Mark Scheme

(Results)

November 2021

Pearson Edexcel GCSE

In Physics (1PH0) Paper 2H
Edexcel and BTEC Qualifications

Edexcel and BTEC qualifications are awarded by Pearson, the UK’s largest awarding body.
We provide a wide range of qualifications including academic, vocational, occupational
and specific programmes for employers. For further information visit our qualifications
websites at www.edexcel.com or www.btec.co.uk. Alternatively, you can get in touch with
us using the details on our contact us page at www.edexcel.com/contactus.

Pearson: helping people progress, everywhere

Pearson aspires to be the world’s leading learning company. Our aim is to help everyone
progress in their lives through education. We believe in every kind of learning, for all
kinds of people, wherever they are in the world. We’ve been involved in education for
over 150 years, and by working across 70 countries, in 100 languages, we have built an
international reputation for our commitment to high standards and raising achievement
through innovation in education. Find out more about how we can help you and your
students at:www.pearson.com/uk

November 2021
Publications Code 1PH0_2H_2111_MS
All the material in this publication is copyright
© Pearson Education Ltd 2021
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 An explanation that links

marking points to provide a logical identification of a point with
description reasoning/justification(s) as
required

AO2 An answer that combines the An explanation that links

marking points to provide a logical identification of a point (by
description, showing application of applying knowledge) with
knowledge and understanding reasoning/justification (application
of 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
*there will be situations where an AO1 question will include elements of recall of knowledge
directly from the specification (up to a maximum of 15%). These will be identified by an asterisk
in the mark scheme.
Paper 2H

Question Answer Additional guidance Mark

number
1 (a) (i) use friction (1) rub (the plastic rod) (1)
AO1

Question Answer Additional guidance Mark

number
1 (a) (ii) C (1)
AO1

A and B are incorrect because

the cap would become charged
D is incorrect because the cap
would have an opposite charge
to that on the rod

Question Answer Additional guidance Mark

number
1 (b) An explanation linking: (2)
AO1
electrons move (1) negative charges
move
reject positive
electrons for this
mark
with one from:

(leaf and/or rod) have been to the earth

discharged (1)

(gold leaf) is no longer repelled

(1)
Question Answer Additional guidance Mark
number
1 (c) (i) in any order (2)
AO3
(size of) charge on Q is greater Q has more charge /
than (size of charge) on P (1) stronger field than P

P has (overall) negative charge accept abbreviations

and Q has (overall) positive such as +’ve, -‘ve
charge (1)
charge on P is
opposite to charge on
Q

Question Answer Additional guidance Mark

number
1 (c)(ii) (force of) attraction on (object) (1)
P from (object) Q (1) AO1

Total 7 marks
Question Answer Additional guidance Mark
number
8c(i)(F) A description including (2)
AO3
2(ai)(H) as the potential difference
(voltage) increases so does the positive correlation
current (1)

idea of gradient of graph at a decreasing rate

decreasing as V increases (1) non-linear
not directly proportional

Question Answer Additional Mark

number guidance
8(c)(ii)(F) Award one mark for each row of the table (2)
ignore AO2
2(aii)(H) voltage in V current in mA any
units
point P 1(.00) 20 added
in the
point Q 3.4 ±0.1 43 ±1
boxes

Question Answer Additional Mark

number guidance
8(c)(iii)(F) (2)
substitution (1) AO2
2(aiii) (H) (R=) 4.5 0.088(2) or 8.8(2)
−3 or 0.88(2) or 0.09
51(× 10 )
seen scores 1 mark

evaluation (1)
88.(2) (Ω) 0.088(2) kΩ
or 0.09 kΩ scores 2
marks

award full marks for

correct answer
without working
Question Answer Additional Mark
number guidance
8(c)(iv)(F) an explanation linking any three of: (3)
AO1
2(aiv)(H) identification of resistance
increasing (1)

heating (of the filament) (1) temperature

increases

because of more collisions (1)

of electrons (with ions / atoms /

other electrons) (1)

