Q1.

An air source heat pump transfers energy from the air outside a building to increase the
temperature of the air inside the building.

The figure below shows an air source heat pump.

The compressor is connected to the mains electricity supply.

The pipe in the heat pump contains a substance called coolant.

In the evaporator, energy is transferred from the air outside the building to the liquid
coolant.

The temperature of the coolant increases and it evaporates.

(a) Explain what happens to the internal energy of the coolant as its temperature
increases.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(b) What name is given to the energy needed to change the state of the liquid coolant?

___________________________________________________________________
(1)

(c) What happens to the mass of the coolant as it evaporates and becomes a vapour?

Tick (✓) one box.

Page 1 of 27
 Decreases

Stays the same

Increases

(1)

(d) The compressor increases the density and temperature of the coolant vapour inside
the pipe.

Explain why the pressure in the pipe increases.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(e) The condenser transfers energy from the coolant to the air in the building.

When the total energy input to the heat pump system is 1560 kJ the temperature of
the air in the building increases from 11.6 °C to 22.1 °C.

The efficiency of the heat pump system is 87.5%.

The mass of the air inside the building is 125 kg.

Calculate the specific heat capacity of the air in the building.

Give your answer in standard form.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Page 2 of 27
 ___________________________________________________________________

Specific heat capacity (standard form) = _______________ J/kg °C

(6)

(f) The air in the building gains 400 J for every 100 J of energy transferred from the
mains electricity supply to the compressor.

An advertisement claims that the heat pump system has an efficiency of 400%.

Explain why the advertisement is not correct.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)
(Total 15 marks)

Q2.
A scientist cooled the air inside a container.

(a) The temperature of the air changed from 20 °C to 0 °C

The volume of the container of air stayed the same.

Explain how the motion of the air molecules caused the pressure in the container to
change as the temperature decreased.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

(b) The air contained water that froze at 0 °C

The change in internal energy of the water as it froze was 0.70 kJ

The specific latent heat of fusion of water is 330 kJ/kg

Calculate the mass of ice produced.

Page 3 of 27
 Use the Physics Equations Sheet.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Mass of ice = ____________________ kg

(3)

(c) The air also contained oxygen, nitrogen and carbon dioxide.

Oxygen boils at −183 °C and freezes at −218 °C

Nitrogen boils at −195 °C and freezes at −210 °C
Carbon dioxide sublimates at −78 °C

The scientist continued to cool the air to a temperature of −190 °C

What is the state of each substance at −190 °C?

Tick (✓) one box for each row of the table.

Substance Solid Liquid Gas

Oxygen

Nitrogen

Carbon
dioxide
(2)

(d) The air also contained a small amount of argon.

As the temperature of the air decreased from 20 °C to –190 °C the argon changed
from a gas to a liquid to a solid.

Explain the changes in the arrangement and movement of the particles of the argon
as the temperature of the air decreased.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Page 4 of 27
 ___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(6)
(Total 14 marks)

Q3.
In this question you will be assessed on using good English, organising
information clearly and using specialist terms where appropriate.

The diagram shows the arrangement of particles in a solid, a liquid and a gas.

Use the diagram above and your own knowledge to compare solids, liquids and gases in
terms of their particles.

You should include information about the arrangement, movement and energy of the
particles.

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________
(Total 6 marks)

Page 5 of 27
Q4.
The diagram shows the direction of heat transfer through a single-glazed window.

(a) (i) Name the process by which heat is transferred through the glass.

______________________________________________________________
(1)

(ii) Explain how heat is transferred through the glass.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

(b) The rate of heat transfer through a window depends on the difference between the
inside and outside temperatures.

The graph shows the rate of heat transfer through a 1 m 2 single-glazed window for a
range of temperature differences.

Page 6 of 27
(i) What is the range of temperature differences shown in the graph?

From ___________________________ to ___________________________

(1)

(ii) A student looks at the graph and concludes:

‘Doubling the temperature difference doubles the rate of heat transfer.’

