Professional Documents
Culture Documents
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Foreword
CCEA has developed new applied specifications which comply with criteria for
GCE qualifications. The specimen assessment materials accompanying new
specifications are provided to give centres guidance on the structure and character of
the planned assessments in advance of the first assessment. It is intended that the
specimen assessment materials contained in this booklet will help teachers and students
to understand, as fully as possible, the markers expectations of candidates responses to
the types of tasks and questions set at GCE level. These specimen assessment materials
should be used in conjunction with CCEAs GCE Environmental Technology specification.
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Mark Schemes
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45
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Internal Assessment
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Subject Code
QAN AS Level
QAN A Level
0340
600/8369/4
600/8368/2
SPECIMEN PAPERS
Centre Number
71
Candidate Number
Environmental Technology
Unit AS 1
The Earths Capacity to Support
Human Activity
[CODE]
SPECIMEN PAPER
TIME
1 hour 30 minutes
INSTRUCTIONS TO CANDIDATES
Write your Centre Number and Candidate Number in the spaces
provided at the top of this page.
Write your answers in the spaces provided in this question paper.
Answer all questions.
For Examiners
use only
Question
Number
1
2
3
4
5
6
7
Total
Marks
Marks
(a)
(b)
[4]
(c)
[2]
(a)
(b)
[2]
(c)
[4]
[2]
(d)
(i)
[1]
Fig 1
(ii)
Explain how the additive identified in the key above can cause a
plastic bag to be broken down at the end of its useful life.
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[3]
(iii)
[2]
(a)
Study the graph in Fig 2 below and answer the questions which follow.
Fig 2
(i)
(ii)
[2]
[2]
(b)
Name one emerging economy and explain its role in the trends shown
in Fig 2.
Name of emerging economy __________________________________
[1]
Explanation _______________________________________________
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[3]
(a)
(b)
[2]
CCEA
Fig 3
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10
[3]
(c)
11
[5]
(a)
Scottish Power
Fig 4
(b)
[2]
Identify the type of energy storage facility shown in Fig 4 above and
describe how the system operates.
Type of facility _____________________________________________
[1]
Description _______________________________________________
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(c)
[3]
12
[1]
(a)
(b)
[2]
Fig 5
(i)
13
[2]
(ii)
Explain how heat pump technology raises the heat energy from
the ground to a level suitable for domestic heating purposes.
You should refer only to the evaporator and compressor.
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(c)
(i)
[3]
(ii)
[2]
If the heat pump uses up 3.6 MJ in one hour, what is the heat
output in this time?
You should show your working out in the space below.
14
[3]
Discuss the factors which must be taken into consideration when planning
and siting a commercial wind farm venture.
Your response should include reference to:
environmental,
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[15]
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THIS IS THE END OF THE QUESTION PAPER
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Centre Number
71
Candidate Number
ADVANCED
General Certificate of Education
2015
Environmental Technology
Unit A2 1
Building and Managing a Sustainable Future
[CODE]
SPECIMEN PAPER
TIME
2 hours
INSTRUCTIONS TO CANDIDATES
Write your Centre Number and Candidate Number in the spaces
provided at the top of this page.
Write your answers in the spaces provided in this question paper.
Answer all questions.
INFORMATION FOR CANDIDATES
The total mark for this paper is 100.
Figures in brackets printed down the right-hand side of pages
indicate the marks awarded to each question or part question.
Quality of Written Communication will be assessed in questions 4, 8
and 9.
For Examiners
use only
Question
Marks
Number
1
2
3
4
5
6
7
8
9
Total
Marks
19
Fig 1.1
CCEA
(a)
(i)
(ii)
[1]
Y __________________________________________________
[1]
20
[2]
(b)
Fig 1.2 below shows data from two different communities that are
currently planning to invest in new arrangements to reduce the amount
of waste they are sending to Landfill.
Examine the data and recommend two possible solutions for each
community. Give reasons for your answer.
Community 1
%
16
Community 2
%
24
Plastics
12
17
Glass
17
24
Metals
Electrical goods
38
17
100
100
1 _______________________________________________________
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2 _______________________________________________________
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[2]
Community 2
1 _______________________________________________________
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2 _______________________________________________________
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[2]
(a)
Explain the key differences between a bioreactor landfill and dry tomb
landfill.
