National Quali cations EXEMPLAR PAPER ONLY. Date of birth Scottish candidate number

Transcription

1 AHFOR OFFICIAL USE EP9/AH/0 National Quali cations EXEMPLAR PAPER ONLY Mark Physics Date Not applicable Duration hours 0 minutes *EP9AH0* Fill in these boxes and read what is printed below. Full name of centre Town Forename(s) Surname Number of seat Date of birth Day Month Year Scottish candidate number Total marks 40 Attempt ALL questions. Reference may be made to the Physics Relationships Sheet and the Data Sheet on Page 0. Write your answers clearly in the spaces provided in this booklet. Additional space for answers is provided at the end of this booklet. If you use this space you must clearly identify the question number you are attempting. Any rough work must be written in this booklet. You should score through your rough work when you have written your final copy. Use blue or black ink. Before leaving the examination room you must give this booklet to the Invigilator; if you do not, you may lose all the marks for this paper. *EP9AH00*

2 DATA SHEET COMMON PHYSICAL QUANTITIES Quantity Symbol Value Quantity Symbol Value Gravitational acceleration on Earth Radius of Earth Mass of Earth Mass of Moon Radius of Moon Mean Radius of Moon Orbit Solar radius Mass of Sun AU Stefan-Boltzmann constant Universal constant of gravitation g R E M E M M R M G σ 9 8 m s m kg 7 0 kg m m m kg 5 0 m W m K m kg s Mass of electron Charge on electron Mass of neutron Mass of proton Mass of alpha particle Charge on alpha particle Planck s constant Permittivity of free space Permeability of free space Speed of light in vacuum Speed of sound in air m e e m n m p m a h e 0 m 0 c v 9 0 kg C kg kg kg C J s F m 4p 0 7 H m m s 4 0 m s REFRACTIVE INDICES The refractive indices refer to sodium light of wavelength 589 nm and to substances at a temperature of 7 K. Diamond Glass Ice Perspex SPECTRAL LINES Substance Refractive index Substance Refractive index Glycerol Water Air Magnesium Fluoride Element Wavelength/nm Colour Element Wavelength/nm Colour Hydrogen Sodium PROPERTIES OF SELECTED MATERIALS Red Blue-green Blue-violet Violet Ultraviolet Ultraviolet Yellow Cadmium Lasers Red Green Blue Element Wavelength/nm Colour Carbon dioxide } Infrared Helium-neon 6 Red Substance Density/ kg m Melting Point/ K Boiling Point/K Specific Heat Capacity/ J kg K Specific Latent Heat of Fusion/ J kg Specific Latent Heat of Vaporisation/ J kg Aluminium Copper Glass Ice Glycerol Methanol Sea Water Water Air Hydrogen Nitrogen Oxygen The gas densities refer to a temperature of 7 K and a pressure of Pa. Page 0

3 Total marks 40 marks Attempt ALL questions. The acceleration of a particle moving in a straight line is described by the expression a = t. At time, t = 0 s, the displacement of the particle is 0 m and the velocity is 4 m s. (a) Show that the velocity of the particle at time t is given by the expression v = 0 6 t + 4. Space for working and answer (b) Calculate the displacement of the particle when its velocity is 8 m s. 4 Space for working and answer *EP9AH00* Page 0

4 . A motorised model plane is attached to a light string anchored to a ceiling. The plane follows a circular path of radius 0 5 m as shown in Figure. θ 0. 5 m vertical Figure The plane has a mass of 0 0 kg and moves with a constant angular velocity of 6 0 rad s. (a) Calculate the central force acting on the plane. Space for working and answer (b) Calculate the angle θ of the string to the vertical. Space for working and answer *EP9AH004* Page 04

5 . (continued) (c) State the effect a decrease in the plane s speed would have on angle θ. Justify your answer. *EP9AH005* Page 05

6 . A student uses two methods to calculate the moment of inertia of a cylinder about its central axis. (a) In the first method the student measures the mass of the cylinder to be 0 5 kg and the diameter to be 0 00 m. Calculate the moment of inertia of the cylinder. Space for working and answer (b) In a second method the student allows the cylinder to roll down a slope and measures the final speed at the bottom of the slope to be 6 m s. The slope has a height of 0 5 m, as shown in Figure. diameter 0 00 m 0 5 m Figure not to scale Using the conservation of energy, calculate the moment of inertia of the cylinder. 5 Space for working and answer *EP9AH00 * Page 06

7 . (continued) (c) Explain why the moment of inertia found in part (b) is greater than in part (a). *EP9AH007* Page 07

8 4. On a trip to a theme park, a student described what happened in the fairground spinner shown in Figure 4. You get thrown outwards by centrifugal force you can feel it it pushes you into the wall. Use your knowledge of physics to discuss this statement. *EP9AH008* Page 08

9 5. A team of astrophysicists from a Scottish University has discovered, orbiting a nearby star, an exoplanet with the same mass as Earth. By considering the escape velocity of the exoplanet, the composition of its atmosphere can be predicted. (a) Explain the term escape velocity. (b) Derive the expression for escape velocity in terms of the exoplanet s mass and radius. (c) The radius of the exoplanet is m. Calculate the escape velocity of the exoplanet. Space for working and answer *EP9AH009* Page 09

10 6. (a) The world lines for three objects A, B and C are shown in Figure 6A time A B C 0 distance Figure 6A To which of these objects does the General Theory of Relativity apply? Explain your choice. (b) A rocket ship is accelerating through space. Clocks P and Q are at opposite ends of the ship as shown in Figure 6B. An astronaut inside the rocket ship is beside clock P and can also observe clock Q. clock P direction of acceleration clock Q Figure 6B What does the astronaut observe about the passage of time on these clocks? Justify your answer. *EP9AH00* Page 0

