OxfordAQA 9203 1 Final MS Nov22 v1.0

INTERNATIONAL GCSE
PHYSICS
9203/1
Paper 1
Mark scheme
November 2022
Version: 1.0 Final
*22BY9203/1/MS*
MARK SCHEME – INTERNATIONAL GCSE PHYSICS – 9203/1 – NOVEMBER 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 oxfordaqaexams.org.uk
Copyright information
OxfordAQA retains the copyright on all its publications. However, registered schools/colleges for OxfordAQA are permitted to copy material from this booklet for
their own internal use, with the following important exception: OxfordAQA 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 Oxford International AQA Examinations and its licensors. All rights reserved.
2
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 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.
An answer which contains nothing of relevance to the question must be awarded no marks.
3
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.
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.
4
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.
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.
5
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.
6
Question 1
AO/
Question Answers Extra information Mark
Spec. Ref.
01.1 B 1 AO1
3.3.5 b
AO/
Spec. Ref.
01.2 0.70 1 AO2

n=
0.50 3.3.5e
1.4 1
AO/
Spec. Ref.
01.3 1 AO1
3.3.5 a
AO/
Spec. Ref.
01.4 to detect light at the back of the 1 AO1

eye 3.3.6 j
AO/
Spec. Ref.
01.5 eyeball is too short 1 AO1

3.3.6 j
7
AO/
Spec. Ref.
01.6 convex 1 AO1

3.3.6 j
AO/
Spec. Ref.
01.7 light 1 AO1

3.3.6 k
AO/
Spec. Ref.
01.8 to cauterise blood vessels 1 AO1

3.3.6 k
Total Question 1 9
8
Question 2
AO/
Spec. Ref.
02.1 use a water bath allow Bunsen burner 1 AO4

allow any sensible heating 3.4.1 e
method
wear goggles allow any sensible safety 1

precaution
AO/
Spec. Ref.
02.2 stopclock allow stopwatch 1 AO4

3.4.1 e
thermometer 1
AO/
Spec. Ref.
02.3 60 s 1 AO2
3.4.1 e
AO/
Spec. Ref.
02.4 24.5 (°C) 1 AO2

3.4.1 e
AO/
Spec. Ref.
02.5 29.5 − 24.5 = 5 (°C) allow ecf from Question 02.4 1 AO2
3.4.1 e
9
AO/
Spec. Ref.
02.6 E = 0.080 × 110 000 1 AO2

3.4.1 d
8 800 (J) 1
AO/
Spec. Ref.
02.7 rate of energy transfer allow cools down more slowly 1 AO3
decreases 3.4.2 d
as the temperature difference 1

with the room decreases
Total Question 2 11
10
Question 3
AO/
Spec. Ref.
03.1 metal B expands more than 1 AO1

metal A 3.4.2 e
AO/
Spec. Ref.
03.2 iron and zinc 1 AO3

3.4.2 e
because they have the largest 1
difference in expansion
AO/
Spec. Ref.
03.3 percentage increase 1 AO2

2.2 3.4.2 e
= × 100
700
0.31 (%) allow answer that rounds to 0.31 1
AO/
Spec. Ref.
03.4 when temperature rises, 1 AO1

bimetallic strip bends to touch 3.4.2 e
the contact
this completes the circuit to turn 1

on the fire alarm
AO/
Spec. Ref.
03.5 particles vibrate more 1 AO3

3.4.2 e
particles move further apart 1
Total Question 3 9
11
Question 4
AO/
Spec. Ref.
04.1 number of complete waves 1 AO1

passing a point in one second 3.3.1 g
AO/
Spec. Ref.
04.2 24 000 000 000 Hz 1 AO2

3.3.1 g
AO/
Spec. Ref.
04.3 300 000 000 = allow ecf from Question 04.2 1 AO2
24 000 000 000 × wavelength 3.3.1 h
300 000 000 1

wavelength =
24 000 000 000
0.0125 (m) allow 0.013 (m) 1
AO/
Spec. Ref.
04.4 any two from: 2 AO1

