GCSE PHYSICS

PAPER 2

NAME

CLASS

Model Answer Booklet

For AQA Triple Science and Combined Trilogy
Introduction
What are ‘model answers’?
• A model answer is the ‘perfect’ answer to a question which guarantees full marks
• They are concise and straight to the point, using only phrasing and terms explicitly asked for by the exam board
• In this booklet, the general guidance is that one bullet point is one mark

How has this booklet been created?

• By going through the question papers, mark schemes and examiner reports of all AQA past papers as well as using
other branded papers such as CGP, Collins and Letts
• As well as careful reading of the specification and scheme of work

Why is this booklet useful?

• Every worded question on every topic is in this booklet accompanied by a near perfect and carefully crafted answer
• There is a large gap between learning the general contents of a topic versus being able to apply that knowledge to
exam board, AQA specific questions
• In other words, we are not learning science, rather we are learning AQA GCSE Science
• Students will often read a question and blurt out all the knowledge they have regarding that topic in hopes of gaining a
mark or two, completely disregarding what the question is actually asking
• Arguably the most common blunder of GCSE science students is the inability to succinctly express their knowledge
rather than the lack of knowledge itself
• The purpose of this resource is to eliminate this completely and maximise the chances of getting all marks whilst also
saving time

How is this booklet laid out?

• Each booklet is for one paper e.g. physics paper 1
• In this booklet, there are roughly 4/5 units e.g. 4.1 energy, 4.2 electricity, 4.3 particle model of matter and 4.4 atomic
structure
• Each unit is broken down into sections
• Each section is made up of questions and model answers
• The questions are ordered such that they start off with the basic knowledge required for that topic and build up to
longer and more complex questions

How do I use this booklet?

• Pick a unit
• Get a general grasp of the unit by learning it in class / on your own
• Attempt to answer all the questions
• Mark your answers using the model answers using a different coloured pen
• Ensure you are strict with yourself and clearly mark any key words you missed or unclear phrasing you used
• Make note of questions you answered poorly or were unable to answer
• Aim to commit all these answers to memory

Who is this booklet aimed for?

• Triple and combined higher students
• All triple sections are clearly marked as “(TRIPLE CONTENT ONLY)”
• If you are a combined student, simply ignore these sections

Why are there no calculation or graph questions in this booklet?

• This booklet is aimed to help with all the worded questions in GCSE Science papers
• This booklet is designed to be used in conjunction with past papers and skills-based exam question packs
• Calculation / skill / graph questions make up roughly 10 – 30 % of marks so it is very important to have practice in this
 COMMUNITY
SCHOOLS TRUST

GCSE Triple / Combined Physics

Paper 2

All content (triple content indicated)

4.5 / 6.5 Forces
4.5 / 6.5 Forces

Forces Memory Questions .................................................................................................................................... 4

Section 1: Forces and their interactions ....................................................................................................................... 4
Scalar and vector quantities...................................................................................................................................... 4
Contact and non-contact forces................................................................................................................................ 4
Gravity ....................................................................................................................................................................... 4
Resultant forces ........................................................................................................................................................ 4
Section 2: Work done and energy transfer ................................................................................................................... 4
Section 3: Forces and elasticity ..................................................................................................................................... 5
Section 4: Required Practical 6 Springs ......................................................................................................................... 5
Method...................................................................................................................................................................... 5
Variables.................................................................................................................................................................... 5
Errors and improvements ......................................................................................................................................... 5
Section 5: Moments, levers and gears (TRIPLE ONLY) .................................................................................................. 6
Section 6: Pressure and pressure differences in fluids (TRIPLE ONLY) ......................................................................... 6
Pressure in a fluid...................................................................................................................................................... 6
Atmospheric pressure ............................................................................................................................................... 6
Section 7: Motion along a line ...................................................................................................................................... 7
Distance and displacement ....................................................................................................................................... 7
Speed......................................................................................................................................................................... 7
Velocity...................................................................................................................................................................... 7
Acceleration .............................................................................................................................................................. 7
Section 8: Newton’s Laws of motion ............................................................................................................................ 7
Section 9: Required practical 7 Acceleration ................................................................................................................ 8
Method...................................................................................................................................................................... 8
Variables.................................................................................................................................................................... 8
Errors and improvements ......................................................................................................................................... 8
Section 10: Forces and braking ..................................................................................................................................... 9
Stopping distance ...................................................................................................................................................... 9
Reaction time ............................................................................................................................................................ 9
Investigating reaction time ....................................................................................................................................... 9
Factors affecting braking distance ............................................................................................................................ 9
Section 11: Momentum .............................................................................................................................................. 10
Forces Memory Model Answers ......................................................................................................................... 11
Section 1: Forces and their interactions ..................................................................................................................... 11
Scalar and vector quantities.................................................................................................................................... 11

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 Contact and non-contact forces.............................................................................................................................. 11
Gravity ..................................................................................................................................................................... 11
Resultant forces ...................................................................................................................................................... 12
Section 2: Work done and energy transfer ................................................................................................................. 13
Section 3: Forces and elasticity ................................................................................................................................... 14
Section 4: Required Practical 6 Springs....................................................................................................................... 15
Method.................................................................................................................................................................... 15
Variables.................................................................................................................................................................. 15
Errors and improvements ....................................................................................................................................... 16
Section 5: Moments, levers and gears (TRIPLE ONLY) ................................................................................................ 17
Section 6: Pressure and pressure differences in fluids (TRIPLE ONLY) ....................................................................... 18
Pressure in a fluid.................................................................................................................................................... 18
Atmospheric pressure ............................................................................................................................................. 19
Section 7: Motion along a line .................................................................................................................................... 20
Distance and displacement ..................................................................................................................................... 20
Speed....................................................................................................................................................................... 20
Velocity.................................................................................................................................................................... 20
Acceleration ............................................................................................................................................................ 21
Section 8: Newton’s Laws of motion .......................................................................................................................... 22
Section 9: Required practical 7 Acceleration .............................................................................................................. 23
Method.................................................................................................................................................................... 23
Variables.................................................................................................................................................................. 24
Errors and improvements ....................................................................................................................................... 25
Section 10: Forces and braking ................................................................................................................................... 26
Stopping distance .................................................................................................................................................... 26
Reaction time .......................................................................................................................................................... 26
Investigating reaction time ..................................................................................................................................... 27
Factors affecting braking distance .......................................................................................................................... 28
Section 11: Momentum .............................................................................................................................................. 29

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Forces Memory Questions

Section 1: Forces and their interactions

Scalar and vector quantities

1) Compare scalar and vector quantities. (2)

2) State whether the following quantities are scalar or vector: momentum, acceleration, distance, force and time.
(4)
3) Describe how arrows are used to represent vector quantities. (2)

Contact and non-contact forces

4) What is a force? (1)

5) What is a contact force? (1)
6) What is a non-contact force? (1)
7) State one example of a contact force and one example of a non-contact force. (2)

Gravity

8) What is meant by the term ‘weight’? (1)

9) How is weight measured? (1)
10) What is meant by the term ‘mass’? (1)
11) State what is meant by the ‘centre of mass of an object’. (1)
12) Write down the equation that links weight, mass and gravitational field strength. (1)
13) What is the relationship between weight and mass? (1)
14) Write down the weight of an object depend on? (2)
15) What causes the force of gravity close to Earth? (1)

Resultant forces

16) What is meant by the term resultant force? (1)

17) Describe the forces acting on a stationary object floating in water. (3)
18) Describe the movement of an object when the resultant force is zero. (2)
19) Explain why a car accelerates at first and then reaches a steady speed. (4)
20) Explain why an object with a larger surface area has a low terminal velocity. (2)

Section 2: Work done and energy transfer

1) What is meant by the term ‘work done’? (1)

2) Write down the equation that links work done, force and distance. (1)
3) What is meant by ‘one joule of work’? (1)
4) Convert 1 joules into newton-metres. (1)
5) Work has to be done against frictional forces acting on an object. Explain the effect this has on the object. (2)
6) Compare the work done by a car travelling at 30 mph with a car travelling at 70 mph trying to maintain a steady
speed. (2)
7) What happens to the kinetic energy of a car as it is braking? (3)
8) Explain how the kinetic energy of a skier changes whilst accelerating down a steep ski slope? (2)

4
Section 3: Forces and elasticity

1) What type of energy does a compressed spring store? (1)

2) Write down the equation which links elastic potential energy, extension and the spring constant. (1)
3) Write down the equation which links compression, force and spring constant. (1)
4) What does the spring constant represent? (1)
5) Describe the relationship between the force applied to a spring and the amount elastic potential energy stored
in the spring. (3)
6) Describe the relationship between the extension of an elastic object and force applied. (2)
7) State three ways to change the shape of an object. (2)
8) Explain why more than one force has to be applied to change the shape of an object. (1)
9) Describe what is meant by the term ‘limit of proportionality’. (2)
10) State what elastic deformation means. (1)
11) Explain what inelastic deformation means. (2)

Section 4: Required Practical 6 Springs

Method

1) Draw a labelled diagram of an experiment to investigate the relationship between the force and extension of a
spring. (3)
2) Describe a method to investigate the relationship between the force and extension of a spring. (6)
3) What is the extension of a spring? (1)
4) State how to find the spring constant from a force-extension graph. (1)
5) State how to find the elastic potential energy store of a stretched spring from a force-extension graph. (1)

Variables

6) State the independent variable in this investigation. (1)

7) State the dependent variable in this investigation. (1)

Errors and improvements

8) How would leaving the ruler tilted affect the weight and extension data to be recorded by the student? (2)
9) State one possible source of inaccuracy. (1)
10) Describe one technique that you could have used to improve the accuracy of the measurements taken by the
student. (2)

5
Section 5: Moments, levers and gears (TRIPLE ONLY)

1) Describe what might cause an object to rotate. (1)

2) State what is meant by the moment of a force. (1)
3) Write down the equation that links force, distance and the moment
of a force. (1)
4) The see-saw is balanced. Use the idea of moments to explain what
happens when child B moves closer to the pivot. (3)
5) As the wind speed increases the windsurfer leans further out from the sailboard.
This position allows the windsurfer and sailboard to stay in equilibrium.
Explain why. (3)
6) Describe how making a lever longer makes it easier to do work. (3)
7) Explain two ways to increase the moment of a lever. (2)
8) Give two ways to increase the moment of a spanner. (2)

Section 6: Pressure and pressure differences in fluids (TRIPLE ONLY)

Pressure in a fluid

1) What is a fluid? (1)

2) Explain how particles create pressure within a container. (2)
3) Write down the equation that links pressure, force and area. (1)
4) Write down the equation that links pressure, height of column, density of liquid and gravitational field
strength. (1)
5) Explain the effect density has on pressure. (2)

Atmospheric pressure

6) What is the atmosphere? (1)

7) State the relationship between the density of the atmosphere and the altitude. (1)
8) Explain why atmospheric pressure decreases with increasing altitude. (4)

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Section 7: Motion along a line

Distance and displacement

1) Compare distance and displacement. (2)

Speed

2) Write down the equations which links distance, speed and time. (1)
3) Describe a method to calculate the speed of an object. (2)
4) State the typical value for the speed of sound in air. (1)
5) State a factor which affects the speed of sound. (1)
6) State two factors which affect the speed of wind. (2)
7) Give two factors which affect the speed at which a person can walk, run or cycle. (2)
8) State the typical speeds of: a person walking, a person running, a person cycling, a car, a train and a plane.

Velocity

9) Define the term ‘velocity’. (1)

10) State how a velocity-time graph could be used to calculate the distance travelled by an object. (1)

Acceleration

11) What is acceleration? (1)

12) Write down the equation that links acceleration, change in velocity and time taken. (1)
13) Write down the equation that links final velocity, initial velocity, acceleration and distance. (1)
14) State how a velocity-time graph could be used to calculate acceleration at a certain point. (1)
15) State the typical acceleration of any object near the Earth falling freely under gravity. (1)
16) What is meant by a uniform acceleration? (1)
17) What is drag? (1)
18) What is meant by a streamlined object? (1)
19) Describe how streamlining a car will affect its top speed. (3)
20) State what ‘terminal velocity’ means. (1)
21) State two factors which effect terminal velocity. (2)
22) State how a distance time graph could be used to calculate the terminal velocity of an object. (1)
23) A parachutist jumps out of a plane and reaches a terminal velocity. He then opens his parachute and reaches a
second terminal velocity. Using the idea of forces, explain why the parachutist reaches the first and
second terminal velocity. (6)

Section 8: Newton’s Laws of motion

1) Describe Newton’s First Law for a stationary object. (1)

2) Describe Newton’s First Law for a moving object. (1)
3) Describe the forces acting on a vehicle moving at a steady speed. (1)
4) State when the velocity of an object will change. (1)
5) Define inertia. (1)
6) Define what is meant by ‘inertial mass’. (1)
7) Give the equation that links acceleration, force and mass. (1)
8) Describe Newton’s Second Law. (2)
9) Describe Newton’s Third Law. (1)
10) Explain the forces involved in a man pushing against a wall. (2)

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Section 9: Required practical 7 Acceleration

Method

1) Draw a diagram of an experiment which can be used to investigate how mass affects acceleration. (4)
2) Describe a method to investigate how mass affects acceleration. (6)
3) Describe a method to investigate how force affects acceleration. (6)
4) State what each of the variables in F = ma represent within the experiment. (3)
5) Why is a sloping runaway used often? (1)

Variables

6) State one independent variable in this investigation. (1)

7) State one dependent variable in this investigation. (1)
8) Why is the trolley kept the same throughout the experiment? (2)

Errors and improvements

9) Describe one advantage of using a data logger over a student with a stopwatch. (1)
10) Explain why a student takes repeat readings of the experiment. (1)
11) What are the consequences of a small accelerating force or a large mass? (1)

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Section 10: Forces and braking

Stopping distance

1) What is meant by thinking distance? (1)

2) What is meant by braking distance? (1)
3) What is meant by the stopping distance of a vehicle? (1)
4) State one factor that changes both the thinking distance and the braking distance. (1)
5) Describe what is meant by an emergency stop. (1)
6) Describe what is meant by the term ‘enough space’. (1)
7) What is the typical thinking, braking and stopping distances for a car travelling at 30mph? (3)
8) What is the typical thinking, braking and stopping distances for a car travelling at 50mph? (3)
9) What is the typical thinking, braking and stopping distances for a car travelling at 70mph? (3)

Reaction time

10) What is meant by the reaction time of a driver? (1)

11) What is the typical reaction time of a person? (1)
12) Explain why the stopping distance of the car increases if the driver is very tired. (2)
13) Write down two factors which could increase a driver’s reaction time. (2)

Investigating reaction time

Method

14) Describe an experiment to investigate the effect of caffeine on human reaction time. (5)
15) Using a computer program which changes colours to measure reaction times is likely to be more valid than the
method using a dropped ruler. Give two reasons why. (2)
16) Why is it more dangerous for old people to drive cars? (2)

Variables

17) What is the independent variable in this experiment? (1)

18) What is the dependent variable in this experiment? (1)
19) Give control variables in this investigation. (1)

Common mistakes, errors and precautions

20) Suggest two ways the students could improve the method to make sure the test would give valid results. (2)

Factors affecting braking distance

21) State one factor that affects braking distance. (1)

22) Explain the dangers caused by braking on an icy or wet surface. (2)
23) Explain the dangers caused by braking when travelling at a large speed. (3)
24) Explain why the relationship between braking distance and speed in non-linear. (3)
25) What two effects does using the brakes have on the brake pads and wheel discs? (2)
26) Explain the importance of a car having breaks and tyres that are in good condition and the effect this will have
on stopping distances and safety. (6)

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Section 11: Momentum

1) Define momentum. (1)

2) What is meant by the conservation of momentum? (1)
3) Give one type of event in which conservation of momentum applies. (1)
4) A skateboarder and his skateboard is stationary. The skateboard moves backwards as the skateboarder jumps
forwards. Explain, using the idea of momentum, why the skateboard moves backwards. (3)
5) In a collision, momentum is not always conserved. Why? (1)
6) Describe how a change in momentum occurs. (1)
𝒗−𝒖 𝒎∆𝒗
7) Explain how the equations 𝑭 = 𝒎𝒂 and 𝒂 = 𝒕 combine to give 𝑭 = ∆𝒕 . (2)
8) Explain the relationship between the force and the rate of change of momentum. (3)
9) A fielder, as he catches a cricket ball, pulls his hands backwards. Explain why this action reduces the force on his
hands. (3)
10) Explain the effect that increasing the time of contact between the golf ball and the golf club has on the
distance travelled. (4)
11) Explain how seatbelts, crumple zones and bike helmets reduce the number of serious injuries on roads. (4)
12) Explain how the engine produces a forward thrust. (4)

