AQA Certificates SCIENCE: DOUBLE AWARD Paper Physics Mark Scheme 8404/P/H June 204 Version/Stage:.0 Final
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 Assessment Writer. 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 204 AQA and its licensors. All rights reserved. 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.
MARK SCHEME AQA Certificates Science: Double Award 8404/P/H June 204 MARK SCHEME Information to Examiners. 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 and help to delineate what is acceptable or not worthy of credit or, in discursive answers, to give an overview of the area in which a mark or marks may be awarded. 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 2. 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 lines 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.) 3. Marking points 3. 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 error/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 ) are not penalised. 3 of 5
MARK SCHEME AQA Certificates Science: Double Award 8404/P/H June 204 Example : What is the ph of an acidic solution? ( mark) Student Response Marks awarded 4,8 0 2 green, 5 0 3 red*, 5 4 red*, 8 0 Example 2: Name two planets in the solar system. (2 marks) Student Response Marks awarded Neptune, Mars, Moon 2 Neptune, Sun, Mars, Moon 0 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 Full marks can be given for a correct numerical answer, as shown in the column answers, without any working shown. However if the answer is incorrect, mark(s) can be gained by correct substitution / working and this is shown in the extra information column; 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 are 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 e.c.f. 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. 4 of 5
MARK SCHEME AQA Certificates Science: Double Award 8404/P/H June 204 Quality of Communication and levels marking In Question (d) students are required to produce extended written material in English, and will be assessed on the quality of their written communication as well as the standard of the scientific response. Students will be required to: use good English organise information clearly use specialist vocabulary where appropriate. The following general criteria should be used to assign marks to a level: Level : Basic Knowledge of basic information Simple understanding The answer is poorly organised, with almost no specialist terms and their use demonstrating a general lack of understanding of their meaning, little or no detail The spelling, punctuation and grammar are very weak. Level 2: Clear Knowledge of accurate information Clear understanding The answer has some structure and organisation, use of specialist terms has been attempted but not always accurately, some detail is given There is reasonable accuracy in spelling, punctuation and grammar, although there may still be some errors. Level 3: Detailed Knowledge of accurate information appropriately contextualised Detailed understanding, supported by relevant evidence and examples Answer is coherent and in an organised, logical sequence, containing a wide range of appropriate or relevant specialist terms used accurately. The answer shows almost faultless spelling, punctuation and grammar. 5 of 5
MARK SCHEME AQA Certificates Science: Double Award 8404/P/H June 204 Question (a) the driving force is greater than the resistive force AO P.2c (b) air resistance AO P.4a (c) they are equal / the same / balanced AO P.4a 6 of 5
MARK SCHEME AQA Certificates Science: Double Award 8404/P/H June 204 Question continued (d) 6 Marks awarded for this answer will be determined by the Quality of Communication (QC) as well as the standard of the scientific response. Examiners should also refer to the information on page 5 and apply a best-fit approach to the marking. 0 marks Level ( 2 marks) Level 2 (3 4 marks) Level 3 (5 6 marks) The response shows little understanding of stopping distance. An attempt at a description of stopping distance or an attempt at a description of a factor that affects stopping distance. A basic description of stopping distance and a basic description of a factor that affects stopping distance. A clear description of stopping distance and a clear description of factors that affect stopping distance including a description of the effects. examples of the points made in the response stopping distance is made up of thinking distance and braking distance stopping distance = thinking distance + braking distance the faster the car travels the greater the stopping distance thinking distance is the distance travelled from when the driver sees an obstacle to when the brakes are applied braking distance is the distance travelled from when the brakes are applied to when the car stops thinking distance: tiredness increases thinking distance taking drugs increases thinking distance drinking alcohol increases thinking distance distractions in the car increase thinking distance extra information accept thinking time / reaction time AO P.4b,c,d,f Question continues on the next page 7 of 5
