Name: _______________________________________________

Revision WS

Date:

Time: 196

Total marks available: 196

Total marks achieved: ______

Mrs. Jincy
Questions
Q1.

Diagram 1 shows a loop of wire connected to a power supply.

(a) Describe how to find the shape of the magnetic field produced by the loop of wire.
(3)
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(b) Diagram 2 shows the view from above the card with two cross-sections of the loop of wire.
 On diagram 2, draw the magnetic field produced by the two cross-sections of the loop of wire.
(4)

(c) (i) These diagrams show the magnetic field acting on a cross-section of wire when the current in the
wire is out of the page.
 Which diagram shows the correct direction of the force acting on the cross-section of wire due to the
magnetic field?
(1)
A
B
C
D

(ii) The magnetic field acting on the cross-section of wire is produced by the current in the other side
of the loop of wire.
Explain why there is no effect on the direction of the force on the cross-section of wire when the
direction of the current in the loop is reversed.
(2)
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(Total for question = 10 marks)

(Q07 4PH1/2P, Nov 2020)

Q2.

(a) A car accelerates along a level road.

The diagram shows some of the horizontal forces acting on the car as it accelerates.

(i) A driving force acts on the car, as shown in the diagram.

State the name of the other force shown in the diagram.
(1)
.............................................................................................................................................
(ii) State the formula linking unbalanced force, mass and acceleration.
(1)
 (iii) The unbalanced force acting on the car is 2900 N.
The mass of the car is 1200 kg.
Calculate the acceleration of the car.
(2)

acceleration = ........................................................... m/s 2

(b) The driver sees an obstacle in the road and applies the brakes.
The driver has a reaction time of 0.5 s. He applies the brakes for 2.5 s.
The graph shows how the velocity of the car changes from when the driver sees the obstacle until the
car stops.

(i) Describe how the thinking distance is affected by the condition of the car's brakes and the speed of
the car.
(2)
condition of brakes ..................................................................................................................

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speed of car ...........................................................................................................................

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(ii) Use the graph to calculate the braking distance.
(3)
 braking distance = ........................................................... m

(Total for question = 9 marks)

(Q04 4SS0/1P, June 2021)

Q3.

The diagram shows a truck using a rope to pull a car along a level road.

(a) The truck and car are travelling at a velocity of 14 m / s.

The truck and car then accelerate at 1.6 m / s2 until they are travelling at a velocity of 22 m / s.
(i) State the formula linking acceleration, change in velocity and time taken.
(1)

(ii) Calculate the time taken for the truck and car to accelerate from 14 m / s to 22 m / s.
(3)

time taken = ........................................................... s

(iii) State the formula linking unbalanced force, mass and acceleration.
(1)

(iv) The car has a mass of 1200 kg.

Calculate the unbalanced force acting on the car to produce an acceleration of 1.6 m / s 2 .
Give your answer to two significant figures.
(3)

unbalanced force = ........................................................... N

(b) The rope breaks so the car and the truck are no longer connected.
The engine of the car is not working.
Explain what happens to the motion of the car after the rope breaks.
(2)
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(Total for question = 10 marks)

(Q02 4SS0/1P, Nov 2021)

Q4.

A table tennis ball is a very light plastic ball filled with air.

(a) A student drops a table tennis ball from rest.

The ball falls 13 m to the ground.
Show that the final speed of the ball, just before it reaches the ground, should be about 16 m/s.
Assume that there is no air resistance.
(3)

(b) The student suggests that the ball will reach the ground with a speed that is less than 16 m/s because
of air resistance.
Use ideas about forces to justify the student's suggestion.
(5)
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(Total for question = 8 marks)

(Q05 4PH1/1PR, Jan 2020)

Q5.

(a) A speed camera is positioned at the side of a road.

The camera measures the speed of a vehicle on the road to determine whether the vehicle is travelling
too fast.
The camera takes two photographs of the vehicle 0.25 s apart.
The photographs are used to measure the distance travelled by the vehicle during this time.
(i) State the formula linking average speed, distance moved and time taken.
(1)

(ii) In the time between the two photographs, the car travels a distance of 6.5 m.
Calculate the average speed of the car.
(2)

average speed = ........................................................... m/s

(iii) The speed limit of the road is 80 kilometres per hour.
Determine whether the car is exceeding the speed limit.
(2)

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(b) The velocity-time graph shows how the velocity of a lorry changes with time.

(i) Explain how the graph shows that the lorry has a constant acceleration.
(2)
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(ii) State the formula linking acceleration, change in velocity and time taken.
(1)

(iii) Calculate the acceleration of the lorry.

(3)

acceleration = ........................................................... m/s 2

(Total for question = 11 marks)

(Q02 4PH1/1P, Jan 2021)

Q6.

The diagram shows a metal block on top of a wooden block.

The metal block is held stationary by force F.

(a) (i) The weight of the metal block acts through point G.
Give the name of point G.
(1)
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(ii) Name a piece of apparatus that could be used to measure the weight of the metal block.
(1)
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(b) (i) State the formula linking moment, force and perpendicular distance from the pivot.
(1)

(ii) The weight of the metal block is 0.68 N.

