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Modul Topikal Paper 6 Igcse

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0% found this document useful (0 votes)

46 views102 pages

Modul Topikal Paper 6 Igcse

Uploaded by

Tami M

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

PHYSICS

0625/62
PAST YEARS
COMPILATION
(2018 - 2022)
EDITORS

CIK AININ BINTI DERIS

NOR ASWANI BINTI MOHD NOR
NORSYAHIDAH BINTI MD SALLEH
NAQIUDDIN BIN NORZAN
MUHAMAD ADAM BIN RAMLI
JASLI AYU HUMAIRA BT SALIM
AZNAM BIN REMILI
MOTION,
FORCES AND
ENERGY
MOTION, FORCE AND ENERGY

0625/62/O/N/2022/Q3
3 A student investigates the balancing of a metre rule.
Fig. 3.1 shows the set-up.

(a) The student places the metre rule on the pivot so that the metre rule is as near as
possible to being balanced. Fig. 3.2 shows the position of the pivot.

Record the scale reading S on the metre rule at the point where the rule balances on
the pivot.

S = ................................................... cm [1]

©BPM2023 1
MOTION, FORCE AND ENERGY

(b) The metre rule is 4 mm thick. The pivot is under the metre rule. The scale is on the top
of the metre rule. Suggest how you would obtain an accurate value of the scale reading
S.

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

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

(c) The student places an object Q with its centre on the metre rule at the 90.0 cm
mark. The position of Q is not changed during the experiment.

• He places a load P of weight P = 1.0 N on the metre rule.

• He adjusts the position of load P so that the metre rule is as near as

possible to being balanced with the pivot directly below the scale reading
S.

• He records, in Table 3.1, the distance a from the centre of load P to the
centre of load Q.
• He repeats the procedure using loads of weight P = 2.0 N, 3.0 N, 4.0 N and
5.0 N.
• He records all the values of a in Table 3.1.
Complete the column headings in Table 3.1 by inserting the unit in the 1 column.
P
Table 3.1

P/N a/ 1
P/
cm
1.0 80.0 1.00
2.0 59.5 0.50
3.0 54.5 0.33
4.0 50.4 0.25

5.0 47.8 0.20

[1]

©BPM2023 2
MOTION, FORCE AND ENERGY

(d) Plot a graph of a / cm (y-axis) against

1 (x-axis). Start the y-axis at a / cm = 30.
P

[4]

©BPM2023 3
MOTION, FORCE AND ENERGY

(e) Determine the gradient G of the graph. Show clearly on the graph how you
obtained the necessary information.

G=
.............................................................
[3]

(f) The gradient G is numerically equal to the distance d between the pivot and the
centre of load Q. Record the value of d to a suitable number of significant figures
for this experiment.

d=
...................................................
cm [1]

[Total: 11]

©BPM2023 4
MOTION, FORCE AND ENERGY

0625/62/M/J/2022/Q1
1 A student investigates the balancing of a metre rule.
Fig. 1.1 shows the apparatus.

(a) The student places the metre rule on the pivot at the 50.0 cm mark.

She places object P with its centre on the metre rule at the 10.0 cm

mark. The object covers the scale markings on the metre rule, as

shown in Fig. 1.2.

0 20 30 40 50 60 70 80 90 100

Fig. 1.2

Explain briefly how to place object P as accurately as possible with its centre
at the 10.0 cm mark.

You may add to Fig. 1.2, or draw another diagram, to help your explanation.

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

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

©BPM2023 5
MOTION, FORCE AND ENERGY

(b) The student places object Q on the metre rule and adjusts its position until
the metre rule is as close to balancing as possible.

She records the distance a = 40.0 cm between the centre of object P and the pivot.

The centre of object Q is at the 71.2 cm mark.

Determine, and record in Table 1.1, the distance b between the centre of object Q
and the pivot. Show your working.

[2]

(c) She repeats the procedure with object P placed at the 15.0 cm mark, 20.0 cm
mark, 25.0 cm mark and 30.0 cm mark. All the values of a and b are shown in Table
1.1.
Table 1.1
a/ b / cm
cm
40.0
35.0 17.8
30.0 15.1
25.0 12.3
20.0 9.7

©BPM2023 6
MOTION, FORCE AND ENERGY

Plot a graph of a / cm (y-axis) against b / cm (x-axis). You do not need to start your graph
from the origin (0,0).

[4]

(d) Determine the gradient G of the graph. Show clearly on the graph how you
obtained the necessary information.

G=
.............................................................
[2]

©BPM2023 7
MOTION, FORCE AND ENERGY

(e) The gradient G of the graph is equal to the ratio of the masses of P and Q.

Record the ratio R of the masses of P and Q. Give your answer to a suitable
number of significant figures for this experiment.

R=
............................................................
[2]

[Total: 11]

©BPM2023 8
MOTION, FORCE AND ENERGY

0625/62/O/N/2021/Q1
1 A student determines the density of a block of wood.
(a) Fig. 1.1 shows one face of the block of wood that the student uses.

(i) Measure the length l and width w of the block of wood. Fig. 1.1 is drawn
actual size.

I = ……………………………………………..

w= …………………………………………….
[1]
(ii) The student measures the height h of the block of wood.

h = ……….4.0 ………. cm

Calculate the volume V of the block of wood using the equation V = l × w

× h.

V = ……………………………………………………………..cm 3
[1]

©BPM2023 9
MOTION, FORCE AND ENERGY

(iii) The student measures the mass m of the block of wood on a balance.

Write down the mass m of the block as shown in Fig. 1.2. Give your
answer to the nearest gram.

m= …………………………………………………….g
[1]

(iv) Calculate the density ρ of the wood using the equation ρ = m/V. Give your
answer to a suitable number of significant figures for this experiment and
include the unit

Ρ = ………………………………………………………
[1]

©BPM2023 10
MOTION, FORCE AND ENERGY

(b) The student places the block of wood carefully in water in a glass dish. The wood
floats as shown in Fig. 1.3.

(i) Using Fig. 1.3, estimate, without taking a measurement, the volume V1 of
wood that is below the water surface.

V1 = ............................................. cm3
[1]
(ii) Calculate mW, the mass of water with volume V1, using the equation
mW = ρW × V1 , where ρW = 1.00 in the same units as ρ in part (a)(iv).

mW = ....................................................
[1]
(c) A student suggests that the mass m of the block of wood should be equal to the
mass mW of the water with volume V1.

(i) Calculate the difference d between your values of m and mW

d = ....................................................
[1]

©BPM2023 11
MOTION, FORCE AND ENERGY

(ii) Discuss whether the difference d is small enough to conclude that m =

……………………………………………………………………………………

…………………………………………………………………………………..[1]

(d) Another student wants to obtain a more accurate value for V1. He uses the
method of floating the block of wood in water as described in (b).

Suggest how the student could obtain a more accurate value by taking a
measurement.

………………………………………………………………………………………………

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

©BPM2023 12
MOTION, FORCE AND ENERGY

0625/62/O/N/2021/Q4
2 A student investigates the strengths of wires made from different metals by measuring
the force required to break the wires.

The apparatus is shown in Fig. 4.1. A wire is held by a clamp at one end and a load is
suspended from the other end. The load is increased until the wire breaks. The
student takes all the necessary safety precautions.

Plan an experiment to investigate the force required to break wires made from different
metals.

The following apparatus is available:

clamps and stands.

a selection of masses with a suitable hanger
metre rule
a selection of wires made from different metals.

You can also use other apparatus and materials that are usually available in a school
laboratory

In your plan, you should

©BPM2023 13
MOTION, FORCE AND ENERGY

- write a list of suitable metals for the wires you would investigate
- explain briefly how you would do the investigation
- state the key variables that you would keep constant
- 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 the results to reach a conclusion

You may add to the diagram if it helps your explanation.

