INTERNATIONAL BACCALAUREATE N00/430/S(2)

BACCALAURÉAT INTERNATIONAL
BACHILLERATO INTERNACIONAL

PHYSICS Name
STANDARD LEVEL
PAPER 2
Number
Friday 10 November 2000 (afternoon)

1 hour

INSTRUCTIONS TO CANDIDATES

! Write your candidate name and number in the boxes above.

! Do not open this examination paper until instructed to do so.
! Section A: Answer all of Section A in the spaces provided.
! Section B: Answer one question from Section B in the spaces provided.
! At the end of the examination, indicate the number of the Section B question answered in the
box below.

QUESTIONS ANSWERED EXAMINER TEAM LEADER IBCA

SECTION A ALL /25 /25 /25

SECTION B /25 /25 /25

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TOTAL TOTAL TOTAL
/50 /50 /50

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SECTION A

Candidates must answer all questions in the spaces provided.

A1. Planetary orbits: graphical analysis

The figure below shows the orbits of the four innermost planets around the Sun, with the orbit of
Jupiter further out.

Sun
Mercury
Venus
Jupiter
Earth

Mars
Orbits of the four innermost planets (not to scale) Orbit of Jupiter

Kepler worked for many years to find a relation between the motions of the planets, examining
possible combinations of factors that might be involved. Finally in 1619 he published his third
law, stating that the squares of the orbital periods T are proportional to the cubes of the mean
distances R from the Sun. That is, T 2 = kR 3 , where k is a constant. To check if this relationship is
valid we can plot T 2 versus R 3 . Data for the four innermost planets is plotted opposite.

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(Question A1 continued)
4

•
T 2 / years 2 Mars
3

1 •
Earth
• Venus
0
• Mercury
0 20 40 60 80 100 120
R /1032 m3
3

(a) Do the plotted points indicate that the motions of the innermost planets are consistent with
the relationship proposed by Kepler? Explain. [1]

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(b) From your graph, determine the value of the constant k in Kepler’s relationship. Include the
units. [2]

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(c) Jupiter, the first of the outermost planets, has an observed period of very nearly 12 years.
Determine its mean distance from the Sun. [3]

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A2. Hoisting a container

A container of mass 2000 kg is hoisted by an electrically operated crane as shown in Figure 1, in

order to be loaded onto a ship. Initially the container is accelerated upwards briefly, after which it
is hoisted at a constant speed.

Physical system Free-body diagram Free-body diagram

• •

Moving upwards
Accelerating upwards
at constant speed
Figure 1 Figure 2 Figure 3

(a) On Figures 2 and 3 above, draw free-body force diagrams showing and labelling the forces
acting on the container during the acceleration and constant velocity stages. Use longer
vectors for greater forces. State what object exerts each force. [3]

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(b) The safety limit for the tension in the cable is 25000 N. Determine the maximum
permissible upward acceleration of the container if the limit is not to be exceeded. [2]

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(c) After the initial acceleration, the crane continues hoisting the container at a constant upward
speed of 0.5 m s −1 .

(i) Calculate the power output of the crane during this stage. [2]

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(ii) The crane’s electric motor operates at 400 V. Assuming no power losses, calculate the
current drawn by the motor during hoisting. [2]

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(iii) Eventually the container reaches a height sufficient for loading onto the ship. What has
become of the electrical energy supplied to the motor? [1]

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A3. Electric circuit

This question involves physical reasoning and calculations for electric circuits.

Light bulbs are marked with the rating 10 V; 3 W. Suppose you connect three of the bulbs in series
with a switch and a 30 V battery as shown in Figure 1 below. Switch S is initially open.

30 V

A B C

Figure 1

(a) A student tells you that after switch S is closed, bulb C will light up first, because electrons
from the negative terminal of the battery will reach it first, and then go on to light bulbs
B and A in succession. Is this prediction and reasoning correct? How would you reply? [2]

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(b) State how the brightnesses of the three bulbs in the circuit will compare with each other. [1]

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(Question A3 continued)

(c) The student now connects a fourth bulb D across bulb B as shown in Figure 2 below.

30 V

A B C

Figure 2

When she connects D, what will happen to the brightnesses of bulbs A, B and C? Explain
your reasoning. [3]

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(d) Assuming that the resistance of the bulbs remains constant, calculate the power output of
bulb B in the modified circuit in Figure 2. [3]

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SECTION B

This section consists of three questions: B1, B2 and B3. Answer one question in this section.

B1. This question is in two parts. Part 1 is about a collision and Part 2 is about beats. Answer both
parts if you choose B1.