Show that the moment of the weight of the metal block about point P is approximately 2.9 N cm.
(1)

(iii) Force F is applied to the metal block to stop it from moving.

Calculate the magnitude of force F.
(3)

force F = ........................................................... N

(Total for question = 7 marks)

(Q02 4PH1/2PR, Jan 2021)

Q7.
A builder needs to lift a large stone block.

(a) Diagram 1 shows the stone block.

(i) Draw an X on diagram 1 at the centre of gravity of the stone block.

(1)
(ii) State the formula linking weight, mass and gravitational field strength.
(1)

(iii) The mass of the stone block is 130 kg.

Calculate the weight of the stone block.
(2)

weight = ........................................................... N

(b) The builder uses a wooden plank to lift the large stone block.
The plank is uniform and pivoted at its centre.
The builder pushes down on one end of the plank to lift the stone block.
Diagram 2 shows the plank when it is horizontal and stationary.

(i) State the principle of moments.

(2)
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(ii) The builder is pushing down with a force of 520 N to keep the plank horizontal.
Calculate distance X.
(3)

distance X = ........................................................... m
(iii) Calculate the length of the plank.
(1)

length of plank = ........................................................... m

(Total for question = 10 marks)

(Q03 4PH1/2PR, Nov 2020)

Q8.

The diagram shows a circuit that includes a battery, an ammeter, a voltmeter and three different resistors.

(a) (i) Give the voltmeter reading.

(1)
voltage = ........................................................... V
(ii) State the formula linking voltage, current and resistance.
(1)
 (iii) Calculate the resistance of resistor X.
(3)

resistance = ........................................................... Ω

(b) (i) Give the reason why the reading on the ammeter would be 16 mA.
(1)
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(ii) Calculate the resistance of resistor Y.
(4)

resistance = ........................................................... Ω

(c) Resistor X and the voltmeter are removed from the circuit, leaving a break in this part of the circuit.
Explain how the current in the battery changes when these components are removed.
(2)
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(Total for question = 12 marks)

(Q11 4PH1/1P, Nov 2021)

Q9.

The circuit diagram shows a light dependent resistor (LDR) and a 73 Ω resistor connected in series with a
1.5 V cell.

(a) Complete the diagram by adding an instrument to measure the voltage of the LDR.
(2)
(b) (i) State the formula linking voltage, current and resistance.
(1)

(ii) The current in the circuit is 7.8 mA.

Calculate the voltage across the 73 ohm resistor.
(2)

voltage across resistor = ........................................................... V

(iii) Calculate the voltage across the LDR.
(2)

voltage across LDR = ........................................................... V

(c) The graph shows how the resistance of the LDR changes with light intensity.
 (i) Describe the relationship between the resistance of the LDR and light intensity.
(2)
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(ii) The resistance of the LDR decreases.
State the effect on the current in the circuit.
(1)
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(iii) Explain why the voltage across the LDR decreases when the resistance of the LDR decreases.
(2)
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(Total for question = 12 marks)

(Q06 4PH1/1PR, Jan 2020)

Q10.

The graph shows how the distance travelled by an aeroplane changes during part of its journey.
(a) (i) State the formula linking average speed, distance moved and time taken.
(1)

(ii) Calculate the average speed of the aeroplane during this part of its journey.
Give a suitable unit.
(4)

average speed = ................................... unit ........................

(b) During the flight, the height of the aeroplane decreases.

As the height of the aeroplane decreases, the temperature outside the aeroplane increases.
Explain how the air pressure outside the aeroplane changes as the height of the aeroplane decreases.
(3)
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 (Total for question = 8 marks)

(Q03 4SS0/1P, June 2019)

Q11.

The diagram shows part of a circuit used for an outdoor lighting system.

(a) Draw a voltmeter on the diagram to measure the voltage of the 4500 Ω resistor.
(2)
(b) Give the name of component X.
(1)
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(c) The voltage across component X is 3.0 V.

(i) Calculate the voltage across the 4500 Ω resistor.
(1)

voltage = ........................................................... V
(ii) Calculate the current in the circuit.
[voltage = current × resistance]
(2)

current = ........................................................... A
(iii) Calculate the resistance of component X.
Give your answer in kΩ.
(3)
 resistance = ........................................................... kΩ

(d) Explain where a lamp should be connected in this circuit, so that the voltage across it increases as
the light received by component X decreases.
(3)
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(Total for question = 12 marks)

(Q09 4PH1/1PR, Nov 2020)

Q12.

This question is about electromagnetism.

(a) Diagram 1 shows the construction of an electromagnet.

 (i) Name a suitable metal for the core.
(1)
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(ii) State what must be done to the coil of wire to produce a magnetic field.
(1)
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(b) Electromagnets are used in transformers to change the size of a voltage.

Diagram 2 shows the construction of a simple transformer.

(i) State the formula linking the input (primary) voltage, output (secondary) voltage and the turns ratio
for a transformer.
(1)

(ii) The input voltage to the transformer is 115 V.

