AQA 8464 C 1H Final MS Jun23 v1.0

GCSE
COMBINED SCIENCE: TRILOGY

8464/C/1H
Chemistry Paper 1H
Mark scheme
June 2023
Version: 1.0 Final
*236G8464/C/1H/MS*
MARK SCHEME – GCSE COMBINED SCIENCE: TRILOGY – 8464/C/1H – JUNE 2023
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 Examiner.
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
Copyright information
AQA retains the copyright on all its publications. However, registered schools/colleges for AQA are permitted to copy material from this booklet for their own
internal use, with the following important exception: AQA cannot give permission to schools/colleges to photocopy any material that is acknowledged to a third
party even for internal use within the centre.
Copyright © 2023 AQA and its licensors. All rights reserved.
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 their judgement
• 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 (for example, a scientifically correct answer that could not reasonably be expected from a
student’s knowledge of the specification).
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.
Alternative words in the mark scheme are shown by a solidus eg allow smooth / free movement.
2.4 Any wording that is underlined is essential for the marking point to be awarded.
3
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 errors /
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 magnetic materials.

[2 marks]
Student Response Marks awarded

1 iron, steel, tin 1
2 cobalt, nickel, nail* 2
3.2 Use of symbols / formulae
If a student writes a chemical symbol / formula instead of a required chemical name, or uses
symbols to denote quantities in a physics equation, 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. At any point in a calculation students may omit steps from their
working. If a subsequent step is given correctly, the relevant marks may be awarded.
Full marks are not awarded for a correct final answer from incorrect working.
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.
4
3.5 Errors carried forward
An error can be carried forward from one question part to the next and is shown by the
abbreviation ‘ecf’.
Within an individual question part, an incorrect value in one step of a calculation does not prevent
all of the subsequent marks being awarded.
3.6 Phonetic spelling
Marks should be awarded if spelling is not correct but the intention is clear, 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.
3.11 Numbered answer lines
Numbered lines on the question paper are intended to support the student to give the correct
number of responses. The answer should still be marked as a whole.
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, if
necessary, annotate it (as instructed) to show the qualities that are being looked for. You can then
apply the mark scheme.
5
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. 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.
6
Question 1
AO /
Question Answers Extra information Mark
Spec. Ref.
01.1 hydrogen / H+ 1 AO1

5.4.2.4
AO /
Spec. Ref.
01.2 MP2 is dependent upon MP1 AO1

being awarded 5.4.2.4
(indicator) universal ignore pH meter 1
(result) (green to) red / orange / 1

yellow
OR
(indicator) (blue) litmus (1)
(result) (turns) red (1)
OR
(indicator) methyl orange (1)
(result) (turns) red (1)
AO /
Spec. Ref.
01.3 the solubility decreases 1 AO3

5.3.2.5
AO /
Spec. Ref.
01.4 pH of the solution increases 1 AO3

5.3.2.5
5.4.2.4
7
AO /
Spec. Ref.
01.5 (l) 1 AO2

5.2.2.2
AO /
Question Answers Mark
Spec. Ref.
Level 3: The method would lead to the production of a valid 5–6
01.6 AO3
outcome. All key steps are identified and logically sequenced.
5.3.1.3
5.4.2.2
Level 2: The method would not necessarily lead to a valid 3–4
outcome. Most steps are identified, but the plan is not fully logically
sequenced.
Level 1: The method 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:
• measure a (stated) mass of calcium carbonate

• use a balance
• add calcium carbonate into a conical flask
• measure a (stated) volume of hydrochloric acid
• use a measuring cylinder
• add hydrochloric acid to the conical flask
• immediately place the stopper (and delivery tube) in the conical
flask
• record the total volume of carbon dioxide gas
or
record volume of carbon dioxide collected in set time
or
time taken to collect fixed volume of gas
• collected in the gas syringe
• repeat
• repeat method with different masses of calcium carbonate
Total Question 1 12
8
Question 2
AO /
Spec. Ref.
02.1 neutralisation allow exothermic 1 AO1

5.4.2.2
RPA8
AO /
Spec. Ref.
02.2 (Mr =) AO2

(1 × 2) + 32 + (4 × 16) 1 5.3.1.2
= 98 1
AO /
Spec. Ref.
02.3 (Ar O × 4 =) AO2

4 × 16 1 5.3.1.2
or
64
(percentage of oxygen =)
64 allow correct use of incorrectly 1
×100 determined mass of oxygen
110
= 58.18 1
= 58 (%) allow a correctly calculated 1

answer to 2 significant figures
from an incorrect calculation
which uses the values in the
question
9
AO /
Spec. Ref.
02.4 (unit conversion) AO2

