AS

CHEMISTRY
7404/1
Paper 1 Inorganic and Physical Chemistry
Mark scheme
June 2023
Version: 1.0 Final

*236A7404/1/MS*
 MARK SCHEME – AS CHEMISTRY – 7404/1 – JUNE 2023

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
paper.

Further copies of this mark scheme are available from aqa.org.uk

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Copyright © 2023 AQA and its licensors. All rights reserved.

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 MARK SCHEME – AS CHEMISTRY – 7404/1 – JUNE 2023

AS and A-Level Chemistry

Mark Scheme Instructions for 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 and help to delineate what
is acceptable or not worthy of credit or, in discursive answers, to give an overview of the area
in which a mark or marks may be awarded.
The extra information in the ‘Comments’ column 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.
You should mark according to the contents of the mark scheme. If you are in any doubt about
applying the mark scheme to a particular response, consult your Team Leader.
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
might confuse the main part of the mark scheme yet may be helpful in ensuring that marking is
straightforward and consistent.
The use of M1, M2, M3 etc in the right-hand column refers to the marking points in the order in
which they appear in the mark scheme. So, M1 refers to the first marking point, M2 the second
marking point etc.

2. Emboldening
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.

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 ‘List’ 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 errors /
contradictions equals or exceeds the number of marks available for the question, no
marks can be awarded.
However, responses considered to be neutral (often prefaced by ‘Ignore’ in the mark
scheme) are not penalised.

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For example, in a question requiring 2 answers for 2 marks:

Incorrect
Correct answers (ie
Mark (2) Comment
answers incorrect rather
than neutral)
1 0 1
They have not exceeded the maximum
1 1 1 number of responses so there is no
penalty.
They have exceeded the maximum number
1 2 0 of responses so the extra incorrect
response cancels the correct one.
2 0 2
2 1 1
2 2 0
3 0 2 The maximum mark is 2
The incorrect response cancels out one of
3 1 1 the two correct responses that gained
credit.
Two incorrect responses cancel out the two
3 2 0
marks gained.
3 3 0

3.2 Marking procedure for calculations

Full marks should be awarded for a correct numerical answer, without any working
shown, unless the question states ‘Show your working’ or ‘justify your answer’. In this
case, the mark scheme will clearly indicate what is required to gain full credit.
If an answer to a calculation is incorrect and working is shown, process mark(s) can
usually be gained by correct substitution / working and this is shown in the ‘Comments’
column or by each stage of a longer calculation.

3.3 Errors carried forward, consequential marking and arithmetic errors

Allowances for errors carried forward are most likely to be restricted to calculation
questions and should be shown by the abbreviation ECF or consequential in the marking
scheme.
An arithmetic error should be penalised for one mark only unless otherwise amplified in
the marking scheme. Arithmetic errors may arise from a slip in a calculation or from an
incorrect transfer of a numerical value from data given in a question.

3.4 Equations
In questions requiring students to write equations, state symbols are generally ignored
unless otherwise stated in the ‘Comments’ column.
Examiners should also credit correct equations using multiples and fractions unless
otherwise stated in the ‘Comments’ column.

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3.5 Oxidation states

In general, the sign for an oxidation state will be assumed to be positive unless
specifically shown to be negative.

3.6 Interpretation of ‘it’

Answers using the word ‘it’ should be given credit only if it is clear that the ‘it’ refers to the
correct subject.

3.7 Phonetic spelling

The phonetic spelling of correct scientific terminology should be credited unless there is a
possible confusion with another technical term or if the question requires correct IUPAC
nomenclature.

3.8 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.

3.9 Ignore / Insufficient / Do not allow

Ignore or insufficient 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.
Do not allow means that this is a wrong answer which, even if the correct answer is
given, will still mean that the mark is not awarded.

3.10 Marking crossed out work

Crossed out work that has not been replaced should be marked as if it were not crossed
out, if possible. Where crossed out work has been replaced, the replacement work and
not the crossed out work should be marked.

3.11 Reagents
The command word “Identify”, allows the student to choose to use either the name or the
formula of a reagent in their answer. In some circumstances, the list principle may apply
when both the name and the formula are used. Specific details will be given in mark
schemes.

