Department of Physics Internal Examinations

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A-level Physics
Thermal physics
October 2024 Time allowed: 48 minutes
For this paper you must have:
• a pencil and a ruler
• a scientific calculator
• a Data and Formulae Booklet.

LEAVE BLANK UNTIL PAPER IS MARKED

What I must do to improve for next time
Test reflection (be as specific as possible):
Marks awarded (/45): ………………

Marks lost: ………………

Marks lost due to:

i) Subject knowledge : ………………

ii) Problem solving ………………

iii) Calculation error: ………………

iv) Explanations lacking detail: ………………

v) Misunderstanding/Misreading question: ………………

vi) Timing: ………………

vii) Sig figs / units: ………………

Q1.

Hot air ballooning is one way to explore the landscape.

Air in a balloon is heated from underneath by a set of
burners and the balloon starts to rise.

(a) In 1991, Per Lindstrand and Richard Branson

become the first people to cross the Pacific in a hot air
balloon.
With a volume of 7.4 × 104 m3 the balloon was, at the
time, the largest ever built.

Calculate the energy supplied by the burners to heat the air from 20.0 °C to 35.0 °C.
average density of air in the balloon = 1.20 kg m−3
specific heat capacity of air = 1010 J kg−1 K−1

(3)
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Energy = ...........................................................

(b) The first balloons used were filled with hydrogen and sealed to keep the volume constant. As the
balloon rose there would be changes in the pressure of the hydrogen due to the temperature changes
of the atmosphere.

(i) Calculate the new pressure exerted by the hydrogen if the temperature changed from 20.0 °C to
−5.0 °C, as the balloon rose from ground level.

pressure exerted by the hydrogen in the balloon at ground level = 1.01 × 105 Pa
(2)
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New pressure = ...........................................................

(ii) State two assumptions that you must make to calculate this change.
(2)
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*(iii) By considering the motion of molecules in the gas, explain why the pressure exerted by the gas
decreases as it cools.
(3)
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(Total for Question = 10 marks)

Q2.
The heating element of an electric shower has a power of 6.0 kW.

(a) The shower is operated from a 230 V mains supply.

Calculate the resistance of the heating element.

(2)
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Resistance = ...........................................................
(b) Water enters the shower at a temperature of 7.5 °C.

Calculate the water flow rate required to give an output temperature of 37.5 °C.

specific heat capacity of water = 4200 J kg−1 K−1

(3)
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Flow rate = ...........................................................

(Total for Question = 5 marks)

3.

A cup contains 180 g of black coffee at a temperature of 82 °C. 68 g of milk at a temperature of 2.7 °C
is added to the coffee. An ideal temperature range for drinking coffee is said to be 50 °C to 60 °C.

Deduce whether the coffee will be within the ideal temperature range when the milk is added.

initial temperature of milk = 2.7 °C

specific heat capacity of black coffee = 4.2 × 103 J kg−1 K−1

specific heat capacity of milk = 3.9 × 103 J kg−1 K−1

(3)
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(Total for question = 3 marks)

Q4.
A student uses the apparatus shown to investigate the relationship between pressure and volume of a
gas.

Air is trapped in a glass tube of uniform cross-sectional area. As the pressure of the trapped air is
increased, the length of trapped air decreases. The student collects data and plots the following
graph.

(a) State the variables that should be controlled in this investigation.

(2)
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 (b) Theory suggests that, for the air trapped in the tube, the pressure p is inversely proportional to
the volume V.

Use the graph to show that this relationship is correct. State an assumption that you are making.
(4)
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(c) the day that the investigation was carried out, the temperature in the laboratory was 20 °C.

Calculate the number of air molecules trapped in the tube.

cross-sectional area of tube = 7.5 × 10−5 m2

(3)
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Number of air molecules = ...........................................................

(d) State how the graph would change if

(i) the air molecules in the tube were replaced by the same number of molecules of hydrogen gas.
(1)
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(ii) the temperature of the laboratory was substantially higher.
(2)
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(Total for Question = 12 marks)

Q5.

At the Culham Centre for Fusion Energy (CCFE) experiments are carried out to investigate nuclear
fusion and the properties of plasmas. A plasma consists of ionised gas, containing positive ions and
electrons.

