AQA 8462 2H Final MS Jun12 v1.0

GCSE
CHEMISTRY
8462/2H
Paper 2 Higher Tier
Mark scheme
June 2023
Version: 1.0 Final
*236G8462/2H/MS*
MARK SCHEME – GCSE CHEMISTRY – 8462/2H – 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 to reduce the escape of gas 1 AO3

4.6.1.1
RPA5
AO /
Spec. Ref.
01.2 (mean rate =) allow

0.78 + 0.81 + 0.81
3 0.78 + 0.81 + 0.68 + 0.81 1 AO3
4
3
0.80 (cm /s) = 0.77 (cm3/ s) for 1 mark
1 AO2
20 allow correct use of incorrectly 1 AO2

0.80 =
mean time taken determined mean rate
AO2
20 1
(mean time taken =)
0.80
AO2
= 25 (s) 1 4.6.1.1
RPA5
alternative approach:
20
0.78 =
time
or
20
0.81 = (1)
time
20
(trial 1 time = =) 25.6 (1)
0.78
(trial 2 and 4 time =

20
=) 24.7 (1)
0.81
7
(mean time =) allow correct use of incorrectly

25.6 + (2 × 24.7) determined value(s) for time
(1)
3
25.6 + 29.4 + (2 × 24.7)
allow
4
= 25 (s) (1) = 26.1 (s)
for 1 mark
AO /
Spec. Ref.
01.3 use a lower temperature 1 AO1

4.6.1.2
use sulfuric acid of a lower 1
concentration RPA5
AO /
Spec. Ref.
01.4 AO1
MP2 is dependent upon MP1
4.8.2.1
being awarded
(test)
burning / lit splint allow flame 1
do not accept glowing splint
(result)
burns with a (squeaky) pop allow pops 1
sound
Total Question 1 10
8
Question 2
AO /
Spec. Ref.
02.1 (mass =) AO2

39.8 1
(×1) 4.7.2.3
29.6
= 1.34 (g) allow 1.34459459 (g) correctly 1

rounded to at least 2 significant
figures
AO /
Spec. Ref.
02.2 all six points plotted correctly allow a tolerance of ± ½ a small 2 AO2
square
4.7.2.3
allow 1 mark for four or five
points plotted correctly
AO /
Spec. Ref.
02.3 40.6 (kJ) allow a value in the range 1 AO2

40.4 – 40.8 kJ 4.7.2.3
allow a value consistent with the
plotted points
AO /
Spec. Ref.
02.4 calcium hydroxide 1 AO1

4.8.2.3
AO /
Spec. Ref.
02.5 (limewater turns) milky / cloudy allow white precipitate (formed) 1 AO1
4.8.2.3
allow calcium carbonate is
produced
9
AO /
Spec. Ref.
02.6 an oxidising agent 1 AO1

4.7.2.3
AO /
Spec. Ref.
02.7 1 AO1
4.7.2.4
AO /
Question Answers Mark
Spec. Ref.
02.8 AO1
4.7.2.4
do not accept more than one line from a box on the left
Total Question 2 11
10
Question 3
AO /
Spec. Ref
Level 3: The method would lead to the production of a valid AO1

03.1 5–6
outcome. The key steps are identified and logically sequenced. 4.8.3.1
4.8.3.4
Level 2: The method would not necessarily lead to a valid RPA7
outcome. Most steps are identified, but the plan is not fully logically 3–4
sequenced.
Level 1: The method would not lead to a valid outcome. Some

1–2
relevant steps are identified, but links are not made clear.
No relevant content 0
Indicative content
(potassium ions)
• place sample on (clean metal) wire
• introduce into (blue / non-luminous) flame

• using (Bunsen) burner
• observe lilac flame colour

• which shows presence of potassium (ions)
(bromide ions)
• dissolve sample
• in (distilled) water
• in test tube
• add (dilute) nitric acid
• add silver nitrate (solution)