Use data from the graph to justify the student’s conclusion.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

(iii) A house has single-glazed windows. The total area of the windows in the
house is 15 m2.

On one particular day, the difference between the inside and outside
temperatures is 20 °C.

Use the graph to calculate the total rate of heat transfer through all of the
windows on this particular day.

Show clearly how you work out your answer.

______________________________________________________________

Page 7 of 27
 ______________________________________________________________

______________________________________________________________

______________________________________________________________

Rate of heat transfer = ____________________ J/s

(2)

(c) A homeowner plans to replace the single-glazed windows in his home with
double-glazed windows. He knows that double-glazed windows will reduce his
annual energy bills.

The table gives information about the double glazing to be installed by the
homeowner.

Cost to buy and install Estimated yearly Estimated lifetime of

savings on energy the double-glazed
bills windows

£5280 £160 30 years

Explain, in terms of energy savings, why replacing the single-glazed windows with
these double-glazed windows is not cost effective.

To gain full marks you must complete a calculation.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)
(Total 10 marks)

Q5.
The diagram shows two thermometers. The bulb of each thermometer is covered with a
piece of wet cotton wool. One of the thermometers is placed in the draught from a fan.

Page 8 of 27
The graph shows how the temperature of each thermometer changes with time.

(a) Which of the graph lines, A or B, shows the temperature of the thermometer placed
in the draught?

Write the correct answer in the box.

Explain, in terms of evaporation, the reason for your answer.

___________________________________________________________________

___________________________________________________________________

Page 9 of 27
 ___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

(b) A wet towel spread out and hung outside on a day without wind dries faster than an
identical wet towel left rolled up in a plastic bag.

Explain why.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)
(Total 5 marks)

Q6.
A student wanted to determine the density of the irregular shaped object shown in
Figure 1

Figure 1

(a) Plan an experiment that would allow the student to determine the density of the
object.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Page 10 of 27
 ___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(6)

(b) Another student did a similar experiment.

He determined the density of five common plastic materials.

Table 1 shows the results.

Table 1

Plastic material Density in kg/m3

Acrylic 1200

Nylon 1000

Polyester 1380

Polystyrene 1040

PVC 1100

Figure 2 shows the results plotted in a bar chart.

Figure 2

Complete Figure 2

Page 11 of 27
 You should:

• Write the correct scale on the y-axis.

• Draw the bars for polyester, polystyrene and PVC.
(4)

(c) The student is given a piece of a different plastic material.

The student determined the density of the material three times.

Table 2 shows the results.

Table 2

Density in kg/m3

1 960

2 1120

3 1040

Determine the uncertainty in the student’s results.

___________________________________________________________________

___________________________________________________________________

Uncertainty = _________________ kg/m 3

(2)
(Total 12 marks)

Q7.
Figure 1 shows a student making potato soup.

Figure 1

(a) The student places 0.5 kg of potato into a pan of water.

During cooking, the temperature of the potato increases from 20 °C to 100 °C

The specific heat capacity of the potato is 3400 J/kg °C

Page 12 of 27
 Calculate the change in thermal energy of the potato.

Use the equation:

change in thermal energy = mass × specific heat capacity × temperature change

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Change in thermal energy = ____________________ J

(3)

(b) Why is the energy supplied by the cooker greater than that calculated in part (a)?

___________________________________________________________________
(1)

(c) Suggest one way that the student could reduce the time to heat the potato to
100 °C

___________________________________________________________________
(1)

Figure 2 shows a food processor.

Figure 2

(d) The student places the cooked potato into the jug of the food processor.

The food processor contains a motor that spins blades to chop the potato.

The total power input to the motor is 500 W

The useful power output from the motor is 300 W

Calculate the efficiency of the motor in the food processor.

Use the equation:

Page 13 of 27
 ___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Efficiency = ____________________
(2)

(e) The jug is made of plastic with a low thermal conductivity.

Explain why this is an advantage.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)
(Total 9 marks)

Q8.
Heat exchangers are devices used to transfer heat from one place to another.

The diagram shows a pipe being used as a simple heat exchanger by a student in an
investigation.