You are not required to write about the safety precautions that the student
should take

………………………………………………………………………………………………..…..

…………………………………………………………………………………………………….

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

©BPM2023 14
MOTION, FORCE AND ENERGY

0625/62/O/N/2020/Q1
1 A student investigates the stretching of a spring.

Fig. 1.1 shows the set up.

Fig. 1.1

The metre rule is clamped in position near to the spring.

(a)
On Fig. 1.1, show clearly how you would use a set square to obtain an accurate reading of
the position of the bottom of the coiled part of the spring from the metre rule.
[2]

(b) Fig. 1.2 shows the spring drawn to actual size. On Fig. 1.2, measure the length L of the coiled
part of the spring.

©BPM2023 15
MOTION, FORCE AND ENERGY

Fig. 1.2

L = ..................................................

He repeats the procedure using loads P = 0.40 N, 0.60 N, 0.80 N and 1.00 N. All the
readings are recorded in Table 1.1.
Table 1.1
P/N l / mm

0.20 20

0.40 26

0.60 31

0.80 35

1.00 41

Plot a graph of l / mm (y-axis) against P / N (x-axis). Start both axes at the origin (0,0).

©BPM2023 16
MOTION, FORCE AND ENERGY

[4]

(d) The intercept on the y-axis of the graph is numerically equal to the length l0 of the spring when
P = 0. Determine the value of l0. Show clearly on the graph how you obtained the necessary
information.

l0 = ......................................................... [2]

(e) Calculate L – l0.

L – l0 = ......................................................... [2]
[Total: 11]

©BPM2023 17
MOTION, FORCE AND ENERGY

0625/62/M/J/2020/Q1
1 A student investigates the period of a pendulum. Fig. 1.1 and Fig. 1.2 show the apparatus she
uses.

clamp clamp

bob

one complete
oscillation

Fig. 1.1 Fig. 1.2

Explain briefly, with the help of a diagram, how you would use a metre rule and set square to
measure the length d of a pendulum as accurately as possible.

(a) Diagram:

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

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

(b) The student adjusts the pendulum so that d = 50.0 cm. She displaces the bob slightly and
releases it so that it swings. Fig. 1.2 shows one complete oscillation of the pendulum. She
measures the time t1 for 20 complete oscillations.

(i) Record the time t1 shown in Fig. 1.3.

©BPM2023 18
MOTION, FORCE AND ENERGY

1 s
m s 100

Fig. 1.3

t1 = ..................................................... [1]

(ii) Calculate the period T1 of the pendulum. The period is the time for one complete
oscillation.

T1 = ..................................................... [1]

She repeats the procedure and records the time t2 for 20 oscillations and the period T2.

t2 = 39.80 s

T2 = 1.99 s

She measures the mass mA of the pendulum bob. The reading on the balance is shown in
Fig. 1.4.
bob

©BPM2023 19
MOTION, FORCE AND ENERGY

Fig. 1.4

Record mass mA of the pendulum bob to the nearest gram.

mA = .................................................. g [1]

The student repeats the procedure using a pendulum bob of mass mB.

mB = 109 g

She obtains these results:

distance d = 50.0 cm

period T3 = 1.39 s

distance d = 100.0 cm

period T =2.02 s

(d) (d) (i) Using the results T1, T2, T3 and T4, for the period of each of the pendulums, tick (3) the
response that matches your results within the limits of experimental accuracy.

the period T is affected by d only

the period T is affected by both d and m

the period T is affected by m only

the period T is not affected by d or m

[1]

(ii) Justify your answer to (d)(i) by reference to the results.

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

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

©BPM2023 20
MOTION, FORCE AND ENERGY

(e) The student now investigates the effect of the size of the oscillations on the period of the
pendulum.

(i) Suggest briefly how you would measure the size of an oscillation. You may draw a
diagram.

………………………………………………………………………………………………..

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

(ii) State one variable that you would keep constant during this part of the investigation.

………………………………………………………………………………………………[1]

[Total: 11]

©BPM2023 21
MOTION, FORCE AND ENERGY

0625/62/O/N/2019/Q1
1. A student investigates a pendulum. Fig. 1.1 and Fig. 1.2 show some of the apparatus
used.

(a) The student adjusts the length of the pendulum until the distance d, measured to the
centre of the bob, is 50.0 cm. State one precaution that you would take to obtain the
length of 50.0 cm as accurately as possible.

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

.......................................................................................................................................
[1]
(b) The student displaces the bob slightly and releases it so that it swings. Fig. 1.2 shows
one complete oscillation of the pendulum.

(i) He measures the time t for 20 complete oscillations. The time t is shown on the
stopwatch in Fig. 1.3.
In the first row of Table 1.1, record the time t shown in Fig. 1.3.

[1]
(ii) Calculate, and record in Table 1.1, the period T of the pendulum. The period is
the time for one complete oscillation.
[1]

©BPM2023 22
MOTION, FORCE AND ENERGY

(iii) Calculate T2. Record its value in Table 1.1. [1]

(c) The student repeats the procedure in (b) using d = 60.0 cm, 70.0 cm, 80.0 cm and
100.0 cm. The readings are shown in Table 1.1.

Table 1.1
d / cm t/s T/s T 2 / s2

50.0

60.0 30.00 1.50 2.25

70.0 33.20 1.66 2.76

80.0 35.80 1.79 3.20

100.0 39.80 1.99 3.96

Plot a graph of T2/ s2 (y-axis) against d/cm (x-axis). You do not need to start your
axes at the origin (0,0).

[4]
(d) Determine the gradient G of the line. Show clearly on the graph how you obtained the
necessary information.

[2]

©BPM2023 23
MOTION, FORCE AND ENERGY

G = ........................................................
(e) Calculate the acceleration of free fall g in m/s2 using the equation 𝑔 = !.#$%, where G
&
is your gradient from (d).

g = .................................................m/s2 [2]
[Total: 12]

0625/62/M/J/2019/Q1
1. A student is investigating moments using a balancing method.
Fig. 1.1 shows the apparatus.

(a)The student places the metre rule, without the loads, on the pivot and adjusts its position so that
the metre rule is as near as possible to being balanced. She keeps the rule at this position on
the pivot throughout the experiment.

Explain briefly why this position on the pivot may not be exactly at the 50.0 cm mark of the
rule.
...................................................................................................................................................

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

(b)She places a load P on the metre rule so that the edge that is furthest from the pivot is exactly
at the 10.0 cm mark on the rule.

She measures the distance a between this edge of the load P and the pivot, as shown in Fig.
1.1.

She places a load Q on the metre rule and adjusts the position of load Q so that the metre rule
is as near as possible to being balanced.

She measures the distance b between the centre of load Q and the pivot, as shown in Fig. 1.1.

She repeats the procedure, with the edge of the load P that is furthest from the pivot at the
15.0 cm, 20.0 cm, 25.0 cm and 30.0 cm marks. All the readings are shown in Table 1.1.

©BPM2023 24
MOTION, FORCE AND ENERGY

Table 1.1
a / cm b / cm

38.0 44.5

33.0 38.5

28.0 33.6

23.0 27.2

18.0 22.0

Plot a graph of a / cm (y-axis) against b / cm (x-axis). Start both axes at the origin (0,0).

©BPM2023 25
MOTION, FORCE AND ENERGY

G = ........................................................ [2]
(d)Determine the intercept C on the x-axis of the graph. This is the value of b when a = 0.

C = ........................................................ [1]
(e)On Fig. 1.2, measure the width w of the load P.

w = ........................................................ [1]
(f) Another student suggests that the value of the intercept C should be equal to half the width w
of the load P. State whether the results support the suggestion. Justify your answer by
reference to the results.

statement ..................................................................................................................................

justification ................................................................................................................................

