ATPs Solved 2017 Book

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Cambridge
Cambridge Assessment
International Examinations O
Level
PHYSICS
re
ATP (2017)
SOLVED
c tu
Le
a
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By
SHAHZAD ZIA
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Cambridge International Examinations

Cambridge Ordinary Level
* 2 5 1 9 5 8 8 7 2 3 *
PHYSICS 5054/41
Paper 4 Alternative to Practical May/June 2017
1 hour
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Candidates answer on the Question Paper.
No Additional Materials are required.
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READ THESE INSTRUCTIONS FIRST
Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
c
You may use an HB pencil for any diagrams or graphs.
Do not use staples, paper clips, glue or correction fluid.
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DO NOT WRITE IN ANY BARCODES.
Answer all questions.
Electronic calculators may be used.

You may lose marks if you do not show your working or if you do not use appropriate units.
a
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
eg
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This document consists of 8 printed pages.
DC (LK/FD) 131259/2
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SHAHZAD ZIA
https://www.youtube.com/c/MegaLecture+92 321 4538924
+92 336 7801123
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3
1 A strip of paper is attached to a small toy car. As the toy car moves, it pulls the strip of paper
through a timer. The timer marks a dot on the paper every 0.020 s.
Fig. 1.1 shows a section of the paper strip with the first four dots marked. The first of these dots to
be marked on the paper is labelled A.
Fig. 1.1 (full scale)
(a) (i) Tick the box that describes the motion of the car.
acceleration
constant speed
re
deceleration
(ii) Explain your answer.

The
that the speed of car is decreasing.

c tu
distance between the dots is decreasing in equal intervals of time showing
...........................................................................................................................................
...........................................................................................................................................
[2]
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(b) The distance of each dot from A is d. Dot A was marked on the strip at time t = 1.000 s.
Take measurements from Fig. 1.1 and, in the space below, draw a table of results for d against t.
a
time/s distance/m
eg
1.000 0.0
1.020 6.0
1.040 10.0
M
1.060 12.0
[4]
(c) Use your data to calculate the average speed of the car between t = 1.000 s and t = 1.060 s.
Use the equation

distance travelled
average speed = .
time taken
12.0 - 0.0
=
1.060 - 1.000
12
= = 200
0.060
200 cm / s
average speed = ...........................................................[1]
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4
2 A student investigates the flow of water through a hole in the bottom of a straight-sided plastic
bottle. A small circular hole is drilled in the bottom of the bottle. A scale is drawn on the side of the
bottle, as shown in Fig. 2.1. The bottle is held in a clamp and placed above a sink.
water
16 cm
14
12
10
8
6
4
2
P
re
0
sink
bung
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Fig. 2.1 (not to scale)
The student fills the bottle with water and removes the bung at the bottom. He starts his stopwatch
when the water level passes one of the marks on the scale and stops it when the water level
a
reaches P, a point which is a few centimetres above the base of the bottle. The water level falls a
distance h.
eg
(a) The time t for the water level to fall a distance h is measured three times.
When h = 14.0 cm, the times measured in seconds are:

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35.4 35.6 35.3
Calculate the average time tav .
tav . = 35.4 + 35.6 + 35.3

3
106.3
= = 35.4
3
tav = ...........................................................[1]
35.4 s

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(b) The experiment is repeated for a range of values of h. The results are shown in Fig. 2.2.
h / cm tav / s
2.0 6.5
4.0 12.5
6.0 18.4
8.0 23.1
10.0 27.1
12.0 32.1
14.0 35.4
Fig. 2.2
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On Fig. 2.2, add your value for tav from (a).
On Fig. 2.3, plot a graph of tav / s on the y-axis against h / cm on the x-axis.
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Start both axes from the origin. Draw the smooth curve of best fit.
(c) The diameter d of the bottle is 10.0 cm. The average flow rate R of water is given by the
equation
c
πd 2h
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R= .
4tav
Use your answer to (a) to find the average flow rate for h = 14.0 cm. Give your answer to two
significant figures.
π (10) 2 (14)
R=
4 (35.4)
a
= 31.06
eg
31
R = ................................................cm 3 / s [2]
(d) The student increases the diameter of the hole in the bottle and repeats the experiment.
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On Fig. 2.3, draw a possible second curve to represent the results you expect from this larger
hole. Label this line S. [1]

