Topic 1 Mechanics

1A Motion

1A.1 Velocity and acceleration

1 (a) 8.33 m s−1
(b) 2.08 m s−1
(c) zero
2 (a) 11.2 m s−1
(b) 1.5 s
(c) 4.5 m s−2
3 (a) 1.5 × 108 m s−1
(b) 8.82 × 1022 m s−2

1A.2 Motion graphs

1 A: The bike is at constant speed for the first 10 s (2 m s−1).
B: The bike is stationary from 10 s to 30 s (20 m distance).
C: The bike is at constant speed from 30 s to 40 s (3 m s−1).
The bike finishes stationary.
2 A: The car has constant acceleration for the first 10 s (0.5 m s−2).
B: The car is at constant speed from 10 s to 30 s (5 m s−1).
C: The car has constant acceleration from 30 s to 40 s (1 m s−2).
D: The car has constant deceleration from 40 s to 50 s (−1.5 m s−1).
3 d = 240 m

1A.3 Adding forces

1 12.1 N forwards
2 6621 N at an angle of 65.0° up from the horizontal
3 Students should draw the weight force arrow vertically down from centre of body, exactly the same size as the
reaction force from the chair acting vertically upwards on bottom.
4 (a) 800 N, θ = 18° (accuracy depends on quality of scale drawing)
(b) As part (a)
5 4100 N, 4° left of the forwards direction

1A.4 Moments
1 438 Nm
2 1.51 m
3 If the book swings past the position of the second picture, a moment will then act against the motion, slowing it
and pushing it back towards that position with the diagonal vertical. Thus it will oscillate back and forth until it
comes to rest as in the second picture. In reality, the swinging is likely to be minimal as the finger friction will be
significant.
4 55 cm

1A.5 Newton’s laws of motion

1 In terms of Newton’s laws of motion:
(a) Weight balanced by reaction force,
so resultant force = zero, so acceleration = zero, as per Newton’s first law of motion.
(b) It will accelerate upwards, as per Newton’s first law.

© Pearson Education Ltd 2018. Copying permitted for purchasing institution only. This material is not copyright free. 1
 (c) Newton’s third law: the book will offer an equal and opposite force to that of the hands on the book.

Touch sensors in the skin detect this reaction force.

2 (a) 0.5 kg
(b) accelerating force of 0.5 N
3 (a) a = 65.4 m s−2
(b) a = 7.16 m s−2
(c) a = 9.80 m s−2
(d) a = 179 m s−2

1A.6 Kinematics equations

1 4 m s−1
2 40 m
3 (a) a = 5.4 m s−2
(b) a = 0.384 m s−2
(c) a = 0.89 m s−2
4 4.24 s
5 −122 m s−2

1A.7 Resolving vectors

1 (a) 7.1 cm = 7.1 m s−1 for each arrow
(b) same answers as (a)
2 horizontal = 13.1 m s−1; vertical = 9.18 m s−1
3 horizontal = 207 N; vertical = 388 N
4 138 m s−1 southwards vector
197 m s−1 eastwards vector

1A.8 Projectiles
1 (a) 0.98 s
(b) 1.17 m
2 (a) 1.92 s
(b) 5.94 m
3 (a) It will rise 1.08 m, so yes.
(b) No. The horizontal velocity is 3.86 m s−1. Therefore,horizontal time of flight is 0.78 s. Time to
maximum height is 0.47 s. Therefore,time from max height to horizontal hoop distance is 0.31. In
0.31 s, the ball falls 0.47 m, so the ball will be below the hoop when it reaches it horizontally. (Even
accounting for the diameter of the ball, it would not hit the hoop.)

1A Exam practice
1 B
2 B
3 C
4 C
5 A
6 (a) Magnitude and direction
(b) Direction changing / not a straight line, so velocity is changing / not constant
7 (a) QWC (quality of written communication) – work must be clear and organised in a logical manner using
technical wording where appropriate; including:

© Pearson Education Ltd 2018. Copying permitted for purchasing institution only. This material is not copyright free. 2
 State sufficient quantities to be measured (e.g. s and t or v, u and t or u, v and s)

Relevant apparatus (includes rule and timer/datalogger/light gates)

Describe how a distance is measured
Describe how a speed or time is measured
Further detail of measurement of speed or time
Vary for described quantities and plot appropriate graph
State how result calculated
(b) Repeat and calculate the mean
A suitable precaution relating to experimental procedure
8 (a) Draw a tangent at t = 4.0 s:

. .
v = 8.0 m s–1
(b)
. –1
a
a = 2 m s−2
9 (a) (i) Area under graph between 0.5 and 1.0 s / X and Y, or use average velocity between these points ×
time
(ii) Gradient of line at Y
(b) QWC (quality of written communication) – work must be clear and organised in a logical manner using
technical wording where appropriate. Include up to four of the following:
Lines not parallel
Acceleration should be the same / both should have same gradient
Max +ve and −ve speeds (from 0.5 s) all the same
There will be some energy losses (bounce, air resistance) so max should have smaller magnitude each
time
Velocity at X/Z greater than that at the start
Ball cannot gain energy
Starts with positive velocity
but initial movement is down
Starts with non-zero velocity / graph starts in wrong place
From photo, it is dropped from rest
There is a vertical line
Bounce must take some time / acceleration cannot be infinite
The graph shows a change in direction of velocity between 0 and 0.5 s / release and striking the ground
It is travelling in one direction / down this whole time
Graph shows an initial deceleration
It is actually accelerating downwards
10 (a) s = ut + ½at2

a = 1.54 m s–2
(b) v = u + at
v = 0 + 1.5 m s–2 × (30 × 60)s
v = 1.5 m s–2 × (30 × 60)s
v = 2700 m s–1
(c) F = ma
F = 4.5 × 105 kg × 1.5 m s–2

© Pearson Education Ltd 2018. Copying permitted for purchasing institution only. This material is not copyright free. 3
 F = 675 000 N

11 QWC (quality of written communication) – work must be clear and organised in a logical manner using technical
wording where appropriate, including the following points:
No acceleration / constant velocity (‘constant speed’ not sufficient) / (at rest or) uniform motion in straight line
unless unbalanced / net / resultant force
Acceleration proportional to force / F = ma
Qualify by stating resultant / net force / ΣF = ma
If (resultant) force zero, then Newton’s second law states that acceleration = 0
OR acceleration only non-zero if (resultant) force non-zero.
.
12 (a) (i)
.
v = 2.14 m s–1
(ii) v = u + at
0 = u + (−9.81 m s−2) × 0.44 s
u = 9.81 m s−2 × 0.44 s
u = 4.3 m s−1
OR
s = ut + ½at2
0 = (u × 0.88 s) + (½ × (−9.81 m s−2) × (0.88 s)2)
u = 4.3 m s−1
(iii) velocity2 = (2.1 m s−1)2 + (4.3 m s−1)2
velocity = 4.8 m s−1
.
tan of angle =
.
angle = 63.9°
(b) (i) Air resistance has not been taken into account
OR air resistance acts on the rocket
OR friction of the rocket on the stand has not been taken into account
OR energy dissipated/transferred due to air resistance
(ii) Any two from:
Can watch again
Can slow down / watch frame by frame / stop at maximum height
Too fast for humans to see
Does not involve reaction time
Can zoom in (to see height reached).

