One and two mark questions
One to two mark questions will start with command words such as ‘Describe...’ or ‘Explain...’. Some command words are easy to understand such as:
- ‘Calculate...’ or ‘Determine...’ for maths questions
- ‘Complete...’ to fill in a gap in a table or graph
- ‘Define...’ to give the meaning of an important word
- ‘Suggest...’ where you use your knowledge in an unfamiliar situation
The command words ‘Describe...’ and ‘Explain...’ can be confusing. If you are asked to describe a graph, you will be expected to write about its overall shape, whether it is linear or curved, the slope of gradients etc. If you are asked to explain why a pattern or trend is seen in a graph, you will be expected to use your science knowledge, not just say what you see (which is a description), eg The graph shows a steep linear increase for the first three hours because....
Explain how and why questions often have the word ‘because’ in their answer. Describe questions don’t.
The number of marks per question part is given in this form [2 marks]. It is essential that you give two different answers if a question is worth two marks. Sometimes you can gain a second mark by giving the units in a calculation or stating specific data points, eg the speed of the object decreased by 8m/s.
This page contains AQA material which is reproduced by permission of AQA.
Learn about command words with Dr Alex Lathbridge
Listen to the full series on BBC Sounds.
Understanding the different command words in your science GCSE exams.
Sample question 1 - Foundation
Question
Each of the three metal bars in Figure 1 is either a bar magnet or a piece of un-magnetised iron.
The forces that act between the bars when different ends are placed close together are shown by the arrows.
Figure 1
Which one of the metal bars is a piece of un-magnetised iron? [1 mark]
Tick one box.
| A | Bar 1 | |
| B | Bar 2 | |
| C | Bar 3 |
| A |
|---|
| Bar 1 |
| B |
|---|
| Bar 2 |
| C |
|---|
| Bar 3 |
Give the reason for your answer.
| A | Bar 1 | |
| B | Bar 2 | ✔ |
| C | Bar 3 |
| A |
|---|
| Bar 1 |
| B |
|---|
| Bar 2 |
| ✔ |
| C |
|---|
| Bar 3 |
The same end of bar 1 attracts both ends of bar 2.
or
Only two magnets can repel so bar 1 and bar 3 must be magnetised.
This two mark question contains a multiple choice part and a written part. It is important to answer the question fully as sometimes marks are only given for the explanation.
Sample question 2 - Foundation
Question
A teacher used the equipment shown in the image below to demonstrate the motor effect.
Increasing the current can increase the force acting on the copper rod.
Give one other way in which the size of the force acting on the copper rod could be increased. [1 mark]
Any one of the following:
- use a stronger magnet
- increase the magnetic flux density
- increase the length of the copper rod in the magnetic field
- coil the copper rod
The motor effect depends on the strength of the magnetic field, the size of current flowing and the amount of current carrying wire within the magnetic field. You must state how the chosen factor is changed, ie use a stronger magnet.
Sample question 3 - Higher
Question
An electromagnet is made up of a solenoid.
Figure 2 shows a solenoid
Figure 2
Draw the magnetic field of the solenoid on Figure 2. [2 marks]
The field lines within the coil should be parallel and not touching. At the ends of the coil the field lines should begin to diverge and may be shown looping from one end of the coil to the other.
Sample question 4 - Higher
Question
A student makes three simple transformers, J, K and L.
Figure 3 shows how the potential difference across the secondary coil of each transformer varies as the potential difference across the primary coil of each transformer is changed.
Figure 3
How can you tell that transformer J is a step-down transformer? [1 mark]
The potential difference across the secondary coil is smaller than the potential difference across the primary coil.
