M1.

(a) Award ONE mark for an indication that the shoe will move in the
direction of the pulling string.

Arrow must be drawn approximately parallel to the table top,

but does not need to touch the shoe.
1

(b) Award ONE mark for:

• gravity.
Give credit for:
• gravitational force;
• gravitational attraction;
• its weight.
Do not give credit for:
• its mass.
1

(c) Award ONE mark for:

• friction.
Do not give credit for:
• grip.
1

(d) Award ONE mark for an indication that the footwear with the best grip
needed the most weight in the pan to make it move.
Give credit for:
• the shoe that used the most weights had the strongest
grip;

Page 1
 • the one with the most weight on the pan;
• the one that needed the least had the weakest grip.
Do not give credit for:
• rubber boot (with no explanation).
1
[4]

M2. (a) (i)&(ii) Award ONE mark for:

• all four numbers correct (35, 30, 10, 12).

Reading on forcemeter in N

rubber brick house brick

in air 35(N) 30 (N)

in water 10(N) 12 (N)

Award ONE mark for:

• water
Give credit for.
• in the tank/swimming pool
1

(b) Award ONE mark for:

• gravity, weight.
1

(c) Award ONE mark for:

• the rubber brick has more mass/is heavier/weighs more;

• the house brick has less mass is lighter/weighs less;

Page 2
 • they have different masses/ weight.
Do not give credit for.
• the rubber brick is bigger
1

(d) Award ONE mark for:

• there is more upthrust in water;

• because the water pushes up (more) on the brick.

Give credit for:
• no/less upthrust in air;
• more pressure on the brick in water;
• less pressure on the brick in air.
Do not give credit for:
• everything is lighter in weight
• because of water pressure;
• because of the force of the water;
• there is more lift in water;
• water provides support;
• water gives it buoyancy;
• it is harder to move through water;
• the pull of gravity is less in water.
1

(e) Award ONE mark for:

The force up is the same as the force down

Give credit for:

Page 3
 • any unambiguous mark other than a tick
Do not give credit for:
• more than one box ticked.
1
[6]

M3. (a) (i) (ii) Award ONE mark for each of:

iron

steel

Give credit for.

• any unambiguous mark other than a tick.
NOTE:
If more than two boxes are ticked, deduct ONE mark for
each incorrect answer.
Do not award a negative

(b) (i) Award ONE mark for:

• repel.
1

(ii) Award ONE mark for:

• attract.
1
Do not give credit for.
• words other than 'repel', 'attract'.
[4]

Page 4
M4. (a) Award ONE mark for:

• bar (magnet);

• the one with 8 (paper clips).

Do not give credit for:
• 8.
1

(b) Award ONE mark for an unambiguous identification of the bar magnet as
holding the largest number of paper clips:

• the bar magnet (it) holds the most paper clips;

• 8 is the biggest number.

Allow:

• it holds more paper clips.

Do not give credit for:
• by looking at the table/numbers;
• the bar holds 8 [these are not explanations].
1

(c) Award ONE mark for any one of:

NOTE: Arrow must be vertical and pointing upwards.

1

Page 5
 (d) Award ONE mark for an awareness that plastic is not a magnetic material;

• because plastic is not magnetic.

Allow:

• they are not made of a magnetic material, eg iron/steel/nickel/cobalt.

Do not give credit for:
• magnets attract metal.
1
[4]

M5. (a) Award ONE mark for:

The pull down on the balloon is less than the push up.

(b) Award ONE mark for an awareness that the forces are balanced:

• the forces balance/are equal.

Do not give credit for:
• reference to ‘air resistance’;
• the ‘push’ of gravity.
1

(c) Award ONE mark for an awareness that the balloon begins to move

Page 6
 towards the floor:

• balloon would come down/ descend/lower/drop/sink.

Do not give credit for:
• it’ll change.
1

(d) Award ONE mark for describing TWO forces as being unbalanced and that
the downward force is greater than the upward force:

• downward force is bigger than upward force.

Do not give credit for:
• gravity would be stronger [insufficient];
• an answer which indicates only that the force of gravity
has
changed or increased.
1
[4]

M6. (a) Award ONE mark for:

• the stone.
1

(b) Award ONE mark for:

• stretchy

(c) Award ONE mark for:

Page 7
 • 4 (newtons).
Do not give credit for:
4cm [or any other incorrect units].

(d) (i),(ii) Award TWO marks for generalisations (consistent with the data)
about the relationship between the two variables of force and spring length,
which use two comparatives:

• the bigger the force, the more it stretches;

• the smaller the force, the shorter the spring.

Allow (for ONE or TWO marks):

• reference to weight (instead of force);

• reference to ‘heavy’ or ‘light’ objects (instead of force).

2

or

If you are unable to award these TWO marks, use the following
requirements to check if the response should be awarded ONE mark:

Award ONE mark for describing the length of the spring for only ONE object:

• it is short for a small force;

• a big force makes it stretch a lot.

1
[5]

M7. (a) Award ONE mark for:

• newtons.

Allow:

• N [N is the symbol for newtons].

Page 8
 Do not give credit for:
• n;
• newtonmeter.
1

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

• the pencil case.

1

(c) Award ONE mark for:

• gravity;

• weight.
1

(d) Award ONE mark for.

• friction.
1
[4]

M8. (a) Award ONE mark for an unambiguous reference to the parachute that took
three seconds:

• parachute D.
1

(b) Award ONE mark for:

• air resistance.

Allow:

Page 9
 • friction;

• drag.
Do not give credit for:
• air pressure;
• upthrust.
1

(c) Award TWO marks for a general comparison describing the relationship
between the two variables of area and time:

• the larger the area, the more time it takes;

• the smaller the area, the less time it takes;

• the bigger the parachute, the slower it goes;

• the smaller the parachute, the faster it goes.

2

or

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

• the biggest parachute takes longest and the smallest parachute is quickest;

• a small parachute is faster and a big parachute is slower.

Award ONE mark for a single comparison of the variables:

• the biggest parachute took longest;

• a small parachute is faster.

Do not give credit for a response that changes a variable:

• the heavier the canopy, the longer it takes to fall.
1
[4]

Page 10
M9. (a) Award ONE mark for:

•
Do not give credit for a response that orders the force, not
the surface:

(b) Award ONE mark for:

• The brick moves more easily.

(c) Award ONE mark for:

• friction.
Do not give credit for a response that includes incorrect
science:
• air resistance [applies once an object is moving; force B
makes it hard to start the brick moving];
• drag [synonym for air resistance].
1
[3]

Page 11
M10. (a) Award ONE mark for any two of the following:

• helmet;

• chin pad;

• knee pads;

• elbow pads;

• wrist guards/gloves/pads.