© Pearson Education Ltd 2018. Copying permitted for purchasing institution only. This material is not copyright free. 4
Topic 1 Mechanics
1 Energy

1 .1 ravitational potential and inetic energies

1 If we assume that the coconut falls 5.0 m, then the speed would be 9.9 m s−1.
2 17.2 m s−1
3 29.7 m s−1
4 1.90 m
5 Air resistance and friction are negligible; energy is only transferred between kinetic and gravitational
potential stores.

1 .2 or and power
1 (a) Work done by lioness is 126 .
(b) Work done by eagle is 113 , so lioness does more work by 13 .
2 4160
3 (a) 0.20 W
(b) 0.33 or 33
4 0.29 or 29

1 Exam practice
1 A
2 A
3 D
4 B
5 (a) Wind exerts a force / push on the blades, blades move (through a distance in the direction of the force)
OR energy is transferred from kinetic energy of wind to ( E of) the blades
(b) (i) Volume per second = 6000 m2 × 9 m = 54 000 m3
Total volume in 5 seconds = 54 000 m3 × 5 s = 270 000 (m3)
(ii) Mass = 1.2 kg m−3 × 270 000 m3 = 324 000 kg
(iii) Ek = ½ × 324 000 kg × (9 m s−1)2 = 13 122 000
(iv) Energy from the wind in 5 seconds = 0.59 × 13 100 000 = 7 741 980
ower = = = 1.548 MW
(c) Any one from:
Would need to stop wind entirely
Wind or air still moving
Wind or air still has E
Not all the air hits the blades
(d) Any two from:
Wind does not always blow / if there is no wind they do not work / wind speeds are variable / need
minimum amount of wind to generate the electricity / need a large amount of wind / cannot be
used in very high winds
Only 59 max efficiency
Low power output / need a lot of turbines / need a lot of space

© Pearson Education Ltd 2018. Copying permitted for purchasing institution only. This material is not copyright free. 5
6 (a) x = 2 × × 3.7 m = 23.2 m
W=F x
W = 800 N × 23.2 m
W = 18 600

(b) ower =

=
= 744 W (accept any dimensionally correct unit – ignore later units if W used as well)
(use of 20 000 gives 800 W)
7 QWC (quality of written communication) – spelling of technical terms must be correct and the answer
must be organised in a logical sequence. Any six of the following:
It will not strike the student’s face / at most will ust touch / returns to starting point
The total energy of the pendulum is constant / energy is conserved
It cannot move higher than its starting point because that would require extra gpe
Mention specific energy transfer: gpe ke / ke gpe
Energy dissipated against air resistance so will stop it quite reaching its starting point (consequent on
attempt at describing energy loss mechanism)
ushing does work on the ball / pushing provides extra energy if pushed, it can move higher (accept
further) and will hit the student
If the face moves (forward) the ball may reach it (before it is at its maximum height)
OR if the face moves (back) the ball will not reach it
8 (a) (i) orizontal component = 650 N × cos 42
= 483 (N)
(ii) Work = 483 N × 15 × 7 m
= 50 715
(b) Force in the direction of motion
OR force is parallel to the direction of motion
OR force is applied in a horizontal direction
OR there is no vertical component of force
so less applied force
9 W = mg
W = 0.98 N OR W = 0.1 (kg) × 9.81 (N kg−1) = 1 N
W = Fs OR gpe = mgh
gpe = 0.98
P=
P = 0.98 W

© Pearson Education Ltd 2018. Copying permitted for purchasing institution only. This material is not copyright free. 6
Topic 1 Mechanics
1C Momentum

1C.1 Momentum
1 (a) 240 kg m s−1
(b) 588 kg m s−1
(c) 2.5 × 10−4 kg m s−1
2 Motorcyclist: estimate mass as 80 kg and speed as 30 m s−1, so p = 2400 kg m s−1
Skateboarder: estimate mass as 65 kg and speed as 4 m s−1, so p = 260 kg m s−1
3 Larger forces cause greater injuries. Force required is proportional to rate of change of momentum (Newton’s
second law).
The airbag removes momentum in a greater time than the dashboard, so the rate of change of momentum is
lower, so the force needed is lower, resulting in less injuries.
∆𝑝
4 Students’ own answers, using F = :
𝑡
e.g. a Frisbee’s estimated throw speed is 5 m s−1 (initially at rest); estimated mass is 100 g; estimated time for
which hand applies force to throw is 0.1 s:
∆𝑝 0.1 × 5
F= = =5N
𝑡 0.1

1C.2 Conservation of linear momentum

1 0.15 m s−1
2 (a) 0.2 m s−1
(b) 100 N
3 The force that pushes the boy forwards from the boat has an equal and opposite reaction force pushing the boat
away, so it is likely that the boat will move out from under him without providing enough forward force to make
him reach the jetty before he falls into the water.
4 (a) Longer arrow labelled ‘1200 kg m s−1’ at 80° to shorter arrow labelled ‘600 kg m s−1’. Either drawn as
parallelogram rule, or one after the other, with resultant momentum vector arrow drawn in. Resultant is
1430 kg m s−1 at an angle of 56° to the river current (600 kg m s−1 vector).
(b) Resulting velocity = 4.77 m s−1 at 56° to current, so 2.67 m s−1 along current direction and 3.94 m s−1
towards riverbank. Time to reach waterfall = 37 s. Time to reach bank = 4.1 s, so they reach the bank
safely.

1C Exam practice
1 C
2 B
3 A
4 B
5 A
6 QWC (quality of written communication) – spelling of technical terms must be correct and the answer must be
organised in a logical sequence:
Momentum conservation
Total/initial momentum = 0
Momentum of slime equal momentum of bacteria, which moves in opposite direction
OR
∆𝑚𝑣
Force on slime, so equal and opposite force on bacteria. Thus cause the rate of change of momentum to
𝑡
bacteria, which moves in opposite direction.

© Pearson Education Ltd 2018. Copying permitted for purchasing institution only. This material is not copyright free.
7 (a) QWC (quality of written communication) – work must be clear and organised in a logical manner using
technical wording where appropriate. Include the following:
Measurement of appropriate quantity, e.g. height/distance/time

Calculate the speed or inferred by an equation

Speed on impact
Statement of how method shows momentum has been conserved
(b) Collisions inelastic / E is transferred in collisions to internal energy / thermal energy / to E of middle
balls / to sound
Eventually stops because all energy is transferred
8 (a) The weight of the hanging masses will be transferred as tension in the string to become a resultant force
on the trolley. Newton’s second law tells us that this will lead to an acceleration equal to (W = weight
of hanging masses; m = mass of trolley and hanging masses combined). This acceleration causes a
change in velocity which means a change in momentum.
.
(b) Mass of trolley = = 0.291 kg
.
Total mass = 0.350 + 0.291 = 0.641 kg
.
a= = = 4.45 m s−2
.
(c) p = mv = 0.35 × 11.1 = 3.89 kg m s−1
(d) The total momentum of all ob ects involved in a collision, accounting for the vector nature of
momentum, will be the same before and after the collision.
(e) Initially, all the momentum of the system is carried by the moving trolley.
When this stops it loses all its momentum.
In order for momentum to be conserved, the second trolley must leave the collision with the amount of
momentum that the first one had initially.
As the trolleys are identical, the second trolley will leave at the same speed that the first one came in
with.
(f) Initially, all the momentum of the system is carried by the moving trolley.
In order for momentum to be conserved, the combined pair of trolleys must leave the collision with the
amount of momentum that the first one had initially.
As the trolleys are identical, the total mass will be double that of the incoming trolley.
So they will leave at half the same speed that the first one came in with.
(g) Tie the two trolleys together, with a compressed spring, or repelling magnets, between them.
With the combination stationary, burn through the tie so that they fly apart in an explosion.
ave light gates to monitor speed of each trolley on either side of the explosion.
9 Award 1 mark for the (QWC) quality of written communication.
Award a maximum of 5 marks from the following expected answer points:
When ob ects collide, there is a Newton’s third law force pair between
for the duration of the collision
Which means equal and opposite forces act on each ob ect
for the same length of time
The change in the momentum of an ob ect (impulse) is equal to F × t
Each ob ect experiences equal change in momentum (impulse)
but in opposite directions
The total change in momentum is the sum of the individual changes in momentum
so the total change in momentum is zero / momentum is conserved