The guiding principle is that a reagent is a chemical which can be taken out of a bottle or
container. Failure to identify complete reagents will be penalised, but follow-on marks
(eg for a subsequent equation or observation) can be scored from an incorrect attempt
(possibly an incomplete reagent) at the correct reagent. Specific details will be given in
mark schemes.

For example, no credit would be given for

• the cyanide ion or CN– when the reagent should be potassium cyanide or KCN;
• the hydroxide ion or OH– when the reagent should be sodium hydroxide or NaOH;

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• the Ag(NH3)2+ ion when the reagent should be Tollens’ reagent (or ammoniacal silver
nitrate). In this example, no credit is given for the ion, but credit could be given for a
correct observation following on from the use of the ion. Specific details will be given in
mark schemes.

In the event that a student provides, for example, both KCN and cyanide ion, it would be
usual to ignore the reference to the cyanide ion (because this is not contradictory) and
credit the KCN. Specific details will be given in mark schemes.

3.12 Organic structures

Where students are asked to draw organic structures, unless a specific type is required in
the question and stated in the mark scheme, these may be given as displayed, structural
or skeletal formulas or a combination of all three as long as the result is unambiguous.
In general
• Displayed formulae must show all of the bonds and all of the atoms in the molecule, but
need not show correct bond angles.
• Skeletal formulae must show carbon atoms by an angle or suitable intersection in the
skeleton chain. Functional groups must be shown and it is essential that all atoms
other than C atoms are shown in these (except H atoms in the functional groups of
aldehydes, secondary amines and N-substituted amides which do not need to be
shown).
• Structures must not be ambiguous, eg 1-bromopropane should be shown as
CH3CH2CH2Br and not as the molecular formula C3H7Br which could also represent the
isomeric 2-bromopropane.
• Bonds should be drawn correctly between the relevant atoms. This principle applies in
all cases where the attached functional group contains a carbon atom, eg nitrile,
carboxylic acid, aldehyde and acid chloride. The carbon-carbon bond should be clearly
shown. Wrongly bonded atoms will be penalised on every occasion. (see the
examples below)
• The same principle should also be applied to the structure of alcohols. For example, if
students show the alcohol functional group as C ─ HO, they should be penalised on
every occasion.
• Latitude should be given to the representation of C ─ C bonds in alkyl groups, given
that CH3─ is considered to be interchangeable with H3C─ even though the latter
would be preferred.
• Similar latitude should be given to the representation of amines where NH2─ C will be
allowed, although H2N─ C would be preferred.
• Poor presentation of vertical C ─ CH3 bonds or vertical C ─ NH2 bonds should not be
penalised. For other functional groups, such as ─ OH and ─ CN, the limit of tolerance
is the half-way position between the vertical bond and the relevant atoms in the
attached group.

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By way of illustration, the following would apply.

CH3 C C C OH C C

CH3 CH3CH2 OH

allowed allowed not allowed not allowed not allowed

NH2 NO2

NH2 C C

NH2
NH2

allowed allowed allowed allowed not allowed

CN C C COOH C C C

CN COOH COOH

not allowed not allowed not allowed not allowed not allowed

CHO C C C COCl C C

CHO CHO COCl

not allowed not allowed not allowed not allowed not allowed

• Representation of CH2 by C−H2 will be penalised

• Some examples are given here of structures for specific compounds that should not
gain credit (but, exceptions may be made in the context of balancing equations)

CH3COH for ethanal

CH3CH2HO for ethanol

OHCH2CH3 for ethanol
C2H6O for ethanol

CH2CH2 for ethene

CH2.CH2 for ethene
CH2:CH2 for ethene

• Each of the following should gain credit as alternatives to correct representations of

the structures.

CH2 = CH2 for ethene, H2C=CH2

CH3CHOHCH3 for propan-2-ol, CH3CH(OH)CH3

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• In most cases, the use of “sticks” to represent C ─ H bonds in a structure should not be
penalised. The exceptions to this when “sticks” will be penalised include:
• structures in mechanisms where the C ─ H bond is essential (eg elimination
reactions in halogenoalkanes and alcohols)
• when a displayed formula is required
• when a skeletal structure is required or has been drawn by the candidate.