In a plasma experiment 5.0 mg of deuterium, an isotope of hydrogen, occupies a volume of 98 m3.

The temperature of deuterium is raised to 1.3 × 108 K. In this experiment, the deuterium behaves as
an ideal gas.

(i) Calculate the pressure due to the deuterium ions.

mass of deuterium ion = 3.3 × 10−27 kg
(3)
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Pressure = ...........................................................

(ii) Calculate the root mean square speed of the deuterium ions at this temperature.
(2)
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Root mean square speed = ...........................................................

(Total for question = 5 marks)

 Q6.
A solar panel transfers energy at a rate of 1.2 kW to liquid passing through it. The liquid
has a specific heat capacity of 4.0 kJ kg−1 K−1.

When the liquid flows through the solar panel, its temperature increases by 3.0 K.

The flow rate of the liquid is

A 0.10 kg s−1.

B 1.1 kg s−1.

C 10 kg s−1.

D 100 kg s−1.
(Total 1 mark)

Q7.
An ice cube of mass 0.010 kg at a temperature of 0 °C is dropped into a cup containing
0.10 kg of water at a temperature of 15 °C.

What is the maximum estimated change in temperature of the contents of the cup?

specific heat capacity of water = 4200 J kg−1 K−1

specific latent heat of fusion of ice = 3.4 × 105 J kg−1

A 1.5 K

B 8.7 K

C 13.5 K

D 15.0 K
(Total 1 mark)
Q8.
A fixed mass of gas is heated at constant volume. The graph is drawn for this process.

What do x and y represent?

x y
A pressure in Pa temperature in ºC

B temperature in ºC pressure in Pa

C pressure in Pa temperature in K

D temperature in K pressure in Pa
(Total 1 mark)

Q9.
The diagram shows two flasks X and Y connected by a thin tube of negligible volume.

The flasks contain an ideal gas.

The volume of X is twice the volume of Y. When X is at a temperature of 100 K and Y is at

a temperature of 400 K there is no net transfer of particles between the flasks.

X contains gas of mass m.

What is the mass of gas in Y?

C 2m

D 8m
(Total 1 mark)
Q10.
Brownian motion

A makes it possible to see the motion of air molecules.

B is caused by the collisions of smoke particles.

C is caused by collisions between air molecules and

smoke particles.
D occurs because air is a mixture of gases and the
molecules have different masses.
(Total 1 mark)

Q11.
Which of the following is not used as valid assumption when deriving the equation
𝑁𝑚 2
𝑝𝑉 = 1⁄3 𝑐
𝑉 𝑟𝑚𝑠
in the simple kinetic theory of gases?

The molecules suffer negligible change of

A momentum on collision with the walls of the
container.
Attractive forces between molecules are
B
negligible.
The duration of a collision is negligible
C
compared with the time between collisions.
The volume of the molecules is negligible
D
compared with the volume of the gas.
(Total 1 mark)

Q12.
Three particles are travelling in the same plane with velocities as shown in the vector
diagram.

What is the root mean square speed of the particles?

A 4.3 m s−1

B 7.5 m s−1

C 19 m s−1

D 56 m s−1
(Total 1 mark)
Q13.
What is the total internal energy of 2.4 mol of an ideal gas which has a temperature of
15 °C?

A 6.0 × 10–21 J

B 1.4 × 10–20 J

C 4.5 × 102 J

D 8.6 × 103 J
(Total 1 mark)

Q14.
A gas occupies a volume V. Its particles have a root mean square speed (crms) of u.
The gas is compressed at constant temperature to a volume 0.5V.

What is the root mean square speed of the gas particles after compression?

B u

C 2u

D 4u
(Total 1 mark)

Q15.
A sample P of an ideal gas contains 1 mol at an absolute temperature T.

A second sample Q of an ideal gas contains mol at an absolute temperature 2T.

The total molecular kinetic energy of P is E.

What is the total molecular kinetic energy of Q?

(Total 1 mark)
Mark Scheme
B
Q1.

(a)

(b)(i)

(b)(ii)

(b)(iii)

10
Q2.

Q3.

Q4.
Q5.
Q6.
A
0.10 kg s−1.
[1]

Q7.

