PMT

SPECIMEN MATERIAL

GCSE
CHEMISTRY
PAPER 1F

Mark scheme
Specimen 2018
Version 1.0
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MARK SCHEME – GCSE CHEMISTRY – PAPER 1F – SPECIMEN MATERIAL

Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant
questions, by a panel of subject teachers. This mark scheme includes any amendments made at the
standardisation events which all associates participate in and is the scheme which was used by them in
this examination. The standardisation process ensures that the mark scheme covers the students’
responses to questions and that every associate understands and applies it in the same correct way.
As preparation for standardisation each associate analyses a number of students’ scripts. Alternative
answers not already covered by the mark scheme are discussed and legislated for. If, after the
standardisation process, associates encounter unusual answers which have not been raised they are
required to refer these to the Lead Assessment Writer.

It must be stressed that a mark scheme is a working document, in many cases further developed and
expanded on the basis of students’ reactions to a particular paper. Assumptions about future mark
schemes on the basis of one year’s document should be avoided; whilst the guiding principles of
assessment remain constant, details will change, depending on the content of a particular examination
paper.

Further copies of this mark scheme are available from aqa.org.uk

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MARK SCHEME – GCSE CHEMISTRY – PAPER 1F – SPECIMEN MATERIAL

Information to Examiners
1. General
The mark scheme for each question shows:
• the marks available for each part of the question
• the total marks available for the question
• the typical answer or answers which are expected
• extra information to help the Examiner make his or her judgement and help to delineate what is
acceptable or not worthy of credit or, in discursive answers, to give an overview of the area in which
a mark or marks may be awarded
• the Assessment Objectives and specification content that each question is intended to cover.
The extra information is aligned to the appropriate answer in the left-hand part of the mark scheme and
should only be applied to that item in the mark scheme.
At the beginning of a part of a question a reminder may be given, for example: where consequential
marking needs to be considered in a calculation; or the answer may be on the diagram or at a different
place on the script.
In general the right-hand side of the mark scheme is there to provide those extra details which confuse
the main part of the mark scheme yet may be helpful in ensuring that marking is straightforward and
consistent.

2. Emboldening and underlining

2.1 In a list of acceptable answers where more than one mark is available ‘any two from’ is used,
with the number of marks emboldened. Each of the following bullet points is a potential mark.
2.2 A bold and is used to indicate that both parts of the answer are required to award the mark.
2.3 Alternative answers acceptable for a mark are indicated by the use of or. Different terms in the
mark scheme are shown by a / ; eg allow smooth / free movement.
2.4 Any wording that is underlined is essential for the marking point to be awarded.

3. Marking points
3.1 Marking of lists
This applies to questions requiring a set number of responses, but for which students have provided
extra responses. The general principle to be followed in such a situation is that ‘right + wrong = wrong’.
Each error / contradiction negates each correct response. So, if the number of error / contradictions
equals or exceeds the number of marks available for the question, no marks can be awarded.
However, responses considered to be neutral (indicated as * in example 1) are not penalised.
Example 1: What is the pH of an acidic solution? (1 mark)

Student Response Marks

awarded
1 green, 5 0
2 red*, 5 1
3 red*, 8 0

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MARK SCHEME – GCSE CHEMISTRY – PAPER 1F – SPECIMEN MATERIAL

Example 2: Name two planets in the solar system. (2 marks)

