ASSESSMENT OVERVIEW

Paper 2 consists of 8-12 structured problems from different areas of physics and is designed for 2
hours (120 minutes).
All questions are compulsory.
Students answer 8-12 structured questions consisting of several sub-questions. These questions
determine the level of students’ knowledge and their ability to process, apply and evaluate
information.
Calculators are permitted.
The question paper is of 100 marks, which is 71% of the total score for two components.
 Contents

Paper 2 .....................................................................................................................................3

Task 1. .....................................................................................................................................4

Task 2 ....................................................................................................................................12

Task 3 ....................................................................................................................................22

Task 4 ....................................................................................................................................31

Task 5 ....................................................................................................................................39

Task 6 ....................................................................................................................................48

Task 7 ....................................................................................................................................57

Task 8 ....................................................................................................................................63

Task 9 ....................................................................................................................................72

2
Paper 2

The scoring of student answers is determined by the descriptor code and is denoted by the
letters A, B, C, and M, the characteristics of which are given below.

M marks are method marks upon which further marks depend. If a candidate fails to score a
particular M mark, then none of the A marks can be scored.

B marks are independent marks, which do not depend on other marks.

A marks are answer marks awarded for final answers to numerical questions. Correct
numerical answers with no working shown gain all the marks available.

C marks are compensatory marks generally applicable to numerical questions. These can
be scored based on working evidence. For example, a C mark is scored if the
learner does not write down the actual equation, but does correct substitution or
working which shows knowledge of the equation. Points which are wrong but
irrelevant are ignored.

/ indicates alternative and correct responses for the same marking point.

( ) brackets are used around words which are not essential to gain credit but must be
implied. For example, 10 (J) means that the mark is awarded for 10 regardless of
the unit given.

Underlining indicates the exact word required in the answer.

Accept indicates an answer that is not perfect but is acceptable and worthy of credit.

Or indicates alternative answers, any one of which is satisfactory for scoring the
marks.

Not indicates an incorrect answer which is not worthy of credit.

Ignore indicates statements which are irrelevant and are not worthy of credit.

Ecf meaning ‘error carried forward’ is applicable when a wrong answer in an earlier
part of a question is used correctly in a later part of the same question.

Ora or reverse argument.

Sig. figs answers are normally acceptable to any number of significant figures ≥ 2. Any
exceptions to this general rule will be specified in the mark scheme.

3
Task 1.

An alternating current is needed to light a neon lamp. Fig 1.1 shows the graph of voltage V
against time t for the power supply.

Fig. 1.1

(а) Using the graph, determine the peak value of the alternating voltage.

peak value = V [1]

(b) Calculate the root-mean-square (rms) voltage.

rms voltage = V [2]

(c) A neon lamp operates at a voltage with a peak value of 120 V.

(i) Name the type of transformer needed so that the lamp operates
correctly.

[1]

(ii) Calculate the number of turns in the primary coil when there are 200 turns in the
secondary coil.

number of turns = [3]

4
(d) (i) Describe the principle of the operation of a transformer.

[4]

(ii) State a source of energy loss in a real transformer.

[1]

[Total: 12]

5
PRE-COORDINATION
Question Answer Mark Additional Guidance
B1
1(a) 300 (V)
[1]
accept
C1 𝑉𝑉0
𝑉𝑉𝑟𝑟𝑟𝑟𝑟𝑟 =
A1 √2
1(b) (Vrms =) 300/√2
212 (V)
200
[2] 210

B1
1(c)(i) step-down
[1]
C1
N1 V1
=
N2 V2

N1 300 C1
1(c)(ii) =
200 120

500 А1
[3]
B1
alternating current
accept
B1 ‘magnetic field’
in primary winding
instead of ‘magnetic flux’
M1
1(d)(i) creates a changing
accept
magnetic flux in the core
‘secondary coil’ instead of
A1 ‘core’
it induces emf in
secondary winding
[4]
the eddy current / heating В1
accept
1(d)(ii) the core / the resistance of
‘winding’ instead of ‘coil’
the coil [1]

