Page 29 How does an apple help to explain Page 33 Data-based question: Making bread on

gravity? the moon continued

1. Let r = 1 m (distance between centers of mass), 2. The same mass of ingredients will have a weight
M1 = M2 = 70 kg that is 6 times less:
6.67 × 10–11 × 70 × 70 Flour: 82 g
F= = 3.3 × 10–7 N Oil: 6.5 g
12
This gravitational force is very small. Generally, Yeast: 1.4 g
we do not notice the interaction of gravity unless Water: 54 g
the masses involved are very large. Salt: 1.4 g
2. 2600 km (±100 km) 3. Possibly – will the bread rise more?

Page 30 Activity: Comets Page 34 Data-based question: Dark matter

1. 1531–1608 = 77 years 1. 227 km s–1
1608–1682 = 74 years
2. 25,000 × 9.5 × 1015 = 2.4 × 1020 m
1682–1758 = 76 years
2. No 3. 2
2.4 × 1020 × (227 × 103 )
= 1.9 × 1041 kg
3. 8 times 6.67 × 10–11
4. 616 4. 2 × 1030 × 5 × 1010 = 1 × 1041 kg
1682 – 1066 = 616; = 77 years (in fact the
8 5. Total mass of stars is lower than the total mass of
actual average is about 75 years). the galaxy.
5. Using multiples of 77 years, Halley’s comet would
be observed in 1990 and 2067. In fact, because the Page 37 Activity: The triboelectric series
time between appearances is not always the same,
it was last visible in 1986 and will next appear in 1. Polyester can become negatively whereas wool
becomes positively charged. This means that
2061.
polyester can build up a surplus of electrons,
which can easily be lost.
Page 32 What do we mean by weight? 2. Water is a good electrical conductor (particularly
1. Let m = 70 kg; 70 × 9.8 = 686 N when salts are dissolved in it as they are on the
skin). Therefore the charge can easily flow back.
2. Let m = 70 kg; 70 × 3.7= 259 N
3. You lose electrons; the trampoline gains electrons.

Page 33 Data-based question: Making bread on
the moon
1. Yes. Mass is not affected by gravity so the amount
of each ingredient will remain constant.
Page 40 What links the electromagnetism and
gravity interactions?
1. For example, both have an infinite range, although
their strength decreases (as an inverse square)
with distance.

Summative assessment
How does lightning occur?
1. From the cloud to the ground (negative to positive).

2. Electrons are negatively charged and nuclei are positively charged; the negative
electrons are attracted downwards, towards the positively charged ground; the
positive nuclei are attracted upwards, towards the negatively charged ground.

3. The electrons in the ground are able to move a little; the nuclei of the atoms are
not able to move; opposite charges repel, like charges attract; when the
negatively charged cloud is close to the ground, the electrons in the ground are
repelled as they are also negatively charged; ground is left with fewer electrons
and so has a positive charge.

© Oxford University Press 2018 2 1

4. 9.8 × 2 × 106 = 1.96 × 109 N

5. Electrostatic force will be larger; gravitational force is only significant when

very large masses interact.

6. Repel.

Thunder and lightning very very frightening

7. Loudness of the spark.

8. Award marks for a sensible suggestion (the variable should have the capacity to
change the loudness of the spark) that is justified; examples might be:
the motor of the Van de Graaff generator should run at the same speed;
same lab conditions (temperature and humidity can affect the spark).

9. Award marks for a sensible hypothesis that is justified with correct scientific
reasoning. For example:
 A larger distance will result in a louder spark;
 If the distance is increased, the generator will need to acquire a larger
charge in order to create a spark;
 Due to the increased charge, the spark will transfer more energy;
 Higher energy will result in more sound energy being dissipated;
 Therefore a larger distance will result in a louder spark.

10. Award marks for:

 Taking suitable measurements;
 Suggesting a suitable range of distances;
 Taking suitable repeats;
 A sensible way of measuring the loudness;
 Description of suitable measuring equipment (for example, ruler to
measure distance);
 Attempt to keep the control variable (described in question 8) constant.

An experiment to model lightning

11. Take average; plot points correctly; sensible and labelled axis; line of best fit.

30
Number of sparks per minute

25

20

15

10

0
0 2 4 6 8 10 12
Distance (cm)

12. So an average can be taken; exclude anomalous results; take count of natural
variation in the number of sparks.

13. 1 every 10 seconds = 6 per minute; reading from graph, distance = 9 cm (allow ± 0.5 cm)

2 © Oxford University Press 2018

 14. Non-linear; as distance increases, number of sparks decreases at a decreasing
rate; trend appears reliable (few anomalies) and data clearly fits the trend.

15. Suggested improvement; would improve experiment; linked to an identified

weakness/limitation; justified. An example might be:
Difference between number of sparks counted at 8 cm and 10 cm is small. The
method only allows for a whole number of sparks to be counted. Increasing the
time over which the number of sparks is counted would enable the number of
sparks per minute to be measured with greater precision.

Avoiding lightning
16. Sensible suggestions; for example, a lightning conductor can be installed.

17. Credit correct use of scientific language; clarity of explanation.

18. Credit a suitable reference in line with your school’s referencing policy. For example:
Acharya, K. and Dibyendu, G. 1 January 2016. Flower inspired thunder protecting umbrella.
Proceedings of the International Conference on Simulation and Modeling Methodologies,
Technologies and Applications. Page 136.

19. Description of the problem, for example:

 Protecting user from rain;
 Protecting user from lightning.

20. One mark for each advantage/disadvantage. To score 3 or more there should be
both advantages and disadvantages. For example:
Advantages:
 Aesthetically pleasing;
 Protects the user of the umbrella while moving;
 Long cable makes it easy to move around.
Disadvantages:
 User has to wear spikes on shoes;
 Attached to a cable.

21. Not tested due to danger/computer modelling is safer; problems of testing with
real lightning; comment on unnecessary risk through testing.

© Oxford University Press 2018 3

4