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

(g)Suggest one practical reason why it is difficult to obtain accurate values for a and for b.

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

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

[Total: 12]

©BPM2023 26
MOTION, FORCE AND ENERGY

0625/62/O/N/2018/Q1
A student is determining the spring constant k of a spring.
1 Fig. 1.1 shows the apparatus used.

metre rule

‘blu-tack’ between ruler

and clamp rod

spring
l0

clamp stand

bench
Fig. 1.1

(a) On Fig. 1.1, measure the unstretched length l0 of the coiled part of the spring, in mm.

Record this value of length l in Table 1.1 for L = 0.00 N. [1]

On Fig. 1.1, show how a set-square could be used to take readings in order to determine
the length l0 of the coiled part of the spring.
(b)
[1]

The student places a 0.20 N load on the spring. He records the new length l of the
spring in Table 1.1.
(c) He repeats the procedure using loads of 0.40 N, 0.60 N, 0.80 N and 1.00 N. All the
readings are recorded in Table 1.1.

Calculate the extension e of the spring for each value of load L, using the
(i) equation e = (l – l0). Record the values of e in Table 1.1.

[1]

Complete the column headings in Table 1.1.

(ii)

©BPM2023 27
MOTION, FORCE AND ENERGY

Table 1.1
L/ l/ e/

0.00 0

0.20 31

0.40 40

0.60 46

0.80 55

1.00 63

[1]
(d)
Plot a graph of L / N (y-axis) against e / mm (x-axis).

[4[

©BPM2023 28
MOTION, FORCE AND ENERGY

(e)
Determine the gradient G of the graph. Show clearly on the graph how you obtained
the necessary information.

G = .......................................................... [2]

(f) The gradient G is numerically equal to the spring constant k.

Write down a value for k to a suitable number of significant figures for this experiment

k = .............................................. N / mm
[1]

[Total: 11]

0625/62/M/J/2018/Q1
A student is determining the density of water. She is provided with a plastic cup, shown in
1 Fig. 1.1.

Fig. 1.1

(a)
She draws around the base of the cup. Her drawing is shown in Fig. 1.2.

Fig. 1.2

©BPM2023 29
MOTION, FORCE AND ENERGY

(i) From Fig. 1.2, take and record measurements to determine an accurate value
for the diameter DB of the base of the cup.

DB = ................................................... cm [2]
(ii)
The student places the cup upside down and draws around the rim of the cup.
She determines the diameter DT of the rim of the cup.

7.2 cm
DT = ............................................................
'! ) '"
Calculate the average diameter D of the cup using the equation 𝐷 = *

D = ................................................... cm [1]

b. 1. On Fig. 1.3, measure the vertical height h of the cup.

Fig. 1.3

h = ........................................................ cm
2. Calculate the volume V of the cup using the equation V = 0.785 D 2 h.

©BPM2023 30
MOTION, FORCE AND ENERGY

V = ...................................................... cm3
[1] [
(c) The student fills the cup with water. The mass of the cup with the water is shown in
Fig. 1.4.

232 g

Fig. 1.4

+
Determine the density ρ of water using the equation ρ = ,
and your value from (b)2.

Give your answer to a suitable number of significant figures for this experiment. Include
the unit.

ρ = ......................................................... [3]
Suggest, with a reason, a part of the procedure (a), (b) or (c) that could give an
unreliable result for the density of water.
part .......................

reason .......................................................................................................................
...................................................................................................................................
[1]
(e)
The student pours the water from the cup into a measuring cylinder.
Draw a diagram to show water in a measuring cylinder. Show clearly the meniscus and
the line of sight the student should use to obtain an accurate value for the volume of
the water.

[2]
[Total: 10]

©BPM2023 31
THERMAL
PHYSICS
THERMAL PHYSICS

0625/62/O/N/2022/Q1
1 A student investigates temperature changes when mixing hot and cold water.
Fig. 1.1 shows the set-up.

thermometer

beaker bench

(a) The thermometer in Fig. 1.2 shows room temperature θR at the beginning of the
experiment. Record θR.

–10 0 10 20 30 40 50 60 70 80 90 100 110 °C

Fig. 1.2

θR = .................................................... °C [1]

(b) The student records the temperature θ of a supply of cold water.

C
θC = ........................1..9°C

She records the temperature θH of a supply of hot water.

θH = ........................8..8 °C

She immediately pours 100 cm3 of the hot water into a beaker containing 100 cm3 of
the cold water. She records the highest temperature θM of the mixture.

θM = ........................4..6°C

©BPM2023 1
THERMAL PHYSICS

(i) Suggest two precautions that you would take to obtain an accurate value for
the highest temperature θM of the mixture.

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

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

2.
......................................................................................................................................

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

(ii) Calculate the decrease in temperature Δθ1 of the hot water using the equation
Δθ1 = (θH – θM). Include the unit.

Δθ1 = ...............................................................

Calculate the increase in temperature Δθ2 of the cold water using the equation
Δθ2 = (θM – θC). Include the unit.

Δθ2 = ...............................................................
[2]

θA =…………………………………………………[2]

(d)
State whether θA and θM can be considered to be equal within the limits of
experimental accuracy. Justify your answer by reference to the results.

statement
..................................................................................................................................

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

justification
................................................................................................................................

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

(e) State two requirements when reading the volume of water in a measuring cylinder
to obtain an accurate result.

©BPM2023 2
THERMAL PHYSICS

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

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

[Total: 11]

0625/62/M/J/2022/Q4
1 A student investigates insulators.

Plan an experiment to list insulating discs in order from best insulator to worst

insulator. The following apparatus is available:

• five discs made from different insulating materials

• a thermometer
• a stop-watch
• a heated metal cylinder (see Fig. 4.1)
• a second metal cylinder with a hole for the thermometer (see Fig. 4.1).

Fig. 4.1

You can also use other apparatus and materials that are usually available in a

school laboratory. In your plan, 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.

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

©BPM2023 3
THERMAL PHYSICS

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

.................................................................................................................................................... [7]

©BPM2023 4
THERMAL PHYSICS

0625/62/O/N/2020/Q4
4 A student investigates the length of time taken for ice cubes to melt when they are placed in water.
She uses beakers of water at different temperatures to investigate how the initial temperature of the
water affects the time taken for the ice cubes to melt.

Plan an experiment to investigate how the initial temperature of the water affects the time taken for
the ice cubes to melt.

The following apparatus is available:

thermometer
supply of ice cubes
250 cm3 beakers
supply of cold water

In your plan, you should:

• write a list of additional apparatus to use

• explain how to carry out the investigation

• state the key variables to keep constant

• draw a table, or tables, with column headings, to show how to display the readings (you are
not required to enter any readings in the table)

• explain how to use the readings to reach a conclusion

©BPM2023 5
THERMAL PHYSICS

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

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

.................................................................................................................................................... [7]

[Total: 7]

©BPM2023 6
THERMAL PHYSICS

0625/62/M/J/2020/Q3
3 A student investigates some thermal properties of sand and water.

Fig. 3.1 shows the apparatus.

thermometer

beaker

bench

Fig. 3.1

The thermometer in Fig. 3.2 shows the room temperature θS at the beginning of the experiment.
Record qS.
(a)
–10 0 10 20 30 40 50 60 70 80 90 100 110 °C

Fig. 3.2

qS = ................................................... °C [1]

(b) (b) The student is supplied with hot water at a temperature θH. She records the temperature of
the hot water.

qH = 84 °C

She pours 100 cm3 of hot water into a beaker that contains sand. Initially, the
sand is at room temperature.

