M1.

(a) (i) Award ONE mark for an arrow showing direction of force of gravity
(see below).
1

(ii) Award ONE mark for an arrow showing direction of air resistance
(see below).

Arrows must be drawn in correct direction but do not need to

touch the ball.
1

(b) (i) Award ONE mark for an arrow showing direction of force of gravity
(see below).
1

(ii) Award ONE mark for an arrow showing direction of reaction force
from ground (see below).

Arrows must be drawn in correct direction but do not need to

touch the ball.
1
[4]

Page 1
M2. (a) (i) Award ONE mark for:

• up/thrust.
Allow:
• buoyancy;
• water pushing up.
Do not give credit for:
• water pressure.
1

(ii) Award ONE mark for an identification of the downward force as the force of
gravity:

• gravity/gravitational force;

• weight.
1

(b) Award ONE mark for an appreciation of balanced forces:

• they balance;

• force up is same (size) as/equal to the force down.

1

(c) Award ONE mark for generalisations, based on the data presented:

• as the balls get bigger the readings/newtons/(apparent) weight get less;

• as the balls get smaller the readings/newtons/(apparent) weight get bigger.

Do not give credit for:
• the weight gets less/more [not specific to size of ball].
1

(d) Award ONE mark for an indication that the effect is due to a greater
upwards force of the water:

Page 2
 • there is more upthrust in water;

upward force of water is greater than (upwards force) of air.

Allow:

• no/less upthrust in air;

• water gives it buoyancy/support.

Do not give credit for:
• everything is lighter in water;
• because of water pressure;
• the pull of gravity is less in water.
1
[5]

M3. (a) Award ONE mark for an awareness that a force pulls straight down:

• because it is pulled/attracted to the ground;

• (because of its) weight/gravity.

Allow:

• the ball is heavy;

• the ball pulls it down in a straight line;

• the clay weighs it down;

• the force pulls down.

Do not give credit for:
• because of the clay.
1

(b) Award ONE mark for:

• plumb line drawn towards the centre of the Earth.

Credit a line without modelling clay.

Page 3
 1
[2]

M4. (a) (i) Award ONE mark for:

• 1000.

Allow:

• 1000g;

• 1000 mass;

• 1 kg.
1

(ii) Award ONE mark for:

• 6.
1

(b) Award ONE mark for an indication of a change in elastic bands:

• extend;

• stretch;

• become longer/bigger;

• are pulled down/tightly.

Page 4
 Allow:

• thinner.
Do not give credit for:
• expand [means increase in volume];
• pulled [unqualified].
1

(c) Award ONE mark for correct explanation of the cause of the force of gravity:

• force between the Earth and object being pulled;

• (pull of) Earth.

Allow:

• mass of the Earth;

• mass (of the object) [gravity is the force of attraction between the object
and the Earth].

Do not give credit for:

• gravity [given];
• force;
• air;
• weight;
• gravity pushing.
1

(d) Award TWO marks for general comparisons describing the relationship
between the two variables of the size of the force and the distance
moved by the car:

• the bigger/more the force/push the further the car moves;

• the smaller/less the force/push the less distance the car moves.

Allow:

• ‘harder’ instead of ‘greater’ force.

2

Page 5
 Award ONE mark for two specific comparisons describing the relationship:

• the biggest force makes the car go furthest. The smallest force makes it go
the shortest distance.

Award ONE mark for a single comparison of the variables:

• the biggest force makes the car go furthest;

• a big push makes the car move a long way.

Do not give credit for answers which refer to speed instead

of distance:
• the more you push it the faster it moves;
• answers which are not a comparison, eg
– a big object can only be moved by a large force.
[6]

M5. (a) Award ONE mark for an awareness of the Newton as a unit for measuring force:

• force;

• weight;

• pulls (of the Earth);

• pushes;

• gravitational pull;

• (force of) gravity.

Do not give credit for:
• heaviness/heavy things;
• grams;
• objects/things;
• mass;
• biscuit tin.
Page 6
 1

(b) Award ONE mark for:

• 40;

• about 40.

Allow:

• 39, 41.
Do not give credit if wrong units are inserted, eg 40 grams.
1

(c) Award ONE mark for correctly identifying the spring:

• spring (inside scales);

• spring pushing/compressed;

• the force of the spring.

Allow:

• table;

• reaction force.
Do not give credit for:
• the pressure [unqualified];
• push/pushing [unqualified];
• upthrust [unqualified];
• the force;
• gravity.
1

(d) Award ONE mark for correctly demonstrating an understanding that

balanced forces are equivalent in size:

• 80N.

Page 7
 Allow:

• same as Jason’s push;

• 80.
Do not give credit for:
• wrong units, eg grams;
• the same as Jason’s hand [no mention of force].
1
[4]

M6. (a) Award ONE mark for:

• weight.

Allow:

• gravity.
Do not give credit for an insufficient response:
• heaviness [a lighter object would act in the same way].
1

(b) (i)(ii) Award TWO marks for a general comparison describing the
relationship between the TWO variables of length of string and
time taken to swing:

• the longer the string length, the longer the time taken for the
pendulum to swing;

• the longer the string, the longer it swings;

• the shorter the string length, the quicker the time taken to swing.

