This document provides the mark scheme for GCSE Chemistry Paper 01 from the Summer 2013 exam season. It gives general marking guidance for examiners and then lists the mark allocation and acceptable answers for each question. The questions relate to topics across the GCSE chemistry curriculum, including atomic structure, bonding, chemical reactions, quantitative chemistry and periodicity.
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Criteria for Assessment 1– Applying Theory to a Case Study – A.docxfaithxdunce63732
Criteria for Assessment 1– Applying Theory to a Case Study – A Critique (1500 words)- 20%
Student ____________________________________ Student Number _________________________________
Assessment Criteria
Content- (7
Points)
Exemplary Met Poor/Unmet Score
Understanding
of key principles
and concepts of
theory (ies)
Demonstrates understanding of all
the critical principles and concepts of
theory employed in case study (4)
Demonstrates understanding of some
of the key principles and concepts of
theory employed in case study (2 -3)
Insufficiently identifies the key
principles and concepts of theory
employed in case study (0-1pt)
Application of
theory to
explaining
problem,
behaviour
and/or
offending.
Identifies the salient arguments and
fully describes how the theoretical
concepts are used to explain the type
of offending or behaviour contained
in case study (3)
Identifies some of the salient
arguments and partially describes
how the theoretical concepts are used
to explain the type of offending or
behaviour contained in case study
(1.5-2)
Insufficiently describes the salient
arguments or describes how the
theoretical concepts are used to
explain the type of offending or
behaviour contained in case study (0-
1 pt)
Analysis (7 Ps)
Critical appraisal
of the strengths
and limitations
of theory and its
application
Well referenced from the case study,
analysis clearly sets out the strengths
and limitations of the theory, its
application and the empirical
evidence presented with respect to
the defined problem.
(4)
With some references to case study,
analysis addresses some strengths or
limitations of the application of the
theory, its application and the
empirical evidence presented with
respect to the defined problem . (2-3 )
Does not adequately analyse the
application strengths or limitations of
the theory and the empirical evidence
and/or fails to provide relevant
references from the case study. (0-
1pt)
Analyses ideas
and evidence
and implications
for public policy
and/or further
research
Integrates results of analysis to draw
conclusions about implications for
public policy and further research. (3-
3)
Conclusions are drawn with some
reference to critical analysis. This may
include public policy and/or further
research. (1.5-2)
Conclusions are drawn without
effective reference to critical analysis
and/or implications are not well
developed. (0-1pt)
Presentation: (6 Exemplary Met Poor/Unmet Score
Points)
Clear and
effective
structure which
responds to the
task
Responses to each criteria are
distinct, clearly delineated. Writing is
well structured with effective
transitions with introduction and
conclusion. (2)
Responses to criteria can be
identified, but may be incomplete or
are not clearly differentiated. Writing
has generally adequate structure. (1)
Responses to the essential crite.
CH1000
Fundament
als of
Chemistry
Module 2 – Chapter 6
Common and Systematic Names
• Chemical nomenclature is the systematic naming of chemical compounds
• Common names are historical names of compounds which are not based
on systematic rules
• Common names are often used because systematic names are too long
and technical for everyday use
• Chemists prefer systematic names that precisely identify the chemical
composition of compounds.
• Example CaO
• Common name: lime
• Systematic name: calcium oxide
Naming
Flowchart
We will focus on nomenclature of inorganic compounds
Elements and Ions
• The formula for most elements is the symbol of the element off of
the periodic table.
• Diatomic molecules are an exception:
• Two other elements also exist in polyatomic arrangements:
Naming Anions
•Remember from Chapter 5
that any neutral atom that
gains an electron is called
an anion
•When naming anions,
change the element ending
to -ide
Symbols
of the
Elements
•Each element has an
abbreviation called a symbol.
•The first letter of a symbol
must always be capitalized.
•If a second letter is needed, it
should be lowercase.
Predicting Ion
Charge from
Periodic Table
•Metals form cations
•The positive charge is equal
to the group number
Predicting Ion
Charge from
Periodic Table
•Nonmetals form anions
•The negative charge is equal
to 8 – the group number
Writing Formulas from Names of Ionic Compounds
•Ionic compounds contain both a cation and
an anion.
•Ionic compounds must have a net charge of
0
•The sum of charges of the cations and
anions in an ionic compound equal 0
•Rules for writing formulas for ionic
compounds:
• Write the metal ion followed by the
nonmetal ion formula
• Combine the smallest whole numbers
of each ion to provide an overall
charge equal to zero
• Write the compound formula for the
metal and nonmetal, using subscripts
determined from Step 2 for each ion
Naming Ionic
Binary
Compounds
•Binary compounds containing
a metal which forms only one
cation
•By convention, the cation is
written/named first followed
by the anion
•Rules for naming binary ionic
compounds:
• Name the cation
• Write the anion root and
add the –ide suffix
Naming
Compounds
Containing
Metals with
Multiple
Charges
•Rules for Naming Compounds Involving Metals that Could Form
Multiple Charges
• Write the cation name.
