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GCSE (9-1)Physical Education (Short Course)

Sample Assessment Materials DRAFT Pearson Edexcel Level 1/Level 2 GCSE (9 - 1) in Physical Education (Short Course) (3PE0)First teaching from September 2017First certification from June 2018

This draft qualification has not yet been accredited by Ofqual. It is published to enable teachers to have early sight of our proposed approach to Pearson Edexcel Level 1/Level 2 GCSE (9 - 1) in Physical Education (Short Course) (3PE0). Further changes may be required and no assurance can be given at this time that the proposed qualification will be made available in its current form, or that it will be accredited in time for first teaching in September 2017 and first award in 2018.

Contents

Introduction 1

General marking guidance 3

Paper 1 – sample question paper and mark scheme 5

Introduction

The Pearson Edexcel Level 1/Level 2 GCSE (9–1) in Physical Education (Short Course) is designed for use in schools and colleges. It is part of a suite of GCSE qualifications offered by Pearson.

These sample assessment materials have been developed to support this qualification and will be used as the benchmark to develop the assessment students will take.

Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Physical Education (Short Course) – Sample assessment materials (SAMs) – Draft 1.0 – August 2016 © Pearson Education Limited 2016

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General marking guidance

• All candidates must receive the same treatment. Examiners must mark the last candidate in exactly the same way as they mark the first.

• Mark schemes should be applied positively. Candidates must be rewarded for what they have shown they can do rather than be penalised for omissions.

• Examiners should mark according to the mark scheme – not according to their perception of where the grade boundaries may lie.

• All the marks on the mark scheme are designed to be awarded. Examiners should always award full marks if deserved, i.e. if the answer matches the mark scheme. Examiners should also be prepared to award zero marks if the candidate’s response is not worthy of credit according to the mark scheme.

• Where some judgement is required, mark schemes will provide the principles by which marks will be awarded and exemplification/indicative content will not be exhaustive.

• When examiners are in doubt regarding the application of the mark scheme to a candidate’s response, a senior examiner must be consulted before a mark is given.

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

Marking guidance for levels based mark schemes How to award marks The indicative content provides examples of how students will meet each skill assessed in the question. The levels descriptors and indicative content reflect the relative weighting of each skill within each mark band. Finding the right level The first stage is to decide which level the answer should be placed in. To do this, use a ‘best-fit’ approach, deciding which level most closely describes the quality of the answer. Answers can display characteristics from more than one level, and where this happens markers must use the guidance below and their professional judgement to decide which level is most appropriate. Placing a mark within a level After a level has been decided on, the next stage is to decide on the mark within the level. The instructions below tell you how to reward responses within a level. However, where a level has specific guidance about how to place an answer within a level, always follow that guidance. Statements relating to the treatment of students who do not fully meet the requirements of the question are also shown in the indicative content section of each levels based mark scheme. These statements should be considered alongside the levels descriptors.


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Markers should be prepared to use the full range of marks available in a level and not restrict marks to the middle. Markers should start at the middle of the level (or the upper-middle mark if there is an even number of marks) and then move the mark up or down to find the best mark. To do this, they should take into account how far the answer meets the requirements of the level:

● If it meets the requirements fully, markers should be prepared to award full marks within the level. The top mark in the level is used for answers that are as good as can realistically be expected within that level

● If it only barely meets the requirements of the level, markers should consider awarding marks at the bottom of the level. The bottom mark in the level is used for answers that are the weakest that can be expected within that level

● The middle marks of the level are used for answers that have a reasonable match to the descriptor. This might represent a balance between some characteristics of the level that are fully met and others that are only barely met.


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Pearson Edexcel Level 1/Level 2 GCSE (9-1)

Physical Education (Short Course) Component 1: Theory Sample assessment material for first teaching September 2017 Time: 1 hour 30 minutes

Paper Reference(s)

3PE0/01

You may use a calculator

Instructions Use black ink or ball-point pen. Fill in the boxes at the top of this page with your name, centre number

and candidate number. Answer all questions. Answer the questions in the spaces provided

- there may be more space than you need. Information • The total mark for this paper is 80. • The marks for each question are shown in brackets

– use this as a guide as to how much time to spend on each question.