She measures the highest temperature θM of the mixture.

qM = 70 °C

©BPM2023 7
THERMAL PHYSICS

(i) Calculate the rise in temperature θR of the sand using the equation qR = (qM – qS).

qR = .................................................°C [1]

(ii) Explain briefly what the student does after pouring the hot water into the sand and
before taking the temperature, in order to obtain a reliable value for qM.

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

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

(iii) Calculate the fall in temperature qF of the hot water using the equation qF = (qH – qM).

qF = ...................................................... °C

Calculate the ratio S using the equation S = qR/qF. Give your answer to a suitable number of
significant figures for this experiment.

S = ..................................................... [1]

(c) (b) The student pours 100 cm3 of the hot water into a clean beaker that contains 100 cm3 of
water at room temperature. She records the highest temperature qM of the mixture.

qM = .................................................49° C

Calculate the rise in temperature qR of the cold water using the equation qR = (qM – qS). Use the
value of room temperature qS recorded in (a).

qR = ...........................................................

Calculate the fall in temperature qF of the hot water using the equation q F = (qH – qM).

qF = ...........................................................

Calculate the ratio W using the equation W = qR/ qF

W = ..................................................... [2]

©BPM2023 8
THERMAL PHYSICS

(d) The student studies the thermal properties of sand and water. She predicts that S should be equal
to 6 × W.

State whether the results support the prediction. Justify your answer by reference to the
readings.

statement ..................................................................................................................................

justification ................................................................................................................................

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

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

(e) Suggest two temperatures that it would be sensible to keep constant when carrying out the
experiments.
1. ................................................................

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

(f) The student measures the volume of the dry sand using a measuring cylinder before carrying
out the experiment. Tick (/) the boxes that show the precautions that she should take in
order to obtain an accurate reading.

Take the reading at the bottom of the meniscus.

Tap the measuring cylinder to make sure the top of the sand is horizontal.

View the scale of the measuring cylinder at right angles.

[1]

[Total: 11]

©BPM2023 9
THERMAL PHYSICS

0625/62/O/N/2019/Q4
4. A student investigates the time taken for ice cubes in a container to melt using different insulating
materials on the container.
The following apparatus is available:
a copper container
a variety of insulating materials that can be wrapped round the copper container a
thermometer
a stopwatch
a supply of ice cubes

The student can also use other apparatus and materials that are usually available in a school
laboratory.

Plan an experiment to investigate the time taken for ice cubes to melt using different insulating
materials.

In your plan, you should:

• draw a diagram of the apparatus used

• 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.

(i)

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

...................................................................................................................................................
[Total: 7]

©BPM2023 10
THERMAL PHYSICS

0625/62/M/J/2019/Q2
2. A student is investigating the rate of cooling of water under different conditions. A greater rate of
cooling occurs if there is a greater change in the temperature during the same period of time.

Fig. 2.1 and Fig. 2.2 show the apparatus used.

Beaker A has a lid. Beaker B is on a mat made of the same material as the lid. The mat and the
lid have the same thickness.

©BPM2023 11
THERMAL PHYSICS

©BPM2023 12
THERMAL PHYSICS

(a) The thermometer in Fig. 2.3 shows the room temperature θR at the beginning of the
experiment. Record θR.

–10 0 10 20 30 40 50 60 70 80 90 100 110 °C

(ii) Fig. 2.3

θR = ........................................................ [1]
(b) The student pours 200 cm3 of hot water into beaker A. He places the lid on the beaker and
places the thermometer in the beaker, as shown in Fig. 2.1.

He records the temperature θ of the hot water at time t = 0. He immediately starts the
stopclock.

He records the time and temperature readings every 30 s until he has six sets of readings.

He repeats the procedure using beaker B. This beaker is on a mat but has no lid.

All the readings are shown in Table 2.1 and Table 2.2.

Table 2.1 Table 2.2

Beaker A, with lid Beaker B, on a mat

t/ θ/ t/ θ/

0 81 0 83

30 80 30 82

60 79 60 80

90 78 90 79

120 77 120 78

150 76 150 77

©BPM2023 13
THERMAL PHYSICS

(i) Complete the column headings in Table 2.1 and in Table 2.2. [1]

(ii) Look carefully at the readings in Table 2.1 and in Table 2.2.

Tick the box to show your conclusion from the readings.

The lid reduces the rate of cooling of the water significantly more than the mat
reduces the rate of cooling of the water.

The mat reduces the rate of cooling of the water significantly more than the lid
reduces the rate of cooling of the water.

There is no significant difference between the lid and the mat in reducing the rate of
cooling of the water.

[1]

(iii) Justify your conclusion by reference to the readings.

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

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

(c) A student plans to repeat the experiment using the same apparatus and the same volume of
water. Suggest one change to the procedure that will decrease the rate of cooling of the
water.

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

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

(d) State one precaution that you must take in order to record accurate temperature readings.

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

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

(e) Suggest two variables that must be controlled in order to make the experiment a fair test.

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

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

2. ........................................................................................................................

©BPM2023 14
THERMAL PHYSICS

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

[2]
(f) It is important to view a measuring cylinder correctly to obtain an accurate value of the volume
of a liquid. Tick the box that gives the best description of how to read a measuring cylinder.

The line of sight should be along the scale.

The line of sight should be vertical.

The line of sight should be at right-angles to the scale.

The line of sight should be parallel to the scale.

[1]
[Total: 10]

0625/62/M/J/2018/Q2
2 A student is investigating the cooling of water.
Fig. 2.1 shows the apparatus used.

thermometer

bench

Fig. 2.1

The thermometer in Fig. 2.2 shows room temperature θR at the beginning of the experiment.
Record θR.
(a)

–10 0 10 20 30 40 50 60 70 80 90 100 110

°C

©BPM2023 15
THERMAL PHYSICS

Fig. 2.2

θR = ......................................................... [1]
The student pours 200 cm3 of hot water into the beaker.

He records the temperature θH of the hot water at time t = 0 and immediately starts a stop
(b) clock.
He continues recording the temperature readings every 30 s. The readings are shown in Table
2.1.

(i) Explain why the student should wait a few seconds after placing the thermometer in the hot
water before taking the first temperature reading.

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

.......................................................................................................................... [1]
Complete the column headings in Table 2.1.
(ii)
[1]
Complete the time column in Table 2.1
(iii)
[1]

Table 2.1

t/ θ/

0 70

(iv) Plot a graph of θ / °C (y-axis) against t / s (x-axis). You do not need to start the y-axis at the
origin (0,0) but the value of room temperature θR must be marked on the y-axis.

©BPM2023 16
THERMAL PHYSICS

[4]
(c) Draw a horizontal line across the graph grid to indicate the value of room temperature θR, as
shown by the thermometer in Fig. 2.2.
[1]
State two precautions that you would take in order to obtain accurate readings in this experiment.

1. ………………………………………………………………………………………………

2. ………………………………………………………………………………………………
(d)
[2]

A student plans to repeat the experiment using the same thermometer and the same volume of
water.
(e)
Suggest two changes to the apparatus or the procedure that would increase the rate of cooling
of the water.

©BPM2023 17
THERMAL PHYSICS

1. ………………………………………………………………………………………………

2. ………………………………………………………………………………………………

[2]

[Total : 13]

0625/62/O/N/2018/Q4
4

A student is investigating whether the type of container affects the time taken for water to be
heated from room temperature to boiling point.
The following apparatus is available:

250 cm3 copper can

250 cm3 aluminium can
250 cm3 glass beaker
Bunsen burner
measuring cylinder
thermometer
tripod and gauze
stopwatch

Other apparatus normally available in the school laboratory is also available.

Plan an experiment to investigate whether the type of container affects the time taken for water to
be heated from room temperature to boiling point.

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 briefly how you would use your readings to reach a conclusion.

