GCSE COMBINED SCIENCE: CHEMISTRY MARK SCHEME

Practice Paper 1 Higher Maximum marks: 71

View detailed guidance on the conclusions you can draw from your students' performance in
these papers on the MERiT welcome page. Understand how your students compare with
others and target revision effectively by entering marks into MERiT.

1 (a) sodium fluoride 1

(b) electrostatic 1
(c) conducts electricity when molten 1
high melting point 1
(d) any four from: 4
• sodium loses electron(s)
• fluorine gains electron(s)
• reference to one electron being transferred
• (forming) positive sodium ion and negative fluoride ion
• ions have complete outer shells
• oppositely charged ions are attracted towards each other
(e) the diagram only shows a two-dimensional representation 1
Or the diagram is not three-dimensional
[9 marks]

2 (a) it goes up / increases 1

because the reaction is exothermic or transfers energy 1
to the surroundings
allow gives out thermal / heat energy
(b) H+ (aq) + OH−(aq) H2O(l) 1
(c) copper sulfate 1
(d) X bubbles of gas 1
Y no bubbles of gas 1
(e) calcium>magnesium>zinc>copper 2
if not all correct allow 1 mark for at least two metals in the
correct position
(f) is partially ionised in water 1

[9 marks]

Page 1

This document is licensed to Loxford School - MB91082

3
Level 3: A full, detailed and coherent plan covering all the major steps 5-6
is provided, which outlines the apparatus required and sets out the
steps needed in a logical manner that could be followed by another
person to produce a pure, dry sample of copper sulfate.
Level 2: The substantive content of a plan is present but may be 3-4
missing some steps. The plan may not be in a completely logical
sequence but leads towards the production of a pure, dry sample of
copper sulfate.
Level 1: Simple statements relating to relevant apparatus or steps are 1-2
made but they may not be in a logical order. The plan would not allow
another person to produce the sample.
No relevant content 0

Indicative content
• pour a suitable volume of sulfuric acid into a suitable container
• add a small amount of copper carbonate to the acid and stir until the
effervescence stops
• continue to add small amounts of copper carbonate to the acid and each
time stir until any effervescence stops
• eventually when there is no reaction / effervescence when the copper
carbonate is added filter the mixture to remove the excess copper carbonate
• pour the filtrate (copper sulfate solution) into an evaporating basin and heat
to evaporate a small amount of the water
• leave the copper sulfate solution to crystallise
• remove the crystals from the solution remaining and dry the crystals

(b) 1 mole carbon dioxide = 14 + (16 × 2) = 46 g 1

14 g is 0.30 mole 1
1 mole is 6.02 × 1023 molecules 1
so 14 g has 1.81 × 1023 molecules 1
allow 1.81 × 1023 or 1.8 × 1023 with no working shown for
4 marks
answer not given in standard form max. 3 marks
[10 marks]

4 (a) magnesium loses two electrons and chlorine gains one electron 2
accept magnesium loses electrons and chlorine gains
electrons for 1 mark
ignore oxidation and reduction
one magnesium and two chlorines accept MgCl2 1
noble gas structure 1
or eight electrons in the outer shell
accept full outer shell (of electrons)
or (electrostatic) attraction between ions
or forms ionic bonds do not accept covalent bonds
reference to incorrect particles or incorrect bonding or
incorrect structure = max 3

Page 2

This document is licensed to Loxford School - MB91082

 (b) (i) because ions can move 1
ignore ions attracted
do not accept molecules / atoms moving
do not accept incorrect reference to electrons moving
(and ions move) to the electrodes 1
or (and ions) carry charge
accept converse for solid
(ii) magnesium (ions) attracted (to the electrode) 1
so magnesium ions gain electrons 1
accept magnesium ions are reduced
ignore oxidised
2 electrons 1
accept a correct half equation for 2nd and 3rd marking points
(iii) hydrogen 1
allow H2
(iv) magnesium is more reactive than hydrogen 1
accept converse
allow magnesium is higher in the reactivity series or
magnesium is very/too reactive.
do not accept magnesium ions are more reactive than
hydrogen ions
(v) 2 Cl- → Cl2 + 2e- 1
must be completely correct
[12 marks]