11 6. (continued) (c) Part of an astronaut s training is to experience the effect of weightlessness. This can be achieved inside an aircraft that follows a path as shown in Figure 6C. Figure 6C Use the equivalence principle to explain how this weightlessness is achieved. *EP9AH0* Page

12 7. Cygnus X- is an X-ray source in the constellation Cygnus that astrophysicists believe contains a black hole. An artist s impression is shown in Figure 7A. The mass of the black hole has been determined to be 4 8 solar masses. (a) (i) State what is meant by the Schwarzschild radius of a black hole. (ii) Calculate the Schwarzschild radius of the black hole in Cygnus X-. Space for working and answer 4 *EP9AH0* Page

13 7. (continued) (b) The Hertzsprung-Russell (H-R) diagram shown in Figure 7B shows the relationship between the luminosity and the surface temperature of stars. L/L sun Chi Cygni 0 Zeta Cygni B surface temperature (K) Figure 7B Zeta Cygni B and Chi Cygni are two stars in the constellation Cygnus. They are shown on the H-R diagram. Chi Cygni is more luminous than Zeta Cygni B. Describe two other differences between these stars. *EP9AH0* Page

14 8. In 98 Davisson and Germer fired a beam of electrons through a very thin layer of nickel in a vacuum, which resulted in the production of a diffraction pattern. (a) (i) State what can be concluded from the results of their experiment. (ii) Give one example of experimental evidence that photons of light exhibit particle properties. (b) Calculate the de Broglie wavelength of an electron travelling at m s. Space for working and answer (c) A 0 g bullet travelling at 00 m s passes through a 500 mm gap in a target. Using the data given, explain why no diffraction pattern is observed. *EP9AH04* Page 4

15 9. The Sun is constantly losing mass through nuclear fusion. Particles also escape from the corona as shown in Figure 9A. This stream of particles radiating from the Sun is known as the solar wind and its main constituent, by mass, is protons. A proton in the solar wind has energy of 6 MeV. (a) Calculate the velocity of this proton. 4 Space for working and answer *EP9AH05* Page 5

16 9. (continued) (b) The proton enters the magnetic field round the Earth at an angle of 50º as shown in Figure 9B. The magnetic field strength is 58 μt. B 50 Figure 9B proton path (i) Explain the shape of the path followed by the proton in the magnetic field. *EP9AH0 * Page 6

17 9. (b) (continued) (ii) Calculate the radius of curvature of this path. 4 Space for working and answer (iii) An antiproton of energy 6 MeV enters the same region of the Earth s magnetic field at an angle of 0º to the field. Describe two differences in the paths taken by the antiproton and the original proton. *EP9AH07* Page 7

18 0. A saucer swing consists of a bowl-shaped seat of mass kg suspended by four ropes of negligible mass as shown in Figure 0A. Figure 0A When the empty seat is pulled back slightly from its rest position and released its motion approximates to simple harmonic motion. (a) State what is meant by simple harmonic motion. *EP9AH08* Page 8

19 0. (continued) (b) The acceleration-time graph for the seat with no energy loss is shown in Figure 0B. a (m s ) t (s). 8 Figure 0B (i) Show that the amplitude of the motion is 0 9 m. 5 Space for working and answer (ii) Calculate the velocity of the seat when its displacement is 0 0 m. Space for working and answer *EP9AH09* Page 9

20 . A water wave of frequency 5 Hz travels from left to right. Figure represents the displacement y of the water at one instant in time. y (m) direction of travel S 0 T x (m) m 0. 8 m Figure Points S and T are separated by a horizontal distance of 0 8 m. The phase difference between these two points is 5 radians. (a) Calculate the wavelength of this wave. Space for working and answer (b) A second water wave with double the frequency travels in the same direction through the water. This wave transfers five times the energy of the wave in part (a). (i) Calculate the speed of this wave. Space for working and answer *EP9AH00* Page 0

21 . (b) (continued) (ii) Calculate the amplitude of this wave. Space for working and answer *EP9AH0* Page

22 . A series of coloured LEDs are used in the Young s slits experiment as shown in Figure. The distance from the slits to the screen is ( 50 ± 0 05) m. The slit separation is ( 0 ± 0 ) 0 4 m. screen (.50 ± 0.05) m double slit green LED Figure colour of LED wavelength (nm) red 650 ± green 50 ± blue 470 ± (a) State whether the pattern on the screen is caused by the division of wavefront or the division of amplitude. (b) (i) Calculate the fringe separation observed on the screen when the green LED is used. Space for working and answer *EP9AH0* Page

23 . (b) (continued) (ii) Calculate the absolute uncertainty in the fringe separation. 5 Space for working and answer *EP9AH0* Page

24 . A student, wearing polarising sunglasses, is using a tablet outdoors. The orientation of the tablet seems to affect the image observed by the student. Two orientations are shown in Figure A. landscape mode portrait mode Figure A (a) In landscape mode the image appears bright and in portrait mode it appears dark. (i) State what may be concluded about the light emitted from the tablet screen. (ii) The student slowly rotates the tablet. Describe the change in the brightness observed by the student as it is rotated through 80º. *EP9AH04* Page 4

