KS3 Electricity 1

Q1.
Ben makes a series circuit using two

identical cells, a bulb and a switch to
turn the bulb on and off.
(a) Draw a circuit diagram of Ben’s circuit. Use the correct symbols.
The cells have been drawn for you.
3 marks
(b) Which part of the circuit supplies the energy?
......................................................................................................................
1 mark
(c) Ben adds another identical bulb to the circuit in series.

How does the brightness of the first bulb change?
......................................................................................................................
1 mark
(d) How will the brightness of the bulbs change when the cells shown below are
placed into Ben’s circuit?
(i)
.............................................
1 mark
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(ii)
.............................................
1 mark
maximum 7 marks
Q2.
(a) Draw a line from each circuit symbol below to the correct name.
Draw only four lines.
circuit symbol name
3 marks
(b) Fred made circuit 1 as shown below.
Give the name of the part that is the energy source for the circuit.
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.........................................................
1 mark
(c) Fred then made circuit 2 as shown below.
In the table below, tick a box to show whether circuit 1 and circuit 2 are series or
parallel circuits.
Tick only two boxes.
series parallel
circuit 1
circuit 2
1 mark
(d) What metal is usually used for wires in electric circuits?
...........................................................
1 mark
maximum 6 marks
Q3.
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.
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(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.
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.
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When the lamps are on, some of the energy in the bulb is wasted as
..................................... energy.
4 marks
maximum 7 marks
Q4.
(a) Draw a line from each electrical circuit to the correct circuit diagram.
Draw only four lines.
electrical circuit circuit diagram
2 marks
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(b) In each circuit below, bulb 1 breaks and goes off.
Under each circuit diagram below, tick the correct boxes to show if bulb 2 and
bulb 3 are on or off.
circuit A circuit B
2 marks
(c) Give the name of the part that provides energy for each circuit.
........................................................
1 mark
(d) Why is copper used for wires in a circuit?

Tick the correct box.
1 mark
maximum 6 marks
Q5.
Susan has a small fan to keep herself cool.
When she switches it on, a motor turns the blades to blow air.
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(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.

1 mark
(c) Susan built a circuit using a battery, a motor and a switch.

She closed the switch to turn the motor on.
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(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
Q6.
(a) Max built circuit 1 as shown below.
circuit 1
He closed the switch, S, and all the bulbs came on.

One of the bulbs then broke and all the bulbs went off.
Which bulb must have broken?

Give the letter.
...............
1 mark
(b) Max built circuit 2 as shown below.

He connected a plastic comb and a metal key in different parts of the circuit.
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circuit 2
Look carefully at circuit 2.

Complete the table below to show which bulbs in circuit 2 will be on or off when
different switches are open or closed.
Write on or off in the boxes below.
switch 1 switch 2 bulb P bulb Q bulb R
open open off off off
open closed
closed open
2 marks
(c) Max built circuit 3 using a battery, two bulbs and three ammeters.
circuit 3
The current reading on ammeter A1 was 0.8 amps.

What would be the reading on ammeters A2 and A3?
Place one tick in the table by the correct pair of readings.
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readingon reading on correct pair
ammeter A2 (amps) ammeter A3 (amps) of readings
0.8 0.8
0.8 0.4
0.4 0.8
0.4 0.4
1 mark
maximum 4 marks
Q7.
Some pupils made an electric cell using two different metals and a lemon.
They put strips of copper and zinc into a lemon and connected them to the terminals of
an electric clock.
(a) Look at the photograph.
What evidence is there that they have made an electric cell?
................................................................................................................
1 mark
(b) The pupils had pieces of copper, zinc, iron and magnesium and some lemons.
They wanted to find out which pair of metals made the cell with the biggest
voltage.
What equipment should they use to measure the voltage of their cells?
................................................................................................................
1 mark
(c) In their investigation they used different pairs of metals.
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Give one factor that they should keep the same.
................................................................................................................
1 mark
(d) The pupils measured the voltage produced by different pairs of metals.
Their results are recorded below.
Which pair of metals made the cell with the biggest voltage?
..................................... and ..............................................

1 mark
(e) Look at the results in the table above.
Why should the pupils not use pairs of the same type of metal for the clock?
................................................................................................................
................................................................................................................
1 mark
maximum 5 marks
Q8.
Gabby arranged a torch, two cards and a screen as shown below.
Light from the torch passed through holes in the cards and onto the screen.
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(a) Why did a spot of light appear on the screen? Tick the correct box.
1 mark
(b) Gabby moved card B to one side as shown below.

The ray of light passed through the hole in card A and onto card B.
Continue the ray of light from the torch to show where it would hit card B.
Use a ruler.
1 mark
(c) Gabby used a torch to shine a ray of light towards a mirror.

Continue the ray of light to show how it reflects off the mirror.
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Add an arrow to show the direction of the reflected ray.
Use a ruler.
3 marks
(d) Gabby built a circuit like the circuit in her torch.
What could she do to the circuit to make this bulb brighter?

1 mark
maximum 6 marks
Q9.
(a) The diagram below shows a circuit with a two-way switch, S.
Rosie puts the switch in the position shown below.
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Complete the table below to show if the bulbs are on or off.
Write on or off for each bulb.
bulb on or off
R
1 mark
(b) Give the name of the part that provides energy for the circuit.
.............................................................
1 mark
(c) The diagrams below show a light-bulb over a staircase of a model house.
There is a two-way switch at the bottom of the stairs and another two-way switch
at the top.
Under each diagram, tick one box to show if the bulb is on or off. The first one
has been done for you.
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2 marks
maximum 4 marks
Q10.
Jenny dropped her torch down a drain.
The torch was still switched on but Jenny could not see it.
not to scale
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(a) (i) Jenny lowered a mirror into the drain and placed it at position P.
At which angle should Jenny put the mirror to see the torch?
1 mark
(ii) What happens to the light from the torch when it hits the mirror?
.............................................................................................................
1 mark
(b) The diagrams below show the symbols for three parts of the torch circuit.
(i) On the line below each diagram, give the name of the part.
..................................... ..................................... ......................................

3 marks
(ii) In the space below, draw a circuit diagram to show how these three
parts are connected in a torch.
1 mark
maximum 6 marks
Q11.
Lorna built the circuit drawn below. All the bulbs are identical.
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(a) Complete the table below by writing on or off for each bulb.
switch bulb
S1 S2 A B
open open off off
open closed
closed open
closed closed
3 marks
(b) Lorna then built a different circuit as shown below.
How could Lorna get both bulbs to light at the same time in this circuit?
......................................................................................................................
......................................................................................................................
1 mark
maximum 4 marks
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Q12.
(a) The drawing below shows the parts of a torch.
(i) Paul closed the switch.

Why did this turn on the torch?
.............................................................................................................
.............................................................................................................
1 mark
(ii) The diagrams below show symbols for a battery, a bulb and a switch.
Connect the symbols to make a series circuit for the torch.
1 mark
(b) The drawings below show two other torches. In both torches, the bulbs will not light
even when Paul closes the switches.
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Look carefully at the drawings.
(i) Why is the circuit of torch A not complete?
.............................................................................................................
1 mark
(ii) What could you do to torch B to get the bulb to light?
.............................................................................................................
1 mark
(c) When Paul bought his torch there was a paper strip between the contacts of the
switch as shown below.
Paul had to remove the paper strip before he could turn the torch on.
Give the reason for this.
.....................................................................................................................
.....................................................................................................................
1 mark
maximum 5 marks
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Q13.
Imran built a puzzle circuit with three identical bulbs and a 3V battery.
He covered the connections to the bulbs with a piece of card as shown below.
The bulbs could be seen through holes in the card.
All the bulbs were on but their brightness was different.
Lucy removed bulbs A, B and C in turn. Before connecting each bulb back into the circuit
she observed the effect on the other two bulbs.
She recorded her observations in the table below.
bulb removed observations
A B and C stayed on
C went off
B
A stayed on
B went off
C
A stayed on
(a) Complete the circuit diagram below to show how the three bulbs could be
connected.
Use your knowledge of series and parallel circuits, and the observations in the table
to help you.
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2 marks
(b) Imran used three identical bulbs but their brightness was different.
Which bulb was the brightest? Give the letter.
...............
Give the reason for your choice.
.....................................................................................................................
.....................................................................................................................
1 mark
(c) Imran added a switch to the circuit so that he could turn all three bulbs
on and off at the same time.
Place a letter S on your circuit diagram where this switch could be placed.
1 mark
maximum 4 marks
Q14.
(a) Ahmed bought two sets of lights to put on a tree in his garden.
Circuit diagrams for the two sets of lights are shown below.
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Choose words from the list below to fill the gaps in the sentences.
all none some parallel series short
(i) Circuit A is a ........................................ circuit.
If one of the bulbs breaks in circuit A ........................................ of the
other bulbs will go out.

