igcse_Physics_3ed_tr_coursebook_answers (1).pdf

CAMBRIDGE IGCSE™ PHYSICS COURSEBOOK ANSWERS
1 Cambridge IGCSE™ Physics – Sang, Follows, Tarpey © Cambridge University Press 2021
Coursebook answers
Chapter 1
Questions
1 a Fill a measuring cylinder with enough
water that it will cover the steel block and
the block of wood but not overspill.
Gently immerse the steel block and record
the reading on the measuring cylinder.
Raise the steel block and allow any
drips of water to fall into the
measuring cylinder.
Gently place the wooden block into
the measuring cylinder.
Lower the steel block to immerse both
the wooden and metal blocks.
Record the new reading on the
measuring cylinder.
Subtract the smaller reading from the
bigger reading to get the volume of the
wooden block.
b 18 cm3
2 a 0.1 mm
b 3.12 × 103 cm3
3 a 0.215 m, 0.1025 m, 0.065 m
b 1.43 × 10−3 m3
c 1955 kg/m3
4 a 9.71 × 10−2 g
b 0.222 cm3
c 0.44 g/cm3
d Density is less than that of water
(1.0 g/cm3) so it will float.
5 5.5 × 103 kg/m3
6 0.05 cm3
7 a 840 cm
b 0.29 cm
c 215.4 cm3
d 1.88 kg
8 a 16.7 ms
b 2.5
9 a Any random error with starting or
stopping the stopwatch would be divided
by 20.
b Values are, reading down the column:
0.000, 0.905, 1.255, 1.615, 1.770, 2.025,
2.220, 2.395
c
d 1 m
Length of string / m
How period of oscillation varies
with length of oscillator
Period
of
oscillation
/ s
0
.
0
0
0
0
.
2
0
0
0
.
4
0
0
0
.
6
0
0
0
.
8
0
0
1
.
0
0
0
1
.
2
0
0
1
.
4
0
0
1
.
6
0
0
0.00
0.50
1.00
1.50
2.00
2.50
1
Exam-style questions and sample answers have been written by the authors. In examinations, the way marks are awarded
may be different.

Exam-style questions
1 D;[1]
2 B; [1]
3 D;[1]
4 A;[1]
5 a i 262 mm − 173 mm = 89 mm; [1]
ii 88.5 mm; [1]
6 Measure the thickness of a ream of paper
(500 sheets) and then divide by 500; [1]
7 m = pV = 2.24 × 7.5 × 2.6 × 0.1
[1] = 4.37 g; [1]
8 a i 15.82 g; [1]
ii 15.90 cm3;[1]
iii 0.90 g/cm3;[1]
iv 0.85 g/cm3;[1]
b [2]
colour of layer Thickness of layer / cm
clear 2.0
blue 3.5
green 2.9
red 1.6
9 Provided that the ship does not leak, the
overall density of the ship is less than the
density of water so will float; [1]
10 Measure and record the mass of lots of
drawing pins (no need to count them but at
least 50).
Pour enough water into a measuring cylinder
to immerse the drawing pins. Measure and
record the volume of water; [1]
Immerse the same drawing pins in the water
and measure and record the new volume; [1]
Subtract the smaller volume from the bigger
volume to find the volume displaced by the
drawing pins.
Calculate the density by dividing the mass of
the drawing pins by the displaced volume; [1]

Chapter 2
Questions
1 a 10.44 m/s
b He started from rest and had to accelerate
so he ran slower than his average speed so
he must also have run faster.
2 32.2 m/s
3 a C
b B
4 300 m/s
5 114.3 km/h; 31.7 m/s
6 5.36 × 1011 m = 5.36 × 108 km =
536 million km
7 8 minutes
8 a 3.23 s
b 6 m/s
c 19.35 m
9
Distance
Time / min
0 5 10 15 20 25 30 35 40
Joins
motorway
Joins traffic jam
Traffic moving again
10 a 40 km
b 5.0 km/h
c 2
d Between C and D (between 5 pm and
5.30 pm)
e At E (6 pm)
f 6.15 km/h
g 20 km/h between D and E
11 a 37.5 min
b 30 min
c 7.5 min
d
12 a B, D, H
b A, C, G
c F
d E
13
Speed /
m/s
Time / s
0 1 2 3 4
0
5
10
15
20
25
Driver sees hazard
Driver applies brakes
Constant deceleration
Car stops
Speed /
km/r
Time / min
0 5 10 15 20 25 30 35 40
Sofia’s
journey
Arun’s
journey
0
10
20
30
40
50
60
70
80
90

14 a Motion of body Distance–time graph Speed–time graph
at rest
v
t
v
t
moving at constant
speed
v
t
v
t
constant acceleration
(speeding up)
v
t
v
t
constant deceleration
(slowing down)
v
t
v
t
b It may help to correctly plot increasing and decreasing deceleration by thinking
of negative acceleration in place of deceleration.
Motion of
body
constant
acceleration
increasing
acceleration
decreasing
accleration
accelerating
v
t
v
t
v
t
decelerating
v
t
v
t
v
t

15 a, b
c Total distance = 105 m
16
Average speed = 42 km/h
17 km/s
18 2.1 m/s2
19 0.2 m/s2
20 a, c
b a = (v − u)/t = (20 − 12)/4 = 2 m/s2
c 16 + 48 = 64 m
d s =  1
_
2
(u + v)t =  1
_
2
(12 + 20)4 = 64 m
21 a
b 6.1 m/s2
c thinking distance = 14 m; braking
distance = 33 m; stopping distance = 47 m
1 B; [1]
2 C; [1]
3 D; [1]
4 C; [1]
5 a 1.744 s; [1]
b 5.73 m/s; [1]
c 10.58 m/s; [1]
d 5.60 m/s2; [1]
e 12.35 m/s; [1]
6 a [3]
b boulder moving at a constant speed in the
horizontal direction and accelerating
vertically; [1]
c 2.85 × 103 m; [2]
d 27 s; [1]
e 105 m/s; [2]
f rock and dust will have been moving at
different speeds and angles. Fine dust will
have been affected more by air resistance
than solid rock; [1]
Speed /
m/s
Time / s
1
2
A = bh = × 5 × 6 = 15m
0 2 4 6 8 10
0
2
4
6
8
10
12
1
2
A = bh = 5 × 12 = 60m
A = bh = 5 × 6 = 30m
Distance /
km
Time / min
0
10
20
30
40
50
60
0 10 20 30 40 50 60 70 80
Speed /
m/s
Time / s
1
2
A = bh = × 4 × 8 = 16m
0 1 2 3 4
0
5
10
15
20
25
1
2
A = bh = 4 × 12 = 48m
Speed
/
m/s
Time / s
1
2
A = bh
= × 3.3 × 20 = 33m
0 1 2 3 4
0
5
10
15
20
25
1
2
A = bh = 0.7 × 20 = 14m
gradient =
vertical height
horizontal width
= = –6.1 m/s2
–20m/s
3.3s
Height
of
boulder
/m
Height against distance of boulder
Horizontal distance of boulder /m
0 500 100 1500 2000 2500 3000 3500
0
500
1000
1500
2000
2500
3000
3500
4000
4500
5000

Chapter 3
Questions
1 a accelerate to right
b slow down / accelerate to left
c change direction
2 a unbalanced; 20 N to left; accelerate
to left
b balanced; no acceleration
c unbalanced; 50 N downwards;
accelerate downwards
3 mass weight
scalar vector
unit = kg unit = newton
measure of the
amount of matter
in a body; does not
change with positon
value depends
on local value of
acceleration due to
gravity
measured with a
(top-pan) balance
(measured with a
newton meter)
4 a mass = 1 kg; weight is less than 10 N
b mass = 1 kg; weight is greater than 10 N
5 a i 686 N
ii 70 kg
iii 12.12 N
iv 5000 kg
v 7.69 × 10−3 m/s2
b always the same
c The force of gravity is much (15 033 times)
greater on Jupiter.
6 a accelerating
b weight greater than air resistance
c The parachutist will slow down until
weight equals air resistance; and then fall
at constant speed.
7 Diagram should show a force acting towards
the centre of a circle that the bend is part of.
8 force of gravity
9 a increases
b increases
c increases
10 a 500 N
b 1.6 m/s2
c 22 000 kg
d 0.15
11 a 23.53 N
b 23.52 N
c same; weight is a force
12 66.7 m/s2
13 5.81 kgm/s
14 a 3 × 105 Ns
b 3 × 105 Ns
15 They both experience the same impulse (change
in momentum) but for the driver this takes
place over a longer interval of time, which
means that he experiences a smaller force.
16 a F =  
p
___
t
 
b 2.4 × 104 N
c 980 N
d 24.5
e 240 N/kg
17 a 1.3 m/s
b 5 m/s; 36.9° east of south

1 C; [1]
2 C; [1]
3 A; [1]
4 C; [1]
5 a F = ma; [1]
b 2.5 m/s2; [1]
c 14 s; [2]
d Graph with time on the x-axis and speed
on the y-axis. [1] Straight line drawn from
(0, 0) through (14, 35); [1]
e 245 m; [1]
f change direction;[1]
6 a p = mv;[1]
b 1079 kg m/s; [1]
c 7.35 × 103 N; [2]
d For a given change in momentum, seat
belts and the crumple zones increase
the time it takes for the car passengers
to come to a stop, [1] which reduces the
force on them. [1] In turn, this reduces the
potential injuries; [1]