• Write the cation charge in Roman numerals in parentheses.
• Write the root of the anion and use the –ide suffix.
•Exception: for metals that only form two cations, a Latin root with
either an –ous or –ic suffix can also be used.
Formula Name Classical Name Formula Name Classical Name
Cu+ Copper(I) cuprous Sn2+ Tin(II) stannous
Cu2+ Copper(II) cupric Sn4+ Tin(IV) stannic
Fe2+ Iron(II) ferrous Pb2+ Lead(II) plumbous
Fe3+ Iron(III) ferric Pb4+ Lead(IV) plumbic
Naming Molecular
Compounds
•Molecular compounds contain two nonmetals
•Rules for ...
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Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
3. 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.
• For questions worth more than one mark, the answer column shows how
partial credit can be allocated. This has been done by the inclusion of part
marks eg (1).
• 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.
Quality of Written Communication
Questions which involve the writing of continuous prose will expect candidates to:
• Write legibly, with accurate spelling, grammar and punctuation in order to
make the meaning clear
• Select and use a form and style of writing appropriate to purpose and to
complex subject matter
• Organise information clearly and coherently, using specialist vocabulary
when appropriate.
4. Question
Number
Answer Acceptable answers Mark
1(a)(i) C cations in a sea of electrons (1)
Question
Number
Answer Acceptable answers Mark
1(a)(ii) (metals have) high melting point a lot of energy needed to
break/overcome (metallic) bonds
energy needed to
break/overcome strong (metallic)
bonds
Ignore references to boiling point
Reject reference to
intermolecular forces/covalent
(bonds) /attraction between
ions/breaking ionic bonds/
breaking covalent bonds
(1)
Question
Number
Answer Acceptable answers Mark
1(a)(iii) An explanation including two of
the following points
• argon is inert/does not
react/is unreactive (1)
• because it has 8 electrons in
its outer shell (1)
• metals would react in/with
air/oxygen (1)
• argon will exclude air from
welding point (1)
Ignore argon is in group 0/8
argon is a noble gas
Ignore argon does not burn
does not {gain/lose/share}
electrons
has a full outer shell (of
electrons)
has a stable electron
configuration
form (metal) oxide
prevents oxidation (2)
5. Question
Number
Answer Acceptable answers Mark
1(b) 2 Fe + 3 Br2 → 2 FeBr3
M1 Correct symbol/formulae (1)
M2 balancing of correct
symbol/formulae (1)
Reject incorrect use of
upper/lower case / subscripts for
M1 but allow ECF for M2 (2)
Question
Number
Answer Acceptable answers Mark
1(c) C – grey solid
(1)
Question
Number
Answer Acceptable answers Mark
1(d) A explanation including
M1 order of reactivity chlorine >
bromine > iodine (1)
and M2 one of the following
points
• chlorine displaces bromine
(from bromide) AND chlorine
displaces iodine (from iodide)
(1)
• bromine displaces iodine
(from iodide) AND bromine
does not displace chlorine
(from chloride) (1)
• iodine does not displace
chlorine(from chloride) AND
iodine does not displace
bromine (from bromide) (1)
For M1 reject reference to
reactivity of halide ions
eg chlorine more reactive than
bromide
halogens/they decrease in
reactivity down the group/table
chlorine is most reactive and
iodine is least reactive
Ignore reference to displacement
of halide ions
eg chlorine displaces bromide
Ignore “replaces”
chlorine reacts with bromide AND
iodide
chlorine takes part in two
(displacement) reactions
bromine reacts with iodide AND
does not react with chloride
bromine takes part in one
(displacement) reactions
iodine does not react with
chloride or bromide
iodine does not take part in any
(displacement) reactions
(2)
6. Question
Number
Answer Acceptable answers Mark
2(a)(i) fractional distillation
(1)
Question
Number
Answer Acceptable answers Mark
2(a)(ii) to make it liquid liquefy/condense
to remove water (vapour)
to remove carbon dioxide (1)
Question
Number
Answer Acceptable answers Mark
2(b) D weak forces of attraction
between the oxygen molecules
(1)
Question
Number
Answer Acceptable answers Mark
2(c)(i) An description including
• shared (electrons) (1)
• pair(s) of electrons (between
atoms) (1)
Ignore reference to complete/full
shells
Ignore reference to between two
metals
Ignore reference to between
metal and non-metal
Ignore reference to between
molecules
Any reference to between ions