Student Response Marks awarded

1 Neptune, Mars, Moon 1
2 Neptune, Sun, Mars, 0
Moon

3.2 Use of chemical symbols / formulae

If a student writes a chemical symbol / formula instead of a required chemical name, full credit
can be given if the symbol / formula is correct and if, in the context of the question, such action is
appropriate.
3.3 Marking procedure for calculations
Marks should be awarded for each stage of the calculation completed correctly, as students are
instructed to show their working.
Full marks can however be given for a correct numerical answer, without any working shown.
3.4 Interpretation of ‘it’
Answers using the word ‘it’ should be given credit only if it is clear that the ‘it’ refers to the correct
subject.
3.5 Errors carried forward
Any error in the answers to a structured question should be penalised once only.
Papers should be constructed in such a way that the number of times errors can be carried
forward is kept to a minimum. Allowances for errors carried forward are most likely to be
restricted to calculation questions and should be shown by the abbreviation ‘ecf’ in the marking
scheme.
3.6 Phonetic spelling
The phonetic spelling of correct scientific terminology should be credited unless there is a
possible confusion with another technical term.
3.7 Brackets
(…..) are used to indicate information which is not essential for the mark to be awarded but is
included to help the examiner identify the sense of the answer required.
3.8 Ignore / Insufficient / Do not allow
Ignore or insufficient are used when the information given is irrelevant to the question or not
enough to gain the marking point. Any further correct amplification could gain the marking point.
Do not allow means that this is a wrong answer which, even if the correct answer is given as well,
will still mean that the mark is not awarded.

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MARK SCHEME – GCSE CHEMISTRY – PAPER 1F – SPECIMEN MATERIAL

Level of response marking instructions

Level of response mark schemes are broken down into levels, each of which has a descriptor. The
descriptor for the level shows the average performance for the level. There are marks in each level.

Before you apply the mark scheme to a student’s answer read through the answer and annotate it (as
instructed) to show the qualities that are being looked for. You can then apply the mark scheme.

Step 1 Determine a level

Start at the lowest level of the mark scheme and use it as a ladder to see whether the answer meets the
descriptor for that level. The descriptor for the level indicates the different qualities that might be seen in
the student’s answer for that level. If it meets the lowest level then go to the next one and decide if it
meets this level, and so on, until you have a match between the level descriptor and the answer. With
practice and familiarity you will find that for better answers you will be able to quickly skip through the
lower levels of the mark scheme.

When assigning a level you should look at the overall quality of the answer and not look to pick holes in
small and specific parts of the answer where the student has not performed quite as well as the rest. If
the answer covers different aspects of different levels of the mark scheme you should use a best fit
approach for defining the level and then use the variability of the response to help decide the mark within
the level, ie if the response is predominantly level 3 with a small amount of level 4 material it would be
placed in level 3 but be awarded a mark near the top of the level because of the level 4 content.

Step 2 Determine a mark

Once you have assigned a level you need to decide on the mark. The descriptors on how to allocate
marks can help with this. The exemplar materials used during standardisation will help. There will be an
answer in the standardising materials which will correspond with each level of the mark scheme. This
answer will have been awarded a mark by the Lead Examiner. You can compare the student’s answer
with the example to determine if it is the same standard, better or worse than the example. You can then
use this to allocate a mark for the answer based on the Lead Examiner’s mark on the example.

You may well need to read back through the answer as you apply the mark scheme to clarify points and
assure yourself that the level and the mark are appropriate.

Indicative content in the mark scheme is provided as a guide for examiners. It is not intended to be
exhaustive and you must credit other valid points. Students do not have to cover all of the points
mentioned in the Indicative content to reach the highest level of the mark scheme.

You should ignore any irrelevant points made. However, full marks can be awarded only if there are no
incorrect statements that contradict a correct response.

An answer which contains nothing of relevance to the question must be awarded no marks.

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MARK SCHEME – GCSE CHEMISTRY – PAPER 1F – SPECIMEN MATERIAL

Question 1

AO /
Question Answers Extra information Mark
Spec. Ref.

AO1/1
4.2.2.1
01.1 4 4.2.2.3
4.2.1.3
4.2.1.5

more than one line drawn from a variable negates the mark

AO1/1
01.2 1
Carbon 4.2.3.2
4.2.2.6

AO1/1
01.3 It has delocalised electrons 1
4.2.3.2

the atoms/particles/ions are do not accept molecules 1

different sizes
AO1/1
01.4
4.2.2.7
so there are no rows/layers to accept the layers are disrupted 1
slide

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Question 1 continued

AO /
Question Answers Extra information Mark
Spec. Ref.

