Q1.
A student investigated how the current in a series circuit varied with the resistance of a
variable resistor.
Figure 1 shows the circuit used.
Figure 1
Figure 2 shows the results.
Figure 2
(a) The battery had a power output of 230 mW when the resistance of the variable
resistor was 36 Ω.
Determine the potential difference across the battery.
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Potential difference = _______________ V
(4)
(b) The student concluded:
‘the current in the circuit was inversely proportional to the resistance of the variable
resistor.’
Explain how Figure 2 shows that the student is correct.
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(2)
(c) Figure 3 shows a circuit with a switch connected incorrectly.
Figure 3
Explain how closing the switch would affect the current in the variable resistor.
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(2)
(Total 8 marks)
Q2.
A student investigated how the total resistance of identical resistors connected in series
varied with the number of resistors.
The student used an ohmmeter to measure the total resistance of the resistors.
The diagram below shows the student’s circuit with 3 resistors.
The student repeated each reading of resistance three times.
The table below shows the student’s results for 3 resistors in series.
Number of Total resistance in Ω
resistors Reading 1 Reading 2 Reading 3 Mean
3 35.9 36.0 36.1 36.0
(a) Calculate the mean resistance of 1 resistor.
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Resistance = _______________ Ω
(2)
(b) What was the resolution of the ohmmeter the student used?
Tick (✓) one box.
0.1 Ω 0.2 Ω 1.1 Ω 36.0 Ω
(1)
(c) How do the results show that the student’s measurements were precise?
Tick (✓) one box.
The measurements are accurate.
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The measurements are grouped closely together.
The measurements are reproducible.
(1)
The graph below shows the results.
(d) How do the results show that the total resistance is directly proportional to the
number of resistors?
Tick (✓) one box.
The results give a line with a positive gradient.
The results give a straight line that would go through
the origin.
The results show a linear relationship.
(1)
(e) Predict the mean total resistance of 7 resistors.
Use the graph above.
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Mean total resistance of 7 resistors = _______________ Ω
(1)
(f) Some resistors are connected in series with a battery.
When more resistors are added in series, the total resistance increases.
Complete the sentences.
Choose answers from the box.
Each answer may be used once, more than once or not at all.
decreases increases remains the same
When the number of resistors increases, the potential difference across each
resistor _______________.
When the number of resistors increases, the current in the circuit
______________________________.
(2)
(Total 8 marks)
Q3.
A student investigated how the resistance of a piece of nichrome wire varies with length.
Figure 1 shows part of the circuit the student used.
Figure 1
(a) Complete Figure 1 by adding an ammeter and a voltmeter.
Use the correct circuit symbols.
(3)
(b) Describe how the student would obtain the data needed for the investigation.
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Your answer should include a risk assessment for one hazard in the investigation.
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(6)
(c) Why would switching off the circuit between readings have improved the accuracy of
the student’s investigation?
Tick one box.
The charge flow through the wire would not change.
The potential difference of the battery would not increase.
The power output of the battery would not increase.
The temperature of the wire would not change.
(1)
(d) The student used crocodile clips to make connections to the wire.
They could have used a piece of equipment called a ‘jockey’.
Figure 2 shows a crocodile clip and a jockey in contact with a wire.
Figure 2
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How would using the jockey have affected the accuracy and resolution of the
student’s results compared to using the crocodile clip?
Tick two boxes.
The accuracy of the student’s results would be higher.
The accuracy of the student’s results would be lower.
The accuracy of the student’s results would be the same.
The resolution of the length measurement would be higher.
The resolution of the length measurement would be lower.
The resolution of the length measurement would be the same.
(2)
(Total 12 marks)
Q4.
A student investigated how the total resistance of identical resistors connected in parallel
varied with the number of resistors.
The student used an ohmmeter to measure the total resistance of the resistors.
The diagram below shows the student’s circuit with 3 resistors.
Page 7 of 23
The student repeated each reading of resistance three times.
The table below shows some of the results for 3 resistors in parallel.
Number of Total resistance in ohms
resistors Reading 1 Reading 2 Reading 3 Mean
3 15.8 15.3 X 15.7
(a) Calculate value X in the table above.
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X = _______________ Ω
(2)
(b) The student thought that taking a fourth reading would improve the precision of the
results.
The fourth reading was 16.2 Ω.
Explain why the student was wrong.
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(2)
The graph below shows the results from the investigation.
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(c) The student concluded that the number of resistors in parallel was inversely
proportional to the mean total resistance.
