil-birling","text":"a rather cold woman and her husband's social superior","speaker":"Stage direction","reference":"Act 1","themes":["class"],"method":"stage direction","meaning":"Mrs Birling is unfeeling and proud of coming from a higher class.","publicDomain":false},{"id":"aic-arthur-and-sybil-birling-q6","topicId":"lt1","subTopicId":"aic-arthur-and-sybil-birling","text":"As if a girl of that sort would ever refuse money!","speaker":"Mrs Birling","reference":"Act 2","themes":["class","gender"],"method":"exclamation","meaning":"Her class prejudice: she assumes a poor girl has no morals.","publicDomain":false},{"id":"aic-arthur-and-sybil-birling-q7","topicId":"lt1","subTopicId":"aic-arthur-and-sybil-birling","text":"Go and look for the father of the child. It's his responsibility","speaker":"Mrs Birling","reference":"Act 2","themes":["responsibility","generations"],"method":"dramatic irony","meaning":"She unknowingly condemns her own son, Eric.","publicDomain":false},"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:35:questions:29:quotations:0","$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:35:questions:29:quotations:1","$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:35:questions:29:quotations:2","$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:35:questions:29:quotations:3","$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:35:questions:29:quotations:4","$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:35:questions:29:quotations:5",{"id":"aic-gerald-and-eva-smith-q1","topicId":"lt1","subTopicId":"aic-gerald-and-eva-smith","text":"I didn't feel about her as she felt about me","speaker":"Gerald","reference":"Act 2","themes":["gender","class"],"method":"repetition","meaning":"He admits he used Daisy Renton and didn't love her.","publicDomain":false},{"id":"aic-gerald-and-eva-smith-q2","topicId":"lt1","subTopicId":"aic-gerald-and-eva-smith","text":"Everything's all right now, Sheila","speaker":"Gerald","reference":"Act 3","themes":["responsibility","generations"],"method":"dramatic irony","meaning":"He thinks the danger is over, showing he hasn't changed.","publicDomain":false},{"id":"aic-the-inspector-q1","topicId":"lt1","subTopicId":"aic-the-inspector","text":"It's better to ask for the earth than to take it","speaker":"The Inspector","reference":"Act 1","themes":["class","responsibility"],"method":"contrast","meaning":"He turns Mr Birling's words against him: the rich take far more than workers ask for.","publicDomain":false},{"id":"aic-the-inspector-q2","topicId":"lt1","subTopicId":"aic-the-inspector","text":"Public men, Mr Birling, have responsibilities as well as privileges","speaker":"The Inspector","reference":"Act 2","themes":["responsibility","class"],"method":"direct address","meaning":"Power brings duties as well as benefits.","publicDomain":false},{"id":"aic-the-inspector-q3","topicId":"lt1","subTopicId":"aic-the-inspector","text":"We are members of one body","speaker":"The Inspector","reference":"Act 3","themes":["responsibility"],"method":"metaphor","meaning":"Society is like one living body, so everyone is connected.","publicDomain":false},{"id":"aic-the-inspector-q4","topicId":"lt1","subTopicId":"aic-the-inspector","text":"We are responsible for each other","speaker":"The Inspector","reference":"Act 3","themes":["responsibility"],"method":"inclusive pronoun","meaning":"The play's central message of social responsibility.","publicDomain":false},{"id":"aic-the-inspector-q5","topicId":"lt1","subTopicId":"aic-the-inspector","text":"in fire and blood and anguish","speaker":"The Inspector","reference":"Act 3","themes":["responsibility"],"method":"polysyndeton","meaning":"A warning of the world wars to come, which the 1945 audience had lived through.","publicDomain":false},{"id":"aic-arthur-and-sybil-birling-q8","topicId":"lt1","subTopicId":"aic-arthur-and-sybil-birling","text":"The Germans don't want war","speaker":"Mr Birling","reference":"Act 1","themes":["class"],"method":"dramatic irony","meaning":"Another confident prediction that the 1945 audience knew was wrong.","publicDomain":false},{"id":"aic-arthur-and-sybil-birling-q9","topicId":"lt1","subTopicId":"aic-arthur-and-sybil-birling","text":"a police inspector is on his way here","speaker":"Mr Birling","reference":"Act 3","themes":["responsibility"],"method":"cyclical structure","meaning":"The final phone call: the evening is about to happen again.","publicDomain":false},{"id":"aic-the-inspector-q6","topicId":"lt1","subTopicId":"aic-the-inspector","text":"pink and intimate","speaker":"Stage direction","reference":"Act 1","themes":["class"],"method":"lighting","meaning":"The cosy, rose-tinted glow of the family's comfortable life before the Inspector arrives.","publicDomain":false},{"id":"aic-the-inspector-q7","topicId":"lt1","subTopicId":"aic-the-inspector","text":"brighter and harder","speaker":"Stage direction","reference":"Act 1","themes":["responsibility"],"method":"lighting","meaning":"A harsh light, like an interrogation: nothing can stay hidden.","publicDomain":false},{"id":"aic-the-inspector-q8","topicId":"lt1","subTopicId":"aic-the-inspector","text":"A chain of events","speaker":"The Inspector","reference":"Act 1","themes":["responsibility"],"method":"metaphor","meaning":"Each character's action linked to the next, and together they led to Eva's death.","publicDomain":false},{"id":"aic-gerald-and-eva-smith-q3","topicId":"lt1","subTopicId":"aic-gerald-and-eva-smith","text":"millions and millions and millions of Eva Smiths and John Smiths","speaker":"The Inspector","reference":"Act 3","themes":["class","responsibility"],"method":"repetition","meaning":"Eva stands for every powerless working person.","publicDomain":false}]},{"id":"aic-sheila-and-eric-quotationDrill-2","subTopicId":"aic-sheila-and-eric","type":"quotationDrill","mode":"whoSaid","difficulty":1,"quotations":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:35:questions:29:quotations","others":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:35:questions:29:others"},{"id":"aic-sheila-and-eric-quotationDrill-3","subTopicId":"aic-sheila-and-eric","type":"quotationDrill","mode":"theme","difficulty":2,"quotations":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:35:questions:29:quotations","others":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:35:questions:29:others"},{"id":"aic-gerald-and-eva-smith-mcq-1","subTopicId":"aic-gerald-and-eva-smith","prompt":"What name was Eva using when Gerald met her?","explanation":"Eva changed her name to Daisy Renton after she lost her job at Milwards.","difficulty":1,"type":"mcq","options":["Mrs Croft","Daisy Renton","Eva Birling","Edna Smith"],"correctIndex":1},{"id":"aic-gerald-and-eva-smith-mcq-2","subTopicId":"aic-gerald-and-eva-smith","prompt":"Where did Gerald meet Daisy Renton?","explanation":"Gerald met her in the bar at the Palace, where he rescued her from the attentions of Alderman Meggarty.","difficulty":2,"type":"mcq","options":["At the Brumley Women's Charity","At Mr Birling's factory","At Milwards","In the bar of the Palace Variety Theatre"],"correctIndex":3},{"id":"aic-gerald-and-eva-smith-mcq-3","subTopicId":"aic-gerald-and-eva-smith","prompt":"What does Gerald find out when he goes out for a walk?","explanation":"Gerald meets a police sergeant who has never heard of an Inspector Goole.","difficulty":2,"type":"mcq","options":["Eric has left Brumley","The Inspector is Eva's father","No Inspector Goole works for the police","Eva Smith is still alive"],"correctIndex":2},{"id":"aic-gerald-and-eva-smith-mcq-4","subTopicId":"aic-gerald-and-eva-smith","prompt":"Which of these is true of Eva Smith?","explanation":"We only learn about Eva through the other characters. Because she never appears, she can stand for many people.","difficulty":1,"type":"mcq","options":["She never appears on stage","She appears in Act 3","She speaks to Sheila in Act 1","She is played by the maid"],"correctIndex":0},{"id":"aic-gerald-and-eva-smith-mcq-5","subTopicId":"aic-gerald-and-eva-smith","prompt":"Who does Eva go to for help last?","explanation":"In order: Mr Birling sacks her, Sheila has her sacked, Gerald leaves her, Eric gives her stolen money, and finally Mrs Birling's charity refuses her.","difficulty":3,"type":"mcq","options":["Gerald","Mrs Birling's charity","Sheila","Eric"],"correctIndex":1},{"id":"aic-gerald-and-eva-smith-mcq-6","subTopicId":"aic-gerald-and-eva-smith","prompt":"What does Gerald try to do near the end of the play?","explanation":"Relieved that the Inspector seems to be a fake, Gerald says ‘Everything's all right now, Sheila’ (Act 3) and offers her the ring. She refuses it.","difficulty":2,"type":"mcq","options":["Leave Brumley for good","Confess to the police","Give Sheila back the engagement ring","Apologise to Eva's family"],"correctIndex":2},{"id":"aic-gerald-and-eva-smith-multi-1","subTopicId":"aic-gerald-and-eva-smith","prompt":"Which characters had a part in Eva's story? Choose all that apply.","explanation":"Every member of the Birling family, and Gerald, played a part. Edna the maid and Gerald's father did not.","difficulty":1,"type":"multi","options":["Eric","Sir George Croft","Mrs Birling","Mr Birling","Sheila","Gerald","Edna"],"correctIndices":[0,2,3,4,5]},{"id":"aic-gerald-and-eva-smith-multi-2","subTopicId":"aic-gerald-and-eva-smith","prompt":"Which groups does Eva Smith represent? Choose all that apply.","explanation":"Eva is poor and a woman, so she represents the people with least power in 1912.","difficulty":2,"type":"multi","options":["The upper class","The working class","The police","The older generation","Women with little power in 1912"],"correctIndices":[1,4]},{"id":"aic-gerald-and-eva-smith-essay-1","subTopicId":"aic-gerald-and-eva-smith","prompt":"How does Priestley use Eva Smith to present ideas about class and gender?","explanation":"Strong answers explain that Eva is a dramatic device, and link her to 1912 and 1945. The question is worth 30 marks, plus 4 for spelling, punctuation and grammar. There is no extract, so write about the whole play.","difficulty":3,"type":"essay","marks":34,"minutes":45,"aos":["AO1","AO2","AO3","AO4"],"plan":["Thesis: Priestley uses Eva, who never appears, to stand for every powerless working woman","Class: Mr Birling and Mrs Birling use their power over her","Gender: Gerald and Eric use her and then leave her","Her name: ‘millions and millions and millions of Eva Smiths and John Smiths’","Conclusion: Priestley's call for a fairer society in 1945"],"modelParagraph":"Priestley presents Eva as a victim of both class and gender. As a working-class woman in 1912, she has no protection: Mr Birling sacks her for asking for fair pay, and Mrs Birling judges her by her class, sneering ‘As if a girl of that sort would ever refuse money!’. The phrase ‘that sort’ shows that Mrs Birling sees Eva as a type, not a person. Yet Eva refuses stolen money, so she has stronger morals than the people who judge her. Because she never appears on stage, she can stand for ‘millions and millions and millions of Eva Smiths and John Smiths’, and Priestley makes the audience responsible for them all.","checklist":[{"ao":"AO1","text":"Did you give a clear argument that answers the question, from the start?"},{"ao":"AO2","text":"Did you analyse Priestley's words and dramatic methods, such as stage directions or dramatic irony?"},{"ao":"AO3","text":"Did you link your points to 1912, 1945 or Priestley's socialism?"},{"ao":"AO4","text":"Did you check your spelling, punctuation and vocabulary?"}]},{"id":"aic-gerald-and-eva-smith-quotationDrill-1","subTopicId":"aic-gerald-and-eva-smith","type":"quotationDrill","mode":"missingWord","difficulty":2,"quotations":[{"id":"aic-gerald-and-eva-smith-q1","topicId":"lt1","subTopicId":"aic-gerald-and-eva-smith","text":"I didn't feel about her as she felt about me","speaker":"Gerald","reference":"Act 2","themes":["gender","class"],"method":"repetition","meaning":"He admits he used Daisy Renton and didn't love her.","publicDomain":false},{"id":"aic-gerald-and-eva-smith-q2","topicId":"lt1","subTopicId":"aic-gerald-and-eva-smith","text":"Everything's all right now, Sheila","speaker":"Gerald","reference":"Act 3","themes":["responsibility","generations"],"method":"dramatic irony","meaning":"He thinks the danger is over, showing he hasn't changed.","publicDomain":false},{"id":"aic-gerald-and-eva-smith-q3","topicId":"lt1","subTopicId":"aic-gerald-and-eva-smith","text":"millions and millions and millions of Eva Smiths and John Smiths","speaker":"The Inspector","reference":"Act 3","themes":["class","responsibility"],"method":"repetition","meaning":"Eva stands for every powerless working person.","publicDomain":false}],"others":[{"id":"aic-arthur-and-sybil-birling-q1","topicId":"lt1","subTopicId":"aic-arthur-and-sybil-birling","text":"a hard-headed, practical man of business","speaker":"Mr Birling","reference":"Act 1","themes":["class","responsibility"],"method":"compound adjective","meaning":"He is proud of caring only about profit.","publicDomain":false},{"id":"aic-arthur-and-sybil-birling-q2","topicId":"lt1","subTopicId":"aic-arthur-and-sybil-birling","text":"unsinkable, absolutely unsinkable","speaker":"Mr Birling","reference":"Act 1","themes":["class"],"method":"dramatic irony","meaning":"He is certain the Titanic can't sink, so the 1945 audience sees how foolish he is.","publicDomain":false},{"id":"aic-arthur-and-sybil-birling-q3","topicId":"lt1","subTopicId":"aic-arthur-and-sybil-birling","text":"a man has to mind his own business and look after himself and his own","speaker":"Mr Birling","reference":"Act 1","themes":["responsibility","class"],"method":"repetition","meaning":"The selfish, capitalist view that Priestley attacks.","publicDomain":false},{"id":"aic-arthur-and-sybil-birling-q4","topicId":"lt1","subTopicId":"aic-arthur-and-sybil-birling","text":"The famous younger generation who know it all","speaker":"Mr Birling","reference":"Act 3","themes":["generations"],"method":"sarcasm","meaning":"He mocks Sheila and Eric, showing he has learnt nothing.","publicDomain":false},{"id":"aic-arthur-and-sybil-birling-q5","topicId":"lt1","subTopicId":"aic-arthur-and-sybil-birling","text":"a rather cold woman and her husband's social superior","speaker":"Stage direction","reference":"Act 1","themes":["class"],"method":"stage direction","meaning":"Mrs Birling is unfeeling and proud of coming from a higher class.","publicDomain":false},{"id":"aic-arthur-and-sybil-birling-q6","topicId":"lt1","subTopicId":"aic-arthur-and-sybil-birling","text":"As if a girl of that sort would ever refuse money!","speaker":"Mrs Birling","reference":"Act 2","themes":["class","gender"],"method":"exclamation","meaning":"Her class prejudice: she assumes a poor girl has no morals.","publicDomain":false},{"id":"aic-arthur-and-sybil-birling-q7","topicId":"lt1","subTopicId":"aic-arthur-and-sybil-birling","text":"Go and look for the father of the child. It's his responsibility","speaker":"Mrs Birling","reference":"Act 2","themes":["responsibility","generations"],"method":"dramatic irony","meaning":"She unknowingly condemns her own son, Eric.","publicDomain":false},{"id":"aic-sheila-and-eric-q1","topicId":"lt1","subTopicId":"aic-sheila-and-eric","text":"these girls aren't cheap labour – they're people","speaker":"Sheila","reference":"Act 1","themes":["class","responsibility"],"method":"contrast","meaning":"She sees workers as human beings, unlike her father.","publicDomain":false},{"id":"aic-sheila-and-eric-q2","topicId":"lt1","subTopicId":"aic-sheila-and-eric","text":"I'll never, never do it again to anybody","speaker":"Sheila","reference":"Act 1","themes":["responsibility","guilt"],"method":"repetition","meaning":"She accepts her guilt at once.","publicDomain":false},{"id":"aic-sheila-and-eric-q3","topicId":"lt1","subTopicId":"aic-sheila-and-eric","text":"It frightens me the way you talk","speaker":"Sheila","reference":"Act 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3","themes":["responsibility","guilt"],"method":"repetition","meaning":"He takes responsibility, whether or not the Inspector was real.","publicDomain":false},"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:35:questions:41:quotations:0","$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:35:questions:41:quotations:1",{"id":"aic-the-inspector-q1","topicId":"lt1","subTopicId":"aic-the-inspector","text":"It's better to ask for the earth than to take it","speaker":"The Inspector","reference":"Act 1","themes":["class","responsibility"],"method":"contrast","meaning":"He turns Mr Birling's words against him: the rich take far more than workers ask for.","publicDomain":false},{"id":"aic-the-inspector-q2","topicId":"lt1","subTopicId":"aic-the-inspector","text":"Public men, Mr Birling, have responsibilities as well as privileges","speaker":"The Inspector","reference":"Act 2","themes":["responsibility","class"],"method":"direct address","meaning":"Power brings duties as well as benefits.","publicDomain":false},{"id":"aic-the-inspector-q3","topicId":"lt1","subTopicId":"aic-the-inspector","text":"We are members of one body","speaker":"The Inspector","reference":"Act 3","themes":["responsibility"],"method":"metaphor","meaning":"Society is like one living body, so everyone is connected.","publicDomain":false},{"id":"aic-the-inspector-q4","topicId":"lt1","subTopicId":"aic-the-inspector","text":"We are responsible for each other","speaker":"The Inspector","reference":"Act 3","themes":["responsibility"],"method":"inclusive pronoun","meaning":"The play's central message of social responsibility.","publicDomain":false},{"id":"aic-the-inspector-q5","topicId":"lt1","subTopicId":"aic-the-inspector","text":"in fire and blood and anguish","speaker":"The Inspector","reference":"Act 3","themes":["responsibility"],"method":"polysyndeton","meaning":"A warning of the world wars to come, which the 1945 audience had lived through.","publicDomain":false},{"id":"aic-arthur-and-sybil-birling-q8","topicId":"lt1","subTopicId":"aic-arthur-and-sybil-birling","text":"The Germans don't want war","speaker":"Mr Birling","reference":"Act 1","themes":["class"],"method":"dramatic irony","meaning":"Another confident prediction that the 1945 audience knew was wrong.","publicDomain":false},{"id":"aic-arthur-and-sybil-birling-q9","topicId":"lt1","subTopicId":"aic-arthur-and-sybil-birling","text":"a police inspector is on his way here","speaker":"Mr Birling","reference":"Act 3","themes":["responsibility"],"method":"cyclical structure","meaning":"The final phone call: the evening is about to happen again.","publicDomain":false},{"id":"aic-the-inspector-q6","topicId":"lt1","subTopicId":"aic-the-inspector","text":"pink and intimate","speaker":"Stage direction","reference":"Act 1","themes":["class"],"method":"lighting","meaning":"The cosy, rose-tinted glow of the family's comfortable life before the Inspector arrives.","publicDomain":false},{"id":"aic-the-inspector-q7","topicId":"lt1","subTopicId":"aic-the-inspector","text":"brighter and harder","speaker":"Stage direction","reference":"Act 1","themes":["responsibility"],"method":"lighting","meaning":"A harsh light, like an interrogation: nothing can stay hidden.","publicDomain":false},{"id":"aic-the-inspector-q8","topicId":"lt1","subTopicId":"aic-the-inspector","text":"A chain of events","speaker":"The Inspector","reference":"Act 1","themes":["responsibility"],"method":"metaphor","meaning":"Each character's action linked to the next, and together they led to Eva's death.","publicDomain":false},"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:35:questions:41:quotations:2"]},{"id":"aic-gerald-and-eva-smith-quotationDrill-2","subTopicId":"aic-gerald-and-eva-smith","type":"quotationDrill","mode":"whoSaid","difficulty":1,"quotations":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:35:questions:41:quotations","others":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:35:questions:41:others"},{"id":"aic-gerald-and-eva-smith-quotationDrill-3","subTopicId":"aic-gerald-and-eva-smith","type":"quotationDrill","mode":"theme","difficulty":2,"quotations":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:35:questions:41:quotations","others":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:35:questions:41:others"},{"id":"aic-the-inspector-mcq-1","subTopicId":"aic-the-inspector","prompt":"What is the Inspector's name?","explanation":"Inspector Goole. Croft is Gerald's surname, Renton is the name Eva used, and Milwards is the shop.","difficulty":1,"type":"mcq","options":["Goole","Croft","Milward","Renton"],"correctIndex":0},{"id":"aic-the-inspector-mcq-2","subTopicId":"aic-the-inspector","prompt":"Which word does the name Goole sound like?","explanation":"Goole sounds like ghoul, which hints that the Inspector may not be an ordinary policeman.","difficulty":2,"type":"mcq","options":["Gold","Goal","Gull","Ghoul, an evil spirit"],"correctIndex":3},{"id":"aic-the-inspector-mcq-3","subTopicId":"aic-the-inspector","prompt":"How does the lighting change when the Inspector arrives?","explanation":"The stage directions say the lighting is ‘pink and intimate’ until the Inspector arrives, and then ‘brighter and harder’ (Act 1).","difficulty":2,"type":"mcq","options":["From brighter and harder to pink and intimate","From bright to completely dark","From pink and intimate to brighter and harder","It doesn't change"],"correctIndex":2},{"id":"aic-the-inspector-mcq-4","subTopicId":"aic-the-inspector","prompt":"Who says ‘Public men, Mr Birling, have responsibilities as well as privileges’?","explanation":"The Inspector says this in Act 2, refusing to be impressed by Mr Birling's status.","difficulty":1,"type":"mcq","options":["Gerald","Eric","The Inspector","Sheila"],"correctIndex":2},{"id":"aic-the-inspector-mcq-5","subTopicId":"aic-the-inspector","prompt":"In his final speech, what does the Inspector warn will happen if people don't learn to care for each other?","explanation":"He warns they will be taught ‘in fire and blood and anguish’ (Act 3). For a 1945 audience, this suggested the world wars.","difficulty":3,"type":"mcq","options":["Eric will be sent to prison","Sheila will never marry","Mr Birling's factory will close","They will be taught the lesson through suffering"],"correctIndex":3},{"id":"aic-the-inspector-mcq-6","subTopicId":"aic-the-inspector","prompt":"How does the Inspector show Eva's photograph?","explanation":"He shows it to one person at a time, so nobody can compare what they saw. Gerald later suggests they may have seen different photographs.","difficulty":2,"type":"mcq","options":["To one person at a time","He never shows it","To the whole family at once","Only to Mr Birling"],"correctIndex":0},{"id":"aic-the-inspector-multi-1","subTopicId":"aic-the-inspector","prompt":"Which of these are the Inspector's methods? Choose all that apply.","explanation":"The Inspector controls the questioning, refuses to be bullied by Mr Birling, and uses details of Eva's death to make the family face what they did. He doesn't arrest anyone.","difficulty":1,"type":"multi","options":["He uses shocking details of Eva's suffering","He questions one person at a time","He isn't impressed by status","He offers the family a deal","He arrests Eric","He lets the family talk it over first"],"correctIndices":[0,1,2]},{"id":"aic-the-inspector-multi-2","subTopicId":"aic-the-inspector","prompt":"Which of these are possible readings of who the Inspector is? Choose all that apply.","explanation":"Priestley never explains him, so readers see him in different ways. We know he isn't a real Inspector Goole, because no such inspector exists.","difficulty":2,"type":"multi","options":["A ghost or supernatural visitor","A mouthpiece for Priestley's views","Eva Smith's brother","A real police inspector named Goole","The family's conscience","Gerald's father in disguise"],"correctIndices":[0,1,4]},{"id":"aic-the-inspector-essay-1","subTopicId":"aic-the-inspector","prompt":"How does Priestley present the Inspector as a powerful figure in An Inspector Calls?","explanation":"Strong answers explain how Priestley creates the Inspector's power, and what he uses that power to say. The question is worth 30 marks, plus 4 for spelling, punctuation and grammar. There is no extract, so write about the whole play.","difficulty":3,"type":"essay","marks":34,"minutes":45,"aos":["AO1","AO2","AO3","AO4"],"plan":["Thesis: Priestley makes the Inspector powerful in order to carry his message","His arrival: timing, and the stage directions about how he looks and speaks","His methods: one person at a time; ‘Public men, Mr Birling, have responsibilities as well as privileges’","The final speech: ‘We are members of one body’ and ‘in fire and blood and anguish’","Conclusion: who or what he is, and why it matters to a 1945 audience"],"modelParagraph":"Priestley gives the Inspector power through language. He refuses to be impressed by Mr Birling's status, insisting that ‘Public men, Mr Birling, have responsibilities as well as privileges’. The balanced structure of ‘responsibilities’ and ‘privileges’ makes the point sound like a law. In his final speech, the short declarative sentence ‘We are members of one body’ uses the inclusive pronoun ‘we’, so the audience is included in his message. His warning that they will learn ‘in fire and blood and anguish’ would remind a 1945 audience of two world wars. Priestley makes him powerful so that his socialist message cannot be ignored.","checklist":[{"ao":"AO1","text":"Did you give a clear argument that answers the question, from the start?"},{"ao":"AO2","text":"Did you analyse Priestley's words and dramatic methods, such as stage directions or dramatic irony?"},{"ao":"AO3","text":"Did you link your points to 1912, 1945 or Priestley's socialism?"},{"ao":"AO4","text":"Did you check your spelling, punctuation and vocabulary?"}]},{"id":"aic-the-inspector-quotationDrill-1","subTopicId":"aic-the-inspector","type":"quotationDrill","mode":"missingWord","difficulty":2,"quotations":[{"id":"aic-the-inspector-q1","topicId":"lt1","subTopicId":"aic-the-inspector","text":"It's better to ask for the earth than to take it","speaker":"The Inspector","reference":"Act 1","themes":["class","responsibility"],"method":"contrast","meaning":"He turns Mr Birling's words against him: the rich take far more than workers ask for.","publicDomain":false},{"id":"aic-the-inspector-q2","topicId":"lt1","subTopicId":"aic-the-inspector","text":"Public men, Mr Birling, have responsibilities as well as privileges","speaker":"The Inspector","reference":"Act 2","themes":["responsibility","class"],"method":"direct address","meaning":"Power brings duties as well as benefits.","publicDomain":false},{"id":"aic-the-inspector-q3","topicId":"lt1","subTopicId":"aic-the-inspector","text":"We are members of one body","speaker":"The Inspector","reference":"Act 3","themes":["responsibility"],"method":"metaphor","meaning":"Society is like one living body, so everyone is connected.","publicDomain":false},{"id":"aic-the-inspector-q4","topicId":"lt1","subTopicId":"aic-the-inspector","text":"We are responsible for each other","speaker":"The Inspector","reference":"Act 3","themes":["responsibility"],"method":"inclusive pronoun","meaning":"The play's central message of social 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hidden.","publicDomain":false},{"id":"aic-the-inspector-q8","topicId":"lt1","subTopicId":"aic-the-inspector","text":"A chain of events","speaker":"The Inspector","reference":"Act 1","themes":["responsibility"],"method":"metaphor","meaning":"Each character's action linked to the next, and together they led to Eva's death.","publicDomain":false}],"others":[{"id":"aic-arthur-and-sybil-birling-q1","topicId":"lt1","subTopicId":"aic-arthur-and-sybil-birling","text":"a hard-headed, practical man of business","speaker":"Mr Birling","reference":"Act 1","themes":["class","responsibility"],"method":"compound adjective","meaning":"He is proud of caring only about profit.","publicDomain":false},{"id":"aic-arthur-and-sybil-birling-q2","topicId":"lt1","subTopicId":"aic-arthur-and-sybil-birling","text":"unsinkable, absolutely unsinkable","speaker":"Mr Birling","reference":"Act 1","themes":["class"],"method":"dramatic irony","meaning":"He is certain the Titanic can't sink, so the 1945 audience sees how foolish he is.","publicDomain":false},{"id":"aic-arthur-and-sybil-birling-q3","topicId":"lt1","subTopicId":"aic-arthur-and-sybil-birling","text":"a man has to mind his own business and look after himself and his own","speaker":"Mr Birling","reference":"Act 1","themes":["responsibility","class"],"method":"repetition","meaning":"The selfish, capitalist view that Priestley attacks.","publicDomain":false},{"id":"aic-arthur-and-sybil-birling-q4","topicId":"lt1","subTopicId":"aic-arthur-and-sybil-birling","text":"The famous younger generation who know it all","speaker":"Mr Birling","reference":"Act 3","themes":["generations"],"method":"sarcasm","meaning":"He mocks Sheila and Eric, showing he has learnt nothing.","publicDomain":false},{"id":"aic-arthur-and-sybil-birling-q5","topicId":"lt1","subTopicId":"aic-arthur-and-sybil-birling","text":"a rather cold woman and her husband's social superior","speaker":"Stage direction","reference":"Act 1","themes":["class"],"method":"stage 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It's his responsibility","speaker":"Mrs Birling","reference":"Act 2","themes":["responsibility","generations"],"method":"dramatic irony","meaning":"She unknowingly condemns her own son, Eric.","publicDomain":false},{"id":"aic-sheila-and-eric-q1","topicId":"lt1","subTopicId":"aic-sheila-and-eric","text":"these girls aren't cheap labour – they're people","speaker":"Sheila","reference":"Act 1","themes":["class","responsibility"],"method":"contrast","meaning":"She sees workers as human beings, unlike her father.","publicDomain":false},{"id":"aic-sheila-and-eric-q2","topicId":"lt1","subTopicId":"aic-sheila-and-eric","text":"I'll never, never do it again to anybody","speaker":"Sheila","reference":"Act 1","themes":["responsibility","guilt"],"method":"repetition","meaning":"She accepts her guilt at once.","publicDomain":false},{"id":"aic-sheila-and-eric-q3","topicId":"lt1","subTopicId":"aic-sheila-and-eric","text":"It frightens me the way you talk","speaker":"Sheila","reference":"Act 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changed.","publicDomain":false},"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:35:questions:53:quotations:0","$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:35:questions:53:quotations:1","$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:35:questions:53:quotations:2","$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:35:questions:53:quotations:3","$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:35:questions:53:quotations:4",{"id":"aic-arthur-and-sybil-birling-q8","topicId":"lt1","subTopicId":"aic-arthur-and-sybil-birling","text":"The Germans don't want war","speaker":"Mr Birling","reference":"Act 1","themes":["class"],"method":"dramatic irony","meaning":"Another confident prediction that the 1945 audience knew was wrong.","publicDomain":false},{"id":"aic-arthur-and-sybil-birling-q9","topicId":"lt1","subTopicId":"aic-arthur-and-sybil-birling","text":"a police inspector is on his way here","speaker":"Mr Birling","reference":"Act 3","themes":["responsibility"],"method":"cyclical structure","meaning":"The final phone call: the evening is about to happen again.","publicDomain":false},"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:35:questions:53:quotations:5","$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:35:questions:53:quotations:6","$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:35:questions:53:quotations:7",{"id":"aic-gerald-and-eva-smith-q3","topicId":"lt1","subTopicId":"aic-gerald-and-eva-smith","text":"millions and millions and millions of Eva Smiths and John Smiths","speaker":"The Inspector","reference":"Act 3","themes":["class","responsibility"],"method":"repetition","meaning":"Eva stands for every powerless working person.","publicDomain":false}]},{"id":"aic-the-inspector-quotationDrill-2","subTopicId":"aic-the-inspector","type":"quotationDrill","mode":"whoSaid","difficulty":1,"quotations":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:35:questions:53:quotations","others":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:35:questions:53:others"},{"id":"aic-the-inspector-quotationDrill-3","subTopicId":"aic-the-inspector","type":"quotationDrill","mode":"theme","difficulty":2,"quotations":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:35:questions:53:quotations","others":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:35:questions:53:others"},{"id":"aic-themes-mcq-1","subTopicId":"aic-themes","prompt":"Which theme does ‘We are responsible for each other’ express most directly?","explanation":"The Inspector's line sums up the play's central message: we all have a duty to care for each other.","difficulty":1,"type":"mcq","options":["Age","Love","Social responsibility","Gender"],"correctIndex":2},{"id":"aic-themes-mcq-2","subTopicId":"aic-themes","prompt":"Which pair of characters are changed by the Inspector?","explanation":"Sheila and Eric accept their guilt and refuse to forget it. Their parents and Gerald relax as soon as they think the Inspector was a fake.","difficulty":1,"type":"mcq","options":["Gerald and Mr Birling","Gerald and Mrs Birling","Mr and Mrs Birling","Sheila and Eric"],"correctIndex":3},{"id":"aic-themes-mcq-3","subTopicId":"aic-themes","prompt":"Mrs Birling's line ‘As if a girl of that sort would ever refuse money!’ shows which theme most clearly?","explanation":"The words ‘that sort’ show that Mrs Birling judges Eva by her class.","difficulty":1,"type":"mcq","options":["Love","The supernatural","Class","Age"],"correctIndex":2},{"id":"aic-themes-mcq-4","subTopicId":"aic-themes","prompt":"In 1912, which right did women not have?","explanation":"Women in Britain first won the vote in 1918. This helps explain how little power Eva had.","difficulty":2,"type":"mcq","options":["The right to vote in general elections","The right to work in shops","The right to give to charity","The right to marry"],"correctIndex":0},{"id":"aic-themes-mcq-5","subTopicId":"aic-themes","prompt":"Which theme does the contrast between Sheila and Eric and their parents show?","explanation":"The young accept responsibility and change; the old refuse. Priestley puts his hope in the younger generation.","difficulty":2,"type":"mcq","options":["War","The supernatural","Religion","Age and the generations"],"correctIndex":3},{"id":"aic-themes-mcq-6","subTopicId":"aic-themes","prompt":"Who mocks ‘The famous younger generation who know it all’, and which theme does it show?","explanation":"Mr Birling mocks Sheila and Eric in Act 3, showing the divide between the generations.","difficulty":3,"type":"mcq","options":["Eric: class","Mrs Birling: responsibility","Sheila: gender","Mr Birling: age and the generations"],"correctIndex":3},{"id":"aic-themes-multi-1","subTopicId":"aic-themes","prompt":"Which characters used their power over Eva? Choose all that apply.","explanation":"Every member of the family, and Gerald, used their power over Eva in some way. The Inspector is the one who makes them face it.","difficulty":2,"type":"multi","options":["Sheila","Gerald","Mr Birling","Mrs Birling","Eric","The Inspector"],"correctIndices":[0,1,2,3,4]},{"id":"aic-themes-multi-2","subTopicId":"aic-themes","prompt":"Which quotations show the idea of social responsibility? Choose all that apply.","explanation":"The three correct quotations are all the Inspector's. Mr Birling's line argues the opposite, and the others are about the Titanic and Gerald's relief.","difficulty":3,"type":"multi","options":["‘a man has to mind his own business and look after himself and his own’","‘We are members of one body’","‘Public men, Mr Birling, have responsibilities as well as privileges’","‘We are responsible for each other’","‘Everything's all right now, Sheila’","‘unsinkable, absolutely unsinkable’"],"correctIndices":[1,2,3]},{"id":"aic-themes-essay-1","subTopicId":"aic-themes","prompt":"How does Priestley explore the theme of responsibility in An Inspector Calls?","explanation":"Strong answers use moments from across the play and link them to Priestley's purpose. The question is worth 30 marks, plus 4 for spelling, punctuation and grammar. There is no extract, so write about the whole play.","difficulty":3,"type":"essay","marks":34,"minutes":45,"aos":["AO1","AO2","AO3","AO4"],"plan":["Thesis: Priestley contrasts characters who reject responsibility with those who accept it","Mr Birling's view: ‘a man has to mind his own business and look after himself and his own’","The chain of events: every character played a part","The Inspector's message: ‘We are responsible for each other’","The ending: who has learnt, and the final phone call"],"modelParagraph":"Priestley explores responsibility by contrasting the generations. Mr Birling believes that ‘a man has to mind his own business and look after himself and his own’, and the repetition of ‘his own’ shows how narrow his care is. The Inspector arrives at exactly this moment, as if to challenge him. By Act 3 the Inspector states the opposite view directly: ‘We are responsible for each other’. Sheila and Eric accept this, but their parents relax as soon as the Inspector seems a fake. Priestley shows a 1945 audience that a fairer society needs people to accept responsibility, not avoid it.","checklist":[{"ao":"AO1","text":"Did you give a clear argument that answers the question, from the start?"},{"ao":"AO2","text":"Did you analyse Priestley's words and dramatic methods, such as stage directions or dramatic irony?"},{"ao":"AO3","text":"Did you link your points to 1912, 1945 or Priestley's socialism?"},{"ao":"AO4","text":"Did you check your spelling, punctuation and vocabulary?"}]},{"id":"aic-themes-quotationDrill-1","subTopicId":"aic-themes","type":"quotationDrill","mode":"missingWord","difficulty":2,"quotations":[{"id":"aic-arthur-and-sybil-birling-q1","topicId":"lt1","subTopicId":"aic-arthur-and-sybil-birling","text":"a hard-headed, practical man of business","speaker":"Mr Birling","reference":"Act 1","themes":["class","responsibility"],"method":"compound adjective","meaning":"He is proud of caring only about profit.","publicDomain":false},{"id":"aic-arthur-and-sybil-birling-q2","topicId":"lt1","subTopicId":"aic-arthur-and-sybil-birling","text":"unsinkable, absolutely unsinkable","speaker":"Mr Birling","reference":"Act 1","themes":["class"],"method":"dramatic irony","meaning":"He is certain the Titanic can't sink, so the 1945 audience sees how foolish he is.","publicDomain":false},{"id":"aic-arthur-and-sybil-birling-q3","topicId":"lt1","subTopicId":"aic-arthur-and-sybil-birling","text":"a man has to mind his own business and look after himself and his own","speaker":"Mr Birling","reference":"Act 1","themes":["responsibility","class"],"method":"repetition","meaning":"The selfish, capitalist view that Priestley attacks.","publicDomain":false},{"id":"aic-arthur-and-sybil-birling-q4","topicId":"lt1","subTopicId":"aic-arthur-and-sybil-birling","text":"The famous younger generation who know it all","speaker":"Mr Birling","reference":"Act 3","themes":["generations"],"method":"sarcasm","meaning":"He mocks Sheila and Eric, showing he has learnt nothing.","publicDomain":false},{"id":"aic-arthur-and-sybil-birling-q5","topicId":"lt1","subTopicId":"aic-arthur-and-sybil-birling","text":"a rather cold woman and her husband's social superior","speaker":"Stage direction","reference":"Act 1","themes":["class"],"method":"stage direction","meaning":"Mrs Birling is unfeeling and proud of coming from a higher class.","publicDomain":false},{"id":"aic-arthur-and-sybil-birling-q6","topicId":"lt1","subTopicId":"aic-arthur-and-sybil-birling","text":"As if a girl of that sort would ever refuse money!","speaker":"Mrs Birling","reference":"Act 2","themes":["class","gender"],"method":"exclamation","meaning":"Her class prejudice: she assumes a poor girl has no morals.","publicDomain":false},{"id":"aic-arthur-and-sybil-birling-q7","topicId":"lt1","subTopicId":"aic-arthur-and-sybil-birling","text":"Go and look for the father of the child. It's his responsibility","speaker":"Mrs Birling","reference":"Act 2","themes":["responsibility","generations"],"method":"dramatic irony","meaning":"She unknowingly condemns her own son, Eric.","publicDomain":false},{"id":"aic-sheila-and-eric-q1","topicId":"lt1","subTopicId":"aic-sheila-and-eric","text":"these girls aren't cheap labour – they're people","speaker":"Sheila","reference":"Act 1","themes":["class","responsibility"],"method":"contrast","meaning":"She sees workers as human beings, unlike her father.","publicDomain":false},{"id":"aic-sheila-and-eric-q2","topicId":"lt1","subTopicId":"aic-sheila-and-eric","text":"I'll never, never do it again to anybody","speaker":"Sheila","reference":"Act 1","themes":["responsibility","guilt"],"method":"repetition","meaning":"She accepts her guilt at once.","publicDomain":false},{"id":"aic-sheila-and-eric-q3","topicId":"lt1","subTopicId":"aic-sheila-and-eric","text":"It frightens me the way you talk","speaker":"Sheila","reference":"Act 3","themes":["generations","responsibility"],"method":"direct address","meaning":"She has changed, but her parents haven't.","publicDomain":false},{"id":"aic-sheila-and-eric-q4","topicId":"lt1","subTopicId":"aic-sheila-and-eric","text":"Why shouldn't they try for higher wages?","speaker":"Eric","reference":"Act 1","themes":["class","generations"],"method":"rhetorical question","meaning":"Eric questions his father, showing a sense of fairness.","publicDomain":false},{"id":"aic-sheila-and-eric-q5","topicId":"lt1","subTopicId":"aic-sheila-and-eric","text":"you're not the kind of father a chap could go to","speaker":"Eric","reference":"Act 3","themes":["generations"],"method":"direct address","meaning":"The family's failure: Eric couldn't turn to his father for help.","publicDomain":false},{"id":"aic-sheila-and-eric-q6","topicId":"lt1","subTopicId":"aic-sheila-and-eric","text":"the fact remains that I did what I did","speaker":"Eric","reference":"Act 3","themes":["responsibility","guilt"],"method":"repetition","meaning":"He takes responsibility, whether or not the Inspector was real.","publicDomain":false},{"id":"aic-gerald-and-eva-smith-q1","topicId":"lt1","subTopicId":"aic-gerald-and-eva-smith","text":"I didn't feel about her as she felt about me","speaker":"Gerald","reference":"Act 2","themes":["gender","class"],"method":"repetition","meaning":"He admits he used Daisy Renton and didn't love her.","publicDomain":false},{"id":"aic-gerald-and-eva-smith-q2","topicId":"lt1","subTopicId":"aic-gerald-and-eva-smith","text":"Everything's all right now, Sheila","speaker":"Gerald","reference":"Act 3","themes":["responsibility","generations"],"method":"dramatic irony","meaning":"He thinks the danger is over, showing he hasn't changed.","publicDomain":false},{"id":"aic-the-inspector-q1","topicId":"lt1","subTopicId":"aic-the-inspector","text":"It's better to ask for the earth than to take it","speaker":"The Inspector","reference":"Act 1","themes":["class","responsibility"],"method":"contrast","meaning":"He turns Mr Birling's words against him: the rich take far more than workers ask for.","publicDomain":false},{"id":"aic-the-inspector-q2","topicId":"lt1","subTopicId":"aic-the-inspector","text":"Public men, Mr Birling, have responsibilities as well as privileges","speaker":"The Inspector","reference":"Act 2","themes":["responsibility","class"],"method":"direct address","meaning":"Power brings duties as well as benefits.","publicDomain":false},{"id":"aic-the-inspector-q3","topicId":"lt1","subTopicId":"aic-the-inspector","text":"We are members of one body","speaker":"The Inspector","reference":"Act 3","themes":["responsibility"],"method":"metaphor","meaning":"Society is like one living body, so everyone is connected.","publicDomain":false},{"id":"aic-the-inspector-q4","topicId":"lt1","subTopicId":"aic-the-inspector","text":"We are responsible for each other","speaker":"The Inspector","reference":"Act 3","themes":["responsibility"],"method":"inclusive pronoun","meaning":"The play's central message of social responsibility.","publicDomain":false},{"id":"aic-the-inspector-q5","topicId":"lt1","subTopicId":"aic-the-inspector","text":"in fire and blood and anguish","speaker":"The Inspector","reference":"Act 3","themes":["responsibility"],"method":"polysyndeton","meaning":"A warning of the world wars to come, which the 1945 audience had lived through.","publicDomain":false},{"id":"aic-arthur-and-sybil-birling-q8","topicId":"lt1","subTopicId":"aic-arthur-and-sybil-birling","text":"The Germans don't want war","speaker":"Mr Birling","reference":"Act 1","themes":["class"],"method":"dramatic irony","meaning":"Another confident prediction that the 1945 audience knew was wrong.","publicDomain":false},{"id":"aic-arthur-and-sybil-birling-q9","topicId":"lt1","subTopicId":"aic-arthur-and-sybil-birling","text":"a police inspector is on his way here","speaker":"Mr Birling","reference":"Act 3","themes":["responsibility"],"method":"cyclical structure","meaning":"The final phone call: the evening is about to happen again.","publicDomain":false},{"id":"aic-the-inspector-q6","topicId":"lt1","subTopicId":"aic-the-inspector","text":"pink and intimate","speaker":"Stage direction","reference":"Act 1","themes":["class"],"method":"lighting","meaning":"The cosy, rose-tinted glow of the family's comfortable life before the Inspector arrives.","publicDomain":false},{"id":"aic-the-inspector-q7","topicId":"lt1","subTopicId":"aic-the-inspector","text":"brighter and harder","speaker":"Stage direction","reference":"Act 1","themes":["responsibility"],"method":"lighting","meaning":"A harsh light, like an interrogation: nothing can stay hidden.","publicDomain":false},{"id":"aic-the-inspector-q8","topicId":"lt1","subTopicId":"aic-the-inspector","text":"A chain of events","speaker":"The Inspector","reference":"Act 1","themes":["responsibility"],"method":"metaphor","meaning":"Each character's action linked to the next, and together they led to Eva's death.","publicDomain":false},{"id":"aic-gerald-and-eva-smith-q3","topicId":"lt1","subTopicId":"aic-gerald-and-eva-smith","text":"millions and millions and millions of Eva Smiths and John Smiths","speaker":"The Inspector","reference":"Act 3","themes":["class","responsibility"],"method":"repetition","meaning":"Eva stands for every powerless working person.","publicDomain":false}],"others":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:35:questions:65:quotations"},{"id":"aic-themes-quotationDrill-2","subTopicId":"aic-themes","type":"quotationDrill","mode":"whoSaid","difficulty":1,"quotations":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:35:questions:65:quotations","others":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:35:questions:65:quotations"},{"id":"aic-themes-quotationDrill-3","subTopicId":"aic-themes","type":"quotationDrill","mode":"theme","difficulty":2,"quotations":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:35:questions:65:quotations","others":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:35:questions:65:quotations"},{"id":"aic-context-mcq-1","subTopicId":"aic-context","prompt":"When was An Inspector Calls first performed?","explanation":"Priestley wrote it at the end of the Second World War, and it was first performed in 1945.","difficulty":1,"type":"mcq","options":["1912","1945","1960","1918"],"correctIndex":1},{"id":"aic-context-mcq-2","subTopicId":"aic-context","prompt":"Which party won the general election in July 1945?","explanation":"Labour won a landslide, promising to rebuild Britain around fairness and shared responsibility.","difficulty":1,"type":"mcq","options":["The Conservatives","No party won","Labour","The Liberals"],"correctIndex":2},{"id":"aic-context-mcq-3","subTopicId":"aic-context","prompt":"What were Priestley's political beliefs?","explanation":"Priestley believed wealth should be shared more fairly and that society should look after everyone.","difficulty":1,"type":"mcq","options":["He was a socialist","He was a fascist","He was a capitalist","He had no political views"],"correctIndex":0},{"id":"aic-context-mcq-4","subTopicId":"aic-context","prompt":"Which of these was created after the war, in 1948?","explanation":"The NHS began in 1948, part of the new welfare state. Women first won the vote in 1918.","difficulty":2,"type":"mcq","options":["The National Health Service","Women's right to vote","The police force","Factory strikes"],"correctIndex":0},{"id":"aic-context-mcq-5","subTopicId":"aic-context","prompt":"Why might Priestley have set the play in 1912 rather than 1945?","explanation":"Setting it in 1912 creates dramatic irony: the audience knows about the Titanic and the wars, and can judge the characters' confidence.","difficulty":3,"type":"mcq","options":["Because he wrote it in 1912","Because plays couldn't be set in the present","Because it retells a real police case","So the audience would know what the characters didn't"],"correctIndex":3},{"id":"aic-context-mcq-6","subTopicId":"aic-context","prompt":"Where was An Inspector Calls first performed?","explanation":"Its first performances were in Moscow in 1945, before it was staged in London. Brumley is the play's made-up setting.","difficulty":3,"type":"mcq","options":["Brumley","London","New York","Moscow"],"correctIndex":3},{"id":"aic-context-multi-1","subTopicId":"aic-context","prompt":"Which of these were true in 1912? Choose all that apply.","explanation":"In 1912 women had no vote, workers had little protection, and the rich and poor lived very different lives. The NHS, the world wars and Labour's 1945 win all came later.","difficulty":2,"type":"multi","options":["There were huge gaps between rich and poor","Most workers had little job security","The NHS gave free health care","Britain had just fought two world wars","Labour had a large majority in Parliament","Women could not vote"],"correctIndices":[0,1,5]},{"id":"aic-context-multi-2","subTopicId":"aic-context","prompt":"Which of these happened