5054_s10_qp_21
A paper of Physics, 5054
Questions:
11
Year:
2010
Paper:
2
Variant:
1
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1
shows the speed-time graph of a ball. The ball is dropped at time t = 0. 0.5 1.0 1.5 2.0 2.5 3.0 0.04 0.08 0.12 0.16 0.20 0.24 0.28 t / s speed ––––– m / s After t = 0.20 s, the ball falls at a constant speed. Explain, using ideas about forces, why the speed of the ball is constant after time t = 0.20 s. At t = 0, a different ball is dropped from rest. Until t = 0.20 s, this ball has a constant acceleration equal to the acceleration of free-fall. After t = 0.20 s, its acceleration decreases. State the value of the acceleration of free-fall. Determine the speed of the second ball at t = 0.20 s. speed = On , draw the speed-time graph for the second ball from t = 0 to t = 0.28 s.
1. Motion, forces and energy  →  1.2. Motion
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2
For Examiner’s Use shows a weight of 4.0 N attached to a spring. rule spring pointer weight 4.0 N The unstretched length of the spring is 8.0 cm. With the 4.0 N weight attached to the spring, the length is 14.0 cm. The spring is within its limit of proportionality. State what is meant by the limit of proportionality of a spring. The 4.0 N weight is replaced with a 2.0 N weight. Calculate the new length of the spring. new length = Describe how the apparatus in is used to obtain readings to plot an extension-load graph.
1. Motion, forces and energy  →  1.5.3. Elastic deformation
1. Motion, forces and energy  →  1.3. Mass and weight
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3
For Examiner’s Use shows a student rubbing her hands together. State the main energy conversion that causes the hands to become warm. State why the hands become even warmer if they are pressed harder together when rubbing. The average force used to slide one hand along the other is 1.2 N. In each movement, one hand moves 0.080 m. The other hand remains stationary. Calculate the number of movements needed for 2.0 J of work to be done. number = Each movement takes 0.20 s. Calculate the average power developed. power =
1. Motion, forces and energy  →  1.7.5. Power
1. Motion, forces and energy  →  1.7.2. Work
1. Motion, forces and energy  →  1.7.1. Energy
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4
For Examiner’s Use and Fig.4.2 are diagrams of a ripple tank being used to show two properties of waves. shows wavefronts approaching a barrier in the water. barrier wavefronts Complete to show the reflection of the wavefronts at the barrier. shows the wavefronts approaching shallow water above a piece of glass. wavefronts piece of glass beneath water Complete to show the wavefronts in the shallow water. As the wave passes into the shallow water, state what, if anything, happens to 1. the wave speed, 2. the frequency.
3. Waves  →  3.1. General properties of waves
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5
For Examiner’s Use shows a ray of white light incident on a glass prism. glass prism red light red light white light is not complete; it shows only the ray of red light produced from the white light. On , draw the ray of blue light produced in, and beyond, the prism. State two colours of the spectrum found between the red and blue rays. shows the same prism with the ray of white light incident at a different angle. white light white light Q is complete; no spectrum is produced. Explain why no light emerges from the prism at Q. Explain why no spectrum is produced.
3. Waves  →  3.2.4. Dispersion of light
3. Waves  →  3.2.2. Refraction of light
3. Waves  →  3.2.1. Reflection of light
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7
For Examiner’s Use shows a circuit with two resistors in series. V 6 V 800 Ω 1600 Ω Calculate the current in the circuit. current = ……………………… Calculate the reading on the voltmeter. voltmeter reading = …………………… and show circuits containing a capacitor and a transistor respectively. V high resistance capacitor open switch open switch transistor EITHER Explain the action of the capacitor shown in when the switch is closed. OR Explain the action of the transistor shown in when the switch is closed.
4. Electricity and magnetism  →  4.3.2. Series and parallel circuits
4. Electricity and magnetism  →  4.3.3. Action and use of circuit components
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8
For Examiner’s Use shows two coils of wire wound on an iron ring. One coil is connected in series to a switch and a d.c. supply. The other coil is connected to a very sensitive centre-zero ammeter. iron ring open switch d.c. supply centre-zero ammeter At first the switch is open, as shown in . The following actions are taken in turn. Describe and explain what happens to the reading on the ammeter in each case. The switch is closed. The switch is left closed for a long time. The switch is opened.
