Year 11 Test

GCSE (9–1) Physics A (Gateway)

J249/04 Paper 4, P5 – P8 and P9 (Higher Tier)

MARK SCHEME

Duration: 1 hour 45 minutes

MAXIMUM MARK 90

Version 4
Last updated: 14/12/2017

This document consists of 19 pages

J249/04 Mark Scheme Year 11 Test

MARKING INSTRUCTIONS

PREPARATION FOR MARKING

RM ASSESSOR

1. Make sure that you have accessed and completed the relevant training packages for on-screen marking: RM Assessor Online Training; OCR
Essential Guide to Marking.

2. Make sure that you have read and understood the mark scheme and the question paper for this unit. These are available in RM Assessor.

3. Log-in to RM Assessor and mark the required number of practice responses (“scripts”) and the required number of standardisation
responses.

MARKING

1. Mark strictly to the mark scheme.

2. Marks awarded must relate directly to the marking criteria.

3. The schedule of dates is very important. It is essential that you meet the RM Assessor 50% and 100% (traditional 50% Batch 1 and 100%
Batch 2) deadlines. If you experience problems, you must contact your Team Leader (Supervisor) without delay.

4. If you are in any doubt about applying the mark scheme, consult your Team Leader by telephone, email or via the RM Assessor messaging
system.

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5. Crossed Out Responses

Where a candidate has crossed out a response and provided a clear alternative then the crossed out response is not marked. Where no
alternative response has been provided, examiners may give candidates the benefit of the doubt and mark the crossed out response where
legible.

Rubric Error Responses – Optional Questions

Where candidates have a choice of question across a whole paper or a whole section and have provided more answers than required, then
all responses are marked and the highest mark allowable within the rubric is given. Enter a mark for each question answered into RM
assessor, which will select the highest mark from those awarded. (The underlying assumption is that the candidate has penalised themselves
by attempting more questions than necessary in the time allowed.)

Multiple Choice Question Responses

When a multiple choice question has only a single, correct response and a candidate provides two responses (even if one of these responses
is correct), then no mark should be awarded (as it is not possible to determine which was the first response selected by the candidate).
When a question requires candidates to select more than one option/multiple options, then local marking arrangements need to ensure
consistency of approach.

Contradictory Responses
When a candidate provides contradictory responses, then no mark should be awarded, even if one of the answers is correct.

Short Answer Questions (requiring only a list by way of a response, usually worth only one mark per response)
Where candidates are required to provide a set number of short answer responses then only the set number of responses should be marked.
The response space should be marked from left to right on each line and then line by line until the required number of responses have been
considered. The remaining responses should not then be marked. Examiners will have to apply judgement as to whether a ‘second
response’ on a line is a development of the ‘first response’, rather than a separate, discrete response. (The underlying assumption is that the
candidate is attempting to hedge their bets and therefore getting undue benefit rather than engaging with the question and giving the most
relevant/correct responses.)

Short Answer Questions (requiring a more developed response, worth two or more marks)
If the candidates are required to provide a description of, say, three items or factors and four items or factors are provided, then mark on a
similar basis – that is downwards (as it is unlikely in this situation that a candidate will provide more than one response in each section of the
response space.)

Longer Answer Questions (requiring a developed response)

Where candidates have provided two (or more) responses to a medium or high tariff question which only required a single (developed)
response and not crossed out the first response, then only the first response should be marked. Examiners will need to apply professional

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J249/04 Mark Scheme Year 11 Test

judgement as to whether the second (or a subsequent) response is a ‘new start’ or simply a poorly expressed continuation of the first
response.

6. Always check the pages (and additional objects if present) at the end of the response in case any answers have been continued there. If the
candidate has continued an answer there then add a tick to confirm that the work has been seen.

7. Award No Response (NR) if:

• there is nothing written in the answer space.

Award Zero ‘0’ if:

• anything is written in the answer space and is not worthy of credit (this includes text and symbols).

Team Leaders must confirm the correct use of the NR button with their markers before live marking commences and should check this when
reviewing scripts.

8. The RM Assessor comments box is used by your Team Leader to explain the marking of the practice responses. Please refer to these
comments when checking your practice responses. Do not use the comments box for any other reason.

If you have any questions or comments for your Team Leader, use the phone, the RM Assessor messaging system, or email.

9. Assistant Examiners will send a brief report on the performance of candidates to their Team Leader (Supervisor) via email by the end of the
marking period. The report should contain notes on particular strengths displayed as well as common errors or weaknesses. Constructive
criticism of the question paper/mark scheme is also appreciated.

