AQA Level 1/2 Certificates in Science Exemplification of command words
AQA Level 1/2 Certificates in Science Exemplification of command words Permission to reproduce all copyright materials have been applied for. In some cases, efforts to contact copyright holders have been unsuccessful and AQA will be happy to rectify any omissions of acknowledgements in future documents if required. 2 Contents Biology Exemplars 5 Chemistry Exemplars 45 Physics Exemplars 75 Introduction This document contains a series of questions, students’ responses and examiners’ commentaries that exemplify the command words used in AQA’s question papers. Examples have been selected to provide teachers with an insight into students’ misconceptions when interpreting these command words. These examples, used alongside the command word document, can be used to help clarify the requirements of the command words to students. 3 4 Biology exemplars 5 Question Biology exemplar 1 6 Mark scheme 7 Student response A Comments: The student has identified that the marathon runner has more slow fibres and the sprinter has more fast muscle fibres, which are the two standard demand marks. They have mentioned mitochondria but have not linked this to there being more slow muscle fibres to be releasing more energy over a longer time period by aerobic respiration. They have gained a mark for linking a large store of glycogen needed by the sprinter. 3 marks 8 Student response B Comments: This student gained the first 3 marks easily for linking more slow muscle fibres which depends on aerobic respiration leading to less lactic acid build up in a long race. They have not identified more fast muscle fibres in a sprinter but do not link hard exercise (rapid muscle contractions) with anaerobic respiration. There are three possible ways to gain the final mark and the student has given two of these so the mark could have been awarded for either more mitochondria in slow muscle fibres linked to aerobic respiration or the large amounts of glycogen in the sprinter. This is a clear logical answer and gains a total of 5 marks. 5 marks 9 Question Biology exemplar 2 10 11 Mark scheme General comment: This question asks the candidate to tell the story of a specification as applied to this situation. As in all explanation questions the answer must give all the steps and in a logical answer. 0 marks 12 Student response A Comments: The student has given a very vague answer which really only restates the question. No specific points are made and so no marks gained. 0 marks Student response B Comments: The student knows that the order of the bases is a code and that this specifies a particular protein. They did not take this a step further and say that a different code would produce a different protein. 2 marks 13 Student response C Comments: This student gained 1 mark for the general mark that a change in the order of bases changes the gene. The rest of the answer does not relate to the question and gained no further marks. 1 mark 14 Student response A Comments: This answer identifies the variation in mouth size but does not give the reason as due to mutations. They do note that fish with different mouth sizes will be selected due to different foods but do not link this to better survival in certain conditions. They know that these alleles are passed on, but do not give the definition of a new species as so different that they cannot interbreed with the other one. The student gives every alternate point and so gains half marks for their explanation. 3 marks 15 Student response B Comments: This student shows some understanding as in the first sentence they give the idea of separation but this is not enough to gain a mark. They also bring up the idea of adaptation, but again show lack of knowledge of the specific mechanism as they infer that they adapt themselves by having bigger mouths. One mark was awarded for the next paragraph as it does infer that the fish with different mouth sizes survived better in different parts of the lake. 1 mark 16 Student response C Comments: Despite some repetition in this answer there are four points made. The idea of variation in the mouth size within the fish population is made at the start of the answer. Near the end of the answer it is clear that fish with different mouth sizes survived in different parts of the lake, that they passed on their alleles and that eventually they could not interbreed. 4 marks 17 Question Biology exemplar 3 18 Mark scheme 19 Student response A Comments: This student has given a full and logical explanation covering each point. They have extended the explanation to include a reflex reaction but this was ignored. 6 marks 20 Student response B Comments: Despite some confusion in this answer there are four steps in the correct order that have allowed. These were, stimulation of a receptor, an electrical impulse, along a sensory neurone and the impulse reaching the brain. Although initially the first neurone was not named as a sensory neurone it is clearly shown in the flow chart at the bottom as a sensory neurone and so the mark was awarded. The paragraph regarding synapses was too confused to gain a mark. 4 marks 21 Student response C Comments: All steps were described in the correct order except for the inclusion of the spinal cord which gained 5 marks. The final point could have been awarded for either the relay neurone or the signal reaching the brain. The candidate seems to be aware that the motor neurone and effector are not part of this question as they have put it in brackets. 