Mark Scheme Unit 1 June 2010

7/30/2019 Mark Scheme Unit 1 June 2010

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Mark Scheme (Results)Sum m er 2010

GCE

GCE Psychology (6PS01) Paper 01

Edexcel Limited. Registered in England and Wales No. 4496 507 Registered Office: One90 High Holborn, London WC1V 7BH


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Edexcel is one of t he leading exami ning and awardi ng bodies in t he UK and thr oughout t he worl d. Weprovide a wide range of quali f ications including academic, vocational, occupational and specif icprogramm es for em ployers.

Through a netw ork of UK and overseas off ices, Edexcel s cent res receive t he support t hey need t ohelp t hem del iver t heir educat ion and t ra in ing programmes to learners.

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www.edexce l .com.

Sum mer 2010

Publications Code US024566

Al l t he mater i a l in t h is publ icat ion is copyr ight Ede xce l Lt d 2010


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General Guidance on Marking

Al l candidates must receive the same t reatm ent.

Examiners should look f or quali t ies t o rew ard rat her t han fault s t o penalise. Thi s does NOT mean givingcredi t for incorrect or inadequat e answers, but i t does mean al lowing candidates to be rew arded foranswer s showi ng correct applicat ion of principl es and knowledge.

Examiners should t heref ore read caref ul ly and consider every response: even unconvent ional answer smay be wort hy of credi t .

Candidates must make t heir m eaning clear t o the exami ner t o gain the m ark. Make sure t hat t he answermakes sense. Do not give credit for correct wor ds/ phrases whi ch are put t oget her in a meaninglessmanner. Answers must be in t he correct context .

Crossed out work should be marked UNLESS the candidate has replaced it with an alternative response.

When exami ners are in doubt regarding the applicat ion of t he mark scheme t o a candidat e s response,

t he Team Leader m ust be consult ed.

Using the mark scheme

The m ark scheme gives:

an idea of t he t ypes of response expect ed

how individual marks are to be awarded

t he tot a l mark for each quest ion

examples of r esponses t hat should NOT receive cr edit (w here applicabl e).

1 / means t hat t he responses are alt ernat ives and eit her answer should receive ful l credit .2 ( ) means t hat a phrase/ word is not essent ia l for t he award of t he mark, but helps t he

examiner t o get t he sense of t he expected answer .3 [ ] wor ds inside square bracket s are inst ruct ions or guidance for examiners.4 Phrases/ w ords in bold ind icate t hat t he meaning of t he phrase or t he act ual word is essential

t o t he answer.5 TE (Transfer red Error ) means t hat a wr ong answer given in an earl ier part of a quest ion is used

correct ly in answer t o a later part of t he same quest ion.

Qualit y of Wri t ten Communicat ion

Quest ions whi ch involve the w rit ing of conti nuous prose wi l l expect candidates t o:

show cl ari t y of expression construct and present coherent arguments

demonstrate an effective use of grammar, punctuation and spell ing.

Full m arks can only be awarded if t he candidate has demonst rat ed t he above abil i t ies.

Quest ions where QWC is l ike ly to be part icu lar ly import ant are i ndicat ed QWC in t he mark schemeBUT thi s does not preclude ot hers.


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Unit 1: Social and Cognit ive Psychology

Section A

QuestionNumber

Question

1 The hypothesis which states there is no effect except that which occursby chance is t he __________ hypot hesis.Answer Mark

A. exper imental

B. al ternate (a l ternat ive)

C. null

D. d i rect ional

(1 AO3)

QuestionNumber

Question

2 One measure of dispersion is the range. The usual w ay to calcul ate t hisis byAnswer Mark

A. adding up al l t he scores and dividing by t he number of scores

B. taking away the lowest score from the highest score

C. putt ing al l the scores in order and picking the middle one

D. looking for the most frequent score

(1 AO3)

QuestionNumber

Question

3 Two researchers wanted to f ind out how hosting the Olympics wouldaff ect t he country. One of t he researchers is a large, muscular man andt he ot her is a small , soft ly spoken wom an. These ________ eff ect s mayinfluence how the part icipants respond.

