Mark Scheme

(Results)

Summer 2019

Pearson Edexcel GCSE

In Chemistry (1CH0) Paper 1H
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Summer 2019
Publications Code 1CH0_1H_1906_MS
All the material in this publication is copyright
© Pearson Education Ltd 2019
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.
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 marking An explanation that links identification
points to provide a logical description of a point with reasoning/justification(s)
as required
AO2 An answer that combines the marking An explanation that links identification
points to provide a logical description, of a point (by applying knowledge) with
showing application of knowledge and reasoning/justification (application of
understanding 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
Question Answer Additional guidance Mark
number
1(a) 2H2 + O2 → 2H2O (2) Allow =, ⇌ for → (2)
Ignore all words and state symbols
fully correct balanced equation (2) Allow multiples

If not (2), then H2O as product in an equation reject formulae with charges
format, regardless of any other errors (1) Do not penalise small letters e.g allow h2O

If H2O or H2O in otherwise fully correct equation, allow (1)

Question Answer Additional guidance Mark

number
1(b)(i) iron rusts/ corrodes/ reacts {with oxygen/ water} / ignore erodes/ corrosive (1)
iron oxidises / forms iron oxide

Question Answer Additional guidance Mark

number
1(b)(ii) platinum is a transition {metal/ element} ignore ‘in the middle’ etc. (1)
ignore any irrelevant/ additional information
Question Answer Additional guidance Mark
number
1(c) Any two from: (2)
• improves the appearance/ shiny (1)

• improves resistance to corrosion/ does not

corrode/ prevents reaction with allow does not rust
{air/oxygen/water}/ prevents oxidation (1) ignore durable/ protects unqualified etc.

• can make e.g. ‘gold’ object more cheaply

using a gold layer on a cheaper base / looks ignore ‘makes more valuable’
more expensive than it is (1)

(Total for question 1 = 6 marks)

Question Answer Additional guidance Mark
number
2(a)(i) any two from allow mark if all three given (1)
E, G and X for E allow B / boron
for G allow O / O2 / oxygen
for X allow Ar / argon

allow use of lower case letters

reject answers with any other letters / element names

Question Answer Additional guidance Mark

number
2(a)(ii) any two from allow mark if all three given (1)
A, E and G for A allow Li / lithium
for E allow B / boron
for G allow O / O2 / oxygen

allow use of lower case letters

reject answers with any other letters / element names

Question Answer Additional guidance Mark

number
2(a)(iii) A/J allow mark if both given (1)
for A allow Li / lithium
for J allow Na / sodium

allow use of lower case letters

reject answers with any other letters / element names
reject answers with + or – charges
Question Answer Additional guidance Mark
number
2(b)(i) An explanation linking: (2)
ignore any mention of electrons

reject answers in terms of elements (plural) but allow element (singular)

• (atoms with) same
(number of) protons (1)

if no other mark:
• (atoms with) different allow same atomic number and different mass number (1)
(number of) neutrons (1)

Question Answer Mark

number
2(b(ii) A 5 protons is the only correct answer (1)

B is not correct because there are 5 or 6 neutrons

C is not correct because the atomic number is 5

D is not correct because there are 5 or 6 neutrons

Question Answer Additional guidance Mark

number
2(c) 2.8.8 allow 2,8,8 (1)
2/8/8
288
or other separator

allow correct electron shell diagram

Question Answer Additional guidance Mark
number
2(d) MP1 for dividing by atomic mass A2G with no relevant working (1) ONLY (3)
A : G AG2 (0)
3.5 : 4.0 (1)
7 16

MP2 for deriving ratio from MP1 For MP2: If they go on to calculate a different ratio in addition to 0.5:0.25 or
0.5 : 0.25 2:1 do not award MP2
OR
2 : 1 (1) ecf on step 1: If inverted,
7 : 16 (0)
MP3 for ratio in MP2 to formula 3.5 4.0
empirical formula A2G (1) = 2 : 4
or
1 : 2 (1)

AG2 (1)

allow 1 in empirical formula

allow Li for A and O for G

do not penalise incorrect case in formula

(Total for Question 2 = 10 marks)