25 . (continued) (b) Unpolarised sunlight is incident on a water surface as shown in Figure B. incident sunlight plane polarised light water θ Figure B The light is 00% plane polarised on reflection. Calculate the angle of refraction θ. 4 Space for working and answer *EP9AH05* Page 5

26 4. A group of students were evaluating an experiment to investigate the relationship between the mass on a spring and its period of oscillation. Figure 4 shows some of the apparatus used. Figure 4 Student A stated I think we should use a balance that reads to 0 00 g instead of 0 g. This will give us a more accurate answer. Student B stated I think we should repeat the time measurement and calculate a mean value. Student C stated I think we should time the pendulum for 0 oscillations and divide this value by 0 to get the time for one complete oscillation. This will give us a more precise answer. Student D stated I think it would be good to check the mass on another balance. Using your knowledge of experimental analysis, comment on these statements. *EP9AH0 * Page 6

27 5. (a) An uncharged conducting sphere is suspended from a fixed point X by an insulating thread of negligible mass as shown in Figure 5A. A charged plate is then placed close to the sphere as shown in Figure 5B. X X insulating thread charged plate Figure 5A Figure 5B Explain why the uncharged sphere is attracted to the charged plate. You may use a diagram to help explain your answer. *EP9AH07* Page 7

28 5. (continued) (b) The sphere is now given a negative charge of 40 nc and placed between a pair of parallel plates with a separation of 4 mm as shown in Figure 5C. 40 nc 4 mm insulating base Figure 5C When a potential difference is applied to the plates the sphere is deflected through an angle θ as shown in Figure 5D.. 0 kv +. 0 kv θ T Figure 5D *EP9AH08* Page 8

29 5. (b) (continued) (i) Calculate the electric field strength between the plates. Space for working and answer (ii) Calculate the electrostatic force acting on the sphere due to the electric field. Space for working and answer (iii) The mass of the sphere is kg. Calculate the magnitude and direction of the tension T in the supporting thread. 4 Space for working and answer (c) The plates are now moved a short distance to the right without touching the sphere. The distance between the plates is unchanged. State whether the angle θ increases, decreases or stays the same. You must justify your answer. *EP9AH09* Page 9

30 6. A student is investigating the charging and discharging of a capacitor. The circuit used is shown in Figure 6A. A B V R C = 85 µf data logger Figure 6A With the switch in position A, the capacitor charges. To discharge the capacitor the switch is moved to position B. The data logger monitors the voltage across the capacitor. The graph in Figure 6B shows how the voltage across the capacitor changes during discharge. voltage (V) time (ms) Figure 6B *EP9AH00* Page 0

31 6. (continued) (a) Determine the time constant from the graph. Space for working and answer (b) Calculate the resistance of resistor R. Space for working and answer *EP9AH0* Page

32 7. A student sets up an LC circuit, as shown in Figure 7A. L C =. 0 µf A signal generator f frequency meter Figure 7A Maximum current occurs at the resonant frequency f 0. Resonance occurs when the capacitive reactance equals the inductive reactance. The student varies the supply frequency and records the corresponding current. A graph of current against frequency is shown in Figure 7B. 50 f current (ma) frequency (khz) Figure 7B *EP9AH0* Page

33 7. (continued) (a) Show that the resonant frequency f 0 is given by f = 0 π LC.. (b) The capacitance of C is 0 μf. Calculate the inductance of L. Space for working and answer *EP9AH0* Page

34 7. (continued) (c) The student wants to change the design of this circuit in order to double the resonant frequency. Describe, in detail, a change the student could make to achieve this. *EP9AH04* Page 4

35 8. As part of a physics project to determine the speed of light in a vacuum, a student finds the permittivity of free space (ε 0 ) and the permeability of free space (μ 0 ) by experiment. The student s results are shown below. permittivity of free space (ε 0 ) = 9 0 F m ± 0% permeability of free space (μ 0 ) = 0 6 H m ± % (a) Using these results, determine a value for the speed of light in a vacuum. Space for working and answer (b) State the percentage uncertainty in this value. *EP9AH05* Page 5

36 9. A student carries out an experiment to determine Young s modulus for a wire. The experimental set up is shown in Figure 9. wire metre stick clamp marker mass hanger Figure 9 Young s modulus E can be determined by applying the formula FL E 0 = A 0Δ L Where F = forces applied L 0 = distance from clamp to marker L = length of extension wire A 0 = original cross-sectional area of wire The student attaches a mass hanger to the wire and fixes a marker on the wire at a distance of 00 m from the clamp. Masses are added to the hanger and the extension of the wire is measured by noting the distance moved by the marker along the metre stick. The masses are removed and the experiment repeated. The length of the wire is measured using a tape measure. The diameter of the wire is measured using a micrometer. An extract from the student s workbook is shown. Uncertainties: Combined scale and calibration. tape measure metre stick balance micrometer ± 5 mm ± mm ± 0 kg ± 0 0 mm *EP9AH0 * Page 6

37 9. (continued) mass (kg) force (N) wire extension (mm) mean E ( 0 9 N m ) wire diameter = 0 mm area = m distance from clamp to marker = 00 m conclusion the mean value of E is N m. (a) Suggest two improvements that could be made to the experimental procedure. (b) State which quantity the student should measure more precisely to have the most significant impact on the percentage uncertainty. (c) (i) The student realises that calculating the mean for the individual measurements of E is an inappropriate method for estimating Young s modulus for the wire. On the square-ruled paper on Page 9, draw a graph the student could use to determine a value for Young s modulus for the wire. *EP9AH07* Page 7