5 marks 22 Student response A Comments: This response does not give either where the spine is damaged or the reason we know. 0 marks Student response B Comments: The student gains the second mark for identifying that information from receptors in the leg is not reaching the brain. 1 mark 23 Student response C Comments: This student gains the first mark as they have identified the lower part of the spinal cord. However the idea of ‘nerves not working correctly’ is insufficient for the second mark. 1 mark 24 Question Biology exemplar 4 Mark Scheme 25 Generic Quality of Communication marking guidance In Question X students are required to produce extended written material in English, and will be assessed on the quality of their communication as well as the standard of the scientific response. Students will be required to: use good English organise information clearly use specialist vocabulary where appropriate. The following general criteria should be used to assign marks to a level: Level 1: basic • Knowledge of basic information • Simple understanding The answer is poorly organised, with almost no specialist terms and their use demonstrating a general lack of understanding of their meaning, little or no detail • The spelling, punctuation and grammar are very weak. Level 2: clear • Knowledge of accurate information • Clear understanding • The answer has some structure and organisation, use of specialist terms has been attempted but not always accurately, some detail is given • There is reasonable accuracy in spelling, punctuation and grammar, although there may still be some errors. Level 3: detailed • Knowledge of accurate information appropriately contextualised • Detailed understanding, supported by relevant evidence and examples • Answer is coherent and in an organised, logical sequence, containing a wide range of appropriate or relevant specialist terms used accurately • The answer shows almost faultless spelling, punctuation and grammar. General Comment: This is another question asking for an explanation and so each step must be given in the correct order. Students need to take what they have learned about eutrophication and apply it to this situation. The mark scheme is based on criteria for each level and so scientific points made do not relate directly to marks gained. 26 Student response A Comments: This student has written a detailed and logical account which gives most of the key biological points. The answer fully reaches level 3 in both science knowledge and quality of communication and so was awarded 6 marks. 6 marks 27 Student response B Comments: After an incorrect start referring to pesticides the student goes on to give a reasonable description of eutrophication with many correct scientific points. However with no reference to either decomposers or oxygen this is not a level 3 answer and so was awarded 4 marks, the top of level 2. 4 marks 28 Student response C Comments: Although most of this answer is incorrect or irrelevant the student does make two linked points. These are that a lack of light will stop photosynthesis and this will cause the plants to die. The quality of communication was at least of level 1 standard and so 2 marks were awarded. 2 marks 29 Biology exemplar 5 Question 30 31 Mark scheme 32 Student response A Comments: The student has given the correct correlation between mean annual temperature and body size in the first part of the question. However the reason suggested does not relate to Bergmann’s data so only the first mark is awarded. 1 mark Student response B Comments: This answer also gives the correct correlation but the suggestion for why he could not be completely sure his rule was correct was irrelevant and did not gain the second mark. 1 mark 33 Student response A Comments: The student has identified all aspects of why the data partially, but not totally support the rule. The use of ‘volume’, instead of ‘mass’ of the penguins has been ignored. 3 marks 34 Student response B Comments: This answer has identified the Rockhopper penguins as the lightest and as living near the Antarctic where it is colder which gains 2 marks. The first mark point about the biggest living in the coldest region which does support the data was not made. 2 marks 35 Biology exemplar 6 Question Mark scheme 36 Student response A Comments: Despite having mixed up the actions of insulin and glucagon this candidate gains 3 marks for identifying that insulin is secreted by the pancreas, that when blood glucose levels are low glycogen is broken down to glucose, and that when blood glucose levels are too high glucose is converted to glycogen. 3 marks 37 Student response B Comments: This is a logical answer making the five most straightforward points on the mark scheme. The final mark was not gained as no reference was made to glucose moving into cells or liver, or to glucose moving back into the blood when glycogen is broken down. 5 marks 38 Student response C Comments: While on first reading this answer is very logical, it does contain two errors. The first of these, that glucose moves into cells and is immediately stored as fat, is ignored as eventually too much glucose will result in storage as fat. However the second, that glucagon is secreted by the liver, means that the first mark for ‘hormones from the pancreas cannot be answered despite the candidate stating that insulin comes from the pancreas. Five correct points have been made for 5 marks. 5 marks 39 Biology exemplar 7 Question Mark scheme 40 Student response A Comments: In this answer the student has identified the two most obvious points, deterioration in diet and less exercise. 