Oxford Cambridge and RSA GCSE (9 1) Physics A (Gateway Science) J249/04 Paper 4, P5 P8 and P9 (Higher Tier) H Year 11 Test Time allowed: 1 hour 45 minutes You must have: a ruler (cm/mm) the Data Sheet for GCSE Physics A You may use: a scientific or graphical calculator an HB pencil First name Last name Centre number Candidate number INSTRUCTIONS Use black ink. You may use an HB pencil for graphs and diagrams. Complete the boxes above with your name, centre number and candidate number. Answer all the questions. Write your answer to each question in the space provided. Additional paper may be used if required but you must clearly show your candidate number, centre number and question number(s). Do not write in the barcodes. INFORMATION The total mark for this paper is 90. The marks for each question are shown in brackets [ ]. Quality of extended responses will be assessed in the questions marked with an asterisk (*). This document consists of 24 pages. DC (KS/TP) 162084/5 OCR is an exempt Charity Turn over
2 SECTION A Answer all the questions. 1 Which sentence about electromagnetic waves is true? A B C D They are longitudinal waves, transmitted through space with the same velocity. They are transverse waves, transmitted through air with the same velocity. They are transverse waves, transmitted through space with different velocities. They are transverse waves, transmitted through space with the same velocity. 2 Light from other galaxies can be red-shifted. Which sentence about red-shift is true? A B C D Light from galaxies moving away from us undergoes red-shift. Light from galaxies moving towards us undergoes red-shift. Nearby galaxies show more red-shift than distant galaxies. Stationary galaxies undergo red-shift. 3 Which row in the table about nuclear fission is true? A Uranium-235 Hit by neutron Splits into smaller nuclei and more neutrons B Uranium-235 Hit by proton Creates larger nuclei and fewer neutrons C Uranium-235 Hit by electron Splits into smaller nuclei and more neutrons D Uranium-235 Hit by neutron Creates larger nuclei and more neutrons J249/04
4 Which wave has the longest wavelength and is used in radiotherapy for cancer treatment? 3 A B C D Gamma-ray Infrared Ultraviolet X-ray 5 A student wants to calculate the kinetic energy (KE) of a toy car. Which equation does she use? A KE = 2 1 mass velocity B KE = 2 1 mass velocity 2 C KE = 2 1 (mass velocity) 2 D KE = 2 1 mass (velocity) 2 J249/04 Turn over
6 Which ray diagram shows the action of a strong concave lens? 4 A B C D J249/04
7 Which sentence about the nuclear fusion of hydrogen is true? 5 A B C D When hydrogen atomic nuclei join to make a large nucleus, energy is absorbed. When hydrogen atomic nuclei join to make a large nucleus, energy is emitted. When hydrogen atomic nuclei split to make a large nucleus, energy is emitted. When hydrogen atomic nuclei split to make a large nucleus, energy is absorbed. 8 A lorry accelerates from 0 km / h to 100 km / h in about 25 s. Estimate the acceleration of the lorry. A 1 m / s 2 B 3 m / s 2 C 6 m / s 2 D 10 m / s 2 9 Which statement describes Newton s 3 rd law of motion? A B C D Energy can be neither created or destroyed Every action has an equal and opposite reaction Force = mass acceleration Objects with balanced forces acting on them will stay at rest, or in constant motion 10 Which formula is correct? A Pressure (N) = force normal to a surface (N) / area of that surface (m 3 ) B Pressure (Pa) = force normal to a surface (kg) / area of that surface (m 2 ) C Pressure (Pa) = force normal to a surface (N) / area of that surface (m) D Pressure (Pa) = force normal to a surface (N) / area of that surface (m 2 ) J249/04 Turn over
11 Which sentence about pressure in liquids is correct? 6 A B C D Pressure causes a net force at all angles to any surface. Pressure causes a net force at right angles to any surface. Pressure causes a net force downwards to any surface. Pressure causes a net force upwards on any surface. 12 A radio wave has a frequency of 3 10 6 Hz and a velocity of 3 10 8 m / s. What is the wavelength of this radio wave? A B C D 1 m 10 m 100 m 1000 m 13 A moving rocket has a velocity of 20 m / s and a momentum of 24 000 kgm / s. Calculate the mass of the rocket. A B C D 48000 kg 24000 kg 12000 kg 1200 kg J249/04
7 14 A lunar lander weighs 24 500 N on the moon and has a mass of 15 100 kg. Calculate the gravitational field strength (g) on the surface of the moon. A 0.616 m / s 2 B 1.62 m / s 2 C 10.00 m / s 2 D 3.70 10 8 m / s 2 15 A power supply provides 48 000 C of charge which transfers 24 000 J of energy to a circuit. Calculate the voltage of the power supply. A B C D 0.5 V 2 V 12 V 1.152 MV J249/04 Turn over
