1. 1. (a) N 1
! N identified only on scatter graph
Accept provided unambiguous
! Highest total mark given
Ignore if given with N
If N is not given, accept a value between
82 and 83 inclusive
(b) Indicates True and gives a correct explanation 1
eg
• The range for coursework is 40, but the range for the test is 30
• Coursework goes from 10 to 50, test from 10 to 40
• Both start at 10 but coursework goes to 50 rather than to 40
Accept minimally acceptable explanation
eg
• 30, 40 seen
• Highest to lowest is bigger for
coursework
marks than for test marks
• Coursework marks spread over 8
squares
of the graph, test marks over 6
squares
• The points are more spread out along
the x-axis
than along the y-axis
• They had a wider span of marks
• There’s more variation in the cwk
marks
• They’re more scattered (or spread
out)
• C/w results start at the same mark as
test results,
but finish at a higher mark
! Ambiguous notation
eg
• Test marks 10 – 40
Coursework 10 – 50
Condone
! Incorrect use of % sign
Ignore
Queensbury School 1

2. Do not accept incomplete explanation
eg
• Coursework has a greater range than
test marks
• Coursework has lowest 10, highest 50
• Coursework went up to 50, test went
up to 40
• Coursework goes from 10 to 50 but
test goes from 10 to 30
except for 2 pupils
• Coursework marks were varied, but
test marks were mostly
between 10 and 25
Do not accept incorrect explanation
eg
• The range for coursework was 40, but
the range for test was 20
• The test marks are more scattered
(c) 70 1
Accept value on the line excluded
eg
• More than 70
• Just over 70
• 71
! Range of total marks given
Accept provided all values win prizes
eg, accept
• At least 70
• 70 or more
eg, do not accept
• About 70
! Incorrect use of % sign
Ignore
[3]
2. (a) N 1
! N identified only on scatter graph
Accept provided unambiguous
! Highest total mark given
Ignore if given with N
If N is not given, accept a value between
Queensbury School 2

3. 82 and 83 inclusive
Queensbury School 3

4. (b) Indicates True and gives a correct explanation 1
eg
• The range for coursework is 40, but the range for the test is 30
• Coursework goes from 10 to 50, test from 10 to 40
• Both start at 10 but coursework goes to 50 rather than to 40
Accept minimally acceptable explanation
eg
• 30, 40 seen
• Highest to lowest is bigger for
coursework
marks than for test marks
• Coursework marks spread over 8
squares
of the graph, test marks over 6
squares
• The points are more spread out along
the x-axis
than along the y-axis
• They had a wider span of marks
• There’s more variation in the cwk
marks
• They’re more scattered (or spread
out)
• C/w results start at the same mark as
test results,
but finish at a higher mark
! Ambiguous notation
eg
• Test marks 10 – 40
Coursework 10 – 50
Condone
! Incorrect use of % sign
Ignore
Do not accept incomplete explanation
eg
• Coursework has a greater range than
test marks
• Coursework has lowest 10, highest 50
• Coursework went up to 50, test went
up to 40
• Coursework goes from 10 to 50 but test goes from 10 to 30
except for 2 pupils
• Coursework marks were varied, but test marks were mostly
between 10 and 25
Queensbury School 4

5. Do not accept incorrect explanation
eg
• The range for coursework was 40, but
the range for test was 20
• The test marks are more scattered
(c) 70 1
Accept value on the line excluded
eg
• More than 70
• Just over 70
• 71
! Range of total marks given
Accept provided all values win prizes
eg, accept
• At least 70
• 70 or more
eg, do not accept
• About 70
! Incorrect use of % sign
Ignore
Queensbury School 5

