AQA GCSE Physics. 60 minutes. 60 marks. Q1 to Q4 to be worked through with tutor. Q5 to Q8 to be worked through independently.

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1 AQA GCSE Physics Electricity 4.2.5: Static Electricity & Electric Fields Name: Class: Date: Time: 60 minutes Marks: 60 marks Comments: Q to Q4 to be worked through with tutor. Q5 to Q8 to be worked through independently. Answers: aqa/4.2.5.pdf Page of 26

2 A student rubs an acetate rod with a cloth. Figure shows the charges on the acetate rod and cloth before and after rubbing. Figure Explain how rubbing an acetate rod with a cloth causes the rod and cloth to become charged. (5) Page 2 of 26

3 (b) After charging them, the student moves the acetate rod and the cloth closer together. Which statement is correct? Tick one box. There is no force between the acetate rod and the cloth. There is a force of attraction between the acetate rod and the cloth. There is a force of repulsion between the acetate rod and the cloth. Give a reason for your answer. Page 3 of 26

4 (c) Figure 2 shows a Van de Graaff generator, which is used to generate static electricity. Figure 2 Michael Priest The longer the Van de Graaff generator is switched on, the more charge is stored on the metal dome. Use an answer from the box to complete the sentence. decrease increase stay the same The amount of charge on the metal dome is increased, which causes the potential difference between the metal dome and the earthed sphere to. () Page 4 of 26

5 (d) When the potential difference between the Van de Graaff generator and the earthed sphere is 60 kv, a spark jumps between the metal dome and the earthed sphere. The spark transfers coulombs of charge to the earthed sphere. The equation which links charge, energy and potential difference is: energy transferred = charge potential difference Calculate the energy transferred by the spark. Energy transferred = J (Total 0 marks) Page 5 of 26

6 2 The diagram shows a negatively charged plastic rod held near to a thin stream of water. The water is attracted towards the rod. Which one of the following statements explains what is happening to the charge in the water? Tick ( ) one box. The positive and the negative charges in the water are attracted to the rod. The positive and the negative charges in the water are repelled by the rod. The negative charge in the water is repelled by the rod and the positive charge is attracted to the rod. The negative charge in the water is attracted to the rod and the positive charge is repelled by the rod. () Page 6 of 26

7 (b) A company that produces bottles of mouthwash found a problem with the automatic filling system. As the bottles go towards the filler, the bottles move around on the conveyor belt and become electrostatically charged. This causes the stream of mouthwash to move sideways, missing the open top of the bottle. The company came up with an answer to the problem. Before the bottles reach the filler, the bottles pass through a stream of ionised air. The ions in the air neutralise the charge on the bottles. (i) Explain why the plastic bottles became charged. What happens to the structure of an atom to change the atom into an ion? () Page 7 of 26

8 (iii) Earthing the conveyor belt with a conducting wire would not have solved this problem. Give a reason why. () (Total 5 marks) 3 A pupil did an experiment following the instructions below.. Take a polythene rod (AB), hold it at its centre and rub both ends with a cloth. 2. Suspend the rod, without touching the ends, from a stand using a stirrup and nylon thread. 3. Take a perspex rod (CD) and rub it with another cloth. 4. Without touching the ends of the perspex rod bring each end of the perspex rod up to, but without touching, each end of the polythene rod. 5. Make notes on what is observed. The diagram below shows how the apparatus is to be set up. When end C was brought near to end B they attracted each other. (i) Explain why they attracted each other. What would happen if end C were brought near end A? (3) Page 8 of 26

9 (b) The experiment was repeated with two polythene rods. (i) Describe what you would expect the pupil to observe as the end of one rod was brought near to the end of the other. Explain your answer. (c) Explain, in terms of electron movement, what happened as the rods were rubbed with the cloths. (3) (Total 8 marks) Page 9 of 26

