GCSE
COMBINED SCIENCE: TRILOGY
8464/C/2H
Chemistry Paper 2H
Mark scheme
Specimen (set 2)
Version: 1.1
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MARK SCHEME – GCSE COMBINED SCIENCE: TRILOGY – 8464/C/2H – SPECIMEN (SET 2)
Important – please note
Mark schemes are prepared by the Lead Assessment Writer and considered,
together with the relevant questions, by a panel of subject teachers.
It must be stressed that a mark scheme is a working document. This mark
scheme has not been through the full standardisation process. 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.
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.
The Information to Examiners is included as a guide to how the mark scheme
will function as an operational document.
The layout has been kept consistent so that future operational mark schemes
do not appear different from these test materials.
Copyright © 2017 AQA and its licensors. All rights reserved.
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MARK SCHEME – GCSE COMBINED SCIENCE: TRILOGY – 8464/C/2H – SPECIMEN (SET 2)
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
the Assessment Objectives, level of demand 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.
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MARK SCHEME – GCSE COMBINED SCIENCE: TRILOGY – 8464/C/2H – SPECIMEN (SET 2)
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
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.
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MARK SCHEME – GCSE COMBINED SCIENCE: TRILOGY – 8464/C/2H – SPECIMEN (SET 2)
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 Allow
In the mark scheme additional information, ‘allow’ is used to indicate creditworthy
alternative answers.
3.9 Ignore
Ignore is 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.
3.10 Do not accept
Do not accept 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.
4. Level of response marking instructions
Extended response questions are marked on level of response mark schemes.
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 two 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.
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MARK SCHEME – GCSE COMBINED SCIENCE: TRILOGY – 8464/C/2H – SPECIMEN (SET 2)
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.
When assigning a level you should look at the overall quality of the answer. Do not look to
penalise 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.
Use the variability of the response to help decide the mark within the level, ie if the response is
predominantly level 2 with a small amount of level 3 material it would be placed in level 2 but be
awarded a mark near the top of the level because of the level 3 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 COMBINED SCIENCE: TRILOGY – 8464/C/2H – SPECIMEN (SET 2)
AO /
Question Answers Extra information Mark Spec. Ref.
/ Demand
01.1 more than 1 dot in a vertical line 1 AO2
5.8.1.3
Standard
01.2 correct equation and substitution accept Rf = distance moved by 1 AO1
7/39 spot C / distance moved by AO2
solvent 5.8.1.3
calculation and answer 0.1795 1 Standard
answer to 2 significant figures 1
0.18
01.3 Level 3: The plan would lead to the production of a valid outcome. 5–6 AO1
All key steps are identified and logically sequenced. AO3
5.8.1.3
Standard
Level 2: The plan would not necessarily lead to a valid outcome. 3–4
Most steps are identified, but the plan is not fully logically
sequenced.
Level 1: The plan would not lead to a valid outcome. Some 1–2
relevant steps are identified, but links are not made clear.
No relevant content 0
Indicative content
put dots of known colours, and a dot of the ink on a pencil line
on the chromatography paper
place the bottom of the paper in water, making sure the start
line is above the water
leave for solvent to rise up through paper
when solvent near top of paper, remove and leave to dry
compare positions of dots for known colours with those from ink
Total 10
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MARK SCHEME – GCSE COMBINED SCIENCE: TRILOGY – 8464/C/2H – SPECIMEN (SET 2)
AO /
Question Answers Extra information Mark Spec. Ref.
/ Demand
02.1 CH4 + 2O2 → CO2 + 2H2O 1 AO1
5.3.1.1
5.7.1.3
Standard
02.2 toxic accept causes death 1 AO1
5.9.2.3
acid rain 1 Standard
or
respiratory problems
global dimming accept respiratory problems / 1
asthma
02.3 Level 3: A judgement, strongly linked and logically supported by a 5–6 AO3
sufficient range of correct reasons, is given. 5.7.1.2
5.9.2.2
5.9.3.1
Level 2: Some logically linked reasons are given. There may also 3–4 5.9.3.2
be a simple judgement. Standard
Level 1: Relevant points are made. They are not logically linked. 1–2
No relevant content 0
Indicative content
methane is the best fuel because it gives more energy per
gram than coal, and gives less carbon dioxide per kJ of energy
produced
petrol is best because it being a liquid it is easier to handle than
gas or coal - although the energy content is lower than the
others, it gives out less carbon dioxide than coal
methane has more energy per gram than coal
coal produces most carbon dioxide
coal can produce sulfur dioxide
Total 10
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MARK SCHEME – GCSE COMBINED SCIENCE: TRILOGY – 8464/C/2H – SPECIMEN (SET 2)
AO /
Question Answers Extra information Mark Spec. Ref.