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50.0
45.0
40.0
35.0
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30.0
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S
25.0 c
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20.0
t av / s
15.0
a
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10.0
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5.0
0
0 2.0 4.0 6.0 8.0 10.0 12.0 14.0 16.0
h / cm [4]
Fig. 2.3
(e) Suggest why the student did not measure the time taken for the bottle to empty completely.
For the last few centimeters, the water starts dripping off instead of flowing
...................................................................................................................................................
smoothely so it was difficult for him to record the exact time when the bottle
...................................................................................................................................................
emptied completely.
...............................................................................................................................................[1]

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3 The lines AB and CD, as shown in Fig. 3.1, represent mirrors. A student traces a ray of light that
reflects off both the mirrors.
B P4 D
P3
S
Q
A
P2 C
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P1
Fig. 3.1
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The student places two optics pins P1 and P2 on the ray that is incident on the mirror AB. The
c
student places two other optics pins P3 and P4 on the ray after reflection by the mirror CD.
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(a) (i) On Fig. 3.1, using the positions of pins P1, P2, P3 and P4, draw lines to show the path of
the ray through the mirror system. [1]
(ii) Describe the steps that you took to draw these lines.
With the help of a ruler, I drew a line joining the points P1 and P2 and extended
a
...........................................................................................................................................
it to point Q on mirror AB. I drew another line through P3 and P4 and extended
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...........................................................................................................................................
to ponit S on mirror CD. Finally I joined the points Q and S.

.......................................................................................................................................[2]
(iii) State a precaution that you took to ensure that the lines are drawn accurately.
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I...........................................................................................................................................
drew a thin line with the help of a sharp pencil.
.......................................................................................................................................[1]

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(b) The ray meets mirror AB at Q.
On Fig. 3.1,
(i) label Q,
(ii) draw the normal at Q,
(iii) measure the angle of incidence i at Q,

44 °
i = .................
(iv) measure the angle of reflection r at Q.

47 °
r = .................
[3]
(c) Explain how the student could improve the positions of P3 and P4 to achieve a more accurate
value for the angle r.
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He should increase the distance between P 3 and P 4 .
...................................................................................................................................................
...............................................................................................................................................[1]
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Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International
Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after
the live examination series.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.

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4 A student determines the resistance R of a resistor. Fig. 4.1 shows the circuit used.
power supply
meter 1 ammeter
R
voltmeter
meter 2
Fig. 4.1
(a) He uses two meters. In the boxes above, write the names of the meters. [1]
re
(b) State the quantities that are measured by these meters.
electric current
meter 1 measures ……………………………..
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potential difference
meter 2 measures …………………………….. [1]
(c) Fig. 4.2 shows the readings on the meters.

c
meter 1 meter 2
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0.4 0.6 4 6
0.2 0.8 2 8
0 1.0 0 10
a
eg
Fig. 4.2
Record the readings below.

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0.24 A
meter 1 .................................
7.2 V
meter 2 ................................. [2]
(d) Use your readings to find the value of the resistance R using the equation
V
R= .
I
0.24
=
7.2
30 Ω
R = ...........................................................[1]
(e) Describe a precaution the student should take to ensure that the value for R is accurate.
He should place his eyes at correct position while taking reading in order to avoid
...................................................................................................................................................
parallax error.
...............................................................................................................................................[1]
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PHYSICS 5054/42
Paper 4 Alternative to Practical May/June 2017
1 hour
re
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This document consists of 12 printed pages.
DC (LK/CGW) 131257/3
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11
1 A student measures the acceleration of free-fall g. He drops a metal ball from a height of 1.000 m
onto the floor, and measures the time t it takes to hit the floor.
Fig. 1.1 shows the ball and a metre rule, held vertically in a clamp.
cm
10
20
30
40
50
re
60
70
metal ball c tu 80
90
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100
Fig. 1.1
a
(a) On Fig. 1.1, draw the position of the ball at its point of release. [1]
eg
(b) He repeats the experiment and obtains the following five values of t, measured in seconds.
0.65 0.60 0.68 0.59 0.61

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(i) Calculate tav , the average value for t. Give your answer to two decimal places.
0.63 s
tav = ......................................................[2]
(ii) Suggest why the value for tav is not given to more than two decimal places.
The experimental values of t also contain two decimal places.

