Sc

KEY STAGE
Science
2

2014 science sampling tests

Mark schemes for selected questions
2014

National curriculum assessments

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 Marking the science tests
The Standards and Testing Agency (STA) was responsible for the development and delivery
of statutory science sampling tests in 2014. STA is an executive agency of the Department
for Education (DfE).

This booklet contains the mark schemes for the selected questions released from the 2014
science sampling tests.

The questions were marked by external markers using these mark schemes, which are
supplied to teachers for information.

General guidance
The structure of the mark schemes
The marking information for each question is set out in the form of tables.

The ‘Question’ column on the left-hand side of each table provides a quick reference to the
question part.

The ‘Mark’ column gives the number of marks available for each question part.

The ‘Requirements’ column may include three types of information:

■■ a general statement describing what is required for the award of marks

■■ examples of specific creditworthy responses demonstrating correct science
■■ examples of creditworthy responses that are beyond the key stage 2 programme
of study.

The ‘Allowable answers’ column gives examples of allowable creditworthy responses,

showing correct science which may not be as clearly expressed.
The ‘Additional guidance’ column may include different types of information:

■■ specific responses which are not creditworthy either because information from the
question has been rephrased, or because incorrect scientific knowledge is implied
■■ answers which are insufficient in themselves to gain credit, but are not incorrect
science, and would therefore not lose credit if combined with a correct response.

Applying the mark schemes

The mark schemes give scientifically correct answers to each question as well as providing
guidance on, and examples of, other answers which are allowable. In cases of alternative
wording, or where an answer is drawn rather than written, external markers exercised their
professional judgement.

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Key stage 2: additional marking
guidance
The following guidance should be read carefully in conjunction with the specific mark scheme for
each question.

General guidance
What if? Marking procedure

The answer is written outside Credit may be awarded if no answer is given in the
of the answer space. designated answer space, but a correct response is
written somewhere else and it is unambiguous which
question is being answered.

A correct answer has been Credit may be given if the pupil has written the correct
given and is crossed out and answer, crossed it out and not replaced it, provided that
not replaced. the response is clearly legible.

The pupil's response does Illustrative examples of pupils' responses to questions

not match closely any of the are sometimes given in the mark schemes. However,
examples given. markers should always refer to the guidance given before
the illustrative examples and apply their professional
judgement as to which code to give. If uncertain, markers
should escalate the issue to a more senior colleague.

The pupil gives two or more a) If a pupil gives two creditworthy responses, for example
responses to a particular one response from the requirements column and one
question. from the allowable answers column, then the response
should be deemed creditworthy.

b) If a pupil gives two non-creditworthy responses, one of

which is insufficient and the other is incorrect, then the
response should be deemed non-creditworthy.

c) If a pupil qualifies a scientifically correct answer with

a scientifically incorrect statement then the response
should be deemed non-creditworthy.

d) If a pupil qualifies a scientifically correct answer with

an incorrect statement which is not relevant to the
context of the question, the latter response is regarded
as ‘neutral’ and the response can be marked as
creditworthy.

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 What if? Marking procedure

The pupil misspells a word. a) If it is clear that the pupil has made a simple error,
for example ‘son’ for ‘sun’ then the incorrect spelling
will be accepted and credit can be given.

b) If specific scientific vocabulary is required in the

answer, a creditworthy misspelling must be a phonetic
equivalent of the required word, with the major syllables
of the correct word represented in the answer.

The pupil uses the word ‘it’ in In these instances markers should refer to the question
an answer without explicitly stem. If it is obvious from the question stem what the ‘it’
making clear what ‘it’ refers refers to then you can assume that this is what the pupil
to. For example ‘it dissolves means. In cases where the meaning of ‘it’ is ambiguous
faster’. then credit cannot be awarded and the response should
be marked as directed in the mark scheme.

Single tick box questions

What if? Marking procedure

The box is crossed rather This is an acceptable response, in the absence of ticks, as
than ticked. it is an unambiguous indication of the pupil’s answer.

The box is circled rather This is an acceptable response, in the absence of ticks, as
than ticked. it is an unambiguous indication of the pupil’s answer.

The answer contains a Ticks always take precedence over crosses and other
combination of ticks and alternative markings used by the pupil to indicate their
crosses. selection.

The pupil places three crosses

X
and leaves one box blank.

X X

In this case the response should be deemed

non-creditworthy.

Circling the corrrect answer

What if? Marking procedure

The pupil underlines their This is an acceptable response as it is an unambiguous

answer. indication of the pupil’s answer.

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Matching questions

What if? Marking procedure

Lines are drawn which do not Accept lines that do not touch the boxes provided that the
touch the boxes. intention is clear.

The pupil uses a numbering Accept this as an unambiguous way for the pupil to
system instead of drawing indicate the correct answer.
lines.

Multiple lines are drawn This type of response will usually be non-creditworthy,
to/from the same box. although please refer to the mark scheme.