6. (d) Indicates the correct region, ie 2
50
40
30
20
10
0
0 10 20 30 40 50
Accept unambiguous indication of region
eg
• Correct region labelled R
! For 2m or 1m, lines dotted or dashed
Accept unless the intention is only to indicate
specific points
! Lines not ruled or accurate
Accept provided the pupil’s intention is clear
! Line(s) drawn ‘below’ correct position in order to
allow the region to include points on the line(s)
Condone provided their line is parallel to the correct line,
and is closer to the correct mark than to the correct mark –5
eg, for x + y = 65 accept
• Line parallel to x + y = 65 and closer
to
x + y = 65 than to x p y = 60
or Indicates both the lines x = 25 and y = 25, even if there are other errors 1
or
Indicates the line x + y = 65, even if there are other errors
! For 1m, line(s) not full length
Accept provided each line spans at least 10 marks
[5]
3. Scatter graphs
(a) Indicates a positive correlation, eg 1
• There is positive correlation between diameter and height
• As diameter increases, height increases
• Higher trees have wider trunks
• Bigger trees are fatter
• They both increase together
Accept minimally acceptable response, eg
• Big trees have big diameters
Queensbury School 6

7. Do not accept incomplete response, eg
• It’s positive
• Big trees have big heights
• Higher trees are bigger
Do not accept incorrect reference to proportion, eg
• It’s directly proportional
(b) Gives a correct explanation 1
The most common correct explanations:
Refer to the trend in the data, eg
• It would be too far away from the other points
• It would be an outlier
• It doesn’t fit the general trend
• It would be a long way from the line of best fit
• This diameter is far too big for the height
• It is too small to have such a big diameter
Give a value for the height or diameter if the tree were a poplar, eg
• If it was a poplar you would expect it to be about 6 metres high
• Poplars that are 3m high are only about 2cm in diameter
Accept minimally acceptable explanation, eg
• It’s on its own on the graph
• It doesn’t fit the correlation
• It doesn’t fit the pattern
• It doesn’t have the same relationship
• The diameter in cm is bigger than the
height in m
• The diameter is big but the height is
small
Do not accept incomplete or incorrect explanation, eg
• It’s different from the others
• It’s on its own
• It doesn’t fit the graph
• Poplar trees are tall and thin
• It would not be on the line of best fit
• It’s not in the same range
• The diameter is too big
• Poplar trees don’t have diameters
bigger than their height
• For poplars, diameter + 1 = height
Queensbury School 7

8. ! Height for diameter of 5cm given
Accept values in the range 5.5m to 7m inclusive
! Diameter for height of 3m given
Accept values in the range 1cm to 2.3cm inclusive
(c) Indicates a value between 4 and 5.2 inclusive 1
(d) Indicates that all four statements are false 2
or Makes three correct decisions 1
! Indication other than ticks
Accept only if unambiguous
[5]
4. Mice
(a) 50 ± 2 1
(b) 55 ± 2 1
(c) Indicates ‘No’ and gives a correct explanation 1
The most common correct explanations:
Refer to the fact that the number of mice is unknown
eg
• It’s only percentages, the real data is not shown
• You need to know the actual numbers
• It may be out of different amounts of mice
• There may be more mice in homes close to woodland
Refer to the limitations of percentage bar charts
eg
• The charts only allow you to compare the proportions
Accept indicates ‘Yes’ and qualifies their decision by stating the
assumption needed
eg
• Provided the total number of mice is
about the same
Accept minimally acceptable explanation
eg
• They’ve used % so you can’t tell
• They only show the percentage
• You don’t know how many mice were
found altogether
Queensbury School 8

9. ! Explanation specifies which location gets more mice
The explanation must be the correct way round, ie
le s s
m o re
Far C lo s e
eg do not accept
• There may be more mice in homes far
from woodland
! Explanation refers to number of homes or people, rather than
number of mice
Condone these errors
eg, accept
• It may be out of different amounts of
homes
• They might have asked different
amounts of people who
• lived close to or far from woodland
! Irrelevant explanation
If accompanied by a correct explanation, ignore
eg, accept
• There may be more mice close to
woodland or the homes could be dirtier
! Explanation interprets the percentages in terms of probability,
or states that the percentages may not be accurate
eg
• It doesn’t mean there must be more,
just that it is more likely
• There could be more mice that weren’t
found
Ignore if accompanying a correct response, otherwise do not
accept
[3]
5. (a) Both values correct, ie 36 and 324, in either order.
or 2
One correct value
or
Both values sum to 360, but none are 0, 90 or 180 1
Queensbury School 9