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

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(c) The acceleration due to free-fall g is given by the equation

2h
g= ,
t av2
where h = 1.000 m.
(i) Calculate a value for g. 2 (1.000)

g =
(0.63) 2
= 5.04
5.04
g = ............................................ m / s2 [1]
(ii) Another student suggests that, to obtain a better value for g, the ball should be dropped
from a height greater than 1.000 m.
Explain why this student is correct.
re
If the ball is dropped from a longer height, then it would take longer time to
...........................................................................................................................................
reach the floor. This would reduce the effect of human reaction error.
...........................................................................................................................................
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...........................................................................................................................................
.......................................................................................................................................[2]
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2 A student investigates a series circuit containing two non-identical lamps P and Q. Both lamps
need a working voltage of 2.5 V to be at full brightness.
She sets up the circuit shown in Fig. 2.1.
P Q
A
3 V power supply
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Fig. 2.1
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The student adds a voltmeter to the circuit to measure the potential difference (p.d.) across
lamp P. c
(a) (i) On Fig. 2.1, draw the symbol for a voltmeter to show where it is connected. [1]
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(ii) Fig. 2.2 shows the reading on the voltmeter.
2 3
1 4
a
0 5
eg
V
M
Fig. 2.2
State the voltmeter reading VP shown on Fig. 2.2.
2.4
VP = ................................................. V [1]

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(b) She measures the p.d. across lamp Q and records the value in Fig. 2.3, together with the
brightness of the lamps.
lamp potential difference / V brightness

P 2.4 bright
Q 0.6 not lit
Fig. 2.3
(i) Add your result from (a)(ii) to the table in Fig. 2.3.
(ii) Fig. 2.4 shows the reading on the ammeter in the circuit of Fig. 2.1.
0.4 0.6
0.2 0.8
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0 1.0
c A
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Fig. 2.4
State the ammeter reading I shown on Fig. 2.4.
0.31
a
I = ...................................................A [1]
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(iii) The student states that, because lamp Q is not lit, its filament is broken. Explain how the
results show that this statement is incorrect.
Lamp Q is in series with the lamp P. Since lamp P is working, so there must
...........................................................................................................................................
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also be a current through lamp Q.

.......................................................................................................................................[1]
(iv) Suggest one reason why lamp Q does not glow.

The p.d across lamp Q is too small (0.6 V) to make it glow.
...........................................................................................................................................
.......................................................................................................................................[1]

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3 A student investigates the effect of three different insulating materials on the cooling of hot water
in a beaker.
The following apparatus is available:
• thermometer
• stopwatch
• 250 cm3 glass beaker
• 250 cm3 measuring cylinder
• cardboard
• cotton wool
• cloth
• boss, clamp and stand
A supply of hot water is also available.
Write a plan for the experiment.
re
You should:
(a) explain how to carry out the experiment; a diagram is not required, but you may draw one if it
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helps to explain your plan,
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a
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With the help of a measuring cylinder, put a fixed quantity of hot water in a beaker
...................................................................................................................................................
already covered with an insulating material such as cotton. Clamp a thermometer
...................................................................................................................................................
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on stand in such a way that its bulb is dipped in hot water. Now put an insulating
...................................................................................................................................................
material carefully in the beaker. Cover the top of beaker with a cardboard in order
...................................................................................................................................................
to prevent heat loss. Note down the initial temperature reading. Now using a stop
...................................................................................................................................................
watch take final temperature reading for a fixed time interval. Repeat the experiment
...................................................................................................................................................
with other insulating materials.
...............................................................................................................................................[2]

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(b) state any quantities that need to be kept constant,
amount of hot water for each experiment should be the same

...................................................................................................................................................
hot water should have same initial temperature

...................................................................................................................................................
the time for cooling of hot water should be the same
...............................................................................................................................................[1]
(c) draw a table, with headings, to show how to display the results,
insulating material temperature drop / °C

A
B
C
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c
(d) explain how the readings can be used to reach a conclusion. tu
A conclusion can be reached by comparing the temperature drops in equal intervals
[1]
Le
...................................................................................................................................................
of time. The material with the largest temperature drop will be the best conductor.
...................................................................................................................................................
...............................................................................................................................................[1]
a
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4 An object is moved between a lamp and a screen. A student investigates how the height of the
shadow cast by the object on the screen changes.
The apparatus is shown in Fig. 4.1.
screen
lamp
object (side view)
re
d
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D = 80.0 cm
c
Fig. 4.1 (not to scale)
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The object is a square sheet of white card. The length of each side is H. The object is attached to
a pin and supported by a cork, as shown in Fig. 4.2.
card H
a
eg
pin
M
cork
Fig. 4.2 (full size)
(a) Measure and record the length H as shown in Fig. 4.2.
2.0
H = ............................................... cm [1]