Part 1. Collision between car and truck

A car and a truck are both travelling at the speed limit of 60 km h −1 but in opposite directions as
shown. The truck has twice the mass of the car.

The vehicles collide head-on and become entangled together.

(a) During the collision, how does the force exerted by the car on the truck compare with the
force exerted by the truck on the car? Explain. [2]

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(b) In what direction will the entangled vehicles move after collision or will they be stationary?
Support your answer, referring to a physics principle. [2]

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(c) Determine the speed (in km h −1 ) of the combined wreck immediately after the collision. [3]

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(Question B1 Part 1 continued)

(d) How does the acceleration of the car compare with the acceleration of the truck during the
collision? Explain. [2]

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(e) Both the car and truck drivers are wearing seat belts. Which driver is likely to be the more
severely jolted in the collision? Explain. [2]

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(f) The total kinetic energy of the system decreases as a result of the collision. Is the principle of
conservation of energy violated? Explain. [1]

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(Question B1 continued)

Part 2. Beats

This question is about the formation of beats in sound waves.

(a) State the principle of linear superposition as applied to waves. [2]

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Two tuning forks A and B of slightly different frequencies are sounded simultaneously, producing
two sound waves of the same amplitude. The figure below shows the disturbance at a particular
point in the air as a function of time for each of the tuning forks separately, and the resultant
disturbance C.
1
A 0
−1
1
B 0
−1
P
2
1
R
C 0
−1 Q
−2
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
t / ms

(b) Three points on the resultant waveform are labelled P, Q and R. For each of these points,
check whether the resultant waveform C as drawn is approximately correct, by referring to
the two component waves. Explain in each case. [3]

Point P: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Point Q: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Point R: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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(Question B1 Part 2 continued)

(c) Use the diagram to determine

(i) the frequencies of A and B; [2]

A: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

B: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(ii) the beat frequency. [2]

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(d) (i) Beats at this frequency could not actually be perceived as beats by human hearing.
Explain why. [1]

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(ii) In order that the beats become perceived as such by the ear, would the difference in
frequency between A and B have to be greater or smaller than in the case above? [1]

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(e) Explain how use could be made of beats to tune a guitar string against a tuning fork. [2]

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B2. This question is in two parts. Part 1 is about a stone projected upwards and Part 2 is about
Rutherford scattering. Answer both parts if you choose B2.

Part 1. Stone projected upwards from a cliff

A stone is projected almost vertically upwards at 20 m s −1 from the edge of a cliff as shown. It
finally lands on the ground at the base of the cliff. The sequence diagram below shows the position
of the stone at one-second intervals. Image 0 is just after projection, and Image 5 is just before
landing. Gravitational acceleration is taken as 10 m s −2 and air resistance is ignored.

2 t=2s

t =1 s 1 3 t =3s

20 m s −1

0 4 t=4s

5 t =5 s

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(Question B2 Part 1 continued)

(a) State whether the stone’s acceleration is upward, downward or zero in each of the following
cases:

(i) when the stone is on its way up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(ii) when the stone is on its way down ........................................

(iii) when the stone is at the top of its path . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . [3]

(b) Next to each of the six images draw in a vector to represent the instantaneous velocity at
that stage of the motion. The vector at image 0 has been drawn in for you. Pay attention to
the direction and relative lengths of the vectors, and label them with their magnitudes in m s −1 . [3]

(c) Draw a velocity–time graph to represent the motion of the stone. On the graph label the
stages representing upwards motion and downwards motion, and label the topmost point
of the motion. [3]

30

20

10

v / m s −1 0 t/s
1 2 3 4 5 6
−10

−20

−30

(d) What does the gradient of the graph represent? [1]

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(e) Determine the height of the cliff. [3]

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(Question B2 continued)

Part 2. Rutherford scattering and a nuclear reaction

In 1911 Geiger and Marsden bombarded a thin gold foil with alpha particles from a radioactive
source.

Radioactive Gold
source foil
Alpha
Alpha
particles
particles

(a) Based on ideas about atoms at the time, physicists had expected that the alpha particles would
go through the atoms in the foil with very little deflection. They were astonished that some
alpha particles were scattered almost completely backward. What did Rutherford conclude
from this about the structure of the atom? Explain. [2]

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The diagram below shows four alpha particles approaching a gold nucleus. The deflected path of
one of them (α 2 ) is shown. Assume that any recoil of the gold nucleus can be neglected.

