Electromagnitism Ms1

Question Answer Acceptable answers Mark
Number
1(a)(i) B magnetic (1)

Number
1(a)(ii) (high frequency alternating) electric field / electrostatic force (1)
voltage electrodes + and – (not just
‘electrodes’)
potential difference (p.d.)

Number
1(a)(iii) A description using the (2)
following:- (charged) particles {hit / shoot
(charged) particles bombard (1) into / fired into / collide with}
generally accept ‘it’ / ‘they’ as

alternatives to ‘charged particles’
atoms/molecules/nuclei / (stable) target (material) / nucleus /

elements (1) stable isotope
‘neutrons hitting a target’ would

get second mark only (neutrons
not charged)
2nd mark needs idea of hitting

target nuclei / atoms, not
(charged) particles hitting other
particles.

Number
1(b)(i) C (1)
PhysicsAndMathsTutor.com
Number
1(b)(ii) An explanation linking any three (3)
of the following:-
positron has a positive (charge) positron has +1 / +e (charge)

(1) positron charge is +
electron has a {negative electron has -1 / -e (charge)

(charge) / opposite charge(s) } electron charge is –
(1)
these charges cancel out neutralise / overall charge is zero

(1)
gamma rays /waves have no Accept for three marks:

charge electron and positron have equal
(1) and opposite charges which
cancel out.

Number
1 (b)(iii) An explanation linking : (2)
positron and electron have

mass(before the annihilation)
(1)
gamma (rays produced by

annihilation) have energy (1)
(the equation shows) mass (of particles) becomes
energy of gamma (rays) (2)
all the mass before the collision

becomes the energy of the
gamma (rays) after the particles
have been annihilated (2)
E=mc2 reference (1)

explained will get the other (1)
Total for Question 4 = 10 marks
Number
2(a)(i) 60 (kW h/ units) (1) 15459 - 15399
60 x 20 (= 1200) (p) (1) £12 ecf
Award full marks for correct

answer with no working
£12 scores 2
Power of Ten error scores
maximum 1
60 in answer space with no (2)

working scores 1

Number
2(a)(ii) 60 / 15 (1) Allow ecf from 6(a)(i) marking

point 1
4 (kW) (1)
Award full marks for correct (2)


Number
2(b) An explanation linking any two
of:
 increase voltage (1)
 decrease current (1)
 reduce {loss / waste} of Increase efficiency (of energy

{energy / heat} (1) transmission)
Ignore “more efficient” by itself
Accept power instead of energy (2)

Accept no energy loss
Question Indicative content Mark
Number
QWC *2(c) A description to include some of the following points

 speed of movement
 stronger / more powerful (ORA) magnet
 more turns / coils (ORA)
 iron core
 reversing movement
 turning the magnet round
 effect of any / each change
 more conducting / less resistant wire
 allow stronger current

 allow ammeter reading / recording / voltage for
current
 allow moving coil
Correct ideas but using inaccurate scientific terminology

 larger / bigger magnet
 more / longer movement
Ignore
 irrelevant information (6)
 speeds up current or more electricity
Level 0 no rewardable material
 a limited description of any one change

1 1-2 e.g. use more coils OR a stronger magnet.
 the answer communicates ideas using simple language and uses
limited scientific terminology
 spelling, punctuation and grammar are used with limited
accuracy
 a simple description of any two different changes OR one
2 3-4 change and its effect
e.g. use more coils and a weaker magnet OR more coils more
current
 the answer communicates ideas showing some evidence of
clarity and organisation and uses scientific terminology
appropriately
 spelling, punctuation and grammar are used with some accuracy
 a detailed description of a change linked to its effect and a
3 5-6 second different change e.g. using more turns of wire makes a
bigger current. Moving the magnet out.
 the answer communicates ideas clearly and coherently uses a
range of scientific terminology accurately
 spelling, punctuation and grammar are used with few errors
(Total for Question 6 = 12 marks)
Number
3(a)(i) D towards the centre of the (1)
circle

