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GCSE (9–1) Science Year 10

Progress Assessment

Report of results

Contents

Introduction Page 2

Summary of performance Page 8

Themes of student performance Page 11

The results in detail Page 15

Appendix 1: Centre type Page 42

Appendix 2: Data tables Page 45

Appendix 3: May 2017 exam papers Page 63

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Introduction The new GCSE (9–1) science qualifications will be assessed for the first time in summer 2018. The reformed qualifications will be graded on the

new 9–1 scale and will test a broader range of content and skills, with greater differentiation at the higher levels of performance than the current qualifications.

We know from speaking to teachers that having an early understanding of how their students are progressing is of critical importance.

For the first time, in May 2017, we ran a free, examiner-marked and standardised mock exam, which was available to all schools in the UK. The

Year 10 Science Progress Assessment has allowed us to analyse the performance of over 70,000 candidates who sat the exams, the results of which are found in this report. We would like to thank the 577 centres that

participated in the exam, as we know this involved a significant commitment from teachers, and we would also like to thank all the students who took part.

For us, it was an opportunity to gain early insight into the new GCSE (9–1) science qualifications. In doing so, we have had the opportunity to ensure

that all of our assessment processes, from writing our question papers, to training our examiners, marking our papers, and even checking our ResultsPlus set up, are operating as we expected them to. We are now in

an unrivalled position ahead of the first exam for summer 2018. In addition, we have data on how our questions styles have performed and

an early insight into the areas where learners may struggle. We’re happy to share these insights with the wider teaching community to help everyone prepare for summer 2018.

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Our Edexcel Science Year 10

Progress Assessment To ensure the integrity of the Year 10 Progress Assessments, otherwise known as the Year 10 exam, the question papers were produced following

the same process as our live question papers and compiled by the same team of senior examiners, revisers and reviewers. We took the decision not to assess any triple science content as some

schools are planning to teach the separate science content after the combined science content. This meant that combined and triple science candidates took the same exams. However, we did ask schools to indicate

which students were expecting to sit combined science and which students were expecting to sit triple science qualifications so we could present the data of these two groups separately.

After research with our schools, we released a list of topics we would be assessing in the Year 10 Progress Assessment. This constituted slightly less

than half of the full content of the GCSE (9–1) Combined Science. In a standard GCSE (9–1) Combined Science examination, half of the topics can be assessed in a total of 60 marks, hence our decision when setting our

Year 10 Progress Assessments (that would assess slightly fewer topics than the GCSE (9–1)) was to limit these papers to 50 marks each to maintain balance. In addition, we ensured that the strict rules we will follow for the

new GCSE (9–1) science assessments were followed in these papers. These included:

● Split of marks across assessment objectives: AO1 40%, AO2 40%,

AO3 20%. ● Maths marks: minimum of 10% in Biology, 20% in Chemistry and

30% in Physics (at the level of KS3 Maths in Foundation tier and at

the level of GCSE Foundation tier Maths in Higher tier). ● 27% of marks to overlap between Foundation and Higher. ● Minimum of 15% marks for practical skills.

● Questions targeted across the grade range and at the same standard of challenge as will be seen in a full GCSE (9–1) question paper.

The Year 10 Science Progress Assessments have been treated in exactly the same way as a live paper. We dispatched papers to schools in the same secure way as we would with a live question paper and the examination

rules for students were the same as for a live exam. During the marking process we standardised over 700 examiners using our standard processes and committed to applying the mark scheme in the same way as we will

during the live GCSE (9–1) science examinations. It is critical to note that we did not apply the mark scheme more generously

to take account of the students being one year younger than they will be when they sit the live exam, nor did we write a less demanding paper. This

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decision will have contributed to a lower mean mark than we would typically expect, but helps us to be clear to students and teachers the expectations

for the live papers and give an authentic ‘dress rehearsal’ experience. Analysing the results has been a very worthwhile and interesting process;

we have been able to make observations about student performance and, as appropriate, have offered suggestions as to what areas require further focus. We are committed to ensuring that our live question papers are

error-free and offer a valid and reliable assessment for all students. By using this rich data to inform the writing and marking of future questions for the new GCSE (9–1) science, we are confident in the quality of the

assessments for summer 2018. Whilst observations have been made and some conclusions drawn from the data, there are a number of significant differences when using data from mock exams, as opposed to the live

summer exams: • Although the papers were written on a small, defined set of content

from the GCSE (9–1) Combined Science specification, not all students

would have been taught the full body of this content and skills or had the same amount of time to practise and prepare for the exams. The extent to which this will have affected each centre’s cohort will differ.

• We know that one of the challenges of the new specification has been deciding the tier of entry for some students. Some students who scored very low marks on the Higher tier papers may have been

better suited to the Foundation tier. • As with any trial or mock exam, there is a risk that some students

may have been less motivated owing to the lower stakes nature of

the assessment. Performance also generally improves between mocks and the final exams as a result of more time to prepare and longer spent on dedicated revision.

This report summarises student performance across each paper and indicated where particular questions or types of question were answered

well or less successfully. The tables in Appendix 2 give the mean mark for each question (or part of question) and the percentage of the cohort scoring each mark.

Supporting you At Pearson, we have been providing teachers with a comprehensive support package, including information and resources to help you understand the

changes and feel confident when preparing the first cohort of students for the assessments in summer 2018. More information on our support can be found on our website here.

To provide students with further practice ahead of the first exams, you’ll find a range of assessment resources available, including our sample

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assessment materials, a set of specimen papers (Paper 1) and a further set available December 2017 (Paper 2).

For teachers, we’ve produced exemplar answers and commentaries for the new assessments and designed training on marking our assessments so

that you can be sure you are giving your students the best preparation for summer 2018. We’re also producing a new five-year scheme of work, taking account of what we have learnt from the Year 10 Progress

Assessment data to ensure better preparation for the start of Key Stage 3. This new scheme of work will be available in the spring of 2018.

We have a range of support in our published materials and you can also compile your own test papers by topic or assessment objective by using our online Exam Wizard.

For schools who took part in the Year 10 Science Progress Assessment, you will now have access to the examiner reports, detailed results for your

centre via ResultsPlus and access to student scripts via our new free Access to Scripts service. Pearson is the only awarding organisation to offer free access to students’ marked exam papers. Find out more and take a look

at the user guide that takes you through the process step by step here. We are committed to supporting you as much as we can with your

preparations for the first exams. Do contact us at TeachingScience@pearson.com.

Grade boundaries Without a sense of where grade boundaries might be placed, teachers tell us that it is difficult to make decisions about which tier to enter students for and to report on expected performance and progress. This is particularly

pertinent for GCSE (9–1) science in summer 2018, where new content, assessment expectations and a new grading scale might all make it more difficult to feel confident in how students will perform. The analysis of the

Year 10 Science Progress Assessments provides a flavour of how the cohort might perform, but this cannot give the full picture of what performance in the summer will be like, given the significant differences from the summer

exams. It is important to note that in summer 2018, grade boundaries for GCSE

(9–1) science will be set by all awarding bodies using statistical data about the prior attainment of the national cohort. If we were to carry out modelling based on the subset of students who have sat our Year 10

Progress Assessment, it would only be a best guess and you, as teachers, could not rely on the information as an accurate reflection of performance, or to predict boundaries. Ofqual have published a blog here, which outlines

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the problems with grade boundary predictions and why exam boards are right to exercise caution with providing this information to centres.

However, we absolutely understand that feedback is important and so we have provided each student with both an absolute mark, and also an

indication of relative performance compared to the rest of the cohort who sat the exam, to put this raw mark in some context. To do this, we have used cumulative percentiles, with a ventile score awarded. A ventile is an

aggregate of five percentile points (the separate science paper is marked out of 50, so it would be impossible to split the cohort into 100 individual percentiles).

Cumulative

frequency %

Ventile

awarded

0–<5 Top ranking 95 top

ranking

5–<10 90

10–<15 85

15–<20 80

20–<25 75

25–<30 70

30–<35 65

35–<40 60

40–<45 55

45–<50 50

50–<55 45

55–<60 40

60–<65 35

65–<70 30

70–<75 25

75–<80 20

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80–<85 15

85–<90 10

90–<95 5

95–<100 0

Thus, a ventile score of 95 would indicate a student performed better than 95% of the cohort. A ventile score of 50 would indicate a student performed

better than 50% of the cohort. Separate science learners will receive a ventile score on each paper.

