Mark Scheme Results Summer 2022 Pearson Edexcel GCSE In Combined Science (1SC0) Paper 1PH Pearson: helping people progress, everywhere

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Mark Scheme Results Summer 2022 Pearson Edexcel GCSE In Combined Science (1SC0) Paper 1PH Pearson: helping people progress, everywhere Pearson aspires to be the world’s leading learning compan... y. Our aim is to help everyone progress in their lives through education. We believe in every kind of learning, for all kinds of people, wherever they are in the world. We’ve been involved in education for over 150 years, and by working across 70 countries, in 100 languages, we have built an international reputation for our commitment to high standards and raising achievement through innovation in education. Find out more about how we can help you and your students at: www.pearson.com/uk Summer 2022 Publications Code 1SC0_1PH_2206_MS All the material in this publication is copyright © Pearson Education Ltd 2022 General Marking Guidance • All candidates must receive the same treatment. Examiners must mark the first candidate in exactly the same way as they mark the last. • Mark schemes should be applied positively. Candidates must be rewarded for what they have shown they can do rather than penalised for omissions. • Examiners should mark according to the mark scheme not according to their perception of where the grade boundaries may lie. • There is no ceiling on achievement. All marks on the mark scheme should be used appropriately. • All the marks on the mark scheme are designed to be awarded. Examiners should always award full marks if deserved, i.e. if the answer matches the mark scheme. Examiners should also be prepared to award zero marks if the candidate’s response is not worthy of credit according to the mark scheme. • Where some judgement is required, mark schemes will provide the principles by which marks will be awarded and exemplification may be limited. • When examiners are in doubt regarding the application of the mark scheme to a candidate’s response, the team leader must be consulted. • Crossed out work should be marked UNLESS the candidate has replaced it with an alternative response. Mark schemes have been developed so that the rubrics of each mark scheme reflects the characteristics of the skills within the AO being targeted and the requirements of the command word. So for example the command word ‘Explain’ requires an identification of a point and then reasoning/justification of the point. Explain questions can be asked across all AOs. The distinction comes whether the identification is via a judgment made to reach a conclusion, or, making a point through application of knowledge to reason/justify the point made through application of understanding. It is the combination and linkage of the marking points that is needed to gain full marks. When marking questions with a ‘describe’ or ‘explain’ command word, the detailed marking guidance below should be consulted to ensure consistency of marking. Assessment Objective Command Word Strand Element Describe Explain AO1* An answer that combines the marking points to provide a logical description An explanation that links identification of a point with reasoning/justification(s) as required AO2 An answer that combines the marking points to provide a logical description, showing application of knowledge and understanding An explanation that links identification of a point (by applying knowledge) with reasoning/justification (application of understanding) AO3 1a and 1b An answer that combines points of interpretation/evaluation to provide a logical description AO3 2a and 2b An explanation that combines identification via a judgment to reach a conclusion via justification/reasoning AO3 3a An answer that combines the marking points to provide a logical description of the plan/method/experiment AO3 3b An explanation that combines identifying an improvement of the experimental procedure with a linked justification/reasoning *there will be situations where an AO1 question will include elements of recall of knowledge directly from the specification (up to a maximum of 15%). These will be identified by an asterisk in the mark scheme. Question Number Answer Mark 1(a) B. when there are energy transfers, the total energy does not change A is not correct because the total energy does not reduce C is not correct because the total energy does not reduce D is not correct because the total energy does not increase (1) AO1 Question Number Answer Additional guidance Mark 1(b)(i) a diagram showing: apparatus labelled to include three from • thermometer • water • insulator / sand / sawdust / material • (copper) can (1) thermometer in the water (1) arrangement for water and insulator in and between copper cans (e.g. as in diagram below) (1) independent of arrangement ignore kettle and stop clock accept reverse positions for water and insulator (3) AO2 Question Number Answer Additional guidance Mark 1(b)(ii) any three factors from: {mass / volume} of water (1) {volume / thickness / mass} of insulators / materials (1) {starting / initial} temperature of water (1) time interval / temperature change (1) accept amount / specified values / “how much” accept amount / specified values / “how much” accept temperature of hot / boiling water / specified values accept specified values of interval or change unqualified “same time” is insufficient (3) AO3 Answer Additional guidance Mark 1(c) a description giving as the density (of expanded polystyrene) increases the (thermal) conductivity decreases (1) non-linear / gradient decreases / at a decreasing rate / levels off / plateaus / becomes (almost) constant (1) ORA allow inversely proportional / exponential for non-linear in this context ignore negative correlation unqualified quoted v [Show More]

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