THE INDIAN PUBLIC SCHOOL

ACADEMIC YEAR 2024-2025

2
0625/ PHYSICS/ ATP WORKSHEET NO:1-GRAPH

1 A student investigates a pendulum. Fig. 1.1 and Fig. 1.2 show some of the apparatus used.

clamp
clamp

bob

one complete
oscillation

Fig. 1.1 Fig. 1.2

(a) The student adjusts the length of the pendulum until the distance d, measured to the centre of
the bob, is 50.0 cm. State one precaution that you would take to obtain the length of 50.0 cm
as accurately as possible.

...................................................................................................................................................

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

(b) The student displaces the bob slightly and releases it so that it swings. Fig. 1.2 shows one
complete oscillation of the pendulum.

(i) He measures the time t for 20 complete oscillations. The time t is shown on the stopwatch
in Fig. 1.3.

min seconds 1 s
100
00: 27. 60

Fig. 1.3

In the first row of Table 1.1, record the time t shown in Fig. 1.3. [1]

(ii) Calculate, and record in Table 1.1, the period T of the pendulum. The period is the time
for one complete oscillation. [1]

(iii) Calculate T 2. Record its value in Table 1.1. [1]

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(c) The student repeats the procedure in (b) using d = 60.0 cm, 70.0 cm, 80.0 cm and 100.0 cm.
The readings are shown in Table 1.1.

Table 1.1

d / cm t/s T/s T 2 / s2

50.0

60.0 30.00 1.50 2.25

70.0 33.20 1.66 2.76

80.0 35.80 1.79 3.20

100.0 39.80 1.99 3.96

Plot a graph of T 2 / s2 (y-axis) against d / cm (x-axis). You do not need to start your axes at the
origin (0,0).

[4]

(d) Determine the gradient G of the line. Show clearly on the graph how you obtained the
necessary information.

G = ........................................................ [2]
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(e) Calculate the acceleration of free fall g in m / s2 using the equation g = 0.395 , where G is your
gradient from (d). G

Write down the value of g to a suitable number of significant figures for this experiment.

g = .................................................m / s2 [2]

[Total: 12]

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2 The IGCSE class is investigating the oscillation of a pendulum.

The apparatus is set up as shown in Fig. 2.1.

clamp

bob

one complete
oscillation

Fig. 2.1 Fig. 2.2

The height h of the pendulum bob above the bench is measured and recorded.

This is repeated, to obtain a total of five different values of h, by shortening the string of the
pendulum but without changing the height of the clamp.

For each value of h, the pendulum bob is pulled to one side by a small distance, as shown in
Fig. 2.2.

The pendulum is then released and the time t for 10 complete oscillations is measured and
recorded.

(a) Describe a precaution which the IGCSE students might have taken in order to measure
h as accurately as possible. You may draw a diagram.

..........................................................................................................................................

..........................................................................................................................................

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

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(b) Figs. 2.3 to 2.7 are scale diagrams showing the height h of the pendulum bob above the
bench for each of the five experiments.

bench

Fig. 2.3 Fig. 2.4 Fig. 2.5 Fig. 2.6 Fig. 2.7

(i) Measure, and record in Table 2.1, the height h in each experiment.

(ii) The diagrams are drawn to 1/5 scale.

Calculate, and record in Table 2.1, the actual heights H of the pendulum bob above
the bench. [2]

Table 2.1

h /cm H /cm t /s T /s T 2/s 2

Fig. 2.3 14.01

Fig. 2.4 12.39

Fig. 2.5 10.85

Fig. 2.6 8.93

Fig. 2.7 6.30

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(c) (i) For each value of height h, calculate the time T for one complete oscillation, using
t . Record these values in Table 2.1.
the equation T = ––
10
(ii) Calculate the values of T 2 and record these in the table. [1]

(d) Plot a graph of T 2 / s 2 (y-axis) against H / cm (x-axis).

[4]

(e) Determine the gradient G of the graph.

Show clearly on the graph how you obtained the necessary information.

G = ............................................
[1]

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3 A student investigates the balancing of a metre rule.

Fig. 1.1 shows the arrangement.

object Q
50.0 cm mark metre rule
load
x
0 100

weight P 90.0 cm mark

pivot bench

Fig. 1.1

(a) The student places the metre rule on the pivot at the 50.0 cm mark. He places an object Q on
the metre rule with its centre at the 90.0 cm mark. He places a load of weight P = 2.0 N on the
metre rule and adjusts the position of the load so that the metre rule is as near as possible to
being balanced.

