Mark Scheme

Mock Set 2 – Autumn 2018

Pearson Edexcel GCSE

In Chemistry (1CH0) Paper 1H
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Mock Set 2 – Autumn 2018

Publications Code 1CH0_1H_msc_2018
All the material in this publication is copyright
© Pearson Education Ltd 2018

2
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.

3
Mark schemes have been developed so that the rubric 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 Command Word

Objective

Strand Element Describe Explain

AO1* An answer that combines the marking points to An explanation that links identification of a point
provide a logical description with reasoning/justification(s) as required

AO2 An answer that combines the marking points to An explanation that links identification of a point
provide a logical description, showing application (by applying knowledge) with
of knowledge and understanding reasoning/justification (application of
understanding)

AO3 1a and An answer that combines points of

1b interpretation/evaluation to provide a logical
description

AO3 2a and An explanation that combines identification via a

2b 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.

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Paper 1CH0/1H Mark scheme

Question Answer Mark

Number
1(a) C high coloured (1)

Question Answer Mark

Number
1(b) An explanation linking (2)

• (sea of) delocalised electrons (1)

• (electrons) move (1)

Question Answer Mark

Number
1(c)(i) B 1.26 x 10-8 (1)

Question Answer Mark

Number
1(c)(ii) An explanation linking (2)
• strong forces of attraction between delocalised electrons
and (positive) ions (1)

• require a large amount of heat energy to break down (1)

(Total for Question 1 = 6 marks)

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Question Answer Additional guidance Mark
Number
2(a) sulfuric acid ignore formula (1)

Question Answer Additional guidance Mark

Number
2(b) volume (dm3) = 600 (1) ( = 0.6) allow correct answer (2)
1000 alone (2)

concentration = 16.5 (1) ( = 27.5)

0.6

Question Answer Mark

Number
2(c)(i) A description linking the following points (2)

• bubble gas through limewater (1)

• (lime water) turns {cloudy / milky} (1)

Question Answer Mark

Number
2(c)(ii) A suitable plan that contains the following points (4)

• filter mixture (to remove excess copper carbonate) (1)

and EITHER
• heat (copper chloride) solution to concentrate (1)
• allow to cool and crystallise (1)
• dry crystals (between filter papers) (1)

OR
• leave solution in a warm place(1)
• until crystals form (1)
• dry crystals (between filter papers) (1)

(Total for Question 2 = 9 marks)

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Question Answer Mark
Number
3(a)(i) B anode (1)

Question Answer Mark

Number
3(a)(ii) hydrogen (1)

Question Answer Additional Guidance Mark

Number
3(a)(iii) A description to include the (2)
following points

• use (red) litmus paper (1) allow other suitable

indicators, eg universal
indicator paper / pH paper
• turns blue (1) turns blue/purple

Question Answer Mark

Number
3(b) An explanation linking (3)

• sodium and chloride ions present (1)

• in solution these ions can move (1)
• in solid ions in a fixed lattice so cannot move (1)

Question Answer Additional guidance Mark

Number
3 (c) 2Cl- → Cl2 + 2e– (2) allow 2Cl- – 2e– → Cl2 (2) (2)

species correct (1)

balancing of correct species (1)

(Total for Question 3 = 9 marks)

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Question Answer Mark
Number
4(a)(i) C2H4 (g) + H2O (g)  C2H5OH (g) (2)

2 correct (2)
1 correct (1)

Question Answer Mark

Number
4(a)(ii) all atoms in the reactants are present in the desired (1)
product/only one product has been made

Question Answer Mark

Number
4(b) 46 x 2 = 92 (1) (4)
92
180 = (0.5111) (1)

0.5111 x 100 = 51.111 (1)

51% (1)

Question Answer Mark

Number
4(c)(i) 137.28 (1) (= 0.88) (2)
156.00

137.28 x 100 = (1) (88%)

156.00

Question Answer Mark

Number
4(c)(ii) any two from: (2)
incomplete reactions (1)
practical losses during the experiment (1)
competing/unwanted/side reactions (1)

(Total for Question 4 = 11 marks)

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Question Answer Mark
Number
5(a)(i) to give a reference point (to calculate Rf value) / to measure (1)
how far the {spot / solvent} has moved

Question Answer Mark

Number
5(a)(ii) An explanation linking (2)
• S (1)
• as there is only one spot (1)

Question Answer Mark

Number
5(a)(iii) An explanation linking (2)
• R (1)
• as still a spot on the start line (1)

Question Answer Mark

Number
5(a)(iv) A 0.89 (1)

