Physics Oxford Aqa 9203 p1 Nov 2021 - 240430 - 034312

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INTERNATIONAL GCSE
PHYSICS
Paper 1
Tuesday 9 November 2021 07:00 GMT Time allowed: 1 hour 30 minutes

Materials
For Examiner’s Use
For this paper you must have:
• a pencil and a ruler Question Mark
• a scientific calculator 1
• the Physics Equations Sheet (enclosed).
2
Instructions 3
• Use black ink or black ball-point pen. Pencil should only be used for drawing. 4
• Fill in the boxes at the top of this page.
5
• Answer all questions in the spaces provided.
• If you need extra space for your answer(s), use the lined pages at the end of 6
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 8
be marked.
• In all calculations, show clearly how you worked out your answer. TOTAL
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 in the spaces provided. box
0 1 A student investigated the time taken for a ball to fall through different liquids.
Figure 1 shows some of the equipment the student used.
Figure 1
The student released the ball at the top of the liquid. The student measured the time
taken for the ball to fall between the start line and the finish line.
0 1 . 1 Name the piece of equipment the student should have used to measure the time
taken.
[1 mark]
0 1 . 2 Which type of variable is the time taken?

[1 mark]
Tick () one box.
Categoric
Dependent
Independent
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0 1 . 3 Give two control variables for this investigation. box
[2 marks]
Question 1 continues on the next page
Turn over ►
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Table 1 shows the results of the investigation. box
Table 1
Time taken for the ball to fall in seconds

Liquid
Test 1 Test 2 Test 3 Mean
Oil 2.3 2.4 2.0 2.2
Honey 3.2 3.7 X 3.4
Water 1.6 1.5 1.4 1.5
0 1 . 4 Calculate value X in Table 1.

[2 marks]
X=
0 1 . 5 What is the most appropriate way to show the results of this investigation?
[2 marks]
Tick () one box.
Bar chart
Line graph
Pie chart
Scatter graph
Give a reason for your answer.
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0 2 Figure 2 shows two taps, with handles of different lengths. box
Figure 2
0 2 . 1 A force of 15 N was applied to the handle of tap A.
The force was applied at a perpendicular distance of 0.050 m from the pivot.
Calculate the moment of the force about the pivot.
Use the Physics Equations Sheet.

[2 marks]
Moment = Nm
0 2 . 2 The moment needed to turn on tap A and tap B is the same.
Tap B has a longer handle.
Explain why it is easier to turn on tap B.

[2 marks]
Turn over ►
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Sensor taps turn the water on without a person needing to touch the tap. box
Using a sensor tap reduces the amount of water used each day by 40%.
0 2 . 3 A family uses a volume of 340 litres of water from a tap with a handle each day.
The family replaced the tap with a sensor tap.
Calculate the decrease in volume of water used by the family each day.
[2 marks]
Decrease in volume of water = litres
0 2 . 4 Suggest one other advantage of using a sensor tap rather than a tap with a handle.
[1 mark]
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0 3 The stopping distance of a car depends on the thinking distance and the box
braking distance.
0 3 . 1 What is the thinking distance?

[1 mark]
Tick () one box.
The distance travelled from when the brakes are applied until the car stops.
The distance travelled from when the driver sees a hazard until the brakes
are applied.
The distance travelled from when the driver sees a hazard until the
car stops.
0 3 . 2 Give two factors that affect the thinking distance.

[2 marks]
Turn over ►
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Car tyres become worn as they are used. box
A worn tyre has a smaller depth of tread.
Figure 3 shows three tyres with different depths of tread.
Figure 3
Scientists measured the stopping distance for a car with tyres of different depths
of tread.
The car travelled at the same speed each time on a wet road.
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Figure 4 shows how the depth of tread on the tyres affects the stopping distance on a box
wet road.
Figure 4
0 3 . 3 What would the stopping distance of the car be if the tyres had a depth of tread
of 5.0 mm?
Use Figure 4.
[1 mark]
Stopping distance = m
0 3 . 4 Describe the relationship between the depth of tread and the stopping distance of
the car.
[1 mark]
Turn over ►
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0 3 . 5 The brakes apply a mean force of 2500 N to stop the car. box
The work done to stop the car is 90 000 J.
Calculate the braking distance of the car.

[3 marks]
Braking distance = m
0 3 . 6 Explain why the temperature of the brakes increases during braking.

[3 marks]
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Turn over for the next question box
DO NOT WRITE ON THIS PAGE

ANSWER IN THE SPACES PROVIDED
Turn over ►
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0 4 Figure 5 shows a Sankey diagram for a battery-operated fan. box
Figure 5
0 4 . 1 Determine the useful energy output of the fan.

[1 mark]
Useful energy output = J
0 4 . 2 Determine the efficiency of the fan.
Use Figure 5 and your answer from Question 04.1.

[2 marks]
Efficiency =
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0 4 . 3 What happens to the energy wasted by the fan? box
[1 mark]
Turn over ►
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The fan contains a resistor and a motor. box
Figure 6 shows a circuit diagram for the fan.
Figure 6
The resistance of the resistor is 40 Ω.
The resistance of the motor is 20 Ω.
0 4 . 4 What is the total resistance of the circuit in Figure 6?

[1 mark]
Tick () one box.
20 Ω 40 Ω 60 Ω 800 Ω
0 4 . 5 Determine the current in the circuit when the switch is closed.
Use Figure 6 and your answer from Question 04.4.