38 9. (c) (continued) (ii) Use information from your graph to determine a value for Young s modulus for the wire. The uncertainty in your value is not required. Space for working and answer [END OF EXEMPLAR QUESTION PAPER] *EP9AH08* Page 8

39 *EP9AH09* Page 9

40 *EP9AH040* Page 40

41 *EP9AH04* Page 4

42 ADDITIONAL SPACE FOR ANSWERS AND ROUGH WORK *EP9AH04* Page 4

43 ADDITIONAL SPACE FOR ANSWERS AND ROUGH WORK *EP9AH04* Page 4

44 Acknowledgement of Copyright Question 4 Christy Thompson/shutterstock.com Question 7 Mopic/shutterstock.com Question 9 Juergen Faelchle/shutterstock.com *EP9AH044* Page 44

45 AH National Quali cations EXEMPLAR PAPER ONLY EP9/AH/0 Physics Marking Instructions These Marking Instructions have been provided to show how SQA would mark this Exemplar Question Paper. The information in this publication may be reproduced to support SQA qualifications only on a non-commercial basis. If it is to be used for any other purpose, written permission must be obtained from SQA s Marketing team on permissions@sqa.org.uk. Where the publication includes materials from sources other than SQA (ie secondary copyright), this material should only be reproduced for the purposes of examination or assessment. If it needs to be reproduced for any other purpose it is the user s responsibility to obtain the necessary copyright clearance.

46 General Marking Principles for Advanced Higher Physics This information is provided to help you understand the general principles you must apply when marking candidate responses to questions in this paper. These principles must be read in conjunction with the detailed Marking Instructions, which identify the key features required in candidate responses. (a) (b) (c) (d) (e) (f) (g) (h) (i) (j) Marks for each candidate response must always be assigned in line with these general marking principles and the detailed Marking Instructions for this assessment. Marking should always be positive. This means that, for each candidate response, marks are accumulated for the demonstration of relevant skills, knowledge and understanding: they are not deducted from a maximum on the basis of errors or omissions. There are no half marks awarded. Where a wrong answer to part of a question is carried forward and the wrong answer is then used correctly in the following part, the candidate should be given credit for the subsequent part or follow on. Unless a numerical question specifically requires evidence of working to be shown, full marks should be awarded for a correct final answer (including units if required) on its own. Credit should be given where a diagram or sketch conveys correctly the response required by the question. It will usually require clear and correct labels (or the use of standard symbols). Marks are provided for knowledge of relevant relationships alone, but when a candidate writes down several relationships and does not select the correct one to continue with, for example by substituting values, no mark can be awarded. Marks should be awarded for non-standard symbols where the symbols are defined and the relationship is correct, or where the substitution shows that the relationship used is correct. This must be clear and unambiguous. Where a triangle type relationship is written down and then not used or used incorrectly, then any mark for a relationship should not be awarded. Significant figures. Data in question is given to significant figures. Correct final answer is 8 6 J. Final answer 8 J or 8 58 J or J Award the final mark. Final answer 8 J or J Do not award the final mark. Candidates should not be credited for a final answer that includes: three or more figures too many or two or more figures too few, ie accept two more and one fewer. (k) (l) The incorrect spelling of technical terms should usually be ignored and candidates should be awarded the relevant mark, provided that answers can be interpreted and understood without any doubt as to the meaning. Where there is ambiguity, the mark should not be awarded. Two specific examples of this would be when the candidate uses a term that might be interpreted as reflection, refraction or diffraction (eg defraction ) or one that might be interpreted as either fission or fusion (eg fussion ). Marks are awarded only for a valid response to the question asked. For example, in response to questions that ask candidates to: describe, they must provide a statement or structure of characteristics and/or features; Page 0

47 determine or calculate, they must determine a number from given facts, figures or information; estimate, they must determine an approximate value for something; explain, they must relate cause and effect and/or make relationships between things clear; identify, name, give, or state, they need only name or present in brief form; justify, they must give reasons to support their suggestions or conclusions, eg this might be by identifying an appropriate relationship and the effect of changing variables; predict, they must suggest what may happen based on available information; show that/derive, they must use physics [and mathematics] to prove something, eg a given value all steps, including the stated answer, must be shown; suggest, they must apply their knowledge and understanding of physics to a new situation. A number of responses are acceptable: marks will be awarded for any suggestions that are supported by knowledge and understanding of physics; use your knowledge of physics or aspect of physics to comment on/discuss, they must apply their skills, knowledge and understanding to respond appropriately to the problem/situation presented (for example, by making a statement of principle(s) involved and/or a relationship or equation, and applying these to respond to the problem/situation). They will be rewarded for the breadth and/or depth of their conceptual understanding. (m) Marking in calculations Question: The current in a resistor is 5 amperes when the potential difference across it is 7 5 volts. Calculate the resistance of the resistor ( marks). Candidate answer V = IR 75 = 5 R R = 50 Ω 50 Ω Ω Mark & comment mark: relationship mark: substitution mark: correct answer marks: correct answer marks: unit missing 0 marks: no evidence, wrong answer 5 Ω 0 marks: no working or final answer 6 V 75 R = = = 40 Ω marks: arithmetic error I 5 7 V mark: relationship only R = = 40 Ω I 8 V mark: relationship only R = = Ω I 9 V 75 R = = = Ω marks: relationship & subs, no final I 5 answer Page 0

