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Physics – Year 9 – Track 2 – 2019 Page 1 of 12
DEPARTMENT FOR CURRICULUM,
LIFELONG LEARNING AND EMPLOYABILITY
Directorate for Learning and Assessment Programmes
Educational Assessment Unit
Annual Examinations for Secondary Schools 2019
YEAR 9 PHYSICS TIME: 2 hours
Name: _____________________________________ Class: _______________
INFORMATION FOR CANDIDATES
• Where necessary take acceleration due to gravity ‘g’ to be 10 m/s2.
• The use of a calculator is allowed.
• The number of marks for each question is given in brackets [ ] at the
end of each question.
• You may find these equations useful.
Density m = ρ V
Pressure P = ρ g h F = P A
Forces W = m g
Moments Moment = F × perpendicular distance
Energy P. E. = m g h K. E. =
1
2mv2 Work Done = F s
Work Done = Energy Converted E = P t
Heat ΔQ = m c Δθ
INSTRUCTIONS TO CANDIDATES
• Use blue or black ink. Pencil should be
used for diagrams only.
• Read each question carefully and make
sure that you know what you have to
do before writing your answer.
• Answer ALL questions.
• All working must be shown.
For Examiner’s Use Only
Question Max Mark
1 8
2 8
3 8
4 8
5 8
6 15
7 15
8 15
Written 85
Practical 15
Total 100 This document consists of 12 printed pages
Track 2
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Page 2 of 12 Physics – Year 9 – Track 2 – 2019
SECTION A
Each question carries 8 marks.
This section carries 40 marks of the total marks for this paper.
Sarah is a mechanical engineer and is investigating the properties of the block of
solid wax shown in Figure 1.
Figure 1
The block of wax has a mass of 180 g. Calculate:
the volume of the block.
_________________________________________________________ [2]
the density of solid wax.
____________________________________________________________
_________________________________________________________ [2]
Sarah places the wax in a metal cylinder and develops an automatic window
opener used in a greenhouse. The automatic window opener shown in
Figure 2 heats up and opens the window during the day.
Figure 2
Underline the correct answer: As the wax gets heated, wax particles
gain (strain, internal, chemical) energy and the wax melts. Sarah notices
that when the wax melts, it has (a smaller, a larger, the same) volume
when compared to that of solid wax. [2]
Explain, in terms of expansion, why the window opens during the day.
____________________________________________________________
__________________________________________________________ [2]
2 cm
10 cm
10 cm
Support
Metal cylinder with wax
Piston Window
Inside the
greenhouse Outside the
greenhouse
Page 3
Physics – Year 9 – Track 2 – 2019 Page 3 of 12
During her basketball training, Carla throws a ball of mass 0.56 kg towards the
hoop.
Figure 3
The ball is thrown from point A to point B as shown in Figure 3.
Underline the correct answer in the brackets:
As the ball is thrown (kinetic, chemical, thermal) energy in Carla’s
muscles changes to (kinetic, chemical, thermal) energy as the ball
moves. [2]
Assuming that there are no energy losses, calculate the gravitational
potential energy gained by the ball as it travels from point A to point B.
_____________________________________________________________
___________________________________________________________ [2]
Calculate the total gravitational potential energy of the ball at point B.
___________________________________________________________ [1]
The ball hits the hoop and stops momentarily at B. It then falls through the
hoop to C. Calculate the velocity of the ball just before it hits the ground at
C.
________________________________________________________________
________________________________________________________________
______________________________________________________________ [3]
A
1.5 m
Hoop
B
A
3.0 m
C
Page 4
Page 4 of 12 Physics – Year 9 – Track 2 – 2019
Gabriel is setting up the apparatus used to determine Hooke’s Law. The setup is
shown in Figure 4.
Figure 4
Name the apparatus labelled in Figure 4 as:
A __________________ B __________________ [2]
In Figure 4 draw and label ONE piece of apparatus that is missing. [1]
Gabriel uses his setup to perform the experiment and obtains the following
results. Complete the missing values in the table. [2]
Weight /N 0 1 2 3 4 5
Length of spring /mm 50 56 62 74 80
Extension /mm 0 12 18 24 30
Gabriel knows that the spring obeys Hooke’s Law. Use the table above to
explain why the spring obeys Hooke’s Law.
