SlideShare a Scribd company logo
1 of 2
Download to read offline
Semmelweis! ! ! ! ! ! 1
1 The graph below shows data regarding deaths of women who gave birth in a hospital
during the 1800s. An important doctor working in the hospital was Dr Semmelweis.
! Women gave birth in one of two wards, Ward A and Ward B.
! Before 1840 both doctors and midwives worked in both Ward A and Ward B.
! After 1840 only doctors worked in Ward A and only midwives worked in Ward B.
! Doctors often worked in other wards with people who had diseases.
!!!!!!!!!!!!!!!!!! 1 (a) Look at the data for Ward A and Ward B after 1840.

! Describe the effect on death rate of having only midwives and not doctors
working in Ward B.

! Refer to the data in Chart 1 in your answer. [2 marks]
! Lower death rate with only midwives. [1]
! Any approximately correct numerical description e.g. roughly 4 x fewer deaths
with midwives only or a reduction of approximately 60%. [1]
!!!!!! 1 (a) (i) Suggest a reason for the the differences you described in question 1 (a). [2 marks]
! Doctors not transferring [1]
microbes/germs/fungi/viruses/bacteria. [1]


my-­‐GCSEscience.com	
  	
   	
   	
   	
   	
   	
   	
   	
   	
   	
   	
   	
   	
   	
   	
   	
   	
   	
   	
   	
   	
  	
  	
  	
  	
  	
  	
  	
  ESPQ|BLY1|SEMM
Do not write
outside the
box	

PercentageofDeaths
0
1
2
3
4
5
6
7
8
9
10
11
12
Year
1834 1836 1844 1846
Ward A Ward B
Chart 1
Command word describe. There is a temptation to explain why because you
know the reason.You won’t gain marks for explanations if it says describe.
This is not about doctors not washing hands. Lots of data to look at for
this question so read carefully. Lots of students confuse themselves
because they don’t look at the data carefully before writing.
Semmelweis! ! ! ! ! ! 2
1 (b) In 1847, in a controlled experiment, Dr Semmelweis made doctors wash their hands in
chloride of lime solution before delivering the babies.
The chart shows the death rates in the two wards from 1848.
!!!!!!!!!!!!!!!!!!!! 1 (b) (i) What was the impact of making doctors wash their hands in chloride of lime solution?
! Use evidence from Chart 1 and Chart 2 to help you. [3 marks]
! Reduction of deaths in Ward A. [1]
! Reference to an approximate proportional drop, e.g. roughly 4 x less in 1848 or
approximately 6 x less in 1849. [1]
Reference to number/percentage of deaths being closer to Ward B. [1]
!
!
! 1 (b) (ii) Suggest how washing doctors’ hands in chloride of lime contributed to the impact you
described in 1 (b) (i). [1 mark]
Chloride of lime (or it) kills bacteria/germs/microbes/fungi.
! (Total 8 marks)
! End
my-­‐GCSEscience.com	
  	
   	
   	
   	
   	
   	
   	
   	
   	
   	
   	
   	
   	
   	
   	
   	
   	
   	
   	
   	
   	
  	
  	
  	
  	
  	
  	
  	
  ESPQ|BLY1|SEMM
Do not write
outside the
box	

PercentageofDeaths
0
0.5
1
1.5
2
2.5
3
Year
1848 1849
Ward A Ward B
Chart 2
Again, lots of marks lost because students don’t use the charts as
suggested in the question.
You can use the word ‘it’ if it is clear what you are talking about.

More Related Content

More from themassmaker

AQA GCSE Economics Revision unit - 12
AQA GCSE Economics Revision unit - 12AQA GCSE Economics Revision unit - 12
AQA GCSE Economics Revision unit - 12themassmaker
 
AQA GCSE Economics Revision unit - 11
AQA GCSE Economics Revision unit - 11AQA GCSE Economics Revision unit - 11
AQA GCSE Economics Revision unit - 11themassmaker
 
AQA GCSE Chemistry
AQA GCSE ChemistryAQA GCSE Chemistry
AQA GCSE Chemistrythemassmaker
 
Natural vegetation and wildlife
Natural vegetation and wildlifeNatural vegetation and wildlife
Natural vegetation and wildlifethemassmaker
 
