Component 2 Questions 11 and 13: finding information

What Questions 11 and 13 reward

Finding information means selecting the detail that answers the question, not simply copying something true from the text. A passage may contain several dates, distances or actions: your job is to identify the right one.

In Eduqas Component 2, Section A contains two unseen non-fiction texts, one from the 21st century and one from the 19th century. Question 11, also written as 1.1, asks about the first text; Question 13, also written as 1.3, asks about the second. In the summer 2025 paper, each consists of three one-mark sub-questions, giving 3 marks per set and 6 marks altogether. Some revision resources call these Questions 1 and 3. Always check the instructions, marks and number of details requested.

Both sets assess AO1: identifying and interpreting information and ideas. Explicit information is stated directly; implicit information is suggested by details that you must interpret. Both sets reward precise retrieval, and some parts may require interpretation: for example, selecting a detail that shows someone's confidence rather than looking for the exact word ‘confident’.

There are no response bands for these short questions. Each correct answer earns its mark; a longer answer does not earn more. You do not need to analyse language techniques or explain effects on readers.

The paper advises about 10 minutes reading and 50 minutes answering Section A. A useful allocation is about 4 minutes for each three-mark retrieval set, leaving most of your answering time for the longer questions.

Locate the detail, then check its meaning

First, read the question carefully enough to identify the kind of answer needed. ‘How long?’ needs a duration; ‘when?’ needs a date or time; ‘how?’ usually needs an action or method.

Skimming helps you establish what each section is about. Scanning then helps you find a relevant name, number or word. However, finding a familiar word is only the start: read the whole sentence around it to check what the detail refers to. Answers can come from anywhere in the named text, including its ending.

A short phrase is often enough. A numerical duration needs its unit as well as its number. If a question asks how someone did something, a short sentence may communicate the action more clearly than a single word. You can quote accurately or put the information into your own words without changing its meaning.

Text A: Tim Peake returns to Earth

This GOV.UK news story was published on 20 June 2016. It reports the astronaut’s return from the International Space Station and describes his scientific and educational work. Read it before following the worked answers.

After one marathon, hundreds of experiments, and millions inspired, Tim Peake has returned to Earth

Tim Peake, the UK’s first European Space Agency astronaut has returned to Earth following the successful conclusion of his 6 month mission.

From: Department for Business, Innovation & Skills, UK Space Agency, The Rt Hon Sajid Javid and The Rt Hon Jo Johnson Published: 20 June 2016

This was published under the 2015 to 2016 Cameron Conservative government

Tim Peake

On Saturday (18 June 2016), the UK welcomed Tim Peake – the UK’s first European Space Agency astronaut – back to Earth following the successful conclusion of his 6 month Principia mission on board the International Space Station (ISS).

Since captivating the nation when he blasted-off from Kazakhstan on 15 December 2015, Tim Peake was on board the ISS for a total of 186 days. Through Tim Peake’s mission and government investment in the European Space Agency, the UK has played a full part in scientific research aboard the International Space Station. Whilst there Tim conducted over 250 scientific experiments and underwent regular testing to record the effect of space and zero-gravity on his bones, muscles and organs – research which will help inform manned space missions in the future, including possibly to Mars.

The UK government has also provided over £3 million for educational programmes around Tim Peake’s mission to inspire young people to pursue STEM subjects and careers – and Tim helped provide 10,000 British schools with plant seeds that experienced life on board the ISS so they can monitor any changes.

During his mission, Tim also found time in April 2016 to set a world record time for running a marathon in space and mesmerised children and adults around the world with his breath-taking photos on Twitter. He was recognised in the Queen’s Birthday Honours for his work in space research and scientific education - receiving the first ever appointment to the Most Distinguished Order of St Michael and St George for extraordinary service beyond our planet.

Business Secretary Sajid Javid said:

Tim has inspired millions of children and adults alike to take an interest in space exploration and the solar system. Even when he was busy conducting important scientific research for the benefit of us all, he shared every step of his out of this world experience and ran a marathon. He has broken countless records and was rightly recognised for his extraordinary achievements beyond our planet.

