PMT

Mark Scheme
(Results)

November 2020

Pearson Edexcel GCSE

In Physics (1PH0) Paper 1H
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November 2020
Publications Code 1PH0_1H_2011_MS
All the material in this publication is copyright
© Pearson Education Ltd 2020
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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.
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Mark schemes have been developed so that the rubrics 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 An explanation that links

marking points to provide a logical identification of a point with
description reasoning/justification(s) as
required

AO2 An answer that combines the An explanation that links

marking points to provide a logical identification of a point (by
description, showing application of applying knowledge) with
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

2b identification via a 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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Question Answer Additional guidance Mark

number

1 (a) Any two from (2)

smoke alarm (1)

food irradiation (1)

sterilising (1)

detecting leaks/cracks (1)

gauging thicknesses (1)

in medicine diagnostic (1) named

in medicine therapeutic (1) named

dating (archaeological samples) (1)

Question Answer Additional guidance Mark

number
1 (b) P – control rods (1) boron steel rods (2)

Q – graphite/moderator (1) heavy water

Question Answer Additional guidance Mark

number
1 (c) An explanation linking two of (2)

a neutron collides with/fired at a neutron absorbed by

(uranium) nucleus (1) nucleus.
accept atom for
nucleus

releasing (2/3) extra neutron(s) (1)

which go on to collide with more accept atom for

nucleus
nuclei (1)

Total for Question 1 = 6 marks

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Question Answer Additional guidance Mark

number
2 (a) A description to include: (2)

mention relevant energy store allow KE or mechanical

such as GPE or chemical (1) or thermal or heat

chemical to (G)PE
‘correct’ transfer in context (1) or chemical to KE (in
lifting)
allow misread GPE to
KE/thermal on slope

Allow KE to GPE in
lifting
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Question Answer Additional guidance Mark

number
2 (b) A description to include: (4)

measurement of (relevant) distance one of

(1) distance down slope
or distance along
bench
or length of toy
car/card

measurement of (relevant) time (1)

‘record the distance

the car travels and
time it’ scores 2 marks

use of speed = distance (1)

time

detail (1) for example:

speed down slope × 2

mark distance along

bench

use a light gate

speed gun at the

bottom of the slope

repeating AND
averaging

Question Answer Additional guidance Mark

number
2 (c) (vertical) height of slope (1) (2)

mass (of the toy car) (1) allow (in this context)
weight

if no other mark scored

allow 1 mark for quoting
either equation
(Δ)GPE =mgh
OR
KE = ½ mv2
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Question Answer Additional guidance Mark

number
2 (d) (original) GPE – KE (at bottom) (1) allow (idea of) (1)
input – output

allow wrong way round

(eg output-input)

Total for Question 2 = 9 marks

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Question Answer Mark

number
3 (a) (1)
 B force

Options A, C and D are all scalars.

Question Answer Additional guidance Mark

number
3 (b)(i) acceleration = change in velocity a = v-u a = Δv v (1)
CLIP time (taken) t t t grad
WITH bii
allow correct
rearrangements

seen here or in bii

Question Answer Additional guidance Mark

number
3 (b)(ii) substitution (1) (2)
CLIP
WITH bi 20 - 2 18
12 12

evaluation (1)

1.5 (m/s2) -1.5 (m/s2)

award full marks (1 in bi
and 2 in bii) for the correct
answer without working,

award 1 mark if 20-2 or

18 or 2-20 is seen and no
other marks are scored

If (incorrectly)
a = v2 –u2 given in 3bi
t
a = 202 - 22
12
OR
= 33 scores 1 mark
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Question Answer Additional guidance Mark

number
3 (c)(i) distance = area under graph (1) attempt to find area seen (3)
CLIP on graph
WITH
GRAPH
½ × 7 × 15 (1)
correct area(s) identified
including calculation

52(.5) (m) (1) 53 (m)

allow 7 × 15 or 105 for 1

mark only

award full marks for the

correct answer with no
working

Question Answer Additional guidance Mark

number
3 (c)(ii) (curve) starting from 0,0 (1) curve can be above or (2)
CLIP below the line
WITH of decreasing gradient (1)
GRAPH both of these are
H paper acceptable