Total 9 marks
Question Answer Additional Mark
number guidance
9(a)(F) descriptions to include any two of (2)
AO1
3(a)(H)
particles / atoms in solid close(r) reverse
together (1) argument

difference
asked for so
must
compare for
subsequent
marking
points

particles / atoms in solid (vibrate) in

fixed positions but particles in liquid
move (freely) (1)

particles in a solid in regular arrangement

but particles in liquid are randomly
arranged (1)

particles in a liquid have more (kinetic)

energy (than in a solid) (1)
allow
answers in
terms of
forces
between
particles
Question Answer Additional Mark
number guidance
9(b)(F) volume substitution (1) (3)
1.5 x 1.0 x 0.2(0) (= 0.3) AO2
3(b)(H)

substitution in equation (1) ecf from

mass = 2100 x (0.3(0)) calculated value of
volume for this
mark only

evaluation (1) award 2 marks for

= 630 (kg) 6.3 x any other
power of 10

5670 gains 1
mark
from use of
1.5+1.0+0.2=2.7

award full marks

for correct answer
without working

Question Answer Additional Mark

number guidance
9(c)(F) statements to include any two from (2)
AO1
3(C)(H)
use cladding / (extra) insulation (1)

use double thicknesses of the concrete

create cavity
(1)

use silver / reflective / white (paint) (1)

plant trees around (wind break) (1)

use double glazed windows (1)

(properly) close window(s)/door draft

exclusion
Question Answer Additional guidance Mark
number
3 (d) 269 (K) allow use of 273.14? (1)
269.14 (K) AO2

Total 8 marks
Question Answer Additional guidance Mark
number
4 (H) recall (1) may be implied by a (3)
𝐹𝐹
10(F) 𝑃𝑃 = 𝐴𝐴 correct substitution AO2
(ai)
substitution (1)
2400
(p) =
0.8

evaluation
(P) = 3000 (Pa) (1) award full marks for
the correct answer
without working

Question Answer Additional guidance Mark

number
4 (H) an explanation linking (2)
10(F) AO1
(aii) greater pressure (on bottom of
tank) (1)

with

greater force due to water more weight of water

(above bottom of tank) (1) more depth/height of
water

ignore simply ‘more

water’ or ‘greater
amount of water’

Question Answer Additional Mark

number guidance
10 aiii (1)
(F) AO1

4(aiii)(H)

an arrow perpendicular to the judge by eye

sloping side and pointing towards
X
Question Answer Additional guidance Mark
number
10 bi (F) data points correctly identified award 1 mark if 80 (2)
4 bi (H) (1) and 50 seen AO3
50 ±2 ignore the lack of
80 ±2 minus sign

evaluation (1) allow ecf from

(-)30 ±4 kPa incorrect reading of
either pressure at
2000m or pressure at
6000m for one mark

Question Answer Additional guidance Mark

number
10 bii any one suggestion of accept reverse (1)
(F) argument AO1
4 bii (H)
greater density of atmosphere more particles (per
(1) cubic metre)
the air gets thicker

greater depth of atmosphere greater weight of the

(above the aeroplane) (1) atmosphere

greater temperature (of the

atmosphere) (1)
Question Answer Additional guidance Mark
number
10 (c) an explanation linking accept reverse (2)
(F) arguments AO2
4 (c) (H)
the area (of contact between weight is more
person and bed) is smaller concentrated / not
when standing up distributed /not
(1) spread across bed
(when standing up)

same weight (over smaller uses p = F/A

area) so the pressure is greater argument (as a
when standing up (1) consequence of the
smaller area,
pressure is bigger)

Total for question 4(h), 10(F) = 11 marks

Question Answer Additional Mark
number guidance
5 (a)(i) example: (2)
AO3

judge by eye
but do not
allow
rectangles in
rectangles in (approximately) correct contact
position (1)

all four poles correctly labelled (1)

Question Answer Additional guidance Mark

number
5 (a)(ii) a description to include (3)
AO1
place a (plotting) compass on place a (plotting)
the paper (near to the compass on the
magnet(s)) and mark direction paper (near to the
of the field (at that point) (1) magnet(s)) and put a
dot at each end of
the needle

determine how the field move compass so

continues from that point (1) that one end of the
needle is over the
mark (just made)

connect field lines to reveal join up the dots

overall shape(1)
Question Answer Additional guidance Mark
number
5 (b) (i) substitution of values (1) allow rearrangment (3)
𝐾𝐾 before substitution AO2
1.2 = (K=) 1.2 x 4(.0)2
4(.0)2

rearrangement and evaluation

(1)

(K=) 19 19.2
0.00192

award full marks for

the correct answer
without working
unit (1) independent mark

N cm2 N m2

Question Answer Additional guidance Mark

number
5 (b)(ii) same magnitude and opposite allow (now) attraction (1)
direction (1) for opposite direction AO1