Alpha particles Gold nucleus

α4
α3
k
α2 l
α1
m

(b) Draw in the force(s) acting on alpha particle α 2 when it is at the positions labelled k, l and m.
Your force vectors should be of the right relative lengths, given that points k and m are twice
as far from the nucleus as l is. State the source of any forces you show. [2]

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(Question B2 Part 2 continued)

(c) As α 2 travels the path shown, describe what happens to its electric potential energy, kinetic
energy and total energy. The recoil energy of the gold nucleus is negligible. [2]

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(d) On the diagram, sketch the approximate paths of the three other alpha particles labelled α1 ,
α3 and α 4 . Explain the paths you have drawn. [4]

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(e) For target nuclei of lower atomic number, alpha particles may reach the nucleus and a nuclear
reaction may occur. Thus when alpha particles bombard the light element beryllium,
neutrons are produced.
Complete the equation for the reaction of beryllium with an alpha particle. Include all the
atomic and mass numbers. [2]

9
4 Be + He = n +

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B3. This question is in three parts. Part 1 is about mixing ice and water, Part 2 is about charging
processes and Part 3 is about electromagnetic induction. Answer all three parts if you choose B3.

Part 1. Mixing ice and water

2 kg of ice from a freezer at −15 ! C is mixed with 10 kg of water at 30 ! C .

(a) Determine the final temperature of the mixture after equilibrium is reached. Energy losses to
the environment are negligible. [4]

Data:

Specific heat capacity of ice: 2.1× 103 J kg −1 ! C−1

Specific heat capacity of water: 4.2 × 103 J kg −1 ! C−1
Specific latent heat of melting of ice: 3.4 × 105 J kg −1

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(b) In the stage of the process while the ice is melting, it absorbs energy but its temperature does
not increase. Explain, from the molecular point of view, how this can be consistent with the
principle of conservation of energy. State what becomes of the energy absorbed. [3]

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(Question B3 continued)

Part 2. Charging processes

This question is about two electrostatic charging processes.

(a) A rubber rod R is originally uncharged. When rubbed with fur, the rod becomes positively
charged. Explain briefly how the net positive charge arises on the rod. [1]

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(b) We now wish to use the positively charged rubber rod to charge a metal rod by electrostatic
induction. The diagrams below show the steps in the process. For each step, state what
happens and draw the charge distribution in the metal rod. [4]

Metal rod

(i) The charged rubber rod is brought close to the +

metal rod. +
+
+
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(ii) The metal rod is connected to earth. ++

+
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Earth

(iii) The earth connection is removed. +

+
+
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(iv) The rubber rod is removed.

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(Question B3 Part 2 continued)

(c) The charged rubber rod can continue to be used to charge additional metal rods by induction.
How is this consistent with the principle of charge conservation? Explain, accounting for all
charge before and after the process. [2]

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(Question B3 continued)

Part 3. Electromagnetic induction

A jet aeroplane is flying with velocity v at right angles to the Earth’s magnetic field B near the
North pole of the Earth, as shown in the plan view below. The plane’s wingspan (distance between
wingtips) is L. The wingtips are labelled P (port) and S (starboard).

X X X X X X X X
P
X X X X X X X X

X X X X X v X X
e"
X X X X X X X X

LX
wing

X X X X X X X

X X X X X X X X
B
X X X X X X X X
S
X X X X X X X X

(a) Consider an electron of charge magnitude e in the metal wing of the plane at the point shown
by a dot in the figure.

(i) In what direction will this electron experience a magnetic force due to its motion in the
magnetic field? Draw a vector on the diagram to represent the force. [1]

(ii) State an expression for the magnitude of the force on the electron in this situation. [1]

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(Question B3 Part 3 continued)

(b) While the plane is flying steadily in the magnetic field, the electrons in the wing experience
this magnetic force but do not move along the wing; such motion is opposed by an electric
field arising in the wing.

(i) Explain how this electric field originates, and draw a vector in the diagram to show its
direction. [2]

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(ii) Explain why the electric force on the electron is exactly equal to the magnetic force, in
this situation. (Hint: imagine this were not the case and consider what would happen next.) [2]

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(c) Show that the magnitude of the electric field produced in the wing is given by E = vB . [1]

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(d) Calculate the magnitude of the electric field when the plane flies at 200 m s −1 (720 km hr −1 )
in the Earth’s field of 8 × 10−5 T near the pole. [1]

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(e) Would the effect still arise if the plane were flying near the Equator? Explain. [1]

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(f) Will there also be a potential difference between the nose and the tail of the plane? Explain
why or why not. [2]

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