48 0 V 75 R = = = 40 I 5 marks: relationship & subs, wrong answer V 5 R = = = 50 Ω I 75 mark: relationship but wrong substitution V 75 R = = = 50 Ω I 5 mark: relationship but wrong substitution I 5 R = = = 50 Ω V 75 0 marks: wrong relationship 4 V = IR 5 75 = 5 R marks: relationship & subs, arithmetic R = 0 Ω error V = IR mark: relationship correct but wrong I 5 R = = = 0 Ω rearrangement of symbols V 75 Page 04

49 Detailed Marking Instructions for each question Question Expected response a dv a= = t dt dv dt = t. dt dt v= 0 6 t + c At t = 0, v = 4, c = 4 v = + 06t 4 b 8 = 06 t t = 06 t = 0 (s) ds = t + dt 06 4 ds. dt = 0 6 t + 4. dt dt = + + s 0t 4t c t = 0, s = 0, c= 0 s = + 0(0) 8 s = 44 m a central force = mω r = = 5N Max Additional guidance mark Alternative for step a = t adt. = tdt. 4 Alternative for step v dv =. t dt 4 0 t v 4 = 06 t Final line must be shown, otherwise, maximum of marks 0 s = 06 t + 4. dt s = 0(0) + 8 v= 06 t + 4 vdt. = 0 6t + 4. dt Alternative 0 s = 06 t + 4. dt s = 0(0) + 8 Accept:, 5, 50 b F tanθ = F c w 5 5 tanθ = = mg θ = 6 Accept: 40, 6,6 09 c θ would decrease Central force decreases, weight stays the same. Page 05

50 Question Expected response Max mark Additional guidance a I = mr I = I = 0 kg m 5 b v ω = r 60 ω = 005 ω = 0 (rads ) mgh = mv + Iω 0 8 = I( 0 ) 0 8 I = ( 0 ) I = 0 kgm 5 c Energy is lost. Or Calculation assumes no energy is lost. 4 The whole candidate response should be read to establish its overall quality in terms of accuracy and relevance to the problem/situation presented. There may be strengths and weaknesses in the candidate response: assessors should focus as far as possible on the strengths, taking account of weaknesses (errors or omissions) only when they detract from the overall answer in a significant way, which should then be taken into account when determining whether the response demonstrates reasonable, limited or no understanding. Assessors should use their professional judgement to apply the guidance below to the wide range of possible candidate responses. This open-ended question requires comment on the statement You get thrown outwards by centrifugal force you can feel it it pushes you into the wall. Candidate responses may include one or more of: centripetal acceleration; centripetal force in the inertial frame of reference; Newton s third law; centrifugal force in the noninertial frame of reference, or other relevant ideas/ concepts. Page 06

51 Question Expected response Max mark Additional guidance marks: The candidate has demonstrated a good conceptual understanding of the physics involved, providing a logically correct response to the problem/situation presented. This type of response might include a statement of principle(s) involved, a relationship or equation, and the application of these to respond to the problem/situation. This does not mean the answer has to be what might be termed an excellent answer or a complete one. In response to this question, a good understanding might be demonstrated by a candidate response that: makes a judgement on suitability based on one relevant physics idea/concept, in a detailed/ developed response that is correct or largely correct (any weaknesses are minor and do not detract from the overall response), OR makes judgement(s) on suitability based on a range of relevant physics ideas/ concepts, in a response that is correct or largely correct (any weaknesses are minor and do not detract from the overall response), OR otherwise demonstrates a good understanding of the physics involved. marks: The candidate has demonstrated a reasonable understanding of the physics involved, showing that the problem/situation is understood. This type of response might make some statement(s) that is/are relevant to the problem/situation, for example, a statement of relevant principle(s) or identification of a relevant relationship or equation. In response to this question, a reasonable understanding might be demonstrated by a candidate response that: makes a judgement on suitability based on one or more relevant physics idea(s)/concept(s), Page 07

52 Question Expected response mark: The candidate has demonstrated a limited understanding of the physics involved, showing that a little of the physics that is relevant to the problem/situation is understood. The candidate has made some statement(s) that is/are relevant to the problem/situation. 0 marks: The candidate has demonstrated no understanding of the physics that is relevant to the problem/situation. The candidate has made no statement(s) that is/are relevant to the problem/situation. 5 a The (minimum) velocity/speed that a mass must have to escape the gravitational field (of a planet). Max mark Additional guidance in a response that is largely correct but has weaknesses which detract to a small extent from the overall response, OR otherwise demonstrates a reasonable understanding of the physics involved. In response to this question, a limited understanding might be demonstrated by a candidate response that: makes a judgement on suitability based on one or more relevant physics idea(s)/concept(s), in a response that has weaknesses which detract to a large extent from the overall response OR otherwise demonstrates a limited understanding of the physics involved. Where the candidate has only demonstrated knowledge and understanding of physics that is not relevant to the problem/situation presented, 0 marks should be awarded. Do not accept escape gravitational force. Accept: escape gravitational Page 08

53 Question Expected response Max mark Additional guidance well, velocity required to reach infinity, velocity required to give a total energy of 0 J 5 b E k + E = 0 p GMm mv = 0 r GM v = r GM v = r E= E award 0 marks k p Start with GMm mv = r award 0 marks 5 c v = GM r Accept: 9, 8 57, v = v = ms 4 6 a Line B. Object B is accelerating or in a non-inertial frame of reference. 6 b Time on clock P will appear to move faster. Or Time on clock Q will appear to move slower. Curved lines on spacetime graphs correspond to noninertial frames of reference (accelerating) which is governed by the General Theory of Relativity Time passes more slowly at the rear of an accelerating object. Or Time between pulses from clock Q would take longer to arrive at the astronaut. 6 c The effects of gravity are exactly equivalent to the effects of acceleration. Page 09