Heat is transferred from the hot water inside the pipe to the cold water outside the pipe.

(a) Complete the following sentence by drawing a ring around the correct word in the
box.

Heat is transferred from the hot water inside the pipe

conduction.

to the cold water outside the pipe by convection.

Page 14 of 27
 radiation.
(1)

(b) The student wanted to find out if the efficiency of a heat exchanger depends on the
material used to make the pipe. The student tested three different materials. For
each material, the rate of flow of hot water through the pipe was kept the same.

The student’s results are recorded in the table.

Temperature of the cold Temperature of the cold

Material
water at the start in °C water after 10 minutes in °C

Copper 20 36

Glass 20 23

Plastic 20 21

(i) The rate of flow of hot water through the pipe was one of the control variables
in the investigation.

Give one other control variable in the investigation.

______________________________________________________________
(1)

(ii) Which one of the three materials made the best heat exchanger?

______________________________________________________________

Give a reason for your answer.

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

(c) The student finds a picture of a heat exchanger used in an industrial laundry.
The heat exchanger uses hot, dirty water to heat cold, clean water.

Page 15 of 27
 This heat exchanger transfers heat faster than the heat exchanger the student used
in the investigation.

Explain why.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)
(Total 6 marks)

Q9.
Solid, liquid and gas are three different states of matter.

(a) Describe the difference between the solid and gas states, in terms of the
arrangement and movement of their particles.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)

(b) What is meant by ‘specific latent heat of vaporisation’?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(c) While a kettle boils, 0.018 kg of water changes to steam.

Page 16 of 27
 Calculate the amount of energy required for this change.

Specific latent heat of vaporisation of water = 2.3 × 10 6 J / kg.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Energy required = __________________ J

(2)

(d) The graph shows how temperature varies with time for a substance as it is heated.

The graph is not drawn to scale.

Explain what is happening to the substance in sections AB and BC of the graph.

Section AB _________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Section BC _________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)
(Total 12 marks)

Page 17 of 27
Mark schemes

Q1.
(a) the kinetic energy (and the potential energy) of the particles increases
allow the speed of the particles increases
1

so the internal energy increases because it is the sum of kinetic and potential
energy (of the particles)
1

(b) latent heat (of vaporisation)

allow specific latent heat (of vaporisation)
1

(c) stays the same

1

(d) more collisions per second

1

a greater force per collision

1

(e) 0.875 =
allow a correct substitution using incorrectly/not
converted values of efficiency and/or energy
1

useful output energy transfer = 1 365 000(J)

this answer only
the equation

efficiency =
must have been used to score subsequent marks
1

1 365 000 = 125 × c × (22.1–11.6)

allow a correct substitution using their calculated
value of useful output energy
1

allow a correct re-arrangement using their value

of useful output energy
1

c = 1040 (J/kg °C)

allow a correct calculation using with their value
of useful output energy
1

c = 1.04 × 103 (J/kg °C)

Page 18 of 27
 this mark can only be awarded for a calculation
using the correct equations
1

(f) the advertisement has ignored the energy input from the surrounding air
1

so the total energy input is greater than the energy supplied from the electricity
an answer that the total energy input comes from
the electricity supply and the air outside the
building gains the first two marking points
1

the efficiency must be less than 100%

1
[15]

Q2.
(a) pressure decreased
1

because molecules have less (kinetic) energy

allow less speed/velocity
1

so fewer collisions (with the wall/container each second)

allow collide with less force
allow less force on the walls
1

(b) 0.70 = m × 330

1
or
700 = m × 330 000

or

allow correct rearrangement using converted value(s) of E to

J and/or L to J/kg
1

m = 0.0021 (kg)
allow 0.0021(212121...)
allow correct calculation using converted value(s) of E and/or
L
1
an answer of 0.0021(212121...) scores 3 marks
3 marks can only be awarded for m = 0.0021(212121...) (kg)