Table completion

What if? Marking procedure

A pupil indicates their selection Markers are to treat each row independently, as directed
using a tick in one row and a by the mark scheme.
cross in another row.

Bar charts

What if? Marking procedure

A pupil draws a vertical line These responses should be credited provided they are
from the x-axis to the correct plotted to the correct data point. Please refer to the mark
data point instead of plotting a scheme for the individual question for the tolerance levels
bar, for example: permitted on the plotting of the data point.

120

100

80

60

40

20

0
A B C D
Letters

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 What if? Marking procedure

A pupil correctly draws a line These responses should be credited provided they are
on the data point but does not plotted at the correct data point. Please refer to the mark
draw a bar, e.g. scheme for the individual question for the tolerance levels
permitted on the plotting of the data point.
120

100

80

60

40

20

0
A B C D
Letters

Electrical circuits

What if? Marking procedure

A pupil draws a circuit diagram If the gap between components in the circuit is 2 mm or
with gaps between the less then credit can be given. If the gap is greater than
electrical components in the 2 mm then the response is deemed to be incorrect science
circuit, for example: and marked accordingly.

A pupil draws a non-rectilinear Provided that the electrical circuit is drawn correctly,
circuit diagram, for example: non-rectilinear circuit diagrams are acceptable.

A pupil draws the symbol This symbol is not considered creditworthy as a

for a light bulb in the wrong representation of a bulb.
orientation, for example:

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Key scientific terminology
Independent variable (IV) – the variable that is changed in an investigation.
Dependent variable (DV) – the variable that is measured in an investigation.
Control variable (CV) – the variables that are kept the same in an investigation to make the
investigation a fair test.
So in an experiment which investigates the time it takes for sugar to dissolve in water at
different temperatures, the independent variable would be the temperature of the water and
the dependent variable would be the time taken for the sugar to dissolve. Examples of control
variables would be the volume of the water used and the mass of sugar used.
Continuous variables – these are variables which can take any value, for example height or
weight.
Discrete variables – these are variables which only take certain values from a fixed set, for
example sex (male or female).
Anomalous results – a result which does not fit the pattern. In key stage 2 (KS2) pupils often use
phrases such as ‘the result looked odd’ or ‘the result looked different to the others’ in order to
describe an anomalous result.
Accuracy and reliability – these are two words which pupils often confuse and will sometimes
use interchangeably:
■■ Accuracy – measurements are considered accurate if they are close to the ‘true value’.
■■ Reliability – this refers to how similar the results are if you repeat the investigation
multiple times. The more similar the results are, the more reliable they are and the greater
confidence you can have in them.

Repeatable – a measurement is repeatable if the person doing the investigation repeats the
investigation using the same method and equipment and the same results are obtained.
Reproducible – a measurement is reproducible if the investigation is repeated by another person
and the same results are obtained.
At KS2 it is common that pupils will use the word ‘reliable’ to mean repeatable or reproducible.
Fair test and fair comparison – this is when only the independent variable has been allowed
to affect the dependent variable and all other variables have been kept the same. A fair test
has a continuous independent variable, such as height or temperature. A fair comparison has a
discrete independent variable, such as when comparing different environments or objects.

Other points to note

Anthropomorphisms – responses of this nature are particularly common in questions on plants,
for example pupils often refer to plants ‘drinking water’. Anthropomorphisms of this nature should
be treated as responses containing incorrect science and so should be marked accordingly.
The solar system – markers need to be very careful about marking the words pupils use to
describe celestial movements, for example rotate/spin/turn/move. As there are two different types
of movement for the Earth (rotation on its axis and its orbit around the Sun) it needs to be clear
which type of movement pupils are referring to in their answers.
Magnetism – markers need to remember that a response which does not mention attraction does
not automatically imply repulsion. The wording of the response needs to be considered carefully.
Magnets – if pupils refer to the poles as being ‘positive’ and ‘negative’ then this is considered to
be incorrect science and so should be marked accordingly.
If pupils refer to the poles as ‘ends’ or ‘sides’ then this is considered to be an insufficient response
as opposed to a response containing incorrect science.
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 Question 1: Space

Question Mark Requirements Allowable answers Additional guidance

a 1m Award ONE mark for all three sentences

correctly classified:

■■ It is a light source. Sun

■■ It takes 24 hours to
Earth
spin on its axis.

■■ Its orbit takes 28

Moon
days.

b 2m Award TWO marks for all four places

matched to the correct times:
Place Time

A midnight

B midday
or

C 6pm

D 3pm

1m If you are unable to award two marks,

award ONE mark for any two or three
correctly matched.