10 4 Figure shows a Van de Graaff generator that is used to investigate static electricity. Before it is switched on, the metal dome has no net charge. After it is switched on, the metal dome becomes positively charged. Figure Michael Priest Explain how an uncharged object may become positively charged. (3) Page 0 of 26

11 (b) Figure 2 shows a plan view of the positively charged metal dome of a Van de Graaff generator. Draw the electric field pattern around the metal dome when it is isolated from its surroundings. Use arrows to show the direction of the electric field. Figure 2 Page of 26

12 (c) Another positively charged object is placed in the electric field. Look at Figure 3. Figure 3 In which position would the object experience the greatest force? Tick one box. P Q R S Explain your answer. () (Total 6 marks) Page 2 of 26

13 5 A student rubs a nylon comb on the sleeve of his jumper. (i) Use words from the box to complete the following sentence. electrons hand jumper protons The comb becomes negatively charged because move from the student s to the comb. What type of charge is left on the jumper? () (iii) The negatively charged comb is placed close to a charged plastic ruler. The comb and the ruler attract each other. Complete the following sentence by drawing a ring around the correct line in the box. The ruler is negatively charged positively charged uncharged () Page 3 of 26

14 (b) Electrostatic charge can damage computer chips. People working with computer chips may wear a special bracelet, with a wire joining the bracelet to earth (the earth wire). Any negative charge on the person will flow through the wire to earth. (i) Which one of the following materials should the bracelet be made from? Draw a ring around your answer. copper plastic rubber Give a reason for your answer. Which one of the following words is used to describe the rate of flow of charge through a wire? Draw a ring around your answer. current resistance voltage () (Total 7 marks) Page 4 of 26

15 6 A student takes off his nylon fleece and feels a small electric shock. He realises that this happens because his fleece becomes charged. Explain why the fleece becomes charged. (b) Only two of the following statements are correct. Put a tick ( ) in the boxes next to the two correct statements. Positively charged objects repel negatively charged objects. Electrical charges move easily through metals. Static electricity is safe; it never causes any danger. An electric current is a flow of electrical charge. Page 5 of 26

16 (c) The diagram shows a lightning conductor attached to the side of a tall building. If the building is struck by lightning, charge flows to earth through the lightning conductor. (i) Which of the materials in the list is used to make the lightning conductor? Draw a ring around your answer. copper glass plastic Give a reason for your answer. Complete the sentence by drawing a ring around the correct line in the box. The resistance of the lightning conductor is higher than the same as the resistance of the building. lower than () Page 6 of 26

17 (iii) It is almost impossible to test different designs of lightning conductor in controlled experiments during a lightning storm. 7 Suggest a reason why. () (Total 8 marks) The diagram shows a polythene rod being rubbed with a woollen cloth. The polythene rod becomes negatively charged. Explain how this happens. Page 7 of 26

18 (b) A student put the charged polythene rod on to a balance. The rod was separated from the metal pan of the balance by a thin block of insulating material. The student then held a second charged polythene rod above, but not touching, the first rod. The reading on the balance increased. (i) Explain why the reading on the balance increases. The student observed that the nearer the two rods are to each other, the bigger the increase in the balance reading. What should the student conclude from this observation? (Total 6 marks) Page 8 of 26

19 8 The diagram shows a student touching the metal dome of a Van de Graaff generator. When the generator is switched on, the metal dome becomes negatively charged. Explain why the student s hair will not stand on end if the polystyrene box is removed. (b) When the potential difference between the student and a nearby earthed metal dome reached 5 kv, a spark jumped between the student and the earthed dome. The spark transferred a charge of 30 mc. ( mc = 0.00 C) Calculate the energy transformed into heat, light and sound by the spark. Energy transformed = (3) (c) What name is given to the energy transferred per unit charge? () (Total 6 marks) Page 9 of 26