Question Answer Additional guidance Mark
number
3(a)(i) (squeaky) pop / gas burns / allow explosion / bang / flame / fire / energy released (1)
water forms
ignore reaction occurs / ignites / set alight

ignore references to splints (glowing or lit)

Question Answer Mark

number
3(a)(ii) A description to include (2)
3 3
• volumes going up: allow hydrogen goes up by 4 (cm ) each time / by 2 cm per minute
(oxygen/ hydrogen/ gas) increase / equivalent for oxygen for MP1
(with time) / volume (directly)
proportional to time (1)

• quantitative comparing hydrogen and explicit reference needed to a ratio and not just quoting 2 figures
oxygen:
(volume of) hydrogen double
(volume of) oxygen / ORA / 2:1 ratio allow amount in place of volume throughout
(1)
twice as much hydrogen produced as oxygen (1)

rate of hydrogen production double that of oxygen (2)

Question Answer Mark
number
3(b) C lead and bromine is the only correct answer (1)

A is incorrect because lead is produced at the cathode

B is incorrect because lead and bromine are produced

D is incorrect because bromine is produced at the anode

Question Answer Additional guidance Mark

number
3(c) An explanation linking: (2)

• (calcium) nitrate {is

soluble/ dissolves}/
(calcium) carbonate {is
insoluble/ does not
dissolve} (1)

• so ions {free to move in

solution / not free in calcium nitrate dissolves so ions can move (2)
solid} (1) or reverse argument for calcium carbonate
Question Answer Additional guidance Mark
number
3(d) Zn2+ + 2e(-) → Zn (2) if not fully correct, allow 1 for (2)
Zn2+ + (any number) e(-) → (anything)

allow ZN, zn

allow multiples

reverse reaction scores (0)

ignore state symbols

Zn2+ → Zn - 2e(-) (0)

(Total for Question 3 = 8 marks)

Question Answer Additional guidance Mark
number
4(a) 8.000- 6.213 = (1.787) (g) (1) allow 1.8, 1.79 (1)

Question Answer Additional guidance Mark

number
4(b)(i) 97.3(%) with or without if fraction inverted then x 100 = 102.75… (3 or more sig fig) allow (1) (2)
working scores 2
for 0.973 allow (1)

MP2 only for correctly x 100 some figure derived from the data given

5.450 (1) x 100 allow any sig fig except 1

5.600

= 97.3214….
= 97.3(%) (1)

Question Answer Mark

number
4(b)(ii) A some solid was lost from the crucible is the only correct answer (1)

B is incorrect because this would increase mass

C is incorrect because this would not alter mass

D is incorrect because this would increase mass

Question Answer Additional guidance Mark
number
4(c)(i) An explanation linking (2)
• {rate/ mass loss} is slowing down (1)

• as amount of reactant falls (1)

OR
• mass decreases (1)
allow amount of calcium carbonate decreases
• as further decomposition occurs/ reaction
continues / {gas/CO2} {is produced/ escapes/ lost} do not allow ‘as time goes on’ for 2nd mark: must
(1) explain in terms of a reaction

Question Answer Additional guidance Mark

number
4(c)(ii) mass may decrease further / not heated to constant mass allow mass is still decreasing (1)
/ last two mass figures not the same
ignore there is still 5.2g solid
reject mass has not gone to zero

Question Answer Additional guidance Mark

number
4(d)(i) 100 with or without working scores 2 ignore any units (2)

40 + 12 + 3 x 16 (1) ecf for MP2 if using 12,16 and 40, using addition
=100 (1) and multiplication only
Question Answer Additional guidance Mark
number
4(d)(ii) 56% without working scores 0 56/answer to 4(d)(i) (1) (2)
56 (1) x 100 (1)
100 MP2 only for correctly x 100 some figure derived
from the data given
(x 100) = 56 (%) (1) 100% scores 0
(Total for question 4 = 11 marks)
Question Answer Additional guidance Mark
number
5(a)(i) 14(.2) with or without working scores 3 If the percentage of non nickel compounds is calculated to give (3)
85.8%/86% score 2
1kg = 1000g (1)
142 or 0.142 will score MP1 and MP2
142 (1) 1000
1000
142 x 100 = 14200 scores (1)
x 100% =14(.2) (1) 1

