2

1 A student finds the volume of a small glass ball (marble) by two different methods.

(a) method 1

The student:

• places six small glass balls by the side of a metre rule as shown in Fig. 1.1
• makes sure that there are no gaps between the balls.

metre rule

10 11 12 13 14 15 16 17 18 19 20
A B

Fig. 1.1

(i) Take readings on the metre rule of the positions of points A and B shown in Fig. 1.1.

Give your readings to the nearest 0.1 cm.

position of point A = .......................................................... cm

position of point B = .......................................................... cm

[1]

(ii) The length l on Fig. 1.1 is the distance between points A and B.
The average diameter d of one ball can be found using the equation:

l = 6d

Use your answers to (a)(i) to calculate the length l and diameter d. Give your answers to
the nearest 0.1 cm.
l = .......................................................... cm

d = .......................................................... cm
[2]

(iii) The average volume V of one glass ball using this method, is given by the equation:

3.14d 3
V= 6
Calculate V.
V = .................................................. cm3 [1]

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(b) method 2

• The student pours water into a measuring cylinder.

(i) The volume of water in the measuring cylinder V1 is shown in Fig. 1.2.

cm3
50

40 30

30
20
20

10

Fig. 1.2

Write down the reading V1.

V1 = .................................................. cm3 [1]

(ii) • The six glass balls are carefully added to the water in the measuring cylinder.

The new reading on the measuring cylinder V2 is shown in Fig. 1.3.

40

30

Fig. 1.3

The volume VT of the six balls is given by

VT = V2 – V1.

Calculate VT . Show your working.

VT = .................................................. cm3 [1]

(iii) Calculate the average volume V of one ball using this method. Give your answer to the
nearest 0.1 cm3.

V = .................................................. cm3 [1]

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 (c) Suggest whether method 1 or method 2 gives the more accurate value for the volume of the
ball.

Explain your answer.

method giving more accurate value ..........................................................................................

explanation ...............................................................................................................................
[1]
(d) The student now uses the six glass balls to find the average mass of one glass ball using a
small beaker and a top pan (electronic) balance.

Describe the method the student uses.

............................................................................................................................................. [2]
[Total: 10]
2 A student investigates how the temperature of the surroundings affects the rate of cooling of water.

(a) (i) The student:

• pours 100 cm3 of hot water into a 250 cm3 beaker

• uses a thermometer to take the temperature of the water at time t = 0 s.

The thermometer reading at time t = 0 s is shown in Fig. 2.1.

°C
80

70

60

Fig. 2.1

Record the temperature of the water at time t = 0 s in Table 2.1.

Table 2.1
t/s θ / °C
0
...................
30 69

60 67

90 66

120 65

150 64

180 63

210 62

240 61
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[1]
 7

(ii) The student then records the temperature θ of the water every 30 s for 240 s. The results
are recorded in Table 2.1.

Before taking each temperature reading, the student carefully stirs the water in the
beaker. Explain why.

....................................................................................................................................................

....................................................................................................................................................

..................................................................................................................................... [1]

(iii) Calculate the average cooling rate C1 of the water for the first 90 s of the experiment.
Use the readings in Table 2.1 and the equation:

θ0 – θ90
C1 =
t
where θ0 is the temperature of the water at 0 s, θ90 is the temperature at 90 s and t is the
time of 90 s.

Give the unit for C1.

C1 = .................................. unit ............... [2]

(iv) Calculate the average cooling rate C2 of the water for the final 90 s of the experiment.
Use the equation:

θ150 – θ240
C2 =
t
where θ150 is the temperature of the water at 150 s, θ240 is the temperature of the water
at 240 s and t is the time of 90 s.

C2 = .................................. unit ............... [1]

(v) Compare your values of C1 and C2. Explain any difference in these values.

...........................................................................................................................................

....................................................................................................................................................

.............................................................................................................................................. [1]

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(b) The student repeats the procedure described in (a)(i) but this time he places the 250 cm3
beaker inside a larger beaker containing iced water. The arrangement is shown in Fig. 2.2.

thermometer

250 cm3 500 cm3

beaker beaker

iced water hot water

Fig. 2.2

The student reads the temperature θ of the hot water, records the reading and immediately
starts the stop-watch.