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Forces Memory Model Answers

Section 1: Forces and their interactions

Scalar and vector quantities

1) Compare scalar and vector quantities. (2)

● Scalar quantities have magnitude only
● But vector quantities have magnitude and an associated direction

2) State whether the following quantities are scalar or vector: momentum, acceleration, distance, force and time.
(4)
• Momentum – Vector
• Acceleration – Vector
• Distance – Scalar
• Force – Vector
• Time – Scalar

3) Describe how arrows are used to represent vector quantities. (2)

• The length of the arrow represents the magnitude
• The direction of the arrow the direction of the vector quantity

Contact and non-contact forces

4) What is a force? (1)

● A push or pull vector quantity that acts on an object due to the interaction with another object

5) What is a contact force? (1)

• A force where the objects are physically touching

6) What is a non-contact force? (1)

• A force where the objects are physically separated

7) State one example of a contact force and one example of a non-contact force. (2)
• Contact forces: friction, air resistance, tension and normal contact force
• Non-contact forces: gravitational force, electrostatic force and magnetic force

Gravity

8) What is meant by the term ‘weight’? (1)

• The force acting on an object due to gravity

9) How is weight measured? (1)

• Using a calibrated-spring balance (a newton meter)

10) What is meant by the term ‘mass’? (1)

• The amount of matter in an object

11) State what is meant by the ‘centre of mass of an object’. (1)

• Single point at which the weight of object may be considered to be concentrated

11
12) Write down the equation that links weight, mass and gravitational field strength. (1)
• weight = mass x gravitational field strength

13) What is the relationship between weight and mass? (1)

• The weight of an object is directly proportional to its mass

14) Write down the weight of an object depend on? (2)

• Mass of the object
• And the gravitational field strength at the point where the object is

15) What causes the force of gravity close to Earth? (1)

• The gravitational field around the Earth

Resultant forces

16) What is meant by the term resultant force? (1)

● A single force that has the same effect as all the original forces acting together

Describe the forces acting on a stationary object floating in water. (3)

● The force of weight acting downwards is balanced
● By the opposing force of upthrust acting upwards
● The forces are balanced and the resultant force is zero

17) Describe the movement of an object when the resultant force is zero. (2)
• Constant velocity
• Object continues in the same direction at the same speed

18) Explain why a car accelerates at first and then reaches a steady speed. (4)
● Initially driving force is greater than air resistance
● So the object accelerates due to resultant force in direction of driving force
● Eventually, a maximum forwards force is reached
● As speed increases, air resistance increases and acts in the opposite direction to the driving force
● Reducing the resultant force and acceleration acting on the car
● Till the frictional force is balanced by the maximum forward force
● At this point, acceleration and resultant force are zero
● The car will move at terminal velocity
NOTE: For vertically moving objects, driving force is weight and gravity that acts downwards and resistance is friction or air
resistance

19) Explain why an object with a larger surface area has a low terminal velocity. (2)
● Experiences more air resistance
● The resultant force on the object with the larger surface area reaches zero sooner, so it has a lower terminal velocity

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Section 2: Work done and energy transfer

1) What is meant by the term ‘work done’? (1)

● When a force causes an object to move through a distance and become displaced

2) Write down the equation that links work done, force and distance. (1)
• work done = force x distance

3) What is meant by ‘one joule of work’? (1)

● When a force of one newton causes a displacement of one metre

4) Convert 1 joules into newton-metres. (1)

• 1 newton-metres

5) Work has to be done against frictional forces acting on an object. Explain the effect this has on the object. (2)
● The temperature of the object rises
● Because doing work causes some energy to be transferred mechanically from the kinetic energy store of the wheels to
the thermal energy store of the object

6) Compare the work done by a car travelling at 30 mph with a car travelling at 70 mph trying to maintain a steady
speed. (2)
• The 70 mph has more friction to work against than the 30 mph car
• So, it has to do more work in order to maintain a steady speed

7) What happens to the kinetic energy of a car as it is braking? (3)

● When a force is applied to the brakes of a vehicle
● Work is done by the friction force between the brakes and the wheel
● Reducing the kinetic energy of the vehicle by transferring kinetic energy to the thermal energy store of the brakes, so the
temperature of the brakes increases

8) Explain how the kinetic energy of a skier changes whilst accelerating down a steep ski slope? (2)
• Increases
• As energy is transferred from the skier’s gravitational potential energy store to its kinetic energy stores

13
Section 3: Forces and elasticity

1) What type of energy does a compressed spring store? (1)

• Elastic potential energy

2) Write down the equation which links elastic potential energy, extension and the spring constant. (1)
• elastic potential energy = 0.5 × spring constant × extension2

3) Write down the equation which links compression, force and spring constant. (1)
• force = spring constant × compression

4) What does the spring constant represent? (1)

• How stiff the spring is

5) Describe the relationship between the force applied to a spring and the amount elastic potential energy stored
in the spring. (3)
• A force that stretches or compresses a spring does work and elastic potential energy is stored in the spring
• Provided the spring is not inelastically deformed
• The work done on the spring and the elastic potential energy stored are equal

6) Describe the relationship between the extension of an elastic object and force applied. (2)
• The extension of an elastic object is directly proportional to the force applied
• Provided that the limit of proportionality is not exceeded

7) State three ways to change the shape of an object. (2)

● Stretching
● Compressing
● Bending

8) Explain why more than one force has to be applied to change the shape of an object. (1)
● If only one force was applied, it would just move in the direction of the applied force, instead of changing shape

9) Describe what is meant by the term ‘limit of proportionality’. (2)

● The greatest force that can be applied to an elastic body
● Without causing permanent deformation and for the force and extension to continue increasing proportionally

10) State what elastic deformation means. (1)

● When an object returns to its original shape and size after the forces are removed

11) Explain what inelastic deformation means. (2)

● When an object goes past its limit of proportionality so loses kinetic energy
● And does not return to its original shape after the forces have been removed

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Section 4: Required Practical 6 Springs

Method

1) Draw a labelled diagram of an experiment to investigate the relationship between the force and extension of a
spring. (3)

2) Describe a method to investigate the relationship between the force and extension of a spring. (6)
● Set up a clamp stand with a clamp
● Hang the spring from the clamp
● Use a second clamp and boss to fix a metre ruler alongside the spring
● Record the metre ruler reading that is level with the bottom of the spring
● Hang a 2 N weight from the bottom of the spring and allow spring to come to rest
● Record the new position of the bottom of the spring
● Calculate the extension of the spring
● Measure the extension of the spring
● Add further weights to the spring so the force increases 2 N at a time up to 10 N
● For each new force, record the position of the bottom of the spring and calculate / measure the extension
● Repeat twice for each force, discard anomalies and calculate a mean
● Plot a force-extension graph of the results

3) What is the extension of a spring? (1)

● The total increase in length from the original unloaded length

4) State how to find the spring constant from a force-extension graph. (1)
● Find the gradient of the straight line

5) State how to find the elastic potential energy store of a stretched spring from a force-extension graph. (1)
● Find the area under the force-extension graph up to the specific force

Variables

6) State the independent variable in this investigation. (1)

● Force on spring

7) State the dependent variable in this investigation. (1)

● Extension on spring

15
Errors and improvements

8) How would leaving the ruler tilted affect the weight and extension data to be recorded by the student? (2)
● The weight recorded by the student would be smaller than the actual weight as the ruler is at an angle
● The extension recorded by the student would be smaller than the actual extension as ruler at an angle

9) State one possible source of inaccuracy. (1)

● Not fixing the ruler in position but simply holding the ruler next to the spring
● Not clamping the ruler vertically
● Misjudging the position of the bottom of the spring
● Parallax error

10) Describe one technique that you could have used to improve the accuracy of the measurements taken by the
student. (2)
● Use a set square
o To line up the bottom of the spring with the ruler scale
● Attach a horizontal pointer to the bottom of the spring
o So that the pointer goes across the ruler scale

16
Section 5: Moments, levers and gears (TRIPLE ONLY)

1) Describe what might cause an object to rotate. (1)

● A force or a system of forces

2) State what is meant by the moment of a force. (1)

● The turning effect of a force

3) Write down the equation that links force, distance and the moment of a force. (1)
• moment of a force = force × distance

4) What does it mean for an object to be in equilibrium? (2)

● The total clockwise moment about a pivot equals the total anticlockwise moment about that pivot
● So the equal and opposite moments create a state of balance where the resultant turning moment is 0

5) The see-saw is balanced. Use the idea of moments to explain what happens when child B moves closer to the
pivot. (3)
• The clockwise moment of child B decreases
• Making it is less than the anticlockwise moment of child A
• So, the plank rotates anticlockwise, child A moves downwards and child B moves upwards

6) As the wind speed increases the windsurfer leans further out from the sailboard.
This position allows the windsurfer and sailboard to stay in equilibrium.
Explain why. (3)
• As wind speed increases, the force on the sail increases so the anticlockwise moment
increases
• So, to stay in equilibrium the clockwise moment needs to increase
• By leaning further out, the clockwise moment increases as the windsurfer’s distance
from the pivot increases

7) What is a gear? (1)

● Circular disc with teeth around the edges

8) Describe how gears transmit the rotational effects of forces. (2)

● Their teeth interlock so turning one causes another to turn in the opposite direction
● They transmit the rotational effect of a force from one place to another

9) State why a force transmitted to a larger gear will causes a bigger moment. (1)
● The distance to the pivot is greater

10) Describe how levers make it easier to do work. (2)

● They increase the distance from the pivot at which the force is applied
● This means less force is needed to get the same moment

11) Describe how making a lever longer makes it easier to do work. (3)
● The force is applied further from the axis of rotation
● This increases the moment of the force on the object
● This Increases the force on the object

12) Explain two ways to increase the moment of a lever. (2)

● Make the lever longer
● Push down on the lever with a greater force

17
13) Give two ways to increase the moment of a spanner. (2)
● Use a longer spanner
● Use a greater force
● Push perpendicular to the spanner as pushing at any other angle means a smaller distance

Section 6: Pressure and pressure differences in fluids (TRIPLE ONLY)

Pressure in a fluid

1) What is a fluid? (1)

● Either a liquid or a gas

2) Explain how particles create pressure within a container. (2)

● Particles in a fluid collide with the surface of the container
● The pressure in fluids causes a force normal to any surface

3) Write down the equation that links pressure, force and area. (1)
• pressure = force normal to a surface ÷ area of that surface

4) Write down the equation that links pressure, height of column, density of liquid and gravitational field
strength. (1)
• pressure = height of column x density of liquid x gravitational field strength

5) Describe what is meant by the term ‘upthrust’. (2)

● The resultant upwards force caused when
● A partially or totally submerged object experiences a greater pressure on the bottom surface than on the top surface

6) State the relationship between upthrust and the weight of fluid an object has displaced. (1)
● Upthrust is equal to the weight of the fluid that has been displaced

7) Explain why an object floats on water. (3)

● The upthrust acting on the object is equal to the weight of the water that the object displaces
● An object with low density has a low mass and so a small weight force acting downwards
● This means we need a small amount of upthrust to balance the force of the weight
● The object weighs less than the equivalent volume of water
● So, it displaces a volume of water that is greater than its own weight and will rise to the surface
● It will float with some of the object remaining below the surface
● At that point, the object’s weight is equal to the upthrust, so the object floats

8) Explain why an object with a greater density than water sinks. (6)
● The upthrust acting on the object is equal to the weight of the water that the object displaces
● An object with high density has a high mass and so a large weight force acting downwards
● This means we need a large amount of upthrust to balance the force of the weight
● Water has a much lower density than the object, so the weight of the displaced water is less than the weight of the
object
● The object is unable to displace a volume of liquid equal to its own weight
● This means that the weight is greater than the upthrust acting on the object, so it sinks

9) Sea water has a higher density than fresh water. Suggest why a diver will experience different pressures in
fresh water and sea water despite swimming at the same depth. (2)
● Pressure at a given depth depends of the density of the liquid
● Sea water has a higher density than fresh water, so the diver will experience a higher pressure

18
10) Explain why water escaping from the bottom of a can drains at a faster rate than water from the top. (3)
● Pressure increases with depth
● Because at a greater depth there are more water molecules above a surface and their weight contributes to the
pressure
● This causes the force pushing the water out of the can to be larger and the pressure to increase, so more water leaves
the bottom in any given time

11) Explain why the weight of an object seems to change when it is placed in water. (3)
● When the object is submerged in water, upthrust acts upon the ball
● This is a force which acts in the opposite direction to the object’s weight
● So, combining these forces leads to the object appearing to weigh less

12) What is density? (1)

● The degree of compactness of a substance

13) Explain the effect density has on pressure. (2)

● Greater density means more particles in a given space
● So more particles collide in a given time frame and the pressure increases

Atmospheric pressure

14) What is the atmosphere? (1)

● The atmosphere is a thin layer (relative to the size of the Earth) of air round the Earth

15) State the relationship between the density of the atmosphere and the altitude. (1)
● The atmosphere gets less dense with increasing altitude

16) Explain why atmospheric pressure decreases with increasing altitude. (4)
● Air molecules colliding with a surface create atmospheric pressure
● At increasing altitude, the distance between the molecules increases
● There are also fewer molecules above a surface
● So, the number of collisions with a surface in a given time frame decreases
● The weight of air above the surface is also lower at increasing altitude

19
Section 7: Motion along a line

Distance and displacement

1) Compare distance and displacement. (2)

● Distance is a scalar quantity representing how far an object moves
● Displacement is a vector quantity that includes both the distance an object moves, measured in a straight line from the
start point to the finish point and the direction of that straight line

Speed

2) Write down the equations which links distance, speed and time. (1)
• distance travelled = speed × time

3) Describe a method to calculate the speed of an object. (2)

● Time how long it takes for the object to travel a certain distance using a ruler and stopwatch
● Calculate the speed by dividing distance by time

4) State the typical value for the speed of sound in air. (1)
● 330m/s

5) State a factor which affects the speed of sound. (1)

● The medium the sound wave is travelling through

6) State two factors which affect the speed of wind. (2)

● Temperature
● Atmospheric pressure
● The presence of large structures

7) Give two factors which affect the speed at which a person can walk, run or cycle. (2)
● Age
● Terrain
● Fitness
● Distance travelled

8) State the typical speeds of: a person walking, a person running, a person cycling, a car, a train and a plane.
(6)
● A person walking — 1.5 m/s
● A person running — 3 m/s
● A person cycling — 6 m/s
● A car — 25 m/s
● A train — 55 m/s
● A plane — 250 m/s

Velocity

9) Define the term ‘velocity’. (1)

• A vector quantity representing speed in a given direction

10) Compare speed and velocity. (2)

● Velocity is a vector quantity representing speed in a given direction
● Speed is a scalar quantity that does not involve directio n

20
11) Explain why, in a circle, an object has constant speed but changing velocity. (2)
● When an object moves in a circle, the direction of the object is continually changing
● This means that the object has a continually changing velocity

12) State how a velocity-time graph could be used to calculate the distance travelled by an object. (1)
• Calculate the area under the graph

Acceleration

13) What is acceleration? (1)

● Acceleration is the rate of change of velocity in a given time

14) Write down the equation that links acceleration, change in velocity and time taken. (1)
• Acceleration = change in velocity / time taken

15) Write down the equation that links final velocity, initial velocity, acceleration and distance. (1)
• (final velocity2) – (initial velocity2) = 2 × acceleration × distance

16) State how a velocity-time graph could be used to calculate acceleration at a certain point. (1)
• Calculate the gradient at point using a tangent

17) State the typical acceleration of any object near the Earth falling freely under gravity. (1)
• 9.8 m/s2

18) What is meant by a uniform acceleration? (1)

• A constant acceleration

19) What is drag? (1)

● The resistance in a fluid

20) What is meant by a streamlined object? (1)

● When an object is designed to allow fluid to flow easily across it to reduce drag

21) Describe how streamlining a car will affect its top speed. (3)
● Air resistance is smaller for the same speed
● So, the streamlined car reaches a higher speed before the resultant force becomes zero and so has a greater terminal
velocity

22) State what ‘terminal velocity’ means. (1)

● The maximum steady velocity

23) State two factors which effect terminal velocity. (2)

● Shape of the object
● Area of the object

24) State how a distance time graph could be used to calculate the terminal velocity of an object. (1)
• Calculate the gradient of the steepest section