between 1912 and 1945? Choose all that apply.","explanation":"Both world wars, and women's first right to vote in 1918, came between the play's setting and its first performance. Priestley was born in 1894, and the NHS and the welfare state came after 1945.","difficulty":2,"type":"multi","options":["The First World War","Priestley was born","Women first won the vote","The Labour government built the welfare state","The NHS began","The Second World War"],"correctIndices":[0,2,5]},{"id":"aic-dramatic-methods-mcq-1","subTopicId":"aic-dramatic-methods","prompt":"What are stage directions?","explanation":"Priestley's stage directions describe the set, the lighting and each character.","difficulty":1,"type":"mcq","options":["Instructions in the script about setting, lighting, movement and how lines are spoken","The Inspector's speeches","Lines spoken by a narrator","Notes printed in the theatre programme"],"correctIndex":0},{"id":"aic-dramatic-methods-mcq-2","subTopicId":"aic-dramatic-methods","prompt":"Which sound interrupts Mr Birling's speech and brings in the Inspector?","explanation":"The doorbell rings just as Mr Birling says a man should look after himself.","difficulty":1,"type":"mcq","options":["A clock striking","A scream","The doorbell","The telephone"],"correctIndex":2},{"id":"aic-dramatic-methods-mcq-3","subTopicId":"aic-dramatic-methods","prompt":"Which sound comes at the very end of the play?","explanation":"The telephone rings, and Mr Birling learns that a girl has died and a police inspector is coming.","difficulty":1,"type":"mcq","options":["The doorbell","A gunshot","The telephone","A knock at the window"],"correctIndex":2},{"id":"aic-dramatic-methods-mcq-4","subTopicId":"aic-dramatic-methods","prompt":"What is dramatic irony?","explanation":"Mr Birling's speeches about war and the Titanic are the clearest examples.","difficulty":2,"type":"mcq","options":["When the weather reflects the mood","When a character speaks alone on stage","When a character says the opposite of what they mean","When the audience knows something a character doesn't"],"correctIndex":3},{"id":"aic-dramatic-methods-mcq-5","subTopicId":"aic-dramatic-methods","prompt":"Who walks in at the very end of Act 2?","explanation":"Eric walks in just as his mother has demanded that the father of Eva's child be punished.","difficulty":2,"type":"mcq","options":["Edna","Eric","Gerald","The Inspector"],"correctIndex":1},{"id":"aic-dramatic-methods-mcq-6","subTopicId":"aic-dramatic-methods","prompt":"What does the Inspector do straight after his final speech?","explanation":"He walks straight out, so his words hang in the air.","difficulty":2,"type":"mcq","options":["He telephones the Infirmary","He arrests Mrs Birling","He shows the photograph again","He leaves"],"correctIndex":3},{"id":"aic-dramatic-methods-multi-1","subTopicId":"aic-dramatic-methods","prompt":"Which entrances and exits are timed for dramatic effect? Choose all that apply.","explanation":"Priestley times these three moments for maximum effect. The others don't happen.","difficulty":3,"type":"multi","options":["Mrs Birling arrives late to dinner","The Inspector leaves straight after his final speech","Eric walks in as his mother demands that the father be punished","Gerald leaves before the Inspector arrives","The Inspector arrives as Mr Birling says a man should look after himself","Sheila leaves in Act 1 and doesn't return"],"correctIndices":[1,2,4]},{"id":"aic-dramatic-methods-multi-2","subTopicId":"aic-dramatic-methods","prompt":"Which of these are dramatic methods Priestley uses? Choose all that apply.","explanation":"Priestley uses stage directions, lighting, dramatic irony and cliffhangers. The play is in prose, with no chorus.","difficulty":1,"type":"multi","options":["Lighting","Cliffhangers","A chorus","Dramatic irony","Rhyming couplets","Stage directions"],"correctIndices":[0,1,3,5]},{"id":"aic-key-quotations-mcq-1","subTopicId":"aic-key-quotations","prompt":"Who says ‘We are members of one body’?","explanation":"The Inspector says it in his final speech in Act 3.","difficulty":1,"type":"mcq","options":["The Inspector","Sheila","Mr Birling","Eric"],"correctIndex":0},{"id":"aic-key-quotations-mcq-2","subTopicId":"aic-key-quotations","prompt":"Who says ‘you're not the kind of father a chap could go to’?","explanation":"Eric says it to Mr Birling in Act 3, blaming him for not being someone he could turn to.","difficulty":1,"type":"mcq","options":["Eric","Sheila","The Inspector","Gerald"],"correctIndex":0},{"id":"aic-key-quotations-mcq-3","subTopicId":"aic-key-quotations","prompt":"In which act does the Inspector say ‘We are responsible for each other’?","explanation":"It comes in his final speech, just before he leaves.","difficulty":1,"type":"mcq","options":["Act 3","He never says it","Act 2","Act 1"],"correctIndex":0},{"id":"aic-key-quotations-mcq-4","subTopicId":"aic-key-quotations","prompt":"Who says ‘Go and look for the father of the child. It's his responsibility’?","explanation":"Mrs Birling says it in Act 2, not knowing that the father is her own son.","difficulty":2,"type":"mcq","options":["Mrs Birling","Mr Birling","The Inspector","Sheila"],"correctIndex":0},{"id":"aic-key-quotations-mcq-5","subTopicId":"aic-key-quotations","prompt":"Complete the Inspector's line: It's better to ask for the earth than to … it.","explanation":"The full line is ‘It's better to ask for the earth than to take it’ (Act 1). He turns Mr Birling's words against him.","difficulty":2,"type":"mcq","options":["own","steal","take","leave"],"correctIndex":2},{"id":"aic-key-quotations-mcq-6","subTopicId":"aic-key-quotations","prompt":"Which quotation is an example of dramatic irony?","explanation":"Mr Birling says the Titanic is unsinkable; the audience knows it sank. The other lines are sincere.","difficulty":3,"type":"mcq","options":["‘I'll never, never do it again to anybody’","‘these girls aren't cheap labour – they're people’","‘We are responsible for each other’","‘unsinkable, absolutely unsinkable’"],"correctIndex":3},{"id":"aic-key-quotations-multi-1","subTopicId":"aic-key-quotations","prompt":"Which of these are spoken by Mr Birling? Choose all that apply.","explanation":"The three correct lines are Mr Birling's. The others belong to Gerald, Sheila and the Inspector.","difficulty":2,"type":"multi","options":["‘a hard-headed, practical man of business’","‘unsinkable, absolutely unsinkable’","‘I didn't feel about her as she felt about me’","‘It frightens me the way you talk’","‘The famous younger generation who know it all’","‘Public men, Mr Birling, have responsibilities as well as privileges’"],"correctIndices":[0,1,4]},{"id":"aic-key-quotations-multi-2","subTopicId":"aic-key-quotations","prompt":"Which quotations show a character accepting responsibility? Choose all that apply.","explanation":"Sheila and Eric accept their guilt. Gerald, Mrs Birling and Mr Birling are all avoiding it.","difficulty":3,"type":"multi","options":["‘the fact remains that I did what I did’","‘The famous younger generation who know it all’","‘I'll never, never do it again to anybody’","‘As if a girl of that sort would ever refuse money!’","‘Everything's all right now, Sheila’"],"correctIndices":[0,2]},{"id":"aic-key-quotations-quotationDrill-1","subTopicId":"aic-key-quotations","type":"quotationDrill","mode":"missingWord","difficulty":2,"quotations":[{"id":"aic-arthur-and-sybil-birling-q1","topicId":"lt1","subTopicId":"aic-arthur-and-sybil-birling","text":"a hard-headed, practical man of business","speaker":"Mr Birling","reference":"Act 1","themes":["class","responsibility"],"method":"compound adjective","meaning":"He is proud of caring only about profit.","publicDomain":false},{"id":"aic-arthur-and-sybil-birling-q2","topicId":"lt1","subTopicId":"aic-arthur-and-sybil-birling","text":"unsinkable, absolutely unsinkable","speaker":"Mr Birling","reference":"Act 1","themes":["class"],"method":"dramatic irony","meaning":"He is certain the Titanic can't sink, so the 1945 audience sees how foolish he is.","publicDomain":false},{"id":"aic-arthur-and-sybil-birling-q3","topicId":"lt1","subTopicId":"aic-arthur-and-sybil-birling","text":"a man has to mind his own business and look after himself and his own","speaker":"Mr Birling","reference":"Act 1","themes":["responsibility","class"],"method":"repetition","meaning":"The selfish, capitalist view that Priestley attacks.","publicDomain":false},{"id":"aic-arthur-and-sybil-birling-q4","topicId":"lt1","subTopicId":"aic-arthur-and-sybil-birling","text":"The famous younger generation who know it all","speaker":"Mr Birling","reference":"Act 3","themes":["generations"],"method":"sarcasm","meaning":"He mocks Sheila and Eric, showing he has learnt nothing.","publicDomain":false},{"id":"aic-arthur-and-sybil-birling-q5","topicId":"lt1","subTopicId":"aic-arthur-and-sybil-birling","text":"a rather cold woman and her husband's social superior","speaker":"Stage direction","reference":"Act 1","themes":["class"],"method":"stage direction","meaning":"Mrs Birling is unfeeling and proud of coming from a higher class.","publicDomain":false},{"id":"aic-arthur-and-sybil-birling-q6","topicId":"lt1","subTopicId":"aic-arthur-and-sybil-birling","text":"As if a girl of that sort would ever refuse money!","speaker":"Mrs Birling","reference":"Act 2","themes":["class","gender"],"method":"exclamation","meaning":"Her class prejudice: she assumes a poor girl has no morals.","publicDomain":false},{"id":"aic-arthur-and-sybil-birling-q7","topicId":"lt1","subTopicId":"aic-arthur-and-sybil-birling","text":"Go and look for the father of the child. It's his responsibility","speaker":"Mrs Birling","reference":"Act 2","themes":["responsibility","generations"],"method":"dramatic irony","meaning":"She unknowingly condemns her own son, Eric.","publicDomain":false},{"id":"aic-sheila-and-eric-q1","topicId":"lt1","subTopicId":"aic-sheila-and-eric","text":"these girls aren't cheap labour – they're people","speaker":"Sheila","reference":"Act 1","themes":["class","responsibility"],"method":"contrast","meaning":"She sees workers as human beings, unlike her father.","publicDomain":false},{"id":"aic-sheila-and-eric-q2","topicId":"lt1","subTopicId":"aic-sheila-and-eric","text":"I'll never, never do it again to anybody","speaker":"Sheila","reference":"Act 1","themes":["responsibility","guilt"],"method":"repetition","meaning":"She accepts her guilt at once.","publicDomain":false},{"id":"aic-sheila-and-eric-q3","topicId":"lt1","subTopicId":"aic-sheila-and-eric","text":"It frightens me the way you talk","speaker":"Sheila","reference":"Act 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1","themes":["class","responsibility"],"method":"contrast","meaning":"He turns Mr Birling's words against him: the rich take far more than workers ask for.","publicDomain":false},{"id":"aic-the-inspector-q2","topicId":"lt1","subTopicId":"aic-the-inspector","text":"Public men, Mr Birling, have responsibilities as well as privileges","speaker":"The Inspector","reference":"Act 2","themes":["responsibility","class"],"method":"direct address","meaning":"Power brings duties as well as benefits.","publicDomain":false},{"id":"aic-the-inspector-q3","topicId":"lt1","subTopicId":"aic-the-inspector","text":"We are members of one body","speaker":"The Inspector","reference":"Act 3","themes":["responsibility"],"method":"metaphor","meaning":"Society is like one living body, so everyone is connected.","publicDomain":false},{"id":"aic-the-inspector-q4","topicId":"lt1","subTopicId":"aic-the-inspector","text":"We are responsible for each other","speaker":"The Inspector","reference":"Act 3","themes":["responsibility"],"method":"inclusive pronoun","meaning":"The play's central message of social responsibility.","publicDomain":false},{"id":"aic-the-inspector-q5","topicId":"lt1","subTopicId":"aic-the-inspector","text":"in fire and blood and anguish","speaker":"The Inspector","reference":"Act 3","themes":["responsibility"],"method":"polysyndeton","meaning":"A warning of the world wars to come, which the 1945 audience had lived through.","publicDomain":false},{"id":"aic-arthur-and-sybil-birling-q8","topicId":"lt1","subTopicId":"aic-arthur-and-sybil-birling","text":"The Germans don't want war","speaker":"Mr Birling","reference":"Act 1","themes":["class"],"method":"dramatic irony","meaning":"Another confident prediction that the 1945 audience knew was wrong.","publicDomain":false},{"id":"aic-arthur-and-sybil-birling-q9","topicId":"lt1","subTopicId":"aic-arthur-and-sybil-birling","text":"a police inspector is on his way here","speaker":"Mr Birling","reference":"Act 3","themes":["responsibility"],"method":"cyclical structure","meaning":"The final phone call: the evening is about to happen again.","publicDomain":false},{"id":"aic-the-inspector-q6","topicId":"lt1","subTopicId":"aic-the-inspector","text":"pink and intimate","speaker":"Stage direction","reference":"Act 1","themes":["class"],"method":"lighting","meaning":"The cosy, rose-tinted glow of the family's comfortable life before the Inspector arrives.","publicDomain":false},{"id":"aic-the-inspector-q7","topicId":"lt1","subTopicId":"aic-the-inspector","text":"brighter and harder","speaker":"Stage direction","reference":"Act 1","themes":["responsibility"],"method":"lighting","meaning":"A harsh light, like an interrogation: nothing can stay hidden.","publicDomain":false},{"id":"aic-the-inspector-q8","topicId":"lt1","subTopicId":"aic-the-inspector","text":"A chain of events","speaker":"The Inspector","reference":"Act 1","themes":["responsibility"],"method":"metaphor","meaning":"Each character's action linked to the next, and together they led to Eva's death.","publicDomain":false},{"id":"aic-gerald-and-eva-smith-q3","topicId":"lt1","subTopicId":"aic-gerald-and-eva-smith","text":"millions and millions and millions of Eva Smiths and John Smiths","speaker":"The Inspector","reference":"Act 3","themes":["class","responsibility"],"method":"repetition","meaning":"Eva stands for every powerless working person.","publicDomain":false}],"others":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:35:questions:92:quotations"},{"id":"aic-key-quotations-quotationDrill-2","subTopicId":"aic-key-quotations","type":"quotationDrill","mode":"whoSaid","difficulty":1,"quotations":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:35:questions:92:quotations","others":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:35:questions:92:quotations"},{"id":"aic-key-quotations-quotationDrill-3","subTopicId":"aic-key-quotations","type":"quotationDrill","mode":"theme","difficulty":2,"quotations":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:35:questions:92:quotations","others":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:35:questions:92:quotations"},{"id":"aic-essay-skills-mcq-1","subTopicId":"aic-essay-skills","prompt":"How many marks is the An Inspector Calls question worth?","explanation":"It is worth 30 marks for your answer, plus 4 for AO4: spelling, punctuation, grammar and vocabulary.","difficulty":1,"type":"mcq","options":["40","30, with no marks for spelling","24","30, plus 4 for spelling, punctuation and grammar"],"correctIndex":3},{"id":"aic-essay-skills-mcq-2","subTopicId":"aic-essay-skills","prompt":"Where is the An Inspector Calls question?","explanation":"An Inspector Calls is the modern text, in Paper 2, Section A.","difficulty":1,"type":"mcq","options":["Paper 2, Section A","Paper 1, Section B","Paper 2, Section B","Paper 1, Section A"],"correctIndex":0},{"id":"aic-essay-skills-mcq-3","subTopicId":"aic-essay-skills","prompt":"Is there an extract to work from?","explanation":"Unlike Macbeth and Jekyll and Hyde, the An Inspector Calls question has no extract. You need to learn quotations.","difficulty":1,"type":"mcq","options":["Yes, about a page","You choose your own extract","Yes, one speech","No: you write about the whole play from memory"],"correctIndex":3},{"id":"aic-essay-skills-mcq-4","subTopicId":"aic-essay-skills","prompt":"Which assessment objective rewards linking the play to 1912, 1945 and Priestley's views?","explanation":"AO3 is context. AO1 is your argument, AO2 is methods, and AO4 is spelling and grammar.","difficulty":2,"type":"mcq","options":["AO2","AO1","AO3","AO4"],"correctIndex":2},{"id":"aic-essay-skills-mcq-5","subTopicId":"aic-essay-skills","prompt":"Which is the strongest way to begin a paragraph?","explanation":"Writing about Priestley's choices keeps your focus on how and why he presents the character.","difficulty":2,"type":"mcq","options":["Mr Birling is selfish because…","In this essay I will talk about…","Priestley presents Mr Birling as selfish…","An Inspector Calls is a play by…"],"correctIndex":2},{"id":"aic-essay-skills-mcq-6","subTopicId":"aic-essay-skills","prompt":"How long should you spend on the question?","explanation":"Spend about 45 minutes, including 5 minutes to plan and a few minutes to check your answer.","difficulty":2,"type":"mcq","options":["About 30 minutes","About 15 minutes","About 90 minutes","About 45 minutes"],"correctIndex":3},{"id":"aic-essay-skills-multi-1","subTopicId":"aic-essay-skills","prompt":"Which of these should a good plan include? Choose all that apply.","explanation":"A good plan has an argument, points from across the play, and context linked to each point.","difficulty":2,"type":"multi","options":["A context link for each point","Long quotations to copy out","Points from the beginning, middle and end of the play","A thesis that answers the question","A retelling of the whole plot","A paragraph of facts about Priestley's life"],"correctIndices":[0,2,3]},{"id":"aic-essay-skills-multi-2","subTopicId":"aic-essay-skills","prompt":"Which of these earn AO2 marks? Choose all that apply.","explanation":"AO2 is about methods: language, form and structure. Spelling is AO4, and context facts are AO3.","difficulty":3,"type":"multi","options":["Explaining the effect of a stage direction","Facts about the 1945 election","Accurate spelling","Retelling what happens in Act 2","Analysing a word Priestley chose","Commenting on the play's structure"],"correctIndices":[0,4,5]},{"id":"aic-essay-skills-essay-1","subTopicId":"aic-essay-skills","prompt":"How does Priestley present Mrs Birling in An Inspector Calls?","explanation":"Strong answers follow Mrs Birling through the play and explain what Priestley uses her to show. The question is worth 30 marks, plus 4 for spelling, punctuation and grammar. There is no extract, so write about the whole play.","difficulty":3,"type":"essay","marks":34,"minutes":45,"aos":["AO1","AO2","AO3","AO4"],"plan":["Thesis: Priestley uses Mrs Birling to expose upper-class hypocrisy","Stage direction: ‘a rather cold woman and her husband's social superior’","Her charity, and her prejudice: ‘As if a girl of that sort would ever refuse money!’","The trap: ‘Go and look for the father of the child. It's his responsibility’","The ending: she learns nothing, and Priestley's message"],"modelParagraph":"Priestley presents Mrs Birling as cold and prejudiced from her first stage direction, which calls her ‘a rather cold woman and her husband's social superior’. This shows she cares about status more than people. Her charity work should show kindness, but she judges Eva by her class: ‘As if a girl of that sort would ever refuse money!’. Priestley then uses dramatic irony as she insists, ‘Go and look for the father of the child. It's his responsibility’, not knowing she is condemning her own son. Priestley uses her to show his audience that the upper classes' charity could be cruel and hypocritical.","checklist":[{"ao":"AO1","text":"Did you give a clear argument that answers the question, from the start?"},{"ao":"AO2","text":"Did you analyse Priestley's words and dramatic methods, such as stage directions or dramatic irony?"},{"ao":"AO3","text":"Did you link your points to 1912, 1945 or Priestley's socialism?"},{"ao":"AO4","text":"Did you check your spelling, punctuation and vocabulary?"}]},{"id":"aic-essay-skills-essay-2","subTopicId":"aic-essay-skills","prompt":"How does Priestley explore class in An Inspector Calls?","explanation":"Strong answers link class to 1912 and 1945, and use moments from across the play. The question is worth 30 marks, plus 4 for spelling, punctuation and grammar. There is no extract, so write about the whole play.","difficulty":3,"type":"essay","marks":34,"minutes":45,"aos":["AO1","AO2","AO3","AO4"],"plan":["Thesis: Priestley shows how the powerful use the powerless","Mr Birling and the strike: ‘a hard-headed, practical man of business’","Mrs Birling's charity and her prejudice","Eva as a symbol: ‘millions and millions and millions of Eva Smiths and John Smiths’","Conclusion: class in 1912, and Priestley's hope for 1945"],"modelParagraph":"Priestley explores class through the way the Birlings treat Eva. Mr Birling sacks her for asking for higher wages, and calls himself ‘a hard-headed, practical man of business’, seeing workers only as costs. Sheila, in contrast, realises that ‘these girls aren't cheap labour – they're people’. The dash in Sheila's line stresses the word ‘people’, showing that she sees Eva as human. Through the Inspector's warning about ‘millions and millions and millions of Eva Smiths and John Smiths’, Priestley reminds his 1945 audience that class divisions affect real lives, and need to change.","checklist":[{"ao":"AO1","text":"Did you give a clear argument that answers the question, from the start?"},{"ao":"AO2","text":"Did you analyse Priestley's words and dramatic methods, such as stage directions or dramatic irony?"},{"ao":"AO3","text":"Did you link your points to 1912, 1945 or Priestley's socialism?"},{"ao":"AO4","text":"Did you check your spelling, punctuation and vocabulary?"}]},{"id":"aic-essay-skills-essay-3","subTopicId":"aic-essay-skills","prompt":"What message does Priestley want the audience to take from An Inspector Calls?","explanation":"Strong answers explain the message and how Priestley's methods deliver it, with context. The question is worth 30 marks, plus 4 for spelling, punctuation and grammar. There is no extract, so write about the whole play.","difficulty":3,"type":"essay","marks":34,"minutes":45,"aos":["AO1","AO2","AO3","AO4"],"plan":["Thesis: Priestley wants the audience to accept responsibility for each other","Mr Birling's selfishness, undermined by dramatic irony","The chain of events: every character played a part","The Inspector's final speech, and the warning of ‘fire and blood and anguish’","The cyclical ending: will the audience learn?"],"modelParagraph":"Priestley's message is that we must take responsibility for each other, or suffer the consequences. He makes the message clear through the Inspector's final speech: ‘We are responsible for each other’. The simple, direct sentence leaves no room for doubt. He then warns that if people refuse, they will learn ‘in fire and blood and anguish’, and the repeated ‘and’ builds a sense of growing horror. A 1945 audience, who had lived through two world wars, would see this warning as already fulfilled. The final phone call suggests the lesson will keep returning until it is learnt.","checklist":[{"ao":"AO1","text":"Did you give a clear argument that answers the question, from the start?"},{"ao":"AO2","text":"Did you analyse Priestley's words and dramatic methods, such as stage directions or dramatic irony?"},{"ao":"AO3","text":"Did you link your points to 1912, 1945 or Priestley's socialism?"},{"ao":"AO4","text":"Did you check your spelling, punctuation and vocabulary?"}]}]},{"id":"lt2","subjectId":"english-literature","code":"LT2","title":"Macbeth","description":"Paper 1, Section A: Shakespeare's tragedy of a brave soldier who murders his way to the throne, and what his ambition costs him.","questions":[{"id":"macbeth-plot-and-structure-mcq-1","subTopicId":"macbeth-plot-and-structure","prompt":"In which scene do the witches first meet Macbeth?","explanation":"The witches appear alone in Act 1 Scene 1, and meet Macbeth and Banquo on the heath in Act 1 Scene 3.","difficulty":1,"type":"mcq","options":["Act 4 Scene 1","Act 1 Scene 5","Act 1 Scene 1","Act 1 Scene 3"],"correctIndex":3},{"id":"macbeth-plot-and-structure-mcq-2","subTopicId":"macbeth-plot-and-structure","prompt":"In which scene does Macbeth return from murdering Duncan?","explanation":"The murder happens offstage. In Act 2 Scene 2 Macbeth returns, still holding the bloody daggers.","difficulty":2,"type":"mcq","options":["Act 2 Scene 4","Act 2 Scene 2","Act 3 Scene 4","Act 1 Scene 7"],"correctIndex":1},{"id":"macbeth-plot-and-structure-mcq-3","subTopicId":"macbeth-plot-and-structure","prompt":"Where does Banquo's ghost appear?","explanation":"At the banquet in Act 3 Scene 4, Banquo's ghost sits in Macbeth's place. Only Macbeth can see it.","difficulty":1,"type":"mcq","options":["On the heath","At Dunsinane","In Duncan's bedroom","At a banquet"],"correctIndex":3},{"id":"macbeth-plot-and-structure-mcq-4","subTopicId":"macbeth-plot-and-structure","prompt":"Who escapes when Banquo is murdered?","explanation":"Banquo's son Fleance escapes, so the witches' prophecy about Banquo's descendants can still come true.","difficulty":1,"type":"mcq","options":["Macduff","Malcolm","Donalbain","Fleance"],"correctIndex":3},{"id":"macbeth-plot-and-structure-mcq-5","subTopicId":"macbeth-plot-and-structure","prompt":"In which scene does Lady Macbeth sleepwalk?","explanation":"A doctor and a gentlewoman watch her sleepwalk in Act 5 Scene 1.","difficulty":2,"type":"mcq","options":["Act 5 Scene 1","Act 3 Scene 4","Act 5 Scene 5","Act 2 Scene 2"],"correctIndex":0},{"id":"macbeth-plot-and-structure-mcq-6","subTopicId":"macbeth-plot-and-structure","prompt":"Why does Birnam Wood seem to move towards Dunsinane?","explanation":"Malcolm's soldiers cut branches to hide their numbers, so the impossible-sounding prophecy comes true.","difficulty":3,"type":"mcq","options":["Macduff sets the wood on fire","A storm blows the trees","Malcolm's soldiers are carrying branches","The witches use magic"],"correctIndex":2},{"id":"macbeth-plot-and-structure-multi-1","subTopicId":"macbeth-plot-and-structure","prompt":"Which of these happen in Act 1? Choose all that apply.","explanation":"Act 1 has the prophecies, the new title and the letter. Banquo dies in Act 3, Macduff's family in Act 4, and the sleepwalking is in Act 5.","difficulty":2,"type":"multi","options":["Macbeth is made Thane of Cawdor","The witches meet Macbeth and Banquo","Lady Macbeth reads Macbeth's letter","Lady Macbeth sleepwalks","Banquo is murdered","Macduff's family is killed"],"correctIndices":[0,1,2]},{"id":"macbeth-plot-and-structure-multi-2","subTopicId":"macbeth-plot-and-structure","prompt":"Who does Macbeth kill, or have killed? Choose all that apply.","explanation":"Macbeth kills Duncan and his servants, and has Banquo and Macduff's family murdered. Fleance escapes, and Malcolm becomes king.","difficulty":3,"type":"multi","options":["Duncan's servants","Fleance","Malcolm","Banquo","Lady Macduff","Duncan"],"correctIndices":[0,3,4,5]},{"id":"macbeth-character-of-macbeth-mcq-1","subTopicId":"macbeth-character-of-macbeth","prompt":"Who reports that ‘brave Macbeth (well he deserves that name)’ fought heroically?","explanation":"In Act 1 Scene 2 a bleeding captain describes Macbeth's bravery in battle, before we meet him.","difficulty":2,"type":"mcq","options":["Duncan","Banquo","Lady Macbeth","A wounded captain"],"correctIndex":3},{"id":"macbeth-character-of-macbeth-mcq-2","subTopicId":"macbeth-character-of-macbeth","prompt":"In ‘Stars, hide your fires’, what is Macbeth trying to hide?","explanation":"‘Let not light see my black and deep desires’: he wants to hide his ambition, knowing it is evil.","difficulty":2,"type":"mcq","options":["His black and deep desires to be king","His love for Lady Macbeth","His fear of the witches","His wound from the battle"],"correctIndex":0},{"id":"macbeth-character-of-macbeth-mcq-3","subTopicId":"macbeth-character-of-macbeth","prompt":"In Act 1 Scene 7, what does Macbeth admit is his only motive for killing Duncan?","explanation":"‘I have no spur / To prick the sides of my intent, but only / Vaulting ambition’.","difficulty":1,"type":"mcq","options":["His wife's orders","Revenge","Vaulting ambition","Fear of Banquo"],"correctIndex":2},{"id":"macbeth-character-of-macbeth-mcq-4","subTopicId":"macbeth-character-of-macbeth","prompt":"‘Will all great Neptune's ocean wash this blood / Clean from my hand?’ is an example of which technique?","explanation":"Hyperbole is deliberate exaggeration. Macbeth's guilt feels too big for the whole sea to wash away.","difficulty":2,"type":"mcq","options":["Pathetic fallacy","Simile","Hyperbole","Oxymoron"],"correctIndex":2},{"id":"macbeth-character-of-macbeth-mcq-5","subTopicId":"macbeth-character-of-macbeth","prompt":"What do other characters call Macbeth by the end of the play?","explanation":"Once he rules through murder and fear, Macbeth is repeatedly called a tyrant.","difficulty":1,"type":"mcq","options":["A tyrant","A coward","A traitor's son","A hero"],"correctIndex":0},{"id":"macbeth-character-of-macbeth-mcq-6","subTopicId":"macbeth-character-of-macbeth","prompt":"When does Macbeth say ‘Lay on, Macduff’?","explanation":"Even knowing he is doomed, Macbeth fights on, keeping some of his early courage.","difficulty":3,"type":"mcq","options":["In the final fight, after learning he can be killed","At the banquet","Before killing Duncan","When he first meets the witches"],"correctIndex":0},{"id":"macbeth-character-of-macbeth-multi-1","subTopicId":"macbeth-character-of-macbeth","prompt":"What does Macbeth do after becoming king? Choose all that apply.","explanation":"As king, Macbeth kills to stay safe, visits the witches, and acts without hesitating.","difficulty":2,"type":"multi","options":["Has Macduff's family killed","Hesitates before every killing","Gives the crown to Fleance","Has Banquo murdered","Visits the witches again","Confesses to Malcolm"],"correctIndices":[0,3,4]},{"id":"macbeth-character-of-macbeth-multi-2","subTopicId":"macbeth-character-of-macbeth","prompt":"Which techniques does Macbeth use in his ‘Tomorrow and tomorrow and tomorrow’ speech? Choose all that apply.","explanation":"He repeats ‘tomorrow’, and uses metaphors such as ‘Life's but a walking shadow’.","difficulty":3,"type":"multi","options":["Rhyming couplets","Repetition","Dialect","Metaphor","Rhetorical questions"],"correctIndices":[1,3]},{"id":"macbeth-character-of-macbeth-essay-1","subTopicId":"macbeth-character-of-macbeth","prompt":"Starting with this extract, explore how Shakespeare presents Macbeth as a man in conflict.\n\nWrite about:\n\n- how Shakespeare presents Macbeth as a man in conflict in this extract\n- how Shakespeare presents Macbeth as a man in conflict in the play as a whole","explanation":"Strong answers analyse the extract closely, then trace Macbeth's conflict across the play. The question is worth 30 marks, plus 4 for spelling, punctuation and grammar. Start with the extract, then write about the play as a whole.","difficulty":3,"extract":{"title":"Macbeth, Act 1 Scene 7","author":"William Shakespeare","date":"1606","text":"If it were done when 'tis done, then 'twere well\nIt were done quickly. If th' assassination\nCould trammel up the consequence and catch\nWith his surcease success, that but this blow\nMight be the be-all and the end-all here,\nBut here, upon this bank and shoal of time,\nWe'd jump the life to come. But in these cases\nWe still have judgment here, that we but teach\nBloody instructions, which, being taught, return\nTo plague th' inventor. This even-handed justice\nCommends th' ingredience of our poisoned chalice\nTo our own lips. He's here in double trust:\nFirst, as I am his kinsman and his subject,\nStrong both against the deed; then, as his host,\nWho should against his murderer shut the door,\nNot bear the knife myself. Besides, this Duncan\nHath borne his faculties so meek, hath been\nSo clear in his great office, that his virtues\nWill plead like angels, trumpet-tongued, against\nThe deep damnation of his taking-off;","lineNumbers":true,"publicDomain":true},"type":"essay","marks":34,"minutes":50,"aos":["AO1","AO2","AO3","AO4"],"plan":["Thesis: Shakespeare shows Macbeth torn between ambition and conscience, and ambition wins","The extract: his reasons not to kill, and ‘Vaulting ambition’","Act 2 Scene 2: guilt straight after the murder","Act 3 to Act 5: the conflict ends as he becomes a tyrant, then empty","Context: a Jacobean audience's horror of regicide"],"modelParagraph":"In this extract, Shakespeare presents Macbeth arguing with himself. He lists reasons not to kill: Duncan is his king and his guest, and his virtues ‘Will plead like angels’. The simile turns Duncan into a holy figure, so the murder would be a sin against heaven. To a Jacobean audience, who believed in the divine right of kings, this would make the crime even more terrible. Yet the only reason Macbeth can find for killing is ‘Vaulting ambition’. Shakespeare shows that he knows the act is evil, which makes his choice to go ahead more tragic.","checklist":[{"ao":"AO1","text":"Did you give a clear argument that answers the question, about the extract and the whole play?"},{"ao":"AO2","text":"Did you analyse Shakespeare's language, form and structure, with subject terms?"},{"ao":"AO3","text":"Did you link your points to Jacobean context, such as James I or the divine right of kings?"},{"ao":"AO4","text":"Did you check your spelling, punctuation and vocabulary?"}]},{"id":"macbeth-character-of-macbeth-quotationDrill-1","subTopicId":"macbeth-character-of-macbeth","type":"quotationDrill","mode":"missingWord","difficulty":2,"quotations":[{"id":"macbeth-character-of-macbeth-q1","topicId":"lt2","subTopicId":"macbeth-character-of-macbeth","text":"So foul and fair a day I have not seen","speaker":"Macbeth","reference":"Act 1 Scene 3","themes":["appearance and reality","the supernatural"],"method":"paradox","meaning":"His first line echoes the witches, linking him to them.","publicDomain":true},{"id":"macbeth-character-of-macbeth-q2","topicId":"lt2","subTopicId":"macbeth-character-of-macbeth","text":"Stars, hide your fires; / Let not light see my black and deep desires","speaker":"Macbeth","reference":"Act 1 Scene 4","themes":["ambition","appearance and reality"],"method":"imagery","meaning":"He hides his ambition, knowing it is evil.","publicDomain":true},{"id":"macbeth-character-of-macbeth-q3","topicId":"lt2","subTopicId":"macbeth-character-of-macbeth","text":"I have no spur / To prick the sides of my intent, but only / Vaulting ambition","speaker":"Macbeth","reference":"Act 1 Scene 7","themes":["ambition"],"method":"metaphor","meaning":"Ambition is his only motive, like a rider who leaps too far.","publicDomain":true},{"id":"macbeth-character-of-macbeth-q4","topicId":"lt2","subTopicId":"macbeth-character-of-macbeth","text":"Will all great Neptune's ocean wash this blood / Clean from my hand?","speaker":"Macbeth","reference":"Act 2 Scene 2","themes":["guilt"],"method":"hyperbole","meaning":"His guilt feels too great for the whole sea to wash away.","publicDomain":true},{"id":"macbeth-character-of-macbeth-q5","topicId":"lt2","subTopicId":"macbeth-character-of-macbeth","text":"O, full of scorpions is my mind, dear wife!","speaker":"Macbeth","reference":"Act 3 Scene 2","themes":["guilt"],"method":"metaphor","meaning":"As king, his mind is tormented by fear.","publicDomain":true},{"id":"macbeth-character-of-macbeth-q6","topicId":"lt2","subTopicId":"macbeth-character-of-macbeth","text":"I am in blood / Stepped in so far","speaker":"Macbeth","reference":"Act 3 Scene 4","themes":["violence","guilt"],"method":"metaphor","meaning":"He has killed so much that there is no way back.","publicDomain":true},{"id":"macbeth-character-of-macbeth-q7","topicId":"lt2","subTopicId":"macbeth-character-of-macbeth","text":"Life's but a walking shadow","speaker":"Macbeth","reference":"Act 5 Scene 5","themes":["fate and free will"],"method":"metaphor","meaning":"Life has become meaningless to him.","publicDomain":true}],"others":["$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:36:questions:17:quotations:0","$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:36:questions:17:quotations:1","$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:36:questions:17:quotations:2",{"id":"macbeth-witches-and-the-supernatural-q1","topicId":"lt2","subTopicId":"macbeth-witches-and-the-supernatural","text":"Is this a dagger which I see before me","speaker":"Macbeth","reference":"Act 2 Scene 1","themes":["the supernatural","guilt"],"method":"rhetorical question","meaning":"A vision that may be supernatural, or a sign of his guilty mind.","publicDomain":true},"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:36:questions:17:quotations:3","$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:36:questions:17:quotations:4","$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:36:questions:17:quotations:5","$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:36:questions:17:quotations:6",{"id":"macbeth-themes-q1","topicId":"lt2","subTopicId":"macbeth-themes","text":"False face must hide what the false heart doth know","speaker":"Macbeth","reference":"Act 1 Scene 7","themes":["appearance and reality"],"method":"repetition","meaning":"He must hide his evil intentions behind an innocent face.","publicDomain":true},{"id":"macbeth-lady-macbeth-q1","topicId":"lt2","subTopicId":"macbeth-lady-macbeth","text":"too full o' th' milk of human kindness","speaker":"Lady Macbeth","reference":"Act 1 Scene 5","themes":["masculinity","ambition"],"method":"metaphor","meaning":"She sees her husband's kindness as a weakness.","publicDomain":true},{"id":"macbeth-lady-macbeth-q2","topicId":"lt2","subTopicId":"macbeth-lady-macbeth","text":"unsex me here","speaker":"Lady Macbeth","reference":"Act 1 Scene 5","themes":["masculinity","the supernatural"],"method":"imperative","meaning":"She rejects her womanhood so that she can be capable of murder.","publicDomain":true},{"id":"macbeth-lady-macbeth-q3","topicId":"lt2","subTopicId":"macbeth-lady-macbeth","text":"Look like th' innocent flower, / But be the serpent under 't","speaker":"Lady Macbeth","reference":"Act 1 Scene 5","themes":["appearance and reality"],"method":"metaphor","meaning":"Deception: look innocent, but be deadly, like the serpent in Eden.","publicDomain":true},{"id":"macbeth-lady-macbeth-q4","topicId":"lt2","subTopicId":"macbeth-lady-macbeth","text":"When you durst do it, then you were a man","speaker":"Lady Macbeth","reference":"Act 1 Scene 7","themes":["masculinity"],"method":"emotive language","meaning":"She attacks his manhood to push him into murder.","publicDomain":true},{"id":"macbeth-lady-macbeth-q5","topicId":"lt2","subTopicId":"macbeth-lady-macbeth","text":"A little water clears us of this deed","speaker":"Lady Macbeth","reference":"Act 2 Scene 2","themes":["guilt"],"method":"understatement","meaning":"She feels no guilt, yet.","publicDomain":true},{"id":"macbeth-lady-macbeth-q6","topicId":"lt2","subTopicId":"macbeth-lady-macbeth","text":"Out, damned spot, out, I say!","speaker":"Lady Macbeth","reference":"Act 5 Scene 1","themes":["guilt"],"method":"imperative","meaning":"Guilt has destroyed her mind.","publicDomain":true},{"id":"macbeth-witches-and-the-supernatural-q2","topicId":"lt2","subTopicId":"macbeth-witches-and-the-supernatural","text":"Fair is foul, and foul is fair","speaker":"The witches","reference":"Act 1 Scene 1","themes":["appearance and reality","the supernatural"],"method":"paradox","meaning":"Nothing in the play is what it seems.","publicDomain":true},{"id":"macbeth-banquo-macduff-and-duncan-q1","topicId":"lt2","subTopicId":"macbeth-banquo-macduff-and-duncan","text":"The instruments of darkness tell us truths","speaker":"Banquo","reference":"Act 1 Scene 3","themes":["the supernatural","appearance and reality"],"method":"metaphor","meaning":"Banquo distrusts the witches' half-truths.","publicDomain":true},{"id":"macbeth-banquo-macduff-and-duncan-q2","topicId":"lt2","subTopicId":"macbeth-banquo-macduff-and-duncan","text":"There's no art / To find the mind's construction in the face","speaker":"Duncan","reference":"Act 1 Scene 4","themes":["appearance and reality","kingship"],"method":"dramatic irony","meaning":"You can't read betrayal in a face, and he goes on to trust Macbeth.","publicDomain":true},{"id":"macbeth-witches-and-the-supernatural-q3","topicId":"lt2","subTopicId":"macbeth-witches-and-the-supernatural","text":"none of woman born / Shall harm Macbeth","speaker":"The second apparition","reference":"Act 4 Scene 1","themes":["fate and free will","the supernatural"],"method":"equivocation","meaning":"A misleading promise that makes Macbeth overconfident.","publicDomain":true},{"id":"macbeth-banquo-macduff-and-duncan-q3","topicId":"lt2","subTopicId":"macbeth-banquo-macduff-and-duncan","text":"He has no children","speaker":"Macduff","reference":"Act 4 Scene 3","themes":["masculinity","violence"],"method":"ambiguity","meaning":"Grief for his murdered family; perhaps Macbeth can't know a father's pain.","publicDomain":true},{"id":"macbeth-banquo-macduff-and-duncan-q4","topicId":"lt2","subTopicId":"macbeth-banquo-macduff-and-duncan","text":"I must also feel it as a man","speaker":"Macduff","reference":"Act 4 Scene 3","themes":["masculinity"],"method":"contrast","meaning":"Real manhood includes feeling grief.","publicDomain":true},{"id":"macbeth-themes-q2","topicId":"lt2","subTopicId":"macbeth-themes","text":"Macbeth does murder sleep","speaker":"Macbeth","reference":"Act 2 Scene 2","themes":["guilt"],"method":"personification","meaning":"He will never be at peace again.","publicDomain":true},{"id":"macbeth-themes-q3","topicId":"lt2","subTopicId":"macbeth-themes","text":"It will have blood, they say; blood will have blood","speaker":"Macbeth","reference":"Act 3 Scene 4","themes":["violence","guilt"],"method":"repetition","meaning":"Murder leads to more murder.","publicDomain":true},{"id":"macbeth-themes-q4","topicId":"lt2","subTopicId":"macbeth-themes","text":"Bleed, bleed, poor country!","speaker":"Macduff","reference":"Act 4 Scene 3","themes":["kingship"],"method":"personification","meaning":"Scotland suffers under a tyrant.","publicDomain":true},{"id":"macbeth-themes-q5","topicId":"lt2","subTopicId":"macbeth-themes","text":"like a giant's robe / Upon a dwarfish thief","speaker":"Angus","reference":"Act 5 Scene 2","themes":["kingship"],"method":"simile","meaning":"The crown doesn't fit the man who stole it.","publicDomain":true}]},{"id":"macbeth-character-of-macbeth-quotationDrill-2","subTopicId":"macbeth-character-of-macbeth","type":"quotationDrill","mode":"whoSaid","difficulty":1,"quotations":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:36:questions:17:quotations","others":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:36:questions:17:others"},{"id":"macbeth-character-of-macbeth-quotationDrill-3","subTopicId":"macbeth-character-of-macbeth","type":"quotationDrill","mode":"theme","difficulty":2,"quotations":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:36:questions:17:quotations","others":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:36:questions:17:others"},{"id":"macbeth-lady-macbeth-mcq-1","subTopicId":"macbeth-lady-macbeth","prompt":"What is Lady Macbeth doing when we first meet her?","explanation":"In Act 1 Scene 5 she reads his letter and decides at once that he will be king.","difficulty":1,"type":"mcq","options":["Reading Macbeth's letter about the witches","Sleepwalking","Welcoming Duncan to the castle","Talking to the witches"],"correctIndex":0},{"id":"macbeth-lady-macbeth-mcq-2","subTopicId":"macbeth-lady-macbeth","prompt":"What does Lady Macbeth fear about her husband?","explanation":"His nature is ‘too full o' th' milk of human kindness’ to seize the crown by murder.","difficulty":1,"type":"mcq","options":["He is too ambitious","He is too kind to kill","He trusts the witches too much","He is a coward in battle"],"correctIndex":1},{"id":"macbeth-lady-macbeth-mcq-3","subTopicId":"macbeth-lady-macbeth","prompt":"In ‘unsex me here’, what does Lady Macbeth ask the spirits to do?","explanation":"She asks to be stripped of feelings such as pity, which were seen as womanly, and filled with cruelty instead.","difficulty":2,"type":"mcq","options":["Make her queen","Show her the future","Protect her husband","Take away her womanly feelings"],"correctIndex":3},{"id":"macbeth-lady-macbeth-mcq-4","subTopicId":"macbeth-lady-macbeth","prompt":"How does Lady Macbeth persuade Macbeth in Act 1 Scene 7?","explanation":"‘When you durst do it, then you were a man’: she says he would be more of a man if he kept his promise.","difficulty":2,"type":"mcq","options":["By threatening to tell Duncan","By attacking his manhood","By bringing in the witches","By offering him money"],"correctIndex":1},{"id":"macbeth-lady-macbeth-mcq-5","subTopicId":"macbeth-lady-macbeth","prompt":"Which words does Lady Macbeth use to call her husband weak after the murder?","explanation":"When he won't take the daggers back, she calls him ‘Infirm of purpose!’ (Act 2 Scene 2) and does it herself.","difficulty":2,"type":"mcq","options":["‘unsex me here’","‘Infirm of purpose!’","‘A little water clears us of this deed’","‘Out, damned spot, out, I say!’"],"correctIndex":1},{"id":"macbeth-lady-macbeth-mcq-6","subTopicId":"macbeth-lady-macbeth","prompt":"How does Lady Macbeth die?","explanation":"Macbeth is simply told ‘The Queen, my lord, is dead’. At the end, Malcolm says she is thought to have taken her own life.","difficulty":3,"type":"mcq","options":["Macbeth poisons her","Offstage, and Malcolm says she is thought to have killed herself","She is executed by Malcolm","Macduff kills her in battle"],"correctIndex":1},{"id":"macbeth-lady-macbeth-multi-1","subTopicId":"macbeth-lady-macbeth","prompt":"Which of these show Lady Macbeth losing control? Choose all that apply.","explanation":"In Act 5 she sleepwalks, fears the dark and speaks in prose. Taking the daggers, calling on spirits and covering at the banquet all show her in control.","difficulty":3,"type":"multi","options":["She speaks in broken prose","She must have a light by her all night","She calls on evil spirits","She sleepwalks","She covers for Macbeth at the banquet","She takes the daggers back"],"correctIndices":[0,1,3]},{"id":"macbeth-lady-macbeth-multi-2","subTopicId":"macbeth-lady-macbeth","prompt":"Which of these are spoken by Lady Macbeth? Choose all that apply.","explanation":"The three correct lines are Lady Macbeth's. The others belong to Macbeth, the witches and Macduff.","difficulty":1,"type":"multi","options":["‘He has no children’","‘Out, damned spot, out, I say!’","‘Fair is foul, and foul is fair’","‘Vaulting ambition’","‘unsex me here’","‘A little water clears us of this deed’"],"correctIndices":[1,4,5]},{"id":"macbeth-lady-macbeth-essay-1","subTopicId":"macbeth-lady-macbeth","prompt":"Starting with this extract, explore how Shakespeare presents Lady Macbeth as a powerful woman.\n\nWrite about:\n\n- how Shakespeare presents Lady Macbeth as a powerful woman in this extract\n- how Shakespeare presents Lady Macbeth as a powerful woman in the play as a whole","explanation":"Strong answers analyse the extract, then trace how her power rises and falls. The question is worth 30 marks, plus 4 for spelling, punctuation and grammar. Start with the extract, then write about the play as a whole.","difficulty":3,"extract":{"title":"Macbeth, Act 1 Scene 5","author":"William Shakespeare","date":"1606","text":"The raven himself is hoarse\nThat croaks the fatal entrance of Duncan\nUnder my battlements. Come, you spirits\nThat tend on mortal thoughts, unsex me here,\nAnd fill me from the crown to the toe top-full\nOf direst cruelty. Make thick my blood.\nStop up th' access and passage to remorse,\nThat no compunctious visitings of nature\nShake my fell purpose, nor keep peace between\nTh' effect and it. Come to my woman's breasts\nAnd take my milk for gall, you murd'ring ministers,\nWherever in your sightless substances\nYou wait on nature's mischief. Come, thick night,\nAnd pall thee in the dunnest smoke of hell,\nThat my keen knife see not the wound it makes,\nNor heaven peep through the blanket of the dark\nTo cry “Hold, hold!”","lineNumbers":true,"publicDomain":true},"type":"essay","marks":34,"minutes":50,"aos":["AO1","AO2","AO3","AO4"],"plan":["Thesis: Shakespeare presents Lady Macbeth's power as unnatural, and shows it collapse","The extract: ‘unsex me here’, cruelty and darkness","Act 1 Scene 7 and Act 2 Scene 2: she controls her husband","Act 3 to Act 5: Macbeth shuts her out; the sleepwalking scene","Context: Jacobean gender roles and witchcraft"],"modelParagraph":"In this extract, Shakespeare presents Lady Macbeth taking power by rejecting her womanhood. She commands the spirits to ‘unsex me here’, and the imperative shows how determined she is. She wants her milk turned to ‘gall’, a bitter poison, so a symbol of motherly care becomes deadly. To a Jacobean audience, a woman calling on spirits would sound like a witch, which makes her power seem unnatural and dangerous. Shakespeare gives her this strength in Act 1 so that her collapse in Act 5 is all the more striking.","checklist":[{"ao":"AO1","text":"Did you give a clear argument that answers the question, about the extract and the whole play?"},{"ao":"AO2","text":"Did you analyse Shakespeare's language, form and structure, with subject terms?"},{"ao":"AO3","text":"Did you link your points to Jacobean context, such as James I or the divine right of kings?"},{"ao":"AO4","text":"Did you check your spelling, punctuation and vocabulary?"