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Basics of Electricity Part 1

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145 views117 pages

Basics of Electricity Part 1

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jingcong liu

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You are on page 1/ 117

In the circuit shown in the diagram the cell has negligible internal resistance.

What happens to the reading of both meters when the resistance of R is decreased?

Reading of ammeter Reading of voltmeter

A increases increases

B increases decreases

C decreases increases

D unchanged decreases

(Total 1 mark)

Haberdashers Monmouth School For Girls Page 1 of 117

A battery of negligible internal resistance is connected to lamp P in parallel with lamp Q as
2. shown in Figure 1. The emf of the battery is 12 V.

Figure 1

(a) Lamp P is rated at 12 V 36 W and lamp Q is rated at 12 V 6 W.

(i) Calculate the current in the battery.

answer = ____________________ A
(2)

(ii) Calculate the resistance of P.

answer = ____________________ Ω
(1)

(iii) Calculate the resistance of Q.

answer = ____________________ Ω
(1)

Haberdashers Monmouth School For Girls Page 2 of 117

(b) State and explain the effect on the brightness of the lamps in the circuit shown in Figure 1
if the battery has a significant internal resistance.

___________________________________________________________________

___________________________________________________________________
(3)

Figure 2

(i) Explain why the lamps will not be at their normal brightness in this circuit.

______________________________________________________________

______________________________________________________________
(2)

Haberdashers Monmouth School For Girls Page 3 of 117

(ii) State and explain which of the lamps will be brighter assuming that the resistance of
the lamps does not change significantly with temperature.

______________________________________________________________

______________________________________________________________
(3)
(Total 12 marks)

A battery in a laptop computer has an electromotive force (emf) of 14.8 V and can store a
3.
maximum charge of 15. 5 × 103 C. The battery has negligible internal resistance.

(a) Calculate the maximum amount of energy this battery can deliver.

energy ____________________ J
(2)

(b) The average power consumption of the laptop is 30 W.

Estimate how long the laptop can be operated from the fully charged battery. Give your
answer in hours.

time ____________________ hours

(2)
(Total 4 marks)

Haberdashers Monmouth School For Girls Page 4 of 117

A cordless phone handset contains two rechargeable cells connected in series. Each cell has an
4. emf of 2.0 V and, when fully charged, the combination stores energy sufficient to provide 850 mA
for 1 hour.

(a) Calculate the total energy stored by the two cells when fully charged.

energy stored ____________________ J

(3)

(b) The internal resistance of each cell is 0.60 Ω.

Calculate the potential difference across the two cells when they are connected in series
across a 20.0 Ω load.

potential difference ____________________ V

(3)
(Total 6 marks)

Haberdashers Monmouth School For Girls Page 5 of 117

The circuit diagram below shows a battery of electromotive force (emf) 12 V and internal
5. resistance 1.5 Ω connected to a 2.0 Ω resistor in parallel with an unknown resistor, R. The battery
supplies a current of 4.2 A.

(a) (i) Show that the potential difference (pd) across the internal resistance is 6.3 V.

(1)

(ii) Calculate the pd across the 2.0 Ω resistor.

pd ____________________V
(1)

(iii) Calculate the current in the 2.0 Ω resistor.

current ____________________A
(1)

(iv) Determine the current in R.

current ____________________ A
(1)

Haberdashers Monmouth School For Girls Page 6 of 117

(v) Calculate the resistance of R.

R ____________________ Ω
(1)

(vi) Calculate the total resistance of the circuit.

circuit resistance ____________________ Ω

(2)

(b) The battery converts chemical energy into electrical energy that is then dissipated in the
internal resistance and the two external resistors.

(i) Using appropriate data values that you have calculated, complete the following table
by calculating the rate of energy dissipation in each resistor.

resistor rate of energy dissipation / W

internal resistance

2.0 Ω

(3)

(ii) Hence show that energy is conserved in the circuit.

______________________________________________________________

______________________________________________________________
(2)
(Total 12 marks)

Haberdashers Monmouth School For Girls Page 7 of 117

When fully charged the 2.0 mF capacitor used as a backup for a memory unit has a potential
6. difference of 5.0 V across it. The capacitor is required to supply a constant current of 1.0 μA and
can be used until the potential difference across it falls by 10%. For how long can the capacitor
be used before it must be recharged?

A 10 s

B 100 s

C 200 s

D 1000 s
(Total 1 mark)

The overhead cables used to transmit electrical power by the National Grid usually consist of a
7. central core of steel cables surrounded by a sheath of cables of low resistivity material, such as
aluminium.

What is the main purpose of the steel core?

A To force more current into the outer sheath.

B To provide additional current paths through the cables.

C To reduce the power lost from the cables.

D To increase the mechanical strength of the cables.

(Total 1 mark)

8. (a) (i) Describe how you would make a direct measurement of the emf ɛ of a cell, stating
the type of meter you would use.

______________________________________________________________

______________________________________________________________
(1)

(ii) Explain why this meter must have a very high resistance.

______________________________________________________________

______________________________________________________________
(1)

Haberdashers Monmouth School For Girls Page 8 of 117

(b) A student is provided with the circuit shown in the diagram below.

The student wishes to determine the efficiency of this circuit.

In this circuit, useful power is dissipated in the external resistor. The total power input is the
power produced by the battery.

Efficiency =

The efficiency can be determined using two readings from a voltmeter.

(i) Show that the efficiency = where ɛ is the emf of the cell

and V is the potential difference across the external resistor.

(1)

(ii) Add a voltmeter to the diagram and explain how you would use this new circuit to
take readings of ɛ and V.

______________________________________________________________

______________________________________________________________
(2)

Haberdashers Monmouth School For Girls Page 9 of 117

(c) Describe how you would obtain a set of readings to investigate the relationship between
efficiency and the resistance of the external resistor. State any precautions you would take
to ensure your readings were reliable.

___________________________________________________________________

___________________________________________________________________
(2)

(d) State and explain how you would expect the efficiency to vary as the value of R is
increased.

___________________________________________________________________

___________________________________________________________________
(2)
(Total 9 marks)

Haberdashers Monmouth School For Girls Page 10 of 117

9. (a) The power P dissipated in a resistor of resistance R is measured for a range of values of
the potential difference V across it. The results are shown in the table below.

V/V V2 / V2 P/W
1.00 1.0 0.21

1.71 2.9 0.58

2.25 1.01

2.67 1.43

3.00 9.0 1.80

3.27 10.7 2.18

3.50 12.3 2.43

(i) Complete the table above.

(1)

(ii) Complete the graph below by plotting the two remaining points and draw a best fit
straight line.
(2)

(iii) Determine the gradient of the graph.

gradient = ____________________
(3)

(iv) Use the gradient of the graph to obtain a value for R.

R = ____________________

Haberdashers Monmouth School For Girls Page 11 of 117

(1)

(b) The following questions are based on the data in the table above.

(i) Determine the value of R when V = 3.50 V.

R = ____________________ Ω
(1)

Haberdashers Monmouth School For Girls Page 12 of 117

(ii) The uncertainty in V is ± 0.01 V. The uncertainty in P is ± 0.05 W.

Calculate the percentage uncertainty in the value of R calculated in part (1).

percentage uncertainty = ____________________ %

(3)

(iii) Hence calculate the uncertainty in the value of R.

uncertainty = ____________________
(1)

(iv) State and explain whether the value of R you calculated in part (1) is consistent with
the value of R you determined from the gradient in part (a)(iv).
(2)

______________________________________________________________

______________________________________________________________
(Total 14 marks)

Haberdashers Monmouth School For Girls Page 13 of 117

A ‘potato cell’ is formed by inserting a copper plate and a zinc plate into a potato. The circuit
10. shown in Figure 1 is used in an investigation to determine the electromotive force and internal
resistance of the potato cell.

Figure 1

(a) State what is meant by electromotive force.

___________________________________________________________________

___________________________________________________________________
(2)

Haberdashers Monmouth School For Girls Page 14 of 117

(b) The plotted points on Figure 2 show the data for current and voltage that were obtained in
the investigation.

Figure 2

(i) Suggest what was done to obtain the data for the plotted points.

______________________________________________________________

______________________________________________________________
(1)

Haberdashers Monmouth School For Girls Page 15 of 117

(ii) The electromotive force (emf) of the potato cell is 0.89 V. Explain why the voltages
plotted on Figure 2 are always less than this and why the difference between the emf
and the plotted voltage becomes larger with increasing current.

______________________________________________________________

______________________________________________________________
(3)

(iii) Use Figure 2 to determine the internal resistance of the potato cell.

internal resistance = ____________________ Ω

(3)

(c) A student decides to use two potato cells in series as a power supply for a light emitting
diode (LED). In order for the LED to work as required, it needs a voltage of at least 1.6 V
and a current of 20 mA.

Explain whether the LED will work as required.

___________________________________________________________________

___________________________________________________________________
(2)
(Total 11 marks)

Haberdashers Monmouth School For Girls Page 16 of 117

A cable used in high-voltage power transmission consists of six aluminium wires surrounding a
11. steel wire. A cross-section is shown below.

The resistance of a length of 1.0 km of the steel wire is 3.3 Ω. The resistance of a length of 1.0
km of one of the aluminium wires is 1.1 Ω.

(a) The steel wire has a diameter of 7.4 mm.

Calculate the resistivity of steel. State an appropriate unit.

resistivity = __________ unit _

(4)

(b) Explain why only a small percentage of the total current in the cable passes through the
steel wire.

___________________________________________________________________

___________________________________________________________________
(3)

Haberdashers Monmouth School For Girls Page 17 of 117

Calculate the total power loss for a 1.0 km length of cable.

Total power loss ____________________ W

(3)
(Total 10 marks)

12. (a) Sketch, on Figure 1, the current−voltage (IV) characteristic for a filament lamp for currents
up to its working power.

Figure 1

(2)

(b) (i) State what happens to the resistance of the filament lamp as the current increases.

______________________________________________________________
(1)

(ii) State and explain whether a filament lamp is an ohmic or non−ohmic conductor up to
its working power.

______________________________________________________________

______________________________________________________________
(1)

Haberdashers Monmouth School For Girls Page 18 of 117

Figure 2.

The filament in lamp Q melts so that it no longer conducts. Explain why lamp P becomes
brighter and lamp R becomes dimmer.

___________________________________________________________________

___________________________________________________________________
(2)

Haberdashers Monmouth School For Girls Page 19 of 117

(d) A filament lamp, X, is rated at 60 W 230 V. Another type of lamp, Y, described as 'energy
saving' has the same light intensity output but is rated at 11 W 230 V.

(i) Calculate the electrical energy converted by each lamp if both are on for 4 hours a
day for a period of 30 days.

electrical energy converted by X = ____________________ J

electrical energy converted by Y = ____________________ J

(2)

(ii) Suggest why the two lamps can have different power ratings but have the same light
intensity output.

______________________________________________________________

______________________________________________________________
(2)
(Total 10 marks)

The diagram shows the circuit diagram for a two-slice electric toaster that is operated at a mains
13. voltage of 230 V.

Haberdashers Monmouth School For Girls Page 20 of 117

The toaster has four identical heating elements and has two settings: normal and low. On the
normal setting both sides of the bread are toasted. On the low setting, only one side of the bread
is toasted. The setting is controlled by switches S1 and S2.

The table shows the position of each switch and the power for each setting.

Setting S1 S2 Power / W

Low closed open 400

Normal closed closed 800

(a) Calculate the current in S2 when the normal setting is selected.

current ____________________ A
(2)

(b) (i) Show that the resistance of one heating element is approximately 260 Ω when the
toaster is operating at its working temperature.
(2)

(ii) Calculate the total resistance when the normal setting is selected.

resistance ____________________ Ω
(2)

(iii) Each heating element is made of nichrome wire of diameter 0.15 mm.
The nichrome wire is wrapped around an insulating board.

Determine the length of nichrome wire needed to provide a resistance of 260 Ω.

resistivity of nichrome at the working temperature = 1.1 × 10−6 Ω m

length of wire ____________________ m

(3)

Haberdashers Monmouth School For Girls Page 21 of 117

___________________________________________________________________

___________________________________________________________________
(3)

(d) The nichrome wire has an equilibrium temperature of 174°C when the toaster is operating.

Calculate the peak wavelength of the electromagnetic radiation emitted by the wire.

Give your answer to an appropriate number of significant figures.

peak wavelength ____________________ m

(3)
(Total 15 marks)

The current in a wire is 20 mA.

14.
How many electrons pass a point in the wire in 2 minutes?

A 2.5 × 1017

B 1.5 × 1019

C 2.5 × 1020

D 1.5 × 1022

(Total 1 mark)

Haberdashers Monmouth School For Girls Page 22 of 117

A Radioisotope Thermonuclear Generator (RTG) is a device that uses some of the energy from
15. radioactive decay to generate electricity. The Mars rover Curiosity includes an RTG that contains
plutonium-238. The plutonium undergoes alpha decay and some of the energy is used to
generate about 100 W of electrical power.

