Science: Double Award

Transcription

1 Centre Number Candidate Number For Examiner s Use Surname Other Names Candidate Signature Examiner s Initials AQA Level 1/2 Certificate Foundation Tier June 2015 Science: Double Award Physics Paper 2F Friday 12 June pm to 2.30 pm For this paper you must have: * a ruler * a calculator * the Physics Equations Sheet (enclosed). 8404/P/2F F Question TOTAL Mark Time allowed * 1 hour Instructions * Use black ink or black ball-point pen. * Fill in the es at the top of this page. * Answer all questions. * You must answer the questions in the spaces provided. around each page or on blank pages. * Do all rough work in this book. Cross through any work you do not want to be marked. Information * The marks for questions are shown in brackets. * The maximum mark for this paper is 60. * You are expected to use a calculator where appropriate. * You are reminded of the need for good English and clear presentation in your answers. Advice * In all calculations, show clearly how you work out your answer. (JUN158404P2F01) P85956/Jun15/E7 8404/P/2F

2 2 Answer all questions in the spaces provided. 1 A teacher demonstrated energy transfer using a cylinder with five similar rods attached underneath. Each rod was made from a different metal. He set up the apparatus as shown in Figure 1. A small metal ring was attached at the top of each rod. Each rod was covered with a thin layer of wax. Figure 1 Cylinder Metal ring Metal rod covered in wax The teacher filled the cylinder with very hot water. The students watched the wax melt. As the wax melted, the rings slid down the rods. 1 (a) (i) Name the energy transfer being demonstrated. Draw a ring around the correct answer. conduction convection radiation 1 (a) (ii) State one hazard in this demonstration. (02)

3 3 1 (a) (iii) Suggest how the risk from this hazard could be reduced. Question 1 continues on the next page Turn over s (03)

4 4 1 (b) The rings slid different distances down the rods. After ten minutes, the students recorded the distance moved by each ring. Their results are shown in Table 1. Table 1 Metal Distance moved by ring in cm Brass 3.5 Bronze 2.6 Copper 7.0 Mild steel 2.3 Stainless steel (b) (i) Use Table 1 to choose the metal that was worst at transferring energy. Give a reason for your answer. [2 marks] Name of metal... Reason... 1 (b) (ii) Use Table 1 to decide which metal would be best for making the base of a saucepan. Give a reason for your answer. [2 marks] Name of metal... Reason... (04)

5 5 1 (b) (iii) Which material is most suitable for the handle of a saucepan? Tick (3) one. Tick (3) Brass Copper Wood 8 Turn over for the next question Turn over s (05)

6 6 There are no questions printed on this page DO NOT WRITE ON THIS PAGE ANSWER IN THE SPACES PROVIDED (06)

7 7 2 Ultraviolet (UV) radiation is part of the electromagnetic spectrum. 2 (a) (i) Complete Figure 2 to show the order of the parts of the electromagnetic spectrum. Use the correct answers from the. [2 marks] Gamma Microwaves Ultraviolet Figure 2 Decreasing wavelength Radio waves Visible Infrared X-rays... light (a) (ii) Use the correct answers from the to complete the sentence. Each answer may be used more than once. [2 marks] higher than lower than the same as UV radiation has a wave speed... infrared radiation and a frequency... gamma radiation. 2 (a) (iii) State one danger of exposure to high levels of UV radiation. Question 2 continues on the next page Turn over s (07)

8 8 2 (b) UV sensitive paper changes colour when exposed to UV radiation. The paper can be dipped in water to prevent further colour change. The colour change is shown in Table 2. Table 2 Level of exposure to UV radiation None Low Medium High Very high Colour of paper White Light blue Mid-blue Dark blue Very dark blue Some students investigated the effect of sun protection factor (SPF) creams on the level of exposure to UV radiation. The students: * used small squares of UV sensitive paper * covered the squares with a thin transparent layer of plastic * spread different SPF creams over the top of the plastic * put the paper under a UV lamp for 5 minutes * removed the plastic and dipped the paper in water. 2 (b) (i) Apart from time, suggest one other control variable. Tick (3) one. Tick (3) Area of UV sensitive paper Distance from UV lamp Volume of water 2 (b) (ii) One piece of paper was covered in plastic and put under a UV lamp for 5 minutes without SPF cream. Suggest why. (08)

