Mark Scheme

(Results)

Summer 2019

Pearson Edexcel GCSE

In Chemistry (1CH0) Paper 1F
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Summer 2019
Publications Code 1CH0_1F_1906_MS
All the material in this publication is copyright
© Pearson Education Ltd 2019
General Marking Guidance

• All candidates must receive the same treatment. Examiners must mark the first
candidate in exactly the same way as they mark the last.
• Mark schemes should be applied positively. Candidates must be rewarded for what
they have shown they can do rather than penalised for omissions.
• Examiners should mark according to the mark scheme not according to their
perception of where the grade boundaries may lie.
• There is no ceiling on achievement. All marks on the mark scheme should be used
appropriately.
• 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 may be limited.
• When examiners are in doubt regarding the application of the mark scheme to a
candidate’s response, the team leader must be consulted.
• Crossed out work should be marked UNLESS the candidate has replaced it with an
alternative response.
Mark schemes have been developed so that the rubrics of each mark scheme reflects the characteristics
of the skills within the AO being targeted and the requirements of the command word. So for example
the command word ‘Explain’ requires an identification of a point and then reasoning/justification of the
point.

Explain questions can be asked across all AOs. The distinction comes whether the identification is via a
judgment made to reach a conclusion, or, making a point through application of knowledge to
reason/justify the point made through application of understanding. It is the combination and linkage of
the marking points that is needed to gain full marks.

When marking questions with a ‘describe’ or ‘explain’ command word, the detailed marking guidance
below should be consulted to ensure consistency of marking.

Assessment Command Word

Objective

Strand Element Describe Explain

AO1 An answer that combines the An explanation that links

marking points to provide a logical identification of a point with
description reasoning/justification(s) as
required

AO2 An answer that combines the An explanation that links

marking points to provide a logical identification of a point (by
description, showing application of applying knowledge) with
knowledge and understanding reasoning/justification (application
of understanding)

AO3 1a and An answer that combines points of

1b interpretation/evaluation to
provide a logical description

AO3 2a and An explanation that combines

2b identification via a judgment to
reach a conclusion via
justification/reasoning

AO3 3a An answer that combines the

marking points to provide a logical
description of the
plan/method/experiment

AO3 3b An explanation that combines

identifying an improvement of the
experimental procedure with a
linked justification/reasoning
Question Answer Mark
number
1(a) C freezing The only correct answer is C. (1)

A is incorrect because condensation is when a gas changes into a liquid.

B is incorrect because evaporation is when a liquid changes into a gas.
D is incorrect because melting is when a solid changes into liquid.

Question Answer Mark

number
1(b)(i) 2 / two (minutes) (1)

Question Answer Additional guidance Mark

number
1(b)(ii) 6 - 2 (= 4) / 4 / four any other manipulation of numbers leading to the (1)
answer 4 scores 0

Question Answer Additional guidance Mark

number
1(c)(i) Z allow z (1)

Question Answer Additional guidance Mark

number
1(c)(ii) Y allow y (1)
Question Answer Mark
Number
1(d) (2)

Each line 1 mark

Do not award mark if more than one line joins the left hand boxes with those on the right (2)

(Total for Question 1 = 7 marks)

Question Answer Additional guidance Mark
number
2(a) • stainless steel does not {rust / corrode} ORA (1) (2)
• stainless steel is stronger ORA (1) allow stainless steel harder

Question Answer Additional guidance Mark

number
2(b) pins do not bend (1) ignore less likely to break (1)
allow less malleable

Question Answer Additional guidance Mark

number
2(c)(i) An explanation to include (3)

• magnalium has a lower density than aluminium ORA (1) allow magnalium lighter
• magnalium is stronger than aluminium ORA (1)
• magnalium has a higher resistance to corrosion than
aluminium ORA (1)

Question Answer Additional guidance Mark

number
2(c)(ii) 5.0 with or without working scores 2 allow any sig fig (2)

3.15 (1) x 100 (1) if fraction inverted then x 100 = 2000

63.0 allow (1)
(= 5.0) for 20 allow (1)
allow any fraction using data x 100 (1)

(Total for Question 2 = 8 marks)

 ..
Question Answer Mark
number
3(a) B high melting point The only correct answer is B. (1)

A, C and D are incorrect because good conductor of electricity, malleable and shiny when cut or
polished, are properties of both transition metals and group 1 metals, not just transition metals.

