_______________________

Name:
_
Thermal physics
_______________________
Class:
_

_______________________
Date:
_

Time: 663 min.

Marks: 530 marks

Comments:

Page 1 of 42
Q1.
(a) Explain what is meant by specific latent heat of fusion.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(b) The diagram shows how the temperature of the water is maintained in a hot tub.

The hot tub system has a volume of 4.5 m3 and is filled with water at a temperature
of 28 °C

The heater transfers thermal energy to the water at a rate of 2.7 kW while a pump
circulates the water.

Assume that no heat is transferred to the surroundings.

Calculate the rise in water temperature that the heater could produce in 1.0 hour.

density of water = 1000 kg m–3

specific heat capacity of water = 4200 J kg–1 K–1

temperature rise = ____________________ K
(3)

(c) The pump can circulate the water at different speeds.

When working at higher speeds the rise in temperature is greater.

Explain why.
Again assume that no heat is transferred to the surroundings.

___________________________________________________________________

___________________________________________________________________

Page 2 of 42
 ___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)
(Total 7 marks)

Q2.
The graph shows the variation of pressure p with temperature θ for a fixed mass of an
ideal gas at constant volume.

What is the gradient of the graph?

A 0.341

B 0.395

C 2.93

D 5.00

(Total 1 mark)

Q3.
Two flasks X and Y are filled with an ideal gas and are connected by a tube of negligible
volume compared to that of the flasks. The volume of X is twice the volume of Y.
X is held at a temperature of 150 K and Y is held at a temperature of 300 K

What is the ratio ?

A 0.125

B 0.25

C 4

D 8

Page 3 of 42
 (Total 1 mark)

Q4.
The average mass of an air molecule is 4.8 × 10–26 kg

What is the mean square speed of an air molecule at 750 K?

A 3.3 × 105 m2 s–2

B 4.3 × 105 m2 s–2

C 6.5 × 105 m2 s–2

D 8.7 × 105 m2 s–2

(Total 1 mark)

Q5.
A transparent illuminated box contains small smoke particles and air.
The smoke particles are observed to move randomly when viewed through a microscope.

What is the cause of this observation of Brownian motion?

A Smoke particles gaining kinetic energy by the

absorption of light.
B Collisions between smoke particles and air molecules.

C Smoke particles moving in convection currents caused

by the air being heated by the light.
D The smoke particles moving randomly due to their
temperature.
(Total 1 mark)

Q6.
The diagram shows a gas particle about to collide elastically with a wall.

Which diagram shows the correct change in momentum Δmv that occurs during the
collision?

Page 4 of 42
 A

(Total 1 mark)

Q7.
This question is about an experiment to estimate absolute zero.

Figures 1a to 1d show the stages in the procedure carried out by a student.

An empty flask fitted with a tube and an open valve is placed in water bath H containing
hot water. The air inside the flask is allowed to come into thermal equilibrium with the
water.
The valve is then closed, trapping a certain volume of air, as shown in Figure 1a.

Figure 1a

Page 5 of 42
The flask is inverted and placed in water bath C in which the water is at room
temperature.
The air inside the flask is again allowed to come into thermal equilibrium with the water, as
shown in Figure 1b.

Figure 1b

The valve is opened and some water enters the flask, as shown in Figure 1c.

Figure 1c

The depth of the inverted flask is adjusted until the level of water inside the flask is the
same as the level in the water bath.
The valve is then closed, trapping the air and the water inside the flask, as shown in
Figure 1d.

Figure 1d

Page 6 of 42
(a) Explain why the volume of the air in the flask in Figure 1c is less than the volume of
the air in the flask in Figure 1d.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(b) Explain why Charles’s Law can be applied to compare the air in the flask in Figure
1a with the air in the flask in Figure 1d.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(c) The flask is removed from water bath C and the valve and stopper are removed.

The volume of the water in the flask is V1

The flask is then completely refilled with water and the valve and stopper replaced.

The volume of the water now in the flask is V2

The volumes V1 and V2 are shown by the shaded parts in Figure 2.

Figure 2

Page 7 of 42
 Explain how V1 and V2 can be determined.

In your answer you should

• identify a suitable measuring instrument

• explain a suitable procedure to eliminate possible systematic error.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

(d) Plot on Figure 3 points to show the volume V and the temperature θ of the air in the
flask when
• the flask is as shown in Figure 1a
• the flask is as shown in Figure 1d.

The temperature of the hot water bath is 86 °C

Room temperature is 19 °C

V1 = 48 cm3

V2 = 255 cm3
Figure 3

Page 8 of 42
 (3)

(e) Add a best fit line to your graph in Figure 3 to show how V should vary with θ
according to Charles’s Law.
(1)

(f) Determine the value of absolute zero in °C using your graph in Figure 3.

Page 9 of 42
 value of absolute zero = ____________________ °C
(3)
(Total 14 marks)

Q8.
A continuous stream of water falls through a vertical distance of 100 m.
Assume no thermal energy is transferred to the surroundings.
The specific heat capacity of water is 4200 J kg–1 K–1.

What is the temperature difference of the water between the top and bottom of the
waterfall?

A 0.023 K

B 0.23 K

C 2.3 K

D 4.3 K
(Total 1 mark)

Q9.
A student measures the power of a microwave oven. He places 200 g of water at 23 °C
into the microwave and heats it on full power for 1 minute. When he removes it, the
temperature of the water is 79 °C.

The specific heat capacity of water is 4200 J kg–1 K–1.

What is the average rate at which thermal energy is gained by the water?

A 780 W

B 840 W

C 1.1 kW

D 4.6 kW
(Total 1 mark)

Q10.
An ice cube of mass 0.010 kg at a temperature of 0 °C is dropped into a cup containing
0.10 kg of water at a temperature of 15 °C.