©BPM2023 18
THERMAL PHYSICS

......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
[7]
[Total: 7]

©BPM2023 19
WAVES
(INCLUDING
LIGHT)
WAVES

0625/62/O/N/2022/Q2
2 A student investigates the position of the image in a plane mirror.
Fig. 2.1 shows the ray-trace sheet.

©BPM2023 1
WAVES

(a) Line MR shows the position of the plane mirror. Draw a normal to this line that passes
through its centre. Label the normal NL. Label the point at which NL crosses MR with
the letter B.
[1]

(b) Draw a line 7.0 cm long from B at an angle of incidence α = 30° to the normal below
MR and to the left of the normal. Label the end of this line A.

[1]

• He places two pins, P1 and P2, on line AB at a suitable distance apart for
this type of ray-trace experiment.

(i) Suggest a suitable distance apart for pins P1 and P2 for this type of ray-trace
experiment.
Distance = ……………………………… [1]

(ii) State the reason for your suggested distance.

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

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

(d) The student views the images of pins P1 and P2 from the direction indicated by the
eye in Fig. 2.1.

• He places two pins, P3 and P4, so that pins P3 and P4 and the images of
P2 and P1 all appear exactly one behind the other. The positions of P3 and
P4 are marked on Fig. 2.1.

Draw a line through the positions of P3 and P4. Continue the line until it meets
MR.
i. Measure, and record in Table 2.1, the acute angle β between the line
through the positions of P3 and P4 and the line MR. [1]

ii. Add units to the column headings in Table 2.1.

©BPM2023 2
WAVES

Table 2.1

α/ β/ (α + β) /

45 46

[1]

(e) The student places the reflecting face of the mirror vertically on the line MR with the
centre of the mirror at B.

He repeats the procedure using an angle of incidence α = 45°. The values of α

and β are recorded in Table 2.1.

Calculate, and record in Table 2.1, the values of (α + β ). [1]

(f) Suggest a relationship, if any, between the two values of (α + β ) in Table 2.1.

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

(g) In order to investigate further a possible relationship between values of (α + β ),

more values are required.

Suggest values of the angle of incidence α that the student could use.

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

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

(h) The student does this experiment with care.

Suggest a practical reason why the results may not be exactly those that the
theory of reflection predicts.

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

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

[Total: 11]

©BPM2023 3
WAVES

0625/62/M/J/2022/Q3
2 A student determines the focal length f of a lens.

Fig. 3.1 shows the set-up.

(a) (i) On Fig. 3.1, measure the distance x from the screen to the illuminated object.

x = ...............................................................

Fig. 3.1 is drawn to scale. The actual distance D between the illuminated object and
the screen is 75.0 cm.

She places the lens between the object and the screen so that the lens is close to
the illuminated object.

She moves the lens away from the object until a clearly focused image is formed on
the screen.

On Fig. 3.1, measure the distance y between the centre of the lens and the
illuminated object.

y = ...............................................................

On Fig. 3.1, measure the distance z between the centre of the lens and the screen.

z = ...............................................................
[
2
]

©BPM2023 4
WAVES

Table 3.1

D/ u/ v/ f/
cm cm cm cm
75.0
85.0 19.1 64.1 14.4

(ii) Calculate, and record in Table 3.1, the actual distance u between the centre of the
lens and the illuminated object.

Calculate, and record in Table 3.1, the actual distance v between the centre of the
lens and the screen.
[1]

(iii) Calculate, and record in Table 3.1, the focal length f of the lens using the equation

[1]

(b) The student places the screen at a distance D = 85.0 cm from the illuminated object.

She repeats the procedure described in (a). The results are shown in Table

3.1. Calculate the average value fA of the focal length of the lens. Show

your working.

fA = ................................................... cm
[2]

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

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

2............................................................................................................................................

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

©BPM2023 5
WAVES

(d) A student states that a more accurate value for the focal length f of the lens can be
determined by plotting a graph of uv against D. The gradient of the graph is numerically
equal to the focal length.

(i) Suggest a suitable number of sets of readings that the student should take.

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

(ii) Explain briefly how this graphical method can give a more accurate value for
the focal length.

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

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

[Total: 11]

0625/62/O/N/2021/Q3
1 A student investigates the image produced by a lens. Fig. 3.1 shows the apparatus.

(a) - A student investigates the image produced by a lens. Fig. 3.1 shows the apparatus.

- He moves the screen until a clearly focused image is formed on the screen.

- He measures the distance v between the centre of the lens and the screen.

- Calculate, and record in the first row of Table 3.1, u/v .

©BPM2023 6
WAVES

- He repeats the procedure for u = 25.0cm, u = 30.0cm, u = 35.0cm and u = 40.0cm. The
readings and results are shown in Table 3.1.

[1]

(b) Plot a graph of u/cm (y-axis) against u/v (x-axis). Start the y-axis at u = 15.0cm.

[4]

©BPM2023 7
WAVES

(c) Use your graph to find u1, the value of u when u/v = 1.0. Show clearly on the graph how
you obtained the necessary information.

u1 = .................................................... [2]

(d) Calculate the focal length f of the lens using the equation f = u1/2 . Give your answer to a
suitable number of significant figures for this experiment.

f = .............................................. cm [2]

(e) Suggest one practical difficulty with this experiment. Explain briefly how you would try to
overcome this difficulty in order to obtain accurate results.

Suggestion …………………………………………………………………………………………………………………..

……………………………………………………………………………………………………………………………………….

Explanation…………………………………………………………………………………………………………………….

……………………………………………………………………………………………………………………………………[2]

©BPM2023 8
WAVES

0625/62/O/N/2020/Q2
2 A student investigates the refraction of light in a transparent block.
Fig. 2.1 shows her ray-trace sheet. She places a transparent block on the ray-trace sheet and
draws the outline ABCD of the block. The student uses pins to mark the positions of objects
and images.

©BPM2023 9
WAVES

A B

D C
P3

P4
eye

Fig. 2.1

©BPM2023 10
WAVES

• On Fig. 2.1, draw the normal NL at the centre of side AB. Continue the normal NL so that it
passes through side CD of the block.
(a)
• Label the point F where the normal NL crosses side AB.

• Label the point G where the normal NL crosses side CD.

[1]

(b) • On Fig. 2.1, draw a line EF at least 7 cm long above side AB and at an angle i = 30° to the
left of the normal. Label the end of the line E.

• Mark the positions of two pins P1 and P2, to act as objects, on line EF at a suitable distance
apart for this type of ray-trace experiment.
[1]

(c) • The student looks from the position of the eye shown in Fig. 2.1, to observe the images of P1
and P2 through side CD of the block. She adjusts her line of sight until the images of P1 and P2
appear one behind the other.

• She places two pins P3 and P4 between her eye and the block so that P3, P4 and the images
of P1 and P2, seen through the block, appear one behind the other.

• The positions of P3 and P4 are marked on the ray-trace sheet.

(i) Draw a line joining the positions of P3 and P4. Continue the line through the block until
it extends to just outside the outline of the block. Label this end of the line K.
[1]

(ii) • Label the point H where the line in (c)(i) meets side CD.

• Label the point J where the line meets the normal NL.

• Draw the line FH. [1]

(iii) Measure and record the length a of the line GH.

a = ...............................................................

Measure and record the length b of the line FH.

b = ...............................................................

[1]

©BPM2023 11
WAVES

(d) Measure and record the acute angle θ between the line JF and the line JK. An acute angle is
less than 90°.

θ = ......................................................... [2]

(e) State one precaution that you would take in order to produce an accurate ray-trace.

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

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

(f) A student suggests that i should be equal to θ within the limits of experimental accuracy. In
this experiment, i = 30°. Suggest a range of values for θ that match this suggestion for the
experiment.