Number
3(a)(ii) centripetal (force) reject centrifugal force
accept misspellings where (1)
meaning is clear e.g. centripedal

Number
3(a)(iii) Any two of the following :-
ball slows down (1) less kinetic energy / momentum
ball / it drops (down) / circles at any lowering / less potential

a lower height (1) energy
go in smaller circles (1)

stops going in circles
the ball/it would not make
complete circles (2)
(not just ‘stops’)

Number
3(a)(iv) An explanation linking:
 the idea that momentum momentum of the ball

(of the closed system) decreases / changes (direction) /
would stay the same (1) passed to wall
must specify which momentum;

do not credit ‘momentum
decreases’ by itself
 the idea that kinetic
energy would not be kinetic energy  heat/sound/wall
conserved (1)
ignore ‘KE decreases / is lost’
without qualification
allow ‘KE is lost because it’s not (2)
elastic’ (i.e. qualified)
Question Indicative Content Mark
Number
QWCC 3(b) A description including some of the following points :-
Cyclotron
 two D-shaped halves
 gap between the Dees
 (alternating) voltage across the gap
 magnetic field (at right angles to the moving particles)
 vacuum enables free movement of particles
Particle movement
 accelerate
 start at the centre
 move in a circular path
 spiral outwards
 exit in a straight line
Examples of labelled diagrams which would give Level 3 by

themselves
(not all labels / details needed)
Level 2 if no labels but Dees AND particle path shown.

Level 1 if no labels but either Dees OR spiral of particle
shown (6)
Ignore uses of cyclotron
Lev
Level No rewardable content
1 1-2  a limited description of either particle movement OR cyclotron
e.g. The particles move in a circle OR Cyclotrons have two Dees
OR Cyclotrons are particle accelerators OR there’s a vacuum
 the answer communicates ideas using simple language and uses
accuracy
2 3-4  a simple description of particle movement AND cyclotron OR a
more detailed description of one e.g. A cyclotron has two D-
shaped halves and the particles inside accelerate OR A cyclotron
has a magnetic field and a voltage across the gap OR Charged
particles increase in speed as they spiral outwards OR vacuum
allows free movement of particles
 the answer communicates ideas showing some evidence of clarity
and organisation and uses scientific terminology appropriately
 spelling, punctuation and grammar are used with some accuracy
3 5-6  a description of particle movement AND cyclotron with a detailed
description of one of them e.g. the charged particles get faster as
they accelerate across the gap in the Dees OR the magnetic field
(of the cyclotron) causes the particles to move in a circle
Question Answ Mark
Number
4(a)(i) Circular/spiral/circle (1)

Number
4 (a)(ii) An explanation linking three of (3)
the following.
 (fast moving) protons
(1)
bombard / hit /strike / collide
 absorbed by with
(1)
stable atoms / stable element
 nuclei
(1)
 (produces)unstable nuclei
(1)

Number
4 (b)(i) B momentum (1)

Number
4 (b)(ii) (Momentum/it)equals mass x p=mxv (1)
velocity kilograms / kg is the mass and
metres per second / m/s is the
velocity
Accept “times” for x
Number
QWC *4(b) An explanation including some of the following points
(iii) Diagram 1 (6)
 Moving in opposite directions before collision
 inelastic collision
 stationary after collision
 momentum zero after collision
 (therefore) total momentum must have been zero
before collision
 (therefore) cars were moving at the same speed in
opposite directions (assuming cars have equal mass)
 both cars had kinetic energy before the collision
 KE zero after collision
 KE converted into heat, sound, elastic potential
energy etc.
Diagram 2
 Elastic collision / almost elastic collision
 Momentum conserved
 Momentum transferred from first to last sphere
 KE conserved / almost conserved
 (because)last sphere reaches same height as first
sphere
 Three spheres always have zero momentum
 Small amount of energy transferred to sound/heat
Level
L ev No rewardable content
1 1-2  A limited analysis of ONE collision which is given by a correct
statement e.g. In collision 1, kinetic energy has been lost OR
In collision 2 momentum is transferred from the first to the
last sphere.
 the answer communicates ideas using simple language and
uses limited scientific terminology
accuracy
2 3-4  a simple analysis of BOTH collisions considering BOTH
momentum AND kinetic energy correctly for each one e.g. In
collision 1, momentum is conserved and the kinetic energy
of the cars changes. In collision 2, momentum and the kinetic
energy is conserved.
 answer communicates ideas showing some evidence of clarity
and organisation and uses scientific terminology
appropriately
 spelling, punctuation and grammar are used with some
accuracy
3 5-6  a detailed analysis of BOTH collisions considering momentum
AND kinetic energy for each collision correctly for each AND
detailed reference to EITHER diagram. e.g. In collision 1, the
momentum before and after the collision is zero because
momentum is always conserved, but the KE is lost. In
collision 2, all the momentum and KE is transferred to the
last sphere because it gets to the same height as the first
one.
(Total marks for question 6 = 12 marks)
Number
1 (ai) Substitution (1) Power of 10 error max 1 mark
1.5 x 6
Evaluation (1)
9 (W) (2)
Give full marks for correct
Ignore any unit given by answer with no working shown
candidate.