1 mark
(ii) Circuit B is a ........................................ circuit.
If one of the bulbs breaks in circuit B ........................................ of the
other bulbs will go out.

1 mark
(b) Light rays from the bulbs hit the mirror of Ahmed’s car.
What happened to the light rays when they hit the mirror?
.....................................................................................................................
1 mark
(c) The tree has root hairs.
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What are the functions of root hairs?
Tick the two correct boxes.
They absorb water

They absorb sunlight.
from the soil.
They absorb minerals

They produce seeds.
from the soil.
They attract bees for

pollination.
2 marks
maximum 5 marks
Q15.
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
Q16.
Peter measured the current through each of three similar bulbs in a parallel circuit.
He had only one ammeter and he placed it first at A1, then A2, then A3, in order to
measure the currents.
The table shows his results.
position of ammeter current, in amps
A1 0.14
A2 0.16
A3 0.15
(a) He expected the current readings to be the same for each bulb but found they were
different.
Suggest two reasons why the readings were different.
1. ................................................................................................................
2. ................................................................................................................
2 marks
(b) Peter then measured the current at A4 and recorded it as 0.45 A. He concluded
that the current at A4 could be calculated by adding together the currents
through each of the bulbs at positions A1, A2 and A3.
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He added two more similar bulbs to his circuit, in parallel. The current through
each bulb was 0.15 A.
Use Peter's conclusion to predict the current at A4 with the 5 bulbs in the circuit.
................ A
1 mark
(c) Peter left the circuit connected overnight. He used a datalogger to measure the
current at position A4 at regular intervals of time. The next morning the bulbs were
dim.
Using the axes below, sketch (do not plot) how the current at position A4 might
change with time.
Indicate on the graph:
(i) The correct labels for each axis, including the correct units.
(ii) The shape of the graph you would expect to obtain.
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2 marks
Maximum 5 marks
Q17.
Nikki tries to set up four electric circuits.
diagram 1
(a) In diagram 1 the ammeter reading is zero. What is wrong with this circuit?
.....................................................................................................................
.....................................................................................................................
1 mark
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diagram 2
(b) In diagram 2 the ammeter reading is zero. What is wrong with this circuit?
.....................................................................................................................
.....................................................................................................................
1 mark
diagram 3
(c) In diagram 3 the ammeter reading is zero. Why is this not a complete circuit?
.....................................................................................................................
.....................................................................................................................
1 mark
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diagram 4
(d) In diagram 4, why is there a reading on the ammeter?
.....................................................................................................................
.....................................................................................................................
1 mark
Maximum 4 marks
Q18.
The diagram shows two dodgem cars at a fairground. The circuit symbols for the motor
and pedal for each dodgem car are shown on the diagram.
(a) Complete the following sentence.
Each dodgem car is connected to the power supply through the
......................................... which is in contact with the wire
mesh, and through the ......................................... which is
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in contact with the metal floor.
1 mark
(b) Dodgem cars are connected using parallel circuits.

Complete the circuit diagram below for the two dodgem cars.
Use two motor symbols, , and two switch symbols, .
The power supply for the circuit has been drawn for you.
2 marks
(c) Even when the power supply is switched on, the dodgem car will not move until the
pedal is pressed. Give the reason for this.
.....................................................................................................................
.....................................................................................................................
1 mark
(d) A man looks after the dodgem cars during the rides.
Why does the man not get an electric shock as he walks across the metal floor?
.....................................................................................................................
.....................................................................................................................
1 mark
(e) During one ride, the two dodgem cars are running. The pick-up wire on one car
snaps off. Describe how this affects:
(i) the dodgem car with the broken pick-up wire;
.............................................................................................................
1 mark
(ii) the other dodgem car.
.............................................................................................................
1 mark
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Maximum 7 marks
Q19.
(a) The photographs show ways of getting energy from three different energy
resources.
On the line under each photograph write the name of the energy resource.
Choose from the list below.
batteries biomass wind sunlight tides

3 marks
(i)
(ii)
Photograph by Solarworks
(iii)
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Photograph provided by Robert Harding Picture Library
(b) Name one fossil fuel.
……………………………………………………………………………………….
1 mark
(c) Complete the sentence below.
The purpose of the machine in photograph (i) is to generate ………………..

1 mark
Maximum 5 marks
Q20.
The drawing shows a hairdryer.
Ben drew the diagram below to show the circuit of the hairdryer.
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(a) Which of the switches must be closed for the heater to work? Tick the correct box.
switch switch switches neither switch

1 only 2 only 1 and 2 1 nor 2
1 mark
(b) With this circuit, is it possible to have the heater on when the motor is switched off?
…………
Explain your answer.
……………..……………………………….…………………..……………………
……………..……………………………….…………………..……………………
1 mark
(c) The motor and the heater are both on.

The motor blows air through the hairdryer. If the motor breaks, what would happen
to the temperature of the hairdryer?
……………..……………………………….…………………..……………………
1 mark
(d) The motor and the heater are both on. Suddenly the wire in the heater breaks.
What effect, if any, will this have on the motor?
……………..……………………………….…………………..……………………
1 mark
Maximum 4 marks
Q21.
Daniel connected up the following circuit, using a battery, three bulbs and a switch.
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(a) The switch is shown in position A. Which bulb is lit up?
......................…
1 mark
(b) Daniel moves the switch from position A to position B.
What, if anything, happens to bulbs J, K and L?
bulb J: ..........................................................................................................
bulb K: ..........................................................................................................
bulb L: ...........................................................................................................
2 marks
(c) Daniel uses a piece of copper wire to connect points P and Q.
Which of the bulbs, if any, are lit up?
..................................................................
1 mark
Maximum 4 marks
Q22.
Anne makes an electrical ‘wiggly wire’ game for a fête. To win a prize, the loop must not
touch the ‘wiggly wire’.
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(a) The loop is made of a conducting material. The handle is made of an insulating
material.
Give the name of one material which could be used to make:
(i) the loop;
............................................……
1 mark
(ii) the insulation handle.
............................................……
1 mark
(b) The loop and the ‘wiggly wire’ are connected to a battery and a buzzer.
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The buzzer only makes a noise when the loop touches the ‘wiggly wire’.
Explain why.
......................................................................................................................
......................................................................................................................
1 mark
(c) Later, Anne paints the ‘wiggly wire’, but then the game does not work.
Suggest why the game does not work with a painted wire.
......................................................................................................................
......................................................................................................................
1 mark
Maximum 4 marks
Q23.
Gary uses the following circuit to operate the electric motor of his model crane.
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Look carefully at the way Gary has connected the two cells.
When he closes switch A the motor runs and the crane lifts a load.
(a) Gary opens switch A and closes switch B.
Describe what happens to the motor.
......................................................................................................................
......................................................................................................................
1 mark
(b) Gary closes both switches, A and B. Describe what happens to the motor.
......................................................................................................................
1 mark
(c) Both switches should not be closed at the same time. Explain why.
......................................................................................................................
......................................................................................................................
1 mark
(d) Gary puts a resistor into his circuit as shown.
What difference does the resistor make to the motor:
(i) when switch A is closed and switch B is open?
............................................................................................................
............................................................................................................
1 mark
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(ii) when switch A is open and switch B is closed?
............................................................................................................
............................................................................................................
1 mark
Maximum 5 marks
Q24.
Jo uses a battery, a switch and a bulb to make a series circuit.
(a) The diagrams show symbols for a battery, a bulb and a switch.
Connect the symbols to make Jo’s circuit.
1 mark
(b) Jo closes the switch and the bulb lights up. Then she connects the battery the
other way round.
What happens to the bulb when Jo closes the switch again?
It is brighter. It is dimmer.
It is the same brightness. It does not light up.

1 mark
(c) A corridor has a switch at each end and one light bulb in the middle.
The circuit diagram below shows how they are connected.
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In the diagram above, the switches are shown in positions B and D and the bulb
is on. Complete the table below to show whether the light bulb is on or off. Write
on or off.
1 mark
(d) The circuit is changed so that there is a bulb at each end of the corridor.
They are connected as shown below.
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(i) In the diagram above, the switches are shown in positions B and C.
Which bulbs, if any, are on?
.............................................................................................................
1 mark
(ii) The switches are arranged so that both bulbs are on. Bulb X breaks.
What, if anything, happens to bulb Y?
.............................................................................................................
1 mark
Maximum 5 marks
Q25.
(a) A wooden pencil is sharpened at both ends. It is connected to two bulbs and a
battery as shown.
The two crocodile clips are connected to the wooden part of the pencil.
Why do the two bulbs not light up?
The battery is connected the wrong way round.
The bulbs are connected the wrong way round.
The wood is a conductor.
The wood is an insulator.

1 mark
(b) The two crocodile clips are now connected to the ‘lead’ (graphite) of the pencil as
shown. The two bulbs light up dimly.
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Why do the two bulbs light up?
......................................................................................................................
......................................................................................................................
1 mark
(c) One crocodile clip is connected to the pencil ‘lead’ (graphite) and the other one is
connected to the wood.
Which of the bulbs, if any, lights up? .............................................................

