ATP Guidebook Watermark

ATP GUIDEBOOK
(Applicable for O Levels Physics 5054 and

IGCSE Physics 0625)
Made by
Sir Muhammad Ahmed
Alpha Learning
General Terminologies & Answer Specifications:
Errors:
Error is defined as the difference between the actual value and the
calculated value of any physical quantity.
There are 2 types of errors:
1. Systematic Error:
Systematic Errors are those errors which occur due to the faults in the
instruments used during the experiments.
Some Examples Include:
• Dead space in rulers
• Broken edges of ruler
• Using an improperly calibrated thermometer
• Zero Error (Positive and Negative)
Zero Error:
Zero error occurs when the instrument gives a false reading when the true
value of the measured quantity is zero.
Some instances for Zero Error:
• When zero on main scale doesn’t coincide with zero on vernier scale
• When zero on main scale doesn’t coincide with zero on thimble scale
• Dead space in rulers.
• The needle on an ammeter failing to return to zero when no current
flows.
• A top-pan balance showing a reading when there is nothing placed on
the pan
There are 2 types of Zero Errors:
1) Positive Zero error:

A positive zero error is when the zero mark on the vernier scale lies
ahead of the zero mark on the main scale in the closed position, i.e the
reading is greater than zero or positive. In simpler terms it causes the
values to be overstated.
To Rectify Positive Zero error:

Correct Value = Measured Value – Zero Error
2) Negative Zero Error:

This error occurs when, on closing the screw gauge or Vernier caliper,
the zero of the secondary scale is behind the zero of the main scale.
This means that when the instrument is closed, the secondary scale
zero crosses the zero of the main scale. In simpler terms it causes the
values to be understated.
To Rectify Negative Zero error:
Correct Value = Measured Value + Zero Error
Solution to Systematic Errors:

Identify and Change the Faulty instrument.
2) Random Error:
Random error is the fluctuating error that differs from measurement to

measurement. These errors are produced due to human reaction time,
fluctuations in the atmospheric conditions like temperature and even
parallax error.
Some instances of Random Error:
1) Human Error:
These errors arise from candidate mistakes, such as incorrectly
inputting readings, responding to measurements with delays (human
reaction time), or using instruments incorrectly.
Solution: Take Multiple readings and then take their average value.
2) Parallax Error:
Parallax error occurs when the candidate has not placed his line of
sight perpendicular to the reading.
Solution: To reduce/avoid parallax error, candidate must look at the

readings in such a way that his line of sight is perpendicular to the
reading.
Note: To remove random errors caused by fluctuations in atmospheric

conditions you can take multiple readings and then take an average.
Graph Plotting:
Things to Remember while plotting Graphs:
1) Scale Chosen for the graph must be such that the plotted points cover
at least 75 percent of the graph.
Not Acceptable Acceptable
2) The axis should be linear i.e. the change in the magnitude of property
per unit change in axis should remain the same. However, both the
axis can have different distributions.
Non-Uniform plotting Uniform Plotting
3) An easy scale/readable scale should be used. Multiples of 2 and 5 are

preferred. Avoid multiples of 3.
Middle values are easily readable Middle values are not easily readable
4) Axis should be labelled in this format:

“Symbol/unit”
e.g
L/cm
5) While plotting points either use a “x” or “.”
6) Start the graph from the values instructed by the examiner. It is not
necessary to always initiate the graph from the origin i.e. (0,0).
Generally, the examiner marks the initial points on the graph himself.
7) Examiner will always instruct you to either draw “line of best fit” or
“curve of best fit”
A best fit line is a balanced line that has equal number of points above
and below it.
Curve of Best fit
8) While plotting the points remember these three things:

• Make sure all observations are plotted
• Plotted points must be accurate to better than one half of a
small square of the graph grid.
• Draw the graph with a thin and light pencil. (But not too light)
9) While calculating gradient of a best fit line do remember these things:

• Select two points that lie on the line
• 2 points taken should be far away that is they must cover at
least half of the graph
• Draw a dotted triangle to show which point s you have taken.
Gradient Acceptable:
• Points marked
• Dotted triangle made
• Points cover 50% of graph
• It is preferred to label the points as (x1,y1) and (x2,y2)
Gradient not Acceptable:
• Points don’t cover half of the graph.
Apply Gradient’s formula:

10) To calculate the gradient of a curve:
• Draw a tangent at the specific point where you want the

gradient
• Take 2 points on the tangent that are far away
• Apply gradient formula.
11) Dependent variable comes on the y axis whereas independent variable

comes on the x-axis.
Specific Tips & Tricks for those appearing for Practical:
• The number of observations to be made is given in the examination
and if it is not indicated use 6 readings.
• The range over which the readings are to be taken is usually specified in
the paper. It is expected that the candidate will take sensible intervals
between readings.
For example:
If a Quantity “G” is to be measured the question may suggest.
“For Six Values of L between 30cm to 80cm, measure L”
d/cm d/cm
30 30
40 33
50 Acceptable 39 Not Acceptable
60 (Equal 44 (Non-uniform
70 Intervals) 78 intervals)
80 80
• Column Headings must include “Quantity/Unit” For Example “d/cm”

• All the readings must have same number of decimal places
d/cm d/cm
2.0 2
3.8 Acceptable 3.8 Not Acceptable
5.6 (all values are to 5.65 (as all values
7.3 the same 7.3 have different
9.9 decimal place) 9.95 decimal places.)
11.4 10.31
• All the readings must have same number of significant figures.
d/cm d/cm
3.0 2 Not Acceptable
4.0 Acceptable 3.8 (Because
5.0 (All values have 5.65 number of
6.0 the same 7.3 significant
7.0 significant 9.95 figures is
8.0 figures) 10.31 inconsistent
throughout)
General Measurement Instruments:
Common Precaution while taking reading from instruments:
Avoid Parallax Error by making sure that the line of sight is perpendicular
to the reading.
Note: Digital meters/instruments are used to reduce parallax errors.
1. Ammeter:
• Measures current
• Has negligible resistance
• Is always connected in series.
• You can place an ammeter anywhere in the series circuit and
it will give you the same reading because the current in series
remains constant.
Quiz Question: What happens if we place the ammeter in parallel?
2. Galvanometer:
• Galvanometer is a very sensitive type of ammeter
• It is used to measure small changes in current
Difference between Galvanometer and Ammeter:
• Galvanometer has a o scale in the middle and the needle can

deflect in either direction. Also indicating the direction of current.
• Ammeter has the zero at the extreme left/right side and deflection
can happen in only one direction. Hence, we can’t calculate the
direction of current through ammeter.
3. Voltmeter:
• It is used to measure potential
difference/emf/voltage across a resistor
• It is connected in parallel.
• It has infinite resistance.
Quiz Question: What happens if we place the voltmeter in series?
4. Meter Rule:
The meter rule is utilized for measuring straight tracks shorter than 1 meter.
When reading the measurement, ensure the ruler is viewed from above to
prevent any parallax errors.
5. Measuring Tape:
• Used to measure lengths greater then 1m
• Can measure both curved and straight surfaces
• An instrument like a ruler will fail when it has to
measure a curved surface like the circumference
of a football but measuring tape could be used
in that scenario.
Important Tip: To ensure accuracy in the

measurements recorded by the tape, it's essential to maintain proper
tension to keep the tape tight. If there's any slack, it could result in an
increased measured length.
6) Measuring cylinder:
• It is used to measure the volume of a liquid.

