6.1Energy
6.1.1Energy changes in a system, and the ways energy is stored before and after such changes
02.5 — Describe how the gravitational potential energy store and kinetic energy store of the gymnast change as she moves between the bars
04.4 — Complete the sentences about work done and energy stores for a bicycle at constant speed, choosing from the box
05.4 — Select two energy stores of the engineer that increase due to climbing the ladder
02.8 — Calculate the work done in stretching the spring using the Physics Equations Sheet
01.6 — Complete the sentences about the pin's displacement, mass and kinetic energy as it accelerates, choosing from the box
07.2 — Calculate the elastic potential energy stored in the compressed spring and give the unit
6.5Forces
6.5.1Forces and their interactions
01.1 — Select which quantity is a scalar quantity
02.2 — Select why the weight of the gymnast is represented by an arrow
01.1 — Select which statement describes a vector
07.1 — Select what is meant by a vector quantity
07.2 — Select which of the quantities is a vector
03.6 — Select why distance is a scalar quantity
03.1 — Draw one line from each variable to its correct description for the investigation
03.2 — Select the resolution of the newtonmeter (Table 2)
03.3 — Select how the student should display her results
03.4 — Give a reason for the choice of display
05.2 — Select the two forces acting on the actor
01.1 — Select two other non-contact forces
04.2 — Select which force on the moving bicycle is a non-contact force
01.1 — Select which force is a non-contact force
01.3 — Name the upward force on the person standing on the scales
01.3 — Select which force is also a contact force
02.1 — Read the weight of the object on the newtonmeter (Figure 3)
05.4 — Calculate the weight of the actor to 2 significant figures (equation given)
03.2 — Calculate the weight of the man (equation given)
02.3 — Name the point from which the weight of the gymnast acts
02.4 — Calculate the weight of the gymnast (equation given)
06.3 — Write down the equation that links gravitational field strength, mass and weight
06.4 — Calculate the maximum force the magnet can exert on the paperclips
01.4 — Calculate the weight of the person (equation given)
01.5 — Select what happens to the person's weight when travelling from the UK to the equator
01.6 — Name the point X from which the weight arrow is drawn
03.1 — Draw an arrow on Figure 4 to represent the weight of the apple
03.2 — Calculate the weight of the apple (equation given)
01.2 — Complete the sentence naming the type of force the weight is, choosing from the box
05.5 — Write down the equation that links gravitational field strength, mass and weight
05.6 — Calculate the mass of the engineer to 2 significant figures
02.3 — Read the weight of the suitcase from the newtonmeter (Figure 4)
02.4 — Calculate the mass of the suitcase (equation given)
02.5 — Describe how the weight of the suitcase changes during the first 25 minutes of the flight, using Figure 5
03.2 — Calculate the weight of the bicycle (equation given)
05.1 — Draw two arrows on Figure 10 to show the forces acting on the actor
05.5 — Calculate the resultant force on the actor when the motor pulls upwards
03.4 — Explain why the resultant force on the smaller falling ball is greater than on the larger ball
01.7 — Determine the size of the resultant force on the person (Figure 2)
05.2 — Complete the sentence comparing the lift force with the weight as the aeroplane starts to accelerate
03.3 — Select why the hanging apple is stationary
03.4 — Select why the falling apple accelerates
01.3 — Calculate the resultant force on the skydiver (Figure 2)
06.3 — Calculate the resultant force on the sled
6.5.2Work done and energy transfer
03.5 — Calculate the work done in lifting the mass through the liquid and choose the unit
03.3 — Calculate the work done by the man raising his body (equation given)
03.4 — State the work done by the man while stationary at stage 2
04.7 — Write down the equation that links distance, force and work done
04.8 — Calculate the work done in stopping the car
04.3 — Calculate the work done and choose the unit (equation given)
05.4 — Write down the equation that links distance, force and work done
05.5 — Calculate the average force exerted by the engines
07.1 — Write down the equation that links distance, force and work done
07.2 — Calculate the average air resistance on the winner of the race
05.1 — Select 30 cm expressed in metres
05.2 — Calculate the work done climbing one rung of the ladder (equation given)
05.3 — Give the reason why carrying equipment increases the work done climbing the ladder
05.4 — Write down the equation that links distance, force and work done
