IGCSE_Edexcel_Past_Papers_4ph1-1p-que-20230114

Questions 1

(a) Topic – 1.c

(b) Topic- 1.c

A material is stretched by applying an increasing load. The material shows elastic behaviour as it is stretched.
(a) Describe what is meant by elastic behaviour.

(b) The material obeys Hooke’s law. Sketch a graph for this material to show that it obeys Hooke’s law as it is stretched. You should label both axes with appropriate physical quantities.

▶️Answer/Explanation

Ans

(a) idea that material returns to its original shape / length;
when the load / force is removed;

(b) axes labelled “extension” and “load”/”force”;

straight line of positive gradient drawn throughout;

line passes through origin;

Questions 2

(a) Topic – 7.b

(b) Topic- 7.b

(d) Topic- 7.d

Diagram 1 shows the magnetic field between the poles of two strong bar magnets.

(a) Add labels to diagram 1 to show the poles of the bar magnets.
(b) The bar magnets are made from steel. Give one reason why steel is a good material for making bar magnets.
(c) Explain how diagram 1 shows a uniform magnetic field.

(d) Diagram 2 shows a metal wire being moved downwards through the uniform field between the poles of the same bar magnets. The orientation of the magnets has not been changed.

(i) Give a reason why a voltage is induced between the ends of the metal wire as it moves between the poles of the bar magnets.
(ii) State two changes that could be made to this arrangement that would increase the magnitude of the induced voltage.

▶️Answer/Explanation

Ans

(a) N on left pole and S on right pole;

(b) idea that steel is a hard magnetic material;

(c) any two from:
MP1. (field) lines are straight;
MP2. (field) lines are evenly spaced;
MP3. (field) lines are parallel;

(d) (i) idea that wire cuts magnetic field lines;

(ii) any two from:
MP1. move wire faster;
MP2. move magnets closer together;
MP3. use stronger magnets;
MP4. turn wire into a coil;

Questions 3

(a) Topic – 3.c

(b) Topic- 3.b

A winch is used to pull a truck along a horizontal road. The winch is connected to the truck by a thick rope.

(a) The winch does 41kJ of useful work on the truck when the truck is pulled a horizontal distance of 15m.
(i) State the formula linking work done, force and distance moved in the direction of the force.
(ii) Calculate the force that the rope exerts on the truck.

(b) The winch includes a small engine. The engine burns petrol to power the motor in the winch. The winch transfers energy mechanically to the truck.
(i) The winch has an efficiency of 25% when pulling the truck. Draw a Sankey diagram for this energy transfer.

(ii) The winch can also be used to pull the truck uphill at a constant speed. The table gives some energy stores. Add one tick to each row to show what happens to the energy in each store as the truck is pulled uphill.

▶️Answer/Explanation

Ans

(a) (i) work (done) = force × distance (moved in direction of force);

(ii) substitution;
rearrangement;
evaluation;
e.g.
41000 = force × 15
force = 41000 / 15
(force =) 2700 (N)

(b) (i) diagram showing one input and two outputs;

input and outputs appropriately labelled;

approximately correct scale;

(ii) one mark for each correct row;;;;

Questions 4

(a) Topic – 8.b

(b) Topic- 8.a

A teacher investigates the count rate detected from a radioactive source.
(a) (i) State one source of background radiation.
(ii) Describe how the teacher could measure the count rate from a radioactive source and correct the count rate for background radiation.

(b) The teacher places a piece of lead sheet between the radioactive source and a radiation detector. The teacher determines the corrected count rate from the radioactive source three times and calculates the mean. They repeat this process using different thicknesses of lead sheet. The table shows their results.

(i) Calculate the mean count rate when the thickness of lead is 6.0mm.

(ii) Plot a graph of mean count rate against thickness of lead.
(iii) Draw the curve of best fit.