Chapter 4
Questions
1 a bigger
b further
c 90°
2 F3 biggest turning force; equal biggest distance
but force at 90° to the object which makes
turning force bigger than F2.
3 Bigger distance from the pivot so can apply a
smaller force to achieve same turning force.
4 a the turning force is increased because a
stronger wind applies a bigger force.
b the wind applies bigger turning force
because the perpendicular distance from
the pivot is increased.
5 moment of a force (Nm) = force (N) ×
perpendicular distance from pivot to force (m)
6 a 50 cm
b 15 Nm
7 231.4 N
8 3.3 m
9 a 0.115 m
b 257 N
10 a 9.4 × 10−2 Nm
b 9.4 × 10−2 Nm
c 0.12 m
11 a lines drawn connecting opposite vertices,
cross in centre
b cross in centre of circle
c lines drawn connecting each vertex with
the centre of the opposite site, cross
in centre
d cross in centre of inner circle
12 a Both buses would topple if tilted any
further because their centres of mass
would be to the right of the ‘pivot’ (the
right-hand wheel) which would exert a
clockwise moment.
b Stability reduces as the centre of mass
moves upwards. As can be seen, this
means that the bus is tilted through a
smaller angle before it topples over.
c This is to reproduce the worst-case
scenario (most extreme situation).
13 a The centre of mass is above the point
where the wheel makes contact with
the ground (pivot). The line of force
associated with the cyclist’s weight does
not pass either side of where the bike
makes contact with the road.
b No, because there is an unbalanced force
to the right.
c The cyclist is unstable, because the forces
are not balanced.
1 C; [1]
2 D; [1]
3 C; [1]
4 B; [1]
5 a Increase (perpendicular) distance
from the pivot; [1]
b Increase the applied force; [1]
6 a resultant; [1]
b zero; [1]
7 a moment of a force (Nm) = force (N) ×
perpendicular distance from pivot
to force (m); [1]
b moment = 0.94 Nm;[2]
c i
The moment has decreased as the
perpendicular distance to the pivot
has decreased; [1]
ii
The clockwise moment also decreases
because the angle-poise lamp is in
equilibrium and principle of moments
says that the clockwise and anti-
clockwise moments must be equal; [1]
8 a The force decreases [1] because the
perpendicular distance from the
pivot increases; [1]
b For a body to be in equilibrium the
forces (including turning forces) acting
on it must be balanced otherwise the
body will change velocity or will start
to spin; [1]
c 0.5 m; [2]
d Move his centre of mass closer to the
pivot (by leaning out less). [1] This
would ensure that his clockwise moment
would reduce to match the reduced anti-
clockwise moment of the wind. This
would ensure that the system stayed
in equilibrium; [1]

Chapter 5
Questions
1 22 cm
2 Load / N Extension / mm
0 0
2 6
4 12
6 18
8 24
10 30
12 43
14 60
16 81
3 18 N
4 35 N
5 Load / N Extension / m
0 0
2.6 0.026
5.3 0.052
7.9 0.079
10.6 0.105
13.2 0.140
15.9 0.183
Load / N
Extension / mm
0
4
8
12
18
2
6
10
14
16
0 20 40 60 80 100
Load / N
Extension / mm
0
4
8
12
18
2
6
10
14
16
0 0.05 0.1 0.15 0.2
6 p =  
F
__
A
 
7 pascal, Pa
8 200 N acting on 1.0 m2
9 2 × 104 Pa
10 1.88 × 106 N
11 a W = mg
b p =  
F
__
A
 
c elephant: 50 000 N, 3.85 × 105 Pa; woman:
600 N, 2.4 × 107 Pa
d If the woman puts all of her weight on
one stiletto heel, she would exert a bigger
pressure than an elephant.

12 2.5 × 105 Pa
13 a 3 m3
b 2.76 × 104 N
c 9.2 × 103 Pa
d 9.2 × 103 Pa
14 a 5 × 106 N
b The roof does not collapse because there
is an equal balanced force acting upwards
on the roof. The pressure in a fluid acts
in all directions (including upwards) and,
because the roof is at the same ‘depth’ of
atmosphere, the pressure will be virtually
the same above and below the roof.
c The roof would probably collapse because
it would not be designed to carry as much
weight as calculated in part a.
15 1.5 m
1 A; [1]
2 A; [1]
3 B; [1]
4 A; [1]
5 a The weight of the air above us; [1]
b △p = ρg△h; [1]
c 7.69 × 103 m (7.69 km); [1]
d Air density decreases with height; [1]
6 a The weight of water is great in butt A; [1]
b 6.37 × 10−2 m3;[1]
c i m = ρV; [1]
ii 63.7 kg; [1]
d i W = mg; [1]
ii 637 N; [1]
e i P =  
F
__
A
  ; [1]
ii 9100 Pa;[1]
f i △P = ρg△h; [1]
ii 9100 Pa; [1]
g i
Final depth = 62.5 cm so students
should draw a line showing the same
depth of water in both butts, half-way
between the original depth in A and
the original depth in B;
ii
When the water level is higher, the
pressure at the bottom of the butt
is higher. Because the tubing has a
constant cross-sectional area A, the
force F pushing water along tubing
will be proportional to p (from
F = pA). As long as the water in butt
A is at a higher level, the force of
water from butt A will exceed the
force of water from butt B and water
will flow from A to B until the levels
are equal. When the levels are equal,
the forces of water being pushed into
the tubing from both butts will be
equal and the water stops flowing; [3]
7 a P=F /A = 50 N / 2 × 10−4 m2 =
2.5 × 105 Pa;[2]
b F = pA = 2.5 × 105 Pa × 40 × 10−4 m2 =
1000 N;[2]

Chapter 6
Questions
1 kinetic energy
2 gravitational potential energy; an object can
gain g.p.e. by being raised.
3 strain energy or elastic potential energy
4 Both are at the same temperature but steam
has more internal energy (because the
molecules are further apart)
5 Energy stores Example
kinetic energy (k.e.)
A moving object (e.g.
car)
gravitational
potential energy
(g.p.e.)
a raised object (for
example, lifting an
object into overhead
locker)
chemical energy
cell, battery, food,
fossil fuel
elastic (strain)
energy
catapult ready to fire
nuclear energy nuclear fuel
internal energy
technically, anything
warmer than absolute
zero
6
Physical clue
Which energy
store is changing?
material changing shape elastic
object changes speed kinetic
chemical reaction chemical
change of temperature internal
nuclear fission or fusion nuclear
distance between
objects changes
gravity
7 a chemical (store) → thermal energy
(transfer) → internal energy of
surroundings (store)
b electrical (transfer) → increases internal
energy (store) of light bulb → light
radiation (transfer) + thermal
radiation (transfer)
c electrical energy (transfer) → kinetic
energy (store) + thermal energy (transfer)
+ sound (transfer)
8 a 60 J
b 56 J
9 a thermal
b sound
10 Energy is expensive, supplies are often
limited, and our use of energy can damage
the environment.
11 Electrical energy transferred to the mobile
phone cell/ battery. This also raises the
internal energy store of the cell/ battery
and the phone and this is transferred to the
surroundings as thermal energy.
12 60%
13 32%
14 150 J
15 a increasing
b constant
c decreasing
16 2 × 105 J
17 800 m
18 velocity (speed)
19 1605 J
20 6.2 × 103 J
21 wasp

1 a P; [1]
b Q;[1]
c B;[1]
2 [2]
Description Energy
energy of a moving
object
kinetic
energy
store
energy stored in a hot
object
internal
energy
store
energy stored in a fuel chemical store
energy that we can see light transfer
energy stored in a
squashed spring
strain store
energy carried by an
electric current
electrical transfer
energy stored in the
nucleus of an atom
nuclear store
energy escaping from
a hot object
thermal transfer
3 a thermal energy; [1]
b efficiency; [1]
c conservation; [1]
4 a waste energy = energy input – useful
energy output; [1]
b efficiency =  
useful energy output
  
__________________
  
energy input
  × 100%;
[1]
5 a Ek ×  
1
__
2
  mv2;[1]
b 3.61 J;[2]
c 3.61 J; [1]
d 7.69 × 10−2 m (7.69 cm);[2]
e how far it swings horizontally; [1]
f it was transferred into the internal
energy of the block and then radiated
as thermal energy; [1]
6 a 312 J; [1]
b 67%; [1]
c 4.1%; [1]
d thermal energy; [1]