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(b) The screen is placed at a distance D = 80.0 cm from the centre of the lamp.
She places the object at a distance d = 70.0 cm from the centre of the lamp and observes the
shadow made by the object on the screen. The shadow is shown in Fig. 4.3.
screen
shadow
h
re
Fig. 4.3 (full size)
(i)
(ii)
Measure and record the length h of the shadow shown in Fig. 4.3.
c tu 2.3
h = ...............................................
Suggest why it would be difficult to measure accurately the length of the shadow.
cm [1]
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The shadow has not distinct edges so it would be difficult to measure its
...........................................................................................................................................
length accurately.
.......................................................................................................................................[1]
a
eg
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(c) She repeats the procedure for values of d of 60.0 cm, 55.0 cm, 45.0 cm, 30.0 cm and 25.0 cm.
Her results are recorded in the table of Fig. 4.4.
d / cm h / cm
70.0 2.3
60.0 2.7
55.0 2.9
45.0 3.6
30.0 5.3
25.0 6.4
Fig. 4.4
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(i) Add your value of h from (b)(i) to the table in Fig. 4.4.
(ii) On Fig. 4.5, plot a graph of h / cm on the y-axis against d / cm on the x-axis.
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Start both axes from the origin. Draw the smooth curve of best fit.
c
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a
Question 4 continues on page 12.

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9.0
8.0
7.0
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6.0
5.0
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4.0
h / cm
a
3.0
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2.0
M
1.0
0
0 10 20 30 40 50 60 70 80
d / cm
Fig. 4.5
[4]

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(d) (i) Use your graph to find h40, the value of h when the object is 40.0 cm from the centre of
the lamp.
4.0
h40 = ............................................... cm [1]
(ii) The student suggests that the value of h40, is related to the length H of the object by the
equation
h40 = 2H.
Calculate the length H of the object using this equation.
2.0
H = ............................................... cm [1]
(iii) Compare the value for H calculated in (d)(ii) with the value that you measured in (a).
State whether your results support the student’s suggestion and justify your answer by
re
reference to the results.
Yes, my results support the student's suggestion.

statement ..........................................................................................................................
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justification The height of the shadow gets doubled when the object is placed
........................................................................................................................
midway between lamp and screen.
...........................................................................................................................................
c [1]
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(e) (i) Extend your graph to predict the length h20 of the shadow when d = 20.0 cm.
8
h20 = ............................................... cm [1]
(ii) The student suggests that the distance d should not be less than 10.0 cm. Give one
a
reason why this is a sensible suggestion.

The size of the shadow becomes too large to fit on the screen.
...........................................................................................................................................
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.......................................................................................................................................[1]
(f) D was kept constant throughout the investigation. Suggest why.

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D was kept constant in order to make it a fair test.

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

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a
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23
1 A student finds the mass of a table-tennis ball using a top-pan balance, as shown in Fig. 1.1. The
top-pan balance reads to the nearest gram.
top-pan balance
0 g
Fig. 1.1
(a) The mass of the ball is about 2.5 g.
Suggest a reason why placing the ball on the top-pan balance does not give an accurate
value for the mass of the ball.
re
The ball will roll about because of the flat surface of the top-pan balance.
...................................................................................................................................................
...............................................................................................................................................[1]
beaker
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(b) The student uses ten identical balls and a glass beaker to hold them, as shown in Fig. 1.2.
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Fig. 1.2
a
Explain in detail how the student can obtain a more accurate value for the mass of one ball.
He can first find the mass (m1 ) of an empty beaker using top-pan balance. Next he
...................................................................................................................................................
eg
can put the ten balls in the beaker, and find the total mass (m2) of the balls and
...................................................................................................................................................
beaker. Now he can find the mass of one ball usig the formula given as follows:
...................................................................................................................................................
M
m2 - m 1
mass of one ball =
...................................................................................................................................................
10
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
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24
2 A student investigates how high a table-tennis ball bounces. He drops the ball from a height of
60 cm onto a tiled floor, as shown in Fig. 2.1. He records the height h of the bounce using a metre
rule with millimetre divisions.
100
81 90
80 80
70
60
50
40
30
re
table-tennis ball 20
10 tiled floor
petri dish
cm
c Fig. 2.1
tu
(a) The ball is placed near the metre rule so that, when released, it falls 60 cm before it hits the
floor.
Le
On Fig. 2.1, draw the ball in its starting position. [1]
(b) Before recording any values for the height of the bounce, the student performs a trial drop.
a
Suggest a reason for doing this trial drop.
A trial drop is needed so that the observer can find the approximate position
eg
...................................................................................................................................................
where to place the eye when the ball bouces off the floor.
...............................................................................................................................................[1]
(c) He drops the ball five times from 60 cm and records the following values of h.
M
40 cm 39 cm 40 cm 42 cm 40 cm
(i) Suggest a reason why h is recorded to the nearest cm.