[3 marks]
Current = A
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0 4 . 6 A different fan has a thermistor connected in series with a motor. box
Figure 7 shows the circuit diagram for this fan.
Figure 7
Explain the effect of increasing the temperature of the thermistor on the speed of
the motor.
[3 marks]
11
Turn over for the next question
Turn over ►
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0 5 A student carried out an investigation to determine the refractive index of glass. box
The student measured the angle of incidence (i) and the angle of refraction (r).
Table 2 shows the results.
Table 2
Angle of Angle of
incidence refraction
in degrees in degrees
10 7
20 14
30 20
40 26
50 32
60 37
70 40
80 43
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0 5 . 1 Describe how a student could take measurements to obtain the results in Table 2. box
You should include a labelled diagram in your answer.

[6 marks]
Turn over ►
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0 5 . 2 The student calculated the sine of each angle given in Table 2. box
The student plotted a graph of sin i against sin r.
Figure 8 shows the results.
Figure 8
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.

[3 marks]
Refractive index (2 significant figures) =
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0 5 . 3 A ray of light passes from air into glass. box
Figure 9 shows a wavefront diagram for the light.
Figure 9
Explain why the light refracts as it passes from air into glass.
You should refer to wavefronts in your answer.

[3 marks]
12
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0 6 Radioactive isotopes are produced during the nuclear fission of uranium-235. box
0 6 . 1 Describe the process of nuclear fission.

[3 marks]
0 6 . 2 The radioactive isotope promethium-147 undergoes beta decay.
Describe what happens in a nucleus during beta decay.

[2 marks]
0 6 . 3 When promethium-147 (Pm) emits beta particles it decays into samarium (Sm).
Complete the nuclear equation for the beta decay of promethium-147.

[2 marks]
147
61
Pm
Sm +
→ β
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Fire exit signs are used to show the way out of a building in an emergency. box
Promethium-147 may be mixed into paint used in fire exit signs.
0 6 . 4 The initial count-rate of the promethium-147 used in a fire exit sign

is 360 counts per second.
half-life of promethium-147 = 2.6 years
Calculate the count-rate of the promethium-147 after 7.8 years.

[3 marks]
Count-rate = counts per second
0 6 . 5 The beta particles released by the promethium-147 cause other chemicals in the paint
to emit light.
Suggest one advantage and one disadvantage of using promethium-147 in fire

exit signs.
[2 marks]
Advantage
Disadvantage
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0 7 Figure 10 shows a robot vacuum cleaner, used to clean floors. box
The robot vacuum cleaner contains an electric motor.
The electric motor moves the wheels of the robot vacuum cleaner so that it can move.
Figure 10
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0 7 . 1 Figure 11 shows a simplified diagram of the electric motor. box
Figure 11
Explain why the coil rotates continuously when there is a current in the coil.
[4 marks]
0 7 . 2 Explain how the speed at which the coil in the robot vacuum cleaner rotates can
be increased.
[2 marks]
Turn over ►
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0 7 . 3 Figure 12 shows the robot vacuum cleaner approaching a wall. box
The robot vacuum cleaner uses infrared radiation to determine its distance from
the wall.
The infrared radiation is reflected from the wall.
Figure 12
The time between the infrared wave being emitted by the transmitter and being
received by the detector is 1.5 × 10−9 s.
speed of infrared wave = 3.0 × 108 m/s
Calculate the distance between the robot vacuum cleaner and the wall.
Give your answer in mm.

[4 marks]
10
Distance to the wall = mm
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Turn over ►
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0 8 Figure 13 shows two electric kettles with different casings. box
Figure 13
0 8 . 1 A fuse is used as a safety device inside the plug of each kettle.
Explain how the fuse prevents the kettle becoming damaged if there is a fault.
[3 marks]
0 8 . 2 A circuit breaker is another type of safety device.
Give two advantages of using a circuit breaker rather than a fuse.

[2 marks]
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0 8 . 3 Explain why the kettle with the plastic casing does not need an earth wire. box
[2 marks]
0 8 . 4 Water in an electric kettle is heated by a heating element.
Explain why the heating element is positioned at the bottom of an electric kettle.
[3 marks]
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0 8 . 5 A heating element in a kettle is connected to a 230 V supply. The current in the box
heating element is 11 A.
The kettle contains 1.2 kg of water at a temperature of 20 °C.
It takes 180 s to increase the temperature of the water to 100 °C.
specific heat capacity of water = 4200 J / kg °C
Calculate the energy wasted by the kettle when heating the water.

[6 marks]
Energy wasted = J
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0 8 . 6 Some hot water is poured from the kettle into a cup. box
Explain why evaporation causes the temperature of the water in the cup to decrease.
[3 marks]
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END OF QUESTIONS
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There are no questions printed on this page box

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box
Question Additional page, if required.
number Write the question numbers in the left-hand margin.
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box
Copyright information
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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.
Copyright © 2021 Oxford International AQA Examinations and its licensors. All rights reserved.
*21bY9203/1*
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INTERNATIONAL GCSE
PHYSICS
9203/1
Paper 1
Mark scheme
November 2021
Version: 1.0 Final Mark Scheme
*21BY9203/1/MS*
MARK SCHEME – INTERNATIONAL GCSE PHYSICS – 9203/1 – NOVEMBER 2021
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 Examiner.
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 oxfordaqaexams.org.uk
OxfordAQA retains the copyright on all its publications. However, registered schools/colleges for OxfordAQA are permitted to copy material from this booklet for
their own internal use, with the following important exception: OxfordAQA cannot give permission to schools/colleges to photocopy any material that is
acknowledged to a third party even for internal use within the centre.
2
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 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
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
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. 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.
4
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.
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 marking 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.
5
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.
6
Question 1
AO/
Question Answers Extra information Mark
Spec. Ref.
01.1 stopclock allow stopwatch 1 AO4