Allow:

• the shorter the string, the quicker it swings.

2

or

Page 8
 Award ONE mark for two specific comparisons describing the
relationship:

• the longest string took the most time and the shortest string took
the least time.

Award ONE mark for a single comparison of the variables:

• the longest string took the most time;

• the shortest string was quickest.

Do not give credit for a response that changes a variable:
• the longer the string, the bigger the distance travelled.
or
Do not give credit for an insufficient response:
• the longer it swings, the longer the time.
1

(c) Award ONE mark for an unambiguous indication of the fourth point:

1
[4]

M7. (a) (i) Award ONE mark for:

• forcemeter;

• Newton meter.

Allow:

• spring balance.
Do not give credit for:
• Newton measurer.
1

Page 9
 (ii) Award ONE mark for:

• newtons (N)

(b) Award ONE mark for:

• There is an upward force

from the water.

(c) (i),(ii) Award ONE mark for either of the following

types of correct response:

EITHER

• Yes

and

an explanation that the results achieved in liquids are lower

in comparison to that in air:

• because in all the liquids he tried, the block weighed less

than in air.

Allow:

if neither box is ticked, but the creditworthy explanation

indicates that the pupil believes the prediction is correct,
the mark may be awarded.

OR

Page 10
 • No

and

an explanation that four liquids is an insufficient number from

which to generalise to all liquids:

• because he needs to try more than four liquids to be sure

of his conclusion;

• because he did not try enough different liquids;

• because in some liquids they might weigh more than in air.

Give credit for a correct response that goes beyond the

key stage 2 programme of study:

• No

and

• the weight of the block will always stay the same

[because gravity is constant on Earth].

Allow:

if neither box is ticked, but the creditworthy explanation indicates

that the pupil believes the prediction is incorrect, the mark may
be awarded.

Do not give credit for a response that includes incorrect

science:
• there is an upthrust in the liquids but not in air.
Do not give credit for an insufficient response that refers to
forces in air/liquids but does not refer to evidence from the
investigation:
• liquids have more upthrust than air;
• there is more upthrust than in air;
• liquids will support objects more than air.
Do not give credit for a response where the box ticked is

Page 11
 inconsistent with the explanation.
1
[4]

M8. (a) Award ONE mark for:

• the air in the bottle

(b) Award ONE mark for an arrow pointing in the opposite

direction to that of the rocket’s motion:

•
Do not give credit for an arrow more than 5° from the line of
the rocket.
1

(c) (i),(ii) Award ONE mark for both:

• no

AND

an indication of the true relationship between the length of rocket

and the distance travelled, based on the graph:

• because the graph shows that the longer the rocket, the further
it travels;

Page 12
 • it shows that if it is a short rocket, it travels less distance than
if it is a longer rocket;

• the longer the rocket, the further it went;

• the 20cm rocket travelled about 285cm and the 5cm rocket
travelled 148cm;

• the longer the rocket, the higher it goes;

• when the rocket was 20cm long it went the highest

[makes a partial comparison].

Allow:

if neither box is ticked, but the explanation indicates that the pupil
knows the prediction is incorrect, the mark may be awarded.
Do not give credit for an insufficient response:
• the rocket went far;
• the rocket travelled 300cm [not clear which rocket];
• the 20cm rocket travels 280cm
[does not make a comparison].

Do not give credit for an insufficient response that refers to

the graph but does not adequately interpret it:
• you can look at the graph;
• the length of the rocket and how far it travelled;
• the line is going up as the size of the rocket goes up;
• the 20cm rocket has a point higher up than the 5cm
rocket;
Do not give credit for a response where the ticked box is
inconsistent with the explanation.
1

(d) Award ONE mark for:

Page 13
• to check her
risults

1
[4]

M9. (a) Award ONE mark for:

• ruler;

• metre rule;

• tape measure.

Allow:

• measurement stick;

• metre stick.
Do not give credit for an insufficient response:
• a piece of string.
1(L3)

(b) Award ONE mark for:

• in a table
1(L3)

(c) Award ONE mark for a recognition of the need for control/fair test:

• to make the test fair;

• making it different will make it unfair.

Page 14
 OR

• identification of lack of comparability:

• dropping it at different heights will make it go higher/different;

• dropping it at different heights will be unfair.

Do not give credit for an insufficient response:
• to see if it changed.
1(L3)

(d) Award ONE mark for a recognition of the independent variable as the
surface:

• the surface;

• the surface used to bounce the ball.

Allow:

• ground;

• material.
Do not give credit for a response that includes incorrect
science which indicates an investigation of a factor not
mentioned in the table:
• area.
Do not give credit for a response that includes incorrect
science giving the dependent variable:
• how high it bounces.
1(L4)

(e) Award ONE mark for:

• concrete
1(L5)

(f) Award TWO marks for a general comparison describing the relationship
between the height of drop and the height of bounce:

• the higher the drop the higher the bounce;

Page 15
 • the lower the drop the lower the bounce.

or

If you are unable to award two marks, award ONE mark for two specific
comparisons describing the relationship:

• the highest drop bounces highest,

• the lowest drop bounces lowest.