(c)
Substance Solid Liquid Gas

Oxygen ✓

Page 19 of 27
 Nitrogen ✓

Carbon ✓
dioxide

2 correct answers scores 1 mark.

if more than one tick in a row, neither can score a mark
2

(d) Level 3: Relevant points (reasons/causes) are identified, given in detail and
logically linked to form a clear account.
5−6

Level 2: Relevant points (reasons/causes) are identified, and there are

attempts at logical linking. The resulting account is not fully clear.
3−4

Level 1: Points are identified and stated simply, but their relevance is not clear
and there is no attempt at logical linking.
1−2

No relevant content
0

Indicative content

cooling
• as the argon cools the particles slow down
• particles in a liquid move slower than particles in a gas
• particles in a solid move slower than particles in a liquid
• as the liquid/solid cools the particles get closer together
• as the liquid/solid cools the density increases

gas to liquid
• particles change from being spread apart to touching each other
• particles will (collide with other particles more often and) change
direction more often

liquid to solid
• particles change from a random arrangement to a regular pattern
• particles change from moving freely to fixed positions
• particles change from moving freely/randomly to vibrating

explanation
• (internal) energy (of the argon) decreases
• (kinetic) energy (of the particles) decreases with temperature
• (potential) energy (of the particles) changes with change of state (of the
argon)
• forces between particles in a gas are negligible/zero
• attractive forces act between atoms when they are close to each other
• attractive forces between particles are stronger in a solid than in a liquid

Page 20 of 27
 to access level 3 there must be an explanation of changes to arrangement and
movement of particles during either cooling or a change of state
[14]

Q3.
Marks awarded for this answer will be determined by the Quality of Written
Communication (QWC) as well as the standard of the scientific response. Examiners
should apply a ‘best-fit’ approach to the marking.

0 marks
No creditworthy response

Level 1 (1 – 2 marks)
At least one relevant statement is made

Level 2 (3 – 4 marks)
Relevant statements are made about two of the states
or
a relevant statement is made about each state

Level 3 (5 – 6 marks)
Relevant statements are made about each of the three states

Examples of the Physics points made in the response:

ignore statements about the states of matter
a description without mention of particles, but clearly about
particles, can gain max 4 marks

solids:
• arranged in a regular pattern
allow closely / tightly packed / compact
• particles vibrate about fixed points
allow cannot move freely / around
• particles have low energy.

liquids:
• pattern is irregular
allow close together
• particles are not fixed in place or can move freely / around
• particles have more energy than solids and / or less energy than gases.

gases:
• particles are in a random pattern
allow far apart
• particles move (about) freely / randomly
allow move fast(er)
• particles have high energy.
[6]

Q4.
(a) (i) conduction
1

Page 21 of 27
 (ii) atoms gain (kinetic) energy
accept particles / molecules for atoms
do not accept electrons for atoms
or
atoms vibrate with a bigger amplitude
accept vibrate faster / more
do not accept start to vibrate
or
atoms collide with neighbouring atoms
1

transferring energy to (neighbouring / other) atoms

do not accept heat for energy
or
making these other atoms vibrate with a bigger amplitude
accept faster / more for bigger amplitude
mention of (free) electrons moving and passing on energy
negates this mark
1

(b) (i) 5 (°C) to 25 (°C)

either order
1

(ii) a correct example of doubling temperature difference doubling heat transfer

eg going from 5 to 10 (°C) difference doubles heat transfer from 30 to 60 (J/s)

accept for heat transfer number of joules / it
allow 1 mark for correctly reading 1 set of data eg at 5 °C the
heat transfer is 30
or
for every 5°C increase in temperature difference heat
transfer increases by 30 (J/s)
no credit for stating they are directly proportional
2

(iii) 1800
allow 1 mark for obtaining heat transfer value = 120
2

(c) payback time calculated as 33 years

calculations must be correct to score the first mark point
explanations must relate to it not being cost effective
1

this is greater than lifetime of windows

or
total savings (over 30 years) = £4800 (1)

this is less than cost of windows (1)

or

= 176 (1)

Page 22 of 27
 this is more than the yearly savings (1)
1
[10]

