4PH1/1P — June 2022 (Edexcel IGCSE Physics): Past Paper

The diagram shows a comet as it moves through part of its orbit around the Sun. comet

Add an S to the diagram to show the position of the Sun.

Complete the diagram to show the orbit of the comet.

Add an X to the diagram to show the position where the comet is moving fastest.

Describe how the orbit of a comet compares with the orbit of a planet.

Which statement describes the term atomic number for a nucleus?

Which statement describes the term mass number for a nucleus?

Which statement describes the term isotopes? A a toms with the same number of electrons but a different number of protons B atoms with the same number of neutrons but a different number of electrons C a toms with the same number of neutrons but a different number of protons D a toms with the same number of protons but a different number of neutrons

An atom contains 8 protons, 8 neutrons and 8 electrons. Which of these would result in a negatively charged ion of the same element?

It is not possible to predict exactly when a radioactive nucleus will decay. Which feature of radioactive decay best explains this observation?

Which of these is the correct unit for measuring the activity of a radioactive sample?

An ultrasonic distance-measuring device can be used to measure the length of a room. The device emits a pulse of sound with a frequency of 40 kHz. The device also emits a bright beam of red visible light. dot of light from laser ultrasonic distance‑measuring device

Explain what is meant by a frequency of 40 kHz.

A sound wave from the device travels at 345 m / s.

State the formula linking wave speed, frequency and wavelength.

Calculate the wavelength of the sound wave. wavelength = m

The device emits a sound wave. The sound wave travels to the wall, reflects back to the device and is received by the device. The distance from the device to the wall is 2.35 m. Calculate the time between the sound wave being emitted and received by the device. time = s

Suggest why the device emits visible light.

Sound waves and light waves can have different frequencies and wavelengths. Describe three other differences between sound waves and light waves. You may draw diagrams to support your answer.

The table gives data for some of the planets in the solar system. Gravitational field Orbital radius Orbital speed Planet strength at surface in km in km / s in N / kg Mercury 3.7 57.9 × 10⁶ 47.4 Venus 8.9 108.2 × 10⁶ 35.0 Jupiter 23.1 778.6 × 10⁶ 13.1 Saturn 9.0 1433.5 × 10⁶ 9.7 Uranus 8.7 2872.5 × 10⁶ 6.8 Neptune 12.7 4495.1 × 10⁶ 5.4

Plot a bar chart of the gravitational field strength for each planet.

Suggest why planets have different gravitational field strengths at their surface.

Give the relationship shown by the data in the table between the orbital radius and the orbital speed for the planets in the solar system.

Calculate the time period of Mercury’s orbit around the Sun. time period = s

A material called granite is used as a work surface in a kitchen. (Source: Ksana_uk/Shutterstock)

Granite is formed naturally and contains radioactive isotopes. The granite work surface contributes to the background radiation in the kitchen. Give another naturally occurring source of background radiation.

Granite contains the isotope thorium‑232 (232 Th). Thorium‑232 decays by a sequence of alpha decays and beta decays to form radon‑220 (220 Rn).

State two differences between alpha radiation and beta radiation. 1 2

The incomplete nuclear decay equation summarises the decay sequence of thorium-232 into radon‑220. ²³²₉₀Th → ²²⁰₈₆Rn + ⁴₂α + ⁰₋₁β Calculate the number of alpha particles and the number of beta particles emitted in this decay sequence. number of alpha particles = number of beta particles =

Thorium‑232 is a solid and remains in the work surface. Radon‑220 is a gas and is emitted from the work surface. Thorium‑232 and radon‑220 both emit alpha radiation. Discuss the hazards due to the granite work surface when a person is working in the kitchen. Refer to contamination and irradiation in your answer.

The diagram shows a child on a zip-line ride. During the ride the child slides along a metal wire with the velocity in the direction shown in the diagram. tension velocity The diagram also shows the tension force acting on the safety harness the child is wearing.

Force and velocity are examples of vector quantities. State what is meant by the term vector quantity.

Draw labelled arrows on the diagram to show two other forces that act on the child.

State what is meant by the term electric current.

Diagram 1 shows an electric circuit used to test a fuse. d.c. power supply + − fuse LED Diagram 1

Give a reason why an LED is included in the circuit.

Add another component to the circuit in diagram 1 to measure the current in the fuse.

Diagram 2 shows a different electric circuit containing three different lamps. + − 0.6 A I2 lamp 1 0.2 A lamp 2 I1 lamp 3 0.3 A Diagram 2

Calculate the current I₁ . I₁ = A

State the current I₂ . I₂ = A

Explain which lamp is the brightest.

