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0625 Topic Questions

This document contains topic questions for Cambridge IGCSE Physics, specifically focusing on Atomic Physics and Electricity. It includes questions compiled from past papers along with mark schemes for assessment purposes. The document aims to help educators evaluate students' understanding of these topics through various question formats.

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0% found this document useful (0 votes)

4 views211 pages

0625 Topic Questions

Uploaded by

Ethar Osman

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as PDF, TXT or read online on Scribd

Cambridge IGCSE™

10: Atomic physics – Topic questions Paper 3

The questions in this document have been compiled from a number of past papers, as indicated in the table below.

Use these questions to formatively assess your learners’ understanding of this topic.

Question Year Series Paper number

12 2016 June 31
12 2016 March 32
12 2016 November 31

The mark scheme for each question is provided at the end of the document.

You can find the complete question papers and the complete mark schemes (with additional notes where available) on
the School Support Hub at [Link]/support

10: Atomic physics - Topic questions (Paper 3) Copyright © UCLES 2017 1

12 Two radioactive sources are used by a teacher. One source emits only alpha particles and the
other source emits only beta particles.

(a) Suggest how the sources can be identified.

...................................................................................................................................................

...............................................................................................................................................[2]

(b) The teacher also has a source that emits gamma rays.

State two ways in which gamma rays are different from alpha particles.

1. ..............................................................................................................................................

2. ..............................................................................................................................................
[2]

(c) State an effect of ionising radiation on living things.

...............................................................................................................................................[1]

[Total: 5]

10: Atomic physics - Topic questions (Paper 3) Copyright © UCLES 2017 2

12 Three types of ionising radiation are alpha, beta and gamma.

(a) Draw one straight line from each type of radiation to a property of that radiation.

type of radiation property of radiation

has a negative charge

alpha α
has a long half-life
beta β
is stopped by paper
gamma γ
is electromagnetic radiation
[3]
210
(b) Polonium-210 has the nuclide notation 84Po.

For one neutral atom of polonium-210,

(i) determine the number of protons, .................................................................................[1]

(ii) determine the number of neutrons. ...............................................................................[1]

10: Atomic physics - Topic questions (Paper 3) Copyright © UCLES 2017 3

18000

16000

14000

count rate / 12000

counts per
second 10000

8000

6000

4000

2000

0
0 20 40 60 80 100
time / weeks

Fig. 12.1

Use the graph to determine the half-life of polonium-210.

half-life = ............................................... weeks [2]

[Total: 7]

10: Atomic physics - Topic questions (Paper 3) Copyright © UCLES 2017 4

12 Caesium-137 is formed in nuclear reactors.

The nucleus of caesium-137 can be represented as

137
55 Cs
(a) Complete Table 12.1 by stating the two types of particle in a nucleus of caesium-137, and the
number of each particle present.

Table 12.1

type of particle number of particles

[4]

(b) Caesium has more than one isotope.

Explain what is meant by the term isotope.

...................................................................................................................................................

...............................................................................................................................................[2]

[Total: 6]

10: Atomic physics - Topic questions (Paper 3) Copyright © UCLES 2017 5

Question Answer Mark
idea of paper between source and detector OR measuring range (in air) B1
OR pass through an electric or magnetic field
12 (a)
alpha stopped by paper OR larger range in air for beta OR identify B1
deflection when in field
any two from:
gamma travel at the speed of light
gamma rays have no charge
gamma rays have no mass
12 (b) B2
gamma is a wave OR part of the electromagnetic spectrum
gamma less ionising
greater penetration
not deflected by electric or magnetic fields
damages cells / tissues / DNA OR causes (cell) mutations OR radiation
12 (c) B1
sickness
Total: 5

line from alpha to stopped by paper B1

12 (a) line from beta to negative charge B1
line from gamma to e.m. radiation B1

12 (b) (i) 84 B1

12 (b) (ii) 126 B1

evidence of line from 8000 or idea of halving e.g. 8000 and 4000 C1
12 (c)
20 ± 1.0 (weeks) A1

Total: 7

(type of particle) (number of particles)

B2
12 (a) PROTON 52
B2
NEUTRON 82

(nucleus has)
12 (b) same number of protons B1
different number of neutrons B1

Total: 6
Notes about the mark scheme are available separately.

10: Atomic physics - Topic questions (Paper 3) Copyright © UCLES 2017 6

Cambridge IGCSE™

2: Electricity 1 – Topic questions Paper 3

The questions in this document have been compiled from a number of past papers, as indicated in the table below.

Use these questions to formatively assess your learners’ understanding of this topic.

Question Year Series Paper number

10 2016 June 31
11 2016 March 32
8 2016 November 31

The mark scheme for each question is provided at the end of the document.

You can find the complete question papers and the complete mark schemes (with additional notes where available) on
the School Support Hub at [Link]/support

2: Electricity 1 - Topic questions (Paper 3) Copyright © UCLES 2017 1

10 A student makes the circuit shown in Fig. 10.1 using a 12 V

battery. 12 V

X
Y

Fig. 10.1

(a) Complete the sentences about the circuit. Use words from the box.

fixed resistor lamp light-dependent resistor parallel series thermistor

(i) Components X and Y are connected in .........................................................................[1]

(ii) The component Y is a ....................................................................................................[1]

(b) Fig. 10.2 shows how the resistance of Y varies with temperature.

160

140

120
resistance / 1
100

0
0 5 10 15 20 25 30 35 40 45 50
temperature / °C

Fig. 10.2

(i) Describe how the resistance of Y varies with temperature.

...........................................................................................................................................

.......................................................................................................................................[2]

2: Electricity 1 - Topic questions (Paper 3) Copyright © UCLES 2017 2

(ii) The temperature of Y is 10 °C. The resistance of X is 20 Ω.
Calculate the combined resistance of Y and X.

resistance = ..................................................... Ω [3]

(iii) Calculate the current in the circuit.

current = ..................................................... A [3]

[Total: 10]

2: Electricity 1 - Topic questions (Paper 3) Copyright © UCLES 2017 3

11 (a) A student changes the current in a filament lamp. She measures the current and the potential
difference (p.d.) across the lamp.

Fig. 11.1 is an incomplete circuit diagram.

Fig. 11.1

(i) On Fig. 11.1, complete the unfinished circuit symbols. [3]

(ii) One pair of readings for the lamp is shown in the table.

p.d. / V current /A
6.0 1.2

Calculate the resistance of the filament in the lamp for these readings.

resistance of filament = ....................................................... Ω [3]

(iii) After many hours of use, the filament wire in a lamp becomes thinner.

State the effect, if any, on the resistance of the lamp.

.......................................................................................................................................[1]

2: Electricity 1 - Topic questions (Paper 3) Copyright © UCLES 2017 4

(b)(i) Complete the circuit in Fig. 11.2 to show a battery connected to three lamps arranged in
parallel.

Fig. 11.2
[2]

(ii) Describe two advantages of connecting these lamps in parallel with the battery.

...........................................................................................................................................

.......................................................................................................................................[2]

[Total: 11]

2: Electricity 1 - Topic questions (Paper 3) Copyright © UCLES 2017 5

8 A student measures the resistance of a sample of wire.
She plans to use the circuit shown in Fig. 8.1.

6.0 V

sample of wire

Fig. 8.1

Two circuit symbols are incomplete.

(a) Complete the symbols for the two meters on Fig. 8.1. [2]

(b) The current in the wire is 0.20 A. The potential difference across the wire is 6.0 V.

Calculate the resistance of the wire.

resistance = .................................................. Ω [3]

(c) The student tests a thinner wire. It is the same length as the wire in (b) and is made of the
same material. The potential difference across the wire is 6.0 V.

Explain how the current in this thinner wire compares with that in the first wire.

...................................................................................................................................................

...............................................................................................................................................[2]

[Total: 7]

2: Electricity 1 - Topic questions (Paper 3) Copyright © UCLES 2017 6

Question Answer Mark
10 (a) (i) series B1

10 (a) (ii) thermistor B1

resistance decreases as temp increases B1 B1
10 (b) (i)
at decreasing rate OR not proportional OR not linear B1
resistance of Y = 80 Ω C1
10 (b) (ii) Rt = R1 + R2 in any form C1
100(Ω) A1
V = I R in any form C1
10 (b) (iii) 12 ÷ 100 OR 12 ÷ candidates (b)(ii) C1
0.12 (A) OR ECF from (b)(ii) A1
Total: 10
ammeter correct symbol in series with lamp B1
voltmeter correct symbol in parallel with lamp
11 (a) (i) B1
lamp correct symbol
B1
R = V / I in any form C1
6 ÷ 1.2
11 (a) (ii) C1
5 (Ω)
A1

11 (a) (iii) (resistance) increases B1

3 lamp symbols drawn B1
11 (b) (i)
(lamps connected) in parallel with battery B1
any two from: B2
• lamps all have 6 V or full voltage (across them)
11 (b) (ii) • if one (lamp) breaks, others continue to operate / little / no effect
on others
• lamps can be switched on and off independently
Total: 11

A in circle in series with wire B1

8 (a)
V in circle in parallel with wire B1

V = I R OR (R =) V / I C1
8 (b) 6.0 / 0.2 C1
30 (Ω) A1

current is smaller (in 2nd wire) B1

8 (c)
(as) resistance is greater (in 2nd wire) B1

Total: 7
Notes about the mark scheme are available separately.

2: Electricity 1 - Topic questions (Paper 3) Copyright © UCLES 2017 7

Cambridge IGCSE™

6: Electricity 2 – Topic questions Paper 3

The questions in this document have been compiled from a number of past papers, as indicated in the table below.

Use these questions to formatively assess your learners’ understanding of this topic.

Question Year Series Paper number

5 2016 June 32
11 2016 March 32
8 2016 November 33

The mark scheme for each question is provided at the end of the document.

You can find the complete question papers and the complete mark schemes (with additional notes where available) on
the School Support Hub at [Link]/support

6: Electricity 2 - Topic questions (Paper 3) Copyright © UCLES 2017 1

5 Fig. 5.1 shows two circuits, A and B.

circuit A circuit B

Fig. 5.1

Both circuits contain a 6 V power supply and two 6 V lamps.

(a) State two advantages of circuit B compared to circuit A.

...................................................................................................................................................

.............................................................................................................................................. [2]

(b) Fig. 5.2 shows the energy input and outputs, in one second, for one electric lamp.

useful energy output

energy input
10.0 J

wasted energy
8.2 J

Fig. 5.2

(i) Calculate the useful energy output, in one second, of the lamp.

useful energy output = ........................................................ J [1]

6: Electricity 2 - Topic questions (Paper 3) Copyright © UCLES 2017 2

(ii) In the space below draw a labelled diagram, similar to Fig. 5.2, for a more efficient

lamp.

[1]

(c) Electricity can be generated using wind turbines.

Fig. 5.3 shows two wind turbines.

Fig. 5.3

State two advantages and two disadvantages of using wind turbines, rather than fossil fuels,
to generate electricity.

advantages ...............................................................................................................................

...................................................................................................................................................

disadvantages ...........................................................................................................................

...................................................................................................................................................

...................................................................................................................................................
[4]

[Total: 8]

6: Electricity 2 - Topic questions (Paper 3) Copyright © UCLES 2017 3

11 (a) A student changes the current in a filament lamp. She measures the current and the potential
difference (p.d.) across the lamp.

Fig. 11.1 is an incomplete circuit diagram.

Fig. 11.1

(i) On Fig. 11.1, complete the unfinished circuit symbols. [3]

(ii) One pair of readings for the lamp is shown in the table.

p.d. / V current /A
6.0 1.2

Calculate the resistance of the filament in the lamp for these readings.

resistance of filament = ....................................................... Ω [3]

(iii) After many hours of use, the filament wire in a lamp becomes thinner.

State the effect, if any, on the resistance of the lamp.

.......................................................................................................................................[1]

6: Electricity 2 - Topic questions (Paper 3) Copyright © UCLES 2017 4

(b)(i) Complete the circuit in Fig. 11.2 to show a battery connected to three lamps arranged in
parallel.

Fig. 11.2
[2]

(ii) Describe two advantages of connecting these lamps in parallel with the battery.

...........................................................................................................................................

.......................................................................................................................................[2]

[Total: 11]

6: Electricity 2 - Topic questions (Paper 3) Copyright © UCLES 2017 5

8 Fig. 8.1 shows two uncharged (neutral) plastic spheres. Each sphere is suspended by an insulating
thread.

insulating
thread

Fig. 8.1

(a) Suggest a material for the insulating threads.

.............................................................................................................................................. [1]

(b) The spheres can be given a charge.

Three different experiments are carried out using the arrangements shown in Fig. 8.2.

key
negatively charged
positively charged

experiment 1 experiment 2 experiment 3

Fig. 8.2

For each experiment, describe the force, if any, between the spheres.

experiment 1 .............................................................................................................................

experiment 2 .............................................................................................................................

experiment 3 .............................................................................................................................
[3]

...................................................................................................................................................

.............................................................................................................................................. [2]

[Total: 6]

6: Electricity 2 - Topic questions (Paper 3) Copyright © UCLES 2017 6

Question Answer Mark
any two from:
lamps all have 6 V or full voltage (across them) OR lamps are brighter
5 (a) B2
if one (lamp) breaks, little / no effect on other
lamps can be switched on and off independently

5 (b) (i) 10 – 8.2 OR 1.8 (J) B1

diagram indicating smaller proportion of energy wasted (e.g. greater
5 (b) (ii) useful energy output OR smaller wasted energy output OR smaller B1
energy input for same output)
any two advantages from: B2
• renewable (energy source)
• does not contribute to global warming
• does not contribute to atmospheric pollution
• conserves fossil fuel reserves
any two disadvantages from: B2
• not a reliable supply of electricity
5 (c)
• large area of land needed (for a wind farm)
• unsightly
• threat to birds
• large number needed to replace one power station
• infrastructure more expensive (per MW) than fossil fuel power
stations
• needs a suitable (windy) location
Total: 8

ammeter correct symbol in series with lamp B1

11 (a) (i) voltmeter correct symbol in parallel with lamp B1
lamp correct symbol B1

R = V / I in any form C1 C1
11 (a) (ii) 6 ÷ 1.2 C1 C1
5 (Ω) A1

11 (a) (iii) (resistance) increases B1

3 lamp symbols drawn B1

11 (b) (i)
(lamps connected) in parallel with battery B1
any two from:
• lamps all have 6 V or full voltage (across them)
11 (b) (ii) • if one (lamp) breaks, others continue to operate / little / no effect B2
on others
• lamps can be switched on and off independently
Total: 11

6: Electricity 2 - Topic questions (Paper 3) Copyright © UCLES 2017 7

Question Answer Mark
8 (a) any named insulator, e.g. cotton, string etc. B1

1 = attract B1
8 (b) 2 = repel B1
3 = repel B1

(sphere) is rubbed with a cloth B1

8 (c)
electrons move off (sphere) owtte B1

Total: 6
Notes about the mark scheme are available separately.

6: Electricity 2 - Topic questions (Paper 3) Copyright © UCLES 2017 8

Cambridge IGCSE™

5: Electromagnetism – Topic questions Paper 3

The questions in this document have been compiled from a number of past papers, as indicated in the table below.

Use these questions to formatively assess your learners’ understanding of this topic.

Question Year Series Paper number

11 2016 June 31
10 2016 March 32
9 2016 November 31

The mark scheme for each question is provided at the end of the document.

You can find the complete question papers and the complete mark schemes (with additional notes where available) on
the School Support Hub at [Link]/support

5: Electromagnetism - Topic questions (Paper 3) Copyright © UCLES 2017 1

11 (a) Put a ring around the names of the metals which are attracted to magnets.

aluminium copper iron mercury magnesium steel tin

[2]

(b) Fig. 11.1 and Fig. 11.2 show magnetic field patterns for bar magnets.

On each diagram, correctly label the poles. Write N or S.

Fig. 11.1

Fig. 11.2
[2]

5: Electromagnetism - Topic questions (Paper 3) Copyright © UCLES 2017 2

attraction, repulsion, or no force.

charged + + + + + +
sphere + +
+ +
+ +
+ + + + + +

...............................................

magnet

S N N S ...............................................

uncharged plastic strip

S N ...............................................

Fig. 11.3
[3]

[Total: 7]

5: Electromagnetism - Topic questions (Paper 3) Copyright © UCLES 2017 3

10 A student uses a bar magnet to distinguish between an unlabelled magnet and an iron

bar.
(a) Describe how the student identifies which is the magnet and which is the iron bar.

...................................................................................................................................................

...............................................................................................................................................[2]

(b) The student suspends the iron bar near to a coil, as shown in Fig. 10.1. The iron bar is free to
move.

suspended
iron bar

coil

Fig. 10.1

Describe and explain what happens when the switch S is closed.

...................................................................................................................................................

...............................................................................................................................................[3]

5: Electromagnetism - Topic questions (Paper 3) Copyright © UCLES 2017 4

large
current

card

Fig. 10.2

There is a current in the wire in the direction of the arrow.

On Fig. 10.3, draw the pattern of the magnetic field lines due to the current in the wire. Include
the direction of the field. [3]

card

wire carrying current

into the page

Fig. 10.3
[Total: 8]

5: Electromagnetism - Topic questions (Paper 3) Copyright © UCLES 2017 5

9 The charger for a mobile phone contains a transformer. Fig. 9.1 shows a simple

transformer.
core

240 V a.c. output

voltage

primary coil secondary coil

Fig. 9.1

(a) State the name of the material used in the core.

...............................................................................................................................................[1]

(b) (i) The transformer has 36 000 turns on the primary coil and 900 turns on the secondary
coil. The input voltage is 240 V.
Calculate the output voltage.

output voltage = ................................................... V [3]

(ii) State whether this transformer is step-up or step-down. Give a reason for your answer.

...........................................................................................................................................

.......................................................................................................................................[1]

Describe the advantages of transmitting electricity at a high voltage.

...................................................................................................................................................