h is recorded to the nearest cm because it is not possible to measure the exact
...........................................................................................................................................
height in millimeters merely using eyes.
.......................................................................................................................................[1]
(ii) Calculate the average bounce height hav. Give your answer to the nearest centimetre.
40 + 39 + 40 + 42 + 40
h av = = 40.2
5
40 cm
hav = .........................................................[2]

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(d) The student extends the investigation to find the average bounce height hav from other drop
heights H. Fig. 2.2 shows the results obtained.
drop height H / cm bounce height hav / cm

60 40
100 56
140 74
180 86
220 94
260 96
Fig. 2.2
re
(i) On Fig. 2.2, add your value of hav at H = 60 cm.
(ii) To get the larger values of H, the student changes his apparatus and method. Suggest
tu
how he does this.
For larger values of H, the student can use a retractable tape meaure. He also
...........................................................................................................................................
c
needs another person to help him drop the ball.
...........................................................................................................................................
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...........................................................................................................................................
.......................................................................................................................................[2]
(iii) On Fig. 2.3, plot a graph of hav / cm on the y-axis against H / cm on the x-axis. Start your
a
axes from (0,0). Draw a smooth curve of best fit.

eg
(e) (i) The student does not take any readings of hav for H less than 60 cm.
Suggest why these readings are difficult to take.

These readings are difficult to take as bouncing occurs too close to the floor and
M
...........................................................................................................................................
and the student has to lie down with his head on the floor.
.......................................................................................................................................[1]
(ii) Use your graph to estimate the value of hav when H is 40 cm.
38 cm
hav = .........................................................[1]

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100
90
80
70
re
60
50 c tu
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40
hav / cm
30
a
eg
20
M
10
0
0 50 100 150 200 250 300 350
38 H / cm [4]
Fig. 2.3

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3 Fig. 3.1 shows a thermistor. A thermistor is a type of resistor whose resistance is affected by
changes in temperature.
connecting wires
thermistor
Fig. 3.1
Fig. 3.2 shows a partially completed circuit.
5V
re
1000 Ω
A
c B
Fig. 3.2
tu V
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(a) The thermistor is connected between A and B in the circuit.
On Fig. 3.2, draw the correct circuit symbol for the thermistor between A and B. [1]
a
(b) The thermistor is at room temperature and the reading on the voltmeter is shown in Fig. 3.3.
eg
V
2 3
1 4
0 5
M
Fig. 3.3
(i) State the reading V on the voltmeter.
2.8 V
V = .........................................................[1]

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(ii) The student then records the reading on the voltmeter when the thermistor is at a steady
temperature of 0 °C.
Suggest how she can reduce the temperature of the thermistor from room temperature
to 0 °C in the laboratory.
She can place the thermister in a beaker of melting ice.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]
(iii) At 0 °C, the reading V on the voltmeter is 1.8 V.
The resistance R of the thermistor, measured in ohms, can be found using
5000
R= - 1000 .
re
V
Calculate R at room temperature and at 0 °C. Give both answers to 2 significant figures.
790 Ω
tu
at room temperature, R = .............................................................
1800 Ω
at 0 °C, R = .............................................................
[2]
c
(iv) Use your results to state how the resistance of the thermistor changes with temperature.
Le
As temperature decreases, the resistance of thermistor icreases.
...........................................................................................................................................
...........................................................................................................................................
a
.......................................................................................................................................[1]
eg
M

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4 In Fig. 4.1, AB represents a converging lens. An object PQ is placed with end Q on the principal
axis ST of the lens.
re
P C
S
c Q tu F
T
Le
a
B
eg
Fig. 4.1 (full scale)
(a) The point F is a focal point (principal focus) of the lens.