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Page 8 of 39
 Question 2: Rabbit hutch

Question Mark Requirements Allowable answers Additional guidance

ai 1m Award ONE mark for: Do not give credit if more than one box has
been ticked.
■■ D ✓

aii 1m Award ONE mark for the two correct ONE mark may be awarded for reasons Do not give credit for a response if the second
reasons from the table why D is the best describing why a property in the table is reason given is a restatement or repetition of
material for a roof, e.g. suitable, e.g. the first, e.g.
■■ it is waterproof ■■ it will keep out the rain ■■ waterproof [and]
■■ it is a good thermal insulator ■■ it will help keep the hutch warm. ■■ it doesn't let the rain in.
■■ it is strong
■■ it isn’t damaged by sunlight.

bi 1m Award ONE mark for a response that ONE mark may be awarded for a
identifies that material Q is not breakable response that gives a disadvantage of R
or an advantage of it being flexible, e.g. rather than an advantage of material Q,
■■ it doesn’t break e.g.
■■ it’s flexible so could bend round a ■■ R can break/smash.
corner to make a bigger window.

bii 1m Award ONE mark for a response that ONE mark may be awarded for a Do not give credit for an insufficient response,
identifies that material Q is damaged by response that refers to R, e.g. e.g.
sunlight, e.g. ■■ R is not damaged by sunlight. ■■ Q is flexible [this is not necessarily a
■■ it can be damaged by sunlight. disadvantage for making a window].

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Page 9 of 39
 Question 3: Sam's mixtures

Question Mark Requirements Allowable answers Additional guidance

a 1m Award ONE mark for two correct boxes

ticked:
■■ sieve filter magnet candle
✓ ✓

b 3m Award THREE marks for all three rows of Do not give credit for more than one tick given
the table correctly ticked: in any row.

Process Sam should use Cannot

separate
filtering evaporating sieving that material

or
✓
✓
✓
given

✓
2m or 1m If you are unable to award three marks,
ONE mark may be awarded for each
correct row of the table.

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 Question 4: Sports day

Question Mark Requirements Allowable answers Additional guidance

a 1m Award ONE mark for: Do not give credit if more than one box is
ticked.

■■ metres ✓

b 2m Award TWO marks for all four statements

correctly classified:
Exercise helps to keep Exercise helps to stop
■■ your heart healthy. people getting overweight.

True
..............................
True
...............................

or
People exercise when If people exercise they
they walk. will not get ill.

True
..............................
False
..............................

1m If you are unable to award two marks,

award ONE mark for any three
statements correctly classified.

c 1m Award ONE mark for describing that the Award ONE mark for: Do not give credit for a response that gives an
skeleton gives support or protection, e.g. ■■ stability insufficient description for support, e.g.
■■ the skeleton supports the body ■■ it helps people stay/stand up ■■ it stops people falling down [they will fall if
■■ it helps protect organs in the body. ■■ it stops people collapsing they trip]
■■ it protects. ■■ it gives us shape [people would have a

✥ Give credit for a correct response shape regardless]

that goes beyond the KS2 programme ■■ it stops people being floppy.

of study, indicating that the skeleton

produces blood/red blood cells. Do not give credit for an insufficient response,
e.g.
■■ it helps people move [given].

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Page 11 of 39
 Question 4: Sports day

Question Mark Requirements Allowable answers Additional guidance

d 2m Award TWO marks for all five tests

correctly classified:

Test Yes or no?

Hold a magnet next to
yes
each medal.
Put each medal in an
electric circuit with a yes
bulb and cell.
or
Drop some water on
no
each medal.
Weigh each medal. yes
Shine a light on each
no
medal.

1m If you are unable to award two marks,

award ONE mark for any four tests
correctly classified.

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 Question 5: Dropping modelling clay

Question Mark Requirements Allowable answers Additional guidance

a 1m Award ONE mark for: Do not give credit if more than one box has
been ticked.
■■ Clay is soft and flexible. ✓

b 1m Award ONE mark for correctly naming the Do not give credit for an insufficient response:
ball. ■■0.5

c 1m Award ONE mark for: Do not give credit if more than one box has
been ticked.

■■ They fell quickly

through the syrup. ✓

d 1m Award ONE mark for an arrow pointing ONE mark may be awarded for an arrow Do not give credit for a response that
vertically upwards anywhere on the pointing upwards within 45° (exclusive) of includes incorrect science, showing an arrow
diagram, e.g. the vertical, e.g. pointing upwards within 45° (inclusive) of the
horizontal, e.g.

ball ball
ball

Do not give credit for a response that includes

incorrect science, showing an arrow pointing
downwards.
Do not give credit for an insufficient response
where a line, rather than an arrow, is drawn.

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Page 13 of 39
 Question 6: Sound

Question Mark Requirements Allowable answers Additional guidance

a 1m Award ONE mark for an indication that ONE mark may be awarded for: Do not give credit for a response that includes
the elastic band vibrates, e.g. ■■ rubber incorrect science, stating that other parts of the
■■ the (elastic) band(s). ■■ elastic. instrument vibrate to make the sound, e.g.
■■ pencil
■■ pencil holder.

Do not give credit for an incorrect response

that includes a part not presented in the
photograph, e.g.
■■ string.

b 1m Award ONE mark for a response Do not give credit for a response that includes
indicating that sound travels through the incorrect science:
air, e.g. ■■ air waves.
■■ air
■■ gas Do not give credit for an insufficient response
■■ (the) atmosphere. giving a solid object the sound may travel
through, e.g.
■■ floor
■■ walls
■■ table.

