Q1. Chinas economy is growing quickly.

To make sure electricity supplies match demand,

China is building more coal-fired power stations. These power stations will probably use carbon
capture and storage technology.

(a) Carbon capture and storage technology reduces carbon dioxide emissions to the
atmosphere.

Explain how.

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(2)

(b) A lot of people believe that energy resources like falling water should be used instead of
energy resources like coal. Hydroelectric power stations generate electricity using the
energy of falling water.

A large-scale hydroelectric power station can generate the same amount of electricity as a
coal-fired power station.

Photograph supplied by AbleStock.com/Thinkstock

Page 1 of 100
 Apart from the emission of carbon dioxide by coal-fired power stations, give two
advantages and two disadvantages of generating electricity using hydroelectric power
stations instead of using coal-fired power stations.

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(4)
(Total 6 marks)

Q2. A nuclear power station generates electricity using nuclear fuel.

(a) Name one nuclear fuel that is used.

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(1)

Page 2 of 100
(b) The diagram below shows a nuclear power station.

Name the parts of a nuclear power station labelled A, B and C on the diagram.

A ............................................................................................................

B ............................................................................................................

C ............................................................................................................
(3)

(c) The transformer changes the voltage of the electricity generated by the power station.

(i) What type of transformer is shown in the diagram?

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(1)

(ii) Changing the voltage increases the efficiency of the power transmission.

Explain how.

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(2)

Page 3 of 100
 (d) A country generates 80% of its electricity using fossil fuel power stations.

The countrys government is considering replacing all of its fossil fuel power stations with
nuclear power stations.

Suggest two factors that the country's government will have to consider in making a
decision.

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(2)
(Total 9 marks)

Q3. A community of people living on an island are considering buying wind turbines to supply
their electricity. The community have looked at two types of wind turbine.

Vertical Axis Wind Turbine Horizontal Axis Wind Turbine

Not to scale

The community looked at information about the two different types of wind turbine.

Vertical axis wind turbines start to Horizontal axis wind turbines start to
rotate at wind speeds of 1.5 m/s. rotate at wind speeds of 3.6 m/s.

Vertical axis wind turbines are powered Horizontal axis wind turbines turn to
by wind coming from any direction. point into the wind.

The power output at 12 m/s is 1 MW. The power output at 12 m/s is 1 MW.

The wind turbines continue to generate At very high wind speeds, above 20
electricity until the wind speed reaches m/s, the wind turbines stop working
40 m/s. automatically to avoid damage.

Page 4 of 100
(a) The community decide that vertical axis wind turbines would be better.

Use the information given to suggest why.

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(3)

(b) Graph 1 shows how the power output varies with wind speed for a vertical axis wind
turbine.

Graph 1

Wind speed in m/s

Describe how the power output of this wind turbine varies with wind speed for the range of
wind speeds shown.

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(2)

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(c) Some local people do not want the wind turbines. These people say the wind turbines are
too noisy.

Graph 2 shows how the sound level detected changes with distance from a wind turbine.

Sound level is measured in decibels, dB.

Graph 2

Distance from wind turbine in metres

The sound level of a normal conversation is 50 dB.

(i) How far from the wind turbine would a person need to stand to detect a sound level
of 50 dB?

Distance = .................................................. metres

(1)

(ii) The graph shows that 1000 m away you can still hear the noise the wind turbines
produce.

A sound level of 30 dB is the same as a person whispering in another persons ear.

The nearest house to the wind turbine is 1000 m away.

Some people do not want the wind turbines because of the noise the wind turbines
produce.

Are these people justified in not wanting wind turbines?

Give reasons for your answer.

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(2)

Page 6 of 100
 (d) On the mainland, wind turbines are connected to the National Grid.

Electricity is transmitted through the power lines of the National Grid at very high voltages
and low currents.

State why.

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(1)
(Total 9 marks)

Q4. (a) The pie chart shows how the electricity generated in the UK is produced using different
energy resources.

(i) Which energy resource is used to generate approximately one third of the UKs
electricity?

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(1)

(ii) Name two energy resources that could be part of the Other energy resources used
to generate electricity in the UK.

1 ...............................................................................................................

2 ...............................................................................................................
(2)

Page 7 of 100
(b) In this question you will be assessed on using good English, organising information clearly
and using specialist terms where appropriate.

Fossil fuel power stations burn coal, oil and gas. Burning these fuels pollutes the
atmosphere with greenhouse gases. The government is considering investing in new
nuclear power stations, rather than relying on fossil fuel power stations.

The government is also considering more investment in alternative energy resources.

Wind power may be used because the UK is a very windy country. In one year, there is
enough wind in the UK to supply all of our electricity needs.

Do you think the government should invest in wind power or nuclear power?

Draw a ring around the energy resource that you think the government should invest in.

Nuclear / Wind

Discuss the advantages of the energy resource you have chosen and the disadvantages
of the energy resource you did not choose.

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(6)
(Total 9 marks)

Page 8 of 100
Q5. A student is investigating how the voltage output of a solar cell depends on the area of the
solar cell exposed to light.

He shines a desk light at a solar cell. He varies the area of the solar cell exposed to the light and
records the voltage output.

The graph shows the students results.

Area exposed to light in cm2

(a) One of the results on the graph is anomalous.

(i) Draw a ring around the anomalous result on the graph.

(1)

(ii) Suggest what the student could do about the anomalous result.

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(1)

(b) Give two conclusions that can be made from these results.

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(2)

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 (c) Most houses use electricity from the National Grid.

Some houses have panels made from many solar cells joined together. These panels
produce electricity for the house.

(i) Houses with panels of solar cells remain connected to the National Grid.

Give two reasons why.

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(2)

(ii) Producing electricity for a house using solar cells is better for the environment than
using electricity from coal-fired power stations.

Give two reasons why.

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(2)
(Total 8 marks)

Q6. A student goes camping and uses a panel of solar cells to charge his mobile phone, as
shown in Figure 1.

Figure 1

(a) Give one disadvantage of using a panel of solar cells to generate electricity to charge a
mobile phone.

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(1)

Page 10 of 100
(b) A new camping stove has been invented that uses burning wood to cook food and to
generate electricity.

Figure 2 shows the new camping stove and a fossil fuel gas camping stove.

Figure 2

New camping stove Fossil fuel gas camping stove

The new camping stove has a USB connection to charge portable devices such as mobile
phones.

Suggest two other advantages of using the new camping stove instead of a fossil fuel gas
camping stove.

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(2)

Page 11 of 100
(c) Another version of the new camping stove, called a home-stove, has been designed for
use in Africa and is shown in Figure 3.

Figure 3

Home-stove

It can be used to cook food and generate electricity. The total power output of the stove is
5 kW. The maximum electrical power output is 20 W.

In African villages, there are three methods that can be used to heat food, a traditional
three-stone fire, a basic stove and the home-stove as shown in Figure 4.
Figure 4

Three-stone fire Basic stove Home-stove

A scientist investigated the wood burnt and the carbon dioxide and smoke emitted when
each method was used to boil the same volume of water.

Figure 5 shows the results of the investigation. The results for the basic stove and home-
stove are relative to the three-stone fire.

Figure 5

Page 12 of 100
 Three-stone fire Basic stove Home-stove

(i) Give two advantages of using the home-stove compared to the other two methods.

You must use information in Figure 5.

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(2)

(ii) The home-stove is a reliable method of generating electricity.

Suggest two reasons why home-stoves are unlikely to be connected to a national

grid in Africa.

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(2)
(Total 7 marks)

Q7. A student goes camping and uses a panel of solar cells to charge his mobile phone, as
shown in Figure 1.

Figure 1

(a) Give one disadvantage of using a panel of solar cells to generate electricity to charge a
mobile phone.

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(1)

Page 13 of 100
(b) A new camping stove has been invented that uses burning wood to cook food and to
generate electricity.

Figure 2 shows the new camping stove and a fossil fuel gas camping stove.

Figure 2

New camping stove Fossil fuel gas camping stove

The new camping stove has a USB connection to charge portable devices such as mobile
phones.

Suggest two other advantages of using the new camping stove instead of a fossil fuel gas
camping stove.

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(2)
(Total 3 marks)

Page 14 of 100
Q8. Electricity can be generated using different methods. Two methods of generating electricity
are shown in the figure below.

Coal-fired power station

Wind turbine

The diagrams are not drawn to scale.

In this question you will be assessed on using good English, organising information
clearly and using specialist terms where appropriate.

Use the information in the figure above and your knowledge to:

describe the differences in these two methods used to generate electricity

describe the possible environmental effects of the two methods.

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Page 15 of 100
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Extra space .............................................................................................................

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(Total 6 marks)

Page 16 of 100
Q9. When people go camping, they often cook food outdoors. Food can be heated in different
ways.

(a) A student goes camping and uses a gas burner to heat a pot of water.
Energy is conducted through the base of the pot and heats the water.

Figure 1 shows a pot of water and a gas burner.

Figure 1

Describe how energy is transferred through the water in the pot by convection.

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(4)

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(b) Another student wants to use a portable solar furnace to cook food when she goes
camping.

Figure 2 shows how a solar furnace works.

Figure 2

Infrared radiation
from the Sun

(i) Complete the following sentence.

A solar furnace is made from shiny metal because shiny metal is a good

............................................. of infrared radiation.

(1)

Page 18 of 100
(ii) The student looks at two different designs for a solar furnace.

Figure 3 shows the two designs A and B.

Figure 3

Design A Design B

3 m2 silvered surface
2 m2 silvered surface
90% of incident infrared radiationis
80% of incident infrared radiationis
directed at pot
directed at pot
Wheeled unit so it can be turned to
Automatically turns to track the Sun
point towards the Sun
Folds into a carry-case
Does not fold

Compare the two designs.

What are the advantages of each design?

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(4)
(Total 9 marks)

Page 19 of 100
Q10. The diagram shows what happens to each 100 joules of energy from the coal which is
burned in a power station when the electricity is used for lighting.

(3)

(a) Add the missing figures to the diagram.

(b) By spending the same amount of money the electricity company could install new power
lines which only waste half as much energy as the old ones;

or use a quarter of the heat wasted at the power station to heat schools in a nearby town.

or replace all the light bulbs in everyones homes with bulbs which produce the same
amount of light but use only a fifth as much electricity.
(About 10% of the electricity in homes is used for lighting.)

Which of these two things do you think they should do? Give a reason for your answer.

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(4)

(c) You can work out the efficiency of an energy transfer system like this:

(i) How efficient are ordinary light bulbs at transferring electrical energy as light?

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(1)

Page 20 of 100
 (ii) How efficient is the complete system at transferring the energy from coal as light
when ordinary light bulbs are used?

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(1)
(Total 9 marks)

Q11. (a) The pie-chart shows how energy is used in a home.

Complete the table using the information on the pie-chart.

(2)

(b) We get some of the energy we need in our homes from electricity.

The graphs show how the amounts of coal and gas used to generate electricity changed
between 1960 and 1990.