2
1
27 × 100
AO2/2
01.5
1 4.2.2.7
7.4%
allow 7.4% with no working
shown for 2 marks

AO1/1
01.6 Mixture 1 4.1.1.2
4.2.2.7
Total 11

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MARK SCHEME – GCSE CHEMISTRY – PAPER 1F – SPECIMEN MATERIAL

Question 2

AO /
Question Answers Extra information Mark
Spec. Ref.
AO2/2
02.1 Whether there was a reaction or not 1 4.4.1.2

02.2 brown/orange/dark deposit on zinc 1 AO2/2

or 4.4.1.2
blue solution turns colourless/paler

02.3 AO2/2
4.4.1.2
1

more than one line drawn from a variable negates the mark

02.4 (Most reactive) Magnesium must all be correct 1 AO3/2b

Zinc 4.4.1.2
(Least reactive) Copper

02.5 would not be safe or allow too dangerous 1 AO3/2a

4.4.1.2
too reactive

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Question 2 continued

AO / Spec.
Question Answers Extra information Mark
Ref.
AO1/1
02.6 Gold 1 4.4.1.3

2Fe2O3 + 3C → 4Fe + allow multiples 1 AO2/1

02.7
3CO2 4.4.1.3

AO2/1
02.8 carbon 1 4.4.1.3

02.9 Loss of oxygen 1 AO1/1

4.4.1.3
Total 10

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MARK SCHEME – GCSE CHEMISTRY – PAPER 1F – SPECIMEN MATERIAL

Question 3

AO /
Question Answers Extra information Mark
Spec. Ref.

AO2/2
03.1 36 cm3 1
4.4.2.2

all points correct ± ½ small square 2 AO2/2

4.4.2.2
allow 1 mark if 6 or 7 of the
points are correct

03.2

2 best fit lines drawn must not deviate towards 2 AO3/2a

anomalous point

allow 1 mark if 1 line correct

The bung was not pushed in

1
firmly enough.

The measuring cylinder was not AO3/3a

03.3 1
completely over the delivery 4.4.2.2
tube.

1
as mass of l ithium carbonate
increases volume of gas
AO3/1a
03.4 produced increases
4.4.2.2
linear/(directly) proportional
1
AO2/1
A gas/carbon dioxide is allow because the air in the
03.5 1 4.6.1.2
produced. tube expands

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Question 3 continued

AO /
Question Answers Extra information Mark
Spec. Ref.

any one from: 1

• Potassium carbonate
does not decompose to
produce carbon dioxide/
a gas.
• Potassium carbonate
does not decompose at AO3/2b
the temperature of the 4.6.1.2
03.6
Bunsen burner or the
Bunsen burner is not hot
enough to decompose
potassium carbonate.
• When potassium
carbonate decomposes
a gas is not formed.

Total 11

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MARK SCHEME – GCSE CHEMISTRY – PAPER 1F – SPECIMEN MATERIAL

Question 4

AO /
Question Answers Extra information Mark
Spec. Ref.

any two from: 2

• concentration/volume of
dilute hydrochloric acid

• mass of metal powder AO1/2

04.1 • surface area of metal 4.4.1.2
powder

• stirring (of any)/rate of

stirring
allow reacted for the same
length of time

4.2 °C 1
allow Magnesium Test 2 AO3/1a

1 AO3/3a
and any one from: allow reason for break in circuit

• lower mass of
magnesium added
• surface area of
magnesium too low
04.2
• magnesium coated in
magnesium oxide (so
took a while to start
reacting)
• not stirred
• not stirred as quickly as
the other metals
• not reacted for as long a
4.4.1.2
time as the other metals

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Question 4 continued

AO /
Question Answers Extra information Mark
Spec. Ref.