Do not give credit for an insufficient response

referring to how sound travels, e.g.
■■ vibrations
■■ (sound) waves.

Do not give credit for an insufficient response

referring to what else sound may travel
through, e.g.
■■ wind
■■ musical instrument [given]
■■ ear (drum) [given]
■■ the pencil holder
■■ the wood
■■ the holes for the pencils.

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Page 14 of 39
 Question 6: Sound

Question Mark Requirements Allowable answers Additional guidance

c 1m Award ONE mark for a response Do not give credit for a response that includes
indicating the pitch of the sound gets incorrect science, suggesting the volume of the
lower, e.g. sound changes, e.g.
A thicker elastic band makes the sound... A thicker elastic band makes the sound...
■■ lower/deeper. ■■ louder
■■ softer.

Do not give credit for a response that includes

incorrect science suggesting the pitch gets
higher.

Do not give credit for an insufficient response

referring to a change in pitch (but not
specifying how it changes), e.g.
■■ have a different pitch.

d 1m Award ONE mark for: Do not give credit if more than one box has
been ticked.

■■ Pluck the elastic band harder. ✓

e 1m Award ONE mark for: Do not give credit if more than one box has
been ticked.

■■ Move the pencils further apart. ✓

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Page 15 of 39
 Question 7: Candles burning

Question Mark Requirements Allowable answers Additional guidance

a 1m Award ONE mark for an understanding ONE mark may be awarded for responses Do not give credit for an insufficient response
that the sand tray reduces the risk of fire identifying that the sand will support the that implies the sand will help the candles go
or getting burned, e.g. candle, e.g. out or stop them burning, e.g.
■■ to prevent a fire ■■ to stop the candle falling over. ■■ to see if the candles go out more quickly
■■ the sand won’t burn/catch fire ■■ to stop the candles burning.
■■ so he will not be burned.
Do not give credit for an insufficient response,
Award ONE mark for recognising a e.g.
benefit for the experiment, e.g. ■■ to be safe.
■■ to form a seal.

b 1m Award ONE mark for an indication that ONE mark may be awarded for: Do not give credit for an insufficient response
Hamza needs to see the candle during ■■ to see what happens. identifying what transparent means without
the experiment, e.g. stating why this is important for the experiment,
■■ he needs to watch the candle e.g.
■■ to see when it (the candle) goes out ■■ to see through it.
[‘it’ clearly implies the pupil is referring
to the candle]. Do not give credit for an insufficient response
where a pupil has referred to a different
property of the beakers, e.g.
■■ so they do not melt
■■ to stop the candles from falling over
■■ so the beakers do not catch fire.

Do not give credit for an insufficient response,

e.g.
■■ to time when it goes out [no reference to
seeing]
■■ so he won't touch a hot beaker.

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Page 16 of 39
 Question 7: Candles burning

Question Mark Requirements Allowable answers Additional guidance

c 1m Award ONE mark for recognising that ONE mark may be awarded for: Do not give credit for an insufficient response
the time of burning is proportional to the ■■ the candle with a lot of air took a long that only refers to the size of a beaker and
amount of air/gas in the beaker, e.g. time to go out does not link this to the amount of gas, e.g.
■■ there is more air/gas in beaker A ■■ the gas ran out first in B ■■ because beaker B/it is smaller
■■ there is less air/gas in beaker B. ■■ it has less air/gas [B implied from ■■ A is bigger than B
question cue]. ■■ beaker B/it has less space.
✥ Give credit for responses that go
beyond the KS2 programme of study by ONE mark may be awarded for a Do not give credit for an insufficient response,
referring to oxygen in place of gas or air, response that indicates the gas ran out e.g.
e.g. but does not explicitly state that it ran out ■■ the candle in the big beaker took longer to
■■ there is more oxygen in beaker A first, e.g. go out [given].
■■ it has less oxygen. ■■ the gas ran out (in beaker B).

d 1m Award ONE mark for an answer in the

range 25–26 (inclusive).

e 1m Award ONE mark for a response Do not give credit for an insufficient response
indicating that the test should be referring to checking rather than repeating, e.g.
repeated, e.g. ■■ check the results/it/the test/them (again)
■■ repeat the test/it again [given].
■■ do the test/it 3 times
■■ try the test/it again. Do not give credit for a response that includes
incorrect science referring to fair testing, e.g.
■■ make the test fair
■■ use the same size candles.