...............................................................................................................................................[2]

[Total: 7]
5: Electromagnetism - Topic questions (Paper 3) Copyright © UCLES 2017 6
Question Answer Mark
11 (a) iron, steel B2

N and S correctly labelled on Fig. 11.1 B1

11 (b)
N and S correctly labelled on Fig. 11.2 B1

11 (c) (i) repulsion B1

11 (c) (ii) repulsion B1

11 (c) (iii) No force B1

Total: 7

(bar) magnet is brought close to both ends (of one of unknown bars) B1
10 (a) either If both ends attract it is an iron bar B1
or If one end repels it is a magnet
iron bar moves toward coil B1
any two from:
• current in coil
B2
10 (b) • coil becomes an electromagnet
• soft iron attracted to coil
• iron bar becomes (an induced) magnet (with opposite pole
nearest coil)
at least one circle centred on wire (by eye) M1
10 (c) two or more circles centred on wire (by eye) B1
arrow showing clockwise direction on at least one circle B1

Total: 8

9 (a) (laminated) iron B1

(Vp / Vs ) = (Np / Ns ) in any form C1

9 (a) (ii) 240 / Vs = 36 000 / 900 or Vs = 240 / 40 C1
6.0 (V) A1
step-down (transformer because) there are fewer turns on secondary
9 (b) (ii) (compared to primary coil) OR the output voltage is smaller than the B1
input voltage
Any 2 from:
• less energy or power wasted or less heating or more efficient
• accept lower current
9 (c) • can use thinner (transmission) wires or cables B2
• fewer power stations needed
• (so) lower cost for cable and supporting pylons
• transmit (electricity over) longer distances (without drop in power)
Total: 7
Notes about the mark scheme are available separately.

5: Electromagnetism - Topic questions (Paper 3) Copyright © UCLES 2017 7

Cambridge IGCSE™

11: Electronics – Topic questions Paper 3

The questions in this document have been compiled from a number of past papers, as indicated in the table below.

Use these questions to formatively assess your learners’ understanding of this topic.

Question Year Series Paper number

9 2015 June 21
12 2015 June 22
9 2015 November 21

The mark scheme for each question is provided at the end of the document.

You can find the complete question papers and the complete mark schemes (with additional notes where available) on
the School Support Hub at [Link]/support

11: Electronics - Topic questions (Paper 3) Copyright © UCLES 2017 1

9 In cold weather, houses are often heated with an electrical heater.
Fig. 9.1 shows a simplified electrical circuit for a household heater.

Fig. 9.1

(a) What does the symbol represent?

.............................................................................................................................................. [1]

(b) The heater has three identical heating elements, a fan driven by a motor and a lamp.

Name the components that are working when switch A only is closed.

.............................................................................................................................................. [1]

Identify how each heat setting is obtained. Complete the table by adding ticks to represent a
closed switch.

heater settings switch B switch C

high
medium
low
[3]

(d) Write down the equation that relates resistance, potential difference (p.d.) and current.

.............................................................................................................................................. [1]

11: Electronics - Topic questions (Paper 3) Copyright © UCLES 2017 2

(e) The current in one of the heating elements is 5.0 A. The resistance of the heating element
is 50 Ω.

Calculate the p.d. across the heating element. Include the appropriate unit.

p.d. = ........................................................... [2]

(f) Explain how the component with the symbol protects the circuit.

...................................................................................................................................................

.............................................................................................................................................. [2]

[Total: 10]

11: Electronics - Topic questions (Paper 3) Copyright © UCLES 2017 3

12 A student sets up the circuit shown in Fig. 12.1.

Fig. 12.1

(a) On Fig. 12.1, label the thermistor with a T. [1]

(b) The student wants to determine the resistance of the thermistor at different temperatures.

Complete the sentences for the meters he should use in the circuit.

(i) The meter to be connected in series with the thermistor is .................................. . [1]

(ii) The meter to be connected in parallel with the thermistor is ................................ . [1]

(c) These are the student’s results for a temperature of 20 °C.

p.d. across thermistor / V current in thermistor / A

3.2 0.0050

(i) Calculate the resistance of the thermistor at 20 °C.

resistance = ....................................................... Ω [3]

(ii) When the temperature increases, the resistance of the thermistor decreases.

State what happens, if anything, to the current in the thermistor.

.......................................................................................................................................[1]

[Total: 7]

11: Electronics - Topic questions (Paper 3) Copyright © UCLES 2017 4

9 A student investigates how the resistance of a thermistor changes with temperature. Fig. 9.1
shows the circuit that the student uses.

Fig. 9.1

(a) (i) Label clearly the thermistor in Fig. 9.1. [1]

(ii) On Fig. 9.1, draw a voltmeter connected so that the resistance of the thermistor can be
determined. [2]

(b) The student varies the temperature of the thermistor and records the ammeter readings. The
results are shown in Table 9.1.

Table 9.1

temperature of thermistor / °C 0 10 20 30 40 50
current in thermistor / mA 1.0 2.0 4.0 7.5 14.0 24.5

(i) The potential difference (p.d.) across the thermistor is 6.0 V at 20 °C.

Calculate the resistance of the thermistor at 20 °C. Include the unit.

resistance = .................................................. [4]

11: Electronics - Topic questions (Paper 3) Copyright © UCLES 2017 5

(ii) Fig. 9.2 shows the student’s results plotted on a graph.

20
current in
thermistor /
mA
15

0
0 10 20 30 40 50
temperature / °C

Fig. 9.2

The student suggests that the current in the thermistor is directly proportional to the
temperature of the thermistor.

Explain how the graph shown in Fig. 9.2 shows that the suggestion is incorrect.

...........................................................................................................................................

...................................................................................................................................... [1]

[Total: 8]

11: Electronics - Topic questions (Paper 3) Copyright © UCLES 2017 6

Question Answer Mark
9 (a) alternating voltage OR a.c. (supply) B1

9 (b) motor (accept fan) AND lamp B1

heater settings switch B switch C

high  
9 (c) B3
medium 
low 

9 (d) V = IR in any form B1

50 x 5 C1
9 (e)
250 V A1
any two from:
• current too large
9 (f) • fuse wire melts/"blows" B2
• breaks circuit
• prevents overheating/fires/damage to other components
Total: 10

12 (a) thermistor correctly identified (by letter T) B1

12 (b) (i) ammeter NOT ampmeter B1

12 (b) (ii) voltmeter B1

(R =) V÷ I in any form C1
12 (c) (i) 3.2 ÷ 0.005 C1
640 (Ω) A1

12 (c) (ii) increases B1

Total: 7

9 (a) thermistor correctly labelled B1

correct symbol for voltmeter B1

9 (a) (i)
voltmeter in parallel with thermistor OR e.c.f. (a) (i) B1

V = IR in any form C1
6.0 ÷ 0.004 OR 6.0 ÷ 4.0 C1
9 (b) (i)
1500 A1
Ω OR ohm(s) B1

9 (b) (ii) not a straight line / constant gradient OR not through origin B1

Total: 8
Notes about the mark scheme are available separately.

11: Electronics - Topic questions (Paper 3) Copyright © UCLES 2017 7

Cambridge IGCSE™

3: Energy – Topic questions Paper 3

The questions in this document have been compiled from a number of past papers, as indicated in the table below.

Use these questions to formatively assess your learners’ understanding of this topic.

Question Year Series Paper number

3 2016 June 31
5 2016 March 32
7 2016 March 32

The mark scheme for each question is provided at the end of the document.

You can find the complete question papers and the complete mark schemes (with additional notes where available) on
the School Support Hub at [Link]/support

3: Energy - Topic questions (Paper 3) Copyright © UCLES 2017 1

3 Fig. 3.1 shows a metal plate-warmer.

plate of
food metal
warming-tray

handle

candle heater

Fig. 3.1

The plate-warmer contains two small candle heaters. Plates of food are placed on top of the
warming-tray.

(a) (i) State the name of a process by which the thermal energy from the candles passes to the
warming-tray.

.......................................................................................................................................[1]

(ii) State the name of the process by which thermal energy moves through the warming-tray.

.......................................................................................................................................[1]

(b) The outside of the plate-warmer is shiny.

Suggest how this helps the plate-warmer to stay hot.

...............................................................................................................................................[1]

(c) The handles of the plate-warmer are made from metal.

Identify a problem with this, and suggest how the problem could be solved.

problem: ....................................................................................................................................

action: .......................................................................................................................................
[2]

[Total: 5]

3: Energy - Topic questions (Paper 3) Copyright © UCLES 2017 2

5 Fig. 5.1 shows a wave-powered generator. It generates electricity from the movement of

sea waves.

chamber turbine and

generator

air

incoming waves

waves make
water rise
and fall

Fig. 5.1

(a) The sentences below describe how the wave-powered generator works.

A Air is pushed through the turbine, making it spin.

B Water rises and falls in the chamber.
C The turbine turns a generator.
D The generator produces electrical energy.
E Waves travel towards the chamber.

Write letters in the boxes below to arrange the sentences in the correct order. The first one is
done for you.

[3]

3: Energy - Topic questions (Paper 3) Copyright © UCLES 2017 3

(b) More electricity needs to be generated from renewable sources instead of from burning fossil
fuels.

State three benefits of generating electricity from renewable sources rather than from fossil
fuels.

...................................................................................................................................................

...............................................................................................................................................[3]

[Total: 6]

3: Energy - Topic questions (Paper 3) Copyright © UCLES 2017 4

7 Fig. 7.1 shows a room with a heater.

ceiling
of room

convector
heater

Fig. 7.1

(a) The temperature in the room is hottest near to the ceiling. Explain why.

...................................................................................................................................................

...............................................................................................................................................[2]

(b) The ceiling of the room is made from an insulating material as shown in Fig. 7.2.

aluminium foil
top

foam with air

trapped inside

bottom
aluminium foil

Fig. 7.2

Explain how this reduces the transfer of thermal energy through the ceiling.

...................................................................................................................................................

...............................................................................................................................................[4]

[Total: 6]

3: Energy - Topic questions (Paper 3) Copyright © UCLES 2017 5

Question Answer Mark
3 (a) (i) convection OR radiation B1

3 (a) (ii) conduction B1

3 (b) poor emitter OR poor radiator (of thermal energy) B1

(handles) become hot B1
3 (c)
use an insulator B1
Total: 5

correct order: E B A C D B3
1 mark for B immediately before A
5 (a)
1 mark for C immediately before D
3 marks for all correct i.e. B, A, C then D
any three from: B3
• conserve non-renewable reserves
• less atmospheric pollution / acid rain
5 (b)
• reduces greenhouse gases / global warming
• (renewable) energy source will not run out
• reduces dependence on fossil fuels (from other countries)
Total: 6
any two from: B2
• hot air expands / particles move (further) apart
7 (a)
• hot air less dense
• less dense air rises
any four from: B4
• aluminium / foil (on bottom) is a good reflector
• infrared / radiation reflected back into room
• (trapped) air is a good insulator / poor conductor
7 (b) • (insulation) reduces heat lost by conduction
• foam reduces convection currents / prevents air moving
• (air cannot move so) prevents heat loss by convection
• aluminium / foil (on top) is a poor emitter (so reduces radiation
into space above ceiling)
Total: 8
Notes about the mark scheme are available separately.

3: Energy - Topic questions (Paper 3) Copyright © UCLES 2017 6

Cambridge IGCSE™

1: Light – Topic questions Paper 3

The questions in this document have been compiled from a number of past papers, as indicated in the table below.

Use these questions to formatively assess your learners’ understanding of this topic.

Question Year Series Paper number

8 2016 June 31
6 2016 March 32
5 2016 November 31

The mark scheme for each question is provided at the end of the document.

You can find the complete question papers and the complete mark schemes (with additional notes where available) on
the School Support Hub at [Link]/support

1: Light - Topic questions (Paper 3) Copyright © UCLES 2017 1

8 A student directs a ray of light towards a plane mirror, as shown in Fig. 8.1.

plane
mirror

ray of
light
;

Fig. 8.1

(a) (i) Name the line labelled X.

.......................................................................................................................................[1]

(ii) When angle a is 45°, angle b is also 45°.

Angle a is changed to 20°.

What is the new value of angle b? Tick one box.

20° 25° 45° 65° 80°

[1]

1: Light - Topic questions (Paper 3) Copyright © UCLES 2017 2

(b) The student now makes the ray of light from Fig. 8.1 pass into a glass block, as shown in
Fig. 8.2.

plane
mirror

glass
block
D E

ray of 4
light 3

F
G
H
5

I
J

7 6

Fig. 8.2

Complete the table, using the labels from Fig. 8.2. The first label is done for you.

description label
an angle of incidence a
an angle of refraction
an internally reflected angle
a critical angle
a refracted ray
[4]

1: Light - Topic questions (Paper 3) Copyright © UCLES 2017 3

key:
F = principal focus
O = object

F F

Fig. 8.3

On Fig. 8.3, using a ruler, carefully draw two rays from the object O to locate the position of
the image. Use an arrow to represent the image. [3]

[Total: 9]

1: Light - Topic questions (Paper 3) Copyright © UCLES 2017 4

6 (a) Fig. 6.1 shows a plane mirror reflecting a ray of light.

x y mirror
w z

Fig. 6.1

(i) There is a dashed line drawn at right angles to the mirror.

State the name of this line.

.......................................................................................................................................[1]

(ii) State which angle, w, x, y, or z, is the angle of reflection.

.......................................................................................................................................[1]

(b) Fig. 6.2 shows a ray of white light entering a semi-circular glass block. The ray of light emerges
at point R and travels alongside the flat surface.

screen

S
R
T
glass

white
light

Fig. 6.2

A spectrum of colours can be seen on the screen between S and T.

(i) State the colours in the correct order. One has been done for you.

red
colour at S .........................

.........................

.........................
[1]
.........................

colour at T .........................
1: Light - Topic questions (Paper 3) Copyright © UCLES 2017 5
(ii) The angle of the ray is changed.

On Fig. 6.3, complete the path of the ray of light. Explain your answer.

air

glass

white
light

Fig. 6.3

...........................................................................................................................................

.......................................................................................................................................[3]

[Total: 6]

1: Light - Topic questions (Paper 3) Copyright © UCLES 2017 6

5 (a) Fig. 5.1 shows a ray of red light passing through a semi-circular glass block.

ray of red light

semi-circular
glass block

Fig. 5.1

(i) The ray of light changes direction as it travels into the block.
State the name that is given to this change of direction.

.......................................................................................................................................[1]

(ii) Fig. 5.2 shows another ray of red light travelling into the semi-circular glass block.
It meets the curved surface at 90°.
Inside the block, the ray meets the flat surface of the block at an angle greater than the
critical angle.

flat surface of block

air
glass

ray of red light

Fig. 5.2

On Fig. 5.2, complete the path of the ray of red light. [2]

1: Light - Topic questions (Paper 3) Copyright © UCLES 2017 7

(b) Fig. 5.3 shows the view from above of a car approaching an observer, marked with a
cross (×).
shop
window
headlights

shop
car window

trees

shop
houses window

×
observer

Fig. 5.3

(i) The observer sees the car’s headlights reflected in one of the shop windows.
The car’s headlights are labelled.

In which shop window does the observer see the reflection? Show your answer
by drawing, on Fig. 5.3, the path of a ray of light from a headlight to the observer.
Use a ruler. [1]

(ii) State the law that you used to answer (b)(i).

.......................................................................................................................................[1]

(iii) Add labels to Fig. 5.3 to show how the law stated in (b)(ii) applies. [2]

[Total: 7]

1: Light - Topic questions (Paper 3) Copyright © UCLES 2017 8

Question Answer Mark
8 (a) (i) normal B1

8 (a) (ii) 20° B1

d B1
g B1
8 (b)
f B1
R OR S B1

any two rays correctly drawn from top of O: M2

ray parallel to axis, through lens, and beyond F
8 (c) ray undeviated through centre of lens and beyond
ray through F, through lens, then parallel to axis
inverted image correctly drawn and positioned at intersection of two rays A1

Total: 9

6 (a) (i) (the) normal B1

6 (a) (ii) y B1

6 (b) (i) (red), orange, yellow, green, blue, indigo, violet/purple B1

any three from: B3

(ON DIAGRAM) ray reflected
angle i = angle r (by eye)
6 (b) (ii)
explanation:
(incident angle) is greater than critical angle
(so there is) total internal reflection

Total: 6

5 (a) (i) refraction B1

ray travels un-deviated through curved surface B1

5 (a) (ii)
ray reflected with i = r by eye B1

ray drawn from headlight to hit middle shop and B1

5 (b) (i)
reflected towards X

5 (b) (ii) angle of reflection = angle of incidence B1

normal drawn at point of incidence on window B1

5 (b) (iii)
angles of incidence and reflection correctly labelled B1

Total: 7
Notes about the mark scheme are available separately.

1: Light - Topic questions (Paper 3) Copyright © UCLES 2017 9

Cambridge IGCSE™

4: Mechanics 1 – Topic questions Paper 3

The questions in this document have been compiled from a number of past papers, as indicated in the table below.

Use these questions to formatively assess your learners’ understanding of this topic.

Question Year Series Paper number

1 2016 June 31
1 2016 March 32
2 2016 March 32

The mark scheme for each question is provided at the end of the document.

You can find the complete question papers and the complete mark schemes (with additional notes where available) on
the School Support Hub at [Link]/support

4: Mechanics 1 - Topic questions (Paper 3) Copyright © UCLES 2017 1

1 Fig. 1.1 shows part of the speed-time graphs for a cyclist and for a

runner.
10
cyclist

speed 8
P/ V

runner
6

0
0 2 4 6 8 10 12
time W / s

Fig. 1.1

(a) Compare the motion of the cyclist and the runner during the first 6 seconds. Explain your
answer.

...................................................................................................................................................

...............................................................................................................................................[3]

(b) Describe the motion of the cyclist between time t = 6.0 s and time t = 12.0 s.

...............................................................................................................................................[1]

distance travelled = ...................................................... m [4]

4: Mechanics 1 - Topic questions (Paper 3) Copyright © UCLES 2017 2

(d) After the first 6.0 seconds, the runner moves at constant speed for 4.0 seconds. He

then slows down uniformly and stops in a further 2.0 seconds.

On Fig. 1.1, complete the graph for the runner’s motion. [2]

[Total: 10]

4: Mechanics 1 - Topic questions (Paper 3) Copyright © UCLES 2017 3

1 A student is investigating volume and density.

The student has a box, as shown in Fig. 1.1, a balance, a rule and some dry sand.

(a) Fig. 1.1 shows the dimensions of the inside of the box.

4.0 cm

5.0 cm

Fig. 1.1 (not to scale)

Calculate the volume of sand needed to fill the box.

volume of sand = ................................................... cm3 [1]

(b) The student measures the mass of the box when empty and when filled with sand.

quantity mass / g
mass of box filled with sand 216.0
mass of empty box 40.0

Calculate the mass of the sand in the box, using her results.

mass of sand = ....................................................... g [1]

4: Mechanics 1 - Topic questions (Paper 3) Copyright © UCLES 2017 4

density of sand = ............................................... g / cm3 [3]

(d) A miner has a bag containing a mixture of gold dust and sand. Gold has a density of
19.3 g / cm3.

He heats the mixture until the gold melts.

Predict whether the sand will float on top of the molten gold. Explain your answer.

...................................................................................................................................................

...............................................................................................................................................[2]

[Total: 7]

4: Mechanics 1 - Topic questions (Paper 3) Copyright © UCLES 2017 5

2 Three students walk together from school to a bridge. The students stand together on the bridge
for three minutes and then return separately to school.