Question 5 total 9 marks

Question Answer Additional guidance Mark
number
6a (sum of ) the clockwise moment of magnet = (1)
moments = (sum of) the moment of modelling AO1
anticlockwise moments clay
moments are equal
(size)

Question Answer Additional guidance Mark

number
6b recall and substitution (1) allow substitution and (3)
rearrangement in AO2
(force x 12.0 =) 0.050 x 8.4 either order

rearrangement (1)

0.050 × 8.4
(force =)
12.0

evaluation (1)

(force = ) 0.035 (N)

award full marks for
the correct answer
without working.

if no other marks
scored then award 1
mark for answers
that round to 29 ( eg
28.57) (substitution
mark)
Question Answer Additional guidance Mark
number
6c a description to include four of (4)
the following AO3
measure the value of current
(1)
measure force or distance(1) accept calculate for
measure
vary the current (1)

restore equilibrium of system increase weight or

(1) move (existing)
weight to new
position
calculate ratio between force plot a graph of force /
and current or distance and distance against
current (1) current
if ratio is the same then they graph would be a
are proportional (1) straight line (through
the origin)

Question Answer Additional guidance Mark

number
6d move the (position of) the adjust mass of (2)
(0.050 N) weight (1) modelling clay AO3

to the other side of the reduce (mass of

pivot/3.6 cm from the magnet modelling clay) by
(1) taking some away

add (additional)
weight between pivot
and magnet scores 2
marks

Total for question 6 = 10 marks

Question Answer Additional guidance Mark
number
7 (a) (i) D R and S (1)
AO1
A, B and C are incorrect
because the difference in
vertical positions are all less
than that shown by R and S

Question Answer Additional guidance Mark

number
7 (a)(ii) recall (1) (work done) = 700 x (2)
work done = force x distance 20 AO1

substitution and evaluation (1)

(work done = ) 14,000 (J)

award full marks for

the correct answer
without working

Question Answer Additional guidance Mark

number
7 (a)(iii) substitution (1) (2)
AO2
11250 = m x 10 x 15

rearrangement and evaluation

(1)

(mass=) 75 (kg)

award full marks for

the correct answer
without working.

if no other marks
scored then award 1
mark for answers of
0.013 (substitution
mark using h = 15)
Question Answer Additional guidance Mark
number
7 (a)(iv) An explanation linking (2)
AO1

some work is done to overcome

friction/air resistance (1) allow energy is lost

energy is dissipated
/transferred to the environment thermal energy
(1)

Question Answer Additional guidance Mark

number
7 (a)(v) C increase the efficiency of the (1)
cyclist and bicycle AO1

A is incorrect because
lubrication has no effect on
work done against gravity
B is incorrect because
lubrication will increase
efficiency
D is incorrect because the
overall energy transfer will not
increase
Question Answer Additional guidance Mark
number
7 (b) substitution (1) allow substitution and (3)
rearrangement in AO2
2,800 = ½ x 85 x v2 either order

rearrangement (1)

2800 ×2
(v2 =) 66 or 65.88 seen
85

evaluation (1)
allow values that
v = 8.1 (m/s) round to 8.1 e.g
8.1168
award full marks for
the correct answer
without working

Total for question 7 = 11 marks

Question Answer Additional guidance Mark
number
8 (a) (i) voltmeter connected in parallel voltmeter connected (2)
with device (1) in parallel with AO1
battery
ammeter connected in series may be in top or
with device (1) bottom of circuit and
could be inside or
outside the voltmeter
connections

Question Answer Additional guidance Mark

number
8 (a) (ii) recall and substitution (1) voltmeter connected (2)
in parallel with AO2
(power = ) 12 x 4.8 battery
evaluation (1) allow values that
round to 58 e.g. 57.6
(power = ) 58 (W)

award full marks for

the correct answer
without working
Question Answer Additional guidance Mark
number
8 (a) substitution (1) (2)
(iii) AO2
(power = )
12 x 600(/1000) x 7 (x60)

evaluation (1) allow values that

round to 3000 e.g
(energy = ) 3000 (J) 3024

allow 1 mark for any

other values of
3(.024) to any power
of ten.

if no other marks
scored then award 1
mark for answers of
50,400
or 50.4
(substitution mark)

award full marks for

the correct answer
without working.

