Which row in the table correctly describes gravitational fields?
| Type of field Strength of field | |
| A | Attractive Greater for massive objects |
| B | Attractive Less for massive objects |
| C | Repulsive Greater for massive objects |
| D | Repulsive Less for massive objects |
[1]
A magnetic field line diagram shows the magnetic field between the poles P and Q of two magnets.
What are the poles P and Q?
| Pole P | Pole Q | |
| A | North | North |
| B | North | South |
| C | South | North |
| D | South | South |
[1]
A current is passed through a straight wire.
Which diagram shows the magnetic field around the current-carrying wire?
[1]
Two balloons, A and B, repel each other when placed close together.
Which row in the table explains why?
| Balloon A | Balloon B | |
| A | Equal numbers of protons and electrons | More protons than electrons |
| B | Equal numbers of protons and electrons | Equal numbers of protons and electrons |
| C | More electrons than protons | More electrons than protons |
| D | More electrons than protons | More protons than electrons |
[1]
A stopwatch is used by a student for timing how long it takes a toy car to travel down a ramp.
The student repeats the experiment four times during a lesson, using the same equipment and method.
| Attempt | 1 | 2 | 3 | 4 |
| Time taken (s) | 2.6 | 2.4 | 2.5 | 2.5 |
Which words describe the student’s results?
A Repeatable and precise
B Repeatable and reproducible
C Reproducible and accurate
D Reproducible and precise
[1]
In a series circuit a current of 50 
A flows.
Which current is the same size as 50 
A?
A 50 × 10–6 A
B 50 × 10–3 A
C 50 × 103 A
D 50 × 106 A
[1]
[1]
A student investigates the magnetic effect of a current in a solenoid with a core. The student makes four different solenoids.
Which solenoid will have the strongest magnetic field?
| Solenoid | Number of turns | Core |
| A | 10 | Copper |
| B | 10 | Iron |
| C | 20 | Copper |
| D | 20 | Iron |
[1]
A fluid under pressure causes a force.
In which direction does the net force always act?
A At right angles to any surface.
B In the opposite direction to the gravitational force.
C In the same direction as the gravitational force.
D Parallel to any surface.
[1]
What is the work done when a car is pushed a distance of 0.60 km using a force of 90 N?
A 0.15 J
B 54 J
C 150 J
D 54 000 J
[1]
Which statement is an explanation of inertia ?
A It is a measure of how difficult it is to change the velocity of an object.
B It is a measure of how difficult it is to electrically charge an object.
C It is a measure of the energy of an object.
D It is a measure of the power of an object.
[1]
A transformer has 100 turns in the primary coil and 200 turns in the secondary coil. The potential difference across the primary coil is 30 V.
What is the potential difference across the secondary coil?
Use an equation from the data sheet to help you.
A 15 V
B 30 V
C 60 V
D 6000 V
[1]
The diagrams show four different circuits using identical cells and identical lamps.
Which circuit will have the brightest lamps?
[1]
A hamster has a mass of 100 g. When the hamster moves it has a momentum of 0.50 kg m / s.
Calculate the velocity of the hamster.
Use the equation: momentum = mass × velocity
A 0.0050 m / s
B 0.20 m / s
C 5.0 m / s
D 200 m / s
[1]
[1]
State the total distance travelled by the student to their friend’s house.
[1]
State the total time it takes the student to get to their friend’s house.
[1]
Calculate the student’s average speed during their journey.
Use the equation: distance travelled = speed × time
Average speed =........ m / s
[3]
State which section of the journey, A–F, is where the student travels fastest. Explain your answer.
Section........
Explanation........
[2]
Suggest what happens at sections B and D on the journey.
[1]
Suggest which equipment the student can use to measure the time and distance on their journey.
Time........
Distance........
[1]
A student does an experiment to calculate the resistance of an unknown component, Y.
The student sets up the circuit in Fig. 17.1.
The student needs to be able to measure a current of up to 1 A.