Life in temperate grasslands
Life in temperate grasslandsLife in temperate grasslands
Life in temperate grasslandsthemassmaker
 
Human environment interactions
Human environment interactionsHuman environment interactions
Human environment interactionsthemassmaker
 

More from themassmaker (20)

Diet and exercise
Diet and exerciseDiet and exercise
Diet and exercise
 
P2 checklist
P2 checklistP2 checklist
P2 checklist
 
P1 checklist
P1 checklistP1 checklist
P1 checklist
 
C1 checklist
C1 checklistC1 checklist
C1 checklist
 
B2 checklist
B2 checklistB2 checklist
B2 checklist
 
B1 checklist1
B1 checklist1B1 checklist1
B1 checklist1
 
Aqa p3-checklist
Aqa p3-checklistAqa p3-checklist
Aqa p3-checklist
 
Aqa c3-checklist
Aqa c3-checklistAqa c3-checklist
Aqa c3-checklist
 
Aqa b3-checklist
Aqa b3-checklistAqa b3-checklist
Aqa b3-checklist
 
AQA GCSE Economics Revision unit - 12
AQA GCSE Economics Revision unit - 12AQA GCSE Economics Revision unit - 12
AQA GCSE Economics Revision unit - 12
 
AQA GCSE Economics Revision unit - 11
AQA GCSE Economics Revision unit - 11AQA GCSE Economics Revision unit - 11
AQA GCSE Economics Revision unit - 11
 
AQA GCSE Physics
AQA GCSE PhysicsAQA GCSE Physics
AQA GCSE Physics
 
AQA GCSE Chemistry
AQA GCSE ChemistryAQA GCSE Chemistry
AQA GCSE Chemistry
 
AQA GCSE Biology
AQA GCSE BiologyAQA GCSE Biology
AQA GCSE Biology
 
Water
WaterWater
Water
 
Natural vegetation and wildlife
Natural vegetation and wildlifeNatural vegetation and wildlife
Natural vegetation and wildlife
 
Life in temperate grasslands
Life in temperate grasslandsLife in temperate grasslands
Life in temperate grasslands
 
Life in deserts
Life in desertsLife in deserts
Life in deserts
 
Inside our earth
Inside our earthInside our earth
Inside our earth
 
Human environment interactions
Human environment interactionsHuman environment interactions
Human environment interactions
 

Recently uploaded

COMMUNICATING NEGATIVE NEWS - APPROACHES .pptx
COMMUNICATING NEGATIVE NEWS - APPROACHES .pptxCOMMUNICATING NEGATIVE NEWS - APPROACHES .pptx
COMMUNICATING NEGATIVE NEWS - APPROACHES .pptxannathomasp01
 
ICT Role in 21st Century Education & its Challenges.pptx
ICT Role in 21st Century Education & its Challenges.pptxICT Role in 21st Century Education & its Challenges.pptx
ICT Role in 21st Century Education & its Challenges.pptxAreebaZafar22
 
HMCS Max Bernays Pre-Deployment Brief (May 2024).pptx
HMCS Max Bernays Pre-Deployment Brief (May 2024).pptxHMCS Max Bernays Pre-Deployment Brief (May 2024).pptx
HMCS Max Bernays Pre-Deployment Brief (May 2024).pptxEsquimalt MFRC
 
Salient Features of India constitution especially power and functions
Salient Features of India constitution especially power and functionsSalient Features of India constitution especially power and functions
Salient Features of India constitution especially power and functionsKarakKing
 
Understanding Accommodations and Modifications
Understanding  Accommodations and ModificationsUnderstanding  Accommodations and Modifications
Understanding Accommodations and ModificationsMJDuyan
 
HMCS Vancouver Pre-Deployment Brief - May 2024 (Web Version).pptx
HMCS Vancouver Pre-Deployment Brief - May 2024 (Web Version).pptxHMCS Vancouver Pre-Deployment Brief - May 2024 (Web Version).pptx
HMCS Vancouver Pre-Deployment Brief - May 2024 (Web Version).pptxmarlenawright1
 