The distance-time graphs for student A, student B and student C are shown in Fig. 2.1.

students together
on bridge
400

distance / m

students walk
together
student C
200

student A student B
0
0 5 10 15
time / minutes

Fig. 2.1

(a) (i) Determine the distance from the school to the bridge.

distance = ...................................................... m [1]

(ii) Calculate the average speed of the students when they are walking to the bridge. Give
your answer in m / s.

average speed = ................................................... m / s [4]

4: Mechanics 1 - Topic questions (Paper 3) Copyright © UCLES 2017 6

(b) The students return to school at different speeds. One student walks slowly, one

student walks quickly and the other student runs.

State which student runs. Explain how this is shown by the graph.

student ....................

explanation ...............................................................................................................................

...............................................................................................................................................[2]

[Total: 7]

4: Mechanics 1 - Topic questions (Paper 3) Copyright © UCLES 2017 7

Question Answer Mark
cyclist accelerating OR moving faster OR cyclist has higher speed B1
1 (a) both (cyclist and runner) accelerating B1
cyclists gradient steeper OR acceleration values calculated B1

1 (b) Constant OR steady OR uniform (speed or motion) B1

indication of an area calculated C1

6 × 9 = 54(m) C1
1 (c)
½ (6 × 9) = 27(m) C1
81(m) A1

horizontal line finishes at 10 seconds B1

1 (d)
straight line to time zero in two seconds B1

Total: 10

1 (a) 80 (cm3) B1

1 (b) 176.0 (g) B1

D = M / V in words, numbers or symbols C1

1 (c) 176 ÷ 80 C1
3
2.2 (g / cm ) A1

(sand) will float C1

1 (d)
sand is less dense than gold A1

Total: 7

2 (a) (i) 400 (metres) B1

evidence of 6 minutes C1
speed = distance / time in any form (e.g. 400 ÷ 360 or (a)(i) / 6) C1
2 (a) (ii)
6 × 60 = 360 s C1
1.1(1) (m / s) A1

A B1
2 (b)
shortest time (to return)/steepest gradient B1

Total: 7
Notes about the mark scheme are available separately.

4: Mechanics 1 - Topic questions (Paper 3) Copyright © UCLES 2017 8

Cambridge IGCSE™

8: Mechanics 2 – Topic questions Paper 3

The questions in this document have been compiled from a number of past papers, as indicated in the table below.

Use these questions to formatively assess your learners’ understanding of this topic.

Question Year Series Paper number

2 2016 June 31
5 2016 June 31
3 2016 March 32

The mark scheme for each question is provided at the end of the document.

You can find the complete question papers and the complete mark schemes (with additional notes where available) on
the School Support Hub at [Link]/support

8: Mechanics 2 - Topic questions (Paper 3) Copyright © UCLES 2017 1

2 A boy steps off a high board into a swimming pool.
Fig. 2.1 shows the forces acting on the boy at one point in his fall.

board

100 N

540 N
swimming pool

Fig. 2.1

(a) The 540 N force is caused by gravitational attraction.

State the cause of the 100 N force.

...............................................................................................................................................[1]

(b) Calculate the mass of the boy.

mass of boy = ..................................................... kg [2]

resultant force = .......................................................... N

direction = ...............................................................
[2]

[Total: 5]

8: Mechanics 2 - Topic questions (Paper 3) Copyright © UCLES 2017 2

5 Fig. 5.1 shows two men repairing a weak roof using a crawler-board.

roof

crawler-board

Fig. 5.1

(a) Explain why use of the crawler-board prevents the men from falling through the roof.

...................................................................................................................................................

...............................................................................................................................................[2]

(b) The crawler-board has a weight of 400 N. The total weight of the two men is 1600 N. The area
of the crawler-board in contact with the roof is 0.8 m2.

Calculate the pressure on the roof when the men are on the crawler-board. Include the unit.

pressure = ............................................................[5]

[Total: 7]

8: Mechanics 2 - Topic questions (Paper 3) Copyright © UCLES 2017 3

3 Fig. 3.1 shows a see-saw. The see-saw is horizontal when not in use.

Fig. 3.1

A small child sits on one seat of the see-saw. This creates a turning effect about point P.

(a) Which of these words means the turning effect of a force? Tick one box.

equilibrium

moment

resultant
[1]

(b) State the scientific name for point P.

...............................................................................................................................................[1]

8: Mechanics 2 - Topic questions (Paper 3) Copyright © UCLES 2017 4

P
end A
boy moves

end B

Fig. 3.2

The heavier boy moves slowly along the see-saw from end B until he reaches point P.

Describe and explain what happens to the see-saw.

...................................................................................................................................................

...............................................................................................................................................[4]

[Total: 6]

8: Mechanics 2 - Topic questions (Paper 3) Copyright © UCLES 2017 5

Question Answer Mark
2 (a) air resistance B1

W = m x g in any form B1
2 (b)
54 (kg) B1

(540 – 100) = 440(N) B1

2 (c)
downwards B1

Total: 5

any two from: B2

larger area (in contact with roof)
5 (a)
weight OR force spread out
lower pressure (on roof)

400 + 1600 seen OR 2000(N) B1

P = F / A stated C1
5 (b) 2000 / 0.8 C1
2500 A1
2
N / m OR Pa B1

Total: 7

3 (a) middle box ticked – moment B1

3 (b) pivot/fulcrum B1
any four from:
• (heavier) boy has greater force / weight / moment
• when (heavier) boy lifts feet initially tips clockwise
• as boy moves his (clockwise) moment (about P) becomes less
3 (c) • as distance (of boy’s weight) from the pivot decreases end B B4
moves upward
• see-saw level owtte (when) turning forces balanced / moments
equal
• then end A tips down as anticlockwise moment is greater
Total: 6
Notes about the mark scheme are available separately.

8: Mechanics 2 - Topic questions (Paper 3) Copyright © UCLES 2017 6

Cambridge IGCSE™

7: Thermal physics – Topic questions Paper 3

The questions in this document have been compiled from a number of past papers, as indicated in the table below.

Use these questions to formatively assess your learners’ understanding of this topic.

Question Year Series Paper number

6 2016 June 31
7 2016 June 31
4 2016 March 32

The mark scheme for each question is provided at the end of the document.

You can find the complete question papers and the complete mark schemes (with additional notes where available) on
the School Support Hub at [Link]/support

7: Thermal physics - Topic questions (Paper 3) Copyright © UCLES 2017 1

6 Fig. 6.1 shows an experiment to observe the motion of smoke particles in air.

microscope

P
light

smoke particles
bright dot
in air

Fig. 6.1 Fig. 6.2

(a) (i) Fig. 6.2 shows the view through the microscope of one smoke particle, labelled P.

On Fig. 6.2, draw 3 lines to show the movement of this particle.

[2]

(ii) Explain what causes the smoke particle to move.

...........................................................................................................................................

.......................................................................................................................................[2]

(b) The air containing the smoke particles becomes warmer.

Suggest how this changes the movement of the smoke particles.

...................................................................................................................................................

...............................................................................................................................................[1]

[Total: 5]

7: Thermal physics - Topic questions (Paper 3) Copyright © UCLES 2017 2

7 Fig. 7.1 shows equipment used to demonstrate thermal expansion.

pointer copper rod

roller

fixed block
support heat

Fig. 7.1

(a) The copper rod is heated and expands. It turns the roller and moves the pointer.

On Fig. 7.1, draw the new position of the pointer.

[1]

(b) As the rod is heated, some of its properties change.

Identify how each property changes. Place one tick in each row of the table.

stays the
property of rod decreases increases
same
volume
mass
density
[3]

(c) Suggest one disadvantage of thermal expansion.

...............................................................................................................................................[1]

[Total: 5]

7: Thermal physics - Topic questions (Paper 3) Copyright © UCLES 2017 3

4 Fig. 4.1 shows a balloon near a window on a warm sunny day.

Fig. 4.1

Fig. 4.2 shows how the volume of the balloon changes throughout the day.

510

508
volume of
balloon / cm3

506

504

502

500
10:00 12:00 14:00 16:00 18:00
time of day

Fig. 4.2

7: Thermal physics - Topic questions (Paper 3) Copyright © UCLES 2017 4

(a) Describe how the volume changes throughout the day.

...............................................................................................................................................[1]

(b) Explain, in terms of the gas molecules inside the balloon, why the volume changes in this way
between 10:00 and 14:00.

...................................................................................................................................................

...............................................................................................................................................[3]

[Total: 4]

7: Thermal physics - Topic questions (Paper 3) Copyright © UCLES 2017 5

Question Answer Mark
three straight lines, joined end to end B1
6 (a) (ii)
at least two changes of direction B1

collisions OR bumps OR bounces off B1

6 (a) (ii)
(with moving) air molecules B1

6 (b) more collisions OR changes of direction B1

Total: 5

7 (a) to the left OR anticlockwise B1

row 1 – increases B1
7 (b) row 2 – stays the same B1
row 3 – decreases B1
electric cables lower to ground OR telephone lines in summer OR
7 (c) B1
buckling tracks
Total: 5

4 (a) volume of balloon increases (until 14:00) then decreases again B1

any three from:
• temperature (in room / balloon) increases
• gas molecules move faster / have more energy OR collisions
4 (b) more energetic when heated B3
• more frequent / harder collisions
• collisions result in greater force on balloon (surface) / gas
pressure increases
Total: 4
Notes about the mark scheme are available separately.

7: Thermal physics - Topic questions (Paper 3) Copyright © UCLES 2017 6

Cambridge IGCSE™

9: Waves – Topic questions Paper 3

The questions in this document have been compiled from a number of past papers, as indicated in the table below.

Use these questions to formatively assess your learners’ understanding of this topic.

Question Year Series Paper number

9 2016 June 31
8 2016 March 32
9 2016 March 32

The mark scheme for each question is provided at the end of the document.

You can find the complete question papers and the complete mark schemes (with additional notes where available) on
the School Support Hub at [Link]/support

9: Waves - Topic questions (Paper 3) Copyright © UCLES 2017 1

9 Fig. 9.1 represents the regions of the electromagnetic spectrum.

radio micro- visible ultraviolet gamma

waves waves light waves X-rays rays

increasing

Fig. 9.1

(a) Complete Fig. 9.1:

(i) Add the label of the missing region. [1]

(ii) Complete the label under the arrow. [1]

(b) (i) State two uses of X-rays.

1. .......................................................................................................................................

2. .......................................................................................................................................
[2]

(ii) Describe two safety precautions taken by people using X-rays.

1. .......................................................................................................................................

2. .......................................................................................................................................
[2]

(iii) X-rays and light waves can both travel through a vacuum.

Identify the correct statement. Tick one box.

X-rays travel at a slower speed than light waves.

X-rays travel at the same speed as light waves.

X-rays travel at a faster speed than light waves.

[1]

[Total: 7]

9: Waves - Topic questions (Paper 3) Copyright © UCLES 2017 2

8 (a) Some students want to determine the speed of sound in air.

Describe a method they could use. Include the measurements they must make.

...................................................................................................................................................

...............................................................................................................................................[4]

9: Waves - Topic questions (Paper 3) Copyright © UCLES 2017 3

(b) The graph in Fig. 8.1 represents a sound wave.

displacement
B

0 A C D F

E distance

Fig. 8.1

(i) Which distance represents the amplitude of the wave? Circle your answer. [1]

AC AF BE DE CF

(ii) Which distance represents the wavelength of the wave? Circle your answer. [1]

AC AF BE DE CF

(iii) Another sound wave, of the same wavelength, is louder.

On Fig. 8.1, draw this wave. [2]

[Total: 8]

9: Waves - Topic questions (Paper 3) Copyright © UCLES 2017 4

9 Waves from different regions of the electromagnetic spectrum have different uses.

(a) Draw one line from each type of electromagnetic wave to its use.

household lights

microwaves television remote control

loudspeaker

infra-red waves satellite communications

security check of suitcases

[2]

(b) Many years ago, some shoe shops used X-ray machines to make images of feet, as shown in
Fig. 9.1.

Fig. 9.1

Explain the risk to health of using these X-ray machines.

...................................................................................................................................................

...............................................................................................................................................[2]

[Total: 4]

9: Waves - Topic questions (Paper 3) Copyright © UCLES 2017 5

Question Answer Mark
9 (a) (i) infra-red B1

9 (a) (ii) frequency B1

any two different applications from:
• (medical) imaging OR detecting fractures in bone OR specific
example e.g. CT scan / imaging teeth at dentist
9 (b) (i) B2
• detecting faults in metal
• security imaging e.g. airport security checks of bags
• cancer treatment
any two from:
• behind a screen OR lead apron
• large distance from X-ray beam
• monitoring of OR restricting exposure
9 (b) (ii) B2
• low dosage OR limit exposure time
• monitor frequency of x-ray sessions
• other people not allowed in room when X-ray being taken
• avoid when pregnant
9 (b) (iii) same speed B1

Total: 7
for full marks the method described must work
any four from:
• means of producing sharp sound
8 (a) • use of suitable reflecting surface B4
• measure total distance travelled by sound
• measurement of time for sound to travel measured distance.
• use of speed = distance / time
8 (b) (i) circle around DE B1

8 (b) (ii) circle around CF B1

higher amplitude drawn B1

8 (b) (iii)
line from infra-red waves to TV remote control B1

Total: 8

line drawn from microwaves to satellite communications B1

9 (a)
line drawn from infra-red waves to TV remote control B1
any two from:
• X-rays may cause mutation of DNA / cells
9 (b) • X-rays are ionising B2
• idea of unnecessary exposure
• (sales assistants) exposed to large dose of X-rays
Total: 4
Notes about the mark scheme are available separately.

9: Waves - Topic questions (Paper 3) Copyright © UCLES 2017 6

Cambridge IGCSE™

10: Atomic physics – Topic questions Paper 4

The questions in this document have been compiled from a number of past papers, as indicated in the table below.

Use these questions to formatively assess your learners’ understanding of this topic.

Question Year Series Paper number

11 2016 June 41
10 2016 March 42
12 2016 November 41

The mark scheme for each question is provided at the end of the document.

You can find the complete question papers and the complete mark schemes (with additional notes where available) on
the School Support Hub at [Link]/support

10: Atomic physics - Topic questions (Paper 4) Copyright © UCLES 2017 1

11 Bismuth-214 is radioactive. It has a half-life of 20 minutes.

(a) The nuclide notation for bismuth-214 is Bi.

State the composition of the nucleus of bismuth-214.

...........................................................................................................................................

........................................................................................................................................... [2]

(b) Bismuth-214 decays by β-decay to an isotope of polonium, Po.

Complete the equation for the decay of bismuth-214.

214
83Bi
→ ...........
...........
β + ...........
...........
Po
[3]

(c) The count rate from a sample of bismuth-214 is 360 counts / s.

Predict the count rate from the sample after 60 minutes.

count rate = ................................................................. [2]

(d) State two of the social, economic or environmental issues involved in the storage of radioactive
materials with very long half-lives.

...........................................................................................................................................

........................................................................................................................................... [2]

[Total: 9]

10: Atomic physics - Topic questions (Paper 4) Copyright © UCLES 2017 2

131
10 (a) An iodine isotope 53 I decays by β-emission to an isotope of xenon (Xe).
131
(i) State the number of each type of particle in a neutral atom of 53 I.

protons ......................... neutrons ......................... electrons ......................... [2]

(ii) State the symbol, in nuclide notation, for the xenon nucleus.

.......................................................................................................................................[2]

(b) The background count rate of radioactivity in a laboratory is 30 counts / min.

A radioactive sample has a half-life of 50 minutes. The sample is placed at a fixed distance
from a detector. The detector measures an initial count rate from the sample, including
background, of 310 counts / min.

On Fig. 10.1, plot suitable points and draw a graph of the count rate from the sample,
corrected for background, as it changes with time.

300

corrected
count rate
counts / min

200

100

0
0 20 40 60 80 100 120 140 160
time / min
Fig. 10.1
[3]

[Total: 7]

10: Atomic physics - Topic questions (Paper 4) Copyright © UCLES 2017 3

12 The nuclear equation below shows the decay of a plutonium (Pu) nucleus to an americium (Am)
nucleus and a β-particle.
241 241
Z
Pu 95
Am +β

(a) (i) State the quantity that is represented by the letter Z in this equation.

.......................................................................................................................................[1]

(ii) State the numerical value of Z.

Z = ..........................................[1]

(b) The americium nucleus decays by the emission of an α-particle into a neptunium (Np)
nucleus.

Complete the nuclear equation for this decay.

241
95
Am
[2]

After some time, 6.0 × 1014 americium atoms have decayed.

Calculate the time required for this decay.

time = ...........................................................[3]

[Total: 7]

10: Atomic physics - Topic questions (Paper 4) Copyright © UCLES 2017 4

Question Answer Mark
83 protons
11 (a) B2
131 neutrons
0
-1β
Superscript 0 B1
11 (b)
Subscript –1 B1
214
84Po B1
(After 20 min count rate is) 360 / 2 or 180 (count / s)
(After 40 min count rate is) 180 / 2 or 90 (counts / s)
11 (c) (After 60 min count rate is) 90 / 2
OR new count-rate = 360/(2 × 2 × 2) or 360 / 8 or 3 half-lives C1
45 (counts / s) A1
Any two points chosen from the lists below:
(economic):
high cost of storage / shielding / guarding / need to store for a
long time
OR reduction in tourism
OR loss of farming produce / land
OR reduction of land / property values
(social):
11 (d) B2
fear of cancer / causes cancer / genetic mutations / radiation
sickness in people / animals
OR local objections
OR cause people to move away
(environmental):
crop mutations
OR leakage into water supplies
OR pollution of atmosphere / water supply
Total: 9
53 protons
10 (a) (i) 78 neutrons B2
53 electrons
131 B1
10 (a) (ii) 54Xe B1
Points plotted at 3 of: 0 s, 50 s, 100 s, 150 s B1 B1
3 corrected counts/minute plotted at any from :
(0, 280)
10 (b) (50, 140)
(100, 70)
(150, 35) M1
Graph drawn as curve through correct points A1
Total: 7

10: Atomic physics - Topic questions (Paper 4) Copyright © UCLES 2017 5

Question Answer Mark

12 (a) (i) atomic number OR number of protons OR proton number B1

12 (a) (ii) 94 B1
237
93Np B1
12 (b)
+ 42α B1
(No of Am atoms remaining = 8 × 1014 – 6 × 1014) = 2 × 1014 C1
12 (c) 4 × 1014 (Am atoms remain after) 470 yrs or 1 half-life C1
(2 × 1014 Am atoms remain after) 940 yrs or 2 half-lives A1
Total: 7
Notes about the mark scheme are available separately.