3.1.6 a
1−3
AO/
Spec. Ref.
01.2 dependent 1 AO4

3.1.6 a
1−3
AO/
Spec. Ref.
01.3 any two from: allow volume of liquid 2 AO4

• the distance the ball falls 3.1.6 a
• size / mass of the ball 1−3
• diameter of the tube
• temperature of the liquid /
room
AO/
Spec. Ref.
01.4 3.4 × 3 = 10.2 1 AO2

3.1.6 a
10.2 – 3.2 – 3.7 = 3.3 1 4−5
AO/
Spec. Ref.
01.5 bar chart 1 AO3

3.1.6 a
type of liquid is a categoric 1 1 × 1−3
variable 1 × 4−5
Total Question 1 8
7
Question 2
AO/
Spec. Ref.
02.1 moment = 15 × 0.050 1 AO2

3.1.8 a
0.75 (Nm) 1 1−3
AO/
Spec. Ref.
02.2 less force is needed (to produce 1 AO1

the same moment) 3.1.8 d
4−5
because greater (perpendicular) 1
distance from the pivot
AO/
Spec. Ref.
02.3 40 allow 1 mark for daily use = 204 1 AO3

340 × (litres) 3.1.8 d
100
1−3
136 (litres) 1
AO/
Spec. Ref.
02.4 any one from: 1 AO3

• more hygienic 3.1.8 d
• more accessible to those with 1−3
mobility problems
• saves money on water bills
• less energy used for water
treatment
Total Question 2 7
8
Question 3
AO/
Spec. Ref.
03.1 the distance travelled from when 1 AO1

the driver sees a hazard until 3.1.5 c
the brakes are applied 1−3
AO/
Spec. Ref.
03.2 any two from 2 AO1

3.1.5 c
• the speed of the car 1−3
• reaction time of driver
• if the driver has taken alcohol allow a named drug
/ drugs
• if the driver is tired
• distractions allow a named distraction
AO/
Spec. Ref.
03.3 32 (m) allow 32 to 32.5 (m) 1 AO2

3.1.5 e
1−3
AO/
Spec. Ref.
03.4 the larger the depth of tread the 1 AO3

shorter the stopping distance 3.1.5 e
1−3
AO/
Spec. Ref.
03.5 90 000 = 2500 × d 1 AO2

3.2.1 a
90 000 1 4−5
d=
2500
d = 36 (m) 1
9
AO/
Spec. Ref.
03.6 friction between brakes and the 1 AO1

wheels 3.1.5 d
4−5
(so the) kinetic energy of car is 1
reduced
(and the) thermal energy of 1

brakes increases
if no other mark awarded allow
one mark for kinetic energy (of
the car) decreases and thermal
store of energy (of the brakes)
increases
Total Question 3 11
10
Question 4
AO/
Spec. Ref.
04.1 600 (J) 1 AO2

3.2.2 a
1−3
AO/
Spec. Ref.
04.2 600 allow ecf from Question 04.1 1 AO2

800 3.2.2 f
1−3
0.75 1
OR
600
× 100 (1)
800
75% (1)
AO/
Spec. Ref.
04.3 dissipated to the surroundings 1 AO1

3.2.2 d
1−3
AO/
Spec. Ref.
04.4 60 Ω 1 AO2
3.5.1 r
1−3
11
AO/
Spec. Ref.
04.5 3.0 = I × 60 allow their value for R from 1 AO2

Question 04.4 3.5.1 h
3.0 1 4−5
I=
60
I = 0.05 (A) I = 0.050 (A) 1
AO/
Spec. Ref.
04.6 as the temperature increases 1 1 × AO1

the resistance (of the thermistor) 2 × AO3
decreases 3.5.1 g
6−7
therefore, the current increases allow the potential difference 1
across the motor increases
so, the motor spins faster dependent on gaining marking 1

point 1 or 2
Total Question 4 11
12
Question 5
AO/
Question Answers Mark
Spec. Ref.
05.1 Level 3: The design would lead to the production of a valid 5–6 AO1
outcome. All key steps are identified and logically sequenced. 3.3.5 e
4−5
Level 2: The design would not necessarily lead to a valid outcome. 3–4
Most steps are identified, but the plan is not fully logically
sequenced.
Level 1: The design would not lead to a valid outcome. Some 1–2
relevant steps are identified, but links are not made clear.
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
AO/
Spec. Ref.
05.2 0.64 - 0 allow any correct pair of 1 AO2

n= readings taken from the line 3.3.5 e
0.44 - 0
4−5
n = 1.45 allow a correct answer 1
consistent with their readings
n = 1.5 allow a calculated value 1

correctly rounded to 2 significant
figures
13
AO/
Spec. Ref.
05.3 light slows down as it enters the speed / velocity changes is 1 1 × AO1
glass insufficient 2 × AO2
3.3.5 a b
allow the refractive index of 6−7
glass is higher than that of air
allow glass has a higher optical

density than air
so each end of the wavefront 1

travels at a different speed
so the wavefront changes 1

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
Total Question 5 12
14
Question 6
AO/
Spec. Ref.
06.1 a uranium nucleus absorbs a 1 AO1

(slow moving) neutron 3.7.3 c
6−7
the large nucleus splits into two 1
smaller nuclei
and (2/3) neutrons and energy 1
AO/
Spec. Ref.
06.2 a neutron decays into a proton 1 AO1

and a (high speed) electron 3.7.2 e
6−7
the (high speed) electron is 1
emitted from the nucleus
AO/
Spec. Ref.
06.3 147 147 0 1 AO2
61
Pm
62 Sm +
→ −1 β 1
3.7.2 f
6−7
one mark for 147 and 0 and one mark for 62 and -1
AO/
Spec. Ref.
06.4 3 half-lives have passed 1 AO2

