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Question
AQA Level 1/2 Certificate
June 2013
Physics
1
2
8403/2
3
4
5
Paper 2
Thursday 13 June 2013
Mark
6
9.00 am to 10.30 am
7
For this paper you must have:
 a ruler
 a calculator
 the Physics Equations Sheet (enclosed).
TOTAL
Time allowed
 1 hour 30 minutes
Instructions
 Use black ink or black ball-point pen.
 Fill in the boxes at the top of this page.
 Answer all questions.
 You must answer the questions in the spaces provided. Do not write
outside the box around each page or on blank pages.
 Do all rough work in this book. Cross through any work you do not want
to be marked.
Information
 The marks for questions are shown in brackets.
 The maximum mark for this paper is 90.
 You are expected to use a calculator where appropriate.
 You are reminded of the need for good English and clear presentation in
your answers.
 Question 5(c) should be answered in continuous prose.
In this question you will be marked on your ability to:
– use good English
– organise information clearly
– use specialist vocabulary where appropriate.
Advice
 In all calculations, show clearly how you work out your answer.
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8403/2
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Answer all questions in the spaces provided.
1
Figure 1 shows a golfer using a runway for testing how far a golf ball travels on grass.
One end of the runway is placed on the grass surface.
The other end of the runway is lifted up and a golf ball is put at the top.
The golf ball goes down the runway and along the grass surface.
Figure 1
Runway
1 (a)
A test was done three times with the same golf ball.
The results are shown in Figure 2.
Figure 2
Edge of runway
8.5 cm
Test 1
Test 2
Test 3
1 (a) (i)
Make measurements on Figure 2 to complete Table 1.
Table 1
Test
Distance measured in centimetres
1
8.5
2
3
(2 marks)
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1 (a) (ii) Calculate the mean distance, in centimetres, between the ball and the edge of the
runway in Figure 2.
............................................................................................................................................
Mean distance = ........................................ cm
(1 mark)
1 (a) (iii) Figure 2 is drawn to scale.
Scale: 1 cm = 20 cm on the grass.
Calculate the mean distance, in centimetres, the golf ball travels on the grass surface.
............................................................................................................................................
Mean distance on the grass surface = .............................. cm
(1 mark)
1 (a) (iv) The distance the ball travels along the grass surface is used to estimate the ‘speed’ of
the grass surface.
The words used to describe the ‘speed’ of a grass surface are given in Table 2.
Table 2
‘Speed’ of grass surface
Mean distance the golf ball
travels in centimetres
Fast
250
Medium fast
220
Medium
190
Medium slow
160
Slow
130
Use Table 2 and your answer in part (a)(iii) to describe the ‘speed’ of the grass
surface.
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(1 mark)
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1 (b)
The shorter the grass, the greater the distance the golf ball will travel.
A student uses the runway on the grass in her local park to measure the distance the
golf ball travels.
1 (b) (i)
Suggest two variables the student should control.
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(2 marks)
1 (b) (ii) She carried out the test five times.
Her measurements, in centimetres, are shown below.
75
95
84
74
79
What can she conclude about the length of the grass in the park?
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(1 mark)
1 (c)
Another student suggests that the ‘speed’ of a grass surface depends on factors other
than grass length.
She wants to test the hypothesis that ‘speed’ depends on relative humidity.
Relative humidity is the percentage of water in the air compared to the maximum
amount of water the air can hold. Relative humidity can have values between 1% and
100%.
The student obtains the data in Table 3 from the Internet.
Table 3
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Relative humidity expressed
as a percentage
Mean distance the golf ball
travels in centimetres
71
180
79
162
87
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1 (c) (i)
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Describe the pattern shown in Table 3.
............................................................................................................................................
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(1 mark)
1 (c) (ii) The student writes the following hypothesis:
‘The mean distance the golf ball travels is inversely proportional to relative humidity.’
Use calculations to test this hypothesis and state your conclusion.
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(3 marks)
1 (c) (iii) The data in Table 3 does not allow a conclusion to be made with confidence.
Give a reason why.
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(1 mark)
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1 (d)
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In a test, a golf ball hits a flag pole on the golf course and travels back towards the
edge of the runway as shown in Figure 3.