Show that the output voltage is approximately 20 V.
(3)

(iii) The input current to the transformer is 1.2 A.

Calculate the output current.
Assume that the transformer is 100% efficient.
(3)
 output current = ........................................................... A
(iv) State two factors that would increase the output current of the transformer.
(2)
1 ..........................................................................................................................................

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

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(Total for question = 11 marks)

(Q06 4PH1/2P, Nov 2021)

Q13.

Answer the question with a cross in the box you think is correct . If you change your mind about
an answer, put a line through the box and then mark your new answer with a cross .

A student investigates four cars P, Q, R and S.

(a) How is energy transferred usefully from the engine of a car to its wheels?
(1)
A by heating
B by radiation
C electrically
D mechanically

(b) The engine of a car burns petrol, which transfers energy usefully from the
chemical store of the petrol to the kinetic store of the car.
The useful power output of car P's engine is 47 kW.
(i) Calculate the useful energy output of car P's engine during a 15 minute period.
(3)

useful energy output = ........................................................... J

(ii) State the formula linking efficiency, useful energy output and total energy output.
(1)

(iii) During the 15 minute period, 2.0 × 108 J of energy is transferred from the
chemical store of the petrol.
Calculate the efficiency of car P's engine.
 (2)

efficiency = ...........................................................

(c) The student extends her investigation by collecting data for cars P, Q, R and S.
She records the useful power output of their engines, their masses and their
maximum speeds.
The table shows her data.

Using information from the table, discuss the relationships between useful power
output, mass and maximum speed.
(4)
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(Total for question = 11 marks)

(Q06 4SS0/1P, June 2019)

Q14.

A car driver sees a hazard on the road ahead.

The graph shows the velocity of the car from when the driver sees the hazard.

(a) (i) Use the graph to determine the reaction time of the driver.
(1)
reaction time = ........................................................... s
(ii) Calculate the stopping distance of the car.
(4)

stopping distance = ........................................................... m

(iii) Calculate the acceleration of the car when the car is braking.
(3)

acceleration = ........................................................... m/s 2

(b) The speed of the car affects the thinking distance and the braking distance.
Discuss other factors that affect the thinking distance and the braking distance of the car.
(4)
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(Total for question = 12 marks)

(Q04 4PH1/1P, June 2019)

Q15.

The diagram shows some of the forces acting on a large rubbish bin on wheels.

(a) The weight of the bin acts through point G.

Give the name of point G.
(1)
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(b) The mass of the bin is 23 kg.

(i) What is the weight of the bin?
(1)
A 23 kg
B 230 kg
C 230 N
D 23 000 N

(ii) State the principle of moments.

(1)
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(iii) A person applies force F to the bin to keep it stationary.
Calculate the magnitude of force F.
(4)
 magnitude of force F = ........................................................... N
(iv) State the magnitude and direction of the force applied to the person by the bin.
(2)

magnitude = ........................................................... N

direction = ...........................................................

(Total for question = 9 marks)

(Q03 4PH1/2P, Nov 2020)

Q16.

This question is about a folding table.

The diagram shows some of the forces acting on the table.

(a) The weight of the table acts through point G.

State the name of point G.
(1)
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(b) State the formula linking moment, force and perpendicular distance from the pivot.
 (1)

(c) The moment of the weight force of the table about the hinge is 92 N m.
By using the principle of moments, calculate the force S that a person applies to keep the table in
equilibrium.
(3)

force S = ........................................................... N

(d) State Newton's third law.

(1)
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(e) State the magnitude and the direction of the force that the table applies to the person holding the
table.
(2)
magnitude = ........................................................... N

direction = ...........................................................

(Total for question = 8 marks)

(Q02 4PH1/2PR, Jan 2020)

Q17.

The diagram shows a bottle supported by a finger.

(a) State the name of point Z.
(1)
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(b) (i) State the formula linking moment, force and perpendicular distance from the pivot.
(1)

(ii) The bottle does not move.

Calculate the weight of the bottle.
(4)

weight of bottle = ........................................................... N

(Total for question = 6 marks)

(Q08 4PH1/2P, June 2019)

Q18.

The photograph shows a hair dryer plugged into the mains supply.

The hair dryer contains a fuse.

(a) State which wire in the hair dryer should be in series with the fuse.
(1)
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(b) The fuse is an electrical safety feature used in mains-operated domestic appliances.
State two other electrical safety features that can be used in mains-operated domestic appliances.
(2)
1 ..........................................................................................................................................

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

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(c) The hair dryer has a current of 9.6 A.

The mains supply voltage is 230 V.
(i) State the formula linking power, current and voltage.
(1)

(ii) Calculate the power of the hair dryer.

Give the unit.
(3)

power = ........................................ unit ........................................

(iii) The hair dryer contains a coil of wire which is used to heat air passing through the hair dryer.
 Explain why the coil of wire heats up when there is a current in it.
(3)
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(d) Explain how a fuse protects a domestic appliance.

(3)
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(Total for question = 13 marks)

(Q04 4PH1/1P, Jan 2021)

Q19.

