Mark schemes

Q1. Marks awarded for this answer will be determined by the Quality of Written Communication
(QWC) as well as the standard of the scientific response. Examiners should also apply a ‘best-fit’
approach to the marking.

0 marks
No relevant content.

Level 1 (1–2 marks)

Considers either solid or gas and describes at least one aspect of the particles.

or

Considers both solids and gases and describes an aspect of each.

Level 2 (3–4 marks)

Considers both solids and gases and describes aspects of the particles.

or

Considers one state and describes aspects of the particles and explains at least one
of the properties.

or

Considers both states and describes an aspect of the particles for both and explains
a property for solids or gases.

Level 3 (5–6 marks)

Considers both states of matter and describes the spacing and movement / forces
between the particles. Explains a property of both solids and gases.

examples of the points made in the response

extra information

Solids

•        (particles) close together

•        (so) no room for particles to move closer (so hard to compress)
•        vibrate about fixed point
•        strong forces of attraction (at a distance)
•        the forces become repulsive if the particles get closer
•        particles strongly held together / not free to move around (shape is fixed)
any explanation of a property must match with the given
aspect(s) of the particles.

Gases

•        (particles) far apart

•        space between particles (so easy to compress)
•        move randomly
•        negligible / no forces of attraction
•        spread out in all directions (to fill the container)
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Q2.
(a)

 
2 marks for all correct
1 mark for 1 or 2 correct
2

(b)  B
1

(c)  D
1

(d)  the kinetic energy of the particles

1

(e)  E = 0.250 × 334 000

1

E = 83 500 (J)
1

(f)  sublimates
1
[8]

Q3. (a)  the gradient for ice is steeper than the gradient for water (liquid)
allow the temperature of the ice increased faster
than the temperature of the water
1

which means that less energy is needed to increase the temperature by a

fixed amount
1

(b)  water took more time to vaporise than the ice took to melt
1

which means that less energy is needed to change the state from solid to
liquid (than from liquid to vapour)
1

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(c)  any two from:

•   ice/water would take more time to increase in temperature

allow gradients would be less steep
•   ice/water would take more time to change state
•   the change in temperature with time would not be linear
allow horizontal lines would be longer
2

(d)  E = 69 000 (J)

1

69 000 = 0.030 × L
allow a correct substitution of an incorrectly/not
converted value of E
1

allow a correct rearrangement using an

incorrectly/not converted value of E
1

L = 2 300 000
or
L = 2.3 × 106
allow a correct calculation using an
incorrectly/not converted value of E
1

J/kg
allow a unit consistent with their numerical
answer
eg 2300 kJ/kg
1
[11]

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Q4. (a)  greater than
1

less than
1
in this order only

(b)  boiling
ignore evaporation
1

temperature is constant
allow temperature remains the same
1

(c)
a correct answer that rounds to 140 000 (J) scores 2 marks

E = 0.063 × 2 260 000

1

E = 140 000 (J)

allow 142 380 (J)
1

(d)
an answer of 0.6 scores 2 marks

density = 0.6
1

kg / m3
1
[9]

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Q5. (a)     Student A’s measurements had a higher resolution
1

Student B was more likely to misread the temperature

1

(b)     a random error

1

(c)     8.4 °C
1

(d)     740 (seconds)

allow answers in the range 730 – 780
1

(e)     0.40 × 199 000

1

79 600 (J)
1
accept 79 600 (J) with no working shown for 2 marks

(f)     stearic acid has a higher temperature than the surroundings

accept stearic acid is hotter than the surroundings
1

temperature will decrease until stearic acid is the same as the room temperature /
surroundings
1
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Q6. (a)  0(.0) to 12(.0)
allow 2(.0) to 12(.0) (N)
1

(b)  mass of gas (in the syringe)

or
temperature (of the gas)
1

(c)  constant = 60 × 45
or
constant = 2700
1

2700 = p × 40
1

p = 67.5 (kPa)
allow 68 (kPa)
1

(d)  there is more time between collisions of particles and the walls of the syringe
or
there are less frequent collisions between the particles and the walls of the
syringe
1

(causing) a lower (average) force on the walls of the syringe

1

(and) pressure is the total force per unit area

1
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Q7. (a)  Level 2: The method would lead to the production of a valid outcome. Key steps are
identified and logically sequenced.
3−4

Level 1: The method would not necessarily lead to a valid outcome. Some
relevant steps are identified, but links are not made clear.
1−2

No relevant content
0

Indicative content:

•   record the initial volume of air

•   record the initial pressure
•   push the plunger of the syringe
•   to decrease the volume of air
•   read the new value on the pressure gauge
•   record the new value of the volume
•   repeat for different volumes