Advice • Read each question carefully before you start to answer it. • Try to answer every question. • Check your answers if you have time at the end.


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Answer ALL questions.

Write your answers in the spaces provided.

Some questions must be answered with a cross in a box [x]. If you change your mind about an answer, put a line through the box [x] and then mark your new answer with a

cross [x].

1 (a) Which one of the following is the correct classification of bone for the femur?

(1)

A Short [ ]

B Flat [ ]

C Long [ ]

D Irregular [ ]

(b) Which one of the following identifies some of the characteristics of cardiac muscle?

(1)

A Muscles of the body that are consciously controlled

[ ]

B Muscle only found in the heart that is not consciously controlled

[ ]

C Muscle found in the heart and the digestive system that is not consciously controlled

[ ]

D Muscles of the skeleton responsible for non conscious movement

[ ]


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(c) Figure 1 shows a cross-section of the heart.

Identify the left ventricle. (1)

Figure 1

(d) Which one of the following describes a second class lever system? (1)

A The load is at the right-hand end of the lever [ ]

B The fulcrum is in the middle of the lever [ ]

C The load is in the middle of the lever [ ]

D The load and the fulcrum are at the same point on the lever [ ]

A [ ]

B [ ]

C [ ]

D [ ]


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Figure 2 shows one plane and one axis of the human body.

The plane is represented by the square.

The axis is represented by the dotted line.

Figure 2

(e) Identify the plane and axis shown in Figure 2. (1)

A Sagittal plane and frontal axis [ ]

B Frontal plane and vertical axis [ ]

C Transverse plane and frontal axis [ ]

D Transverse plane and vertical axis [ ]


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(f) Which one of the following activities is most likely to reduce the risk of osteoporosis in the legs?

(1)

A Aerobics [ ]

B Cycling [ ]

C Rowing [ ]

D Swimming [ ]

(g) Which one of the following is an example of a sedentary lifestyle? (1)

A Not eating five portions of fruit and vegetables each day

[ ]

B Sleeping eight hours every night [ ]

C Not exercising on a regular basis [ ]

D Playing football at work during lunch [ ]

(Total for Question 1 = 7 marks)


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2 Platelets are produced by the skeletal system.

Explain, using one example, why platelet production is important to a sports performer.

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3 Protection is a function of the skeletal system.

Explain, using one example, how the skeletal system’s protective function aids performance in physical activity and sport.

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4 Figure 3 shows a dancer part way through their performance.

Examine two ways the skeletal system makes it possible for the dancer to achieve the position shown in Figure 3.

Figure 3

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5 Two functions of the cardiovascular system are to clot open wounds and carry oxygen.

(a) State one other function of the cardiovascular system. (1)

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Vascular shunting occurs during exercise.

(b) Explain how vascular shunting makes it possible for an athlete to meet the demands of exercise.

(3)

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Figure 4 shows three different types of blood vessels, A, B and C.

Figure 4

(c) Identify the blood vessel labelled C in Figure 4. (1)

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C

A

B


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(d) State two reasons why the blood vessel labelled B in Figure 4 must be a capillary.

(2)

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Muscles work with the skeleton to bring about specific sporting movements.

6 Complete Table 1 by:

(a) stating the function of each muscle

(b) giving an example of a specific sporting movement that uses each muscle.

Muscle (a) Function (b) Specific sporting movement

Triceps

(1)

(1)

Deltoid

(1)

(1)

Table 1



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7 Explain why tidal volume increases when a performer takes part in physical activity.

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8 Explain how the alveoli and capillaries work together to provide the muscles with the oxygen they need for recovery after a long-distance run.

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BLANK PAGE


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Figures 5a and 5b show the daily intake of macronutrients of a marathon runner.

Intake two weeks before the marathon

Figure 5a

Intake three days before the marathon

Figure 5b


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9 Explain, using the data in Figures 5a and 5b why the marathon runner changes his diet three days before the marathon.

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10 Identify the two by-products released while producing energy aerobically.

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(Total for Question 10 = 2 mark)


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11 Figure 6 shows a swimmer in a pike position during a somersault.

Figure 6

(a) Examine the antagonistic muscle action occurring at the knee and the hip in Figure 6 that allows the diver to achieve this position.

