AQA GCSE Physics Paper 2 Foundation November 2020 question paper 8463/2F

A student dropped a piece of modelling clay into oil. Figure 1 shows the modelling clay just before it was dropped into the oil.

What was the distance fallen by the modelling clay? Tick (✓) one box.

What measuring instrument should be used to measure the distance fallen?

The student dropped four pieces of modelling clay, each with a different shape. For each piece the student measured the time taken to fall the same distance through the oil.

The student removed each piece of modelling clay from the oil before dropping the next piece. Suggest one reason why.

The student repeated the measurements and calculated mean values. Table 1 shows the results.

Calculate value X in Table 1.

Each piece of modelling clay had the same mass. Which shape in Table 1 had the smallest resistive force acting against it as it fell? Tick (✓) one box. Give one reason for your answer.

How would the time taken to fall change if the modelling clay was dropped through air instead of through oil? Tick (✓) one box.

The mass of a piece of modelling clay was 0.050 kg. gravitational field strength = 9.8 N/kg Calculate the weight of the piece of modelling clay. Use the equation: weight = mass gravitational field strength

Weight causes the modelling clay to fall through the oil. Weight is a non-contact force. Which of the following are also non-contact forces? Tick (✓) two boxes.

Our solar system includes the Sun, planets and moons.

Complete the sentence. Choose the answer from the box.

Planets orbit the Sun. What force causes planets to orbit the Sun?

Table 2 shows data about five planets.

How does the mean surface temperature of the planets in Table 2 change as the mean distance from the Sun increases?

Predict the mean surface temperature of Jupiter (X) in Table 2.

Five of the planets in the solar system are given in Table 2. How many other planets are there in the solar system? Tick (✓) one box.

Our Moon is a natural satellite. Why is the Moon classified as a satellite? Tick (✓) one box.

How are planets and moons similar? Tick (✓) two boxes.

The diameter of the Earth is 13 000 km. The diameter of the Sun is 110 times greater than the diameter of the Earth. Calculate the diameter of the Sun.

Figure 2 shows some waves.

Which arrow represents the wavelength of the waves? Tick (✓) one box.

Which arrow represents the amplitude of the waves? Tick (✓) one box.

The waves have a frequency of 0.20 hertz. Calculate the period of the waves. Use the equation:

The frequency of the waves is increased. The speed of the waves stays the same. What happens to the wavelength of the waves? Tick (✓) one box.

A student investigated how the speed of water waves is affected by the depth of water in a tray. Figure 3 shows some water in a rectangular tray.

The student lifted one end of the tray and then dropped it. This made a wave which travelled the length of the tray.

The student measured the length of the tray. What else should the student measure in order to calculate the speed of the wave? Tick (✓) one box.

What was the independent variable in this investigation?

Figure 4 shows the results.

Give one conclusion that can be made from Figure 4.

What was the speed of a wave when the depth of water was 2.5 cm? Speed of wave = m/s

Visible light is used for communications. Which other parts of the electromagnetic spectrum are used for communications?

Tick (✓) two boxes.

Figure 5 shows a ray of light in an optical fibre.

What is the name given to the dotted line on Figure 5 ?

Where the ray of light touches the edge of the optical fibre it is reflected. Draw the reflected ray on Figure 5.

Optical fibres need to be able to bend around corners without breaking. Suggest the property that optical fibres must have to allow them to bend around corners.

The appearance of visible light can change when it interacts with different objects. Complete the sentences. Choose the answers from the box. Each answer may be used once, more than once or not at all.

When white light is incident on a green filter, only green light passes through the filter.

A student placed a magnet on top of a plastic support in a bowl of water. This magnet was fixed in position and above the surface of the water. The student put a second magnet into a piece of cork so that the magnet floated on the water. Only the north pole of the floating magnet was above the surface of the water. Figure 6 shows the arrangement of the magnets.

The floating magnet was placed near to the north pole of the fixed magnet. The floating magnet then moved along the path shown in Figure 6. Explain why.