B
[1]

Q8.
B
temperature in °C pressure in Pa
[1]

Q9.
A
[1]

Q10.
C
[1]

Q11.

A
[1]
Q12.
A
4.3 m s−1
[1]

Q13.
D
[1]

Q14.
B
u
[1]

Q15.
C
[1]
Examiner's Report
Q1.
a
This question required recall of AS knowledge and, as a result, few candidates mentioned the lack of
balance between upthrust and weight. There was a general lack of synoptic thinking seen in the answers
to this question part. Even those who realised that the density of the air would decrease, failed to link this
to the upthrust produced and then to the fact that if the balloon is to rise the upthrust must be greater than
the weight.

a
This was very well answered, with the vast majority of students gaining full marks. Where marks were lost
it was most often for a mistake in finding the temperature difference correctly but sometimes for a wrong
rearrangement of the mass = density × volume equation.

bi
This part of the question was well done, with very few failing to score at all, with not many candidates
forgetting to convert Celsius to Kelvin. Candidates seemed to be more likely to get the right answer if they
started with p2/p1 = T2/T1

bii
Although not penalised, there were several references to air instead of hydrogen. Most students scored 1
or 2 of the first two marking points. Constant volume was a common non-scoring answer. Hardly any
mentioned the idea of temperature the same inside and out.

biii
It was common to see that kinetic energy of the molecules decreases but very rare to be able to give the
mark because average missing from the KE references. By and large mp2 was awarded most often. The
rate of change of momentum with the walls was mostly poorly explained, if at all.

Q2.
(a)

Candidates answered this question very well, with nearly all scoring full marks. A very small proportion
lost the second mark mainly due to a power error. Use of I = P/V and R = V/I and the mark scheme
method were equally popular ways of obtaining the correct answer with units. There were very few
algebraic errors and kW was usually converted into W correctly.
 Results Plus: Examiner Comments
The "use of equation" mark is awarded, but the final answer has the wrong power of 10. The
candidate has converted kW into W incorrectly.

Results Plus: Examiner Tip

Learn the power of 10 conversions for the standard SI prefixes.

Results Plus: Examiner Comments

The final mark is not awarded, as units are omitted.

Results Plus: Examiner Tip

Always check units for quantities that you calculate.

(b)
Nearly all candidates scored the temperature mark, although sometimes candidates
unnecessarily converted to kelvin before subtracting values. Occasionally, the temperature
difference was wrongly converted to kelvin. Many could not link energy transferred to rate of
energy transfer so were unable to calculate the water flow rate.

A common incorrect answer seen was E= 1 × 4 200 × 30 =12 600J, where mass was taken to be
1 and the energy value obtained was taken as the flow rate.

Several candidates tried to calculate v by writing mcΔT= ½mv2, and responses which equated
mcΔT to VIt were seen on more than one occasion.

Results Plus: Examiner Comments

The candidate has calculated a temperature difference, but rearranged the question
incorrectly before substituting values. Hence this response is awarded just 1 mark.

Results Plus: Examiner Tip

Substitute values before re-arranging equations, as a substitution into an incorrectly re-
arranged equation will not be given the "use of equation" mark.

Q3.

Most students made a good start to the question, applying the formula ΔQ = mcΔθ, but
identifying the correct temperature change proved troublesome to many. While the
straightforward way to deduce whether the temperature would be within the required range was
to calculate the final temperature of the drink, some students attempted alternative approaches,
such as calculating the mass of one of the liquids that would ensure a temperature at one end of
the range or comparing the required energy transfer with the actual energy transfer, but they
rarely linked their results to an adequate conclusion.

Q4.
(a)
Although a large proportion of candidates scored full marks there was a significant minority
scoring just one mark. The temperature mark was the mark awarded most often. Failure to gain
the second marking point was largely due to not highlighting that it was the mass of air/gas that
needed to remain constant: candidates simply stating that 'mass should be constant'. References
to the volume/mass/density/amount of oil were common, as were references to the pressure or
the diameter / cross section area of tube being constant. Some candidates clearly do not know
and understand control variables because many answers included the volume / length of tube.
Some good responses just quoted 'a fixed mass of gas at constant temperature', indicating that
they had been taught the conditions quite thoroughly.