Figure 3
Edge of runway
Flag pole
Golf ball
The distance the ball travels and the displacement of the ball are not the same.
What is the difference between distance and displacement?
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(2 marks)
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2 (a)
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The diagram shows a car at position X.
X
Y
Z
The handbrake is released and the car rolls down the slope to Y.
The car continues to roll along a horizontal surface before stopping at Z.
The brakes have not been used during this time.
2 (a) (i)
What type of energy does the car have at X?
................................................................................
(1 mark)
2 (a) (ii) What type of energy does the car have at Y?
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(1 mark)
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2 (b)
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The graph shows how the velocity of the car changes with time between Y and Z.
Velocity
Time
2 (b) (i)
Which feature of the graph represents the negative acceleration between Y and Z?
............................................................................................................................................
(1 mark)
2 (b) (ii) Which feature of the graph represents the distance travelled between Y and Z?
............................................................................................................................................
(1 mark)
2 (b) (iii) The car starts again at position X and rolls down the slope as before.
This time the brakes are applied lightly at Y until the car stops.
Draw on the graph another straight line to show the motion of the car between Y and Z.
(2 marks)
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2 (c)
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Three students carry out an investigation. The students put trolley D at position P on a
slope. They release the trolley. The trolley rolls down the slope and along the floor as
shown in the diagram.
P
D
R
S
Floor
The students measure the distance from R at the bottom of the slope to S where the
trolley stops. They also measure the time taken for the trolley to travel the distance RS.
They repeat the investigation with another trolley, E.
Their results are shown in the table.
2 (c) (i)
Trolley
Distance RS in
centimetres
Time taken in
seconds
D
65
2.1
E
80
2.6
Average velocity
in centimetres
per second
Calculate the average velocity, in centimetres per second, between R and S for trolleys
D and E. Write your answers in the table.
Use the correct equation from Section A of the Physics Equations Sheet.
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(3 marks)
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2 (c) (ii) Before the investigation, each student made a prediction.



Student 1 predicted that the two trolleys would travel the same distance.
Student 2 predicted that the average velocity of the two trolleys would be the
same.
Student 3 predicted that the negative acceleration of the two trolleys would be the
same.
Is each prediction correct?
Justify your answers.
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(3 marks)
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3
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The diagram shows three cups A, B and C.
A
B
C
Energy is transferred from hot water in the cups to the surroundings.
3 (a)
Use the correct answer from the box to complete each sentence.
condensation
conduction
convection
Energy is transferred through the walls of the cup by ..................................................... .
In the air around the cup, energy is transferred by ..................................................... .
(2 marks)
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3 (b)
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Some students investigated how the rate of cooling of water in a cup depends on the
surface area of the water in contact with the air.
They used cups A, B and C. They poured the same volume of hot water into each cup
and recorded the temperature of the water at regular time intervals.
The results are shown on the graph.
74
72
70
68
66
64
62
Temperature
60
in °C
58
56
54
A
52
B
50
C
48
46
0
3 (b) (i)
2
4
6
8
Time in minutes
10
12
What was the starting temperature of the water for each cup?
Starting temperature = ........................................ °C
(1 mark)
3 (b) (ii) Calculate the temperature fall of the water in cup B in the first 9 minutes.
............................................................................................................................................
Temperature fall = ........................................ °C
(2 marks)
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3 (b) (iii) Which cup, A, B or C, has the greatest rate of cooling?
Using the graph, give a reason for your answer.
............................................................................................................................................
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(2 marks)
3 (b) (iv) The investigation was repeated using the bowl shown in the diagram.
The same starting temperature and volume of water were used.
Draw on the graph in part (b) another line to show the expected result.
(1 mark)
3 (b) (v) After 4 hours, the temperature of the water in each of the cups and the bowl was 20°C.
Suggest why the temperature does not fall below 20°C.
............................................................................................................................................
(1 mark)
3 (c) (i)
The mass of water in each cup is 200 g.
Calculate the energy, in joules, transferred from the water in a cup when the
temperature of the water falls by 8°C.
Specific heat capacity of water = 4200 J/kg°C.
Use the correct equation from Section B of the Physics Equations Sheet.