21
25) A parachutist jumps out of a plane and reaches a terminal velocity. He then opens his parachute and reaches a
second terminal velocity. Using the idea of forces, explain why the parachutist reaches the first and
second terminal velocity. (6)
To explain the first lower terminal velocity:
● On leaving the plane the only force acting is weight downwards
● The skydiver has small surface area
● As the parachutist falls, air resistance acts upwards
● Weight is greater than air resistance
● So the resultant force is downwards and the parachutist accelerates
● As velocity increases. so does air resistance
● Until terminal velocity is reached when air resistance is balanced by weight and resultant force is zero
To explain the second lower terminal velocity:
● Opening the parachute increases surface area and so increases air resistance
● Air resistance upwards is now greater than weight downwards
● So the resultant force acts upwards in the opposite direction to motion
● The parachutist decelerates
● The lower velocity means a reduced air resistance
● Air resistance and weight become equal but now at a lower terminal velocity

Section 8: Newton’s Laws of motion

1) Describe Newton’s First Law for a stationary object. (1)

● If the resultant force acting on a stationary object is zero, the object will remain stationary

2) Describe Newton’s First Law for a moving object. (1)

● If the resultant force acting on a moving object is zero the object continues to move at the same speed and in the same
direction. So, the object continues to move at the same velocity

3) Describe the forces acting on a vehicle moving at a steady speed. (1)

● The resistive forces balance the driving force

4) State when the velocity of an object will change. (1)

● When there is a resultant force acting upon it

5) Define inertia. (1)

The tendency of objects to continue in their state of rest or of uniform motion

6) Define what is meant by ‘inertial mass’. (1)

● A measure of how difficult it is to change the velocity of an object
● The ratio of force to acceleration

7) Give the equation that links acceleration, force and mass. (1)
• resultant force = mass × acceleration

8) Describe Newton’s Second Law. (2)

● The acceleration of an object is proportional to the resultant force acting on the object
● And inversely proportional to the mass of the object

9) Describe Newton’s Third Law. (1)

● Whenever two objects interact, the forces they exert on each other are equal and opposite

10) Explain the forces involved in a man pushing against a wall. (2)
● As the man applies a force and pushes the wall, a normal contact force acts back on him
● The wall pushes back on him with an equal and opposite force

22
Section 9: Required practical 7 Acceleration

Method

1) Draw a diagram of an experiment which can be used to investigate how mass affects acceleration. (4)

2) Describe a method to investigate how mass affects acceleration. (6)

● Details on set-up (likely they will already give a diagram so may not be necessary to include all of this):
o Set up the trolley so it holds a piece of card with a gap in the middle that will interrupt the signal on the light
gate twice
o Measure length of each bit of card that will pass through the light gate
o Input the lengths into a software
o The light gate can measure the velocity of each piece of card
o It can use this to work out the acceleration of the trolley
o Connect trolley to a piece of string that goes over the pulley and is connected on the other side of the hook
o Mark a starting line on the table that the trolley is on so the trolley always travels the same distance to the
light gate
o Place trolley on starting line
o Trolley should be taut / not loose and touching the table and released
● Weight of hook and any masses attached will provide an accelerating force equal to: mass of hook x acceleration due to
gravity
● Because the weight of the hooks and masses accelerate both the trolley and mass, the acceleration of the whole system
is being investigated
● To investigate effect of mass:
o Add masses to the trolley one at a time to increase mass of system
o Force applied to the system stays the same
o This leads to a decrease in the acceleration of the trolley
● Record acceleration measured by light gate as trolley passes through it
● Repeat twice more to get mean/average acceleration

23
3) Describe a method to investigate how force affects acceleration. (6)
● Details on set-up (likely they will already give a diagram so may not be necessary to include all of this):
o Set up the trolley so it holds a piece of card with a gap in the middle that will interrupt the signal on the light
gate twice
o Measure length of each bit of card that will pass through the light gate
o Input the lengths into a software
o The light gate can measure the velocity of each piece of card
o It can use this to work out the acceleration of the trolley
o Connect trolley to a piece of string that goes over the pulley and is connected on the other side of the hook
o Mark a starting line on the table that the trolley is on so the trolley always travels the same distance to the
light gate
o Place trolley on starting line
o Trolley should be taut / not loose and touching the table and released
● Weight of hook and any masses attached will provide an accelerating force equal to: mass of hook x acceleration due to
gravity
● Because the weight of the hooks and masses accelerate both the trolley and mass, the acceleration of the whole system
is being investigated
● To investigate effect of force:
o Change the mass of the hook
o Start with all the masses loaded onto the trolley
o Transfer the masses to the hook one at a time
o To increase the weight of the accelerating force (the weight of the hanging masses)
o The increase in force leads to an increase in the acceleration of the trolley
o Total mass of system stays the same as mass is only being transferred from trolley to hook
● Record acceleration measured by light gate as trolley passes through it
● Repeat twice more to get mean/average acceleration

4) State what each of the variables in F = ma represent within the experiment. (3)
● F is the force is the weight of the hanging masses
● m is the mass of the whole system
● a is the acceleration of the whole system

5) Why is a sloping runaway used often? (1)

● To reduce the effect of friction on the trolley

Variables

6) State one independent variable in this investigation. (1)

● Force or mass

7) State one dependent variable in this investigation. (1)

● Force or mass

8) Why is the trolley kept the same throughout the experiment? (2)
● So that the mass is constant
● As changing mass would change the acceleration produced by a given force / there is only one independent variable

24
Errors and improvements

9) Describe one advantage of using a data logger over a student with a stopwatch. (1)
● Data loggers can have a greater resolution than a stopwatch
● Data loggers are more accurate as you do not rely on the reaction time of the student with a stopwatch
● It is very difficult to accurately time both results as they are very close together

10) Explain why a student takes repeat readings of the experiment. (1)
● Reduce the effect of random error
● To calculate the mean
● Identify possible anomalous results

11) What are the consequences of a small accelerating force or a large mass? (1)
● Frictional effects will cause results to be inaccurate

25
Section 10: Forces and braking

Stopping distance

1) What is meant by thinking distance? (1)

● The distance the vehicle travels during the driver’s reaction time between when the driver sees an obstacle to when the
brakes are applied

2) What is meant by braking distance? (1)

● The distance the vehicle travels under the braking force

3) What is meant by the stopping distance of a vehicle? (1)

● The sum of the thinking and braking distance

4) State one factor that changes both the thinking distance and the braking distance. (1)
● Velocity

5) Describe what is meant by an emergency stop. (1)

● When the maximum force is applied by the brakes in order to stop the car in the shortest possible distance

6) Describe what is meant by the term ‘enough space’. (1)

● The stopping distance for the speed the vehicle is travelling at

7) What is the typical thinking, braking and stopping distances for a car travelling at 30mph? (3)
● Thinking Distance = 9m
● Braking Distance = 14m
● Stopping Distance = 23m

8) What is the typical thinking, braking and stopping distances for a car travelling at 50mph? (3)
● Thinking Distance = 15m
● Braking Distance = 38m
● Stopping Distance = 53m

9) What is the typical thinking, braking and stopping distances for a car travelling at 70mph? (3)
● Thinking Distance = 21m
● Braking Distance = 75m
● Stopping Distance = 96m

Reaction time

10) What is meant by the reaction time of a driver? (1)

● The time between the driver seeing a hazard and applying the brakes

11) What is the typical reaction time of a person? (1)

● 0.2 – 0.9 seconds

12) Explain why the stopping distance of the car increases if the driver is very tired. (2)
● The reaction time will increase
● Increasing the thinking distance and so increasing stopping distance

13) Write down two factors which could increase a driver’s reaction time. (2)
● Tiredness
● Drugs
● Alcohol
● Distractions
26
Investigating reaction time

Method

14) Describe an experiment to investigate the effect of caffeine on human reaction time. (5)
• Have one student, the experimenter, hold a meter ruler from the end
• Another student, the subject, should have their finger and thumb a small distance apart
• Either side of the ruler on the 50 cm line
• The experimenter should let go of the ruler without warning and the subject has to trap it
• Have the test subject close their thumb and finger to catch the ruler
• Note down the distance the ruler travels from the 50cm line
• The time taken for it to fall can be calculated, as the acceleration due to gravity is constant
• This is the reaction time of the test subject
• Calculate this using v2 − u2 = 2 a s
• Perform this experiment on subjects that have just drank coffee and subjects that have not
• For each group, repeat at least twice, discard anomalous results and calculate a mean reaction time

15) Using a computer program which changes colours to measure reaction times is likely to be more valid than the
method using a dropped ruler. Give two reasons why. (2)
• No indication beforehand when the colour will change whilst with other method you might be able to tell when the
person is about to drop the ruler
• Measurement of time is more precise than reading from a ruler as resolution of computer timer is higher

16) Why is it more dangerous for old people to drive cars? (2)
• Reaction time too long and reactions too slow
• So more likely to have or cause an accident

Variables

17) What is the independent variable in this experiment? (1)

• If the subject has taken coffee or not

18) What is the dependent variable in this experiment? (1)

• The distance the ruler travels

19) Give control variables in this investigation. (1)

• Age
• Gender
• Quality of eyesight
• E.g. of factor that might affect reaction times
o Alcohol consumption / distractions / tiredness / health / time of day / amount of practice at this test

27
Common mistakes, errors and precautions

20) Suggest two ways the students could improve the method to make sure the test would give valid results. (2)
• Drop the ruler from the same height each time
• Let the ruler drop without using any force
• Same type and weight of ruler
• Thumb should be same distance from the ruler each time at the start
• Use the same hand to catch the ruler each time
• Carry out the experiment with the lower arm resting in the same way on the table

Factors affecting braking distance

21) State one factor that affects braking distance. (1)

● Speed of car
● Magnitude of braking force applied
● Icy or wet roads
● Worn tyres
● Road surface
● Conditions of the brakes
● Mass of the car and passengers

22) Explain the dangers caused by braking on an icy or wet surface. (2)
● Vehicle may skid or slide and the braking distance will increase
● Due to reduced friction between tyres and road

23) Explain the dangers caused by braking when travelling at a large speed. (3)
● The greater the speed of a vehicle, the greater the braking force needed to stop the vehicle in a certain distance
● The greater the braking force, the greater the deceleration of the vehicle
● Large decelerations may lead to brakes overheating and or loss of control causing vehicle to skid

24) Explain why the relationship between braking distance and speed in non-linear. (3)
● The work done to stop the car is equal to the energy is the car’s kinetic energy store [E e = 0.5 m v2]
● So as speed doubles, the kinetic energy store increases by a 4-fold (22)
● Work done by brakes increases by a 4-fold (22)
● Braking force is constant and work done = force x distance
● So the braking distance increases by a 4-fold

25) What two effects does using the brakes have on the brake pads and wheel discs? (2)
● Both become hot
● They wear down and become scratched

26) Explain the importance of a car having breaks and tyres that are in good condition and the effect this will have
on stopping distances and safety. (6)
● A good tread depth on tyres removes water
● This means there is a large amount of friction between the road and the tyres
● This decreases the braking and stopping distance in wet conditions
● It also means the car will be less likely to skid in wet conditions
● Brakes that are in good condition allow a larger braking force to be applied
● This means that the braking distance of the car is shorter
● Brakes that are in good condition are also less likely to overheat under a large braking force
● So, the car is less likely to go out of control or cause a crash

28
Section 11: Momentum

1) Define momentum. (1)

● mass × velocity (IT IS DEFINED BY THE EQUATION)

2) What is meant by the conservation of momentum? (1)

● In a closed system, total momentum before an event is equal to the total momentum after the event

3) Give one type of event in which conservation of momentum applies. (1)

● Collisions
● Explosions
● Action of a rocket motor
● Action of a jet engine
● Firing a gun

4) A skateboarder and his skateboard is stationary. The skateboard moves backwards as the skateboarder jumps
forwards. Explain, using the idea of momentum, why the skateboard moves backwards. (3)
● Total momentum before the jump is equal to the total momentum after the jump
● Before jumping, the momentum of skateboard and skateboarder is zero
● After the jump, the skateboarder has momentum forwards but momentum is conserved so the skateboard must have
equal but opposite momentum backwards

5) In a collision, momentum is not always conserved. Why? (1)

● An external force acts on the colliding objects

6) Describe how a change in momentum occurs. (1)

● When a force acts on an object that is moving or able to move

𝒗−𝒖 𝒎∆𝒗
7) Explain how the equations 𝑭 = 𝒎𝒂 and 𝒂 = combine to give 𝑭 = . (2)
𝒕 ∆𝒕
𝑣−𝑢
● 𝐹 =𝑚𝑥
𝑡
𝑚∆𝑣
● So, 𝐹 = where 𝑚 ∆ 𝑣 is the change in momentum
∆𝑡

8) Explain the relationship between the force and the rate of change of momentum. (3)
• Force equals the rate of change of momentum
𝑣−𝑢
• 𝐹 = 𝑚𝑎 and 𝑎 =
𝑡
𝑣−𝑢 𝑚∆𝑣
• So 𝐹 = 𝑚 𝑥 = where 𝑚 ∆ 𝑣 is the change in momentum
𝑡 ∆𝑡

9) A fielder, as he catches a cricket ball, pulls his hands backwards. Explain why this action reduces the force on his
hands. (3)
• Increases the time taken
• For momentum to decrease to zero
• Force is rate of change of momentum so longer time taken means smaller force

10) Explain the effect that increasing the time of contact between the golf ball and the golf club has on the
distance travelled. (4)
• A longer time of contact means an increase in the time taken for the momentum to decrease to zero
• Since the force applied and the mass of the golf ball is constant, the change in velocity must increase
• This means the final velocity of the golf ball must increase
• A greater velocity means the golf ball travels a greater distance

29
11) Explain how seatbelts, crumple zones and bike helmets reduce the number of serious injuries on roads. (4)
● On impact:
o Seat belts stretch
o Crumple zones crumple
o Bike helmets contain a crushable layer of foam which get crushed
● This means the driver takes a longer time to slow down and stop and travels a greater distance while slowing down
compared to a driver hitting a hard surface like a windscreen or steering wheel
● It takes a longer time for the momentum to decrease to zero
● So decreases the rate of change of momentum
● This means a smaller force is exerted so the driver is less likely to have serious head or body injuries than a driver
without a seat belt / crumple zone / bike helmet

12) Explain how the engine produces a forward thrust. (4)

● Fuel is mixed with the air and ignited
● Causing an increase in the pressure force backwards
● The exhaust gases have momentum
● Engine has equal momentum forwards

30
1
4.6 / 6.6 Waves

Waves Memory Questions ................................................................................................................................... 4

Section 1: Transverse and longitudinal waves .............................................................................................................. 4
Section 2: Properties of waves...................................................................................................................................... 4
Section 3: Required practical 8 Waves.......................................................................................................................... 4
Observing water waves in a ripple tank .................................................................................................................... 4
Observing waves on a stretched spring or elastic cord ............................................................................................ 4
Section 4: Reflection of waves (TRIPLE ONLY) .............................................................................................................. 5
Section 5: Required practical 9 Light (TRIPLE ONLY)..................................................................................................... 5
Investigating refraction ............................................................................................................................................. 5
Investigating reflection ............................................................................................................................................. 5
Section 5: Sound waves (TRIPLE ONLY)......................................................................................................................... 6
Section 6: Ultrasound waves for detection and exploration (TRIPLE ONLY) ................................................................ 6
Section 7: Seismic waves (TRIPLE ONLY) ....................................................................................................................... 6
Section 8: Electromagnetic waves ................................................................................................................................ 7
Types and uses of electromagnetic waves................................................................................................................ 7
Dangers of electromagnetic waves ........................................................................................................................... 7
Section 9: Refraction ..................................................................................................................................................... 8
Section 10: Required practical 10 Radiation and absorption ....................................................................................... 8
Section 11: Lenses (TRIPLE ONLY) ................................................................................................................................. 8
Section 12: Visible light (TRIPLE ONLY) ......................................................................................................................... 9
Section 13: Black body emission and absorption of infrared radiation (TRIPLE ONLY) ................................................ 9
Waves Memory Model Answers ......................................................................................................................... 10
Section 1: Transverse and longitudinal waves ............................................................................................................ 10
Section 2: Properties of waves.................................................................................................................................... 10
Section 3: Required practical 8 Waves........................................................................................................................ 11
Observing water waves in a ripple tank .................................................................................................................. 11
Observing waves on a stretched spring or elastic cord .......................................................................................... 12
Section 4: Reflection of waves (TRIPLE ONLY) ............................................................................................................ 13
Section 5: Required practical 9 Light (TRIPLE ONLY)................................................................................................... 14
Investigating refraction ........................................................................................................................................... 14
Investigating reflection ........................................................................................................................................... 15
Section 5: Sound waves (TRIPLE ONLY)....................................................................................................................... 16
Section 6: Ultrasound waves for detection and exploration (TRIPLE ONLY) .............................................................. 16
Section 7: Seismic waves (TRIPLE ONLY) ..................................................................................................................... 17
Section 8: Electromagnetic waves .............................................................................................................................. 19