10: Atomic physics - Topic questions (Paper 4) Copyright © UCLES 2017 6

Cambridge IGCSE™

2: Electricity 1 – Topic questions Paper 4

The questions in this document have been compiled from a number of past papers, as indicated in the table below.

Use these questions to formatively assess your learners’ understanding of this topic.

Question Year Series Paper number

9 2016 June 41
8 2016 March 42
8 2016 November 41

The mark scheme for each question is provided at the end of the document.

You can find the complete question papers and the complete mark schemes (with additional notes where available) on
the School Support Hub at [Link]/support

2: Electricity 1 - Topic questions (Paper 4) Copyright © UCLES 2017 1

9 Fig. 9.1 shows a 12 V battery connected in a circuit containing resistors A, B, C and D. Each resistor
has a resistance of 6.0 Ω.

12 V

A B

Fig. 9.1

(a) Calculate the combined resistance of

(i) resistors A and B,

resistance = ................................................................. [1]

(ii) resistors A, B and C,

resistance = ................................................................. [2]

(iii) resistors A, B, C and D.

resistance = ................................................................. [1]

2: Electricity 1 - Topic questions (Paper 4) Copyright © UCLES 2017 2

(b) Calculate

(i) the current in the battery,

current = ................................................................. [1]

(ii) the energy transferred from the battery to the circuit in 50 s.

energy transferred = ................................................................. [2]

[Total: 7]

2: Electricity 1 - Topic questions (Paper 4) Copyright © UCLES 2017 3

8 (a) Fig. 8.1 shows 3 lamps and a fuse connected to a power supply.

220 V

Fig. 8.1

The e.m.f. of the supply is 220 V. Each lamp is labelled 220 V, 40 W. The rating of the fuse is
2.0 A.

Calculate

(i) the current in each lamp,

current = ...........................................................[2]

(ii) the current in the fuse,

current = ...........................................................[1]

(iii) the total number of lamps, all in parallel, that could be connected without blowing the
fuse.

number = ...........................................................[2]

2: Electricity 1 - Topic questions (Paper 4) Copyright © UCLES 2017 4

(b) After a very long period of use, the wire filament of one of the lamps becomes thinner.
(i) Underline the effect of this change on the resistance of the filament.

resistance increases resistance remains the same resistance decreases [1]

(ii) State and explain the effect of this change on the power of the lamp.

...........................................................................................................................................

.......................................................................................................................................[2]

[Total: 8]

2: Electricity 1 - Topic questions (Paper 4) Copyright © UCLES 2017 5

8 A battery is made up of 8 cells in series. Each cell has an e.m.f. of 1.5 V.
The battery is connected to one 8.0 Ω resistor for 40 minutes.

(a) Calculate the e.m.f. of the battery.

e.m.f. = ...........................................................[1]

(b) Calculate the energy transferred from the battery in 40 minutes.

energy = ...........................................................[4]

...................................................................................................................................................

...............................................................................................................................................[2]

[Total: 7]

2: Electricity 1 - Topic questions (Paper 4) Copyright © UCLES 2017 6

Question Answer Mark
9 (a) (i) 12 Ω B1
1 / R = 1 / R1 + 1 / R2 OR 1 / R = 1 / 12 + 1 / 6
9 (a) (ii) OR (R = ) R1R2 / (R1 + R2) OR (12 × 6) / (12 + 6) C1
4Ω A1
9 (a) (iii) 4 + 6 = 10 Ω B1

9 (b) (i) (I = 12 / 10 = ) 1.2 A B1

(E =) IVt OR 1.2×12×50 OR I2Rt OR 1.22 ×10×50

9 (b) (ii) OR V2t / R OR 122 × 50 / 10 C1
720 J A1

Total: 7

P =IV OR 40 = 220 × I OR (I =) P / V OR 40 / 220 C1

8 (a) (i)
0.18 A A1

8 (a) (ii) [3 × 0.18(2)] = 0.54 A OR 0.55 A B1

2 / 0.182 = 10.99 OR 2 / 0.18 = 11.1 C1 C1

8 (a) (iii)
10 lamps OR 11 lamps A1

8 (b) (i) resistance increases B1

power (of lamp) decreases B1

8 (b) (ii)
P = IV and current in lamp decreases. OR P = V2 / R B1

Total: 8

8 (a) 12 V B1
(I = ) V/R C1
12 / 8 OR 1.5 (A)
(W =) IVt OR 1.5 × 12 × 40 (× 60) C1
OR
8 (b) (W =) I2Rt OR 1.52 × 8 × 40 (× 60)
OR
W = V2t / R OR 122 × 40 (× 60) / 8 C1
43 000 J A1

Chemical (energy) to electrical (energy) (in battery) B1

8 (c)
Electrical (energy) to thermal / heat (energy) (in resistor) B1

Total: 7
Notes about the mark scheme are available separately.

2: Electricity 1 - Topic questions (Paper 4) Copyright © UCLES 2017 7

Cambridge IGCSE™

6: Electricity 2 – Topic questions Paper 4

The questions in this document have been compiled from a number of past papers, as indicated in the table below.

Use these questions to formatively assess your learners’ understanding of this topic.

Question Year Series Paper number

9 2016 March 42
9 2016 November 42
11 2016 November 41

The mark scheme for each question is provided at the end of the document.

You can find the complete question papers and the complete mark schemes (with additional notes where available) on
the School Support Hub at [Link]/support

6: Electricity 2 - Topic questions Copyright © UCLES 2017 1

9 (a) (i) State what is meant by the direction of an electric field.
...........................................................................................................................................

.......................................................................................................................................[1]

(ii) Fig. 9.1 shows a pair of oppositely-charged horizontal metal plates with the top plate
positive.

+ + + + + + + + + + + + +

– – – – – – – – – – – – –

Fig. 9.1

The electric field between the plates in Fig. 9.1 is uniform.

Draw lines on Fig. 9.1 to represent this uniform field. Add arrows to these lines to show
the direction of the field. [3]

(b) Fig. 9.2 shows a very small negatively-charged oil drop in the air between a pair of oppositely
charged horizontal metal plates. The oil drop does not move up or down.

oil drop
–

Fig. 9.2

(i) Suggest, in terms of forces, why the oil drop does not move up or down.

...........................................................................................................................................

.......................................................................................................................................[2]

(ii) Without losing any of its charge, the oil drop begins to evaporate.

State and explain what happens to the oil drop.

...........................................................................................................................................

.......................................................................................................................................[2]

[Total: 8]

6: Electricity 2 - Topic questions Copyright © UCLES 2017 2

9 Fig. 9.1 is a circuit diagram.

60 1

55 1

30 1

Fig. 9.1

The circuit consists of three resistors and three identical 1.5 V cells.

(a) State the total electromotive force (e.m.f.) of the three 1.5 V cells in series.

total e.m.f. = .......................................................... [1]

(b) Calculate

(i) the combined resistance of the resistors in parallel,

resistance = .......................................................... [2]

(ii) the total resistance of the circuit,

resistance = .......................................................... [1]

(iii) the current in the 55 Ω resistor.

current = .......................................................... [2]

6: Electricity 2 - Topic questions Copyright © UCLES 2017 3

(c) The currents in the 30 Ω, the 55 Ω and the 60 Ω resistors are all dif ferent.
State the resistance of the resistor in which the current is

(i) the largest,

resistance = .......................................................... [1]

(ii) the smallest.

resistance = .......................................................... [1]

[Total: 8]

6: Electricity 2 - Topic questions Copyright © UCLES 2017 4

11 (a) State what is meant by

(i) an electric field,

...........................................................................................................................................

.......................................................................................................................................[1]

(ii) the direction of an electric field at a point.

...........................................................................................................................................

.......................................................................................................................................[1]

(b) Fig. 11.1 shows a positively charged sphere.

Fig. 11.1

On Fig. 11.1, draw the pattern of the electric field in the region around the positively charged
sphere. Show the direction of the field with arrows. [2]

(c) The charge on the sphere in (b) is + 2.0 × 10–5 C. A high resistance wire is now connected
between the sphere and earth. It takes 20 minutes for the sphere to become completely
discharged through the wire.

(i) Suggest why there is a current in the wire between the sphere and earth.

.......................................................................................................................................[1]

(ii) Calculate the average current in the wire between the sphere and earth.

average current = ...........................................................[2]

[Total: 7]
6: Electricity 2 - Topic questions Copyright © UCLES 2017 5
Question Answer Mark

9 (a) (i) … direction of the force on a positive charge. B1

straight parallel lines from upper to lower plate B1
at least 3 lines drawn. All lines drawn equally spaced,
9 (a) (ii)
approximately symmetrical with respect to plates B1
arrows downwards B1
upward force (on drop) due to electric field / charge on plates B1
= weight of drop B1
9 (b) (i) upward force on drop = downward force on drop
OR no resultant / net force on drop (B1)
OR forces are balanced
drop moves upwards B1
9 (b) (ii) weight / mass of drop decreases OR downward force decreases
OR upward force (due to electric field) > weight of drop B1
Total: 8
9 (a) 4.5 V B1
1 / R = 1 / R1+1 / R2 OR R1R2 / (R1+R2) C1
9 (b) (i)
(R =) 20 Ω A1
9 (b) (ii) adds 55 to candidate’s previous line B1
I = V / R in any form OR V / R C1
9 (b) (iii)
(I = 4.5 / 75 =) 0.060 A A1
9 (c) (i) reference to 55 Ω resistor B1

9 (c) (ii) reference to 60 Ω resistor B1

Total: 8
11 (a) (i) (region) where a force acts on a charge B1

11 (a) (ii) direction of the force acting on a positive charge B1

at least 4 radial equally spaced straight lines drawn from surface of B1
11 (b) sphere
arrows on lines pointing away from sphere B1
charges on sphere attract electrons (from earth)
11 (c) (i) B1
OR there is a p.d. between the sphere and the earth
I = Q / t in any form OR Q / t OR 20 × 10-6 / (20 × 60) C1
1.7 × 10-8 A A1
11 (c) (ii) OR
I = Q / t in any form OR Q / t OR 20 / (20 × 60) (C1)
0.017 μA (A1)
Total: 7
Notes about the mark scheme are available separately.

6: Electricity 2 - Topic questions Copyright © UCLES 2017 6

Cambridge IGCSE™

5: Electromagnetism – Topic questions Paper 4

The questions in this document have been compiled from a number of past papers, as indicated in the table below.

Use these questions to formatively assess your learners’ understanding of this topic.

Question Year Series Paper number

8 2016 June 41
8 2016 June 42
10 2016 November 41

The mark scheme for each question is provided at the end of the document.

You can find the complete question papers and the complete mark schemes (with additional notes where available) on
the School Support Hub at [Link]/support

5: Electromagnetism - Topic questions (Paper 4) Copyright © UCLES 2017 1

8 (a) Two straight, vertical wires X and Y pass through holes in a horizontal card.

Fig. 8.1 shows the card viewed from above.

card

wire X Y wire
in hole in hole

Fig. 8.1

There is a current in each wire in a downward direction (into the page).

(i) The magnetic field at Y due to the current in X produces a force on Y.

Place a tick in each blank column of the table to indicate the direction of this magnetic
field and the direction of the force.

magnetic field force

at Y on Y

towards the top of the page

towards the bottom of the page

to the left

to the right

into the page

out of the page

[2]

5: Electromagnetism - Topic questions (Paper 4) Copyright © UCLES 2017 2

(ii) State and explain whether there is also a force on wire X.

................................................................................................................................

................................................................................................................................ [1]

(b) Fig. 8.2 shows a d.c. supply connected to the input of a transformer.

iron core

d.c. supply galvanometer

Fig. 8.2

When switch S is first closed, the needle of the galvanometer deflects briefly, then returns to
zero.

Explain why the brief deflection occurs.

...........................................................................................................................................

........................................................................................................................................... [3]

[Total: 6]

5: Electromagnetism - Topic questions (Paper 4) Copyright © UCLES 2017 3

8 (a) Fig. 8.1 shows a coil wound around a steel bar that is initially unmagnetised.

Any appropriate power supply can be connected between the terminals A and B. No other
apparatus is available.

steel bar

A B

Fig. 8.1

Describe

• how the steel bar can be magnetised,

• how the steel bar can then be demagnetised.

magnetised: ......................................................................................................................

...........................................................................................................................................

demagnetised: ..................................................................................................................

...........................................................................................................................................

........................................................................................................................................... [4]

5: Electromagnetism - Topic questions (Paper 4) Copyright © UCLES 2017 4

(b) Fig. 8.2 shows a transformer.

240 V
P S lamp
mains

Fig. 8.2
A 240 V mains supply is connected to the primary coil P. The voltage across the secondary
coil S is 12 V. A lamp, in series with a 3.0 A fuse, is connected to S.

The number of turns in the coils of the transformer is not shown accurately in Fig. 8.2.

Predict, with a suitable calculation, whether the fuse blows when there is a current of 0.20 A
in the primary coil.

...........................................................................................................................................

........................................................................................................................................... [3]

[Total: 7]

5: Electromagnetism - Topic questions (Paper 4) Copyright © UCLES 2017 5

10 Fig. 10.1 shows a wire AB suspended on two supports so that it is between the poles of a strong
magnet.

The wire AB is loosely held so that it is free to move.

A B
S
support support
N

magnet
power supply

Fig. 10.1

Describe and explain any movement of the wire AB when there is

(a) a large direct current (d.c.) in the wire in the direction from A to B,

...................................................................................................................................................

...............................................................................................................................................[3]

(b) a large alternating current (a.c.) in the wire.

...................................................................................................................................................

...............................................................................................................................................[2]

[Total: 5]

5: Electromagnetism - Topic questions (Paper 4) Copyright © UCLES 2017 6

Question Answer Mark
Magnetic field at Y: ‘towards the bottom of the page’ ticked B1
8 (a) (i)
Force at Y: ‘to the left’ ticked B1
There is a force on X
because of the (magnetic) field caused by Y
8 (a) (ii) B1
OR due to the (magnetic) field around / of Y
OR the (magnetic) fields due to X and Y interacting
Change in current / field is brief / for short time / occurs as switch closes B1
Changing magnetic field / flux links with secondary coil / other
8 (b)
coil / core OR field / flux lines cut coil B1
Causes induced voltage / current B1
Total: 6
connect d.c. supply (to terminals / circuit) B1
switch on B1
8 (a)
connect a.c. supply (to terminals / circuit) M1
withdraw rod from solenoid / reduce current A1
IpVp = IsVs OR (Is =) IpVp / Vs C1
8 (b) (0.2 × 240 / 12 =) 4.0 (A) A1
fuse blows / does not blow B1
Total: 7
(Wire) moves vertically or down (page) C1
Moves up (page) A1
10 (a)
OR Magnetic field is into the page
OR (Fleming’s) left hand-rule applies B1
Moves up and down (page) / vibrates up and down (page) B1
10 (b) (Vertical) force on wire alternates OR due to interaction of field of magnet B1
and alternating field (of current)
Total: 5
Notes about the mark scheme are available separately.

5: Electromagnetism - Topic questions (Paper 4) Copyright © UCLES 2017 7

Cambridge IGCSE™

11: Electronics – Topic questions Paper 4

The questions in this document have been compiled from a number of past papers, as indicated in the table below.

Use these questions to formatively assess your learners’ understanding of this topic.

Question Year Series Paper number

10 2016 June 41
11 2016 March 42
7 2016 November 42

The mark scheme for each question is provided at the end of the document.

You can find the complete question papers and the complete mark schemes (with additional notes where available) on
the School Support Hub at [Link]/support

11: Electronics - Topic questions (Paper 4) Copyright © UCLES 2017 1

10 (a) (i) Fig. 10.1 shows the symbol for a circuit component.

Fig. 10.1

Name this component.

................................................................................................................................ [1]

(ii) In the space below, draw the symbol for a NOT gate.

[1]
(b) Fig. 10.2 shows a digital circuit.

A C
B

E
D

Fig. 10.2

Complete the truth table for this circuit.

input A input B output C input D output E

0 0 0

0 0 1

0 1 0

0 1 1

1 0 0

1 0 1

1 1 0

1 1 1

[3]

11: Electronics - Topic questions (Paper 4) Copyright © UCLES 2017 2

(c) Suggest a modification to the circuit in Fig. 10.2 to produce the output Z in the truth table below.
It may help you to compare this truth table with the truth table in (b).

input A input B input D output Z

0 0 0 0

0 0 1 0

0 1 0 0

0 1 1 0

1 0 0 0

1 0 1 0

1 1 0 0

1 1 1 1

...........................................................................................................................................

........................................................................................................................................... [1]

[Total: 6]

11: Electronics - Topic questions (Paper 4) Copyright © UCLES 2017 3

11 (a) (i) Fig. 11.1 shows the symbol for a logic gate and its truth table.
input A input B output
A 0 0 0
output 1 0 0
B 0 1 0
1 1 1

Fig. 11.1

State the name of this logic gate. ............................................................[1]

(ii) Complete the truth table for the logic gate shown in Fig. 11.2.

input A input B output

A 0 0
output 1 0
B 0 1
1 1

Fig. 11.2
[2]

(b) Fig. 11.3 shows the system of logic gates used to ensure the security of the strongroom of a
bank.

A
B D

C
E

Fig. 11.3

The strongroom door will only open when the output F is logic 1.

Complete the table to show the logic states at A, B, C, D and E when the strongroom door
can be opened.

input A input B input C output D output E output F

1
[3]

[Total: 6]

11: Electronics - Topic questions (Paper 4) Copyright © UCLES 2017 4

7 (a) In the space below, draw the circuit symbol for a thermistor.

[1]

(b) Fig. 7.1 shows the connections between two logic gates.

A D
B

E
C

Fig. 7.1

Complete the truth table of this combination of logic gates.

inputs intermediate output

point
A B C D E

0 1 1

1 0 1

1 1 0

1 1 1

[3]

[2]

[Total: 6]

11: Electronics - Topic questions (Paper 4) Copyright © UCLES 2017 5

Question Answer Mark

10 (a) (i) light emitting diode OR LED B1

10 (a) (ii) B1

column C column E
0 0
0 1
B3
0 0
10 (b) 0 1
0 0
0 1
1 1
1 1

10 (c) replace the OR gate with an AND gate B1

Total: 6
11 (a) AND (gate) B1
001
100
11 (b) B2
010
110

A B C D E F B3
11 (c)
1 1 0 1 1 1

Total: 6

7 (a) B1

first 2 rows of D both 0 B1

last 2 rows of D both 1 B1
7 (b)
each row of column E logical OR of (column C and candidate’s column B1
D)
two single inputs 0 AND 1 B1
7 (c)
two correct single outputs 1 AND 0 B1
Total: 6
Notes about the mark scheme are available separately.

