Version 4 Last updated: 14/12/2017

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1 Year 11 Test GCSE (9 1) Physics A (Gateway) J249/04 Paper 4, P5 P8 and P9 (Higher Tier) MARK SCHEME Duration: 1 hour 45 minutes MAXIMUM MARK 90 Version 4 Last updated: 14/12/2017 This document consists of 19 pages

2 MARKING INSTRUCTIONS PREPARATION FOR MARKING RM ASSESSOR 1. Make sure that you have accessed and completed the relevant training packages for on-screen marking: RM Assessor Online Training; OCR Essential Guide to Marking. 2. Make sure that you have read and understood the mark scheme and the question paper for this unit. These are available in RM Assessor. 3. Log-in to RM Assessor and mark the required number of practice responses ( scripts ) and the required number of standardisation responses. MARKING 1. Mark strictly to the mark scheme. 2. Marks awarded must relate directly to the marking criteria. 3. The schedule of dates is very important. It is essential that you meet the RM Assessor 50% and 100% (traditional 50% Batch 1 and 100% Batch 2) deadlines. If you experience problems, you must contact your Team Leader (Supervisor) without delay. 4. If you are in any doubt about applying the mark scheme, consult your Team Leader by telephone, or via the RM Assessor messaging system. 2

3 5. Crossed Out Responses Where a candidate has crossed out a response and provided a clear alternative then the crossed out response is not marked. Where no alternative response has been provided, examiners may give candidates the benefit of the doubt and mark the crossed out response where legible. Rubric Error Responses Optional Questions Where candidates have a choice of question across a whole paper or a whole section and have provided more answers than required, then all responses are marked and the highest mark allowable within the rubric is given. Enter a mark for each question answered into RM assessor, which will select the highest mark from those awarded. (The underlying assumption is that the candidate has penalised themselves by attempting more questions than necessary in the time allowed.) Multiple Choice Question Responses When a multiple choice question has only a single, correct response and a candidate provides two responses (even if one of these responses is correct), then no mark should be awarded (as it is not possible to determine which was the first response selected by the candidate). When a question requires candidates to select more than one option/multiple options, then local marking arrangements need to ensure consistency of approach. Contradictory Responses When a candidate provides contradictory responses, then no mark should be awarded, even if one of the answers is correct. Short Answer Questions (requiring only a list by way of a response, usually worth only one mark per response) Where candidates are required to provide a set number of short answer responses then only the set number of responses should be marked. The response space should be marked from left to right on each line and then line by line until the required number of responses have been considered. The remaining responses should not then be marked. Examiners will have to apply judgement as to whether a second response on a line is a development of the first response, rather than a separate, discrete response. (The underlying assumption is that the candidate is attempting to hedge their bets and therefore getting undue benefit rather than engaging with the question and giving the most relevant/correct responses.) Short Answer Questions (requiring a more developed response, worth two or more marks) If the candidates are required to provide a description of, say, three items or factors and four items or factors are provided, then mark on a similar basis that is downwards (as it is unlikely in this situation that a candidate will provide more than one response in each section of the response space.) Longer Answer Questions (requiring a developed response) Where candidates have provided two (or more) responses to a medium or high tariff question which only required a single (developed) response and not crossed out the first response, then only the first response should be marked. Examiners will need to apply professional 3

4 judgement as to whether the second (or a subsequent) response is a new start or simply a poorly expressed continuation of the first response. 6. Always check the pages (and additional objects if present) at the end of the response in case any answers have been continued there. If the candidate has continued an answer there then add a tick to confirm that the work has been seen. 7. Award No Response (NR) if: there is nothing written in the answer space. Award Zero 0 if: anything is written in the answer space and is not worthy of credit (this includes text and symbols). Team Leaders must confirm the correct use of the NR button with their markers before live marking commences and should check this when reviewing scripts. 8. The RM Assessor comments box is used by your Team Leader to explain the marking of the practice responses. Please refer to these comments when checking your practice responses. Do not use the comments box for any other reason. If you have any questions or comments for your Team Leader, use the phone, the RM Assessor messaging system, or Assistant Examiners will send a brief report on the performance of candidates to their Team Leader (Supervisor) via by the end of the marking period. The report should contain notes on particular strengths displayed as well as common errors or weaknesses. Constructive criticism of the question paper/mark scheme is also appreciated. 4