Explain why the student was correct.
Use data from the graph in your answer.
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(3)
(d) Explain why adding resistors in parallel decreases the total resistance.
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(2)
(Total 9 marks)
Q5.
Student A investigated how the current in resistor R at constant temperature varied with
the potential difference across the resistor.
Student A recorded both positive and negative values of current.
Figure 1 shows the circuit Student A used.
Figure 1
(a) Describe a method that Student A could use for this investigation.
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(6)
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(b) Student B repeated the investigation.
During Student B’s investigation the temperature of resistor R increased.
Explain how the increased temperature of resistor R would have affected Student
B’s results.
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(2)
Figure 2 shows the scale on a moving coil ammeter at one time in the investigation.
Figure 2
(c) What is the resolution of the moving coil ammeter?
Resolution = __________ A
(1)
(d) Student B replaced the moving coil ammeter with a digital ammeter.
Figure 3 shows the reading on the digital ammeter.
Figure 3
The digital ammeter has a higher resolution than the moving coil ammeter.
Give one other reason why it would have been better to use the digital ammeter
throughout this investigation.
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(1)
(Total 10 marks)
Q6.
A student investigated how the current in a filament lamp varied with the potential
difference across the filament lamp.
The diagram below shows part of the circuit used.
(a) Complete above diagram by adding an ammeter and a voltmeter.
Use the correct circuit symbols.
(3)
The graph below shows some of the results.
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(b) The student reversed the connections to the power supply and obtained negative
values for the current and potential difference.
Draw a line on the graph to show the relationship between the negative values of
current and potential difference.
(2)
(c) Write down the equation which links current (I), potential difference (V) and
resistance (R).
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(1)
(d) Determine the resistance of the filament lamp when the potential difference across it
is 1.0 V.
Use data from the graph above.
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Resistance = _______________ Ω
(4)
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(e) A second student did the same investigation. The ammeter used had a zero error.
What is meant by a zero error?
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(1)
(Total 11 marks)
Q7.
(a) Complete the sentence. Choose answers from the box.
potential
charge power temperature time
difference
The current through an ohmic conductor is directly proportional to the
_______________________ across the component, provided
that the _______________________ remains constant.
(2)
(b) Figure 1 shows a current − potential difference graph for a filament lamp.
Figure 1
Explain how the resistance of a filament lamp changes as the potential difference
across it increases.
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(3)
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(c) Many householders are replacing their filament lamps with LED lamps which are
more energy efficient.
What does more energy efficient mean?
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(1)
A Light Dependent Resistor (LDR) is used to turn on an outside lamp when it gets dark.
Part of the circuit is shown in Figure 2.
Figure 2
(d) The light intensity decreases.
What happens to the potential difference across the LDR and the current in the
LDR?
Potential difference ___________________________________________________
Current ____________________________________________________________
(2)
(e) What is the resistance of the LDR when the potential difference across it is 4 V?
Give a reason for your answer.
Explain your answer.
Resistance = _______________________ Ω
Reason ____________________________________________________________
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Page 15 of 23
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(2)
(f) Calculate the current through the LDR when the resistance of the LDR is 5000 Ω.
Give your answer to 2 significant figures.
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Current = _______________________ A
(4)
(Total 14 marks)
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Mark schemes
Q1.
(a) I = 0.08 (A)
an incorrect value of I from the graph can score
all subsequent marks
1
0.230 = 0.08 × V
allow a correct substitution of an incorrectly/not
converted value of P
1
allow a correct rearrangement using an
incorrectly/not converted value of P
1
V = 2.875 (V)
OR
I = 0.08 (A) (1)
V = 0.08 × 36 (2)
V = 2.88 (V) (1)
OR
0.230 = I2 × 36 (1)
I = 0.08 (A) (1)
V = 0.08 × 36 (1)
V = 2.88 (V) (1)
allow a correct calculation using an
incorrectly/not converted value of P
1
(b) the product of current and resistance = a constant
1
calculation of constant (2.88) using three or more pairs of values
if no other marks scored allow for one mark a
statement that doubling one quantity (R or I)
halves the other quantity
1
(c) current would be (almost) zero (in the variable resistor)
1
(because) the switch has (effectively) zero resistance
Page 17 of 23
or
the potential difference across the variable resistor is (effectively) zero
the switch’s resistance is much lower than the
variable resistor
allow the switch creates a short circuit
1
[8]
Q2.
(a) R=
1
R = 12.0 (Ω)
1
(b) 0.1 Ω
1
(c) The measurements are grouped closely together
1
(d) The results give a straight line that would go through the origin.