6
SPECIFIC COMMENTS

Candidate A

7
 The candidate determined the peak value of the alternating voltage from the graph and
calculated the rms voltage correctly. Next question required naming the type of a transformer
needed. Full marks were awarded as the candidate named the type of a transformer correctly. In
answering the question (d)(i), the candidate demonstrated a clear understanding of the principle
of a transformer operation. This candidate also demonstrated a clear understanding of energy
loss in a real transformer. In spite of that, the examinee pointed out three possible sources of
energy loss, of which only the first can be accepted because the second and third were not
completed. It was necessary to indicate clearly the heating element which led to the loss of
energy. For example, the heating of the primary and secondary coils occurred during the current
flow due to electrical resistance of the coils.The examinee provided an example of the exact
source of energy loss in a transformer: eddy currents.

8
Candidate C

9
 The candidate calculated and recorded the answers for numerical sub-questions using
scientific notation correctly but could not explain how a transformer operated. The candidate is
supposed to demonstrate a full answer in so-called ‘describe’ questions. The changing magnetic
field and induced emf should have been mentioned.
The third score in this question was marked as M, which means that without answering this part
the last marks would not be awarded. In question (d)(ii) no marks were given because there was
no clear statement, although the candidate talked about iron core.

10
Candidate E

11
 The candidate calculated and recorded the answers to the numerical sub-questions using
the scientific notation correctly. The candidate made two incorrect statements showing a very
poor understanding of physical processes in a transformer.
Some of the candidates use alternative words to describe a step-down transformer. It is
important to know that there are two types of transformers called ‘step-up’ and ‘step-down’.
The candidate gained one mark for understanding that a transformer’s work was based on
alternating voltage, but further he / she stated that the voltage was transferred by cooper coils.
The candidate lost the mark because the answer demonstrated lack of understanding of operating
principles. It is important to follow a logical sequence when describing the operating principle of
a transformer. It is necessary to start with a statement that alternating current flows through the
primary coil. Then it should be pointed out that alternating current causes an alternating
magnetic field to appear in the surrounding which is amplified by the metal core. Further, it
should be stated that an alternating magnetic field induces an alternating electromotive force in
the secondary coil (it is allowed to use the term ‘alternating current’).
The examinee did not know the source of energy loss in a real transformer.

Task 2
An object that is initially at rest, starts to accelerate uniformly. Fig. 2.1 shows how the distance x
changes with time t.

12
Fig. 2.1

(a) Write down an equation for x in terms of acceleration a and time t.

[1]

(b) (i) Using Fig. 2.1, determine the acceleration of the object.
Express the answer in m s−2.

acceleration = [2]

(ii) Calculate the speed vx of the object at t = 3.0s. Express the answer in m s−1.

speed = [2]

13
(c) (i) Using Fig. 2.2 plot the speed-time graph for the object from t = 0 to t = 5.0 s.

Fig. 2.2

[2]

(ii) Using the graph plotted on Fig. 2.2, determine the distance travelled by the object
between t = 0 and t = 5.0 s.

[1]

(iii) Explain how the answer in (c)(ii) was obtained.

[1]

[Total: 9]

14
PRE-COORDINATION
Question Answer Mark Additional Guidance

2(a) x=at 2/2 B1 do not accept x= ut+at2/2

[1]

2(b)(i) substituting with a=2x/t2 and С1

choosing two corresponding values

a =2.0 (ms-2) A1 accept 2 (ms-2)

[2]

2(b)(ii) v =v0 +at, v0 = 0, v = at C1

v=2.0 × 3 = 6.0 ms-1 A1 accept 6 (ms-2)

[2]

(c)(i) correctly indicated axes with units of В1 accept ecf from the 2(b)(ii)
measurements (v, ms-1, t, s)

a straight line passing through the В1

origin with the corresponding angle
of inclination
[2]

