Name: ________________________

Specimen set1 2H Phys

sep
Class: ________________________

Date: ________________________

Time: 78 minutes

Marks: 76 marks

Comments:

Page 1 of 24
Q1.
A student suspended a spring from a laboratory stand and then hung a weight from the
spring.

Figure 1 shows the spring before and after the weight is added.

Figure 1

(a) Measure the extension of the spring shown in Figure 1.

Extension = ________________________ mm
(1)

(b) The student used the spring, a set of weights and a ruler to investigate how the
extension of the spring depended on the weight hanging from the spring.

Before starting the investigation the student wrote the following prediction:

The extension of the spring will be directly proportional to the weight

hanging from the spring.

Figure 2 shows how the student arranged the apparatus.

Figure 2

Page 2 of 24
Before taking any measurements, the student adjusted the ruler to make it vertical.

Explain why adjusting the ruler was important.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(c) The student measured the extension of the spring using a range of weights.

The student’s data is shown plotted as a graph in Figure 3.

Figure 3

What range of weight did the student use?

___________________________________________________________________
(1)

(d) Why does the data plotted in Figure 3 support the student’s prediction?

___________________________________________________________________

___________________________________________________________________
(1)

(e) Describe one technique that you could have used to improve the accuracy of the
measurements taken by the student.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Page 3 of 24
___________________________________________________________________
(2)

(f) The student continued the investigation by increasing the range of weights added to
the spring.

All of the data is shown plotted as a graph in Figure 4.

Figure 4

At the end of the investigation, all of the weights were removed from the spring.

What can you conclude from Figure 4 about the deformation of the spring?

___________________________________________________________________

___________________________________________________________________

Give the reason for your conclusion.

___________________________________________________________________

___________________________________________________________________
(2)
(Total 9 marks)

Q2.
The data given in the table below was obtained from an investigation into the refraction of
light at an air to glass boundary.

Angle of Angle of
incidence refraction
20° 13°

30° 19°

Page 4 of 24
40° 25°

50° 30°

(a) Describe an investigation a student could complete in order to obtain similar data to
that given in the table above.

Your answer should consider any cause of inaccuracy in the data.

A labelled diagram may be drawn as part of your answer.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(6)

(b) State the reason why light is refracted as it crosses from air into glass.

___________________________________________________________________

___________________________________________________________________
(1)
(Total 7 marks)

Q3.
Figure 1 shows the construction of a simple transformer.

Figure 1

Page 5 of 24
(a) Why is iron a suitable material for the core of a transformer?

Tick one box.

It is a metal.

It will not get hot.

It is easily magnetised.

It is an electrical conductor.

(1)

(b) A student makes three simple transformers, J, K and L.

Figure 2 shows how the potential difference across the secondary coil of each
transformer varies as the potential difference across the primary coil of each
transformer is changed.

Figure 2

How can you tell that transformer J is a step-down transformer?

___________________________________________________________________

___________________________________________________________________
(1)

(c) Each of the transformers has 50 turns on the primary coil.

Calculate the number of turns on the secondary coil of transformer L.

Use the correct equation from the Physics Equations Sheet.

Page 6 of 24
___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Number of turns on the secondary coil = ________________

(3)
(Total 5 marks)

Q4.
In 2011, some of the scientists working at the CERN particle laboratory published the
results of experiments they had conducted over the previous three years.

The scientists said that the results had shown that a particle, called a neutrino, was able
to travel faster than the speed of light.

These unexpected results challenged the physics theory that nothing can travel faster
than the speed of light.

(a) Suggest why most other scientists thought that the experimental results were
unbelievable.

___________________________________________________________________

___________________________________________________________________
(1)

(b) The scientists at CERN believed their results were correct but could not explain
them.

Suggest two reasons why the scientists decided to publish their results.

1. _________________________________________________________________

___________________________________________________________________

2. _________________________________________________________________

___________________________________________________________________
(2)

(c) The experiments conducted by the scientists involved measuring the time it took
neutrinos to travel from CERN to another laboratory 730 000 m away.

Using the data, the speed of the neutrinos was calculated to be 300 007 400 m/s.

Calculate the time it would take the neutrinos to travel 730 000 m at a speed of
300 007 400 m/s.

Give your answer in standard form.

___________________________________________________________________

___________________________________________________________________

Page 7 of 24
___________________________________________________________________

___________________________________________________________________

Time = _____________________ s
(3)

(d) In 2012, the scientists found that the unexpected results were caused by a timing
error.