Total for Question 3 = 9 marks

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Question Answer Additional guidance Mark

number
4 (a) substitution (1) (2)

3.4 (x 1029)
2.0 (x 1030)

evaluation (1)

0.17 award 1 mark for 1.7 to

any incorrect power of
10

ignore any units given

award full marks for the

correct answer without
working

Question Answer Additional guidance Mark

number
4(b)(i) accept any temperature between (1)
5500 and 7500 (K) (1)

Question Answer Additional Mark

number guidance
4(b)(ii) the greater the temperature the higher or reverse (1)
the brightness argument

allow luminosity
for brightness
allow heat for
temperature

Question Answer Additional Mark

number guidance
4(b)(iii) the greater the mass the higher the or reverse (1)
brightness argument
allow luminosity
for brightness
allow bigger/
heavier for
greater mass in
this context
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Question Answer Additional guidance Mark

number
4 (c) A description to include any (3)
three of the following

(smaller) nuclei / atoms / two named eg

particles (1) hydrogen (nuclei)

come together / join (1) allow fuse

not ‘bond’

to produce a larger nucleus / helium for nucleus

atom / particle (1)

needing high temperature / accept fast (moving)

pressure (1) nuclei

overcoming repulsion
(between nuclei) (1)

energy released (1) ignore energy created

Question Answer Additional guidance Mark

number
4 (d) An explanation to include any (3)
three from:

nebula as a cloud of gas/dust (1)

gas / atoms pulled together / density increase

towards each other (1)

by gravitational force (1) gravity (acting)

temperature increase (1) (resultant) heating

hot enough for nuclear fusion (1)

(Total for Question 4 = 11 marks)

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Question Answer Additional guidance Mark

number
5 (a) recall and rearrangement (1) (3)

λ=v 3.0 (x 108)

f 97.4 (x 106)

evaluation (1)

3.08 (m) accept 3.1 (m)

award 1 mark for

wavelength that rounds
to 3.1 to any other
power of 10

(so) length of aerial = 1.54 m (1) independent mark.

allow ECF from
candidate’s wavelength

check working accept 1.5 (m)

3x108 = 1.5 x 108 award 2 marks for 1.5
2 to any other power of
gets only 1 mark for ecf 10

award full marks for the

correct answer without
working

Allow 1.46 rounded to

1.5 for 1 mark only if it
is ecf from mp2
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Question Answer Additional guidance Mark

number
5 (b) A description including two from: (2)

trace / mark where the ray went

into and out of( through) the glass
block / line on either side of glass
block(1)

(remove block) join entry and exit

points (of ray of light) (1)

use the protractor to measure the

angle between the refracted/drawn
ray and the normal (1) accept 90o line etc.

Question Answer Additional guidance Mark

number
5 (c) (4)
explanation linking:

wave P refracts (towards the accept ‘upper layer’ for

normal) (1) ‘P’
accept ‘wavelength
decreases’
accept ‘bends’ for
‘refracts’ in this instance

because P slows down (1)

AND

wave Q is reflected (at an equal accept ‘lower layer’ for

angle from the boundary) (1) ‘Q’
accept ‘wavelength
unchanged’
accept ‘wave Q bounces
off’ (at an equal angle)

without change of speed of Q (1)

allow one mark for

refraction and reflection
if no other mark awarded

Total for Question 5 = 9 marks

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Question Answer Additional Mark

number guidance
6 (a)(i) substitution (1) (2)

% difference = (240 – 343) x100 OR 343 – 240 in

343 numerator

evaluation (1)

