Q1.          In a power station, coal can be used to generate electricity.

(a)     Use words from the box to answer the questions below. 

chemical                   electrical                   gravitational potential

kinetic                   light               sound                 thermal1 mark

(i)      What is the useful energy transfer when coal is burnt?

............................... energy is transferred to ............................. energy1 mark

(ii)     Some of the energy stored in coal is wasted when it is burnt.Give the name of one type of energy released that is not useful.

...............................1 mark

 

(b)     Wind turbines are also used to generate electricity.The wind turns the turbine blades and the turbine blades turn a generator.

Use words from the box opposite. Complete the sentence to show the useful energy transfer in a wind turbine and generator.

............................... energy is transferred to ............................. energy1 mark

(c)     Suggest one disadvantage of using wind to generate electricity.

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

......................................................................................................................1 mark

 

(d)     Sugar cane is a plant.

The sugar from the cane is used to make alcohol.Alcohol is a fuel.

 

 

 

(i)      Which energy source do plants use to produce sugar?

.............................................................................................................1 mark

(ii)     Is sugar cane a renewable or non-renewable source of energy?Tick one box.

renewable source           non-renewable source   

Give a reason for your answer.

.............................................................................................................1 mark

maximum 7 marks

 

 

Q2.          Susan has a small fan to keep herself cool.When she switches it on, a motor turns the blades to blow air.

(a)     The diagrams below show the symbols for a battery, a motor and a switch.

          In the space below, draw a series circuit diagram for the fan using thesesymbols.

 

 

 

 

 

 

 1 mark

(b)     (i)      Which part provides energy for the circuit?

.........................................................1 mark

(ii)     Some of this energy is used to turn the blades.The rest of the energy is wasted.

         Complete the sentence below. Choose words from the list.

chemical                    heat         light           sound1 mark

         When the blades are turning, energy is wasted as

....................................... energy and ....................................... energy.1 mark

(c)     Susan built a circuit using a battery, a motor and a switch.She closed the switch to turn the motor on.

(i)      Susan added a bulb to the circuit.The current in the circuit decreased.

         How did this affect the motor?

................................................................................................................1 mark

(ii)     Susan removed the motor from the circuit.The current in the circuit increased.

         How did this affect the bulb?

................................................................................................................1 mark

maximum 6 marks

 

 

Q3.         

Ben makes a series circuit using two identical cells, a bulb and a switch to turn the bulb on and off.

(a)     Draw a circuit diagram of Ben’s circuit. Use the correct symbols.

The cells have been drawn for you.

3 marks

(b)     Which part of the circuit supplies the energy?

......................................................................................................................1 mark

(c)     Ben adds another identical bulb to the circuit in series.How does the brightness of the first bulb change?

......................................................................................................................1 mark

(d)     How will the brightness of the bulbs change when the cells shown below are placed into Ben’s circuit?

(i)      

.............................................1 mark

(ii)     

.............................................1 mark

maximum 7 marks

  

Q4.          (a)     Draw a line from each circuit symbol below to the correct name.Draw only four lines.

                circuit symbol                                                                name

3 marks

(b)     Fred made circuit 1 as shown below.

                      

          Give the name of the part that is the energy source for the circuit.

.........................................................1 mark

(c)     Fred then made circuit 2 as shown below.

                       

          In the table below, tick a box to show whether circuit 1 and circuit 2 are series or parallel circuits.Tick only two boxes.

   series parallel

circuit 1    

circuit 2    

1 mark

(d)     What metal is usually used for wires in electric circuits?

...........................................................1 mark

maximum 6 marks

 

 

Q5.          Lorna built the circuit drawn below. All the bulbs are identical.

(a)     Complete the table below by writing on or off for each bulb. 

switch bulb

S1 S2     A B

open open     off off

open closed        

closed open        

closed closed        

3 marks

(b)     Lorna then built a different circuit as shown below.

          How could Lorna get both bulbs to light at the same time in this circuit?

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

......................................................................................................................1 mark

maximum 4 marks

 

 

Q6.          David put two bars of iron close to each other.There was no magnetic force between them.David recorded the result as shown below.

(a)     David did three other tests.Tick the correct box to show the result for each test.

(i)     

1 mark

(ii)    

1 mark

(iii)    

1 mark

(b)     David then did two experiments with magnets.

The tick in each box shows David’s results in each experiment.

Label the missing poles on each magnet to match David’s results.

(i)     

1 mark

(ii)    

1 markmaximum 5 marks

 

 

Q7.          The diagram below shows three trolleys.Peter put a bar magnet on each trolley.