Answer Mark

A. experimenter/investigator

B. order

C. par t ic ipant / sub jec t

D. situational

(1 AO3)


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QuestionNumber

Question

7 Lizzie bel i eves t hat her col league Somaya does not have the t raining t o

deal prof essionally w it h her research. Which et hical guidel ine is mostl ikel y to concern Lizzie?Answer Mark

A. Inform ed consent

B. Deception

C. Right t o wi t hdraw

D. Competence

(1 AO1)

QuestionNumber

Question

8 Phil s favourite football team is Sheff ield United and he decides theonly people t hat can come t o his part y must also be Sheff ield Unit edfans. What ki nd of behaviour is Phil showing?Answer Mark

A. In-group favourit ism

B. Out-group favourit ism

C. Social desirabi l i t y

D. Autonomous st ate

(1 AO1)

QuestionNumber

Question

9 Helen is tryi ng to convince Shaziyah t hat revising by m aking thingsmeaningfu l is bet t er t han rote learning. Which theory is Helen t a lk ing

about?Answer Mark

A. Levels of processing

B. Agency

C. Social identity

D. Cue depend ency

(1 AO1)


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QuestionNumber

Question

10 According t o Agency t heory a per son is an autonomous st ate when

Answer Mark

A. t hey see t hemselves as t he agent s of t hose in aut horit y

B. t hey have to do somet hing they bel ieve to be imm oral

C. They are free to act as they wish

D. t hey do not feel r esponsib le f or t heir own act ions

(1 AO1)

QuestionNumber

Question

11 Kell y is doing a f i rst aid course at her local sixt h for m coll ege but has t ot ake her test in t he col leges drama st udio because her normalclassroom is being re-decorat ed. Kelly f orgets most of t he inform ati onshe has learn ed.

According to psychological theory, which of the fol lowing best explainsKellys lack of recall?Answer Mark

A. Kel ly had a late n ight t he n ight before

B. Kelly m issed l unch and she was hungry

C. Kelly f elt cold because the dr ama st udio was not heat ed

D. Kelly did not take the test in her normal classroom

(1 AO1)


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Section B.

QuestionNumbers

General Instructions

12 - 14 Marking point s are indicat ive, not comprehensive and other points should be

credit ed. In each case consider or words to that eff ect . Each bullet point is amarking point unless otherwise stated, and each point made by the candidatemust be clearly and effectively communicated.

QuestionNumber

Question

12 (a) Outl i ne the aim of Milgram s (1963) st udy.Answer MarkNo credi t for var iat ion s tudies (general a ims wi l l f i t both the 1963and variat i ons and so are credi t able)

e.g. To f ind out how far someone would go and obey an authority

f igure / eq ;

To see if an ordinary person would fol low orders even if i t meantbreaking t heir eth ical code/ eq;

To establish a baseline measure of how obedient navepart icipants would be when ordered to administer increasinglyintense electr ic shocks t o an innocent v ic t im/ eq; (2 marks)

To test the idea that Germans were d i f ferent when they carr iedout ord ers t o persecut e Jews during WWII/ eq;

Look f or other reasonable ways of expressing this answer.

(2 AO1)


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QuestionNumber

Question

12 (b) Outl ine two features of Milgrams (1963) study that might explain whyt he part i c ipant s obeyed.Answer MarkI f more t han t wo feat ures are out l ined mark a l l and credi t t he best t wo.2 marks for a complete answer for each feature, 1 mark for a part ia lanswer for each feature.

Evidence from studies can gain credit as elaboration in so far as theevidence enhances underst anding of a f eatur e

Buff ers (e.g. t he wal l ) pr event ed t hose who obey f rom beingaware of t he fu l l impact o f t he i r ac t ions / eq ;

Held at Yale Universit y, whi ch is a prest igious universit y,so part icipant s thought r esearchers were seen as expert sand t rust wort hy (2 marks) / e q;

Generat or swi t ches only went up in small increm ents (15 volts),not a b ig j ump, so part ic ipants found i t easier t o obey (2marks) / e q;

Many part i cipant s asked w hose responsibi l i t y i t was i f t he learnerwas harmed and showed visible rel ief when the experimenter

t ook responsibi l i t y (2 marks) / eq ;

Prods/ prom pt s such as You must cont inue, t he experimentrequi res tha t you cont inue e tc / eq ;

The experimenter was seen as a legit imate authority f igure inMilgrams study (1st mark) and he wore a grey lab coat to

indicat e his posit ion (2nd marks) / e q;

They were in an agent ic s tate and gave up their own free wi l l toobey t he author i ty f igure / eq ;

The cues in t he exper iment al set t ing inf luenced t he part ic ipantspercept ions of w hat w as required of t hem (demandcharacterist ics)(1 mark) such as t he set t ing of a pr est igiousuniversit y (2nd mark) / e q;


(4 AO1)


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QuestionNumber

Question

12(c) Milgram s (1963) st udy is wi dely seen as unethi cal. How ever, t here aremany w ays in w hich his st udy was ethical.