M
Measure the focal length of the lens.
5.0 cm
focal length = .........................................................[1]
(b) (i) Draw a line from P, parallel to ST, to meet the lens AB at point C. Label C. [1]
(ii) Explain how you ensured that this line is parallel to ST.
Using set squares, measure the length PQ with its other edge along the line ST.
...........................................................................................................................................
Now place the set squares, along the lens AB with its other edge along the line
...........................................................................................................................................
ST. Mark C on AB at the same distance as measured for PQ. Now join P ad C.
.......................................................................................................................................[1]

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(c) Draw a straight line from F to C and extend this line until it meets the dotted line at point R.
Label R. [1]
(d) Measure the angle i between the lines RC and CP.
23 °C
i = .........................................................[1]
(e) Determine the length l in centimetres where

2.2
l= .
sin i
5.6 cm
l = .........................................................[1]
(f) Theory suggests that l is equal to the distance CF.
Measure CF and comment on the extent to which your results agree with the theory.
re
On measuring, I got CF = 5.6 cm which is very close to l = 5.6 cm. So the results
...................................................................................................................................................
agree with the theory.
...................................................................................................................................................
tu
...............................................................................................................................................[1]
c
Le
a
eg
M

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* 4 5 8 9 6 7 6 8 4 4 *
PHYSICS 5054/42
Paper 4 Alternative to Practical October/November 2017
1 hour
re
tu
c
Le

a
eg
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This document consists of 12 printed pages and 4 blank pages.
DC (LK/SW) 134859/3
© UCLES 2017
SHAHZAD ZIA
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32
1 A student investigates the period of a simple pendulum. The period T is the time taken for one
complete oscillation of the pendulum.
She sets up the pendulum with its point of support a fixed height above the surface of the bench.
She does not change this height, or the position of the clamp during the investigation.
A scale diagram of her experimental set-up is shown in Fig. 1.1.
clamp
point of support
re
D
pendulum bob
c
Fig. 1.1
tu
Le
(a) (i) Measure the distance D on Fig. 1.1 to the nearest millimetre. Record your result.
4.7
D = ............................................ cm [1]
a
(ii) Fig. 1.1 is drawn to a scale of one-tenth full size.
Write down the actual height H of the point of support above the bench.
eg
47 cm
H = .................................................. [1]
M

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(b) She adjusts the length of the thread until the height h of the centre of the bob above the
bench is 15.0 cm. She gives the ball a small sideways displacement and releases it so that it
oscillates. She records the time for 20 oscillations in the table in Fig. 1.2.
time for 20 oscillations

h / cm T/s T 2 / s2
/s
15.0 22.8 1.14 1.30
20.0 20.8 1.04 1.08
25.0 18.8 0.94 0.88
30.0 16.6 0.83 0.69
re
40.0 10.6 0.53 0.28
Fig. 1.2
tu
She repeats the procedure for heights h of 20.0 cm, 25.0 cm, 30.0 cm and 40.0 cm.
She uses her results to calculate the period T for one oscillation and T 2 for each set of
readings.
c
Le
(i) Complete the table in Fig. 1.2. [1]
(ii) Explain why measuring the time for 20 oscillations, rather than for 1 oscillation, gives a
more accurate value for T.
a
This reduces the effect of error in starting and stopping the stop watch.
...........................................................................................................................................
eg
...........................................................................................................................................
.......................................................................................................................................[1]
M

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(c) (i) On Fig. 1.3, plot a graph of T 2 / s2 on the y-axis against h / cm on the x-axis.
Start your axes from the origin (0,0). Draw the straight line of best fit.
2.0
1.8
1.6
1.4
re
1.2
1.0
c tu
Le
0.8
a
T2 / s 2
eg
0.6
M
0.4
0.2
0
0 5 10 15 20 25 30 35 40
h / cm
Fig. 1.3 [4]