Question Answer Additional guidance Mark

number
3(b) A description to include two from (2)

• {colour / blue} fades / colourless stays colourless (0)

solution forms (1) turns colourless (1)
ignore wrong starting colour
ignore clear

• (red-brown) solid forms (1) allow {red-brown} precipitate/ppt

• magnesium disappears (1) allow dissolves

allow magnesium blackens

Question Answer Additional guidance Mark

number
3(c)(i) oxygen allow O2 (1)
Question Answer Additional guidance Mark
number
3(c)(ii) A description to include three from (3)

• clean iron nails (1)

• place a nails into test tubes of water and

sea water (1)

• leave test tubes for a period of time (1) allow correct idea of timing (1)

• observe the tubes and record any

changes to compare {appearance/mass}
(1)

Question Answer Additional guidance Mark

number
3(c)(iii) 0.68 x 100 (1) (1)
(= 136 (g))

(Total for Question 3 = 8 marks)

Question Answer Mark
number
4(a) A air The only correct answer is A. (1)

B is incorrect since carbon dioxide is a compound and not a mixture.

C and D are incorrect because gold and titanium are both metallic elements and not mixtures.

Question Answer Additional guidance Mark

number
4(b)(i) to measure the temperature of the to measure the boiling point of the water / the vapour should (1)
{water vapour / steam / gas} passing be at 100 oC when collected
into the condenser
allow does not measure accurate boiling point where
thermometer is on the diagram (or words to that effect)

Question Answer Additional guidance Mark

number
4(b)(ii) beaker not under condenser exit / ignore references to no Bunsen burner / clamps shown (1)
water entering condenser in wrong
place / water flow in condenser wrong allow beaker not under where (condensed) water comes out
way round / no {anti-bumping granules / chips}

allow beaker {is too far away (from the condenser exit)/ too
far to the right / is not in the right place / needs to be closer}

reject water out (without reference to end of condenser)

Question Answer Additional guidance Mark
Number
4(c)(i) (2) (3) 6 4 1 5 (2) 64 / 15 / 41 next to each other in this order in any position (1) (2)

any two in the correct order and

adjacent to each other max (1)

Question Answer Additional guidance Mark

number
4(c)(ii) An explanation linking (2)

• mixture T (1)
• because it gives {the greatest allow dots or other suitable descriptor
number / 5} spots (1) allow more {spots / separated (coloured) substances}

ignore coloured substances (alone) / colours / references to

spots moving further up the paper

Question Answer Additional guidance Mark

Number
4(c)(iii) 0.29 with or without working scores 2 (2)

Rf = 2.30 (= 0.2875) (1) allow 8.00

8.00 2.30
= 0.29 (1) = 3.5 (1)
(other way round for 1 mark)

8.00 + 2.30 = 10 (1)

8.00 – 2.30 = 5.7 (1) (2 sf)
8.00 x 2.3 (= 18) (2 sf)

(Total for Question 4 = 9 marks)

Question Answer Mark
number
5(a)(i) A a balance The only correct answer is A. (1)

B is incorrect because a pipette is used to measure out a volume of liquid and is not used to find the
mass of a metal.
C is incorrect because a stopwatch is used to measure time and is not used to find the mass of a metal.
D is incorrect because a thermometer is used to measure temperature and is not used to find the mass
of a metal.

Question Answer Additional guidance Mark

number
5(a)(ii) Any two from the following (2)

• (same) volume of acid (1) allow amount / mass of acid

• (same) concentration of acid (1) allow strength / pH
• (same) size of metal (pieces) (1) allow surface area
• (same) temperature (1)
ignore references to time
Question Answer Additional guidance Mark
number
5(a)(iii) copper is {not reacting / no reaction / allow less reactive (than hydrogen) (1)
unreactive / low in reactivity series / not
reactive enough} ignore inert (alone)

Question Answer Additional guidance Mark

number
5(a)(iv) MgCl2 (aq) (1) allow AQ (2)
H2 (g) (1) allow G

Mg(s) + 2HCl(aq) → MgCl2(aq) + H2(g)

