2009 mark scheme

Mark Scheme (Results)
Summer 2009

GCE

GCE Physical Education (6726) paper 01

Edexcel Limited. Registered in England and Wales No. 4496750
Registered Office: One90 High Holborn, London WC1V 7BH

Unit 6 – Scientific Principles of Exercise and Performance

SECTION A – Exercise and Energy Systems
Question Answer Mark
Number
1(a)(i) 1. More energy is released from aerobic glycolysis than lactic
acid / anaerobic glycolysis.
2. Aerobic glycolysis can produce up to 36/38 molecules of ATP
from 1 molecule of glucose (accept 32/34 as aerobic yield)
3. The lactic acid energy pathway/anaerobic glycolysis can
produce 2/4 per glucose molecule.
4. ATP-PC system produces one ATP (2)

Number
1(a)(ii) Max of 5 from;
1. The first stage is glycolysis
2. Glucose is broken down in the presence of glycolytic enzymes
3. Yield is 2 ATP
4. And (2) pyruvic acid
5. The pyruvic acid in the presence of oxygen is further broken
down
6. Pyruvic acid enters the mitochondria
7. Here it is broken down into acetyl -co enzyme A
8. The next stage is krebs cycle/oxaloacetic acid/this reacts to
produce citric acid
9. Positive hydrogen ions are produced in the krebs cycle
10. The cycle creates sufficient energy to produce 2 additional
ATPs
11. The hydrogen ions are transported to the electron transport
chain/NADH/FADH
12. Electron transport/transfer chain/system (no mark for
ETC/ETS)
13. ETC yields a further 32/34 additional ATPs
14. 36/38 ATPS are made in total
15. Fat metabolism
Annotated diagrams are acceptable (5)

2

Number
1(b) 1. Excess Post-exercise Oxygen Consumption (EPOC)
2. Fast component / Alactacid component
3. Heart rate and respiration levels remain elevated to return
body to homeostasis
4. Replenish Phosphate stores (creatine phosphate/PC or CP)
5. Slow component / lactic acid component
6. Removal of Lactic Acid
7. 65% -70% oxidised to CO2 and water*
8. 20% converted to glycogen*
9. 10% converted to protein*
10. 5% converted to glucose*
11. Glycogen replenishment
12. Cool down / Stretching/ice baths
13. Reload myoglobin – oxy-myoglobin
14. hormone /enzyme levels returning to normal
15. reduction of body temperature
16. Protein used to repair muscle damage
*-or similar figures
Time taken for each phase does not score marks as question asks
about processes. (6)

Number
1(c) 1. Speed up recovery
2. Be able to train more frequently
3. Increase/maintain flexibility
4. Remove any lactate build up / lactate - pyruvic acid / waste
products
5. Repayment of EPOC
6. Prevent blood pooling / aid the muscle pump / venous return
7. Assist in reducing DOMS / less pain
8. Return body / heart rate / respiratory rates to pre exercise
levels/homeostasis
9. Reduce muscle temperatures
10. Replenish ATP / CP / Glycogen stores. (4)

3

Number
1(d)(i) 1. Delayed onset of muscular soreness/muscular pain 24-48
hours after performance.
Causes: (submax 2)
Based on current evidence, it appears that;
2. DOMS is due to tissue injury caused by excessive mechanical
forces being applied to the muscle and connective tissue
3. May occur because of structural damage within muscle
membranes /healing of damaged fibres
4. Often the result of eccentric work
5. Changes in the range of movement
6. Changing training methods/new exercises/range of motion
7. Increases in intensity
8. Poor preparation or warm up can contribute

Effects: (submax 2)
9. The breakdown of muscle proteins causes an inflammatory
response
10. This is created as fluid shifts from blood plasma to damaged
tissues.
11. Local pain receptors are then stimulated by this excess
fluid/pain
12. An adequate cool down can reduce the effects

Cannot score all four from one subsection (causes or effects) (4)

4

Number
1(d)(ii) Max of two for strategies or physiological benefits.
Strategy – appropriate warm up
PB – muscle becomes more compliant when it’s warm, reducing risk
of injury