What is the maximum estimated change in temperature of the contents of the cup?

specific heat capacity of water = 4200 J kg−1 K−1

specific latent heat of fusion of ice = 3.4 × 105 J kg−1

A 1.5 K

Page 10 of 42
 B 8.7 K

C 13.5 K

D 15.0 K
(Total 1 mark)

Q11.
Specimens P and Q of the same gas exert the same pressure. P is at a temperature of
280 K and contains 1020 molecules per unit volume. The temperature of Q is 350 K.

What is the number of molecules per unit volume in Q?

A 0.09 × 1020

B 0.75 × 1020

C 0.80 × 1020

D 1.25 × 1020
(Total 1 mark)

Q12.
Which of the following is not used as valid assumption when deriving the equation

P= Nm (crms)2 in the simple kinetic theory of gases?

The molecules suffer negligible change of

A momentum on collision with the walls of the
container.
Attractive forces between molecules are
B
negligible.
The duration of a collision is negligible
C
compared with the time between collisions.
The volume of the molecules is negligible
D
compared with the volume of the gas.
(Total 1 mark)

Q13.
One mole of gas occupies a volume V at a pressure p and Celsius temperature θ.

The graphs, A to D, show variation of pV with θ.

Line X is for one mole of nitrogen and line Y is for one mole of oxygen.

Relative molecular mass of nitrogen = 28

Relative molecular mass of oxygen = 32

Page 11 of 42
 Which graph is correct?

D
(Total 1 mark)

Q14.
A temperature sensor is connected to a data logger to monitor how the temperature θ of a
fixed mass of recently−boiled water varies with time t, over an interval of 600 s. These
data are processed to produce the graph shown in Figure 1.

Figure 1

Page 12 of 42
(a) Determine the temperature θ1 of the water when t is 190 s.

Page 13 of 42
 θ1 = ___________________ °C
(1)

(b) Determine the gradient G1 of the graph at t is 190 s.

G1 ______________________
(3)

(c) When t = 370 s the temperature θ2 = 46.6 °C and the gradient G2 = − 0.0645.

The room temperature θR is given by

Evaluate θR.

θR = ___________________ °C
(1)

(d) It can be shown that when a hot object at a temperature θ is allowed to cool in a
draught, the rate at which the temperature decreases is directly proportional to the
temperature difference (θ − θR) between the object and the surroundings.

A student realises that (θ − θR) will decrease exponentially with time and designs an
experiment in which two temperature sensors are connected to a data logger.

• Sensor 1 is placed in a beaker of recently−boiled water.

• Sensor 2 measures the air temperature in the room.
• The data logger is programmed to record the output from the sensors as the
water cools for 600 s.

The output data from the sensors are processed to produce the graph shown in
Figure 2.

Figure 2

Page 14 of 42
(θ − θR) will decrease exponentially in the same way that the potential difference
(pd) across a discharging capacitor decreases with time.

When a capacitor discharges, the pd across the capacitor falls to of an initial

value in a time called the time constant. Electronic engineers assume that a
capacitor becomes fully discharged in a time equal to 5 time constants.

Estimate the time taken for the water to cool down to room temperature.

Page 15 of 42
 time taken = ___________________ s
(4)

(e) Another student carries out the experiment using the same mass of recently−boiled
water and beaker as before.

The output data for sensor 1 from this student’s experiment are shown in Figure 3.

Figure 3

Account for the differences between these results and the way they are displayed,
with those shown in Figure 2.

You should include appropriate quantitative detail in your answer.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

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___________________________________________________________________

___________________________________________________________________

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Page 16 of 42
 ___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(5)
(Total 14 marks)

Q20.
(a) ‘The pressure of an ideal gas is inversely proportional to its volume’, is an
incomplete statement of Boyle’s law.

State two conditions necessary to complete the statement.

1. _________________________________________________________________

2. _________________________________________________________________
(2)

(b) A volume of 0.0016 m3 of air at a pressure of 1.0 × 105 Pa and a temperature of 290
K is trapped in a cylinder. Under these conditions the volume of air occupied by 1.0
mol is 0.024 m3. The air in the cylinder is heated and at the same time compressed
slowly by a piston. The initial condition and final condition of the trapped air are
shown in the diagram.

In the following calculations treat air as an ideal gas having a molar mass of
0.029 kg mol–1.

Page 17 of 42
 (i) Calculate the final volume of the air trapped in the cylinder.

volume of air = ____________________ m3

(2)

(ii) Calculate the number of moles of air in the cylinder.

number of moles = ____________________

(1)

(iii) Calculate the initial density of air trapped in the cylinder.

density = ____________________ kg m–3

(2)

(c) State and explain what happens to the speed of molecules in a gas as the
temperature increases.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Page 18 of 42
 (Total 9 marks)

Q21.
(a) Which statement explains why energy is needed to melt ice at 0°C to water at 0°C?

Place a tick (✔) in the right-hand column to show the correct answer.

✔ if correct

It provides the water with energy for its molecules to

move faster.

It breaks all the intermolecular bonds.

It allows the molecules to vibrate with more kinetic

energy.

It breaks some intermolecular bonds.

(1)

(b) The diagram shows an experiment to measure the specific heat capacity of ice.

A student adds ice at a temperature of –25°C to water. The water is stirred

continuously. Ice is added slowly until all the ice has melted and the temperature of
the water decreases to 0°C. The mass of ice added during the experiment is 0.047
kg.

(i) Calculate the energy required to melt the ice at a temperature of 0°C.
The specific latent heat of fusion of water is 3.3 × 105 J kg–1.

energy = ____________________ J
(1)

(ii) The water loses 1.8 × 104 J of energy to the ice during the experiment.
Calculate the energy given to the ice to raise its temperature to 0°C. Assume
that no energy is transferred to or from the surroundings and beaker.

