9749(2023) H2 Physics

Data-based Questions

Data-Based Questions

In Support of Practices of Science

Science is more than just acquiring knowledge. It includes understanding the nature of Science, and
how it is generated, established, and communicated. DBQs typically show varied types of data
presentation and is an opportunity for students to demonstrate their ability to digest data, to apply
knowledge in the real-world context, and to recognise technological limitations/trade-offs in each
situation.

Assessment Style

DBQs will appear at the end of Paper 2. The context is likely novel and may involve concepts from
beyond the syllabus. There will be sufficient contextual information provided. The DBQ(s) will
constitute 20 – 25 marks (out of the total 80 marks in Paper 2). Therefore, we should reserve the
last 30 minutes for tackling DBQs.

Paper Type of Paper Duration Weighting (%) Marks

1 Multiple Choice 1h 15 30

Structured Questions 1 h 30 min 23 60

2 30 80
- Data-Based Question(s) 30 min 7 20

3 Longer Structured Questions 2h 35 80

Practical 2h 16 44
4 20 55
- Planning Question 30 min 4 11

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What to expect for a DBQ

We should expect the unexpected. Cliches aside, note that the following is non-exhaustive:

Possible Types of Data Skillset Needed

• Knowledge from • Linearisation of equations
within syllabus • Selection and/or justifying choice of graph axes
• Paragraphs and • Calculation of constants
prose • Verification of validity for proposed relationships
• Novel equations • Graph-drawing
• Tables • Figure / Diagram sketching
• Graphs • Extracting and using relevant info
• Statistics • Interpreting of meaning behind equations and/or
quantities in an equation
• Weighing pros and cons

Also, expect lengthy questions. We provide a few past-year DBQs to illustrate:

SG 2017: Solar-powered Aircraft (23 marks across 7 pages)

SG 2018: LEDs (22 marks across 5 pages)

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SG 2019: Gravitational Waves (24 marks across 5 pages)

SG 2020: F1 Tyres (24 marks across 6 pages)

SG 2021: X-rays (22 marks across 5 pages)

To get ourselves familiar with DBQs, we will go through a few lecture examples. We will be
deliberately explicit in highlighting the type of skills being examined when developing our answers.

We will not be going through the questions in full. Instead we selected a few interesting interesting
examples that show varied types of data.

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Lecture Example 1: Analysis of braking of a vehicle

Skills
Modern vehicles are provided with different types of brakes. In cars, the foot brake Extract info
is the most important with respect of control and safety of a vehicle while the hand
brake is used as a reserve brake. Brake 1: foot
Brake 2: hand
One of the principal braking parameters of a vehicle is the deceleration a. This
criterion should satisfy the following condition

a ≥ [ 0.10 + 0.85 (φ − 0.20)] g constant × g

where φ is the coefficient of cohesion and g is the acceleration due to gravity.

factors: wheel
The values of the deceleration of braking calculated according to the formula (tyres) and
depend on the physical features of the wheel and road friction. road condition

In reference books for experts’ examination of traffic accidents as well as in

scientific references on dynamics of vehicles, the provided value of coefficient of
cohesion of tyres with dry asphalt is φ = 0.80. The value of the coefficient of typical values
cohesion equal to 0.80 may be applicable only to old cars and tyres produced about of φ
the year 1980. For the present-day cars, the maximum coefficient of cohesion φ is
between 1.00 to 1.20, if braking takes place on dry asphalt.

The anti-lock brake system (ABS) is required to ensure distribution of braking forces ABS prevents
between the wheels to prevent the wheels from locking and therefore causing the skidding
car to skid. The majority of modern vehicles are equipped with ABS, and their real
braking distance is close to the theoretically calculated one based on the maximum deceleration
values of the coefficient of cohesion. So, the deceleration of such vehicles may be close to g
close to g = 9.81 m s . For vehicles without ABS, the deceleration will be smaller.
−2

(a) (i) Calculate the minimum deceleration of present-day cars with ABS while apply novel
braking on dry asphalt. [1] equation

ax = [0.1 + 0.85(1.0 – 0.2)]g = 7.65m s−2

(ii) Assuming a car experiences constant deceleration during braking,

calculate the maximum braking distance for a present- use existing
day car travelling at 50 km/h. [2] knowledge
(kinematics)

2
v= u 2 + 2as
2
 50 × 103 
=0   + 2( −7.65)s
 3600 
s = 12.6 m

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(iii) State and explain whether the braking distance of a vehicle will change
while braking on wet asphalt. [1] deduce
logically
minimum deceleration decrease as friction reduced between tyre and wet surface
braking distance will increase

(iv) Suggest two disadvantages of modern vehicles that have very large deduce
deceleration when braking if travelling on an expressway. [2]
logically
1. driver/passenger may experience discomfort (carsick) travelling in vehicle
2. tailgating (less modern) vehicles may not brake in time and collide
3. tyres wear out sooner

(b) A car has two important braking devices and they function independently. The
foot brake is operated by foot and the hand brake is operated by hand.