Strategy 1. Apply progression to avoid sudden /
rapid increases in intensity/avoid
eccentric contractions
Physiological 2. Less likely to experience myofibril
benefit damage / trauma.
Strategy 3. Utilise cross training
Physiological 4. Provides a variety of training positions /
benefit range of movements.
Strategy 5. Aerobic training
Physiological 6. Aerobic training increases capillarisation
benefit within the muscle, which allows greater
and faster saturation of blood, carrying
oxygen and nutrients
Strategy 7. Undergo an active cool down
Physiological 8. Speeds up recovery allowing the period
benefit of DOMS to be shorter/increased blood
flow to damaged muscles
Strategy 9. Ice baths
Physiological 10. Reduces the swelling within the
benefit myofibrils and encourages a faster
recovery/increasing blood flow to area
Strategy 11. Anti inflammatory tablets
Physiological 12. Reduces the swelling within the
benefit myofibrils so removing the discomfort,
however it does not speed up recovery
so training will be no more frequent.
Strategy – 13. Appropriate nutrition
Physiological 14. Speeds up muscle repair / reduces
benefits DOMS

Strategy 15. Appropriate warm up
Physiological 16. Muscle becomes more compliant
benefits when it’s warm, reducing risk of
injury, increased ROM. (4)

(Total 25 marks)

5

Number
2(a) Definition Chemical energy
1. Energy that is released from a chemical
compound and created by way of chemical
processes / comes from food/metabolic
reaction.
Example 2. Food groups (fats, carbohydrates, proteins )
converted into chemical energy. / stored as
ATP or PC, chemical compounds/metabolic
reactions eg break down of glycogen or
phosphates
Definition Kinetic Energy
3. Energy that is being utilised and is
producing movement or work
Example 4. ATpase breaks the ATP compound and
facilitates muscular contraction which is
kinetic energy. (any movement example)
Definition Potential energy
5. Energy that has the “potential” to provide
movement or work/or by virtue of
position/stored energy ready to use
Example 6. Stored ATP or PC both have the potential to
provide energy when broken down/bike at
top of hill/stored glycogen (carbohydrates) (6)

Number
2(b)(i) 1. Weight loss would be through water / fluid loss/sweating
2. Dehydration
3. If fluid loss is greater than fluid input
4. Thermo regulation / overheating
5. Climatic conditions
6. Inappropriate clothing
7. Insufficient hydration pre and during an event (4)

6

Number
2(b)(ii) 1. Bodies inability to regulate temperature = overheating
2. 2% loss of body weight = 10% loss in performance or similar
figures
3. 5% loss of body weight = 25% loss in performance or similar
figures
4. 8% loss of body weight = potentially fatal
5. reduction in physiological function e.g. VO2 max
6. Loss of electrolytes
7. Increase viscosity of the blood
8. Increased blood pressure
9. Cellular donation of water to the blood resulting in
“shutdown” of many cells
10. Leading to greater fluid loss and severe dehydration leading
to further overheating
11. Increased HR
12. Decreased SV
13. Decreased Q
14. Recovery can take several days.
15. Severe cases can lead to death.
16. Feeling dizzy/faint
17. Feeling tired/weak/fatigued / loss of coordination
18. Colouration / concentration of urine (7)

Number
2(c)
1. When the action potential/impulse reaches the sarcomere
the motor end plates are depolarised.
2. Depolarisation causes Ca2+ to be secreted (from the “T”
vessels within the cells sarcoplasm / saracoplasm reticulum)
3. Calcium binds to troponin
4. Tropomyosin complex (which blocks the binding sites)
moves/changes
5. This leaves active sites exposed on the Actin.
6. The result is that the actin and myosin attach/cross bridge
formed / Actin is attracted to myosin
7. Myosin cross bridge is energised by the breakdown of ATP
8. Sarcomere gets smaller/z bands change distance/actin slides
over myosin
9. Myosin heads tilt towards centre of sarcomere/power stroke
10. This cross bridge is immediately broken and then recreated
as long as calcium is present
11. Ratchet mechanism
12. Calcium returned to sarcoplasmic reticulum (8)

(Total 25 marks)

TOTAL FOR SECTION A: 25 MARKS

7

SECTION B: Sports Mechanics and Sports Psychology

Number
3(a) vector: has size/magnitude and direction
e.g. Displacement / velocity
scalar: has only size/magnitude
e.g. distance / speed (4)

Number
3(b) 1. 1 mark for correct equation: Resultant Velocity (R) = Horizontal
Velocity/ cos (angle)
Or cos (angle) = Horizontal Velocity / Resultant Velocity (R)
2. 1 mark for correct working: R= 8.00 / cos19
3. = 8.46 ms-1
No units no mark for point 3. (3)

Number
3(c) Sub max of 2 for:
shape
1. Aerodynamic shape / Smoother / Spherical shape creates less
frontal resistance / drag / air resistance therefore flight path is
parabolic/near parabolic
2. e.g. shot put / javelin / Discus