(b)  (when the volume is halved) the pressure doubles

allow for 1 mark when the volume is halved the pressure increases
2

(c)  kinetic energy
1

speed
1
[8]

Q8. (a)     0 to 25 cm3

1

(b)     control
1

(c)     2 sets of data recorded from line of best fit to show that the
product is the same in both cases (1600)
allow for 1 mark one set of calculated data for one point on
the line of best fit
2

(d)     decreases
1

increases
1

increases
1
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Q9. (a)  any two from:

•   calculate a mean
•   reduces the effect of random errors
reduces human error is insufficient
•   identify / remove anomalies
allow to assess the repeatability of the data
2

(b)  random error
allow a parallax error
human error is insufficient
1

(because) eye position would not be the same each time (relative to the liquid)
allow systematic error only if it is clear that the student always
viewed liquid level from above meniscus (or below)
1

(c)  (a temperature increase would) increase the pressure in the tube

(even if the volume was constant)
1

(because a higher temperature would mean) higher (average) kinetic energy

of molecules / particles
allow higher (average) speed for higher (average) kinetic energy
1

(d)  1.6 × 105 × 9.0 (= 1.44 × 106)

1

1.44 × 106 = 1.8 × 105 × V

allow for 2 marks

or

V = 8.0 (cm3)
1
an answer of 8.0 (cm ) scores 3 marks
3

(e)  work is done on the air (in the tyre)

1

so the temperature (of the air) increases

allow the (average) kinetic energy of the particles increases
1
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Q10. (a)     range of speeds
1

moving in different directions

accept random motion
1

(b)     internal energy

1

(c)     density = mass / volume

1

(d)     0.00254 / 0.0141

1

0.18
1
accept 0.18 with no working shown for the 2 calculation
marks

kg / m3
1
[7]

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Q11. (a)  metre rule has a lower resolution
allow metre rule has a resolution of 1 mm / 1 cm
fewer decimal places is insufficient
1

so is less accurate (than the micrometer screw gauge)

1

(b)  record the value of the zero error when there is no object on the balance

subtract / add the value of the zero error

1

subtract / add the value of the zero error

1

(c)
an answer of 0.0502 (kg) scores 5 marks

V = (18.45 × 10−3)3
or
V = 0.018453
this mark may be awarded if width is incorrectly /
not converted
1

V = 6.28 × 10−6 (m3)

this answer only
1

 
allow

 
1

m = 8.0 × 103 × 6.28 × 10−6

allow m = 8.0 × 103 × their calculated V
1

m = 0.0502 (kg)
allow an answer consistent with their calculated
V
1
[9]

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 Q12. (a)  Level 2: The method would lead to the production of a valid outcome. Key steps are
identified and logically sequenced.
3−4

Level 1: The method would not necessarily lead to a valid outcome. Some
relevant steps are identified, but links are not made clear.
1−2

No relevant content
0

Indicative content

•   part fill a measuring cylinder with water

•   measure initial volume
•   place object in water
•   measure final volume
•   volume of object = final volume − initial volume

•   fill a displacement / eureka can with water

•   water level with spout
•   place object in water
•   collect displaced water
•   measuring cylinder used to determine volume of displaced water

(b)  
1

density = 2.70 (g/cm3)

1
an answer of 2.70 (g/cm ) scores 2 marks
3

(c)  limestone
1

(d)  eye position when using measuring cylinder

or
water level in can (at start) not at level of spout
or
not all water displaced by stone is collected in container
1

(e)  volume would be lower / higher

1
[9]
Q13. (a)  balance / scales
1

(b)  

or

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 1

(c)  
1

V = 125 (cm3)
1

(d)  repeat readings (of volume) need taking (of each fruit) to show that the
readings are close together
allow ‘the same’ for ‘close together’
1
[6]

Q14. Level 3 (5–6 marks):

Clear and coherent description of both methods including equation needed to calculate
density. Steps are logically ordered and could be followed by someone else to obtain valid
results.

Level 2 (3–4 marks):

Clear description of one method to measure density or partial description of both
methods. Steps may not be logically ordered.

Level 1 (1–2 marks):

Basic description of measurements needed with no indication of how to use them.

0 marks:
No relevant content.

Indicative content

For both:
•        measure mass using a balance
•        calculate density using ρ = m / V

Metal cube:
•        measure length of cube’s sides using a ruler
•        calculate volume

Small statue:
•        immerse in water
•        measure volume / mass of water displaced
•        volume of water displaced = volume of small statue
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