1
(e) 84 (Ω)
allow an answer between 83 and 85 (Ω) inclusive
1
(f) decreases
1
decreases
1
[8]
Q3.
(a) ammeter and voltmeter symbols correct
1
voltmeter in parallel with wire
1
ammeter in series with wire
1
(b) 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 18 of 23
No relevant content
0
Indicative content
• length measured
• length varied
• current measured
• potential difference measured
• repeat readings
• calculate resistance for each length
•
• plot a graph of resistance against length
• hazard: high current
• may cause wire to melt / overheat
• may cause burns (to skin)
• use low currents
(c) the temperature of the wire would not change
1
(d) the accuracy of the student’s results would be higher
1
the resolution of the length measurement would be higher
1
[12]
Q4.
(a) 15.7 =
1
X = 16.0 (Ω)
1
(b) precise results show little variation
1
the 4th result was further away from the mean than the other values
allow the range of values has increased
ignore the 4th result was an anomaly
1
(c) two pairs of values of n and R showing that n × R = constant
e.g. 2 × 24 = 48, 3 × 16 = 48
4 × 12 = 48, 5 × 9.5 = 47.5
6 × 8 =48
1
third pair of values of n and R showing that n × R = constant
1
(so) n × R = constant (showing the student was correct)
Page 19 of 23
allow 1 mark each for two statements relating the change in
number of resistors to the change in (mean total) resistance
allow 1 mark for use of data from graph to confirm at least one
statement
1
(d) multiple paths for charge / electrons to flow
allow current for charge
1
total current is greater (for the same potential difference when more resistors
are added)
1
[9]
Q5.
(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 plan 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
No relevant content
0
Indicative content
• measure the current in R using the ammeter
• measure the p.d. across R using the voltmeter
• vary the resistance of the variable resistor
(or vary the number of cells or use a variable power supply)
• record a range of values of current and p.d.
• ensure current is low to avoid temperature increase
• switch circuit off between readings
• reverse connection of R to power supply
• repeat measurements of I and V in negative direction
• plot a graph of current against p.d.
(b) current and p.d. would not be directly proportional
or
I-V graph would not be straight
or
I-V graph would be curved
1
(because) resistance of R would increase
1
(c) 0.2 (A)
1
(d) any one from:
Page 20 of 23
• less chance of misreading
• no parallax error
allow position of eye(s) does not affect reading
• it can give a reading closer to the true value
allow ‘it is more accurate’
ignore ‘no human error’ ignore ‘easier to read’
1
[10]
Q6.
(a) ammeter and voltmeter symbols correct
1
voltmeter in parallel with lamp
1
ammeter in series with lamp
1
(b) smooth curved line of correct shape
do not accept a line that becomes horizontal
1
passing through - 4.0 V, - 0.2 A
or
– 6.0 V, - 0.23 A
2nd mark conditional on scoring 1st mark
1
(c) potential difference = current × resistance
or
V = IR
1
(d) I = 0.08 (A)
1
1.0 = 0.08 × R
allow 1.0 = their I × R provided their I has been obtained from the
graph
1
Page 21 of 23
R=
allow R =
1
R = 12.5 (Ω)
allow an answer consistent with their I
1
(e) ammeter displays a reading when not connected (to a circuit)
1
[11]
Q7.
(a) potential difference
allow p.d.
allow voltage
1
temperature
1
in this order only
(b) the current increases (when the potential difference increases)
1
(which) causes the temperature of the filament to increase
1
(so) the resistance increases
do not accept resistance increases and then levels off
1
(c) a higher proportion / percentage of the (total) power / energy input is usefully
transferred
wastes less energy is insufficient
or
higher (useful) power / energy output for the same (total) power / energy input
1
(d) potential difference increases
1
current decreases
1
(e) 1000 (Ω)
reason only scores if R = 1000 (Ω)
1
potential difference is shared in proportion to the resistance
allow a justification using a correct calculation
1
Page 22 of 23
(f) 12 = I × 7000
1
I = 1.71 × 10−3 (A)
an answer that rounds to 1.7 × 10−3 (A) scores 3 marks
1
I = 1.7 × 10−3 (A)
this answer only
or
I = 0.0017 (A)
an answer of 2.4 × 10−3 (A) scores 2 marks
if no other marks scored allow 1 mark for calculation of total
resistance (7000 Ω)
1
an answer of 1.7 × 10 (A) scores 4 marks
−3
[14]
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