Edexcel GCSE Physics/Additional Sciencetggsscience.weebly.com/uploads/2/9/2/8/29284241/p2...gravitational potential energy = mass × gravitational field strength × vertical height
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Edexcel GCSECentre Number Candidate Number
Write your name hereSurname Other names
Total Marks
Paper Reference
Turn over
You must have:Calculator, ruler
Instructions• Use black ink or ball-point pen.• Fill in the boxes at the top of this page with your name, centre number and candidate number.• Answer all questions.• Answer the questions in the spaces provided – there may be more space than you need.
Information• The total mark for this paper is 60. • The marks for each question are shown in brackets – use this as a guide as to how much time to spend on each question.• Questions labelled with an asterisk (*) are ones where the quality of your written communication will be assessed – you should take particular care with your spelling, punctuation and grammar, as
well as the clarity of expression, on these questions.
Advice• Read each question carefully before you start to answer it.• Keep an eye on the time.• Try to answer every question.• Check your answers if you have time at the end.
Physics/Additional ScienceUnit P2: Physics for Your Future
Higher Tier
2
*S39597A0216*
FORMULAE
You may find the following formulae useful
charge = current × time Q = I × t
potential difference = current × resistance V = I × R
electrical power = current × potential difference P = I × V
energy transferred = current × potential difference × time E = I × V × t
speed = distance
time P = m × v
acceleration = change in velocity
time taken a
v ut
=−( )
force = mass × acceleration F = m × a
weight = mass × gravitational field strength W = m × g
momentum = mass × velocity P = m × v
force = change in momentum
time F
mv mut
=−( )
work done = force × distance moved in the direction of the force E = F × d
power = work donetime taken
PEt
=
gravitational potential energy = mass × gravitational field strength × vertical height GPE = m × g × h
kinetic energy = ½ × mass × velocity2 KE = ½ × m × v2
3
*S39597A0316* Turn over
Answer ALL questions
Some questions must be answered with a cross in a box . If you change your mind about an answer, put a line through the box and then mark your new answer with a cross .
Forces and motion
1 The graph shows a velocity-time graph for a cyclist over a time of 60 s.
(a) (i) When is the cyclist travelling with greatest velocity?
Put a cross ( ) in the box next to your answer.(1)
A for the first 15 seconds
B between 15 and 40 seconds
C between 40 and 50 seconds
D for the last 10 seconds
(ii) Calculate how long the cyclist is stationary for.(1)
Edexcel Limited. Registered in England and Wales No. 4496750 Registered Office: One90 High Holborn, London WC1V 7BH
5PH2H/01 Additional Sample Mark scheme
General Marking Guidance
• All candidates must receive the same treatment. Examiners must mark the first candidate in exactly the same way as they mark the last.
• Mark schemes should be applied positively. Candidates must be rewarded for what they have shown they can do rather than penalised for omissions.
• Examiners should mark according to the mark scheme not according to their perception of where the grade boundaries may lie.
• There is no ceiling on achievement. All marks on the mark scheme should be used appropriately.
• All the marks on the mark scheme are designed to be awarded. Examiners should always award full marks if deserved, i.e. if the answer matches the mark scheme. Examiners should also be prepared to award zero marks if the candidate’s response is not worthy of credit according to the mark scheme.
• For questions worth more than one mark, the answer column shows how partial credit can be allocated. This has been done by the inclusion of part marks eg (1).
• Where some judgement is required, mark schemes will provide the principles by which marks will be awarded and exemplification may be limited.
• When examiners are in doubt regarding the application of the mark scheme to a candidate’s response, the team leader must be consulted.
• Crossed out work should be marked UNLESS the candidate has replaced it with an alternative response.
Quality of Written Communication
Questions which involve the writing of continuous prose will expect candidates to:
• Write legibly, with accurate spelling, grammar and punctuation in order to make the meaning clear
• Select and use a form and style of writing appropriate to purpose and to complex subject matter
• Organise information clearly and coherently, using specialist vocabulary when appropriate.
Full marks will be awarded if the candidate has demonstrated the above abilities.
Questions where QWC is likely to be particularly important are indicated (QWC) in the mark scheme, but this does not preclude others.