Chapter 7
Questions
1 The Sun heats some parts of the Earth’s surface
more than others. The surface warns the air
above it so that some parts of the atmosphere
are warmer than others. Heated air expands
and moves – this is a convection current (see
Chapter 11). This is the origin of winds.
2 Solar panels are used to collect energy from
the Sun to heat water. Solar cells use solar
energy to generate electricity.
3 Advantages: solar power is becoming cheaper;
it can be used in remote locations (away from
the electricity grid).
Disadvantages: unreliable (does not produce
power when you want it); diffuse (needs a large
area of land or roof space to generate power).
4 Chemical (potential).
5 When we burn biomass, we are releasing
energy that came from the Sun in the recent
past. In the case of trees, the energy might
have been captured ten or a hundred years
ago. Manure might be from food that captured
energy a few days or months before. When we
burn coal, the energy released is from sunlight
trapped by trees hundreds of millions of
years ago.
6 Fossil fuels are the remains of organisms
(plants and animals) that lived in the past.
Many of the Earth’s coal reserves, for
example, formed from trees that lived in
the Carboniferous era, between 286 and
360 million years ago. These trees captured
sunlight by photosynthesis, they grew and
eventually they died. Their trunks fell
into the swampy ground, but they did
not rot completely, because there was
insufficient oxygen.
7 Advantages: relatively cheap; concentrated
energy resource.
Disadvantages: Expensive because of the
initial cost of building the power stations and
the costs of disposing of the radioactive spent
fuel and decommissioning the stations at the
end of their working lives. It also gets a bad
press because of accidents (Chernobyl, 1986;
Fukushima Daiichi, 2011).
8 Kinetic energy
9 A hydroelectric power station stores
gravitational potential energy in the same
way that a cell (or battery) stores chemical
(potential) energy. Electrical energy cannot be
stored unless it is transformed into another
form of energy. By having turbines that can
be reversed, water can be pumped up to
the reservoir so that off-peak (and cheap)
electrical energy can be transformed into gpe
that can be changed back to electrical energy
when demand is higher.
10 C
11 D
12 A plasma is a gas of positive nuclei
and electrons.
13 Gravity confines the plasma in a star. In
a tokamak the plasma will be confined by
magnetic fields.
14 Nuclear fusion will have an almost limitless
supply of fuel and will not produce nuclear or
other waste or greenhouse gases that lead to
global warming.
15 Nuclear fusion is when the nuclei of atoms
fuse (join together) and fission is when a heavy
nucleus splits into two or three smaller nuclei.

1 B; [1]
2 D; [1]
3 A; [1]
4 C; [1]
5
Energy resource Non-renewable Renewable
wave power ✓
hydroelectricity ✓
geothermal ✓
coal ✓
nuclear energy ✓
oil ✓
solar energy ✓
natural gas ✓
tidal energy ✓
wind energy ✓
[2 for 3 non-renewable correct, 1 for 2 correct;
2 or 3 renewable correct, 1 for 2 correct]
6 a gravitational potential energy → kinetic
energy → energy transferred
by electricity; [1]
b Sunlight drives the water cycle. In more
detail, solar energy warms up the surface
of a body of water (e.g. the sea). This
causes some water to evaporate. The air
above the water warms up so expands,
which makes it less dense. This makes
the warm, moist, air rise. As the air rises,
it cools and the water vapour condenses
(into clouds). These clouds are blown by
the wind and they release rain. Some of
this rain ends up in reservoirs.
c When demand is low (and electricity
is cheap), water can be pumped up a
mountain to a reservoir. [1] When demand
is higher, water is allowed to flow to turn
the turbines and generate electricity; [1]
7 a Wind power is renewable; [1]
b Wind is an unreliable source of energy
because the wind is not always blowing
when there is demand for electricity; [1]
There would need to be 1250 turbines
to generate the same power output as
the coal-fired power station. This would
lead to a large area being covered
with turbines; [1]
8
Factor Solar Geothermal
location Is proposed
location close
to population
(otherwise
energy is wasted
in transit)?
Latitude –
intensity of
sunlight higher
near the equator
as Sun is higher
in the sky
Big enough area
for a panels?
Is proposed
location close
to population
(otherwise
energy is wasted
in transit)?
Geology –
tectonically
active area (like
Iceland) with hot
rocks?
climate Seasonal
variation – better
closer to the
equator as less
variation in the
hours of sunlight.
Is location on
a storm track
or is there a
rainy season
(e.g. monsoon)
that can reduce
the intensity of
sunlight?
Unaffected by
weather/ climate.
[4, 1 point from each cell of the table]
9 a Tidal; geothermal; nuclear; [1]
b Tidal might stop working as
water freezes; [1]

Chapter 8
Questions
1 The force is acting at right angles to the
motion of the Earth. For work to be done,
the motion needs to be in the direction of
the force.
2 12.5 kJ
3 a gravity 1 N
b 6 J
c g.p.e. to k.e.
4 a 704 J
b 520 J
c When sliding the washing machine up the
ramp, work has to be done against friction
so some energy is dissipated (wasted) as
thermal energy.
d 74%
5 He could lift each brick more quickly or he
could lift more than one brick at a time. In
other words, he could do more work or he
could work more quickly.
6 a 1000 or 103
b 106
7 a 1.497 × 104 kg
b 1.497 × 105 N
c 4.56 × 104 J
d 760 W
8 a 10 450 000 or 10.45 MJ
b 121 W
9 144 kJ but the brain has done no mechanical
work because it has not moved anything.
10 100 W
11 increased
1 D; [1]
2 B; [1]
3 B;[2]
4 a more; [1]
b more; [1]
c energy; [1]
d work; [1]
5 a 625 N; [1]
b work done = force × distance (in the
direction of the force); [1]
c 2 × 105 J;[2]
d power = energy transferred ÷ time taken;
[1]
e 349 W; [1]
6 a The fact that the platform is higher than
the tracks in the tunnels means that
less braking is required and less energy
is required by the motor. As the train
climbs the slope to the platform, less
kinetic energy is dissipated as thermal
energy when using the brakes. Instead,
some of the energy is transformed into
gravitational potential energy, which will
be available when the train leaves the
platform. As the train leaves the platform
less electrical energy is required by the
motor because the gravitational potential
energy is transformed into kinetic energy
as the train descends to the level of
the tunnels; [2]
b i E =  
1
__
2
  mv2;[1]
ii 24.6 m/s;[2]

Chapter 9
Questions
1 solid, liquid, gas; volume; volume; space;
melts, liquid; melting point; liquid, gas.
2 a boiling point (or condensing point)
b solidification or freezing
c freezing point or melting point
3 A liquid takes up the shape of a container
without its volume changing.
4 Diagrams similar to Figure 9.9
5 a solid
b gas
c gas
6 a Brownian motion is the motion of small
particles suspended in a liquid or gas,
caused by molecular bombardment.
b Kinetic theory says that the molecules
in a liquid or gas are constantly moving.
This movement causes them to hit small
particles such as smoke, causing them to
constantly change direction.
c The particles would move more slowly
and change direction less frequently in
the colder experiment, because the air
molecules would be slower so would hit
them less often and with less force.
7 Molecules in liquids and gases are free to
move so we can push them aside as we pass
through. In a solid, the particles are held
together and so do not move apart.
8 gas, pressure, faster, increases, increases
9 The air particles will move more slowly. They
will hit the walls of the balloon with less force
and less often. The pressure on the balloon
will decrease and so it will partially deflate.
10 a Speed increases.
b They hit the walls more often.
c They hit the walls with more force.
d The pressure increases.
11 temperature, degrees Celsius, molecules
12 Place the thermometer in melting ice, mark the
position of the liquid as 0 °C then place it in
boiling water and mark this position as 100 °C.
Divide the space in between the two marks
into 100 equal parts. Each part is one degree.
13 a 293 K
b 1073 K
c 40 K
14 p1 = pressure at the start, V1= volume at the
start, p2 = pressure after the change,
V2 = volume after the change
15 3 dm3
16 2 litres
1 A; [1]
2 C; [1]
3 Solid: particles are in fixed positions [1] and
only vibrate around these positions. [1] Liquids:
particles are free to move [1] but remain close
together. [1] Gas: particles are very spread out
[1] and move completely freely; [1]
4 a The particles move in a random manner /
frequently change direction; [1]
b Air molecules; [1]
c The kinetic model says are molecules are
moving. [1] The movement of the smoke
particles can be explained by them being
bombarded by air molecules; [1]
5 a 5 cm3; [1]
b The pressure increases [1] because the
particles are now hitting the walls of the
syringe more frequently; [1]
c The air molecules have heated up and so
move faster [1] causing the gas to expand;
[1]
6 a The air particles are moving faster
because they are hotter. [1] This means
they hit the walls more frequently and
with more force; [1]
b p1V1 = p2V2 [1]
2.5 atmospheres × 1200 cm3 =
1 atmosphere × V2; [1]
V2 = 3000 cm3;[1]
1200 cm3 of air will remain in the tyre,
1800 cm3 will escape from the tyre. [1]
Allow 3000 cm3 for 2 marks (this is the
volume of air at 1 atmosphere, but not all
will leave the tyre).