Question Answer Mark

Number
5(b) (22 x 12) + (20 x 1) + (13 x 16) = 492 (1) (2)

0.738 = 0.0015 (1)

492

Question Answer Mark

Number
5(c) 0.300 x 6.02 x 1023 = (1) (1.81 x 1023) (1)

(Total for Question 5 = 9 marks)

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Question Answer Mark
Number
6(a) C in the nucleus in the nucleus
(1)

Question Answer Mark

Number
6(b) Any two from: (2)

• conducts electricity (1)

• inert (1)
• high melting point (1)

Question Answer Mark

Number
6(c) An explanation linking (3)

• giant covalent structure / covalent bonding (1)

• strong bonds (1)

• large amounts of energy needed to break bonds (1)

Question Answer Mark

Number
6(d)(i) C + 2F2 → CF4 (2)

correct formula (1)

balancing of correct formula (1)

Question Answer Mark

Number
6(d)(ii) A 3500 -220 -184 (1)

Question Answer Additional guidance Mark

Number
6(d)(iii) bonding pairs between C atom (2)
and all 4 F atoms (1)
(can be all dots/dots and crosses)
rest of the structure correct (1)
(2)

(Total for Question 6 = 11 marks)

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Question Answer Additional Mark
Number guidance
7(a) A description to include the following (4)
points
allow any
• add a few drops of indicator (eg methyl suitable named
orange/phenolphthalein) (1) indicator
and
• add acid from burette to the flask eg methyl
slowly until {indicator just changes orange yellow
colour/correct colour change for named to orange,
indicator /solution is neutral} (1) phenolphthalein
pink to
colourless
and any two points of extra detail from

• flask on a white tile (1)

• fill burette with acid (1)
• swirl the flask (when adding acid) (1)
• add dropwise near endpoint (1)
• run a rough titration first (1)
• repeat for concordant results (1)

Question Answer Additional Mark

Number guidance
7(b) 6.00 (1) (= 0.15) (2)
40.0

0.15 x 1000 (1) (= 0.600)

250

Question Answer Additional Mark

Number guidance
7(c)(i) H+ + OH-  H2O (2)

LHS (1)
RHS (1)

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Question Answer Additional Mark
Number guidance
7(c)(ii) volume of acid (4)
24.45 + 24.50 (1) (= 24.475) 24.475
2 without
working (1)

mols of NaOH = 0.100 x 25.00 (1) (= 0.00250)

1000

1:1 ratio (1)

0.00250 x 1000 = 0.102 (1) allow any

24.475 correctly
rounded
numbers of
3 or more
sig fig

allow 4
marks for
correct
answer
with no
working.

(Total for Question 7 = 12 marks)

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Question Answer Additional guidance Mark
Number
8(a)(i) 1 . allow (1)
1836 1 , 1 , 1 , 1 , 1 , 0.0005, negligible
1835 1837 1840 1800 2000

ignore 0 / zero

Question Answer Additional Mark

Number guidance
8(a)(ii) number of electrons in outer shell (1) gives the (4)
group number (1)

number of electron shells (1) gives the period

number (1)

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Question Indicative content Mark
Number
*8(b) Answers will be credited according to candidate's deployment (6)
of knowledge and understanding of the material in relation to
the qualities and skills outlined in the generic mark scheme.

The indicative content below is not prescriptive and

candidates are not required to include all the material that is
indicated as relevant.
Additional content included in the response must be scientific
and relevant.

AO2 (3 marks) AO3 (3 marks)

silicon has a relative atomic mass of 28.11 because of

• the existence of more than one isotope
• accurate relative mass is calculated using weighted
mean
• silicon-30 and silicon-29 are both heavier isotopes than
silicon-28
• silicon-28 has highest percentage
• (therefore) the relative atomic mass is closer to 28
than 29
calculation of relative atomic mass
• consider 100 atom sample
• in the given sample 92 atoms have a mass of 28
• in the given sample 5 atoms have a mass of 29
• in the given sample 3 atoms have a mass of 30
• calculate total mass of 100 atoms
• divide by 100 to find relative atomic mass
OR
• relative atomic mass
= (92 x 28) + (5 x 29) + (3 x 30)
100
= 28.11

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Level Mark Descriptor
0 No awardable content
Level 1 1–2 • Interpretation and evaluation of the information attempted
but will be limited with a focus on mainly just one variable.
Demonstrates limited synthesis of understanding. (AO3)

• The explanation attempts to link and apply knowledge and

understanding of scientific ideas, flawed or simplistic
connections made between elements in the context of the
question. (AO2)
Level 2 3–4 • Interpretation and evaluation of the information on both
variables, synthesising mostly relevant understanding.
(AO3)

