M1.

(a)

Award ONE mark for:

indication that drum skin moves up and down or vibrates
Give credit for.
the skin moves,
the beater hits the drum which causes vibrations and
sounds,
it vibrates/it vibrates and makes a sound/by vibration/the
drum
skin vibrates.

Do not give credit for responses which refer to echoes or

bangs:
like a big bang,
it makes a dim echoing sound,
it makes a deep sound,
it echoes inside,
the echo.
1

(b)

Award ONE mark for:

wall(s)/window(s)/glass/ brick(s)/ground.
Do not give credit for responses which make no reference to
an appropriate material:
ears;
molecules;
sky.
1

[2]

M2.

(a)

Award ONE mark for:

D.
1

(b)

Page 1

Award ONE mark for:

the elastic band vibrated/ bounced;

it moved up and down/from side to side;

air vibrated/vibration.
Do not give credit for:
the elastic band was pulled;
sound vibrates;
moved.
1

[2]

M3.

(a) Award ONE mark for an awareness that sound is associated with a vibrating
object or vibrations in the air:

the ruler (it) vibrated;

it made air vibrate.

Allow:

it moved up and down.

Do not give credit for:
it made (sound) waves;
it moved/wobbled.
1

(b)

Award ONE mark for an indication that sound is heard through air:

air/atmosphere.

Allow:

gas/gases.
Do not give credit for a named gas in the air, eg:
oxygen.
1

(c)

Award ONE mark for an awareness that shortening the length of the ruler will
increase the pitch of the sound:

Page 2

the sound (it) was higher/the pitch increased.

Allow:

note/tone gets higher.

Do not give credit for:
tune [a tune is a sequence of notes];
vibrations were quicker.
1

(d)

Award ONE mark for an indication that the loudness decreased:

the sound (it) went down/got quieter/it decreased.

Allow:

it gets fainter/softer/weaker.
Do not give credit for:
it changed;
it went lower [implies pitch].
1

(e)

Award ONE mark for:

there was no sound;

the sound (it) was silent;

it stopped.

Allow:

it was not making a sound;

the ruler was silent.

Do not give credit for:
it was quiet/quieter [both imply some sound];
the ruler stopped [no reference to sound].
1

(f)

Award ONE mark for:

the ruler (it) stopped moving/vibrating/shaking;

the vibrations stopped.

Allow:

Page 3

the line is flat/straight.

[6]

M4.

(a)

Award ONE mark for indicating that the string vibrates to make a sound:

it vibrates;

it is vibrating.

Allow:
a description of vibration:

it moves up and down quickly.

Do not give credit for an insufficient response describing the
guitar vibrating:
the guitar vibrates.
Do not give credit for an insufficient response:
it moves/twangs/wobbles.
1(L4)

(b)

Award ONE mark for a response that indicates the loudness of the sound
gets quieter:

it gets quieter;

the volume decreases;

the louder the sound, the closer she is;

it/the sound gets softer.

Allow:

(when Julia is far away) the sound is quiet;

the sound is harder to hear.

Do not give credit for an insufficient response that describes
the pitch getting lower:
the sound/it gets lower.
1(L3)

(c)

Page 4

Award ONE mark for naming one of the following:

wall/stone/brick/concrete;

glass/window;

door/wood.

Allow:

eardrum;

floor.
Do not give credit for an insufficient response:
air [given];
solid/gas.
1(L4)

[3]

M5.

(a)

Award ONE mark for identifying vibrations:

they vibrate;

vibrations.

ONE mark may be awarded for an appropriate description of

vibrations:
it moves up and down quickly.
Do not give credit for an insufficient response:
they move up and down;
they wobble/shake;
they are hit [given].
1(L4)

(b)

Page 5

Award ONE mark for identifying that the sound made by the tuning fork
will become louder/last longer:

it will produce a louder sound;

it will go on for longer.

ONE mark may be awarded for:
the volume is higher;

it made a loud/long sound.

Do not give credit for a response that includes incorrect

science referring to pitch:
it/the pitch is higher;
it produces a higher sound.
Do not give credit for an insufficient response for which the
meaning is ambiguous:
the sound gets harder;
it will vibrate more.
1(L4)

(c)

Award ONE mark for ticking the two correct boxes as shown:

What does the sound travel through when...

desk

air

both

...the tuning fork is not touching the desk?