(a) Complete the equation for the alpha decay of plutonium-238.

(2)

(b) Only 6% of the energy from the decay is used to generate electricity.

Calculate the rate at which energy is transferred from the decay of plutonium-238 on
Curiosity.

rate of energy transfer = ____________________ W

(1)

(c) The RTG has a constant output voltage of 32 V.

Calculate the current when the output power is 100 W.

current = ____________________ A
(1)

Haberdashers Monmouth School For Girls Page 23 of 117

(d) Calculate the maximum number of components, each of resistance 45 Ω, that can be
connected in parallel across the RTG before the maximum output power is reached.

number of components = ____________________

(2)

(e) The alternative to using an RTG is to use a solar panel.

A typical solar panel installation on a house roof in the UK provides about 1000 kW h of
electricity each year.

Calculate the average electrical power output of the installation.

average power output = ____________________ W

(2)

(f) The maximum intensity of the sunlight on the surface of Mars at its equator is similar to that
in the UK.

Estimate, using your answer to part (e), the area of the solar panel needed to provide an
average power output of 100 W on Mars. Give your answer to an appropriate order of
magnitude.

order of magnitude of area = ____________________ m2

(1)
(Total 9 marks)

Haberdashers Monmouth School For Girls Page 24 of 117

Lengths of copper and iron wire are joined together to form junctions J1 and J2. When J1 and J2
16.
are at different temperatures an emf ε is generated between them. This emf is measured using a
microvoltmeter.
Figure 1 shows J1 kept at 0 °C while J2 is heated in a sand bath to a temperature θ measured
by a digital thermometer.

Figure 1

Haberdashers Monmouth School For Girls Page 25 of 117

An experiment is carried out to determine how ε depends on θ.

The results of the experiment are shown in the table below and a graph of the data is
shown in Figure 2.

θ / °C ε / μV
200 1336
226 1402
258 1450
298 1456
328 1423
362 1345
392 1241

Figure 2

(a) Plot the points corresponding to θ = 258 °C and θ = 298 °C on Figure 2.

(1)

(b) Draw a suitable best fit line on Figure 2.

(1)

Haberdashers Monmouth School For Girls Page 26 of 117

maximum value of ε = ____________________ μV

(1)

Haberdashers Monmouth School For Girls Page 27 of 117

(d) The gradient G of the graph in Figure 2 is measured for values of θ between 220 °C and
380 °C. A graph of G against θ is plotted in Figure 3.

Figure 3

The neutral temperature θn is the temperature corresponding to the maximum value of ε. θn

can be determined using either Figure 2 or Figure 3.

Explain why a more accurate result for θn may be obtained using Figure 3.

___________________________________________________________________

___________________________________________________________________
(1)

Haberdashers Monmouth School For Girls Page 28 of 117

(e) It can be shown that G is given by

G = βθ + α

where α and β are constants.

Determine α.

α = ____________________ μV °C−1
(2)

Haberdashers Monmouth School For Girls Page 29 of 117

(f) A student decides to carry out a similar experiment. The student thinks the meter in
Figure 4 could be used as the microvoltmeter to measure ε.

Figure 4

When this meter indicates a maximum reading and the needle points to the right-hand end
of the scale (full-scale deflection), the current in the meter is 100 μA. The meter has a
resistance of 1000 Ω.

Calculate the full-scale deflection of this meter when used as a microvoltmeter.

full-scale deflection = ____________________ μV

(1)

Haberdashers Monmouth School For Girls Page 30 of 117

(g) The scale on the meter has 50 divisions between zero and full-scale deflection.

Discuss why this meter is not suitable for carrying out the experiment.

___________________________________________________________________

___________________________________________________________________
(2)
(Total 9 marks)

Haberdashers Monmouth School For Girls Page 31 of 117

This question is about capacitor charging and discharging.
17.
A student designs an experiment to charge a capacitor using a constant current. The figure
below shows the circuit the student designed to allow charge to flow onto a capacitor that has
been initially discharged.

The student begins the experiment with the shorting lead connected across the capacitor as in
the figure above. The variable resistor is then adjusted to give a suitable ammeter reading. The
shorting lead is removed so that the capacitor begins to charge. At the same instant, the stop
clock is started.

The student intends to measure the potential difference (pd) across the capacitor at 10 s intervals
while adjusting the variable resistor to keep the charging current constant.

The power supply has an emf of 6.0 V and negligible internal resistance. The capacitor has a
capacitance of 680 µF. The variable resistor has a maximum resistance of 100 kΩ.

(a) The student chooses a digital voltmeter for the experiment. A digital voltmeter has a very
high resistance.

Explain why it is important to use a voltmeter with very high resistance.

___________________________________________________________________

___________________________________________________________________
(1)

(b) Suggest one advantage of using an analogue ammeter rather than a digital ammeter for
this experiment.

___________________________________________________________________

___________________________________________________________________
(1)

Haberdashers Monmouth School For Girls Page 32 of 117

full scale deflection = ____________________

(2)

(d) The diagram shows the reading on the voltmeter at one instant during the experiment. The
manufacturer gives the uncertainty in the meter reading as 2%.

Calculate the absolute uncertainty in this reading.

uncertainty = ____________________V
(1)

(e) Determine the number of different readings the student will be able to take before the
capacitor becomes fully charged.

number = ____________________
(3)

Haberdashers Monmouth School For Girls Page 33 of 117

(f) The experiment is performed with a capacitor of nominal value 680 µF and a manufacturing
tolerance of ± 5 %. In this experiment the charging current is maintained at 65 µA. The data
from the experiment produces a straight-line graph for the variation of pd with time. This
shows that the pd across the capacitor increases at a rate of 98 mV s–1.

Calculate the capacitance of the capacitor.

capacitance = ____________________µF
(2)

(g) Deduce whether the capacitor is within the manufacturer’s tolerance.

___________________________________________________________________

___________________________________________________________________
(1)

Haberdashers Monmouth School For Girls Page 34 of 117

(h) The student decides to confirm the value of the capacitance by first determining the time
constant of the circuit when the capacitor discharges through a fixed resistor.

Describe an experiment to do this. Include in your answer:

• a circuit diagram
• an outline of a procedure
• an explanation of how you would use the data to determine the time constant.

___________________________________________________________________

___________________________________________________________________
(4)
(Total 15 marks)

Haberdashers Monmouth School For Girls Page 35 of 117

Which graph shows how the resistance per unit length r of a wire varies with diameter D of the
18. wire?

A B C D

(Total 1 mark)

The cells in the circuit shown in the figure below have zero internal resistance. Currents are in
19. the directions shown by the arrows.

R1 = 0 − 10Ω R2 = 10Ω

R1 is a variable resistor with a resistance that varies between 0 and 10 Ω.

(a) Write down the relationship between currents I1, I2 and I3.

___________________________________________________________________
(1)

(b) R1 is adjusted until it has a value of 0 Ω.

State the potential difference across R3.

potential difference = ____________________ V

(1)
Haberdashers Monmouth School For Girls Page 36 of 117
(c) Determine the current I2.

current = ____________________ J
(2)

(d) State and explain what happens to the potential difference across R2 as the resistance of
R1 is gradually increased from zero.

___________________________________________________________________

___________________________________________________________________
(3)
(Total 7 marks)

Haberdashers Monmouth School For Girls Page 37 of 117

Figure 1 shows data for the variation of the power output of a photovoltaic cell with load
20. resistance. The data were obtained by placing the cell in sunlight. The intensity of the energy
from the Sun incident on the surface of the cell was constant.

Figure 1

Load resistance / Ω

(a) Use data from Figure 1 to calculate the current in the load at the peak power.

(3)

Haberdashers Monmouth School For Girls Page 38 of 117

(b) The intensity of the Sun’s radiation incident on the cell is 730 W m –2. The active area of the
cell has dimensions of 60 mm × 60 mm.

Calculate, at the peak power, the ratio

(3)

(c) The average wavelength of the light incident on the cell is 500 nm. Estimate the number of
photons incident on the active area of the cell every second.

(2)

Haberdashers Monmouth School For Girls Page 39 of 117

(d) The measurements of the data in Figure 1 were carried out when the rays from the sun
were incident at 90° to the surface of the panel. A householder wants to generate electrical
energy using a number of solar panels to produce a particular power output.

Identify two pieces of information scientists could provide to inform the production of a
suitable system.

___________________________________________________________________

___________________________________________________________________
(2)
(Total 10 marks)

The cell in the circuit has an emf of 2.0 V. When the variable resistor has a resistance of 4.0 Ω,
21. the potential difference (pd) across the terminals of the cell is 1.0 V.

What is the pd across the terminals of the cell when the resistance of the variable resistor is 12
Ω?

A 0.25 V

B 0.75 V

C 1.33 V

D 1.50 V

(Total 1 mark)

Haberdashers Monmouth School For Girls Page 40 of 117

The graph below shows the current–voltage (I–V) characteristics for a resistor and a filament
22.
lamp.

(a) Explain, in terms of electron motion, why the I–V characteristic for the filament lamp is a
curve.

___________________________________________________________________

___________________________________________________________________
(4)

(b) Determine the resistance of the resistor.

resistance = ____________________ Ω
(1)

Haberdashers Monmouth School For Girls Page 41 of 117

(c) The resistor and the filament lamp are connected in series with a supply of variable emf
and negligible internal resistance.

Determine the emf that produces a current of 0.18 A in the circuit.

emf = ____________________ V
(3)

(d) The resistor and filament lamp are now connected in parallel.

Determine the resistance of the parallel combination when the emf of the supply is adjusted
to be 4.0 V.

resistance = ____________________ Ω
(3)

(e) The resistance of the filament lamp at its working temperature is 14 Ω.

The filament has a length of 0.36 m and a diameter of 32 µ m.

Calculate the resistivity of the metal that is used for the filament when the lamp is at its
working temperature.

Give an appropriate unit for your answer.

resistivity = __________ unit _

(3)
(Total 14 marks)

Haberdashers Monmouth School For Girls Page 42 of 117

In a cathode ray tube 7.5 × 1015 electrons strike the screen in 40 s. What current does this
23.
represent?

Charge of the electron is 1.6 × 10–19 C.

A 1.3 × 10–16 A

B 5.3 × 10–15 A

C 3.0 × 10–5 A

D 1.2 × 10–3 A

(Total 1 mark)

A horizontal copper wire of mass 4.0 × 10−3 kg and length 80 mm is placed perpendicular to a
24.
horizontal magnetic field of flux density 0.16 T. The magnetic force acting on the wire supports
the weight of the wire.

How many electrons are passing a point in the wire in each second?

A 1.9 × 1018

B 1.9 × 1019

C 1.9 × 1020

D 1.9 × 1021

(Total 1 mark)

The cell in the following circuit has an emf of 2.0 V and an internal resistance of 1.0 Ω.
25.

Haberdashers Monmouth School For Girls Page 43 of 117

The digital voltmeter reads 1.6 V. What is the resistance of R?

A 0.4 Ω

B 1.0 Ω

C 2.0 Ω

D 4.0 Ω

(Total 1 mark)

A pd V is applied across a resistor. Another identical resistor is then connected in series with it
26.
and the same pd V is applied across the combination.

Which statement is incorrect?

A The total resistance is doubled.

B The pd across one resistor is .

C The current in the resistors is halved.

The power dissipated in one resistor is

D
halved.

(Total 1 mark)

When a constant potential difference (pd) is applied across the ends of a uniform wire there is a
27.
current I in the wire.

The wire is replaced by one made from the same material, but of double the length and double
the diameter. The same pd is applied across the ends.

What is the new current?

A 4I

B 2I

(Total 1 mark)

Haberdashers Monmouth School For Girls Page 44 of 117

Figure 1 shows a cylinder of conducting putty which is 60 mm long and 20 mm in diameter.
28.
Figure 1

(a) The conducting putty obeys Ohm’s law.

State Ohm’s law.

___________________________________________________________________

___________________________________________________________________
(1)

(b) A 1.50 V dc supply of negligible internal resistance is connected across the ends X and Y
of the cylinder of putty. The resistance of the cylinder of putty is 20.0 Ω.

Calculate, in mA, the current in the putty.

current = _________________ mA
(1)

Haberdashers Monmouth School For Girls Page 45 of 117

Discuss any problems that make the circuit and components shown in Figure 2 unsuitable
for this purpose.

Figure 2

___________________________________________________________________

___________________________________________________________________
(4)

(d) Show that the resistivity ρ of the putty can be calculated using the formula

× volume of the cylinder

where R is the resistance of the cylinder and l is the length of the cylinder.

(1)

Haberdashers Monmouth School For Girls Page 46 of 117

(e) Calculate, using the formula in part (d), the resistivity of the putty. Give an appropriate unit
for your answer.

resistivity = ___ unit =

(3)
(Total 10 marks)

A metal wire has a length l and a cross-sectional area A. When a potential difference V is
29.
applied to the wire, there is a current I in the wire.

What is the resistivity of the wire?

