Aqa 84631F MS Jun23

GCSE
PHYSICS
8463/1F
Paper 1 Foundation Tier
Mark scheme
June 2023
Version: 1.0 Final
*236G8463/1F/MS*
MARK SCHEME – GCSE PHYSICS – 8463/1F – 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
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 © 2023 AQA and its licensors. All rights reserved.
2
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 their judgement
• the Assessment Objectives 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
consistent (for example, a scientifically correct answer that could not reasonably be expected from a
student’s knowledge of the specification).
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.
Alternative words in the mark scheme are shown by a solidus eg allow smooth / free movement.
2.4 Any wording that is underlined is essential for the marking point to be awarded.
3
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 errors /
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?

[1 mark]
Student Response Marks

awarded
1 green, 5 0
2 red*, 5 1
3 red*, 8 0
Example 2: Name two magnetic materials.

[2 marks]
Student Response Marks awarded

1 iron, steel, tin 1
2 cobalt, nickel, nail* 2
3.2 Use of symbols / formulae
If a student writes a chemical symbol / formula instead of a required chemical name, or uses
symbols to denote quantities in a physics equation, full credit can be given if the symbol / formula
is correct and if, in the context of the question, such action is appropriate.
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. At any point in a calculation students may omit steps from their
working. If a subsequent step is given correctly, the relevant marks may be awarded.
Full marks are not awarded for a correct final answer from incorrect working.
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
subject.
4
3.5 Errors carried forward
An error can be carried forward from one question part to the next and is shown by the
abbreviation ‘ecf’.
Within an individual question part, an incorrect value in one step of a calculation does not prevent
all of the subsequent marks being awarded.
3.6 Phonetic spelling
Marks should be awarded if spelling is not correct but the intention is clear, 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 answers.
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.
3.11 Numbered answer lines
Numbered lines on the question paper are intended to support the student to give the correct
number of responses. The answer should still be marked as a whole.
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, if
necessary, annotate it (as instructed) to show the qualities that are being looked for. You can then
apply the mark scheme.
5
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 answer. With practice
and familiarity you will find that for better answers you will be able to quickly skip through the lower
levels of the mark scheme.
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.
6
Question 1
AO /
Question Answers Extra information Mark
Spec. Ref.
01.1 switch 1 AO1

4.2.1.1
RPA4
AO /
Spec. Ref.
01.2 current 1 AO1

4.2.1.4
potential difference allow p.d. 1 RPA4
allow voltage
in this order only
AO /
Spec. Ref.
01.3 AO1
4.2.2
Stay the
Quantity Decrease Increase 4.2.1.3
same
RPA4
Current in the circuit ✓ 1
Potential difference across

✓ 1
the lamp
Total resistance of the

✓ 1
circuit
any extra tick in a row negates the mark for that row
AO /
Spec. Ref.
01.4 15 1 AO2
current = 4.2.1.2
60
current = 0.25 (A) 1
7
AO /
Spec. Ref.
01.5 6.0 1 AO2

R= 4.2.1.3
0.12
R = 50 (Ω) 1
AO /
Question Answers Mark
Spec. Ref.
01.6 AO1
2 4.2.1.4
RPA4
2 marks for all 3 correct

1 mark for 1 or 2 correct
additional line from a box on the left negates the mark for that box
AO /
Spec. Ref.
01.7 a zero error 1 AO3

4.2.1.4
RPA4
Total Question 1 13
8
Question 2
AO /
Spec. Ref.
02.1 electron 1 AO1

4.4.1.3
AO /
Spec. Ref.
02.2 radius = 1.7 × 4.2 1 AO2

4.4.1.3
radius = 7.14 (femtometres) allow 7.1 (femtometres) 1
AO /
Spec. Ref.
02.3 an alpha particle and a gold 1 AO1

nucleus are both positively 4.4.1.1
charged 4.4.2.1
AO /
Spec. Ref.
02.4 a force of repulsion 1 AO1