10. (b) Indicates ‘not possible to tell’, ie 1
[3]
6. Horses
(a) Indicates a positive relationship, eg: 1
• Positive correlation.
• Its positive.
• Direct correlation.
• Tall horses are heavier.
• Smaller horses are lighter.
• The taller a horse grows the more it weighs.
• As one goes up so does the other.
• More mass, more height.
Ignore qualifiers given within a correct response eg,
accept
• ‘It’s a good positive relationship.’
• ‘It’s fairly positive.’
Accept ‘bigger’ or ‘smaller’ used to describe mass or
height (but not both) eg, accept
• ‘Bigger horses are heavier.’
• ‘Bigger horses are taller.’
Accept responses that quantify the relationship, provided
it is clear that it is an approximation. If the approximation
is shown as a range, the values for the range must be
within 2 ½ to 4 ½ times the height, or the converse eg,
accept
• ‘Mass is 2 ½ to 4 times the height.’
• ‘Height is a quarter to a third of the
mass.’
Queensbury School 10

11. If the approximation is shown as a single value, the mass
must be between 3 to 4 times the height, or the converse,
or the approximation should indicate that for every extra
10cm of height the extra mass is between 80 to 90 kg, or
the converse eg, accept
• ‘Mass is approximately 3 × the
height.’
• ‘Its mass is around 3.5 times the
height.’
• ‘Height is about a quarter of the
mass.’
• ‘It’s about 40kg for every extra 5cm
height.’
Do not accept single values without indication that the
relationship is approximate eg:
• ‘Mass is 3 × the height.’
Accept proportionality eg:
• ‘Height is proportional to mass.’
• ‘They are proportional.’
Do not accept responses that do not qualify the
relationship eg:
• ‘There is a relationship.’
• ‘Mass is always greater than
height.’
• ‘They correlate.’
Do not accept a description of the graph or individual
points on eg:
• ‘It goes up.’
• ‘A horse that is 170cm weighs
650kg.’
• ‘Most horse had heights of about
150cm and
masses of about 500kg.’
(b) Indicates a value between 580 and 595 inclusive. 1
(c) Indicates a value between 166.5 and 167.5 inclusive. 1
Queensbury School 11

12. (d) Indicates points all of which lie below the line y = x, eg 1
110
100
L en g th o f
b a c k le g 9 0
(c m )
80
70
70 80 90 100 110
• L e n g th o f f r o n t le g (c m )
Accept the graph shown as a set of points (minimum 2), or
as a line, or as a curve.
If 10 to 19 points are drawn, allow one point only to be an
outlier outside the correct region. If 20 or more points are
drawn, allow a maximum of two such outliers.
or Indicates a line of best fit all of which lies below the line y = x, eg:
110
100
L en g th o f
b a c k le g 9 0
(c m )
80
70
70 80 90 100 110
• L e n g th o f f r o n t le g (c m )
Accept a correct description eg:
• ‘All the points would be below a
line drawn
from (0, 0) at 45 degrees.’
• Ignore a line of best fit drawn in
addition to a correct set of points.
If only a line of best fit is drawn, accept either the
beginning or the end to be on the line y = x.
The correct region shaded, but
do not accept only the line y = x drawn, unless it is
clearly a boundary with the correct region identified eg,
accept
• the line y = x drawn on the graph
and
• ‘All the points are below this line.’
[4]
7. Shoe laces
(a) Correct plotting at (14, 130), within ± 2 mm 1
1 Other points plotted
Ignore , as these may be from part (c)
Queensbury School 12

13. (b) Correct identification of (10, 70) 1
Queensbury School 13

14. (c) Value between 110 and 125 inclusive
! Range of answers given
eg
Between 115 and 120
Accept if all values are within 110 to 125 inclusive
[3]
Queensbury School 14