• Measuring cylinders are also used in calculating the volume of
irregular shapes.
Volume of irregular shaped object = V2 – V1

While taking readings for colorless liquids from a measuring cylinder use
the lower meniscus.
The readings of the measuring cylinder can be either in ml or cm3
Important Tip: While taking readings for colored liquids from a measuring
cylinder use the upper meniscus.
7) Set Square:
Set square is used to ensure that the object is perpendicular to the
surface.
Uses of set square:

• Placed alongside the ruler to make sure that the ruler is
perpendicular
• When determining the diameter of a sphere or cylinder, set squares
are positioned alongside to ascertain which measurement on the
ruler aligns with the object's boundary.
Exam Tip: This method can be used to find the center of lens.
8) Protractor:
To measure the angle of an inclined plane, the protractor is positioned so
that its center aligns with the point of contact between the plane and the
base. Avoid Parallax errors.
9) Vernier Caliper:
• Used to measure internal and
external diameter
• Maximum reading = 20 cm
• Accuracy/Least count of 0.1 mm
10) Micrometer screw gauge:

• Measuring diameter
• Measuring very small dimensions such as wire, threads, sheet
• Accuracy/least count of
0.01mm
Note: Fiducial marks are used to indicate a point on an object to identify
its position at different locations. It is marked on a thread to check the
extension of the wire or in front of a cart or rolling object to check its
location when the object comes to stop. Readings are then always taken to
and from that mark.
Pendulum:
• When the bob starts moving, first, it goes to the extreme position, it
comes back, and again goes to the extreme position of another end.
• After oscillating from one end to another end gradually it comes to
rest and this position is known as the Mean position or the
equilibrium position of the oscillating object.
• The oscillatory motion of a Simple pendulum is defined as the
periodic to and fro motion of the pendulum.
• When the to and fro motion of the bob starts from one end and
comes back to the same position, it is known as one oscillation of a
pendulum.
1) Time period:
The time taken to perform one complete oscillation is called time
period.
How to calculate time period of a simple pendulum?

(this method can be applied to any small measurement)
1) Measure the time for “n” number of oscillations e.g 10

2) This process is repeated multiple times e.g 5 to reduce random
error.
3) The average time for “n” number of oscillations is calculated as
follows:
𝑡1 + 𝑡2 +𝑡3 + ⋯ … . 𝑡𝑛
𝑡𝑎𝑣𝑔 =
𝑛
Note: You can calculate the time for 1 oscillation by dividing
𝑡𝑎𝑣𝑔
T =
10
Theoretical Formula for Time Period: (Not to be learned)
were,
T = Time Period
L = Length of the Pendulum
g = gravitational field strength
This indicates that the time period of a pendulum only depends upon
Length and gravitational field strength.
2) Frequency:
The number of oscillations performed per second is called the frequency.
3) Amplitude:
The maximum displacement of the oscillating body from mean position.
For a pendulum the displacement from mean position to maximum height
is called its amplitude.
4) Length of the Pendulum (L):

Length of a pendulum is measured from the edge of the thread to the
center of the pendulum bob. The center of the bob represents the center of
gravity, the point at which the whole weight of the body appears to act.
8
4 The apparatus shown in Fig. 4.1 and in Fig. 4.2 is used in an experiment.
0 N 0 N
1 1
2 2
3 3
4 4
5 5
6 6
7 7
8 8
9 9
10 10
Fig. 4.1 Fig. 4.2
(a) (i) Name the measuring instrument in Fig. 4.1.
..................................................................................................................................... [1]
(ii) Use Fig. 4.1 to measure the weight W1 of the block in air.
W1 = ..................................................... N [1]
(iii) Use Fig. 4.2 to measure the apparent weight W2 of the block in water.
W2 = ..................................................... N [1]
(b) The length l in cm of one side of the cube is given by the formula
l 3 = 100(W1 – W2).
Calculate the value of l.
l = ................................................... cm [1]
(c) Explain why it is important to measure W1 before measuring W2.
...................................................................................................................................................
............................................................................................................................................. [1]
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.
University of 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.
© UCLES 2007 5054/04/M/J/07
Page 3 Mark Scheme Syllabus Paper
GCE O LEVEL – May/June 2007 5054 04
3 (a) quantities: temperature and time NOT temperature change
units: oC and seconds (s) or minutes (min not m) [2]
(b) (i) y-axis labelled temperature or temperature change, x-axis labelled time
(allow symbols for quantities)
(ii) correct curve shape for y-axis label
(iii) for y = temperature, values 90o and 20o marked on temperature axis,
and line starts at 90 o, ends at 20 o
OR for y = temperature change, value 70 o marked on temperature change axis,
and line from 0 to 70 o
unit required on axes labels or on values on axes
ignore curve shape [3]
(c) temperature continuously changing / only one temperature at each time [1]
(d) any two clear practical details e.g.

at least 1/3 thermometer immersed
avoid parallax when reading thermometer (any explanation must be correct)
use of two people
heat above 90o and start stopwatch as temp reaches 90o
read from top of mercury meniscus
mercury column in line with scale
stir water
large number of readings taken
stopwatch close to thermometer
external factors constant [2]
[Total: 8]
4 (a) (i) newton meter / spring balance / force meter
(ii) 4.6 to 4.9 1 dp only
(iii) 1.5 or 1.6 [3]
(b) 6.9 cm ecf (a) (ii) and (iii) NOT one sf [1]
(c) water on the block will change the weight / time needed to dry cube [1]
[Total: 5]
© UCLES 2007
2
1 A chain of paper-clips is suspended from a horizontal pin, as shown in Fig. 1.1.
side view front view

pin
fiducial marker
Fig. 1.1
The bottom paper-clip is pulled to one side and then released.
A student measures the time T for one oscillation of the chain of paper-clips, which is about
1 second.
To obtain an accurate value for T, the following instructions are supplied by the teacher.
• Measure the time for more than one oscillation.
• Repeat each reading several times.
• Count the oscillations from the centre of the swing.
(a) (i) Suggest a suitable number of oscillations for each reading.
number = ......................................................... [1]
(ii) Explain why this is a suitable number of oscillations.
...........................................................................................................................................
..................................................................................................................................... [1]
(b) Explain why it is important to repeat each reading.
...................................................................................................................................................
............................................................................................................................................. [1]
(c) Explain why it is important to count the oscillations from the centre of the swing.
...................................................................................................................................................
............................................................................................................................................. [1]
© UCLES 2007 5054/04/M/J/07

3
(d) The student removes several paper-clips from the chain and repeats the experiment. The
following readings are obtained.
number N of paper-clips in chain T/s
22 1.37
18 1.24
14 1.09
10 0.93
6 0.73
Suggest a reason why the smallest number of paper-clips in the chain is 6.
...................................................................................................................................................
............................................................................................................................................. [1]
(e) On the grid below, plot the graph of T on the y-axis against N on the x-axis. Draw a smooth
curve of best fit. [4]
© UCLES 2007 5054/04/M/J/07 [Turn over

