International GCSE Science Fundamental Skills Booklet Ao2

GCSE
SCIENCE
9201, 9202, 9203 and 9204
AO2 Fundamental Skills Booklet
For teaching from September 2016 onwards
Copyright © 2020 Oxford International AQA Examinations and its licensors. All rights reserved.
INTERNATIONAL GCSE SCIENCE (9201, 9202, 9203 and 9204)
AO2 FUNDAMENTAL SKILLS BOOKLET
CONTENTS
Introduction 3
Example 1: GCSE Biology 9201/1 Q3.7 5
Example 4: GCSE Chemistry 9202/1 Q4.5 13
Example 7: GCSE Physics 9203/2 Q1.7 20
Example 10: GCSE Combined Science 9204/Biology
Core Q8.5 / Extension Q1.5 26
Example 11: GCSE Combined Science 9204/Physics
Core Q8.3 / Q2.3 28
Marks awarded and commentaries 30
Copyright © 2020 Oxford International AQA Examinations and its licensors. All rights reserved. 2
INTRODUCTION
This booklet aims to reinforce your understanding of the fundamental skills of GCSE Science, in order to
strengthen your confidence to support your students.
To achieve this, we will examine student responses to questions that underpin the fundamental skills. We
will provide commentaries to the student responses to show how students can better demonstrate their
ability in examinations.
The ‘fundamental skills’ of GCSE Science are the skills that students need to be able to demonstrate to be
successful in that subject. They are related to, but separate from, knowledge of the subject content.
For all GCSE Science qualifications the fundamental skills are:

• practical skills
• applying knowledge and understanding (AO2)
• maths skills
• analysis and evaluation (AO3)
• extended response. subject. They are related to, but separate from, knowledge of
The questions used in this booklet are taken from the November 2019 examination series. Some
examples will show earlier questions to provide context to the question being asked eg in order to
understand the demand of Q1.2 it is necessary to show Q1.1
The marks awarded and examiner commentaries to these student responses can be found at the end of
this booklet
ASSESSMENT OBECTIVE 2 (AO2)

WHAT IS THIS FUNDAMENTAL SKILL?
AO2 is the application of knowledge and understanding of scientific principles and concepts in both familiar
and novel contexts. In a practical context this includes, but is broader than, the required practicals.
It can also include applying knowledge and understanding when handling qualitative and quantitative data,
as well as explaining novel or unfamiliar situations not stated on the specification.
Finally, the skills can require students to make links between material in different sections of the
specification.
WHY ARE WE EXPLORING THIS ASPECT?

AO2 marks account for approximately 40% of the total marks in GCSE Science qualifications.
Students often find it challenging to apply their knowledge and understanding to unfamiliar situations, and
sometimes cannot identify the science being assessed in the question.
These questions require a degree of confidence in the subject content and a level of resilience to answer.
Students are being required to go beyond the information they have learnt in class, and sometimes find it
difficult when seeing science that differs from how it was taught to them in class. Many textbooks and
revision books, and sometimes lessons, cover recall of content which will only takes students so far with
this skill.
As it is application that is being assessed, many of the questions need to be written in context. Many of
these contexts will be novel and therefore likely to be unfamiliar to students. Unfamiliar contexts could take
the form of simply using different chemicals or materials from what is normally taught (for example a different
acid to makes salts than those usually covered) or putting a scientific concept into a context of everyday
life.
It is impossible to second guess what context the examiner will use. It is therefore important that students
are aware that unfamiliar context will be used and have some experience of what this looks like in the exam.
Many teachers say they don’t have time to teach the skills covered by AO2 in addition to the content and
required practicals. However, application of knowledge and understanding of AO2 is not an add-on, it is
what scientists do all the time. Scientists take a body of knowledge, a set of skills and techniques and apply
them to explaining phenomena and evidence they have collected. To demonstrate real understanding, a
student has to be able to apply that knowledge. When aiming for the highest grades the ability to do this is
a strong differentiator.
EXAMPLE 1: GCSE BIOLOGY 9201/1 Q3.7
MARK SCHEME
STUDENT AG
STUDENT AH
STUDENT AI
MARK SCHEME
STUDENT AJ
STUDENT AK
STUDENT AL
MARK SCHEME
STUDENT AM
STUDENT AN
STUDENT AO
EXAMPLE 4: GCSE CHEMISTRY 9202/1 Q4.5
MARK SCHEME
STUDENT AP
STUDENT AQ
STUDENT AR
MARK SCHEME
STUDENT AS
STUDENT AT
STUDENT AU
MARK SCHEME
STUDENT AV
STUDENT AW
STUDENT AX
EXAMPLE 7: GCSE PHYSICS 9203/2 Q1.7
MARK SCHEME
STUDENT AY
STUDENT AZ
STUDENT BA
MARK SCHEME
STUDENT BB
STUDENT BC
STUDENT BD
MARK SCHEME
STUDENT BE
STUDENT BF
STUDENT BG
EXAMPLE 10: GCSE COMBINED SCIENCE BIOLOGY PAPER

