Name: ________________________

PreA Physics Required Practicals Class: ________________________

Date: ________________________

Time: 57 minutes

Marks: 57 marks

Comments:

Page 1 of 22
 A student carried out an investigation to determine the elastic limit of a spring.
1.
The diagram shows two stages of the investigation.

(a)  Give two safety precautions the student should take when doing the investigation.

1 _________________________________________________________________

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2 _________________________________________________________________

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(2)

(b)  Plan the investigation the student could carry out to determine the elastic limit of the spring.

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(4)

Page 2 of 22
(c)  Explain why it was not possible for the student to repeat the investigation with the same
spring.

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(2)

(d)  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.

Use the Physics Equations Sheet.

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Spring constant = ________________________________ N/m.

(4)
(Total 12 marks)

Page 3 of 22
 A student carried out an investigation to determine the refractive index of glass.
2.
The student measured the angle of incidence (i) and the angle of refraction (r).

The table shows the results.

Angle of Angle of
incidence in refraction in
degrees degrees

10 7

20 14

30 20

40 26

50 32

60 37

70 40

80 43

Page 4 of 22
(a)  Describe how a student could take measurements to obtain the results in the table.

You should include a labelled diagram in your answer.

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(6)

Page 5 of 22
(b)  The student calculated the sine of each angle given in the table above.

The student plotted a graph of sin i against sin r.

Figure 1 shows the results.

Figure 1

The gradient of the graph gives the refractive index of the glass.

Determine the refractive index of the glass.

Give your answer to 2 significant figures.

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Refractive index (2 significant figures) = ____________

(3)

Page 6 of 22
(c)  A ray of light passes from air into glass.

Figure 2 shows a wavefront diagram for the light.

Figure 2

Explain why the light refracts as it passes from air into glass.

You should refer to wavefronts in your answer.

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(3)
(Total 12 marks)

Page 7 of 22
 Stearic acid is a solid at room temperature.
3.
(a)  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)

(b)  A student was provided with a sample of solid stearic acid.

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 shown below to collect the data.

Page 8 of 22
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(6)

The graph below shows the student's results.

Page 9 of 22
 (c)  Determine the time taken from when the liquid begins to change state until it is
completely solid.

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Time taken = _____________________________ seconds

(2)

(d)  Determine the energy transferred from the liquid stearic acid in the first 100 seconds.

mass of stearic acid = 15 g

specific heat capacity of liquid stearic acid = 560 J/kg °C

Use the Physics Equations Sheet.

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Energy transferred = _____________________________ J

(4)
(Total 13 marks)

A student investigated how the current in a resistor varies with the potential difference across the
4. resistor.

Figure 1 shows some of the equipment the student used.

Figure 1

Page 10 of 22
(a)  Plan an investigation to determine how the current in a resistor varies with the potential
difference across the resistor.

You may include a circuit diagram in your answer.

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(6)

Page 11 of 22
(b)  Figure 2 is a graph of current against potential difference for a resistor.

Figure 2

Determine the resistance of the resistor when there is a potential difference of

10 V across it.

Use Figure 2 and the Physics Equations Sheet.

Choose the unit from the box.

A Hz Ω V

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Resistance = _____________ Unit ____________

(4)

Page 12 of 22
(c)  Figure 3 shows how current varies with potential difference for a resistor at constant
temperature and a filament lamp.

Figure 3

Compare the resistance of a resistor at constant temperature with the resistance of a

filament lamp.

Use Figure 3.

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(3)
(Total 13 marks)

Page 13 of 22
 A student is investigating the strength of electromagnets.
5.
Figure 1 shows three electromagnets.

The student hung a line of paper clips from each electromagnet.

Figure 1

Electromagnet A Electromagnet B Electromagnet C

No more paper clips can be hung from the bottom of each line of paper clips.

(a) (i) Complete the conclusion that the student should make from this investigation.

Increasing the number of turns of wire wrapped around the nail will

____________ the strength of the electromagnet.

(1)

(ii) Which two pairs of electromagnets should be compared to make this conclusion?

Pair 1: Electromagnets __________ and __________

Pair 2: Electromagnets __________ and __________

(1)

(iii) Suggest two variables that the student should control in this investigation.

1. ____________________________________________________________

2. ____________________________________________________________
(2)

Page 14 of 22
(b) The cell in electromagnet A is swapped around to make the current flow in the opposite
direction. This is shown in Figure 2.

Figure 2

What is the maximum number of paper clips that can now be hung in a line from this
electromagnet?

Draw a ring around the correct answer.

fewer than 4 4 more than 4

Give one reason for your answer.

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(2)

(c) Electromagnet A is changed to have only 10 turns of wire wrapped around the nail.

Suggest the maximum number of paper clips that could be hung in a line from the end of
this electromagnet.