11: Electronics - Topic questions (Paper 4) Copyright © UCLES 2017 6

Cambridge IGCSE™

3: Energy – Topic questions Paper 4

The questions in this document have been compiled from a number of past papers, as indicated in the table below.

Use these questions to formatively assess your learners’ understanding of this topic.

Question Year Series Paper number

3 2015 June 33
3 2016 June 42
4 2016 March 42

The mark scheme for each question is provided at the end of the document.

You can find the complete question papers and the complete mark schemes (with additional notes where available) on
the School Support Hub at [Link]/support

3: Energy - Topic questions (Paper 4) Copyright © UCLES 2017 1

3 (a) The boxes on the left contain the names of some sources of energy. The boxes on the right
contain properties of some sources of energy.

Draw two straight lines from each box on the left to the two boxes on the right which describe
that source of energy.

renewable

solar energy
not renewable

polluting
natural gas

not polluting

[2]

(b) Coal-fired power stations are polluting.

State an advantage of using coal as a source of energy.

...................................................................................................................................................

...............................................................................................................................................[1]

Some of this energy is stored by pumping water up to a mountain lake. When there is high
demand for electricity, the water is allowed to flow back through turbines to generate electricity.

On one occasion, 2.05 × 108 kg of water is pumped up through a vertical height of 500 m.

(i) Calculate the weight of the water.

weight = ...........................................................[1]

3: Energy - Topic questions (Paper 4) Copyright © UCLES 2017 2

(ii) Calculate the gravitational potential energy gained by the water.

energy gained = ...........................................................[2]

(iii) The electrical energy used to pump the water up to the mountain lake is 1.2 × 1012 J.
Only 6.2 × 1011 J of electrical energy is generated when the water is released.

Calculate the efficiency of this energy storage scheme.

efficiency = ...........................................................[2]

[Total: 8]

3: Energy - Topic questions (Paper 4) Copyright © UCLES 2017 3

3 Fig. 3.1 shows a cabin used to transport passengers up a hillside.

NOT TO
SCALE C
drive pulley
connected to
electric motor

pulley 50 m
cable

pulley A B
pulley
cabin
support cabin

Fig. 3.1

The cabin is attached to a cable which moves horizontally from A to B, then up the hill from B to C.

(a) There is an electrical input of energy to the motor which moves the cable.

Place two ticks against types of energy that increase as the cabin moves horizontally at
constant speed from A to B.

kinetic energy of the cabin

gravitational potential energy of the cabin

gravitational potential energy of the cable

internal energy of the surroundings

internal energy of the wires of the motor

[2]

(b) The cabin and passengers have a total mass of 800 kg. The vertical distance between
B and C is 50 m.

Calculate the increase of gravitational potential energy of the cabin and passengers when they
move from B to C.

energy = ................................................................. [2]

3: Energy - Topic questions (Paper 4) Copyright © UCLES 2017 4

The weight of the cabin pulls the cable, which rotates the motor. The electric motor acts as a
generator when rotated in this way.

Explain the environmental and economic benefits of this arrangement.

...........................................................................................................................................

........................................................................................................................................... [3]

[Total: 7]

3: Energy - Topic questions (Paper 4) Copyright © UCLES 2017 5

4 (a) The source of solar energy is the Sun.

Tick the box next to those resources for which the Sun is also the source of energy.

coal

geothermal

hydroelectric

nuclear

wind [2]

(b) Fig. 4.1 shows a solar water-heating panel on the roof of a house.

copper tubes,
painted black

roof

Fig. 4.1

Cold water flows into the copper tubes, which are heated by solar radiation. Hot water flows
out of the tubes and is stored in a tank.

(i) Explain why the tubes are made of copper and are painted black.

...........................................................................................................................................

.......................................................................................................................................[2]

(ii) In 5.0 s, 0.019 kg of water flows through the tubes. The temperature of the water increases
from 20 °C to 72 °C. The specific heat capacity of water is 4200 J / (kg °C).

Calculate the thermal energy gained by the water in 5.0 s.

thermal energy = ...........................................................[3]

3: Energy - Topic questions (Paper 4) Copyright © UCLES 2017 6

(iii) The efficiency of the solar panel is 70%.
Calculate the power of the solar radiation incident on the panel.

power = ...........................................................[2]

[Total: 9]

3: Energy - Topic questions (Paper 4) Copyright © UCLES 2017 7

Question Answer Mark

lines from solar energy to boxes 1 AND 4 only B1 B1

3 (a)
lines from natural gas to boxes 2 AND 3 only B1
(relatively) cheap OR widely available OR can be used on a large scale
3 (b) B1
OR always available
3 (c) (i) 2.05 × 109 N B1

use of mgh OR weight × h C1

3 (c) (ii)
1.03 × 1012 J NOT ecf from (i) A1

output energy ÷ input energy OR 6.2 × 1011 ÷ 1.2 × 1012 C1

3 (c) (iii)
0.52 OR 52 % A1

Total: 8

internal energy of surroundings Box 4 B1

3 (a)
internal energy of wires of motor Box 5 B1

(change of g.p.e. =) mgh C1

3 (b)
(800 × 10 × 50 = ) 400 000 J OR 400 kJ A1
any three from the following four: B3
• electrical energy generated
3 (c) • sensible use of electrical energy
• sensible economic comment
• sensible environmental comment
Total: 7

4 (a) Coal, hydroelectric and wind boxes ticked B2

Copper is a good conductor of thermal energy / heat B1

4 (b) (i)
Black surface is a good / the best absorber of radiation / infra-red B1

Temp rise = ) 72 – 20 = 52 (°C) C1

4 (b) (ii) (Q =) mcΔθ OR 0.019 × 4200 × 52 C1
4100 J A1

Efficiency = (power) output / (power) input (× 100)

4100
� �x 100 4100 x 100 C1
4 (b) (iii) OR 70 5
OR OR rearranged
power input power input A1
Power input = 1200 W

Total: 9
Notes about the mark scheme are available separately.

3: Energy - Topic questions (Paper 4) Copyright © UCLES 2017 8

Cambridge IGCSE™

1: Light – Topic questions Paper 4

The questions in this document have been compiled from a number of past papers, as indicated in the table below.

Use these questions to formatively assess your learners’ understanding of this topic.

Question Year Series Paper number

7 2016 June 41
7 2016 March 42
7 2016 November 41

The mark scheme for each question is provided at the end of the document.

You can find the complete question papers and the complete mark schemes (with additional notes where available) on
the School Support Hub at [Link]/support

1: Light - Topic questions (Paper 4) Copyright © UCLES 2017 1

7 (a) (i) A ray of light passes through a length of curved optical fibre.

Draw a diagram showing the fibre and the path of the ray of light.

[1]

(ii) Describe one use of optical fibres in medicine. You may draw a diagram.

................................................................................................................................

................................................................................................................................ [3]

1: Light - Topic questions (Paper 4) Copyright © UCLES 2017 2

(b) Draw a straight line from each wave on the left to the most appropriate speed.

90 m / s
(9 × 10)

6000 m / s
light in air (6 × 103)

100 000 m / s
(1 × 105)
microwaves in
a vacuum
1 000 000 m / s
(1 × 106)

300 000 000 m / s

sound in steel
(3 × 108)

60 000 000 000 m / s

(6 × 1010)
[3]

(c) The refractive index of a block of glass is 1.5.

Use your value for the speed of light from (b) to calculate the speed of light in this block.

speed = ................................................................. [2]

[Total: 9]

1: Light - Topic questions (Paper 4) Copyright © UCLES 2017 3

7 (a) Explain what is meant by

(i) total internal reflection,

...........................................................................................................................................

.......................................................................................................................................[1]

(ii) critical angle.

...........................................................................................................................................

.......................................................................................................................................[1]

(b) Fig. 7.1 shows a ray of light, travelling in air, incident on a glass prism.

60°

30°

Fig. 7.1

(i) The speed of light in air is 3.0 × 108 m / s. Its speed in the glass is 2.0 × 108 m / s.

Calculate the refractive index of the glass.

refractive index = ...........................................................[2]

1: Light - Topic questions (Paper 4) Copyright © UCLES 2017 4

(ii) Show that the critical angle for the glass-air boundary is 42°.

[1]

(iii) On Fig. 7.1, draw carefully, without calculation, the continuation of the ray through the
prism and into the air. [3]

[Total: 8]

1: Light - Topic questions (Paper 4) Copyright © UCLES 2017 5

7 Fig. 7.1 shows a box ABCD.

A B

prism 1

ray of light

box

emergent ray

D C

Fig. 7.1

The box contains two identical glass prisms, one of which is shown. Light incident on prism 1
undergoes total internal reflection within the glass.

(a) (i) On Fig. 7.1, complete the path of the ray of light through prism 1. [2]

(ii) On Fig. 7.1, draw a second prism inside the dashed square, positioned so that the light
reflects inside the glass and emerges from the box as shown. Complete the path of the
ray. [2]

(b) Select the statements that correctly describe the necessary conditions for the light to undergo
total internal reflection. Tick two boxes.

The angle of incidence in the glass is less than the critical angle of light in the glass.

The angle of incidence in the glass is greater than the critical angle of light in the
glass.

The angle of reflection in the glass is equal to the angle of refraction.

The speed of light in the glass is greater than the speed of light in air.

The speed of light in the glass is equal to the speed of light in air.

The speed of light in the glass is less than the speed of light in air.
[2]

[Total: 6]

1: Light - Topic questions (Paper 4) Copyright © UCLES 2017 6

Question Answer Mark
sketch of curved optic fibre with light ray undergoing at least one total
7 (a) (i) B1
internal reflection
light travels down (optic) fibres into or out of body B1
to examine internal organ / part B1
light travels both ways into and out of body B1
OR
7 (a) (ii) to destroy (cancerous) cells (B1)
by heating (B1)
OR
endoscope / fibre bundle inserted into body (B1)
to view internal organ body part OR for keyhole surgery (B1)

Light in air: 3 × 108 m / s B1

7 (b) Microwaves in vacuum: 3 × 108 m / s B1
Sound in steel: 6000 m / s B1

n = speed in air / speed in glass (or rearranged)

7 (c) OR 1.5 = 3 × 108 / speed in glass (or rearranged) C1
2.0 × 108 m / s A1

Total: 9

reflection in a more dense material where there is no refracted ray owtte B1

7 (a) (i)
OR all light in a more dense material is reflected owtte
e.g. the greatest angle of incidence (in the material) at which refraction B1
occurs
OR the angle of incidence (in the material) at which the refracted B1
7 (a) (ii)
ray travels along the boundary / angle of refraction is 90°
OR the angle of incidence / (in the material) above which total internal
reflection occurs
(refractive index =) speed of light in air / speed of light in glass M1
7 (b) (i) OR 3.0 × 108 / 2.0 × 108
A1
= 1.5
sin c = 1 / n OR 1 / 1.5 seen B1
7 (b) (ii)
(c = 42°)

no change of direction at first face B1

7 (b) (iii) total internal reflection at hypotenuse with i = r by eye B1
refraction with r greater than i at lower face B1

Total: 8

1: Light - Topic questions (Paper 4) Copyright © UCLES 2017 7

Question Answer Mark

ray continues through first face, without bending, to sloping face M1

7 (a) (i)
ray reflected vertically down at sloping face A1
prism drawn with correct orientation in square M1
7 (a) (ii)
correct reflection to produce emergent ray A1

tick in box 2 B1
7 (b)
tick in box 6 B1

Total: 6
Notes about the mark scheme are available separately.

1: Light - Topic questions (Paper 4) Copyright © UCLES 2017 8

Cambridge IGCSE™

4: Mechanics 1 – Topic questions Paper 4

The questions in this document have been compiled from a number of past papers, as indicated in the table below.

Use these questions to formatively assess your learners’ understanding of this topic.

Question Year Series Paper number

1 2016 June 41
1 2016 March 42
1 2016 November 41

The mark scheme for each question is provided at the end of the document.

You can find the complete question papers and the complete mark schemes (with additional notes where available) on
the School Support Hub at [Link]/support

4: Mechanics 1 - Topic questions (Paper 4) Copyright © UCLES 2017 1

1 (a) A bus travels at a constant speed. It stops for a short time and then travels at a higher constant
speed.

Using the axes in Fig. 1.1, draw a distance-time graph for this bus journey.

distance

0
0 time

Fig. 1.1
[3]

(b) A lift (elevator) starts from rest at the ground floor of a building.

Fig. 1.2 is the speed-time graph for the motion of the lift to the top floor of the building.

4.0

speed
m/s
3.0

2.0

1.0

0
0 5 10 15 20 25
time / s
Fig. 1.2

4: Mechanics 1 - Topic questions (Paper 4) Copyright © UCLES 2017 2

Use the graph to determine the distance from the ground floor to the top floor of the building.

distance = ................................................................. [4]

[Total: 7]

4: Mechanics 1 - Topic questions (Paper 4) Copyright © UCLES 2017 3

1 A driving instructor gives a student a sudden order to stop the car in the shortest possible time.
Fig. 1.1 shows the speed-time graph of the motion of the car from the moment the order is given.

30
speed
m/s

0
0 1.0 2.0 3.0 4.0 5.0
time t / s
Fig. 1.1

(a) The order to stop is given at time t = 0 s.

(i) State the speed of the car at t = 0 s.

speed = ...........................................................[1]

(ii) Suggest why the car continues to travel at this speed for 0.9 s.

...........................................................................................................................................

.......................................................................................................................................[1]

(b) Calculate

(i) the deceleration of the car between t = 0.9 s and t = 4.0 s,

deceleration = ...........................................................[2]

(ii) the total distance travelled by the car from t = 0 s.

distance = ...........................................................[3]

4: Mechanics 1 - Topic questions (Paper 4) Copyright © UCLES 2017 4

(c) Describe and explain a danger to a driver of not wearing a safety belt during a sudden stop.
...................................................................................................................................................

...................................................................................................................................................

...............................................................................................................................................[2]

[Total: 9]

4: Mechanics 1 - Topic questions (Paper 4) Copyright © UCLES 2017 5

An astronaut on the Moon drops a feather from rest, off the top of a small cliff. The acceleration
due to gravity on the Moon is 1.6 m / s2. There is no air on the Moon.

(a) The feather falls for 4.5 s before it hits the ground.

(i) On Fig. 1.1, draw the speed-time graph for the falling feather. [2]

speed
m/s
6

0
0 1 2 3 4 5
time / s

Fig. 1.1

(ii) Determine the distance fallen by the feather.

distance = .......................................................... [2]

4: Mechanics 1 - Topic questions (Paper 4) Copyright © UCLES 2017 6

(b) On Fig. 1.2, sketch the shape of a speed-time graph for the same feather falling on Earth.

speed

0
0 time

Fig. 1.2
[2]

...................................................................................................................................................

...............................................................................................................................................[2]

[Total: 8]

4: Mechanics 1 - Topic questions (Paper 4) Copyright © UCLES 2017 7

Question Answer Mark

from time zero, line of constant positive gradient, not necessarily from B1
origin
1 (a)
horizontal line from end of sloping line B1
line of steeper positive gradient from end of horizontal line B1
(distance =) area under graph stated C1
0.5 × 7.5 × 3.3 (= 12.375) C2
+ 12.5 × 3.3 (= 41.25)
+ 0.5 × 5 × 3.3 (= 8.25)
1 (b)
OR ½ (a + b)h (C1)
= 0.5 × (25 + 12.5) × 3.3 (C1)
OR (25 × 3.3) – (0.5 × 12.5 × 3.3) (C2)
62 m A1
Total: 7
1 (a) (i) 8 m/s B1

1 (a) (ii) (0.90s is) driver’s time to react B1

(a =) (v – u) / t OR Δv / t OR either in words OR (18 – 0) / 3.1 C1

OR 18 / 3.1
5.8 m / s2 A1
1 (b) (i)
OR
Values from any correct points on graph (C1)
Answer dependent on accuracy of chosen points (A1)
Evidence of use of: (distance =) area under graph e.g. 1 / 2bh C1
1 (b) (ii) (18 × 0.9) + (0.5 × 3.1 × 18) C1
44 m A1
(Without seat belt, driver:) e.g. keeps moving (forwards) / does not stop / B1
1 (c) has inertia / has momentum
(Driver) hits steering wheel / windscreen / dashboard B1
Total: 9
Straight line from origin to (4.5 s, 7.2 m/s) B2
1 (a) (i)
Tolerance in plotting: ½ a square
Use of area stated or implied by numbers used C1
OR average speed ⋅ time OR s = (u+v) / t / 2 OR vt / 2 A1
1 (a) (ii) OR 0.5 ⋅ 4.5 ⋅ 7.2
16(.2) m
Rises from origin and curves with decreasing gradient B1
1 (b)
Finishes horizontal B1
Speed is scalar Velocity is vector B1
Speed has magnitude / size / value (only) B1
1 (c)
Velocity has magnitude / size / value and direction
OR velocity has direction; speed does not
Total: 8
Notes about the mark scheme are available separately.

4: Mechanics 1 - Topic questions (Paper 4) Copyright © UCLES 2017 8

Cambridge IGCSE™

8: Mechanics 2 – Topic questions Paper 4

The questions in this document have been compiled from a number of past papers, as indicated in the table below.

Use these questions to formatively assess your learners’ understanding of this topic.

Question Year Series Paper number

2 2016 June 41
3 2016 June 41
2 2016 March 42

The mark scheme for each question is provided at the end of the document.

You can find the complete question papers and the complete mark schemes (with additional notes where available) on
the School Support Hub at [Link]/support

8: Mechanics 2 - Topic questions (Paper 4) Copyright © UCLES 2017 1

2 Fig. 2.1 shows a dummy of mass 70 kg used in a crash test to investigate the safety of a new car.

passenger dummy
barrier compartment
windscreen

Fig. 2.1

The car approaches a solid barrier at 20 m / s. It crashes into the barrier and stops suddenly.

(a) (i) Calculate the momentum of the dummy immediately before the crash.

momentum = ................................................................. [2]

(ii) Determine the impulse that must be applied to the dummy to bring it to rest.

impulse = ................................................................. [1]

8: Mechanics 2 - Topic questions (Paper 4) Copyright © UCLES 2017 2

(b) In the crash test, the passenger compartment comes to rest in 0.20 s.

Calculate the deceleration of the passenger compartment.

deceleration = ................................................................. [2]

(c) The seat belt and air bag bring the dummy to rest so that it does not hit the windscreen.
2
The dummy has an average deceleration of 80 m / s .

Calculate the average resultant force applied to the dummy, of mass 70 kg.

force = ................................................................. [2]

(d) The deceleration of the dummy is less than the deceleration of the passenger compartment.

Explain why this is of benefit for the safety of a passenger.

...........................................................................................................................................