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Page 17 of 39
 Question 7: Candles burning

Question Mark Requirements Allowable answers Additional guidance

f 1m Award ONE mark for all three statements

in the table correctly classified:

Statement Melting Burning

A new material is
made. ✓
It is a reversible
change. ✓
A solid changes
to a liquid. ✓

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Page 18 of 39
 Question 8: Toy rocket

Question Mark Requirements Allowable answers Additional guidance

ai 1m Award ONE mark for correctly identifying

both materials:

bicarbonate
of soda vinegar

Solid Liquid
......................... .........................

aii 1m Award ONE mark for an indication that ONE mark may be awarded for an Do not give credit for a response that includes
a gas is produced: indication that bubbles are produced, e.g. incorrect science, e.g.
■■ gas. ■■ bubbles ■■ oxygen
■■ froth. ■■ air.
✥ Give credit for a correct response
that goes beyond the KS2 programme of Do not give credit for an insufficient response:
study, naming the gas as carbon dioxide ■■fizzy/fizziness.
or indicating that a salt and/or water is/are
produced, e.g.
■■ CO2
■■ salt and water are made
■■ water is made.

b 1m Award ONE mark for the two correct

boxes ticked:

■■ use the same use the

amount of ✓ same rocket ✓
vinegar

c 1m Award ONE mark for: ONE mark may be awarded for any other
■■1.25 response from 1.20–1.30 (inclusive).

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Page 19 of 39
 Question 8: Toy rocket

Question Mark Requirements Allowable answers Additional guidance

d 1m Award ONE mark for a response using ONE mark may be awarded for a Do not give credit for an insufficient response
evidence from the graph that proves response that clearly shows Layla’s that does not interpret the results/graph line,
Layla’s statement is false, e.g. statement is false from the graph, but e.g.
■■ the rocket travelled the same distance does not identify exact points from the ■■ the graph line levels off.
when 2g and 2.5g were used x-axis, e.g.
■■ after 2g the rocket did not travel any ■■ after a certain quantity of bicarbonate Do not give credit for an insufficient response
further of soda has been used, the rocket that does not explicitly describe the dependent
■■ the rocket travelled 7.5m for two does not travel any further variable (the distance), e.g.
amounts of bicarbonate of soda. ■■ for two amounts of bicarbonate of ■■ for 2.0g and 2.5g, it stays the same
soda, the rocket travelled the same ■■ for 2.0g and 2.5g, it went the same height
distance. [ambiguous as could refer to the height of
the graph or the height of the rocket itself]
ONE mark may be awarded for a ■■ after a certain amount of bicarbonate it
response that clearly shows Layla’s stays the same.
statement is false by referring to the
distance plateauing, e.g.
■■ the distance (the rocket travels) levels
off.

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Page 20 of 39
 Question 9: Friction

Question Mark Requirements Allowable answers Additional guidance

a 2m Award TWO marks for all three correct

boxes ticked:

or ✓

1m If you are unable to award two marks,

award ONE mark for correctly ticking
two boxes.

b 1m Award ONE mark for naming a control ONE mark may be awarded for a Do not give credit for an insufficient response
variable that makes Sue’s investigation a response suggesting that the same force naming measuring equipment on which the
fair test, e.g. should be used to push all the cars down calibration will vary very little, e.g.
■■ the (same) ramp/car the ramp. ■■ ruler.
■■ the height/slope/length of the ramp
■■ (height/size of) the box
■■ the position on the ramp the car
started at
■■ how the car was released/let go
■■ where she measures from.

ci 1m Award ONE mark for identifying the tiles.

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Page 21 of 39
 Question 9: Friction

Question Mark Requirements Allowable answers Additional guidance

cii 1m Award ONE mark for an explanation, ONE mark may be awarded for a Do not give credit for an insufficient response,
indicating that one of the results for response indicating there is an odd result implying that the results for tiles are different
the tiles was a lot lower than the other for tiles, e.g. to the results of other surfaces or with no
two results for the tiles or that the tiles’ ■■ one of the results for the tiles looks indication that the size of difference is too big,
results are very different to each other, wrong. e.g.
e.g. ■■ the tiles' results are different
■■ the second result for the tiles was ■■ the results (for tiles) are all different
much lower than the others ■■ it only went 72cm on its second go.
■■ 72cm is much shorter than 105cm
and 107cm Do not give credit for an insufficient response
■■ two of the results are very similar, but that repeats the results for the tiles without
the other result is not interpretation, e.g.
■■ the results for tiles are too different (to ■■ it started at 105cm, and then was 72cm,
each other) and then it went to 105cm.
■■ the results for tiles have too big a
range. Do not give credit for an insufficient response
that is unclear, e.g.
Award ONE mark for a creditworthy ■■ it is much smaller [not clear what ‘it’ refers
explanation that does not refer to the to].
results for the tiles, but the pupil gave
‘tile’ as their response to ci so it is clear
that it is this result they are referring to,
e.g.
■■ the second result is much smaller
■■ the difference between the second try
and the other two tries is very large.

d 1m Award ONE mark for: Do not give credit if more than one box has
been ticked.
■■ ✓ carpet

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Page 22 of 39
 Question 10: Parachutes

Question Mark Requirements Allowable answers Additional guidance

ai 1m Award ONE mark for: ONE mark may be awarded for: Do not give credit for an insufficient
■■air resistance. ■■ friction response, e.g.
■■ drag. ■■ upthrust
■■ resistance
■■ an upward push.

aii 1m Award ONE mark for: ONE mark may be awarded for:
■■ gravity. ■■gravitational attraction.