1 (a) (i) 10 to 20 oscillations [1]
(ii) T too small / time measured larger / gives time on stopwatch about 10s / not too long to
take readings / large number may lose count / error in T is 1/N error in t / good comment
on reaction time
NOT just makes T more accurate [1]
(b) check for error in timing/ practice increases competence / average gives more accurate time
/ increases sf in T [1]
(c) paper clip moving fastest / time when passing fiducial marker
NOT makes T more accurate [1]
(d) oscillations too fast to count/ time too small to measure [1]
(e) axes, correct way round, labelled quantity and unit

scales; more than ½ page, sensible
5 points plotted accurately + ½ small square
best fit curve drawn, neatly [4]
[Total: 9]
2 (a) (i) normal drawn perpendicular to mirror where ray arrives [1]
(ii) 59o to 60o unit required [1]
(b) (i) reflected ray drawn accurately from mirror and through P3 and P4 [1]
(ii) reflected ray drawn accurately from mirror and through P5 and P6 [1]
(iii) 40 + 1 [1]
(iv) 2 ecf (b) (iii) / 20 no unit [1]
(v) repeat experiment for different value of z

additional detail, e.g. compares new c to original c
at least two additional values of z
plots graph of y against z [2]
[Total: 8]
© UCLES 2007
2
1 A student investigates the maximum height a ball reaches after bouncing on a hard surface. For
Fig. 1.1 shows the apparatus used. Examiner’s
Use
100
90
metre rule
80
70
60
50
40
30
20
10 ball
cm
hard surface
Fig. 1.1
(a) The ball is dropped from a height of 1.00 m above the hard surface.
State which part of the ball should be used when measuring its height above the
surface.
..................................................................................................................................... [1]
(b) After the first bounce, the ball reaches a maximum height of 0.66 m.
On Fig. 1.1,
(i) draw the ball at a height of 0.66 m,

(ii) mark where you would position your eye to measure this height. [2]
(c) Explain
(i) why the maximum height h of the ball after the first bounce is difficult to measure,
..................................................................................................................................
............................................................................................................................. [1]
(ii) how this height can be measured more accurately by two students working
together.
..................................................................................................................................
............................................................................................................................. [1]
© UCLES 2008 5054/04/M/J/08

3
(d) The value of h can be estimated using the time t between the ball being released and it For
reaching the top of the first bounce. Examiner’s
Use
The students measure t five times. The values obtained are:
0.84 s 0.81 s 0.85 s 0.83 s 0.80 s
(i) Calculate the average value of t.

Give your answer to a suitable number of significant figures.
t = ……………………… s [1]
(ii) An approximate value of h is given by
h = (2.21t – 1)2.
Calculate h using this relationship.
h = ……………………… m [1]
Question 1 continues on page 4

4
(e) The ball is allowed to bounce several times. The maximum height h after each bounce is For
measured and recorded in the table of Fig. 1.2. Examiner’s
Use
number of
h/m
bounces N
0 1.00
1 0.66
2 0.45
3 0.32
4 0.21
Fig. 1.2
On Fig. 1.3, plot the graph of h on the y-axis against the number of bounces N on the
x-axis. Start your axes from the origin. Draw the curve of best fit. [4]
Fig. 1.3
© UCLES 2008 5054/04/M/J/08

5
(f) Describe the relationship between N and h. For

Examiner’s
.......................................................................................................................................... Use
..................................................................................................................................... [1]
(g) Use your graph to estimate the total number of bounces NT before h becomes zero.
NT = ……………………… [1]

1 (a) bottom/lowest part [1]
(b) (i) ball drawn at 0.66 m on ruler by eye

OR ecf (a) allow radius/diameter as centre of ball (1)
(ii) eye marked level with ball looking toward ball and ruler ecf (b)(i) (1) [2]
NOT eye between ruler and ball
(c) (i) cannot view drop position and bounce height at same time/
reference to speed changing or short time ball at highest point/
parallax error due to distance between ball and ruler [1]
(ii) one drops ball, other measures height (from correct level) [1]
ignore repeat and average
allow throw for dropping
NOT both read height then find average
NOT measuring time/use a stopwatch
(d) (i) 0.83 cao [1]
(ii) 0.68 to 0.70 (without checking working) ignore sf and rounding errors allow 0.7
ecf (d)(i) (check working) [1]
(e) axes: quantity and unit labelled and both correct way round (1)
scales: more than ½ page, sensible, from (0,0) (1)

allow 2 cm = 0.2 m or 0.25 m and 2 cm = 1 bounce
points plotted accurately within ½ square (1)
best fit curve drawn, neatly (1) [4]
(f) N increases h decreases/inverse relationship [1]

allow inversely proportional/negative correlation
(g) whole number in range 7 to 15 [1]

allow e.g. 7.0
[Total: 13]
© UCLES 2008
5
2 Fig. 2.1 shows a wooden metre rule with small holes drilled through it.
holes
0 10 20 30 40 50 60 70 80 90 100
Fig. 2.1
The metre rule is suspended from the hole at 5.0 cm so that it can swing freely, as shown in
Fig. 2.2.
Fig. 2.2
The rule is made to swing from side-to-side and the time T for one complete swing is determined.
(a) Describe three experimental techniques used to obtain an accurate value for T.
1. ...............................................................................................................................................
...................................................................................................................................................
2. ...............................................................................................................................................
...................................................................................................................................................
3. ...............................................................................................................................................
...................................................................................................................................................
[3]

6
(b) The distance d between a hole and the zero end of the rule is varied, by suspending the rule
from different holes.
The time T is determined for each value of d.
The results are recorded in the table of Fig. 2.3.
d / cm T/s
5.0 1.61
10.0 1.57
20.0 1.52
30.0 1.58
40.0 1.91
Fig. 2.3
(i) Describe how T varies with d.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
(ii) Suggest the value of T for d = 95.0 cm.
T = .................................................. [1]
(iii) Suggest why T was not measured for d = 50.0 cm.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
© UCLES 2010 5054/42/M/J/10

Page 2 Mark Scheme: Teachers’ version Syllabus Paper
1 (a) to obtain uniform temperature/heat spread (uniformly) throughout oil B1 [1]
(b) temperature increase is slow/temperature change small/heats up slowly/

oil doesn’t become too hot/prevent overheating
oil has low specific heat capacity/heats up quickly/oil has high boiling point/
higher boiling point than water/above 110 °C/may break thermometer B1 [1]
(c) (i) axes: correct way round, labelled quantity and unit B1
scales: more than ½ page, sensible 2 cm ≡ 2 s and 2 cm ≡ 10 °C B1
points plotted accurately to within ½ small square; dots Y ½ small square B1

reasonable attempt at smooth curve of best fit neatly drawn B1 [4]
(ii) if line on graph not extrapolated to 80 °C 13.3 s ± 0.2 s unit required

if reasonable extrapolation, correct value read from graph unit required B1 [1]
(iii) 110 °C/100 °C unit required B1 [1]
(d) temperature of oil will have changed/decreased B1 [1]
(e)
using two people to take the measurements B1
pouring the oil quickly after taking its temperature B1 [2]
[Total: 11]
2 (a) time several/N oscillations (allow 5 Y N Y 40 if value given) and divide by N B1

repeat reading and average B1
any one from

view perpendicular to swing
time from centre/use fiducial marker/view at bottom of ruler/where speed max
smooth swings/same amplitude B1 [3]
(b) (i) initially T decreases (as d increases) B1

