Haywood Academy
M1.
B and D (either order)
1
B and D (either order)
accept A and C
1
A or C
1
[3]
M2.
(a)
A = speeding up
[Accept ‘accelerating / acceleration / going faster]
B =moving at a steady speed
[Accept ‘constant speed’]
C = slowing down
[Accept ‘going slower’ / decelerating]
each for 1 mark
3
(b)
acceleration =
NB if formula given must be correct
or
gains 1 mark
but 2.5
gains 2 marks
unit m/s2 or metres per second squared
or metres per second per second
for 1 mark
or m/s–2
[Credit even if no / an incorrect numerical answer is given]
3
[6]
Page 1
Haywood Academy
M3.(a)
(i)
3000 N
1
(ii)
air resistance
1
(b)
(i)
the gradient of the sloping line
1
(ii)
the area under the graph
1
(iii)
horizontal line above previous one
1
for the same time
1
sloping line cutting time axis before previous line
eg
1
(c)
Marks awarded for this answer will be determined by the Quality of
Communication (QC) as well as the standard of the scientific response.
Examiners should also apply a ‘best-fit’ approach to the marking.
0 marks
No relevant content
Level 1 (1−2 marks)
One factor is given that affects thinking distance
or
one factor is given that affects braking distance
Level 2 (3−4 marks)
One factor and a description of its effect is given for either thinking distance or
braking distance
Level 3 (5−6 marks)
One factor and a description of its effect is given for both thinking distance and
braking distance
plus
some extra detail
Examples of the points made in the response
Page 2
Haywood Academy
stopping distance = thinking distance + braking distance
the faster the car travels the greater the stopping distance
thinking distance is the distance travelled from when the driver sees an obstacle
to when the brakes are applied
braking distance is the distance travelled from when the brakes are applied to
when the car stops
thinking distance:
•
tiredness increases thinking distance
•
taking drugs increases thinking distance
•
drinking alcohol increases thinking distance
•
distractions in the car increase thinking distance.
braking distance:
•
poor condition of brakes increases braking distance
•
poor condition of tyres increases braking distance
•
wet roads increase braking distance
•
icy roads increase braking distance.
6
[13]
##
(a)
evidence of
or
gains 1 mark
(credit 50/10 or 5 with 1 mark) NOT 40/10 or
50/5
but 8 [N.B. negative not required]
gains 2 marks
units metres per second per second or (metres per second squared or m/s²)
for 1 mark
3
(b)
(i)
idea that
accelerates at first due to gravity
air/wind resistance
friction/resistance/drag with air increases with speed
eventually gravity and friction cancel balance
or (no net/accelerating force) [NOT terminal velocity]
each for 1 mark
3
Page 3
Haywood Academy
(ii)
idea
a bigger resistance/friction/drag at any given speed (credit a bigger drag (factor))
for 1 mark
1
(c)
evidence of × 10 / × 9.8 / × 9.81 or 750/735(75)
for 1 mark
1
[8]
M5.
(a)
(i)
BC
either order
1
(ii)
elastic potential (energy)
accept strain for elastic
1
(b)
(i)
mark both parts together
1
measured / recorded the length of the spring (and not extension)
accept measured A–C (and not B–C)
accept did not work out/measure the extension
extension does not equal zero when force = 0
accept line should pass through the origin
1
(ii)
point marked at 5.5 (N)
accept any point between 5.0 and 5.6 inclusive
1
Page 4
Haywood Academy
up to that point force and extension are (directly) proportional
accept it’s at the end of the straight part (of the graph line)
accept past that point force and extension are no longer
(directly) proportional
accept the line starts to curve
1
(c)
1.8
allow 1 mark for correct substitution, ie 25 x 0.072 provided no
subsequent step shown
an answer 1800 gains 1 mark
an incorrect conversion from mm to m with a subsequent
correct calculation gains 1 mark
2
[8]
M6.(a)
(i)
decreases (to zero)
1
resultant force acts in opposite direction to motion
accept air resistance and weight for resultant force
accept resultant force acts downwards
do not accept air resistance increases
1
(ii)
velocity includes direction
or
velocity is a vector (quantity)
1
(b)
(i)
3.6
allow 1 mark for correct substitution i.e.
½ × 0.05 × 122 provided no subsequent step
2
(ii)
3.6 or their (i)
1
(iii)
7.2
or
their (ii) ÷ 0.5 correctly calculated
allow 1 mark for correct substitution i.e.
