Aqa 8464P1F MS Jun23

GCSE
COMBINED SCIENCE: TRILOGY

8464/P/1F
Physics Paper 1F
Mark scheme
June 2023
Version: 1.0 Final
*236G8464/P/1F/MS*
MARK SCHEME – GCSE COMBINED SCIENCE: TRILOGY – 8464/P/1F – 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 alpha 1 AO1

6.4.2.2
AO /
Spec. Ref.
01.2 2 1 AO1
6.4.2.1
AO /
Spec. Ref.
01.3 82 1 AO2
6.4.2.2
AO /
Spec. Ref.
01.4 50 1 AO1
6.4.2.3
AO /
Spec. Ref.
01.5 1500 1 AO2

30 6.4.2.1
50 (counts per second) 1
AO /
Spec. Ref.
01.6 the count-rate decreased allow decreased to (almost) zero 1 AO1

6.4.2.1
because (gamma) radiation is allow (gamma) radiation cannot 1
absorbed by lead penetrate (thick) lead
7
AO /
Spec. Ref.
01.7 the lead was exposed to gamma 1 AO1

radiation 6.4.2.4
AO /
Spec. Ref.
01.8 electromagnetic waves 1 AO1

6.4.2.1
AO /
Spec. Ref.
any one from: 1
01.9 AO1
• (longer tongs give) a greater 6.4.2.4
distance between the scientist
and the radioactive source
• (longer tongs) reduce the

amount of radiation the
scientist is exposed to
• (longer tongs) reduce the risk allow (longer tongs) reduce the
of cell mutation risk of cancer
Total Question 1 11
8
Question 2
AO /
Spec. Ref.
02.1 decreases 1 AO1

6.1.1.1
AO /
Spec. Ref.
02.2 increases 1 AO 1.1

6.1.1.1
AO /
Spec. Ref.
02.3 Ep = 2.5 × 9.8 × 3.4 1 AO2

6.1.1.1
Ep = 83.3 (J) allow 83 (J) 1 6.1.1.2
AO /
Spec. Ref.
02.4 Ek = 0.5 × 2.5 × 4.82 1 AO2

6.1.1.1
Ek = 28.8 (J) allow 29 (J) 1 6.1.1.2
AO /
Spec. Ref.
02.5 some energy is transferred to 1 AO1

the surroundings 6.1.1.1
6.1.2.1
9
AO /
Spec. Ref.
02.6 speed will increase 1 AO1

6.1.2.1
(because work done against) 1
friction decreases
Total Question 2 9
10
Question 3
AO /
Spec. Ref.
03.1 ΔE = 4.0 × 420 × 50 1 AO2

6.1.1.3
ΔE = 84 000 (J) 1 6.3.2.2
AO /
Spec. Ref.
03.2 the total kinetic energy and 1 AO1

potential energy of the steel 6.3.2.1
particles
AO /
Spec. Ref.
03.3 the particles are in fixed 1 AO1

positions 6.3.1.1
AO /
Spec. Ref.
03.4 stays the same 1 AO1

6.3.1.2
AO /
Spec. Ref.
03.5 1 AO1
6.3.1.1
11
AO /
Spec. Ref.
03.6 (the space between the allow the particles move further 1 AO1
particles) increases apart 6.3.1.1
AO /
Spec. Ref.
03.7 physical 1 AO1

6.3.1.2
AO /
Spec. Ref.
18
03.8 mass per kg = 1 AO3
4.0
6.3.1.1
mass per kg = 4.5 g 1
medium carbon dependent on MP2 1
OR
mass in 4.0 kg of medium allow mass in 4.0 kg of low

carbon steel = 4.5 × 4.0 (1) carbon steel = 8 (g)
allow mass in 4.0 kg of high
carbon steel = 28 (g)
mass in 4.0 kg of medium dependent on MP1

carbon steel = 18 g (1)
medium carbon (1) dependent on MP2
AO /
Spec. Ref.
03.9 280 000 = 4.0 × L 1 AO2

6.3.2.3
280 000
L= 1
4.0
L = 70 000 (J/kg) 1
Total Question 3 14
12
Question 4
AO /
Spec. Ref.
04.1 1 AO1
6.2.1.1
AO /
Spec. Ref.
04.2 charge 1 AO1

6.2.1.2
AO /
Spec. Ref.
04.3 place the component / 1 AO3

thermistor in the water / beaker 6.2.1.4
record the temperature (of the allow place the thermometer in 1

water) using the thermometer the water / beaker and record
the temperature
record / measure the resistance 1

(using the resistance meter)
change the temperature of the 1

water (using the kettle) and
repeat the measurements (of
temperature and resistance)
AO /
Spec. Ref.
04.4 non-linear 1 AO1

6.2.1.4
13
AO /
Spec. Ref.
04.5 (resistance changes from) 1 AO2

200 () to 80 () 6.2.1.4
change in resistance = 120 () 1
AO /
Spec. Ref.
04.6 power = potential difference × 1 AO1

current 6.2.4.1
or
P=VI
AO /
Spec. Ref.
04.7 2900 = 230 × I 1 AO2

6.2.4.1
2900
I= 1
230
I = 12.6… (A) allow 13 (A) 1
Total Question 4 13
14
Question 5
AO /
Spec. Ref.
05.1 geothermal 1 AO1