/ Demand
03.1 Level 2: Scientifically relevant features are identified; the way(s) in 3–4 AO1
which they are similar / different is made clear and (where AO3
appropriate) the magnitude of the similarity / difference is noted. 5.10.1.4
Standard
Level 1: Relevant features are identified and differences noted. 1–2
No relevant content 0
Indicative content
bioleaching is very slow, but although slow, phytomining can be
made more efficient by growing quick growing plants
bioleaching extracts copper from quarrying waste, but
phytomining extracts copper from contaminated ground
phytomining decontaminates polluted ground, but bioleaching
can produce toxic run off which may go into rivers
phytomining takes a long time to stop
bioleaching is a very slow process
plants are burned in phytomining
03.2 (plants burned to produce) ash 1 AO1
5.4.2.2
copper compounds in ash 1 5.10.1.4
dissolved in sulfuric acid Std./High
03.3 CuSO4 + Fe 1 AO2
5.10.1.4
→ Cu + FeSO4 1 Std./High
03.4 electron transfer 1 AO2
5.11
Std./High
03.5 delocalised electrons 1 AO1
5.2.2.8
carry charge through the metal 1 Std./High
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MARK SCHEME – GCSE COMBINED SCIENCE: TRILOGY – 8464/C/2H – SPECIMEN (SET 2)
03.6 turns from white 1 AO1
5.6.2.2
to blue 1 Standard
Total 13
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MARK SCHEME – GCSE COMBINED SCIENCE: TRILOGY – 8464/C/2H – SPECIMEN (SET 2)
AO /
Question Answers Extra information Mark Spec. Ref.
/ Demand
04.1 changes the rate 1 AO1
or 5.6.1.4
speeds up the reaction Standard
04.2 correct label from reactants level 1 AO1
to top of curve 5.6.1.4
Std./High
04.3 correct label from reactants level 1 AO2
to products level 5.6.1.4
Std./High
04.4 starts at reactant level, ends at 1 AO1
products level 5.6.1.4
Standard
curves upwards underneath 1 Std./High
existing curve
04.5 greater surface area increases 1 AO1
catalytic effectiveness AO2
AO3
plus any two from: 2 5.6.1.4
smaller pellets give higher Std./High
surface area to volume ratio High
hole increases surface area
ridges increase surface area
Total 8
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MARK SCHEME – GCSE COMBINED SCIENCE: TRILOGY – 8464/C/2H – SPECIMEN (SET 2)
AO /
Question Answers Extra information Mark Spec. Ref.
/ Demand
05.1 all points correctly plotted 2 AO2
allow 1 for 5 points correctly 5.6.1.1
plotted Standard
line of best fit 1 Std./High
05.2 time decreases as temperature 1 AO2
increases AO3
5.6.1.1
rate of change decreases 1 Standard
Std./High
comparison of two values from 1 High
graph
05.3 correctly drawn tangent 1 AO2
5.6.1.1
values correctly read from graph 1 Std./High
High
calculation 1
unit: s / (mol /dm3 ) allow seconds per mol per dm3 1
05.4 fewer particles per unit volume 1 AO2
5.6.1.2
decreased frequency of 1 Std./High
collisions High
Total 12
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MARK SCHEME – GCSE COMBINED SCIENCE: TRILOGY – 8464/C/2H – SPECIMEN (SET 2)
AO /
Question Answers Extra information Mark Spec. Ref.
/ Demand
06.1 break large molecules into small 1 AO1
molecules AO2
to satisfy demand 1 AO3
5.7.1.4
example 1 Std./High
06.2 50.4 kg = 50 400 g 1 AO2
5.3.2.1
50 400/28 1 5.7.1.4
Std./High
1.8 × 103 1
06.3 1.8/3 = 0.6 1 AO2
5.3.2.2
0.6 × 296 1 5.7.1.4
Std./High
= 177.6 kg 1 High
Total 9
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MARK SCHEME – GCSE COMBINED SCIENCE: TRILOGY – 8464/C/2H – SPECIMEN (SET 2)
AO /
Question Answers Extra information Mark Spec. Ref.
/ Demand
07.1 3 bonding pairs of electrons 1 AO1
5.2.1.4
2 unbonded electrons on 1 Std./High
nitrogen
07.2 decreases yield 1 AO2
5.6.2.4
more moles on left hand side 1 5.6.2.7
High
07.3 decreases yield 1 AO2
5.6.2.4
exothermic reaction 1 5.6.2.6
High
07.4 moves to right hand side 1 AO2
or 5.6.2.4
more ammonia produced 5.6.2.5
High
to replace the ammonia 1
Total 8
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