ONE mark may be awarded for:

■■weight.

b 1m Award ONE mark for: Do not give credit if more than one box has
been ticked.

■■ It makes the parachute ✓

fall slower.

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Page 23 of 39
 Question 10: Parachutes

Question Mark Requirements Allowable answers Additional guidance

c 2m Award TWO marks for the table Do not give credit for a row where more than
completed correctly: one box has been ticked.

Variable Variable to
Variable to
Variable to be be kept the
be changed
measured same

height of drop ✓
or mass of
✓
modelling clay

size of
parachute ✓
material of
parachute ✓
time taken to fall
to the ground ✓

1m If you are unable to award two marks,

award ONE mark for correctly completing
any four rows of the table.

d 1m Award ONE mark for 2.9 circled (for Do not give credit for an insufficient response
netting). in which ‘netting’ or ‘test 1’ is circled.

e 1m Award ONE mark for a prediction that is Do not give credit for an incorrect response
greater than 0 but less than 2.4 seconds giving 2.4 or greater.
(0–2.4 exclusive), e.g.
■■ 1.5 seconds.

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Page 24 of 39
 Question 11: Model house

Question Mark Requirements Allowable answers Additional guidance

a 2m Award TWO marks for all three symbols Do not give credit for any other electrical
correctly named: component named.

Circuit symbol Name of part Do not give credit for insufficiently naming the
bulb:
switch
.............................................. ■■ light.

or buzzer [given]
.............................................. Do not give credit for insufficiently naming the
switch:
bulb/lamp
.............................................. ■■ gate.

cell/battery
..............................................

1m If you are unable to award two marks,

award ONE mark for any two symbols
correctly named.

bi 1m Award ONE mark for an indication that ONE mark may be awarded for: Do not give credit for an insufficient response,
the switch must be closed/the circuit is ■■ turn the switch on e.g.
closed, e.g. ■■ connect the switch. ■■ check the circuit is joined up/complete [not
■■ close the switch enough to check]
■■ check if the switch is closed ONE mark may be awarded for referring ■■ connect the circuit.
■■ complete/close the circuit. to the name given to the switch in part (a)
if incorrect/insufficient, e.g. Do not give credit for an incorrect response
■■ close the gate [if the switch symbol where the switch is named incorrectly if this is
was referred to as ‘gate’ in a]. not the name given to the circuit symbol in
part (a), e.g.
■■ close the gate.

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Page 25 of 39
 Question 11: Model house

Question Mark Requirements Allowable answers Additional guidance

bii 2m Award up to TWO marks for giving any Do not give credit for an insufficient response
two correct responses as indicated implying they will replace the battery with a
below. bigger one, e.g.
■■ use a bigger battery.
Award ONE mark for a correct response ONE mark may be awarded for a
that refers to adding cells/batteries or reference to decreasing the length of wire Do not give credit for an insufficient response
increasing the number of cells/batteries, in the circuit, e.g. that refers to increasing the power, e.g.
e.g. ■■ use shorter wires. ■■ add more power.
■■ add a battery.
Do not give credit for an insufficient response
Award ONE mark for a correct response that contradicts the question stem, e.g.
or that refers to reducing the number of ■■ take away the buzzer.
bulbs/lamps, e.g.
■■ take away one/both of the lamps/ Do not give credit for an insufficient response,
bulbs. e.g.
■■ make the circuit smaller.
✥ Give credit for a correct response
that goes beyond the KS2 programme of Do not give credit for a second response that
study, e.g. is a repetition or restatement of the first, e.g.
■■ increase the voltage ■■ 1. remove a bulb
■■ use a higher volt battery. 2. remove another bulb.

1m If you are unable to award two marks,

award ONE mark for any one correct
response.

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Page 26 of 39
 Question 12: Sun, Earth and Moon

Question Mark Requirements Allowable answers Additional guidance

a 1m Award ONE mark for the correct fruit

given for all three objects in space:

Object in
Sun Earth Moon
space

Which
fruit
should
be used melon orange cherry
for the
model?

bi 1m Award ONE mark for: Do not give credit if more than one box has
been ticked.


