KS3 Energy Transfer 1

Q1.

A gannet is a type of sea bird.

(a) When a gannet flies at a constant height above the sea, there is a downward force
of 30N on the gannet.

What is the size of the upward force on the gannet?

Tick the correct box.
less than 30N
exactly 30N
more than 30N
need more information
1 mark
(b) To catch food, the gannet dives down into the sea.
What is the useful energy transfer when the gannet dives?
Choose words from the box below.
thermal gravitational potential sound kinetic light
When the gannet dives, ................................................................. energy is
transferred to ........................................................................ energy.

2 marks
(c) Label the arrows to show the names of the forces acting on the gannet as it dives.
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2 marks
(d) Gannets have pockets of air between their muscles and their skin.
Suggest how this is a good adaptation for gannets when they hit the water at fast
speeds.
......................................................................................................................
......................................................................................................................
1 mark
(e) The gannet releases energy through respiration.

An aeroplane also releases energy when fossil fuels burn.
Write two other ways that respiration and burning are similar.
1 ...................................................................................................................
2 ...................................................................................................................
2 marks
maximum 8 marks
Q2.
In a power station, coal can be used to generate electricity.
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(a) Use words from the box to answer the questions below.
chemical electrical gravitational potential
kinetic light sound thermal

1 mark
(i) What is the useful energy transfer when coal is burnt?
............................... energy is transferred to ............................. energy

1 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 ............................. energy

1 mark
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(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
Q3.
A company has made a new material called ‘Wellwarm’. They want to use ‘Wellwarm’ to
make coats.
(a) A scientist tested ‘Wellwarm’ to see how well it insulated a beaker of hot water.
She tested ‘Wellwarm’ and three other materials as shown below.
material A material B material C material D
She wrapped each beaker in a different material.

She recorded the temperature at the start and 20 minutes later.
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(i) What was the independent variable that the scientist changed?
...............................................................................................................
1 mark
(ii) What was the dependent variable that the scientist measured during the
investigation?
...............................................................................................................
1 mark
(b) The results of the investigation are shown below.
time temperature of water (°C) wrapped in
(minutes) material A material B material C material D
0 60 60 60 60
20 34 40 38 36
(i) The scientist said that the ‘Wellwarm’ material is the best insulator.
Which material was ‘Wellwarm’? Use the results to help you.
A B C D
1 mark
(ii) Use the evidence in the results table to explain your choice.
...............................................................................................................
...............................................................................................................
1 mark
(c) The company made a coat from each of the four materials they tested.
A person tested the different coats by wearing each one in a cold room.
He measured the temperature inside each coat for 30 minutes.
Write down two other variables that should be controlled to make this a fair test.
1. ....................................................................................................................
1 mark
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2. ....................................................................................................................
1 mark
(d) Write down one thing the scientists should do to make sure the person testing the
coats is safe.
........................................................................................................................
1 mark
(e) Suggest one advantage of using a temperature sensor and data logger instead of a
thermometer in this experiment.
........................................................................................................................
........................................................................................................................
1 mark
maximum 8 marks
Q4.
(a) The diagram below shows George using his laptop.
Light from the lamp is reflected by the laptop screen.
(i) On the diagram above draw a ray of light to show how George sees the light
from the lamp reflected by the laptop screen. Use a ruler.
Draw arrows to show the direction of light.

3 marks
(ii) With the laptop screen in the position shown in part a(i), George sees an
image of the lamp on the screen.
George tilts the screen forwards as shown below.
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When the screen is tilted forwards it is easier for George to see the words on
the screen.
What happens to the reflected ray of light when the screen is tilted?
...............................................................................................................
...............................................................................................................
1 mark
(b) George listens to music on his headphones.
Complete the sentence below using words from the box.
chemical electrical gravitational potential
sound thermal
The useful energy change in the headphones is from ..................................
energy into .................................. energy.

1 mark
maximum 5 marks
Q5.
(a) The diagrams below show how much heat is lost from different parts of a house
every second.
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Through which part of the house above is most heat lost?
................................................................
1 mark
(b) Part of the house is insulated to reduce the loss of heat.

This is shown below.
(i) Which part of the house has been insulated?
................................................................
1 mark
(ii) Explain your answer.
...............................................................................................................
...............................................................................................................
1 mark
(c) The table below gives information about three fossil fuels that can be used to heat a
house.
energy Does the fuel produce these

fuel physical released substances when burned?
state when 1g is
sulphur
burned (J) water
dioxide
coal solid 25000 yes yes
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oil liquid 42000 yes yes
methane gas 55000 yes no
(i) Which fuel in the table releases the least energy when 1 g is burned?
................................................................
1 mark
(ii) Methane can be compressed.

Which information in the table shows that methane can be compressed?
...............................................................................................................
1 mark
(iii) Sulphur dioxide causes acid rain.

Use the table to explain why burning methane does not produce acid rain.
...............................................................................................................
...............................................................................................................
1 mark
maximum 6 marks
Q6.
David uses a falling mass to split wooden logs.
The 5 kg mass slides down the rod and hits the metal blade.
The force on the blade splits the log.
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(a) To lift the mass David uses energy stored in his muscles.
What energy transfer occurs when David’s muscles lift the mass?
from ...................................................................... energy in his muscles to
gravitational potential energy of the mass

1 mark
(b) David lifts the mass. The mass gains 50 J of gravitational potential energy. The
falling mass changes this energy into kinetic energy.
(i) As it falls, what is the maximum amount of energy the mass can change from
gravitational potential energy to kinetic energy?
........................ J
1 mark
(ii) Not all the gravitational potential energy is transferred to kinetic energy as the
mass falls.
Give one reason for this.
...............................................................................................................
...............................................................................................................
1 mark
(c) Give two ways David can increase the kinetic energy of the mass just before it hits
the blade.
1. ...........................................................................................................
1 mark
2. ...........................................................................................................
1 mark
(d) David can use a different blade to split the logs.

The diagram below shows two different blades A and B.
The formula for pressure is: pressure =
Which blade puts more pressure on the log?

Write the letter.
..............
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Explain your answer in terms of area. Use the formula to help you.
........................................................................................................................
........................................................................................................................
1 mark
maximum 6 marks
Q7.
Nina’s bicycle has a front lamp and a rear lamp.
Both lamps are connected to the same battery.
(a) The circuit diagram for the lamps is drawn below.
(i) On the circuit diagram above, place a letter A to show the position of a
switch to turn only the front lamp on and off.
1 mark
(ii) On the circuit diagram above, place a letter B to show the position of a
switch to turn both lamps on and off at the same time.
1 mark
(b) The bulb in the rear lamp gives out white light.
White light is a mixture of all the colours of light.
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The plastic cover acts as a red filter.
Red light passes through the filter.
What happens to the other colours that do not pass through?
........................................................................................................................
1 mark
(c) Nina replaces the battery with a generator called a dynamo.

When Nina pedals her bicycle, the back wheel turns the generator.
Complete the sentences below using words from the box.
chemical electrical gravitational
kinetic light sound thermal
As Nina pedals, ..................................... energy in her muscles is
changed to kinetic energy.
When the generator turns, kinetic energy is changed to useful
..................................... energy in the wires. This energy in the wires is
changed to useful ..................................... energy in the bulb.
When the lamps are on, some of the energy in the bulb is wasted as
..................................... energy.
4 marks
maximum 7 marks
Q8.
Jenny put a spring She pressed the She let go of the spring
over a wooden rod. spring down 2 cm. and measured the
height it reached.
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not to scale
Jenny repeated her experiment. She pressed the spring down more each time.
Her results are shown in the graph below.
(a) Use Jenny’s graph to complete the table below.
distance the spring was height the spring

pressed down (cm) reached (cm)
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3
4
1 mark
(b) Jenny said, ‘If I double the distance I press the spring down, the height it reaches
will also double’.
How do the results show she was wrong?
........................................................................................................................
........................................................................................................................
1 mark
(c) This diagram shows the moving spring in three different positions.
Complete the sentences below by choosing words from the box.

You can use each word more than once.
most some least
(i) When the spring is moving at B it has kinetic energy and
.................................. gravitational potential energy.

1 mark
(ii) When the spring reaches C it has .............................. gravitational potential
energy and .................................. kinetic energy.

1 mark
(iii) When the spring stops at A it has .................................. kinetic energy and
.................................. gravitational potential energy.

1 mark
maximum 5 marks
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Q9.
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 these
symbols.
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 sound

1 mark
When the blades are turning, energy is wasted as
....................................... energy and ....................................... energy.
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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
Q10.
The drawings below show Caroline diving into a swimming pool.
As she falls, gravitational potential energy is changed into kinetic energy.
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(a) Why does Caroline have no kinetic energy at A?
................................................................................................................
................................................................................................................
1 mark
(b) The table shows Caroline’s gravitational potential energy and kinetic energy at
four stages of the dive.
stage of the dive total energy gravitational Kinetic energy

(kJ) potential energy (kJ)
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(kJ)
A 8 8 0
B 8 7 1
C 8 4 4
D 8 0
(i) Write the missing kinetic energy value for stage D in the table.
(ii) As Caroline falls there is no loss of energy to the air.

How do the energy values for stages A, B, C and D show this?
................................................................................................................
................................................................................................................
2 marks
(c) (i) Give the name of the force that causes Caroline to speed up as she falls.
............................................................
(ii) Caroline takes 0.5 s to fall from A to B and from B to C and from C to D.
How can you tell from the drawings that she is speeding up as she falls?
................................................................................................................
................................................................................................................
2 marks
(d) When Caroline enters the water she slows down.

Give the name of the force that slows her down.
................................................................................................................
1 mark
maximum 6 marks
Q11.
Keith has a wind-up radio.
It does not use batteries. It is powered by a steel spring.
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(a) Keith winds up the spring.
As the spring unwinds, potential energy in the spring is transferred to a
generator, which then turns.
The generator provides electrical energy for the radio.
Fill the gaps in the sentences below to show the useful energy changes which
take place in the generator and the speaker.
(i) As the generator turns, ............................................................. energy is
changed to electrical energy.

1 mark
(ii) In the speaker, electrical energy is changed to
............................................................. energy.
1 mark
(b) When Keith turns the volume up so that the radio is louder, the spring
unwinds more quickly.
Why does the spring unwind more quickly?
.........................................................................................................................
.........................................................................................................................
1 mark
(c) The radio has a solar cell which can also provide electrical energy.
Keith winds up his radio and takes it outside without changing the volume.
The steel spring unwinds more slowly when sunlight falls on the solar cell.
Explain why.
.........................................................................................................................
.........................................................................................................................
1 mark
(d) The wind-up radio was designed for use in poorer countries.
Suggest why wind-up radios are useful in poorer countries.
.........................................................................................................................
.........................................................................................................................
1 mark
maximum 5 marks
Q12.
Some pupils investigate whether double glazing or roof insulation is more efficient at
reducing heat loss from houses.
They have a model house which can have these features:
• window with single glazing
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• window with double glazing
• roof without insulation
• roof with insulation.
(a) A temperature sensor and a small lamp are placed inside the house. The lamp is
used as a heat source.
When the model house reaches a given temperature, the lamp is switched off.
A datalogger then records temperature regularly over time.
(i) What can the combination of single glazing and no roof insulation tell
pupils that is relevant to their investigation?
...............................................................................................................
...............................................................................................................
1 mark
(ii) Which two combinations must they use to find the more efficient way of
preventing heat loss in their model house?
................................................... and ...................................................
................................................... and ...................................................