Allow:

• shin pads.
Do not give credit for an insufficient response:
• safety equipment [given].
1(L3)

(b) Award ONE mark for:

1(L5)

(c) (i) Award ONE mark for an indication that Louis travels further
(forwards) on the second push:

• Louis travels further (on the second push than the first push).
Do not give credit for an insufficient response:
• Louis travels faster [given];
• Louis went further than Jane.
1

(ii) Award ONE mark for an indication that Jane travels

further (backwards):

• Jane travels further (on the second push).

Page 12
 Do not give credit for an insufficient response:
• Jane travels faster [given];
• Jane went further than Louis.
1(L4)

(d) Award ONE mark for:

• weight.

Allow:

• gravity.
1(L4)
[5]

M11. (a) Award ONE mark for an indication that there are forces of attraction
between the magnets OR that the magnets have opposite poles facing
each other:

• they are attracted (to each other);

• because opposite poles attract;

• the tractor magnet pulls on the trailer magnet;

• because the North pole of the trailer’s magnet is facing the South pole
of the tractor’s magnet.

Allow:

• the magnets stick/stay together;

• they are opposite poles.

Allow:

a response implicitly indicating that the magnet attracts the toy:

• the magnet attracts the trailer/tractor.

Page 13
 Do not give credit for an insufficient response where it is
unclear as to whether Rachel’s pulling force or the magnetic
force is being discussed:
• because the force is pulling it.
Do not give credit for an insufficient response:
• the magnets touch;
• opposite sides on the magnets are together.
1(L4)

(b) Award ONE mark for an understanding that the magnets repel each
other OR that the magnets have like poles facing each other:

• because the magnets are now repelling each other;

• because two like poles push each other away;

• she has put like poles together.

Allow:

• they are like poles;

• like poles do not attract;

• the tractor and trailer repel each other.

Allow:

a response implicitly indicating that the magnet repels the toy:

• the magnet repels the tractor;

• the magnet is pushing it away.

1(L4)

(c) (i) Award ONE mark for:

• friction.

Allow:

• air resistance.
1(L4)

Page 14
 (ii) Award ONE mark for:

• weight;

• gravitational attraction.

Allow:

• gravity.
1(L4)

(d) Award ONE mark for:

• floorboards

1(L5)
[5]

M12. (a) Award ONE mark for all four letters in the correct order:

Do not give credit for an insufficient response:

• 8, 11, 13, 16.
1(L4)

(b) Award ONE mark for:

• friction.
Do not give credit for an insufficient response:
• grip.
1(L4)

Page 15
 (c) Award ONE mark for all four letters in the correct order:

Page 16
 1(L4)

(d) (i) Award ONE mark for:

• (fabric) D.
1(L4)

(ii) Award TWO marks for identifying the two reasons

(given in any order) why the fabric makes the best bath mat:

NOTE: Only one scoring response may be taken from each category.

The fabric does not slip as easily:

• it was the least slippery;

• it did not slip easily;

• a person would not slip as easily if they were standing on it;

• it has the most friction (with the ramp).

Items 4di and 4dii should be marked independently so marks

may be awarded for creditworthy responses to 4dii if the
response to 4di is not creditworthy.
ONE mark may be awarded for the following responses
given in either category:
The fabric does not slip as easily:
• it had the highest ramp (before it slid).
Do not award two marks if both responses are from the
same category.

Do not give credit for an insufficient response giving an

absolute indication that the fabric/person does not slip:
• the fabric/it did not slip off;
• you will not slip/you cannot slip;

Page 17
 • you can slip on the other fabrics.

Do not give credit for an insufficient response referring to the

time taken for the fabric to slide:
• it takes a long time to slide.
Do not give credit for an insufficient response that reads
information from the table in test 1 without interpretation:
• it went up to 16cm high;
• it took 16cm to slide.

AND

The fabric is the most absorbent:

• this is the most absorbent;

• it absorbed the most water;

• it soaked up more water than the others.

The fabric is the most absorbent:
• it absorbed lots of water;
• it absorbed all the water.
Do not give credit for an insufficient response which
ambiguously refers to the absorbency of the fabric:
• it soaks up/absorbs water;
• it absorbs most of the water;
• hardly any water drips off; [they all absorb water].
2(L5)

or

If you are unable to award two marks, award ONE mark for a single
correct response.
ONE mark may be awarded for a response that correctly
gives information from the table in test 2:
• no water drips off.

Page 18
 [6]

M13. (a) Award ONE mark for:

• select

1(L3)

(b) Award ONE mark for labelling the equipment as a forcemeter:

• forcemeter;

• Newton meter.

ONE mark may be awarded for:

• spring balance.
Do not give credit for an insufficient response giving the
units of measurement:
• newtons.
Do not give credit for an insufficient response:
• Newton force measurer.
1(L4)

(c) Award ONE mark for:

• (magnet) B.
ONE mark may be awarded for:
• the second magnet.
Do not give credit for an insufficient response that does not
interpret the data:
• 10.
1(L3)

Page 19
 (d) Award ONE mark for:

• just before the

magnet pulls away
from the board

1(L5)

(e) Award ONE mark for a response indicating that the reliability/accuracy
of the test is improved:

• so she can check her results;

• so her results will be more reliable;

• it is difficult to read the forcemeter accurately;

• to help improve the accuracy.

ONE mark may be awarded for a response indicating that

she is checking her measurements/method:
• she might have read one wrong;
• to check it;
• to make sure you have got it right;
• to check/see if her results are correct/right.

Do not give credit for an insufficient response implying that

there is a correct answer:
• to get the right answer.

Do not give credit for an insufficient response implying that

all the results need to be the same:
• to make it a fair test;

Page 20
 • you might get a different answer;
• the result may change each time;
• the results could be different.
Do not give credit for an insufficient response:
• to get an average result [given].
1(L5)
[5]

M14. (a) Award ONE mark for:

a pulling force
towards the Earth

1(L4)

(b) Award ONE mark for an indication that Newton needed evidence to
support his ideas or so that he could be more certain of his ideas:

• to gather evidence to support (or reject) his ideas;

• to see if his ideas were supported by his results/investigations;

• to see if his predictions were correct;

• to find out if other things fall from the same force;

• if he said anything without investigating it, other people may find

something different.

ONE mark may be awarded for a response that implies he

would know if his ideas were true:
• to see whether his ideas were right/ wrong;
• to see if it/his idea works/is true;
• to check his ideas;

Page 21
 • to know (for sure) which force causes the apple to fall;
• if he just guessed he may be wrong;
• so he could know why the apple fell on his head;
• if he did not test, he would not know what happened.