(a)     He pushed trolleys A, B and C together.

•    Magnet B attracted magnet A.•    Magnet B repelled magnet C.

          On the diagram above, label the north and south poles of magnets A and C.Use the letters N and S.

2 marks

(b)     Peter turned trolley B around. Trolleys A and C were not turned around.

          What would happen now when Peter pushed them all together?Use either attract or repel to complete each sentence below.

          Magnet B would .................................... magnet A.

          Magnet B would .................................... magnet C.1 mark

(c)     Peter held two trolleys close together and then let go.

          

          The magnets repelled each other.

          Draw an arrow on both magnets to show which way they would move.1 mark

(d)     Peter took a magnet, a steel bar and an aluminium bar.

          He put them on three trolleys as shown below.

(i)      What happens to the steel bar as he moves it closer to the magnet?

...............................................................................................................1 mark

(ii)     What happens to the aluminium bar as he moves it closer to the magnet?

...............................................................................................................1 mark

maximum 6 marks

 

 

Q8.          (a)     Sam has two small compasses. When he puts them a long way apart, they both point North.

Label the North and South magnetic poles on compass B.

                                                         1 mark

(b)     Sam puts the compasses side by side.

          Label the North and South magnetic poles on both compasses.One pole has been done for you.

                   1 mark

(c)     Sam then puts three compasses close together.

          Label the North and South magnetic poles on each of the three compasses. One pole has

been done for you.

                   1 mark

(d)     What metal are compass needles made from?

......................................................1 mark

Maximum 4 marks

 

 

Q9.          Mary used the apparatus below to test the strength of an electromagnet.She used the reading on the newton meter to measure the force of the magnet on theiron disc.

(a)     Explain why the reading on the newton meter increases when a current passesthrough the coil.

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

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

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

........................................................................................................................2 marks

(b)     When a current passes through the coil, some of the electrical energy is changedto thermal energy.What would happen to the coil if the current passing through it was too large?

........................................................................................................................1 mark

(c)     Mary made two electromagnets, one with 100 turns of wire in the coil and onewith 200 turns.She varied the current through the coil of each electromagnet.She measured the force of each electromagnet on the iron disc.The graph shows her results.

          Write two conclusions that Mary could make from these results.

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

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

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

........................................................................................................................2 marks

maximum 5 marks

 

 

Q10.          Alex makes an electromagnet.She winds insulated wire around an iron nail.She connects the wire to a power supply.She uses the electromagnet to pick up some steel paper-clips.

          This is her prediction. 

The more turns of wire around the iron nail the strongerthe electromagnet becomes.

(a)     (i)      Give the one factor she should change as she investigates her prediction.

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

.............................................................................................................1 mark

(ii)     Give one factor she should keep the same.

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

.............................................................................................................1 mark

(iii)     Describe how she could use the paper-clips to measure thestrength of the electromagnet.

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

.............................................................................................................1 mark

(b)     Alex wrote a report of her investigation.

          What would an odd result suggest?

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

......................................................................................................................1 mark

(c)     (i)      Which size paper-clips would Alex use to make her results moreaccurate?Tick the correct box.

1 mark

(ii)     Give a reason for your choice.

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

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

.............................................................................................................1 mark

maximum 6 marks

 

 

Q11.          (a)     A pupil makes a small coil of copper wire and passes an electric current through it.The pupil places a small magnet near the coil.

          The magnet is attracted towards the coil. The pupil turns the magnet around so that the South pole is nearest the coil.

What effect, if any, will this have?

……….………………………………………………………………………………

……….………………………………………………………………………………1 mark

(b)     The pupil uses the coil and the magnet to make a simple ammeter to measure the current through a bulb.

not to scale

(i)      The paper clip is used to balance the weight of the magnet.Why is the paper clip further away from the pivot than the magnet is?

…………………………………………………………………………………

…………………………………………………………………………………1 mark

(ii)     Explain how a current in the coil makes the straw pointer move.

…………………………………………………………………………………

…………………………………………………………………………………

…………………………………………………………………………………2 marks

(iii)     The pupil places a piece of soft iron in the middle of the coil.Describe and explain how this will affect the reading on the scale when the same current flows through the coil.