■■ lunch break: 12.00 – 1.00 pm ✓

bii 1m Award ONE mark for: Do not give credit if more than one box has
been ticked.
■■ the spin of the Earth ✓

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Page 27 of 39
 Question 12: Sun, Earth and Moon

Question Mark Requirements Allowable answers Additional guidance

ci 1m Award ONE mark for completing ‘Time ONE mark may be awarded for implying 1 Do not give credit for an insufficient response
movement takes’ column correctly: day (no unit given) since the other two are in the ‘Time movement takes’ column:
in days: • 24
Movement Time
in space movement takes Movement Time
in space movement takes
Earth orbits 365 days
the Sun Earth orbits 365 days
the Sun
Earth spins once 1 day/24 hours
on its axis Earth spins once 1
on its axis
28 days
28 days

cii 1m Award ONE mark for completing the ONE mark may be awarded for a Do not give credit for a response that includes
‘Movement in space’ column correctly: response in the ‘Movement in space’ incorrect science referring to other movements
column which implies the Moon orbits the in space, e.g.
Time Earth, e.g. ■■ the Sun rotates on its axis
Movement
■■ Moon goes around the Earth ■■ Mars orbits the Sun.
in space movement takes
■■ Moon rotates around the Earth.
Earth orbits 365 days Do not give credit for:
the Sun ■■the Moon orbits.
Earth spins once
on its axis Do not give credit for an insufficient response
in the ‘Movement in space’ column, e.g.
Moon orbits the ■■ the Moon (and the Earth)
28 days
Earth ■■ full Moon
■■ lunar month.
✥ Give credit for a correct response
that goes beyond the KS2 programme of
study indicating that the Moon spins (on
its axis), e.g.
■■ the Moon rotates/spins (on its axis).

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Page 28 of 39
 Question 13: Country walk

Question Mark Requirements Allowable answers Additional guidance

a 2m Award TWO marks for correctly Credit may be awarded for any Do not give credit for an insufficient answer,
completing the key, e.g. acceptable groupings for the Living e.g.
and Non-living things, e.g. ■■ Non-living: (solid and) flowing [could also
Things ■■ Living: producer and consumer refer to gases]
Maryam
photographed ■■ Non-living: (solid and) not a solid ■■ Non-living: (solid and) water.
■■ Non-living: (solid and) wet/runny.
Living Non-living

or Credit may be awarded for naming a

plant
........................
animal
........................
Solid liquid
........................
specific type of tree/plant, e.g.
■■ oak.
tree 4 legs 2 legs rock Stream
........................ ........................ ........................
Credit may be awarded for ‘stone’ used
Horse Bird instead of ‘rock’.

Credit may be awarded for a specific type

1m If you are unable to award TWO marks, of rock, e.g.
award ONE mark for correctly completing ■■ limestone.
any four or five boxes in the key.

b 1m Award ONE mark for correctly classifying

each reason in the table:

Reason Yes or no?

to sort things into groups yes

to show feeding
no
relationships

to help identify things yes

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Page 29 of 39
 Question 13: Country walk

Question Mark Requirements Allowable answers Additional guidance

c 1m Award ONE mark for correctly matching

each animal skull to what the animal eats:

mainly plants

meat and
plants

mainly meat

d 1m Award ONE mark for: ONE mark may be awarded for: Do not give credit for naming an incorrect
■■ molar. ■■ pre-molar. tooth type, e.g.
■■ incisor/canine.

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Page 30 of 39
 Question 14: Pulse rate

Question Mark Requirements Allowable answers Additional guidance

a 1m Award ONE mark for all three sentences

completed correctly:
■■ The heart pumps blood around the
body.
■■ The vessels carry blood around the
body.
■■ The ribs protect the heart.

b 1m Award ONE mark for: Do not give credit if more than one box is
ticked.

■■ stopwatch ✓

c 1m Award ONE mark for all three statements

classified correctly:
■■ Different types of exercise
can affect pulse rate by
different amounts. True

■■ Different people can have

different resting pulse rates. True

■■ A high pulse rate means the

heart is beating fast. True

d 1m Award ONE mark for both pulse rates ONE mark may be awarded for the Do not give credit for a response that includes
within the acceptable ranges: correct accepted range given in ‘after incorrect science in which the ‘after resting’
running for 10 minutes’ and for: rate given is the same or greater than the ‘after
After running for 10 minutes: running’ rate.
■■ 95–190 (inclusive). After resting for 20 minutes:
■■ 85–95 (inclusive) [95 may not be
After resting for 20 minutes: accepted if given as the 'after running'
■■ 90 rate].

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Page 31 of 39
 Question 14: Pulse rate

Question Mark Requirements Allowable answers Additional guidance

e 2m Award TWO marks for the correct three Deduct one mark for each incorrect question
questions ticked: ticked.

Where is the heart found in the body?

How does age affect a person’s heart
rate?
✓

How does the heart work?

or What does the heart look like?
Do tall people have faster pulse rates
than short people? ✓

Do people who exercise regularly eat

more food than people who do not ✓
exercise?

1m If you are unable to award two marks,

ONE mark may be awarded for any two
questions correctly ticked.

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Page 32 of 39
 Question 15: Clouds

Question Mark Requirements Allowable answers Additional guidance

ai 1m Award ONE mark for naming a form of Do not give credit for incorrect science, e.g.
precipitation, e.g. ■■ condensation.
■■ rain
■■ snow
■■ hail.

✥ Give credit for a correct response that

goes beyond the KS2 programme
of study:
■■ precipitation.

aii 1m Award ONE mark for naming gravity. ONE mark may be awarded for naming Do not give credit for an insufficient response,
gravitational attraction. e.g.
■■ downward pull.
ONE mark may be awarded for naming
weight.

b 1m Award ONE mark for a response naming Do not give credit for a response that includes
condensation. incorrect science naming evaporation.