Chapter 10
Questions
1 expands, contracts, solids, gases, metals, bend
2 When it is hot the bridge expands and rolls to
the right. In the cold it contracts and rolls left.
3 The water would freeze so the thermometer
would not work.
4 a ethanol
b Ethanol expands most so will make the
thermometer easiest to read. It is also safe
if the thermometer is broken.
5 a gold
b J/kg °C
c 840 J
d 8400 J
6 a 1155 J
b 34 650 J
7 a 21 420 J
b 167 450 J
c 188 870 J
8 a 4500 J/kg °C
b It is higher than the given value. Some of
the energy is needed to heat the kettle and
the surroundings.
9 A Ice is warming up. B ice is melting.
C Water is warming up. D Water is boiling.
E Temperature of water vapour is rising.
10 69 °C
11 Air is a mixture. Each gas has different
melting and boiling points so the changes do
not happen at one temperature.
12 a evaporation
b fastest, cooler
13 Initially the particles are in fixed positions and
the vibrate around these positions. As the ice
is heated, they vibrate more until they reach the
melting point. At this point they have enough
energy to break free and move freely, although
attractive forces still hold them together.
14 Forces between tungsten atoms are stronger
than forces between iron atoms.
15 a It is melting.
b Energy is required to break bonds
between particles (it increases their
potential energy).
16 Unfolding the towel increases the surface
area, sun increases the temperature and wind
provides a draught. These three factors all
increase the rate of evaporation.
17 The water from the damp cloth will evaporate
and will take the latent heat energy it needs
from the milk.
1 C; [1]
2 A; [1]
3 C; [1]
4 a The molecules are initially close together
and vibrating about fixed positions; [1]
as it is heated they move faster [1] and
move from their fixed positions; [1]
b 960 °C; [1]
c 3 minutes; [1]
5 a brass; [1]
b The bar will bend [1] downwards [1]
so completing the circuit so that the
bell rings; [1]
6 a evaporation; [1]
b Energy is needed to break the bonds
between the particles; [1]
c A draught increases the rate of
evaporation; [1]
7 a 156 000 J; [1]
b 156000J ÷ (0.42 × 70) [1] = 5310J/kg°C; [2]
Allow 1 mark if not rounded i.e.
5306 J/kg °C;
c Too high [1] because some of the energy is
going to the bowl, not the beans; [1]
d The spaghetti will cool quicker [1] as it
does not store as much heat energy as
the beans; [1]

Chapter 11
Questions
1 solids, hotter, cooler, insulator, polystyrene
2 A metal spoon would conduct thermal energy
from the soup to your hand. The wooden
spoon does not conduct thermal energy so
stays cools and easy to hold.
3 Marble is a better conductor than wood so
more thermal energy would flow from your
feet to the marble, cooling your feet down.
4 Air is a very poor conductor. The layer of air
trapped between the clothes will reduce the
loss of thermal energy from the body.
5 a Copper is a metal and so contains free
electrons which carry thermal energy
through the metal.
b Wood is solid so the particles are close
and in fixed positions which allows
vibrations to be passed on. Air is a gas, so
its particles are far apart and do not pass
on thermal energy easily.
6 Arrow drawn going upwards and labelled ‘hot,
less dense water’ above the heat; arrow going
down on the opposite side of the pan, labelled
‘cold dense water’
7 Arrows showing cold water sinking below the
ice and warm water rising at the sides.
8 The water at the top will heat up and become
less dense so it will stay at the top and the
water at the bottom will stay cold.
9 a Diagram for hot gas shows fewer particles
than for the cold gas. The particles in the
hot gas also have longer arrows to indicate
faster movement.
b As the gas is heated its particle gain
energy and move faster and further apart
so the gas expands. This decreases the
density of the gas and it rises.
10 Convection cannot happen in a solid because
the particles are not free to move.
11 C
12 Space is a vacuum which means there are no
particles. Both conduction and convection
require particles for thermal energy to
be transferred.
13 The engine and the wheels are glowing yellow
which means they are still hot.
14 The shiny suit will reflect heat radiation away,
keeping the worker cool.
15 A shiny teapot reflects the heat back into the
tea/emits less radiation so the tea stays hot.
The dark teapot emits a lot of heat radiation
so the tea cools.
16 a The rollers are metal and are in contact
with the hot metal so are heated
by conduction.
b The glowing metal is very hot so emits a
lot of heat radiation which heats
the worker.
c The hot metal heats the air around it
causing convection currents which heat
the building.
17 The coat is padded so traps air which is a
good insulator. The air in the padding cannot
move so this prevents loss of thermal energy
by convection. The silver lining will reflect
heat radiation back to the person’s body.
18 a It is painted black to absorb the maximum
amount of infrared radiation from the sun.
b The back is insulated to reduce
heat loss by conduction.
c Cold water enters at the bottom so that as
it is heated, it will rise due to convection.
It leaves from the top because this is
where the water is hottest.
1 D; [1]
2 B; [1]
3 C; [1]
4 a conduction; [1]
b Water at the bottom is heated and so it
expands [1]. The hot water rises [1] and
is replaced by cold water which is
then heated; [1]
c Add insulation; [1]

5 a Which metal is the best conductor? [1]
b Copper [1] because it is the
best conductor; [1]
c Any two from: use rods of the same
length. Use rods of the same thickness.
Attach the drawing pins at the same
distance from the Bunsen. Ensure all
rods are heated equally; [2]
6 a So that there is only one independent
variable – the surface; [1]
b Matt black: 71.2 °C; [1] matt white:
64.5 °C; [1] shiny silver: 60.4 °C; [1]
c Zain’s results will be less precise. [1]
He will not be able to tell which of shiny
black or matt white would emit most as
both would be recorded as 65 °C; [1]
7 a Plastic is a good insulator; [1]
b conduction, [1] convection [1]
Two of:
Type of insulation Reduces heat loss by:
loft insulation [1] convection [1]
cavity wall [1] conduction [1]
cavity wall insulation
[1]
conduction and
convection [1]
draught excluders [1] convection [1]
8 a A would cool down [1] B would
warm up; [1]
b A is warmer than its surroundings so
radiates more energy than it absorbs. [1]
B is cooler than its surroundings so
absorbs more energy than it radiates; [1]
c It has stayed at a constant temperature
so must be absorbing and radiating equal
amounts of energy. [1] This means it is at
the same temperature as its surroundings; [1]

Chapter 12
Questions
1 vibrations
2 drum: drumskin; flute: column of air;
violin: strings
3 The drummer hits the skin causing it to
vibrate. This makes the surrounding air
vibrate. The vibrations pass through the air
causing the eardrum to vibrate.
4 There are no particles to vibrate so sound
cannot travel.
5 The bell is initially loud but as the air is
pumped out the sound becomes quieter until
it cannot be heard as there are no particles to
carry the sound wave.
6 3 km
7 396 m
8 Salt water is more dense.
9 The microphones record the sound
immediately whereas a human with a
stopclock has a reaction time
10 20–20 000 Hz
11 The range gets smaller. Exposure to very loud
sounds can also have this effect.
12 a 1 as it has the smallest amplitude
b 1 and 2. They have the same frequency
(the same number of waves can be seen on
the screen).
13 a 375 m
b 150 m
c The fish are at different depths so there
are lots of small echoes rather than one
distinct one.
1 A; [1]
2 B; [1]
3 D; [1]
4 a The number of vibrations or waves
per second; [1]
b hertz; [1]
c ultrasound; [1]
d B is louder [1] and higher pitched
than A; [1]
5 a vibrations pass through the air; [1]
b longitudinal; [1]
c Have an electric bell ringing in a jar; [1]
Remove the air and you can no longer
hear the sound; [1]
6 a 2250 m
b 1.2 s
c 5800 m/s

Chapter 13
Questions
1 a So that it can easily be read in the rear-
view mirror of a car.
b P
O
L
I
C
E
2 a 30° (the angle of reflection for 60°).
b She may have measured the angle to the
surface rather than to the normal or
misread her protractor.
3 Diagram similar to Figure 13.5 but with the
angles of incidence and reflection both drawn
and marked as 40°.
4 45°. Diagram should show a ray hitting a
mirror at 45° and therefore being turned
through 90°.
5 a, b Diagram should be similar to
Figure 13.9d
c 6 cm
6 a The first mirror reflects the light straight
down to the second mirror which reflects
it towards the eye. The light turns through
90° at each mirror.
b The light is reflected twice. The first
mirror inverts left to right and the second
inverts it back.
7 a Ray bends towards the normal
b Ray bends away from the normal.
8 The normal is always straight. The boundary
could be curved, and this would make
measuring the angle difficult.
9 Diagram showing ray passing from glass to air
and bending away from the normal. Incident
and refracted rays and angles, and the normal
all labelled.
10 The light is refracted when it leaves the water.
It bends away from the normal. The observer
assumes that the light travelled in a straight
line, and therefore sees the lamp higher –
shown by the dashed ray and lamp.
11 1.52
12 a refractive index, n = sin i/sin r
b A measure of how much light is bent or
slowed down by a material. It is a ratio of
the two speeds so the units cancel out.
13 a it decreases
b One side of the ray enters the glass and is
slowed down before the other side. This
causes the ray to bend.
c All of the ray enters the glass, and is
slowed down, at the same time.
14 a i = 50°, r = 31°
b 1.5
15 Glass has a lower refractive index than
diamond so the ray will bend away from the
normal.
16 a 34.7°
b 197 000 000 m/s
17 Total because all the light is reflected;
reflection because the light is reflected back
into the material.
18 No, because TIR only happens when the angle
of incidence is greater than the critical angle.
19 a x = angle of incidence, y = angle of
reflection, z = angle of refraction
b x = y, c a, sin x/sin r = refractive index,
x critical angle
c As x increases, y will increase too and
these will have the same value. z will also
increase. Eventually when x = the critical
angle for the material the ray will be
totally internally reflected.
20 Endoscopy, communications, therapeutic play.
21 a 1.62
b 24.6°
22 A diagram similar to Figure 13.29b.
23 a It enters along the normal.
b 45°
c
d It is less than 45°