(iv) When there is not a sheet of lead between the radioactive source and the radiation detector, the mean count rate is 484Bq. Use the graph to determine the thickness of lead needed to reduce the mean count rate by 25%.
(c) The radioactive source emits only one type of radiation. Explain which type of radiation this radioactive source emits.

▶️Answer/Explanation

Ans

(a) (i) (the) Sun / cosmic rays / rocks / radon (in the air) / weapons testing / food / (named) nuclear disasters / medical equipment;

(ii) use of GM tube (and counter, timer);

idea of removing source (from room);

idea of measuring background count several times and calculating mean;
subtract background count from readings;

(b) (i) correctly calculated mean;
correctly rounded to 0 decimal places;

e.g.
(mean =) 147.666…
(mean =) 148
(ii) suitable linear scale chosen (>50% of grid used);
axes labelled with quantities and unit;
plotting correct to nearest half square;
(iii) acceptable curve of best fit drawn;

(iv) calculated value of 75% of initial count rate;
correct read-off from candidate’s graph;

e.g.
(count rate =) 363 (Bq)
(lead thickness =) 1.8 (mm)

Questions 5

(a) Topic – 1.c

(b) Topic-1.c

(d) Topic-1.b

(e) Topic-1.c

The graph shows how the thinking distance and the braking distance vary with the speed of a car.

(a) Which of these does not affect thinking distance?
A alcohol consumed by the driver
B condition of the road
C speed of the car
D tiredness of the driver
(b) Which of these would increase the braking distance of the car?
A faster reaction time of driver
B ice on the road
C more powerful brakes
D tyres with more grip

(d) (i) State the formula linking average speed, distance moved and time taken.
(ii) Determine the reaction time of the driver of the car

(e) Calculate the mean braking acceleration of the car as it brakes to a stop from an initial speed of 30m/s.

▶️Answer/Explanation

Ans

(a) B (condition of the road);
A is incorrect because consumption of alcohol increases reaction time
C is incorrect because thinking distance is determined by speed
D is incorrect because tiredness increases reaction time

(b) B (ice on the road);
A is incorrect because reaction time does not affect braking distance
C is incorrect because more powerful brakes would decrease the braking distance
D is incorrect because tyres with more grip would decrease the braking distance

(c) idea that stopping distance = thinking distance + braking distance;
stated or implied
correct reading of either distance;

correct evaluation;
e.g.
stopping distance = thinking distance + braking distance
thinking distance = 10.0 m / braking distance = 26.5 m
stopping distance = (10.0 + 26.5) = 36.5 (m)

(d) (i) (average) speed = distance (moved) / time (taken);

(ii) suitable pair of readings taken from graph;
rearrangement of formula;
evaluation;

e.g.
thinking distance = 15 m when speed = 30 m/s
time = distance / speed
(time = 15 / 30 =) 0.50 (s)

(e) correct braking distance reading from graph;
substitution into \(v^2 = u^2 + 2×a×s\);
rearrangement;
evaluation;

e.g.
braking distance = 53 m
\(0^2 = 30^2 + [2 × a × 53]\)
a = (-)900 / 106
\((a =) (-)8.5 (m/s^2)\)

Questions 6

(a) Topic – 5.c

(b) Topic- 5.c

This question is about optical fibres.
(a) Optical fibres use light waves for communication. Which of these is a correct statement about waves?
A waves transfer energy, information and matter
B waves do not transfer energy, information, or matter
C waves transfer energy without transferring information or matter
D waves transfer energy and information without transferring matter
(b) A ray of light passes from air into a glass optical fibre. Diagram 1 shows the path of the ray of light after it has passed through the boundary between air and the optical fibre.
(i) Draw the path of the ray of light in air before it passed through the boundary.

(ii) State the name of the wave behaviour responsible for the path of the ray of light as it passes from air into the optical fibre.

Explain the path of the ray of light as it travels through the optical fibre.

