AQA GCSE Trilogy Physics Paper 2 Foundation November 2021 question paper 8464/P/2F

Forces are either contact forces or non-contact forces.

Which of the following is a non-contact force?

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Figure 1 shows a person standing on some bathroom scales.

The person exerts a downward force on the scales and the scales exert an upward force on the person.

Which sentence about the forces is true?

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What is the name of the upward force on the person?

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The person on the scales has a mass of 55 kg.

gravitational field strength = 9.8 N/kg

Calculate the weight of the person.

Use the equation:

weight = mass × gravitational field strength

The gravitational field strength is not the same at all points on the surface of the Earth.

The gravitational field strength is weakest at the equator.

A person travelled from the UK to the equator.

What happened to the weight of the person?

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Figure 2 shows the forces acting on a person.

The person is about to jump.

The arrow representing the weight of the person is drawn from point X.

What is the name given to point X ?

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Determine the size of the resultant force on the person in Figure 2.

Magnets attract some metals.

Which diagram shows the correct magnetic field pattern for a bar magnet?

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Figure 3 shows an iron bar near a permanent magnet.

The iron bar becomes an induced magnet.

Label the poles on the iron bar.

The magnet is turned around so that the north pole is closest to the iron bar.

Which statement about the iron bar is true?

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Figure 4 shows an electromagnet being used to separate pieces of different types of

metal on a conveyor belt.

Which two of the following types of metal would be attracted to the electromagnet?

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What is an advantage of using an electromagnet instead of a permanent magnet to separate the types of metal?

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Figure 5 shows a simple electromagnet.

What is the purpose of the iron nail inside the coil of wire?

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Which of the following would increase the strength of the electromagnet?

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

The thinking distance is affected by the reaction time of the driver.

Which two of the following can affect the reaction time of the driver?

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Scientists measured the reaction time for drivers of different ages.

Figure 6 shows the results.

At what age did the drivers have the lowest mean reaction time?

What was the lowest mean reaction time?

The braking distance of a car is the distance travelled between the driver applying the

brakes and the car stopping.

Complete the sentences.

Choose answers from the box.

Each answer may be used once, more than once or not at all.

When the brakes are applied, the kinetic energy of the

car.

The temperature of the brakes.

A car is travelling at a speed of 12 m/s.

The driver applies the brakes and the car decelerates at a constant 3.0 m/s².

Calculate the braking distance of the car.

Use the equation:

Choose the unit from the box.

To pass the UK driving test, people must know the typical stopping distance of a car at certain speeds.

Suggest one reason why.

Figure 7 shows a ripple tank.

The wooden bar vibrates up and down producing waves on the water.

The light source produces shadows of the water waves on the screen.

Describe how the student can measure the frequency and wavelength of the waves.

You should refer to any equipment the student needs in your answer.

A student measured the frequency and wavelength of the waves produced.

Table 1 shows some of the results.

Calculate value X in Table 1.

Why is it a good idea to take repeat readings and then calculate a mean?

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The student changed the frequency of the waves in the ripple tank to 20 Hz.

Calculate the period of the waves.

Use the equation:

At a frequency of 20 Hz the wavelength of the waves was 0.012 m.

Calculate the wave speed.

Use the equation:

wave speed = frequency × wavelength

Scientists are developing a rocket aeroplane designed to travel much faster than jet aeroplanes.

The rocket aeroplane must accelerate along a runway to take off.

What would happen to the air resistance acting on the rocket aeroplane as it accelerates?

During the first 14 seconds the average speed of the rocket aeroplane on the runway will be 35 m/s.

Calculate the distance that the rocket aeroplane will travel during the first 14 seconds.

Use the equation:

distance travelled = average speed × time

Write down the equation which links distance (s), force (F) and work done (W).

When the rocket aeroplane travels a distance of 270 m on the runway the engines will do 54 000 000 J of work.

Calculate the average force exerted by the engines.

The rocket aeroplane will fly at a greater height than a jet aeroplane.

The height that an aeroplane flies at affects the radiation dose a passenger will receive each hour.

Table 2 shows the speed of each aeroplane and the radiation dose a passenger will receive each hour.

Exposure to ionising radiation has risks and possible consequences.

Evaluate the risks and possible consequences of flying in a rocket aeroplane and in a jet aeroplane.

Assume the same journey is made in each aeroplane.

Use values from Table 2.

Figure 8 shows a stretched spring.

The spring is elastically deformed.

What is meant by ‘elastically deformed’?

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Describe a method to determine the extension of the spring.

The extension of the spring is 80 mm.

spring constant = 40 N/m

Calculate the elastic potential energy of the spring.

Use the Physics Equations Sheet.

Write down the equation which links extension (e), force (F) and spring constant (k).

A force of 300 N acts on a different spring.

The force causes the spring to extend by 0.40 m.

Calculate the spring constant of the spring.

Professional rugby players wear a tracking device that measures their velocity and acceleration.

Figure 9 shows a player wearing a tracking device.

The player is tackling another player who is running with the ball.

Velocity and acceleration are both vector quantities.

What is a vector quantity?

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Which of the following is a vector quantity?

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Figure 10 shows a velocity–time graph for the player running with the ball.

Determine the acceleration of the player between 0 and 1.6 s.

Describe the motion of the player between 3.4 s and 3.6 s.

The force exerted on the player when she is tackled causes her to accelerate.

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

The player accelerates at 25 m/s² when a resultant force of 1800 N acts on her.

Calculate the mass of the player.

The tracking device sends data to a computer during the game.

Suggest one advantage of the data being sent during the game.