............................................................................................................................................
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Energy transferred = ........................................ J
(3 marks)
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3 (c) (ii) Explain, in terms of particles, how evaporation causes the cooling of water.
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(4 marks)
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4
When glass is placed in a liquid of the same refractive index, the glass seems to
disappear. This method can be used to determine the refractive index of small pieces
of glass.
4 (a)
The refractive index of some types of glass and some liquids is given in the table.
Type of glass
4 (a) (i)
Refractive
index
Liquid
Refractive
index
Bakeware glass
1.47
Methanol
1.33
Car headlight glass
1.48
Water
1.33
Window glass
1.50
Alcohol
1.37
Bottle glass
1.52
Olive oil
1.47
Spectacle glass
1.54
Castor oil
1.48
Lead glass
1.62
Cinnamon oil
1.60
Use information from the table to give an example of a type of glass and a liquid where
the glass would seem to disappear.
Type of glass .................................................................
Liquid .................................................................
(1 mark)
4 (a) (ii) What is the range of refractive index of the liquids in the table?
From ........................................ to ........................................ .
(1 mark)
4 (a) (iii) Which type of glass has a refractive index outside the range for the liquids?
............................................................................................................................................
(1 mark)
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4 (b)
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The diagram shows a ray of light travelling from air into glass.
Air
Glass
Not drawn
to scale
4 (b) (i)
What is the name given to the dashed line?
............................................................................................................................................
(1 mark)
4 (b) (ii) Draw, on the diagram, the letter i to label the angle of incidence.
(1 mark)
4 (b) (iii) Draw, on the diagram, the letter r to label the angle of refraction.
(1 mark)
4 (c) (i)
The value of i is 46° and the value of r is 29°.
Calculate the refractive index of the glass.
Use the correct equation from Section B of the Physics Equations Sheet.
............................................................................................................................................
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Refractive index = ........................................
(3 marks)
4 (c) (ii) Look at the table in part (a).
Name a type of glass that could have been used in part (b).
............................................................................................................................................
(1 mark)
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5
Electrical circuits have resistance.
5 (a)
Draw a ring around the correct answer to complete the sentence.
decreases.
When the resistance of a circuit increases, the current in the circuit
increases.
stays the same.
(1 mark)
5 (b)
Use the correct answer from the box to complete each sentence.
a filament bulb
an LED
an LDR
An electrical component which has a resistance that increases as the temperature
increases is .................................................. .
An electrical component which emits light only when a current flows through it in the
forward direction is .................................................. .
(2 marks)
5 (c)
When some metals are heated the resistance of the metal changes.
The equipment for investigating how the resistance of a metal changes when it is
heated is shown in the diagram.
A
V
Metal sample
Water
Beaker
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In this question you will be assessed on using good English, organising information
clearly and using specialist terms where appropriate.
Describe an investigation a student could do to find how the resistance of a metal
sample varies with temperature. The student uses the equipment shown.
Include in your answer:

how the student should use the equipment

the measurements the student should make

how the student should use these measurements to determine the resistance

how to make sure the results are valid.
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(6 marks)
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5 (d)
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The table shows some data for samples of four metals P, Q, R and S.
The metal samples all had the same cross-sectional area and were the same length.
Metal sample
Resistance at 0°C
in ohms
Resistance at 100°C
in ohms
P
4.05
5.67
Q
2.65
3.48
R
6.00
9.17
S
1.70
2.23
A graph of the results for one of the metal samples is shown.
3.6
3.4
3.2
Resistance
in ohms
3.0
2.8
2.6
5 (d) (i)
0
20
40
60
Temperature in °C
80
100
Which metal sample, P, Q, R or S, has the data shown in the graph?
(1 mark)
5 (d) (ii) One of the results is anomalous. Circle this result on the graph.
(1 mark)
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5 (d) (iii) Suggest a reason for the anomalous result.
............................................................................................................................................
............................................................................................................................................
(1 mark)
5 (d) (iv) The same equipment used in the investigation could be used as a thermometer known
as a ‘resistance thermometer.’
A
V
Metal sample
Water
Beaker
Suggest two disadvantages of using this equipment as a thermometer compared to a
liquid-in-glass thermometer.
