Physics Exam

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INTERNATIONAL GCSE
PHYSICS
9203/1
Paper 1
Mark scheme
November 2018
Version: 1.0 Final
*BY1892031/MS*
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MARK SCHEME – INTERNATIONAL GCSE PHYSICS – 9203/1 – NOVEMBER 2018
Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant
questions, by a panel of subject teachers. This mark scheme includes any amendments made at the
standardisation events which all associates participate in and is the scheme which was used by them in
this examination. The standardisation process ensures that the mark scheme covers the students’
responses to questions and that every associate understands and applies it in the same correct way.
As preparation for standardisation each associate analyses a number of students’ scripts. Alternative
answers not already covered by the mark scheme are discussed and legislated for. If, after the
standardisation process, associates encounter unusual answers which have not been raised they are
required to refer these to the Lead Assessment Writer.
It must be stressed that a mark scheme is a working document, in many cases further developed and
expanded on the basis of students’ reactions to a particular paper. Assumptions about future mark
schemes on the basis of one year’s document should be avoided; whilst the guiding principles of
assessment remain constant, details will change, depending on the content of a particular examination
paper.
Further copies of this mark scheme are available from aqa.org.uk
Copyright © 2018 Oxford International AQA Examinations and its licensors. All rights reserved.
Level of response marking instructions

Level of response mark schemes are broken down into levels, each of which has a descriptor. The
descriptor for the level shows the average performance for the level. There are marks in each level.
Before you apply the mark scheme to a student’s answer read through the answer and annotate it (as
instructed) to show the qualities that are being looked for. You can then apply the mark scheme.
Step 1 Determine a level

Start at the lowest level of the mark scheme and use it as a ladder to see whether the answer meets the
descriptor for that level. The descriptor for the level indicates the different qualities that might be seen in
the student’s answer for that level. If it meets the lowest level then go to the next one and decide if it
meets this level, and so on, until you have a match between the level descriptor and the answer. With
practice and familiarity you will find that for better answers you will be able to quickly skip through the
lower levels of the mark scheme.
When assigning a level you should look at the overall quality of the answer and not look to pick holes in
small and specific parts of the answer where the student has not performed quite as well as the rest. If
the answer covers different aspects of different levels of the mark scheme you should use a best fit
approach for defining the level and then use the variability of the response to help decide the mark within
the level, ie if the response is predominantly level 3 with a small amount of level 4 material it would be
placed in level 3 but be awarded a mark near the top of the level because of the level 4 content.
Step 2 Determine a mark

Once you have assigned a level you need to decide on the mark. The descriptors on how to allocate
marks can help with this. The exemplar materials used during standardisation will help. There will be an
answer in the standardising materials which will correspond with each level of the mark scheme. This
answer will have been awarded a mark by the Lead Examiner. You can compare the student’s answer
with the example to determine if it is the same standard, better or worse than the example. You can then
use this to allocate a mark for the answer based on the Lead Examiner’s mark on the example.
You may well need to read back through the answer as you apply the mark scheme to clarify points and
assure yourself that the level and the mark are appropriate.
Indicative content in the mark scheme is provided as a guide for examiners. It is not intended to be
exhaustive and you must credit other valid points. Students do not have to cover all of the points
mentioned in the indicative content to reach the highest level of the mark scheme.
An answer which contains nothing of relevance to the question must be awarded no marks.
3
AO /
Question Answers Extra information Mark Spec. ID
Ref.
01.1 an answer of 1.5 (kWh) scores AO2 E

2 marks 3.6.5f
0.30 × 5.0 1
1.5 (kWh) 1
01.2 The computer may not always 1 AO1 A

work at full power. 3.2.2c
01.3 an answer of $1.80 scores 2 AO2 E

marks 3.6.5f
12 × 0.15 1
$1.80 1
01.4 Feature Reason 1 AO1 G

AO2
3.3.2d
gives a large surface area. 1
Dark matt surface increases the melting point.
makes it a very good

conductor.
Large number of
fins
provides very good insulation.
makes it a good emitter of

infrared radiation.
01.5 because they contain free allow delocalized electrons 1 AO1 E

electrons 3.4.2a
01.6 frequency increases allow wavelength decreases 1 AO1 E

3.3.2d
intensity increases allow more infrared radiation 1
01.7 Black-body radiation 1 AO1 A
4
3.3.2f
Total 11
AO / Spec.
Question Answers Extra information Mark ID
Ref.
02.1 Any one from: 1 AO1 G

3.5.2b
• iron
• steel
• cobalt
• nickel
02.2 A 1 AO1 A
3.5.2b
02.3 The force increases. 1 AO1 A

3.5.2a&b
02.4 Level 3: The design/plan would lead to the production of a 5–6 AO1 E
valid outcome. All key steps are identified and logically 3.5.2g
sequenced.
Level 2: The design/plan would not necessarily lead to a 3-4

valid outcome. Most steps are identified, but the plan is not
fully logically sequenced.
Level 1: The design/plan would not lead to a valid outcome. 1–2

Some relevant steps are identified, but links are not made
clear.
No relevant content. 0
Indicative content
Current
• Method of varying the current.
• Use ammeter to measure the current.
• Determine the maximum number of paper clips the
electromagnet can hold.
• Repeat for other values of current.
• Switch off and remove paperclips between readings.
• Use the same number of turns.
• Use the same iron core.
• Plot a graph of number of paper clips against current.
5
Allow method that determines the minimum current required

to hold different numbers of paper clips.
Total 9
AO / Spec.
Ref.
03.1 correct symbol for voltmeter 1 AO4 E

3.5.1g
voltmeter in parallel 1
03.2 divide potential difference by allow correct equation ie 1 AO1 E

current 3.5.1h
V
R=
I
03.3 (increased frequency of more accurate results is AO4 E

recording data) insufficient 3.5.1g
1
so more data collected
easier to spot a trend/pattern. 1
OR
less chance of a random error

(1)
caused by student collecting

data for so long (1)
03.4 Level 2: Relevant points (reasons/causes) are identified, 3–4 AO3 E

given in detail and logically linked to form a clear account. 3.5.1.g
Level 1: Points are identified and stated simply, but their 1–2
relevance is not clear and there is no attempt at logical
linking
No relevant content 0
Indicative content
• resistance decreased at 6 hours caused by an increase in
light intensity
• because the sun rose at 6 hours
• constant resistance between 10 hours and 14 hours
• because consistent level of light intensity between 10
6
hours and 14 hours

• resistance increases between 14 and 16
• therefore there was cloud/rain/dullness between 14 and 16
causing a decrease in light intensity
• resistance increased at 18 hours
• because the sun went down at 18 hours causing a
decrease in light intensity
AO / Spec.
Ref.
03.5 less energy is transferred by the allow phone uses less 1 AO3 E
phone energy/power 3.6.5
the chemical energy store in the allow current from the 1

battery takes longer to battery is less
decrease
Total 11
7
AO / Spec.
Ref.
04.1 The joining together of two allow hydrogen nuclei 1 AO1 E

smaller nuclei 3.7.4a
to form a larger nucleus allow helium nuclei 1
04.2 mass is converted into energy 1 AO1 E

3.7.4b
04.3 In (the core of) stars 1 AO1 G

3.7.4d
04.4 1 mark per column 2 AO2 G

number of number of
3.7.1.f
protons neutrons
1 1
1 2
04.5 both nuclei have a (positive) 1 AO1 E

charge 3.7.4c
therefore
strong force of repulsion allow needs enough 1

energy to overcome the
force of repulsion
04.6 any two from: 2 AO3 E

3.7.4
• share the cost
• share ideas
• make faster progress
04.7 waste is radioactive 1 AO1 E

3.7.3e
remains radioactive for a long allow has a very long half 1
time life
difficult to dispose of 1
Total 13
8
AO / Spec.
Ref.
05.1 an answer of 2.2 (m) AO2 E

scores 2 marks 3.1.2e
11 1
5.0
2.2 (m) 1
05.2 there is a changing magnetic allow correct reference to 1 2xAO1 E

field movement 1xAO2
1 3.6.1a
which induces a p.d.
1
p.d. causes a current
05.3 Opposite to the direction that 1 AO1 a

the magnet is moving in. 3.6.1c
05.4 (the bike is) accelerating 1 AO3 E

3.6.1e
peaks get higher allow greater induced 1
p.d./current
and peaks get narrower 1
therefore magnet was travelling 1

faster past the sensor
allow and peaks get closer
together so wheel is
rotating faster for the third
and fourth marks.
05.5 2.0 mA allow 1.8-2.2 1 AO2 G

3.5.1c
05.6 an answer of 0.000544 (C) AO2 E

scores 4 marks 3.5.1c
time = 0.78 – 0.62 = 0.16 1
I = 0.0034 (A) 1
allow correct substitution

0.0034 = Q / 0.16 of incorrectly / not 1
converted value of I
allow correct substitution

of their value of t
9
allow correct calculation of 1

Q = 0.000544 (C) their substituted values
05.7 answer of 20(m/s) scores AO2 E

3 marks 3.2.1e
1 1
15 000 = × 75 x v2
2
v = √(15000 / 0.5 x 75)

1
v = 20 (m/s)
1
Total 18
AO / Spec.
Ref.
06.1 the driving force = resistive allow correctly named 1 AO1 E

forces forces are balanced for 2 3.1.5a
marks.
act in the opposite directions 1
accept the resultant force
is zero
06.2 an answer of 6000 scores 2xAO2 E

2 marks 1xAO1
1200 × 30 1 3.1.4c
F=
6
1
f = 6000
1
N or newton
06.3 thinking distance decreases answer must be linked to 1 AO1 E

the reason 3.1.5c
because removal of reaction 1
time
braking distance stays the allow a good argument 1

same (because brakes are the that braking distance
same) reduces due to a computer
applying the maximum
stopping distance decreases, safe force to the bakes 1
because stopping distance =
thinking distance + braking
distance
06.4 any two from: 1 AO1 E
10
• condition of tyres 3.1.5e

• condition of road 1
• condition of brakes
• speed of vehicle allow any other factor that
affects braking distance
06.5 an answer of 0.0039 (m) AO2 E

scores 2 marks 3.3.1h
3.0 × 108 = 7.7 × 1010 × λ 1
0.0039 (m) 1
Total 13
11
AO / Spec.
Ref.
07.1 92 1 1 xAO1
1 xAO2
4 and 2 1 3.7.2f
07.2 alpha is the least penetrating 1 1 xAO1

1 xAO2
so is the most easily shielded 1 3.7.2i
07.3 horizontal line drawn from 5500 1 AO2

and down to x-axis 3.7.2h
90 years allow 85-95 1
07.4 2018 – 1977 = 41 years 1 AO2

3.7.2h
11200 and 8000 from graph allow ± ½ small square 1
8000/11200× 158 = 113 W 1

allow 108 – 118 W
07.5 activity would be lower for the 1 AO1

same mass AO3
3.7.2j
so more isotope needed to 1
generate same energy
07.6 an answer of 17 (hours) AO2

scores 4 marks 3.1.2c
distance = 120 × 1.5 × 1011 1
3 × 108= 1.8 × 1013 / t 1
t = 60 000 (s) allow 16 hours and 40 1

mins
t = 17 hours allow 16.7 or 16 2/3 hours 1
do not allow incorrectly
rounded answer
Total 15
12
INTERNATIONAL GCSE
PHYSICS
9203/2
Paper 2
Mark scheme
November 2018
Version: 1.0 Final
*by1892032/MS*
paper.



mentioned in the Indicative content to reach the highest level of the mark scheme.
3
AO /
Ref.
01.1 A 1 AO1 A
3.8.2a
01.2 D 1 AO1 A
3.8.2b
01.3 galaxy 1 AO1 G

3.8.2d
star 1
01.4 gravitational force allow gravity 1 AO1 G

3.8.2b
01.5 13.8 (km/s) allow 13.6–14.0 1 AO2 E

3.8.2.d
01.6 5.6 and 8.6 allow ± half a small square on 1 AO3 E

each reading 3.8.2d
8.6 - 5.6 = 3.0 (km/s) allow correct subtraction of their 1

values
Total 8
4
AO /
Ref.
02.1 Stationary 1 AO2 A

3.1.2a
02.2 600 (m) 1 AO2 G

3.1.2a
02.3 150 − 0 150 1 AO2 E

gradient = allow V =
100 100 3.1.2b,c
1.5 (m/s) 1
02.4 straight line from the origin 1 AO2

3.1.2a E
finishes at (150,600) 1
02.5 p = 50 × 4.0 1 AO2 E

3.1.4a
200 (kg m/s) 1
Total 8
5
AO /
Ref.
03.1 stopclock / stopwatch 1 AO4 E

3.4.2c
kettle / Bunsen burner 1
03.2 to measure the volume of water allow so the volume is the same 1 AO4 E
for each cup for each cup 3.4.2c
because volume of water is a 1

control variable
03.3 difficult to determine the exact allow rate of change of 1 AO4 E

moment the water reached temperature is very low 3.4.2c
40 °C
so stopwatch / stopclock may not 1

have been stopped at the correct
moment
03.4 polystyrene 1 AO3

3.4.2c
took the longest to cool to 40 °C 1
03.5 an answer of 53 000 scores 4 AO2 E

marks 3.4.1b
an answer of 52 500 scores 3
marks
50 °C 1
E = 0.25 × 4200 × 50 1
52 500 1
53 000 (J) to 2 significant figures 1

allow a maximum of 2 marks if θ
= 40 or 90
Total 12
6
AO /
Ref.
04.1 Level 3: The design/plan would lead to the production of a valid 5–6 E
outcome. All key steps are identified and logically sequenced. AO4
3.5.1
Level 2: The design/plan would not necessarily lead to a valid
outcome. Most steps are identified, but the plan is not fully logically 3–4
sequenced.
Level 1: The design/plan would not lead to a valid outcome. Some

1–2
relevant steps are identified, but links are not made clear.
Indicative content
• Set up the circuit as shown in the diagram.

• Place the wire along the metre rule.
• Secure the wire to the metre rule.
• Ensure that the wire is straight.
• Measure the length of the wire using the rule.
• Measure the potential difference across the wire using the
voltmeter.
• Measure the current in the wire using the ammeter.
• Determine the resistance of the wire (V/I).
• Change the length of the wire and repeat I and V measurements.
• Repeat every 10 cm.
• Plot a graph of resistance against length.
04.2 correct label on each axis 1 AO3

3.5.1
all points plotted correctly 2
allow 1 mark for 3 or 4 points
plotted correctly
line of best fit 1
Total 10
7
AO /
Ref.
05.1 Wind turbines do not emit 1 AO1 A

greenhouse gases. 3.2.3c
,d
Wind turbines have no fuel costs. 1
05.2 up to 3 m/s there is no power allow 3 - 4 1 AO3 E

output 3.2.3c
,d
there is a rapid increase in power 1
output between 3 m/s and 15 m/s
above 14 m/s there is a constant allow 13 - 15 1

output of 2400 kW
05.3 an answer of 7.2 x 109 scores AO2 E

4 marks 3.2.1f
t = 3600 1
E allow a correct substitution of 1

2.0 × 106 =
3600 incorrectly/not converted
value of t
E = 2.0 × 106 × 3600 1
E = 7.2 × 109 (J) allow 7 200 000 000 1

allow correct calculation using
incorrectly/not converted
value of t
05.4 sound waves with a frequency allow sound waves with a 1 AO2 E
above the human hearing range frequency above 20 000 Hz 3.3.3d
05.5 oscillations parallel 1 AO1 E

3.3.1c
to direction of energy travel 1
8
05.6 an answer of 0.075 scores 4 AO2 E

marks 3.3.3g
1 square = 0.000005 s 1
0.000005 × 5 allow a correct substitution of 1

t =
2 incorrectly/not converted
value of t for 1 square
s = 6 000 × 0.0000125 allow a correct substitution of 1

value of t
s = 0.075 (m) allow correct calculation using 1

value of t
Total 16
9
AO /
Ref.
06.1 view markers at eye-level allow move markers further 1 AO4 E

apart 3.1.6.b
to correctly judge when the ball to increase the distance and 1
passes the marker time
allow other correct suggestions

for 2 marks
06.2 2.1 (s) 1 AO2 G

3.1.6b
06.3 average time (between each 1 AO3 E

pair of markers) is the same 3.1.6b
and the distance (between each 1

pair of markers) is the same/15
cm
therefore the velocity is 1

constant correct calculation to show
equal velocities gains 3 marks
06.4 initially weight much greater allow large resultant force 1 AO1 E
than drag 3.1.6a,b,c
so large acceleration allow so large gradient 1
as speed increases, drag allow resultant force decreases 1

increases if linked to increasing speed
so acceleration decreases allow so gradient decreases 1
eventually, weight = drag allow resultant force = zero if 1

linked to drag and weight
so acceleration = 0 allow so gradient = 0 1

allow so speed/velocity constant
Total 12
10
AO /
Ref.
07.1 negative charge flows from the allow electrons for negative cha0 1 AO1 E
cloud to the ground rges 3.5.1b
the cloud is discharged 1
07.2 The tall tree no mark for the object AO3 E

3.5.1b
distance between it and the 1
cloud is less
easier for the charge/spark to an answer in term of potential 1

cross the gap gradient can score full marks
07.3 250 (J) allow 240 - 260 1 AO2 G

3.5.1e
07.4 300 1370 1 AO3 E

= 2 and ≠ 2
150 1940 3.5.1e
therefore
when the energy is doubled the 1

p.d. does not double
any correct method of showing
that they are not directly
proportional scores 2 marks
07.5 (if values of p.d. are not known 1 AO3 E

accurately) amount of energy will 3.5.1e
not be known accurately
(therefore too much energy could 1

be delivered) causing permanent
damage to the patient
or
too little energy will be delivered

so will not be effective
11
Total 9
12
AO /
Ref.
08.1 soft iron core 1 AO1 G

3.6.2c
primary coil 1
secondary coil 1
08.2 more turns on secondary coil no mark for step-up 1 AO3 E

than on the primary coil 3.6.2d
,e
therefore the output p.d. will be 1
greater than the input p.d (so it is
a step-up transformer)
08.3 an answer of 40 gains 4 marks AO2 E

Np = 5 and Ns = 10 1 3.8.2e
20 5 1
=
Vs 10
10 1
Vs = 20 ×
5
40 (V) 1
08.4 an answer of 2.4 gains 3 marks AO2 E

48 = I × 20 1 3.6.2f
48 1
I =
20
48 10
allow Ip = × = 2.4
2.4 (A) 40 5 1
for 3 marks
08.5 transformers only work with 1 AO3 E

alternating current (so LED is 3.6.2c
connected to a.c.)
diodes only allow current to pass 1

in one direction
13
LED only conducts each half 1

cycle
Total 15
14
Please write clearly in block capitals.
Centre number Candidate number
Surname
Forename(s)
Candidate signature
INTERNATIONAL GCSE
PHYSICS
Paper 1
Thursday 8 November 2018 07:00 GMT Time allowed: 1 hour 30 minutes

Materials For Examiner’s Use
For this paper you must have:
• a ruler Question Mark
• a scientific calculator 1
• the Physics Equations Sheet (enclosed).
2
Instructions 3
• Use black ink or black ball-point pen. 4
• Fill in the boxes at the top of this page. 5
• Answer all questions in the spaces provided.
6
• Do not write outside the box around each page or on blank pages.
• If you need extra space for your answer(s), use the lined pages at the end of 7
this book. Write the question number against your answer(s). TOTAL
• Do all rough work in this book. Cross through any work you do not want to be
marked.
• In all calculations, show clearly how you worked out your answer.
Information
• The maximum mark for this paper is 90.
• The marks for questions are shown in brackets.
• You are expected to use a calculator where appropriate.
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Answer all questions box
0 1 Figure 1 shows a computer.
Figure 1
0 1 . 1 The computer has a power rating of 0.30 kW.
Calculate the energy transferred by the computer when it is used for 5.0 hours.
Use the Physics Equations Sheet.