• using (dropping) pipette
• observe cream precipitate (formed after addition of silver

nitrate solution)
• which shows presence of bromide (ions)
AO /
Spec. Ref.
03.2 flame emission spectroscopy 1 AO1

4.8.3.7
11
AO /
Spec. Ref.
03.3 any one from: 1 AO1

• (more) accurate 4.8.3.6
• (more) sensitive
• fast(er)
• determine the concentration
of ions present
allow requires a small(er)

sample
Total Question 3 8
12
Question 4
AO /
Spec. Ref.
04.1 water vapour 1 AO1

4.9.2.1
AO /
Spec. Ref.
04.2 (increased population so) more allow (increased population so) 1 AO3
energy required more transport required 4.9.2.2
(so) more (fossil) fuels burned allow a named fossil fuel 1
OR
(increased population so) more

farmland required (1)
(so) more deforestation (1)
AO /
Spec. Ref.
04.3 (increased population so) more 1 AO3

food required 4.9.2.2
(so) more methane-producing allow more use of beef cattle (in 1

food production food production)
allow more rice grown
OR
(increased population so) more

waste produced (1)
(which) produces more methane

on decomposition (1)
13
AO /
Spec. Ref.
04.4 2 AO1
any two from: 4.9.2.3
• melting ice
• rising sea levels
• flooding
• extremes of weather
• loss of habitats
ignore global warming
do not accept acid rain

do not accept global dimming
do not accept references to
ozone
AO /
Spec. Ref.
04.5 there may be other reasons for allow difficult to model 1 AO3
changes in the (mean) 4.9.2.2
temperature (of the atmosphere allow the earth goes through
at the Earth's surface) cycles of temperature change
Total Question 4 8
14
Question 5
AO /
Spec. Ref.
05.1 CuFeS2 + 4O2 → CuSO4+FeSO4 allow multiples 2 AO2

allow O2 for 1 mark
4.1.1.1
4.3.1.1
4.10.1.4
AO /
Spec. Ref.
05.2 (Mr = 63.5 + 56 + (2 x 32) =) 1 AO2

183.5 4.3.1.2
4.10.1.4
63.5
(% of copper =) × 100 allow correct use of incorrectly 1
183.5 determined Mr
= 34.6 (%) allow 34.60490 correctly 1

figures
AO /
Spec. Ref.
05.3 MP2 is dependent upon MP1 AO1

being awarded 4.8.3.2
RPA7
(test) (add) sodium hydroxide 1
(solution)
(result) blue precipitate 1
OR
(test) flame test (1)
(result) green (flame) (1) allow blue-green (flame)
15
AO /
Spec. Ref.
05.4 (the use of) bacteria 1 AO1

4.10.1.4
to produce leachate solutions 1
(that contain metal / copper
compounds)
Total Question 5 9
16
Question 6
AO /
Spec. Ref.
06.1 the start line is drawn in ink allow the start line should be 1 AO3
drawn in pencil
4.8.1.3
RPA6
the start line is below the water allow the start line should be 1
level above the water level
AO /
Spec. Ref.
06.2 distance moved by dye 1 AO2

0.60 =
12.0 4.8.1.3
RPA6
(distance moved by dye =) 1
0.60 × 12.0
= 7.2 (cm) 1
AO /
Spec. Ref.
06.3 allow converse
the Rf value is smaller for Paper 1 AO2

A
(because the red dye) is more 1 AO3

attracted to Paper A (than to
Paper B)
(so the red dye) spends a 1 AO3

greater (proportion of the) time
distributed in Paper A (than in
Paper B) 4.8.1.3
RPA6
if no other mark awarded allow 1
mark for the dye has a different
attraction to each paper
17
AO /
Spec. Ref.
06.4 use a different solvent allow use ethanol (as the 1 AO1
solvent) 4.8.1.3
RPA6
Total Question 6 9
18
Question 7
AO /
Spec. Ref.
07.1 (a catalyst) provides a different 1 AO1

pathway for the reaction
4.6.1.3
(which has a) lower activation 4.6.1.4
1
energy
AO /
Spec. Ref.
07.2 (oxygen is) a gas 1 AO2

