Aqa 84621H MS Jun22

GCSE
CHEMISTRY
8462/1H
Paper 1 Higher Tier
Mark scheme
June 2022
Version: 1.0 Final Mark Scheme
*226g8462/1H/MS*
MARK SCHEME – GCSE CHEMISTRY – 8462/1H – JUNE 2022
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 © 2022 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 D 1 AO3
4.1.2.3
AO /
Spec. Ref.
01.2 B 1 AO3
4.1.3.2
AO /
Spec. Ref.
allow converse statements for

01.3 transition elements AO1
4.1.3.1
any two from: 2 4.1.3.2
(Group 1 elements)
• have lower melting / boiling
points
• have lower densities
• are less strong
• are softer allow (Group 1 elements are)
more malleable / ductile
allow (Group 1 elements) are

not useful as catalysts
ignore transition elements form

coloured compounds
ignore transition elements form

ions with different charges
ignore references to chemical

properties
7
AO /
Spec. Ref.
01.4 allow any combination of 1 AO2

x, , o, e(–) for electrons 4.1.1.7
AO /
Spec. Ref.
01.5 delocalised electrons allow free electrons 1 AO1

4.2.1.5
(the electrons) carry (electrical) ignore current / electricity for 1 4.2.2.8
charge charge
(the electrons move) through the ignore throughout for through 1

metal / aluminium / structure
AO /
Spec. Ref.
01.6 ionic 1 AO1

4.2.1.1
8
AO /
Spec. Ref.
01.7 magnesium (atom) loses 1 AO2

electrons 4.2.1.1
4.2.1.2
oxygen (atom) gains electrons 1
two electrons (are transferred) 1
magnesium ions and oxide ions allow Mg2+ (ions) and O2– (ions) 1
are formed are formed
allow magnesium forms positive
ions and oxygen forms negative
ions
allow (both) form a complete
outer shell
Total Question 1 13
9
Question 2
AO/
Question Answers Mark
Spec. Ref
02.1 Level 3: The method would lead to the production of a valid 5–6 AO1
outcome. The key steps are identified and logically sequenced. 4.5.1.1
RPA 4
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 volume of (hydrochloric) acid

• with a measuring cylinder
• pour (hydrochloric) acid into a suitable container eg

polystyrene cup
• measure the initial temperature (of hydrochloric acid)
• with a thermometer
• add a known mass of sodium carbonate

• measured with a balance
• stir
• measure the highest temperature reached
• repeat with different masses of sodium carbonate

or
add successive masses of sodium carbonate to the same
mixture
• repeat the whole investigation
• use the same starting temperature

• use the same volume of (hydrochloric) acid each time
• use the same concentration of (hydrochloric) acid each time
10
AO /
Spec. Ref.
02.2 change in highest temperature allow a tolerance of ± ½ a small 1 AO2

View with square 4.5.1.1
RPA 4
Figure 3
corresponding change in mass allow a tolerance of ± ½ a small 1
square
(gradient =)
change in highest temperature allow correct use of an 1
change in mass incorrectly determined change in
highest temperature and / or
change in mass
(gradient =) 1.6 1
°C/g allow °C/gram(s) 1
AO /
Spec. Ref.
02.3 extrapolates line to the y-axis 1 AO2

View with 4.5.1.1
20.6 (°C) allow a tolerance of ± ½ a small 1 RPA 4
Figure 3
square
allow a correctly determined
value from an incorrectly
extrapolated line
alternative approach:
(highest temperature at 1.0 g –

change in highest temperature
per gram =)
22.2 – 1.6 (1) allow correct use of value
determined for gradient in
question 02.2
= 20.6 (°C) (1)
11
AO /
Spec. Ref.
02.4 C 1 AO3
4.5.1.1
RPA 4
AO /
Spec. Ref.
02.5 (X) energy 1 AO1

4.5.1.2
(Y) (overall) energy change 1
AO /
Spec. Ref.
02.6 (level of) products is below allow the energy decreases 1 AO1
(level of) reactants (overall) 4.5.1.2
allow energy is transferred to

the surroundings
ignore references to bond

making / breaking
Total Question 2 17
12
Question 3
AO /
Spec. Ref.
03.1 giant structure allow macromolecular 1 AO1

allow (giant) lattice 4.2.3.1
covalent (bonds) 1
four bonds per carbon / atom 1
AO /
Spec. Ref.
03.2 (covalent) bonds are strong 1 AO1

4.2.2.1
(and many covalent) bonds 1 4.2.2.6
must be broken 4.2.3.1
(so) a lot of energy is required 1
AO /
Spec. Ref.
03.3 fullerene 1 AO1