…………………………………………………………………………………

…………………………………………………………………………………

…………………………………………………………………………………

…………………………………………………………………………………2 marks

Maximum 6 marks

 

  

M1.          (a)     (i)      •    chemicalanswers must be in the correct order

1 (L6)

•    thermalaccept ‘kinetic’‘heat’ is insufficient‘movement’ is insufficient

1 (L6)

(ii)     any one from

•    sound

•    light1 (L6)

(b)     •    kineticelectricalanswers must be in the correct orderboth answers are required for the mark‘movement’ is insufficient for kinetic

1 (L6)

(c)     any one from

•    the wind speed variesaccept ‘it depends on the weather’

•    sometimes the wind does not blowaccept ‘the wind is unreliable’

•    the wind cannot be controlledaccept ‘it varies’accept ‘it could be too windy’

responses that do not refer to wind, such as ‘they spoil the landscape’ or  ‘they kill birds’ or  ‘they are too noisy’ or  ‘interfere with TV and radio signals’ are insufficient

1 (L5)

(d)     (i)      •    Sun(light)accept ‘light’accept ‘solar (energy)’do not accept ‘heat’‘photosynthesis’ is insufficient

1 (L5)

(ii)     •    renewable source both  the correct answer and a correct explanation are required for the mark

     you can grow more plantsaccept ‘you grow it (again)’do not accept ‘you can use it again’‘it is a biofuel’ is insufficient

1 (L6)[7]

 

 

M2.          (a)     •

         

accept a battery drawn as ‘ ’all three symbols must be connected in seriesall three symbols must be drawn correctlydo not accept a switch drawn as 

do not accept a battery drawn as 

do not accept a motor drawn as 1 (L4)

(b)     (i)      •    the battery or cell(s)accept ‘batteries’

1 (L4)

(ii)     •    heat1 (L4)

•    soundaccept ‘thermal’answers may be in either order

1 (L4)

(c)     (i)      •    it turned more slowlyaccept ‘not as much energy’accept ‘it was less powerful’accept ‘it does not work as well’accept ‘it would stop’ or ‘it would not go round’‘it heats up’ is insufficient

1 (L4)

(ii)     •    it was brighteraccept ‘blew it’ or  ‘it went out’accept ‘it became hotter’ or  ‘it heated up’

1 (L4)[6]

 

 ##

          (a)     •    correct bulb symbol 

accept other symbols for a bulb e.g. 1 (L4)

•    correct switch symbol do not accept a closed switch 

1 (L4)

•    components connected in series

accept circuits with the components in a different orderaccept incorrect but recognisable symbols or drawings for the third marking point onlydo not accept responses where the number of components is incorrect

1 (L4)

(b)     •    cell(s)accept ‘battery’

1 (L3)

(c)     •    the bulb would be dimmeraccept ‘it decreases’accept ‘it would become dimmer’‘the current is less’ is insufficient‘there is less power’ is insufficienta comparative answer is required for the mark‘it would be dim’ is insufficient as it does not describe the changedo not accept ‘it goes out’

1 (L4)

(d)     (i)      •    increaseaccept ‘brighter’ or  ‘becomes bright’accept ‘stronger’‘there is more power’ is insufficienta comparative answer is required for the mark‘it is bright’ is insufficient as it does not describe the change

1 (L4)

(ii)     •    bulbs would go outaccept ‘no brightness’ or  ‘no light’accept ‘it decreases’accept ‘weaker’‘not bright’ is insufficient‘none’ or  ‘nothing’ are insufficient‘there is no power’ is insufficient‘darker’ is insufficient

1 (L4)[7]

 

 

M4.          (a)    

all four  lines are required for three marksany three  lines are required for two marksany two  lines are required for one markif more than one line is drawn from a symbol,do not give credit for that symbol

3 (L4)

(b)     batteryaccept ‘cell’ or ‘cells’accept ‘power supply’ or  ‘power pack’

1 (L4)

(c)    

  series parallel

circuit 1  

circuit 2  

both  ticks are required for one markif more than one box is ticked in any row, award no mark

1 (L4)

(d)     copperaccept ‘aluminium’accept ‘gold’do not accept any other metal

1 (L4)[6]

 

 ##

          (a)

A B C D

off off off off

off off off off

on on on on

on on off off

award a mark for each correct row3 (L6)

(b)     any one from

•    close S4 and S5

•    only leave S3 openaccept ‘close 4 and 5’accept ‘only leave 3 open’‘leave switch 3 or 3 open’ is insufficient

1 (L6)[4]

 

 

M6.          (a)     (i)      •    no magnetic force if more than one box is ticked, award no markignore added poles

1 (L4)

(ii)     •    attract if more than one box is ticked, award no markignore added poles

1 (L3)

(iii)     •    attract if more than one box is ticked, award no markignore added poles

1 (L3)

(b)     (i)