24 principal focus, focal length, shorter
25 a Diagram shows rays converging at the
principal focus on the right of the lens.
b Diagram shows converging at the
principal focus on the right of the lens,
but closer to the lens than for part a.
c Diagram shows ray carrying on in a
straight line through the lens.
26 No real rays of light come from behind
the object.
27 a
object
image
f f
b distance 7.5 cm, height 3 cm
28 a long sight
b The eyeball is too short or the lens cannot
become strong enough so the rays meet
behind the retina.
c Converging lens added in front of the eye,
similar to Figure 13.44b.
29 refraction, less, dispersion
30 Diagram showing light refracting towards
the normal as it enters the prism and away
from the normal as it leaves. Emerging light
is dispersed and the colours red and violet
should be labelled.
31 red, orange, yellow, green, blue, indigo, violet
1 D; [1]
2 C; [1]
3 A; [1]
4 a focal length; [1]
b Ray drawn from the top of the object
parallel to axis. [1] This ray bends to pass
through the principal focus on the right.
[1] Inverted arrow drawn at the point
where rays cross; [1]
c diminished, [1] inverted; [1]
5 a It is travelling along the normal; [1]
b The ray is reflected so it travels
vertically down; [1]
c total internal reflection; [1]
d a plane mirror; [1]
6 a Ray reflected into block at the same angle.
[1] Ray refracted away from normal as it
leaves the glass; [1]
b It is less than 300 000 000 m/s; [1]
c n = 1/sin c; [1]
d 1.49; [1]
e 74°;[2]
7 a Lens drawn with axis and principal foci
marked. [1] Ray striking centre of lens
and passing straight through. [1]] Ray
parallel to axis refracted through f. [1]
Both rays continued back until they
meet.[1] Upright image drawn where
rays meet; [1]
b It is not formed by real rays; [1]

Chapter 14
Questions
1 a energy, matter
b transverse, longitudinal
2 a the same.
b different
c dimmer
3 Wavelength drawn from one crest to the next
or one trough to the next. Amplitude drawn
from rest position to a crest or trough.
4 Longitudinal – sound. Transverse – light,
water or any electromagnetic wave.
5 4 cm
6 a 5 Hz
b 0.2 seconds
7 a Light travels faster than sound.
b i transverse, at right angles to, can
ii longitudinal, parallel to, cannot
c 990 m
8 v is wave speed (or velocity) in m/s; f is
frequency in Hz; l is wavelength in metres
9 1.5 m/s
10 a 330 m/s
b sound
c 0.0009 seconds
11 The longer pipes fit waves with a longer
wavelength. Long wavelength means low
frequency, so a low pitched note.
12 90 000 kHz
13 a speed increases
b wavelength increases
c frequency stays the same
d period stays the same
14 a The waves diffract as they pass through
the doorway creating semicircular waves
which reach person B.
b longitudinal
15 a waves reflect upwards; reflection
b waves get closer together; refraction
c waves get closer together and bend
towards the normal; refraction
d waves spread to make
semicircles; diffraction
16 Sound waves have a similar wavelength to the
width of a door, so they are diffracted. Light
waves have a much smaller wavelength, so the
diffraction is negligible.
17 The longer wavelength waves are diffracted
as their length is similar to the size of the
mountain. The short waves are not
diffracted significantly.
18 The waves form circular wave fronts as they
pass through the gap.
1 B; [1]
2 C; [1]
3 B; [1]
4 a decreases; [1]
b decreases;[1]
c stays the same;[1]
d stays the same;[1]
5 a 2 m;[1]
b They have measured from a crest to a
trough, not to the rest position. [1]
20 cm; [1]
c Similar to the diagram, but the peaks
and troughs only reach to 10 cm;[1]
d The bird moves up and down [1] but
does not move in the direction of
the wave;[1]
e These waves are in shallower water;[1]
6 a 300 000 000 m; [1]
b 3 m; [1]
c The longer wavelengths are diffracted
round the hill [1]. Shorter wavelengths
are not diffracted significantly; [1]
7 a amplitude; [1]
b 60 cm;[1]
c v = fl [1] = 60 Hz × 0.6 m = 36 m/s; [1]
d i transverse; [1]
ii longitudinal; [1]
8 f = 1 / T [1] = 1 / 0.58 s = 1.72 Hz; [1]
v = fl [1] = 1.72 Hz × 0.22 m = 0.38 m/s; [1]

Chapter 15
Questions
1 Drawing of two waves, one with a longer
wavelength than the other. The longer wave
should be labelled red and the shorter
wave violet.
2 a gamma rays, X-rays, UV, visible light, IR,
microwaves, radio waves.
b radio waves, microwaves, IR, visible light,
UV, X-rays, gamma rays.
3 The light is refracted but not dispersed.
Monochromatic light is of only one
wavelength so all the light is refracted equally.
4 5.6 × 10¹⁴ Hz
5 infrared and microwaves
6 infrared, X-rays and gamma rays
7 Microwaves carry her mobile phone signal;
visible light lets her see the TV; infrared from
the fire warms her and infrared is also used in
the tv remote control; radio waves carry the
TV signal.
8 The radiographer is working with X-rays all
day so the cumulative effect would be much
greater than for the patient.
9 Scientists have not proved that the microwaves
used by phones are harmful, but this is not the
same as proving that they are harmless.
10 a geostationary
b low earth orbit
c low earth orbit
11 Data can be transmitted at a faster rate.
The signal can be regenerated.
1 C; [1]
2 B; [1]
3 C; [1]
4 a red light; [1]
b violet light; [1]
c infrared radiation; [1]
d ultraviolet; [1]
e Same speed in a vacuum or can be
reflected, refracted or diffracted or
are transverse waves or are part of the
electromagnetic spectrum; [1]
f different wavelength/frequency; [1]
5 a gamma rays X-rays ultraviolet
blue light yellow light red light
infrared microwaves radio waves
All 6 correct for [2] or 5 correct for; [1]
b infrared [1], microwaves; [1]
c gamma rays; [1]
d visible light [1], infrared; [1]
6 a 700 Nm = 7 × 10−7 m [1] v = fl
so l = v / f [1] = 3 × 108 / 7 × 10−7 =
4.3 × 10¹⁴ Hz; [3]
b longer; [1]

Chapter 16
Questions
1 iron, cobalt, nickel
2 Unlike poles attract; like poles repel
3 See Table 16.1
4 Steel is a hard magnet and iron is a soft magnet.
5 a Diagram should be like Figure 16.8.
b The arrows point away from the magnetic
north pole.
c at the poles
d Where the field lines are closest together.
6 a the Earth’s magnetic field lines
b magnetic south pole
c geographic North Pole; because the field
lines are closer together
d The field lines point into the Earth so the
compass needle points downwards into
the ground.
7 a Increasing the current flowing; through it,
increase the number of turns of wire on
the coil; add a soft iron core.
b The strength of an electromagnet can be
changed and it can be switched on and off.
c A supply of electricity/electric current.
8 a Diagram should be like Figure 16.11
b The north and south poles would switch.
1 D; [1]
2 A; [1]
3 C; [1]
4 a Diagram should be like Figure 16.8;[2]
b You will need a bar magnet, plotting
compass, pencil and plain paper.
1 Place a bar magnet in the centre of a
sheet of paper and draw round it.
2 Place a plotting compass near one of the
poles of the magnet. Mark dots 1 and 2 on
the paper to indicate the two ends of the
compass needle, as shown in the figure.
dot 2
dot 1
3 Move the compass away from the mag-
net and position it so that one end of its
needle is marked by dot 2. Mark dot 3 at
the other end.
4 Continue this process, until you have
moved round to the other pole of the
magnet or until you have gone off
the page.
5 Remove the compass. The sequence
of dots shows one of the field lines of
the magnet’s field. Draw a smooth line
through the dots.
6 Repeat the process, starting at a slight-
ly different position near the end of the
magnet to obtain at least 10 field lines
(including at least two from each side of
the magnet); [3]
5 a north; [1]
b The magnets will move towards
each other; [1]
6 a Student’s own graph. Current plotted on
x-axis and force on y-axis and labelled.
[1] Pointed plotted correctly. [1] Line of
best fit drawn through the points that
goes through the origin; [1]
b The strength of the electromagnet
increases with the current passing
through it; [1]
c Increase the number of turns; [1] include
a soft iron core; [1]
d When using the electromagnet to move
objects such as cars in a scrapyard; [1]
e The weight of the steel plate exceeds the
magnetic force of attraction between the
steel plate and the electromagnet; [1]
7 a A magnetically hard material retains
magnetism well but is difficult to
magnetise in the first place. A magnetically
soft material is easy to magnetise but
readily loses its magnetism;[1]
b Magnetically hard materials include bar
magnets; which can be used as
compass needles; [1]
c Magnetically soft materials include
soft iron cores; which can be used
in electromagnets; [1]