[2 marks]
Energy = kWh
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0 1 . 2 Suggest one reason why the computer may transfer less energy than you calculated box
in Question 01.1.
Tick one box.
[1 mark]
The computer may not always work at full power.
The computer wastes some energy.
The computer creates extra energy.
0 1 . 3 During 1 week the computer transfers 12 kWh of energy.
cost per kWh = $0.15
Calculate the cost of using the computer for 1 week.

[2 marks]
Cost = $
Question 1 continues on the next page
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While the computer is being used some of the components get hot. box
Figure 2 shows one of the components that gets hot.
Figure 2
0 1 . 4 Some features of the component help it to transfer energy quickly.
Draw one line from each feature to the reason why it helps the component transfer
energy quickly.
[2 marks]
Feature Reason
gives a large surface area.
increases the melting point.

Dark matt surface
makes it a very good conductor.
Large number of fins

provides very good insulation.
makes it a good emitter of infrared

radiation.
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0 1 . 5 The fins are made of metal. box
Why are metals good thermal conductors?

[1 mark]
0 1 . 6 Most of the radiation emitted by the component is infrared radiation.
Give two changes to the infrared radiation emitted by the computer component as the
temperature of the component increases.
[2 marks]
0 1 . 7 The component emits a range of electromagnetic radiation.
What name is given to the electromagnetic radiation emitted at a particular

temperature by the component?
Tick one box.
[1 mark]
Black-body radiation
Cosmic radiation
Ionising radiation
Nuclear radiation
11
Turn over for the next question
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0 2 A student is investigating magnetism. box
0 2 . 1 Name one magnetic material.

[1 mark]
0 2 . 2 The student places two magnets close to each other.
Which diagram shows the correct magnetic field pattern in the region between the two
magnets?
Tick one box.

[1 mark]
0 2 . 3 The two magnets are brought closer together.
What happens to the size of the force on each magnet as they are moved closer
together?
Tick one box.
[1 mark]
The force decreases.
The force increases.
The force stays the same.
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0 2 . 4 The student builds an electromagnet as shown in Figure 3. box
Figure 3
Describe how the student could investigate how the magnitude of the current affects
the strength of the electromagnet.
[6 marks]
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0 3 A student investigated how the resistance of an LDR varied with light intensity over a box
24-hour period.
0 3 . 1 Figure 4 shows part of the circuit the student set up.
Figure 4
Complete the circuit diagram to show how the student could measure the potential
difference across the LDR.
Use the correct circuit symbol.

[2 marks]
0 3 . 2 How could the student use her measurements to calculate the resistance of the LDR?
[1 mark]
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0 3 . 3 The student decided to improve the investigation by connecting the LDR to a sensor box
and data logger. The sensor measured the resistance of the LDR directly.
The data logger recorded the resistance of the LDR every second for 24 hours.
Explain why recording the resistance every second improved the investigation.
[2 marks]
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0 3 . 4 The student placed the LDR and data logger outdoors away from any shade. box
Figure 5 shows the results from the student’s investigation.
Figure 5
Explain the shape of the graph in Figure 5.

[4 marks]
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0 3 . 5 Figure 6 shows a girl talking on a mobile phone. box
The mobile phone contains a light sensor that works in the same way as an LDR.
Figure 6
When the girl is holding the phone to her ear, the phone’s screen stops emitting light.
Explain why this increases the time before the mobile phone needs to be recharged.
[2 marks]
11
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0 4 The process of nuclear fusion releases energy. box
0 4 . 1 Describe the process of nuclear fusion.

[2 marks]
0 4 . 2 Why is energy released in a fusion reaction?

[1 mark]
0 4 . 3 Where does nuclear fusion occur naturally?

[1 mark]
0 4 . 4 Nuclear fusion reactors use two isotopes of hydrogen as fuel.
Complete Table 1.
[2 marks]
Table 1
Isotope Number of protons Number of neutrons
2
1 H 1 1
3
1 H
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0 4 . 5 Explain why fusion reactions can only happen if the temperature is very high. box
[2 marks]
Some countries are building experimental nuclear fusion reactors.
0 4 . 6 Give two reasons why these countries may work together.

[2 marks]
0 4 . 7 Working nuclear fusion reactors could provide an almost limitless supply of energy.
All commercial nuclear power stations currently use a different process called nuclear
fission. This process produces waste.
Explain why the waste produced is a problem.

[3 marks]
13
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0 5 Figure 7 shows a bicycle with a computer attached. box
Figure 7
As the wheel turns the magnet passes the sensor.
The computer records the number of times the magnet passes the sensor.
0 5 . 1 As the bicycle travels a distance of 11 m the front wheel makes 5.0 revolutions.
Calculate the circumference of the front wheel of the bicycle.

[2 marks]
Circumference = m
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Figure 8 shows the magnet and the sensor. box
The sensor contains a conductor which is part of a complete circuit.
Figure 8
0 5 . 2 Explain why there is a current in the sensor as the magnet moves past it.
[3 marks]
0 5 . 3 The current in the sensor causes a force to be exerted on the magnet.
In which direction is the force on the magnet?

Tick one box.
[1 mark]
Perpendicular to the direction the magnet is moving in.
In the same direction the magnet is moving in.
Opposite to the direction the magnet is moving in.
Turn over ►
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Figure 9 shows how the current in the sensor varied as the bicycle moved. box
Figure 9
0 5 . 4 Explain the movement of the bicycle using information from Figure 9.

[4 marks]
0 5 . 5 Use Figure 9 to estimate the average current in the sensor the first time the magnet
passed the sensor.
[1 mark]
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0 5 . 6 The second time the magnet passed the sensor the average current was 3.4 mA. box
Determine the charge flow in the sensor the second time the magnet passed the
sensor.

[4 marks]
Charge flow = C
0 5 . 7 The combined mass of the bicycle and a cyclist is 75 kg.
During a cycle ride the maximum kinetic energy of the bicycle was 15 000 J.
Calculate the maximum velocity of the bicycle.

[3 marks]
Maximum velocity = m/s 18
Turn over ►
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0 6 Figure 10 shows cars on a horizontal road. The cars are moving at a steady speed in box
a straight line.
Sensors in car A monitor the distance to the car in front.
Figure 10
0 6 . 1 Describe the horizontal forces acting on car A.

[2 marks]
0 6 . 2 Car A has a mass of 1200 kg and is travelling at a speed of 30 m/s.
Calculate the force required to stop car A in 6.0 seconds.
Give the unit.

[3 marks]
Force = Unit =
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0 6 . 3 Car B stops suddenly. Car A has an automatic braking system, which applies the box
brakes immediately, bringing car A to a stop.
Explain the effect the automatic braking system has on the stopping distance.
[4 marks]
0 6 . 4 The weather conditions affect the stopping distance of a car with automatic braking.
Give two other factors that affect the stopping distance.

[2 marks]
0 6 . 5 The sensors in car A emit and detect radio waves.
The radio waves have a frequency of 7.7 × 1010 Hz.
The speed of radio waves is 3.0 × 108 m/s.
Calculate the wavelength of the radio waves.

[2 marks]
Wavelength = m 13
Turn over ►
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0 7 The Voyager 2 space probe was launched in 1977. box
It is powered by the energy released when the radioactive isotope plutonium-238

decays.
0 7 . 1 Plutonium-238 (Pu) decays into uranium-234 (U) by emitting an alpha particle.
Complete the nuclear equation for the decay of plutonium-238.

[2 marks]
0 7 . 2 The space probe contains a lot of very sensitive equipment that would be damaged by
nuclear radiation.
Explain why a radiation source that emits alpha particles is suitable for the space
probe.
[2 marks]
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Figure 11 shows how the count rate of a sample of plutonium-238 varies with time. box
Figure 11
0 7 . 3 Determine the half-life of plutonium-238.

[2 marks]
Half-life = years
0 7 . 4 The space probe is still operating in space today.
When the space probe was launched in 1977 the power source had an output
of 158 W.
Determine the power output of the power source today.
Use information from Figure 11.

[3 marks]
Power output = W
Turn over ►
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0 7 . 5 Explain why an isotope with a longer half-life than plutonium was not chosen to power box
the space probe.

[2 marks]
0 7 . 6 The space probe is currently at the edge of our solar system. Scientists use a unit
called the astronomical unit (AU) to measure the large distances in the solar system.
1 AU = 1.5 × 1011 m
The signals that the space probe sends back to Earth travel at a speed
of 3.0 × 108 m/s.
The space probe is currently 120 AU from Earth.
Calculate the time it takes for a signal from the space probe to reach Earth.
Give your answer in hours.

[4 marks]
15
Time = hours
END OF QUESTIONS
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DO NOT WRITE ON THIS PAGE

ANSWER IN THE SPACES PROVIDED
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Question Additional page, if required.
number Write the question numbers in the left-hand margin.
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Copyright information
For confidentiality purposes, acknowledgements of third-party copyright material are published in a separate booklet rather than including them on the
examination paper or support materials. This booklet is published after each examination series and is available for free download from
www.oxfordaqaexams.org.uk after the live examination series.
Permission to reproduce all copyright material has been applied for. In some cases, efforts to contact copyright-holders may have been unsuccessful
and Oxford International AQA Examinations will be happy to rectify any omissions of acknowledgements. If you have any queries please contact the
Copyright Team, AQA, Stag Hill House, Guildford, GU2 7XJ.
*28*
IB/M/Nov18/9203/1
Surname
Forename(s)
Candidate signature
INTERNATIONAL GCSE
PHYSICS
Paper 2
Wednesday 14 November 2018 07:00 GMT

Time allowed: 1 hour 30 minutes
• a Physics Equations Sheet.
2
Instructions 3
6
• If you need extra space for your answer(s), use the lined pages at the end of
this book. Write the question number against your answer(s). 7
• Do all rough work in this book. Cross through any work you do not want to be 8
marked.
• In all calculations, show clearly how you work out your answer. TOTAL
Information
*nov189203201*
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Answer all questions in the spaces provided. box
0 1 Figure 1 shows the orbits of some objects in the solar system.
Figure 1
0 1 . 1 Which object is a comet?

Tick one box.
[1 mark]
A B C D
0 1 . 2 Which object is a moon?

Tick one box.
[1 mark]
A B C D
0 1 . 3 Complete the sentences.

Use words from the box.
[2 marks]
galaxy moon planet star
The Milky Way is a .
The Sun is a .
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Saturn is a planet that has many moons in orbit around it. box
0 1 . 4 What is the name of the force that causes a moon to orbit Saturn?
[1 mark]
Figure 2 shows how speed varies with distance from the centre of Saturn for Saturn’s
largest moons.
Figure 2
0 1 . 5 Saturn has a smaller moon called Methone which is not shown on Figure 2.
The distance between Methone and the centre of Saturn is 200 000 km.
Determine the speed of Methone.

[1 mark]
Speed = km/s
0 1 . 6 Determine the difference in speed between Titan and Rhea.

[2 marks]
Difference in speed = km/s 8
Turn over ►
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0 2 Figure 3 shows a distance-time graph for a student walking to school. box
Figure 3
0 2 . 1 Which of the following describes the motion of the student between 100 seconds and
150 seconds?
Tick one box.
[1 mark]
Constant acceleration
Slowing down
Speeding up
Stationary
0 2 . 2 What is the total distance travelled by the student?

[1 mark]
Total distance = m
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0 2 . 3 Determine the speed of the student during the first 100 seconds. box
[2 marks]
Speed = m/s
0 2 . 4 The next day the student ran to school at a constant speed.
The journey took half the time than it did on the first day.
Draw another line on Figure 3 to show the student running to school.

[2 marks]
0 2 . 5 The student ran at a speed of 4.0 m/s.
The student had a mass of 50 kg.
Calculate the momentum of the student.

[2 marks]
Momentum = kg m/s 8
Turn over ►
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0 3 Figure 4 shows three cups made from different materials. box
Figure 4
A student investigated how the material of each cup affected the length of time hot
water would take to cool down.
The student put hot water at the same temperature into each cup. The student
measured the time it took for the water to cool to 40 °C.
The student used the following equipment in the investigation:
• thermometer
• measuring cylinder.
0 3 . 1 Suggest two other pieces of equipment the student would need in this investigation.
[2 marks]
0 3 . 2 Explain why the student used a measuring cylinder in the investigation.

[2 marks]
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0 3 . 3 When using the equipment in Figure 4, the student found it difficult to obtain an box
accurate value for the time taken for the water to cool to 40 °C.
Explain why.
[2 marks]
0 3 . 4 Table 1 shows the student’s results.
Table 1
Time in
Cup material
seconds
Paper 906
Polystyrene 987
Plastic 960
Which cup material gave the lowest rate of energy transfer?
Give a reason for your answer.

[2 marks]
Material
Reason
Turn over ►
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0 3 . 5 The starting temperature of the water was 90 °C. box
The mass of water in one cup was 0.25 kg.
Calculate the energy transferred from the water as it cooled to 40 °C.
specific heat capacity of water = 4200 J/kg °C
Give your answer to 2 significant figures.

[4 marks]
12
Energy transferred = J
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0 4 A student investigated how the resistance of a wire varies with the length of the wire. box
Figure 5 shows the circuit the student used. The student also had a metre rule.
Figure 5
0 4 . 1 Plan an experiment to investigate how the resistance of a wire varies with the length
of the wire.
[6 marks]
Turn over ►
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Another student investigated how the current in a resistor varied with the potential box
difference across it.
Table 2 shows the student’s results.
Table 2
Potential difference
Current in amps
in volts
0.50 0.08
1.0 0.15
1.5 0.22
2.0 0.33
2.5 0.43
3.0 0.48
3.5 0.54
4.0 0.62
4.5 0.66
0 4 . 2 Complete Figure 6. You should:
• label the x-axis and the y-axis

• plot the remaining five points
• add a line of best fit.
[4 marks]
Figure 6
10
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0 5 Figure 7 shows a wind turbine. box
Figure 7
0 5 . 1 Which of the following statements about using wind turbines to generate electricity
are true?
Tick two boxes.
[2 marks]
Wind turbines are a reliable source of energy.
Wind turbines are silent when working.
Wind turbines do not emit greenhouse gases.
Wind turbines have no fuel costs when working.
Wind turbines have no impact on the environment.
Turn over ►
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Figure 8 shows how the power output from a wind turbine varies with wind speed. box
Figure 8
0 5 . 2 Describe how the wind speed affects the power output from the wind turbine.
Your answer should include data from Figure 8.

[3 marks]
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6
0 5 . 3 During 1 hour, the average power output for the wind turbine was 2.0 × 10 W. box
Calculate the electrical energy generated by the wind turbine during this hour.

[4 marks]
Energy generated = J
Turn over ►
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Ultrasound may be used to check for cracks in wind turbine blades. box
Figure 9 shows the equipment used.
Figure 9
0 5 . 4 What is ultrasound?
[1 mark]
0 5 . 5 Explain what is meant by a longitudinal wave.

[2 marks]
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0 5 . 6 Determine the distance from the ultrasound source to the crack in the turbine blade. box
Use the Physics Equations Sheet. Use information from Figure 9.
speed of ultrasound through the turbine blade = 6000 m/s

[4 marks]
Distance = m 16
Turn over ►
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0 6 A student was investigating drag forces. box
The student released a ball into a cylinder full of oil.
Figure 10 shows the equipment the student used.
Figure 10
The student used a stopwatch to measure the time taken for the ball to fall between
the markers.
0 6 . 1 The student repeated each measurement of time three times and calculated a mean.
Explain one other way the student could make sure each measurement of time was
as accurate as possible.
[2 marks]
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Table 3 shows the student’s results. box
Table 3
Time in seconds
Markers Test 1 Test 2 Test 3 Mean
A to B 2.1 2.0 2.2 2.1
B to C 2.0 2.0 2.3
0 6 . 2 What was the mean time taken for the ball to fall between B and C?
[1 mark]
Mean time = s
0 6 . 3 Explain how the results in Table 3 show that the ball was travelling at terminal velocity
before reaching marker A.
[3 marks]
Turn over ►
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0 6 . 4 Figure 11 shows how the velocity of the ball changed between being released and box
reaching marker A.
Figure 11
Explain the shape of the graph in terms of the forces acting on the ball.
[6 marks]
12
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0 7 Static electricity may be dangerous or useful. box
0 7 . 1 Lightning is caused by a build-up of charge in a cloud.
Figure 12 shows the charge on the bottom of a cloud compared with the charge on
the ground.
Figure 12
Describe what happens to the cloud during a lightning strike.

