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PAPER 2 THEORY QUESTIONS

1 Fig. 1.1 shows a 0.4 kg mass hanging at rest from a spring.

Fig. 1.1
(a) State what is meant by the mass of an object.
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(b) (i) On Fig. 1.1, draw an arrow showing the direction and the line of action for each of the
two forces that act on the mass. Write the name of the force next to each arrow. [2]

(ii) The gravitational field strength is 10 N/kg. Calculate the size of each of the two forces
acting on the mass.

first force = ........................... second force = ............................ [2]

(c) The mass is pulled downwards. State and explain what happens to the upward force.
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2 A student measures the mass and the volume of four samples of rock A, B, C and D. The results
are shown in Fig. 2.1.

Fig. 2.1
(a) (i) Describe in detail how a measuring cylinder is used to find the volume of rock A.
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(ii) Explain why the volume of rock D cannot be found with an ordinary laboratory
measuring cylinder.
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(b) Calculate the density of rock A.

density = ................................................ [2]

(c) Three of the rocks are made from the same material.
State and explain which of the rocks is made from a different material.
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3 A space research organisation plans to send astronauts to Mars to examine rocks on its surface.
The organisation will produce a report containing information about conditions on Mars.

(a) (i) The gravitational field strength on the surface of Mars is 3.7 N / kg. Calculate the weight,
on Mars, of a rock of mass 0.50 kg.

kinetic energy = [2]

(ii) A rock dropped on Mars falls to the surface. State the acceleration of the falling rock.
Assume that there is no air resistance on Mars.
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(iii) Calculate the kinetic energy of a 0.50 kg rock as it strikes the surface at a speed of
3.2 m/s.

kinetic energy = [3]

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(b) While still on the surface of Mars, the astronauts will measure the mass of each rock
collected.
Fig. 3.1 shows two devices for measuring mass.

Fig. 3.1
(i) When the two devices are used on Mars, they will give different readings for the mass of
the same rock. Explain why.
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(ii) State which device will give the correct reading for the mass.
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(c) The astronauts will also determine the density of each rock.
(i) Apart from the mass of the rock, state what other information is needed in order to
calculate the density of the rock.
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(ii) Describe a method for determining the density of a small, irregularly shaped rock of
known mass m.
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4 A student wishes to find the density of a stone. He uses a measuring cylinder and a spring
balance with a scale marked in newtons. The measuring cylinder, spring balance and stone are
shown in Fig. 4.1.

Fig. 4.1

The student knows that the gravitational field strength is 10 N / kg.


(a) Describe how the student uses the spring balance to find the mass of the stone.
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(b) Describe how the student uses the measuring cylinder to find the volume of the stone.
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(c) The mass of the stone is 150 g and its volume is 70 cm3.
Calculate the density of the stone.

density of stone = ...............................................[1]

(d) The stone is taken to another place, where the gravitational field strength is less than
10 N / kg. State how this affects the mass and the weight of the stone.

mass ..........................................................................................................................................

weight ................................................................................................................................... [1]

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PAPER 4 THEORY QUESTIONS
1 In the apparatus shown in Fig. 1.1, one beaker contains some small pieces of metal that have a
total volume between 30 cm3 and 40 cm3. The other beaker contains about 70 cm3 of water. A
100 cm3 measuring cylinder is available.

Fig. 1.1
(a) Explain the steps you would take, using all the apparatus shown in the diagram, to
determine the total volume of the metal pieces. Your answer should include

(i) what volume of water you would use and why you would use that volume,

(ii) how you would calculate the final result,

(iii) one practical detail that might help you obtain a more accurate result for the value
of the volume of the metal pieces.

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(b) Suggest why the temperature 20 C is marked on the measuring cylinder.


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(c) If you were asked to repeat the experiment, explain why you would dry the wet pieces of
metal before you started again.

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2 A student finds a bag of glass marbles and decides to find out the type of glass from which they
are made. The densities of four different types of glass are shown in Fig. 2.1.

Fig. 2.1

The student chooses six marbles from the bag. The marbles are added one at a time to a
beaker on a balance, as shown in Fig. 2.2. The readings are recorded each time in a table.

Fig. 2.2 Fig. 2.3

One at a time and in the same order, the marbles are added to a 100 cm3 measuring cylinder
containing 40 cm3 of water, as shown in Fig. 2.3. The new volume is recorded each time.
The readings are shown in Fig. 2.4.

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Fig. 2.4

(a) Complete Fig. 1.4 to show the values for the total mass of the marbles in the beaker and the
total volume of the marbles in the measuring cylinder. [2]

(b) On the grid below, plot a graph of the total mass of the marbles on the y-axis against the
total volume of the marbles on the x-axis. [4]

(c) Given that

use the graph to determine the density of the glass. Show clearly how you obtain your
answer.

density = ............................. [3]


(d) Use Fig. 1.1 to identify the type of glass used to make the marbles.
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3 The apparatus shown in Fig. 3.1 and in Fig. 3.2 is used in an experiment.

Fig. 3.1 Fig. 3.2

(a) (i) Name the measuring instrument in Fig. 3.1.


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(ii) Use Fig. 3.1 to measure the weight W1 of the block in air.

W1 = ..................................................... N [1]

(iii) Use Fig. 3.2 to measure the apparent weight W2 of the block in water.

W2 = ..................................................... N [1]

(b) The length l in cm of one side of the cube is given by the formula
l 3 = 100(W1 W2).
Calculate the value of l.

l = ................................................... cm [1]

(c) Explain why it is important to measure W1 before measuring W2.


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