(Total 1 mark)

The units of physical quantities can be expressed in terms of the fundamental (base) units of the
30. SI system. In which line in the table are the fundamental units correctly matched to the physical
quantity?

Physical quantity Fundamental units

A charge A s−1

B power kg m2 s−3

C potential difference kg m2 s A−1

D energy kg m2 s−1

(Total 1 mark)

Haberdashers Monmouth School For Girls Page 47 of 117

Figure 1 shows the current–voltage (I−V) characteristic of the lamp used in a car headlight up to
31.
its working voltage.

Figure 1

(a) Draw on Figure 1 the characteristic that would be obtained with the connections to the
supply reversed.
(2)

(b) Lamps are marked with their working voltage and the power used at this voltage.
For example, a lamp for use in a torch may be marked 2.5 V 0.3 W.

Deduce the marking on the lamp for the car headlight.

lamp marking = V W

(2)

Haberdashers Monmouth School For Girls Page 48 of 117

resistance ___________________ Ω
(1)

(d) Explain, without further calculation, how the resistance of the lamp varies as the voltage
across it is increased from zero to its working voltage.

___________________________________________________________________

___________________________________________________________________
(3)

(e) A student suggests that the circuit shown in Figure 2 is suitable for collecting data to draw
the I−V characteristic of the lamp up to its working voltage. The maximum resistance of the
variable resistor is 6.0 Ω and the internal resistance of the power supply is 2.0 Ω. The
resistance of the ammeter is negligible.

Figure 2

Haberdashers Monmouth School For Girls Page 49 of 117

Discuss the limitations of this circuit when used to collect the data for the characteristic.

___________________________________________________________________

___________________________________________________________________
(2)
(Total 10 marks)

The current in the cell is 10 A as shown.

32.

What is the current in the 2.0 Ω resistor?

A 0.35 A

B 2.86 A

C 3.50 A

D 7.14 A

(Total 1 mark)

Haberdashers Monmouth School For Girls Page 50 of 117

Three cells each have an emf ε = 1.5 V and an internal resistance r = 0.6 Ω.
33.
Which combination of these cells will deliver a total emf of 1.5 V and a maximum current of 7.5
A?

(Total 1 mark)

Haberdashers Monmouth School For Girls Page 51 of 117

A filament lamp with resistance 12 Ω is operated at a power of 36 W.
34.
How much charge flows through the filament lamp during 15 minutes?

A 26 C

B 1.6 kC

C 2.7 kC

D 6.5 kC

(Total 1 mark)

A gas containing doubly-charged ions flows to give an electric current of 0.64 A

35.
How many ions pass a point in 1.0 minute?

A 2.0 × 1018

B 4.0 × 1018

C 1.2 × 1020

D 2.4 × 1020

(Total 1 mark)

Which is equivalent to the ohm?

36.
A J C–2 s–1

B J C–2 s

C Js

D J s–1

(Total 1 mark)

A radioactive source emits alpha particles each with 8.1 × 10–13 J of kinetic energy.
37.

Haberdashers Monmouth School For Girls Page 52 of 117

(a) Show that the velocity of an alpha particle with kinetic energy 8.1 × 10–13 J is approximately
2 × 107 m s–1

specific charge of an alpha particle = 4.81 × 107 C kg–1

___________________________________________________________________

___________________________________________________________________
(2)

(b) The alpha particles travel through air in straight lines with a range of 3.5 cm

Calculate the average force exerted on an alpha particle as it is stopped by the air.

average force = ____________________ N

(2)

(c) An alpha particle transfers all its kinetic energy to air molecules and produces 5.1 × 104
ions per centimetre over its range of 3.5 cm

Calculate the average ionisation energy, in eV, of a molecule of air.

ionisation energy = ____________________ eV

(3)

Haberdashers Monmouth School For Girls Page 53 of 117

(d) A spark counter consists of a wire gauze separated from a metal wire by a small air gap. A
power supply with an output of 4500 V is connected in series with a 5.0 MΩ resistor and the
spark counter as shown in the diagram. When the radioactive source is moved close to the
wire gauze, sparking is seen in the air gap.

Sparks are produced when alpha particles produce ionisation in the air gap.

One ionisation event produces a current of 0.85 mA for a time of 1.2 ns

Calculate the number of charge carriers that pass a point in the connecting cable during
this ionisation event.

number of charge carriers = ____________________

(2)

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(e) The radioactive source was positioned 10 cm above the wire gauze before being moved
slowly towards the wire gauze leading to the ionisation event in part (d).

Discuss how the potential difference across the air gap varied as the radioactive source
was moved over this distance.

Assume the power supply has negligible internal resistance.

___________________________________________________________________

___________________________________________________________________
(3)
(Total 12 marks)

A 1.0 μF capacitor is charged for 20 s using a constant current of 10 μA.

38.
What is the energy transferred to the capacitor?

A 5.0 × 10–3 J

B 1.0 × 10–2 J

C 2.0 × 10–2 J

D 4.0 × 10–2 J

(Total 1 mark)

Haberdashers Monmouth School For Girls Page 55 of 117

This question is about the initial motion of a boat and trailer when pulled up a ramp as shown in
39. Figure 1.

Figure 1

The boat and trailer are pulled by a motor which is connected to a 24 V battery of negligible
internal resistance.

The motor is switched on at time t = 0

Haberdashers Monmouth School For Girls Page 56 of 117

Figure 2 shows how the current in the motor’s circuit varies with time.

Figure 2

(a) Determine the total energy input by the 24 V battery to the motor in the first 200 ms.

total energy input = ____________________ J

(3)

Haberdashers Monmouth School For Girls Page 57 of 117

(b) The boat and trailer are initially at rest. In the first 200 ms the boat and trailer are raised
through a vertical height of 3.3 × 10–2 m and the speed increases to 0.85 m s–1.

Assume that all the useful energy output by the motor is transferred into kinetic energy and
gravitational potential energy of the boat and trailer.
The boat and trailer have a total mass of 180 kg.

Determine the average efficiency of the motor during these first 200 ms.

average efficiency = ____________________

(3)

Figure 3a Figure 3b

The thermistor and the fixed resistor have the same resistance when they are at the
temperature of the surroundings.

When the surge has ended, the boat and trailer continue to move at a constant speed to
the top of the ramp.

Haberdashers Monmouth School For Girls Page 58 of 117

Explain, with reference to the properties of the thermistor and the fixed resistor, why using
the thermistor is preferable to using the fixed resistor.

___________________________________________________________________

___________________________________________________________________
(3)
(Total 9 marks)

Haberdashers Monmouth School For Girls Page 59 of 117

A rubber belt in an electrostatic machine has a width of 0.1 m and moves with speed 0.4 m s–1.
40.
Each square metre of the belt carries a charge Q coulomb. The charge is removed and
transferred to a metal sphere.

What is the charge collected by the sphere each second?

A 0.016Q

B 0.04Q

C 0.25Q

D 4Q

(Total 1 mark)

Haberdashers Monmouth School For Girls Page 60 of 117

Scintillation counters are used to detect beta particles. A scintillation counter consists of a
41. scintillation material and a photomultiplier tube (PMT).

(a) Beta particles collide with atoms in the scintillation material, which emits photons of light as
a result.

Explain how photons are produced by collisions between beta particles and atoms.

___________________________________________________________________

___________________________________________________________________
(2)

(b) A photon of light from the scintillation material enters the PMT, as shown in Figure 1. The
front of the PMT contains a thin photocathode. The photon strikes the photocathode to
release an electron.

Figure 1

The longest wavelength of light that releases an electron from this photocathode is 630 nm.

Calculate the minimum photon energy required to remove an electron from the
photocathode.

minimum photon energy = _______________ J

(2)

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(c) The PMT consists of an evacuated glass tube containing the photocathode, an anode and
three metal electrodes, as shown in Figure 2.

Figure 2

The electrodes, anode and photocathode are connected to a potential divider consisting of
four identical resistors R. The emf of the electrical supply is 3.0 kV.

The potential difference between the photocathode and the first electrode accelerates the
electron along the path shown in Figure 2.

Calculate, in J, the maximum kinetic energy transferred to the electron when it accelerates
from the photocathode to the first electrode.

maximum kinetic energy = _______________ J

(2)

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(d) The electron hits the first electrode and causes the release of several electrons. Figure 3
shows how a series of accelerations and collisions produces a large number of electrons.
These electrons hit the anode and produce a pulse of current in an ammeter.

Figure 3

The Figure 4 shows the variation of current in the ammeter with time due to this pulse.

Figure 4

Haberdashers Monmouth School For Girls Page 63 of 117

Determine the number of electrons that flow through the ammeter.

number of electrons = _______________

(4)
(Total 10 marks)

The current in a metallic conductor is 1.5 mA.

42.
How many electrons pass a point in the conductor in two minutes?

A 1.1 × 1018

B 1.9 × 1019

C 1.4 × 1020

D 2.0 × 1029
(Total 1 mark)

Haberdashers Monmouth School For Girls Page 64 of 117

Measurements are taken to determine the resistivity of a uniform metal wire. The table shows the
43. quantities measured and their percentage uncertainties.

Quantity Percentage uncertainty

potential difference across wire 0.3%

current in wire 5.0%

diameter of wire 4.0%

length of wire 0.2%

What is the percentage uncertainty in the calculated value for the resistivity of the metal of the
wire?

A 1.6%

B 9.5%

C 13.5%

D 21.5%

(Total 1 mark)

(a) A light emitting diode (LED) emits blue light with a wavelength of 440 nm. The rate of
44.
photon emission is 3.0 × 1016 s−1.

Show that the power output of the LED is approximately 0.014 W.

(2)

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(b) A different LED emits red light with a wavelength of 660 nm.
The graph below shows how the rate of photon emission varies with current up to the
maximum operating current of this LED.

A student claims that the red LED can have twice the power output of the blue LED.

Deduce whether the student’s claim is correct.

___________________________________________________________________

___________________________________________________________________
(3)

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(c) The student has paint that fluoresces when light of any wavelength is incident on it. She
coats the blue LED and the red LED with the paint.

Compare the wavelengths of light emitted by the paint on each LED.

In your answer you should also explain the processes that cause the paint to fluoresce.

___________________________________________________________________

___________________________________________________________________
(6)
(Total 11 marks)

A cell with negligible internal resistance is connected to two resistors of resistance 4R and R.
45.
The currents I1, I2 and I3 in the circuit are shown.

Haberdashers Monmouth School For Girls Page 67 of 117

Which equation is correct for this circuit?

A I1 = 4I2

B I1 = 4I3

C I2 = 4I3

D I3 = 4I1
(Total 1 mark)

The currents in the four wires obey the relationship I1 + I2 + I3 + I4 = 0

46.

This relationship is an expression of the law of conservation of

A charge.

B energy.

C potential difference.

D power.

(Total 1 mark)

Haberdashers Monmouth School For Girls Page 68 of 117

The current in a resistor is 15 mA.
47.
How many electrons pass through the resistor in 3 minutes?

A 2.8 × 1017

B 1.7 × 1019

C 2.8 × 1020

D 1.7 × 1022

(Total 1 mark)

A student buys a portable loudspeaker that is powered by its own internal battery. The battery in
48. the loudspeaker is initially uncharged.

(a) The battery is connected to a charger that maintains a constant potential difference of
5.0 V across the battery. It takes 2.6 hours for the battery to become fully charged. The
average current in the battery during this time is 2.0 A.

The battery is disconnected from the charger.

The fully-charged battery operates the loudspeaker for 12 hours before it is completely
discharged.

Calculate the average output power of the battery during these 12 hours.

average output power = _______________ W

(2)

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(b) A mobile phone transmits data to the loudspeaker using microwaves. The data are
processed at the loudspeaker to produce sound waves.

Microwaves and sound waves travel at different speeds.

Describe two other differences between microwaves and sound waves.

1 _________________________________________________________________

___________________________________________________________________

2 _________________________________________________________________

___________________________________________________________________
(2)

(c) A second loudspeaker receives the same data from the mobile phone. The two
loudspeakers act as coherent sources of sound waves.

State the two conditions required for the sources to be coherent.

1 _________________________________________________________________

___________________________________________________________________

2 _________________________________________________________________

___________________________________________________________________
(2)

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The figure below shows two loudspeakers A and B that act as coherent point sources of sound
of a single frequency.

C is the midpoint between A and B.

Distances OA and OB are equal.
OP is perpendicular to CO.

The student uses a sound-level meter to measure the intensity of the sound. The meter detects a
maximum intensity at O.
The student moves the meter along OP. The intensity decreases and reaches a first minimum at
M. The intensity then increases as the meter moves towards P.

The student records the following distances:

AB = 1.80 m
CO = 8.00 m
OM = 1.24 m.

(d) Show that the difference between the path lengths AM and BM is approximately 0.3 m.

(2)

Haberdashers Monmouth School For Girls Page 71 of 117

(e) The speed of sound is 340 m s−1.

Determine the frequency of the sound waves.

frequency = _______________ Hz
(2)
(Total 10 marks)

Figure 1 shows a variable resistor that has a maximum resistance of 25 Ω.