Page 19 of 42
 energy = ____________________ J
(1)

(iii) Calculate the specific heat capacity of the ice.

State an appropriate unit for your answer.

specific heat capacity = ____________________ unit = __________

(2)
(Total 5 marks)

Q22.
Figure 1 shows the cross-section of a bicycle pump with a cylindrical barrel. The piston
has been pulled to the position marked X and the outlet of the pump sealed.

Figure 1

The length L of the column of trapped air is 18 cm and the volume of the gas is
1.7 × 10−4m3 when the piston is at position X. Under these conditions the trapped air is at a
pressure p of 1.01 × 105 Pa and its temperature is 19°C.

Assume the trapped air consists of identical molecules and behaves like an ideal gas in
this question.

(a) (i) Calculate the internal diameter of the barrel.

diameter ____________________ m
(2)

(ii) Show that the number of air molecules in the column of trapped air is
approximately 4 × 1021.
(3)

(iii) The ratio equals 7.0 × 10−4.

Page 20 of 42
 Calculate the volume of one air molecule.

volume ____________________ m3

(2)

(iv) The ratio in part (a)(iii) is important in supporting assumptions made in the
kinetic theory of ideal gases.

Explain how the value of the ratio supports two of the assumptions made in
the kinetic theory of ideal gases.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(3)

(b) The mass of each air molecule is 4.7 × 10−26 kg.

Calculate the mean square speed of the molecules of trapped air when the length of
the column of trapped air is 18.0 cm.
Give an appropriate unit for your answer.

mean square speed ____________________ unit __________

(4)

(c) The piston is pushed slowly inwards until the length L of the column of trapped air is
4.5 cm.

Figure 2 shows how the pressure p of the trapped air varies as L is changed during
this process.

Figure 2

Page 21 of 42
 (i) Use data from Figure 2 to show that p is inversely proportional to L.

(3)

(ii) Name the physical property of the gas which must remain constant for p to be
inversely proportional to L.

______________________________________________________________
(1)

(d) Explain how the relationship between p and L shown in Figure 2 can be predicted
using the kinetic theory for an ideal gas.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)
(Total 22 marks)

Q23.

Page 22 of 42
 (a) Lead has a specific heat capacity of 130 J kg−1 K−1.

Explain what is meant by this statement.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(1)

(b) Lead of mass 0.75 kg is heated from 21 °C to its melting point and continues to be
heated until it has all melted.

Calculate how much energy is supplied to the lead.

Give your answer to an appropriate number of significant figures.

melting point of lead = 327.5 °C

specific latent heat of fusion of lead = 23 000 J kg−1

energy supplied ____________________ J

(3)
(Total 4 marks)

Q24.
(a) The concept of an absolute zero of temperature may be explained by reference to
the behaviour of a gas.
Discuss one experiment that can be performed using a gas which would enable you
to explain absolute zero and determine its value.
It is not necessary to give full details of the apparatus. Your answer should:

• include the quantities that are kept constant

• identify the measurements to be taken
• explain how the results may be used to find absolute zero
• justify why the value obtained is absolute zero.

The quality of your written communication will be assessed in your answer.

___________________________________________________________________

Page 23 of 42
 ___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(6)

(b) (i) State two assumptions about the movement of molecules that are used when

deriving the equation of state, pV = N m (c rms )2 for an ideal gas.

1. ____________________________________________________________

______________________________________________________________

2. ____________________________________________________________

______________________________________________________________
(2)

(ii) Three molecules move at the speeds shown in the table below.

molecule speed / m s−1

1 2000

2 3000

3 7000

Calculate their mean square speed.

Page 24 of 42
 mean square speed ____________________ m2 s–2

(1)

(c) The average molecular kinetic energy of an ideal gas is 6.6 × 10–21 J.
Calculate the temperature of the gas.

K
temperature ____________________

(2)
(Total 11 marks)

Page 25 of 42
Mark schemes

Q1.
(a) Specific latent heat of fusion is the energy (required) to change 1 kg / unit mass of
material from the solid state to the liquid state or melt/fuse ✔

Without a change of temperature or at the freezing/melting temperature/point ✔

The direction of energy transfer must be consistent with the
direction of the change of state (If energy to change… is
given then required or needed is implied)
2nd mark stands alone.
2

(b) (Dividing both sides of the equation ∆Q = m c ∆θ by ∆t gives ∆Q/∆t = m c ∆θ/∆t or

∆θ = (∆Q/∆t ) × ∆t/m c where m = ρV )

∆θ = 2700 × (60 × 60) / (4.5 × 1000 × 4200) ✔

Full substitution correct ✔

Temperature rise = ∆θ = 0.51 (K) ✔ (= 0.514 K)

Working must be seen as there is a self-cancelling error with
two 1000 factors.
So answer alone gains the 3rd mark only.
First mark can be gained if (60 × 60) is absent even if not re-
arranged.
The change of temperature may be written as a difference
between 28 °C and an unknown temperature (allow in kelvin
written either way round ie with incorrect sign)
1 sig fig is not acceptable.
Useful numbers:
4.5 × 1000 × 4200 = 1.89 × 107
2700/(4500×4200) = 1.4 × 10–4
Max 2 if:
Omits (60 × 60) giving 1.43 × 10–4 K
Omits 60 giving 8.57 × 10–3
3

(c) (When the pump is working at speed) the pump is doing work (on the water) ✔

Work (and heat both) can raise the temperature of a body (as stated in the 1 st Law of
thermodynamics) (this may be expressed as work is converted to thermal energy)
OWTTE