The photograph shows a toy car. When the toy car is pulled backwards, energy is stored in the elastic store as the rubber band is twisted. metal can rubber band (Source: Mama Belle and the kids/Shutterstock) When the car is released, some of the energy from the elastic store is transferred to the kinetic store of the car. The remaining energy is transferred into the thermal store of the surroundings.

State what is meant by the principle of conservation of energy.

The car is pulled backwards so that there is 165 J of energy in its elastic store. When the car is released, this energy is transferred to the car’s kinetic energy store with an efficiency of 15 %.

State the formula linking efficiency, useful energy output and total energy output.

Calculate the energy transferred into the thermal store of the surroundings. energy transferred to thermal store = J

Draw a labelled Sankey diagram for this energy transfer.

No printed figure accompanies this part — in the paper you would draw the diagram (or label the apparatus) in the answer space provided.

The car is pulled backwards again. When released, 45 J of energy transfers into the car’s kinetic store. The car travels a distance of 7.5 m during this energy transfer.

State the useful work done on the car. work done = J

Calculate the mean accelerating force acting on the car. accelerating force = N

Diagram 1 shows a plastic bottle containing water. hole in cap air water Diagram 1

State the formula linking pressure difference, height, density and gravitational field strength, g.

The pressure difference between the surface of the water and the water at the bottom of the bottle is 2300 Pa. Calculate the depth of water in the bottle. Give your answer in cm. [density of water = 1000 kg / m³] depth = cm

Three holes are made in the bottle at positions A, B and C. Diagram 2 shows the path of the water leaving the bottle from hole B. hole in cap air water A C B Diagram 2

Draw a line on diagram 2 to show the path of the water leaving the bottle from hole A.

Explain the path of the water leaving the bottle from hole A.

Hole C is at the same depth in the bottle as hole B but on the opposite side of the bottle. Explain the shape of the path of the water leaving the bottle from hole C.

Suggest why there is a hole in the cap of the bottle.

The photograph shows a vertical drop ride at an amusement park. passenger car vertical shaft (Source: Kenneth Sponsler/Shutterstock) The car is pulled to the top of a vertical shaft and then released from rest. The car then falls freely because of the force of gravity.

Calculate the speed of the car when it has fallen 18 m. speed = m / s

State the formula linking kinetic energy, mass and speed.

The mass of the car and its passengers is 2.1 tonnes. Calculate the kinetic energy of the car when it has fallen 18 m. [1 tonne = 1000 kg] kinetic energy = J

The actual speed of the car when it has fallen 18 m is lower than the value calculated in (a). Describe the energy transfers occurring from immediately before the car was released to when the car has fallen 18 m. Refer to stores and transfers in your answer.

A steel ball is fired from a launcher on an adjustable table. A student investigates how the range of the steel ball varies with the height of the table. launcher steel ball path of steel ball table height floor range

Describe a method for the student’s investigation. Your answer should include details of • the variables in the investigation • how the investigation will be valid (a fair test) • how the range will be measured accurately

The graph shows the student’s results. 2.00 1.50 Range 1.00 in m 0.50 0 0.4 0.8 1.2 1.6 2.0 Table height in m

Draw the curve of best fit.

Estimate what the height of the table would be when the range of the projectile is 0.60 m. height = m

Justify why the student has plotted a line graph rather than a bar chart.

The range of the projectile is related to the table height by this formula table height range = launch speed × Using data from the graph, show that the launch speed of the projectile is approximately 3 m / s. launch speed = m / s

Photograph 1 shows part of an ammeter that can measure very small currents. Photograph 1 A student moves a wire between the poles of a strong magnet and uses the ammeter to measure the induced current. Determine the current reading shown by the ammeter in photograph 1. current = mA

Predict a value for the current if the movement of the wire was repeated with the poles of the magnet reversed. current = mA

Predict a value for the current if the wire is moved faster between the poles of the magnet. current = mA

Photograph 2 shows the structure of the ammeter. The ammeter has a needle attached to a coil of wire which can move freely around a magnet. When there is a current in the coil, the needle moves. The larger the current, the more the coil turns. needle coil of wire magnet Photograph 2 Suggest how the design of the ammeter could be modified to increase its sensitivity.

Photograph 3 shows part of the ammeter after a student has adjusted the ammeter in error. The needle on the ammeter does not point to zero when there is no current. Photograph 3

Which of these factors has been decreased by the student’s adjustment?

Suggest how the student could correct the readings taken from this ammeter due to this error without adjusting the ammeter.