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(ii) Extend your line so that it cuts the y-axis.
State the value of the intercept c on the y-axis.
1.95
c = .............................................. s2 [1]
(iii) Calculate the gradient m of your line. Show your working and indicate on your graph the
values you use to calculate the gradient.
m = 1.95 - 0.28
0 - 40
= - 0.04175
re
- 0.04175
m = ....................................... s2 / cm [2]
(d) Theory suggests that H is given by the equation
tu
c
H= .
c m
Use this equation to calculate H.
Le
H = 1.95
0.04175
= 46.7
46.7
H = ............................................ cm [1]
a
(e) Compare your measured value for H from (a)(ii) with your result in (d).
eg
State whether the two values agree with each other and justify your answer.
On comparing, the two values are very close to each other and thus the results
...................................................................................................................................................
M
are justified.
...................................................................................................................................................
...............................................................................................................................................[1]

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2 A student investigates the effect of insulation on the rate of cooling of hot water in a beaker.
He pours 250 cm3 of hot water into a beaker and places a thermometer in the water, as shown in
Fig. 2.1.
beaker
water
re
Fig. 2.1
He waits for a short time. He then starts a stopwatch as he records the temperature θ of the hot
water. This is at time t = 0.
Fig. 2.2 shows the thermometer at t = 0. c

90
tu
Le
80
a
eg
70
Fig. 2.2
M
(a) (i) Read the thermometer and record the temperature θ.
88 °C
θ = .................................................. [1]
(ii) Explain why the student waits a short time before recording the temperature of the water
at t = 0.
The students waits a short time so that the temperature of the therometer
...........................................................................................................................................
gets equal to the temperature of the hot water.
...........................................................................................................................................
.......................................................................................................................................[1]

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(b) The student records the temperature of the water in the beaker after 3.0 minutes.
He then pours 250 cm3 of hot water into an identical beaker that is insulated with cotton wool,
as shown in Fig. 2.3. He repeats the procedure.
cotton wool insulation
water
re
Fig. 2.3
His results are shown in the table in Fig. 2.4.
s
time t / .........
without insulation
c
°C
temperature θ / .........
tu with insulation
°C
temperature θ / .........
Le
0 88 85
180 75 75
a
Fig. 2.4
eg
(i) Complete the column headings in the table in Fig. 2.4. [1]
(ii) Add your value of θ in (a)(i) to the table in Fig. 2.4.

M
(iii) State whether the insulation has any significant effect on the rate of cooling in the first
3.0 minutes.
Justify your answer by reference to the results.
Yes, the insulation has a significant effect on the rate of cooling in the first 3.0 minutes
statement ..........................................................................................................................
the absence of insulation the temperature is dropped by 13 °C while in the
justification In........................................................................................................................
presence of insulation the temperature is dropped by 10 ° C.
.......................................................................................................................................[1]

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38
(c) (i) Initially, the main cause of heat loss from the beaker is evaporation.
Suggest how the student can reduce heat loss by evaporation.
The student can reduce the heat loss by evaporation by covering the beaker
...........................................................................................................................................
with a lid.
...................................................................................................................................... [1]
(ii) State one other modification to the apparatus in Fig. 2.3 that reduces further the loss of
heat.
The bottem of the beaker can also be made insulated using cotton.
...........................................................................................................................................
.......................................................................................................................................[1]
(d) State one quantity that is kept constant to make a fair comparison between the rate of cooling
of the two beakers.
re
The volume of hot water should be kept the same.
...............................................................................................................................................[1]
c tu
Le
a
eg
M

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3 A student measures the refractive index of the material of a transparent block ABCD by tracing the
path of a ray of light through it.
The experiment is set up as shown in Fig. 3.1.
ray box
re
A Q B
T
c tu transparent
block
Le
a
D R S C
eg
M
Fig. 3.1

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40
(a) She directs a ray of light PQ from the ray box on to side AB of the block.
(i) On Fig. 3.1, draw a normal to side AB at point Q. Extend the normal so that it crosses
side CD. Label the point at which the normal crosses CD with the letter R. [1]
(ii) Measure the angle of incidence α of the ray PQ on side AB.
30 °
α = ...................................................[1]
(b) She marks, with crosses, two points on the emergent ray from CD, as shown on Fig. 3.1.
• On Fig. 3.1 draw a line joining the two crosses and continue this line until it meets QR.
• Label the point where the line crosses CD with the letter S and the point where it crosses
QR with the letter T.
• Draw a straight line from Q to S.
re
(i) Measure the length x of QS.
5.3 cm
x = .......................................................
(ii) Measure the length y of ST.
tu
3.5 cm
y = .......................................................
c [2]
(c) The refractive index n of the material of the block is given by the equation
Le
x
n= .
y
Calculate n.
5.3
n =
3.5
a
eg
1.5
n = . ....................................................[1]
M

