AQA GCSE PHYSICS 8463/1H Paper 1 Higher Tier Mark scheme June 2020 Version: 1.0 Final Mark Scheme
AQA GCSE PHYSICS 8463/1H Paper 1 Higher Tier Mark scheme June 2020 Version: 1.0 Final Mark Scheme




Paper 1 Higher Tier

Mark scheme

June 2020

Version: 1.0 Final Mark Scheme


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Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant

questions, by a panel of subject teachers. This mark scheme includes any amendments made at the

standardisation events which all associates participate in and is the scheme which was used by them in

this examination. The standardisation process ensures that the mark scheme covers the students’

responses to questions and that every associate understands and applies it in the same correct way.

As preparation for standardisation each associate analyses a number of students’ scripts. Alternative

answers not already covered by the mark scheme are discussed and legislated for. If, after the

standardisation process, associates encounter unusual answers which have not been raised they are

required to refer these to the Lead Examiner.

It must be stressed that a mark scheme is a working document, in many cases further developed and

expanded on the basis of students’ reactions to a particular paper. Assumptions about future mark

schemes on the basis of one year’s document should be avoided; whilst the guiding principles of

assessment remain constant, details will change, depending on the content of a particular examination


Further copies of this mark scheme are available from

Copyright information

AQA retains the copyright on all its publications. However, registered schools|colleges for AQA are permitted to copy material from this booklet for their own

internal use, with the following important exception: AQA cannot give permission to schools|colleges to photocopy any material that is acknowledged to a third

party even for internal use within the centre.

Copyright © 2020 AQA and its licensors. All rights reserved.

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Information to Examiners

1. General

The mark scheme for each question shows:

• the marks available for each part of the question

• the total marks available for the question

• the typical answer or answers which are expected

• extra information to help the Examiner make his or her judgement

• the Assessment Objectives, level of demand and specification content that each question is intended

to cover.

The extra information is aligned to the appropriate answer in the left-hand part of the mark scheme and

should only be applied to that item in the mark scheme.

At the beginning of a part of a question a reminder may be given, for example: where consequential

marking needs to be considered in a calculation; or the answer may be on the diagram or at a different

place on the script.

In general the right-hand side of the mark scheme is there to provide those extra details which confuse

the main part of the mark scheme yet may be helpful in ensuring that marking is straightforward and


2. Emboldening and underlining

2.1 In a list of acceptable answers where more than one mark is available ‘any two from’ is used, with

the number of marks emboldened. Each of the following bullet points is a potential mark.

2.2 A bold and is used to indicate that both parts of the answer are required to award the mark.

2.3 Alternative answers acceptable for a mark are indicated by the use of or. Different terms in the

mark scheme are shown by a |; eg allow smooth|free movement.

2.4 Any wording that is underlined is essential for the marking point to be awarded.

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3. Marking points

3.1 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?

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.

Student Response Marks awarded

1 Neptune, Mars, Moon 1

2 Neptune, Sun, Mars,



3.2 Use of chemical symbols|formulae

[1 mark]

[2 marks]

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


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


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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


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.

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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


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.

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Category AQA Questions and Marking Scheme
Pages 20
Language English
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