}]},{"id":"macbeth-lady-macbeth-quotationDrill-1","subTopicId":"macbeth-lady-macbeth","type":"quotationDrill","mode":"missingWord","difficulty":2,"quotations":[{"id":"macbeth-lady-macbeth-q1","topicId":"lt2","subTopicId":"macbeth-lady-macbeth","text":"too full o' th' milk of human kindness","speaker":"Lady Macbeth","reference":"Act 1 Scene 5","themes":["masculinity","ambition"],"method":"metaphor","meaning":"She sees her husband's kindness as a weakness.","publicDomain":true},{"id":"macbeth-lady-macbeth-q2","topicId":"lt2","subTopicId":"macbeth-lady-macbeth","text":"unsex me here","speaker":"Lady Macbeth","reference":"Act 1 Scene 5","themes":["masculinity","the supernatural"],"method":"imperative","meaning":"She rejects her womanhood so that she can be capable of murder.","publicDomain":true},{"id":"macbeth-lady-macbeth-q3","topicId":"lt2","subTopicId":"macbeth-lady-macbeth","text":"Look like th' innocent flower, / But be the serpent under 't","speaker":"Lady Macbeth","reference":"Act 1 Scene 5","themes":["appearance and reality"],"method":"metaphor","meaning":"Deception: look innocent, but be deadly, like the serpent in Eden.","publicDomain":true},{"id":"macbeth-lady-macbeth-q4","topicId":"lt2","subTopicId":"macbeth-lady-macbeth","text":"When you durst do it, then you were a man","speaker":"Lady Macbeth","reference":"Act 1 Scene 7","themes":["masculinity"],"method":"emotive language","meaning":"She attacks his manhood to push him into murder.","publicDomain":true},{"id":"macbeth-lady-macbeth-q5","topicId":"lt2","subTopicId":"macbeth-lady-macbeth","text":"A little water clears us of this deed","speaker":"Lady Macbeth","reference":"Act 2 Scene 2","themes":["guilt"],"method":"understatement","meaning":"She feels no guilt, yet.","publicDomain":true},{"id":"macbeth-lady-macbeth-q6","topicId":"lt2","subTopicId":"macbeth-lady-macbeth","text":"Out, damned spot, out, I say!","speaker":"Lady Macbeth","reference":"Act 5 Scene 1","themes":["guilt"],"method":"imperative","meaning":"Guilt has destroyed her mind.","publicDomain":true}],"others":[{"id":"macbeth-character-of-macbeth-q1","topicId":"lt2","subTopicId":"macbeth-character-of-macbeth","text":"So foul and fair a day I have not seen","speaker":"Macbeth","reference":"Act 1 Scene 3","themes":["appearance and reality","the supernatural"],"method":"paradox","meaning":"His first line echoes the witches, linking him to them.","publicDomain":true},{"id":"macbeth-character-of-macbeth-q2","topicId":"lt2","subTopicId":"macbeth-character-of-macbeth","text":"Stars, hide your fires; / Let not light see my black and deep desires","speaker":"Macbeth","reference":"Act 1 Scene 4","themes":["ambition","appearance and reality"],"method":"imagery","meaning":"He hides his ambition, knowing it is evil.","publicDomain":true},{"id":"macbeth-character-of-macbeth-q3","topicId":"lt2","subTopicId":"macbeth-character-of-macbeth","text":"I have no spur / To prick the sides of my intent, but only / Vaulting ambition","speaker":"Macbeth","reference":"Act 1 Scene 7","themes":["ambition"],"method":"metaphor","meaning":"Ambition is his only motive, like a rider who leaps too far.","publicDomain":true},{"id":"macbeth-witches-and-the-supernatural-q1","topicId":"lt2","subTopicId":"macbeth-witches-and-the-supernatural","text":"Is this a dagger which I see before me","speaker":"Macbeth","reference":"Act 2 Scene 1","themes":["the supernatural","guilt"],"method":"rhetorical question","meaning":"A vision that may be supernatural, or a sign of his guilty mind.","publicDomain":true},{"id":"macbeth-character-of-macbeth-q4","topicId":"lt2","subTopicId":"macbeth-character-of-macbeth","text":"Will all great Neptune's ocean wash this blood / Clean from my hand?","speaker":"Macbeth","reference":"Act 2 Scene 2","themes":["guilt"],"method":"hyperbole","meaning":"His guilt feels too great for the whole sea to wash away.","publicDomain":true},{"id":"macbeth-character-of-macbeth-q5","topicId":"lt2","subTopicId":"macbeth-character-of-macbeth","text":"O, full of scorpions is my mind, dear wife!","speaker":"Macbeth","reference":"Act 3 Scene 2","themes":["guilt"],"method":"metaphor","meaning":"As king, his mind is tormented by fear.","publicDomain":true},{"id":"macbeth-character-of-macbeth-q6","topicId":"lt2","subTopicId":"macbeth-character-of-macbeth","text":"I am in blood / Stepped in so far","speaker":"Macbeth","reference":"Act 3 Scene 4","themes":["violence","guilt"],"method":"metaphor","meaning":"He has killed so much that there is no way back.","publicDomain":true},{"id":"macbeth-character-of-macbeth-q7","topicId":"lt2","subTopicId":"macbeth-character-of-macbeth","text":"Life's but a walking shadow","speaker":"Macbeth","reference":"Act 5 Scene 5","themes":["fate and free will"],"method":"metaphor","meaning":"Life has become meaningless to him.","publicDomain":true},{"id":"macbeth-themes-q1","topicId":"lt2","subTopicId":"macbeth-themes","text":"False face must hide what the false heart doth know","speaker":"Macbeth","reference":"Act 1 Scene 7","themes":["appearance and reality"],"method":"repetition","meaning":"He must hide his evil intentions behind an innocent face.","publicDomain":true},"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:36:questions:29:quotations:0","$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:36:questions:29:quotations:1","$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:36:questions:29:quotations:2","$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:36:questions:29:quotations:3","$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:36:questions:29:quotations:4","$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:36:questions:29:quotations:5",{"id":"macbeth-witches-and-the-supernatural-q2","topicId":"lt2","subTopicId":"macbeth-witches-and-the-supernatural","text":"Fair is foul, and foul is fair","speaker":"The witches","reference":"Act 1 Scene 1","themes":["appearance and reality","the supernatural"],"method":"paradox","meaning":"Nothing in the play is what it seems.","publicDomain":true},{"id":"macbeth-banquo-macduff-and-duncan-q1","topicId":"lt2","subTopicId":"macbeth-banquo-macduff-and-duncan","text":"The instruments of darkness tell us truths","speaker":"Banquo","reference":"Act 1 Scene 3","themes":["the supernatural","appearance and reality"],"method":"metaphor","meaning":"Banquo distrusts the witches' half-truths.","publicDomain":true},{"id":"macbeth-banquo-macduff-and-duncan-q2","topicId":"lt2","subTopicId":"macbeth-banquo-macduff-and-duncan","text":"There's no art / To find the mind's construction in the face","speaker":"Duncan","reference":"Act 1 Scene 4","themes":["appearance and reality","kingship"],"method":"dramatic irony","meaning":"You can't read betrayal in a face, and he goes on to trust Macbeth.","publicDomain":true},{"id":"macbeth-witches-and-the-supernatural-q3","topicId":"lt2","subTopicId":"macbeth-witches-and-the-supernatural","text":"none of woman born / Shall harm Macbeth","speaker":"The second apparition","reference":"Act 4 Scene 1","themes":["fate and free will","the supernatural"],"method":"equivocation","meaning":"A misleading promise that makes Macbeth overconfident.","publicDomain":true},{"id":"macbeth-banquo-macduff-and-duncan-q3","topicId":"lt2","subTopicId":"macbeth-banquo-macduff-and-duncan","text":"He has no children","speaker":"Macduff","reference":"Act 4 Scene 3","themes":["masculinity","violence"],"method":"ambiguity","meaning":"Grief for his murdered family; perhaps Macbeth can't know a father's pain.","publicDomain":true},{"id":"macbeth-banquo-macduff-and-duncan-q4","topicId":"lt2","subTopicId":"macbeth-banquo-macduff-and-duncan","text":"I must also feel it as a man","speaker":"Macduff","reference":"Act 4 Scene 3","themes":["masculinity"],"method":"contrast","meaning":"Real manhood includes feeling grief.","publicDomain":true},{"id":"macbeth-themes-q2","topicId":"lt2","subTopicId":"macbeth-themes","text":"Macbeth does murder sleep","speaker":"Macbeth","reference":"Act 2 Scene 2","themes":["guilt"],"method":"personification","meaning":"He will never be at peace again.","publicDomain":true},{"id":"macbeth-themes-q3","topicId":"lt2","subTopicId":"macbeth-themes","text":"It will have blood, they say; blood will have blood","speaker":"Macbeth","reference":"Act 3 Scene 4","themes":["violence","guilt"],"method":"repetition","meaning":"Murder leads to more murder.","publicDomain":true},{"id":"macbeth-themes-q4","topicId":"lt2","subTopicId":"macbeth-themes","text":"Bleed, bleed, poor country!","speaker":"Macduff","reference":"Act 4 Scene 3","themes":["kingship"],"method":"personification","meaning":"Scotland suffers under a tyrant.","publicDomain":true},{"id":"macbeth-themes-q5","topicId":"lt2","subTopicId":"macbeth-themes","text":"like a giant's robe / Upon a dwarfish thief","speaker":"Angus","reference":"Act 5 Scene 2","themes":["kingship"],"method":"simile","meaning":"The crown doesn't fit the man who stole it.","publicDomain":true}]},{"id":"macbeth-lady-macbeth-quotationDrill-2","subTopicId":"macbeth-lady-macbeth","type":"quotationDrill","mode":"whoSaid","difficulty":1,"quotations":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:36:questions:29:quotations","others":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:36:questions:29:others"},{"id":"macbeth-lady-macbeth-quotationDrill-3","subTopicId":"macbeth-lady-macbeth","type":"quotationDrill","mode":"theme","difficulty":2,"quotations":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:36:questions:29:quotations","others":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:36:questions:29:others"},{"id":"macbeth-banquo-macduff-and-duncan-mcq-1","subTopicId":"macbeth-banquo-macduff-and-duncan","prompt":"What does Duncan say about the traitor Cawdor?","explanation":"Duncan says you can't read a traitor's mind from his face, just before he trusts Macbeth. He says the castle line later, about Macbeth's home.","difficulty":2,"type":"mcq","options":["‘There's no art / To find the mind's construction in the face’","‘This castle hath a pleasant seat’","‘He has no children’","‘Fair is foul, and foul is fair’"],"correctIndex":0},{"id":"macbeth-banquo-macduff-and-duncan-mcq-2","subTopicId":"macbeth-banquo-macduff-and-duncan","prompt":"Who discovers Duncan's body?","explanation":"Macduff discovers the body in Act 2 Scene 3: ‘O horror, horror, horror!’","difficulty":1,"type":"mcq","options":["Macduff","Banquo","Lady Macbeth","Malcolm"],"correctIndex":0},{"id":"macbeth-banquo-macduff-and-duncan-mcq-3","subTopicId":"macbeth-banquo-macduff-and-duncan","prompt":"What do the witches tell Banquo?","explanation":"He will ‘get kings, though thou be none’: his children will rule, but he will not.","difficulty":1,"type":"mcq","options":["He will be killed by Macduff","His descendants will be kings","He will be king himself","He will be Thane of Cawdor"],"correctIndex":1},{"id":"macbeth-banquo-macduff-and-duncan-mcq-4","subTopicId":"macbeth-banquo-macduff-and-duncan","prompt":"Why is Banquo called Macbeth's foil?","explanation":"A foil contrasts with another character. Banquo resists the temptation that Macbeth gives in to.","difficulty":2,"type":"mcq","options":["He is the witches' servant","He hears the same prophecies but makes different choices","He is Macbeth's brother","He helps Macbeth kill Duncan"],"correctIndex":1},{"id":"macbeth-banquo-macduff-and-duncan-mcq-5","subTopicId":"macbeth-banquo-macduff-and-duncan","prompt":"Where does Macduff go to join Malcolm?","explanation":"Malcolm flees to England after his father's murder; Macduff joins him there to raise an army. Donalbain goes to Ireland.","difficulty":2,"type":"mcq","options":["France","Ireland","England","Norway"],"correctIndex":2},{"id":"macbeth-banquo-macduff-and-duncan-mcq-6","subTopicId":"macbeth-banquo-macduff-and-duncan","prompt":"Which king believed he was descended from Banquo?","explanation":"James I believed Banquo was his ancestor, which may be why Shakespeare makes Banquo noble.","difficulty":3,"type":"mcq","options":["Elizabeth I","James I","Henry VIII","Edward the Confessor"],"correctIndex":1},{"id":"macbeth-banquo-macduff-and-duncan-multi-1","subTopicId":"macbeth-banquo-macduff-and-duncan","prompt":"Which of these are true of Macduff? Choose all that apply.","explanation":"Macduff finds the body, stays away from the coronation, and reveals at the end that he was not born in the usual way. Malcolm becomes king.","difficulty":2,"type":"multi","options":["He doesn't go to Macbeth's coronation","He is the first to hear the prophecies","He becomes king at the end","He was ‘Untimely ripped’ from his mother","He helps to murder Banquo","He discovers Duncan's body"],"correctIndices":[0,3,5]},{"id":"macbeth-banquo-macduff-and-duncan-multi-2","subTopicId":"macbeth-banquo-macduff-and-duncan","prompt":"Which characters are presented as good kings? Choose all that apply.","explanation":"Duncan, Malcolm and the English king Edward are shown as good rulers. Macduff and Banquo never rule, and Macbeth is a tyrant.","difficulty":3,"type":"multi","options":["Banquo","Duncan","Malcolm","Macduff","Edward the Confessor","Macbeth"],"correctIndices":[1,2,4]},{"id":"macbeth-banquo-macduff-and-duncan-essay-1","subTopicId":"macbeth-banquo-macduff-and-duncan","prompt":"Starting with this extract, explore how Shakespeare presents Macduff as a man.\n\nWrite about:\n\n- how Shakespeare presents Macduff as a man in this extract\n- how Shakespeare presents Macduff as a man in the play as a whole","explanation":"Strong answers analyse the extract and compare Macduff with Macbeth across the play. The question is worth 30 marks, plus 4 for spelling, punctuation and grammar. Start with the extract, then write about the play as a whole.","difficulty":3,"extract":{"title":"Macbeth, Act 4 Scene 3","author":"William Shakespeare","date":"1606","text":"MACDUFF And I must be from thence? My wife killed too?\nROSS I have said.\nMALCOLM Be comforted.\nLet's make us med'cines of our great revenge\nTo cure this deadly grief.\nMACDUFF He has no children. All my pretty ones?\nDid you say “all”? O hell-kite! All?\nWhat, all my pretty chickens and their dam\nAt one fell swoop?\nMALCOLM Dispute it like a man.\nMACDUFF I shall do so,\nBut I must also feel it as a man.\nI cannot but remember such things were\nThat were most precious to me. Did heaven look on\nAnd would not take their part? Sinful Macduff,\nThey were all struck for thee! Naught that I am,\nNot for their own demerits, but for mine,\nFell slaughter on their souls. Heaven rest them now.\nMALCOLM Be this the whetstone of your sword. Let grief\nConvert to anger. Blunt not the heart; enrage it.","lineNumbers":true,"publicDomain":true},"type":"essay","marks":34,"minutes":50,"aos":["AO1","AO2","AO3","AO4"],"plan":["Thesis: Shakespeare uses Macduff to offer a better idea of manhood than Lady Macbeth's","The extract: shock, grief and ‘I must also feel it as a man’","Act 2: Macduff discovers Duncan and stays away from the coronation","Act 5: his revenge, ‘Untimely ripped’, and Macbeth's death","Context: Jacobean ideas of masculinity and loyalty to the rightful king"],"modelParagraph":"In this extract, Shakespeare presents Macduff as a man who can feel. His broken questions, ‘All my pretty ones? / Did you say “all”?’, show a father in shock, and the repetition of ‘all’ shows he cannot take in the loss. When Malcolm tells him to ‘Dispute it like a man’, Macduff replies, ‘I must also feel it as a man’. This challenges Lady Macbeth's idea that a man must be ruthless. Shakespeare suggests that true manhood combines grief and courage, which makes Macduff a fitting man to defeat Macbeth.","checklist":[{"ao":"AO1","text":"Did you give a clear argument that answers the question, about the extract and the whole play?"},{"ao":"AO2","text":"Did you analyse Shakespeare's language, form and structure, with subject terms?"},{"ao":"AO3","text":"Did you link your points to Jacobean context, such as James I or the divine right of kings?"},{"ao":"AO4","text":"Did you check your spelling, punctuation and vocabulary?"}]},{"id":"macbeth-banquo-macduff-and-duncan-quotationDrill-1","subTopicId":"macbeth-banquo-macduff-and-duncan","type":"quotationDrill","mode":"missingWord","difficulty":2,"quotations":[{"id":"macbeth-banquo-macduff-and-duncan-q1","topicId":"lt2","subTopicId":"macbeth-banquo-macduff-and-duncan","text":"The instruments of darkness tell us truths","speaker":"Banquo","reference":"Act 1 Scene 3","themes":["the supernatural","appearance and 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man","speaker":"Macduff","reference":"Act 4 Scene 3","themes":["masculinity"],"method":"contrast","meaning":"Real manhood includes feeling grief.","publicDomain":true}],"others":[{"id":"macbeth-character-of-macbeth-q1","topicId":"lt2","subTopicId":"macbeth-character-of-macbeth","text":"So foul and fair a day I have not seen","speaker":"Macbeth","reference":"Act 1 Scene 3","themes":["appearance and reality","the supernatural"],"method":"paradox","meaning":"His first line echoes the witches, linking him to them.","publicDomain":true},{"id":"macbeth-character-of-macbeth-q2","topicId":"lt2","subTopicId":"macbeth-character-of-macbeth","text":"Stars, hide your fires; / Let not light see my black and deep desires","speaker":"Macbeth","reference":"Act 1 Scene 4","themes":["ambition","appearance and reality"],"method":"imagery","meaning":"He hides his ambition, knowing it is evil.","publicDomain":true},{"id":"macbeth-character-of-macbeth-q3","topicId":"lt2","subTopicId":"macbeth-character-of-macbeth","text":"I have no spur / To prick the sides of my intent, but only / Vaulting ambition","speaker":"Macbeth","reference":"Act 1 Scene 7","themes":["ambition"],"method":"metaphor","meaning":"Ambition is his only motive, like a rider who leaps too far.","publicDomain":true},{"id":"macbeth-witches-and-the-supernatural-q1","topicId":"lt2","subTopicId":"macbeth-witches-and-the-supernatural","text":"Is this a dagger which I see before me","speaker":"Macbeth","reference":"Act 2 Scene 1","themes":["the supernatural","guilt"],"method":"rhetorical question","meaning":"A vision that may be supernatural, or a sign of his guilty mind.","publicDomain":true},{"id":"macbeth-character-of-macbeth-q4","topicId":"lt2","subTopicId":"macbeth-character-of-macbeth","text":"Will all great Neptune's ocean wash this blood / Clean from my hand?","speaker":"Macbeth","reference":"Act 2 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will"],"method":"metaphor","meaning":"Life has become meaningless to him.","publicDomain":true},{"id":"macbeth-themes-q1","topicId":"lt2","subTopicId":"macbeth-themes","text":"False face must hide what the false heart doth know","speaker":"Macbeth","reference":"Act 1 Scene 7","themes":["appearance and reality"],"method":"repetition","meaning":"He must hide his evil intentions behind an innocent face.","publicDomain":true},{"id":"macbeth-lady-macbeth-q1","topicId":"lt2","subTopicId":"macbeth-lady-macbeth","text":"too full o' th' milk of human kindness","speaker":"Lady Macbeth","reference":"Act 1 Scene 5","themes":["masculinity","ambition"],"method":"metaphor","meaning":"She sees her husband's kindness as a weakness.","publicDomain":true},{"id":"macbeth-lady-macbeth-q2","topicId":"lt2","subTopicId":"macbeth-lady-macbeth","text":"unsex me here","speaker":"Lady Macbeth","reference":"Act 1 Scene 5","themes":["masculinity","the supernatural"],"method":"imperative","meaning":"She rejects her womanhood so that she can be capable of murder.","publicDomain":true},{"id":"macbeth-lady-macbeth-q3","topicId":"lt2","subTopicId":"macbeth-lady-macbeth","text":"Look like th' innocent flower, / But be the serpent under 't","speaker":"Lady Macbeth","reference":"Act 1 Scene 5","themes":["appearance and reality"],"method":"metaphor","meaning":"Deception: look innocent, but be deadly, like the serpent in Eden.","publicDomain":true},{"id":"macbeth-lady-macbeth-q4","topicId":"lt2","subTopicId":"macbeth-lady-macbeth","text":"When you durst do it, then you were a man","speaker":"Lady Macbeth","reference":"Act 1 Scene 7","themes":["masculinity"],"method":"emotive language","meaning":"She attacks his manhood to push him into murder.","publicDomain":true},{"id":"macbeth-lady-macbeth-q5","topicId":"lt2","subTopicId":"macbeth-lady-macbeth","text":"A little water clears us of this deed","speaker":"Lady Macbeth","reference":"Act 2 Scene 2","themes":["guilt"],"method":"understatement","meaning":"She feels no guilt, yet.","publicDomain":true},{"id":"macbeth-lady-macbeth-q6","topicId":"lt2","subTopicId":"macbeth-lady-macbeth","text":"Out, damned spot, out, I say!","speaker":"Lady Macbeth","reference":"Act 5 Scene 1","themes":["guilt"],"method":"imperative","meaning":"Guilt has destroyed her mind.","publicDomain":true},{"id":"macbeth-witches-and-the-supernatural-q2","topicId":"lt2","subTopicId":"macbeth-witches-and-the-supernatural","text":"Fair is foul, and foul is fair","speaker":"The witches","reference":"Act 1 Scene 1","themes":["appearance and reality","the supernatural"],"method":"paradox","meaning":"Nothing in the play is what it seems.","publicDomain":true},"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:36:questions:41:quotations:0","$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:36:questions:41:quotations:1",{"id":"macbeth-witches-and-the-supernatural-q3","topicId":"lt2","subTopicId":"macbeth-witches-and-the-supernatural","text":"none of woman born / Shall harm Macbeth","speaker":"The second apparition","reference":"Act 4 Scene 1","themes":["fate and free will","the supernatural"],"method":"equivocation","meaning":"A misleading promise that makes Macbeth overconfident.","publicDomain":true},"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:36:questions:41:quotations:2","$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:36:questions:41:quotations:3",{"id":"macbeth-themes-q2","topicId":"lt2","subTopicId":"macbeth-themes","text":"Macbeth does murder sleep","speaker":"Macbeth","reference":"Act 2 Scene 2","themes":["guilt"],"method":"personification","meaning":"He will never be at peace again.","publicDomain":true},{"id":"macbeth-themes-q3","topicId":"lt2","subTopicId":"macbeth-themes","text":"It will have blood, they say; blood will have blood","speaker":"Macbeth","reference":"Act 3 Scene 4","themes":["violence","guilt"],"method":"repetition","meaning":"Murder leads to more murder.","publicDomain":true},{"id":"macbeth-themes-q4","topicId":"lt2","subTopicId":"macbeth-themes","text":"Bleed, bleed, poor country!","speaker":"Macduff","reference":"Act 4 Scene 3","themes":["kingship"],"method":"personification","meaning":"Scotland suffers under a tyrant.","publicDomain":true},{"id":"macbeth-themes-q5","topicId":"lt2","subTopicId":"macbeth-themes","text":"like a giant's robe / Upon a dwarfish thief","speaker":"Angus","reference":"Act 5 Scene 2","themes":["kingship"],"method":"simile","meaning":"The crown doesn't fit the man who stole it.","publicDomain":true}]},{"id":"macbeth-banquo-macduff-and-duncan-quotationDrill-2","subTopicId":"macbeth-banquo-macduff-and-duncan","type":"quotationDrill","mode":"whoSaid","difficulty":1,"quotations":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:36:questions:41:quotations","others":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:36:questions:41:others"},{"id":"macbeth-banquo-macduff-and-duncan-quotationDrill-3","subTopicId":"macbeth-banquo-macduff-and-duncan","type":"quotationDrill","mode":"theme","difficulty":2,"quotations":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:36:questions:41:quotations","others":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:36:questions:41:others"},{"id":"macbeth-witches-and-the-supernatural-mcq-1","subTopicId":"macbeth-witches-and-the-supernatural","prompt":"What are the witches called in the play?","explanation":"They are called the Weird Sisters. ‘Weird’ once meant to do with fate.","difficulty":1,"type":"mcq","options":["The Three Graces","The Furies","The Fates","The Weird Sisters"],"correctIndex":3},{"id":"macbeth-witches-and-the-supernatural-mcq-2","subTopicId":"macbeth-witches-and-the-supernatural","prompt":"‘Fair is foul, and foul is fair’ is an example of which technique?","explanation":"A paradox seems to contradict itself. Here it suggests good and evil are mixed up, and nothing is what it seems.","difficulty":1,"type":"mcq","options":["Hyperbole","Paradox","Personification","Simile"],"correctIndex":1},{"id":"macbeth-witches-and-the-supernatural-mcq-3","subTopicId":"macbeth-witches-and-the-supernatural","prompt":"What does the first apparition in Act 4 Scene 1 tell Macbeth?","explanation":"The armed head warns ‘Beware Macduff’. The second and third apparitions give the other two promises.","difficulty":2,"type":"mcq","options":["That Banquo's sons will be kings","That no man of woman born can harm him","To beware Macduff","That he is safe until Birnam Wood moves"],"correctIndex":2},{"id":"macbeth-witches-and-the-supernatural-mcq-4","subTopicId":"macbeth-witches-and-the-supernatural","prompt":"How do the witches usually speak, unlike most characters?","explanation":"Their chants, such as ‘Double, double toil and trouble’, have a different rhythm from everyone else's speech.","difficulty":2,"type":"mcq","options":["In long blank-verse speeches","In Latin","In prose","In short, rhyming chants"],"correctIndex":3},{"id":"macbeth-witches-and-the-supernatural-mcq-5","subTopicId":"macbeth-witches-and-the-supernatural","prompt":"Who sees Banquo's ghost at the banquet?","explanation":"Only Macbeth sees it, so his guests think he is ill or mad.","difficulty":1,"type":"mcq","options":["Macbeth and Lady Macbeth","Banquo's murderers","Only Macbeth","Everyone at the banquet"],"correctIndex":2},{"id":"macbeth-witches-and-the-supernatural-mcq-6","subTopicId":"macbeth-witches-and-the-supernatural","prompt":"What does Lady Macbeth call the ghost Macbeth sees?","explanation":"She dismisses it as a picture created by his fear. Macbeth himself wonders if the dagger is ‘A dagger of the mind’.","difficulty":3,"type":"mcq","options":["‘The instruments of darkness’","‘the very painting of your fear’","‘unsex me here’","‘A dagger of the mind’"],"correctIndex":1},{"id":"macbeth-witches-and-the-supernatural-multi-1","subTopicId":"macbeth-witches-and-the-supernatural","prompt":"Which prophecies come true? Choose all that apply.","explanation":"Every prophecy comes true, but not as Macbeth expects. Banquo's descendants, not Banquo, will be kings, and Macduff can kill him.","difficulty":3,"type":"multi","options":["Macbeth can never be killed","Macbeth's son becomes king","Macbeth becomes Thane of Cawdor","Macbeth becomes king","Banquo becomes king","Birnam Wood comes to Dunsinane"],"correctIndices":[2,3,5]},{"id":"macbeth-witches-and-the-supernatural-multi-2","subTopicId":"macbeth-witches-and-the-supernatural","prompt":"Which supernatural things happen in the play? Choose all that apply.","explanation":"The dagger, the ghost and the apparitions are all supernatural, or may be. Duncan's ghost never appears.","difficulty":1,"type":"multi","options":["Duncan's ghost appears","Macbeth flies","Lady Macbeth turns into a witch","Banquo's ghost appears","A floating dagger appears","Apparitions appear in Act 4 Scene 1"],"correctIndices":[3,4,5]},{"id":"macbeth-witches-and-the-supernatural-essay-1","subTopicId":"macbeth-witches-and-the-supernatural","prompt":"Starting with this extract, explore how Shakespeare presents the supernatural.\n\nWrite about:\n\n- how Shakespeare presents the supernatural in this extract\n- how Shakespeare presents the supernatural in the play as a whole","explanation":"Strong answers analyse the extract and link it to the witches, the ghost and the apparitions. The question is worth 30 marks, plus 4 for spelling, punctuation and grammar. Start with the extract, then write about the play as a whole.","difficulty":3,"extract":{"title":"Macbeth, Act 2 Scene 1","author":"William Shakespeare","date":"1606","text":"Is this a dagger which I see before me,\nThe handle toward my hand? Come, let me clutch thee.\nI have thee not, and yet I see thee still.\nArt thou not, fatal vision, sensible\nTo feeling as to sight? Or art thou but\nA dagger of the mind, a false creation\nProceeding from the heat-oppressed brain?\nI see thee yet, in form as palpable\nAs this which now I draw.\nThou marshal'st me the way that I was going,\nAnd such an instrument I was to use.\nMine eyes are made the fools o' th' other senses\nOr else worth all the rest. I see thee still,\nAnd, on thy blade and dudgeon, gouts of blood,\nWhich was not so before. There's no such thing.\nIt is the bloody business which informs\nThus to mine eyes.","lineNumbers":true,"publicDomain":true},"type":"essay","marks":34,"minutes":50,"aos":["AO1","AO2","AO3","AO4"],"plan":["Thesis: Shakespeare keeps it unclear whether the supernatural is real or Macbeth's guilty mind","The extract: the dagger, ‘A dagger of the mind’","The witches' paradoxes and prophecies","Banquo's ghost and the apparitions","Context: Jacobean beliefs about witchcraft and King James"],"modelParagraph":"In this extract, Shakespeare presents the supernatural as something Macbeth cannot trust. He asks, ‘Is this a dagger which I see before me, / The handle toward my hand?’, and the question shows his confusion. He wonders whether it is ‘A dagger of the mind’, a vision created by his own guilty thoughts. Shakespeare never answers this, so the audience is left unsure whether evil comes from outside, like the witches, or from inside Macbeth. For a Jacobean audience who believed in witchcraft, this uncertainty would be deeply unsettling.","checklist":[{"ao":"AO1","text":"Did you give a clear argument that answers the question, about the extract and the whole play?"},{"ao":"AO2","text":"Did you analyse Shakespeare's language, form and structure, with subject terms?"},{"ao":"AO3","text":"Did you link your points to Jacobean context, such as James I or the divine right of kings?"},{"ao":"AO4","text":"Did you check your spelling, punctuation and vocabulary?"}]},{"id":"macbeth-witches-and-the-supernatural-quotationDrill-1","subTopicId":"macbeth-witches-and-the-supernatural","type":"quotationDrill","mode":"missingWord","difficulty":2,"quotations":[{"id":"macbeth-witches-and-the-supernatural-q1","topicId":"lt2","subTopicId":"macbeth-witches-and-the-supernatural","text":"Is this a dagger which I see before me","speaker":"Macbeth","reference":"Act 2 Scene 1","themes":["the supernatural","guilt"],"method":"rhetorical 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Macbeth","reference":"Act 1 Scene 7","themes":["masculinity"],"method":"emotive language","meaning":"She attacks his manhood to push him into murder.","publicDomain":true},{"id":"macbeth-lady-macbeth-q5","topicId":"lt2","subTopicId":"macbeth-lady-macbeth","text":"A little water clears us of this deed","speaker":"Lady Macbeth","reference":"Act 2 Scene 2","themes":["guilt"],"method":"understatement","meaning":"She feels no guilt, yet.","publicDomain":true},{"id":"macbeth-lady-macbeth-q6","topicId":"lt2","subTopicId":"macbeth-lady-macbeth","text":"Out, damned spot, out, I say!","speaker":"Lady Macbeth","reference":"Act 5 Scene 1","themes":["guilt"],"method":"imperative","meaning":"Guilt has destroyed her mind.","publicDomain":true},"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:36:questions:53:quotations:1",{"id":"macbeth-banquo-macduff-and-duncan-q1","topicId":"lt2","subTopicId":"macbeth-banquo-macduff-and-duncan","text":"The instruments of darkness tell us truths","speaker":"Banquo","reference":"Act 1 Scene 3","themes":["the supernatural","appearance and reality"],"method":"metaphor","meaning":"Banquo distrusts the witches' half-truths.","publicDomain":true},{"id":"macbeth-banquo-macduff-and-duncan-q2","topicId":"lt2","subTopicId":"macbeth-banquo-macduff-and-duncan","text":"There's no art / To find the mind's construction in the face","speaker":"Duncan","reference":"Act 1 Scene 4","themes":["appearance and reality","kingship"],"method":"dramatic irony","meaning":"You can't read betrayal in a face, and he goes on to trust Macbeth.","publicDomain":true},"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:36:questions:53:quotations:2",{"id":"macbeth-banquo-macduff-and-duncan-q3","topicId":"lt2","subTopicId":"macbeth-banquo-macduff-and-duncan","text":"He has no children","speaker":"Macduff","reference":"Act 4 Scene 3","themes":["masculinity","violence"],"method":"ambiguity","meaning":"Grief for his murdered family; perhaps Macbeth can't know a father's pain.","publicDomain":true},{"id":"macbeth-banquo-macduff-and-duncan-q4","topicId":"lt2","subTopicId":"macbeth-banquo-macduff-and-duncan","text":"I must also feel it as a man","speaker":"Macduff","reference":"Act 4 Scene 3","themes":["masculinity"],"method":"contrast","meaning":"Real manhood includes feeling grief.","publicDomain":true},{"id":"macbeth-themes-q2","topicId":"lt2","subTopicId":"macbeth-themes","text":"Macbeth does murder sleep","speaker":"Macbeth","reference":"Act 2 Scene 2","themes":["guilt"],"method":"personification","meaning":"He will never be at peace again.","publicDomain":true},{"id":"macbeth-themes-q3","topicId":"lt2","subTopicId":"macbeth-themes","text":"It will have blood, they say; blood will have blood","speaker":"Macbeth","reference":"Act 3 Scene 4","themes":["violence","guilt"],"method":"repetition","meaning":"Murder leads to more murder.","publicDomain":true},{"id":"macbeth-themes-q4","topicId":"lt2","subTopicId":"macbeth-themes","text":"Bleed, bleed, poor country!","speaker":"Macduff","reference":"Act 4 Scene 3","themes":["kingship"],"method":"personification","meaning":"Scotland suffers under a tyrant.","publicDomain":true},{"id":"macbeth-themes-q5","topicId":"lt2","subTopicId":"macbeth-themes","text":"like a giant's robe / Upon a dwarfish thief","speaker":"Angus","reference":"Act 5 Scene 2","themes":["kingship"],"method":"simile","meaning":"The crown doesn't fit the man who stole it.","publicDomain":true}]},{"id":"macbeth-witches-and-the-supernatural-quotationDrill-2","subTopicId":"macbeth-witches-and-the-supernatural","type":"quotationDrill","mode":"whoSaid","difficulty":1,"quotations":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:36:questions:53:quotations","others":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:36:questions:53:others"},{"id":"macbeth-witches-and-the-supernatural-quotationDrill-3","subTopicId":"macbeth-witches-and-the-supernatural","type":"quotationDrill","mode":"theme","difficulty":2,"quotations":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:36:questions:53:quotations","others":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:36:questions:53:others"},{"id":"macbeth-themes-mcq-1","subTopicId":"macbeth-themes","prompt":"Which theme does ‘Vaulting ambition’ show most clearly?","explanation":"Macbeth admits ambition is his only motive for killing Duncan.","difficulty":1,"type":"mcq","options":["Kingship","Masculinity","Fate","Ambition"],"correctIndex":3},{"id":"macbeth-themes-mcq-2","subTopicId":"macbeth-themes","prompt":"Who says ‘Bleed, bleed, poor country!’?","explanation":"Macduff says it in Act 4 Scene 3, grieving for Scotland under the tyrant Macbeth.","difficulty":1,"type":"mcq","options":["Malcolm","Macduff","Ross","Banquo"],"correctIndex":1},{"id":"macbeth-themes-mcq-3","subTopicId":"macbeth-themes","prompt":"‘False face must hide what the false heart doth know’ shows which theme?","explanation":"Macbeth must hide his evil intentions behind an innocent face.","difficulty":1,"type":"mcq","options":["Appearance and reality","Guilt","Masculinity","The supernatural"],"correctIndex":0},{"id":"macbeth-themes-mcq-4","subTopicId":"macbeth-themes","prompt":"Whose idea of manhood includes feeling grief?","explanation":"Macduff says ‘I must also feel it as a man’, unlike Lady Macbeth, who links manhood with violence.","difficulty":1,"type":"mcq","options":["Macbeth's","The murderers'","Macduff's","Lady Macbeth's"],"correctIndex":2},{"id":"macbeth-themes-mcq-5","subTopicId":"macbeth-themes","prompt":"What does ‘It will have blood, they say; blood will have blood’ suggest?","explanation":"Macbeth realises that murder brings more murder.","difficulty":2,"type":"mcq","options":["Macbeth has been wounded","The witches want a sacrifice","Banquo is still alive","Violence leads to more violence"],"correctIndex":3},{"id":"macbeth-themes-mcq-6","subTopicId":"macbeth-themes","prompt":"When Macbeth hopes ‘chance may crown me / Without my stir’, which theme is explored?","explanation":"He hopes fate will make him king without his doing anything; instead, he chooses to act.","difficulty":3,"type":"mcq","options":["Kingship","Appearance and reality","Fate and free will","Masculinity"],"correctIndex":2},{"id":"macbeth-themes-multi-1","subTopicId":"macbeth-themes","prompt":"Which quotations show guilt? Choose all that apply.","explanation":"The three correct quotations show guilt tormenting both Macbeths.","difficulty":2,"type":"multi","options":["‘Bleed, bleed, poor country!’","‘O, full of scorpions is my mind, dear wife!’","‘Macbeth does murder sleep’","‘When you durst do it, then you were a man’","‘Out, damned spot, out, I say!’","‘Fair is foul, and foul is fair’"],"correctIndices":[1,2,4]},{"id":"macbeth-themes-multi-2","subTopicId":"macbeth-themes","prompt":"Which quotations show appearance and reality? Choose all that apply.","explanation":"All three correct quotations are about hiding the truth behind a false face.","difficulty":3,"type":"multi","options":["‘Life's but a walking shadow’","‘I must also feel it as a man’","‘There's no art / To find the mind's construction in the face’","‘Look like th' innocent flower, / But be the serpent under 't’","‘False face must hide what the false heart doth know’","‘Bleed, bleed, poor country!’"],"correctIndices":[2,3,4]},{"id":"macbeth-themes-essay-1","subTopicId":"macbeth-themes","prompt":"Starting with this extract, explore how Shakespeare presents guilt.\n\nWrite about:\n\n- how Shakespeare presents guilt in this extract\n- how Shakespeare presents guilt in the play as a whole","explanation":"Strong answers analyse the extract and trace guilt through both characters. The question is worth 30 marks, plus 4 for spelling, punctuation and grammar. Start with the extract, then write about the play as a whole.","difficulty":3,"extract":{"title":"Macbeth, Act 2 Scene 2","author":"William Shakespeare","date":"1606","text":"MACBETH I'll go no more.\nI am afraid to think what I have done.\nLook on 't again I dare not.\nLADY MACBETH Infirm of purpose!\nGive me the daggers. The sleeping and the dead\nAre but as pictures. 'Tis the eye of childhood\nThat fears a painted devil. If he do bleed,\nI'll gild the faces of the grooms withal,\nFor it must seem their guilt.\nMACBETH Whence is that knocking?\nHow is 't with me when every noise appals me?\nWhat hands are here! Ha, they pluck out mine eyes.\nWill all great Neptune's ocean wash this blood\nClean from my hand? No, this my hand will rather\nThe multitudinous seas incarnadine,\nMaking the green one red.","lineNumbers":true,"publicDomain":true},"type":"essay","marks":34,"minutes":50,"aos":["AO1","AO2","AO3","AO4"],"plan":["Thesis: Shakespeare shows that guilt cannot be escaped, but it affects the two Macbeths at different times","The extract: Macbeth's terror, and Lady Macbeth's calm","Act 3: Banquo's ghost and ‘full of scorpions is my mind’","Act 5: Lady Macbeth's sleepwalking and death","Context: regicide as a sin against God"],"modelParagraph":"In this extract, Shakespeare presents guilt through the contrast between the two Macbeths. Macbeth is terrified: ‘I am afraid to think what I have done’, and the hyperbole of ‘The multitudinous seas incarnadine’ suggests his guilt could turn every ocean red. Lady Macbeth, by contrast, mocks him as ‘Infirm of purpose!’ and calls the dead mere ‘pictures’. For a Jacobean audience, who saw killing a king as a sin against God, Macbeth's terror would seem fitting. Shakespeare reverses this later, when Lady Macbeth is the one destroyed by guilt.","checklist":[{"ao":"AO1","text":"Did you give a clear argument that answers the question, about the extract and the whole play?"},{"ao":"AO2","text":"Did you analyse Shakespeare's language, form and structure, with subject terms?"},{"ao":"AO3","text":"Did you link your points to Jacobean context, such as James I or the divine right of kings?"},{"ao":"AO4","text":"Did you check your spelling, punctuation and vocabulary?"}]},{"id":"macbeth-themes-quotationDrill-1","subTopicId":"macbeth-themes","type":"quotationDrill","mode":"missingWord","difficulty":2,"quotations":[{"id":"macbeth-themes-q1","topicId":"lt2","subTopicId":"macbeth-themes","text":"False face must hide what the false heart doth know","speaker":"Macbeth","reference":"Act 1 Scene 7","themes":["appearance and reality"],"method":"repetition","meaning":"He must hide his evil intentions behind an innocent face.","publicDomain":true},{"id":"macbeth-themes-q2","topicId":"lt2","subTopicId":"macbeth-themes","text":"Macbeth does murder sleep","speaker":"Macbeth","reference":"Act 2 Scene 2","themes":["guilt"],"method":"personification","meaning":"He will never be at peace again.","publicDomain":true},{"id":"macbeth-themes-q3","topicId":"lt2","subTopicId":"macbeth-themes","text":"It will have blood, they say; blood will have blood","speaker":"Macbeth","reference":"Act 3 Scene 4","themes":["violence","guilt"],"method":"repetition","meaning":"Murder leads to more murder.","publicDomain":true},{"id":"macbeth-themes-q4","topicId":"lt2","subTopicId":"macbeth-themes","text":"Bleed, bleed, poor country!","speaker":"Macduff","reference":"Act 4 Scene 3","themes":["kingship"],"method":"personification","meaning":"Scotland suffers under a tyrant.","publicDomain":true},{"id":"macbeth-themes-q5","topicId":"lt2","subTopicId":"macbeth-themes","text":"like a giant's robe / Upon a dwarfish thief","speaker":"Angus","reference":"Act 5 Scene 2","themes":["kingship"],"method":"simile","meaning":"The crown doesn't fit the man who stole it.","publicDomain":true}],"others":[{"id":"macbeth-character-of-macbeth-q1","topicId":"lt2","subTopicId":"macbeth-character-of-macbeth","text":"So foul and fair a day I have not seen","speaker":"Macbeth","reference":"Act 1 Scene 3","themes":["appearance and reality","the supernatural"],"method":"paradox","meaning":"His first line echoes the witches, linking him to them.","publicDomain":true},{"id":"macbeth-character-of-macbeth-q2","topicId":"lt2","subTopicId":"macbeth-character-of-macbeth","text":"Stars, hide your fires; / Let not light see my black and deep desires","speaker":"Macbeth","reference":"Act 1 Scene 4","themes":["ambition","appearance and reality"],"method":"imagery","meaning":"He hides his ambition, knowing it is evil.","publicDomain":true},{"id":"macbeth-character-of-macbeth-q3","topicId":"lt2","subTopicId":"macbeth-character-of-macbeth","text":"I have no spur / To prick the sides of my intent, but only / Vaulting ambition","speaker":"Macbeth","reference":"Act 1 Scene 7","themes":["ambition"],"method":"metaphor","meaning":"Ambition is his only motive, like a rider who leaps too far.","publicDomain":true},{"id":"macbeth-witches-and-the-supernatural-q1","topicId":"lt2","subTopicId":"macbeth-witches-and-the-supernatural","text":"Is this a dagger which I see before me","speaker":"Macbeth","reference":"Act 2 Scene 1","themes":["the supernatural","guilt"],"method":"rhetorical question","meaning":"A vision that may be supernatural, or a sign of his guilty mind.","publicDomain":true},{"id":"macbeth-character-of-macbeth-q4","topicId":"lt2","subTopicId":"macbeth-character-of-macbeth","text":"Will all great Neptune's ocean wash this blood / Clean from my hand?","speaker":"Macbeth","reference":"Act 2 Scene 2","themes":["guilt"],"method":"hyperbole","meaning":"His guilt feels too great for the whole sea to wash away.","publicDomain":true},{"id":"macbeth-character-of-macbeth-q5","topicId":"lt2","subTopicId":"macbeth-character-of-macbeth","text":"O, full of scorpions is my mind, dear wife!","speaker":"Macbeth","reference":"Act 3 Scene 2","themes":["guilt"],"method":"metaphor","meaning":"As king, his mind is tormented by fear.","publicDomain":true},{"id":"macbeth-character-of-macbeth-q6","topicId":"lt2","subTopicId":"macbeth-character-of-macbeth","text":"I am in blood / Stepped in so far","speaker":"Macbeth","reference":"Act 3 Scene 4","themes":["violence","guilt"],"method":"metaphor","meaning":"He has killed so much that there is no way back.","publicDomain":true},{"id":"macbeth-character-of-macbeth-q7","topicId":"lt2","subTopicId":"macbeth-character-of-macbeth","text":"Life's but a walking shadow","speaker":"Macbeth","reference":"Act 5 Scene 5","themes":["fate and free will"],"method":"metaphor","meaning":"Life has become meaningless to him.","publicDomain":true},"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:36:questions:65:quotations:0",{"id":"macbeth-lady-macbeth-q1","topicId":"lt2","subTopicId":"macbeth-lady-macbeth","text":"too full o' th' milk of human kindness","speaker":"Lady Macbeth","reference":"Act 1 Scene 5","themes":["masculinity","ambition"],"method":"metaphor","meaning":"She sees her husband's kindness as a weakness.","publicDomain":true},{"id":"macbeth-lady-macbeth-q2","topicId":"lt2","subTopicId":"macbeth-lady-macbeth","text":"unsex me here","speaker":"Lady Macbeth","reference":"Act 1 Scene 5","themes":["masculinity","the supernatural"],"method":"imperative","meaning":"She rejects her womanhood so that she can be capable of murder.","publicDomain":true},{"id":"macbeth-lady-macbeth-q3","topicId":"lt2","subTopicId":"macbeth-lady-macbeth","text":"Look like th' innocent flower, / But be the serpent under 't","speaker":"Lady Macbeth","reference":"Act 1 Scene 5","themes":["appearance and reality"],"method":"metaphor","meaning":"Deception: look innocent, but be deadly, like the serpent in Eden.","publicDomain":true},{"id":"macbeth-lady-macbeth-q4","topicId":"lt2","subTopicId":"macbeth-lady-macbeth","text":"When you durst do it, then you were a man","speaker":"Lady Macbeth","reference":"Act 1 Scene 7","themes":["masculinity"],"method":"emotive language","meaning":"She attacks his manhood to push him into murder.","publicDomain":true},{"id":"macbeth-lady-macbeth-q5","topicId":"lt2","subTopicId":"macbeth-lady-macbeth","text":"A little water clears us of this deed","speaker":"Lady Macbeth","reference":"Act 2 Scene 2","themes":["guilt"],"method":"understatement","meaning":"She feels no guilt, yet.","publicDomain":true},{"id":"macbeth-lady-macbeth-q6","topicId":"lt2","subTopicId":"macbeth-lady-macbeth","text":"Out, damned spot, out, I say!","speaker":"Lady Macbeth","reference":"Act 5 Scene 1","themes":["guilt"],"method":"imperative","meaning":"Guilt has destroyed her mind.","publicDomain":true},{"id":"macbeth-witches-and-the-supernatural-q2","topicId":"lt2","subTopicId":"macbeth-witches-and-the-supernatural","text":"Fair is foul, and foul is fair","speaker":"The witches","reference":"Act 1 Scene 1","themes":["appearance and reality","the supernatural"],"method":"paradox","meaning":"Nothing in the play is what it seems.","publicDomain":true},{"id":"macbeth-banquo-macduff-and-duncan-q1","topicId":"lt2","subTopicId":"macbeth-banquo-macduff-and-duncan","text":"The instruments of darkness tell us truths","speaker":"Banquo","reference":"Act 1 Scene 3","themes":["the supernatural","appearance and reality"],"method":"metaphor","meaning":"Banquo distrusts the witches' half-truths.","publicDomain":true},{"id":"macbeth-banquo-macduff-and-duncan-q2","topicId":"lt2","subTopicId":"macbeth-banquo-macduff-and-duncan","text":"There's no art / To find the mind's construction in the face","speaker":"Duncan","reference":"Act 1 Scene 4","themes":["appearance and reality","kingship"],"method":"dramatic irony","meaning":"You can't read betrayal in a face, and he goes on to trust Macbeth.","publicDomain":true},{"id":"macbeth-witches-and-the-supernatural-q3","topicId":"lt2","subTopicId":"macbeth-witches-and-the-supernatural","text":"none of woman born / Shall harm Macbeth","speaker":"The second apparition","reference":"Act 4 Scene 1","themes":["fate and free will","the supernatural"],"method":"equivocation","meaning":"A misleading promise that makes Macbeth overconfident.","publicDomain":true},{"id":"macbeth-banquo-macduff-and-duncan-q3","topicId":"lt2","subTopicId":"macbeth-banquo-macduff-and-duncan","text":"He has no children","speaker":"Macduff","reference":"Act 4 Scene 3","themes":["masculinity","violence"],"method":"ambiguity","meaning":"Grief for his murdered family; perhaps Macbeth can't know a father's pain.","publicDomain":true},{"id":"macbeth-banquo-macduff-and-duncan-q4","topicId":"lt2","subTopicId":"macbeth-banquo-macduff-and-duncan","text":"I must also feel it as a man","speaker":"Macduff","reference":"Act 4 Scene 3","themes":["masculinity"],"method":"contrast","meaning":"Real manhood includes feeling grief.","publicDomain":true},"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:36:questions:65:quotations:1","$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:36:questions:65:quotations:2","$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:36:questions:65:quotations:3","$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:36:questions:65:quotations:4"]},{"id":"macbeth-themes-quotationDrill-2","subTopicId":"macbeth-themes","type":"quotationDrill","mode":"whoSaid","difficulty":1,"quotations":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:36:questions:65:quotations","others":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:36:questions:65:others"},{"id":"macbeth-themes-quotationDrill-3","subTopicId":"macbeth-themes","type":"quotationDrill","mode":"theme","difficulty":2,"quotations":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:36:questions:65:quotations","others":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:36:questions:65:others"},{"id":"macbeth-context-mcq-1","subTopicId":"macbeth-context","prompt":"Who was king when Macbeth was written?","explanation":"Macbeth was written in about 1606, early in the reign of James I.","difficulty":1,"type":"mcq","options":["Elizabeth I","James I","Henry VIII","Charles I"],"correctIndex":1},{"id":"macbeth-context-mcq-2","subTopicId":"macbeth-context","prompt":"What was the Gunpowder Plot?","explanation":"In 1605 Catholic plotters tried to blow up Parliament and kill James. The plot failed.","difficulty":1,"type":"mcq","options":["A plan to steal the crown jewels","A Scottish rebellion against Duncan","A plan to blow up Parliament and kill King James","A plot to kill Queen Elizabeth"],"correctIndex":2},{"id":"macbeth-context-mcq-3","subTopicId":"macbeth-context","prompt":"In which year was the Gunpowder Plot?","explanation":"The plot was discovered on 5 November 1605, shortly before Macbeth was written.","difficulty":2,"type":"mcq","options":["1666","1588","1605","1066"],"correctIndex":2},{"id":"macbeth-context-mcq-4","subTopicId":"macbeth-context","prompt":"What is the divine right of kings?","explanation":"Because the king was chosen by God, killing him was a sin, not just a crime.","difficulty":2,"type":"mcq","options":["The belief that a king is chosen by God","The right of any noble to claim the throne","The belief that kings are elected by the people","A law that kings must go to church"],"correctIndex":0},{"id":"macbeth-context-mcq-5","subTopicId":"macbeth-context","prompt":"What did King James write?","explanation":"James published Daemonologie in 1597. He believed witches had tried to drown him with storms.","difficulty":2,"type":"mcq","options":["A history of Scotland","Daemonologie, a book about witchcraft","A book of sonnets","Macbeth"],"correctIndex":1},{"id":"macbeth-context-mcq-6","subTopicId":"macbeth-context","prompt":"How would a Jacobean audience see regicide?","explanation":"Under the divine right of kings, killing a king went against God and the natural order.","difficulty":3,"type":"mcq","options":["As a sin against God as well as a crime","As sometimes heroic","As a private family matter","As legal in wartime"],"correctIndex":0},{"id":"macbeth-context-multi-1","subTopicId":"macbeth-context","prompt":"Which beliefs did many Jacobeans hold? Choose all that apply.","explanation":"These beliefs help explain why the play's events feel so terrible to its first audience.","difficulty":2,"type":"multi","options":["Witches were real and dangerous","All people were equal","Witchcraft was harmless fun","Kings should be elected","Kings were chosen by God","Everything had a fixed place in the Great Chain of Being"],"correctIndices":[0,4,5]},{"id":"macbeth-context-multi-2","subTopicId":"macbeth-context","prompt":"In Act 2 Scene 4, which signs show nature disturbed after Duncan's murder? Choose all that apply.","explanation":"Ross and an Old Man describe darkness by day, an owl killing a falcon and Duncan's horses eating each other. Birnam Wood moves in Act 5.","difficulty":3,"type":"multi","options":["It snows in summer","Day stays dark","Duncan's horses eat each other","The sea floods the castle","An owl kills a falcon","Birnam Wood moves"],"correctIndices":[1,2,4]},{"id":"macbeth-language-and-form-mcq-1","subTopicId":"macbeth-language-and-form","prompt":"What is blank verse?","explanation":"Most noble characters speak in blank verse.","difficulty":1,"type":"mcq","options":["Ordinary prose","Rhyming lines of ten syllables","Short chanting lines","Unrhymed lines of iambic pentameter"],"correctIndex":3},{"id":"macbeth-language-and-form-mcq-2","subTopicId":"macbeth-language-and-form","prompt":"Which character speaks in prose while sleepwalking?","explanation":"Her broken prose in Act 5 Scene 1 shows that her mind is falling apart.","difficulty":1,"type":"mcq","options":["Duncan","Lady Macbeth","Macbeth","Banquo"],"correctIndex":1},{"id":"macbeth-language-and-form-mcq-3","subTopicId":"macbeth-language-and-form","prompt":"Who chants in short, rhyming lines?","explanation":"The witches' rhyming chants make them sound strange, like spells.","difficulty":1,"type":"mcq","options":["Lady Macduff","The witches","Macduff","Duncan"],"correctIndex":1},{"id":"macbeth-language-and-form-mcq-4","subTopicId":"macbeth-language-and-form","prompt":"Act 2 Scene 1 ends ‘Hear it not, Duncan, for it is a knell / That summons thee to heaven or to hell’. Which device is this?","explanation":"Two rhyming lines end the scene with a dramatic, final sound, like the bell it describes.","difficulty":2,"type":"mcq","options":["A stage direction","An aside","A pun","A rhyming couplet"],"correctIndex":3},{"id":"macbeth-language-and-form-mcq-5","subTopicId":"macbeth-language-and-form","prompt":"Which kind of imagery is ‘Why do you dress me / In borrowed robes?’","explanation":"Macbeth feels the title of Cawdor doesn't belong to him, like borrowed clothes.","difficulty":2,"type":"mcq","options":["Blood imagery","Animal imagery","Sleep imagery","Clothing imagery"],"correctIndex":3},{"id":"macbeth-language-and-form-mcq-6","subTopicId":"macbeth-language-and-form","prompt":"What does the owl killing a falcon in Act 2 Scene 4 suggest?","explanation":"A small night bird kills a powerful one, just as Macbeth killed his king.","difficulty":3,"type":"mcq","options":["The weather is changing","The witches have arrived","Duncan's murder has upset the natural order","Macbeth enjoys hunting"],"correctIndex":2},{"id":"macbeth-language-and-form-multi-1","subTopicId":"macbeth-language-and-form","prompt":"Which of these use blood imagery? Choose all that apply.","explanation":"Blood runs through the play as a sign of guilt. Lady Macbeth's ‘spot’ is the imaginary blood on her hand.","difficulty":2,"type":"multi","options":["‘Fair is foul, and foul is fair’","‘Out, damned spot, out, I say!’","‘It will have blood, they say; blood will have blood’","‘Stars, hide your fires’","‘Life's but a walking shadow’","‘Will all great Neptune's ocean wash this blood / Clean from my hand?’"],"correctIndices":[1,2,5]},{"id":"macbeth-language-and-form-multi-2","subTopicId":"macbeth-language-and-form","prompt":"Which of these are images of darkness? Choose all that apply.","explanation":"Both Macbeths call on darkness to hide their evil.","difficulty":2,"type":"multi","options":["‘Bleed, bleed, poor country!’","‘Come, thick night’","‘A little water clears us of this deed’","‘Stars, hide your fires’","‘like a giant's robe’"],"correctIndices":[1,3]},{"id":"macbeth-key-quotations-mcq-1","subTopicId":"macbeth-key-quotations","prompt":"Who says ‘Fair is foul, and foul is fair’?","explanation":"The witches end Act 1 Scene 1 with this paradox.","difficulty":1,"type":"mcq","options":["Macbeth","Banquo","Lady Macbeth","The witches"],"correctIndex":3},{"id":"macbeth-key-quotations-mcq-2","subTopicId":"macbeth-key-quotations","prompt":"Who says ‘The instruments of darkness tell us truths’?","explanation":"Banquo warns Macbeth that the witches tell half-truths to trick people.","difficulty":2,"type":"mcq","options":["Ross","Macbeth","Duncan","Banquo"],"correctIndex":3},{"id":"macbeth-key-quotations-mcq-3","subTopicId":"macbeth-key-quotations","prompt":"Who says ‘He has no children’?","explanation":"Macduff says it in Act 4 Scene 3, on hearing that his family has been murdered.","difficulty":2,"type":"mcq","options":["Ross","Macbeth","Macduff","Malcolm"],"correctIndex":2},{"id":"macbeth-key-quotations-mcq-4","subTopicId":"macbeth-key-quotations","prompt":"In which scene does Macbeth say ‘Life's but a walking shadow’?","explanation":"It is part of his ‘Tomorrow’ speech, after he hears that his wife is dead.","difficulty":2,"type":"mcq","options":["Act 5 Scene 8","Act 3 Scene 4","Act 5 Scene 5","Act 1 Scene 7"],"correctIndex":2},{"id":"macbeth-key-quotations-mcq-5","subTopicId":"macbeth-key-quotations","prompt":"Complete Lady Macbeth's line: Out, damned …, out, I say!","explanation":"‘Out, damned spot, out, I say!’ (Act 5 Scene 1): she tries to rub imaginary blood from her hand.","difficulty":1,"type":"mcq","options":["hand","night","spot","blood"],"correctIndex":2},{"id":"macbeth-key-quotations-mcq-6","subTopicId":"macbeth-key-quotations","prompt":"Which quotation is an example of equivocation?","explanation":"The promise has a hidden second meaning: Macduff was not born in the usual way.","difficulty":3,"type":"mcq","options":["‘Bleed, bleed, poor country!’","‘none of woman born / Shall harm Macbeth’","‘Stars, hide your fires’","‘Out, damned spot, out, I say!’"],"correctIndex":1},{"id":"macbeth-key-quotations-multi-1","subTopicId":"macbeth-key-quotations","prompt":"Which of these does Macbeth say? Choose all that apply.","explanation":"The three correct lines are Macbeth's. The others are Lady Macbeth's, Macduff's and Banquo's.","difficulty":2,"type":"multi","options":["‘O, full of scorpions is my mind, dear wife!’","‘The instruments of darkness tell us truths’","‘Bleed, bleed, poor country!’","‘unsex me here’","‘I am in blood / Stepped in so far’","‘So foul and fair a day I have not seen’"],"correctIndices":[0,4,5]},{"id":"macbeth-key-quotations-multi-2","subTopicId":"macbeth-key-quotations","prompt":"Which quotations come from Act 1? Choose all that apply.","explanation":"Act 1 Scenes 3, 5 and 7. The others come from Act 2 Scene 2, Act 4 Scene 3 and Act 5 Scene 1.","difficulty":3,"type":"multi","options":["‘So foul and fair a day I have not seen’","‘Out, damned spot, out, I say!’","‘He has no children’","‘Macbeth does murder sleep’","‘unsex me here’","‘Vaulting ambition’"],"correctIndices":[0,4,5]},{"id":"macbeth-key-quotations-quotationDrill-1","subTopicId":"macbeth-key-quotations","type":"quotationDrill","mode":"missingWord","difficulty":2,"quotations":[{"id":"macbeth-character-of-macbeth-q1","topicId":"lt2","subTopicId":"macbeth-character-of-macbeth","text":"So foul and fair a day I have not seen","speaker":"Macbeth","reference":"Act 1 Scene 3","themes":["appearance and reality","the supernatural"],"method":"paradox","meaning":"His first line echoes the witches, linking him to them.","publicDomain":true},{"id":"macbeth-character-of-macbeth-q2","topicId":"lt2","subTopicId":"macbeth-character-of-macbeth","text":"Stars, hide your fires; / Let not light see my black and deep desires","speaker":"Macbeth","reference":"Act 1 Scene 4","themes":["ambition","appearance and reality"],"method":"imagery","meaning":"He hides his ambition, knowing it is evil.","publicDomain":true},{"id":"macbeth-character-of-macbeth-q3","topicId":"lt2","subTopicId":"macbeth-character-of-macbeth","text":"I have no spur / To prick the sides of my intent, but only / Vaulting ambition","speaker":"Macbeth","reference":"Act 1 Scene 7","themes":["ambition"],"method":"metaphor","meaning":"Ambition is his only motive, like a rider who leaps too far.","publicDomain":true},{"id":"macbeth-witches-and-the-supernatural-q1","topicId":"lt2","subTopicId":"macbeth-witches-and-the-supernatural","text":"Is this a dagger which I see before me","speaker":"Macbeth","reference":"Act 2 Scene 1","themes":["the supernatural","guilt"],"method":"rhetorical question","meaning":"A vision that may be supernatural, or a sign of his guilty mind.","publicDomain":true},{"id":"macbeth-character-of-macbeth-q4","topicId":"lt2","subTopicId":"macbeth-character-of-macbeth","text":"Will all great Neptune's ocean wash this blood / Clean from my hand?","speaker":"Macbeth","reference":"Act 2 Scene 2","themes":["guilt"],"method":"hyperbole","meaning":"His guilt feels too great for the whole sea to wash away.","publicDomain":true},{"id":"macbeth-character-of-macbeth-q5","topicId":"lt2","subTopicId":"macbeth-character-of-macbeth","text":"O, full of scorpions is my mind, dear wife!","speaker":"Macbeth","reference":"Act 3 Scene 2","themes":["guilt"],"method":"metaphor","meaning":"As king, his mind is tormented by fear.","publicDomain":true},{"id":"macbeth-character-of-macbeth-q6","topicId":"lt2","subTopicId":"macbeth-character-of-macbeth","text":"I am in blood / Stepped in so far","speaker":"Macbeth","reference":"Act 3 Scene 4","themes":["violence","guilt"],"method":"metaphor","meaning":"He has killed so much that there is no way back.","publicDomain":true},{"id":"macbeth-character-of-macbeth-q7","topicId":"lt2","subTopicId":"macbeth-character-of-macbeth","text":"Life's but a walking shadow","speaker":"Macbeth","reference":"Act 5 Scene 5","themes":["fate and free will"],"method":"metaphor","meaning":"Life has become meaningless to him.","publicDomain":true},{"id":"macbeth-themes-q1","topicId":"lt2","subTopicId":"macbeth-themes","text":"False face must hide what the false heart doth know","speaker":"Macbeth","reference":"Act 1 Scene 7","themes":["appearance and reality"],"method":"repetition","meaning":"He must hide his evil intentions behind an innocent face.","publicDomain":true},{"id":"macbeth-lady-macbeth-q1","topicId":"lt2","subTopicId":"macbeth-lady-macbeth","text":"too full o' th' milk of human kindness","speaker":"Lady Macbeth","reference":"Act 1 Scene 5","themes":["masculinity","ambition"],"method":"metaphor","meaning":"She sees her husband's kindness as a weakness.","publicDomain":true},{"id":"macbeth-lady-macbeth-q2","topicId":"lt2","subTopicId":"macbeth-lady-macbeth","text":"unsex me here","speaker":"Lady Macbeth","reference":"Act 1 Scene 5","themes":["masculinity","the supernatural"],"method":"imperative","meaning":"She rejects her womanhood so that she can be capable of murder.","publicDomain":true},{"id":"macbeth-lady-macbeth-q3","topicId":"lt2","subTopicId":"macbeth-lady-macbeth","text":"Look like th' innocent flower, / But be the serpent under 't","speaker":"Lady Macbeth","reference":"Act 1 Scene 5","themes":["appearance and reality"],"method":"metaphor","meaning":"Deception: look innocent, but be deadly, like the serpent in Eden.","publicDomain":true},{"id":"macbeth-lady-macbeth-q4","topicId":"lt2","subTopicId":"macbeth-lady-macbeth","text":"When you durst do it, then you were a man","speaker":"Lady Macbeth","reference":"Act 1 Scene 7","themes":["masculinity"],"method":"emotive language","meaning":"She attacks his manhood to push him into murder.","publicDomain":true},{"id":"macbeth-lady-macbeth-q5","topicId":"lt2","subTopicId":"macbeth-lady-macbeth","text":"A little water clears us of this deed","speaker":"Lady Macbeth","reference":"Act 2 Scene 2","themes":["guilt"],"method":"understatement","meaning":"She feels no guilt, yet.","publicDomain":true},{"id":"macbeth-lady-macbeth-q6","topicId":"lt2","subTopicId":"macbeth-lady-macbeth","text":"Out, damned spot, out, I say!","speaker":"Lady Macbeth","reference":"Act 5 Scene 1","themes":["guilt"],"method":"imperative","meaning":"Guilt has destroyed her mind.","publicDomain":true},{"id":"macbeth-witches-and-the-supernatural-q2","topicId":"lt2","subTopicId":"macbeth-witches-and-the-supernatural","text":"Fair is foul, and foul is fair","speaker":"The witches","reference":"Act 1 Scene 1","themes":["appearance and reality","the supernatural"],"method":"paradox","meaning":"Nothing in the play is what it seems.","publicDomain":true},{"id":"macbeth-banquo-macduff-and-duncan-q1","topicId":"lt2","subTopicId":"macbeth-banquo-macduff-and-duncan","text":"The instruments of darkness tell us truths","speaker":"Banquo","reference":"Act 1 Scene 3","themes":["the supernatural","appearance and reality"],"method":"metaphor","meaning":"Banquo distrusts the witches' half-truths.","publicDomain":true},{"id":"macbeth-banquo-macduff-and-duncan-q2","topicId":"lt2","subTopicId":"macbeth-banquo-macduff-and-duncan","text":"There's no art / To find the mind's construction in the face","speaker":"Duncan","reference":"Act 1 Scene 4","themes":["appearance and reality","kingship"],"method":"dramatic irony","meaning":"You can't read betrayal in a face, and he goes on to trust Macbeth.","publicDomain":true},{"id":"macbeth-witches-and-the-supernatural-q3","topicId":"lt2","subTopicId":"macbeth-witches-and-the-supernatural","text":"none of woman born / Shall harm Macbeth","speaker":"The second apparition","reference":"Act 4 Scene 1","themes":["fate and free will","the supernatural"],"method":"equivocation","meaning":"A misleading promise that makes Macbeth overconfident.","publicDomain":true},{"id":"macbeth-banquo-macduff-and-duncan-q3","topicId":"lt2","subTopicId":"macbeth-banquo-macduff-and-duncan","text":"He has no children","speaker":"Macduff","reference":"Act 4 Scene 3","themes":["masculinity","violence"],"method":"ambiguity","meaning":"Grief for his murdered family; perhaps Macbeth can't know a father's pain.","publicDomain":true},{"id":"macbeth-banquo-macduff-and-duncan-q4","topicId":"lt2","subTopicId":"macbeth-banquo-macduff-and-duncan","text":"I must also feel it as a man","speaker":"Macduff","reference":"Act 4 Scene 3","themes":["masculinity"],"method":"contrast","meaning":"Real manhood includes feeling grief.","publicDomain":true},{"id":"macbeth-themes-q2","topicId":"lt2","subTopicId":"macbeth-themes","text":"Macbeth does murder sleep","speaker":"Macbeth","reference":"Act 2 Scene 2","themes":["guilt"],"method":"personification","meaning":"He will never be at peace again.","publicDomain":true},{"id":"macbeth-themes-q3","topicId":"lt2","subTopicId":"macbeth-themes","text":"It will have blood, they say; blood will have blood","speaker":"Macbeth","reference":"Act 3 Scene 4","themes":["violence","guilt"],"method":"repetition","meaning":"Murder leads to more murder.","publicDomain":true},{"id":"macbeth-themes-q4","topicId":"lt2","subTopicId":"macbeth-themes","text":"Bleed, bleed, poor country!","speaker":"Macduff","reference":"Act 4 Scene 3","themes":["kingship"],"method":"personification","meaning":"Scotland suffers under a tyrant.","publicDomain":true},{"id":"macbeth-themes-q5","topicId":"lt2","subTopicId":"macbeth-themes","text":"like a giant's robe / Upon a dwarfish thief","speaker":"Angus","reference":"Act 5 Scene 2","themes":["kingship"],"method":"simile","meaning":"The crown doesn't fit the man who stole it.","publicDomain":true}],"others":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:36:questions:92:quotations"},{"id":"macbeth-key-quotations-quotationDrill-2","subTopicId":"macbeth-key-quotations","type":"quotationDrill","mode":"whoSaid","difficulty":1,"quotations":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:36:questions:92:quotations","others":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:36:questions:92:quotations"},{"id":"macbeth-key-quotations-quotationDrill-3","subTopicId":"macbeth-key-quotations","type":"quotationDrill","mode":"theme","difficulty":2,"quotations":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:36:questions:92:quotations","others":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:36:questions:92:quotations"},{"id":"macbeth-extract-essay-skills-mcq-1","subTopicId":"macbeth-extract-essay-skills","prompt":"Where is the Macbeth question?","explanation":"Shakespeare is in Paper 1, Section A. The 19th-century novel is Section B.","difficulty":1,"type":"mcq","options":["Paper 1, Section A","Paper 2, Section B","Paper 1, Section B","Paper 2, Section A"],"correctIndex":0},{"id":"macbeth-extract-essay-skills-mcq-2","subTopicId":"macbeth-extract-essay-skills","prompt":"How many marks is the Macbeth question worth?","explanation":"It is 30 marks for your answer, plus 4 for AO4.","difficulty":1,"type":"mcq","options":["24","30, with no marks for spelling","30, plus 4 for spelling, punctuation and grammar","40"],"correctIndex":2},{"id":"macbeth-extract-essay-skills-mcq-3","subTopicId":"macbeth-extract-essay-skills","prompt":"How long should you spend on it?","explanation":"Spend about 50 minutes, including planning and checking.","difficulty":1,"type":"mcq","options":["About 90 minutes","About 50 minutes","About 15 minutes","About 30 minutes"],"correctIndex":1},{"id":"macbeth-extract-essay-skills-mcq-4","subTopicId":"macbeth-extract-essay-skills","prompt":"What must you write about?","explanation":"Start with the extract, then write about other moments in the play.","difficulty":2,"type":"mcq","options":["Only the rest of the play","Only the extract","The extract and a poem","The extract, and the play as a whole"],"correctIndex":3},{"id":"macbeth-extract-essay-skills-mcq-5","subTopicId":"macbeth-extract-essay-skills","prompt":"Which assessment objective rewards analysing Shakespeare's language?","explanation":"AO2 is language, form and structure. AO3 is context, and AO4 is spelling and grammar.","difficulty":2,"type":"mcq","options":["AO4","AO1","AO2","AO3"],"correctIndex":2},{"id":"macbeth-extract-essay-skills-mcq-6","subTopicId":"macbeth-extract-essay-skills","prompt":"After 5 minutes of planning, how should you roughly split your time?","explanation":"Give the extract real attention, then spend longer on the whole play, and leave 5 minutes to check.","difficulty":3,"type":"mcq","options":["All the time on the rest of the play","40 minutes on context","45 minutes on the extract","About 15 minutes on the extract and 25 on the rest of the play"],"correctIndex":3},{"id":"macbeth-extract-essay-skills-multi-1","subTopicId":"macbeth-extract-essay-skills","prompt":"Which of these earn AO3 marks? Choose all that apply.","explanation":"AO3 is context, used to explain meaning. Analysing words is AO2, and spelling is AO4.","difficulty":2,"type":"multi","options":["Counting the lines of the extract","Using the Gunpowder Plot to explain the play's fears","Accurate spelling","Explaining Jacobean beliefs about witches","Analysing a single word","Linking regicide to the divine right of kings"],"correctIndices":[1,3,5]},{"id":"macbeth-extract-essay-skills-multi-2","subTopicId":"macbeth-extract-essay-skills","prompt":"What should you do in the first 5 minutes? Choose all that apply.","explanation":"A short plan saves time later.","difficulty":1,"type":"multi","options":["Write your conclusion","Note where the extract comes in the play","Copy out the extract","Underline the key words of the question","Retell the whole plot","Mark short quotations in the extract"],"correctIndices":[1,3,5]},{"id":"macbeth-extract-essay-skills-essay-1","subTopicId":"macbeth-extract-essay-skills","prompt":"Starting with this extract, explore how Shakespeare presents Macbeth's fear.\n\nWrite about:\n\n- how Shakespeare presents Macbeth's fear in this extract\n- how Shakespeare presents Macbeth's fear in the play as a whole","explanation":"Strong answers analyse the extract and trace Macbeth's fear across the play. The question is worth 30 marks, plus 4 for spelling, punctuation and grammar. Start with the extract, then write about the play as a whole.","difficulty":3,"extract":{"title":"Macbeth, Act 3 Scene 1","author":"William Shakespeare","date":"1606","text":"$32","lineNumbers":true,"publicDomain":true},"type":"essay","marks":34,"minutes":50,"aos":["AO1","AO2","AO3","AO4"],"plan":["Thesis: Shakespeare shows that gaining the crown brings Macbeth fear, not safety","The extract: ‘To be thus is nothing’, and fear of Banquo","Act 3 Scene 2 and Scene 4: ‘full of scorpions’ and the ghost","Act 5: the false comfort of the prophecies, then ‘Life's but a walking shadow’","Context: the divine right of kings, and a usurper's insecurity"],"modelParagraph":"In this extract, Shakespeare presents Macbeth's fear as the price of his crime. He admits ‘To be thus is nothing, / But to be safely thus’: being king means nothing unless he is secure. He fears Banquo's ‘royalty of nature’, which suggests Banquo has the noble qualities Macbeth has lost. The metaphor of a ‘fruitless crown’ and a ‘barren sceptre’ shows he has no son to inherit what he killed for. A Jacobean audience would see this fear as fitting for a usurper who broke the divine order.","checklist":[{"ao":"AO1","text":"Did you give a clear argument that answers the question, about the extract and the whole play?"},{"ao":"AO2","text":"Did you analyse Shakespeare's language, form and structure, with subject terms?"},{"ao":"AO3","text":"Did you link your points to Jacobean context, such as James I or the divine right of kings?"},{"ao":"AO4","text":"Did you check your spelling, punctuation and vocabulary?"}]}]},{"id":"lt3","subjectId":"english-literature","code":"LT3","title":"The Strange Case of Dr Jekyll and Mr Hyde","description":"Paper 1, Section B: Robert Louis Stevenson's Gothic novella about a respected doctor and the violent man hidden inside him.","questions":[{"id":"jh-plot-and-structure-mcq-1","subTopicId":"jh-plot-and-structure","prompt":"In which chapter is Sir Danvers Carew murdered?","explanation":"Chapter 4 is The Carew Murder Case: a maid sees Hyde beat Carew to death.","difficulty":1,"type":"mcq","options":["Chapter 8","Chapter 4","Chapter 2","Chapter 6"],"correctIndex":1},{"id":"jh-plot-and-structure-mcq-2","subTopicId":"jh-plot-and-structure","prompt":"Which chapter is titled Story of the Door?","explanation":"The novel opens with Enfield's story about the door and the trampled girl.","difficulty":1,"type":"mcq","options":["Chapter 5","Chapter 8","Chapter 2","Chapter 1"],"correctIndex":3},{"id":"jh-plot-and-structure-mcq-3","subTopicId":"jh-plot-and-structure","prompt":"In which chapter does Utterson first meet Hyde?","explanation":"In Search for Mr. Hyde, Utterson waits by the door until Hyde appears.","difficulty":2,"type":"mcq","options":["Chapter 2","Chapter 1","Chapter 4","Chapter 3"],"correctIndex":0},{"id":"jh-plot-and-structure-mcq-4","subTopicId":"jh-plot-and-structure","prompt":"In which chapter do Utterson and Poole break down the door to Jekyll's room?","explanation":"Chapter 8, The Last Night: they break in with an axe and find Hyde dead.","difficulty":3,"type":"mcq","options":["Chapter 10","Chapter 9","Chapter 8","Chapter 7"],"correctIndex":2},{"id":"jh-plot-and-structure-mcq-5","subTopicId":"jh-plot-and-structure","prompt":"Whose narrative is Chapter 9?","explanation":"Chapter 9 is Dr. Lanyon's Narrative, his letter describing the transformation.","difficulty":1,"type":"mcq","options":["Dr Jekyll's","Dr Lanyon's","Mr Utterson's","Poole's"],"correctIndex":1},{"id":"jh-plot-and-structure-mcq-6","subTopicId":"jh-plot-and-structure","prompt":"Whose statement is the final chapter?","explanation":"Chapter 10 is Henry Jekyll's Full Statement of the Case, his own confession.","difficulty":2,"type":"mcq","options":["Mr Utterson's","Mr Enfield's","Dr Lanyon's","Henry Jekyll's"],"correctIndex":3},{"id":"jh-plot-and-structure-multi-1","subTopicId":"jh-plot-and-structure","prompt":"Which of these happen in Chapter 8? Choose all that apply.","explanation":"Chapter 8 is The Last Night. Carew dies in Chapter 4, Lanyon's account is Chapter 9, and Utterson meets Hyde in Chapter 2.","difficulty":2,"type":"multi","options":["Poole fetches Utterson","Lanyon watches the transformation","They break down the door","Utterson meets Hyde for the first time","Carew is murdered","They find Hyde dead"],"correctIndices":[0,2,5]},{"id":"jh-plot-and-structure-multi-2","subTopicId":"jh-plot-and-structure","prompt":"Which of these documents appear in the novel? Choose all that apply.","explanation":"Wills, letters and statements feel like evidence in a case. There is no diary or confession by Poole.","difficulty":3,"type":"multi","options":["Jekyll's will","Poole's confession","Jekyll's full statement","Hyde's letter to Jekyll","Utterson's diary","Lanyon's narrative"],"correctIndices":[0,2,3,5]},{"id":"jh-jekyll-and-hyde-mcq-1","subTopicId":"jh-jekyll-and-hyde","prompt":"How does Enfield describe the way Hyde attacked the girl?","explanation":"Enfield says ‘It wasn’t like a man; it was like some damned Juggernaut’: an unstoppable force.","difficulty":2,"extract":{"title":"The Strange Case of Dr Jekyll and Mr Hyde, Chapter 1","author":"Robert Louis Stevenson","date":"1886","text":"$33","lineNumbers":true,"publicDomain":true},"type":"mcq","options":["‘with ape-like fury’","‘like a monkey’","‘Satan’s signature upon a face’","‘like some damned Juggernaut’"],"correctIndex":3},{"id":"jh-jekyll-and-hyde-mcq-2","subTopicId":"jh-jekyll-and-hyde","prompt":"What does Utterson's word ‘troglodytic’ suggest about Hyde?","explanation":"‘Troglodytic’ means like a cave-dweller: less evolved and barely human.","difficulty":2,"type":"mcq","options":["He seems kind but shy","He seems primitive, like a cave-dweller","He seems old and frail","He seems rich and powerful"],"correctIndex":1},{"id":"jh-jekyll-and-hyde-mcq-3","subTopicId":"jh-jekyll-and-hyde","prompt":"Who does Hyde murder?","explanation":"Hyde beats Carew, an MP, to death in Chapter 4.","difficulty":1,"type":"mcq","options":["Dr Lanyon","Poole","Sir Danvers Carew","Mr Utterson"],"correctIndex":2},{"id":"jh-jekyll-and-hyde-mcq-4","subTopicId":"jh-jekyll-and-hyde","prompt":"How does Hyde die?","explanation":"Utterson recognises the body as that of a ‘self-destroyer’ (Chapter 8).","difficulty":1,"type":"mcq","options":["He kills himself with poison","Lanyon poisons him","Utterson shoots him","He is hanged"],"correctIndex":0},{"id":"jh-jekyll-and-hyde-mcq-5","subTopicId":"jh-jekyll-and-hyde","prompt":"What does Jekyll use to change into Hyde?","explanation":"Jekyll creates a drug that separates his evil side.","difficulty":1,"type":"mcq","options":["Hypnosis","A mask","A spell","A potion"],"correctIndex":3},{"id":"jh-jekyll-and-hyde-mcq-6","subTopicId":"jh-jekyll-and-hyde","prompt":"Why can't Jekyll stay himself at the end?","explanation":"The new supplies he buys don't work, so he knows he will soon become Hyde for ever.","difficulty":3,"type":"mcq","options":["Hyde locks him out of the house","His supply of the drug that changes him back runs out","He decides to stay as Hyde","Lanyon destroys the potion"],"correctIndex":1},{"id":"jh-jekyll-and-hyde-multi-1","subTopicId":"jh-jekyll-and-hyde","prompt":"Which words are used to describe Hyde? Choose all that apply.","explanation":"Hyde is described as primitive, small and animal-like. The words ‘well-made’ and ‘smooth-faced’ describe Jekyll.","difficulty":1,"type":"multi","options":["handsome","troglodytic","dwarfish","smooth-faced","well-made","ape-like"],"correctIndices":[1,2,5]},{"id":"jh-jekyll-and-hyde-multi-2","subTopicId":"jh-jekyll-and-hyde","prompt":"Which of these show Jekyll losing control? Choose all that apply.","explanation":"By the end the transformations happen without the potion, and Hyde is taking over.","difficulty":2,"type":"multi","options":["He confesses to the police","He changes without taking the potion","He destroys the potion and is cured","Hyde always obeys him","Hyde grows stronger","He changes into Hyde in his sleep"],"correctIndices":[1,4,5]},{"id":"jh-jekyll-and-hyde-essay-1","subTopicId":"jh-jekyll-and-hyde","prompt":"Starting with this extract, explore how Stevenson presents Mr Hyde as a frightening outsider.\n\nWrite about:\n\n- how Stevenson presents Mr Hyde as a frightening outsider in this extract\n- how Stevenson presents Mr Hyde as a frightening outsider in the novel as a whole","explanation":"Strong answers analyse the extract and trace Hyde's violence across the novel. The question is worth 30 marks. Start with the extract, then write about the novel as a whole.","difficulty":3,"extract":{"title":"The Strange Case of Dr Jekyll and Mr Hyde, Chapter 1","author":"Robert Louis Stevenson","date":"1886","text":"$34","lineNumbers":true,"publicDomain":true},"type":"essay","marks":30,"minutes":45,"aos":["AO1","AO2","AO3"],"plan":["Thesis: Stevenson makes Hyde frightening because he seems less than human","The extract: the calm trampling, ‘like some damned Juggernaut’","Chapter 2: ‘Something troglodytic, shall we say?’","Chapter 4: the Carew murder, ‘with ape-like fury’","Context: Victorian fears of degeneration, and the hidden side of respectable men"],"modelParagraph":"In this extract, Stevenson presents Hyde as frightening because his violence is calm. The man ‘trampled calmly over the child’s body’, and the adverb ‘calmly’ is shocking beside such a cruel act. Enfield says ‘It wasn’t like a man; it was like some damned Juggernaut’, suggesting an unstoppable machine rather than a person. Later, Hyde kills Carew ‘with ape-like fury’. For Victorian readers who feared degeneration after Darwin, this animal violence suggested a man who had slipped back down the scale of evolution.","checklist":[{"ao":"AO1","text":"Did you give a clear argument that answers the question, about the extract and the whole novel?"},{"ao":"AO2","text":"Did you analyse Stevenson's language, form and structure, with subject terms?"},{"ao":"AO3","text":"Did you link your points to Victorian context, such as respectability, Darwin or the Gothic?"}]},{"id":"jh-jekyll-and-hyde-quotationDrill-1","subTopicId":"jh-jekyll-and-hyde","type":"quotationDrill","mode":"missingWord","difficulty":2,"quotations":[{"id":"jh-jekyll-and-hyde-q1","topicId":"lt3","subTopicId":"jh-jekyll-and-hyde","text":"trampled calmly over the child's body","speaker":"Enfield","reference":"Chapter 1","themes":["violence"],"method":"adverb","meaning":"Hyde's violence is calm and pitiless.","publicDomain":true},{"id":"jh-jekyll-and-hyde-q2","topicId":"lt3","subTopicId":"jh-jekyll-and-hyde","text":"like some damned Juggernaut","speaker":"Enfield","reference":"Chapter 1","themes":["violence"],"method":"simile","meaning":"Hyde is an unstoppable force, not a man.","publicDomain":true},{"id":"jh-jekyll-and-hyde-q3","topicId":"lt3","subTopicId":"jh-jekyll-and-hyde","text":"He is not easy to describe","speaker":"Enfield","reference":"Chapter 1","themes":["secrecy","duality"],"method":"understatement","meaning":"Hyde's evil can't be put into words.","publicDomain":true},{"id":"jh-jekyll-and-hyde-q4","topicId":"lt3","subTopicId":"jh-jekyll-and-hyde","text":"Something troglodytic, shall we say?","speaker":"Utterson","reference":"Chapter 2","themes":["science and religion","the Gothic"],"method":"rhetorical question","meaning":"Hyde seems primitive, less evolved and barely human.","publicDomain":true},{"id":"jh-jekyll-and-hyde-q5","topicId":"lt3","subTopicId":"jh-jekyll-and-hyde","text":"Satan’s signature upon a face","speaker":"Utterson","reference":"Chapter 2","themes":["science and religion"],"method":"metaphor","meaning":"Evil seems written on Hyde's face.","publicDomain":true},{"id":"jh-jekyll-and-hyde-q6","topicId":"lt3","subTopicId":"jh-jekyll-and-hyde","text":"with ape-like fury","speaker":"Narrator","reference":"Chapter 4","themes":["violence"],"method":"animal imagery","meaning":"Hyde's violence is animal and primitive.","publicDomain":true},{"id":"jh-jekyll-and-hyde-q7","topicId":"lt3","subTopicId":"jh-jekyll-and-hyde","text":"like a monkey","speaker":"Poole","reference":"Chapter 8","themes":["duality","the Gothic"],"method":"simile","meaning":"Hyde no longer seems human.","publicDomain":true},{"id":"jh-jekyll-and-hyde-q8","topicId":"lt3","subTopicId":"jh-jekyll-and-hyde","text":"a large, well-made, smooth-faced man of fifty","speaker":"Narrator","reference":"Chapter 3","themes":["reputation"],"method":"adjectives","meaning":"Jekyll appears to be the perfect respectable gentleman.","publicDomain":true},{"id":"jh-jekyll-and-hyde-q9","topicId":"lt3","subTopicId":"jh-jekyll-and-hyde","text":"man is not truly one, but truly two","speaker":"Jekyll","reference":"Chapter 10","themes":["duality"],"method":"antithesis","meaning":"The duality of human nature, the novel's central idea.","publicDomain":true},{"id":"jh-jekyll-and-hyde-q10","topicId":"lt3","subTopicId":"jh-jekyll-and-hyde","text":"strip off these lendings and spring headlong into the sea of liberty","speaker":"Jekyll","reference":"Chapter 10","themes":["reputation","duality"],"method":"metaphor","meaning":"The thrill of escaping respectable life as Hyde.","publicDomain":true},{"id":"jh-jekyll-and-hyde-q11","topicId":"lt3","subTopicId":"jh-jekyll-and-hyde","text":"My devil had been long caged, he came out roaring","speaker":"Jekyll","reference":"Chapter 10","themes":["violence","duality"],"method":"metaphor","meaning":"Repression makes evil stronger.","publicDomain":true},{"id":"jh-jekyll-and-hyde-q12","topicId":"lt3","subTopicId":"jh-jekyll-and-hyde","text":"He, I say—I cannot say, I.","speaker":"Jekyll","reference":"Chapter 10","themes":["duality"],"method":"pronouns","meaning":"His identity has split in two.","publicDomain":true},{"id":"jh-jekyll-and-hyde-q13","topicId":"lt3","subTopicId":"jh-jekyll-and-hyde","text":"I bring the life of that unhappy Henry Jekyll to an end","speaker":"Jekyll","reference":"Chapter 10","themes":["duality","secrecy"],"method":"third person","meaning":"The last line: Jekyll is about to become Hyde for ever.","publicDomain":true}],"others":["$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:37:questions:17:quotations:0","$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:37:questions:17:quotations:1","$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:37:questions:17:quotations:2","$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:37:questions:17:quotations:3","$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:37:questions:17:quotations:4","$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:37:questions:17:quotations:5","$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:37:questions:17:quotations:6","$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:37:questions:17:quotations:7","$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:37:questions:17:quotations:8","$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:37:questions:17:quotations:9","$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:37:questions:17:quotations:10","$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:37:questions:17:quotations:11","$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:37:questions:17:quotations:12",{"id":"jh-utterson-lanyon-and-others-q1","topicId":"lt3","subTopicId":"jh-utterson-lanyon-and-others","text":"lean, long, dusty, dreary and yet somehow lovable","speaker":"Narrator","reference":"Chapter 1","themes":["reputation"],"method":"alliteration","meaning":"Utterson is reserved and dull on the surface, but kind.","publicDomain":true},{"id":"jh-utterson-lanyon-and-others-q2","topicId":"lt3","subTopicId":"jh-utterson-lanyon-and-others","text":"I incline to Cain's heresy","speaker":"Utterson","reference":"Chapter 1","themes":["secrecy","reputation"],"method":"biblical allusion","meaning":"He won't judge his friends, but lets them go their own way.","publicDomain":true},{"id":"jh-utterson-lanyon-and-others-q3","topicId":"lt3","subTopicId":"jh-utterson-lanyon-and-others","text":"unscientific balderdash","speaker":"Lanyon","reference":"Chapter 2","themes":["science and religion"],"method":"dismissive language","meaning":"Lanyon rejects Jekyll's experiments as nonsense.","publicDomain":true},{"id":"jh-utterson-lanyon-and-others-q4","topicId":"lt3","subTopicId":"jh-utterson-lanyon-and-others","text":"I have had a shock","speaker":"Lanyon","reference":"Chapter 6","themes":["science and religion","secrecy"],"method":"understatement","meaning":"Lanyon has been destroyed by the truth he saw.","publicDomain":true},{"id":"jh-setting-and-gothic-q1","topicId":"lt3","subTopicId":"jh-setting-and-gothic","text":"blistered and distained","speaker":"Narrator","reference":"Chapter 1","themes":["secrecy","the Gothic"],"method":"adjectives","meaning":"The neglected door, a symbol of Jekyll's hidden side.","publicDomain":true},{"id":"jh-setting-and-gothic-q2","topicId":"lt3","subTopicId":"jh-setting-and-gothic","text":"a great chocolate-coloured pall lowered over heaven","speaker":"Narrator","reference":"Chapter 4","themes":["the Gothic"],"method":"metaphor","meaning":"Fog that suggests death, mystery and moral darkness.","publicDomain":true},{"id":"jh-setting-and-gothic-q3","topicId":"lt3","subTopicId":"jh-setting-and-gothic","text":"wore a great air of wealth and comfort","speaker":"Narrator","reference":"Chapter 2","themes":["reputation","duality"],"method":"personification","meaning":"The respectable front of Jekyll's house hides the laboratory behind.","publicDomain":true}]},{"id":"jh-jekyll-and-hyde-quotationDrill-2","subTopicId":"jh-jekyll-and-hyde","type":"quotationDrill","mode":"whoSaid","difficulty":1,"quotations":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:37:questions:17:quotations","others":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:37:questions:17:others"},{"id":"jh-jekyll-and-hyde-quotationDrill-3","subTopicId":"jh-jekyll-and-hyde","type":"quotationDrill","mode":"theme","difficulty":2,"quotations":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:37:questions:17:quotations","others":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:37:questions:17:others"},{"id":"jh-utterson-lanyon-and-others-mcq-1","subTopicId":"jh-utterson-lanyon-and-others","prompt":"What is Mr Utterson's job?","explanation":"Utterson is a lawyer, which is why he holds Jekyll's will.","difficulty":1,"type":"mcq","options":["A police inspector","A butler","A lawyer","A doctor"],"correctIndex":2},{"id":"jh-utterson-lanyon-and-others-mcq-2","subTopicId":"jh-utterson-lanyon-and-others","prompt":"Which phrase describes Utterson at the start of the novel?","explanation":"Utterson is introduced as dull on the surface but kind. The large, well-made man of fifty is Jekyll.","difficulty":2,"type":"mcq","options":["‘lean, long, dusty, dreary and yet somehow lovable’","‘a large, well-made, smooth-faced man of fifty’","‘Something troglodytic, shall we say?’","‘like some damned Juggernaut’"],"correctIndex":0},{"id":"jh-utterson-lanyon-and-others-mcq-3","subTopicId":"jh-utterson-lanyon-and-others","prompt":"How does Lanyon describe Jekyll's science?","explanation":"Lanyon dismisses Jekyll's experiments as nonsense in Chapter 2.","difficulty":2,"type":"mcq","options":["‘I have had a shock’","‘unscientific balderdash’","‘blistered and distained’","‘with ape-like fury’"],"correctIndex":1},{"id":"jh-utterson-lanyon-and-others-mcq-4","subTopicId":"jh-utterson-lanyon-and-others","prompt":"How is Enfield related to Utterson?","explanation":"The novel calls Enfield Utterson's ‘distant kinsman’.","difficulty":1,"type":"mcq","options":["He is his servant","He is his brother","He is his son","He is a distant relative"],"correctIndex":3},{"id":"jh-utterson-lanyon-and-others-mcq-5","subTopicId":"jh-utterson-lanyon-and-others","prompt":"Who notices that Hyde's handwriting is like Jekyll's?","explanation":"In Chapter 5, Guest compares the two letters.","difficulty":2,"type":"mcq","options":["Poole","Mr Enfield","Mr Guest, Utterson's clerk","Dr Lanyon"],"correctIndex":2},{"id":"jh-utterson-lanyon-and-others-mcq-6","subTopicId":"jh-utterson-lanyon-and-others","prompt":"Why does Lanyon die?","explanation":"His narrative in Chapter 9 explains that his ‘life is shaken to its roots’ by what he saw.","difficulty":3,"type":"mcq","options":["From the shock of seeing Hyde turn into Jekyll","He falls down the stairs","Hyde poisons him","Utterson attacks him"],"correctIndex":0},{"id":"jh-utterson-lanyon-and-others-multi-1","subTopicId":"jh-utterson-lanyon-and-others","prompt":"Which words describe Utterson? Choose all that apply.","explanation":"Utterson is quiet, loyal to his friends, and looks for logical explanations.","difficulty":1,"type":"multi","options":["Loyal","Talkative","Rational","Reserved","Violent","Reckless"],"correctIndices":[0,2,3]},{"id":"jh-utterson-lanyon-and-others-multi-2","subTopicId":"jh-utterson-lanyon-and-others","prompt":"Which characters keep secrets to protect a reputation? Choose all that apply.","explanation":"Utterson, Enfield and Jekyll all hide things to avoid scandal. Hyde cares nothing for reputation, the maid tells the police, and Inspector Newcomen investigates.","difficulty":3,"type":"multi","options":["Inspector Newcomen","Jekyll","Utterson","Hyde","Enfield","The maid who sees the murder"],"correctIndices":[1,2,4]},{"id":"jh-utterson-lanyon-and-others-essay-1","subTopicId":"jh-utterson-lanyon-and-others","prompt":"Starting with this extract, explore how Stevenson presents Mr Utterson.\n\nWrite about:\n\n- how Stevenson presents Mr Utterson in this extract\n- how Stevenson presents Mr Utterson in the novel as a whole","explanation":"Strong answers analyse the extract and trace Utterson's role as narrator and friend. The question is worth 30 marks. Start with the extract, then write about the novel as a whole.","difficulty":3,"extract":{"title":"The Strange Case of Dr Jekyll and Mr Hyde, Chapter 1","author":"Robert Louis Stevenson","date":"1886","text":"$35","lineNumbers":true,"publicDomain":true},"type":"essay","marks":30,"minutes":45,"aos":["AO1","AO2","AO3"],"plan":["Thesis: Stevenson uses Utterson as a respectable, loyal gentleman whose silence lets evil grow","The extract: ‘lean, long, dusty, dreary and yet somehow lovable’, and ‘Cain’s heresy’","Chapter 2: his determination, ‘I shall be Mr. Seek’","His rational guesses: blackmail, then forgery","Context: Victorian respectability and the gentleman's code of silence"],"modelParagraph":"In this extract, Stevenson presents Utterson as reserved but kind. The list ‘lean, long, dusty, dreary’ uses alliteration to make him sound dull, yet ‘somehow lovable’ suggests warmth beneath. He is ‘austere with himself’ but tolerant of others, saying he lets his ‘brother go to the devil in his own way’. This makes him the ‘last good influence’ in the lives of ‘downgoing men’. To a Victorian reader, Utterson is the ideal gentleman, yet his refusal to judge is exactly what allows Jekyll's secret to grow.","checklist":[{"ao":"AO1","text":"Did you give a clear argument that answers the question, about the extract and the whole novel?"},{"ao":"AO2","text":"Did you analyse Stevenson's language, form and structure, with subject terms?"},{"ao":"AO3","text":"Did you link your points to Victorian context, such as respectability, Darwin or the Gothic?"}]},{"id":"jh-utterson-lanyon-and-others-quotationDrill-1","subTopicId":"jh-utterson-lanyon-and-others","type":"quotationDrill","mode":"missingWord","difficulty":2,"quotations":[{"id":"jh-utterson-lanyon-and-others-q1","topicId":"lt3","subTopicId":"jh-utterson-lanyon-and-others","text":"lean, long, dusty, dreary and yet somehow lovable","speaker":"Narrator","reference":"Chapter 1","themes":["reputation"],"method":"alliteration","meaning":"Utterson is reserved and dull on the surface, but kind.","publicDomain":true},{"id":"jh-utterson-lanyon-and-others-q2","topicId":"lt3","subTopicId":"jh-utterson-lanyon-and-others","text":"I incline to Cain's heresy","speaker":"Utterson","reference":"Chapter 1","themes":["secrecy","reputation"],"method":"biblical allusion","meaning":"He won't judge his friends, but lets them go their own way.","publicDomain":true},{"id":"jh-utterson-lanyon-and-others-q3","topicId":"lt3","subTopicId":"jh-utterson-lanyon-and-others","text":"unscientific balderdash","speaker":"Lanyon","reference":"Chapter 2","themes":["science and religion"],"method":"dismissive language","meaning":"Lanyon rejects Jekyll's experiments as nonsense.","publicDomain":true},{"id":"jh-utterson-lanyon-and-others-q4","topicId":"lt3","subTopicId":"jh-utterson-lanyon-and-others","text":"I have had a shock","speaker":"Lanyon","reference":"Chapter 6","themes":["science and religion","secrecy"],"method":"understatement","meaning":"Lanyon has been destroyed by the truth he saw.","publicDomain":true}],"others":[{"id":"jh-jekyll-and-hyde-q1","topicId":"lt3","subTopicId":"jh-jekyll-and-hyde","text":"trampled calmly over the child's body","speaker":"Enfield","reference":"Chapter 1","themes":["violence"],"method":"adverb","meaning":"Hyde's violence is calm and pitiless.","publicDomain":true},{"id":"jh-jekyll-and-hyde-q2","topicId":"lt3","subTopicId":"jh-jekyll-and-hyde","text":"like some damned Juggernaut","speaker":"Enfield","reference":"Chapter 1","themes":["violence"],"method":"simile","meaning":"Hyde is an unstoppable force, not a man.","publicDomain":true},{"id":"jh-jekyll-and-hyde-q3","topicId":"lt3","subTopicId":"jh-jekyll-and-hyde","text":"He is not easy to describe","speaker":"Enfield","reference":"Chapter 1","themes":["secrecy","duality"],"method":"understatement","meaning":"Hyde's evil can't be put into words.","publicDomain":true},{"id":"jh-jekyll-and-hyde-q4","topicId":"lt3","subTopicId":"jh-jekyll-and-hyde","text":"Something troglodytic, shall 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longer seems human.","publicDomain":true},{"id":"jh-jekyll-and-hyde-q8","topicId":"lt3","subTopicId":"jh-jekyll-and-hyde","text":"a large, well-made, smooth-faced man of fifty","speaker":"Narrator","reference":"Chapter 3","themes":["reputation"],"method":"adjectives","meaning":"Jekyll appears to be the perfect respectable gentleman.","publicDomain":true},{"id":"jh-jekyll-and-hyde-q9","topicId":"lt3","subTopicId":"jh-jekyll-and-hyde","text":"man is not truly one, but truly two","speaker":"Jekyll","reference":"Chapter 10","themes":["duality"],"method":"antithesis","meaning":"The duality of human nature, the novel's central idea.","publicDomain":true},{"id":"jh-jekyll-and-hyde-q10","topicId":"lt3","subTopicId":"jh-jekyll-and-hyde","text":"strip off these lendings and spring headlong into the sea of liberty","speaker":"Jekyll","reference":"Chapter 10","themes":["reputation","duality"],"method":"metaphor","meaning":"The thrill of escaping respectable life as Hyde.","publicDomain":true},{"id":"jh-jekyll-and-hyde-q11","topicId":"lt3","subTopicId":"jh-jekyll-and-hyde","text":"My devil had been long caged, he came out roaring","speaker":"Jekyll","reference":"Chapter 10","themes":["violence","duality"],"method":"metaphor","meaning":"Repression makes evil stronger.","publicDomain":true},{"id":"jh-jekyll-and-hyde-q12","topicId":"lt3","subTopicId":"jh-jekyll-and-hyde","text":"He, I say—I cannot say, I.","speaker":"Jekyll","reference":"Chapter 10","themes":["duality"],"method":"pronouns","meaning":"His identity has split in two.","publicDomain":true},{"id":"jh-jekyll-and-hyde-q13","topicId":"lt3","subTopicId":"jh-jekyll-and-hyde","text":"I bring the life of that unhappy Henry Jekyll to an end","speaker":"Jekyll","reference":"Chapter 10","themes":["duality","secrecy"],"method":"third person","meaning":"The last line: Jekyll is about to become Hyde for ever.","publicDomain":true},"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:37:questions:29:quotations:0","$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:37:questions:29:quotations:1","$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:37:questions:29:quotations:2","$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:37:questions:29:quotations:3",{"id":"jh-setting-and-gothic-q1","topicId":"lt3","subTopicId":"jh-setting-and-gothic","text":"blistered and distained","speaker":"Narrator","reference":"Chapter 1","themes":["secrecy","the Gothic"],"method":"adjectives","meaning":"The neglected door, a symbol of Jekyll's hidden side.","publicDomain":true},{"id":"jh-setting-and-gothic-q2","topicId":"lt3","subTopicId":"jh-setting-and-gothic","text":"a great chocolate-coloured pall lowered over heaven","speaker":"Narrator","reference":"Chapter 4","themes":["the Gothic"],"method":"metaphor","meaning":"Fog that suggests death, mystery and moral darkness.","publicDomain":true},{"id":"jh-setting-and-gothic-q3","topicId":"lt3","subTopicId":"jh-setting-and-gothic","text":"wore a great air of wealth and comfort","speaker":"Narrator","reference":"Chapter 2","themes":["reputation","duality"],"method":"personification","meaning":"The respectable front of Jekyll's house hides the laboratory behind.","publicDomain":true}]},{"id":"jh-utterson-lanyon-and-others-quotationDrill-2","subTopicId":"jh-utterson-lanyon-and-others","type":"quotationDrill","mode":"whoSaid","difficulty":1,"quotations":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:37:questions:29:quotations","others":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:37:questions:29:others"},{"id":"jh-utterson-lanyon-and-others-quotationDrill-3","subTopicId":"jh-utterson-lanyon-and-others","type":"quotationDrill","mode":"theme","difficulty":2,"quotations":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:37:questions:29:quotations","others":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:37:questions:29:others"},{"id":"jh-themes-mcq-1","subTopicId":"jh-themes","prompt":"Which theme does ‘man is not truly one, but truly two’ express?","explanation":"Duality is being two things at once: the novel's central idea.","difficulty":1,"type":"mcq","options":["Science","Friendship","Duality","Violence"],"correctIndex":2},{"id":"jh-themes-mcq-2","subTopicId":"jh-themes","prompt":"Why do Enfield and Utterson agree never to speak of the door again?","explanation":"Gentlemen kept quiet to protect each other's good name.","difficulty":2,"extract":{"title":"The Strange Case of Dr Jekyll and Mr Hyde, Chapter 1","author":"Robert Louis Stevenson","date":"1886","text":"“You are sure he used a key?” he inquired at\nlast.