GCSE COMBINED SCIENCE: TRILOGY 8464/P/2H Physics Paper 2H

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 = w ...

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 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 planets in the solar system. [2 marks] Student Response Marks awarded 1 Neptune, Mars, Moon 1 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 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. MARK SCHEME – GCSE COMBINED SCIENCE: TRILOGY – 8464/P/2H – JUNE 2020 5 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. 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. 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 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. MARK SCHEME – GCSE COMBINED SCIENCE: TRILOGY – 8464/P/2H – JUNE 2020 6 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. MARK SCHEME – GCSE COMBINED SCIENCE: TRILOGY – 8464/P/2H – JUNE 2020 7 Question Answers Extra information Mark AO / Spec. Ref. 01.1 iron and steel will be attracted (to the magnet) aluminium, copper and tin will not be attracted (to the magnet) allow 1 mark is one metal is in the incorrect list, but all the other four are correct if no other mark awarded allow 1 mark for iron and steel are magnetic 1 1 AO1 6.7.1.1 01.2 the paperclip would still be attracted to the magnet because of induced magnetism allow the paper clip becomes an induced magnet allow because the paper clip is a temporary magnet allow there is a magnetic field at the south pole 1 1 AO1 6.7.1.1 01.3 weight = mass × gravitational field strength or W = mg do not accept gravity for gravitational field strength 1 AO1 6.5.1.3 01.4 1.0 g = 0.0010 kg weight of 1 paperclip = 0.0010 × 9.8 Force = 0.0098 x 20 = 0.196 (N) allow 0.001 (kg) allow 0.0098 (N) allow correct substitution using incorrectly/not converted value of mass of paperclip allow correct calculation using incorrectly/not converted value of mass of paperclip 1 1 1 AO2 6.5.1.3 MARK SCHEME – GCSE COMBINED SCIENCE: TRILOGY – 8464/P/2H – JUNE 2020 8 Total 8 Question Answers Mark AO / Spec. Ref. 02.1 Level 3: The method would lead to the production of a valid outcome. All key steps are identified and logically sequenced. 5–6 AO3 Level 2: The method would not necessarily lead to a valid outcome. Most steps are identified, but the plan is not fully logically sequenced. 3–4 AO1 Level 1: The method would not lead to a valid outcome. Some relevant steps are identified, but links are not made clear. 1–2 AO1 No relevant content 0 6.5.4.2.2 RPA19 Indicative content measurements • place one wooden block under the ramp • vary the height by placing a different number of wooden blocks • measure the height of the ramp using a metre rule • measure the distance travelled using a metre rule • measure time taken using light gates (and computer/datalogger) • measure time taken using a stopclock or ticker timer • release trolley from the same position each time • release the trolley without applying a force results • repeat at the same height and calculate a mean • repeat for different heights • calculate acceleration using a = (v-u)/t or a = v2- u2 2s