(then) T increases (as d increases) B1 [2]
minimum T at d = 20 cm scores 2 allow just T increases for one mark
(ii) 1.58 to 1.70 (s) unit NOT required B1 [1]
(iii) at centre of mass of ruler/no moment/in equilibrium/balanced/does not move

ruler will not oscillate/swing
ruler spins/rotates
T too large/very large B1 [1]
[Total: 7]
© UCLES 2010
5
2 A student uses a pendulum to obtain a value for the acceleration of free fall g.
Fig. 2.1 shows the pendulum hanging from a fixed support.
support
string
pendulum
bob
bench
Fig. 2.1 (not to scale)
(a) The length l of the pendulum is measured from the support to the centre of mass of the bob.
(i) On Fig. 2.1, mark and label the length l of the pendulum. [1]
(ii) Describe a method of measuring l accurately.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]
(b) Three measurements are taken of the time for 20 complete swings of the pendulum.
Explain how to find the average time T for one complete swing.
...................................................................................................................................................
...............................................................................................................................................[1]
(c) The value obtained for l is 0.450 m and for T is 1.33 s.
Using the relationship

4π2l
g=
T2
calculate a value for g. Give your answer to 3 significant figures.
g = ........................................... m / s2 [2]
(d) Suggest an improvement to this experiment.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[1]
2 (a) (i) length marked accurately from support to centre of bob B1 [1]
(ii) measuring instrument stated

and additional detail how it is used
e.g.
add ½ measured diameter bob
mark string (at correct length)
measure from support to top and bottom of bob then average
vertical rule + set-square described or drawn B1 [1]
(b) ∑ times ÷ 60 explained/correct equation B1 [1]
(c) 10(.043) C1
10.0 (m/s2) A1 [2]
(d) repeat for different value(s) of length (and average) B1 [1]
[Total: 6]
3 (a) (i) A and B in series with cell and switch B1
C labelled and in parallel with cell B1 [2]
(ii) voltmeter across A B1 [1]
(b)
Both lamp X and lamp Y are faulty
Only lamp X is faulty
Only lamp Y is faulty
The cell is running down
A connecting lead from the cell is broken
The current in lamp X and lamp Y is too small

B2 [2]
[Total: 5]
© University of Cambridge International Examinations 2012

6
3 Fig. 3.1 shows a bottle with a solid glass stopper. For

Examiner’s
solid glass Use
stopper
bottle
Fig. 3.1
(a) (i) Describe a laboratory experiment to determine the volume of the glass stopper.
In your answer, state clearly
• the equipment used,

• the readings taken,
• how the volume is calculated.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
............................................................................................................................. [3]
(ii) Describe one way to make the measurement of the volume accurate.
..................................................................................................................................
..................................................................................................................................
............................................................................................................................. [1]
(b) To determine the density of the glass in the stopper, one more quantity must be
measured. State the name of this quantity and the instrument used to measure it.
quantity: ..................................................................
measuring instrument: ..................................................................

[1]
© UCLES 2013 5054/42/M/J/13

2 (a) (i) line from (5, 500) to (15, 1000) B1

line to (22, 1000) or
line horizontal for 7 minutes at 1000 m B1
line to (25, 1500) B1 [3]
(ii) 1500 m or 1.5 km cao unit required B1 [1]
(b) use of pedometer

measure one pace and count paces
tape measure with repeated use described
use of trundle wheel B1 [1]
(c) find/measure gradient and

where steepest/largest gradient B1 [1]
[Total: 6]
3 (a) (i) using measuring cylinder using displacement can

measuring cylinder stated measuring cylinder stated B1
initial reading fill can to spout
+ immerse object + immerse object B1
new reading + find difference find volume of water collected B1 [3]
(ii) sensible suggestions e.g.

repeat (measurement of volume) and average
avoid parallax reading measuring cylinder or
eye line/line of sight perpendicular to scale/reading
view level with lower meniscus
avoid splashing B1 [1]
(b) mass cao and balance B1 [1]
[Total: 5]
© Cambridge International Examinations 2013

2
1 A student investigates a floating wooden rod.
The wooden rod is placed in a tall beaker. A rubber band around one end of the rod makes it float
vertically, as shown in Fig. 1.1.
rod
rubber
band
water
tall beaker
(a) (i) On Fig. 1.1, mark and label the length l of the rod above the water. [1]
(ii) Explain why it is difficult to measure l.
...........................................................................................................................................
.......................................................................................................................................[1]
(iii) Describe a method of measuring l accurately.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(b) The student increases the number N of rubber bands on the bottom of the rod and measures
l for each value of N. Fig. 1.2 shows the student’s results.
N l / cm
1 8.5
3 6.8
5 5.1
7 3.5
9 1.6
Fig. 1.2
© UCLES 2014 5054/42/M/J/14

3
(i) On Fig. 1.3, plot the graph of l /cm on the y-axis against N on the x-axis.
Start your graph from the origin. Draw the line of best fit.
0
0
[4]
Fig. 1.3
(ii) Describe the relationship between l and N.
...........................................................................................................................................
.......................................................................................................................................[2]

4
(iii) Use the graph to estimate the smallest number of bands needed to sink the rod.
number of bands = ...........................................................[1]
(c) Explain why it is important to use identical rubber bands.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[1]
© UCLES 2014 5054/42/M/J/14

1 (a) (i) correct length clearly marked [B1]
(ii) any one from [B1]

rod moves in the water
does not float vertically
sides of the beaker obstruct
clear explanation of why parallax error occurs here
(iii) Practical method stated, e.g. [C1]

1. mark water level on stick
2. mark scale on stick
3. ruler held in clamp / close to beaker / close to rod
4. length measured using a caliper
Clear practical detail, e.g. [A1]

1. + remove and measure
2. + before placing in water / note water level
3. + view perpendicularly / subtract two readings
4. + depth measurer on caliper
(b) (i) axes labelled quantity and unit [B1]
scales linear y-axis: 2 cm ≡ 1 cm [B1]

x-axis: 2 cm ≡ 2
points plotted accurately within ½ small square [B1]
best fit straight line drawn [B1]
(ii) negative gradient / decreases as N increases inverse relationship [B1]
∆N α ∆l linear / straight line / constant gradient [B1]
(iii) 11 [B1]
(c) any one from

same mass / weight [B1]
mass / weight increases by same amount each time
fair test / fair comparison
[12]

2
1 A student investigates the oscillations of a metre rule.
(a) The student starts by supporting one end of a heavy rod using a stand, boss and clamp.
Fig. 1.1 shows how he assembled the apparatus.
clamp
boss rod
stand
bench
Fig. 1.1
(i) Explain why this is not the best way to assemble one stand, boss and clamp to support a
heavy rod.
.......................................................................................................................................[1]
(ii) In the space to the right of Fig. 1.1, sketch a better way of assembling this apparatus. [1]
(b) Two clamps are used to support the rod horizontally, about 60 cm above the bench, as shown
in Fig. 1.2.
rod
clamp clamp
bench
Fig. 1.2
The student is given a metre rule and two set-squares to check that the rod is horizontal.
(i) Draw on Fig. 1.2 to show how the apparatus is used. [1]
(ii) Explain how he can tell that the rod is horizontal.
...........................................................................................................................................
.......................................................................................................................................[1]
© UCLES 2016 5054/42/M/J/16

3
(c) The student suspends the metre rule from the rod using two pieces of thread of equal length.
A half-metre rule is placed on the bench, under the metre rule, so that the end A of the metre
rule is above the 0 cm end of the half-metre rule, as shown in Fig. 1.3.
rod
clamp clamp
thread thread
metre rule
A
half-metre rule
bench
10 cm 5 cm
Fig. 1.3
(i) Describe how the student can check that the end A of the metre rule is exactly above the
0 cm end of the half-metre rule.
...........................................................................................................................................
.......................................................................................................................................[1]
(ii) The metre rule is moved to the left until the end A is above the 10 cm mark on the
half-metre rule. It is then released. As the metre rule swings, the amplitude of the swing
decreases.
The student counts the number N of swings until end A no longer passes the 5 cm mark
on the half-metre rule. He repeats this several times and his results are shown below.
53 55 52 51 53
Calculate Nav , the average value of N.