[2 marks]
0 7 . 2 Explain which object in Figure 12 is most likely to be struck by lightning.

[2 marks]
Turn over ►
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A defibrillator is a machine that transfers charge. Defibrillators are used in hospitals to box
give an electric shock to a patient’s heart.
The output potential difference of a defibrillator can be changed.
Table 4 shows the energy transferred by a defibrillator for various output potential
differences.
Table 4
Output potential
Energy in joules
difference in volts
1370 150
1500 180
1590 200
1940 300
2130 360
0 7 . 3 Estimate the energy transferred when the output potential difference is 1750 V.
[1 mark]
0 7 . 4 A student suggested that the energy transferred is directly proportional to the output
potential difference.
The suggestion is not correct.

Explain why.
Use data from Table 4 in your answer.
[2 marks]
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0 7 . 5 The defibrillator is regularly tested to ensure the values of output potential difference box
are accurate.
Suggest why it is important to the patient that values of output potential difference are
measured accurately.
[2 marks]
Turn over ►
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0 8 Figure 13 shows a transformer used by a teacher in a demonstration. box
Figure 13
0 8 . 1 Complete the labels on Figure 13.

[3 marks]
0 8 . 2 Explain whether the transformer in Figure 13 is a step-up or step-down transformer.

[2 marks]
0 8 . 3 Calculate the potential difference across the lamp in Figure 13.

[4 marks]
Potential difference = V
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0 8 . 4 Calculate the current in the power supply in Figure 13. box

[3 marks]
Current = A
0 8 . 5 The teacher replaces the lamp in Figure 13 with a light emitting diode (LED). The
LED flickers on and off rapidly.
Explain why the LED flickers when connected to the transformer.

[3 marks]
15
END OF QUESTIONS
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box
For confidentiality purposes, acknowledgements of third-party copyright material are published in a separate booklet rather than
including them on the examination paper or support materials. This booklet is published after each examination series and is
available for free download from www.oxfordaqaexams.org.uk after the live examination series.
Permission to reproduce all copyright material has been applied for. In some cases, efforts to contact copyright-holders may have
been unsuccessful and Oxford International AQA Examinations will be happy to rectify any omissions of acknowledgements. If you
have any queries please contact the Copyright Team, AQA, Stag Hill House, Guildford, GU2 7XJ.
*28*
IB/M/Nov18/9203/2
INTERNATIONAL GCSE
Physics
9203/1 - Paper 1
Mark scheme
9203
June 2018
Version/Stage: 1.0 Final

paper.
AQA retains the copyright on all its publications. However, registered schools/colleges for AQA are permitted to copy material from this booklet
for their own internal use, with the following important exception: AQA cannot give permission to schools/colleges to photocopy any material that
is acknowledged to a third party even for internal use within the centre.
MARK SCHEME – INTERNATIONAL GCSE PHYSICS – 9203/1 – JUNE 2018
Information to Examiners
1. General
The mark scheme for each question shows:

 the marks available for each part of the question
 the total marks available for the question
 the typical answer or answers which are expected
 extra information to help the Examiner make his or her judgement
 the Assessment Objectives, level of demand and specification content that each question is intended
to cover.
The extra information is aligned to the appropriate answer in the left-hand part of the mark scheme and
should only be applied to that item in the mark scheme.
At the beginning of a part of a question a reminder may be given, for example: where consequential
marking needs to be considered in a calculation; or the answer may be on the diagram or at a different
place on the script.
In general the right-hand side of the mark scheme is there to provide those extra details which confuse
the main part of the mark scheme yet may be helpful in ensuring that marking is straightforward and
consistent.
2. Emboldening and underlining
2.1 In a list of acceptable answers where more than one mark is available ‘any two from’ is used, with
the number of marks emboldened. Each of the following bullet points is a
potential mark.
2.2 A bold and is used to indicate that both parts of the answer are required to award the mark.
2.3 Alternative answers acceptable for a mark are indicated by the use of or. Different terms in the
mark scheme are shown by a / ; eg allow smooth / free movement.
2.4 Any wording that is underlined is essential for the marking point to be awarded.
3
3. Marking points
3.1 Marking of lists
This applies to questions requiring a set number of responses, but for which students have
provided extra responses. The general principle to be followed in such a situation is that ‘right +
wrong = wrong’.
Each error / contradiction negates each correct response. So, if the number of errors /
contradictions equals or exceeds the number of marks available for the question, no marks can be
awarded.
However, responses considered to be neutral (indicated as * in example 1) are not penalised.
Example 1: What is the pH of an acidic solution?

[1 mark]
Student Response Marks

awarded
1 green, 5 0
2 red*, 5 1
3 red*, 8 0
Example 2: Name two planets in the solar system.

[2 marks]
Student Response Marks awarded

1 Neptune, Mars, Moon 1
2 Neptune, Sun, Mars, 0
Moon
3.2 Use of chemical symbols / formulae
If a student writes a chemical symbol / formula instead of a required chemical name, full credit can
be given if the symbol / formula is correct and if, in the context of the question, such action is
appropriate.
3.3 Marking procedure for calculations
Marks should be awarded for each stage of the calculation completed correctly, as students are
instructed to show their working. Full marks can, however, be given for a correct numerical
answer, without any working shown.
3.4 Interpretation of ‘it’
Answers using the word ‘it’ should be given credit only if it is clear that the ‘it’ refers to the correct
subject.
4
3.5 Errors carried forward
Any error in the answers to a structured question should be penalised once only.
Papers should be constructed in such a way that the number of times errors can be carried forward
is kept to a minimum. Allowances for errors carried forward are most likely to be restricted to
calculation questions and should be shown by the abbreviation ecf in the mark scheme.
3.6 Phonetic spelling
The phonetic spelling of correct scientific terminology should be credited unless there is a possible
confusion with another technical term.
3.7 Brackets
(…..) are used to indicate information which is not essential for the mark to be awarded but is
included to help the examiner identify the sense of the answer required.
3.8 Allow
In the mark scheme additional information, ‘allow’ is used to indicate creditworthy

alternative answers.
3.9 Ignore
Ignore is used when the information given is irrelevant to the question or not enough to gain the
marking point. Any further correct amplification could gain the marking point.
3.10 Do not accept
Do not accept means that this is a wrong answer which, even if the correct answer is given as
well, will still mean that the mark is not awarded.
4. Level of response marking instructions
Extended response questions are marked on level of response mark schemes.

 Level of response mark schemes are broken down into levels, each of which has a descriptor.
 The descriptor for the level shows the average performance for the level.
 There are two marks in each level.
Before you apply the mark scheme to a student’s answer, read through the answer and annotate it
(as instructed) to show the qualities that are being looked for. You can then apply the mark scheme.
5



6
AO /
Question Answers Extra information Mark
Spec. Ref.
1.1 downward arrow labelled weight 1
upwards arrow labelled air air resistance arrow should be 1

resistance the same length or shorter than
weight arrow
AO1
3.1.1a
1.2 (air resistance) increases 1 AO1

3.1.1b
1.3 magnitude/size 1 AO1

3.1.1d
direction allow answers in either order. 1
1.4 Quantity Scalar Vector

3 correct answers gains 2 marks
Acceleration  AO1
2
Distance  2 correct answers gains 1 mark
3.1.1d
Speed 
1.5 an answer of 0.50 scores 3

marks
4.9 = mass × 9.8 1
4.9
mass = 1
AO2 / AO1
9.8 3.1.1e
mass = 0.50 1
kg / kilograms 1
7
1.6 The 6.8 N water-balloon will 1

reach the ground first.
AO2
air resistance will have a greater allow a correct explanation of 1
3.1.1e;
effect on the lighter water- terminal velocity
3.1.3h
balloon.
reason only scores if correct

water balloon selected.
Total 13
8
AO /
Spec. Ref.
2.1 equal to 1 AO1

3.3.4a
2.2 normal 1 AO1

3.3.4b
2.3 B 1 AO1
3.3.4a
2.4 Protractor 1 AO4

3.3.4a
2.5 repeat 1 AO3

3.3.4a
calculate a mean to reduce the 1
effect of random errors
OR
use a wider range (1)

to see if the pattern continues
(1)
OR
use a smaller interval (1)

to check the pattern is the same
for all values (1)
OR
use a protractor with a

greater resolution (1)
to allow more accurate
readings (1)
2.6 upright 1 AO1

3.3.4c
virtual 1
answers may be in either order
Total 8
9
AO /
Spec. Ref.
3.1 gravitational force allow gravity 1 AO1

3.8.1a
3.2 (nuclear) fusion 1 AO1

3.8.1b
3.3 the forces in the star are 1 AO1

balanced 3.8.1b
3.4 red (super) giant 1 AO1

3.8.1g
3.5 2 AO1
3.8.1j
answers may be in either order
3.6 35.5 allow an answer between 35 1 AO3

and 36 3.8.2g
so it has the same period as the allow so it takes 24 hours to 1

Earth orbit
3.7 a low polar orbit takes a allow the satellite orbits several 1 AO2
relatively short amount of time times a day 3.8.2g
so the satellite passes over the 1

entire surface of the planet each
day
Total 10
10
AO /
Spec. Ref.
4.1 convection 1 AO2

3.4.2a
4.2 increases three correct answers scores 2 2 AO1

marks 3.4.1e
increases
one or two correct answers
decrease scores 1 mark
04.3 Level 3: The design/plan would lead to the production of a valid 5-6 AO1
outcome. All key steps are identified and logically sequenced. 3.5.2g
Level 2: The design/plan would not necessarily lead to a valid 3-4 AO1
outcome. Most steps are identified, but the plan is not fully logically 3.5.2g
sequenced.
Level 1: The design/plan would not lead to a valid outcome. Some 1-2 AO1
relevant steps are identified, but links are not made clear. 3.5.2g
Indicative content
setting up the investigation

 stearic acid is placed in a boiling tube and heated in a water
bath
 a thermometer is placed in the stearic acid to measure the
temperature
 the boiling tube is removed from the water bath
 the boiling tube is placed in a test tube rack
 a stop-clock is started to measure the time.
readings
 the temperature is recorded at regular intervals
 readings should continue until after the stearic acid has
solidified
 readings should continue until the temperature of the solid
stearic acid has started to fall.
graph
 a line graph should be plotted
 time should be on the X-axis and temperature on the Y-axis
Total 9
11
AO /
Spec. Ref.
5.1 they are absorbed do not accept reflected 1 AO1

3.3.2k
5.2 the radiation badge monitors the allow so they know if they have 1 AO1
radiation dose received received too much radiation 3.3.2m;
3.3.2j
because X-rays can damage/kill allow because X-rays are 1

cells ionising
allow because X-rays increase

the risk of cancer
X-rays increase health risks is

insufficient
5.3 microwaves are not ionising 1 AO2/AO3

3.3.2j
so the risk to health is lower 3.3.2m
(than for X-rays) 1
5.4 an answer of 1.9 × 1010 scores 5 AO2

marks 3.3.1h
16mm = 0.016 m 1
3.0 × 108 = f × 0.016 allow a correct substitution of an 1

incorrectly/not converted value
of wavelength.
3.0 × 108
=f 1
0.016
f = 1.875 × 1010 Hz 1
f = 1.9 × 1010 Hz 1
Total 10
12
AO /
Spec. Ref.
6.1 geothermal energy cannot be 1 AO1

used everywhere 3.2.3d
because the hot rocks are too 1

deep in most places
an answer which correctly

identifies an atmospheric
pollutant with a description of its
effect can gain two marks.
6.2 step-up transformer increases allow step-up transformer 1 AO1

the potential difference increases the voltage 3.6.2d
and decreases the current 1
to reduce energy losses 1
the step-down transformer allow the step-down transformer 1

decreases the potential decreases the voltage to levels
difference to levels safe for safe for consumers
consumers
6.3 an answer of 25 scores 5 marks AO2

3.4.1c
12 6 900 000 1
=
100 Total power
6 900 000 allow their calculated total power 1

Total power =
12% = m × 2 300 000
57 500 000 = m × 2 300 000 1
57 500 000 1
m=
2 300 000
m = 25 (kg) 1
Total 11
13
AO /
Spec. Ref.
7.1 the point at which the mass of 1 AO1

an object may be thought to be
concentrated 3.1.7a
7.2 an answer of 264 (kg m/s) AO2

scores 4 marks
3.1.4c
∆p 1
12 =
18
∆p = 18 × 12 1
∆p = 216 1
p = 216 + 48 = 264 (kg m/s) 1
7.3 an answer of 25 (s) scores 3 AO2

marks
3.1.2c
55 1
2.2 =
t
55 1
t=
2.2
t = 25 (s) 1
7.4 turning effect allow force multiplied by 1 AO1

perpendicular distance from the
line of action of the force to the 3.1.8a
pivot.
7.5 an answer of 31.5 (newtons) AO2

scores 3 marks
3.1.8a
84 × 0.6 = 1.6 × F allow 1 mark for correct 1

calculation of a moment of 50.4
Nm
14
1
84 × 0.6
F=
1.6
1
F = 31.5 (newtons)
7.6 the longer the kayak, the harder answers must be comparative 1 AO3
it is to turn
3.1.8a
wider kayaks are more stable. 1

7.7 AO3
length does not affect stability. allow length to width ratio does 1
not affect stability 3.1.7c
7.8 (drag force is) reduced 1 AO2
3.1.6d
7.9 2.7 1 AO3
3.1.6d
7.10 E 1 AO3
3.1.6d
Total 18
15
AO /
Spec. Ref.
8.1 Nuclear weapon tests 1 AO1

3.7.2d
8.2 calculate the average 1 AO4

background rate 3.7.2d
subtract this from each reading 1
8.3 an answer between 120 and AO2/3

130 counts per second scores 3.7.2h
4 marks
half-life = 200 s 1
10 minutes (= 600 s) = 3 half lives 1
1 3
count rate = ( ) × 1000 allow any correct method of 1
2
determining the count rate after
three half-lives.
count rate = 125 (counts per second) 1
OR
after 300s, count rate = 350 (1)
10 minutes (= 600 s) = 2 × 300 s (1)
350 2
count rate= (1000) ×1000 (1)
count rate = 120 (counts per second)

(1)
8.4 nuclei in source A are less 1 AO2

stable because A has a shorter 3.7.2j
half life
so the count rate decreases at a 1

greater rate
16
8.5 compare the readings of 1 AO4

background radiation before and 3.7.2i
after the experiment
the two readings should be allow if the second reading is 1

similar (if there is no significantly higher then there is
contamination) contamination
Total 11
17
INTERNATIONAL GCSE
Physics
9203/2 - Paper 2
Mark scheme
9203
June 2018
Version/Stage: 1.0 Final

paper.
1. General

to cover.
consistent.
the number of marks emboldened. Each of the following bullet points is a
potential mark.
mark scheme are shown by a / ; eg allow smooth / free movement.
3
3. Marking points
wrong = wrong’.
Each error / contradiction negates each correct response. So, if the number of error /
contradictions equals or exceeds the number of marks available for the question, no marks can be
awarded.