Chapter 17
Questions
1 positive, negative; repel, attract
2 a Friction between the child and the
trampoline causes static electricity.
b The hairs must all have the same charge.
3 Friction with the carpet causes you to become
charged. The charge flows through you and
into the metal handle.
4 electrons, cloth, rod; negative, positive
5 a Diagram similar to Figure 17.8, but
showing that the rod has lost electrons
and the cloth has gained them.
b When an acetate rod is rubbed, electrons
move from the rod to the cloth. This means
that the rod becomes positively charged
and the cloth becomes negatively charged.
6 Polyethene is an insulator so electrons
are tightly held in atoms so do not move.
This means that charge can build up. Metal is
a conductor so there are free electrons which
will flow through the rod, then through your
hand and body to Earth.
7 a Equally spaced lines with arrows
pointing towards the negative charge
(as in Figure 17.10b).
b Straight lines between the plates with
arrows going from positive to negative (as
in Figure 17.10c).
8 6.25 × 10¹8 electrons
1 D;[1]
2 B;[1]
3 D;[1]
4 A;[1]
5 a The strips have the same charge [1] and
so they repel each other; [1]
b The rods will not move [1] they
are conductors and so do not
become charged; [1]
c negatively [1], electrons [1],
cloth [1], rod; [1]
d B;
6 a Negatively charged particles are
transferred [1] from the hair to
the comb; [1]
b electrons; [1]
c All his hairs have the same charge
(positive) [1] so they repel;[1]
7 a the area around a charged object in
which a charge will experience a force; [1]
b
a positively
charged
sphere

a negatively
charged point
charge

For each diagram, lines drawn correctly
[1], direction of arrows correct; [1]
8 a Electrons are transferred [1] from the
balloon to the cloth; [1]
b It is positively charged. [1] It is repelling
the balloon pushing it down and adding
to the force on the balance; [1]
c The charge on the balloon is conducted
away though the metal pan. [1] The
balloon is now uncharged and so is
attracted to the charged rod. [1]
The overall force on the balance is
smaller; [1]
9 a The droplets of paint will become
positively charged. [1] They will be repelled
by the paint gun towards the fence; [1]
b The paint droplets repel each other, so
this gives a very fine cloud of paint. [1]
This gives an even coating of paint on the
fence; [1]

c negative; [1]
d When an aircraft is being refuelled,
charge can build up in the fuel as it passes
through the pipes; [1]

Chapter 18
Questions
1 a ammeter
b in series (in line)
c a circle containing a capital A, as shown
in Figure 18.5
2 a Circuit similar to Figure 18.5, with a
second ammeter on the left-hand side of
the circuit.
b Arrows go from the long end of the cell,
as in Figure 18.5.
c same
3 a most metals (for example,
copper); graphite
b most non-metals (for example,
glass, Perspex)
4 a from the positive to the negative terminal
b from the negative to the positive terminal
5 a ampere (often abbreviated to amp);
symbol = A
b coulomb; symbol = C
6 a 103 or 1000
b 106 or 1 000 000
7 1 A = 1 C/s
8 a 110 s
b 5.33 mA
c 270 C
d 77.1 s
9 a potential difference
b voltmeter
c a circle containing a capital V, as shown in
Figure 18.8
10 a electromotive force (e.m.f.)
b volts, V
11 a
b 36 V
12 a E = QV
b Q =  
E
__
V
 
13 12 V
14 a 12 J
b 60 J
c 240 J
15 6 J
16 12 V
17 a
V
b 9 J
c 1 V
d 0.5
18 a 48 Ω
b increase
19 a long
b
20 a 120 Ω
b 4 mA
c 7.5 V
d 1.5 Ω
21 a 60 V
b double
21 a 3 kΩ
b 120 V
23 3.75 mA
V
A
wire
variable
resistor
5V

24 Because the curves are both straight and pass
through the origin so that current and voltage
are directly proportional.
25 As you move along the p.d. axis, a given
change in p.d. results in a smaller change in
current so the resistance is increasing. The
resistance is the reciprocal of the gradient; the
gradient is decreasing, so the resistance must
be increasing.
26 a 40 Ω
b 16 Ω
27 watts = volts × amps
28 a 480 W
b 5 A
c 30 V
d 9.6 kW
29 72 W
30 0.21 A
31 144 J
32 3 days
33 13 dirhams
34 a 433 W
b 21p
c 1 hour
d 14p
e 83 W
f 16p
g 5 hours
h 0.72p
i 0.1 unit
j 1.6p
1 C;[1]
2 A;[1]
3 B;[1]
4 C;[1]
5 a distance = speed × time; [1]
b 0.5 ms;[2]
c Q = It; [1]
d 15 C;[2]
e V = E/Q; [1]
f 495 mJ;[2]
g P= VIt = 33 MV × 30 kA × 0.5 ms [1]
= 495 mJ; [1]
6 a Diagram similar to the answer for
question 18.3a, but with the wire
replaced by a lamp; [2]
b i 1.5 A; [1]
ii V = IR; [1]
ii 4 Ω; [3]
c Increasing the current increases the
number of electrons flowing through
the tungsten wire and this increases
the number of collisions between
the electrons and the lattice (regular
arrangement of atoms in the metal).
Some of the kinetic energy from the
electrons transfers into thermal energy,
which makes the lattice vibrate more.
This increases the resistance because
it increases the number of collisions
between the electrons and the lattice;[2]

Chapter 19
Questions
1 a circuit symbol for a resistor: see
Figure 19.2
b circuit symbol for a variable resistor:
see Figure 19.2
2 a light dependent resistor
b circuit symbol for a light-dependent
resistor: see Figure 19.2
c falls
3 a circuit symbol for a thermistor:
see Figure 19.2
b thermometer
c resistance changes with temperature. For
an NTC (negative coefficient thermistor),
the resistance falls with temperature.
4 a Circuit diagram similar to Figure 19.8,
with the thermistor replaced by an LDR
and the lamp replaced by a heater.
b When it is dark, the LDR has a high
resistance. The current in the left-hand
circuit is small, so the relay remains
open. There is no current in the
right-hand circuit.
c When light shines on the LDR, its
resistance decreases. The current through
the relay coil increases, pulling the relay
switch closed. Now a current flows in the
right-hand circuit and this turns on
the heater.
5 a
b
6
7 Each lamp can be controlled by its own
switch. If one lamp breaks and does not allow
current to flow, the other lamps will still work.
8 It is the same (1.4 A)
9 90 Ω
10 a 10 Ω
b 0.6 A
c 2.4 V (across 4 Ω resistor); 3.6 V (across
6 Ω resistor)
11 a series
b To obtain a smaller fixed or variable p.d.
than the source e.m.f.
12 a V1 = 1.8 V; Vin = 9.0 V
b V1 = 28 V; R1 = 280 Ω
13 Wire has resistance, like a resistor. A longer
wire is like having resistors in series (i.e. a
chain of resistors) whose total resistance is
the sum of the resistors, so a longer wire has a
higher resistance.
14 A thicker wire is like having a resistors in
parallel whose combined resistance is less than
the smallest resistance value.
15 a 0.33 A
b the bigger resistor (30.0 Ω)
16 a 2.4 Ω
b 1 (through 6 Ω resistor);
1.5 A (through 4 Ω resistor)
c 2.5 A
variable
resistor
volmeter
ammeter
conventional
current
A
V

17
Bulb source 1 2 3 4 5 6
Resistance
/ Ω
leave
blank
9 3 6 6 3 3
Voltage
/ V
9.00 6.75 2.25 6.00 3.00 1.50 1.50
Current
/ A
1.75 0.75 0.75 1.00 0.50 0.50 0.50
18 multi-way bar extension; block adapters
19 fuse
20 It can lead to a fire.
21 a 5 A; a fuse of 3 A would melt every time
that the hairdryer was switched on. Fuses
rated higher than 5 would allow too
big a current to flow before melting and
breaking the circuit.
22 a This is to prevent too high a current
entering the house where it could melt the
insulation on wiring, which could give off
poisonous fumes or cause a fire.
b circuit breaker
23 When the current gets too high the insulation
can giving off poisonous fumes, melt or
catch fire.
24 The earth wire provides a low resistance
electrical path to ground and reduces the
chances of a fatal electric shock.
25 If it was connected to the neutral or earth
wire, a current could still pass into the
appliance even with the switch open. If the
appliance was faulty and the live wire touched
the metal casing, then a person touching the
casing would get an electric shock.
26 If it was connected to the earth or neutral
wire, a person could still get electrocuted when
they touch the appliance.
27 A fuse melts and breaks the circuit when the
current passing through is too high.
28 Double insulation is where the electric circuit
for an electrical appliance is inside a plastic
case, which is inside the outer case.
1 B;[1]
2 A;[1]
3 C;[1]
4 a 7V; [1]
b 5V; [1]
c 6 mA[1]
d R1 = 7V / 17 mA = 412 Ω, R2 = 7V/ 6 mA
= 1167 Ω, R3 = 5V/ 23 mA = 217 Ω,
Effective resistance = 521.5 Ω (resistance
of R1 in parallel with R2 = 304.5 Ω); [2]
5 a A4 = 1.9A; [1] A5 = 2.6 A; [1]
b A3 = 0.7A; [1] A4 = 0.7 A; [1]
A5 = 1.4 A; [1]
6 a thermistor; [1]
b 14 mA;[1]
c 7 V;[1]
d 500 Ω;[1]
e The current increases;[1]
7 a To prevent excessive current that could
lead to the insulation giving off poisonous
gases, melting or catching fire; [1]
b C; [1]
c Any two of (but one mark must be for
the idea that the fuse melts or breaks the
circuit): A fuse contains a thin section of
wire. [1] As current increases, temperature
increases. [1] When current exceeds a
certain value, the wire melts, [1] which
stops current flowing in the circuit; [1]
d circuit breaker; [1]
e Someone with wet hands could be
electrocuted (injured or killed) if they
touch a faulty electrical appliance. [1]
This is because water is a conductor; [1]
f earth wire; [1]