(c)(ii) s=25 m B1 accept ecf from the graph

[1]

(c)(iii) the area of the figure (a rectangular B1

triangle) under the speed graph
[1]

15
SPECIFIC COMMENTS

Candidate A

16
 The candidate wrote the correct coordinate-time equation for x in terms of acceleration a
and time t. He / she demonstrated understanding that the body started its motion from rest, which
means that the speed of the body at the initial point of time was equal to zero. The second part of
the question required the candidate to obtain correct data for from the graph to calculate
acceleration. It is important to choose suitable values of displacement and time on the graph in
17
order to get a precise answer. The examinee used suitable data to calculate acceleration and
demonstrated a clear understanding of the equation which was required for solving 2(b) (ii). The
candidate used a large enough triangle to calculate the area under the graph. The examinee also
explained the way he / she had obtained the answer. His / her solution was based on calculating
the figure under the graph. Full marks were awarded for this question.

Candidate C

18
 The candidate demonstrated a clear understanding of the equations which were required for
solving numerical parts of the question. The calculations were done by determining the
acceleration on the graph shown in Fig 2.1
In 2(c)(i) the examinee drew the graph and demonstrated all the points plotted and read off
accurately in order to calculate the gradient correctly. The candidates should consider plotting

19
points accurately within a half of a small square along both ‘x’ and ‘y’ directions. Many graphs
could be improved by using a sharp pencil to draw fine points.
In 2(c)(ii) it was necessary to determine the distance travelled by the object between t=0
and t=5.0 s. The candidate failed to achieve maximum marks due to missing out the point 10.0
along the y-axis, which led to a scale error.
In part 2(c)(iii) the examinee used a wrong explanation. He / she should have used a
method of calculating area of the figure (the rectangular recording the distance-time equation) to
determine the distance. The candidate provided the equation for the case of uniform motion.

Candidate E

20
 The candidate used the correct equations in 2(a) and 2(b)(i), but there was a mistake in the
equation in 2(b)(ii). In 2(c)(i) the examinee used the value from 2(b)(ii) and gained full marks
considered as ecf (‘error carried forward’), which means a wrong answer in an earlier part of a
question was used correctly in a later part of the same question. In 2(c)(ii) and in 2(c)(iii) the
candidate demonstrated a wrong explanation with incorrect calculations. No marks were
awarded.

21
Task 3

3 A uniform magnetic field with strength B of 9.1 × 10−5 T is directed into the page. Fig. 3.1
shows an electron, travelling at a velocity v of 1.9 × 107 m s-1, entering the field
perpendicularly to the direction of the field.

Fig. 3.1

In the field, the electron follows a circular path of radius R.

(a) On Fig. 3.1 draw an arrow to show the direction of the magnetic force acting on the
electron as it first enters the field
[1]

(b) (i) State an expression for the magnetic force FM acting on the electron.

[1]

(ii) By applying Newton’s second law to the electron, write down an equation that
relates the magnetic force to the centripetal force.

[1]

(iii) Determine the radius of curvature of the electron trajectory.

radius = m [2]

22
 (iv) An electron flies into a uniform magnetic field perpendicular to the lines of
induction and moves in a circular orbit with velocity v of 1.9 × 107 m s-1.
Using (b)(iii) calculate the orbital period of the electron.

period = s [2]

(с) State two changes to the path of a proton if it enters the field with the same velocity as
the electron.