Question Answer Additional guidance Mark

number
5(b)(i) K2SO4 allow SO4K2 (1)
allow (K+)2SO42-
(both charges needed & allow in reverse)
reject incorrect subscript and superscripts
(both charges needed & allow in reverse)
reject incorrect subscript and superscripts

Question Answer Additional guidance Mark

number
5(b)(ii) 5.22 with or without working scores 2 (2)

5.22 + 5.24 + 5.21 (= 5.2233) (1) 5.22 + 5.24 + 5.21 = 15.67 (MP1 does not score)
3 allow 15.67 (1) (ie not divided by 3 but MP2 scores
= 5.22 (1) as answer to 2dp)

(Total for Question 5 = 9 marks)

Question Answer Mark
number
6(a) B gold The only correct answer is B. (1)

A, C and D are incorrect because calcium , iron and magnesium respectively, are all found chemically
combined to other elements in the Earth’s crust.

Question Answer Additional guidance Mark

number
6(b)(i) zinc oxide + carbon → zinc + carbon allow reactants on LHS or products on RHS in either order (2)
dioxide
allow 2 ZnO + C → 2 Zn + CO2 (2)
zinc oxide + carbon → (1)
→ zinc + carbon dioxide (1) unbalanced equation (1)

ignore state symbols

allow = for →

Question Answer Additional guidance Mark

number
6(b)(ii) reduction allow phonetic spellings (1)

Question Answer Additional guidance Mark

number
6(c)(i) five / 5 (ions) allow 2 + 3 (1)
Question Answer Mark
number
6(c)(ii) (2)
2Al2O3 → 4 Al + 3 O2

Question Answer Additional guidance Mark

Number
6(d)(i) CBDA (2) CB / BD / DA next to each other in this order in any (2)
position (1)
any two in the correct order and adjacent to
each other max (1) allow lower case for letters c b d a

Question Answer Additional guidance Mark

number
6(d)(ii) Any two from the following (2)

• conserves {natural reserves of raw

materials/ ore / aluminium (ore)} (1)
• less damage to {landscape / habitats} / {pollution / environment / resources} needs to be
less {noise /dust} (pollution) (1) qualified
• less {energy / electricity} required (to
process aluminium waste compared to
extracting aluminium from its ore) (1)
• less waste metal goes into landfill (1)
less waste needs to be qualified

ignore ‘less mining (of ore)’ which is in stem

ignore references to cost / time / fuel

(Total for Question 6 = 11 marks)

Question Answer Additional guidance Mark
number
7(a)(i) phosphorus /potassium /nitrogen accept phonetically correct spellings (1)

allow P / K / N

Question Answer Additional guidance Mark

number
7(a)(ii) KOH + HNO3 → KNO3 (1) + H2O (1) incorrect balancing of correct species 1 mark max (2)
allow OH2 / HOH / NO3K

Question Answer Additional guidance Mark

number
7(b)(i) reversible allow equilibrium / equilibria /dynamic equilibrium (1)
ignore static equilibrium

Question Answer Additional guidance Mark

number
7(b)(ii) NH3 allow H3N (1)
reject NH3, NH3

Question Answer Mark

number
7(b)(iii) world ammonia production increases over time (1)

Question Answer Additional guidance Mark

number
7(c) water allow H2O (1)
reject H2O / OH2
Question Indicative content Mark
number
*7(d) Answers will be credited according to candidate’s deployment of knowledge and understanding of the EXP
material in relation to the qualities and skills outlines in the generic mark scheme. (6)

The indicative content below is not prescriptive and candidates are not required to include all the material
which is indicated as relevant. Additional content included in the response must be scientific and relevant.

