Current Electricity (3)

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Name:
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Current Electricity
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Class:
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Date:
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Time: 1959 min.
Marks: 1626 marks
Comments:
Page 1 of 133
Q1.
A student connects four lamps A, B, C and D in the circuit shown in Figure 1.
The battery has an emf of 9.0 V and negligible internal resistance.
Figure 1
(a) The table shows the operating conditions for the lamps when they are at normal
brightness.
Lamps Operating voltage / V Power / W
A and C 6.0 6.0
B and D 3.5 4.1
The student observes that two of the lamps are at their normal brightness.
Assume that any changes in resistance of the lamps are negligible.
Determine which two lamps are at their normal brightness.
Use calculations to support your answer.
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(4)
(b) The student connects another lamp E in the circuit as shown in Figure 2.
Lamp E is identical to lamps A and C.
Figure 2
Page 2 of 133
Explain what the student would observe regarding the brightness of the lamps.
Refer to potential differences across lamp E in your answer.
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(3)
(c) Lamp B in Figure 2 fails so that it no longer conducts. This change does not affect
the resistance of the other lamps.
Deduce the effect on the current in the battery.
Use calculations to support your answer.
Page 3 of 133
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(3)
(Total 10 marks)
Q2.
A radioactive source emits alpha particles each with 8.1 × 10–13 J of kinetic energy.
(a) Show that the velocity of an alpha particle with kinetic energy 8.1 × 10–13 J is
approximately 2 × 107 m s–1
specific charge of an alpha particle = 4.81 × 107 C kg–1
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(2)
(b) The alpha particles travel through air in straight lines with a range of 3.5 cm
Calculate the average force exerted on an alpha particle as it is stopped by the air.
average force = ____________________ N

(2)
(c) An alpha particle transfers all its kinetic energy to air molecules and produces 5.1 ×
104 ions per centimetre over its range of 3.5 cm
Calculate the average ionisation energy, in eV, of a molecule of air.
Page 4 of 133
ionisation energy = ____________________ eV
(3)
(d) A spark counter consists of a wire gauze separated from a metal wire by a small air
gap. A power supply with an output of 4500 V is connected in series with a 5.0 MΩ
resistor and the spark counter as shown in the diagram. When the radioactive
source is moved close to the wire gauze, sparking is seen in the air gap.
Sparks are produced when alpha particles produce ionisation in the air gap.
One ionisation event produces a current of 0.85 mA for a time of 1.2 ns
Calculate the number of charge carriers that pass a point in the connecting cable
during this ionisation event.
number of charge carriers = ____________________

(2)
(e) The radioactive source was positioned 10 cm above the wire gauze before being
moved slowly towards the wire gauze leading to the ionisation event in part (d).
Discuss how the potential difference across the air gap varied as the radioactive
source was moved over this distance.
Assume the power supply has negligible internal resistance.
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Page 5 of 133
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(3)
(Total 12 marks)
Q3.
Which graph shows how power dissipated P varies with current I in a component that
obeys Ohm’s law?
(Total 1 mark)
Q4.
1.0 kilowatt-hour (kW h) is equivalent to
A 6.3 × 1018 eV
B 6.3 × 1021 eV
C 2.3 × 1022 eV
D 2.3 × 1025 eV
(Total 1 mark)
Q5.
The graph shows how the potential difference V across an electrical component varies
with current I in the component.
A tangent has been drawn on the curve at point P for a current of I2.
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What is the resistance of the electrical component when the current in the component is
I2?
(Total 1 mark)
Q6.
A circuit consists of a cell, a thermistor, a fixed resistor and two ammeters.
Page 7 of 133
The cell has a constant electromotive force and negligible internal resistance. Readings
from the two ammeters are taken.
Which row describes what happens to the current in each ammeter when the temperature
of the thermistor decreases?
Current in ammeter A1 Current in ammeter A2
A Decreases Unchanged
B Decreases Increases
C Increases Decreases
D Increases Unchanged
(Total 1 mark)
Q7.
A circuit consists of two identical cells, a resistor, an ammeter and a voltmeter. The cells
each have an emf of 3.0 V and the resistor has a resistance of 12 Ω
The cells have negligible internal resistance.
Which row shows the readings on the voltmeter and ammeter?
Voltage / V Current / A
A 3.0 0.25
Page 8 of 133
B 3.0 0.50
C 6.0 0.25
D 6.0 0.50
(Total 1 mark)
Q8.
Which is equivalent to the ohm?
A J C–2 s–1
B J C–2 s
C Js
D J s–1
(Total 1 mark)
Q9.
The circuit shows a cell with negligible internal resistance connected in a circuit with three
resistors, an ammeter and a voltmeter.
Which row shows the readings on the ammeter and voltmeter?
Current / A Voltage / V
A 0.075 0.75
B 0.075 1.50
C 0.150 0.75
D 0.150 1.50
(Total 1 mark)
Page 9 of 133
Q10.
The diagram shows a circuit designed by a student to monitor temperature changes.
The supply has negligible internal resistance and the thermistor has a resistance of 750 Ω
at room temperature. The student wants the output potential difference (pd) at room
temperature to be 5.0 V
(a) The 0.25 kΩ resistor is made of 50 turns of wire that is wound around a non-
conducting cylinder of diameter 8.0 mm
Resistivity of the wire = 4.2 × 10–7 Ω m
Determine the area of cross-section of the wire that has been used for the resistor.
area of cross-section = ____________________ m2
(3)
(b) The student selects a resistor rated at 0.36 W for the 0.25 kΩ resistor in the
diagram.
Page 10 of 133
Determine whether this resistor is suitable.
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(2)
(c) Determine the value of R that the student should select.
Give your answer to an appropriate number of significant figures.
value of R = ____________________ Ω
(5)
(d) State and explain the effect on the output pd of increasing the temperature of the
thermistor.
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(2)
(Total 12 marks)
Q11.
A student carries out an experiment to determine the resistivity of a metal wire.
She determines the resistance from measurements of potential difference between the
ends of the wire and the corresponding current. She measures the length of the wire with
a ruler and the diameter of the wire using a micrometer. Each measurement is made with
an uncertainty of 1%
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Which measurement gives the largest uncertainty in the calculated value of the resistivity?
A current
B diameter
C length
D potential difference
(Total 1 mark)
Q12.
A gas containing doubly-charged ions flows to give an electric current of 0.64 A
How many ions pass a point in 1.0 minute?
A 2.0 × 1018
B 4.0 × 1018
C 1.2 × 1020
D 2.4 × 1020
(Total 1 mark)
Q13.
A mobile phone operates at a constant power of 200 mW
It has a 3.7 V lithium-ion battery that has a charge capacity of 9400 C
What is the time taken for the battery to discharge completely?
A 2 hours
B 48 hours
C 120 hours
D 140 hours
(Total 1 mark)
Q14.
The two resistors shown are both uniform cylinders of equal length made from the same
conducting putty.
Page 12 of 133
The diameter of Y is twice that of X. The resistance of Y is R.
What is the total resistance of the combination?
B 3R
C 4R
D 5R
(Total 1 mark)
Q15.
A voltmeter is used to measure potential difference for a component X.
Which row gives the position and ideal resistance for the voltmeter?
Position Ideal resistance
A in series with X infinite
B in series with X zero
C in parallel with X infinite
D in parallel with X zero
(Total 1 mark)
Q16.
The graph below shows the current–voltage (I–V) characteristics for a resistor and a
filament lamp.
Page 13 of 133
(a) Explain, in terms of electron motion, why the I–V characteristic for the filament lamp
is a curve.
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(4)
(b) Determine the resistance of the resistor.
resistance = ____________________ Ω
(1)
(c) The resistor and the filament lamp are connected in series with a supply of variable
emf and negligible internal resistance.
Determine the emf that produces a current of 0.18 A in the circuit.
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emf = ____________________ V
(3)
(d) The resistor and filament lamp are now connected in parallel.
Determine the resistance of the parallel combination when the emf of the supply is
adjusted to be 4.0 V.
resistance = ____________________ Ω
(3)
(e) The resistance of the filament lamp at its working temperature is 14 Ω.
The filament has a length of 0.36 m and a diameter of 32 µm.
Calculate the resistivity of the metal that is used for the filament when the lamp is at
its working temperature.
Give an appropriate unit for your answer.
resistivity = ____________________ unit ___________

(3)
(Total 14 marks)
Q17.
This question is about an experiment to determine the internal resistance of a power
supply.
A student is given the circuit and the four resistors of known resistance shown in Figure 1.
Figure 1
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The student can change the external resistance R of the circuit between terminals X and
Y. This is done by connecting different combinations of two resistors in series or in
parallel between X and Y.
This method can produce 12 different values for R.
(a) Calculate the largest value of R that the student can obtain using two resistors.
largest value of R = ____________________________ Ω

(1)
(b) Calculate the smallest value of R that the student can obtain using two resistors.
smallest value of R = ____________________________ Ω

(2)
(c) With switch S closed (in the on position) and no resistors connected between X and
Y the voltmeter reading V is 1.62 V.
The student concludes that this voltmeter reading equals the emf ε of the power
supply.
State why the student’s conclusion that ε = 1.62 V was correct.
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(1)
(d) Figure 2 shows one particular combination and arrangement of two resistors that
the student could use.
Figure 2
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When S is closed the voltmeter reading V is 1.14 V.
Explain why V is less than 1.62 V when S is closed.
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(1)
(e) It can be shown that
where r is the internal resistance of the power supply.
Determine (ε – V ) and for this circuit using the data given in part (d).
(ε – V) = ____________________________ V
= ____________________________ V Ω–1
(1)
(f) The student obtains values of V for five further different values of R.
These data were used to produce the graph of (ε – V) against in Figure 3.
Plot the point you determined in part (e) on Figure 3 and add a suitable best-fit line.
(1)
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(g) Use Figure 3 to determine r.
r = ____________________________ Ω
(2)
Figure 3
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(h) Figure 4 shows a different method for varying the resistance R described in part (a).
Figure 4
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The four resistors are connected in a loop with sockets A, B, C and D at each
junction. Two leads are used to connect the resistor loop to X and Y.
Discuss whether this method is an improvement over the method described in part
(a). In your answer, you should refer to the number of different values that can be
obtained for R.
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(2)
(Total 11 marks)
Q18.
Three cells each have an emf ε = 1.5 V and an internal resistance r = 0.6 Ω.
Which combination of these cells will deliver a total emf of 1.5 V and a maximum current
of 7.5 A?
Page 20 of 133
A
D
(Total 1 mark)
Q19.
The current in the cell is 10 A as shown.
Page 21 of 133
What is the current in the 2.0 Ω resistor?
A 0.35 A
B 2.86 A
C 3.50 A
D 7.14 A
(Total 1 mark)
Q20.
A battery of negligible internal resistance and an emf of 12 V is connected in series with a
heating element. The heating element has a resistance of 6.5 Ω when in operation.
What is the energy transferred by the heating element when operating for 5 minutes?
A 111 J
B 390 J
C 6650 J
D 23 400 J
(Total 1 mark)
Q21.
Which statement about superconductors is correct?
When a material becomes a superconductor, its

A
resistivity is almost zero.
The temperature at which a material becomes a
B
superconductor is called the critical temperature.
When current passes through a superconductor the
C
pd across it becomes a maximum.
D Copper is a superconductor at room temperature.

(Total 1 mark)
Q22.
A wire has a resistance R.
What is the resistance when both the length and radius of the wire are doubled?
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B
C 2R
D 4R
(Total 1 mark)
Q23.
Which graph shows the variation of the resistance with temperature for an ntc thermistor?
D
(Total 1 mark)
Q24.
The figure shows a light dependent resistor (LDR) and fixed resistor R connected in series
Page 23 of 133
across a cell. The internal resistance of the cell is negligible.
Which row shows how the readings on the ammeter and the voltmeter change when the
light intensity incident on the LDR is increased?
Ammeter reading Voltmeter reading
A decreases increases
B decreases decreases
C increases increases
D increases decreases
(Total 1 mark)
Q25.
An engineer wants to use solar cells to provide energy for a filament lamp in a road sign.
The engineer first investigates the emf and internal resistance of a solar cell under typical
operating conditions.
The engineer determines how the potential difference across the solar cell varies with
current. The results are shown in the graph in Figure 1.
Figure 1
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The engineer uses the graph to deduce that when operating in typical conditions a single
solar cell produces an emf of 0.70 V and has an internal resistance of 8.0 Ω.
(a) Explain how the engineer uses the graph to obtain the values for the emf and
internal resistance of the solar cell.
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(2)
(b) To operate effectively the lamp in the road sign needs a minimum
current of 75 mA. At this current the resistance of the filament lamp is
6.0 Ω.
The engineer proposes to try the two circuits shown in Figure 2 and Figure 3.
Figure 2
Page 25 of 133
Figure 3
Deduce, using calculations, whether the circuits in Figure 2 and Figure 3 are
suitable for this application.
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(4)
(c) Solar cells convert solar energy to useful electrical energy in the road sign with an
efficiency of 4.0%.
The solar-cell supply used by the engineer has a total surface area of 32 cm 2.
Calculate the minimum intensity, in W m –2, of the sunlight needed to provide the
minimum current of 75 mA to the road sign when it has a resistance of 6.0 Ω.
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intensity = ____________________ W m –2
(3)
(Total 9 marks)
Q26.
In the circuit below, the potential difference across the light emitting diode (LED) is 1.8 V
when it is emitting light.
The current in the circuit is 20 mA.
What is the value of the resistor R?
A 80 Ω
B 90 Ω
C 150 Ω
D 160 Ω
(Total 1 mark)
Q27.
The combined resistance of n identical resistors connected in parallel is Rn.
Which statement correctly describes the variation of Rn as n increases?
A Rn decreases linearly as n increases

B Rn decreases non-linearly as n increases
C Rn increases linearly as n increases
D Rn increases non-linearly as n increases
(Total 1 mark)
Page 27 of 133
Q28.
The table shows the resistivity, length and cross-sectional area of wires P and Q.
cross-sectional
resistivity length
area
wire P ρ L A
wire Q L
The resistance of wire P is R.
What is the total resistance of the wires when they are connected in parallel?
(Total 1 mark)
Q29.
The circuit shown is used to supply a variable potential difference (pd) to another circuit.
Which graph shows how the pd supplied V varies as the moving contact C is moved from
position P to position Q?
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A
D
(Total 1 mark)
Q30.
In this resistor network, the emf of the supply is 12 V and it has negligible internal
resistance.
What is the reading on a voltmeter connected between points X and Y?
A 0V
B 1V
C 3V
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D 4V
(Total 1 mark)
Q31.
The mean power dissipated in a resistor is 47.5 μW when the root mean square (rms)
voltage across the resistor is 150 mV.
What is the peak current in the resistor?
A 2.3 × 10−4 A
B 4.5 × 10−4 A
C 2.3 × 103 A
D 4.5 × 103 A
(Total 1 mark)
Q32.
The National Grid is used to transfer electrical energy from power stations to consumers.
What conditions for the transmission voltage and the transmission current give the most
efficient transfer of energy through the National Grid?
Transmission voltage Transmission current
A High High
B High Low
C Low High
D Low Low
(Total 1 mark)
Q33.
A mains transformer has a primary coil of 2500 turns and a secondary coil of 130 turns.
The primary coil is connected to a mains supply where Vrms is 230 V.
The secondary coil is connected to a lamp of resistance 6.0 Ω.
The transformer is 100% efficient.
What is the peak power dissipated in the lamp?
A 12 W
B 24 W
C 48 W
Page 30 of 133
D 96 W
(Total 1 mark)
Q34.
A signal generator is connected to an oscilloscope, as shown in Figure 1.
Figure 1
The Y-voltage gain and time-base settings of the oscilloscope are shown in Figure 2.
Figure 2
When switch S is open (off) the oscilloscope displays the waveform shown in Figure 3.
When S is closed (on) the oscilloscope displays the waveform shown in Figure 4.
(a) Determine the peak-to-peak voltage V of the waveform shown in Figure 4.
V = ____________________ V
(1)
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(b) Determine the frequency f of the waveform shown in Figure 4.
f = ____________________ Hz
(2)
Figure 3
Figure 4
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(c) Figure 5 shows the signal generator connected in series with a resistor R and a
capacitor C.
Figure 5
The oscilloscope is connected across the capacitor.