4.3.1.3
(which) escaped from the flask 1
4.6.1.1
AO /
Spec. Ref.
07.3 correct value for x step and y 1 AO2

step from tangent
4.6.1.1
value for y step allow correct use of incorrectly 1
(rate =) determined x and/or y step
value for x step
correct calculation of rate 1
answer to 2 significant figures allow an answer correctly 1

rounded to 2 significant figures
from an incorrect calculation
which uses values determined
from the graph.
AO /
Spec. Ref.
07.4 line starting at 0,0 which is less 1 AO2

steep than existing line
4.3.4
4.6.1.2
which becomes level at 0.80 g allow a tolerance of ± ½ a small 1
square
Total Question 7 10
19
Question 8
AO /
Spec. Ref.
08.1 1 AO1
4.7.3.1
AO /
Spec. Ref.
08.2 C-C bond 1 AO2

4.7.3.1
3x C-H and 1x C-Cl bonds 1
2x single bonds extending 1

through brackets
and
n below halfway
an answer of
scores 3 marks
AO /
Spec. Ref.
08.3 composites 1 AO1

4.10.3.3
AO /
Spec. Ref.
08.4 water allow H2O 1 AO1

4.7.3.3
20
AO /
Spec. Ref.
08.5 (Mr of NH2 and COOH) = (2 × 1) AO2

+ 14 + 12 + (2 × 16) + 1 =)
4.3.1.2
61 1
4.7.3.3
(Mr of section = 75 – 61) allow correct use of incorrectly 1
= 14 determined Mr of NH2 and
COOH
AO /
Spec. Ref.
08.6 1 AO2
4.7.3.1
4.9.1.3
AO /
Spec. Ref.
08.7 starch allow cellulose 1 AO3

allow glycogen 4.7.3.4
allow polysaccharide
AO /
Spec. Ref.
08.8 nucleotides 1 AO1

4.7.3.4
AO /
Spec. Ref.
08.9 double helix ignore DNA 1 AO1

4.7.3.4
Total Question 8 12
21
Question 9
AO /
Spec. Ref.
09.1 (mass of water in 4.68 g = AO2

4.68 - 2.99) 4.6.2.2
= 1.69 (g) 1
(mass of water in 11.7 g =)

11.7 allow correct use of an 1
× 1.69
4.68 incorrectly determined mass of
water in 4.68 g
= 4.23 (g) allow 4.2 / 4.225 (g) 1
alternative approach:
�mass of anhydrous compound =
11.7
× 2.99�
4.68
= 7.475 (g) (1)
(mass of water =)
11.7 – 7.475 (1) allow correct use of an
incorrectly determined mass of
anhydrous compound
= 4.23 (g) (1) allow 4.2 / 4.225 (g)
AO /
Spec. Ref.
09.2 (energy =) AO2

15.0 1
× 1.47 4.6.2.2
2.99
= 7.37 (kJ) allow 7.37458194 correctly 1

figures
22
AO /
Spec. Ref.
09.3 shifts to the left 1 AO2

4.6.2.1
4.6.2.4
4.6.2.6
AO /
Spec. Ref.
09.4 the mixture is a lighter shade of 1 AO2

brown
4.6.2.4
4.6.2.7
AO /
Spec. Ref.
09.5 no effect (on equilibrium allow (equilibrium position) stays 1 AO2

position) the same 4.6.2.4
4.6.2.7
(because) there are equal 1
numbers of (gas) moles /
molecules on each side (of the
equation)
AO /
Spec. Ref.
09.6 no effect (on equilibrium allow (equilibrium position) stays 1 AO2

position) the same 4.6.2.3
4.6.2.4
AO /
Spec. Ref.
09.7 add more hydrochloric acid 1 AO2