Page 5
Haywood Academy
3.6 or their (ii) = 0.05 × 10 × h
2
(iv)
B
1
(c)
range increases up to 45°
1
range decreases from 45°
the range is a maximum at 45° gains both marks for any two
angles that add up to 90° the range is the same gains both
marks
the range increases then decreases gains 1 mark
1
[11]
M7.(a)
momentum before (jumping) = momentum after (jumping)
accept momentum (of the skateboard and skateboarder) is
conserved
1
before (jumping) momentum of skateboard and skateboarder is zero
accept before (jumping) momentum of skateboard is zero
accept before (jumping) total momentum is zero
1
after (jumping) skateboarder has momentum (forwards) so skateboard must have
(equal) momentum (backwards)
answers only in terms of equal and opposite forces are
insufficient
1
(b)
7
accept –7 for 3 marks
allow 2 marks for momentum of skateboarder equals 12.6
or
0 = 42 × 0.3 + (1.8 × –v)
or
allow 1 mark for stating use of conservation of momentum
3
[6]
M8.
(a)
each hair gains the same (type of) chargeor(each) hair is negatively charged
Page 6
Haywood Academy
do not accept hair becomes positively charged
or(each) hair gains electrons
1
similar charges repel
accept positive charges repel
providing first marking point is in terms of positive charge
ornegative charges repelorelectrons repel
1
(b)
0.000002
accept correct substitution and transformation for 1 mark
or 2 × 10
-6
ie 30 / 15 or .03 / 15000 or 30 / 15000 or .03 / 15
or 2 μ C
answers 2 and 0.002 gain 1 mark
2
(c)
current
do not accept amp / amperes
1
[5]
M9.
(a)
... ammeter
for 1 mark
1
(b)
5 right
gains 4 marks
4 right
gains 3 marks
3 right
gains 2 marks
2 right
gains 1 mark
4
Page 7
Haywood Academy
[5]
M10.
(a)
three lines drawn correctly
allow 1 mark for 1 correct line
if more than one line goes from a graph, both are incorrect
2
(b)
J
1
Page 8
Haywood Academy
[3]
M11.
(a) electric current
(rate of) flow of (electric) charge / electrons
accept
with Q and t correctly named
1
potential difference
work done / energy transferred per coulomb of charge (that passes between two
points in a circuit)
accept
with W and Q correctly named
1
(b)
metals contain free electrons (and ions)
accept mobile for free
1
as temperature of filament increases ions vibrate faster / with a bigger amplitude
accept atoms for ions
accept ions/atoms gain energy
accept vibrate more for vibrate faster
do not accept start to vibrate
1
electrons collide more (frequently) with the ions
or
(drift) velocity of electrons decreases
do not accept start to collide
accept increasing the p.d. increases the temperature (1 mark)
and
(and) resistance increases with temperature (1 mark) if no other
Page 9
Haywood Academy
marks scored
1
(c)
7.8
allow 1 mark for obtaining value 1.3 from graph
or allow 1 mark for a correct calculation using an incorrect
current in the range 1.2-1.6 inclusive
2
[7]
M12.(a)
charge
1
(b)
(i)
blue
1
(ii)
earth wire
1
fuse
1
(c)
(i)
case is non-metal / non-conducting / plastic / insulator
must refer to case / outside of appliance
do not accept plastic coating / covering
1
(ii)
earth (wire)
1
(d)
(i)
60 (W)
P = 3 × 20 gains 1 mark
provided no subsequent step shown
2
(ii)
15
300 = 20 × Q
or
20 = 300 / Q gains 1 mark
2
C / coulombs
must clearly be upper case C accept J / V or As
Page 10
Haywood Academy
1
[11]
M13.
(a)
earth at top
1
neutral on left
1
live on right
1
(b)
(i)
(when a short occurs to the metal case) electricity flows to earth
a logical sequence of events is required
which address each of the key aspects
1
electricity or current flows to earth
accept flows to ground or down the earth wire
1
(a surge of current) blows the fuse
this breaks the (live) circuit
do not accept a short circuit
1
stops electricity flowing (through person or appliance)
do not accept it stops an electric shock
1
(ii)
3A
accept 5A
1
[8]
M14.
(a)
horse completes circuit between wire and earth or horse earths the wire
1
Page 11
Haywood Academy
charge or electrons or current or electricity flows through the horse
1
(b)
two from:
•
RCB breaks circuit when it detects a difference between
currents in live and neutral wires
•
fuse breaks circuit only when fuse rating exceeded or when it melts
•
RCB is resettable
2
(ii)
500 (ms)
leakage current = 0.02A 1 mark only
1
[6]
M15.
(a)
alternates
accept switches
accept (constantly) changes
accept goes up and down
1
between positive and negative
1
(b)
potential difference between the neutral and earth (terminal)
accept voltage for p.d
or potential of the neutral terminal with respect to earth
1
(c)
(i)
0.025 (s)
1
(ii)
40 (Hz)
accept 1 ÷ their (a)(i)
1
[5]
Page 12
Haywood Academy
M16.
