Chemistry -
Foundation (8462/2F)
Mark scheme
2025 predicted
1
, AQA Chemistry 2F 2025 Predicted Question Paper
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.
2
, AQA Chemistry 2F 2025 Predicted Question Paper
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.
3
, AQA Chemistry 2F 2025 Predicted Question Paper
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.
4
Foundation (8462/2F)
Mark scheme
2025 predicted
1
, AQA Chemistry 2F 2025 Predicted Question Paper
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.
2
, AQA Chemistry 2F 2025 Predicted Question Paper
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.
3
, AQA Chemistry 2F 2025 Predicted Question Paper
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.
4