(6)

Knee

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(b) Identify the plane and axis used to complete the piked somersault. (2)

Plane

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Axis

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12 Complete the following statements about the health benefits of regular participation in physical activity.

An example of a social health benefit is ................................................................................................

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An example of an emotional health benefit ........................................................................................

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13 Figures 7a and 7b show childhood obesity trends for boys and girls from 1994 to 2014.

Figure 7a

Figure 7b


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(a) Analyse the data in Figures 7a and 7b to determine the changing patterns in obesity levels from 1994 to 2014 based on:

o age

o gender. (4)

Age

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Gender

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(b) Using the data in Figure 7a, predict the most likely trend in obesity levels for 11–15 year-old boys in 2015.

(1)

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14 Regular participation in physical activity, such as aerobic exercise, could reduce the risk of obesity and osteoporosis.

(a) Explain how two other risks to long-term health can be reduced through regular participation in aerobic exercise.

(6)

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(b) Explain one positive lifestyle choice to reduce the risk of obesity.

(2)

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15 Figure 8 shows the number of deaths in 2014 resulting from being obese, drinking alcohol, smoking and taking illegal drugs.

Figure 8

(a) Justify, using the data in Figure 8, why smoking is considered a poor lifestyle choice.

(2)

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(b) Explain one way, other than from death, that smoking can impact negatively on health and wellbeing.

(3)

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16 Assess the relative importance of the different muscles fibre types to performance in a game of tennis.

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(Total for Question 16 = 9 mark)

TOTAL FOR PAPER = 80 MARKS


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Paper 1: Theory - Mark scheme Question Number

Answer Mark

1 (a) C

(1)

Question Number

Answer Mark

1 (b) B (1)

Question Number

Answer Mark

1 (c) C

(1)

Question Number

Answer Mark

1 (d) C

(1)

Question Number

Answer Mark

1 (e) D (1)

Question Number

Answer Mark

1 (f) A (1)

Question Number

Answer Mark

1 (g) C (1)


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Question Number

Answer

Mark

2 One mark for importance of platelets, one mark for an example of how this will impact on performer. Any one from:

• Platelets help the blood to clot (1) for example, during a rugby tackle a player may receive a cut to the head which will need to stop bleeding before the player is allowed to return to the game (1)

• Platelets help the blood to clot (1) for example, if during a road cycling race, a cyclist fell, they could cut their leg causing it to bleed (1)

• Platelets help the blood to clot (1) for example, if a

performer had an accident resulting in a cut a few days before a swimming competition the platelets would block the cut (1)

Accept other appropriate responses showing: One mark for reference to clotting (AO1) One mark for suitable expansion

• Example (AO2) • Why this is important to performance (AO2)

(2) AO1 1 mark AO2 1 mark


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Question Number

Answer

Mark

3 One mark for protective function, one mark for an example of how protective function aids performance and one mark for appropriate expansion of explanation. Any one from:

• Protection reduces the chance of the performer becoming injured (1), for example in football the cranium protects the brain/the sternum protects the heart (1) therefore players can head the ball/tackle to improve their game/make use of aerial play/are able to continue to train/play (1)

• Protection reduces the chance of the performer

becoming injured (1), for example the cranium protects the head in football when heading/in boxing when being punched (1) therefore performers can head the ball/prevent being knocked out (1)


becoming injured (1), for example in football the cranium protects the brain/the sternum protects the heart (1) therefore players can head the ball/tackle to improve their game/make use of aerial play/are able to continue to train/play (1)


becoming injured (1), for example in rugby the ribs protect the lungs/the vertebral column protects the spinal cord (1) therefore players can engage in physical contact/tackle with reduced chance of spinal injury/paralysis making it possible to play the game (1)


becoming injured (1), for example in the high jump the ribs protect the kidneys/the vertebral column protects the spinal cord (1) therefore the high jumper can perform the Fosbury flop/land on back without fear of injury, making it possible to jump higher because they can use this technique (1)

Accept other appropriate responses showing: One mark for protective function

• Reduces chance of injury (AO1) Up to two marks for suitable expansion

• Example (AO2) • How this aids performance (AO2)

(3) AO1 1 mark AO2 2 marks


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Question Number

Answer

Mark

4

One mark for identifying a role of the skeletal system that relates to the dancer’s position (AO2) and a maximum of two more marks for appropriate expansion to justify its relevance (AO3a/AO3b). Maximum six marks Any two from:

• In order to achieve this shape the dancer needs to be able to bend her back (1) this is only possible due to the series of joints in the vertebral column (1). Each joint allows a small amount of movement to create the arch (1)

• The dancer needs to be able to move her skeleton to achieve this shape, (1) this is possible because the bones of the vertebrae provide sites for muscle attachment (1) so that when the muscles contract they pull on the bones of the vertebral column allowing the dancer to achieve this aesthetic shape (1)

• The dancer needs to be able to support her body

weight to achieve this position, (1) this is possible due to the strength of the bones of the foot (1) so that as the dancer goes onto her toes the bones are not damaged so can continue to take the dancers weight throughout the routine (1)

• In order to achieve the shape the dancer must be

able to point her toes (1) this is only possible due to the shape of the bones forming the joint at the ankle (1) as these bones form a hinge joint, the dancer is able to plantar flex her ankle (1)

Accept other appropriate responses. One mark for identification of link between the skeletal system and the dance position (AO2)

• Joints for movement • Muscle attachment • Support • Range of movement

Up to two marks for suitable expansion (AO3)

• What the skeletal system does for the dancer (AO3 - analysis)

• Consequence of this (AO3 - evaluation)

(6) AO2 2 marks AO3 (analysis) 2 marks AO3 (evaluation) 2 marks


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Question Number

Answer

Mark

5 (a) One mark for one of the following:

• transport of carbon dioxide (1) • transport of nutrients (1) • regulation of body temperature (1)

(1) AO1 1 mark

Question Number

Answer

Mark

5 (b) One mark for identifying vasodilation as the mechanism of vascular shunting, one mark for appropriate expansion and one mark for evaluation. As a result of vasodilation of blood vessels to the working muscles (1) there will be an increase in O2 delivery to these muscles (1) therefore the athlete can produce sufficient energy to meet exercise demands (1) Accept other appropriate responses.

(3) AO2 2 marks AO3 (evaluation) 1 mark

Question Number

Answer

Mark

5 (c) One mark for correct identification from diagram:

• C represents a vein (1)

(1) AO3 (analysis) 1 mark

Question Number

Answer

Mark

5 (d) One mark each for each appropriate reason for choice of blood vessel based on Figure 4:

• Capillaries are the linking blood vessels between arteries and veins (1)

• They are the smallest of the blood vessels as they are only one cell thick (1)

Accept other appropriate responses.

(2) AO2 – 2 marks


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Question Number

Answer

Mark

6 (a) and 6 (b)

One mark for each correct response.

Muscle Function Specific sporting movement Triceps Extend the arm

at the elbow (1) Arm action in follow through of a set/jump shot in basketball or netball (1)

Deltoid

Flexion of the shoulder (1)

Ball toss in tennis (1)

Accept any other appropriate examples of specific sporting movements for the stated muscles. Accept other appropriate function of the deltoid.

(4) 6 (a) AO1 2 marks 6 (b) AO2 2 marks

Question Number

Answer

Mark

7 One mark for identifying link to physical activity and a maximum of two more marks for appropriate expansion of why this impacts on tidal volume. Any one from:

• When we start to exercise, demand for oxygen increases (1) to meet these demands our depth of breathing/breathing rate increases (1) but this is insufficient on its own therefore tidal volume is also increased (1)

• When we start to exercise the need to remove

carbon dioxide increases (1) to meet this demand our depth of breathing/breathing rate increases (1) but this is insufficient on its own therefore tidal volume is also increased (1)

• When we start to exercise we need more energy

(1) in order to produce more energy we need more oxygen (1) therefore we increase tidal volume to increase oxygen intake (1)


(3) AO2 3 marks


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Question Number

Answer Mark

8 One mark each for the following linked points. Any one from:

• Increased breathing rate means that the alveoli have a high concentration of oxygen (1) as the capillaries surrounding the alveoli have a low concentration of oxygen (1) and the capillaries and/or alveoli have thin walls so gas exchange can take place/diffuses from high concentration to low (1). Therefore, the blood in the capillaries circulates to the muscles/provides the muscles with additional oxygen to aid recovery (1)

• Due to demands of the exercise there is a lower

concentration of oxygen in the capillaries surrounding the alveoli (1) compared to the concentration in the alveoli (1) this creates a diffusion gradient (1) so the oxygen in the alveoli can diffuse/transfer to the capillaries to help recovery (1)

Accept other appropriate responses showing: Up to two marks for how capillaries and alveoli work (AO1) Up to two marks for expansion and application to the demands of the exercise (AO2).