Explain how Milgram s st udy could b e seen as ethical.Answer MarkNo credit for saying how t he st udy was unethi calNo credit for saying no ethical guidel ines at the t ime as this does notmake t he st udy eth icalIgnore informed consent but consent is acceptable i f properlyexplained

Milgram di d not expect t he part i cipant s t o obey based on hisinit ial survey of col leagues and st udent s which suggest ed very

few (only 1/ 1000) would go t o 450v/ eq; All ps wer e debrief ed and made aware l earner was in fact safe

(met Mr. Wal lace af t erwards)/ eq;

Part icipant s examined by psychiatr ist s a year aft er t heexper iment who found no harmful ef f ects/ eq;

In a foll ow up survey m ost (84%) of p art icip ant s said t heywere g lad to have t aken part in t he exper iment/ eq;

No et h ical pr oblems as part ic ipants were not actual ly forced t odo anyt h ing/ eq;

Milgram said he di d not t hink 'st ress' w as seri ous but'moment ary exci tement '/ eq;

A volunteer sample w as used making i t more et hical becauseal l part ic ipant s in t h is way gave consent t o t ake part / eq; Milgram w as compet ent enough to carry out t he st udy and had

t he necessary tr aining t o do t his/ eq;

Part ic ipants were t o ld before t he st udy st ar ted t hey couldwi t hdraw f rom t he exper iment and st i l l keep t he money/ eq;

Technical ly part ic ipants could w i t hdraw f rom t he st udy despi t ethe prompts / eq ;


(4 AO2)


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QuestionNumber

Question

13 Each of t he approaches in psychology has main feat ures (underlyingconcepts) t hat def ine i t .

Describe one or more main f eatur es of t he Cognit ive Approach inpsychology.Answer Mark1 mark per point / e laborat ion. MAXIMUM 1 ID MARK NO MATTER HOWMANY FEATURES/CONCEPTS ARE OFFERED.

Max 1 for details (such as pure description) of models / theories /studies etc. wherever they appear in the answer

Possible f eatures include:Inform ati on processing; underst anding of m emory; underst andingforget t ing; exper iments; computer analogy; There are others [ inc ludingnot on the spec such as perception, which are creditable i f correct]

[The fo l low ing are not f eat ures as such but can be used as exam ples offeatures:Mult i st ore model , l evels of pr ocessing, eye wi t ness t est imony, cuedependency, interference, trace decay, reconstruction, repression andso on. ]

e.g.

Inform ati on processing; (possible ID mark) Simi l ar t o a computer we i nput i n format ion, process and provide

an output / eq ;

E.g. The mult i -st ore model of memory receives, ret a ins and recal lsinformat ion f r om the memory st ores/ eq;

We received informat ion d i rect ly f rom our senses/ bot t om-upprocessing/ eq;

e.g. Underst anding mem ory; (possibl e ID mark) We encode , store and retr ieve information which makes up our

memory / eq;

e.g. Experiments are used; (possibl e ID mark) There are 3 types of experiments with in the cognit ive approach,

laborat ory, f ie ld and natural / eq;

Each of t hese has an IV and a DV and are nor mal ly designed t ot est a hypotheses/ eq;

Laboratory exper iments take p lace in an ar t i f ic ia l set t ing and t ryt o measure cause and ef fect betw een tw o var iables/ eq;


(4 AO1)


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QuestionNumber

Question

14 Describe the Levels of Processing model of memory.Answer Mark

One point per descript ion unless otherwise indicated. Giving marks fore laborat ion w here appropr iate is part icu lar ly im portant so that t he fu l lrange of marks is available.