8 SECTION B Answer all the questions. 16 Students in a class investigate stopping distances using bicycles. They compare the stopping distances for one student riding a bicycle at different speeds. Look at the results they collected. Speed (m / s) Thinking distance (m) Braking distance (m) Stopping distance (m) 2 1.6 1.2 2.8 4 3.2 4.8 8.0 6 4.8 10.8 15.6 8 (a) Describe how halving the speed affects the thinking distance.... (b) Describe how tripling ( 3) the speed affects the braking distance.... (c) The student travels at a new speed. He has to brake suddenly. The reaction time for the student is 0.8 s and the thinking distance is 7.2 m. Use the formula: distance = speed time Calculate the initial speed of the student. (d) The student now travels at 8 m / s. Calculate the stopping distance at this new speed. Answer =... m / s [2] Answer =... m [3] J249/04
(e) Five other students in the class measure their reaction time. Look at their results. 9 Student Reaction time (s) A 0.82 B 0.77 C 0.78 D 0.83 E The average reaction time for the students is 0.81 m / s. Calculate the reaction time of student E. Answer =... s [2] (f) It is difficult to measure the thinking distance for the student on the bicycle. Suggest why.... (g) Name two different factors that may increase reaction time when riding a bicycle. 1... 2... [2] (h) Name two different factors that may increase braking distance when riding a bicycle. 1... 2... [2] J249/04 Turn over
10 17 Our Sun formed from a large cloud of dust and gas in space. Explain how this dust and gas changed to produce a star that is now in a long stable period of energy production.................. [4] J249/04
11 18 A rollercoaster car at A is lifted up the slope by an electric motor. It is lifted up the slope until it reaches B. Rollercoaster car B C E G Pool of water A D At B, the electric motor is switched off. The rollercoaster car rolls down the slope past C. It continues its journey until it is slowed by the pool of water at H. (a) Explain what happens to the energy stored by the rollercoaster car when it reaches the pool of water at H.... [3] (b) The highest part of the rollercoaster ride is B. Part G is lower than part E. Explain why the height of the slope must reduce along the rollercoaster ride. Use ideas about the conservation of energy in your answer.... [4] (c) The rollercoaster car has a mass of 1200 kg. It gains 240 kj of energy when lifted to B. Calculate the height of the slope in metres (m). The acceleration due to gravity (g) = 10 m / s 2. F H Answer =... m [4] J249/04 Turn over
12 BLANK PAGE J249/04
13 19 This question is about radioactivity. (a) Radon (Rn) is a radioactive element. It decays by emitting an alpha particle to form polonium (Po). The polonium decays to lead (Pb) and then bismuth (Bi). Complete the four spaces in the decay series. 4 2 α 4 2 α 0 1... 220 Rn Po 86 84... 212 Pb 82...... Bi [4] (b) Carbon is an element. It has 6 protons in its nucleus. Carbon-12, carbon-13 and carbon-14 are isotopes of carbon. Complete the six spaces to show the differences between these isotopes of carbon. carbon-12 carbon-13 carbon-14......... C C C......... [2] J249/04 Turn over
(c)* Carbon-14 is a radioactive isotope produced in the atmosphere by cosmic rays. 14 It is taken in by trees as they grow. When the trees die they stop taking in carbon-14. The carbon-14 already in the trees decays. Carbon-14 has a half-life of 5.73 10 3 years and is used to find the age of ancient trees. Two scientists collect information about living and ancient trees. They examine the same size samples from each tree. Tree Type of tree Mass of carbon-14 in sample (g) Age of tree since death (years) A Living tree 1.95 0 B Ancient tree 0.06 C Ancient tree 0.12 They have different conclusions about the data. Scientist one Tree C is the oldest as there is more carbon-14 left. Scientist two Tree B is the oldest. It is twice the age of tree C. J249/04
15 Use the data to evaluate the conclusions made by the two scientists and use the data to determine the ages since death of trees B and C.... [6] J249/04 Turn over
16 20 This question is about energy generation in the UK. (a) Power stations burn fuels to provide the kinetic energy needed to generate electricity. (i) Look at the information about a coal power station. 10 000 MJ input from coal Coal power station 3500 MJ useful electrical output 3500 MJ heat lost through chimney 3000 MJ heat lost through condensed steam. This goes into cooling towers and is dumped into the river. Use the formula: efficiency = useful output energy transfer (J) input energy transfer (J) Calculate the % of energy wasted by the coal power station. Answer =... % [3] J249/04
