AS

PHYSICS
7407/2
Paper 2
Mark scheme
June 2021
Version: 1.0 Final

*216A7407/2/MS*
 MARK SCHEME – AS PHYSICS – 7407/2 – JUNE 2021

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
For confidentiality purposes acknowledgements of third-party material are published in a separate booklet which is available for free download from
www.aqa.org.uk after the live examination series.

Copyright © 2021 AQA and its licensors. All rights reserved.

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 MARK SCHEME – AS PHYSICS – 7407/2 – JUNE 2021

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.

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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

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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 marks.

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Question Answers Additional Comments/Guidance Mark AO

01.1 smooth line drawn within half grid square of points ✓ 2 AO3-1a
minimum between 32.6 and 32.8 cm ✓

Question Answers Additional Comments/Guidance Mark AO

01.2 value of their minimum (cm) ✓ Within a half grid square 1 AO3-1b

Question Answers Additional Comments/Guidance Mark AO

01.3 doubles 0.2 OR calculates percentage uncertainty for 0.2 (half Correct answer earns both marks 2 AO3-1b
range) ✓

0.8 (%) ✓ CAO

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Question Answers Additional Comments/Guidance Mark AO

01.4 recognises that node-to-node spacing = /2 ✓ 3 2

AO3-1a

recognises the need to divide by 8 ✓ Condone use of 7 or 9 1

AO2-1h

2.36  109 (Hz) ✓ 3 sf required

For example:
0.509 × 2
λ= or 0.127(25) m seen; top line earns 1✓
8
and bottom line earns 2✓

 3 × 108 × 8 
f =  = 2.36  10 (Hz) earns all 3 marks
9

 0.509 × 2 

 3 × 108 × 7 
f =  = 2.06  10 earns 2 marks
9

 0.509 × 2 

 3 × 108 × 9 
f =  = 2.65  10 earns 2 marks
9

 0.509 × 2 

Allow 2 marks for 4.72 × 109 (must be 3 sf)

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Question Answers Additional Comments/Guidance Mark AO

01.5 (microwaves are) polarised ✓ 1 AO1-1b

Total 9

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Question Answers Additional Comments/Guidance Mark AO

02.1 correctly deduces extension is 2.6 or 2.7 mm ✓ Should see AC2 = 1.502 + (6.34  10−2)2; 1 AO2-1h

(new) AC = 1.50134;

Extension of AC = (1.50134 − 1.50 =) 0.00134 m

or 1.34 mm; and then doubles this
Final value must be to at least 2 sf

Question Answers Additional Comments/Guidance Mark AO

02.2 evidence of correct working: ✓ For 1✓ acceptable diagrams are shown below 2 AO2-1h

6.34  10 −2 
sin  = or  = 2.42° seen
their new AC T T

OR W

W = 2T sin  seen
OR T

suitable vector diagram with  labelled  W

T

1.0 Correct final answer of 11.8 N or 12 N earns both

tension correctly calculated from ✓
2×their sin𝜃 marks

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Question Answers Additional Comments/Guidance Mark AO

02.3 ruled best-fit line between first and sixth points; for 1✓ withhold mark if line is thick, faint or 4 2  AO2-
discontinuous 1h
line must pass above 2nd point
for 2✓ condone read off errors of  1 division 2  AO3-
and 1b
for 3✓ note that 1.503 = 3.375 so allow sub of 3.38
must pass below 4th point 1✓
for 4✓ reject 2 sf 1.2  1011

(W y )
gradient calculated from with y2  0.004 2✓ (gradient ~ 3850)
y 2

their gradient  1.503

evidence of using E = 3✓
1.11  10−7
E in range 1.10  1011 to 1.24  1011 (Pa) 4✓

Question Answers Additional Comments/Guidance Mark AO

02.4 kg s−2 ✓ no credit for N m−1 1 AO1-1b

correct answer only

Total 8

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Question Answers Additional Comments/Guidance Mark AO

03.1 9.65 mm  1 AO1-1b

Question Answers Additional Comments/Guidance Mark AO

03.2 close jaws using ratchet without pencil (to find zero error)  Condone “close micrometer fully” 2 AO1-1b

add/subtract zero error from each reading

OR
take multiple readings along pencil or around the pencil and
find the mean 

Total 3

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Question Answers Additional Comments/Guidance Mark AO

04.1 arrow between block and belt pointing upwards along the belt 1 AO1.1-a


Question Answers Additional Comments/Guidance Mark AO

04.2 (F = ) 19gsin23° to give 72.8 (N)  Allow 2 sf answer. 1 AO2.1-f

Question Answers Additional Comments/Guidance Mark AO

04.3 ∆(mv) Allow for MP1 use of appropriate kinematic 3 AO2.1-b

uses F = 
∆t equation for a AND use of F=ma

F = 12 (N) 

their 04.2 + 12 (N)  Expect 82 or 85 (N)