The Y-voltage gain and time-base settings are still the same as shown in Figure 2.
When S is closed (on) the oscilloscope displays the waveform shown in Figure 6.
Figure 6
Determine the time constant of the circuit in Figure 5.
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time constant = ____________________ s
(2)
(d) A student suggests that setting the time-base to 0.2 ms division–1 might reduce
uncertainty in the determination of the time constant.
State and explain any possible advantage or disadvantage in making this suggested
adjustment.
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(3)
(e) The student connects an identical resistor in parallel with R and uses the
oscilloscope to display the waveform across C.
Draw on Figure 7 the waveform you expect the student to see.
The waveform of Figure 6 is shown as a dashed line to help you show how the
waveform changes.
Figure 7
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Explain the change in the waveform.
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(2)
(f) Figure 8a is a graph of voltage against time showing the output of the signal
generator. Figure 8b shows the voltage across C during the same time interval.
The student interchanges the positions of R and C and connects the oscilloscope
across R.
Complete Figure 8c to draw the voltage across R during the time interval.
Figure 8a
Figure 8b
Figure 8c
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(2)
(g) State and explain what changes, if any, the student needs to make to the settings of
the oscilloscope so the waveform across R is fully displayed.
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(2)
(Total 14 marks)
Q35.
Figure 1 shows the current–voltage (I−V) characteristic of the lamp used in a car
headlight up to its working voltage.
Figure 1
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(a) Draw on Figure 1 the characteristic that would be obtained with the connections to
the supply reversed.
(2)
(b) Lamps are marked with their working voltage and the power used at this voltage.
For example, a lamp for use in a torch may be marked 2.5 V 0.3 W.
Deduce the marking on the lamp for the car headlight.
lamp marking =______ V ______ W

(2)
(c) Determine the resistance of the lamp when the potential difference (pd) across it is
half the working voltage.
Page 37 of 133
resistance ___________________ Ω
(1)
(d) Explain, without further calculation, how the resistance of the lamp varies as the
voltage across it is increased from zero to its working voltage.
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(3)
(e) A student suggests that the circuit shown in Figure 2 is suitable for collecting data to
draw the I−V characteristic of the lamp up to its working voltage. The maximum
resistance of the variable resistor is 6.0 Ω and the internal resistance of the power
supply is 2.0 Ω. The resistance of the ammeter is negligible.
Figure 2
Discuss the limitations of this circuit when used to collect the data for the
characteristic.
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(2)
(Total 10 marks)
Q36.
This question is about the determination of the resistivity of a wire.
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Figure 1 shows a micrometer screw gauge that is used to measure the diameter of the
wire.
Figure 1
(a) State the resolution of the main scale on the micrometer in Figure 1.
resolution = __________________mm
(1)
(b) Determine the distance between the anvil and the spindle of the micrometer in
Figure 1. State any assumption you make.
distance = ___________________mm
(2)
(c) A student must also determine the length L of the wire between clips P and Q that
will be connected into a circuit.
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Figure 2 shows the metre ruler being used to measure L.
Figure 2
Determine L
L = ________________________ mm
(1)
(d) Calculate the percentage uncertainty in your result for L.
percentage uncertainty = ___________________ %

(2)
(e) State and explain what the student could have done to reduce uncertainty in the
reading for L.
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(1)
(f) The student intends to make measurements that will allow her to determine the
resistance of one metre of the wire. She uses an ohm-meter to measure the
resistance R for different lengths L of the wire. The student’s measurements are
shown in the table below.
L/cm R /Ω
81.6 8.10
72.2 7.19
63.7 6.31
58.7 5.85
44.1 4.70
Determine the value that the student should record for the resistance per metre of
the wire.
Use the additional column in the table above to show how you arrived at your
answer.
resistance of one metre of wire = ________________ Ω

(2)
(g) Determine the resistivity of the wire. Give a suitable unit for your answer.
mean diameter of the wire = 0.376 mm
resistivity = ________________ unit = ____________

(4)
(Total 13 marks)
Q37.
The units of physical quantities can be expressed in terms of the fundamental (base) units
of the SI system. In which line in the table are the fundamental units correctly matched to
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the physical quantity?
Physical Fundamental
quantity units
A charge A s−1
B power kg m2 s−3
potential
C kg m2 s A−1
difference
D energy kg m2 s−1
(Total 1 mark)
Q38.
When the temperature of a copper wire increases, its ability to conduct electricity
A remains the same.
B increases.
C decreases.
remains the same at first and then

D
increases.
(Total 1 mark)
Q39.
The diagram shows a network of resistors connected between the terminals P and Q.
The resistance of each resistor is shown.
What is the effective resistance between P and Q?
A R
B 2R
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C 3R
D 4R
(Total 1 mark)
Q40.
A metal wire has a length l and a cross-sectional area A. When a potential difference V is
applied to the wire, there is a current I in the wire.
What is the resistivity of the wire?
(Total 1 mark)
Q41.
In the circuit shown below, each of the resistors has the same resistance.
A voltmeter with very high resistance is connected between two points in the circuit.
Between which two points of connection would the voltmeter read zero?
A Q and U
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B P and T
C Q and W
D S and U
(Total 1 mark)
Q42.
The cell in the following circuit has an emf (electromotive force) of 6.0 V and an internal
resistance of 3.0 Ω. The resistance of the variable resistor is set to 12 Ω.
How much electrical energy is converted into thermal energy within the cell in 1 minute?
A 0.48 J
B 29 J
C 45 J
D 144 J
(Total 1 mark)
Q43.
Figure 1 shows a cylinder of conducting putty which is 60 mm long and 20 mm in
diameter.
Figure 1
(a) The conducting putty obeys Ohm’s law.
State Ohm’s law.
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(1)
(b) A 1.50 V dc supply of negligible internal resistance is connected across the ends X
and Y of the cylinder of putty. The resistance of the cylinder of putty is 20.0 Ω.
Calculate, in mA, the current in the putty.
current = _________________ mA
(1)
(c) A student suggests an arrangement for demonstrating that the putty obeys Ohm’s
law.
Discuss any problems that make the circuit and components shown in Figure 2
unsuitable for this purpose.
Figure 2
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(4)
(d) Show that the resistivity ρ of the putty can be calculated using the formula
× volume of the cylinder
where R is the resistance of the cylinder and l is the length of the cylinder.
(1)
(e) Calculate, using the formula in part (d), the resistivity of the putty. Give an
appropriate unit for your answer.
resistivity = _______________ unit = ____________

(3)
(Total 10 marks)
Q44.
When a constant potential difference (pd) is applied across the ends of a uniform wire
there is a current I in the wire.
The wire is replaced by one made from the same material, but of double the length and
double the diameter. The same pd is applied across the ends.
What is the new current?
A 4I
B 2I
(Total 1 mark)
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Q45.
A pd V is applied across a resistor. Another identical resistor is then connected in series
with it and the same pd V is applied across the combination.
Which statement is incorrect?
A The total resistance is doubled.
B
The pd across one resistor is .
The current in the resistors is
C
halved.
The power dissipated in one resistor
D
is halved.
(Total 1 mark)
Q46.
Which resistor arrangement has the greatest value of resistance?
D
(Total 1 mark)
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Q47.
The cell in the following circuit has an emf of 2.0 V and an internal resistance of 1.0 Ω.
The digital voltmeter reads 1.6 V. What is the resistance of R?
A 0.4 Ω
B 1.0 Ω
C 2.0 Ω
D 4.0 Ω
(Total 1 mark)
Q60.
A wire probe is used to measure the rate of corrosion in a pipe carrying a corrosive liquid.
The probe is made from the same metal as the pipe. Figure 1 shows the probe. The rate
of corrosion of the wire in the probe is the same as in the pipe.
Figure 1
(a) The wire in an unused probe has a resistance of 0.070 Ω and a length of 0.50 m.
Calculate the diameter of the wire.
Page 48 of 133
resistivity of metal in the wire = 9.7 × 10−8 Ω m
diameter = ____________________ m
(3)
(b) In order to measure the resistance of a used working probe, it is connected in the
circuit shown in Figure 2.
Figure 2
When R3 is adjusted to a particular value the current in the cell is 0.66 A.
Calculate the total resistance of the circuit.

You may assume that the cell has a negligible internal resistance.
resistance = ____________________ Ω
(1)
(c) The resistance of R2 is 22 Ω and the resistance of R3 is 1.2 Ω.
Calculate the current in R3.
Page 49 of 133
current = ____________________ A
(1)
(d) Calculate the resistance of the probe when the resistance of R1 is 2.4 Ω.
resistance = ____________________ Ω
(3)
(e) Calculate the percentage change in the diameter of the probe when its resistance
increases by 1.6 %.
percentage change = ____________________ %

(2)
(f) A voltmeter is connected between points A and B in the circuit and R3 stays at 1.2 Ω.
Explain, without calculation, why the reading on the voltmeter does not change
when the cell in the circuit is replaced with another cell of the same emf but a
significant internal resistance.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(2)
(Total 12 marks)
Q61.
Lengths of copper and iron wire are joined together to form junctions J1 and J2. When J1
and J2 are at different temperatures an emf ε is generated between them. This emf is
measured using a microvoltmeter.
Figure 1 shows J1 kept at 0 °C while J2 is heated in a sand bath to a temperature θ
measured by a digital thermometer.
Figure 1
Page 50 of 133
An experiment is carried out to determine how ε depends on θ.
The results of the experiment are shown in the table below and a graph of the data
is shown in Figure 2.
θ / °C ε / μV
200 1336
226 1402
258 1450
298 1456
328 1423
362 1345
392 1241
Figure 2
Page 51 of 133
(a) Plot the points corresponding to θ = 258 °C and θ = 298 °C on Figure 2.
(1)
(b) Draw a suitable best fit line on Figure 2.

(1)
(c) Determine the maximum value of ε.
maximum value of ε = ____________________ μV

(1)
(d) The gradient G of the graph in Figure 2 is measured for values of θ between 220 °C
and 380 °C. A graph of G against θ is plotted in Figure 3.
Figure 3
Page 52 of 133
The neutral temperature θn is the temperature corresponding to the maximum value
of ε. θn can be determined using either Figure 2 or Figure 3.
Explain why a more accurate result for θn may be obtained using Figure 3.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(1)
(e) It can be shown that G is given by
G = βθ + α
where α and β are constants.
Determine α.
Page 53 of 133
α = ____________________ μV °C−1
(2)
(f) A student decides to carry out a similar experiment. The student thinks the meter in
Figure 4 could be used as the microvoltmeter to measure ε.
Figure 4
When this meter indicates a maximum reading and the needle points to the right-
hand end of the scale (full-scale deflection), the current in the meter is 100 μA. The
meter has a resistance of 1000 Ω.
Calculate the full-scale deflection of this meter when used as a microvoltmeter.
full-scale deflection = ____________________ μV

(1)
(g) The scale on the meter has 50 divisions between zero and full-scale deflection.
Discuss why this meter is not suitable for carrying out the experiment.
___________________________________________________________________
Page 54 of 133
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(2)
(Total 9 marks)
Q62.
A Radioisotope Thermonuclear Generator (RTG) is a device that uses some of the energy
from radioactive decay to generate electricity. The Mars rover Curiosity includes an RTG
that contains plutonium-238. The plutonium undergoes alpha decay and some of the
energy is used to generate about 100 W of electrical power.
(a) Complete the equation for the alpha decay of plutonium-238.
(2)
(b) Only 6% of the energy from the decay is used to generate electricity.
Calculate the rate at which energy is transferred from the decay of plutonium-238 on
Curiosity.
rate of energy transfer = ____________________ W

(1)
(c) The RTG has a constant output voltage of 32 V.
Calculate the current when the output power is 100 W.
current = ____________________ A
(1)
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(d) Calculate the maximum number of components, each of resistance 45 Ω, that can
be connected in parallel across the RTG before the maximum output power is
reached.
number of components = ____________________

(2)
(e) The alternative to using an RTG is to use a solar panel.

A typical solar panel installation on a house roof in the UK provides about
1000 kW h of electricity each year.
Calculate the average electrical power output of the installation.
average power output = ____________________ W

(2)
(f) The maximum intensity of the sunlight on the surface of Mars at its equator is similar
to that in the UK.
Estimate, using your answer to part (e), the area of the solar panel needed to
provide an average power output of 100 W on Mars. Give your answer to an
appropriate order of magnitude.
order of magnitude of area = ____________________ m2
(1)
(Total 9 marks)
Q63.
The current in a wire is 20 mA.
Page 56 of 133
How many electrons pass a point in the wire in 2 minutes?
A 2.5 × 1017
B 1.5 × 1019
C 2.5 × 1020
D 1.5 × 1022
(Total 1 mark)
Q64.
A resistor and diode are connected in series with a variable power supply as shown in the
diagram.
Which best shows the characteristic for the combination of the resistor and diode?
Page 57 of 133
A
D
(Total 1 mark)
Q65.
A cell C of negligible resistance and a switch are in series with a resistor R. The switch is
moved to the on (closed) position for a time t.
Which change reduces the amount of charge flowing through R in time t?
A add an identical cell in parallel with C
B add an identical cell in series with C
C add a second resistor in series with R
D add a second resistor in parallel with R

(Total 1 mark)
Q66.
The National Grid uses high-voltage transmission lines to carry electrical power around
the UK. A particular transmission line delivers 800 MW of power at 132 kV to the user. It
loses 1% of the transmitted power as heat.
What is the resistance of the transmission line?
A 0.2 Ω
B 6Ω
C 20 Ω
D 2000 Ω
(Total 1 mark)
Page 58 of 133
Q67.
A potential divider circuit consists of a battery connected across a thermistor and variable
resistor in series.
Which of the following causes the potential difference (pd) across the thermistor to
increase?
increasing the temperature of the

A
thermistor
increasing the resistance of the variable
B
resistor
C reducing the emf of the battery
adding a resistor across the variable

D
resistor
(Total 1 mark)
Q68.
A student investigates how the potential difference V across the terminals of a cell varies
with the current I in the cell.
Which graph correctly shows how V varies with I?
Page 59 of 133
B
D
(Total 1 mark)
Q69.
A battery is connected to a 10 Ω resistor and a switch in series. A voltmeter is connected
across the battery. When the switch is open (off) the voltmeter reads 1.45 V. When the
switch is closed the reading is 1.26 V.
What is the internal resistance of the battery?
A 0.66 Ω
B 0.76 Ω
C 1.3 Ω
D 1.5 Ω
(Total 1 mark)
Q70.
(a) The graph shows the current–voltage (I–V) characteristic curve for a semiconductor
diode.
In order to produce this characteristic a student is given suitable equipment

including an ammeter and a voltmeter.
(i) Draw a labelled circuit diagram of the apparatus that the student could use to
obtain the part of the characteristic from O to A.
(2)
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(ii) Describe how the student could use the circuit in part (a)(i) to obtain sufficient
measurements to draw the part of the characteristic from O to A. Your account
should include:
• details of how different readings of I and V are obtained

• a consideration of safety precautions when using the diode
• a discussion of the range and number of measurements that need to be
taken
• a discussion of the advantages of using a data logger to obtain the
measurements.
The quality of your written communication will be assessed in your answer.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
(6)
(iii) Suggest how the circuit you drew in part (a)(i) could be modified to obtain the
characteristic from O to B.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
(1)
(b) The student wants to find out how the resistance of the diode changes between O
and A.
(i) Describe how the student could use the characteristic to determine how the
resistance varies as the potential difference (pd) between O and A increases.
______________________________________________________________
Page 61 of 133
______________________________________________________________
______________________________________________________________
______________________________________________________________
(2)
(ii) State how you would expect the resistance of the diode to vary as the pd
increases.
______________________________________________________________
______________________________________________________________
(1)
(Total 12 marks)
Q71.
An electric oven is connected to a 230 V root mean square (rms) mains supply using a
cable of negligible resistance.
(a) (i) Calculate the peak-to-peak voltage of the mains supply.
peak-to-peak voltage = ____________________ V

(2)
(ii) The resistance of the heating element in the oven at its working temperature is
12 Ω.
Calculate the power dissipated by the heating element in the oven.