The error meant that the time recorded was always 60 nanoseconds less than the
actual time.

Which one of the following is the same as 60 nanoseconds?

Tick one box.

60 × 10−3 s

60 × 10−6 s

60 × 10−9 s

(1)

(e) What name is given to the type of error made by the scientists?

___________________________________________________________________
(1)

(f) Suggest what the scientists should do to calculate an accurate value for the speed of
a neutrino.

___________________________________________________________________

___________________________________________________________________
(1)
(Total 9 marks)

Q5.
A train travels from town A to town B.

Figure 1 shows the route taken by the train.

Figure 1 has been drawn to scale.

Figure 1

Page 8 of 24
(a) The distance the train travels between A and B is not the same as the displacement
of the train.

What is the difference between distance and displacement?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(1)

(b) Use Figure 1 to determine the displacement of the train in travelling from A to B.

Show how you obtain your answer.

___________________________________________________________________

___________________________________________________________________

Displacement = ___________________ km

Direction = _________________________
(2)

(c) There are places on the journey where the train accelerates without changing
speed.

Explain how this can happen.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(d) Figure 2 shows how the velocity of the train changes with time as the train travels
along a straight section of the journey.

Page 9 of 24
Figure 2

Estimate the distance travelled by the train along the section of the journey shown in
Figure 2.

To gain full marks you must show how you worked out your answer.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Distance = _________________________ m
(3)
(Total 8 marks)

Q6.
The stopping distance of a car is the sum of the thinking distance and the braking
distance.

The table below shows how the thinking distance and braking distance vary with speed.

Speed Thinking Braking

Page 10 of 24
in m/s distance in m distance in m

10 6 6.0

15 9 13.5

20 12 24.0

25 15 37.5

30 18 54.0

(a) What is meant by the braking distance of a vehicle?

___________________________________________________________________

___________________________________________________________________
(1)

(b) The data in the table above refers to a car in good mechanical condition driven by
an alert driver.

Explain why the stopping distance of the car increases if the driver is very tired.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(c) A student looks at the data in the table above and writes the following:

thinking distance ∝ speed

braking distance ∝ speed

Explain whether the student is correct.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(d) Applying the brakes with too much force can cause a car to skid.

Page 11 of 24
The distance a car skids before stopping depends on the friction between the road
surface and the car tyres and also the speed of the car.

Friction can be investigated by pulling a device called a ‘sled’ across a surface at

constant speed.

The figure below shows a sled being pulled correctly and incorrectly across a
surface.

The constant of friction for the surface is calculated from the value of the force
pulling the sled and the weight of the sled.

Why is it important that the sled is pulled at a constant speed?

Tick one box.

If the sled accelerates it will be difficult to control.

If the sled accelerates the value for the constant

of friction will be wrong.

If the sled accelerates the normal contact force

will change.

(1)

(e) If the sled is pulled at an angle to the surface the value calculated for the constant of
friction would not be appropriate.

Explain why.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(f) By measuring the length of the skid marks, an accident investigator determines that
the distance a car travelled between the brakes being applied and stopping was 22
m.

The investigator used a sled to determine the friction. The investigator then
calculated that the car decelerated at 7.2 m/s2.

Calculate the speed of the car just before the brakes were applied.

Give your answer to two significant figures.

Page 12 of 24
Use the correct equation from the Physics Equation Sheet.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Speed = __________________________ m/s

(3)
(Total 11 marks)

Q7.
Figure 1 shows how atmospheric pressure varies with altitude.

Figure 1

(a) Explain why atmospheric pressure decreases with increasing altitude.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

Page 13 of 24
(b) When flying, the pressure inside the cabin of an aircraft is kept at 70 kPa.

The aircraft window has an area of 810 cm2.

Use data from Figure 1 to calculate the resultant force acting on an aircraft window
when the aircraft is flying at an altitude of 12 km.

Give your answer to two significant figures

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Resultant force = ___________________ N

(5)

(c) Figure 2 shows the cross-section of one type of aircraft window.

Figure 2

Explain why the window has been designed to have this shape.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)
(Total 10 marks)

Q8.
Waves may be either longitudinal or transverse.

(a) Describe the difference between a longitudinal and a transverse wave.