Award ONE mark for a single comparison of the variables:

• the highest makes it bounce high;

• the lowest height makes it bounce low;

• a low height makes it bounce low.

Do not give credit for a response that changes one or both
variables:
• the higher it drops the faster it goes;
• the higher the drop the harder it bounces.
Do not give credit for a response that gives an incorrect or
correct explanation:
• there is more force pulling down so the bounce is bigger.
1
[7]

M10. (a) Award ONE mark for an arrow in the direction of pull anywhere in the box:

Page 16
 Allow:

• an arrow towards the left at an angle of 45° above or below the horizontal.
1(L5)

(b) Award TWO marks for a general comparison describing the relationship
between
the number of masses and the size of the force required to pull them:

• the more masses there are, the greater the force needed to pull them;

• the fewer masses there are, the smaller the force needed to pull them.

Allow:

• for every mass added, the force increases by 0.15 N;

• the greater the weight, the bigger the force needed to pull them.
2(L5)

or

Award ONE mark for two specific comparisons describing the relationship:

• lots of masses need a big force and one mass needs a small force.

Award ONE mark for a single comparison of the variables:

• more force is needed when there are lots of masses;

• less force is needed when there is one mass.

Award ONE mark for a response indicating that the force increases
for every mass added, but the amount of increase is incorrect:

• for every mass added, the force increases by 15 N.

Do not give credit for an insufficient response that changes
a variable:
• the more masses there are, the bigger the forcemeter.

Page 17
 Do not give credit for an insufficient response that replaces
frictional force with weight:
• the more the mass, the greater the weight (force).
1

(c) Award ONE mark for an indication that his results are recorded in reverse
order or a response that identifies the incorrect relationship in the table:

• his results are the wrong way round;

• his results show that the more masses he added, the easier it was to pull;

• he put that the least mass needs the biggest force to pull it.

Allow:

• they are in the wrong order;

• it is backwards.
Do not give credit for an insufficient response:
• his results;
• his results do not match his notes;
• they are all in the wrong place;
• the first and last readings need to be swapped.

Do not give credit for an insufficient response that replaces

frictional force with weight:
• his table shows that the higher the number of masses,
the more it weighs.
1(L4)

(d) Award ONE mark for an indication that he should check his method
and/or repeat his test:

• do his test again (to check his results);

• repeat his test;

• make sure he is doing his test correctly;

Page 18
 • review his plan.
Do not give credit for an insufficient response that relates to
checking his results:
• check his test results [repetition of stem];
• keep going over it again and again;
• double check it; [it is ambiguous whether these refer to
repeating the test or checking the results again].
1(L4)
[5]

M11. (a) Award ONE mark for an awareness of specific danger:

• they could fall over (and hurt themselves);

• the forcemeter might spring back and hurt them;

• the thread could hit them in the eye;

• the forcemeter might break and hurt someone.

Allow:

• they should be careful not to fall over.

Do not give credit for an insufficient response:
• the thread might break;
• they could hurt themselves.
1(L3)

(b) Award ONE mark for recognition of the difficulty of taking accurate
readings from the forcemeter at the point when the thread breaks:

• the forcemeter reading when the thread breaks will be difficult to read;

• when the thread breaks the forcemeter will spring back;

• the reading will go back to zero;

• you need to be quick to read the meter;

• you need an extra person to read it.

Allow:

Page 19
 • the measurement might go off the forcemeter;

• unless you know when the string breaks it will be difficult.

1(L4)

(c) Award ONE mark for recognising that the range on the 10 N forcemeter
was too small:

• 10 was the biggest number on the forcemeter;

• it took at least 10 N to break the threads but it could have been more/
off the scale;

• you would not expect all the results to be the same.

Allow:

• the threads were different;

• they expected some difference in results.

Do not give credit for an insufficient response:
• the results are the same;
• all the threads turn out to be 10 N.
1(L4)

(d) Award TWO marks for all four statements correctly classified:

must be the must be make no

Statements
same. different. difference.

The kinds of threads they use...

[given]
The colours of the threads...

The persons doing the pulling...

If the strengths of the threads are the

same, the forces required to break
each one...

If the strengths of the threads are

different, the forces required to break
each one...

2(L5)

Page 20
 or

If you are unable to award two marks, award ONE mark for any three
correct responses.
1
[5]

M12. (a) Award ONE mark for an indication that people with wet feet are less likely
to slip on rougher tiles:

• there is more friction (on rough tiles);

• you will not slip as easily (on rough floor tiles);

• shiny floor tiles are more slippery (than rough floor tiles);

• rough tiles have more grip.

ONE mark may be awarded for an absolute response:

• it prevents slipping;
• you will not slip (on rough tiles);
• you will slip on a smooth surface;
• there is friction.

Do not give credit for an insufficient response that describes

what happens on a smooth surface, without explicit
reference to a smooth surface [as the subject of the
sentence is the rough tiles]:
• they will slip.
1(L3)

(b) Award ONE mark for an understanding that Ian floats because there is a

Page 21
 force acting upwards from the water:

• the water pushes up on Ian;

• upthrust from the water pushes against the force pulling him down.