Combined science learners will receive a ventile for their performance across all three papers.

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Summary of performance Our analysis shows that the distribution curve of graphs of student total is shifted to the left, with mean marks being lower than what we would expect

for a GCSE (9–1) Science paper. This was expected as we set and marked our papers at the full GCSE standard, despite candidates being in year 10. This was the main reason that we have also used five percentile blocks, or

ventiles, i.e. to give learners and teachers an understanding of where on the distribution curve their performance sits. Next year, with more preparation and with students being a year older, we expect the curve to

shift to the right on all the equivalent papers. As a point of comparison, we can look to a similar exercise we did in GCSE (9–1) Maths in January 2017 where we provided a self-marked mock paper and analysed the results four

months before the full GCSE papers were sat. The mean mark on each paper increased between eight and 15 marks when comparing live papers to mock papers.

Some readers may be surprised that we expected lower performance, given that the legacy GCSE Science qualification, being designed as a modular

qualification, was originally intended to be sat at the end of Year 10, and students have tended to perform well on this qualification when sitting it at the end of Year 10. It is worth pointing out a key difference between this

Year 10 Progress Assessment and our legacy GCSE Science qualification. The legacy GCSE Science assessment was designed to be taken at the end of Year 10, and thus more conceptually abstract content, for example,

atomic structure and bonding, and DNA structure, was loaded into Additional Science, Further Additional Science, Biology, Chemistry and Physics, which classically were sat at the end of Year 11. The new GCSEs

are linear in design and thus the content split is such that both papers should be equally demanding. Candidates taking this Year 10 Progress Assessment were, therefore, assessed on topics containing more

conceptually demanding content, such as forces and motion. In addition, there are new requirements, such as recall of equations, and assessment of practical skills that add extra challenge.

The mean mark was lower across all of the Foundation tier papers than it was at Higher tier. Of interest, and for further research for us, was the

lower mean of the Biology Foundation paper, compared to the Chemistry and Physics Foundation papers. We will be conducting research to determine why this may have been. We will also focus on reading age on

this paper to ensure that literacy is not a barrier, particularly when providing information needed to answer questions which require the application of knowledge to unfamiliar contexts.

The mean percentage score on Combined Science was lower than the majority of the separate science papers on both tiers. This may be a facet

of the ability range of the students who are on the combined pathway as

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opposed to the separate pathway, but is also an artefact of the statistical phenomenon of regression to the mean; Combined Science candidates

have had three paper scores summed to give an overall science score. What was most pleasing for us was how well many students did perform:

we saw 50/50 on Chemistry Higher tier, high 40s on all separate science Higher tier papers and 129/150 on Combined Science Higher tier. To achieve a top 5% (highest ventile) score on Higher tier, students needed

to score 37/50 on Biology H, 42/50 on Chemistry H and 37/50 on Physics.

Number of candidates

on each

route

Max. mark

Mean mark

Mean percentage

score %

Highest mark

achieved

Highest percentage

score %

Biology F 3,363 50 12.16 24.3 46 92

Biology H 20,323 50 20.74 41.5 47 94

Chemistry F 3,260 50 14.31 28.6 47 94

Chemistry H 20,266 50 23.05 46.1 50 100

Physics F 3,212 50 15.26 30.5 45 90

Physics H 19,896 50 20.76 41.5 48 96

Combined

Science F

23,686 150 37.09 24.7 127 85

Combined

Science H

23,410 150 41.94 27.1 129 86

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Tier entry decisions

There will be questions that are common between the Foundation and Higher tier papers, and in the live series these questions will be used by awarding bodies when setting grade boundaries. Data about these common

questions will allow awarding bodies to make sure standards are aligned between the tiers. Note the design of the Year 10 Science Progress Assessment papers meant fewer marks allocated to common questions

than you will see on our sample assessment materials or in the live 2018 question papers.

Of the 53,000+ students who sat all three papers from one of the tiers, 47% sat the three Foundation tier papers and 53% sat the Higher tier papers.

We understand that teachers may be looking to these results to make decisions on tier entry. While we cannot comment on individual students’

results, a rule of thumb might be to consider carefully whether students in the upper quartile on the Foundation tier and students in the lower quartile of Higher tier should be entered for a different tier in summer 2018.

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Themes of student performance There are some general themes evident across student responses which

are common across Biology, Chemistry and Physics. These themes have enabled us to identify some common issues that are worthy of attention by teachers in terms of preparing for the GCSE (9–1) science assessments

from summer 2018. These issues are not new and successive cohorts of GCSE science students have found them challenging over the years.

The use of equipment in practicals Students often appear to recall limited information on practicals they have

done in class. Frequently, answers to why certain pieces of equipment were used are not well remembered. Equally, the process behind some of these practical activities appears to be poorly understood. Questions illustrating

these points include: • Biology Foundation tier paper, question 4(c)(i) and Higher tier

paper, question 1(b)(i) about measuring the speed of a nerve

impulse.

• Chemistry Foundation tier paper, question 1 about distillation.

• Chemistry Foundation tier paper, question 4 and Higher tier paper,

question 2 which tests the ideas about chromatography.

Our core practical guide provides guidance for teachers on introducing and delivering the practicals, and also student worksheets which will help

develop understanding.

Designing a suitable experiment/investigation Questions asking students to consider the design of a suitable practical or investigation to test a hypothesis will appear in most examinations.

Students find these questions very difficult. On occasion students are asked how they might change an investigation in order to improve validity or accuracy etc. Questions about improvement are even more challenging.

Questions illustrating these points include: • Biology Foundation tier paper, question 2(b)(i) and (ii) about growing

plants.

• Biology Foundation tier paper, question 5(a)(iii) and Higher tier paper 2(a)(iii) about the digestion of egg white and improving accuracy in the experiment.

• Chemistry Higher tier paper, question 4(c) about reacting masses. • Physics Foundation tier paper, question 1(b)(ii) about improving

accuracy.

• Physics Foundation tier paper, question 3(c) and Higher tier paper, question 1(a) about refraction.

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• Physics Foundation tier paper, question 4(b) about the speed of sound.

Our core practical guide provides guidance for teachers on introducing and delivering the practicals, and also student worksheets which will help

develop understanding.

Mathematics/calculations Generally, the students coped well with the maths as long as they had a calculator. However, many students failed to recall at least one, and often

several, of the equations needed in order to carry out the relevant calculation. This occurred primarily in physics. Often when an equation had been recalled the student was then unable to

rearrange it so that an answer could be calculated correctly. Examples of such questions include:

• Chemistry Foundation tier paper, question 4(b)(v) and Higher tier

paper, question 2(a)(v) where an Rf calculation was required. • In physics, the following questions provide examples: Foundation tier

paper, questions 3(b)(i) and 3(b)(ii) and 4(a)(i) and Higher tier

paper, questions 2(a)(i), 3(a)(ii), 3(b)(i) and 5(b)(ii). The concept of significant figures was not well understood, and the following two questions provide examples:

• Chemistry Higher tier paper, question 1(c) and Physics Higher tier paper, question 2(a)(ii).

In biology, the conversion of nanometres to millimetres in Foundation tier

paper, question 4(b)(i) and Higher tier paper, question 1(a) proved to be very challenging.

Graphs and graphical representations Students usually find little difficulty in drawing graphs, reading from graphs or, to a lesser extent, extrapolating graphs. Students appear to be well

versed in these skills. However, if a graph or graphical representation is not in the usual form, or the question asked requires more understanding, then students find the question more difficult. Examples of such questions

include: • Physics Foundation tier paper, question 2(c)(i) which depicted an

energy diagram. Overall the answers to the questions asked were

poor and showed a lack of understanding of what an energy diagram illustrates.

• Physics Foundation tier paper, question 4(a)(ii) and Higher tier paper,

question 2(a)(ii) required students to understand that the area under the graph (a velocity-time graph) needs to be calculated and the value then used.

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The stories in science There are many narratives in science which need to be learned by students.