A β / beta
B γ / gamma
C α / alpha
for 1 mark each
[3]
M17.
(a)
/gamma
•
because more penetrating
•
so can reach/damage cells from outside body/through skin
but
/alpha
•
does more damage/more likely to cause cancer
•
can only do this if inside the body/cells
each • for 1 mark
[credit same ideas expressed conversely]
4
(b)
•
must emit alpha /  radiation
•
idea that half-life must be just long enough to kill cancer cells
each for 1 mark
[do not credit simply short half-life]
(allow ‘must be liquid / in solution)
2
(c)
evidence of repeated halving then
n  3.6
gains 1 mark
Page 13
Haywood Academy
but
answer in range
22 – 25.2 days
(ie >6 and up to 7 half lives)
gains 2 marks
2
[8]
M18.
(a) indication (in writing or on graph) of finding point where radiation
is halved (e.g. to 24 [from an initial 48]) and relating to the time
difference between the two points
gains 1 mark
but
4.2-4.8*
(*i.e. in this range, including extremes)
gains 2 marks
units billions of years
for 1 mark
3
(b)
¾
or
75%
[allow ecf from (a)]
for 1 mark
1
(c)
(i)
idea that the intermediate nuclides are relatively short-lived
for 1 mark
1
(ii)
idea that ¼ has decayed or ¾ remains
gains 1 mark
but
read graph for radiation level of 36 (stated or shown on graph itself)
gains 2 marks
but
1.6-1.8* (billion years)
(* i.e. in this range, including extremes)
gains 3 marks
3
Page 14
Haywood Academy
[8]
M19.
(i)
radon (gas)
do not accept gas
1
(ii)
background
1
[2]
M20.
(a)
one relevant point correctly plotted
gains 1 mark
but two relevant points correctly plotted
gains 2 marks
but three relevant points correctly plotted
gains 3 marks
curved line drawn accurately through the points
for 1 further mark
4
(b)
age of igneous rock = 400 ± 100 million years
1
(c)
sandstone is a sedimentary rock
for 1 mark
there is likely to be some lead–207 present
or from the rocks from which the sandstone was formed
for 1 mark
(allow 207 Pb may not have come from this 235U)
Page 15
Haywood Academy
2
[7]
M21.(a)
(i)
(atoms with the) same number of protons
allow same atomic number
or same proton number
1
(atoms with) different number of neutrons
allow different mass number
1
(ii)
82
1
(iii)
124
1
(b)
(i)
1 mark for each correct box
3
(ii)
(a) neutron
1
(iii)
4.0 × 10-4 (s)
or
0.0004
3.00 × 108 × 0.1 = 12 000 / t
gains 1 mark
2
(iv)
particles need to travel a large distance
1
equipment would have to be very long
1
Page 16
Haywood Academy
with circular paths long distances can be accommodated in a smaller space
1
(c)
(i)
the average time for the number of nuclei to halve
1
the time for count rate to halve
1
(ii)
1 mark if top boxes total = 265
and bottom boxes total = 108
1 mark for 4 and 2 for alpha
2
(d)
(i)
3 plotted points
± ½ small square
1
best line through points
1
(ii)
190−205 (pm)
or correct from student’s line
1
[20]
M22.
(a) nucleus positive charge / protons in nucleus electrons / negative charges
orbit nucleus
each for 1 mark
3
(b)
(i)
positive dough repels positive alpha particles or 2 positive
charges repel forces small
each for 1 mark
2
Page 17
Haywood Academy
(ii)
large force needed + ves in plum pudding spread out – may appear in (i)
positive charge must be concentrated / in nucleus
(ignore references to electrons)
for 1 mark each
3
(c)
1, 0
X,–l (X = negligible / very small/(1/1840) (1/2000),but not nothing)
each row for 1 mark
2
(d)
(i)
4
for 1 mark
1
(ii)
B and C have the same number of protons / atomic number
but different number of neutrons / mass number
each for 1 mark
3
[14]
M23.(a)
hydrogen
1
(b)
supernova
1
(c)
red super giant
1
(d)
any four from:
•
fusion takes place within stars
•
hydrogen formed into helium
•
fusion continued and formed larger elements
•
elements heavier than iron were formed in supernova
•
(heavy) elements were scattered by the supernova explosion.
accept light elements formed
4
[7]
Page 18
Haywood Academy
M24.(a)
(enough) dust / gas (from space)
1
are pulled together
1
by gravitational attraction
1
(b)
fusion
accept fusion circled in box
1
(c)
forces within it are balanced
1
(d)
correct order only
1
ignore reference to planetary nebula
1
1
[8]
Page 19