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

(g) A student plans to test the suggestion that, in this experiment, i = θ for all possible values of i.

Explain briefly how you would test the suggestion.

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

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

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

[Total: 11]

©BPM2023 12
WAVES

0625/62/O/N/2019/Q3
3. A student determines the focal length f of a lens.
Fig. 3.1 shows the set-up.

illuminated d
object u v screen

lens
bench

Fig. 3.1

(a) • He places the screen at a fixed distance from the illuminated object.
• He places the lens between the object and the screen so that the lens is very close
to the screen.
• He moves the lens slowly away from the screen until a clearly focused image is
formed on the screen.
• He measures the distance u between the object and the centre of the lens and the
distance v between the centre of the lens and the screen. The readings are shown
in Table 3.1.
(i) On Fig. 3.1, measure the distance d between the illuminated object and the screen.

d = ........................................................
[1]
(ii) Fig. 3.1 is drawn 1 / 10th actual size. Calculate the actual distance D between the
illuminated object and the screen.

D = ......................................................... [1]
(b) Calculate, and record in Table 3.1, the focal length f of the lens using the equation 𝑓 = !".
#
[1]
(c) • The student keeps the screen at the same fixed distance D from the illuminated object.
• He moves the lens slowly away from the screen. The image goes out of focus.
• He continues to move the lens slowly away from the screen until another clearly
focused image is formed on the screen.
• He records the new readings of u and v in Table 3.1.
[4]
(i) Calculate, and record in Table 3.1 the new value for the focal length f of the lens using
!"
the equation 𝑓 = #

Table 3.1
u / cm v / cm f / cm

59.8 20.4

19.8 60.0

[1]
(ii) Calculate the average value fA of the focal length of the lens. Give your answer to a
suitable number of significant figures for this experiment.
[2]

©BPM2023 13
WAVES

fA = ................................................... cm
(d) State one precaution that you would take to obtain accurate readings in this experiment.

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

............................................................................................................................................ [1]
(e) Another student wants to obtain more measurements for u and for v to check the value for
the focal length f of the lens. The student moves the screen a distance of 40.0 cm to the
right.
[1]
(i) Calculate the new value for the distance D between the illuminated object and the
screen.

D = ................................................... cm[1]
(ii) The student moves the lens to a new position which is a distance from the object u =
22.2 cm. He observes the image on the screen and says it is clearly focussed at a
distance v = 97.9 cm.
!"
Calculate the new value of the focal length f of the lens using 𝑓 = # .

f = ................................................... cm[1]
(iii)State and explain briefly whether the values for fA and f in (e)(ii) are the same within the
limits of experimental accuracy.

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

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

.........................................................................................................................................[1]
[Total: 10]

©BPM2023 14
WAVES

0625/62/M/J/2019/Q4
4. A student is investigating the relationship between the thickness of a converging (convex)
lens and its focal length. Fig. 4.1 shows the cross-section of a converging lens.

The focal length f of a lens can be calculated if u (the distance between the object and the
lens) and v (the distance between the lens and the image on a screen) are known.

Plan an experiment to investigate the relationship between the thickness t and the focal
length f of converging lenses. You may add to Fig. 4.1 as part of your answer.

The following apparatus is available to the student:

illuminated object
selection of lenses of different thicknesses and a lens holder
screen
metre rule
30 cm ruler
two rectangular wooden blocks with the longest sides longer than the diameter
of the lenses.

©BPM2023 15
WAVES

In your plan, you should:

• draw a diagram to show the arrangement of the apparatus, labelling u and v

• explain briefly how you would carry out the investigation, including the
measurements you would take
• explain briefly how you would determine the thickness t of each lens (you may draw
a diagram if it helps your explanation)
• draw a suitable table, with column headings, to show how you would display your
readings (you do not need to use the equation to calculate focal length).

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

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

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

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

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

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

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

[Total: 7]

©BPM2023 16
WAVES

0625/62/M/J/2018/Q3

A student is determining the focal length of a lens.

3
Fig. 3.1 shows the apparatus used :

screen
illuminated
object v

lens

Fig. 3.1

The student adjusts the position of the screen until a clearly focused image is formed
(a)
on the screen.

(i) On Fig. 3.1, measure the distance v between the centre of the lens and the
screen.

v = ......................................................... [1]

(ii) Fig. 3.1 is drawn 1/5th actual size. Calculate V, the actual distance from the
lens to the screen

V = ......................................................... [1]

(iii) With a clearly focused image formed on the screen, the actual distance from
the centre of the lens to the illuminated object, U is 20.0 cm.
$%
Calculate the focal length f1 of the lens using the equation f1 =$&% (.

f1 = ......................................................... [2]

(b) The student repeats the procedure in (a), using a different distance U. She obtains
another value for the focal length f2.

12.2 cm
f2 = ..............................................................

Calculate the average value fA of the focal length of the lens, using f2 and your value
for f1 in (a)(iii).
Give your answer to a suitable number of significant figures for this experiment.

©BPM2023 17
WAVES

fA = ......................................................... [2]

The student states that taking more measurements improves the reliability of the
(c)
value obtained for fA.

Suggest additional values for U that you would use.

1. …………………………………………………………………………………………
.........................................................................................................................
2. ………………………………………………………………………………………….
......................................................................................................................... [2]

[Total : 10 ]

0625/62/O/N/2018/Q3
3

A student is determining the refractive index n of the material of a transparent block.

Fig. 3.1 shows the outline ABCD of the block.

©BPM2023 18
WAVES

A B

D C

Eye
Fig. 3.1

©BPM2023 19
WAVES

(i)
(a) • On Fig. 3.1, draw a normal NL at the centre of side AB.
• Continue the normal so that it passes through side CD of the block.
[1]

(ii) • Label the point F where NL crosses AB.

• Label the point G where NL crosses CD.
• Draw a line EF at an angle i = 30° to the left of the normal and above
side AB.
[1]

Mark the positions of two pins P1 and P2 on line EF placed at a suitable

(iii)
distance apart for this type of ray-tracing experiment.
[1]
The student observes the images of P1 and P2 through side CD of the block.

He places two pins P3 and P4 between his eye and the block so that P3, P4 and the
images of P1 and P2 seen through the block, all appear exactly one behind the other.

The positions of P3 and P4 are marked on Fig. 3.1.

(b)
• Draw a line passing through P3 and P4. Continue the line until it meets
the normal NL.

• Label the point J where the line meets the normal.

• Label the point H where the line meets side CD. Draw the line FH. [1]

(i) Measure and record the length a of the line FH.

(d)
a = …........................................................ [1]

(ii) Measure and record the length b of the line HJ.

b = …........................................................ [1]

'
Calculate the refractive index n using the equation n = (

(iii) n = …........................................................ [2]

A student states that repeating the experiment improves the reliability of the value
obtained for n.
(e)
Suggest additional values for the angle of incidence i that you would use when
repeating the experiment to improve the reliability.
…............................................................................................................................

…............................................................................................................................

[2]

State one precaution that you would take in this experiment to obtain accurate
results
(f)
…............................................................................................................................

…............................................................................................................................

[1]

[Total : 11 ]

0625/62/O/N/2022/Q4
4 A student investigates the effect on the resistance of a wire when the tension in the wire is
increased. The apparatus is shown in Fig. 4.1. The tension in the wire is increased by
adding loads to the hook attached to the wire. The student measures the current I in the
wire and the potential difference (p.d.) V across the wire. She determines the resistance R
of the wire using the
equation R = V .
I
The student takes all the necessary safety precautions. You are not required to write about
safety precautions.

The following apparatus is available:

• resistance wire

• power source, connecting wires and crocodile clips

• ammeter

• voltmeter

• selection of loads and a hanger.