........................................................................................................................................... [2]

[Total: 9]

8: Mechanics 2 - Topic questions (Paper 4) Copyright © UCLES 2017 3

3 Fig. 3.1 shows an oil tank that has a rectangular base of dimensions 2.4 m by 1.5 m.

oil

depth of oil
1.5 m

1.5 m

2.4 m

Fig. 3.1

3
The tank is filled with oil of density 850 kg / m to a depth of 1.5 m.

(a) Calculate

(i) the pressure exerted by the oil on the base of the tank,

pressure = ................................................................. [2]

(ii) the force exerted by the oil on the base of the tank.

force = ................................................................. [2]

8: Mechanics 2 - Topic questions (Paper 4) Copyright © UCLES 2017 4

(b) The force calculated in (a)(ii) is the weight of the oil.

Calculate the mass of oil in the tank.

mass = ................................................................. [1]

(c) When he is checking the level of oil in the tank, a man drops a brass key into the oil and it
sinks to the bottom of the oil.

(i) State what this shows about the density of brass.

................................................................................................................................ [1]

(ii) Explain how attaching the key to a piece of wood could prevent the key from sinking.

................................................................................................................................

................................................................................................................................ [1]

[Total: 7]

8: Mechanics 2 - Topic questions (Paper 4) Copyright © UCLES 2017 5

2 Fig. 2.1 shows a hammer being used to drive a nail into a piece of wood.

hammer head

nail

wood

Fig. 2.1

The mass of the hammer head is 0.15 kg.

The speed of the hammer head when it hits the nail is 8.0 m / s.
The time for which the hammer head is in contact with the nail is 0.0015 s.

The hammer head stops after hitting the nail.

(a) Calculate the change in momentum of the hammer head.

change in momentum = ...........................................................[2]

(b) State the impulse given to the nail.

impulse = ...........................................................[1]

average force = ...........................................................[2]

[Total: 5]

8: Mechanics 2 - Topic questions (Paper 4) Copyright © UCLES 2017 6

Question Answer Mark
mv – mu OR m(v – u) OR mv OR 0.15 × 8.0 C1
2 (a)
1.2 N s or kg m / s A1
2 (b) (i) 1.2 N s or kg m / s B1
F = (mv – mu) / t OR F = mv / t OR impulse / t OR 1.2 / 0.0015 C1
800 N A1
2 (c) OR
(F =) ma OR m[(v – u) / t] OR 0.15 × 8 / 0.0015 (C1)
800 N (C1)
Total: 5
(momentum =) mv OR 70 × 20 C1
2 (a) (i)
= 1400 kg m / s OR N s A1
2 (a) (ii) same numerical answer as (a)(i) with either unit OR 1400 kg m / s B1
(a = ) change of velocity / time OR (v – u) /t OR 20 / 0.2 C1
2 (b)
100 m / s2 A1
(F =) ma OR 70 x 80 C1
2 (c)
5600 N A1
Force / impact on passenger or dummy less (than without seat belt / M1
2 (d) airbag)
Passenger less likely to be injured / hurt / damaged A1
Total: 9
(P =) hdg OR 1.5 × 850 × 10 C1
OR
3 (a) (i)
mg / area of base OR 850 × 2.4 × 1.5 × 1.5 × 10 / (2.4 × 1.5) (C1)
13 000 Pa or N/m2 A1
P = F/A OR (F =) PA OR 12 750 × 1.5 × 2.4 OR 12 750 × 3.6 C1
46 000 N A1
3 (a) (ii) OR
(Force = ) weight of oil = mg = 2.4 × 1.5 × 1.5 × 850 × 10 (C1)
46 000 N (A1)
(46000 / 10 = ) 4600 kg
3 (b) B1
OR m = Vd = (2.4 × 1.5 × 1.5) × 850 = 4600 kg
(density of brass) greater than that of oil / 850 kg / m3
3 (c) (i) B1
OR brass denser than oil
3 (c) (ii) (it won’t sink as average) density of wood + key less than density of oil B1
Total: 7
Notes about the mark scheme are available separately.

8: Mechanics 2 - Topic questions (Paper 4) Copyright © UCLES 2017 7

Cambridge IGCSE™

7: Thermal physics – Topic questions Paper 4

The questions in this document have been compiled from a number of past papers, as indicated in the table below.

Use these questions to formatively assess your learners’ understanding of this topic.

Question Year Series Paper number

4 2016 June 41
5 2016 June 41
5 2016 March 42

The mark scheme for each question is provided at the end of the document.

You can find the complete question papers and the complete mark schemes (with additional notes where available) on
the School Support Hub at [Link]/support

7: Thermal physics - Topic questions (Paper 4) Copyright © UCLES 2017 1

4 (a) Explain, in terms of molecules, why it is possible to compress a gas, but not a liquid.

...........................................................................................................................................

........................................................................................................................................... [2]

(b) Two containers made of insulating material contain the same volume of water at room
temperature. The containers do not have lids. The volume of liquid in each container gradually
decreases.

(i) After a certain time, the temperature of the water has decreased to below room
temperature.

Explain, in terms of molecules, why the temperature has decreased.

................................................................................................................................

................................................................................................................................ [2]

(ii) One of the containers is wide and shallow. The other container is narrow and deep.

Predict which container has the greater rate of cooling. Explain your answer.

................................................................................................................................

................................................................................................................................ [2]

[Total: 6]

7: Thermal physics - Topic questions (Paper 4) Copyright © UCLES 2017 2

5 (a) State what happens to the molecules of a gas in a sealed container when the temperature of
the gas is increased.

........................................................................................................................................... [1]

(b) A quantity of gas is contained in a sealed container of fixed volume. The temperature of the
gas is increased.

State, in terms of molecules, two reasons why the pressure of the gas increases.

1. .....................................................................................................................................

2. .....................................................................................................................................

[2]

3
(c) A helium-filled weather balloon is held at ground level. The volume of the balloon is 4800 m .
The pressure of the helium is 98 kPa.
3
The balloon is released and rises to a height where the volume of the balloon is 7200 m .

(i) Calculate the new pressure of the helium. Assume that the temperature stays constant.

pressure = ................................................................. [2]

(ii) Suggest why it may be necessary to release helium from the balloon as it rises even
higher.

................................................................................................................................

................................................................................................................................ [1]

[Total: 6]

7: Thermal physics - Topic questions (Paper 4) Copyright © UCLES 2017 3

5 (a) A student carries out an experiment to find the relationship between the pressure p and the
volume V of a fixed mass of gas. The table contains four of her sets of measurements.

p / kPa 250 500 750 1000

V / cm3 30.0 15.2 9.8 7.6

(i) Use the data in the table to suggest the relationship between the pressure and the
volume in this experiment. Explain how you reach your conclusion.

...........................................................................................................................................

.......................................................................................................................................[2]

(ii) State the property of the gas, apart from the mass, that remains constant during the
experiment.

.......................................................................................................................................[1]

(b) A lake is 5.0 m deep. The density of the water is 1000 kg / m3.

(i) Calculate the pressure at the bottom of the lake due to this depth of water.

pressure = ...........................................................[2]

(ii) A bubble of gas escapes from the mud at the bottom of the lake and rises to the surface.

Place one tick in each row of the table to indicate what happens to the volume, the mass
and the density of the gas in the bubble. Assume that no gas or water vapour enters or
leaves the bubble.

increases stays the same decreases

volume of bubble

mass of gas in bubble

density of gas in bubble

[2]

[Total: 7]

7: Thermal physics - Topic questions (Paper 4) Copyright © UCLES 2017 4

Question Answer Mark
Gas molecules (very) far apart OR empty space between gas molecules B1
4 (a) Molecules of liquid (very) close together / compact OR are touching B1
(each other)
Faster / more energetic water molecules evaporate / escape / leave B1
4 (b) (i)
Slower / less energetic molecules remain (so temperature is lower) B1
Water in wide container AND has water with larger surface (area) B1
4 (b) (ii) Rate of evaporation higher / faster / quicker
OR higher chance of evaporation B1
Total: 6
One of 1, 2 or 3:
1 Molecules move faster OR have more k.e. / momentum
5 (a) B1
2 Molecules hit walls more often / more frequently
3 Molecules hit walls with greater force / impulse / harder
5 (b) 1 mark for each of 1, 2 and 3 in (a) not given as answer to (a) B2
PV = constant OR P1V1 = P2V2 OR 98 × 4800 = P × 7200 C1
5 (c) (i)
65 kPa A1
To prevent the balloon bursting (as its volume increases)
5 (c) (ii) OR to reduce the pressure inside the balloon B1
OR pressure difference between inside and outside balloon rises
Total: 6
P × V values are 7500 or about 7500 B1
5 (a) (i) OR If P / pressure doubles, V / volume halves OR vice versa B1
(so) PV = constant OR P α 1 / V OR either in words
5 (a) (ii) temperature B1
P = hdg OR 5.0 × 10 × 1000 C1
5 (b) (i)
50 000 Pa or 50 kPa A1
Volume of bubble increases
5 (b) (ii) Mass of gas stays the same B2
Density of gas decreases
Total: 7
Notes about the mark scheme are available separately.

7: Thermal physics - Topic questions (Paper 4) Copyright © UCLES 2017 5

Cambridge IGCSE™

9: Waves – Topic questions Paper 4

The questions in this document have been compiled from a number of past papers, as indicated in the table below.

Use these questions to formatively assess your learners’ understanding of this topic.

Question Year Series Paper number

6 2016 June 41
6 2016 March 42
6 2016 November 41

The mark scheme for each question is provided at the end of the document.

You can find the complete question papers and the complete mark schemes (with additional notes where available) on
the School Support Hub at [Link]/support

9: Waves - Topic questions (Paper 4) Copyright © UCLES 2017 1

6 (a) Two students are measuring the speed of sound.

The students are provided with a starting pistol, a stopwatch and a long measuring tape. The
starting pistol, when fired, produces a loud sound and a puff of smoke at the same instant.

Describe how the students use the apparatus and how they calculate the speed. You may
draw a diagram.

...........................................................................................................................................

........................................................................................................................................... [4]

9: Waves - Topic questions (Paper 4) Copyright © UCLES 2017 2

(b) A device at the bottom of the sea emits a sound wave of frequency 200 Hz.

(i) The speed of sound in sea-water is 1500 m / s.

Calculate the wavelength of the sound in sea-water.

wavelength = ................................................................. [2]

(ii) The sound wave passes from the sea-water into the air.

State what happens, if anything, to

• the frequency of the sound, ...............................................................................

................................................................................................................................

• the speed of the sound. .....................................................................................

................................................................................................................................

[2]

[Total: 8]

9: Waves - Topic questions (Paper 4) Copyright © UCLES 2017 3

6 (a) Fig. 6.1 represents the waveform of a sound wave. The wave is travelling at constant speed.

displacement
of particles

distance
along wave

Fig. 6.1

(i) On Fig. 6.1,

1. label with the letter X the marked distance corresponding to the amplitude of the
wave, [1]

2. label with the letter Y the marked distance corresponding to the wavelength of the
wave. [1]

(ii) State what happens to the amplitude and the wavelength of the wave if

1. the loudness of the sound is increased at constant pitch,

amplitude ...................................................................................................................

wavelength .................................................................................................................
[1]

2. the pitch of the sound is increased at constant loudness.

amplitude ...................................................................................................................

wavelength .................................................................................................................
[1]

(b) A ship uses pulses of sound to measure the depth of the sea beneath the ship. A sound pulse
is transmitted into the sea and the echo from the sea-bed is received after 54 ms. The speed
of sound in seawater is 1500 m / s.

Calculate the depth of the sea beneath the ship.

depth = ...........................................................[3]

[Total: 7]
9: Waves - Topic questions (Paper 4) Copyright © UCLES 2017 4
6 (a) (i) State a typical value for the speed of sound in air.
speed = ...........................................................[1]

(ii) State the range of frequencies that can be heard by a healthy human ear.

.......................................................................................................................................[1]

(b) A sound wave in air has a wavelength of 22 mm.

Fig. 6.1 represents wavefronts of this sound. These wavefronts are successive compressions.

22 mm

Fig. 6.1

(i) Using your value for the speed of sound in (a)(i), calculate the frequency of the sound
wave.

frequency = ...........................................................[2]

(ii) On Fig. 6.1, draw dotted lines to represent three different rarefactions. [1]

(iii) State, in terms of both molecules and pressure, what is meant by a rarefaction.

...........................................................................................................................................

.......................................................................................................................................[2]

[Total: 7]

Question Answer Mark
Method 1:
Long distance / distance in field measured with the tape B1
One student fires pistol at one end (of this distance) B1
Student at other end starts stop-watch on seeing smoke / light
from pistol and st / B1
ops stop-watch on hearing sound of pistol B1
speed = (measured) distance / (measured) time
6 (a)
Method 2:
Distance of 50 m or more from a vertical wall measured with (B1)
the tape (B1)
Student 1 fires pistol at this distance from the wall
Student 2 standing next to student 1 starts stop-watch on (B1)
hearing pistol and stops stop-watch on hearing echo (B1)
speed = 2 × (measured) distance / (measured) time
v = fλ OR (λ = ) v / f OR 1500 / 200 C1
6 (b) (i)
7.5 m A1
1 (frequency) does not change B1
6 (b) (ii)
2 (speed) decreases B1
Total: 8
1 mark amplitude with X B1
6 (a) (i)
2 mark wavelength with Y B1
1 amplitude increase and wavelength stays the same B1
6 (a) (ii)
2 amplitude stays the same and wavelength decreases B1
v = (total) distance / time OR d / t OR 2d / t in any form C1
6 (b) d = 1500 × 0.054 / 2 C1
40 m OR 41 m A1
Total: 7
6 (a) (i) 300 – 360 m / s B1

6 (a) (ii) 20 Hz – 20 KHz B1

v = f λ OR (f =) v / λ OR (a)(i) / 0.022 C1
6 (b) (i)
Correct answer: e.g. 330 m / s gives 15 000 Hz A1
Vertical dotted lines midway (by eye ) between each pair of
6 (b) (ii) compressions OR to right or left of compressions shown with correct B1
spacing (by eye)
(At rarefactions) molecules have above normal separation / far apart / B1
spread out
6 (b) (iii)
Pressure (of air) is below normal / low OR Molecules exert below normal B1
/ low pressure
Total: 7
Notes about the mark scheme are available separately.

Cambridge IGCSE™

2: Electricity 1 – Topic questions Paper 6

The questions in this document have been compiled from a number of past papers, as indicated in the table below.

Use these questions to formatively assess your learners’ understanding of this topic.

Question Year Series Paper number

3 2016 June 61
4 2016 June 63
1 2016 March 62

The mark scheme for each question is provided at the end of the document.

You can find the complete question papers and the complete mark schemes (with additional notes where available) on
the School Support Hub at [Link]/support

3 A student is investigating the resistance of a lamp filament.
The circuit is shown in Fig. 3.1.

power
supply
2.5 V

A
resistance
d
L wire

A C B

Fig. 3.1

(a) The student places a sliding contact C on the resistance wire at a distance d = 0.200 m from
point A. He measures the current I in the circuit and the p.d. V across the lamp L.

He repeats the procedure using values for d of 0.400 m, 0.600 m and 0.800 m. The readings
are shown in Table 3.1.

(i) Calculate the resistance R of the lamp filament for each set of readings. Use the equation
V
R= . [2]
I

(ii) Complete the column headings in the table. [1]

Table 3.1

appearance of
d/ V/ I/ R/
lamp filament

0.200 1.6 1.00 very bright

0.400 1.3 0.86 bright

0.600 1.0 0.74 dim

0.800 0.8 0.66 does not glow

(b) The student notices that the lamp does not glow when he takes the final set of readings. He
thinks that the filament has broken.

State whether the student is correct and give a reason for your answer.

statement ..................................................................................................................................

reason .......................................................................................................................................

...................................................................................................................................................
[1]

Suggest, referring to the observations, a reason why the resistance R may not be constant in
this experiment.

...................................................................................................................................................

.............................................................................................................................................. [2]

(d) (i) Name an electrical component that could be used, instead of the resistance wire AB and
sliding contact, to vary the current I.

...................................................................................................................................... [1]

(ii) Draw a diagram of the circuit including this component instead of the resistance wire and
sliding contact.

[2]

[Total: 9]

4 The class is investigating a circuit containing two lamps in series.
They are using the circuit shown in Fig. 4.1.

power supply

A
P Q

Fig. 4.1

(a) On Fig. 4.1, use the standard symbol to show a voltmeter connected to measure the potential
difference (p.d.) across lamp P. [1]

(b) Record the current I in the circuit, as shown on the ammeter in Fig. 4.2.

I = ...........................................................[2]

0.4 0.6
0.2 0.8
0 1.0
A

Fig. 4.2

2 3 2 3
1 4 1 4
0 5 0 5
V V

lamp P lamp Q

Fig. 4.3

In Table 4.1, record the potential difference VP across lamp P and the potential difference VQ
across lamp Q.

Table 4.1

potential observation of
lamp
difference / V brightness

P VP = ..................... very bright

Q VQ = ..................... not glowing

[1]

(d) Table 4.1 also shows the brightness of each lamp.

(i) A student thinks that, as lamp Q is not glowing, its filament must have broken.

State one piece of evidence from the results in (b) and (c) that shows this cannot be the
case.

...........................................................................................................................................

.......................................................................................................................................[1]

(ii) The working potential difference for each lamp to be at its full brightness is 2.5 V.

Suggest how the results for VP and VQ might help to explain the observations of the
brightness of the lamps.

...........................................................................................................................................

.......................................................................................................................................[2]

(e) Calculate the total resistance R of the lamps in the circuit, using the equation
(V + VQ)
R= P .
I

R = ...........................................................[2]

(f) A student measures the potential difference VS across the power supply.

3.1 V
VS = ................................................................

He suggests that VS should be equal to VP + VQ .

State whether the measurements support this suggestion. Justify your statement by reference
to the results.

statement ..................................................................................................................................

justification ................................................................................................................................

...................................................................................................................................................
[2]

[Total: 11]

1 Some students are investigating the relationship between potential difference and current for a
resistor. They are using the circuit shown in Fig. 1.1.

power supply

slide wire

resistor
A crocodile clip

Fig. 1.1

The crocodile clip is connected at various positions on the slide wire, and the current and potential
difference for the resistor are measured.

(a) The readings of potential difference V and current I for various positions of the crocodile clip
are shown in Table 1.1.

Draw arrows on Figs. 1.2 and 1.3 to show the meter readings for the values of V and I in the
first row of the table.

9 $

Fig. 1.2 Fig. 1.3

[2]

Table 1.1

V /V I/A
0.4 0.08
0.8 0.17
1.2 0.25
1.6 0.34
2.0 0.41

(b) Plot a graph of V / V (y-axis) against I / A (x-axis). Start both axes at the origin (0,0).