power = ____________________ W
(3)
(b) In practice the resistance of the cable connecting the oven to the mains supply is
not negligible. Each of the two wires connecting the heating element to the mains
electricity supply has a length of 3.15 m. Each metre of wire has a resistance of
0.0150 Ω.
(i) Explain why the rms voltage across the heating element in the oven will be
less than 230 V.
______________________________________________________________
______________________________________________________________
Page 62 of 133
______________________________________________________________
______________________________________________________________
(2)
(ii) Calculate the rms voltage across the heating element in the oven when it is at
its working temperature.
rms voltage = ____________________ V

(3)
(iii) Calculate the average power wasted in the cable due to the heating effect of
the electric current.
average power = ____________________ W

(2)
(iv) State two reasons why it is important that the cable has a low resistance.
1. ____________________________________________________________
______________________________________________________________
______________________________________________________________
2. ____________________________________________________________
______________________________________________________________
______________________________________________________________
(2)
(Total 14 marks)
Q72.
Figure 1 shows a circuit that includes an oscilloscope used to find the internal resistance
r of a battery.
Figure 1
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Figure 2 represents the screen of the oscilloscope. With switches S1 and S2 open, a bright
spot is seen on the screen at P.
Figure 2
The vertical sensitivity of the oscilloscope is set at 2.0 V per division.
(a) Explain why the oscilloscope shows a bright spot rather than a horizontal line.
___________________________________________________________________
___________________________________________________________________
(1)
(b) When switch S1 is closed, the spot moves to R.
(i) State the electrical property of the battery represented by the deflection PR.
Page 64 of 133
______________________________________________________________
______________________________________________________________
(1)
(ii) Determine the value of the electrical quantity represented by the deflection PR.
electrical quantity = ____________________

(1)
(c) With switch S1 kept closed, switch S2 is also closed. The spot moves to Q.
Explain why the spot moves from R to Q.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(3)
(d) Calculate the current in the battery when both switches are closed.
current = ____________________ A
(2)
(e) Calculate the internal resistance of the battery.
internal resistance = ____________________ Ω

(2)
(Total 10 marks)
Q73.
State what is meant by a superconductor.
_______________________________________________________________________
Page 65 of 133
_______________________________________________________________________
(Total 1 mark)
Q74.
The diagram shows an electrical circuit in a car. A voltmeter of very high resistance is
used to measure the potential difference across the terminals of the battery.
(a) Define potential difference.
___________________________________________________________________
___________________________________________________________________
(1)
(b) Explain how and why the voltmeter reading changes when the switch is closed.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(3)
(Total 4 marks)
Q75.
The diagram shows the circuit diagram for a two-slice electric toaster that is operated at a
mains voltage of 230 V.
Page 66 of 133
The toaster has four identical heating elements and has two settings: normal and low. On
the normal setting both sides of the bread are toasted. On the low setting, only one side of
the bread is toasted. The setting is controlled by switches S1 and S2.
The table shows the position of each switch and the power for each setting.
Setting S1 S2 Power / W
Low closed open 400
Normal closed closed 800
(a) Calculate the current in S2 when the normal setting is selected.
current ____________________ A
(2)
(b) (i) Show that the resistance of one heating element is approximately 260 Ω when
the toaster is operating at its working temperature.
(2)
(ii) Calculate the total resistance when the normal setting is selected.
resistance ____________________ Ω
(2)
(iii) Each heating element is made of nichrome wire of diameter 0.15 mm.
The nichrome wire is wrapped around an insulating board.
Determine the length of nichrome wire needed to provide a resistance of 260

Ω.
Page 67 of 133
resistivity of nichrome at the working temperature = 1.1 × 10−6 Ω m
length of wire ____________________ m

(3)
(c) Explain why the resistivity of the nichrome wire changes with temperature.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(3)
(d) The nichrome wire has an equilibrium temperature of 174°C when the toaster is
operating.
Calculate the peak wavelength of the electromagnetic radiation emitted by the wire.
peak wavelength ____________________ m

(3)
(Total 15 marks)
Q76.
(a) Sketch, on Figure 1, the current−voltage (IV) characteristic for a filament lamp for
currents up to its working power.
Figure 1
Page 68 of 133
(2)
(b) (i) State what happens to the resistance of the filament lamp as the current
increases.
______________________________________________________________
(1)
(ii) State and explain whether a filament lamp is an ohmic or non−ohmic

conductor up to its working power.
______________________________________________________________
______________________________________________________________
(1)
(c) Three identical filament lamps, P, Q and R are connected in the circuit shown in
Figure 2.
Figure 2.
The filament in lamp Q melts so that it no longer conducts. Explain why lamp P
becomes brighter and lamp R becomes dimmer.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Page 69 of 133
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(2)
(d) A filament lamp, X, is rated at 60 W 230 V. Another type of lamp, Y, described as

'energy saving' has the same light intensity output but is rated at 11 W 230 V.
(i) Calculate the electrical energy converted by each lamp if both are on for 4
hours a day for a period of 30 days.
electrical energy converted by X = ____________________ J
electrical energy converted by Y = ____________________ J

(2)
(ii) Suggest why the two lamps can have different power ratings but have the
same light intensity output.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
(2)
(Total 10 marks)
Q77.
A ‘potato cell’ is formed by inserting a copper plate and a zinc plate into a potato. The
circuit shown in Figure 1 is used in an investigation to determine the electromotive force
and internal resistance of the potato cell.
Figure 1
Page 70 of 133
(a) State what is meant by electromotive force.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(2)
(b) The plotted points on Figure 2 show the data for current and voltage that were
obtained in the investigation.
Figure 2
Page 71 of 133
(i) Suggest what was done to obtain the data for the plotted points.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
(1)
(ii) The electromotive force (emf) of the potato cell is 0.89 V. Explain why the
voltages plotted on Figure 2 are always less than this and why the difference
between the emf and the plotted voltage becomes larger with increasing
current.
______________________________________________________________
______________________________________________________________
Page 72 of 133
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
(3)
(iii) Use Figure 2 to determine the internal resistance of the potato cell.
internal resistance = ____________________ Ω

(3)
(c) A student decides to use two potato cells in series as a power supply for a light
emitting diode (LED). In order for the LED to work as required, it needs a voltage of
at least 1.6 V and a current of 20 mA.
Explain whether the LED will work as required.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(2)
(Total 11 marks)
Q78.
A cable used in high-voltage power transmission consists of six aluminium wires
surrounding a steel wire. A cross-section is shown below.
The resistance of a length of 1.0 km of the steel wire is 3.3 Ω. The resistance of a length
of 1.0 km of one of the aluminium wires is 1.1 Ω.
Page 73 of 133
(a) The steel wire has a diameter of 7.4 mm.
Calculate the resistivity of steel. State an appropriate unit.
resistivity = ____________________ unit ___________

(4)
(b) Explain why only a small percentage of the total current in the cable passes through
the steel wire.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(3)
(c) The potential difference across a length of 1.0 km of the cable is 75 V.
Calculate the total power loss for a 1.0 km length of cable.
Total power loss ____________________ W

(3)
(Total 10 marks)
Q79.
(a) (i) Describe how you would make a direct measurement of the emf ɛ of a cell,
stating the type of meter you would use.
______________________________________________________________
______________________________________________________________
(1)
(ii) Explain why this meter must have a very high resistance.
______________________________________________________________
Page 74 of 133
______________________________________________________________
(1)
(b) A student is provided with the circuit shown in the diagram below.
The student wishes to determine the efficiency of this circuit.
In this circuit, useful power is dissipated in the external resistor. The total power
input is the power produced by the battery.
Efficiency =
The efficiency can be determined using two readings from a voltmeter.
(i) Show that the efficiency = where ɛ is the emf of the cell
and V is the potential difference across the external resistor.
(1)
(ii) Add a voltmeter to the diagram and explain how you would use this new circuit
to take readings of ɛ and V.
______________________________________________________________
______________________________________________________________
______________________________________________________________
(2)
(c) Describe how you would obtain a set of readings to investigate the relationship
between efficiency and the resistance of the external resistor. State any precautions
you would take to ensure your readings were reliable.
Page 75 of 133
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(2)
(d) State and explain how you would expect the efficiency to vary as the value of R is
increased.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(2)
(Total 9 marks)
Q80.
The overhead cables used to transmit electrical power by the National Grid usually consist
of a central core of steel cables surrounded by a sheath of cables of low resistivity
material, such as aluminium.
What is the main purpose of the steel core?
A To force more current into the outer sheath.
B To provide additional current paths through the cables.
C To reduce the power lost from the cables.
Page 76 of 133
D To increase the mechanical strength of the cables.
(Total 1 mark)
Q81.
The graph shows the current−voltage characteristic of the output from a solar cell when
light of intensity 450 W m−2 is incident on it.
(a) (i) Using data from the graph above estimate the maximum power output from
the solar cell.
maximum power ____________________ W

(2)
(ii) Sketch, on the axes below, a graph to show how the power output varies with
voltage for this solar cell for the same incident light intensity.
Page 77 of 133
(2)
(iii) When the light intensity is 450 W m−2 the cell has an efficiency of 0.15 at the
maximum power.
Calculate the area of the solar cell.
area ____________________ m2
(3)
(b) A manufacturer has a supply of solar cells that each have an electromotive force
(emf) of 0.70 V and an internal resistance of 0.78 Ω when delivering maximum
power.
(i) Explain what is meant by an emf of 0.70 V.
______________________________________________________________
______________________________________________________________
(1)
(ii) The manufacturer uses a number of these solar cells in an array to make a
power supply that has an emf of 14 V and an internal resistance of 3.9 Ω when
delivering maximum power.
Describe and explain the arrangement of cells the manufacturer has to use in
this array. Go on to calculate the number of cells the manufacturer needs to
make the power supply.
______________________________________________________________
______________________________________________________________
Page 78 of 133
______________________________________________________________
______________________________________________________________
______________________________________________________________
number of cells ____________________

(4)
(c) Communications satellites use solar cells to generate electrical power.

Discuss why solar cells are appropriate for this task.
Your answer should refer to:

• any additional features that would be needed to ensure that the satellite’s
electrical systems operate continuously
• whether solar cell arrays are appropriate for space probes that travel to the
edge of the solar system.
The quality of your written communication will be assessed in your answer.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(6)
(Total 18 marks)
Q245.
According to semiconductor theory, the forward voltage across a silicon diode increases
linearly with temperature, so long as the current through the diode remains constant.
When a current of 1 mA passes through a particular diode, a student measures a forward
Page 79 of 133
voltage of 0.619 V at 0 °C and 0.718 V at 100 °C.
(a) Show, using a calculation, that the change in voltage per °C is approximately 10−3
V / °C.
___________________________________________________________________
___________________________________________________________________
(1)
(b) The student decides to use this diode for a room thermometer project and devises
the system diagram in Figure 1.
Figure 1
Complete the circuit diagram in Figure 2 for a difference amplifier by adding four
resistors.
Figure 2
(4)
(c) The output display for the room thermometer is a 0 to 5 V digital voltmeter that
represents temperatures from 0 °C to 50 °C.
Show, using a calculation, that the difference amplifier needs to have a voltage gain
of 100.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(3)
Page 80 of 133
(d) The student uses 15 kΩ input resistors in his difference amplifier.
Calculate the value that both the other resistors must have to produce a voltage gain
of 100.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(3)
(Total 11 marks)
Page 81 of 133
Mark schemes
Q1.
(a) resistance of lamp B and D = 3.52/4.1 = 3.0 (2.98)(Ω) ✔
resistance of lamp A and C = 6.02/6.0 = 6.0 (Ω) ✔
pd across lamp B and lamp D = 3/9 × 9.0 = 3.0 (V) OR pd across lamp A and C =
6.0 (V) ✔
hence A and C normal brightness ✔
Can justify in terms of current i.e. current needed by A and C
is 1 A provided resistance values calculated
Must have some correct working for conclusion mark
1
1
1
1
(b) the pd across new lamp = 0 / E does not light ✔

no current in E ✔
other lamps are not affected ✔
because the current in the lamps/pd across lamps does not change ✔
2nd and 3rd marks conditional on 1st mark
1
1
1
(MAX 3)
(c) in first circuit current in battery = 9.0/4.5 = 2.0 A ✔

in second circuit current in battery = 9.0/7 = 1.2857 A ✔
hence current in battery decreases ✔
Allow ecf from (a)
Original current = 2A can come from (a) and score here
If say circuit resistance increases so current decreases and
no other marks awarded score 1 mark
1
1
1
[10]
Q2.
(a) Mass of alpha particle = =6.6(53) × 10–27 (kg)

Allow mass = 2 × mp + 2 × mn = 6.696 × 10–27 kg
Allow mass = 4 × 1.66 × 10–27 kg = 6.64 × 10–27 kg
Allow mass = 4 × 1.67 × 10–27 kg = 6.68 × 10–27 kg
Allow slight rounding on mass (must be correct to 2 sf)
OR
Correctly re-arranged k.e. equation (with v2 or v as subject) with 8.1 × 10–13 (J)
substituted correctly1✔
1.56 × 107 seen 2✔
Page 82 of 133
Condone incorrect mass in otherwise correct substitution
with v or v2 recognisable as subject .
Alternative approaches are:
Must see answer to at least 2 sf

Must see attempt to use one of the alternative approaches to
support correct answer
2
(b) Use of W = Fs, F = 8.1 × 10–13 ÷ 3.5 × 10–2 1✔
(F=) 2.3 × 10–11 (N) 2✔

Condone POT error
Correct answers gets 2 marks
OR
Use of an appropriate equation of motion to find a and F = ma
(allow their mass and their velocity in this sub) 1✔

Condone POT error
(F=) 2.3 × 10–11 (N) 2✔

Condone POT
OR
Use of an appropriate equation of motion to find t and F = ∆mv/t
(allow their mass and their velocity in this sub) 1✔
(F=) 2.3 × 10–11 (N) 2✔

[answer is
Using 2 × 107 m s–1 yields( 5.71 × 1015 × their m∞) – allow 1 sf

answer in this case
Expect to see 3.8 × 10–11 (N) or 4 × 10–11 (N)]
2
(c) (Number of ions formed over range = )
5.1 × 104 × 3.5 seen or 1.785 × 105 (ions) seen
OR
8.1 × 10–13 converted to eV seen 1✔
8.1 × 10–13 ÷ 1.785 × 105
Page 83 of 133
OR
5.06 × 106 ÷ 1.785 × 105 seen 2✔

Condone POT error in first mark
Ignore units
8.1 × 10–13 ÷ (5.1 × 104 × 3.5) is worth 1st and 2nd marks
Condone POT errors in second mark
Correct answer obtains 3 marks
28 (.4) (eV) 3✔
99(.3) (eV) scores 1 mark
3
(d) (Q =) 0.85 × 10–3 × 1.2 × 10–9 = 1.02 × 10–12
OR
n = (their Q) ÷ 1.6 × 10–19 1✔
n = 6.4 × 106 (c.a.o.) 2✔

Condone one POT error for one mark
2
(e) At 3.5 cm the pd drops / the current begins
OR
When the source is 10 cm away no ionisation occurs in the air gap (because the
alpha particles have insufficient range to reach the air gap)
OR
When the radioactive source is close enough (approx. 5 cm) ionisation occurs ✔
OR
When beyond 3.5 cm no change in pd / current equals zero

Must be sense of abrupt change
MAX 3
When ionisation occurs / charge carriers are liberated in the air gap:
Allow more ionisation for second mark
resistance has decreased
OR
current increases (from zero)
OR
the potential difference decreases (with a maximum current) (to its minimum value)
(across the air gap)✔
Page 84 of 133
From 10 cm separation until 5 cm (approx) separation nothing changes /
appreciates that pd is 4500 V / pd across gap = 4500 V until ionisation occurs ✔
Current is produced: the pd across 5 MΩ resistor is 4250 V / most pd is across the 5

MΩ resistor / small pd across air gap ✔
Current is produced and the pd across the air gap is 250 V✔
Current is produced and the pd across the air gap is 250 V✔