Basic Civil Engineering first year Notes- Chapter 4 Building.pptx
Basic Civil Engineering first year Notes- Chapter 4 Building.pptxBasic Civil Engineering first year Notes- Chapter 4 Building.pptx
Basic Civil Engineering first year Notes- Chapter 4 Building.pptxDenish Jangid
 
UGC NET Paper 1 Mathematical Reasoning & Aptitude.pdf
UGC NET Paper 1 Mathematical Reasoning & Aptitude.pdfUGC NET Paper 1 Mathematical Reasoning & Aptitude.pdf
UGC NET Paper 1 Mathematical Reasoning & Aptitude.pdfNirmal Dwivedi
 
TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...
TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...
TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...Nguyen Thanh Tu Collection
 
The basics of sentences session 3pptx.pptx
The basics of sentences session 3pptx.pptxThe basics of sentences session 3pptx.pptx
The basics of sentences session 3pptx.pptxheathfieldcps1
 
Exploring_the_Narrative_Style_of_Amitav_Ghoshs_Gun_Island.pptx
Exploring_the_Narrative_Style_of_Amitav_Ghoshs_Gun_Island.pptxExploring_the_Narrative_Style_of_Amitav_Ghoshs_Gun_Island.pptx
Exploring_the_Narrative_Style_of_Amitav_Ghoshs_Gun_Island.pptxPooja Bhuva
 
FSB Advising Checklist - Orientation 2024
FSB Advising Checklist - Orientation 2024FSB Advising Checklist - Orientation 2024
FSB Advising Checklist - Orientation 2024Elizabeth Walsh
 
Unit 3 Emotional Intelligence and Spiritual Intelligence.pdf
Unit 3 Emotional Intelligence and Spiritual Intelligence.pdfUnit 3 Emotional Intelligence and Spiritual Intelligence.pdf
Unit 3 Emotional Intelligence and Spiritual Intelligence.pdfDr Vijay Vishwakarma
 
On_Translating_a_Tamil_Poem_by_A_K_Ramanujan.pptx
On_Translating_a_Tamil_Poem_by_A_K_Ramanujan.pptxOn_Translating_a_Tamil_Poem_by_A_K_Ramanujan.pptx
On_Translating_a_Tamil_Poem_by_A_K_Ramanujan.pptxPooja Bhuva
 
Holdier Curriculum Vitae (April 2024).pdf
Holdier Curriculum Vitae (April 2024).pdfHoldier Curriculum Vitae (April 2024).pdf
Holdier Curriculum Vitae (April 2024).pdfagholdier
 
Single or Multiple melodic lines structure
Single or Multiple melodic lines structureSingle or Multiple melodic lines structure
Single or Multiple melodic lines structuredhanjurrannsibayan2
 
80 ĐỀ THI THỬ TUYỂN SINH TIẾNG ANH VÀO 10 SỞ GD – ĐT THÀNH PHỐ HỒ CHÍ MINH NĂ...
80 ĐỀ THI THỬ TUYỂN SINH TIẾNG ANH VÀO 10 SỞ GD – ĐT THÀNH PHỐ HỒ CHÍ MINH NĂ...80 ĐỀ THI THỬ TUYỂN SINH TIẾNG ANH VÀO 10 SỞ GD – ĐT THÀNH PHỐ HỒ CHÍ MINH NĂ...
80 ĐỀ THI THỬ TUYỂN SINH TIẾNG ANH VÀO 10 SỞ GD – ĐT THÀNH PHỐ HỒ CHÍ MINH NĂ...Nguyen Thanh Tu Collection
 
Key note speaker Neum_Admir Softic_ENG.pdf
Key note speaker Neum_Admir Softic_ENG.pdfKey note speaker Neum_Admir Softic_ENG.pdf
Key note speaker Neum_Admir Softic_ENG.pdfAdmir Softic
 
Food safety_Challenges food safety laboratories_.pdf
Food safety_Challenges food safety laboratories_.pdfFood safety_Challenges food safety laboratories_.pdf
Food safety_Challenges food safety laboratories_.pdfSherif Taha
 

Recently uploaded (20)

COMMUNICATING NEGATIVE NEWS - APPROACHES .pptx
COMMUNICATING NEGATIVE NEWS - APPROACHES .pptxCOMMUNICATING NEGATIVE NEWS - APPROACHES .pptx
COMMUNICATING NEGATIVE NEWS - APPROACHES .pptx
 
