Teenagers need only a grasp of grammar and no scientific knowledge to answer GCSE science questions correctly, a report suggests today.

It says that the right answers to multiple-choice questions are obvious because they are often the only ones that make grammatical sense.

The report is by Science Community Representing Education (Score), which speaks on behalf of organisations including the Royal Society, the Institute of Physics, the Royal Society of Chemistry and the Science Council.

A panel of experts reviewed recent changes to GCSE science examinations. It analysed 79 exam papers.

The report said that some of the range of answers deemed allowable in marking schemes were not correct.

It noted the widespread use of multiple-choice questions, saying: “There were substantial variations between awarding bodies, with some specifications having as few as 2 per cent or 9 per cent of marks available through extended response questions on structured papers.

“This is of importance, as extended response questions provide an opportunity for pupils to demonstrate the full extent of their understanding and ability in a deeper sense than is possible in multiple choice or short-response questions.”

It added: “There were a few instances where knowledge of science was not needed to answer some parts of some questions.

“Of particular concern were questions which appeared to be general knowledge.

“A related finding was that some multiple-choice questions had poorly constructed, incorrect answers. In some cases, only the correct answer made grammatical sense and therefore the incorrect answers were unlikely to be selected by the student, simply on the basis of grammar.”

Sir Alan Wilson, chairman of Score, said: “Science is a quantitative subject yet the amount of maths in the exams varied widely and was generally woefully inadequate. While these general knowledge questions were not widespread, it is astonishing that there are any examples.

“The failings outlined in the report must now be addressed as we cannot afford to fail the young people who are working so hard to get their science qualifications.”

Peter Main, director of education and science at the Institute of Physics, said: “Currently, it appears that there is insufficient use of mathematics, the language of science, and that some of the questions do not even require a knowledge of science at all.

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