The student replaced the floating magnet with a piece of iron. What happened to the piece of iron?

Describe how to use a compass to plot the magnetic field pattern around a bar magnet. Use Figure 7 to help you.

Figure 8 shows a diagram of an electromagnetic lock used to secure a door.

Figure 9 shows an incomplete sequence of how the door unlocks.

Write one letter in each box to show the correct sequence. A The iron bolt moves. B A magnetic field is created around the solenoid. C There is a current in the circuit.

The electromagnetic lock contains a spring. When the door is unlocked the extension of the spring is 0.040 m. spring constant = 200 N/m Calculate the elastic potential energy of the spring when the door is unlocked. Use the equation: elastic potential energy = 0.5 spring constant (extension)²

Figure 10 shows the position of three types of wave in the electromagnetic spectrum.

Which letter represents the position of X-rays in the electromagnetic spectrum? Tick (✓) one box.

A doctor needs to obtain an image of a bone in a patient’s injured arm. The doctor takes an X-ray of the arm.

Give one possible harmful consequence of receiving a dose of X-ray radiation.

Table 3 gives information about two methods of bone imaging.

Compare the risk of harm to the patient of having an X-ray rather than a CT scan.

Which of the following is the same as 6.0 millisieverts? Tick (✓) one box.

The patient received a total radiation dose of 2.5 millisieverts during one year. Calculate the percentage of this dose that came from one X-ray of the arm. Use the data in Table 3.

An aircraft travels at a constant velocity. How is the velocity of the aircraft different to the speed of the aircraft?

Figure 11 shows one of the engines on the aircraft.

Air is taken into the front of the engine and pushed out of the back of the engine. Explain the effect this has on the engine.

Figure 12 shows a distance-time graph for the aircraft.

Determine the speed of the aircraft.

Write down the equation that links acceleration (a), change in velocity (Δ v) and time taken (t).

At a different stage of the flight, the aircraft was travelling at a velocity of 250 m/s. The aircraft then decelerated at 0.14 m/s². Calculate the time taken for the aircraft to decelerate from 250 m/s to 68 m/s.

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

When the aircraft landed, it travelled 2000 m before stopping. The work done to stop the aircraft was 140 000 000 J. Calculate the mean force used to stop the aircraft.

Mean force = N

A student investigated the acceleration of a trolley. Figure 13 shows how the student set up the apparatus.

Before attaching the mass holder the student placed the trolley at the top of the runway. The trolley rolled down the runway without being pushed. What change to the apparatus in Figure 13 could be made to prevent the trolley from starting to roll down the runway? Tick (✓) one box.

The student attached the mass holder to the string. The string rubbed along the edge of the bench as the mass holder fell to the floor. Suggest what the student could do to prevent the string from rubbing.

The light gate and data logger were used to determine the acceleration of the trolley. The student increased the resultant force on the trolley and recorded the acceleration of the trolley. Table 4 shows the results.

Figure 14 is an incomplete graph of the results.

Complete Figure 14.

• Choose a suitable scale for the x-axis.

• Plot the results.

• Draw a line of best fit.

Describe the relationship between the resultant force on the trolley and the acceleration of the trolley.

Describe how the investigation could be improved to reduce the effect of random errors.

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

The resultant force on the trolley was 0.375 N. The mass of the trolley was 0.60 kg. Calculate the acceleration of the trolley. Give your answer to 2 significant figures.

Complete the sentences. The Sun is a stable star. This is because the forces pulling inwards caused by

Write down the equation that links distance travelled (s), speed (v) and time (t).

The mean distance between the Sun and the Earth is 1.5 10¹¹ m. Light travels at a speed of 3.0 10⁸ m/s. Calculate the time taken for light from the Sun to reach the Earth.

Some stars are much more massive than the Sun. Describe the life cycle of stars much more massive than the Sun, including the formation of new elements.

Stars emit radiation with a range of wavelengths. Which property of a star does the range of wavelengths depend on? Tick (✓) one box.