\n\n“My dear sir...” began Enfield, surprised out of himself.\n\n“Yes, I know,” said Utterson; “I know it must seem strange. The fact\nis, if I do not ask you the name of the other party, it is because I\nknow it already. You see, Richard, your tale has gone home. If you have\nbeen inexact in any point you had better correct it.”\n\n“I think you might have warned me,” returned the other with a touch of\nsullenness. “But I have been pedantically exact, as you call it. The\nfellow had a key; and what’s more, he has it still. I saw him use it\nnot a week ago.”\n\nMr. Utterson sighed deeply but said never a word; and the young man\npresently resumed. “Here is another lesson to say nothing,” said he. “I\nam ashamed of my long tongue. Let us make a bargain never to refer to\nthis again.”\n\n“With all my heart,” said the lawyer. “I shake hands on that, Richard.”","lineNumbers":true,"publicDomain":true},"type":"mcq","options":["Because they have quarrelled","To avoid scandal and protect reputations","Because the police tell them to","Because they have forgotten the details"],"correctIndex":1},{"id":"jh-themes-mcq-3","subTopicId":"jh-themes","prompt":"Which theme does Jekyll's house, with its handsome front and shabby back door, show?","explanation":"Like its owner, the house has a respectable face and a hidden, sinister side.","difficulty":1,"type":"mcq","options":["Science and religion","Violence","Friendship","Duality"],"correctIndex":3},{"id":"jh-themes-mcq-4","subTopicId":"jh-themes","prompt":"Lanyon calls Jekyll's work ‘unscientific balderdash’. Which theme does this show?","explanation":"It shows the clash between traditional science and Jekyll's dangerous experiments.","difficulty":2,"type":"mcq","options":["Science and religion","Violence","Friendship","Duality"],"correctIndex":0},{"id":"jh-themes-mcq-5","subTopicId":"jh-themes","prompt":"Which theme does Hyde's ‘ape-like fury’ show most clearly?","explanation":"The animal violence suggests a primitive instinct hidden beneath civilised life.","difficulty":1,"type":"mcq","options":["Reputation","Science","Violence","Secrecy"],"correctIndex":2},{"id":"jh-themes-mcq-6","subTopicId":"jh-themes","prompt":"What does the novel suggest about repression?","explanation":"The more Jekyll hides Hyde, the stronger Hyde becomes: ‘My devil had been long caged, he came out roaring’.","difficulty":3,"type":"mcq","options":["It is the key to happiness","Hiding a dark side can make it stronger","It always cures bad behaviour","It only affects poor people"],"correctIndex":1},{"id":"jh-themes-multi-1","subTopicId":"jh-themes","prompt":"Which moments show secrecy? Choose all that apply.","explanation":"Secrets are kept, sealed and locked away. There is no trial, and Utterson avoids the police.","difficulty":2,"type":"multi","options":["Lanyon's sealed letter","Jekyll locking himself away","Hyde's public trial","Utterson going straight to the police","Enfield and Utterson's agreement","Jekyll's speech to his friends"],"correctIndices":[0,1,4]},{"id":"jh-themes-multi-2","subTopicId":"jh-themes","prompt":"Which quotations show duality? Choose all that apply.","explanation":"Both correct quotations show Jekyll split in two. The others show science, shock and violence.","difficulty":3,"type":"multi","options":["‘like some damned Juggernaut’","‘man is not truly one, but truly two’","‘unscientific balderdash’","‘He, I say—I cannot say, I.’","‘I have had a shock’"],"correctIndices":[1,3]},{"id":"jh-themes-essay-1","subTopicId":"jh-themes","prompt":"Starting with this extract, explore how Stevenson presents secrecy.\n\nWrite about:\n\n- how Stevenson presents secrecy in this extract\n- how Stevenson presents secrecy in the novel as a whole","explanation":"Strong answers analyse the extract and trace secrecy through the whole novel. The question is worth 30 marks. Start with the extract, then write about the novel as a whole.","difficulty":3,"extract":{"title":"The Strange Case of Dr Jekyll and Mr Hyde, Chapter 1","author":"Robert Louis Stevenson","date":"1886","text":"“You are sure he used a key?” he inquired at\nlast.\n\n“My dear sir...” began Enfield, surprised out of himself.\n\n“Yes, I know,” said Utterson; “I know it must seem strange. The fact\nis, if I do not ask you the name of the other party, it is because I\nknow it already. You see, Richard, your tale has gone home. If you have\nbeen inexact in any point you had better correct it.”\n\n“I think you might have warned me,” returned the other with a touch of\nsullenness. “But I have been pedantically exact, as you call it. The\nfellow had a key; and what’s more, he has it still. I saw him use it\nnot a week ago.”\n\nMr. Utterson sighed deeply but said never a word; and the young man\npresently resumed. “Here is another lesson to say nothing,” said he. “I\nam ashamed of my long tongue. Let us make a bargain never to refer to\nthis again.”\n\n“With all my heart,” said the lawyer. “I shake hands on that, Richard.”","lineNumbers":true,"publicDomain":true},"type":"essay","marks":30,"minutes":45,"aos":["AO1","AO2","AO3"],"plan":["Thesis: Stevenson shows a society where silence protects reputations but lets evil grow","The extract: ‘Here is another lesson to say nothing’, and the bargain","Lanyon's sealed letter and his refusal to speak","Jekyll's locked room and his hidden double life","Context: Victorian respectability and the fear of scandal"],"modelParagraph":"In this extract, Stevenson presents secrecy as a gentleman's habit. Enfield calls the story ‘another lesson to say nothing’ and is ‘ashamed of my long tongue’, as if speaking about a crime were worse than the crime. They seal the silence with a handshake, making it a formal agreement between gentlemen. Later, Lanyon too refuses to speak of what he saw. Stevenson suggests that Victorian respectability valued silence over truth, and that this silence gave Hyde room to grow.","checklist":[{"ao":"AO1","text":"Did you give a clear argument that answers the question, about the extract and the whole novel?"},{"ao":"AO2","text":"Did you analyse Stevenson's language, form and structure, with subject terms?"},{"ao":"AO3","text":"Did you link your points to Victorian context, such as respectability, Darwin or the Gothic?"}]},{"id":"jh-themes-quotationDrill-1","subTopicId":"jh-themes","type":"quotationDrill","mode":"missingWord","difficulty":2,"quotations":[{"id":"jh-jekyll-and-hyde-q1","topicId":"lt3","subTopicId":"jh-jekyll-and-hyde","text":"trampled calmly over the child's body","speaker":"Enfield","reference":"Chapter 1","themes":["violence"],"method":"adverb","meaning":"Hyde's violence is calm and pitiless.","publicDomain":true},{"id":"jh-jekyll-and-hyde-q2","topicId":"lt3","subTopicId":"jh-jekyll-and-hyde","text":"like some damned 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religion"],"method":"metaphor","meaning":"Evil seems written on Hyde's face.","publicDomain":true},{"id":"jh-jekyll-and-hyde-q6","topicId":"lt3","subTopicId":"jh-jekyll-and-hyde","text":"with ape-like fury","speaker":"Narrator","reference":"Chapter 4","themes":["violence"],"method":"animal imagery","meaning":"Hyde's violence is animal and primitive.","publicDomain":true},{"id":"jh-jekyll-and-hyde-q7","topicId":"lt3","subTopicId":"jh-jekyll-and-hyde","text":"like a monkey","speaker":"Poole","reference":"Chapter 8","themes":["duality","the Gothic"],"method":"simile","meaning":"Hyde no longer seems human.","publicDomain":true},{"id":"jh-jekyll-and-hyde-q8","topicId":"lt3","subTopicId":"jh-jekyll-and-hyde","text":"a large, well-made, smooth-faced man of fifty","speaker":"Narrator","reference":"Chapter 3","themes":["reputation"],"method":"adjectives","meaning":"Jekyll appears to be the perfect respectable gentleman.","publicDomain":true},{"id":"jh-jekyll-and-hyde-q9","topicId":"lt3","subTopicId":"jh-jekyll-and-hyde","text":"man is not truly one, but truly two","speaker":"Jekyll","reference":"Chapter 10","themes":["duality"],"method":"antithesis","meaning":"The duality of human nature, the novel's central idea.","publicDomain":true},{"id":"jh-jekyll-and-hyde-q10","topicId":"lt3","subTopicId":"jh-jekyll-and-hyde","text":"strip off these lendings and spring headlong into the sea of liberty","speaker":"Jekyll","reference":"Chapter 10","themes":["reputation","duality"],"method":"metaphor","meaning":"The thrill of escaping respectable life as Hyde.","publicDomain":true},{"id":"jh-jekyll-and-hyde-q11","topicId":"lt3","subTopicId":"jh-jekyll-and-hyde","text":"My devil had been long caged, he came out roaring","speaker":"Jekyll","reference":"Chapter 10","themes":["violence","duality"],"method":"metaphor","meaning":"Repression makes evil stronger.","publicDomain":true},{"id":"jh-jekyll-and-hyde-q12","topicId":"lt3","subTopicId":"jh-jekyll-and-hyde","text":"He, I say—I cannot say, I.","speaker":"Jekyll","reference":"Chapter 10","themes":["duality"],"method":"pronouns","meaning":"His identity has split in two.","publicDomain":true},{"id":"jh-jekyll-and-hyde-q13","topicId":"lt3","subTopicId":"jh-jekyll-and-hyde","text":"I bring the life of that unhappy Henry Jekyll to an end","speaker":"Jekyll","reference":"Chapter 10","themes":["duality","secrecy"],"method":"third person","meaning":"The last line: Jekyll is about to become Hyde for ever.","publicDomain":true},{"id":"jh-utterson-lanyon-and-others-q1","topicId":"lt3","subTopicId":"jh-utterson-lanyon-and-others","text":"lean, long, dusty, dreary and yet somehow lovable","speaker":"Narrator","reference":"Chapter 1","themes":["reputation"],"method":"alliteration","meaning":"Utterson is reserved and dull on the surface, but kind.","publicDomain":true},{"id":"jh-utterson-lanyon-and-others-q2","topicId":"lt3","subTopicId":"jh-utterson-lanyon-and-others","text":"I incline to Cain's heresy","speaker":"Utterson","reference":"Chapter 1","themes":["secrecy","reputation"],"method":"biblical allusion","meaning":"He won't judge his friends, but lets them go their own way.","publicDomain":true},{"id":"jh-utterson-lanyon-and-others-q3","topicId":"lt3","subTopicId":"jh-utterson-lanyon-and-others","text":"unscientific balderdash","speaker":"Lanyon","reference":"Chapter 2","themes":["science and religion"],"method":"dismissive language","meaning":"Lanyon rejects Jekyll's experiments as nonsense.","publicDomain":true},{"id":"jh-utterson-lanyon-and-others-q4","topicId":"lt3","subTopicId":"jh-utterson-lanyon-and-others","text":"I have had a shock","speaker":"Lanyon","reference":"Chapter 6","themes":["science and religion","secrecy"],"method":"understatement","meaning":"Lanyon has been destroyed by the truth he saw.","publicDomain":true},{"id":"jh-setting-and-gothic-q1","topicId":"lt3","subTopicId":"jh-setting-and-gothic","text":"blistered and distained","speaker":"Narrator","reference":"Chapter 1","themes":["secrecy","the Gothic"],"method":"adjectives","meaning":"The neglected door, a symbol of Jekyll's hidden side.","publicDomain":true},{"id":"jh-setting-and-gothic-q2","topicId":"lt3","subTopicId":"jh-setting-and-gothic","text":"a great chocolate-coloured pall lowered over heaven","speaker":"Narrator","reference":"Chapter 4","themes":["the Gothic"],"method":"metaphor","meaning":"Fog that suggests death, mystery and moral darkness.","publicDomain":true},{"id":"jh-setting-and-gothic-q3","topicId":"lt3","subTopicId":"jh-setting-and-gothic","text":"wore a great air of wealth and comfort","speaker":"Narrator","reference":"Chapter 2","themes":["reputation","duality"],"method":"personification","meaning":"The respectable front of Jekyll's house hides the laboratory behind.","publicDomain":true}],"others":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:37:questions:41:quotations"},{"id":"jh-themes-quotationDrill-2","subTopicId":"jh-themes","type":"quotationDrill","mode":"whoSaid","difficulty":1,"quotations":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:37:questions:41:quotations","others":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:37:questions:41:quotations"},{"id":"jh-themes-quotationDrill-3","subTopicId":"jh-themes","type":"quotationDrill","mode":"theme","difficulty":2,"quotations":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:37:questions:41:quotations","others":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:37:questions:41:quotations"},{"id":"jh-context-mcq-1","subTopicId":"jh-context","prompt":"When was Jekyll and Hyde published?","explanation":"Stevenson published it in 1886.","difficulty":1,"type":"mcq","options":["1606","1912","1886","1859"],"correctIndex":2},{"id":"jh-context-mcq-2","subTopicId":"jh-context","prompt":"Who wrote On the Origin of Species?","explanation":"Darwin published it in 1859, arguing that living things evolve.","difficulty":1,"type":"mcq","options":["Robert Louis Stevenson","Charles Dickens","Queen Victoria","Charles Darwin"],"correctIndex":3},{"id":"jh-context-mcq-3","subTopicId":"jh-context","prompt":"What did Victorians fear about degeneration?","explanation":"After Darwin, some feared that humans could evolve backwards, like Hyde.","difficulty":2,"type":"mcq","options":["That people could slip back into a more primitive state","That Scotland would leave Britain","That London would run out of water","That machines would replace workers"],"correctIndex":0},{"id":"jh-context-mcq-4","subTopicId":"jh-context","prompt":"Which of these describes Gothic fiction?","explanation":"Stevenson brings the Gothic into the city.","difficulty":1,"type":"mcq","options":["Comedy, weddings and happy endings","Mystery, terror, darkness and the supernatural","True stories about kings","Science fiction set in space"],"correctIndex":1},{"id":"jh-context-mcq-5","subTopicId":"jh-context","prompt":"Where did Stevenson grow up?","explanation":"He grew up in Edinburgh in a strict religious family.","difficulty":2,"type":"mcq","options":["Cardiff","London","Edinburgh","Dublin"],"correctIndex":2},{"id":"jh-context-mcq-6","subTopicId":"jh-context","prompt":"Who was Deacon Brodie?","explanation":"Stevenson knew the story of Brodie's double life.","difficulty":3,"type":"mcq","options":["A character in Jekyll and Hyde","A famous Victorian scientist","A London policeman","A respected Edinburgh craftsman who was secretly a burglar"],"correctIndex":3},{"id":"jh-context-multi-1","subTopicId":"jh-context","prompt":"How was a Victorian gentleman expected to behave? Choose all that apply.","explanation":"Gentlemen had to appear sober, controlled and respectable, even if they had secret lives.","difficulty":1,"type":"multi","options":["With self-control","Hard-working","Breaking the rules in public","Ignoring his reputation","Openly drinking and gambling","Respectably"],"correctIndices":[0,1,5]},{"id":"jh-context-multi-2","subTopicId":"jh-context","prompt":"Which Gothic features appear in the novel? Choose all that apply.","explanation":"The novel is an urban Gothic story about a man and his monstrous double.","difficulty":2,"type":"multi","options":["Mystery and terror","A comic ending","A sunny countryside setting","A happy wedding","Dark, foggy settings","A monstrous double"],"correctIndices":[0,4,5]},{"id":"jh-setting-and-gothic-mcq-1","subTopicId":"jh-setting-and-gothic","prompt":"In ‘a great chocolate-coloured pall lowered over heaven’, what is a pall?","explanation":"Comparing the fog to a pall links it to death.","difficulty":2,"extract":{"title":"The Strange Case of Dr Jekyll and Mr Hyde, Chapter 4","author":"Robert Louis Stevenson","date":"1886","text":"$36","lineNumbers":true,"publicDomain":true},"type":"mcq","options":["The cloth laid over a coffin","A curtain in a theatre","A kind of cloud","A blanket for a bed"],"correctIndex":0},{"id":"jh-setting-and-gothic-mcq-2","subTopicId":"jh-setting-and-gothic","prompt":"How is the door to Jekyll's laboratory described?","explanation":"The neglected, dirty door is a symbol of Jekyll's hidden side.","difficulty":1,"type":"mcq","options":["‘wore a great air of wealth and comfort’","‘blistered and distained’","‘like a monkey’","‘a large, well-made, smooth-faced man of fifty’"],"correctIndex":1},{"id":"jh-setting-and-gothic-mcq-3","subTopicId":"jh-setting-and-gothic","prompt":"Which part of London does Hyde live in?","explanation":"Utterson takes the police to Hyde's house in Soho in Chapter 4.","difficulty":2,"extract":{"title":"The Strange Case of Dr Jekyll and Mr Hyde, Chapter 4","author":"Robert Louis Stevenson","date":"1886","text":"$37","lineNumbers":true,"publicDomain":true},"type":"mcq","options":["Kensington","Hampstead","Soho","Greenwich"],"correctIndex":2},{"id":"jh-setting-and-gothic-mcq-4","subTopicId":"jh-setting-and-gothic","prompt":"What is pathetic fallacy?","explanation":"The fog reflects the novel's mystery and moral darkness.","difficulty":1,"type":"mcq","options":["When a character feels sorry for himself","A sad ending","A mistake in a story's plot","When the weather or setting reflects the mood of the story"],"correctIndex":3},{"id":"jh-setting-and-gothic-mcq-5","subTopicId":"jh-setting-and-gothic","prompt":"What is the front of Jekyll's house like?","explanation":"The handsome front shows the respectable doctor; the shabby back door leads to his laboratory.","difficulty":3,"type":"mcq","options":["It wore a great air of wealth and comfort","It is blistered and dirty","It has no windows at all","It is a laboratory"],"correctIndex":0},{"id":"jh-setting-and-gothic-mcq-6","subTopicId":"jh-setting-and-gothic","prompt":"What do doors symbolise in the novel?","explanation":"From the shabby door in Chapter 1 to the locked door broken down in Chapter 8, doors guard secrets.","difficulty":3,"type":"mcq","options":["Wealth and success","Barriers between the public self and the hidden self","The coming of spring","Friendship between gentlemen"],"correctIndex":1},{"id":"jh-setting-and-gothic-multi-1","subTopicId":"jh-setting-and-gothic","prompt":"Which of these are part of Jekyll's house? Choose all that apply.","explanation":"Hardly anyone realises the handsome house and the shabby door are joined.","difficulty":1,"type":"multi","options":["A laboratory at the back","A church","A shabby door on a side street","A handsome front in a square","A country estate","A castle tower"],"correctIndices":[0,2,3]},{"id":"jh-setting-and-gothic-multi-2","subTopicId":"jh-setting-and-gothic","prompt":"Which details create a Gothic atmosphere? Choose all that apply.","explanation":"Darkness, emptiness and secrecy build the novel's Gothic mood.","difficulty":2,"type":"multi","options":["Fog","A garden party","Crowded markets","Bright sunshine","Empty streets at night","Locked doors"],"correctIndices":[0,4,5]},{"id":"jh-setting-and-gothic-quotationDrill-1","subTopicId":"jh-setting-and-gothic","type":"quotationDrill","mode":"missingWord","difficulty":2,"quotations":[{"id":"jh-setting-and-gothic-q1","topicId":"lt3","subTopicId":"jh-setting-and-gothic","text":"blistered and distained","speaker":"Narrator","reference":"Chapter 1","themes":["secrecy","the Gothic"],"method":"adjectives","meaning":"The neglected door, a symbol of Jekyll's hidden side.","publicDomain":true},{"id":"jh-setting-and-gothic-q2","topicId":"lt3","subTopicId":"jh-setting-and-gothic","text":"a great chocolate-coloured pall lowered over heaven","speaker":"Narrator","reference":"Chapter 4","themes":["the Gothic"],"method":"metaphor","meaning":"Fog that suggests death, mystery and moral darkness.","publicDomain":true},{"id":"jh-setting-and-gothic-q3","topicId":"lt3","subTopicId":"jh-setting-and-gothic","text":"wore a great air of wealth and comfort","speaker":"Narrator","reference":"Chapter 2","themes":["reputation","duality"],"method":"personification","meaning":"The respectable front of Jekyll's house hides the laboratory behind.","publicDomain":true}],"others":[{"id":"jh-jekyll-and-hyde-q1","topicId":"lt3","subTopicId":"jh-jekyll-and-hyde","text":"trampled calmly over the child's body","speaker":"Enfield","reference":"Chapter 1","themes":["violence"],"method":"adverb","meaning":"Hyde's violence is calm and pitiless.","publicDomain":true},{"id":"jh-jekyll-and-hyde-q2","topicId":"lt3","subTopicId":"jh-jekyll-and-hyde","text":"like some damned Juggernaut","speaker":"Enfield","reference":"Chapter 1","themes":["violence"],"method":"simile","meaning":"Hyde is an unstoppable force, not a 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saw.","publicDomain":true},"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:37:questions:60:quotations:0","$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:37:questions:60:quotations:1","$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:37:questions:60:quotations:2"]},{"id":"jh-setting-and-gothic-quotationDrill-2","subTopicId":"jh-setting-and-gothic","type":"quotationDrill","mode":"theme","difficulty":2,"quotations":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:37:questions:60:quotations","others":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:37:questions:60:others"},{"id":"jh-setting-and-gothic-annotate-1","subTopicId":"jh-setting-and-gothic","prompt":"Annotate the fog: choose the technique each highlighted phrase shows.","explanation":"Stevenson's fog turns London into a Gothic setting of death, fire and darkness, a fitting place for Hyde.","difficulty":2,"extract":{"title":"The Strange Case of Dr Jekyll and Mr Hyde, Chapter 4","author":"Robert Louis Stevenson","date":"1886","text":"$38","lineNumbers":true,"publicDomain":true},"type":"annotate","annotations":[{"id":"a1","text":"A great chocolate-coloured pall lowered over heaven","line":2,"answer":"metaphor","note":"A pall covers a coffin, so the fog makes London feel like a funeral."},{"id":"a2","text":"like the light of some strange conflagration","line":7,"answer":"simile","note":"The glow suggests a great fire, as if London were burning, like hell."},{"id":"a3","text":"haggard shaft","line":8,"answer":"personification","note":"Even the daylight seems exhausted and ill, as if it is losing its fight with the dark."}],"distractors":["onomatopoeia","rhetorical question","oxymoron"]},{"id":"jh-language-and-narrative-mcq-1","subTopicId":"jh-language-and-narrative","prompt":"Who tells most of the story?","explanation":"Chapters 1 to 8 follow Utterson, so we only know what he knows.","difficulty":1,"type":"mcq","options":["Poole, in letters","A third-person narrator who follows Utterson","Hyde, in the first person","Jekyll, in the first person"],"correctIndex":1},{"id":"jh-language-and-narrative-mcq-2","subTopicId":"jh-language-and-narrative","prompt":"In which chapter does Lanyon describe watching the transformation?","explanation":"Chapter 9 is Dr. Lanyon's Narrative, written as a letter to Utterson.","difficulty":2,"type":"mcq","options":["Chapter 10","Chapter 8","Chapter 9","Chapter 6"],"correctIndex":2},{"id":"jh-language-and-narrative-mcq-3","subTopicId":"jh-language-and-narrative","prompt":"‘with ape-like fury’ is an example of what?","explanation":"Comparing Hyde to an ape makes him seem primitive and less than human.","difficulty":1,"type":"mcq","options":["Animal imagery","Alliteration","A rhetorical question","Pathetic fallacy"],"correctIndex":0},{"id":"jh-language-and-narrative-mcq-4","subTopicId":"jh-language-and-narrative","prompt":"Who describes Hyde moving ‘like a monkey’?","explanation":"Poole tells Utterson about the masked figure he saw in Chapter 8.","difficulty":2,"type":"mcq","options":["Lanyon","Utterson","Enfield","Poole"],"correctIndex":3},{"id":"jh-language-and-narrative-mcq-5","subTopicId":"jh-language-and-narrative","prompt":"What does ‘He, I say—I cannot say, I.’ show?","explanation":"He can't decide whether to call Hyde ‘he’ or ‘I’.","difficulty":3,"type":"mcq","options":["Jekyll has forgotten his name","Jekyll's identity is splitting in two","Jekyll is speaking to Utterson","Jekyll is lying to the police"],"correctIndex":1},{"id":"jh-language-and-narrative-mcq-6","subTopicId":"jh-language-and-narrative","prompt":"Enfield says Hyde ‘is not easy to describe’. What is the effect?","explanation":"Gaps in the description let the reader's imagination fill in the horror.","difficulty":2,"type":"mcq","options":["Hyde seems ordinary","The story becomes funny","The reader imagines something worse","The reader loses interest"],"correctIndex":2},{"id":"jh-language-and-narrative-multi-1","subTopicId":"jh-language-and-narrative","prompt":"Which parts of the novel are first-person narratives? Choose all that apply.","explanation":"Chapters 9 and 10 are written in the first person. The earlier chapters follow Utterson in the third person.","difficulty":2,"type":"multi","options":["Chapter 4","Lanyon's narrative","Chapter 1","Chapter 8","Jekyll's statement"],"correctIndices":[1,4]},{"id":"jh-language-and-narrative-multi-2","subTopicId":"jh-language-and-narrative","prompt":"Which of these are animal imagery for Hyde? Choose all that apply.","explanation":"Ape and monkey imagery links Hyde to Darwin's ideas about human origins.","difficulty":1,"type":"multi","options":["‘lean, long, dusty, dreary and yet somehow lovable’","‘like a monkey’","‘I have had a shock’","‘with ape-like fury’","‘unscientific balderdash’"],"correctIndices":[1,3]},{"id":"jh-key-quotations-mcq-1","subTopicId":"jh-key-quotations","prompt":"Who says ‘I incline to Cain's heresy’?","explanation":"Utterson says it in Chapter 1, explaining why he doesn't judge his friends.","difficulty":1,"type":"mcq","options":["Utterson","Jekyll","Enfield","Lanyon"],"correctIndex":0},{"id":"jh-key-quotations-mcq-2","subTopicId":"jh-key-quotations","prompt":"Who calls Jekyll's work ‘unscientific balderdash’?","explanation":"Lanyon dismisses Jekyll's experiments in Chapter 2.","difficulty":1,"type":"mcq","options":["Enfield","Lanyon","Utterson","Poole"],"correctIndex":1},{"id":"jh-key-quotations-mcq-3","subTopicId":"jh-key-quotations","prompt":"In which chapter does Jekyll write ‘man is not truly one, but truly two’?","explanation":"It comes from his full statement in the final chapter.","difficulty":1,"type":"mcq","options":["Chapter 3","Chapter 8","Chapter 9","Chapter 10"],"correctIndex":3},{"id":"jh-key-quotations-mcq-4","subTopicId":"jh-key-quotations","prompt":"Who describes Hyde as ‘like some damned Juggernaut’?","explanation":"Enfield describes the trampling in Chapter 1.","difficulty":2,"type":"mcq","options":["Poole","The maid","Enfield","Utterson"],"correctIndex":2},{"id":"jh-key-quotations-mcq-5","subTopicId":"jh-key-quotations","prompt":"Complete Jekyll's line: My devil had been long caged, he came out …","explanation":"‘My devil had been long caged, he came out roaring’ (Chapter 10).","difficulty":2,"type":"mcq","options":["roaring","screaming","howling","raging"],"correctIndex":0},{"id":"jh-key-quotations-mcq-6","subTopicId":"jh-key-quotations","prompt":"Which quotation describes the setting rather than a character?","explanation":"The pall is the fog over London. The others describe Utterson, Hyde and Jekyll.","difficulty":3,"type":"mcq","options":["‘lean, long, dusty, dreary and yet somehow lovable’","‘a great chocolate-coloured pall lowered over heaven’","‘a large, well-made, smooth-faced man of fifty’","‘Something troglodytic, shall we say?’"],"correctIndex":1},{"id":"jh-key-quotations-multi-1","subTopicId":"jh-key-quotations","prompt":"Which of these are written by Jekyll? Choose all that apply.","explanation":"All three correct lines come from Jekyll's statement in Chapter 10.","difficulty":2,"type":"multi","options":["‘My devil had been long caged, he came out roaring’","‘man is not truly one, but truly two’","‘I incline to Cain's heresy’","‘like some damned Juggernaut’","‘I bring the life of that unhappy Henry Jekyll to an end’","‘unscientific balderdash’"],"correctIndices":[0,1,4]},{"id":"jh-key-quotations-multi-2","subTopicId":"jh-key-quotations","prompt":"Which quotations come from Chapter 1? Choose all that apply.","explanation":"The correct three come from Story of the Door. The others are from Chapters 4, 8 and 6.","difficulty":3,"type":"multi","options":["‘lean, long, dusty, dreary and yet somehow lovable’","‘I have had a shock’","‘like some damned Juggernaut’","‘blistered and distained’","‘like a monkey’","‘with ape-like fury’"],"correctIndices":[0,2,3]},{"id":"jh-key-quotations-quotationDrill-1","subTopicId":"jh-key-quotations","type":"quotationDrill","mode":"missingWord","difficulty":2,"quotations":[{"id":"jh-jekyll-and-hyde-q1","topicId":"lt3","subTopicId":"jh-jekyll-and-hyde","text":"trampled calmly over the child's body","speaker":"Enfield","reference":"Chapter 1","themes":["violence"],"method":"adverb","meaning":"Hyde's violence is calm and pitiless.","publicDomain":true},{"id":"jh-jekyll-and-hyde-q2","topicId":"lt3","subTopicId":"jh-jekyll-and-hyde","text":"like some damned Juggernaut","speaker":"Enfield","reference":"Chapter 1","themes":["violence"],"method":"simile","meaning":"Hyde is an unstoppable force, not a man.","publicDomain":true},{"id":"jh-jekyll-and-hyde-q3","topicId":"lt3","subTopicId":"jh-jekyll-and-hyde","text":"He is not easy to describe","speaker":"Enfield","reference":"Chapter 1","themes":["secrecy","duality"],"method":"understatement","meaning":"Hyde's evil can't be put into words.","publicDomain":true},{"id":"jh-jekyll-and-hyde-q4","topicId":"lt3","subTopicId":"jh-jekyll-and-hyde","text":"Something troglodytic, shall we say?","speaker":"Utterson","reference":"Chapter 2","themes":["science and religion","the Gothic"],"method":"rhetorical question","meaning":"Hyde seems primitive, less evolved and barely human.","publicDomain":true},{"id":"jh-jekyll-and-hyde-q5","topicId":"lt3","subTopicId":"jh-jekyll-and-hyde","text":"Satan’s signature upon a face","speaker":"Utterson","reference":"Chapter 2","themes":["science and religion"],"method":"metaphor","meaning":"Evil seems written on Hyde's face.","publicDomain":true},{"id":"jh-jekyll-and-hyde-q6","topicId":"lt3","subTopicId":"jh-jekyll-and-hyde","text":"with ape-like fury","speaker":"Narrator","reference":"Chapter 4","themes":["violence"],"method":"animal imagery","meaning":"Hyde's violence is animal and primitive.","publicDomain":true},{"id":"jh-jekyll-and-hyde-q7","topicId":"lt3","subTopicId":"jh-jekyll-and-hyde","text":"like a monkey","speaker":"Poole","reference":"Chapter 8","themes":["duality","the Gothic"],"method":"simile","meaning":"Hyde no longer seems human.","publicDomain":true},{"id":"jh-jekyll-and-hyde-q8","topicId":"lt3","subTopicId":"jh-jekyll-and-hyde","text":"a large, well-made, smooth-faced man of fifty","speaker":"Narrator","reference":"Chapter 3","themes":["reputation"],"method":"adjectives","meaning":"Jekyll appears to be the perfect respectable gentleman.","publicDomain":true},{"id":"jh-jekyll-and-hyde-q9","topicId":"lt3","subTopicId":"jh-jekyll-and-hyde","text":"man is not truly one, but truly two","speaker":"Jekyll","reference":"Chapter 10","themes":["duality"],"method":"antithesis","meaning":"The duality of human nature, the novel's central idea.","publicDomain":true},{"id":"jh-jekyll-and-hyde-q10","topicId":"lt3","subTopicId":"jh-jekyll-and-hyde","text":"strip off these lendings and spring headlong into the sea of liberty","speaker":"Jekyll","reference":"Chapter 10","themes":["reputation","duality"],"method":"metaphor","meaning":"The thrill of escaping respectable life as Hyde.","publicDomain":true},{"id":"jh-jekyll-and-hyde-q11","topicId":"lt3","subTopicId":"jh-jekyll-and-hyde","text":"My devil had been long caged, he came out roaring","speaker":"Jekyll","reference":"Chapter 10","themes":["violence","duality"],"method":"metaphor","meaning":"Repression makes evil stronger.","publicDomain":true},{"id":"jh-jekyll-and-hyde-q12","topicId":"lt3","subTopicId":"jh-jekyll-and-hyde","text":"He, I say—I cannot say, I.","speaker":"Jekyll","reference":"Chapter 10","themes":["duality"],"method":"pronouns","meaning":"His identity has split in two.","publicDomain":true},{"id":"jh-jekyll-and-hyde-q13","topicId":"lt3","subTopicId":"jh-jekyll-and-hyde","text":"I bring the life of that unhappy Henry Jekyll to an end","speaker":"Jekyll","reference":"Chapter 10","themes":["duality","secrecy"],"method":"third person","meaning":"The last line: Jekyll is about to become Hyde for ever.","publicDomain":true},{"id":"jh-utterson-lanyon-and-others-q1","topicId":"lt3","subTopicId":"jh-utterson-lanyon-and-others","text":"lean, long, dusty, dreary and yet somehow lovable","speaker":"Narrator","reference":"Chapter 1","themes":["reputation"],"method":"alliteration","meaning":"Utterson is reserved and dull on the surface, but kind.","publicDomain":true},{"id":"jh-utterson-lanyon-and-others-q2","topicId":"lt3","subTopicId":"jh-utterson-lanyon-and-others","text":"I incline to Cain's heresy","speaker":"Utterson","reference":"Chapter 1","themes":["secrecy","reputation"],"method":"biblical allusion","meaning":"He won't judge his friends, but lets them go their own way.","publicDomain":true},{"id":"jh-utterson-lanyon-and-others-q3","topicId":"lt3","subTopicId":"jh-utterson-lanyon-and-others","text":"unscientific balderdash","speaker":"Lanyon","reference":"Chapter 2","themes":["science and religion"],"method":"dismissive language","meaning":"Lanyon rejects Jekyll's experiments as nonsense.","publicDomain":true},{"id":"jh-utterson-lanyon-and-others-q4","topicId":"lt3","subTopicId":"jh-utterson-lanyon-and-others","text":"I have had a shock","speaker":"Lanyon","reference":"Chapter 6","themes":["science and religion","secrecy"],"method":"understatement","meaning":"Lanyon has been destroyed by the truth he saw.","publicDomain":true},{"id":"jh-setting-and-gothic-q1","topicId":"lt3","subTopicId":"jh-setting-and-gothic","text":"blistered and distained","speaker":"Narrator","reference":"Chapter 1","themes":["secrecy","the Gothic"],"method":"adjectives","meaning":"The neglected door, a symbol of Jekyll's hidden side.","publicDomain":true},{"id":"jh-setting-and-gothic-q2","topicId":"lt3","subTopicId":"jh-setting-and-gothic","text":"a great chocolate-coloured pall lowered over heaven","speaker":"Narrator","reference":"Chapter 4","themes":["the Gothic"],"method":"metaphor","meaning":"Fog that suggests death, mystery and moral darkness.","publicDomain":true},{"id":"jh-setting-and-gothic-q3","topicId":"lt3","subTopicId":"jh-setting-and-gothic","text":"wore a great air of wealth and comfort","speaker":"Narrator","reference":"Chapter 2","themes":["reputation","duality"],"method":"personification","meaning":"The respectable front of Jekyll's house hides the laboratory behind.","publicDomain":true}],"others":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:37:questions:79:quotations"},{"id":"jh-key-quotations-quotationDrill-2","subTopicId":"jh-key-quotations","type":"quotationDrill","mode":"whoSaid","difficulty":1,"quotations":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:37:questions:79:quotations","others":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:37:questions:79:quotations"},{"id":"jh-key-quotations-quotationDrill-3","subTopicId":"jh-key-quotations","type":"quotationDrill","mode":"theme","difficulty":2,"quotations":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:37:questions:79:quotations","others":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:37:questions:79:quotations"},{"id":"jh-extract-essay-skills-mcq-1","subTopicId":"jh-extract-essay-skills","prompt":"Where is the Jekyll and Hyde question?","explanation":"The 19th-century novel is Paper 1, Section B. Shakespeare is Section A.","difficulty":1,"type":"mcq","options":["Paper 1, Section A","Paper 2, Section A","Paper 2, Section B","Paper 1, Section B"],"correctIndex":3},{"id":"jh-extract-essay-skills-mcq-2","subTopicId":"jh-extract-essay-skills","prompt":"How many marks is the Jekyll and Hyde question worth?","explanation":"It is worth 30 marks. Unlike Macbeth, there are no extra AO4 marks.","difficulty":1,"type":"mcq","options":["24","40","30","34"],"correctIndex":2},{"id":"jh-extract-essay-skills-mcq-3","subTopicId":"jh-extract-essay-skills","prompt":"How long should you spend on it?","explanation":"Spend about 45 minutes, including planning and checking.","difficulty":1,"type":"mcq","options":["About 45 minutes","About 15 minutes","About 30 minutes","About 90 minutes"],"correctIndex":0},{"id":"jh-extract-essay-skills-mcq-4","subTopicId":"jh-extract-essay-skills","prompt":"Are there marks for spelling and grammar (AO4) on this question?","explanation":"AO4 is assessed on Macbeth and An Inspector Calls, not on the 19th-century novel. Accurate writing still helps you communicate.","difficulty":2,"type":"mcq","options":["Yes, 8 marks","No","Yes, 4 marks","Only for the introduction"],"correctIndex":1},{"id":"jh-extract-essay-skills-mcq-5","subTopicId":"jh-extract-essay-skills","prompt":"What must you write about?","explanation":"Start with the extract, then write about other moments in the novel.","difficulty":2,"type":"mcq","options":["The extract and Macbeth","Only the extract","Only the rest of the novel","The extract, and the novel as a whole"],"correctIndex":3},{"id":"jh-extract-essay-skills-mcq-6","subTopicId":"jh-extract-essay-skills","prompt":"After 5 minutes of planning, how should you roughly split your time?","explanation":"Give both parts real attention, and leave 5 minutes to check.","difficulty":3,"type":"mcq","options":["35 minutes on context","All the time on the rest of the novel","About 15 minutes on the extract and 20 on the rest of the novel","40 minutes on the extract"],"correctIndex":2},{"id":"jh-extract-essay-skills-multi-1","subTopicId":"jh-extract-essay-skills","prompt":"Which of these earn AO3 marks? Choose all that apply.","explanation":"AO3 is context, used to explain meaning.","difficulty":2,"type":"multi","options":["Analysing a single word","Accurate spelling","Placing the novel in the urban Gothic tradition","Linking Hyde to Victorian fears of degeneration","Explaining Victorian ideas of respectability","Counting the lines of the extract"],"correctIndices":[2,3,4]},{"id":"jh-extract-essay-skills-multi-2","subTopicId":"jh-extract-essay-skills","prompt":"What should you do in the first 5 minutes? Choose all that apply.","explanation":"A short plan saves time later.","difficulty":1,"type":"multi","options":["Mark short quotations in the extract","Underline the key words of the question","Note which chapter the extract comes from","Retell the whole plot","Write your conclusion","Copy out the extract"],"correctIndices":[0,1,2]},{"id":"jh-extract-essay-skills-essay-1","subTopicId":"jh-extract-essay-skills","prompt":"Starting with this extract, explore how Stevenson presents setting to create a frightening atmosphere.\n\nWrite about:\n\n- how Stevenson presents setting to create a frightening atmosphere in this extract\n- how Stevenson presents setting to create a frightening atmosphere in the novel as a whole","explanation":"Strong answers analyse the extract and link the setting to the novel's themes. The question is worth 30 marks. Start with the extract, then write about the novel as a whole.","difficulty":3,"extract":{"title":"The Strange Case of Dr Jekyll and Mr Hyde, Chapter 4","author":"Robert Louis Stevenson","date":"1886","text":"$39","lineNumbers":true,"publicDomain":true},"type":"essay","marks":30,"minutes":45,"aos":["AO1","AO2","AO3"],"plan":["Thesis: Stevenson uses London's fog and darkness to mirror the novel's moral darkness","The extract: the ‘chocolate-coloured pall’ and Soho ‘like a district of some city in a nightmare’","Chapter 1: empty night streets and the ‘blistered and distained’ door","Chapter 8: the wild March night and the locked door broken down","Context: the urban Gothic, and Victorian London's hidden side"],"modelParagraph":"In this extract, Stevenson uses fog to make London frightening. ‘A great chocolate-coloured pall lowered over heaven’: a pall is the cloth over a coffin, so the fog suggests death hanging over the city. The ‘embattled vapours’ make the weather sound like a war. Soho seems ‘like a district of some city in a nightmare’, and the simile suggests the city itself has become unreal and threatening. This urban Gothic setting moves horror from distant castles into the heart of respectable Victorian London.","checklist":[{"ao":"AO1","text":"Did you give a clear argument that answers the question, about the extract and the whole novel?"},{"ao":"AO2","text":"Did you analyse Stevenson's language, form and structure, with subject terms?"},{"ao":"AO3","text":"Did you link your points to Victorian context, such as respectability, Darwin or the Gothic?"}]}]},{"id":"lt4","subjectId":"english-literature","code":"LT4","title":"Power and Conflict poetry","description":"Paper 2, Section B: the fifteen anthology poems about war, nature, power and identity, and how to compare two of them.","cluster":"power-and-conflict","questions":[{"id":"poem-ozymandias-mcq-1","subTopicId":"poem-ozymandias","prompt":"Who wrote ‘Ozymandias’?","explanation":"Shelley was a Romantic poet and a radical who hated tyranny.","difficulty":1,"type":"mcq","options":["Percy Bysshe Shelley","William Wordsworth","William Blake","Robert Browning"],"correctIndex":0},{"id":"poem-ozymandias-mcq-2","subTopicId":"poem-ozymandias","prompt":"Which form does ‘Ozymandias’ take?","explanation":"It is a fourteen-line sonnet, with a turn at the inscription.","difficulty":1,"type":"mcq","options":["Free verse","A dramatic monologue","A sonnet","A ballad"],"correctIndex":2},{"id":"poem-ozymandias-mcq-3","subTopicId":"poem-ozymandias","prompt":"Who tells us about the statue?","explanation":"‘I met a traveller from an antique land’: the story reaches us second hand, as if from far away in time.","difficulty":2,"extract":{"title":"Ozymandias","author":"Percy Bysshe Shelley","date":"1818","text":"I met a traveller from an antique land\nWho said: Two vast and trunkless legs of stone\nStand in the desert...Near them, on the sand,\nHalf sunk, a shattered visage lies, whose frown,\nAnd wrinkled lip, and sneer of cold command,\nTell that its sculptor well those passions read\nWhich yet survive, stamped on these lifeless things,\nThe hand that mocked them, and the heart that fed:\nAnd on the pedestal these words appear:\n‘My name is Ozymandias, king of kings:\nLook on my works, ye Mighty, and despair!’\nNothing beside remains. Round the decay\nOf that colossal wreck, boundless and bare\nThe lone and level sands stretch far away.","lineNumbers":true,"publicDomain":true},"type":"mcq","options":["The sculptor","A soldier","Ozymandias himself","A traveller, whose words the speaker repeats"],"correctIndex":3},{"id":"poem-ozymandias-mcq-4","subTopicId":"poem-ozymandias","prompt":"What do the words on the pedestal say?","explanation":"The king boasts of his works. The other lines describe the ruins and the desert.","difficulty":1,"extract":{"title":"Ozymandias","author":"Percy Bysshe Shelley","date":"1818","text":"I met a traveller from an antique land\nWho said: Two vast and trunkless legs of stone\nStand in the desert...Near them, on the sand,\nHalf sunk, a shattered visage lies, whose frown,\nAnd wrinkled lip, and sneer of cold command,\nTell that its sculptor well those passions read\nWhich yet survive, stamped on these lifeless things,\nThe hand that mocked them, and the heart that fed:\nAnd on the pedestal these words appear:\n‘My name is Ozymandias, king of kings:\nLook on my works, ye Mighty, and despair!’\nNothing beside remains. Round the decay\nOf that colossal wreck, boundless and bare\nThe lone and level sands stretch far away.","lineNumbers":true,"publicDomain":true},"type":"mcq","options":["‘Nothing beside remains.’","‘Look on my works, ye Mighty, and despair!’","‘The lone and level sands stretch far away’","‘sneer of cold command’"],"correctIndex":1},{"id":"poem-ozymandias-mcq-5","subTopicId":"poem-ozymandias","prompt":"What is around the statue now?","explanation":"‘Nothing beside remains’: the empire has vanished into the desert.","difficulty":1,"extract":{"title":"Ozymandias","author":"Percy Bysshe Shelley","date":"1818","text":"I met a traveller from an antique land\nWho said: Two vast and trunkless legs of stone\nStand in the desert...Near them, on the sand,\nHalf sunk, a shattered visage lies, whose frown,\nAnd wrinkled lip, and sneer of cold command,\nTell that its sculptor well those passions read\nWhich yet survive, stamped on these lifeless things,\nThe hand that mocked them, and the heart that fed:\nAnd on the pedestal these words appear:\n‘My name is Ozymandias, king of kings:\nLook on my works, ye Mighty, and despair!’\nNothing beside remains. Round the decay\nOf that colossal wreck, boundless and bare\nThe lone and level sands stretch far away.","lineNumbers":true,"publicDomain":true},"type":"mcq","options":["Only sand, stretching far away","A great city","A temple and a palace","Other statues of the king"],"correctIndex":0},{"id":"poem-ozymandias-mcq-6","subTopicId":"poem-ozymandias","prompt":"What is ironic about the inscription?","explanation":"He tells the mighty to despair at his works, but nothing of them is left. They should despair because their power will also fade.","difficulty":3,"extract":{"title":"Ozymandias","author":"Percy Bysshe Shelley","date":"1818","text":"I met a traveller from an antique land\nWho said: Two vast and trunkless legs of stone\nStand in the desert...Near them, on the sand,\nHalf sunk, a shattered visage lies, whose frown,\nAnd wrinkled lip, and sneer of cold command,\nTell that its sculptor well those passions read\nWhich yet survive, stamped on these lifeless things,\nThe hand that mocked them, and the heart that fed:\nAnd on the pedestal these words appear:\n‘My name is Ozymandias, king of kings:\nLook on my works, ye Mighty, and despair!’\nNothing beside remains. Round the decay\nOf that colossal wreck, boundless and bare\nThe lone and level sands stretch far away.","lineNumbers":true,"publicDomain":true},"type":"mcq","options":["The traveller cannot read them","The words are carved on the king's face","The king's works have all crumbled away","The sculptor has spelt the king's name wrongly"],"correctIndex":2},{"id":"poem-ozymandias-multi-1","subTopicId":"poem-ozymandias","prompt":"Which poems show arrogant or controlling rulers? Choose all that apply.","explanation":"A tyrant king and a jealous duke. The other poems are about war and its effects.","difficulty":2,"type":"multi","options":["Exposure","Kamikaze","My Last Duchess","Poppies","Ozymandias"],"correctIndices":[2,4]},{"id":"poem-ozymandias-multi-2","subTopicId":"poem-ozymandias","prompt":"Which details show the statue is broken? Choose all that apply.","explanation":"The legs have no body, and the face lies shattered in the sand.","difficulty":2,"extract":{"title":"Ozymandias","author":"Percy Bysshe Shelley","date":"1818","text":"I met a traveller from an antique land\nWho said: Two vast and trunkless legs of stone\nStand in the desert...Near them, on the sand,\nHalf sunk, a shattered visage lies, whose frown,\nAnd wrinkled lip, and sneer of cold command,\nTell that its sculptor well those passions read\nWhich yet survive, stamped on these lifeless things,\nThe hand that mocked them, and the heart that fed:\nAnd on the pedestal these words appear:\n‘My name is Ozymandias, king of kings:\nLook on my works, ye Mighty, and despair!’\nNothing beside remains. Round the decay\nOf that colossal wreck, boundless and bare\nThe lone and level sands stretch far away.","lineNumbers":true,"publicDomain":true},"type":"multi","options":["‘a shattered visage’","‘My name is Ozymandias, king of kings’","‘Two vast and trunkless legs of stone’","‘I met a traveller from an antique land’","‘sneer of cold command’"],"correctIndices":[0,2]},{"id":"poem-ozymandias-essay-1","subTopicId":"poem-ozymandias","prompt":"Compare how poets present the power of humans in ‘Ozymandias’ and in one other poem from ‘Power and conflict’.","explanation":"Strong answers compare methods in both poems in every paragraph. The anthology question is worth 30 marks. Compare in every paragraph, and choose a second poem that gives you something to compare.","difficulty":3,"extract":{"title":"Ozymandias","author":"Percy Bysshe Shelley","date":"1818","text":"I met a traveller from an antique land\nWho said: Two vast and trunkless legs of stone\nStand in the desert...Near them, on the sand,\nHalf sunk, a shattered visage lies, whose frown,\nAnd wrinkled lip, and sneer of cold command,\nTell that its sculptor well those passions read\nWhich yet survive, stamped on these lifeless things,\nThe hand that mocked them, and the heart that fed:\nAnd on the pedestal these words appear:\n‘My name is Ozymandias, king of kings:\nLook on my works, ye Mighty, and despair!’