Give your answer to 2 significant figures.
Nav = ...........................................................[1]
(d) The student is given one square piece of card of side l. He attaches the centre of the card to
the end A of the metre rule with a small piece of Blu-tack, as shown in Fig. 1.4.
Blu-tack
card
A
metre rule l
Fig. 1.4

4
The value of l is 19.0 cm.

The student repeats the experiment in (c) to obtain a value for Nav .
He then cuts the card to make the square smaller and repeats the experiment with smaller
values of l. Fig. 1.5 shows the student’s results.
l / cm Nav
19.0 3
15.0 6
11.0 12
7.0 22
3.0 35
0
Fig. 1.5
(i) Complete Fig. 1.5 by recording your value for Nav from (c)(ii) for l = 0.
(ii) On Fig. 1.6, plot the graph of l / cm on the y-axis against Nav on the x-axis.
Start your axes from (0,0). Draw the smooth curve of best fit.
(iii) The graph shows that as l decreases, Nav increases.
Two quantities x and y are inversely proportional if they obey the equation
x = k,
y
where k is a constant.
By taking two pairs of values from the graph, show that Nav is not inversely proportional
to l.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(iv) Suggest why the student starts with l = 19 cm and then reduces l, rather than starts with
l = 3 cm and then increases l.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]
© UCLES 2016 5054/42/M/J/16

5
0
0
Fig. 1.6
[4]

Cambridge O Level – May/June 2016 5054 42
1 (a) (i) (clamp) may topple / fall / tilt / bend / turn / become less stable / become
unbalanced / move clockwise (to the right) B1
(ii) sketch showing rod turned around the other way B1
(b) (i) rule vertical (by eye) with two set squares correctly used B1
(ii) height (above bench) at two places same B1
(c) (i) use of vertical ruler / set square / plumb line B1
(ii) 53 cao B1
(d) (i) axes labelled quantity on both axes and unit on y-axis only and axes correct
way round B1
scales linear, not awkward, start from (0,0) B1
points plotted accurately B1
smooth best fit curve drawn B1
(ii) l × Nav seen for one pair of values from graph or table B1
two correct values of xy calculated and not equal comment B1
(iii) less card used B1

can use just one piece of card o.r.a
2 (a) (i) P marked at centre of AB B1
(ii) correct normal at P B1
(iii) ray accurately drawn at 40° to normal B1
(b) use of ray box / pins / crosses / pencil dots to mark incident ray B1
mark emergent ray with pins / crosses / pencil dots B1
emergent ray drawn through crosses / dots to prism B1
ray drawn through prism to join incident and emergent rays B1

8
3 A group of students measures forces using a set of bathroom scales.
(a) One student measures his weight by standing on the scales, as shown in Fig. 3.1.
500
400 600
300 700
200 800
100 N 900
0
Fig. 3.1 Fig. 3.2
Fig. 3.2 shows the reading on the scales when the student is standing still.
(i) State the weight of the student.

weight = ...........................................................[1]
(ii) Explain why the student needs to stand still on the scales.
...........................................................................................................................................
.......................................................................................................................................[1]
(iii) Explain why it is more accurate if the student takes the reading from directly above the
scale.
...........................................................................................................................................
.......................................................................................................................................[1]
(b) Two students use the scales to measure the maximum friction force between a bench and a
heavy box. One student places the scales against the side of the box, as shown in Fig. 3.3.
scales box
bench
Fig. 3.3
He pushes the scales with both hands and the other student notes the reading on the scales
when the box just starts to move.
© UCLES 2016 5054/42/M/J/16

9
(i) Explain why it is important that the student pushing the box increases the force slowly.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]
(ii) Suggest a reason why the student places the box near the edge of the bench.
...........................................................................................................................................
.......................................................................................................................................[1]

10
4 Fig. 4.1 shows an empty large reel that was used to hold ribbon.
reel
central
cylinder
Fig. 4.1
The central cylinder has a diameter of about 3 cm.

Two students use different methods to find the diameter of the central cylinder.
(a) One student uses a ruler and the apparatus shown in Fig. 4.2 when finding the diameter.
The distance between points A and B changes as the screw is turned.
screw
Fig. 4.2
Describe how the student measures the diameter.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[1]
© UCLES 2016 5054/42/M/J/16

11
(b) The other student measures the diameter using only the following apparatus:
metre rule, pencil, Blu-tack, one metre of thin thread.
Describe clearly how she can find an accurate value for the diameter.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
© UCLES 2016 5054/42/M/J/16

3 (a) (i) 540 N c.a.o unit required B1
(ii) moving changes the reading so reading is steady / does not change / needle
is stable B1
(iii) avoids parallax error (or described) B1
(b) (i) to get largest reading

reading just before it changes / starts to move
little time to take reading B1
(ii) to reach the box (so he can push it) B1
4 (a) apparatus just fits across diameter, and B1
(b) wind thread around cylinder B1
wind n times where 3 ≤ n ≤ 10 B1
measure length l of string B1
diameter = l / nπ B1

2
1 Two students decide to mark out a 100 m length to use as a running track on a school field.
(a) One student decides to measure the average length of one of his strides and then pace out
100 m. The student is shown walking in Fig. 1.1.
Fig. 1.1
(i) On Fig. 1.1, mark and label the length l of one stride. [1]
(ii) Estimate a value for the length l of the stride of the student.
l = ...........................................................[1]
(iii) Using your value for l, calculate the number of strides the student takes when
walking 100 m.
number of strides = ...........................................................[1]
(b) The second student uses a trundle wheel, as shown in Fig. 1.2. The circumference of the
wheel is 50.0 cm and the wheel makes a click each time it turns once.
cm
50
40 60 trundle wheel
30 70
trundle wheel 20 80
10 90
0
Fig. 1.2
(i) Explain how a trundle wheel is used to measure the distance of 100 m for the track.
...........................................................................................................................................
.......................................................................................................................................[1]
(ii) Explain why this is a more accurate method of measuring a distance of 100 m than the
method in (a).
...........................................................................................................................................
.......................................................................................................................................[1]
© UCLES 2015 5054/42/M/J/15
1 (a) (i) line marked from one shoe to same point on other shoe B1
(ii) 40 to 90 cm OR 0.4 to 0.9 m max 2 sf unit required B1
(iii) 100 / (a)(ii) in m OR 10 000 / (a)(ii) in cm B1
(b) (i) (push along ground and) count 100 / 200 clicks / turns B1
(ii) sensible comment, e.g. B1

length of step / stride may vary / each ‘click’ exactly
50 / 100 cm / stride length only an estimate
[Total: 5]
2 (a) (i) 1.268 seen C1