4.2.5.1
4.2.5.2
AO /
Spec. Ref.
02.5 A 1 AO3
4.2.5.2
9
AO /
Spec. Ref.
AO1
02.6 tiny spheres that can’t be 1 4.4.1.3
divided
AO /
Spec. Ref.
AO1
02.7 Bohr 1 4.4.1.3
Total Question 2 8
10
Question 3
AO /
Spec. Ref.
03.1 protons this order only 1 AO1

4.4.1.2
neutrons 1
AO /
Spec. Ref.
03.2 the time taken for half the nuclei 1 AO1

in a sample to decay 4.4.2.3
AO /
Spec. Ref.
03.3 carbon-18 1 AO3

4.4.2.3
AO /
Spec. Ref.
03.4 AO1
4.4.2.4
1
1 mark for each correct line
11
AO /
Spec. Ref.
03.5 to remove radioactive dust from 1 AO3

their shoes 4.4.2.4
AO /
Spec. Ref.
03.6 0.072 1 AO2

number of days = 4.4.3.1
0.00050
number of days = 144 1
AO /
Spec. Ref.
03.7 AO1
4.4.4.1
1 4.4.4.2
1 mark for each correct line
Total Question 3 11
12
Question 4
AO /
Spec. Ref.
04.1 other energy resources 1 AO2

= 95 (%) 4.1.3
hydroelectric = 5 (%) 1
AO /
Spec. Ref.
04.2 Ep = 2 500 000 × 9.8 × 15 1 AO2

4.1.1.2
Ep = 367 500 000 (J) allow 370 000 000 (J) 1
or or
Ep = 3.675 × 108 (J) Ep = 3.7 × 108 (J)
AO /
Spec. Ref.
04.3 energy = power × time 1 AO1

or 4.2.4.2
E=P×t 4.1.1.4
AO /
Spec. Ref.
04.4 t = 3600 (s) 1 AO2

4.2.4.2
E = 3000 × 3600 allow a correct substitution using 1 4.1.1.4
an incorrectly/not converted
value for t
E = 10 800 000 (J) allow an answer consistent with 1

or their incorrectly/not converted
E = 1.08 × 107 (J) value for t
allow a correct answer given to
2 s.f.
13
AO /
Spec. Ref.
04.5 the level of the water in the river 1 AO3

varies 4.1.3
or
the amount of rainfall varies
and is lower in the summer allow specified months or range 1

months of months eg April to September
MP2 dependent on scoring MP1
Total Question 4 10
14
Question 5
AO /
Spec. Ref.
05.1 using the funnel was a safety 1 AO3

precaution 4.1.2.1
RPA2
AO /
Spec. Ref.
05.2 bottle A was the control 1 AO3

4.1.2.1
RPA2
AO /
Spec. Ref.
05.3 stopclock / stopwatch allow clock / watch 1 AO3

ignore timer 4.1.2.1
RPA2
15
AO /
Spec. Ref.
05.4 Level 2: Relevant points (reasons / causes) are identified, given in 3–4 AO3
detail and logically linked to form a clear account. 4.1.2.1
RPA2
Level 1: Points are identified and stated simply, but their relevance 1–2
is not clear and there is no attempt at logical linking.
No relevant content 0
Indicative content
• use the same (start) temperature for each experiment
• use the same number of layers of insulation
or
use the same thickness of insulation
• so that temperature difference can be compared
• use the same volume of water

• so (total thermal) energy of water is the same (each time)
or
so the same area of the bottle surface is heated by the water
• use a lid for each bottle

• so evaporation is reduced / stopped
or
so energy loss from the water (surface) is reduced / stopped
• repeat the investigation and calculate mean values

• so anomalous results can be identified
or
so the effect of random errors is reduced
16
AO /
Spec. Ref.
05.5 bar (chart / graph) 1 AO2

