GCSE Combined Science Paper 3 - Higher Tier
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Questions and Answers

What does the principle of conservation of energy state in a closed system?

The total energy does not change during energy transfers.

Which material, between sand and sawdust, is being tested for better insulation properties?

The student is testing both sand and sawdust to determine which is the better insulator.

In the investigation setup, what equipment is essential besides the insulation materials?

A kettle, thermometer, and stopwatch are essential equipment for the setup.

How should the diagram for the experimental setup be labeled?

<p>The diagram should label the kettle, small copper can, large copper can, thermometer, and the insulation materials.</p> Signup and view all the answers

List any three factors that must be controlled in the investigation of insulation.

<ol> <li>Initial water temperature. 2. Volume of water used. 3. Duration of the experiment.</li> </ol> Signup and view all the answers

What impact does the choice of insulation material have on energy conservation?

<p>Different insulation materials affect the rate of heat loss, influencing energy conservation efficiency.</p> Signup and view all the answers

What is the relevance of the thermometer in the investigation?

<p>The thermometer measures the temperature change in the water, indicating the effectiveness of the insulator.</p> Signup and view all the answers

Calculate the kinetic energy of an aircraft that has a mass of 2000 kg and is traveling at a speed of 70 m/s as it lands.

<p>The kinetic energy is 1400000 J.</p> Signup and view all the answers

When an aircraft comes to a stop, how is the kinetic energy transferred to the surroundings?

<p>The energy is transferred through friction and heat.</p> Signup and view all the answers

Which of these is the correct unit of momentum?

<p>A kg m/s.</p> Signup and view all the answers

What happens to the momentum of the system when two identical trolleys collide and one gains additional mass?

<p>The total momentum of the system remains conserved.</p> Signup and view all the answers

Using the example of the trolleys, if trolley A has a mass of 1 kg with a card of 0.1 kg added, what is the new mass of trolley A?

<p>The new mass of trolley A is 1.1 kg.</p> Signup and view all the answers

In terms of energy transfer, how can a stop in motion of an aircraft impact its environment?

<p>The aircraft's stop can increase the temperature of surrounding air and surface due to energy dissipation.</p> Signup and view all the answers

If an aircraft lands at 50 m/s and has a mass of 1500 kg, what is its kinetic energy?

<p>The kinetic energy is 1875000 J.</p> Signup and view all the answers

Why is it important to consider momentum in vehicle collisions?

<p>It helps in understanding how forces impact motion and safety measures.</p> Signup and view all the answers

Describe one characteristic of a closed system concerning momentum.

<p>In a closed system, total momentum before and after an event remains unchanged.</p> Signup and view all the answers

What is the relationship between frequency and potential danger in the electromagnetic spectrum?

<p>Potential danger increases as frequency increases.</p> Signup and view all the answers

Using the formula for wavelength $\lambda = \frac{v}{f}$, calculate the wavelength of microwaves with a frequency of 2.45 GHz.

<p>The wavelength is approximately 0.122 m.</p> Signup and view all the answers

What formula do you use to calculate the total energy supplied to the microwave oven given its efficiency?

<p>Total energy supplied = energy transferred / efficiency.</p> Signup and view all the answers

Calculate the total amount of energy that must be supplied to the microwave oven if it is 55% efficient and transfers 42,000 J of energy.

<p>The total energy supplied is 76,363.64 J.</p> Signup and view all the answers

Explain how the concepts of frequency, wavelength, and energy relate in the context of the electromagnetic spectrum.

<p>As frequency increases, wavelength decreases, leading to higher energy in the electromagnetic spectrum.</p> Signup and view all the answers

What is the estimated ratio of particles scattered at 5° to those at 100°?

<p>The estimated ratio is approximately 1:3.</p> Signup and view all the answers

How does the angular distribution of scattered particles support the nuclear model of the atom?

<p>The angular distribution shows that most particles are scattered at small angles, suggesting a dense nucleus with high positive charge.</p> Signup and view all the answers

What significance does a large number of particles scattered at low angles have on atomic structure?

<p>It implies that atoms have a lot of empty space in which electrons reside, with a dense core that scatters particles at small angles.</p> Signup and view all the answers

If the number of particles detected decreases sharply after 20°, what does this suggest about the atomic structure?