1.27 s c.a.o. unit required A1
(ii) large variation in raw data / data to 2 d.p.

time to fall varies B1
(iii) allows time for parachute to inflate / larger times / more B1

repeatable / minimises percentage error in the time /
minimises the effect of (human) reaction error
(iv) 441(.0) cm2, c.a.o. unit required correct precision B1
(v) largest square from A4 sheet of paper / B1

sheet 21 (cm) wide / if greater area used, it won’t be a square
(b)(i)(ii) 441 and 1.27 in table with no unit ecf (a)(i) B1

400, 324, 256, 196, 144 c.a.o. ecf B1
(iii) axes: correct way round, labelled quantity and unit B1

scales: more than ½ grid, linear, not awkward B1
no scales of 3, 7 etc.
points plotted accurately within ½ small square B1
best fit straight line drawn B1
(iv) time needed to fall with no parachute B1
[Total: 13]

2 For
Examiner’s
Use
1 The apparatus shown in Fig. 1.1 is to be used to determine a value for the average diameter
of the wire on the reel.
reel of thin wire
Plasticine
metre rule graduated in millimetres
Fig. 1.1
The wire is flexible and its average diameter d is about 0.8 mm.
Describe how you would use the apparatus to obtain an accurate value for d. In your answer,
you should
(a) state the procedure you would use,
(b) state what measurements you would make,
(c) explain how you would make the measurements to obtain an accurate value for d,
(d) show how you would calculate the value of d,
(e) explain why your method gives an average value for d.
You may write on page 3 and you may draw diagrams if you wish. [6]
© UCLES 2004 5054/04/O/N/04

O LEVEL – NOVEMBER 2004 5054 4
1 Accept answers from text or drawing
Method 1. Turns, N>1, on rule
(a) Chosen method is evident from diagram or text. B1

(b) Uses two readings, accept zero if stated or on diagram, also accept ∆x,
and N, text or diagram B1
(c) (i) Some method to prevent the wire moving, use plasticine or tight
coils, on diagrams accept blobs to mean plasticine. B1
(ii) How to avoid parallax/coils close/tight together/accept d = Σd/N (as
calc) here. B1
(d) Text or equation d = ∆x/N B1
(e) Each turn has contributed/average of N turns, also accept
“d = Σd/N is an average”/no wire will have a constant diameter. B1
{6}
Method 2. N Turns on the reel
(a) Accept statement if ∆x within end stops of reel and N mentioned. B1

(b) Even if method 2(a) not awarded; Uses two readings, accept zero if stated
or on diagram, also accept ∆x, and N, text or diagram B1
(c) (i) Some method to prevent the wire moving, use plasticine or tight coils,
on diagrams accept blobs to mean plasticine. B1
(ii) How to avoid parallax/coils close/tight together/accept d = Σd/N (as
calc) here/rule close to reel B1
(d) Text or equation d = ∆x/N B1
(e) Each turn has contributed/average of N turns, also accept
“d = Σd/N is an average”/no wire will have a constant diameter. B1
{6}
Method 3. Misreading of Question, Measurement of diameter of the reel by

using a loop of wire.
(a) Length of “loop” of wire identified/or loop “remade” on bench/do not accept
use of end stops B1
(b) Length of loop measured B1
(c) (i) Some method to prevent the wire moving, use plasticine B1
(ii) How to avoid parallax/use a second loop or more B1
(d) Uses d = c/π B1
(e) Using two wires gives an average/no loop is a perfect circle. B1
{6}
Method 4. Using more than one piece. {Do not accept use of holes}
(a) Several lengths of wire and rule mentioned B1

(b) Some detail how rule is used to measure d, e.g. wires place across rule etc. B1
(c) (i) How wires fixed B1
(ii) How to avoid parallax when taking one reading. B1
(d) Explains how d is obtained from more than one measurement. B1
(e) Each piece of wire has contributed/say the method using wires and gives
average. B1
{6}

3
2 A pendulum hangs from two wooden blocks as shown in Fig. 2.1. A wooden rod is fixed so For
that it just touches the string of the pendulum when it is hanging vertically. The pendulum Examiner’s
bob is pulled to point A and then released. As it swings, the string makes contact with the Use
rod for part of the swing.
two wooden two wooden

blocks blocks
fixed
fixed
wooden rod
wooden rod
bench bench
front view side view
Fig. 2.1
In the experiment, the height h of the centre of the wooden rod above the bench is varied.
The time t for one complete oscillation is obtained for each value of h.
(a) On Fig. 2.1, mark accurately

(i) the height h, [1]
(ii) where the student’s eye should be positioned when measuring t. [1]
(b) (i) Describe how the student could ensure that the wooden rod is horizontal. You may
draw on the diagram if you wish.
.................................................................................................................................
............................................................................................................................ [1]
(ii) Suggest why the wooden rod should be horizontal.
.................................................................................................................................
............................................................................................................................ [1]
(c) The value of t is approximately 1 s. Describe how the student could obtain precise
values for t.
.........................................................................................................................................
.................................................................................................................................... [1]
Question 2 continues on page 4
© UCLES 2006 5054/04/O/N/06 [Turn over

4
(d) The readings obtained by the student are shown in Fig. 2.2. For
Examiner’s
Use
h / cm t/s
40 1.26
35 1.22
30 1.18
25 1.12
20 1.05
15 0.98
10 0.90
Fig. 2.2
On the grid below, plot a graph of t on the y-axis against h on the x-axis. Start your
graph at t = 0.8 s and h = 0. Draw the best fit curve. [4]
© UCLES 2006 5054/04/O/N/06

5
(e) Describe the relationship between h and t. For

Examiner’s
......................................................................................................................................... Use
.................................................................................................................................... [2]
(f) Use the graph to determine the value of h when t = 1.00 s. Show on the graph how you
obtained your answer.
h = ................................................ [1]

GCE O LEVEL - OCT/NOV 2006 5054 04
Penalise incorrect or missing units once per question
1 (a) (i) 27.8 cm3 indicated in some way [1]
(ii) parallax error (not in length) / splashing / misreading scale /

incorrect recording / finger in water / initial water in container [1]
(iii) Any evidence of averaging given volumes seen

24.65 (cm3) accept 24.6 / 24.7 ignore sf ecf (a) (i) [2]
(b) l3 = average V/0.433 or l = 3√(V/0.433)

3.85 cm 3 sf only ecf (a) (iii) [2]
[Total 6]
2 (a) (i) h marked from bench to rod [1]
(ii) eye indicated between bench and rod viewed from side on RH
diagram or on string/bob/rod on LH diagram [1]
(b) (i) measures height from bench at both ends / uses ruler and set square /
uses protractor or set square and string / uses (spirit) level [1]
(ii) makes h or t or experiment more accurate [1]
(c) measures n or more oscillations (n ≥ 10) (and t = total time/n)

not repeating experiment [1]
(d) axes: correct way round, labelled quantity and unit

scales: more than ½ grid, sensible, linear
points: plotted accurately (within ½ square) and neat
line: best fit smooth curve within range of points, neat [4]
(e) as h increases, t increases

at a decreasing rate / gradient decreases / not (directly) proportional /
not linear [2]
(f) 16.5 cm ± 0.5 cm ecf (d) [1]
[Total 12]
© UCLES 2006
8
3 A student investigates the behaviour of a pendulum. For

Examiner’s
Fig. 3.1 shows the pendulum hanging from a fixed support. Use
support
string
pendulum bob
mass m
Fig. 3.1
The mass of the pendulum bob is m.