scores 0 (2)
Question
Number
Answer Acceptable answers Mark
2(c)(ii) 2.4 (1)
Question
Number
Answer Acceptable answers Mark
2(c)(iii) diagram showing
• any shared pair of electrons
between a carbon and oxygen
atom in CO2 molecule (1)
• rest of molecule correct (1)
Must have O C O arrangement
If any atom labelled must be
correct
Ignore inner electrons even if
wrong
electrons can be on/in ring or no
ring
Ignore intersecting circles
Accept all permutations of dots
and crosses (2)
7. Question
Number
Answer Acceptable answers Mark
3(a) A description including:
• add (dilute) (hydrochloric) acid
(1)
• gas/carbon dioxide (passed
into/tested) with limewater (1)
• limewater goes milky / cloudy /
white ppt (1)
correct formulae
heat/thermally decompose
bubbled through limewater
dependent on use of limewater
(3)
Question
Number
Answer Acceptable answers Mark
3(b) 40 +[2 x 35.5] (=111) 111 alone
(1)
Question
Number
Answer Acceptable answers Mark
3(c) • 100 (kg) (calcium carbonate)
Æ 106 (kg) (sodium carbonate)
(1)
• 106x40 (1) (=42.4)
100
OR alternative 106÷100
40000÷100 /40÷100 (moles
approach)
Only 42.4 with no working
worth 2 marks
42400g worth 2 marks (2)
Question
Number
Answer Acceptable answers Mark
3(d)(i) • 10.4/15.0 (1)
• (10.4/15.0) x100 (1) (= 69.3) 69.3 alone worth 2 marks
If no/incomplete working shown
answer to 2 or more sf scores 2
marks
Ignore any units (2)
8. Question
Number
Answer Acceptable answers Mark
3(d)(ii) Two suggestions from
• reaction incomplete (1)
• impure reactants (1)
• other unwanted/side
reaction(s) occur (1)
• product lost during
experiment/practical (1)
reversible
ignore by-products form
could be an example eg some
products left in apparatus
ignore generic experimental
errors eg measuring/weighing
errors/human error/spillage (2)
9. Question
Number
Answer Acceptable answers Mark
4(a)(i) C T
(1)
Question
Number
Answer Acceptable answers Mark
4(a)(ii) C Q and S (1)
Question
Number
Answer Acceptable answers Mark
4(b)(i) number of protons (in nucleus of
atom)
ignore number of electrons
eg number of protons and
electrons worth (1) (1)
Question
Number
Answer Acceptable answers Mark
4(b)(ii) An explanation including
• (atoms of) both contain 5
/same number of
protons/same atomic number
(1)
• boron-10 atoms contain 5
neutrons but boron-11 atoms
contain 6 neutrons / different
numbers of neutrons/
different mass number (1)
ignore electrons
boron-11 atoms contain 1 more
neutron / boron-10 atoms
contain 1 less neutron
(2)
Question
Number
Answer Acceptable answers Mark
4(c)(i) An explanation including the
following
• M1 {average/mean} mass
(of atoms of an element) (1)
• M2 compared to {1/12 mass
carbon-12 (atom)/ (mass of)
carbon-12 (atom) taken as
12} (1)
For M1
reject weight
reject if mass of molecule
reject if mass of neutrons and
protons
any reference to carbon-12
scores mark
(2)
10. Question
Number
Answer Acceptable answers Mark
4(c)(ii) [19.7 x 10] (1) +[80.3 x 11] (1)
/100 (1) (=10.8)
[0.197 x10] (1) + [0.803 x11] (1) =
[1.97 + 8.83] (1) (=10.8)
If no working shown 10.8(03)
worth 3 marks
(3)
11. Question
Number
Answer Acceptable answers Mark
5(a)(i) B lead chloride (1)
Question
Number
Answer Acceptable answers Mark
5(a)(ii) An explanation linking two of
• strong (electrostatic) forces of
attraction
• between oppositely charged
ions
• so requires lot of heat/energy
to overcome forces/break
bonds
Any reference to
molecules/molecular/intermolecul
ar/covalent scores 0 marks
strong (ionic) bonds
positive and negative ions
reject charged atoms for this
mark
ignore hard to melt/high
temperature needed (2)
Question
Number
Answer Acceptable answers Mark
5(a)(iii) A description including
• M1 add (dilute) nitric acid
• M2 add silver nitrate
(solution)
• M3 forms white ppt/solid
Accept correct formulae
If use any other acid can score
M2 and M3
dependent on use of silver
nitrate
Alternative method:
Electrolyse (1)
Chlorine formed (1)
Bleaches litmus/pH paper (1)
Ignore smell (3)
12. Question
Number
Indicative Content Mark
QWC *
5(b)
A description including some of the following points
ion formation
• magnesium atoms lose electrons
• each magnesium atom loses two electrons
• to acquire full outer shell
• magnesium (configuration) becomes 2.8
• forms Mg2+ ion
• electrons transferred to oxygen atoms
• oxygen atoms gain electrons
• each oxygen atom gains two electrons
• oxygen (configuration) becomes 2.8
• to acquire full outer shell