3.13 Organic names

As a general principle, non-IUPAC names or incorrect spelling or incomplete names
should not gain credit. Some illustrations are given here.
Unnecessary but not wrong numbers will not be penalised such as the number ‘2’ in 2-
methylpropane or the number ‘1’ in 2-chlorobutan-1-oic acid.

but-2-ol should be butan-2-ol

2-hydroxybutane should be butan-2-ol

butane-2-ol should be butan-2-ol

2-butanol should be butan-2-ol

ethan-1,2-diol should be ethane-1,2-diol

2-methpropan-2-ol should be 2-methylpropan-2-ol

2-methylbutan-3-ol should be 3-methylbutan-2-ol

3-methylpentan should be 3-methylpentane

3-mythylpentane should be 3-methylpentane

3-methypentane should be 3-methylpentane

propanitrile should be propanenitrile

aminethane should be ethylamine (although aminoethane can gain credit)

2-methyl-3-bromobutane should be 2-bromo-3-methylbutane

3-bromo-2-methylbutane should be 2-bromo-3-methylbutane

3-methyl-2-bromobutane should be 2-bromo-3-methylbutane

2-methylbut-3-ene should be 3-methylbut-1-ene

difluorodichloromethane should be dichlorodifluoromethane

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3.14 Organic reaction mechanisms

Curly arrows should originate either from a lone pair of electrons or from a bond.
The following representations should not gain credit and will be penalised each time
within a clip.

. . Br
H3C Br H3C .. Br H3C

_ .._
: OH OH
For example, the following would score zero marks

H3C C Br

HO H

When the curly arrow is showing the formation of a bond to an atom, the arrow can go
directly to the relevant atom, alongside the relevant atom or more than half-way towards
the relevant atom.

In free-radical substitution:
• the absence of a radical dot should be penalised once only within a clip.
• the use of half-headed arrows is not required, but the use of double-headed arrows or
the incorrect use of half-headed arrows in free-radical mechanisms should be penalised
once only within a clip.

The correct use of skeletal formulae in mechanisms is acceptable, but where a C-H bond
breaks, both the bond and the H must be drawn to gain credit.

3.15 Extended responses

For questions marked using a ‘Levels of Response’ mark scheme:
Level of response mark schemes are broken down into three levels, each of which has a
descriptor. Each descriptor contains two statements. The first statement is the Chemistry
content statement and the second statement is the communication statement.

Determining a level
Start at the lowest level of the mark scheme and use it as a ladder to see whether the
answer meets the Chemistry content descriptor for that level. The descriptor for the level
indicates the 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 answer.

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When assigning a level you should look at the overall quality of the answer and not look to
pick holes in 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.

Once the level has been decided, the mark within the level is determined by the
communication statement:
• If the answer completely matches the communication descriptor, award the higher mark
within the level.
• If the answer does not completely match the communication descriptor, award the lower
mark within the level.

The exemplar materials used during standardisation will help you to determine the
appropriate level. There will be an exemplar in the standardising materials which will
correspond with each level of the mark scheme and for each mark within each level. This
answer will have been awarded a mark by the Lead Examiner. You can compare the
student’s answer with the exemplar 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 exemplar.
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 chemically valid points. Students
may not have to cover all of the points mentioned in the indicative content to reach the
highest level of the mark scheme. The mark scheme will state how much chemical
content is required for the highest level.
An answer which contains nothing of relevance to the question must be awarded no
marks.

For other extended response answers:

Where a mark scheme includes linkage words (such as ‘therefore’, ‘so’, ‘because’ etc),
these are optional. However, a student’s marks for the question may be limited if they do
not demonstrate the ability to construct and develop a sustained line of reasoning which is
coherent, relevant, substantiated and logically structured. In particular answers in the
form of bullet pointed lists may not be awarded full marks if there is no indication of logical
flow between each point or if points are in an illogical order.
The mark schemes for some questions state that the maximum mark available for an
extended response answer is limited if the answer is not coherent, relevant, substantiated
and logically structured. During the standardisation process, the Lead Examiner will
provide marked exemplar material to demonstrate answers which have not met these
criteria. You should use these exemplars as a comparison when marking student
answers.