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J249/04 Mark Scheme Year 11 Test

10. For answers marked by levels of response:

Read through the whole answer from start to finish, using the Level descriptors to help you decide whether it is a strong or weak answer. The
indicative scientific content in the Guidance column indicates the expected parameters for candidates’ answers, but be prepared to recognise
and credit unexpected approaches where they show relevance. Using a ‘best-fit’ approach based on the skills and science content evidenced
within the answer, first decide which set of level descriptors, Level 1, Level 2 or Level 3, best describes the overall quality of the answer.
Once the level is located, award the higher or lower mark:
The higher mark should be awarded where the level descriptor has been evidenced and all aspects of the communication statement (in
italics) have been met.
The lower mark should be awarded where the level descriptor has been evidenced but aspects of the communication statement (in italics)
are missing.
In summary:
The skills and science content determines the level.
The communication statement determines the mark within a level.

Level of response question on this paper is 19(c)

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J249/04 Mark Scheme Year 11 Test

11. Annotations available in RM Assessor

Annotation Meaning

Correct response

Incorrect response

Omission mark

Benefit of doubt given

Contradiction

Rounding error

Error in number of significant figures

Error carried forward

Level 1

Level 2

Level 3

Benefit of doubt not given

Noted but no credit given

Ignore

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J249/04 Mark Scheme Year 11 Test

12. Abbreviations, annotations and conventions used in the detailed Mark Scheme (to include abbreviations and subject-specific
conventions).

Annotation Meaning

/ alternative and acceptable answers for the same marking point

 Separates marking points

DO NOT ALLOW Answers which are not worthy of credit

IGNORE Statements which are irrelevant

ALLOW Answers that can be accepted

() Words which are not essential to gain credit

__ Underlined words must be present in answer to score a mark

ECF Error carried forward

AW Alternative wording

ORA Or reverse argument

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J249/04 Mark Scheme Year 11 Test

13. Subject-specific Marking Instructions

INTRODUCTION

Your first task as an Examiner is to become thoroughly familiar with the material on which the examination depends. This material includes:

 the specification, especially the assessment objectives

 the question paper

 the mark scheme.

You should ensure that you have copies of these materials.

You should ensure also that you are familiar with the administrative procedures related to the marking process. These are set out in the OCR
booklet Instructions for Examiners. If you are examining for the first time, please read carefully Appendix 5 Introduction to Script Marking:
Notes for New Examiners.

Please ask for help or guidance whenever you need it. Your first point of contact is your Team Leader.

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J249/04 Mark Scheme Year 11 Test

The breakdown of Assessment Objectives for GCSE (9-1) in Physics:

Assessment Objective

AO1 Demonstrate knowledge and understanding of scientific ideas and scientific techniques and procedures.

AO1.1 Demonstrate knowledge and understanding of scientific ideas.

AO1.2 Demonstrate knowledge and understanding of scientific techniques and procedures.

AO2 Apply knowledge and understanding of scientific ideas and scientific enquiry, techniques and procedures.

AO2.1 Apply knowledge and understanding of scientific ideas.

AO2.2 Apply knowledge and understanding of scientific enquiry, techniques and procedures.

AO3 Analyse information and ideas to interpret and evaluate, make judgements and draw conclusions and develop and improve
experimental procedures.
AO3.1 Analyse information and ideas to interpret and evaluate.

AO3.1a Analyse information and ideas to interpret.

AO3.1b Analyse information and ideas to evaluate.

AO3.2 Analyse information and ideas to make judgements and draw conclusions.

AO3.2a Analyse information and ideas to make judgements.

AO3.2b Analyse information and ideas to draw conclusions.

AO3.3 Analyse information and ideas to develop and improve experimental procedures.

AO3.3a Analyse information and ideas to develop experimental procedures.

AO3.3b Analyse information and ideas to improve experimental procedures.