(a) The diagram shows a ball of dough, of mass 580 g, held at a height of 92 cm above the floor.

Calculate the increase in gravitational potential energy (GPE) stored in the ball of dough when it is
above the floor.
(3)
 GPE = ........................................................... J

(b) The ball of dough hits the floor and does not rebound.
Describe the energy transfers taking place from when the dough is dropped to after it has hit the floor.
You should refer to energy stores as well as transfers between energy stores at these stages.

· before the dough is dropped

· just before the dough hits the floor
· after the dough has hit the floor
(4)
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(Total for question = 7 marks)

(Q12 4PH1/1P, June 2019)

Q20.

A metalworker uses a hammer of mass 1.8 kg to deform a piece of metal on an anvil.

(a) (i) Calculate the increase in the hammer's gravitational potential energy (GPE) store when the
hammer is raised through a height of 0.95 m above the metal.
[GPE gained = mass × gravitational field strength × height]
(2)

GPE increase = ........................................................... J

(ii) The metalworker moves the hammer down to strike the metal.
The hammer must have at least 21 J of energy in its kinetic energy (KE) store as it hits the metal to
deform it.
Explain why the metalworker must do at least 4 J of mechanical work on the hammer to deform the
metal.
(2)
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(b) (i) Calculate the velocity of the hammer just before it strikes the metal.
[KE of hammer = 21 J]
(4)
 velocity = ........................................................... m/s
(ii) When the hammer hits the metal, the hammer comes to rest without rebounding.
Calculate the mean (average) force needed to bring the hammer to rest in a time of 0.12 s.
(2)

mean force = ........................................................... N

(Total for question = 10 marks)

(Q04 4PH1/2PR, Jan 2020)

Examiner's Report
Q1.

Item (a) elicited mostly excellent responses from the overarching majority of candidates. The investigation
to find the shape of a magnetic field is named explicitly on the specification and it is evident that most
candidates have either witnessed this investigation or performed the experiment themselves.
The magnetic field pattern for a loop of wire is challenging to reproduce for item (b). The central ideas to
remember are that close to the wire, the field lines are approximately circular and that between the two
sectors of wire given in the diagram there is a single, straight field line that runs from bottom to top.
Finally, the field gets weaker the further away the point is from the wires.
Item (c) tested the ideas behind Fleming's Left Hand rule. Item (c)(ii) was poorly answered in general, with
most responses repeating the question that there was no effect on the direction of the force. The crucial
point is that both the current direction and the field direction are both reversed in this case.

(Q07 4PH1/2P, Nov 2020)

Q2.
No Examiner's Report available for this question

Q3.

(a)(i) was generally well answered and most students had the idea that it was the change in velocity that
needed to be shown. The formula was also correctly quoted in most cases. Where errors occurred, it was
usually giving the relationship a =v/t or an incorrect rearrangement. (a)(ii) was also well answered. Most
students scoring (a)(i) correctly gained the three marks. Where students did not score full marks, it was
generally due to poor rearranging of the correct formula. Most students also scored the mark for the
formula in (a)(iii). Where students did not it was as a result of writing the formula as a division rather than
a multiplication. Students usually completed the subsequent calculation correctly to gain at least two
marks, but many students overlooked the requirement to give their final answer to two significant figures.
It is important to always read the full question.

Most students were able to gain at least one mark in (b). Two mark responses were seen less often.
Students were able to give the first marking point in their answers, however the reason for the
slowing/coming to a stop was not as often given. Students need to understand that questions using the
command word "explain" need to have a justification in addition to the initial assertion.
 (Q02 4SS0/1P, Nov 2021)

Q4.

(a) Most students were successful if they used the supplied formula linking v, u, a and s. Responses that
assumed that the average speed was 16 m/s scored zero, included those that attempted to find the
acceleration due to gravity and did not assume it was 10 m/s2.

(b) Ideas about forces relating to terminal velocity are comprehensively learnt. A common misconception
is that as the ball falls it will reduce in speed. In fact, the ball continues to accelerate albeit at decreasing
value for the acceleration until it reaches terminal velocity. Better students related this to an ever-
decreasing resultant force due to the increasing drag force.

(Q05 4PH1/1PR, Jan 2020)

Q5.

Most students knew the formula in part (a)(i) but there was some inconsistency in the symbols being
used, which was marked generously. The first calculation in part (a)(ii) generally yielded the correct
answer of 26m/s. Very few students got the algebra incorrect. However, part (a)(iii) proved more
demanding; some students were not able to convert 1 hour into seconds or 1km into metres and these
arithmetical errors caused the students to give some very unusual answers to the calculation. Most
students were able to give the correct conversion into km/hr and also the conclusion.

Some students attempted to answer part (b)(i) with a repeat of the stem, with the words rearranged. Many
were able to score the alternative answer to the second marking point, 'line on graph straight' but very few
scored the first marking point by explicitly linking the gradient to being equivalent to the acceleration. The
following calculation in part (b)(i) saw most students gaining the mark for the formula, with the most
common error being the omission of change in velocity. It was pleasing to see students perform well in
the subsequent calculation in part (b)(iii) although some students did not note that the initial velocity was
5m/s.