3.7.2 h
1 1 1 360 1 6−7
360 × × × allow
2 2 2 2 3
45 (counts per second) allow 360 ⇒ 180 ⇒ 90 ⇒ 45 for 1

3 marks
15
AO/
Spec. Ref.
06.5 advantage AO3

no need to use electricity / allow batteries will not run out 1 3.7.2 j
batteries 1 × 4−5
1 × 6−7
disadvantage
risk of contamination / exposure allow named risk associated 1
with exposure
Total Question 6 12
16
Question 7
AO/
Spec. Ref.
07.1 there is a magnetic field (due to 1 AO1

the permanent magnet) and 3.6.4 a d
current in a wire causes a 2 × 6−7
magnetic field 2 × 8−9
current is in opposite directions 1

in each side of the coil
so forces act in opposite 1

directions on either side of the
coil
(the split ring ensures that) the allow (the split ring ensures that) 1
current in the left / right side of the force in the left / right side of
the coil is always in the same the coil is always in the same
direction direction
AO/
Spec. Ref.
07.2 increase the current 1 AO2

3.6.4 b
which will increase the force 1 1 × 4−5
or 1 × 6−7
will increase the magnetic field
in the motor
17
AO/
Spec. Ref.
07.3 1.5 × 10-9 1 AO2

time to wall = 3.1.2 c
2
3.3.3 f
= 7.5 × 10-10 s
6−7
distance allow subsequent marks if time 1
3.0 × 108 = -10 has not been halved
7.5 × 10
distance = 1
3.0 × 10 × 7.5 × 10 (= 0.225)
8 −10
distance = 225 (mm) allow 230 (mm) 1
OR
distance
3.0 × 108 = (1)
1.5 × 10-9
8 −9
distance = 3.0 × 10 × 1.5 × 10
(= 0.45) (1)
distance to wall =
0.45
(= 0.225) (1)
2
distance = 225 (mm) (1) allow 230 (mm)

allow correct conversion if
distance is not halved
Total Question 7 10
18
Question 8
AO/
Spec. Ref.
08.1 if a fault causes a large current allow if the current exceeds the 1 AO1
fuse rating 3.6.3 e
fuse wire gets hotter and melts 1 4−5
fuse wire breaks and allow which stops the current in 1

disconnects the circuit the circuit in the kettle
AO/
Spec. Ref.
08.2 operates faster than a fuse 1 AO1

3.6.3 e
can be reset 1 4−5
AO/
Spec. Ref.
08.3 plastic is an insulator allow the kettle is double 1 AO1

insulated 3.6.3 f
1 × 4−5
so the case cannot become live allow touching the plastic case 1 1 × 6−7
will not result in the user
receiving an electric shock
AO/
Spec. Ref.
08.4 water surrounding heating 1 AO3

element is heated and particles 3.4.2 a
become further apart 6−7
heated water is less dense and 1

rises to the surface, cooler water
is denser and falls
a convection current is set up 1

which heats all the water in the
kettle
19
AO/
Spec. Ref.
08.5 calculation of energy transferred AO2

to the kettle 3.6.5 c b
3.4.1 b
P = 230 × 11 1 8−9
P = 2530 (W) 1
E = 2530 × 180 allow E = 455 400 (J) 1
calculation of energy transferred

to the water
E = 1.2 × 4200 × 80 allow subsequent marks for 1

incorrectly / not calculated value
of temperature
E = 403 200 (J) 1
wasted energy = allow correct calculation using 1

455 400 – 403 200 = 52 200 (J) their calculated values of energy
AO/
Spec. Ref.
08.6 particles at the surface of the 1 AO1

liquid 3.4.2 b
1 × 6−7
with the most kinetic energy 1 2 × 8−9
escape
mean kinetic energy of particles 1

in the liquid is less (so the
temperature is less)
allow 1 mark for kinetic energy
of the particles depends on
temperature of the liquid if no
other marks scored
Total Question 8 19
20
Please write clearly in block capitals.
Centre number Candidate number
Surname
Forename(s)
Candidate signature
I declare this is my own work.
INTERNATIONAL GCSE
PHYSICS
Paper 2
Monday 15 November 2021 07:00 GMT Time allowed: 1 hour 30 minutes

Materials
For Examiner’s Use
For this paper you must have:
• a pencil and a ruler Question Mark
• a scientific calculator 1
• the Physics Equations Sheet (enclosed).
2
Instructions 3
• Use black ink or black ball-point pen. Pencil should only be used for drawing. 4
• Fill in the boxes at the top of this page.
5
• Answer all questions in the spaces provided.
• If you need extra space for your answer(s), use the lined pages at the end of 6
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 8
be marked.
• In all calculations, show clearly how you worked out your answer. TOTAL
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.
*nov219203201*
IB/M/Nov21/E11 9203/2
2
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outside the
Answer all questions in the spaces provided. box
0 1 Figure 1 represents an atom of the element bromine (Br).
Figure 1
81
35 Br
0 1 . 1 How many protons are there in the nucleus of the bromine atom shown in Figure 1?
[1 mark]
Tick () one box.
35
46
81
116
0 1 . 2 How many electrons surround the nucleus of the bromine atom shown in Figure 1?
[1 mark]
Tick () one box.
35
46
81
116
*02*
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3
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0 1 . 3 There are different isotopes of bromine. box
Isotopes of bromine contain different numbers of which type of particle?

[1 mark]
Tick () one box.
Electrons
Neutrons
Protons
0 1 . 4 Complete the following sentences.
Choose answers from the box.