2 marks 41 Student response B Comments: Again the two points made are about diet and exercise. 2 marks 42 Student response C Comments: The student has linked a diet high in fats and a lack of exercise to rising levels of obesity for 3 marks. A correct and succinct answer. 3 marks 43 44 Chemistry exemplars 45 Chemistry exemplar 1 Question Mark scheme 46 Student response A Comments: In this question “it” is taken to mean phosphine, and a mark is gained for the statement “it has a simple molecular structure”. In the rest of the answer it is not clear which bonds are being referred to and so no further marks are gained. There is no reference to covalent bonds being weak, and so the mark awarded is not negated. 1 mark Student response B Comments: A very good response that covers all of the points on the mark scheme. 3 marks 47 Student response C Comments: The student does not make it clear which bonds are strong, but gains a mark for “intermolecular forces” and a second mark for “that can be easily overcome”. The student then repeats the information in the question, adding “low melting and boiling point”, which is the same idea, but does not make the link to the energy required, which is the third marking point. In explanations, students often simply repeat the information they have been given without adding value, thinking they have completed the explanation. 2 marks 48 Chemistry exemplar 2 Question 49 Mark scheme 50 Student response A Comments: The student has stated that the anode is made of carbon, gaining the first mark. The equation for the reaction at the anode is correct and gains the second mark. The next sentence is confusing, because the student refers to oxygen ions rather than oxide ions or possibly oxygen molecules. This was not a sufficiently serious error to justify withholding a mark. The student gains the final two marks for the correct equation for the production of carbon dioxide and refers to the carbon anode wearing away and carbon dioxide gas being lost to the atmosphere. 4 marks 51 Student response B Comments: The student begins by referring to the formation of aluminium at the cathode, which is not relevant. The student then refers to oxygen ions forming “as they lose electrons.” The student states that the “oxygen burns,” and the explanation is confused, thinking that the electronic current causes “the oxygen and carbon anode to react and consequently burn.” There is no mention of carbon dioxide gas. The student gains marking points one and three. 2 marks 52 Student response C Comments: The student gains one mark for the formation of carbon dioxide but no further marks. There is no mention of the anodes being made of carbon, that oxygen is produced or that the anodes react with oxygen. 1 mark 53 Chemistry exemplar 3 Question 54 Mark scheme 55 Student response A Comments: The student begins by describing how to measure the volume of acid which is not necessary as it is already given in the apparatus. The use of a white tile gains one mark. Adding the alkali dropwise is correct, but it is not the acid that changes colour and the colour change to pink or red is not specified, so this mark is not awarded. The measurement on the burette is not the concentration of the alkali. It is correct that the result is read at eye level from the bottom of the meniscus and so a second mark is gained. 2 marks 56 Student response B Comments: The first statement is incorrect, because the burette is not used to measure ”25 cm3 of alkaline until it reaches the bottom of the meniscus line.” It should be filled with the alkali until near or at zero. Adding the alkali dropwise would take a long time, but was accepted for a mark. The student mentions swirling which gains one mark and having a white tile gains a mark. There is no mention of the colour change at the end point. The safety precaution is additional is additional information and does not gain credit. 3 marks 57 Chemistry exemplar 4 Question 58 Mark scheme 59 Student response A Comments: The student gains all three marks in the first sentence. The student goes on to fill the answer space by explaining the difference between reproducibility and repeatability, which was not required in this question. Giving additional information can be risky if it contradicts a response, but in this case there is no contradiction. 3 marks 60 Student response B Comments: The student suggests taking more readings at more temperatures, which would not improve accuracy and there is no mention of calculating a mean. The student appears to have not read the question completely, or has Student response C misunderstood “the volume of gas at each temperature.” 0 marks Student response C Comments: The student is unsure and the first suggestion is incorrect. However the student does suggest repeating the experiment three times at every temperature and then recording an average for each temperature. 2 marks 61 Chemistry exemplar 5 Question 62 Mark scheme 8(c) 6 Marks awarded for this answer will be determined by the Quality of Communication (QoC) as well as the standard of the scientific response. Examiners should also refer to the information on page 5, and apply a ‘best-fit’ approach to the marking. 