(4) AO1 2 marks AO2 2 marks

Question Number

Answer

Mark

9 One mark for each for the following linked points. AO3 - analysis:

• Increase in carbohydrate intake three days before the marathon (1)

• Drop in fat/protein intake three days before the marathon (1)

AO2:

• This indicates that the marathon runner was carbohydrate loading in order to make sure they had sufficient glycogen/energy/stored carbohydrate (1) so they could maintain race pace over the 26-mile race (1), to compensate/maintain their calorie intake/prevent overeating they needed to reduce their fat/protein intake (1)


(5) AO2 3 marks AO3 (analysis) 2 marks


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Question Number

Answer

Mark

10 One mark each for the following correct answers:

• Carbon dioxide (1) • Water (1)

(2) AO1 2 marks

Question Number

Answer

Mark

11 (a) One mark for identifying each joint action from the Figure and a maximum of two more marks for each appropriate expansion of antagonistic muscle action (up to six marks). One mark each for the following linked points. Knee Any one from:

• extension (of the knee)/(knee) extension (1) as the hamstrings relax (1) to allow the quadriceps to contract (1)

• the hamstrings and the quadriceps work together (1) the hamstrings relax whilst the quadriceps contract (1) to bring about extension at the knee (1)

Hip Any one from:

• flexion (of the hip)/(hip) flexion (1) brought about by the relaxation of the gluteus maximus (1) so that the hip flexors can contract (1)

• the gluteals and the hip flexors work together (1) the gluteals relax whilst the hip flexors contract (1) to bring about flexion at the hip (1)

Accept other appropriate responses showing: One mark for determining correct antagonistic muscle pair for joint action at knee (AO3) One mark for determining correct antagonistic muscle pair for joint action at hip (AO3) Up to two marks for account of joint and muscle action at the knee and hip (AO1)

(6) AO1 4 marks AO3 (evaluation) 2 marks


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Question Number

Answer

Mark

11 (b) One mark for identification of sagittal plane and one mark for identification of the frontal axis

• sagittal plane (1) • frontal axis (1)


(2) AO1 2 marks

Question Number

Answer

Mark

12 One mark for suitable example of social health benefit and one mark for suitable example of emotional health benefit. For example: Social health benefit

• Social mixing (1) • Making friends (1) • Socialising with others (1) • Learning teamwork/cooperation skills (1)

Emotional health benefit

• Increased self esteem (1) • Feel good (1) • Reduced risk of depression (1) • Stress relief (1)


(2) AO1 2 marks


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Question Number

Answer

Mark

13 (a) One mark each for any four of the following points based on an analysis of the graphs (up to four marks). For example: Age

• Younger children/2–5-year-olds generally have lower obesity rates than other ages (1).

• Obesity rates rise with each age group (1). • Male children aged 2–5-years-old tend to have a higher

obesity rate than girls of the same age (1). Gender

• Evidence of a drop in obesity levels in boys aged 6–10 from 2009 (1).

• All age groups/both genders show increased obesity rates in 2014 compared to 1994 (1).

• Increase in obesity levels in girls up to 2004 but since then plateauing or decrease in levels (1).


(4) AO3 (analysis) 4 marks

Question Number

Answer

Mark

13 (b) One mark for identification of upward trend in obesity levels (up to one mark).

• Upward/rise/increase (1). Accept other appropriate responses.

(1) AO3 (analysis) 1 mark


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Question Number

Answer

Mark

14 (a) One mark for identifying health risk and a maximum of two more marks for appropriate expansion and connection of how physical activity reduces this risk (up to six marks). Any two from:

• Reduces the chance of coronary heart disease (1) by reducing resting blood pressure (1), through the removal of cholesterol from walls of arteries (1).

• Reduces the risk of type 2 diabetes (1) by reducing

the body’s need for insulin (1) as the exercise helps to maintain a healthy weight (1).