[2 marks]
electron neutron proton
The two particles with the greatest mass in the atom are the
and the .
The two charged particles in the atom are the
and the .
Turn over ►
*03*
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4
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0 1 . 5 Figure 2 gives some information about bromine. box
Figure 2
Bromine
Melting point = −7.2 °C

Boiling point = 59 °C
In which state of matter is bromine at 20 °C?

[3 marks]
Tick () one box.
Solid Liquid Gas
Explain your answer.
Use information from Figure 2.
*04*
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5
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outside the

Turn over ►
*05*
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0 2 Figure 3 shows solar panels being used to charge the battery in an electric car. box
Figure 3
0 2 . 1 The solar panels in Figure 3 provide an average power of 4.0 kW.
Calculate the energy transferred to the battery in 1.5 hours.
Give your answer in kW h.

[2 marks]
Energy transferred = kW h
*06*
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0 2 . 2 The solar panels in Figure 3 cost $14 400. box
The car can also be charged by connecting it to the mains electricity supply.
It takes 24 kW h of electricity to charge the battery from zero charge to full charge.
cost of 1 kW h of mains electricity = $0.15
Calculate the minimum number of charges needed to match the cost of the
solar panels.
[3 marks]
Minimum number of charges =
Turn over ►
*07*
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8
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0 2 . 3 Figure 4 gives some information about two different cars. box
Figure 4
Car A – An electric car that is charged by solar panels

Car B – A car with an engine that burns biofuel
Compare the environmental benefits of car A and car B.

[4 marks]
*08*
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9
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0 3 Figure 5 shows some equipment, including a newtonmeter. box
The newtonmeter contains a spring.
Figure 5
0 3 . 1 The spring constant of the spring is given by the gradient of a force-extension graph
for the spring.
Describe an experiment to find the spring constant of the spring using the equipment
in Figure 5.
[4 marks]
Turn over ►
*09*
IB/M/Nov21/9203/2
10
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outside the
A student measured the mass and weight of a metal block five times. box
The student used the measurements to calculate the gravitational field strength, g.
Table 1
Reading 1 2 3 4 5 Mean
g in N/kg 10.1 9.3 10.2 10.0 10.1 X
0 3 . 2 Give the range of the values for g in Table 1.

[1 mark]
Range = to N/kg
0 3 . 3 The student made a random error.
Explain how the data in Table 1 shows that the student made a random error.
[2 marks]
0 3 . 4 Calculate value X in Table 1.

[2 marks]
X= N/kg
*10*
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11
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outside the
A student used a top pan balance to determine the weight of a mobile phone. box
Figure 6 shows the readings on a top pan balance before and after placing the phone
on it.
Figure 6
0 3 . 5 What should the student have done to the top pan balance in Figure 6 before placing
the mobile phone on it?
[1 mark]
0 3 . 6 Determine the weight of the mobile phone.
gravitational field strength = 9.8 N/kg
Give your answer to 2 significant figures.

[4 marks]
14
Weight (2 significant figures) = N
Turn over ►
*11*
IB/M/Nov21/9203/2
12
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outside the
0 4 Figure 7 shows a wireless microphone. box
Figure 7
The microphone detects sound waves and emits electromagnetic waves.
0 4 . 1 Describe two differences and two similarities between the properties of sound waves
and electromagnetic waves.
[4 marks]
Differences
Similarities
*12*
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13
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0 4 . 2 The microphone emits radio waves with a frequency of 750 MHz. box
speed of radio waves = 300 000 000 m/s
Calculate the wavelength of the radio waves.
Give the unit.

[4 marks]
Wavelength = Unit
0 4 . 3 The microphone can detect frequencies of sound up to 24 000 Hz.
What is the difference between 24 000 Hz and the highest frequency that a human
can hear?
[1 mark]
Difference in frequency = Hz
0 4 . 4 Sound waves that have a frequency above the range of human hearing are called
ultrasound waves.
Give two uses of ultrasound waves.

[2 marks]
2 11
Turn over ►
*13*
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14
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outside the
0 5 Figure 8 shows a person playing a game of squash. box
Figure 8
The player hits the squash ball with the racket.
0 5 . 1 When the ball is in contact with the racket there is a pair of forces between the ball
and the racket.
Which of the following statements about the size of the forces is true?
[1 mark]
Tick () one box.
The force on the ball is less than the force on the racket.
The force on the ball is the same size as the force on the racket.
The force on the ball is greater than the force on the racket.
*14*
IB/M/Nov21/9203/2
15
Do not write
outside the
0 5 . 2 The racket contains strings that stretch when the racket hits the ball. box
The strings behave like springs.
Calculate the elastic potential energy stored in a string when the extension of the
string is 2.5 mm.
spring constant = 4.0 × 105 N/m

[3 marks]
Elastic potential energy = J
Turn over ►
*15*
IB/M/Nov21/9203/2
16
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outside the
Figure 9 shows how the velocity of the ball changes when it is hit by the racket. box
Figure 9
0 5 . 3 Describe two differences between the velocity of the ball before it was hit and the
velocity of the ball after it was hit.
[2 marks]
*16*
IB/M/Nov21/9203/2
17
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outside the
0 5 . 4 When the ball was in contact with the racket, the average resultant force acting on the box
ball was 15 N.
mass of ball = 0.025 kg
Calculate the time that the ball was in contact with the racket.
Use information from Figure 9.

[4 marks]
Time = s
0 5 . 5 The ball compresses when hit by the racket.
Describe how the energy stores of the ball change as it compresses.