Describe these changes.

Coal ............................................................................................................................

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Gas ..............................................................................................................................

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(4)

Page 21 of 100
 (c) Read the information below.

More carbon dioxide in the air may change the weather. Farmers may then not be
able to produce the food we need.

Burning coal produces sulphur dioxide. Burning gas does not do this.

It is cheaper to generate electricity from gas than from coal.

Sulphur dioxide causes acid rain which can kill fish and damage
buildings.

Two power stations generate the same amount of electricity. The

one which burns gas produces less carbon dioxide than the other
which burns coal.

Many people say that the change from coal to gas is better for the environment.

Why do you think they say this?

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(3)
(Total 9 marks)

Q12. On a very windy hilltop there are two wind generators side by side.

Page 22 of 100
 The bar charts show the lengths of the turbine blades and the electrical outputs of the two
wind generators.

Complete the following table.

LENGTH OF TURBINE ELECTRICAL OUTPUT

BLADE (m) (MW)

Large wind generator 60

Small wind generator

(Total 3 marks)

Q13. The table shows the main sources of the energy used in Britain in 1990.

coal 35%

oil 35%

gas 24%

nuclear 5%

moving water
1%
(hydro)

Page 23 of 100
(a) Finish the pie-chart, using the figures in the table.

(3)

(b) How does the amount of energy obtained from nuclear sources in 1990 compare with the
amount obtained from moving water?

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(1)

(c) Moving water (hydro) is a renewable energy source.

Write down the name of one other renewable energy source.

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(1)

(d) Explain why electricity is not included in the table of energy sources.

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(1)
(Total 6 marks)

Page 24 of 100
Q14. The table shows the main sources of energy used in Britain in 1990.

coal 35%

oil 35%

gas 24%

nuclear 5%

moving water
1%
(hydro)

(a) Finish the pie-chart, using the figures in the table.

(4)

(b) Complete the following sentences.

To release energy from coal, gas and oil they must be burned.

Coal, gas and oil are all .............................................................

(1)

(c) Which one of the energy sources in the table is renewable? ......................................

Write down the name of one other renewable energy source. ....................................
(2)

(d) How does the amount of energy obtained from nuclear sources in 1990 compare with the
amount obtained from moving water?

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(2)
(Total 9 marks)

Page 25 of 100
Q15. Electricity may be produced from a number of different energy resources.

(i) Complete the table below.

The first one has been done for you.

Device Energy Useful energy transfer

resource from resource

Coal-fired power station

Coal Chemical electrical

Hydroelectric power station

Stored .................... electrical
water

Solar cell in calculator

Sun .................... electrical

Wind turbine
Wind .................... electrical

Gas-fired power station

Gas .................... electrical

(4)

Page 26 of 100
 (ii) Give one of the five energy resources opposite, which is not classified as renewable.

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(1)

(iii) State another non-renewable energy resource.

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(1)
(Total 6 marks)

Q16. The drawing shows a hydro-electric dam. Water from the top of the dam flows through
pipes to the power station at the bottom of the dam.

(a) Complete the following boxes to show the useful energy transfer which occurs as the
water flows through the pipes to the power station.

(2)

Page 27 of 100
 (b) The electricity generated by the power station is transmitted over long distances. Before
this happens its voltage is increased by using a step-up transformer.

State and explain one advantage and one disadvantage of transmitting electricity at high
voltage.

Advantage .................................................................................................................

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(2)

Disadvantage ............................................................................................................

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(2)
(Total 6 marks)

Q17. State and explain the advantages and disadvantages of using nuclear power stations to
produce electricity.

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(Total 4 marks)

Page 28 of 100
Q18. The outline diagram below shows part of the National Grid. At X the transformer increases
the voltage to a very high value. At Y the voltage is reduced to 240 V for use by consumers.

(i) At X a transformer increases the voltage. What happens to the current as the voltage is
increased?

.....................................................................................................................................
(1)

(ii) Why is electrical energy transmitted at very high voltages?

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(1)

(iii) The transformer at Y reduces the voltage before it is supplied to houses. Why is this
done?

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(1)
(Total 3 marks)

Q19. (a) Coal, gas, oil and wood are all examples of fuels.

(i) What are fuels?

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(1)

Page 29 of 100
 (ii) Write the names of these fuels in the table below to show which are renewable and
which are non-renewable.

(2)

(b) The list below shows energy resources which are not fuels.

geothermal nuclear solar tides wind

Write the names of the energy resources in the table below to show which are renewable
and which are non-renewable.

(2)

Page 30 of 100
 (c) Why is it better to use more renewable energy resources rather than
non-renewable resources?

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(2)
(Total 7 marks)

Q20. In a traditional power station 30% of the energy input is usefully transferred to electricity, the
rest is wasted as heat. The diagram shows the energy transfers in a combined heat and power
(CHP) station.

Explain why replacing traditional power stations by CHP stations may be beneficial to the
environment.

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(Total 2 marks)

Page 31 of 100
Q21. (a) (i) A student wrote "Coal traps energy from the Sun". Explain what the student
means.

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(2)

(ii) How is energy released from coal?

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(1)

(b) The diagram shows the waste products from a coal-fired power station.

(i) In what form does the power station waste energy?

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(1)

(ii) Carbon dioxide released into the atmosphere will lead to a rise in the Earths
temperature. Why?

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(1)
(Total 5 marks)

Q22. (a) Electricity is distributed from power stations to consumers along the National Grid.

Page 32 of 100
 (i) Transformers are part of the National Grid. Transformers are efficient devices. What
is meant by a device being efficient?

...........................................................................................................................

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(1)

(ii) When electricity flows through a cable, some energy is transformed into heat.

Explain how the National Grid system reduces the amount of energy lost as heat.

...........................................................................................................................

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(2)

(b) Read this information taken from a recent newspaper article.

Researchers have found that children living close to overhead power cables
are more likely to develop leukaemia.
The researchers studied two groups of children. One group had developed
leukaemia, the other group was healthy.
Although the researchers found a link, they are unable to explain why it
happened. They say that the results may have happened by chance.
Other factors that have not been investigated, such as the environment, the
geographical area or the childrens genes, could be important.
A cancer research charity said that childhood leukaemia was most likely to be
caused by factors that parents were unable to control.

(i) Why did the researchers study a group of healthy children?

...........................................................................................................................

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(1)

(ii) The information does not say how many children were studied.

Why should this data have been included in the article?

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(1)

Page 33 of 100
(iii) The researchers could not be certain that the overhead power cables were
responsible for the increased chance of children developing leukaemia.

Explain why.

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(2)

(iv) The results of the research carried out by scientists may worry some people.

What do you think scientists should do?

Put a tick ( ) in the box next to your choice.

Scientists should publish their research findings straight away.

Scientists should not publish their research findings until they

have found out as many facts as possible.

Give a reason for your choice.

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(1)
(Total 8 marks)

Page 34 of 100
Q23. The bar chart shows how the UKs electricity demands in 2007 were met.

(a) What proportion of electricity was generated using renewable energy sources?

Show clearly how you work out your answer.

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(2)

(b) By 2020, most of the UKs nuclear reactors and one-third of coal-fired power stations are
due to close, yet the demand for electricity is expected to increase.

Four students, A, B, C and D, were asked how a demand of 380 billion kilowatt-hours
could be met. They made the suggestions given in the table.

Bought from
Fossil
Student Nuclear Renewable other
fuels
countries

A 200 100 40 40

B 80 240 40 20

C 160 80 100 40

D 280 0 100 0

Page 35 of 100
 (i) Which student has made the suggestion most likely to result in the lowest carbon
dioxide emissions?

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Give a reason for your answer.

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(2)

(ii) Suggest one realistic way in which a householder could help to reduce the annual
electricity demand.

...........................................................................................................................

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(1)

(c) To increase the amount of electricity generated using renewable energy resources would
probably involve erecting many new wind turbines.

The graph shows the power curve of a wind turbine.

(i) Describe, in detail, how the power output of the turbine varies with the wind speed.

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(3)

Page 36 of 100
 (ii) Give one disadvantage of using wind turbines to generate a high proportion of the
electricity required in the UK.

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(1)
(Total 9 marks)

Q24. (a) By 2023, nearly all of the existing nuclear power stations in the UK will be closed
down.

(i) Before a nuclear power station can be demolished, the remaining nuclear fuel,
radioactive waste materials and reactor must be carefully removed.

What is this process called?

Put a tick ( ) in the box next to your answer.

decommissioning

decontaminating

dismantling

(1)

(ii) The workers are exposed to radiation as they remove the reactor. One of the biggest
risks is from the isotope cobalt-60, which has a half-life of 5.3 years.

Explain the advantage of waiting 11 years after a nuclear power station has closed
down before starting to remove the reactor.

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(2)

Page 37 of 100
(b) It is almost certain that new nuclear power stations will be built in the UK.

The table shows the results of surveys asking people in the UK whether they were in
favour of, or against, the building of new nuclear power stations.

2001 2005 2007

Percentage (%) in favour 20 41 65

Percentage (%) against 60 28 20

Percentage (%) not sure 20 31 15

(i) From these surveys, how did public opinion on the building of new nuclear power
stations change between 2001 and 2007?

...............................................................................................................

...............................................................................................................
(1)

(ii) Suggest a reason why some people may think that the results from these surveys
are unreliable.

...............................................................................................................

...............................................................................................................
(1)

(iii) Give one reason in favour of building new nuclear power stations.

...............................................................................................................

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(1)

Page 38 of 100
 (c) The government of one Middle Eastern country has decided to build its first nuclear power
station. The oil that would have been used to generate electricity can then be sold to other
countries.

On what is this decision based?

Put a tick ( ) in the box next to your answer.

economic issues

ethical issues

social issues

(1)
(Total 7 marks)

Q25. (a) An electricity company claims to generate all of its electricity from environmentally
friendly energy sources.

The energy sources used by the company are shown in the pie chart.

Do you think that the claim made by the company is correct?

Draw a ring around your answer.

Yes No Maybe

Explain the reasons for your answer.

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(2)

Page 39 of 100
 (b) The government is committed to increasing the amount of electricity generated from
renewable sources. A newspaper reported that:

Why is the statement made in the newspaper incorrect?

........................................................................................................................

........................................................................................................................
(1)
(Total 3 marks)

Q26. A farmer has installed a biogas electricity generator on his farm. This device generates
electricity by burning the methane gas produced from rotting animal waste. Methane is a
greenhouse gas. When methane burns, carbon dioxide and water are produced.

The animal waste rots in an anaerobic digester. The digester and the generator are kept inside a
farm building and cannot be seen from the outside.

(a) The animal waste used in the anaerobic digester is a renewable energy source.

What is meant by an energy source being renewable?

........................................................................................................................

........................................................................................................................
(1)

(b) Suggest one reason why farmers have been encouraged to install their own biogas
generators.

........................................................................................................................