AO2/2
04.3 17.4(°C) 1
4.4.1.2

bubbles of gas 1

more (bubbles) seen with allow any correct comparison AO3/2a

04.4 1
calcium than other metals between two metals 4.4.1.2

any value between AO3/2a

04.5 1
7.9 °C and 12.3 °C 4.4.1.2

Total 8

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Question 5

AO /
Question Answers Extra information Mark
Spec. Ref.

any one from:

answers must be from Figure 8 1
• there was a flame
AO2/1
• energy was given out
05.1 4.1.1.1
• a new substance was
4.5.1.1
formed
• the magnesium turned
into a (white) powder

05.2 Magnesium oxide 1 AO2/1

4.4.1.1

The reaction has a high 1 AO3/2b

05.3
activation energy 4.5.1.2

AO1/2
05.4 9 1
4.4.2.4

AO1/1
They have a high surface area 1
05.5 4.2.4.1
to volume ratio

any one from: 1

AO1/1
05.6 • Better coverage
4.2.4.2
• More protection from the
Sun’s ultraviolet rays

any one from:

1 AO1/1
• Potential cell damage to 4.2.4.2
05.7
the body
• Harmful effects on the
environment

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Question 5 continued

AO /
Question Answers Extra information Mark
Spec. Ref.

indication of 1 = 0.625 Both steps must be seen to 1

1.6 score first mark
and
AO2/1
use of indices 10−9 − 10−6 = 103
05.8 4.2.4.1
0.625 × 1000 = 1
625 (times bigger)

Total 9

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Question 6

AO / Spec.
Question Answers Extra information Mark
Ref.

s 1 AO1/1
Answers must be in the AO2/1
06.1 l 1
correct order. 4.2.2.2
4.4.2.2, 3

AO2/2
06.2 A gas was lost from the flask 1 4.3.1.3
4.4.2.2, 3

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Question 6 continued

AO / Spec.
Question Answers Extra information Mark
Ref.
Level 3: A coherent method is described with relevant detail, and
06.3 in correct sequence which demonstrates a broad understanding 5–6 AO1/2 X 6
of the relevant scientific techniques and procedures. The steps in
the method are logically ordered. The method would lead to the
production of valid results.
Level 2: The bulk of the method is described with mostly relevant
detail, which demonstrates a reasonable understanding of the 3–4 4.4.2.2, 3
relevant scientific techniques and procedures. The method may
not be in a completely logical sequence and may be missing
some detail.
Level 1: Simple statements are made which demonstrate some
understanding of some of the relevant scientific techniques and 1–2
procedures. The response may lack a logical structure and would
not lead to the production of valid results.
No relevant content 0

Indicative content
• sulfuric acid in beaker (or similar)
• add copper carbonate one spatula at a time
• until copper carbonate is in excess or until no more
effervescence occurs *
• filter using filter paper and funnel
• filter excess copper carbonate
• pour solution into evaporating basin/dish
• heat using Bunsen burner
• leave to crystallise/leave for water to evaporate/boil off
water
• decant solution
• pat dry (using filter paper)
• wear safety spectacles/goggles

*Students. may choose to use a named indicator until it turns a

neutral colour, record the number of spatulas of copper
carbonate added then repeat without the indicator.

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Question 6 continued

AO / Spec.
Question Answers Extra information Mark
Ref.