0
0
[4]

G = ...........................................................[1]
2: Electricity 1 - Topic questions (Paper 6) Copyright © UCLES 2017 8
(ii) The resistance value R of the resistor is numerically equal to G.
Give a value for R, to a suitable number of significant figures for this experiment. Include
the unit.

R = ...........................................................[2]

(d) A student suggests that potential difference and current for this resistor should be proportional.

State whether your graph supports this suggestion. Justify your statement by reference to
your graph.

statement ..................................................................................................................................

...................................................................................................................................................

justification ................................................................................................................................

...................................................................................................................................................

...................................................................................................................................................
[2]

(e) The students notice that the slide wire becomes very hot during the experiment.

Suggest a change to the apparatus or procedure that might prevent this.

...................................................................................................................................................

...............................................................................................................................................[1]

[Total: 12]

Question Answer Mark
R values 1.60, 1.51, 1.35, 1.21 1
3 (a) (i)
R values all to 2 significant figures or all to 3 significant figures. 1
3 (a) (ii) Column headings m, V, A, Ω 1

3 (b) No; there is a current reading 1

filament changes brightness, owtte 1
3 (c)
increase/decrease/change in temperature of filament/lamp 1
3 (d) (i) variable resistor (rheostat) 1
correct symbol for variable resistor 1
3 (d) (ii)
correct diagram, with variable resistor in series with power supply 1
Total: 7

4 (a) correct voltmeter symbol in parallel with lamp P 1

I = 0.23 1
4 (b)
Unit of A 1

4 (c) VP = 2.7 and VQ = 0.3 1

some current in the circuit,
4 (d) (i) pd across lamp Q is small / not equal to supply voltage / reference to 1
lamp P bright and is in series
1
VP greater than/near working voltage
4 (d) (ii)
VQ much less than working voltage
1
R = 13(.0) allow e.c.f 1
4 (e)
2/3 sig figs and unit of Ω 1
statement matches results 1
4 (f) some correct values used and reference to ‘within limits of experimental 1
accuracy’ owtte
Total: 11

Question Answer Mark

arrow indicating 0.4 V 1

1 (a)
arrow indicating 0.08 A 1
graph:
• axes labelled with quantity AND unit 1
1 (b) • appropriate scales (plots occupy at least half of grid) 1
• plots all correct 1
• well-judged line AND thin line neat plots 1
1 (c) (i) G present and triangle method seen using at least ½ line 1

R in range 4.6 Ω to 4.9 Ω 1

1 (c) (ii)
to 2/3 sig figs and with correct unit 1
statement matching graph with reference to straight line 1
1 (d) reference to passing through origin (within limits of experimental 1
accuracy / owtte)
suitable change, e.g.

1 (e) • reduce supply voltage/current 1

• use thinner/longer wire
• material with greater resistivity

Total: 12
Notes about the mark scheme are available separately.

Cambridge IGCSE™

3: Energy – Topic questions Paper 6

The questions in this document have been compiled from a number of past papers, as indicated in the table below.

Use these questions to formatively assess your learners’ understanding of this topic.

Question Year Series Paper number

4 2016 June 61
5 2016 March 62
1 2016 November 63

The mark scheme for each question is provided at the end of the document.

You can find the complete question papers and the complete mark schemes (with additional notes where available) on
the School Support Hub at [Link]/support

4 A student is investigating the effect of insulation on the rate of cooling of hot water in a 250 cm3
container.

The student can choose from the following apparatus:

thermometer
250 cm3 glass beaker
250 cm3 plastic beaker
250 cm3 copper can
250 cm3 measuring cylinder
three different insulating materials
clamp, boss and stand
stopwatch.

Plan an experiment to investigate the effectiveness of the three insulating materials.

You should

• explain briefly how you would carry out the investigation,

• state the key variables that you would control,

• draw a table, or tables, with column headings, to show how you would display your readings.
You are not required to enter any readings in the table,

• explain how you would use your readings to reach a conclusion.

A diagram is not required but you may draw a diagram if it helps your explanation.

..........................................................................................................................................................

..................................................................................................................................................... [7]

[Total: 7]

1 A student is investigating the transfer of thermal energy.
He uses the apparatus shown in Fig. 1.1.

thermometers

water
level

glass
glass beaker
tube

water
level
cold
water

hot
water

Fig. 1.1

(a) The student pours 50 cm3 of cold water into the glass tube and 300 cm3 of hot water into the
beaker. The water levels are approximately as shown in Fig. 1.1.

In Table 1.1, record the temperatures θC of the cold water and θH of the hot water as shown
on the thermometers in Fig. 1.1. [1]

Table 1.1

tube with 50 cm3 tube with 25 cm3

of cold water of cold water
t/ θC / θH / θC / θH /
0 20.0 87.0

30 33.0 82.0 34.0 82.0

60 40.5 79.0 49.0 79.5

90 49.0 78.0 59.5 76.0

120 56.0 76.0 65.5 75.0

150 60.0 75.0 69.5 74.5

180 63.0 74.0 72.0 74.0

(b) The student lowers the glass tube into the beaker of hot water and immediately starts a
stopclock.

Table 1.1 shows the readings of the temperature θC of the cold water and the temperature θH
of the hot water at times t = 30 s, 60 s, 90 s, 120 s, 150 s and 180 s.

The student repeats the procedure with the same volume of hot water in the beaker but with
25 cm3 of cold water in the glass tube. The results are shown in the table.

Complete the column headings in the table. [1]

...................................................................................................................................................

...............................................................................................................................................[1]

(d) Another student wishes to check the conclusion by repeating the experiment with 12.5 cm3 of
cold water.

Suggest two conditions which he should keep the same so that the comparison will be fair.

1. ...............................................................................................................................................

...................................................................................................................................................

2. ...............................................................................................................................................

...................................................................................................................................................
[2]

(e) Scientists in an industrial laboratory wish to use this experiment as a model of a heat
exchanger, which transfers thermal energy between liquids.

Suggest two different improvements to the apparatus which would make the heating of the
cold water more efficient.

For your first suggestion, explain why it would be an improvement.

suggestion 1 .............................................................................................................................

explanation ...............................................................................................................................

...................................................................................................................................................

suggestion 2 .............................................................................................................................
[3]

[Total: 8]

5 Two students are investigating thermal energy transfer.
They are using the apparatus shown in Fig. 5.1.
°C

°C
110

110
100

100
90

90
80

80
70

70
60

60
50

50
40

40
30

30
iron block
20

20
10

10
0

0
–10

beaker A –10
beaker B

Fig. 5.1

Beaker A contains hot water and beaker B contains cold water at room temperature.

(a) Record the temperature θ H of the hot water and the temperature θC of the cold water as
shown on the thermometers in Fig. 5.1.

θ H = ...............................................................

θC = ...............................................................
[1]

(b) Using metal tongs, one of the students places the iron block in the hot water in beaker A for
30 seconds.

He then removes the block and places it in the cold water in beaker B.

The other student then measures the temperature of the water in beaker B and finds that it
has risen to 35 °C. Their teacher suggests that this value is lower than expected.

(i) The students suggest that, immediately before the iron block was put into the cold water,
the temperature of the iron block was not the same as θ H.

Suggest one reason for this and a possible improvement to the experiment which could
make the temperature of the block nearer to θ H.

reason ...............................................................................................................................

...........................................................................................................................................

improvement ......................................................................................................................

...........................................................................................................................................

...........................................................................................................................................
[2]

(ii) The students also think that, when the block cooled in the water, not all of the thermal
energy lost by the block raised the temperature of the water.

Suggest one reason for this and a possible improvement to the experiment which would
reduce thermal losses.

reason ...............................................................................................................................

...........................................................................................................................................

improvement ......................................................................................................................

...........................................................................................................................................

...........................................................................................................................................
[2]

[Total: 5]

Question Answer Mark
4 MP1 Uses same container throughout 1
MP2 Hot water in container (any) and takes temperatures at intervals 1
or at start and after a fixed time
OR Hot water in container (any) and takes time for a fixed
temperature fall.
MP3 Repeats with different insulators (all three used) 1
MP4&5 Any two from: 1
Constant room temperature
Same starting temperatures (clearly stated)
Same volumes of hot water (clearly stated)
Same thickness/amount of insulator
Use container without insulation
Use of a lid
Insulates bottom of container
Uses the copper can only
MP6 Table or tables as appropriate to method: Temperatures with unit 1
°C and time with unit s (or min) and different
insulators shown
MP7 Use of readings: graph of temperature against time
1
OR compare results and comment that longest time to cool = best
insulator or smallest drop in temperature in fixed time
= best insulator (or reverse arguments)
Total: 7

Question Answer Mark
1 (a) 22(.0) AND 88(.0) 1

1 (b) units correct and consistent (symbols or words) 1

1 (c) conclusion which matches the temperature changes 1

any two from:
• volume / level of hot water
• initial temperature of hot water
1 (d) • initial temperature of cold water 2
• same type of boiling tube
• room temperature / draughts / appropriate environmental
condition
any two improvements relating to apparatus:
• lid on beaker / in boiling tube 2
• insulation on beaker
• thinner / metal walls on tube
• all cold water in boiling tube below hot water level
1 (e) • greater contact area of tube
• use of water bath
explanation matching first improvement, including:
• reduces loss of thermal energy from beaker / boiling tube
• better thermal conduction 1
• not affected by variation in hot water temperature
Total: 8

5 (a) θH = 74 AND θC 23(°C) 1

suitable reason, e.g.
• temperature not able to reach max θH (in 30s) 1
• temperature dropped on transfer
• conduction/transfer to metal tongs
1 (b) (i)
matching improvement, e.g.
• leave block in hot water for longer 1
• transfer more quickly
• use insulated tongs/cotton round block
suitable reason, e.g.
• some (thermal) energy transferred to beaker 1
• some (thermal) energy transferred to surroundings
• evaporation/convection (into atmosphere)
1 (b) (ii) matching improvement, .g.
• use a less conducting material for beaker owtte 1
• insulate beaker
• allow for beaker in any calculation
• lid on beaker
Total: 5
Notes about the mark scheme are available separately.

Cambridge IGCSE™

1: Light – Topic questions Paper 6

The questions in this document have been compiled from a number of past papers, as indicated in the table below.

Use these questions to formatively assess your learners’ understanding of this topic.

Question Year Series Paper number

3 2016 June 63
5 2016 June 61
3 2016 March 62

The mark scheme for each question is provided at the end of the document.

You can find the complete question papers and the complete mark schemes (with additional notes where available) on
the School Support Hub at [Link]/support

3 A student notices that the size of the image produced by a converging lens changes when the lens
is moved further away from an object.

Plan an experiment to investigate how the size of the image varies with the object distance for a
converging lens suitable for school experiments.

Write a plan for the experiment, including:

• a labelled diagram of the apparatus needed

• instructions for carrying out the experiment

• the factors that will limit the range of object distances

• the graph you will plot

• one precaution you will take to ensure reliable results, explaining what might be the effect of
not taking this precaution.

..........................................................................................................................................................

..............
1: Light - Topic questions (Paper 6) Copyright © UCLES 2017 2
..........................................................................................................................................................

..........................................................................................................................................................

......................................................................................................................................................[7]

[Total: 7]

5 A student determines the focal length of a lens.
The apparatus is shown in Fig. 5.1.

illuminated
object u v screen
lens

Fig. 5.1

(a) The student places the lens at a distance u from the illuminated object. He moves the screen
until a sharply focused image of the object is seen on the screen.

On Fig. 5.1,

• measure the distance u from the illuminated object to the centre of the lens,

u = ......................................................... mm

• measure the distance v from the screen to the centre of the lens.

v = ......................................................... mm
[1]

(b) Fig. 5.1 is drawn 1/10th actual size.

(i) • Calculate the actual distance U from the illuminated object to the centre of the lens.

U = ......................................................... mm

• Calculate the actual distance V from the screen to the centre of the lens.

V = ......................................................... mm
[1]

UV
(ii) Calculate a value f1 for the focal length of the lens using the equation f1 = .
(U + V )

f1 = ......................................................... mm
[2]

(c) A second student repeats the experiment three times using a different lens. His values for the
focal length of his lens are shown in Table 5.1.

Table 5.1

1 2 3
focal length /mm 132 141 135

Calculate the average value f2 for the focal length of this student’s lens.

f2 = .................................................... mm [1]

(d) A third student, using the same method, finds that the focal length f of her lens is 200 mm.

She reads in a book that when u = 2f, the distances u and v, as shown in Fig. 5.1, are equal.

• Calculate 2f for this student’s lens.

2f = ......................................................... mm

The student sets up the apparatus as shown in Fig. 5.2. She adjusts both x and y to be
400 mm.

illuminated
object x y screen

Fig. 5.2

She observes that the image is blurred. The student slowly increases the distance y, and
obtains a sharply focused image when y = 406 mm.

Discuss whether the student’s results confirm the statement in the book.

...................................................................................................................................................

...................................................................................................................................................
[2]

(e) Suggest two precautions that you would take in this investigation in order to obtain reliable
results.

1. ..............................................................................................................................................

...................................................................................................................................................

2. ..............................................................................................................................................

...................................................................................................................................................
[2]

[Total: 9]

3 A student is investigating the refraction of light by a transparent block. She uses her results to
determine a quantity known as the refractive index for the material of the block.

The student’s ray-trace sheet is shown in Fig. 3.1.

A B ray-trace
N sheet

D C

P4
eye

Fig. 3.1

(a) The student places a transparent block ABCD on the ray-trace sheet, as indicated in Fig. 3.1.
She draws a line NM.

(i) • Draw a normal to line AB at point N. The normal should start above AB and extend
below AB so that it crosses line CD.

• Label the point at which the normal crosses CD with the letter L.
[1]

(ii) Measure the angle θ between the normal and line NM.

θ = ...........................................................[1]

(b) The student places two pins P1 and P2 on line NM, a suitable distance apart.

On Fig. 3.1, mark and label appropriate positions for P1 and P2. [1]

She places two pins P3 and P4, as shown in Fig. 3.1, so that pins P3 and P4, and the images
of P1 and P2, all appear exactly one behind the other.

(i) • Draw a line joining P3 and P4. Extend this line until it meets NL.

• Label the point at which this line crosses CD with the letter E, and the point at which it
meets NL with the letter F.

• Draw a line joining points N and E.

• Measure the length a of line NE.

a = ...............................................................

• Measure the length b of line FE.

b = ...............................................................
[2]

(ii) Calculate a value n for the refractive index, using the equation n = a .
b

n = ...........................................................[2]

(d) Describe two precautions that you would take in order to obtain reliable results in this type of
experiment.

1. ...............................................................................................................................................

...................................................................................................................................................

2. ...............................................................................................................................................

...................................................................................................................................................
[2]

[Total: 9]
1: Light - Topic questions (Paper 6) Copyright © UCLES 2017 8
Question Answer Mark
3 apparatus:
diagram – lens, (illuminated) object, screen in suitable order for 1
experiment
in line on flat surface 1

instructions:
set / measure object distance, move screen to get image, measure 1
image height,
repeat for different object distances 1

limiting factor for range of object distances – one from: 1

• image virtual / too big for screen,
• image too dim / too small to measure,
• must be greater than focal length

graph:
image size / magnification against object distance 1

precaution:
any one suitable precaution and consequence of not taking it, e.g. 1
• dark room / bright light – image might not be distinct,
• lens and object at same height – image might not appear on
screen
• lens, object and screen perpendicular – image might be distorted,
• fix rule – may move and give incorrect distances
• mark position of lens on holder – cannot judge correct
measurements / owtte
• detailed means of obtaining a sharp image – might not be
correctly focused
• means of measuring image height accurately – might be
obscured
Total: 7

Question Answer Mark
5 (a) u = 50, v = 21 1

5 (b) (i) U = 500, V = 210 e.c.f from (a) 1

f1 = 148 or 150 or 147.9 (mm) e.c.f from (i) 1

5 (b) (ii)
2 or 3 significant figures 1

5 (c) f2 136 (mm) c.a.o 1

Yes / statement is correct, owtte 1
5 (d) (6 mm) difference is very small / within limits of experimental error /
Difference explained by uncertainty in her focal length measurement 1
Any two from:
Use of darkened room / brighter lamp
Mark position of centre of lens on holder
Place metre rule on bench (or clamp in position)
Ensure object and (centre of) lens are same height
5 (e) 2
(from the bench)
Object and lens and screen perpendicular to bench
Move screen (slowly) back and forth to obtain best image (owtte)
Ensure rule is touching object / lens / holder / screen or look
perpendicular to ruler
Total: 9

3 (a) (i) normal correct 1

3 (a) (ii) θ = 40(°) 1

3 (b) P1, P2 marked on line NM and separation >5.0 cm 1

thin lines all in correct place 1

3 (c) (i)
a = 8.1 to 8.3 (cm) and b = 5.2 to 5.5 (cm) 1

n correctly calculated 1
3 (c) (ii)
2/3 sig figs and no unit 1

any two suitable precautions, e.g. 2

• view pins from base/ensure pins upright
3 (d) • large pin separations
• use of thin pencil lines/sharp pencil/thin pins
• repeat with different angles

Total: 9
Notes about the mark scheme are available separately.

Cambridge IGCSE™

4: Mechanics 1 – Topic questions Paper 6

The questions in this document have been compiled from a number of past papers, as indicated in the table below.

Use these questions to formatively assess your learners’ understanding of this topic.

Question Year Series Paper number

1 2016 June 62
2 2016 June 61
2 2016 March 62

The mark scheme for each question is provided at the end of the document.

You can find the complete question papers and the complete mark schemes (with additional notes where available) on
the School Support Hub at [Link]/support

1 A student is investigating the stretching of a spring.
The apparatus is shown in Fig. 1.1.

clamp

spring
l0

Fig. 1.1

(a) On Fig. 1.1, measure the unstretched length l 0 of the spring. Record l 0 in the first row of
Table 1.1. [1]

(b) The student hangs a load L of 1.0 N on the spring and measures the new length l of the spring.
She repeats the measurements using loads of 2.0 N, 3.0 N, 4.0 N and 5.0 N. The readings are
shown in Table 1.1.

(i) For each set of readings, calculate the extension e of the spring using the equation
e = (l – l 0). Record the values of e in the table.

Table 1.1

L/N l / mm e / mm

0.0 0

1.0 59

2.0 64

3.0 69

4.0 74

5.0 78
[1]

(ii) Explain briefly one precaution that you would take in order to obtain reliable readings.

...........................................................................................................................................

.......................................................................................................................................[1]

[4]

(d) The student removes the load from the spring and hangs an unknown load X on the spring.
She measures the length l of the spring.

72 mm
l = ...............................................................