(Q02 4PH1/1P, Jan 2021)

Q6.

Q(b) proved to be a straightforward calculation for most students. Most gave the correct formula although
sometimes using an incorrect symbol for moment. Students usually calculated the correct value for the
moment, but a number then did not write the principle of moments in words while effectively using it in the
calculation. The most common error was using 6.7 for the distance instead of 11.

(Q02 4PH1/2PR, Jan 2021)

Q7.

The majority of students knew that the centre of gravity of the stone block should be vertically in line with
its weight, but most did not know that it is located at the origin of the weight force arrow. Some students
did not read the question correctly and marked the centre of gravity with a dot (rather than a X), but this
was still accepted. The linked calculations starting with (a)(ii) were answered well. The statement of the
principle of moments seldom referred to balance or equilibrium in (b)(i), although a majority equated
clockwise and anticlockwise moments. There was confusion for some students between moments and
momentum. The calculation in (b)(ii) using the principle of moments was generally well done, though it
was clear that greater success was had by students that clearly wrote out each stage of their calculation.
It was also easier to award intermediate marks if their final answer was incorrect. The most common error
in (b)(iii) was students adding 0.3m to their previous answer, rather than recognising the plank would be
twice distance X.

(Q03 4PH1/2PR, Nov 2020)

Q8.

Students generally performed well in (a). The formula was well known and most students could use it
correctly to evaluate the resistance of resistor X. Marks were most commonly lost for not converting mA to
A or, less frequently, for incorrectly stating the voltmeter reading.

Most students knew that current is conserved at junctions in parallel circuits in (b)(i). Students most often
did not score the mark for vague statements such as 'the current is shared', which did not do enough to
convey the idea of conservation. The two stage calculation in (b)(ii) was more challenging. Most students
applied V = IR here and so scored MP1. There was also generally a good understanding of the need to
convert mA to A. The great majority were hence able to either calculate the total circuit resistance or the
voltage across the 250Ω resistor. A significant number were able to progress further through an
understanding of the summation of the resistance or voltage depending on the method chosen.

(c) was not well understood and therefore not well scored. Few students demonstrated a sound
understanding of the comparative resistance in series and parallel circuits. Many erroneously argued the
reverse case – i.e. when the components are removed the resistance is decreased giving an increase in
current.

(Q11 4PH1/1P, Nov 2021)

Q9.

(a) Correctly answered by the majority, with only a few students either putting the voltmeter in series with
the LDR or getting the symbol mixed up with that of an ammeter.

(b) The formula in (b)(i) was universally remembered correctly and subsequently correctly substituted
into by many. The current was given in milliamps, which meant that a significant number of students
evaluated the voltage incorrectly by a factor of one thousand, scoring just one mark for (b)(ii). Usually the
student's response, if incorrect, was bigger than 1.5 V, which made answering (b)(iii) tricky. The key
physics point here is that the voltage of the LDR and the voltage of the fixed resistor must add up to give
the cell's voltage.

(c) The most common score for (c)(i) was one mark, with most students correctly describing that as the
light intensity increases, the resistance of the LDR decreases. Approximately a quarter of the students
provided a suitable qualifying statement such as the relationship was non-linear or that the resistance
decreased at a decreasing rate. The relationship is not inversely proportional merely because one
variable goes up as the other goes down.

(c)(iii) proved very difficult. Many responses attempted to use the idea that voltage and current were
directly proportional to each other, which is only true for the fixed resistor. Just as in part (b), the voltage
of the LDR and fixed resistor add up to give the voltage of the cell. The current in the circuit has
increased, so the fixed resistor voltage must have increased, hence the voltage across the LDR must
decrease.

(Q06 4PH1/1PR, Jan 2020)

Q10.

(a) (i) The majority of candidates knew the formula linking speed, distance and time. Candidates who
were not awarded the mark usually gave an incorrect rearrangement of the formula.

Results Plus: Examiner Comments

Triangles such as this are a useful tool for revision and rearranging formulae, but will not be
awarded the mark when the formula itself is requested. This response scored 0 marks.

Results Plus: Examiner Comments

This response scored 1 mark.

(a) (ii) Most candidates were awarded at least 1 mark for reading a correct pair of values from
the graph. However, most candidates did not notice that the line on the graph did not start from
the origin and, therefore, were limited to a maximum of 2 marks. Most candidates understood
that their unit had to match the quantities used in their calculation, but a significant number of
candidates expressed kilometres per minute as km/m, which was not given credit.

Results Plus: Examiner Comments

This response scored 3 marks. The candidate has read the information from the graph
correctly and used it to obtain the correct value of speed expressed in kilometres per
minute. However, the symbols used are not acceptable and the candidate was not
awarded the mark for their unit.
 Results Plus: Examiner Tip
Candidates should only use symbols if they are sure the symbols are correct.

Results Plus: Examiner Comments

This response was awarded all 4 marks. In this response the unit is correct as the
candidate has written minutes as a word, rather than using an incorrect symbol.