___________________________________________________________________

___________________________________________________________________

Page 14 of 24
___________________________________________________________________

___________________________________________________________________
(2)

(b) Describe one piece of evidence that shows when a sound wave travels through the
air it is the wave and not the air itself that travels.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(1)

(c) The figure below shows the parts of a moving-coil loudspeaker.

A coil of wire is positioned in the gap between the north and south poles of the
cylindrical magnet.

Explain how the loudspeaker converts current in an electrical circuit to a sound

wave.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(6)
(Total 9 marks)

Page 15 of 24
Q9.
Figure 1 shows a piece of apparatus called a current balance.

Figure 1

When the switch is closed, the part of the wire labelled X experiences a force and moves
downwards.

(a) What is the name of the effect that causes the wire X to move downwards?

___________________________________________________________________
(1)

(b) Suggest one change you could make to the apparatus in Figure 1 that would
increase the size of the force that wire X experiences.

___________________________________________________________________
(1)

(c) Figure 2 shows how a small weight placed on the insulating bar makes the wire X
go back and balance in its original position.

Figure 2

The wire X is 5 cm long and carries a current of 1.5 A.

The small weight causes a clockwise moment of 4.8 × 10−4 Nm.

Calculate the magnetic flux density where the wire X is positioned

Give the unit.

___________________________________________________________________

Page 16 of 24
___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Magnetic flux density = _____________ Unit _____________

(6)
(Total 8 marks)

Page 17 of 24
Mark schemes

Q1.
(a) accept any value between 12 (mm) and 13 (mm) inclusive
1

(b) to reduce the error in measuring the extension of the spring

accept length for extension throughout
1

as the ruler at an angle would make the measured extensions shorter

1

(c) 1 (N) to 6 (N)

accept from 0 (N) to 6 (N)
1

(d) gives a straight line through the origin

1

(e) any practical technique that would improve the accuracy of length measurement eg

use a set square

1

to line up the bottom of the spring with the ruler scale

or

attach a horizontal pointer to the bottom of the spring (1)

so that the pointer goes across the ruler scale (1)

1

(f) the spring has been inelastically deformed

1

because it went past its limit of proportionality

accept elastic limit for limit of proportionality
1
accept it does not go back to its original length when the
weights are removed
[9]

Q2.
(a) Level 3 (5–6 marks):
A detailed and coherent plan covering all the major steps is provided. The steps in
the method are logically ordered. The method would lead to the production of valid
results.

A source of inaccuracy is provided.

Level 2 (3–4 marks):

The bulk of a method is described with mostly relevant detail. The method may not
be in a completely logical sequence and may be missing some detail.

Page 18 of 24
Level 1 (1–2 marks):
Simple statements are made. The response may lack a logical structure and would
not lead to the production of valid results.

0 marks:
No relevant content.

Indicative content

place a glass block on a piece of paper

draw around the glass block and then remove from the paper

draw a line at 90° to one side of the block (the normal)

use a protractor to measure and then draw a line at an angle of 20° to the normal

replace the glass block

using a ray box and slit point the ray of light down the drawn line

mark the ray of light emerging from the block

remove the block and draw in the refracted ray

measure the angle of refraction with a protractor

repeat the procedure for a range of values of the angle of incidence

possible source of inaccuracy

the width of the light ray

which makes it difficult to judge where the centre of the ray is

6

(b) velocity / speed of the light decreases

allow velocity / speed of the light changes
1
[7]

Q3.
(a) It is easily magnetised.
1

(b) p.d. across the secondary coil is smaller (than p.d. across the primary coil)
1

(c) ratio Vp = 6

Vs 12
accept any other correct ratio taken from the graph
1

6 = 50

12 Np

Page 19 of 24
use of the correct turns ratio and substitution or correct
transformation and substitution
1

Np = 100
allow 100 with no working shown for 3 marks
1
[5]

Q4.
(a) any sensible suggestion eg

• theory supported by results from other experiments

• could not believe the ‘theory’ could be wrong
• ‘theory’ is the basis of many other ideas
1

(b) any two from:

• to allow peer review of data

• to assess the reproducibility of the data
• to promote further enquiry / experiments
• to encourage other scientists to develop explanations / new theories
2

(c) 730 000 = 300 007 400 × time

1

time =
this step without the previous step stated gains 2 marks
1

2.43(3273) × 10−3 s
accept 0.00243(3273) s
1
−3
allow 2.43(3273) × 10 with no working for 4 marks