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(b)
(i)
[4]
22
[4]
(ii)
Outline how anaerobic digestion can deliver both heat and power.
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[2]
(a)
Using the information in Fig 2.1 below, discuss the link between a
nations Ecological Footprint and its Carbon Footprint.
Fig 2.1
Thinkstock
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[4]
(b)
Fig 2.2 below lists the Ecological Footprint per person for 11 different
countries.
Country
USA
Australia
Canada
Singapore
Sweden
Nigeria
India
Pakistan
Ethiopia
Bangladesh
Northern Ireland
Fig 2.2
(i)
(ii)
[2]
[3]
(a)
[1]
1________________________________________________________
2________________________________________________________
(b)
[2]
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[6]
(a)
(b)
[2]
Material
External cavity wall
External cavity wall (filled)
Pitched roof (no insulation)
Pitched roof (150mm insulation)
Single-glazed window
Double-glazed window
Fig 3
(i)
(ii)
[2]
___________%
27
[2]
(iii)
(c)
(i)
[3]
(ii)
[2]
28
[4]
(a)
Fig 4
Source: US Department of Energy
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[6]
(b)
(c)
[4]
30
[2]
(a)
Identify one new vehicle technology that has the potential to reduce
global dependency on oil as a transportation fuel and describe the
infrastructure changes that would be required to allow it to work
effectively.
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_________________________________________________________
(b)
[3]
(i)
Methanol
Sodium
Hydroxide
Biodiesel
Glycerine
(ii)
(iii)
[1]
[1]
Name one other type of vegetable oil that might be suitable for
conversion into biodiesel.
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[1]
(iv)
(c)
[4]
32
[4]
Fig 5 shows the SeaGen tidal stream generator in Strangford Lough and
Pelamis wave energy converters off the coast of Portugal.
Fig 5
The production of energy from wave and tides is a priority concern for
Northern Ireland and a significant amount of investment is being made within
both of these areas.
Evaluate the constraints in the development of wave and tidal power in the
UK and Ireland.
The quality of written communication is assessed in this question.
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[8]
The following statements represent some of the issues that need to be taken
into consideration when planning for towns and cities in the future:
Towns and cities will have to be more energy efficient and resilient
Measures will have to be taken to reduce the energy required to heat
and cool our buildings
Fundamentally we need to reduce the length and frequency of vehicle
journeys and there is a need for more integrated transport
Rainwater needs to be captured and utilised
Increasing tree cover by 10% can reduce surface temperature of a city
by between three and four degrees C
Urban green areas can be a significant source of sustainable food
Hallmarks of a sustainable city, Commission for Architecture and the Built Environment,
March 2009
With reference to the statements above, discuss the types of high and
low technology solutions that you might expect to see in cities of the future.
The quality of written communication is assessed in this question.
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[15]
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THIS IS THE END OF THE QUESTION PAPER
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MARK SCHEMES
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40
Environmental Technology
GENERAL
MARKING
INSTRUCTIONS
41
42
Threshold performance: Response which just merits inclusion in the level and should
be awarded a mark at or near the bottom of the range.
Intermediate performance: Response which clearly merits inclusion in the level and
should be awarded a mark at or near the middle of the range.
High performance: Response which fully satisfies the level description and should be
awarded a mark at or near the top of the range.
43
Level 3 (Excellent): The candidate successfully selects and uses the most appropriate
form and style of writing. Relevant material is organised with a high degree of clarity and
coherence. There is widespread and accurate use of appropriate specialist vocabulary.
Presentation, spelling, punctuation and grammar are of a sufficiently high standard to
make meaning clear.
44
Environmental Technology
Unit AS 1
The Earths Capacity to Support
Human Activity
[CODE]
SPECIMEN
MARK
SCHEME
45
(a)
Power/electricity
Transport fuel
Plastics
Pharmaceutics
Fibres
(b)
(c)
[4]
[2]
[3]
[9]
(a)
(b)
46
[2]
(c)
(d)
solarisation [1] where plastic over film [1] builds up heat [1] to
temperatures harmful to soil pathogens [1].