54 Question Expected response Max mark Additional guidance The plane accelerating downwards exactly cancels out the effects of being in a gravitational field. Or Plane and passengers are falling at the same rate due to the gravitational field (are in free fall ). 7 a i The distance from the centre of a black hole at which not even light can escape. Or The distance from the centre of a black hole to the event horizon. 7 a ii R R R Schwarzchild S S = GM = c 8 ( 0 ) (4 8 0 ) m = 4 Independent mark for ( ) Accept: 4, 4 9, b Chi Cygni is red compared to Zeta Cygni B which is blue-white. Or Chi Cygni is larger than Zeta Cygni B. Or Chi Cygni has a lower temperature than Zeta Cygni B. Any two statements for mark each. 8 a i Electrons behave like waves. 8 a ii Photoelectric effect. Or Compton scattering. Or Indication of collision and transfer of energy. Page 0

55 Question 8 b 8 c h λ = p h or λ= mv λ = λ = 7 0 m λ = h p 66 0 λ = λ = Expected response m This value is so small (that no diffraction would be seen). Or The de Broglie wavelength of the bullet is much smaller than the gap. Max mark Additional guidance Accept:, 65, a mv = E E v = m v = v = 6 0 ms Independent mark for ( x ) Accept:, 6, 64 9 b i The perpendicular component of velocity results in circular motion. Or The perpendicular component of velocity results in a central or centripetal force. The parallel component of velocity is constant. Or The parallel component of velocity is not subject to a horizontal force or equivalent. Page

56 Question Expected response 9 b ii 7 7 v = 6 0 sin50= 0 0 mv = qvb r ( 0 0 ) r = m r = Max Additional guidance mark 4 Accept: 4, 6, b iii The anti proton will turn in the opposite direction. Or The anti proton helix pitch will be greater. Or The radius of curvature of the anti proton will be smaller. Any two statements for mark each. 0 a Acceleration or unbalanced force is directly proportional, and in the opposite direction to displacement. a = ky, F = ky acceptable 0 b i π ω = T π ω = ω = a = ( ) ω y 8 ( ) y = 09 m (rads ) = y 5 Accept: 0, 0 90, b ii v= ( ± ) ω A y v = ( ± ) v= ( ± )0 57 ms Accept: 0 6, 0 57, a πx ϕ = λ π 08 5 = λ λ = 050 m Accept: 0 5, 0 50, Page

57 Question Expected response Max mark Additional guidance b i λ = 05 v= fλ v = Accept:, 5, 50 v = ms b ii I A A or I is proportional to A I 00 A = I 5I = A = 007 m Accept: 0, 0 067, a Division of wavefront. b i λd Δ x = d Δ x = Δ x = m Accept: 4, 4 5, 4 50 b ii 00 %Uncertainty in λ = = 0 40% %Uncertainty in D= = % %Uncertainty in d= = % 0000 %Uncertainty in Δ x= + = 9% Absolute uncertainty in Δ x = 9% Absolute uncertainty in Δ x = 7 0 m 5 Accept:, 68, 677 a i The tablet emits plane polarised light. a ii The brightness would gradually reduce from a maximum at 0º to no intensity at 90º. It would then gradually increase in intensity from 90º to 80º where it would again be a maximum. Page

58 Question b Expected response tan θ = n θ = Brewster's angle tanθ = θ = 5 θ = 90 5 = 6 9 Max mark Additional guidance 4 Accept: 7, 6 94, The whole candidate response should be read to establish its overall quality in terms of accuracy and relevance to the problem/situation presented. There may be strengths and weaknesses in the candidate response: assessors should focus as far as possible on the strengths, taking account of weaknesses (errors or omissions) only when they detract from the overall answer in a significant way, which should then be taken into account when determining whether the response demonstrates reasonable, limited or no understanding. Assessors should use their professional judgement to apply the guidance below to the wide range of possible candidate responses. marks: The candidate has demonstrated a good conceptual understanding of the physics involved, providing a logically correct response to the problem/situation presented. This type of response might include a statement of principle(s) involved, a relationship or equation, and the application of these to respond to the problem/situation. This does not mean the answer has to be what might be termed an excellent answer or a complete one. This open-ended question requires comment on a number of student s evaluative statements. Candidate responses may include one or more of: the meanings of precision and accuracy; the effect on accuracy of repeating measurements; the effect on uncertainty of repeating measurements; relative significance of uncertainties in a series of measurements, or other relevant ideas/concepts. In response to this question, a good understanding might be demonstrated by a candidate response that: makes a judgement on suitability based on one relevant physics idea/concept, in a detailed/ developed response that is correct or largely correct (any weaknesses are minor and do not detract from the overall response), OR Page 4

59 Question Expected response Max mark Additional guidance makes judgement(s) on suitability based on a range of relevant physics ideas/concepts, in a response that is correct or largely correct (any weaknesses are minor and do not detract from the overall response), OR otherwise demonstrates a good understanding of the physics involved. marks: The candidate has demonstrated a reasonable understanding of the physics involved, showing that the problem/situation is understood. This type of response might make some statement(s) that is/are relevant to the problem/situation, for example, a statement of relevant principle(s) or identification of a relevant relationship or equation. In response to this question, a reasonable understanding might be demonstrated by a candidate response that: makes a judgement on suitability based on one or more relevant physics idea(s)/concept(s), in a response that is largely correct but has weaknesses which detract to a small extent from the overall response, OR otherwise demonstrates a reasonable understanding of the physics involved. mark: The candidate has demonstrated a limited understanding of the physics involved, showing that a little of the physics that is relevant to the problem/situation is understood. The candidate has made some statement(s) that is/are relevant to the problem/situation. In response to this question, a limited understanding might be demonstrated by a candidate response that: Page 5