(d) 60 × 10−9 s
1

(e) systematic error

1

(f) add on 60 nanoseconds to each time recorded (then recalculate)

1
[9]

Q5.
(a) distance is a scalar and displacement is a vector

or

distance has magnitude only, displacement has magnitude and direction

1

Page 20 of 24
(b) 37.5 km
accept any value between 37.0 and 38.0 inclusive
1

062° or N62°E
accept 62° to the right of the vertical
1
accept an angle in the range 60° −64°
accept the angle correctly measured and marked on the
diagram

(c) train changes direction so velocity changes

1

acceleration is the rate of change of velocity

1

(d) number of squares below line = 17

accept any number between 16 and 18 inclusive
1

each square represents 500 m

1

distance = number of squares × value of each square correctly calculated − 8500 m

1
[8]

Q6.
(a) the distance travelled under the braking force
1

(b) the reaction time will increase

1

increasing the thinking distance (and so increasing stopping distance)

(increases stopping distance is insufficient)
1

(c) No, because although when the speed increases the thinking distance increases by
the same factor the braking distance does not.
1

eg

increasing from 10 m / s to 20 m / s increases thinking distance from 6 m to 12 m

but the braking distance increases from 6 m to 24 m
1

(d) If the sled accelerates the value for the constant of friction will be wrong.
1

(e) only a (the horizontal) component of the force would be pulling the sled forward
1

the vertical component of the force (effectively) lifts the sled reducing the force of the
surface on the sled
1

Page 21 of 24
(f) − u2 = 2 × −7.2 × 22
award this mark even with 02 and / or the negative sign
missing
1

u = 17.7(99)
1

18
1
allow 18 with no working shown for 3 marks
allow 17.7(99) then incorrectly rounded to 17 for 2 marks
[11]

Q7.
(a) air molecules colliding with a surface create pressure
1

at increasing altitude distance between molecules increases

or

at increasing altitude fewer molecules (above a surface)

1

so number of collisions with a surface decreases

or

or so always less weight of air than below (the surface)

1

(b) atmospheric pressure = 20 kPa from graph and conversion of 810 cm2 to 0.081 m2
allow ecf for an incorrect value clearly obtained from the
graph
1

5 × 104 = F

0.081
1

F = 5 × 104 × 0.081
1

4050
1

4100 (N)
1
allow 4100 (N) with no working shown for 5 marks
allow 4050 with no working shown for 4 marks

(c) force from air pressure acting from inside to outside bigger than force acting inwards
1

so keeps the window in position

Page 22 of 24
1
[10]

Q8.
(a) in a longitudinal wave the oscillations / vibrations are parallel to the direction of
energy transfer.
accept wave travel for energy transfer throughout
1

in a transverse wave the oscillations / vibrations are perpendicular to the direction of

energy transfer.
1

(b) accept any sensible suggestion eg a vibrating drum skin does not move the air away
to create a vacuum (around the drum)
1

(c) Level 3 (5–6 marks):

A detailed explanation linking variations in current to the pressure variations of a
sound wave, with a logical sequence.

Level 2 (3–4 marks):

A number of relevant points made, but not precisely. A link between the loudspeaker
and
a sound wave is made.

Level 1 (1–2 marks):

Some relevant points but fragmented with no logical structure.

0 marks:
No relevant content.

Indicative content

the current in the electrical circuit is varying

the current passes through the coil

the coil experiences a force (inwards or outwards)

reversing the current reverses the force

the size of the current affects the size of the force

the varying current causes the coil to vibrate

the (vibrating) coil causes the cone to vibrate

the vibrating cone causes the air molecules to move

the movement of the air molecules produces the pressure variations in the air
needed for
a sound wave

the air molecules bunch together forming compressions and spread apart forming
rarefactions
6

Page 23 of 24
[9]

Q9.
(a) motor effect
1

(b) increase the strength of the magnet

or

increase the current

1

(c) 4.8 × 10−4 = F × 8 × 10−2

1

F = 6 × 10−3 (N)
1

6 × 10−3 = B × 1.5 × 5 × 10−2

1

B=
1

B = 8 × 10−2 or 0.08
1
−2
allow 8 × 10 or 0.08 with no working shown for 5 marks
a correct method with correct calculation using an incorrect
value of F gains 3 marks

Tesla
accept T
1
do not accept t
[8]

Page 24 of 24