OR

The pump increases the randomness / turbulence of the water/molecules

OR

Page 26 of 42
 The mean square speed/mean kinetic energy is proportional to the (absolute)
temperature ✔
(this may be given in the form on an equation) OWTTE
(Lenient mark – a reference to random motion or more
collisions may gain this mark but a simple increase in kinetic
energy is not enough).
Do not penalise answers that go nowhere unless they
directly contradict a marked answer.
2
[7]

Q2.
A
[1]

Q3.
C
[1]

Q4.
C
[1]

Q5.
B
[1]

Q6.
B
[1]

Q7.
(a) pressure (of air) in Figure 1c is greater than (pressure of air) in Figure 1d

OR

pressure in Figure 1d is lower than pressure in Figure 1c 1✔

(since) temperature is the same

OR

Boyle’s Law applies

OR

PV = constant; 2✔

Page 27 of 42
 any suggestion that pressure is constant OR the volume is constant OR the
temperature changes OR the amount of air in the flask increases as flask is raised
loses both marks
for 1✔ must refer to either of the relevant figures or give other
detail, eg ‘when flask is lifted’ so their meaning is
unambiguous;
allow ‘when volume decreases pressure increases’ but must
be comparing 1c with 1d
allow ‘water pressure decreased in 1d’
treat ‘air was compressed’ (in 1c) as neutral
reject ‘pressure released (in 1d)’
for 2✔ allow mean KE of molecules is the same

accept ;
allow nRT = constant;
reject PV = k (unless k = constant is also seen)
2

(b) same (air) pressure 1✔

same mass of air 2✔

any suggestion that temperature is constant OR that volume is constant OR that

pressure has changed OR the amount of air in the flask decreases as flask is moved
from H to C loses both marks
for 1✔ and 2✔ accept constant/unchanged = same and
condone ‘assume same pressure/mass of gas’
for 2✔accept same (number of) moles or same amount of gas
no credit for stating ‘volume increases as temperature
increases’
‘temperature is in equilibrium’ is neutral
2

(c) relevant quantity and instrument seen:

volume(s) (of liquid) measured using a measuring cylinder OR graduated beaker 1✔

reject ‘measuring beaker’ and ‘burette’

eye level with the bottom of the meniscus (allow suitable sketch showing eye) 2✔

‘measure at eye level’ OR ‘eye level with graduation’ OR ‘eye perpendicular to

graduation’ are not enough to avoid parallax error 3✔

see alternative opposite; if both approaches are given record the mark to whichever
scores most
alternative
for 1✔mass (of liquid/flask) measured using a balance
reject ‘scales’ and reject ‘weigh/find weight/weigh the mass’
for 2✔valid method to account for the mass of flask eg
tare/zero balance (ECF ‘scales’) with (same) empty flask on
balance and then measure mass of flask with liquid OR
subtract mass of empty flask from mass of flask containing

Page 28 of 42
 liquid; don’t penalise ‘weigh’ twice OR
ensure the balance is on a horizontal surface for 3✔find

volume(s) using ; V must be subject

3

(d) suitable vertical scale for their data points covering at least half the grid;

false origin on the vertical scale correctly marked;

vertical scale marked at sensible intervals, based around intervals of 1, 2, 4 or 5 etc;

graduations no further than 2 major divisions apart 1✔

19, 207 plotted to nearest ½ grid square 2✔

86, 255 plotted to nearest ½ grid square 3✔

for 1✔ the two correct data points a suitable scale is 10 cm3
for each major division
an unmarked origin is be assumed to be (0, 0); if a broken
scale symbol is not used and the V scale becomes non-
linear, withhold the mark
award 23✔ = 1 MAX for thick or poorly-marked points eg
thicker than half a grid square;
reject blobs, dots and circles
3

(e) continuous ruled best-fit line of positive gradient through intersection of cross-hairs
of their points ✔
apply same criteria for judging line quality as in part (c); don’t
penalise thick line if thick points are penalised in part (d)
1

(f) legitimate method to calculate horizontal intercept

eg gradient calculated from ∆V divided by ∆θ ie numerical evidence of 2 steps

required; don’t penalise read off errors or small steps

reads (to within 1 grid square) OR uses a point on the line to calculate (with correct
use of y = mx + c) the vertical intercept; sensible values are shown on the right 1✔

correct use of their vertical intercept and their gradient to calculate the horizontal
intercept using –1 × vertical intercept divided by gradient 2✔

OR

similar triangles, eg

or similar seen 1✔

minimum ∆θ = 86 – 19 (= 67as in example above) 2✔

result in range –260°C to –285°C 3✔

withhold mark for missing sign; no credit for unsupported answer

Page 29 of 42
 in 1✔ condone V changed to m3 when calculating gradient
and finding intercept values
for a graph with a negative gradient allow credit for 1✔ only =
1 MAX
no credit for non-linear graph = 0 MAX
data which may be seen in working include
V = 193 cm3, θ = 0 °C; V = 265 cm3, θ = 100 °C;
V = 207 cm3, θ = 19 °C; V = 255 cm3, θ = 86° C
3
[14]

Q8.
B
[1]

Q9.
A
[1]

Q10.

B
[1]

Q11.

C
[1]

Q12.

Page 30 of 42
 A
[1]

Q13.