• The explanation is mostly supported through linkage and

application of knowledge and understanding of scientific
ideas, some logical connections made between elements in
the context of the question. (AO2)
Level 3 5–6 • Interpretation and evaluation of the information,
demonstrating throughout the skills of synthesising relevant
understanding. (AO3)

• The explanation is supported throughout by linkage and

application of knowledge and understanding of scientific
ideas, logical connections made between elements in the
context of the question. (AO2)

(Total for Question 8 = 11 marks)

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Question Answer Mark
Number
9(a) A MgCO3 (1)

Question Answer Additional Mark

Number guidance
9(b) An explanation linking (3)
• electrolysis (1) carbon cannot
• magnesium is more reactive than displace
{aluminium/carbon} / forms more magnesium
stable compounds than
{aluminium/carbon} (1)
• (therefore needs) more powerful
method of reduction (than
aluminium) (1)

Question Answer Additional Mark

Number guidance
9(c) 2 x 160 iron oxide makes 4 x 56 iron (1) allow full marks (3)
for correct answer
320 iron oxide makes 224 iron (1) with no working

0.4 x 224 (1) (= 0.28 (tonnes))

320

OR

0.4 (1) (= 0.0025)

160

0.0025 x 2 (1) (= 0.005)

0.005 x 56 (1) (= 0.28 (tonnes))

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Question Answer Additional Mark
Number guidance
9(d) An advantage from the following pairs of linked Marks can be
points awarded for
other valid
• enables extraction from low grade ores / responses
increases potential copper reserves (1)
• because plants concentrate the copper (ions) /
OWTTE (1)
OR
• helps to decontaminate soil / industrial sites /
spoil heaps (1)
• because plants remove toxic copper compounds
from the soil / OWTTE (1)

A disadvantage from the following pairs of linked

points
• takes a long time (1)
• because plants require time to grow (1)
OR
• only removes copper from the surface layer (1)
• because the roots do not penetrate further
than the surface layer (1)
OR
• increased cost (1)
• plants will need {planting / tending /
harvesting} / copper compounds need
extracting and concentrating from plant
material (and then the copper needs extracting
from the copper compounds) / OWTTE (1) (4)

(Total for Question 9 = 11 marks)

17
Question Answer Additional Mark
Number guidance
10(a) 480 = (1) 20 (3)
24

20 x 2 (1) 40

40 = 0.04 (1)
1000

Question Answer Mark

Number
10(b)(i) An explanation linking (2)
• reaction goes both ways / is reversible (1)
• forward and backward reaction same rate (1)

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Question Indicative content Mark
Number
10(c)* Answers will be credited according to candidate's deployment (6)
of knowledge and understanding of the material in relation to
the qualities and skills outlined in the generic mark scheme.

The indicative content below is not prescriptive and

candidates are not required to include all the material that is
indicated as relevant.
Additional content included in the response must be scientific
and relevant.

AO1 (6 marks)

• higher pressure favours forward reaction/equilibrium

shifts to the right
• because decrease in {volume / number of molecules /
number of moles}
• therefore yield increases
• pressure cannot be too high due to high cost energy /
equipment
• high pressures are dangerous
• lower temperature favours forward reaction
/ equilibrium shifts to the right
• therefore yield increases
• but temperature cannot be too low or reaction will be
too slow
• catalyst used as even at 450 ◦C the reaction is quite
slow
• catalyst speeds up rate of reaction
• catalyst can be reused
• more ammonia made in same time

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Level Mark Descriptor

0 No awardable material.
Level 1 1–2 • Demonstrates elements of chemical understanding, some of
which is inaccurate. Understanding of scientific, enquiry,
techniques and procedures lacks detail. (AO1)
• Presents a description which is not logically ordered and
with significant gaps. (AO1)
Level 2 3–4 • Demonstrates chemical understanding, which is mostly
relevant but may include some inaccuracies. Understanding
of scientific ideas, enquiry, techniques and procedures is not
fully detailed and/or developed. (AO1)
• Presents a description of the procedure that has a structure
which is mostly clear, coherent and logical with minor steps
missing. (AO1)
Level 3 5–6 • Demonstrates accurate and relevant chemical understanding
throughout. Understanding of the scientific ideas, enquiry,
techniques and procedures is detailed and fully developed.
(AO1)
• Presents a description that has a well-developed structure
which is clear, coherent and logical. (AO1)

(Total for Question 10 = 11 marks)

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