(i) Calculate the extension e of the spring.

e = .......................................................... [1]

(ii) Use the graph to determine the weight W of the load X. Show clearly on the graph how
you obtained the necessary information.

W = .......................................................... [2]

[Total: 10]

2 A student is heating water in a beaker using an electrical heater.
(a) He measures the potential difference V across the heater and the current I in the heater.

5 6
3 4 7 0.4 0.6
2 8 0.2 0.8
1 9
0 V 10 0 A 1.0

Fig. 2.1

Write down the readings shown on the meters in Fig. 2.1.

V = ................................................................

I = ................................................................
[3]

(b) He measures the temperature of the water before heating.

–10 0 10 20 30 40 50 60 70 80 90 100 110 °C

Fig. 2.2

Write down the temperature reading θ shown in Fig. 2.2.

θ = ........................................................... [1]

(c) On Fig. 2.3, draw a line and an eye to show clearly the line of sight required to read the
volume of water in the measuring cylinder.

cm3
25

10
water
5

[1]
Fig. 2.3

[Total: 5]
4: Mechanics 1 - Topic questions (Paper 6) Copyright © UCLES 2017 4
2 The class is carrying out an experiment to determine the density of glass.
Each student has a test-tube, as shown in Fig. 2.1.

glass test-tube

Fig. 2.1

(a) (i) • Measure the length l of the test-tube shown in Fig. 2.1.

l = .......................................................... cm

• Measure the external diameter d of the test-tube.

d = .......................................................... cm
[1]

(ii) A student uses two wooden blocks to help him to measure the diameter d of the test-tube.

Describe his method. You may draw a diagram. Include one precaution which could be
taken to ensure that the value of d is as reliable as possible.

...........................................................................................................................................

.......................................................................................................................................[2]

iii) Assuming that the test-tube is an approximate cylinder, calculate a value for its

external volume V1 using the equation V1 = πd l.

V1 = ................................................... cm3 [1]

(b) The test-tube is completely filled with water and then the water from the test-tube is poured
into a measuring cylinder.

(i) Read and record the volume V2 of the water as shown in Fig. 2.2.

cm3
100

Fig. 2.2

V2 = .................................................. cm3 [1]

(ii) Describe briefly how you would read the measuring cylinder to obtain a reliable value for
the volume of water. You may add to Fig. 2.2 to illustrate your explanation.

...........................................................................................................................................

.......................................................................................................................................[1]

(iii) Calculate the volume V3 of the glass, using the equation V3 = V1 – V2.

V3 = .................................................. cm3 [1]

Fig. 2.3

(i) Calculate the density ρ of the glass, using the equation ρ = m .

ρ = .......................................................... [2]

(ii) Other students are using a balance which only measures to the nearest gram.

Record the mass m of the test-tube to the nearest gram.

m = ....................................................... g [1]

(d) The precision of the balance does not affect the accuracy of this experiment.

State one possible source of inaccuracy in the experiment. Explain what effect this inaccuracy
would have on the value obtained for ρ.

...................................................................................................................................................

...............................................................................................................................................[2]

[Total: 12]

Question Answer Mark
1 (a) l0 = 55 (mm) c.a.o. 1

1 (b) (i) 4, 9, 14, 19, 23 ecf (a) 1

Viewing scale at right angles or use of straight edge / set square / pointer 1
1 (b) (ii)
between bottom of spring and scale / ruler
Graph:
• Axes correctly labelled with quantity and unit 1
1 (c) • Suitable scales 1
• All plots correct to ½ small square 1
• Good line judgement, thin, continuous line, neat plots 1
1 (d) (i) e = 17 (mm) ecf (a) 1

method clearly shown on graph 1

1 (d) (ii)
W value 3.5–3.75 Unit N needed No ecf from (i) 1
Total: 10
8.2 1
2 (a) 0.44–0.45 1
Units V and A 1
2 (b) 19(°C) 1

2 (c) perpendicular to scale and at bottom of meniscus 1

Total: 5

Question Answer Mark
2 (a) (i) l = 14.7 AND d = 2.5 1
boiling tube between blocks and ruler spanning gap 1
suitable precaution e.g.
measure in (at least) 2 places and take average,
2 (a) (ii) 1
avoid lip,
ensure blocks smooth,
no dirt between tube and block
2 (a) (iii) V1 = 72 1

2 (b) (i) V2 = 54 1

2 (b) (ii) line of sight perpendicular to reading/read from bottom of meniscus 1

2 (b) (iii) V3 correctly calculated 1

ρ = 1.7 to 1.8 1
2 (c) (i)
unit g / cm3 1

2 (c) (ii) m = 32 (g) 1

suitable source of inaccuracy, e.g.
• any reference to why tube is not a cylinder, 1
• tube may contain some water when mass taken,
2 (d)
• difficult to fill to brim and then pour out

appropriate effect on value of ρ explained 1

Total: 12
Notes about the mark scheme are available separately.

Cambridge IGCSE™

8: Mechanics 2 – Topic questions Paper 6

The questions in this document have been compiled from a number of past papers, as indicated in the table below.

Use these questions to formatively assess your learners’ understanding of this topic.

Question Year Series Paper number

1 2016 June 61
1 2016 June 62
1 2016 November 61

The mark scheme for each question is provided at the end of the document.

You can find the complete question papers and the complete mark schemes (with additional notes where available) on
the School Support Hub at [Link]/support

1 A student is determining the weight of a metre rule using a balancing method.
The apparatus is shown in Fig. 1.1.

P Q metre rule
x y

5.0 cm mark pivot 45.0 cm mark

bench

Fig. 1.1 (not to scale)

(a) • The student places the load P on the metre rule at the 5.0 cm mark.

• She places the metre rule on the pivot at the 45.0 cm mark.

• She places load Q on the rule and adjusts its position so that the metre rule is as near as
possible to being balanced.

• She measures the distance x between the centre of load P and the pivot and the
distance y from the centre of load Q to the pivot.

• She repeats the procedure, placing the load P at the 10.0 cm mark, at the 15.0 cm mark,
at the 20.0 cm mark and at the 25.0 cm mark. The readings are shown in Table 1.1.

Table 1.1

x/ y/ A/ B/

40.0 42.5

35.0 36.0

30.0 30.0

25.0 24.0

20.0 17.5

(i) • For each value of x, calculate A = Px, where P = 1.00 N. Record the values in the
table. P is the weight of load P.

• For each value of y, calculate B = Qy, where Q = 0.80 N. Record the values in the
table. Q is the weight of load Q.
[1]

(ii) Complete the column headings in the table. [1]

(b) Plot a graph of A / N cm ( y-axis) against B / N cm ( x-axis). Start both axes at the origin (0,0).

[4]

(c) Using the graph, determine the vertical intercept Y (the value of A when B = 0 N cm). Show
clearly on the graph how you obtained this value.

Y = ........................................................... [1]

Y
(d) Calculate the weight W of the metre rule using the equation W = , where z = 5.0 cm.
z

W = ........................................................... [1]

(e) Suggest one practical reason why it is difficult to obtain exact results with this experiment.

...................................................................................................................................................

.............................................................................................................................................. [1]

(f) The student uses an accurate electronic balance to obtain a second value for the weight of
the metre rule.

1.24 N
weight obtained on the balance = ................................................................

State and explain whether the two values for the weight agree within the limits of experimental
accuracy.

statement ..................................................................................................................................

justification ................................................................................................................................

...................................................................................................................................................
[1]

[Total: 10]

1 A student is investigating the stretching of a spring.
The apparatus is shown in Fig. 1.1.

clamp

spring
l0

Fig. 1.1

(a) On Fig. 1.1, measure the unstretched length l 0 of the spring. Record l 0 in the first row of
Table 1.1. [1]

(i) For each set of readings, calculate the extension e of the spring using the equation
e = (l – l 0). Record the values of e in the table.

Table 1.1

L/N l / mm e / mm

0.0 0

1.0 59

2.0 64

3.0 69

4.0 74

5.0 78
[1]

(ii) Explain briefly one precaution that you would take in order to obtain reliable readings.

...........................................................................................................................................

.......................................................................................................................................[1]
8: Mechanics 2 - Topic questions (Paper 6) Copyright © UCLES 2017 5
(c) Plot a graph of e / mm ( y-axis) against L / N ( x-axis).

[4]

(d) The student removes the load from the spring and hangs an unknown load X on the spring.
She measures the length l of the spring.

72 mm
l = ...............................................................

(i) Calculate the extension e of the spring.

e = .......................................................... [1]

(ii) Use the graph to determine the weight W of the load X. Show clearly on the graph how
you obtained the necessary information.

W = .......................................................... [2]

[Total: 10]

1 A student uses a pendulum to determine a value for the acceleration of free fall g.
Figs. 1.1 and 1.2 show the apparatus.

clamp clamp

bob

one complete
oscillation

Fig. 1.1 Fig. 1.2

(a) On Fig. 1.1, measure the length l of the pendulum.

l = .................................................... cm [1]

(b) The student adjusts the pendulum until its length l = 50.0 cm. The length l is measured to the
centre of the bob.

Explain briefly how the student avoids a parallax (line of sight) error when measuring length l.

...................................................................................................................................................

...............................................................................................................................................[1]

(c) The student displaces the pendulum bob slightly and releases it so that it swings.
He measures the time t for 20 complete oscillations of the pendulum.
27.8 s
t = ...............................................................

(i) Calculate the period T of the pendulum. The period is the time for one complete
oscillation.

T = ...........................................................[1]

(ii) Measuring the time for a large number of oscillations, rather than for one oscillation,
gives a more accurate value for T.

Suggest one practical reason why measuring the time for 200 oscillations, rather than
20 oscillations, may not be suitable.

...........................................................................................................................................

.......................................................................................................................................[1]

(iii) Calculate T 2.

T 2 = ...........................................................[1]

Calculate the acceleration of free fall g using the equation g = 4π2l . Give your answer to
2
(iv)
a suitable number of significant figures for this experiment. T

g = ................................................. m / s2 [2]

(d) The student checks the value of the acceleration of free fall g in a text book. The value in the
book is 9.8 m / s2.

(i) Suggest a practical reason why the result obtained from the experiment may be different.

...........................................................................................................................................

.......................................................................................................................................[1]

(ii) Suggest two improvements to the experiment.

1. ........................................................................................................................................

...........................................................................................................................................

2. ........................................................................................................................................

...........................................................................................................................................
[2]

[Total: 10]

Question Answer Mark
A and B values correct
1 (a) (i) A: 40.0, 35.0, 30.0, 25.0, 20.0 1
B: 34.0, 28.8, 24.0, 19.2, 14.0
1 (a) (ii) cm, cm, N cm, N cm 1

1 (b) Axes correctly labelled with quantity, right way round 1

Appropriate scales, starting at origin (0,0) 1
All plots correct to ½ small square 1
Good line judgement, thin, continuous, single line through the plots; with 1
neat plots
1 (c) method shown on graph U and correct to ½ small square 1

1 (d) W = 1.0–1.4 no e.c.f 1

1 (e) difficulty of achieving balance or other sensible suggestion 1

1 (f) expect agree; allow e.c.f.

1
explanation includes idea of close enough (or, e.c.f. too different)
Total: 10

1 (a) l0 = 55 (mm) c.a.o. 1

1 (b) (i) 4, 9, 14, 19, 23 e.c.f (a) 1

1 (b) (ii) viewing scale at right angles or use of straight edge/set square/pointer
1
between bottom of spring and scale/ruler
1 (c) axes correctly labelled with quantity and unit 1
suitable scales 1
all plots correct to ½ small square 1
good line judgement, thin, continuous line, neat plots 1
1 (d) (i) e = 17(mm) e.c.f (a) 1

1 (d) (ii) method clearly shown on graph 1

W value 3.5–3.75 unit N needed, no e.c.f from (i) 1
Total: 10

Question Answer Mark
1 (a) l = 4.1–4.2 (cm) 1
either suitable use of a horizontal straight edge, explained briefly
1 (b) OR holding rule close to pendulum 1
OR line of sight perpendicular (to rule)
1 (c) (i) T = 1.39(s) OR 1.4 1

1 (c) (ii) pendulum may stop OR student may lose count 1

1 (c) (iii) 1.93 s2 (e.c.f. allowed) 1

10.2(2) 1
1 (c) (iv)
2 or 3 sig figs 1
Explanation of cause of inaccuracy in measurement of t or l.
1 (d) (i) e.g. student did not react quickly enough when starting/stopping 1
stopwatch OR difficulty in measuring accurately to centre of bob
Any two from:
Use different length(s)
Repeat timing
1 (d) (ii) Use of a fiducial mark 2
Increased number of oscillations
Plot a graph using length and time or time2
Total: 10
Notes about the mark scheme are available separately.

Cambridge IGCSE™

7: Thermal physics – Topic questions Paper 6

The questions in this document have been compiled from a number of past papers, as indicated in the table below.

Use these questions to formatively assess your learners’ understanding of this topic.

Question Year Series Paper number

1 2016 June 63
4 2016 March 62
2 2016 November 61

The mark scheme for each question is provided at the end of the document.

You can find the complete question papers and the complete mark schemes (with additional notes where available) on
the School Support Hub at [Link]/support

1 Some students are comparing the rates of cooling of two thermometer bulbs under wet and dry
conditions.

They are using the apparatus shown in Fig. 1.1.

thermometer A
thermometer B

insulation

hot water insulation

Fig. 1.1

Thermometer A has a layer of cotton wool insulation fixed around the bulb.

(a) Record the room temperature θR, as shown on the thermometer in Fig. 1.2.

–10 0 10 20 30 40 50 60 70 80 90 100 110 °C

Fig. 1.2

θR = ...........................................................[1]

(b) • Thermometer A is placed into hot water, at 81.0 °C, for two minutes and then removed.
• A student records, in Table 1.1, the temperature θ of the thermometer bulb every 30 s.

• Thermometer B is placed into hot water, also at 81.0 °C, for two minutes.

• The student removes thermometer B from the water and quickly wraps a layer of dry
cotton wool insulation around the bulb.

• He then records the temperature θ of the thermometer bulb every 30 s.

Complete the column headings and time column in Table 1.1.

Table 1.1

thermometer A thermometer B
with wet insulation with dry insulation
time / θ/ θ/
0 80.0 77.5
75.0 70.5
67.0 64.0
59.5 59.0
53.5 54.5
48.0 50.5
43.0 47.5
[2]

(c) (i) Write a conclusion to this experiment, stating for which thermometer the cooling is faster.
Explain your answer by reference to the results.

...........................................................................................................................................

.......................................................................................................................................[2]

(ii) Describe what is unusual about the pattern of cooling for thermometer A.

...........................................................................................................................................

.......................................................................................................................................[1]

(d) The student first wrapped dry insulation around the bulb of thermometer B before starting the
timing.

(i) Suggest why he did this.

...........................................................................................................................................

.......................................................................................................................................[1]

(ii) Suggest what problem this delay in starting the timing might have caused with the
procedure.

...........................................................................................................................................

.......................................................................................................................................[1]

(e) Suggest two factors which should be kept constant to ensure that the comparison is fair.

1. ...............................................................................................................................................

...................................................................................................................................................

2. ...............................................................................................................................................

...................................................................................................................................................
[2]

[Total: 10]

4 A student suggests that the area of the water surface will affect the rate of cooling of hot water in a
container.

Plan an experiment to investigate the relationship between surface area and rate of cooling.

Write a plan for the experiment, including:

• the apparatus needed

• how you will obtain a range of surface areas

• instructions for carrying out the experiment

• the measurements you will take

• the precautions you will take to ensure that the results are as reliable as possible

• the graph you will plot from your results – you should sketch the axes, with appropriate labels.

A diagram is not required but you may draw one if it helps to explain your plan.

..........................................................................................................................................................

......................................................................................................................................................[7]

[Total: 7]

2 A student is investigating the cooling of water.

(a) She pours 100 cm3 of hot water into a beaker.

110 °C
100
90
80
70
60
50
40
30
20
10
0

hot
–10

water

Fig. 2.1

(i) Record the temperature θH of the hot water, as shown in Fig. 2.1.

θH = ...........................................................[1]

(ii) The student measures the temperature θC of an equal volume of cold water.
19 °C
θC = ...............................................................

θH + θC
Calculate the average temperature θAV using the equation θAV = .
2

θAV = ...........................................................[1]

(b) The student adds the cold water to the hot water. She records the temperature of the
mixture.
46 °C
θM = ...............................................................

State one precaution that you would take to ensure that the temperature readings are as
reliable as possible.

...................................................................................................................................................

...............................................................................................................................................[1]

(c) The student is provided with:

• a lid, with a hole for the thermometer

• some insulating material

• two elastic bands.

In the space below, draw a labelled diagram to show how you would use these items to
reduce the loss of thermal energy when the procedure is repeated.

[2]

Question Answer Mark
1 (a) θR = 21(°C) 1

1 (b) s, °C, °C 1
time values correct 30, 60, 90, 120, 150, 180 1
1 (c) (i) ‘A cools more rapidly’ and ‘greater overall temperature change’ 1
reference to ‘in the same time’ 1
1 (c) (ii) rate increases then decreases OR cooling is less in first 30s than in
1
subsequent 30s periods
1 (d) (i) makes comparison fair/only one factor changed 1

1 (d) (ii) causes start temperature to be lower 1

1 (e) any two appropriate factors, e.g.

• start temperature,
• room temperature,
• draughts, 2
• humidity,
• amount of insulation,
• type of thermometer
Total: 10

4 apparatus:
(set of) different sized beakers / containers, thermometer and stop clock / 1
watch
method:
pour hot water into container (and allow to cool) 1
and measure temperature and time
repeat for a second container with a different surface area 1
precautions:
any two from: 2
• same volume of hot water
• same initial hot water temperature
• same room temperature or other environmental condition
graph:
temperature change / rate of cooling against surface area, 1
temperature against time,
time to cool between fixed temperatures against surface area
additional point, any one from:
• at least 5 different surface areas, 1
• sensible range of container sizes given,
• sensible amount of water stated,
• use of lagging / insulating material for container walls,
• same type of container
• how surface area may be calculated
Total: 7

Question Answer Mark
2 (a) (i) 88(°C) 1

2 (a) (ii) 53.5(°C) 1

perpendicular viewing of scale OR stirring

OR wait until temperature stops rising
2 (b) 1
OR avoid delay (between adding water and taking temperature)
allow thermometer not touching beaker owtte
correct diagram with lid drawn 1
2 (c)
insulation placed round beaker 1
statement and justification to match results. A number or numbers must
2 (d) be seen 1
comment must include yes or no or too close to call owtte
two from:
• room temperature (or other environmental condition)
• temperature of cold water
2 (e) 2
• temperature of hot water
• volumes of water
• size/shape/material/surface area of beaker
Total: 8
Notes about the mark scheme are available separately.

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