0 marks No relevant content. Level 1 (1–2 marks) Level 2 (3–4 marks) Level 3 (5–6 marks) There are statements about the conditions used. There is no correct explanation of the link between rate or yield and the conditions. There is a correct explanation of the conditions used that links the conditions to rate or yield. There is an explanation covering at least temperature and pressure, which shows understanding of the compromise between rate and yield. examples of chemistry points made in the response: 200 atmospheres pressure high pressure gives a high yield of ammonia too high a pressure causes risk of explosion high pressure costly to maintain a high pressure will cause the rate to be higher 4 moles of gas become 2 (or fewer moles of gas in products) 450C high temperature increases the rate of reaction optimum temperature (forward reaction is exothermic so) a high yield of ammonia requires a low temperature but too low a temperature causes the rate of reaction to be too slow iron catalyst a catalyst speeds up the reaction an iron catalyst allows a lower temperature to be used (saving energy and causing a higher yield) iron catalyst increases the rate of reaction equally in both reactions others compromise conditions unreacted nitrogen and hydrogen is recycled Total 14 63 Generic Quality of Communication marking guidance In Question X students are required to produce extended written material in English, and will be assessed on the quality of their communication as well as the standard of the scientific response. Students will be required to: use good English organise information clearly use specialist vocabulary where appropriate. The following general criteria should be used to assign marks to a level: Level 1: basic • Knowledge of basic information • Simple understanding The answer is poorly organised, with almost no specialist terms and their use demonstrating a general lack of understanding of their meaning, little or no detail • The spelling, punctuation and grammar are very weak. Level 2: clear • Knowledge of accurate information • Clear understanding • The answer has some structure and organisation, use of specialist terms has been attempted but not always accurately, some detail is given • There is reasonable accuracy in spelling, punctuation and grammar, although there may still be some errors. Level 3: detailed • Knowledge of accurate information appropriately contextualised • Detailed understanding, supported by relevant evidence and examples • Answer is coherent and in an organised, logical sequence, containing a wide range of appropriate or relevant specialist terms used accurately • The answer shows almost faultless spelling, punctuation and grammar. 64 Student response A 65 Comments: The student has correctly explained the effect of pressure, temperature and the catalyst on the rate of the reaction. However the effects on the yield of ammonia are incorrect. Although there is a correct statement that an increase in pressure will favour the side “with the least molecules”, the student thinks this would produce less ammonia. For temperature, the student has correctly stated that an increase favours the endothermic reaction, but states that this reduces the yield. The answer is reasonably clearly written with some minor errors in spelling, punctuation and grammar. The response is Level 2. 4 marks 66 Student response B Comments: The student has given a correct explanation covering the effects of temperature, pressure and a catalyst on the rate of reaction and the yield of ammonia. The student understands the need for a compromise temperature. The answer is written clearly with good spelling, punctuation and grammar. This matches the Level 3 descriptor. 6 marks 67 Student response C Comments: This student begins by repeating the information in the question without adding any value. The explanation of the role of the catalyst, although partially correct, does not make it clear that a catalyst increases the rate of reaction. The student thinks that a lower temperature increases the rate. Although the effect of pressure on yield is correctly stated the explanation is incorrect. This is a Level 1 response. 2 marks 68 Chemistry exemplar 6 Question 69 Mark scheme question answers extra information 3(d) mark 6 Marks awarded for this answer will be determined by the Quality of Communication (QoC) as well as the standard of the scientific response. Examiners should also refer to the information on page 4, and apply a ‘best-fit’ approach to the marking. 0 marks No relevant content Level 1 (1–2 marks) A simple relevant comment has been made on the data from at least one of the graphs. Level 2 (3–4 marks) Level 3 (5–6 marks) At least two of the graphs have been considered with a relevant comment made. All the graphs have been considered and relevant comments made about each. examples of chemistry points made in the response: (graph 1 shows) fluoride ions reduce the amount of tooth decay (graph 1 shows) the effect in reducing tooth decay is greatest for 55-64 year olds (graph 2 shows) the fluoride ions reduce percentage with decayed teeth (graph 2 shows) effect is greatest at 2.5 to 3 mg per 1000 g of water then decay increases if more than 2.5 to 3 mg of fluoride ions per 1000 g water (graph 2 shows percentage) decay decreases from 0 to 2.5 / 3 mg per 1000 g (graph 3 shows) more marked / brittle teeth as fluoride level increases above points linked together to draw a justified conclusion Total A justified conclusion may be given. extra information accept any in range 55-64 accept any in range 2.5–3 14 70 Generic Quality of Communication marking guidance In Question X students are required to produce extended written material in English, and will be assessed on the quality of their communication as well as the standard of the scientific response. Students will be required to: use good English organise information clearly use specialist vocabulary where appropriate. The following general criteria should be used to assign marks to a level: Level 1: basic • Knowledge