Final Mock 1P
Final Mock 1P
Mock 1P
Edexcel
Total: 36 marks
Total marks= 111 Marks
Duration: 2 hours
FORMULAE
1 1
frequency = f=
time period T
work done W
power = P=
time taken t
energy transferred W
power = P=
time taken t
2π × orbital radius 2×π×r
orbital speed = v=
time period T
pressure p1 p2
= constant =
temperature T1 T2
Where necessary, assume the acceleration of free fall, g = 10 m/s2.
2
*P73427A0236*
5 A student uses this apparatus to investigate energy transfer by conduction in metals.
metal strips
DO NOT WRITE IN THIS AREA
wooden ring
metal tack
• use wax to attach a metal tack to the end of each metal strip
• place the strips above a Bunsen burner
• light the Bunsen burner and start a stopwatch at the same time
• when enough energy has been transferred to the wax, it melts, causing the metal
tack to fall
• record the time taken for each tack to fall
(a) Explain how the wooden ring makes the apparatus safer for the student to use.
(3)
13
*P73427A01336* Turn over
(b) Describe how energy is transferred by conduction through the metal strips.
(3)
(c) The bar chart shows the results of the student’s investigation.
80
Time for
tack to fall 40
in s
20
0
aluminium brass copper iron
Metal
(1)
14
*P73427A01436*
(ii) State how the student could improve the reliability of their results.
(2)
DO NOT WRITE IN THIS AREA
(iii) The student concludes that iron is the best metal for transferring energy
by conduction.
Evaluate the student’s conclusion.
(2)
15
*P73427A01536* Turn over
11 The diagram shows a simple barometer designed to measure atmospheric pressure.
trapped gas
liquid height
height = ................................................ . . . . . . . . . . . . . . m
30
*P73427A03036*
(b) The Sun shines onto the barometer, increasing the temperature of the
trapped gas.
DO NOT WRITE IN THIS AREA
31
*P73427A03136* Turn over
4 Ground-penetrating radar (GPR) uses radio waves to detect changes in
material underground.
wavefronts
DO NOT WRITE IN THIS AREA
soil
rock
10
*P71955A01032*
(ii) Explain why the radio waves passing through the rock have a smaller
wavelength than the radio waves passing through the soil.
(3)
DO NOT WRITE IN THIS AREA
11
*P71955A01132* Turn over
7 The circuit diagram shows a motor, power supply, switch and variable resistor
connected in series.
18
*P71955A01832*
(c) Complete the Sankey diagram for the electric motor during the 0.42 seconds by
giving the missing information.
(3)
DO NOT WRITE IN THIS AREA
energy transferred to
motor kinetic energy store
of motor
....... ............. ............ ........... .. ............. ....
12 J
....... .......................................................
store
of surroundings
DO NOT WRITE IN THIS AREA
2J
(d) Use the Sankey diagram to calculate the efficiency of the process of bringing the
motor to its maximum speed of rotation.
(3)
efficiency = ............................................... . . . . . . . . . . . . . . . %
DO NOT WRITE IN THIS AREA
19
*P71955A01932* Turn over
12 A device called a metal detector can be used to find metal buried underground.
receiver coil
(Source: © mArt88/Shutterstock)
The metal detector has two circuits, each containing a coil of copper wire.
Diagram 1 shows the circuit for the transmitter coil.
transmitter
coil
Diagram 1
(a) Suggest why there is a magnetic field around the transmitter coil.
(1)
(b) The cell supplies direct current (d.c.). The electronics in diagram 1 change the
DO NOT WRITE IN THIS AREA
30
*P71955A03032*
(ii) Alternating current is supplied to the transmitter coil.
Diagram 2 shows a gold ring in the soil below the metal detector.
DO NOT WRITE IN THIS AREA
metal detector
air
soil
ring
Diagram 2
DO NOT WRITE IN THIS AREA
31
*P71955A03132* Turn over
(c) Diagram 3 shows the circuit for the receiver coil.
loudspeaker
Diagram 3
32
*P71955A03232*
6 A student investigates how the current in a 60 Ω resistor varies with the voltage
across the resistor.
(a) The student has access to this equipment
• 12 V battery
• ammeter and voltmeter
• 60 Ω resistor
• variable resistor
• switch
• connecting wires
Draw a circuit diagram to show how the student could connect this equipment to
carry out the investigation.
(4)
15
*P71956A01532* Turn over
(b) Describe a suitable method the student could use for this investigation.
(4)
(c) (i) Complete the current–voltage graph by drawing a line that shows the
expected results of the investigation.
(3)
0.30
0.20
Current
in A
0.10
0.00
0 2 4 6 8 10 12
Voltage in V
16
*P71956A01632*
(ii) The student repeats their investigation with a 120 Ω resistor.
Explain how a current–voltage graph for a 120 Ω resistor compares with the
current–voltage graph for the 60 Ω resistor.
(3)
. . . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............... .......................................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............... .......................................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............... .......................................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............... .......................................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............... .......................................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............... .......................................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............... .......................................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............... .......................................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............... .......................................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
17
*P71956A01732* Turn over
8 Diagram 1 shows a set of masses attached to a spring, which is suspended from
a support.
support
spring
masses
Diagram 1
(a) After the masses are added, the length of the spring is 14.6 cm.
The student measures the extension of the spring as 11.5 cm.
(i) Calculate the original length of the spring.