[4]
[2]
(i)
Oxygen
[1]
(ii)
[1]
[1]
[1]
(iii)
[2]
[14]
47
(a)
(i)
(ii)
(b)
[2]
[2]
[4]
[8]
(a)
(b)
(c)
[2]
[3]
[5]
[10]
48
(a)
(b)
X = lower reservoir
Y = dam
[2]
(c)
[4]
[1]
[7]
(a)
(b)
Solar PV [1]
Wind [1]
(i)
(ii)
[2]
A = Condenser [1]
B = Expansion valve [1]
[2]
49
[3]
(c)
(i)
(ii)
[2]
[3]
[12]
Indicative content
Issues affecting power output:
wind speed faster more powerful winds generate more energy link to
wind survival speed
relationship between rotor swept area and output i.e. blade diameter
air density (temperature and altitude)
orientation of the wind turbine linked to yawing
turbine design-hub height, blade length, blade materials, number of
blades, mass of turbine
wind/temperature profile
Environmental and Social Issues:
existing infrastructure e.g. road access for assembling turbines and
maintenance work
environmental impact assessment, e.g. habitat (specifically bog land),
plants and wildlife (specifically, birds and bats)
social impact, noise, aesthetics, shadow flicker
All relevant, valid responses will be given credit.
50
Response
Level 3
Mark
[1115]
Level 2
The candidate discusses relevant factors in satisfactory depth
with reference to at least three separate issues. The
discussion is reasonable and demonstrates an adequate
knowledge of the issues to be considered when planning and
siting a commercial wind farm venture. Some specialist terms
are used throughout. The candidate uses good spelling,
punctuation and grammar, and the form and style are of a
reasonable standard.
[610]
Level 1
The candidate discusses relevant factors in limited depth with
reference to at least three separate issues. The discussion is
limited and demonstrates a limited knowledge of the issues to
be considered when planning and siting a commercial wind
farm venture. Little use is made of specialist terms. The
candidate uses limited spelling, punctuation and grammar,
and the form and style are of a basic standard.
Response not worthy of credit
[15]
[0]
[15]
51
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52
ADVANCED
General Certificate of Education
2015
Environmental Technology
Unit A2 1
Building and Managing a Sustainable Future
[CODE]
SPECIMEN
MARK
SCHEME
53
(a)
(i)
(ii)
X = Prevention
[1]
Y = Disposal
[1]
(b)
[2]
Community 1
Collection service and Materials Recovery Facility for glass and card
should be next (16 and 17% respectively) [1].
Community 2
This will also require a Materials Recovery Facility (24% each) [1].
[4]
[8]
(a)
The waste is not compacted to facilitate the flow of air and water
thereby encouraging the chemical decomposition [1].
54
Waste can subsequently be stored for material value in the future [1].
(b)
(i)
[4]
(ii)
[4]
[2]
[10]
55
(a)
(b)
(i)
(ii)
[4]
[2]
[3]
[9]
(a)
oil spills
chlorinated pesticides
heavy metals
diesel oil
PCBs
[3]
(b)
Indicative content
Advantages:
The cost of the phytoremediation is lower than that of traditional
processes both on and off site.
This can prove to be cost effective as the initial cost of the
Alpine Pennygrass is low whilst the potential for recovery of sale of
contaminant metals is high.
The plants can accumulate and tolerate high levels of toxic metal ions.
Limitations:
Phytoremediation is limited to the surface area and depth occupied by
the roots.
The use of Alpine Pennygrass has low environmental impact although
plants cannot absorb all contaminants and will eventually be killed by
toxicity of the soil.
There is a potential threat to the food chain by contaminated Alpine
Pennygrass.
[6]
Mark
[56]
Level 2
The candidate demonstrates a satisfactory understanding of the
use of Alpine Pennygrass in the decontamination of a suitable
brown field site. Adequate reference is made to the advantages
and limitations of the crop. The argument is satisfactory. Some
specialist terms are used throughout. The candidate uses good
spelling, punctuation and grammar and the form and style are of a
reasonable standard.