1 mark
(b) The pupils predicted that the roof insulation will be more effective than double
glazing at reducing heat loss.
What evidence would support this prediction?
.........................................................................................................................
.........................................................................................................................
.........................................................................................................................
1 mark
(c) On the grid below, sketch the shape of the two graphs you would expect to see
on the datalogger if the pupils’ prediction is correct.
You do not need to add scales to the axes.
Use a solid line (_____) to show the graph for double glazed windows.
Use a dotted line (-------) to show the graph for roof insulation.
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2 marks
maximum 5 marks
Q13.
(a) In 2002 a large asteroid was discovered orbiting the Sun.
It was named Quaoar.
The diagram below shows Quaoar in four positions in its orbit.
not to scale
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(i) In which of the four positions, A, B, C or D, is the effect of the Sun’s
gravity on Quaoar the greatest?
..............
Explain your answer.
.............................................................................................................
.............................................................................................................
1 mark
(ii) On the diagram above, draw arrows to show the direction of the
Sun’s gravity on Quaoar in each of the positions A, B, C and D.
1 mark
(iii) At which position, A, B, C or D, is Quaoar travelling most slowly?
.............
Explain your answer.
.............................................................................................................
.............................................................................................................
1 mark
(b) The table below gives information about three of the planets in our
solar system.
average distance time for one Average surface

planet from Sun orbit temperature of planet
(millions of km) (Earth years) (ºC)
Saturn 1427 30 –180
Uranus 2870 84 –210
Pluto 5900 248 –230
(i) The time for one orbit of the planet Neptune is 165 Earth years.
Estimate the average distance of Neptune from the Sun.

Use information in the table to help you.
......................... millions of km
1 mark
(ii) How does the surface temperature of these planets vary with
distance from the Sun?
Use information in the table to help you.
.............................................................................................................
.............................................................................................................
1 mark
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(iii) Explain why the temperature varies with distance from the Sun in
this way.
.............................................................................................................
.............................................................................................................
1 mark
maximum 6 marks
Q14.
The drawing below shows a garden water feature. It is solar-powered.
The solar cell absorbs energy from the Sun.

The solar cell is connected to a motor in the bowl.
The motor drives a pump.
Water is pumped up to the jug and it flows back down to the bowl.
(a) Use the information above to help you to complete the following sentences.
Choose words from the list.
(i) The useful energy change in the solar cell is from

light to .................................... energy.
1 mark
(ii) The useful energy change in the motor is from

electrical energy to .................................... energy.
1 mark
(iii) As the water flows from the jug to the bowl .......................................
energy is changed into .................................... energy.
2 marks
(b) Give one advantage and one disadvantage of using a solar cell to power the
water feature.
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advantage ....................................................................................................
......................................................................................................................
1 mark
disadvantage ................................................................................................
......................................................................................................................
1 mark
maximum 6 marks
Q15.
John used an electrical heater to heat a cup of water. He kept stirring the water. When
the temperature reached 20°C, he started his stopwatch and measured the
temperature of the water every half minute.
He switched off the heater after 4 minutes, but continued to record the temperature.
His results are shown in the table.
One measurement is missing and another appears to be wrong.
Time (minutes) Temperature (ºC)
0.0 20
0.5 26
1.0 31
1.5 36
2.0 41
2.5 46
3.0
3.5 57
4.0 56
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4.5 58
5.0 59
5.5 59
(a) Use the results in the table to draw a graph on the grid.
Label the axes.
Plot the points and draw a smooth curve of best fit.
4 marks
(b) From your curve, estimate the temperature of the water after three minutes.
............°C
1 mark
maximum 5 marks
Q16.
The photograph shows some pupils in a log car on a theme-park ride.
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The drawing below shows the ride.
The letters A, B, C, D, E and F show different points along the track.
The car starts from A and travels to F, where it stops by hitting a bumper.
At E the car enters a trench filled with water.
(a) (i) At which two points does the car have no kinetic energy?
Give the two correct letters.
............... and ...............

1 mark
(ii) At which point does the car have the most gravitational potential energy?
Give the correct letter.
...............
1 mark
(iii) At which point does the car have some kinetic energy and the least
gravitational potential energy?
Give the correct letter.
...............
1 mark
(b) (i) The cars are not powered by a motor.

What force causes the cars to move along the track from B to C?
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...........................................................
1 mark
(ii) When a car splashes through the water at E, it slows down.

What force acts on the car to slow it down?
...........................................................
1 mark
(c) Complete the sentence below by choosing from the following words.
When the car hits the bumper at F, its ................................... energy
is transferred into .............................. energy and
.............................. energy.
3 marks
maximum 8 marks
Q17.
The back window of this car contains a heating element.
The heating element is part of an electrical circuit connected to the battery of the car.
The diagrams below show two ways of connecting the circuit of a heating element.
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(a) Give the name of each type of circuit:
circuit A ...................................................................
circuit B ...................................................................
1 mark
(b) A wire gets broken at point X on circuit A and at point Y on circuit B.
When the switch is closed, how does the broken wire affect the heating
element in:
(i) circuit A? ............................................................................................
...........................................................................................................
1 mark
(ii) circuit B? .............................................................................................
.............................................................................................................
1 mark
(c) In very cold weather, ice may form on the back window of the car.
When the heating element is switched on, the ice will disappear and the surface of
the window will become clear and dry.
(i) Fill the gap below to show the energy transfer that takes place.
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When the heater is switched on, ........................................ energy is
transferred from the wires to the ice.
1 mark
(ii) As the window becomes clear and dry, physical changes take place in the ice.
Fill the gaps below to show the physical changes which take place.
from ............................. to ............................. to .............................

1 mark
Maximum 5 marks
Q18.
Meera used the Internet to find out about energy resources. The drawing below shows
what Meera saw on her computer screen.
© 1996-2002 Ask Jeeves, Inc
(a) Coal is a fossil fuel.

Give the names of two other fossil fuels in the list on the screen.
.....................................................and.....................................................
2 marks
(b) (i) Wave energy is an example of a renewable energy resource.
From the list on the screen above choose two other renewable energy
resources.
.....................................................and.....................................................
2 marks
(ii) Meera found out how wave energy can be used to generate electricity.
She saw the diagram below on the Internet.
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Each box below shows a stage in generating electricity.
A The air turns the turbine.
The turbine turns the

B
generator.
The waves move up the

C
chamber.
The generator produces

D
electricity.
The waves push the air up

E
the chamber.
On the lines below write the letters of the stages in the correct order.
Two have been done for you.
.....C..... ........... ......A...... ........... ............

2 marks
Maximum 6 marks
Q19.
(a) Jacquie has a mobile phone. Energy is stored in the battery of the phone.
The drawing shows the battery being charged.
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(i) Which energy transfer takes place in the battery as it is being charged? Tick
the correct box.
chemical to sound sound to thermal
electrical to chemical thermal to electrical

1 mark
(ii) When the battery is fully charged, Jacquie unplugs the phone.
Which energy transfers take place when the mobile phone rings?
chemical to electrical to sound
electrical to chemical to sound
kinetic to electrical to sound
thermal to electrical to sound

1 mark
(b) Jacquie can change the ring-tone of her phone.

The diagrams below show the patterns made by four sound waves on an
oscilloscope screen.
They are all drawn to the same scale.
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Write the letter of the sound wave that matches each of the descriptions below.
(i) a loud sound with a low pitch .................
(ii) a quiet sound with a high pitch .................
(iii) a loud sound with a high pitch .................

3 marks
Maximum 5 marks
Q20.
Luke investigated the heating of water. He predicted that the rise in temperature would
depend on the volume of water.
The diagram shows the apparatus he used.
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Luke recorded his results in a table as shown below.
volume of water, temperature at start, temperature after

beaker
in cm3 in °C 2 minutes, in °C
A 25 18 30
B 50 18 24
C 75 18 22
(a) Why did Luke need to know the temperature of the water at the beginning and at the
end of the experiment?
.....................................................................................................................
.....................................................................................................................
1 mark
(b) Did Luke’s results support his prediction? Explain your answer.
.....................................................................................................................
.....................................................................................................................
1 mark
(c) Luke stirred the water during the experiment. How did this make his results more
reliable?
.....................................................................................................................
.....................................................................................................................
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1 mark
(d) Which of the following statements about the energy transferred to the beakers is
correct?
Much more energy went into beaker ‘A’

because its temperature increased the most.
The same amount of energy went into all

three beakers.
Beaker ‘C’ received the most energy

because there was more water to heat.
1 mark
(e) After a time, all three beakers cooled down to room temperature.
What happened to the thermal energy in the beakers as they cooled down?
.....................................................................................................................
.....................................................................................................................
1 mark
Maximum 5 marks
Q21.
The drawings below show what happens to the energy supplied to four appliances.
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(a) (i) What percentage of energy of the light bulb is given out as light?
Write your answer on the line by the light bulb.
1 mark
(ii) What percentage of energy is wasted by the mixer?

Write your answer in the box by the mixer.
1 mark
(iii) Complete the sentence below.
Parts of the mixer become hot because some of the electrical
energy is changed into .......................................... energy which is
wasted.
1 mark
(b) Energy is wasted as sound in many appliances.

Which appliance in the drawings produces sound which is not wasted?
........................................................
1 mark
(c) In which of the appliances is the highest percentage of energy wasted?
........................................................
1 mark
Maximum 5 marks
Q22.
A teacher set up the following apparatus behind a safety screen.
She placed 1 g of icing sugar in the end of the rubber tubing inside the tin, as shown
below.
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The teacher blew through the other end of the rubber tubing.
The icing sugar came into contact with the flame.
There was a loud explosion and the lid was blown off the tin.
(a) Complete the following sentence describing the energy changes which took place.
........................................... energy in the icing sugar changed to
............................................. energy and ............................... energy.

3 marks
(b) As a result of the explosion, the lid of the tin was pushed off.
Explain what had happened to the gas molecules inside the tin to make this happen.
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
2 marks
(c) When icing sugar is burned in this experiment, the gas used and the gas produced
are the same as when energy is released from sugar in the cells of the body.
(i) Which gas, in the air, is used when the icing sugar burns?
.................................................
1 mark
(ii) Give the name of the gas produced when the icing sugar burns.
...................................................
1 mark
(d) The table below shows the energy values of four food substances.
food substance energy value, in

kJ per 100 g
icing sugar 1680
curry powder 979
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flour 1450
custard powder 630
The teacher repeated the experiment with 1 g of custard powder.

What difference would this make to the experiment?
.....................................................................................................................
.....................................................................................................................
1 mark
Maximum 8 marks
Q23.
The drawings show a weightlifter. The stages in weightlifting are labelled A, B, C, D and E.
(a) (i) Complete the sentences below.
As the weights were lifted up, energy was transferred from
the man to the weights. This energy had been stored as
……………………… energy in the ………………………… of
the man’s arms.