[2]

[Total: 9]

23
PRE-COORDINATION

Question Answer Mark Additional Guidance

3(a) force direction – downward В1

[1]

3(b)(i) knows the magnetic force formula

F = evB B1 accept F = evBsin𝜃𝜃
[1]

3(b)(ii) applies Newton's law correctly B1

evB =mv 2/R
[1]

3(b)(iii) (ii) R =mv/(eB) C1

R ≈1.2 (m) A1
[2]

v =2πR / T C1
3(b)(iv)
Т=2πR / v
≈4.0 × 10-7 (s) A1 accept
[2] 3.9 × 10-7 or 4 × 10-7 (s)

3(c) changing the direction of force В1 accept ecf from (a)

increases the radius or period В1

[2]

24
SPECIFIC COMMENTS

Candidate A

25
 This question was answered and presented well. The candidate was required to show the
direction of the magnetic force acting on the electron and indicate an expression for the magnetic
force. The candidate considered that the direction of the electron’s motion was perpendicular to
magnetic field. In the next step, the examinee equated the Newton’s second law and the magnetic
force. By means of calculations, the examinee determined the radius of curvature of the electron
trajectory and the orbital period of the electron. The candidate demonstrated all steps of working
and that helped him to gain compensatory marks.

26
Candidate C

27
 The candidate used the correct equation in (a) and in (b)(i) and mentioned that the
direction of electron movement was perpendicular to one of the magnetic field. The candidate
demonstrated a clear understanding of the equations required for solving numerical parts of the
question, apart from a minor slip in the number of significant figures quoted in the answers to
(b)(iii) and (b)(iv). The candidate demonstrated all steps of calculation. It allowed him to gain
compensatory marks.

28
Candidate E

29
 The candidate showed a wrong direction of the magnetic force and therefore failed to gain
a full credit. The candidate demonstrated partial understanding of the equations required for
solving numerical parts of the question, however, it was different from the paper graded ‘A’. He
/ she identified a wrong equation for the orbital period in 3b(iv) and did not attempt to solve the
problem. The candidate gained one mark in section 3c. The candidate did not understand that
replacing the electron by proton would lead to an increased curvature radius.

30
Task 4

An ideal gas undergoes a cycle, which consists of parts AB, BC and CA, as shown in Fig. 4.1.

Fig. 4.1

(a) (i) State the parts which are isochoric and isobaric processes.

isochoric

isobaric [2]

(ii) The temperature of the gas at A is 17 °C.

Calculate the temperature of the gas at B.

temperature = K [3]

(b) As the gas changes from A to B, 300 J of thermal energy is transferred to the gas.
Determine the change in internal energy of the gas.

change in internal energy = J [3]

31
(c) Using Fig.4.2 plot the cycle ABCA on a graph of volume V against temperature T.

Fig. 4.2
[4]

[Total: 12]

32
 PRE-COORDINATION

Question Answer Mark Additional Guidance

4(a)(i) СА- isochoric C1

AB- isobaric
[2]

4(a)(ii) 17°C = 290 K B1

expressed the formula for the isobaric C1

process correctly, e.g.
𝑽𝑽𝟏𝟏 𝑽𝑽𝟐𝟐
=
𝑻𝑻𝟏𝟏 𝑻𝑻𝟐𝟐 A1
[3]
870 (К)

4(b) the work is calculated correctly B1

120J
accept
ΔU = ΔQ + pΔV and pΔV=W work C1 any references between
done on the gas internal energy, heat energy
and work done ΔU = Q ± W
or

ΔU = ΔQ – pΔV and pΔV work done

by the gas (correct symbols)

180 J А1

[3]

4(c) labelled the volume and temperature B1 accept ecf from 4(a)(ii)
on the axes correctly

2 marks for correct three processes

1 mark for two correct processes B2
no mark for only one correct process

indicated the correct direction of the

cycle or A, B and C labelled B1
correctly or shape of the cycle
[4]

33
SPECIFIC COMMENTS
Candidate A

34
 The candidate achieved a very high mark. The candidate stated correctly the two processes
shown on the graph and was aware of the number of significant figures needed in the calculated
quantities. The candidate set out the graph with correctly labeled and numbered axes even
though the origin was false. One of the plots was far away from the BC process and so the
candidate failed to gain the one mark.