D
[1]

Q14.
(a) θ1 = 61.0 ± 0.5 °C ✔
reject 2 sf θ1
1

(b) sensible tangent drawn at t = 190 s; correct read-offs for points (± 1 mm) from
triangle with step sizes at least 8 × 81 ✔

G1 = −9.57 × 10−2 3✔
for 3✔ insist on correct sign and POT; accept result in range
1.05 × 10−1 to −9.0 × 10−2
3

(c) substitution correct leading to θR = 17.3 ± 2.0 °C ✔

allow ECF
1

(d) θ0 − θR correctly evaluated to ± 1 °C for θ0 at suitable reference time 1 ✔

evaluates 2 ✔

evaluates θ from + θ0 ; time constant deduced from graph with evidence of

working (read offs to both axes are required) 3✔

time for object to reach room temperature in range 1900 to 2000 s 4✔

example for 1✔: θ0 = 89 °C at t = 0 gives θ0 −θR = 89 − 21 =
68 °C
allow ecf for failure to take account of θR in 1 ✔

example for 2✔: ; allow ecf for failure to

take account of θR in 1✔
example for 3✔ : θ = 25 + 21 = 46; time constant = 390 s
example for 4✔ : time to reach room temperature = 5 × 390 =
1950 s; no ecf for errors in 1✔ or in 3✔
4

(e) the starting temperature was lower 1✔

the starting temperature was 86.5 °C compared to 89.0 °C 2✔

the room temperature was higher 3✔

Page 31 of 42
 the draught was less 4✔

the water had only cooled to 38.0 °C after 600 s 5✔

the sample rate of the data logger was lower 6✔

samples were recorded every 20 s (rate for original experiment was much higher) 7✔
other approaches are possible
allow ± 0.3 °C for any temperature quoted for 2✔ or for 5✔
MAX 5
[14]

Q20.
(a) 1. fixed mass or fixed number of molecules / moles ✔
2. constant temperature ✔
Allow alternatives to fixed mass such as ‘sealed vessel’ or
‘closed system’.
Not amount of gas as this is ambiguous.
The temperature must not be specific.
2

(b) (i)

V = 0.067 × 8.31 × 350 / (4.4 × 10−4) ✔

= 0.00044 (m3) ✔ (4.39 × 10−4 m3)
1st mark comes from use of valid equation with substitutions.
In the alternative look out for 0.067 = 1 /15 = (0.0016 / 0.024)
And R = NA k
Correct answer gains full marks
If no other answer is seen then 1 sig fig is wrong.
2

(ii) (proportion of a mole of trapped air

= volume of cylinder / volume of mole)
= 0.0016 / 0.024 = 0.067 (mol) ✔ (0.0667)
or
(use of n = pV/RT)
= 1.0 × 105 × 0.0016 / (8.31 × 290) = 0.066 (mol) ✔ (0.0664)
or
= 4.4 × 105 × 0.00044 / (8.31 × 350) = 0.067 (mol) ✔ (0.0666)
Answers range between 0.066 − 0.067 mol depending on the
volume carried forward.
(answer alone gains mark)
Working must be shown for a CE
Ans = V2 × 151
1

Page 32 of 42
 (iii) (mass = molar mass × number of moles)
mass = 0.029 × 0.0667 ✔ (0.00193 kg)
(density = mass / volume)
density = 0.00193 / 0.0016 = 1.2(1) kg m–3 ✔
(no continuation errors within this question but allow simple
powers of 10 arithmetic errors which will lose one mark)
CE mass = 0.029 × (b)(ii)
CE density = (0.029 × (b)(ii)) / 0.0016
or (18.1 × (b)(ii)
2

(c) the (average / mean / mean-square) speed of molecules increases (with absolute
temperature) ✔
as the mean kinetic energy is proportional to the (absolute) temperature
Or
Reference to KEmean = 3/2 kT ✔ but mean or rms must feature in the answer
somewhere.
2
[9]

Q21.
(a) Tick in 4th box
1

(b) (i) (using heat energy = ml)

energy = 0.047 × 3.3 × 105 = 1.6 × 104 (J) ✔ (1.55 × 104 J)
answer alone gains mark
1

(ii) (heat in from water = heat supplied to melt and raise ice temperature)
1.8 × 104 = 1.6 × 104 + (energy to raise temp of ice)
energy to raise temp of ice = 2 × 103 (J) ✔
answer alone gains mark allow 2, 2.5 or 3 × 103 J
allow CE if substitution is shown
1.8 × 104 – (b)(i)
1

(iii) (using heat energy = mc∆T)

c = 2 × 103 / 0.047 × 25
= 2 × 103 ✔ (1.7 × 103) (note there is a large range of correct answers)
J kg-1 K-1 or J kg-1 oC-1 ✔ (allow use of dividing line but don’t allow oK and oC-1 is
not the same as C-1)
only allow CE if substitutions are seen
c = (b)(ii) / 0.047 × 25
= b(ii) × 0.851
allow 1 sig fig.
common answers:
for 2.5 × 103 J gives 2.1 × 103 or 2 × 103
for 3 × 103 J gives 2.6 × 103 or 3 × 103
2
[5]

Page 33 of 42
Q22.
(a) (i) Use of V = πr2L

3.47 × 10–2 or 3.5 × 10–2 (m)

Sub including V and L (condone L=18)
Or rearrangement to make r subject of correct equation
Condone power 10 error on L
1 mark for following answers
1.7 × 10–2, 1.7 × 10-3, 3.5 × 10-3 (m)
2

(ii) Use of pV = NkT or T = 19 + 273 or T = 292 seen

Allow rearrangement making N subject

Correct use of pV = NkT substitution

4.26 × 1021 seen or 4.3 × 1021 seen

Condone sub of 19 for T for 1st mark in either method

Or (N =) seen with pV = NkT seen

Alternative use of pV = nRT and N = nNA in first and second
marks
First mark condone T = 19
Second mark pV = nRT seen with use of and 7(.08) × 10-3 ×
6(.02) × 1023 seen
3

(iii) (NV=)1.7 × 10-4 × 7 × 10-4 or 1.19 × 10-7 seen

2.76 × 10-29 to 3.0 × 10-29 (m3) condone 1 sf here

Penalise where product does not equal 1.19 × 10-7
2

(iv) • the volume of molecule(s) is negligible compared to volume occupied

by gas

• the particles are far apart / large spaces between particles (compared to
their diameter)