...the tuning fork is touching the desk?
ONE mark may be awarded if both desk and air boxes
(with or without the both box) are ticked in the bottom
row of the table.
1(L4)

[3]

M6.

(a)

Award ONE mark for identifying the number of materials tested:

3.
Do not give credit for an insufficient response that names
the three materials:
cotton, nylon, wire.
1(L3)

(b)

Award ONE mark for identifying the dependent variable (DV):

Page 6

whether or not the sound could be heard (through the cups)

whether the sound travels through different materials

the volume of the sound

how much sound could be heard

if she could hear them.

ONE mark may be awarded for:

sound
I can hear you
hearing (sound).
Do not give credit for a response that includes incorrect
science implying another factor has been measured:
plastic cups
materials.

Do not give credit for an insufficient response that identifies

a question for an alternative investigation:
which material does the sound travel through?
how long does it take to hear the sound?
1(L4)

(c)

Award TWO marks for identifying any two of the independent

variables (IV) in the investigation:

the length (of cotton, nylon and wire)

the type of material/string/line.

2(L4)

or
If you are unable to award two marks, award ONE mark for identifying
any one IV in the investigation.

Marks may be awarded for:

materials/fabric
amount of material.
Do not give credit for an insufficient response:
the sound
the line [could refer to length or tightness]

Page 7

the cups
tightness/looseness/straightness [given]
thickness.

Do not give credit for an insufficient response that identifies

a factor Jill may have changed but did not record in her
notes:
volume
amount of sound.
Do not give credit for a second response that is a
restatement or repetition of the first.
1

(d)

Award ONE mark for recognising the importance of varying only the IV:

so you would know which factor had an effect

because she would not know what had an effect

if you change everything it will not be a fair test

to make the test fair

so you can compare the results.

ONE mark may be awarded for:
so you know which one is best
the other things might influence the results
so you can see which one works
so you can make sure your conclusion is true.

Do not give credit for an insufficient response:

so you do not get confused/mixed up
so it does not get too complicated
so it is not a fair test.
Do not give credit for an insufficient response that refers to
the accuracy of the results:
to get the correct results
so you can have the right result
in case you make a mistake
you might go wrong
so you can be accurate.
1(L4)

Page 8

(e)

Award ONE mark for a response recognising that the results are not referred
to or interpreted:

she has not talked about what she has found out/what happened/her results

it does not explain what was compared

it does not mention the results.

ONE mark may be awarded for a response which implies
there is not enough information or recognises that best is
not defined:
it does not tell us why (it is best)
there is not enough detail
no information
she needs more information
there is no evidence.

ONE mark may be awarded for a response indicating that

the conclusion does not describe or interpret all the results of
the investigation:
it does not tell you about wire or nylon
she can hear through two of them
wire worked too.

Do not give credit for an insufficient response stating a

conclusion:
cotton was the best material for sound to travel through.
Do not give credit for an insufficient response:
there are no scientific words in it
it was very short
it is just an opinion.
Do not give credit for an insufficient response indicating that
the initial investigation was flawed:
she changed three things instead of one.
1(L5)

[6]

M7.

Page 9

(a)

Award ONE mark for two correct responses [given in either order]:

the straw/the cut (straw)

the air/wind.
ONE mark may be awarded for:
plastic/paper
her mouth/lips.

Do not give credit for an insufficient response:

breath/voice
bits you cut out
eardrum [does not vibrate to produce the sound]
sound/air waves
blowing.
Do not give credit for an insufficient response that is a
restatement or repetition of the first.
1(L4)

(b)

Award ONE mark for:

pitch.

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

frequency.
Do not give credit for a response that includes incorrect
science:
volume.

Do not give credit for an insufficient response:

tone [refers to the quality of the sound]
note [may refer to duration or pitch of sound]
1(L4)

(c)

Page 10

Award ONE mark for an indication that a longer straw creates a lower
note/sound,
and/or a shorter straw creates a higher note/sound:

the longer the straw, the lower the note

it is higher when the straw is short

the longest straw makes the lowest noise

ONE mark may be awarded for:

a long straw makes a low sound
a short straw makes a high sound.

Do not give credit for a response that includes incorrect

science:
the longer the straw, the louder/softer the sound
the longer the straw, the longer the note.
1(L5)

(d)

(i)

Award ONE mark for an indication that different people will blow in
different ways:

they will not know if their results are caused by the length of the
straw or by the way each person blew

some people might blow harder than others

they will not all blow the same

they might blow at different speeds.