........................................................................................................................
(1)

(c) The farmers monthly electricity bill using the mains electricity supply was 300.
The biogas generator cost the farmer 18 000 to buy and install.

Assuming the biogas generator provides all of the farmers electricity, what is the pay-back
time for the generator?

........................................................................................................................

Pay-back time = ............................................................

(1)

Page 40 of 100
 (d) It would have been cheaper for the farmer to have bought and installed a small wind
turbine.

Give two advantages of using the biogas generator rather than a wind turbine, to generate
the electricity used on the farm.

1 .....................................................................................................................

........................................................................................................................

2 .....................................................................................................................

........................................................................................................................
(2)
(Total 5 marks)

Q27. (a) Geothermal energy and the energy of falling water are two resources used to
generate electricity.

(i) What is geothermal energy?

...............................................................................................................

...............................................................................................................
(1)

(ii) Hydroelectric systems generate electricity using the energy of falling water.

A pumped storage hydroelectric system can also be used as a way of storing energy
for future use.

Explain how.

...............................................................................................................

...............................................................................................................

...............................................................................................................

...............................................................................................................

...............................................................................................................

...............................................................................................................
(2)

Page 41 of 100
(b) In this question you will be assessed on using good English, organising information clearly
and using specialist terms where appropriate.

Read the following extract from a newspaper.

Page 42 of 100
Discuss the advantages and disadvantages of the plan to build thousands of offshore wind
turbines around Britain and the suggested electricity power link between Britain and
Iceland.

........................................................................................................................

........................................................................................................................

........................................................................................................................

........................................................................................................................

........................................................................................................................

........................................................................................................................

........................................................................................................................

........................................................................................................................

........................................................................................................................

........................................................................................................................

........................................................................................................................

........................................................................................................................

........................................................................................................................

........................................................................................................................

........................................................................................................................

........................................................................................................................

........................................................................................................................

........................................................................................................................
(6)
(Total 9 marks)

Page 43 of 100
Q28. The diagram shows the National Grid system.

(a) The National Grid includes step-up transformers.

Explain why.

........................................................................................................................

........................................................................................................................

........................................................................................................................

........................................................................................................................
(2)

(b) In this question you will be assessed on using good English, organising information clearly
and using specialist terms where appropriate.

Over the next 10 years, more than 300 kilometres of new high voltage transmission cables
are to be added to the National Grid. Most of the new cables will be suspended from pylons
and run overhead while the rest will be buried underground.

Page 44 of 100
Outline the advantages and disadvantages of both overhead transmission cables and
underground transmission cables.

........................................................................................................................

........................................................................................................................

........................................................................................................................

........................................................................................................................

........................................................................................................................

........................................................................................................................

........................................................................................................................

........................................................................................................................

........................................................................................................................

........................................................................................................................

........................................................................................................................

........................................................................................................................
(6)

Page 45 of 100
(c) When an electric current flows through a transmission cable, a magnetic field is produced.

The graph shows how the strength of the magnetic field varies with distance from both
overhead and underground transmission cables that carry the same current.

What conclusions may be drawn from this graph?

........................................................................................................................

........................................................................................................................

........................................................................................................................

........................................................................................................................
(2)

Page 46 of 100
 (d) Some people think that, because of the magnetic fields, living close to transmission cables
is dangerous to health. Laboratory studies on mice and rats exposed to magnetic fields for
two or more years found that the magnetic fields had no effect on the animals health.

Draw a ring around the correct answer in the box to complete the sentence.

economic

Using animals in scientific research raises environmental issues.

ethical
(1)
(Total 11 marks)

Q29. The Sankey diagrams show the energy transfers in a traditional coal-burning power station
and a combined heat and power (CHP) station.

Waste energy Waste energy

(a) What effect does the waste energy from a power station have on the surroundings?

........................................................................................................................

........................................................................................................................
(1)

(b) Calculate the efficiency of the CHP station.

Use the correct equation from the Physics Equations Sheet.

........................................................................................................................

........................................................................................................................

........................................................................................................................

Efficiency = ............................................................
(2)

Page 47 of 100
(c) Why is a CHP station more efficient than a traditional coal-burning power station?

........................................................................................................................

........................................................................................................................

........................................................................................................................

........................................................................................................................
(2)

(d) A CHP station is usually used to meet the demand for electricity within the local area.
The electricity is not transmitted and distributed through the National Grid.

(i) What is the National Grid?

Tick ( ) one box.

A system of cables and pylons.

A system of cables and transformers.

A system of cables, transformers and power stations

(1)

(ii) Using the electricity locally and not transmitting it through the National Grid increases
the overall efficiency of a CHP station by 7%.

Give one reason why.

...............................................................................................................

...............................................................................................................
(1)
(Total 7 marks)

Page 48 of 100
Q30. (a) The graph shows how the demand for electricity in the UK changes during one 24-
hour period.

Time of day

The table gives the start-up times for two types of power station.

Type of power station Start-up time

Gas A few minutes

Nuclear Several days

How would these two types of power station be used to meet the demand for electricity
during this 24-hour period?

........................................................................................................................

........................................................................................................................

........................................................................................................................

........................................................................................................................

........................................................................................................................

........................................................................................................................
(3)

Page 49 of 100
 (b) In this question you will be assessed on using good English, organising information clearly
and using specialist terms where appropriate.

A farmer plans to generate all the electricity needed on her farm, using either a biogas
generator or a small wind turbine.

The biogas generator would burn methane gas. The methane gas would come from rotting
the animal waste produced on the farm. When burnt, methane produces carbon dioxide.

The biogas generator would cost 18 000 to buy and install. The wind turbine would cost
25 000 to buy and install.

The average power output from the wind turbine would be the same as the continuous
output from the biogas generator.

Evaluate the advantages and disadvantages of the two methods of generating electricity.

Conclude, with a reason, which system would be better for the farmer to buy and install.

........................................................................................................................

........................................................................................................................

........................................................................................................................

........................................................................................................................

........................................................................................................................

........................................................................................................................

........................................................................................................................

........................................................................................................................

........................................................................................................................
(6)
(Total 9 marks)

Q31. Electricity can be generated using various energy sources.

(a) Give one advantage and one disadvantage of using nuclear power stations rather than
gas-fired power stations to generate electricity.

Advantage ......................................................................................................

........................................................................................................................

Disadvantage .................................................................................................

........................................................................................................................
(2)

Page 50 of 100
(b) (i) A single wind turbine has a maximum power output of 2 000 000 W.

The wind turbine operated continuously at maximum power for 6 hours.

Calculate the energy output in kilowatt-hours of the wind turbine.

Use the correct equation from the Physics Equations Sheet.

...............................................................................................................

...............................................................................................................

...............................................................................................................

Energy output = ........................................ kWh

(2)

(ii) Why, on average, do wind turbines operate at maximum power output for only 30% of
the time?

...............................................................................................................

...............................................................................................................
(1)

(c) An on-shore wind farm is made up of many individual wind turbines.

They are connected to the National Grid using underground power cables.

Give one advantage of using underground power cables rather than overhead power
cables.

........................................................................................................................

........................................................................................................................
(1)
(Total 6 marks)

Page 51 of 100
M1. (a) carbon dioxide (released from burning fossil fuels) is captured and stored
ignore carbon emissions / carbon
ignore containers
allow traps carbon dioxide
1

in (old) gas / oil fields / underground / under the sea (bed) / rocks
1

(b) unless answers state otherwise advantages and disadvantages

relate to hydroelectric
ignore answers that relate to the disadvantages of coal

advantages

any two from:

renewable

can meet electricity demand quickly

allow idea of pumped storage to meet demand quickly
allow short start-up time

pumped storage to store energy for later use

no air pollution / named gas eg sulfur dioxide / nitrogen oxides

allow harmful gases
ignore no carbon dioxide / greenhouse gases as an advantage

no acid rain

no fuel needed / no fuel cost

does not cause global warming

ignore reference to running cost
ignore can be used as a leisure area

disadvantages

any two from:

relies on rainfall / not as reliable (as coal)

destruction of wildlife habitats (during construction)

accept displacement of people

higher set-up cost

ignore unsightly
ignore large area needed
4
[6]

M2. (a) uranium / plutonium

1

Page 52 of 100
(b) A boiler / heat exchanger / water heater
allow steam
ignore water on its own
1

B turbine
1

C generator
1

(c) (i) step-up

1

(ii) increases voltage / decreases current

ignore changes to power
ignore resistance
allow step-up for increasing
1

decreased energy loss from power cables / wires

allow heat for energy
ignore electricity / power loss
do not accept no energy loss
1

Page 53 of 100
 (d) any two factors from:

cost of electricity
ignore cost of fuel

amount of electricity / power produced

disposal of waste (radioactive / fossil fuel)

or
radioactive waste has long half-life
ignore pollution unqualified
accept waste could be be toxic
ignore radiation unqualified

cost of commissioning

cost of decommissioning
ignore demolishing

availability of uranium / plutonium / nuclear fuel / fossil fuels

ignore non-renewable / will run out

availability of sites to build nuclear power stations

security hazard qualified / safety issue qualified

ignore dangerous unqualified

carbon emissions / global warming

start-up time
if no marks are given allow 1 mark for cost unqualified
2
[9]

M3. (a) VAWT generates electricity at (wind) speeds lower than HAWT do
ignore quoted figures without comparative statements
accept for 2 marks generates electricity over a greater range of
(wind)speeds
1

VAWT generates electricity at higher (wind)speeds

1

VAWT can generate electricity over a longer time period

allow VAWT generates more electricity (over a given time period)
allow VAWT doesnt need to turn (into the wind)
(ignore the converse)
ignore the wind can come from any direction
1

Page 54 of 100
 (b) any two from:
if no reference to power / output allow max 1 mark
if cause and effect are the wrong way round allow max 1 mark

very little power / output until 2 (m/s)

allow no power / output until 2 (m/s)
allow a value between 1.5 2 (m/s)

as wind speed increases, power / output increases . . .

. . . at an increasing rate
allow figures to show this
2

(c) (i) 150 (metres)

allow any value in the range 141 159 (metres)
1

(ii) (No, because) the sound level is 20dB less than 30dB / less than a whisper at
a distance of 1000m (is worth 2 marks)
allow at the nearest house for a distance of 1000m
allow 1 mark for reading the sound level at 1000m (20dB)
or
allow 1 mark for (no) the noise level will be very low (at 1000m)
allow 1 mark for (Yes)
no additional noise is justified in the country side / on the island
2 marks can be gained for aYes answer
allow 1 mark for (Yes)
we dont know how many wind turbines would be installed / many
wind turbines create more noise
2

(d) reduces energy loss (in cables)

allow heat for energy
allow power for energy
allow to increase efficiency (of power transmission)
ignore less electricity wasted
do not accept prevents or stops energy loss
1
[9]

M4. (a) (i) coal

1

Page 55 of 100
 (ii) any two from:
ignore coal, oil, natural gas, nuclear, hydroelectricity and wind

tidal

wave

biofuel / biomass
allow waste incineration / burning
allow named biomass eg wood

solar
ignore Sun

geothermal
ignore water
2

(b) Marks awarded for this answer will be determined by the Quality of Written
Communication (QWC) as well as the standard of the scientific response.
Examiners should apply a best-fit' approach to the marking.