© Pearson Education Ltd 2018. Copying permitted for purchasing institution only. This material is not copyright free. 8
10 (a) Momentum is initially constant at 0.8 kg m s (towards the goalkeeper) for the first 4 ms.
Over the period 4−8 ms, it changes uniformly by −0.5 kg m s−1 per millisecond.
Momentum is then constant at −1.2 kg m s−1 away from the goalkeeper for the remaining 2 ms.
(b) The leg pads provide a resultant force on the ball, which will change the momentum according to
Newton’s second law.
(c) (i) 0 (zero) newtons

(ii) 500 N
(iii) (zero) newtons
(d) Graph with the following points:
First horizontal line at 0.4 kg m s−1, then momentum changes between 4−6 ms
Final horizontal line is at a momentum of −0.6 kg m s−1

© Pearson Education Ltd 2018. Copying permitted for purchasing institution only. This material is not copyright free. 9
Topic 2 Materials
2A luids

2A.1 luids density and upthrust

1 1265 kg m−3
2 (a) 1300 kg m−3
(b) 1.3 g cm−3
3 Students’ own answers. Volume estimate is likely to be length × width × height in rectangular room, and then
multiply by density value of 1.2 from table A to give mass.
4 (a) 0.40 N
(b) 0.042 N downwards
(c) There is a resultant downwards force, so it will accelerate to the bottom (Newton’s first law). There, an
additional reaction force (Newton’s third law) from the bed of the stream will cause a net force of zero
so the ball will rest on the bottom stationary (Newton’s first law). Extra: initially on reaching the bottom
the upwards reaction will be slightly greater to decelerate to rest. Students may also comment on drag
forces affecting the rate of acceleration during descent (Newton’s second law).
5 1.59 N
6 Students’ own answers, using rectangular volume, V = width × depth × height, and density = :
e.g. estimated height is 1.7 m; estimated width is 40 cm; estimated depth is 20 cm; estimated mass is 75 kg
V = wdh = 0.4 × 0.2 × 1.7 = 0.136 m3
= = 550 kg m−3
.
Alternative route: The body is mostly water, and humans float, so density must be slightly less than water:
estimate = 900 kg m−3.

2A.2 luid movement

1 Students’ own answers
2 Students’ own diagrams; streamline flow should have parallel streamlines, while turbulent flow should have
uneven flow lines and eddies
3 ‘At any point’ the speed must remain the same over time, but the smoke can move faster or slower as it needs to
in order to move over the shape of the car. So, whilst it may move faster up the windscreen than over the roof, at
each of those points the speed will be constant over time.
4 Left picture: water surface is smooth, because the flow is laminar, as the water is moving slowly
Right picture: water surface is disturbed in a random/unpredictable way, as the flow is turbulent as the water is
moving fast past the bridge supports.

2A.3 Viscosity
1 Water viscosity causes greater drag than air
2 igher temperature causes reduced liquid viscosity but increases gas viscosity
3 Reduced viscosity would allow greater speeds
4 Decreased viscosity would enable faster flow of liquid chocolate, so faster production
5 Depends on students’ own best-fit line, approximate gradient is 1.95 × 10−5, giving an approximate viscosity of
1.6 × 10−3 a s, compared with 20 °C figure in table B of 1.0 × 10−3 a s. Answers should discuss possible
sources of error to cause this difference.

2A.4 Terminal velocity

1 F = 1.88 × 10−3 N
2 It is not a uniform or small ob ect, and is not likely to fall slowly. Stokes’ law does not apply.

© Pearson Education Ltd 2018. Copying permitted for purchasing institution only. This material is not copyright free. 10
3 (a) 3.8 × 109 m s−1
(b) 5.97 × 107 m s−1
(c) ave used Stokes’ law, though the answers clearly show that this ob ect is too large and moving too fast
for Stokes’ law to apply answer to (a) is faster than the speed of light. Also assumed: viscosity of air at
20 C, density of water = 1000 kg m−3.
4 Students’ own answers:
e.g. the cat is larger than a golf ball and smaller than a human, so its terminal velocity should be between their
terminal velocities: estimate vterm = 40 m s−1
5 (a) (i) Volume increases for the same mass, so density reduces with increasing temperature
(ii) Volume increases for the same mass, so density reduces with increasing temperature
(b) Density reduction by glycerine is likely to be more than for the metal of the ball bearing, so upthrust
would reduce, likely by only a small amount
(c) Glycerine viscosity falls rapidly with increasing temperature
(d) Stokes’ law includes both density comparisons and viscosity. The change in relative densities is likely to
be small, but the change in viscosity is much more significant. The gradient is inversely proportional to
viscosity, so would increase significantly across the various temperatures used.
(e) The change in viscosity for water is very small, so the differences in terminal velocity, and hence
gradient on the graphs, are likely to be imperceptible.

2A Exam practice
1 B
2 C
3 C
4 B
5 C
6 (a) (i) Laminar: at least two roughly parallel lines before ob ect
Turbulent: lines crossing or showing change in direction of greater than 90°
Laminar flow lines should lead directly to turbulent flow lines
Laminar flow lines should continue until they reach the peak of the obstruction
(ii) Laminar flow:
No abrupt change in velocity of flow
OR no abrupt change in speed or direction of flow (must mention both speed and direction)
OR velocity at a point is constant OR flows in layers / flowlines / streamlined
OR layers do not mix / cross OR layers are parallel
Turbulent flow:
Mixing of layers / flowlines / streamlines OR crossing of layers, etc. OR contains eddies
OR contains vortices / whirlpools OR abrupt / random changes in speed or direction
(b) (i) Greater velocity with lower viscosity
(ii) Lower viscosity so faster flow OR greater velocity
7 Viscosity of the oil decreases at higher temperature, so the rate of flow increases and the oil spreads more
quickly.