Do not give credit for an insufficient response that refers to
the independent variable:
the straws are all different lengths.

Do not give credit for an insufficient response referring only

to breathing, not to air entering the straw:
different people have different breathing
people breathe at different times.

Do not give credit for an insufficient response referring to

the amount of time that an individual blows in the straw:
they can blow for different lengths of time.
1(L3)

(ii)

Page 11

Award ONE mark for an indication that one person might blow
differently each time:

one person will not be able to blow exactly the same each time

they might blow harder on some straws than others.

Do not give credit for an insufficient response that refers to

the independent variable:
the straws are all different lengths.

Do not give credit for an insufficient response referring only

to breathing, not to the air entering the straw:
she might run out of breath
she might breathe differently each time.

Do not give credit for an insufficient response referring to

the amount of time the individual blows:
she might not be able to blow for as long into the last
straw.
1(L4)

[5]

M8.

(a) Award ONE mark for an understanding that the sound travels
through the air:

sound/vibrations travel(s) through the air

(it travels through) air.

ONE mark may be awarded for a response indicating the
sound travels through a gas or the atmosphere.
ONE mark may be awarded for an indication of other
materials the sound may travel through:
the floor
the stick
the tub.
Do not give credit for a response that includes incorrect
science:
airwaves.
Do not give credit for an insufficient response:
vibrations
waves
[the sound travels in the form of vibrations or waves,
not through vibrations or waves]
the string.
1(L4)

Page 12

(b)

Award ONE mark for an indication that more force is applied:

he plucked the string harder

he used more force

he pulled it back further.

ONE mark may be awarded for an absolute response:
he plucked it hard.
Do not give credit for a response that includes incorrect
science confusing volume with pitch:
he pulled it/stretched it tighter
he made the string shorter.
Do not give credit for an insufficient response:
he plucked it more [ambiguous, could refer to the number
of times the string was plucked]
he plucked it with force.
1(L4)

(c)

Award ONE mark for an indication that the string is vibrating:

it vibrates.
ONE mark may be awarded for a description of the vibration
where the rapid speed of movement is indicated:
she can see it moving back and forth quickly.
Do not give credit for an insufficient response:
the string moves
it twangs/wobbles
the string shakes.
1(L4)

(d)

Award ONE mark for:

the note is higher.

Page 13

1(L5)

[4]

M9.

(a)

Award ONE mark for:

a pushing force from the drum skin

1(L4)

(b)

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

the ground

the drums legs.

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

(c)

Page 14

Award ONE mark for:

vibrations

she can feel the floor vibrate.

ONE mark may be awarded for a description of the vibration

where the rapid speed of movement is indicated:
the floor moves up and down (very) quickly.
Do not give credit for an insufficient response:
the floor shakes/moves up and down [no indication of
speed]
the drum sound [repetition of stem].
1(L4)

(d)

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

How Evelyn
plays the drum

The sound...
gets higher.

gets louder.

does not get

higher or louder.

with a tighter
drum skin
hit the drum
with more force
hit the drum faster
with the same force
1(L5)

[4]

M10.

(a) Award TWO marks for a circuit diagram drawn correctly with
2 bulbs, 2 cells and a switch [the components may be drawn
in any order but the cells must be correctly orientated]:

TWO marks may be awarded for a non-rectilinear circuit or a

circuit containing an obsolete symbol for a bulb:

Page 15

Do not give full credit for a response that includes incorrect

science:
circuits containing symbols not given or gaps between
components of more than 2mm
circuits with extra/fewer components
terminals on the cells facing each other
circuits with incorrectly drawn components,

eg:
2 (L4)

or

If you are unable to award two marks, award ONE mark for a
correctly drawn circuit which is missing one component or for
a circuit which contains the correct components but there is
one mistake in either the symbols used or how they have
been connected.
1

(b)

Award ONE mark for all three statements correctly classified:

add another bulb

...No...

add another cell

...Yes...

use longer wires

...No...
1 (L4)

(c)

Award ONE mark for an arrow pointing from the star to Emmas
eye /head:

Do not give credit for an insufficient response showing an

arrowhead in the correct orientation, but without a line
showing the path of the light:

Page 16

1 (L5)

(d)

(i)