0 marks
No relevant content.

(12 marks)
A brief description of an advantage of the chosen energy resource or a disadvantage
of the rejected energy resource has been given.

There is little scientific terminology used.

(34 marks)
A clear description of either advantages and / or disadvantages have been
described
Some scientific terminology is used

(56 marks)
A detailed description of advantages of the chosen energy resource and
disadvantages for the rejected energy resource have been described.
Scientific terminology is used accurately.

Page 56 of 100
Physics responses
ignore circling of nuclear / wind ignore references to any other
energy resources

Nuclear:

advantage:

large amount of energy released (per kg of fuel)

large fuel reserves

allow there is a lot of uranium (in the ground)

reliable electricity supply

disadvantage:

radioactive waste
allow waste is harmful / dangerous ignore nuclear waste

waste remains radioactive for many years

accept waste has a long half-life allow dangerous / harmful for
radioactive

waste has to be stored (for many years)

allow difficult to dispose of

non-renewable
allow unsustainable or will (eventually) run out

high decommissioning cost

high commissioning cost

allow cost more to build

long time needed to build

long start-up time

risk of meltdown / large scale disaster

allow named disaster eg Chernobyl, Fukushima, Japan
ignore visual pollution / eyesore for both energy resources

(fuel) has to be mined

ignore air pollution / greenhouse gases / carbon dioxide for both
energy resources
ignore cost of electricity for both resources

Wind:
ignore the UK is very windy

advantage:

renewable

land still useable beneath turbines

allow sustainable or wont run out

no fuel cost
Page 57 of 100
 allow wind is free

short start-up time

short time needed to build

set up cost is lower

disadvantage:

unreliable (wind / electricity)

very large number of turbines needed (1000s)

high set up cost (for many turbines)

connection to National Grid is difficult / expensive

(single turbine has) low output

allow kills birds
allow noisy / noise pollution
ignore causes headaches / migraines
ignore visual pollution / eyesore for both energy resources
ignore air pollution / green house gases / carbon dioxide for both
energy resources
ignore cost of electricity for both resources
6
[9]

M5. (a) (i) point at 30 cm2 circled

1

(ii) any one from:

repeat it

discard it

ignore it
1

(b) any two from:

as area increases, voltage increases

voltage increases quickly at first then less quickly

voltage constant after area 21 25 cm2

allow 0.5(V) is maximum voltage
allow graph levels off
allow no light

if no area exposed, zero voltage

for 2 marks accept as area increases, voltage increases quickly at
first but at a slower rate afterwards
2

Page 58 of 100
 (c) (i) any two from:

no electricity / light at night

reduced electricity / light when cloudy

allow other described weather conditions eg foggy
allow not sunny (all the time)

fewer daylight hours in winter

may not meet demand

allow cannot produce enough electricity

National Grid can supply electricity

can sell electricity (to National Grid)

allow not working

if they break / malfunction

if no other marks gained allow 1 mark for unreliable
2

(ii) any two from:

it = solar cells
allow converse answers in terms of coal
ignore cheap electricity

(solar):

renewable

no carbon dioxide / greenhouse gases / global warming

allow less for no
if no examples of pollution given
allow no / less air pollution / atmospheric pollution / harmful gases

no sulfur dioxide

no particulates / soot / smoke

ignore mining
ignore fossil fuels
ignore conserves coal reserves
2
[8]

M6. (a) any one from

ignore unreliable unless qualified

no electricity at night time

only works during daylight hours
amount of electricity generated would be (too) small
takes a long time (to charge the phone)
allow may be insufficient light if cloudy
1

Page 59 of 100
 (b) any two from:

uses biofuel (to heat food)

ignore wood
accept uses renewable energy source
allow conserves non renewable energy sources / fossil fuels
allow more sustainable
no need to take fuel with you when camping
carbon neutral
ignore harmful gases / global warming
no fuel cost
allow less likely to topple over / more stable
allow less chance of explosion
2

(c) (i) any two from

answers must be comparative

less fuel / wood needed (for the same energy output)

accept wastes less energy
accept more efficient
less carbon monoxide (emitted)
less smoke (emitted)
allow less carbon dioxide
if no reference to pollutants allow one mark for less air pollution
ignore less waste products
2

(ii) amount of electricity generated is too small

accept only a small proportion of the energy is electrical
allow only 20 W is generated
1

uneconomical (to connect to national grid)

accept lack of availability of a national grid
allow too far away (from national grid)
1
[7]

M7. (a) any one from

ignore unreliable unless qualified

no electricity at night time

only works during daylight hours
amount of electricity generated would be (too) small
takes a long time (to charge the phone)
allow may be insufficient light if cloudy
1

Page 60 of 100
(b) any two from:

uses biofuel (to heat food)

ignore wood
accept uses renewable energy source
allow conserves non renewable energy sources / fossil fuels
allow more sustainable
no need to take fuel with you when camping
carbon neutral
ignore harmful gases / global warming
no fuel cost
allow less likely to topple over / more stable
allow less chance of explosion
2
[3]

Page 61 of 100
M8. Marks awarded for this answer will be determined by the Quality of Written Communication
(QWC) as well as the standard of the scientific response. Examiners should also apply a best-
fit approach to the marking.

0 marks
No relevant content

Level 1 (12 marks)

There is a brief description of either a difference or an environmental effect

Level 2 (34 marks)

There is at least one difference and one environmental effect
or
more than one difference or more than one environmental effect.

Level 3 (56 marks)

Difference(s) and environmental effects are given.
Reference to both coal and wind required for environmental effects.
For full marks a comparative statement for a difference must be included.

Differences:
allow converse answers throughout

Wind renewable energy resource

Wind no fuel / no fuel cost
ignore all other references to cost (Q is about generating
electricity)

Wind no heated water / steam

Wind fewer stages in the process
ignore no boiler

Wind lower power output (per turbine)

Wind cannot generate electricity continuously
allow would need many turbines
allow wind is unreliable

Wind shorter start up time

allow turbine driven directly by energy source

Environmental effects:
Wind no waste gases / air pollution / sulfur dioxide / carbon dioxide / oxides of nitrogen /
smoke / particulates
allow no harmful gases
ignore carbon neutral

Wind does not produce solid waste / ash

Wind can be situated at sea / well away from habitation
Wind does not contribute to global warming / emit greenhouse gases
Wind does not contribute to acid rain
Wind does not contribute to global dimming
allow large area of land needed for both
allow noise / visual pollution for both
allow wind turbines can result in bird-strike
ignore damage to habitats for both
ignore wind is difficult to connect to the National Grid
[6]

Page 62 of 100
M9. (a) any four from:
max 3 marks if mention of particles becoming more / less dense

water particles gain (kinetic) energy

allow water particles move faster
water particles spread out
accept (heated) water expands
do not accept (water) particles expand
(so) water becomes less dense
(so) heated water rises
do not accept heat rises
(and) cooler water falls
allow less energetic particles fall
4

(b) (i) reflector

1

(ii) any four from:

allow energy /heat for infrared radiation

Design A has a bigger area / is 3 m2 instead of 2 m2

Design A reflects more / greater percentage of infrared radiation (in total)
Design A makes the food get hotter (quicker)
Design B always points at the Sun
allow benefit related to this point, eg labour saving
Design B is (more) easily transported (because it folds)
allow Design B is (more) portable
4
[9]

M10. (a) (i) 65

(ii) 5

(iii) 30

[credit 1 mark if (i) + (ii) + (iii) = 100 or if (i) > (iii) > (ii)]
for 1 mark each
3

(b) heating local schools saves 16+ J / 16.25

better cables saves 2.5 J

better lamps saves 2.4 J (out of each 100 J)

for 1 mark each

best to use waste heat to heat schools

for 1 mark
4

(NB credit answer consistent with own calculations even if these

incorrect but must be based on at least 2 derived figures)

Page 63 of 100
 (c) (i) / 0.03(3) / 3(.3)%

(credit correct fraction even if incorrectly converted to %)

(ii) / 0.1 / 1%
for 1 mark each
2
[9]

##

(a) cooking and heating water 30

heating rooms 50
each for 1 mark
2

(b) coal
idea that amount used fell/declined/line goes down
gains 1 mark

but idea that fall/decline is steady/gradually/approx halved

gains 2 marks

gas
ideas that
amount used rose/increased
in/from 1980/more used before 1980/ref to 1980
as an important date/rapid increase in use
(credit idea that gas>coal from c.1990
in either part with 1 mark (to maximum 4)
each for 1 mark
max 4

(c) less carbon dioxide produced

less change to weather/food production/gained

warming/water levels (no mark for greenhouse gas alone)

no/less sulphur dioxide produced/coal produces sulphur dioxide

less acid rain/damage to fish/buildings/trees/crops/animals/tumours etc

(do not credit reference to cost unless : cheaper so can spend more on
environment)
(It used in an answer will refer to gas) any 3 for 1 mark each
3
[9]

Page 64 of 100
M12. 3
20 0.3
each for 1 mark
[3]

M13. (a) sectors closer to correct value than 1% nuclear (5%)

gas 24% moving water 1%
each for 1 mark
maximum of 2 marks
3

sectors labelled correctly w.r.t. rank order of size

for 1 mark

But deduct 1 mark if not all sectors used

(b) 5 as much (do not credit simply more/4% more)

4 as much
1

(c) wind/waves/solar/tides
(allow geothermal/wood/biomass)
any one for 1 mark
1

(d) idea that

electricity is a secondary/man made source/needs another
source to produce it
for 1 mark
1
[6]

##

(a) sectors nearer to correct value than to 1% either side

coal 35%
nuclear 5%
gas 24%
moving water 1%
each for 1 mark -
to a maximum of 3 marks
deduct 1 mark if sector left blank

three sectors labelled correctly w.r.t. rank order of size

for 1 mark
4

Page 65 of 100
 (b) (fossil) fuels (allow combustible/flammable/non renewable)
1

(c) moving water/hydro

wind/waves/tides/solar (allow geothermal/
wood/biomass)
each for 1 mark
2

(d) any indication that we get more (energy from nuclear sources)
gains 1 mark

but
5 times as much/more
gains 2 marks
2
[9]

M15. (i) gravitational or potential

do not accept stored
1

light
credit solar
1

kinetic or movement
credit moving
1

chemical
1

(ii) any one from

gas

coal
1

(iii) any one from

oil
do not accept petrol or paraffin

peat or turf
nuclear
credit coal or gas if not given as answer to part (ii)
do not accept wood or fossil fuel or chemical
1
[6]

Page 66 of 100
M16. (a) mark independently

(from) gravitational
accept potential
do not credit stored
1

(to) kinetic
accept movement
1

(b) advantage

* the current can be low (for the same power)

* less energy or heat loss or power loss
accept the cables do not have to be (so) thick
accept less cost to support higher (rather than heavier) cables
accept aluminium can be used and aluminium is cheaper than
copper
do not credit efficient or cheaper
do not credit no loss of energy
do not credit electricity loss
2

disadvantage

* it is difficult to insulate high voltage

* pylons have to be taller and so more expensive
...to give a good separation between them and the
ground /people/high vehicles
or ... to prevent/reduce the danger of electric shock or lethal
do not credit dangerous
do not credit get a shock
do not credit reference to step down transformers or
electromagnetic field
2
[6]

M17. Read all the answer first. See below.