[1 mark]

awarded
1 green, 5 0
2 red*, 5 1
3 red*, 8 0

[2 marks]

Moon
3.2 Use of chemical symbols / formulae
If a student writes a chemical symbol / formula instead of a required chemical name, full credit can
be given if the symbol / formula is correct and if, in the context of the question, such action is
appropriate.
subject.
4
calculation questions and should be shown by the abbreviation ecf in the marking scheme.
3.7 Brackets
3.8 Allow
In the mark scheme additional information, ‘allow’ is used to indicate creditworthy

alternative answers.
3.9 Ignore
3.10 Do not accept

 Level of response mark schemes are broken down into levels, each of which has a descriptor.
 The descriptor for the level shows the average performance for the level.
 There are two marks in each level.
5
Step 1: Determine a level
Start at the lowest level of the mark scheme and use it as a ladder to see whether the answer meets
the descriptor for that level. The descriptor for the level indicates the different qualities that might be
seen in the student’s answer for that level. If it meets the lowest level then go to the next one and
decide if it meets this level, and so on, until you have a match between the level descriptor and the
answer.
When assigning a level you should look at the overall quality of the answer. Do not look to penalise
small and specific parts of the answer where the student has not performed quite as well as the rest.
If the answer covers different aspects of different levels of the mark scheme you should use a best
fit approach for defining the level.
Use the variability of the response to help decide the mark within the level, ie if the response is
predominantly level 2 with a small amount of level 3 material it would be placed in level 2 but be
awarded a mark near the top of the level because of the level 3 content.
Step 2: Determine a mark
Once you have assigned a level you need to decide on the mark. The descriptors on how to
allocate marks can help with this.
The exemplar materials used during standardisation will help. There will be an answer in the
standardising materials which will correspond with each level of the mark scheme. This answer will
have been awarded a mark by the Lead Examiner. You can compare the student’s answer with the
example to determine if it is the same standard, better or worse than the example. You can then
You may well need to read back through the answer as you apply the mark scheme to clarify points
and assure yourself that the level and the mark are appropriate.
mentioned in the indicative content to reach the highest level of the mark scheme.
You should ignore any irrelevant points made. However, full marks can be awarded only if there are
no incorrect statements that contradict a correct response.
6
AO / Spec.
Ref.
1.1 replaced as quickly as they are allow will not run out 1 AO1
used 3.2.3d
1.2 using solar panels produces less allow any named polluting gas 1 AO1
CO2 compared to burning fuels 3.2.3c
CO2 contributes to global allow climate change 1

warming allow acid rain with correctly
named gas
1.3 Only produce power during the 1 AO1

day 3.2.3d
1.4 6 1 AO3
3.2.3d
1.5 efficiency = 960 / 8000 an answer of 0.12 scores 2 1 AO2

marks 3.2.2f
efficiency = 0.12 1
allow 12% for 2 marks
Total 7
7
AO / Spec.
Ref.
correct symbol for ammeter in 1 AO4

series and correct symbol for 3.5.1g
2.1
voltmeter in parallel
Variable resistor 1 AO4

2.2 3.5.1g
all points plotted correctly allow ± ½ a small square 2 AO2

3.5.1i
2.3
allow 1 mark for 3 correctly
plotted points
straight line of best fit 1 AO2

2.4 3.5.1i
an answer of 40 scores 3 marks 3 AO2

1 AO1
5.0 = 0.125 × R 1 3.5.1h
R = 5.0 / 0.125 allow a correct rearrangement 1

2.5 using an incorrect value of I
40 allow a correct calculation using 1

an incorrect value of I
Ω 1
initially the resistance is constant allow current is directly 1 AO2

proportional to potential 3.5.1m
difference
as current increases temperature 1

2.6 (of filament) increases
amplitude of vibration of ions allow frequency of collisions of 1

increases electrons with ions increases
resistance increases 1
Total 13
8
AO / Spec.
Ref.
three correct rays including 1 AO2

03.1 arrows in the correct direction 3.3.6b
focal length 1 AO1

03.2 3.3.6d
upright 1 AO3
03.3 3.3.6e
virtual 1
an answer of 3 scores 2 marks AO2

magnification = 18 / 6 1 3.3.6g
magnification = 3 1
03.4
allow 1 mark for correct
calculation using one correct
value
the image is formed behind the 1 AO1

retina 3.3.6j
because eyeball too short 1
or
lens not powerful enough

03.5
OR
distant objects can be seen

clearly (1)
close objects cannot be seen

clearly (1)
1 AO1
03.6 25cm 3.3.6i
9
pupil constricts allow pupil gets smaller 1 AO3

3.3.6h
to allow less light to enter eye 1
03.7
lens gets thicker allow lens becomes more 1
powerful
to focus light from nearby object 1
on retina
Total 13
10
AO /
Spec. Ref.
an answer of 2 400 000 scores 2 AO2

marks 3.2.1e
4.1 Ek = ½ × 750 × 802 1
Ek = 2 400 000 (J) allow 2.4 × 106 1
an answer of 900 000 scores 3 2 AO2

marks 1 AO1
15 000 1 3.2.1a
W = 15 000 × 60 allow a correct substitution of an 1

4.2 incorrectly/not converted value of
F
W = 900 000 (J) allow 9.0 × 105 1

allow a correct calculation using
an incorrectly/not converted
value of F
1 500 000 J allow 1.5 × 106 1 AO2

4.3 3.2.1b
allow their 4.1 – their 4.2 3.1.5d
an answer of 1.8 gains 2 marks AO3

3.5.1d
4.4 time = 10 – 8.2 1
time = 1.8 (s) 1
resolution = 0.1 (°C) 1 AO2

4.5 3.5.1d
an answer of 5.0 gains 3 marks AO2

3.4.1b
630 000 = m × 900 × 140 1
m = 630 000 / (900 x 140) allow a correct rearrangement 1

4.6 using an incorrectly/not
converted value of E
m = 5.0 kg allow a correct calculation using 1

value of E
Total 12
11
AO / Spec.
Ref.
they all point to the Earth’s allow they align with the Earth’s 1 AO1
5.1 magnetic North pole magnetic field 3.5.2d
current produces a magnetic field 1 2 AO1

around wire AO2
1 3.5.2e
5.2 which is circular
1
each compass aligns with this
magnetic field
uniform 1 AO1
5.3 3.5.2f
increase current allow ‘increase pd of battery’ 1 AO1

5.4 3.5.2g
greater number of turns 1
an answer of 50 gains 4 marks AO2

3.2.1c
0.125 = ½ × 100 × e2 1
e = √ 0.25 / 100 1
5.5
e = 0.050 (m) 1
e = 50 (mm) allow correct conversion of their 1

calculated value of e
12
5.6 Level 3: 5–6 AO4

3.1.1h
The plan would lead to the production of a valid outcome. All key
steps are identified and logically sequenced.
3–4
Level 2:
The plan would not necessarily lead to a valid outcome. Most steps
are identified, but the plan is not fully logically sequenced.
1–2
Level 1:
The plan would not lead to a valid outcome. Some relevant steps
are identified, but links are not made clear.
0
No relevant content
Indicative content
measurements
 measure original length with a ruler

 add a slotted mass
 measure new length of spring
 readings taken at eye level
 calculate the extension by subtracting original length
 calculate force applied
 repeat with more masses
 range 0 – 7 100g masses
 suggests repeat readings
 analysis
 plot graph
 line of best fit
 how to obtain spring constant from the gradient
Total 17
13
AO / Spec.
Ref.
atoms with same number of allow same atomic/proton 1 AO1

protons number 3.7.1f
6.1 but different numbers of neutrons allow different mass number 1
ignore reference to electrons
argon has one more proton allow potassium has one fewer 1 AO2
protons (than argon) 3.7.2f
potassium has one more neutron allow argon has one fewer 1
6.2
neutrons (than potassium)
yes, because mean count from allow total count is greater 1 AO3
banana is only slightly above 3.7.2j
background
or
6.3 no, because mean count from allow total count is greater
banana is above background
correct numerical comparison 1
therefore small increase in allow comparison of mean values 1

hazard
take the measurements for allow gather data from different 1 2xAO3
longer than one minute bananas 2xAO4
3.7.2j
to increase the total count allow collect more data 1
to increase the difference 1

6.4
between the background count
and the count from the banana
to determine a better estimate of 1

the count above background due
to the banana
Total 11
14
AO /
Spec. Ref.
the observed increase in the allow light is shifted towards the 1 AO1
07.1 wavelength red end of the visible part of the 3.8.3b
electromagnetic spectrum
there is a large amount of scatter very few points are close to/on 1 AO3
the line of best fit 3.8.3b
data is not precise allow large number of points a 1

07.2 long way from line of best fit
the line does not got through the 1

origin
gradient calculation e.g. allow correct substitution of 1 AO2

(16 500 - 0 / 30- 0) correct values read from graph 2xAO3
3.8.3b
gradient = 550 allow gradient in the range 500- 1
07.3 600
Age = 975 / 550 = 1.8 (billion allow 1.625-1.95 1

years) allow correct calculation using
calculated value of gradient
improvement in 1 AO3
technology/telescopes 3.8.3b
07.4
more accurate measurements 1
a form of EM radiation filling the do not accept microwaves on its 1 AO1

universe own for EM radiation 3.8.3c
07.5
from EM radiation present shortly 1
after the big bang
Total 11
15
AO / Spec.
Ref.
because the resultant force on must use idea of newton’s 1 AO2

the helicopter is zero the force of first/second law to score this 3.1.3g
air on helicopter blades must be mark
(81 000 N) upwards
08.1
therefore the force on the air must use idea of newton’s third 1
must be downward/opposite law to score this mark
the force on the air must must use idea of newton’s third 1
be equal/81 000N law to score this mark
81 000 = Δm × 26 / 1 1 AO2
3.1.4c
08.2 Δm = 81 000 × 1 / 26 1
Δm = 3120 (kg) 1
Total 6
16
Surname
Forename(s)
Candidate signature
INTERNATIONAL GCSE
Physics
Paper 1
Thursday 24 May 2018 07:00 GMT Time allowed: 1 hour 30 minutes

Materials
For this paper you must have: For Examiner’s Use
• a scientific calculator
1
2
Instructions 3
• Use black ink or black ball-point pen.
4
• Fill in the box at the top of this page.
• Answer all questions in the spaces provided. 5
• Do all rough work in this book. Cross through any work you do not want to 6
be marked. 7
• In all calculations, show clearly how you work out your answer.
8
Information TOTAL
*jun189203101*
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0 1 Figure 1 shows a water-balloon. box
Figure 1
A child drops the water-balloon. Forces act on the water-balloon as it falls.
0 1 . 1 Draw two arrows on Figure 1 to represent the forces acting on the water-balloon.
Label one arrow weight.

Label the other arrow air resistance.
[2 marks]
0 1 . 2 When the water-balloon is dropped it accelerates.
What happens to the air resistance acting on the water-balloon as the water-balloon
accelerates?
[1 mark]
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Some quantities are scalars and some are vectors. box
0 1 . 3 Complete the sentence.

[2 marks]
Forces are vector quantities.
This means they have and .
0 1 . 4 Add one tick to each row of the table to show whether each quantity is a scalar or a
vector.
[2 marks]
Quantity Scalar Vector
Acceleration
Distance
Speed
0 1 . 5 The water-balloon weighs 4.9 N.

gravitational field strength = 9.8 N/kg
Calculate the mass of the water-balloon.
Give the unit.
[4 marks]
Mass = Unit
Turn over ►
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0 1 . 6 Another water-balloon weighs 6.8 N. box
Both water-balloons are the same size and shape.
The child drops both water-balloons from the same height at the same time.
Which statement is correct?
Tick one box.

[2 marks]
Both water-balloons will reach the ground at the same time.
The 4.9 N water-balloon will reach the ground first.
The 6.8 N water-balloon will reach the ground first.
Reason
13
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Turn over for the next question box

Turn over ►
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0 2 A student shone a ray of light onto a plane mirror as shown in Figure 2. box
Figure 2
0 2 . 1 Choose an answer from the box to complete the sentence.

[1 mark]
equal to greater than less than
The law of reflection states that the angle of incidence is
the angle of reflection.
0 2 . 2 What is the dotted line on Figure 2 called?

[1 mark]
0 2 . 3 Which angle shown on Figure 2 is the angle of incidence?
Tick one box.

[1 mark]
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0 2 . 4 What equipment should the student have used to measure the angle of incidence? box
Tick one box.

[1 mark]
Compass
Protractor
Ruler
Set-square
0 2 . 5 Table 1 shows the student’s results.
Table 1
Angle of Incidence Angle of Reflection

in degrees in degrees
10 10
20 19
30 31
40 39
50 51
Explain one thing that the student could do to improve the results.
[2 marks]
0 2 . 6 Complete the sentence. Choose answers from the box.

[2 marks]
inverted magnified real upright virtual
The image in a plane mirror is and

8
.
Turn over ►
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0 3 The Earth orbits a star called the Sun. box
0 3 . 1 Stars form when enough dust and gas are pulled together in space.
What force causes the dust and gas to be pulled together?

[1 mark]
0 3 . 2 Name the process that releases energy in a main sequence star.

[1 mark]
0 3 . 3 Why is a main sequence star stable?

[1 mark]
0 3 . 4 In another part of their life cycle, stars form elements such as carbon, nitrogen and
oxygen.
Which type of star forms these elements?

[1 mark]
0 3 . 5 A supernova occurs when a large star explodes.
Complete Figure 3 to show what remains after a supernova.
[2 marks]
Figure 3
Turn over ►
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Stars can be observed using telescopes on satellites orbiting the Earth. box
Figure 4 shows the period of satellites at different distances above the Earth’s
surface.
Figure 4
0 3 . 6 What distance above the Earth’s surface is used for a satellite in a geostationary
orbit?

[2 marks]
Distance = metres × 106
Reason
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0 3 . 7 A weather satellite is placed in a low polar orbit. box
Explain why this orbit is used for a weather satellite.
[2 marks]
10
Turn over ►
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0 4 A student investigated energy transfers. box
Figure 5 shows a candle underneath a chimney in a glass-fronted box.

A source of smoke was placed above a hole in the top of the box.
The smoke moves in the direction shown by the arrows.
Figure 5
0 4 . 1 Which method of energy transfer is shown by the movement of the smoke?
Tick one box.

[1 mark]
Conduction
Convection
Evaporation
Radiation
0 4 . 2 Complete the sentences to explain the method of energy transfer shown in Figure 5.
Each answer from the box can be used once, more than once or not at all.
[2 marks]
decreases increases stays the same
The temperature of the air above the candle .
The average distance between the particles .
The density of the air above the candle .
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0 4 . 3 Describe how the student could carry out an experiment to plot a cooling curve for box
stearic acid as it changes from liquid to solid.

[6 marks]
Turn over ►
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0 5 Passengers and luggage must pass through airport security before they can get on an box
aeroplane.
0 5 . 1 The luggage goes through an X-ray scanner as shown in Figure 6.
Figure 6
The luggage contains some metal objects.
What happens to X-rays when they reach metal objects?
[1 mark]
0 5 . 2 Workers using the X-ray scanner have to wear a radiation badge.
Explain why.
[2 marks]
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Figure 7 shows a passenger standing in a microwave scanner. box
Figure 7
0 5 . 3 Explain why passengers are scanned with microwaves rather than X-rays.
[2 marks]
0 5 . 4 The microwaves used in the scanner have a wavelength of 16 mm.

8
speed of electromagnetic radiation = 3.0 × 10 m/s
Calculate the frequency of the microwaves used in the scanner.
Give your answer to two significant figures.

[5 marks]
10
Frequency = Hz
Turn over ►
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0 6 Figure 8 shows a geothermal power station. box
Figure 8
0 6 . 1 Explain one drawback of geothermal power.

[2 marks]
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0 6 . 2 Electricity generated by the geothermal power station is distributed to consumers. box
The distribution system includes step-up transformers, transmission cables and

step-down transformers.
Explain why the distribution system includes step-up transformers and

step-down transformers.
[4 marks]
Turn over ►
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0 6 . 3 In the power station, steam at 100 oC is condensed to water at 100 oC and generates
6.9 MW of electrical power.
The specific latent heat of vaporisation of water is 2.3 MJ/kg.
The power station has an efficiency of 12%.
Calculate the mass of steam condensed each second.

[5 marks]
Mass condensed each second = kg 11
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Turn over ►
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0 7 A kayak is a type of boat. box
Figure 9 shows a person sitting in a kayak. The person uses a paddle to make the
kayak move.
Figure 9
0 7 . 1 The centre of mass of the kayak is labelled on Figure 9.
What is meant by centre of mass?

[1 mark]
0 7 . 2 The kayak moves forwards with an initial momentum of 48 kg m/s.
The person uses the paddle for 18 s. The average resultant force on the kayak during
this time is 12 N forwards.
Calculate the final momentum of the kayak.
[4 marks]
Final momentum = kg m/s
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0 7 . 3 The kayak now moves at a steady speed of 2.2 m/s. Do not write
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box
Calculate the time taken for the kayak to move 55 m at this speed.
[3 marks]
Time taken = s
0 7 . 4 When the person uses the paddle, the forces on the paddle create moments.
What is meant by the moment of a force?
[1 mark]
Turn over ►
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0 7 . 5 One end of the paddle is placed in the water. The water applies a force F to the box
paddle at the position shown in Figure 10.
The person applies a force of 84 N to the paddle.
The paddle does not turn.
Figure 10
Determine F.

[3 marks]
F= N
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Table 2 shows some data about kayaks. box
The greater the stability score, the less likely the kayak is to topple over.
The greater the ease of turning score, the easier the kayak is to turn.
Table 2
Kayak Length Width Stability score Ease of turning Ratio of length

in m in m in arbitrary units in arbitrary units to width
A 1.9 0.70 84 95
B 2.3 0.60 60 82 3.8
C 2.4 0.75 88 79 3.2
D 2.5 0.65 76 76 3.8
E 3.1 0.80 90 65 3.9
0 7 . 6 Give one conclusion that can be made about the relationship between the length of a
kayak and the ease of turning.
[1 mark]
0 7 . 7 Give two conclusions that can be made about the relationship between the shape of
the kayak and its stability.
[2 marks]
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The design of a kayak affects how streamlined it is. box
0 7 . 8 What is the effect on the drag force of having a longer, narrower kayak?
[1 mark]
0 7 . 9 The ratio of length to width can be used as a measure of how streamlined a kayak is.
Determine the ratio of length to width for kayak A.
[1 mark]
Ratio of length to width =
0 7 . 10 Suggest which kayak A, B, C, D or E can move fastest.
Tick one box.

[1 mark]
E
18
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0 8 A teacher carried out a demonstration using a radiation detector and count rate meter. box
The teacher first measured the count rate from background radiation several times.
0 8 . 1 Which of the following is a man-made source of background radiation?
Tick one box.

[1 mark]
Cosmic rays
Nuclear weapons tests
Radon gas
Uranium from rocks
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The teacher then put the radiation detector close to a radioactive source as shown in box
Figure 11.
Figure 11
0 8 . 2 The teacher recorded the count rate.
Describe how the teacher should determine the count rate from the
radioactive source.
[2 marks]
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0 8 . 3 The teacher made measurements and plotted a graph to show how the count rate box
from the radioactive source changed over time.
The graph is shown in Figure 12.
Figure 12
Determine the expected count rate from the radioactive source after 10 minutes.
[4 marks]
Count rate after 10 minutes = counts per second
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0 8 . 4 The teacher carried out the demonstration with two radioactive sources, A and B. Do not write
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Figure 13 shows the results. box
Figure 13
Explain how the stability of the nuclei in Source A compares with the stability of
the nuclei in Source B.
[2 marks]
0 8 . 5 The teacher measured the count rate from background radiation again.
Explain how the teacher could use the measurements of count rate from background
radiation to check that the radioactive sources had not contaminated the
surroundings.
[2 marks]
11
END OF QUESTIONS
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For confidentiality purposes, acknowledgements of third party copyright material will be published in a separate booklet rather than including them on the
Permission to reproduce all copyright material has been applied for. In some cases, efforts to contact copyright-holders may have been unsuccessful and
Oxford International AQA Examinations will be happy to rectify any omissions of acknowledgements. If you have any queries please contact the Copyright
Team, AQA, Stag Hill House, Guildford, GU2 7XJ.
*32*
IB/G/Jun18/92031
Surname
Forename(s)
Candidate signature
INTERNATIONAL GCSE
Physics
Paper 2
Thursday 7 June 2018 07:00 GMT Time allowed: 1 hour 30 minutes

Materials
For this paper you must have: For Examiner’s Use
• a scientific calculator
1
2
Instructions 3
• Use black ink or black ball-point pen.
4
• Fill in the box at the top of this page.
• Answer all questions in the spaces provided. 5
• Do all rough work in this book. Cross through any work you do not want to 6
be marked. 7
• In all calculations, show clearly how you work out your answer.
8
Information TOTAL
*jun189203201*
IB/G/Jun18/E11 9203/2
2
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0 1 Solar panels produce electricity from sunlight. box
Figure 1
0 1 . 1 Sunlight is a renewable energy resource.
What is meant by renewable energy resource?