05.5 — Calculate the braking distance of the car from the work done and braking force
03.4 — Calculate the distance travelled while accelerating downhill (equation given)
6.5.3Forces and elasticity
02.2 — Select what happens to the length of the spring when the object is removed
02.3 — Write a method to investigate the extension of a spring
02.4 — Select two ways to improve the accuracy of the spring investigation
02.5 — Select the relationship between force applied and extension (Figure 4)
02.6 — Use Figure 4 to determine the additional force needed to increase the extension from 5.0 cm to 7.0 cm
02.7 — Select the extension for a force of 2.0 N, using Table 1
05.1 — State what happens to the elastic potential energy store when the band is stretched
05.2 — Explain what happens to the resistance band as it is released
05.3 — Describe the trend shown in the force–extension graph (Figure 7)
05.4 — Sketch a graph on Figure 9 showing how the extension of a spring changes with force
05.5 — Write down the equation that links extension, force and spring constant
05.6 — Calculate the force applied to the spring
02.1 — Select why the keyboard keys have springs under them
02.2 — Select why every spring in the keyboard has the same spring constant
02.3 — State what happens to the length of the spring when the key is pressed
02.4 — Select how far the key must move before it touches the switch (Figure 4)
02.5 — Explain why no signal is sent if a key is not pressed with enough force
02.6 — Calculate the force on the spring when the key is pressed (equation given)
02.7 — Suggest two ways the spring could be changed so the switch closes more quickly
06.1 — Select what is meant by 'elastically deformed'
06.2 — Describe a method to determine the extension of the spring
06.3 — Calculate the elastic potential energy of the spring using the Physics Equations Sheet
06.4 — Write down the equation that links extension, force and spring constant
06.5 — Calculate the spring constant of a different spring
01.1 — Select why the weight of the person causes the spring to extend
01.3 — Calculate the weight of the person from the spring constant and extension (equation given)
01.4 — Calculate the elastic potential energy stored in the extended spring (equation given)
01.5 — Select what is meant by 'inelastically deformed'
01.6 — Select which length in Figure 2 represents the extension of the spring
01.7 — Select the graph that shows extension is directly proportional to force
01.8 — Suggest two improvements to the manufacturer's spring investigation (Table 1)
07.1 — Explain, using ideas about energy stores and transfers, why compressing the springs in the floor helps the gymnast jump higher
07.3 — Describe how the compression of the spring could be determined
07.4 — Explain why the investigation should be done on the laboratory floor rather than on a table
07.5 — Determine the value Δy on the force–compression graph (Figure 14)
07.6 — Determine the value Δx on the force–compression graph (Figure 14)
07.7 — Determine the spring constant to 3 significant figures
6.5.4.1Describing motion along a line
03.1 — Calculate the distance travelled from the map using its scale (Figure 5)
03.5 — Select how the total distance travelled compares with the magnitude of the displacement
03.7 — Calculate the total distance travelled over the three days, using the bar chart (Figure 8)
01.2 — Calculate the mean speed of the car
01.7 — Estimate how a typical cycling speed compares with a typical walking speed
03.2 — Calculate the length of the table (equation given)
03.3 — Determine whether the table tennis ball can be used, using the bounce-height data in Table 1
01.3 — Calculate the length of the lane (equation given)
05.3 — Calculate the distance travelled in the first 14 seconds (equation given)
07.3 — Select the equation that links distance travelled, speed and time
07.4 — Calculate the average speed of the winner of the race
01.8 — Calculate the distance travelled with the parachute open (equation given)
03.2 — Select a typical value for the speed of sound in air
01.1 — Select which timing measurement is anomalous
06.1 — Select the equation that links distance travelled, speed and time
06.2 — Calculate the average speed of the dog-sled team
6.5.4.1.3 Velocity (not assessed in these 9 papers)
06.6 — Compare the motion of runners A and B using the distance–time graph (Figure 11) [6-mark]
04.1 — Determine the speed of the bicycle from the gradient of the distance–time graph (Figure 5)
02.1 — Select the feature of the distance–time graph showing constant speed for the first 4 seconds
02.2 — Determine the braking distance of the car using the distance–time graph (Figure 3)
