AQA GCSE Synergy Paper 4: Physical sciences Foundation June 2022 question paper 8465/4F

This question is about reactions of metals.

A student investigated the reactivity of three metals.

Figure 1 shows the order of reactivity of the three metals.

The student added each metal to three different metal sulfate solutions.

Table 1 shows some of the results.

A more reactive metal displaces a less reactive metal from a compound.

Complete Table 1.

Use: where a reaction occurs where there is no reaction.

Use Figure 1.

What type of solution is formed when potassium reacts with water?

Tick (✓) one box.

Acidic

Alkaline

Neutral

Which gas is produced when potassium reacts with water?

Tick (✓) one box.

Carbon dioxide

Hydrogen

Oxygen

Give one observation seen when potassium is added to water.

Sodium is above potassium in Group 1 of the periodic table.

How does the reactivity of sodium compare with the reactivity of potassium?

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Sodium is less reactive than potassium.

Sodium has the same reactivity as potassium.

Sodium is more reactive than potassium.

Figure 3 shows the electronic structure of two different atoms.

A sodium atom forms a Na + ion.

Which ion does a magnesium atom form?

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Mg⁺ Mg⁻ Mg²⁺ Mg²⁻

Figure 4 shows a student launching a toy aeroplane.

The student pulls on the aeroplane to stretch the spring and then lets go of the aeroplane.

Give one factor that would affect how high the aeroplane goes.

The extension of the spring is 0.20 m.

Calculate the elastic potential energy stored by the spring.

spring constant = 27 N/m

Use the equation:

elastic potential energy = 0.5 × spring constant × (extension)²

A student investigated how the extension of the spring varied as the force on the spring was increased.

Figure 5 shows the results.

What is a correct conclusion about the relationship between force and extension from 0 to 9 N?

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Force and extension are inversely proportional.

Force and extension have a linear relationship.

Force and extension show a negative correlation.

The spring in Figure 5 was stretched inelastically.

What was the extension when the spring was at the limit of proportionality?

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9 cm 34 cm 40 cm

Give a reason for your answer.

Figure 6 shows what happened to the extension of the spring as the force was decreased.

Describe what happened to the spring as the force was decreased from 10 N to 0 N.

This question is about ammonium chloride.

Ammonium chloride (NH₄Cl) decomposes to produce ammonia (NH₃) and hydrogen chloride (HC l).

The reaction is reversible.

The equation for the reaction is:

What is the state of hydrogen chloride in this reaction?

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Aqueous

Gas

Liquid

Solid

How does the equation show that the reaction is reversible?

What is the total number of atoms in the formula NH₄C඀?

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3 4 5 6

When does a reversible reaction reach dynamic equilibrium?

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When the forward reaction is slower than the reverse reaction.

When the forward reaction and the reverse reaction have the same rate.

When the forward reaction is faster than the reverse reaction.

How must the apparatus for the reaction be designed so that dynamic equilibrium can be reached?

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So all of the substances can escape.

So none of the substances can escape.

So only ammonia and hydrogen chloride can escape.

Figure 7 represents the electronic structure of a chlorine atom (C ඀).

Which diagram represents the electronic structure of a chloride ion (C ඀ −)?

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Ammonia has the formula NH₃

Calculate the percentage (%) by mass of nitrogen (N) in NH₃

Relative atomic mass (A_r): N = 14

Relative formula mass (M_r): NH₃ = 17

Give your answer to 2 significant figures.

Figure 8 represents ammonia.

What does ‘ ’ represent in Figure 8?

What type of particle is ammonia?

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Atom

Ion

Molecule 11

Two students investigated how the current in filament lamp L varied with the potential difference across the lamp.

Figure 9 shows the circuit used.

What is component P ?

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Battery

Cell

Fuse

The resistance of the variable resistor is increased.

How does increasing the resistance of the variable resistor affect the reading on the ammeter?

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The ammeter reading decreases.

The ammeter reading stays the same.

The ammeter reading increases.

Figure 10 shows the results.

Figure 11 shows the line of best fit drawn by each student.

Figure 11

Potential difference in volts
Potential difference in volts

Explain why student B ’s line of best fit is correct.

What type of error will have caused the point at 2 V to be above the line of best fit?

Tick (✓) one box.

A random error

A systematic error

A zero error

When the potential difference across the filament lamp is 1.5 V, the current in the lamp is 0.3 A.

Calculate the resistance of the filament lamp.

Use the equation:

The students investigated how the length of a wire affects the resistance of the wire.

Figure 12 shows the circuit used.

The temperature of the wire was kept constant.

Identify the variables in the investigation.

Tick (✓) one box in each row.

This question is about solutions.

What is meant by a ‘solute’?

Sugar solution X and sugar solution Y have different concentrations.

A student investigated which solution had the higher concentration.

The student evaporated sugar solution at a temperature of 40 °C until only sugar remained.

Figure 13 shows the equipment used.

Plan a method to show if sugar solution X or sugar solution Y has the higher concentration.

Figure 14 shows the balance.

The resolution is the smallest change in the quantity being measured that a measuring instrument can show.

What is the resolution of the balance?

Tick (✓) one box.

0.01 g
0.10 g
1.00 g 10

The cable connecting the kettle to the socket is a three-core cable.

The insulation on each wire is a different colour.

Draw one line from each wire to the colour of insulation.

Use the Physics Equations Sheet to answer questions 06.3 and 06.4.

Which equation links charge flow (Q), energy (E) and potential difference (V)?

Tick (✓) one box.

The kettle is switched on to heat some water.

The energy transferred to the heating element in the kettle is 260 000 J.

The potential difference across the heating element is 1.3 V.

Calculate the charge flow in the heating element.

Figure 17 shows a desk lamp connected to the mains electricity supply.