Give credit for a correct response that goes beyond the key
stage 2 programme of study, indicating that the average
density of a body is less than that of water (so the person will
float) or that the forces are balanced:
• he is less dense than the water;
• the forces (of gravity and upthrust) are balanced;
• the force up and the force down are balanced;
• buoyancy.

ONE mark may be awarded for:

• there is a force up;
• because of upthrust;
• the water holds him up.
ONE mark may be awarded for a response indicating that
Ian floats because there is air in his lungs/body:
• there is air in his body.

Do not give credit for an insufficient response:

• because he floats well;
• Ian is a (good) floater;
• he is treading water;
• he is lighter/weighs less;
• water pressure.
Do not give credit for an insufficient response:
• the air holds him up;
• because of air.
1(L5)

(c) Award ONE mark for both:

Page 22
There is more weight. There is more friction.

1(L5)
[3]

M13. (a) Award ONE mark for:

• air resistance.
ONE mark may be awarded for:
• friction
• wind resistance
• drag.
Do not give credit for a response that includes incorrect
science:
• gravity.
Do not give credit for an insufficient response:
• upthrust
• resistance.
1(L4)

(b) Award ONE mark for a general comparison describing the relationship
between the area of the parachute and the time taken for the parachute
to fall to the ground:

• the larger the parachute, the longer the time taken to fall

• the bigger the parachute, the greater the time.

ONE mark may be awarded for a general comparison
describing the relationship between the area of the
parachute and the rate of fall:
• the smaller the area, the faster it fell.
ONE mark may be awarded for two specific comparisons
describing the relationship:
• the largest area took longer, the smallest area took the
shortest time

Page 23
 • the parachute with the largest area fell slowest and the
smallest fell quickest.
Do not give credit for an insufficient response giving a single
comparison of the variables:
• the biggest parachute takes the longest to fall
• the smallest area is the fastest.
Do not give credit for a response that changes one or both
variables:
• the heavier the parachute, the longer it takes
• the smaller the parachute, the better/easier it falls
• the higher, the more time it takes.
Do not give credit for an insufficient response
repeating/restating one line of the table:
• the parachute took 5.3 seconds to fall and the area is 36.
Do not give credit for an insufficient response with a causal
explanation.
1(L5)

(c) Award ONE mark for:

The mass with no parachute...

• has less upwards force on it.

1(L5)

(d) Award ONE mark for an indication that dandelion seeds are
dispersed by the wind:

• the wind (spreads these seeds)

• the dandelion seed acts like a parachute and is spread by the wind.
ONE mark may be awarded for:
• by (blowing) air
• it is blown.
Do not give credit for a response that includes incorrect
science describing other methods of seed dispersal:
• it sticks to animal fur.

Page 24
 Do not give credit for an insufficient response:
• it flies away
• it falls off
• it lands on the ground.
1(L5)
[4]

M14. (a) Award ONE mark for:

The force of gravity...

• pulls downwards.

1(L4)

(b) Award ONE mark for an unambiguous indication of:

• three times

• the third time

• 3.
Do not give credit for an insufficient response:
• the last one
• 1 second.
1(L3)

(c) Award ONE mark for a general comparison describing the relationship
between the two variables of area of paper and time taken to land:

• the smaller the area the less time it takes

Page 25
 • as the size increases, the time taken increases.
ONE mark may be awarded for a reference to the rate of
falling in place of time taken:
• the smaller the area the faster it falls.
ONE mark may be awarded for a reference to the size of
paper or number of folds in place of area:
• the smaller the paper, the less time it takes to land
• the more they fold it, the quicker it falls.
ONE mark may be awarded for two specific comparisons
describing the relationship:
• the largest area takes
longer to fall and the smallest area takes less time
• small folded paper falls fast and large unfolded paper falls

slowly.

Do not give credit for an insufficient response giving a single

comparison of the variables:
• the paper with the smallest area falls fastest
• when it is folded the most times it takes the least time to
fall.
Do not give credit for a response that changes a variable:
• the heavier the paper, the quicker it falls
• the flatter it is, the faster it lands
• the smaller the volume, the quicker it falls.
1(L5)

(d) Award ONE mark for an unambiguous indication of:

• Luke.
1(L5)
[4]

M15. (a) Award ONE mark for both correct boxes ticked:

Page 26
• toy truck

• the surface the truck is on

1(L4)

(b) Award ONE mark for a general comparison describing the

relationship between the number of turns of the key and the
distance the truck travels:

• the more the key is turned, the further the truck will travel

• the less the key is turned, the less distance the truck goes.
ONE mark may be awarded for two specific comparisons
describing the relationship:
• when the key is turned a lot of times the truck goes a long
way,
but if it is turned once it does not move at all
• when the key was turned three times the truck went 150
cm,
but it did not move with one turn.
Award ONE mark for a general comparison or two specific
comparisons using the term ‘longer’ to indicate the truck
travels further:
• the more turns, the longer it will go.