1 mark
Maximum 3 marks
Q26.
(a) Diagram 1 shows a light bulb X, a piece of card and a white screen. Two light rays
have been drawn from the bulb to the screen.
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diagram 1
Five points, A, B, C, D and E, have been labelled on the screen.

Give the letter of one point which is in shadow.
............................................................
1 mark
(b) Bulb Y is added. Diagram 2 shows two light rays from each bulb.
diagram 2
Look at diagram 2.
(i) Which point on the screen will be in the darkest shadow?
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Give the letter. ..................................
1 mark
(ii) Give the letter of one point on the screen which will be lit up by both bulbs.
...........................................................
1 mark
(iii) Which point on the screen will be lit up by bulb X only?
Give the letter. ..................................

1 mark
(c) Bulb Y is connected in parallel with bulb X. Draw a circuit diagram below to
show how the two bulbs and the battery are connected.
1 mark
Maximum 5 marks
Q27.
Two polystyrene balls, A and B, are shown below. Both balls are charged. Ball B is
positively charged. The diagram shows what happens when ball A is brought near ball B.
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(a) Ball A is charged. Describe one method by which ball A could have been charged.
......................................................................................................................
......................................................................................................................
1 mark
(b) Is ball A positively or negatively charged? Explain your answer.
......................................................................................................................
......................................................................................................................
1 mark
(c) Ball A is moved a little closer to ball B. Which way does ball B move?
......................................................................................................................
......................................................................................................................
1 mark
(d) Kevin rubs the whole surface of two strips of the same plastic with a cloth. He hangs
strip X on a nylon thread. Then he brings strip Y near one end of strip X.
Describe what will happen to strip X and explain your answer.
......................................................................................................................
......................................................................................................................
......................................................................................................................
2 marks
(e) Describe what will happen if Kevin brings strip Y near the other end of
strip X and explain your answer.
......................................................................................................................
......................................................................................................................
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......................................................................................................................
2 marks
Maximum 7 marks
Q28.
A flywheel is a rotating wheel which is used to store energy.
(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
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(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.
The flow of water through tubes can be used as a model to explain some of the rules
about electrical circuits.
The diagram shows a junction in a water pipe.

The rate of flow in the pipes is measured in cm3/s.
(a) What is the relationship between the rate of flow in the three pipes, X, Y and Z?
......................................................................................................................
1 mark
(b) The diagram below shows a ‘water circuit’, in which water is forced round by a
pump. The rates of flow at two places are written on the diagram.
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(i) At what rate is water flowing:
into the pump? .................................................... cm 3/s
out of the pump? .................................................... cm 3/s

1 mark
(ii) The ‘water circuit’ can be used as a model of an electrical circuit.

Each part of the ‘water circuit’ is equivalent to a part of an electrical circuit.
What is the electrical equivalent of the water?
.............................................................................................................
1 mark
A family, who did not understand electricity very well, always made sure there was a
bulb in each of the light fittings in their house. They were afraid that electricity would
escape from an empty light socket when the switch was turned on.
(c) Explain why electricity does not escape from an empty light socket.
......................................................................................................................
......................................................................................................................
......................................................................................................................
1 mark
Maximum 4 marks
Q30.
Alice connects four light bulbs for her model house, as shown. She puts the bulbs into the
holes in the back wall.
(a) When Alice turns the switch on, the bulbs do not light up. The batteries are not flat.
None of the bulbs is broken.
Why do the bulbs not light up?
......................................................................................................................
1 mark
(b) Alice makes the circuit work. When she turns the switch on, the bulbs are not
very bright.
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What must Alice add to the circuit to make the bulbs brighter?
......................................................................................................................
1 mark
(c) The four bulbs in the circuit are the same. Which statement is correct?
Each bulb is the Each bulb is a

same brightness. different brightness.
The bulbs at the The bulbs at the

top are brighter. bottom are brighter.
1 mark
The diagrams show two ways to write the model house.
circuit 1 circuit 2
(d) (i) In circuit 1, bulb B breaks and goes out.

What happens to the other bulbs in this circuit?
.............................................................................................................
.............................................................................................................
1 mark
(ii) In circuit 2, bulb C breaks and goes out.

What happens to the other bulbs in this circuit?
.............................................................................................................
.............................................................................................................
1 mark
(e) In circuit 2, Alice adds another switch so that she can turn bulb A off while the
other bulbs stay on.
Write the letter S on circuit 2 to show where Alice should add the switch.
1 mark
Maximum 6 marks
Page 48 of 95
Q31.
The diagram shows a circuit for controlling an electric motor.
This circuit can make the motor turn forwards or backwards.
Complete the table to show which lamp, if any, is lit and in which direction, if any, the
motor turns.
The first row has been done for you.
4 marks
Q32.
The diagram represents a conductor. It has equal numbers of positive and
negative charges.
(a) In the diagram, the + signs and the – signs are shown throughout the
conductor. This represents the pattern of positive and negative charges in a
real conductor. Why are the charges spread out instead of forming areas of
positive charge and areas of negative charge?
Page 49 of 95
......................................................................................................................
......................................................................................................................
1 mark
A negatively charged object is brought near to the conductor. This changes the position of
charges in the conductor.
(b) (i) On the diagram below, draw the new pattern of positive and negative
charges in the conductor.
2 marks
(ii) Why does the pattern of positive and negative charges change in this way?
.............................................................................................................
.............................................................................................................
1 mark
(c) One end of the conductor is attracted to the negativity charged object and the
other end is repelled.
The force of attraction is larger than the force of repulsion. Explain why.
......................................................................................................................
......................................................................................................................
1 mark
Maximum 5 marks
Q33.
The diagram shows an electromagnetic relay. The relay is connected in a circuit with a
battery, a lamp and a switch.
Page 50 of 95
(a) (i) Give the name of a suitable material to use for the core of the electromagnet.
.............................................................................................................
1 mark
(ii) Give the name of a suitable material to use for the armature.
.............................................................................................................
1 mark
(b) (i) Explain why the contacts come together when the switch is closed.
.............................................................................................................
.............................................................................................................
.............................................................................................................
.............................................................................................................
.............................................................................................................
3 marks
(ii) When the switch is now opened, the bulb stays on. Explain why.
.............................................................................................................
.............................................................................................................
1 mark
Maximum 6 marks
Q34.
The simplified diagram shows a device which protects people from being electrocuted
when using power tools such as hedge cutters. The wire in one part of the circuit is shown
darker to make the circuit clearer.
When the armature is attracted towards the soft iron core, the contacts are pushed apart
and break the circuit.
Page 51 of 95
(a) The power tool, coil A and coil B are all in the same series circuit. Coils A and B are
wound in opposite directions.
The current in the coils has no magnetic effect on the armature. Explain why.
......................................................................................................................
......................................................................................................................
......................................................................................................................
1 mark
(b) A gardener accidentally cuts the wire at point X. Current from the power supply
starts to flow through the gardener to earth.
What effect will this have on the armature? Explain your answer.
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
3 marks
Maximum 4 marks
Q35.
A circuit is shown below.
Page 52 of 95
(a) The switch is open. Steven connects point A to point B with a piece of copper
wire.
Which bulbs, if any, light up?
....................................................................................................................
1 mark
(b) Steven removes the copper wire and uses it to connect point C to point D.
The switch is still open.
Which bulbs, if any, light up?
....................................................................................................................
1 mark
(c) Steven removes the copper wire and closes the switch. Both bulbs light up, but not
very brightly.
He then uses the copper wire to connect point B to point C.
Choose from the following words to answer the questions below.
gets brighter stays the same goes out
(i) What happens to bulb X? …………………………………..

1 mark
(ii) What happens to bulb Y? …………………………………..

