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Physics paper 2 mock H (U5W) Ricardo Ruiz

Subject Science
My marks 14 marks from 67 possible
Due on Feb 6 2025 3:10PM

Total marks 67
Percent 21%
Questions 25

42/67

Question 1
The Sun emits a continuous spectrum of electromagnetic waves.

Figure 1 names some of the groups of waves in the electromagnetic spectrum.

Figure 1

A B Infrared Visible light Ultraviolet C Gamma rays

Name groups A, B and C in Figure 1.

A. radio waves
B. micro waves
C. x rays

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Question 2
The Sun emits a continuous spectrum of electromagnetic waves.

Figure 1 names some of the groups of waves in the electromagnetic spectrum.

Figure 1

A B Infrared Visible light Ultraviolet C Gamma rays

Give one similarity and one difference between the properties of ultraviolet waves and gamma rays.

Similarity

Teacher comment:

Same speed in a vacuum Both ionising

Both transfer energy
Both transverse 1 Mark

Difference

ultraviolet is less penetrating

Teacher comment:

1 Mark

Question 3
Figure 1 shows white light split into a spectrum of different colours by a glass prism.

Figure 1

Light changes direction when it enters the glass prism.

What name is given to this process?

refraction

1
1 Mark

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Question 4
Figure 1 shows white light split into a spectrum of different colours by a glass prism.

Figure 1

Use the Physics Equations Sheet to answer these questions.

(a) Write down the equation that links frequency (f), wavelength (λ) and wave speed (v).

wave speed = f requency × wavelength

Teacher comment:

1 Mark

(1)

(b) The wave in the middle of the spectrum has a wavelength of 5.0 × 10–7 m.

wave speed of light = 3.0 × 108 m/s

Calculate the frequency of the wave.

14
6 × 10

wave speed = f requency × wavelength

14
Frequency = 6 × 10 Hz

(3)

Teacher comment:

3 Marks

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Question 5
A student investigated how the acceleration of a trolley is affected by the force acting on the trolley.

Figure 1 shows some of the equipment used.

Figure 1

Describe a method the student could use.

Your answer should include any extra equipment needed.

Use a pulley with weights attached to pull the trolley along

Add a constant amount of weights on the trolley to keep mass the same
Add varying weights on the end of the pulley to act as a force (in 1n weights)
Use a set of light gates to record the time it takes for the trolley to pass through,
calculating velocity then acceleration
Record this on a graph
Repeat readings to and calculate a mean ignore anomolies

Teacher comment:
Use light gates to determine speed and time
5
Computer calculates acceleration
Repeat for different numbers of slotted masses
6 Marks

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Question 6
A student investigated how the acceleration of a trolley is affected by the force acting on the trolley.

Figure 1 shows some of the equipment used.

Figure 1

Table 1 shows one set of results for a similar investigation.

Table 1

Resultant force in newtons Acceleration in m/s2

1.2 1.6

(a) Which of Newton's laws predicts that the acceleration of the trolley is proportional to the resultant force
on the trolley?

Tick one box.

First law

Second law

Third law

(1)

1
1 Mark

(b) Determine the acceleration of the trolley when the resultant force is 3.6 N.

Use Table 1.

4
3.6 × ​

= 4.8

Acceleration = 4.8 m/s2

(2)

2
2 Marks

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Question 7
A student investigated how the acceleration of a trolley is affected by the force acting on the trolley.

Figure 1 shows some of the equipment used.

Figure 1

Use the Physics Equations Sheet to answer these questions.

(a) Write down the equation that links acceleration (a), mass (m) and resultant force (F).

resulant f orce = mass × acceleration

Teacher comment:

1 Mark

(1)

(b) A resultant force of 0.42 N acts on a different trolley.

The acceleration of the trolley is 1.2 m/s2.

Calculate the mass of the trolley.

F
​ = m
a

0.42
​ = 0.35
1.2

Mass of trolley = 0.35 kg

(3)

Teacher comment:

3 Marks

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Question 8
A teacher used a ripple tank to demonstrate water waves.

The teacher used a lamp to project a shadow of the water waves onto a screen below the ripple tank.