The student measures the time t for 10 complete swings of the pendulum for different values
of m.
She starts with m = 20 g and increases m in 20 g steps up to 100 g.
The values obtained for t, in order, are 16.32 s, 16.28 s, 16.38 s, 16.44 s, 16.35 s.
(a) In the space below, draw a table of results for this experiment.
[3]
© UCLES 2012 5054/42/O/N/12

9
(b) Using the results from the table, For

Examiner’s
(i) comment on whether m affects t, Use
..................................................................................................................................
............................................................................................................................ [1]
(ii) suggest further readings the student can take so that a more reliable comment can
be made.
..................................................................................................................................
............................................................................................................................ [1]

8
4 A student is given a cylindrical 250 cm3 beaker.

He is asked to find the outside diameter of the beaker.
The other apparatus available is shown below.
Apparatus List
two half-metre rules marker pen
30 cm ruler pencil
2 m thin string scissors
2 m thick string Blu-Tack
plain paper Sellotape
blocks of wood lined paper
(a) Describe in detail how the student can obtain an accurate value for the outside diameter of
the beaker.
In your account you should

• state the equipment used,
• explain how the equipment is used,
• state any readings taken,
• explain how the value for the diameter is obtained,
• describe how to make the measurement accurate.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[5]
(b) Suggest one reason why it is more difficult to measure the internal diameter of the beaker.
...................................................................................................................................................
...............................................................................................................................................[1]
© UCLES 2014 5054/42/O/N/14
Cambridge O Level – October/November 2014 5054 42
(d) large triangle used on graph ([½ drawn line) and attempt at correct calculation C1
0.58 to 0.64 penalise if not 2 significant figures A1 [2]
allow ecf from graph
[Total: 12]
3 (a) both first bands red and both second bands yellow B1
black, orange in third band spaces in correct order B1 [2]
(b) (i) parallel B1 [1]
(ii),(iii) any two correct combinations B1

three correct combinations B1
E marked correctly B1 [3]
[Total: 6]
4 (a) maximum 3 marks for drawing round bottom of beaker

equipment used stated B1
how equipment used explained B1
readings taken stated B1
how diameter is obtained explained B1
one accuracy detail B1 [5]
(b) any one from:

cannot fit ruler inside beaker
cannot use string inside beaker
cannot draw (internal) circle inside beaker B1 [1]
[Total: 6]

7
2 A group of students is asked to determine the diameter of a large inflatable beach ball.
One student uses a long piece of string to find the circumference of the ball. He then calculates
the diameter.
Fig. 2.1 shows the student with the beach ball.
(a) Suggest one practical difficulty in measuring the circumference of the ball.
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [1]
(b) (i) Describe a different method that another student may use to measure directly the
diameter of the beach ball.
You may include a diagram in your answer.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]
(ii) Suggest two ways in which the student in (b)(i) can make the measurement of the
diameter accurate.
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
...........................................................................................................................................
[2]
8
3 The length of a school laboratory is between 5 m and 6 m. Three students A, B and C are asked to
measure the length of the laboratory.
(a) Student A is given two metre rules. Describe how he can use these to measure the length of
the laboratory.
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [1]
(b) Student B is given a 10 m flexible tape, as shown in Fig. 3.1.
Fig. 3.1
Describe how he can use the tape to measure the length of the laboratory.
...................................................................................................................................................
.............................................................................................................................................. [1]
(c) Student C is given an electronic measuring device, as shown in Fig. 3.2.

The manufacturers claim that the device is accurate to 0.5 mm and has a range of 60 m.
electronic
measuring
device
red
laser light
Fig. 3.2
© UCLES 2015 5054/42/O/N/15

9
The device emits pulses of laser light that reflect from the opposite wall of the laboratory and
return back to the device. It measures the time taken for a pulse to return.
The device calculates the distance to the wall using the time taken for the pulse to return.
(i) State one piece of additional information needed by the device to calculate this distance.
...................................................................................................................................... [1]
(ii) Suggest a reason why the device uses visible light rather than infra-red radiation.
...........................................................................................................................................
...................................................................................................................................... [1]
(iii) Describe how student C uses the device to measure the length of the laboratory.
...........................................................................................................................................
...................................................................................................................................... [1]
(iv) Suggest one disadvantage of using the electronic measuring device.
...................................................................................................................................... [1]

1 (a) use of distant object and screen B1
(b) (i) u marked correctly B1

D marked correctly B1
(ii) 96.3 cm unit required B1
(iii) avoid parallax in reading (ruler) / view perpendicularly

lens / screen close to ruler
use darkened room
check for zero error
clamp ruler
move screen (not lens) backwards and forwards (until sharp image found)
object and lens same height (above bench)
object and lens and screen perpendicular to bench / vertical B1
(c) (ii) axes correct way round, labelled quantity and unit B1
scales linear, sensible B1
points plotted accurately within ½ small square
neat crosses or small points (in circle) B1
best fit smooth curve drawn B1
(iii) 1. 39 to 41 (cm) B1
2. 20 ± 2 (cm) B1
(iv) both values for f correctly calculated and sensible comment B1
[Total: 12]
2 (a) pulling string tight and squashing ball

ball not spherical
sensible comment about marking string
holding string straight / taut to measure length B1
(b) (i) method mark:

ball placed between two planes M1
practical detail mark:

use a ruler / tape to measure A1
(ii) any two from:

repeat and average
how planes made parallel described
not squash ball
avoid parallax in reading metre rule B2
[Total: 5]

3 (a) metre rules laid end to end (from one wall to other) B1
can accept from a diagram
(b) one end fixed against wall (however expressed) and measure to the opposite
wall / the other side B1
(c) (i) speed (of light) B1

length of device
position of laser / detector within the device
(ii) can see what it is reflecting off / you can see it / I.R. cannot be seen / is not
coloured
to make sure it is horizontal / level B1
(iii) places it touching wall and pointing at opposite wall B1
(iv) expensive
uses batteries / batteries run down / need recharging
needs clear line of sight / other objects might get in the way
laser hazard with eyes
some surfaces may not reflect the light B1
[Total: 6]
4 (a) circuit containing one cell and resistor, with ammeter in series B1
voltmeter in parallel with resistor / cell B1
(b) (i) it matters which way round it is connected

so you can connect it the right way round B1
(ii) ammeter terminal connected to –ve of cell labelled B B1
(c) (i) 3 (V), 4.5 (V) and 6 (V) B1
(ii) four cells drawn in series B1
(d) no change / same value and B1

resistance independent of voltage / depends only on the resistor
OR
resistance increases and
resistor becomes hot
[Total: 7]