1 mark
(d) Steven removes the copper wire. The switch is still closed. Both bulbs light up, but
not very brightly. He then uses the copper wire to connect point A to point B.
Page 53 of 95
Choose from the following words to answer the questions below.
gets brighter stays the same gets dimmer goes out
(i) What happens to bulb X? …………………………………………

1 mark
(ii) What happens to bulb Y? …………………………………………

1 mark
Maximum 6 marks
Page 54 of 95
Mark schemes
Q1.
(a) • correct bulb symbol
accept other symbols for a bulb e.g.
1 (L4)
• correct switch symbol

do not accept a closed switch
1 (L4)
• components connected in series
accept circuits with the components in a different order

accept incorrect but recognisable symbols or drawings for
the third marking point only
do not accept responses where the number of components
is incorrect
1 (L4)
(b) • cell(s)
accept ‘battery’
1 (L3)
(c) • the bulb would be dimmer

accept ‘it decreases’
accept ‘it would become dimmer’
‘the current is less’ is insufficient
‘there is less power’ is insufficient
a comparative answer is required for the mark
‘it would be dim’ is insufficient as it does not describe the
change
do not accept ‘it goes out’
1 (L4)
(d) (i) • increase

accept ‘brighter’ or ‘becomes bright’
accept ‘stronger’
‘there is more power’ is insufficient
a comparative answer is required for the mark
‘it is bright’ is insufficient as it does not describe the change
1 (L4)
(ii) • bulbs would go out

accept ‘no brightness’ or ‘no light’
accept ‘it decreases’
accept ‘weaker’
Page 55 of 95
‘not bright’ is insufficient
‘none’ or ‘nothing’ are insufficient
‘there is no power’ is insufficient
‘darker’ is insufficient
1 (L4)
[7]
Q2.
(a)
all four lines are required for three marks

any three lines are required for two marks
any two lines are required for one mark
if more than one line is drawn from a symbol,
do not give credit for that symbol
3 (L4)
(b) battery
accept ‘cell’ or ‘cells’
accept ‘power supply’ or ‘power pack’
1 (L4)
(c)
series parallel
circuit 1
circuit 2
both ticks are required for one mark

if more than one box is ticked in any row, award no mark
1 (L4)
(d) copper
Page 56 of 95
accept ‘aluminium’
accept ‘gold’
do not accept any other metal
1 (L4)
[6]
Q3.
(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
answers must be in the correct order
1 (L6)
• electrical
1 (L5)
• light
1 (L5)
• thermal
‘heat’ is insufficient as the question asks for
Page 57 of 95
a word from the box
1 (L5)
[7]
Q4.
(a) •
award two marks for all four correct lines

award one mark for any two or three correct lines
if more than one line is drawn from any box,
do not credit either line
2 (L3)
(b) • off
off
both ticks are required for the mark
1 (L3)
• on
on
both ticks are required for the mark
1 (L4)
(c) • battery
accept ‘cell’ or ‘cells’
1 (L4)
(d) • Copper is a good conductor of electricity.

if more than one box is ticked, award no mark
1 (L3)
[6]
Q5.
(a) •
Page 58 of 95
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]
Q6.
(a) • E
1 (L5)
(b)
P Q R
off off off
• on off on
Page 59 of 95
• off off off
award one mark for each correct row

2 (L5)
(c) • * 0.8 0.8

1 (L6)
[4]
Q7.
(a) any one from
• the clock works

accept ‘when the light goes on’
‘it is making electricity’ is insufficient
• the time on the clock

accept ‘it shows 12.30’
1 (L5)
(b) • voltmeter
‘multimeter’ is insufficient
1 (L6)
(c) • any one from
• the fruit or lemon

do not accept ‘the acid’
• condition of metal
accept ‘the size or surface area of the metal’
accept ‘the distance between them’
accept ‘the amount of metal’
• temperature
accept ‘how far they push them in’
1 (L6)
(d) • copper and magnesium

accept ‘most reactive with least reactive’
1 (L5)
(e) any one from
• no difference in reactivity
accept ‘there would be no reaction between them’
• they produce zero voltage

accept ‘it would not work’
accept ‘there would be no difference’
1 (L6)
[5]
Page 60 of 95
Q8.
(a) • Light travels in straight lines.
1 (L3)
(b)
accept a continuous line drawn across card A

and reaching card B
award a mark for a straight line from the existing ray
passing through the hole in card A and reaching card B
the ray must not go beyond card B
1 (L3)
(c)
award one mark for a continuous straight line that

reflects off the mirror
award one mark for an angle of reflection approximately
equal to the angle of incidence
award one mark for a correct arrow on the reflected ray
3 (L4)
(d) Add another battery.

1 (L3)
[6]
Q9.
(a)
• P off
Q on
R on
accept 1 for ‘on’ and ‘0’ for ‘off’
Page 61 of 95
all three answers are required for the mark
1 (L3)
(b) any one from
• battery
accept ‘batteries’
• cell
accept ‘cells’
1 (L4)
(c)
on
off
on on
off off
if all three answers are correct, award two marks

if two answers are correct, award one mark if more
than one box is ticked for any circuit, award no credit
for that circuit
2 (L4)
[4]
Q10.
(a) (i)

1 (L3)
(ii) It is reflected
accept ‘it reflects’
accept ‘it bounces off’
1 (L4)
(b) (i) • bulb

accept ‘lamp’ or ‘light’
1 (L3)
• battery or cells
accept ‘cell’
1 (L3)
• switch
1
(ii) a series circuit drawn with the correct symbols such as
Page 62 of 95
accept ‘ ‘ for ‘ ‘
accept ‘ ‘ or ‘ ‘
accept curved wires
1 (L4)
[6]
Q11.
(a)
A B C D
off off off off
off off off off
on on on on
on on off off
award a mark for each correct row

3 (L6)
(b) any one from
• close S4 and S5
• only leave S3 open

accept ‘close 4 and 5’
accept ‘only leave 3 open’
‘leave switch 3 or 3 open’ is insufficient
1 (L6)
[4]
Q12.
(a) (i) any one from
• it let the current or electricity flow
• current could flow through the bulb
• it completed the circuit

accept ‘the contacts came together’
1 (L3)
(ii) all three components must be correctly connected in series
Page 63 of 95
accept
a mark may be awarded for any correctly connected

circuit drawn with straight or curved wires
award a mark for a correct circuit diagram in which
the pupil has drawn the symbols instead of connecting
the printed symbols
1 (L3)
(b) (i) any one from
• the bulb is broken or blown
• the filament is broken

accept ‘the coil is broken’
the bulb is not connected properly’ is insufficient
1 (L3)
(ii) turn one of the cells around

accept ‘turn a battery round’
accept ‘turn the battery’
accept ‘put the batteries in the right way’
‘turn the batteries round’ is insufficient
the mark may be awarded for a description of the fault
eg ‘both batteries are the same way up’
1 (L3)
(c) any one from
• it stopped current from flowing

accept ‘to stop the batteries running down’
• paper does not conduct or is an insulator
• the circuit was broken or incomplete

accept ‘to stop the contacts coming together’
• so that the circuit can be completed

1 (L3)
Page 64 of 95
[5]
Q13.
(a) one mark for B and C in series
1 (L6)
one mark for A in parallel with B and C for example
both marks should only be awarded if the circuit is correct

award one mark if all three bulbs are drawn in parallel
or all in series
1 (L6)
(b) • A
any one from
• it has more current passing through it

accept ‘the others have less current passing through them’
• A has 3 V across it and B and C have 1.5 V across them

accept ‘A has a greater voltage across it’
accept ‘B and C have less voltage across them’
• A has twice the voltage of B or C

accept ‘there is less resistance in the top
or A branch of the circuit’
• because it is directly connected to the supply

accept ‘the others are in series’
both the letter and the reason are required for the mark
answers should convey the idea that energy
or voltage is shared between B and C but A is not sharing
energy
or voltage
1 (L6)
(c) a letter S in any part of the circuit before it branches
accept a letter S in any part of the circuit if the three

bulbs are drawn in series
1 (L5)
Page 65 of 95
[4]
Q14.
(a) (i) series
all
both answers are required for the mark
1 (L4)
(ii) parallel
none
1 (L4)
(b) they were reflected or scattered

accept ‘some light was absorbed or refracted’
accept ‘they bounced off’
1 (L4)
(c) They absorb water from the soil.

1 (L3)
They absorb minerals from the soil.
if more than two boxes are ticked, deduct one mark
for each incorrect tick
minimum mark zero
1 (L3)
[5]
Q15.
(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’
Page 66 of 95
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]
Q16.
(a) any two from:
• manufacturing differences or bulbs are different

accept ‘different resistances’
accept ‘different ages’
• reading error
• dirty contacts
accept ‘bulbs were not screwed in properly’
• unreliable or inaccurate meter

accept ‘faulty ammeter’
accept ‘different wires’ or ‘differences in the wires’
2 (L6)
(b) 0.75
1 (L6)
(c)
both axes must be labelled correctly with

both the variable and the unit
Y axis : current, in amps or A or milliamps or mA

accept ‘I , in amps’
X axis : time, in hours or minutes or seconds

accept ‘t, in hours’
1 (L7)
a line or curve from top left to bottom right

1 (L7)
Page 67 of 95
[5]
Q17.
(a) there is a wire missing between the battery and the bulb
accept ‘there is a wire missing’
or ‘the bulb is not connected to the battery’
accept ‘it is not a complete circuit’
or ‘the circuit is broken’
1 (L3)
(b) two wires are connected to one end of the battery

accept ‘the battery is wrongly connected’
accept ‘the battery is not in the circuit’
accept ‘the circuit is wrongly connected’
do not accept ‘there is an incomplete circuit’
1 (L3)
(c) the bulb is broken or blown

do not accept ‘the circuit is not complete’
do not accept ‘because the light is not on’
1 (L3)
(d) the circuit is connected correctly

accept ‘it is set up right’
accept ‘there is a current’
accept ‘there is a complete circuit or path’
1 (L3)
[4]
Q18.
(a) pick-up wire
metal wheel
1 (L5)
(b) One mark is for drawing the two motors connected in parallel.
One mark is for drawing one switch in series with each motor.
Both marks should only be awarded if the circuit is correct.
the switches may be drawn either side of the motors