▶️Answer/Explanation

Ans

(a) D (waves transfer energy and information without transferring matter);
A is incorrect because waves do not transfer matter
B is incorrect because waves do transfer energy and information
C is incorrect because waves do transfer information

(b) (i) ray drawn such that it shows correct change of
direction into the core i.e. bending towards normal;
e.g.

(ii) refraction;

(because) angle (of incidence) is greater than critical angle;

Questions 7

(a) Topic – 2.b

(b) Topic- 2.c

A student uses the circuit shown in diagram 1 to investigate how the current changes with voltage for a filament lamp.

(a) (i) Give the name of component Y.
(ii) Give a reason why component Y is included in the circuit.

(b) The graph shows some of the student’s results.

(i) State the formula linking charge, current and time.
(ii) Determine the current in the lamp when the voltage across the lamp is 10V.
(iii) Calculate the charge transferred through the lamp in 30s when the voltage across the lamp is 10V. Give the unit.

(iv) Calculate the time for the lamp to transfer 250J of energy when the voltage across the lamp is 10V.

(v) The student disconnects the cell and reconnects it with its terminals reversed. Complete the graph to show how the current in the lamp varies with voltage across the lamp when the cell is connected with its terminals reversed.

(c) The student replaces the filament lamp with a light emitting diode (LED) and replaces the cell with an alternating current (a.c.) power supply, as shown in diagram 2. The student also removes the ammeter and voltmeter from the circuit.

Explain why the LED flashes on and off in this circuit.

▶️Answer/Explanation

Ans

(a) (i) variable resistor;
(ii) idea that it allows the current / voltage (across lamp) to be varied;

(b) (i) charge = current × time;

(ii) 0.48 (A);
(iii) substitution;
evaluation;
unit;
e.g.
charge = 0.48 × 30
(charge =) 14
coulombs / C
(iv) substitution into E = V × I × t;
rearrangement;
evaluation;

e.g.
250 = 10 × 0.48 × time
time = 250 / 4.8
(time =) 52 (s)

(v) curve drawn of similar shape to existing but through 180° rotation into negative quadrant of graph;
curve starts at (0,0) and finishes at (-12,-0.5);

MP1. idea that current changes direction;
MP2. LED only allows current in one direction;
MP3. LED will not light up when current in reverse direction;

Questions 8

(a) Topic – 9.c

(b) Topic- 9.c

The table gives information about four stars.

(a) Explain which of these stars has the highest surface temperature.

(b) Discuss the evolution of the stars Rigel and Sirius.

▶️Answer/Explanation

Ans

(a) Rigel;
(because) idea that colour depends on surface temperature;

(b) any six from:
for both stars:
MP1. both stars began in a nebula;
MP2. both stars were protostars;
MP3. both stars were/are main sequence stars;
for Rigel:
MP4. Rigel is a high mass star;
MP5. Rigel is/will become a red supergiant;
MP6. Rigel will become a supernova;
MP7. Rigel will become a neutron star;
for Sirius:
MP8. Sirius is a low mass star;
MP9. Sirius will become a red giant;
MP10. Sirius will (eventually) become a white dwarf;

Questions 9

(a) Topic – 5.b

(b) Topic- 5.b

This question is about waves.
(a) The diagram represents a wave.

(i) Determine the amplitude of the wave by measuring it with a ruler.

(ii) Determine the wavelength of the wave by measuring it with a ruler.

(b) Microwaves are part of the electromagnetic spectrum.
(i) Name the part of the electromagnetic spectrum that has a lower frequency than microwaves.
(ii) Microwaves travel at a speed of \(3.0 × 10^8m/s\) in air. A microwave has a wavelength of 2.7cm. Calculate the frequency of this microwave.
[wave speed = frequency × wavelength]

(c) A student uses a microwave source and a receiver to investigate microwaves. Photograph 1 shows how the student sets up their apparatus

The meter shows the strength of the microwaves detected by the receiver. The strength of the microwaves is measured in arbitrary units. The student varies the distance between the microwave source and the receiver, and records the meter readings.
(i) Photograph 2 shows the analogue meter for one of the readings

Give the reading on the analogue meter.

