Energy, development and resource decisions

1. Calculate the wind annual output in GWh to two decimal places. (1 mark)

70.08

Practice objective: Interpret and calculate from resources

20 × 40/100 × 8,760 ÷ 1,000.

2. What percentage of annual local demand could wind output equal, ignoring timing and losses? (1 mark)

70.08

Practice objective: Interpret and calculate from resources

70.08 ÷ 100 × 100.

3. Explain why annual output equal to a large share of demand does not guarantee a secure supply at all times. (4 marks)

Demand and output vary through time. Storage, backup, network capacity and losses matter; an annual total cannot show simultaneous availability.

Practice objective: Explain relationships or evaluate evidence

4. Which comparison uses matching quantities? (1 mark)

Annual output in GWh versus annual demand in GWh

Practice objective: Evaluate a resource claim

Power and energy have different units and meanings.

5. Recommend an option for energy demand, output and competing priorities. Use at least two resources, compare an alternative and address an uncertainty or stakeholder concern. (6 marks)

Different options are defensible. State your priority, use accurate evidence from the energy model, explain the geographical relationships and compare benefits and limitations. Energy security depends on demand, timing, infrastructure, costs and environmental consequences. No option is universally best.

Practice objective: Explain relationships or evaluate evidence

1. Which class contains district C? (1 mark)

20 to less than 30%

24 is at least 20 and below 30. For this 1-mark task, credit the keyed option.

2. How many households in A reported damage? (1 mark)

20

2% of 1,000 = 20. For this 1-mark task, credit the accepted numerical answer in the requested units.

3. Does the darkest district necessarily have the most affected households? (1 mark)

No; the household denominators differ.

A high rate in a small population can represent fewer households than a lower rate in a large population. For this 1-mark task, credit the keyed option.

1. What is the difference in height between the highest and lowest measured points, in metres? (1 mark)

600

640 − 40 = 600 m. For this 1-mark task, credit the accepted numerical answer in the requested units.

2. For the section from 2 km to 3 km, express the gradient as 1:n. Enter n. (1 mark)

5

The horizontal run is 1,000 m and the rise is 200 m. Divide horizontal run by rise. For this 1-mark task, credit the accepted numerical answer in the requested units.

3. Can the drawn line angle be used directly as the real slope angle? (1 mark)

No; the horizontal and vertical scales differ.

Use real vertical and horizontal distances. Vertical exaggeration changes the displayed angle. For this 1-mark task, credit the keyed option.

1. Which action best investigates the 29-second result? (1 mark)

Repeat the trial and check for an obstruction

Retain the raw result, record any obstruction and repeat. A different value alone does not prove an error. For this 1-mark task, credit the keyed option.

2. What was velocity in trial 1, in m/s? (1 mark)

0.5

5 m ÷ 10 s = 0.5 m/s. For this 1-mark task, credit the accepted numerical answer in the requested units.

3. Why might surface floats overestimate mean velocity? Develop two linked points and support them with the resource or a methodological reason. (4 marks)

Friction often slows water near the bed and banks. Surface flow may be faster than the average through the section; wind and float paths also affect the estimate.

Friction often slows water near the bed and banks. Surface flow may be faster than the average through the section; wind and float paths also affect the estimate. Credit up to 2 marks per relevant developed point (1 for the point, 1 for a correct reason, evidence link or implication), up to 4 marks. Original credit guidance: credit relevant explained reasoning; accept accurate alternatives.

1. Which description best fits the pattern? (1 mark)

Negative association

Tree counts generally fall as distance increases. For this 1-mark task, credit the keyed option.

2. Which conclusion is justified? (1 mark)

The observations show an association, but do not establish its cause.

An observational association alone cannot establish causation or universal applicability. For this 1-mark task, credit the keyed option.

1. What should the missing reading be recorded as? (1 mark)

A clearly labelled missing value

Zero is a measured count; missing means no valid observation. Inventing a reading changes the evidence. For this 1-mark task, credit the keyed option.

2. Calculate the mean of the three observed counts. (1 mark)

32

(20 + 32 + 44) ÷ 3 = 32; the missing observation is excluded and the sample size is reported. For this 1-mark task, credit the accepted numerical answer in the requested units.