2 (L5)
Page 68 of 95
(c) any one from
• it completes the circuit
• it acts as a switch
accept ‘because the circuit is not complete’
‘the pedal connects the motor’ is insufficient
accept ‘the pedal connects the motor to the power supply’
1 (L5)
(d) any one from
• he does not complete a circuit

accept ‘the circuit is not complete’
• he does not connect the floor and wire mesh ceiling

accept ‘he is not touching the ceiling’
accept ‘he wears trainers’ or ‘he has rubber shoes’
1 (L5)
(e) (i) it stops

1 (L6)
(ii) it is not affected or it keeps going

accept ‘it goes slightly faster’
1 (L6)
[7]
Q19.
(a) (i) wind
1 (L3)
(ii) sunlight
1 (L3)
(iii) tides
1 (L4)
(b) any one from
• coal
• gas
accept ‘methane’
• oil
accept ‘petrol’ or ‘diesel’ or ‘kerosine’
• peat
accept ‘turf’
1 (L4)
(c) electricity
1 (L3)
[5]
Page 69 of 95
Q20.
(a) switches 1 and 2
1 (L5)
(b) no because switch 1 must be on or closed

both the answer and the reason are required for the mark
accept ‘there is no switch in the motor section of the
parallel circuit, so it cannot be isolated’
1 (L5)
(c) it would go up
accept ‘it would get hotter or very hot’
do not accept ‘it would be hot’
1 (L5)
(d) any one from
• no effect
accept ‘the motor speeds up slightly’
• it would stay on
1 (L5)
[4]
Q21.
(a) J
1
(b) bulb J goes out or is off

do not accept ‘nothing happens’
1
both bulb K and bulb L are required for the mark
bulb K lights up or is on
accept ‘bulb K is dim
bulb L lights up or is on
bulb L is dim’
1
(c) the answer should indicate that all three bulbs are lit
J, K and L or all of them

1
[4]
Q22.
(a) (i) copper or steel
accept ‘iron’ or ‘brass’ or ‘aluminium’ or ‘metal’
do not accept ‘a conductor’
1
Page 70 of 95
(ii) wood or plastic or rubber
accept any named insulator
do not accept ‘an insulator’ or ‘not a conductor`
1
(b) the circuit is completed or there is a complete circuit

accept ‘it makes a circuit’
accept ‘electricity can flow’
do not accept ‘because there is a contact’
1
(c) paint is an insulator or paint does not conduct electricity

accept ‘paint is not a conductor’
or ‘electricity cannot go through paint’
accept ‘it is not a complete circuit’
do not accept ‘the paint is in the way’
1
[4]
Q23.
(a) the motor runs backwards
accept ‘the crane lowers the load’
or ‘the crane drops the load’
or ‘the load goes in the other direct ion’
1
(b) any one from
• it will not run

accept ‘nothing’
• it will stop
1
(c) any one from
• it shorts out the batteries or cells

accept ‘it is a short circuit’
• the batteries or cells or wires will get hot
• the batteries or cells will go flat quickly

accept ‘the battery or wires will bum out’
1
(d) (i) no difference or none

accept ‘the crane lifts the load’
or ‘the resistor will not do anything’
1
(ii) any one from
• the motor turns more slowly

accept ‘it will stop the motor working’
Page 71 of 95
• it lowers the load more slowly
• there is a smaller current

accept ‘it moves the load more slowly’
accept ‘it gives it less power’
or ‘it will slow down the flow of electrons’
1
[5]
Q24.
(a) three wires are drawn:
all three wires are required for the mark all three
components
must be correctly connected for the mark
accept a correct circuit diagram in which the pupil
has drawn the symbols instead of connecting the
printed symbols
1 (L3)
(b) It is the same brightness.

1 (L3)
(c)
position of position of is the bulb
switch 1 switch 2 on or off?
B D on
A D off
A C on
1 (L4)
(d) (i) neither or none

accept ‘nothing’ or ‘it works’
1 (L4)
(ii) it stays on
accept ‘it gets brighter’
1 (L4)
[5]
Page 72 of 95
Q25.
(a) The wood is an insulator.
1 (L3)
(b) pencil lead or graphite is a conductor or the ‘lead’ conducts

accept ‘the circuit is complete’
or ‘current goes through the lead’
1 (L3)
(c) neither or none of them

1 (L3)
[3]
Q26.
(a) C or D
accept either C or D indicated on the diagram
1 (L3)
(b) (i) C
1 (L4)
(ii) A or E
accept either A or E indicated on the diagram
1 (L4)
(iii) B
1 (L4)
(c)
or
accept a single cell
accept other recognised symbols for bulbs junction
symbols are not required
1 (L5)
[5]
Q27.
(a) by rubbing it or by friction
accept ‘by spraying charged particles onto it’
accept ‘by induction’ or ‘by connecting it to one
terminal of a power supply’
1 (L5)
(b) any one from
Page 73 of 95
• negatively, because B is attracted
• negatively, because unlike charges attract

both the charge and the reason are required for the mark
accept ‘–, because two + charges would repel’
1 (L5)
(c) towards A or to the left

accept ‘closer’
1 (L5)
(d) answers should refer to the movement of X away from Y for the
first mark and comment on the same charge for the second mark
any one from
• it will be repelled
• it will move away from Y
• it will spin away from Y

do not accept ‘it will spin’
• it will tilt away from Y

do not accept ‘it will tilt’
1 (L6)
they both have the same charge

or they have both been charged in the same way
1 (L6)
(e) any one from
• it will be repelled
• it will move away from Y
• it will spin away from Y

do not accept ‘it will spin’
• it will tilt away from Y

do not accept ‘it will tilt’
1 (L6)
any one from
• strip X has the same charge over the whole surface

accept ‘the whole surface has been rubbed’
or ‘it has the same charge at both ends’
• X and Y have the same charge or they have both been charged
in the same way
1 (L6)
[7]
Q28.
Page 74 of 95
(a) as kinetic energy
1 (L6)
(b) (i) both the place and the method by which energy is lost are
required for each mark
answers may be in either order
• 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) any one from
• flow in X = flow in Y + flow in Z
• x=y+z
accept ‘Y + Z = X’
• rate of flow into the junction = the total rate of flow out of it
1
(b) (i) 70
70
both rates are required for the mark
1
(ii) charge
accept ‘electrons’
do not accept ‘current’
1
(c) any one from
Page 75 of 95
• electricity can only flow in conductors or metal
• air is an insulator so electricity cannot flow through it

do not accept ‘there is no current because there is a
break in the circuit’ or ‘the empty socket breaks the
circuit’ or ‘a closed circuit is needed’
1
[4]
Q30.
(a) any one from
• the circuit is not complete

accept ‘there is no circuit’
• a wire is missing
• two of the bulbs are not connected

accept ‘the bulbs are not connected’
do not accept ‘the switch might be broken’
or ‘there is a loose connection’
1 (L3)
(b) another cell or battery

accept ‘put the bulbs in parallel’
or ‘make a parallel circuit’
or ‘use new batteries’
do not accept ‘use stronger batteries’
1 (L5)
(c) Each bulb is the same brightness.

1 (L4)
(d) (i) they go out

accept ‘they stop working’
do not accept ‘they get dimmer’
1 (L3)
(ii) any one from
• they stay on or stay the same

accept ‘they get brighter’
• they do not go out

accept ‘only the broken bulb goes out’
• nothing
1 (L4)
(e) a letter S drawn onto or close to the wire in the top part of the circuit
anywhere between the two junctions
Page 76 of 95
accept an open switch symbol drawn onto the diagram
do not accept a letter S drawn mid-way between the top two
wires or at a junction between the top two wires as shown
below
1 (L4)
[6]
Q31.
In which
Which
direction, if any,
switch A switch B lamp, if
does the motor
any, is it?
turn?
up down lamp 1 forwards
both answers are

neither or not turning or required for the mark
up up 1
none none or off do not accept blank
boxes or dashes
award one mark for

down up lamp 2 backwards 2
each correct answer
both answers are

neither or not turning or required for the mark
down down 1
none none or off do not accept blank
boxes or dashes
(L5)
[4]
Q32.
(a) like charges repel or unlike charges attract
accept ‘the positive charges would repel each other’
or ‘the negative charges would repel each other’
or ‘positive and negative charges attract’
1 (L6)
(b) (i) award no mark unless both positive and negative charges
are drawn
the first mark is for drawing the majority, six or more,

of the – ve charges on the right hand side
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the second mark is for drawing at least ten + ve charges
distributed uniformly
accept the + ve charges concentrated on the left
hand side i.e. accept the following for both marks
it does not matter how many +ve or –ve signs are drawn
2 (L6)
(ii) the answer must refer to the forces on the charges and not
merely describe how they move
the negative charges are repelled

accept ‘like charges repel’ or ‘negative charges are
forced away from each other’
accept ‘the positive charges are attracted and the
negative charges are repelled’
do not accept ‘the positive charges are attracted’
do not accept ‘negative charges go away from each other’
or ‘the positive charges do not move’
1 (L6)
(c) the positive charge or the end which is attracted is closer to the
negatively charged object
accept ‘the negative charge or the end which is
repelled is further from the object’
1 (L6)
[5]
Q33.
(a) (i) iron
1 (L6)
(ii) iron or steel