49.
A sliding contact P is mounted on a thick copper bar. P can be set to any position between
X and Y.

Figure 1

Haberdashers Monmouth School For Girls Page 72 of 117

(a) Figure 2 shows the variable resistor being used to investigate the variation of current with
voltage for a filament lamp.
The normal operating voltage of the lamp is 12 V.

The 12 V battery has negligible internal resistance.

Figure 2

The position of P is adjusted so that the reading on the voltmeter is at its minimum value of
0.75 V.

Calculate the resistance of the lamp when the voltmeter reading is 0.75 V.

resistance = _______________ Ω
(2)

Haberdashers Monmouth School For Girls Page 73 of 117

(b) Figure 3 shows the variation of current with voltage for the lamp between 2 V and 12 V.

Figure 3

Calculate the resistance of the lamp when the voltage across the lamp is 8.0 V.

resistance = _______________ Ω
(2)

(c) Explain, in terms of electron movement, why the resistance of the filament lamp changes as
the voltage changes as shown in Figure 3.

___________________________________________________________________

___________________________________________________________________
(3)

Haberdashers Monmouth School For Girls Page 74 of 117

(d) Figure 4 shows an alternative circuit used to investigate the variation of current with
voltage for the lamp.

Figure 4

The circuit components are the same as in Figure 2.

When the voltage across the lamp is 12 V its resistance is 6.0 Ω.

P is moved to position Y.

Calculate the total resistance of the circuit.

total resistance = _______________ Ω

(2)

(e) Calculate the power transferred by the battery when P is at position Y.

power = _______________ W
(2)

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(f) A student wants to control the brightness of the lamp.

He gives two reasons why the circuit in Figure 4 is better than the circuit in Figure 2 for
controlling the brightness. The two reasons are:

• the Figure 4 circuit can achieve a greater range of voltages across the lamp
• the Figure 4 circuit is more efficient at transferring energy to the lamp.

Discuss, without calculation, whether either of these two reasons is correct.

___________________________________________________________________

___________________________________________________________________
(3)
(Total 14 marks)

A 1.0 μF capacitor initially stores 15 μC of charge. It then discharges through a 25 Ω resistor.

50.
What is the maximum current during the discharge of the capacitor?

A 0.60 mA

B 1.2 mA

C 0.60 A

D 1.2 A

(Total 1 mark)

Haberdashers Monmouth School For Girls Page 76 of 117

Mark schemes
B
1.
[1]

(a) (i) (use of P=VI)

2.
I = 36/12 + 6/12 = 3.5 (A)
2

(ii) (use of V=IR)

R = 12/3 = 4 (Ω)
1

(iii) R = 12/0.50 = 24 (Ω)

(b) terminal pd/voltage across lamp is now less OR current is less

due to lost volts across internal resistance OR due to higher resistance

lamps less bright

(c) (i) current through lamps is reduced as resistance is increased or

pd across lamps is reduced as voltage is shared

hence power is less OR lamps dimmer

(ii) lamp Q is brighter

lamp Q has the higher resistance hence pd/voltage across is greater

current is the same for both

hence power of Q greater

3
[12]

(a) use of ε =E / V
3.
condone power 10 errors in sub
allow rearrangement to E = ε V
14.8 × 15.5 × 103 seen

2.29 × 105 (J) / 2.3 × 105 (J)

A1
2

Haberdashers Monmouth School For Girls Page 77 of 117

(b) use of P=∆W / ∆t
condone power 10 errors in sub
Allow rearrangement to ∆t = ∆W / P2.3 × 105 / 30 or
7647 seen

2.12 (hours) cao

A1
2
[4]

(a) use of E = ItV (or equivalent) or substitution into equation irrespective of powers of 10
4.
C1
allow 2 for 6120 (J)

emf = 4.0 V

1.22 × 104 J

A1
3

(b) Internal resistance = 1.2 (Ω)

C1
allow 2 for 0.22(6) V

Current calculated (0.19 A) or potential divider formula used 3.7(7) V

A1
3
[6]

(a) (i) (use of V=Ir)

5. V= 4.2 × 1.5 = 6.3 (V)
1

(ii) pd = 12 − 6.3 = 5.7 V

NO CE from (i)
1

(iii) (use of I = V / R)
I = 5.7 / 2.0 = 2.8(5) A
CE from (ii)
(a(ii)/2.0)
accept 2.8 or 2.9
1

Haberdashers Monmouth School For Girls Page 78 of 117

(iv) I = 4.2 – 2.85 = 1.3(5) A
CE from (iii)
(4.2 −(a)(iii))
accept 1.3 or 1.4
1

(v) R= 5.7 / 1.35 =4.2 Ω

CE from (iv)
(a(ii) / (a)(iv))
Accept range 4.4 to 4.1
1

(vi)

CE from (a)(v)
Rparallel = 1.35 Ω
second mark for adding internal resistance

Rtotal = 1.35 + 1.5 = 2.85 Ω

OR
R = 12/4.2
R= 2.85 Ω
2

(b) (i)

resistor Rate of energy dissipation (W)

1.5 Ω internal resistance 4.2 2 × 1.5 = 26.5

2.0 Ω 2.85 2 × 2.0 = 16.2 (15.68 − 16.82)

R 1.352 × 4.2 = 7.7 (7.1 − 8.2)

CE from answers in (a) but not for first value
2.0: a(iii)2×2
R: a(iv)2×a(v)
3

(ii) energy provided by cell per second = 12 × 4.2 = 50.4 (W)

energy dissipated in resistors per second = 26.5 + 16.2 + 7.7 = 50.4
(hence energy input per second equals energy output)
if not equal can score second mark if an appropriate comment
2
[12]

D
6.
[1]

Haberdashers Monmouth School For Girls Page 79 of 117

D
7.
[1]

(a) (i) Voltmeter across terminals with nothing else connected to battery / no additional load.
8.
✓
1

(ii) This will give zero / virtually no current ✓

(b) (i)

Answer must clearly show power: εI and VI, with I cancelling out to give
formula stated in the question ✓
1

(ii) Voltmeter connected across cell terminals ✓

Switch open, voltmeter records ε

Switch closed, voltmeter records V
Both statements required for mark ✓
Candidates who put the voltmeter in the wrong place can still
achieve the second mark providing they give a detailed description
which makes it clear that:
To measure emf, the voltmeter should be placed across the cell with
the external resistor disconnected
And
To measure V, the voltmeter should be connected across the
external resistor when a current is being supplied by the cell
2

Precautions - switch off between readings / take repeat readings (to check that emf or
internal resistance not changed significantly) ✓
2

(d) Efficiency increases as external resistance increases ✓

Explanation
Efficiency = Power in R / total power generated
I2R / I2(R + r) = R / (R + r)
So as R increases the ratio becomes larger or ratio of power in load to power in
internal resistance increases ✓
Explanation in terms of V and ε is acceptable
2
[9]

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(a) (i) 5.1 and 7.1 ✓
9.
Exact answers only
1

(ii) Both plotted points to nearest mm ✓

Best line of fit to points ✓
The line should be a straight line with approximately an equal
number of points on either side of the line
2

(iii) Large triangle drawn at least 8 cm × 8 cm ✓

Correct values read from graph ✓

Gradient value in range 0.190 to 0.210 to 2 or 3 sf ✓
3

(iv) (R = ) = 5.0 Ω Must have unit ✓

Allow ecf from gradient value

No sf penalty
1

(b) (i) 5.04 (Ω) or 5.0 (Ω) ✓

(Allow also 5.06 Ω or 5.1 Ω, obtained by intermediate rounding up of 3.502)

From R =
1

(ii) (Uncertainty in V = 0.29% )

Uncertainty in V2 = 0.57%, 0.58% or 0.6% ✓

From uncertainty in V = 0.01 / 3.50 × 100%

Uncertainty in P = 2.1% ✓
From uncertainty in P = 0.05 / 2.43 × 100% = 2.1%
Uncertainty in R =2.6%, 2.7% or 3%
Answer to 1 or 2 sf only ✓
2.1 % + uncty in V2 (0.6%) = 2.7%
Allow ecf from incorrect uncertainty for V2 or P
3

(iii) (Absolute) uncertainty in R is ( ± ) 0.14 or just 0.1 Ω (using 2.6%)

(or 0.15 or 0.2 Ω using 3%) ✓
Must have unit (Ω)
Must be to 1 or 2 sf and must be consistent with sf used from (ii)
No penalty for omitting ± sign
1

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(iv) Works out possible range of values of R based on uncertainty in
(iii), e.g. R is in range 5.0 to 5.2 Ω using uncertainty of ± 0.1 Ω ✓
No credit for statement to effect that the values are or are not
consistent, without any reference to uncertainty
Allow ecf from (iii)

Value from (a)(iv) is within the calculated range (or not depending on figures,
allowing ecf) ✓
Allow ecf from (a)(iv)
2
[14]

(a) emf is the work done / energy transferred by a voltage source / battery / cell ✓per unit
10.
charge✓
OR
electrical energy transferred / converted / delivered / produced✓
per unit charge✓
OR
pd across terminals when no current flowing / open circuit✓✓
not in battery
accept word equation OR symbol equation with symbols defined if
done then must explain energy / work in equation for first mark
2

(b) (i) by altering the (variable) resistor✓

(ii) reference to correct internal resistance✓

e.g. resistance of potato (cell)
terminal pd = emf ‒ pd across internal resistance / lost volts✓
pd / lost volts increases as current increases OR as (variable)
resistance decreases greater proportion / share of emf across internal
resistance✓
accept voltage for pd
3

(iii) draws best fit straight line and attempts to use gradient✓
uses triangle with base at least 6 cm✓
value in range 2600 ‒ 2800 (Ω)✓
3
stand-alone last mark

(c) total emf is above 1.6 V✓

but will not work as current not high enough / less than 20 mA✓
2
[11]

Haberdashers Monmouth School For Girls Page 82 of 117

(a) Use of ρ=RA / l)
11.
cross sectional area= π× (3.7 × 10−3)2 = 4.3 × 10−5 (m2)✓

ρ= ✓ = 1.4(2) × 10−7✓Ω m✓

area : lose first mark if use diameter as radius or fail to convert to

m2 (if both errors still only lose 1 mark)
CE area for next two marks but if uses diameter in place of area
then lose first two marks
if leave length in km lose 2nd mark but CE for answer
UNIT stand-alone 4th mark
4

(b) (current in) steel wire (is less than the current in an) aluminium wire as it has a higher
resistivity / resistance OR aluminium is better conductor✓
the six aluminium wires are in parallel OR total cross-sectional area of aluminium is 6
times greater than steel wire✓
each aluminium wire carries three times as much current as the (single) steel wire✓
3

(c) resistance of 1 km of 6 Al cables in parallel = = 0.183 Ω✓

if ignored the steel wire then can score first and third mark

total resistance of the cable = 0.174 Ω✓

power loss per km = 32.3 kW (or 30.7 kW if they ignore the steel)✓
OR
power loss in 1 km of steel = 1.70kW✓
power loss in 1 km each of Al cable = 5.11 kW✓
total power loss per km = 32.4 kW (or 30.7 kW if they ignore the steel)✓
OR
calculate current in steel wire and aluminium wire (22.7 and 68.2) ✓
calculate power loss in aluminium wire and steel wire (1700 and 5115) ✓
calculate total power loss (1700 + 6 × 5115 = 32,4 kW) ✓
accept range 32 kW to 33 kW
if ignored steel wire
range for third mark is 30 kW to 31 kW
if wires treated as series resistors then zero
3
[10]

Haberdashers Monmouth School For Girls Page 83 of 117

12.
(a)
✓✓

first mark for linear at origin and decreasing gradient in either

quadrant (linear region can be very small)
second mark for symmetry plus no dip at end or extended
horizontal section at end
straight line scores zero
2

(b) (i) resistance (of filament lamp) increases✓

(ii) filament lamp is a non-ohmic conductor as current is not (directly) proportional

to voltage / resistance is not constant✓
proportionality can be shown using graph
1

(c) either
circuit / total resistance increases✓
(hence) current decreases and pd / voltage across R decreases✓
OR
resistance of PQ combination increases✓
(hence) greater share of pd / voltage across lamp P✓
implication that current is different in different parts of series circuits
scores 0
implication that new total current is greater scores zero
voltage flowing loses second mark
2

(d) (i) (use of energy = VIt)

(energy converted by X = 60 × 120 × 3600 =) 2.59 × 107 J ✓
(energy converted by Y = 11 × 120 × 3600 =) 4.75 × 106 J ✓
Accept answers to 1 sig. fig.
2

(ii) in lamps energy is wasted as heat / thermal energy✓

specific lamp considered e.g. in lamp, X / filament lamp more energy is wasted
OR in X / filament lamp less energy is converted to light / luminosity✓
2
[10]

(a) Correct substitution into P=VI

13. 1.74 (A)
2

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(b) (i) Correct substitution into R=V/I or V2/P or P/I2
264 (Ω)
Allow correct use of parallel resistor equation
2

