Supporting notes on question types

Transcription

1 Supporting notes on question types We have worked hard to make our question papers clear and accessible so that students can demonstrate their knowledge and understanding of science. Within our papers you will see a consistent range of question types and consistent use of command words. We closely monitor our papers to ensure they meet the regulatory requirements regarding factors such as the percentage of marks allocated to the assessment objectives and maths. Note that it is the percentage of marks not the number of marks that is stipulated by Ofqual. To meet these requirements and to ensure our papers are of the highest quality we apply some rules to the whole award, not to each individual paper that makes up the award. This means, for example, that in one exam series you might see more marks allocated to maths on Biology Paper 1 than on Biology Paper 2, but over the whole award at least 10% of marks will be allocated to maths (the requirement for Biology). Some question types are causing some teachers particular concern: extended response, linking questions and questions requiring recall and application of physics equations. These types of questions will appear on both Foundation and Higher Tier papers. 1. Extended response A question that requires a response of sufficient length to demonstrate the ability to construct and develop a sustained line of reasoning which is coherent, relevant, substantiated and logically structured (GCSE (9 to 1) Qualification Level Conditions and Requirements, DfE (April 2014)). We take extended response to mean open questions in which students must write an extended answer in prose or complete a multi-step calculation. Questions will be worth 4 6 marks and will be marked by a level of response (LOR) mark scheme except multi-step calculations, which will be points marked. The descriptors in the levels characterise the features of responses creditworthy at different points in the mark range. The LOR mark schemes provide a framework for rewarding students according to the level of skills that they demonstrate within their response, and mean that the responses can be marked holistically as opposed to atomistically. Extended response questions will include methods and plans, evaluations, comparisons and explanations. There are no longer marks for quality of written communication, so if using bullet points or a numbered list helps a student to structure their answer logically and develop a sustained line of reasoning then they can do so. There is likely to be at least one 6-mark question on a Foundation Tier paper and at least two on a Higher Tier paper.

2 2. Linking questions These questions require students to bring together knowledge, understanding and skills from more than one area of the specification. They are likely to be extended response questions. The best answers will bring in information from different parts of the course to give a full and detailed answer. The example below is from GCSE Combined Science: Synergy, Paper 3. It shows an extended response question that is also a linking question, as students answering in Level 3 will be bringing in knowledge from different areas of the specification, as indicated in the indicative content A man is driving his car at a constant speed on a wet road. He sees a fallen tree on the wet road and tries to stop quickly to prevent an accident. Figure 14 Explain why the man may not be able to stop in time. [6 marks] 2of 5

3 Mark Scheme Question Answers Extra information Mark AO / Spec. Ref Level 3: A detailed and coherent explanation is given of why the man may not be able to stop in time, clearly and logically linking factors that could affect the braking in the situation given Level 2: An explanation is given, with an attempt at linking factors affecting braking distance to the situation given. Links made between factors and explanation may not be complete and the logic may be unclear. Level 1: Simple relevant statements made about factors affecting braking, but no attempt to link to explanations of how they are relevant in the situation given 5 6 AO2/1 3 4 AO2/1 AO1/1 1 2 AO1/1 No relevant content. 0 Indicative content overall stopping distance related to thinking distance and braking distance factors affecting thinking distance: o driver could be distracted o driver could be tired o driver could be on medication that affects thinking (eg make drowsy) o driver could have drunk alcohol o mean that reaction time will be longer so will not brake as quickly factors that affect braking distance: o condition of car (eg worn brakes means can t stop as quickly, wear on tyres reduces friction with road) o speed car is travelling (faster means more kinetic energy) o condition of the road (eg the road is wet so friction between tyres and road reduced) of 5

4 3. Physics equations At grades 1 3, to address AO1 students may simply be asked to recall a simple equation. Even at grades 1 3 students must be able to apply equations, but they will be given the equation to apply in the question. At this level, application will involve simple equations with substitution of two numbers, no transformations. This will give these students the opportunity to access AO2 (application of equations) The equation which links current, potential difference and resistance is: potential difference = current x resistance Calculate the potential difference across the battery in the circuit in Figure 3. Potential difference = V At grades 4 5, to address AO1, questions will give the prompt Write down the equation that links. The subsequent question will be a calculation using the equation they have recalled, to assess AO2. The calculation will involve something extra. This may be a transformation, changing a quantity, using a more complex equation, obtaining data from somewhere (eg from a graph) or selecting appropriate information to use. If the student is transforming an equation to use, at this level they will gain a mark for a correct transformation Write down the equation that links current, potential difference and resistance. [1 mark] Calculate the resistance of the lamp. Resistance = Ω 4of 5

5 To reflect the increased level of difficulty at grades 6 7 students will no longer get the prompt to write down the equation, nor gain a mark simply for writing down the equation. This means that none of the marks for equations and calculations at this level and above will gain AO1 marks. Calculations will involve a transformation and something extra The experiments conducted by the scientists involved measuring the time it took neutrinos to travel from CERN to another laboratory m away. Using the data, the speed of the neutrinos was calculated to be m/s. Calculate the time it would take the neutrinos to travel m at a speed of m/s. Give your answer in standard form. Time = s At grades 8 9, as for 6 7, none of the marks for equations and calculations will gain AO1 marks. Questions may include use of equations that students find difficult, with transformation/something extra or a multi-step calculation with no lead in or guidance given A small aeroplane used for skydiving moves along a runway. The aeroplane accelerates at 2 m/s 2 from a velocity of 8 m/s. After a distance of 209 m it reaches its take-off velocity. Calculate the take-off velocity of the aeroplane. Take-off velocity = m/s The equations that students must select from a list and apply will be on an equations sheet supplied with the exam papers. Any questions that require students to use these equations will have the prompt Use the correct equation from the Physics Equations Sheet. 5of 5