[1 mark]
0 1 . 2 Using electricity from solar panels means less electricity is generated by burning fuels
such as coal.
Explain why this is less harmful to the environment.

[2 marks]
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0 1 . 3 The efficiency of the solar panels is low. box
What is another disadvantage of solar panels?
Tick one box.

[1 mark]
Make lots of noise
Need to be replaced often
Only produce power during the day
Produce atmospheric pollution
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0 1 . 4 Figure 2 shows the average useful power output from the solar panels each month. box
Figure 2
For how many months was the average useful power output less than 350 W?
Tick one box.

[1 mark]
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0 1 . 5 The average power input to the solar panels in June was 8000 W. box
The average useful power output from the solar panels was 960 W.
Calculate the efficiency of the solar panels.

[2 marks]
7
Efficiency =
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0 2 A student investigated how the potential difference (p.d.) across a resistor varied box
with current.
Figure 3
0 2 . 1 Complete the circuit symbols for the meters the student used to measure the
p.d. and current.
[1 mark]
0 2 . 2 Component X can be used to change the current in the circuit.
Which of the following would be most suitable to use as component X?
Tick one box.

[1 mark]
Fuse
LDR
Thermistor
Variable resistor
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Table 1 shows the student’s results. box
Table 1
Current in amps Potential difference in volts

0.05 2.0
0.10 3.9
0.15 6.1
0.20 7.8
0.25 10.1
0.30 12.0
0.35 13.6
Figure 4
0 2 . 3 Complete Figure 4 using results from Table 1. Three of the points have been plotted
for you.
[2 marks]
0 2 . 4 Draw a line of best fit.
[1 mark]
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0 2 . 5 Determine the resistance of the resistor when the p.d. across it is 5.0 V. box
Give the unit.

[4 marks]
Resistance = Unit
0 2 . 6 The student replaced the resistor with a different component and repeated
the investigation.
A sketch graph of the results is shown in Figure 5.
Figure 5
Explain why the current and p.d. for this component vary as shown in Figure 5.
[4 marks]
13
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0 3 Figure 6 shows three parallel rays of light entering a convex (converging) lens. box
Figure 6
0 3 . 1 Complete Figure 6 to show how the rays of light are brought to a focus.
[1 mark]
0 3 . 2 Complete the sentence. Choose an answer from the box.

[1 mark]
focal length focal point lens power object distance
The distance from the centre of the lens to the principal focus is
called the .
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Figure 7 shows a ray diagram for a convex lens. box
Figure 7
0 3 . 3 The image in Figure 7 is magnified.
Give two other words that describe the nature of the image.
[2 marks]
0 3 . 4 Calculate the magnification produced by the lens in Figure 7.

[2 marks]
Magnification =
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Convex lenses are used to correct long sight. box
0 3 . 5 Explain what is meant by long sight.

[2 marks]
0 3 . 6 Complete the sentence. Choose an answer from the box.

[1 mark]
25 mm 25 cm 250 cm 25 m
For a normal eye, the near point is approximately from
the eye.
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0 3 . 7 A student is outside looking up at the dark night sky. box
He then looks down to read a text message on a brightly lit phone.
Figure 8
Explain the changes that take place in the student’s eye so he can see the text
message clearly.
[4 marks]
13
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0 4 Figure 9 shows a racing car and driver. box
Figure 9
0 4 . 1 The car is moving at 80 m/s. The mass of the car is 750 kg.
Calculate the kinetic energy of the car.

[2 marks]
Kinetic energy = J
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0 4 . 2 The brakes were applied. The average braking force was 15 kN. box
The car travelled 60 m while braking.
Calculate the work done by the braking force.

[3 marks]
Work done = J
0 4 . 3 Determine the kinetic energy of the car immediately after braking.

[1 mark]
Kinetic energy = J
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While the brakes were being applied, the temperatures of the brake discs increased. box
The temperatures of the brake discs were measured by sensors on the car.
Figure 10 shows data from one of the sensors.
Figure 10
0 4 . 4 Determine the time for which the car was braking.

[2 marks]
Time = s
0 4 . 5 At 4.0 s the sensor reading was 582.7 °C.
What is the resolution of the sensor?

[1 mark]
Resolution =
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0 4 . 6 The car then braked to a stop. During braking, 630 kJ of energy was transferred to box
the brake discs.
The temperatures of the brake discs increased by 140 °C.
The specific heat capacity of the brake disc material was 900 J/kg °C.
Calculate the mass of the brake discs.

[3 marks]
12
Mass = kg
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0 5 . 1 Figure 11 shows a long, straight wire going through a piece of card. box
Figure 11
There is no current in the wire.
Why do the compasses all point in the same direction?

[1 mark]
0 5 . 2 Figure 12 shows the arrangement when there is a current in the wire.
Figure 12
Explain why the compasses now point in different directions.

[3 marks]
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0 5 . 3 Figure 13 shows another wire shaped to form a solenoid. box
Figure 13
Complete the sentence. Choose an answer from the box.

[1 mark]
circular perpendicular rectangular uniform
When there is a current in the wire, the magnetic field inside the
solenoid is .
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Figure 14 shows how a solenoid is used in an electromagnetic switch for a door lock. box
Figure 14
0 5 . 4 When the switch is closed, the iron bolt is pulled to the right and the door is unlocked.
An iron core has been added inside the solenoid. This increases the strength of the
magnetic field around the solenoid.
Give two other changes that would increase the strength of the magnetic field around
the solenoid.
[2 marks]
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0 5 . 5 The door lock is held in place by two identical springs. box
When the electromagnet is turned on, the energy stored by each spring is 0.125 J.
The spring constant of each spring is 100 N/m.
Calculate the extension of each spring.
Give your answer in millimetres.
[4 marks]
Extension = mm
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0 5 . 6 Figure 15 shows two springs, arranged in the same way as those in the door lock. box
Figure 15
Plan an experiment to determine the spring constant of this arrangement of springs.

[6 marks]
17
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0 6 Bananas contain a radioactive isotope of potassium (K). box
0 6 . 1 There are different isotopes of the element potassium.
What is meant by isotopes of an element?

[2 marks]
0 6 . 2 An isotope of potassium decays into argon (Ar) by emitting a beta particle (β).
40 40 0
19K → 20Ar + −1β
Compare the numbers of protons and neutrons in the argon nucleus to those in the
potassium nucleus.
[2 marks]
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0 6 . 3 A student investigated the radiation emitted by a banana. box
The student used the following method:

• Measure the count in one minute without the banana.
• Measure the count in one minute with the banana present.
• Repeat the measurements several times.
Table 2 shows the student’s results.
Table 2
Count in one minute Count in one minute

without the banana with the banana
21 23
20 21
21 21
18 22
19 18
20 24
Evaluate whether it is safe to eat a banana.
Use information from Table 2. Include a calculation in your answer.

[3 marks]
0 6 . 4 Explain one improvement to the student’s method.

[4 marks]
11
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0 7 In 1929 Edwin Hubble made measurements from observations of light from distant box
galaxies. This light showed a red shift.
0 7 . 1 What is meant by red shift?

[1 mark]
Figure 16 shows how the velocity of distant galaxies varies with their distance from
Earth. This graph is based on Hubble’s 1929 data.
Figure 16
0 7 . 2 Figure 16 includes a straight line of best fit.
Explain why Hubble could not be sure that the velocity of distant galaxies was directly
proportional to their distance from Earth.
[3 marks]
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0 7 . 3 Two years later, Hubble worked with another scientist called Milton Humason. box
Figure 17 shows their new data.
Figure 17
The age of the universe can be estimated from the equation:
975
Age of universe = billion years
gradient of line
Calculate the age of the universe using data from Figure 17.
[3 marks]
Age of universe = billion years
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0 7 . 4 Estimates of the age of the universe have continued to improve. box
Suggest why.
[2 marks]
0 7 . 5 Hubble’s data led to the Big Bang theory. This is the only theory that can explain the
existence of Cosmic Microwave Background Radiation (CMBR).
Explain what is meant by CMBR.

[2 marks]
11
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0 8 Figure 18 shows a helicopter that is stationary in the air. box
Figure 18
0 8 . 1 The weight of the helicopter is 81 000 N.
Explain the size and direction of the force that the rotor blades apply to the air.
[3 marks]
0 8 . 2 In one second, the rotor blades increase the velocity of a mass of air by 26 m/s.
Calculate the mass of air moved by the blades in one second.

[3 marks]
Mass of air = kg
6
END OF QUESTIONS
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Copyright Information
For confidentiality purposes, acknowledgements of third party copyright material will be published in a separate booklet rather than including them on the
Permission to reproduce all copyright material has been applied for. In some cases, efforts to contact copyright-holders may have been unsuccessful and
Oxford International AQA Examinations will be happy to rectify any omissions of acknowledgements. If you have any queries please contact the Copyright
Team, AQA, Stag Hill House, Guildford, GU2 7XJ.
*32*
IB/G/Jun18/92032
INTERNATIONAL GCSE
GCSE Physics
Physics quation heet
Insert
IB/G/lnsert to International GCSE Physics/E5

V speed
v = fxl f frequency
A wavelength
sin i n refractive index

n = -.- i angle of incidence
Slll r
r angle of refraction
1 n refractive index
n = -.- C critical angle
Slll C
. . = image height
magmficatlon
object height
E energy
m mass
E = mxcxl!:,.()
C specific heat capacity
I!:,.() temperature change
E energy
E = mxLv m mass
LV specific latent heat of vaporisation
E energy
E = mxLF m mass
LF specific latent heat of fusion
. useful energy out

effi1c1ency = (x100%)
total energy in
. useful power out

effi1c1ency = (x100%)
total power in
I current
l= Q Q
charge flow
t
t time
E V potential difference
V= E energy transferred
Q
Q charge
V potential difference
V = IxR I current
R resistance
p power
P = lxV I current
V potential difference
E energy transferred
E(kW h) = P(kW)xt(h) p power
t time
INTERNATIONAL GCSE
PHYSICS
9203/1
Paper 1
Mark scheme
June 2019
Version: 1.0 Final
*196Y9203/1/MS*
paper.
Further copies of this mark scheme are available from oxfordaqaexams.org.uk
2



3
1. General
• the marks available for each part of the question
• the total marks available for the question
• the typical answer or answers which are expected
• extra information to help the Examiner make his or her judgement
• the Assessment Objectives, level of demand and specification content that each question is intended
to cover.
consistent.

the number of marks emboldened. Each of the following bullet points is a potential mark.
2.3 Alternative answers acceptable for a mark are indicated by the use of or. Different terms in the mark
scheme are shown by a / ; eg allow smooth / free movement.
4
3. Marking points
This applies to questions requiring a set number of responses, but for which students have provided
extra responses. The general principle to be followed in such a situation is that
‘right + wrong = wrong’.
Each error/contradiction negates each correct response. So, if the number of errors/contradictions
equals or exceeds the number of marks available for the question, no marks can be awarded.

[1 mark]

awarded
1 green, 5 0
2 red*, 5 1
3 red*, 8 0

[2 marks]

Moon
3.2 Use of chemical symbols/formulae
If a student writes a chemical symbol/formula instead of a required chemical name, full credit can be
given if the symbol/formula is correct and if, in the context of the question, such action is
appropriate.
instructed to show their working. Full marks can, however, be given for a correct numerical answer,
without any working shown.
subject.
calculation questions and should be shown by the abbreviation ecf in the marking scheme.
5
3.7 Brackets
(…) are used to indicate information which is not essential for the mark to be awarded but is
3.8 Allow
In the mark scheme additional information, ‘allow’ is used to indicate creditworthy alternative
answers.
3.9 Ignore
‘Ignore’ is used when the information given is irrelevant to the question or not enough to gain the
3.10 Do not accept
‘Do not accept’ means that this is a wrong answer which, even if the correct answer is given as well,
will still mean that the mark is not awarded.

• Level of response mark schemes are broken down into levels, each of which has a descriptor.
• The descriptor for the level shows the average performance for the level.
• There are two marks in each level.
6
AO / Spec.
Ref.
01.1 independent 1 AO4

3.1.1
01.2 the initial charge stored in the 1 AO4

battery 3.1.1
1
the mass of the drone
01.3 185 1 AO2

3.1.1
01.4 3 points from the table plotted within ½ square 2 AO2

correctly 3.1.1
allow 1 mark for 2 points
plotted correctly
01.5 correct line of best fit drawn a straight line passing within 1 1 AO2
mm of all points 3.1.1
01.6 125 allow 122–128 1 AO2

3.1.1
allow an answer using their
line of best fit
01.7 an answer of 1330 (m) scores AO2

2 marks 3.1.2 c
s 1
5.0 =
266
s = 266 × 5.0 1
1330 (m) 1
01.8 (work is done against) 1 AO2

air resistance 3.1.1 a
7
AO / Spec.
Ref.
01.9 any one from: 1 AO3

• invasion of privacy allow spying 3.1.1
• drone falling out of sky and allow colliding with plane
landing on someone
• noise pollution
• threat to national security allow banned from flying near
military bases or airports or
water ways
allow other sensible

suggestion
Total 13
8
AO / Spec.
Ref.
02.1 two neutrons and two protons 1 AO1

3.7.2 e
02.2 has a long half-life so source allow so source remains 1 AO2

does not need changing active for a long time 3.7.2 j
or
has a long half-life so provides allow (can provide power for)
a constant power supply the length of time as a person
will live for
02.3 an electron emitted from the 1 AO1

nucleus 3.7.2 e
02.4 beta will pass through plastic allow beta is not stopped by 1 1xAO3
plastic 1xAO2
3.7.2 g
ionize cells allow mutates cells/causes 1 3.7.2 j
cancer
02.5 people concerned about allow cheaper 1 AO3

nuclear radiation 3.7.2 j
Or
radioactive source difficult to
dispose of
needs changing more often 1
Total 7
9
AO / Spec. ID
Ref.
03.1 1 AO1
3.5.1 g
03.2 1 AO1
3.5.1 n
03.3 low resistance (once the 1 AO1

potential difference reached a 3.5.1 n
certain value)
03.4 LED uses lower current 1 AO3

3.5.1 o
any one from do not allow cheaper unless 1
• for the same brightness quantified with an explanation
• LED more efficient of payback time
• battery lasts longer
• less energy wasted
03.5 it has the greatest potential 1 AO3

difference 3.5.1 e
03.6 an answer of 170 (Ω) scores 4 AO2

marks 2.5.1 h
20 mA = 0.020 A 1
3.4 = 0.020 × R allow a correct substitution 1

using an incorrectly/not
3.4 allow a correct rearrangement 1

R= using an incorrectly/not
0.020
allow a correct calculation

R = 170 (Ω) using an incorrectly/not 1
10
Total 10
AO / Spec. ID
Ref.
04.1 speed 1 AO1

3.3.5 a
04.2 0° 1 AO1
3.3.5.a
04.3 5–6 AO1 E

Level 3: The design/plan would lead to the production of a
3.3.5 b
valid outcome. All key steps are identified and logically
AO1
sequenced.
3.3.5 e
3–4
Level 2: The design/plan would not necessarily lead to a valid
outcome. Most steps are identified, but the plan is not fully
logically sequenced.
1–2
Level 1: The design/plan would not lead to a valid outcome.
clear.
Indicative content
• place the single slit in front of the ray box

• turn on the lamp to get a ray of light
• place the Perspex block on a piece of paper and draw
around it
• draw a normal line at 90° to the edge of the Perspex block
using a protractor
• shine the ray of light through the block at an angle
• draw the ray of light entering the block
• draw the ray of light emerging from the block
• remove Perspex block and draw a line connecting the rays
• draw a normal line at the point the ray emerges from block
• measure the angle of incidence between the ray and the
normal line using a protractor
• measure the angle of refraction between the ray and the
normal line using a protractor
sin i
• use the equation n = sin r to calculate refractive index
• repeat the investigation 3 times and find the mean result
• repeat the investigation using different angles
• plot a graph of sin i against sin r and the gradient is the
11
refractive index
to access level 3 there must be a description of how angles are

measured
AO / Spec. ID
Ref.
04.4 an answer of 42ᵒ scores 2 AO2

marks 3.3.5 f
1 1
1.49 =
sin c
c = 42ᵒ allow a correct answer given 1

to more than 2 s.f.
04.5 higher refractive index so allow more powerful lens 1 AO3

thinner glasses 3.3.5 e
low density so lighter glasses 1
does not transmit UV so eyes allow does not transmit 1

are not damaged harmful UV
Total 13
12
AO / Spec. ID
Ref.
05.1 gravity 1 AO1

3.8.1 a
05.2 energy is released by the 1 AO1

fusion of hydrogen nuclei to 3.8.1 b
make helium nuclei 3.8.1 c
the temperature and density of 1

a star are greatest at the core
of the star
05.3 AO1 E
Level 2: Scientifically relevant facts, events or processes are
4-6 3.8.1 f g h j
identified and given in detail to form an accurate account.
Level 1: Facts, events or processes are identified and simply