AO1 (3 marks) AO2 (3 marks)

• pipette to measure out the ammonia solution (25 cm3)

• into a suitable container, e.g. conical flask
• add few drops of methyl orange indicator
• put flask on a white tile
• fill burette with sulfuric acid solution
• read level of liquid in burette
• add acid from the burette
• swirl flask gently / mix
• add drop-wise near end-point
• until {indicator just changes colour}
• read level on burette
• repeat experiment until concordant results owtte
• mix the same volumes of sulfuric acid and ammonia solution (determined from the titration
experiment)
• but leaving out the indicator/methyl orange
• pour solution into an evaporating dish
• heat the solution to point of crystallisation
• leave to cool
• filter off crystals
• leave to dry
Level Mark Descriptor
0 • No awardable content
Level 1 1-2 • Demonstrates elements of chemical understanding, some of which is inaccurate. Understanding
of scientific ideas lacks detail. (AO1)
• The explanation attempts to link and apply knowledge and understanding of scientific ideas,
flawed or simplistic connections made between elements in the context of the question. (AO2))
Level 2 3-4 • Demonstrates chemical understanding, which is mostly relevant but may include some
inaccuracies. Understanding of scientific ideas is not fully detailed and/or developed. (AO1)
• The explanation is mostly supported through linkage and application of knowledge and
understanding of scientific ideas, some logical connections made between elements in the context
of the question. (AO2)
Level 3 5-6 • Demonstrates accurate and relevant chemical understanding throughout. Understanding of the
scientific ideas is detailed and fully developed. (AO1)
• The explanation is supported throughout by linkage and application of knowledge and
understanding of scientific ideas, logical connections made between elements in the context of the
question. (AO2)
Level Ma Additional Guidance General additional guidance – the decision
rk within levels
Eg - At each level, as well as content, the
scientific coherency of what is stated backed up
by planning detail will help place the answer at
the top, or the bottom, of that level.
0 No rewardable material.
Level 1 1– Additional guidance Possible candidate responses
2 Describes at least two steps of any • add sulfuric acid using a burette to
of the three stages in the ammonium solution
preparation of the ammonium • use a pipette to measure out the ammonia
sulfate crystals solution and fill a burette with sulfuric acid
• mix correct volumes of sulfuric acid and
ammonia solution together without indicator
• heat the ammonium solution until crystals
start to form

Level 2 3– Additional guidance Possible candidate responses

4 Describes at least two of the three • use a pipette to measure out the ammonia
stages in some detail, at least three solution into a conical flask add few drops of
steps, indicator, add acid from a burette to
OR all three stages but lacking ammonia solution. Crystallise the ammonium
detail sulfate solution.
• use a pipette to measure out the ammonia
solution. Add sulfuric acid using a burette to
ammonia solution. Mix correct volumes of
sulfuric acid and ammonia solution together
without indicator to produce ammonium
sulfate solution.
• carry out a titration adding acid to ammonia
to find amounts of acid and ammonia
solution needed. Mix correct amounts of
sulfuric acid and ammonia solution together
without indicator. Crystallise the ammonium
sulfate solution.
Level 3 5– Additional guidance Possible candidate responses
6 Describes all three stages in the • use a pipette to measure out the ammonia
preparation of the ammonium solution into a conical flask. Add a few drops
sulfate crystals in some detail to of indicator. Add acid from a burette to
include without use of indicator (6 ammonia solution, swirling flask, until
marks) indicator just changes colour. Mix correct
OR two stages in detail to include volumes of sulfuric acid and ammonia
repeating without indicator (5 solution together without indicator to produce
marks) ammonium sulfate solution. Heat the
ammonium sulfate solution until crystals start
to form. Leave to cool and filter off crystals.
• use a pipette to measure out the ammonia
solution into a conical flask. Add a few drops
of indicator. Place flask on white tile. Fill a
burette with sulfuric acid and read level on
burette. Add acid to ammonia solution,
swirling flask, until indicator just changes
colour. Read level on burette. Use the results
of titration, mixing the correct volumes of
sulfuric acid and ammonia leaving out
indicator.

(Total for Question 7 = 13 marks)

Question Answer Additional guidance Mark
number
8(a)(i) any two from allow mark if all three given (1)
E, G and X for E allow B / boron
for G allow O / O2 / oxygen
for X allow Ar / argon

allow use of lower case letters

reject answers with any other letters / element names

Question Answer Additional guidance Mark

number
8(a)(ii) any two from allow mark if all three given (1)
A, E and G for A allow Li / lithium
for E allow B / boron
for G allow O / O2 / oxygen

allow use of lower case letters

reject answers with any other letters / element names

Question Answer Additional guidance Mark

number
8(a)(iii) A/J allow mark if both given (1)
for A allow Li / lithium
for J allow Na / sodium

allow use of lower case letters

reject answers with any other letters / element names
reject answers with + or – charges
Question Answer Additional guidance Mark
number
8(b)(i) An explanation linking: (2)