(-) 30 (%)
award full marks for
the correct answer
without working

allow 1 mark for

division by 240
yielding 43%

allow one mark for

240 x100 = 70 %
343

Question Answer Additional guidance Mark

number
6 (a) (ii) explanation linking any two of: (2)

reaction time is significant (with accept reaction time is

0.5s or less) (1) large compared with
travel time

the reaction time will be different

for each of the students (1)

effects on reaction times (1)

students are at different distances

(from starting pistol) (1)

anticipation of flash / bang (1) differences in

perception / acuity of
light and sound
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Question Answer Additional Mark

number guidance
6(a)(iii) explanation linking: (2)

use a (much) longer distance OR all stand the same

use electronic timer (1) distance from the
starting pistol (1)
with

effect (1)

reduces/eliminates the
significance/impact of the reaction
time OR
gives a more manageable time to
measure

Question Answer Additional Mark

number guidance
6 (b)(i) (1)
any similar
distance labelled
wavelength / λ
between the
equivalent of 2
consecutive
compressions

(1)
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Question Answer Additional Mark

number guidance
6(b)(ii) description including any two from: (2)

particles vibrate / oscillate/ move allow air for particles

backwards and forwards (1)

along a radius/ parallel to direction of in same direction as

travel/ energy transfer (1) wave

about mean /fixed positions (1)

allow one mark for

‘sound is a
longitudinal wave’ if
no other mark
awarded

Total for Question 6 = 9 marks

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Question Answer Mark

number
7 (a) (1)

A same atomic number different number of neutrons

Options B, C and D have wrong combinations

Question Answer Mark

number
7 (b) (1)
 C beta plus

Options A, B and D are not represented by Figure 9.

Question Answer Additional guidance Mark

number
7 (c) recognition of there being 4 half (3)
lives involved (1)

so fraction of 1/16 involved (1)

evaluation (1)
2.4 (kBq) allow 2 marks for 4.8
(kBq) (used three instead
of 4 half lives)

allow 1 mark for any other

(1/2)n being involved i.e.
for answers that round to
19.3 (kBq), 9.63 (kBq),
1.2(kBq)

award full marks for the

correct answer without
working
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Question Answer Additional guidance Mark

number
7 (d) explanation linking two from: (2)

(damage to) cell(s) (1) (rapid/unwanted)

division of cells

(because gamma rays are)

ionising / high frequency/very
energetic (1)

(causing / curing/diagnosing)
cancer / mutation / chromosomal
damage / dna damage/burns (1)

Question Answer Additional guidance Mark

number
7 (e) (i) use of gradient on graph (1) look for a triangle / line (2)
going up

= 1480 allow 1480

97 100

accept other data from the

graph

evaluation (1) allow numbers between

15.3 (counts /s) 12.0 and 16.0

award full marks for

answers in the correct
range without working

Question Answer Additional guidance Mark

number
7 (e) (ii) explanation (2)

the process (of radioactive do not allow ‘difficult to

decay) is unpredictable / predict’
(occurs) random(ly) (1)
ignore background

so the count rate would not be results (expected to)

constant / there will be scatter
variations with each reading (1)

Total for Question 7 = 11 marks

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Question Answer Additional Mark

number guidance
8 (a) (3)

drawing tangent attempt (1)

correct data points from graph (1)

accept
other data
60,60 and 150,92
from the
graph

evaluation (1)
award full
marks for
0.33±0.07 (°C / s)
the
correct
answer
without
working
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Question Answer Additional guidance Mark

number
8 (b) rearrangement and substitution (1) (2)

energy supplied = useful energy

efficiency

= 3.3 x 10 5

0.91

evaluation (1)

3.6 x 10 5
(J) (3.626 x 10 5)
number that rounds to
3.6 x 10 5 (J)

3600 or 3626 scores 1

mark

award full marks for the

correct answer without
working

no marks for 91% of

3.3 x 10 5 = 3.0 x 10 5

(J)
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Question Indicative content Mark

number
8 *(c) Answers will be credited according to candidate's deployment (6)Exp
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 which
is indicated as relevant. Additional content included in the
response must be scientific and relevant.

AO1 1 (6 marks)

Arguments for using nuclear power

• we are running out of fossil fuels SO the use of

nuclear can play its part where we have previously
used fossil fuels
• no carbon emissions SO does not contribute towards
global warming, rise in sea-levels etc.
• low running costs SO a good economical alternative
to other power sources
• with reprocessing can last hundreds of years
• large power output compared with wind farms / solar
etc.