A
resistance wire
crocodile clip
pulley
clamp
hook
bench
load hanger

floor load

Fig. 4.1

Plan an experiment to investigate the effect on the resistance of a wire when the tension

in the wire is increased.

You should:

• complete the circuit diagram in Fig. 4.1 to show a voltmeter connected

to measure the potential difference across the resistance wire

• explain briefly how you would carry out the investigation

• state the key variables that you would keep constant

• 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.

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

................................................................................................................................
[7]

0625/62/M/J/2022/Q2
2 A student investigates the resistances of combinations of resistors.

The first circuit arrangement is shown in Fig. 2.1.

RA RB

Fig. 2.1

(a) The student measures the current and decides to use a lower current. He
adds a variable resistor to the circuit to reduce the current.

On Fig. 2.1, mark with an X a suitable position in the circuit for the variable
resistor.

[1]

0.4 0.6 3 4 5 6 7
0.2 0.8 2 8
1 9
0 1.0 0 10
A V

Fig. 2.2 Fig. 2.3

2 (b) (i) The student measures the current I1 in the circuit. Record the current shown in
Fig. 2.2.

I1 =
....................................................
...A [1]

(ii) He measures the potential difference (p.d.) V1 across resistors RA and RB

in series. Record the potential difference V1 shown in Fig. 2.3.

V1 =
....................................................
...V [1]

Include the unit.

R1 =
..............................................................
[1]

(d) The student connects a resistor RC in parallel with resistors

RA and RB. He does not change the series combination of

resistors RA and RB.

He connects the voltmeter across the combination of all three

resistors.

(i) Draw a circuit diagram showing the circuit described in (d).

[2]

(ii) The student measures the current I2 in the circuit.

I2 = ...........................0....6..8 A

He measures the potential difference V2 across the combination of the three

resistors.

V2 = .............................2....1 V

Calculate the resistance R2 of the combination of resistors. Use the equation

Include the unit.

R2 =
..............................................................
[1]

(e) The student rearranges the resistors to set up the circuit shown in Fig. 2.4.

RA RB

Fig. 2.4

He measures the current I3 in the circuit.

I3 = ...........................0....2..9
..............................................................
A
He measures the potential difference V3 across the combination of the three
resistors.
V3 = .............................2....1....... V

Calculate the resistance R3 of the combination of resistors. Use the

equation

Include the unit. Give your answer to a suitable number of significant figures
for this experiment.

R3 =
..............................................................
[1]
(f) A student thinks the three resistors RA, RB and RC have the same resistance
within the limits of experimental accuracy.

i. Suggest how the student could use the apparatus provided to test his idea.

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

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

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

ii. Explain how the student can decide whether the values of resistance are the
same within the limits of experimental accuracy.

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

............................................................................................................................ [1]
[Total: 11]

0625/62/O/N/2021/Q2
1 A student investigates the resistances of a resistor and a lamp.

Fig. 2.1 shows the first circuit arrangement.

(a) She records VS, the potential difference (p.d.) across the resistor R, and the current IS in
the circuit. The meters are shown in Fig. 2.2 and Fig. 2.3.

(i) Write down the readings. Include the units for potential difference, current or
resistance where appropriate in all parts of the question.

VS = ..........................................................

IS = ..........................................................
[1]

(b) The student replaces the resistor with the lamp. She records VL the potential difference
across the lamp and the current IL in the circuit.

VL= ........................1.7..................................

IL = ........................0.35.................................

Calculate RL, the resistance of the lamp, using the equation RL = VL / IL.

RL = ....................................................... [2]

(c) The student connects the resistor R in series with the lamp. She connects the voltmeter to
record VC, the potential difference across the series combination of the resistor and the
lamp. Draw the circuit diagram for this arrangement.

[2]

(d) The student records VC the potential difference across the resistor and the lamp in series
and the current IC in the circuit.

VC = ..................1.7.....................................

IC = ....................0.21.................................

Calculate RC, the combined resistance of the resistor and the lamp connected in series,
using the equation RC = VC / IC .

RC = .................................................... [1]

(e) State and explain briefly whether the results show that RS + RL = RC within the limits of
experimental accuracy

Statement ………………………………………………………………………………..

Explanation ………………………………………………………………………………

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

0625/62/O/N/2020/Q3
3 A student is investigating the resistance of samples of wire.

Fig. 3.1 shows the circuit used.

power supply

resistance wire

C D
B E

Fig. 3.1

Table 3.1 shows how the samples of wire are connected into the circuit.
Table 3.1
section wire

BC one 30 cm piece

CD two 30 cm pieces

DE three 30 cm pieces

(i) Record the potential difference (p.d.) V1 across section BC of the resistance wire, as
shown on the voltmeter in Fig. 3.2.
(a)

2 3 0.4 0.6
1 4 0.2 0.8
0 5 0 1.0
V A

Fig. 3.2 Fig. 3.3

V1 = ......................................................... [1]

(ii) Record the current I in the circuit, as shown in Fig. 3.3.

I = ......................................................... [1]
(iii) Calculate the resistance R1 of the section BC of the resistance wire. Use the equation

V1 . Give your answer to a suitable number of significant figures for this experiment.
R1 = I

R1 = .................................................. [1]

(b) (b) The student connects the voltmeter across section CD.

He records the potential difference (p.d.) V2 across section CD.

V2 = 0.70

He calculates the resistance R2 of section CD.

R2= 1.25

He connects the voltmeter across section DE.

He records the potential difference (p.d.) V3 across section DE.

V3 = 0.46

Calculate the resistance R3 of section DE using the equation R3 = V3/I use the value of I from
(a)(ii). Give your answer to a suitable number of significant figures for this experiment.

R3 = ......................................................... [1]

[1]

(d) The sections BC, CD and DE are all the same length and made of the same metal.

(i) Tick the box to show your conclusion from the results.

The resistance of a section increases as the number of wires increases

The resistance of a section decreases as the number of wires increases

The resistance of a section is independent of the number of wires.

[1]

(ii) Justify your conclusion in (d)(i) by reference to the results.

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

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

(e) Explain how you would change this experiment to investigate the relationship between the
length of a sample of wire and its resistance.

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

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

(f) (e) A student repeats the investigation in (a) to (d), but uses different values of current I. He
has a power source with a single fixed output potential difference.

(i) Name the component he could connect into the circuit to vary the current.

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

(ii) Draw the circuit symbol for this component.

[1]

[Total: 11]

0625/62/M/J/2020/Q2
2 A student determines the resistance of a resistance wire.

Fig. 2.1 shows the circuit he uses.

power supply

l resistance
wire
B
sliding
contact C
V

Fig. 2.1

• The student places the sliding contact C on the resistance wire at a distance l =
10.0 cm from B.
(a)
• Record, in the first row of Table 2.1, the potential difference V across the length
l = 10.0 cm of resistance wire, as shown on the voltmeter in Fig. 2.2.

1 2 0.4 0.6
0.2 0.8

0 3 0 1.0
V A

Fig. 2.2 Fig. 2.3

• Record, in the first row of Table 2.1, the current I in the circuit as shown in Fig.
2.3.

• Complete the column headings in Table 2.1.

Table 2.1
l/ V/ I/

10.0

30.0 0.7 0.30

50.0 1.1 0.27

70.0 1.5 0.28

90.0 2.1 0.29

[3]

(b) The student repeats the procedure using l = 30.0 cm, 50.0 cm, 70.0 cm and 90.0 cm. The
readings are shown in Table 2.1.

Plot a graph of V / V (y-axis) against l / cm (x-axis). Start both axes at the origin (0,0).

[4]

(c) (i) Write a conclusion about the value of the current I in the circuit as the position of the
sliding contact C is changed.

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

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

(ii) Justify your conclusion by reference to your results.