(1)
(ii) The student removes the masses and notices that the spring does not show
elastic behaviour.
Predict a value for the new length of the spring after the masses have
been removed.
(1)
23
*P71956A02332* Turn over
(b) The student puts the masses back on the spring.
The student then pulls the masses down and releases them.
The masses vibrate up and down in a vertical direction, as shown in diagram 2.
support
spring
vibrations masses
Diagram 2
24
*P71956A02432*
The distance–time graph shows how the distance between the top of the masses
and the support changes with time as the masses vibrate.
Distance
Time
(i) Explain how the gradient of the graph shows that the masses accelerate as
they vibrate.
(3)
(ii) Add crosses (X) to the distance–time graph to show all the times when the
masses are not moving.
(2)
25
*P71956A02532* Turn over
9 The driver of a racing car makes a pit stop during a race to change the tyres on the
racing car.
The area where the tyres are changed is called the pit lane.
(a) Before entering the pit lane, the speed of the car must decrease for safety reasons.
distance = ............................................... . . . . . . . . . . . . . . . m
26
*P71956A02632*
(b) The racing car slows down using its brakes.
The brakes work using friction.
The brakes become very hot when the racing car slows down.
Using ideas about energy, explain why the brakes become hot.
(3)
(c) The tyres of the racing car also get very hot during a race.
A mechanic has to handle the hot tyres during the pit stop.
They wear protective gloves which have several layers of insulating materials.
Explain how the layers of insulating materials in the gloves reduce the risk of the
mechanic burning their hands on the hot tyres.
(2)
27
*P71956A02732* Turn over
2 Diagram 1 shows the magnetic field between the poles of two strong bar magnets.
Diagram 1
(a) Add labels to diagram 1 to show the poles of the bar magnets.
(1)
(b) The bar magnets are made from steel.
Give one reason why steel is a good material for making bar magnets.
(1)
. . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ .............. .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ .............. .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ .............. .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ .............. .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ .............. .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ .............. .. . . . . . . . . . . . . . . . . . . . .
4
*P71896A0432*
(d) Diagram 2 shows a metal wire being moved downwards through the uniform
field between the poles of the same bar magnets. The orientation of the magnets
has not been changed.
wire
movement
Diagram 2
(i) Give a reason why a voltage is induced between the ends of the metal wire as
it moves between the poles of the bar magnets.
(1)
. . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ .............. .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ .............. .. . . . . . . . . . . . . . . . . . . . .
(ii) State two changes that could be made to this arrangement that would
increase the magnitude of the induced voltage.
(2)
1 . . . . . . . . .. .. .. .. .. .. .. .. .. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
2 . . . . . . . . .. .. .. .. .. .. .. .. .. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
5
*P71896A0532* Turn over
9 This question is about waves.
(a) The diagram represents a wave.
wavelength = ................................................... . . . . . . . . . . . cm
(b) Microwaves are part of the electromagnetic spectrum.
(i) Name the part of the electromagnetic spectrum that has a lower frequency
than microwaves.
(1)
. . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ......................................................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
25
*P71896A02532* Turn over
(c) A student uses a microwave source and a receiver to investigate microwaves.
Photograph 1 shows how the student sets up their apparatus.
microwave
source receiver analogue meter
ruler
Photograph 1
The meter shows the strength of the microwaves detected by the receiver.
The strength of the microwaves is measured in arbitrary units.
The student varies the distance between the microwave source and the receiver,
and records the meter readings.
(i) Photograph 2 shows the analogue meter for one of the readings.
Photograph 2
26
*P71896A02632*
(ii) The graph shows the results of the student’s investigation.
100
80
Meter 60
readings
in arbitrary
units 40
20
0
10 15 20 25 30 35 40 45 50
Distance in cm
The student concludes that the meter reading is inversely proportional to the
distance between the microwave source and the receiver.
To be inversely proportional
meter reading × distance = constant
Comment on the student’s conclusion.
You should use data from the graph in your answer.
(4)
. . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ .............. .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ .............. .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ .............. .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ .............. .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ .............. .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ .............. .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ .............. .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ .............. .. . . . . . . . . . . . . . . . . . . . .
27
*P71896A02732* Turn over
11 (a) Diagram 1 represents the atoms of a gas inside a container.
Diagram 1
(i) Explain how the atoms exert a pressure on the walls of the container.
(3)
. . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ .............. .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ .............. .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ .............. .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ .............. .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ .............. .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ .............. .. . . . . . . . . . . . . . . . . . . . .
(ii) Explain why the pressure of the gas in the container decreases as its
temperature decreases.
The volume of the container does not change.
(2)
. . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ .............. .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ .............. .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ .............. .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ .............. .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ .............. .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ .............. .. . . . . . . . . . . . . . . . . . . . .
30
*P71896A03032*
(b) Diagram 2 shows a device called a magneto-optical trap (MOT).
Physicists use the device to cool gases to extremely low temperatures.
The MOT uses laser beams and magnetic fields to trap a small collection of atoms
with extremely small kinetic energies.
trapped atoms
laser beams
coils producing
magnetic field
Diagram 2
Each trapped atom has a mass of 5.0 × 10–27 kg and a mean speed of 73 m / s.
Calculate the temperature of the trapped atoms.
[mean kinetic energy of an atom = 2.1 × 10–23 × temperature in kelvin]
(4)
temperature = .............................................. . . . . . . . . . . . . . . . . K
31
*P71896A03132*