If they are not learned then they cannot be recalled in examinations, nor can they be applied to new situations. There were a number of such recall questions in these papers, some of which required the information to then

be applied. Examples include: • Biology Foundation tier paper, question 2(b)(ii) about selective

breeding.

• Biology Foundation tier paper, question 3(b)(i) about the advantages and disadvantages of genetic modification.

• Biology Foundation tier paper, question 5(d) about enzyme action

across a range of temperatures. • Biology Higher tier paper, question 1(c) about the use of stem cells. • Biology Higher tier paper, question 2(d) about genetic modification.

• Biology Higher tier paper, question 4(c) about sex determination. • Chemistry Foundation tier paper, question 3(d)(iii) and Higher tier

paper, question 4(b) about atoms becoming ions and vice versa.

• Chemistry Foundation tier paper, question 5(b) and Higher tier paper, question 3(b) about covalency.

• Chemistry Higher tier paper, question 3(c) about the properties of

graphite. • Chemistry Higher tier paper, question 5(c) about the development of

the periodic table.

• Physics question 4 about resultant forces including Newton's Second Law.

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The results in detail

Combined Science Foundation tier overall A total of 23,686 students sat all three Foundation tier papers. The mean total mark was 37.09 (24.7%), with a standard deviation of 16.85. The median mark was 35 and the modal mark 28.

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Combined Science

Foundation tier distribution

Combined Science

Foundation tier distribution

Cum % Ventile Mark Cum % Ventile Mark

5.1 95 68 56.4 45 33

10.2 90 60 61.1 40 31

15.4 85 55 65.8 35 29

20.4 80 51 70.7 30 27

24.8 75 48 75.4 25 25

30.0 70 45 79.5 20 23

35.9 65 42 85.6 15 20

40.2 60 40 90.6 10 17

44.9 55 38 95.6 5 13

49.3 50 36 100 0 0

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Combined Science Foundation tier individual

paper performance A total of 25,463 students from 439 centres sat paper 1BF on the Combined Science route. The mean mark was 10.38 (21%), with a standard deviation of 5.9, a modal mark of 8 and a median mark of 9.

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A total of 25,360 students from 435 centres sat paper 1CF on the Combined Science route. The mean mark was 12.71 (25%), with a

standard deviation of 6.098, a modal mark of 11 and a median mark of 12.

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A total of 25,214 students from 436 centres sat paper 1PF on the

Combined Science route. The mean mark was 13.62 (27%), with a

standard deviation of 6.733, a modal mark of 12 and a median mark of

13.

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Biology Foundation tier separate science paper

performance A total of 3,363 students from 185 centres sat paper 1BF on the separate science route. The mean mark was 12.16 (24%), with a standard deviation of 7.343, a modal mark of 9 and a median mark of 11.

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On this paper, students needed to achieve the following marks as a minimum to fall into each ventile. For example, students scoring 26 or

above were in the top 5.6% of students who took this paper.

Paper 1BF distribution Paper 1BF distribution

Cum % Ventile Mark Cum % Ventile Mark

5.6 95 26 57.1 45 10

10.0 90 23 63.6 40 9

14.1 85 21 x 35 x

19.1 80 19 69.5 30 8

25.6 75 17 75.8 25 7

29.2 70 16 81.6 20 6

36.9 65 14 87.1 15 5

41.8 60 13 91.0 10 4

46.2 55 12 94.7 5 3

51.3 50 11

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Chemistry Foundation tier separate science paper

performance A total of 3,260 students from 175 centres sat paper 1CF on the separate science route. The mean mark was 14.31 (28.6%), with a standard deviation of 7.59, a modal mark of 10 and a median mark of 13.

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Paper 1CF distribution Paper 1CF distribution

Cum % Ventile Mark Cum % Ventile Mark

4.5 95 29 53.7 45 13

10.5 90 25 58.8 40 12

14.6 85 23 65.1 35 11

20.1 80 21 71.3 30 10

26.6 75 19 76.8 25 9

30.2 70 18 81.9 20 8

34.0 65 17 85.8 15 7

38.9 60 16 89.7 10 6

43.3 55 15 95.1 5 4

48.2 50 14

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Physics Foundation tier separate science paper

performance A total of 3,212 students from 172 centres sat paper 1PF on the separate science route. The mean mark was 15.26 (30.5%), with a standard deviation of 7.833, a modal mark of 11 and a median mark of 14.

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Paper 1PF distribution Paper 1PF distribution

Cum % Ventile Mark Cum % Ventile Mark

4.8 95 30 54.2 45 14

9.4 90 27 58.3 40 13

16.0 85 24 63.0 35 12

21.4 80 22 68.3 30 11

24.6 75 21 77.5 25 9

28.4 70 20 82.4 20 8

37.1 65 18 86.7 15 7

41.3 60 17 90.9 10 6

45.4 55 16 96.9 5 4

49.8 50 15

Analysis of selected Foundation tier question

responses 1BF

• 1(a)(i) The majority of students did not gain a mark. This is a

difficult area for students and the detailed introduction may have

deterred some lower-attaining students

• 1(a)(ii) Students attempted this question quite well.

• 1(a)(iii) This was a difficult area of understanding and many could

not make an attempt at an explanation.

• 1(b)(iii) A very high proportion of students did not gain the mark. It

is important that the definitions of scientific terminology are revised

as part of exam preparation.

• 2(a)(ii) Usually an area of biological knowledge well answered by

students. • 2(b)(i) Three in four students did not gain any marks on this question

and very few gained two marks. Students find it very difficult to

design an investigation given appropriate information. This has been the case for a number of years at GCSE level and is a significant area of development for students. The use of practice questions from

previous GCSE papers would be of benefit. • 2(b)(ii) The majority of students were unable to apply any knowledge

they had to the question, and two-mark responses were very rare.

Application of knowledge remains a significant area in terms of the development for students.

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• 2(b)(iii) Very few students were able to provide an answer indicating that there would be a greater area of land to grow crops resulting in

more food. In questions such as this, students need to think through the consequences of developments in science, and this is an area for development perhaps through discussions in class.

• 3(c)(i) A number of students gained one mark on this question, but

very few were able to gain two marks. As an explanation, responses

to the question illustrated a lack of depth in the students' knowledge and understanding.

• 3(c)(ii) This proved to be more demanding than 3(c)(i) and, again,

demonstrated a lack of depth in the students' knowledge and understanding. Meiosis was poorly understood.

• 4(b)(i) Only a small proportion of students gained any marks on this question.

• 4(c)(i) Only around 15% of students gained any marks on this

question. However, a significant proportion could not successfully transfer the skills they had gained in practical work to devise a suitable technique in this new context. It is important that students

are able to transfer the understanding they pick up in practical work in developing investigations they have not carried out themselves. Cohorts have found this type of question very challenging over the

years at GCSE. Use of previously set GCSE questions would be of benefit. Equally, having completed an investigation, students could more regularly be asked to think laterally in terms of developing a

similar investigation with a changed hypothesis. • 4(c)(ii) Less than half of the students were able to provide an

explanation based on the function of the myelin sheath. Very few

students were able to gain both marks in terms of the number of impulses transmitted and the lack of neurone insulation. Some students repeated information that was in the question. Marks are

not awarded for this and this question provides a good example.

• 5(a)(ii) Over half of the students were unable to suggest any method

for measuring pH. This could indicate a lack of familiarity with the equipment (ph meter/probe) or materials (universal indicator) required. The development of the use of scientific equipment is

important through the undertaking of practical work and will be assessed throughout the lifetime of the specification.

• 5(b) Students have found questions around explanations related

to observations difficult over a number of years. This is a further area for development. In this question, relatively few students were able to gain the two marks.

• 5(d) This question relied on students understanding the graph and then applying their knowledge. As an explanation was required, this also increased the level of demand. Around 5% of students achieved

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more than two marks. Students find describing graphs relatively straightforward, but explaining trends in graphs much more

difficult and it is an area worth developing for the more able students at Foundation tier. It is also important that students clearly understand the difference between 'explain' and 'describe' when

answering questions. Further detail on this paper can be found in Appendix 2, which could be

used to identify topics where more practice could be focussed in preparation for the first assessments.