9 9 2 (b) (iii) The students carried out the investigation in a darkened room. Suggest why. 2 (b) (iv) The results are shown in Table 3. Table 3 SPF cream None SPF 15 SPF 30 SPF 50 Colour of paper Very dark blue Dark blue Mid-blue Mid-blue Use the information in Table 2 and Table 3 to make a conclusion. [2 marks] 2 (b) (v) Suggest one other SPF cream that the students could use to improve the investigation. Give a reason for your answer. [2 marks] SPF cream... Reason Turn over s (09)

10 10 3 A group of students investigated the electrical resistance of a wire. The students changed the potential difference (p.d.) across the wire and measured the current through the wire. The apparatus was set up as shown in Figure 3. Battery Figure 3 A V Wire to be tested 3 (a) (i) The symbol for the battery is missing. What is the symbol for a battery? Draw a ring around the correct answer. (10)

11 11 3 (a) (ii) Figure 4 shows the scale of the ammeter. Figure A What is the reading on the ammeter? Ammeter reading... A 3 (a) (iii) The ammeter reading was taken while the switch was open. There is an error on the ammeter. What type of error is this? Tick (3) one. Type of error Tick (3) Control Random Systematic Question 3 continues on the next page Turn over s (11)

12 12 3 (b) The students replaced the ammeter for one without an error. The students results are shown in Table 4. Table 4 P.d. in volts Current in amperes (b) (i) The resistance can be calculated using the equation: R = V I Calculate the resistance of the wire when the current through the wire was 0.15 A. Give the unit. [3 marks] Resistance of wire... Unit... (12)

13 13 3 (b) (ii) Use the data from Table 4 to plot a graph of current against p.d in Figure 5. Draw a line of best fit on your graph. [3 marks] Figure Current in amperes P.d. in volts (b) (iii) Circle an anomalous result on your graph. 3 (b) (iv) What is the relationship between the current and the p.d? [2 marks] 12 Turn over s (13)

14 14 4 Figure 6 shows two students on skateboards. The students are stationary. Figure 6 4 (a) (i) What is the momentum of the students? Momentum... kg m/s 4 (a) (ii) The students are told to push against each other. The students move apart. Their teacher states that momentum is conserved. Describe what is meant by momentum is conserved. (14)

15 15 4 (b) The teacher demonstrated the same effect using two trolleys, as shown in Figure 7. There was a compressed spring between the two trolleys. Figure 7 Before spring released Wooden block 1 Trolley A Trolley B Wooden block 2 Wooden blocks were placed at the same distance from each trolley. The compressed spring between the trolleys was released. Releasing the compressed spring pushed the trolleys apart, as shown in Figure 8. Figure 8 After spring released The students looked to see when the trolleys hit the wooden blocks. 4 (b) (i) The mass of the trolleys was the same. Which sentence correctly states what the students observed? Tick (3) one. Trolley A and Trolley B hit the wooden blocks at the same time. Trolley A hit wooden block 1 first. Trolley B hit wooden block 2 first. Question 4 continues on the next page Turn over s (15)

16 16 4 (b) (ii) The teacher repeated the demonstration but put another trolley on top of Trolley B, as shown in Figure 9. Figure 9 Wooden block 1 Trolley A Trolley B Wooden block 2 The students looked to see when the trolleys hit the wooden blocks. Which sentence correctly states what the students observed? Tick (3) one. [2 marks] Trolley A and Trolley B hit the wooden blocks at the same time. Trolley A hit wooden block 1 first. Trolley B hit wooden block 2 first. Give a reason for your answer. 4 (b) (iii) Describe what would happen if the teacher repeated the demonstration in Figure 9, but with two trolleys on top of Trolley B. (16)

17 17 4 (b) (iv) What measurements are needed to calculate the velocity of Trolley A? Tick (3) two es. [2 marks] Tick (3) Distance between the trolley and the wooden block Length of the wooden block Mass of the trolley Time taken 8 Turn over for the next question Turn over s (17)

18 18 5 A teacher carried out a demonstration using the radioactive isotope strontium-90. She used the equipment shown in Figure 10. Figure 10 Detector Counter Strontium-90 The teacher measured the count rate from the strontium-90 three times. She then measured the count rate when small squares of different materials were placed over the strontium-90. She repeated the test twice more. (18)

