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AQA Level 1/2 Certificate
Higher Tier
June 2014
Mark
1
2
3
Science: Double Award
8404/P/2H
H
Physics Paper 2H
Thursday 12 June 2014
9.00 am to 10.00 am
4
5
6
TOTAL
For this paper you must have:
*
a ruler
*
a calculator
*
a protractor
*
the Physics Equations Sheet (enclosed).
Time allowed
*
1 hour
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 60.
*
You are expected to use a calculator where appropriate.
*
You are reminded of the need for good English and clear
presentation in your answers.
Advice
*
In all calculations, show clearly how you work out your answer.
(JUN148404P2H01)
P77836/Jun14/E6
8404/P/2H
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Answer all questions in the spaces provided.
1
A student investigated the reflection of light by a plane mirror, as shown in Figure 1.
Figure 1
Normal
Plane mirror
The student’s results are shown in Table 1.
Table 1
Angle of
incidence
in degrees
Test 1
Test 2
Test 3
Test 4
Mean angle
of reflection
in degrees
10
12
11
10
11
11
30
31
30
29
26
29
48
66
50
70
72
69
69
70
70
1 (a)
Angle of reflection in degrees
Measure the angle of incidence and the angle of reflection in Figure 1 and
complete Table 1.
[4 marks]
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1 (b) (i)
The student concluded that the angle of incidence is equal to the angle of reflection.
Explain whether you agree with this conclusion, using examples from the data
collected.
[2 marks]
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1 (b) (ii) Suggest further evidence that could be collected to support the conclusion the student
made.
[1 mark]
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7
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2
A teacher asked her students to model the decay of a radioactive isotope.
The students used small cubes. Each cube had one shaded side, as shown in
Figure 2.
Figure 2
Shaded side
Each pair of students put 100 cubes into a bag. They shook the bag and then
emptied the cubes into a tray, as shown in Figure 3.
Some of the cubes had the shaded side facing up. This was throw number one.
Figure 3
Shaded side
facing up
The students removed the cubes that had their shaded side facing up.
They recorded how many cubes remained in the tray. They put these cubes back in
the bag.
The students repeated this process until there were fewer than 10 cubes remaining in
the tray.
2 (a) (i)
It is not possible to predict which cubes will have their shaded side facing up.
Why?
[1 mark]
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2 (a) (ii) What does each cube represent in this model of radioactive decay?
[1 mark]
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2 (a) (iii) What does a cube with its shaded side facing up represent in this model?
[1 mark]
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2 (b)
The students drew a graph of their results, as shown in Figure 4.
Figure 4
100
80
60
Number
of cubes
remaining
40
20
0
2 (b) (i)
0
5
10
Number of throw
15
State what is meant by the half-life of a radioactive isotope.
[2 marks]
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2 (b) (ii) Use the graph in Figure 4 to calculate the half-life for this model of radioactive decay.
Show on the graph how you obtained your answer.
[2 marks]
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Half-life
................... throws
2 (c)
The teacher suggested that the students could improve the model if they used more
cubes.
2 (c) (i)
Suggest one advantage and one disadvantage of using more cubes.
[2 marks]
Advantage .......................................................................................................................
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Disadvantage ..................................................................................................................
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2 (c) (ii) Suggest how the results from the whole class could be used to improve the model.
[1 mark]
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2 (d)
Explain the benefit of using the cubes instead of a radioactive isotope.
[2 marks]
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2 (e)
Strontium-90 is a radioactive isotope that decays by emitting beta radiation.
90
Sr
38
0
β
–1
90
39
Y
Describe what happens within the nucleus of a strontium-90 atom during the process
of beta decay.
[5 marks]
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3
Search and Rescue teams use infrared cameras to find people trapped under fallen
buildings after an earthquake.
3 (a)
To model this, a teacher put two small bottles of hot water in a box of polystyrene
balls. She used string to mark out a grid across the top of the box.
She set up the apparatus as shown in Figure 5.
Some students used an infrared detector to find the bottles of hot water. They read
the detector in different sections of the grid.
Figure 5
Infrared detector
String
Polystyrene balls
The students recorded the detector readings, in W/m2 , as shown in Figure 6.
Figure 6
(10)
435
597
602
427
430
593
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3 (a) (i)
Student A said that one bottle must be in the square that gave a reading of 602 W/m2 ,
but he was not sure where the other bottle was.
Student B said that he could not be sure where either of the bottles were because
three results were very similar.
Both students may be correct.
Explain why.
[3 marks]
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3 (a) (ii) Suggest one improvement to this model.
Give a reason for your answer.
[2 marks]
Improvement ...................................................................................................................
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Reason ............................................................................................................................
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3 (b)
A rescued person may be wrapped in shiny foil. This reduces the rate of energy
transfer by infrared radiation from the person to the surroundings.
The students did an investigation into how colour affects the rate of energy transfer by
infrared radiation.
*
They used three bottles as shown in Figure 7.
*
They painted one bottle shiny silver, one bottle matt black and left one bottle clear.
*
They put hot water in each bottle and measured the initial temperature of the
water.
*
After 10 minutes, they measured the final temperature of the water in each bottle.
Figure 7
Thermometer
The students recorded their results in Table 2.