When a car has a brake test, two sets of measurements are made:
1. maximum braking force on wheels produced by operating the foot brake.
2. maximum braking force produced by operating the hand brake.

Typical data for a car of mass 900 kg are as follows.

maximum braking
description
force / N
foot brake 6700

hand brake 2000

In order to determine if the brakes are satisfactory, the data are

applied to a chart (called a nomogram) like the one shown in Fig. 1.1. This
chart has three vertical lines marked with scales.

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stopping
distance from
maximum braking
mass of car
braking force efficiency % S/m
M / kg
F/N
100 20
90

5000 80 25
C
70
4000 30
20000 60
18000
3000 16000
14000 50 40
12000
10000
2000 8000 40 50
7000 B
6000
1500 5000 60
4000 30
70
3000
25 80
1000
900 A 2000 90
800 20 100
700
1000
600

500 Fig. 1.1

The central vertical line is for the maximum braking force. The left line is for the
mass of the car. The right line is for the braking efficiency and the stopping distance
from an initial speed of 20 m s−1 . The braking efficiency E is defined by the deduce that
equation each straight
line represents
deceleration of car a particular car
E= × 100 of a particular
acceleration of free fall
mass with a
As an example of the use of this chart for the car of mass 900 kg, the figures in the particular
table show a maximum braking force for the foot brake of 6700 N. The point A braking force
corresponding to the mass and the point B corresponding to the braking force are
joined to give a straight sloping line. This line is extended to cut the braking and how the
efficiency scale at the point C, and shows that in this particular case, the stopping braking
distance S from a speed of 20 m s is about 27 m.
-1 performance
will turn out as
(i) On Fig. 1.1, draw a line to represent results of the hand brake test on the a result
car of mass 900 kg.

(ii) From Fig. 1.1, determine the braking efficiency corresponding to hand
brake test. [1]

22.5%

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(iii) Calculate the deceleration corresponding to this value of braking do not use
efficiency. [1] F 2000
=
a =
deceleration of car m 900
= E × 100
acceleration of free fall = 2.22 m s−2
deceleration of car though it gives
= 22.5 × 100
9.81 same answer
deceleration = 2.21 m s−2 to 2 s.f. Qns
stated to work
with efficiency.

(iv) Show that the deceleration is approximately g = 9.7 m s−2 when both foot
brake and hand brake are applied to stop a 900 kg car of speed of
use existing
20 m s−1 . [1] knowledge
Ffoot + Fhand =
ma (forces)
6700 + 2000 =
900a
a = 9.67 m s−2
 9.7 m s−2 ( 2 s.f.)

(v) Suggest why it is not advisable to use the braking technique in (b)(iv). [1] deduce
1. driver should have both hands on steering wheel logically
not release hand to use handbrake
2. car may lock up and skid; not designed for using both foot brake and
hand brake at the same time / ABS does not apply to hand brake

(c) Now consider a car of mass 1300 kg. The data for maximum braking force and
stopping distance from 20 m s−1 are given in Fig. 1.2.

F/N s/m
3000 88.0
4000 66.0
5000 54.0
6000 45.0
7000 37.5
8000 32.5
10000 27.0
12000 23.0

Fig. 1.2

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Data-based Questions

(i) Use Fig. 1.1 to determine the stopping distance when F = 7000 N. Show graph work.
your construction. [1] also reminder
37.5 m (± 1 m) to bring full
geometry set
(ii) On Fig. 1.3, plot the point corresponding to F = 7000 N and draw the line for all
of best fit. [1] Physics
exams
s/m

90

80

70

60

50

40

30

20

10

0
0 2 4 6 8 10 12 14 F / kN
Fig. 1.3

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(iii) Use Fig. 1.3 to determine the work done when the maximum braking force graph work:
is 9000 N. State any assumptions made in your calculations. [2] read points
accurate to
assume constant braking force throughout deceleration half smallest
work done
= Fs
= ( 9000 )( 29.5=) 2.66 × 105 J square

(d) (i) A passenger of mass 70 kg was not wearing a seat belt and was sleeping
Extract info
at the front seat of a car. The car of mass 1300 kg was travelling at
20 m s−1 when a maximum braking force of 12000 N was applied on it.