Arguments against using nuclear power

• expensive to set up and decommission SO the use of

other sources could be more economical
• nuclear disasters possible SO there could be a loss of
life / contamination of an area
• nuclear toxic waste lasts a long time
• waste storage issues – contamination of ground
water
• terrorism / bomb making

Level Mark Descriptor

0 • No rewardable material.
Level 1 1-2 • Demonstrates elements of physics understanding, some of which is
inaccurate. Understanding of scientific ideas lacks detail. (AO1)

• Presents an explanation with some structure and coherence. (AO1)

Level 2 3-4 • Demonstrates physics understanding, which is mostly relevant but
may include some inaccuracies. Understanding of scientific ideas is
not fully detailed and/or developed. (AO1)
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• Presents an explanation that has a structure which is mostly clear,

coherent and logical. (AO1)

Level 3 5-6 • Demonstrates accurate and relevant physics understanding

throughout. Understanding of the scientific ideas is detailed and fully
developed. (AO1)

• Presents an explanation that has a well-developed structure which

is clear, coherent and logical. (AO1)

SUMMARY, for guidance

Level Mark Additional Guidance General additional guidance – the

decision within levels
e.g. - At each level, as well as content,
the scientific coherency of what is stated
will help place the answer at the top, or
the bottom, of that level.

0 No rewardable material.

Level 1 1–2 Additional guidance Possible candidate responses

Unbalanced incomplete no CO2 emissions

argument Elements of
high cost
physics present isolated
knowledge for or against

Level 2 3–4 Additional guidance Possible candidate responses

no CO2 emissions so no contribution
Argument linked with to global warming
evidence, but not entirely large power output compared with
coherent or balanced wind farms
Uses evidence for or
against but lacks balance
/ focus / with logical
connections made on one
side and statement from
the other
Level 3 5–6 Additional guidance Possible candidate responses

Developed detailed no CO2 emissions so no contribution

arguments, including use to global warming
of evidence, advanced large power output compared with
both for and against the wind farms
use of nuclear power
nuclear toxic waste lasts a long time
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Question Answer Additional Mark

number guidance
9 (a)(i) C 7.7 x 109 kg m/s (1)
comp
Only one correct power of 10. The
other answers are all distractors
involving students misappropriating
‘kilos’ in some way, either in
kilograms or form kilometres

Question Answer Additional guidance Mark

number
9 (a)(ii) rearrangement and substitution (1) (2)
exp
v = momentum change v =p
mass m

= 7.5 (x 1010)
8(.0) (x 106)

evaluation (1)

9.4 x 103 / number that rounds to e.g. 9375, 9.375 x 103

9.4 x 103 (m/s) 9400 (m/s)
9.4 km / s

award full marks for the

correct answer without
working

award 1 mark for 9.4 to

any other power of 10
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Question Indicative content Mark

number
9 (b) Answers will be credited according to candidate's deployment (6)Exp
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 which
is indicated as relevant. Additional content included in the
response must be scientific and relevant.

AO2 (strand 2) (6 marks)

Determining force

• Use of F = (mv - mu)/t or F =ma

• mass (of trolley(s)) needed
• and times during impact (t)

Showing effect of crumple zone

• experiment repeated with and without the spring
• (note) difference in contact times
• use of spring as crumple zone
• with spring, time for contact greater, less impact force

Precautions or controls
• times repeated and average taken
• careful controls – same starting position / same angle of
slope / release without pushing etc.

Level Mark Descriptor

0 • No awardable content
Level 1 1-2 • The explanation attempts to link and apply knowledge and
understanding of scientific enquiry, techniques and procedures,
flawed or simplistic connections made between elements in the
context of the question.

• Lines of reasoning are unsupported or unclear. (AO2)

Level 2 3-4 • The explanation is mostly supported through linkage and
application of knowledge and understanding of scientific enquiry,
techniques and procedures, some logical connections made
between elements in the context of the question.