Question Answer Additional guidance Mark

number
8 (b) (i) 17.7 (A) (1)
AO1

Question Answer Additional guidance Mark

number
8 (b) (ii) (The resistance) increases (1)
AO1
Question Answer Additional guidance Mark
number
8 (b) B 5 A fuse (1)
(iii) AO1
A is incorrect because it has a
smaller value than the
expected current
C and D are incorrect because
they have a much higher value
than the expected current

Question Answer Additional guidance Mark

number
8 (b)(iv) An explanation linking two of allow reverse (2)
argument AO1
thick(er) wires have low(er)
resistance (1)

less thermal energy transferred allow so wires do not

(in the wires)(1) get hot

less potential difference / allow less voltage is

voltage (drop) across the wires lost
(1) more current can be
carried

Total for question 8 = 11 marks

Question Answer Additional guidance Mark
number
9ai D half the size of the voltage (1)
across the primary coil AO2

A and B are incorrect because

the voltage will not necessarily
be twice or half the value of the
current

C is incorrect because the

voltage across secondary coil
will be less than that across the
primary coil

Question Answer Additional guidance Mark

number
9 aii an explanation linking three of (3)
AO1
magnetic field in primary /
secondary coil / core (due to
current) (1)

magnetic field is alternating (1)

(this magnetic) field cuts/links

secondary coil
(1)

induces an alternating voltage

(across secondary coil) (1)
Question Answer Additional guidance Mark
number
𝑉𝑉𝑉𝑉 𝑁𝑁𝑁𝑁
9b substitution into = (1) allow substitution and (2)
𝑉𝑉𝑉𝑉 𝑁𝑁𝑁𝑁
rearrangement in AO2
230 600 either order
=
15 𝑁𝑁𝑁𝑁

Rearrangement and evaluation

(1)
600 ×15
(Ns = )
230

= 39 accept values that

round to 39
e.g. 39.13
award full marks for
the correct answer
without working.

if no other marks
scored then award 1
mark for answers of
that round to 0.026
(eg 0.255)
(substitution mark)
Question Indicative content Mark
number
*9(c) Answers will be credited according to (6)
candidate's deployment of knowledge and AO2 and AO3
understanding of the material in relation to
the qualities and skills outlined 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.

• coil moving/cuts through magnetic field

• coil experiences changing magnetic field
• induces a voltage/current in the coil
• size of voltage/current depends on rate
of change of magnetic field
• rate of change depends on angle between
direction of movement and direction of
field.
• greatest (rate of) change when coil
moving perpendicular to field.
• maximum current at Q and S
• coil is horizontal at Q and S
• coil moving vertically up at Q and down
at S
• direction of current at Q opposite to S.
• no change when coil moving parallel to
field.
• zero current at P, R and T
• coil vertical at P, R, and T

Credit can be given for correctly labelled

diagrams
Level Mark Descriptor

0 • No awardable content
Level 1 1–2 • Interpretation and evaluation of the information attempted but
will be limited with a focus on mainly just one variable.
Demonstrates limited synthesis of understanding. (AO3)

• 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 • Interpretation and evaluation of the information on both
variables, synthesising mostly relevant understanding. (AO3)

• 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 • Interpretation and evaluation of the information, demonstrating
throughout the skills of synthesising relevant understanding.
(AO3)

• 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 Additional Guidance General additional guidance – the
decision within levels

e.g. - At each level, as well as content,

the scientific coherency of what is stated
will help place the answer at the top, or
the bottom, of that level.

0 No rewardable material.

Level 1 1–2 Additional guidance Possible candidate responses

isolated facts about the coil experiences a changing magnetic

interaction of electric field as it rotates. Size of the (induced)
current and magnetic current varies.
fields or one salient
feature of the graph

Level 2 3–4 Additional guidance Possible candidate responses

simple description of why at position R the (plane of the) coil is

current changes (either in parallel to the field and there is no
direction or magnitude) current
and reference to at least Or
one relevant point on the at position Q the coil is moving quickly
graph. through the field and the current is
large.