<p>This suggests that most of the mass of the atom is concentrated in a small region, with fewer particles available for scattering at larger angles.</p> Signup and view all the answers

Why might the number of particles scattered at 180° be low compared to other angles?

<p>The low number indicates that a direct collision with the nucleus is rare, suggesting its small size and dense concentration.</p> Signup and view all the answers

What conclusion can be drawn about the electrons from the scattering data shown in the graph?

<p>Electrons are distributed farther away from the nucleus, leading to minimal scattering at high angles.</p> Signup and view all the answers

How does the number of detected particles at 10° help in modeling atomic interactions?

<p>The high count at 10° suggests that many particles are repelled by positive charges, indicating the presence of a nucleus.</p> Signup and view all the answers

What does the trend in scattering angles imply about the forces acting on the particles?

<p>The trend implies that strong forces at close distances (within the nucleus) result in predominant scattering at small angles.</p> Signup and view all the answers

How might increasing the energy of the incoming particles affect the scattering angles observed?

<p>Increased energy might lead to more particles scattering at larger angles due to overcoming nuclear forces.</p> Signup and view all the answers

What does the overall shape of the scattering graph suggest about atomic size and density?

<p>The sharply peaked graph indicates a small, dense nucleus surrounded by a larger volume of relatively empty space.</p> Signup and view all the answers

What is the value of $mv - mu$ if a tennis ball strikes the racket with a velocity of $8.2 ext{ m/s}$ towards it and rebounds at $15 ext{ m/s}$ away from it?

<p>$15 - (-8.2) = 23.2$</p> Signup and view all the answers

In the equation $F = \frac{mv - mu}{t}$, what does 't' represent?

<p>'t' represents the time duration over which the force is applied.</p> Signup and view all the answers

Given that the force on the racket is calculated using $F = \frac{mv - mu}{t}$, what is the physical significance of 'F' in this context?

<p>'F' represents the average force exerted on the racket by the ball during contact.</p> Signup and view all the answers

Assuming a contact time 't' of 0.1 seconds, what would be the force applied to the racket when a ball rebounds from $8.2 ext{ m/s}$ to $15 ext{ m/s}$?

<p>$F = \frac{23.2}{0.1} = 232 ext{ N}$</p> Signup and view all the answers

If the initial velocity 'u' is represented as negative due to the ball approaching the racket, how should you express it in the equation?

<p>'u$ should be $-8.2 ext{ m/s}$.</p> Signup and view all the answers

How can the direction of the velocities influence the calculation of 'mv - mu'?

<p>The direction affects the signs of the values, where approaching velocities are negative and departing velocities are positive.</p> Signup and view all the answers

What would happen to the force calculated if the contact time 't' was increased?

<p>Increasing 't' would reduce the calculated force 'F' for the same change in momentum.</p> Signup and view all the answers

In a practical scenario, why is it important to calculate the force on the racket due to the ball?

<p>Calculating the force helps engineers design rackets that can withstand impact without damage.</p> Signup and view all the answers

What assumptions can we make about the rackets and balls in order to apply this equation effectively?

<p>We assume that the contact is elastic and that the mass of the ball is constant and negligible compared to the racket.</p> Signup and view all the answers

How does this force equation relate to Newton's second law of motion?

<p>It shows that force is the change in momentum per unit time, which aligns with $F = ma$.</p> Signup and view all the answers

Study Notes

GCSE Combined Science Paper 3 - Higher Tier

  • Examination details: Candidate must fill in centre number, candidate number, and other names.
  • Paper reference: 1SC0/1PH
  • Time: 1 hour 10 minutes
  • Materials required: Calculator, ruler, Equation Booklet
  • Instructions:
    • Use black ink or ballpoint pen.
    • Fill in the boxes with name, centre number, and candidate number.
    • Answer all questions.
    • Answer in the spaces provided. There may be more space than needed.
  • Information:
    • Total marks: 60
    • Marks for each question given in brackets as a guide.
    • Questions marked with an asterisk (*) require structured, logical answers, showing connections.
    • Equation list at the back of the paper.
  • Advice:
    • Read questions carefully before answering.
    • Attempt every question.
    • Check answers if time permits.
    • Each question has a different weighting.