Results Plus: Examiner Comments

This response also scored all 4 marks. The candidate has unnecessarily converted the
units of the quantities into metres and seconds, but their given unit is consistent with
these.

Results Plus: Examiner Tip

When given the opportunity to include their own unit with a calculation, candidates
should keep their working as simple as possible and only convert units if absolutely
necessary.

(b) was answered poorly by a significant number of candidates who misinterpreted the question
and did not actually refer to pressure in their answers. Other candidates thought that temperature
and pressure had an inverse relationship and, therefore, stated that the pressure would
decrease. The more successful candidates understood that the pressure would increase as the
height decreased and the most able candidates could offer some reasons as to why this
happened. These candidates often referred to the speed of air particles increasing as the
temperature increased, but the idea of them colliding more often with the aeroplane was rarely
seen.

Results Plus: Examiner Comments

This is a high level response that was awarded 3 marks. The candidate knows that the
pressure will increase and goes further to give a comprehensive explanation as to why
this happens.

(Q03 4SS0/1P, June 2019)

Q11.

Most candidates put the voltmeter in parallel with the correct component in item (a). A small number put
the voltmeter in series with the components, or in parallel with the wrong component. Almost all
candidates recognised component X as a light dependent resistor (LDR).

Item (c) required the candidate to be careful about which voltage to use. 'Error carried forward' marking
was applied to significant numbers of scripts for the wrong voltage across the 4500 ohm resistor, giving a
current that was succesfully used in part (iii). Most candidates remembered to convert the resistance into
kilo-ohms at the end.

Item (d) was answered poorly. This type of responsive circuit requires knowledge of how either an LDR or
thermistor changes resistance and the effect that will have on the total resistance and hence the current
of a circuit.

(Q09 4PH1/1PR, Nov 2020)

Q12.
Candidates clearly understood electromagnetic effects to a solid, basic level. The majority demonstrated
their ability to manipulate the relevant equation and show their working carefully in parts (b)(i)-(iii). The
principal reason for lower marks on part (b)(iv) was imprecise language: references to increase the
voltage or turns were common yet did not specify whether this should affect the primary or secondary coil.

(Q06 4PH1/2P, Nov 2021)

Q13.

The linked calculations in (b) allowed the most able candidates to demonstrate their ability, whilst weaker
candidates usually scored at least 1 mark. The efficiency formula was well known and most candidates
scored a mark when substituting their energy value from (b)(i) into (b)(iii). The need to convert the time
and power values into SI units was overlooked by the majority of candidates, but it was pleasing to see
the conversions being attempted in other responses. Some candidates were unsure whether they should
give their final answer as a decimal or a percentage in (b)(iii) and they often omitted the percentage
symbol despite multiplying by 100 in their working.

Results Plus: Examiner Comments

This candidate has not converted the values for either power or time in (b)(i), but has used the
formula correctly to score 1 mark. The formula given is correct and scores 1 mark in (b)(ii). The
candidate's incorrect answer for the useful energy output has been used correctly in (b)(iii) and
they have correctly expressed their final answer as a percentage to score 2 marks.

Results Plus: Examiner Tip

Candidates should be able to convert physical quantities into standard (SI) units when
using formulae to complete calculations.
 Results Plus: Examiner Comments
This response scores full marks. Both unit conversions are attempted correctly in (b)(i)
and the rest of the candidate's work is accurate and easy to follow.

(c) Most candidates scored at least 2 marks in this data interpretation question by forming two
correct conclusions between speed, power output and mass which was often correctly
expressed. However, the majority of these candidates failed to support their conclusions with
data from the table. Where candidates did use data, they often wrote which car had the
largest/smallest mass and speed rather than concluding the relationship between the two.
Results Plus: Examiner Comments
This response scored 2 marks. The candidate has given two correct relationships
between the variables, but has not justified them with any information from the table.
Results Plus: Examiner Comments
This response also scored 2 marks. This candidate has given the correct relationship
between speed and power and quoted relevant data from the table to support this.
However, this is the only relationship discussed and, therefore, no further marks were
given.
 Results Plus: Examiner Comments
The combined statements in this response give two correct relationships between the
quantities and these are supported with relevant data to gain 4 marks. The candidate
has also discussed the possibility of an anomaly in the data. Overall, an excellent
answer.

(Q06 4SS0/1P, June 2019)

Q14.

Part (a) was an for candidates to demonstrate their mathematical skills. The question discriminated
between ability very well and it was encouraging to see a large number of candidates scoring full marks.
Common mistakes included only finding part of the area under the line in part (a)(ii), and not including a
minus sign in the acceleration calculation in part (a)(iii).
Results Plus: Examiner Comments
This candidate has correctly read the graph to score the mark in part (a)(i), but has only
calculated the first part of the area under the line to score 2 marks in part (a)(ii). Their
calculation of the acceleration is correct in part (a)(iii) but the change in velocity used is the
wrong way round, resulting in a positive value for the acceleration, which scored 2 marks only.
 Results Plus: Examiner Comments
This is an excellent response that was awarded full marks. This candidate realises that
they need to find the complete area under the line in part (a)(ii) and also gives their
value for the acceleration as negative in part (a)(iii). The candidate's working is clearly
laid out and easy to follow.