19 19 5 (a) Which two of the following precautions should the teacher have taken to keep herself and the students safe? Tick (3) two es. [2 marks] Precaution Tick (3) Kept all doors open Kept the distance between the detector and the counter the same Kept the students as far away from the radioactive isotope as possible Reset the counter to zero after each test Used tongs with long handles to pick up the radioactive isotope Question 5 continues on the next page Turn over s (19)

20 20 5 (b) The teacher s results are shown in Table 5. Table 5 Material Count rate in counts per minute Test 1 Test 2 Test 3 Mean No material Sheet of paper Thin aluminium Thick lead (b) (i) Calculate the mean count rate when thick lead was placed over the radioactive isotope strontium-90. Mean count rate... counts per minute 5 (b) (ii) The results in Table 5 must be corrected for background count rate. The background count rate was 23 counts per minute. Calculate the mean corrected count rate from the strontium-90 with no material placed over it. Mean corrected count rate from the strontium counts per minute (20)

21 21 5 (b) (iii) What conclusion can be made about the type of radiation that strontium-90 emits? Tick (3) one. [3 marks] Tick (3) Strontium-90 emits alpha radiation. Strontium-90 emits beta radiation. Strontium-90 emits gamma radiation. Give two reasons for your answer Turn over for the next question Turn over s (21)

22 22 6 Scientists have designed a javelin that contains a satellite communication transmitter. The javelin can be dropped from an aeroplane and can land vertically in the ice of a glacier. Scientists can use information from the transmitter to track the movement of glaciers. The javelin must not land too deep in the ice or else the transmitter will be buried. The javelin must land deep enough in the ice so that it does not fall over. The javelin is shown in Figure 11. Figure 11 Parachute Transmitter Javelin 6 (a) As a model, a teacher asked her students to investigate how the surface area of a parachute affects how deep an iron nail goes into sand. The equipment used in this investigation is shown in Figure 12. Parachute Figure 12 Iron nail Bucket of sand (22)

23 23 6 (a) (i) Suggest two variables in this investigation that should be kept the same. [2 marks] (a) (ii) The students put a mark every 5 mm along the iron nail so that they could easily measure how deep the nail went into the sand. The students thought that putting marks 5 mm apart instead of 1 cm apart would improve the results of the investigation. What would this improve? Tick (3) one. Tick (3) Accuracy Resolution Validity Question 6 continues on the next page Turn over s (23)

24 24 6 (b) The students data is shown in Table 6. Table 6 Surface area of parachute in cm 2 Depth iron nail went in in mm Test 1 Test 2 Test 3 Mean (b) (i) The students suggested that the results of the investigation are precise. Which of the following is the best description of precise? Tick (3) one. Tick (3) The results show little spread about the mean value. The results are all close to the true value. There are no anomalous results. 6 (b) (ii) One surface area of parachute has an anomalous result. Identify which surface area of parachute gave the anomalous result. Surface area of parachute... cm 2 (24)

25 25 6 (b) (iii) Calculate a more suitable mean for the depth the iron nail went into the sand for the surface area of parachute identified in part (b)(ii). Depth iron nail went in... mm 6 (c) (i) Write a conclusion for this investigation. Explain your conclusion. [3 marks] Conclusion... Explanation... 6 (c) (ii) Suggest one way of improving this investigation. 6 (d) The scientists must decide on the surface area of parachute needed for the javelin with the satellite communication transmitter. How could the ideas in this investigation be used to help the scientists? [3 marks] 13 END OF QUESTIONS (25)

26 26 There are no questions printed on this page DO NOT WRITE ON THIS PAGE ANSWER IN THE SPACES PROVIDED (26)

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28 28 There are no questions printed on this page DO NOT WRITE ON THIS PAGE ANSWER IN THE SPACES PROVIDED Acknowledgement of copyright-holders and publishers Permission to reproduce all copyright material has been applied for. In some cases, efforts to contact copyright-holders have been unsuccessful and AQA will be happy to rectify any omissions of acknowledgements in future papers if notified. Copyright ª 2015 AQA and its licensors. All rights reserved. (28)