2
 Types and uses of electromagnetic waves.............................................................................................................. 19
Dangers of electromagnetic waves ......................................................................................................................... 22
Section 9: Refraction ................................................................................................................................................... 23
Section 10: Required practical 10 Radiation and absorption ..................................................................................... 24
Section 11: Lenses (TRIPLE ONLY) ............................................................................................................................... 24
Section 12: Visible light (TRIPLE ONLY) ....................................................................................................................... 25
Section 13: Black body emission and absorption of infrared radiation (TRIPLE ONLY) .............................................. 26

3
Waves Memory Questions
Section 1: Transverse and longitudinal waves

1) Describe how different types of waves transfer energy from one place to another. (5)
2) Explain the difference between a transverse wave and a longitudinal wave. (3)
3) Describe what compressions and rarefactions are. (2)
4) Give one example of a transverse wave. (1)
5) Give one example of a longitudinal wave. (1)
6) Name one type of wave that may be either transverse or longitudinal. (1)
7) Describe one piece of evidence that shows when a sound wave travels through the air it is the wave and not the
air itself that travels. (1)

Section 2: Properties of waves

1) Write an equation which shows the relationship between frequency, wavelength and wave speed. (1)
2) Write an equation which shows the relationship between the period of a wave and its frequency. (1)
3) What is meant by the ‘amplitude’ of a wave? (1)
4) What is meant by the term ‘wavelength? (1)
5) What is meant by the ‘frequency’ of a wave? (1)
6) What is meant by the term ‘wave speed’? (1)
7) What is meant by the ‘period’ of a wave? (1)
8) Draw a diagram of a method which can be used to measure the sound of speed in air using a cathode ray
oscilloscope, microphones and a speaker. (3)
9) Describe a method to measure the sound of speed in air using a cathode ray oscilloscope, microphones and a
speaker. (6)

Section 3: Required practical 8 Waves

Observing water waves in a ripple tank

1) Draw a diagram of a method to measure the speed of water ripples using a lamp. (4)
2) Describe a method to measure the speed of water ripples using a lamp. (6)
3) Describe how the wavelength of the water waves in a ripple tank can be measured accurately. (2)
4) State why this setup is suitable for measuring the wavelength of water waves. (1)
5) Describe how a stroboscope may be used to measure the frequency of the water waves in the ripple tank (2)
6) The student finds it difficult to measure the distance because the ripples are moving. Suggest and explain what
the student could do to make the measurements easier. (1)

Observing waves on a stretched spring or elastic cord

7) Draw a diagram of a method to measure the speed of waves on a stretched string. (4)
8) Describe a method to accurately measure the speed of waves on a string. (6)
9) State why it is important to measure over many half – wavelengths and divide rather than measuring one half –
wavelength. (1)
10) Suggest one change to this apparatus to produce a wave with a lower frequency. (1)

4
Section 4: Reflection of waves (TRIPLE ONLY)

1) Describe the three things that can happen to a wave at a boundary between two different materials. (3)
2) Describe what happens to light as it passes from the surroundings to mirrored sunglasses. (2)
3) State the relationship between the angle of incidence and the angle
of reflection when a wave is reflected. (1)
4) Explain how light is reflected from a rough surface. (2)
5) Describe the reflected ray when a smooth surface is reflected (2)
6) Describe the reflected ray when light is reflected from a rough
surface. (2)
7) A ray of light enters a tin can through a small hole as shown in the
diagram. Explain why the small hole looks black. (2)

Section 5: Required practical 9 Light (TRIPLE ONLY)

Investigating refraction

1) Draw a diagram of an investigation a student could complete in order to

obtain similar data to that given in Table 3. (4)
2) Describe an investigation a student could complete in order to obtain similar
data to that given in Table 3. (6)
3) Give two possible causes of inaccuracy for this investigation and a solution
for each. (4)
4) A student is investigating how cooking oil and water refract light. These
liquids need to be placed within transparent and solid containers to be
used in this experiment. Explain why the student should ensure that the
container he uses have thin walls (2)
5) Explain why a ray box was used for this experiment. (2)
6) Suggest an alternative to using a ray box to produce the incident ray of light.
(1)

Investigating reflection

7) Draw a diagram of a method to investigate the reflection of different materials. (4)

8) Describe a method to investigate the reflection of different materials. (6)
9) The student measured the angle of incidence and angle of reflection at a mirror. State what she would notice
about these measurements. (1)
10) Give two reasons why a range of values for the angle of reflection may have been reached. (2)

5
Section 5: Sound waves (TRIPLE ONLY)

1) Describe how sound waves allow us to hear. (5)

2) State why human hearing is limited. (1)
3) State the frequency range of normal human hearing. (1)
4) Describe the effect frequency, wavelength and amplitude have on a sound wave. (3)
5) Explain how the characteristics of sound waves change as they travel from a gas to a solid medium. (5)
6) Explain why sound is not heard in space. (2)

Section 6: Ultrasound waves for detection and exploration (TRIPLE ONLY)

1) What is ultrasound? (1)

2) State one medical use of ultrasound scanning. (1)
3) Explain how ultrasound waves are used to produce medical and industrial video images. (3)
4) Explain how sonar and echo sounding is used by deep sea fishermen to detect the depth of a shoal (a group) of
fish below the surface of the sea. (6)
5) Compare the medical uses of ultrasound and X-rays. Your answer should include the risks, if any, and
precautions, if any, associated with the use of ultrasound and X-rays. (6)

Section 7: Seismic waves (TRIPLE ONLY)

1) Describe what happens at a plate boundary to cause an earthquake. (2)

2) Describe what seismic waves are and compare the different types of seismic waves. (4)
3) S-waves produced at the Earth’s North Pole could not be detected in the
South Pole. Suggest one conclusion you can make about the Earth’s
core from the observation. Explain your answer. (2)
4) Explain what we can tell about the structure of the Earth from where
seismic waves are detected. (4)
5) Why do seismic waves travel in curved paths through the Earth? (2)
6) Describe how scientists can use seismometer records of P and S waves to
locate the epicentre of an earthquake. (3)
7) State one reason why the study of seismic waves is important. (1)

6
Section 8: Electromagnetic waves

Types and uses of electromagnetic waves

1) What are electromagnetic waves? (1)

2) State all types of electromagnetic waves in order of wavelength, from longest wavelength to shortest. (2)
3) Give two properties of all electromagnetic waves. (2)
4) State which electromagnetic wave humans can see. (1)
5) Describe the effect wavelength has on an electromagnetic wave. (2)
6) Explain how radio signals are produced. (5)
7) Explain how radio signals are received. (4)
8) For a navigation system to work, what effect must the microwave signals have on the aerial? (2)
9) State one use of radio waves and explain why it is suitable for the stated use. (2)
10) State one use of microwaves and explain why it is suitable for the stated use. (3)
11) State one use of infrared waves and explain why it is suitable for the stated use. (3)
12) State one use of visible light and explain why it is suitable for the stated use. (3)
13) State one use of ultraviolet and explain why it is suitable for the stated use. (3)
14) State one use of X-rays and explain why it is suitable for the stated use. (3)
15) State one use of gamma rays and explain why it is suitable for the stated use. (3)
16) Genuine banknotes contain a special ink. This ink is invisible under normal light. Suggest why the ink glows
when ultraviolet radiation is shone on it. (3)
17) Explain why the heating effect of objects are different. (3)
18) Mobile phones emit microwaves. Microwave ovens emit microwaves. Explain why a mobile phone does not
have the same heating effect as a microwave oven (2)
19) Explain why a glass plate does not get hot when put in a microwave oven. (2)
20) Explain the difference in the way microwaves and infrared waves heat food and how this leads to a difference
in the cooked food at the end. (5)
21) Explain why fire fighters can see through the smoke using a thermal imaging camera but not using a high-
definition visible light camera. (3)
22) In hilly areas it may be possible to receive radio signals with a long wavelength but not receive television
signals, radio signals with a short wavelength. Explain why. (3)

Dangers of electromagnetic waves

23) Describe how electromagnetic waves can be produced or generated. (3)

24) State how gamma rays are produced. (1)
25) Explain how different types of electromagnetic waves are dangerous to the body. (3)
26) State two factors which determine the effect of radiation. (2)
27) What is meant by the term ‘radiation dose’? (1)
28) Give two effects of a person being exposed to too much UV radiation. (2)

7
Section 9: Refraction

1) Describe what happens when a light wave enters a medium in which it travels slower in, at an angle. (5)
2) Describe what happens when a light wave enters a medium in which it travels faster in, at an angle. (5)
3) State what happens to the wave velocity, wavelength and frequency of a wave when it is refracted to a denser
materials. (3)
4) State what happens to the wave velocity, wavelength and frequency of a wave when it is refracted to a less
dense material. (3)
5) Why do waves that are travelling parallel to a boundary not refract? (2)
6) What is refraction caused by? (1)
7) Give two factors which effect the direction of refraction. (2)
8) Explain what changes when different materials are refracted. (2)
9) Define optical density. (1)
10) State the relationship between the optical density of an object, the angle of incidence and the angle of
refraction during refraction (2)

Section 10: Required practical 10 Radiation and absorption

1) Describe a method to investigate infrared emissions of different surfaces. (6)

2) The four sides of the cubes are matte black, shiny black, matte white and shiny white. Predict which side emits
the most infrared radiation and which side emits the least infrared radiation. (1)

Section 11: Lenses (TRIPLE ONLY)

1) State how a lens forms images. (1)

2) What is the purpose of ray diagrams? (1)
3) Explain how a convex lens forms images. (4)
4) Explain how a concave lens forms images. (4)
5) What is meant by the ‘focal length’? (1)
6) Describe the difference between real and virtual images. (3)
7) State the formula for magnification. (1)
8) Why does magnification have no units? (1)

8
Section 12: Visible light (TRIPLE ONLY)

1) Describe colour in terms of the visible light spectrum. (1)

2) What are the names given to objects that transmit light? (1)
3) Describe the difference between specular and diffuse reflection. (2)
4) Explain how a colour filter works. (2)
5) What is an opaque object? (2)
6) What causes an object to appear white? (1)
7) What causes an object to appear black? (1)
8) Describe how the colour of an opaque object is determined. (6)

Section 13: Black body emission and absorption of infrared radiation (TRIPLE ONLY)

1) Describe the relationship between the temperature of a body and the amount of infrared radiation emitted. (1)
2) State two things which all objects do in terms of radiation. (2)
3) In which part of the electromagnetic spectrum is the peak of the low temperature curve? (1)
4) Describe what is meant by a perfect black body. (2)
5) Describe how the intensity of the emitted radiation changes with temperature. (2)
6) Explain why a filament lamp appears brighter and less red as its temperature increases. (4)
7) Explain how the appearance of the black body radiator varies with temperature. (3)
8) Describe how the temperature of an object depends on the rate of radiation being emitted and absorbed. (3)
9) Explain, with respect to the radiation emitted by the sun and the earth, how the temperature of the earth
remains approximately constant. Include the factors which effect the temperature of the Earth. (6)

9
Waves Memory Model Answers
Section 1: Transverse and longitudinal waves

1) Describe how different types of waves transfer energy from one place to another. (5)
● For both, the particles that make up the wave oscillates about a fixed point
● They pass on energy to the next particle, which oscillates
● The energy moves along, but the matter remains
● With transverse waves, the particles oscillate perpendicular to the direction the wave travels
● With longitudinal waves, the particles oscillate parallel to the direction the wave travels

2) Explain the difference between a transverse wave and a longitudinal wave. (3)
● The oscillation causing the wave
● For a transverse wave is perpendicular to the direction of energy transfer
● And for a longitudinal wave is parallel to the direction of energy transfer, causing areas of compression and rarefaction

3) Describe what compressions and rarefactions are. (2)

● A compression is a region of higher pressure where the air particles are closer together
● A rarefaction is a region of lower pressure where the air particles are further apart

4) Give one example of a transverse wave. (1)

 Ripples on a water surface
 Vibrations on a guitar string
 Seismic S – waves
 Any electromagnetic wave
 Any other appropriate example

5) Give one example of a longitudinal wave. (1)

 Sound waves
 Ultrasound waves
 Seismic P – waves

6) Name one type of wave that may be either transverse or longitudinal. (1)
● Mechanical wave
● Earthquake waves

7) Describe one piece of evidence that shows when a sound wave travels through the air it is the wave and not the
air itself that travels. (1)
● A vibrating drum skin does not move the air away to create a vacuum around the drum
● Ripples caused by a stone dropped into a pond travels outwards carrying the energy, the water does not travel outwards
otherwise there will be a hole in the middle

Section 2: Properties of waves

1) Write an equation which shows the relationship between frequency, wavelength and wave speed. (1)
 wave speed = frequency × wavelength

2) Write an equation which shows the relationship between the period of a wave and its frequency. (1)
1
 𝑝𝑒𝑟𝑖𝑜𝑑 =
𝑓𝑟𝑒𝑞𝑢𝑒𝑛𝑐𝑦

3) What is meant by the ‘amplitude’ of a wave? (1)

● The maximum displacement of a point on a wave away from its undisturbed position

10
4) What is meant by the term ‘wavelength? (1)
● The distance from a point on one wave to the equivalent point on the adjacent wave

5) What is meant by the ‘frequency’ of a wave? (1)

● The number of waves passing a point each second

6) What is meant by the term ‘wave speed’? (1)

● The speed at which the energy is transferred (or the wave moves) through the medium

7) What is meant by the ‘period’ of a wave? (1)

● The time taken for one complete oscillation in seconds

8) Draw a diagram of a method which can be used to measure the sound of speed in air using a cathode ray
oscilloscope, microphones and a speaker. (3)

9) Describe a method to measure the sound of speed in air using a cathode ray oscilloscope, microphones and a
speaker. (6)
● Set up cathode ray oscilloscope so detected waves at each microphone are shown as separate waves
● Start with both microphones next to the speaker
● Slowly move one away until the two waves are aligned on the display
● And have moved exactly one wavelength apart
● Measure distance between the microphones to find one wavelength
● Use formula [wave speed = frequency × wavelength] to find the speed of the sound waves
● Where frequency is frequency of signal generator

Section 3: Required practical 8 Waves

Observing water waves in a ripple tank

1) Draw a diagram of a method to measure the speed of water ripples using a lamp. (4)

11
2) Describe a method to measure the speed of water ripples using a lamp. (6)
● Using a signal generator attached to the dipper of a ripple tank, you can create water waves at a set frequency
● Use a lamp to see wave crests on a screen below the tank
● The distance between each shadow line is equal to one wavelength.
● Measure the distance between shadow lines that are 10 wavelengths apart
● Then divide this distance by 10 to find the average wavelength
● Use formula [wave speed = frequency × wavelength] to find the speed of the sound waves
● Where frequency is frequency of signal generator

3) Describe how the wavelength of the water waves in a ripple tank can be measured accurately. (2)
● Use a metre rule to measure across 10 projected waves
● And then divide by 10

4) State why this setup is suitable for measuring the wavelength of water waves. (1)
● It allows you to measure the wavelength without disturbing the waves

5) Describe how a stroboscope may be used to measure the frequency of the water waves in the ripple tank (2)
● Stroboscope will ‘freeze’ pattern
● The frequency of stroboscope when it ‘freezes’ the pattern is equal to frequency of the waves

6) The student finds it difficult to measure the distance because the ripples are moving. Suggest and explain what
the student could do to make the measurements easier. (1)
● The student could use a stroboscope
● When frequency of stroboscope is equal to frequency of waves, waves will become ‘stationary’ and the pattern will
‘freeze’

Observing waves on a stretched spring or elastic cord

7) Draw a diagram of a method to measure the speed of waves on a stretched string. (4)

8) Describe a method to accurately measure the speed of waves on a string. (6)