Do not give credit for an insufficient response:

• to test his ideas [given];
• to make sure;
• to see if his results are true;
• to check his results; [these responses imply an
investigation
has already been carried out];
• to see if he had the right/correct answer [implies results
for his ideas have been determined previously];
• to make it a fair test;
• to make it accurate;
• to see if the investigation worked.
1(L5)

(c) Award ONE mark for recognising that gravitational force is responsible
for keeping the Earth in orbit:

• gravity.
ONE mark may be awarded for:
• weight.
Do not give credit for an insufficient response describing
gravitational force:
• a pulling force towards the Earth.
1(L4)

(d) Award ONE mark for a response giving a time period equivalent to a year:

• 1 year;

• 52 weeks;

• 365-366 days [inclusive].

Do not give credit for an insufficient response that gives no
units or uses inappropriate units:
• 365;

Page 22
 • 52 days.
1(L4)

(e) Award ONE mark for a response that clearly describes the Earth spinning
on its axis to cause day and night:

• it rotates;

• it spins (on its axis);

• it turns on its axis.

ONE mark may be awarded for:

• it revolves;
• (it moves) on its axis.
Do not give credit for an insufficient response implying night
and day are caused by the Earth orbiting the Sun:
• it turns around the Sun;
• it orbits.

Do not give credit for an insufficient response:

• it turns;
• it goes (a)round;
• during the day, the Earth is facing the Sun, at night the
Earth is facing away from the Sun/facing the Moon.
1(L5)
[5]

M15. (a) Award ONE mark for an indication that exercise improves/maintains
the fitness and/or the health of the astronauts:

• to exercise their muscles

• to keep them healthy/fit.

Page 23
 • Give credit for a correct response that goes beyond the key stage 2
programme of study:

• to maintain bone density/thickness

• to stop their bones going weak

• to stop them getting blood clots

• to improve their circulation/heart.

ONE mark may be awarded for:

• to keep/make their legs strong
• so they do not gain much weight/ fat
• so they do not become weak.
Do not give credit for an insufficient response:
• they are weightless
• there is no gravity (in space) [technically there is gravity
in
space and these responses do not explain why
astronauts
need to exercise]
• so they are ready to go into space
• so they are thin/they need to be thin
1(L4)

(b) Award ONE mark for an indication that gravitational attraction/

weight pulls the crumbs to the ground:

• gravity pulls the crumbs to the ground (on Earth)

• the pull of gravity is stronger than in space

• because the crumbs weigh more on Earth.

ONE mark may be awarded for:
• (because of) gravity/weight
• crumbs are pulled to the ground/Earth.

Do not give credit for a response that includes incorrect

science:
• gravity pushes down on Earth.
Page 24
 Do not give credit for an insufficient response which is
technically wrong:
• there is no gravity in space.
1(L4)

(c) Award ONE mark for both statements correctly classified:

Dried food is better than fresh food to take into space because it...

weighs more. False

decays more slowly. True

1(L5)

(d) Award ONE mark for:

• water and nutrients

1(L4)

(e) Award ONE mark for a response indicating that the root anchors
the plant in the soil:

• the roots anchor the plant

• they hold it in place.

ONE mark may be awarded for a response indicating a
supporting function of the roots which may work in
conjunction with the stem:
• they support/stabilise the plant
• they hold/keep the plant down/in place
• they make the plant stand straight/upright.

ONE mark may be awarded for a response indicating that

the roots could store water:
• the roots can hold water for the plant when it is dry.

Page 25
 Do not give credit for a response that includes incorrect
science:
• the roots take up food.
Do not give credit for an insufficient response indicating that
roots absorb water/nutrients from the soil.
1(L4)
[5]

M16. Markers should read the answers to all parts before marking this question.
The draft box can be consulted when marking parts a–d, for clarification
of any ambiguity in the marked response, or when no answer is given.
If an answer is correct, ignore contradictory statements written in the draft box.
Parts a–d must form a coherent investigation which may study an alternate but
appropriate property.

(a) Award ONE mark for giving the material as the independent variable (IV):

• the (type of) material

• the (type of) shoes

• the grip.
ONE mark may be awarded for a feature/property of the
shoes /materials:
• the thickness of the materials.
Do not give credit for a response that includes incorrect
science giving the dependent variable or a control variable:
• the amount of water I put the shoes in.
1(L4)

(b) Award ONE mark for any acceptable dependent variable (DV)
identified which could be observed or measured:

Waterproof

• how quickly water drips through

• how much water is soaked up

• walk through a puddle and see if water gets in.

Gripping
Page 26
 • pull all the materials and find out how much force is needed to
make them move

• put the materials on a ramp and lift the ramp until they start to slide

• I would walk on ice and see if I slip over.

Other appropriate property

• the temperature/warmth inside the shoes

• how long/far do I walk until my feet ache?

ONE mark may be awarded for:
Waterproof
• are Emma’s feet wet?
• how wet are my feet?
Gripping
• does Emma slip over in the shoes?
Other appropriate property
• are Emma’s feet warm?
• are my feet insulated?
• how warm your feet are.
A DV without an IV can gain credit.
If there is an IV, the DV must agree with it.

Do not give credit for an insufficient response:

Waterproof
• the wetness of the shoes
[ambiguous, could refer to the outside of the shoe]
• how waterproof the shoes are [given].
Gripping
• the grippiness of the shoes [given]
• how well the shoes grip [given].
Other appropriate property
• how warm the shoes are [implies measuring the
temperature
of the shoe itself rather than inside the shoe]
• how comfortable the shoes are
[not clear how this will be measured].

Do not give credit for an insufficient response describing a

method without stating the DV:
Page 27
 Waterproof
• walk through a puddle.
Gripping
• go outside and run in the shoes.
Other appropriate property
• go outside and stand in the snow.
1(L4)

(c) Award ONE mark for any acceptable control variable (CV) that is not
already used as an IV or DV in the investigation:

Waterproof

• the amount of water put on the shoe

• the time the materials are in the water

• wear the same type of socks.

Gripping

• the surface I do the test on

• how quickly I lift the ramp.

Other appropriate property

• the type of sock I am wearing

• the surface I walk on.