Mark the first two advantages and disadvantages ( or X) ignoring

neutral answers. Only allow a third advantage if there is only one

disadvantage given. Only allow a third disadvantage if only one advantage is given.

Page 67 of 100
 max. 3 advantages (e.g. cheap fuel, good availability, saving fossil fuels,
low running costs, reliable, more energy / kg, less fuel needed, no
greenhouse gases emitted, no SO2 causing acid rain)

max. 3 disadvantages (e.g. danger to health of local community, non

renewable, high cost of decommissioning, long half life of waste
materials, need for safe storage of waste, high cost of commissioning,
danger involved in transporting fuel / waste)
max. 4 marks
[4]

M18. (i) reduces

for 1 mark
1

(ii) less heat/energy/power wasted (in power lines)

for 1 mark
1

(iii) for safety

for 1 mark
1
[3]

M19. (a) (i) sources of energy

for 1 mark

(ii) wood coal

oil
gas
all correct gains 2 marks
3 correct gains 1 mark
3

(b) geothermal nuclear

tides
wind
solar
all correct gains 2 marks
4 correct gains 1 mark
2

Page 68 of 100
 (c) non-renewable fuels cause pollution (or reverse)
conserve/limit use of coal/gas/oil;
so supplies last longer/renewable sources can be replaced
any 2 from 4 for 1 mark each
2
[7]

M20. any one from:

basic idea of reduced use of fuels to heat homes or offices or
st
shops for 1 mark

less (heat) energy wasted (to the environment)

reduced demand for fuels to heat homes etc

simply re-quoting figures gets no credit
1

any one from:

nd
idea of less pollution for the 2 mark

reduced (air) pollution

do not accept no pollution

fewer power stations required or less electricity needs to be produced

less (fossil) fuels being burnt (in power stations)

reduced greenhouse effect

reduced global warming

1
[2]

Page 69 of 100
M21. (a) (i) photosynthesis for growth
accept plants require sunlight for growth
1

plants change into coal

any mention of animals negates second mark
1

(ii) burning
do not accept heating
accept combustion
1

(b) (i) heat

1

(ii) less heat radiated into space

accept increased insulation round earth
accept reflects heat back to earth
accept greenhouse effect
accept traps heat or energy
1
[5]

M22. (a) (i) small proportion of energy / power is wasted

accept little / less energy / power / heat is wasted
do not accept it wastes no energy / power

or transfers most / more / a lot of energy power usefully

1

(ii) it decreases the current / uses low current

or it increases the voltage / potential difference

accept pd for potential difference
1

or uses high voltage / potential difference

smaller the current the smaller the energy loss

accept power / heat for energy
1

(b) (i) as a control

accept to make a comparison
do not accept fair test on its own
1

Page 70 of 100
 (ii) so people know how much data the link was based on
accept idea that larger numbers are better

or

people can judge the significance / reliability of the link

do not accept significance / reliability on its own
ignore reference to accuracy
1

(iii) other possible factors may be responsible

1

or have not been investigated

named factor eg environment / genetic

1

(iv) first box ticked plus reason

acceptable reason such as so people know there may be a risk as
soon as possible / so that other scientists can use findings

or second box plus reason

acceptable reason such as no point to worry / confuse / panic
people (until the research has been confirmed)
accept idea that it may lead to wrong advice
do not accept in case they are wrong
1
[8]

M23. (a) 1/25 or 1:25 or 0.04

accept 4 % or or 1 in 25 for both marks

allow 1 mark for total of 375

allow 1 mark for a clearly correct method using a clearly incorrect
total
do not accept 1:26
2

(b) (i) B
do not credit reason if B is not chosen
1

(only) burning fossil fuels produces carbon

dioxide / carbon (emissions)
or nuclear fuels dont produce carbon dioxide
insufficient smallest amount of fossil fuels
accept less carbon dioxide
1

Page 71 of 100
 (ii) accept anything reasonable eg

increased level of insulation

use energy efficient light bulbs

do not leave appliances on standby

switch thermostats down (1C)

generate own electricity

install solar panels

accept insulate
accept specific examples eg loft
1

(c) (i) any three from:

no power output until wind speed exceeds 4m/s

output rises rapidly after 4m/s

output begins to level out / rises less rapidly at /

after 13m/s

output peaks at 21 / 22m/s

output constant between 21 / 22 and 25 / 26 m/s

output falls (rapidly) after 25 / 26m/s

accept for 1 mark goes up then comes down
3

(ii) any one from:

unreliable energy source

dilute energy source

take up too much land

accept wind does not always blow
accept need thousands / lots of turbines
ignore reference to visual / noise pollution
ignore reference to kill birds
1
[9]

M24. (a) (i) decommissioning

1

Page 72 of 100
 (ii) level of radiation or radiation dose (to workers) decreased
accept the isotope / cobalt(-60) has decayed (a lot)
accept the isotope / cobalt(-60) has decayed in 2 half lives
accept exposed to less radiation
do not accept no radiation left
1

less hazardous / dangerous (to workers' health)

accept safer
do not accept there is no hazard
accept allows reactor to cool (down)
an answer of radiation levels decrease by 75 % or drops to 25 %
gains 2 marks
1

(b) (i) more in favour

or
fewer against
quoting figures alone is insufficient
do not accept it increases
ignore any reasons given
1

(ii) any one from:

sample too small

do not know how many (people) were asked

different people asked (in different years)

sample not representative (of population)

people did not understand the questions

do not know who carried out the surveys

do not accept they are biased unless acceptable reason for bias
given

do not know if surveys asked same questions

1

Page 73 of 100
 (iii) any one from:

no / less pollutant gases produced

accept a named gas
accept does not contribute to global warming

reliable source (of energy / electricity)

running out of fossil fuels

accept a named fossil fuel

conserve fossil fuels

accept fossil fuels wont have to be used

meet increasing demand

less reliance on imported fossil fuels / electricity

accept named fossil fuel

concentrated energy source(s)

lower transportation costs for fuel

to replace old nuclear power stations

ignore references to efficiency / job creation / local economy /
selling electricity
1

(c) economic issues

1
[7]

Page 74 of 100
M25. (a) marks are awarded only for the reason but must match the
ringed answer
for both marks a MAYBE answer should include a YES and NO
response answers in terms of the sources being renewable or
non-renewable are insufficient

any two from:

YES answers may include:

wind produces no pollutant gases

accept wind burns no fuel
accept CO2 / SO2 / oxides of nitrogen / greenhouse gas for
pollutant gases

nuclear produces no pollutant gases

accept nuclear burns no fuel

(burning) gas does not produce SO2

accept gas does not cause acid rain
do not accept they dont / none produce pollutant gases

NO answers may include:

nuclear produces radioactive waste

(burning) gas produces CO2 / pollutant gases / air pollution

accept contributes to global warming / greenhouse effect
2

(b) nuclear power stations use a non-renewable fuel

accept uranium / plutonium is non-renewable
do not accept some are unrenewable
1
[3]

M26. (a) can be replaced as fast / faster than it is used

accept will not run out
can be used again negates this mark
1

Page 75 of 100
 (b) any one from:

reduce demand on power stations / National Grid (system)

to increase the amount of electricity generated (from renewable energy)

to conserve fossil fuels

accept use less fossil fuels

plenty of animal waste / fuel (available)

accept so animal waste can be used usefully
accept to save money / sell the electricity
produces less harmful gases / SO2 is insufficient
better for environment is insufficient
1

(c) 60 (months) / 5 (years)

ignore any unit given
1

(d) answers must be in terms of the biogas generator

any two from:

reliable energy source

or
does not depend on the weather
accept works all of the time

uses up waste products

accept animal waste readily available

not visually polluting

concentrated energy source

quieter
ignore it is renewable
do not accept generates more electricity (than wind turbine)
2
[5]

M27. (a) (i) energy from hot rocks in the Earth

accept heat that occurs naturally in the Earth
accept steam / hot water rising to the Earths surface
accept an answer in terms of the energy released by radioactive
decay in the Earth
heat energy is insufficient
1

Page 76 of 100
 (ii) water is pumped / moved
1

up (to a higher reservoir)

this mark point only scores if first mark point is awarded
1

(b) Marks awarded for this answer will be determined by the Quality of Written
Communication (QWC) as well as the standard of the scientific response.
Examiners should also refer to the Marking Guidance and apply a best-fit
approach to the marking.

0 marks
No relevant content

Level 1 (1-2 marks)

There is a brief description of at least one advantage or disadvantage for
either the planned wind turbines or the suggested electricity power link.

Level 2 (3-4 marks)

There is a description of advantages and disadvantages for
either the planned wind turbines or the suggested electricity power link.
or
A description of the advantages or disadvantages for both the planned
wind turbines and the suggested electricity power link.

Level 3 (5-6 marks)

There is a clear and detailed description of at least one advantage and
one disadvantage for both the planned wind turbines and suggested
electricity power link.

examples of the points made in the response

Offshore wind turbines

advantages

renewable (energy resource)

low running costs

energy is free

no gas emissions (when in use)

accept a named gas eg CO2
accept no fuel is burned
accept less dependent on fossil fuels

land is not used (up)

Page 77 of 100
disadvantages

unreliable accept wind does not always blow

ignore references to destroying or harming habitats

hazard to birds / bats

visual pollution do not accept noise pollution

do not allow if clearly referring to onshore wind turbines
do not accept spoils landscape

difficulty of linking turbines to the National Grid

large initial cost

difficult to erect / maintain

accept a lot of maintenance needed

CO2 emissions in manufacture (of large number of turbines)

Suggested Link

advantages

income for Iceland

using Icelands (available) energy (resources)

accept using (Icelands) renewable energy (resources)
do not accept reduce the amount of Icelands wasted energy

provide electricity when wind does not blow / reliable

provide electricity at times of peak demand

even out fluctuations in supply

excess electricity from Britain (windy days) to Iceland and used to pump water up to
store energy

Britain less dependent on fossil fuels

accept Britain needs fewer (new) power stations
accept conserves fossil fuels

disadvantages

large initial cost

accept expensive (to lay cables)

power loss along a long cable

(engineering) difficulties in laying / maintaining the cable

accept difficult to repair (if damaged)
6
[10]

Page 78 of 100
M28. (a) increases the voltage (across the cables)
or
decreases the current (through the cables)
1

reducing energy losses (in cables)

accept heat for energy
do not accept electricity for energy
do not accept no energy loss
accept wires do not get as hot
or
increases efficiency of (electricity / energy) transmission
ignore reference to travel faster
1

Page 79 of 100
(b) Marks awarded for this answer will be determined by the Quality of Written
Communication (QWC) as well as the standard of the scientific response.
Examiners should also refer to the Marking Guidance, and apply a best-fit
approach to the marking.