(ii) Use of 1/RT = 1/R1 + 1/R2 or R = V2/P

65 (66.1) (Ω)
2

(iii) A = π(1.5 × 10−4)2/4 or π(7.5 × 10–5)2 or 1.767 × 10−8 (m2)

Substitution into l=RA/ρ with their area
4.2 (4.18) (m)
2 marks for 17 (m), using of d instead of r
3

(c) Resistivity / resistance increases with increasing temperature

(Lattice) ions vibrate with greater amplitude
Rate of movement of charge carriers / electrons (along wire)
reduced (for given pd)
ORA
Condone atoms for ions.
Accept “vibrate more”.
Accept more frequent collisions occur between electrons and ions
owtte
3

(d) 2.9 × 10−3/447 or 2.9 × 10−3/174 seen

6.5 (6.49) × 10−6 (m)
Correct answer given to 2 sig fig
Condone use of 174 for T for C1 and B1 marks
Allow 3 sig fig answer if 2.90 × 10−3 used
3
[15]

B
14.
[1]

(a) Top line: 234 4✔

15.
bottom line: 2✔
the first mark is for the nucleon numbers correct
the second mark is for the correct proton number of the alpha
particle
2

(b) use of = 6% = 0.06

to give: power generated by decay = = 1700 W ✔

allow 2000, 1670, 1667 etc

Haberdashers Monmouth School For Girls Page 85 of 117

allow 3, 3.13 and 3.125; condone 3.12

(d) each component requires = 0.71 A ✔

number of components = = 4.4; thus n = 4 ✔

alternative 1: use of power formula ✔

number of components = = 4.3; thus n = 4 ✔

condone ‘4’ for both marks; if the answer is not rounded down to the
greatest whole number, lose the last mark
if P = 1700 used rather than 100 allow ce
alternative 2: use of total resistance formula

✔
2

(e) energy = 1000 kW h

= 1000 × 1000 × 3600
= 3.6 × 109 J ✔
average power = = 114 W ✔

allow 1 sf 100 W
for solution using Watt-hours

✔ = 114 W ✔
2

(f) (as Sun’s intensity is similar) area needed = (similar to that of UK domestic solar power
installation =) 10m2 (to an order of magnitude) ✔

allow ce for average power ie

1
[9]

Haberdashers Monmouth School For Girls Page 86 of 117

(a) 2 missing points plotted, each to nearest 1 mm (half a grid square); points
16.
marked + or × or ☉; reject thick points, blobs or uncircled dots ✔

(b) continuous smooth best fit line through all 7 points to 1 mm ✔

allow mis-plotted points to be treated as anomalies; multiple lines or
points of inflexion lose the mark
1

(c) candidate’s value from Figure 2 ± ½ grid square ✔

if multiple lines are drawn condone value if ± ½ grid square of all
lines
1

(d) finding θN from Figure 3 is easy since the result is read off where G = 0 1✔
or
finding θN from Figure 2 is difficult since θ has a range of values for
which ε is a maximum 2✔
accept evidence that G = 0 used shown on Figure 3; physics error
about how Figure 3 used means no credit for any further valid
comment about Figure 2
accept ‘curve is shallow at peak’ for 2✔
MAX 1

(e) method:
correctly determines gradient of Figure 3 or uses gradient result
with any point on line to determine (vertical) intercept 1✔

result in range 9.8 to 10.9 2✔

gradient values in the range −0.040 to −0.034 for 1✔ (minus sign
essential)
for 1✔ allow the substitution of at least one pair of correct values of
G and θ into G = βθ + α to obtain α using simultaneous equations
condone 2sf ‘10’ for 2✔
2

(f) full scale pd = 100 × 1000 = 100000 or 105 μV ✔

allow 100 mV or 0.1 V if μV deleted from answer line ✔
1

Haberdashers Monmouth School For Girls Page 87 of 117

(g) idea that resolution of the meter is not satisfactory 1✔
because the largest pd that will be measured is less than 1500 μV
OR
only uses 1.5% of the range
OR
pd across meter at full-scale deflection ÷ divisions = = 2000 μV

per division 2✔
condone use of ‘sensitivity’ or ‘precision’ for ‘resolution’; ignore
‘meter is not accurate’
allow ‘hard to tell different readings apart’
for 2✔ allow ce for incorrect 02.6
allow ‘unable to measure to nearest microvolt’
allow ‘resolution of scale should be 1 μV’
2
[9]

(a) Capacitor must not lose charge through the meter ✓

17. 1

(b) Position on scale can be marked / easier to read quickly etc ✓

(c) Initial current = = 60.0 μA ✓

100 μA or 200 μA ✓ (250 probably gives too low a reading)

Give max 1 mark if 65 μA (from 2.6) used and 100 μA meter chosen
2

(d) 0.05 V ✓
1

(e) Total charge = 6.0 x 680 x 10-6 (C) (= 4.08 mC) ✓

Time = 4.08 x 10-3 / 60.0 x 10-6 = 68 s ✓

Hence 6 readings ✓
3

(f) Recognition that total charge = 65 t μC and final pd = 0.098 t

so C = 65μ / 0.098✓

660 μF ✓
Allow 663 μF
2

Haberdashers Monmouth School For Girls Page 88 of 117

(g) (yes) because it could lie within 646 – 714 to be in tolerance ✓

it is 97.5 % of quoted value which is within 5% ✓

(h) Suitable circuit drawn ✓

Charge C then discharge through R and record V or I at 5 or 10 s intervals ✓

Plot ln V or ln I versus time ✓

gradient is 1 / RC ✓

Suitable circuit drawn ✓

Charge C then discharge through R and record V or I at 5 or 10 s intervals✓

Use V or I versus time data to deduce half-time to discharge ✓

1 / RC = ln 2 / t½ quoted ✓

Suitable circuit drawn ✓

Charge C then discharge through R and record V or I at 5 or 10 s intervals ✓

Plot V or I against t and find time T for V or I to fall to 0.37 of initial value ✓

T = CR ✓

Either A or V required
For 2nd mark, credit use of datalogger for recording V or I.
4
[15]

D
18.
[1]

19. (a) I3 = I1 + I2 ✓
1

(b) 10 V ✓
1

Haberdashers Monmouth School For Girls Page 89 of 117

= 0.2 A ✓
The first mark is for the pd
The second is for the final answer
1

(d) pd across R2 increases

As R1 increases, pd across R1 increases as pd = I1 R1 ✓

First mark is for identifying that pd across R1 increases (from zero).
1

pd across R3 = 10 V – pd across R1

Therefore pd across R3 decreases ✓

Second mark is for identifying that pd across R3 must decrease
1

pd across R2 = 12 – pd across R3

Therefore pd across R2 increases ✓

Third mark is for identifying that this means pd across R2 must
increase
1
[7]

(a) Peak power = 107 / 108 mW and load resistance = 290 / 310 Ω ✓
20. 1

Use of power = I2R with candidate values✓

0.0186 – 0.0193 A ✓
1

(b) Area of cell = 36 x 10-4 m2 and solar power arriving = 730 × (an area)✓
1

seen✓
1

0.041 (correct answer only; lose if ratio given unit) ✓

(c) energy of one photon = = 4.0 ×10-19J✓

Number of photons = = 6.6 × 1018 s-1✓

Haberdashers Monmouth School For Girls Page 90 of 117

(d) Two from

Intensity of the sun at the Earth’s surface

Average position of the sun
Efficiency of the panel
Power output of 1 panel
Weather conditions at the installation=
✓✓
Allow other valid physics answers=
2
[10]

D
21.
[1]

(a) An increase in current / voltage leads to an increase in temperature

22.
(more heat generated) ✔
Ignore 'of particles' in first mark
Do not condone ‘particles’ in second mark

This causes an increase in the movement of the lattice/ions/atoms ✔

And therefore an increase in the rate of collisions with electrons ✔

Allow more frequent collisions

So the resistance increases as shown by V / I changing/V not

proportional to I (on the graph) ✔
Allow correct reference to gradient of I / V curve unless the answer
suggests that this is the resistance or inverse of resistance.
Max 4

(b) 14.3 (Ω)

Allow range 14 to 15
but calculated answer must lie between 14 and 15
1

Haberdashers Monmouth School For Girls Page 91 of 117

(c) Determination of pd across either filament or resistor from graph ✔
Pd across resistor can be calculated from resistance value in (b)
Eg V = 0.18 × 14.3 = 2.6

Determination of pd across the other component, and values added ✔

Use of V = IR to give 3.4 (V)

Allow ecf if either value is wrong allow 2 max

Clear attempt to determine total resistance and multiply by 0.18 ✔

Condone small rounding error

(Resistance of lamp at 0.18A = 4.4 Ω)

Total resistance = 18.7 Ω ecf from 2,2 ✔

3.4 V (ecf from 2.2) ✔

Allow for small rounding errors (eg allow range 3.3 to 3.5)
3

(d) Determination of current through either filament or resistor from graph ✔

Allow calculation of resistor current using 4/(answer to 2.2)

Determination of current through the other component, and values added✔

(Current through resistor = 0.28 A

Current through filament = 0.36 A)

R = V/I = 4/ (0.28 + 0.36) = 6.25 (Ω)

If either value wrong allow 2 max
Condone small rounding errors.

Calculation of filament resistance or statement of resistor resistance ✔

Resistance of filament = 11.1 (Ω)

Calculation of other resistance and use of parallel formula (allow ecf

from part b) ✔
Either resistance gets the first mark

6.2 -6.3 (Ω) ✔

Haberdashers Monmouth School For Girls Page 92 of 117

(e) Calculation of area, ignoring power of ten errors.
A = 8.0 × 10-10 m2

Correct resistivity 3.1 × 10-8 ✔

Allow ecf for A (for example use of d for r gives 3.2 × 10-11 for A and
1.2 × 10-7 for answer)

Ωm✔
Some working must be shown for award of unit mark.
3
[14]

C
23.
[1]

24. B
[1]

25. D
[1]

26. D
[1]

27. B
[1]

(a) The current through a conductor between two points is directly proportional to the potential
28. difference across the two points

(provided the temperature remains constant) ✔

Or ratio of voltage / current is constant
1

(b) 75 (mA) ✔
1

Haberdashers Monmouth School For Girls Page 93 of 117

voltmeter position is incorrect because it is across the cell✔

voltmeter should be connected across the putty✔

the 10 Ω resistor is not suitable to control the current✔

because its resistance is only half that of the putty✔

pd range is 1.0 to 1.5 V, this is insufficient for experiment✔

MAX 4

(d) Substitution of V = A × l into ρ = ✔

(leading to ρ = )

Complete argument needed

(e) V = 60 × 10−3 × π × (10 × 10−3)2

(= 1.88 × 10−5 m3) ✔

ρ= 20 × 1.88 × 10−5 / (60 × 10−3)2

= 0.10 ✔Ωm ✔
Will not gain this mark only if POT error correctly followed through.
Stand alone unit mark
3
[10]

B
29.
[1]

B
30.
[1]

(a) correct general shape ✔

31.
accurate plotting to within square ✔
2

(b) 12 (V) ✔, 30 (W) ✔

(c) R= = 3.2 (Ω) ✔

Haberdashers Monmouth School For Girls Page 94 of 117

(d) Resistance increases ✔

Temperature increases ✔

More collisions / interaction of electrons with lattice ions ✔

Condone ‘atoms’, ‘molecule’.
Do not allow electron−electron collisions.
3

(e) Can attain neither maximum nor minimum voltage ✔

Explanation of either maximum OR minimum ✔

2
[10]

B
32.
[1]

D
33.
[1]

B
34.
[1]

C
35.
[1]

B
36.
[1]

37. (a) Mass of alpha particle = =6.6(53) × 10–27 (kg)

Allow mass = 2 × mp + 2 × mn = 6.696 × 10–27 kg

Allow mass = 4 × 1.66 × 10–27 kg = 6.64 × 10–27 kg
Allow mass = 4 × 1.67 × 10–27 kg = 6.68 × 10–27 kg
Allow slight rounding on mass (must be correct to 2 sf)

Haberdashers Monmouth School For Girls Page 95 of 117

Correctly re-arranged k.e. equation (with v2 or v as subject) with 8.1 × 10–13 (J) substituted
correctly1✔

1.56 × 107 seen 2✔

Condone incorrect mass in otherwise correct substitution with v
or v2 recognisable as subject .
Alternative approaches are:

Must see answer to at least 2 sf

Must see attempt to use one of the alternative approaches to
support correct answer
2

(b) Use of W = Fs, F = 8.1 × 10–13 ÷ 3.5 × 10–2 1✔

(F=) 2.3 × 10–11 (N) 2✔

Condone POT error
Correct answers gets 2 marks

Use of an appropriate equation of motion to find a and F = ma

(allow their mass and their velocity in this sub) 1✔

Condone POT error

(F=) 2.3 × 10–11 (N) 2✔

Condone POT

Use of an appropriate equation of motion to find t and F = ∆mv/t

(allow their mass and their velocity in this sub) 1✔

(F=) 2.3 × 10–11 (N) 2✔

[answer is

Using 2 × 107 m s–1 yields( 5.71 × 1015 × their m∞) – allow 1 sf

answer in this case
Expect to see 3.8 × 10–11 (N) or 4 × 10–11 (N)]
2
Haberdashers Monmouth School For Girls Page 96 of 117
(c) (Number of ions formed over range = )