\nNothing beside remains. Round the decay\nOf that colossal wreck, boundless and bare\nThe lone and level sands stretch far away.","lineNumbers":true,"publicDomain":true},"type":"essay","marks":30,"minutes":45,"aos":["AO1","AO2","AO3"],"plan":["Thesis: both poems show powerful men whose pride is exposed","Pride: ‘Look on my works, ye Mighty, and despair!’ against ‘The curtain I have drawn for you, but I’","Control and cruelty: ‘sneer of cold command’ against ‘I gave commands; / Then all smiles stopped together.’","Form: a sonnet with a sudden turn against a dramatic monologue that reveals too much","Context: Shelley's hatred of tyranny, and a Renaissance duke's power over his wife"],"modelParagraph":"Both poets present powerful men who are judged by their own words. Shelley's king boasts ‘Look on my works, ye Mighty, and despair!’, but the inscription is followed by ‘Nothing beside remains.’, so his pride is mocked by time. Similarly, Browning's duke reveals his cruelty without meaning to: ‘I gave commands; / Then all smiles stopped together.’ The caesura makes the murder sound chillingly casual. However, where Ozymandias's power has crumbled, the duke's is still alive, as he arranges his next marriage.","checklist":[{"ao":"AO1","text":"Did you compare the two poems all the way through, with an argument that answers the question?"},{"ao":"AO2","text":"Did you analyse language, form and structure in both poems?"},{"ao":"AO3","text":"Did you link each poem to its context, such as when and why it was written?"}]},{"id":"poem-ozymandias-quotationDrill-1","subTopicId":"poem-ozymandias","type":"quotationDrill","mode":"missingWord","difficulty":2,"quotations":[{"id":"poem-ozymandias-q1","topicId":"lt4","subTopicId":"poem-ozymandias","text":"Two vast and trunkless legs of stone","reference":"line 2","themes":["power of humans"],"method":"imagery","meaning":"The broken statue shows that the king's power has crumbled.","publicDomain":true},{"id":"poem-ozymandias-q2","topicId":"lt4","subTopicId":"poem-ozymandias","text":"sneer of cold command","reference":"line 5","themes":["power of 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dead.","publicDomain":true},{"id":"poem-my-last-duchess-q2","topicId":"lt4","subTopicId":"poem-my-last-duchess","text":"she liked whate'er / She looked on, and her looks went everywhere","reference":"line 23","themes":["power of humans"],"method":"enjambment","meaning":"His jealousy of how freely she smiled at others.","publicDomain":true},{"id":"poem-my-last-duchess-q3","topicId":"lt4","subTopicId":"poem-my-last-duchess","text":"I gave commands; / Then all smiles stopped together.","reference":"line 45","themes":["power of humans","guilt"],"method":"caesura","meaning":"A calm hint that he had her killed.","publicDomain":true},{"id":"poem-the-charge-of-the-light-brigade-q1","topicId":"lt4","subTopicId":"poem-the-charge-of-the-light-brigade","text":"valley of Death","reference":"stanza 1","themes":["reality of war"],"method":"biblical allusion","meaning":"The charge sounds noble and doomed.","publicDomain":true},{"id":"poem-the-charge-of-the-light-brigade-q2","topicId":"lt4","subTopicId":"poem-the-charge-of-the-light-brigade","text":"Rode the six hundred","reference":"stanza 1","themes":["reality of war"],"method":"repetition","meaning":"The refrain honours the soldiers as one heroic group.","publicDomain":true},{"id":"poem-the-charge-of-the-light-brigade-q3","topicId":"lt4","subTopicId":"poem-the-charge-of-the-light-brigade","text":"Some one had blunder'd","reference":"stanza 3","themes":["reality of war"],"method":"understatement","meaning":"A mistaken order sent the soldiers to their deaths.","publicDomain":true},{"id":"poem-the-charge-of-the-light-brigade-q4","topicId":"lt4","subTopicId":"poem-the-charge-of-the-light-brigade","text":"but to do and die","reference":"stanza 3","themes":["reality of war"],"method":"rhyme","meaning":"The soldiers' duty was to obey, even unto death.","publicDomain":true},{"id":"poem-the-charge-of-the-light-brigade-q5","topicId":"lt4","subTopicId":"poem-the-charge-of-the-light-brigade","text":"Cannon to right of them, / Cannon to left of them","reference":"stanza 5","themes":["reality of war"],"method":"anaphora","meaning":"The soldiers are surrounded by enemy guns.","publicDomain":true}]},{"id":"poem-ozymandias-quotationDrill-2","subTopicId":"poem-ozymandias","type":"quotationDrill","mode":"theme","difficulty":2,"quotations":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:38:questions:9:quotations","others":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:38:questions:9:others"},{"id":"poem-london-mcq-1","subTopicId":"poem-london","prompt":"Who wrote ‘London’?","explanation":"Blake published it in Songs of Experience in 1794.","difficulty":1,"type":"mcq","options":["Alfred, Lord Tennyson","Percy Bysshe Shelley","William Wordsworth","William Blake"],"correctIndex":3},{"id":"poem-london-mcq-2","subTopicId":"poem-london","prompt":"What does the speaker do in the poem?","explanation":"‘I wander thro' each charter'd street’: everywhere he walks he sees misery.","difficulty":1,"extract":{"title":"London","author":"William Blake","date":"1794","text":"I wander thro' each charter'd street,\nNear where the charter'd Thames does flow,\nAnd mark in every face I meet,\nMarks of weakness, marks of woe.\n\nIn every cry of every Man,\nIn every Infant’s cry of fear,\nIn every voice, in every ban,\nThe mind-forg'd manacles I hear.\n\nHow the Chimney-sweeper’s cry\nEvery black'ning Church appalls;\nAnd the hapless Soldier’s sigh\nRuns in blood down Palace walls.\n\nBut most, thro' midnight streets I hear\nHow the youthful Harlot’s curse\nBlasts the new born Infant’s tear,\nAnd blights with plagues the Marriage hearse.","lineNumbers":true,"publicDomain":true},"type":"mcq","options":["Shows a visitor a painting","Walks through the streets of London","Rides into battle","Rows a boat at night"],"correctIndex":1},{"id":"poem-london-mcq-3","subTopicId":"poem-london","prompt":"What does ‘charter'd’ suggest about the streets?","explanation":"Even the streets and the River Thames are controlled by law and trade.","difficulty":2,"extract":{"title":"London","author":"William Blake","date":"1794","text":"I wander thro' each charter'd street,\nNear where the charter'd Thames does flow,\nAnd mark in every face I meet,\nMarks of weakness, marks of woe.\n\nIn every cry of every Man,\nIn every Infant’s cry of fear,\nIn every voice, in every ban,\nThe mind-forg'd manacles I hear.\n\nHow the Chimney-sweeper’s cry\nEvery black'ning Church appalls;\nAnd the hapless Soldier’s sigh\nRuns in blood down Palace walls.\n\nBut most, thro' midnight streets I hear\nHow the youthful Harlot’s curse\nBlasts the new born Infant’s tear,\nAnd blights with plagues the Marriage hearse.","lineNumbers":true,"publicDomain":true},"type":"mcq","options":["They are empty","They are beautiful","They are owned and controlled","They are new"],"correctIndex":2},{"id":"poem-london-mcq-4","subTopicId":"poem-london","prompt":"What are the ‘mind-forg'd manacles’?","explanation":"People are trapped by their own acceptance of the way things are, as well as by those in power.","difficulty":2,"extract":{"title":"London","author":"William Blake","date":"1794","text":"I wander thro' each charter'd street,\nNear where the charter'd Thames does flow,\nAnd mark in every face I meet,\nMarks of weakness, marks of woe.\n\nIn every cry of every Man,\nIn every Infant’s cry of fear,\nIn every voice, in every ban,\nThe mind-forg'd manacles I hear.\n\nHow the Chimney-sweeper’s cry\nEvery black'ning Church appalls;\nAnd the hapless Soldier’s sigh\nRuns in blood down Palace walls.\n\nBut most, thro' midnight streets I hear\nHow the youthful Harlot’s curse\nBlasts the new born Infant’s tear,\nAnd blights with plagues the Marriage hearse.","lineNumbers":true,"publicDomain":true},"type":"mcq","options":["Chains that people make in their own minds","Tools in a factory","Real chains in a prison","Jewellery worn by the rich"],"correctIndex":0},{"id":"poem-london-mcq-5","subTopicId":"poem-london","prompt":"Which event shaped Blake's radical views?","explanation":"Blake supported the 1789 revolution against the French king and ruling classes.","difficulty":2,"type":"mcq","options":["The Gunpowder Plot","The Crimean War","The First World War","The French Revolution"],"correctIndex":3},{"id":"poem-london-mcq-6","subTopicId":"poem-london","prompt":"‘Marriage hearse’ is an example of which technique?","explanation":"Marriage suggests new life and love; a hearse carries the dead. Together they show love itself is poisoned.","difficulty":3,"extract":{"title":"London","author":"William Blake","date":"1794","text":"I wander thro' each charter'd street,\nNear where the charter'd Thames does flow,\nAnd mark in every face I meet,\nMarks of weakness, marks of woe.\n\nIn every cry of every Man,\nIn every Infant’s cry of fear,\nIn every voice, in every ban,\nThe mind-forg'd manacles I hear.\n\nHow the Chimney-sweeper’s cry\nEvery black'ning Church appalls;\nAnd the hapless Soldier’s sigh\nRuns in blood down Palace walls.\n\nBut most, thro' midnight streets I hear\nHow the youthful Harlot’s curse\nBlasts the new born Infant’s tear,\nAnd blights with plagues the Marriage hearse.","lineNumbers":true,"publicDomain":true},"type":"mcq","options":["Onomatopoeia","Oxymoron","Rhetorical question","Simile"],"correctIndex":1},{"id":"poem-london-multi-1","subTopicId":"poem-london","prompt":"Which institutions does Blake criticise? Choose all that apply.","explanation":"The ‘black'ning Church’ ignores the chimney-sweepers, and soldiers' blood runs down ‘Palace walls’.","difficulty":2,"extract":{"title":"London","author":"William Blake","date":"1794","text":"I wander thro' each charter'd street,\nNear where the charter'd Thames does flow,\nAnd mark in every face I meet,\nMarks of weakness, marks of woe.\n\nIn every cry of every Man,\nIn every Infant’s cry of fear,\nIn every voice, in every ban,\nThe mind-forg'd manacles I hear.\n\nHow the Chimney-sweeper’s cry\nEvery black'ning Church appalls;\nAnd the hapless Soldier’s sigh\nRuns in blood down Palace walls.\n\nBut most, thro' midnight streets I hear\nHow the youthful Harlot’s curse\nBlasts the new born Infant’s tear,\nAnd blights with plagues the Marriage hearse.","lineNumbers":true,"publicDomain":true},"type":"multi","options":["Schools","The Church","The monarchy","The police","Hospitals"],"correctIndices":[1,2]},{"id":"poem-london-multi-2","subTopicId":"poem-london","prompt":"Which people does the speaker see suffering? Choose all that apply.","explanation":"Blake focuses on the powerless: chimney-sweepers, soldiers, infants and the young harlot.","difficulty":1,"extract":{"title":"London","author":"William Blake","date":"1794","text":"I wander thro' each charter'd street,\nNear where the charter'd Thames does flow,\nAnd mark in every face I meet,\nMarks of weakness, marks of woe.\n\nIn every cry of every Man,\nIn every Infant’s cry of fear,\nIn every voice, in every ban,\nThe mind-forg'd manacles I hear.\n\nHow the Chimney-sweeper’s cry\nEvery black'ning Church appalls;\nAnd the hapless Soldier’s sigh\nRuns in blood down Palace walls.\n\nBut most, thro' midnight streets I hear\nHow the youthful Harlot’s curse\nBlasts the new born Infant’s tear,\nAnd blights with plagues the Marriage hearse.","lineNumbers":true,"publicDomain":true},"type":"multi","options":["Soldiers","Bishops","Infants","Merchants","Kings","Chimney-sweepers"],"correctIndices":[0,2,5]},{"id":"poem-london-essay-1","subTopicId":"poem-london","prompt":"Compare how poets present the effects of power on ordinary people in ‘London’ and in one other poem from ‘Power and conflict’.","explanation":"Strong answers compare methods in both poems in every paragraph. The anthology question is worth 30 marks. Compare in every paragraph, and choose a second poem that gives you something to compare.","difficulty":3,"extract":{"title":"London","author":"William Blake","date":"1794","text":"I wander thro' each charter'd street,\nNear where the charter'd Thames does flow,\nAnd mark in every face I meet,\nMarks of weakness, marks of woe.\n\nIn every cry of every Man,\nIn every Infant’s cry of fear,\nIn every voice, in every ban,\nThe mind-forg'd manacles I hear.\n\nHow the Chimney-sweeper’s cry\nEvery black'ning Church appalls;\nAnd the hapless Soldier’s sigh\nRuns in blood down Palace walls.\n\nBut most, thro' midnight streets I hear\nHow the youthful Harlot’s curse\nBlasts the new born Infant’s tear,\nAnd blights with plagues the Marriage hearse.","lineNumbers":true,"publicDomain":true},"type":"essay","marks":30,"minutes":45,"aos":["AO1","AO2","AO3"],"plan":["Thesis: both poems protest against those in power who harm ordinary people","Control: ‘charter'd’ against ‘Dem tell me / Wha dem want to tell me’","Being trapped: ‘mind-forg'd manacles’ against ‘Bandage up me eye with me own history’","Voice: Blake's regular quatrains against Agard's dialect and two voices","Context: the French Revolution, and Agard's Caribbean childhood"],"modelParagraph":"Both poets protest against people in power. Blake's repeated ‘charter'd’ shows that even the streets are controlled, while Agard's repeated ‘Dem tell me’ shows that his history was controlled. Both suggest people are trapped in their minds. Blake hears ‘mind-forg'd manacles’, and Agard says his education would ‘Bandage up me eye with me own history’. However, their endings differ. Blake ends in despair with the ‘Marriage hearse’, whereas Agard ends defiantly: ‘I carving out me identity’.","checklist":[{"ao":"AO1","text":"Did you compare the two poems all the way through, with an argument that answers the question?"},{"ao":"AO2","text":"Did you analyse language, form and structure in both poems?"},{"ao":"AO3","text":"Did you link each poem to its context, such as when and why it was written?"}]},{"id":"poem-london-quotationDrill-1","subTopicId":"poem-london","type":"quotationDrill","mode":"missingWord","difficulty":2,"quotations":[{"id":"poem-london-q1","topicId":"lt4","subTopicId":"poem-london","text":"charter'd","reference":"stanza 1","themes":["power of humans"],"method":"repetition","meaning":"Even the streets and the river are owned and controlled.","publicDomain":true},{"id":"poem-london-q2","topicId":"lt4","subTopicId":"poem-london","text":"mind-forg'd manacles","reference":"stanza 2","themes":["power of 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now.","publicDomain":false},{"id":"poem-remains-q4","topicId":"lt4","subTopicId":"poem-remains","text":"dug in behind enemy lines","reference":"near the end","themes":["memory","effects of conflict"],"method":"military metaphor","meaning":"The memory is lodged in his mind like a soldier who can't be removed.","publicDomain":false},{"id":"poem-remains-q5","topicId":"lt4","subTopicId":"poem-remains","text":"the drink and the drugs won't flush him out","reference":"near the end","themes":["effects of conflict"],"method":"alliteration","meaning":"He can't escape the memory, however he tries.","publicDomain":false},{"id":"poem-remains-q6","topicId":"lt4","subTopicId":"poem-remains","text":"his bloody life in my bloody hands","reference":"final line","themes":["guilt","effects of conflict"],"method":"double meaning","meaning":"‘Bloody’ shows both blood-stained guilt and anger.","publicDomain":false},{"id":"poem-poppies-q1","topicId":"lt4","subTopicId":"poem-poppies","text":"Three days before 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sewing.","publicDomain":false},{"id":"poem-poppies-q5","topicId":"lt4","subTopicId":"poem-poppies","text":"released a song bird from its cage","reference":"middle of the poem","themes":["loss and grief","effects of conflict"],"method":"metaphor","meaning":"Her son's freedom, and her loss.","publicDomain":false},{"id":"poem-poppies-q6","topicId":"lt4","subTopicId":"poem-poppies","text":"your playground voice catching on the wind","reference":"final lines","themes":["memory","loss and grief"],"method":"imagery","meaning":"She still sees her son as a child.","publicDomain":false},{"id":"poem-war-photographer-q1","topicId":"lt4","subTopicId":"poem-war-photographer","text":"spools of suffering set out in ordered rows","reference":"stanza 1","themes":["effects of conflict"],"method":"sibilance","meaning":"Hushed sounds, and rows that suggest war graves.","publicDomain":false},{"id":"poem-war-photographer-q2","topicId":"lt4","subTopicId":"poem-war-photographer","text":"Belfast. Beirut. Phnom Penh. All flesh is grass.","reference":"stanza 1","themes":["reality of war"],"method":"list","meaning":"War zones across the world, and a reminder from the Bible that life is short.","publicDomain":false},{"id":"poem-war-photographer-q3","topicId":"lt4","subTopicId":"poem-war-photographer","text":"Rural England","reference":"stanza 2","themes":["effects of conflict"],"method":"contrast","meaning":"The safe home he returns to, far from war.","publicDomain":false},{"id":"poem-war-photographer-q4","topicId":"lt4","subTopicId":"poem-war-photographer","text":"ordinary pain which simple weather can dispel","reference":"stanza 2","themes":["effects of conflict"],"method":"contrast","meaning":"People at home suffer only small troubles.","publicDomain":false},{"id":"poem-war-photographer-q5","topicId":"lt4","subTopicId":"poem-war-photographer","text":"a hundred agonies in black and white","reference":"stanza 4","themes":["effects of conflict","memory"],"method":"metaphor","meaning":"Each photograph holds someone's suffering.","publicDomain":false},{"id":"poem-war-photographer-q6","topicId":"lt4","subTopicId":"poem-war-photographer","text":"with tears between the bath and pre-lunch beers","reference":"stanza 4","themes":["effects of conflict"],"method":"rhyme","meaning":"Readers feel a brief, easy sadness, then forget.","publicDomain":false},{"id":"poem-tissue-q1","topicId":"lt4","subTopicId":"poem-tissue","text":"Paper that lets the light / shine through","reference":"opening lines","themes":["power of humans"],"method":"imagery","meaning":"Paper is thin and fragile, like the power built from it.","publicDomain":false},{"id":"poem-tissue-q2","topicId":"lt4","subTopicId":"poem-tissue","text":"pages smoothed and stroked and turned","reference":"early in the poem","themes":["memory","identity"],"method":"verbs","meaning":"Families record their lives with tender care.","publicDomain":false},{"id":"poem-tissue-q3","topicId":"lt4","subTopicId":"poem-tissue","text":"The sun shines 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dead.","publicDomain":false},{"id":"poem-kamikaze-q6","topicId":"lt4","subTopicId":"poem-kamikaze","text":"which had been the better way to die","reference":"final line","themes":["effects of conflict","loss and grief"],"method":"question","meaning":"A living death of shame may be worse than death in battle.","publicDomain":false},{"id":"poem-ozymandias-q1","topicId":"lt4","subTopicId":"poem-ozymandias","text":"Two vast and trunkless legs of stone","reference":"line 2","themes":["power of humans"],"method":"imagery","meaning":"The broken statue shows that the king's power has crumbled.","publicDomain":true},{"id":"poem-ozymandias-q2","topicId":"lt4","subTopicId":"poem-ozymandias","text":"sneer of cold command","reference":"line 5","themes":["power of humans"],"method":"alliteration","meaning":"The king's cruel, arrogant expression, preserved in stone.","publicDomain":true},{"id":"poem-ozymandias-q3","topicId":"lt4","subTopicId":"poem-ozymandias","text":"Look on my works, ye Mighty, and 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others.","publicDomain":true},{"id":"poem-my-last-duchess-q3","topicId":"lt4","subTopicId":"poem-my-last-duchess","text":"I gave commands; / Then all smiles stopped together.","reference":"line 45","themes":["power of humans","guilt"],"method":"caesura","meaning":"A calm hint that he had her killed.","publicDomain":true},{"id":"poem-the-charge-of-the-light-brigade-q1","topicId":"lt4","subTopicId":"poem-the-charge-of-the-light-brigade","text":"valley of Death","reference":"stanza 1","themes":["reality of war"],"method":"biblical allusion","meaning":"The charge sounds noble and doomed.","publicDomain":true},{"id":"poem-the-charge-of-the-light-brigade-q2","topicId":"lt4","subTopicId":"poem-the-charge-of-the-light-brigade","text":"Rode the six hundred","reference":"stanza 1","themes":["reality of war"],"method":"repetition","meaning":"The refrain honours the soldiers as one heroic group.","publicDomain":true},{"id":"poem-the-charge-of-the-light-brigade-q3","topicId":"lt4","subTopicId":"poem-the-charge-of-the-light-brigade","text":"Some one had blunder'd","reference":"stanza 3","themes":["reality of war"],"method":"understatement","meaning":"A mistaken order sent the soldiers to their deaths.","publicDomain":true},{"id":"poem-the-charge-of-the-light-brigade-q4","topicId":"lt4","subTopicId":"poem-the-charge-of-the-light-brigade","text":"but to do and die","reference":"stanza 3","themes":["reality of war"],"method":"rhyme","meaning":"The soldiers' duty was to obey, even unto death.","publicDomain":true},{"id":"poem-the-charge-of-the-light-brigade-q5","topicId":"lt4","subTopicId":"poem-the-charge-of-the-light-brigade","text":"Cannon to right of them, / Cannon to left of them","reference":"stanza 5","themes":["reality of war"],"method":"anaphora","meaning":"The soldiers are surrounded by enemy guns.","publicDomain":true}]},{"id":"poem-london-quotationDrill-2","subTopicId":"poem-london","type":"quotationDrill","mode":"theme","difficulty":2,"quotations":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:38:questions:20:quotations","others":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:38:questions:20:others"},{"id":"poem-london-annotate-1","subTopicId":"poem-london","prompt":"Annotate ‘London’: choose the technique each highlighted phrase shows.","explanation":"Blake uses repetition, metaphor, sound and a final oxymoron to show suffering spreading through the whole city.","difficulty":2,"extract":{"title":"London","author":"William Blake","date":"1794","text":"I wander thro' each charter'd street,\nNear where the charter'd Thames does flow,\nAnd mark in every face I meet,\nMarks of weakness, marks of woe.\n\nIn every cry of every Man,\nIn every Infant’s cry of fear,\nIn every voice, in every ban,\nThe mind-forg'd manacles I hear.\n\nHow the Chimney-sweeper’s cry\nEvery black'ning Church appalls;\nAnd the hapless Soldier’s sigh\nRuns in blood down Palace walls.\n\nBut most, thro' midnight streets I hear\nHow the youthful Harlot’s curse\nBlasts the new born Infant’s tear,\nAnd blights with plagues the Marriage hearse.","lineNumbers":true,"publicDomain":true},"type":"annotate","annotations":[{"id":"a1","text":"In every cry of every Man","line":5,"answer":"repetition","note":"The repeated ‘every’ suggests that suffering is everywhere, touching everyone."},{"id":"a2","text":"mind-forg'd manacles","line":8,"answer":"metaphor","note":"People are chained by their own minds, accepting the way things are."},{"id":"a3","text":"Soldier’s sigh","line":11,"answer":"sibilance","note":"The soft ‘s’ sounds echo the soldier's weary, hopeless breath."},{"id":"a4","text":"Marriage hearse","line":16,"answer":"oxymoron","note":"Love and new life are joined with death: even marriage is poisoned."}],"distractors":["simile","onomatopoeia","rhetorical question"]},{"id":"poem-the-prelude-mcq-1","subTopicId":"poem-the-prelude","prompt":"Who wrote ‘The Prelude’?","explanation":"Wordsworth worked on this autobiographical poem for most of his life; it was published in 1850.","difficulty":1,"type":"mcq","options":["Seamus Heaney","Percy Bysshe Shelley","William Blake","William Wordsworth"],"correctIndex":3},{"id":"poem-the-prelude-mcq-2","subTopicId":"poem-the-prelude","prompt":"What does the boy take?","explanation":"He finds ‘A little boat tied to a willow tree’ and rows out without permission.","difficulty":1,"extract":{"title":"Extract from The Prelude (lines 1 to 30)","author":"William Wordsworth","date":"1850","text":"$3a","lineNumbers":true,"publicDomain":true},"type":"mcq","options":["A horse","A gun","A boat","A book"],"correctIndex":2},{"id":"poem-the-prelude-mcq-3","subTopicId":"poem-the-prelude","prompt":"When is the extract set?","explanation":"It begins: ‘One summer evening (led by her) I found’.","difficulty":1,"extract":{"title":"Extract from The Prelude (lines 1 to 30)","author":"William Wordsworth","date":"1850","text":"$3b","lineNumbers":true,"publicDomain":true},"type":"mcq","options":["A stormy autumn night","One summer evening","Midday in spring","A winter morning"],"correctIndex":1},{"id":"poem-the-prelude-mcq-4","subTopicId":"poem-the-prelude","prompt":"What frightens the boy?","explanation":"The peak seems to grow and stride after him like a living giant.","difficulty":2,"extract":{"title":"Extract from The Prelude (lines 1 to 30)","author":"William Wordsworth","date":"1850","text":"$3c","lineNumbers":true,"publicDomain":true},"type":"mcq","options":["A huge mountain peak that seems to rise up and follow him","The boat beginning to sink","A storm on the lake","A man shouting from the shore"],"correctIndex":0},{"id":"poem-the-prelude-mcq-5","subTopicId":"poem-the-prelude","prompt":"Which word marks the start of the shift from confidence to fear?","explanation":"‘When, from behind that craggy steep’ the peak suddenly appears.","difficulty":3,"extract":{"title":"Extract from The Prelude (lines 1 to 30)","author":"William Wordsworth","date":"1850","text":"$3d","lineNumbers":true,"publicDomain":true},"type":"mcq","options":["Small","Straight","Proud","When"],"correctIndex":3},{"id":"poem-the-prelude-mcq-6","subTopicId":"poem-the-prelude","prompt":"Which form is the extract written in?","explanation":"Unrhymed lines in a regular rhythm, with long sentences and enjambment.","difficulty":2,"type":"mcq","options":["Free verse with short lines","A sonnet","Blank verse","Rhyming couplets"],"correctIndex":2},{"id":"poem-the-prelude-multi-1","subTopicId":"poem-the-prelude","prompt":"Which poems are about the power of nature? Choose all that apply.","explanation":"All three show nature's power over people. The others are about human power and identity.","difficulty":1,"type":"multi","options":["Exposure","My Last Duchess","The Prelude","Checking Out Me History","Storm on the Island","Tissue"],"correctIndices":[0,2,4]},{"id":"poem-the-prelude-multi-2","subTopicId":"poem-the-prelude","prompt":"Which quotations show calm or confidence before the shift? Choose all that apply.","explanation":"Before the peak appears, the boy is proud and the lake is calm and beautiful.","difficulty":2,"extract":{"title":"Extract from The Prelude (lines 1 to 30)","author":"William Wordsworth","date":"1850","text":"$3e","lineNumbers":true,"publicDomain":true},"type":"multi","options":["‘black and huge’","‘Strode after me’","‘Proud of his skill’","‘huge and mighty forms, that do not live / Like living men’","‘Small circles glittering idly in the moon’"],"correctIndices":[2,4]},{"id":"poem-the-prelude-essay-1","subTopicId":"poem-the-prelude","prompt":"Compare how poets present the power of nature in ‘The Prelude’ and in one other poem from ‘Power and conflict’.","explanation":"Strong answers compare methods in both poems in every paragraph. The anthology question is worth 30 marks. Compare in every paragraph, and choose a second poem that gives you something to compare.","difficulty":3,"extract":{"title":"Extract from The Prelude (lines 1 to 30)","author":"William Wordsworth","date":"1850","text":"$3f","lineNumbers":true,"publicDomain":true},"type":"essay","marks":30,"minutes":45,"aos":["AO1","AO2","AO3"],"plan":["Thesis: both poems show confidence shaken by nature's power","Confidence: ‘Proud of his skill’ against ‘We are prepared: we build our houses squat’","Nature's attack: ‘Strode after me’ against ‘We are bombarded by the empty air’","Endings: lasting trouble against fear of ‘a huge nothing’","Context: the Romantic view of nature, and rural Northern Ireland"],"modelParagraph":"Both poets show people whose confidence is shattered by nature. Wordsworth's boy rows out ‘Proud of his skill’, just as Heaney's islanders boast ‘We are prepared’. Then nature turns on them. The mountain is personified as it ‘Strode after me’, while Heaney's wind attacks like an army: ‘We are bombarded by the empty air’. However, Wordsworth's nature is almost spiritual, leaving ‘huge and mighty forms’ in his mind, whereas Heaney's ends in fear of something empty: ‘Strange, it is a huge nothing that we fear’.","checklist":[{"ao":"AO1","text":"Did you compare the two poems all the way through, with an argument that answers the question?"},{"ao":"AO2","text":"Did you analyse language, form and structure in both poems?"},{"ao":"AO3","text":"Did you link each poem to its context, such as when and why it was written?"}]},{"id":"poem-the-prelude-quotationDrill-1","subTopicId":"poem-the-prelude","type":"quotationDrill","mode":"missingWord","difficulty":2,"quotations":[{"id":"poem-the-prelude-q1","topicId":"lt4","subTopicId":"poem-the-prelude","text":"an act of stealth / And troubled pleasure","reference":"line 5","themes":["guilt"],"method":"oxymoron","meaning":"He knows he is doing wrong, even as he enjoys 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even unto death.","publicDomain":true},{"id":"poem-the-charge-of-the-light-brigade-q5","topicId":"lt4","subTopicId":"poem-the-charge-of-the-light-brigade","text":"Cannon to right of them, / Cannon to left of them","reference":"stanza 5","themes":["reality of war"],"method":"anaphora","meaning":"The soldiers are surrounded by enemy guns.","publicDomain":true}]},{"id":"poem-the-prelude-quotationDrill-2","subTopicId":"poem-the-prelude","type":"quotationDrill","mode":"theme","difficulty":2,"quotations":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:38:questions:32:quotations","others":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:38:questions:32:others"},{"id":"poem-my-last-duchess-mcq-1","subTopicId":"poem-my-last-duchess","prompt":"Who wrote ‘My Last Duchess’?","explanation":"Browning published it in 1842.","difficulty":1,"type":"mcq","options":["William Blake","Robert Browning","Alfred, Lord Tennyson","Percy Bysshe Shelley"],"correctIndex":1},{"id":"poem-my-last-duchess-mcq-2","subTopicId":"poem-my-last-duchess","prompt":"Who is the speaker?","explanation":"The Duke of Ferrara shows a visitor a portrait of his dead wife.","difficulty":1,"extract":{"title":"My Last Duchess (from Bells and Pomegranates, 1842; lines 1 to 34)","author":"Robert Browning","date":"1842","text":"$40","lineNumbers":true,"publicDomain":true},"type":"mcq","options":["The duchess","A servant","A painter","A duke"],"correctIndex":3},{"id":"poem-my-last-duchess-mcq-3","subTopicId":"poem-my-last-duchess","prompt":"Who is the duke talking to?","explanation":"At the end he mentions ‘The Count your master’, whose daughter he plans to marry.","difficulty":3,"type":"mcq","options":["An envoy sent to arrange his next marriage","His new wife","A priest","The painter"],"correctIndex":0},{"id":"poem-my-last-duchess-mcq-4","subTopicId":"poem-my-last-duchess","prompt":"Which form is ‘My Last Duchess’?","explanation":"One character speaks to a silent listener, revealing more than he means to.","difficulty":2,"type":"mcq","options":["A ballad","Free verse","A dramatic monologue","A sonnet"],"correctIndex":2},{"id":"poem-my-last-duchess-mcq-5","subTopicId":"poem-my-last-duchess","prompt":"What does ‘I gave commands; / Then all smiles stopped together.’ suggest?","explanation":"The calm, short sentences hide something terrible: he had her silenced for ever.","difficulty":2,"type":"mcq","options":["He ordered a new portrait","He had his wife killed","He told her to stop smiling, and she obeyed happily","He sent her away to a convent"],"correctIndex":1},{"id":"poem-my-last-duchess-mcq-6","subTopicId":"poem-my-last-duchess","prompt":"How are the lines rhymed?","explanation":"The couplets suggest control, but the run-on lines hide the rhymes, like the anger beneath his politeness.","difficulty":3,"extract":{"title":"My Last Duchess (from Bells and Pomegranates, 1842; lines 1 to 34)","author":"Robert Browning","date":"1842","text":"$41","lineNumbers":true,"publicDomain":true},"type":"mcq","options":["In a single rhyme throughout","They don't rhyme","In alternate rhymes","In rhyming couplets, hidden by enjambment"],"correctIndex":3},{"id":"poem-my-last-duchess-multi-1","subTopicId":"poem-my-last-duchess","prompt":"What annoyed the duke about his wife? 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Compare in every paragraph, and choose a second poem that gives you something to compare.","difficulty":3,"extract":{"title":"My Last Duchess (from Bells and Pomegranates, 1842; lines 1 to 34)","author":"Robert Browning","date":"1842","text":"$43","lineNumbers":true,"publicDomain":true},"type":"essay","marks":30,"minutes":45,"aos":["AO1","AO2","AO3"],"plan":["Thesis: both poems present proud men whose power is shown through what they say","Control: ‘The curtain I have drawn for you, but I’ against ‘sneer of cold command’","Cruelty: ‘I gave commands; / Then all smiles stopped together.’ against ‘Look on my works, ye Mighty, and despair!’","Form: a dramatic monologue against a sonnet","Context: a Renaissance duke, and Shelley's hatred of tyranny"],"modelParagraph":"Both poets present men who use power without pity. Browning's duke controls even his dead wife: no one draws ‘The curtain I have drawn for you, but I’, and the stress on ‘I’ shows his possessiveness. Shelley's king has a ‘sneer of cold command’, so his cruelty is literally carved in stone. 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Compare in every paragraph, and choose a second poem that gives you something to compare.","difficulty":3,"extract":{"title":"The Charge of the Light Brigade","author":"Alfred, Lord Tennyson","date":"1854","text":"$48","lineNumbers":true,"publicDomain":true},"type":"essay","marks":30,"minutes":45,"aos":["AO1","AO2","AO3"],"plan":["Thesis: Tennyson celebrates the soldiers' glory, while Owen shows war's pointless misery","Rhythm: galloping dactyls against Owen's slow, dragging lines","Repetition: ‘Rode the six hundred’ against ‘But nothing happens.’","Death: ‘valley of Death’ against ‘All their eyes are ice’","Context: a Poet Laureate in 1854, and a soldier in the trenches in 1917"],"modelParagraph":"The two poets present opposite views of war. Tennyson's dactyls gallop forward, and the refrain ‘Rode the six hundred’ makes the soldiers sound heroic, even riding into the ‘valley of Death’. In contrast, Owen's refrain, ‘But nothing happens.’, falls flat, showing endless, pointless waiting. Where Tennyson's soldiers die gloriously in a charge, Owen's simply freeze: ‘All their eyes are ice’. Tennyson wrote from home as Poet Laureate, whereas Owen wrote from the trenches, which may explain why one sees glory and the other misery.","checklist":[{"ao":"AO1","text":"Did you compare the two poems all the way through, with an argument that answers the question?"},{"ao":"AO2","text":"Did you analyse language, form and structure in both poems?"},{"ao":"AO3","text":"Did you link each poem to its context, such as when and why it was written?"}]},{"id":"poem-the-charge-of-the-light-brigade-quotationDrill-1","subTopicId":"poem-the-charge-of-the-light-brigade","type":"quotationDrill","mode":"missingWord","difficulty":2,"quotations":[{"id":"poem-the-charge-of-the-light-brigade-q1","topicId":"lt4","subTopicId":"poem-the-charge-of-the-light-brigade","text":"valley of Death","reference":"stanza 1","themes":["reality of war"],"method":"biblical allusion","meaning":"The charge sounds noble and doomed.","publicDomain":true},{"id":"poem-the-charge-of-the-light-brigade-q2","topicId":"lt4","subTopicId":"poem-the-charge-of-the-light-brigade","text":"Rode the six hundred","reference":"stanza 1","themes":["reality of war"],"method":"repetition","meaning":"The refrain honours the soldiers as one heroic group.","publicDomain":true},{"id":"poem-the-charge-of-the-light-brigade-q3","topicId":"lt4","subTopicId":"poem-the-charge-of-the-light-brigade","text":"Some one had blunder'd","reference":"stanza 3","themes":["reality of war"],"method":"understatement","meaning":"A mistaken order sent the soldiers to their deaths.","publicDomain":true},{"id":"poem-the-charge-of-the-light-brigade-q4","topicId":"lt4","subTopicId":"poem-the-charge-of-the-light-brigade","text":"but to do and die","reference":"stanza 3","themes":["reality of war"],"method":"rhyme","meaning":"The soldiers' duty was to obey, even unto death.","publicDomain":true},{"id":"poem-the-charge-of-the-light-brigade-q5","topicId":"lt4","subTopicId":"poem-the-charge-of-the-light-brigade","text":"Cannon to right of them, / Cannon to left of them","reference":"stanza 5","themes":["reality of war"],"method":"anaphora","meaning":"The soldiers are surrounded by enemy guns.","publicDomain":true}],"others":[{"id":"poem-exposure-q1","topicId":"lt4","subTopicId":"poem-exposure","text":"But nothing happens.","reference":"stanza 1","themes":["reality of war"],"method":"refrain","meaning":"Endless waiting: the soldiers' suffering seems pointless.","publicDomain":true},{"id":"poem-exposure-q2","topicId":"lt4","subTopicId":"poem-exposure","text":"What are we doing here?","reference":"stanza 2","themes":["reality of war"],"method":"rhetorical question","meaning":"A question that speaks for every soldier.","publicDomain":true},{"id":"poem-exposure-q3","topicId":"lt4","subTopicId":"poem-exposure","text":"her melancholy army","reference":"stanza 3","themes":["power of nature"],"method":"personification","meaning":"Dawn attacks the men like an enemy army.","publicDomain":true},{"id":"poem-exposure-q4","topicId":"lt4","subTopicId":"poem-exposure","text":"Less deadly than the air that shudders black with snow","reference":"stanza 4","themes":["power of nature"],"method":"personification","meaning":"The weather is deadlier than the bullets.","publicDomain":true},{"id":"poem-exposure-q5","topicId":"lt4","subTopicId":"poem-exposure","text":"feeling for our faces","reference":"stanza 5","themes":["power of nature"],"method":"alliteration","meaning":"Snowflakes creep towards the men like a hidden enemy.","publicDomain":true},{"id":"poem-exposure-q6","topicId":"lt4","subTopicId":"poem-exposure","text":"All their eyes are ice","reference":"stanza 8","themes":["reality of war","power of nature"],"method":"metaphor","meaning":"The men have frozen to death.","publicDomain":true},{"id":"poem-storm-on-the-island-q1","topicId":"lt4","subTopicId":"poem-storm-on-the-island","text":"We are prepared: we build our houses squat","reference":"line 1","themes":["power of nature"],"method":"confident tone","meaning":"The islanders believe they are ready for the storm.","publicDomain":false},{"id":"poem-storm-on-the-island-q2","topicId":"lt4","subTopicId":"poem-storm-on-the-island","text":"spits like a tame cat / Turned savage","reference":"middle of the poem","themes":["power of nature"],"method":"simile","meaning":"The friendly sea suddenly turns violent.","publicDomain":false},{"id":"poem-storm-on-the-island-q3","topicId":"lt4","subTopicId":"poem-storm-on-the-island","text":"Exploding comfortably","reference":"middle of the poem","themes":["power of nature"],"method":"oxymoron","meaning":"The strange safety of watching danger from indoors.","publicDomain":false},{"id":"poem-storm-on-the-island-q4","topicId":"lt4","subTopicId":"poem-storm-on-the-island","text":"strafes invisibly","reference":"near the end","themes":["power of nature","reality of war"],"method":"military metaphor","meaning":"The wind attacks like a fighter plane.","publicDomain":false},{"id":"poem-storm-on-the-island-q5","topicId":"lt4","subTopicId":"poem-storm-on-the-island","text":"We are bombarded by the empty air","reference":"near the end","themes":["power of nature"],"method":"military metaphor","meaning":"An invisible force attacks them.","publicDomain":false},{"id":"poem-storm-on-the-island-q6","topicId":"lt4","subTopicId":"poem-storm-on-the-island","text":"Strange, it is a huge nothing that we fear","reference":"final line","themes":["power of nature"],"method":"paradox","meaning":"The true enemy is invisible: nature, or fear itself.","publicDomain":false},{"id":"poem-bayonet-charge-q1","topicId":"lt4","subTopicId":"poem-bayonet-charge","text":"Suddenly he awoke and was running – raw","reference":"stanza 1","themes":["reality of war"],"method":"in medias res","meaning":"The reader is thrown into the chaos of the charge.","publicDomain":false},{"id":"poem-bayonet-charge-q2","topicId":"lt4","subTopicId":"poem-bayonet-charge","text":"patriotic tear","reference":"stanza 1","themes":["reality of war","identity"],"method":"irony","meaning":"The ideals he enlisted with, which soon fall away.","publicDomain":false},{"id":"poem-bayonet-charge-q3","topicId":"lt4","subTopicId":"poem-bayonet-charge","text":"In what cold clockwork of the stars and the nations","reference":"stanza 2","themes":["reality of war","power of humans"],"method":"metaphor","meaning":"He is a tiny part of a huge machine he can't control.","publicDomain":false},{"id":"poem-bayonet-charge-q4","topicId":"lt4","subTopicId":"poem-bayonet-charge","text":"a yellow hare that rolled like a flame","reference":"stanza 2","themes":["reality of war","power of nature"],"method":"simile","meaning":"An innocent creature caught in the fighting, like the soldier.","publicDomain":false},{"id":"poem-bayonet-charge-q5","topicId":"lt4","subTopicId":"poem-bayonet-charge","text":"King, honour, human dignity, etcetera","reference":"stanza 3","themes":["reality of war"],"method":"list","meaning":"His ideals are dismissed as meaningless.","publicDomain":false},{"id":"poem-bayonet-charge-q6","topicId":"lt4","subTopicId":"poem-bayonet-charge","text":"His terror's touchy dynamite","reference":"final line","themes":["reality of war"],"method":"metaphor","meaning":"Only fear is left, ready to explode.","publicDomain":false},{"id":"poem-remains-q1","topicId":"lt4","subTopicId":"poem-remains","text":"On another occasion, we get sent 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who can't be removed.","publicDomain":false},{"id":"poem-remains-q5","topicId":"lt4","subTopicId":"poem-remains","text":"the drink and the drugs won't flush him out","reference":"near the end","themes":["effects of conflict"],"method":"alliteration","meaning":"He can't escape the memory, however he tries.","publicDomain":false},{"id":"poem-remains-q6","topicId":"lt4","subTopicId":"poem-remains","text":"his bloody life in my bloody hands","reference":"final line","themes":["guilt","effects of conflict"],"method":"double meaning","meaning":"‘Bloody’ shows both blood-stained guilt and anger.","publicDomain":false},{"id":"poem-poppies-q1","topicId":"lt4","subTopicId":"poem-poppies","text":"Three days before Armistice Sunday","reference":"opening line","themes":["loss and grief","memory"],"method":"time reference","meaning":"Links a private goodbye to public remembrance of the war dead.","publicDomain":false},{"id":"poem-poppies-q2","topicId":"lt4","subTopicId":"poem-poppies","text":"spasms of paper red","reference":"stanza 1","themes":["loss and grief"],"method":"imagery","meaning":"The poppy suggests blood and pain beneath a simple act.","publicDomain":false},{"id":"poem-poppies-q3","topicId":"lt4","subTopicId":"poem-poppies","text":"All my words / flattened, rolled, turned into felt","reference":"stanza 2","themes":["loss and grief"],"method":"textile imagery","meaning":"Grief leaves the mother unable to speak.","publicDomain":false},{"id":"poem-poppies-q4","topicId":"lt4","subTopicId":"poem-poppies","text":"my stomach busy / making tucks, darts, pleats","reference":"middle of the poem","themes":["loss and grief"],"method":"textile imagery","meaning":"Her nerves are knotted like sewing.","publicDomain":false},{"id":"poem-poppies-q5","topicId":"lt4","subTopicId":"poem-poppies","text":"released a song bird from its cage","reference":"middle of the poem","themes":["loss and grief","effects of conflict"],"method":"metaphor","meaning":"Her son's freedom, and her loss.","publicDomain":false},{"id":"poem-poppies-q6","topicId":"lt4","subTopicId":"poem-poppies","text":"your playground voice catching on the wind","reference":"final lines","themes":["memory","loss and grief"],"method":"imagery","meaning":"She still sees her son as a child.","publicDomain":false},{"id":"poem-war-photographer-q1","topicId":"lt4","subTopicId":"poem-war-photographer","text":"spools of suffering set out in ordered rows","reference":"stanza 1","themes":["effects of conflict"],"method":"sibilance","meaning":"Hushed sounds, and rows that suggest war graves.","publicDomain":false},{"id":"poem-war-photographer-q2","topicId":"lt4","subTopicId":"poem-war-photographer","text":"Belfast. Beirut. Phnom Penh. All flesh is grass.","reference":"stanza 1","themes":["reality of war"],"method":"list","meaning":"War zones across the world, and a reminder from the Bible that life is short.","publicDomain":false},{"id":"poem-war-photographer-q3","topicId":"lt4","subTopicId":"poem-war-photographer","text":"Rural England","reference":"stanza 2","themes":["effects of conflict"],"method":"contrast","meaning":"The safe home he returns to, far from war.","publicDomain":false},{"id":"poem-war-photographer-q4","topicId":"lt4","subTopicId":"poem-war-photographer","text":"ordinary pain which simple weather can dispel","reference":"stanza 2","themes":["effects of conflict"],"method":"contrast","meaning":"People at home suffer only small troubles.","publicDomain":false},{"id":"poem-war-photographer-q5","topicId":"lt4","subTopicId":"poem-war-photographer","text":"a hundred agonies in black and white","reference":"stanza 4","themes":["effects of conflict","memory"],"method":"metaphor","meaning":"Each photograph holds someone's suffering.","publicDomain":false},{"id":"poem-war-photographer-q6","topicId":"lt4","subTopicId":"poem-war-photographer","text":"with tears between the bath and pre-lunch beers","reference":"stanza 4","themes":["effects of conflict"],"method":"rhyme","meaning":"Readers feel a brief, easy sadness, then forget.","publicDomain":false},{"id":"poem-tissue-q1","topicId":"lt4","subTopicId":"poem-tissue","text":"Paper that lets the light / shine through","reference":"opening lines","themes":["power of humans"],"method":"imagery","meaning":"Paper is thin and fragile, like the power built from it.","publicDomain":false},{"id":"poem-tissue-q2","topicId":"lt4","subTopicId":"poem-tissue","text":"pages smoothed and stroked and turned","reference":"early in the poem","themes":["memory","identity"],"method":"verbs","meaning":"Families record their lives with tender care.","publicDomain":false},{"id":"poem-tissue-q3","topicId":"lt4","subTopicId":"poem-tissue","text":"The sun shines 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fragile.","publicDomain":false},{"id":"poem-the-emigree-q1","topicId":"lt4","subTopicId":"poem-the-emigree","text":"There once was a country","reference":"opening line","themes":["memory","identity"],"method":"fairy-tale opening","meaning":"Her home seems lost, like a story from long ago.","publicDomain":false},{"id":"poem-the-emigree-q2","topicId":"lt4","subTopicId":"poem-the-emigree","text":"my memory of it is sunlight-clear","reference":"stanza 1","themes":["memory"],"method":"compound adjective","meaning":"Her memory of the city is bright and perfect.","publicDomain":false},{"id":"poem-the-emigree-q3","topicId":"lt4","subTopicId":"poem-the-emigree","text":"it may be sick with tyrants","reference":"stanza 1","themes":["power of humans","effects of conflict"],"method":"personification","meaning":"The city may now be ruled by cruel leaders.","publicDomain":false},{"id":"poem-the-emigree-q4","topicId":"lt4","subTopicId":"poem-the-emigree","text":"I comb its hair and love its shining 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history he was given was chosen by others.","publicDomain":false},{"id":"poem-checking-out-me-history-q2","topicId":"lt4","subTopicId":"poem-checking-out-me-history","text":"Bandage up me eye with me own history","reference":"early in the poem","themes":["identity"],"method":"metaphor","meaning":"His education blindfolded him to his own past.","publicDomain":false},{"id":"poem-checking-out-me-history-q3","topicId":"lt4","subTopicId":"poem-checking-out-me-history","text":"Dem tell me bout 1066 and all dat","reference":"early in the poem","themes":["identity","power of humans"],"method":"dialect","meaning":"British history is taught; his own is left out.","publicDomain":false},{"id":"poem-checking-out-me-history-q4","topicId":"lt4","subTopicId":"poem-checking-out-me-history","text":"a slave / with vision","reference":"middle of the poem","themes":["identity","power of humans"],"method":"imagery","meaning":"Toussaint L'Ouverture, a hero he wasn't taught about.","publicDomain":false},{"id":"poem-checking-out-me-history-q5","topicId":"lt4","subTopicId":"poem-checking-out-me-history","text":"a yellow sunrise / to the dying","reference":"middle of the poem","themes":["identity"],"method":"metaphor","meaning":"Mary Seacole brought hope to wounded soldiers.","publicDomain":false},{"id":"poem-checking-out-me-history-q6","topicId":"lt4","subTopicId":"poem-checking-out-me-history","text":"I carving out me identity","reference":"final line","themes":["identity"],"method":"metaphor","meaning":"He defiantly takes control of his own identity.","publicDomain":false},{"id":"poem-kamikaze-q1","topicId":"lt4","subTopicId":"poem-kamikaze","text":"Her father embarked at sunrise","reference":"opening line","themes":["reality of war"],"method":"narrative voice","meaning":"The story is passed down by his daughter.","publicDomain":false},{"id":"poem-kamikaze-q2","topicId":"lt4","subTopicId":"poem-kamikaze","text":"a shaven head / full of powerful 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dead.","publicDomain":false},{"id":"poem-kamikaze-q6","topicId":"lt4","subTopicId":"poem-kamikaze","text":"which had been the better way to die","reference":"final line","themes":["effects of conflict","loss and grief"],"method":"question","meaning":"A living death of shame may be worse than death in battle.","publicDomain":false},{"id":"poem-ozymandias-q1","topicId":"lt4","subTopicId":"poem-ozymandias","text":"Two vast and trunkless legs of stone","reference":"line 2","themes":["power of humans"],"method":"imagery","meaning":"The broken statue shows that the king's power has crumbled.","publicDomain":true},{"id":"poem-ozymandias-q2","topicId":"lt4","subTopicId":"poem-ozymandias","text":"sneer of cold command","reference":"line 5","themes":["power of humans"],"method":"alliteration","meaning":"The king's cruel, arrogant expression, preserved in stone.","publicDomain":true},{"id":"poem-ozymandias-q3","topicId":"lt4","subTopicId":"poem-ozymandias","text":"Look on my works, ye Mighty, and despair!","reference":"line 11","themes":["power of humans"],"method":"irony","meaning":"His boast is ironic: nothing of his works remains.","publicDomain":true},{"id":"poem-ozymandias-q4","topicId":"lt4","subTopicId":"poem-ozymandias","text":"Nothing beside remains.","reference":"line 12","themes":["power of humans","power of nature"],"method":"caesura","meaning":"A short, flat sentence that crushes the king's pride.","publicDomain":true},{"id":"poem-ozymandias-q5","topicId":"lt4","subTopicId":"poem-ozymandias","text":"The lone and level sands stretch far away","reference":"line 14","themes":["power of nature"],"method":"alliteration","meaning":"The endless desert: time and nature outlast every tyrant.","publicDomain":true},{"id":"poem-london-q1","topicId":"lt4","subTopicId":"poem-london","text":"charter'd","reference":"stanza 1","themes":["power of humans"],"method":"repetition","meaning":"Even the streets and the river are owned and controlled.","publicDomain":true},{"id":"poem-london-q2","topicId":"lt4","subTopicId":"poem-london","text":"mind-forg'd manacles","reference":"stanza 2","themes":["power of humans","identity"],"method":"metaphor","meaning":"People are trapped by their own minds as well as by those in power.","publicDomain":true},{"id":"poem-london-q3","topicId":"lt4","subTopicId":"poem-london","text":"the hapless Soldier's sigh / Runs in blood down Palace walls","reference":"stanza 3","themes":["power of humans","reality of war"],"method":"imagery","meaning":"Blake blames the monarchy for soldiers' deaths.","publicDomain":true},{"id":"poem-london-q4","topicId":"lt4","subTopicId":"poem-london","text":"Marriage hearse","reference":"stanza 4","themes":["loss and grief"],"method":"oxymoron","meaning":"Even love and new life are poisoned by the city's misery.","publicDomain":true},{"id":"poem-the-prelude-q1","topicId":"lt4","subTopicId":"poem-the-prelude","text":"an act of stealth / And troubled pleasure","reference":"line 5","themes":["guilt"],"method":"oxymoron","meaning":"He knows he is doing wrong, even as he enjoys it.","publicDomain":true},{"id":"poem-the-prelude-q2","topicId":"lt4","subTopicId":"poem-the-prelude","text":"Small circles glittering idly in the moon","reference":"line 9","themes":["power of nature"],"method":"imagery","meaning":"At first nature seems calm and beautiful.","publicDomain":true},{"id":"poem-the-prelude-q3","topicId":"lt4","subTopicId":"poem-the-prelude","text":"Proud of his skill","reference":"line 12","themes":["identity"],"method":"simile","meaning":"The boy's confidence before nature humbles him.","publicDomain":true},{"id":"poem-the-prelude-q4","topicId":"lt4","subTopicId":"poem-the-prelude","text":"black and huge","reference":"line 22","themes":["power of nature"],"method":"repetition","meaning":"The peak suddenly appears, dark and overwhelming.","publicDomain":true},{"id":"poem-the-prelude-q5","topicId":"lt4","subTopicId":"poem-the-prelude","text":"Strode after me","reference":"line 30","themes":["power of nature"],"method":"personification","meaning":"The mountain seems to chase him, like a living giant.","publicDomain":true},{"id":"poem-the-prelude-q6","topicId":"lt4","subTopicId":"poem-the-prelude","text":"huge and mighty forms, that do not live / Like living men","reference":"line 43","themes":["power of nature","memory"],"method":"imagery","meaning":"The experience haunts his mind for days afterwards.","publicDomain":true},{"id":"poem-my-last-duchess-q1","topicId":"lt4","subTopicId":"poem-my-last-duchess","text":"The curtain I have drawn for you, but I","reference":"line 10","themes":["power of humans"],"method":"possessive language","meaning":"The duke controls who may see his wife, even now she is dead.","publicDomain":true},{"id":"poem-my-last-duchess-q2","topicId":"lt4","subTopicId":"poem-my-last-duchess","text":"she liked whate'er / She looked on, and her looks went everywhere","reference":"line 23","themes":["power of humans"],"method":"enjambment","meaning":"His jealousy of how freely she smiled at others.","publicDomain":true},{"id":"poem-my-last-duchess-q3","topicId":"lt4","subTopicId":"poem-my-last-duchess","text":"I gave commands; / Then all smiles stopped together.","reference":"line 45","themes":["power of humans","guilt"],"method":"caesura","meaning":"A calm hint that he had her 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wrote ‘Exposure’?","explanation":"Wilfred Owen fought as an officer in the First World War and was killed a week before it ended.","difficulty":1,"type":"mcq","options":["Simon Armitage","Ted Hughes","Seamus Heaney","Wilfred Owen"],"correctIndex":3},{"id":"poem-exposure-mcq-2","subTopicId":"poem-exposure","prompt":"Which war is ‘Exposure’ about?","explanation":"Owen wrote it in the winter of 1917, after weeks of bitter cold in the trenches of the Western Front.","difficulty":1,"type":"mcq","options":["The First World War","The Crimean War","The Iraq War","The Second World War"],"correctIndex":0},{"id":"poem-exposure-mcq-3","subTopicId":"poem-exposure","prompt":"Which line is repeated as a refrain?","explanation":"‘But nothing happens.’ ends four of the eight stanzas, showing the endless, pointless waiting.","difficulty":1,"type":"mcq","options":["‘What are we doing here?’","‘But nothing happens.’","‘her melancholy army’","‘All their eyes are ice’"],"correctIndex":1},{"id":"poem-exposure-mcq-4","subTopicId":"poem-exposure","prompt":"What is the soldiers' main enemy in the poem?","explanation":"Owen presents the weather as the real enemy: bullets are ‘Less deadly than the air that shudders black with snow’.","difficulty":2,"type":"mcq","options":["The freezing weather","Hunger","German snipers","Their own officers"],"correctIndex":0},{"id":"poem-exposure-mcq-5","subTopicId":"poem-exposure","prompt":"Which form does ‘Exposure’ take?","explanation":"Each five-line stanza ends with a short line, and the rhymes are half-rhymes that never quite match.","difficulty":3,"type":"mcq","options":["Eight five-line stanzas with half-rhymes","Free verse with no rhyme at all","A sonnet","One stanza of blank verse"],"correctIndex":0},{"id":"poem-exposure-mcq-6","subTopicId":"poem-exposure","prompt":"In stanza 1, which pair of words are half-rhymes?","explanation":"‘Silent’ and ‘salient’ share their consonant sounds but not quite their vowels: a half-rhyme that leaves the reader uneasy.","difficulty":3,"extract":{"title":"Exposure, stanzas 1 to 4 (from Poems, 1920)","author":"Wilfred Owen","date":"1917","text":"Our brains ache, in the merciless iced east winds that knife us . . .\nWearied we keep awake because the night is silent . . .\nLow drooping flares confuse our memory of the salient . . .\nWorried by silence, sentries whisper, curious, nervous,\nBut nothing happens.\n\nWatching, we hear the mad gusts tugging on the wire.\nLike twitching agonies of men among its brambles.\nNorthward incessantly, the flickering gunnery rumbles,\nFar off, like a dull rumour of some other war.\nWhat are we doing here?\n\nThe poignant misery of dawn begins to grow . . .\nWe only know war lasts, rain soaks, and clouds sag stormy.\nDawn massing in the east her melancholy army\nAttacks once more in ranks on shivering ranks of gray,\nBut nothing happens.\n\nSudden successive flights of bullets streak the silence.\nLess deadly than the air that shudders black with snow,\nWith sidelong flowing flakes that flock, pause and renew,\nWe watch them wandering up and down the wind's nonchalance,\nBut nothing happens.","lineNumbers":true,"publicDomain":true},"type":"mcq","options":["memory and flares","silent and salient","whisper and happens","brains and winds"],"correctIndex":1},{"id":"poem-exposure-multi-1","subTopicId":"poem-exposure","prompt":"Which of these poems are about the power of nature? Choose all that apply.","explanation":"Exposure, Storm on the Island and The Prelude all show nature's power over people. Remains and Poppies are about the effects of war, and My Last Duchess about a man's power.","difficulty":2,"type":"multi","options":["Poppies","The Prelude","My Last Duchess","Exposure","Remains","Storm on the Island"],"correctIndices":[1,3,5]},{"id":"poem-exposure-multi-2","subTopicId":"poem-exposure","prompt":"Which techniques does Owen use in stanzas 1 to 4? Choose all that apply.","explanation":"Owen personifies the weather, uses half-rhymes and ellipses, and repeats a refrain. There are no rhyming couplets or dialect.","difficulty":2,"extract":{"title":"Exposure, stanzas 1 to 4 (from Poems, 1920)","author":"Wilfred Owen","date":"1917","text":"Our brains ache, in the merciless iced east winds that knife us . . .\nWearied we keep awake because the night is silent . . .\nLow drooping flares confuse our memory of the salient . . .\nWorried by silence, sentries whisper, curious, nervous,\nBut nothing happens.\n\nWatching, we hear the mad gusts tugging on the wire.\nLike twitching agonies of men among its brambles.\nNorthward incessantly, the flickering gunnery rumbles,\nFar off, like a dull rumour of some other war.\nWhat are we doing here?\n\nThe poignant misery of dawn begins to grow . . .\nWe only know war lasts, rain soaks, and clouds sag stormy.\nDawn massing in the east her melancholy army\nAttacks once more in ranks on shivering ranks of gray,\nBut nothing happens.\n\nSudden successive flights of bullets streak the silence.\nLess deadly than the air that shudders black with snow,\nWith sidelong flowing flakes that flock, pause and renew,\nWe watch them wandering up and down the wind's nonchalance,\nBut nothing happens.","lineNumbers":true,"publicDomain":true},"type":"multi","options":["Dialect","A refrain","Half-rhyme","Rhyming couplets","Personification","Ellipsis"],"correctIndices":[1,2,4,5]},{"id":"poem-exposure-essay-1","subTopicId":"poem-exposure","prompt":"Compare how poets present the power of nature in ‘Exposure’ and in one other poem from ‘Power and conflict’.","explanation":"Strong answers compare methods in both poems in every paragraph. The anthology question is worth 30 marks, with no marks for spelling. Compare in every paragraph, and choose a second poem that gives you something to compare.","difficulty":3,"extract":{"title":"Exposure, stanzas 1 to 4 (from Poems, 1920)","author":"Wilfred Owen","date":"1917","text":"Our brains ache, in the merciless iced east winds that knife us . . .\nWearied we keep awake because the night is silent . . .\nLow drooping flares confuse our memory of the salient . . .\nWorried by silence, sentries whisper, curious, nervous,\nBut nothing happens.\n\nWatching, we hear the mad gusts tugging on the wire.\nLike twitching agonies of men among its brambles.\nNorthward incessantly, the flickering gunnery rumbles,\nFar off, like a dull rumour of some other war.\nWhat are we doing here?\n\nThe poignant misery of dawn begins to grow . . .\nWe only know war lasts, rain soaks, and clouds sag stormy.\nDawn massing in the east her melancholy army\nAttacks once more in ranks on shivering ranks of gray,\nBut nothing happens.\n\nSudden successive flights of bullets streak the silence.\nLess deadly than the air that shudders black with snow,\nWith sidelong flowing flakes that flock, pause and renew,\nWe watch them wandering up and down the wind's nonchalance,\nBut nothing happens.","lineNumbers":true,"publicDomain":true},"type":"essay","marks":30,"minutes":45,"aos":["AO1","AO2","AO3"],"plan":["Thesis: both poems show nature as an attacking enemy, but Owen's soldiers are killed by it","Personification: ‘her melancholy army’ against ‘We are bombarded by the empty air’","Structure: Owen's repeated refrain against Heaney's single stanza that builds to fear","Endings: ‘All their eyes are ice’ against ‘Strange, it is a huge nothing that we fear’","Context: the First World War trenches, and an exposed island community"],"modelParagraph":"Both poets present nature as an army attacking people. Owen personifies dawn gathering ‘her melancholy army’, so even the new day is an enemy. Similarly, Heaney's islanders are ‘bombarded by the empty air’, and the military verb makes the wind sound like an artillery attack. However, the outcomes differ. Heaney's speaker ends afraid of ‘a huge nothing’, but Owen's soldiers actually die: ‘All their eyes are ice’. Owen, writing from the trenches in 1917, shows that nature is crueller than any human enemy.","checklist":[{"ao":"AO1","text":"Did you compare the two poems all the way through, with an argument that answers the question?"},{"ao":"AO2","text":"Did you analyse language, form and structure in both poems?"},{"ao":"AO3","text":"Did you link each poem to its context, such as when and why it was written?"}]},{"id":"poem-exposure-quotationDrill-1","subTopicId":"poem-exposure","type":"quotationDrill","mode":"missingWord","difficulty":2,"quotations":[{"id":"poem-exposure-q1","topicId":"lt4","subTopicId":"poem-exposure","text":"But nothing happens.","reference":"stanza 1","themes":["reality of war"],"method":"refrain","meaning":"Endless waiting: the soldiers' suffering seems pointless.","publicDomain":true},{"id":"poem-exposure-q2","topicId":"lt4","subTopicId":"poem-exposure","text":"What are we doing here?","reference":"stanza 2","themes":["reality of war"],"method":"rhetorical 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Beirut. Phnom Penh. 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death.","publicDomain":true},{"id":"poem-the-charge-of-the-light-brigade-q5","topicId":"lt4","subTopicId":"poem-the-charge-of-the-light-brigade","text":"Cannon to right of them, / Cannon to left of them","reference":"stanza 5","themes":["reality of war"],"method":"anaphora","meaning":"The soldiers are surrounded by enemy guns.","publicDomain":true}]},{"id":"poem-exposure-quotationDrill-2","subTopicId":"poem-exposure","type":"quotationDrill","mode":"theme","difficulty":2,"quotations":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:38:questions:65:quotations","others":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:38:questions:65:others"},{"id":"poem-storm-on-the-island-mcq-1","subTopicId":"poem-storm-on-the-island","prompt":"Who wrote ‘Storm on the Island’?","explanation":"Seamus Heaney grew up on a farm in Northern Ireland and often wrote 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Here it captures the strange safety of watching danger from indoors.","difficulty":2,"type":"mcq","options":["Oxymoron","Rhetorical question","Simile","Onomatopoeia"],"correctIndex":0},{"id":"poem-storm-on-the-island-mcq-5","subTopicId":"poem-storm-on-the-island","prompt":"What does the storm become in the poem's extended metaphor?","explanation":"Words like ‘strafes invisibly’ and ‘bombarded’ make the storm sound like a military attack.","difficulty":2,"type":"mcq","options":["A celebration","A journey","An attack, like a war","A dream"],"correctIndex":2},{"id":"poem-storm-on-the-island-mcq-6","subTopicId":"poem-storm-on-the-island","prompt":"Some readers link the title to Stormont. What is Stormont?","explanation":"‘Storm on’ sounds like Stormont. 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death.","publicDomain":true},{"id":"poem-the-charge-of-the-light-brigade-q5","topicId":"lt4","subTopicId":"poem-the-charge-of-the-light-brigade","text":"Cannon to right of them, / Cannon to left of them","reference":"stanza 5","themes":["reality of war"],"method":"anaphora","meaning":"The soldiers are surrounded by enemy guns.","publicDomain":true}]},{"id":"poem-storm-on-the-island-quotationDrill-2","subTopicId":"poem-storm-on-the-island","type":"quotationDrill","mode":"theme","difficulty":2,"quotations":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:38:questions:76:quotations","others":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:38:questions:76:others"},{"id":"poem-bayonet-charge-mcq-1","subTopicId":"poem-bayonet-charge","prompt":"Who wrote ‘Bayonet Charge’?","explanation":"Ted Hughes's father had fought in the First World War and told 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what is the effect of ‘etcetera’?","explanation":"The casual ‘etcetera’ shows these grand ideals no longer matter to him: only survival does.","difficulty":3,"type":"mcq","options":["It celebrates his patriotism","It dismisses the ideals as meaningless","It shows the poem is unfinished","It lists the soldier's medals"],"correctIndex":1},{"id":"poem-bayonet-charge-mcq-5","subTopicId":"poem-bayonet-charge","prompt":"How many stanzas does the poem have?","explanation":"Three stanzas: the charge, a frozen moment of thought, then the charge again.","difficulty":2,"type":"mcq","options":["Four","Two","One","Three"],"correctIndex":3},{"id":"poem-bayonet-charge-mcq-6","subTopicId":"poem-bayonet-charge","prompt":"Which war is the poem most likely set in?","explanation":"The poem doesn't name the war, but the trenches, bayonets and Hughes's father's experience all point to the First World War.","difficulty":2,"type":"mcq","options":["The Crimean War","The Second World War","The First World 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Yet both show violence destroying innocence: Hughes's ‘yellow hare that rolled like a flame’ is a victim like the man in Remains. Where Hughes's soldier drops ‘King, honour, human dignity, etcetera’, Armitage's cannot drop the memory at all.","checklist":[{"ao":"AO1","text":"Did you compare the two poems all the way through, with an argument that answers the question?"},{"ao":"AO2","text":"Did you analyse language, form and structure in both poems?"},{"ao":"AO3","text":"Did you link each poem to its context, such as when and why it was written?"}]},{"id":"poem-bayonet-charge-quotationDrill-1","subTopicId":"poem-bayonet-charge","type":"quotationDrill","mode":"missingWord","difficulty":2,"quotations":[{"id":"poem-bayonet-charge-q1","topicId":"lt4","subTopicId":"poem-bayonet-charge","text":"Suddenly he awoke and was running – raw","reference":"stanza 1","themes":["reality of war"],"method":"in medias res","meaning":"The reader is thrown into the chaos of the charge.","publicDomain":false},{"id":"poem-bayonet-charge-q2","topicId":"lt4","subTopicId":"poem-bayonet-charge","text":"patriotic tear","reference":"stanza 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dead.","publicDomain":true},{"id":"poem-my-last-duchess-q2","topicId":"lt4","subTopicId":"poem-my-last-duchess","text":"she liked whate'er / She looked on, and her looks went everywhere","reference":"line 23","themes":["power of humans"],"method":"enjambment","meaning":"His jealousy of how freely she smiled at others.","publicDomain":true},{"id":"poem-my-last-duchess-q3","topicId":"lt4","subTopicId":"poem-my-last-duchess","text":"I gave commands; / Then all smiles stopped together.","reference":"line 45","themes":["power of humans","guilt"],"method":"caesura","meaning":"A calm hint that he had her killed.","publicDomain":true},{"id":"poem-the-charge-of-the-light-brigade-q1","topicId":"lt4","subTopicId":"poem-the-charge-of-the-light-brigade","text":"valley of Death","reference":"stanza 1","themes":["reality of war"],"method":"biblical allusion","meaning":"The charge sounds noble and doomed.","publicDomain":true},{"id":"poem-the-charge-of-the-light-brigade-q2","topicId":"lt4","subTopicId":"poem-the-charge-of-the-light-brigade","text":"Rode the six hundred","reference":"stanza 1","themes":["reality of war"],"method":"repetition","meaning":"The refrain honours the soldiers as one heroic group.","publicDomain":true},{"id":"poem-the-charge-of-the-light-brigade-q3","topicId":"lt4","subTopicId":"poem-the-charge-of-the-light-brigade","text":"Some one had blunder'd","reference":"stanza 3","themes":["reality of war"],"method":"understatement","meaning":"A mistaken order sent the soldiers to their deaths.","publicDomain":true},{"id":"poem-the-charge-of-the-light-brigade-q4","topicId":"lt4","subTopicId":"poem-the-charge-of-the-light-brigade","text":"but to do and die","reference":"stanza 3","themes":["reality of war"],"method":"rhyme","meaning":"The soldiers' duty was to obey, even unto death.","publicDomain":true},{"id":"poem-the-charge-of-the-light-brigade-q5","topicId":"lt4","subTopicId":"poem-the-charge-of-the-light-brigade","text":"Cannon to right of them, / Cannon to left of them","reference":"stanza 5","themes":["reality of war"],"method":"anaphora","meaning":"The soldiers are surrounded by enemy guns.","publicDomain":true}]},{"id":"poem-bayonet-charge-quotationDrill-2","subTopicId":"poem-bayonet-charge","type":"quotationDrill","mode":"theme","difficulty":2,"quotations":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:38:questions:87:quotations","others":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:38:questions:87:others"},{"id":"poem-remains-mcq-1","subTopicId":"poem-remains","prompt":"Who wrote ‘Remains’?","explanation":"Simon Armitage based it on interviews with soldiers who had served in recent wars.","difficulty":1,"type":"mcq","options":["Wilfred Owen","Carol Ann Duffy","Ted Hughes","Simon Armitage"],"correctIndex":3},{"id":"poem-remains-mcq-2","subTopicId":"poem-remains","prompt":"Who is the speaker of ‘Remains’?","explanation":"A soldier tells how he and two others shot a man running from a bank raid.","difficulty":1,"type":"mcq","options":["A soldier","A soldier's mother","A pilot","A war photographer"],"correctIndex":0},{"id":"poem-remains-mcq-3","subTopicId":"poem-remains","prompt":"Which condition does the poem explore?","explanation":"The soldier keeps seeing the killing long after he comes home: a sign of PTSD.","difficulty":1,"type":"mcq","options":["Homesickness","Post-traumatic stress disorder (PTSD)","Frostbite","Malaria"],"correctIndex":1},{"id":"poem-remains-mcq-4","subTopicId":"poem-remains","prompt":"What kind of language is ‘On another occasion, we get sent out’?","explanation":"Colloquial language is informal and chatty. The soldier sounds like someone telling a story to his mates.","difficulty":2,"type":"mcq","options":["Archaic","Scientific","Formal","Colloquial"],"correctIndex":3},{"id":"poem-remains-mcq-5","subTopicId":"poem-remains","prompt":"What does ‘probably armed, possibly not’ suggest?","explanation":"His doubt about whether the man was armed is the root of his guilt.","difficulty":2,"type":"mcq","options":["He isn't sure the man was a threat","The man was definitely armed","He didn't see the man","The man was a soldier"],"correctIndex":0},{"id":"poem-remains-mcq-6","subTopicId":"poem-remains","prompt":"In the final line, what two meanings does ‘bloody’ have?","explanation":"‘his bloody life in my bloody hands’: his hands are stained with guilt, and he is angry and frustrated.","difficulty":3,"type":"mcq","options":["Brave, and violent","Covered in blood, and a swear word showing anger","Red, and royal","Tired, and sick"],"correctIndex":1},{"id":"poem-remains-multi-1","subTopicId":"poem-remains","prompt":"What can the title ‘Remains’ mean? Choose all that apply.","explanation":"The title has several meanings: the man's remains, the memory that remains, and the guilt that remains.","difficulty":2,"type":"multi","options":["The guilt that won't go away","The ruins of the city","The money from the bank","The dead man's body","The soldier's medals","The memory that stays with him"],"correctIndices":[0,3,5]},{"id":"poem-remains-multi-2","subTopicId":"poem-remains","prompt":"Which poems explore memory? Choose all that apply.","explanation":"Remains, War Photographer, The Émigrée and Poppies all show memories that shape the present. 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Armitage's speaker is colloquial and breaks down, ending with ‘his bloody life in my bloody hands’, whereas Duffy's ordered stanzas show the photographer trying to stay in control.","checklist":[{"ao":"AO1","text":"Did you compare the two poems all the way through, with an argument that answers the question?"},{"ao":"AO2","text":"Did you analyse language, form and structure in both poems?"},{"ao":"AO3","text":"Did you link each poem to its context, such as when and why it was written?"}]},{"id":"poem-remains-quotationDrill-1","subTopicId":"poem-remains","type":"quotationDrill","mode":"missingWord","difficulty":2,"quotations":[{"id":"poem-remains-q1","topicId":"lt4","subTopicId":"poem-remains","text":"On another occasion, we get sent out","reference":"opening line","themes":["reality of war"],"method":"colloquial language","meaning":"An ordinary soldier telling a story, which makes the violence more 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death.","publicDomain":true},{"id":"poem-the-charge-of-the-light-brigade-q5","topicId":"lt4","subTopicId":"poem-the-charge-of-the-light-brigade","text":"Cannon to right of them, / Cannon to left of them","reference":"stanza 5","themes":["reality of war"],"method":"anaphora","meaning":"The soldiers are surrounded by enemy guns.","publicDomain":true}]},{"id":"poem-remains-quotationDrill-2","subTopicId":"poem-remains","type":"quotationDrill","mode":"theme","difficulty":2,"quotations":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:38:questions:98:quotations","others":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:38:questions:98:others"},{"id":"poem-poppies-mcq-1","subTopicId":"poem-poppies","prompt":"Who wrote ‘Poppies’?","explanation":"Jane Weir wrote it in 2009, when soldiers were dying in Afghanistan and 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Choose all that apply.","explanation":"Felt, tucks, darts and pleats are all from sewing and fabric. The other lines use time, a bird and a child's voice.","difficulty":2,"type":"multi","options":["‘Three days before Armistice Sunday’","‘released a song bird from its cage’","‘All my words / flattened, rolled, turned into felt’","‘my stomach busy / making tucks, darts, pleats’","‘your playground voice catching on the wind’"],"correctIndices":[2,3]},{"id":"poem-poppies-multi-2","subTopicId":"poem-poppies","prompt":"Which poems show the effects of conflict on families? 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All flesh is grass.’ The short sentences list war zones he has worked in.","difficulty":1,"type":"mcq","options":["Glasgow, Dublin and Cardiff","Berlin, Moscow and Warsaw","Belfast, Beirut and Phnom Penh","London, Paris and Rome"],"correctIndex":2},{"id":"poem-war-photographer-mcq-4","subTopicId":"poem-war-photographer","prompt":"Which form does ‘War Photographer’ take?","explanation":"The ordered form mirrors his attempt to bring order to the chaos of war.","difficulty":2,"type":"mcq","options":["One stanza of blank verse","A fourteen-line sonnet","Free verse with no stanzas","Four six-line stanzas with a regular rhyme scheme"],"correctIndex":3},{"id":"poem-war-photographer-mcq-5","subTopicId":"poem-war-photographer","prompt":"Where does ‘All flesh is grass.’ come from?","explanation":"The biblical line reminds us that all human life is short.","difficulty":2,"type":"mcq","options":["A Shakespeare play","The Bible","A nursery rhyme","A newspaper headline"],"correctIndex":1},{"id":"poem-war-photographer-mcq-6","subTopicId":"poem-war-photographer","prompt":"Which poem would compare best with ‘War Photographer’ on memories of war that won't go away, and why?","explanation":"Both poems show someone who can't leave war behind. 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The others belong to other poems.","difficulty":2,"type":"multi","options":["People at home ignoring that suffering","The photographer's own feelings","Suffering in war zones","The beauty of nature","A pilot turning back from his mission","A mother's grief for her son"],"correctIndices":[0,1,2]},{"id":"poem-war-photographer-multi-2","subTopicId":"poem-war-photographer","prompt":"Which quotations contrast England with the war zones? Choose all that apply.","explanation":"England's ‘ordinary pain’ is tiny beside the suffering in his photographs.","difficulty":3,"type":"multi","options":["‘Belfast. Beirut. Phnom Penh. All flesh is grass.’","‘Rural England’","‘ordinary pain which simple weather can dispel’","‘a hundred agonies in black and white’","‘spools of suffering set out in ordered rows’"],"correctIndices":[1,2]},{"id":"poem-war-photographer-essay-1","subTopicId":"poem-war-photographer","prompt":"Compare how poets present the effects of conflict on those who witness it in ‘War Photographer’ and in one other poem from ‘Power and conflict’.","explanation":"Strong answers compare methods in both poems in every paragraph. The anthology question is worth 30 marks. The named poem in copyright isn't printed here, so learn your quotations; compare in every paragraph.","difficulty":3,"type":"essay","marks":30,"minutes":45,"aos":["AO1","AO2","AO3"],"plan":["Thesis: both poems show war continuing in the mind after the event","Memory: ‘a hundred agonies in black and white’ against ‘dug in behind enemy lines’","Form: Duffy's ordered stanzas against Armitage's colloquial, breaking voice","Others' reactions: readers' brief ‘tears’ against the soldier's isolation","Context: late 20th-century war photography, and recent wars such as Iraq"],"modelParagraph":"Both poets show witnesses who cannot forget. Duffy's photographer relives ‘a hundred agonies in black and white’ as each picture develops, so the images hold real suffering. Similarly, Armitage's soldier carries a memory ‘dug in behind enemy lines’, as if the war has moved into his head. However, Duffy's ordered stanzas suggest a man trying to keep control, whereas Armitage's colloquial voice breaks down into ‘his bloody life in my bloody hands’. Both suggest that people at home, who weep briefly ‘between the bath and pre-lunch beers’, cannot understand.","checklist":[{"ao":"AO1","text":"Did you compare the two poems all the way through, with an argument that answers the question?"},{"ao":"AO2","text":"Did you analyse language, form and structure in both poems?"},{"ao":"AO3","text":"Did you link each poem to its context, such as when and why it was written?"}]},{"id":"poem-war-photographer-quotationDrill-1","subTopicId":"poem-war-photographer","type":"quotationDrill","mode":"missingWord","difficulty":2,"quotations":[{"id":"poem-war-photographer-q1","topicId":"lt4","subTopicId":"poem-war-photographer","text":"spools of suffering set out in ordered rows","reference":"stanza 1","themes":["effects of conflict"],"method":"sibilance","meaning":"Hushed sounds, and rows that suggest war graves.","publicDomain":false},{"id":"poem-war-photographer-q2","topicId":"lt4","subTopicId":"poem-war-photographer","text":"Belfast. Beirut. Phnom Penh. All flesh is grass.","reference":"stanza 1","themes":["reality of war"],"method":"list","meaning":"War zones across the world, and a reminder from the Bible that life is short.","publicDomain":false},{"id":"poem-war-photographer-q3","topicId":"lt4","subTopicId":"poem-war-photographer","text":"Rural England","reference":"stanza 2","themes":["effects of conflict"],"method":"contrast","meaning":"The safe home he returns to, far from war.","publicDomain":false},{"id":"poem-war-photographer-q4","topicId":"lt4","subTopicId":"poem-war-photographer","text":"ordinary pain which simple weather can dispel","reference":"stanza 2","themes":["effects of conflict"],"method":"contrast","meaning":"People at home suffer only small troubles.","publicDomain":false},{"id":"poem-war-photographer-q5","topicId":"lt4","subTopicId":"poem-war-photographer","text":"a hundred agonies in black and white","reference":"stanza 4","themes":["effects of conflict","memory"],"method":"metaphor","meaning":"Each photograph holds someone's suffering.","publicDomain":false},{"id":"poem-war-photographer-q6","topicId":"lt4","subTopicId":"poem-war-photographer","text":"with tears between the bath and pre-lunch beers","reference":"stanza 4","themes":["effects of conflict"],"method":"rhyme","meaning":"Readers feel a brief, easy sadness, then forget.","publicDomain":false}],"others":[{"id":"poem-exposure-q1","topicId":"lt4","subTopicId":"poem-exposure","text":"But nothing happens.","reference":"stanza 1","themes":["reality of war"],"method":"refrain","meaning":"Endless waiting: the soldiers' suffering seems pointless.","publicDomain":true},{"id":"poem-exposure-q2","topicId":"lt4","subTopicId":"poem-exposure","text":"What are we doing here?","reference":"stanza 2","themes":["reality of war"],"method":"rhetorical question","meaning":"A question that speaks for every soldier.","publicDomain":true},{"id":"poem-exposure-q3","topicId":"lt4","subTopicId":"poem-exposure","text":"her melancholy army","reference":"stanza 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The others are about the reality and effects of war.","difficulty":3,"type":"mcq","options":["Bayonet Charge, because a soldier runs in terror","Poppies, because a mother grieves for her son","Exposure, because soldiers freeze in the trenches","Ozymandias, because a powerful ruler's statue has crumbled"],"correctIndex":3},{"id":"poem-tissue-multi-1","subTopicId":"poem-tissue","prompt":"Which things made of paper does the poem mention? Choose all that apply.","explanation":"Dharker lists the paper records that hold human lives and power.","difficulty":2,"type":"multi","options":["Receipts","Holy books","Theatre tickets","Exam papers","Wallpaper","Maps"],"correctIndices":[0,1,5]},{"id":"poem-tissue-multi-2","subTopicId":"poem-tissue","prompt":"Which techniques does Dharker use? 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His speaker was taught only ‘Wha dem want to tell me’, and the dialect itself rejects that power. 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Beirut. Phnom Penh. 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dead.","publicDomain":true},{"id":"poem-my-last-duchess-q2","topicId":"lt4","subTopicId":"poem-my-last-duchess","text":"she liked whate'er / She looked on, and her looks went everywhere","reference":"line 23","themes":["power of humans"],"method":"enjambment","meaning":"His jealousy of how freely she smiled at others.","publicDomain":true},{"id":"poem-my-last-duchess-q3","topicId":"lt4","subTopicId":"poem-my-last-duchess","text":"I gave commands; / Then all smiles stopped together.","reference":"line 45","themes":["power of humans","guilt"],"method":"caesura","meaning":"A calm hint that he had her killed.","publicDomain":true},{"id":"poem-the-charge-of-the-light-brigade-q1","topicId":"lt4","subTopicId":"poem-the-charge-of-the-light-brigade","text":"valley of Death","reference":"stanza 1","themes":["reality of war"],"method":"biblical allusion","meaning":"The charge sounds noble and 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death.","publicDomain":true},{"id":"poem-the-charge-of-the-light-brigade-q5","topicId":"lt4","subTopicId":"poem-the-charge-of-the-light-brigade","text":"Cannon to right of them, / Cannon to left of them","reference":"stanza 5","themes":["reality of war"],"method":"anaphora","meaning":"The soldiers are surrounded by enemy guns.","publicDomain":true}]},{"id":"poem-tissue-quotationDrill-2","subTopicId":"poem-tissue","type":"quotationDrill","mode":"theme","difficulty":2,"quotations":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:38:questions:131:quotations","others":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:38:questions:131:others"},{"id":"poem-the-emigree-mcq-1","subTopicId":"poem-the-emigree","prompt":"Who wrote ‘The Émigrée’?","explanation":"Carol Rumens published it in 1993.","difficulty":1,"type":"mcq","options":["Carol Rumens","Jane 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The named poem in copyright isn't printed here, so learn your quotations; compare in every paragraph.","difficulty":3,"type":"essay","marks":30,"minutes":45,"aos":["AO1","AO2","AO3"],"plan":["Thesis: both poems show memories of home that shape a person after conflict","Bright memory: ‘my memory of it is sunlight-clear’ against ‘dark shoals of fishes / flashing silver’","Threat and rejection: ‘They accuse me of absence’ against ‘as though he no longer existed’","Structure: the repeated ‘sunlight’ against the daughter's narration","Context: exile and tyranny, and Japan in the Second World War"],"modelParagraph":"Both poets show memory as powerful enough to shape a life. Rumens's speaker insists ‘my memory of it is sunlight-clear’, and the compound adjective makes her memory bright and perfect. Similarly, Garland's pilot is turned back by the memory-filled sight of ‘dark shoals of fishes / flashing silver’. However, both are punished by the present. The émigrée is circled by people who ‘accuse me of absence’, while the pilot's family treat him ‘as though he no longer existed’. Rumens ends on hope, but Garland ends on doubt.","checklist":[{"ao":"AO1","text":"Did you compare the two poems all the way through, with an argument that answers the question?"},{"ao":"AO2","text":"Did you analyse language, form and structure in both poems?"},{"ao":"AO3","text":"Did you link each poem to its context, such as when and why it was written?"}]},{"id":"poem-the-emigree-quotationDrill-1","subTopicId":"poem-the-emigree","type":"quotationDrill","mode":"missingWord","difficulty":2,"quotations":[{"id":"poem-the-emigree-q1","topicId":"lt4","subTopicId":"poem-the-emigree","text":"There once was a country","reference":"opening line","themes":["memory","identity"],"method":"fairy-tale opening","meaning":"Her home seems lost, like a story from long ago.","publicDomain":false},{"id":"poem-the-emigree-q2","topicId":"lt4","subTopicId":"poem-the-emigree","text":"my memory of it is sunlight-clear","reference":"stanza 1","themes":["memory"],"method":"compound adjective","meaning":"Her 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dead.","publicDomain":true},{"id":"poem-my-last-duchess-q2","topicId":"lt4","subTopicId":"poem-my-last-duchess","text":"she liked whate'er / She looked on, and her looks went everywhere","reference":"line 23","themes":["power of humans"],"method":"enjambment","meaning":"His jealousy of how freely she smiled at others.","publicDomain":true},{"id":"poem-my-last-duchess-q3","topicId":"lt4","subTopicId":"poem-my-last-duchess","text":"I gave commands; / Then all smiles stopped together.","reference":"line 45","themes":["power of humans","guilt"],"method":"caesura","meaning":"A calm hint that he had her killed.","publicDomain":true},{"id":"poem-the-charge-of-the-light-brigade-q1","topicId":"lt4","subTopicId":"poem-the-charge-of-the-light-brigade","text":"valley of Death","reference":"stanza 1","themes":["reality of war"],"method":"biblical allusion","meaning":"The charge sounds noble and doomed.","publicDomain":true},{"id":"poem-the-charge-of-the-light-brigade-q2","topicId":"lt4","subTopicId":"poem-the-charge-of-the-light-brigade","text":"Rode the six hundred","reference":"stanza 1","themes":["reality of war"],"method":"repetition","meaning":"The refrain honours the soldiers as one heroic group.","publicDomain":true},{"id":"poem-the-charge-of-the-light-brigade-q3","topicId":"lt4","subTopicId":"poem-the-charge-of-the-light-brigade","text":"Some one had blunder'd","reference":"stanza 3","themes":["reality of war"],"method":"understatement","meaning":"A mistaken order sent the soldiers to their deaths.","publicDomain":true},{"id":"poem-the-charge-of-the-light-brigade-q4","topicId":"lt4","subTopicId":"poem-the-charge-of-the-light-brigade","text":"but to do and die","reference":"stanza 3","themes":["reality of war"],"method":"rhyme","meaning":"The soldiers' duty was to obey, even unto death.","publicDomain":true},{"id":"poem-the-charge-of-the-light-brigade-q5","topicId":"lt4","subTopicId":"poem-the-charge-of-the-light-brigade","text":"Cannon to right of them, / Cannon to left of them","reference":"stanza 5","themes":["reality of war"],"method":"anaphora","meaning":"The soldiers are surrounded by enemy guns.","publicDomain":true}]},{"id":"poem-the-emigree-quotationDrill-2","subTopicId":"poem-the-emigree","type":"quotationDrill","mode":"theme","difficulty":2,"quotations":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:38:questions:142:quotations","others":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:38:questions:142:others"},{"id":"poem-checking-out-me-history-mcq-1","subTopicId":"poem-checking-out-me-history","prompt":"Who wrote ‘Checking Out Me History’?","explanation":"John Agard was born in Guyana in 1949 and moved to Britain in 1977.","difficulty":1,"type":"mcq","options":["Seamus Heaney","Ted Hughes","Simon Armitage","John Agard"],"correctIndex":3},{"id":"poem-checking-out-me-history-mcq-2","subTopicId":"poem-checking-out-me-history","prompt":"Where was John Agard born?","explanation":"Guyana is in South America, but is culturally part of the Caribbean.","difficulty":1,"type":"mcq","options":["London","Nigeria","Guyana","Jamaica"],"correctIndex":2},{"id":"poem-checking-out-me-history-mcq-3","subTopicId":"poem-checking-out-me-history","prompt":"What is the speaker protesting about?","explanation":"He was taught British history and nursery-rhyme figures, but not the heroes of his own history.","difficulty":1,"type":"mcq","options":["He had to learn too many dates","His school history left out Black and Caribbean heroes","He was not allowed to go to school","His teachers spoke too 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Dialect is part of the poem's protest.","difficulty":2,"type":"mcq","options":["To reject the standard English of the history he was taught, and assert his identity","Because he couldn't spell","To make the poem rhyme","To sound like a newspaper"],"correctIndex":0},{"id":"poem-checking-out-me-history-mcq-5","subTopicId":"poem-checking-out-me-history","prompt":"Who is described as ‘a yellow sunrise / to the dying’?","explanation":"Mary Seacole nursed soldiers in the Crimean War. Florence Nightingale is in the history he was taught.","difficulty":3,"type":"mcq","options":["Toussaint L'Ouverture","Florence Nightingale","Lord Nelson","Mary Seacole"],"correctIndex":3},{"id":"poem-checking-out-me-history-mcq-6","subTopicId":"poem-checking-out-me-history","prompt":"Which poem would compare best with ‘Checking Out Me History’ on identity, and why?","explanation":"Both poems explore identity and belonging. The others are about war and nature.","difficulty":2,"type":"mcq","options":["Storm on the Island, because islanders fear a storm","Bayonet Charge, because a soldier charges in terror","The Émigrée, because the speaker's identity is tied to a home she has lost","Exposure, because soldiers freeze in the trenches"],"correctIndex":2},{"id":"poem-checking-out-me-history-multi-1","subTopicId":"poem-checking-out-me-history","prompt":"How does Agard create two voices? 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The named poem in copyright isn't printed here, so learn your quotations; compare in every paragraph.","difficulty":3,"type":"essay","marks":30,"minutes":45,"aos":["AO1","AO2","AO3"],"plan":["Thesis: both poems show identity shaped by forces beyond the speaker's control","Control: ‘Dem tell me / Wha dem want to tell me’ against ‘it may be sick with tyrants’","Voice: dialect and two voices against the émigrée's tender personification","Endings: ‘I carving out me identity’ against ‘My shadow falls as evidence of sunlight.’","Context: Agard's Caribbean childhood, and exile in the late 20th century"],"modelParagraph":"Both poets present identity under threat from people in power. Agard's speaker repeats ‘Dem tell me’, and the pronoun ‘dem’ sets the powerful against him. Rumens's speaker loses her city to people who may be ‘sick with tyrants’. However, their responses differ. Agard fights back angrily, ending with the defiant ‘I carving out me identity’, whereas Rumens's speaker holds on quietly to memory: ‘My shadow falls as evidence of sunlight.’ Agard's dialect is itself an act of identity, while Rumens uses gentle, standard English.","checklist":[{"ao":"AO1","text":"Did you compare the two poems all the way through, with an argument that answers the question?"},{"ao":"AO2","text":"Did you analyse language, form and structure in both poems?"},{"ao":"AO3","text":"Did you link each poem to its context, such as when and why it was written?"}]},{"id":"poem-checking-out-me-history-quotationDrill-1","subTopicId":"poem-checking-out-me-history","type":"quotationDrill","mode":"missingWord","difficulty":2,"quotations":[{"id":"poem-checking-out-me-history-q1","topicId":"lt4","subTopicId":"poem-checking-out-me-history","text":"Dem tell me / Wha dem want to tell me","reference":"opening lines","themes":["identity","power of humans"],"method":"dialect","meaning":"The history he was given was chosen by others.","publicDomain":false},{"id":"poem-checking-out-me-history-q2","topicId":"lt4","subTopicId":"poem-checking-out-me-history","text":"Bandage up me eye with me own history","reference":"early in the poem","themes":["identity"],"method":"metaphor","meaning":"His education blindfolded him to his own past.","publicDomain":false},{"id":"poem-checking-out-me-history-q3","topicId":"lt4","subTopicId":"poem-checking-out-me-history","text":"Dem tell me bout 1066 and all dat","reference":"early in the poem","themes":["identity","power of humans"],"method":"dialect","meaning":"British history is taught; his own is left out.","publicDomain":false},{"id":"poem-checking-out-me-history-q4","topicId":"lt4","subTopicId":"poem-checking-out-me-history","text":"a slave / with vision","reference":"middle of the poem","themes":["identity","power of humans"],"method":"imagery","meaning":"Toussaint L'Ouverture, a hero he wasn't taught 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Beirut. Phnom Penh. All flesh is grass.","reference":"stanza 1","themes":["reality of war"],"method":"list","meaning":"War zones across the world, and a reminder from the Bible that life is short.","publicDomain":false},{"id":"poem-war-photographer-q3","topicId":"lt4","subTopicId":"poem-war-photographer","text":"Rural England","reference":"stanza 2","themes":["effects of conflict"],"method":"contrast","meaning":"The safe home he returns to, far from war.","publicDomain":false},{"id":"poem-war-photographer-q4","topicId":"lt4","subTopicId":"poem-war-photographer","text":"ordinary pain which simple weather can dispel","reference":"stanza 2","themes":["effects of conflict"],"method":"contrast","meaning":"People at home suffer only small troubles.","publicDomain":false},{"id":"poem-war-photographer-q5","topicId":"lt4","subTopicId":"poem-war-photographer","text":"a hundred agonies in black and white","reference":"stanza 4","themes":["effects of conflict","memory"],"method":"metaphor","meaning":"Each photograph 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killed.","publicDomain":true},{"id":"poem-the-charge-of-the-light-brigade-q1","topicId":"lt4","subTopicId":"poem-the-charge-of-the-light-brigade","text":"valley of Death","reference":"stanza 1","themes":["reality of war"],"method":"biblical allusion","meaning":"The charge sounds noble and doomed.","publicDomain":true},{"id":"poem-the-charge-of-the-light-brigade-q2","topicId":"lt4","subTopicId":"poem-the-charge-of-the-light-brigade","text":"Rode the six hundred","reference":"stanza 1","themes":["reality of war"],"method":"repetition","meaning":"The refrain honours the soldiers as one heroic group.","publicDomain":true},{"id":"poem-the-charge-of-the-light-brigade-q3","topicId":"lt4","subTopicId":"poem-the-charge-of-the-light-brigade","text":"Some one had blunder'd","reference":"stanza 3","themes":["reality of war"],"method":"understatement","meaning":"A mistaken order sent the soldiers to their deaths.","publicDomain":true},{"id":"poem-the-charge-of-the-light-brigade-q4","topicId":"lt4","subTopicId":"poem-the-charge-of-the-light-brigade","text":"but to do and die","reference":"stanza 3","themes":["reality of war"],"method":"rhyme","meaning":"The soldiers' duty was to obey, even unto death.","publicDomain":true},{"id":"poem-the-charge-of-the-light-brigade-q5","topicId":"lt4","subTopicId":"poem-the-charge-of-the-light-brigade","text":"Cannon to right of them, / Cannon to left of them","reference":"stanza 5","themes":["reality of war"],"method":"anaphora","meaning":"The soldiers are surrounded by enemy 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The others are about nature and power.","difficulty":2,"type":"mcq","options":["Poppies, because a mother is changed by her son going to war","Storm on the Island, because a storm hits an island","Ozymandias, because a statue crumbles","Tissue, because paper lets the light through"],"correctIndex":0},{"id":"poem-kamikaze-multi-1","subTopicId":"poem-kamikaze","prompt":"Which images of nature appear in the poem? Choose all that apply.","explanation":"He leaves ‘at sunrise’ and sees the sea and fish below. The other images belong to other poems.","difficulty":2,"type":"multi","options":["A hare in a field","Snow in a trench","A storm on an island","The sea","Shoals of fish","The sunrise"],"correctIndices":[3,4,5]},{"id":"poem-kamikaze-multi-2","subTopicId":"poem-kamikaze","prompt":"Which quotations show the family rejecting him? 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Both poems end in uncertainty, asking what the cost of war really is.","checklist":[{"ao":"AO1","text":"Did you compare the two poems all the way through, with an argument that answers the question?"},{"ao":"AO2","text":"Did you analyse language, form and structure in both poems?"},{"ao":"AO3","text":"Did you link each poem to its context, such as when and why it was written?"