________________________________________________________________
______________________________________________________________ [2]
Gabriel repeats the experiment with a stiffer spring. Explain what happens to
the extension in this case.
______________________________________________________________ [1]
B
Weights
A
Pointer
Page 5
Physics – Year 9 – Track 2 – 2019 Page 5 of 12
Lara and Karl are two environmental scientists. They are
studying the possibility of setting up a wind turbine at
l-Aħrax tal-Mellieħa.
Underline the correct answer in the brackets:
Wind is a (renewable, non-renewable) source of
energy. [1]
Give ONE advantage and ONE disadvantage of using
a wind turbine to generate electricity.
Advantage: ________________________________________________________ [1]
Disadvantage: ______________________________________________________ [1]
Figure 5 shows the power generated by the wind turbine at different average
wind speeds.
Figure 5
Lara found that the average wind speed at Aħrax tal-Mellieħa is 8 m/s.
The power generated at this speed is ______________kW. [1]
Calculate the energy generated per second by the turbine.
______________________________________________________________
____________________________________________________________ [2]
Karl suggests that the average wind speed is directly proportional to the
power generated. Do you agree with this statement? Explain.
______________________________________________________________
____________________________________________________________ [2]
0
200
400
600
800
1000
1200
1400
1600
0 2 4 6 8 10 12 14 16 18 20
Power (kW)
Average Wind Speed (m/s)
Page 6
Page 6 of 12 Physics – Year 9 – Track 2 – 2019
Alex and Nick went to a planetarium
and saw an interesting video about our
solar system.
They observed that all distances were measured in ‘light years’.
Why are ‘light years’ used instead of the usual S.I. units?
____________________________________________________________
__________________________________________________________ [1]
Define ‘light year’.
____________________________________________________________
__________________________________________________________ [2]
Underline the correct answer in the brackets:
The sun attracts all the planets with the force of (the Universe, gravity). The
sun attracts Neptune with a (larger, smaller) force than the other planets
because it is furthest away from the sun. [2]
Write numbers from 2 to 4 in the second column to show the order of size,
smallest first:
Order of increasing size
Solar system
Neptune 1
Milky Way Galaxy
The sun
[1]
Alex and Nick learned that seasons arise due to important factors. Mention
the TWO factors that cause seasons.
________________________________________________________________
______________________________________________________________ [2]
Page 7
Physics – Year 9 – Track 2 – 2019 Page 7 of 12
SECTION B
Each question carries 15 marks. This section carries 45 marks of the total marks for this paper.
Figure 6 shows a mobile crane on a
building site which is in equilibrium. It is
raising a block of mass 6000 kg.
Calculate the weight of the block.
______________________________ [1]
Name the upward force F that is
holding up the load.
______________________________ [1]
State one condition for equilibrium.
_______________________________
_______________________________
_______________________________
______________________________ [1]
Calculate the moment of the weight
of the block about the pivot.
______________________________________________________________ [2]
Calculate the perpendicular distance ‘d’ shown in Figure 6.
________________________________________________________________
________________________________________________________________
______________________________________________________________ [2]
Find the total downward force: _________________________________ [1]
State the value of the total upward force: ________________________ [1]
One of the crane’s tyres is flat. The driver tries to
change it using a wrench as shown in Figure 7, but
does not succeed.
Name the force that is keeping the nut from
turning.
____________________________________ [1]
How can this force be reduced?
____________________________________ [1]
Weight of
Crane 80 000 N
6000 kg
Pivot
Weight
of block
d 1.2 m
F
Figure 6
Figure 7
0.3 m
250 N
Wrench
Nut
Page 8
Page 8 of 12 Physics – Year 9 – Track 2 – 2019
He decides to extend the wrench
as shown in Figure 8. It is now
much easier to loosen the wheel
nut using the same force.
Explain.
_____________________________________________________________
___________________________________________________________ [2]
The moment needed to unscrew the nut is 175 Nm. Using the same
force as shown in Figure 8, calculate the perpendicular distance ‘x’
needed.
_____________________________________________________________
___________________________________________________________ [2]
Daniel and Martha want to determine the specific heat capacity of paraffin oil.
Figure 9
They set up the apparatus shown in Figure 9 and measure the energy supplied
as the temperature increases. In Figure 9, label the instrument used to
measure the energy supplied. [1]
The results are listed in the table below.
