1.

(i)

coloured / bright / rainbow / visible spectrum (background)(1);

black lines(1); getting closer at higher frequency(1); do not allow spectrum of light allow getting closer at shorter / smaller / lower wavelength ORA
3

(ii)

black/dark background(1); coloured/bright lines(1); note: check above before awarding on this part for ecfs e.g. a (i) may have got first two marking points wrong way round (zero) but answered this part as a reverse argument therefore scores two (effectively one mistake penalised in a (i)).
2

[5]

2. (ii)

(i)

1. F (1) and 2. E (1) respectively

2 1
[3]

Lines in exactly the same position (1);

3. (ii)

(i)

frequency/energy (1)

1 5

emit light:- electrons raised to higher electronic levels (1); electrons drop back to lower levels losing energy (as light)1 discrete lines:- energy levels quantized (AW)/drops give out a specific amount of energy/drops between levels (1 relates to specific frequencies/ ()E=hu (1) sets of lines:- each set represent drops to a different lower level/ mention of specific example eg Lyman (1) Excited ATOMS/no mention of electrons max four marks NB these points could be gained from an annotated diagram.

City and Islington college

(iii)

Similarities lines (spectrum) (1);lines in same place/same spacing/lines converge (1) Difference black lines (on a bright background) compared to coloured lines (on a black background) (1);

[9]

4.

(Coloured/bright/white) NOT black (con) lines (1); on a black/dark background (1);lines getting closer (1) NOT bands Diagram can get all marks but needs explanation or shading for first two 3
[3]

5. (ii)

(i)

1. F (1) and 2. E (1) respectively

2 2

Lines in exactly the same position/frequency/match up (1); energy transitions/quanta same/(1); (this second mark can be scored from diagram. But, treat diagrams with different up/down arrows as neutral) (1)

[4]

6.

(a)

Charged atom / group of atoms / molecule 1 2 1

or atom / group of atoms / molecule that has lost or gained electron(s) NOT charged particle or specific ion (e.g. cation) (b) (c) (d) arrow going up (1) from a definite lower level to higher one (1) arrow going down (1) (ignore positioning) (i) Diagram showing drop to different energy level (or in words) (1); 2

Each set caused by a drop to a specific level (1) (ii) Higher energy levels get closer / gaps become smaller (must state or label diagram) (1); Reference to frequency related to energy gap / E = hu / f (1)

2
[8]

City and Islington college