ONE mark may be awarded for an inherent feature of the
materials which is different but would not necessarily have to
be controlled:
• the thickness of the materials.
ONE mark may be awarded for:
• do it in the same weather/place
• have the same shoe size.
Do not give credit for a CV that is inconsistent with, or
repeats, the IV or DV offered in parts a and b respectively.
If neither an IV nor a DV is offered, the CV may gain credit,
provided it is consistent with the context of the investigation
presented in the introduction. An appropriate CV can gain
credit where both the IV and DV are insufficient or incorrect.
Do not give credit for an insufficient response:
• the water/liquid.
1(L4)

Page 28
 (d) Award ONE mark for a response explaining why it is important for
the shoes to have the chosen property:

Waterproof

• if the material is not waterproof her feet will get wet

• it is best to stop her feet getting wet.

Gripping

• a good grip will help her not to slip

• if the material grips well she will not fall over

• you will know which shoes you will fall over in.

Other appropriate property

• you do not want blisters on your feet when you are walking.
ONE mark may be awarded for:
• in case you get wet feet
• you could slip (and hurt yourself).
Do not give credit for an insufficient response describing a
characteristic of winter without relating it to the shoes:
• in winter it rains a lot
• it is icy in winter.
Do not give credit for an insufficient response:
• so they do not get wet [implies the shoes, not her feet]
• if it was icy you would need grip
[no implication why grip is needed].
Do not give credit for a response that is not consistent with
the investigation planned in parts a–c.
If an IV, DV and CV are not offered, the response may gain
credit, provided it is consistent with the context of the
investigation presented in the introduction.
1(L5)
[4]

M17. (a) (i) Award ONE mark for:

Page 29
 • weight

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

(ii) Award ONE mark for an indication of the upward push of the water:

• upthrust

• upward push of the water/solution/liquid

• a force up from the water.

♦ Give credit for a correct response that goes beyond the

key stage 2 programme of study:

• buoyancy.
ONE mark may be awarded for:
• a force up
• an upward push/force.
Do not give credit for an insufficient response:
• a force [given]
• (amount of) salt
• a force from the water [no direction indicated]
• water resistance.
1(L4)

(b) Award ONE mark for an estimation greater than 34 cm3 but less than 39 cm . 3

1(L3)

(c) Award ONE mark for:

• salt
1(L5)

Page 30
 (d) Award ONE mark for both correct words circled:

The greater the force on the clay ball, the it floats.

Do not give credit for a response that includes incorrect

science:
• The greater the downwards force on the clay ball,
the lower it floats [the downward force of weight does
not change because the amount of clay is constant].
1(L5)
[5]

M18. (a) Award TWO marks for all four statements correctly classified:

Take a practice measurement to find out

roughly when the magnets separate. ...Yes...

Pull the forcemeter very quickly. ...No...

Take the measurement three times. ...Yes...

Use a different horseshoe magnet each time. ...No...

2(L4)

or

If you are unable to award two marks, award ONE mark for any two
or three statements correctly classified.
1(L4)

(b) Award ONE mark for:

• newton(s).
Do not give credit for a response that includes incorrect
science:
• neutrons.
Do not give credit for an insufficient response:
Page 31
 • newton meter.
1(L4)

(c) Award ONE mark for:

• 5.0 cm.
ONE mark may be awarded for:
• 5 cm
Do not give credit for an incorrect response:
• 50 cm.
Do not give credit for an insufficient response indicating the
magnet or the force to pull the magnets apart:
• 1.8
• B.
1(L4)

(d) Award ONE mark for identifying that some of the longer magnets
required less force to separate them from the bar magnet than some
of the shorter ones:

• the longest magnet was not the strongest one

• the weakest magnet was not the shortest

• the longest magnet only needed 3.0 N to pull it off the other magnet.
ONE mark may be awarded for identifying data in the table
which can be used to argue against Callum’s prediction if a
clear comparison with other magnets is implied:
• magnet C needed the most force to pull it apart
• the 7.5 cm magnet needed less force than some of the
other magnets.
ONE mark may be awarded for a response repeating two
results from the table that show Callum’s prediction is not
true but no explicit comparison is made:
• magnet C was 7 cm and it took 7N and
magnet D was 7.5 cm and it took 3 N.
Do not give credit for an insufficient response where only
one result is repeated from the table but no comparison is
made with other magnets:
• magnet C took 7.0 N.
1(L5)

Page 32
 (e) Award ONE mark for all three questions correctly identified:

How many layers of paper will stop

each magnet attracting a pin? ...True...

How many types of materials will

the magnets attract? ...False...

How many paperclips will each

magnet hold? ...True...
1(L5)
[6]

M19. (a) Award ONE mark for:

an observation

1(L4)

(b) Award ONE mark for an arrow pointing to the left anywhere on the
diagram:

ONE mark may be awarded for an arrow pointing to the left

within 45º of the horizontal.

Page 33
 1(L4)

(c) Award ONE mark for:

• force meter

• newton meter.
ONE mark may be awarded for:
• spring balance.
Do not give credit for an insufficient response:
• force measurer
• newton.
1(L4)

(d) Award ONE mark for:

• gravitational attraction

• weight.
ONE mark may be awarded for:
• the pull of the Earth
• gravity.
Do not give credit for an insufficient response which does
not recognise the force is due to the Earth:
• a pulling force toward the Earth
• downwards pull.
1(L4)

(e) Award ONE mark for:

• All solids keep their shape.

1(L4)
[5]

Page 34
M20. (a) Award ONE mark for:

• a pushing force from the drum skin

1(L4)

(b) Award ONE mark for an indication of the floor or drum stand:

• the ground

• the drum’s legs.

ONE mark may be awarded for naming a material that the
floor is made of:
• wood
• tiles.
ONE mark may be awarded for naming parts of the drum
stand:
• metal bits
• rubber/plastic (ends).
Do not give credit for an insufficient response:
• drum
• Evelyn’s feet
• the air [given]
• oxygen [constituent of air]
• her body
• drumsticks
• vibrations
• legs [could mean Evelyn’s legs].
1(L4)

(c) Award ONE mark for:

• vibrations

• she can feel the floor vibrate.

ONE mark may be awarded for a description of the vibration
where the rapid speed of movement is indicated:
Page 35
 • the floor moves up and down (very) quickly.
Do not give credit for an insufficient response:
• the floor shakes/moves up and down [no indication of
speed]
• the drum sound [repetition of stem].
1(L4)

(d) Award ONE mark for correctly completing all three rows of the table:

The sound...
How Evelyn
plays the drum does not get
gets higher. gets louder.
higher or louder.
with a tighter
drum skin

hit the drum

with more force

hit the drum faster

with the same force

1(L5)
[4]

M21. (a) Award ONE mark for an arrow pointing upwards anywhere on the diagram:

ONE mark may be awarded for an arrow that is within 45° of

the vertical.
ONE mark may be awarded for more than one creditworthy
arrow drawn.
Do not give credit for a response that includes incorrect

Page 36
 science where the arrow is pointing downwards.
Do not give credit for a response that includes incorrect
science where the arrow is pointing horizontally.
1(L4)

(b) Award ONE mark for:

has the largest base.