3.3.2 b
• travel at same speed (through
a vacuum)
• transverse waves
• can be refracted
• can be reflected
• can be diffracted
• transfer energy
• can travel through a vacuum
12
AO/
Spec. Ref.
04.5 light waves have a shorter allow different wavelength 1 AO1

wavelength 3.3.2 b
or
light waves have a higher allow different frequency

frequency
AO/
Spec. Ref.
04.6 any two from: 2 AO1

3.1.5 e
• condition of tyres
• condition of brakes
• icy / wet roads
• condition of road surface
• mass of car
AO/
Spec. Ref.
04.7 the stopping distance is the sum 1 AO1

of the thinking distance and the 3.1.5 b
braking distance
(because) the thinking distance 1

is decreased as the distance
travelled during the driver’s
reaction time is decreased
(and) the braking distance is 1

decreased as the distance
travelled during the braking
force is decreased
Total Question 4 13
13
Question 5
AO/
Spec. Ref.
05.1 it can be switched on and off 1 AO3

3.5.2 g
or
the strength of the allow can be stronger than

electromagnet can be varied permanent magnets
AO/
Spec. Ref.
05.2 increase the current in the coil allow use a battery with a higher 1 AO1
potential difference 3.5.2 g
increase the number of turns in 1
the coil
AO/
Spec. Ref.
05.3 (when the switch is closed) 1 2 × AO1

there is a current in the 2 × AO2
electromagnet circuit 2 × AO3
3.5.2 c
producing a magnetic field 1
around the electromagnet
the iron bar becomes an 1

induced magnet
iron bar is attracted to the 1

electromagnet
pulling the brake pad onto the 1

wheel so friction acts between
brake pad and wheel
work done against friction so 1

kinetic energy is reduced
Total Question 5 9
14
Question 6
AO/
Spec. Ref.
06.1 two hydrogen nuclei 1 AO1

3.7.4 a b
join / fuse to form a helium 1
nucleus
some of the mass is converted 1

into energy
AO/
Spec. Ref.
06.2 force of repulsion between two 1 AO1

positive nuclei needs to be 3.7.4 c
overcome (so they can get close
enough to fuse)
AO/
Spec. Ref.
06.3 the star will expand to become a 1 AO1

red giant 3.8.1 h
the outer layers of gas will be 1

shed
exposing the core as a white 1

dwarf
this will cool to become a black 1

dwarf
AO/
Spec. Ref.
06.4 the range of electromagnetic 1 AO1

radiation emitted by an object at 3.3.2 f
a certain temperature
15
AO/
Question Answers Mark
Spec. Ref.
06.5 Level 2: Scientifically relevant features are identified; the way(s) in 3–4 AO3
which they are similar / different is made clear and (where 3.3.2 f
appropriate) the magnitude of the similarity / difference is noted.
Level 1: Relevant features are identified and differences noted. 1–2
No relevant content 0
Indicative content
• blue star has maximum intensity at 400 nm
• white star has maximum intensity at 620 nm
• red star has max intensity at 790 nm
• the greater the surface temperature of the star the shorter

the wavelength at its peak intensity
• the blue star would be the brightest
for all stars:

• as wavelength increases, intensity increases then decreases
for all wavelengths:

• blue star has greatest intensity
• red star has least intensity
Total Question 6 13
16
Question 7
AO/
Spec. Ref.
07.1 any one from: 1 AO1

3.2.3 d
• uses a renewable energy
resource
• (operation of the fountain) (operation of the fountain) does
does not contribute to global not produce carbon dioxide
warming
• reduces risk of electrocution
AO/
Spec. Ref.
07.2 12 000 1 AO2

0.30 = 3.2.2 f
total energy in
12 000 1
total energy in =
0.30
40 000 (J) 1
AO/
Spec. Ref.
07.3 E 1 AO2
6.0 = 3.5.1 f
3000
E = 6.0 × 3000 1
18 000 (J) 1
17
AO/
Spec. Ref.
07.4 Ek = 0.5 × 2.0 × 10–4 × 3.52 1 AO2