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J249/04 Mark Scheme Year 11 Test

AO
Question Answer Marks Guidance
element
1 D 1 1.1
2 A 1 1.1
3 A 1 1.1
4 D 1 1.1
5 D 1 1.1
6 C 1 1.2
7 B 1 1.1
8 B 1 1.1
9 B 1 1.1
10 D 1 1.1
11 B 1 1.1
12 C 1 2.2
13 D 1 2.2
14 B 1 2.2
15 A 1 2.2
J249/04 Mark Scheme Year 11 Test

AO
Question Answer Marks Guidance
element
16 a quarters (the braking distance) scores  1 3.2b

b (increases the braking distance by) 9 x scores  1 3.2b

c FIRST CHECK THE ANSWER ON ANSWER LINE 2

If answer = 9 (m/s) award 2 marks 

If answer is incorrect or incomplete then:

7.2 ÷ 0.8  2.1

= 9 (.0) (m/s)  2.1

d FIRST CHECK THE ANSWER ON ANSWER LINE 3

If answer = 25.6 (m) award 3 marks 

If answer is incorrect or incomplete then:

(thinking distance) is 6.4 scores  3.2a

(braking distance scores 19.2 scores  3.2a
(stopping distance) is 25.6 (m)  3.2b

e FIRST CHECK THE ANSWER ON ANSWER LINE 2

If answer = 0.85 (s) award 2 marks 

If answer is incorrect or incomplete then:

0.81 x 5 = 0.82 + 0.77 + 0.78 + 0.83 + x  / AW 3.1b

2.1

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J249/04 Mark Scheme Year 11 Test

f Any one from the difficulty finding: 1 3.3a

When / where cyclist begins to react 

when / where cyclist begins to brake 

g Any two from: 2

Tiredness  1.1
Lack of concentration  1.1
Greater speed 
Use of drugs / alcohol 

h Any two from: 2

Greater speed  1.1
Wet / slippery / icy / lower friction road surface  1.1
Worn tyres / low tread on tyres 

AO
Question Answer Marks Guidance
element
17 Gas / dust cloud pulled together by force of gravity  4 1.1

High temperatures / pressures produced  1.1

Fusion happens  1.1

Idea of equilibrium / balance between contraction (due to 1.1

gravity) and expansion (due to fusion) 

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J249/04 Mark Scheme Year 11 Test

AO
Question Answer Marks Guidance
element
18 a (energy) 3
Is transferred from (rollercoaster) car to the water 
1.2
(Kinetic) energy store of water increases/ water moved 
2.1
Thermal energy store of water increases / heats the water
2.1
Transmitted to the environment by sound / water waves

b (Kinetic) energy is ‘lost’ from the (rollercoaster) car  4 1.1

Any three from the following:

through friction / transferred to heat 

2.1
(Rollercoaster) car has not got enough energy to get to the
same height as before  2.1

Law of conservation of energy / AW

2.1 E.g. Energy at the start = energy at the end
Reduced height means less GPE is required 

c FIRST CHECK THE ANSWER ON ANSWER LINE 4

If answer = 20 award 4 marks  Allow 0.02 (m) for 3 marks (ie correct calculation
but failure to convert kJ to J)
If answer is incorrect or incomplete then:
E=mxgxh 1.2
h = energy  1.2
mxg

h = 240 000  2.1 Substitution of correct figures into correctly

1200 x 10 rearranged equation

= 20 (m)  2.1 Recall of correct equation

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J249/04 Mark Scheme Year 11 Test

AO
Question Answer Marks Guidance
element

AO
Question Answer Marks Guidance
element
19 a β

4 1.2

2.1
216 212
2.2
2.2
(Po) (Bi)

83

carbon-12 carbon-13 carbon-14

2 2.1 All mass numbers correct 
12 13 14 

C C C
2.1 Each and every proton / atomic number correct 

6 6 6 

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J249/04 Mark Scheme
c* Please refer to the marking instructions on page 4 of this
mark scheme for guidance on how to mark this question.
Level 3 (5–6 marks)
Uses processed data to clearly communicate the
numerical and relative ages of the two samples AND
evaluates fully the conclusions of both scientist AND
offers a relevant conclusion of the scientists’ work
based on their own analysis.
There is a well-developed line of reasoning which is clear
and logically structured. The information presented is
relevant and substantiated.
Level 2 (3–4 marks)
Uses some processed data to support the relative
numerical ages of the samples AND offers both an
evaluation of the two scientists’ statements and
reaches some conclusion about the scientists.
There is a line of reasoning presented with some
structure. The information presented is relevant and
supported by some evidence.
Level 1 (1–2 marks)
Provides some relevant comment about the correct
relative C-14 ages of the samples AND offers a
relevant evaluative/conclusion comment about either
scientists statement.
The information is basic and communicated in an
unstructured way. The information is supported by limited
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Year 11 Test
6 Possible points could include
1.2
2x3.1b AO1.2 – knowledge and understanding
3x3.2b  tree B is older as it contains less C-14
 tree C is younger as it contains more C-14
AO3.1b – analyse to evaluate
 tree B is 28 650 / 2.865 x 103 years old
 tree C is 22 920 / 2.292 x 103 years old
 tree B is about 5730 years older than tree C
 tree B is a half-life older than tree C
AO3.2b – draw conclusions
 scientist one conclusions on tree C is not
correct as more C-14 makes it younger (not
older)
 scientist two first conclusions on tree B is
correct as it has least C-14
 scientist two second conclusions on tree B is
not correct as it is not twice the age of tree C,
but only one half life older.
 scientist one was able to collect valid data
BUT his conclusions were not valid
 scientist two was able to collect valid data
BUT her conclusions were only partially
correct
J249/04 Mark Scheme Year 11 Test