17 (ii) Community power stations are more efficient. Look at the information about a community power station. 10 000 MJ input from coal Community power station 3500 MJ useful electrical output 2600 MJ heat lost through chimney 3900 MJ heat used to heat homes, hospitals, public buildings and schools Using the data, show how the efficiency of a community power station is more than double the efficiency of a coal power station.... [4] (iii) Unfortunately, in the UK, there are very few community power stations. Suggest why.... [2] J249/04 Turn over
(b) Power stations use transformers to change the potential difference (p.d.). Look at the diagram of a transformer. 18 Primary p.d. across the coils = 20 000 V Secondary p.d. across the coils = 400 000 V Primary coil = 520 turns Secondary coil Use the formula: potential difference across primary coil potential difference across secondary coil = number of turns in primary coil number of turns in secondary coil Calculate the number of turns in the secondary coil. Answer =... [3] (c) This transformer changes the p.d. across the coils from 20 000 V to 400 000 V. The transformer is designed to work in ambient temperatures up to 50 C and must be surrounded by oil. (i) Suggest one reason why the transformer must be surrounded by oil.... J249/04
19 (ii) Suggest why the temperature of 50 C cannot be exceeded.... [2] (d) The national grid has power lines. Electricity is sent through national grid power lines A and B. Power line Potential difference (V) Current (A) Resistance (Ω) A 400 000 250 3 B 275 000 5 000 80 Power loss (W) (i) Calculate the power loss for each power line. Power line A Answer =... W Power line B Answer =... W [4] (ii) Explain why power line A, with a potential difference of 400 000 V, is usually used in the national grid.... [2] J249/04 Turn over
21 Mains electricity is used in homes to power the heater in a metal hair dryer. The three wires used in mains electricity are: Live wire Neutral wire Earth wire. Look at the simple diagram including the circuit for a heater in a metal hair dryer. 20 Switch in the hair dryer Fuse Live wire Heater Mains switch in the plug socket Earth wire connected to metal case of heater Neutral wire If there is an electrical fault, the fuse and earth wire work together to keep the person using the metal hair dryer safe. Explain how......... [3] J249/04
21 22 A student uses energy from the Sun to heat cold water. She puts cold water into a black teapot and measures the temperature of the water. Infra-red waves from the Sun Thermometer Black teapot containing water Look at the results she gets. Temperature ( C) 45 20 0 200 Time (minutes) (a) State why the water gets hotter in the first 200 minutes... (b) Explain why the black teapot remains at a steady temperature after 200 minutes... [3] J249/04 Turn over
23 A student puts a trolley on a horizontal surface. The trolley is at rest and has a string attached which runs over a pulley. A force supplied by the weight makes the trolley move in the direction of the arrow. Look at the diagram. 22 Horizontal surface Trolley String Pulley Weight (a) Explain how the student could determine the acceleration of the trolley... [2] J249/04
23 (b) The student uses a 5 N weight (force) to pull the trolley. He repeats the experiment a few times with trolleys of different masses and calculates the average acceleration of each trolley. Look at his results. Force on string (N) Mass of trolley (kg) Average acceleration (m / s 2 ) 5 1.0 3.96 5 1.5 2.66 5 2.0 2.02 5 2.5 1.59 5 3.0 1.34 (i) Plot the five points for mass of trolley against average acceleration. 4.0 3.0 Average acceleration (m / s 2 ) 2.0 1.0 0.0 0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0 Mass of trolley (kg) (ii) Use the graph to estimate the acceleration of a 4 kg trolley. Answer =... m / s 2 J249/04 Turn over
24 (iii) The student wants to improve his results. The acceleration seems to be much lower than he expects. Suggest two ways of improving his results so the acceleration is higher. Improvement 1... Improvement 2... [2] END OF QUESTION PAPER Oxford Cambridge and RSA Copyright Information OCR is committed to seeking permission to reproduce all third-party content that it uses in its assessment materials. OCR has attempted to identify and contact all copyright holders whose work is used in this paper. To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced in the OCR Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download from our public website (www.ocr.org.uk) after the live examination series. If OCR has unwittingly failed to correctly acknowledge or clear any third-party content in this assessment material, OCR will be happy to correct its mistake at the earliest possible opportunity. For queries or further information please contact the Copyright Team, First Floor, 9 Hills Road, Cambridge CB2 1GE. OCR is part of the Cambridge Assessment Group; Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge. J249/04