06.4 — State what the gradient of the distance–time graph (Figure 13) represents
01.2 — Use the velocity–time graph (Figure 1) to identify the part showing constant velocity
01.3 — Use the velocity–time graph to identify the part showing the woman stationary
01.4 — Use Figure 1 to determine the total time for which she was accelerating
01.5 — Use Figure 1 to determine her increase in velocity between A and B
01.6 — Calculate the acceleration between A and B (equation given)
06.1 — Determine the total time for which the runner's velocity was increasing (velocity–time graph, Figure 10)
06.2 — Determine the deceleration of the runner from the velocity–time graph
01.5 — Calculate the acceleration of the pin (equation given)
03.5 — Calculate the braking distance of the car and choose the unit (equation given)
05.1 — State what would happen to the air resistance on the rocket aeroplane as it accelerates
07.3 — Determine the acceleration of the player between 0 and 1.6 s (velocity–time graph, Figure 10)
07.4 — Describe the motion of the player between 3.4 s and 3.6 s
03.5 — Calculate the time taken for the apple to fall (equation given)
05.6 — Calculate the final velocity of the car using the Physics Equations Sheet, to 2 significant figures
02.3 — Calculate the deceleration of the car (equation given)
01.1 — Select which force causes the skydiver to accelerate
01.2 — Select which force increases as the skydiver accelerates
01.5 — Name the constant velocity reached by the skydiver
01.6 — Use the velocity–time graph (Figure 3) to find how long the skydiver accelerated for
01.7 — Use the velocity–time graph to find the constant velocity of the skydiver
01.2 — Select which arrow shows the direction of air resistance on the diver (Figure 2)
01.4 — State what happened to the air resistance as the diver's speed increased
01.5 — Calculate the change in velocity of the diver in the water (equation given)
03.3 — Explain how the velocity–time graph (Figure 6) shows the acceleration was constant
07.1 — Calculate the constant deceleration needed to stop the car in 24 m, using the Physics Equations Sheet
6.5.4.2Forces, accelerations and Newton's laws of motion
01.1 — Select which force would have to increase to make the car accelerate (Figure 1)
05.3 — State the resultant force on the stationary actor
03.1 — Select why the velocity of the ball changes when the boy hits it
01.2 — Select why the velocity of the bowling ball decreases along the lane
07.5 — Explain why the speed of a competitor changes during the race
01.4 — Select the resultant force on the skydiver falling at constant velocity
06.5 — Select the relationship between the horizontal forces when the sled moves at constant speed
05.6 — Write down the equation that links acceleration, mass and resultant force
05.7 — Calculate the acceleration of the actor
03.5 — Calculate the resultant force on the woman (equation given)
07.1 — Select two statements describing the effect on the glider when the mass holder hits the ground
07.2 — Suggest one way to stop the mass holder hitting the ground before the second light gate
07.3 — Identify and correct two mistakes in the mean acceleration column (Table 2)
07.4 — Write a conclusion for the investigation using Table 2
07.5 — Plot the mass–acceleration results on Figure 12 and draw a line of best fit
07.6 — Describe the relationship between mass and acceleration
02.6 — Explain why reducing the deceleration of the gymnast is important
07.1 — Plan an investigation to determine how the height of a ramp affects the acceleration of a trolley [6-mark]
07.2 — Complete Figure 12: label the axes, plot the remaining results and draw a line of best fit
07.3 — Write down the equation that links acceleration, mass and resultant force
07.4 — Calculate the mass of the trolley
07.5 — Write down the equation that links acceleration, mass and resultant force
07.6 — Calculate the mass of the player
07.1 — Describe a method to investigate how the force on a trolley affects its acceleration, including any extra equipment [6-mark]
07.2 — Select which of Newton's laws predicts acceleration is proportional to resultant force
07.3 — Determine the acceleration when the resultant force is 3.6 N, using Table 2
07.4 — Write down the equation that links acceleration, mass and resultant force
07.5 — Calculate the mass of a different trolley
04.5 — Calculate the resultant force on the falling security tag (equation given)
01.6 — Calculate the resultant force on the diver (equation given)
03.1 — Complete the sentence comparing the man's force on the bar with the bar's force on the man
02.1 — Select the size of the upward force on the gymnast from the bar