60 Question Expected response 0 marks: The candidate has demonstrated no understanding of the physics that is relevant to the problem/situation. The candidate has made no statement(s) that is/are relevant to the problem/situation. Max mark Additional guidance makes a judgement on suitability based on one or more relevant physics idea(s)/concept(s), in a response that has weaknesses which detract to a large extent from the overall response OR otherwise demonstrates a limited understanding of the physics involved. Where the candidate has only demonstrated knowledge and understanding of physics that is not relevant to the problem/situation presented, 0 marks should be awarded. 5 a Must have roughly equal numbers of + and charges for mark. Any indication of sphere charged. (0) Movement of protons/positively charged particles. (0) Movement of positive charges. 5 b i V E = d 5000 E = 0 04 E = 0 Vm 5 Accept:, 9, 90 5 b ii F = QE F = F = 7 0 N 7 5 Accept:, 68, 680 Page 6

61 Question Expected response 5 b iii mg = mg = 9 0 (N) T = ( 9 0 ) + ( 7 0 ) T = 4 0 N ( 7 0 ) θ = tan ( 9 0 ) θ = 5 c θ stays the same E unchanged Or V and d unchanged Max mark 4 Additional guidance Accept: 4, 4 7, 4 7 Accept: 0, 4, 45 6 a 0 7 or 7% 07 = 444 (V) From graph, t = 95 ms Accept: 9 ms 0 ms 6 b t = CR = R = 5 Ω R Accept: follow through consistent with 6(a) Accept: 0, 4 7, a XC = and XL = πfl πfc πfl 0 = πfc f 0 0 = π LC Show question 7 b From graph, f 0 = 500 (Hz) 500 = π L 0 0 L = 0 0 H 6 7 c Replace the capacitor with another with capacitance ¼ of the original/ F Or Replace the inductor with another with inductance ¼ of the original/ H Accept: f 0 = Accept:, Page 7

62 Question Expected response Max mark Additional guidance 8 a c = c = εμ c = 0 ms 6 8 Accept:, 4, 4 8 b +0% 9 a Repeat extension measurement more than twice. Or Have the wire horizontal. Or Use a travelling microscope to measure wire extension. Or Have a greater number of mass values. Or Measure the diameter at a number of different points on the wire. Any two statements for mark each. 9 b The measurement of L. 9 c i Graph of F (y-axis) against mean L (x-axis) with axes labelled and scaled appropriately. Five points accurately plotted. Line of best fit drawn 9 c ii Gradient = 8 0 gradient L E = A E = E = 74 0 Nm 0 9 Accept: gradient range Gives range for E Accept: 7, 7 7, 7 68 [END OF EXEMPLAR MARKING INSTRUCTIONS] Page 8

63 AH EP9/AH/ National Quali cations EXEMPLAR PAPER ONLY Physics Relationships Sheet Date Not applicable *EP9AH*

64 Relationships required for Physics Advanced Higher ds v dt a dv dt d s dt v u at L I E K I F G Mm r s ut at V GM r v u as d dt d d dt dt o t o t t o s r v r a t r a r v r r v GM r L apparent brightness, b 4 r Power per unit area T 4 L 4 r T 4 r Schwarzschild GM c E hf h p mvr nh x p x h 4 F mv r T Fr T I mr E t F qvb f h 4 L mvr mr a d y dt y Page 0

65 y Acos t or y Asin t v (A y ) E K m (A y ) c t RC o o X C V I E P m y y Asin ( ft x ) x optical path difference where m 0,,... m or m X C fc L di dt E LI X L V I x l d d 4n X L fl W W W X X X Y Y Y Z Z Z x D d n tan i P F Q Q 4 o r E Q 4 o r V Q 4 o r F QE V Ed F IlBsin B oi r Page 0

66 d v t E W QV V peak V rms s v t E mc I peak I rms v u at E hf Q It s ut at E K hf hf 0 V IR v u as E E hf P IV I R V R s u v t T f W mg v f R T R R... R T R R... F ma dsin m E V Ir E W Fd n sin sin R V V R R S E P mgh sin sin v v V V R R E K mv sin c n C Q V P E t I k d E QV CV Q C p mv I P A Ft mv mu path difference m or m where m 0,,... Mm max. value - min. value F G random uncertainty r number of values t t v c l l v c v f o f s v v s z observed rest rest z v c v H 0 d Page 04

67 Additional Relationships Circle Table of standard derivatives circumference =πr area = πr Sphere f (x) sinax cosax f'(x) acosax asinax area = 4πr 4 volume = πr Table of standard integrals f (x) f (x)dx Trigonometry opposite sinθ = hypotenuse adjacent cosθ = hypotenuse opposite tanθ = adjacent sin θ + cos θ = sin ax cos ax a cos ax + C sin ax + C a Moment of inertia point mass I = mr rod about centre I = ml rod about end I = ml disc about centre I = mr sphere about centre I = mr 5 Page 05