Number
1 (aii)
• More turns on the coil (1) Wrap coils on iron (core/former)/
more coils/twists/loops.
Bigger coil is insufficient.
• More powerful/stronger More magnets.

magnet(s) (1) Bigger/larger magnet is (2)
insufficient.
Ignore increase speed of rotation

Number
1 (aiii) A description including
• in one direction only for DC ‘DC goes straight’ is

(1) insufficient (2)
• reversing direction for AC (1) AC switches/changes direction

OR moves to and fro
‘AC goes different ways’ is

insufficient.
Diagram with labelled arrows

could get 2 marks.
Number
QWC * ) A comparison including some of the following ideas
• Transformers can be used or {voltages/currents} can be

{changed/transformed}
• AC (can transmit) at lower current/high(er) voltage
• National Grid is (usually) over ground (DC cables (were)
underground)
• Less energy lost in transmission
• National Grid system can supply to customers further away
• Possible to create a grid linking power stations (6)
• More flexibility in voltage for consumer Exp
• Consumer can draw large(r) current
• More flexibility in power drawn
• Great(er) range of devices can be powered
Ignore methods of electricity production
Level 0 No rewardable content

1 1-2 • a limited (maybe implied) comparison giving one fact e.g: AC can
be at high(er) voltage OR the National Grid can supply houses not
close to a power station/ further (away/than the New York system.)
• the answer communicates ideas using simple language and uses

• spelling, punctuation and grammar are used with limited accuracy
2 3-4 • a simple comparison including two ideas which may be linked or not
eg Nat. Grid can supply whole country and can be used for more
appliances (than just lighting).
e.g: AC can be transmitted further (than DC) (because it) wastes
less energy
• the answer communicates ideas showing some evidence of clarity

• spelling, punctuation and grammar are used with some accuracy
3 5-6
• A detailed comparison including at least three ideas, with at least
one direct link between two of them.
• e.g. AC can be transmitted further (than DC) because AC can be
transformed to {lower current/high(er) voltages}.
OR
AC can be transformed to {lower current/high(er) voltages}.
Greater range of devices used.
• the answer communicates ideas clearly and coherently uses a

• spelling, punctuation and grammar are used with few errors
Total for Question 6 = 12 mark
Question Answer le answers Mark
Number
2(a) More than one line
from either P or Q
slip ring (or both) loses the
mark for that box
coil
P
axle
brush
Q
magnet
(2)

Number
2(b)(i) B
(1)

Number
2(b)(ii) An explanation linking the following
• increased brightness (1) ‘fuses’ / ‘blows’ / gets hotter
• (due to) increased voltage {increased / faster} current

(1) increased {power / energy} (2)

Number
2(c) substitution (1)
2 x 12
evaluation (1) Give full marks (2) for correct