He measures the distance x from the centre of the load to the pivot.

He repeats the procedure using loads of weight P = 3.0 N, 4.0 N, 5.0 N and 6.0 N. All the
values of P and x are recorded in Table 1.1.

Table 1.1

1 1
P/N x / cm
x cm

2.0 40.0

3.0 27.0

4.0 20.0

5.0 15.9

6.0 13.3

1
Calculate, and record in Table 1.1, the values of . [2]
x

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1 1
(b) Plot a graph of P / N (y-axis) against (x-axis). Start both axes at the origin (0,0).
x cm

[4]

1
(c) In this experiment, xmax , the maximum possible value for x is 50.0 cm. Calculate .
xmax

1 1
= .....................................................
xmax cm

Use the graph to determine the minimum value of P required to balance the metre rule in this
experiment. Show clearly on the graph how you determined this value.

minimum value of P = ..................................................... [2]

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(d) In this experiment, the width of object Q is slightly greater than the width of the metre rule.
Explain briefly how you would place the object Q as accurately as possible on the 90.0 cm
mark of the metre rule. You may draw a diagram.

...................................................................................................................................................

...................................................................................................................................................

...................................................................................................................................................

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

(e) In this experiment, it is difficult to determine the exact position of the load that will make the
metre rule balance.

(i) Explain briefly why this is difficult.

...........................................................................................................................................

...........................................................................................................................................

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

(ii) Explain briefly how you would find the best position of the load that will make the metre
rule balance.

...........................................................................................................................................

...........................................................................................................................................

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

[Total: 11]

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4 A student determines the weight of a metre rule.

She uses the apparatus shown in Fig. 1.1.
The metre rule is supported by a pivot at the 10.0 cm mark and is suspended from a forcemeter
by a loop of thread at the 90.0 cm mark.

stand boss
forcemeter

10.0 cm
mark
l 90.0 cm
2.0 N weight loop of thread mark

metre rule
boss pivot
stand

bench

Fig. 1.1

(a) The student places a 2.0 N weight at a distance l from the pivot.
She then adjusts the height of the clamp holding the pivot so that the metre rule is horizontal.
She reads the force F on the forcemeter.
Fig. 1.2 shows the weight and the metre rule from above.
Fig. 1.3 shows the reading on the forcemeter.

metre rule 2.0 N weight

22

23

27

28

Fig. 1.2 (not to scale)

(i) Calculate the value of l from readings taken from Fig. 1.2.
Show your working clearly.

l = ............................................... cm [2]

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N
0.0

0.5

1.0

1.5

2.0

2.5

metre rule

Fig. 1.3

(ii) Read the value F shown on the forcemeter in Fig. 1.3.

F = ................................................. N [1]

(iii) Explain how the student makes sure that the rule is horizontal before taking the reading.
You may draw a diagram.

...........................................................................................................................................

...........................................................................................................................................

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

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(b) The student carries out the procedure for values of l = 20.0 cm, 30.0 cm, 40.0 cm, 50.0 cm and
60.0 cm. Her readings are shown in Table 1.1.

Table 1.1

l / cm F/N
20.0 1.35
30.0 1.60
40.0 1.90
50.0 2.15
60.0 2.45

Plot a graph of F / N (y-axis) against l / cm (x-axis).

Start your axes from the origin (0,0).

[4]

(c) (i) From your graph determine F0, the value of F when l = 0.

F0 = ................................................. N [1]

(ii) Calculate the weight WR of the metre rule, using the equation WR = 2 × F0.

WR = ................................................. N [1]

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(d) Another student carrying out this experiment finds it difficult to be sure that he has placed the
centre of the 2.0 N weight on the metre rule at the correct value of l.

Suggest a more precise method of applying a 2.0 N load to the metre rule in this experiment.
Explain why this method is an improvement.

...................................................................................................................................................

...................................................................................................................................................

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

[Total: 11]

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2
55 A student is investigating the cooling of water.

Fig. 2.1 shows the apparatus used.

thermometer

bench

Fig. 2.1

(a) The thermometer in Fig. 2.2 shows room temperature θR at the beginning of the experiment.
Record θR.

–10 0 10 20 30 40 50 60 70 80 90 100 110

°C

Fig. 2.2

θR = ......................................................... [1]

(b) The student pours 200 cm3 of hot water into the beaker.