1-3
stated but their relevance is not clear.
Indicative content
Similarities
• both stars are formed from dust and gas brought together by
gravitational forces
• both stars form a protostar
• both stars then become main sequence stars
• in both stars hydrogen fuses to form helium
• both stars run out of hydrogen
• both stars cool and expand
Differences
• Betelgeuse becomes a red supergiant

• Sun becomes a red giant
• Betelgeuse explodes / supernova
• Sun does not undergo a supernova
• Betelgeuse forms a neutron star
• Sun becomes a white dwarf
• if Betelgeuse is massive enough
• Betelgeuse forms a black hole
• Sun becomes a black dwarf
13
Total 9
AO / Spec.
Ref.
06.1 plutonium 1 AO1

3.7.3 b
06.2 a large nucleus splits (into 2 do not accept atom for 1 AO1
smaller nuclei) nucleus 3.7.3 a
06.3 uranium 1 AO1

splitting into 2 3.7.3 c
smaller nuclei
2/3 neutrons 1
being emitted
at least one 1
neutron going
on to interact
with another
uranium nuclei
06.4 control rods absorb neutrons 1 AO1

3.7.3 d
there are fewer neutrons (per 1
second)
1
fewer fusion events (per allow chain reaction slows
second) down
allow doesn’t overheat
allow to ensure an average of
one neutron per fission goes
on to produce further fission
14
AO / Spec.
Question Answers Mark ID
Ref.
3–4 2xAO2 E
06.5 Level 2: A judgement, strongly linked and logically supported
2xAO3
by a sufficient range of correct reasons, is given.
3.2.3 a
3.7.3 e
Level 1: Some logically linked reasons are given. There may 1–2
also be a simple judgement.
Indicative content
Advantages
• doesn’t need to keep refuelling as less volume of fuel is

needed
• can stay under water for a very long time as does not need
to resurface to generate electricity
• diesel submarines cannot stay under water for a long time as
they need to resurface for air to be used in combustion
engine
Disadvantages
• reactor produces radioactive waste which needs to be

disposed of
• radioactive waste contaminating the ocean if the submarine
is damaged
Total 12
15
AO / Spec. ID
Ref.
07.1 the sides of the coil allow the current creates a 1 2xAO1
experience a force in opposite magnetic field 2xAO2
directions 3.6.4 a
3.6.4 d
the forces cause moments that allow the magnetic fields 1
act in the same direction interact to create a pair of
forces
allow the magnetic fields
interact causing the coil to
rotate
the two halves of the 1

commutator swap from one
brush to the other
the commutator reverses the allow keeps the current in the 1

current in the coil same direction relative to the
permanent magnet
07.2 allow any two from: 2 AO1

• increase the current 3.6.4 b
• increase the size of the
magnetic field
• increase the number of
turns on the coil
• reduce the mass
07.3 reverse the direction of current 1 AO1

3.6.4 c
reverse the poles of the 1
magnet
16
AO / Spec. ID
Ref.
07.4 any two from: do not allow cheaper unless 2 AO3

• operated remotely so no linked to training/other costs 3.6.4
danger for the operator associated with the dog
• smaller and lighter so can fit
into smaller spaces
• one operator could deploy
many robots and find people
quicker
• robot does not need to be
trained
Total 10
17
AO / Spec. ID
Ref.
08.1 35 (seconds) allow 33 - 37 1 AO2

3.1.3 e
08.2 steepest gradient 1 AO2

3.1.3 e
08.3 an answer of 0.31 (m/s2) AO2

scores 2 marks 3.1.3 d
3.1.3 e
(14.2 − 5.8 )
allow a =
8.4 1
a= 27
(90 − 63)
0.31 (m/s2) allow correct answer given to 1

more than 2 s.f.
allow an answer 0.30 – 0.32
08.4 an answer of 351.2 (m) AO2

scores 4 marks 3.1.3 f
distance during first

acceleration =
1 allow values read to ± ½ small 1
× 5.8 × 28 square
2
distance during second

acceleration =
1 allow values read to ± ½ small 1
� × 8.4 × 27� + (27 × 5.8) square
2
total distance =
1
� × 8.4 × 27� + (27 × 5.8) allow values read to ± ½ small 1
2
1 square
+ � × 5.8 × 28�
2
351.2 m allow correct calculation using 1

their values of distance
08.5 an answer of 11 000 (J) AO2

scores 5 marks 3.1.1 e
3.2.1 e
6370 allow correct substitution 1
m= using incorrect/not converted
9.8
value of weight
allow correct calculation using 1
18
incorrect/not converted value

m = 650 kg of weight
this mark and subsequent 1

marks maybe awarded for
Ek = 0.5 × 650 × 5.82 using their value of mass
calculated using W=mg
1
Ek = 10 933
allow an answer to 2 s.f. using
Ek = 11 000 (J) their value of Ek calculated 1
using the correct equations
AO / Spec.
Ref.
08.6 diagram drawn to scale 1 AO2

3.1.3 b
angle of 60ᵒ 1
resultant force 530 N allow range of 525 N 1

to 535 N
Total 16
19
Surname
Forename(s)
Candidate signature
INTERNATIONAL GCSE
PHYSICS
Paper 1
Thursday 23 May 2019 07:00 GMT Time allowed: 1 hour 30 minutes

• a protractor
2
3
Instructions 4
• Fill in the boxes at the top of this page.
6
• If you need extra space for your answer(s), use the lined pages at the end of 7
• Do all rough work in this book. Cross through any work you do not want to be
marked. TOTAL
• In all calculations, show clearly how you worked out your answer.
Information
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There are no questions on this page box
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0 1 Drones are small flying machines that can carry a camera or a package.
Figure 1 shows a drone hovering. Whilst hovering, the drone remains stationary in
the air.
Figure 1
The following figure cannot be reproduced due to third-party copyright restrictions.
A student investigated how the mass of the package affected the time for which the
drone could hover.
This is the method used:
1 Packages of different masses were added to the drone.

2 The time the drone could hover at 1.5 m from the ground was measured using a
stop clock.
3 The stop clock was stopped when the “battery low” light came on.
4 In between each test the battery was recharged fully.
5 Each test was performed three times for each mass.
Choose the answer from the box.

[1 mark]
categoric dependent independent
The mass of the package added to the drone is the variable.
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0 1 . 2 Identify two control variables in this investigation. box
Tick () two boxes.

[2 marks]
Hover time
The brightness of the “battery low” light
The initial charge stored in the battery
The mass of the drone
The mass of the package
Table 1 shows the results.
Table 1
Mass of Hover time in seconds

package in
grams Test 1 Test 2 Test 3 Mean
0 263 267 268 266
40 226 227 231 228
80 186 186 183 X
120 146 145 144 145
160 106 101 108 105
200 72 67 71 70
0 1 . 3 Calculate the mean hover time (X) when the mass of the package added was 80 g.
[1 mark]
Mean hover time = seconds
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0 1 . 4 Plot a graph on Figure 2 of the mass of the package against mean hover time. box
[2 marks]
Figure 2
0 1 . 5 Draw a line of best fit on Figure 2.

[1 mark]
0 1 . 6 The drone can carry a camera. The mass of the camera is 140 g.
Determine the mean hover time for the drone carrying the camera.
[1 mark]
Mean hover time = seconds

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The mean hover time for the drone with no package or camera was 266 seconds. box
0 1 . 7 The drone has a maximum speed through the air of 5.0 m/s.
Calculate the maximum distance the drone could fly through the air in 266 seconds.

[3 marks]
Maximum distance = m
0 1 . 8 The maximum time the drone can fly through the air is less than 266 seconds.
Give one reason why.

[1 mark]
0 1 . 9 Suggest an ethical issue that might occur when using a drone.

[1 mark]
13
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0 2 A pacemaker helps to control the rate at which a person’s heart beats. box
Figure 3 shows a pacemaker attached to a person’s heart.
In the past, radioactive sources were used to power pacemakers. The radioactive
sources emitted alpha particles.
Figure 3
0 2 . 1 What is an alpha particle?
Tick () one box.

[1 mark]
An electron
A neutron
A proton
Two neutrons and two protons
0 2 . 2 A source had a half-life of 87.7 years.
Why is a source with a half-life of 87.7 years suitable for use in a pacemaker?
[1 mark]
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0 2 . 3 What is a beta particle? box
Tick () one box.

[1 mark]
An electron emitted from an energy level of the atom.
An electron emitted from the nucleus.
A neutron emitted from the nucleus.
Two neutrons and two protons emitted from the nucleus.
0 2 . 4 The source was contained in a plastic case.
Explain why a source that emitted beta particles would not be suitable as a power
source for pacemakers.
[2 marks]
0 2 . 5 Modern pacemakers contain electrical cells.
Give one advantage and one disadvantage of using electrical cells instead of
radioactive sources to power a pacemaker.
[2 marks]
Advantage
Disadvantage
7
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0 3 Diodes are components used in electrical circuits. box
0 3 . 1 Which of the following is the symbol for a diode?
Tick () one box.

[1 mark]
0 3 . 2 Which graph shows how the current in a diode varies with the potential difference
across it?
Tick () one box.

[1 mark]
0 3 . 3 Describe the resistance of a diode when connected in a circuit in the forward

direction.
[1 mark]
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0 3 . 4 Figure 4 shows a torch which uses LEDs. Some torches use filament lamps instead box
of LEDs.
Figure 4
Explain one advantage of using LEDs rather than a filament lamp.

[2 marks]
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Different LEDs emit light of different colours. box
Table 2 shows the potential difference across, and current in, different LEDs.
Table 2
Current in Potential
Colour of LED
milliamps difference in volts
red 20 2.0
yellow 20 2.1
green 20 3.4
0 3 . 5 Give the reason the green LED transfers the most energy per second.
[1 mark]
0 3 . 6 Determine the resistance of the green LED.

[4 marks]
Resistance = Ω 10
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0 4 Refraction can occur when light passes from one material to another. box

[1 mark]
brightness colour frequency speed
Light refracts when it passes from one material into another. This is
because the of the light changes.

[1 mark]
0° 45° 60° 90°
The light does not change direction as it passes from one material into another when
the angle of incidence is .
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0 4 . 3 Describe how a student could take measurements to determine the refractive index of box
Perspex.
Use the equipment in Figure 5.

[6 marks]
Figure 5
Ray box Single slit Perspex block Protractor

Turn over ►
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0 4 . 4 The refractive index of Perspex is 1.49 box
Calculate the critical angle of Perspex.

[2 marks]
Critical angle = °
0 4 . 5 Some people wear glasses to correct their vision.
The lenses in glasses can be made from different materials.
Table 3 shows the features of two different materials that could be used to make
lenses.
Table 3
Percentage of
Material Refractive index ultraviolet Density in g/cm3
transmitted
Glass 1.50 39.1 2.60
Trivex 1.53 0 1.11
Explain why Trivex is a better material than glass for making lenses.
[3 marks]
13
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0 5 A protostar is the first stage in the life cycle of a star. box
A protostar is made from a cloud of dust and gas.
0 5 . 1 Which force pulls together dust and gas to make a protostar?
Tick () one box.

[1 mark]
Air resistance
Friction
Gravity
0 5 . 2 Which two statements describe a main sequence star?
Tick () two boxes.

[2 marks]
Chemical reactions happen inside the core of the star to release energy.
Energy is released by the fusion of hydrogen nuclei to make helium nuclei.
The forces inside a main sequence star are unbalanced.
The less massive a star, the hotter the star’s core.
The temperature and density of a star are greatest at the core of the star.
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0 5 . 3 The star Betelgeuse has a much greater mass than the Sun. box
Describe the similarities and the differences between the life cycle of the Sun and the
life cycle of the star Betelgeuse.
[6 marks]
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0 6 Small nuclear reactors are used in submarines to generate electricity. box
The electricity can then be used to drive the propellers to make the submarine move.
0 6 . 1 Uranium can be used as a fuel in a nuclear reactor.
Which other fuel could be used in a nuclear reactor?
Tick () one box.

[1 mark]
Argon
Lithium
Plutonium
Radon
0 6 . 2 Fission occurs inside a nuclear reactor.
What is meant by nuclear fission?

[1 mark]
Turn over ►
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0 6 . 3 Complete Figure 6 to show how the nuclear fission of uranium-235 may lead to a box
chain reaction.
Label your diagram.

[3 marks]
Figure 6
0 6 . 4 Explain the function of the control rods in a nuclear reactor.

[3 marks]
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0 6 . 5 Diesel engines can be used in submarines to charge batteries. The electricity from box
the batteries is then used to power the propellers, so the submarine can move.
Evaluate the use of nuclear reactors and diesel engines to generate electricity for
submarines.
[4 marks]
12
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0 7 Figure 7 shows a simple electric motor. box
Figure 7
0 7 . 1 When there is a current in the coil, the coil rotates continuously.
Explain why the coil rotates continuously when there is current in the coil.
[4 marks]
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During an earthquake buildings can collapse. box
Figure 8 shows a robot designed to find people inside collapsed buildings.
The robot is operated remotely and has a camera on the front.
An electric motor makes the legs of the robot rotate, moving the robot forwards.
Figure 8
The following figure cannot be reproduced due to third-party copyright restrictions.
0 7 . 2 Give two changes to the electric motor that would make the robot move faster.
[2 marks]
0 7 . 3 Give two changes to the electric motor that would make the robot move backwards.
[2 marks]
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0 7 . 4 Suggest two advantages of using this robot to find people inside collapsed buildings box
instead of rescue dogs and their handlers.

[2 marks]
2
10
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0 8 A horse is ridden along a straight track. box
Figure 9 shows the velocity-time graph of the journey.
Figure 9
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0 8 . 1 Determine the time for which the horse was travelling at a constant velocity. box
[1 mark]
Time = seconds
0 8 . 2 How can you tell there is the greatest acceleration between points C and D?
[1 mark]
0 8 . 3 Calculate the acceleration between points C and D.

[2 marks]
Acceleration = m/s2
0 8 . 4 Determine the total distance travelled while the horse was accelerating.
[4 marks]
Total distance = m
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0 8 . 5 The weight of the horse is 6.37 kN. box
Calculate the kinetic energy of the horse at point B.

[5 marks]
Kinetic energy = J
0 8 . 6 After being ridden, the horse is led away by two people using ropes as shown in
Figure 10.
Figure 10
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Figure 11 shows the forces from the two ropes acting on the horse. The angle box
between the forces is 60°
Figure 11
Draw a vector diagram to determine the magnitude of the resultant force from the
ropes on the horse.
[3 marks]
Figure 12
Resultant Force = N 16
END OF QUESTIONS
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For confidentiality purposes, acknowledgements of third-party copyright material are published in a separate booklet rather than including them on the
Permission to reproduce all copyright material has been applied for. In some cases, efforts to contact copyright-holders may have been unsuccessful
and Oxford International AQA Examinations will be happy to rectify any omissions of acknowledgements. If you have any queries please contact the
Copyright Team, AQA, Stag Hill House, Guildford, GU2 7XJ.
*196Y9203/1*
*32*
IB/M/Jun19/9203/1
INTERNATIONAL GCSE
PHYSICS
Paper 1
Mark scheme
November 2019
Version: 1.0 Final
*19by9203/1/MS*
required to refer these to the Lead Examiner.
paper.
2



3
1. General

to cover.
consistent.

mark scheme are shown by a /; eg allow smooth/free movement.
3. Marking points
wrong = wrong’.
4

[1 mark]

awarded
1 green, 5 0
2 red*, 5 1
3 red*, 8 0

[2 marks]

Moon
If a student writes a chemical symbol/formula instead of a required chemical name, full credit can
be given if the symbol/formula is correct and if, in the context of the question, such action is
appropriate.
subject.
3.7 Brackets
5
3.8 Allow
answers.
3.9 Ignore
3.10 Do not accept
6
AO / Spec.
Ref.
01.1 3.0 V 1 AO1 A

3.5.1 r
01.2 0.40 1 AO2 E

I= 3.5.1 c
8.0
1
0.050 (A)
01.3 the same as 1 AO1 G

3.5.1 r
01.4 60 (Ω) 1 AO2 E

3.5.1 r
01.5 6.0 V 1 AO1 E

3.5.1 s
01.6 6.0 = I × 30 1 AO2 E

3.5.1 s
6.0 1
I=
30
0.2 (A) allow ecf from question 01.5 1
01.7 0.4 (A) allow 2 × their answer to 1 AO2 E

question 01.6 3.5.1 s
01.8 less than 1 AO1 G

3.5.1 s
Total 11
7
AO / Spec. ID
Ref.
02.1 ultrasound has a frequency 1 AO1 E

above 20 000 Hz 3.3.3 d
range of human hearing is 20– allow humans cannot hear 1

20 000 Hz above 20 000 Hz
allow frequency of ultrasound

is above the range of human
hearing for 2 marks
02.2 distance = 330 × 0.012 1 AO2 E

3.3.3 g
3.96 (m) 1
02.3 1.98 (m) allow their answer to 1 AO2 E

question 02.2 ÷ 2 3.3.3 f
02.4 330  f × 0.75 1 AO2 E

3.3.1 h
330
f 1
0.75
f  440 (Hz) 1
Total 8
8
AO / Spec.
Ref.
03.1 1 AO1 A
3.4.1 a
03.2 Level 3: The design/plan would lead to the production of a 5–6 AO1 E
valid outcome. All key steps are identified and logically 3.4.1 e
sequenced.
Level 2: The design/plan would not necessarily lead to a valid 3–4

outcome. Most steps are identified, but the plan is not fully
logically sequenced.

clear.
Indicative content
 Put stearic acid into a test tube.