3
[12]
Q3.
A
[1]
Q4.
D
[1]
Q5.
C
[1]
Q6.
A
[1]
Q7.
A
[1]
Q8.
B
[1]
Q9.
B
[1]
Q10.
(a) Length of resistance wire = 50 × 2 × 3.14 × 4 × 10–3 = 1.26 m ✔
or 50 × 3.14 × 8 × 10–3
1
Substitution of data in resistance formula
Page 85 of 133
or A = ρL/R seen ✔
ecf for incorrect length from attempt at a calculation
1
Area of cross section = 2.1(1) × 10–9 (m2) ✔

1
(b) Maximum possible pd across 0.25 kΩ is 9 V ✔

1
(Max power dissipated) = 92/250 = 0.32 W so resistor is suitable ✔

1
OR
When resistor dissipates maximum power
V2 = 0.36 × 250 so max V = 9.5 V ✔
This is higher than the supply pd so this power dissipation so will not be reached ✔
OR
Power dissipated when output is 5 V = 42/250 = 0.064 W ✔
Which is below the max power dissipation of 0.36 W ✔

92/250 = 0.32 W with incorrect conclusion scores 1
Second mark implies the first
92/0.36 = 225 Ω alone is not a useful calculation in the
context. Still need to explain the effect of using the 250 Ω
First mark is for a valid useful calculation
(c) Use of potential divider formula to determine resistance of parallel combination ✔
0.313 kΩ ✔
Use of equation for resistors in parallel ✔
540 Ω ✔
Alternative to find resistance of combination
Current in circuit at room temp = 4/250 = 16 mA ✔
Resistance of combination = 5/16mA = 313 Ω ✔
OR
Rcombination = 313 Ω
OR
Current in circuit at room temp = 4/250 = 16 mA ✔
Current in thermistor = 5/750 = 6.7 mA ✔
Page 86 of 133
Current in R = 9.3 mA ✔
R = 5/9.3 = 540 Ω ✔
2sf answer ✔
(only allowed with some relevant working leading to a resistor value)

Max 5
(d) Resistance of thermistor decreases ✔
Output pd decreases since
resistance of the parallel combination /circuit decreases

1
OR
lower proportion of pd across the parallel combination (or higher proportion across
250Ω)
OR
higher current so greater pd across the 0.25 k resistor ✔

Accept correct consequences for R increasing with
temperature for 1 mark
1
[12]
Q11.
B
[1]
Q12.
C
[1]
Q13.
B
[1]
Q14.
D
[1]
Q15.
C
[1]
Q16.
Page 87 of 133
(a) An increase in current / voltage leads to an increase in
temperature (more heat generated) ✔
Ignore 'of particles' in first mark
Do not condone ‘particles’ in second mark
This causes an increase in the movement of the lattice/ions/atoms ✔
And therefore an increase in the rate of collisions with

electrons ✔
Allow more frequent collisions
So the resistance increases as shown by V / I changing/V

not proportional to I (on the graph) ✔
Allow correct reference to gradient of I / V curve unless the
answer suggests that this is the resistance or inverse of
resistance.
Max 4
(b) 14.3 (Ω)

Allow range 14 to 15
but calculated answer must lie between 14 and 15
1
(c) Determination of pd across either filament or resistor from

graph ✔
Pd across resistor can be calculated from resistance value in
(b)
Eg V = 0.18 × 14.3 = 2.6
Determination of pd across the other component, and values added ✔
Use of V = IR to give 3.4 (V)

Allow ecf if either value is wrong allow 2 max
Or
Clear attempt to determine total resistance and multiply by

0.18 ✔
Condone small rounding error
(Resistance of lamp at 0.18A = 4.4 Ω)
Total resistance = 18.7 Ω ecf from 2,2 ✔
3.4 V (ecf from 2.2) ✔

Allow for small rounding errors (eg allow range 3.3 to 3.5)
3
(d) Determination of current through either filament or resistor from graph ✔

Allow calculation of resistor current using 4/(answer to 2.2)
Determination of current through the other component, and values added✔
(Current through resistor = 0.28 A
Current through filament = 0.36 A)
Page 88 of 133
R = V/I = 4/ (0.28 + 0.36) = 6.25 (Ω)
If either value wrong allow 2 max
Condone small rounding errors.
Or
Calculation of filament resistance or statement of resistor resistance ✔

Resistance of filament = 11.1 (Ω)
Calculation of other resistance and use of parallel formula

(allow ecf from part b) ✔
Either resistance gets the first mark
6.2 -6.3 (Ω) ✔

3
(e) Calculation of area, ignoring power of ten errors.

A = 8.0 × 10-10 m2
Correct resistivity 3.1 × 10-8 ✔
Allow ecf for A (for example use of d for r gives 3.2 × 10-11 for
A and 1.2 × 10-7 for answer)
Ωm✔
Some working must be shown for award of unit mark.
3
[14]
Q17.
(a) 15(.0) (Ω) ✔
Only acceptable answer
Must be on answer line or clearly identified as (largest)R
by R = 15 (.0) (Ω) seen.
Allow an answer just above (or below) the answer line in
cases where a previous answer has been crossed out.
If not on the answer line, units must be stated.
1
(b) 1.4(1) (Ω) ✔✔
Only selects 2.2 Ω and 3.9 Ω in parallel ✔

Accept evidence from working or a clear labelled sketch of
2.2 Ω and 3.9 Ω in parallel
Possible allowed combinations include:
Page 89 of 133
Accept 1.407 Ω but not >4 sf
Must be on answer line or clearly identified as (smallest)R
by R = 1.4 (1) (Ω) seen.
Common wrong answer = 0.71 (Ω) is worth one mark with
correct supporting working
2
(c) Any of the following statements:
Power supply is on open circuit (so current is zero)
OR
Voltmeter has a (very) large resistance (so current is zero)
OR
No current (load) (so no lost volts)
OR
(Current is zero) so no lost volts

Accept ‘negligible’ current for zero current
Accept ‘very large’ resistance; don’t penalise ‘voltmeter has
very large internal resistance’
Do not allow:
Resistance is zero
Only resistance is the internal resistance
No other component (this implies that the internal resistance
is zero)
1
(d) (Current through power supply leads to)
lost volts (across the internal resistance)
OR
(Current through power supply leads to)
voltage drop across the internal resistance
OR
(Current through power supply leads to)
Some of the emf is used in the internal resistance
OR
Page 90 of 133
Voltage is shared between the internal and external
resistances
Allow correct ‘energy transfer in the internal resistance’
arguments
Must refer to a voltage across the internal resistance or r
except when the term “lost volts” is used.
Do not allow:
The current decreases
1
(e) ε – V = (1.62 – 1.14 =) 0.48(0) (V)

and
Both results required for ✔; accept 0.127 or 0.1267 for

Do not allow answers expressed in terms of unknown
variables
Answers must be on answer line or clearly identified as
answer by using correct subject and equals sign
1
(f) Point correctly plotted to nearest 1 mm (half a grid square)
and
continuous ruled best fit line for the 5 (originally printed)

points ✔
Withhold mark if point is hidden or if best fit line is of variable
thickness or has discontinuities.
Data point should be marked with a cross. Both × and +
marks are acceptable.
Do not allow points plotted as dots / dots in circles
If point is wrongly calculated in Part 1.5 allow CE for an
accurate plot of this but this should then be treated as
anomalous when judging the best fit line.
The best fit line must intersect each of the 5 originally printed
X symbols.
Allow no plot where ECF (even as algebraic equation) point
won’t fit on the grid and student has stated that it can’t be
plotted.
If no answer / no plottable answer in 1.5 but student chooses
to plot a point then it must be the correct point only (0.13,
0.48)
1
(g) Gradient triangle for Figure 3; correct read-offs for points (±

1 mm) from triangle with the ε – V step at least 0.5 V
Page 91 of 133
Allow seen or gradient triangle drawn with seen,
read-offs must be substituted into or

Condone one read-off error in four read-offs for gradient
method
(common error: candidates miss non-origin on ordinate axis)
(common error: makes a power of 10 error on abscissa)
r in range 3.49 to 3.95 (Ω)

Any correct method other than gradient method (no read-off
errors here) allow 1 mark
i.e. allow 1 mark for the accurate use of 1 point from their
line
r must be quoted to a minimum of 2 significant figures
ecf for r (their gradient from their best fit line)
r must be supported by correct working
2
(h) The Figure 1 method is better because more R values are available ✔
6 values of R (possible) for method (seen) in Fig 4 ✔

Do not allow:
The 2nd method has a wider range
The 2nd method has a larger maximum resistance
The 2nd method has a smaller minimum resistance
The 2nd method only goes up to 8.2 Ω
(resistances available in Fig 4: 2.0 Ω, 3.2 Ω, 4.3 Ω, 4.6 Ω,
5.0 Ω, 5.3 Ω)
2
[11]
Q18.
D
[1]
Q19.
B
[1]
Q20.
C
[1]
Q21.
B
[1]
Page 92 of 133
Q22.
B
[1]
Q23.
C
[1]
Q24.
D
[1]
Q25.
(a) emf is the intercept on the pd / y axis ✔
gradient of the graph is –r / internal resistance is minus the
gradient of the graph/modulus of gradient is r / absolute
value of gradient is r / magnitude of gradient is r ✔
1
1
(b) figure 2 circuit supplies 50 mA ✔

figure 3 circuit has emf of 1.4 V ✔
and internal resistance of 12 Ω ✔
hence current of 78 mA which is >75 mA ✔
Can use different routes independently for fig 2 and fig 3
If candidates calculated current is not 50 mA or 75 mA allow
CE for correct conclusion relating to 75 mA
Must explain which circuit is suitable. If their calculation
shows neither circuit suitable must explain why both circuits
not suitable
OR
calculate required pd is 0.45 V (0.075 × 6.0) ✔

show pd for cell in fig 2 is 0.1 V ✔
show pd across parallel cells in fig 3 is 0.4 V ✔
show total pd in fig 3 is 0.5 V which is greater than 0.45 V ✔
OR
calculate emf needed for 75 mA in fig 2 (1.05) ✔

calculate emf needed in fig 3 (1.35) ✔
comment on emf needed in fig 2 is larger than cell provides
✔
comment on emf in fig 3 being close to what is required ✔
from graph for current for current of 75 mA
from graph for current of ½ of 75 mA i.er. 37.5 mA
i.e. 0.1 V from single cell and 0.4 V from parallel cells
4
(c) useful power dissipated = (75 × 10–3)2 × 6 ✔ (= 0.03375 (W))

Condone use of 78 mA gives answer of 285 W
Page 93 of 133
If used resistance of 18 Ω then lose first mark but CE to give
answer of 791 W
input power (at the cells) = 0.03375/.04 = (W) ✔
solar power = 0.8437 /(32 × 10–4) = 260 (263.7 or 264) W m–2

✔
CE from power calculation but not from % calculation
if incorrect % calculation at any stage only qualify for useful
power mark
1
1
1
[9]
Q26.
C
[1]
Q27.
B
[1]
Q28.
B
[1]
Q29.
C
[1]
Q30.
B
[1]
Q31.
B
[1]
Q32.
B
[1]
Q33.
C
[1]
Page 94 of 133
Q34.
(a) peak (to peak) voltage = 6.3(0) (V) ✔
accept any answer that rounds to 6.3 V
do not allow power of ten errors, eg 0.0063 V
1
(b) period = 8 divisions
(= 8 × 0.5 × 10–3 (s))
= 4 ms 1 ✔
= 250 (Hz) 2 ✔
award both marks if 250 Hz seen
accept 4.0(0) ms for 1 ✔ but reject 4.05, 3.95 etc
ecf2 ✔ for wrong period
2
(c) any valid approach leading to RC in range
2.1 ×10–4 to 3.4 ×10–4 or 3 ×10–4 (s)
OR
their T in 02.2 × 0.069 ± 10 % 12 ✔ ✔
1 mark can be awarded for use of any valid

approach in which RC is seen with
substitutions or with rearranged equations, eg
OR
1.75 × 10–4 = RC × ln 2
OR
valid approaches;
Page 95 of 133
reads off t when C starts to discharge and t at a lower value
of V:
rearranges to calculate RC
for ecf 2 ✔ ∆t used must correspond to interpretation of time
base used in determining the frequency in (b); there is no ecf
for misinterpretation of the voltage scale
OR
reads off t when C starts to charge and t at a higher value of
V:
rearranges to calculate RC etc

OR
determines half-life t0.5 and finds RC from

for ecf 2 ✔ t0.5 used must correspond to etc
OR
uses idea that during discharge V falls to 0.37V0 in one time
constant: determines suitable V and reads off RC directly
for ecf 2 ✔ time interval used must correspond to etc
OR
uses idea that during charging V rises to 0.63V0 in one time
constant: determines suitable V and reads off RC directly
reject idea that V falls to zero in 5RC
2
(d) qualitative comment
idea that the waveform will stretch horizontally 1 ✔
quantitative comment
by a factor of ✔
OR
half a cycle now covers 10 (horizontal) divisions on the

screen 2 ✔ (and also earns 1 ✔ )
(so the) resolution of the time axis has increased 3 ✔ (and

also earns 1 ✔ )
measuring larger distance / across more divisions from the

screen reduces (percentage) uncertainty in reading the time
(constant / interval / half life) 4 ✔
for 1 ✔ look for reference to time axis or direction waveform
is re-scaled
accept ‘graph is longer/stretched’ or ‘will not see whole cycle’
or ‘fewer cycles shown’ or ‘period takes more space’ or
‘distance being measured is larger’ or ‘time per division is
Page 96 of 133
less’ or ‘larger in x direction’ or ‘time is stretched’
reject ‘waveform becomes larger’ or ‘may not see whole
cycle’ or ‘measuring larger time’
for 2 ✔ there needs to be valid quantitative detail
award 12 ✔ ✔ for ‘half a cycle now fills the screen’ or ‘half a
cycle is displayed’ as these clearly recognise the stretching
is along the time axis and ‘half’ is quantitative
accept ‘new distance (on screen corresponding to half life or
time constant) is 2.5 × answer shown in working for (c)’
the candidate who realises that half a wave now covers the
complete width of the screen cannot claim this is a
disadvantage; they would still be able to bring either half
cycle into view by using the X-shift and find RC for 3 ✔ uses
technical language correctly
ignore (but do not penalise) ‘times are more precise’ or ‘more
accurate’
reject ‘smaller resolution’ or ‘lower resolution’
for 4 ✔ there needs to be a qualifying explanation for the
comment about uncertainty
reject ‘advantage because the (time) scale is easier to read’
3 MAX
(e) valid sketch on Figure 7 showing discharge time to 0 V reduced and charging time
to peak voltage reduced (see below) 1 ✔
connecting resistor in parallel with R halves [reduces by

50%] circuit [total] resistance [time constant] 2 ✔
do not insist on seeing second discharge although if shown

this must look correct
2
(f) amendment to Figure 8 showing waveform across R with approximately the correct
shape, amplitude ± V and the correct phase
correct waveform shown while signal generator output is low

(0 V): only the complete negative half cycle needs to be
shown but if second negative half cycle is included it must be
correct 1 ✔
Page 97 of 133
correct waveform shown while voltage across signal
generator output is high; condone no signal or signal = 0 V
before going to –V for the first time 2 ✔
don’t insist on seeing vertical lines

2
(g) reduce the (sensitivity of) (Y-voltage)) gain 1 ✔
(change) to 2 V division–1 2 ✔ (and earns 1 ✔ )
adjust the Y (vertical) shift 3 ✔

‘make (Y-) gain smaller’ or ‘increase the volts per division’ or
‘reduce the Y-resolution’ are acceptable substitutes for
‘reduce the (Y-)gain’
increase the (Y-) gain to 2 V division–1 2 ✔ not 1 ✔
reduce the (Y-) gain to 0.5 V division–1 1 ✔ not 2 ✔
ignore any comment about time base or ‘X-gain’
if all positive waveform is given for (f) allow sensible
comment about triggering/stability control, eg
waveform may not be stable 1 ✔ ; adjust triggering 2 ✔
2 MAX
[14]
Q35.
(a) correct general shape ✔
accurate plotting to within square ✔

2
(b) 12 (V) ✔, 30 (W) ✔

2
(c) R= = 3.2 (Ω) ✔

1
Page 98 of 133
(d) Resistance increases ✔
Temperature increases ✔
More collisions / interaction of electrons with lattice ions ✔