Question Answer Additional guidance Mark

number
5(a)(ii) decontaminates ground / conserves Ignore any reference to cost/ better for environment etc. / time / (1)
{nickel / nickel ores / ores} / allows use energy
of low-grade ore /

specified environmental reason: e.g.

less noise due to mining / carbon
neutral / less carbon dioxide

Question Answer Additional guidance Mark

number
5(b)(i) 2NiS + 3O2 → 2NiO + 2SO2 (2) allow = for → (2)
allow multiples
all four formulae (1)
balancing correct formulae only (1) if wrong subscript or misuse of capital/small letter e.g. O2, O2, niO,
NIS, allow MP1 but cannot score MP2
if more than 4 formulae, can score MP1 but not MP2
ignore state symbols
Question Answer Mark
number
5(b)(ii) B the metal produced by electrolysis is very pure is the only correct answer (1)

A is incorrect because this is a disadvantage

C is incorrect because electrolysis is expensive

D is incorrect because heating with carbon can be used

Question Answer Additional guidance Mark

number
5(c) An answer that describes the following points answers describing simple or fractional distillation are (3)
of application of knowledge and understanding allowed
to provide a logical description:
Fully labelled correct diagram would score MP1 (and MP2 if
heat indicated)
• (fractional) distillation (1)

• heat/ boil (1) allow ‘raise temp. to 50oC’ etc. (temp >42 and <90)

allow lower boiling point liquid for nickel tetracarbonyl

• nickel tetracarbonyl {{boils/evaporates}

off first / is obtained from top of
column/ vapour is condensed by
condenser} ORA (1)

(Total for question 5 = 10 marks)

Question Answer Additional guidance Mark
number
6(a) A description including ignore anything to do with Le Chatelier etc.. (4)
ignore ‘closed system’
DECOMPOSITION
• heat the (hydrated) {crystals / solid} (1)

• (solid) goes white/ steam is observed / water produced

(1)

REVERSE REACTION
• add water / water rejoins / water reacts with anhydrous
solid (1)
MP4 independent of MP3
• (solid) goes blue (again) / heat is released (1)

Question Answer Additional guidance Mark

number
6(b) An explanation linking Ignore equilibrium shifts right, forward reaction (2)
favoured
• less purple / lighter/ paler / fades (1)
reject ‘goes colourless’ for MP1
• because less iodine (1)
reject ALL iodine reacts to give HI
for MP2 (credit some iodine reacts / some
iodine is used up)

ignore ‘more HI’

ignore forwards reaction is favoured
Question Answer Additional guidance Mark
number
6(c) 1.8… x 1024 with or without working scores 2 (2)
23 24 24
allow 18 x 10 , 1.81 x 10 , 1.806 x 10
23
• 3 x 6.02 x 10 (1) or any other form of correct answer to 2-4 sig figs

• = 1.8 x 1024 (1) allow 2 x 6.02 x 1023 = 1.2 x 1024 (1)

(Total for question 6 = 8 marks)

Question Answer Mark
number
7(a) D the metal is oxidised (1)

A is incorrect because the reaction is with oxygen

B is incorrect because the reaction is with oxygen

C is incorrect because the metal does not decompose

Question Answer Additional guidance Mark

number
7(b)(i) An explanation linking (2)

• stainless steel resistant to {corrosion/ rusting/

oxidation} / corrosion rate slower / does not
react with {air/oxygen} and water

• neither rod would rust/ react (in a few days) / Ignore iron corrodes but ALLOW iron corrodes faster than
there would be no {rusting / reaction}/ no stainless steel / iron rusts but stainless steel does not (1)
change would occur / it would take a long time
for any result (1)

Question Answer Additional guidance Mark

number
7(b)(ii) measuring cylinder accurate enough / accuracy of allow exact/ precise for accurate (1)
pipette not needed / no need to be (more) accurate / allow pipettes only used for accurate/ precise/ exact
the volume of water is not critical volumes
Question Answer Additional guidance Mark
number
7(b)(iii) An explanation linking (2)