(b)

Part (b) was well-answered and most candidates were able to give at least one factor that
affected either thinking or braking distance. Some candidates referred to visibility factors when
discussing thinking distance, which did not score due to thinking distance being defined as the
distance travelled from seeing the obstacle to applying the brakes. A small number of candidates
did not link their given factors to either thinking or braking distance and, therefore, did not score.
 Results Plus: Examiner Comments
An excellent response that scored 4 marks. The age of the driver and their consumption
of alcohol are both factors that are correctly linked to the thinking distance. The
condition of the road and the condition of the brakes/tyres are both correctly linked to
the braking distance.

(Q04 4PH1/1P, June 2019)

Q15.

Virtually all candidates correctly identified point G as either the centre of mass or the centre of gravity.
The common misconception between mass and weight persists, with significant numbers of candidates
identifying the weight of the bin in kilograms, whereas in Physics, the weight of an object is the
gravitational force it experiences, in this case, 230N.

Even so, the majority of candidates correctly stated the principle of moments and attempted to use it in
item (b)(iii). The pivot point was labelled clearly in the diagram, so it was expected that the candidates
should correctly identify either or both of the two relevant distances and hence the expression for the
correct moments. Item (b)(iv) tested the idea of Newton's Third Law, with the magnitude of the force on
the person the most common part correctly answered.

(Q03 4PH1/2P, Nov 2020)

Q16.

Most students knew that point G was the centre of gravity (or centre of mass) of the table in (a). It was
encouraging to see an impressive display of quantitative skills in the following calculation. Most students
were able to quote the correct formula in (b) and often gave the correct rearrangement at this point in the
question. 109.5N was the most popular correct response in (c), although many students rounded this
incorrectly. Some students who used an incorrect distance to get 219N lost a single mark, whilst others
were able to divide some force by some distance to score a single mark. The majority of students knew
Newton's Third Law and communicated their understanding successfully in (d). Incorrect responses
usually failed to include the idea of the forces being in opposite directions or recited the principle of
moments instead. Although (e) was answered with confidence, a significant number of students were not
awarded the mark for the direction of the force due to them stating it as "below" or "south". Students need
to be clear when giving directions and should aim to use terms such as "left", "right", "up" or "down" in
future.

(Q02 4PH1/2PR, Jan 2020)

Q17.

(a)

Just under a quarter of all candidates correctly identified point Z as either the centre of gravity or the
equally acceptable centre of mass.

(b)

Nearly all candidates could recall the formula relating moment, force and perpendicular distance for part
(b)(i).

Just over a third could complete the calculation. The majority of those that did not, correctly calculated the
moment of the horizontal force or deduced that the moment of the weight force was 0.032 times the
weight, but could go no further.

Results Plus: Examiner Comments

The formula in part b(i) is correct here, so 1 mark.
The candidate has appreciated that they need to use the principle of moments, so have
guaranteed 1 mark if they set up the equation. The anti-clockwise moment is correct, but the
distance for the moment of the weight is incorrect.
This therefore scores 2 marks.

Results Plus: Examiner Tip

It is a good idea to use words to explain what physics calculation you intend to use. By
sign-posting your work, it makes it easier for you and the examiner to follow.
 Results Plus: Examiner Comments
Again, this candidate has correctly quoted the formula linking moment, force and
perpendicular distance in part (b)(i). 1 mark here.
In part (b)(ii), the equation has been correctly set up, with 'x' as the weight of the bottle.
The candidate has rearranged the formula correctly and found x correctly.
Unfortunately, incorrect conversion from a mass to a weight has cost 1 mark. 3 marks
here.

Results Plus: Examiner Tip

In moments calculations, the two quantities are forces and distances. A shortcut
involving masses instead is possible in some cases, however, it is ill-advised in
examinations.

(Q08 4PH1/2P, June 2019)

Q18.

Students found part (a) surprisingly challenging and less than half were able to secure the mark. Stating
the fuse being connected in series with the Earth wire was the most common incorrect response. Part (b)
was answered to a much higher standard and most students could give two electrical safety features.
Most students performed the calculation in part (c) correctly with incorrect calculations usually due to
incorrect formulae being used. There was some variation with the units, mostly correct, but with some
guesses unrelated to electricity.

Part (c)(iii) proved to be a challenging question, as most students wrote about the macroscopic idea of
current rather than electrons. Most who started on the right path missed the resistance mark and went
straight for the second two marking points. The resistance mark was sometimes given by implication with
very few stating directly "the coil/wire has resistance." However most students missed this idea
completely and wrote about the wire being some kind of extension to the hairdryer through which hot air
flowed.

Part (d) was well-answered and the best answers made the three marks in a very simple single sentence
that picked up the key words from the mark scheme. Most did this and have clearly learnt this section of
the specification. Weaker answers tended to focus on preventing electrocution.

(Q04 4PH1/1P, Jan 2021)

Q19.

