AQA A-LEVEL PHYSICS 7408/3A Paper 3 Section A Mark scheme June 2022 Version: 1.0 Final

A-LEVEL

PHYSICS

7408/3A

Paper 3 Section A

Mark scheme

June 2022

Version: 1.0 Final

*226A7408/3A/MS*

MARK SCHEME – A-LEVEL PHYSICS – 7408/3A – JUNE 2022

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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

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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 © 2022 AQA and its licensors. All rights reserved.

MARK SCHEME – A-LEVEL PHYSICS – 7408/3A – JUNE 2022

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Physics - Mark scheme instructions 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 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 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.

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 candidates 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 (often prefaced by ‘Ignore’ in the mark scheme) are not

penalised.

3.2 Marking procedure for calculations

Full marks can usually be given for a correct numerical answer without working shown unless the question

states ‘Show your working’. However, if a correct numerical answer can be evaluated from incorrect

physics then working will be required. The mark scheme will indicate both this and the credit (if any) that

can be allowed for the incorrect approach.

MARK SCHEME – A-LEVEL PHYSICS – 7408/3A – JUNE 2022

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However, if the answer is incorrect, mark(s) can usually be gained by correct substitution / working and

this is shown in the ‘extra information’ column or by each stage of a longer calculation.

A calculation must be followed through to answer in decimal form. An answer in surd form is never

acceptable for the final (evaluation) mark in a calculation and will therefore generally be denied one mark.

3.3 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.

3.4 Errors carried forward, consequential marking and arithmetic errors

Allowances for errors carried forward are likely to be restricted to calculation questions and should be

shown by the abbreviation ECF or conseq 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.

3.5 Phonetic spelling

The phonetic spelling of correct scientific terminology should be credited (eg fizix) unless there is a

possible confusion (eg defraction/refraction) with another technical term.

3.6 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.

3.7 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.

3.8 Significant figure penalties

Answers to questions in the practical sections (7407/2 – Section A and 7408/3A) should display an

appropriate number of significant figures. For non-practical sections, an A-level paper may contain up to

2 marks (1 mark for AS) that are contingent on the candidate quoting the final answer in a calculation to

a specified number of significant figures (sf). This will generally be assessed to be the number of sf of the

datum with the least number of sf from which the answer is determined. The mark scheme will give the

range of sf that are acceptable but this will normally be the sf of the datum (or this sf -1).

An answer in surd form cannot gain the sf mark. An incorrect calculation following some working can

gain the sf mark. For a question beginning with the command word ‘Show that…’, the answer should be

quoted to one more sf than the sf quoted in the question eg ‘Show that X is equal to about 2.1 cm’ –

answer should be quoted to 3 sf. An answer to 1 sf will not normally be acceptable, unless the answer is

MARK SCHEME – A-LEVEL PHYSICS – 7408/3A – JUNE 2022

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an integer eg a number of objects. In non-practical sections, the need for a consideration will be indicated

in the question by the use of ‘Give your answer to an appropriate number of significant figures’.

3.9 Unit penalties

An A-level paper may contain up to 2 marks (1 mark for AS) that are contingent on the candidate quoting

the correct unit for the answer to a calculation. The need for a unit to be quoted will be indicated in the

question by the use of ‘State an appropriate SI unit for your answer’. Unit answers will be expected to

appear in the most commonly agreed form for the calculation concerned; strings of fundamental (base)

units would not. For example, 1 tesla and 1 Wb m–2 would both be acceptable units for magnetic flux

density but 1 kg m2 s

–2 A–1 would not.

3.10 Level of response marking instructions

Level of response mark schemes are broken down into three 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 annotate it (as

instructed) to show the qualities that are being looked for. You can then apply the mark scheme.

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

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 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 and then use the variability of the response to help decide the mark within

the level. i.e. if the response is predominantly level 2 with a small amount of level 3 material it would be

placed in level 2.

The exemplar materials used during standardisation will help you to determine the appropriate level. 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.

An answer which contains nothing of relevance to the question must be awarded no mark