• (A) the magnesium has {corroded/ reacted/ MP1 describes reaction that occurs
oxidised} /
(B) {rusting / corrosion / oxidation} has occurred (1)
MP2 reason – ignore ‘sacrificial protection’ etc.
• because magnesium is more reactive than iron /
(magnesium has reacted) instead of the iron (1)

Question Answer Additional guidance Mark

number
7(c) An explanation linking (2)

• {less oxygen / no oxygen / oxygen is removed} by For MP1 allow ‘oxygen reacts with hydrazine instead of
the hydrazine (1) the metal’ (1)

• oxygen is needed for {rusting / reaction} /

corrosion/so oxidation prevented (1) ignore hydrazine {displaces/ more reactive than} oxygen
no oxygen so no rusting scores 2

Question Answer Additional guidance Mark

number
7(d)(i) Haber process (1) accept phonetically correct spellings e.g Harber (1)

Question Answer Mark

number
7(d)(ii) rate increased / speeded up / quicker / faster (1) (1)
Question Answer Mark
number
7(d)(iii) yield unchanged/ stays same / none (1) (1)

(Total for question 7 = 11 marks)

Question Answer Additional guidance Mark
number
8(a) Any two from: Ignore substance names – descriptions are required (2)

• {(red-)brown / orange / pink} solid

formed (1)

• (some) {grey/silver} solid remains allow {grey/silver} solid disappears / reduces / dissolves
(1)

• (blue solution) becomes colourless

(1) Answers that include fizzing/ effervescence/ bubbles in addition to
correct response have max score of 1.

Question Answer Additional guidance Mark

number
8(b) An explanation linking (4)

• zinc oxidised (1)

• because (zinc) lose electrons/ half

equation (1)

• copper (ions) reduced (1) ignore copper sulfate is reduced

• because copper (ions) gained

electrons/ half equation (1) ignore copper sulfate gains electrons

marks are independent

e.g zinc is reduced because it loses electrons = 1
zinc is oxidised because it gains electrons = 1
 If no other mark scored allow one mark for oxidation is the loss of
electrons and reduction is the gain of electrons

Question Answer Additional guidance Mark

number
8(c) 0.005/ 5 x 10-3 mol with or without working 2 marks for (MUST show working): (3)
scores 3 5
0.1
Mr = 63.5 + 32 + 4 x 16 (1) (=159.5)
ecf in all stages
AND EITHER
mass of copper sulfate =
50/1000 x 15.95 (1) (= 0.7975 g)
moles = 0.7975/159.5 (1) (= 0.005 mol)

OR
conc = 15.95/159.5 (1) (=0.1 moldm-3)
moles = 50/1000 x 0.1 = (0.005 mol)

Question Answer Additional guidance Mark

number
8(d) 2.8g with or without working scores 2 (2)
0.043 x 65 (1) (=2.795)

= 2.8 g (1)
allow 1 mark for a different calculation using 65 and 0.043 , correctly
evaluated, with working, rounded to 1 decimal place

(Total for question 8 = 11 marks)

Question Answer Additional Guidance Mark
number
9(a)(i) use pH meter/ pH probe (1) allow pH paper / Universal indicator (1)

reject other named indicators / ‘just ‘indicator’

Question Answer Mark

number
9(a)(ii) D ten times higher (1)

A is incorrect because a pH difference in 1 reflects a 10 fold difference in [H+]

B is incorrect because a pH difference in 1 reflects a 10 fold difference in [H+]

C is incorrect because a lower pH means a higher [H+]

Question Answer Additional guidance Mark

number
9(b)(i) ACID (2)
use measuring cylinder / pipette / burette (1) must name apparatus
ignore weigh the liquid
BASE
balance / scales / weigh out amount (1) allow use portion of known mass / use measured
amount in g / specific mass given [from 0.1 to 10g]
allow weight for mass
Question Answer Additional guidance Mark
number
9(b)(ii) START colourless (1)
both START and END required for mark
END pink / magenta
ignore clear

Question Answer Additional guidance Mark

number
9(b)(iii) An explanation linking (2)

• {hydrogen ions/ H+} {reacted / neutralised} (1) allow

H+ + OH-  H2O (1) for MP1
• {concentration falls/ fewer} H+ / {concentration rises/
more} OH- (1)
Question Indicative content Mark
number
9(c) Answers will be credited according to candidate’s deployment of knowledge and understanding of (6)
the material in relation to the qualities and skills outlines 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.