68 Group H Hydrogen Li, Lithium Na, 8, Sodium 9 K, 8, 8, Potassium 7 Rb, 8, 8, 8, Rubidium 55 Cs, 8, 8, 8, 8, Caesium 87 Fr, 8, 8,, 8, 8, Francium Electron Arrangements of Elements Group Group Group 4 Group 5 Group 6 Group 7 Group 0 () 4 Be, Beryllium Key Atomic number Symbol Electron arrangement Name () 5 B, Boron (4) 6 C, 4 Carbon (5) 7 N, 5 Nitrogen (6) 8 O, 6 Oxygen (7) 9 F, 7 Fluorine (8) He Helium 0 Ne, 8 Neon Mg, 8, Magnesium Transition Elements () (4) (5) (6) (7) (8) (9) (0) () () Al, 8, Aluminium 4 Si, 8, 4 Silicon 5 P, 8, 5 Phosphorus 6 S, 8, 6 Sulphur 7 Cl, 8, 7 Chlorine 8 Ar, 8, 8 Argon 0 Ca, 8, 8, Calcium Sc, 8, 9, Scandium Ti, 8, 0, Titanium V, 8,, Vanadium 4 Cr, 8,, Chromium 5 Mn, 8,, Manganese 6 Fe, 8, 4, Iron 7 Co, 8, 5, Cobalt 8 Ni, 8, 6, Nickel 9 Cu, 8, 8, Copper 0 Zn, 8, 8, Zinc Ga, 8, 8, Gallium Ge, 8, 8, 4 Germanium As, 8, 8, 5 Arsenic 4 Se, 8, 8, 6 Selenium 5 Br, 8, 8, 7 Bromine 6 Kr, 8, 8, 8 Krypton 8 Sr, 8, 8, 8, Strontium 9 Y, 8, 8, 9, Yttrium 40 Zr, 8, 8, 0, Zirconium 4 Nb, 8, 8,, Niobium 4 Mo, 8, 8,, Molybdenum 4 Tc, 8, 8,, Technetium 44 Ru, 8, 8, 5, Ruthenium 45 Rh, 8, 8, 6, Rhodium 46 Pd, 8, 8, 8, 0 Palladium 47 Ag, 8, 8, 8, Silver 48 Cd, 8, 8, 8, Cadmium 49 In, 8, 8, 8, Indium 50 Sn, 8, 8, 8, 4 Tin 5 Sb, 8, 8, 8, 5 Antimony 5 Te, 8, 8, 8, 6 Tellurium 5 I, 8, 8, 8, 7 Iodine 54 Xe, 8, 8, 8, 8 Xenon 56 Ba, 8, 8, 8, 8, Barium 57 La, 8, 8, 8, 9, Lanthanum 7 Hf, 8, 8,, 0, Hafnium 7 Ta, 8, 8,,, Tantalum 74 W, 8, 8,,, Tungsten 75 Re, 8, 8,,, Rhenium 76 Os, 8, 8,, 4, Osmium 77 Ir, 8, 8,, 5, Iridium 78 Pt, 8, 8,, 7, Platinum 79 Au, 8, 8,, 8, Gold 80 Hg, 8, 8,, 8, Mercury 8 Tl, 8, 8,, 8, Thallium 8 Pb, 8, 8,, 8, 4 Lead 8 Bi, 8, 8,, 8, 5 Bismuth 84 Po, 8, 8,, 8, 6 Polonium 85 At, 8, 8,, 8, 7 Astatine 86 Rn, 8, 8,, 8, 8 Radon 88 Ra, 8, 8,, 8, 8, Radium 89 Ac, 8, 8,, 8, 9, Actinium 04 Rf, 8, 8,,, 0, Rutherfordium 05 Db, 8, 8,,,, Dubnium 06 Sg, 8, 8,,,, Seaborgium 07 Bh, 8, 8,,,, Bohrium 08 Hs, 8, 8,,, 4, Hassium 09 Mt, 8, 8,,, 5, Meitnerium Lanthanides 57 La, 8, 8, 8, 9, Lanthanum 58 Ce, 8, 8, 0, 8, Cerium 59 Pr, 8, 8,, 8, Praseodymium 60 Nd, 8, 8,, 8, Neodymium 6 Pm, 8, 8,, 8, Promethium 6 Sm, 8, 8, 4, 8, Samarium 6 Eu, 8, 8, 5, 8, Europium 64 Gd, 8, 8, 5, 9, Gadolinium 65 Tb, 8, 8, 7, 8, Terbium 66 Dy, 8, 8, 8, 8, Dysprosium 67 Ho, 8, 8, 9, 8, Holmium 68 Er, 8, 8, 0, 8, Erbium 69 Tm, 8, 8,, 8, Thulium 70 Yb, 8, 8,, 8, Ytterbium 7 Lu, 8, 8,, 9, Lutetium Actinides 89 Ac, 8, 8,, 8, 9, Actinium 90 Th, 8, 8,, 8, 0, Thorium 9 Pa, 8, 8,, 0, 9, Protactinium 9 U, 8, 8,,, 9, Uranium 9 Np, 8, 8,,, 9, Neptunium 94 Pu, 8, 8,, 4, 8, Plutonium 95 Am, 8, 8,, 5, 8, Americium 96 Cm, 8, 8,, 5, 9, Curium 97 Bk, 8, 8,, 7, 8, Berkelium 98 Cf, 8, 8,, 8, 8, Californium 99 Es, 8, 8,, 9, 8, Einsteinium 00 Fm, 8, 8,, 0, 8, Fermium 0 Md, 8, 8,,, 8, Mendelevium 0 No, 8, 8,,, 8, Nobelium 0 Lr, 8, 8,,, 9, Lawrencium 9 Page 06