5PH2H/01 Additional Sample Mark scheme
General Information The following symbols are used in the mark schemes for all questions:
Symbol Meaning of symbol
eq Indicates that credit should be given for other correct alternatives to a word or statement
/ oblique Words or phrases separated by an oblique are alternatives to each other
curly brackets
Indicate the beginning and end of a list of alternatives (separated by obliques) where necessary to avoid confusion
( ) round brackets
Words inside round brackets are to aid understanding of the marking point but are not required to award the point
5PH2H/01 Additional Sample Mark scheme
Question Number
Answer Acceptable answers Mark
1(a)(i) B (1)
Question Number
Answer Acceptable answers Mark
1(a)(ii) 10 (s) (1)
Question Number
Answer Acceptable answers Mark
1(b) horizontal arrow, same length as driving force, pointing to the left
horizontal arrow, labelled 15 N, pointing to the left
allow substitution and transposition in either order give full marks for correct answer, no working
(3)
5PH2H/01 Additional Sample Mark scheme
Question Number
Answer Acceptable answers Mark
2(a) A
(1)
Question Number
Answer Acceptable answers Mark
2(b)(i) Any one from the following points • positive and negative charges
attract • plates are positive (1)
(1)
Question Number
Answer Acceptable answers Mark
2(b)(ii) smoke particles lose their charge / become neutral
(1)
Question Number
Answer Acceptable answers Mark
2(c)(i) substitution (1) 1.4 x 60 x 2 evaluation (1) = 168 unit (1) coulombs / C
give full marks for correct answer with correct unit, no working
(3)
Question Number
Answer Acceptable answers Mark
2(c)(ii) substitution (1) 1.4 x 400 x 60 x 2 evaluation(1) 67 200 (J)
give full marks for correct answer, no working
(2)
5PH2H/01 Additional Sample Mark scheme
Question Number
Answer Acceptable answers Mark
3(a)(i) C (1)
Question Number
Answer Acceptable answers Mark
3(a)(ii) D (1)
Question Number
Answer Acceptable answers Mark
3(a)(iii) substitution (1) 9 = I x 600 transposition (1) I = 9/600 evaluation (1) = 0.015 (A) OR =15 mA
allow substitution and transposition in either order give full marks for correct answer, no working
(3)
Question Number
Answer Acceptable answers Mark
3(a)(iv) An explanation linking the following
• battery voltage has decreased (1)
• (so) less current (than
expected) (1)
(2)
Question Number
Answer Acceptable answers Mark
3(b)(i) An explanation linking the following points
• stops working (1) • (because) diode will only
conduct in one direction (1)
(2)
Question Number
Answer Acceptable answers Mark
3(b)(ii) so that the meter connections are the correct way round / eq
will prevent damage if battery is (accidentally) connected the wrong way round
(1)
5PH2H/01 Additional Sample Mark scheme
Question Number
Answer Acceptable answers Mark
4(a) Any two from the following points
• smoke alarms (1) • irradiating food (1)
• dating (e.g. radiocarbon) (1)
• sterilisation of equipment (1)
• tracing and gauging thickness
(1)
credit any specific examples but must be from two different areas for 2 marks
(2)
Question Number
Answer Acceptable answers Mark
4(b) C
(1)
Question Number
Answer Mark
4(c)(i) (fast moving) electron
(1)
Question Number
Answer Acceptable answers Mark
4(c)(ii) half life = 8 days (1) 24 days = 3 half lives (1) 12.5 (mg) (1)
bald 3 half lives for 2 marks give full marks for correct answer, no working
(3)
5PH2H/01 Additional Sample Mark scheme
Question Number
Answer Acceptable answers Mark
4(d) A description including three of the following points • the long time taken for decay (of
long-lived radionuclides) • water causing corrosion / leaks • transportation of radioactive
material • need for geologically stable rock
formation • public perception of waste • security from terrorist activity
idea of planning for conditions hundreds /thousands of years from now public do not want waste buried near where they live (so limitation on available sites)
(3)
5PH2H/01 Additional Sample Mark scheme
Question Number
Answer Acceptable answers Mark
5(a)(i) substitution (1) 0.8 x 10 x 1.8 evaluation (1) 14.4 (J)
give full marks for correct answer, no working
(2)
Question Number
Answer Acceptable answers Mark
5(a)(ii) 14.4 (J) e.c.f from part (i) (1)
Question Number
Answer Acceptable answers Mark
5(a)(iii) substitution (1) 4.8 = 0.8 x v transposition (1) v = 4.8/0.8 evaluation (1) 6 (m/s)
