Exemplar Responses

INTERNATIONAL
GCSE
CHEMISTRY
(9202)
Paper 1 and 2
Example responses with commentary
For teaching from September 2016 onwards
For GCSE exams in May/June 2018 onwards
Copyr ight © 2019 Oxfor d Inter national AQA Examinations and its licensor s. All r ights r eser ved.
INTERNATIONAL GCSE CHEMISTRY (9202)
PAPER 1 AND 2, EXAMPLE RESPONSES WITH COMMENTARY
This guide includes some examples of student responses to a selection of

questions from the summer 2018 Chemistry Paper 1 and 2.
The question parts are reproduced, along with the final mark scheme,
student responses and a commentary from the Lead Examiner on each of
the students’ answers.
Copyr ight © 2019 Oxford Inter national AQA Examinations and its lic ensor s. All r ights r eser ved. 2
QUESTION
01.6
MARK SCHEME
STUDENT A
EXAMINER COMMENTARY
This response gained 1 mark for describing how strong bonds need more
energy to break.
They did not refer to the nature of the attractions or the structure of the
lattice.
STUDENT B
EXAMINER COMMENTARY
This student correctly used the term electrostatic attraction which gained a
mark. They also gained a mark for describing the high amount of energy
needed to break the bonds. They did not refer to oppositely charged ions or
giant structure. In total they gained 2 marks.
QUESTION
03.7
MARK SCHEME
STUDENT A
EXAMINER COMMENTARY
This is a relatively weak answer scoring 2 marks. The student makes

some relevant points but there is confusion in their answer. The points
are not linked together.
The student is aware using fossil fuels can release carbon dioxide but
is not clear how. They are confused about the non-renewable nature of
hydrogen fuels cells, but they are aware of the storage issues for
hydrogen gas.
The student has made enough points to access level 1.
STUDENT B
EXAMINER COMMENTARY
This is a reasonable response showing awareness of a few of the ideas.

The points are not particularly well linked together or fully articulated.
They are aware hydrogen fuel cells can reduce carbon dioxide emissions
but do not explain why. They are also aware that fuel cells are more
expensive. They describe correctly the explosive nature of hydrogen gas
and the difficulties of storing it.
The student has made enough points to access level 2 (3 marks). Some
more consideration of the issues connected to hydrocarbon fuels would
have allowed access to level 3.
STUDENT C
EXAMINER COMMENATRY
This is a strong answer scoring 5 marks.
From the indicative content they mentioned that hydrogen is a renewable
fuel and that water is the non-polluting product. They referred to the
difficulties of dealing with hydrogen as a gaseous fuel and its high
flammability. Considering hydrocarbon fuels they referred to its extraction
from non-renewable fossil fuels and the release of carbon dioxide gas. They
also made the connection of carbon dioxide to global warming.
The use of words such as ‘however’, ‘therefore’ and ‘in contrast’ by the
student are good examples of the student linking ideas together.
The student has considered both fuels and both sides of the argument and
is clearly answering in Level 3 of the mark scheme.
The student was given a 5 rather than a 6 because compared to some
students they did not consider the relative costs and availability of using the
fuels. Their use of the word flammable could also have been more accurate.
QUESTION
04.3
MARK SCHEME
STUDENT A
EXAMINER COMMENTARY
This student correctly identifies the charges on the electrons and protons.
They refer to the charges cancelling out. They do not specify the reason that
they cancel is because there are the same number of protons and electrons.
They score 1 out of 2 marks.
STUDENT B
EXAMINER COMMENTARY
This student correctly states that there are equal numbers of protons and
electrons but does not go on to give the charges of these particles. They
score 1 out of 2 marks.
STUDENT C
EXAMINER COMMENTARY
This student correctly gives the charges of the protons and electrons. They
describe that there are 11 protons and 11 electrons which is an acceptable
way of saying there are the same number. Therefore this student gains both
marks.
QUESTION
04.4
MARK SCHEME
STUDENT A
EXAMINER COMMENTARY
This student has gained a mark for describing potassium as more

reactive than sodium. The explanation, however, is not correct. The
student gained one out of four marks.
STUDENT B
EXAMINER COMMENTARY
This student nearly gained full marks. They correctly gave the relative
reactivity of the metals and related it to their position in the periodic table.
They were vague, however, about what was further from the nucleus and
were not given the mark for outer electron being further from nucleus. They
did go on to say it was easier for potassium to get rid of an electron which
was just acceptable for losing an electron. In total they scored three out of
four marks.
STUDENT C
EXAMINER COMMENTARY
This student did gain full marks for a strong answer. They gained the
easier marks of stating the reactivity and relating it to their position in
the periodic table. They went on to describe how the valence
electrons were further from the nucleus and were easier to lose.
Valence electron is an acceptable alternative to outer electron.
QUESTION
06.4
MARK SCHEME
STUDENT A
EXAMINER COMMENTARY
This student correct calculated the moles of ethanol in 2.3g but did not
proceed beyond this point. They scored the first mark only.
STUDENT B
EXAMINER COMMENTARY
This student used the alternative method, using ratios to calculate that 4.4 g
of carbon dioxide would be produced. This would have gained all three
marks but they also calculated the mass of water that would be produced
and added this on to the total. This lost them the final mark so they scored
two of the available three marks.
STUDENT C
EXAMINER COMMENTARY
This student gained all three marks. Their working was well set out and easy
to follow. Students should be encouraged to set out their working in a similar
way.
QUESTION
08.8
MARK SCHEME
STUDENT A
EXAMINER COMMENTARY
This student does mention covalent bonds but then loses the mark for
describing it as intermolecular and electrostatic. Students should be careful
not to contradict themselves. They did gain a mark for correctly describing
that silicon forms bonds to 4 oxygen atoms. They incorrectly described,
however, how many bonds each oxygen atom forms. In total, they gained
one mark out of the possible four.
STUDENT B
EXAMINER COMMENTARY
This student has mentioned covalent bonds, giant covalent structure and
correctly describes the four atoms of oxygen bonded to one silicon atom.
They lose the giant covalent mark, however, for mentioning intermolecular
forces. They gain two marks in total.
STUDENT C
EXAMINER COMMENTARY
This student nearly gains all four marks. They describe correctly the
number of bonds each silicon and oxygen atom forms. They
correctly state the bonds are covalent. They needed, however, to
use the word giant or macromolecular when describing the structure
to gain the first mark. In total, they gained three marks out of the
possible four.
PAPER 2
QUESTION
03.4
MARK SCHEME
STUDENT A
EXAMINER COMMENTARY
The student incorrectly names the dark solid so the first marking point is not
awarded.
Marking point two is awarded for stating that chlorine is more reactive than
iodine but the reference to displacement is insufficient for the third marking
point.
Total marks = 1.
STUDENT B
EXAMINER COMMENTARY
The student incorrectly names the dark solid.
The explanation correctly indicates that chlorine is more reactive than iodine
marking point two so chlorine displaces iodine marking point three.
Total marks = 2.
STUDENT C
EXAMINER COMMENTARY
The student correctly identifies the dark solid as iodine (MP1).