24 answer, no working
(accept bald 2.4 for substitution) = 1
unit (1)
W watt(s), AV, VA, J/s
If only one number and one unit their

position is immaterial
otherwise, mark the number in the
power generated space and the unit
in the unit space (3)
Number
2(d) A description including the following
• voltage (1) current
• increases (1) decreases (ignore speed of current)
Accept for 1 mark

• increases current AND reduces
voltage
• voltage higher and bigger
{current/power}
• power decreases
‘it’ increases/decreases = 0 (2)
Number
3(a)
alternating current can take positive a.c. above and below zero /the line
and negative values RA (1) a.c. goes one way and then the
other
RA (1)

Number
3(b)(i) substitution: (1) Allow substitution and transposition
in either order if clear
55 200
=
V 3000
55 = 200
transposition: (1) 825 3000 scores 3
V = 3000
200 × 55 55 = 200
800 3000 scores 1
evaluation / comment: (1) Correct comparison of ratios scores

3
825(V) / which is about 800 (V) (15 and 14.5, 0.067 and 0.069) (3)

Number
3(b)(ii) • power input = power output power input = 55 x 0.5 (W)
(1) power input = 27.5 (W)
I = 0.034 (A)
• I = 0.033 (A) (1)
Give full marks for correct answer no
working (2)
Number
QWC 3(c) An explanation linking some of the following points
Basic ideas
• transmission lines have resistance
• the current warms the transmission wires
• energy is wasted as heat
• transformers change voltage and/or current
• R increase the voltage / RA for S
• R decrease the current / RA for S
Linked ideas
• the long transmission lines have high resistance
• power depends on both current and voltage
• power = current × voltage (P = I × V)
• at high voltage, the same power needs less current
• correct mention of turns ratio related to voltage change
• a smaller current in a wire produces less heat
• high voltage transmission saves more energy than is lost in the
transformers (6)
Level 0 no rewardable material
1 -2 • a limited explanation including some relevant details e.g. R steps up the

voltage, S steps it down
• the answer communicates ideas using simple language and uses limited
scientific terminology
2 -4 • a simple explanation relating operation of transformers to heat loss in
transmission lines and/or transformers e.g. R steps up the voltage so
that less heat is lost in transmission lines or high voltage transmission
saves more energy than is lost in the transformers
• the answer communicates ideas showing some evidence of clarity and
organisation and uses scientific terminology appropriately
3 5-6 • a detailed explanation relating operation of transformers to current and

energy losses in transmission lines and/or transformers e.g. R steps up
the voltage so that, for the same power, I is less meaning less heat is
lost in transmission lines
• the answer communicates ideas clearly and coherently uses a range of
scientific terminology accurately
Question Answer wers Mark
Number
4(a)(i) C (1)

Number
4(a)(ii) Any continuous line which has a Fractions of a cycle that meet the
section above and below the time criteria
axis without going (deliberately)
back in time Ignore anything appearing after
the arrow on the time axis (1)

Number
4(b) substitution (1)
2400/200 = 230/ Vs
transposition (1) substitution and transposition in

(Vs =) 230 x 200/2400 either order
230/12 = 2 marks (s&t)
200/10.43 = 2 marks (s&t)
Evaluation (1) 19.2 (V)

(Vs =) 19 (V) 19.17 (V)
Give full marks for correct
answer, no working (3)
1.9 x any other power of 10 = 2

Number
4(c)(i) An explanation linking any three
of the following
• step-up transformer(s) (1) Assume ‘they’ refers to

transformers
• increase voltages (1)
‘steps up the voltage’ scores
second MP only
Reject for MP2 and MP3:
‘increases voltage and current.’
but beware: ‘increases voltage
• (this) reduces the current and current decreases’ = 2
(1) marks
• (which) reduces the {heat /

thermal} {energy / ignore unqualified energy losses
power} losses (1)
Allow reverse arguments for last
two points, e.g. high current
wastes more heat energy = 2 (3)
marks
Ignore references to efficiency
ignore step-down statements
PhysicsAndMathsTutor.com except where they contradict
Number
4(c)(ii ) An explanation linking two of the
following
• {kite / string} touching the anything which implies contact