01.4 — Draw an arrow on Figure 2 to show the force of the pin on the ball
01.2 — Select the true sentence about the downward force on the scales and the upward force on the person
02.1 — Select how the force on the suitcase compares with the force on the newtonmeter
02.2 — Select the directions in which the pair of forces act
06.6 — Select the Newton's Third Law pair to the force of the rope on the sled
6.5.4.3Forces and braking
01.3 — State the stopping distance from Figure 2
03.6 — Suggest why people must know typical stopping distances to pass the driving test
02.5 — Describe how speed affects braking distance
01.4 — Select the effect of a tired driver on thinking distance and braking distance
06.1 — Define 'reaction time' in the context of the experiment
06.2 — Suggest a reason for Boy 2's anomalous result in Test 2
06.3 — Give one conclusion from the results in Table 3
06.4 — Suggest further evidence to support the conclusion
06.5 — Explain why reaction time is more important in a 100 m race than an 800 m race
06.2 — Explain why using a hand-held mobile phone while driving is more dangerous than hands-free, using Table 1
04.1 — Explain the effect of doubling reaction time on thinking distance, using data from Figure 6
04.2 — Give the reason why there are no thinking-distance values for reaction times below 200 ms
04.3 — Explain how the data in Table 2 show it was important to repeat the reaction-time test five times
04.4 — Calculate the mean reaction time of the driver
04.5 — Determine the thinking distance using Figure 6 and the mean reaction time
03.1 — Select two factors that can affect a driver's reaction time
03.2 — Use Figure 6 to find the age with the lowest mean reaction time
03.3 — Use Figure 6 to find the lowest mean reaction time
05.1 — Select two factors that affect thinking distance
05.2 — Explain why a person should not drink alcohol and then drive
05.3 — Use Figure 7 to find the speed of a car when the thinking distance is 16 m
05.4 — Describe the relationship between speed and thinking distance (Figure 7)
05.5 — Draw a line on Figure 7 for a driver with a reaction time of 1.4 seconds
05.1 — Select which factor affects thinking distance
06.1 — State the effect of poor brakes on the thinking distance and braking distance of the lorry
04.6 — Give two other factors that affect braking distance
05.2 — Give one other variable that should be kept the same in the tyre-braking test
05.3 — Evaluate the safety of each type of tyre, using the braking-distance bar chart (Figure 10) [6-mark]
03.4 — Complete the sentences about the kinetic energy of the car and the temperature of the brakes when braking
02.4 — Select two reasons why large decelerations can be dangerous
05.6 — Explain how the force applied by the brakes affects the braking distance
07.2 — Explain how road safety is affected by the condition of brakes and tyres and by reduced speed, referring to thinking and braking distance [6-mark]
07.3 — Explain how braking from a greater speed affects the risk of the brakes overheating
6.6Waves
6.6.1Waves in air, fluids and solids
02.1 — Label the arrows on the slinky-spring model of a sound wave (Figure 2), choosing from the box
02.2 — Identify the type of wave a sound wave is
07.2 — Explain how the movement of the plastic duck shows that water waves are transverse
06.1 — Name what labels A and B on the longitudinal wave represent (Figure 8), choosing from the box
04.1 — Complete the labels on the sound wave in Figure 9, choosing from the box
04.2 — Select which statement is true for longitudinal waves
03.1 — Select what is transferred by sound waves travelling through air
03.6 — Complete the sentence describing the areas created by sound waves in air, choosing from the box
07.3 — Write down the equation that links frequency, wave speed and wavelength
07.4 — Calculate the frequency of the monitor signal
02.3 — Describe how the students can determine the speed of sound using an echo from a wall
06.4 — Write down the equation that links frequency, wave speed and wavelength
06.5 — Calculate the wavelength of the Bluetooth electromagnetic waves
07.1 — Describe how the ripple-tank equipment (Figure 11) can be used to measure the wavelength, frequency and speed of a water wave [6-mark]
07.3 — Calculate the mean amplitude of the water wave from the teacher's measurements (Table 4)
05.1 — Select which wave has the greatest amplitude (Figure 6)
05.2 — Select which wave has the greatest frequency (Figure 6)
05.3 — Select which wave has the greatest wavelength (Figure 6)
05.4 — Calculate the wave speed (equation given)
05.5 — Select the period of the wave shown on the phone screen (Figure 8)
05.6 — Determine the frequency of the wave in Figure 8 using the Physics Equations Sheet