Results Plus: Examiner Comments

A list of possible variables requiring the examiner to select the correct answer is unlikely
to score marks. Both pressure and volume were variables in this experiment, and so
their presence in the list negates the marks that would have been awarded for
temperature and mass of gas.

Results Plus: Examiner Tip

When asked for a specific number of items, make sure that you list only the number
required. Incorrect responses will impact upon your overall mark.

(b)

This question was not so much about the experiment but about the interpretation of data. This
point was not grasped by some candidates, who proceeded to refer to an experiment that they
had seen similar to this, giving experimental detail that they had remembered. Focusing instead
on the data, it is clear that a numerical method of identifying the relationship is required. There
were some good answers that identified the assumption that volume is directly proportional to the
length of the trapped gas, that pressure multiplied by the length should be constant and that
some numerical values should be taken from the graph to show this and then comments made
about the product of them.
Some candidates gained no credit as they simply presented a descriptive answer with no attempt
to use the quantitative information supplied. Others noted a few relevant readings from the graph
(gaining mp 3), but did not know what to do with them. Some candidates calculated the gradient
at one point of the graph, claiming that since this was a negative gradient it showed an inversely
proportional relationship. Others simply claimed that since one increased and the other
decreased, this showed the relationship was inversely proportional. Responses such as these
indicate a basic misconception regarding inverse proportionality which needs to be addressed by
teaching.

For those candidates who realised that they had to check that the data provided confirmed the
relationship there were some ways of getting close, without gaining full credit. These included
stating that pV = k but without stating that 'k' is constant, and stating that two different values of
pL gives the same result but without actually doing the calculation for mp 4.
Results Plus: Examiner Comments
The candidate has read a pair of values from the graph, although the analysis of the
data is weak and so no further marks can be awarded.

Results Plus: Examiner Tip

Check that you have carried out all of the numerical processes that the equation
demands.
Results Plus: Examiner Comments
This is a good response worth all 4 marks.
(c)

Most candidates could convert celsius in to kelvin and were able to identify that the ideal gas
equation is needed for this question. However, there were cases where the candidates did not
convert the values from the graph in to the correct units (e.g. instead of 45 kPa they used 45 in
the equation or instead of converting the length into metres they use the length value in cm as
obtained from the graph).

Results Plus: Examiner Comments

The candidate has left the temperature in celsius, and so is awarded just 1 mark for
"use of the equation".

Results Plus: Examiner Tip

Always check that quantities are expressed in SI units before you substitute into
equations.

(d)

In this question many candidates referred to the pressure and temperature and, in most cases,
correctly stated the relationship between pressure and temperature. However, they often failed to
mention what happens to the graph.

(d)(i)

This was generally well answered, with many candidates recognising that there would be no
change in the graph. Some candidates wrote about the gradient of the graph changing, or the
graph shifting to the left/right and so lost out on the mark.
(d)(ii)

This was poorly answered with only a small proportion scoring full marks. Those that scored one
mark did so from mp 2. Here some candidates discussed the graph stretching and surprisingly
there were some who thought that the graph would shift down or shift to the left. Many
candidates did not realise that the P and V would increase in proportion to one another so many
references seen to the gradient of the graph. Sketched graphs usually helped candidates to
score the marks.

Results Plus: Examiner Comments

This response is worth full marks for each part.
Results Plus: Examiner Comments
This response scores 1 mark for part (i), but the graphs in part (ii) are not clear enough
for marks to be awarded.

Results Plus: Examiner Comments

This is a typical response in which references to pressure, rather than the graph, are
given. There is 1 mark for part (ii) for identifying that the shape of the curve remains the
same.

Results Plus: Examiner Tip

Read through your answers to ensure that what you have written makes sense.
Q5.

(i) As seen in previous series, students often experienced difficulty with relating the mass of the
sample, the mass of a molecule and the number of molecules, which meant that they could not
arrive at a correct value. A significant number also had problems with the unit mg.

(ii) In this part of the question the mass of the sample was often used instead of the mass of a
molecule. The final step of calculating the square root of the mean square speed was also
omitted quite frequently.

(iii) While students could usually calculate the wavelength shift and add it to the original
wavelength, they often omitted the step of doubling the wavelength shift specified for this
context. Those who read the question fully were able to avoid this error.