The student has a choice of two different ammeters to use, ammeter A and ammeter B.
Fig. 17.2 shows the initial readings on the ammeters before they are connected to the circuit.
Which ammeter is best for the student to use? Give two reasons.
[2]
The student takes readings of potential difference and current for component Y and plots them on a graph.
Explain why the student thinks that component Y is a fixed resistor.
[2]
The student has correctly plotted the point at 10.0 V on the graph.
Suggest one reason why the point is not on the line of best-fit.
[1]
Suggest two ways the student can check if their results are reproducible.
[2]
The resistor has a resistance of 10.0 
.
Calculate the power of the resistor when the current is 0.5 A.
Use the equation: power = (current)2 × resistance
[2]
A student heats 0.20 kg of water in a beaker until it evaporates into steam. The starting temperature of the water is 20 °C.
The specific heat capacity of water is 4200 J / kg °C.
Calculate the energy needed to raise the temperature of the water to 100 °C.
Use an equation from the data sheet to help you.
[2]
The specific latent heat of vaporisation of water is 2 260 000 J / kg.
Calculate the energy needed to turn all the water at 100 °C into steam.
Use an equation from the data sheet to help you.
[2]
Use your answers from (a)(i) and (a)(ii) to calculate the total energy needed to turn 0.20 kg of water at 20 °C into steam at 100 °C.
Write your answer in standard form and to 2 significant figures.
[3]
Suggest two reasons why the actual energy needed to turn the water into steam was more than the value calculated in (a)(iii).
[2]
Another student says, ‘You should repeat your experiment three times and calculate a mean.’
Suggest one advantage of repeating an experiment.
[1]
19* A student stretches two different springs and measures their extensions for different forces. They plot the results on a graph.
Describe and explain the behaviour of spring A and spring B.
Use data from the graph and calculations in your answer.
[6]
Explain what will happen to the wire when the switch is closed.
[2]
A wire of length 0.25 m experiences a force of 0.15 N when a current of 5.0 A flows.
Calculate the magnetic flux density of the field.
Use an equation from the data sheet to help you.
[3]
The student looks at diagrams of a motor and a generator.
Compare the similarities and differences of a motor and a generator. Include ideas about how they work.
[3]
How does the output current of an alternator differ from that of a dynamo?
[2]
A builder uses a lever to lift a rock.
Explain why the effort force needed to lift the rock is less than the load force.
[2]
The effort force needed to lift the rock is 100 N.
Calculate the load force.
[4]
The builder places a mug on a table.
Describe the two forces in the interaction pair when the mug is placed on the table.
[2]
Draw and label the free body force diagram for the mug placed on the table.
[3]
An athlete runs around a circular running track at a constant speed.
Explain why the athlete’s velocity is not constant.
[1]
The work done by the athlete after completing one lap of the track is 3000 J. It takes the athlete 60 s to complete one lap.
Calculate the power of the athlete.
[3]
After the lap, the athlete slows down from a velocity of 5 m / s to a velocity of 1 m / s. The deceleration of the athlete is 0.4 m / s2.
Calculate the time taken for the athlete to change velocity.
Use the equation: acceleration = change in velocity / time
[3]
The air in a car tyre has a pressure of 200 kPa.
A driver notices that after a long journey the pressure in the tyre has increased. They think this is because the temperature of the tyre has increased.
Explain, in terms of molecules, why the pressure in the tyre has increased.
[4]
A student writes down a simple model of the Earth’s atmosphere.
The student has made one mistake in their work.
Identify the wrong word the student used and write the correct word needed to replace it.
Wrong word:........
Correct word:........
[2]
A student investigates how the electrical power of a component changes with current. They plot a graph of their results.
Draw a line of best fit on the graph.
[1]
Use the graph to describe the relationship between current and power for the component.
[2]
Use the graph to estimate the current when the power is 3.0 W.
[1]
The student thinks that the resistance of the component increases as the current increases.
Use data from the graph to explain if the student is correct.
[3]
The paper as printed
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