[3 marks]
13
Turn over ►
*17*
IB/M/Nov21/9203/2
18
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outside the
0 6 A student investigated how the light intensity incident on a light-dependent resistor box
(LDR) affects the current in the LDR.
Figure 10 is a circuit diagram for some of the equipment the student used.
Figure 10
Table 2
Light intensity Current

in W/m2 in milliamps
0 5
100 25
200 40
300 53
400 63
500 71
600 79
700 85
800 91
*18*
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19
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0 6 . 1 Plot the data from Table 2 on Figure 11. box
Draw a line of best fit.
The first four points have been plotted for you.

[3 marks]
Figure 11
0 6 . 2 Explain the shape of the line of best fit on Figure 11.

[3 marks]
Turn over ►
*19*
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0 6 . 3 Explain why a fixed resistor was included in the circuit. box
[2 marks]
*20*
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21
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outside the
0 7 The Andromeda galaxy is the nearest large galaxy to the Milky Way. box
0 7 . 1 Suggest how many stars there are in the Andromeda galaxy.

[1 mark]
0 7 . 2 The light emitted by the Andromeda galaxy does not display a red shift when
observed from Earth.
Suggest why the light does not display a red shift.

[1 mark]
0 7 . 3 Explain how the observed red shift of light from distant galaxies supports the
Big Bang theory.
[4 marks]
Turn over ►
*21*
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22
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0 7 . 4 Which of the following is the best estimate of the age of the universe, according to the box
Big Bang theory?

[1 mark]
Tick () one box.
13.7 × 106 years
14.9 × 106 years
13.7 × 109 years
14.9 × 109 years
*22*
IB/M/Nov21/9203/2
23
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outside the
According to the Big Bang theory, the universe has changed between its origin box
and today.
0 7 . 5 When the universe was approximately 380 thousand years old, electromagnetic
radiation filled the universe.
This electromagnetic radiation is detected as CMBR.
What do the letters CMBR stand for?

[1 mark]
0 7 . 6 When the universe was 200 million years old, stars began to form.
Explain the process of stars forming and then energy being released.
[4 marks]
12
Turn over ►
*23*
IB/M/Nov21/9203/2
24
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outside the
0 8 The metal nichrome is used to make fixed resistors for electrical circuits. box
A scientist investigated how the resistance of a 1.0 m length of nichrome wire varied
with temperature.
Figure 12 shows the results.
Figure 12
0 8 . 1 Explain why nichrome is a suitable metal for making fixed resistors.

[3 marks]
*24*
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25
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0 8 . 2 The scientist also tested different lengths of nichrome wire with the same diameter as box
the wire used in Figure 12.
Determine the resistance of a piece of nichrome wire with a length of 0.25 m when the
temperature of the wire is 340 °C.
[3 marks]
Resistance = Ω
0 8 . 3 The scientist also tested a piece of tungsten wire.
Tungsten wire can be used as the filament in a filament lamp.
Explain how the resistance of a piece of tungsten wire varies with temperature.
[3 marks]
Turn over ►
*25*
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26
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0 8 . 4 The scientist connected the piece of tungsten wire to a cell. The wire was kept at a box
constant temperature.
There was a constant current in the wire for 4.0 minutes.
A charge of 1200 C transferred 15 kJ of energy to the wire.
Calculate the resistance of the wire.

[6 marks]
Resistance = Ω 15
END OF QUESTIONS
*26*
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*27*
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box
*28*
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outside the
box
*29*
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box
*30*
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31
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outside the
box
*31*
IB/M/Nov21/9203/2
32
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outside the

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.
*21bY9203/2*
*32*
IB/M/Nov21/9203/2
INTERNATIONAL GCSE
PHYSICS
9203/2
Paper 2
Mark scheme
November 2021
Version: 1.1 Final Mark Scheme
*21BY9203/2/MS*
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 Examiner.
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 oxfordaqaexams.org.uk
OxfordAQA retains the copyright on all its publications. However, registered schools/colleges for OxfordAQA are permitted to copy material from this booklet for
their own internal use, with the following important exception: OxfordAQA cannot give permission to schools/colleges to photocopy any material that is
acknowledged to a third party even for internal use within the centre.
2
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 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
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
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. 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.
4
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.
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 marking 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.
5
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.
6
Question 1
AO/
Spec. Ref.
01.1 35 1 AO2
1−3
3.7.1f
AO/
Spec. Ref.
01.2 35 1 AO2
1−3
3.7.1d
AO/
Spec. Ref.
01.3 neutrons 1 AO1

1−3
3.7.1f
AO/
Spec. Ref.
01.4 neutron and proton in any order 1 AO1

1−3
electron and proton in any order 1 3.7.1c
AO/
Spec. Ref.
01.5 liquid 1 AO3

1−3
melting point is lower (than allow 20 °C is higher than the 1 3.4.1a
20 °C) melting point
boiling point is higher (than allow 20 °C is lower than the 1

20 °C) boiling point
Total Question 1 8
7
Question 2
AO/
Spec. Ref.
02.1 E = 4.0 × 1.5 1 AO2

1−3
E = 6 (kWh) allow 6.0 (kWh) 1 3.6.5e f
AO/
Spec. Ref.
02.2 cost / saving for 1 charge = 1 2 × AO2

24 × 0.15 1 × AO3
2 × 1−3
= $3.60 1 1 × 4−5
3.6.5e f
number of charges = 1
14 400
� � = 4000
3.60
allow max 2 marks if kWh is
converted to Wh
AO/
Spec. Ref.
02.3 Level 2: Scientifically relevant features are identified; the way(s) in 3–4 AO3
which they are similar / different is made clear and (where 3.2.3a
appropriate) the magnitude of the similarity / difference is noted. 3.2.3d
2 × L1−3
Level 1: Relevant features are identified and differences noted. 1–2 2 × L4−5
Indicative content
• both cars use a renewable energy source