2 marks
(ii) How was energy stored in the weights at stage C?
as chemical energy as elastic energy
as gravitational potential
as kinetic energy energy
1 mark
(b) Complete the sentences below.
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(i) In stage D, as the weights were falling, the energy was transferred
from …………………………… energy to…………………………… energy.

1 mark
(ii) In stage E, as the weights hit the floor, the energy was transferred
from …………………………… energy to …………………………… energy.

1 mark
Maximum 5 marks
Q24.
(a) In an iron rod the particles vibrate. If one end of an iron rod is heated, the vibrating
particles transfer energy to neighbouring particles which are not vibrating so
violently.
What is this process called?
……….………………………………
1 mark
(b) An electric immersion heater is put at the bottom of a large tank of water.
The water next to the heater becomes warm.
(i) What will happen to the warmed water next to the heater?
Give a reason for your answer.
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
2 marks
(ii) Why can heat not be transferred in this way in an iron rod?
…………………………………………………………………………………
…………………………………………………………………………………
1 mark
(c) In a liquid, some of the particles have enough kinetic energy to escape from the
surface.
This process happens even when the liquid is well below its boiling point.
(i) What is this process called? ……………………………………………….

1 mark
(ii) How will this affect the temperature of the liquid left in the container?
…………………………………………………………………………………
1 mark
Maximum 6 marks
Q25.
(a) Mammals use fat as a long-term store of energy.
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(i) The diagram shows some simple apparatus for investigating the amount of
energy released by burning fat.
4.2 kJ of energy will raise the temperature of 1 kg of water by 1°C.

1 g of fat contains 38.5 kJ of energy.
Calculate the rise in temperature of 1 kg of water if 0.5 g of fat is burned.

Show your working.
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
2 marks
(ii) Fat is stored in layers beneath the skin. This fat is part of the body’s energy
reserve. Give another function of the layers of fat.
…………………………………………………………………………………
…………………………………………………………………………………
1 mark
(b) Mammals use glucose as a fuel in respiration in their cells. The word equation for
respiration is:
glucose + oxygen → carbon dioxide + water
Mammals with a high rate of respiration need to have a high heart rate.
Page 39 of 92
Explain why.
……….………………………………………………………………………………
……….………………………………………………………………………………
……….………………………………………………………………………………
……….………………………………………………………………………………
2 marks
Maximum 5 marks
Q26.
Sam turns his bicycle upside down and turns the pedals fast so that the back wheel spins.
Sam holds a piece of card close to the back wheel.

The spokes hit the piece of card and Sam hears a ‘musical’ tone.
(a) Explain why the card produces a ‘musical’ tone.
......................................................................................................................
......................................................................................................................
1 mark
(b) When the spokes hit the piece of card, the wheel slows down
(i) Describe the energy change which occurs as the wheel slows down.
............................................................................................................
............................................................................................................
1 mark
(ii) Describe and explain what will happen to the pitch of the ‘musical’ tone as the
wheel slows down.
............................................................................................................
............................................................................................................
2 marks
Maximum 4 marks
Page 40 of 92
Q27.
Sue pumps up a bicycle tyre. As she does so, she notices that the pump becomes hot.
(a) Where, and how, was the energy stored before it was transferred in pumping up
the tyre?
......................................................................................................................
1 mark
(b) Explain how the gas molecules inside the tyre exert pressure on the walls of
the tyre.
......................................................................................................................
......................................................................................................................
1 mark
(c) The air going into the tyre was warmed up by the pumping. What effect will
this have on the motion of gas molecules in the air in the tyre?
......................................................................................................................
......................................................................................................................
1 mark
(d) When the air in the tyre becomes hotter, the pressure rises. Give one reason, in
terms of the motion of gas molecules in air, why the pressure rises.
......................................................................................................................
......................................................................................................................
1 mark
(e) The pressure in the tyre increases as Sue forces more air into the tyre. Explain why
a larger number of gas molecules increases the pressure in the tyre.
......................................................................................................................
......................................................................................................................
1 mark
Maximum 5 marks
Q28.
A flywheel is a rotating wheel which is used to store energy.
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(a) Energy must be transferred to a flywheel to make it rotate. How is the energy
in the rotating flywheel classified?
as chemical energy
as kinetic energy
as potential energy
as thermal energy
1 mark
(b) A flywheel is rotating at a high speed. No energy is being supplied to it. The
flywheel is used to turn a dynamo, and the energy from the dynamo is used to
light a bulb.
(i) The bulb is left connected until the flywheel stops rotating. Not all the
energy stored in the flywheel is transferred to the bulb. Some of it is lost.
Give two places from which it is lost, and explain how it is lost.
1. ........................................................................................................
..............................................................................................................
2. ........................................................................................................
..............................................................................................................
2 marks
(ii) The experiment is repeated using a different bulb which gives out more
energy each second. Compared to the first light bulb, describe how the
second light bulb will affect the motion of the flywheel, and explain your
answer.
.............................................................................................................
.............................................................................................................
.............................................................................................................
.............................................................................................................
2 marks
Maximum 5 marks
Q29.
A man does a ‘bungee jump’ over a lake. He jumps from point A with an elasticated rope
tied to his ankles. The rope reaches down to point B when it is not being stretched.
Page 42 of 92
The man falls past B, and the rope begins to stretch. He falls past point C to point
D, which is the lowest point he reaches. Then he begins to move upwards again.
Eventually he comes to rest at point C.
(a) (i) At which point, A, B, C or D, is the man when

the tension in the rope is greater than his weight? ...............................
1 mark
(ii) At which point, A, B, C or D, is the man when

the tension in the rope is equal to his weight? .....................................
1 mark
(b) The graph shows how the man’s speed varies with time as he falls from point
A to point D and bounces back upwards.
Page 43 of 92
The point when the man jumped from A has been labelled on the curve.
Label the points on the curve when the man was at points B, C and D as he fell.
3 marks
(c) The total energy of the man and the rope includes the man’s potential energy, his
kinetic energy, and the elastic (strain) energy stored in the stretched rope.
Describe how the elastic (strain) energy in the rope changes as the man falls
from point A to point D.
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
2 marks
Maximum 7 marks
Q30.
In our Solar System, Pluto is usually the furthest planet from the Sun.
The shape of its orbit is not quite a circle. The diagram shows the shape of Pluto’s orbit
and the position of the Sun.
Page 44 of 92
(a) Describe how the gravitational force of the Sun, acting on Pluto, alters as
Pluto moves round its orbit through points A, B, C and D.
Give reasons for your answers.
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
3 marks
(b) At which point, A, B, C or D, will Pluto have:
(i) the most potential energy? Explain your answer.
................... because ..........................................................................
.............................................................................................................
1 mark
(ii) the most kinetic energy? Explain your answer.
................... because ..........................................................................
Page 45 of 92
.............................................................................................................
1 mark
Maximum 5 marks
Q31.
Peter burns a piece of crispbread to find out how much energy is stored in it. Energy from
the burning crispbread raises the temperature of the water in the test-tube.
(a) Describe one way Peter has arranged the apparatus so that he is working safely.
......................................................................................................................
......................................................................................................................
2 marks
(b) Peter wants to find out if potato crisps contain as much energy as crispbread. He
does the experiment again using a piece of potato crisp.
Suggest two things he must do to make the experiment a fair test.
1. .................................................................................................................
2. .................................................................................................................
1 mark
The table shows some of the nutritional information from a packet of crispbread and
a packet of potato crisps.
(c) Peter burns 1.0 g of potato crisp instead of 1.0 g of crispbread in a similar
experiment. What result will he get when he burns the potato crisp? Tick the correct
box.
Page 46 of 92
The change in the temperature of the water will be greater.
The change in the temperature of the water will be the same.
The change in the temperature of the water will be smaller.
There will be no change in the temperature of the water.

1 mark
(d) (i) Fibre contains energy. Explain why this energy can not be used by the
human body.
.............................................................................................................
.............................................................................................................
1 mark
(ii) Use the table in part (b) to give two reasons for choosing crispbread rather
than potato crisps as part of a balanced diet.
1. .........................................................................................................
.............................................................................................................
2. .........................................................................................................
.............................................................................................................
2 marks
(e) Crispbread does not contain vitamin C. Which of the foods in the list below is the
best source of vitamin C?
cheese eggs fish oranges
1 mark
Maximum 8 marks
Q32.
The drawing shows what happens to most of the energy in the food that a hen eats in
one day.
Page 47 of 92
(a) In the cells of the hen's body, energy is released from food by respiration
Complete the word equation for this process.
Glucose + …………….……… → ……….………………… + ………………………..

1 mark
(b) (i) Calculate the total energy which remains in the body of the hen
.............................................................................................................
........................................................................................................ kJ
1 mark
(ii) What is this energy used for?
.............................................................................................................
.............................................................................................................
1 mark
(c) Suggest how farmers might reduce the amount of energy which hens lose each day
by thermal transfer.
......................................................................................................................
......................................................................................................................
1 mark
(d) Farmers can reduce the amount of energy which is transferred by movement and
thermal transfer from hens. Suggest two reasons why this is cost-effective.
1. .................................................................................................................
.....................................................................................................................
2. .................................................................................................................
.....................................................................................................................
2 marks
Maximum 6 marks
Q33.
Page 48 of 92
A bell in a church tower is attached to a wheel of radius 0.8 m. The bell is balanced
upside down. The bell-ringer pulls the rope with a force of 50 N.
(a) Calculate the moment (turning effect) on the wheel. Give the unit.
......................................................................................................................
......................................................................................................................
2 marks
(b) The bell turns. When the rope is travelling at its highest speed, it moves 0.5 m in
0.04 s.
What speed is this? Give the unit.
......................................................................................................................
......................................................................................................................
2 marks
(c) The bell rings twice but the second ring is quieter than the first. Both rings have the
same pitch.
Complete the sentences below to compare the two rings.
The amplitude of the second ring was .............................. the amplitude of the first
ring.
The frequency of the second ring was .............................. frequency of the first ring.
2 marks
(d) The sound of a bell is within the audible range of most people.
Which is most likely to be the frequency of the sound made by a bell?

Page 49 of 92
1 mark
(e) The energy given out when the bell rings was originally stored in the bell-ringer.
Describe the main sequence of useful energy transfers which take place when a
bell-ringer rings a church bell.
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
3 marks
Maximum 10 marks
Q34.
A pupil has two well-insulated containers of water at 20° C. She takes two identical blocks
of aluminium, both at 100° C, and puts one into container A and the other into container B.
The temperature of the water rises in each container until it reaches a steady value. Her
results are shown in the table.
(a) Explain why the final temperature of the water is lower in container B.
......................................................................................................................
......................................................................................................................
1 mark
(b) What is the final temperature of each aluminium block?
Page 50 of 92
The block in container A is at ..............................°C.
The block in container B is at ..............................°C.