1 .........................................................................................................................................
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2 .........................................................................................................................................
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(2 marks)
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6
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The diagram shows a transformer with a 50 Hz (a.c.) supply connected to 10 turns of
insulated wire wrapped around one side of the iron core.
A voltmeter is connected to 5 turns wrapped around the other side of the iron core.
V
6 (a)
What type of transformer is shown in the diagram?
Draw a ring around the correct answer.
step-down
step-up
switch mode
(1 mark)
6 (b)
The table shows values for the potential difference (p.d.) of the supply and the
voltmeter reading.
p.d. of the supply
in volts
Voltmeter reading
in volts
6.4
3.2
3.2
6.4
6 (b) (i)
Complete the table.
(2 marks)
6 (b) (ii) Transformers are used as part of the National Grid.
How are the values of p.d. in the table different to the values produced by the
National Grid?
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(1 mark)
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6 (c)
Transformers will work with an alternating current (a.c.) supply but will not work with a
direct current (d.c.) supply.
6 (c) (i)
Describe the difference between a.c. and d.c.
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(2 marks)
6 (c) (ii) Explain how a transformer works.
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(4 marks)
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7
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A teacher used the equipment shown in the diagram to measure the count rate at
different distances from a radioactive source.
Radioactive
source
Counter
Detector
Metre rule
7 (a)
Her results are shown in Table 1.
Table 1
Distance in metres
Count rate in counts
per minute
Corrected count rate in
counts per minute
0.4
143
125
0.6
74
56
0.8
49
31
1.0
38
20
1.2
32
14
1.4
28
10
1.6
18
0
1.8
18
0
2.0
18
0
The background count rate has been used to calculate the corrected count rate.
7 (a) (i)
What is the value of the background count rate?
Background count rate = .............................. counts per minute
(1 mark)
7 (a) (ii) What information does the corrected count rate give?
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(1 mark)
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7 (a) (iii) The radioactive source used in the demonstration emits only one type of radiation.
The radioactive source is not an alpha emitter.
How can you tell from the data in the table?
............................................................................................................................................
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(1 mark)
7 (a) (iv) Plot a graph of corrected count rate against distance for distances between 0.4 m and
1.4 m.
Draw a line of best fit to complete the graph.
140
120
100
Corrected
count rate
in counts
per minute
80
60
40
20
0
0.4
0.6
0.8
1.0
Distance in metres
1.2
1.4
(3 marks)
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7 (a) (v) The ‘half-distance’ is the distance a detector has to be moved away from a radioactive
source for the corrected count rate to halve.
A student has the hypothesis:
A radioactive source has a constant ‘half-distance’.
Table 1 has been repeated for your information.
Table 1
Distance in metres
Count rate in counts
per minute
Corrected count rate in
counts per minute
0.4
143
125
0.6
74
56
0.8
49
31
1.0
38
20
1.2
32
14
1.4
28
10
1.6
18
0
1.8
18
0
2.0
18
0
Use Table 1 to determine if the hypothesis is correct for this radioactive source.
You should use calculations in your answer.
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(3 marks)
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7 (b)
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A teacher places a beta source and a detector in a magnetic field.
The arrangement of the magnetic field is shown.
Beta source
Detector
Direction of magnetic field
Experiment 1
.......The teacher repeated the experiment with the magnetic field in a different direction.
Beta source
Direction of
magnetic
field
Experiment 2
Detector
A set of results is shown in Table 2.
Table 2
7 (b) (i)
Distance
between source
and detector
in metres
Count rate
in counts per
minute without
magnetic field
Count rate
in counts per
minute in
Experiment 1
Count rate
in counts per
minute in
Experiment 2
0.8
48
48
32
Describe and explain the effect of the magnetic field on the count rate detected by the
detector.
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(2 marks)
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7 (b) (ii) The experiment is repeated with a different distance between the source and the
detector.
Table 3 shows the repeated results.
Table 3
Distance between
source and
detector
in metres
Count rate
in counts per
minute without
magnetic field
Count rate
in counts per
minute in
Experiment 1
Count rate
in counts per
minute in
Experiment 2
1.8
19
18
20
Explain these results.
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(2 marks)
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