No credi t for Mul t i Store or other memory theor ies, theor ies offor gett ing, or st udies (e.g. Craik and Tulving)

Memory i s a consequence of how w e process inf ormat ion/ eq; Inform ati on that is att ended to on basis of how i t looks is not

very durable/ eq;

Most durable informat ion is t hat w hich has been at t ended t osemant ical ly / eq;

The t heory dist inguishes bet ween maint enance rehearsalwhichsimply r eta ins i t ems for t he t im e being and elaborat ive rehearsalwhi ch expands upon mat erial and creat es more l ast ingmemor ies/ eq ; (2 marks)

Deep processing whi ch is a for m of elaborati ve rehearsalproduces longer last ing memory t races/ eq;

The 3 le vels of pr ocessing are:Structural what somet hing looks l ikePhonemic/ phonet ic what somet hing sounds l ikeSemantic what something means/ eq; (2 marks)

WATCH OUT FOR APPROPRIATE EXPANSION/ ELABORATION OFONE OR MORE OF THE THREE LEVELS OF PROCESSING AS ANEXPANDED POINT COULD BE CREDITED SEPARATELY

Look for other reasonable marking points.

(5 AO1)


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QuestionNumber

Question

15 (a)(i) You want t o invest igate gender diff erences in speed of t ext ing onmobil es and to see who are t he fast est , m ales or f emales. Cognit ivepsychology w ould suggest you use a laborat ory experi ment for t his kindof investigation.

Identify the independent variable (IV) and the dependent variable (DV)in t his case.Answer Mark

t he IV is whet her the part ic ipant is male or female/ whichgender / eq ;

t he DV is t he speed of t ext ing/ how fast t hey t ext / eq;I f candidate has mixed them up but c lear ly indicated wi th arrows etct his is the case t hen ful l m arks can be given

No credit for aim or hypotheses

REJECT one word answers such as gender or text ing

Look for other reasonable marking points

(2 AO3)


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QuestionNumber

Question

15 (a)(ii ) Writ e a plan showing how you w ould go about your invest igation.In your plan you may w ish t o include:

Sampling

Procedure Controls

Answer MarkThe plan must re late to the study out l ined in the quest ion . Ignoreunderdeveloped l ists or suggestions that are not viable. One mark foreach comment that moves the p lan forward. Max 2 marks for eth icalconsiderat ions but no credit for unet hical suggest ions.

Refer to levels at the end of the quest ion

e.g.

advert ise for part ic ipants (volunteer sample) to take part andobtain their in formed consent/ eq;

find as many ps as you can at any opportune moment such asfrom t he col lege canteen (opport uni ty sampl ing)

a sui table exper iment al environment would need to be f ound toprepare t he experim ent al condit ions such as a classroom/ eq;

The design would be i ndependent measures/ groups or m atchedpairs/ eq;

The apparatus would need to include similar phones withst andardised but t ons and working st opwat ches/ eq;

After being presented with standardised instructionspart ic ipants would be indiv idual ly t imed on a text ing taskgiven, males and females t aking t urns in t he running order/ eq;

In order to avoid distractions (cheering etc) each part icipantwi l l be t est ed indiv idual ly in t he c lassroom alone/ eq;

Make sure al l phones have ful l battery and are similar aspossible across bot h m ales and fem ales/ eq;

This could even mean providing the same phone to eachpart ic ipant and test ing them indiv idual ly t o ensure par i ty / eq;

0 marks No rewardable m ater ia l1 mark A basic plan with a brief outl ine addressing one or morerelevant points.2 marks Answer shows a viable plan which is appropriate to theinvest igat ion wi th some elaboration of points. Some omissions meanst he examiner could repeat some of what s in the p lan.3 marks Answer shows a clear viable plan which is appropriate to theinvest igat ion wi t h good elaboration of points. The odd omission meanst he examiner could repeat most of what s in the p lan. 4 marks Answer shows a clear viable plan which is appropriate to theinvest igat ion wi t h excellent elaborat ion of points. The examiner couldrepeat all steps in the plan, which moves forward with eachsuggestion.

Look for other reasonable marking points

(4 AO3)


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QuestionNumber

Question

15(b) (i) Outl ine one st rengt h of a laboratory exper iment .

Answer MarkI f more t han one st rengt h mark a l l and credi t t he best

Laboratory experiments have greater control over extraneousvariables which makes them easier to repl icate and test forre l iabi l i t y of resul t s/ eq; (2 marks)

Ext raneous variables can be contr ol led/ eq; The environment in which the exper iment takes p lace is

cont ro l led / eq ;

They can reduce the inf luence of confounding variables to tryand ensure the only variable affecting the DV is the IV (causeand e f fect ) / eq; (2 marks)


(2 AO3)

QuestionNumber

Question

15(b) (ii) Outl ine one weakness of a laborat ory experim entAnswer MarkIf m ore t han one weakness mark al l and credit t he best

