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Section A
1
A
13
B
2
A
14
A
3
C
15
A
4
D
16
C
5
B
17
D
6
B
18
A
7
A
19
C
8
C
20
B
9
D
21
C
10
D
22
C
11
C
23
B
12
C
24
D
Use v2 = u2 + 2as
0 = u2 + 2(-a)x
u2
2a
x=
(1.20u) 2
2a
When train speed is increased, x =
1.44u 2
2a
=
= 1.44 x
At any point during the flight, the stone experiences acceleration due to gravity equal to 9.81
m s-1 downward. Since upward direction is positive, the acceleration of the stone is always
negative.
R1 = R2 = weight of the picture. And the sum of the vertical components of tension
should balance the weight. So T1 > T2 as T1 has a smaller angle of inclination to the
horizontal.
Although the spring balance is calibrated to read the mass, it actually measures the weight of
the mass and hence the reading is affected by g. On the other hand the lever balance uses
moments and hence g is eliminated when determining the mass of the stone.
Since momentum is conserved, mass 2m will move off with half the speed of mass m.
1
m(2v)2
2
1
(2m)v 2
2
X
Y
=
2
1
=
2
9
The force F does work to increase the gravitational potential energy of the body. There is no
change in KE since velocity is constant.
output work
input work
Efficiency =
10
mg (s sin )
mg sin
Fs
F
=
mr 2
Horizontal component of N provides centripetal force
Solve the simultaneous equations to find r.
11
GM 1
.
r
r
Gravitational potential
And WD = m(Vf - Vi) = 400 kJ
12
13
C
B
14
R
Using
decreases.
15
L
A
, L decreases (halved) and A increases (for same total volume), hence R
1
1
500 1500
V=(
16
3.0 has no effect. 8.0 and 4.0 are in series, and they are together in parallel with
R. The effective resistance of 8.0 , 4.0 and R is 6.0 , hence R works out to be 12 .
17
18
F = BIL cos
F is max when = 0
19
d
dt
Use
20
VpI p VsIs
Is
120 x 60
1.6 A
4500
x100% 0.036%
Ptotal 120 x 60
Percentage power lost =
21
2
I 2R Irms
R/2
2
Irms
2I 2
Irms 2I
Irms
I02 I0
4
2
I0
2I
2
I0 2.8I
22
N
hf
t
N
0.20 6.63 10 34 5.0 1014
t
N
6.03 1017 s 1
t
P
n
e
t
60.0 10 6
n
1.6 1019
n
3.75 1014 s 1
t
n
14
t 100% 3.75 10 100% 0.062%
N
6.03 1017
t
23
i I A2
AP
i
P 2
AQ
iQ
4
24
p2
E
eV , p 2meV
2m
h
h
p
2meV
1
Section B:
1
(a)
(b)
(i)
The products of p and V are not constant. For example, the product of p and V is 5.0
x 104 Pa m3 at B, but 6.0 x 104 Pa m3 at A.
[1]
(ii)
U q W 0
(iii
In one cycle,
2
(a)
[1]
Gravitational force provides centripetal force of the satellite about the planet.
2
GMm
2
GM 2
mR 2 mR
R 3
T
2
R
T
4 2
(b)
(i)
[2]
(ii)
The gradient of R3 versus T2graph gives
[2]
GM
4 2
which is proportional to M
[3]
MS gradientS
MS
1.50 / 1.56
27
MJ gradient J
1.90 x 10
2.00 / 0.60
mass of Saturn, MS 5.48 x 10 26 kg
3
(a)
(i)
It is the constant magnetic flux density which, when acting normally to a long straight
wire carrying a current of one ampere, causes a force per unit length of 8.6 x 10 -3 N m-1
on the conductor.
[2]
(ii)
eE Bev
E 0.0086 4.3 107
3.7 105Vm 1
[1]
[1]
(iii)
6
(b)
Fig. 3.1
Circular arc in magnetic field [1]
[1]
Parabolic path in electric field [1]
[1]
(a)
Faradays Law states that the induced e.m.f. in a circuit is directly proportional to the rate of
change of flux linkage or to the rate of cutting of magnetic flux.
Lenzs Law states that the direction of the induced e.m.f. is such that it tends to oppose the flux
change causing it, and does oppose it if induced current flows.