4.2.3.3
13
AO /
Spec. Ref.
ignore references to ease of

03.4 movement around the body AO3
any one from: 1 4.2.3.3
• (C70 is) hollow allow (C70) acts as a cage
allow (C70) traps the drug
• (C70 is) unreactive
• (C70 is) not toxic
• (C70 has) a large surface area
to volume ratio
AO /
Spec. Ref.
03.5 AO2
�moles of C70 molecules = 4.3.2.1
1
=� 0.01̇ 42857̇ 1
70
(molecules =)
0.01̇ 42857̇ × 6.02 × 1023 allow correct use of an incorrect 1
attempt at the calculation of the
number of moles of C70
molecules
= 8.6 × 1021 1
Total Question 3 11
14
Question 4
AO /
Spec. Ref.
04.1 (zinc oxide) solid remaining allow (zinc oxide) solid no longer 1 AO1
disappears 4.2.2.2
4.4.2.2
4.4.2.3
ignore references to colour / RPA 1
effervescence
AO /
Spec. Ref.
allow converse statements for

04.2 hydrochloric acid AO1
4.4.2.2
(excess) zinc oxide can be allow separation / removal of 1 4.4.2.3
filtered off (excess) zinc oxide is easier RPA 1
ignore to ensure all the

(hydrochloric) acid is used up
AO /
Spec. Ref.
04.3 any one from: 1 AO1

• zinc hydroxide allow Zn(OH)2 4.4.2.2
• zinc carbonate allow ZnCO3 4.4.2.3
RPA1
15
AO /
Spec. Ref.
04.4 heat (the solution) until allow heat (the solution) until 1 AO1
crystallisation point is reached crystals start to form 4.4.2.3
allow heat (the solution) to RPA 1
reduce the volume
allow heat (the solution) to
evaporate (some of the water)
leave the solution (to cool / 1

crystallise)
if no other mark is awarded

allow 1 mark for heat the
solution to dryness
AO /
Spec. Ref.
04.5 Zn + Cu2+ → Zn2+ + Cu ignore state symbols 1 AO2

4.4.1.2
4.4.1.4
AO /
Spec. Ref.
04.6 zinc (atoms) lose (2) electrons do not accept references to 1 AO2
oxygen 4.4.1.2
4.4.1.4
16
AO /
Spec. Ref.
ignore voltmeter / ammeter

04.7 regardless of location AO1
(a diagram showing) 4.5.2.1
solution in a container ignore labels 1
zinc electrode ignore polarities on electrodes 1

and
copper electrode
both inserted into solution
complete circuit that would allow a named electrolyte in 1

function as an electrochemical solution
cell including a labelled allow a named molten
electrolyte electrolyte
do not accept cell / battery in

external circuit
do not accept a wire between

the electrodes
an answer of
scores 3 marks
Total Question 4 10
17
Question 5
AO /
Spec. Ref.
05.1 allow converse statements for AO3

potassium 4.1.2.5
any one from: 1
• more vigorous bubbling (for
rubidium)
• bigger / brighter flame (for allow (rubidium) catches fire
rubidium) more quickly
allow (rubidium) moves around

more quickly
allow (rubidium) explodes
allow (rubidium) disappears

more quickly
allow (rubidium) melts more

quickly
AO /
Spec. Ref.
05.2 allow energy level for shell AO1

throughout 4.1.2.5
4.4.1.2
allow converse argument in
terms of potassium
(rubidium’s) outer shell / allow the (rubidium) atom is 1

electron is further from the larger
nucleus allow (rubidium) has more shells
(so) there is less (electrostatic) allow (so) there is more 1

attraction between the nucleus shielding between the outer
and the outer electron (in electron and the nucleus (in
rubidium) rubidium)
(so) the (outer) electron (in allow (so) less energy is needed 1
rubidium) is more easily lost to remove the (outer) electron
(in rubidium)
18
AO /
Spec. Ref.
ignore state symbols

05.3 AO2
2 Rb + 2 H2O → 2 RbOH + H2 allow multiples 3 4.1.1.1
4.1.2.5
allow 1 mark for H2 4.3.1.1
allow 1 mark for RbOH
AO /
Spec. Ref.
05.4 the noble gases have boiling 1 AO1

points that increase going down 4.1.2.4
the group
AO /
Spec. Ref.
05.5 (relative atomic mass =) allow (relative atomic mass =) AO2

1 4.1.1.6
(90.48 ×20)+(0.27 ×21)+(9.25 ×22) 1809.6 + 5.67 + 203.5
100 100
allow (relative atomic mass =)