[34]
Level 1
The candidate demonstrates a limited understanding of the use of
Alpine Pennygrass in the decontamination of a suitable brown field
site. Limited reference is made to the advantages and limitations of
the crop. The argument is limited. Little use is made of specialist
terms. The candidate uses limited spelling, punctuation and
grammar and the form and style are of basic standard.
Response not worthy of credit
[12]
[0]
[6]
[9]
57
(a)
(b)
(i)
(ii)
The higher the U value, the more heat is lost from the building
through the construction materials [1].
Reference to the table [1].
[2]
2 .0
91% [1]
2 .2
(iii)
[2]
[2]
Formula
Rate of heat flow = U value area temperature difference [1]
Area of window = 15% of 9.0 = 1.35m2 [1]
Rate of heat flow = 5.7 1.35 12
= 92.3/92 [1]
(c)
(i)
[3]
58
[2]
(ii)
[4]
[15]
59
(a)
[4]
(b)
[2]
(c)
[4]
[2]
[12]
60
(a)
(b)
[3]
(i)
Transesterification
[1]
(ii)
Catalyst
[1]
(iii)
palm oil
used vegetable oil
corn oil
[1]
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(iv)
Are cheaper than fossil fuels [1]. Many governments are now
offering tax incentives to buy greener cars that run on biofuels
(ethanol being one example) [1].
62
[4]
(c)
63
[4]
[14]
Indicative content
Constraints
Significant amount of research and development to make systems which
are consistently commercially viable.
The UK/Ireland operate busy shipping lanes and therefore locating the
devices is difficult need to ensure that they do not impact on navigation.
Devices need to be robust and able to survive significant changes in sea
conditions; they are also required to withstand sea water corrosion.
Tidal systems require a sufficient difference in high and low tides to
ensure efficiency of the technology not all locations are suitable.
Mark
[78]
Level 2
The candidate provides an answer with satisfactory depth and
detail. Constraints not clearly identified. The evaluation
demonstrates a satisfactory knowledge of the constraints in
the development of wave and tidal power in the UK and
Ireland. Some specialist terms are used throughout. The
candidate uses good spelling, punctuation and grammar, and
the form and style are of a reasonable standard.
[46]
Level 1
The candidate provides an answer that is lacking in relevant
accurate detail. Basic understanding of constraints is
demonstrated. The evaluation demonstrates limited
knowledge of the constraints in the development of wave and
tidal power in the UK and Ireland. Little use is made of
specialist terms. The candidate uses limited spelling,
punctuation and grammar, and the form and style are of a
basic standard.
Response not worthy of credit
[13]
[0]
[8]
[8]
64
Indicative content
More energy efficient Smart Grid, reduction in energy usage change
behaviours, less waste more recycling, application of independent energy
solutions e.g. micro heat/power generation.
Reducing energy need to heat buildings zero carbon homes, building
performance.
Transportation encourage alternative methods of transportation,
e.g. cycling, walking, car share, integrated public transport timetables,
greater use of bus lanes, financial incentives, use of video conferencing.
Water collection use of water butts, reduction in domestic and
commercial water usage by financial penalties/incentives, metering,
behavioural change.
Increasing tree cover plant more trees, designated green spaces.
Urban green areas greater designation of green areas, allotments.
Mark
[1115]
Level 2
The candidate provides an answer with satisfactory detail and
makes some use of the resource. Some specialist terms are
used throughout. The candidate uses good spelling,
punctuation and grammar, and the form and style are of a
reasonable standard.
[610]
Level 1
The candidate provides an answer that is lacking in detail and
has basic or no reference to the resource. Few or no
specialist terms are used throughout. The candidate uses
limited spelling, punctuation and grammar, and the form and
style are of a basic standard.
Response not worthy of credit
[15]
[0]
[15]
[15]
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INTERNAL ASSESSMENT
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Assessment Task
Unit AS 2 gives you an opportunity to apply your knowledge and understanding of
renewable energy technologies to a real life scenario. You will explore how different
technologies can be adapted to suit particular situations and will use your skills of research
and analysis to make decisions regarding the use of renewable energy on a commercially
viable basis.