• car A needs no fuel
• car A produces no CO2
• electricity that charges car A is generated in a way that does not
produce CO2
• car B produces CO2
• the CO2 produced by car B only comes from the carbon that was
captured
• car B produces exhaust gasses that cause local air pollution
• growth of fuel crops takes up a lot of space/resources
• neither car contributes to global warming
• neither requires mining / drilling
8
Total Question 2 9
9
Question 3
AO/
Spec. Ref.
03.1 Level 2: The design / plan would lead to the production of a valid 3-4 AO4
outcome. All key steps are identified and logically sequenced. 3.1.1h
2 × 1−3
Level 1: The design / plan would not necessarily lead to a valid 1–2 2 × 4−5
outcome. Most steps are identified, but the plan is not fully logically
sequenced.
Indicative content
• note original position of the marker

• add a slotted mass
• measure the distance between the original position and the new
position using the ruler
• record the extension
• readings taken at eye level
• repeat with more masses
• range 0–10 100 g masses
• suggests repeat readings
• determine the weight of the masses
• mean values calculated for each force / weight
• plot graph (of force on the y-axis and extension on the x-axis)
• draw line of best fit
• gradient = Δy/Δx
AO/
Spec. Ref.
03.2 9.3 (N/kg) to 10.2 (N/kg) 1 AO4

4−5
3.1.1e
AO/
Spec. Ref.
03.3 the value 9.3 1 AO4

4−5
is a lot lower than the other 1 3.1.1e
consistent values
10
AO/
Spec. Ref.
03.4 (10.1 + 10.2 + 10.0 + 10.1) 1 AO4

4 4−5
3.1.1e
10.1 (N/kg) 1
allow 1 mark for 9.94 (N/kg) if
9.3 is included in mean
calculation
AO/
Spec. Ref.
03.5 zero the balance 1 AO4

1−3
3.1.1e
AO/
Spec. Ref.
03.6 mass = 0.158 kg 1 AO2

4−5
weight = 0.158 × 9.8 allow a correct substitution using 1 3.1.1e
an incorrectly/not converted
value of mass
weight = 1.5484 allow a correct calculation using 1

an incorrectly/not converted
value of mass
weight = 1.5 (N) 1
allow max 3 marks if 165g is
used
Total Question 3 14
11
Question 4
AO/
Spec. Ref.
04.1 differences AO1

any two from: 2 2 × 4−5
• sound is a longitudinal wave, allow a description of 2 × 6−7
electromagnetic waves are longitudinal and transverse. 3.3.1d
transverse waves
• electromagnetic waves travel
much faster than sound
waves
• electromagnetic waves have
a much larger range of
frequencies / wavelengths
• electromagnetic waves can
travel through a vacuum and
sound waves need a medium
to travel through
similarities
any two from:
• both transfer allow both used in 2
energy/information communications
• both can be diffracted
• both can be refracted
• both can be reflected
AO/
Spec. Ref.
04.2 1 × AO1
300 000 000 = 750 000 000 × λ 1 3 × AO2
1 × 4−5
300 000 000 allow correct rearrangement 1 3 × 6−7
λ= using an incorrectly / not 3.3.1h
750 000 000
converted value of f
λ = 0.4 allow 0.40 1

allow correct calculation using
an incorrectly / not converted
value of f
m 1
12
AO/
Spec. Ref.
04.3 (24 000 – 20 000 =) AO2

4−5
4000 Hz 1 3.3.3a
AO/
Spec. Ref.
04.4 any two from: 2 AO1

• measuring distances 4−5
• medical imaging allow prenatal scanning 3.3.3f,h
• removing kidney stones
• cleaning delicate items
allow any sensible suggestion
Total Question 4 11
13
Question 5
AO/
Spec. Ref.
05.1 the force on the ball is the same 1 AO1

size as the force on the racket 1−3
3.1.3a
AO/
Spec. Ref.
05.2 e = 0.0025 1 AO2

4−5
Ee = ½ × 4.0 × 105 × 0.00252 allow correct substitution using 1 3.2.1c
value of e
Ee = 1.25 (J) allow correct calculation using 1

value of e
AO/
Spec. Ref.
05.3 magnitude of the velocity 1 AO2

increases 6−7
or 3.1.1c
the velocity increases by 10 m/s
direction is opposite 1
AO/
Spec. Ref.
05.4 Δv = (−20 − 10) = (−)30 m/s 1 AO2

8−9
(0.025 × 30) this mark may be awarded if Δv 1 3.1.4c
15 = = 10 (m/s)
t
(0.025 × 30) this mark may be awarded if Δv 1

t= = 10 (m/s)
15
t = 0.05 s allow 0.050 s 1

this mark can only be awarded if
Δv = 30 (m/s)
14
AO/
Spec. Ref.
05.5 compression increases elastic 1 AO3

potential store 6−7
3.2.1c
kinetic store decreases allow becomes zero 1 3.2.2c
3.2.2d
thermal store increases 1
Total Question 5 13
15
Question 6
AO/
Spec. Ref.
06.1 all points plotted correctly allow 1 mark for 3 or 4 points 2 2 × AO2
plotted correctly 1 × AO3
curved line of best fit 1 2 × 4−5
1 × 6−7
3.5.1l
AO/
Spec. Ref.
06.2 as light intensity increases the 1 AO3

current increases 2 × 6−7
1 × 8−9
because the resistance of the allow total resistance in the 1 3.5.1l
LDR decreases circuit decreases
at high light intensities there is a 1

smaller decrease in resistance
so gradient decreases
AO/
Spec. Ref.
06.3 to prevent the current from 1 AO4