1 (L6)
(b) (i) any three from
• current flows in the coil

do not accept ‘the circuit is completed’
• the core becomes magnetised

accept ‘the coil becomes an electromagnet’
or ‘the electromagnet is turned on’
• the armature is attracted
• the armature pushes the contacts together

do not accept ‘the contacts come together’
3 (L7)
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(ii) the answer must show an understanding that the contacts
remain closed
because current continues through the contacts

or because the contacts keep the circuit complete
accept ‘the contacts are in parallel with the switch’
or ‘the contacts stay shut’
do not accept ‘there is a complete circuit’
or ‘the current still flows’
1 (L7)
[6]
Q34.
(a) any one from
• the current flows in opposite directions so there is no magnetic field

do not accept ‘the currents in A and B cancel out
so there is no field’
or ‘the coils are wound in opposite directions
• because the two magnetic fields or forces cancel out

do not accept ‘they cancel out’
1
(b) there is no current in coil A

accept ‘there is current in coil B only’
or ‘the currents in the coils are different’
or ‘coil A will lose its magnetic field’
do not accept ‘there is current in coil B’
1
the magnetic fields no longer cancel

accept ‘the iron core becomes magnetised’
or ‘the magnetic fields are different’
1
the armature will be attracted or pulled towards the core

answers may be in any order
1
[4]
Q35.
(a) bulb X
do not accept ‘both bulbs’ or ‘bulb X and bulb Y’
1 (L5)
(b) neither or no bulb or none

1 (L5)
(c) (i) goes out

1 (L5)
(ii) gets brighter

1 (L5)
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(d) (i) gets brighter
1 (L5)
(ii) goes out