• N

 

S

  S

 

 

all three poles are required for the mark1 (L4)

(ii)

• N

 

S

  N

 

 

all three poles are required for the mark1 (L4)

[5]

 

 

M7.          marks may be awarded for part (a) if the magnets are correctlylabelled in part (b) and no answer is given in part (a)

(a)     •    Magnet A

both poles are required for the mark1 (L4)

•    Magnet C

both poles are required for the mark1 (L4)

(b)     •    repel

•    attractanswers must be in the correct orderboth answers are required for the mark

1 (L4)

(c)     •

              both arrows are required for the mark

1 (L4)

(d)     •    it is attractedaccept ‘it gets faster’

1 (L4)

•    nothingaccept ‘it is not attracted or repelled’accept ‘it is not attracted’accept ‘it is not repelled’‘they stick together’ is insufficientdo not accept ‘it repels’

1 (L4)[6]

 

 

M8.          (a)     N at top and S at bottomboth poles are required for the mark

1 (L3)

(b)

          all three poles are required for the mark

1 (L4)

(c)

          all five poles are required for the mark

1 (L4)

(d)     steelaccept ‘iron’accept ‘nickel’accept ‘cobalt’

1 (L3)[4]

 

 

M9.          (a)     •    the core becomes magnetisedaccept ‘the disc becomes magnetised’accept ‘there is a magnetic field’accept ‘it becomes an (electro)magnet’accept ‘the stronger the current the stronger the magnet’do not accept  ‘the iron core becomes magnetic’do not accept  ‘the magnet gets stronger’

1 (L7)

          any one from

•    the core attracts the iron discaccept ‘the disc is pulled down’‘the disc moves down’ is insufficient as itdoes not imply that a force is exerted

•    there is more force on the iron discaccept ‘the magnet exerts a force on the disc’‘there is a force on the disc’ is insufficientas it does not refer to the origin of the force

1 (L7)

(b)     any one from

•    it would meltaccept ‘it would fuse’‘the coil would break’ is insufficient

•    it would get too hotaccept ‘it could catch fire’accept ‘it would blow’‘it would get hot’ is insufficient

1 (L7)

(c)     •    the greater the current, the greater the force or fieldaccept the converseanswers must refer to a pattern describinga continuous variabledo not accept  ‘it becomes more magnetic’

•    the more turns, the greater the force or fieldaccept the converseaccept ‘the more turns, the more powerfulor stronger the magnet’answers must include a comparison‘the more turns, the more powerful it is’ is insufficientaccept ‘the electromagnet with 200 turns is stronger’accept

‘doubling the turns more than doubles the force’award one mark if the answer refers toa number of coils rather than number of turns

2 (L7)[5]

 

 

M10.          (a)     (i)      the number of turns or coils of wireaccept ‘the coils’accept ‘the turns’

1 (L5)

(ii)     any one from

•    the current

•    the length or thickness or material of the wire or coilaccept ‘the voltage or power’accept ‘the wire’

•    the circumference of the coil

•    the size of paper-clipsaccept ‘the paper-clips’; ‘position of the coil on the nail’;‘tightness of the coil’; accept ‘distance between turns’;‘the nail’do not accept ‘the number of paper-clips’

1 (L5)

(iii)     any one from

•    count the paper-clips picked upaccept ‘number of paper-clips’; ‘count them’

•    measure their massaccept ‘weigh them’; ‘the more clips the stronger the magnet’;‘measure the distance at which a magnet will just pick upa paper-clip’

1 (L5)

(b)     any one from

•    an inaccuracy in resultsaccept a description of inaccuracies, such as‘she counted the number of clips wrongly’

•    a problem with the data or results

•    a problem with the method

accept ‘something wrong with the tests’accept ‘she used different sized paper-clips’accept ‘the paper-clips were already magnetised’accept ‘she did something wrong’‘the test is unfair’ is insufficient

1 (L6)

(c)     (i)     

                  if more than one box is ticked, award no mark

1 (L6)

(ii)     any one from

•    with bigger paper-clips she might miss the precise point atwhich the electromagnet stopped picking up paper-clips

accept ‘she would pick up differences between the numberof turns of the coil’accept ‘she might not see a change with big paper-clipsor she would see a change with smaller paper-clips’‘it will pick up a few large paper-clips but a  lot ofsmall paper-clips’ is insufficient

•    the smaller paper-clips might help to identify the precise pointat which the electromagnet stopped picking up paper-clips

accept ‘it is more precise or more sensitive’award a mark for a response identifying that greaterprecision is possible with smaller increments‘they are smaller’ is insufficient