AO3 (6 marks)

• A is copper oxide
• copper oxide is black
• copper oxide reacts with sulfuric acid to make {copper sulfate / blue solution} but no gas

• B is magnesium
• magnesium is silver coloured
• magnesium reacts/ bubbles with water
• magnesium reacts with sulfuric acid to give hydrogen / equation

• C is sodium hydroxide
• sodium hydroxide is white
• sodium hydroxide solution is colourless
• sodium hydroxide reacts with sulfuric acid to form a colourless solution / equation
• sodium hydroxide solution is alkaline
• sodium hydroxide has hydroxide ions

• D is copper carbonate
• copper carbonate is green
• carbonates are insoluble
 • copper carbonate reacts with sulfuric acid to form copper sulfate and {gas / carbon
dioxide}
• copper carbonate reacts with sulfuric acid to form carbon dioxide / equation
• copper sulfate (solution) is blue

Level Mark Descriptor

0 • No rewardable material.
Level 1 1-2 • Deconstructs scientific information but understanding and connections are flawed. An unbalanced or incomplete argument that provides limited
synthesis of understanding.
• Judgements are supported by limited evidence. (AO3)

Level 2 3-4 • Deconstructs scientific information and provides some logical connections between scientific concepts. An imbalanced argument that synthesises
mostly relevant understanding, but not entirely coherently.
• Judgements are supported by evidence occasionally. (AO3)
Level 3 5-6 • Deconstructs scientific information and provide logical connections between scientific concepts throughout. A balanced, well-developed
argument that synthesises relevant understanding coherently.
• Judgements are supported by evidence throughout. (AO3)
Level Mark Descriptor Additional Guidance
0 No rewardable material. Read whole answer and ignore all incorrect material/ discard any
contradictory material then:
No solids are correctly identified/ One solid is identified but no
reason is given
Level 1 1–2 Additional Guidance Possible candidate response
Three solids are correctly identified but only one or
none have valid reasoning (2)

Two solids are correctly identified and one has valid

reasoning (2) A is copper oxide. D is copper carbonate because carbonates fizz
with acid. – 2 correctly identified, one has a sufficient reason (2)
Two solids are correctly identified but neither has
valid reasoning (1)

One solid is correctly identified with a valid reason

(1)
Level 2 3–4 Additional Guidance Possible candidate response
All four solids are correctly identified but only one A is copper oxide because it has pH 7, B is magnesium because
or none have valid reasoning metals are silver coloured, C is sodium hydroxide because it reacts
-No solid has valid reasoning (3) with acid, D is copper carbonate because it has pH 7. – 4 correctly
-One solid has valid reasoning (4) identified, only 1 has a sufficient reason (magnesium is silver) (4)

Three solids are correctly identified and at least two

have valid reasoning
-Three have valid reasoning (4)
-Two have valid reasoning (3)

Two solids are correctly identified and both have

valid reasoning (3)

Level 3 5–6 Additional Guidance Possible candidate response

All four solids are correctly identified and at least
two have valid reasoning.
-Two or three solids have valid reasoning (5) A is copper oxide because it is the only black solid. B is
-All four have valid reasoning (6) magnesium because metals are silver coloured. C is sodium
hydroxide because it dissolves to form an alkaline solution. D is
copper carbonate because it forms copper sulfate which is blue in
the reaction with acid and fizzes.
4 correctly identified, 4 with sufficient reasons (6)

(Total for question 9 = 13 mark)

Question Answer Additional guidance Mark
number
10(a)(i) neutralisation allow exothermic (1)

OR

exothermic

Question Answer Mark

number
10(a)(ii) D ammonium nitrate is the only correct answer (1)