3.2.1 d e
Ek = 0.001225 J 1
Ek = Ep
v2
0.001225 = 2.0 × 10–4 × 9.8 × h allow h = 2g 1
0.001225 2
h= −4
�2.0 × 10 × 9.8� allow h = 23.5
× 9.8
1
0.625 (m) 1
allow 0.63 (m)
AO/
Spec. Ref.
07.5 work done against air resistance 1 AO1

3.2.1 b
Total Question 7 13
18
Question 8
AO/
Spec. Ref.
08.1 allow speed for velocity 2 x AO1

throughout 4 x AO2
section A to B 3.1.3 b c d
g
the resultant force is forwards allow thrust is greater than drag 1 3.1.6 a
so the car accelerates allow velocity increases 1
section B to C
resultant force is zero allow thrust and drag have the 1

same magnitude but act in
opposite directions
so the car travels at a constant allow terminal velocity for 1

velocity constant velocity
section C to D
the resultant force is in the allow drag is greater than thrust 1

opposite direction to motion
so the car decelerates allow velocity decreases for 1

decelerates
AO/
Spec. Ref.
08.2 45 − 0 allow use of any point on line 1 AO1

a= AB 2 × AO2
1.4 − 0
3.1.3 e
32 allow a correct answer to any 1
number of significant figures
m/s2 1
19
AO/
Spec. Ref.
08.3 distance travelled during AO2

acceleration 3.1.3 f
0.5 × 137.5 × 4.3 1
295.625 (m) 1
distance travelled during

constant speed
137.5 × 2.2 = 302.5 (m) 1
total distance = 295.625 + 302.5 1

= 598.125 (m)
Total Question 8 13
20

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INTERNATIONAL GCSE

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

Level of response marking instructions

Step 1 Determine a level

Step 2 Determine a mark

The mark scheme for each question shows:

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 planets in the solar system.

Student Response Marks awarded

3.2 Use of chemical symbols/formulae

3.3 Marking procedure for calculations

3.4 Interpretation of ‘it’

3.5 Errors carried forward

3.6 Phonetic spelling

3.10 Do not accept

01.2 0.70 1 AO2

01.4 to detect light at the back of the 1 AO1

01.5 eyeball is too short 1 AO1

01.6 convex 1 AO1

01.7 light 1 AO1

01.8 to cauterise blood vessels 1 AO1

02.1 use a water bath allow Bunsen burner 1 AO4

wear goggles allow any sensible safety 1

02.2 stopclock allow stopwatch 1 AO4

02.4 24.5 (°C) 1 AO2

02.6 E = 0.080 × 110 000 1 AO2

as the temperature difference 1

03.1 metal B expands more than 1 AO1

03.2 iron and zinc 1 AO3

03.3 percentage increase 1 AO2

0.31 (%) allow answer that rounds to 0.31 1

03.4 when temperature rises, 1 AO1

this completes the circuit to turn 1

03.5 particles vibrate more 1 AO3

04.1 number of complete waves 1 AO1

04.2 24 000 000 000 Hz 1 AO2

300 000 000 1

0.0125 (m) allow 0.013 (m) 1

04.4 any two from: 2 AO1

04.5 light waves have a shorter allow different wavelength 1 AO1

light waves have a higher allow different frequency

04.6 any two from: 2 AO1

04.7 the stopping distance is the sum 1 AO1

(because) the thinking distance 1

(and) the braking distance is 1

05.1 it can be switched on and off 1 AO3

the strength of the allow can be stronger than

05.3 (when the switch is closed) 1 2 × AO1

the iron bar becomes an 1

iron bar is attracted to the 1

pulling the brake pad onto the 1

work done against friction so 1

06.1 two hydrogen nuclei 1 AO1

some of the mass is converted 1

06.2 force of repulsion between two 1 AO1

06.3 the star will expand to become a 1 AO1