3. How does missing site C affect conclusions? Develop two linked points and support them with the resource or a methodological reason. (4 marks)

It reduces spatial coverage and may bias the result if C differs systematically. A repeat visit may help, but its different timing must be recorded.

It reduces spatial coverage and may bias the result if C differs systematically. A repeat visit may help, but its different timing must be recorded. Credit up to 2 marks per relevant developed point (1 for the point, 1 for a correct reason, evidence link or implication), up to 4 marks. Original credit guidance: credit relevant explained reasoning; accept accurate alternatives.

1. What is the difference in height between the highest and lowest measured points, in metres? (1 mark)

900

920 − 20 = 900 m. For this 1-mark task, credit the accepted numerical answer in the requested units.

2. For the section from 2 km to 3 km, express the gradient as 1:n. Enter n. (1 mark)

3.3333333333333335

The horizontal run is 1,000 m and the rise is 300 m. Divide horizontal run by rise. For this 1-mark task, credit the accepted numerical answer in the requested units.

3. Can the drawn line angle be used directly as the real slope angle? (1 mark)

No; the horizontal and vertical scales differ.

Use real vertical and horizontal distances. Vertical exaggeration changes the displayed angle. For this 1-mark task, credit the keyed option.

1. How many sites meet every eligibility condition? (1 mark)

3

Apply all three eligibility conditions to each site before comparing journey times. For this 1-mark task, credit the accepted numerical answer in the requested units.

2. Which site does the stated rule select? (1 mark)

D

D is eligible and has the lowest walk time among eligible sites (11 minutes). For this 1-mark task, credit the keyed option.

3. What does the exercise establish? (1 mark)

Which site meets the supplied rule; other planning evidence is still needed.

Overlay screening cannot replace permissions, surveys, consultation or a fuller appraisal. For this 1-mark task, credit the keyed option.

1. What rank do the two distance values of 2 km receive? (1 mark)

2.5

They occupy positions 2 and 3; the average is 2.5. For this 1-mark task, credit the accepted numerical answer in the requested units.

2. Calculate Spearman’s coefficient to two decimal places. (1 mark)

0.94

Using average ranks gives 0.94. Its sign describes the direction of the monotonic association. For this 1-mark task, credit the accepted numerical answer in the requested units.

3. What does this calculation establish? (1 mark)

A rank association in these observations.

A coefficient is not a significance decision. Independence, sample design and an appropriate test would need consideration. For this 1-mark task, credit the keyed option.

1. Which description best fits the pattern? (1 mark)

Positive association

Tree counts generally rise as distance increases. For this 1-mark task, credit the keyed option.

2. Which conclusion is justified? (1 mark)

The observations show an association, but do not establish its cause.

An observational association alone cannot establish causation or universal applicability. For this 1-mark task, credit the keyed option.

1. Which description best fits the pattern? (1 mark)

Curved association

Tree counts fall and then rise. A curved relationship can exist even when a straight-line correlation is zero. For this 1-mark task, credit the keyed option.

2. Which conclusion is justified? (1 mark)

The observations show an association, but do not establish its cause.

An observational association alone cannot establish causation or universal applicability. For this 1-mark task, credit the keyed option.

1. What percentage of the whole population is aged 0–14? (1 mark)

33

Add the male and female percentages for this age group. For this 1-mark task, credit the accepted numerical answer in the requested units.

2. Calculate dependants per 100 people aged 15–64, using 0–14 and 65+ as dependants. (1 mark)

72.41

(33 + 9) ÷ 58 × 100. This is an age-based ratio, not a count of employment status. For this 1-mark task, credit the accepted numerical answer in the requested units.

1. What is the largest absolute difference between observers? (1 mark)

2

At the square, |4 − 2| = 2. For this 1-mark task, credit the accepted numerical answer in the requested units.

2. Which step best improves consistency? (1 mark)

Agree descriptive criteria and practise scoring together

Shared criteria and calibration address interpretation differences while retaining the original observations. For this 1-mark task, credit the keyed option.