The desk lamp is fitted with a high-efficiency LED bulb.

What does ‘high-efficiency’ mean?

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A large proportion of the total energy input is destroyed.

A large proportion of the total energy input is usefully transferred.

A large proportion of the total energy input is wasted.

The LED bulb wastes energy as thermal energy.

How does the thermal energy affect the temperature of its surroundings?

The output power of the lamp is 2.8 W.

Calculate the energy transferred by the lamp in 60 seconds.

Use the equation:

energy transferred = power × time

Mains electricity can be dangerous.

Table 2 shows information about the effects of different electrical supplies on the human body.

ac is alternating current.

Compare the effects on the human body of 50 Hz ac with 10 000 Hz ac.

Use data from Table 2.

A student investigated how the acceleration of a glider varied with the force causing the acceleration.

Figure 18 shows the equipment used.

The air blower allows the glider to move along the air-track with almost no friction.

This is the method used.

1. Line up the front of the glider with the marker.

2. Release the glider.

3. Record the velocity as the glider passes through the light gate.

4. Repeat steps 1 to 3 using different masses on the mass holder.

The student calculated the weight of each mass to determine the force causing the acceleration.

Which measurements does the datalogger need to calculate the velocity of the glider?

Tick (✓) one box.

The length of the card and the time taken to pass the light gate

The length of the string and the length of the card

The length of the string and the mass of the glider

The mass of the glider and the time taken to pass the light gate

Table 3 shows one set of results from the investigation.

Enlarge

Figure 19 shows the results.

What conclusion can the student make from the results in Figure 19 ?

Give a reason for your answer.

The 0.025 kg mass dropped through a height of 0.60 m.

Calculate the change in gravitational potential energy of this mass.

gravitational field strength = 9.8 N/kg

Use the equation:

gravitational potential energy = mass × gravitational field strength × height

Another student used a wooden block pulled along a wooden board instead of a glider on an air-track.

Figure 20 shows the wooden block.

How would the friction between the wooden block and the wooden board compare with the friction between the glider and the air-track?

Tick (✓) one box.

The friction between the wooden block and the wooden board would be lower.

The friction between the wooden block and the wooden board would be the same.

The friction between the wooden block and the wooden board would be greater. 8

The stopping distance of a vehicle depends on the thinking distance and the braking distance.

What is meant by ‘braking distance’?

The braking distance of a vehicle depends on the mass of the vehicle.

Use the Physics Equations Sheet to answer questions 09.2 and 09.3.

Write down the equation which links gravitational field strength (g), mass (m) and weight (W).

Calculate the mass of a vehicle with a weight of 14 700 N.

gravitational field strength = 9.8 N/kg

The thinking distance travelled by a vehicle depends on the reaction time of the driver.

Using a mobile phone increases a driver’s reaction time.

A mobile phone can be used in these ways:

typing a text message

making a phone call while holding the phone

making a hands-free phone call using the car’s audio system.

Figure 21 shows how different activities using a mobile phone affect a driver’s reaction time.

Typing a text Making a hand-held Making a hands-free message
phone call
phone call

Phone activity

The reaction time of a typical driver is 0.50 s.

Calculate the reaction time of a typical driver typing a text message while driving.

The legal alcohol limit is the maximum amount of alcohol a person can have in the bloodstream and still legally drive.

The reaction time of a typical driver at the legal alcohol limit is increased by 12%.

A student suggests that it should be illegal to use a mobile phone in any way while driving.

Explain how the information in Figure 21 supports the student’s suggestion.

Magnesium reacts with hydrochloric acid.

A student investigated the effect of changing the hydrochloric acid concentration on the rate of this reaction.

Figure 22 shows the apparatus.

This is the method used.

1. Add 50 cm³ of hydrochloric acid to the conical flask.

2. Add a 3 cm strip of magnesium to the hydrochloric acid in the conical flask.

3. Fit the stopper and delivery tube to the top of the conical flask and start timing.

4. Record the volume of hydrogen gas collected in the measuring cylinder every 20 seconds for a total of 100 seconds.

5. Repeat steps 1 to 4 with a different concentration of hydrochloric acid.

The stopper and delivery tube were fitted to the conical flask in step 3.

Explain why the time taken to fit the stopper and delivery tube may cause an error in this investigation.

Figure 23 shows the results for one concentration of hydrochloric acid.

Determine the time taken for the reaction to be complete.

Use Figure 23.

The student repeated the method using a higher concentration of hydrochloric acid.

How would the line of best fit for a higher concentration of hydrochloric acid compare with the line of best fit on Figure 23 ?

Tick (✓) one box.

Initially the line of best fit would have a lower gradient.

Initially the line of best fit would have the same gradient.

Initially the line of best fit would have a higher gradient.

Describe the test for hydrogen gas.

Give the result of the test.

A student investigated magnetic fields.

Figure 24 shows a cube-shaped magnet and a magnetic compass.

Describe how the student could identify the poles of the magnet using the magnetic compass.

Figure 25 shows a wire with a current in it.

The arrow shows the direction of the current in the wire.

There is a magnetic field around the wire.

Figure 26 shows the wire when the current is in the opposite direction to Figure 25

Complete Figure 26 to show the magnetic field around the wire.

Figure 27 shows an electromagnet made from a coil of wire wrapped around an iron core.

Figure 27

When the switch is closed, there is a magnetic field around the electromagnet.

Label on Figure 27:

The student opened the switch and placed a paper clip near the electromagnet.

When the switch was closed, the paper clip accelerated towards the electromagnet.

Use the Physics Equations Sheet to answer questions 11.4 and 11.5.

Write down the equation which links acceleration (a), mass (m) and resultant force (F).

Explain why the acceleration of the paper clip changes as the paper clip moves towards the magnet.