Sub max of 2 for:
Size
3. Larger surface area creates more frontal resistance / air
resistance / drag and therefore flight path is less parabolic /
asymmetrical
4. Shuttle cock

Sub max of 2 for:
Weight
5. heavier objects tend to have a parabolic / near parabolic flight
path
6. e.g. shot put / hammer
7. lighter objects tend to be influenced by external forces such as
air resistance / have a less parabolic flight path / asymmetrical
8. e.g. shuttle cock / table tennis ball

(6)

8

Number
3(d) Top-Spin

Appropriate labelled and explained diagram is acceptable
1. Airflow over top of ball in opposite direction of spin
2. Airflow on top of ball has low velocity therefore higher
pressure
3. Airflow below ball in same direction as spin
4. Airflow below ball has high velocity and therefore lower
pressure
5. Resultant vertical force acting downwards on ball / Magnus
effect
6. Ball will move from area of high pressure to low pressure
7. Which pushes ball down
8. So ball dips quicker
9. Therefore ball has to be hit slightly higher initially to stop it
hitting the net
10. Can be hit harder and still be more easily kept in the court. (6)

Number
3(e) 1. The acceleration of a body/the rate of change of momentum
of a body is proportional to the force causing it and takes
place in the direction in which the force acts/F=ma.
2. As the ball is passed, the player applies a force in the
direction towards his team mate.
3. The resultant acceleration is positive/the ball speeds up
4. As the ball travels along the ground, it begins to slow down.
5. Therefore the resultant force must be acting against the
direction of travel/friction/air resistance is slowing the ball
down.
6. When his team mate stops the ball, he applies a force
against the motion of the ball.
7. The force reduces the momentum of the ball, so the ball
comes to rest. (6)

(Total 25 marks)

9

Number
4(a)(i)
Lift

Air
Resistance

Drag

Direction of travel

1. 1 mark for correctly identifying lift.
2. 1 mark for correctly identifying drag in relation to throw.
3. 1 mark for correctly identifying air resistance in relation to
throw. (3)

10

Number
4(a)(ii) 1. Discus must be angled to achieve lift.
2. Air flow over top of discus has high velocity = low pressure
3. Air resistance along the bottom of the discus has lower
velocity = high pressure
4. This creates a pressure difference
5. Objects move from high pressure to low pressure = lift
6. The greater the velocity of the object the greater the air flow,
the greater the lift
7. Optimum angle of attack increases lift, whilst minimising drag.
8. Minimising ‘wobble’ of the discus maintains a more
aerodynamic position which means lift force is less affected
9. Optimum angle of release will also contribute to optimising lift
force (6)

Number
4(b) Sub max of 2
1. 1st law: every body at rest, or moving with constant velocity in
a straight line, will continue in that state unless compelled to
change by an external force exerted upon it.
2. There must be a force acting upon the ball because the velocity
is not constant/the velocity is not constant because friction/air
resistance is slowing the ball down.
3. The force applied to the ball by the player kicking it causes it to
move from being at rest/the force applied by a player
controlling/kicking the ball causes its motion to change.

Sub max of 2
4. 3rd law: for every action, there is an equal and opposite
reaction
5. The force exerted on the ball by the player is equal but
opposite to the force exerted on the player by the ball.
6. The force exerted by the ball on the ground is equal and
opposite to the force exerted by the ground on the ball/or
equivalent (4)

11

Number
4(c) No examples – no marks explanations
Max of 3 for identify
Max of 3 for appropriate examples

1. Frontal axis (line from side to side across the body) / or
suitable equivalent (e.g. transverse axis).
2. Forward roll/Any example that would be observable from the
side/flexion/extension of the
trunk/plantarflexion/dorsiflexion
3. Sagittal axis (line from front to back through the body) / or
suitable equivalent (e.g. Dorsi-Ventral axis).
4. Cartwheel/any example that would be observable from the
front/back/abduction/adduction/lateral flexion
5. Vertical axis (line from head to toe) / or suitable equivalent
(e.g. longitudinal axis).
6. A pirouette in ice skating/spinning movements that are
viewed from the top/rotation/medial/lateral
rotation/pronation/supination. (6)

Number
4(d) 1. Maintaining optimal body position.
2. Which will minimise frontal resistance
3. Keep limbs in streamlined position/stop them sticking out
laterally/to the side too much
4. Which will minimise frontal resistance.
5. Wearing appropriate swimwear
6. Reduces fluid/skin friction
7. Shaving/removal of body hair
8. To reduce skin friction
9. Minimise parts of body moving through surface of water
10. To reduce surface friction. (6)