Condone ‘atoms’, ‘molecule’.
Do not allow electron−electron collisions.
3
(e) Can attain neither maximum nor minimum voltage ✔
Explanation of either maximum OR minimum ✔

2
[10]
Q36.
(a) 0.5 mm [0.05 cm, 0.0005 m] ✔
only acceptable answers
1
(b) 8.65 mm [0.865 cm, 0.00865 m] 1✔
the micrometer reads zero when the jaws are closed 2✔

only 3sf answers are acceptable for 1✔
accept no zero error for 2✔
2
(c) L = (403 − 289 = ) 114 mm ✔

1
(d) absolute uncertainty = 1 mm 1✔
percentage uncertainty = × 100 = 0.88%2✔
accept 2 mm for ab. uncertainty 1✔

allow ecf for wrong L and / or wrong ΔL
accept 1.75%
2
(e) should move wire directly over / closer to scale on the ruler to avoid parallax error ✔
both statement and explanation required for this mark
1
(f) five values of R/L correct, recorded to 3 sf [last row to 3sf or 4sf]; accept values in Ω
cm−1 ✔
mean based on first four rows only; result 9.94 Ω m−1 [9.94 × 10−2 Ω cm−1] ✔
L/cm R/Ω (R/L)Ωm−1
81.6 8.10 9.93
72.2 7.19 9.96
Page 99 of 133
63.7 6.31 9.91
58.7 5.85 9.97
44.1 4.70 10.66 (10.7)

2
(g) cross-sectional area = 1 ✔
resistivity from × A, correct substitution of result from 01.6 2✔
1.10 × 10−63 ✔
Ω m 4✔
resistivity from × earns 12✔✔
allow 2✔ if value is not based on mean or on a mean from

all five rows of table in 01.6
condone 1.12 × 10−6 for 3✔ if fifth row in 01.6 was not
rejected
withhold 3✔ for POT error
4
[13]
Q37.
B
[1]
Q38.
C
[1]
Q39.
B
[1]
Q40.
B
[1]
Q41.
A
[1]
Page 100 of 133

Q42.
B
[1]
Q43.
(a) The current through a conductor between two points is directly proportional to the
potential difference across the two points
(provided the temperature remains constant) ✔

Or ratio of voltage / current is constant
1
(b) 75 (mA) ✔
1
(c) MAX 4
voltmeter position is incorrect because it is across the cell✔
voltmeter should be connected across the putty✔
the 10 Ω resistor is not suitable to control the current✔
because its resistance is only half that of the putty✔
pd range is 1.0 to 1.5 V, this is insufficient for experiment✔

MAX 4
(d) Substitution of V = A × l into ρ = ✔
(leading to ρ = )
Complete argument needed
1
(e) V = 60 × 10−3 × π × (10 × 10−3)2
(= 1.88 × 10−5 m3) ✔
ρ= 20 × 1.88 × 10−5 / (60 × 10−3)2

= 0.10 ✔Ωm ✔
Will not gain this mark only if POT error correctly followed
through.
Stand alone unit mark
3
[10]
Q44.
B
[1]
Page 101 of 133

Q45.
D
[1]
Q46.
C
[1]
Q47.
D
[1]
Q60.
(a) (use of R = ρl/A)
A = 9.7 × 10−8 × 0.50/0.070 ✔
1
A = 6.929 × 10−7 (m2) ✔
1
diameter = √(6.929 × 10−7 × 4/π) = 9.4 × 10−4 (m) ✔
CE for third mark if incorrect area
1
(b) R = 1.5/0.66 = 2.3(Ω) (2.27) ✔

1
(c) (use of V = IR)

I = 1.5/(22 + 1.2) = 0.065✔(A) (0.0647) ✔
1
(d) current in R1 = 0.66 − 0.0647 = 0.595 (A) ✔

CE from 4.2/4.3
1
resistance of R1 and probe = 1.5/0.595 = 2.52 (Ω) ✔
alternative method: 1/2.3 = 1/23.2 + 1/(Rprobe + 2.4) ✔
1
resistance of probe = 2.52 − 2.4 = 0.12 (Ω) ✔
correct rearrangement ✔
range 0.1 – 0.15 ✔
accept 1 sig. fig. for final answer
1
(e) cross-sectional area must decrease OR R α 1/A

indicated by downward arrow or negative sign which can be
seen on answer line
1
area decreases by 1.6% hence diameter must decrease by 0.8% ✔
accept 1%
1
(f) ANY TWO FROM
Page 102 of 133

correct reference to lost volts OR terminal pd OR reduced current ✔
reference to resistors not changing OR resistors constant ratio ✔
reference to voltmeter having high/infinite resistance (so not affecting circuit) ✔
reference to pd between AB being (very) small (due to
closeness of resistance ratios in each arm) ✔
voltmeter (may not be) sensitive enough ✔
1
1
[12]
Q61.
(a) 2 missing points plotted, each to nearest 1 mm (half a grid square); points
marked + or × or ☉; reject thick points, blobs or uncircled dots ✔
(b) continuous smooth best fit line through all 7 points to 1 mm ✔

allow mis-plotted points to be treated as anomalies; multiple
lines or points of inflexion lose the mark
1
(c) candidate’s value from Figure 2 ± ½ grid square ✔

if multiple lines are drawn condone value if ± ½ grid square
of all lines
1
(d) finding θN from Figure 3 is easy since the result is read off where G = 0 1✔
or
finding θN from Figure 2 is difficult since θ has a range of
values for which ε is a maximum 2✔
accept evidence that G = 0 used shown on Figure 3; physics
error about how Figure 3 used means no credit for any
further valid comment about Figure 2
accept ‘curve is shallow at peak’ for 2✔
MAX 1
(e) method:
correctly determines gradient of Figure 3 or uses gradient
result with any point on line to determine (vertical) intercept
1✔
result in range 9.8 to 10.9 2✔

gradient values in the range −0.040 to −0.034 for 1✔ (minus
sign essential)
for 1✔ allow the substitution of at least one pair of correct
values of G and θ into G = βθ + α to obtain α using
simultaneous equations
Page 103 of 133

condone 2sf ‘10’ for 2✔
2
(f) full scale pd = 100 × 1000 = 100000 or 105 μV ✔

allow 100 mV or 0.1 V if μV deleted from answer line ✔
1
(g) idea that resolution of the meter is not satisfactory 1✔

because the largest pd that will be measured is less than
1500 μV
OR
only uses 1.5% of the range
OR
pd across meter at full-scale deflection ÷ divisions = =

2000 μV per division 2✔
condone use of ‘sensitivity’ or ‘precision’ for ‘resolution’;
ignore ‘meter is not accurate’
allow ‘hard to tell different readings apart’
for 2✔ allow ce for incorrect 02.6
allow ‘unable to measure to nearest microvolt’
allow ‘resolution of scale should be 1 μV’
2
[9]
Q62.
(a) Top line: 234 4✔
bottom line: 2✔
the first mark is for the nucleon numbers correct
the second mark is for the correct proton number of the
alpha particle
2
(b) use of = 6% = 0.06
to give: power generated by decay = = 1700 W ✔

allow 2000, 1670, 1667 etc
1
(c) current = = 3.1 A ✔

allow 3, 3.13 and 3.125; condone 3.12
1
(d) each component requires = 0.71 A ✔
number of components = = 4.4; thus n = 4 ✔
alternative 1: use of power formula ✔
Page 104 of 133

number of components = = 4.3; thus n = 4 ✔
condone ‘4’ for both marks; if the answer is not rounded
down to the greatest whole number, lose the last mark
if P = 1700 used rather than 100 allow ce
alternative 2: use of total resistance formula
✔
2
(e) energy = 1000 kW h

= 1000 × 1000 × 3600
= 3.6 × 109 J ✔
average power = = 114 W ✔

allow 1 sf 100 W
for solution using Watt-hours
✔ = 114 W ✔
2
(f) (as Sun’s intensity is similar) area needed = (similar to that of UK domestic solar
power installation =) 10m2 (to an order of magnitude) ✔
allow ce for average power ie

1
[9]
Q63.
B
[1]
Q64.
A
[1]
Q65.
C
[1]
Q66.
A
[1]
Page 105 of 133

Q67.
D
[1]
Q68.
A
[1]
Q69.
D
[1]
Q70.
(a) (i)
correct diode bias for variable supply, must have some attempt to vary pd ✔
Condone variable resistor (condone missing arrow) don’t
allow thermistor symbol
correct symbols and positions for voltmeter, ammeter:
voltmeter in parallel with diode only
ammeter in series with diode ✔
Allow mA symbol instead of A symbol for ammeter
Allow symbols for diode without line through triangle and / or
with a circle
Diode symbol must consist of a triangle and a straight line at
nose perpendicular to wiring in circuit.
allow voltmeter across ammeter and diode
(ii) The candidate’s writing should be legible and the spelling, punctuation
and grammar should be sufficiently accurate for the meaning to be clear.
The candidate’s answer will be assessed holistically. The answer will be
assigned to one of three levels according to the following criteria.
High Level (Good to excellent): 5 or 6 marks

The information conveyed by the answer is clearly organised, logical and
coherent, using appropriate specialist vocabulary correctly. The form and style
Page 106 of 133

of writing is appropriate to answer the question.
Candidate explains how to obtain sufficient values of I and V. They mention
the need to limit the current through the diode and give an indication of the
range and frequency of measurements. They discuss an advantage of using a
data logger. Voltage does not exceed 1.0V, diode is forward biased
Intermediate Level (Modest to adequate): 3 or 4 marks

The information conveyed by the answer may be less well organised and not
fully coherent. There is less use of specialist vocabulary, or specialist
vocabulary may be used incorrectly. The form and style of writing is less
appropriate.
Candidate explains how to obtain sufficient values of I and V. Includes mention
of diode is forward biased or suitable voltage for switch on mentioned or
advantage of data logger
Low Level (Poor to limited): 1 or 2 marks

The information conveyed by the answer is poorly organised and may not be
relevant or coherent. There is little correct use of specialist vocabulary. The
form and style of writing may be only partly appropriate.
vary pd obtain several readings of I and V
or an advantage of using data logger
or forward biased
low level safety may include switch off / avoid overheating type arguments /
don't touch
The explanation expected in a competent answer should include a

coherent selection of the following points concerning the physical
principles involved and their consequences in this case.
means of controlling pd across diode
indication of range and frequency of measurement
mention of limiting current to avoid damage to diode
a consideration of the advantages of a datalogger e.g. many readings,
computer display of results
use of potential divider instead of series resistor
All signs of quality that could lift mark

Lower band
vary pd obtain several readings of I and V
or an advantage of using data logger or low level safety and
action to minimise risk
Middle band
vary pd and obtain several readings of I and V, at least 6
different values including an advantage of using data logger
or mention of forward bias or mention of switch on voltage
(0.6V) or safety
Top Band
Mention of how to vary pd (seen in viable circuit) obtain
several readings of I and V, at least 6 different values (range
given where maximum value of pd does not exceed 1.0V)
mention of limiting current through diode using protective
resistor
consider advantage of data logger
mention forward bias
must include potentiometer for 6 marks
Page 107 of 133

must have voltage as independent, no current led arguments
in Top band
Data logger advantages:
Not more accurate
Not removes human error
6
(iii) reverse connections to the power supply / battery / cell / reverse diode ✔
not switch wires around (need clear link to reversing
connections at supply's terminals)
1
(b) (i) divide V by I for a reading from graph or uses R = V ⁄ I for a reading from graph
✔
Treat gradient = as TO
repeat for different values of V and I ✔
Must score 1st mark to achieve 2nd
2
(ii) (Resistance) decreases ✔

Or resistance starts off very high and then becomes much
lower
1
[12]
Q71.
(a) (i) 230 × √2 = 325 (V) ✔
(2 × 325 =) 650 to 651 V ✔
allow doubling their incorrect peak voltage (162.6 × 2) by use
of 2 as an attempt to find peak-to-peak for 1 mark but not
just 2 × 230
2
(ii) (use of P = V2/R)

P = 2302/12 ✔
P = 4.4 × 103 (W)✔ cao
2 sig. figs. Incorrect answer must be supported by working ✔
Allow their incorrect answer (a)(i)2 ÷ 12
Or 3252 ÷ 12 as a use of for 1 mark
Alternative
For first mark
I = and P=VI allowing their incorrect answer

(a)(i) or 325 as sub for V for 1 mark
Answers 8.8 kW (325V) and 35 kW (650V)
3
(b) (i) there is a pd / voltage across the cable ✔

pd / voltage across cooker is 230 V minus this pd / voltage ✔
2nd mark depends on 1st mark in all
The current is lower due to the resistance of cable / The
current is lower as circuit resistance increases ✔
Page 108 of 133

pd across oven is lower since V=I × Resistance of element ✔
or
Resistance of the cable is in series with element ✔
Voltage splits (in ratio ) across these resistances ✔
2
(ii) resistance of cable = 2 × 3.15 × 0.0150 = 0.0945 ✔

Allow power 10 error here
Or
=228 V ✔ cao
Allow their incorrect Rcable correctly substituted for 2nd
marking
3
(iii) 230 − their (b) (ii) or 19 (A) quoted for current or equivalent seen in equation
(230 / 12.0945) ✔
(P =) 34.2 to 42.3(W) ✔ correct working
ecf as P = (230- (b)(ii))2 / their Rcable

2
(iv) minimise power loss / maximise efficiency of oven / ensure element gets as
hot as possible ✔
avoid overheating / fires ✔
not just to carry a large current / larger pd across element
Either order
2
[14]
Q72.
(a) time base is (switched) off ✔
TO for y-input switched off
not affected by x plates because these plates are not
switched on
1
(b) (i) emf (of battery) ✔

not just terminal pd
TO applied for non-emf statements
Allow explanation of emf
1
(ii) (emf = 3 × 2.0 =) 6.0 V ✔

penalise 1 sf
1
(c) Because the pd across the y plates has decreased ✔
there is a current (in the battery) ✔
Page 109 of 133

there is a pd / voltage across the internal resistance or there are (now) lost volts ✔
terminal pd decreases or terminal pd now less than emf or IR = ε -Ir ✔

3
(d) V= 2.5 × 2.0 = 5 V

or (use of V=IR) by I = their incorrect voltage ÷18 ✔
Must see I as subject or their working leading to answer line
for use of
I=0.28(A) ✔ cao
2
(e) (use of ε = IR +Ir)

6.0 = 2.5 × 2.0 + 0.28× r
or correct rearrangement to make r subject
or sets R(T) = = 21.2 or 21.4 (ohms) with subject seen
or ✔
r = 3.4 to 3.6 Ω ✔
Ecf for I and V

2
[10]
Q73.
Resistance is zero at (or below) critical temperature
“Negligible resistance” is insufficient
[1]
Q74.
(a) work done per unit charge
Allow V=W/Q if W and Q defined
1
(b) Voltmeter reading / terminal pd drops

Battery has internal resistance
pd occurs within battery / ’lost volts’ within battery / emf is shared between internal
and external resistances
3
[4]
Q75.
(a) Correct substitution into P=VI
1.74 (A)
2
(b) (i) Correct substitution into R=V/I or V2/P or P/I2
264 (Ω)
Page 110 of 133

Allow correct use of parallel resistor equation
2
(ii) Use of 1/RT = 1/R1 + 1/R2 or R = V2/P

65 (66.1) (Ω)
2
(iii) A = π(1.5 × 10−4)2/4 or π(7.5 × 10–5)2 or 1.767 × 10−8 (m2)

Substitution into l=RA/ρ with their area
4.2 (4.18) (m)
2 marks for 17 (m), using of d instead of r
3
(c) Resistivity / resistance increases with increasing temperature

(Lattice) ions vibrate with greater amplitude
Rate of movement of charge carriers / electrons (along wire)
reduced (for given pd)
ORA
Condone atoms for ions.
Accept “vibrate more”.
Accept more frequent collisions occur between electrons and
ions owtte
3
(d) 2.9 × 10−3/447 or 2.9 × 10−3/174 seen

6.5 (6.49) × 10−6 (m)
Correct answer given to 2 sig fig
Condone use of 174 for T for C1 and B1 marks
Allow 3 sig fig answer if 2.90 × 10−3 used
3
[15]
Q76.
(a) ✓✓
first mark for linear at origin and decreasing gradient in either

quadrant (linear region can be very small)
second mark for symmetry plus no dip at end or extended
horizontal section at end
straight line scores zero
2
(b) (i) resistance (of filament lamp) increases✓