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

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

(d) Using the graph, determine the potential difference VL when the length l = 60.0 cm.

Show clearly on the graph how you obtained your result.

VL = ..................................................... [2]

[Total: 11]

0625/62/O/N/2019/Q2
2. A student determines the resistance of a resistance wire.
She uses the circuit shown in Fig. 2.1.

power supply

resistance wire
l

P
sliding
contact C
V

(a) She measures the current I in the circuit. Write down the current reading shown in
Fig. 2.2.

0.4 0.6
0.2 0.8
0 1.0
A

Fig. 2.2

I = .................................................. [2]
(b) She places the sliding contact C at a distance l = 20.0 cm from P.
She records the potential difference V across the length l of the resistance wire.
She repeats the procedure using l values of 40.0 cm, 60.0 cm, 80.0 cm and 100.0 cm.
The readings are shown in Table 2.1.

Table 2.1
l / cm V/ R/

20.0 0.60

40.0 1.10 1.96

60.0 1.71 3.05

80.0 2.30 4.11

100.0 2.78 4.96

(i) Calculate, and record in Table 2.1, the resistance R of 20.0 cm of the resistance wire.
!
Use the equation 𝑅 = "
.

[2]
(ii) Complete the column headings in Table 2.1.
[1]
(c) Look carefully at the values of l and R in Table 2.1.

(i) Tick one box to show your conclusion from the results.

R is constant within the limits of experimental accuracy.

R is directly proportional to l within the limits of experimental

accuracy.

R decreases as l increases.

There is no simple relationship between R and l.

[1]
(ii) Justify your conclusion by reference to the results.

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

....................................................................................................................................
[1]
(d) (i) Use the values in Table 2.1 to estimate the potential difference Ve across 50.0 cm
of the resistance wire.

Ve = ......................................................... [1]
(d) (ii) Calculate the resistance of 50.0 cm of the resistance wire using the equation 𝑅 = !!
"
Use the value of current I from part (a). Give your answer to a suitable number of
significant figures for this experiment and include the unit.

R = ..................................................[2]
(e) In this type of experiment, it is sensible to keep the temperature of the resistance wire
as close to room temperature as possible. Suggest one simple way to minimise the
rise in temperature of the resistance wire.

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

........................................................................................................................................ [1]
[Total: 11]

0625/62/M/J/2019/Q3
3
A student is investigating electrical resistance.

She uses the circuit shown in Fig. 3.1.

(a) Write down the readings shown on the meters in Figs. 3.2 and 3.3.

V1 = ..............................................................

I1 = ..............................................................
[2]

(b) Calculate the resistance R1 of the resistor P using the equation 𝑅# = !" .
" "

R1 = ........................................................ [1]

(c) The student connects the voltmeter across the lamp L.

She records the potential difference V2 across the lamp L.

2.4 V
V2 = ..............................................................
!#
Calculate the resistance R2 of the lamp L using the equation 𝑅$ = .
"#

R2 = ........................................................ [1]

(d) The student replaces the resistor P with the resistor Q.

She records the potential difference V3 across the resistor Q and the current I2 in the circuit.

3.5 V
V3 = .............................................................

0.31 A
I2 = ..............................................................

(i) !$
Calculate the resistance R3 of the resistor Q using the equation 𝑅% = "$

R3 = ........................................................ [1]

(ii) State whether the results R1 and R3 suggest that resistor P and resistor Q have the same
value of resistance, within the limits of experimental accuracy. Justify your statement by
reference to your results.

statement ............................................................................................................

justification ..........................................................................................................
.............................................................................................................................
.........................................................................................................................[2]
(e) The student connects the voltmeter across the lamp L.

She records the potential difference V4 across the lamp L.

V2.5 V
4 = ..............................................................

She calculates the resistance R4 of the lamp L.

8.1 Ω
R4 = ......................... .....................................

She suggests that the change in resistance of the lamp from part (c) is due to change in temperature
of the lamp filament. Suggest an observation that she could make to confirm that the temperature of
the lamp filament changes.

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

(f) Complete the circuit diagram in Fig. 3.4 to show that:

• the two resistors and the lamp are all connected in parallel
• the voltmeter is connected to measure the potential difference across the resistors and the
lamp.

Fig. 3.4
[2]

(g) State the name of the circuit component that you would add to the circuit you have drawn to control
the current in the circuit.

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

0625/62/O/N/2018/Q2
A student is investigating the power of two lamps.
2
The circuit is shown in Fig. 2.1

A
X Y

V
Fig. 2.1

Record the potential difference (p.d.) VT across the lamps and the current IT in the
(a) (i)
circuit, as shown in Fig. 2.2 and Fig. 2.3.

3 4 5 6 7 0.4 0.6
2 8 0.2 0.8
1 9
0 10 0 1.0
V A

Fig. 2.2 Fig. 2.3

VT = ............................................. IT = ............................................
[2]

(ii) Calculate the power PT produced by the lamp filaments, using the equation PT = VT IT
.

PT = ........................................................... [1]

(b)
The student connects the voltmeter across lamp X only. She records the p.d. VX across
lamp X and the current IX in the circuit.
1.3
VX = ............................................................. V
0.18
IX = .............................................................A

She repeats the procedure with the voltmeter connected across lamp Y only.
1.2
VX = ............................................................. V
0.18
IX = .............................................................A

(i) Calculate the power PX produced by the lamp filament X using the equation PX = VXIX,
and calculate the power PY produced by the lamp filament Y using the equation PY =
VY IY.

PX = ................................................................

PY = ................................................................
[1]

State and explain briefly whether the two values for power PX and PY are the same
(ii) within the limits of experimental accuracy.

statement .......................................................................................................
explanation ....................................................................................................
........................................................................................................................
……………………………………………………………………………………….
[2]
The student repeats the experiment using two other lamps. She notices that one lamp is
dimly lit, but the other lamp does not light at all.

(c) The p.d. VT across the lamps is the same as in (b), but the current IT in the circuit is
approximately half of the original value.
The student concludes that the filament of one of the lamps is broken.
State whether you agree with the student and give a reason for your answer.
statement .............................................................................................................. reason
...................................................................................................................
................................................................................................................................
……………………………………………………………………………………….…….
[2]

(d)
Draw a circuit diagram to show the circuit in Fig. 2.1 rearranged so that:
• the lamps are connected in parallel
• a variable resistor is connected to control the total current in the circuit
• the ammeter will measure the total current in the circuit
• the voltmeter will measure the p.d. across the lamps.

[3]

[Total: 11]

0625/62/O/N/2018/Q2
A student is investigating the power of two lamps.
2
The circuit is shown in Fig. 2.1

A
X Y

V
Fig. 2.1

Record the potential difference (p.d.) VT across the lamps and the current IT in the
(a) (i)
circuit, as shown in Fig. 2.2 and Fig. 2.3.

3 4 5 6 7 0.4 0.6
2 8 0.2 0.8
1 9
0 10 0 1.0
V A

Fig. 2.2 Fig. 2.3

VT = ............................................. IT = ............................................
[2]

(ii) Calculate the power PT produced by the lamp filaments, using the equation PT = VT IT
.

PT = ........................................................... [1]

(b) The student connects the voltmeter across lamp X only. She records the p.d. VX across
lamp X and the current IX in the circuit.
1.3
VX = ............................................................. V
0.18
IX = .............................................................A

(i) Calculate the power PX produced by the lamp filament X using the equation PX = VXIX,
and calculate the power PY produced by the lamp filament Y using the equation PY =
VY IY.

PX = ................................................................

PY = ................................................................
[1]

State and explain briefly whether the two values for power PX and PY are the same
(ii) within the limits of experimental accuracy.

[3]

[Total: 11]

©BPM2023 25

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