© Pearson Education Ltd 2018. Copying permitted for purchasing institution only. This material is not copyright free. 11
8 (a) (i) Laminar flow:
No abrupt changes in direction or speed of flow OR air flows in layers / flowlines / streamlines OR no
mixing of layers OR layers remain parallel OR velocity at a (particular) point remains constant
Turbulent flow:
Mixing of layers OR contains eddies / vortices OR abrupt random changes in speed or direction
(ii) Relative speed of upper surface of ball to air is greater (than at lower surface) OR the idea that the
direction of movement at the top (due to spin) is opposite to / against (direction of) air flow
(b) The ball is applying an upward force on the air, so there must be an equal and opposite force on the ball
downwards.
.
(c) (i) Time = = 0.087 s
s = ½ × 9.81 m s−2 × (0.087 s)2
= 0.037 (m)
(ii) (Extra) downwards force (on the ball)
Greater downwards acceleration
Greater distance fallen OR drops further (in that time) OR needs to drop 15 cm; 4 cm drop not enough
9 (a) (i) Upthrust / U
Weight / W / mg / gravitational force / force due to gravity
(Viscous) drag / fluid resistance / friction / F / D / V
(ii) QWC (quality of written communication) – work must be clear and organised in a logical manner
using technical wording where appropriate and including the following points:
Initially viscous drag = 0 OR viscous drag is very small
OR resultant force is downwards OR W > U OR W > U + D
Viscous drag increases until forces balanced OR resultant / net force zero OR forces in equilibrium
therefore, no acceleration
(iii) W = U + D
(b) (i) Mass = 1.0 × 103 kg m−3 × 2.1 × 10−9 m3
= 2.1 × 10−6 kg
Upthrust = 2.1 × 10−6 kg × 9.81 N kg−1
= 2.1 × 10−5 N
(ii) F = 5.7 × 10−5 N − 2.1 × 10−5 N = 3.6 × 10−5 N
.

.
v
.
v = 2.0 m s−1
(c) Viscous drag varies in proportion to radius (or area in proportion to radius squared) but weight varies in
proportion to radius cubed. Therefore, terminal velocity is proportional to radius squared.
10 Award 1 mark for (QWC) quality of written communication.
Award a maximum of 5 marks from the following expected answer points:
Stone’s weight is greater than upthrust
Upthrust is equal to the weight of water displaced, which equals the volume of the stone times the density of the
water
(OR: resultant = difference in densities × stone’s volume)
Resultant downwards force accelerates stone downwards
Drag increases with speed,
reducing resultant force, thus reducing acceleration
until weight = drag when acceleration is zero
Temperature higher in summer
Water viscosity lower with higher temperature
Correct expression of Stokes’ law equation OR Stokes’ force equation
Thus terminal velocity is higher in summer

© Pearson Education Ltd 2018. Copying permitted for purchasing institution only. This material is not copyright free. 12
Topic 2 Materials
2B Solid material properties

2B.1 Hooke’s law

1 7.0 N m−1
2 The line would be steeper.
3 ormula given in text is that Eel = ½F x. Hooke’s law has F = k x so substituting expression for F into
first equation gives the formula Eel = ½k( x)2
4 (a) rom the graph, each square represents 1.25 × 10−3 . There are approximately 100 squares under the
line, so accept estimates of around 0.125 .
(b) Underneath unloading curve are about 80 squares, so accept estimates of approximately 0.10
(c) Students calculate the difference between (a) and (b): approx. 0.025

2B.2 Stress, strain and the Young modulus

1 0.072
2 7.81 × 107 Pa
3 5.09 × 109 Pa
4 (a) 3.50 × 105 Pa
(b) 3.50 × 10−5 m, assuming that the elephant’s weight is split evenly over two leg bones that are still
vertical cylinders

2B.3 Stress–strain graphs

1 Straight line starts to curve beyond stress of 400 MPa.
2 Any temperature variation that should alter the length of the test wire will also occur in the control wire. As the
extension is measured relative to the control wire, such temperature extensions will not be measured.

2B Exam practice
1 D
2 C
3 B
4 D
5 C
6 (a) QWC (quality of written communication) – work must be clear and organised in a logical manner using
technical wording where appropriate, and include some of the following points:
Apparatus
 arrangement which secures wire
 arrangement allowing force to be varied
What to measure
 force
 original length
 extension
 diameter
Measurement
 diameter with micrometer
 length with metre rule
 force by adding known weights or use of tensometer
 extension with rule or vernier scale

© Pearson Education Ltd 2018. Copying permitted for purchasing institution only. This material is not copyright free. 13
 How to calculate
 substitution in E = Fx / A x OR plot F v x graph OR plot stress−strain graph
 determination gradient of F v x graph and process correctly
OR determine a gradient of stress−strain graph
(b) Any one from:
Eye protection / watch out for feet / foam on floor, etc.
(c) Any suitable precaution and explanation, such as:
Measure diameter in different places
Use a reference marker
Avoid parallax when measuring extension
Do not extend wire past limit of proportionality
7 (a) Straight line / constant gradient shown on graph
So extension or change in length proportional to force
Therefore k is constant
(b) k=
.
k=
. .
.
k=
.
k = 16 N m−1
(c) (i) F = k x
F = 16 N m−1 × (0.41 m − 0.09 m)
F = 5.1 N
(ii) E = ½F x
E = 0.5 × 5.1 N × (0.41 − 0.09 m)
E = 0.82
(d) QWC (quality of written communication) – spelling of technical terms must be correct and the answer
must be organised in a logical sequence. Include at least three of the following points:
Change in length greater so the compression greater
More force
More elastic energy / more strain energy
Greater acceleration
Therefore more kinetic energy and greater speed
8
(a) Upthrust = (−)weight
Thrust = (−)viscous drag
(b) Calculate weight of water as U = W
m = density × volume
m = 1030 kg m−3 × 7100 m3
m = 7.3 ×106 kg
W = mg
W = 7.3 × 106 kg × 9.81 N kg−1
W = 7.2 × 107 N

© Pearson Education Ltd 2018. Copying permitted for purchasing institution only. This material is not copyright free. 14
(c) (i) Decrease in length
(ii) Pump out water / replace water in tanks with air to decrease weight (accept mass) / to compensate
for decreased upthrust / to make density the same as water
(iii) QWC (quality of written communication) – work must be clear and organised in a logical manner
using technical wording where appropriate, and include two of the following points:

A much greater (compressive) strain will be produced

Compresses more easily
Producing a larger decrease in volume
Compressive strain may exceed yield point.
.
9 (a) k=
.
k = 960 N m−
(b) F = 960 N m− × 0.047 m = 45.1 N
Eel = 0.5 × 45.1 N × 0.047 = 1.06
(c) (i) ½mv2 = 1.1.
.
v= = 15.3 m s−
.
(ii) All elastic energy to kinetic energy / no friction between parts of device for swatting flies
.
(d) (i) t = = 0.196 s
.
v = 9.81 m s− × 0.196 s = 1.92 m s−
v = ((15.3 m s− )2 + (1.92 m s− )2) = 15.4 m s−
.
Angle = tan− = 7.15°
.
(ii) Use of s = ½ × 9.81 m s− × (0.196 s)2
s = 18.8 cm
(e) Any sensible suggestion:
e.g. Less air resistance
Less warning given to fly from pressure changes
Less mass so greater speed for same kinetic energy
Less mass so greater acceleration for same force

© Pearson Education Ltd 2018. Copying permitted for purchasing institution only. This material is not copyright free. 15
Topic 2 a es and the article ature o ight
3 Basic wa es

3 .1 a e asics
1 Graphs from top to bottom: 0.2 m, 80 m, 5.5 m
2 1240 m
3 8.15 × 1014 Hz
4 As frequency is defined as waves per second, multiplying frequency by wavelength is equivalent to dividing a
distance by a time.
5 Students’ own answers, using v = f :
e.g. estimated wavelength is 5 m; estimated frequency is 1 wave every 3 seconds, so f = 0.33 Hz
v = f = 0.33 × 5 = 1.7 m s−1
Accept alternative answers using

3 .2 a e t pes
1 amplitude = 0.5 cm and wavelength = 4.0 cm
2 (a) The oscillations are perpendicular to the direction of energy travel.
(b) P-waves are longitudinal. Rock particles oscillate back and forth in the same line as the direction of the
energy travel, causing regions of higher pressure (compressions) and regions of lower pressure
(rarefactions).
3 Greater amplitudes of displacement cause greater pressure variations. These affect the parts of the ear to a greater
degree, and the brain interprets this as increased loudness.