Table 2.2. shows the temperature θ at times t = 0 s, 30 s, 60 s, and 90 s.

Table 2.2

t/s θ / °C
0 75
30 68
60 62
90 57

(i) Calculate the average cooling rate of the hot water for the 90 s. Use the readings in
Table 2.2 and the equation:
θ0 – θ90
C3 =
t
C3 = .................................. unit ............... [1]

(ii) Describe how C3 differs from C1. Explain your answer.

.............................................................................................................................................. [1]

(iii) The recorded readings show that this experiment is not a valid comparison of C1 and C3.

By referring to the results recorded in Table 2.1 and Table 2.2, explain why this is not a
valid comparison.
..................................................................................................................................... [1]

(iv) State one other variable that should be kept constant to make a valid comparison.
..................................................................................................................................... [1]
[Total: 10]

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3 A student measures the focal length of a lens.

Fig. 3.1 shows the apparatus she uses and the position of the lens when a clearly focused image
is formed on the screen.

illuminated object
screen
lamp
convex lens in holder

x y
D

Fig. 3.1 (one fifth full size)

The student:

• places the screen a distance D = 60.0 cm from the illuminated object

• places the lens between the object and the screen so that the lens is very close to the
illuminated object
• moves the lens slowly away from the illuminated object until a clearly focused image is formed
on the screen.

(a) (i) Measure and record distance x on Fig. 3.1.

x = .................................................... cm [1]

(ii) Fig. 3.1 is drawn to a scale of one fifth full size.

Use your answer to (a)(i) to calculate the actual object distance u from the lens.

u = .................................................... cm [1]

(iii) Deduce the image distance v, the distance from the lens to the screen when a clear
image is seen.
v = .................................................... cm [1]
(b) Fig. 3.2 shows the shape of the illuminated object and Fig. 3.3 shows the image seen on the
screen.

Fig. 3.2 Fig. 3.3

Describe two differences between the illuminated object and its image on the screen.
...................................................................................................................................................
[2]
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(c) (i) The student moves the screen away from the illuminated object and repeats the
procedure for values of D = 70.0 cm, 80.0 cm, 90.0 cm and 100.0 cm.

Table 3.1 shows the values recorded.

Add your values for u and v from (a)(ii) and (a)(iii) to Table 3.1 on page 12.

Complete Table 3.1 by calculating the value of (u × v) for each value of D.

Give your answers to 3 significant figures.

Table 3.1

D / cm u / cm v / cm (u × v) / cm2
60.0
70.0 21.0 49.0
80.0 19.5 60.5
90.0 18.6 71.4
100.0 17.8 82.2
[2]

(ii) Use the grid provided in Fig. 3.4 on page 13 to plot a graph of (u × v) / cm2 on the y-axis
against D / cm on the x-axis.

You do not need to start your axes at the origin (0,0).

Draw the straight line of best fit. [4]

(iii) The focal length f of the lens is numerically equal to the gradient of the line.

Calculate the gradient of the line. Show all working and indicate on your graph in Fig. 3.4
the values you use.

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Fig. 3.4
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4 Plan an experiment to investigate how the thickness of a metal wire affects its resistance.

The resistance of a wire can be found using the equation:

potential difference (p.d.) across wire

resistance of wire =
current in the wire
The following apparatus is available:

• six lengths of metal wire, each of different thickness

• an ammeter
• a voltmeter
• a power supply
• several connecting leads
• a micrometer.

Other apparatus normally available in a school laboratory can also be used.

In your plan, you should:

• draw a circuit diagram to show how you will use the apparatus
• explain briefly how to carry out the investigation
• state the key variables to keep constant
• draw a table, with column headings, to show how to display readings (you are not required to
enter any readings in the table)
• explain how to use these readings to reach a conclusion.

..........................................................................................................................................................

..........................................................................................................................................................

..........................................................................................................................................................

..........................................................................................................................................................
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1 A student investigates the resistance of a diode when different currents flow through it.