5 10. For answers marked by levels of response: Read through the whole answer from start to finish, using the Level descriptors to help you decide whether it is a strong or weak answer. The indicative scientific content in the column indicates the expected parameters for candidates answers, but be prepared to recognise and credit unexpected approaches where they show relevance. Using a best-fit approach based on the skills and science content evidenced within the answer, first decide which set of level descriptors, Level 1, Level 2 or Level 3, best describes the overall quality of the answer. Once the level is located, award the higher or lower mark: The higher mark should be awarded where the level descriptor has been evidenced and all aspects of the communication statement (in italics) have been met. The lower mark should be awarded where the level descriptor has been evidenced but aspects of the communication statement (in italics) are missing. In summary: The skills and science content determines the level. The communication statement determines the mark within a level. Level of response question on this paper is 19(c) 5

6 11. Annotations available in RM Assessor Annotation Meaning Correct response Incorrect response Omission mark Benefit of doubt given Contradiction Rounding error Error in number of significant figures Error carried forward Level 1 Level 2 Level 3 Benefit of doubt not given Noted but no credit given Ignore 6

7 12. Abbreviations, annotations and conventions used in the detailed Mark Scheme (to include abbreviations and subject-specific conventions). Annotation Meaning / alternative and acceptable answers for the same marking point DO NOT ALLOW IGNORE ALLOW Separates marking points Answers which are not worthy of credit Statements which are irrelevant Answers that can be accepted ( ) Words which are not essential to gain credit ECF AW ORA Underlined words must be present in answer to score a mark Error carried forward Alternative wording Or reverse argument 7

8 13. Subject-specific Marking Instructions INTRODUCTION Your first task as an Examiner is to become thoroughly familiar with the material on which the examination depends. This material includes: the specification, especially the assessment objectives the question paper the mark scheme. You should ensure that you have copies of these materials. You should ensure also that you are familiar with the administrative procedures related to the marking process. These are set out in the OCR booklet Instructions for Examiners. If you are examining for the first time, please read carefully Appendix 5 Introduction to Script Marking: Notes for New Examiners. Please ask for help or guidance whenever you need it. Your first point of contact is your Team Leader. 8

9 The breakdown of Assessment Objectives for GCSE (9-1) in Physics: Assessment Objective a 3.1b a 3.2b a 3.3b Demonstrate knowledge and understanding of scientific ideas and scientific techniques and procedures. Demonstrate knowledge and understanding of scientific ideas. Demonstrate knowledge and understanding of scientific techniques and procedures. Apply knowledge and understanding of scientific ideas and scientific enquiry, techniques and procedures. Apply knowledge and understanding of scientific ideas. Apply knowledge and understanding of scientific enquiry, techniques and procedures. Analyse information and ideas to interpret and evaluate, make judgements and draw conclusions and develop and improve experimental procedures. Analyse information and ideas to interpret and evaluate. Analyse information and ideas to interpret. Analyse information and ideas to evaluate. Analyse information and ideas to make judgements and draw conclusions. Analyse information and ideas to make judgements. Analyse information and ideas to draw conclusions. Analyse information and ideas to develop and improve experimental procedures. Analyse information and ideas to develop experimental procedures. Analyse information and ideas to improve experimental procedures. 9

10 1 D A A D D C B B B D B C D B A 1 2.2

11 16 a quarters (the braking distance) scores 1 3.2b b (increases the braking distance by) 9 x scores 1 3.2b c FIRST CHECK THE ANSWER ON ANSWER LINE If answer = 9 (m/s) award 2 marks If answer is incorrect or incomplete then: = 9 (.0) (m/s) d FIRST CHECK THE ANSWER ON ANSWER LINE If answer = 25.6 (m) award 3 marks If answer is incorrect or incomplete then: 3 (thinking distance) is 6.4 scores (braking distance scores 19.2 scores (stopping distance) is 25.6 (m) 3.2a 3.2a 3.2b e FIRST CHECK THE ANSWER ON ANSWER LINE If answer = 0.85 (s) award 2 marks If answer is incorrect or incomplete then: x 5 = x / AW 3.1b 11

12 f Any one from the difficulty finding: When / where cyclist begins to react when / where cyclist begins to brake 1 3.3a g Any two from: Tiredness Lack of concentration Greater speed Use of drugs / alcohol h Any two from: Greater speed Wet / slippery / icy / lower friction road surface Worn tyres / low tread on tyres Gas / dust cloud pulled together by force of gravity High temperatures / pressures produced Fusion happens Idea of equilibrium / balance between contraction (due to gravity) and expansion (due to fusion)