•

1(L3)

(c) Award TWO marks for correctly classifying all three statements:

Compared with the other boats...

boat 3 was more waterproof. ...False...

there was a bigger force from the

water stopping boat 3 sinking. ...True...

there was less gravity pulling down

on boat 3. ...False...
2(L5/4)

or

If you are unable to award two marks, award ONE mark for any two
statements correctly classified.
1
[4]

M22. (a) Award ONE mark for an arrow drawn anywhere on the picture

Page 37
 in a downwards direction:

ONE mark may be awarded for an arrow pointing

downwards that is within 45° of the vertical:
•

1 (L3)

(b) Award ONE mark for:

• Stopwatch

1 (L3)

(c) Award ONE mark for an estimate between 1.5 and 2.4 seconds
exclusive.
1 (L4)

(d) Award ONE mark for:

• air resistance.
ONE mark may be awarded for:
• friction
• drag.
Do not give credit for a response that includes incorrect
science:

Page 38
 • gravity.
Do not give credit for an insufficient response:
• upwards push of air
• upthrust
• resistance.
1 (L4)

(e) Award ONE mark for:

Will the time to
• unwind be longer if
the string is longer?

How can I make the What happens if I

• string unwind more put two weights on
slowly? the string?

1 (L4)
[5]

M23. (a) Award ONE mark for:

• ruler

• metre rule

• tape measure.
ONE mark may be awarded for:
• measurement stick
• metre stick.
Do not give credit for an insufficient response:
• string.
1

(b) Award TWO marks for all four rows of the table completed correctly:

Page 39
 Variable Must be Must be Makes no
the same different difference

Surface of the ramp

Height of the ramp

Size of the marble

Mass of the marble

or If you are unable to award two marks, award ONE mark for any three rows
completed correctly.
1

(c) Award ONE mark for recognising that the marble will not roll easily off such a steep
ramp:

• the marble will drop very quickly and might bounce

• the marble might not touch the ramp

• the marble might break

• it will just drop/fall (straight down)

• the marble will fall off the ramp.

ONE mark may be awarded for a response indicating the
marble stops at the bottom of the ramp:
• the marble will not roll far when the ramp is so steep.
Do not give credit for an insufficient response referring to the
speed of the marble:
• the marble will go too fast down the ramp.
1

(d) Award ONE mark for a point plotted at the origin (0,0) of the graph.
ONE mark may be awarded for a response in which the
centre of the cross is less than half a square from the origin
of the graph.
Do not give credit for an insufficient response in which the
graph line is extended through (0,0) without a correctly
plotted cross at (0,0).
1

Page 40
 [5]

M24. (a) Award ONE mark for all three seaweeds correctly identified:

• Seaweed B is Gutweed
Seaweed C is Sea lettuce
Seaweed D is Serrated wrack.
1

(b) Award ONE mark for an arrow pointing upwards anywhere on the diagram that is
less than 45° either side of the vertical:

•
Do not give credit for a response that includes incorrect
science showing a downward arrow:

(c) Award ONE mark for:

• trunk

ANDa description of how the trunk helps the leaves to get sunlight:

• the trunk is tall, so the leaves are above other plants

• It grows high, so the leaves are above things that might block the light.
ONE mark may be awarded for:

Page 41
• trunk

AND
• it is long, so the leaves are nearer to the Sun
• holds them high.
Do not give credit for an insufficient response
that does not refer to the leaves:
• the trunk is tall.

OR

• branches

ANDa description of how the branches help the leaves to get sunlight:

• they spread the leaves out (so they can take in more sunlight)

• the branches spread out and get the leaves into clear spaces of light

• the branches grow long so the leaves are further out.

• branches

AND
• the branches grow upwards so the leaves are closer to
the Sun
• they hold the leaves up towards the sunlight
• the branches help them stay high.
ONE mark may be awarded if both or neither box is ticked,
but the pupil gives a creditworthy response describing how
the trunk and / or branches of a tree help its leaves to get
sunlight.
Do not give credit for a response that includes incorrect
science implying branches are elastic:
• the branches stretch out so the leaves get sunlight.
Do not give credit for an insufficient response that does not
refer to the leaves:
• the branches spread/stick out (so they are in the light)
• the branches are long/high.
Do not give credit for an insufficient response:
• the leaves are on the branches.
1

Page 42
 (d) Award ONE mark for all three correct boxes ticked:

• to absorb water

• to anchor the
to take up minerals
plant in the ground

1
[4]

Page 43
E1. Investigating footwear

More than three quarters of children at all levels succeeded in identifying the direction of
the force. However, there were differences in the precision of their drawings. Forces act in
a specific direction, and should be represented with straight lines, using arrows to indicate
the direction in which the force is acting.

‘Gravity’ was correctly identified and named more frequently than ‘friction’.

E2. Weighing Bricks

The question asked children to explain why the pull on the forcemeter was different for a
rubber brick and a house brick. Overall, about a quarter of children were able to answer
this part of the question.

Of those children who did not answer this question correctly, many provided descriptions
of bricks rather than explanations of the pull on the forcemeter:

Such statements suggest that the child did not understand that it was the difference in the
weight of the two bricks that caused the different readings on the forcemeter.

As in previous years, children’s answers to questions about forces show that

understanding is not sound. A quarter of children were able to explain the difference in the
pull on the forcemeter of a rubber brick and a house brick in terms of differences in
weight. Fewer than a fifth of children were able to explain differences in forcemeter
readings obtained in air and in water in terms of an upward force from the water. The most
frequent explanation offered was a simple restatement of the question – that bricks
weighed less in the water than in air. Fewer than half of children recognised that forces on
a brick are balanced when it is suspended below the forcemeter and not moving.

Page 44
 Making Comparisons

During Key Stage 2 it is important that children develop the ability to make and to
communicate comparisons. This helps children to understand more fully, for example, why
particular materials are used for particular purposes and, at a more demanding level, to
understand and explain what happens when a variable is changed.

The 1996 tests included a number of questions which involved comparisons. In this
question, children had to make comparisons between two types of brick and the readings
on a forcemeter for each brick both in air and in water.

The question asked children to complete a table by transferring data from a description
into a table. Most children were able to do this although not all used the units for the data
correctly or consistently. However, there was no penalty for this.

E3. Two-thirds of children were able to identify iron and steel as magnetic metals. Each of
the other metals was chosen by a significant minority of children, suggesting many think
all metals are magnetic. About a third of children awarded Level 3 overall were able to use
repel and attract correctly; this figure rose to over 90% of children awarded Level 5
overall.