1 (L6)[6]

 

 

M11.          (a)     they will repel or it will push the magnet away or it will push the coilaccept ‘it will change the direction of the force’accept ‘it will make the magnet twist around and attract’do not accept ‘the magnet moves away’

1 (L7)

(b)     (i)      any one from

•    because the magnet is heavier or the paper clip is lighteraccept ‘because the magnet is heavy’

•    so the moments are equal

1 (L7)

(ii)     current in the coil produces a magnetic fieldaccept ‘the coil becomes an electromagnet’or  ’the coil is magnetised’

1 (L7)

•    the magnet is attracted or repelledaccept ‘the field or coil exerts a force on the magnet’

1 (L7)

(iii)     any one from

•    the straw is deflected more or moves more

•    the reading is higher or goes up1 (L7)

any one from

•    it increases the magnetic field

•    it makes the electromagnet stronger

•    it attracts or repels the magnet more strongly1 (L7)

[6]

 

  

E2.          Facility values 

  Tier 3-6

  L3 L4 L5 L6

a 0.40 0.65 0.80 0.91

bi 0.55 0.80 0.95 0.97

bii1 0.61 0.67 0.73 0.76

bii2 0.47 0.66 0.71 0.75

ci 0.17 0.49 0.75 0.90

cii 0.12 0.55 0.85 0.97

 

 

E5.          In part (a), few pupils at Levels 3, 4 5 and 6 correctly decided which bulbs would be on and which off. Pupils at Level 7 answered an average of two rows out of the three correctly. At all levels pupils found the third row the most difficult to answer.

Part (b) was generally answered well by pupils at Levels 6 and 7. The majority of pupils at Level 5 and below incorrectly answered close all the switches.

 

 

E8.          Pupils’ performance on this question was varied. Part (a) was answered well by all pupils. Part (b) was also answered well by pupils gaining levels 4, 5 and 6, with nearly all pupils at level 6 correctly identifying the three poles by applying their knowledge that unlike poles attract. In the unfamiliar situation shown in part (c) pupil performance was less good, especially amongst pupils gaining levels 3 and 4.

Facility values

  Omit (%) Facility

(a) 7 0.82

(b) 1 0.74

(c) 2 0.54

(d) 7 0.60

 

 

E10.          Nearly all the pupils at Level 7 correctly gave the number of coils as the independent variable in part (a)(i). Nearly 10% of pupils below Level 7 gave the incorrect answer the power of the supply.

At all levels the most frequently given answer to part (a)(ii) was the current/voltage. The nail was also a popular answer at all levels. About 5% of pupils gave the independent variable, the number of coils.

Part (a)(iii) was answered well by most pupils at Level 5 and above.

Although well answered by pupils at Level 7, part (b) proved difficult for pupils at lower levels.

Pupils at all levels performed badly on part (c)(i). Only at Level 7 was the correct answer – the first picture, of the smallest paper-clips – the most popular choice. Pupils at Levels 5 and 6 most frequently chose the third and fourth pictures – both of intermediate sized paper-clips.

Part (c)(i) proved the most difficult part of the question for pupils at all levels. Only 20% of Level 7 pupils able to explain why using the smallest paper clips would make the results more accurate although 50% had chosen them correctly. At all levels a common explanation was they are the right size.

 

 

E11.          In part (a) most pupils predicted correctly that the magnet would be repelled if it was turned round. Fewer than half the pupils had sufficient knowledge of moments to explain why the paper clip was further from the pivot than the magnet in part (b)(i). In part (b)(ii) 62% of pupils stated correctly that the magnet would be repelled or attracted but only a quarter of pupils stated that the current in the coil produced a magnetic field. Over half the pupils omitted this part of the explanation. Nearly half the pupils stated the effect of the iron core in part (b)(ii) , but fewer than a third could explain this effect. Just over a fifth of the pupils who failed to gain a mark did so because their answer lacked precision or clarity.

          Facility values

Item Omit (%) Facility

(a)        (i) 1 0.66

(b)        (i) 3 0.43

(b)        (ii)            1 56 0.20

(b)        (ii)            2 13 0.62

(b)        (iii)            1 21 0.47

(b)        (iii)            2 20 0.28

Facility values by level

  Tier 5-7

Item Level 5 Level 6 Level 7

(a) 0.49 0.66 0.78

(b)        (i) 0.21 0.52 0.78

(b)        (ii)        2 0.57 0.90 1.20

(b)        (iii)       2 0.37 0.81 1.39