• Lines of reasoning mostly supported through the application of

relevant evidence. (AO2)
Level 3 5-6 • The explanation is supported throughout by linkage and application
of knowledge and understanding of scientific enquiry, techniques
and procedures, logical connections made between elements in the
context of the question.
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• Lines of reasoning are supported by sustained application of

relevant evidence. (AO2)

SUMMARY, for guidance

Level Mark Additional Guidance General additional guidance – the

decision within levels
e.g. - At each level, as well as content,
the scientific coherency of what is stated
will help place the answer at the top, or
the bottom, of that level.

0 No rewardable material.

Level 1 1–2 Additional guidance Possible candidate responses

Elements of physics Use F = (mv - mu)/t

present i.e. isolated
Use F = ma
knowledge of techniques
and procedures – two keep slope the same
unconnected statements
from any section repeat and average

use spring as crumple zone

Level 2 3–4 Additional guidance Possible candidate responses

Some knowledge of Measurements (difference in contact

techniques and times) with and without the spring
procedures with a logical
connection made in one Use F = ma in finding the force
section and statement
from one more section
Level 3 5–6 Additional guidance Possible candidate responses

Detailed knowledge of Measure the trolley mass(es)/

techniques and velocities/ impact time(s)
procedures with logical and use F = ma in finding the force
connections made in two
sections and statement Measurements (difference in contact
from one more section times) with and without the spring

Same starting place for trolley each

time.
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Question Answer Additional guidance Mark

number

9 (c) An explanation linking any four (4)

from Exp

force(s) associated with F= (mv-mu)

change(s) in momentum (use t
of Newton’s second law) (1) F=ma

detail of momentum changes, m1 v1 – m1u1 =- (m2 v2 – m2u2)

involving time (1) t t

time of collision is same for

both (1)

(therefore) momentum change

is the same for both (1)

equal and opposite forces with explanation leading to

mean equal and opposite m1 u1 + m2u2 = m1 v1 + m2v2
momentum changes (1) for both marks

(total) momentum before a

collision = (total) momentum
after collision (1)

(conservation of momentum
requires) no external forces
acting (1)

Total for Question 9 = 13 marks

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Question Answer Additional guidance Mark

number
10(a)(i) Any two valid differences e.g. (2)
grad
mice are (more) sensitive to
higher frequencies (than humans)
(1)

humans are (more) sensitive to humans more sensitive

lower frequencies (than mice) (overall / for lower
frequencies)

humans have a lower intensity of

sound (threshold) to just hear (1)

mice have two minima on the two particularly

graph, humans one (1) sensitive frequencies

Question Answer Additional guidance Mark

number
10(a)(ii) number and unit must both be (1)
correct to get the mark cler
acceptable range

2.5 kHz 2.0 to 3.0 kHz

OR

2.5 kilohertz 2.0 to 3.0 kilohertz

Question Answer Additional guidance Mark

number
10(a)(iii) (1)
(this frequency corresponds with) grad
most sensitive / the minimum
(frequency) (1)
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Question Answer Additional guidance Mark

number
10 (b) description including: (2)
grad

infrasound < 20 Hz (1)

ultrasound > 20 000 Hz (1)

award 1 mark for

infrasound lower
frequency than
ultrasound OR reverse
argument

Question Answer Additional guidance Mark

number
10 (c) recall and substitution (1) (2) grad

D = ½ v x t = ½1500 x 0.048

evaluation (1)

36 (m) award full marks for the

correct answer without
working

award 1 mark only for

72 m (i.e. ½ ignored)
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Question Answer Additional guidance Mark

number
10 (d) An explanation linking any four (4)
from exp

use of seismometers (1)

waves can be refracted in the

interior of the earth (1)

(showing) different densities (1)

some seismic waves are

longitudinal and some transverse
(1)

S/transverse waves cannot pass S/transverse waves

through liquid (1) can only pass through
solids

S wave / transverse wave shadow

zone shows part of the earth
must be liquid (1)

P / longitudinal waves can go

through the core/liquid (1)

mention S and P waves (1)

Total for Question 10 = 12 marks