(Total 25 marks)

12

Number
5(a) 1. Positive reinforcement will strengthen S-R bond i.e. coach
congratulates performer after they display the desired
technique for a set shot in basketball.
2. Negative reinforcement will strengthen the S-R bond by
either removing an unpleasant stimulus after a successful
performance/action/response or removing a pleasant
stimulus after an incorrect performance/action/response
e.g. a basketball coach calls ‘well done’ to a performer
every time they have performed the set shot correctly but
says nothing after an incorrect technique.
3. Punishment can break the S-R bond e.g. a teacher gives a
penalty against a team during a football lesson because a
student uses foul language in an attempt to eradicate it /
yellow & red cards.
4. Repetition of a response in the same situation will strengthen
the S-R bond e.g. a snooker player practices clearing the
colours from their spots 20 times every practice session. (4)

Number
5(b) An explained and labelled diagram is acceptable.
1. Performer has a drive to achieve a goal
2. Goal is blocked
3. Performer becomes frustrated
4. Frustration leads to aggression
5. If player is punished for aggression this often leads to further
frustration
6. If performer isn’t punished/gets away with aggressive act
then catharsis is experienced. (5)

Number
5(c) 1. Need to Achieve / NAch
2. People are driven to take on challenges / like to push
themselves and aren’t concerned with failure/don’t see
failure as a bad thing/ see failure as an opportunity to learn
and improve.
3. Need to Avoid Failure / NAF
4. People are driven to avoid failure / aren’t concerned with
pushing themselves/want to avoid humiliation or shame due
to failure. (4)

13

Number
5(d) A labelled and explained diagram is acceptable-no marks awarded
for just naming ability, effort, luck, task difficulty.
1. Internal – Stable factors e.g. Ability/Physique
2. Best used after a successful performance/not suitable for use
after failure
3. Internal – Unstable factors/the box of control e.g.
Effort/Preparation
4. Suitable for use after success/suitable for use after failure
5. External – Stable factors e.g. Referee/Task Difficulty
6. Suitable for use after failure/less suitable for use after
success
7. External – Unstable factors e.g. Luck/Task Difficulty/Weather
8. Suitable for use after failure/less suitable for use after
success.
(8)

Number
5(e) 1. Performer feels that they are being evaluated in some
context by the crowd/a crowd member
2. this feeling of evaluation causes arousal levels to increase
3. Autonomous stage of learning/expert/elite/highly confident
performers’ performance increases due to increased arousal
4. Cognitive stage of learning/beginners/low confidence
performance gets worse due to increase in arousal/anxiety
5. Attention band is narrowed by increase in arousal/good for
expert/problematic for beginner
6. chance of distraction effect
7. Status of evaluator is important
(4)

(Total 25 marks)

14

Number
6(a) 1. Aggression: the intent to harm outside the rules of the sport
/ Any behaviour directed toward the goal of harming or
injuring another living being who is motivated to avoid such
treatment.
2. E.g. punching an opponent on the rugby field/threatening
language on a football pitch/biting an opponent in the boxing
ring.
3. Assertion: forceful behaviour or robust play within the rules
of the sport with no intent to harm.
4. E.g. rucking over an offside opponent on the rugby field/a
hard tackle on the football pitch/punching an opponent in
the boxing ring. (4)

Number
6(b) Labelled diagrams are acceptable.

(somatic anxiety) sub max of 3 marks
1. Somatic anxiety is the physiological response/component of
anxiety/physiological symptoms/increased heart
rate/increased sweating/increased muscle tension.
2. Affect on performance follows ‘inverted-U shape’/ Shape of
curve follows an inverse parabola / upside down U.
3. As arousal/somatic anxiety levels increase so does
performance.
4. Up to a point / up to optimum level of arousal/somatic
anxiety for maximum performance.
5. After which further increases in arousal/somatic anxiety
cause performance to deteriorate.
6. Should reduce once performance begins

(cognitive anxiety) sub max of 3 marks
7. Cognitive anxiety is psychological/mental feelings of
worry/doubt/apprehension/psychological symptoms
8. Cognitive anxiety has a negative affect on performance.
9. For low levels of Cognitive anxiety, performance remains
high.
10. For high levels of Cognitive anxiety, performance is low
11. Will remain during performance (5)

15

Number
6(c) 1. Autocratic: dictates / makes all decisions / command style /
good for cognitive stage learners/beginners
2. e.g. military drill / teaching dangerous activities such as
javelin
3. Democratic: asks group for ideas / contribution towards
decisions by group or performer
4. e.g. asking players who wants to take a penalty in a shoot
out.
5. Laissez Faire: letting them get on with it / group or
performer is left to make their own decisions / high levels of
trust needed
6. e.g. problem solving teaching style
7. Paternalistic: one to one / ‘mothering’ approach / ‘the arm
around the shoulder’
8. e.g. a coach trying to raise/boost: self esteem / self efficacy
/ self confidence / attributional re-training after a failure.