Maximum number of paper clips = _________________________

(1)
(Total 7 marks)

Page 15 of 22
Mark schemes
(a)  any two from:
1.
•   wear safety goggles
•   place a cushion under the slotted masses
allow any reasonable object for cushion
•   use a g-clamp
•   stand up
allow position equipment to minimise risk from falling masses
2

(b)  Level 2: The design / plan would lead to the production of a valid outcome. All
key steps are identified and logically sequenced.
3−4

Level 1: The design / plan would not lead to a valid outcome. Some relevant
steps are identified, but links are not made clear.
1−2

No relevant content.
0

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 than the original length
•   elastic limit is between / one of the last two forces applied

(c)  the spring will not go back to its original length

allow no longer behaves elastically
1

because it has gone past its elastic limit

allow would not give the same
1

Page 16 of 22
 (d)  e = 0.060 (m)
an answer of 50 scores 4 marks
1

3.0 = k × 0.060
allow a correct substitution of an incorrectly / not converted value of
extension
1

allow a correct rearrangement using an incorrectly / not converted

value of extension
1

50 (N/m)
allow a correct calculation using their value of extension
1
[12]

(a)  Level 3: The design would lead to the production of a valid outcome. All key steps
2. are identified and logically sequenced.
5-6

Level 2: The design would not necessarily lead to a valid outcome. Most steps are
identified, but the plan is not fully logically sequenced.
3-4

Level 1: The design would not lead to a valid outcome. Some relevant steps are
identified, but links are not made clear.
1-2

No relevant content
0

Indicative content:

•   draw around the glass block (when placed on a piece of paper)
•   use a protractor to measure an angle of 90° to the side of the glass block
•   draw the normal line
•   use a ray box to produce a ray of light
•   use a protractor to measure angle of incidence
•   draw the ray of light entering the glass block
•   draw the ray of light emerging from the glass block
•   draw the path of the light through the glass block
•   use a protractor to measure the angle of refraction
•   repeat for different angles (20, 30, 40, etc)

some indicative content can be gained by a correctly labelled diagram

Page 17 of 22
(b)

allow any correct pair of readings taken from the line

1

n = 1.45
allow a correct answer consistent with their readings
1

n = 1.5
allow a calculated value correctly rounded to 2
significant figures
1

(c)  light slows down as it enters the glass

speed / velocity changes is insufficient
allow the refractive index of glass is higher than that of
air
allow glass has a higher optical density than air
1

so each end of the wavefront travels at a different speed

1

so the wavefront changes direction

allow for 2 marks in the same time, the waves in air
travel a larger distance so have a longer wavelength
than the waves in glass, which travel a shorter distance
1
[12]

Page 18 of 22
 (a)
3.

(b)  Level 3: The design / plan would lead to the production of a valid outcome. All
key steps are identified and logically sequenced.
5−6

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.
3−4

Level 1: The design / plan would not lead to a valid outcome. Some relevant steps
are identified, but links are not made clear.
1−2

No relevant content.
0

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.

(c)  900 − 160

allow 900-150 or 900-100
1

740
allow 750 or 800 if consistent with acceptable values read from
graph
1

Page 19 of 22
 (d)  m = 0.015 kg
1

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
[13]

(a)  Level 3: The plan would lead to the production of a valid outcome. All key steps are
4. identified and logically sequenced.
5-6

Level 2: The plan would not necessarily lead to a valid outcome. Most steps are
identified, but the plan is not fully logically sequenced.
3-4

Level 1: The plan would not lead to a valid outcome. Some relevant steps are
identified, but links are not made clear.
1-2

No relevant content
0

Indicative content:
•   resistor connected to battery
•   variable resistor connected in series
•   variable resistor or variable power supply used to vary the potential difference
•   ammeter connected in series
•   voltmeter connected in parallel
•   change the value of the variable resistor or variable power supply
•   use the ammeter to measure the current (through resistor)
•   use voltmeter to measure the potential difference (across resistor)
•   take readings as the value of the variable resistor is changed
•   plot a graph of current against potential difference
•   graph should be a straight line through the origin

some indicative content can be obtained by drawing a circuit diagram.

Page 20 of 22
(b)  10 = 0.40 × R
1

R=
1

25
1

Ω
1
3 calculation marks can be gained by using any pair of
readings from the line in Figure 2

(c)  both have a constant resistance at low currents

1

the resistor has a constant resistance at high currents

1

the resistance of the filament lamp increases (as the temperature increases)
1
[13]

Page 21 of 22
 (a) (i) increase
5. 1

(ii) A and B
and
B and C
both required for the mark
either order
1

(iii) any two from:

• size of nail
or
nail material
allow (same) nail

• current
allow (same) cell
allow p.d.
same amount of electricity is insufficient

• (size of) paper clip

• length of wire
accept type / thickness of wire
2

(b) 4
1

B picks up the same number as C, so this electromagnet would pick up the same
number as A
or
direction of current does not affect the strength of the electromagnet
allow it has got the same number of turns as A
1

(c) 2
allow 1 or 3
1
[7]

Page 22 of 22