Table 2
Decrease in temperature in oC
Test 1
Test 2
Test 3
Mean
temperature
difference in oC
No paint
22
21
23
22.000
Shiny silver paint
12
13
13
12.667
Matt black paint
23
24
26
24.333
Bottle
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3 (b) (i)
The students have not presented one of the columns of results in the best way.
Which column has not been presented in the best way?
.........................................................................................................................................
What should be done to improve it?
[2 marks]
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3 (b) (ii) What conclusion can be made about the shiny silver paint?
Give a reason for your answer.
[2 marks]
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Some quantities are scalar quantities and others are vector quantities.
4 (a)
What is the difference between a scalar quantity and a vector quantity?
[2 marks]
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A group of students investigated the acceleration of a trolley.
4 (b)
The velocity–time graph for the trolley is shown in Figure 8.
Figure 8
1.5
Velocity
in m/s
1.0
0.5
0.0
0.0
4 (b) (i)
0.5
1.0
1.5
Time in s
2.0
2.5
Use information from Figure 8 to calculate the acceleration of the trolley.
Give the unit.
[3 marks]
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Acceleration
.............................
Unit ...................
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4 (b) (ii) Use information from Figure 8 to calculate the total distance travelled by the trolley.
[2 marks]
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Total distance travelled
............................. m
7
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5
A group of students investigated the effect of load on the efficiency of an electric motor.
They set up the apparatus, as shown in Figure 9.
Figure 9
Motor
Pulley
String
Load
The motor was connected to an electric circuit.
The students added weights to change the load the motor had to lift.
As the load was lifted, they recorded the:
5 (a)
*
current through the motor
*
potential difference across the motor
*
distance the load was lifted
*
time taken to lift the load.
Their results are shown in Table 3.
Table 3
Load in
newtons
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Current
in amps
Potential
Distance lifted
difference in volts
in metres
Time in
seconds
1.0
0.11
3.1
0.50
5.9
2.0
0.18
3.2
0.50
6.2
3.0
0.24
3.5
0.50
6.7
5.0
0.29
3.9
0.50
7.5
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5 (a) (i)
State the independent variable in this investigation.
Draw a ring around the correct answer.
[1 mark]
current
distance
load
potential difference
5 (a) (ii) Calculate the power of the motor when lifting the 5.0 N load.
Use the correct equation from the Physics Equations Sheet.
[2 marks]
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Power
................... W
5 (a) (iii) Calculate the energy supplied to the motor when lifting the 5.0 N load.
Use the correct equation from the Physics Equations Sheet.
[2 marks]
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Energy
................... J
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5 (b)
The students calculated the efficiency of the motor when lifting the different loads.
Their results are shown in Table 4.
Table 4
Load in newtons
Percentage (%) efficiency
1.0
25
2.0
28
3.0
5.0
5 (b) (i)
29
Complete Table 4 for the percentage efficiency of the motor.
The work done in lifting a 3.0 N load is 1.5 J.
The energy supplied to the motor is 5.6 J.
Use the correct equation from the Physics Equations Sheet.
[2 marks]
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5 (b) (ii) Explain why the motor is not 100% efficient.
[2 marks]
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5 (b) (iii) One student concluded that the percentage efficiency of the motor increased as the
load increased.
Explain whether you agree with this conclusion, using examples from the data
in Table 4.
[2 marks]
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6
A teacher demonstrated one method of measuring the specific latent heat of
fusion of ice.
6 (a)
What is meant by ‘specific latent heat of fusion’?
[2 marks]
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6 (b)
The teacher set up the apparatus as shown in Figure 10.
Figure 10
Heater
Power
supply
Crushed ice
Joulemeter
Beaker A
Beaker B
The teacher:
*
placed crushed ice in each funnel
*
inserted a heater into the ice above beaker A
*
connected the heater to the power supply through a joulemeter
*
switched on the power supply for 10 minutes when the drip rates in both funnels
were the same
*
switched off the heater and waited for the drip rates to be the same again
*
measured the mass of the water in each beaker
*
recorded the reading on the joulemeter.
The measurements recorded in the investigation are given in Table 5.
Table 5
Mass of melted ice collected from beaker A
68 g
Mass of melted ice collected from beaker B
27 g
Joulemeter reading
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14 350 J
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6 (b) (i)
Use the data in Table 5 to calculate the specific latent heat of fusion of ice.
Use the correct equation from the Physics Equations Sheet.
[3 marks]
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Specific latent heat of fusion of ice
............................. J/kg
6 (b) (ii) The mass of the melted ice in beaker B was measured to make the
investigation valid.
What would happen to the value that you calculated for the specific heat of fusion if
the mass for beaker B had not been collected?
[2 marks]
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6 (b) (iii) As well as using beaker B, suggest two improvements to make the result as accurate
as possible in this investigation.
[2 marks]
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9
END OF QUESTIONS
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Acknowledgement of copyright-holders and publishers
Permission to reproduce all copyright material has been applied for. In some cases, efforts to contact copyright-holders have been
unsuccessful and AQA will be happy to rectify any omissions of acknowledgements in future papers if notified.
Question 2
Cubes in a tray ª Jo Jeacock
Copyright ª 2014 AQA and its licensors. All rights reserved.
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