Do not give credit for an insufficient response giving a single

comparison of the variables:
• the truck travels a long way when the key is turned a lot
• the largest number of turns makes it go far.
Do not give credit for an insufficient response using the term
‘longer’ to describe the number of turns of the key:
• the truck goes further when you wind the key up for
longer.
Do not give credit for an insufficient response that changes
a variable:
• the truck travels for a longer amount of time the more the
key is turned
• the more the key is turned, the faster the truck goes.
1(L5)

Page 27
 (c) Award ONE mark for:

• no

AND
a response indicating that the toy travels further on the wooden
floor than on the carpet (for the same number of turns of the key):

• with three turns the truck went 363 cm on wood but only
150 cm on carpet

• (if the key is turned the same number of times) the truck
travels further on the wood than the carpet

• on one turn the truck went 110 cm but it did not move at all on carpet.
Award ONE mark for:

• no

AND
a response which does not explicitly state that the truck
travelled further on wood:
• (if the key is given two turns) the truck travels 66 cm on
carpet and 242 cm on wood.
ONE mark may be awarded if neither box is ticked, but the
creditworthy explanation indicates unambiguously that the
pupil believes the measurements do not support the
prediction.
Do not give credit if the ‘yes’ box is ticked.
Do not give credit for an insufficient response that explains
why the truck travels further on wood than on carpet:
• wood is smooth so there is less friction.
1(L5)

(d) Award ONE mark for explaining that there is more friction with the
carpet (because it is rougher) or that there is less friction with wood
(because it is smoother):

• the wood is smoother than the carpet so there is less friction

• the carpet is soft so there is more friction

Page 28
 • there is less friction with /on the (smooth) wood

• the friction is greater with /on the carpet.

ONE mark may be awarded for a response indicating the
presence of greater friction:
• the carpet has more friction.
ONE mark may be awarded for:
• the friction on the carpet and wood is different.
Do not give credit for a response that includes incorrect
science:
• there is more friction on the wood
• the carpet is smoother than wood.
Do not give credit for an insufficient response that omits
reference to the force or friction:
• the wood/carpet is smoother/rougher
• the carpet is soft.
1(L5)
[4]

M16. (a) Award ONE mark for:

• weight

• gravitational pull/attraction.
ONE mark may be awarded for:
• gravity.
Do not give credit for an insufficient response:
• downward pull.
1(L4)

(b) Award ONE mark for an indication that the Moon is spherical:

• sphere.

♦ Give credit for a correct response that goes beyond the key stage
2 programme of study:

• ovoid

• geoid.

Page 29
 ONE mark may be awarded for:
• (like a) ball.
Do not give credit for an insufficient response:
• round
• circular
• oval.
1(L3)

(c) Award ONE mark for:

• 28 days

1(L5)

(d) Award ONE mark for an indication that night and day are caused by
the spin of the Earth:

• the Earth/it spins/rotates (on its axis)

• the Earth/it turns on its axis.

ONE mark may be awarded for:
• (the Earth moves) on its axis
• it revolves (about its axis).
ONE mark may be awarded for a creditworthy response
accompanied by an insufficient response describing the orbit
of the Earth around the Sun:
• the Earth spins as it orbits the Sun
• the Earth turns on its axis and moves around the Sun.
Do not give credit for an insufficient response implying night
and day are caused by the orbit of the Earth around the Sun:
• the Earth’s orbit
• the Earth going around the Sun
• the Earth spins/rotates/revolves around the Sun.
Do not give credit for an insufficient response:
• the Earth/it moves around
• the Earth/it turns
• the rotation [does not indicate what is rotating]
• during the day, the Earth faces the Sun, at night the
Earth faces away from the Sun/faces the Moon.
1(L5)

Page 30
 [4]

Page 31
E1. The football

Many children correctly indicated the force of gravity. In part a, however, there were few
correct responses to indicate air resistance, and in part b, few responses indicated a
reaction force from the ground.

Feedback from teachers:

This question was thought to require too little understanding of what the effects of
applying forces were by only requiring arrows to be drawn. Future questions on forces will
not rely solely on drawing arrows and the application of forces will be tested more fully.
For example, children may be asked to explain why the application of a force might affect
the speed of an object in a specific context. An additional issue was that some teachers
reported that they themselves did not fully understand the scientific demand of this
question.

E2. Children also need to use language precisely in describing relationships in data given
in tables, bar charts and graphs. Some questions in the 1997 tests contained data similar
to that which might have been collected in a classroom investigation, and asked children
to describe the relationship between the two factors involved.

In this question (Sinking and Floating), children were asked what pattern they noticed
between the size of the hollow balls and the forcemeter readings in water. Just over a third
of children were successful on this question. The two examples below illustrate the range
of responses.

The smaller balls have larger digets in water than the big wons

The larger the hollow ball the smaller the forcemeter readings in water are

The first example is typical of a child working at Level 5 and gained both marks. The child

Page 32
 has recognised the pattern and has described it precisely using comparative adjectives to
make a generalisation about the relationship. In the second example, the child has
compared two specific observations but has not extended this to a description of the
general pattern of how the forcemeter reading varies according to the change in size of
the hollow balls.

As in 1996, children’s responses to questions on forces show that although most can
name forces such as gravity, understanding of more complex ideas is not sound.