3 Exam practice
1 B
2 D
3 A
4 A
5 5(a) The amplitude indicates the energy of the sound waves.
This will decrease as the wave travels, so the echo returns with a lower amplitude than the original pulse.
(b) Time from pulse to echo = 50 ms
Distance sound pulse has travelled = 5900 50 10-6 = 0.295 m
Depth of rail = 0.295/2 = 0.15 m
5(a) The amplitude indicates the energy of the sound waves.
This will decrease as the wave travels, so the echo returns with a lower amplitude than the original pulse.
(b) Time from pulse to echo = 50 s
Distance sound pulse has travelled = 5900 50 10-6 = 0.295 m
Depth of rail = 0.295/2 = 0.15 m

6 (a) Any three from:

Sound waves are longitudinal waves
Air molecules vibrate
parallel to the direction of travel of the wave
in a series of compressions and rarefactions
(b) requency is the number of cycles / oscillations / waves per second / per unit time OR number of cycles
/ oscillations / waves passing a point per second

© Pearson Education Ltd 2018. Copying permitted for purchasing institution only. This material is not copyright free. 16
 (c) v = 1500 m s−1 × 2 Hz
v = 3000 m s−1
(d) Animals detect infrasound / lower frequencies than humans / vibrations through the ground and
infrasound travels faster than the tidal wave
7 =
.
= 3.13 m
8 (a) (i) They are above the audible range / frequency
(ii) Distance = speed × time
= 1500 m s−1 × 0.8 × 10−4 s
= 0.12 m
(iii) The idea that one pulse must return before the next is sent
(b) (i) -rays cause ionisation OR can damage DNA / cells / tissue OR can cause mutation

(ii) Any two from:

-rays transverse, ultrasound longitudinal OR -rays can be polarised, ultrasound cannot
-rays travel in vacuum, ultrasound does not
-rays electromagnetic, ultrasound mechanical
-rays have (much) higher f / shorter / greater speed
9 (a) After reflection, amplitude is reduced
Because the sound has travelled further OR because the sound has lost some energy/become more
spread out
(b) (i) There is only one microphone
(ii) Add a second microphone (attached to the oscilloscope)
(iii) Maximum 6 from:
Set the signal generator to a known frequency, f
Place both microphones the same distance from the loudspeaker
Move one microphone further from the loudspeaker until the two traces have gone (out of phase and
then) back again to being in phase
Measure the distance between the two microphones.
This distance equals the wavelength,
Calculate speed from v = f
The metal plate will introduce reflections/echoes which will confuse the trace comparisons
(c) 3700 × 0.09
= 333 (m/s)

© Pearson Education Ltd 2018. Copying permitted for purchasing institution only. This material is not copyright free. 17
Topic 3 a es and the article ature o ight
3B The eha iour o wa es

3B.1 a e phase and superposition

1 Rays show the direction of travel of the wave energy, whilst wavefronts show positions of identical phase
position. Wavefronts and rays are always at right angles.
2 180° or radians
3 (a) 0; or 360°; or 2 rad
(b) 180° or rad
(c) 180°, rad; or 900°, 5 rad
4 t = 1.0 s: same pulses now separated by 3.0 cm
t = 2.0 s: pulses now overlap by 1.0 cm in the middle, and the overlap portion is at displacement = −1.0 cm
t = 3.0 s: same pulses but now on opposite sides of each other and separated by 1.0 cm

3B.2 Stationar wa es
1 = 0.75 m; f = 560 Hz
2 (a) 433 m s−1
(b) 293 Hz
3 A graph of f on y-axis against on x-axis. Gradient is approximately 115, making mass per unit length
approximately 4.4 × 10−4 kg m−1.
4 Students’ own answers, using v = f

so µ = = :
e.g. estimated frequency is 256 Hz (middle C); estimated wavelength for fundamental is twice size of piano =
2 m; from school oung modulus experiments, wire snaps after about 2 kg loading, but piano wire is very thick,
so estimate tension as 100 N:
µ= = 3.8 ×10−4 kg m−1

3B.3 i raction
1 The wave energy could be diffracted around the tanker and still hit the small boat behind.
2 (a) The degree of diffraction depends on the relative size of the diffracting object and the wavelength. The
radio wavelength is the same in both cases, and so it is more diffracted in the first instance, where the
radio dish is closer to the same size as the wavelength.
(b) General broadcast transmissions would be preferred in the first instance, as the waves spread over a
wide area. In the second instance, a directed beam would be preferred for situations in which the
intended recipients location is known and fixed, such as communicating with an orbiting satellite.
3 Grating spacing d = 1 × 10−6 m. Therefore, 1 = 4.48 × 10−7 m; 2 = 5.02 × 10−7 m; 3 = 5.88 × 10−7 m
4 or 1, nmax = 2; 2, nmax = 1; 3, nmax = 1

3B. a e inter erence

1 Coherent waves have the same frequency and a constant phase difference.
2 (a) 0°; they are in phase
(b) ; they are 180° out of phase
(c) ; 0°; they are in phase
(d) The fringes would be further apart.

© Pearson Education Ltd 2018. Copying permitted for purchasing institution only. This material is not copyright free. 18
3B Exam practice
1 C
2 B
3 B
4 C
5 D
6 QWC (quality of written communication) – spelling of technical terms must be correct and the answer must be
organised in a logical sequence, including:
Identifies two rays of light
Two rays have same frequency / come from same source / are coherent
Path difference (between the two reflected rays)
They superpose (when they meet) / constructive and destructive interference occur
If they meet in phase / n / path difference, constructive interference / bright fringe
If they meet in antiphase / (n + ½) / / ½ path difference, destructive interference / dark fringe
7 (a) d=2 10−6 m
(b)
= 5.18 10−7 m
(c)
sin 90 = so n =

8 (a) Unit of LHS = m s−1

Unit of T = kg m s−2
Unit of = kg m−1
(b) (i) Waves travel in both directions along wire
Waves superpose / interference effect / superposition occurs
Producing nodes and antinodes
OR node is produced where waves are 180º out of phase / antiphase
OR antinode is produced where waves are in phase
OR node produced at a point of destructive interference
OR antinode produced at a point of constructive interference
OR produces points / positions of constructive interference and points / positions of destructive
interference
(ii) = 4 m
(iii) v =
.
v = 173 m s−1
(iv) Any three from:
At most frequencies there is no standing wave / as frequency changes from a standing wave the wave no
longer occurs / standing waves only occur at some frequencies
At higher frequencies there are more nodes / antinodes / loops (not ‘more waves’)
There is always a node at either end OR number of nodes = number of antinodes plus one
Amplitude is less if there is a greater number of nodes
Length = n / 2 / after first standing wave, they occur when frequency ×2, ×3, ×4, etc. / for frequency nf0
9 (a) Diffraction is the spreading out of a wave (not bending, not bending round, not just change in direction)
as it passes (through) a gap / slit / aperture OR passes (around) an obstacle
(b) Indication that two or more (waves) meet / overlap / coincide and the (total) displacement at a point is
the sum of the individual displacements