 Boil the water in the kettle.
 Pour the boiling water into a beaker.
 Place the test tube of stearic acid into the beaker.
 Leave until the stearic acid melts.
 Take the test tube out of the hot water.
 Place the thermometer in the stearic acid.
 Record the temperature every 30 seconds for 20 minutes (or
suitable time).
 Stir the stearic acid during experiment.
03.3 900 – 160 allow 900-150 or 900-100 1 AO2 E

3.4.1 e
740 allow 750 or 800 if consistent 1
with acceptable values read
from graph
9
AO / Spec.
Ref.
03.4 m = 0.015 kg 1 AO2 E

3.4.1 b
Δθ  6.0 (C) allow tolerance of 5.8 – 6.2 1
E  0.015 × 560 × 6.0 1
E  50 (J) allow 50.4 (J) 1
Total 13
10
AO / Spec. ID
Ref.
04.1 Dependent 1 AO4 A

3.2.3
04.2 (a result that) does not fit the 1 AO3 E

pattern 3.2.3
04.3 the distance between the lamp allow the lamp is too low 1 AO4 E
and the solar panel is too 3.2.3
small allow the distance between
the lamp and the solar panel
was measured incorrectly
allow mis-reading of the meter

ruler
04.4 as the distance between the 1 AO3 E

lamp and the solar panel 3.2.3
increases the power output of
the solar panel decreases
greater change in power allow non-linear 1

output per cm when closer to
the lamp
04.5 connect an ammeter in series 1 AO4 E

and a voltmeter in parallel 3.2.3
use an ammeter to measure allow voltage for potential 1

current and a voltmeter to difference
measure potential difference
P=IV 1
11
AO/
Question Answers Mark ID
Spec. Ref
Level 2: Relevant points (reasons/causes) are identified, given 3–4 3.2.3 E

04.6
in detail and logically linked to form a clear account. AO3
Level 1: Points identified and stated simply, but their relevance 1–2
is not clear and there is no attempt at logical linking.
Indicative content
 Reducing the cost allows more solar panels to be used.

 Using more solar panels increases power output.
 As there are plenty of roads, so enough surface area for solar
panels to cover.
 Power output of road and roof solar panels are similar.
 Much larger difference in price.
 Same lifespan.
 Can buy six roof panels for price of one road panel.
Total 12
12
AO / Spec. ID
Ref.
05.1 160  50 × v 1 1 × AO1 E

3 × AO2
160 1 3.1.4 a
v
50
v  3.2 1
m/s 1
05.2 160 1 AO2 E

F = 3.1.4 c
0.80
 200 (N) 1
05.3 the crash mat compresses 1 AO1 E

3.1.4 c
the time taken to stop 1
increases (compared to
landing on a hard floor)
decreases the rate of change 1

of momentum
reduces the force on the child 1
Total 10
13
AO / Spec.
Ref.
06.1 (in the core of) stars 1 AO1 E

3.7.4 d
06.2 the two nuclei are positively 1 AO1 E

charged 3.7.4 a c
therefore there is a strong 1

force of repulsion
nuclei need to get very close 1

to fuse
particles move faster at high 1

temperatures so are more
likely to get close together
06.3 produces more energy for 1 3.7.4 E

same amount of fuel 2.7.3
AO3
bigger difference between 1
energy needed to produce fuel
and energy released from fuel
therefore space rocket can 1

either travel further
allow carry less fuel
06.4 large nucleus splits 1 3.7.3 c E

AO1
into two smaller nuclei 1
releases (two/three) neutrons 1

and energy
Total 11
14
AO / Spec.
Ref.
07.1 a satellite 1 AO1 A

3.8.2 c
07.2 arrow drawn towards the 1 AO1 E

centre of the Earth 3.8.2 e
07.3 acceleration is the rate of 1 AO1 E

change of velocity 3.1.1 d
3.1.3 d
velocity is a vector 1
direction changes but the 1

magnitude stays the same
07.4 1.2 × 1013 1 AO2 E

 0.5 × 4.2 × 105 × v2 3.2.1 e
1.2 × 1013
v = √( ) 1
(0.5 × 4.2 ×105 )
v  7559 (m/s) allow correct answer given to 1

two or more significant figures
v  7600 (m/s) 1
07.5 increase in kinetic energy 1 AO3 E

3.8.2 f g
increase in velocity 1
increase in orbital dependent on 1st and 2nd 1

radius/height marking points
allow converse throughout
Total 12
15
AO / Spec.
Ref.
08.1 the chemical energy of the 1 AO1 E

battery decreases 3.2.2 a c
the kinetic energy of the drill 1

increases
thermal energy is dissipated to 1

the surroundings
08.2 E  18 × 30 1 AO2 E
3.6.5 b d
E  540 J 1
540 allow correctly substituted

21.6 = incorrect value of E 1
t
540 allow correct rearrangement

t= using incorrect value of E 1
21.6
t  25 (s) allow correct calculation using 1

incorrect value of E
08.3 battery uses direct current 1 AO1 E

which flows in one direction 3.6.3 a b
mains uses alternating current 1

which continually changes
direction
08.4 E  1.5 × 0.5 1 AO2 E

0.15 3.6.5 f
allow
E  0.75 (kWh) 0.75 1
cost per kW h  0.2 $ 1
Total 13
16
INTERNATIONAL GCSE
PHYSICS
9203/2
Paper 2
Mark scheme
November 2019
Version: 1.0 Final
*19by9203/2/MS*
required to refer these to the Lead Examiner.
paper.
2



3
1. General

• the marks available for each part of the question
• the total marks available for the question
• the typical answer or answers which are expected
• extra information to help the Examiner make his or her judgement
• the Assessment Objectives, level of demand and specification content that each question is intended
to cover.
the main part of the mark scheme yet may be helpful in ensuring that marking is straight forward and
consistent.

2.3 Alternative answers acceptable for a mark are indicated by the use of or different terms in the mark
scheme are shown by a /; eg allow smooth/free movement.
3. Marking points
wrong = wrong’.
4

[1 mark]

awarded
1 green, 5 0
2 red*, 5 1
3 red*, 8 0

[2 marks]

Moon
If a student writes a chemical symbol/formula instead of a required chemical name, full credit can
be given if the symbol/formula is correct and if, in the context of the question, such action is
appropriate.
subject.
3.7 Brackets
5
3.8 Allow
answers.
3.9 Ignore
3.10 Do not accept
6
AO / Spec.
Ref.
01.1 Pyramids have a wide base. 1 AO1

3.1.8c
1–3
01.2 an answer of 784 000 scores AO2

2 marks 3.1.1e
W = 80 000 × 9.8 1 1–3
784 000 (N) 1
01.3 They can act as force 1 AO1

multipliers. 3.1.8d
1–3
01.4 an answer of 4800 scores 2 AO2

marks 3.1.8a
M = 12 000 × 0.40 1 1–3
4800 (Nm) 1
01.5 Equal to that produced by the 1 AO1

weight of the stone block. 3.1.8c
1–3
7
AO/ ID
Question Answers Mark
Spec. Ref
01.6 Level 2: Scientifically relevant features are identified; the 3–4 AO3
way(s) in which they are similar/different is made clear and 3.1.8
(where appropriate) the magnitude of the similarity/difference is 2 × 1–3
noted. 2 × 4–5
Level 1: Relevant features are identified and differences noted. 1–2
Indicative content
Crane disadvantages
• more expensive (to make the crane)
• needs a specialist operator
• more complicated
• difficult to construct
Crane advantages
• can lift through greater distances
• can lift greater weights
• decreases time to build
• needs fewer people to operate
• can lift many blocks at once
• reduces overall construction costs
Wooden beam advantages

• easy to operate
• easy to construct
• easy to replace if it breaks
Wooden beam disadvantages

• can’t lift blocks very far
• can’t lift many blocks at once
• takes much longer to lift blocks to a reasonable height
Total 11
8
AO / Spec.
Ref.
02.1 Transverse 1 AO1

3.3.2a
1–3
02.2 Microwaves 1 AO1

3.3.2h
1–3
02.3 any one from: 1 AO3

• to increase the power of the 3.3.2g
emitted waves 1–3
• so that the signal is allow so that signals are
transmitted in all directions received from all directions.
02.4 any two from: 2 AO3

• so that trees are not 3.3.2g
damaged 1–3
• real trees are not tall
enough
• real trees may not be strong
enough
• easier to repair/replace
02.5 wavelength 1 AO2

3.3.1g
frequency 1 1–3
Total 7
9
AO / Spec.
Ref.
03.1 any two from: 2 AO4

• wear safety goggles 3.1.1
• place a cushion under the allow any reasonable object 1–3
slotted masses for cushion
• use a g-clamp
• stand up allow position equipment to
minimise risk from falling
masses
03.2 Level 2: The design/plan would lead to the production of a 3–4 AO4
valid outcome. All key steps are identified and logically 3.1.1
sequenced. 2 × 1–3
2 × 4–5
clear.
Indicative content
• measure the original length of the spring with a ruler

• add a known mass
• add a slotted mass of 10/100 g
• use a top pan balance to measure mass to be added
• calculate the weight/force applied to the spring
• measure length of spring again

• calculate extension
• repeat for more masses
• continue until spring is permanently deformed
• plot graph of force against extension
• elastic limit can be found where the graph stops being a
straight line
• remove the mass

• measure length of spring again
• compare to original length
• repeat by adding more mass
• continue until unloaded spring is longer the original length
• elastic limit is between/one of the last two forces applied
03.3 the spring will not go back to allow no longer behaves 1 AO4
its original length elastically 3.3.1f
2 × 4–5
because it has gone past its 1
elastic limit allow would not give the same
10
result
11
AO / Spec.
Ref.
03.4 an answer of 50 scores AO2

4 marks 3.1.1h
e = 0.060 (m) 1
3.0 = k × 0.060 allow a correct substitution of 1

value of extension
3.0 allow a correct rearrangement 1

k=
0.06 using an incorrectly/not
converted value of extension
50 (N/m) allow a correct calculation 1

using their value of extension
Total 12
12
AO / Spec.
Ref.
04.1 If there is a current greater 1 AO1

than 13 amps in the fuse 3.6.3e
4–5
the wire in the fuse melts allow blows 1
or
breaks the circuit
04.2 so the fuse can be replaced 1 AO3

3.6.3e
4–5
04.3 759 = I × 230 an answer of 3.3 scores 1 AO2

3 marks 3.6.5c
759 4–5
l= 1
230
I = 3.3 A allow 3.30 1
04.4 E = 2530 × 60 1 AO2

3.4.1c
E = 151 800 allow a correct substitution of 1 6–7
151 800 = m × 2 300 000 value of Lv 1
151 800 allow a correct rearrangement 1

m=
2 300 000 using an incorrectly/not
converted value of Lv
m = 0.066 allow a correct calculation 1

using an incorrectly/not
converted value of Lv
66 (g) allow a correct conversion of 1

their calculated value of m
13
AO / Spec.
Ref.
04.5 not all the energy transferred 1 AO3

by the iron changes the state 3.6.5a
of the water 4–5
6–7
because
any one from: 1

• heats the parts of the iron
• increases the temperature
of the water
• heats the surrounding air
Total 14
14
AO / Spec.
Ref.
05.1 an answer of 20.0 scores AO2

3 marks 3.1.3d
22.8 1 4–5
1.14 =
t
22.8 1
t=
1.14
t = 20.0 (s) ignore minus signs 1
05.2 an answer of 800 000 scores AO2

3 marks 3.1.3h
912 000 = mass × 1.14 1 4–5
912 000 allow 9.12 × 105 1

mass =
1.14
mass = 800 000 (kg) 1
05.3 the gradient of the line 1 AO1

3.1.3e
4–5
05.4 (increasing the braking force) 1 AO1

increases the deceleration 3.1.5b
4–5
decreases the time to stop 1 6–7
(which decreases the
distance)
05.5 values from graph 22.8 and allow 22–23 1 AO2

15 3.1.3f
6–7
1 allow a correct substitution 1
area = ×15 × 22.8 using their values of v and t
2
read from the graph
171 (m) allow a correct calculation 1

using their values of v and t
read from the graph
15
AO / Spec.
Ref.
05.6 increased friction on brakes 1 AO3

3.5.1b
increases the wear on the 1 3.1.3h
brakes 6–7
OR
to avoid greater declaration (of

passengers) (1)
therefore avoiding increased allow to prevent injury of

force on passengers (1) passengers
Total 14
16
AO / Spec.
Ref.
06.1 radiation (from the rocks in the 1 AO2

cave) would affect the results 3.7.2d
6–7
06.2 Advantage 1 AO3

less damage is done to the 3.7.2
painting 4–5
6–7
Disadvantage 1
the amount of radiation
emitted will be small so it is
more difficult to measure
06.3 during beta decay a neutron 1 AO1

changes into a proton 3.7.2e
4–5
this increases/changes the allow atomic number 1 6–7
number of protons in the increases/changes
nucleus (so a new element is
formed)
06.4 an answer of 3 scores 1 × AO2

3 marks 2 × AO3
240 and 30 nBq read from the 1 3.7.2h
graph 6–7
8–9
240 120
120 60
60 30 1
3 half-lives 1
OR
fraction remaining =
3.0 × 10–8 / 2.4 × 10–7 (1)
fraction remaining =
1/8 = (1/2)3 (1)
3 half-lives (1)
17
AO / Spec.
Ref.
06.5 at 35 000 the activity of the allow change in activity is very 1 AO3
sample is almost zero small 3.7.2j
allow very low 6–7
do not accept activity is zero 8–9
data gathered would be too allow too low to measure 1

similar to background
06.6 nuclear power stations allow 1 AO3

nuclear weapons testing 3.7.2d
nuclear accidents 6–7
medical X-rays allow other medical uses 1
Total 12
18
AO / Spec.
Ref.
07.1 pupils become more dilated 1 AO3

3.3.6h
to let in more light 1 6–7
07.2 convex lens in the sunglasses allow description of 1 AO1

converging rays 3.3.6j
increase the total amount of 1 8–9
refraction
so light from a closer object allow decreases the overall 1

can be focused on the retina focal length
a labelled diagram can score

3 marks
07.3 angle of refraction, r in 1 AO1

degrees 3.3.5e
6–7
sin(i) and sin(r) 1
07.4 Plot sin (i) against sin (r) 1 AO4

3.3.5e
gradient = refractive index 1 8–9
allow 1 mark for dividing the
sines of a corresponding pair
of i and r
Total 9
19
AO / Spec.
Ref.
08.1 4 to 5 (m/s) 1 AO2

3.2.2f
4–5
08.2 power output = 2700 and 1 AO2

efficiency = 0.540 3.2.2f
6–7
2700 1
0.540 =
input power
2700 1
input power =
0.540
input power = 5000 (kW) 1
08.3 wind causes blades to rotate 1 3 × AO1

3 × AO2
rotating blades causes the 1 3.6.1a,b,d
permanent magnet to move 1 × 4–5
(relative to the coil) 3 × 6–7
2 × 8–9
coil experiences a changing allow coil cuts the magnetic 1
magnetic field field
therefore a potential difference 1

is induced (across the ends of
the coil)
every half rotation the polarity 1

of the permanent magnet
changes/reverses
so direction of induced p.d. 1

changes
Total 11
20
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INTERNATIONAL GCSE
PHYSICS
Paper 1
Wednesday 6 November 2019 07:00 GMT Time allowed: 1 hour 30 minutes

2
Instructions 3
6
marked.
• In all calculations, show clearly how you worked out your answer. TOTAL
Information
*nov199203101*
IB/M/Nov19/E13 9203/1
2
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0 1 Figure 1 shows identical resistors A and B connected in series with a 6.0 V battery.
Figure 1
0 1 . 1 What is the potential difference across resistor A?
Tick () one box.

[1 mark]
3.0 V
6.0 V
9.0 V
12.0 V
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0 1 . 2 A charge of 0.40 coulombs flows through resistor A in a time of 8.0 seconds. box
Calculate the current in resistor A.

[2 marks]
Current = A

[1 mark]
greater than less than the same as
The current in resistor A is the current in resistor B.
0 1 . 4 Each resistor in Figure 1 has a resistance of 30 Ω.
Determine the total resistance of the circuit in Figure 1.

[1 mark]
Total resistance = Ω
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Figure 2 shows resistors A and B connected in parallel with the same 6.0 V battery. box
Figure 2
0 1 . 5 What is the potential difference across each resistor?
Tick () one box.

[1 mark]
3.0 V
6.0 V
9.0 V
12.0 V
*04*
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0 1 . 6 Each resistor in Figure 2 has a resistance of 30 Ω. box
Determine the current in resistor A.

[3 marks]
Current = A
0 1 . 7 Determine the current in the 6.0 V battery.

[1 mark]

[1 mark]
greater than less than the same as
The total resistance of the parallel circuit in Figure 2 is
the total resistance of the series circuit in Figure 1.
11
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0 2 A car is fitted with an ultrasound sensor. The sensor emits and detects ultrasound. box
The sensor warns the driver if the car is too close to another object.
0 2 . 1 Explain why humans cannot hear the ultrasound emitted by the sensor.
[2 marks]
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Figure 3 shows a car about to reverse towards a wall. box
Figure 3
The sensor emits an ultrasound wave.
The wave reflects off the wall and is detected by the sensor.
The sensor measures the time taken between the wave being emitted and detected.
0 2 . 2 The speed of ultrasound in air is 330 m/s.
The reflected ultrasound is detected 0.012 s after it is emitted.
Calculate the total distance travelled by the ultrasound wave.
Use the equation:
total distance travelled = speed × time

[2 marks]
Total distance travelled = m
0 2 . 3 Determine the distance between the sensor and the wall.

[1 mark]
Distance = m
Turn over ►
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0 2 . 4 When the car gets too close to an object, a beeper gives a warning to the driver. box
The beeper emits sound waves that travel at a speed of 330 m/s and have a
wavelength of 0.75 m.
Calculate the frequency of the sound wave.

[3 marks]
Frequency = Hz
0 3 Stearic acid is a solid at room temperature.
0 3 . 1 Stearic acid changes state to a liquid when heated.
Which of the following shows the arrangement of particles in stearic acid when it is a
liquid?
Tick () one box.