• forms O2- ion
structure
• magnesium ions attract oxide ions
• due to opposite charges
• ions pack close together
• ratio of ions 1: 1
• ions arranged in lattice
• giant (ionic) (structure)
diagram can be credited for any points
(6)
Level 0 No rewardable content
1 1 - 2 • a limited description e.g. magnesium atoms lose electrons and
oxygen atoms gain electrons e.g. magnesium oxide is a giant
structure
• the answer communicates ideas using simple language and uses
limited scientific terminology
• spelling, punctuation and grammar are used with limited accuracy
2 3 - 4 • a simple description e.g. magnesium atoms lose two electrons to
form positive ions and oxygen atoms gain two electrons to form
negative ions
• e.g. magnesium atoms lose electrons and oxygen atoms gain
electrons and magnesium oxide is a giant structure
• the answer communicates ideas showing some evidence of clarity
and organisation and uses scientific terminology appropriately
• spelling, punctuation and grammar are used with some accuracy
3 5 - 6 • a detailed description e.g. each magnesium atom transfers two
electrons to an oxygen atom and the opposite charged ions
(Mg2+ /O 2-) formed attract each other to form a giant (ionic) lattice
• the answer communicates ideas clearly and coherently uses a
range of scientific terminology accurately
• spelling, punctuation and grammar are used with few errors
13. Question
Number
Answer Acceptable answers Mark
6(a)(i) Zn +H2SO4 →ZnSO4 + H2
reactants (1)
products (1)
Accept multiples
If not correctly balanced max 1
Must be subscripts where
relevant (2)
14. Question
Number
Indicative Content Mark
QWC *6(a)(ii) A description including some of the following points
general points
• reactions occur when particles collide
• more frequent collisions cause higher rate of
reaction
• mass and size of zinc pieces same so no effect on
rate of reaction
• because same surface area
• two factors have been altered in the same
experiment
• cannot be certain of effect of each
concentration
• experiment 2 higher/triple concentration of acid
• so more particles (in same volume)
• so more frequent collisions between particles
• more successful collisions
temperature
• experiment 2 higher temperature
• particles move faster
• particles have more energy
• so more frequent collisions between particles (so
increased rate)
• more successful collisions
• so more energetic collisions between particles
• more particles have enough energy to react
(activation energy) when they collide (6)
Level 0 No rewardable content
1 1 - 2 • a limited description e.g. temperature is higher and
concentration is higher so reaction is faster
e.g. temperature is higher so particles move faster so
reaction is faster
• the answer communicates ideas using simple language and
uses limited scientific terminology
• spelling, punctuation and grammar are used with limited
accuracy
2 3 - 4 a simple description
e.g. temperature is higher so particles move faster and
concentration is higher so more particles so reaction is faster
eg when concentration is higher there will be more
particles so more frequent collisions so faster reaction
e.g. when temperature is higher particles move faster so
more successful collisions so faster reaction
• the answer communicates ideas showing some evidence of
clarity and organisation and uses scientific terminology
15. appropriately
• spelling, punctuation and grammar are used with some
accuracy
3 5 - 6 • a detailed description e.g. higher concentration of acid so
more particles so more frequent collisions so faster
reaction and higher temperature so particles have more
energy so more successful collisions so faster reaction
• the answer communicates ideas clearly and coherently
uses a range of scientific terminology accurately
• spelling, punctuation and grammar are used with few
errors
16. Question
Number
Answer Acceptable answers Mark
6(b)(i) B displacement (1)
Question
Number
Answer Acceptable answers Mark
6(b)(ii) Shown on diagram
• horizontal reactant line above
product line (1)
• horizontal product line to right
of reactant line (1)
lines must be correctly labelled
eg reactants/Zn + CuSO4 and
products/ CuSO4 and Cu
ignore any extra
lines/curves/labels
if not drawn lines but just labels
in correct relative positions max
1
If two lines drawn in correct
positions but no labels max 1 (2)
17.
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