1CF

• 1(a)(i) This question relied on students understanding a relatively simple chemistry experiment. There was a wide range of marks with

one in five students gaining no marks. • 1(a)(ii) The majority of students failed to link the question to the

apparatus shown.

• 1(c) This question is a simple recall question. Only one in five students gained any marks. Students need to be encouraged to learn these diagrams.

• 1(d) The question involved balancing a simple chemical equation. Students should be encouraged to balance equations of this type, perhaps using examples from previous GCSE papers.

• 2(b)(ii) Whilst many students were able to score on this question,

only one in ten gained both marks. Students should be encouraged

to practise drawing conclusions from relatively simple data sets at this level.

• 2(c)(ii) Whilst 2(c)(i) was relatively well answered, a large majority

of students failed to score on part (ii). Students should be encouraged to practise questions of this type as many did not understand how to start the calculation.

• 3(b) Some students gained one mark, but very few gained two

marks. This would suggest that practice in identifying the states of

substances would be beneficial, including using information provided in the text of the question.

• 3(d)(ii) Three in four students gained no marks on this question

suggesting that the simple 'story' of how atoms become ions, and vice versa, could be better rehearsed by students.

• 4(a)(ii) The process of filtration was well known by students. • 4(b)(i) The process of chromatography has historically been

challenging for students. Only one in 20 students was able to identify

the stationary phase.

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• 4(b)(ii) This question was better answered, but still less than half of students were able to gain the mark. This suggests that many

students had not carried out the experiment. • 4(b)(iii) This was again poorly understood with four in five students

unable to provide a correct reason.

• 4(b)(iv) This question was noticeably better answered. However, the question did not rely on knowledge of chromatography, but rather on simple skills of analysis.

• 4(b)(v) Four in five students gained no marks. Most were unable to recall the equation. When answered correctly, very few could go on to provide an answer to two significant figures.

It would clearly benefit students to carry out one or two straightforward chromatography experiments so that they can better understand the principles involved.

• 5(a)(i) and (ii) Very few students gained any marks on these

questions suggesting that practising questions on atomic

configuration, from given figures, would be of benefit. • 5(b) The large majority of students gained no marks. Students need

to learn more thoroughly what a covalent bond is and equally,

though not part of this question, the key differences between covalent and ionic bonds.

1PF • 1(b)(ii) The term accurate is poorly understood and resulted in four

in five students failing to gain any marks on this question. Generally,

the terms involved in the practical aspects of science have not been well understood by successive cohorts of GCSE students. Continual use of the terms during student practical or investigatory work may

help to increase understanding, allowing them to apply the terms successfully in examination questions.

• 2(b)(i) and 2(b)(ii) The majority of students were able to gain the marks on these questions.

• 2(c)(i) The majority of students continue to find the use of energy

diagrams difficult. This extends well through the ability range. Nine out of every 10 students failed to gain a mark. Practice on energy diagrams, including extracting information to perform subsequent

calculations, perhaps using past questions, would benefit the students' understanding.

• 3(b)(i) Although a prompt was given, only around 5% of students were able to give the correct relationship. There is a core practical about this relationship. It is important that students learn the

necessary equations required in physics. If the student cannot recall

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the equation, they may lose subsequent marks. Across a whole paper this would significantly reduce the marks they achieve.

• 3(b)(ii) Even though part (b)(i) was not well answered, a good proportion of students were able to pick up the two marks available for the calculation.

• 3(c) Students found questions on how they might carry out an investigation or experiment difficult. Describing what to do, from given information, has been poorly attempted by a majority of

students, especially though not wholly in the Foundation tier, over successive cohorts of GCSE students. Even though this investigation ought to have been familiar, only around 5% gained three or four

marks. Practice at this type of question, perhaps using questions from past papers, will certainly help prepare students better.

• 4(a)(i) The large majority of students did not gain any marks. Usually this was because they could not remember the equation.

• 4(a)(ii) Nine in 10 students failed to gain any marks, this was

perhaps because they could not use the graph appropriately. • 4(b) As with virtually all descriptions of investigations across all three

science subjects, students continue to find these questions

challenging. As noted earlier in this report, this has been the case across successive cohorts of GCSE students. In this question, half of the students failed to gain any marks and fewer than one in 10

students gained three or four marks. Designing experiments, even those they are familiar with, remains a significant area for development.

• 5(a)(i) Generally students are able to provide simple descriptions of

patterns observed in a graph. This is also the case for students of

lower ability. However, where a curve is observed, very few students (even those of higher ability) can describe something that is increasing at a decreasing rate (or indeed the three other variations

of this). This is an area worth developing in students, though the concept will be difficult for many. A range of such graphs can be found in previous GCSE questions.

• 5(a)(ii) This question elicited better responses than most questions concerning experimental design. Perhaps the context in this case, of it only involving a change in mass of the bicycle, made it simpler for

the students to develop an idea. • 5(b)(i) Whilst half of students gained no marks on this question, over

one in three gained full marks demonstrating some good maths

skills. • 5(b)(ii) Energy transfers, of this type, remain relatively poorly

understood at this level and, consequently, around three in four

students gained no marks for this question.

29

Combined Science Higher tier overall A total of 23,410 students sat all three Higher tier papers. The mean total mark was 41.94 (28.0%), with a standard deviation of 22.927. The median mark was 38 and the modal mark 30.

30

Higher tier distribution Higher tier distribution Cum % Ventile Mark Cum % Ventile Mark

5.0 95 87 54.8 45 36 10.1 90 75 60.0 40 33 15.1 85 67 65.9 35 30 19.8 80 61 69.7 30 28 24.8 75 56 75.3 25 25 29.5 70 52 80.7 20 22 35.2 65 48 85.6 15 19 39.7 60 45 89.9 10 16 44.3 55 42 94.7 5 12 49.3 50 39 100 0 0

31

Combined Science Higher tier individual paper

performance A total of 24,481 students from 442 centres sat paper 1BH on the Combined Science route. The mean mark was 13.22 (26%), with a standard deviation of 8.246, a modal mark of 6 and a median mark of 12.

32

A total of 24,369 students from 439 centres sat paper 1CH on the Combined Science route. The mean mark was 14.49 (29.0%), with a

standard deviation of 9.077, a modal mark of 7 and a median mark of 13.

33

A total of 24,280 students from 437 centres sat paper 1PH on the Combined Science route. The mean mark was 13.82 (27.6%), with a

standard deviation of 7.491, a modal mark of 9 and a median mark of 14.

34

Biology Higher tier separate science paper

performance A total of 20,323 students from 415 centres sat paper 1BH on the separate science route. The mean mark was 20.74 (41.5%), with a standard deviation of 9.634, a modal mark of 26 and a median mark of 21.

35

Paper 1BH distribution Paper 1BH distribution

Cum % Ventile Mark Cum % Ventile Mark

4.8 95 37 54.9 45 20

10.0 90 34 58.4 40 19

14.8 85 32 65.5 35 17

20.4 80 30 68.5 30 16

26.2 75 28 74.8 25 14

29.8 70 27 80.4 20 12

33.6 65 26 85.7 15 10

40.6 60 24 90.3 10 8

44.1 55 23 95.6 5 5

51.2 50 21

36

Chemistry Higher tier separate science paper

performance A total of 20,266 students from 415 centres sat paper 1CH on the separate science route. The mean mark was 23.05 (46.1%), with a standard deviation of 11.107, a modal mark of 21 and a median mark of 23.

37

Paper 1CH distribution Paper 1CH distribution

Cum % Ventile Mark Cum % Ventile Mark

4.8 95 42 56.6 45 21

9.7 90 29 59.4 40 20

14.0 85 37 65.1 35 18

21.0 80 34 70.7 30 16

25.9 75 32 76.2 25 14

31.0 70 30 79.2 20 13

36.5 65 28 84.6 15 11

39.2 60 27 89.7 10 9

45.0 55 25 95.6 5 6

50.6 50 23

38

Physics Higher tier separate science paper

performance A total of 19,896 students from 415 centres sat paper 1PH on the separate science route. The mean mark was 20.76 (41.5%), with a standard deviation of 9.174, a modal mark of 17 and a median mark of 20.