power line (1) for touching eg ‘caught up in’
• {movement of charge / spark

current} (1) ignore energy
ignore electricity
• (electricity) {to earth / to ground

through the kite-flyer} (1) needs idea of ‘through’ not ‘into’
the person
ignore ‘completing the circuit’
• giving (the kite-flyer) an electrocution

electric shock (1) stopping heart (2)
Question Answer Additional guidance Mark
number
5(a)(i) magnetic lines ignore any arrows as direction of field is not

of force closely required
packed AND
(almost) ignore any lines outside the coil
parallel (1)
(1)
number
5(a)(ii) An answer that combines the allow

following points of
understanding to provide a
logical description:
• plotting compass placed sprinkle iron filings on card
on card near wire and
pencil mark made near N
pole of compass (1)
• move compass so S pole
is above pencil mark and tap card to allow filings to align
keep repeating this until with field
arrive at starting point (1) (2)
Question Answer Mark

number
5(b) All three materials correctly identified (1)

(rod A – wood, rod B – soft iron, rod C – steel)
One mark for each reason:
• rod B only attracts paper clips when there is a current in the
coil (1)
• rod C attracts paper clips when there is a current in the coil
and for some time after (1) (3)
number
1(a) D
(1)

number
1(b) C
(1)

number
1(c)(i) An explanation that combines

identification – application of
knowledge (1 mark) and
reasoning/justification –
application of understanding
(1 mark):
• frictional forces increase as

more trucks are added (1)
Plus one from:
• hence, in order to keep

constant speed, the
student must increase the
force she applies to Z (1)
• when Y and Z separate,
the frictional forces (to the
left) are more than
magnetic attraction
between Y and Z (1) (2)
number
1(c)(ii) An answer that combines the following points to provide a plan:
• use of a Newton meter used horizontally (1)

• record largest force observed (1)
• repeat readings several times under same conditions (1)
(3)

number
1(c)(iii) An explanation that combines identification – understanding (1

mark) and reasoning/justification – understanding (1 mark):
• the applied force must be resolved horizontally to determine

the force that separates the engine from the trucks
• and since the (size of) the resolved force is always less than
the (size of) the actual force then a larger force (applied at
an angle) is needed to separate the trucks from the engine (2)
Question An Mark
number
2(a) substitution into correctly give full marks for correct

rearranged equation (1) numerical answer without
F working
I= ×l
B
0.089
= × 0.713
0.47
evaluation to 2 s.f. (1) (2)

current = 0.27 (A)
number
2(b) Any three from:
• use a higher current as the accept voltage for current

force depends on the current
(1) add variable resistor (in
• use more/stronger/larger series) with power supply
range of magnets (1)
accept use more sensitive
• use a force meter with smaller
force meter
range, e.g. 0.00 to 0.01 (1)
• use a longer distance from
pivot to increase the moment
of the force on the wire (1)
(3)

number
2(c) An explanation that combines identification – understanding (1

mark) and reasoning/justification – understanding (1 mark):
• if the voltage changes sign, then the current is changing

direction
• so in Figure 21 the current is a.c. as the voltage is
changing sign and in Figure 22 the current is d.c. as the
voltage is always positive
(2)

number
2(d) An explanation that combines allow responses that link

identification – understanding (1 the changes in the force
mark) and reasoning/justification – to the interaction of the
understanding (3 marks): changing field around the
wire with the constant
• the transmission wire carries an field of the Earth
alternating current (1)
• the force is caused by this
current which varies in size and
direction (1)
• the direction of this force
depends on the direction of the
current so the direction of the
force also changes (1)
• the magnitude of this force
depends on the magnitude of
the current so the magnitude of
the force also changes (1) (4)
Number
3(a)(i) Award full marks for correct (3)
Substitution (1) Allow substitution and

2900 = 230 × current transposition in either order
Transposition (1) Ignore powers of ten errors until

2900 evaluation
230
Evaluation (1) Allow numbers which round up to

13 (A) 13

Number
3(a)(ii) Award full marks for correct (3)
answer
with no working
Substitution (1) Allow substitution and