E4. Some questions asked children to explain or justify answers given in earlier parts of
questions. For example, this question (Magnets) asked ‘Which is the strongest magnet?’
and then asked children to ‘Explain how you decided which is the strongest magnet’.
Although almost all children made the correct choice in part (a) of the question, many
were unable to justify their choice in part (b). About 20% of children at Level 3 and over
5% at Levels 4 and 5 gave the response, By looking at the table/chart/numbers. Other
responses referred in general terms to the number of paper clips held, as in the example
below.

Page 45
 By looking at the chart and seeing how many paper clips it held.

To justify their choice, children were expected to make explicit the fact that the strongest
magnet would be the one holding the largest number of paper clips.

Children’s performance confirms that interpreting a simple three-by-two table is within the
range of almost all children in Year 6.

E5. Children’s understanding of balanced and unbalanced forces was assessed in the
context of a helium balloon in this question. A little over one third of children gained the
mark by explaining that the forces were equal – about 10% used the expression balanced.
Whilst about three fifths correctly predicted that the balloon would move towards the
ground when extra weight was added, fewer than one fifth managed to explain why and
only about five per cent used the expression unbalanced.

Some children stated that the balloon would move only part way towards the floor. This is
incorrect as it fails to show understanding that the forces on the balloon will remain
unbalanced until the balloon reaches the floor which supports the extra weight. Many
responses indicated that children incorrectly believe that a small force results in a small
movement downwards; for example: ‘It only moves a bit because a clip is small’.

Does not gain credit

E6. To gain credit, the description of the relationship between two variables had to use the
comparative form of adjective to describe change in each. For example:

Page 46
 The greater the force, the longer the spring.

E7. Forces

(a) Children were required to complete a table of data, by writing the name of the units
used to measure forces. Overall, almost two-thirds of the sample offered a
creditworthy response. The item discriminated strongly by overall level achieved.
One fifth of level 3, half of level 4 and four-fifths level 5 gained the mark. ‘Newtons’
was the favoured response offered by almost one-third of children with the more
accurate ‘newtons’ being offered by one fifth of children. Of the incorrect responses
offered, most suggested named forces such as ‘gravity’ rather than the units used to
measure the force.

(b) The second part of this question required children to read off the data in the table.
The requirement was to decide which of the objects was easiest to move. High
frequencies of success were associated with children at all levels of overall
achievement. At level 3, three-quarters gained credit. Almost all of those achieving
levels 4 and 5 overall gained credit. ‘Lifting the bucket’ was the strongest distractor
with about one tenth of those achieving level 3 overall and a few of level 4 selecting
this option. Both of the other two distractors attracted low frequencies of response.

(c) The third item in this question indicated that the forcemeter was the force pulling the
bucket up. The demand was for children to name the force pulling the bucket down.
Over four-fifths of the sample achieved success. Almost all those achieving levels 4
and 5 overall gained credit and two-thirds of those achieving level 3 overall were
awarded the mark. The overwhelming majority gained credit by offering ‘gravity’.
Small proportions of children offered ‘upthrust’, ‘push’ or ‘pull’and did not gain credit.
A tenth of those children achieving level 3 overall on the test failed to gain credit
because of non-response.

Page 47
 (d) Children were required to identify the force which increased in size as the box is
pulled across the carpet. Approximately two-thirds of children gained credit by
offering ‘friction’. This item discriminated sharply by final level awarded with just over
one tenth of level 3, half of level 4 and almost all of level 5 gaining credit. Over one-
third of level 3 failed to offer a response together with almost one fifth of these
achieving overall level 4. Over one tenth of children offered other named forces and
failed to gain credit. The most frequently occurring of these was ‘gravity’ emerging at
all levels of overall achievement. Others included ‘upthrust’, ‘air resistance’, ‘weight’
and ‘g force’. There was a tendency by almost one fifth of level 3 and a small
proportion of level 4 to offer a causal explanation for the movement of the brick
along the floor rather than a description of the forces operating.

E8. Parachutes

(a) Almost all children managed to use a table of data to decide which parachute fell the
slowest. Very few of those achieving levels 4 and 5 overall failed to gain the mark
and a little over half of those achieving level 3 successfully demonstrated this
understanding. In view of the relatively low demand, it is surprising that about one-
quarter of those pupils who achieved level 3 overall failed to offer a response.

(b) Only a third of Year 6 children showed a creditworthy understanding that, in the
context of a falling parachute, air resistance is the force upwards. Almost two-thirds
of those achieving level 5 overall gained the mark but very few at levels 3 and 4
gained credit. The most common error was to suggest ‘upthrust’, a force that in this
context is so small in comparison to air resistance as to be relatively insignificant.
Boys performed significantly better than girls on this item.

(c) (i) Almost two-fifths of Year 6 children gained at least one of the marks available.
Those gaining at least one mark tended to offer complete descriptions which
earned them the second mark. Incorrect responses tended to be expressed in
terms of incorrect or correct attempts to explain the phenomenon rather than
to describe the relationship between time taken to fall and area of canopy.

Page 48
 (ii) About two-fifths of Year 6 children gained both marks for a correct description
of the relationship between the area of the canopy and the time taken to reach
the ground. This two- mark success was very much associated with level 5
achievement. Those achieving level 3 rarely scored two marks and only a third
of level 4 overall achievers gained both available marks. The most common
correct two-mark responses were of the kind, ‘The bigger the area the more
time’, which completely describe the relationship. It was extremely rare for
children to offer a response which gained the single mark. Incorrect responses
tended to be those which sought to explain the event rather than describe the
relationship between the variables.

E9. Measuring forces

(a) This question required children to consider a table showing the size of forces
measured in newtons and to put the pulls in order of size from easiest to hardest.
Approximately four fifths of children including two thirds of those achieving level 3
gained the mark.

(b) In this question children had to choose the correct description of what happens to
the movement of the brick when oil is put on the table top. Almost all children gained
the mark for correctly selecting ‘the brick moves more easily’ from the four options
available. All the children attempted this question.

(c) Children were given a drawing of a brick being pulled along a table in this question.
Three arrows represented some of the forces on the brick. Children were asked to
name the force acting against the movement of the brick. Half the children gained
the mark. At levels 3 and 4 only one tenth and two fifths respectively gained credit
compared with over four-fifths of children at level 5. Just under a tenth of those
achieving level 4 overall named the force as air resistance and about a tenth
suggested the force from the brick or the hand.