5.1 × 104 × 3.5 seen or 1.785 × 105 (ions) seen

8.1 × 10–13 converted to eV seen 1✔

8.1 × 10–13 ÷ 1.785 × 105

5.06 × 106 ÷ 1.785 × 105 seen 2✔

Condone POT error in first mark
Ignore units
8.1 × 10–13 ÷ (5.1 × 104 × 3.5) is worth 1st and 2nd marks
Condone POT errors in second mark
Correct answer obtains 3 marks

28 (.4) (eV) 3✔
99(.3) (eV) scores 1 mark
3

(d) (Q =) 0.85 × 10–3 × 1.2 × 10–9 = 1.02 × 10–12

n = (their Q) ÷ 1.6 × 10–19 1✔

n = 6.4 × 106 (c.a.o.) 2✔

Condone one POT error for one mark
2

(e) At 3.5 cm the pd drops / the current begins

When the source is 10 cm away no ionisation occurs in the air gap (because the alpha
particles have insufficient range to reach the air gap)

When the radioactive source is close enough (approx. 5 cm) ionisation occurs ✔

Haberdashers Monmouth School For Girls Page 97 of 117

When beyond 3.5 cm no change in pd / current equals zero

Must be sense of abrupt change
MAX 3

When ionisation occurs / charge carriers are liberated in the air gap:
Allow more ionisation for second mark

resistance has decreased

current increases (from zero)

the potential difference decreases (with a maximum current) (to its minimum value) (across
the air gap)✔

From 10 cm separation until 5 cm (approx) separation nothing changes / appreciates that

pd is 4500 V / pd across gap = 4500 V until ionisation occurs ✔

Current is produced: the pd across 5 MΩ resistor is 4250 V / most pd is across the 5 MΩ

resistor / small pd across air gap ✔

Current is produced and the pd across the air gap is 250 V✔

3
[12]

C
38.
[1]

(a) Method 1:
39.
Attempts to determine area under curve / by counting squares 1✔

Multiplies their (total) area (or charge) by 24 (V) 2✔

240 (J) 3✔
Allow POT error on area of square in 1✔ and 2✔
Evidence seen by calculations or from counting squares or from
division of area into at least two recognisable geometrical shapes
(triangles, rectangles, trapezia)
answer in range 220 J to 264 J

Haberdashers Monmouth School For Girls Page 98 of 117

Method 2:

Attempt to determine average current (over first 200 ms in range 45 A to 55 A) 1✔

Use of E = I × V × t 2✔

240 (J) 3✔
Substitutes current value (or ∆ current) with t = 200 ms and V = 24
V. Condone POT
Allow as two stage Q=It and E=QV
Or P = VI and E = Pt
answer in range 220 J to 264 J
3

(b) (KE (gained) =) 65(.0) (J) or

(PE (gained) =) 58(.3) (J) 1✔

Use of efficiency =
Allow output energy = 65 /58/ 120 /123 or candidate ke + pe

or (total output = 65 + 58 =) 123 (J) 2✔

Allow ecf from (a) for all 3 marks.

(Efficiency =) 0.51 or 51% 3✔

Answer to at least 2 sf. Range is 0.467 to 0.56 (46.7 % to 56 %)
3

(When the temperature increases) the resistance of thermistor decreases (whereas

fixed resistor remains high) 2✔

(Lower resistance from thermistor means) less wasted power 3✔

(Lower resistance from thermistor means) more pd dropped across the motor (less
wasted voltage) 3✔
Alternatively: (Lower resistance from the thermistor means) less
voltage drop across thermistor 3✔
3
[9]

B
40.
[1]

Haberdashers Monmouth School For Girls Page 99 of 117

(a) Idea that atoms gains energy (from beta particle) eg atoms excited or atoms/electrons
41.
moved to higher energy levels ✔

Idea that atom loses energy by emission of light/photons eg atoms de-excite or electrons
move to lower energy levels ✔
Allow ionisation as named process
2

(b) Use of E = OR use of c = fλ and E = hf ✔

Condone POT error for λ

3.2 × 10–19 (J) ✔

Allow 3.1 × 10–19 (J) if 6.6 × 10–34 used
2

(c) Use of W = QV OR determines pd = 750 V ✔

1.2 × 10–16 (J) ✔

(d) Max 3 from: ✔ ✔ ✔

Attempt to count squares OR calculate unit area OR Statement that area under curve =
charge flow
1 small square = 2 × 10–12 (C) ; 1 large square = 5 × 10–11 (C)

Counts number of squares/Determines area

Converts number of squares to charge

Accept 140 to 180 small or 5.5–7 large squares
Accept base × height for triangle of base 12–
16 ns and height 50 mA

Divides their total charge by 1.60 × 10–19

2 × 109 ✔
Allow 1 sf answer
4
[10]

A
42.
[1]

C
43.
[1]

Haberdashers Monmouth School For Girls Page 100 of 117

(a) substitution into E = hc/λ ✔
44.
multiplies E by 3.0 × 1016 to give 0.0136 (W)✔
Condone POT error on MP1
2

(b) considers the effect of wavelength on power or emission rate ✔

Red photon energy calculated (3.0 × 10−19 J) and used with P =
Ephoton × rate of emission
Alternative for MP1: red photon energy is times smaller (than
blue photon energy)

considers the maximum possible, or required, emission rate ✔

maximum emission rate is 6.9 × 1016 s−1
OR
evaluates required emission rate as 9.0 × 1016 s−1

combining MP1 and MP2 with reference to graph to reach the conclusion that it is not
possible ✔
not possible as:
max emission rate is 6.9 × 1016 s−1, and required is 9.0 × 1016 s−1
max power is 0.021 W, and required is 0.028 W
max current is 60 mA, and required is > 60 mA
3

Haberdashers Monmouth School For Girls Page 101 of 117

(c) The mark scheme for this question includes an overall assessment for the quality of written
communication (QWC). There are no discrete marks for the assessment of QWC but the
candidate’s QWC in this answer will be one of the criteria used to assign a level and award
the marks for this question.

Mark Criteria QWC

6 All 3 areas A, B and C The student presents the

covered Only allow minor relevant information
omissions coherently, employing
structure, style and SP&G to
5 2 complete descriptions with render meaning clear. The
one partial from A, B and C. text is legible.

4 Full description of one area, The student presents

with partial description of two relevant information in a way
other. which assists the
OR communication of meaning.
Full description of two areas The text is legible. SP&G are
with very little on third or sufficiently accurate not to
nothing at all. obscure meaning.

3 A full description of one area

and a partial description of
one area.
OR
A partial discussion of all
three areas.

2 A full description of one area. The student presents some

relevant information in a
OR
simple form. The text is
A partial discussion of two usually legible. SP&G allow
areas. meaning to be derived
although errors are
1 Only one area covered, and sometimes obstructive.
that partially.

0 No relevant information

Haberdashers Monmouth School For Girls Page 102 of 117

Area A - Wavelength comparison:
• Red LED will emit longer wavelengths than 660 nm (accept “longer than red light).
• Blue LED will emit wavelengths longer than 440 nm (accept “longer than blue light).
• Blue LED will emit visible light. Accept named colours.

Area B - Excitation process:

• Excitation mentioned (as first step of fluoresence)
• Photons are absorbed by atoms in coating
• Atoms are excited/gain energy;
• Atomic electrons move to higher energy levels (than n = 2)
• Photons have sufficient energy to promote electrons to high enough levels

Area C - De-excitation process:

• De-excitation or relaxation mentioned (as subsequent step)
• Photons are emitted by atoms in coating
• Atoms de-excite/lose energy
• Atomic electrons move to lower energy levels
• Electrons move to ground state via other energy levels
• Emitted radiation consists of (a range of) lower photon energies/frequencies or longer
wavelengths
6
[11]

C
45.
I2 = 4I3
[1]

A
46.
[1]

B
47.
1.7 × 1019
[1]

(a) attempts to calculate energy stored during 2.6 hr period

48.
OR

attempts to calculate average output power during 12 hr period

using their energy stored 1 ✔
Correctly rounded answer gains both marks. (Calculator value is =
2.16666667)
For 1 ✔ stored energy = 93.6 kJ
For 1 ✔ condone use of t in hours. (2.6 hr = 9360 s; 12 hr = 43200
s)

2.2 (W) 2 ✔
If no other mark given, award 1 mark for calculating charge transfer
during 2.6 hr period as 18.7 kC
2

Haberdashers Monmouth School For Girls Page 103 of 117

(b) Max 2 from: ✔ ✔

microwaves are transverse; sound are longitudinal;

microwaves have higher frequency than sound;

microwaves can be polarised but sound can’t;

microwaves can travel through a vacuum but sound can’t/requires a medium OR sound are
mechanical waves but microwaves are EM waves
Apply list principle. Do not allow reference to applications e.g.
cooking food.
For first point, allow weak descriptions in terms of parallel and
perpendicular oscillations/vibrations with direction of energy
transfer.
2

(c) fixed/constant phase difference 1 ✔

same frequency 2 ✔
For 1 ✔ do not accept “in phase” or fixed path difference.
For 2 ✔ condone “same wavelength”.
Ignore reference to other features e.g. amplitude or type of wave.
2

(d) evaluates AM from AM2 = 8.002 + 0.342

OR evaluates BM from BM2 = 8.002 + 2.142 ✔

8.28 − 8.01 = 0.27 (m) ✔

No credit for using double-slit equation.
Expect 8.01 (m) for AM and 8.28 (m) for BM
2

(e) statement that path difference = λ/2 OR uses wavelength = 2 × their

part (d) answer 1 ✔

Evaluates 2 ✔

For 1 ✔ expect to see 0.54 or 0.60 m for wavelength

For 2 ✔ expect 570 Hz (from 0.3 m) OR 630 Hz (from 0.27 m) OR
620 Hz (from 0.274 m).
If no other mark given, allow 1130 Hz or 1260 Hz. for 1 mark.

No credit for using double-slit equation.

2
[10]

Haberdashers Monmouth School For Girls Page 104 of 117

(a) (pd across the variable resistor) = 11.25 (V) seen
49.
For Max 1:

Use of V0 = × Vin

Condone mix up of R1 and R2

use of V1: V2 = R1 : R2 or

Condone V = 12 V and R = 25 Ω leading to an answer of 1.56 Ω or

1.6 Ω

OR
(I =) 0.45 A ✔
Condone V = 12 V and R = 25 Ω leading to I = 0.48 A and an
answer of 1.56 Ω or 1.6 Ω

(R =) 1.7 (Ω) ✔ c.a.o

Accept a correctly rounded answer to 2 or more significant figure.
(Calculator displays 1.66666666)
2

(b) Clear read-off seen on graph of I = 1.7 A

Within square of accuracy (1.65 A to 1.75 A)

use of V = IR ✔

Accept = 4.8(4) or = 4.5(7) in use of V = IR

(condoning ‘read-off’ to within 1 square of accuracy)

Don’t need to see read-off for use of V = IR

8 × 1.7 = 13.6 would be insufficient as use of and in this case MP1

can only be scored where read-off is seen.

(R =) 4.7 (Ω)
Allow answer in range 4.57 to 4.85
Do not accept 1 significant figure in answer
2

Haberdashers Monmouth School For Girls Page 105 of 117

(c) As voltage increases the current increases / as the voltage
increases more electrons move through the wire (per second) ✔

More collisions (per second) between the (conduction) electrons

and the lattice ions / Vibration of the lattice ions increases ✔
Allow vibration of the ions in the filament / wire / metal increases

(Rate of) vibration of the lattice ions increases causing a greater

number of collisions per second causing increased resistance ✔
Accept rate of collisions for number of collisions per second.
Talk out on MP3 where current decreases.
3

(d) use of

allow use of seen without subject

Alternative MP1:
(IT = Ilamp + IXY = 2.48 A) and use of V = IR
Accept a correctly rounded answer to 2 or more significant figure.