To gain the maximum number of marks, it was necessary to calculate the temperature for
state C and determine how the temperature changed during the transition from state B to state C
at least for one point before building a cycle in coordinates V(T). It is suggested to show the
direction of the processes.

35
Candidate C

36
 There were two marks available for the two processes in 4(a). The candidate also scored
an additional mark for correct identification of the equations and answers. The candidate set out
a graph with axes labeled appropriately but failed to plot the cycle ABCA on the graph of
volume against temperature.

37
Candidate E

38
 The candidate demonstrated a partial understanding of the equations required for solving
numerical parts of the question. Unfortunately, he / she did not write the equation for internal
energy of the gas. The axes drawn were labeled and numbered appropriately. Two of the three
processes were shown incorrectly, since the isobaric process in the V-T coordinate system must
pass through the origin. The processes AB and BC were drawn incorrectly; it is a common error
as the BC is not an isothermal process.

Task 5

The oxygen used in many industrial applications is stored in cylinders such as the one shown in
Fig. 5.1. The molecular mass M of oxygen is 32 g mol-1.

Fig. 5.1

39
(a) (i) When oxygen cylinders are stored, the temperature of the oxygen must never be
greater than a certain value.

Explain, in terms of the molecules, why this is so.

[3]

(ii) At a temperature of 320 K, the root-mean-square speed of oxygen molecules is

500 m s–1.

Use this data to determine the mass of an oxygen molecule.

mass = kg [3]

40
 (iii) Determine the density of oxygen at a temperature of 320 K and a pressure of
4.0 × 105 Pa. Give your answer to two significant figures.

density = kg m−3 [3]

(b) The oxygen in the cylinder is replaced with helium of the same mass. The molecular
mass of helium is M = 4 g mol-1.

Explain what will happen to the pressure of the gas.

[2]

[Total: 11]

41
 PRE-COORDINATION
Additional
Question Answer Mark
Guidance
5(a) (i) the speed increase В1 accept
equivalent record of
rate of change of momentum increases / the В1 expression
number of collisions on the cylinder wall
increases /
force increases
B1
pressure increases / the cylinder might
explode
[3]
5(a)(ii) Ек = mo v / 2 or 3/2kT
2
C1
accept
2
mo = 3kT / v or equivalent record of
3×1.38×10-23×320 / 25×104 C1 expression
𝑚𝑚 𝑁𝑁
=
5.3×10-26 kg А1 𝑀𝑀 𝑁𝑁𝐴𝐴
[3]
3𝑘𝑘𝑘𝑘
𝑣𝑣 = �
𝑚𝑚0
5(a)(iii) ρ = m / V or pV = mRT/M or pV = nRT C1 accept
any correct options of
ρ = pM / RT or 4×105×32×10-3 / 8.31×320 C1 the relationship
between the
quantities

4.8 kg/m3 А1 must be to 2 sig. figs

[3]
5(b) analysis of the dependence pressure and В1
molar mass made through pV = mRT / M

the pressure will increase В1 accept

answer that takes into
account change of
speed of the
molecules
[2]

42
SPECIFIC COMMENTS

Candidate A

43
 In answering this question, the candidate demonstrated a clear understanding of the
relationship between temperature, speed, force / momentum and pressure. The candidate
calculated the mass of oxygen molecule =5.3 ∙ 1026 𝑘𝑘𝑘𝑘 correctly. The next mark was awarded
for the answer which required determining the density of oxygen and awareness of the number of
significant figures needed to record the calculated quantities. In 5(b) the candidate analyzed the
44
dependence pressure and molar mass correctly and drew a valid conclusion. Full marks were
awarded.

Candidate C

45
 The candidate demonstrated a good understanding of physics required to answer the
5(a)(i), 5(a)(iii) and 5(b), but he / she lost one mark in 5(a)(ii) because of using the wrong
equation.