The explanation is fully correct.
Total mark = 3
QUESTION
04.3
MARK SCHEME
STUDENT A
EXAMINER COMMENTARY
The method described by the student would not lead to a valid outcome
because the reaction is being monitored by the rate of bubbling. Although
some sulfur dioxide is produced in the reaction it would not be possible to
count bubbles of gas. The student attempts to control the variables by using
the same volume of reagents and repeats the experiment at different
temperatures. This Level 1 answer was awarded two marks.
STUDENT B
EXAMINER COMMENATRY
The student describes mixing the sodium thiosulfate solution and

hydrochloric acid and timing the disappearance of a cross placed under the
flask. The experiment is repeated at different temperatures but there is no
attempt to control the amount of sodium thiosulfate used. This Level 2
answer was awarded four marks.
QUESTION
04.4
MARK SCHEME
STUDENT A
EXAMINER COMMENTARY
The student states that the particles move faster so marking point 1 MP1 is
awarded.
Marking point two is not awarded because ‘collide more’ is insufficient for the
idea of a greater frequency of collisions.
Total marks = 1.
STUDENT B
EXAMINER COMMENTARY
The student gains marking point one(first sentence) and marking point two
(second sentence).
Marking point three is also awarded for the idea that more of the particles
have the energy required for a reaction to occur when they collide
(thirdsentence).
Total marks = 3.
QUESTION
05.9
MARK SCHEME
STUDENT A
EXAMINER COMMENTARY
The student indicates that more energy is taken in than given out so the third
marking point may be awarded.
Total marks = 1.
STUDENT B
EXAMINER COMMENTARY
The student indicates that energy is taken in to break bonds so marking

point one is awarded.
Although the phrase ‘energy released in the products’ is used there is not an
explicit link to the formation of bonds so marking point two is not awarded.
Marking point three is awarded for the idea that more energy is taken in than
given out.
Total marks = 2.
QUESTION
06.4
MARK SCHEME
STUDENT A
EXAMINER COMMENTARY
The student indicates in the first sentence that as time increases mass
decreases so the first marking point is awarded.
The rest of the answer is an ‘explanation’ which gains no credit because the
question asked for a description.
Total marks = 1.
STUDENT B
EXAMINER COMMENTARY
The student indicates that as time increases mass decreases (marking point
one awarded).
Marking point three is awarded for the idea that after 200 s the mass stops
decreasing.
Total marks = 2.
STUDENT C
EXAMINER COMMENTARY
The student indicates that as time increases mass decreases (marking point
one awarded).
The phrase ‘the rate of decreasing in mass is getting smaller’ is equivalent to
the mass decreasing at a decreasing rate so marking point two is awarded.
The third marking point is awarded for the idea that after 200 s the mass
stops decreasing.
Total marks = 3.
QUESTION
MARK SCHEME
STUDENT A
EXAMINER COMMENTARY
The student takes correct mass readings from the graph and correctly
calculates the change in mass (first marking point awarded).
No further credit because the calculation ends at this point and the unit given
is incorrect.
Total marks = 1.
STUDENT B
EXAMINER COMMENTARY
The student correctly determines the change in mass (marking point one).
The expression for the rate calculation ‘0.4 / 50’ is given so marking point
two is awarded.
Although the rate is correctly calculated (0.008), this is subsequently
multiplied by 60 to give the final answer of 0.48 so marking point three is not
awarded.
The unit is incorrect so marking point four is not awarded.
Total marks = 2.
STUDENT C
EXAMINER COMMENTARY
The student scores full marks for a correct calculation including the unit.
Total marks = 4.
FURTHER GUIDANCE AND CONTACTS
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INTERNATIONAL

This guide includes some examples of student responses to a selection of

This is a relatively weak answer scoring 2 marks. The student makes

This is a reasonable response showing awareness of a few of the ideas.

This student has gained a mark for describing potassium as more

The student correctly identifies the dark solid as iodine (MP1).

The student describes mixing the sodium thiosulfate solution and

The student indicates that energy is taken in to break bonds so marking

OXFORD INTERNATIONAL AQA EXAMINATIONS

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