04.1 — Describe how to measure the frequency and wavelength of ripple-tank waves, referring to equipment
04.2 — Calculate the mean frequency X in Table 1
04.3 — Select why it is a good idea to take repeat readings and calculate a mean
04.4 — Calculate the period of the waves (equation given)
04.5 — Calculate the wave speed (equation given)
06.2 — Calculate the period of the wave using the Physics Equations Sheet and give the unit
06.3 — Write down the equation that links frequency, wavelength and wave speed
06.4 — Determine the wavelength of the sound wave using the speed read from Figure 9
04.3 — Select which wave property changes between 80 m and 200 m (Figure 11)
04.4 — Use Figure 12 to find the speed of sound at 15 °C
04.5 — Calculate the distance between the device and the farmer (equation given)
04.6 — Explain how air temperature affects the time for the sound to reach the farmer, using Figure 12
06.4 — Write down the equation that links frequency, wavelength and wave speed
06.5 — Calculate the frequency of the light wave
03.3 — Complete the sentences giving a difference and a similarity between waves A and B (Figure 7)
03.4 — Select the value equal to 4.0 kHz
03.5 — Calculate the period of wave A (equation given)
06.1 — Describe a method to investigate how the frequency of a wave on a string affects its wavelength
06.2 — Select the equation that links frequency, wavelength and wave speed
06.3 — Calculate the wavelength of the wave on the string
05.3 — Select what is meant by the period of a wave
05.4 — Calculate the period of a 48 GHz wave using the Physics Equations Sheet and choose the unit
6.6.2Electromagnetic waves
07.1 — Compare the properties of the waves that transmit images and noises in the baby monitor
04.1 — Identify the position of ultraviolet in the electromagnetic spectrum (Figure 5)
04.2 — Select two statements describing the waves emitted by a UV lamp
05.1 — Complete the sentences about electromagnetic waves, choosing from the box
01.1 — Select what all electromagnetic waves transfer
01.2 — Complete the sentence about how types of electromagnetic wave differ, choosing from the box
01.3 — Name parts A and B of the electromagnetic spectrum (Figure 1)
06.1 — Name groups A, B and C of the electromagnetic spectrum (Figure 14)
02.8 — Complete the sentence stating what the emitted electromagnetic radiation transfers, choosing from the box
05.2 — Select which electromagnetic wave has the greatest frequency
05.5 — Give one property that is the same for electromagnetic waves of different frequencies
02.1 — State what the student should do to reduce the risk of burning herself with the hot water
02.2 — Describe how to use the equipment in Figure 2 to compare the power of infrared radiation emitted by each surface
02.3 — Describe the pattern shown by the data in Table 1
02.4 — Select the most likely power after 480 seconds, using Table 1
02.5 — Give one advantage of using a Leslie cube rather than the flasks
02.6 — Give two reasons why using four infrared detectors with a data logger improved the demonstration
06.3 — Name the process by which light changes direction entering the glass prism
02.1 — Select the independent variable in the cooling investigation
02.2 — Select a control variable in the investigation
02.3 — Select the equipment to measure 200 cm³ of water
02.4 — Calculate the average rate of change of temperature (equation given)
02.5 — Complete the bar chart (Figure 4): label the y-axis, add a scale and draw the green and violet bars
02.6 — Estimate the rate of change of temperature for orange food colouring, using Table 1
04.3 — State two risks of exposure to high levels of UV radiation
05.2 — Explain why it is important that the Earth's atmosphere absorbs gamma rays from the Sun
05.4 — State why exposure to UV radiation is harmful to humans
05.5 — Compare the risk from UV radiation at different times of year, using the UV-index bar chart (Figure 8)
03.2 — Explain why an X-ray dose of 0.100 mSv is unlikely to harm the person, using Table 1
03.3 — Suggest why the doctor stands behind a screen when taking an X-ray photograph
03.5 — Select why gamma rays and X-rays are harmful to humans
05.6 — Evaluate the risks and consequences of radiation exposure when flying in a rocket aeroplane and a jet aeroplane, using Table 2 [6-mark]
06.2 — Give one similarity and one difference between the properties of ultraviolet waves and gamma rays
07.2 — Suggest one advantage of the sensor being able to detect infrared
04.4 — Name two types of electromagnetic wave used for medical imaging
05.3 — State why it is useful that some microwaves are not absorbed by the atmosphere
06.3 — Suggest why a wireless connection between phone and watch is an advantage when running