ICT Role in 21st Century Education & its Challenges.pptx
ICT Role in 21st Century Education & its Challenges.pptxICT Role in 21st Century Education & its Challenges.pptx
ICT Role in 21st Century Education & its Challenges.pptx
 
HMCS Max Bernays Pre-Deployment Brief (May 2024).pptx
HMCS Max Bernays Pre-Deployment Brief (May 2024).pptxHMCS Max Bernays Pre-Deployment Brief (May 2024).pptx
HMCS Max Bernays Pre-Deployment Brief (May 2024).pptx
 
Salient Features of India constitution especially power and functions
Salient Features of India constitution especially power and functionsSalient Features of India constitution especially power and functions
Salient Features of India constitution especially power and functions
 
Understanding Accommodations and Modifications
Understanding  Accommodations and ModificationsUnderstanding  Accommodations and Modifications
Understanding Accommodations and Modifications
 
HMCS Vancouver Pre-Deployment Brief - May 2024 (Web Version).pptx
HMCS Vancouver Pre-Deployment Brief - May 2024 (Web Version).pptxHMCS Vancouver Pre-Deployment Brief - May 2024 (Web Version).pptx
HMCS Vancouver Pre-Deployment Brief - May 2024 (Web Version).pptx
 
Basic Civil Engineering first year Notes- Chapter 4 Building.pptx
Basic Civil Engineering first year Notes- Chapter 4 Building.pptxBasic Civil Engineering first year Notes- Chapter 4 Building.pptx
Basic Civil Engineering first year Notes- Chapter 4 Building.pptx
 
UGC NET Paper 1 Mathematical Reasoning & Aptitude.pdf
UGC NET Paper 1 Mathematical Reasoning & Aptitude.pdfUGC NET Paper 1 Mathematical Reasoning & Aptitude.pdf
UGC NET Paper 1 Mathematical Reasoning & Aptitude.pdf
 
TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...
TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...
TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...
 
The basics of sentences session 3pptx.pptx
The basics of sentences session 3pptx.pptxThe basics of sentences session 3pptx.pptx
The basics of sentences session 3pptx.pptx
 
Exploring_the_Narrative_Style_of_Amitav_Ghoshs_Gun_Island.pptx
Exploring_the_Narrative_Style_of_Amitav_Ghoshs_Gun_Island.pptxExploring_the_Narrative_Style_of_Amitav_Ghoshs_Gun_Island.pptx
Exploring_the_Narrative_Style_of_Amitav_Ghoshs_Gun_Island.pptx
 
FSB Advising Checklist - Orientation 2024
FSB Advising Checklist - Orientation 2024FSB Advising Checklist - Orientation 2024
FSB Advising Checklist - Orientation 2024
 
Unit 3 Emotional Intelligence and Spiritual Intelligence.pdf
Unit 3 Emotional Intelligence and Spiritual Intelligence.pdfUnit 3 Emotional Intelligence and Spiritual Intelligence.pdf
Unit 3 Emotional Intelligence and Spiritual Intelligence.pdf
 
On_Translating_a_Tamil_Poem_by_A_K_Ramanujan.pptx
On_Translating_a_Tamil_Poem_by_A_K_Ramanujan.pptxOn_Translating_a_Tamil_Poem_by_A_K_Ramanujan.pptx
On_Translating_a_Tamil_Poem_by_A_K_Ramanujan.pptx
 
Holdier Curriculum Vitae (April 2024).pdf
Holdier Curriculum Vitae (April 2024).pdfHoldier Curriculum Vitae (April 2024).pdf
Holdier Curriculum Vitae (April 2024).pdf
 
Single or Multiple melodic lines structure
Single or Multiple melodic lines structureSingle or Multiple melodic lines structure
Single or Multiple melodic lines structure
 
80 ĐỀ THI THỬ TUYỂN SINH TIẾNG ANH VÀO 10 SỞ GD – ĐT THÀNH PHỐ HỒ CHÍ MINH NĂ...
80 ĐỀ THI THỬ TUYỂN SINH TIẾNG ANH VÀO 10 SỞ GD – ĐT THÀNH PHỐ HỒ CHÍ MINH NĂ...80 ĐỀ THI THỬ TUYỂN SINH TIẾNG ANH VÀO 10 SỞ GD – ĐT THÀNH PHỐ HỒ CHÍ MINH NĂ...
80 ĐỀ THI THỬ TUYỂN SINH TIẾNG ANH VÀO 10 SỞ GD – ĐT THÀNH PHỐ HỒ CHÍ MINH NĂ...
 