• (atoms with) same ignore any mention of electrons

(number of) protons (1) reject answers in terms of elements (plural) but allow element
(singular)
• (atoms with) different
(number of) neutrons (1)

if no other mark:
allow same atomic number and different mass number (1)

Question Answer Mark

number
8(b(ii) A 5 protons is the only correct answer (1)

B is not correct because there are 5 or 6 neutrons

C is not correct because the atomic number is 5

D is not correct because there are 5 or 6 neutrons

Question Answer Additional guidance Mark
number
8(c) 2.8.8 allow 2,8,8 (1)
2/8/8
288
or other separator

allow correct electron shell diagram

Question Answer Additional guidance Mark

number
8(d) MP1 for dividing by atomic mass A2G with no relevant working (1) ONLY (3)
A : G AG2 (0)
3.5 : 4.0 (1)
7 16 For MP2: If they go on to calculate a different ratio in addition
to 0.5:0.25 or 2:1 do not award MP2
MP2 for deriving ratio from MP1
0.5 : 0.25 ecf on step 1: if inverted,
OR 7 : 16 (0)
2 : 1 (1) 3.5 4.0
= 2 : 4
MP3 for ratio in MP2 to formula or 1 : 2 (1)
empirical formula A2G (1) AG2 (1)

allow 1 in empirical formula

allow Li for A and O for G
do not penalise incorrect case in formula
Question Answer Additional guidance Mark
number
8(e) shared pair of electrons in right hand overlap(1) EXP
rest of molecule with 4 electrons drawn in outer shell of O only (1) (2)

MP2 dependent on MP1

allow x or • or combinations thereof for any electrons

ignore inner shells of electrons even if incorrect

(2

(Total for Question 8 = 12 marks)

Question Answer Additional guidance Mark
number
9(a)(i) (squeaky) pop / gas burns / water allow explosion / bang / flame / fire / energy released (1)
forms
ignore: reaction occurs / ignites / set alight
ignore references to splints (glowing or lighted)

Question Answer Additional guidance Mark

number
9(a)(ii) A description to include (2)
3 3
• volumes going up: allow hydrogen goes up by 4 (cm ) each time / by 2 cm per
(oxygen/ hydrogen/ gas) increase minute / equivalent for oxygen for MP1
(with time) / volume (directly)
proportional to time (1)
explicit reference needed to a ratio and not just quoting 2
figures

• quantitative comparing hydrogen and allow amount in place of volume throughout

oxygen:
(volume of) hydrogen double twice as much hydrogen produced as oxygen (1)
(volume of) oxygen / ORA / 2:1 ratio
(1) rate of hydrogen production double that of oxygen (2)
Question Answer Mark
number
9(b) C lead and bromine is the only correct answer (1)

A is incorrect because lead is produced at the cathode

B is incorrect because lead and bromine are produced

D is incorrect because bromine is produced at the anode

Question Answer Additional guidance Mark

number
9(c) An explanation linking: (2)

• (calcium) nitrate {is soluble/ dissolves}/

(calcium) carbonate {is insoluble/ does
not dissolve} (1)

• so ions {free to move in solution / not calcium nitrate dissolves so ions can move (2)
free in solid} (1) or reverse argument for calcium carbonate
Question Indicative content Mark
number
*9(d) Answers will be credited according to candidate’s deployment of knowledge and understanding of the (6)
material in relation to the qualities and skills outlines in the generic mark scheme.

The indicative content below is not prescriptive and candidates are not required to include all the material
which is indicated as relevant. Additional content included in the response must be scientific and relevant.