allow substitution and transposition in either order give full marks for correct answer, no working
(3)
5PH2H/01 Additional Sample Mark scheme
Question Number
Indicative content Mark
QWC
*5(b) An explanation linking some of the following points Either momentum • item must lose momentum in order to come to rest • force of impact depends on rate of change of momentum • if item is dropped from greater height then velocity at impact is
greater • so momentum to be lost is greater • bubble wrap works by increasing the time taken for the item to come to rest • reduces the rate of change of momentum • this reduces the force of impact to a safe value
Or kinetic energy • item must lose kinetic energy in order to come to rest • force of impact depends on work done • if item is dropped from greater height then velocity at impact is
greater • so kinetic energy to be lost is greater • loss of kinetic energy equals work done bringing item to rest • bubble wrap works by increasing the distance travelled for the item to
come to rest • this reduces the force of impact to a safe value
(6)
Level 0 No rewardable material 1 1-2 • a limited explanation of the cushioning effect e.g. bubble wrap reduces the
force of impact • the answer communicates ideas using simple language and uses limited
scientific terminology • spelling, punctuation and grammar are used with limited accuracy
2 3-4 • some explanation linking cushioning effect with either increased time of impact or increased distance of impact e.g. bubble wrap reduces the force of impact by increasing the time of impact
• the answer communicates ideas showing some evidence of clarity and organisation and uses scientific terminology appropriately
• spelling, punctuation and grammar are used with some accuracy 3 5 - 6
• a detailed explanation linking either force with rate of change in momentum
or energy with work done and distance e.g. the bubble wrap increases the time of impact which reduces the rate of change of momentum which reduces the force of impact
• the answer communicates ideas clearly and coherently uses a range of scientific terminology accurately
• spelling, punctuation and grammar are used with few errors
5PH2H/01 Additional Sample Mark scheme
Question Number
Answer Acceptable answers Mark
6(a) D (1)
Question Number
Answer Acceptable answers Mark
6(b) An explanation linking the following points
• idea that the procedure has been checked to confirm consistent results (1)
• (by) other reputable
scientists /organisations / peers (1)
(2)
Question Number
Answer Acceptable answers Mark
6(c) A description including three of the following points • hydrogen / small nuclei (1) • join or fuse (1) • to form helium / larger nuclei
(1) • energy is released (1)
(3)
5PH2H/01 Additional Sample Mark scheme
Question Number
Indicative content Mark
QWC
*6(d) A description including some of the following stages Fission
• absorption of slow moving / thermal neutron by U-235 • to produce daughter nuclei, two or more neutrons and relatively large amount of energy (200 MeV)
Controlled chain reaction • use of moderators to produce thermal neutrons • use of control rods to capture neutrons • idea of keeping number of further fissions to just over one per
fission reaction
Energy transfer • (kinetic) energy (of fission products) is converted to thermal energy • use of coolant to transfer the thermal energy (from the reactor
vessel to a heat exchanger) to produce steam • use of steam to drive a turbine • use of turbine to drive a generator / produce electricity
(6)
Level 0 No rewardable material 1 1-2 • a limited description e.g. heat from the reactor makes steam for the turbine
• the answer communicates ideas using simple language and uses limited scientific terminology
• spelling, punctuation and grammar are used with limited accuracy 2 3-4 • some description including some points from all three stages or most points
from any two stages • the answer communicates ideas showing some evidence of clarity and
organisation and uses scientific terminology appropriately • spelling, punctuation and grammar are used with some accuracy
3 5 - 6
• a detailed description including most points from all three stages: fission, controlled chain reaction and energy transfer
• the answer communicates ideas clearly and coherently uses a range of scientific terminology accurately
• spelling, punctuation and grammar are used with few errors