• Therefore Time during collisions is negligible compared to time between

collision

• Therefore intermolecular forces are negligible

Allow volume of one molecule is negligible compared to total
volume
Max 3

(b) Use of ½ m<c2> =3/2 kT sub or rearrangement

Condone crms as subject for 1 mark
Condone power 10 error
Condone T = 19 in 1st MP
Correct sub with <c2> as subject including correct power 10
2.57 × 105 or 2.6 × 105 (on answer line)

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 m2 s-2
Alternatively:
use of pV=1/3 Nm<c2> sub or rearrangement
Condone crms as subject for 1 mark
Condone power 10 error
Condone T = 19 in 1st MP
Correct sub with <c2> as subject including correct power 10
2.7(4) × 105 (from N = 4 × 1021) (on answer line)
2.57 × 105 for N = 4.26 × 1021
2.5(48) × 105 for N = 4.3 × 1021
m2 s-2
condone alternative units where correct:
Pa m3 kg-1
J kg-1
4

(c) (i) p1L1 = k1 and p2L2=k2

(consistent power 10)

i.e. 2 sets of correct data

seen in sub
allow incomplete sub with 2
similar k (18 × 103) values seen

p1L1 = k1 , p2L2 = k2 and p3L3 = k3

(consistent power 10)

i.e. 3 sets of correct data

seen in sub

Comparison of k values followed by conclusion

Presents a factorial of L leading to an inverse of the factorial
change in P (correct data)
Repeats this process for second data set for same factorial
change (correct data)
States the relationship seen and states the conclusion
3

(ii) Temperature or internal energy

Allow mass / number of particles / mean square speed (of
molecules)
1

(d) L decreases then volume decreases (therefore more particles in any given volume) /
V = πr2 L / V is (directly) proportional to L
Decreased volume Increases number of collisions (with walls
every second)
Decreased volume causes Rate of change of momentum to
increase
Increased rate of change of momentum causes force
(exerted on walls) to increase (causing an increase in

Page 35 of 42
 pressure)
Allow converse argument but must be consistent

or equivalent
must be correct equation with V in terms of L
with p as subject
4
[22]

Q23.
(a) (it takes) 130 J / this energy to raise (the temperature of) a mass of 1 kg (of lead) by
1 K / 1 °C (without changing its state) ✓
1 kg can be replaced with unit mass.
Marks for 130J or energy.
+1 kg or unit mass.
+1 K or 1 °C.
Condone the use of 1 °K
1

(b) (using Q = mcΔT + ml)

= 0.75 × 130 × (327.5 ‒ 21) + 0.75 × 23000 ✓
(= 29884 + 17250)
= 47134 ✓
= 4.7 × 104 (J) ✓
For the first mark the two terms may appear separately i.e.
they do not have to be added.
Marks for substitution + answer + 2 sig figs (that can stand
alone).
3
[4]

Q24.
(a) The mark scheme for this part of the question includes an overall assessment for
the Quality of Written Communication (QWC).

High Level − Good to Excellent

An experiment with results and interpretation must be given leading to the
measurement of absolute zero. The student refers to 5 or 6 points given
below. However each individual point must stand alone and be clear.The
information presented as a whole should be well organised using appropriate
specialist vocabulary. There should only be one or two spelling or grammatical
errors for this mark.
6 clear points = 6 marks
5 clear points = 5 marks
5-6

Intermediate Level − Modest to Adequate

An experiment must be given and appropriate measurements must be
suggested. For 3 marks the type of results expected must be given. 4 marks
can only be obtained if the method of obtaining absolute zero is given.The
grammar and spelling may have a few shortcomings but the ideas must be
clear.

Page 36 of 42
 4 clear points = 4 marks
3 clear points = 3 marks
3-4

Low Level − Poor to Limited

One mark may be given for any of the six points given below. For 2 marks an
experiment must be chosen and some appropriate results suggested even if
the details are vague. Any 2 of the six points can be given to get the marks.
There may be many grammatical and spelling errors and the information may
be poorly organised.
2 clear points = 2 marks
Any one point = 1 mark
1-2

The description expected in a competent answer should include:

1. Constant mass of gas (may come from the experiment if it is clear that the
gas is trapped) and constant volume (or constant pressure).
For (point 1) amount / quantity / moles of gas is acceptable.

2. Record pressure (or volume) for a range of temperatures.(the experiment

must involve changing the temperature with pressure or volume being the
dependent variable).
For (point 2) no specific details of the apparatus are needed.
Also the temperature recording may not be explicitly stated
eg. record the pressure at different temperatures is
condoned.

3. How the temperature is maintained / changed / controlled. (The gas must

be heated uniformly by a temperature bath or oven − so not an electric fire or
lamp).

4. Describe or show a graph of pressure against temperature (or volume

against temperature) that is linear. The linear relationship may come from a
diagram / graph or a reference to the Pressure Law or Charles’ Law line of
best fit is continued on implies a linear graph).

5. Use the results in a graph of pressure against temperature (or volume

against temperature) which can be extrapolated to lower temperatures which
has zero pressure (or volume) at absolute zero, which is at 0 K or −273 °C (a
reference to crossing the temperature axis implies zero pressure or volume).
For (points 4 and 5) the graphs referred to can use a
different variable to pressure or volume but its relationship to
V or P must be explicit.
In (point 5) the graph can be described or drawn.

6. Absolute zero is obtained using any gas (provided it is ideal or not at high
pressures or close to liquification)
Or Absolute temperature is the temperature at which the volume (or pressure
or mean kinetic energy of molecules) is zero / or when the particles are not
moving.