AO1 (6 marks)

• copper atoms form copper ions at anode

• (copper atoms are oxidised / lose electrons)
• Cu → Cu2+ + 2e
• copper ions pass into solution
• copper ions move to / are attracted by the cathode
• cathode increases in size / gains mass
• pink/ brown colour on the surface of the cathode
• solid copper deposited on the cathode
• (copper ions are reduced/gain electrons)
• copper ions form copper atoms
• Cu2+ + 2e → Cu
• copper sulfate solution is blue colour
• colour remains same since for every copper ion entering the solution at the anode, one is
removed from the solution at the cathode
• concentration of copper sulfate (solution) remains the same
• solid is the insoluble impurities falling from the anode
Level Mark Descriptor

0 • No awardable content
Level 1 1-2 • Demonstrates elements of chemical understanding, some of which is inaccurate.
Understanding of scientific, enquiry, techniques and procedures lacks detail. (AO1)
• Presents a description which is not logically ordered and with significant gaps. (AO1)
Level 2 3-4 • Demonstrates chemical understanding, which is mostly relevant but may include some
inaccuracies. Understanding of scientific ideas, enquiry, techniques and procedures is not fully
detailed and/or developed. (AO1)
• Presents a description of the procedure that has a structure which is mostly clear, coherent
and logical with minor steps missing.(AO1)
Level 3 5-6 • Demonstrates accurate and relevant chemical understanding throughout. Understanding of
the scientific ideas, enquiry, techniques and procedures is detailed and fully developed. (AO1)
• Presents a description that has a well-developed structure which is clear, coherent and logical.
(AO1)
Level Mark Additional Guidance General additional guidance – the decision within levels
Eg - At each level, as well as content, the scientific coherency of
what is stated backed up by further detail will help place the
answer at the top, or the bottom, of that level.
0 No rewardable material.
Level 1 1–2 Additional guidance Possible candidate responses
A simple statement about one of the three observations • the cathode increases in size and anode decreases in size
• solid beneath the anode is the impurities
• the amount of copper in solution stays the same / same blue
colour throughout

Level 2 3–4 Additional guidance Possible candidate responses

Explains at least one of the observations OR gives two or • solid copper deposits on the cathode, so size increases
more partial explanations • solid beneath the anode is the insoluble impurities
• copper ions moving and direction from anode to cathode

Level 3 5–6 Additional guidance Possible candidate responses

Explains at least two observations OR at least one in • the ions move to the correct electrodes linked with the
detail correct change in size of both electrodes
• colour does not change since copper ions enter solution at
anode copper ions removed from solution at cathode
• copper atoms form copper ions at the anode and pass into
the solution, so size of anode decreases; copper ions in the
solution are attracted to the cathode

(Total for Question 9 = 12 marks)

Question Answer Additional guidance Mark
number
10(a) 8.000- 6.213 = (1.787) (g) allow 1.8, 1.79 (1)

Question Answer Additional guidance Mark

number
10(b)(i) 97.3 (%) with or without (2)
working scores 2

5.450 (1) x 100 if fraction inverted then x 100 = 102.75… (3 or more sig fig) allow (1)
5.600
for 0.973 allow (1)

MP2 only for correctly x 100 some figure derived from the data given
eg 5.600-5.450 = 15 (%)
= 97.3214…
= 97.3 (%) (1)
allow any sig fig except 1

Question Answer Mark

number
10(b)(ii) A some solid was lost from the crucible is the only correct answer (1)

B is incorrect because this would increase mass

C is incorrect because this would not alter mass

D is incorrect because this would increase mass

Question Answer Additional guidance Mark
number
10(c)(i) An explanation linking (2)

• {rate/ mass loss} is slowing

down (1)

• as amount of reactant falls

(1)

OR
allow amount of calcium carbonate decreases
• mass decreases (1)
do not allow ‘as time goes on’ for MP2; must explain in terms of a
• as further decomposition reaction
occurs/ reaction continues /
{gas/CO2} {is produced/
escapes/ lost} (1)

Question Answer Additional guidance Mark

number
10(c)(ii) mass may decrease further / not allow mass is still decreasing (1)
heated to constant mass / last two
figures not the same reject mass not gone to 0
ignore there is still 5.2g solid
Question Answer Additional guidance Mark
number
10(d)(i) 100 with or without working scores ignore any units (2)
2
ecf for MP2 if using 12,16 and 40, using addition and multiplication only
40 + 12 + 3 x 16 (1)
=100 (1)

Question Answer Additional guidance Mark

number
10(d)(ii) 56% without working scores 0 56/answer to 4(d)(i) (1) (2)
56 (1) x 100 (1)
100 MP2 only for correctly x 100 some figure derived from the data given
100% scores 0
(x 100) = 56 (%) (1)
(Total for Question 10 = 11 marks)
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