Page 49
E10. (a) asked children to identify two pieces of safety equipment worn by children
shown in a picture on the page. Almost all (99%) gained credit, including 93% of
those achieving level 3 and almost all those at levels 4 and 5.

(b) asked children to select one of four arrows to show the direction of movement.
About four-fifths were awarded the mark, two-thirds at level 3, four-fifths at level 4
and almost all at level 5. The most common error was to suggest Jane moved
forward. This was the direction in which she was pushing Louis.

(c) (i) tested children’s understanding of the effect of a bigger push on the distance
travelled by Louis. About four-fifths were awarded the mark, two-fifths at level
3, four-fifths at level 4 and almost all at level 5. About a fifth of children
suggested that Louis would travel faster, rather than further, showing that they
had not identified the variable in the question or were not clear that the term
faster relates to speed and not distance.

(ii) children were asked to describe how a bigger push would affect the distance
travelled by Jane. About three-quarters were awarded the mark, a third at level
3, three-quarters at level 4 and almost all at level 5. Over a tenth of children
suggested that Jane would travel faster, rather than further, showing that they
had not identified the variable in the question or were not clear that the term
faster relates to speed and not distance.

(d) children’s knowledge of the term gravity was tested. Almost all children (95%)
gained credit. Three-quarters of those achieving level 3, 95% at level 4 and almost
all at level 5 named gravity as the force ‘which returns the child to the ground’. A
small proportion - fewer than 5% - all at level 3 suggested the creditworthy term,
‘weight’. A few children, in all cases less than 5%, named other forces including air
resistance, up thrust, friction, push and pull.

Page 50
E11. Tractor

(a) Just under two-thirds of pupils answered this question correctly. Around a quarter of
these gave responses indicating that the magnets stick together, which was allowed
because it is a result of the magnets attracting, but is not the best way to express
the answer. However, responses suggesting that the magnets ‘touched,’ ‘connected’
or ‘joined’ were not credited as they do not necessarily indicate that the magnets
stay joined. Only a small number of pupils (mostly levels 3 and 4) answered in this
way. A small number of pupils gave the creditworthy response that the opposite
poles were facing each other. Interestingly, pupils assessed at level 4 were more
likely to give this response than pupils from either level 3 or level 5 groups.

(b) In this question, just over half the pupils gained credit by explaining that the
magnets repelled each other. As in (a), pupils assessed at level 4 were more likely
to give a response in terms of poles than pupils in either of the other two level
groups. However, it was more common to explain why the magnets were repelling
using poles in this question than it was to explain why the magnets were attracting in
(a). A small proportion of pupils attempted to explain why the tractor moves away in
terms of positive and negative interactions, which was not credited.

(c) (i) Just under a third of pupils gained credit by giving either ‘friction’ or ‘air
resistance’ as an answer to this question, with ‘friction’ the most common.
Pupils seem to have had difficulty in identifying the force acting in the opposite
direction to movement as friction. When this concept has been tested in past
papers (2000 B7, 2001 B3) pupils have been told that this force makes it
harder to move, or that it slows things down. In the question in 2004, these
cues were not given and the question is more difficult as a result. Generally,
pupils were unsure as to what force the arrow represented and the range of
answers given reflected this. ‘Trailer’s magnet’, ‘push’ and ‘back’ are a few
examples of incorrect responses given by pupils.

(ii) This question asks the pupils to identify the force acting downwards on the
diagram. Just under two-thirds of pupils were able to identify it as ‘weight’ or
‘gravity,’ with ‘gravity’ being the most common response. A slightly higher

Page 51
 proportion of pupils working at level 4 gave the more accurate response,
‘weight,’ than pupils working at either levels 3 or 5.

(d) Question (d) asks pupils to predict what had happened in the investigation to
produce a certain result. Over half the pupils answered this correctly. Roughly equal
numbers of pupils gave ‘gravel path’ (13%) and ‘fluffy rug’ (14%) as their answers.
Nearly a fifth of pupils assessed at level 3 gave these two responses.

E12. Bath mat

(a) Pupils were required to interpret a table with the aim of ordering four fabrics to show
how easily they slipped. It is encouraging that nearly three-quarters of all pupils
were able to do this. The most common error was to give the fabrics in reverse
order, a mistake made by almost one third of pupils assessed at level 3, and one-
sixth of pupils assessed at level 4.

(b) This question asks pupils to name the force which makes it hard for the fabrics to
start moving. Over half of all pupils were able to correctly give the force ‘friction’. The
most common error was for pupils to give the response ‘gravity’ (one-sixth of pupils).
This could be due to a misconception between gravity/weight and friction. Weight is
the downwards force on the fabric and although it does not prevent the fabric from
moving down the ramp, it does increase friction between the fabric and the ramp. In
addition, gravity tends to be the force pupils remember best, so it is not surprising
when faced with a question about forces they give this response unless they actually
know the correct force. A very small number of pupils gave the insufficient response
‘grip’ indicating they were thinking along the right lines.

(c) This question is similar to question 4a, in that pupils had to order four fabrics by
interpreting a table of results. In this case the table consisted of written observations
of results, rather than numerical data as in part 4a, and pupils had to order fabrics

Page 52
 from most to least absorbent. Pupils did not score as highly on this question, with
slightly less than three-fifths gaining a mark. As in question 4a, the most common
error (made by one fifth of all pupils) was to put the fabrics in reverse order, a
mistake made by two-fifths of pupils assessed at level 3, one fifth of pupils assessed
at level 4 and a very small number of pupils assessed at level 5.

(d) (i) Pupils were asked to identify which of the four fabrics would make the best
bath mat using the results of both tests. Over two thirds scored a mark
showing they were able to use the information in both tests, even if they were
unable to correctly order all the fabrics in question 4c.

(ii) In this two mark question, pupils had to give two reasons why the fabric they
chose would make the best bath mat. Two-fifths of pupils correctly described
the fabric as being the least slippery and a few more gained a mark for
identifying this fabric had the highest ramp. One-sixth of pupils, assessed at all
levels, lost out on a mark for stating that the fabric would not slip. This was not
credited as all of the fabrics slipped at some point. A small number of pupils
changed the variable of the investigation and referred to the amount of time
the fabric took to slide. A further few pupils repeated information from the table
stating fabric D started to slide at 16 cm. This response type was not credited
because it does not show a clear understanding of how the height of the ramp
related to how easily the fabrics slipped.