Marks must come from 2 styles only. (4)

Number
6(d) 1. Psychological Core
2. Deep inside the individual/attitudes/values/morals/the ‘real
person’ relatively stable/permanent / traits/BOD for innate
3. Typical Responses
4. Behaviours displayed from day to day/influenced by
psychological core/how we usually act
5. Role Related Behaviours
6. Interaction between the environment and the
individual/strong situational or environmental conditions will
alter the individuals behaviour / may bare no resemblance to
typical responses/ weak situational or environmental
conditions have little effect on behaviour / typical response
are displayed / situational specific behaviours / links to Self-
Efficacy (6)

16

Number
6(e) 6 marks for 6 of:
1. Introduce cathartic strategies.
2. Control arousal by managing stress.
3. Teach relaxation/somatic techniques / listening to music /
breathing techniques
4. Teach selective attention / concentration / channelling
aggression.
5. Put player in non-aggressive situation / position.
6. Remove player / substitution.
7. Punish player.
8. Reinforce desired behaviour/non-aggressive / assertive
9. Show non-aggressive role models.
10. Encourage positive non-aggressive team ethos / emphasise
that aggressive play will punish whole team / let the team
down.
11. Imagery / visualisation / self talk.
12. Player behaviour contract.
13. Specific goals being set with an example.
14. Seeing a sports psychologist. (6)

(Total 25 marks)

TOTAL FOR SECTION B: 25 MARKS

17

SECTION C – A Synoptic Analysis of Scientific Principles

Question Number Indicative content
7 Skill Acquisition
• Variety of feedback techniques allow weaknesses to be highlighted and
targeted.
• Machinery/equipment now allows recreation of sporting environment in
order to make practice more specific
• Tailored equipment to maximise efficient technique
Sports Psychology
• Advanced technology allows monitoring of stress levels/arousal/anxiety
Exercise & Training
• Ability to re-create any training environment without having to travel
• Advanced fitness assessment methods
Exercise and Energy Systems
• Precise establishment of thresholds is now possible
• Ability to target specific structural and functional adaptations
• Able to produce food supplements/nutritional supplements that control
the diet
Sports Mechanics
• Tailor made equipment & clothing
• Advanced materials
• Technique analysis is now instant/virtual models can now be created
• Body position/streamline/aerodynamics is now extremely advanced
Socio-cultural aspects
• Media coverage is now advanced/hawkeye/ultra-motion/’pocket
cam’/’stump-cam’
• Interactive viewing is moving sport into the home/more accessible In the
home

(Total 25 marks)

18

8 Mental
• Mental rehearsal
• Stress management/arousal control/anxiety control
• Coping strategies
• Focus/changing personality
• Aggression control
Physical
• Tapering of training schedule
• Appropriate warm up routine
• Suitable recovery period between final session and competition
• Appropriate sleep
• Replenishment of all energy stores
• Dietary manipulation to ensure readiness for competition/Hydration
Technical
• Appropriate clothing for conditions of competition
• Appropriate equipment for conditions of competition
• Game plan
• Rehearsal of routines and set plays
Socio-cultural aspects
• Press conferences/media interviews
• Learn/rehearse national anthem/expressions of national pride

(Total 25 marks)

19

Question Number Indicative content-should contain lots of UP TO DATE examples
9 Physiological

Hypertrophy of muscle mass-steroids
Increased aerobic capacity/oxygen uptake-rhEPO/Cera
Sacrifice threat of long term medical probs/masking of injuries
Decreased recovery time
Increased ability to train longer/harder/greater intensity
Increased CP/Glycogen Store

Psychological

Increased aggression for contact sports
Increased confidence/belief the best
Desire for extrinsic rewards/commercial pressure

Mechanical

Edge provided by equipment may be no different to supplements/drugs – where
is the boundary?
Beta blocker – calming effect increased mechanical efficiency

Debate

Should all sports have same punishment?
Which should be legal/illegal?
Where is the boundary between supplements and drugs?
Altitude training vs EPO/CERA – what’s the difference?
Caused by commercialisation/other?
Is a drug taken for health reasons OK – eg insulin releases glycogen faster ?
Are chemists one step ahead?
How long should samples be kept for?