Chapter 20
Questions
1 current, circular, right-hand grip, bar magnet
2 an iron core
3 Clockwise
4 a Current flows in the motor circuit.
The electromagnet is magnetised. The
electromagnet attracts the armature. The
contacts close together. Current flows
through the electromagnet coil.
b Iron can be magnetised.
c Soft iron loses its magnetism easily.
5 When the switch is closed current flows
through the coil creating a magnetic field.
This attracts the iron, pulling it down, so the
signal lifts up.
When the switch is opened, no current flows.
The field is lost so gravity pulls the signal
back down.
6 a Energy transferred by electricity is
transferred to the kinetic energy store of
the motor and to the thermal energy store
of the surroundings by heating and
by sound.
b Energy transferred by electricity is
transferred to the kinetic energy store of
the loudspeaker and then by sound to the
thermal energy store of the surroundings.
7 current, force, magnetic, greater, further
8 a Turn the magnet round to reverse the
field. Swaop the power supply connections
to reverse the current.
b The motor effect only happens when
current flows across the field.
9 First finger field, second finger current, thumb
force or motion
10 a right
b up
c into the page
11 Increase the strength of the magnetic field,
increase the current.
12 The coil would spin one way, then after half a
revolution it would reverse.
1 D;[1]
2 D;[1]
3 C;[1]
4 A; [1]
5 a Field lines going the centre of the coil
with arrows pointing to the right; [1] lines
joining up around the top and bottom of
the coil with arrows pointing to the left;
[1] south pole marked at left and north
pole at right; [1]
b The field would reverse.
c The bars were magnetised identically so
they repelled.
d (Soft) Iron because it is easy to magnetise.
6 Current flows through the coil [1] so it
becomes a magnet. [1] The coil attracts the
iron bar and so releases the door; [1]
7 Current in the wire creates a magnetic field.
[1] This is a current flowing across a magnetic
field so it experiences a force [1] Fleming’s
left-hand rule shows that the force on the wire
is downwards. [1] So the equal and opposite
force on the magnet is upwards; [1]
8 a Flemings left-hand rule. [1] If the thumb
and first two fingers of the left hand are
extended at right angles to each other and
if the first finger points in the direction of
the field and the second in the direction
of current, then the thumb will give the
direction of force of motion; [1]
b The commutator. [1] It reverses the
connections to the battery so the motor
spins continuously; [1] ]
c Any two from: increase the current; [1]
increase the strength of the field; [1]
increase the number of turns on
the coil; [1]
9 a up; [1]
b The beam would deflect in the opposite
direction (down) [1] but would not deflect
as much; [1]
c The force will always be at right angles
to the direction in which the beam
is travelling; [1]

Chapter 21
Questions
1 C
2 Move the wire.
3 The magnet could be turned round so the
opposite pole is moved in, or the original pole
could be moved out of the coil.
4 With the cell, the current always flows in one
direction (d.c.). With the generator the current
constantly changes direction (a.c.).
5 Any two of: use a stronger magnet, have
more turns on the coil or increase the speed
of movement.
6 Diagram similar to Figure 21.13 but with
the magnet moving away from the coil, and
induced south pole nearest the north pole
of the magnet and the current flowing in the
opposite direction.
7 a grid, pylons, voltage, reduce, transformers
b A: primary coil; B: iron core;
C: secondary coil
c Step-up. It has more turns on the
secondary coil than on the primary coil.
8 a step-down
b 6 V
9
10 step down
11 50 turns
12 a The core carries the magnetic field
created by the primary current to the
secondary coil.
b The core must be able to be magnetised
and demagnetised quickly.
13 With direct current the field does not change
so no current is induced.
14 a i 1000 A ii 10 A
b Higher voltage means lower current so less
energy is lost as thermal energy in the wires.
15 a 32 000 W
b 12.8 W
16 0.1A. Assume the transformer is 100% efficient.
1 C;[1]
2 B;[1]
3 A;[1]
4 D; [1]
5 a conductor, magnetic, induced, circuit,
current; [2 all five correct, 1 three or
four correct]
b Connect the wire to the ammeter. [1]
Move the wire between the poles of
the magnet. [1] Observe the reading on
the meter; [1]
c the strength of the field [1] the speed
of movement; [1]
6 a The primary coil, secondary coil and
soft iron core should be labelled [1 for
each]. There should be more turns on the
secondary coil than on the primary;[1]
b A transformer will not work with
d.c. because the magnetic field in the
transformer is unchanging; [1]
7 a A is a step up transformer [1] It increases
voltage to decrease energy losses in the
cables. [1] B is a step-down transformer.
[1] It reduces the voltage to a safe level for
use in homes; [1]
b 500 000 V;[2]
8 a The ammeter registers a current because
the wire cuts through the field lines [1]
and a current is induced; [1]
b i no current; [1]
ii
The current is bigger and in the
same direction; [1]
iii
The current is the same as the
first experiment; [1]
iv
The current is bigger and in the
opposite direction; [1]
9 a slip rings; [1]
b Fleming’s right-hand rule; [1]
c The current flows from B to C,
towards the slip rings; [1]
d The generator makes a.c. which is
constantly changing. [1] When the coil is
horizontal the current is at its peak; [1]
When the coil is vertical no current flows; [1]
10 a Due to the high current; [1]
b 0.83 A; [4]
Np Ns Vp Vs Step up or
step down?
10 20 6 12 Step up
10 100 1.2 12 Step up
2000 50 240 6 Step down
10 000 20 115 000 230 Step down

Chapter 22
Questions
1 a electrons
b positive charge
2 a he particles are deflected backwards as
they are repelled by the positive charge on
the nucleus.
b The particles are deflected as they are
repelled by the positive nucleus, but their
momentum keeps them moving.
c The particles pass straight through as they
are not near enough the nucleus to be
affected by the force of repulsion.
3 Only about 1 in 8000 particles bounced back.
4 electrostatic attraction.
5 nucleus, protons, neutrons, mass,
protons, neutrons
6
Subatomic
particle
Position Relative
charge
Relative
mass
proton in the
nucleus
1 1
electron orbiting
the
nucleus
–1
0 (or
 
1
_____
1836

or
negligible)
neutron In the
nucleus
0 1
7 a 5
b 12
c 5 protons, 7 neutrons and 5 electrons.
8 a 27
b 27 
60
Co
9 1836
10 a Carbon-12 has 6 protons, 6 electrons and
6 neutrons. Carbon-14 has 6 protons,
6 electrons and 8 neutrons
b isotopes, proton, nucleon, chemical
11 a
Nuclide
Proton
number Z
Neutron
number N
Nucleon
number A
Nu-1 6 6 12
Nu-2 7 6 13
Nu-3 7 7 14
Nu-4 6 8 14
Nu-5 5 6 11
Nu-6 6 7 13
b Nu-1, Nu-4 and Nu-6
c Nu-2 and Nu3
d carbon, boron and nitrogen
1 D;[1]
2 D;[1]
3 C;[1]
4 a protons [1] and neutrons; [1]
b mass number; [1]
c an atom that gains an electron is called
an ion OR atoms are all neutral [1];
when it gains an electron it will have
an overall negative charge / becomes
negatively charged; [1]
5 a 4; [1]
b 4; [1]
c 9; [1]
d 5;[1]
e 4 
9
Be;[1]
f 4 protons, [1] 4 electrons [1] and
7 neutrons; [1]
g 4 
11
Be;[2]
6 a It was positively charged;[1]
b Diagram should show one alpha particle
going straight through between two
atoms, [1] one closer to an atom and being
deflected by about 30° [1] and a third one
approaching an atom directly and being
deflected back on itself; [1]
c The nucleus is very small compared
with the size of the atom [1] and is
positively charged; [1]

Chapter 23
Questions
1 The radiation which we are exposed to all the
time from radioactive sources.
2 Natural, any three from: materials in the
ground, building materials, cosmic rays, food
and drink, gases in the atmosphere.
Artificial, any three from: medical uses, weapons
testing, air travel, nuclear power stations.
3 cosmic rays
4 unstable, neutrons, two protons, two neutrons,
electron, electromagnetic
5 It comes from inside the nucleus.
6 gamma rays
7 The number of protons changes and this is
what determines which element it is.
8 a

84 
210
Po→

82 
206
Pb+

2 
4
a+ energy
b 84 = 82 + 2
c 210 = 206 + 4
9

84 
218
Po→

85 
218
At +

−1 
0
b
10 a Both have high frequency, short
wavelength. Both travel at the speed of
light and can travel through a vacuum.
b Gamma rays are emitted spontaneously
from a nucleus whereas X rays are made
in machines.
11 a Beam 1 is alpha particles, beam 2 is
beta particles
b Plate A is negative and plate B is positive.
c gamma rays
12 a The top third of the film would be
darkened by exposure. The bottom two
thirds would not as the aluminium and
lead would absorb the beta particles.
b The top two thirds of the film would be
darkened but not the bottom third as the
lead would absorb most of the gamma rays.
c The lightproof jacket is likely to be paper
which would stop alpha. Also, the range
of alpha in air is only a few centimetres
so it is unlikely that alpha particles would
reach the badge.
13 a 800
b 200
14 38 days
15 2 days
16 11 400 years
17 a Beta particles or gamma rays would
penetrate through the smoke easily.
b Alpha particles are stopped by the plastic
casing or by a few centimetres of air.
c A short half-life would mean the
smoke detector would need to be
changed frequently.
18 More radiation would pass through the sheet,
increasing the count rate on the detector. This
would lead to the rollers being moved slightly
further apart and the thickness would increase.
19 The radiation used is gamma which can
penetrate through plastic.
1 C;[1]
2 C;[1]
3 B;[1]
4 a protons, [1] neutrons, [1] positively,
[1] electron, [1] nucleus, [1] high, [1]
electromagnetic; [1]
b
Radiation Penetration Stopped by
alpha
least
penetrating
thin paper, a
few cm of air
beta in between aluminium [1]
gamma
most
penetrating [1]
lead [1]
5 a The time taken for half of the unstable
nuclei to decay;[1]
b 5 mg; [1]
c Ionisation causes cells/DNA to mutate; [1]
d Any two from store it in a lead lined
box; [1] store it in a labelled cupboard; [1]
only qualified people handle it; [1] handle
with tweezers; [1] do not point source at
anyone; [1] record exposure times; [1]
6 a electron; [1]
b aluminium; [1]
c 2.9 days;[1]