1
Page 111 of 133

(ii) filament lamp is a non-ohmic conductor as current is not (directly)
proportional to voltage / resistance is not constant✓
proportionality can be shown using graph
1
(c) either
circuit / total resistance increases✓
(hence) current decreases and pd / voltage across R decreases✓
OR
resistance of PQ combination increases✓
(hence) greater share of pd / voltage across lamp P✓
implication that current is different in different parts of series
circuits scores 0
implication that new total current is greater scores zero
voltage flowing loses second mark
2
(d) (i) (use of energy = VIt)

(energy converted by X = 60 × 120 × 3600 =) 2.59 × 107 J ✓
(energy converted by Y = 11 × 120 × 3600 =) 4.75 × 106 J ✓
Accept answers to 1 sig. fig.
2
(ii) in lamps energy is wasted as heat / thermal energy✓

specific lamp considered e.g. in lamp, X / filament lamp more energy is
wasted OR in X / filament lamp less energy is converted to light /
luminosity✓
2
[10]
Q77.
(a) emf is the work done / energy transferred by a voltage source / battery / cell ✓per
unit charge✓
OR
electrical energy transferred / converted / delivered / produced✓
per unit charge✓
OR
pd across terminals when no current flowing / open circuit✓✓
not in battery
accept word equation OR symbol equation with symbols
defined if done then must explain energy / work in equation
for first mark
2
(b) (i) by altering the (variable) resistor✓

1
(ii) reference to correct internal resistance✓

e.g. resistance of potato (cell)
terminal pd = emf ߜ pd across internal resistance / lost volts✓
pd / lost volts increases as current increases OR as (variable)
resistance decreases greater proportion / share of emf across internal
resistance✓
accept voltage for pd
3
Page 112 of 133

(iii) draws best fit straight line and attempts to use gradient✓
uses triangle with base at least 6 cm✓
value in range 2600 ‒ 2800 (Ω)✓
3
stand-alone last mark
(c) total emf is above 1.6 V✓

but will not work as current not high enough / less than 20 mA✓
2
[11]
Q78.
(a) Use of ρ=RA / l)
cross sectional area= × (3.7 × 10−3)2 = 4.3 × 10−5 (m2)✓
ρ= ✓ = 1.4(2) × 10−7✓Ω m✓
area : lose first mark if use diameter as radius or fail to

convert to m2 (if both errors still only lose 1 mark)
CE area for next two marks but if uses diameter in place of
area then lose first two marks
if leave length in km lose 2nd mark but CE for answer
UNIT stand-alone 4th mark
4
(b) (current in) steel wire (is less than the current in an) aluminium wire as it has a
higher resistivity / resistance OR aluminium is better conductor✓
the six aluminium wires are in parallel OR total cross-sectional area of
aluminium is 6 times greater than steel wire✓
each aluminium wire carries three times as much current as the (single) steel
wire✓
3
(c) resistance of 1 km of 6 Al cables in parallel = = 0.183 Ω✓
if ignored the steel wire then can score first and third mark
total resistance of the cable = 0.174 Ω✓

power loss per km = 32.3 kW (or 30.7 kW if they ignore the steel)✓
OR
power loss in 1 km of steel = 1.70kW✓
power loss in 1 km each of Al cable = 5.11 kW✓
total power loss per km = 32.4 kW (or 30.7 kW if they ignore the steel)✓
OR
calculate current in steel wire and aluminium wire (22.7 and 68.2) ✓
calculate power loss in aluminium wire and steel wire (1700 and 5115) ✓
calculate total power loss (1700 + 6 × 5115 = 32,4 kW) ✓
accept range 32 kW to 33 kW
if ignored steel wire
range for third mark is 30 kW to 31 kW
Page 113 of 133

if wires treated as series resistors then zero
3
[10]
Q79.
(a) (i) Voltmeter across terminals with nothing else connected to battery / no
additional load. ✓
1
(ii) This will give zero / virtually no current ✓

1
(b) (i)
Answer must clearly show power: εI and VI, with I cancelling out to give
formula stated in the question ✓
1
(ii) Voltmeter connected across cell terminals ✓
Switch open, voltmeter records ε

Switch closed, voltmeter records V
Both statements required for mark ✓
Candidates who put the voltmeter in the wrong place can still
achieve the second mark providing they give a detailed
description which makes it clear that:
To measure emf, the voltmeter should be placed across the
cell with the external resistor disconnected
And
To measure V, the voltmeter should be connected across the
external resistor when a current is being supplied by the cell
2
(c) Vary external resistor and measure new value of V, for at least 7 different
values of external resistor ✓
Precautions - switch off between readings / take repeat readings (to check that
emf or internal resistance not changed significantly) ✓
2
(d) Efficiency increases as external resistance increases ✓
Explanation
Efficiency = Power in R / total power generated
I2R / I2(R + r) = R / (R + r)
So as R increases the ratio becomes larger or ratio of power in load to power
in internal resistance increases ✓
Explanation in terms of V and ε is acceptable
2
[9]
Q80.
D
Page 114 of 133

[1]
Q81.
(a) (i) Use of P = VI with pair of valid coordinates from graph
C1
0.52 (W)
Allow 1sf if within 0.49 to 0.52
A1
2
(ii) Correct general shape
M1
Linear rise between 0.0 ‒ 0.5 V and falls to zero at 0.71 V
A1
2
(iii) Use of efficiency =
C1
Use of I =
C1
Their (i) / 67.5 (m2) (7.7 × 10−3 if correct)
A1
3
(b) (i) 0.7 J of work done (by cell) per 1 C of charge (when moved round
circuit)
OR
(Terminal) pd across (solar) cell with no load / current is 0.7 V
Not “per unit charge”
B1
1
(ii) 20 cells in series (to produce 14 V)
B1
Series arrangement has internal resistance of 15.6 Ω
B1
Cells in parallel (needed to reduce total internal resistance of array)
B1
Page 115 of 133

80 cells / 4 parallel sets of 20 cells in series
B1
4
(c) The marking scheme for this question includes an overall assessment for the
quality of written communication (QWC). There are no discrete marks for the
assessment of QWC but the candidate’s QWC in this answer will be one of the
criteria used to assign a level and award the marks for this question.
Descriptor ߜ an answer will be expected to meet most of the criteria in the

level descriptor.
Level 3 ‒ good
-claims supported by an appropriate range of evidence;
-good use of information or ideas about physics, going beyond those given in
the question;
-argument is well structured with minimal repetition or irrelevant points;
-accurate and clear expression of ideas with only minor errors of grammar,
punctuation and spelling.
Level 2 ‒ modest
-claims partly supported by evidence;
-good use of information or ideas about physics given in the question but
limited beyond this;
-the argument shows some attempt at structure;
-the ideas are expressed with reasonable clarity but with a few errors of
grammar, punctuation and spelling.
Level 1 ‒ limited
-valid points but not clearly linked to an argument structure;
-limited use of information about physics;
-unstructured;
-errors in spelling, punctuation and grammar or lack of fluency.
Level 0
-incorrect, inappropriate or no response.
Some points:
Use on communication satellite:
Continuous supply of energy from Sun
No need for fuel (for power purposes)
Large area of solar cells not needed (but possible)
Low mass
Can be unfolded (after launch)
No environmental hazard
Reliable/no moving parts
Continuous operation:
Arrays need to track sun (to maximise absorption)
Shielding required as can be damaged by meteors or cosmic
rays
Need storage system (rechargeable batteries / capacitors)
for back up (if in shadow)
Limit use of energy-intensive operations
Use on space probe:
Light intensity / energy too low at large distance
Intensity falls as inverse-square
Page 116 of 133

Area of array would be too large
Solar cells will have degenerated too much over this time
B6
6
[18]
Q245.
(a) calculation of (0.718V − 0.619V) / 100 °C (= 99mV / °C)
1
(b) a series resistor to the inverting input,

a series resistor to the non-inverting input,
a resistor from the output to inverting input,
a resistor from the non-inverting input to 0V
4
(c) voltmeter will display 5V for 50°C change = 0.1V / °C
diode produces 50mV for 50°C change = 1mV / 1°C
so voltage gain needed is 0.1V / 1mV or 5V / 50mV (= 100)

Use of Vout / Vin given an appropriate temperature range
3
(d) use of difference amplifier formula rearranged

substitution 15k × 100
= 1.5 MΩ (1,500k)
For 3 marks must have units
3
[11]
Page 117 of 133

Examiner reports
Q1.
This question required students to analyse a parallel circuit and predict the effect of
changes in the circuit.
(a) As is often the case, students struggled to analyse this parallel circuit correctly. The
commonest successful approach was to work out the resistance values for the
lamps and then use these values to determine the potential difference across each
lamp. A minority of students, having found the resistance values of the lamps,
calculated the current in each branch and then compared this with the current
required for normal operation. Only about a third of students were able to adopt
either of these two approaches.
(b) Only a minority of students appreciated that the potential difference across lamp E
would be zero and so there would be no current in the lamp. This meant that there
were a considerable number of flawed arguments which assumed there was a
current in E. Over 10% of students made no attempt at this question; in addition,
78.9% scored zero.
(c) The overall performance in this part of the question was also disappointing. The
most accessible mark was the calculation of the initial current in the battery – which
some students had already done in (a). Appreciating that lamp B failing resulted in a
parallel and series circuit was not well understood and it was rare to see correct
calculations of the new circuit resistance. A significant proportion of students did
appreciate that the resistance had increased and this would reduce the current, but
were unable to support this with correct calculations. A very high proportion of
students (22.7%) failed to attempt this question.
Q2.
(a) There were a number of stages to this “show that” question. Because of its level of
demand the mark scheme was less stringent than usual about how “show that”
calculations should be presented. However, students should be encouraged to
ensure they have fully demonstrated how the answer is obtained. These pieces of
advice should be considered:
• any equations used should be written with subjects seen at each stage of the
calculation;
• mid-calculation rounding should be avoided;
• the answer should be quoted to more significant figures than the value they
have been asked to find.
(b) The main error seen, when using F = ma and equations of motion, was not taking
into account speed changing when calculating the time to stop. Students who
identified the questions as being set up for a “work done = change in kinetic energy”
generally obtained all marks (27.3%).
(c) Good students were able successfully to complete this calculation (23.1%) whereas
lower performing students appeared to have little appreciation of the problem and
were able to make only limited progress, by perhaps finding the number of ions or
converting the energy into electron volts.
(d) Students failed to gain marks here for a number of the following common reasons:
dividing the current by the time, using 2 × 1.6 × 10–19 for each charge carrier rather
Page 118 of 133

than 1.6 × 10–19, and misremembering the prefix nano- as 10–12.
(e) This question proved to be inaccessible to all but the very best students. Only
10.7% of students managed to score anything on this item. The number of factors
they had to consider proved too challenging for most. Where students realised that
ionisation occurred when the alpha source was close enough, they often got
confused about the effect this had on the current in the circuit and the resistance
and potential difference across the air gap. Many students thought that an increase
in current could only occur when the potential difference across the air gap
increased.
Q3.
Students most frequently selected C as their answer. Unfortunately, students seemed
unaware of the need for V to be a constant when inspecting P = VI and assumed direct
proportionality. As a result, only 28.8% gained this mark.
Q4.
Most students selected B as their answer by converting 1 kW to 1000 W and dividing by
1.6 × 10–19. These students seemed unaware of the kWh as a unit of energy; this was
evidenced by their disregard of the 1 hour in their calculation. Students would improve
performance by checking the specification content including section 3.1 (Measurements
and their errors). Just under a quarter of students were successful here.
Q5.
Despite this idea being tested last year, students still seem to be unaware of how to
determine resistance at a point on a curved V-I graph. The resistance is the ratio of the
voltage and current at that point and not the gradient of the tangent to the curve.
Distractor B was the most common answer selected by students; 32.1% of them gained
the mark.
Q6.
Electricity remains a topic that students find challenging. Just under 20% of students
selected the correct answer. The most commonly selected incorrect answer was distractor
B. Students seemed unaware of the fact that the potential difference across the lower part
of the circuit would be unaffected by an increase in the resistance of the thermistor.
Q7.
This question proved more accessible to higher performing students, with 34.5% selecting
the correct answer. Those students who selected D (most common incorrect response)
added the emfs of the cells despite the fact that the cells were connected in parallel.
Students would do well to revisit rules for combining cells in series and identical cells in
parallel.
Q8.
This question tested students’ knowledge of formulae, units and their ability to rearrange.
Over 30% were able to identify the correct answer. There were a number of pitfalls along
the way and many students did not manage to deal with the s–1 in Cs–1 (the unit for the
ampère); in this case they selected distractor A.
Page 119 of 133

Q9.
This question proved a challenge (28.3% correct); the most common incorrect answer
selected was distractor C. These students reasoned that the pd must be divided between
the voltmeter and the 20 Ω resistor in a 1:1 ratio despite the voltmeter having an infinite
resistance. Similarly, they were unaware that the total resistance in the circuit was 20 Ω
rather than 10 Ω.
Q10.
(a) The problem that has been discussed in question 03.4 was evident in this question
too but there was a high proportion of correct solutions (58.9% scored full marks) to
this relatively familiar problem.
(b) Many students were able to make some progress by doing a relevant calculation.
The most common one was to calculate the pd across the resistor that would
produce the maximum power dissipation of 0.36 W in the 025 kΩ resistor. However,
very few could follow this up with a sensible conclusion. The most common
statement was that since the pd from the calculation was 9.5 V, the resistor would
be unsuitable as the 0.25 Ω resistor would not be operating at its rated power. What
students needed to state was that it is suitable: since the maximum pd possible for
the circuit was 9.0 V, the maximum possible power dissipated in the resistor (0.32
W) was lower than 0.36 W. There were other possible useful calculations, but
providing a clear correct conclusion was relatively rare. Just under a quarter of
students gained both marks.
(c) This was generally answered well and there were many completely correct
responses including the significant figures in the final answer (27.6% of students).
There were, however, many who complicated matters by trying to do all the algebra
first. These students combined the formula for the parallel resistors and the potential
divider aspects into one equation. This often led to a page of manipulation and
frequently errors crept in. Those who wrote for the parallel resistors
ended up with difficulties as they lost track of which R represented the total
resistance of the parallel combination and which was the resistance they were trying
to determine. Students who first worked out the resistance of the parallel
combination from the potential divider formula (or otherwise) and then used the
formula for parallel resistances could complete it in a few lines and avoided these
mistakes.
(d) Many students appreciated that the thermistor resistor would decrease, but fewer
gave a satisfactory explanation of why this led to the decrease in output voltage.
There were many misconceptions shown in the responses. One which was quite
common was “because the resistance of the thermistor decreased, the pd across it
would decrease therefore there would be more of the pd across the other resistor
therefore a higher output potential difference”. Just over a third of students failed to
score on this question.
Q11.
46.6% correct
Q12.
58.3% correct
Page 120 of 133