39

Paper 1PH distribution Paper 1PH distribution

Cum % Ventile Mark Cum % Ventile Mark

5.3 95 37 56.4 45 19

10.2 90 34 60.4 40 18

16.5 85 31 64.5 35 17

19.1 80 30 72.2 30 15

24.7 75 28 76.1 25 14

30.8 70 26 79.7 20 13

24.2 65 25 86.2 15 11

40.9 60 23 91.2 10 9

44.7 55 22 96.7 5 6

52.5 50 20

Analysis of selected Higher tier question

responses

1BH

• 1(a) Only a small proportion of students gained any marks on this question with less than one in 10 being able to use their measurement of thickness to perform a suitable calculation of

magnification. • 1(b)(i) Over half of the students gained marks on this question.

However, a significant proportion could not successfully transfer the

skills they had gained in practical work to devise a suitable technique in this new context. It is important that students are able to transfer the understanding they pick up in practical work to

developing investigations they have not carried out themselves. Note the relevant comments made at Foundation tier.

• 1(b)(i) A relatively small proportion of students gained any marks on

this question. • 1(b)(ii) Less than half of the students were able to provide an

explanation based upon the function of the myelin sheath. Very few

students were able to gain both marks in terms of the number of impulses transmitted and the lack of neurone insulation.

• 1(c) Over half of the students were able to give at least one reason,

but very few students were able to further develop their answer. It is important in two mark questions, such as this, that students realise that one simple statement will be insufficient for both marks.

• 2(a)(ii) Over half of the students were unable to suggest any method

for measuring pH in this core practical. This could indicate a lack of

40

familiarity with the equipment (pH meter/probe) or materials (universal indicator) required. The development of the use of

scientific equipment is important through the undertaking of practical work.

• 2(b) Historically, students have found questions around explanations

related to observations difficult. This is a further area for development. In this question, relatively few students were able to gain the two marks.

• 2(d) This is a relatively poorly understood area of biology and, in this question, nearly nine in 10 students failed to gain any marks. Whilst this is a relatively difficult area of biology the 'story' needs to be

learned by students. This question was relatively straightforward, with no context requiring consideration by students before answering. In questions requiring an explanation, students need to

be aware that they must link their ideas coherently to gain the marks

• 3(a)(i) This represented a simple maths question, where the majority

of students were able to apply their knowledge successfully. • 3(a)(ii) Again, a simple maths question, but on this occasion many

students could not determine which figures to use so were

unsuccessful. This suggests that students should develop their ability to select appropriate data from a data set in order to use their maths skills. Practice in this skill would benefit many students.

• 3(a)(iv) The majority of students could not apply their knowledge of diffusion in this context, although this is a required practical. Almost no students gained two marks. Application is a key objective in GCSE

assessments. The context here was straightforward suggesting this is a key area for student development.

• 3(b)(ii) As with 3(a)(iv), this question asked students to apply their

knowledge of osmosis alongside that of plant structure. Three in four students could not take the necessary steps and gained no marks. Whilst a more difficult context than 3(a)(iv), higher ability students

will be expected to apply their knowledge and understanding within more demanding contexts.

• 4(a)(iii) Whilst a good proportion of students were able to gain marks in parts (a)(i) and (a)(ii), this part proved to be significantly more difficult. Over half of the students failed to gain any marks, but more

able students should be able to provide explanations of this type. More practice at this type of explanation, from genetic diagrams, would clearly help to develop student responses.

• 4(c) As a straight recall question, more than seven in 10 students gained no marks. Practice at this simple genetic diagram illustrating sex determination, with an explanation, would support students’

understanding.

41

• 5(a)(ii) Over nine in 10 students could not provide a correct reason for adding the stain. This may indicate a lack of development of

application skills in practical work. A simple answer in terms of making the stages of mitosis, the chromosomes or the nucleus more visible was acceptable.

• 5(a)(iii) Students were able to respond reasonably well to this question, indicating their understanding of the use of microscopes.

• 5(b) Responses to this question indicated those who had learned the

process and those who had not. 1CH

• 1(c) Most students were able to attempt this calculation and gain marks. However, very few converted cm3 to dm3 and then give their answer to three significant figures. Further work around the

concept of significant figures and their application in calculations would benefit students.

• 1(d) Around three in four students gained no marks for this question.

The practice of writing ionic equations from given information about a reaction would benefit students. Examples for students can be found in past GCSE examination papers.

• 2(a)(i) As in the Foundation tier, the understanding of the principles

behind chromatography is poorly developed. Even at Higher tier,

four in five students did not gain the mark. • 2(a)(ii) This part was better answered as it tested analytical skills

rather than the understanding of chromatography.

• 2(a)(iv) This question tested simple analytical skills and, as such, was well answered by the majority of students.

• 2(a)(v) This question was reasonably well answered if the student

could both recall the correct equation and insert the figures the correct way up.

• 2(b)(i) Only one in five students gained both marks on this question

suggesting more practice at this type of calculation would benefit students. Students could often calculate the relative formula mass but should set out their calculation in a logical order to gain

marks, should their answer be incorrect. Past GCSE examinations papers should provide a source of suitable practice questions.

• 2(b)(ii) Only a small proportion of students understood the concept

required to be able to answer this so, consequently, very few gained the mark.

• 3(b) Even at Higher tier, half of the students gained no marks indicating that a greater understanding of covalency is required.

• 3(c) Over half of the students indicated a lack of knowledge in this

area. • 3(d)(i) Two in three students did not gain a mark, indicating a key

area for development. Practice of the completion of dot and cross

42

diagrams of simple molecules, perhaps from past GCSE examination papers, would benefit students.

• 3(d)(ii) Half of the students were unable to gain a mark, demonstrating a lack of knowledge. Alongside (3)(c), many students would benefit by developing a clearer understanding of structure

related to properties in graphite and diamond.

• 4(b) The majority of students were able to attempt this question, but

practice in completing diagrams where atoms become ions, or vice versa, would benefit students.

• 4(c) Over half of students were unable to gain any marks on this

question, which was based on a core practical. Describing suitable experiments to investigate given situations remains a significant area for development for the majority of students of all abilities. Previous

examination questions could be helpful in this respect or, perhaps, having completed practical work in the lab students could then be asked how they could investigate a related hypothesis.

• 4(d) Where students understood the process, the maths skills required did not pose a problem. However, it was clear that many students would benefit by practising this type of question.

• 5(a) Only half of the students gained marks on this question,

indicating that describing the differences between isotopes, based on

the difference in the number of neutrons, is an area for development. • 5(b) If a student understood the concepts involved, then many were

able to make progress through the mathematics skills required to

gain marks in the question. • 5(c) This question on the development of the Periodic Table was

relatively well done. Students demonstrated a greater understanding

than previous cohorts of GCSE students.

1PH • 1(a) Descriptions on how to carry out investigations remain

challenging for all students, as detailed in the Foundation tier report.

This investigation, though it ought to have been familiar and straightforward, still proved difficult. Over one in four students gained no marks, and just over one in two students gained two marks or

more. As noted in the Foundation tier report (and those for other sciences), responses to this type of question remain a significant area for development.

• 2(a)(i) Nearly half of the students failed to gain a mark on this

calculation. Many could not recall the equation.

• 2(a)(ii) Over half of the students gained no marks on this question. The students did not have the necessary understanding of what the area under the velocity-time graph represented.

43

• 3(a)(ii) Around half of the students gained no marks on the

calculation. Many could not recall the equation. If the equation was recalled, then many could not rearrange it properly or did not substitute the correct values.

• 3(b)(i) Two in three students gained no marks on this calculation. If they could recall the equation, many students could not either rearrange the equation or did not convert the unit.

• 4(a)(ii) Less than one in five students gained a mark on this question,

demonstrating that applied forces, and resultant movement, is

not well understood. (This was also demonstrated in 4(c)). • 4(a)(iii) Responses to this question were poor overall with very few

students gaining two marks. Newton's second law, and its

application, is an area of development for students. Perhaps a range of examples could be used in class to allow students to grasp the concepts involved.

• 4(c) The ideas of forward, backward and resultant forces were poorly understood (note question 4(a)(ii)). Only around one in five students gained three marks or more on this six mark question. As

in 4(a)(ii), perhaps a range of examples could be provided for students to work on to help develop their understanding of the concepts involved.