Over 80% of children identified the force of gravity on the suspended weight in Test A
question 4 (Fabrics). However, only about 65% were able to do so in the context of the
floating boat shape in this question. This suggests that children’s understanding of gravity
as a force acting on all objects wherever they are is not secure. The following examples
illustrate typical incorrect responses.

Because there is more gravity in air, and the water holds the ball up.

Because there isn’t a lot of gravity in water

In the same question, about 30% of children knew that forces are balanced when an
object floats and about 20% of children could explain why the forcemeter readings given
by balls of clay suspended in water were lower than those in air.

E3. More than three quarters of children could explain why a plumbline hangs vertically,
with almost half answering in terms of gravity. The second part of the question probed for
the idea that gravity is a force which acts towards the centre of the Earth. Although most
children achieving level 5 overall possess this level of understanding, about one third of all
children do not. This includes about three quarters of pupils reaching level 3 overall, and
one third of those reaching level 4 and confirms a very sharp discrimination between
children performing at the three achievement levels.

Page 33
 Some children responded with an arrow pointing downwards on the page. Other children’s
responses seemed to show a conflict between their intuitive ideas of down and an
abstracted Earth-centered notion.

E4. (a) (i) This first item in ‘Measuring Forces’ which asked children to use the graph
to determine, ‘What mass had a weight of 10 newtons?. The correct response
of 1000g was offered by almost all children (95%).

(ii) This second item presented the converse problem of reading a value on the
‘grams’ axis. Children were asked to use the graph to determine, ‘What weight
had a mass of 600 grams?’ Almost all children achieved success (95%), at all
levels of overall achievement. As might be expected, performance on (a)(i)
and (a)(ii) was very similar.

(b) Using the context of the home-made forcemeter shown in the photograph, this
question probed pupils’ understanding of the changes in the elastic band when an
object is attached to one end. Just under three-quarters of children gained the mark.
Boys had a slightly higher frequency of success than girls.

Page 34
 (c) This item probed childrens’ understanding of gravity by asking ‘What is it that causes
the force of gravity on the object that Saida is weighing?’ Less than one-fifth
achieved credit by identifying the Earth as the cause of the force of gravity acting on
objects. Two-fifths of those achieving level 5 achieved success. Extremely low
frequencies of success occurred amongst those achieving levels 3 and 4. The
difference between achievement of boys and girls gaining level 5 was marked with
almost one-half of girls gaining credit and just over one-third of boys.

(d) The final item in ‘Measuring Forces’ presented a table of data summarising the
starting force in newtons applied to a stationary toy car, and the distance moved by
the car in cm. This question required the description of the pattern between the
independent variable (force) and the dependent variable (distance). Two marks are
available for a complete description of the pattern in the form ‘The greater the force,
the greater the distance travelled’. Overall, one-third of children offered responses
which gained two-marks. Gaining two marks was strongly linked to overall level
achieved on the test. Less than one-tenth of those achieving level 3, one-quarter of
those performing at level 4 and four-fifths of those performing at level 5 offered full
and clear descriptions of the data. Only 5% of the sample gave one-mark
responses. Almost one-fifth of the sample overall failed to offer a response to this
item. Two-fifths of those achieving level 3 overall failed to score through non-
response.

E5. (a) The introduction to the Programmes of Study requires children to become
familiar with the newton as a unit of measurement. This first item in the ‘Scales’
question asked children to identify the quantity measured in newtons. Overall, just
over half of children gained credit for indicating force, weight or pull of the Earth.
One-fifth of those achieving level 3, two-thirds of those achieving level 4 and four-
fifths of those at level 5 overall gained the mark for an acceptable response. An
incorrect response offered by over a tenth of children was to suggest objects or
things are measured in newtons.

(b) This second item in ‘Scales’ required children to indicate the weight on the object by

Page 35
 reading from the image of the dial. The symbol ‘N’ was given in the space allocated
for their responses so children gained the mark for indicating the value ‘40’ without
needing to provide the units. Almost all children answered correctly. Performance at
all three levels of achievement was about 90% with no discernible gender
difference.

(c) This question showed a photograph of a child’s hand pushing down on a scale pan.
Children were invited to identify, ‘What is causing the pan to push up on his hand?’.
This proved a challenging item for most children with just over half achieving credit
for correctly identifying the spring within the scale. The item discriminated strongly
by overall level achieved on the test, with a third of those awarded level 3, two-thirds
of those gaining level 4 and almost all of level 5 achievers gaining the mark. An
incorrect response offered by one tenth of children was that of upthrust.

(d) This question assessed children’s understanding of balanced forces. The question
used a photograph to illustrate two children pushing from opposite directions on the
scales (calibrated in newtons) which were held between them. The girl is shown
holding the scales between her hands while the boy is pushing on the top of the
scales. Children were told that the size of the boy’s push was 80 N. They were
asked to state the size of the girl’s push. Just over a third of the sample gained the
mark for a response indicating that the girl’s push would be the same magnitude as
that of the boy, or otherwise confirming that they understood that the forces were
balanced. Frequencies by overall level achieved showed just under a fifth of those
gaining level 3 succeeding on this item, about two-fifths of those awarded level 4
and about three-fifths of those gaining level 5. This was one of the more difficult
items in the test as a whole. There was no clear overall gender difference in success
rates.