13 18 a (energy) Is transferred from (rollercoaster) car to the water (Kinetic) energy store of water increases/ water moved Thermal energy store of water increases / heats the water Transmitted to the environment by sound / water waves b (Kinetic) energy is lost from the (rollercoaster) car Any three from the following: through friction / transferred to heat (Rollercoaster) car has not got enough energy to get to the same height as before Law of conservation of energy / AW Reduced height means less GPE is required E.g. Energy at the start = energy at the end c FIRST CHECK THE ANSWER ON ANSWER LINE If answer = 20 award 4 marks If answer is incorrect or incomplete then: E = m x g x h h = energy m x g Allow 0.02 (m) for 3 marks (ie correct calculation but failure to convert kj to J) h = x 10 Substitution of correct figures into correctly rearranged equation = 20 (m) Recall of correct equation 13

14 19 a β 216 (Po) (Bi) b carbon-12 carbon-13 carbon C C C All mass numbers correct Each and every proton / atomic number correct 14

15 c* Please refer to the marking instructions on page 4 of this mark scheme for guidance on how to mark this question. Level 3 (5 6 marks) Uses processed data to clearly communicate the numerical and relative ages of the two samples AND evaluates fully the conclusions of both scientist AND offers a relevant conclusion of the scientists work based on their own analysis. There is a well-developed line of reasoning which is clear and logically structured. The information presented is relevant and substantiated. Level 2 (3 4 marks) Uses some processed data to support the relative numerical ages of the samples AND offers both an evaluation of the two scientists statements and reaches some conclusion about the scientists. There is a line of reasoning presented with some structure. The information presented is relevant and supported by some evidence. Level 1 (1 2 marks) x3.1b 3x3.2b Possible points could include 1.2 knowledge and understanding tree B is older as it contains less C-14 tree C is younger as it contains more C b analyse to evaluate tree B is / x 10 3 years old tree C is / x 10 3 years old tree B is about 5730 years older than tree C tree B is a half-life older than tree C 3.2b draw conclusions scientist one conclusions on tree C is not correct as more C-14 makes it younger (not older) scientist two first conclusions on tree B is correct as it has least C-14 scientist two second conclusions on tree B is not correct as it is not twice the age of tree C, but only one half life older. scientist one was able to collect valid data BUT his conclusions were not valid scientist two was able to collect valid data BUT her conclusions were only partially correct Provides some relevant comment about the correct relative C-14 ages of the samples AND offers a relevant evaluative/conclusion comment about either scientists statement. The information is basic and communicated in an unstructured way. The information is supported by limited 15

16 evidence and the relationship to the evidence may not be clear. 0 marks No response or no response worthy of credit. 20 a i FIRST CHECK THE ANSWER ON ANSWER LINE If answer = 65 (%) then award 2 marks If answer is incorrect or incomplete then: = 0.35 (35%) 100% - 35% = 65% 3 3.2a ii FIRST CHECK THE ANSWER ON ANSWER LINE If answer = old power station is 35% efficient and community power station is 74% efficient then award 4 marks 4 Allow answer in terms of ratio e.g. If answer = old power station has an efficiency of 0.35 and community power station has an efficiency of 0.74 then award 4 marks If answer is incorrect or incomplete then: Useful output is = MJ E = (x 100) % is more than double 35% 3.1a 3.2b iii Power stations may not be near (enough) to communities / 2 16

17 AW Too expensive to convert existing power stations b FIRST CHECK THE ANSWER ON ANSWER LINE If answer = (turns) then award 3 marks 3 If answer is incorrect or incomplete then: = Ts Number of turns (Ts) = 520 x Correct substitution and rearrangement = (turns) c i Any one from: 1 Acts as a coolant / AW Acts as an insulator 2.2 ii Any two from: 2 transformer could overheat / AW risk of fire efficiency would be reduced

18 coils could melt / short-out d i FIRST CHECK THE ANSWER ON ANSWER LINE 4 If answers A = 1.9 x 10 5 (W) and B = 2 x 10 9 (W) then award 4 marks Power loss = I 2 R Current column 2 x Resistance column x 3 = 1.9 x 10 5 (W) x 80 = 2 x 10 9 (W) Evidence of correct formula recalled Correct substitution Allow A = (W) ii Higher voltages carry less current Less current has less heating affect / AW Any three from: 3 Earth wire has (very) low resistance Large current flows to earth Fuse melts Blows / breaks circuit 1.1 2x 18

19 22 a Energy / heat / (infrared) radiation absorbed from Sun b Hot teapot emits (infrared) radiation / heat Teapot absorbs (infrared) radiation / heat (Idea of equilibrium) rate of absorption = rate of emission

20 23 a Any two from: 2 determine speeds at two points determine time (interval) between two speeds use formula speed = change in speed time b i All five points plotted accurately to tolerance of +/- ½ square ii 1.1 (m/s 2 ) 1 3.2a Allow answers in range of iii Any two from: (idea of) compensating the ramp for friction / AW Retaking anomalous results Take multiple readings and take an average 2 3.3b 3.3b 20