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Page 33 of 39
 Question 15: Clouds

Question Mark Requirements Allowable answers Additional guidance

c 1m Award ONE mark for two arrows: one ONE mark may be awarded for one Do not give credit for an insufficient response
arrow pointing from the Sun to a cloud continuous arrow from the Sun to a cloud giving only one non-reflected/reflected arrow,
and one arrow from the same cloud into and from the same cloud into space, e.g. e.g.
space (the reflected arrow points away
from the Earth when extended in the
direction it is pointing), e.g.

Earth Earth

Do not give credit for two correct lines if no

Earth
arrowheads are given, e.g.

Earth

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Page 34 of 39
 Question 15: Clouds

Question Mark Requirements Allowable answers Additional guidance

d 1m Award ONE mark for two correct boxes

ticked:

■■ Turn off electric lights ✓

when they are not needed.

■■ Use public transport

instead of cars. ✓

e 1m Award ONE mark for: Do not give credit if more than one box has
been ticked.

■■ translucent ✓

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Page 35 of 39
 Question 16: Growing seeds

Question Mark Requirements Allowable answers Additional guidance

a 1m Award ONE mark for the correct number Do not give credit for any other number given.
written in each box:

■■ a root grows 1 a flower grows 4

■■ a stem grows 2 leaves grow 3

b 1m Award ONE mark for the two correct

boxes ticked:

■■ water ✓ warmth ✓

c 1m Award ONE mark for two correct boxes

ticked:

■■ to collect new to reach a

✓ ✓
evidence conclusion

d 1m Award ONE mark for a response ONE mark may be awarded for: Do not give credit for an insufficient response
recognising that there is air beneath the ■■ air is inside (already). that repeats information already given in the
clear plastic with the seeds, e.g. question stem that no air can get in, e.g.
■■ because there is still air around the ■■ air cannot get in (through the clear plastic).
seeds
■■ it is impossible to get out all of the air Do not give credit for a response that includes
from under the clear plastic. incorrect science, indicating that there is no air
in the dish under the clear plastic, e.g.
■■ because there is no air in the dish.

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Page 36 of 39
 Question 17: Rock salt

Question Mark Requirements Allowable answers Additional guidance

a 1m Award ONE mark for: Do not give credit for an insufficient response
■■ dissolving indicating the salt is no longer apparent, e.g.
■■ it dissolves. ■■ it disappeared.

✥ Give credit for a correct response that

goes beyond the KS2 programme
of study:
■■ (it forms a) solution.

b 1m Award ONE mark for responses ONE mark may be awarded for: Do not give credit for an incorrect response
identifying that you should dissolve the ■■ put them back together again implying that you still have salty water and
salt again (in water), e.g. ■■ put the salt in water. should add more salt, e.g.
■■ the salt will dissolve again if you put ■■ add more salt to the water.
water back in
■■ dissolve it again.

Award ONE mark for responses that

recognise that water needs to be added
to the salt, e.g.
■■ add some water (and stir the mixture).

c 1m Award ONE mark for an indication that ONE mark may be awarded for responses Do not give credit for an insufficient response
the rate of evaporation will increase, e.g. that refer to the salt forming more quickly, relating to the amount of evaporation, e.g.
■■ the water will evaporate more quickly e.g. ■■ it will evaporate more.
■■ heating will speed up the evaporation ■■ the salt forms more quickly/sooner.
■■ it will be faster. Do not give credit for an insufficient response
referring to dissolving, e.g.
■■ it makes it dissolve quicker.

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Page 37 of 39
 Question 17: Rock salt

Question Mark Requirements Allowable answers Additional guidance

d 1m Award ONE mark for the correct number

given in each box to show the sequence
for separating salt from rock salt:
Add water and stir Leave to evaporate
2 4

Filter Break the

3 1 muddy rock salt

e 1m Award ONE mark for identifying a method ONE mark may be awarded for: Do not give credit for an insufficient response,
which would increase Oliver’s safety from ■■ he should wear a mask. e.g.
bits of flying rock, e.g. ■■ stand (well) back
■■ Oliver should put on safety ONE mark may be awarded for asking an ■■ tie his hair back
glasses/goggles adult to do it, e.g. ■■ wearing glasses
■■ Oliver should wear gloves/safety ■■ he should get a teacher to do it. ■■ break it in a container
clothes/protection ■■ break the rock gently [will not control where
■■ he should put the rock salt in a bag the flying pieces go].
■■ he should put a cloth over the rock salt
(before breaking it). Standards and Testing Agency
Key stage 2 Science tests
142336 31 Jan 2012 DM
p.12
S/S

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Page 38 of 39
2014 science sampling tests: mark schemes for selected questions
Electronic PDF version product code: STA/17/7914/e ISBN: 978-1-78644-386-1

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