[2]
(b)
(i)
When the transponder is in the range of the power source, the varying magnetic field generated
by power source results in a changing magnetic flux linkage through the wire loops embedded in
the transponder. [1]
By Faradays law of electromagnetic induction, this results in induced e.m.f. Since there is a
closed circuitry inside the transponder, the induced emf drives a current which supplies power to
the internal circuitry. [1]
(ii)
1.
= - d/dt
= - d(NBA sin 2ft)/dt
= - 2fNBA cos 2ft
o = 2fNABo
= 2 (13.6 106) (3) (4.00 10-3) Bo
= 1.03 106 Bo
2.
[1]
[2]
2
Vrms = Vo /
2
10.0 10-3 = 1.03 106 Bo /
Bo =1.37 10-8 T
5
[2]
(a)
Q
0.500
0.380
x/ cm
0.0
0.5
7
0.300
0.210
0.150
0.100
0.050
1.0
1.8
2.5
3.5
5.0
[2]
(b)
[2]
x = 1.40 cm
(ii)
Q 0.315 0.000
0.0670
x
0.00 4.70
(c)
=
Qmax = 0.500
(ii)
(d)
(i)
(ii)
[1]
[3]
cm-1
[1]
[2]
[1]
[1]
8
6
Diagram:
V
electrodes
heating element
air chamber
temperature sensor
data
logger
Defining the problem
Independent variable: temperature of air between the electrodes
Dependent variable: minimum voltage V needed to generate spark
Control of variables: Ensure fixed gap between electrodes/same pressure in the chamber/fixed
amount of gas
Method of data collection
Fully-labelled diagram including the air chamber with electrodes, a circuit diagram to provide a
current to the heating element, sensors to m easure temperature and pressure
Method of measuring the temperature (thermocouple/temperature sensor connected to data
logger)
Method of varying and measuring the high voltage when spark is first seen
(voltmeter/CRO/voltage sensor connected to data logger)
Method of varying the temperature (adjust the rheostat to vary the current in the heating
element/use of thermostat)
Method of analysis
Suggest an appropriate graph (Plot V versus
OR assume V = k n => lgV= n lg + lgk. Plot lgV versus lg where gradient and intercept of
graph give n and lgk respectively
Safety considerations
Handle high power supply with care
Switch off the circuits when not in use to prevent over heating
Avoid working at extreme high temperature so not to melt any element or wire
Additional details
Conduct a pre-experiment to find a measurable range for data collection or to calibrate the
instrument.
Ensure constant electrode separation by clamping the electrodes in place
Place temperature sensor near the electrode for accurate measurement of temperature.
Conduct experiment in a dark room to better detect the first spark
After each sparking, allow air exchange in the chamber to ensure that air composition is not
affected by spark
Total
1
1
2
1
1
1
1
12
Section C:
1
(a)
[1]
[1]
(b)
Resolve momentum of each body along x- and y-axes. Find algebraic sum of the x- and ycomponents, px and py respectively. Total momentum is then found from the vector addition of px
and py.
[2]
OR
Use momentum vector diagram. The total momentum is obtained by placing the vectors head to
tail and drawing the vector from the free tail to the free head.
[2]
(c)
(i)
(ii)
(iii)
(d)
1.
[1]
[1]
[1]
Let v be the speed with which the ball strikes the block
0.25 mv2 = 0.031
[1]
0.011 v2 = 0.124 (This value is the initial KE of ball.)
v = 4.75 m s-1
[1]
[1]
2.
Let v be the speed with which the ball rebounds from the block.
mv 2 = 0.75 0.124
[1]
0.011 v 2 = 0.75 0.124 [1]
v = 4.11 m s-1
[1]
1.
2.
<F>t = p
<F> 0.15 = 0.098
<F> = 0.65 N
[1]
[1]
[1]
[1]
[1]
10
2
(a)
(i)
(ii)
(b)
(c)
(i)
[1]
[2]
[2]
[2]
(ii)
Draw a straight line to the right and parallel to the original line in Fig 2.1
[1]
(iii)
1.
Since the frequencies (or crosses) are located in the same range
of frequency values, the transitions corresponding to these
frequencies have similar E, indicating these transitions are to the [1]
same lower energy level.
The frequencies lie in the visible region of the electromagnetic [1]
spectrum.
2.