(a)

Part (a) was a calcualtion and candidates were expected to know which formula to use without previously
being asked to recall it. The calculation also featured two quantities that needed to be converted to SI
units and candidates found the question challenging. Despite this, it was pleasing to see over a third of all
candidates gained full marks and the quality of their mathematical ability was very high. Common errors
included:

· Not converting one, or both of the mass and height values into SI units.
· Not knowing which formula to use and just multiplying or dividing quantities at random.

Results Plus: Examiner Comments

This response scored 1 mark. The candidate clearly knows which formula to use, but has not
converted either mass or height into SI units.
 Results Plus: Examiner Tip
This response scored 2 marks. The candidate knows which formula to use and has also
converted height correctly from centimetres to metres. However, they have not
converted mass into SI units and so lose 1 mark.

Results Plus: Examiner Comments

This candidate scored all 3 marks. Although their evidence of working is limited, it is
sufficient to show that they have converted mass and height into SI units and multiplied
the quantities correctly to achieve the correct final answer.

(b)

The expected language surrounding energy in Physics has been revised for the new
specification in line with guidance issued by the Institute of Physics. Candidates are now
expected to refer to 8 energy stores and 4 methods of energy transfer to describe common
situations. Part (b) assessed the ability of candidates to describe the energy transfers associated
with a falling ball of dough from before it was dropped, to after it has hit the floor.

The majority of candidates described the situation using energy terminology from the previous
specification, which was still given credit. However, it was encouraging to see that some
candidates had been taught the new terminology and could use it successfully to describe the
situation. Most candidates knew that energy was transferred from the dough's gravitational
potential store to its kinetic store as it fell to the floor. Some candidates also included that this
energy transfer happened mechanically. Candidates struggled to describe what happened after
the dough had hit the floor. Most candidates thought it was sufficient to say that energy had been
lost as heat and sound, but this was not credited unless it was clear where that energy had been
transferred to. The most able candidates knew that energy had been transferred into the thermal
store of the surroundings and also that energy had been transferred at this stage by radiation.

Candidates will continue to be given credit for using the previous energy terminology in these
questions, but centres are encouraged to adopt the new terminology so as not to embed
misconceptions at this stage in a candidate's education of Physics.

Results Plus: Examiner Comments

This response has used the new energy terminology to score 4 marks. Mark point 1,
mark point 2 and mark point 3 were awarded for energy being transferred mechanically
from a gravitational to a kinetic store. The candidate also gained mark point 6 for the
idea that energy had been transferred to the surroundings by radiation.

Results Plus: Examiner Comments

This response also scored 4 marks, but using the previous energy terminology. The
candidate gained mark point 1, mark point 2 and mark point 3 for gravitational potential
energy being mechanically transferred to kinetic energy. They also gained mark point 4
for recognising that heat energy had been transferred to the surroundings.
 (Q12 4PH1/1P, June 2019)

Q20.

(a)(i) was well answered by students with nearly all obtaining 17.1J. Credit was given to students who
used 9.8, 9.81 for g. Some students incorrectly converted the mass to grams and were awarded one of
the marks. (a)(ii) proved difficult for students and many responses simply quoted from the stem of the
question without seeking to explain the origin of the additional 4J of work.

Two thirds of all students knew the kinetic energy formula in (b)(i) and showed excellent mathematical
skills to rearrange it to achieve the correct velocity. A small number of students experienced difficulties in
rearranging the formula or forgot to take the square root at the end of their working. (b)(ii) proved to be
much more challenging and the majority of students either did not know which formula to use or did not
multiply the hammer's velocity by its mass when substituting data into the formula. However, more than a
third of all students successfully arrived at the correct final answer.

(Q04 4PH1/2PR, Jan 2020)

Mark Scheme
Q1.
 (Q07 4PH1/2P, Nov 2020)

Q2.

(Q04 4SS0/1P, June 2021)

Q3.
 (Q02 4SS0/1P, Nov 2021)

Q4.
 (Q05 4PH1/1PR, Jan 2020)

Q5.
 (Q02 4PH1/1P, Jan 2021)

Q6.
 (Q02 4PH1/2PR, Jan 2021)

Q7.
 (Q03 4PH1/2PR, Nov 2020)

Q8.
 (Q11 4PH1/1P, Nov 2021)

Q9.
 (Q06 4PH1/1PR, Jan 2020)

Q10.
 (Q03 4SS0/1P, June 2019)

Q11.
 (Q09 4PH1/1PR, Nov 2020)

Q12.
 (Q06 4PH1/2P, Nov 2021)

Q13.
 (Q06 4SS0/1P, June 2019)

Q14.
 (Q04 4PH1/1P, June 2019)

Q15.
 (Q03 4PH1/2P, Nov 2020)

Q16.
 (Q02 4PH1/2PR, Jan 2020)

Q17.

(Q08 4PH1/2P, June 2019)

Q18.
 (Q04 4PH1/1P, Jan 2021)

Q19.
 (Q12 4PH1/1P, June 2019)

Q20.
(Q04 4PH1/2PR, Jan 2020)