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Question Marking guidance Additional Comments/Guidelines Mark

1s22s22p63s23p6 1
01.1
(AO1)

Question Marking guidance Additional Comments/Guidelines Mark

Na+(g) → Na2+(g) + e– Ignore state symbol on electron, even if wrong.

Allow 1
01.2
Na+(g) + e– → Na2+(g) + 2e– (AO1)
Na+(g) – e– → Na2+(g)

Question Marking guidance Additional Comments/Guidelines Mark

M1 sulfur / S

M2 large jump after the sixth electron is removed due to the

7th electron being removed / large difference between ionisation
3
energy 6 and 7
01.3 (2 x AO2,
1 x AO3)
M3 electron removed from the (2p) orbital / (second) energy level / Both ideas needed for mark
(second) shell
which is closer to the nucleus / lower in energy / has less
shielding

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Question Marking guidance Additional Comments/Guidelines Mark

M1 (giant) lattice of (Mg2+) cations / (giant) lattice of (Mg) atoms Incorrect structure type loses M1
2
02.1
(2 x AO1)
M2 (Electrostatic) attractions between cations / Mg2+ ions / nuclei and
delocalised electrons

Question Marking guidance Additional Comments/Guidelines Mark

M1 Trend: increases
2
02.2
M2 Reason: the number of electron energy levels increases Allow: the number of electron shells increases (2 x AO1)
Ignore increase in shielding

Question Marking guidance Additional Comments/Guidelines Mark

Mg(s) + H2O(g) → MgO(s) + H2(g) State symbols essential

Bright/white flame/light 3
02.3 (1 x AO1,
White/grey ash/powder (allow smoke) Do not allow ppt 2 x AO2)
Ignore black solid
Ignore fumes.

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Question Marking guidance Additional Comments/Guidelines Mark

M1 BaSO4
2
02.4
(2 x AO1)
M2 X-rays (of internal organs) / barium meal

Question Marking guidance Additional Comments/Guidelines Mark

M1 Abundance of 87 Sr = X Allow M1 for

and Abundance of 86Sr = 1 – 0.83 – X Abundance of 87Sr = X and Abundance of 86Sr = Y
= 0.17 – X if also states that X + Y = 17

M2 87.73 = (88 × 0.83) + (87 × X) + (86 × (0.17 – X)) 87.73 = (88 × 0.83) + (87 × X) + (86 × Y)

4
02.5
(4 x AO2)
87.73 = 73.04 + 87X + 14.62 – 86X

87.73 = 87.66 + X

M3 87Sr = 0.07 = 7 %

M4 Abundance of 86Sr = 1 – 0.83 - 0.07 = 0.1 = 10 % M4 = 17 – M3

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Question Marking guidance Additional Comments/Guidelines Mark

M1 Amount of HCl added = 0.200 × 0.040 = 0.00800 mol

M2 Amount of NaOH = 0.100 × 0.02925 = 0.002925 mol

(Amount of HCl = 0.002925 mol)

M3 Amount of HCl reacted with Mg(OH)2 = 0.00800 – 0.002925 = M3 = M1 – M2

0.005075 mol 6
02.6
(6 x AO2)
M4 Amount of Mg(OH)2 = 0.005075 ÷ 2 = 0.0025375 mol M4 = M3 ÷ 2

M5 Mass of Mg(OH)2 = 58.3 × 0.0025375 = 0.148 g M5 = M4 × 58.3

0.148 M5
M6 % by mass = × 100 = 74.0 % M6 = × 100
0.200 0.200

Do not allow M6 if >100%

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Question Marking guidance Additional Comments/Guidelines Mark

ANY THREE Ignore apparatus changes

Record all masses (accurately to 2 decimal places)

Weigh by difference / wash the solid from weighing container into the
beaker / add solid directly to volumetric flask (via a funnel) and
dissolve in approximately 100 cm3 of distilled water.

Wash the beaker into the flask after the solution is transferred to the 3
03.1
volumetric flask / wash the stirring rod into the flask after use / wash (3 x AO3)
beaker and transfer washings to the volumetric flask.

(Use a dropper when adding close to the graduation mark to) ensure
the bottom of the meniscus is on the graduation mark

Mix thoroughly the final solution in the volumetric flask / invert the
flask several times (after making the solution up to the graduation
mark).