20 Mark schemes Level 2 (3 5 marks): A detailed and coherent explanation is provided. The student makes logical links between clearly identified, relevant points. Level ( 2 marks): Simple statements are made, but not precisely. The logic is unclear. 0 marks: No relevant content Indicative content friction (between cloth and rod) causes electrons (to) move from the acetate rod or to the cloth (net) charge on cloth is now negative (net) charge on rod is now positive 5 (b) there is a force of attraction between the acetate rod and the cloth (reason) unlike charges attract or (c) negative charges attract positive charges increase (d) (J) accept.5 (J) with no working shown for 2 marks [9] 2 3 rd box The negative charge in the water is repelled by the rod and the positive charge is attracted to the rod. (b) (i) friction between bottles and conveyor belt / (plastic) guides accept bottles rub against conveyor belt / (plastic) guides Page 20 of 26

21 charge transfers between bottles and conveyor belt / (plastic) guides accept specific reference eg electrons move onto / off the bottles reference to positive electrons / protons negates this mark (the atom) loses or gains one (or more) electrons (iii) charge will not (easily) flow off the conveyor belt / bottles accept the conveyor belt / bottles is an insulator / not a conductor accept conveyor belt is rubber [5] 3 (i) Ends have charge Which is opposite on each rod 2 Attracts (b) (i) Repulsion Ends have same charge (c) Electrons move between cloth and rod Where gather is negative Where move from is positive 3 [8] 4 negatively charged electrons are transferred from the (neutral) object (b) minimum of four lines drawn perpendicular to surface of sphere judge by eye minimum of one arrow shown pointing away from sphere do not accept any arrow pointing inwards. (c) Q stronger field/field lines closer together therefore stronger force [8] Page 2 of 26

22 5 (i) electrons jumper (iii) positive accept protons accept + positively charged accept any clear way of indicating the answer (b) (i) copper it is an (electrical) conductor only accept if copper is identified do not accept it conducts heat accept it conducts heat and electricity accept copper is the best conductor accept correct description of conduction current [7] 6 fleece rubs against shirt it refers to the fleece or friction (between fleece and shirt) (causing) electrons to transfer from one to the other accept a specific direction of transfer do not accept charge for electrons positive electrons negates this mark movement of protons negates this mark (b) Electrical charges move easily through metals. An electric current is a flow of electrical charge. (c) (i) copper reason only scores if copper chosen Page 22 of 26

23 (iii) (good electrical) conductor accept it is a metal any mention of heat conduction negates this mark lower than accept any sensible suggestion,eg: too many variables (to control) lightning strikes / storms are random / unpredictable do not know which building will be struck do not know when a building will be struck do not know when lightning will happen (very) difficult to create same conditions in a laboratory lightning storms are not the same it is not safe is insufficient do not accept lightning does not strike the same place twice [8] 7 electrons transfer / removed do not accept negatively charged atoms for electrons this only scores if first mark given to the rod / from the cloth this does not score if there is reference to any original charge on cloth or rod it refers to the rod accept negative charge transfer to rod / removed from cloth for mark transfer of positive charge / positive electrons scores zero (b) (i) rods / charges repel creating downward / extra force (on the balance) accept pushing (bottom) rod downwards do not accept increasing the weight / mass charges attracting scores zero Page 23 of 26

24 the (repulsion) force increases as the distance between the charges decreases accept there is a negative correlation between (repulsion) force and distance between charges or (repulsion) force and distance between charges are inversely proportional for both marks examples of mark answers force increases as distance decreases force and distance are inversely proportional negative correlation between force and distance repels more as distance decreases if given in terms of attracting or attraction force this mark does not score 2 [6] 8 polystyrene box acts as an insulator or is a bad conductor charge could not build up or all charge would flow to ground if removed (b) 450 or accept correct substitution and transformation for mark 2 (c) potential difference do not accept volts [5] Page 24 of 26