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Question Answers Additional Comments/Guidance Mark AO

04.4 uses V and I to get total input power or energy  Pinput of motor = 110 × 5.0 = 550 W 4 AO3.1-a
8.0
Einput = 550 × 0.32 = 13 750 J

uses efficiency equation  Puseful to belt = 550 × 0.28 = 150 W

8.0
Euseful = 3850 J, from 154 × 0.32 , or 13 750 × 0.28

determines power or energy to move one block  Pblock = 22 or 23 W

Eblock = 560 or 580 J

divides (total) useful power or energy by individual power or Allow ecf for MP4 only for their 04.3
energy to give answer of 6 blocks 

Total 9

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Question Answers Additional Comments/Guidance Mark AO

05.1 substitution into E = hc/λ  Condone POT error on MP1 2 AO2.1-f

multiplies E by 3.0 × 1016 to give 0.0136 (W)

Question Answers Additional Comments/Guidance Mark AO

05.2 considers the effect of wavelength on power or emission rate Red photon energy calculated (3.0 × 10−19 J) and 3 AO3.1-a
 used with P = Ephoton × rate of emission
440
Alternative for MP1: red photon energy is times
660
smaller (than blue photon energy)

considers the maximum possible, or required, emission rate  maximum emission rate is 6.9 × 1016 s−1
OR
evaluates required emission rate as 9.0 × 1016 s−1

combining MP1 and MP2 with reference to graph to reach the not possible as:
conclusion that it is not possible  max emission rate is 6.9 × 1016 s−1, and required is
9.0 × 1016 s−1

max power is 0.021 W, and required is 0.028 W

max current is 60 mA, and required is > 60 mA

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Question Answers Additional Comments/Guidance Mark AO

05.3 The mark scheme for this question includes an overall assessment for Area A - Wavelength comparison: 6 4
the quality of written communication (QWC). There are no discrete
marks for the assessment of QWC but the candidate’s QWC in this
AO1.1-a
• Red LED will emit longer wavelengths than 660 nm
answer will be one of the criteria used to assign a level and award the
(accept “longer than red light).
marks for this question.
• Blue LED will emit wavelengths longer than 440 nm 2
Mark Criteria QWC (accept “longer than blue light). AO2.1-a
6 All 3 areas A, B and C covered The student presents • Blue LED will emit visible light. Accept named colours.
Only allow minor omissions the relevant information
5 2 complete descriptions with one coherently, employing Area B - Excitation process:
partial from A, B and C. structure, style and
SP&G to render • Excitation mentioned (as first step of fluoresence)
meaning clear. The text • Photons are absorbed by atoms in coating
is legible. • Atoms are excited/gain energy;
4 Full description of one area, with The student presents
• Atomic electrons move to higher energy levels (than n
partial description of two other. relevant information in a
OR way which assists the = 2)
Full description of two areas with communication of • Photons have sufficient energy to promote electrons to
very little on third or nothing at all. meaning. The text is high enough levels
3 A full description of one area and legible. SP&G are
a partial description of one area. sufficiently accurate not
Area C - De-excitation process:
OR to obscure meaning.
A partial discussion of all three • De-excitation or relaxation mentioned (as subsequent
areas. step)
2 A full description of one area. The student presents • Photons are emitted by atoms in coating
OR some relevant
A partial discussion of two areas. information in a simple • Atoms de-excite/lose energy
form. The text is usually • Atomic electrons move to lower energy levels
1 Only one area covered, and that legible. SP&G allow • Electrons move to ground state via other energy levels
partially. meaning to be derived • Emitted radiation consists of (a range of) lower photon
although errors are
energies/frequencies or longer wavelengths
sometimes obstructive.
0 No relevant information

Total 11

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Question Key Answer

06 A −1.3 × 107 C kg−1
07 D W+
08 A Λ + π−
0

09 B 1.2 × 10−14 m
10 B 2v
mv 2
11 D
2
12 D repulsive attractive negligible
−19
13 A 0.3 × 10 J
14 C p + e− + ve
15 B above MN by 0.20 m
16 D Only total momentum is conserved.
17 B third
18 D 70°
19 C using monochromatic light of higher frequency
20 B 1.7 A

21 C

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22 C

23 B 190 m
24 D moving up with a decreasing velocity.
25 C 80 m s−1
mg L
26 A
2
27 C The acceleration of X is the same as that of Y.
28 C The terminal speed of Y is greater than that of Z.
29 D 6A
3R
30 A
7
31 D 23.0 mA
FρL2
32 A
mL
33 C 13.5%
34 C produce strong magnetic fields.

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