0 marks
No relevant content

Level 1 (1-2 marks)

There is a brief description of one advantage or disadvantage of using
either overhead or underground cables.

Level 2 (3-4 marks)

There is a description of some of the advantages and / or disadvantages
for both overhead and underground cables, with a minimum of three
points made. There must be at least one point for each type of cable.

Level 3 (5-6 marks)

There is a clear and detailed description of the advantages and disadvantages
of overhead and underground cables, with a minimum of five points made.
At least one advantage and one disadvantage for each type of cable.

examples of the points made in the response

marks may be gained by linking an advantage for one type of cable
with a disadvantage for the other type of cable
eg
overhead cables are easy to repair = 1 mark
overhead cables are easier to repair = 1 mark
overhead cables are easier to repair than underground cables = 2
marks

Overhead
Advantages

(relatively) quick / easy to repair / maintain / access

easy to install is insufficient
do not accept easy to spot / see a fault

less expensive to install / repair / maintain

less expensive is insufficient

cables cooled by the air

accept thermal energy / heat removed by the air

air acts as electrical insulator

accept there is no need for electrical insulation (around the cables)

can use thinner cables

difficult to reach is insufficient
land beneath cables can still be used is insufficient

Disadvantages

spoil the landscape

greater risk of (fatal) electric shock

damaged / affected by (severe) weather

Page 80 of 100
 accept specific examples eg high winds, ice
more maintenance is insufficient

hazard to low flying aircraft / helicopters

kites / fishing lines can touch them is insufficient
hazard to aircraft is insufficient

Underground
Advantages

cannot be seen

no hazard to aircraft / helicopters

unlikely to be / not damaged / affected by (severe) weather

less maintenance is insufficient

(normally) no / reduced shock hazard

installed in urban areas is insufficient

Disadvantages

repairs take longer / are more expensive

accept harder to repair / maintain
have to dig up for repairs is insufficient

(more) difficult to access (cables)

hard to locate (cables) is insufficient
faults hard to find is insufficient

(very) expensive to install

thicker cables required

need cooling systems

need layers of electrical insulation

land disruption (to lay cables)

accept damage to environment / habitat(s)
or
cannot use land either side of cable path
accept restricted land use
6

Page 81 of 100
 (c) examples of acceptable responses:
allow 1 mark for each correct point

closest to cables field from underground is stronger

field from overhead cables stronger after 5 metres

field from underground cables drops rapidly

field from overhead cables does not drop much until after 20 metres
accept values between 20 and 30 inclusive

overhead field drops to zero at / after 50 metres

underground field drops to zero at / after 30 metres

(strength of) field decreases with distance for both types of cable
if suitably amplified this may score both marks
2

(d) ethical
1
[11]

M29. (a) warms it

do not accept answers in terms of waste gases or pollution
1

(b) 80% or 0.8

answers of 80 or 0.8 plus a unit gain 1 mark only
or allow 1 mark for a correct substitution, ie

an answer of 35% or 0.35 gains 1 mark

answers of 85%, 75%, 0.85 or
0.75 gain 1 mark
2

(c) some of the energy that would be wasted (by a coal-burning power station)
accept less waste energy
1

is usefully used (to heat homes etc)

accept energy used to heat homes etc
1

(d) (i) A system of cables and transformers

1

Page 82 of 100
 (ii) less energy / power loss / wasted (in shorter cables)
accept no energy / power loss / wasted (in shorter cables)
accept energy is lost when transmitted through cables
do not accept electricity for energy
1
[7]

M30. (a) any three from:

gas can be switched on (and off) quickly but nuclear cannot

gas has a short start-up time alone is insufficient

gas can be used to meet surges in demand

accept specific times from graph, anything from 1700 to 2200

gas can contribute to / meet the base load

nuclear provides base load

or
nuclear is used to generate all of the time
3

(b) Marks awarded for this answer will be determined by the Quality of Written
Communication (QWC) as well as the standard of the scientific response.
Examiners should also refer to the information in the Marking guidance, and apply a
best-fit approach to the marking.

0 marks
No relevant content.

Level 1 (1-2 marks)

There is a brief description of one advantage or disadvantage of using either biogas
or wind
or
makes a conclusion with a reason.

Level 2 (3-4 marks)

There is a description of some advantages and / or disadvantages for biogas
and / or wind
or
there is a direct comparison between the two systems and at least one advantage /
disadvantage
or
a detailed evaluation of one system only with a conclusion.

Level 3 (5-6 marks)

There is a clear and detailed comparison of the two systems.

There must be a clear conclusion of which system would be best with at least one
comparative reason given for the choice made.

Page 83 of 100
Examples of the points made in the response
extra information

Biogas

renewable

energy resource is free

reliable energy source

accept works all of the time

does not depend on the weather

uses up (animal) waste products

concentrated energy source

cheaper (to buy and install)

accept once only

shorter payback-time (than wind)

adds carbon dioxide to the atmosphere

when waste burns it produces carbon dioxide is insufficient

contributes to the greenhouse effect

or
contributes to global warming

no transport cost for fuels

Wind turbine

renewable

energy resource is free

not reliable

depends on the weather / wind

will be times when not enough electricity generated for the farms needs

dilute energy source

longer payback-time (than biogas)

more expensive (to buy and install)

accept once only

does not produce any carbon dioxide

accept does not pollute air
accept pollutant gases for carbon dioxide
produces visual or noise pollution is insufficient
harmful gases is insufficient
6
[9]

Page 84 of 100
M31. (a) advantage

any one from:

produce no / little greenhouse gases / carbon dioxide

allow produces no / little polluting gases
allow doesnt contribute to global warming / climate change
allow produce no acid rain / sulphur dioxide
reference to atmospheric pollution is insufficient
produce no harmful gases is insufficient
high(er) energy density in fuel
accept one nuclear power station produces as much power as
several gas power stations
nuclear power stations can supply a lot of or more energy is
insufficient
long(er) operating life
allow saves using reserves of fossil fuels or gas
1

disadvantage

any one from:

produce (long term) radioactive waste

accept waste is toxic
accept nuclear for radioactive
accidents at nuclear power stations may have far reaching or long term
consequences
high(er) decommissioning costs
accept high(er) building costs
long(er) start up time
1

(b) (i) 12 000 (kWh)

allow 1 mark for correct substitution eg
2000 6
or
2 000 000 6
or

an answer of 12 000 000 scores 1 mark

2

(ii) any idea of unreliability, eg

wind is unreliable
reference to weather alone is insufficient
shut down if wind too strong / weak
wind is variable
1

Page 85 of 100
(c) any one from:

cannot be seen
no hazard to (low flying) aircraft / helicopters
unlikely to be or not damaged / affected by (severe) weather
unlikely to be damaged is insufficient
(normally) no / reduced shock hazard
safer is insufficient
less maintenance is insufficient
installed in urban areas is insufficient
1
[6]

Page 86 of 100
E1. (a) Just under a third of students gained a single mark. Many students did not realise that
the carbon is captured and stored in the form of carbon dioxide, so did not gain the first
marking point. However, they went on to correctly say that it is stored in old oil fields or
underground for the second marking point. Some students thought it was captured by
plants for photosynthesis.

(b) The question asked for advantages and disadvantages of using hydroelectric power
compared to coal-fired power stations. Although there were many points that could be
made that did not have to be comparative statements, it is advisable to encourage
students to use comparative statements. Many students said that setting up a
hydroelectric power station is expensive, but this was insufficient to gain the mark as more
expensive than coal was needed. The most common disadvantage mentioned was the
destruction of habitats. Some students could not decide whether hydroelectric power
stations were reliable or not, and contradictory statements negated the mark. Most
students said that water was a renewable energy source as an advantage and many said
there was no air pollution. Some had not read the question properly and said no carbon
dioxide was produced.

E2. (a) It was surprising how few students could name a nuclear fuel. Fossil fuels were
named by many students.

(b) Many students could name the generator, but fewer could name the turbine. Correct
labelling of the boiler / heat exchanger was rarely seen. Several thought that step-up or
step-down transformers were part of the power station.

(c) (i) Around a third of the students gave step-up transformer, others generally gave step-
down or just named parts from the diagram, eg pylon.

(ii) Only about a third of students realised that the voltage was increased, but relatively
few went on to explain that this increase would result in decreased energy loss from
the cables. Many students answered unacceptably in terms of power or voltage loss,
or electricity moving through the cables faster.

(d) About half of the students were able to give one acceptable factor, usually cost or the
disposal of waste. There were many vague answers in terms of pollution, non-renewable
fuels and danger. Many students gave pre-prepared answers in terms of advantages and
disadvantages of nuclear fuels which did not really address the question set.

Page 87 of 100
E3. (a) A comparison of the two types of wind turbine was required. Some responses only
included figures quoted from the question, without a comparative statement, so did not
gain the marks. Many students mentioned that the wind could come from any direction for
the VAWT, but needed to say that the VAWT did not need to turn into the wind. A common
incorrect response was a shorter start-up time.

(b) Few students gained more than 1 mark. Most of these students gained the mark for stating
the higher the wind speed the higher the power output. Some expressed this poorly and
confused the cause and effect saying as the power output increased the wind speed
increased. A maximum of 1 mark was allowed if it was implied that the power output
affected the wind speed. Some students just quoted figures from the graph without clearly
stating any link, which was insufficient. Quoted values were only creditworthy if they
indicated the increasing rate shown by the graph, or the zero power output between 0 and
2 m / s. References to the alternative marking points were rarely seen.

(c) (i) Less than a third of the students read the graph correctly. Some read the axes the
wrong way round.

(ii) Students had to be clear that the sound level at 1000m was either 20dB, less than
30dB or less than a whisper. Many students said the sound level would only be a
whisper, which is incorrect. Some students gained 1 mark for saying the sound level
would be very low. Responses that explained why residents would be justified in
opposing the construction of wind turbines were rarely seen. Some answers
included descriptions of other wind turbine problems or advantages, which were
treated as neutral responses.

(d) There was an assortment of confused responses demonstrating a lack of understanding.

Many thought that a higher voltage would transmit electricity faster or more easily, others
thought a lower current would be safer or prevent damage to the National Grid, whilst
others said it would reduce noise or referred to transformers. The word electricity was
often incorrectly substituted for energy. Some students realised it was to do with reducing
energy loss from the cables, but those who said no energy would be lost, or a high voltage
prevented energy loss, did not gain the mark. Reduced energy loss was required.