Science Minister Jo Johnson said:

Throughout his mission as the UK’s first European Space Agency astronaut, Tim Peake embodied the very best of British scientific endeavour and exploration.

With one marathon run, hundreds of experiments conducted and millions of people inspired, Tim has set new heights for British research.

Contains public sector information licensed under the Open Government Licence v3.0.

Work through a Question 11-style set

These practice questions use Text A and follow the three-part, one-mark format.

a) How many days did Tim Peake spend on board the ISS? [1]

Start with ‘how many days’: you need a duration expressed in days. Scan for ‘days’, then check that the total you find refers to his time on board the ISS.

Answer: ‘186 days.’ — 1/1.

‘15 December 2015’ earns 0/1: it is the launch date, not the duration asked for. Both details appear in the same sentence, so choosing a nearby number is not enough.

b) What did Tim help provide to 10,000 British schools? [1]

Scan for ‘schools’. Select the object provided, keeping the identifying detail about where it had been.

Answer: ‘Plant seeds that had been on board the ISS.’ — 1/1.

‘Over £3 million’ earns 0/1: that describes government funding for educational programmes, not what Tim helped provide to the schools.

c) What world record did Tim set during his mission? [1]

Scan for ‘world record’ and read on. The answer needs the activity and its distinctive setting.

Answer: ‘A world record time for running a marathon in space.’ — 1/1.

‘Running’ earns 0/1 because it does not identify the record. The complete model set earns 3/3 through three precise, relevant answers, not through extended explanation.

Contains public sector information licensed under the Open Government Licence v3.0.

Text B: Fanny Kemble rides the new railway

Fanny Kemble was an actor. In this letter dated 26 August 1830, later published in Records of a Girlhood in 1878, she describes riding on the new Liverpool and Manchester Railway with engineer George Stephenson. Here, ‘road’ refers to the railway, ‘alight’ means get off, and a ‘viaduct’ is a bridge carrying a route across a valley.

We had now come fifteen miles, and stopped where the road traversed a wide and deep valley. Stephenson made me alight and led me down to the bottom of this ravine, over which, in order to keep his road level, he has thrown a magnificent viaduct of nine arches, the middle one of which is seventy feet high, through which we saw the whole of this beautiful little valley. It was lovely and wonderful beyond all words. He here told me many curious things respecting this ravine: how he believed the Mersey had once rolled through it; how the soil had proved so unfavorable for the foundation of his bridge that it was built upon piles, which had been driven into the earth to an enormous depth; how, while digging for a foundation, he had come to a tree bedded in the earth fourteen feet below the surface of the ground; how tides are caused, and how another flood might be caused; all of which I have remembered and noted down at much greater length than I can enter upon it here. He explained to me the whole construction of the steam-engine, and said he could soon make a famous engineer of me, which, considering the wonderful things he has achieved, I dare not say is impossible. His way of explaining himself is peculiar, but very striking, and I understood, without difficulty, all that he said to me. We then rejoined the rest of the party, and the engine having received its supply of water, the carriage was placed behind it, for it cannot turn, and was set off at its utmost speed, thirty-five miles an hour, swifter than a bird flies (for they tried the experiment with a snipe). You cannot conceive what that sensation of cutting the air was; the motion is as smooth as possible, too. I could either have read or written; and as it was, I stood up, and with my bonnet off "drank the air before me." The wind, which was strong, or perhaps the force of our own thrusting against it, absolutely weighed my eyelids down. [I remember a similar experience to this, the first time I attempted to go behind the sheet of the cataract of Niagara; the wind coming from beneath the waterfall met me with such direct force that it literally bore down my eyelids, and I had to put off the attempt of penetrating behind the curtain of foam till another day, when that peculiar accident; was less directly hostile to me in its conditions.] When I closed my eyes this sensation of flying was quite delightful, and strange beyond description; yet, strange as it was, I had a perfect sense of security, and not the slightest fear. At one time, to exhibit the power of the engine, having met another steam-carriage which was unsupplied with water, Mr. Stephenson caused it to be fastened in front of ours; moreover, a wagon laden with timber was also chained to us, and thus propelling the idle steam-engine, and dragging the loaded wagon which was beside it, and our own carriage full of people behind, this brave little she-dragon of ours flew on. Farther on she met three carts, which, being fastened in front of her, she pushed on before her without the slightest delay or difficulty; when I add that this pretty little creature can run with equal facility either backward or forward, I believe I have given you an account of all her capacities.