9204/BC Q8.5 AND 9204/BE Q1.5
MARK SCHEME
STUDENT BH
STUDENT BI
STUDENT BJ
EXAMPLE 11: GCSE COMBINED SCIENCE PHYSICS PAPER

9204/PC Q8.3 AND 9204/PE Q2.3
MARK SCHEME
STUDENT BK
STUDENT BL
STUDENT BM
MARKS AWARDED AND COMMENTARIES

EXAMPLE 1 – 9201/1 Q3.7
STUDENT AG - 2 MARKS
The second sentence is very straightforward and gains the fourth marking point. The first sentence about
surgery being ‘less life risking’ is sufficient to gain a mark for the ‘allow’ sentence in the extra information
column. If the word ‘surgery’ was missing it would not have achieved this mark.
STUDENT AH - 2 MARKS
There are two clear correct responses here corresponding to the first marking point about no rejection and
even going further to give the reason, and to the fourth marking point indicating that as cells are available
there is no need to wait for a donor.
STUDENT AI - 2 MARKS
This response is not quite so strong. The first point is well made and corresponds to the second marking
point that there is no requirement for immunosuppressant drugs. The second point made is not very direct
as it does not say tissue matching is not needed, but the student was allowed a mark for the third marking
point.
EXAMPLE 2 – 9201/2 Q3.8

STUDENT AJ - 0 MARKS
This has two clearly incorrect statements. The first is the opposite of the first marking point and states that
antigens A and B are present and the second statement about white blood cells is incorrect.
STUDENT AK - 1 MARK
This answer gives two correct statements about blood group O, but only the first statement that there are
no antigens on the red blood cells is answering the question. While it is true that blood group O patients
cannot receive blood from other groups, this is irrelevant to why blood group O is the universal donor.
STUDENT AL - 1 MARK
This response gained a mark at the discretion of the examiner. ‘Blood group O has no antigens’ has been
allowed despite there being no reference to red blood cells, or to A and B antigens. The second point started
well but it is red blood cells which agglutinate and not antibodies. Rejection is ignored.
EXAMPLE 3 – 9201/2 Q5.1

STUDENT AM - 0 MARKS
This question was set at a high level and aims to check that students understand the difference between
Darwin’s theory of evolution by natural selection and Lamarck’s theory of inheritance. This student failed to
read the question, or did not know anything about Lamarck’s theory, because the answer given relates
entirely to natural selection.
STUDENT AN – 1 MARK
This response shows a basic understanding of Lamarck’s theory. The reference to ‘use it or lose it’ with an
explanation gains the first mark point. The second mark point about the claw becoming larger or stronger
during the animal’s lifetime is not present. The passing reference to ‘next generation’ is insufficient for the
third mark point.
STUDENT AO - 1 MARK
Only the third mark point can be awarded for this response. There is no reference to the large claw being
used more in each generation or of it becoming larger and stronger. However, the student does clearly
understand that Lamarck based his theory on physical characteristics being passed on rather than genes
for a characteristic.
EXAMPLE 4 – 9202/1 Q4.5

STUDENT AP - 0 MARKS
The student focussed on the displacement reaction that takes place when iron is added to a solution of
silver nitrate and not on the electroplating experiment presented in the question. Nevertheless, the student
could still have gained full marks by describing how silver is produced when silver ions gain electrons and
how each silver ion gains one electron during the displacement reaction. No marks were awarded because
the student did not mention silver ions and incorrectly stated that two electrons are given to silver nitrate.
STUDENT AQ - 0 MARKS
The student correctly stated that silver ions are positively charged and the iron electrode is negative.
However, despite the prompt in the question that the answer should refer to electrons, the student made no
mention of electrons being gained by silver ions so failed to score any marks.
STUDENT AR - 1 MARK
The student described silver atoms losing one electron at the positive electrode. This statement is correct
but it does not answer the question and so was ignored. However, the description implies that silver ions
are produced and then move into solution. Silver ions may be implied but they are not named so we cannot
award full marks. One mark was awarded because the student stated that the species formed at the anode
(silver ion) gains one electron.
EXAMPLE 5 – 9202/1 Q8.1