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41
4 A student investigates how the resistance of a wire depends upon its length.
He uses the equation

potential difference V
resistance R = .
current I
The following apparatus is available:
• power supply
• ammeter
• voltmeter
• switch
• connecting leads and crocodile clips
• a length of resistance wire
• metre rule
re
• wire cutters.
Write a plan for the investigation.
(a) Draw a circuit diagram in the space below. c tu

Le
A
resistance wire
a
V
eg
[2]
(b) Explain briefly how the student carries out the investigation.
The student can measure the potential difference V across the wire using voltmeter
M
...................................................................................................................................................
Then he can measure the electric current through the wire using ammeter. He can
...................................................................................................................................................
V
use the formula R = to find the resistace of the wire.
I
...................................................................................................................................................
He can repeat the experiment using different lengths of wire.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]

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(c) Explain how the student can use the readings to reach a conclusion.
He can plot a graph of R against l in order to reach a conclusion.

...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[1]
re
c tu
Le
a
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M

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For Live Classes, Recorded Lectures, Notes & Past Papers visit:

Cambridge International Examinations

Answer all questions.

Electronic calculators may be used.

This document consists of 8 printed pages.

Fig. 1.1 (full scale)

(ii) Explain your answer.

that the speed of car is decreasing.

Use the equation

© UCLES 2017 5054/41/M/J/17 SHAHZAD ZIA

When h = 14.0 cm, the times measured in seconds are:

35.4 35.6 35.3

Calculate the average time tav .

tav . = 35.4 + 35.6 + 35.3

© UCLES 2017 5054/41/M/J/17 SHAHZAD ZIA

© UCLES 2017 5054/41/M/J/17 SHAHZAD ZIA

© UCLES 2017 5054/41/M/J/17 SHAHZAD ZIA

to ponit S on mirror CD. Finally I joined the points Q and S.

© UCLES 2017 5054/41/M/J/17 SHAHZAD ZIA

(b) The ray meets mirror AB at Q.

(ii) draw the normal at Q,

(iii) measure the angle of incidence i at Q,

(iv) measure the angle of reflection r at Q.

© UCLES 2017 5054/41/M/J/17 SHAHZAD ZIA

(c) Fig. 4.2 shows the readings on the meters.

Record the readings below.

Cambridge International Examinations

Answer all questions.

Electronic calculators may be used.

This document consists of 12 printed pages.

0.65 0.60 0.68 0.59 0.61

The experimental values of t also contain two decimal places.

© UCLES 2017 5054/42/M/J/17 SHAHZAD ZIA

(c) The acceleration due to free-fall g is given by the equation

(i) Calculate a value for g. 2 (1.000)

Explain why this student is correct.

© UCLES 2017 5054/42/M/J/17 SHAHZAD ZIA

She sets up the circuit shown in Fig. 2.1.

State the voltmeter reading VP shown on Fig. 2.2.

© UCLES 2017 5054/42/M/J/17 SHAHZAD ZIA

lamp potential difference / V brightness

State the ammeter reading I shown on Fig. 2.4.

also be a current through lamp Q.

(iv) Suggest one reason why lamp Q does not glow.

© UCLES 2017 5054/42/M/J/17 SHAHZAD ZIA

The following apparatus is available:

A supply of hot water is also available.

Write a plan for the experiment.

© UCLES 2017 5054/42/M/J/17 SHAHZAD ZIA

(b) state any quantities that need to be kept constant,

amount of hot water for each experiment should be the same

hot water should have same initial temperature

insulating material temperature drop / °C

© UCLES 2017 5054/42/M/J/17 SHAHZAD ZIA

The apparatus is shown in Fig. 4.1.

Fig. 4.2 (full size)

(a) Measure and record the length H as shown in Fig. 4.2.

© UCLES 2017 5054/42/M/J/17 SHAHZAD ZIA

© UCLES 2017 5054/42/M/J/17 SHAHZAD ZIA