A is incorrect because the cation is ammonium and the anion is nitrate

B is incorrect because the cation is ammonium

C is incorrect because anion is nitrate

Question Answer Additional guidance Mark
number
10(b) 2000 dm3 with or without working scores 4 ecf on all stages (4)

moles NO = 1000/30 (1) (= 33.3…)

moles O2 = moles NO /2 (1) (= 16.666…)
volume O2 = moles x 24 = 16.666… x 24 (1) (=400 dm3)
volume air = volume O2 x 100/20 (1) (=2000 dm3)

OR

2 mol NO = 60 g (1)
60 g NO : 24 dm3 oxygen (1)
1000 g NO reacts with 24 x 1000/60 (1) (=400 dm3)
volume air = volume O2 x 100/20 (1) (=2000 dm3)
3 marks
all working up to
400 x 20/100 = 80
Question Indicative content Mark
number
*10(c) Answers will be credited according to candidate’s deployment of knowledge and understanding of the material in (6)
relation to the qualities and skills outlines 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 & AO2 (6 marks)

EXCESS AIR
• increases oxygen concentration
• so excess air favours right hand side
• and gives higher yield

• excess air increases concentration of oxygen

• equilibrium reached faster

PRESSURE
• 9 molecules on left and 10 on right
• so higher pressure favours left hand side
• and gives lower yield

• higher pressure increases concentration of gases

• more frequent collisions
• equilibrium reached faster

TEMPERATURE
• heat energy given out in forward reaction
• higher temperature favours reaction that takes in heat energy
• so higher temperature favours left hand side
• hence lower yield

• molecules move faster at higher temperature

• more frequent collisions
• therefore more reactions in given time
• equilibrium reached faster
Level Mark Descriptor

0 • No awardable content
Level 1 1-2 • Demonstrates elements of chemical understanding, some of which is inaccurate. Understanding of scientific ideas lacks
detail. (AO1)
• The explanation attempts to link and apply knowledge and understanding of scientific ideas, flawed or simplistic
connections made between elements in the context of the question. (AO2)

Level 2 3-4 • Demonstrates chemical understanding, which is mostly relevant but may include some inaccuracies. Understanding of
scientific ideas is not fully detailed and/or developed. (AO1)
• The explanation is mostly supported through linkage and application of knowledge and understanding of scientific
ideas, some logical connections made between elements in the context of the question. (AO2)

Level 3 5-6 • Demonstrates accurate and relevant chemical understanding throughout. Understanding of the scientific ideas is
detailed and fully developed. (AO1)
• The explanation is supported throughout by linkage and application of knowledge and understanding of scientific ideas,
logical connections made between elements in the context of the question. (AO2)
Level Mark Descriptor Additional guidance
0 No rewardable material. Read whole answer and ignore all incorrect material/ discard any contradictory material
then:
Level 1–2 Additional guidance Possible candidate responses
1 One factor is discussed with a statement of A higher pressure gives a lower yield because there are more gas molecules on the right
effect on yield and/or rate (1) hand side.
Factor and reason – 2 marks
One factor is discussed with explanation of
yield and/or rate (2)

Two or three factors are discussed with

statement of effect on yield and/or rate (2)
Level 3–4 Additional guidance Possible candidate responses
2 One factor is fully discussed with A higher pressure gives a lower yield because there are more gas molecules on the right
explanation of yield and rate. (3) hand side. A higher temperature gives a lower yield because the forward reaction is
exothermic.
Two factors are discussed with explanation 2 factors both with reasons – 4 marks
of yield and/or rate in one case and just
statement of yield and/or rate in one
case(3)

Two factors are discussed with explanation

of yield and/or rate in each case (4)

Three factors are discussed with statement

of effect on yield and/or rate with
explanation for at least one (4)
Level 5–6 Additional guidance Possible candidate responses
3 All three factors are discussed, with Excess air gives a higher yield. A higher pressure gives a higher rate because the gas
explanation of yield and/or rate in each molecules are closer and collide more frequently. A higher temperature gives a higher
case (6) rate because more molecules have the activation energy.
3 factors, 2 have reasons, 1 statement (air) – 5 marks
All three factors are discussed, with
explanation of yield and/or rate in two
cases (5)

(Total for question 10 = 12 marks)

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