STUDENT AS - 0 MARKS
No marks have been awarded for this diagram. Only one electron is shared between the chlorine and oxygen
atoms and there are more than six unbonded electrons on the chlorine atoms and more than four unbonded
electrons on the oxygen atom.
STUDENT AT - 2 MARKS
This excellent bonding diagram scores full marks. The student designated electrons on the chlorine atoms
as dots and electrons on the oxygen atom as crosses. This is good practice but not essential; the mark
scheme allows for any combination of dots and crosses.
STUDENT AU - 2 MARKS
For two marks we require six unbonded electrons on each chlorine atom, four unbonded electrons on the
oxygen atom and two pairs of shared electrons. The student originally added four electrons to one of the
chlorine-oxygen bonds but two electrons have been clearly crossed out so full marks were awarded.
EXAMPLE 6 – 9202/2 Q7.6

STUDENT AV - 0 MARKS
The student’s first answer is too vague to be awarded a mark. In this reaction the magnesium is in excess
and does not get used up. The reaction stops when the acid is used up but we require more detail about
how a reactant being used up during the reaction affects the rate. Alternatives are allowed in the mark
scheme but we prefer to see a specific reference to the concentration of the acid or the surface area of the
magnesium as factors that affect the rate of the reaction. The student’s second answer is not correct. It is
true that the concentration of the acid decreases but the concentration of solid magnesium does not change.
STUDENT AW - 0 MARKS
The first answer is not correct. The transfer of energy to the surroundings during an exothermic reaction will
have the effect of increasing the rate of reaction.
The second answer is too vague to be awarded the mark. Although the hydrochloric acid will be used up by
the end of the reaction, we require reference to the decreasing concentration of the acid as the reason for
the decreasing rate of reaction.
STUDENT AX - 1 MARK
The specification (3.8.1e) states that increasing the concentration of reactants in solution increases the rate
of reaction. Although it is true that the hydrochloric acid is used up during the reaction, we require reference
to the decreasing concentration of the acid as the reason for the decreasing rate of reaction.
Decreasing surface area of magnesium is a good answer to the question (3.8.1f). Although we expect
students to be able to compare different lump sizes at the start of a reaction, deceasing surface area during
a reaction is a less accessible idea. We awarded the mark for an answer that refers to the decreasing mass
of magnesium. This alternative answer is in the extra information column of the mark scheme.
EXAMPLE 7 – 9203/2 Q1.7

STUDENT AY - 0 MARKS
Neither of the two responses the student gave would increase the stability of the chair. The first answer is
too vague, as widening each individual leg would not widen the base. The second answer is clearly not
creditworthy, so no marks are awarded.
STUDENT AZ - 1 MARK
The first response is a very good description of the first marking point. The second response would have
the opposite effect to the second marking point, as it would raise the centre of mass.
STUDENT BA - 2 MARKS
The first response is almost word for word the same as the mark scheme answer, so the mark is awarded.
The second response describes shortening the stool, which would have been sufficient on its own. The
student also goes on to correctly describe the effect this has on the centre of mass.
EXAMPLE 8 – 9203/2 Q8.1

STUDENT BB - 1 MARK
The first marking point is awarded for appreciating that heating causes an increase in temperature. The
mark scheme includes the idea that this occurs at the surface, but as this is stated in the question it is taken
as implied in the students answer.
STUDENT BC - 1 MARK
The first marking point is awarded for the sun heating the surface, which implies an increase in temperature.
The reference to energy transfer at the end of the response does not refer to the kinetic energy of the
particles increasing or explain why the particles are more likely to leave the surface as a result.
STUDENT BD - 2 MARKS
The student correctly states that heating causes an increase in temperature. The response then links this
to the increase in the mean kinetic energy of the particles for the second marking point. The question tells
the student that the particles are evaporating so the final part of the response does not score the third
marking point.
EXAMPLE 9 – 9203/2 Q8.2