06.6 — Suggest two reasons why mobile phones use type 2 Bluetooth, using Table 3
03.1 — Select which substance will not absorb X-rays
03.4 — Select what gamma rays are used for
03.6 — Describe how microwaves and visible light are used in communications
07.7 — Suggest one advantage of the tracking data being sent during the game
01.4 — Draw one line from each type of electromagnetic wave to its use
02.7 — Complete the sentence naming the radiation emitted by the water, choosing from the box
05.1 — Select which electromagnetic waves transfer data between Earth and satellites
05.6 — Suggest why some homes are connected to the internet by satellite
6.7Magnetism and electromagnetism
6.7.1Permanent and induced magnetism, magnetic forces and fields
04.1 — Label the magnetic poles on ring magnet B (Figure 6)
04.2 — State what would happen if ring magnet B was turned upside down
08.2 — Describe how a permanent magnet can be used to identify the three unlabelled blocks
01.3 — Describe how two bar magnets can be used to demonstrate a force of attraction and a force of repulsion
01.4 — Name the type of magnetism when paperclips become magnetised near a permanent magnet
01.5 — Label the north and south poles of the two magnetised paper clips in Figure 2
06.1 — Describe what happened when a magnet was placed close to each metal sample
06.2 — Explain what would happen if the paper clip was brought close to the south pole of the permanent magnet
02.2 — Label the poles on the induced-magnet iron bar (Figure 3)
02.3 — Select the true statement about the iron bar when the magnet is turned around
02.4 — Select two metals that would be attracted to the electromagnet
04.2 — Select the material the compass needle could be made from
03.1 — Select why iron filings are attracted to the bar magnet
03.3 — Select the conclusion about poles X and Y of two attracting magnets
04.3 — Select two magnetic materials
04.4 — Select the statement describing the force between a magnetic material and a magnet
04.1 — Name poles X and Y of the magnets in the pen and tablet and give the reason
04.6 — Select the material the magnet in the pen could be made of
04.3 — Explain why the compass needles all point in the same direction when there is no current
08.1 — Select the diagram showing the magnetic field pattern around a bar magnet
01.2 — Identify the position where the magnetic field around the bar magnet is strongest (Figure 1)
02.1 — Select the correct magnetic field pattern for a bar magnet
04.1 — Select why a compass always points in the same direction when not near a magnet
03.2 — Draw magnetic field lines with arrows around the bar magnet in Figure 5
03.4 — Explain why the plotting compasses all point in the same direction when there is no current
04.1 — Name poles X and Y of the magnet from the compass A direction (Figure 8)
04.2 — Draw an arrow on compass B in Figure 8 to show the direction of the magnetic field
04.2 — State the range of distances recorded by the student
04.3 — Calculate the mean of the distances recorded
04.4 — Complete the sentence about what repeating and calculating a mean reduces, choosing from the box
04.5 — Describe how the magnetic force on the pen changed as it was moved away from the tablet
04.7 — Draw an arrow inside each compass on Figure 11 to show the direction of the compass needle
6.7.2The motor effect
04.4 — Draw arrowheads on the three incomplete compass needles on Figure 8 when there is a current in the wire
04.5 — State what would happen to the compass needles if the current was reversed
04.6 — Draw the magnetic field due to the current in the coil on Figure 9
08.3 — Explain how the toy crane's electromagnet is able to pick up, move and release the blocks [6-mark]
02.5 — Select an advantage of using an electromagnet instead of a permanent magnet to separate metals
02.6 — Select the purpose of the iron nail inside the coil
02.7 — Select what would increase the strength of the electromagnet
04.3 — Select the statement that describes the magnetic field around the current-carrying coil
04.4 — Draw an arrow in each circle on Figure 6 to show the direction of the magnetic field around the coil
04.5 — Give two ways the magnetic field around the coil could be made stronger
03.5 — Select the shape of the magnetic field lines around a current-carrying wire
03.6 — Complete the sentence identifying the type of variable the current was, choosing from the box
03.7 — Read the size of the downward force on the paper clip from the newtonmeter (Figure 8)
03.8 — State what happens to the downward force when the distance to the electromagnet is increased
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