7 a 2 protons and 2 neutrons OR identical to
the nucleus of a helium atom; [1]
b 92 
238
U → 90 
234
Th + 2 
4
α; [3]
c Place paper between the rock and the
detector. [1] If the count rate drops it
is alpha; [1]
8 a Geiger counter
b The student has halved the initial count
of 64 and read the time to drop from
62 to 32. They did not allow for the
background count.
c Graph showing background count rate
of 15 subtracted from all values on
original graph/graph with similar shape
to original graph with initial value at
50 counts/min; [1]
Half value calculated (25 counts/min) and
line drawn across to the graph and line
drawn down to time axis [1].
Half-life = 1.3 hours; [1]

Chapter 24
Questions
1 Earth to spin on its axis; Moon to orbit the
Earth; Earth to orbit the Sun; seasons.
2 Diagram similar to Figure 24.7, but with the
northern hemisphere tilted towards the Sun.
In the diagram it is summer in the northern
hemisphere as it is tilted towards the Sun. The
southern hemisphere is tilted away from the
Sun and so it is winter there.
3 a waxing gibbous
b 27.5 days
4 1.3 seconds
5 a 200 seconds or 3.3 minutes
b 15 000 seconds, 250 minutes or 4.2 hours
6 774 million km
7 9.5 × 1012 km
8 a gravity
b elliptical
c more highly elliptical (allow
more squashed)
d Approaching the Sun the comet speeds
up , gaining kinetic energy and losing
gravitational potential energy. Nearest
the Sun it has maximum kinetic energy.
This decreases at it moves away from the
Sun. At its furthest point it has maximum
gravitational potential energy. The total
energy remains the same.
9 a 300 N
b 120 N
c 780 N
10 a 36 km/s
b 9.5 km/s
11 a As orbital distance increases, so does
orbital duration.
b There is a trend that the planets with
greater gravitational field strength
have more moons, but there is not a
clear pattern.
1 D;[1]
2 B;[1]
3 D;[1]
4 a In this model the Earth is central and
there are six planets; now we know
that the Sun is central and there are
eight planets; [1]
b The order of the planets other than Earth
is correct. The moon orbits the Earth; [1]
c They are rocky planets/ they are closest
to the Sun; [1]
d They are gas planets / they are furthest
from the Sun; [1]
e 760 seconds or 12.7 minutes; [3]
5 a Point X is facing away from the Sun; [1]
b X will be 180° round from the
position shown; [1]
c The Moon reflects light from the Sun; [1]
d gravity; [1]
e The Moon orbits the Earth, [1] taking
27.5 days to do so; [1]
f The Moon’s gravitational field strength
is less than Earth’s; [1]
6 a Pluto; [1]
b Venus; [1]
c This is generally true, [1] but Earth is
an anomaly, having higher density than
would be expected; [1]
d Mars and Pluto have the lowest
gravitational field strength;[2]
e 13 km/s; [3]

Chapter 25
Questions
1 hydrogen (75%); helium (24%)
2 a 15 × 106 K
b 5800 K
c 2 × 1030 kg
d infrared = 50%; visible = 40%;
ultraviolet = 10%
3 (thermo)nuclear fusion
4 Eyes would have evolved to see in the
ultraviolet region.
5 a 144 million km
b 143 years
6 a 1.33 × 108 s
b 3.99 × 1013 km
c 18 000 years
d 107 million years
7 diagram should look like Figure 25.2
8 about 20 times
9 It must be above or below the galactic disc
10 4 × 1041 kg
11 a 6300 km
b 0.95 m
c 24 m
d 6.2 cm
12 If the Milky Way was shrunk to fit inside
the distance between Earth and the Sun, the
distance to Proxima Centauri would be less
than the radius of the Earth, we could get to
Pluto by running two laps of a 400m running
track, the Sun would be at the other end of a
cricket pitch and a new pencil would be about
three times as long as the distance to the Moon.
13 They are cold and dense enough to collapse.
14 a When a molecular cloud is cold and dense
enough, clumps of it can collapse under
the force of gravity. The clump collapses
into a spinning sphere of superhot gas,
which pulls in more matter from the
molecular cloud. It becomes a star once
nuclear fusion starts.
b In the process of collapsing the gravitational
potential energy in the molecular cloud
is turned into kinetic energy. Collisions
between particles causes kinetic energy to be
transferred to thermal energy.
15 a Nuclear fusion is where light nuclei fuse
(join) together to create a heavy nucleus
but some mass turns into energy.
b The nuclei all have the same positive
charge so need to be moving fast enough
to overcome the electrostatic repulsion.
16 a protostar: A very young star that is
still gathering mass from its parent
molecular cloud.
b main sequence star: A stable part of
a star’s life cycle when it is burning
hydrogen in its core before moving onto
another stage of its life cycle once it has
used up 12% of its hydrogen.
c red giant: A star with a starting mass of
less than eight solar masses that is burning
helium in its core. Its shell of hydrogen
has expanded and cooled.
d white dwarf: The final stage of a star that
started with less than eight solar masses
and has run out of fuel.
e supernova: An exploding star that began
life with more than 8 solar masses and has
run out of fuel.
f neutron star: A collapsed star composed
almost entirely of neutrons when a star
with more than 8 solar masses reaches the
end of its life.
g black hole: This is the final stage in the
life cycle of a star that started with more
than 8 solar masses. It has enough mass
left over after exploding as a supernova
to collapse to a point where gravity is so
strong that not even light can escape.
17 The flow diagram should be like Figure 25.10.
18 a 1.0 m
b i 0.5 m
ii 1.5 m
c i 600 Hz
ii 200 Hz
iii 330 Hz
d Apart from the sound getting louder and
then quieter, the pitch increases and then
falls and the vehicle passes me (which is
called the Doppler effect). If the car is
travelling slowly, the change in frequency
is too small to detect.
19 a i 20 km/s per million light years
ii 2.1 × 10−18 per second
b i 4000 million light years
ii 15.1 billion years
ii 15.1 billion years

20 The Hubble redshift of distant galaxies show
that the universe is expanding.
Hubble plotted the recession speed of galaxies
against their distance from us (Figure 26.12)
and discovered that the further away a galaxy
is from us, the faster it is moving.
The fact that the universe is expanding means
that galaxies were once closer together and there
must have been a time when they were all in one
place, implying that there was a beginning.
The reciprocal of the Hubble constant gives the
age of the universe (about 13.8 billion years).
The cosmic microwave background radiation
(CMBR) or microwave radiation also supports
an expanding universe.
The universe became transparent
(electromagnetic radiation stopped being
scattered) when neutral atoms formed, when
the temperature dropped to 3000 K.
It was predicted that an expanding universe
would redshift this radiation.
Penzias and Wilson discovered the predicted
redshift by accident using their radio telescope.
1 B;[1]
2 A;[1]
3 C;[1]
4 B;[1]
5 a galaxy; [1]
b gravity; [1]
c Milky Way; [1]
d billions; [1]
6 a The galaxies are moving away; [1] the
wavelength is redshifted/increased/
stretched; [1]
b correctly plotted points, [2] line of
best fit; [1]
c gradient = 158 (km/s) / million light-
year; [1] mark for showing the method; [1]
d d =  
d
__
v 
=  
7.3 × 106 × 3 × 108 m/s × 365 × 24 × 60 × 60
   
________________________________
   
1150 × 103 m/s
 
= 6.0 × 1016 s = 1.9 billion years; [2]
7 Gravity caused a molecular cloud to collapse
into a protostar, which continued to pull in
more matter from the cloud; [1]
As the cloud collapsed, its gravitational
potential energy turned into the kinetic
energy of the gas molecules, which turned
into thermal energy. Once it got hot enough
the gas turned into a plasma. Once the
plasma gets hot enough, the protons
(hydrogen ion) move fast enough to
overcome electrostatic repulsion and fuses
into helium, releasing energy; [1]
The radiation pressure pushing outwards is
equal to weight, acting inwards and the star
is stable, which is what the Sun is like now; [1]
Eventually, it will use up its hydrogen fuel
so the radiation pressure will fall and the
Sun will collapse when gravitational
potential energy will turn into thermal
energy. The core will get hot enough to
fuse helium and the outer shell of the Sun
expands and cools so that the Sun will be
red giant; [1]
When the helium runs out, the Sun will
collapse into a white dwarf; [1]
8 The Big Bang Theory suggests that the
universe started from a point (singularity)
13.8 billion years ago and has been
expanding and cooling ever since; [1]
The (Hubble) redshift of the
galaxies/clusters; [1]
The microwave background or CMBR
(cosmic microwave background radiation),
which is redshifted light from the
early Universe; [1]

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