O Level Cambridge (CIE) Physics 57 mins 6 questions
Alternative to Practical Questions
2.3 Transfer of
Thermal Energy
Demonstrating Conduction / Thermal Conduction / Convection / Radiation /
Investigating Radiation / Consequences of Thermal Energy Transfer
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1 (a) A student is investigating the rate of cooling of water under different conditions. A
greater rate of cooling occurs if there is a greater change in the temperature during the
same period of time.
Fig. 3.1 shows some of the apparatus.
The thermometer in Fig.3.2 shows the room temperature θR at the beginning of the
experiment. Record θR.
θR = ........................................................
(1 mark)
(b) The student pours 200 cm3 of hot water into the beaker.
She records the temperature θ of the hot water at time t = 0. She immediately starts a
stopclock.
She continues recording the time and the temperature readings every 30 s. The readings
are shown in Table 3.1.
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Table 3.1
Beaker
t/ θ/
0 94
30 93
60 92
90 91
120 90
150 89
Table 3.2
Can
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t/ θ/
0 93
30 91
60 90
90 89
120 88
150 87
The student repeats the procedure using a metal can, painted matt black, in place of the
beaker.
The readings are shown in Table 3.2.
(i) Complete the column headings in Table 3.1 and in Table 3.2.
[1]
(ii) Look carefully at the readings in Table 3.1 and in Table 3.2.
Tick the box to show your conclusion from the readings.
□ The water in the beaker has a greater rate of cooling than the water in the can.
□ The water in the beaker has a smaller rate of cooling than the water in the can.
□ There is no significant difference between the rates of cooling of the water in the
beaker and the can.
[1]
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(iii) Justify your conclusion by reference to the readings.
[2]
(4 marks)
(c) A student in another school carries out the experiment and reports that the rate of
cooling of the water in the can is different from the rate of cooling of the water in the
beaker. He plans a change to the experiment to find out whether this difference in the
rates of cooling is caused by
the matt black surface of the can being a better radiator of thermal energy than the
shiny surface of the beaker
the metal of the can being a better conductor of thermal energy than the material of
the beaker.
(i) Suggest two suitable changes to the apparatus that the student could make.
[2]
(ii) Suggest two variables that should be controlled in order to make the experiment a
fair test.
[2]
(4 marks)
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(d) State one precaution that you would take in order to record accurate temperature
readings.
(1 mark)
2 A student is investigating ways of slowing the rate of cooling of hot liquids in a container.
The student knows that a lid will reduce the rate of cooling. He wants to find out if the
thickness of the lid makes any difference to the rate of cooling.
Plan an experiment which will enable him to compare the effects of lids of different
thicknesses.
In your plan, you should:
list the apparatus needed
explain briefly how you would carry out the investigation, including the
measurements to be taken
state any key variables that would need to be kept the same
draw a suitable table or tables, with column headings, to show how the readings
would be displayed (you are not required to enter any readings in the table)
explain how you would use your readings to reach a conclusion.
You may draw a diagram if it helps to explain your plan.
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(7 marks)
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3 (a) Students are investigating the cooling of hot water in a beaker.
They are using the apparatus shown in Fig. 2.1.
Record room temperature θR shown on the thermometer in Fig. 2.1.
θR = ........................................................
(1 mark)
(b) A volume of 150 cm3 of hot water is poured into the beaker and the initial temperature θ
is recorded in Table 2.1.
The temperature of the water is recorded every 30 s. The values are shown in Table 2.1.
(i) Complete the headings in Table 2.1.
[1]
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Table 2.1
t/ θ/
0 95.0
30 89.0
60 83.5
90 79.0
120 75.0
150 71.5
180 68.5
210 66.0
240 64.0
270 62.5
(ii) Describe one precaution that you would take to ensure that the temperature readings
in the experiment are as accurate as possible.
[1]
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(2 marks)
(c) (i) Calculate the average cooling rate x1 during the first 90s of the experiment. Use the
readings from Table 2.1 and the equation
θ 0 − θ 90
x1 =
T
where T = 90 s and θ0 and θ90 are the temperatures at t = 0 and t = 90 s.
Include the unit for the cooling rate.
x1 = ........................................................ [1]
(ii) Calculate the average cooling rate x2 during the middle 90 s of the experiment. Use
the readings from Table 2.1 and the equation
θ 90 − θ 180
x2 =
T
where T = 90 s and θ90 and θ180 are the temperatures at t = 90 and t = 180 s.
x2 = ........................................................ [1]
(iii) Calculate the average cooling rate x3 during the last 90 s of the experiment. Use the
readings from Table 2.1 and the equation
θ 180 − θ 270
x3 =
T
where T = 90 s and θ180 and θ270 are the temperatures at t = 180 and t = 270 s.
x3 = ........................................................ [1]
(3 marks)
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(d) (i) The temperature of the water falls as time passes. Use the results from (c) to describe
the pattern of the rate of cooling of the water during the experiment.
Justify your answer by reference to the results.
[1]
(ii) Give an estimate of the probable final temperature θF of the water if left to cool for
many hours.
θF = ........................................................ [1]
(2 marks)
(e) (i) A student in another school carries out a similar experiment.