(R =) 4.8(4) (Ω)
(Calculator displays 4.838709677)
2

(e) use of by substitution of V = 12 V and R = 4.8 Ω

Ecf from part (d) for MP1 and MP2

MP1:
Condone use of R = 6 Ω or R = 25 Ω in this substitution for MP1
(where not ecf from part (d)
OR
Condone use of P = IV or use of P = I2R by substitution of their
(battery) I and ecf R from part (d). Must have clearly identified I in
working in

part (d) or by use of here

(P =) 30 (W) ✔

Ecf answer must be

(Calculator display for non-rounded answer 29.76)

Penalise answers with more than two digits that have been rounded
to 1 significant figure.
2

Haberdashers Monmouth School For Girls Page 106 of 117

(f) Wider range in Figure 4’s circuit and lower efficiency in Figure 4’s circuit

Details:

Voltage range is wider 0–12 V (in Figure 4’s circuit) compared to 0.75 V – 12
V (in Figure 2’s circuit) / can’t get voltages between 0 and 0.75 V In Figure 2 /
wider range when using XY as a potentiometer

bulb won’t light at lower voltages, so control is unaffected ✔

Condone referring to Figure 2 as Figure 3.
Allow ‘can get zero volts in Figure 4’

At any particular voltage across lamp more power dissipated in circuit in Figure
4 / any voltage across the lamp there is always 12 V across the resistor in
Figure 4’s circuit which produces more heating (whereas only the remaining
portion of 12 V is across the resistor in Figure 2’s circuit) / for any current in the
lamp there is always more current in Figure 4’s circuit which produces more
heating ✔
Current splits in Figure 4 is insufficient
3
[14]

C
50.
[1]

Haberdashers Monmouth School For Girls Page 107 of 117

Examiner reports
The quantitative parts of this question were well answered but as is often case, students found
2. the qualitative aspect the much more challenging. The calculations of current and resistance
caused few problems and the majority of students were able to explain the effect of an
appreciable internal resistance. Part (c) caused far more problems and a significant proportion
could not convincingly explain why the lamps were not at normal brightness when connected in
series. They seemed not to appreciate that the voltage of the 12 V battery was divided between
the lamps or that the circuit resistance is higher when the lamps are in series. They also found it
very difficult to explain which lamp was brighter – many incorrectly assuming that it was lamp P
as it had a higher power rating.

This was a straightforward question with most students being able to carry out the calculations in
3. both parts. Part (b) posed slightly more problems with a good number of students failing to
correctly convert seconds into hours. Some students failed to select an appropriate formula to
use or substituted incorrectly by mixing up energy and power.

It was common for candidates to use an emf of 2.0 V in (a) but most correctly used the
4. relationship of energy = emf × current × time. A minority of candidates used a time of 60 s rather
than the correct 3600 s and a few misinterpreted 850 mA.

In (b) it was common for candidates to use the 850 mA given in (a) as the current; few calculated
the correct current (or to correctly use the potential divider formula) and of those that did about
half went on to find the ‘lost volts’ rather than the terminal pd.

Part (a) was highly structured and led candidates through a full circuit calculation in stages. This
5. approach appeared to have helped them and more successful solutions were seen than has
been the case in the past with this type of circuit.

The part that caused the most problems was (a) (ii) with a significant proportion of candidates not
appreciating that the pd across the 2.0 Ω resistor was the same as that across resistor R.
Candidates were however, not penalized when they carried their incorrect answer to subsequent
parts and consequently the remaining calculations were often carried out successfully.

Part (b) proved to be much more demanding and only about half the candidates managed to
complete the table for the rate of energy dissipation successfully.

The demonstration of energy conservation in part (b) (ii) provided an even greater challenge and
only about a third of candidates provided a convincing analysis of energy conservation in the
circuit. A fifth of candidates made no attempt at this part of the question.

This question was similar but a little more demanding, because its facility was 67%. The 15% of
6. students who gave distractor B may have had difficulty in combining mF with μA, because they
arrived at an answer of 100 s instead of 1000 s.

Haberdashers Monmouth School For Girls Page 108 of 117

The synoptic (or “common sense”) element in answering this question made the question more
7. difficult than it really should have been. With a facility of 43% it was the most difficult question in
this test. When studying power transmission, students should know that it is essential to minimise
I2R losses from the cables. This is done by using high voltage (to reduce the current for a given
amount of power) and by employing cables of low resistance. However, the cables also need to
be mechanically strong so that they will help to support their own weight. The electrical good
conductors such as copper and aluminium tend to be mechanically weak, so in practice the
cables are reinforced by incorporating a stronger material. 37% of the students thought that the
principal reason for the steel core was that it would reduce the power lost from the cables
(distractor C).

(a) (i) Students had to make it clear that the voltmeter ‘alone’ should be connected across
8. the cell.

(ii) A correct explanation was given by a large proportion of students.

(b) (i) Answered well by the more able students.

(ii) A proportion of students seemed to understand how to use the voltmeter but failed to
show the correct position on the circuit diagram.

(c) This question discriminated well. Many students failed to give sufficient detail as required
by the mark scheme for the first marking point. The second marking point proved to be
more accessible, with a greater proportion of students able to suggest an appropriate
precaution.

(d) As anticipated this proved to be very demanding, with only the more able students
successfully stating and explaining why efficiency would increase as external resistance
increases.

(a) (i) Correctly answered by almost all students.

9.
(ii) As usual in this question a small proportion of students failed to accurately plot both
points and an even greater proportion were unable to draw an acceptable line of best
fit.

(iii) The most common error by weaker students was misreading data from the graph.
Most students were able to calculate a gradient value within the allowed range.

(iv) A large proportion of students correctly calculated the value of R. A small proportion
of students lost credit by failing to quote the unit.

As anticipated this proved to be a demanding question, with only the very best students
achieving full marks on all four parts.

Haberdashers Monmouth School For Girls Page 109 of 117

(b) (1) Most students successfully calculated the value of R from the data in the table.

(2) Only the more able students successfully calculated the percentage uncertainty in R.
The most common mistakes were failure to double the percentage error in V, and
correctly add this to the percentage uncertainty in P. Credit was also lost by the
significant figure penalty on the final answer.

(3) A relatively easy calculation but made more demanding by the requirements for
correct units and significant figures.

(4) This was the most demanding part of the question, and required students to use the
uncertainty value calculated to work out the possible range of values of R to decide
whether the two values were compatible.

This question required students to analyse a circuit, which included a potato cell. Initially they
10. had to explain what is meant by the emf of a power supply. Answers to this were often vague and
did not explain where energy transfer took place. When it came to explaining the results most
students appreciated that the internal resistance meant that the terminal pd was less than the
emf but convincing explanations as to why the difference between terminal pd and emf increased
with current were rare. Many seemed to think that the internal resistance increased as the
external resistance decreased. The determination of the internal resistance from the graph was
not well done and a significant number of students failed to use the gradient of the graph. Many
failed to realise that the current was in milliamps and so finished up with internal resistance,
which were much too small.

The final part of this question required an analysis of whether two potato cells in series would
enable a LED to light. Only the most able students approached this in a logical way by identifying
the emf of the two cells would be 1.78 V but then appreciating that the current the cells were able
to provide would be much less than 20 mA.

The calculation of resistivity was well done and the correct unit for resistivity was often seen. The
11. only common error was the calculation of cross-sectional area, which caused the usual issues
such as using the diameter as the radius or failing to convert millimetres to metres.

(b) and (c) however, proved to be much more challenging. In both parts many students failed to
appreciate that the wires making up the cable were connected in parallel. This meant they were
unable to give a full explanation as to why only a small percentage of current went through the
steel wire or to calculate the power loss in the cable correctly.

Haberdashers Monmouth School For Girls Page 110 of 117

The first parts of this question examined ideas which were only a slight extension of GCSE
12. knowledge. Students were required to sketch the I-V characteristics of a lamp and many
responses were spoilt due to a lack of care and attention to detail. Characteristics drawn often
lacked symmetry or finished off as horizontal lines. A significant number drew straight lines or
lines which curved in the wrong direction. The majority of students did appreciate that the
resistance of the lamp increased but only about half were able to identify the lamp as non-ohmic.

(c) required students to analyse a circuit qualitatively. This proved to be quite a challenge for
many of them. Answers such as the voltage was shared between the two parallel lamps and now
all goes to one or an implication that the current is different in the two lamps when they are in
series were common. There was also the tendency to answer in vague terms rather than focus
on how the resistance of the circuit changes. Many appreciated that current in lamp P would
increase but failed to reconcile this with the fact that the overall current decreases because the
total resistance increases.

(d) also proved to be quite challenging and this came as something of a surprise. More than half
of the students could not calculate the electrical energy converted by the lamps and explanations
of why different power ratings could give the same light intensity output were for the most part
disappointing. Many gave explanations as why the power ratings might be different such as
different resistance elements and did not address the essential point about the efficiency of the
energy conversion.

(a) Most students obtained the total current but failed to appreciate the need to halve this
13. value.

(b) A variety of routes were possible for part (i) but clear evidence of the method was expected
to be seen. The ‘parallel resistor’ equation was often invoked but rarely written explicitly.
Parts (ii) and (iii) were answered well.

(c) This was poorly answered. Explanations often lacked the required precision. Many
students clearly thought that nichrome is a semi-conductor.

(d) Most students recognised the need to use Wien’s Law and to convert the temperature to
kelvin.

54% of students were able to perform this relatively straightforward calculation. Surprisingly D
14. was the least popular distractor, suggesting students had more problems with correctly using
seconds rather than minutes than dealing with the m in mA.

Haberdashers Monmouth School For Girls Page 111 of 117

This question linked several parts of the AS specification together, including radioactivity,
15. electricity and energy. It also allowed for the testing of some parts of the first chapter of the
specification: “measurements and their errors”.

(a) This question caused few students any difficulty. The few errors seen tended to be linked to
using 2 for the nucleon number of the alpha particle.

(b) The equation needed for this question is on the data sheet, and it was therefore
disappointing to see how many students were unable to perform the calculation correctly.
Most commonly students confused output and input powers, obtaining an answer of 6W. A
moment’s reflection should have shown that this could not be sensible. Due to the use of
100 W in the stem, answers were accepted regardless of the number of significant figures
but any rounding down had to be correct and recurring notation was rejected.

(c) This was much more accessible with only a few students being unable to get the correct
answer. The few errors seen included answers that used 1700 W (i.e. the answer to (b)),
perhaps carrying on the problem with input and output power in this context.

(d) There were several routes through this question and all were given credit. A popular
solution was to calculate the total circuit resistance (10.24 Ω) for an output power of 100 W,
then reverse-working using the parallel resistor formula (or perhaps just dividing 45 by
10.24) to find the (non-integer) result for number of resistors. Rounding down gave the
required result but a few rounded up and forfeited a mark. Those using their result from
04.2 rather than 100 W were able to get some credit.

(e) There was evidence to suggest that many students were unfamiliar with this conversion
and that some centres may have overlooked this part of the specification. The most popular
approach was to find the equivalent J value of the kW h and divide by the number of
seconds in a year but the same idea using energy in W h was also successful. Many near
misses involved mixing units, dividing W h by 3600. Disappointingly many students did not
attempt this question.

(f) Answers to this question suggested very few students were familiar with the idea of an
‘order of magnitude’ calculation. Many students who produced an answer for (e) did not
then realise that the solar panel on Mars produced the same average power output as that
on Earth. Given that the intensity of solar radiation was about the same in both situations
they were looking for a solar panel with a surface area about the same as that in a typical
domestic setup on Earth. Having grappled with this very few then appreciated that the
answer required was to be given to the nearest power of ten (10 m2 was the expected
result). Again, many did not attempt the question.

Haberdashers Monmouth School For Girls Page 112 of 117

(a) Students should expect to be required to interpolate between grid lines when plotting
16. points. Most students were able to do this satisfactorily, but errors reading the ε scale were
surprisingly common. Another issue was associated with the style of point used. The
standard has been long established in the legacy EMPA and ISA tests: thick points or blobs
were not accepted.

(b) Thick, discontinuous, faint or straight lines forfeited this mark. Whilst some excellent lines
were seen in answer to this question, some lines were thick enough to obscure the points.
The line was expected to pass within half a grid square of all of the points. It was common
to see careless drawing near the last point (392,1241), which lost the mark. Where it was
clear that the points were incorrectly plotted far from the trend line it is surprising that
students did not go back and check their answer to (a).

(c) An error was carried forward from their answer to (b) and most students were able to read
the maximum correctly to half a grid square. However, it was common to see 1456 (the
maximum in the table) even when the line on the graph did not support this value. 1335
was a common incorrect answer, suggesting that students were treating the ε axis as a
number line.

(d) This question discriminated in favour of those who could write without ambiguity.
Examiners were looking for an answer that explained that θn could be found from figure 3
simply by reading off where the value of G was zero (280 °C). Answers that discussed the
difficulty of reading the value from figure 2 as there is a range of values for which ε is at, or
close to, a maximum, also gained credit. Unfortunately many students implied that the
gradient of figure 3 was easier to measure, or stated that finding where the gradient was
zero was easier on figure 3 (seeming to suggest that there is such a point on figure 3).
Some erroneously wrote about the relative difficulties of reading a point from a straight line
rather than a curve. It was also relatively common to see comments referring to the
different scale ranges in the two diagrams.

(e) Many very good answers to this question were seen, clearly demonstrating an
understanding of the equation of a straight line and an ability to obtain data, such as the
gradient, from a graph. An alternative acceptable approach was to use the values from two
points and solve the two simultaneous equations produced. Many students incorrectly
thought α was the value of G where the line touched the y-axis, and extrapolated the line
back and extended the axis to find this point. Others mistakenly took α to be the gradient.