Laboratory exper iments are not carr ied out in a natural set t ingt h is means t hey suf f er f r om low ecological val id i t y / eq; (2marks)

Laboratory exper iments are low i n ecological val id i ty / eq; Laboratory experiments suffer from demand characterist ics; (1

mark) where ps may give answers in order to please theexper imenter / eq ; (2nd mark)


(2 AO3)

QuestionNumber

Question

(b) (iii) You wi l l have st udied two other t ypes of exper iment apart f romlaborat ory exper iments. Name t hese t wo t ypes of exper iment .Answer MarkI f more t han one word/ answer g iven per l ine t hen mark the f i r stanswer given

Field;Nat ural / Quasi ;

(2 AO3)


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QuestionNumbers

General Instructions

16 Marking points are indicative, not comprehensive and other point s should be credi ted. In eachcase consider or words to that eff ect . Each bullet point i s a marking point unless otherwise

stated, and each point made by the candidate must be clearly and effectively communicated.

Question16 Et hnic cleansing is a ter m used to describe t he rem oval of one et hnic group, usually

by force, f rom a part icu lar area by another et hnic group. Imagine a country w heret wo groups of people have l ived together peaceful ly f or many years but are now inconf l ic t , wi t h one group want ing to remove the ot her group.

Use your underst anding of prej udice and obedience t o explain thi s example of et hniccleansing. Answer MarkRead through t he whole answer f i r st for re ference to t he source/ ethnicc leansing/ they / the group/ e tc . I f ment ion made once (or more) f u l l m arks can beaccessed. I f no r efer ence made max 2 (i f relevant )

1 marks per po int / e laborat ion. Real l i fe examples should be credi t ed i f they helpi l l ust rat e a point . Examples of research can be credit ed as support forexplanation(s).Giv ing marks for e laborat ion where appropria te is part icu lar ly important so thatt he ful l range of m arks is avai lable.

No credi t for de ind ividuat ion, conformit y , crow d behaviour et c a l l marks have tore la te t o obedience and/ or pre jud ice

This is an A02 question marks cannot be given for simply summarising at heory/ st udy of pre j ud ice / obedience i f t h is is the case MAX 2

Possible material includes: social categorisat ion; social identi f icat ion; socialcomparison; agency theory; social power; charismatic leadership; authoritarianpersonal i t y ; rea l ist ic conf l ic t ;e.g.

Groups may use st ereot yping thr ough t he ABC model (aff ect i ve, behaviouralcogni t i ve e lements of pre j ud ice)/ eq;

They may have categorised themselves as dif ferent to the other ethnicgroup based on sk in co lour/ race/ bel ie fs et c / eq;

SIT suggests we may put others down in order to raise our own selfesteem/ eq ;

They may have bel ieved themselves to be similar to their own in grouprather t han to the outsiders/ out group/ eq;

Thus in group favourit ism may have led to discrimination in order top ro tec t t he i r own se l f esteem/ eq ;

Real ist i c conf l ic t may occur compet i t ion for resources/ eq; E.g. Sherif found that boys went against each other when in

compet i t ion / eq ;

They may have been ordered by someone in a posit ion of authority tocarry out t asks they bel ieved they had to do/ eq;

One or both ethnic groups may be act ing in an agentic state and showingdest ruct ive obedience/ eq;

A charismatic leader may persuade people to act against their individualwishes leading to mora l s t ra in / eq;

Look for other r easonable marking point s.

(6AO2)


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QuestionNumber

Question

17 Describe and evaluate Godden and Baddeleys (1975) study of cue dependentforget t ing.Indicative content

QWCi,ii,i i iRefer t o levels at t he end of t he indicat ive content.

Appropria te answers might inc lude t he fo l lowi ng knowledge/ evaluat ion points , but th isl ist i s not exhaust ive.

Ignore pure description of cue dependency theory

Description

To see whether w ords would be recal led bet t er in t he same environment or in avery d i f f e rent envi ronment / eq ;

To invest i gate whether a natura l envi ronment can act as a cue for r ecal l / eq;

18 part ic ipants were given word l ists to learn which were made up of 38 unrelatedt wo or t hree sy l lab le words/ eq;

The words were pr esented e i t her on t he beach or 15 feet under t he sea/ eq; Part ic ipants then had to r ecal l t he words in one of four condi t ions which they were

randomly a l locat ed to / eq;

Condit ion 1: learn and recal l on the beach; Condit ion 2: learn and recal lunderwater; Condit ion 3: learn on the beach and recal l underwater Condit ion 4:learn underwat er and recal l on t he beach/ eq;