Work through a Question 13-style set

These practice questions use Text B. The same method works with older prose: identify the requested detail, locate it, and check its meaning within the sentence.

a) Why did Stephenson build the viaduct across the valley? [1]

The question asks for a purpose. In the long opening sentence, ‘in order to’ introduces that purpose: keeping the road level. Here, the road is the railway route.

Answer: ‘To keep the railway level across the valley.’ — 1/1.

‘Nine arches’ earns 0/1: it describes the viaduct’s construction rather than why Stephenson built it.

b) What was the engine’s utmost speed? [1]

Scan for ‘speed’. The answer follows immediately: ‘thirty-five miles an hour’. Preserve both the number and the unit.

Answer: ‘Thirty-five miles an hour.’ — 1/1.

‘Fifteen miles’ earns 0/1: it is the distance already travelled at the start of the extract, not the engine’s speed.

c) Give one detail showing that Kemble felt safe during the journey. [1]

This asks you to connect a detail to the idea of safety. ‘A perfect sense of security’ expresses that idea, and ‘not the slightest fear’ also supports it. Choose one clear detail rather than summarising her whole experience.

Answer: ‘She says she had “not the slightest fear”.’ — 1/1.

‘The wind weighed her eyelids down’ earns 0/1: it describes the force of the air, not her confidence in her safety. The complete model set earns 3/3.

An inference must be grounded in what the writer actually says. Suppose a question asks for a detail suggesting that Kemble admired Stephenson. Her statement ‘considering the wonderful things he has achieved’ supports this: calling his achievements wonderful indicates admiration. You would not need to speculate about her previous knowledge of engineering or explain a language technique.

Try a fresh retrieval set

Use the two texts above. Give a clear phrase or short sentence for each answer, allowing about four minutes per set.

Text A: Question 11-style practice

• a) On what date did Tim Peake return to Earth? [1]
• b) How many scientific experiments did he conduct during his mission? [1]
• c) What did the educational programmes aim to encourage young people to pursue? [1]

Text B: Question 13-style practice

• a) How high was the middle arch of the viaduct? [1]
• b) Why was the other steam-carriage unable to power itself when they met it? [1]
• c) Give one detail suggesting that the engine could move heavy loads easily. [1]

A quick routine for each sub-question

1. Identify: check the named text, the marks and exactly what is being requested.
2. Locate: scan for useful words, then read the surrounding sentence carefully.
3. Select: choose the detail that answers the question, not merely a related fact.
4. Write: give a clear phrase or short sentence, preserving necessary units and meaning.
5. Check and move on: reread your answer against the question before starting the next part.

Format and marks

• 11 / 1.1: first text; 13 / 1.3: second text.
• summer 2025 format: three one-mark parts in each set, giving 6 marks altogether.
• Both assess AO1 retrieval and interpretation; some parts may require inference.
• Each correct response earns its mark. There are no response bands and no need for language analysis.
• Check the number of details requested and the marks on the paper you are using.

Retrieval routine

Identify → locate → select → answer → check.

Use the named text. Scan for a relevant word or number, then read its context. Give the precise detail in a clear phrase or short sentence, including necessary units.

For a detail that ‘shows’ something, select evidence supporting that idea. Infer from the text rather than guessing.

Time

Section A: about 10 minutes reading + 50 minutes answering. Allow about 4 minutes per three-mark retrieval set, then move on.