Figure 1 represents the shadow of the water waves seen on the screen.

Figure 1

The teacher adjusted the frequency of the waves produced in the ripple tank.

The teacher measured the wavelength five times.

Table 1 shows the results.

Table 1

Measurement 1 2 3 4 5 Mean

Wavelength in millimetres 96 99 97 X 97 97

(a) Calculate value X in Table 1

(96 + 99 + 97 + 97 + x)
​
= 97
5

389 + x + = 485

X = 96 mm

2
2 Marks

(2)

(b) The teacher states that the results are very precise.

Which of the following supports the statement made by the teacher?

Tick one box.

The mean value is very close to the true value.

The spread of values about the mean is very small.

The values are all given to the nearest millimetre.

The wavelength measurement was taken five

times.

(1)

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1
1 Mark

Question 9
Describe the difference between longitudinal waves and transverse waves.

longitudinal waves are at right angles of each other

tranverse

Teacher comment:

the vibrations in longitudinal waves are parallel to the direction of energy transfer
(whereas) the vibrations in transverse waves are perpendicular to the direction of energy
transfer
2 Marks

Question 10
A teacher demonstrated the motor effect.

Figure 1 shows the equipment used. The equipment includes a permanent magnet.

Figure 1

The copper rod remains stationary while the switch is open.

Complete the sentence.

The tendency for an object to remain stationary is called inertia .

1
1 Mark

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Question 11
A teacher demonstrated the motor effect.

Figure 1 shows the equipment used. The equipment includes a permanent magnet.

Figure 1

When the switch is closed the copper rod accelerates

In which direction will the copper rod accelerate?

Tick one box.

THIS ONE

0
1 Mark

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Question 12
A teacher demonstrated the motor effect.

Figure 1 shows the equipment used. The equipment includes a permanent magnet.

Figure 1

When the switch is closed the copper rod accelerates

Explain one way the teacher could increase the acceleration of the copper rod

Increase te current

Teacher comment:

EXPLANATION NEEDED - So that resulatant force increases 1

2 Marks

Question 13
Figure 1 shows an iron bar and a permanent magnet

Figure 1

Describe how the permanent magnet could be used to test if the iron bar is also a permanent magnet.

One side sould repel te sout side if permanent and one sould attract te nort side

Teacher comment:

2 Marks

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Question 14
Figure 1 shows a magnetic compass used by walkers.

Figure 1

Explain how a magnetic compass provides evidence that the Earth has a magnetic field.

Teacher comment:

the compass points in the same direction because it aligns itself with the Earth’s
magnetic field
2 Marks

Question 15
Figure 1 shows a garden chair hanging from a spring.

Figure 1

Which of the following describes the relationship between the weight (W) acting on the spring and the
extension (e) of the spring?

Tick one box.

W=e W ∝e

W~e W<e

1
1 Mark

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Question 16
Figure 1 shows a garden chair hanging from a spring.

Figure 1

The person in Figure 1 has a weight of 750 N.

The person's weight causes the spring to extend by 60 mm.

Calculate the spring constant of the spring.

Use the Physics Equations Sheet.

06
750 = k × 0.06

Spring constant = N/m

750 = k × 0.060
k = 750 / 0.060
k = 12 500 N/m

0
3 Marks

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Question 17
Figure 1 shows a garden chair hanging from a spring.

Figure 1

The manufacturer of the chair tests a new spring to see if it is suitable to hang the chair.

The spring can store a maximum of 1800 J of elastic potential energy before it becomes inelastically
deformed.

Describe what is meant by 'inelastically deformed'

it exceeds its constant of proportionality so it does not return to its original shape
when all forces are removed

Teacher comment:

2 Marks

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Question 18
Figure 1 shows a garden chair hanging from a spring.

Figure 1

The manufacturer of the chair tests a new spring to see if it is suitable to hang the chair.

The spring can store a maximum of 1800 J of elastic potential energy before it becomes inelastically
deformed.

Calculate the maximum extension of the spring before the spring becomes inelastically deformed.

spring constant = 225 N/m

Use the Physics Equations Sheet.