Page 88 of 100
E4. (a) (i) About half of the students correctly selected coal, but natural gas, nuclear and
hydroelectricity were often named. Natural gas is used to generate just over a third of
the UKs electricity and nuclear just under a third, so these are explicable mistakes,
but hydroelectricity only generates a very small amount.

(ii) Many students had not read the question properly and named energy resources that
were already mentioned in the pie chart. A few students mentioned water but this
was not enough to gain the mark. Wave or tidal had to be named. Some said light or
Sun, but solar was required.

(b) In this question students were assessed on their ability to discuss the advantages of either
nuclear or wind for generating electricity in the UK, and the disadvantages of the rejected
resource. They were also assessed on QWC - their ability to use good English, organise
information and use appropriate specialist terms.

To attain Level 3 (56 marks), students needed to discuss at least three different ideas,
and mention both advantages of one resource and disadvantages of the other. About a
third of students attained Level 2 (34 marks) by discussing at least two different ideas. A
basic description of an advantage or disadvantage was all that was needed for Level 1 (1
2 marks).

The question was well attempted with most students organising their answers logically.
Some spent time restating information given in the question about wind, which gained no
marks. Most students mentioned that wind was renewable and nuclear was non-
renewable, for one idea. Another idea that was seen often was about reliability of the
energy resource. Some got confused with fossil fuel power stations and mentioned that
carbon dioxide was not released, but as this is true for both nuclear and wind this did not
gain any marks. Many students attempted to discuss cost, but only gained marks if they
gave specific examples, e.g. nuclear power stations cost a lot to build. Surprisingly few
mentioned radioactive waste, or the problems associated with the storage of radioactive
waste.

E5. (a) (i) Most students correctly identified the anomaly.

(ii) Most students said repeat the test. Some, rather worryingly, suggested looking at the
pattern shown by the other results and then making something up to fit.

(b) Most students said that as the area exposed to light increased, the voltage output
increased. Some phrased it the opposite way round as the voltage output increased, the
area exposed increased. This was allowed, but students should be encouraged to express
conclusions as the effect of the independent variable on the dependent variable. A few
gained a second mark for either saying the maximum output voltage was 0.5 volts, the
voltage was constant after 25 cm3, or when no area was exposed there was no output
voltage. Some students did not understand what a conclusion is and wrote about the
anomaly.

(c) (i) Many students said it is not always sunny or the panels might break. Surprisingly few
mentioned selling electricity to the National Grid.

(ii) The most common correct responses related either to solar cells using a renewable
energy resource or to coal releasing harmful gases into the air. Many said the Sun
was a natural resource, or that coal caused pollution, both of which were too vague
to gain a mark. Students should avoid using cost of electricity comparisons unless
the data is provided as there is some uncertainty in where the cost lies. The cost of
electricity generated by coal power is actually likely to be cheaper than the cost of the
electricity generated by solar cells when the installation cost is taken into account
(over a short timescale).

Page 89 of 100
E6. (a) Students struggled to use the correct terminology and references to there being no Sun
were insufficient, as the Sun is always there. Descriptions of weather conditions were
allowed, for example, Its not always sunny. Absolute statements such as It can only
generate electricity when sunny were ignored, as this is not true. Students needed to
answer in terms of non-ideal weather conditions to achieve this marking point. Other
responses about the time taken to charge being too long, or the amount of electricity
generated (per second) being too small, were also allowed.

(b) Just over half the students gained at least 1 mark. The most common response was that
wood is a renewable energy source. Many students thought that burning wood does not
release carbon dioxide or harmful gases, which is incorrect. Some students had not read
the first part of the question, and they said the stove could be used to charge a mobile
phone. References to efficiency or multiple uses were insufficient.

(c) (i) Most students gained both marks for saying that less carbon monoxide and less
smoke were emitted, although Less wood was burnt was also seen. If marks were
lost it was usually because comparative statements were not made.

(ii) Students who referred to the power output often did not refer to the electrical output,
so did not gain a mark. Some simply copied The maximum output is 20W, which
was also insufficient. Value had to be added by saying only 20W of electrical power
is generated. When students mentioned cost, they were often referring to the cost of
buying a home-stove, rather than the cost of connecting the stoves to a national grid.
Students who scored a mark usually did so by saying there was no national grid in
Africa.

E7. (a) Half of the students scored this mark. Many struggled to use the correct terminology
and references to there being no Sun were insufficient, as the Sun is always there.
Descriptions of weather conditions were allowed, for example, Its not always sunny.
Absolute statements like It can only generate electricity when sunny were ignored, as this
is not true. Students needed to answer in terms of non-ideal weather conditions to achieve
this marking point. Other responses about the time taken to charge being too long, or the
amount of electricity generated (per second) being too small were also allowed.

(b) Students struggled to answer this question and only just over a quarter of them gained a
mark. The most common correct response was that wood is a renewable energy source.
Many students thought that burning wood does not release carbon dioxide or harmful
gases, which is incorrect. A lot of students had not read the first part of the question, and
said that the stove could be used to charge a mobile phone. References to efficiency or
multiple uses were insufficient.

E8. Almost a third of the students gave a Level 3 response to gain 5 or 6 marks and over a third
gave a Level 2 response to gain 3 or 4 marks.

The question asked students to describe the differences in the methods used to generate
electricity in a coal-fired power station and a wind turbine, and also to describe possible
environmental effects of both methods. To gain full marks all the various parts of the question
had to be answered, and at least one comparison between the methods made. Quite a lot of
students described the methods using information in the figure, but some value had to be added
in order to gain marks. The most common comparisons made were that coal is non-renewable
and wind is renewable, or that steam turns a turbine in the power station and wind turns the
turbine for the wind turbine. Some students said the wind turbine was unreliable as it was not
always windy.
Environmental effects for a coal-fired power station included reference to harmful gases being
released, or linking pollutants to global warming, global dimming or acid rain. Students found
describing the environmental effects of wind turbines more difficult. Noise pollution or visual
pollution were the most common responses.

Page 90 of 100
E9. (a) A wide range of usually incorrect responses were seen. Few gained more than 1 mark,
with those who gained 2 marks usually stating that hot water rises and cooler water falls.
Incorrect terminology let a lot of students down with many saying that heat rises, rather
than water. Those who mentioned expansion or density often linked them incorrectly to the
particles. Many students gave a description of conduction through the pot or between the
particles of water. Some talked about the water boiling and evaporating. All of these ideas
were ignored.

(b) (i) Just over a third of students gained this mark, with many incorrectly stating that the
shiny surface was a good emitter or conductor of heat.

(ii) A lot of information was given in the question, so to score marks students had to add
some value. Copied statements were not creditworthy. Comparative statements
were needed in relation to the area, the percentage of light reflected and to how
quickly the food was heated. Again, marks were lost through a lack of scientific detail
or explanation in their responses. Few students realised that Design B would always
point towards the Sun. Students tended to gain marks for saying that Design A has a
bigger area, and Design B is easier to transport.

E10. The performance on this question was somewhat centre-dependent: all but the weakest
candidates from some centres answered well, whereas from other centres only the more able
candidates (across the paper overall) gained marks. The fact that there was (deliberately) less
cueing from the diagram itself than in similar questions used in previous years at the
Intermediate tier, probably contributed to the difficulties encountered by some candidates.

E11. Many candidates failed to carefully read the introduction to part (b) and referred, in their
answers, to the domestic use of coal and gas rather than the use of these fuels in electricity
generation. They were not heavily penalised for this and could still gain good marks here.

There was a tendency to explain the changes shown in the graphs in terms of pit closures,
rising prices etc. rather than simply to describe the changes as requested. Answers in (c)
were often imprecise and no credit was given for responses such as coal causes more
pollution.

E12. The bar charts were interpreted successfully with only a minority of candidates finding
difficulty in expressing the electrical output of the small wind generator as 0.3MW.

E13. The pie chart was usually well done. Some candidates had difficulty in gauging 1% (ie. 1/5 of
a segment). In 5(d) some candidates erroneously described electricity as not natural rather than
a secondary/man-made source.

Page 91 of 100
E14. The pie chart was generally well completed, if at times untidy. Many candidates think
incorrectly that nuclear fuel is renewable.

Full marks in (d) could be achieved by saying that 5 times as much energy was obtained from
nuclear fuel compared with that from moving water.

E15. Foundation Tier

In the diagram of energy transfers, many candidates scored three out of the four available
marks. In the hydroelectric power station, few candidates realised that the energy started in the
form of gravitational potential energy. Nearly all candidates however, were able to state that the
starting energy in the gas fired power station was chemical. The majority of candidates
understood the difference between renewable and non-renewable energy resources.

Higher Tier

Only the stronger candidates were able to calculate the efficiency of the light bulb correctly,
although many of these added the wrong unit to the end. Several candidates managed to get as
far as 10/100 but then their arithmetic let them down and they put their final answer as 10,
dividing the smaller number into the larger one.

Most candidates understood that the remainder of the energy is lost as heat, although a few
stated that the energy is stored in the bulb.

E16. Foundation Tier

There were few two-mark answers for the energy transfer in the pipes. A popular response was
kinetic to electrical. The advantages and disadvantages of transmitting electricity at high
voltage were beyond the grasp of the majority of candidates.

Higher Tier

Whilst the majority of candidates appreciated that high voltage leads to less energy loss, many
stated that it would result in a low resistance or cause the electricity to move more quickly. Few
argued that it is difficult to insulate high voltages, but many gained a mark for stating the danger
of an electric shock. Vague references to transmission of electricity being dangerous did not
gain marks.

E17. This question produced few really competent answers. Most candidates gave vague (e.g.
cheap, dangerous) or incorrect advantages and disadvantages, or, in some cases, answers
relating to coal-fired stations. Those candidates who could clearly identify specific advantages
and disadvantages of nuclear power stations scored well. Perhaps more practice in selecting
the really important factors and stating them clearly would be useful.

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E18. This question was moderately well answered but a minority of candidates were guessing or
used language which was too vague to gain the marks. A very small number related 50 Hz to 50
somethings per minute.

E19. This was a good start to the paper with almost all candidates gaining at least some marks.
In (a)(i) many correct answers were forthcoming but also a number of vague statements. Both
tables presented no problems to the more able candidates and many others gained at least part
marks. Answers to (c) were often confused.

E20. Many candidates recognised the energy saving advantages of the CHP power stations,
however, few candidates could articulate a completely adequate analysis.

E21. Foundation Tier

Virtually all the candidates attempted part (a)(i) but few could explain the meaning of what the
student had written. The majority of incorrect statements involved the misconception that coal
traps the Suns energy because it is a black rock. Considerably more candidates knew that one
had to burn coal to release the energy. Steam, smoke, carbon dioxide and fumes were common
incorrect responses to (b)(i). Part (b)(ii) produced many answers relating excess carbon dioxide
release into the atmosphere with damage to the ozone layer.