Question Marking guidance Additional Comments/Guidelines Mark

0.20 1
03.2 × 100 = 0.080 %
250 (AO2)

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Question Marking guidance Additional Comments/Guidelines Mark

M1 V = 225×10–6 m3 ; T = 723 K M1 converts units of V and T

M2 M2 calculates the amount, in moles, of gas

produced
pV 101 000 × 225 × 10−6
n= = = 3.78 × 10–3 mol
RT 8.31 × 723
M3 calculates the amount, in moles, of M(NO3)2
M3 2
n = (M2 × )
5
2
n = M2 × = 1.51 × 10–3 mol
5
5
04 (4 x AO2,
M4 1 x AO3)
M4 calculation of Mr
mass 0.320
Mr = = = 211.9 (allow 211.5 to 212)
mol ( M3)

M5 M5 determination of Metal, M using M4

Consequential to Mr value on answer line: must be
Ar (M) = 211.9 – 124.0 = 87.9, so a Group 2 metal

M is Sr

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Question Marking guidance Additional Comments/Guidelines Mark

This question is marked using levels of response. Refer to the Mark Stage 1: Name of each shape
Scheme Instructions for Examiners for guidance on how to mark this
question. 1a: CF4 = Tetrahedral
Level 3:
All stages are covered and the explanation of each stage is 1b: XeF4 = Square Planar
generally correct and virtually complete.
5-6 Stage 2: Explanation of shape / bond angle
Answer is well structured with no repetition or irrelevant
points. in CF4
Accurate and clear expression of ideas with no errors in use 2a: four bonding pairs (and zero lone pairs)
of technical terms.
Level 2: 2b: electron pairs repel each other to be as far
All stages are covered but the explanation of each stage apart as possible / electron pairs repel
may be incomplete or may contain inaccuracies OR two each other equally
stages are covered and the explanations are generally
correct and virtually complete. 3-4 2c: so bond angle is 109.5 ° 6
05 Answer shows some attempt at structure.
(6 x AO2)
Ideas are expressed with reasonable clarity with, perhaps, Stage 3: Explanation of shape / bond angle
some repetition or some irrelevant points. in XeF4
Some minor errors in use of technical terms.
Level 1: 3a: four bonding pairs
Two stages are covered but the explanation of each stage 3b two lone pairs
may be incomplete or may contain inaccuracies, OR only
one stage is covered but the explanation is generally correct 3c: so bond angle is 90 °
and virtually complete.
1-2 3d: lone pairs repel more than bonding pairs,
Answer includes isolated statements but these are not
presented in a logical order or show some confusion.
Answer may contain valid points which are not clearly linked 3e: so lp as far apart as possible / so lone
to an argument structure. Errors in the use of technical pairs are opposite each other /
terms. 180 ° apart
Level 0:
0
Insufficient correct chemistry to gain a mark.

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Question Marking guidance Additional Comments/Guidelines Mark

M1 Larger atoms / more electron shells / more shielding / bonding pair Ignore references to outer electrons
of electrons further from the nucleus

M2 2
06.1
weaker attraction between nucleus and bonding pair of electrons / (2 x AO1)
weaker attraction between nucleus and shared pair of electrons /
weaker attraction between nucleus and electron density in the
covalent bond

Question Marking guidance Additional Comments/Guidelines Mark

Similarity: one from

form hydrogen halides / undergo acid-base reaction / misty white

fumes are observed / form sodium sulfate / form sodium
hydrogensulfate / exothermic / effervescence
2
06.2
Difference: one from (2 x AO1)

bromide undergoes a redox reaction / bromide ions are oxidised /

bromide ions reduce sulfur in sulfuric acid / red-brown-orange fumes
are observed with bromide / Br2 produced with bromide / (choking
gas) SO2 produced with bromide / different hydrogen halides

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Question Marking guidance Additional Comments/Guidelines Mark

Half Equation 1: Ignore state symbols

2 I– → I2 + 2 e–

Half Equation 2:
3
06.3
H2SO4 + 8 H+ + 8 e– → H2S + 4 H2O SO42– + 10 H+ + 8 e– → H2S + 4 H2O (3 x AO1)

Overall Equation:

H2SO4 + 8 H+ + 8 I– → 4 I2 + H2S + 4 H2O SO42– + 10 H+ + 8 I– → 4 I2 + H2S + 4 H2O

H2SO4 + 8 HI → 4 I2 + H2S + 4 H2O

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Question Marking guidance Additional Comments/Guidelines Mark

M1 M1 Calculation of v

d 0.750
v= = = 30241.9 m s–1
t 2.48 × 10−5
M2 Calculation of m (in kg)
M2
2 ke 2 × 1.36 × 10−16
2 ke 2 × 1.36 × 10−16 m= = = 2.974 × 10–25 kg
m= = v2 (30241.9)2
v2 (ans to M1)2

M3 M3 calculation of m (in g) 5
07.1 (4 x AO2,
m = (ans to M2) × 1000 m = 2.974 × 10–25 × 1000 = 2.974 × 10–22 g 1 x AO3)

M4 M4 calculation of mass of one mole of ions

mass = (ans to M3) × 6.022 × 10 23 mass = 2.974 × 10–22 × 6.022 × 10 23 = 179(.1)
M5
M5 subtracts 1 for mass of H+
Mass of one mole = (ans to M4) – 1 = 178(.1) Mass of one mole = 179.1 – 1 = 178(.1)

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Question Marking guidance Additional Comments/Guidelines Mark

(High energy) electrons (from an electron gun) are used to knock out 1
07.2
an electron (from each molecule or atom.) (AO1)

Question Marking guidance Additional Comments/Guidelines Mark

Ion that reaches detector last: CO2+

2
07.3
Justification: Has the highest mass (to charge ratio) (so will travel the (2 x AO3)
slowest)

Question Marking guidance Additional Comments/Guidelines Mark

M1 (ions hit a detector and) each ion gains an electron (generating a Allow the use of electron multiplier to amplify the
current) current 2
07.4
(2 x AO1)
M2 (the abundance is) proportional to (the size of) the current

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Question Marking guidance Additional Comments/Guidelines Mark

Amount of A = 0.32 mol

2
08.1
(2 x AO2)
Amount of B = 0.04 mol

Question Marking guidance Additional Comments/Guidelines Mark

Kc =
[C] 1
08.2 [A] [B]2 (AO1)

Question Marking guidance Additional Comments/Guidelines Mark

M1 greater / increases
3
08.3 M2 the equilibrium shifts in the exothermic direction
(3 x AO3)
M3 to increase the temperature / to oppose the temperature decrease

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 MARK SCHEME – AS CHEMISTRY – 7404/1 – JUNE 2023

Question Marking guidance Additional Comments/Guidelines Mark

[C] [C] 0.62 M1 – allow consequential to incorrect 08.2

M1 [B]2 = or [B]2 = 0.16559829 or [B] = � or [B] = �
[A] Kc [A] Kc 0.48 𝑥𝑥 7.8
M2 – evaluation of [B] from M1
3
08.4 M2 [B] = 0.406938
M3 – M2 given to 2sf (3 x AO2)
M3 [B] = 0.41 Answer to 2sf

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 MARK SCHEME – AS CHEMISTRY – 7404/1 – JUNE 2023

Question Marking guidance Mark Comments

9 C 1 (AO1) 57Fe

10 C 1 (AO3) Rinsing the conical flask with water between each titration.

11 A 1 (AO3) Use a more dilute solution of sodium hydroxide in the burette.

12 D 1 (AO1) CH4 + H2O → CO + 3 H2

13 A 1 (AO1) NCl3

14 B 1 (AO1) AlCl3

1
15 D 1 (AO1) 2 K(s) + O2(g) → K2O(s)
2

16 B 1 (AO1) ClO4–

17 C 1 (AO1) Cr2O72– is the oxidising agent and it gains electrons.

18 B 1 (AO1) VO2+ → V3+ + H2O

19 B 1 (AO3) Solution Q

20 B 1 (AO3) BaBr2

21 D 1 (AO3) Pale yellow precipitate

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 MARK SCHEME – AS CHEMISTRY – 7404/1 – JUNE 2023

22 This question was discounted due to a typographical error in option B. All candidates were awarded 1 mark for this item.

23 A 1 (AO3) MgCl2

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