Using Fig. 1.1 and the equation for braking efficiency, determine the
minimum force that the passenger would have to apply to prevent himself also, the last
from flying off the seat. parts are each
question are
Show your working clearly. usually more
demanding in
car of mass 1300 kg, braking force of 12 000 N, efficiency is 87.5%
deceleration of car order to
= E × 100 differentiate
acceleration of free fall
exam
deceleration of car candidates
= 87.5 × 100
9.81 further
deceleration = 8.58 m s−2
=
Fon passenger m=
passenger acar (=
70 )( 8.58 ) 601 N

(ii) Suggest whether the passenger would be able to prevent himself from
flying off the seat. [1]
v= u + at
0= 20 + ( −8.58 ) t
t = 2.33 s
unlikely; passenger only has about 2 seconds to react from sleeping condition to
exerting a force that is nearly his whole body weight

Lecture Example 2: Blackbody Radiation

Skills
An object that is at a higher temperature than its surroundings loses thermal energy
by emitting electromagnetic radiation. For loss of thermal energy as
electromagnetic radiation, the intensity I λ of the emitted radiation of wavelength λ
varies with wavelength λ . Fig. 2.1 shows the variation of I λ with λ for the body
when it is at 1000 K. The distribution of intensity is different at different
temperatures, as shown in Fig. 2.2

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1000 K

Fig. 2.1 0
0 1000 2000 3000 4000 5000 6000
λ / nm

1200 K

1100 K

1000 K
900 K
800 K
700 K
Fig. 2.2
0 V 600 K
0 1000 2000 3000 4000 5000 6000
λ / nm

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(a) (i) On the horizontal axis of Fig. 2.2, indicate with the letter V a wavelength use existing
that is in the visible region of the electromagnetic spectrum. [1] knowledge
somewhere between 400 nm – 700 nm (waves)
(ii) Hence suggest why, at a temperature of 1100 K, the object would glow
with a red colour. [1]
intensity of longer, visible wavelengths at red end from 600-700 nm
is much more those below 600 nm.
object will appear predominantly red.

(b) At any temperature T, the graph of Fig. 2.2 shows a peak corresponding to a
wavelength λmax and an intensity Imax . Data for T and λmax are shown in
Fig. 2.3.

T/K λmax / nm T λmax / K nm

600 4830 2898000
700 4140 2898000
800 3610 2888000
900 3210 2889000
1000 2900 2900000
1100 2630 2893000

Fig. 2.3

(i) Without drawing a graph, show that T λmax = constant and determine the lab skills
constant. [3] (verifying
average T λmax = 2894000 K nm constants)
values of T λmax are consistent at 2900 000 K nm (to 2 s.f.)
max − min 2900000 − 2893000
= × 100% = × 100% 0.242%
smallest value 2893000

largest percentage deviation in the values is less than 1%

relationship likely valid

(ii) Hence determine the wavelength for maximum intensity at a temperature

T of 1200 K. [2]

average constant = 2894000 K nm

constant 2894000
= λmax = = 2412 nm
T 1200

(c) The total intensity of emitted radiation from a particular body at temperature
T is I tot . Fig. 2.4 shows the values of lg (T / K ) plotted against the
corresponding values lg ( I tot / W m−2 ) .

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2.2
(3.025, 2.12)
2.1

2.0

1.8

1.6

1.4

1.2
(2.75, 1.02)

1.0
2.7 2.8 2.9 3.0 3.05 3.1

Fig. 2.4
It is known that I tot varies with T according to the relation graph work.
linear
I tot = cT n
equation,
where c and n are constants.
draw line of
(i) Use Fig. 2.4 to determine a value for n. [3]
best fit,
lg (=
Itot ) lg ( c ) + n lg (T ) . finding
Plot of lg ( Itot ) against lg (T ) will yield a straight line gradient
with y-intercept lg ( c ) and gradient n
y1 − y 2 2.12 − 1.02
gradient
= = = 4.00
x1 − x2 3.025 − 2.75
n = 4.00

(ii) For this body at T = 900 K, I tot is found to be 71 W m−2 .