of basic information • Simple understanding The answer is poorly organised, with almost no specialist terms and their use demonstrating a general lack of understanding of their meaning, little or no detail • The spelling, punctuation and grammar are very weak. Level 2: clear • Knowledge of accurate information • Clear understanding • The answer has some structure and organisation, use of specialist terms has been attempted but not always accurately, some detail is given • There is reasonable accuracy in spelling, punctuation and grammar, although there may still be some errors. Level 3: detailed • Knowledge of accurate information appropriately contextualised • Detailed understanding, supported by relevant evidence and examples • Answer is coherent and in an organised, logical sequence, containing a wide range of appropriate or relevant specialist terms used accurately • The answer shows almost faultless spelling, punctuation and grammar. 71 Student response A Comments: The student makes several relevant points, but the response lacks clarity and detail in places. The student begins well with a clear statement about Graph 1. The second sentence is presumably about Graph 2 and although it is correct that low concentrations decrease the percentage of children with decayed teeth, the statement “only well at 2.5 concentration” is unclear and does not give the units of concentration. The third sentence is unclear and together with the fourth sentence shows some misinterpretation of Graph 3. The fifth sentence, beginning “Also,” is confusing. The student ends with a conclusion that is not fully justified by the points made. Spelling and punctuation are good with somewhat limited use of scientific terms. This is a Level 2 response. 4 marks 72 Student response B Comments: The student makes clear, relevant and detailed statements about each of the graphs, correctly interpreting the information and supporting the statements with data. The advantages and disadvantages are explained and although there is no justified conclusion, the response is Level 3. The single spelling mistake “fluride” and the omission of units of concentration were taken into consideration, but were not thought sufficient to warrant withholding a mark. 6 marks 73 Student response C Comments: The student makes relevant comments about all three of the graphs. However, the student uses “fluorine” throughout, so referring to the element rather than the ions and misspelling the name. The comments are generally qualitative, lacking detail and show a simple interpretation of the data. e.g. “the less fluorine the more tooth decay.” The account is clearly written with only the one spelling mistake. It matches the criteria for Level 3 but is at the lower limit. 5 marks 74 Physics exemplars 75 Physics exemplar 1 Question 76 Mark scheme 77 Student response A Comments: The student has identified that the plank will rotate clockwise, because the weight of the see-saw will create a clockwise moment making the total clockwise moment exceed the total anticlockwise moment. 3 marks Student response B Comments: The student gets credit for stating that the plank will rotate clockwise, but the reasoning is incorrect, so no other marks are scored. 1 mark 78 Student response A Student response B Implied CM = ACM Comments: The moment produced by the weight of the see-saw is not included, so the student cannot complete the equation correctly. However working is shown that implies that total clockwise moment is equal to the total anticlockwise moment so this gains credit. 1 mark 79 Student response C Worked out CM Comments: This student correctly calculates the clockwise moment, but then incorrectly adds another moment to this so cannot produce a correct equation for the total moments acting. 1 mark 80 Question Physics exemplar 2 Mark scheme 81 Student response A Comments: This response is too vague to gain any credit. 0 marks Student response B 3(c) The black paper took in more energy from its surroundings, warming up the icecube quicker. The newspaper also took in more energy, but less than the black paper, as matt surfaces absorb more heat energy, and this melted the ice cube. The aluminium foil reflected energy and didn’t absorb as much from its surroundings. So it was slower to melt the ice cube. With no insulation, the ice cube was exposed directly to the heat energy from the room, so this heated it up very quickly. Comments: This student gains full credit by correctly comparing the relative absorption of energy by all three materials. 3 marks 82 Student response C Comments: This student gains credit for the general ideas that shiny surfaces are reflectors and dark, matt surfaces are absorbers. There is no mention of the specific materials in this investigation. 2 marks 83 Question Physics exemplar 3 Mark scheme 84 Student response A Comments: This student identifies that sound waves are longitudinal. The rest of the response is an attempt to discuss diffraction that does not answer the question, so is not worthy of credit. 1 mark 85 Student response B Comments: This student gives three of the four creditworthy points, but does not make any comparison of frequency or wavelength. This is an example of a compare question. 3 marks 86 Student response C Comments: There is a correct comparison of the frequency of the waves and a statement that sound waves cannot travel through a vacuum. 2 marks 87 Question Physics exemplar 4 Mark scheme 88 Student response A Comments: This student states that a U-235 nucleus ‘reacts’ with a neutron, rather than absorbing it, which does not gain a mark. The student then goes on to make three correct statements describing nuclear fission. 