18.096 + 0.0567 + 2.035
= 20.1877 1
= 20.2 allow an answer correctly 1

rounded to 3 significant figures
from an incorrect calculation
which uses all of the values in
Table 1
ignore units
Total Question 5 11
19
Question 6
AO /
Spec. Ref.
06.1 Na+ + e− → Na 1 AO2

4.4.3.2
4.4.3.5
AO /
Spec. Ref.
06.2 so the products do not react (to 1 AO3

reform sodium chloride) 4.4.3.2
AO /
Spec. Ref.
06.3 ion 1 AO3

4.4.3.2
AO /
Spec. Ref.
06.4 hydrogen / H+ (ions) 1 AO1

4.4.3.4
hydroxide / OH− (ions) 1
AO /
Spec. Ref.
06.5 sodium hydroxide allow NaOH 1 AO2

4.4.3.4
20
AO /
Spec. Ref.
06.6 sodium ions and hydroxide ions 1 AO2

are left (in solution) 4.4.3.4
(because) hydrogen ions are allow (because) hydrogen ions 1

discharged / reduced (at the gain electrons (at the negative
negative electrode to form electrode to form hydrogen)
hydrogen)
allow (because at the negative
electrode)
2 H+ + 2 e− → H2
(and because) chloride ions are allow (and because) chloride 1

discharged / oxidised (at the ions lose electrons (at the
positive electrode to form positive electrode to form
chlorine) chlorine)
allow (and because at the

positive electrode)
2 Cl− → Cl2 + 2 e−
Total Question 6 9
21
Question 7
AO /
Spec. Ref.
ignore references to hydrogen

07.1 AO3
silicon is less reactive than allow converse 1 4.4.1.3
carbon
allow silicon is below carbon (in
the reactivity series)
(because) carbon displaces 1

silicon (from silicon dioxide)
ignore (because) carbon

reduces silicon dioxide
AO /
Spec. Ref.
07.2 more energy is needed (to ignore references to electricity 1 AO3

obtain aluminium) 4.4.1.3
4.4.3.3
(because) aluminium is obtained 1
(from aluminium oxide) by
electrolysis
AO /
Spec. Ref.
07.3 both products are solid 1 AO3

4.4.1.3
22
AO /
Spec. Ref.
07.4 (Mr of SiO2 = 28 + (2 × 16)) = 60 1 AO2

4.3.1.2
4.3.2.1
(conversion 1.2 kg =) 1200 (g) 1 4.3.2.2
(number of moles of SiO2 = allow correct use of an 1

1200 incorrectly converted or
) = 20 unconverted mass of SiO2
60
allow correct use of an
incorrectly calculated Mr of SiO2
(number of moles of Mg allow correct use of an 1

= 20 × 2) = 40 incorrectly calculated number of
moles of SiO2
allow correct use of an 1

(mass of Mg = 40 × 24)
= 960 (g) incorrectly calculated number of
moles of Mg
(Mr of SiO2 = 28 + (2 × 16)) = 60

(1)
48 g Mg reacts with 60 g SiO2 allow correct use of an

(1) incorrectly calculated Mr of SiO2
(conversion 1.2 kg =) 1200 (g)

(1)
1200
48 × (g Mg reacts allow correct use of an
60 incorrectly calculated mass of
with 1200 g SiO2) (1)
Mg and / or incorrectly
converted or unconverted mass
of SiO2
= 960 (g) (1)
23
AO /
Spec. Ref.
07.5 allow any combination of 1 AO2

x, , o, e(–) for electrons 4.2.1.4
24
AO /
Spec. Ref.
07.6 (volume of oxygen for 30 cm3 AO2

Si2H6 = 3.5 × 30) 4.3.2.4
= 105 (cm3) 1 4.3.5
(volume of excess oxygen allow correct use of an

= 150 – 105) incorrectly calculated volume of
= 45 (cm3) oxygen for 30 cm3 Si2H6 1
(volume of water (vapour)

= 3 × 30)
= 90 (cm3) 1
(volume of gases = 45 + 90) allow correct use of incorrectly

= 135 (cm3) calculated volumes of excess 1
oxygen and / or water vapour
allowed alternative approach:

0.03
(moles Si2H6 = =)
24
0.00125 (1)
(moles water vapour formed = allow correct use of an

3 × 0.00125 =) 0.00375 incorrectly calculated number of
and moles of Si2H6
(moles oxygen used =
3.5 × 0.00125 =) 0.004375 (1)
(moles excess oxygen = allow correct use of an

0.15
-
0.004375 =) incorrectly calculated number of
24
moles of oxygen used
0.001875 (1)
(volume of gases = allow correct use of an