25 Examiner reports 2 About half of the students gained this mark. (b) (i) About half of the students gained one mark for the idea that the bottles rubbed against the conveyor belt / guides. Few students went on to link this to the transfer of charge. (iii) About half of the students were able to state what happens to change an atom into an ion. Very few students gained this mark even though a simple answer like the conveyor belt is rubber was sufficient. 5 (i) This was well answered with the majority of candidates choosing the correct responses. (iii) About 75 % of candidates correctly said that the remaining charge would be positive. A few candidates gained credit for the answer proton. This was question was generally answered correctly. (b) (i) This should have been an easy question and it was for many candidates, but a significant number did choose plastic or rubber thinking that it was necessary to have an insulator to stop electricity (rarely current or charge) flowing to protect the worker and/or the chip. Most of the candidates correctly choosing copper also gave a correct reason. A few candidates did manage to think or mistakenly write that copper was an insulator. About 75 % of candidates gave the correct answer. 6 (b) Candidates were generally aware that the two materials rubbed together would create friction and the build up of static electricity. The award of the second mark was more problematical, as although many candidates understood that electrons were involved, the award of a mark was often negated by responses involving positive electrons or contradictions in the polarity of the materials after the movement of electrons. A significant number of candidates thought that protons were transferred. Over two thirds of candidates were able to pick the two correct statements, with a further third of candidates being able to pick one correct statement. (c) (i) The majority of the candidates were aware that copper would be the choice of material for a lightning conductor because it, being a metal, would conduct electricity. However, some candidates, although receiving one mark for choosing copper, did not receive credit for their reason for their choice because their responses were in terms of heat conduction. (iii) Few candidates scored this mark. Most candidates thought that the lightning conductor should have a higher resistance than the building. The unpredictability of lightning storms was appreciated by most candidates who gained credit for stating the place, accompanying weather, timing and severity of the lightning strikes rendered a controlled experiment unlikely. The majority of the responses that did not gain credit were purely in terms of health and safety issues. Page 25 of 26

26 7 This straightforward question again caused students to struggle. The fact that it is electrons that transfer onto a substance to give it negative charge continues to be beyond many students. Often students described protons or positive electrons moving. The other area of confusion is that many students thought that the woollen cloth had an initial negative charge. The gain of negative charge by the rod was from this surplus charge on the wool. (b) (i) Most students found this application of understanding question too challenging. The main area of confusion was what a balance actually measures i.e. the downward force placed on it. The usual attempt was in terms of transfer of extra charge, in a variety of forms, from the top rod to the bottom. This extra charge was detected by the balance as an increase in weight or mass. It was rare to see a correct answer. Only about a tenth of students scored mark for recognising that as the distance decreased the force increased. Often this mark was not given because students simply repeated, from the stem of the question, that the reading on the balance increased instead of stating that there was an increase in force. The essential extra bit of information that it was the charges producing the force was very rarely given. 8 (b) (c) This question was poorly answered with a small majority of the candidates scoring no marks. In some cases this was due to a lack of knowledge or understanding eg, candidates refer to the attraction of the (positive) boy s body to the negative dome or to the movement of positive charge / protons / positive electrons. In many instances, a lack of precision in the use of English prevented candidates gaining marks, especially in respect of the second mark point where responses were left at hairs repelling without further explanation. Some candidates referred to hair standing on end as a result of the person getting a shock and others because the charge was trying to escape from the body. Under a quarter of the candidates scored 2 marks for a correct calculation. A significant number of candidates scored mark for answers of either 2 or as they had not converted the kv or mj correctly, despite the information in the stem. A number of candidates did not seem to have access to a calculator and had done calculations around the text, sometimes making errors which deprived them of full marks. Of those who did not gain marks, this was evenly spread between those who did not transform the equation correctly and those who did not transform values properly. At this level it is disappointing that over a third of the entry simply multiplied the given numbers; with or without an attempted conversion. Only half of the candidates gave the correct answer. Page 26 of 26

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