Use these data and your answer to (i) to determine I tot for the body at
temperature 1200 K. [3]
4
taking ratio of I tot = cT
4 4
I1200  1200   1200 
= 
I 900  900  ⇒ I1200
= 
900  ( 71
= ) 224 W m−2
 

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(d) Using your answer to (b)(ii), sketch on Fig 2.2, the variation with wavelength
λ for a temperature of 1200 K.
start at origin, intensity consistently higher than graph for 1100 K, peak at λmax =
2412 nm, shaper peak than 1100 K graph, height approx ×3.2 of 900 K graph

(e) The radiation emitted by a hot body may be used as a means of determining
the temperature of the body.
(i) Suggest and explain a property of the radiation that could be used for this
purpose. [2]
peak wavelength λmax because the higher the temperature,
the shorter the wavelength
(ii) Suggest one advantage and one disadvantage of this method for
measuring temperature. [2]
advantage: non-contact measurement of temperature
disadvantage: not suitable for temperatures below 600K, intensity is weak so
detection may not be accurate

Lecture Example 3: Explosion Fireballs

Skills
A serious hazard for fire-fighters is the explosion of containers of 'liquefied gas'
(butane) that have been heated in a fire. When the butane suddenly burns in an
explosion, the fire spreads very rapidly in the form of a spherical fireball of
increasing radius that is at very high temperature. In order to study such fireballs, a
series of experiments is carried out. Some butane of volume 12.5 × 10 −3 m3 is put
in a sealed container and is then heated until it explodes. The variation with time t
of the radius R of the fireball is determined. The results are shown in Fig. 3.1.
20

16

R/m

12

1.0
0 10 20 30 40 50 60
t / ms
Fig. 3.1

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Data-based Questions

(a) Use Fig. 3.1 to question

(i) describe, without any calculation, the variation with time of the rate at identified
which the radius of the fireball increases, [2] which feature
[graph segment] [description] to describe
from 0 ms to 45 ms, rate of increase decreases with time
from 45 ms to 60 ms, rate of increase is constant

(ii) suggest why, in a room of length 12 m, width 5 m and height 3 m, such an use relevant
explosion would be very hazardous. [3] info
time taken for fireball to engulf whole room
is maximum 23 ms judging by the longest dimension of 12 m;
leaves very little reaction time to escape the room

(b) It is thought that, for a fixed volume of butane, the radius R of the fireball varies with time t
according to the expression
R n = kt m
where n and m are integers and k is a constant.
Some corresponding values of lg t and lg R for the data in Fig. 3.1 are plotted on Fig. 3.2.
1.4

1.3

(1.74, 1.22)

1.2

1.1

1.0 (1.04, 0.94)

0.9
1.0 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8
Fig. 3.2

(i) On Fig. 3.2,

1. plot the point corresponding to time t = 40 ms,
log ( t ) log
= = ( 40 ) 1.60;
log ( R ) log
= = (14.8 ) 1.17
2. draw the best-fit line for all the plotted points. [2]
(ii) Determine the gradient of the line drawn in (i) 2. [2]
y1 − y 2 1.22 − 0.94
gradient
= = = 0.400
x1 − x2 1.74 − 1.04

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(iii) Hence suggest values for the integers n and m. Explain your working. [3]
R n = kt m use relevant
( R ) lg ( k ) + m lg ( t )
n lg= info
lg ( k ) m
(R )
lg= +   lg ( t )
n n
m
since   = 0.400 , m can be 2, n can be 5
n

(c) The experiment is repeated using similar containers but with different volumes of butane. The
results are shown in Fig. 3.3.
20 volume of
container / m3

16

R/m

12

1.0
0 10 20 30 40 50 60
t / ms
Fig. 3.3
Without drawing a further graph, show that, at time t = 40 ms, the radius R of the lab skills
fireball is related to the volume V of butane by the expression (verifying
R 5 = cV constants)
where c is a constant. [3]
calculating c for at least 3 sets of data
R/m V / 10−3 m3 c / 103 m2
14.8 12.5 56800
14.2 10.0 57700
13.4 7.5 57600
12.4 5.0 58600
10.8 2.5 58800
average c = 57900 × 103 m2
max − min 58800 − 56800
× 100%
= × 100% 3.5%
=
smallest value 56800
largest percentage deviation in the values is less than 5%
c is likely constant so expression likely valid
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(d) (i) The equation in (c) may also be applied to other exploding gases.
Suggest one physical quantity on which the constant c will depend. [1]
pressure of gas