● Turn on the signal generator and vibration transducer. The string will start to vibrate.
● Adjust the frequency of the signal generator until there’s a clear wave on the string
● You need to measure the wavelength of these waves
● The best way to do this accurately is to measure the lengths of as many half wavelengths in one go and then divide to
get the mean half-wavelength
● You can then double this mean to get a full wavelength
● The frequency is the frequency of the power supply
● Use formula [wave speed = frequency × wavelength] to find the speed of the sound waves
● Since wave speed is constant in a given medium, the experiment can be repeated for different frequencies, and a mean
can be calculated for these results

12
9) State why it is important to measure over many half – wavelengths and divide rather than measuring one half –
wavelength. (1)
● The more half-wavelengths measured over, the more accurate the result will be because the uncertainty will be divided
by a larger number, reducing the percentage uncertainty

10) Suggest one change to this apparatus to produce a wave with a lower frequency. (1)
● Use springs with a greater spring constant / string with greater tension

Section 4: Reflection of waves (TRIPLE ONLY)

1) Describe the three things that can happen to a wave at a boundary between two different materials. (3)
● Reflected where wave bounces off material and loses some energy
● Absorbed where all energy is transferred to the material’s energy stores
● Transmitted where wave passes through material, often leading to refraction where the waves change direction as it
passes from one material to another

2) Describe what happens to light as it passes from the surroundings to mirrored sunglasses. (2)
● Some of the light is reflected back
● And some is transmitted through the lens

3) State the relationship between the angle of incidence and the angle
of reflection when a wave is reflected. (1)
● Angle of incidence = angle of reflection

4) Explain how light is reflected from a rough surface. (2)

● The reflected rays are scattered in different directions
● Because the normal is different for each incoming ray

5) Describe the reflected ray when a smooth surface is reflected (2)

● As thin and bright
● As the incident ray

6) Describe the reflected ray when light is reflected from a rough surface. (2)
● Wider and dimmer
● Than the incident ray

7) A ray of light enters a tin can through a small hole as shown in the diagram. Explain why the small hole looks
black. (2)
● Light inside the tin can is reflected many times before incident on the hole
● At each reflection, energy is absorbed so very little energy leaves the hole

13
Section 5: Required practical 9 Light (TRIPLE ONLY)

Investigating refraction

1) Draw a diagram of an investigation a student could complete in order to

obtain similar data to that given in Table 3. (4)

2) Describe an investigation a student could complete in order to obtain similar

data to that given in Table 3. (6)
● Place a transparent glass rectangular block on a piece of paper and trace around it
● Use a ray box or a laser to shine a ray of light at the middle of one side of the block
● Trace the incident ray and mark where the light ray emerges on the other side of the block
● Remove the block and, with a straight line, join up the incident ray and the emerging point to show the path of the
refracted ray through the block
● Draw the normal at the point where the light ray entered the block
● Use a protractor to measure the angle between the incident ray and the normal (the angle of incidence, I) and the angle
between the refracted ray and the normal (the angle of refraction, R)
● Repeat this experiment using rectangular blocks made from different materials, keeping the incident angle the same
throughout

3) Give two possible causes of inaccuracy for this investigation and a solution for each. (4)
 An error could occur if the 90° lines are drawn incorrectly
o Use a set square to draw perpendicular lines
 The points for the incoming and reflected beam may be inaccurately marked
o Use a sharpened pencil and mark in the middle of the beam
 If the transparent glass is distorted, this could affect the reflection angle
o Make sure there are no blemishes on it
 The protractor resolution may make it difficult to read the angles accurately
o Use a protractor with a higher resolution

4) A student is investigating how cooking oil and water refract light. These liquids need to be placed within
transparent and solid containers to be used in this experiment. Explain why the student should ensure
that the container he uses have thin walls (2)
● Material of container will also refract light
● The thinner the walls of the container, the less this will affect the results

5) Explain why a ray box was used for this experiment. (2)
● Ray box produces thin rays of light
● Can easily see middle of the ray when tracing and measuring

6) Suggest an alternative to using a ray box to produce the incident ray of light. (1)
● A laser

14
Investigating reflection

7) Draw a diagram of a method to investigate the reflection of different materials. (4)

8) Describe a method to investigate the reflection of different materials. (6)

● Place a transparent glass rectangular block on a piece of paper and trace around it
● Use a ray box or a laser to shine a ray of light at the middle of one side of the block
● Trace the incident and reflected light beams
● Draw the normal at the point where the ray hits the object
● Use a protractor to measure the angle between the incident ray and the normal (the angle of incidence, I) and the angle
between the reflected ray and the normal (the angle of refraction, R)
● Record these values in a table
● Repeat this experiment for a range of different objects

9) The student measured the angle of incidence and angle of reflection at a mirror. State what she would notice
about these measurements. (1)
● The angle of incidence is equal to the angle of reflection

10) Give two reasons why a range of values for the angle of reflection may have been reached. (2)
● Misjudging the centre of the ray
● Not replacing mirror or ray box in the same position each time the experiment is repeated

15
Section 5: Sound waves (TRIPLE ONLY)

1) Describe how sound waves allow us to hear. (5)

● Sound waves can travel through solids causing vibrations in the solid
● In a solid, oscillations cause the entire object to vibrate at the same frequent as the sound wave
● Sound waves vibrate the air inside the ear and create pressure
● The change in pressure cause the ear drum (a thin membrane) and other parts to vibrate which causes the sensation of
sound
● Vibrations converted to electrical signals which are sent to the brain to hear sound

2) State why human hearing is limited. (1)

● The conversion of sound waves to vibrations of solids only works over a limited frequency range

3) State the frequency range of normal human hearing. (1)

● 20 Hz to 20,000 Hz

4) Describe the effect frequency, wavelength and amplitude have on a sound wave. (3)
● Increased amplitude makes the sound louder
● Increased frequency makes the pitch higher
● Increased wavelength makes the pitch lower

5) Explain how the characteristics of sound waves change as they travel from a gas to a solid medium. (5)
● Travels much faster in solids than gases
o As particles in solids are much closer together
o So vibrations can pass more easily between them
● Wave speed changes so wavelength also increases
● Frequency does not change when wave changes medium as waves would have to be destroyed or created at the
boundary, which is not possible

6) Explain why sound is not heard in space. (2)

● Sound waves require particles to vibrate
● So cannot travel through a vacuum as there is no medium for the sound waves to travel through and vibrate

Section 6: Ultrasound waves for detection and exploration (TRIPLE ONLY)

1) What is ultrasound? (1)

● Sound waves which have a frequency higher than the upper limit of hearing for humans, so above 20 000 Hz

2) State one medical use of ultrasound scanning. (1)

● Pre-natal scanning
● Imaging of a stomach, bladder, testicles (any organ not surrounded by bone)
● Detection of kidney stones and tumours

3) Explain how ultrasound waves are used to produce medical and industrial video images. (3)
● Pulses of ultrasound are directed towards target organ / crack
● Ultrasound waves are partially reflected when they meet a boundary between two different media
● The time taken and the distributions for the reflections to reach a detector can be used to determine how far away such
a boundary is and produce a video image
NOTE: The two boundaries should be stated based on the context of the question

16
4) Explain how sonar and echo sounding is used by deep sea fishermen to detect the depth of a shoal (a group) of
fish below the surface of the sea. (6)
● Sonar is ultrasound and has a high frequency
● And travels through water at about 1500 m/s
● An ultrasound signal is generated in the ship and emitted from the bottom of the ship
● The signal travels down through the water and strikes the shoal of fish
● The signal is reflected by the shoal of fish
● The reflected signal is detected on the ship
● The time between emission and detection measured
● This time is halved and the depth of fish is calculated using [distance = speed x time]

5) Compare the medical uses of ultrasound and X-rays. Your answer should include the risks, if any, and
precautions, if any, associated with the use of ultrasound and X-rays. (6)
Uses of ultrasound:
● Pre-natal scanning
● Imaging of a stomach, bladder, testicles (any organ not surrounded by bone)
● Detection of kidney stones and tumours
Advantages of ultrasound:
● Ultrasound poses no risk to the user / patient as it is not ionising so cannot damage human cells
● The operator needs to take no precautions when making an ultrasound scan
Uses of X-ray:
● Detecting bone fractures
● Detecting dental problems
● Killing cancer cells
● CT scanning
Advantages of X-rays:
● Images are high quality
● An image can be made of any part inside the body
● The scan produces a slice through the body so the image can be viewed from any direction
● So it is easier to diagnose a problem using the image
Disadvantages of X-rays:
● The X-rays used are ionising so can cause cell mutations
● Mutate cells and cause mutations
● Which could kill cells and cause abnormal growths which could lead to cancer
● The X-ray operator needs to go behind a metal or glass screen and wear a lead lined apron
Make sure to structure answer well, include all these headings and around two points from each heading

Section 7: Seismic waves (TRIPLE ONLY)

1) Describe what happens at a plate boundary to cause an earthquake. (2)

● Plates move relative to each other
● And cause a sudden release of energy

2) Describe what seismic waves are and compare the different types of seismic waves. (4)
● Seismic waves are produced by earthquakes
● P-waves are longitudinal, seismic waves
● P-waves travel at different speeds through solids and liquids
● S-waves are transverse, seismic waves
● S-waves cannot travel through a liquid, only through solids

3) S-waves produced at the Earth’s North Pole could not be detected in the South Pole. Suggest one conclusion
you can make about the Earth’s core from the observation. Explain your answer. (2)
● S-waves cannot travel through centre of Earth so part of Earth’s core must be liquid
● As S-waves cannot travel through liquids, only solids

17
4) Explain what we can tell about the structure of the Earth from where
seismic waves are detected. (4)
Seismic waves can tell us:
● The size of the core / mantle / crust
● That the core is liquid because no S waves travel through it so results in a
shadow zone
● That the mantle is solid because S waves do travel through it
● That a solid inner core is present due to:
o The refraction of P-waves at the boundary between semi-solid mantle
and liquid outer
o And the refraction between liquid outer core and solid inner core
● The composition and size of the inner and outer core

5) Why do seismic waves travel in curved paths through the Earth? (2)
● The Earth increases in density with depth
● So seismic waves change wave speed with changes in density

6) Describe how scientists can use seismometer records of P and S waves to locate the epicentre of an
earthquake. (3)
● Detect the arrival of P and S waves and measure the difference in arrival times
● Calculate the distance from the epicentre to station
● Do this for three different stations and triangulate using all the data

7) State one reason why the study of seismic waves is important. (1)
● Has provided new evidence that led to discoveries about parts of the Earth which are not directly observable, such as the
structure and size of the Earth’s core

18
Section 8: Electromagnetic waves

Types and uses of electromagnetic waves

1) What are electromagnetic waves? (1)

● Transverse waves that transfer energy from the source of the waves to an absorber

2) State all types of electromagnetic waves in order of wavelength, from longest wavelength to shortest. (2)
● Radio waves
● Microwaves
● Infrared
● Visible light
● Ultraviolet
● X-rays
● Gamma rays
Some mnemonics to help memorise these:
 Rich Men In Love Use Extra Gel
 Roman Men Invented Very Unusual X-Ray Guns

3) Give two properties of all electromagnetic waves. (2)

● Transverse
o So can be polarised
● Travel at the same velocity through a vacuum or air
● Can be reflected / refracted / diffracted / absorbed
● Transfer energy from the source of the waves to an absorber

4) State which electromagnetic wave humans can see. (1)

● Our eyes only detect visible light

5) Describe the effect wavelength has on an electromagnetic wave. (2)

● Wavelength affects how it is absorbed, transmitted, reflected or refracted by different substances
● Which affects its uses

6) Explain how radio signals are produced. (5)

● Radio waves are electromagnetic waves and are made up or oscillating electric and magnetic fields
● Oscillating electric and magnetic fields can be produced by an oscillating charged particle (e.g. an electron)
● Alternating currents are made up of oscillating electrons
● So radio waves can be produced by passing an alternating current through a transmitter
● The oscillating charges in the transmitter produce oscillating electric and magnetic fields (a radio wave) with the same
frequency as the frequency of the alternating current

7) Explain how radio signals are received. (4)

● When radio waves reach a receiver, they are absorbed by the electrons in the receiver
● This causes the electrons to oscillate at the same frequency as the radio wave
● This induces an alternating current in the receiver
● So the frequency of the alternating current in the transmitter is the same as the frequency in the receiver

8) For a navigation system to work, what effect must the microwave signals have on the aerial? (2)
● Create an alternating current
● With the same frequency as the microwaves signals

19
9) State one use of radio waves and explain why it is suitable for the stated use. (2)
● Use
o Television
o Radio
o Bluetooth
● Suitable for use because
o Radio waves are lower energy waves so are not harmful, so ideal for radio transmission

10) State one use of microwaves and explain why it is suitable for the stated use. (3)
● Use
o Satellite communications
o Cooking food
● Suitable for use because
o Microwaves can travel through the atmosphere in a straight line without being refracted, reflected or absorbed
o For food, microwaves penetrate food and are only absorbed by water and fat molecules causing them to heat
up
o Microwaves waves increase the kinetic energy and movement of water and fat molecules
o This means glass / plastic plates are not heated
o Microwaves can penetrate food further than infrared so less distance needed for conduction

11) State one use of infrared waves and explain why it is suitable for the stated use. (3)
● Use
o Electrical heaters
o Cooking food
o Infrared cameras
● Suitable for use because
o Electrical heaters and cookers glow hot red when electricity flows through them
o This transmits kinetic energy than is absorbed by the food and converted back into heat to heat the surface of
the food only
o This causes the water to evaporate from the surface and the surface could become crispy

12) State one use of visible light and explain why it is suitable for the stated use. (3)
● Use
o Fibre optic communications
● Suitable for use because
o Pulses of visible light used to transmit data through plastic optical fibres
o As visible light is not easily absorbed or scattered in a fibre so light is not lost when travelling from one end of
fibre to the other

13) State one use of ultraviolet and explain why it is suitable for the stated use. (3)
● Use
o Energy efficient lamps
o Sun tanning
o Security markings
● Suitable for use because
o For security markings, ink fluoresces when UV radiation is shone on it
o UV radiation transfers energy to ink and ink absorbs energy from UV radiation
o Energy from UV is re-radiated/re-emitted by ink at lower frequency as visible light
o For energy efficient lamps, UV waves are produced by the gas in the bulb when electrical current runs through
it
o Theses UV waves are absorbed and re-emitted as visible light by a layer of phosphorus (coating on the inside of
a bulb)

20
14) State one use of X-rays and explain why it is suitable for the stated use. (3)
● Use
o Medical imaging and treatments
● Suitable for use because
o They are absorbed by bone
o They are transmitted by soft tissue
o The time taken and the distributions for the transmitted rays to reach a detector can be used to determine how
far away such a boundary is
o This allows X-rays to be used for both medical and industrial imaging

15) State one use of gamma rays and explain why it is suitable for the stated use. (3)
● Use
o Sterilising food
o Treatment of tumours
● Suitable for use because
o They are the most energetic electromagnetic wave
o Can be focussed to kill cancer cells without damaging other cells

16) Genuine banknotes contain a special ink. This ink is invisible under normal light. Suggest why the ink glows
when ultraviolet radiation is shone on it. (3)
● The ink fluoresces when UV radiation is shone on it
● UV radiation transfers energy to ink and ink absorbs energy from UV radiation
● Energy from UV is re-radiated by the ink at lower frequency as visible light

17) Explain why the heating effect of objects are different. (3)
● Heating effect depends on power
● As well as wavelength and frequency

18) Mobile phones emit microwaves. Microwave ovens emit microwaves. Explain why a mobile phone does not
have the same heating effect as a microwave oven (2)
 The heating effect for the oven and the phone depends on their power
 And since the power of an oven is much greater than the power of a phone, the oven produces a greater heating effect

19) Explain why a glass plate does not get hot when put in a microwave oven. (2)
● Glass plate does not absorb any microwaves
● Because it does not contain any water or fat molecules so does not heat up

20) Explain the difference in the way microwaves and infrared waves heat food and how this leads to a difference
in the cooked food at the end. (5)
● Microwaves penetrate food and are only absorbed by water and fat molecules causing them to heat up
● Microwaves waves increase the kinetic energy and movement of water and fat molecules
● Whilst, with infrared waves, electrical heaters and cookers glow hot red when electricity flows through them
● This transmits kinetic energy than is absorbed by the food and converted back into heat to heat the surface of the food
only
● This causes the water to evaporate from the surface and the surface could become crispy

21) Explain why fire fighters can see through the smoke using a thermal imaging camera but not using a high-
definition visible light camera. (3)
● Thermal imaging camera detects infrared so distinguishes between objects at different temperatures
● Infrared passes through smoke
● Visible light is absorbed by smoke so cannot get past