97 = 2.9 × time × 17 transposition in either order
Transposition (1) Ignore powers of ten errors

97 OR 97 until evaluation
2.9 × 17 49.3
Allow 97 = 5.7 for 1 mark
17
Evaluation (1) Allow numbers which round up to

2.0 (h) 2.0
Number
QWC *3(b) An explanation including some of the following points
(6)
• a current/voltage/emf is induced when there is relative
movement between a magnet and a coil of wire
• the current is bigger when the movement is faster
• the current is alternating/regularly changing direction
• the current is zero when the magnet is not moving
• points P and R on the graph correspond to the fastest
movement of the magnet
• the magnet is changing direction at points O, Q, S on the
graph (quoting positive and negative current values from
graph is sufficient to indicate a change in direction of current
on graph)
• the magnet is at the top/bottom of its movement at points
O, Q, S on the graph
• the magnet is not moving at points O, Q, S on the graph
IGNORE references to number of turns or stronger magnet
Level 0 No rewardable content
1 1-2 • a limited explanation linking induced current to idea of movement
of magnet OR limited reference linking graph to type of current with
no link to model e.g.
magnet moving in coil (induces a current) / (magnetic) field lines
cut coil OR
(the graph shows) an alternating current

• the answer communicates ideas using simple language and
uses limited scientific terminology
2 3-4 • a simple explanation linking the motion of the magnet to the
size/direction of the induced current
OR
{a limited explanation linking induced current to idea of
movement of magnet AND limited reference linking graph to type
of current with no link to model}
e.g.
Magnet moving in the coil induces a current. The faster it moves
the bigger the induced current.
OR
Magnet moving in the coil induces a current. When the magnet
changes direction, the current changes direction.
OR
Magnet moving in the coil induces a current. The graphs shows an
alternating current.
OR
Magnet moving in the coil induces a current. The current is positive
at P and negative at R.
• the answer communicates ideas showing some evidence of
clarity and organisation and uses scientific terminology
appropriately
3 5-6 • a detailed explanation linking the motion of the magnet to the
size/direction of the induced current AND reference to graph for one
factor e.g. Magnet moving in the coil induces a current. The faster it
moves the bigger the induced current. The magnet is moving fastest
at point P on the graph.
OR
Magnet moving in the coil induces a current. When the magnet
changes direction the current changes direction. At P and R the
magnet is moving in opposite directions.
OR
Magnet moving in the coil induces a current. The current is positive
at P and negative at R. The magnet is moving up at P and down at R.
Total for Question 6 = 12 marks
Number
4(a)(i) D (1)

Number
4(a)(ii) ampere(s), amp(s), A (1)

Number
4(b)(i) A description linking
magnet (1)
(in/near) coil (1)
(magnet/coil) spins/moves/turns (3)

(1)
IGNORE handle turns

Number
4(b)(ii) Any one from the following: (1)
Increase strength of magnet (1) add another magnet / move

magnets closer
Increase number of coils/turns of
wire (1)
Increase speed of rotation (1) turn handle/magnet/coil faster
IGNORE bigger magnet/coil/

generator / longer wire
Number
QWC * ) A comparison including some of the following points
Non- renewable sources