evidence and the relationship to the evidence may not be

clear.

0 marks
No response or no response worthy of credit.

AO
Question Answer Marks Guidance
element
20 a i FIRST CHECK THE ANSWER ON ANSWER LINE 3
If answer = 65 (%) then award 2 marks 

If answer is incorrect or incomplete then:

3500 ÷ 10000  2.1

= 0.35 (35%)  2.1
100% - 35% = 65%  3.2a

ii FIRST CHECK THE ANSWER ON ANSWER LINE 4 Allow answer in terms of ratio e.g.
If answer = old power station is 35% efficient and If answer = old power station has an efficiency of
community power station is 74% efficient then award 4 0.35 and community power station has an efficiency
marks  of 0.74 then award 4 marks 

If answer is incorrect or incomplete then:

Useful output is 3 900 + 3 500  3.1a

= 7 400 MJ  2.1
E = 7 400 (x 100)  2.1
10 000
74% is more than double 35%  3.2b

iii Power stations may not be near (enough) to communities / 2 2.1

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J249/04 Mark Scheme Year 11 Test

AO
Question Answer Marks Guidance
element
AW 

Too expensive to convert existing power stations  2.1

b FIRST CHECK THE ANSWER ON ANSWER LINE 3

If answer = 10 400 (turns) then award 3 marks 

If answer is incorrect or incomplete then:

20 000 = 520  2.1

400 000 Ts

Number of turns (Ts) = 520 x 400 000  1.2 Correct substitution and rearrangement
20 000

= 10400 (turns) 2.1

c i Any one from: 1

Acts as a coolant / AW 
2.2
Acts as an insulator 

ii Any two from: 2

transformer could overheat / AW 

2.2
risk of fire 
2.2
efficiency would be reduced 

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J249/04 Mark Scheme Year 11 Test

AO
Question Answer Marks Guidance
element
coils could melt / short-out

d i FIRST CHECK THE ANSWER ON ANSWER LINE 4

If answers A = 1.9 x 105 (W) and B = 2 x 109 (W) then

award 4 marks 

Power loss = I2R  1.2 Evidence of correct formula recalled

Current column2 x Resistance column  2.2 Correct substitution

2502 x 3 = 1.9 x 105 (W)  2.1

50002 x 80 = 2 x 109 (W)  2.1 Allow A = 187 500 (W)

ii Higher voltages carry less current  2 1.1

Less current has less heating affect / AW  2.1

AO
Question Answer Marks Guidance
element
21 Any three from: 3

Earth wire has (very) low resistance 

1.1
Large current flows to earth 
2x 2.1
Fuse melts 

Blows / breaks circuit 

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J249/04 Mark Scheme Year 11 Test

AO
Question Answer Marks Guidance
element
22 a Energy / heat / (infrared) radiation absorbed from Sun  1 1.1

b Hot teapot emits (infrared) radiation / heat  3 1.1

Teapot absorbs (infrared) radiation / heat  1.1

(Idea of equilibrium)
 rate of absorption = rate of emission  1.1

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J249/04 Mark Scheme Year 11 Test

AO
Question Answer Marks Guidance
element
23 a Any two from: 2

determine speeds at two points  1.2

determine time (interval) between two speeds  1.2

use formula speed = change in speed ÷ time 

b i All five points plotted accurately to tolerance of +/- ½ 1 1.2

square 

ii 1.1 (m/s2)  1 3.2a Allow answers in range of 0.9 – 1.3

iii Any two from: 2 3.3b

(idea of) compensating the ramp for friction / AW  3.3b

Retaking anomalous results 

Take multiple readings and take an average 

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