21
22) In hilly areas it may be possible to receive radio signals with a long wavelength but not receive television
signals, radio signals with a short wavelength. Explain why. (3)
● Radio waves with short wavelengths can only be received when the receiver is in direct sight of the transmitter
● As they can easily be absorbed by obstacles / hills
● The radio waves with long wavelengths can be transmitted over long distances as they diffract across curved surface of
Earth

Dangers of electromagnetic waves

23) Describe how electromagnetic waves can be produced or generated. (3)

● Changes in atoms and the nuclei of atoms
o E.g. electrons moving between energy levels as a result of heat or electricity can generate waves
o E.g. an unstable nucleus can give out excess energy as gamma rays
● Can result in electromagnetic waves being generated or absorbed over a wide frequency range

24) State how gamma rays are produced. (1)

● Gamma rays originate from changes in the nucleus of an atom, an unstable nucleus giving out excess energy as gamma
rays

25) Explain how different types of electromagnetic waves are dangerous to the body. (3)
● Ultraviolet waves, X-rays and gamma rays can have hazardous effects on human body tissue
● X-rays and gamma rays are ionising radiation
o That can cause the mutation of genes and cancer if absorbed by the nucleus
● Gamma rays can change cell growth and cause uncontrolled growth

26) State two factors which determine the effect of radiation. (2)
● The type of radiation
● The size of the dose

27) What is meant by the term ‘radiation dose’? (1)

● A measure of the risk of harm resulting from an exposure of the body to the radiation

28) Give two effects of a person being exposed to too much UV radiation. (2)
● Increased risk of skin cancer
● Cause skin to age prematurely
● Damage to surface cell
● Causes blindness

22
Section 9: Refraction

1) Describe what happens when a light wave enters a medium in which it travels slower in, at an angle. (5)
● The edge of the wave that enters the medium slows down so the wave velocity decreases
● The wavelength decreases because wavelength is the ratio of wave velocity to frequency
● But the frequency remains the same
● The part of the wave that is in the less dense medium continues at the initial higher speed
● This causes the wave to change direction, towards the normal

2) Describe what happens when a light wave enters a medium in which it travels faster in, at an angle. (5)
● The edge of the wave that enters the medium speeds down so the wave velocity increases
● The wavelength increases because wavelength is the ratio of wave velocity to frequency
● But the frequency remains the same
● The part of the wave that is in the more dense medium continues at the initial lower speed
● This causes the wave to change direction, away from the normal

3) State what happens to the wave velocity, wavelength and frequency of a wave when it is refracted to a denser
materials. (3)
● Velocity decreases
● Wavelength decreases
● Frequency remains the same

4) State what happens to the wave velocity, wavelength and frequency of a wave when it is refracted to a less
dense material. (3)
● Velocity increases
● Wavelength increases
● Frequency remains the same

5) Why do waves that are travelling parallel to a boundary not refract? (2)
● Every point on the wave enters the medium at the same time
● And so every point slows down at the same time, resulting in no change in direction

6) What is refraction caused by? (1)

● Difference in velocity of the waves in different substances

7) Give two factors which effect the direction of refraction. (2)

● Angle at which wave hits boundary
● Materials involved

8) Explain what changes when different materials are refracted. (2)

● Angle of refraction changes for different materials
● Due to different optical densities

9) Define optical density. (1)

● A measure of how quickly light can travel through an object

10) State the relationship between the optical density of an object, the angle of incidence and the angle of
refraction during refraction (2)
● When a ray enters an optically denser material than its first material
o The angle of incidence is greater than the angle of reflection
● When a ray enters a less optically dense material than its first material
o The angle of incidence is smaller than the angle of reflection

23
Section 10: Required practical 10 Radiation and absorption

1) Describe a method to investigate infrared emissions of different surfaces. (6)

● Place an empty Leslie cube on a heat-proof mat
● Fill the Leslie cube with boiling water
● Wait for the cube to warm up
● Hold a thermometer against each of the four vertical faces of the cube
● You should find that all four faces are the same temperature
● Hold an infrared detector a set distance away from one of the cube’s vertical faces
● Record the amount of IR radiation detected
● Repeat this measurement for each of the cube’s faces and calculate a mean

2) The four sides of the cubes are matte black, shiny black, matte white and shiny white. Predict which side emits
the most infrared radiation and which side emits the least infrared radiation. (1)
● Most: matt black
● Least: shiny white

Section 11: Lenses (TRIPLE ONLY)

1) State how a lens forms images. (1)

● By refracting light

2) What is the purpose of ray diagrams? (1)

● Ray diagrams are used to show the formation of images by convex and concave lenses

3) Explain how a convex lens forms images. (4)

● A lens forms an image by refracting light
● Convex lenses are wider in the middle than at the edges
● Parallel rays of light are brought to a focus at the principal focus
o Because parallel rays of light entering converge (converging lens)
● The image produced by a convex lens can be either real or virtual

4) Explain how a concave lens forms images. (4)

● A lens forms an image by refracting light
● Concave lenses are wider at the edges than in the middle
● Parallel rays of light entering spread out
● Making rays appear to have come from the principle focus on the same side that they originated
o Because parallel rays of light entering diverge (diverging lens)
● The image produced by a concave lens is always virtual

5) What is meant by the ‘focal length’? (1)

● The distance from the lens to the principal focus

6) Describe the difference between real and virtual images. (3)

● Real images are formed on the opposite side of the lens where the rays of light intersect and can be projected onto a
screen
● But virtual images are formed on the same side of the lens of the object and can only be seen by looking through a lens
o They are formed by the eye where the brain assumes that the diverging rays entering it must have travelled in a
straight line to the source

7) State the formula for magnification. (1)

𝑖𝑚𝑎𝑔𝑒 ℎ𝑒𝑖𝑔ℎ𝑡
 𝑚𝑎𝑔𝑛𝑖𝑓𝑖𝑐𝑎𝑡𝑖𝑜𝑛 =
𝑜𝑏𝑗𝑒𝑐𝑡 ℎ𝑒𝑖𝑔ℎ𝑡

24
8) Why does magnification have no units? (1)
 Units cancel out so magnification is a ratio

Section 12: Visible light (TRIPLE ONLY)

1) Describe colour in terms of the visible light spectrum. (1)

● Each colour within the visible light spectrum has its own narrow band of wavelength and frequency

2) What are the names given to objects that transmit light? (1)
● Transparent / translucent

3) Describe the difference between specular and diffuse reflection. (2)

● Specular reflection is reflection from a smooth surface in a single direction
● Diffuse reflection is reflection from a rough surface causes scattering

4) Explain how a colour filter works. (2)

● Colour filters work by absorbing certain wavelengths and colour (all colours of visible light apart from that specific
colour)
● And transmitting (allowing through only the specific colour) other wavelengths and colour

5) What is an opaque object? (2)

● Objects which do not transmit light
● All light which hits it is either absorbed or reflected

6) What causes an object to appear white? (1)

● If all wavelengths are reflected equally the object appears white

7) What causes an object to appear black? (1)

● If all wavelengths are absorbed the objects appears black

8) Describe how the colour of an opaque object is determined. (6)

● Determined by which wavelengths of light are more strongly reflected
● Wavelengths that are not reflected are absorbed
● If object appears coloured:
o Object is reflecting light of that particular colour
o And absorbing other wavelengths
● If all wavelengths are reflected equally the object appears white
● If all wavelengths are absorbed the objects appears black

25
Section 13: Black body emission and absorption of infrared radiation (TRIPLE ONLY)

1) Describe the relationship between the temperature of a body and the amount of infrared radiation emitted. (1)
● The hotter the body, the more infrared radiation it radiates in a given time

2) State two things which all objects do in terms of radiation. (2)

● Emit and absorb
● Infrared radiation

3) In which part of the electromagnetic spectrum is the peak of the low temperature curve? (1)
● Infrared

4) Describe what is meant by a perfect black body. (2)

● An object that absorbs all of the radiation incident on it and is the best possible emitter of radiation
● It does not reflect or transmit any radiation

5) Describe how the intensity of the emitted radiation changes with temperature. (2)
● As temperature increases, the intensity of every wavelength increases
● The shorter the wavelength, the more rapid the increase in intensity
● The peak intensity occurs at shorter wavelength

6) Explain why a filament lamp appears brighter and less red as its temperature increases. (4)
● Intensity of radiation increases with temperature
● The distribution of the emitted wavelengths of radiation is affected by temperature
● At low temperatures, the intensity of radiation emitted is low and the range of emitted wavelengths of radiation are
high so the lamp appears dull red
● At higher temperatures, the intensity of the radiation is greater and the range of emitted wavelengths of radiation are
low so the lamp appears to be brighter and less red

7) Explain how the appearance of the black body radiator varies with temperature. (3)
● Black
● to red/orange as object is heated
● and eventually white when object gets hotter and emits shorter wavelengths

8) Describe how the temperature of an object depends on the rate of radiation being emitted and absorbed. (3)
● A body at constant temperature is absorbing radiation at the same rate as it is emitting radiation
● The temperature of a body increases when the body absorbs radiation faster than it emits radiation
● The temperature of a body decreases when it emits radiation faster than it absorbs radiation

26
9) Explain, with respect to the radiation emitted by the sun and the earth, how the temperature of the earth
remains approximately constant. Include the factors which effect the temperature of the Earth. (6)
● During the day:
o The half of the earth which is facing the sun is hit by radiation emitted by the sun
o Some of this radiation is absorbed by the earth’s atmosphere and the earth’s surface
o So the amount of radiation absorbed during the day is greater than the amount emitted
o This causes an increase in local temperature
● During the night:
o The half of the earth which is facing away from the sun is hit by no radiation
o This half of the earth absorbs very little radiation but emits radiation at the same rate
o So the amount of radiation absorbed during the day is night less than the amount emitted
● During a full cycle of day and night, one half of the earth will be increasing in temperature whilst the other half will be
decreasing in temperature
● Overall, these temperature changes balance out and so the average temperature of the earth remains constant

27
1
4.7 / 6.7 Magnetism and Electromagnetism

Magnetism and Electromagnetism Memory Questions ......................................................................................... 3

Section 1: Poles of a magnet ......................................................................................................................................... 3
Section 2: Magnetic fields ............................................................................................................................................. 3
Section 3: Electromagnetism ........................................................................................................................................ 3
Section 4: Electromagnetic devices (TRIPLE ONLY)....................................................................................................... 4
Section 5: Fleming’s left-hand rule ............................................................................................................................... 4
Section 6: Electric motors ............................................................................................................................................. 4
Section 7: Loudspeakers (TRIPLE ONLY)........................................................................................................................ 4
Section 8: Induced potential (TRIPLE ONLY) ................................................................................................................. 5
Section 9: Uses of the generator effect (TRIPLE ONLY) ................................................................................................ 5
Section 10: Microphones (TRIPLE ONLY) ...................................................................................................................... 5
Section 11: Transformers (TRIPLE ONLY) ...................................................................................................................... 5
Magnetism and Electromagnetism Memory Model Answers ................................................................................. 6
Section 1: Poles of a magnet ......................................................................................................................................... 6
Section 2: Magnetic fields ............................................................................................................................................. 6
Section 3: Electromagnetism ........................................................................................................................................ 8
Section 4: Electromagnetic devices (TRIPLE ONLY)..................................................................................................... 10
Section 5: Fleming’s left-hand rule ............................................................................................................................. 11
Section 6: Electric motors ........................................................................................................................................... 12
Section 7: Loudspeakers (TRIPLE ONLY)...................................................................................................................... 13
Section 8: Induced potential (TRIPLE ONLY) ............................................................................................................... 13
Section 9: Uses of the generator effect (TRIPLE ONLY) .............................................................................................. 14
Section 10: Microphones (TRIPLE ONLY) .................................................................................................................... 16
Section 11: Transformers (TRIPLE ONLY) .................................................................................................................... 17

2
Magnetism and Electromagnetism Memory Questions
Section 1: Poles of a magnet

1) What are the poles of a magnet? (1)

2) Explain what happens when two magnets are brought close together. (3)
3) What type of force is the attraction and repulsion of a magnet? (1)
4) Define what a ‘permanent magnet’ is. (1)
5) Define what an ‘induced magnet’ is. (1)
6) Describe the difference between permanent and induced magnets. (3)
7) A block of cobalt is next to a bar magnet. A steel paperclip is placed against the end of the block of cobalt. The
paperclip sticks to the block of cobalt. Explain why this is the case. (2)

Section 2: Magnetic fields

1) Define the term ‘magnetic field’. (1)

2) Name two magnetic materials. (2)
3) What does the strength of a magnetic field depend on? (1)
4) Explain how a compass could be used to determine the shape of the magnetic field around a magnet. (6)
5) Describe the direction of the magnetic field at any given point around a bar magnet. Include a diagram showing
the magnetic field around a magnet. (4)
6) State what would happen to a compass if it was moved far away from any magnets. Explain what this shows.
(2)
7) Describe how the flux density changes as the distance between the magnet and magnetic material increases.
(2)

Section 3: Electromagnetism

1) What is an electromagnet? (1)

2) State what happens when current flows through a conducting wire. (1)
3) Describe the shape of the magnetic field around a current-conducting wire. (2)
4) State what happens when the direction of the conventional current is reversed. (1)
5) State two factors which affect the strength of the magnetic field produced around a
wire. (2)
6) Describe how to increase the strength of the magnetic field created by a current
flowing through a wire. Explain how these changes increase the strength of the
magnetic field. (4)
7) State two changes which could increase the strength of the magnetic field of an
electromagnet. (2)
8) A current is passing through a wire. Describe how the magnetic effect of a
current can be demonstrated. (2)
9) Explain why electromagnets are very useful. (2)
10) On the diagram of a solenoid, sketch the shape of the magnetic field
produced. (2)
11) Sketch the shape of the magnetic field around a current carrying wire. (2)
12) Describe how the students could build an electromagnet using the
materials in figure 1. Include in your answer how the students should
vary and test the strength of their electromagnet. (6)

3
Section 4: Electromagnetic devices (TRIPLE ONLY)

1) Generic question: Interpret the diagram of an electromagnetic

device to order to explain how it works. (6)
2) Figure 11 shows the ignition circuit used to switch the starter
motor in a car on. The circuit includes an electromagnetic
switch. Explain how the ignition circuit works. (4)
3) The diagram below shows a door lock which can be opened from
a flat inside a building. Explain how the door is unlocked
when the switch is closed. (5)
4) A bell uses an electromagnet and circuit to
operate. Explain how this works. (6)
5) The diagrams show a relay switch and how it
is used in a car ignition circuit. Turning
the ignition key closes the ignition
switch. Explain how this causes the
starter motor to operate. (6)
6) What are the benefits of using a relay switch
to turn a power generator on or off? (3)

Section 5: Fleming’s left-hand rule

1) Describe what is meant by the motor effect. (2)

2) Describe a method to show the direction of force using a horseshoe magnet with a set of rails. (4)
3) What does magnetic flux density show? (1)
4) Describe how the direction of the copper wire will move can be predicted using Fleming’s left-hand rule. (4)
5) State what happens when a current carrying conductor runs parallel to the magnetic field.
(1)
6) A conductor is at right angles to a magnetic field and is carrying current. State the equation
which links force, magnetic flux density, current and the length of the conductor. (1)
7) State three factors which determine the magnitude of the force acting on a wire
(experiencing the motor effect). (3)
8) Complete the diagram by labelling the North and South poles of the permanent magnet and
sketching the resulting magnetic field between the poles. (2)

Section 6: Electric motors

1) Briefly describe the basics of an electric motor. (1)

2) State two ways to make an electric motor rotate faster. (2)
3) State two ways to reverse the direction rotation of an electric motor. (2)
4) Explain why a coil in a dc motor turns. Include details on how the coil is kept rotating in the same direction. (4)
5) A power transmission wire hangs so that it is at right angles to the Earth’s magnetic field. Although this
magnetic field is constant, the cable experiences a changing force. Explain why the force experienced by
the cable changes. (4)

Section 7: Loudspeakers (TRIPLE ONLY)

1) State what loudspeakers and headphone use the motor effect for. (1)
2) Explain how a moving-coil loudspeaker and headphones work. (6)
3) Describe one way to increase the loudness of the sound produced by a moving-coil loudspeaker. (1)
4) State one way to increase the pitch of the sound produced by a moving-coil loudspeaker. (1)
5) State one way to decrease the pitch of the sound produced by a moving-coil loudspeaker. (1)