• 5(b)(ii) Just over half of students gained no marks, and the full three

marks were very rarely achieved. Many students could not recall the

equation. • 5(b)(iii) As a question testing analysis, many students were able to

gain marks. However, around half of the students gained no marks.

Analysis of data is an important assessment objective in GCSE physics, and the provision of a range of graphs for students in class should help to develop this skill.

• 5(c) Students performed better on this analysis question than on 5(b)(iii), with just over one in two students gaining at least two marks. This may have been because the data immediately preceded

the question asked and so was relatively straightforward to access.

44

Appendix 1: Centre type

This table gives the centre cohort breakdown compared to Summer 2017 (percentage of candidates from each type of centre).

Centre type Summer 2017 %

Yr 10

exam %

Secondary Comprehensive –

LEA 57 63.2

Secondary Selective – LEA 0.6 0

Secondary Modern – LEA 6.2 4.7

Independent 2.1 1.6

FE Establishment 1.6 0.1

Sixth Form College 0.3 0

Tertiary College 0.1 0

Other/Not known 4.9 2.0

Academy 26.8 27.7

Free School 0.5 0.7

45

Appendix 2: Data tables

The tables below give, for each paper, a short description of the question, the assessment objectives tested, the maximum mark for each question and the mean mark scored by the cohort (also given as a percentage).

Questions common to both Foundation and Higher Tier papers are shaded. We hope that these will be useful in identifying topics where students are currently performing least well and so might benefit from more focus in the

revision period. We are not able to distinguish for zero results whether students attempted

the question and scored zero, didn’t attempt the question, or didn’t get that far through the paper. Thus, the mean scores for some of the later questions will be lower than they might have been.

Mean marks and percentages for Biology

Foundation tier

Question Content Assessment

objective

Total

marks

Mean

mark

Mean

%

1(a)(i) Structure of DNA AO1 1 0.43 43%

1(a)(ii) Complementary base pairing AO1 1 0.34 34%

1(a)(iii) Gene sequences and alleles AO1 2 0.20 10%

1(b)(i) Monohybrid inheritance AO3 1

1.11

55%

1(b)(ii) Calculating inheritance

outcomes of genetic traits AO3 1

1(b)(iii) Genetic inheritance AO2 1 0.15 15%

2(a)(i) Structure of plant (eukaryotic)

cells AO1 2 1.20 60%

2(a)(ii) Characteristics of animal and

plant cells

AO2 1 0.47 47%

2(b)(i) Selective breeding AO3 2 0.28 14%

2(b)(ii) Selective breeding AO2 2 0.15 7%

2(b)(iii) Benefits of selective breeding AO2 2 0.23 11%

3(a)

Function of subcellular

structures of bacterial (prokaryotic) cells

AO1 2 0.69 34%

3(b)(i) Benefits of genetic modification AO2 2 0.22 11%

46

3(b)(ii) Interpreting percentile growth charts

AO3 1 0.71 71%

3(c)(i) Structure of sperm cell in relation to its function

AO1 2 0.52 26%

3(c)(ii) Meiotic cell division AO1 3 0.17 6%

4(a)(i) Synapses and

neurotransmitters AO1 1 0.58 58%

4(a)(ii) The effect of alcohol on the

nervous system AO2 2 0.45 23%

4(b)(i) Calculating magnification from an electron micrograph

AO1 3 0.06 2%

4(b)(ii) Structure of a motor neurone AO1 1 0.22 22%

4(c)(i) Investigating the speed of nerve impulses

AO2 2 0.20 10%

4(c)(ii) The role of the myelin sheath AO2 2 0.12 6%

5(a)(i) Investigating the effect of pH

on enzyme activity AO3 1 0.57 57%

5(a)(ii) Investigating the effect of pH

on enzyme activity AO1 1 0.12 12%

5(a)(iii) Investigating the effect of pH

on enzyme activity AO3 2 0.21 10%

5(b) Enzyme action and specificity AO2 2 0.15 8%

5(c) The reaction of pepsin and protein to produce amino acids

AO1 1 0.05 5%

5(d) Enzyme activity rates of reaction

AO2/AO3 6 1.0 17%

47

Marks scored on each question on Biology

Foundation tier (percentages of students) 1(a)(i) 1(a)(ii) 1(a)(iii) 1(b)(i-ii) 1(b)(iii)

0 57.1 65.7 79.9 22.7 84.8

1 42.7 34.1 19.5 43.6 15.1

2 0.5 33.5

2(a)(i) 2(a)(ii) 2(b)(i) 2(b)(ii) 2(b)(iii)

0 15.6 53.4 75.3 86.8 79.3

1 49.1 46.5 21.4 11.5 18.3

2 35.2 3.1 1.5 2.3

3(a) 3(b)(i) 3(b)(ii) 3(c)(i) 3(c)(ii)

0 48.6 79.3 29.3 54.5 87.3

1 33.5 19.7 70.7 39.2 9.8

2 17.7 0.9 6.2 2.0

3 0.9

4(a)(i) 4(a)(ii) 4(b)(i) 4(b)(ii) 4(c)(i) 4(c)(ii)

0 42.5 58.4 94.2 77.5 84.2 88.3

1 57.5 38.0 5.1 22.5 11.7 11.1

2 3.5 0.3 4.1 0.6

3 0.2

5(a)(i) 5(a)(ii) 5(a)(ii) 5(b) 5(c) 5(d)

0 42.8 88.3 82.3 85.1 94.7 45.2

1 57.1 11.7 14.5 14.4 5.2 27.2

2 3.2 0.4 17.1

3 4.0

4 5.6

5 0.4

6 0.4

48

Mean marks and percentages for Biology Higher

tier

Question Content Assessment

objective

Total

marks

Mean

mark

Mean

%

1(a) Calculating magnification from

an electron micrograph AO1 3 0.36 12%

1(b)(i) Investigating the speed of

nerve impulses AO2 2 0.83 42%

1(b)(ii) The role of the myelin sheath AO2 2 0.50 25%

1(c) The use of stem cells to treat neurological diseases

AO2 2 0.82 41%

2(a)(i) Investigating the effect of pH on enzyme activity

AO3 1 0.83 83%

2(a)(ii) Investigating the effect of pH on enzyme activity

AO1 1 0.45 45%

2(a)(iii) Investigating the effect of pH

on enzyme activity AO3 2 0.57 28%

2(b) Enzyme action and specificity AO2 2 0.54 27%

2(c) The reaction of pepsin and

protein to produce amino acids AO1 1 0.32 32%

2(d) The role of enzymes in genetic

modification of bacterial cells AO1 3 0.21 7%

3(a)(i) Calculating surface area to

volume ratios AO2 1 0.71 71%

3(a)(ii) Calculating the rate of diffusion AO2 1 0.43 43%

3(a)(iii) The effects of variables such as size on the rate of diffusion

AO3 1 0.24 24%

3(a)(iv) Explaining the process of diffusion

AO2 2 0.33 17%

3(b)(i) Explaining the process of

osmosis AO1 1 0.43 43%

3(b)(ii) The effect of hypotonic solution

on plant cells AO1 3 0.31 10%

4(a)(i) Understanding terms of

inheritance such as genotype AO2 1 0.47 47%

4(a)(ii) Interpreting and analysing outcomes of genetic

inheritance

AO2 2 1.17 59%

4(a)(iii)

Interpreting and analysing

outcomes of genetic

inheritance

AO3 3 0.79 26%

4(b)(i)

Calculating monohybrid

inheritance using a Punnett

square

AO3 2 1.18 59%

4(b)(ii)

Interpreting and analysing

outcomes of genetic inheritance

AO3 1 0.52 52%

4(c) Sex determination of offspring

by sperm at fertilisation AO1 2 0.36 18%

49

5(a)(i) Investigating mitosis AO2 1 0.37 37%

5(a)(ii) Use of a microscope in investigations of biological

specimens

AO2 1 0.08 8%

5(a)(iii)

Use of a microscope in

investigations of biological

specimens

AO2 3 1.03 34%

5(b) The stages and process of

mitosis AO1 6 2.73 46%

50

Marks scored on each question on Biology Higher

tier (percentages of students) 1(a) 1(b)(i) 1(b)(ii) 1(c)

