This question is about nuclear decay.
Which of these is the same as a beta particle?
(1)
Which of these is the same as an alpha particle?
(1)
Complete the nuclear equation for an alpha decay.
(3)
The diagram shows a rod and a cloth.
When the rod is rubbed with the cloth, the cloth becomes positively charged and the rod becomes negatively charged.
Explain how the cloth has become positively charged.
(2)
The negatively charged rod makes contact with a metal object connected to the ground.
There is an ammeter in series with the object and the ground.
Explain why the ammeter shows a current for a short time and then shows no current.
(2)
State the formula linking charge transferred, current and time.
(1)
The mean current displayed on the ammeter is 6.8 × 10–6A.
The current lasts for 3.7 ms.
Calculate the charge transferred.
(3)
State the principle of conservation of momentum.
(1)
The diagram shows object A and object B moving in opposite directions.
The arrows show the direction of the velocities of the two objects.
Before the collision object A has a momentum of 39 kg m/s.
After the collision object A and object B stick together and stop moving.
State the magnitude of the momentum of object B before the collision.
(1)
State the formula linking momentum, mass and velocity.
(1)
The mass of object A is 8.1 kg.
Calculate the velocity of object A before the collision.
(2)
The time taken for the collision is 0.56 s.
Calculate the average force on object A.
(2)
Give the direction and magnitude of the force on object B from object A.
(2)
Diagram 1 shows a Hertzsprung–Russell (HR) diagram.
Draw a cross to show the position of the Sun on the HR diagram.
(1)
In approximately 4 billion years, the Sun will enter the next stage of its evolution.
Draw a circle on the HR diagram around the area that will include the Sun in the next stage of its evolution.
(1)
Describe the stars that are in the top left corner of the HR diagram.
(2)
Diagram 2 shows how the brightness of two stars, star A and star B, changes with time.
These stars are called Cepheid variables.
Determine the period of the variation in brightness for these stars.
(2)
Calculate the frequency of the variation in brightness for these stars.
(2)
State what is meant by the term absolute magnitude.
(1)
Star A and star B have the same absolute magnitude but star A is always brighter than star B in the night sky.
Explain how this is possible.
(2)
Diagram 1 shows the apparatus a student uses to determine the specific heat capacity of a liquid.
Describe a suitable method the student could use to determine the specific heat capacity of the liquid.
(5)
The graph shows the student’s results.
What is happening to the liquid between points P and Q on the graph?
(1)
Use the graph to determine the change in temperature of the liquid after 15 minutes of heating.
(1)
The power of the heater is 48 W and the mass of the liquid is 0.53 kg.
Calculate the specific heat capacity of the liquid.
specific heat capacity =........ J / kg °C
(3)
The diagram shows forces used to turn a tap.
State the formula linking moment, force and perpendicular distance from a pivot.
(1)
Calculate the total moment of the two forces required to turn the tap around the pivot.
Give your answer in N cm.
total moment =........ N cm
(3)
The tap is used to put some water in a bucket.
Describe the arrangement and motion of the water particles in liquid water.
You may draw a diagram to help your answer.
(3)
The photograph shows a wind turbine used for supplying energy on a large scale.
Describe a change in the turbine’s energy stores from when the turbine is at rest to when it is moving at full speed.
(2)
Describe a change in the turbine’s energy stores when the wind is blowing but the turbine moves at constant speed.
(2)
State the formula linking efficiency to useful energy output and total energy output.
(1)
The wind transfers 1.2 × 106J of energy to the turbine.
The total mass of the turbine blades is 16 000 kg.
The wind causes the turbine blades to accelerate from rest to an average speed of 7.6 m/s.
Calculate the efficiency of the turbine.
(4)
A student investigates the speed of sound by making a loud sound in front of a large wall a long distance away.
The diagram shows the positions of the student and the wall.
The sound reflects off the wall and back to the student.
Give an appropriate method for measuring the distance between the student and the wall.
(2)
The student uses a stopwatch to determine the time taken for the sound to travel from them to the wall and back again.
The distance from the student to the wall is 65 m.
The student measures a time of 0.35 seconds when the sound has travelled to the wall and back again.
Calculate the speed of sound from the student’s data.
(3)
Evaluate this method for determining an accurate value for the speed of sound.
(4)
Explain an improvement to the student’s method.
(2)
The paper as printed
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