46
Candidate E

47
 The candidate failed to show the relationship between speed and temperature of the
oxygen in part 5(a)(i). He / she determined the mass of the oxygen molecule correctly. The
candidate also used the proper equation for density, however, then he / she made an unfortunate
substitution error in the equations which led to losing two marks in 5(a)(iii). The candidate
provided incorrect explanation in 5(b).

Task 6

Fig. 6.1 shows a beam of monochromatic light of wavelength of 750 nm striking a diffraction
grating at right angles. The first maxima will be observed at a distance x of 15 cm from the
centre of the screen. The screen is 1.0 m from the diffraction grating.

(a) (i) Draw to scale this situation in the grid. Indicate the central and first maxima and
the angle at which the diffraction maxima is seen.

Also draw the graph of intensity against x.

48
Fig. 6.1
[4]

(ii) Determine the spacing between adjacent slits of the diffraction grating.

spacing = m [2]

(iii) Determine the number of slits per millimetre on the diffraction grating.

number of slits = mm-1 [1]

(b) (i) Determine number of maxima produced by the diffraction grating.

number of maxima = [3]

49
 (ii) Determine the angle between the central maximum and one of the maxima furthest
from the central maximum.

°
angle = [1]

(c) Describe and explain the advantage of using a diffraction grating with a smaller spacing.

[2]

[Total: 13]

50
PRE-COORDINATION
question answer mark additional guidance

6(a)(i) first order drawn to scale B1 accept

if the angle between first-
correct angle shown B1 order maximums is presented

central maximum has the biggest B1

intensity

first order maxima have the same B1

intensity
[4]

6(a)(ii) dsinθ =nλ and dx / D =nλ С1 any number of significant

figures ≥ 1
d = 5x10-6 (m) A1
[2]

6(a)(iii) 200 (lines)(mm-1) B1 accept 197

[1]

6(b)(i) sin90=1, d=nλ , n=d/λ C1

6 C1

13 A1
[3]

6(b)(ii) 64 ̊ B1 accept accurate to the minute

[1] 64 ̊ 16’

6(c) the decrease of spacing of diffraction B1 accept ‘increase in the

grating leads to an increase in the distance’ instead of ‘increase
angular distance between the in the angular distance’
maxima of different wavelengths

with the help of such a diffraction

grating, it is possible to divide the B1
wavelengths more clearly, therefore,
the quality of the diffraction pattern
becomes better

[2]

51
SPECIFIC COMMENTS

Candidate A

52
 The candidate demonstrated a very clear understanding of physics involved in the two
experiments required. The diagram was drawn to scale and reflected the correct angle. The
candidate labelled the central maxima and the first maxima on the graph. The candidate
presented every step of the calculations as well as the final answer consistently in all questions.

53
Candidate C

54
 This candidate demonstrated scaled drawing and indicated the angle at which diffraction
maxima was seen. No marks for the next part of the question were given because there was no
attempt to provide the graph of intensity against x. In the next question, the examinee determined
the spacing between adjacent slits, the number of slits per millimeter, the number of maxima
produced by diffraction grating, and the angle between the central maximum and one of the
maxima furthest from the central one correctly. In the last part of the question, one out of two
marks was awarded. This candidate explained one advantage of using a diffraction grating with a
smaller spacing but wrote nothing about the diffraction pattern.

55
Candidate E

56
 The candidate demonstrated a partial understanding of the equations required for solving
numerical parts of the question. The examinee failed to show the central and the first maxima in
6(a)(i). He / she also failed to determine the number of maxima produced by diffraction grating
and the angle between the central maximum and one of the maxima furthest from the central one.
The candidate demonstrated an understanding of the advantage of using diffraction grating with
a smaller spacing, explained it sufficiently, but failed to support the explanation.

Task 7

After an accident, some areas were contaminated with the radioactive isotope iodine-131
that has a half-life of 8 days. In some areas, the amount of iodine-131 present was 13 307 times
above the safe level.