4.1.2.1
(type of) insulation is not allow one variable is not 1 RPA2
numerical values numerical values
allow one variable is not
continuous
or allow (type of) insulation is not
continuous
(type of) insulation is labels / allow one variable is labels /

categories categories
allow one variable is categoric
allow (type of) insulation is
categoric
MP2 dependent on scoring MP1
Total Question 5 9
17
Question 6
AO /
Spec. Ref.
06.1 AO1
4.1.1.1
Energy store Less The More
than at A same as than at A
at A
The student’s
1
gravitational potential ✓
energy
The student’s kinetic

✓ 1
energy
The bungee cord’s

✓ 1
elastic potential energy
additional tick in a row negates the mark for that row
AO /
Spec. Ref.
06.2 Ee = 0.5 × 78.4 × 252 1 AO2

4.1.1.2
Ee = 24 500 (J) 1
AO /
Spec. Ref.
06.3 greatest spring constant allow needs largest force (per 1 AO3
metre) to stretch the cord 4.1.1.2
18
AO /
Spec. Ref.
06.4 A 1 AO3
4.1.1.2
greatest extension before MP2 dependent on scoring MP1 1
snapping
Total Question 6 8
19
Question 7
AO /
Spec. Ref.
07.1 random directions 1 AO1

4.3.3.1
AO /
Spec. Ref.
07.2 a range of speeds 1 AO1

4.3.3.1
AO /
Spec. Ref.
07.3 3 AO2
4.3.3.2
2 marks for plotting 4 points correctly

1 mark for plotting 2 or 3 points correctly
1 mark for line of best fit
20
AO /
Spec. Ref.
07.4 AO2
300 × 10 = constant allow use of any correct pair of 1 4.3.3.2
values
constant = 3000 1
AO /
Spec. Ref.
07.5 AO1
4.3.3.2
Stays the
Quantity Decreases Increases
same
Mean time between

collisions of the ✓ 1
particles with the tube
Mean distance
✓ 1
between the particles
Mean speed of the

✓ 1
particles
additional tick in a row negates the mark for that row
Total Question 7 10
21
Question 8
AO /
Spec. Ref.
08.1 increase must be in this order 1 AO1

4.2.4.3
decrease 1
AO /
Spec. Ref.
08.2 P = I2R 1 AO1

4.2.4.1
AO /
Spec. Ref.
08.3 1.60 × 109 = 20002 × R 1 AO2

4.2.4.1
1.60×109
R= 1
20002
1
R = 400 (Ω)
AO /
Spec. Ref.
08.4 useful energy output 1 AO1

efficiency = 4.1.2.2
total energy input
or
efficiency =
useful output energy transfer
total input energy transfer
22
AO /
Spec. Ref.
08.5 useful energy output AO2

0.992 = 1 4.1.2.2
34.2
useful energy output

= 0.992 × 34.2 1
useful energy output allow a correct answer given to 1

= 33.9 (GJ) more than 3 s.f.
Total Question 8 10
23
Question 9
AO /
Spec. Ref.
09.1 so the thermometer temperature 1 AO3

was the same as the 4.1.1.3
temperature of the iron block RPA1
AO /
Spec. Ref.
09.2 Δθ = (54 – 28) = 26 (°C) 1 AO2

4.1.1.3
26 000 = 2.0 × c × 26 allow a correct substitution using 1 RPA1
an incorrect value of Δθ
obtained from the graph
26 000 allow a correct rearrangement 1

c= using an incorrect value of Δθ
2.0 × 26
obtained from the graph
1
c = 500 (J/kg °C) allow an answer consistent with
their value of Δθ obtained from
the graph
AO /
Spec. Ref.
09.3 the calculated specific heat 1 AO3

capacity will be more accurate 4.1.1.3
RPA1
the iron block will transfer 1

thermal energy to the
surroundings at a lower rate
Total Question 9 7
24
Question 10
AO /
Spec. Ref.
10.1 polarity of the potential allow direction of the potential 1 AO1

difference doesn’t change difference doesn’t change 4.2.3.1
AO /
Spec. Ref.
10.2 E = QV 1 AO1
4.2.4.2
AO /
Spec. Ref.
10.3 5010 = Q × 12 1 AO2