(i)
34
14
h hf 6.63 10 4.74 10
p
1.05 1027 kg m s 1
c
3.00 108
[2]
[2]
11
(ii)
p mv
1.05 1027 3.35 10 26 v
v 0.031 m s 1
(iii)
[2]
103
0.31
photons need in 1 s
[2]
103
103 3.0 107
0.31
(iv)
[1]
[1]
EXAMINERS COMMENTS
Section B:
1
(a)
(b)
Many students wrongly define internal energy as the sum of kinetic energy and potential
energy of the body.
(i)
There is significant number of students who wrongly stated that the graph should be
linear in order for temperature to be constant.
(ii)
105 is commonly missed out when reading pressure from the graph.
(iii)
Many students do not realise that work done on the gas during the cycle is negative,
and use a positive value for w in the 1st Law equation..
(a)
The statement to explain that gravitational force provides the centripetal force for the circular
motion is seldom given.
(b)
(i)
(ii)
Well attempted by most students. Wrong answers given usually arises from ignoring
1027 and 1012 in the values for R3 and T2 .
(i)
This part is not done well. Many candidates did not mention important criteria such as
conductor place perpendicular to the field.
(ii)
(iii)
This part of the question is well attempted. Handful of students did not read the
question carefully and hence, did not offer any explanation in their working.
(a)
12
(b)
(a)
Candidates should be careful in their drawing/ sketching- A circular path and parabolic path
looks almost the same.
Many candidates merely stated that an emf is induced if/when there is change in
flux linkage, without specifying the relationship between the induced emf and that
change in flux linkage.
Students tend to state Lenzs law in terms of the direction of induced current. For a
one mark question, it is better to state Lenzs law in terms of the direction of the
induced emf as induced current does not necessarily exist.
(b)
(i)
Students must read the context given in the question carefully. The majority of the
students did not make reference to the varying magnetic field that exists and seem
to think that it is the motion of running and the cutting of magnetic flux that leads to
the induced emf. This gained no credit as the emf induced is very small and is not
the main means by which the transponder powers up.
1.
2.
(ii)
5
(a)
(b)
Be more careful to plot points correctly. Some slips by students in the 2 nd, 4th
and last point. Best fit smooth curve should be drawn, not just linking all the
points.
Expected 2 decimal places.
(ii) Some students drew tangent line wrongly at Q = 0.25. Must read
question clearly. Be careful to include negative sign and units in the
answer.
(i)
Almost all correctly gave 0,50.
(iii)
Students should think of possible physical reasons for the value, not
just describe the graph or take limits on the efficiency equation.
This part is poorly done. Inappropriate references to photoelectric effect and
energy levels were given. Should just comment on the probability of
absorption, penetration and scattering.
(c)
(d)
Section C
1
(a)
Most candidates correctly stated that force is equal to the rate of change of momentum but few
commented about their directions.
(b)
13
motion in two dimensions, with resolution of momentum in two directions at right angles (or the
use of a momentum vector diagram) was expected.
(c)
(i)
(ii)
(iii)
(d)
Saying that the system is more stable and hence harder to turn, or need to turn through greater
angle is not good enough. Need to link to greater energy needed. Also, if explain in terms of
restoring moment during turning, must link the greater force needed to greater work done and
hence to greater energy needed.
(a)
(i)
Note that for photoelectric effect to occur, the radiation must be of sufficiently high
frequency, not certain or suitable frequency
(ii)
1.
Note that one-to-one interactions means each electron ejected is due absorption of
one photon. Although the rate of ejection of photoelectrons is directly proportional
to the rate of arrival of photons, it is much smaller as not all photons succeed in
ejections.
When intensity is defined either in words or equation, it must be fully correct with
the concept of intensity as energy per unit area per unit time.
2.
(b)
(i)
Candidates did not state the features of the graph e.g. discussion of x-intercept or linear
relationship as required by the question, as a result, most of the candidates did not
answer to the question. It was not well attempted.
(ii)
It was well attempted. As a higher work function will lead to a higher threshold frequency
with the gradient unchanged.
(iii)
(1)
Candidates should substitute one value of the frequency to find the wavelength of
the light in order to find out with region the crosses are in, instead of guessing.
Candidates fail to see that when the crosses cluster, their frequencies are similar
and hence they are part of a series.
(2)
Most candidates did not mention the energy differences for higher energy levels
are smaller as the energy levels tend to converge.
14
(c)
(i)
Some candidates found the momentum of the atom instead of the momentum of the
photon. And some candidates used c = 3 x 10 8 m s-1 instead of 3.00 x 108 m s-1 and incur
s.f. error.
(ii)
(iii)
(iv)