Scenario
The environmental consultancy company that you work for, Green Living Ltd., has been
approached by a local housing developer who intends to build 10 holiday homes close to
the North coast of the Irish Sea. The 2 acre development site will consist of 7 single
storey 2 bedroom cottage type dwellings and 3 double storey houses. In addition the
developer has access to a further 100 acres adjacent to the site. This sites soil is wet and
fertile, suitable for growing energy crops. Building work takes 2 years to complete. The
homes are being marketed on the basis of a least 80% reliance on renewable energy
sources. With the details provided below carry out an assessment of the proposed
development with regards to the potential installation of wind, solar or biomass
technologies:
The site receives full solar coverage with no over-shading from any natural existing
land mass;
With the site being close to the sea it enjoys a high wind yield with wind speeds in
excess of 7m/sec;
The buildings are to be constructed using modern materials which have a heat loss
requirement for the single storey buildings which is 6Kw and for the two storey
buildings is 10Kw;
Each home has a maximum daily 3Kw hot water need; and
The available roof area for solar technologies is 4m2 on each of the homes.
Your task is to produce recommendations for the provision of the complete energy needs
of the properties.
70
To fulfil the assessment criteria for this unit you must produce a technical report which will
support the decisions that have been taken in regard to the recommendations made to the
developer.
The technical report will consist of three elements:
(i) Desktop research;
(ii) A practical investigation on two renewable technologies; and
(iii) Discussion and recommendations.
(i) Desktop Research
You should take into consideration the following:
Energy efficiency;
Cost effectiveness to include construction, maintenance and cost benefit analysis;
Environmental impact; and
Security and continuity of supply.
(ii) Practical Investigation
In the classroom setting, using your research and knowledge gained in Unit 1, explore two
relevant factors related to the use of two of the renewable technologies under
consideration.
For example you could:
Explore the significance of the cable lengths to the power performance of the turbine and
The effect wind speeds have on the performance output of the turbine.
Additional guidance on the format and structure of the technical report can be found in
section 3.2 of the Environmental Technology specification.
Word Limit
71
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72
ADVANCED
General Certificate of Education
2015
73
Assessment Task
Scenario
In this task you are required to act in a consultancy capacity by carrying out an investigation
into a building of your choice using the Code for Sustainable Homes (CSH).
The Code for Sustainable Homes, as developed by the Building Research Establishment,
has been implemented to drive a change in UK house building practice. The code sets out a
clear environmental direction to achieve better living standards for residents of these modern
homes and to address the overall sustainability agenda. The Code covers nine categories of
sustainable design: Energy and CO2 Emissions, Water, Materials, Surface Water Run-off,
Waste, Pollution, Health and Well-being, Management and Ecology.
74
Using the Code for Sustainable Homes, as developed by the Building Research
Establishment, you are required to select a nearby building, such as a home, school or
leisure centre of your choice, on which to carry out a CSH type assessment. Emphasis must
be placed on Surface Water Runoff and Waste, two of the nine CSH categories.
You will produce a technical report that will:
Set the scene for the need for and types of sustainability measurement systems for
buildings, giving policy context and the role of Zero Carbon Homes;
Provide an overview of the Code for Sustainable Homes and identify the mandatory
categories;
Identify the equipment and processes necessary to assess the Surface Water Runoff and
Waste categories;
Carry out the physical measurements and present the results gained in an appropriate
range of formats;
Identify and source data for a building similar to that chosen for CSH categories from
published sources, excluding Surface Water Runoff and Waste;
Convert the source data and the measured data into the nine CSH categories for the
chosen building;
Derive an overall CSH rating (Bands 16 star) from the data gathered;
Investigate links across CSH categories for the chosen building and develop ideas and
recommendations regarding further development and building enhancement;
Provide a commentary on the overall building performance in light of the ideas and
recommendations being recommended;
Carry out an evaluation of the sustainability measurement processes used throughout the
assessment task;
Make reference to health and safety considerations; and
Identify all reference material.
Additional guidance on the format and structure of the technical report can be found in
Section 3.4 of the Environmental Technology specification.
Word Limit
75
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