Discount any points that are vague or unclear

(Second part of point 6) must be stated not just implied from
a graph.

(b) (i) • The motion of molecules is random.

Page 37 of 42
 • Collisions between molecules (or molecules and the wall of the
container) are elastic.
• The time taken for a collision is negligible (compared to the time
between collisions).
• Newtonian mechanics apply (or the motion is non-relativistic).
• The effect of gravity is ignored or molecules move in straight lines
(at constant speed) between collisions.

✓✓ any two
If more than 2 answers are given each wrong statement
cancels a correct mark.
2

(ii) Escalate if the numbers used are 4000, 5000 and 6000 giving
25666666 or similar.

mean square speed

(= (20002 + 30002 + 70002) / 3 =
20.7 × 106)
= 2.1 × 107 (m2 s−2)
Common correct answers
20.7 × 106
21 × 106
2.07 × 107
2.1 × 107
20 700 000
21 000 000.
Possible escalation.
1

(c) Escalate if the question and answer line requires a volume instead of a
temperature.

(using meanKE = 3RT / 2NA)

T = 2NA × meanKE / 3R
=2 × 6.02 ×1023 × 6.6 × 10−21 / 3 × 8.31✓
= 320 (K) ✓ (318.8 K)
Or
(meanKE = 3kT / 2)
T = 2 × meanKE / 3k
=2 × 6.6 × 10−21 / 3 × 1.38 × 10−23 ✓
= 320 (K) ✓ (318.8 K)
First mark for substitution into an equation.
Second mark for answer
Possible escalation.
Answer only can gain 2 marks.
2
[11]

Page 38 of 42
Examiner reports

Q1.
(a) Most students seemed to be completely aware of what was being asked but their
answers commonly fell short because of missing details. Less than half referred to
the absence of a change in temperature and many also missed stating which
change of state was occurring and that a unit mass was involved.

(b) A majority performed this calculation well and with a good degree of clarity (64.5%
of students scored all three marks). One error made by normally competent students
was to give the final temperature rather than the rise in temperature. The other and
more common fault was to quote an answer to only one significant figure. Only the
very weak students made faults in re-arranging the equations.

(c) It was a common misconception that the time it took for the water to pass the heater
had an effect on the average rise in temperature. This could have been a possibility
if the question had not said that heat was not lost to the surroundings. The other
error seen was for students to relate kinetic energy of the whole body of water to the
temperature. It is the mean kinetic energy of the random motion of molecules that is
related to temperature. In addition, very few students picked up on the idea that
work done, as well as heating, can raise the temperature. Nearly three-quarters of
students failed to score.

Q2.
43.8% correct

Q3.
61.7% correct

Q4.
77.6% correct

Q5.
73.6% correct

Q6.
15.0% correct

Q7.
This question addressed some of the ideas behind required practical activity 8.

(a) Many students stated that the volume of air in 9c was less because water had
entered the flask, but the better students realised that the expected response was
that the pressure of the air had increased. Only 16% qualified their answer by
adding that the temperature was the same for the situations in 9c and 9d, or that
Boyle’s Law could be applied. Some disqualified themselves by stating that air
entered the flask as it was raised. Knowledge of the gas laws seemed generally
patchy, with only approximately 40% of students making progress with this question

Page 39 of 42
 or with 03.2.

(b) Many answers suggested that Charles’s Law was even less well understood than
Boyle’s Law. Only the better students realised that they were being asked to give
two conditions that should be met if Charles’s Law is to apply. While some correctly
stated that pressure must remain the same, only 7% added that the mass of gas
must be constant.

(c) The direct and the indirect approaches to finding the volumes proved equally
popular, but a small minority of students tried unsuccessfully to use some variant of
the gas laws. Examiners expected a measuring cylinder to be used for the direct
method and wanted students to explain that the reading was taken with the eye level
with the bottom of the meniscus to avoid parallax error. Very few could give a
completely correct response. For the indirect approach, examiners gave no credit for
‘scales’ rather than ‘balance’ (the instrument had been clearly identified in question
1) and rejected the idea that mass could be ‘weighed’. However, many students
gave a sensible way to account for the mass of the flask when determining the mass
of water and could explain how the volume was obtained, as the density was known.
Examiners did not allow “1 g = 1 cm3”, variants of which were seen rather too
frequently. As with question 01.6, students frequently wrote more than they needed
to, yet the number scoring all three marks (5.1%) was disappointing.

(d) Many students plotted (19, 48) which probably saved the graph scaling mark but
ruined their chances of earning full credit in question 03.6. Those plotting the correct
(19, 207) and (86, 255) often chose to include the origin, compressing the scale. A
minority plotted (19, 255) and (86, 48), producing a graph with a negative gradient.
Nearly 60% of the students scored at least two marks.

(e) The lines drawn were of mixed quality. Unfortunately, some students forced the line
through the origin. Examiners expected the line to pass through both plotted points,
yet over 40% of students were unable to score.

(f) The work here was sometimes very good and usually easy to follow. Even when the
line had been drawn to pass through (19, 207), producing a small positive value for
absolute zero, the students tried a logical approach to the problem and duly gained
some credit.
Clearly at this point, the students who had produced a graph with a negative
gradient should have been asking themselves some serious questions, so it was
disappointing to see how few revisited question 03.4 rather than optimistically writing
down −273. Students need to be reminded they should inspect their work before
moving on. Those who did everything right but omitted the minus sign with their
result would be annoyed by their oversight. Over half of the students made some
progress and more than 20% obtained full credit.

Q20.
(a) Many students easily gave the correct answers here. Weaker responses combined
the question with an ideal gas assumptions question. It was common to see the ‘at
constant temperature’ followed by ‘all collisions are assumed to be elastic’ or similar.
So the constant mass was referred to in a minority of scripts.