(ii) The graph shows the results of the student’s investigation.

The student concludes that the meter reading is inversely proportional to the distance between the microwave source and the receiver. To be inversely proportional
meter reading × distance = constant
Comment on the student’s conclusion. You should use data from the graph in your answer.

▶️Answer/Explanation

Ans

(a) (i) amplitude in the range of 0.8 – 0.9 (cm);
(ii) wavelength in the range 3.9 – 4.0 (cm);

(b) (i) radio (waves);

(ii) substitution;
rearrangement;
evaluation;
e.g.
\(3.0 \times 10^8 = frequency \times 0.027\)
\((frequency =) 3.0 \times 10^8/ 0.027\)
\((frequency =) 1.1 \times 10^{10} (Hz)\)

(c) (i) 68;
(ii) relationship is not inversely proportional;
correct calculation of constant for one pair of readings
correct calculation of constant for second pair of readings;
statement to show meter reading × distance is not constant;

Questions 10

(a) Topic – 3.b

(b) Topic- 3.b

A student pours a known volume of hot water into a metal container. They place the metal container into an insulated plastic cup containing an equal volume of cold water.

The student uses temperature probes to measure the temperatures of both the water in the metal container and the water in the plastic cup. The hot water has an initial temperature of 70°C and the cold water has an initial temperature of 5°C.
(a) On the axes, sketch how the temperature of the hot water and the temperature of the cold water vary with time.

(b) Explain why the temperatures of the hot water and the cold water change. You should refer to different types of thermal energy transfer in your answer.

▶️Answer/Explanation

Ans

(a) line decreases from 70;
other line increases from 5;
both are correctly curved;
lines become asymptotic at an intermediate temperature;

(b) any 4 from:
MP1. hot water loses energy / cold water gains energy;
MP2. (thermal) energy is transferred from hot to cold water;
MP3. by conduction (through the metal);
MP4. idea that energy transfer stops when thermal equilibrium is reached;
MP5. some (thermal) energy lost (to surroundings) by convection/evaporation/radiation;
MP6. little/no (thermal) energy is transferred out through the insulated plastic cup;

idea that time taken to cool (to room temperature) will be longer;

Questions 11

(a) Topic – 8.c

(b) Topic- 3.c

(a) Diagram 1 represents the atoms of a gas inside a container.

(i) Explain how the atoms exert a pressure on the walls of the container.

(ii) Explain why the pressure of the gas in the container decreases as its temperature decreases. The volume of the container does not change.

(b) Diagram 2 shows a device called a magneto-optical trap (MOT). Physicists use the device to cool gases to extremely low temperatures. The MOT uses laser beams and magnetic fields to trap a small collection of atoms with extremely small kinetic energies.

Each trapped atom has a mass of \(5.0 × 10^{–27} kg\) and a mean speed of 73m/s. Calculate the temperature of the trapped atoms.
[mean kinetic energy of an atom = \(2.1 × 10^{–23}\) × temperature in kelvin]

▶️Answer/Explanation

Ans

(a) (i) idea that atoms collide with (all) walls of the container;
force is exerted on walls (during each collision);
pressure is force on an area;

(ii) any two from:
MP1. particles move slower;
MP2. particles collide with walls less frequently;
MP3. force on container decreases;

(b) substitution into KE = \(\frac{1}{2} \times m \times v^2\);
evaluation of KE;
rearrangement of given formula;
evaluation of kelvin temperature;

e.g.
\(KE = 0.5 × 5.0 × 10^{-27} × 73^2\)
\(KE = 1.3 × 10^{-23} (J)\)
\(T = KE / 2.1 × 10^{-23}\)
(T =) 0.63 (K)

Resources

Members

Company