He records the temperature θH of the hot water at time t = 0 and immediately starts a
stopclock.

He continues recording the temperature readings every 30 s. The readings are shown in
Table 2.1.

(i) Explain why the student should wait a few seconds after placing the thermometer in the
hot water before taking the first temperature reading.

...........................................................................................................................................

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

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(ii) Complete the column headings in Table 2.1. [1]

(iii) Complete the time column in Table 2.1. [1]

Table 2.1

t/ θ/

0 70

60

52

49

46

43

(iv) Plot a graph of θ / °C (y-axis) against t / s (x-axis). You do not need to start the y-axis at
the origin (0,0) but the value of room temperature θR must be marked on the y-axis.

[4]

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(c) Draw a horizontal line across the graph grid to indicate the value of room temperature θR, as
shown by the thermometer in Fig. 2.2. [1]

(d) State two precautions that you would take in order to obtain accurate readings in
this experiment.

1. ..............................................................................................................................................

...................................................................................................................................................

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

...................................................................................................................................................
[2]

(e) A student plans to repeat the experiment using the same thermometer and the same volume
of water.

Suggest two changes to the apparatus or the procedure that would increase the rate of
cooling of the water.

1. ..............................................................................................................................................

...................................................................................................................................................

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

...................................................................................................................................................
[2]

[Total: 13]

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6 A student is investigating the reflection of light by a plane mirror.

Fig. 1.1 shows his ray-trace sheet at full size.

ray-trace
sheet C

E A
P

θ lamp

B F D

Fig. 1.1

(a) The student carries out an initial experiment.

He draws lines AB and CD as shown in Fig. 1.1.
He then draws a line EF through a point N as shown in Fig. 1.1 and at an angle θ to line AB.

(i) Measure the angle θ.

θ = ........................................................ [1]

(ii) Draw a normal to line AB at point N and extend the normal to line CD. Label the point at
which the normal crosses line CD with the letter L. [1]
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(b) The student places a plane mirror on line EF and a screen with a 2 mm slit on line CD. He
arranges the screen so that a ray of light shines along line LN.
The ray reflected from the mirror passes through point P.

State and explain whether point P, shown on Fig. 1.1, is at a suitable distance from point N
for this investigation.

statement ..................................................................................................................................

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

(c) • Draw a line joining point N and point P. Extend this line until it meets line CD.

• Label the point at which this line meets line CD with the letter G.

• Measure the length a of line LG.

a = ................................................... cm [2]

(d) The student repeats the procedure for values of θ = 25°, 20°, 15°, 10° and 5°.
His values for a are shown in Table 1.1.

Table 1.1

θ/° a / cm
25 12.2
20 8.3
15 5.7
10 3.6
5 1.8

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Use the values from Table 1.1 to plot a graph of a / cm (y-axis) against θ / ° (x-axis).

[4]

(e) Suggest a possible source of inaccuracy in this experiment, even if it is carried out carefully.

...................................................................................................................................................

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

(f) A student wishes to check if his values for a are reliable.

Suggest how he could improve the experiment, using the same apparatus, to check the
reliability of his results.

...................................................................................................................................................

...................................................................................................................................................

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

[Total: 11]

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7 Students are investigating how the use of a lid or insulation affects the rate of cooling of hot water
in a beaker. They use the apparatus shown in Fig. 2.1.

thermometer

insulation beakers lid

A B

20 400
30

Fig. 2.1

(a) Record the room temperature θR shown on the thermometer in Fig. 2.1.

θR = ........................................................ [1]

(b) • 100 cm3 of hot water is poured into beaker A and the initial temperature θ is recorded in
Table 2.1.
• The temperature θ of the water at times t = 30 s, 60 s, 90 s, 120 s, 150 s and 180 s are
shown in Table 2.1.
• This process is repeated for beaker B.

Complete the headings and the time column in Table 2.1. [2]

Table 2.1

beaker A beaker B
with insulation with a lid
t/ θ/ θ/
0 83.0 86.0
79.0 84.0
75.5 82.5
73.0 81.0
71.0 80.0
69.5 79.0
68.5 78.5

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3 A student is investigating refraction using a transparent block.