Question 1: Energy Conservation

  • Part (a): Choose the correct statement describing energy conservation in a closed system among choices A, B, C, and D. The correct answer is B, stating that when there are energy transfers, the total energy does not change.
  • Part (b): Students use apparatus (Figure 1) to investigate which material, sand or sawdust, is a better insulator. This is a practical investigation using a small copper can and a large copper can, sand, and sawdust.
  • Part (b)(i): The student should set up the equipment properly to measure the insulating properties of the materials (sand and sawdust). Drawing a labeled diagram showing the setup is required.
  • Part (b)(ii): Three factors the student must control to ensure a fair test are: (1) Amount of water in both cans, (2) Initial temperatures of water in both cans, (3) Ambient temperature.
  • Part (c): Figure 2 shows how thermal conductivity of expanded polystyrene changes with its density. Students describe how thermal conductivity changes as the density of expanded polystyrene increases.

Question 2: Speed Limit Sign

  • Part (a)(i): Explain why it is safer to drive slower in wet weather
  • Part (a)(ii): Show that 31 m/s is less than 130 km/h.
  • Part (b)(iii): Calculate a driver's reaction time when a car travels 46 m before braking at 31 m/s. Give the reaction time to two significant figures.

Question 3: Aircraft Acceleration

  • Part (a)(i): Show that an aircraft's acceleration is approximately 2 m/s² given a take-off velocity of 82 m/s in 36 seconds.
  • Part (a)(ii): Calculate the distance the aircraft travels down the runway before takeoff. The formula provided is: v² - u² = 2ax
  • Part (b)(i): Calculate the kinetic energy of an aircraft of mass 3.6 × 10⁵ kg landing at 71 m/s.
  • Part (b)(ii): Suggest one way that kinetic energy is transferred to the surroundings.
  • Part (b)(iii): Explain why the actual length of a runway is usually longer than the calculated distance.

Question 4: Momentum

  • Part (a): Choose the correct unit for momentum among the options (A, B, C, D). The correct answer is A, kg m/s
  • Part (b)(i): Students design an investigation to verify momentum conservation when two trolleys collide. A diagram of the investigation is required.
  • Part (b)(ii): Explain how Newton's Third Law applies to this collision.
  • Part (c): Use Figure 5 to calculate the average force exerted on the racket when the tennis ball travelling at 8.2 m/s is hit back at 15 m/s in 12 ms.

Question 5: Rutherford's Gold Foil Experiment

  • Part (a): Estimate how many gold atoms would fit across the thickness of a gold foil that is 4.0 × 10⁻⁷ m thick given that the diameter of a gold atom is 0.15 nm
  • Part (b)(i): Use Figure 6 to answer questions related to the apparatus used in the gold foil experiment, focusing on the fluorescent screen, alpha particle source, thin gold foil, etc.
  • Part (b)(ii): Use Figure 7 to estimate the ratio of the number of particles scattered through 5° to the number of particles scattered through 100°.
  • Part (b)(iii): Explain how the difference in particle scattering at different angles supports the structure of the current model of the atom.
  • Part (c)(i): Use Figure 8, where students have a movable slope, marble, circular weight and a large sheet of paper with lines, to model the scattering of alpha particles, describing how the apparatus relates to the experiment.
  • Part (c)(ii): Give a limitation of this model.

Question 6: Electromagnetic Spectrum

  • Part (a)(i): Choose the correct statement about the potential danger increase of EM waves from choices A, B, C, and D. The correct answer is B, stating that frequency increases.
  • Part (b)(i): Calculate the wavelength of microwaves with a frequency of 2.45 GHz given the speed of light is 3.00 × 10⁸ m/s.
  • Part (b)(ii): Calculate the total energy that must be supplied to the oven which is 55% efficient and transferred 42,000 J of energy to the food.
  • Part (c): Compare X-rays and radio waves, focusing on their uses and the different ways electrons are involved in their production.

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Description

This quiz is designed to assess your knowledge for the GCSE Combined Science Paper 3 at Higher Tier level. It covers various topics in science, including energy conservation and requires structured answers for certain questions. Prepare to demonstrate your understanding and apply your scientific knowledge effectively.

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