6.1.3
AO /
Spec. Ref.
05.2 36 × 109 J 1 AO2

6.1.3
15
AO /
Question Answers Mark
Spec. Ref.
Level 3: Relevant points (reasons / causes) are identified, given in
05.3 5–6 AO3
detail and logically linked to form a clear account.
Level 2: Relevant points (reasons / causes) are identified, and 3–4 AO1
there are attempts at logical linking. The resulting account is not
fully clear.
Level 1: Points are identified and stated simply, but their relevance 1–2 AO2
is not clear and there is no attempt at logical linking.
No relevant content 0
Indicative content
6.1.3
Figure 6
• the power output from wind increased
• because more wind turbines were built
• the power output from solar increased

• because more solar panels were built
• power output from wind and solar may have increased due to
climate change
For 2015 and 2016

• wind power was lower in 2016 than in 2015
• because 2016 was less windy than 2015
Figure 7
• for most of the year the electricity generated from wind is greater
than from solar.
• the electricity generated from wind is greater in winter than in
summer
• because winter is windier than summer
• the electricity generated from solar is greater in summer than in

winter
• because hours of sunlight are longer in summer
• and because the intensity of sunlight is greater in summer
to access Level 3, the answer should describe trends in both

graphs, and in solar power and wind power, and give some
explanation for changes.
Total Question 5 8
16
Question 6
AO /
Spec. Ref.
06.1 voltmeter symbol correct and 1 AO1

connected across the resistors 6.2.1.3
6.2.1.1
6.2.1.4
RPA15
AO /
Spec. Ref.
06.2 the total resistance must be less allow the total resistance cannot 1 AO2
than 20  be more than 20 
because the total resistance of allow the total resistance of the 1 AO1
the resistors (in parallel) is less resistors (in parallel) is less than
than the resistance of the either resistor 6.2.2
smallest resistor 6.2.1.3
RPA15
AO /
Spec. Ref.
06.3 potential difference = current × 1 AO1

resistance 6.2.1.3
RPA15
or
V = IR
17
AO /
Spec. Ref.
06.4 480 mA = 0.48 A 1 AO2

6.2.1.3
V = 0.48 × 7.5 allow a correct substitution of an 1 RPA15
incorrectly / not converted value
for current
V = 3.6 (V) allow an answer consistent with 1

their incorrectly / not converted
value for current
AO /
Spec. Ref.
06.5 x-axis labelled resistance of R in 1 AO2

 and y-axis labelled Total 6.2.1.3
resistance (of resistors) in  RPA15
both points plotted correctly points must be plotted within ½ 1

small square
curved line of best fit drawn allow a line of best fit which 1
ignores an outlier
AO /
Spec. Ref.
06.6 reading from graph consistent allow an answer within ½ small 1 AO3
with their line of best fit square 6.2.1.3
RPA15
AO /
Spec. Ref.
06.7 random 1 AO3

6.2.1.3
18
AO /
Spec. Ref.
06.8 in category A the body water allow a value for A between 1 AO3
percentage is 61% 60% and 62% 6.2.1.3
in category B the body water 1

percentage is 68%
if in category A they have a 1

healthy body water percentage
and if in category B they have
an unhealthy body water
percentage
Total Question 6 15
19

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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 alpha 1 AO1

01.5 1500 1 AO2

01.6 the count-rate decreased allow decreased to (almost) zero 1 AO1

01.7 the lead was exposed to gamma 1 AO1

01.8 electromagnetic waves 1 AO1

• (longer tongs) reduce the

02.1 decreases 1 AO1

02.2 increases 1 AO 1.1

02.3 Ep = 2.5 × 9.8 × 3.4 1 AO2

02.4 Ek = 0.5 × 2.5 × 4.82 1 AO2

02.5 some energy is transferred to 1 AO1

02.6 speed will increase 1 AO1

03.1 ΔE = 4.0 × 420 × 50 1 AO2

03.2 the total kinetic energy and 1 AO1

03.3 the particles are in fixed 1 AO1

03.4 stays the same 1 AO1

03.7 physical 1 AO1

medium carbon dependent on MP2 1

mass in 4.0 kg of medium allow mass in 4.0 kg of low

mass in 4.0 kg of medium dependent on MP1

medium carbon (1) dependent on MP2

03.9 280 000 = 4.0 × L 1 AO2

04.2 charge 1 AO1

04.3 place the component / 1 AO3

record the temperature (of the allow place the thermometer in 1

record / measure the resistance 1

change the temperature of the 1

04.4 non-linear 1 AO1

04.5 (resistance changes from) 1 AO2

change in resistance = 120 () 1

04.6 power = potential difference × 1 AO1

04.7 2900 = 230 × I 1 AO2

I = 12.6… (A) allow 13 (A) 1

05.1 geothermal 1 AO1

05.2 36 × 109 J 1 AO2

• the power output from solar increased

For 2015 and 2016

• the electricity generated from solar is greater in summer than in