Key note speaker Neum_Admir Softic_ENG.pdf
Key note speaker Neum_Admir Softic_ENG.pdfKey note speaker Neum_Admir Softic_ENG.pdf
Key note speaker Neum_Admir Softic_ENG.pdf
 
Mehran University Newsletter Vol-X, Issue-I, 2024
Mehran University Newsletter Vol-X, Issue-I, 2024Mehran University Newsletter Vol-X, Issue-I, 2024
Mehran University Newsletter Vol-X, Issue-I, 2024
 
Food safety_Challenges food safety laboratories_.pdf
Food safety_Challenges food safety laboratories_.pdfFood safety_Challenges food safety laboratories_.pdf
Food safety_Challenges food safety laboratories_.pdf
 

Semmelweiss ms

  • 1. Semmelweis! ! ! ! ! ! 1 1 The graph below shows data regarding deaths of women who gave birth in a hospital during the 1800s. An important doctor working in the hospital was Dr Semmelweis. ! Women gave birth in one of two wards, Ward A and Ward B. ! Before 1840 both doctors and midwives worked in both Ward A and Ward B. ! After 1840 only doctors worked in Ward A and only midwives worked in Ward B. ! Doctors often worked in other wards with people who had diseases. !!!!!!!!!!!!!!!!!! 1 (a) Look at the data for Ward A and Ward B after 1840.
 ! Describe the effect on death rate of having only midwives and not doctors working in Ward B.
 ! Refer to the data in Chart 1 in your answer. [2 marks] ! Lower death rate with only midwives. [1] ! Any approximately correct numerical description e.g. roughly 4 x fewer deaths with midwives only or a reduction of approximately 60%. [1] !!!!!! 1 (a) (i) Suggest a reason for the the differences you described in question 1 (a). [2 marks] ! Doctors not transferring [1] microbes/germs/fungi/viruses/bacteria. [1] 
 my-­‐GCSEscience.com                                                          ESPQ|BLY1|SEMM Do not write outside the box PercentageofDeaths 0 1 2 3 4 5 6 7 8 9 10 11 12 Year 1834 1836 1844 1846 Ward A Ward B Chart 1 Command word describe. There is a temptation to explain why because you know the reason.You won’t gain marks for explanations if it says describe. This is not about doctors not washing hands. Lots of data to look at for this question so read carefully. Lots of students confuse themselves because they don’t look at the data carefully before writing.
  • 2. Semmelweis! ! ! ! ! ! 2 1 (b) In 1847, in a controlled experiment, Dr Semmelweis made doctors wash their hands in chloride of lime solution before delivering the babies. The chart shows the death rates in the two wards from 1848. !!!!!!!!!!!!!!!!!!!! 1 (b) (i) What was the impact of making doctors wash their hands in chloride of lime solution? ! Use evidence from Chart 1 and Chart 2 to help you. [3 marks] ! Reduction of deaths in Ward A. [1] ! Reference to an approximate proportional drop, e.g. roughly 4 x less in 1848 or approximately 6 x less in 1849. [1] Reference to number/percentage of deaths being closer to Ward B. [1] ! ! ! 1 (b) (ii) Suggest how washing doctors’ hands in chloride of lime contributed to the impact you described in 1 (b) (i). [1 mark] Chloride of lime (or it) kills bacteria/germs/microbes/fungi. ! (Total 8 marks) ! End my-­‐GCSEscience.com                                                          ESPQ|BLY1|SEMM Do not write outside the box PercentageofDeaths 0 0.5 1 1.5 2 2.5 3 Year 1848 1849 Ward A Ward B Chart 2 Again, lots of marks lost because students don’t use the charts as suggested in the question. You can use the word ‘it’ if it is clear what you are talking about.