1 mark
(c) Which of the identical aluminium blocks transferred more energy to the water?
Explain your reasoning.
......................................................................................................................
......................................................................................................................
1 mark
Maximum 3 marks
Q35.
(a) A torch battery is an energy resource. How is the energy stored in a torch battery?
as chemical energy
as kinetic energy
as potential energy
as thermal energy
1 mark
(b) When a torch is switched on, energy is transferred from the battery to the bulb.
How is energy transferred from the battery to the bulb?
by electricity
by light
by sound
by thermal energy
1 mark
(c) Energy is transferred from the torch bulb to the surroundings.
Page 51 of 92
Choose from the following terms to complete the sentences.
electricity light sound thermal transfer
(i) Energy is transferred from the torch bulb to the surroundings in a
useful way by ...............................................

1 mark
(ii) Some energy is wasted. The wasted energy is transferred from the
bulb to the surroundings by ...............................................

1 mark
(d) The torch is lifted up and put on a high shelf.
Energy is transferred to the torch as it is lifted up. The energy is stored in the torch
while it stays on the shelf.
What energy has the torch gained?
....................................................................................................................
1 mark
Maximum 5 marks
Page 52 of 92
Mark schemes
Q1.
(a) exactly 30 N
if more than one box is ticked, award no mark
1 (L5)
(b) • gravitational potential
• kinetic
accept ‘gravitational’ or ‘potential’ for gravitational potential
award one mark for each correct answer
answers must be in the correct order
2 (L5)
(c) any one from
• air resistance
accept ‘drag’
‘resistance’ is insufficient
• friction
‘upthrust’ is insufficient as it is negligible in this case
1 (L5)
any one from
• weight
accept ‘gravity’
‘thrust’ is insufficient
• gravitational (force)
1 (L5)
(d) any one from
• they cushion the impact with water

accept ‘protects organs or muscles’
‘for protection’ is insufficient
• it acts as a shock absorber

accept ‘to make it buoyant after the dive’
accept ‘helps them float or get back up’
‘stops hurting them’ is insufficient
‘slows them down’ is insufficient
‘insulation’ or ‘keeps them warm’ is insufficient
1 (L6)
(e) any two from
• (both) require oxygen

accept ‘they (both) use oxygen’
Page 53 of 92
• (both) produce carbon dioxide
• (both) produce water

answers referring to energy are insufficient e.g. ‘they
produce heat’
2 (L6)
[8]
Q2.
(a) (i) • chemical
1 (L6)
• thermal
accept ‘kinetic’
‘heat’ is insufficient
‘movement’ is insufficient
1 (L6)
(ii) any one from
• sound
• light
1 (L6)
(b) • kinetic
electrical
both answers are required for the mark
‘movement’ is insufficient for kinetic
1 (L6)
(c) any one from
• the wind speed varies

accept ‘it depends on the weather’
• sometimes the wind does not blow

accept ‘the wind is unreliable’
• the wind cannot be controlled

accept ‘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)
Page 54 of 92
(ii) • renewable source
both the correct answer and a correct explanation are
required for the mark
you can grow more plants

accept ‘you grow it (again)’
do not accept ‘you can use it again’
‘it is a biofuel’ is insufficient
1 (L6)
[7]
Q3.
(a) (i) (the type of) material
accept ‘fabric’
1 (L5)
(ii) the temperature after 20 minutes

accept ‘temperature’
‘temperature at start’ is insufficient
accept ‘temperature change’
accept ‘how hot the water is’
‘heat’ is insufficient
1 (L5)
(b) (i) B
1 (L5)
(ii) beaker B was warmer (at the end than the others)
accept the converse
accept ‘the temperature was higher’
accept ‘it dropped the least’
accept ‘it lost the least heat’
‘B was 40°C at the end’ is insufficient
1 (L5)
(c) any two from
• temperature in cold room

‘temperature’ is insufficient
‘the person’ or ‘the time’ is insufficient
accept ‘his temperature before he went in’
• style or size of coat

accept ‘amount of material’
• the clothes he wears for each test

accept ‘(same) underclothes’
• level of activity
accept ‘he had eaten the same food before each test’
2 (L5)
(d) • do not let the volunteer’s body temperature go down too far
Page 55 of 92
accept ‘do not let him or the room get too cold’
accept ‘have a doctor nearby’
accept ‘monitor or check him’
accept ‘measure his heart rate or breathing rate’
accept ‘wear gloves’ or ‘keep his head warm’
accept ‘make sure the volunteer is healthy’
or ‘is not allergic to the material’
1 (L5)
(e) any one from
• monitor the temperature from outside the room

accept ‘remote sensing’
accept ‘you have to open the coat to read the thermometer’
• it gives you a continuous record (of the temperature)

accept ‘you do not have to write down the results’
• it is more accurate or precise

accept ‘it eliminates human error’
‘accurate’ is insufficient
accept ‘the experiment is more reliable’
‘more reliable’ is insufficient
1 (L5)
[8]
Q4.
(a) (i) • a continuous straight line from the lamp to the screen and from
the screen to George’s eye
1 (L5)
• angle of incidence approximately equal to the angle of reflection
accept a reflection anywhere between the dotted lines

on the laptop screen
1 (L5)
• arrows in the correct direction on the incident and reflected ray

accept one arrow on a continuous ray showing reflection
1 (L5)
(ii) the reflected ray or the light image misses George’s eyes
accept ‘the ray of light is reflected at a different angle’
accept ‘it moves down’
Page 56 of 92
‘the lamp is not shining in his eye’s is insufficient
do not accept responses referring to scattering
‘it changes’ is insufficient
do not accept ‘the ray of light is reflected above his eye’
1 (L6)
(b) from electrical energy to sound energy

1 (L5)
[5]
Q5.
(a) walls
1 (L3)
(b) (i) roof

1 (L3)
(ii) any one from
• it now loses 700 (J)

accept ‘it is only 700’
‘it is 700’ is insufficient
• the energy is less (than before)

accept ‘it was 3 400 (J)’
• the energy or heat is different

accept ‘it has gone down’
• all the others do not change

accept ‘insulation reduces heat loss’
‘insulation keeps heat in’ is insufficient
1 (L4)
(c) (i) coal

‘solid’ is insufficient
‘25 000 J’ is insufficient
1 (L4)
(ii) it is a gas
accept ‘physical state’
1 (L4)
(iii) no sulphur dioxide (is given off)

accept ‘it says no in the sulphur dioxide column’
do not accept ‘it has no sulphur dioxide in it’
accept ‘there is no sulphur in it’
1 (L4)
[6]
Page 57 of 92
Q6.
(a) chemical
accept ‘potential’
accept ‘kinetic or movement’
1 (L6)
(b) (i) 50 J
1 (L7)
(ii) any one from

accept ‘some energy or heat or sound is wasted’
‘heat or sound or friction’ are insufficient
• energy is transferred as heat

‘some of the energy is lost’ is insufficient
• energy is transferred as sound
• friction or air resistance slows it down

accept ‘as it is still falling, some is still gravitational’
1 (L7)
(c) any two from
• lift it to a greater height

accept ‘make the rod longer’
‘change the height or mass’ is insufficient
• make the mass more streamlined or aerodynamic

‘make the rod bigger’ is insufficient
‘drop it faster’ is insufficient
• push the mass down

accept ‘push it’
‘push the rod down’ is insufficient
• put grease or oil on the rod (to decrease friction)

accept ‘make the rod smoother’
‘use more force’ is insufficient
‘make the rod thinner’ is insufficient
accept ‘increase the mass’
2 (L7)
(d) A
both blade A, and the correct explanation
are required for the mark
if you divide the force by a smaller area, the pressure will be larger
accept ‘it has a smaller area (at that point)’
‘it is more pointed’ or ‘is it sharper’ are insufficient
‘force is more concentrated’ is insufficient
Page 58 of 92
accept ‘the force is more concentrated on a smaller area’
do not accept ‘there will be more force’
do not accept responses that refer to ‘concentrated
pressure’
1 (L7)
[6]
Q7.
(a) (i) •
accept a switch drawn and labelled A marked

on any part of the circuit highlighted
do not accept a switch at either function
the switch must be labelled for the mark
1 (L5)
(ii) •
accept a switch drawn and labelled B marked

on any part of the circuit highlighted
do not accept a switch at either junction
the switch must be labelled for the mark
1 (L5)
(b) • they are absorbed

accept ‘they are blocked or
filtered out’
‘they are filtered’ is insufficient
1 (L6)
(c) • chemical
1 (L6)
• electrical
1 (L5)
• light
1 (L5)
• thermal
‘heat’ is insufficient as the question asks for
a word from the box
1 (L5)
[7]
Page 59 of 92
Q8.
(a) •
2 20
3 45 or 46
4 80
all three answers are required for the mark

1 (L5)
(b) any one from
• the height for 4 cm is 4 times the height for 2 cm

accept ‘for 2 cm it went 20 cm but for 4 cm it went 80 cm’
a mark may be awarded for other correct figures
accept ‘if I double the distance it goes four times as high’
‘when she doubled the distance it did not double the height’
is insufficient
• the graph is a curve

accept ‘the graph is not a straight line’
• the height for 2 cm is not twice the height for 1 cm

accept ‘if it goes from 2 to 3 cm, the height more than
doubles’
• the height should have been 40 cm when he pressed it down 4 cm

accept appropriate arguments for other values
1 (L6)
(c) (i) • some

some
1 (L6)
(ii) • most
least
1 (L6)
(iii) • least
least
1 (L6)
[5]
Q9.
(a) •
Page 60 of 92
accept a battery drawn as ‘ ’
all three symbols must be connected in series
all three symbols must be drawn correctly
do 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) • heat
1 (L4)
• sound
accept ‘thermal’
answers may be in either order
1 (L4)
(c) (i) • it turned more slowly

accept ‘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 brighter

accept ‘blew it’ or ‘it went out’
accept ‘it became hotter’ or ‘it heated up’
1 (L4)
[6]
Q10.
(a) any one from
• she is not moving or falling

accept ‘she has not dived or jumped’
award a mark for an answer which
implies she is not moving
• she is standing still

accept ‘she is still’
1 (L5)
Page 61 of 92
(b) (i) • 8
1 (L5)
(ii) any one from
• the total energy is the same

accept ‘they are the same
• the gravitational potential and the kinetic energy add up to 8

accept ‘they all add up to 8’
1 (L6)
(c) (i) • gravity

accept ‘gravitational’ or ‘gravitational pull’
accept ‘weight’
do not accept ‘mass’
1 (L5)
(ii) any one from
• the distance between stages or drawings increases

accept ‘they are further apart’
• she falls further each time

accept ‘the positions are further apart’
accept ‘the arrows get longer
accept ‘her kinetic energy increases’
‘by the position of her body’ is insufficient
1 (L6)
(d) any one from
• friction
accept ‘water resistance’
do not accept ‘air resistance’
• drag
accept ‘upthrust
‘resistance’ is insufficient
1 (L6)
[6]
Q11.
(a) (i) kinetic
accept ‘movement’ or ‘motion’
1 (L7)
(ii) sound
accept ‘kinetic’ or ‘movement’ or ‘motion’
1 (L7)
(b) any one from

answers must refer to ‘energy’ or ‘power’
Page 62 of 92
• loud sounds dissipate more energy than quieter sounds
accept ‘energy is used or needed more quickly’
• energy is transferred more quickly