}]},{"id":"poem-kamikaze-quotationDrill-1","subTopicId":"poem-kamikaze","type":"quotationDrill","mode":"missingWord","difficulty":2,"quotations":[{"id":"poem-kamikaze-q1","topicId":"lt4","subTopicId":"poem-kamikaze","text":"Her father embarked at sunrise","reference":"opening line","themes":["reality of war"],"method":"narrative voice","meaning":"The story is passed down by his daughter.","publicDomain":false},{"id":"poem-kamikaze-q2","topicId":"lt4","subTopicId":"poem-kamikaze","text":"a shaven head / full of powerful incantations","reference":"stanza 1","themes":["reality of 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history he was given was chosen by others.","publicDomain":false},{"id":"poem-checking-out-me-history-q2","topicId":"lt4","subTopicId":"poem-checking-out-me-history","text":"Bandage up me eye with me own history","reference":"early in the poem","themes":["identity"],"method":"metaphor","meaning":"His education blindfolded him to his own past.","publicDomain":false},{"id":"poem-checking-out-me-history-q3","topicId":"lt4","subTopicId":"poem-checking-out-me-history","text":"Dem tell me bout 1066 and all dat","reference":"early in the poem","themes":["identity","power of humans"],"method":"dialect","meaning":"British history is taught; his own is left out.","publicDomain":false},{"id":"poem-checking-out-me-history-q4","topicId":"lt4","subTopicId":"poem-checking-out-me-history","text":"a slave / with vision","reference":"middle of the poem","themes":["identity","power of humans"],"method":"imagery","meaning":"Toussaint L'Ouverture, a hero he wasn't taught 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pride.","publicDomain":true},{"id":"poem-ozymandias-q5","topicId":"lt4","subTopicId":"poem-ozymandias","text":"The lone and level sands stretch far away","reference":"line 14","themes":["power of nature"],"method":"alliteration","meaning":"The endless desert: time and nature outlast every tyrant.","publicDomain":true},{"id":"poem-london-q1","topicId":"lt4","subTopicId":"poem-london","text":"charter'd","reference":"stanza 1","themes":["power of humans"],"method":"repetition","meaning":"Even the streets and the river are owned and controlled.","publicDomain":true},{"id":"poem-london-q2","topicId":"lt4","subTopicId":"poem-london","text":"mind-forg'd manacles","reference":"stanza 2","themes":["power of humans","identity"],"method":"metaphor","meaning":"People are trapped by their own minds as well as by those in power.","publicDomain":true},{"id":"poem-london-q3","topicId":"lt4","subTopicId":"poem-london","text":"the hapless Soldier's sigh / Runs in blood down Palace 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beautiful.","publicDomain":true},{"id":"poem-the-prelude-q3","topicId":"lt4","subTopicId":"poem-the-prelude","text":"Proud of his skill","reference":"line 12","themes":["identity"],"method":"simile","meaning":"The boy's confidence before nature humbles him.","publicDomain":true},{"id":"poem-the-prelude-q4","topicId":"lt4","subTopicId":"poem-the-prelude","text":"black and huge","reference":"line 22","themes":["power of nature"],"method":"repetition","meaning":"The peak suddenly appears, dark and overwhelming.","publicDomain":true},{"id":"poem-the-prelude-q5","topicId":"lt4","subTopicId":"poem-the-prelude","text":"Strode after me","reference":"line 30","themes":["power of nature"],"method":"personification","meaning":"The mountain seems to chase him, like a living giant.","publicDomain":true},{"id":"poem-the-prelude-q6","topicId":"lt4","subTopicId":"poem-the-prelude","text":"huge and mighty forms, that do not live / Like living men","reference":"line 43","themes":["power of 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had her killed.","publicDomain":true},{"id":"poem-the-charge-of-the-light-brigade-q1","topicId":"lt4","subTopicId":"poem-the-charge-of-the-light-brigade","text":"valley of Death","reference":"stanza 1","themes":["reality of war"],"method":"biblical allusion","meaning":"The charge sounds noble and doomed.","publicDomain":true},{"id":"poem-the-charge-of-the-light-brigade-q2","topicId":"lt4","subTopicId":"poem-the-charge-of-the-light-brigade","text":"Rode the six hundred","reference":"stanza 1","themes":["reality of war"],"method":"repetition","meaning":"The refrain honours the soldiers as one heroic group.","publicDomain":true},{"id":"poem-the-charge-of-the-light-brigade-q3","topicId":"lt4","subTopicId":"poem-the-charge-of-the-light-brigade","text":"Some one had blunder'd","reference":"stanza 3","themes":["reality of war"],"method":"understatement","meaning":"A mistaken order sent the soldiers to their deaths.","publicDomain":true},{"id":"poem-the-charge-of-the-light-brigade-q4","topicId":"lt4","subTopicId":"poem-the-charge-of-the-light-brigade","text":"but to do and die","reference":"stanza 3","themes":["reality of war"],"method":"rhyme","meaning":"The soldiers' duty was to obey, even unto death.","publicDomain":true},{"id":"poem-the-charge-of-the-light-brigade-q5","topicId":"lt4","subTopicId":"poem-the-charge-of-the-light-brigade","text":"Cannon to right of them, / Cannon to left of them","reference":"stanza 5","themes":["reality of war"],"method":"anaphora","meaning":"The soldiers are surrounded by enemy guns.","publicDomain":true}]},{"id":"poem-kamikaze-quotationDrill-2","subTopicId":"poem-kamikaze","type":"quotationDrill","mode":"theme","difficulty":2,"quotations":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:38:questions:164:quotations","others":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:38:questions:164:others"},{"id":"poem-cluster-themes-mcq-1","subTopicId":"poem-cluster-themes","prompt":"Which of these poems is not mainly about the power of nature?","explanation":"Remains is about a soldier's guilt and memory. The others show nature's power over people.","difficulty":1,"type":"mcq","options":["Exposure","Storm on the Island","The Prelude","Remains"],"correctIndex":3},{"id":"poem-cluster-themes-mcq-2","subTopicId":"poem-cluster-themes","prompt":"Which group of poems is about the power of humans and rulers?","explanation":"These three show rulers and the powerful. The other groups are about nature and the effects of war.","difficulty":2,"type":"mcq","options":["Exposure, Storm on the Island and The Prelude","Ozymandias, My Last Duchess and London","Bayonet Charge, Exposure and Remains","Poppies, Kamikaze and Remains"],"correctIndex":1},{"id":"poem-cluster-themes-mcq-3","subTopicId":"poem-cluster-themes","prompt":"Which poem was written during the First World War?","explanation":"Owen wrote Exposure in 1917. Bayonet Charge is about that war but was written in 1957.","difficulty":1,"type":"mcq","options":["Poppies","Bayonet Charge","Exposure","Remains"],"correctIndex":2},{"id":"poem-cluster-themes-mcq-4","subTopicId":"poem-cluster-themes","prompt":"Which theme do Remains and War Photographer share most clearly?","explanation":"Both show people haunted by what they have seen.","difficulty":2,"type":"mcq","options":["Guilt and memories of war","Love between parents and children","The power of nature","The power of rulers"],"correctIndex":0},{"id":"poem-cluster-themes-mcq-5","subTopicId":"poem-cluster-themes","prompt":"Which poem would compare best with Ozymandias on the power of humans, and why?","explanation":"Both poems suggest human power and the things it builds don't last.","difficulty":3,"type":"mcq","options":["Exposure, because soldiers freeze","Bayonet Charge, because a soldier charges","Kamikaze, because a pilot turns back","Tissue, because it also shows that human power is fragile"],"correctIndex":3},{"id":"poem-cluster-themes-mcq-6","subTopicId":"poem-cluster-themes","prompt":"Which poem is set in the Second World War?","explanation":"Kamikaze pilots flew for Japan in the Second World War.","difficulty":1,"type":"mcq","options":["The Charge of the Light Brigade","Kamikaze","Exposure","Remains"],"correctIndex":1},{"id":"poem-cluster-themes-multi-1","subTopicId":"poem-cluster-themes","prompt":"Which poems were written by the Romantic poets, around 1800? Choose all that apply.","explanation":"Blake, Wordsworth and Shelley were Romantics. My Last Duchess is Victorian, Exposure is from the First World War, and Remains is modern.","difficulty":3,"type":"multi","options":["London","My Last Duchess","Remains","Ozymandias","Exposure","The Prelude"],"correctIndices":[0,3,5]},{"id":"poem-cluster-themes-multi-2","subTopicId":"poem-cluster-themes","prompt":"Which poems explore identity and belonging? Choose all that apply.","explanation":"These three are about who we are and where we belong.","difficulty":2,"type":"multi","options":["Bayonet Charge","The Émigrée","Tissue","Exposure","Storm on the Island","Checking Out Me History"],"correctIndices":[1,2,5]},{"id":"poem-cluster-themes-essay-1","subTopicId":"poem-cluster-themes","prompt":"Compare how poets present memory in ‘Remains’ and in one other poem from ‘Power and conflict’.","explanation":"Strong answers compare methods in both poems in every paragraph. The anthology question is worth 30 marks. The named poem in copyright isn't printed here, so learn your quotations; compare in every paragraph.","difficulty":3,"type":"essay","marks":30,"minutes":45,"aos":["AO1","AO2","AO3"],"plan":["Thesis: both poems show memory shaping a person long after the events","Painful memory: ‘dug in behind enemy lines’ against the bright ‘my memory of it is sunlight-clear’","Threat: ‘the drink and the drugs won't flush him out’ against ‘They accuse me of absence, they circle me.’","Endings: ‘his bloody life in my bloody hands’ against ‘My shadow falls as evidence of sunlight.’","Context: recent wars such as Iraq, and exile from a tyranny"],"modelParagraph":"Both poets show memory that refuses to fade, but with opposite effects. Armitage's soldier is trapped by a memory ‘dug in behind enemy lines’, and the military metaphor suggests the war continues in his head. In contrast, Rumens's speaker treasures her memory, which is ‘sunlight-clear’. Where the soldier tries to escape, and ‘the drink and the drugs won't flush him out’, the émigrée holds on to hers as proof that her city was real. Armitage ends in guilt; Rumens ends in hope.","checklist":[{"ao":"AO1","text":"Did you compare the two poems all the way through, with an argument that answers the question?"},{"ao":"AO2","text":"Did you analyse language, form and structure in both poems?"},{"ao":"AO3","text":"Did you link each poem to its context, such as when and why it was written?"}]},{"id":"poem-comparing-poems-mcq-1","subTopicId":"poem-comparing-poems","prompt":"Where is the anthology question?","explanation":"Paper 2 Section B is the anthology. Section C is unseen poetry.","difficulty":1,"type":"mcq","options":["Paper 2, Section B","Paper 1, Section A","Paper 1, Section B","Paper 2, Section C"],"correctIndex":0},{"id":"poem-comparing-poems-mcq-2","subTopicId":"poem-comparing-poems","prompt":"How many marks is the anthology question worth?","explanation":"It is worth 30 marks.","difficulty":1,"type":"mcq","options":["8","34","30","24"],"correctIndex":2},{"id":"poem-comparing-poems-mcq-3","subTopicId":"poem-comparing-poems","prompt":"How long should you spend on it?","explanation":"Spend about 45 minutes, including planning.","difficulty":1,"type":"mcq","options":["About 15 minutes","About 30 minutes","About 90 minutes","About 45 minutes"],"correctIndex":3},{"id":"poem-comparing-poems-mcq-4","subTopicId":"poem-comparing-poems","prompt":"Is the second poem you choose printed on the paper?","explanation":"Only the named poem is printed, so learn quotations from the others.","difficulty":2,"type":"mcq","options":["Yes, always","No: you need to know it well","Only its title","Only the first stanza"],"correctIndex":1},{"id":"poem-comparing-poems-mcq-5","subTopicId":"poem-comparing-poems","prompt":"What is the best way to structure your answer?","explanation":"Integrated comparison reaches the higher levels.","difficulty":2,"type":"mcq","options":["Compare both poems in every paragraph","Write only about the named poem","Write about one poem, then the other","Retell both poems in order"],"correctIndex":0},{"id":"poem-comparing-poems-mcq-6","subTopicId":"poem-comparing-poems","prompt":"The question names Storm on the Island and asks about the power of nature. Which second poem would give you most to compare, and why?","explanation":"Exposure shares the theme and offers a clear contrast: the islanders survive, but the soldiers freeze to death.","difficulty":3,"type":"mcq","options":["Remains, because it is about a soldier's guilt","Checking Out Me History, because it is about identity","Exposure, because nature attacks people in both, but with different results","Tissue, because it is about paper"],"correctIndex":2},{"id":"poem-comparing-poems-multi-1","subTopicId":"poem-comparing-poems","prompt":"Which comparative connectives show a similarity? Choose all that apply.","explanation":"Use these to link similar ideas. The others show differences.","difficulty":1,"type":"multi","options":["Likewise","Both poets","In contrast","Similarly","Whereas","However"],"correctIndices":[0,1,3]},{"id":"poem-comparing-poems-multi-2","subTopicId":"poem-comparing-poems","prompt":"Which comparative connectives show a difference? Choose all that apply.","explanation":"Use these to contrast the poems.","difficulty":2,"type":"multi","options":["Likewise","However","In contrast","Whereas","Similarly","Unlike"],"correctIndices":[1,2,3,5]},{"id":"poem-comparing-poems-essay-1","subTopicId":"poem-comparing-poems","prompt":"Compare how poets present the reality of war in ‘Exposure’ and in one other poem from ‘Power and conflict’.","explanation":"Strong answers compare methods in both poems in every paragraph. The anthology question is worth 30 marks. The named poem in copyright isn't printed here, so learn your quotations; compare in every paragraph.","difficulty":3,"type":"essay","marks":30,"minutes":45,"aos":["AO1","AO2","AO3"],"plan":["Thesis: both poems strip away any glory to show suffering","The soldiers' experience: ‘All their eyes are ice’ against ‘a hundred agonies in black and white’","Form: Owen's half-rhymes and refrain against Duffy's ordered stanzas","Those at home: Owen's soldiers forgotten, Duffy's readers' brief ‘tears’","Context: the First World War trenches, and late 20th-century war photography"],"modelParagraph":"Both poets present war as suffering without glory. Owen shows soldiers dying not in battle but of cold: ‘All their eyes are ice’, and the short, stark metaphor makes their deaths shockingly quiet. Similarly, Duffy's photographs hold ‘a hundred agonies in black and white’. However, their forms differ. Owen's refrain, ‘But nothing happens.’, shows endless, pointless waiting, whereas Duffy's ordered stanzas show a man trying to control what he has seen. Both suggest that people far away do not truly understand.","checklist":[{"ao":"AO1","text":"Did you compare the two poems all the way through, with an argument that answers the question?"},{"ao":"AO2","text":"Did you analyse language, form and structure in both poems?"},{"ao":"AO3","text":"Did you link each poem to its context, such as when and why it was written?"}]}]},{"id":"lt6","subjectId":"english-literature","code":"LT4","title":"Love and Relationships poetry","description":"Paper 2, Section B: the fifteen anthology poems about romantic love, family and loss, and how to compare two of them.","cluster":"love-and-relationships","questions":[{"id":"lr-when-we-two-parted-mcq-1","subTopicId":"lr-when-we-two-parted","prompt":"Who wrote ‘When We Two Parted’?","explanation":"Lord Byron, a Romantic poet famous for his scandalous love life, wrote it in 1816.","difficulty":1,"type":"mcq","options":["Robert Browning","Percy Bysshe Shelley","Lord Byron","Thomas Hardy"],"correctIndex":2},{"id":"lr-when-we-two-parted-mcq-2","subTopicId":"lr-when-we-two-parted","prompt":"What kind of relationship does the poem look back on?","explanation":"‘In secret we met— / In silence I grieve’: the affair was secret, so his grief is too.","difficulty":1,"type":"mcq","options":["A marriage","A secret love affair","A parent and child","A friendship"],"correctIndex":1},{"id":"lr-when-we-two-parted-mcq-3","subTopicId":"lr-when-we-two-parted","prompt":"How does the poem end?","explanation":"The ending echoes the opening, ‘In silence and tears’: a cyclical structure.","difficulty":1,"type":"mcq","options":["With the lover returning to him","With the speaker imagining meeting her again ‘With silence and tears’","With the speaker forgiving his lover","With the speaker's death"],"correctIndex":1},{"id":"lr-when-we-two-parted-mcq-4","subTopicId":"lr-when-we-two-parted","prompt":"What does the speaker hear about his former lover?","explanation":"‘I hear thy name spoken, / And share in its shame.’ Others talk of her, not knowing about him.","difficulty":2,"type":"mcq","options":["Other people gossiping about her","That she has left the country","That she still loves him","That she has died"],"correctIndex":0},{"id":"lr-when-we-two-parted-mcq-5","subTopicId":"lr-when-we-two-parted","prompt":"What is the effect of the cyclical structure?","explanation":"Ending where it began suggests he can't move on.","difficulty":2,"type":"mcq","options":["It shows the speaker is trapped in his grief","It makes the poem sound like a song of celebration","It shows time moving quickly forward","It shows the couple will meet again happily"],"correctIndex":0},{"id":"lr-when-we-two-parted-mcq-6","subTopicId":"lr-when-we-two-parted","prompt":"Which poem would compare best with ‘When We Two Parted’ on the bitter memory of love ending, and why?","explanation":"Both speakers look back bitterly on love ending, and both poems are cyclical. The others are about family or happy love.","difficulty":3,"type":"mcq","options":["Climbing My Grandfather, because a child climbs a grandfather","Follower, because a son remembers his father","Singh Song!, because a newly married couple are happy","Neutral Tones, because a speaker remembers the moment a relationship died"],"correctIndex":3},{"id":"lr-when-we-two-parted-multi-1","subTopicId":"lr-when-we-two-parted","prompt":"Which words describe how the speaker feels? Choose all that apply.","explanation":"Her ‘vows are all broken’, he shares ‘in its shame’, and he grieves in silence.","difficulty":2,"type":"multi","options":["Proud","Grieving","Ashamed on her behalf","Betrayed","Relieved"],"correctIndices":[1,2,3]},{"id":"lr-when-we-two-parted-multi-2","subTopicId":"lr-when-we-two-parted","prompt":"Which quotations suggest secrecy or silence? Choose all that apply.","explanation":"The hushed sibilance and the repeated ‘silence’ show a grief that must stay hidden.","difficulty":3,"type":"multi","options":["‘In silence and tears’","‘Pale grew thy cheek and cold’","‘A knell to mine ear’","‘In secret we met— / In silence I grieve’"],"correctIndices":[0,3]},{"id":"lr-when-we-two-parted-essay-1","subTopicId":"lr-when-we-two-parted","prompt":"Compare how poets present the end of a relationship in ‘When We Two Parted’ and in one other poem from ‘Love and relationships’.","explanation":"Strong answers compare methods in both poems in every paragraph. The anthology question is worth 30 marks. Compare in every paragraph, and choose a second poem that gives you something to compare.","difficulty":3,"extract":{"title":"When We Two Parted","author":"Lord Byron","date":"1816","text":"When we two parted\nIn silence and tears,\nHalf broken-hearted\nTo sever for years,\nPale grew thy cheek and cold,\nColder thy kiss;\nTruly that hour foretold\nSorrow to this.\n\nThe dew of the morning\nSunk chill on my brow—\nIt felt like the warning\nOf what I feel now.\nThy vows are all broken,\nAnd light is thy fame;\nI hear thy name spoken,\nAnd share in its shame.\n\nThey name thee before me,\nA knell to mine ear;\nA shudder comes o'er me—\nWhy wert thou so dear?\nThey know not I knew thee,\nWho knew thee too well:—\nLong, long shall I rue thee,\nToo deeply to tell.\n\nIn secret we met—\nIn silence I grieve,\nThat thy heart could forget,\nThy spirit deceive.\nIf I should meet thee\nAfter long years,\nHow should I greet thee?—\nWith silence and tears.","lineNumbers":true,"publicDomain":true},"type":"essay","marks":30,"minutes":45,"aos":["AO1","AO2","AO3"],"plan":["Thesis: both speakers look back bitterly at love that died","Memory: ‘In silence and tears’ against ‘keen lessons that love deceives’","Form: Byron's cyclical lament against Hardy's cyclical ABBA quatrains","Imagery of death: ‘Pale grew thy cheek and cold’ against ‘the starving sod’","Context: Byron's secret affair; Hardy's bleak view of love"],"modelParagraph":"Both poets present the end of love as a kind of death. Byron's lover is ‘Pale grew thy cheek and cold’, as if lifeless at the parting, while Hardy's setting, ‘the starving sod’, reflects a relationship already dying. However, Byron's grief must stay secret: ‘In secret we met— / In silence I grieve’, and the hushed sibilance shows that he cannot speak out. In contrast, Hardy's speaker turns his pain into a bitter general lesson, ‘keen lessons that love deceives’. Both poems are cyclical, suggesting that neither speaker can escape the memory.","checklist":[{"ao":"AO1","text":"Did you compare the two poems all the way through, with an argument that answers the question?"},{"ao":"AO2","text":"Did you analyse language, form and structure in both poems?"},{"ao":"AO3","text":"Did you link each poem to its context, such as when and why it was written?"}]},{"id":"lr-when-we-two-parted-quotationDrill-1","subTopicId":"lr-when-we-two-parted","type":"quotationDrill","mode":"missingWord","difficulty":2,"quotations":[{"id":"lr-when-we-two-parted-q1","topicId":"lt6","subTopicId":"lr-when-we-two-parted","text":"In silence and tears","reference":"stanza 1","themes":["loss and separation"],"method":"sibilance","meaning":"The parting was hidden and painful, with nothing said.","publicDomain":true},{"id":"lr-when-we-two-parted-q2","topicId":"lt6","subTopicId":"lr-when-we-two-parted","text":"Pale grew thy cheek and cold","reference":"stanza 1","themes":["loss and separation"],"method":"imagery","meaning":"She seems already dead to him: the love died at the parting.","publicDomain":true},{"id":"lr-when-we-two-parted-q3","topicId":"lt6","subTopicId":"lr-when-we-two-parted","text":"I hear thy name spoken, / And share in its shame.","reference":"stanza 2","themes":["loss and separation","romantic love"],"method":"rhyme","meaning":"Gossip about her hurts him too, though no one knows about him.","publicDomain":true},{"id":"lr-when-we-two-parted-q4","topicId":"lt6","subTopicId":"lr-when-we-two-parted","text":"A knell to mine ear","reference":"stanza 3","themes":["loss and separation"],"method":"metaphor","meaning":"Her name sounds like a funeral bell to him.","publicDomain":true},{"id":"lr-when-we-two-parted-q5","topicId":"lt6","subTopicId":"lr-when-we-two-parted","text":"In secret we met— / In silence I grieve","reference":"stanza 4","themes":["romantic love","loss and separation"],"method":"sibilance","meaning":"A secret affair means he must grieve in secret too.","publicDomain":true},{"id":"lr-when-we-two-parted-q6","topicId":"lt6","subTopicId":"lr-when-we-two-parted","text":"With silence and tears","reference":"stanza 4","themes":["loss and separation","memory"],"method":"cyclical structure","meaning":"The ending echoes the opening: he is trapped in his grief.","publicDomain":true}],"others":["$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:39:questions:9:quotations:0","$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:39:questions:9:quotations:1","$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:39:questions:9:quotations:2","$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:39:questions:9:quotations:3","$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:39:questions:9:quotations:4","$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:39:questions:9:quotations:5",{"id":"lr-loves-philosophy-q1","topicId":"lt6","subTopicId":"lr-loves-philosophy","text":"See the mountains kiss high heaven / And the waves clasp one another","reference":"stanza 2","themes":["nature","romantic love"],"method":"personification","meaning":"Nature is full of lovers, so why not them?","publicDomain":true},{"id":"lr-loves-philosophy-q2","topicId":"lt6","subTopicId":"lr-loves-philosophy","text":"a law divine","reference":"stanza 1","themes":["romantic love"],"method":"persuasion","meaning":"He claims God wants them to be together.","publicDomain":true},{"id":"lr-loves-philosophy-q3","topicId":"lt6","subTopicId":"lr-loves-philosophy","text":"meet and mingle","reference":"stanza 1","themes":["nature","desire and control"],"method":"sibilance","meaning":"Soft sounds make joining together seem natural and easy.","publicDomain":true},{"id":"lr-loves-philosophy-q4","topicId":"lt6","subTopicId":"lr-loves-philosophy","text":"What is all this sweet work worth / If thou kiss not me?","reference":"stanza 2","themes":["desire and control"],"method":"rhetorical question","meaning":"Nature is worthless without her kiss: flattery, but also pressure.","publicDomain":true},{"id":"lr-porphyrias-lover-q1","topicId":"lt6","subTopicId":"lr-porphyrias-lover","text":"did its worst to vex the lake","reference":"opening","themes":["nature"],"method":"pathetic fallacy","meaning":"The violent storm hints at the violence to come.","publicDomain":true},{"id":"lr-porphyrias-lover-q2","topicId":"lt6","subTopicId":"lr-porphyrias-lover","text":"shut the cold out and the storm","reference":"opening","themes":["romantic love"],"method":"verbs","meaning":"Porphyria takes charge, warming the cottage and her lover.","publicDomain":true},{"id":"lr-porphyrias-lover-q3","topicId":"lt6","subTopicId":"lr-porphyrias-lover","text":"That moment she was mine, mine, fair","reference":"middle","themes":["desire and control"],"method":"repetition","meaning":"He wants to own her, and to keep this moment forever.","publicDomain":true},{"id":"lr-porphyrias-lover-q4","topicId":"lt6","subTopicId":"lr-porphyrias-lover","text":"And yet God has not said a word!","reference":"last line","themes":["desire and control"],"method":"exclamation","meaning":"Perhaps guilt, or his belief that God approves of the murder.","publicDomain":true},{"id":"lr-sonnet-29-q1","topicId":"lt6","subTopicId":"lr-sonnet-29","text":"twine and bud / About thee, as wild vines, about a tree","reference":"lines 1–2","themes":["romantic love","nature"],"method":"extended metaphor","meaning":"Her thoughts of him grow so thick that they hide him.","publicDomain":true},{"id":"lr-sonnet-29-q2","topicId":"lt6","subTopicId":"lr-sonnet-29","text":"O my palm-tree","reference":"line 5","themes":["romantic love"],"method":"metaphor","meaning":"He is strong, tall and exotic to her.","publicDomain":true},{"id":"lr-sonnet-29-q3","topicId":"lt6","subTopicId":"lr-sonnet-29","text":"Renew thy presence","reference":"line 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him.","publicDomain":true},{"id":"lr-neutral-tones-q1","topicId":"lt6","subTopicId":"lr-neutral-tones","text":"white, as though chidden of God","reference":"stanza 1","themes":["nature"],"method":"pathetic fallacy","meaning":"The sun is drained of warmth, as if even God disapproves.","publicDomain":true},{"id":"lr-neutral-tones-q2","topicId":"lt6","subTopicId":"lr-neutral-tones","text":"the starving sod","reference":"stanza 1","themes":["nature","loss and separation"],"method":"pathetic fallacy","meaning":"The dying ground reflects the dying relationship.","publicDomain":true},{"id":"lr-neutral-tones-q3","topicId":"lt6","subTopicId":"lr-neutral-tones","text":"smile on your mouth was the deadest thing / Alive enough to have strength to die","reference":"stanza 3","themes":["loss and separation"],"method":"oxymoron","meaning":"Her smile has no warmth left in it.","publicDomain":true},{"id":"lr-neutral-tones-q4","topicId":"lt6","subTopicId":"lr-neutral-tones","text":"Like an ominous bird a-wing","reference":"stanza 3","themes":["loss and separation"],"method":"simile","meaning":"Her bitter grin is a bad omen.","publicDomain":true},{"id":"lr-neutral-tones-q5","topicId":"lt6","subTopicId":"lr-neutral-tones","text":"keen lessons that love deceives","reference":"stanza 4","themes":["memory","romantic love"],"method":"abstract nouns","meaning":"He has learnt from bitter experience not to trust love.","publicDomain":true},{"id":"lr-letters-from-yorkshire-q1","topicId":"lt6","subTopicId":"lr-letters-from-yorkshire","text":"his knuckles singing","reference":"stanza 1","themes":["nature"],"method":"personification","meaning":"The joy and life of his outdoor work.","publicDomain":false},{"id":"lr-letters-from-yorkshire-q2","topicId":"lt6","subTopicId":"lr-letters-from-yorkshire","text":"It's not romance, simply how things are.","reference":"stanza 2","themes":["romantic love"],"method":"declarative","meaning":"She insists the bond is simple and real, not dreamy.","publicDomain":false},{"id":"lr-letters-from-yorkshire-q3","topicId":"lt6","subTopicId":"lr-letters-from-yorkshire","text":"me with my heartful of headlines","reference":"stanza 3","themes":["loss and separation"],"method":"alliteration","meaning":"Her life is full of news and words, not nature.","publicDomain":false},{"id":"lr-letters-from-yorkshire-q4","topicId":"lt6","subTopicId":"lr-letters-from-yorkshire","text":"Is your life more real because you dig and sow?","reference":"stanza 3","themes":["nature"],"method":"rhetorical question","meaning":"She wonders whether his life is truer than hers.","publicDomain":false},{"id":"lr-letters-from-yorkshire-q5","topicId":"lt6","subTopicId":"lr-letters-from-yorkshire","text":"pouring air and light into an envelope","reference":"stanza 5","themes":["nature","romantic love"],"method":"metaphor","meaning":"His letters bring the natural world to her.","publicDomain":false},{"id":"lr-letters-from-yorkshire-q6","topicId":"lt6","subTopicId":"lr-letters-from-yorkshire","text":"our souls tap out messages across the icy miles","reference":"stanza 5","themes":["romantic love","loss and separation"],"method":"metaphor","meaning":"Like Morse code: a deep connection despite the distance.","publicDomain":false},{"id":"lr-the-farmers-bride-q1","topicId":"lt6","subTopicId":"lr-the-farmers-bride","text":"When us was wed","reference":"stanza 1","themes":["desire and control"],"method":"dialect","meaning":"The farmer's rural voice: we hear only his side.","publicDomain":true},{"id":"lr-the-farmers-bride-q2","topicId":"lt6","subTopicId":"lr-the-farmers-bride","text":"More like a little frightened fay","reference":"stanza 1","themes":["nature","desire and control"],"method":"simile","meaning":"He sees her as a frightened fairy, not quite human.","publicDomain":true},{"id":"lr-the-farmers-bride-q3","topicId":"lt6","subTopicId":"lr-the-farmers-bride","text":"flying like a hare","reference":"stanza 2","themes":["nature","desire and control"],"method":"simile","meaning":"She runs from him like a hunted animal.","publicDomain":true},{"id":"lr-the-farmers-bride-q4","topicId":"lt6","subTopicId":"lr-the-farmers-bride","text":"turned the key upon her, fast","reference":"stanza 2","themes":["desire and control"],"method":"verbs","meaning":"She is locked up like an animal: a prisoner in her marriage.","publicDomain":true},{"id":"lr-the-farmers-bride-q5","topicId":"lt6","subTopicId":"lr-the-farmers-bride","text":"Shy as a leveret","reference":"stanza 4","themes":["nature"],"method":"simile","meaning":"She is a timid young hare to him: wild and natural.","publicDomain":true},{"id":"lr-the-farmers-bride-q6","topicId":"lt6","subTopicId":"lr-the-farmers-bride","text":"The brown of her—her eyes, her hair, her hair!","reference":"stanza 6","themes":["desire and control"],"method":"repetition","meaning":"His desire breaks out; we fear what he might do.","publicDomain":true},{"id":"lr-walking-away-q1","topicId":"lt6","subTopicId":"lr-walking-away","text":"It is eighteen years ago, almost to the day","reference":"stanza 1","themes":["memory"],"method":"precise time","meaning":"He remembers the moment sharply, years later.","publicDomain":false},{"id":"lr-walking-away-q2","topicId":"lt6","subTopicId":"lr-walking-away","text":"Wrenched from its orbit, go drifting away","reference":"stanza 1","themes":["family","loss and separation"],"method":"metaphor","meaning":"Like a satellite, his son is pulled painfully out of his world.","publicDomain":false},{"id":"lr-walking-away-q3","topicId":"lt6","subTopicId":"lr-walking-away","text":"the pathos of a half-fledged thing set free","reference":"stanza 2","themes":["growing up"],"method":"metaphor","meaning":"A baby bird leaving the nest too soon: vulnerable.","publicDomain":false},{"id":"lr-walking-away-q4","topicId":"lt6","subTopicId":"lr-walking-away","text":"like a winged seed loosened from its parent stem","reference":"stanza 3","themes":["growing up","nature"],"method":"simile","meaning":"Leaving home is natural, part of growing up.","publicDomain":false},{"id":"lr-walking-away-q5","topicId":"lt6","subTopicId":"lr-walking-away","text":"I have had worse partings, but none that so","reference":"stanza 4","themes":["loss and separation","memory"],"method":"enjambment","meaning":"This small parting still hurts him most.","publicDomain":false},{"id":"lr-walking-away-q6","topicId":"lt6","subTopicId":"lr-walking-away","text":"love is proved in the letting go","reference":"stanza 4","themes":["family","growing up"],"method":"abstract nouns","meaning":"A parent's love means letting a child become independent.","publicDomain":false},{"id":"lr-eden-rock-q1","topicId":"lt6","subTopicId":"lr-eden-rock","text":"They are waiting for me somewhere beyond Eden Rock","reference":"stanza 1","themes":["family"],"method":"present tense","meaning":"His dead parents wait for him, as if alive.","publicDomain":false},{"id":"lr-eden-rock-q2","topicId":"lt6","subTopicId":"lr-eden-rock","text":"My mother, twenty-three, in a sprigged dress","reference":"stanza 2","themes":["family","memory"],"method":"imagery","meaning":"She is young again, frozen at a happy time.","publicDomain":false},{"id":"lr-eden-rock-q3","topicId":"lt6","subTopicId":"lr-eden-rock","text":"an old H.P. Sauce bottle","reference":"stanza 3","themes":["memory"],"method":"everyday detail","meaning":"Ordinary details make the scene feel real and homely.","publicDomain":false},{"id":"lr-eden-rock-q4","topicId":"lt6","subTopicId":"lr-eden-rock","text":"The sky whitens as if lit by three suns.","reference":"stanza 4","themes":["family","nature"],"method":"simile","meaning":"A heavenly light, perhaps the Holy Trinity or the family of three.","publicDomain":false},{"id":"lr-eden-rock-q5","topicId":"lt6","subTopicId":"lr-eden-rock","text":"Crossing is not as hard as you might think.","reference":"stanza 5","themes":["family","loss and separation"],"method":"symbolism","meaning":"Crossing the stream suggests dying: his parents reassure him.","publicDomain":false},{"id":"lr-eden-rock-q6","topicId":"lt6","subTopicId":"lr-eden-rock","text":"I had not thought that it would be like this.","reference":"last line","themes":["loss and separation"],"method":"single-line stanza","meaning":"Death is gentler than he expected.","publicDomain":false},{"id":"lr-follower-q1","topicId":"lt6","subTopicId":"lr-follower","text":"My father worked with a horse-plough","reference":"stanza 1","themes":["family"],"method":"simple sentence","meaning":"A plain opening, like a child's memory.","publicDomain":false},{"id":"lr-follower-q2","topicId":"lt6","subTopicId":"lr-follower","text":"His shoulders globed like a full sail strung","reference":"stanza 1","themes":["family"],"method":"simile","meaning":"His father seems huge and strong to the boy.","publicDomain":false},{"id":"lr-follower-q3","topicId":"lt6","subTopicId":"lr-follower","text":"An expert.","reference":"stanza 2","themes":["family"],"method":"minor sentence","meaning":"The short sentence sums up the boy's admiration.","publicDomain":false},{"id":"lr-follower-q4","topicId":"lt6","subTopicId":"lr-follower","text":"stumbled in his hob-nailed wake","reference":"stanza 4","themes":["growing up","family"],"method":"metaphor","meaning":"The boy struggles to keep up, like a small boat behind a ship.","publicDomain":false},{"id":"lr-follower-q5","topicId":"lt6","subTopicId":"lr-follower","text":"It is my father who keeps stumbling","reference":"stanza 6","themes":["family","memory"],"method":"role reversal","meaning":"Now the old father follows the son.","publicDomain":false},{"id":"lr-mother-any-distance-q1","topicId":"lt6","subTopicId":"lr-mother-any-distance","text":"requires a second pair of hands","reference":"stanza 1","themes":["family"],"method":"metaphor","meaning":"He still needs his mother's help.","publicDomain":false},{"id":"lr-mother-any-distance-q2","topicId":"lt6","subTopicId":"lr-mother-any-distance","text":"You at the zero-end, me with the spool of tape","reference":"stanza 2","themes":["family","growing up"],"method":"imagery","meaning":"She holds the start; he moves away.","publicDomain":false},{"id":"lr-mother-any-distance-q3","topicId":"lt6","subTopicId":"lr-mother-any-distance","text":"unreeling / years between us. Anchor. Kite.","reference":"stanza 2","themes":["growing up","family"],"method":"metaphor","meaning":"She keeps him steady; he wants to fly free.","publicDomain":false},{"id":"lr-mother-any-distance-q4","topicId":"lt6","subTopicId":"lr-mother-any-distance","text":"I space-walk through the empty bedrooms","reference":"stanza 3","themes":["growing up"],"method":"metaphor","meaning":"Like an astronaut, still tied to his ship.","publicDomain":false},{"id":"lr-mother-any-distance-q5","topicId":"lt6","subTopicId":"lr-mother-any-distance","text":"to fall or fly","reference":"last line","themes":["growing up"],"method":"alliteration","meaning":"Independence could bring failure or freedom.","publicDomain":false},{"id":"lr-before-you-were-mine-q1","topicId":"lt6","subTopicId":"lr-before-you-were-mine","text":"I'm ten years away from the corner you laugh on","reference":"stanza 1","themes":["family","memory"],"method":"present tense","meaning":"She imagines her mother's youth before she was born.","publicDomain":false},{"id":"lr-before-you-were-mine-q2","topicId":"lt6","subTopicId":"lr-before-you-were-mine","text":"Your polka-dot dress blows round your legs. Marilyn.","reference":"stanza 1","themes":["memory"],"method":"allusion","meaning":"Her mother was as glamorous as Marilyn Monroe.","publicDomain":false},{"id":"lr-before-you-were-mine-q3","topicId":"lt6","subTopicId":"lr-before-you-were-mine","text":"the fizzy, movie tomorrows","reference":"stanza 2","themes":["growing up"],"method":"metaphor","meaning":"Her mother's exciting hopes for the future.","publicDomain":false},{"id":"lr-before-you-were-mine-q4","topicId":"lt6","subTopicId":"lr-before-you-were-mine","text":"my loud, possessive yell","reference":"stanza 3","themes":["family","desire and control"],"method":"possessive","meaning":"The speaker's birth ended her mother's freedom.","publicDomain":false},{"id":"lr-before-you-were-mine-q5","topicId":"lt6","subTopicId":"lr-before-you-were-mine","text":"high-heeled red shoes, relics","reference":"stanza 3","themes":["memory"],"method":"metaphor","meaning":"Her mother's shoes are like holy remains of a lost past.","publicDomain":false},{"id":"lr-before-you-were-mine-q6","topicId":"lt6","subTopicId":"lr-before-you-were-mine","text":"stamping stars from the wrong pavement","reference":"stanza 4","themes":["family","memory"],"method":"metaphor","meaning":"Her mother's glamour still shines.","publicDomain":false},{"id":"lr-winter-swans-q1","topicId":"lt6","subTopicId":"lr-winter-swans","text":"The clouds had given their all","reference":"stanza 1","themes":["nature"],"method":"pathetic fallacy","meaning":"The storm is over: perhaps the worst of an argument too.","publicDomain":false},{"id":"lr-winter-swans-q2","topicId":"lt6","subTopicId":"lr-winter-swans","text":"gulping for breath at our feet","reference":"stanza 2","themes":["nature","loss and separation"],"method":"personification","meaning":"The soaked earth suggests a relationship struggling to survive.","publicDomain":false},{"id":"lr-winter-swans-q3","topicId":"lt6","subTopicId":"lr-winter-swans","text":"with a show of tipping in unison","reference":"stanza 3","themes":["nature","romantic love"],"method":"imagery","meaning":"The swans move together, as the couple don't.","publicDomain":false},{"id":"lr-winter-swans-q4","topicId":"lt6","subTopicId":"lr-winter-swans","text":"They mate for life","reference":"stanza 4","themes":["romantic love"],"method":"symbolism","meaning":"The swans hint at what the couple could be.","publicDomain":false},{"id":"lr-winter-swans-q5","topicId":"lt6","subTopicId":"lr-winter-swans","text":"porcelain over the stilling water","reference":"stanza 5","themes":["nature"],"method":"metaphor","meaning":"Beautiful and fragile, as things calm down.","publicDomain":false},{"id":"lr-winter-swans-q6","topicId":"lt6","subTopicId":"lr-winter-swans","text":"like a pair of wings settling after flight","reference":"last line","themes":["romantic love"],"method":"simile","meaning":"The couple's hands come together, like the swans.","publicDomain":false},{"id":"lr-singh-song-q1","topicId":"lt6","subTopicId":"lr-singh-song","text":"I run just one ov my daddy's shops","reference":"opening","themes":["family"],"method":"phonetic spelling","meaning":"His lively accent, and his duty to his father.","publicDomain":false},{"id":"lr-singh-song-q2","topicId":"lt6","subTopicId":"lr-singh-song","text":"from 9 o'clock to 9 o'clock","reference":"opening","themes":["family"],"method":"repetition","meaning":"Long, dull hours set by his father.","publicDomain":false},{"id":"lr-singh-song-q3","topicId":"lt6","subTopicId":"lr-singh-song","text":"Hey Singh, ver yoo bin?","reference":"chorus","themes":["family"],"method":"refrain","meaning":"The customers complain while he is with his wife.","publicDomain":false},{"id":"lr-singh-song-q4","topicId":"lt6","subTopicId":"lr-singh-song","text":"she hav a red crew cut","reference":"middle","themes":["romantic love"],"method":"imagery","meaning":"His wife breaks the stereotype of a traditional bride.","publicDomain":false},{"id":"lr-singh-song-q5","topicId":"lt6","subTopicId":"lr-singh-song","text":"is priceless baby","reference":"last line","themes":["romantic love"],"method":"dialogue","meaning":"Their love is worth more than money or the shop.","publicDomain":false},{"id":"lr-climbing-my-grandfather-q1","topicId":"lt6","subTopicId":"lr-climbing-my-grandfather","text":"I decide to do it free","reference":"opening","themes":["family"],"method":"present tense","meaning":"The climb starts with a bold choice: no rope or safety.","publicDomain":false},{"id":"lr-climbing-my-grandfather-q2","topicId":"lt6","subTopicId":"lr-climbing-my-grandfather","text":"First, the old brogues, dusty and cracked","reference":"opening","themes":["family","memory"],"method":"imagery","meaning":"His worn shoes show a long, hard-working life.","publicDomain":false},{"id":"lr-climbing-my-grandfather-q3","topicId":"lt6","subTopicId":"lr-climbing-my-grandfather","text":"an easy scramble onto his trousers","reference":"opening","themes":["growing up"],"method":"extended metaphor","meaning":"Climbing words make the grandfather a mountain.","publicDomain":false},{"id":"lr-climbing-my-grandfather-q4","topicId":"lt6","subTopicId":"lr-climbing-my-grandfather","text":"like warm ice","reference":"middle","themes":["family"],"method":"oxymoron","meaning":"His old skin is smooth, but alive and warm.","publicDomain":false},{"id":"lr-climbing-my-grandfather-q5","topicId":"lt6","subTopicId":"lr-climbing-my-grandfather","text":"at this altitude","reference":"middle","themes":["nature"],"method":"extended metaphor","meaning":"His white hair is like snow on a mountain top.","publicDomain":false},{"id":"lr-climbing-my-grandfather-q6","topicId":"lt6","subTopicId":"lr-climbing-my-grandfather","text":"the slow pulse of his good heart","reference":"last line","themes":["family"],"method":"imagery","meaning":"The climb ends in closeness and love.","publicDomain":false}]},{"id":"lr-when-we-two-parted-quotationDrill-2","subTopicId":"lr-when-we-two-parted","type":"quotationDrill","mode":"theme","difficulty":2,"quotations":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:39:questions:9:quotations","others":"$0:f:0:1:1:children:1:children:1:children:0:props:children:0:props:children:props:children:props:children:props:topics:39:questions:9:others"},{"id":"lr-loves-philosophy-mcq-1","subTopicId":"lr-loves-philosophy","prompt":"Who wrote ‘Love's Philosophy’?","explanation":"Percy Bysshe Shelley, a Romantic poet, wrote it in 1819.","difficulty":1,"type":"mcq","options":["Percy Bysshe Shelley","Elizabeth Barrett Browning","Lord Byron","Thomas Hardy"],"correctIndex":0},{"id":"lr-loves-philosophy-mcq-2","subTopicId":"lr-loves-philosophy","prompt":"What is the speaker trying to do?","explanation":"He lists ways nature joins together to argue that she should join with him.","difficulty":1,"type":"mcq","options":["Say goodbye to a lover","Describe a walk in the mountains","Persuade someone to kiss him","Apologise for an argument"],"correctIndex":2},{"id":"lr-loves-philosophy-mcq-3","subTopicId":"lr-loves-philosophy","prompt":"How does each stanza end?","explanation":"‘Why not I with thine?’ and ‘What is all this sweet work worth / If thou kiss not me?’","difficulty":1,"type":"mcq","options":["With a one-word sentence","With a refrain repeated from the start","With a rhyming couplet about death","With a rhetorical question"],"correctIndex":3},{"id":"lr-loves-philosophy-mcq-4","subTopicId":"lr-loves-philosophy","prompt":"Which technique is used in ‘See the mountains kiss high heaven’?","explanation":"Mountains can't kiss: nature is given human, loving actions.","difficulty":2,"type":"mcq","options":["Oxymoron","Simile","Onomatopoeia","Personification"],"correctIndex":3},{"id":"lr-loves-philosophy-mcq-5","subTopicId":"lr-loves-philosophy","prompt":"Why does the speaker mention ‘a law divine’?","explanation":"He makes his desire sound holy and natural, part of God's plan.","difficulty":2,"type":"mcq","options":["To warn her that God disapproves of love","To show he is a priest","To claim that God wants them to be together","To describe a wedding in a church"],"correctIndex":2},{"id":"lr-loves-philosophy-mcq-6","subTopicId":"lr-loves-philosophy","prompt":"Which poem would compare best with ‘Love's Philosophy’ on desire expressed through nature, and why?","explanation":"Both speakers express desire through images of nature. The other poems are about family.","difficulty":3,"type":"mcq","options":["Follower, because a father ploughs a field","Walking Away, because a father watches his son leave","Sonnet 29, because a woman's longing is shown through trees and vines","Eden Rock, because dead parents wait across a stream"],"correctIndex":2},{"id":"lr-loves-philosophy-multi-1","subTopicId":"lr-loves-philosophy","prompt":"Which things in nature does the speaker say join together? Choose all that apply.","explanation":"Swans belong to Winter Swans, and the hare to The Farmer's Bride.","difficulty":2,"type":"multi","options":["The moonbeams and the sea","Swans on a lake","Fountains and rivers","A hare and the hills","The sunlight and the earth"],"correctIndices":[0,2,4]},{"id":"lr-loves-philosophy-multi-2","subTopicId":"lr-loves-philosophy","prompt":"Which ideas does the poem suggest? Choose all that apply.","explanation":"His argument is persuasive, but the unanswered questions show she hasn't agreed.","difficulty":3,"type":"multi","options":["Nature is cruel and dangerous","His desire can feel like pressure","The woman hasn't yet given him what he wants","Nothing in nature is alone","Love should be kept secret"],"correctIndices":[1,2,3]},{"id":"lr-loves-philosophy-essay-1","subTopicId":"lr-loves-philosophy","prompt":"Compare how poets present desire in ‘Love's Philosophy’ and in one other poem from ‘Love and relationships’.","explanation":"Strong answers compare methods in both poems in every paragraph. The anthology question is worth 30 marks. Compare in every paragraph, and choose a second poem that gives you something to compare.","difficulty":3,"extract":{"title":"Love's Philosophy","author":"Percy Bysshe Shelley","date":"1819","text":"The fountains mingle with the river\nAnd the rivers with the ocean,\nThe winds of heaven mix for ever\nWith a sweet emotion;\nNothing in the world is single;\nAll things by a law divine\nIn one spirit meet and mingle.\nWhy not I with thine?—\n\nSee the mountains kiss high heaven\nAnd the waves clasp one another;\nNo sister-flower would be forgiven\nIf it disdained its brother;\nAnd the sunlight clasps the earth\nAnd the moonbeams kiss the sea:\nWhat is all this sweet work worth\nIf thou kiss not me?","lineNumbers":true,"publicDomain":true},"type":"essay","marks":30,"minutes":45,"aos":["AO1","AO2","AO3"],"plan":["Thesis: both poets show desire through nature, but from different sides","Nature: ‘See the mountains kiss high heaven’ against ‘twine and bud / About thee, as wild vines, about a tree’","Form: two persuasive stanzas ending in questions against a Petrarchan sonnet","Endings: an unanswered question against a satisfied paradox","Context: Romantic ideas of nature; a Victorian woman expressing desire"],"modelParagraph":"Both poets use nature to express desire. Shelley personifies the world as lovers, ‘See the mountains kiss high heaven / And the waves clasp one another’, so his longing seems natural. Similarly, Barrett Browning's thoughts ‘twine and bud / About thee, as wild vines, about a tree’, so her love grows like a plant. However, Shelley's speaker is still persuading, ending on an unanswered question, ‘If thou kiss not me?’, whereas Barrett Browning's sonnet ends in fulfilment: ‘I am too near thee.’ Shelley's desire is unfulfilled; hers is returned.","checklist":[{"ao":"AO1","text":"Did you compare the two poems all the way through, with an argument that answers the question?"},{"ao":"AO2","