Q13.
75.4% correct
Q14.
46.1% correct
Q15.
76.3% correct
Q16.
This question gave students the opportunity to demonstrate their skills reading graphs, as
well as their knowledge and understanding of electricity.
(a) Several misconceptions were clear in some of the answers to this question. Many
students misinterpreted the graph as a V-I graph and, of the rest, many suggested
that gradient is equal to 1/R: teachers are encouraged to emphasise that the value
of V and I at the point (or 1/gradient of the line from the point to the origin) gives the
resistance of the filament. Other problems were related to lack of detail or
ambiguous terminology. Many students lost a mark for being unclear about ‘which
particle moves more’, and the requirement for an increase in the rate of collisions
(rather than just the collisions) also proved to be a hurdle to many. Many answers
were seen that suggested students applied little more knowledge or understanding
than that required at GCSE level.
(b) This straightforward calculation was correctly performed by the large majority of
students, suggesting that many who misinterpreted the axes in 02.1, were still able
to use them correctly in this question.
(c) There were several different routes students could take to obtain the correct answer
here, and all of them were given full credit. With many students not obtaining all
three marks in what is a relatively straightforward calculation, it is suggested that
teachers encourage students to sketch a small circuit diagram where one isn’t
provided if it assists them in answering questions. The most straightforward, and
rarely seen, method was to simply read the value of the pds for both components at
0.18 A, and add them together. Many students embarked on complex analyses that
almost inevitably led to errors and marks being lost.
(d) Many students have greater difficulties with parallel than series circuits and, again,
the sketch of a simple circuit diagram would probably have assisted them here. The
significant difference in performance between this and the previous question was
seen in the award of 1 or zero marks: many more students were unable to make
enough of an attempt to gain any credit. This was often due to an assumption that
the 0.18 A current was still applicable here, with students then performing a simple
V/I calculation for the wrong answer. Other common errors included difficulties
adding resistances in parallel, a problem that would not have existed had these
students realised that the total current could be obtained from the graph, and the
resistance calculated from V/I.
(e) It was pleasing to note that this multi-step calculation was completed successfully by
a large proportion of the students and that the correct unit was well known. Those
who had difficulty tended to make power of ten errors or mistakenly use diameter for
radius in the calculation of area, either of which still allowed for an ‘error carried
forward’. It should be emphasised that a correct unit on its own was not credited,
Page 121 of 133

and that some working, and an answer, had to be seen.
Q17.
(a) The success-rate on this question was more than 90%. Common wrong answers
seen included 21.1 Ω and 8.2 Ω, both suggesting that the students did not read the
question carefully enough. (21.1 Ω is the sum of all four resistors while 8.2 Ω is the
value of the largest single resistor.)
(b) This showed a much greater range of attainment by students; over 60% of students
obtained 2 marks. Many students offered 6.1 Ω as the answer, treating the series
combination of 2.2 Ω and 3.9 Ω as the lowest possible value. Other students did not
invert the sum of in the final step, leaving their answer as 0.71 Ω.
A significant number of candidates were unable to add two fractions:
and believed the answer to be .
Another common incorrect response was
This error clearly demonstrated a poor understanding of the effect on resistance of

combining resistors in parallel, and a lack of knowledge of the mathematical process
used to determine the resistance of two resistors in parallel.
(c) Students’ level of achievement in questions involving internal resistance would be

improved if they were encouraged to concentrate on the effect the current has on
the terminal pd. Students are expected to treat voltmeters as ideal, that is having
infinite resistance. This being the case, students should recognise that the current is
zero and therefore the terminal pd equals the emf.
Students had difficulty with this question, suggesting significant gaps in their
understanding of emf, terminal pd and resistance. Many students stated that
resistance between X and Y is zero when there is no resistor connected between X
and Y.
This misunderstanding led students to believe that a current was flowing and/or all
the voltage was across the internal resistance. Others stated that the voltmeter was
the only component in the circuit without stating why this meant that it read the emf,
or students stated that without a resistance between X and Y there was nowhere
else the voltage could be lost than across the internal resistance.
Students need to be made aware of the fact that the voltmeter cannot directly read
the lost volts and should be encouraged to consider the formula in this form:
Terminal pd = ε – Ir
A significant number of students believe that in a parallel circuit, or a series circuit

that includes a voltmeter connected in parallel, resistance increases when a switch
is closed. These students will state that current decreases when a switch is closed
thus neglecting the fact that the resistance between the contacts of the open switch
can be considered infinite compared to resistance elsewhere in the circuit.
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High quality answers addressed the very high resistance of the voltmeter and the
effect this had on the current and the lost volts.
(d) Many students thought that the resistance in the circuit increased when the resistors
were added between X and Y. These students often stated that the current in the
circuit decreased when resistors were added.
Other students stated that the voltage decreased because it was now shared
between these (external) resistors. This response showed a lack of appreciation of
the fact that the voltmeter was connected across both resistors, as well as
demonstrating a lack of awareness regarding the impact of the internal resistance.
Students were required to relate the sharing of the voltage between the internal and
external resistances.
The focus of many answers was incorrect. This question is about terminal pd,
internal resistance and current. Students should remember to make sure their
answers address these main points; too often the answer centred on limited
descriptions of what would happen to the two resistors connected between X and Y.
(e) Students should be aware of the need to quote numerical answers in section A to an
appropriate number of significant figures. Students did not obtain the mark when
they quoted as 0.126 rather than as 0.13.
(f) Many students plotted (0.115, 0.48) instead of (0.13, 0.48). Reading of scales needs
to be done with care to avoid this type of error. The line of best fit needs to be drawn
with due care. Students should be encouraged to draw lines of uniform thickness
without any discontinuities.
(g) It is considered good practice to draw a gradient triangle on the line of best fit.
Students were expected to draw a suitably large gradient triangle where the change
in voltage was at least 0.5 V. In general, the triangle should be as large as possible,
choosing points that can be read accurately. The points used should be indicated by
labelling of the values on the line and subsequent working should be clearly
presented.
In cases where a student used a single point from the line and substituted this into
the equation of the line they received a maximum of 1 mark.
Common errors seen included:
• Read-off error of the y co-ordinate at the point the line cuts the x-axis;
• Read-off error of the x co-ordinate at the point the line cuts the x-axis;
• Choosing to use a gradient triangle that was too small.
(h) The first mark was straightforward, awarded for stating that the number of values
available was less in the new method. Many students were under the impression
that in the second method the resistors could not be connected in parallel. Answers
that discussed the range were treated as neutral because the question asked the
students to consider the number of different values of R available in method 2
compared to method 1. The second mark was harder to achieve; the students had
to appreciate that this method yielded 6 values for R. Less than 20% of students
obtained both marks.
Q18.
Many students found this question a challenge with just over 50% selecting the correct
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answer. Students should be encouraged to check specification content and ensure they
understand each statement. This type of calculation will be expected knowledge across
the life of this specification.
Q19.
This proved one of the most accessible questions in section C, with nearly 80% of
students selecting the correct answer. However, it was noted that the supporting working
was not particularly convincing. Many students used the ratio of 4:2:1 for the current ratio
rather than the ratio ¼: ½: 1. This error may have resulted in students obtaining the wrong
answer if asked for the current in either the 4 Ω or 1 Ω resistor.
Q20.
This calculation was performed correctly by over 70% of students. The most frequently
selected incorrect answer was distractor B. Students applied little physics here and simply
found the product of 12, 6.5 and 5.
Q21.
Most students correctly identified B as the correct statement regarding superconductors.
Distractor A proved a popular choice as many students are reluctant to recognise that
superconductors have no resistance and prefer statements that suggest that
superconductors have almost zero resistance.
Q22.
40% of students selected the correct answer. The most popular distractor was C; students
had difficulty dealing with the fact that doubling the radius quadrupled the cross-sectional
area. Where students had supporting working, with the resistivity formula, they had
usually performed the calculation correctly.
Q23.
The low level of success here was surprising; less than 50% of students correctly
identified the correct answer. In preparation for the exam, students would do well to be
able to sketch all such graphs from memory, making any such graph instantly
recognisable in questions like this.
Q24.
Over 10% of students did not select any answer. It is important that students develop
exam technique to include a final page check to ensure all questions have been seen.
Only 35% of students selected the correct answer; this demonstrates a lack of familiarity
with the properties of LDRs and potential divider circuits.
Q25.
A quite detailed circuit analysis was required for this question and some very impressive
answers were seen.
In question (a) the commonest reason for losing a mark was a failure to indicate that the
gradient of the graph gave the negative value of internal resistance. Identifying which
circuit would be suitable to power the road sign involved a detailed analysis; while over a
third of students were able to do this successfully, a significant proportion of these then
failed to score the conclusion mark because they did not state clearly that the circuit in
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Figure 1 was suitable because it provided a current greater than 75 mA. Less able
students struggled when dealing with the series and parallel combination of cells. Of those
who could correctly identify the combined internal resistance as 12 Ω, few were then able
to give the combined emf as 1.4 V.
The analysis of the circuit in Figure 2 was much more straightforward and nearly 80% of
students were able to do this. There are of course alternative approaches to the analysis
and any correct method was given full credit.
Question (c) involved an efficiency calculation. A large number of students were able to
calculate the useful power output but a surprising number did not deal with the 4.0%
efficiency correctly. It was quite common to see the input power multiplied by 0.96 rather
than divided by 0.04. There were also, as is frequently the case, power of ten errors when
dealing with the surface area.
Q34.
This question addressed the ideas behind assessed practical activity 9. Students who had
seen the second set of specimen questions should have been well prepared for the parts
relating to the use of the oscilloscope. It was clear from the descriptive parts of this
question, however, that many students had not had direct experience of using an
oscilloscope, as shown by the lack of much, if any, use of correct terminology to describe
the controls.
Even if some students thought the waveform shown in Figure 1 showed an ac signal, the
instruction to determine the peak to peak voltage should have made question (a)
straightforward. However, a disappointing number of students found a variety of ways to
get this wrong and were similarly unsuccessful with question (b).
Those students who obtained 6.3 V and 250 Hz were well-placed to score in question (c)
and a popular and successful approach was to use ; a transparent, viable