(25 cm3 ÷ 1000) = 0.025 dm3 1 5.3.2.5
0.30
(conc =) (g/dm3) allow correct use of incorrect / 1
0.025 no unit conversion
= 12 (g/dm3) 1
alternative approach:
0.30
(g/cm3) (1)
25
= 0.012 (g/cm3) (1)
(unit conversion)
(0.012 × 1000) allow correct conversion of an
= 12 (g/dm3) (1) incorrect concentration
calculation
Total Question 2 10
10
Question 3
AO /
Spec. Ref.
03.1 4 Na + O2 → 2 Na2O allow multiples 1 AO2

5.1.1.1
5.1.2.5
5.3.1.1
5.4.1.1
AO /
Spec. Ref.
03.2 sodium atom loses one electron 1 AO1

5.1.1.7
5.1.2.3
(and) oxygen atom gains two 1 5.1.2.5
electrons 5.2.1.2
(so) two sodium atoms to one 1

oxygen atom
any one from: 1

• (to form) Na+ and O2-
• (to form) sodium ion(s) and
oxide ion(s)
• (to form) ions with full outer
shells / levels.
AO /
Spec. Ref.
03.3 yellow flame allow orange flame 1 AO1

5.1.2.5
any one from: 1
• sodium melts
• white smoke / solid / powder
11
AO /
Spec. Ref.
03.4 (potassium) AO1

(burns with a) lilac flame allow (burns with a) different 1 5.1.2.5
colour flame
burns faster allow more vigorous reaction 1
Total Question 3 9
12
Question 4
AO /
Spec. Ref.
04.1 electron → proton → neutron 1 AO1

5.1.1.3
AO /
Spec. Ref.
04.2 (times heavier =) AO2

1.673 × 10–27 1 5.1.1.5
9.109 × 10–31
= 1837 allow 1836.645076 correctly 1

rounded to at least 3 significant
figures
AO /
Spec. Ref.
04.3 46 1 AO2
5.1.1.5
AO /
Spec. Ref.
04.4 36 1 AO2
5.1.1.4
5.1.1.5
AO /
Spec. Ref.
04.5 (Ar =) AO2

(35 × 75.77) + (37 × 24.23) 1 5.1.1.6
100
= 35.4846 1
= 35.48 allow an answer correctly 1

calculated to 2 decimal places
from an incorrect calculation
which uses the values in the
question
13
AO /
Spec. Ref.
04.6 allow any combination of circles, AO1

dots, crosses, e(–) for electrons 5.1.2.6
5.2.1.1
one shared pair in overlap 1 5.2.1.4
each chlorine atom with ignore any inner shell electrons 1

6 non-bonded electrons (on
outer shell)
the diagram below scores 2

marks
Total Question 4 10
14
Question 5
AO /
Spec. Ref.
05.1 ions are not free to move 1 AO1

5.2.2.3
5.4.3.1
AO /
Spec. Ref.
05.2 liquid or molten allow (when) the solid is melted 1 AO1

5.4.3.1
ignore references to aqueous 5.4.3.2
solutions
ignore references to dissolving
AO /
Spec. Ref.
05.3 carbon / graphite allow platinum / gold / silver 1 AO3

5.4.3.1
5.4.3.4
RPA9
AO /
Spec. Ref.
05.4 2 Cl– → Cl2 + 2 e– ignore state symbols 2 AO2

5.4.1.4
allow 1 mark for Cl2 + e– 5.4.3.1
5.4.3.4
5.4.3.5
RPA9
15
AO /
Spec. Ref.
05.5 water (molecules) break down to 1 AO3

produce (equal numbers of) H+
and OH– (ions)
(so) the hydrogen / H+ ions are 1 AO1

attracted to the negative
electrode (where) hydrogen ions
are discharged / reduced
(because) hydrogen is less 1 AO3

reactive than sodium
(so there is) a decrease in (the 1 AO3

relative number of) hydrogen /
H+ ions 5.4.2.4
or 5.4.3.1
(so there is) an increase in the 5.4.3.4
relative number of hydroxide / 5.4.3.5
OH- ions RPA9
Total Question 5 9
16
Question 6
AO /
Spec. Ref.
06.1 filter (to remove excess 1 AO1

magnesium) 5.1.1.2
5.4.2.1
(then) crystallisation (of allow (then) evaporation (of 1 5.4.2.3
magnesium chloride solution) water from magnesium chloride RPA8
solution)
AO /
Spec. Ref.
06.2 (magnesium atoms are) AO2