3 marks 89 Student response B Comments: There are five correct points given in this description, so it scores the maximum four marks. 4 marks Student response C Comments: This student makes three statements describing nuclear fission. 90 3 marks Physics exemplar 5 Question 91 Mark scheme 92 Student response A Comments: To gain full marks students were expected to calculate two values of velocity and then round their values to two significant figures to match the measurements given in the table. This student calculates both values correctly but rounds the values to three significant figures, so does not gain the third mark. 2 marks Student one is incorrect, the two trolleys travelled a distance of 15 cm difference Student 2 is correct because the difference between the velocities is negligible.Considering this, student 3 must also be right as acceleration depends on velocity and time, both of which we have established are practically the same. Comments: This student makes two correct statements with corresponding justifications, so scores two marks. 2 marks 93 Student response B Comments: This student calculates the velocities correctly, but rounds the values to four significant figures, so does not gain the third mark 2 marks Comments: This student makes three correct statements with corresponding justifications. The incorrect reference to seconds, rather than m/s, is ignored here, so the student scores three marks 3 marks 94 Student response C Comments: This student confuses the values of time and distance when substituting into the equation so does not gain any marks for the calculation. One mark is scored for rounding the incorrect values to two significant figures when writing them in the table. 1 mark Student 1’s prediction was incorrect because trolley D travelled 65 cm however trolley E travelled 80 cm. Student 2’s prediction was correct because the average velocity for trolley D was 3.2 and the Student 3’s average for trolley E was also 3.2. prediction was wrong because the negative acceleration for trolley D was 3.2/2.1 which is 1.52m/s2 however trolley E was 3.2/2.6 which is 1.23 m/s2. Comments: This student makes three correct statements with corresponding justifications, so scores all three available marks. 3 marks 95 Question Physics exemplar 6 Mark scheme 96 Student response A Comments: This student scores the first mark for the idea that the particles have ‘enough energy’. 3 marks Student response B Comments: The ideas here are confused, referring to lack of space and a change in the pressure. There is nothing creditworthy. 0 marks 97 Student response C Comments: This student scores the first mark for the idea that the particles have ‘enough energy’. The rest of the explanation is confused with references to ‘particles becoming hotter and is not worth credit. 1 mark 98 Question Physics exemplar 7 99 Mark scheme 100 Generic Quality of Communication marking guidance In Question X students are required to produce extended written material in English, and will be assessed on the quality of their communication as well as the standard of the scientific response. Students will be required to: use good English organise information clearly use specialist vocabulary where appropriate. The following general criteria should be used to assign marks to a level: Level 1: basic • Knowledge of basic information • Simple understanding The answer is poorly organised, with almost no specialist terms and their use demonstrating a general lack of understanding of their meaning, little or no detail • The spelling, punctuation and grammar are very weak. Level 2: clear • Knowledge of accurate information • Clear understanding • The answer has some structure and organisation, use of specialist terms has been attempted but not always accurately, some detail is given • There is reasonable accuracy in spelling, punctuation and grammar, although there may still be some errors. Level 3: detailed • Knowledge of accurate information appropriately contextualised • Detailed understanding, supported by relevant evidence and examples • Answer is coherent and in an organised, logical sequence, containing a wide range of appropriate or relevant specialist terms used accurately • The answer shows almost faultless spelling, punctuation and grammar. 101 Student response A Comments: This student states that readings should be taken from the voltmeter and ammeter at different temperatures and describes how to calculate the resistance. There is no mention of plotting a graph, or other appropriate representation of the results. The answer has some structure. On a best-fit principle this response matches the level 2 descriptor. 4 marks 102 Student response B Comments: The student describes the reading to be taken and how to calculate the resistance. The account includes details of the range and interval of the temperature readings and the need to record the results in a table. The description is coherent and has an organized, logical sequence. There is sufficient detail for this to score a level 3 response. 5 marks 103 Student response C Comments: There is a description of the method and how to calculate the resistance. There is no further detail, nor description of the graph that should be plotted. The answer has some structure, but the reference to the results showing a pattern is vague. On a best-fit principle this response matches the level 2 descriptor. 3 marks AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX. 104
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