(a) (i) Calculate the decay constant.

decay constant = s-1 [2]

57
 (ii) Calculate how many half-lives must elapse before the amount of iodine-131
decreases to below the safe level.

number of half-lives = [2]

(b) (i) Iodine-131 decays by beta-minus decay. Explain beta-minus decay in terms of the
simple quark model.

[3]

(ii) State the type of interaction between quarks which results in beta decay.

[1]

[Total: 8]

58
PRE-COORDINATION
Additional
Question Answer Mark
Guidance
decay constant = 0.693/8x24x60x60 C1
7(a)(i)
decay constant = 1.0x10-6(s-1) A1 accept 1x10-6(s-1)
[2]
7(a)(ii) m = m0 2 - t⁄T C1
t m0
= log 2 =log 2 13307
T m

13.7 А1 accept 14
[2]
7(b)(i) proton is uud and neutron is udd B1

neutron converts to proton B1

d converts to u B1
[3]
7(b)(ii) weak (interaction) B1
[1]

59
SPECIFIC COMMENTS

Candidate A

60
 The candidate demonstrated an understanding of the radioactivity and nuclear physics as
well as provided the correct explanation of beta-minus decay in terms of a simple quark model. It
should be noted that the type of interaction between quarks is weak. The examinee’s calculations
in the subsequent sub-questions including the scientific notation of numbers were correct. Full
marks were awarded for the question.

Candidate C

61
 The candidate made a mistake in the final calculation in 7(a)(ii) and therefore lost the final
answer mark. The candidate also failed to indicate the structure of a proton in 7(b)(i) and lost
one mark.

Candidate E

The candidate knew the equations required for solving numerical parts of the question but
ignored the number of significant figures in the quoted answers.

62
Task 8

(а) Explain the phenomenon of the photoelectric effect in terms of the photon.

[3]

(b) Fig. 8.1 shows two current-voltage characteristics for a photocell illuminated with
monochromatic light of two different intensities.

Fig. 8.1

(i) What is the significance of the currents Is1 and Is2?

[1]

(ii) On both occasions, the current decreases to zero when an opposing voltage is
applied to the photocell. This occurs at point A on Fig. 8.1. State the name of the
voltage at point A and state what can be deduced from the size of the voltage at
point A.

[2]

63
 (iii) The experiment is performed with another source of monochromatic light with
greater frequency.

Draw a new line corresponding to this experiment on Fig. 8.1 and explain your
answer. Consider that the intensity of the radiation is constant.

[2]

(с) The photocell is illuminated with light with a photon energy of 6 eV. The stopping
voltage is 4 V.

(i) What is the frequency of the illuminated light?

frequency = Hz [3]

(ii) What is the work function of an electron from a photocell? Give your answer in
electron-volts.

work function = eV [2]

(iii) Calculate the velocity of the photoelectron.

velocity = ms-1 [2]

[Total: 15]

64
PRE-COORDINATION

Question Answer Mark Additional Guidance

8(a) photons incident on metal surface В1 accept
use of a formula for an
if energy of photon is greater than В1 explanation
work function
hf = A + mv2max / 2
electrons are emitted В1
[3]
8(b)(i) saturation current independent of В1
voltage
[1]
8(b)(ii) stopping voltage В1

stopping voltage independent of B1

intensity
[2]
8(b)(iii) new line has drawn with greater В1
stopping voltage

greater stopping voltage for B1

greater frequency
[2]
8(с)(i) E = hf C1

E = 6eV = 6×1.6×10-19 = 9.6×10- C1

19
J
f=E / h
A1
15
1.4×10 (Hz) [3]

8(c)(ii) hf= A + Ek or hf= A + (mv2) /2 C1

A=Е – еV = 6eV – 4eV

A =2(eV) А1
[2]
8(c)(iii) (mv2)/2 =eVstop C1

V=1.2×106 (ms-1) А1
[2]

65
SPECIFIC COMMENTS

Candidate A

66
 In answering this question, the candidate demonstrated a clear understanding of the
photoelectric effect in terms of the photon. Nevertheless, the candidate failed to indicate the
significance of the current on the graph. In the next part of the question the candidate named
only the voltage but failed to draw a conclusion about relationship between stopping voltage and
intensity. In 8(c) the candidate ‘rounded off’ a numerical calculation which led to an inaccurate
final answer. In other part of the question the candidate demonstrated a clear understanding of
the equations required for solving numerical problems.