oxidised 1 5.4.1.4
5.4.2.1
(because the atoms) lose (two) 1 5.4.2.3
electrons RPA8
17
AO /
Spec. Ref.
06.3 0.72
(moles Mg =) 1 AO2
24
5.3.1.1
= 0.03 5.3.2.2
1
5.4.2.1
5.4.2.3
RPA8
(moles Mg = moles MgCl2) allow a correct calculation using 1
(so mass MgCl2 =) 0.03 × 95 an incorrectly calculated value
of moles of magnesium
allow a correct calculation using

an incorrectly calculated value
of moles of magnesium chloride
= 2.85 (g) 1
(100.0 cm3 = 0.100 dm3

mass
concentration = )
volume
2.85
= allow correct use of incorrectly 1
0.100 calculated mass of magnesium
chloride
= 28.5 (g/dm3) 1
Total Question 6 10
18
Question 7
AO /
Spec. Ref.
07.1 fullerenes and graphene 1 AO1

5.2.3.3
AO /
Spec. Ref.
07.2 delocalised electrons 1 AO1

5.2.1.5
(which) move through the 1 5.2.2.8
structure
(and) transfer energy 1
AO /
Spec. Ref.
07.3 strong (electrostatic) forces of 1 AO1

attraction 5.2.1.3
5.2.2.3
(between the) oppositely 1
charged ions
(so) large amounts of energy allow (so) large amounts of 1

needed to break the many / energy needed to break the
strong bonds / forces bonds / forces in all directions
allow (so) large amounts of

energy needed to break the
bonds in the lattice
19
AO /
Spec. Ref.
07.4 small molecules allow simple molecules 1 AO1

5.2.1.4
5.2.2.4
(with) weak forces between the allow (with) weak intermolecular 1
molecules bonds
or
(with) weak intermolecular do not accept incorrect
forces references to covalent bonds
(so) little energy required to allow (so) little energy required 1

overcome / break the forces to separate the molecules
between molecules
or
(so) little energy required to allow (so) little energy required
overcome / break the to overcome / break the
intermolecular forces intermolecular bonds
ignore less energy
Total Question 7 10
20

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GCSE

COMBINED SCIENCE: TRILOGY

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

Copyright © 2023 AQA and its licensors. All rights reserved.

2. Emboldening and underlining

However, responses considered to be neutral (indicated as * in example 1) are not penalised.

Example 1: What is the pH of an acidic solution?

Student Response Marks

Example 2: Name two magnetic materials.

Student Response Marks awarded

3.2 Use of symbols / formulae

3.3 Marking procedure for calculations

3.4 Interpretation of ‘it’

3.5 Errors carried forward

3.6 Phonetic spelling

In the mark scheme additional information, ‘allow’ is used to indicate creditworthy

3.10 Do not accept

3.11 Numbered answer lines

4. Level of response marking instructions

Step 1: Determine a level

Step 2: Determine a mark

01.1 hydrogen / H+ 1 AO1

01.2 MP2 is dependent upon MP1 AO1

(indicator) universal ignore pH meter 1

(result) (green to) red / orange / 1

(indicator) (blue) litmus (1)

(result) (turns) red (1)

(indicator) methyl orange (1)

(result) (turns) red (1)

01.3 the solubility decreases 1 AO3

01.4 pH of the solution increases 1 AO3

01.5 (l) 1 AO2

• measure a (stated) mass of calcium carbonate

• repeat method with different masses of calcium carbonate

02.1 neutralisation allow exothermic 1 AO1

02.2 (Mr =) AO2

02.3 (Ar O × 4 =) AO2

= 58 (%) allow a correctly calculated 1

02.4 (unit conversion) AO2

= 0.012 (g/cm3) (1)

03.1 4 Na + O2 → 2 Na2O allow multiples 1 AO2

03.2 sodium atom loses one electron 1 AO1

(so) two sodium atoms to one 1

any one from: 1

03.3 yellow flame allow orange flame 1 AO1

03.4 (potassium) AO1

burns faster allow more vigorous reaction 1

04.1 electron → proton → neutron 1 AO1

04.2 (times heavier =) AO2

= 1837 allow 1836.645076 correctly 1

04.5 (Ar =) AO2

= 35.48 allow an answer correctly 1

04.6 allow any combination of circles, AO1

each chlorine atom with ignore any inner shell electrons 1

the diagram below scores 2

05.1 ions are not free to move 1 AO1

05.2 liquid or molten allow (when) the solid is melted 1 AO1

ignore references to dissolving

05.3 carbon / graphite allow platinum / gold / silver 1 AO3