• coal, oil, gas and nuclear
• coal, oil, gas are fossil fuels
• fossil fuels will run out
• fossil fuels burn and produce CO2
• fossil fuels burn to produce atmospheric pollution
• CO2 contributes to global warming
• are a more expensive source
• Nuclear power stations do not produce CO2
• Nuclear power produces radioactive waste
• Radioactive waste is dangerous and difficult to store safely
Renewable resources
• Wind, waves, solar, biofuels, geothermal and hydroelectric (6)
• are a free/cheaper source
• The energy source is unreliable
• No (net) CO2 produced
• No atmospheric pollution (except biofuels)
• Waves and hydroelectric cause environmental changes
• Wind farms and solar panels give visual pollution
• Wind farms can be built off shore
Comparison
• Fossil fuel power stations are cheaper to build than wind
farms for the same power output
• Coal, oil, gas and nuclear fuel will run out, wind, waves
and sun will always be available
• Fossil fuel power stations produce CO2 which may increase
global warming, renewable energy generators (wind
farms) do not
• Renewable energy generators have a free/cheaper source
of fuel
• fossil fuels have to be taken out of the ground
• Nuclear power stations produce radioactive waste, which
is dangerous, none of the other energy generators do this.
• Wind, waves and sun are unreliable sources of energy but
fossil and nuclear fuels are always available
Leve 0 No rewardable content
l
1 1-2 • a limited statement about either renewable or non-renewable e.g.
Coal is non-renewable OR renewable energy will not run out OR oil
will run out
limited scientific terminology.
• spelling, punctuation and grammar are used with limited accuracy.
2 3-4 • a simple comparison including 2 statements covering renewable
and non-renewable e.g. Coal is non-renewable and solar power is
renewable OR renewable energy sources will not run out and non-
renewable sources do not pollute the atmosphere OR oil will run
out, solar will not
and organisation and uses scientific terminology appropriately.
• spelling, punctuation and grammar are used with some accuracy.
3 5 -6 • a detailed comparison including at least 3 statements with a direct
comparison between a renewable and a non-renewable source, at
least one named e.g. Renewables will not run out but non-
renewables like coal will. OR Coal is non-renewable. When it is
burnt carbon dioxide is produced. Wind farms do not produce any
carbon dioxide. OR Carbon dioxide is produced when coal is used.
Wind farms do not produce any carbon dioxide. Wind farms are
noisy. OR Oil will run out, solar will not. Oil causes air pollution
• the answer communicates ideas clearly and coherently uses a range
of scientific terminology accurately.
• spelling, punctuation and grammar are used with few errors.
Number
1(a) An explanation linking two from
MP1 (so that they) decrease stepping down voltage

the (high) voltages (1) reducing from {high/eg 200
000 V} to {low /e.g.230 V}
voltage
MP2 high voltages used for

efficiency/energy saving low current used for
(1) efficiency/ energy saving
MP3 (step-down transformers)

used {near / for} {homes
/ factories/appliances} (1)
MP4 (so that it is) safer (1) less risk of electrocution
high voltages are dangerous (2)

Number
1(b) one line / curve above and below
x-axis (1)
two complete cycles in the 1.0 s one complete cycle in 0.5 s (2)
(1)
Number
1(c) Transposition (1)
Vs = Vp x ns/np Substitution and transposition in

either order
Substitution (1)
(Vs =) 12 x 100 i.e. if 12 x 100 is seen this

2400 scores 2
2400
If they sub Vp, Np and Ns
correctly, ignore anything for Vs
even a blank
Evaluation (1) Calculation may be done using

turns ratio
0.5 (V) Correct answer no working = full
marks
answer (no working) with POT
error =2 (eg 5 or 0.05)
Ignore powers of 10 until (3)
evaluation
Question Answer Acceptable answers Mar

Number k
1(d) C (1)
Number
2(a) B
(1)

Number
2(b)(i) an explanation linking three of
the following
• (waves cause) float to move

(up and down)(1)
• (this causes) magnet to magnet moves (in the coil)

move (in and out of coil)
(1)
• (hence) magnetic field (of

magnet) (1)
• cuts across/links/ interacts

wire in coil (1)
Allow{current/voltage/volts/am
• inducing/generating ps} induced/generated in coil
potential difference across (3)
ends of coil (1)