0 77.3 44.9 59.3 40.9

1 14.4 27.1 31.3 36.4

2 3.5 28.0 9.4 22.7

3 4.9

2(a)(i) 2(a)(ii) 2(a)(iii) 2(b) 2(c) 2(d)

0 16.5 54.8 57.0 53.5 68.1 87.6

1 83.5 45.2 29.2 39.3 31.9 6.0

2 13.7 7.2 4.4

3 1.9

3(a)(i) 3(a)(ii) 3(a)(iii) 3(a)(iv) 3(b)(i) 3(b)(ii)

0 29.0 56.8 76.1 67.0 57.4 75.2

1 71.0 43.2 23.9 32.4 42.6 19.1

2 0.6 4.6

3 1.1

4(a)(i) 4(a)(ii) 4(a)(iii) 4(b)(i) 4(b)(ii) 4(c)

0 53.1 34.2 59.8 28.7 48.1 72.1

1 46.9 14.0 6.6 24.4 51.9 19.4

2 51.8 28.5 46.9 8.5

3 4.8

5(a)(i) 5(a)(ii) 5(a)(iii) 5(b)

0 63.2 92.2 22.9 26.5

1 36.8 7.8 55.0 0.1

2 17.3 23.0

3 4.8 7.0

4 23.9

5 6.2

6 13.2

51

Mean marks and percentages for Chemistry

Foundation tier

Question Content Assessment

objective

Total

marks

Mean

mark

Mean

%

1(a)(i) The experimental technique of

simple distillation AO1 3 1.26 42%

1(a)(ii) The experimental technique of

simple distillation AO2 2 0.06 3%

1(b) The use of pure water in analysis

AO1 2 0.49 25%

1(c) Dot and cross diagram of a

water molecule AO1 2 0.28 14%

1(d)

Balancing an equation of

hydrogen and oxygen to produce water

AO2 1 0.29 29%

2(a) Properties of metals AO1 1 0.42 42%

2(b)(i) Arrangements of atoms in aluminium metal

AO2 1 0.76 76%

2(b)(ii) Properties of metals and their ability to conduct electricity

AO3 2 0.70 35%

2(c)(i)

Calculating relative formula

mass of carbon dioxide from given relative atomic mass

AO2 2 0.46 23%

2(c)(ii)

Calculating the mass of a

product from a balanced equation with given mass of

one substance

AO2 3 0.20 7%

3(a) Evaluating precautions to be

taken in practical procedures AO3 1 0.51 51%

3(b) Use of state symbols in an

equation AO2 2 0.41 20%

3(c) Calculating mass of mixture

after precipitate formation AO2 1 0.55 55%

3(d)(i) Properties of an ionic solid AO1 1 0.43 43%

3(d)(ii) Deducing formulae of ionic compounds

AO3 1 0.11 11%

3(d)(iii) Formation of ions from their atoms with reference to

electrons

AO1 2 0.37 18%

3(e)(i) Interpreting a graph on precipitate formation to draw a

line of best fit

AO3 3

1.03 34%

3(e)(ii) Interpreting a graph on precipitate formation

AO3

4(a)(i) Filtration experimental technique

AO1 1 0.34 34%

4(a)(ii) Filtration experimental

technique AO1 2 1.46 73%

52

4(b)(i) The process of paper chromatography

AO1 1 0.05 5%

4(b)(ii) The process of paper chromatography

AO1 1 0.40 40%

4(b)(iii) Interpreting a paper

chromatogram AO3 1 0.19 19%

4(b)(iv) Interpreting a paper

chromatogram AO3 2 1.19 60%

4(b)(v) Interpreting a paper chromatogram

AO2 2 0.21 10%

5(a)(i) Stating the mass number AO1 1 0.19 19%

5(a)(ii) Showing electron configuration AO1 1 0.15 15%

5(b) Explaining the term covalent bond

AO1 2 0.14 7%

5(c)

Properties of substances and

their melting points and ability to conduct electric current

AO2 6 0.41 7%

53

Marks scored on each question on Chemistry

Foundation tier (percentages of students) 1(a)(i) 1(a)(ii) 1(b) 1(c) 1(d)

0 20.0 94.8 59.0 81.4 71.4

1 41.8 4.2 32.7 9.1 28.6

2 30.2 0.9 8.4 9.5

3 8.1

2(a) 2(b)(i) 2(b)(ii) 2(c)(i) 2(c)(ii)

0 58.0 24.4 38.5 76.2 84.8

1 42.0 75.6 52.9 1.1 11.6

2 8.6 22.7 2.3

3 1.4

3(a) 3(b) 3(c) 3(d)(i) 3(d)(ii)

3(d)(iii) 3(e)(i-

ii)

0 49.2 60.7 44.8 57.3 88.7 77.0 36.5

1 50.8 38.1 55.2 42.7 11.3 9.1 35.0

2 1.3 13.9 17.8

3 10.7

4(a)(i) 4(a)(ii) 4(b)(i) 4(b)(ii) 4(b)(iii) 4(b)(iv) 4(b)(v)

0 66.0 19.0 94.8 60.4 81.3 24.5 81.6

1 34.0 15.9 5.2 39.6 18.7 31.7 16.3

2 65.1 43.8 2.1

5(a)(i) 5(a)(ii) 5(b) 5(c)

0 81.1 84.7 87.7 80.6

1 18.9 15.3 10.7 5.6

2 1.6 9.8

3 1.8

4 1.3

5 0.5

6 0.4

54

Mean marks and percentages for Chemistry

Higher tier

Question Content Assessment

objective

Total

marks

Mean

mark

Mean

%

1(a) Formulae of ions AO3 1 0.29 29%

1(b)(i) Interpreting a graph on precipitate formation to draw a

line of best fit

AO3

3 1.81 60%

1(b)(ii) Interpreting a graph on

precipitate formation AO3

1(c) Calculating the concentration of solutions

AO2 3 0.92 31%

1(d) Writing an ionic equation for a

reaction AO2 2 0.29 15%

2(a)(i) The process of paper chromatography

AO1 1 0.15 15%

2(a)(ii) The process of paper

chromatography

AO1 1 0.63 63%

2(a)(iii) Interpreting a paper

chromatogram AO3 1 0.53 53%

2(a)(iv) Interpreting a paper

chromatogram AO3 2 1.71 85%

2(a)(v) Interpreting a paper chromatogram

AO2 2 0.77 35%

2(b)(i) Calculating the number of moles of a substance in a given

mass of that substance

AO2 2 0.80 40%

2(b)(ii)

Calculating the number of molecules of a substance in a

given number of moles of that

substance

AO2 1 0.13 13%

3(a)(i) Stating the mass number AO1 1 0.57 57%

3(a)(ii) Predicting electron configuration

AO1 1 0.56 56%

3(b) Explaining the term covalent

bond AO1 2 0.60 30%

3(c) The structure of graphite and

its ability to conduct electricity AO1 2 0.54 27%

3(d)(i)

Dot and cross diagram showing

covalent bonding in carbon

dioxide

AO1 2 0.56 28%

3(d)(ii) The structure of diamond in

relation to its characteristics AO1 2 0.67 34%

4(a) Calculating the number of protons, electrons and

neutrons in an ion

AO3 1 0.38 38%

4(b)

Showing electron configuration

using dots and crosses, and

charge of an ion

AO1/2 3 1.26 42%

55

4(c) Describe an experiment to determine empirical formulae

AO1 3 0.84 28%

4(d) Calculating empirical formulae AO2 3 1.08 36%

5(a) Subatomic particles of isotopes AO3 2 0.64 32%

5(b)

Calculating the relative atomic mass of an element from given

relative masses and

abundances of its isotopes

AO2 6 2.36 39%

5(c)

How Mendeleev arranged the

elements in the first periodic

table and why the modern periodic table is arranged

differently

AO1 3 1.31 44%

56

Marks scored on each question on Chemistry

Higher tier (percentages of students) 1(a) 1(b)(i-ii) 1(c) 1(d)

0 70.6 15.7 44.5 78.1

1 29.4 27.6 32.9 18.6

2 22.5 15.2 3.3

3 34.2 7.4

2(a)(i) 2(a)(ii) 2(a)(iii) 2(a)(iv) 2(a)(v) 2(b)(i) 2(b)(ii)