Recall w as about 50% higher when it t ook place in t he same environm ent aslearn ing/ eq;

40% more w ords were f orgot t en i f r ecal l w as in a d i f f erent envi ronment f romwhere lea rned / eq ;

The mean number of wor ds recal led i n condit ion 1 = 13.5; Condit ion 2 = 11.4;condit ion 3 = 8.6 and condit ion 4 was 8.4/ eq; The st udy demonst rat es how t he environment can act as a cont ext ual cue for

learn ing/ eq;Look for ot her reasonable issues/descript ion

Evaluation

The st udy t ook place in a real l i f e sett ing and so has greater ecological val idit ythan laboratory research/ eq;

However t he procedure i n learning unrelat ed wor ds is not an everyday task and solacks mundane real ism/ eq;

The st udy s conclusions have been reinf orced by t he f indings of ot hers e.g.Abernathy who f ound that learning and recal l in t he same classroom im provesme mory / e q;

The st udy has pract ical appl icat ions for education advising st udents to i mpr overecal l by re instat ing the learn ing context f or exams/ eq;

I t can also be used t o help pol ice invest igat ions by get t ing them t o inter viewwit nesses in t he same environment t o t he event t hey saw/ eq;

There was a lack of cont rol over some of t he procedure such as equipment fai l urewhich could have ef f ected t he resul ts / eq;

This lack of cont rol such as over weat her condit ions makes i t im probable t he st udycould be repl icat ed and get t he same result s/ eq;

The sample w ere a l l f rom t he same d iv ing club w hich might a f f ectgenera l isabi l i ty / eq;

Look for other reasonable evaluat ion issues/comments.


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Level Mark Descri pt or

A01: Knowl edge and underst anding of Godden and Baddeley s st udy of cuedependent forget t ingA02: Applicat ion/ evaluation of knowl edge and underst anding of Godden

and Baddeley s st udy of cue dependent f orgett ing.0 No rewardable mat er ia l

Level 1 1- 3marks

Candidates wil l produce brief answers, m aking simp le st atem ent s showingsome rel evance t o t he quest ion.

Descript ion is brief and l imited Li t t le or no at t empt at t he analyt ica l / evaluat ion demands of t he

quest ion. Lack of r elevant evidence.The sk i l ls needed to produce ef fect ive wr i t ing wi l l not norm al ly be present.The wri t ing may have some coherence and wi l l be general lycomprehensible, but lack both clar i t y and organisati on. High incidence ofsynt acti cal and / or spell i ng errors.

Level 2 4- 6marks Descript ion OR evaluation only OR l im it ed at t empt at each OR one is in lessdetai l t han t he ot her

Descript ion wi l l i nclude basic procedure and at least one of aim,results, conclusion(s)

There wi l l be some re levant evaluat ion though l ike ly t o be l imi t edCandidat es wi l l produce st atement s wi t h some development in t he form ofmostly accurate and re levant f actual mater ia l . There are l ike ly t o bepassages whi ch lack cl ari t y and pr oper or ganisati on. Frequent syntact icaland / or spell i ng error s are l ikely t o be present .

Level 3 7- 9marks

Candidate has att empt ed and answer ed both of the injunctionsin thequestion well.

Descr ipt ion wi l l have breadth and/ or depth ( is l ike ly to inc ludeprocedure and at l east t wo f rom aim s, r esult s, conclusions)

Evaluat ion wi l l g ive e i ther breadth or depthThe candidate w i l l demonst rate m ost of t he sk i l ls needed to produceeff ect ive ext ended w r i t ing but t here wi l l be lapses in organisat ion. Somesyntact ical and / or spell ing error s are l ikely t o be present .

Level 4 10-12marks

Candidate has att empt ed and answer ed both of the injunctionsin thequestion very well.

Descript ion wil l have breadth and depth ( is l ikely to include aims,procedure, result s, conclusion(s))

Evaluation w il l be t horough and broad (such as ref ers to bot hmet hodological and appl icat ion t o real l i f e)

The ski l ls needed to produce convincing extended writ ing are in place. Veryfew synt acti cal and / or spell i ng error s may be found. Very goodorganisation and planning. Given t ime constraints and l imited number ofmarks, ful l marks must be given when the answer is reasonably detai ledeven i f not a l l t he informat ion is present.


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Mark Scheme Unit 1 June 2010