attempt along these lines could earn a mark, even if the final answer fell outside the
required range. Others read off the time interval for V to fall to 37% when the capacitor
was discharging, but poor communication often made it harder to give any credit, if the
final result obtained by this method was unsuccessful. Those using the idea that the
capacitor would completely discharge in five time constants were almost invariably
unsuccessful due to difficulty in accurately pinpointing the time for 5RC from Figure 5.
In question (d), most students knew what would happen to the waveform displayed in the
oscilloscope when the time-base was adjusted, but often struggled to give a convincing
explanation. Stating that the ‘waveform would not fit’ left examiners looking for further
evidence to decide whether the student was referring to vertical or horizontal direction.
Some students referred to the ‘wavelength increasing’, or equivocated by suggested that
the waveform ‘might not fit’. While better answers suggesting that either the charging or
discharging parts (but not both) would now be displayed, very few students took a
quantitative approach, e.g. that the discharge curve would now be 2.5 times wider. Here
and elsewhere in the paper, some students explained that uncertainty would be reduced,
but without supporting reasoning this gained no credit.
Question (e) discriminated well, with better students stating that the resistance, and hence
the time constant, is halved, and spotted the opportunity to give the quantitative detail
suggested by the information in the question. The sketches on Figure 7 showed that some
students thought that adding the extra resistor would change the amplitude or the period
of the waveform; relatively few students supplied the sketch examiners were looking for.
In the sketch for question (f), examiners wanted to see a complete half cycle while the
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signal generator output was V, and a complete half cycle when the output was zero.
Students were generally more successful with the latter, but often failed to consider how
Figures 8a and 8b could be used in combination to deduce the other part of the waveform.
In question (g), “reduce Y-gain”, or “increase volt per division” could score but an
equivocal “change the Y-gain” could not. Once again, extra credit was available for
quantitative detail such as “set the gain to 2 V per division”. Some students clearly failed
to appreciate that Figure 8c showed a graph and was not the way the waveform would
appear on the oscilloscope; these students stated that the waveform was already fully
visible, so no changes were necessary.
Q60.
Experience from past physics exams at this level indicates that students are better at
answering quantitative questions involving electric circuits and this is supported by
evidence from this question where the calculations were frequently done well. Part (a)
required students to calculate the diameter of the wire and a high proportion of students
were able to do this successfully. Full marks were obtained by over 70% of students.
There was more variation in parts (b), (c) and (d). While the majority of students were able
to calculate the resistance of the circuit, analysing the parallel arrangement was more
discriminating. In particular, calculating the resistance of the probe proved challenging. A
common mistake was the assumption that the current divided equally in the two branches
and therefore the current in the probe was the same as that calculated for R3. Many
students found (e) difficult and tried to determine the percentage change in diameter using
extended calculations which frequently led to arithmetic errors. The first mark was for
recognition that the diameter must decreases and any indication of this such as a
downward arrow or negative sign was accepted. The marks obtained for part (f) were
disappointing in spite of the mark scheme being expanded to accept a greater range of
answers. Very few students picked up that the question referred to the voltmeter reading
rather than the pd between A and B. The first marking point was for explaining the effect
the internal resistance would have on the circuit by for example reducing the current or
terminal pd. The second mark was for a sensible suggestion explaining why the voltmeter
reading did not change such as realizing that the closeness of the resistance ratios would
make the pd being measured very small. Having the bridge circuit slightly off balance did
mean that a comment on the high resistance of the voltmeter was relevant and some did
identify this point.
Q61.
(a) Students should expect to be required to interpolate between grid lines when
plotting points. Most students were able to do this satisfactorily, but errors reading
the ε scale were surprisingly common. Another issue was associated with the style
of point used. The standard has been long established in the legacy EMPA and ISA
tests: thick points or blobs were not accepted.
(b) Thick, discontinuous, faint or straight lines forfeited this mark. Whilst some excellent
lines were seen in answer to this question, some lines were thick enough to obscure
the points. The line was expected to pass within half a grid square of all of the
points. It was common to see careless drawing near the last point (392,1241), which
lost the mark. Where it was clear that the points were incorrectly plotted far from the
trend line it is surprising that students did not go back and check their answer to (a).
(c) An error was carried forward from their answer to (b) and most students were able to
read the maximum correctly to half a grid square. However, it was common to see
1456 (the maximum in the table) even when the line on the graph did not support
this value. 1335 was a common incorrect answer, suggesting that students were
treating the ε axis as a number line.
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(d) This question discriminated in favour of those who could write without ambiguity.
Examiners were looking for an answer that explained that θn could be found from
figure 3 simply by reading off where the value of G was zero (280 °C). Answers that
discussed the difficulty of reading the value from figure 2 as there is a range of
values for which ε is at, or close to, a maximum, also gained credit. Unfortunately
many students implied that the gradient of figure 3 was easier to measure, or stated
that finding where the gradient was zero was easier on figure 3 (seeming to suggest
that there is such a point on figure 3). Some erroneously wrote about the relative
difficulties of reading a point from a straight line rather than a curve. It was also
relatively common to see comments referring to the different scale ranges in the two
diagrams.
(e) Many very good answers to this question were seen, clearly demonstrating an
understanding of the equation of a straight line and an ability to obtain data, such as
the gradient, from a graph. An alternative acceptable approach was to use the
values from two points and solve the two simultaneous equations produced. Many
students incorrectly thought α was the value of G where the line touched the y-axis,
and extrapolated the line back and extended the axis to find this point. Others
mistakenly took α to be the gradient.
(f) Although many correct answers were seen, some suggested that several students
were unfamiliar with the term “full scale deflection”, despite this being defined in the
question. Others did not spot the μ on the answer line, writing down a value of 0.1
without changing the unit to match.
(g) There were many answers expressed so poorly that credit could not be given.
Common examples were “the scale is too large”, “the divisions are not small
enough” and “the scale does not have enough divisions”. Discussions related to
accuracy gained no credit either. The best answers made it clear that the resolution
of the meter was unsatisfactory, supporting this with a relevant calculation, such as
the change in pd represented by one division (2000 μV). There was consideration
made for answers based on an incorrect answer to (f). For example, those who had
calculated the full-scale deflection to be 0., could gain credit for arguing that the
range of the meter was inadequate. Several unsuccessfully argued that it was the
susceptibility of the analogue meter to parallax error which made it unsuitable.
Q62.
This question linked several parts of the AS specification together, including radioactivity,
electricity and energy. It also allowed for the testing of some parts of the first chapter of
the specification: “measurements and their errors”.
(a) This question caused few students any difficulty. The few errors seen tended to be
linked to using 2 for the nucleon number of the alpha particle.
(b) The equation needed for this question is on the data sheet, and it was therefore
disappointing to see how many students were unable to perform the calculation
correctly. Most commonly students confused output and input powers, obtaining an
answer of 6W. A moment’s reflection should have shown that this could not be
sensible. Due to the use of 100 W in the stem, answers were accepted regardless of
the number of significant figures but any rounding down had to be correct and
recurring notation was rejected.
(c) This was much more accessible with only a few students being unable to get the
correct answer. The few errors seen included answers that used 1700 W (i.e. the
answer to (b)), perhaps carrying on the problem with input and output power in this
context.
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(d) There were several routes through this question and all were given credit. A popular
solution was to calculate the total circuit resistance (10.24 Ω) for an output power of
100 W, then reverse-working using the parallel resistor formula (or perhaps just
dividing 45 by 10.24) to find the (non-integer) result for number of resistors.
Rounding down gave the required result but a few rounded up and forfeited a mark.
Those using their result from 04.2 rather than 100 W were able to get some credit.
(e) There was evidence to suggest that many students were unfamiliar with this
conversion and that some centres may have overlooked this part of the
specification. The most popular approach was to find the equivalent J value of the
kW h and divide by the number of seconds in a year but the same idea using energy
in W h was also successful. Many near misses involved mixing units, dividing W h
by 3600. Disappointingly many students did not attempt this question.
(f) Answers to this question suggested very few students were familiar with the idea of
an ‘order of magnitude’ calculation. Many students who produced an answer for (e)
did not then realise that the solar panel on Mars produced the same average power
output as that on Earth. Given that the intensity of solar radiation was about the
same in both situations they were looking for a solar panel with a surface area about
the same as that in a typical domestic setup on Earth. Having grappled with this very
few then appreciated that the answer required was to be given to the nearest power
of ten (10 m2 was the expected result). Again, many did not attempt the question.
Q63.
54% of students were able to perform this relatively straightforward calculation.
Surprisingly D was the least popular distractor, suggesting students had more problems
with correctly using seconds rather than minutes than dealing with the m in mA.
Q64.
With 55% of students giving the correct answer, this question proved to be reasonably
accessible. This may be because the experiment is often carried out with a protective
resistor in series with the diode. The most popular distractor, D, indicates some confusion
between current and pd. A relatively high number of students opted for C, suggesting
some difficulties working out whether the diode was reverse biased or not.
Q65.
Many students have difficulties with electricity questions. Using multiple choice questions
such as this one may help deal with some misconceptions. The correct answer was given
by 40% of students, but nearly 50% believed that adding a resistor in parallel would
reduce the current (and hence the charge) through R, despite being told that the cell has
negligible resistance. Presumably the students believed that the current through the cell
does not change, and therefore the current is shared between the two resistors.
Q66.
It is clear from answers to this question that few students (approximately 13%) had much
understanding of how using high voltage power lines reduces energy loss. In fact the
correct answer proved to be the least popular of the choices. The current through a
transmission line is found from the power being delivered and the voltage of the line (P =
IV). Hence higher voltages result in lower currents. The power dissipated is then related to
the current in the line, and the resistance of the line. Students were expected to use P =
IV to calculate the current in the line, and then use the power loss (1%P) = I 2R to calculate
the resistance. Responses suggested that many students believe that the 132 kV is
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dropped across the line, rather than between the line and earth.
Q67.
This proved to be more demanding than expected, with more students choosing A than
the correct answer (D). This was perhaps due to students realising that thermistors had
something to do with temperature, without realising that the higher the temperature the
lower the resistance. It may be that these students rejected the other answers without
checking them as an understanding of resistors in series and parallel should have led to
the correct answer.
Q68.
Students familiar with the characteristic for a fixed resistance were probably led to answer
B without reading the question. This proved to be the most popular answer despite it
being incorrect. Approximately 20% were sufficiently careful with their reading, or
sufficiently familiar with the practical, to give the correct answer, A.
Q69.
This calculation was fairly demanding with only 27% of students giving the correct answer.
In fact answers B, C and D proved to be almost equally popular, suggesting a fair amount
of informed guessing was going on. It may have been made easier had a circuit diagram
been provided. In the absence of one, students should be encouraged to draw their own
in the spaces on the paper.
Q70.
This question was poorly answered by the majority of students. There were very few
potentiometers seen in part (a)(i) with most students opting for a simple series loop
containing a diode, rheostat and battery. Lots of students were unsure about the symbol
for a diode or could not draw the diode in forward bias for the supply shown.
Part (a)(ii), the QoWC answer, was often limited with most students producing a standard
VI method without any real idea of ranges or safety considerations for this experiment.
Students were awarded some marks for setting out a VI experiment where they had given
details that attempted to match the criteria set out in the question. Higher quality
responses typically were ones that made reference to an appropriate voltage range and
increments, the importance of a protective resistor, appropriate advantages of using a
data logger.
Part (b)(i) contained an extremely common incorrect answer. The vast majority of students
thought that the gradient of the IV graph was the reciprocal of the resistance. It is
important for students to be aware that the resistance is the ratio of potential difference to
the current at a particular point rather than the gradient of a VI graph. The gradient of a VI
graph is the ratio of the rate of change of potential difference to the rate of change of
current and this is not the same as resistance.
Q71.
Most students were able to determine the peak voltage of 325 V in part (a)(i).
Unfortunately a considerable proportion of students neglected to double this value to
determine the peak-to-peak voltage.
In part (b)(ii), students were told that the rms voltage across the heating element was less
than 230 V and asked to explain why this was the case. Many weaker responses restated
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information that had been given without adding any new detail. Others would state that
there was a voltage drop across the connecting cable without developing this point to
explain why this meant that the rms voltage would be lower across the element. Better
responses were able to produce a two stage argument to support their explanation.
The calculation in (b)(ii) was challenging for most students. The working seen was often
unclear with students carrying forward non-relevant data from (a)(i) and (a)(ii). Grade A
students generally produced work that was well laid out and direct in approach. Some
students used incorrect methods for determining the current such as dividing 230 V by 12
ohms or dividing 4400 W by 230 V, neither of these approaches took account of the new
resistance in the circuit and how this would impact on the current value.
Similarly, part (b)(iii) caused problems for all but the most able students. Many students
took the answer to part (b)(ii) and substituted this into with no clear appreciation of
the task. This perhaps indicated a mechanical approach to calculations by some students
in which preceding parts are blended to get the final answer without really understanding
the nuances of the task.
Q72.
Students enjoyed success in part (a) and (b)(i) but the requirement for two significant
figures in the answer to part (b)(ii) meant many students failed to get this mark. Students
need to be aware of the number of significant figures used in data provided and to ensure
that their answer agrees with this.
Part (c) proved difficult, this may have been due to the inclusion of the oscilloscope
making many students doubt their knowledge of this topic. It was surprising to see the
number of students who stated that when switch S2 was closed that the resistance
increased causing the current to decrease. These students had a very limited
understanding of basic circuit theory never mind being able to produce a reasonable
answer involving internal resistance and lost volts. Many other students were able to state
that the reading on the oscilloscope decreased but they were unsure of the reason why
this happened.
As with the other calculations in the paper, grade A students dealt competently with parts
(d) and (e). Lower grade students were unsure about how to determine the current in the
battery, choosing to divide 6 V by 18 ohms was common here. Lower standard working in
part (e) was often muddled and hard to follow due to the number of mistakes made in part
(d); these students often confused terminal pd with emf and had no real idea about how to
make headway in this part of the question.
Q73.
Students needed to use the term “critical temperature” in their definition.
Q74.
(a) Barely 10% of students knew the definition of potential difference.
(b) This was poorly understood; just over 50% of students gained no credit here.
Students who did identify that the voltmeter reading decreased hardly ever gave an
accurate reason.
Q75.
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(a) Most students obtained the total current but failed to appreciate the need to halve
this value.
(b) A variety of routes were possible for part (i) but clear evidence of the method was
expected to be seen. The ‘parallel resistor’ equation was often invoked but rarely
written explicitly. Parts (ii) and (iii) were answered well.
(c) This was poorly answered. Explanations often lacked the required precision. Many
students clearly thought that nichrome is a semi-conductor.
(d) Most students recognised the need to use Wien’s Law and to convert the
temperature to kelvin.
Q76.
The first parts of this question examined ideas which were only a slight extension of
GCSE knowledge. Students were required to sketch the I-V characteristics of a lamp and
many responses were spoilt due to a lack of care and attention to detail. Characteristics
drawn often lacked symmetry or finished off as horizontal lines. A significant number drew
straight lines or lines which curved in the wrong direction. The majority of students did
appreciate that the resistance of the lamp increased but only about half were able to
identify the lamp as non-ohmic.
(c) required students to analyse a circuit qualitatively. This proved to be quite a challenge
for many of them. Answers such as the voltage was shared between the two parallel
lamps and now all goes to one or an implication that the current is different in the two
lamps when they are in series were common. There was also the tendency to answer in
vague terms rather than focus on how the resistance of the circuit changes. Many
appreciated that current in lamp P would increase but failed to reconcile this with the fact
that the overall current decreases because the total resistance increases.
(d) also proved to be quite challenging and this came as something of a surprise. More
than half of the students could not calculate the electrical energy converted by the lamps
and explanations of why different power ratings could give the same light intensity output
were for the most part disappointing. Many gave explanations as why the power ratings
might be different such as different resistance elements and did not address the essential
point about the efficiency of the energy conversion.
Q77.
This question required students to analyse a circuit, which included a potato cell. Initially
they had to explain what is meant by the emf of a power supply. Answers to this were
often vague and did not explain where energy transfer took place. When it came to
explaining the results most students appreciated that the internal resistance meant that
the terminal pd was less than the emf but convincing explanations as to why the
difference between terminal pd and emf increased with current were rare. Many seemed
to think that the internal resistance increased as the external resistance decreased. The
determination of the internal resistance from the graph was not well done and a significant
number of students failed to use the gradient of the graph. Many failed to realise that the
current was in milliamps and so finished up with internal resistance, which were much too
small.
The final part of this question required an analysis of whether two potato cells in series
would enable a LED to light. Only the most able students approached this in a logical way
by identifying the emf of the two cells would be 1.78 V but then appreciating that the
current the cells were able to provide would be much less than 20 mA.
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Q78.
The calculation of resistivity was well done and the correct unit for resistivity was often
seen. The only common error was the calculation of cross-sectional area, which caused
the usual issues such as using the diameter as the radius or failing to convert millimetres
to metres.
(b) and (c) however, proved to be much more challenging. In both parts many students
failed to appreciate that the wires making up the cable were connected in parallel. This
meant they were unable to give a full explanation as to why only a small percentage of
current went through the steel wire or to calculate the power loss in the cable correctly.
Q79.
(a) (i) Students had to make it clear that the voltmeter ‘alone’ should be connected
across the cell.
(ii) A correct explanation was given by a large proportion of students.
(b) (i) Answered well by the more able students.
(ii) A proportion of students seemed to understand how to use the voltmeter but
failed to show the correct position on the circuit diagram.
(c) This question discriminated well. Many students failed to give sufficient detail as
required by the mark scheme for the first marking point. The second marking point
proved to be more accessible, with a greater proportion of students able to suggest
an appropriate precaution.
(d) As anticipated this proved to be very demanding, with only the more able students
successfully stating and explaining why efficiency would increase as external
resistance increases.
Q80.
The synoptic (or “common sense”) element in answering this question made the question
more difficult than it really should have been. With a facility of 43% it was the most difficult
question in this test. When studying power transmission, students should know that it is
essential to minimise I2R losses from the cables. This is done by using high voltage (to
reduce the current for a given amount of power) and by employing cables of low
resistance. However, the cables also need to be mechanically strong so that they will help
to support their own weight. The electrical good conductors such as copper and
aluminium tend to be mechanically weak, so in practice the cables are reinforced by
incorporating a stronger material. 37% of the students thought that the principal reason for
the steel core was that it would reduce the power lost from the cables (distractor C).
Q81.
Just over half the candidates scored full marks in part (a)(i). The common error by
candidates who failed to score any marks was to simply take the maximum values of
current (0.9 A) and voltage (0.7 V), rather than read off a pair of corresponding values, for
which they would have gained at least 1 mark.
In part (a)(ii) about one-third of candidates correctly interpreted and sketched an initially
linear portion for the graph, peaking at about 0.6 V and then dropping to zero just past 0.7
V. A further third of candidates gained 1 mark for a sketch that began at the origin, peaked
and returned to 0 W at some voltage.
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Nearly 25% of candidates successfully dealt with the 2 calculations required to find the
area of the solar cell in part (a)(iii), but dealing with the efficiency proved to be the biggest
difficulty to many candidates. The common error was to multiply their power output (from
(a)(i)) by 0.15. These candidates would have helped themselves by initially writing the
efficiency equation and then substituting the data.
Most candidates had not learnt the definition of emf sufficiently well to apply it to the
context given in part (b)(i). Very few high-quality answers referring to “moving charge
around the circuit” were seen.
Applying knowledge of the behaviour of emf and resistance in series and parallel circuits
in part (b)(ii) proved challenging for a high majority of the candidates, with only about 10%
gaining 3 or more marks. Many candidates appreciated that a series arrangement of 20
cells would provide the required emf of 14 V but failed then to consider that the addition of
the resistances would be too great and therefore a parallel arrangement, to lower the
internal resistance, was necessary.
Good comprehension skills were rewarded in part (c) which quite clearly asked candidates
to address 3 points regarding the use of solar cells. High marks were obtained by
candidates who did so with clear paragraph structure. Others failed to respond to the
question in sufficient detail and addressed only 1 or 2 of the points, thus limiting their
mark. Common, correct answers pointed out the continuous availability of sun light, the
need for an energy storage system, and the very low intensity of light at the edge of the
solar system. Many low-achieving candidates evaluated the use of solar cells in terms of
terrestrial use and addressed limitations of such resources as HEP and wind power.
Q245.
(a) A few responses appeared to manipulate meaningless numbers to magically
produce the value given. This question was a good test of comprehension, and
many found the correct change in voltage but forgot that this was for a change of
100 degrees centigrade (not 1).
(b) This part was answered well with many clear circuits drawn neatly.
(c) Again, a few responses appeared to manipulate meaningless numbers to magically

produce the value given. Those who connected a 50 degree centigrade change to a
50mV change went on to use the basic gain formula to score full marks.
(d) Several candidates copied the difference amp formula but were at a loss to know
how to make use of it. Those who realised the Rf / Ri part relates to the gain arrived
at the correct answer.
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_______________________

Time: 1959 min.

Marks: 1626 marks

Lamps Operating voltage / V Power / W

A and C 6.0 6.0

B and D 3.5 4.1

Determine which two lamps are at their normal brightness.

Use calculations to support your answer.

Refer to potential differences across lamp E in your answer.

Deduce the effect on the current in the battery.

Use calculations to support your answer.

specific charge of an alpha particle = 4.81 × 107 C kg–1

average force = ____________________ N

Calculate the average ionisation energy, in eV, of a molecule of air.

One ionisation event produces a current of 0.85 mA for a time of 1.2 ns

number of charge carriers = ____________________

Assume the power supply has negligible internal resistance.

Current in ammeter A1 Current in ammeter A2

Which row shows the readings on the voltmeter and ammeter?

Which row shows the readings on the ammeter and voltmeter?

Resistivity of the wire = 4.2 × 10–7 Ω m

area of cross-section = ____________________ m2

(c) Determine the value of R that the student should select.

Give your answer to an appropriate number of significant figures.

How many ions pass a point in 1.0 minute?

What is the time taken for the battery to discharge completely?

What is the total resistance of the combination?

Position Ideal resistance

A in series with X infinite

B in series with X zero

C in parallel with X infinite

D in parallel with X zero

(b) Determine the resistance of the resistor.

Determine the emf that produces a current of 0.18 A in the circuit.

(e) The resistance of the filament lamp at its working temperature is 14 Ω.

The filament has a length of 0.36 m and a diameter of 32 µm.

Give an appropriate unit for your answer.

resistivity = ____________________ unit ___________

largest value of R = ____________________________ Ω

smallest value of R = ____________________________ Ω

State why the student’s conclusion that ε = 1.62 V was correct.

Explain why V is less than 1.62 V when S is closed.

(e) It can be shown that

where r is the internal resistance of the power supply.

These data were used to produce the graph of (ε – V) against in Figure 3.

When a material becomes a superconductor, its

D Copper is a superconductor at room temperature.

Ammeter reading Voltmeter reading

The current in the circuit is 20 mA.

What is the value of the resistor R?

Which statement correctly describes the variation of Rn as n increases?

A Rn decreases linearly as n increases

The resistance of wire P is R.

What is the reading on a voltmeter connected between points X and Y?

What is the peak current in the resistor?

Transmission voltage Transmission current

What is the peak power dissipated in the lamp?

(a) Determine the peak-to-peak voltage V of the waveform shown in Figure 4.

The oscilloscope is connected across the capacitor.

Determine the time constant of the circuit in Figure 5.

resistivity = __________ unit _

lamp marking = V W

resistivity = ____ unit =

resistivity = ___ unit =