© Pearson Education Ltd 2018. Copying permitted for purchasing institution only. This material is not copyright free. 19
 (c) QWC (quality of written communication) – work must be clear and organised in a logical manner using
technical wording where appropriate, including:
Identifies that the rock(s) or gap(s) in the rocks cause diffraction
OR cause wave(front)s to become curved / waves to spread out
Waves / wavefronts (from each gap) overlap / meet
(At some places) waves are in phase (accept path difference equal to whole number of wavelengths)
OR (at some places) waves are in antiphase (accept path difference equal to whole number of
wavelengths plus half a wavelength)
Constructive superposition / interference occurs
OR destructive superposition / interference occurs (must correspond to phase differences if referred to
elsewhere)
Maximum / large amplitude erodes beach / disturbs sand the most
OR minimum / zero amplitude does not disturb sand (as much)
OR reduced amplitude disturbs sand less
10 (a) Half wave vibration, with wire at a maximum in the centre and S and T still at the fixed points
Some indication that the whole wire moves up and down with a node in the centre and S and T always
fixed – perhaps shown as a dashed curve opposite a solid curve
(b) Ends fixed at S and T with 1.5 wavelengths shown in between
Alternate positions for nodes also shown (perhaps as a dashed line)
(c) Plucking the wire sends waves along it.
These reflect from the fixed end points.
The waves and their reflections are coherent / have the same frequency and a constant phase
relationship.
So they superpose/interfere (to produce a stationary wave).

© Pearson Education Ltd 2018. Copying permitted for purchasing institution only. This material is not copyright free. 20
Topic 3 a es and the article ature o ight
3 More wa e properties o light

3 .1 e raction
1 (a) speed reduces
(b) wavelength reduces
(c) frequency is constant
2 The refraction of the light from the body of the giraffe causes it to appear in a false position, whilst the light from
the head is unaffected.
3 16.4°

3 .2 Total internal re lection

1 The angle of incidence within a more dense medium, beyond which a ray will be totally internally reflected
2 In all cases, the angle of incidence as the light tries to leave the glass is greater than the critical angle (which is
usually about 42° for glass).
3 48.8°
4 rom any part of the sky, the angle the rays make underwater with the normal to the water surface must
always be less than the critical angle. This limits the range of angles that the fish needs to observe and yet still be
able to see everything above the water, as shown in fig .

3 .3 olarisation
1 Sound waves are longitudinal, and longitudinal waves cannot be polarised.
2 There are numerous waves with oscillations oriented in all planes, favouring no particular plane.
3 Light reflected from the surface of the snow is likely to be polarised in the horizontal plane, so the vertical
Polaroids will absorb this glare.
4 Students’ own answers:
e.g. The models show the real outcomes of the design, in order to confirm any theoretical calculations that have
been done to check the design.
or large projects, it is important to be able to check the strength of the design using a cheap model before
investing in building the real thing.

3 Exam practice
1 D
2 C
3 C
4 B
5 (a) Ray drawn along edge of prism (labelled )
(b) (i) n =
.
n = 1.53
(ii) sin (critical angle) = OR = =n
c = 41º
(c) Red light: refraction towards normal at first face but less than refraction for blue light
Refracts into air at second face with angle in air > angle in glass
6 (a) Unpolarised light oscillates/vibrates in many planes/directions while polarised oscillates/vibrates in
one plane/direction only
(b) Sunglasses cut out the reflected light / polarised light / glare
but not the light from the fish OR light from fish is unpolarised

© Pearson Education Ltd 2018. Copying permitted for purchasing institution only. This material is not copyright free. 21
 (c) Sound is a longitudinal wave and only transverse waves can be polarised.

7 (a) n=
n = 1.5 (common answer will be 1.49)
(n = 0.67 scores 1 mark for idea of ratio of sin of angles)
(b) (i) QWC (quality of written communication) – spelling of technical terms must be correct and the
answer must be organised in a logical sequence, including:
As x increases, y increases
OR at a certain angle / critical angle, y = 90º / the light travels along the boundary
or angles greater than the critical angle (in glass) total internal reflection occurs
(ii) sin c =
c = 42º
.
8 (a) =
.
c = 75º
(b) It will be reflected (back into the core) / totally internally reflected
(c) Most of the light will undergo repeated (total internal) reflection and light hits the bottom at less than
the critical angle.
9 (a) Refraction
(b) (i) Normal correctly added to diagram
i and r correctly labelled
(ii) Greater refraction than the red light as light enters the raindrop (must be between red light ray and
centre)
Reflection followed by refraction away from normal as ray emerges from the raindrop
(c) (i) The angle of incidence (in the denser medium) for which angle of refraction is 90º OR angle of
incidence for which a ray is transmitted along the boundary
(ii) = 1.3
sin c =
.
c = 50.3º
.
(d) =
.
= 5.2 × 10−7 m
10 Award 1 mark for the (QWC) quality of written communication.
Award a maximum of 5 marks from the following expected answer points:
ibre made of glass
Light is totally internally reflected
when it strikes the edge of the fibre at more than the critical angle
Used for decorative lighting
Used to guide light to the interior of buildings for illumination
Used to communicate information as pulses of light
e.g. broadband internet
Endoscope for medical diagnosis
Has fibre carrying light into body for illumination
and fibre carrying reflection back out to form image
Some fibres are made with core and cladding of similar refractive indices
in order to increase critical angle
and reduce fibre damage / light leakage
and reduce multimode dispersion

© Pearson Education Ltd 2018. Copying permitted for purchasing institution only. This material is not copyright free. 22
Topic 3 a es and the article ature o ight
3 uantum ph sics

3 .1 a e–particle dualit
1 (a) Students’ own answers, e.g. two-slit interference, diffraction grating, refraction, polarisation
experiments
(b) Students’ own answers, e.g. electron diffraction
2 9.95 × 10−19
3 Polarisation is a wave property.
4 Students’ own answers, explaining wave–particle duality
5 Students should produce diagrams along the lines of fig B, but with only two secondary sources, one at each side
of the rock. The multiple wavelets are then overdrawn with the sum (new) wavefront to show diffraction behind
the rock.

3 .2 The photoelectric e ect

1 2.3 eV
2 (a) inc will not do so, and iron has a higher work function than zinc
(b) There would be no change.
3 The stopping voltage is designed to stop and measure the energy of the electrons that are released with maximum
kinetic energy.
4 5.07 × 1014 Hz

3 .3 Electron di raction and inter erence

1 Electron diffraction: diffraction is a wave phenomenon
2 Resolution is roughly the same size as the wavelength. Higher energy electrons have a shorter wavelength.
3 6.14 10−11 m
4 Students’ own answers, using = :
e.g. estimated speed of the football is 20 m s−1; estimated mass is 300 g
.
= = = 1.1 × 10−34 m
.

3 . tomic electron energies

1 1.22 × 10−7 m
2 The photon’s energy is not enough to lift the electron to any other energy level.
3 1.96 eV
4 Through energy absorbed by conducting electricity
5 The electrical energy will excite electrons in the mercury atoms to various levels. The electrons will then fall
various numbers of levels. The variety of level drops equate to a variety of photon energies, and hence various
wavelengths (colours).
6 Students’ own answers, using photon energy E = hf, and intensity I:
e.g. estimated sunlight intensity is 1000 W m−2; estimated width of face is 15 cm; estimated face height is 20 cm;
estimated sunlight wavelength is 550 nm:
A=w h = 0.15 0.2 = 0.03 m2
P=I A = 1000 0.03 = 30 s−1
.
photon energy, E = = = 3.6 × 10−19

N= = = 8.3 × 1019 photons per second

.