4.2.4.2
5010
Q= 1
12
Q = 417.5 (C) allow 418 (C) 1
AO /
Spec. Ref.
10.4 5010 = 0.015 × L 1 AO2

4.3.2.3
5010
L= 1
0.015
L = 334 000 (J/kg) 1
25
AO /
Spec. Ref.
10.5 Level 3: Relevant points (reasons / causes) are identified, given in 5–6 AO1
detail and logically linked to form a clear account. 4.3.1.1
4.3.2.1
Level 2: Relevant points (reasons / causes) are identified, and 3–4
there are attempts at logical linking. The resulting account is not
fully clear.
Level 1: Points are identified and stated simply, but their relevance 1–2
is not clear and there is no attempt at logical linking.
No relevant content 0
Indicative content
• particles in a solid are in a regular pattern

• particles in a liquid are in a random arrangement
• particles in a solid are vibrating about fixed positions

• particles in a liquid are moving freely
• as the ice changes to water the temperature remains constant

• because as the ice changes to water the potential energy of the
particles increases
• as the water warms the particles move faster

• so the kinetic energy of the particles increases
• internal energy is the total kinetic and potential energy of all the
particles
ignore any references to density of ice vs liquid water

ignore any references to spacing of particles
Total Question 10 14
26

Aqa 84631F MS Jun23

Uploaded by

Copyright:

Available Formats

Aqa 84631F MS Jun23

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Aqa 84631F MS Jun23

Uploaded by

Copyright:

Available Formats

GCSE

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

2. Emboldening and underlining

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

Example 2: Name two magnetic materials.

Student Response Marks awarded

3.2 Use of symbols / formulae

3.3 Marking procedure for calculations

3.4 Interpretation of ‘it’

3.5 Errors carried forward

3.6 Phonetic spelling

In the mark scheme additional information, ‘allow’ is used to indicate creditworthy

3.10 Do not accept

3.11 Numbered answer lines

4. Level of response marking instructions

Step 1: Determine a level

Step 2: Determine a mark

01.1 switch 1 AO1

01.2 current 1 AO1

in this order only

Potential difference across

Total resistance of the

current = 0.25 (A) 1

01.5 6.0 1 AO2

2 marks for all 3 correct

01.7 a zero error 1 AO3

02.1 electron 1 AO1

02.2 radius = 1.7 × 4.2 1 AO2

02.3 an alpha particle and a gold 1 AO1

02.4 a force of repulsion 1 AO1

03.1 protons this order only 1 AO1

03.2 the time taken for half the nuclei 1 AO1

03.3 carbon-18 1 AO3

1 mark for each correct line

03.5 to remove radioactive dust from 1 AO3

03.6 0.072 1 AO2

number of days = 144 1

1 mark for each correct line

04.1 other energy resources 1 AO2

04.2 Ep = 2 500 000 × 9.8 × 15 1 AO2

04.3 energy = power × time 1 AO1

04.4 t = 3600 (s) 1 AO2

E = 10 800 000 (J) allow an answer consistent with 1

04.5 the level of the water in the river 1 AO3

and is lower in the summer allow specified months or range 1

MP2 dependent on scoring MP1

05.1 using the funnel was a safety 1 AO3

05.2 bottle A was the control 1 AO3

05.3 stopclock / stopwatch allow clock / watch 1 AO3

• use the same volume of water

• use a lid for each bottle

• repeat the investigation and calculate mean values

05.5 bar (chart / graph) 1 AO2

(type of) insulation is labels / allow one variable is labels /

MP2 dependent on scoring MP1

The student’s kinetic

The bungee cord’s