accept ‘it is using more power’ or ‘more energy is
transferred per second’
• more potential or kinetic energy is converted to sound

accept ‘more energy is converted to sound’
accept ‘it is using or transferring more energy’
accept ‘it produces more electrical energy’
do not accept ‘it uses more electricity’
1 (L7)
(c) any one from
• solar energy or light energy is used

accept ‘the radio is run by sunlight or light’
• less energy is provided by or taken from the spring

accept ‘the light provides a second source of energy’
• energy is provided by the solar cell

accept ‘the radio is run by the Sun’
accept ‘the radio has two sources of energy’
1 (L7)
(d) any one from
• batteries or mains electricity are not available
• batteries or mains are not needed
• people cannot afford batteries or mains electricity

accept ‘the energy resource is free’
accept ‘they are cheap to run’
‘they are cheap’ is insufficient
1 (L7)
[5]
Q12.
(a) (i) any one from
• the effect of adding no extra insulation to the windows

and roof
accept ‘effect of not adding insulation’
• it provides a baseline measure
• the temperature without any effort to reduce the heat loss

accept ‘as a comparison or control’
accept ‘how much energy is normally lost’
accept ‘how much heat single glazing keeps in’
accept ‘what would happen if we did nothing’
Page 63 of 92
1 (L7)
(ii) double glazing and roof without insulation and a roof with
insulation and single glazing
1 (L7)
(b) any one from
• a longer time (roof insulation) to fall between two temperatures

accept ‘slower heat loss for insulation’
accept ‘faster heat loss for double glazing’
• smaller temperature fall (roof insulation) in a given time

accept ‘more heat loss for double glazing’
accept ‘roof insulation stays warmer than double glazing’
accept ‘if it is quicker for the house to reach a given
temperature’
1 (L7)
(c) • both lines or curves starting from the same temperature, descending
and approaching (not crossing) the room temperature line
1 (L7)
• the solid line or curve descending more steeply than the other
allow a difference of 5 small squares at the start
accept correctly labelled curves which do not use
solid and dotted lines as required by the question
1 (L7)
[5]
Q13.
(a) (i) C - it is the closest to the Sun
accept ‘it is closer or close’
both the letter and the correct explanation
1 (L5)
(ii) an arrow from each of the points A, B, C and D towards the Sun
all four arrows are required for the mark
1 (L5)
(iii) A
it is furthest from the Sun or the effect of the

Sun’s gravity is weakest
accept ‘it is further or far away’
accept ‘gravity is low or lower’
both the letter and the correct explanation
1 (L6)
(b) (i) a number greater than 2870 and smaller than 5900
1 (L5)
Page 64 of 92
(ii) the further away the lower the temperature
accept the converse
accept ‘the further away the colder it is’
1 (L5)
(iii) any one from
• planets further away receive less energy or heat

accept ‘light’ for energy
do not accept ‘the Sun’s heat cannot reach heat
planets that are far away’
• energy from the Sun spreads out

accept ‘the Sun’s rays are weaker or not as strong’
‘the Sun is weaker’ is insufficient
• less heat reaches the planets that are further away

1 (L6)
[6]
Q14.
(a) (i) electrical
1 (L5)
(ii) kinetic
accept ‘movement’
1 (L6)
(iii) • gravitational potential

accept ‘gravitational’ or ‘potential’
1 (L6)
• kinetic or sound or thermal

accept ‘heat’ for thermal
accept for two marks ‘kinetic into sound’
or ’kinetic into thermal’
1
(b) advantage
• the energy will always be replaced

accept ‘it will not run out’
• it is renewable
accept ‘it does not use fuel or mains electricity’
• it is free to run
accept ‘it is cheap’
• a battery might leak

accept ‘no pollution with a solar cell’
1 (L5)
Page 65 of 92
disadvantage
• if the Sun goes in the pump will stop
• it will not work at night or in the dark

accept ‘it must be in the Sun to work’
accept ‘it is not sunny all the time’
do not accept ‘can be used again’
1 (L5)
[6]
Q15.
(a) • X-axis: time (minutes)
Y-axis: temperature (°C)

1 (L7)
• appropriate scales such as 2 cm represents 10°C,

2 cm represents 1 minute
1 (L7)
• 11 points plotted to within half a small square

1 (L7)
• a smooth curve of best fit (not dot-to-dot)

pupils can gain credit for correct responses to
other parts if the axes are wrongly labelled both
answers are required for the mark
units are required for the mark
at least one zero must be included at the origin
1 (L7)
(b) an answer consistent with the drawn curve

accept a tolerance of one small square
1 (L6)
[5]
Q16.
(a) (i) A and F
1 (L6)
(ii) A
1 (L6)
(iii) E
1 (L6)
(b) (i) gravity or gravitational force

accept ‘weight’
1 (L6)
(ii) any one from
Page 66 of 92
• friction
• drag
• water resistance
accept ‘air resistance’
1 (L5)
(c) kinetic
the last two answers may be in either order
1 (L5)
sound
1 (L5)
thermal
accept ‘heat’
1 (L5)
[8]
Q17.
(a) circuit A: series
circuit B: parallel
1 (L5)
(b) (i) the circuit or heating element will stop working

accept ‘it will not work’ or ‘it will be off’
accept ‘the whole circuit has no current through it’
accept ‘it becomes cooler’
do not accept ‘it breaks the heater or element or it’
1 (L5)
(ii) any one from
• the circuit or element will continue to work
• one wire will not heat the window

accept ‘the bottom one has no current through it’
‘nothing’ or ‘it will not be affected’ are insufficient
accept ‘it will work less well’
accept ‘the bottom wire becomes cooler’
do not accept ‘it becomes cooler’
do not accept ‘it does not work properly’
1 (L5)
(c) (i) thermal accept ‘heat’

1 (L5)
(ii) from solid to liquid to gas

all three states are required for the mark
accept ‘from solid to liquid to vapour or steam’
accept ‘from ice to water to vapour or gas’
1 (L5)
[5]
Page 67 of 92
Q18.
(a) oil
1 (L4)
natural gas
accept ‘gas’
1 (L4)
(b) (i) any two from

• wind
• solar
• tidal
• biomass
• geothermal
2 (L4)
(ii) C E A B D
if all three letters are correct, award two marks
if one letter is correct, award one mark
2 (L4)
[6]
Q19.
(a) (i) electrical to chemical
1 (L5)
(ii) chemical to electrical to sound

1 (L5)
(b) Q
1 (L6)
R
1 (L6)
P
1 (L6)
[5]
Q20.
(a) any one from
• to see how much the temperature went up
• to work out the temperature rise

do not accept ‘to make it a fair test’
1 (L5)
Page 68 of 92
(b) any one from
• yes because the smaller the volume the greater the rise in temperature
• yes because the greater the volume the smaller the rise in temperature
1 (L5)
(c) any one from
• it distributed the hot water throughout the beaker
• it made sure the water was heated evenly
• to make sure the temperature of the water was the same throughout
do not accept ‘the water heats up more quickly’
1 (L5)
(d) The same amount of energy went into all three beakers.
1 (L6)
(e) any one from
• it decreased or got less

accept ‘it leaked out’ or ‘it was lost’
accept ‘it evaporated some of the water’
• it was transferred to the surroundings

accept ‘it heated up the air’
1 (L6)
[5]
Q21.
(a) (i) 5
1 (L4)
(ii) 60
1 (L4)
(iii) thermal
accept ‘heat’
1 (L4)
(b) radio
1 (L4)
(c) light bulb

accept ‘bulb’ or ‘light’ or ‘lamp’
1 (L3)
[5]
Q22.
(a) chemical
accept ‘potential’ or ‘stored’
1 (L6)
Page 69 of 92
any two from
• sound
• thermal
accept ‘heat’
• kinetic
accept ‘movement’
• light
2 (L6)
(b) any two from
• they gained energy

accept ‘they move more quickly’
• they hit the lid with greater force

accept ‘they hit the lid harder’
• they hit the lid more often

accept ‘the pressure inside the tin increased’
accept ‘the molecules are closer together’
accept ‘more molecules are present’
2 (L6)
(c) (i) oxygen

accept ‘O2’
1 (L6)
(ii) any one from
• carbon dioxide
accept ‘CO2’
• water vapour
accept ‘H2O’
accept ‘carbon monoxide’
1 (L6)
(d) any one from
• it was quieter
• the lid didn’t move as high

accept ‘the lid was not pushed off’
• less energy released

accept ‘it does not work’
1 (L5)
[8]
Q23.
Page 70 of 92
(a) (i) chemical
1 (L6)
muscles
1 (L6)
(ii) as gravitational potential energy

1 (L6)
(b) (i) potential or stored to kinetic

both parts are required for the mark
accept ‘movement’ for kinetic
1 (L6)
(ii) kinetic to thermal or sound or elastic

accept ‘heat’ for thermal energy
accept ‘movement’ for kinetic
1 (L6)
[5]
Q24.
(a) conduction
1 (L7)
(b) (i) it rises

accept ‘it forms a convection current’ or ‘it floats to the top’
1 (L7)
any one from
• it expands
accept ‘the molecules move further apart’
• it becomes less dense

accept ‘the particles move more quickly’
1 (L7)
(ii) any one from
• the atoms or particles in a solid cannot move

accept ‘the atoms cannot move around or are fixed’
• the atoms or particles are bonded tightly

accept ‘particles are bonded’
• iron is not fluid

accept ‘iron has a fixed shape’
do not accept ‘iron is a solid’
1 (L7)
(c) (i) evaporation

accept ‘evaporating’
1 (L6)
Page 71 of 92
(ii) any one from
• it gets colder
• it decreases
accept ‘it loses heat’
1 (L7)
[6]
Q25.
(a) (i) energy in 0.5 g of fat = 19.25 kJ
accept ‘38.5 kJ or 1 g of fat gives a rise in temperature of
9.2°C’ unit not required for the mark
1
4.6°C
accept answers in the range 4.56 – 4.60°C
accept the correct answer with no working for both marks
the unit is required for the mark
1
(ii) any one from
• it is an insulator
• it reduces heat loss

accept ‘to keep the heat in’
or ‘to keep the body temperature constant’
accept ‘it protects the organs’
do not accept ‘it stops heat loss’ or ‘it keeps us warm’
1
(b) any two from
• to transport oxygen quickly

accept ‘to transport more oxygen’
or ‘ oxygen is used up quickly’ or ‘more oxygen is needed’
• to remove carbon dioxide quickly

accept ‘carbon dioxide is produced quickly’
or ’to transport more carbon dioxide’
or ‘to get rid of waste more quickly’
• to transport glucose quickly

accept ‘glucose is used up quickly’ or ‘to transport more
glucose’
accept ‘to remove water quickly’
accept ‘they have small hearts’
2
[5]
Q26.
(a) the spokes make it vibrate
Page 72 of 92
accept ‘it vibrates’
accept ‘the spokes hit it many times each second’
1
(b) (i) kinetic energy in the wheel is transferred to the surroundings

by sound or heat
accept ‘K.E. to sound or heat’
or ‘from the wheel to the surroundings’
1
(ii) it will get lower

accept ‘it will get flatter or deeper’
1
because the spokes do not hit the card so fast or so often

or so frequently
accept ‘because there is a lower frequency of vibration’
1
[4]
Q27.
(a) as chemical energy in Sue or her muscles
accept ‘as chemical energy in glucose
or named chemicals’
1 (L6)
(b) the molecules collide with the walls of the tyre

accept ‘they hit the walls or the tyre’
or ‘they bounce off the walls’
1 (L7)
(c) they speed up or get faster