E6. Pendulum

(a) This question required children to identify the force of gravity as the force which
causes the pendulum to move. Approximately a half gained credit. ‘Gravity’ was the
most common correct response with a very small proportion gaining credit for
‘weight’. There was a range of incorrect responses, the most common was ‘upward

Page 36
 thrust’. Push and upthrust were also given by a small proportion of children.

(b) In this question children had to describe how changing the length of the string on the
pendulum affects the time taken to swing. Responses which made a full comparison
gained two marks. Overall half the children gained the two marks, including four-
fifths of those achieving level 5.The number of children who gained one mark for
describing one or two points in the relationship was extremely low. One quarter of
children, including almost two-thirds of those achieving level 3 omitted this item.

(c) In this question children had to consider a series of points plotted on a graph and
identify the anomalous result. Just over two thirds gained credit. Those achieving
level 5 were most successful. However half of those at level 4 and a fifth of those at
level 3 also gained the mark

E7. (a) (i) This question asked children to name the equipment used to measure the
force of weight on a block. About three-quarters correctly named the
equipment as a force meter, Newton meter, or spring balance. Less than a
quarter of those at level 3 achieved the mark, while two-thirds at level 4 and
almost all at level 5 did so. The most common incorrect responses were
‘Newton measurer’ or ‘the Newton’. About a third of those achieving level 3 did
not attempt the question.

(ii) In this question children had to select the correct unit for force from four
options. Nearly all children gained the mark. Two-thirds at level 3 and almost
all children at levels 4 and 5 were familiar with the Newton as a unit of force.
About a tenth of those achieving level 3 incorrectly selected ‘grams’ or
‘kilometres’.

Page 37
 (b) In this question, children were asked to choose one of four options to explain why a
block weighs less when suspended in water than in air. Four-fifths correctly selected
‘there is an upward force from the water’. Success was strongly related to overall
level achieved with about two-fifths at level 3, three-quarters at level 4 and almost all
at level 5 gaining credit. The options ‘forces cannot act very well in water’ and ‘there
is an upward force from the air’ were each chosen by about a third and a fifth of
children achieving levels 3 and 4 respectively.

(c) This question gave a table showing the weight of the block in three liquids and
asked children to decide whether the prediction ‘that the marble block will weigh less
in any liquid I try than it does in air’ was ‘sensible’ and to explain their answer. Only
a quarter offered creditworthy responses, fewer than a tenth at level 3, just over a
tenth at level 4 and almost a half at level 5. About a third of children attempted to
explain why the block would weigh less in a liquid rather explaining how the
evidence supported the prediction.

E8. (a) In this question, children were required to select one of four options to show
where the force comes from when a model rocket is launched from a bottle. Almost
all children gained the mark with three-quarters of those at level 3 and almost all
those at levels 4 and 5 selecting the option ‘the air in the bottle’. About a tenth of
those at level 3 incorrectly selected ‘the rocket’ with very small numbers selecting
the other two options of ‘the tube’ or ‘the air outside the bottle’.

(b) In this question, children had to draw an arrow to show the direction of air resistance
on the rocket. Success was strongly linked to overall level achieved with a half of
those at level 5, fewer than a tenth at level 3 and a quarter at level 4 being
successful. A third of children, two-fifths of those at levels 3 and 4 and a quarter of
those at level 5 drew the arrow in the same direction as the moving rocket.

Page 38
 (c) In this question, children were given a prediction, ‘the longer the rocket, the shorter
the distance the rocket will travel’ and a graph of results. They were asked to decide
whether or not the prediction was correct and to explain how the graph showed this.
Only a third of children gained the mark by stating that the prediction was incorrect
and supporting their decision with a correct interpretation of the graph. Almost three-
quarters children at level 5, a third at level 4 but very few of those at level 3 were
successful. Responses which failed to gain credit often referred to the graph but
failed to interpret the data correctly.

(d) This question required children to select one of four options to explain why the test
was repeated. Success was linked to overall level achieved. While two-thirds overall
gained the mark, only a fifth of those at level 3, two-thirds at level 4 and three-
quarters at level 5 selected ‘to check her results’. One third of children from all levels
of overall achievement chose ‘to make it a fair test’. Very few children selected the
other two options.

E9. (a) Children were asked to identify the equipment used to measure the height the
ball bounces. Almost all (98%) gained credit because they identified the ruler. There
were few errors at all three overall achievement levels.

(b) Almost all children (93%) gained credit by recognising that the results were
presented in a table. Nearly three-quarters of those achieving level 3 and almost all
at levels 4 and 5 were successful. Each of the three incorrect options was selected
by some children at level 3.

(c) Almost all (91%) children correctly recognized that dropping the ball from the same
height would make the test fair. About two-thirds at level 3 and almost all at levels 4
and 5 gained the mark. Many of those who did not get the mark suggested that the
height was kept the same ‘to get the result right’ or ‘to see if anything changed’.

Page 39
 (d) This part tested whether children could identify the independent variable - the factor
to be changed - in the investigation. Almost all (87%) gained the mark with 84% of
those at level 4 and 97% of those at level 5 successful. Only two-fifths of those
achieving level 3 identified the factor to be changed. Most incorrect answers
identified a factor to be controlled, such as the ball.