Fig. 3.1 shows the first stage of the student’s ray trace. ABCD is the outline of the transparent
block. E is at the centre of AB and G is at the centre of CD.

normal

angle e

A E B

G
D C

eye

Fig. 3.1

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(a) On Fig. 3.1, draw a line FE to the left of the normal, above the outline of the block, and at an
angle i = 20° to the normal. [1]

(b) • The student places a pin P on the line FE, at a suitable distance from the block.

• There is a vertical line L1 drawn on side AB of the block at point E. There is a second
vertical line L2 drawn on side CD at point G.

• The student observes the images of L1 and P through side CD of the block. He carefully
turns the block to the dashed position in Fig. 3.1. In this position the vertical line L2 and
the images of L1 and P appear one behind the other.

(i) On Fig. 3.1, mark with a cross (×) a suitable position for pin P. [1]

(ii) Explain briefly the experimental reason for your choice of position for pin P.

...........................................................................................................................................

...........................................................................................................................................

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

(iii) On Fig. 3.1, measure the angle θ and enter it in the first row of Table 3.1, on page 10. [1]

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(c) • The student measures the angle θ between the original position of AB and the new
position of AB, as indicated in Fig. 3.1.

• He repeats the procedure, using values of i = 30°, 40°, 50° and 60°.

• The readings are shown in Table 3.1.

Table 3.1

i/° θ/°
20
30 29
40 41
50 51
60 59

Plot a graph of θ / ° (y-axis) against i / ° (x-axis).

[4]

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(d) Determine the gradient G of the graph. Show clearly on the graph how you obtained the
necessary information.

G = ...........................................................[2]

[Total: 10]

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9 A student determines the resistance of a resistance wire.

Fig. 2.1 shows the circuit he uses.

power supply

l resistance
wire
B
sliding
contact C
V

Fig. 2.1

(a)
• The student places the sliding contact C on the resistance wire at a distance l = 10.0 cm
from B.

• Record, in the first row of Table 2.1, the potential difference V across the length
l = 10.0 cm of resistance wire, as shown on the voltmeter in Fig. 2.2.

1 2 0.4 0.6
0.2 0.8

0 3 0 1.0
V A

Fig. 2.2 Fig. 2.3

• Record, in the first row of Table 2.1, the current I in the circuit as shown in Fig. 2.3.

• Complete the column headings in Table 2.1.

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Table 2.1

l/ V/ I/
10.0
30.0 0.7 0.30
50.0 1.1 0.27
70.0 1.5 0.28
90.0 2.1 0.29
[3]

(b) The student repeats the procedure using l = 30.0 cm, 50.0 cm, 70.0 cm and 90.0 cm. The
readings are shown in Table 2.1.

Plot a graph of V / V (y-axis) against l / cm (x-axis). Start both axes at the origin (0,0).

[4]

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(c) (i) Write a conclusion about the value of the current I in the circuit as the position of the
sliding contact C is changed.

...........................................................................................................................................

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

(ii) Justify your conclusion by reference to your results.

...........................................................................................................................................

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

(d) Using the graph, determine the potential difference VL when the length l = 60.0 cm.

Show clearly on the graph how you obtained your result.

VL = ..................................................... [2]

[Total: 11]

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110 The class is investigating the stretching of a spring.

Fig. 1.1 shows the apparatus.

metre rule
clamp
boss

spring l0

stand
X

bench

Fig. 1.1

(a) (i) On Fig. 1.1, measure the length l0.

Record l0 in Table 1.1 at load L = 0.0 N. [1]

(ii) Explain why l0 is not measured to point X on the spring.

...........................................................................................................................................

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

(b) A student hangs a 1.0 N load on the spring. He records the new length l of the spring.

He repeats the procedure using loads of 2.0 N, 3.0 N, 4.0 N and 5.0 N. The readings are shown
in Table 1.1.

Table 1.1

L/ N 0.0 1.0 2.0 3.0 4.0 5.0

l / mm 17 20 21 23 25

Describe one precaution that you would take in order to obtain reliable readings.

...................................................................................................................................................

...............................................................................................................................................[1]
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(c) Plot a graph of l / mm (y-axis) against L / N (x-axis).

[4]

(d) A student suggests that the length l of the spring is directly proportional to the load L.

State whether your readings support this suggestion. Justify your answer by reference to the
graph line.

...................................................................................................................................................

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

(e) Use the results to predict the load L that would give a length l twice the value of l0.
Show clearly how you obtained your answer.

load L = ...........................................................[2]

[Total: 10]
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