(b) (i) The best responses were able to manipulate pV/T=constant for the initial and
final states to give the correct final volume for full credit. As more data was
available in the question the more circuitous route of employing pV=nkT was
also used by some students to gain full credit. Students who correctly set-up
either of these approaches but fell short of the accepted final answer due to
arithmetical errors were given partial credit. Weaker responses failed to take

Page 40 of 42
 into account the difference in temperature between the initial and final states
and gained no credit due to this physics error.

(ii) This turned out to be easy for some and difficult for others. Some had already
tacked the problem by the approach they took to part (b)(i) and simply
repeated their work. Some students did run into difficulty because they chose
to use the wrong volume or they calculated the number of molecules rather
than the number of moles present.

(iii) The density equation was known by almost all students but it was in
substituting the data where mistakes were made. The wrong volume was
selected by some whilst others could not find the mass of the gas using the
molar mass. In fact some thought these masses are identical.

(c) The obvious first marking point that the speed of the molecules increases with
increased temperature was known by almost all students. It was interesting to note
that many thought that gas molecules vibrate but this point was ignored in the
marking. Very few students related the mean kinetic energy to the temperature in an
equation or as a proportional relationship. Instead they spent time establishing the
link between speed and kinetic energy and ignored the link to temperature.

Q21.
(a) Only about 60% of students gave the correct alternative. Many students thought the
energy was used to break all the intermolecular bonds and slightly fewer thought the
molecules would vibrate with more kinetic energy.

(b) (i) An easy question where just a few students made slips. Some did so when
converting the answer to scientific notation by giving the wrong power of 10.
The final answer line takes precedence over calculated answers in the body of
the answer space. Others showed incorrect rounding i.e. 15510 J does not
round to 15000 J.

(ii) Most students are very comfortable with this section of the specification and
performed this calculation easily. There was a sizable group, however, who
failed to get the sign correct after rearranging the equation or who simply
quoted the 1.8 × 10^4 J as the answer.

(iii) This calculation was done well. Interestingly some students did not use their
answer to b(i) which they got wrong but started the calculation from scratch
which this time they got right. The majority of errors were seen in the unit mark
where J kg-1 featured frequently. It should be noted here that °K is not
accepted as K (Kelvin symbol) and also that C is not accepted as °C.

Q22.
Part (a) (i) was completed correctly by the majority of candidates. Common mistakes seen
were not converting L into metres and neglecting to double the radius to obtain the final
answer.

Over ¾ of candidates achieved full marks for the calculation in part (a) (ii) with most
candidates choosing to use PV = NkT to obtain the answer. A smaller number of
candidates used PV = nRT and N = n NA; although this method involved slightly more
working it was performed correctly.

Part (a) (iv) proved difficult for most candidates; a comparison of volume of the particles
and the volume occupied by the gas was made but few could use this to support an

Page 41 of 42
 assumption of kinetic theory.

The vast majority of candidates correctly carried out the calculation in part (b) but some of
these had problems with the unit for mean square speed often quoting this unit as m s -1.
Other candidates misread the question and found the rms speed.

Candidates were familiar with the technique required to analyse data presented in a graph
to show proportionality but some candidates lost marks through poor communication of
their working.

Part (d) was another explanation type question where candidates had difficulty scoring
marks. The question was set in a context which was slightly removed from a standard
explanation of the relationship between pressure and volume. Candidates seemed
unfamiliar with how to use kinetic theory to explain this relationship. An explanation based
on change in force due to change in rate of change of momentum was required to achieve
full marks and unfortunately this was lacking from most candidates’ answers. When this
was attempted many of these candidates stated that the rate of change of momentum had
increased due to the particles travelling faster even though the compression had
happened at constant temperature.

Q23.
This question was performed well by a majority of students. The explanation of a specific
heat capacity in part (a) was very straightforward. The calculation in part (b) was done
well by all but the weakest students even though it contained parts dealing with both
specific heat capacity and latent heat. It was in choosing an incorrect number of significant
figures that students lost the most marks.

Q24.
As in previous questions students found explanations difficult but this time they also found
some of the calculations difficult. In part (a), the Quality of Written Communication
question, it was surprising to come across so many students who appeared to have no
knowledge of any experiment concerning gases. This became apparent when their
potential experiment was considered. Some thought it feasible to measure the speed of
molecules as the temperature was reduced. Others thought that the temperature would
reduce uniformly as the pressure was reduced, even reaching absolute zero. A few
latched onto an equation such as specific heat that involved temperature and thought they
could substitute measured data when the temperature was equal to zero. These students
were not an isolated few. Almost a third tackled the experiment in a way that would not
work or be impossible to perform. Even students who used a workable idea thought that
the experiment could be continued and actually reach absolute zero. The more able
students did find this a straightforward task and gave the necessary details in a logical
manner but the majority of students did not give their description in a clear fashion and
their answers seemed to change direction many times. A very simple error made by many
was to quote the temperature of absolute zero as −273 K. The question about
assumptions, part (b)(i) was not read carefully by a number of students. In particular they
did not respond to the emboldened ‘movement’ in the question. So many answers given
were from the usual list of assumptions but they were not given credit here. An example
being, ‘molecules have negligible volume’. Even the stronger students sometimes got
caught out in this way. As in previous exams some students mistakenly thought that
random motion and Brownian motion are one and the same. The calculation of (b)(ii) was
not done well by a majority of students. Not because of poor arithmetic but because
students did not understand the processing of the term ‘mean square speed’. Some
students also had difficulties in part (c) with substituting data into the kinetic ideal gas
equation. A large number of students squared the number given in the question for the
mean square speed before making the substitution.

Page 42 of 42