Higher Tier

Many candidates scored well in part (a). However, it was evident that some believed animals
contribute to coal. The weaker candidates referred to black being an absorber of Sun radiation.
Most candidates knew that one has to burn coal to release the energy. The vast majority of
candidates scored the mark in part (b)(i) with only a few mentioning the emission of gases. In
part (b)(ii) a significant number of candidates produced answers relating excess carbon dioxide
release into the atmosphere with damage to the ozone layer.

E22. Foundation tier

(a) (i) The majority of candidates did not appear to understand what is meant by the term
efficient in a scientific context. Many were quoting an everyday sense of the word,
such as reliable, gets the job done or works quickly.

(ii) Although a few of the better candidates knew that the current was decreased, hardly
any realised why. Many candidates thought that the cables were covered with an
insulating material to prevent heat loss, whilst others thought that the National Grid
stored the heat energy and used it to heat peoples homes.

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 (b) (i) A minority of candidates correctly stated that the reason was for the purpose of
comparison or to act as a control. Most candidates simply stated that it was to make
it a fair test.

(ii) Again, a common response that gained no marks was to make it a fair test. Others
simply repeated the question by stating so that they know how many children were
studied.

(iii) Most candidates did not score any credit. Weaker candidates, perhaps reading the
stimulus passage too quickly, said that the children had developed leukaemia
because their parents were unable to control them.

(iv) Most candidates opted to tick the second box, and were able to support this choice
with a sensible reason. Those candidates who ticked the first box were less
successful at providing a satisfactory reason.

Higher tier

(a) (i) Many candidates did not appear to understand what is meant by the term efficient in
a scientific context. Quite a number of answers referred to no energy being wasted.

(ii) Many candidates realised that transformers played a part, but either did not know the
specific details or wrote vague statements such as it steps up the voltage and then
steps it down again. The majority answered correctly that the voltage was
increased, but many failed to link this with a reduction in current, thereby reducing
energy loss as heat.

(b) (i) It was pleasing that many candidates understood the need for a control.

(ii) Whilst a large number of candidates realised that this was linked to reliability, the
majority of candidates confused this term with accuracy or fair test. Of those who
used the correct word, most answered correctly in terms of the reader making a
judgement about the reliability of the data, or that a larger sample would make the
results more reliable.

(iii) This was answered better, with a majority of candidates scoring both marks.

(iv) Most candidates opted to tick the second box, and were able to support this choice
with a sensible reason. Those candidates who ticked the first box were less
successful at providing a satisfactory reason.

E23. (a) Some candidates had problems reading all 4 values from the graph correctly, but did
gain one mark for showing correct working. A significant number of candidates, having
read the values correctly, were unable to calculate a proportion.

(b) (i) This was generally well answered. The most common one-mark answers chose
student B but failed to explain the link between fossil fuels and carbon dioxide
emissions.

(ii) This was very well answered with candidates showing a practical understanding of
the problem. The most common response being dont leave appliances on standby.

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 (c) (i) Whilst many candidates were able to score one or two marks for picking out a
couple of significant features of the graph, detailed answers were not common. A
number of candidates failed to gain any credit for answers which tried to describe the
action of a wind turbine. Some candidates seemed to think that because the line
went down after 25 m/s, this was showing that the wind speed was falling. A cause
for concern was the idea that it is the wind turbines that create the wind!

(ii) This was well answered by many candidates, the most common error being a
general description of wind turbines such as noisy and an eye-sore.

E24. (a) (i) The majority of candidates opted for the wrong answer decontaminating rather
than the correct answer of decommissioning.

(ii) This proved to be a difficult question for most candidates, with less than a tenth
achieving both marks. The most common mistake was to argue that, as the half-life
was 5.3 years, this would mean that in 10.6 years all radiation would have ceased.

Many of the weaker candidates treated the termhalf-life rather too literally, and would
talk about the isotope being dead after 11 years. Another common
misunderstanding was to talk about the half-life reducing as time went on. Some
candidates even thought that the termhalf-life referred to the life span of the
workers.

(b) (i) Most candidates realised that the percentage of people in favour of nuclear power
stations had increased.
Some candidates simply wroteit went up, without specifying whatit was.Some
candidates failed to say how the percentages had changed, but instead suggested a
reason why the figures might have changed.

(ii) The better candidates were able to suggest a sensible reason as to why some
people might consider the results to be unreliable. Many candidates, however,
thought that the results were unreliable simply because there was no data for the
intervening years. Others suggested that the results could be biased, but offered no
suggestion as to why they might be biased.

(iii) Few candidates were able to offer an acceptable reason as to why more nuclear
power stations should be built. Most of the reasons offered were not specific to the
building of a nuclear power station, egto bring more jobs to the area.

(c) Most candidates correctly identified this as being an economic reason.

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E25. (a) The majority of candidates opted for the no answer and were able to identify that
gas, as a fossil fuel, would release carbon dioxide when burned. Of those who identified
nuclear waste as not being environmentally friendly, many failed to say that this was
because it was radioactive. Over half of the candidates gave incomplete answers or such
vague responses that they scored no marks.

(b) Surprisingly, only just over half of the candidates were able to identify that nuclear power
stations did not use a renewable source. There were many vague answers stating they
are not all renewable.

E26. (a) Many responses stated that a renewable source can be used again and again and
therefore did not gain any credit. The idea of a source that does not run out or that it is
replaced as fast as it is used was only presented by a small minority of students.

(b) Many vague assertions such as better for the environment or eco-friendly gained no
credit. Other students thought that the waste consisted of dead animals. Most correct
responses came from the idea of the availability of animal waste or the fact that the farmer
saves money in this process.

(c) Over three fifths of students scored this mark, although the fact that units were ignored by
examiners was a saving grace for some.

(d) Surprisingly only three fifths of students managed to score at least one mark for this
question. Those that did not usually discussed the advantages and disadvantages of wind
turbines but made no reference to biogas generators. Some students thought that the
products of combustion (carbon dioxide and water) could be used on the farm.

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E27. (a) (i) Few students appear to understand what geothermal energy is. Just over a
tenth of students did not attempt this question.

(ii) Most students that attempted this question simply described a hydroelectric system,
missing the point about this being a pumped storage hydroelectric system. Many
students thought that it was the energy or the electricity that was being pumped;
others thought that it was the pump that stored the energy. Almost a quarter of
students did not attempt this question.

(b) This was the 6-mark Quality of Written Communication (QWC) question in which students
had to discuss the advantages and disadvantages of two proposals: building off-shore
wind turbines or laying a cable to connect to renewable resources in Iceland. The best
responses came from those who spent a couple of minutes making a grid to show the
pros and cons of each in note form. They then used these notes to construct a full
response. Most students could provide advantages and disadvantages for the wind
turbines, but rather fewer responses successfully referred to the link to Iceland. Some
students had clearly not read the question properly, and had failed to notice that the wind
turbines were off-shore. Their answers therefore related to the countryside being ruined
and land taken up with thousands of large turbines. There were many objections to the
underwater cable on the grounds that electricity and water dont mix. Just under a tenth of
students failed to make an attempt at this question, however the majority wrote at length.

E28. (a) Few students scored marks here; there seems to be a general ignorance of the
function of transformers in the National Grid. Many students stated that its purpose was to
make the electricity travel faster along the cables.

(b) This six-mark question included assessment of the Quality of Written Communication.
Very few students scored more than half marks.

(c) Students seemed very confused by this question, and only the better students scored any
marks. Many students thought that the magnetic field was a way of transmitting electricity
over a distance. Many others misread the label on the x-axis and thought that it referred to
the length of the cable rather than the distance from the cable.

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E29. (a) Very few students appreciated that the waste energy from the power station would
cause an increase in temperature of the surroundings. Of those who were thinking along
these lines they often stated that the waste energy from the power station would cause
global warming. Many students thought that the waste would be in the form of gases and
were therefore talking about pollution of the environment.

(b) The best students were able to correctly calculate the efficiency of the CHP station.
However, some of these failed to gain maximum marks because either they neglected to
insert the % sign after the number 80 or they quoted the efficiency as 0.8 but then put a %
sign or a unit after the number.

(c) About half of the students gained one of the two marks on this question.

(d) (i) Very few students knew that the National Grid comprises cables and transformers;
the majority thought that it comprised cables and pylons.

(ii) Few students could provide an adequate reason for the increased efficiency.
Responses such as the electricity doesn't have to travel far, it's quicker/cheaper
and the use of electricity rather than energy meant that many scored no marks.

E30. (a) Two thirds of the students failed to score any marks on this question. Many students
failed to gain marks due to the idea that this was the first day of generating electricity and
nuclear needed a long start-up time so gas would be used until nuclear was ready. This
misconception gave students little chance to gain any credit. Those who did score credit
usually recognised the idea that gas could be turned on quickly and / or could be used to
supply at peak demands. Many students thought that the gas power station provided gas
to the home.

(b) Nearly all students attempted this question and most got some credit, usually for
comparing the costs of the two methods. Many students gave vague statements where
the science was weak and incomplete. Some of these students were the more able who
wrote eloquently but failed to gain credit because of phrases such as eco-friendly,
environmentally friendly or made statements which did not go far enough such as cause
pollution, harmful. Many students wrote about visual pollution, noise, harming birds,
smells on the farm, etc. In the future, they need to elaborate ideas, giving more exact
details. Most students made a choice and gave sensible reasons for that choice. The
more able students were able to compare the advantages and disadvantages of both
systems, and provide an overall conclusion at the end. Many students simply listed
advantages and disadvantages of the two methods and did not attempt to fully answer the
question by making a clear conclusion as the question asked. Some students thought
that the animal waste was dead animals or animals that need to be killed as the energy
source. Other misconceptions included methane being non-renewable, the production of
carbon dioxide being an advantage (helping the farmer's plants grow better) and that the
major disadvantage of biogas was the smell. It was pleasing to see that more students
were planning their answer before starting it.

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E31. (a) A low proportion of students could give an advantage and a disadvantage of a nuclear
power station compared with a gas-fired power station. A further quarter could give either
an advantage or a disadvantage. Too many answers were vague and referred simply to
pollution, rather than naming a gas. A common misunderstanding was to say that nuclear
power stations give out carbon dioxide gas. A common misreading of the question was to
give an advantage for a nuclear power station and a disadvantage for a gas-fired power
station.

(b) (i) Nearly two thirds of the students were able to substitute a power and time value into
the correct equation. A low proportion of students were able to convert the given
power into kilowatts.

(ii) Just over a half of students were able to state that the wind is a variable and
unreliable source of energy. The figure of 30% proved a distractor for weaker
students who often quoted that 70% of the energy was wasted. Those students who
mentioned that the output was weather-dependent were not given credit. The key
aspect is variation in wind speed or power. Some students appear to believe that
wind turbines are operated by supplying them with electrical energy, and are shut
down to conserve energy.

(c) Two fifths of the students were able to give an advantage of underground cables
compared with overhead cables. Too many statements were vague, students were
expected to give some detail of why underground cables are less likely to be damaged.
There are still a large number of students who believe that birds will be electrocuted if they
land on overhead power cables.

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