The student sets up the circuit shown in Fig. 1.1.

power source
+ –

X Y P

Fig. 1.1

(a) The student connects a voltmeter into the circuit to measure the potential difference (p.d.)
across the diode.

On Fig. 1.1, draw the symbol for a voltmeter connected to measure the p.d. across the diode.
[1]

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(b) The student:

• uses a connecting lead to connect the terminals X and Y together

• closes the switch
• records the voltmeter reading V
• records the ammeter reading I
• opens the switch and removes the connecting lead.

Fig. 1.2 shows the readings on the voltmeter and the ammeter.

0 V 2 0 A 1

Fig. 1.2

Record the readings shown in Fig. 1.2 in the top row of Table 1.1. [2]

Table 1.1

voltmeter reading ammeter reading resistance of diode

resistance between X and Y / Ω
V/V I /A R/Ω
0
3.3 0.82 0.27 3.0
6.8 0.81 3.7
10 0.81 0.19

(c) Calculate the resistance R of the diode using the equation:

V
R= I

Record your answer in the top row of Table 1.1 to an appropriate number of significant figures.
[2]

(d) The student:

• connects a 3.3 Ω resistor between terminals X and Y

• closes the switch
• records the voltmeter reading V in Table 1.1
• records the ammeter reading I in Table 1.1
• opens the switch and removes the 3.3 Ω resistor
• repeats this procedure for resistors of 6.8 Ω and 10 Ω.

Complete Table 1.1 by inserting the missing values. [2]

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(e) As the resistance between terminals X and Y is changed, the current in the circuit changes.

Examine the results shown in Table 1.1.

Describe how the change in current affects:

(i) the voltage across the diode .............................................................................................

..................................................................................................................................... [1]

(ii) the resistance of the diode. ...............................................................................................

..................................................................................................................................... [1]

(f) A student sets up a circuit using the diagram shown in Fig. 1.1.

The student finds that, when the connecting lead is connected across the terminals X and Y
and the switch is closed, the ammeter does not give a reading.

The ammeter is not broken.

Suggest the error that the student has made while assembling the circuit.

...................................................................................................................................................

............................................................................................................................................. [1]

[Total: 10]

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2 A student investigates the rate of cooling of hot water in a test‑tube under different conditions.

(a) The student:

• arranges a test‑tube as shown in Fig. 2.1

test-tube
stand

Fig. 2.1

• pours 200 cm3 of cold water into a beaker

• pours hot water into the test‑tube until it is approximately one‑third full
• lowers the test‑tube into the beaker of cold water until the level of the hot water in the
test‑tube is below the level of the cold water in the beaker as shown in Fig. 2.2
• places a thermometer into the test‑tube
• waits for approximately 30 s before measuring the temperature and starting a stop‑watch.

stand

beaker

hot water

cold water

Fig. 2.2

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The student measures the temperature θ of the hot water in the test‑tube.

The thermometer reading is shown in Fig. 2.3

80

70

60

Fig. 2.3

Read the thermometer and record the temperature in Table 2.1 at time t = 0. [1]

Table 2.1

test‑tube cooling in cold water test‑tube cooling in warm water

time t / ..........
temperature θ / .......... temperature θ / ..........
0 75
54 68
45 63
41 58
38 55
36 35
34 52

(b) The student measures the temperature θ of the hot water every 30 s for a further 180 s. The
readings are shown in Table 2.1.

(i) Complete the column headings by adding appropriate units. [1]

(ii) Complete the time column. [1]

(c) Describe in detail one precaution that the student must take to make sure that the temperature
measurements are as accurate as possible.

...................................................................................................................................................

............................................................................................................................................. [1]

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(d) The student repeats the procedure in (a) and (b) but with 200 cm3 of warm water instead of
cold water in the beaker as shown in Fig. 2.4.

stand

beaker

hot water

warm water

Fig. 2.4

The student’s readings with warm water are shown in Table 2.1.

(i) One of the student’s readings for warm water recorded in Table 2.1 is anomalous.