Three-fifths of pupils scored a mark for referring to the absorbency of the

fabric. Nearly one quarter of all pupils, the majority of whom were assessed at
level 5, gave a good comparison stating the fabric was the most absorbent.
Almost one third of all pupils, the majority assessed at both levels 3 and 4,
repeated correct information from the table, ‘no water drips off’. This response
type was allowed for this part because the relation to absorbency is clear. A
further small proportion of pupils, mainly assessed at level 5, gained a mark
for stating that the fabric absorbed lots or all of the water. These do not
provide a clear comparison with the other fabrics but do indicate the pupil has
an understanding of the absorbency of the fabric. Just under one-sixth of
pupils did not get a mark for this part by referring to absorbency of the fabric
ambiguously. Pupils here either wrote about the fabric being absorbent, when
all the fabrics absorbed some water, or the response could have been
referring to another fabric in the table e.g. ‘most of the water is absorbed’
could refer to fabrics A or D. Pupils assessed at all levels made this error.

Page 53
 The majority of pupils assessed at both levels 3 and 4 only scored one mark
on this question, whereas of those pupils assessed at level 5, the majority
scored two marks. A little over one-tenth of pupils did not score the second
mark as they repeated or re-stated the first reason for the fabric being best.
Most of these were referring to absorbency rather than slipping.

E13. Magnetic noticeboard

(a) This question asks pupils to identify which of four materials would allow a magnet to
stick to a board. The majority of pupils are correctly able to identify ‘steel’ as the
magnetic material.

(b) For question 3b pupils are required to label a force meter from a photograph. Nearly
three-quarters of pupils were able to do this; including almost all pupils assessed at
level 5. A small proportion incorrectly gave the unit of measurement and an equally
small proportion attempted to name the equipment using some appropriate
terminology, e.g. force puller.

(c) The majority of pupils had no difficulty in identifying the strongest of four magnets
from a table listing the average force required to pull the magnets from the board.
The most common error, made by less than one-tenth of pupils, was to choose the
weakest magnet from the table. Surprisingly pupils assessed at level 3 did
marginally better at this question than pupils assessed at both levels 4 and 5.
Slightly higher numbers of pupils assessed at levels 4 and 5 opted for the weakest
magnet (A) as compared with pupils assessed at level 3.

(d) This is a more difficult multiple choice question which asks pupils to identify when
Miya should take the force reading when carrying out her investigation. Over half of
all pupils, including four-fifths of pupils assessed at level 5, correctly ticked the box
indicating the reading should be taken just before the magnet pulls away from the
board. Almost one-fifth of pupils selected the bottom right tick box, ‘after the magnet
is pulled away from the board’. Pupils have not recognised here that the force meter
reading will return to zero immediately it comes away from the board. This response
was given almost equally by pupils assessed at levels 3 and 4, and only by a very

Page 54
 small proportion of pupils assessed at level 5. A further sixth of pupils, (assessed at
all levels) chose the top right tick box, ‘just after she starts pulling on the magnet’.
The least popular option, ‘before she starts pulling on the magnet’ was almost
exclusively chosen by pupils assessed at level 3.

(e) This question assesses whether pupils understand that repeating measurements
increases reliability. Nearly one-tenth of all pupils, who gained a mark, gave a
response referring to improved reliability or accuracy of the results. Most of these
pupils were assessed at level 5. The majority of creditworthy responses, (44% of all
pupils) referred to repeating measures in order to check their results. A very small
number of pupils wrote a good response and added that this would help make the
test fair. Repeat measures do not make a test fair, however the pupils were still
awarded the mark and it is encouraging to see how few pupils felt they needed to
add this to their response. This indicates an increasing number of pupils are able to
distinguish between reliability and fair testing.

Unsurprisingly, the most common non-creditworthy response, given by just under

one-fifth of all pupils, was to just state repeating measures makes a test fair. Most of
these pupils were assessed at either level 3 or 4. Just under one-tenth of pupils
(over half of these being assessed at level 3) said repeat measures are needed in
case all the answers are different or to make sure the answers are all the same. An
even smaller proportion of pupils, again mainly at level 3, gave a non-creditworthy
response implying it helps find the right or correct answer.

E14. Isaac Newton

(a) This multiple-choice question requires pupils to identify that a pulling force towards
the Earth causes an apple to fall from a tree. The most common incorrect box
ticked, by a quarter of all pupils, indicated a pushing force from the air causes the
apple to fall. This response was chosen by high proportions of both pupils assessed
at level 3 (nearly two-fifths) and pupils assessed at level 4 (just over a quarter). One-
fifth of pupils assessed at level 3 also opted for the tick box indicating a pushing
force from the apple causes it to fall.

Page 55
 (b) This open response question asks pupils why it was important for Newton to test his
ideas using investigations. Just under half of all pupils gained the mark by giving
good responses indicating Newton needed evidence to support (or reject) his ideas,
or allowable responses simply indicating he would then know if his ideas were true.

A common insufficient response was to describe why you need to repeat

investigations to check accuracy or to make sure it is a fair test, indicating a
misinterpretation of what the question was asking. One-fifth of pupils assessed at
both levels 3 and 4 responded in this way, but under one-tenth of pupils assessed at
level 5 gave this type of answer.

(c) This question requires pupils to identify gravity as the force that causes the Earth to
orbit the Sun. It is a less familiar context for gravity and two-thirds of pupils correctly
named this force.

(d) Just under three-fifths of pupils knew the length of time it takes for the Earth to orbit
the Sun. Most of these pupils indicated 1 year or 365/366 days. Pupils were also
awarded a mark for stating 52 weeks. A tiny proportion of pupils did not gain credit
by failing to give the unit with a correct number. The most common incorrect
response given by just over one-third of all pupils was to give incorrect numerical
data, e.g. 390 days. This response type was given by pupils assessed at all levels
but was particularly common among pupils assessed at level 3, with over half of
these pupils responding this way, a greater proportion than were able to give the
correct response.

(e) This is an open response question for which pupils were required to describe how
the Earth moves to cause day and night. Over half of all pupils gained the mark, and
almost half of all pupils gave good creditworthy responses describing how the Earth
spins on its axis. A small proportion (5%) also gained credit for the allowable
response describing how the Earth spins but also describing how the Earth orbits
the Sun. It is not clear from these responses if the pupil is sure of which movement
is responsible for day and night, although they have clearly identified both. This type
of response was more common among pupils assessed at level 5.

Just under one-tenth of pupils did not gain credit by implying day and night are
caused by the Earth orbiting the Sun. Responses such as ‘the Earth spins around
the Sun’ were included here because the pupil has failed to separate the two
movements and may only be referring to the orbit. Pupils assessed at all levels gave
this type of response.

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 Another common non-creditworthy response given by pupils assessed at all levels,
and by almost one-sixth of all pupils, was an insufficient description of the
movement of the Earth, such as ‘it goes round.’

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Resource currently unavailable.

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