1 (L5)
[6]
Page 80 of 95
Examiner reports
Q5.
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
Q6.
Facility values
Tier 3-6 Tier 5-7
L3 L4 L5 L6 L5 L6 L7
a 0.03 0.22 0.43 0.63 0.51 0.63 0.79
b1 0.16 0.46 0.73 0.86 0.58 0.77 0.90
b2 0.18 0.56 0.76 0.85 0.22 0.44 0.71
c 0.07 0.33 0.49 0.68 0.37 0.54 0.73
Q7.
Facility values
Tier 3-6 Tier 5-7
L3 L4 L5 L6 L5 L6 L7
a 0.25 0.40 0.49 0.60 0.79 0.87 0.92
b 0.16 0.32 0.43 0.53 0.32 0.47 0.74
c 0.07 0.19 0.42 0.70 0.68 0.74 0.84
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d 0.22 0.41 0.63 0.82 0.86 0.94 0.97
e 0.04 0.16 0.39 0.58 0.66 0.78 0.89
Q8.
In part (a), at least 50% of all pupils at each level gave the correct answer. Over a quarter
of pupils at all levels incorrectly chose the answer light can travel through empty space,
possibly misunderstanding the difference between a gap between the cards and a
vacuum.
In part (b) only about a third of pupils at level 3 drew the correct line for the ray. At all
levels a significant number of pupils forced the ray to go through the hole in card B or
drew the line passing through card B, neither of which gained the mark. Many pupils did
not use a ruler to draw the ray and some were penalised if the line was not sufficiently
straight.
Part (c) was particularly well answered by pupils above level 3. Pupils at all levels were
least successful at drawing approximately equal angles of incidence and reflection despite
drawing rays that were continuous, straight and with a correct arrow. Half of pupils at level
3 and a quarter at level 4 did not gain any of the three marks available.
Almost all pupils at level 6 correctly identified adding another battery as the way to make
the bulb brighter I part (d). The most frequently selected incorrect option was add another
bulb; this was selected by about a quarter of pupils at level 3.
Facility values
Tier 3-6
L3 L4 L5 L6
a .58 .68 .68 .77
b .20 .41 .63 .79
c1 .28 .58 .83 .95
c2 .24 .44 .58 .72
c3 .28 .51 .74 .86
d .55 .81 .93 .99
Q9.
This question proved to be relatively straightforward for most pupils, with the majority of
pupils at levels 5 and 6 being awarded all four marks.
Part (a) was the hardest part of the question; to gain the mark pupils needed to interpret
the circuit diagram and state whether each bulb was on or off. At level 3, a third of pupils
answered all three parts correctly, but most were unsure about the state of bulbs P and R.
The pattern of responses was similar for pupils at level 4, but proportionally more were
able to give the correct answer for bulbs P and R. Most pupils at levels 5 and 6 got the
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mark for this question.
Most pupils at levels 4, 5 and 6 knew that the battery provides energy for the circuit in part
(b). At level 6, a third 6 said cells instead of (or as well as) battery – which was an
uncommon answer below level 5. Only half of pupils at level 3 got the mark, many giving
answers such as power or voltage.
Most pupils at levels 5 and 6, and half of pupils at level 3, gained both marks in part (c).
Pupils generally had few problems with the first circuit in which the bulb was off, but there
was more uncertainty about the state of the bulbs in the other two circuits, especially for
pupils at levels 3 and 4.
Facility values
Tier 3-6
L3 L4 L5 L6
a .36 .64 .86 .95
b .54 .81 .96 1.00
c1 .70 .86 .91 .98
c2 .66 .80 .89 .98
Q10.
Part (a)(i) discriminated well between the levels, with 45% of Level 3 pupils being awarded
the mark compared to 95% of Level 6 pupils. Pupils at Level 3 frequently chose to tick
either the second or the third boxes, and pupils at Level 4 frequently chose to tick the
second box. Few pupils at any level chose to tick the last box.
Part (a)(ii) was answered well by pupils at all levels, with roughly 80% of pupils at Level 3
being awarded the mark. At all levels the majority of pupils gave the answer reflected, and
relatively few gave the less technical answer bounces off.
Part (b)(i) was answered well by pupils at all levels. At all levels pupils found the second
symbol – representing a battery or cells – most difficult to identify.
Part (b)(ii) was the most difficult part of the question for pupils at all levels with only about
65% being able to draw a correct circuit containing the three symbols. At Levels 3 and 4 a
number of pupils drew circuits that contained gaps and so failed to gain the mark.
Q11.
In part (a), few pupils at Levels 3, 4 5 and 6 correctly decided which bulbs would be on
and which off. Pupils at Level 7 answered an average of two rows out of the three
correctly. At all levels pupils found the third row the most difficult to answer.
Part (b) was generally answered well by pupils at Levels 6 and 7. The majority of pupils at
Level 5 and below incorrectly answered close all the switches.
Q12.
Sc4 5 marks Facility: 0.72
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Facilities on part (ai) ranged from 0.31 at Level 3 to 0.95 at Level 6, the question
discriminating particularly well between Levels 3 and 4. Many pupils below Level 5 did not
answer in terms of completing the circuit, rather they often referred to the reason for using
the torch, e.g. to see the light.
Although performance on Levels 5 and 6 was very similar, part (aii) discriminated well at
the lower Levels. The most common error was in drawing incorrect connections, although
12% of Level 3 pupils left at least one significant gap in the circuit.
Again both parts of (b) discriminated well between Levels 3 and 4, although performance
was generally better on (bi). Around 10% of pupils failed to be specific enough when
commenting on the batteries in part (bii); for example, simply stating that they are wrong.
Some pupils below Level 5 failed to recognise that the filament in the bulb was broken and
so suggested a correction in terms of the switch or the batteries.
Part (c) was answered very well at Level 4 and above, but only 34% of Level 3 pupils
were awarded a mark. To stop the batteries running down was a fairly common correct
answer at Levels 4 and 5, whereas at Level 6, many more pupils gave a more specific
explanation, such as the circuit is not complete or the most popular response, paper is an
insulator.
Facilities by tier and level achieved
Level
Item 3 4 5 6
ai .34 .62 .81 .98
aii .43 .67 .79 .87
bi .57 .76 .90 .91
bii .51 .69 .77 .82
c .42 .74 .87 .93
Q13.
Sc4 4 marks Facility: 0.27 (Tier 3-6) / 0.64 (Tier 5-7)
About 40% of pupils at Level 6 gained both marks on part (a), compared with 85% at
Level 7. At lower levels drawing all three bulbs in series was the most common error,
whilst at Levels 5 and 6 it was more common to draw all three in parallel. Pupils who drew
either of these circuits used only part of the information provided in the question.
Very few pupils below the target level gained the mark for part (b), with around a quarter
of Level 6 and just over half of Level 7 pupils gaining credit. Although many pupils were
able to identify bulb A as the brightest, few were able to support this with an adequate
explanation. The most common reason given concerned its proximity to the battery. Pupils
awarded Levels 5 and 6 on the tier 5-7 paper were much more successful than their
counterparts on the lower tier paper.
The discrimination on part (c) was good on both tiers. Once again the difference between
pupils taking the lower and higher tier papers was apparent at Levels 5 and 6.
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3-6 5-7
Item 3 4 5 6 5 6 7
a1 .11 .20 .40 .58 .42 .66 .88
a2 .06 .15 .32 .55 .56 .76 .93
b .00 .02 .04 .12 .11 .27 .56
c .08 .28 .50 .73 .69 .83 .94
Q14.
Sc2/Sc4 5 marks Facility: 0.64
Part (a) discriminated well between Levels 4, 5 and 6, but the facility at the target level
was low. Most pupils recognise that, in a series circuit all bulbs would go out if one bulb
breaks, but many pupils below Level 5 did not know this as a series circuit. Only 27% of
Level 3 and 35% of Level 4 pupils correctly selected series for circuit A. At the higher
levels there was a much smaller discrepancy between the proportions giving each correct
response.
The overall success rate in gaining the mark in part (aii) was similar to that for the
previous part. However, in this case, the numbers correctly naming the type of circuit were
similar to those correctly saying that none of the other bulbs would go out.
Most pupils above Level 4 know that, in a parallel circuit none of the bulbs would go out if
one bulb breaks and that it is called a parallel circuit.
Facilities on part (b) ranged from 0.53 at Level 3 to 0.94 at Level 6, with the most popular
correct response being to say that the light rays were reflected by the mirror. Around 12%,
most of which were at the lower levels, said that the rays bounced off the mirror.
Part (c) was well answered by most pupils, over two-thirds gaining both marks. At the
lower levels, more pupils selected the absorption of water than the absorption of minerals,
with a significant minority also selecting the incorrect response they produce seeds. About
a third of Level 3 pupils thought that root hairs absorb sunlight.
Level
Item 3 4 5 6
ai .13 .29 .55 .79
aii .12 .27 .45 .78
b .50 .80 .91 .93
c1 .73 .80 .88 .93
c2 .49 .74 .87 .94
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Q15.
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
Q16.
Overall, performance on this question was weak. Part (a) was answered poorly by pupils
attaining levels 5 and 6, with a fifth of them suggesting that the different distances of the
ammeters from the battery caused the different readings. Pupils’ performance in part (b)
was better, with over half correctly predicting the current when there were five bulbs in the
circuit. In part (ci) fewer than a quarter of pupils attaining levels 5 and 6 labelled the axes
correctly, with units, and nearly a quarter of all pupils omitted this item. Girls were
significantly better than boys at labelling and giving units for the axes of the graph. In
part(cii) most pupils attaining level 7 correctly sketched an appropriate line or curve from
Page 86 of 95
top left to bottom right of the graph showing the change in current as the cell ran down.
Facility values
Part Omit (%) Facility
(a) 1 6 0.25
(a) 2 21 0.18
(b) 5 0.56
(c)(i) 24 0.24
(c)(ii) 20 0.57
By level
Part 5 6 7
(a) .18 .44 .89
(b) .40 .59 .73
(c)(i) .06 .25 .53
(c)(ii) .31 .65 .84
Q17.
This question was answered well. Most pupils were able in part (a) to explain why the
ammeter reading was zero, in part (b) to state that the battery had been wired into the
circuit incorrectly and in part (c) to say that a broken filament would lead to a reading of
zero on the ammeter. In part (d), fewer than half the pupils at level 3 were able to explain
with the necessary precision that a complete circuit is needed for the ammeter to show a
reading.
Facility values
Omit (%) Facility
(a) 2 0.94
(b) 3 0.79
(c) 4 0.80
(d) 3 0.74
Q18.
Performance on this question was varied. Fewer than half the pupils achieving level 5 or
below were able to complete the sentence in part (a). Pupils at level 5 and below
answered part (b) poorly with few being able to draw the parallel circuit required. More
pupils at all levels were able to place a switch in series with each motor than were able to
Page 87 of 95
draw two motors connected in parallel.
Part (c) produced a spread of results across the levels, four-fifths of pupils gaining levels 6
and 7 explained correctly that the pedal acts as a switch in the circuit. In part (d), few
pupils achieving level 3 and 4 were able to explain why a person walking across the metal
floor does not receive an electric shock. Pupils’ performance in part (e) was better with
those at level 5 and above answering well.
Facility values
Tier 3 – 6 Tier 5 – 7
Omit % Facility Omit % Facility
(a) 3 0.44 0 0.71
(b) 1 16 0.29 2 0.70
(b) 2 18 0.39 2 0.61
(c) 9 0.45 0 0.76
(d) 8 0.39 2 0.66
(e)(i) 10 0.80 0 0.95
(e)(ii) 13 0.63 0 0.74
Q19.
Parts (a)(i) to (a)(iii) were answered well by the majority of pupils. Almost all pupils
correctly linked the energy resource to its photograph. The majority of pupils achieving
levels 3 and 4 could not state what a wind turbine generates, with few pupils using words
from the list for part (a) in their answer to part (c).
Facility values
Item Omit (%) Facility
(a) (i) 1 0.96
(a) (ii) 1 0.91
(a) (iii) 2 0.92
(b) 10 0.73
(c) 7 0.55
Facility values by level
Tier 3-6
Item Level 3 Level 4 Level 5 Level 6
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(a) (i) 0.90 0.97 0.99 1.00
(a) (ii) 0.79 0.92 0.97 1.00
(a) (iii) 0.76 0.95 0.97 1.00
(b) 0.47 0.67 0.85 0.96
(c) 0.16 0.46 0.64 0.89
Q20.
Pupils at level 5 and above answered part (a)(i) well with the majority correctly identifying
that switches 1 and 2 must be closed for the heater to work. The most common error was
to suggest that only switch 2 needed to be closed. Part (b) was answered poorly by all
except those at level 7. Approximately a fifth of pupils lost marks because although they
gave the answer ‘no’ for the question, they did not write a precise explanation for this.
Many pupils achieving level 5 or below could not answer part (c) with over 30%
suggesting the motor would cool down.
Facility values
Tier 3 – 6 Tier 5 – 7
Item Omit (%) Facility Omit (%) Facility
(a) 1 0.61 0 0.81
(b) 4 0.08 1 0.25
(c) 5 0.35 1 0.58
(d) 7 0.43 1 0.63
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) 0.42 0.49 0.67 0.82 0.77 0.80 0.92
(b) 0.01 0.05 0.11 0.22 0.11 0.26 0.49
(c) 0.17 0.28 0.38 0.63 0.40 0.59 0.74
(d) 0.15 0.31 0.53 0.71 0.55 0.69 0.73
Q21.
Pupils answered parts (a) and (b) well with most pupils at level 6 obtaining full marks on
part (a), showing that pupils are good at dealing with simple circuits.
However the novel circuit diagram of part (c) caused pupils problems especially those at
Page 89 of 95
level 3 and 4, who commonly predicted that K and L would light rather than all. This is
similar to previous years where pupils could not deal with more complex circuits or circuits
different from those they may have seen in class.
Facility values
(a) 1 0.93
(b) 1 5 0.73
2 5 0.82
(c) 2 0.34
Q22.
(a) Part (a) was answered well by all pupils including those at level 3 but parts (b) and
(c) were less well answered.
(b) Most errors occurred on part (b). Pupils who failed to gain marks on this part implied
that there was contact between the loop and the handle but they failed to link this
with the notion of a complete circuit. Others merely reworded the question stem.
(c) Pupils’ failure to use specific terminology and language was an issue, e.g. a pupil
response protective film around the wire failed to mention the term insulator or poor
conductor and therefore did not gain a mark.
Facility values
(a) (i) 2 0.92
(ii) 2 0.71
(b) 4 0.42
(c) 4 0.52
Q23.
Overall performance on this question was very poor with even pupils achieving level 7
doing badly on parts (a) and (c). This continues the pattern found in previous years that
pupils’ performance on questions about electricity, other than those on simple electrical
circuits, is generally weak.
(a) Part (a) was badly answered with almost no pupils achieving level 3 giving the
correct answer and only 37% of those at level 7 pupils doing so. Many pupils
showed little understanding of how the direction of a current affects the action of a
motor, over 45% of pupils who attempted an answer simply stated the motor
worked, with only 15% of pupils realising that the motor changed direction.
(b) Only pupils achieving level 7 gave reasonable answers in part (b). Common errors
Page 90 of 95
included stating that the motor would blow/overload, and that it would move faster or
be more powerful because two switches had been closed.
(c) In part (c) 96% of pupils taking tier 3-6 and 85% of pupils taking tier 5-7 failed to
note that the cells would be shorted and suggested that the motor would blow or
burn out. Approximately 45% of pupils produced inappropriate answers with little or
no scientific basis.
(d) Nearly 20% of pupils taking tier 3-6 did not attempt part (d). Part (d)(i) was
answered well by pupils achieving levels 6 and 7 with most identifying that the motor
would run. Part (d)(ii) was not as well answered as part (d)(i), indicating that pupils
have a weaker understanding of the role and function of resistors than they do of
switches.
Facility values
Level 3 – 6 Level 5 – 7
Item Omit (%) Facility Omit (%) Facility
(a) 6 0.09 0 0.24
(b) 6 0.39 1 0.46
(c) 12 0.04 2 0.15
(d) (i) 19 0.34 3 0.73
(ii) 21 0.22 5 0.55
Q24.
Part (a) was omitted entirely by about a third of pupils. This is possibly because of its
position on the page or that the circuit was partially present. Of those who attempted the
question, most got it right. The most common reason for losing the mark was inaccurate
drawing: wires did not make contact with components or contained breaks. In part (b),
about half of the pupils thought that a bulb would not light if the battery were connected
the ‘wrong’ way round, and only a third of them were awarded the mark. Parts (c) and (d)
were well answered. In (c) the most common error was to believe that the bulb would stay
off unless the switches were in positions B and D, which showed a failure to appreciate
that there could be more than one way to complete the circuit. In part (d)(ii) the most
common wrong answer was that if one bulb broke then the other would also go out.
Facility Values
Question Target Marks facility value facility value facility value PoS
level boys girls all reference
Tier: 3-6 5 0.54 0.46 0.50
a 3 1 0/4c
b 3 1 4/1d
c 4 1 4/1d
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di 4 1 4/1d - 4/1c
dii 4 1 4/1d - 4/1c
Q25.
Part (a) was very well answered by pupils at all levels. In part (b) the use of the word
‘lead’ (graphite) for part of the pencil may have confused pupils achieving level 3 and
some pupils achieving level 4. Pupils found part (c) most difficult, and pupils achieving
level 3 and 4 struggled with it. The most common answer was that only bulb X lights,
probably because it was connected to the conducting part of the pencil and bulb Y was
connected to the insulator. The frequency with which this error occurred suggests that
many pupils achieving level 3 and 4 have an incomplete grasp of complete circuits.
Facility Values
Tier: 3-6 3 0.69 0.58 0.63
a 3 1 3/1k
b 3 1 4/1d
c 3 1 4/1d - 3/1k
Q26.
Pupils achieving level 3 and 4 found this question very difficult. The three-dimensional
view of the bulbs and the two dimensional representation of the rays of light may have
contributed to the difficulties encountered by the pupils when answering parts (a), (b) (i)
and (ii). Performance on part (b) (iii) was very poor, with over 70% of pupils unable to
interpret the diagram. Part (c), which required pupils to draw a diagram of a parallel
circuit, was demanding. Pupils achieving level 3 and 4 found the question very difficult
indeed and performance by those achieving level 5 and 6 was only slightly better. The
most common errors were to draw the circuit connected in series, or to use drawings of
the battery and bulbs instead of the symbols.
Facility Values
Tier: 3-6 5 0.41 0.32 0.36
a 3 1 4/3b
bi 4 1 4/3b
bii 4 1 4/3b
biii 4 1 4/3b
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c 5 1 4/1c - 0/4c
Q27.
This question was answered well by pupils working at level 6 and above, and it
discriminated effectively between all levels. N.B. This area of the curriculum will not be
assessed in 2000 and beyond.
Facility Values
Tier: 3-6 7 0.31 0.31 0.31