Total mass of reactants = 221.5 1

159.5 allow ecf from step 1 1

221.5

72.0 (%) 1
AO2/2
06.4
4.3.3.2
allow 72.0 with no working
shown for 3 marks

any one from: 1

• Important for sustainable

development
AO1/1
06.5 • Economic reasons
4.3.3.2
• Waste products may be
pollutants/greenhouse
gases

Total 13

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Question 7

AO /
Question Answers Extra information Mark
Spec. Ref.
AO2/1
07.1 B 1 4.1.1.4
4.1.2.1
AO2/1
07.2 D 1 4.1.2.1
4.1.2.6
AO2/1
07.3 E 1 4.1.2.1
4.1.2.6
AO2/1
07.4 C 1 4.1.2.4
4.1.2.6

92.5 × 6 and 1
7× 7.5

607.5 1
100 AO2/2
07.5
6.075 1 4.1.1.6

6.08 1

allow 6.08 with no working

shown for 4 marks

Total 8

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Question 8

AO /
Question Answers Extra information Mark
Spec. Ref.
The answers must be in the
correct order.
13 (protons) 1
if no other marks awarded,
08.1 14 (neutrons) 1
award 1 mark if number of AO2/1
protons and electrons are equal 4.1.1.4, 5
13 (electrons) 1

1
has three electrons in outer allow electronic structure is AO1/1
08.2
energy level/shell 2.8.3 4.1.2.1

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Question 8 continued

AO /
Question Answers Extra information Mark
Spec. Ref.

08.3 Level 3: A detailed and coherent comparison is given, which 5–6 AO1/1
demonstrates a broad knowledge and understanding of the key 4.1.2.5
scientific ideas. The response makes logical links between the 4.1.3.1
points raised and uses sufficient examples to support these links. 4.1.3.2
Level 2: A description is given which demonstrates a reasonable
3–4
knowledge and understanding of the key scientific ideas.
Comparisons are made but may not be fully articulated and / or
precise.

Level 1: Simple statements are made which demonstrate a basic

1–2
knowledge of some of the relevant ideas. The response may fail to
make comparisons between the points raised.
No relevant content. 0
Indicative content

Physical
Transition elements
• high melting points
• high densities
• strong
• hard
Group 1
• low melting points
• low densities
• soft

Chemical
Transition elements
• low reactivity/react slowly (with water or oxygen)
• used as catalysts
• ions with different charges
• coloured compounds
Group 1
• very reactive/react (quickly) with water/non-metals
• not used as catalysts
• white/colourless compounds
• only forms a +1 ion

Total 10

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Question 9

AO /
Question Answers Extra information Mark
Spec. Ref.

electrons transferred from AO2/1

1
potassium to sulfur
AO1/1
two potassium atoms each lose
1
one electron
09.1
1 AO2/1
forming K+/1+ ions
1 AO1/1
sulfur atoms gain 2 electrons
1 AO2/1
forming S2-/2- ions
4.2.1.2

there are no gaps/sticks

1
between the potassium ions and
sulfide ions AO1/1
09.2
4.2.1.3

(two) shared pairs between H

1
and S
AO2/1
09.3 second mark dependent on first 1
rest correct - no additional 4.2.1.4
hydrogen electrons and two
non-bonding pairs on sulfur

342 2

AO2/1
allow 1 mark for evidence of 4.2.1.4
09.4
(2 × 27) + 3[32 + (16 × 4)] 4.3.1.2

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Question 9 continued

AO /
Question Answers Extra information Mark
Spec. Ref.

AO1/1
09.5
4.2.2.4

more than one line drawn from a variable negates the mark

Question 9 continues on the next page

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Question 9 continued

AO /
Question Answers Extra information Mark
Spec. Ref.

AO1/1
09.6 2
4.2.2.3

more than one line drawn from a variable negates the mark

Total 14

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Question 10

AO /
Question Answers Extra information Mark
Spec. Ref.

any one from:

10.1 1 AO3/3b
4.1.1.2
• heat
4.4.2.3
• stir

AO3/3b
accept use a centrifuge
1 4.1.1.2
10.2 filter accept leave longer (to settle)
4.4.2.3

any one from: 1

AO3/3b
4.1.1.2
10.3 • wear safety spectacles
4.4.2.3
• wear an apron

evaporation at A 1 AO2/2
10.4 4.1.1.2
condensation at B 1

AO2/1
1 4.1.1.2
10.5 100

Total 6

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