Award ONE mark for a response recognising the triangle

vibrates:

it is vibrating.
ONE mark may be awarded for a description of vibrations
where the rapid speed of movement is indicated:
it moves up and down very quickly.
Do not give credit for an insufficient response:
it wobbles/shakes
it moves back and forwards.
1 (L3)

(ii)

Award ONE mark for an indication that the sound travels

through the air:

air

gas

atmosphere.
ONE mark may be awarded for:
chairs
floor.
Do not give credit for a response that includes incorrect
science:
airwaves.
Do not give credit for an insufficient response:
triangle
vibrations
waves [the sound travels in the form of vibrations
or waves, not through vibrations or waves].
1 (L3)

(e)

Award ONE mark for a general comparison describing the

relationship between the distance people are from the triangle and
how loud they hear it:

Page 17

the further away the people, the quieter it will be

the nearer, the louder

the further away, the less well you can hear it.
ONE mark may be awarded for two specific comparisons
describing the relationship:
if you are near the triangle it will be loud, but if you
are far away the sound will be quiet /soft.
Do not give credit for a response that changes one or both
variables:
the further away, the lower the sound [incorrect]
the sound will be louder when Ali bangs the triangle
harder [insufficient].
Do not give credit for an insufficient response giving a single
comparison of the variables:
it will be loud if you are close.
1 (L4)

[7]

Page 18

E1.

No specific comment made.

E2.

No specific comment made.

E3.

In this question (Sound) about 60% of children succeeded in explaining that sounds
are caused by something vibrating and about half knew that the sound travelled across
the room through the air. About 60% of children correctly associated decreasing amplitude
of vibration as shown by a trace with decreasing loudness and most children were able to
explain that the flat trace was the result of an absence of vibration and no sound being
produced.

E4.

Guitar
(a)

This open response question asks pupils to describe what happens to a guitar string
when it makes a sound. The obvious answer, it vibrates, was given by most of the
pupils gaining credit. A very small number gave a creditworthy description of
vibration, such as it moves up and down quickly. A larger group gave an insufficient
description of vibration, such as it wobbles or moves.

(b)

Close to three-quarters of the pupils were able to describe that the volume of the
sound decreases as the listener gets further away from the source. The most
common types of response that were not given credit were those that were
ambiguous as to whether they were describing the pitch or the volume.

Page 19

(c)

E5.

The question asks pupils to suggest one material that sound travels through to get
from one room to another, other than air, which is given. Materials, such as wood,
brick, stone and glass were credited as were objects such as door, window, wall and
floor. There were roughly equal numbers of pupils giving a material or an object (just
under a third each). This indicates that pupils are not distinguishing between
materials and objects.

Tuning fork
(a)

This question asks pupils what happens to the prongs of the tuning fork so that it
makes a sound. Three quarters of pupils identified that the prongs vibrate to make
the sound. Pupils assessed at level 3 had more difficulties with this question than
pupils assessed at the other levels (level 5, nearly all pupils gained a mark; level 4,
over four-fifths of pupils gained a mark) with just over two-fifths gaining credit. These
pupils were also more likely to give a response that repeated information given in
the question (for example, they are hit).

(b)

Two-thirds of pupils were able to explain that when the prongs of a tuning fork are hit
harder the sound produced will be louder. Just under a fifth of all pupils gave an
answer that included incorrect science, either referring to the pitch (17%) or the
speed of the vibrations (1%). Another non-creditworthy response given by a few
pupils described vibrations (as opposed to the actual sound) changing in terms of
length or size.

(c)

This question asks pupils complete a table which shows what sound travels through
in order to reach a childs ear. The question has two parts and pupils had to identify
what the sound travels through when the tuning fork is not touching the desk and
what the sound travels through when the tuning fork is touching the desk in order to
gain credit. Over half of the pupils gained the mark, indicating that the sound has to
travel through the air when the tuning fork is not touching the desk and through both
the air and the desk when the fork is touching the desk.
More pupils were able to complete the first row of the table correctly, over four-fifths,
but a third of these pupils were unable to secure the mark as they failed to recognise
that when the tuning fork is on the desk the sound has to travel through both the
desk and the air. The most common mistake, made by almost a quarter of pupils,
was to indicate the sound only has to travel through the desk. A third of pupils
assessed at level 3 (who got the first part of the question correct) and a quarter of
pupils assessed at level 4, made this mistake.

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