5 (a) any one from: 1

• solution becomes colourless or colour fades
• zinc becomes bronze / copper coloured
allow copper (forms) or a solid (forms)
• zinc gets smaller allow zinc dissolves
• bubbles or fizzing. ignore precipitate
(b) improvement: 1
use a plastic / polystyrene cup or add a lid
accept use lagging / insulation
reason - must be linked 1
reduce / stop heat loss
or improvement:
use a digital thermometer allow use a data logger
reason - must be linked
more accurate or easy to read or stores data
allow higher resolution or more sensitive
ignore more reliable
ignore improvements to method, eg take more readings

Page 3

This document is licensed to Loxford School - MB91082

(c)
Level 3: There are statements about the results with at least one link 5-6
and an attempt at an explanation.
Level 2: There are statements about the results. These statements 3-4
may be linked or may include data.
Level 1: There is a statement about the results. 1-2
No relevant content 0

Indicative content
Description:
• Statements
• Concentration of copper sulfate increases
• Temperature change increases
• There is an anomalous result
• The temperature change levels off
• Reaction is exothermic
• Linked Statements
• Temperature change increases as concentration of copper sulfate
increases
• The temperature change increases, and then remains constant
• After experiment 7 the temperature change remains constant
• Statements including data
• The trend changes at experiment 7
• Experiment 3 is anomalous
• Attempted Explanation
• Temperature change increases because rate increases
• Temperature change levels off because the reaction is complete
• Explanation
• As more copper sulfate reacts, more heat energy is given off
• Once copper sulfate is in excess, no further heat energy produced
[9 marks]

6 (a) (i) energy / heat of products less than energy of reactants 1

allow converse
allow products are lower than reactants
allow more energy / heat given out than taken in
allow methanol is lower
allow energy / heat is given out / lost
allow ΔH is negative
(ii) lowers / less activation energy 1
allow lowers energy needed for reaction
or it lowers the peak/ maximum
do not allow just ‘lowers the energy’

Page 4

This document is licensed to Loxford School - MB91082

 (b) (i) (8 × 435) + 497 = 3977 1
accept: bonds broken: (2 × 435) + 497 = 1367
(6 × 435) + (2 × 336) + (2 × 464) = 4210 1
bonds made: (2 × 336) + (2 × 464) = 1600
3977 – 4210 = (–) 233 1
energy change:
1367 – 1600 = (–) 233
ignore sign
allow ecf
correct answer (233) = 3 marks with or without working
(ii) energy released forming (new) bonds is greater than energy 1
needed to break (existing) bonds
allow converse
do not accept energy needed to form (new) bonds greater
than energy needed to break (existing) bonds
[6 marks]

7 chlorine atom smaller than bromine atom / has fewer shells / chlorine is
higher in the group than bromine so it is more reactive
the outer electron / extra electron is more strongly attracted with chlorine than bromine /
bromide (owtte) / more shielding with bromine / less shielding with chlorine
an extra electron is more easily gained by chlorine or chlorine can take an electron from
bromide ion (not bromine)
for 1 mark each
[3 marks]

8 50 cm3 contains 4 g CuSO4 1

Mr CuSO4 = 159.5 1

4 g CuSO4 reacts with × 56 g Fe

= 1.40(43877) 1
= 1.4 (g) 1
accept 1.4(g) with no working shown for 4 marks
allow 1.40(43887) without working shown for 3 marks
[4 marks]

Page 5

This document is licensed to Loxford School - MB91082

9 (a)
Level 2: Relevant points (reasons/causes) are identified, given in
3-4
detail and logically linked to form a clear account.

Level 1: Points are identified and stated simply, but their relevance is
1-2
not clear and there is no attempt at logical linking.

No relevant content 0

Indicative content
Ca / calcium (atom) loses two electrons / both outer electrons and is oxidised to
Ca2+ ion
F / fluorine (atom) gain one / an electron and is reduced to F− ion
Supporting points
• fluorine / F (atoms) gain electron(s)
• negative ion produced
• calcium (atoms) lose electron(s)
• positive ion produced
• reduction is gain of electrons
• oxidation is loss of electrons

(b) amount of F2 = = 0.025 moles 1

mark is for ÷ 38

amount of SF6 = × 0.025 = 0.008333 moles 1

mark is for ×1/3
mass of SF6 = 0.008333 × 146 1
mark is for ×146
mass = 1.216 1
mass = 1.22 (g) 3 sig figs 1
[9 marks]

Page 6

This document is licensed to Loxford School - MB91082