4. Electricity and magnetism  →  4.4.2. Electrical safety
4. Electricity and magnetism  →  4.2.4. Resistance
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9
shows a laboratory thermometer. °C –10 State the range of the thermometer. State one change in the design of the thermometer to increase its range. Describe how the behaviour of a more sensitive thermometer is different from a less sensitive thermometer. State one change in the design of the thermometer to make it more sensitive. Describe how a clinical thermometer differs from a laboratory thermometer. A diagram may be included in your answer. For Examiner’s Use In the space below, draw a labelled diagram of a thermocouple thermometer. State two reasons why a thermocouple thermometer is sometimes a better choice than a laboratory thermometer. shows a copper block of mass 1.8 kg with two holes in the top. An 80 W heater is placed in one hole and a thermometer in the other. heater copper block thermometer The heater is switched on for 5.0 minutes. Assume that no energy is lost from the block. Calculate the energy supplied to the block. energy supplied = The specific heat capacity of copper is 390 J / (kg °C). Calculate the rise in temperature of the block. temperature rise =
2. Thermal physics  →  2.2.2. Specific heat capacity
2. Thermal physics  →  2.3.4. Consequences of thermal energy transfer
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10
For Examiner’s Use 10 shows a car braking system. The brake fluid is an oily liquid. brake pedal master piston pivot brake drum brake shoe return spring master cylinder brake fluid slave pistons pivot The brake drum rotates with the wheel of the car. Explain how pushing the brake pedal makes the brake shoes rub against the drum. The cross-sectional area of the master piston is 2.0 cm2. A force of 140 N is applied to the master piston. Calculate the pressure created in the brake fluid by the master piston. pressure = N / cm2 The cross-sectional area of each slave piston is 2.8 cm2. Calculate the force exerted on each slave piston by the brake fluid. force = The force exerted on the master piston is greater than the force applied by the foot on the brake pedal. Using the principle of moments, explain this. For Examiner’s Use shows a master cylinder sealed at one end. Instead of brake fluid, the cylinder contains air. d piston of area 2.0 cm2 sealed end air When a force is applied to the piston, the length d changes from 6.0 cm to 4.0 cm. The pressure of the air increases but the temperature stays constant. Describe how the molecules of the air exert a pressure. Explain why the pressure increases even though the temperature stays constant. The initial pressure of the air inside the cylinder is 1.0 × 105 Pa. Calculate the final pressure of the air. State the formula that you use in your calculation. pressure = Air bubbles form in the brake fluid of . State the effect this has on the braking system.
1. Motion, forces and energy  →  1.8. Pressure
1. Motion, forces and energy  →  1.6. Momentum
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11
For Examiner’s Use 11 Complete the table of . type of radiation nature of radiation charge alpha-particle two protons and two neutrons positive beta-particle gamma-ray Technetium-99 is a radioactive isotope that emits gamma-rays and it has a half-life of 6.0 hours. In a hospital, a solution containing this isotope is injected into a patient. The solution travels around the body and the isotope attaches to cancer cells. A few hours after the injection, an instrument is used to detect the gamma-rays emitted by the isotope. A high reading on the instrument indicates the position of cancer cells. Explain what is meant by half-life. Explain why an isotope emitting gamma-rays is used rather than an isotope emitting alpha-particles. For Examiner’s Use Explain why using an isotope with a half-life of 6 hours is better than using an isotope with a half-life of 6 minutes. Explain why using an isotope with a half-life of 6 hours is better than using an isotope with a half-life of 6 days. A different radioactive isotope used in hospitals has a half-life of 13 hours. A sample of this isotope and a detector are placed in a lead box. The count rate is recorded every minute for three minutes. The values obtained are 3202, 3140 and 3258 counts per minute. Explain why the three readings are not the same. Estimate the time taken for the average count rate to fall to 200 counts per minute. time taken = The sample and the detector are taken out of the lead box. The count rate rises slightly because of background radiation. State one cause of background radiation.
5. Nuclear physics  →  5.2.5. Half-life
5. Nuclear physics  →  5.2.1. Detection of radioactivity
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