(e) Children had to consider two tables of results and decide by looking at the data
which surface was used for the second investigation. Three quarters gained credit,
including two-fifths at level 3, two-thirds at level 4 and over four-fifths at level 5. All of
the other three surfaces were wrongly selected by some children.

(f) Children were required to describe the pattern in the relationship between the two
variables. Two-thirds (65%) gained both marks. This included only about a tenth of
those achieving level 3, half of level 4 and four-fifths of level 5. While two thirds
gained at least one mark, fewer than 5%, including about 6% at level 3 and just less
than a tenth at level 4 got only one mark for an incomplete description, It was
extremely rare for children at level 5 to gain only one mark.

E10. (a) children were asked to draw an arrow on a diagram to show the direction of a
force. Almost three quarters were awarded the mark, over a half (59%) at level 3,
two thirds at level 4 and just over three quarters at level 5. Most incorrect responses
showed an arrow drawn in the opposite direction.

(b) required children to describe the pattern in the relationship between the two
variables. Just over a half (53%), fewer than 5% at level 3, a third at level 4 and
three-quarters at level 5 achieved two marks. Fewer than 10% of children at each
level scored one mark.

(c) asked children to identify the mistake in a table of results. Nearly three-quarters
gained credit, two-fifths at level 3, two-thirds at level 4 and four-fifths at level 5.‘They

Page 40
 are all in the wrong place’, was the most common incorrect response.

(d) children had to state how they should check if mistakes have been made in a test.
Three-quarters gained credit, a quarter at level 3, two-thirds at level 4 and nearly all
at level 5.

E11. Threads

(a) Question (a) has an open response format and asks pupils to identify a possible
safety risk in the investigation presented. Most of the pupils answering this correctly
identified that the equipment could spring back and hurt them in some way. A much
smaller number of pupils suggested that they might fall over.

Around one-tenth of all pupils gave insufficient responses identifying that the thread
would break, but did not associate this with a potential danger, or recognised that
they may get hurt, but did not say how. Many pupils, assessed at level 3 were giving
answers that attempted to describe part of the investigation, but were not able to
focus on the essential information required to gain credit in this question.

(b) This question requires pupils to picture what is happening in this investigation and
identify a difficulty in gathering the data. Just under two-fifths of children identified
that the reading would be difficult to take because once the thread broke, the
forcemeter would spring back. A much smaller number of pupils identified that the
meter would be hard to read from where they were standing. These responses were
also credited. Approximately a tenth of pupils assessed at level 3 identified that the
string broke, but did not go one step further to indicate why this would make it
difficult to collect results.

(c) Question (c) requires pupils to identify the problem with the forcemeter in an
investigation where all the results were 10N. Just over half the pupils were able to
identify that the forcemeter did not exert enough force on the string to break it within
the measurable range, or that it was unexpected that all the results were the same if

Page 41
 they were using different threads. Pupils who did not gain credit on these tended to
give answers focusing on the method used rather than on the forcemeter itself.

(d) This is a two mark closed response question. Pupils are required to identify how
different factors will affect the investigation. The majority of pupils were able to
identify that the colour of the threads would make no difference to the investigation.
Just over half the pupils recognised that if the strengths of the threads are the same,
the force required to pull them must be the same and that if the strengths of the
threads are different, then the force required to break the threads must be different.
Just under a quarter of the pupils recognised that the results should not be
dependent on the person pulling the thread.

E12. At the swimming pool

(a) Over three-quarters of all pupils were able to explain why tiles with a rough surface
are safer than tiles with a smooth surface for people with wet feet round a swimming
pool. A small proportion of pupils (7%) indicated that you would slip, or there would
be less friction, but then did not indicate that this would occur on smooth not rough
tiles. They therefore did not get the mark.

(b) Just over two-fifths of pupils were able to explain why Ian floats on water even
though gravity is pulling him down. The majority of these indicated he floats because
of a force acting upwards in water. A very small number of pupils scored the mark for
identifying the air in his body helps him float. The question was not answered well by
pupils assessed at levels 3 and 4, and even level 5 pupils found it reasonably hard
with just under two thirds scoring the mark. A small proportion of all pupils (6%),
incorrectly referred to upthrust as a pulling force.

(c) Nearly two-fifths of pupils scored the mark for this question for indicating there is
more weight and more friction when Ian swims in his clothes. Four-fifths of pupils

Page 42
 correctly identified ‘there is more weight’ when Ian swims in his clothes. However,
slightly less than half of all pupils correctly identified ‘there is more friction’. The most
common mistake was for pupils to tick only one box. Over one-third of pupils did
this, and the vast majority of these had ticked the correct option referring to ‘more
weight’. Where pupils had ticked two boxes, the most common error (over one-tenth
of pupils) was to indicate there is more weight but less friction (top left and bottom
right options). This mistake was made pupils of all abilities.

A sample of scripts, where there were approximately equal numbers of level 3, and
5, were used to calculate these statistics. The facilities will be different to those
found on test base where a nationally representative sample was used.

Page 43
Resource currently unavailable.

Page 44