becoming too high 6−7
3.5.1l
so that the LDR wasn’t allow melt / overheat 1
damaged
Total Question 6 8
16
Question 7
AO/
Spec. Ref.
07.1 thousands of millions allow billions 1 AO1

allow any number between 10
8
4−5
and 10
13 3.8.2b
AO/
Spec. Ref.
07.2 (Andromeda is) not moving allow it is moving towards our 1 AO3
away from Earth galaxy 6−7
3.8.3b
AO/
Spec. Ref.
07.3 the further away a galaxy is the allow the further away a galaxy 1 AO1
greater the red shift is the bigger the increase in 6−7
observed wavelength 3.8.3b
the furthest galaxies are moving 1
the fastest (in every direction)
so the universe is expanding dependent on MP1 or MP2 1
therefore must have been 1

smaller in the past and started
from a very small point
AO/
Spec. Ref.
07.4 9
13.7 × 10 years 1 AO3
6−7
3.8.3d
AO/
Spec. Ref.
07.5 cosmic microwave background 1 AO1

radiation 4−5
3.8.3c
17
AO/
Spec. Ref.
07.6 cloud of dust and gas 1 AO1

2 × 4−5
pulled together by gravity 1 1 × 6−7
1 × 8−9
until temperature and density of 1 3.8.1a,c
core is great enough 3.7.4d
for (nuclear) fusion to start 1

(releasing energy)
Total Question 7 12
18
Question 8
AO/
Spec. Ref.
08.1 electric current in fixed resistors 1 AO3

in circuits causes heating 2 × 6−7
8−9
so the temperature of the fixed 1 3.5.1r
resistors in circuits would
increase
nichrome is suitable because its 1

resistance changes very little
over a large range of
temperatures
AO/
Spec. Ref.
08.2 R of 1.0 m = 1001.2 (Ω) 1 AO3

4−5
1.0 3.5.1r
� = 4�
0.25
1001.2 1
R of 0.25 m =
4
R = 250.3 (Ω) allow 250 (Ω) 1
AO/
Spec. Ref.
08.3 as temperature increases the 1 AO2

ions in tungsten vibrate more 6−7
3.5.1m
this increases frequency of 1
collisions of electrons with ions
so resistance increases dependent on MP1 or MP2 1
19
AO/
Spec. Ref.
08.4 1200 1 AO2

I= 8−9
240
3.5.1c,f,h
I = 5.0 (A) allow a correct calculation of an 1
incorrectly / not converted value
of t
15 000 1
V=
1200
V = 12.5 (V) allow a correct calculation of an 1

incorrectly / not converted value
of E
12.5 for this mark, and the 1

R= subsequent mark, the correct
5.0
equations must have been used
to calculate V and I
R = 2.5 (Ω) 1
Total Question 8 15
20

Physics Oxford Aqa 9203 p1 Nov 2021 - 240430 - 034312

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Centre number Candidate number

Tuesday 9 November 2021 07:00 GMT Time allowed: 1 hour 30 minutes

Figure 1 shows some of the equipment the student used.

0 1 . 2 Which type of variable is the time taken?

Question 1 continues on the next page

Time taken for the ball to fall in seconds

Oil 2.3 2.4 2.0 2.2

Honey 3.2 3.7 X 3.4

Water 1.6 1.5 1.4 1.5

0 1 . 4 Calculate value X in Table 1.

Give a reason for your answer.

0 2 . 1 A force of 15 N was applied to the handle of tap A.

Calculate the moment of the force about the pivot.

Use the Physics Equations Sheet.

0 2 . 2 The moment needed to turn on tap A and tap B is the same.

Tap B has a longer handle.

Explain why it is easier to turn on tap B.

Question 2 continues on the next page

The family replaced the tap with a sensor tap.

Decrease in volume of water = litres

0 3 . 1 What is the thinking distance?

0 3 . 2 Give two factors that affect the thinking distance.

Question 3 continues on the next page

A worn tyre has a smaller depth of tread.

Figure 3 shows three tyres with different depths of tread.

Question 3 continues on the next page

The work done to stop the car is 90 000 J.

Calculate the braking distance of the car.

Use the Physics Equations Sheet.

0 3 . 6 Explain why the temperature of the brakes increases during braking.

DO NOT WRITE ON THIS PAGE

0 4 . 1 Determine the useful energy output of the fan.

Useful energy output = J

0 4 . 2 Determine the efficiency of the fan.

Use Figure 5 and your answer from Question 04.1.

Use the Physics Equations Sheet.

Question 4 continues on the next page

Figure 6 shows a circuit diagram for the fan.

The resistance of the resistor is 40 Ω.

The resistance of the motor is 20 Ω.

0 4 . 4 What is the total resistance of the circuit in Figure 6?

0 4 . 5 Determine the current in the circuit when the switch is closed.

Use Figure 6 and your answer from Question 04.4.

Use the Physics Equations Sheet.

Figure 7 shows the circuit diagram for this fan.

Turn over for the next question

Table 2 shows the results.

You should include a labelled diagram in your answer.

Question 5 continues on the next page

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

Figure 8 shows the results.

Determine the refractive index of the glass.

Give your answer to 2 significant figures.

Refractive index (2 significant figures) =

Figure 9 shows a wavefront diagram for the light.

You should refer to wavefronts in your answer.

Turn over for the next question

0 6 . 1 Describe the process of nuclear fission.

0 6 . 2 The radioactive isotope promethium-147 undergoes beta decay.

Describe what happens in a nucleus during beta decay.

Complete the nuclear equation for the beta decay of promethium-147.

Promethium-147 may be mixed into paint used in fire exit signs.