(Total 25 marks)

20

10 Nature
• Inherited abilities/genetics
• Structure of body more suited to sporting performance
• Females are potentially at a disadvantage to male counterparts on a
physiological & structural basis
• Gene pool of family underpins potential success
• Specific scientific examples such as: muscle fibres, bone structure,
somatotype, personality, aggression etc

Nurture
• Access to more advanced feedback methods
• Access to qualified specialists such as: Highly qualified sports
psychologists, biomechanists, phyologists, dieticians.
• Access to better training facilities, such as:
hypoxic chambers/hydrostatic pools etc
More accurate fitness assessment
More precise and reliable fitness monitoring quipment/techniques
Rehabilitation is quicker due to advance technology
Monitoring of recovery process
Controlled diet/scientifically controlled nutrition
Assessment and monitoring of structural and functional
adaptations is more accurate
Establishment of thresholds/OBLA/Lactate threshold is more
accurate
Work with specific equipment/tailor made equipment & clothing
More technologically advanced assessment and monitoring
equipment.
• Media exposure
• Funding/sponsorship/endorsements
• Full time athletes as opposed to part time
• Work at sports academies/sports institutes/access to institutes of sports
• Full time, year round support from back up team.

Conclude

Interaction between factors is important
Such as:
Inherited genetics with a sedentary lifestyle would probably not lead to being an
elite athlete
Access to high quality facilities without inherited genetics is also unlikely to lead
to being an elite athlete.

(Total 25 marks)

21

Mark Band Description Likely Characteristics
The essay synthesises information from all relevant
A well structured essay
study areas to answer the question in full. There is
with continuous prose.
some in-depth analysis and balanced debate of the
Predominantly accurate use
issues with correct use of technical language and
of spelling, punctuation and
22 – 25 factual information throughout, demonstrating a
grammar.
clear understanding of the subject matter. A range
Correct use of terminology.
of accurate practical examples predominantly
Clear, concise and relevant
taken from relevant scientific units supports the
throughout.
vast majority of points.
The essay synthesises information from most of the A well structured essay
relevant study areas to address the key issues raised with predominantly
in the question. A good understanding is accurate use of spelling,
demonstrated through a good use of technical punctuation and grammar.
18 – 21
language, some detailed analysis and balanced Correct use of terminology.
debate of key points. Factual information and Clear and concise but may
accurate examples, many taken from relevant occasionally make an
scientific units, are used in support of points made. irrelevant comment.
The answer synthesises information from a limited
An obvious attempt to
number of study areas in an attempt to address the
structure the essay.
key issues raised in the question. A sound
Fundamentally sound use of
understanding is demonstrated through the use of
terminology.
14 – 17 some technical language, factual information and
Generally clear and concise
relevant practical examples, some of which are
with limited inaccuracies.
taken from scientific units. Some analysis and
Satisfactory spelling,
debate is evident, although this may be lacking both
punctuation and grammar.
in depth and balance.
An essay that addresses a limited number of key A basic structure is evident.
issues but lacks the depth of synoptic rigour Some incorrect use of
required. There is little evidence of analysis and terminology.
10 – 13 technical language, although some basic There may be errors in
understanding of the subject area is demonstrated. spelling, punctuation and
Relevant points may be supported by examples but grammar.
only partially developed. A number of inaccuracies.
A poorly structured essay in
An essay that fails to address many parts of the
which there may be errors
question. There is little evidence of synoptic
in spelling, punctuation and
analysis with sweeping statements that may contain
grammar.
7–9 some relevant information but generally remain
Incorrect use of
unsupported by evidence or accurate examples
terminology.
and suggest limited understanding. Irrelevant points
A significant proportion of
and repetition may be used to pad out the answer.
material is irrelevant.
A poorly structured essay.
An essay that mostly fails to address the question
Incorrect spelling,
and contains many inaccuracies and irrelevancies.
punctuation and grammar.
0–6 Very little evidence of synoptic analysis with
Incorrect use of
statements that demonstrate a lack of
terminology.
understanding.
Many inaccuracies.

TOTAL FOR SECTION C: 25 MARKS

TOTAL FOR PAPER: 75 MARKS

22

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2009 mark scheme