5-7 0.60 0.59 0.59
a 5 1 4/1a
b 5 1 4/1b
c 5 1 4/1b
d 6 2 4/1b - 4/1a
e 6 2 4/1b - 4/1a
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
Tier: 5-7 5 0.30 0.20 0.25
a 6 1 4/5f
bi 7 2 4/5h
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bii 7 2 4/5g
Q30.
More than 75% of pupils also showed a good grasp of simple electrical circuits and they
applied this knowledge in simple contexts such as when connecting four light bulbs in a
model house.
Pupils’ understanding of electrical circuits was secure in simple contexts, with more than
50% of all pupils, and almost 80% of pupils gaining higher levels on the 3–6 tier,
answering the question correctly.
Q31.
Pupils experienced some difficulty in applying their understanding to more complex
circuits. Pupils were not good at tracing the path of the electric current from one pole of
the battery to the other in such complex circuits.
Q32.
Evidence from the tests in 1996 suggested that many pupils were unfamiliar with
electrostatics. Performance in 1998 shows little improvement. Less than half of the pupils
could draw the distribution of charges in a conductor brought close to a negatively
charged object. About 8% of pupils in both tiers drew the negative charges attracted to the
negatively charged object and the positive charges repelled. Another common error was
to draw the negative charges spread evenly through the conductor.
Pupils found it difficult to provide explanations or descriptions for closely related concepts.
In the examples below, electric charges and magnetic poles are confused.
___________________________________________________________________
Why are the charges spread out instead of forming areas of positive charge and areas of
negative charge?
It would become a magnet
Why does the pattern of positive and negative charges change in this way?
because of magnetizm and North and south poles
___________________________________________________________________
Q33.
There is evidence to suggest that many pupils did not understand that two or three points
needed to be made when a question was worth two or three marks. Insufficient notice was
taken of the mark indicators in the right hand margin next to each question. Contrasting
examples of response to the same three mark extended writing question are given below.
The first shows a good response where the pupil was able to provide three distinct points.
The second shows a poor answer in which the final point restates the question.
___________________________________________________________________
Page 94 of 95
The electricity flows through the coil making it magnetic attracting the armature. The pivot
allows the other end to lift up to the other contact.
when the switch is closed the circuit is made complete so the electrons make the contacts
work and come together.
___________________________________________________________________
Questions relating to electromagnetism discriminated sharply between pupils. Almost 25%

stated that copper was a suitable material for the core of a magnetic relay and a similar
number stated that plastic was a suitable material for the armature, indicating that pupils
suggested the names of good electrical conductors and insulators rather than a magnetic
material. Forty percent of pupils who gained level 6 and 73% of those awarded level 7
overall explained how an electromagnetic relay worked when the switch was closed.
Fewer pupils were able to use a diagram to explain why electric current continued to flow
when the switch was opened again.
Q35.
Most parts of this demanding question on circuits were answered correctly by pupils in
both tiers. The only part where pupils were less successful was the final part, in which a
large number of pupils chose gets dimmer when asked to describe what happens to both
bulbs when the copper wire is used to short circuit them.
Page 95 of 95

KS3 Electricity 1

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KS3 Electricity 1

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Q1.

Ben makes a series circuit using two

The cells have been drawn for you.

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

(c) Ben adds another identical bulb to the circuit in series.

circuit symbol name

(b) Fred made circuit 1 as shown below.

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

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

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

The plastic cover acts as a red filter.

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.

electrical circuit circuit diagram

(d) Why is copper used for wires in a circuit?

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

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

Complete the sentence below. Choose words from the list.

chemical heat light sound

When the blades are turning, energy is wasted as

....................................... energy and ....................................... energy.

(c) Susan built a circuit using a battery, a motor and a switch.

How did this affect the motor?

(ii) Susan removed the motor from the circuit.

How did this affect the bulb?

He closed the switch, S, and all the bulbs came on.

Which bulb must have broken?

(b) Max built circuit 2 as shown below.

Look carefully at circuit 2.

switch 1 switch 2 bulb P bulb Q bulb R

open open off off off

The current reading on ammeter A1 was 0.8 amps.

(a) Look at the photograph.

What evidence is there that they have made an electric cell?

(c) In their investigation they used different pairs of metals.

..................................... and ..............................................

(e) Look at the results in the table above.

(b) Gabby moved card B to one side as shown below.

(c) Gabby used a torch to shine a ray of light towards a mirror.

(d) Gabby built a circuit like the circuit in her torch.

What could she do to the circuit to make this bulb brighter?

Rosie puts the switch in the position shown below.

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

open open off off

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

(i) Paul closed the switch.

(i) Why is the circuit of torch A not complete?

(ii) What could you do to torch B to get the bulb to light?

All the bulbs were on but their brightness was different.

bulb removed observations

Which bulb was the brightest? Give the letter.

Give the reason for your choice.

all none some parallel series short

(i) Circuit A is a ........................................ circuit.

If one of the bulbs breaks in circuit A ........................................ of the

other bulbs will go out.