1 (L7)
(d) any one from
• they will hit the tyre wall more frequently
• they hit the tyre wall harder or faster

accept ‘more collisions with the tyre’
do not accept ‘more collisions’
do not accept ‘the molecules move faster’
1 (L7)
(e) there will be more frequent collisions with the tyre wall
accept ‘more collisions with the tyre’
do not accept ‘more collisions’
accept ‘the force applied by the molecules increases’
do not accept ‘less space for the molecules’
do not accept ‘there are more air molecules to hit the tyre
wall’
1 (L7)
[5]
Page 73 of 92
Q28.
(a) as kinetic energy
1 (L6)
(b) (i) both the place and the method by which energy is lost are
required for each mark
• from the axle or bearings by heat or sound

accept ‘from the bearing by friction’
or ‘the bearings get hot
or ‘from the axle when it squeaks’
1 (L7)
• from the wires by heat

accept ‘the wires get hot’
accept ‘from the dynamo as heat or sound’
or ‘from the dynamo when it gets hot or squeaks’
do not accept ‘goes into the air as heat or sound’
1 (L7)
(ii) it slows down more quickly

accept ‘it rotates for a shorter time’
do not accept ‘it slows down’
1 (L7)
because it transfers energy to the bulb more quickly

accept ‘because it transfers more energy to the bulb’
do not accept ‘because it transfers energy to the bulb’
1 (L7)
[5]
Q29.
(a) (i) D
1
(ii) C
1
(b)
one mark each for correctly labelling B, C and D
Page 74 of 92
accept B anywhere on the curve between 3.3 and 4.3 cm
from A
C is at the highest point on the curve
D is at the point where the speed is zero
3
(c) zero from A to B

1
increases from B to D
accept ‘increases after B’
do not accept ‘it increases’
accept ‘it is zero from A to B and then
increases’ for both marks
1
[7]
Q30.
(a) any three from
• the forces at points A and C are the same
• at point B Pluto is nearest so experiences the greatest force
• at point D Pluto is furthest so experiences the least force
• the direction of the force is always towards the Sun

accept ‘the gravitational force of the Sun is greatest
when Pluto is nearest’
accept ‘the gravitational force of the Sun is least
when Pluto is furthest away’
3
(b) (i) D, because it is furthest from the Sun

both the letter and the explanation are required for the mark
1
(ii) any one from

both the letter and the explanation are required for the mark
• B, because the most potential energy has been converted to kinetic

energy
• B, because it has the least potential energy
• B, because it is moving fastest

accept ‘B, because it is closest to the Sun’
1
[5]
Q31.
(a) any one from
• the test-tube is pointing away from him
Page 75 of 92
accept ‘the test-tube is pointing away from the edge
of the bench’ do not accept ‘the test-tube is at an angle’
• he used a cork and a pin to hold the burning crispbread

accept ‘he used a pin’ or ‘he is not holding the crispbread’
or ‘the cork is on the stand’
• the test-tube is held in a clamp

accept ‘he used a clamp’ or ‘the test-tube is held tightly’
• it is away from the edge of the bench
• the apparatus is arranged over the base of the stand for stability
accept ‘the tube is over the base’
do not accept ‘he is wearing goggles
1 (L5)
(b) any two from
• use the same amount of water
• use the same mass or weight of crisp

accept ‘use the same mass of food’
do not accept ‘use the same amount of food’
• the crisp must be the same distance from the test tube as the
crispbread was
• start with water at the same temperature
• shield both experiments from the draught

do not accept ‘use the same apparatus’
or ‘heat for the same amount of time’
2 (L4)
(c) The change in the temperature of the water will be greater.

1 (L6)
(d) (i) fibre is not digested

accept ‘it is not absorbed’
or ‘it does not get broken down’
do not accept ‘it is insoluble’
1 (L6)
(ii) any two from
• it contains less fat

accept ‘it is less fattening’
or ‘it contains less energy’
• it contains more fibre
• it contains more protein

do not accept ‘more carbohydrate’
Page 76 of 92
2 (L6)
(e) oranges
1 (L5)
[8]
Q32.
(a) (i) oxygen → carbon dioxide + water
all three substances are required for the mark
the products may be in either order
1 (L7)
(b) (i) 200

1 (L6)
(ii) any one from
• for growth
• for producing meat
• for storage
• for making fat

accept ‘for active transport’ or ‘for keeping internal
organs running’ or ‘for metabolism’ do not accept
‘for keeping the hen warm’ or ‘for breathing’
1 (L7)
(c) keep the hens warm

accept ‘keep them inside ‘or ‘keep them
cooped up ‘or ‘stop them moving’ or ‘keep
them in deep litter’ or ‘keep them all together’
1 (L7)
(d) any two from
• more energy is available for producing eggs

accept ‘get more eggs’ or ‘get bigger eggs’
• more energy is available for growth

accept ‘get more meat’ or ‘get bigger hens’
• the hens do not have to be fed so much

accept ‘they can use smaller buildings for
the same number of hens’
2 (L7)
[6]
Q33.
(a) 40
accept ‘50 × 0.8’ unless followed by an incorrect answer
1 (L7)
Page 77 of 92
Nm
accept ‘mN’ accept ‘4000 N cm’ for both marks
1 (L7)
(b) 12.5
accept ‘0.5 ÷ 0.04’ unless followed by an incorrect answer
1 (L7)
m/s or m s–1
accept ‘1250 cm/s’ for both marks

1 (L7)
(c) less than

accept ‘less’ or ‘lower’
do not accept ‘half’ or ‘weaker’
1 (L7)
the same as or equal to

accept ‘same’
do not accept ‘similar’
1 (L7)
(d) 250 Hz
1 (L7)
(e) answers must be given in a logical sequence to gain full marks.

Answers must refer to energy changes and not merely list a
sequence of events
any three from
• chemical energy in the bell-ringer

accept ‘potential energy in the bell-ringer’
or ‘chemical energy’
do not accept ‘energy in the bell-ringer’
• transferred via the rope or transferred mechanically

accept ‘transferred from the rope’ or ‘to the rope’
• transferred to the bell

accept ‘potential energy or kinetic energy in the bell’
do not accept ‘to kinetic energy’ or ‘to potential energy’
without a reference to the bell or clapper
• as the bell swings, kinetic energy changes to potential energy

or potential energy changes to kinetic energy
a reference to the bell swinging is required for this mark
• transferred by sound or becomes sound energy or transferred to

the surroundings
accept ‘to sound’ or ‘to people’s ears’ or ‘to the air’
3 (L7)
[10]
Page 78 of 92
Q34.
(a) the energy had to be shared by more particles or water
accept ‘there was more water to heat up’
or ‘the heat is spread out more’
do not accept ‘there was more water’
1 (L7)
(b) A 44
B 34
1 (L7)
(c) for the mark to be awarded, the correct block must be identified
and the correct reason given
any one from
• the block in B, because its temperature dropped by the larger amount

do not accept ‘B, because there was more water to heat up’
• the block in B, because this block ended up at a lower temperature

1 (L7)
[3]
Q35.
(a) as chemical energy
1 (L6)
(b) by electricity
1 (L6)
(c) (i) light