(ii) The data were collected for butane in a container in a room. use relevant
Suggest one other situation where the theory developed predicts a high info
level of hazard for firefighters. [1]
in open space, force of explosion can send fragments and objects with high
speeds over large distances

Lecture Example 4: A Lorry’s Tachograph

Skills
Statistics for road traffic accidents are sometimes interpreted as showing that many Extract info
occur as a result of speeding or fatigue of the driver. As a result, some countries
have introduced laws to limit the speed at which vehicles may travel and also the
length of time a person may drive without a rest. In order to enforce these laws,
some types of vehicles are fitted with tachographs. A tachograph records, on a
circular chart, amongst other information, the times at which the vehicle is being
drive, together with its speed. One such chart from a lorry tachograph is shown.

12
18
6

24

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The time of day, using the 24-hour clock, is shown on the inner scale. Each Extract info
concentric circle represents a speed measured in kilometres per hour (km h-1). For
example, at time 1215H, the lorry was travelling at 40 km h-1.

(a) Use the Fig. to determine

(i) the speed of the lorry at 1130H, [1] Extract info
80 km h-1

(ii) the length of time for which the lorry was stationary between 0800H and Extract info
1200 noon. [1]
1.25 hour (from 0900H – 1015H)

(b) Suggest what evidence is provided between 0800H and 1300H for Extract info
(i) some device on the lorry which limits its maximum speed, [1]
between 1030H and 1200H, speed does not exceed 80 km h-1

(ii) the lorry being in a congested area with heavy traffic between 1245H and Extract info,
1300H. [2] deduce
between 1245H and 1300H, the average speed is low at about 20 km h -1
logically
speed fluctuates up and down, suggesting frequent stopping and starting

(c) The table below shows data for a particular journey.

time of day activity

1600H – 1800H resting

1800H accelerates to 40 km h-1
1800H – 1830H continues at 40 km h-1
1830H accelerates to 65 km h-1
1830H – 1910H continues at 65 km h-1
1910H stops

Draw on the tachograph the trace which would be produced for this journey.
(d) The tachograph is one form of speed-time graph.
(i) State how the following information may be obtained from a speed-time
graph. use existing
1. acceleration [1] knowledge
gradient of tangent at that point in time (kinematics)

2. distance travelled [1]

area under graph, in-between desired time interval

(ii) Use the tachograph to estimate the distance travelled by the lorry between
1200H and 1300H. [4]
estimate speed as 45 km h between 1200H and 1245H
-1

estimate speed as 20 km h-1 between 1245H and 1300H, total 35 km

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(e) When the tachograph is switched off, the chart stops rotating and the speed
recorded is the maximum for the chart.
(i) State the time at which the tachograph was switched off. [1] Extract info
just before 1415H

(ii) Suggest why, when the tachograph is switched off, it is desirable for the deduce
speed recorded to be the maximum, rather than zero. [2] logically
distinguishes from times at which lorry is stationary
not possible for lorry to reach 100 km h-1 due to speed limiting device

Ending Notes

First, is that DBQs tests more of our skills at handling data, weighing costs-vs-benefits in analysis
and our aptitude in applying the scientific method. To do so effectively, we should all develop relevant
attitudes such as a concern for accuracy and precision, being objective and having academic
integrity. These are transferable skills too, skills that will be valued for future studies and employment.

Second, is that we should learn to be comfortable with unfamiliarity and uncertainty. The nature
of DBQs means that we will never be able to predict the scenario and/or the topics of Physics that
that the examiners will deploy in their questions. Counter-intuitively, such methods of working
through problems and forcing ourselves to reason through our thinking, actually enables us to learn
more effectively, even if it seems more incoherent, more intermittent, more frustrating or more
confusing (https://doi.org/10.1073/pnas.1821936116).

Third, is that DBQs favours the curious. Many of the DRQs responses require logical deductions.
They are natural exercises of "how to... ", "what might result if...", "why is it like that...". It confers
natural advantages to those of us who take an active interest in knowing more about the world, from
the simple act of reading the product labels on our shampoos, to never backing down from a good
intellectual discourse. If we were literature teachers, we'd probably advise you to stop every once in
a while to smell the flowers.

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