She starts with the hot water at a lower initial temperature.
Suggest how her cooling rates are likely to compare with those calculated in (c).
Use the results to explain your answer.
[2]
(ii) State one variable, other than the initial temperature, which the student should
control.
[1]
(3 marks)
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4 (a) Students are investigating how the use of a lid or insulation affects the rate of cooling of
hot water in a beaker. They use the apparatus shown in Fig. 2.1.
Record the room temperature θR shown on the thermometer in Fig. 2.1.
θR = ........................................................
(1 mark)
(b) 100 cm3 of hot water is poured into beaker A and the initial temperature θ is
recorded in Table 2.1.
The temperature θ of the water at times t = 30 s, 60 s, 90 s, 120 s, 150 s and 180 s
are shown in Table 2.1.
This process is repeated for beaker B.
Complete the headings and the time column in Table 2.1.
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Table 2.1
(2 marks)
(c) Write a conclusion stating whether the insulation or the lid is more effective in reducing
the cooling rate of the water in the beakers in this experiment.
Justify your answer by reference to the results.
(2 marks)
(d) One student thinks that the experiment does not show how effective insulation is on its
own or how effective a lid is on its own.
Suggest an additional experiment which could be used to show how effective a lid or
insulation is.
Explain how the additional results could be used.
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(2 marks)
(e) (i) Calculate xA, the average cooling rate for beaker A over the whole experiment. Use the
readings for beaker A from Table 2.1 and the equation
θ0 − θ 180
xA = T
where T = 180 s and θ0 and θ180 are the temperatures at time t = 0 and time t = 180 s.
Include the unit for the cooling rate.
xA = ........................................................ [2]
(ii) Students in another school are carrying out this experiment using identical
equipment.
State why they should make the initial temperature of the water the same as in this
experiment if they are to obtain average cooling rates that are the same as in Table 2.1.
Assume that the room temperature is the same in each case.
Use the results from beaker A to explain why this factor should be controlled.
[2]
(4 marks)
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5 A student investigates the effect of the colour of the surface of a metal container on the
rate of loss of heat from the container. She knows that black surfaces are better
radiators of thermal energy than white surfaces and wants to investigate the effect of
other colours.
The following apparatus is available:
metal containers each with the outer surface painted a different colour
a thermometer
a stop-watch
a supply of hot water.
She can also use other apparatus and materials that are usually available in a school
laboratory.
Plan an experiment to investigate the effect of the colour of the surface of a metal
container on the rate of loss of heat from the container.
You should:
draw a diagram of the apparatus used
explain briefly how you would carry out the investigation
state the key variables to be kept constant
draw a table, or tables, with column headings, to show how you would display your
readings (you are not required to enter any readings in the table)
explain how you would use your readings to reach a conclusion.
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(7 marks)
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6 (a) Some students are investigating how the volume of water affects the rate at which water
in a beaker cools.
They are using the apparatus shown in Fig. 2.1.
(i) 200 cm3 of hot water is poured into beaker A and the initial temperature rises to the
value shown on thermometer A in Fig. 2.1.
In the first row of Table 2.1, record this temperature θA for time t = 0.
100 cm3 of hot water is poured into beaker B. The temperature rises to the value shown
on thermometer B in Fig. 2.1.
In the first row of the table, record this temperature θB for time t = 0.
[1]
(ii) The temperatures θA and θB of the water in each experiment at times t = 30 s, 60 s, 90
s, 120 s, 150 s and 180 s are shown in the table.
Complete the headings and the time column in the table.
[2]
Table 2.1
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beaker A with 200 cm3 of water beaker B with 100 cm3 of water
t/ θA/ θB/
85.0 86.0
83.0 83.0
81.5 80.5
80.0 78.0
78.5 76.0
77.5 74.5
(3 marks)
(b) Describe one precaution which should be taken to ensure that the temperature readings
in the experiment are as accurate as possible.
(1 mark)
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(c) Write a conclusion stating how the volume of water in the beaker affects the rate of
cooling of the water. Justify your answer by reference to the results.
(2 marks)
(d) (i) Using the results for 100 cm3 of water, calculate the average rate of cooling x1 for the
first 90 s of the experiment. Use the readings from the table and the equation
θ 0 – θ 90
x1 = t
where t = 90 s and θ0 and θ90 are the temperatures at time 0 and at time 90 s. Include the
unit for the rate of cooling.
x1 = ...........................................................[1]
(ii) Using the results for 100 cm3 of water, calculate the average rate of cooling x2 in the
last 90 s of the experiment. Use the readings from the table and the equation
θ 90 – θ 180
x2 = t
where t = 90 s and θ90 and θ180 are the temperatures at time 90 s and at time 180 s.
Include the unit for the rate of cooling.
x2 = ............................................................[1]
(2 marks)
(e) A student suggests that it is important that the experiments with the two volumes of
water should have the same starting temperatures.
State whether your values for x1 and x2 support this suggestion. Justify your statement
with reference to your results.
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(1 mark)
(f) Another student plans to investigate whether more thermal energy is lost from the water
surface than from the sides of the beakers.
Describe an experiment that could be done to investigate this.
You may draw a diagram to help your description.
(2 marks)
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