67
Candidate C

68
 The candidate demonstrated a clear understanding of the photoelectric effect in terms of
the photon. As the candidate A, this candidate failed to indicate the significance of the current on
the graph. In the next part of question the candidate named only the voltage but failed to draw a
conclusion about relationship between stopping voltage and intensity. The candidate
demonstrated a clear understanding of the equations required for solving numerical parts of the
69
question but ignored the number of significant figures quoted in the answers to 8(c)(i) and
8(c)(iii).

Candidate E

70
71
 The candidate’s understanding of the photoelectric effect in terms of the photon is
displaced. However, as the candidate A, this candidate failed to indicate the significance of the
current on the graph. In the next part of the question the candidate named only the voltage but
failed to draw a conclusion about relationship between stopping voltage and intensity. In 8(b)(iii)
the examinee failed to draw a correct new line corresponding to the experiment. The candidate
knew the equations required for solving numerical parts of the question but ignored the number
of significant figures quoted in the answers to 8(c)(i) and 8(c)(iii).

Task 9

Figure 9.1 shows the path of the rays from a point source of light S through a thin lens.

Scale: 1 cell = 4 cm.

72
Fig. 9.1

(a) Determine the focal length of the lens.

focal length = cm [1]

(b) (i) Draw two more rays in Fig. 9.1.

[2]

(ii) List three characteristics of the resulting image.

[3]

73
 (с) S is moved so that it is 45 cm from the lens.

Calculate the distance of the image from the lens.

distance = cm [2]

(d) Sometimes the lens produces an image on a screen that is not sharply focused (blurred)
even when the screen is at the correct position.

Suggest one possible reason for this.

[1]

(e) The lens is made from glass of refractive index 1.5. The two surfaces curve outwards
from the centre in identical fashions.

Calculate the radius of curvature of one of the surfaces.

radius of curvature = cm [2]

[Total: 11]

PRE-COORDINATION
Question Answer Mark Additional Guidance

9(a) f= 12(cm) B1 accept 0.12 m

[1]

9(b)(i) any two rays drawn correctly B2

[2]

9(b)(ii) real B1

inverted B1

reduced / diminished B1
[3]

9(c) 1/di=1/12 – 1/44 C1

accept with a negative
di=16.5 (cm) А1 sign

74
 [2] di=-16.5 (cm)

9(d) aberration B1 accept any type of

[1] aberration

9(e) 1 / 12=(1.5 – 1)(2 / R) М1

R = 12 cm
А1
[2]

75
Candidate A

76
 The candidate demonstrated a good knowledge of Geometric optics and determined the
focal length of the lens correctly. He / she listed the characteristics of the image properly and
calculated the image-lens distance. The candidate suggested a suitable reason for a blurred
image. The candidate presented the equation for the radius of curvature as well as the final
answer.

77
Candidate C

78
 The candidate demonstrated a good understanding of physics required to answer the first
two parts of the question. However, the answer showed that the examinee did not know the
equation of the radius of curvature. No marks for the 9(e) were given as no attempts were seen.

79
Candidate E

80
 The candidate demonstrated a partial understanding of the equations required for solving
numerical parts of the question, however, it was different from the paper graded ‘A’. In 9(b)(i)
the examinee did not attempt to draw two more rays in Fig.9.1. The candidate identified the
equation of the radius of curvature incorrectly.

81