0 86.2 39.4 49.3 6.2 41.6 45.8 88.4

1 13.8 60.6 50.7 19.7 43.9 34.0 11.6

2 74.1 14.6 20.2

3(a)(i) 3(a)(ii) 3(b)(i) 3(c) 3(d)(i) 3(d)(ii)

0 46.9 46.0 46.9 63.7 70.6 55.6

1 53.1 54.0 53.1 22.5 7.3 26.3

2 9.6 13.8 22.0 18.1

4(a) 4(b) 4(c) 4(d)

0 61.9 45.1 64.7 59.3

1 38.1 13.4 10.5 6.1

2 19.4 11.0 9.8

3 22.1 13.8 24.8

5(a) 5(b) 5(c)

0 58.8 40.4 28.8

1 23.6 5.8 31.8

2 17.7 14.4 23.7

3 3.0 15.7

4 19.7

5 3.1

6 13.6

57

Mean marks and percentages for Physics

Foundation tier

Question Content Assessment

objective Total marks

Mean mark

Mean %

1(a) Electromagnetic waves and their uses

AO1 2 1.64 82%

1(b)(i) Measuring wavelength in a

practical procedure AO2 1 0.17 17%

1(b)(ii) The suitability of equipment to

measure wavelength AO3 2 0.20 10%

1(c) Example of a longitudinal wave AO1 1 0.49 49%

2(a) Example of a renewable energy

source AO1 1 0.72 72%

2(b)(i) Characteristics of renewable

energy sources

AO1 1 0.66 66%

2(b)(ii) Characteristics of renewable

energy sources AO1 1 0.61 61%

2(b)(iii)

Calculating the area of a solar panel from given amount of

energy from the Sun reaching

the whole panel

AO2 2 0.89 45%

2(c)(i)

Calculating the efficiency of a

solar panel in generating electricity using the efficiency

equation

AO1/2 3 0.26 9%

2(c)(ii) Inefficiency of energy from the Sun

AO2 1 0.21 21%

3(a)

The definitions of frequency,

amplitude, speed and

wavelength of a wave

AO1 1 0.52 52%

3(b)(i)

The relationship between

speed, frequency and

wavelength of a wave

AO1 1 0.05 5%

3(b)(ii) Calculating speed using wave

speed equation AO2 2 0.87 44%

3(c)

Investigating how the angle of

refraction varies with the angle

of incidence when light enters a glass block

AO1 4 0.68 17%

3(d)

Identifying anomalous readings on a graph investigating angle

of refraction and angle of

incidence

AO3 2 0.84 42%

4(a)(i)

Recall and application of

Newton’s second law: F=m x a

AO2 3 0.33 11%

4(a)(ii) Analysing velocity/time graphs

to determine distance travelled AO2 4 0.17 4%

58

using the area between the graph line and time axis

4(b)

Investigating the speed of sound in air and how to

calculate using the wave speed

equations

AO1 6 1.13 19%

5(a)(i) The effect of speed on braking

distance AO3 2 0.51 26%

5(a)(ii) The effect of road conditions on braking distance

AO2 2 0.95 48%

5(a)(iii) Investigating the effect of mass on braking distance

AO3 3 0.49 16%

5(b)(i)

Calculating the mass of a

cyclist and bicycle with given kinetic energy and speed

AO2 3 1.12 37%

5(b)(ii) Energy transfer when a cyclist brakes

AO1 2 0.31 15%

59

Marks scored on each question on Physics

Foundation tier (percentages of students) 1(a) 1(b)(i) 1(b)(ii) 1(c)

0 6.0 82.7 80.8 51.3

1 23.6 17.3 18.3 48.7

2 70.2 0.7

2(a) 2(b)(i) 2(b)(ii) 2(b)(iii) 2(c)(i) 2(c)(ii)

0 28.1 33.9 39.0 54.6 90.1 79.1

1 71.9 66.1 60.8 1.4 1.2 20.8

2 43.9 0.7

3 7.8

3(a) 3(b)(i) 3(b)(ii) 3(c) 3(d)

0 48.4 94.6 53.1 54.1 48.9

1 51.6 5.3 6.5 28.4 18.2

2 40.2 13 32.8

3 4.0

4 0.4

4(a)(i) 4(a)(ii) 4(b)

0 82.8 90.6 48.6

1 2.8 4.1 17.5

2 12.7 3.4 16.1

3 1.6 0.9 9.9

4 0.7 6.1

5 1.3

6 0.4

5(a)(i) 5(a)(ii) 5(a)(iii) 5(b)(i) 5(b)(ii)

0 49.1 34.1 64.2 60.7 75.6

1 50.2 36.3 24.5 2.3 17.7

2 0.6 29.5 9.0 1.1 6.6

3 2.0 35.8

60

Mean marks and percentages for Physics Higher

tier

Question Content Assessment

objective

Total

marks

Mean

mark

Mean

%

1(a)

Investigating how the angle of refraction varies with the angle

of incidence when light enters a glass block

AO1 4 1.53 38%

1(b)

Identifying anomalous readings

on a graph investigating angle of refraction and angle of

incidence

AO3 2 1.45 73%

2(a)(i)

Recall and application of

Newton’s second law: F=m x a

AO2 3 1.17 39%

2(a)(ii) Analysing velocity/time graphs

to determine distance travelled using the area between the

graph line and time axis

AO2 4 1.04 26%

2(b) Methods to determine the

speed of objects AO2/3 3 1.59 53%

3(a)(i) Characteristics of longitudinal

and transverse waves AO1 1 0.54 54%

3(a)(ii) Calculating distance with given

time and wave speeds AO2 2 0.91 46%

3(b)(i) Calculating mass of a vehicle with given kinetic energy and

speed

AO1/3 4 0.85 21%

3(b)(ii) Using energy transfer to calculate total energy

AO2 2 0.52 26%

4(a)(i) Recall and application of Newton’s first law

AO1 1 0.72 72%

4(a)(ii) Recall and application of

Newton’s third law AO1 2 0.21 10%

4(a)(iii) Recall and application of

Newton’s second law AO1 2 0.23 11%

4(b)

Advantages of nuclear-

powered submarines compared

to diesel-powered submarines

AO2 2 0.45 23%

4(c) Recall and application of

Newton’s first and second laws AO1 6 1.54 26%

5(a) Characteristics of electromagnetic radiation

AO1 1 0.56 56%

5(b)(i) Interpretation of a graph to determine wavelength that the

eye is most sensitive to

AO3 1 0.76 76%

5(b)(ii) Calculating frequency using wavelength and speed of light

in air

AO1/2 3 0.66 22%

61

5(b)(iii)

Data interpretation to determine how well the eye

detects colours of the visible spectrum inside a cave

AO3 3 0.91 30%

5(c)

Data interpretation to compare

relative sensitivities of the insect eye and the human eye

inside a cave

AO3 4 1.20 60%

Marks scored on each question on Physics Higher

tier (percentages of students)

1(a) 1(b)

0 22.7 18.0

1 27.2 18.5

2 28.0 63.5

3 18.1

4 4.0

2(a)(i) 2(a)(ii) 2(b)

0 46.6 57.9 12.7

1 7.0 11.7 27.5

2 28.9 10.0 47.5

3 17.5 9.0 12.3

4 11.4

3(a)(i) 3(a)(ii) 3(b)(i) 3(b)(ii)

0 45.5 51.1 66.5 64.3

1 54.5 6.7 9.6 18.9

2 42.2 5.4 16.7

3 9.8

4 8.8

4(a)(i) 4(a)(ii) 4(a)(iii) 4(b) 4(c)

0 28.1 82.7 77.4 59.9 43.6

1 71.9 13.6 22.2 34.7 3.7

2 3.6 0.4 5.3 31.2

3 2.4

4 16.5

5 0.6

6 2.0

5(a) 5(b)(i) 5(b)(ii) 5(b)(iii) 5(c)

0 43.6 24.2 54.6 50.6 32.7

1 56.4 75.8 26.5 21.0 30.4

2 17.6 15.1 24.0

3 1.3 13.4 10.4

4 2.5