Change in Temperature (°C) 0 2 4 6 8 10 12 14 16
Energy Supplied (kJ) 0 1.5 3.0 4.5 6.0 7.5 9.0 10.5 12.0
Plot a graph of Energy Supplied (kJ) on the y-axis against the Change
in Temperature (°C) on the x-axis. [5]
Stirrer
Thermometer
Heater
Power supply
Beaker
Paraffin oil
Lid
x
250 N
Figure 8
Page 9
Physics – Year 9 – Track 2 – 2019 Page 9 of 12
Page 10
Page 10 of 12 Physics – Year 9 – Track 2 – 2019
When 3.0 kJ of energy are supplied, there is a change in temperature of 4°C.
Change 3 kJ of energy to J: ___________________________________ [1]
If the mass of paraffin oil in the beaker is 0.3 kg, calculate the specific heat
capacity of paraffin oil.
________________________________________________________________
________________________________________________________________
______________________________________________________________ [2]
Martha knows that the actual value for the specific heat capacity of paraffin
oil is 2130 J/kg°C. Explain why the answer in b) iii) is different from the actual
value.
______________________________________________________________ [1]
Underline the correct answer in the brackets:
Martha suggests to use an insulator around the beaker. This reduces
heat losses by (conduction, convection, radiation). [1]
The lid reduces heat losses by (conduction, convection, radiation). [1]
The (thermometer, heater, stirrer) helps to keep a constant temperature
in the liquid. [1]
Martha found out that olive oil has a specific heat capacity of 1970 J/kg°C.
Underline the correct answer in the brackets:
0.3 kg of olive oil takes (more, less, the same) time to heat up than an equal
mass of paraffin oil. [1]
To obtain the same change in temperature, the olive oil requires (more, less,
the same) heat energy than an equal mass of paraffin oil. [1]
Figure 10 shows how atmospheric pressure varies with altitude (height above sea
level).
Figure 10
0
25
50
75
100
125
0 5 10 15 20
Atm
ospheri
c P
ressure
(kPa)
Altitude
(km)
Page 11
Physics – Year 9 – Track 2 – 2019 Page 11 of 12
Underline the correct answer in the brackets:
From the graph shown in Figure 10 one can conclude that the atmospheric
pressure (increases, stays the same, decreases) when the altitude increases.
[1]
During a flight, the pressure inside an aircraft is kept at 70 kPa. Figure 11
shows the cross-section of one type of aircraft window.
Figure 11
Use the graph in Figure 10 to determine the atmospheric pressure at an
altitude of 10 km. Give your answer in kPa.
__________________________________________________________ [1]
Calculate the difference in pressure between the inside and outside of
the window when flying at an altitude of 10 km. Give your answer in
kPa.
__________________________________________________________ [2]
Convert your answer in b ii) to Pa.
__________________________________________________________ [1]
The window has an area of 0.09 m2. Calculate the force acting on the
window due to the pressure difference at an altitude of 10 km.
____________________________________________________________
__________________________________________________________ [2]
If the same type of window but with a larger area is used, what effect
will this have on the force acting on the window? (Assume that the
altitude remains the same).
__________________________________________________________ [1]
Window
Area = 0.09 m2
Lower Pressure
outside aircraft
Higher Pressure
inside aircraft of 70 kPa
Page 12
Page 12 of 12 Physics – Year 9 – Track 2 – 2019
The physics teacher wants the students to design an experiment to
investigate the relationship between pressure and depth using the setup
shown in Figure 12. The teacher explains that the pressure sensor can read
the pressure at different depths.
Figure 12
What additional apparatus is needed to perform the experiment?
_________________________________________________________ [1]
Describe the method used by writing numbers from 2 to 4 in the correct
order.
Plot a graph of pressure against depth.
Repeat the experiment at different depths.
Lower the tube in the water and measure the depth using the ruler. 1
Measure the pressure at that point using the data logger and pressure sensor.
[3]
The teacher shows the students the setup shown in Figure 13.
Figure 13
On Figure 13, draw water coming out from position A and
position B. [2]
On the same diagram, mark with the letter C a position where water
comes out with the same pressure as position A. [1]
Pressure sensor
Data logger
Large Measuring
cylinder
Capillary
tube
Tap
Bottle filled with water
Sink Water A ●
B ●