1 (L6)
(ii) thermal transfer

do not accept ‘heat’
1 (L6)
(d) potential energy

accept ‘gravitational potential energy’
or ‘gravitational energy’ or ‘the same
amount as the girl has given it’
1 (L6)
[5]
Page 79 of 92
Examiner reports
Q9.
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
Q10.
Facility values
Tier 3-6 Tier 5-7
L3 L4 L5 L6 L5 L6 L7
a 0.66 0.74 0.87 0.95 0.83 0.89 0.97
bi 0.14 0.39 0.62 0.76 0.70 0.79 0.92
bii 0.01 0.02 0.05 0.08 0.49 0.66 0.83
ci 0.43 0.69 0.88 0.96 0.74 0.83 0.88
cii 0.17 0.28 0.52 0.73 0.65 0.81 0.92
d 0.30 0.46 0.66 0.82 0.63 0.72 0.88
Q11.
Half of pupils at level 6, and the majority of pupils at level 7, gave the correct answer
kinetic to part (ai). At all levels the most common incorrect answer was potential.
Part (aii) was the easiest part of the question with the majority of pupils giving the correct
answer sound.
The majority of pupils gave a correct answer for part (b). At all levels a small proportion
stated that the radio uses more electricity, which did not gain the mark.
Page 80 of 92
The majority of pupils gave a correct answer for part (c), most of these stating that there
would be additional energy from the Sun. At level 7 a third of pupils explicitly stated the
other creditworthy answer – that the spring would need to supply less energy – which was
given by relatively few pupils at levels 5 and 6.
About a half of pupils at levels 6 and 7 gained the mark for part (d). The most common
answer was to state that batteries are unavailable or not needed in poorer countries, with
some pupils stating that the energy used to power the wind-up radio was free. Nearly a
third of pupils referred to electricity being unavailable / not needed without specifying
‘mains electricity’ and so did not get the mark.
Facility values
Tier 5-7
L5 L6 L7
ai .42 .55 .70
aii .74 .93 .99
b .66 .78 .85
c .55 .75 .89
d .70 .76 .83
Q12.
Part (ai) was the most difficult of this question with just over 40% of pupils at level 7
gaining the mark. Pupils were required to appreciate that testing single glazing and no
roof insulation would act as a control for the investigation. Most pupils at levels 5 and 6
found this too challenging, and few gained the mark.
In part (aii) pupils were required to choose the correct combinations of insulation for the
investigation. The majority of pupils at levels 6 and 7 gained a mark for this. At all levels
the most common error was to suggest the combination of double glazing and roof
insulation. Over 40% of pupils at level 5 and a third at level 6 made this error.
Part (b) was quite difficult, with just under half of pupils at level 7, and few at other levels,
gaining the mark. A significant number of pupils at all levels gave answers in terms of how
roof insulation reduces the heat loss rather than explaining what evidence would be
needed to support the prediction in the question.
In part (c) pupils were required to sketch two lines. About half of pupils at level 7 gained
both marks for correctly sketching both lines. At all levels the easiest requirement
appeared to be both lines must start in the same place which was achieved by most pupils
at level 7, and half of pupils at level 6; and the hardest requirement appeared to be both
lines must approach room temperature, which was achieved by just over half of pupils at
level 7, and few pupils at levels 5 and 6.
Facility values
Tier 5-7
Page 81 of 92
L5 L6 L7
ai .04 .09 .32
aii .37 .51 .74
b .04 .16 .38
c1 .07 .23 .52
c2 .10 .28 .61
Q13.
Part (a)(i) was answered well by pupils at all levels, with the majority of pupils at Level 4
and above giving the correct letter C, and the correct reason it is close/closer to the Sun.
The most frequently given incorrect letter was A, the position furthest from the Sun.
Part (a)(ii) proved to be the most difficult part of the question, with few pupils at Level 5 or
below drawing all the arrows correctly. A common mistake at Levels 3, 4 and 5 was to
draw the arrows pointing away from the Sun, or to draw arrows along the orbit.
For part (a)(iii) the majority of pupils at Level 5 and above correctly identified A as the
position at which Quaoar is travelling most slowly. The most frequently given incorrect
answer was C the position nearest the Sun. Most Level 5 pupils who answered correctly
stated it is furthest from the Sun, while most of those at level 7 who answered correctly
stated the effect of gravity would be weaker, usually in combination with the answer it is
furthest from the Sun.
The majority of pupils at Level 5 and above gave an answer to part (b)(i) that was in the
acceptable range.
The majority of pupils at Level 5 and above gave the answer the further away a planet, the
colder it is, or the converse, to part (b)(ii). Very few pupils gave the incorrect answer the
further away a planet, the hotter it is, or the converse.
Part (b)(iii) proved to be the most difficult part of the question for pupils at all levels; with
about 60% of Level 7 pupils being awarded the mark. Of those pupils who were awarded
the mark, the majority gave an answer such as the planets that are further away receive
less heat, with few pupils giving the answer the energy from the Sun spreads out.
Q14.
The majority of pupils at Level 5 and above correctly chose electrical in part (a)(i). The
most common incorrect answers were kinetic and thermal/heat.
Part (a)(ii) proved to be difficult for pupils at Level 5 and below, but the majority of pupils at
Levels 6 and 7 correctly chose kinetic. Gravitational was a common incorrect answer at all
levels. Chemical and thermal/heat were common incorrect answers at Level 5 and below.
Part (a)(iii) proved difficult for pupils at all levels other than Level 7. At all levels the most
common incorrect answer in the first blank space was kinetic. At Levels 5 and 6 sound
was the most common correct answer in the second blank space, but at Level 7 kinetic
was. The most common incorrect answer in the second blank space was gravitational.
Part (b) was generally well answered by pupils at Level 5 and above. At all levels more
Page 82 of 92
pupils were able to think of the disadvantages of a solar cell than were able to think of the
advantages. The answer free/no fuel is needed was the most frequently given advantage
at all levels other than Level 7, where it is renewable was an equally popular answer.
Q15.
Pupils at levels 6 and 7 performed well on part (a). At all levels most pupils were able to
label the axes correctly and use a correct scale for the axes. However, only about a third
of the pupils at Level 5 plotted all the points correctly and fewer drew a smooth curve of
best fit.
The majority of pupils at all levels were able to use the graph they had drawn to estimate
the temperature of the water after three minutes in part (b).
Q16.
Sc4 8 marks Facility: 0.26 (Tier 3-6) / 0.54 (Tier 5-7)
Part (ai) performed well at the target level on both tiers and discrimination was good,
again on both tiers. The two most common incorrect responses were D and E, particularly
at the lower levels.
In part (aii) most pupils did not link see point A, the highest point on the ride as that which
has the most gravitational potential energy. Around a third of Level 7 pupils gave the
correct answer of A. By far the most common incorrect response was point B, selected by
more than 70% of Level 5 and 6 pupils.
In part (aiii) most pupils could not identify point E as that which had some kinetic energy
and the least amount of gravitational potential energy. Around a quarter of pupils
incorrectly gave point C, presumably because this point is at the foot of the first hill, just
before the car begins to ascend again.
Both parts (bi) and (bii) discriminated quite well, particularly between Levels 4 and 5.
Pupils below Level 5 were reluctant to give the answer gravity to part (bi), possibly
because they know gravity to act downwards, whereas this context has gravity acting
down a slope. The most common correct answer to (bii) was friction, although some at the
higher levels gave water resistance.
Part (c) discriminated fairly well across levels. Around 16% of pupils, many at Levels 5
and 6, gave the incorrect answer gravitational potential for the first mark, this response
again being the most popular incorrect choice for the second and third spaces.
Facilities by tier and level achieved
3-6 5-7
Item 3 4 5 6 5 6 7
ai .08 .12 .31 .52 .35 .65 .85
aii .08 .09 .09 .10 .10 .06 .26
aiii .06 .13 .24 .31 .23 .31 .52
bi .08 .25 .51 .73 .58 .74 .88
bii .04 .17 .48 .81 .66 .81 .92
Page 83 of 92
c1 .19 .31 .57 .71 .65 .77 .92
c2 .14 .23 .35 .58 .38 .54 .78
c3 .13 .25 .43 .50 .51 .54 .69
Q17.
Most of this question, except for part (a), was answered well by those attaining level 5 and
above but approximately half the pupils attaining levels 3 or 4 omitted the whole
question. Part (a) was either omitted or answered incorrectly by the majority of pupils
attaining below level 6. More pupils in both tiers identified and named the parallel circuit
than identified and named the series circuit. Parts (bi) and (bii) discriminated well
between the levels, with nearly all pupils attaining level 7 describing correctly the effect of
a broken wire on circuit A in part (bi). Nearly all pupils at level 7 named the energy
transferred from the wires to the ice in part (ci). Part (cii) required pupils to name the
physical changes that take place when ice is heated. This was answered very well by
pupils attaining levels 6 and 7 but a third of pupils attaining level 5 did not include the
vapour or gaseous state. The majority of pupils attaining level 3 omitted this item.
Facility values
Tier 3 – 6 Tier 5 – 7
Part Omit % Facility Omit % Facility
(a) 44 0.18 14 0.5
(b)(i) 28 0.52 1 0.85
(b)(ii) 31 0.38 1 0.71
(c)(i) 28 0.55 1 0.84
(c)(ii) 32 0.45 1 0.81
By level
Tier 3 – 6 Tier 5 – 7
Part 3 4 5 6 5 6 7
(a) .03 .07 .21 .31 .23 .50 .83
(b)(i) .18 .39 .69 .86 .74 .91 .97
(b)(ii) .09 .22 .53 .72 .56 .79 .92
(c)(i) .14 .40 .68 .85 .68 .83 .95
(c)(ii) .06 .25 .63 .87 .68 .90 .95
Page 84 of 92
Q18.
In general all pupils answered this question well. In part (a) most pupils attaining level 6
chose two fossil fuels from the list. However, fewer than two-fifths of pupils attaining below
level 6 were able to identify more than one. Most pupils identified at least one renewable
energy resource from the given list, in part (bi), but only a third of pupils attaining level 3
identified two. In part (bii) nearly all pupils attaining levels 5 and 6 were able to put the
statements describing the generation of electricity in the correct order.
Facility values
Part Omit (%) Facility
(a)(i) 1 1 0.89
(a)(i) 2 3 0.38
(b)(i) 1 3 0.88
(b)(i) 2 4 0.66
(b)(ii) 1 1 0.96
(b)(ii) 2 1 0.85
By level
Part 3 4 5 6
(a) 1.04 1.18 1.41 1.62
(b)(i) 1.06 1.40 1.77 1.89
(b)(ii) 1.31 1.74 1.93 1.96
Q19.
Pupils’ performance on this question was varied. Part (a) was answered very well by
pupils at levels 6 and 7. In part (ai), half the pupils attaining levels 3 and 4 chose the
correct energy transfers for a battery being charged but in part (aii) fewer than a quarter of
pupils attaining levels 3 and 4 chose the correct energy transfer for when the mobile
phone rings. Boys performed significantly better than girls on this item in both tiers. Part
(bi) discriminated well across all levels; nearly all pupils at level 7 were able to identify the
oscilloscope pattern made by a loud sound with a low pitch. About half the pupils in both
tiers correctly identified the oscilloscope pattern of a quiet sound with a high pitch in part
(bii) and part (biii) was well answered with the majority of students identifying the pattern
of a loud sound with a high pitch.
Facility values
Tier 3 – 6 Tier 5 – 7
Part Omit % Facility Omit % Facility
(a)(i) 1 0.61 0 0.81
Page 85 of 92
(a)(ii) 1 0.34 0 0.59
(b)(i) 3 0.43 0 0.62
(b)(ii) 3 0.48 0 0.66
(b)(iii) 3 0.70 0 0.8
By level
Tier 3 – 6 Tier 5 – 7
Part 3 4 5 6 5 6 7
(a)(i) .40 .45 .61 .79 .61 .86 .97
(a)(ii) .17 .19 .32 .55 .23 .59 .79
(b)(i) .35 .37 .50 .63 .51 .63 .83
(b)(ii) .33 .45 .58 .74 .53 .69 .89
(b)(iii) .56 .65 .75 .81 .82 .82 .93
Q20.
In part (a), approximately half the pupils achieving below level 7 were able to explain why
it is necessary to measure the temperature of the water at the beginning and the end of
the experiment. A common error was to say these measurements were required for a ‘fair
test’.A minority of pupils could not explain whether the results from the experiment
supported the prediction in part (b) and a third of pupils taking the lower tier omitted this
part.
In part (c), few pupils could say why stirring the water made the results more reliable. The
most common incorrect response was that stirring ensured that the ‘water was mixed’. A
majority of pupils gaining the higher levels selected the correct option in part (d).
In part (e), over a third of pupils taking the lower tier did not attempt to explain what
happened to the thermal energy as the beakers cooled. Only pupils achieving levels 6 and
7 answered this part well.
Facility values
Tier 3 – 6 Tier 5 – 7
Omit % Facility Omit % Facility
(a) 18 0.34 0 0.55
(b) 31 0.16 1 0.44
(c) 36 0.16 7 0.42
(d) 18 0.43 0 0.69
Page 86 of 92
(e) 36 0.32 2 0.63
Q21.
Pupils’ performance on this question was generally good. Nearly all pupils achieving level
4 and above correctly calculated the percentage of energy given out as light in part (a)(i)
and the percentage of energy wasted in part (a)(ii). In part (b) pupils were required to
recall the term thermal (heat) energy. This item discriminated well across the levels. In
part (c), most pupils were able to identify the light bulb as the least efficient device from
the data provided.
Facility values
Omit (%) Facility
(a)(i) 1 0.88
(a)(ii) 1 0.87
(a)(iii) 10 0.49
(b) 5 0.65
(c) 3 0.84
Q22.
Three-quarters of pupils taking the higher tier paper answered nearly all this question well.
About a third of pupils taking the lower tier omitted part (a). Pupils taking the lower tier
who did attempt this part often did not complete the sentence with types of energy, but
used a word such as ‘the’, or gave states of matter, for example ‘liquid’ and ‘gas’.
In part (b), about a third of pupils taking the lower tier did not attempt to explain the
explosion in terms of the gas molecules. Most pupils from both tiers who attempted part
(b) made only one point in the explanation of how the gas molecules caused the tin lid to
blow off and therefore did not gain the second mark. In part (c), almost a quarter of pupils
taking the lower tier paper named carbon dioxide as the gas in the air used as sugar
burns.
Facility values
Tier 3 – 6 Tier 5 – 7
Omit % Facility Omit % Facility
(a) 1 35 0.18 10 0.68
(a) 2 33 0.46 6 0.85
(a) 3 40 0.34 9 0.73
(b) 1 23 0.17 3 0.47
(b) 2 46 0.04 12 0.18
Page 87 of 92
(c)(i) 17 0.47 13 0.79
(c)(ii) 26 0.45 4 0.74
(d) 22 0.42 3 0.73
Q23.
Pupils’ responses to this question revealed a lack of knowledge and understanding of
energy and energy transfer. Approximately a third of pupils in the lower tier omitted all the
requiring knowledge about energy. In part (a)(i) few pupils, including those at level 7, were
able to state that the energy had been stored in the muscles as chemical energy. Many
pupils suggested it had been stored as gravitational energy. Pupils did better in part (a)(ii)
where they were able to select the correct energy form (gravitational potential energy)
from a list. Very few pupils, including those gaining level 7, were able to identify the
energy changes in (b)(ii).
Facility values
Tier 3 – 6 Tier 5 – 7
Item Omit (%) Facility Omit (%) Facility
(a) (i) 1 32 0.09 2 0.30
2 30 0.40 3 0.80
(ii) 16 0.49 1 0.66
(b) (i) 28 0.12 1 0.44
(ii) 35 0.02 3 0.13
Facility values by level
Tier 3-6 Tier 5-7
Item Level 3 Level 4 Level 5 Level 6 Level 5 Level 6 Level 7
(a) (i) 1 0.04 0.03 0.11 0.11 0.11 0.28 0.55
2 0.09 0.27 0.51 0.69 0.62 0.78 0.89
(ii) 0.44 0.55 0.58 0.62 0.57 0.67 0.90
(b) (i) 0.02 0.08 0.16 0.41 0.23 0.42 0.79
(ii) 0.02 0.03 0.02 0.05 0.05 0.09 0.35
Q24.
Pupils’ performance on this question indicates that their knowledge and understanding of
thermal transfer is poor. Over a quarter of pupils did not attempt part (a) and only 20%
correctly named the process as conduction. Some pupils at level 7 who did not know the
Page 88 of 92
term ‘conduction’ used ‘thermal transference’. Some at level 5 named the process as
‘distillation’, ‘melting’ or ‘kinetic energy’. Even fewer pupils were able to name convection
and only 10% provided a satisfactory description of it in part (b)(i).
In part (c)(i) fewer than half the pupils identified evaporation from a written description. In
part (c)(ii) only 42% described how this would affect the temperature of the liquid left
behind. More than one third of pupils said that the liquid would ‘warm up’.
Facility values
Item Omit (%) Facility
(a) 27 0.20
(b) (i) 8 0.19