© Pearson Education Ltd 2018. Copying permitted for purchasing institution only. This material is not copyright free. 23
3 Exam ractice
1 C
2 C
3 D
4 D
5 (a) LED 1 green
LED 2 orange
LED 3 red
(b) E = 6.63 × 10−34 s × 4.41 × 1014 Hz
E = 2.92 × 10−19
6 QWC (quality of written communication) – work must be clear and organised in a logical sequence and include
four of the following points:
Particle theory
Reference to E = hf or quanta of energy / packets of energy / photons
Increased f means more energy of photon
Release of electron requires minimum energy / work function
One photon releases one electron
Greater energy of photon means greater KE of electrons
More intense light means more photons, therefore more electrons
And, an additional two of the following points:
Wave theory
Wave energy depends on intensity
More intense light should give greater KE of electrons
Energy is spread over the whole wave
If exposed for long enough, photons eventually released – does not happen
7 (a) Photon energy is too small / less than work function
(b) Method 1: Use of intercept x-axis:
Use of E = hf with f = 10 × 1014 Hz
Divide by 1.6 × 10−19 to convert to eV
= 4.1 (eV)
OR
Method 2: Use of photoelectric equation:
Use of hf = + Emax with any pair of values
Divide by 1.6 × 10−19 to convert to eV
= 4.1 to 4.5 (eV)
(c) Planck’s constant / e
(d) Line parallel to original line, cutting x-axis with a value less than 10
8 (a) (i)
.
f = 4.57 × 1014 Hz
.
(ii)
.
Transition from (−)1.5 eV to (−)3.4 eV
(b) The light from the sun passes through a gas on the way to Earth. This gas has an electron transition for
which the energy difference exactly matches the wavelength 656 nm.
That wavelength is absorbed in exciting the electrons of the gas. When the light is re-emitted, it travels
in a random direction so most will not come to Earth.

© Pearson Education Ltd 2018. Copying permitted for purchasing institution only. This material is not copyright free. 24
9 (a) QWC (quality of written communication) – work must be clear and organised in a logical manner using
technical wording where appropriate, including:
Reference to photons (may be descriptive, e.g. quantum of energy / light arrives in small packets / light
particles, etc.)
Energy of photon greater than or equal to work function (of zinc) / hf
Results in electrons being emitted
So electroscope loses charge / charge decreases and the leaf falls
(b) Photon energy for visible light is less than the work function
OR frequency of visible light less than threshold frequency
.
(c) KE =
.

KE = 3.07 × 10 −19

.
v=
.
v = 8.20 × 105 m s−1
(d) No change, as the photon energy does not change (with distance)
OR photon energy depends (only) on frequency / wavelength

© Pearson Education Ltd 2018. Copying permitted for purchasing institution only. This material is not copyright free. 25
Topic Electric ircuits
Electrical uantities

.1 Electric current
1 (a) 0.625 A
(b) 7.6 C
(c) 2.35 × 10−8 s
2 (a) 0.167 s
(b) 1.25 × 1011
3 1.4 A

.2 Electrical energ trans er

1 Emf measures energy transferred to electrical energy (a supply voltage); pd measures energy transferred from
electrical to other stores
2 (a) 1.58 V
(b) 9.26 V
3 (a) 6.0 eV
(b) 7.68 × 10−13
4 Students should include discussion of at least the following ideas in their evaluation of the strengths and
weaknesses of the snowpark model of an electric circuit:
The representation of charge carriers – small individual units within a large system is good; different types
(snowboarders and skiers) going in the same direction is less good (could be complex electrolysis, but unusual).
A complete circuit is needed – the piste is rather open, but it is the case that skiers will need to follow snow
routes all the way and return to the ski lift every time.
Gravitational potential as the analogy for electrical energy – good: easy to understand; both caused by field
potentials.
The ski lift as a cell – good modelling of energy input from transfers; height lifted analogy to emf also good.
The snowpark obstacles as components using electrical energy – some energy transferred to kinetic on obstacles
rather than only into heat/sound (other stores).
Differing speeds by different skiers – likely to be a poor model as we assume electron drift velocity to be constant
all round a circuit.
5 Students’ own answers

.3 urrent and oltage relationships

1 The current between two points is directly proportional to the voltage across them.
resistance =
2 120
3 An ohmic conductor has a constant resistance over a wide range of voltages, assuming the temperature remains
constant. Non-ohmic conductors have changing resistance with voltage applied.
4 If the resistor is ohmic, then the gradient of the straight line would give the same answer as the resistance value.
5 Component A has a higher resistance of 50 , whilst the resistance of component B is 20 .

. esisti it
1 0.71
2 Maintain constant temperature; measure wire diameter in several places and in right-angled pairs of readings; use
longest possible wire length in order to minimise percentage error in length

© Pearson Education Ltd 2018. Copying permitted for purchasing institution only. This material is not copyright free. 26
3 Polyethene: σ = 5.0 × 10−12 S m−1
Copper: σ = 5.9 × 107 S m−1
Copper is a much better conductor than polythene, so it has a higher value for conductivity.

4 (a) Resistance = 2.3 × 10−4

so resistance of each arm of ring in circuit = 4.6 × 10−4
Cross-sectional area = 1.5 × 10−6 m2
Length = half circumference = 0.0314 m
so ρ = 2.2 × 10−8 m
(b) The high current is dangerous; the percentage error in the diameter and cross-section measurements will
be large
5 Students’ own answers, using cylinder volume, V = r2h:
e.g. If the estimated length is 2 cm and the estimated diameter is 1 mm:
r = 5 × 10− m
V = r2h = 3.14 × (5 ×10−4)2 × 0.02 = 1.6 ×10−8 m3

. onduction and resistance

1 The net rate of movement of the electrons as they cause a current flow
2 v = 6.0 × 10−4 m s−1
3 Conduction electrons have to travel further through the lattice of fixed metal atoms, so there are a greater number
of collisions to reduce the drift velocity, reducing the current, which is an effective increase in resistance.
4 Students’ own answers; their explanations should include reference to at least the following ideas:
Movement of charge carriers
ixed lattice ions
Collisions between ions and charge carriers
Increased vibrations of fixed lattice ions with temperature
An evaluation of the strengths and weaknesses of their model
5 Students’ own answers, using cylinder volume, V = r2h and number density for copper, n = 8.4 × 1028 m−3:
e.g. estimated height is 1 mm; estimated diameter is 2 cm:
r = 1 × 10−2 m
V = r2h = 3.14 × (1 × 10−2)2 × 0.001 = 3.1 × 10−7 m3
N = nV = 8.4 × 1028 × 3.1 × 10−7 = 2.6 × 1022 electrons

. Semiconductors
1 Higher temperature gives electrons more energy, so more electrons move up to the conduction band and the
charge carrier density increases, thereby increasing current and effectively reducing resistance.
2 If lead is cooled below 7.2 , its resistance falls to zero.
3 The impurities will need to provide charge carriers for conduction. So the impurities will have a low enough
energy band gap that the electrons will be in the conduction band at room temperature.