Identify the anomalous temperature reading and explain how you decided that the
reading is anomalous.

anomalous reading ............................................................................................................

explanation ........................................................................................................................
[2]
(ii) Use the temperature readings in Table 2.1 to calculate the temperature decrease of the
hot water in the test‑tube after cooling for 180 s in both the beaker of cold water and the
beaker of warm water.
temperature decrease when cooling in the cold water = ..................

temperature decrease when cooling in the hot water = ..................

[1]
(e) (i) Use your answers to (d)(ii) to decide how the temperature of the water in the beaker
affects the rate of cooling of hot water in the test‑tube.

State your conclusion.

..................................................................................................................................... [2]

(ii) Suggest one improvement to the experimental procedure described in (a) and (b) that
allows a more valid comparison to be made between the two rates of cooling.
..................................................................................................................................... [1]

[Total: 10]

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3 A student investigates the balancing of a metre rule which has a load of mass M fixed to it at the
5.0 cm mark.

The student:

• places a pivot under the 50.0 cm mark of the rule

• places another load of mass m = 50 g on the rule
• adjusts the position of the load with mass m = 50 g until the rule is as close to balanced as
possible as shown in Fig. 3.1.

fixed load of mass M

movable load
pivot d of mass m
bench
metre rule
50 cm
0 cm 5 cm 100 cm

Fig. 3.1

Fig. 3.2 shows the position of the 50 g mass when the rule is balanced.

metre rule

92 93 94 95 96 97 cm
view from above

50 g mass

Fig. 3.2 (view from above)

(a) (i) Take readings from the rule and use them to determine the position of the centre of the
50 g mass on the rule.

position of the centre of the 50 g mass = .................................................... cm [2]

(ii) Calculate the distance d from the centre of the 50 g mass to the 50.0 cm mark on the
rule.

Record your answer on the answer line and in Table 3.1 on page 12.

d = ................................................... cm [1]

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1000
(iii) Calculate the value of .
d
Record your answer on the answer line and in Table 3.1 on page 12.
1000 1
= .................................................. [2]
d cm

(b) It is difficult to balance the rule exactly.

Describe a technique that the student uses to make sure that the value of d is as accurate as
possible.

...................................................................................................................................................

...................................................................................................................................................

............................................................................................................................................. [1]

Question 3 continues over the page.

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 12

(c) The student repeats the procedure in (a) for values of mass m from 60 g to 100 g and records
all the readings in Table 3.1.

Table 3.1

1000 1
mass m / g distance d / cm
d cm /
50
60 37.7 26.5
70 32.3 31.0
80 28.2 35.5
90 25.3 39.5
100 22.2 45.0

1000
On the grid provided in Fig. 3.3 on page 13, plot a graph of m on the y‑axis against on
d
the x‑axis. The axes do not need to start from the origin (0, 0).

Draw the straight line of best fit. [4]

(d) (i) Calculate the gradient G of your line. Show all working and indicate on the graph the
values you use.

G = ......................................................... [2]

(ii) The mass M of the load fixed to the rule can be determined using the equation:

M = 22.2 × G

Use your value of G from (d)(i) to calculate the mass M of the load fixed to the rule.

M = ...................................................... g [1]

(e) Suggest why this method of determining the mass M of the fixed load is unsuitable if a
movable load of mass m = 40 g is used.

...................................................................................................................................................

............................................................................................................................................. [1]

[Total: 14]
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Fig. 3.3
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4 A student has a converging (convex) lens and needs to determine its focal length.

Plan an experiment that will enable the student to measure an accurate value for the focal length f
of the lens.

The focal length f of a lens can be calculated using the equation:

uv
f=
u+v
where u is the distance between an object and the lens and v is the distance between the focussed
image of the object and the lens.

Fig. 4.1 shows some of the apparatus available.

triangular object hole cut into a piece of card

lamp card
converging lens

lens holder bench

to power
supply

Fig. 4.1

The lamp is connected to a power supply and can be switched on and off as required.

Write a plan for the experiment.

In your plan you should:

• list any additional apparatus needed

• draw a diagram of the arrangement of the apparatus, labelling u and v
• explain briefly how to do the experiment
• state the steps taken to obtain a sharp, focussed image
• explain how to use your readings to determine f.

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