4
Section 8: Induced potential (TRIPLE ONLY)

1) Describe what is meant by the generator effect. (3)

2) State two factors that reverse the direction of the induced
potential difference/induced current. (2)
3) State three factors that increase the size of the induced potential
difference / induced current. (3)
4) Describe the magnetic field generated by an induced current. (2)
5) Describe how the device in figure 1 uses the generator effect to power the bicycle’s
lamp. (3)
6) Describe how the ammeter needle changes as the coil spins and explain your
answer. (3)

Section 9: Uses of the generator effect (TRIPLE ONLY)

1) Explain how the generator effect is used in an alternator to generate ac. (6)
2) Sketch an alternating current on a graph. (1)
3) An alternator produces a voltage. Explain what is happening when the
maximum potential difference occurs. (2)
4) An alternator produces a voltage. Explain what is happening when the
potential difference is zero. (2)
5) Explain how the generator effect is used in a dynamo to generate dc.
Explain how this links to the shape of a direct current graph. (6)
6) Sketch a direct current on a graph. (1)
7) A dynamo produces a voltage. Explain what is happening when the
maximum potential difference occurs. (2)
8) A dynamo produces a voltage. Explain what is happening when the
potential difference is zero. (2)

Section 10: Microphones (TRIPLE ONLY)

1) State what microphones use the generator effect for. (1)

2) Describe how a sound wave that enters a microphone gets converted into an electrical signal. (6)

Section 11: Transformers (TRIPLE ONLY)

1) Describe what a basic transformer consists of. Include details on construction and the materials used. (4)
2) Explain how a transformer works. (5)
3) Explain why alternating current must be used for transformers. (2)
4) Describe the differences between a step-up transformer and a step-down transformer. (2)
5) Explain why there is greater alternating current in the primary coil than in the secondary coil in a step-up
transformer. (3)
6) State the relationship between power input and power output with regards to transformers. (1)
7) Describe two possible causes of energy lost in a transformer. (2)
8) State the formula which links the potential differences across the primary and secondary coils and the number
of turns on each coil. (1)
9) State the formula used when transformers are 100 % efficient. State why this is used. (2)
10) Explain how energy is wasted during power transmission in the National Grid and how transformers are used
to improve the efficiency of this. (3)

5
Magnetism and Electromagnetism Memory Model Answers
Section 1: Poles of a magnet

1) What are the poles of a magnet? (1)

● The places where the magnetic forces are strongest

2) Explain what happens when two magnets are brought close together. (3)
● They exert a force on each other
● Two like poles repel each other
● Two unlike poles attract each other

3) What type of force is the attraction and repulsion of a magnet? (1)

● A non-contact force

4) Define what a ‘permanent magnet’ is. (1)

● A permanent magnet produces its own magnetic field

5) Define what an ‘induced magnet’ is. (1)

● An induced magnet is a material that becomes a magnet when it is placed in a magnetic field but when removed from
the magnetic field, it loses most/all of its magnetism quickly

6) Describe the difference between permanent and induced magnets. (3)

● A permanent magnet produces its own magnetic field
● Whilst an induced magnet is a material that becomes a magnet when it is placed in a magnetic field but when removed
from the magnetic field, it loses most/all of its magnetism quickly
● Induced magnetism always causes a force of attraction whilst a permanent magnet can cause attraction and repulsion

7) A block of cobalt is next to a bar magnet. A steel paperclip is placed against the end of the block of cobalt. The
paperclip sticks to the block of cobalt. Explain why this is the case. (2)
• The block of cobalt becomes an induced magnet when it is placed in the magnetic field of the bar magnet
• Which causes the force of attraction between the cobalt and the paperclip

Section 2: Magnetic fields

1) Define the term ‘magnetic field’. (1)

● The region around a magnet where a force acts on another magnet or on a magnetic material

2) Name two magnetic materials. (2)

● Iron
● Steel
● Cobalt
● Iron

3) What does the strength of a magnetic field depend on? (1)

● Distance from the magnet

6
4) Explain how a compass could be used to determine the shape of the magnetic field around a magnet. (6)
● A magnetic compass contains a small bar magnet
o The north pole of the magnet is attracted to the south pole of any magnet near by
o So the needle of the compass points in the direction of the magnetic field it is in
● Place a plotting compass near the north / south pole of the magnet and mark the direction that the compass points
● Move the plotting compass around the bar magnet to the other pole marking at regular intervals the direction the
compass points
● Join the points up and add an arrow pointing from the north pole to the south pole

5) Describe the direction of the magnetic field at any given point around a bar magnet. Include a diagram showing
the magnetic field around a magnet. (4)
● The direction is given by the direction of the force that would act on another north pole placed at that point
● The direction of a magnetic field line is from the north (seeking) pole of a magnet to the south seeking pole of the
magnet

6) State what would happen to a compass if it was moved far away from any magnets. Explain what this shows.
(2)
● It would point to geographic north
● Because the compass needle points in the direction of the Earth’s magnetic field
● This is evidence that the core of the Earth must be magnetic

7) Describe how the flux density changes as the distance between the magnet and magnetic material increases.
(2)
● Flux density is the density of field lines and indicates the strength of the field at that point
● As distance increase, flux density decreases so the strength of the magnetic field decreases and exerts a smaller force on
the material

7
Section 3: Electromagnetism

1) What is an electromagnet? (1)

● A solenoid with an iron core

2) State what happens when current flows through a conducting wire. (1)
● A magnetic field is produced around the wire

3) Describe the shape of the magnetic field around a current-conducting wire. (2)
● Series of concentric circles in a plane
● Perpendicular to the wire

4) State what happens when the direction of the conventional current is reversed. (1)
● Direction of magnetic field reverses

5) State two factors which affect the strength of the magnetic field produced around a wire. (2)
● Current through the wire
● Distance from the wire

6) Describe how to increase the strength of the magnetic field created by a current flowing through a wire. Explain
how these changes increase the strength of the magnetic field. (4)
● Shaping a wire to form a solenoid
o Concentrates a long piece of wire into a smaller area
o Field lines around each loop of wire line up with each other
o This causes lots of field lines to point in the same direction and become very close to each other
o The magnetic field inside the solenoid becomes strong and uniform
o It has the same strength and direction at every point
● Adding an iron core in the middle of the solenoid

7) State two changes which could increase the strength of the magnetic field of an electromagnet. (2)
● Increased number of coils of wire
● Increased current
● Softer iron core

8) A current is passing through a wire. Describe how the magnetic effect of a

current can be demonstrated. (2)
● Move a plotting compass around the wire
● When current off, compass lines up with Earth’s magnetic field
● When current on, compass deflects in direction of wire’s magnetic field
● The changing direction of the compass needle shows a magnetic field has been produced

9) Explain why electromagnets are very useful. (2)

● Strength of magnetic field can change by changing size of the current
● Stronger than permanent magnets
● Magnetic field can be turned on and off by an electrical current

8
10) On the diagram of a solenoid, sketch the shape of the magnetic field produced. (2)

11) Sketch the shape of the magnetic field around a current carrying wire. (2)

12) Describe how the students could build an electromagnet using the materials in figure 1. Include in your
answer how the students should vary and test the strength of their electromagnet. (6)
How to make an electromagnet
• Wrap the wire around the nail
• Connect the wire to the power supply with connecting leads and croc clips
• Switch on the power supply
How to vary the strength of the electromagnet
• Change the number of turns on the coil
• Change the current through the coil
How to test the electromagnet
• Suspend paperclips from the electromagnet
• The more paperclips suspended, the stronger the electromagnet is
• Clamp the electromagnet at different distances from the paperclips
• The further the distance from which paperclips can be attracted, the stronger the electromagnet is
• Test before and after making alterations to change the strength
• Compare the results from before and after making alterations

9
Section 4: Electromagnetic devices (TRIPLE ONLY)

1) Generic question: Interpret the diagram of an electromagnetic device to order to explain how it works. (6)
● Switch closes and causes a current to pass through electromagnet
● The iron core of the electromagnet becomes magnetised, producing a magnetic field
● It attracts the (arm / bar / named in diagram)
● Contacts pushed together
● This completes the circuit
● So current flows through the motor which turns / moves
This is a generic template. All electromagnetic devices operate with essentially the exact same points, just be specific to the terms
used in the diagram

2) Figure 11 shows the ignition circuit used to switch the starter motor
in a car on. The circuit includes an electromagnetic switch.
Explain how the ignition circuit works. (4)
• Closing the ignition switch causes a current to pass through the
electromagnet
• The iron core of the electromagnet becomes magnetised and produces
a magnetic field
• The iron core attracts the short side of the iron arm
• The iron arm pushes the contacts inside the electromagnetic switch
together
• The starter motor circuit is complete
• A current flows through the starter motor, which then turns

3) The diagram below shows a door lock which can be opened from a flat inside
a building. Explain how the door is unlocked when the switch is closed.
(5)
• Closing the switch causes a current to pass through the electromagnet
• The iron core of the electromagnet becomes magnetised and produces a
magnetic field
• The iron core attracts the iron bolt and pulls it down, out of the plunger
• The plunger is released and moved to the right
• Causing the push switch to move to the right and open, closing the door

4) A bell uses an electromagnet and circuit to operate. Explain how this works. (6)
● Closing the switch causes a current to pass through the electromagnet
● The iron core of the electromagnet becomes magnetised, producing a
magnetic field
● It attracts the arm so the arm pivots and causes the hammer to ring the
bell
● When the arm pivots, contacts move apart so breaks the circuit
● Current stops flowing, electromagnets switches off and becomes
demagnetised
● The iron core is now demagnetised so the arm is no longer attracted to
the core and so swings back to the original position
● This re-completes circuit and the cycle starts again
● The result is that the bell will continue to ring until the switch is opened

10
5) The diagrams show a relay switch and how it is used in a car ignition circuit. Turning the ignition key closes the
ignition switch. Explain how this causes the starter motor to operate. (6)
• Closing the ignition switch causes a current to pass through the electromagnet
• The iron core of the electromagnet becomes magnetised and produce a magnetic field
• The iron core attracts the short side of the iron arm
• The iron arm pushes the contacts together
• The starter motor circuit is complete and current flows through the starter motor

6) What are the benefits of using a relay switch to turn a power generator on or off? (3)
● The power generator produces a very high voltage
● If a person turns it on directly, there is a risk of electrocution if there is a fault
● By separating the two circuits, the person only has the risk from a low voltage circuit

Section 5: Fleming’s left-hand rule

1) Describe what is meant by the motor effect. (2)

● When a conductor carrying a current is placed in a magnetic field
● The magnet producing the field and the conductor interact and exert a force on each other
● The wire experiences a force and moves

2) Describe a method to show the direction of force using a horseshoe magnet with a set of rails. (4)
● Apply a current to the set of rails inside the horseshoe magnet
● Place a bar on the rails
● This completes the circuit
● This generates a force which rolls the bar along the rails

3) What does magnetic flux density show? (1)

● Strength of magnetic field / how many flux lines there are in a given region

4) Describe how the direction of the copper wire will move can be predicted using Fleming’s left-hand rule. (4)
● Point the first two fingers and thumb of the left hand so they are at right angles
● Point the first / index finger in the direction of the magnetic field from north to south
● Point the second / middle finger in the direction of current from positive to negative
● The thumb then points in the direction of the force

5) State what happens when a current carrying conductor runs parallel to the magnetic field. (1)
● No force is experienced

6) A conductor is at right angles to a magnetic field and is carrying current. State the equation which links force,
magnetic flux density, current and the length of the conductor. (1)
● force = magnetic flux density x current x length

11
7) State three factors which determine the magnitude of the force acting on a wire (experiencing the motor
effect). (3)
• The magnetic flux density
• The current flowing through the wire
• The length of the wire in the magnetic field

8) Complete the diagram by labelling the North and South poles of the permanent magnet and sketching the
resulting magnetic field between the poles. (2)

Section 6: Electric motors

1) Briefly describe the basics of an electric motor. (1)

● A coil of wire carrying a current in a magnetic field that rotates

2) State two ways to make an electric motor rotate faster. (2)

● Stronger magnets
● Greater current
● More turns on coil
● Adding an iron core
● Higher voltage

3) State two ways to reverse the direction rotation of an electric motor. (2)
● Reverse polarity of magnetic field by placing magnets opposite way round
● Reverse direction of current by connecting battery the other way round

4) Explain why a coil in a dc motor turns. Include details on how the coil is kept rotating in the same direction. (4)
● The interacting magnetic fields of the coil and the magnets causes a force on each arm of the coil
● In the opposite direction which causes the coil to rotate
● The brush contact at the commutator are swapped every half turn to reverse the direction of the current
● This swaps the direction of the forces for each arm and keeps the direction of rotation constant

5) A power transmission wire hangs so that it is at right angles to the Earth’s magnetic field. Although this
magnetic field is constant, the cable experiences a changing force. Explain why the force experienced by
the cable changes. (4)
● The transmission wire carries an alternating current
● The force is caused by this current which varies in size and direction
● The direction of this force depends on the direction of the current so the direction of the force also changes
● The magnitude of this force depends on the magnitude of the current so the magnitude of the force also changes

12
Section 7: Loudspeakers (TRIPLE ONLY)

1) State what loudspeakers and headphone use the motor effect for. (1)
● To convert variations in current in electrical circuits to the pressure variations
in sound waves

2) Explain how a moving-coil loudspeaker and headphones work. (6)

● Alternating current flowing through the coil creates a magnetic field around
the coil
● This magnetic field interacts with the permanent magnetic field of the
conductor
● This produces a resultant force and the coil moves
● When the direction of the current changes, the direction of the force changes
to the opposite direction
● The size of the current also affects the size of the force
● The varying current alternates the direction of the force and causes the coil
to vibrate
● The vibrating coil causes the cone to vibrate
● The vibrating cone causes the air molecules to move
● The movement of the air molecules produces the pressure variations in the air needed for a sound wave
● The air molecules bunch together forming compressions and spread apart forming rarefactions
● The frequency of the sound waves produced is equal to the frequency of the a.c. current

3) Describe one way to increase the loudness of the sound produced by a moving-coil loudspeaker. (1)
● Increasing current produces a larger force so the coil oscillates with a higher amplitude and produces louder sound
waves

4) State one way to increase the pitch of the sound produced by a moving-coil loudspeaker. (1)
● Use a small cone for higher pitched sounds

5) State one way to decrease the pitch of the sound produced by a moving-coil loudspeaker. (1)
● Use a large cone for lower pitched sounds

Section 8: Induced potential (TRIPLE ONLY)

1) Describe what is meant by the generator effect. (3)

● If an electrical conductor moves relative to a magnetic field or if
there is a change in the magnetic field around a conductor
● A potential difference is induced across the ends of the conductor
● If the conductor is part of a complete circuit, a current is induced in
the conductor (electromagnetic induction)

2) State two factors that reverse the direction of the induced potential difference/induced current. (2)
● Reverse direction of motion of conductor
● Reverse polarity of magnetic field

3) State three factors that increase the size of the induced potential difference / induced current. (3)
● Increasing the speed of movement
● Increasing the strength of the magnetic field
● Using more turns on the solenoid
● Increasing the area of the coil

13
4) Describe the magnetic field generated by an induced current. (2)
● Opposes the original change
● So opposes either the movement of the conductor or the change in magnetic field

5) Describe how the device in figure 1 uses the generator effect to power the bicycle’s
lamp. (3)
● As bicycle wheel turns, the generator wheel on the device is turned. This causes the
magnet to rotate
● The coil of wire experiences a change in magnetic field, which induces a potential difference
● The wires to the lamp form a complete circuit, and so a current is induced

6) Describe how the ammeter needle changes as the coil spins and explain your answer. (3)
● Alternates between + and –
● Because the coil moves up through the field and then down its direction of travel through the field
● So, the current is induced in one direction and then the other

Section 9: Uses of the generator effect (TRIPLE ONLY)

1) Explain how the generator effect is used in an alternator to generate ac.