[1 mark]
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0 3 . 2 A student was provided with a sample of solid stearic acid. box
The student wanted to plot a graph of temperature against time for liquid stearic acid
as it cooled.
Describe how the student could use the equipment in Figure 4 to collect the data.
[6 marks]
Figure 4
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Figure 5 shows a graph of the student’s results. box
Figure 5
0 3 . 3 Determine the time taken from when the liquid begins to change state until it is
completely solid.
[2 marks]
Time taken = seconds
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0 3 . 4 Determine the energy transferred from the liquid stearic acid in the first 100 seconds. box
mass of stearic acid = 15 g
specific heat capacity of liquid stearic acid = 560 J/kg °C

[4 marks]
13
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0 4 A student investigated how the distance between a lamp and a solar panel affected box
the power output of the solar panel.
Figure 6 shows some of the equipment used.
Figure 6
The student measured the power output of the solar panel when the lamp was at
different distances.
0 4 . 1 What type of variable is the power output of the solar panel?
Tick () one box.

[1 mark]
Categoric
Control
Dependent
Independent
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Figure 7 shows the results of the investigation. box
Figure 7
0 4 . 2 One of the results is anomalous.
What is meant by an anomalous result?

[1 mark]
0 4 . 3 The data has been plotted on the graph correctly.
Suggest a reason for this anomalous result.

[1 mark]
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0 4 . 4 Describe how the power output changes with the distance between the lamp and the box
solar panel.
[2 marks]
0 4 . 5 Another student does a similar investigation using a voltmeter and an ammeter.
Describe how the student could use a voltmeter and an ammeter to measure the
power output of the solar panel.
[3 marks]
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Solar panels can be used to generate electricity. box
Figure 8 shows solar panels being used as a road surface and on the roof of a house.
Figure 8
Table 1 shows data for road solar panels and roof solar panels.
Table 1
Manufacturing
Energy
Area of solar Life span in cost of each
output
panel in m2 years solar panel in
in kWh
dollars
Road solar panel 1.8 20 70 5300
Roof solar panel 1.8 20 106 750
0 4 . 6 Evaluate why the manufacturers of the road solar panels are trying to reduce
manufacturing costs rather than increase the energy output.
[4 marks]
12
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0 5 Figure 9 shows a child on a climbing wall. There is a crash mat at the bottom of the box
wall.
Figure 9
The child jumps off the climbing wall and lands on the crash mat. The momentum of
the child just before landing is 160 kg m/s.
0 5 . 1 Calculate the velocity of the child on landing.
mass of child = 50 kg
Give the unit.

[4 marks]
Velocity = Unit
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0 5 . 2 It takes 0.80 s for the child to stop after hitting the crash mat. box
Calculate the average force the child exerts on the crash mat during landing.

[2 marks]
Average force = N
0 5 . 3 Explain why the crash mat reduces the risk of injury if the child falls.
[4 marks]
10
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0 6 Future space rockets may be powered by the energy released from nuclear fusion. box
0 6 . 1 Where does nuclear fusion occur naturally?

[1 mark]
0 6 . 2 Explain why very high temperatures are needed for nuclear fusion to take place.
[4 marks]
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Table 2 shows some data about a fission engine and a fusion engine. box
Table 2
Energy required to
Energy released by
Type of engine Fuel used by engine produce 1 kg of fuel
1 kg of fuel in joules
in joules
Fission Plutonium 6.0 × 1011 8.0 × 1013
Fusion Hydrogen 4.0 × 1011 2.0 × 1014
0 6 . 3 Justify why fusion engines would be better than fission engines for use in a space
rocket.
Use Table 2.
[3 marks]
0 6 . 4 Describe a nuclear fission reaction.

[3 marks]
11
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0 7 Figure 10 shows the International Space Station (ISS) orbiting the Earth. box
Figure 10
0 7 . 1 What name is given to an object that orbits a planet?
Tick () one box.

[1 mark]
A comet
A galaxy
A satellite
A star
0 7 . 2 The Earth exerts a gravitational force on the ISS.
Draw an arrow on Figure 10 to show the direction of this force.

[1 mark]
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0 7 . 3 The ISS travels at a constant speed around the Earth. box
Explain how an object can be accelerating whilst travelling at a constant speed.

[3 marks]
0 7 . 4 When in orbit, the ISS has a kinetic energy of 1.2 × 1013 J.
Calculate the magnitude of the velocity of the ISS.
mass of ISS = 4.2 × 105 kg

[4 marks]
Magnitude of velocity = m/s
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0 7 . 5 Rockets do work on the ISS. box
Explain the effect the work done has on the orbit of the ISS.
[3 marks]
12
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0 8 Figure 11 shows a battery-operated drill. box
When the drill is turned on, the drill bit spins around.
Figure 11
0 8 . 1 Describe the energy transfers in the drill when it is first turned on.
[3 marks]
Turn over ►
*25*
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0 8 . 2 The power rating of the drill is 21.6 W. box
The potential difference of the battery is 18.0 V.
The drill is turned on and 30.0 C of charge flows through the battery.
Calculate the time for which the drill was turned on.

[5 marks]
Time = s
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Figure 12 shows a mains-operated drill. box
Figure 12
0 8 . 3 Describe the difference between the current supplied by the mains and the current
supplied by a battery.
[2 marks]
0 8 . 4 The drill in Figure 12 has a power rating of 1500 W.
The drill is used for 0.5 hours.
The cost of using the drill is $0.15.
Calculate the cost per kWh of the mains electricity.

[3 marks]
Cost per kWh = $ 13
END OF QUESTIONS
*27*
IB/M/Nov19/9203/1
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Forename(s)
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INTERNATIONAL GCSE
PHYSICS
Paper 2
Tuesday 12 November 2019 07:00 GMT Time allowed: 1 hour 30 minutes

2
Instructions 3
6
marked.
• In all calculations, show clearly how you worked out your answer. TOTAL
Information
*nov199203201* 9203/2
IB/M/Nov19/E11
2
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0 1 Figure 1 shows a pyramid. Pyramids are ancient buildings made from large stone
blocks.
Figure 1
0 1 . 1 Why are pyramids very stable?
Tick () one box.

[1 mark]
Pyramids have a wide base.
Pyramids have steep sides.
The stone blocks are heavy.
The stone blocks are strong.
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0 1 . 2 The largest stone block in the pyramid has a mass of 80 000 kg. box
What is the weight of the largest stone block?

[2 marks]
Weight = N
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Figure 2 shows a wooden beam being used to lift a stone block. box
Figure 2
0 1 . 3 The wooden beam acts as a simple lever.
Why are simple levers useful?
Tick () one box.

[1 mark]
They can act as force multipliers.
They decrease the amount of energy required.
They increase the work done on an object.
They reduce the weight of heavy objects.
0 1 . 4 The stone block in Figure 2 has a weight of 12 000 N.
Calculate the moment about the pivot produced by the weight of the stone block.

[2 marks]
Moment = Nm
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0 1 . 5 The person in Figure 2 exerts a force on the beam, so that the beam is stationary. box
What is the size of the moment of this force about the pivot?
Tick () one box.

[1 mark]
Equal to that produced by the weight of the stone block.
Greater than that produced by the weight of the stone block.
Less than that produced by the weight of the stone block.
Turn over ►
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0 1 . 6 Large modern buildings are built using cranes to lift heavy objects. box
Figure 3 shows a crane.
Figure 3
Compare the advantages and disadvantages of using a crane rather than the wooden
beam shown in Figure 2.
[4 marks]
11
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0 2 Figure 4 shows a man-made tower made to look like a tree. box
The tower contains four mobile phone transmitters.
The transmitters emit electromagnetic waves.
Figure 4
0 2 . 1 What type of wave are electromagnetic waves?
Tick () one box.

[1 mark]
Longitudinal
Mechanical
Transverse
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0 2 . 2 Which type of electromagnetic wave do the transmitters emit? box
Tick () one box.

[1 mark]
Infrared
Microwaves
Ultraviolet
Visible light
0 2 . 3 Suggest why there is more than one transmitter on the tower in Figure 4.
[1 mark]
0 2 . 4 Suggest two reasons why the transmitters are not attached to a real tree.
[2 marks]
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0 2 . 5 Figure 5 shows two of the different waves that the transmitters emit. box
Figure 5
Complete the following sentences.
Choose the answers from the box.

[2 marks]
amplitude distance frequency speed wavelength
Compared to wave B, wave A has a greater .
Compared to wave A, wave B has a greater .
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0 3 A student carried out an investigation to determine the elastic limit of a spring. box
Figure 6 shows two stages of the investigation.
Figure 6
0 3 . 1 Give two safety precautions the student should take when doing the investigation.
[2 marks]
0 3 . 2 Plan the investigation the student could carry out to determine the elastic limit of the
spring.
[4 marks]
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0 3 . 3 Explain why it was not possible for the student to repeat the investigation with the box
same spring.
[2 marks]
0 3 . 4 The student repeated the investigation with a different spring.
Before the limit of proportionality was reached, the spring stretched by 60 mm when a
force of 3.0 N was applied.
Calculate the spring constant of the spring.

[4 marks]
Spring constant = N/m
12
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0 4 Figure 7 shows a 3-pin plug containing a 13 Amp fuse. box
Figure 7
0 4 . 1 Describe how a 13 Amp fuse protects an appliance.

[2 marks]
0 4 . 2 The fuse is normally covered by a plastic cover that is easy to remove.
Suggest why the cover needs to be easy to remove.

[1 mark]
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Figure 8 shows a steam iron that the plug is attached to. The steam iron converts box
liquid water into steam.
The steam iron has different power settings. A current in the heating element heats
the metal plate.
Figure 8
0 4 . 3 The steam iron is set to its lowest power which is 759 W.
The potential difference is 230 V.
Calculate the current in the heating element of the steam iron when on its lowest
power setting.

[3 marks]
Current = A
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0 4 . 4 The steam iron is then set to its maximum power of 2530 W. box
Calculate the maximum mass of water that can be converted into steam in one minute
by the steam iron.
specific latent heat of vaporisation of water = 2 300 000 J/kg
Give your answer in grams.

[6 marks]
Mass = g
0 4 . 5 Explain why the actual mass of steam produced will be less than the maximum value
calculated in Question 04.4.
[2 marks]
14
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0 5 Figure 9 shows an underground train station. box
Figure 9
0 5 . 1 The train is travelling at a velocity of 22.8 m/s.
The train decelerates to a stop at a station.
Calculate the time taken for the train to stop.
deceleration of train = 1.14 m/s2

[3 marks]
Time = s
0 5 . 2 The average resultant force acting on the train as it decelerates is 912 000 N.
Calculate the mass of the train.
deceleration of train = 1.14 m/s2

[3 marks]
Mass = kg
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The force produced by the train’s brakes can be increased in an emergency. box
Figure 10 is a velocity-time graph for the train stopping in an emergency.
Figure 10
0 5 . 3 Which feature of the graph in Figure 10 represents the deceleration of the train?
[1 mark]
0 5 . 4 Explain why increasing the braking force will decrease the distance the train travels
before stopping.
[2 marks]
0 5 . 5 Determine the distance the train travels during braking in the emergency stop shown
in Figure 10.
[3 marks]
Distance = m
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0 5 . 6 When stopping at a station, the brakes are not applied with the maximum possible box
force.
Explain why.
[2 marks]
14
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0 6 Figure 11 shows a very old painting on a cave wall. box
Figure 11
The paint used contains a very small amount of the radioactive isotope carbon-14.
The age of the painting can be determined by measuring the very small amounts of
radiation emitted by the carbon-14.
0 6 . 1 Give one reason why a sample of the paint must be removed from the cave and
tested in a laboratory.
[1 mark]
0 6 . 2 A very small sample of paint is removed.
Give one advantage and one disadvantage of removing only a very small sample of
paint.
[2 marks]
Advantage
Disadvantage
0 6 . 3 When a nucleus of carbon-14 decays it emits a beta particle.
Explain why an atom of carbon-14 changes into a different element when its nucleus
decays.
[2 marks]
Turn over ►
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Once the activity of the paint sample is measured, Figure 12 can be used to box
determine the age of the sample.
Figure 12
0 6 . 4 The sample of paint from the image is 17 000 years old.
Determine how many half-lives of carbon-14 have passed since the painting was
painted on the cave wall.
[3 marks]
Number of half-lives =
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0 6 . 5 The oldest cave painting found is at least 35 000 years old. box
Explain why it is not possible to determine the age of a sample that is 35 000 years
old using the activity of carbon-14 in the sample.
Use information from Figure 12.

[2 marks]
0 6 . 6 The isotope carbon-14 is made in the Earth’s atmosphere by radiation.
To produce the data in Figure 12, scientists assumed the percentage of carbon in the
atmosphere that is carbon-14 is constant.
Give two ways in which human activity may have affected the amount of radiation in
the atmosphere in the last 100 years.
[2 marks]
12
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0 7 Figure 13 shows a woman wearing prescription sunglasses in very bright light box
conditions. Prescription sunglasses protect against the sun and also correct defects
of vision.
Figure 13
0 7 . 1 Explain the changes in the woman’s pupils when she first puts on the sunglasses.
[2 marks]
0 7 . 2 The woman is long-sighted. She cannot read the book in Figure 13 without wearing
prescription glasses.
Explain how these glasses move her near point so she can read the book she is
holding.
You may include a diagram in your answer.

[3 marks]
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Manufacturers of prescription glasses need to know the refractive index of the box
material the lenses are made from.
Table 1 shows the data gathered from an investigation to determine the refractive
index of the material a lens is made from.
Light travelled from air into the material.
Table 1
Angle of incidence, i
in degrees
10 6 0.17 0.10
20 12 0.34 0.20
30 17 0.50 0.29
40 22 0.64 0.38
50 27 0.77 0.45
60 31 0.87 0.51
70 34 0.94 0.55
0 7 . 3 Add column headings to Table 1.

[2 marks]
0 7 . 4 The data in Table 1 can be used to draw a graph from which the refractive index of
the lens material may be determined.
Explain how.
[2 marks]
9
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0 8 Wind speed affects the efficiency of a wind turbine. box
Figure 14 shows the power output and efficiency of a wind turbine at different wind
speeds.
Figure 14
0 8 . 1 At what range of wind speeds is the wind turbine most efficient?

[1 mark]
Range = to m/s
0 8 . 2 Determine the input power at a wind speed of 5.3 m/s.

[4 marks]
Input power = kW
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Figure 15 shows an A.C generator connected to the blades of the wind turbine. box
Figure 15
Figure 16 shows the potential difference induced across the coil when the wind
blows.
Figure 16
0 8 . 3 Explain how the rotating blades produce the potential difference shown in Figure 16.
[6 marks]
END OF QUESTIONS 11
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box
For confidentiality purposes, all acknowledgements of third-party copyright material are published in a separate booklet. This
booklet is published after each live examination series and is available for free download from www.oxfordaqaexams.org.uk.
Permission to reproduce all copyright material has been applied for. In some cases, efforts to contact copyright-holders may
have been unsuccessful and Oxford International AQA Examinations will be happy to rectify any omissions of
acknowledgements. If you have any queries please contact the Copyright Team.
*19by9203/2*
*28*
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Level of response marking instructions

Step 1 Determine a level

Step 2 Determine a mark

01.1 an answer of 1.5 (kWh) scores AO2 E

01.2 The computer may not always 1 AO1 A

01.3 an answer of $1.80 scores 2 AO2 E

01.4 Feature Reason 1 AO1 G

Dark matt surface increases the melting point.

makes it a very good

makes it a good emitter of

01.5 because they contain free allow delocalized electrons 1 AO1 E

01.6 frequency increases allow wavelength decreases 1 AO1 E

01.7 Black-body radiation 1 AO1 A

02.1 Any one from: 1 AO1 G

02.3 The force increases. 1 AO1 A

Level 2: The design/plan would not necessarily lead to a 3-4

Level 1: The design/plan would not lead to a valid outcome. 1–2

Allow method that determines the minimum current required

03.1 correct symbol for voltmeter 1 AO4 E

03.2 divide potential difference by allow correct equation ie 1 AO1 E

03.3 (increased frequency of more accurate results is AO4 E

easier to spot a trend/pattern. 1

less chance of a random error

caused by student collecting

03.4 Level 2: Relevant points (reasons/causes) are identified, 3–4 AO3 E

hours and 14 hours

the chemical energy store in the allow current from the 1

04.1 The joining together of two allow hydrogen nuclei 1 AO1 E

to form a larger nucleus allow helium nuclei 1

04.2 mass is converted into energy 1 AO1 E

04.3 In (the core of) stars 1 AO1 G

04.4 1 mark per column 2 AO2 G

04.5 both nuclei have a (positive) 1 AO1 E

strong force of repulsion allow needs enough 1

04.6 any two from: 2 AO3 E

04.7 waste is radioactive 1 AO1 E

05.1 an answer of 2.2 (m) AO2 E

05.2 there is a changing magnetic allow correct reference to 1 2xAO1 E

05.3 Opposite to the direction that 1 AO1 a

05.4 (the bike is) accelerating 1 AO3 E

therefore magnet was travelling 1

05.5 2.0 mA allow 1.8-2.2 1 AO2 G

05.6 an answer of 0.000544 (C) AO2 E

time = 0.78 – 0.62 = 0.16 1

allow correct substitution

allow correct substitution

allow correct calculation of 1

05.7 answer of 20(m/s) scores AO2 E

v = √(15000 / 0.5 x 75)

06.1 the driving force = resistive allow correctly named 1 AO1 E

06.2 an answer of 6000 scores 2xAO2 E

06.3 thinking distance decreases answer must be linked to 1 AO1 E

braking distance stays the allow a good argument 1

06.4 any two from: 1 AO1 E

• condition of tyres 3.1.5e

06.5 an answer of 0.0039 (m) AO2 E

07.2 alpha is the least penetrating 1 1 xAO1

07.3 horizontal line drawn from 5500 1 AO2

90 years allow 85-95 1

07.4 2018 – 1977 = 41 years 1 AO2

8000/11200× 158 = 113 W 1

07.5 activity would be lower for the 1 AO1