2
1800 = 0.5 × 225 ×e

1800 ÷ 112.5 = 16

√16 = 4

Maximum extension = 4 m

3
3 Marks

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Question 19
Figure 1 shows a garden chair hanging from a spring.

Figure 1

The manufacturer of the chair tests a new spring to see if it is suitable to hang the chair.

The spring can store a maximum of 1800 J of elastic potential energy before it becomes inelastically
deformed.

Evaluate the suitability of the new spring to hang the chair.

maximum elastic potential energy = 1800 J

spring constant = 225 N/m

weight of person = 750 N

distance between the bottom of the chair and the ground = 30 cm

Include a calculation in your answer.

Use the Physics Equations Sheet.

750 × 0.03 = 22.5

2
0.5 × 225×e = 22.5

22.5
​
= 0.2
112.5

Teacher comment:

e = 750 / 225
e = 3.3(m)
extension will be too great so not suitable for use in the chair 3 Marks

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Question 20
Figure 1 shows a child dropping a stone into water.

Figure 1

When the child drops the stone it passes the child's feet with a velocity of 3.1 m/s.

The child's feet are 6.3 m above the water.

acceleration due to gravity = 9.8 m/s2

Calculate the velocity of the stone as it hits the water.

Use the Physics Equations Sheet.

Give your answer to 2 significant figures.

2 2
(f inal v) − (3.1) = 123.48

2
(f inal v) = 123.48 + 9.61

(f inal v) = √133.09

Velocity (2 significant figures) = 13 m/s

Was correct except no need to add anything

1 0
4 Marks

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Question 21
Figure 1 shows a child dropping a stone into water.

Figure 1

Velocity is a vector.

Describe the velocity of the stone as it falls through the air.

Assume there is no air resistance.

velocity

Teacher comment:

(magnitude) increases (uniformly)

direction remains constant 2 Marks

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Question 22
Figure 1 shows a child dropping a stone into water.

Figure 1

Figure 2 shows the stone just after it has entered the water

Figure 2

As the stone moves through the water, the stone slows to a constant velocity.

Explain why.

Teacher comment:

drag is greater than weight (so) there is a resultant force acting in the opposite direction to 0
the velocity (causing deceleration) as velocity decreases the drag decreases (until) drag is
equal to weight (so velocity is constant)
4 Marks

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Question 23
A car contains a device called a black box. The black box records the velocity and acceleration of the car.

The car was travelling at a constant velocity. The driver then reacted to a hazard.

Figure 1 shows the velocity–time graph for the car.

Figure 1

Determine the deceleration of the car.

Give the unit.

25
​ = 7.7 m
3.25

Decelaration = 7.7

Teacher comment:

2 Marks

Unit m/s^-2

Teacher comment:

1 Mark

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Question 24
A car contains a device called a black box. The black box records the velocity and acceleration of the car.

The car was travelling at a constant velocity. The driver then reacted to a hazard.

Figure 1 shows the velocity–time graph for the car.

Figure 1

The driver of the car has a reaction time of 0.75 s.

Determine the stopping distance of the car.

Use the Physics Equations Sheet.

Use Figure 1.

stopping distance = thinking distance + braking distance

2
(26) = 2 × 7.7 × d

676 = 15.4 × d

676
​ = 43.9 + 0.75
15.4

Stopping distance = 44.65 m

Teacher comment:

thinking distance s = 26 × 0.75 s = 19.5 (m) 3

BECAUSE THE THINKING DISTANCE IS EQUAL TO THE TIME TAKEN X THE VELOCITY
THEN THIS IS ADDED TO THE TOTAL 5 Marks

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Question 25
A car contains a device called a black box. The black box records the velocity and acceleration of the car.

If the black box records large decelerations, it identifies that the driving may be dangerous.

Explain why large decelerations may be dangerous.

because newtons third law says for every force in a certain direction there is an
equal and opposite force in the opposite direction so a large deceleration could
cause a large backwards force which could harm the driver.

Teacher comment:

2
the greater the deceleration the greater the force
(and) large forces can cause injury
2 Marks

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