Q5.
(a) B
no mark for B - marks are for the explanation
first two mark points can score even if A is chosen

draught increases (the rate of) evaporation

accept more evaporation happens
accept draught removes (evaporated) particles faster
do not accept answers in terms of particles gaining energy
from the fan / draught
1

evaporation has a cooling effect

accept (average) kinetic energy of (remaining) particles
decreases
1

so temperature will fall faster / further

1

(b) larger surface area

1

increasing the (rate of) evaporation

accept more / faster evaporation
accept easier for particles to evaporate

or

for water to evaporate from

accept more particles can evaporate
accept water / particles which have evaporated are trapped
(in the bag)
answers in terms of exposure to the Sun are insufficient
1
[5]

Q6.
(a) Level 3: The method would lead to the production of a valid outcome. All key
steps are identified and logically sequenced.
5−6

Level 2: The method would not necessarily lead to a valid outcome. Most
steps are identified, but the method is not fully logically sequenced.
3−4

Level 1: The method would not lead to a valid outcome. Some relevant steps
are identified, but links are not made clear.
1−2

Page 23 of 27
 No relevant content
0

Indicative content

• measure mass
• use a top pan balance or scales

• part fill a measuring cylinder with water

• measure initial volume
• place object in water
• measure final volume
• volume of object = final volume − initial volume

• fill a displacement / eureka can with water

• water level with spout
• place object in water
• collect displaced water
• measuring cylinder used to determine volume of displaced water

• use of:

(b) all y-axis values correct (minimum of 3)

allow 1 mark for two correct values
2

all bars drawn to the correct height

allow 1 mark for two correct bars
allow ± ½ small square
2

(c)
ignore + and / or − signs
1

= 80 (kg/m3)
an answer of 160 scores 1 mark
1
an answer of 80 scores 2 marks
[12]

Q7.
(a) 80 °C
1

ΔE = 0.5 × 3400 × 80
1

ΔE = 136 000 (J)

an answer of 136 000 (J) scores 3 marks
1

Page 24 of 27
 (b) energy is dissipated into the surroundings
allow any correct description of wasted energy
1

(c) put a lid on the pan

allow any sensible practical suggestion
eg add salt to the water
1

(d) efficiency = 300/500

1

efficiency = 0.6
an answer of 0.6 or 60% scores 2 marks
allow efficiency = 60%
an answer of 0.6 with a unit scores 1 mark
an answer of 60 without a unit scores 1 mark
1

(e) lower rate of energy transfer

1

(so) potato soup will remain at a higher temperature

1
[9]

Q8.
(a) conduction
1

(b) (i) any one from:

• starting temperature (of cold water)

temperature is insufficient

• pipe length
accept size of pipe

• pipe diameter

• pipe (wall) thickness

• volume of cold water

accept amount for volume

• temperature of hot water (in)

• time
1

(ii) copper
1

greatest temperature change

only scores if copper chosen

Page 25 of 27
 accept heat for temperature
accept heated water the fastest
accept it was hottest (after 10 minutes)
accept it is the best / a good conductor
1

(c) the pipe has a larger (surface) area

accept pipe is longer
1

(so) hot / dirty water (inside pipe) is in contact with cold / clean water (outside
pipe) for longer
1
[6]

Q9.
(a) solid
particles vibrate about fixed positions
1

closely packed
accept regular
1

gas
particles move randomly
accept particles move faster
accept freely for randomly
1

far apart
1

(b) amount of energy required to change the state of a substance from liquid to
gas (vapour)
1

unit mass / 1 kg
dependent on first marking point
1

(c) 41000 or 4.1 × 104 (J)

accept
41400 or 4.14 × 104
correct substitution of
0.018 × 2.3 × 106 gains 1 mark
2

(d) AB
changing state from solid to liquid / melting
1

at steady temperature
dependent on first AB mark
1

Page 26 of 27
BC
temperature of liquid rises
1

until it reaches boiling point

dependent on first BC mark
1
[12]

Page 27 of 27