Exam practice
1 C
2 D
3 C
4 A
5 pd is a measure of electrical energy transferred between two points, or the electrical energy transferred to other
stores
emf is a measure of the energy supplied to a circuit

© Pearson Education Ltd 2018. Copying permitted for purchasing institution only. This material is not copyright free. 27
 . .
6 I=
I = 2.77 × 106 A

7 (a) Use of I = nqvA with e 1.6 × 10−19 C and 8 × 10−3 A

v = 2.8 × 10−7 m s−1
(b) Value for semiconductor is much greater
n for semiconductor (much) less than for conductor
(c) Its resistance decreases because as temperature increases n increases
OR there are more electrons / charge carriers
8 (a) Resistivity is a constant for the material
OR resistivity is a property of the material
Resistance depends on resistivity and length / area / dimensions as R =
. .
(b) R=
R = 0.0085
9 (a) Resistivity is a property of a material OR is constant for a material
Resistance is a property of a wire / component and depends upon the dimensions of the wire /
component
(b) Circuit diagram: wire and power supply with an ammeter in series and a voltmeter in parallel with the
wire
Quantities measured: current and potential difference OR resistance; length of wire; diameter /
thickness of wire
Graph: plot R against l OR plot V against l OR plot R against OR plot RA against l
Determination of resistivity: the gradient of relevant graph, correctly processed to find ρ
10 (a) Current through a conductor is directly proportional to the potential difference across it (providing the
temperature of conductor remains constant OR external conditions remain constant)
(b) Ohmic conductor: fixed resistor horizontal straight line
ilament lamp: graph showing increasing resistance (straight line or curve) from a non-zero resistant
start
(c) As the temperature of the filament increases resistance of conductor changes OR the ions vibrate more
11 (a) Diode / LED
(b) Infinite OR very high
.
(c) R=
.
R = 1.7
(d) Any one from:
To protect components / circuits
Rectification
Restricts current / flow (of charge) to one direction
AC to DC
Produce DC supply
Power indicator light
Light source, e.g. Christmas tree light, torch
Regulate voltage

© Pearson Education Ltd 2018. Copying permitted for purchasing institution only. This material is not copyright free. 28
12 (a) Voltmeter, ammeter, low voltage supply, build complete circuit incorporating ink circle so current flows
from A to B.
Measure current and voltage between A and B
R = V/I
(b) Resistance inversely proportional to area of conductor
- so doubling cross-sectional area halves the resistance

© Pearson Education Ltd 2018. Copying permitted for purchasing institution only. This material is not copyright free. 29
Topic Electric ircuits
B omplete electrical circuits

B.1 Series and parallel circuits

1 All ammeter readings show the same current, so the same quantity of charge passes through them per second. As
there is only one route the charge can take, it must be conserved.
2 12.0 V
3 0.25 A
4 0.24 × 50 = 12 V, and 0.12 × 100 = 12 V
5 1.53 mA
6 (a) 30 A
(b) 5.0 A

B.2 Electrical circuit rules

1 0.9 A
2 0.9 A + 0.45 A = 1.35 A
3 pd = I2R3 = 0.9 × 5.0 = 4.5 V = cell emf
4 11.4 V

B.3 otential di iders

1 4.15 V
2 11.3 V
3 Drawing as per fig G, with lamp symbol replaced by a motor; LDR replaced by fixed resistor and the fixed
resistor becomes a thermistor
4 The rotating contact is a variable resistance, which in series with the lamp forms a potential divider. As the
contact rotates clockwise, its resistance increases, so its share of the voltage increases, and so the lamp voltage
and brightness decrease.

B. Em and internal resistance

1 0.5
2 0.77
3 (a) The potential difference across the internal resistance will be proportional to its resistance value. If this
is high, the potential difference across the starter motor may be too low to turn it.
(b) The car battery also powers the car headlights. As the starter draws a high current, the voltage lost
across the internal resistance leaves a lower pd for the headlights, so they dim.
4 Plot V on y-axis and I on x-axis. Internal resistance from gradient is approximately 0.35 ; emf from y-intercept,
= 1.49 V.

B. ower in electric circuits

1 20.4
2 1.85 W
3 (a) 1460 W
(b) 0.172 W
4 (a) 0.95 or 95
(b) The input and output energies labelled go together, so for every 100 supplied, 95 are delivered as
heat, so the efficiency will always be 95 .

© Pearson Education Ltd 2018. Copying permitted for purchasing institution only. This material is not copyright free. 30
 B Exam ractice
1 B
2 A
3 B
4 C
5 A
6 (a) The current in lamp A is equal to the current in lamp B.
The pd across lamp A is less than the pd across lamp B.
The resistance of lamp A is less than the resistance of lamp B.
(b) Bulb A brighter than bulb B; resistors in parallel have same pd
Identifies P = OR P = VI and IA IB
Uses this equation to state PA PB
7 QWC (quality of written communication) – the answer must be clear and organised in a logical
sequence, and include some of the following:
Different currents / current divides in parallel circuit
Same potential difference / voltage across each lamp
Use of P = OR P = VI if identified IA IB
Leading to high resistance, smaller power
Lamp B will be brighter / lamp A dimmer
Each electron loses the same energy
There are more electrons/sec in B
Hence, greater total energy loss / sec in B
.
8 (a) pd =
pd = 3.0 V
(b) QWC (quality of written communication) – work must be clear and organised in a logical sequence and
including the following:
Resistance of parallel combination increases as temperature decreases
Total resistance of circuit increases
emf / pd remains constant therefore current decreases
9 (a) R=
R=
R = 48.4
(b) Use of E = Pt OR E = VIt OR E = with 3 OR 3 × 60 as the time
E = 180 000

© Pearson Education Ltd 2018. Copying permitted for purchasing institution only. This material is not copyright free. 31
 (c) (i) Attempts to calculate power
Power = 250 W
Time to boil = 12 mins / 720 s
OR
Calculates new current 2.27 A
Use of E = VIt with their current
Time = 12 mins / 720 s
OR
P V2
t 1/P 4

Time = 12 mins
(ii) Use of equation, V = IR OR P = OR P = VI
This will lead to increased current or power, so causing damage / fuse to melt / circuit breaker to trip /
element to burn out / wire to melt
.
10 (a) I= = = 0.021 A
(b) (i) P = VI, so W = V A
OR V = C−1, A = C s−1 so V A = C−1 × C s−1 = s−1 = W
OR 5 V × 0.1 A = 0.5 W
.
(ii) Efficiency = × 100
.
Efficiency = 10.42
(iii) Energy / power wasted / transferred / lost to thermal or heat energy
11 (a) (i) 4.0
(ii) I =
I = 0.75 A
(iii) P = (0.75 A)2 × 3.6
P = 2.0 W
(b) Total resistance (of circuit) will increase so current will decrease
12 Award 1 mark for the (QWC) quality of written communication.
Award a maximum of 5 marks from the following expected answer points:
Current conservation rule is that the vector sum of the currents at any point in a circuit is zero.
This means that the total amount of current entering equals the total leaving that point.
In any given time, this will mean the same quantity of charge entering as leaving that point.
Hence, charge is conserved.
Voltages circuit rule is that the sum of the emfs around any closed circuit loop equals the sum of the pds in the
same loop.
This means that the energy gained by any given quantity of charge in that loop will be given up again by the time
it has travelled around the complete loop.
This will mean the same quantity of energy entering as leaving that circuit loop.
Hence, energy is conserved.

© Pearson Education Ltd 2018. Copying permitted for purchasing institution only. This material is not copyright free. 32