GCSE Physics Space and the universe questions by topic

Complete the sentences about space. (Physics only)

1. (a)The Sun is a … at the centre of our solar system.[1]
2. (b)Our galaxy is called the …[1]
3. (c)The Sun’s energy comes from nuclear …[1]
4. (d)Planets are kept in orbit by the force of …[1]

Put these stages of a Sun-like star into the correct order: red giant, main sequence, white dwarf, nebula. (Physics only)

1. (a)Write the stages in order, starting with the nebula.[3]
2. (b)Name the process happening during the main-sequence stage.[1]

Communications companies use both geostationary and low polar satellites. (Physics only)

1. (a)State the orbital period of a geostationary satellite.[1]
2. (b)Explain why a TV receiving dish can be bolted in one direction and never moved.[2]
3. (c)Give one task suited to a low polar satellite.[1]

Astronomers observe that light from a distant galaxy is red-shifted. (Physics only)

1. (a)State what happens to the wavelength of the light.[1]
2. (b)State what the red-shift tells us about the galaxy’s motion.[1]
3. (c)A second galaxy, further away, shows a bigger red-shift. State what this tells us about its speed.[2]

Explain why the Sun remains stable during its main-sequence stage. (Physics only)

1. (a)Name the process releasing the Sun’s energy and state where it happens.[2]
2. (b)Explain the balance that keeps the Sun’s size and temperature steady.[3]
3. (c)State what eventually ends this balance.[1]

Order the life of a star twenty times more massive than the Sun. The cards read: neutron star, main sequence, red supergiant, supernova, nebula, black hole. (Physics only)

1. (a)Write the stages in order from the nebula.[4]
2. (b)Explain what decides whether the remnant is a neutron star or a black hole.[2]

A student claims: “Satellites stay up because there is no gravity in space.”

1. (a)Identify the error in the claim.[2]
2. (b)Explain correctly why a satellite stays in orbit.[3]
3. (c)State what would happen to a satellite if gravity suddenly vanished.[1]

Explain how fusion inside stars explains the presence of carbon and oxygen on Earth. (Physics only)

1. (a)State what fusion builds inside stars.[2]
2. (b)Explain how those elements reached the nebula that formed the solar system.[3]

Describe two pieces of evidence that support the Big Bang theory, and explain what each shows. (Higher, Physics only)

1. (a)Evidence 1: red-shift — describe the observation and what it shows.[4]
2. (b)Evidence 2: the cosmic microwave background — describe the observation and what it shows.[4]

A star is observed with its hydrogen spectral lines shifted towards the red end by 0.5%. A fainter galaxy 1 000 times further away shows the same lines shifted by a much larger amount. (Higher, Physics only)

1. (a)Explain what causes the shift in wavelength.[3]
2. (b)What can be concluded about the distant galaxy’s recession speed compared with the star’s?[2]
3. (c)Explain why these observations, taken across many galaxies, support an expanding universe.[2]

Compare a geostationary satellite and a low polar satellite for (a) watching continuous TV broadcasts from one country and (b) building a whole-Earth map each day. (Physics only)

1. (a)Which suits task (a), and why?[3]
2. (b)Which suits task (b), and why?[3]
3. (c)State one difference in their orbital heights.[1]

The universe’s expansion is often modelled by currants in rising dough or dots on an inflating balloon. Evaluate what this model explains well and where it breaks down. (Higher, Physics only)

1. (a)State two features of the expansion the model explains well.[4]
2. (b)State two limitations of the model.[3]
3. (c)Give an overall judgement of the model’s usefulness.[1]