4.6.2.4
4.6.2.5
23
AO /
Spec. Ref.
09.8 ignore references to closed AO1

systems 4.6.2.3
(because the) forward and 2
reverse reactions are taking
place at (exactly) the same rate
allow for 1 mark
(because) the reactions are
taking place at (exactly) the
same rate
Total Question 9 13
24
Question 10
AO/
Answers Mark
Question Spec. Ref
Level 3: A judgement, strongly linked and logically supported by a AO3

10.1 3–4
sufficient range of correct reasons, is given. 4.10.1.1
4.10.2.2
Level 2: Some logically linked reasons are given. There may also 4.10.4.2
1–2
be a simple judgement.
No relevant content 0
Indicative content
reasons
• compound A (potassium chloride) only contains potassium
• compound A (potassium chloride) is the only source of
potassium so is needed.
• compound B (ammonium nitrate) only contains nitrogen

• compound B (ammonium nitrate) contains more nitrogen than
compound C (diammonium hydrogen phosphate) so is preferable
• compound B (ammonium nitrate) contains more nitrogen and is
cheaper than compound C (diammonium hydrogen phosphate)
and so is more cost effective
• compound C (diammonium hydrogen phosphate) contains

phosphorus which is not needed
judgement
• none of the compounds contain both nitrogen and potassium so
a mixture is needed
• (both) compound A (potassium chloride) and B (ammonium
nitrate) should be used
• (both) compound A (potassium chloride) and C (diammonium
phosphate) could be used
AO /
Spec. Ref.
10.2 mining allow quarrying 1 AO1

4.10.4.2
25
AO /
Spec. Ref.
10.3 ignore potassium chloride AO1

4.10.4.2
potassium sulfate allow potassium nitrate 1
allow any other named

potassium salt
AO /
Spec. Ref.
10.4 ammonia allow water 1 AO1

4.10.4.2
AO /
Spec. Ref.
10.5 (phosphate rock is) insoluble (in allow (phosphate rock) cannot 1 AO3
water) be absorbed as a solid 4.10.4.2
AO /
Spec. Ref.
10.6 (sulfuric acid) AO1

calcium sulfate allow single superphosphate 1 4.10.4.2
allow calcium phosphate
(phosphoric acid)
calcium phosphate allow triple superphosphate 1
Total Question 10 10
26

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GCSE

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

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

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 to reduce the escape of gas 1 AO3

01.2 (mean rate =) allow

20 allow correct use of incorrectly 1 AO2

(trial 2 and 4 time =

(mean time =) allow correct use of incorrectly

01.3 use a lower temperature 1 AO1

02.1 (mass =) AO2

= 1.34 (g) allow 1.34459459 (g) correctly 1

02.3 40.6 (kJ) allow a value in the range 1 AO2

02.4 calcium hydroxide 1 AO1

02.6 an oxidising agent 1 AO1

Level 3: The method would lead to the production of a valid AO1

Level 1: The method would not lead to a valid outcome. Some

• introduce into (blue / non-luminous) flame

• observe lilac flame colour

• add silver nitrate (solution)

• observe cream precipitate (formed after addition of silver

03.2 flame emission spectroscopy 1 AO1

03.3 any one from: 1 AO1

allow requires a small(er)

04.1 water vapour 1 AO1

(so) more (fossil) fuels burned allow a named fossil fuel 1

(increased population so) more

(so) more deforestation (1)

04.3 (increased population so) more 1 AO3

(so) more methane-producing allow more use of beef cattle (in 1

(increased population so) more

(which) produces more methane

ignore global warming

do not accept acid rain

05.1 CuFeS2 + 4O2 → CuSO4+FeSO4 allow multiples 2 AO2

05.2 (Mr = 63.5 + 56 + (2 x 32) =) 1 AO2

= 34.6 (%) allow 34.60490 correctly 1

05.3 MP2 is dependent upon MP1 AO1

(result) blue precipitate 1

(test) flame test (1)

(result) green (flame) (1) allow blue-green (flame)

05.4 (the use of) bacteria 1 AO1

06.2 distance moved by dye 1 AO2