(f) Although many correct answers were seen, some suggested that several students were
unfamiliar with the term “full scale deflection”, despite this being defined in the question.
Others did not spot the μ on the answer line, writing down a value of 0.1 without changing
the unit to match.

(g) There were many answers expressed so poorly that credit could not be given. Common
examples were “the scale is too large”, “the divisions are not small enough” and “the scale
does not have enough divisions”. Discussions related to accuracy gained no credit either.
The best answers made it clear that the resolution of the meter was unsatisfactory,
supporting this with a relevant calculation, such as the change in pd represented by one
division (2000 μV). There was consideration made for answers based on an incorrect
answer to (f). For example, those who had calculated the full-scale deflection to be 0.,
could gain credit for arguing that the range of the meter was inadequate. Several
unsuccessfully argued that it was the susceptibility of the analogue meter to parallax error
which made it unsuitable.

Haberdashers Monmouth School For Girls Page 113 of 117

This question gave students the opportunity to demonstrate their skills reading graphs, as well as
22. their knowledge and understanding of electricity.

(a) Several misconceptions were clear in some of the answers to this question. Many students
misinterpreted the graph as a V-I graph and, of the rest, many suggested that gradient is
equal to 1/R: teachers are encouraged to emphasise that the value of V and I at the point
(or 1/gradient of the line from the point to the origin) gives the resistance of the filament.
Other problems were related to lack of detail or ambiguous terminology. Many students lost
a mark for being unclear about ‘which particle moves more’, and the requirement for an
increase in the rate of collisions (rather than just the collisions) also proved to be a hurdle
to many. Many answers were seen that suggested students applied little more knowledge
or understanding than that required at GCSE level.

(b) This straightforward calculation was correctly performed by the large majority of students,
suggesting that many who misinterpreted the axes in 02.1, were still able to use them
correctly in this question.

(c) There were several different routes students could take to obtain the correct answer here,
and all of them were given full credit. With many students not obtaining all three marks in
what is a relatively straightforward calculation, it is suggested that teachers encourage
students to sketch a small circuit diagram where one isn’t provided if it assists them in
answering questions. The most straightforward, and rarely seen, method was to simply
read the value of the pds for both components at 0.18 A, and add them together. Many
students embarked on complex analyses that almost inevitably led to errors and marks
being lost.

(d) Many students have greater difficulties with parallel than series circuits and, again, the
sketch of a simple circuit diagram would probably have assisted them here. The significant
difference in performance between this and the previous question was seen in the award of
1 or zero marks: many more students were unable to make enough of an attempt to gain
any credit. This was often due to an assumption that the 0.18 A current was still applicable
here, with students then performing a simple V/I calculation for the wrong answer. Other
common errors included difficulties adding resistances in parallel, a problem that would not
have existed had these students realised that the total current could be obtained from the
graph, and the resistance calculated from V/I.

(e) It was pleasing to note that this multi-step calculation was completed successfully by a
large proportion of the students and that the correct unit was well known. Those who had
difficulty tended to make power of ten errors or mistakenly use diameter for radius in the
calculation of area, either of which still allowed for an ‘error carried forward’. It should be
emphasised that a correct unit on its own was not credited, and that some working, and an
answer, had to be seen.

This proved one of the most accessible questions in section C, with nearly 80% of students
32. selecting the correct answer. However, it was noted that the supporting working was not
particularly convincing. Many students used the ratio of 4:2:1 for the current ratio rather than the
ratio ¼: ½: 1. This error may have resulted in students obtaining the wrong answer if asked for
the current in either the 4 Ω or 1 Ω resistor.

Many students found this question a challenge with just over 50% selecting the correct answer.
33. Students should be encouraged to check specification content and ensure they understand each
statement. This type of calculation will be expected knowledge across the life of this
specification.
Haberdashers Monmouth School For Girls Page 114 of 117
58.3% correct
35.
This question tested students’ knowledge of formulae, units and their ability to rearrange. Over
36. 30% were able to identify the correct answer. There were a number of pitfalls along the way and
many students did not manage to deal with the s–1 in Cs–1 (the unit for the ampère); in this case
they selected distractor A.

(a) There were a number of stages to this “show that” question. Because of its level of demand
37. the mark scheme was less stringent than usual about how “show that” calculations should
be presented. However, students should be encouraged to ensure they have fully
demonstrated how the answer is obtained. These pieces of advice should be considered:

• any equations used should be written with subjects seen at each stage of the
calculation;
• mid-calculation rounding should be avoided;
• the answer should be quoted to more significant figures than the value they have
been asked to find.

(b) The main error seen, when using F = ma and equations of motion, was not taking into
account speed changing when calculating the time to stop. Students who identified the
questions as being set up for a “work done = change in kinetic energy” generally obtained
all marks (27.3%).

(c) Good students were able successfully to complete this calculation (23.1%) whereas lower
performing students appeared to have little appreciation of the problem and were able to
make only limited progress, by perhaps finding the number of ions or converting the energy
into electron volts.

(d) Students failed to gain marks here for a number of the following common reasons: dividing
the current by the time, using 2 × 1.6 × 10–19 for each charge carrier rather than 1.6 ×
10–19, and misremembering the prefix nano- as 10–12.

(e) This question proved to be inaccessible to all but the very best students. Only 10.7% of
students managed to score anything on this item. The number of factors they had to
consider proved too challenging for most. Where students realised that ionisation occurred
when the alpha source was close enough, they often got confused about the effect this had
on the current in the circuit and the resistance and potential difference across the air gap.
Many students thought that an increase in current could only occur when the potential
difference across the air gap increased.

(a) One mark was gained by at least 75% of the cohort. This was usually for use of E = IVt
39.
with t = 200 ms. Generally, grade A students appreciated that the charge was the area
under the curve and determined this to an acceptable level of accuracy.

(b) The most effective answers typically scored at least two marks. Most students who gained
1 mark determined either the potential energy (p.e.) or kinetic energy (k.e.) correctly. Many
students did not recognise the sum of the p.e. and k.e. as the useful energy output, often
using only p.e. Others didn’t realise that the answer to part (a) was the input energy and
instead attempted to find some ratio of p.e. to k.e.

Haberdashers Monmouth School For Girls Page 115 of 117

(c) Many students gained 1 mark for stating that the resistance of the thermistor would
decrease. Only the most successful answers gave an explanation of why this property was
useful in this context. The most able students were able to provide quality descriptions that
incorporated the potential-divider aspect of the series circuit.

(a) This required students to make sense of data and this proved challenging to many, even
48. though the data were presented in separate paragraphs. The most successful route was for
students who calculated the total energy stored by the battery and then worked out the
output power.

(b) The most common differences given between microwaves and sound waves were in terms
of transverse vs longitudinal, and polarisability. “Microwaves are part of the electromagnetic
spectrum, but sound waves aren’t ” was a common response that contains insufficient
detail.

(c) About 50% of students could give one condition for coherence, with about 30% giving both.
Statements about being “in phase” were not accepted as this is an instantaneous situation
that can arise between incoherent waves.

(d) Many students did not identify that the path difference could be obtained using the
Pythagorean theorem. Students could have aided their understanding of the problem by
drawing lines AM and BM on the figure. Some students failed to gain the second mark
because they rounded their values of AM and BM to two significant figures before finding
the difference. This gave a final answer of 0.3 m. Students should expect to give their final
answer to a numerical ‘ show that’ calculation to more significant figures than the target
value.

(e) Students should also appreciate that a ‘show that’ question is usually followed by a
question requiring use of the value given. Very few students made the connection between
the path difference (leading to a minimum intensity) and the wavelength.

(a) Just over 20% of students were able to obtain both marks by being able to extract pertinent
49.
information from the question. Many students assumed that the 12 V was across the 25 Ω
resistor; on this occasion these students obtained one mark for use of V = IR.

(b) Considerably more success was seen here, with almost 80% of students obtaining both
marks. There was less information to process, and students displayed a good
understanding of how the resistance is determined in such a situation.

(c) Poor performance in this question was largely due to limited use of appropriate technical
language. Answers lacked a clear communication of the physics of why resistance varies in
the filament lamp. The language used was often too vague and imprecise to be considered
credit-worthy at AS level. Most students could not describe the increase in resistance as
being due to increased vibration of the lattice ions causing an increase in the rate of
collisions between the delocalised electrons and the lattice ions. A significant number of
students stated that this increase in resistance caused the current to decrease.

Haberdashers Monmouth School For Girls Page 116 of 117

(d&e) 32% of students were able to score both marks in (d) while 45.7% were able to obtain both
marks in (e) (albeit for reasons related to errors carried forward).
Many students failed to appreciate that the lamp and resistor were in parallel and simply
determined the current in the lamp and quoted the total resistance as the lamp’s
resistance.
In (e), many students determined the power output across the lamp rather than the total
power output of the battery.

(f) Very few students showed any understanding of the difference between the two circuits and
how this affected the voltage range and the efficiency. Just over 2% of students scored 2 or
more marks. There was a significant number of non-attempts with almost 20% of students
not providing any answer.

Haberdashers Monmouth School For Girls Page 117 of 117

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A Guide to Electronic Maintenance and Repairs
From Everand
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Yunusa Ali S.
4.5/5 (8)

Basics of Electricity Part 1

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Basics of Electricity Part 1

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In the circuit shown in the diagram the cell has negligible internal resistance.

Reading of ammeter Reading of voltmeter

Haberdashers Monmouth School For Girls Page 1 of 117

(a) Lamp P is rated at 12 V 36 W and lamp Q is rated at 12 V 6 W.

(i) Calculate the current in the battery.

(ii) Calculate the resistance of P.

(iii) Calculate the resistance of Q.

Haberdashers Monmouth School For Girls Page 2 of 117

Haberdashers Monmouth School For Girls Page 3 of 117

(b) The average power consumption of the laptop is 30 W.

time ____________________ hours

Haberdashers Monmouth School For Girls Page 4 of 117

energy stored ____________________ J

(b) The internal resistance of each cell is 0.60 Ω.

potential difference ____________________ V

Haberdashers Monmouth School For Girls Page 5 of 117

(ii) Calculate the pd across the 2.0 Ω resistor.

(iii) Calculate the current in the 2.0 Ω resistor.

(iv) Determine the current in R.

Haberdashers Monmouth School For Girls Page 6 of 117

(vi) Calculate the total resistance of the circuit.

circuit resistance ____________________ Ω

resistor rate of energy dissipation / W

(ii) Hence show that energy is conserved in the circuit.

Haberdashers Monmouth School For Girls Page 7 of 117

What is the main purpose of the steel core?

A To force more current into the outer sheath.

B To provide additional current paths through the cables.

C To reduce the power lost from the cables.

D To increase the mechanical strength of the cables.

Haberdashers Monmouth School For Girls Page 8 of 117

The student wishes to determine the efficiency of this circuit.

The efficiency can be determined using two readings from a voltmeter.

and V is the potential difference across the external resistor.

Haberdashers Monmouth School For Girls Page 9 of 117

Haberdashers Monmouth School For Girls Page 10 of 117

1.71 2.9 0.58

3.00 9.0 1.80

3.27 10.7 2.18

3.50 12.3 2.43

(i) Complete the table above.

(iii) Determine the gradient of the graph.

(iv) Use the gradient of the graph to obtain a value for R.

Haberdashers Monmouth School For Girls Page 11 of 117

(i) Determine the value of R when V = 3.50 V.

Haberdashers Monmouth School For Girls Page 12 of 117

Calculate the percentage uncertainty in the value of R calculated in part (1).

percentage uncertainty = ____________________ %

(iii) Hence calculate the uncertainty in the value of R.

Haberdashers Monmouth School For Girls Page 13 of 117

(a) State what is meant by electromotive force.

Haberdashers Monmouth School For Girls Page 14 of 117

Haberdashers Monmouth School For Girls Page 15 of 117

internal resistance = ____________________ Ω

Explain whether the LED will work as required.

Haberdashers Monmouth School For Girls Page 16 of 117

(a) The steel wire has a diameter of 7.4 mm.

resistivity = ____________________ unit ___________

Haberdashers Monmouth School For Girls Page 17 of 117

Calculate the total power loss for a 1.0 km length of cable.

Total power loss ____________________ W

Haberdashers Monmouth School For Girls Page 18 of 117

Haberdashers Monmouth School For Girls Page 19 of 117

electrical energy converted by X = ____________________ J

electrical energy converted by Y = ____________________ J

Haberdashers Monmouth School For Girls Page 20 of 117

Low closed open 400

Normal closed closed 800

(a) Calculate the current in S2 when the normal setting is selected.

Determine the length of nichrome wire needed to provide a resistance of 260 Ω.

resistivity of nichrome at the working temperature = 1.1 × 10−6 Ω m

length of wire ____________________ m

Haberdashers Monmouth School For Girls Page 21 of 117

Give your answer to an appropriate number of significant figures.

peak wavelength ____________________ m

The current in a wire is 20 mA.

resistivity = __________ unit _

resistivity = __________ unit _

resistivity = ___ unit =