Number
2(b)(ii) a description including two of
the following
• increase the number of more coils (of wire)

turns on the coil (1) ignore bigger coil
• use a more powerful stronger/more magnets

magnet (1) Ignore bigger magnet
• use full scale device (1) Allow idea of more/bigger/ faster

waves (2)
Number
QWC *2(c) A discussion linking some of the following
Advantages of tidal power
• renewable energy source
• reduction in greenhouse gases/atmospheric pollution (
compared to fossil fuel)
• reduces reliance on fossil fuels
• conserves stocks of fossil fuels
• predictable source of energy
• regular/reliable supply of energy
• barrages at different areas would give energy supply at
different times
Disadvantages of tidal power
• does not give continuous supply of energy
• destruction of plant/animal/bird habitats
• problems with passage of ships
• affects migration of fish
• high capital cost /very long payback time
• pollution caused from producing /transporting building
materials
• visual pollution
This list is not exhaustive. Give credit for other plausible
suggestions (6)
Level 0 No rewardable material

1 1-2 • there is limited discussion of the advantages or disadvantages of
tidal power ie gives one advantage OR one disadvantage of tidal
power.
e.g. tidal power is not available 24 hours a day/ The barrage will
save fuel for motorists going to the town on the other side ( of the
estuary)
2 3-4 • there is some discussion of the advantages and disadvantages of
tidal power
ie gives one advantage AND one disadvantage of tidal power
e.g. an advantage of tidal power is that it uses a renewable energy
resource and a disadvantage is that they damage birds’ habitats
3 5-6 • there is detailed discussion of the advantages and disadvantages
of tidal power ie gives one advantage AND one disadvantage of
tidal power, one of which is detailed, AND a clear link to another
method
e.g. tidal power stations are a good idea because they use a
renewable energy resource and will help to conserve fossil fuel
stocks. However, it causes problems for migrating fish

Electromagnitism Ms1

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Electromagnitism Ms1

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Question Answer Acceptable answers Mark

Question Answer Acceptable answers Mark

Question Answer Acceptable answers Mark

generally accept ‘it’ / ‘they’ as

atoms/molecules/nuclei / (stable) target (material) / nucleus /

‘neutrons hitting a target’ would

2nd mark needs idea of hitting

Question Answer Acceptable answers Mark

positron has a positive (charge) positron has +1 / +e (charge)

electron has a {negative electron has -1 / -e (charge)

these charges cancel out neutralise / overall charge is zero

gamma rays /waves have no Accept for three marks:

Question Answer Acceptable answers Mark

positron and electron have

gamma (rays produced by

all the mass before the collision

E=mc2 reference (1)

Total for Question 4 = 10 marks

2(a)(i) 60 (kW h/ units) (1) 15459 - 15399

60 x 20 (= 1200) (p) (1) £12 ecf

Award full marks for correct

60 in answer space with no (2)

Question Answer Acceptable answers Mark

2(a)(ii) 60 / 15 (1) Allow ecf from 6(a)(i) marking

Award full marks for correct (2)

Question Answer Acceptable answers Mark

 increase voltage (1)

 decrease current (1)

 reduce {loss / waste} of Increase efficiency (of energy

Ignore “more efficient” by itself

Accept power instead of energy (2)

QWC *2(c) A description to include some of the following points

 allow stronger current

Correct ideas but using inaccurate scientific terminology

 a limited description of any one change

(Total for Question 6 = 12 marks)

Question Answer Acceptable answers Mark

Question Answer Acceptable answers Mark

ball slows down (1) less kinetic energy / momentum

ball / it drops (down) / circles at any lowering / less potential

go in smaller circles (1)

Question Answer Acceptable answers Mark

 the idea that momentum momentum of the ball

must specify which momentum;

Examples of labelled diagrams which would give Level 3 by

Level 2 if no labels but Dees AND particle path shown.

Question Answer Acceptable answers Mark

Question Answer Acceptable answers Mark

Question Answer Acceptable answers Mark

Accept “times” for x

(Total marks for question 6 = 12 marks)

Question Answer Acceptable answers Mark

• More powerful/stronger More magnets.

Ignore increase speed of rotation

Question Answer Acceptable answers Mark

• in one direction only for DC ‘DC goes straight’ is

• reversing direction for AC (1) AC switches/changes direction

‘AC goes different ways’ is

Diagram with labelled arrows

• Transformers can be used or {voltages/currents} can be

Ignore methods of electricity production

Level 0 No rewardable content

• the answer communicates ideas using simple language and uses