• Reduces the risk of a stroke (1) by increasing levels

of high density lipoprotein (1), enabling appropriate blood flow through the body (1).

• Reduces the risk of long-term stress/depression (1)

by increasing endorphin levels/serotonin (1) providing a ‘feel good’ factor (1).


(6) AO1 2 marks AO2 4 marks

Question Number

Answer

Mark

14 (b) One mark for lifestyle choice and one mark for how this would reduce risk of becoming obese

• Lead less sedentary lifestyle (1), to increase calorie expenditure (1)

• Eat a healthy diet (1) so that an appropriate number of calories are consumed for level of activity (1)


(2) AO1 2 marks


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Question Number

Answer

Mark

15 (a) One mark for use of data to identify greatest risk of death from smoking and one mark for appropriate expansion.

• More likely to die from smoking than from any of the other categories (1), for example, three times more likely to die from smoking than being obese (1).

Accept other appropriate responses

(2) AO3 (analysis) 1 mark AO3 (evaluation) 1 mark

Question Number

Answer

Mark

15 (b) One mark for identifying health risk and a maximum of two more marks for appropriate expansion of how smoking impacts negatively on health (up to three marks). Any one from:

• Increases risk of lung cancer (1) as chemicals in the smoke enter the lungs (1) and damage the cells that line the lungs (1).

• Increases risk of bronchitis (1) by causing an

infection of the main airways/bronchi in the lungs (1) due to breathing in the chemicals in tobacco smoke (1).

• Increases risk of pneumonia (1) because smoking

damages the lining of the lungs (1), therefore the lungs are at greater risk of becoming infected (1).

• Increases risk of emphysema (1) by killing the cilia (1) so that they are not available to clear toxins from the airways (1).


(3) AO1 3 marks


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Question Number

Indicative content

Mark

16

Reward acceptable answers. Responses may include, but are not limited to, the following: Knowledge and understanding of muscle fibre types and their characteristics (AO1)

• There are slow and fast twitch muscle fibre types • Fast twitch fibres are classified as either type IIa or

type IIx • Different fibre types are suited to different types of

activities or actions • type IIx have the most powerful contraction

Application of knowledge of fibre type to the tennis game (AO2) Specific examples where the different fibre types can be used in a game of tennis

• type IIx would be used during a serve to generate power

• type IIa would be used to continue to hit the ball with pace during a rally

• type 1 (slow twitch) in the legs would be used to allow the player to continue to run throughout the game

Making connections between the relative importance of the techniques referenced and therefore a judgement about the most important for play in the tennis game (AO3)

• Consideration of why fast twitch type IIx fibres are required in a game of tennis (e.g. increased pace on the ball therefore harder to return, ability to accelerate more rapidly to get to opponents shot)

• Consideration of why fast twitch type IIa fibres are required in a game of tennis (e.g. player is able to hit the ball with a fair amount of power for a more sustained period of time (than type IIx), allowing them to maintain pressure during a longer rally).

• Consideration of why slow twitch muscle fibres are required in a game of tennis (e.g. to sustain performance throughout possible hours of play due to ability of muscles to continue to work)

• Conclusion making a reasoned judgment that without access to all fibre types an aspect of the player’s game would suffer.

Students who only show achievement against AO1 will not be able to gain marks beyond level 1.

(9) AO1 3 marks AO2 3 marks AO3 (evaluation) 3 marks


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Level Mark Descriptor

0 No rewardable material. Level 1

1–3

• Demonstrates isolated elements of knowledge and understanding, with limited technical language used (AO1).

• Limited attempt to apply knowledge to question context (AO2). • Generic assertions may be presented (AO3 – evaluation)

Level 2 4–6 • Demonstrates accurate knowledge and understanding, including appropriate use of technical language in places (AO1).

• Applied knowledge to question context (AO2). • Attempts at drawing conclusion, with some support from relevant

analysis (AO3 – evaluation).

Level 3 7–9 • Demonstrates accurate knowledge and understanding throughout, including appropriate use of technical language (AO1).

• Applied detailed knowledge to question context throughout (AO2). • Reaches a valid and well-reasoned conclusion supported by relevant

evidence (AO3 – evaluation).


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