Level 3 5–6 Additional guidance Possible candidate responses

Full description of why At Q, the coil is horizontal and moving

current changes in most quickly across the field so the
magnitude or direction current is at its greatest. At R the coils is
and reference to at least vertical and moving parallel to the field
two relevant points on the so there is no current.
graph

Total for question 9 = 12 marks

Question Answer Additional guidance Mark

number
10ai substitution into (3)
AO2
∆Q = m x s x ∆T (1)

(∆Q) = 1.41 x 4200 x (100-25)

 ignore POT error for
this mark
evaluation (1)

(energy =) 444,150 (J)

answer to 2 sf (1)
independent mark
440,000 (J) allow 3 sf
444,000

award full marks for

the correct answer
without working

award 1 mark for

answers with values
148,050 or 592,200
(incorrect temp and
sf)

award 2 marks for

answers with values
150,000 or 148,000
or 590,000 or
592,000
(incorrect temp but
allowed sf)
Question Answer Additional guidance Mark
number
10aii substitution into allow substitution (3)
and rearrangement AO2
∆Q = m x L in either order
450,000 = (1.41 – 1.21) x L

(1)
rearrangment

450,000
L=
0.2
(1)
evaluation
(L) = 2 200 000 (J/kg)
accept 2 250 000
(1)
award full marks for
the correct answer
without working

award 1 mark for

answers that round
to 330,000
or 370,000
(incorrect mass
used)
Question Indicative content Mark
number
*10(b) Answers will be credited according to candidate's (6)
deployment of knowledge and understanding of the AO2 and
material in relation to the qualities and skills outlined in AO3
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.

Procedure
• Measure the temperature of the boiling water
• Allow sufficient time for block to reach temperature
of boiling water
• Measure temperature of cold water in beaker
• Using a thermometer
• Transfer (hot) aluminium block to cold water in the
beaker.
• Work quickly to avoid thermal energy loss during
transfer
• Measure temperature of water
• Stir to ensure even distribution
• Measure maximum temperature reached by water
• Calculate temp rise of water by subtracting initial
from final temperature.
• Calculate temp drop of aluminium by subtracting
final temperature from 100.
• Find mass of beaker and water and aluminium
• Use a balance
• Empty water from beaker and dry beaker and block
• Weigh beaker and block alone
• Find mass of water by subtraction.
• Allow plausible method of finding mass of water
before putting block in.

Process results
• Calculate thermal energy gained water using
∆Q = m x c x ∆θ
• Thermal energy gained by water = thermal energy
lost by aluminium
• Specific heat capacity of aluminium =

thermal energy transferred

mass of Al × temp drop of Al
Level Mark Descriptor

0 • No awardable content
Level 1 1–2 • The plan attempts to link and apply knowledge and
understanding of scientific enquiry, techniques and procedures,
flawed or simplistic connections made between elements in the
context of the question. (AO2)

• Analyses the scientific information but understanding and

connections are flawed. An incomplete plan that provides limited
synthesis of understanding. (AO3)
Level 2 3–4 • The plan is mostly supported through linkage and application of
knowledge and understanding of scientific enquiry, techniques
and procedures, some logical connections made between
elements in the context of the question. (AO2)

• Analyses the scientific information and provides some logical

connections between scientific enquiry, techniques and
procedures. A partially completed plan that synthesises mostly
relevant understanding, but not entirely coherently. (AO3)
Level 3 5–6 • The plan is supported throughout by linkage and application of
knowledge and understanding of scientific enquiry, techniques
and procedures, logical connections made between elements in
the context of the question. (AO2)

• Analyses the scientific information and provide logical

connections between scientific concepts throughout. A well-
developed plan that synthesises relevant understanding
coherently. (AO3)
Summary for guidance
Level Mark Additional Guidance General additional guidance – the
decision within levels
e.g. - At each level, as well as content,
the scientific coherency of what is stated
will help place the answer at the top, or
the bottom, of that level.

0 No rewardable material.

Level 1 1–2 Additional guidance Possible candidate responses

Partially complete Heat up the block in the boiling water.

description of a suitable Then put the block into the cold water.
procedure with at least Measure the temperature reached by the
one measurement water.
Level 2 3–4 Additional guidance Possible candidate responses

Mostly complete As above with

description of a suitable Measure mass of water.
procedure with at least Use ∆Q = m x c x ∆θ to find thermal
two measurements and energy transferred
some description of
processing the results.
Level 3 5–6 Additional guidance Possible candidate responses

Detailed description of a As above with

suitable procedure with Calculate temperature changes by
most of the necessary subtraction.
measurements and a Calculate thermal energy lost by Al as
clear description of being equal to thermal energy gained by
processing the results. water.

Specific heat capacity of Al =

thermal energy transferred
mass of Al × temp drop of Al

Question 10 = 11 marks

Total for paper = 100 marks

Pearson Education Limited. Registered company number 872828
with its registered office at 80 Strand, London, WC2R 0RL, United Kingdom