1
2 22 0.10
(b) (ii) 17 0.15
(c) (i) 23 0.49
(c) (ii) 10 0.42
Facility values by level
Tier 5-7
Item Level 5 Level 6 Level 7
(a) 0.04 0.14 0.46
(b) (i) 2 0.09 0.28 0.64
(b) (ii) 0.02 0.12 0.4
(c) (i) 0.30 0.49 0.73
(c) (ii) 0.46 0.47 0.58
Q25.
No specific comment made
Q26.
(a) It appears that many pupils failed to read part (a) carefully, as they answered in
terms of vibration of the spokes of the wheels whereas the question asked how the
card produced the musical note.
(b) (i) In part (i) pupils were not able to describe the energy changes. Common
errors included identifying friction as a form of energy and explaining why the
energy changes took place rather than what the energy changes were.
Page 89 of 92
(ii) Over 80% of pupils were able to gain the first mark available on part (b)(ii) but
this dropped to 33% for the second mark. The most common error on this
question was pupils’ failure to provide a sufficiently detailed and coherent
answer to gain credit, e.g. writing does not vibrate so much, does not hit is as
hard, rather than relating frequency to pitch.
Facility values
Item Omit (%) Facility
(a) 2 0.49
(b) (i) 8 0.2
(ii) 0 0.85
(iii) 13 0.33
Q27.
This question discriminated between the pupils achieved level 7 and those working below
level 7. In part (a) pupils described either where the energy was stored or its form but not
both, as was clearly required by the question. An additional source of error was the belief
that the energy was stored in the pump. In part (b) pupils gave better answers but some
did not link the collision of the gas molecules with the wall of the tyre. However the most
common error was to restate from the question that the molecules exert pressure.
Part (c) was the best answered part of the question. In part (d), as in part (b), a
substantial number of pupils simply stated that the molecules exerted more pressure
rather than the molecules hitting the tyre wall more frequently. More common, however,
were answers stating simply that the molecules were moving faster, without referring to
collisions, or answers in macroscopic terms about the relationship between temperature
and pressure, with no reference to molecules at all. Part (e) was poorly answered. Most
pupils either restated that there were more molecules or said there was less space for
them, rather than identifying that there will be more frequent collisions and that these
would be with the tyre wall.
Facility Values
Question Target Marks facility value facility value facility value PoS
level boys girls all reference
Tier: 5-7 5 0.23 0.19 0.21
a 6 1 4/5f
b 7 1 3/1c
c 7 1 3/1c
d 7 1 3/1c
e 7 1 3/1c
Page 90 of 92
Q28.
Pupils found parts of this question on energy difficult. Part (a) was very well answered by
pupils at all levels. The most common error was ‘potential energy’, which was perhaps due
to confusion between the terms ‘stored’ and ‘potential’. In part (b)(i) each mark required
pupils to give a place from which energy is lost and also to explain why it is lost from
there. The most common error by over half of the pupils was to give incomplete answers,
giving either a place or an explanation but not both. Access to this question may have
been increased if labels such as ‘axle’ and ‘bearing’ had been included in the diagram of
the flywheel to help pupils identify a place for energy transfer.
Pupils at all levels found part (b)(ii) difficult. Most answers were complete, in that pupils
attempted to respond to both points in the question. The most common error about the
flywheel’s motion was that it would go faster, perhaps because pupils felt it needed to in
order to light a higher power bulb. The most common error in the explanation was to fail to
include the element of comparison, giving answers such as ‘because it transfers energy to
the bulb’. Both of these errors were considerably more frequent than the correct answers.
Facility Values
Question Target Marks facility value facility value facility value PoS
level boys girls all reference
Tier: 5-7 5 0.30 0.20 0.25
a 6 1 4/5f
bi 7 2 4/5h
bii 7 2 4/5g
Q31.
Pupils applied scientific knowledge and understanding well in familiar questions. However,
they were less able to employ their knowledge and understanding when the context was
unfamiliar. For example, most pupils could use data provided on two food types and apply
this information to determine which food type would provide the most appropriate
contribution to a balanced diet.
Pupils gave good reasons why crispbread is more likely than potato crisps to form part of
a balanced diet.
Few pupils were able to explain why the energy stored in fibre cannot be used by the
human body. Most answers were related to why fibre is a necessary part of the diet, such
as it helps you go to the toilet.
Q32.
Performance on questions relating to the word equation for respiration was poor. The
most common error, as shown in the example below and referred to above, was to include
energy as a substance and one of the products of the reaction.
___________________________________________________________________
glucose + oxygen → carbon dioxide + energy
Page 91 of 92
___________________________________________________________________
Many pupils were unable to give the word equation for respiration.
Q33.
Two contrasting examples of how pupils described the main sequence of useful energy
transfers which take place when a bell-ringer rings a church bell are given below. The first
example is typical of the responses of pupils (almost 50%) who attempted to give full
answers involving three points, although fewer than 15% were awarded three marks. Most
answers began in some way with the bell-ringer and ended in some way with sound.
___________________________________________________________________
Chemical energy in the bell ringer goes to kenetic energy when the rope and bell move and
sound energy is given off by the bell.
___________________________________________________________________
The second example shows how a significant number of pupils failed to gain marks
because they described a sequence of events rather than a sequence of energy changes.
___________________________________________________________________
The bell ringer pulls down the rope → the wheel turns → sound is made from the bell
___________________________________________________________________
Pupils showed understanding that sound travels as vibrations or waves, with higher ability
pupils able to relate amplitude to loudness and frequency to pitch. Most pupils, at all
levels, were successful at recognising a frequency within the audible frequency range.
Q34.
The improvement in pupils’ knowledge and understanding of energy transfer noted in
1997 continued in 1998 and most pupils understood the relationship between energy and
temperature. They could explain why two containers containing different quantities of
water rise to different final temperatures when similar blocks of metal at 100 oC are
placed in each. However, few pupils provided an adequate explanation of the transfer of
heat energy.
Q35.
In contrast to 1996, the question relating to energy transfer was answered correctly by
most pupils in 1997. However, there was evidence that some pupils in tier 5-7 were not
clear about the term potential energy. As was made clear by SCAA (see the Key Stage 3
Assessment Arrangements booklet for 1996, distributed to schools in October 1995) the
term potential energy is used to refer specifically to ‘gravitational potential energy’. There
was also evidence of confusion between the kinetic energy gained by the torch as it was
moved onto the shelf and the potential energy stored in the torch whilst it was on the shelf.
Page 92 of 92

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Q1.

A gannet is a type of sea bird.

What is the size of the upward force on the gannet?

less than 30N

more than 30N

need more information

thermal gravitational potential sound kinetic light

When the gannet dives, ................................................................. energy is

transferred to ........................................................................ energy.

(e) The gannet releases energy through respiration.

chemical electrical gravitational potential

kinetic light sound thermal

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

............................... energy is transferred to ............................. energy

(ii) Some of the energy stored in coal is wasted when it is burnt.

(b) Wind turbines are also used to generate electricity.

............................... energy is transferred to ............................. energy

(d) Sugar cane is a plant.

(i) Which energy source do plants use to produce

(ii) Is sugar cane a renewable or non-renewable source of energy?

renewable source non-renewable source

Give a reason for your answer.

material A material B material C material D

She wrapped each beaker in a different material.

(b) The results of the investigation are shown below.

time temperature of water (°C) wrapped in

(minutes) material A material B material C material D

Draw arrows to show the direction of light.

(b) George listens to music on his headphones.

Complete the sentence below using words from the box.

chemical electrical gravitational potential

The useful energy change in the headphones is from ..................................

energy into .................................. energy.

(b) Part of the house is insulated to reduce the loss of heat.

(i) Which part of the house has been insulated?

(ii) Explain your answer.

energy Does the fuel produce these

coal solid 25000 yes yes

methane gas 55000 yes no

(ii) Methane can be compressed.

(iii) Sulphur dioxide causes acid rain.

from ...................................................................... energy in his muscles to

gravitational potential energy of the mass

(d) David can use a different blade to split the logs.

The formula for pressure is: pressure =

Which blade puts more pressure on the log?

(a) The circuit diagram for the lamps is drawn below.

What happens to the other colours that do not pass through?

(c) Nina replaces the battery with a generator called a dynamo.

Complete the sentences below using words from the box.

chemical electrical gravitational

kinetic light sound thermal

As Nina pedals, ..................................... energy in her muscles is

changed to kinetic energy.

When the generator turns, kinetic energy is changed to useful

..................................... energy in the wires. This energy in the wires is

changed to useful ..................................... energy in the bulb.

(a) Use Jenny’s graph to complete the table below.

distance the spring was height the spring