STUDENT BE - 0 MARKS
The answer does not refer to, or describe, convection. The question refers to heating at the surface and the
answer does not describe why this energy is not transferred to the deep water.
STUDENT BF - 0 MARKS
The student has just repeated the question. There is no explanation of energy transfer so no marks are
awarded. When the command word explain is used in a question, students must give reasons why
something does or doesn’t happen.
STUDENT BG - 2 MARKS
This student has correctly identified convection as the heating process. Later in the response the student
mentions that the heated water cannot travel downward and as they have already mentioned convection,
this is taken as a description of ‘convection currents don’t form. It is also clear in the response that the
heated water is already at the top, so this also achieves the third marking point.
EXAMPLE 10 – 9204/BC Q8.5 AND 9204/BE Q1.5

STUDENT BH - 1 MARK
This response gives the first mark point that the fatty deposits will block the artery. The rest of the response
is not worthy of credit against any further mark points and indeed the student seems confused about where
the blood is going.
STUDENT BI - 2 MARKS
The fatty deposits blocking the artery gains the first mark point. The next sentence states that there is less
oxygen being delivered, and although the student has not said “to the heart muscle cells” the examiner has
used their discretion to award the second mark point. This is helped by the indication later that there is ‘less
oxygen in the heart’. There is no reference to respiration, energy or muscle contraction.
STUDENT BJ - 3 MARKS
This is a good but not quite complete explanation. The first mark point is gained for fatty deposits blocking
the blood flow. The second mark point is gained for less oxygen to the heart muscle cells and the third mark
point is gained for less energy for the cells. The fourth mark point cannot be awarded as there is no reference
to either muscle contraction or heart muscle cells dying.
EXAMPLE 11 – 9204/PC Q8.3 AND 9204/PE Q2.3

STUDENT BK - 3 MARKS
The student has correctly converted the frequency from kilohertz to hertz, but has not converted wavelength
from centimetres to metres, so one of the first two marks is awarded. The remaining two marks can still be
awarded if the student uses unconverted or incorrectly converted values, so this answer achieves three
marks.
STUDENT BL - 2 MARKS
The student has not converted the frequency from kilohertz to hertz or the wavelength from centimetres to
metres, so neither of the first two marks are awarded. The remaining two marks are awarded though,
because the student has used the equation correctly and the answer is correctly calculated for their values.
STUDENT BM - 4 MARKS
The student has correctly converted the frequency from kilohertz to hertz, and the wavelength from
centimetres to metres, so both of the first two marks are awarded. The correct answer will usually score
full marks, as long as there is no evidence of incorrect physics in the working.
OXFORD INTERNATIONAL AQA EXAMINATIONS
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UNITED KINGDOM
enquiries@oxfordaqaexams.org.uk
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Copyright © 2020 Oxford International AQA Examinations and its licensors. All rights reserved.

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GCSE

For all GCSE Science qualifications the fundamental skills are:

ASSESSMENT OBECTIVE 2 (AO2)

WHY ARE WE EXPLORING THIS ASPECT?

EXAMPLE 1: GCSE BIOLOGY 9201/1 Q3.7

EXAMPLE 2: GCSE BIOLOGY 9201/2 Q3.8

EXAMPLE 3: GCSE BIOLOGY 9201/2 Q5.1

EXAMPLE 4: GCSE CHEMISTRY 9202/1 Q4.5

EXAMPLE 5: GCSE CHEMISTRY 9202/1 Q8.1

EXAMPLE 6: GCSE CHEMISTRY 9202/2 Q7.6

EXAMPLE 7: GCSE PHYSICS 9203/2 Q1.7

EXAMPLE 8: GCSE PHYSICS 9203/2 Q8.1

EXAMPLE 9: GCSE PHYSICS 9203/2 Q8.2

EXAMPLE 10: GCSE COMBINED SCIENCE BIOLOGY PAPER

EXAMPLE 11: GCSE COMBINED SCIENCE PHYSICS PAPER

MARKS AWARDED AND COMMENTARIES

EXAMPLE 2 – 9201/2 Q3.8

EXAMPLE 3 – 9201/2 Q5.1

EXAMPLE 4 – 9202/1 Q4.5

EXAMPLE 5 – 9202/1 Q8.1

EXAMPLE 6 – 9202/2 Q7.6

EXAMPLE 7 – 9203/2 Q1.7

EXAMPLE 8 – 9203/2 Q8.1

EXAMPLE 9 – 9203/2 Q8.2

EXAMPLE 10 – 9204/BC Q8.5 AND 9204/BE Q1.5

EXAMPLE 11 – 9204/PC Q8.3 AND 9204/PE Q2.3

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