24 × (0.00375 + 0.001875) = incorrectly calculated number of
0.135 dm3 =) moles of excess oxygen and / or
135 (cm3) (1) moles of water vapour formed
Total Question 7 15
25
Question 8
AO/
Question Answers Mark
Spec. Ref
08.1 Level 3: Relevant points (reasons / causes) are identified, given 3-4 AO1
in detail and logically linked to form a clear account. 4.3.2.5
4.4.2.4
Level 2: Relevant points (reasons / causes) are identified, and 1-2 4.4.2.6
there are attempts at logical linking. The resulting account is not
fully clear.
No relevant content 0
Indicative content
General principle
• pH depends on H+ ion concentration
• the higher the concentration of H+ ions the lower the pH
Strength
• the stronger an acid the greater the ionisation / dissociation (in
aqueous solution)
• (so) the stronger the acid the lower the pH
Concentration
• the higher the concentration of an acid the more acid / solute in
the same volume (of solution)
• (so) the higher the concentration of the acid the lower the pH
26
AO /
Spec. Ref.
allow identification of titration by

08.2 titration number or volume AO3
the mean of titration numbers 2 1 4.4.2.5
to 5 values is calculated RPA2
(because) 23.90 (cm3) is an allow (because) 23.90 (cm3) is 1

anomalous result not concordant
allow (because) 23.90 (cm3) is
too high a value
allow (because) the first titration
is a rough value
allow for 2 marks an answer of

(because) the mean is taken of
the values within 0.10 (cm3)
allow for 2 marks an answer of

(because) the mean is taken of
the concordant values
27
AO /
Spec. Ref.
08.3 (moles Ba(OH)2 = AO2

23.50 1 4.3.4
× 0.100 ) = 0.00235 4.4.2.5
1000 RPA2
(moles HCl = 0.00235 × 2 =) allow correct use of an 1

0.00470 incorrectly calculated number of
moles of Ba(OH)2
(concentration =) allow correct use of an 1

1000 incorrectly calculated number of
0.00470 × moles of HCl
25.0
3
= 0.188 (mol/dm ) 1
�ratio moles HCl allow inverted expression

=�
moles Ba(OH)2
2 25.0 × concentration allow 1 mark for the expression

= (2)
1 23.50 × 0.100 with an incorrect mole ratio
(concentration =)
2 × 23.50 × 0.100 allow correct use of the
(1) expression with an incorrect
25.00
mole ratio
3
= 0.188 (mol/dm ) (1)
28
AO /
Spec. Ref.
08.4 there are no ions that are free to allow there are no ions in 1 AO3
move solution 4.2.2.3
allow there are no ions free to 4.4.2.2
carry the charge 4.4.2.4
4.4.2.5
(because) barium sulfate is 1
solid / insoluble
(and) hydrogen ions have allow (and) water is a covalent / 1

reacted with hydroxide ions to molecular substance
produce water
AO /
Spec. Ref.
08.5 the mixture (now) contains allow excess barium hydroxide 1 AO3
barium ions and hydroxide ions solution contains ions 4.2.2.3
that are free to move 4.4.2.2
4.4.2.4
4.4.2.5
Total Question 8 14
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GCSE

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

Copyright © 2022 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

allow converse statements for

allow (Group 1 elements) are

ignore transition elements form

ignore transition elements form

ignore references to chemical

01.4 allow any combination of 1 AO2

01.5 delocalised electrons allow free electrons 1 AO1

(the electrons move) through the ignore throughout for through 1

01.6 ionic 1 AO1

01.7 magnesium (atom) loses 1 AO2

two electrons (are transferred) 1

• measure volume of (hydrochloric) acid

• pour (hydrochloric) acid into a suitable container eg

• add a known mass of sodium carbonate

• measure the highest temperature reached

• repeat with different masses of sodium carbonate

• repeat the whole investigation

• use the same starting temperature

02.2 change in highest temperature allow a tolerance of ± ½ a small 1 AO2

°C/g allow °C/gram(s) 1

02.3 extrapolates line to the y-axis 1 AO2

(highest temperature at 1.0 g –

= 20.6 (°C) (1)

02.5 (X) energy 1 AO1

allow energy is transferred to

ignore references to bond

03.1 giant structure allow macromolecular 1 AO1

four bonds per carbon / atom 1

03.2 (covalent) bonds are strong 1 AO1

(so) a lot of energy is required 1

03.3 fullerene 1 AO1

ignore references to ease of

allow converse statements for

ignore to ensure all the

04.3 any one from: 1 AO1

leave the solution (to cool / 1

if no other mark is awarded

04.5 Zn + Cu2+ → Zn2+ + Cu ignore state symbols 1 AO2

ignore voltmeter / ammeter