MARK SCHEME AQA Certificates Science: Double Award 8404/P/H June 204 Question continued (d) 6 examples of the points made in the response braking distance: poor condition of brakes increases braking distance poor condition of tyres increases braking distance wet roads increase braking distance icy roads increase braking distance extra information AO P.4b,c,d,f (e) (work is done by) friction between the brakes and the wheel AO P.4e this reduces the kinetic energy of the car which is transferred by heating allow transfer to heat Total 2 8 of 5
MARK SCHEME AQA Certificates Science: Double Award 8404/P/H June 204 Question 2 2(a) any four from: becomes unstable this causes the nucleus to split * into two smaller nuclei two / three neutrons are released and energy is released * * must have these marking points to score full marks 4 AO P5.3a,b, c,d 2(b) fusion involves joining (not splitting) AO P5.3a/5.4a fusion makes a larger nucleus (not smaller ones) 2(c) new / heavier elements produced (by fusion) in stars AO P5.4f elements heavier than iron created in a supernova a star explodes (as a supernova) spreading elements throughout the Universe accept heavy elements Total 9 9 of 5
MARK SCHEME AQA Certificates Science: Double Award 8404/P/H June 204 Question 3 3(a) diodes only allow current in one direction AO P4.l because the resistance is very high in the reverse direction allow for mark a reference to rectification of a.c. if no other marks awarded 3(b)(i) at least one full sine wave shown on grid A AO2 P4.2d half-rectified wave shown on grid B waves on grid B have same or lower amplitude than grid A waves on both grids have same frequency last 2 marking points only score if half wave rectification shown 0 of 5
MARK SCHEME AQA Certificates Science: Double Award 8404/P/H June 204 Question 3 continued 3(b)(ii) 25 allow mark for a correct substitution, ie /0.04 or /40 0 3 2 AO/AO2 P4.2b an answer of 0.025 scores mark Hz do not accept hz / HZ / hz Total 0 of 5
MARK SCHEME AQA Certificates Science: Double Award 8404/P/H June 204 Question 4 4(a)(i) there is an (observed) increase in the wavelength (of light) AO P2.5b from (distant) galaxies 4(a)(ii) the further away (the galaxy is) the greater the red-shift AO P2.5b the furthest galaxies are moving the fastest this suggests the Universe is expanding so would appear to have started from a single point 4(b) cosmic microwave background radiation / CMBR accept CMB or cosmic microwave background AO P2.5d Total 7 2 of 5
MARK SCHEME AQA Certificates Science: Double Award 8404/P/H June 204 Question 5 5(a) 0.65 (m) 65 (m) gains 2 marks 3 AO2 P2.h allow mark for a correct substitution, ie 330 = 2000 λ 5(b) accept alarm / building / source for B throughout AO2/AO3 P2.5a frequency determines the pitch she hears the higher the frequency, the higher the pitch so as she drives towards B the frequency / pitch is higher as she drives away from B the frequency / pitch is lower the true frequency / pitch is heard when the car is at B Total 8 3 of 5
MARK SCHEME AQA Certificates Science: Double Award 8404/P/H June 204 Question 6 6(a)(i) any two from: heating the material of the kettle heating the surroundings sound 2 AO P3.4b 6(a)(ii) 0.8 / 80% 0.8 with a unit or 80 without % gains 2 marks allow mark for a correct substitution, ie 320 000/400 000 3 AO2 P3.4d 6(b)(i) 460 000 (J) allow mark for a correct substitution, ie 230 2000 2 AO2 P4.3d 6(b)(ii) 2.6 or 2.56 (minutes) accept 2.55 for full marks only if taken from t = 53 s, if not gains maximum 3 marks 4 AO2 P4.3b 2 minutes 33 seconds gains 3 marks correct attempt to convert 53.3 s or 53 s to minutes gains 3 marks allow ecf from (b)(i) 53.3 s or 53 s gains 2 marks allow mark for a correct substitution, ie 3000 = 460 000/t or 3000 = their (b)(i)/t 4 of 5
MARK SCHEME AQA Certificates Science: Double Award 8404/P/H June 204 Question 6 continued 6(b)(iii) temperature of water from tap varies as the outside temperature varies AO2 P3.c so the temperature change required will vary so a bigger temperature change means more energy needed Total 4 5 of 5