(6)
● The alternator rotates the coil in a magnetic field and cuts through magnetic
flux lines
● As the magnet spins, the direction of the magnetic field through which the coil
rotates through alternates
● So an alternating potential difference and current is induced in the coil,
causing the current to change direction every half turn
● The slip rings and brushes ensure the contacts do not swap every half turn,
keeps the circuit complete and makes sure the current continues to flow
● Brushes make good and continuous contact between the coil and the circuit
● This produces an alternating current
● Speed and frequency of rotation of the coils determines the frequency of alternating current

2) Sketch an alternating current on a graph. (1)

3) An alternator produces a voltage. Explain what is happening when the maximum potential difference occurs.
(2)
● The maximum potential difference is when the coil and magnetic field are horizontal
● As the magnetic field is being cut by the rotating coil at the fastest possible rate

4) An alternator produces a voltage. Explain what is happening when the potential difference is zero. (2)
● Potential difference is zero when the coil is vertical / upright
● As it is moving parallel to magnetic field so the coil is not cutting through magnetic field lines
14
5) Explain how the generator effect is used in a dynamo to generate dc.
Explain how this links to the shape of a direct current graph. (6)
● Dynamos rotate a coil in a magnetic field as the sides of the coil parallel to the
magnet experience a force in opposite directions
● The forces cause moments that act in the same clockwise / anticlockwise
direction
● The moments cause the coil to rotate clockwise / anticlockwise
● The magnet is fixed
● As the coil spins, a potential difference and current is induced in the coil causing the current to keep flowing in the same
direction
● Because coil is cutting through current magnetic flux lines
● Dynamos have a split-ring commutator with two sides separated by a gap
● Each side is connected to the side of the coil moving up or down
● Each half-revolution, the two halves of the rotating commutator swap from one carbon brush to the other and so
reverses the current in the coil
● This keeps the forces in the same direction so the coil is kept rotating
● Twin peaks is one full rotation of the coil
● As each side of the coil passes through the magnetic field twice during each cycle of rotation (one passing down and
once passing up)

6) Sketch a direct current on a graph. (1)

7) A dynamo produces a voltage. Explain what is happening when the maximum potential difference occurs. (2)
● The maximum potential difference is when the coil and magnetic field are horizontal
● As the magnetic field is being cut by the rotating coil at the fastest possible rate

8) A dynamo produces a voltage. Explain what is happening when the potential difference is zero. (2)
● Potential difference is zero when the coil is vertical / upright
● As it is moving parallel to magnetic field so the coil is not cutting through magnetic field lines

15
Section 10: Microphones (TRIPLE ONLY)

1) State what microphones use the generator effect for. (1)

● To convert the pressure variations in sound waves into variations in current in electrical circuits

2) Describe how a sound wave that enters a microphone gets converted into an electrical signal. (6)
● The sound waves hits a flexible diaphragm, attached to a coil of wire, wrapped around a permanent magnet
● The diaphragm moves
● The diaphragm and coil vibrates at the sound frequency as the sound wave
● The larger the amplitude of the sound, the bigger the amplitude of variation of the diaphragm
● This causes the coil of wire to move in the magnetic field
● Which induces a current and potential difference in the coil
● With the same frequency of the sound wave

16
Section 11: Transformers (TRIPLE ONLY)

1) Describe what a basic transformer consists of. Include details on construction and the materials used. (4)
● A core made from iron
o Iron is easily magnetised
o Increases the strength of the magnetic field inside the primary core
o To transfer the magnetic field to the secondary coil
● Primary coil and a secondary coil wound on an iron core
● The coils are made from an electrical conductor, namely copper
● The coils are covered in insulation, namely plastic
o Insulated so the current does not flow through the iron core
● The coils are usually on opposite sides

2) Explain how a transformer works. (5)

● An alternating current is supplied to the primary coil
● Which produces an alternating magnetic field
● In the iron core
● This changing magnetic field links with the secondary coil
● Which induces an alternating voltage / p.d. across the secondary coil

3) Explain why alternating current must be used for transformers. (2)

● a.c. produces a changing magnetic field
● A changing magnetic field is required to produce a changing voltage / current in the coil

4) Describe the differences between a step-up transformer and a step-down transformer. (2)
● Step-up transformer has more turns on secondary coil than its primary but step-down transformer has less turns on
secondary coil than its primary
● With Step-up transformers, the output p.d. Is greater than the input p.d. but with step-down transformers, the output
p.d. Is lower than the input p.d.

5) Explain why there is greater alternating current in the primary coil than in the secondary coil in a step-up
transformer. (3)
● Step-up transformer has more turns on secondary coil than its primary
● So the output p.d. is greater than the input p.d.
● However, power is constant so current induced in secondary coil is lower than in primary

6) State the relationship between power input and power output with regards to transformers. (1)
● Power output is less than power input as transformers are not 100% efficient

7) Describe two possible causes of energy lost in a transformer. (2)

● Energy is lost by heating
● And due to the resistance of the coil

8) State the formula which links the potential differences across the primary and secondary coils and the number
of turns on each coil. (1)
𝑉𝑝 𝑁𝑝
● =
𝑉𝑠 𝑁𝑠

9) State the formula used when transformers are 100 % efficient. State why this is used. (2)
● Vs × Is = Vp × Ip
● The electrical power output would equal the electrical power input

17
10) Explain how energy is wasted during power transmission in the National Grid and how transformers are used
to improve the efficiency of this. (3)
How energy is wasted
● The long transmission lines have high resistance
● The current warms the transmission wires up so lots of energy is wasted as heat
How transformers improve efficiency
● Step-up transformers increase voltages
● At high voltage, the same power means current is reduced (𝑃 = 𝐼𝑉)
● Which reduces the heat and energy losses and decreases power loss
● Power loss is related to the square of the current (𝑃 = 𝐼 2 𝑅)
● High voltage transmission saves more energy than is lost in the transformers

18
1
4.8 Space Physics

Space Physics (TRIPLE ONLY) Memory Questions .................................................................................................. 3

Section 1: The Solar System .......................................................................................................................................... 3
Section 2: The life cycle of a star................................................................................................................................... 3
Section 3: Orbital motion, natural and artificial satellites ............................................................................................ 3
Section 4: The Big Bang theory and red-shift................................................................................................................ 4
Space Physics (TRIPLE ONLY) Memory Model Answers .......................................................................................... 5
Section 1: The Solar System .......................................................................................................................................... 5
Section 2: The life cycle of a star................................................................................................................................... 5
Section 3: Orbital motion, natural and artificial satellites ............................................................................................ 7
Section 4: The Big Bang theory and red-shift................................................................................................................ 8

2
Space Physics (TRIPLE ONLY) Memory Questions

Section 1: The Solar System

1) What is the Universe? (1)

2) What does the universe consist of? (1)
3) What do galaxies consist of? (1)
4) Describe the structure and classification of objects within our solar system. (6)

Section 2: The life cycle of a star

1) Describe how a star is initially formed. (2)

2) Why is a star stable during the main sequence period of its life cycle? (1)
3) Explain the difference between a protostar and a main sequence star. (2)
4) Explain what happens to the Sun after its ‘main sequence’ period ends. (6)
5) Why can an exact period of time not be given to how long a star will remain in its main sequence period? (1)
6) What is a supernova? (1)
7) Describe what happens to a star much bigger than the Sun, once the star reaches the end of the ‘main
sequence’ period of its life cycle. (6)
8) Explain how stars produce energy. (2)
9) Explain how atoms of elements heavier than iron are formed. (2)
10) Describe how the universe came to contain a large variety of different elements. (6)
11) Why is the rate of nuclear fusion in a large star faster than in a small star? (2)
12) Explain what is meant by a black hole. (2)
13) How is it possible to detect a black hole? (2)

Section 3: Orbital motion, natural and artificial satellites

1) Describe the orbit of an artificial satellite. (1)

2) Give two examples of artificial satellites. (2)
3) Why is the Moon classified as a satellite?
4) How are planets and moons similar? (1)
5) State two factors which affect the size of the centripetal force on an object. (2)
6) Explain the relationship between the radius and velocity of an orbit. (3)
7) Explain why acceleration changes a planet’s velocity, but not its speed. (6)

3
Section 4: The Big Bang theory and red-shift

1) Explain what is meant by the term red-shift. (2)

2) What does the size of the observed red-shift tell us about that galaxy? (2)
3) Suggest why, when a galaxy has a very large red-shift, some of its visible light is not detected through the
Earth’s atmosphere. (2)
4) What have recent observations of supernovae suggested about the velocities of distant galaxies? (1)
5) What does the Big Band theory suggest? (2)
6) Explain how red-shift provides evidence for the Big Bang theory. Include details about any notable observations
which have been made. (6)
7) What is dark mass? (2)
8) What is dark energy? (2)
9) Why are telescopes that detect different types of electromagnetic waves used to observe the Universe? (1)
10) State one reason why telescopes in space give better images than telescopes on Earth. (1)
11) Suggest two reasons why present-day estimations over the age of the universe are more trustworthy than
older estimations. (2)
12) Suggest what is likely to be the reason for a new theory to arise and an old theory to be dismissed. (2)
13) Why will the temperature of space continue to decrease as the universe expands? (2)

4
Space Physics (TRIPLE ONLY) Memory Model Answers

Section 1: The Solar System

1) What is the Universe? (1)

● An innumerable collection of galaxies

2) What does the universe consist of? (1)

 Millions of galaxies

3) What do galaxies consist of? (1)

● Hundreds of millions of stars

4) Describe the structure and classification of objects within our solar system. (6)
● Our solar system is a small part of the Milky Way galaxy
● Within our solar system there is
o One star, the Sun
o The eight planets
o The dwarf planets
o All planets orbit around the Sun
o Natural satellites, the moons that orbit planets

Section 2: The life cycle of a star

1) Describe how a star is initially formed. (2)

● A cloud of dust and gas (a nebula) from space is pulled together
● By gravitational attraction

2) Why is a star stable during the main sequence period of its life cycle? (1)
● The gravitational forces making the star contract and the inward forces due to radiation pressure making it expand are
balanced

3) Explain the difference between a protostar and a main sequence star. (2)
● A protostar is at a lower temperature and does not emit radiation
● As nuclear fusion reactions have not started

4) Explain what happens to the Sun after its ‘main sequence’ period ends. (6)
● Nuclear fusion decrease as hydrogen starts to run out
● It collapses rapidly causing the core temperature to rise
● The inward gravitational forces no longer balance outward pressure so the star expands and becomes a red giant
● The star then shrinks and cools to form a white dwarf
● Because the white dwarf is no longer carrying out fusion, it gradually cools down
● Eventually, it stops releasing any energy and forms a black dwarf

5) Why can an exact period of time not be given to how long a star will remain in its main sequence period? (1)
 Values are based on theory, calculation and insufficient evidence

6) What is a supernova? (1)

 The explosion of a star

5
7) Describe what happens to a star much bigger than the Sun, once the star reaches the end of the ‘main
sequence’ period of its life cycle. (6)
● The core of the star runs out of hydrogen
● The star collapses inwards
● Causing the temperature to increase
● Helium nuclei fuse together to form heavier elements
● Once the star runs out of hydrogen, it expands and cools to form a red supergiant
● Red super giant
o Once the red super giant stops carrying out nuclear fusion, the star contracts and explodes as a supernova
● Supernova
o The outer layers are thrown into space
o The temperature of the supernova is high enough to produce elements heavier than iron
o Dust and gas is scattered into space for the formation of new stars
o Elements are distributed throughout space
● Post – supernova
o The matter left behind may form a dense neutron star
o Or a black hole will form if the gravitational forces are enormous / sufficient mass is left behind

8) Explain how stars produce energy. (2)

 The nuclear fusion of lighter elements to heavier elements produces energy
 Many of these reactions occur

9) Explain how atoms of elements heavier than iron are formed. (2)
 Fusion of lighter elements to form heavier elements
 During supernova

10) Describe how the universe came to contain a large variety of different elements. (6)
● Elements up to iron
o Nuclear fusion of hydrogen to helium took place within stars
o Elements up to iron were formed in main sequence stars
● Elements heavier than iron
o Fusion of these lighter elements continued to form heavier elements
o Gravitational forces caused high pressure and temperature at centre
o And GPE became KE
o Repulsive forces from nuclei were overcome in supernovae explosions
o And elements heavier than iron are formed
o Heavy elements are then scattered by the supernova explosion

11) Why is the rate of nuclear fusion in a large star faster than in a small star? (2)
● Larger stars have a shorter ‘main sequence’ period so they must have a faster rate of nuclear fusion
● As the end of the ‘main sequence’ period happens as the hydrogen in the core of a star is used up

12) Explain what is meant by a black hole. (2)

● Matter with such a high density and strong gravitational field
● That electromagnetic radiation is pulled in

13) How is it possible to detect a black hole? (2)

● X-rays are emitted
● When gases or matter released from nearby stars spiral into a black hole

6
Section 3: Orbital motion, natural and artificial satellites

1) Describe the orbit of an artificial satellite. (1)

● Circular

2) Give two examples of artificial satellites. (2)

● TV satellites
● GPS and communications satellites

3) Why is the Moon classified as a satellite?

● It orbits a planet

4) How are planets and moons similar? (1)

● Their orbits are circular
● They do not emit visible light

5) State two factors which affect the size of the centripetal force on an object. (2)
● Mass
● Velocity of satellite
● Radius of orbit

6) Explain the relationship between the radius and velocity of an orbit. (3)
● The smaller the radius of an orbit, the stronger the gravitational force on the object is
● This means a larger instantaneous velocity is needed for it to remain in a stable orbit
● So the object will need to orbit at a faster velocity

7) Explain why acceleration changes a planet’s velocity, but not its speed. (6)
● The force of gravity acts towards the centre of the circular orbit, causing it to accelerate towards the centre
● The acceleration acts along the radius of the orbit, towards the centre
● This means it acts at right angles to the planet’s speed (instantaneous velocity)
● Acceleration that is perpendicular to the direction of motion does not affect the speed of the motion, it just changes the
direction
● Therefore, the speed of the planet is not changed by the acceleration
● Velocity is a vector quantity, with magnitude and direction
● The planet’s velocity is constantly changing because its direction is constantly changing
● The acceleration causes the planet to move on a circular path
● So for circular orbits, the force of gravity and acceleration can lead to changing velocity but unchanged speed

7
Section 4: The Big Bang theory and red-shift

1) Explain what is meant by the term red-shift. (2)

● The observed increase in the wavelength of light towards the red end of the spectrum received from most distant
galaxies
● The further away the galaxies, the faster they are moving and the bigger the observed increase in wavelength

2) What does the size of the observed red-shift tell us about that galaxy? (2)
● The distance from Earth
● The speed the galaxy is moving away

3) Suggest why, when a galaxy has a very large red-shift, some of its visible light is not detected through the
Earth’s atmosphere. (2)
● Visible light might be shifted into the infrared region
● Some infrared is strongly absorbed by atmosphere

4) What have recent observations of supernovae suggested about the velocities of distant galaxies? (1)
● Distant galaxies are receding even faster

5) What does the Big Band theory suggest? (2)

● That the universe began from a very small region of compressed matter that was extremely hot and dense
● A single massive explosion sent the matter outwards and the size of the universe is still expanding today

6) Explain how red-shift provides evidence for the Big Bang theory. Include details about any notable observations
which have been made. (6)
● Red – shift is the observed increase in the wavelength of light towards the red end of the spectrum received from most
distant galaxies
● This suggests that galaxies are moving away from the Earth
● The further away the galaxy, the more its light has been red – shifted
● This suggests that the further away the galaxy is, the faster it is moving away and so all galaxies are moving away from
all other galaxies
● This could be explained by the idea that all of space is expanding
● Since 1998 onwards, observations of supernovae suggest that distant galaxies are receding even faster
● The Big Bang theory predicts that the universe is continuously expanding from an initial point, which could explain this
observation

7) What is dark mass? (2)

● Unknown substance which holds galaxies together
● But does not emit any electromagnetic radiation

8) What is dark energy? (2)

● Unknown substance
● Which is thought to be the reason for accelerated expansion of the universe

9) Why are telescopes that detect different types of electromagnetic waves used to observe the Universe? (1)
● Stars and galaxies emit all different types of electromagnetic waves

10) State one reason why telescopes in space give better images than telescopes on Earth. (1)
● It is above the atmosphere so no clouds or light pollution obstructing view

8
11) Suggest two reasons why present-day estimations over the age of the universe are more trustworthy than
older estimations. (2)
● More observations and more precise measurements have been made due to improved telescopes and technology
● Observations can be made from outside the Earth’s atmosphere so radiations other than visible light can be observed

12) Suggest what is likely to be the reason for a new theory to arise and an old theory to be dismissed. (2)
● New evidence and observations discovered that cannot be explained by the old theory
● The new evidence and reliability of the evidence is verified and peer – reviewed

13) Why will the temperature of space continue to decrease as the universe expands? (2)
● As the universe expands, waves will become red – shifted and lose energy
● So energy is spread out over a wider volume so overall temperature decreases