8
4 A student is given a lump of Blu-Tack which he moulds into a cube. The front face of the cube is
shown full size in Fig. 4.1.
Fig. 4.1 full size
(a) By taking measurements from the front face of the cube in Fig. 4.1, determine the volume in
cm3 of the Blu-Tack.
volume = ................................................... cm3 [1]
(b) The student rolls the Blu-Tack into a cylinder, as shown in Fig. 4.2.
cylinder of
Blu-Tack
Fig. 4.2
He places one of the ends of the cylinder on a piece of 2 mm graph paper and draws round it,
as shown in Fig. 4.3.
2 mm
Fig. 4.3
He counts the squares on the graph paper to estimate the cross-sectional area A of the end
of the cylinder.
(i) Using Fig. 4.3, count and record the number of 2 mm × 2 mm squares occupied by the
end of the cylinder.
number of squares = ...........................................................[2]
(ii) Using your answer to (b)(i), estimate A.
A = ...........................................................[1]
© UCLES 2016 5054/42/O/N/16
3 (a) orange, orange B1

brown B1
(b) power supply, fixed resistor and diode (any orientation) in series B1
ammeter in series (with diode and resistor) B1
voltmeter across diode B1
(c) variable power supply

add rheostat / variable resistor
add resistor (in series) / use different values of resistor
add cells / batteries B1
(d) reverse power supply

reverse diode / it B1
[Total: 7]
4 (a) 27 B1
(b) (i) range 100–140 C1

range 110–130 A1
(ii) 4 × their (b)(i) B1
[Total: 4]
© UCLES 2016
3
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
D
pendulum bob
Fig. 1.1
(a) (i) Measure the distance D on Fig. 1.1 to the nearest millimetre. Record your result.
D = ............................................ cm [1]
(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.
H = .................................................. [1]

4
(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
20.0 20.8 1.04 1.08
25.0 18.8 0.94 0.88
30.0 16.6 0.83 0.69
40.0 10.6 0.53 0.28
Fig. 1.2
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.
(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.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]
© UCLES 2017 5054/42/O/N/17

5
(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.
0
0
Fig. 1.3
[4]

6
(ii) Extend your line so that it cuts the y-axis.
State the value of the intercept c on the y-axis.
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 = ....................................... s2 / cm [2]
(d) Theory suggests that H is given by the equation

c
H= .
m
Use this equation to calculate H.
H = ............................................ cm [1]
(e) Compare your measured value for H from (a)(ii) with your result in (d).
State whether the two values agree with each other and justify your answer.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[1]
© UCLES 2017 5054/42/O/N/17

5054/42 Cambridge O Level – Mark Scheme October/November
PUBLISHED 2017
Question Answer Marks
1(a)(i) 4.7 (cm) correct answer only B1
1(a)(ii) 47(.0) cm unit required B1
1(b)(i) 1.14, 1.30 2 d.p. required in both B1
1(b)(ii) to reduce the effect of errors in starting / stopping the stopwatch / to reduce the effect of reaction time / to calculate an average / B1
to reduce the percentage error
1(c)(i) axes labelled quantity and unit axes correct way round B1
smooth best fit straight line drawn B1
1(c)(ii) candidate’s value to ±½ small square from a correct extrapolation B1
1(c)(iii) values indicated on graph or triangle drawn and ⩾ half the range of the plotted points (∆h ⩾ 12.5) B1
m = (−) 0.04 ± 0.01 B1
1(d) candidate’s c / m value correctly calculated B1
1(e) YES (must be stated) and values very close / close enough / within the limits of experimental error / < 10% OR B1
NO (must be stated) and values not close / not close enough / outside the limits of experimental error / > 10%
© UCLES 2017 Page 2 of 4

Thermal Physics:
Evaporation:
Important Tip:
In exams if you have to design an experiment to show how change in
surface area causes a change in rate of evaporation. Then follow these
steps:
• Different sized containers can be used to show the variation in
surface area
• The loss in mass of liquid (due to the evaporation) is studied over
time for a specific container and the gradient of the loss in mass (y-
axis) against time (x-axis) graph tells the rate of evaporation. The
temperature of water and wind velocity must be kept constant.
• Do the above two steps for all the containers and calculate the rate
of evaporation for each.
• You will conclude that the:
𝑹𝒂𝒕𝒆 𝒐𝒇 𝑬𝒗𝒂𝒑𝒐𝒓𝒂𝒕𝒊𝒐𝒏 ∝ 𝑺𝒖𝒓𝒇𝒂𝒄𝒆 𝑨𝒓𝒆𝒂
Alternate Approach: A graph of surface area against mass of liquid lost
can also be plotted for a specific time interval to determine the variation in
the rate of evaporation. For example, an experiment could be conducted to
measure the mass of water lost in an hour for containers of various
surface area.
Thermometer:
Every thermometer has a physical property.
What is meant by “physical property” of a thermometer?

A physical property is defined as the property that changes with
temperature.
Terms Related to Thermometers:

1) Range:
Range can be increased by:

1. Increasing the diameter of bore of the capillary tube
2. Increasing the length of the capillary tube
3. Decreasing the volume of mercury in the bulb. (Change in volume is
directly proportional to volume.
Increasing the range of the thermometer will increase the length of it and
make it difficult to handle. However, large temperature readings can be
taken.
2) Accuracy:
3) Linear Scale:
4) Responsiveness:
Responsiveness can be increased by

1. Using a more conductive liquid
2. Using thin-walled glass bulb
Design an Experiment to show how responsiveness changes with varying
glass bulb thickness.
Experiment can be conducted by using different thermometers of varying
glass bulb thickness and the time to respond to change in temperature
can be noted for determining their responsiveness. The type of liquid and
the temperature difference must be kept constant throughout the
experiment.
Design an Experiment to show how responsiveness changes with varying

liquids.
Different type of liquids in the bulb can also be used to check the
responsiveness of a thermometer. Time taken to register the change in
temperature can be noted using stopwatch. The thickness of the glass
bulb and the temperature difference must be kept constant.
5) Sensitivity:
Sensitivity can be increased by

1. Decreasing the diameter of the bore of the capillary tube
2. Increasing the volume of the mercury in the bulb
Increasing the sensitivity provides greater accuracy in measuring the

temperature but for a limited length of capillary tube, the range will
decrease. It is preferred to use more sensitive thermometers. However,
range must include the temperature to be measured.
Modes of Heat Transfer:
1) Conduction:
Experiment to determine which material is a good conductor of heat and

which is a poor one?
Experiment can be conducted by measuring the amount of wax melted
when coated on rods of different materials. The time taken for all the wax
to melt can be used to determine the conductivity of the material.
Alternate Approach:
The same experiment could be conducted by making containers of
different material. Temperature rise in a given time interval can be noted
when heated externally to measure the conductivity of the material of
which the container is made of.
2) Convection:
3) Radiation:
The mode of heat transfer via infrared radiations is called radiation. All
bodies above 0 K emit infrared radiations. Dark colored objects are good
emitters and absorbers of heat than light colored objects. Similarly, shiny
polished surfaces are good reflectors of heat than rough surfaces.
Alternate Approach:
A graph of temperature rise against time can be plotted for determining
the better heat absorber. The one whose temperature rises the most in the
same amount of time is the best heat absorber amongst all.
The surface area of the container, volume of liquid, type of liquid and the
initial temperature of the liquid must remain constant in all experiments.
Specific Heat Capacity:

Experiment to calculate Specific Heat Capacity of any object.
6
3 Fig. 3.1 shows the apparatus used to investigate the cooling of some water.
thermometer
water
test-tube
Fig. 3.1
The initial temperature of the water is 90 °C and the temperature of the room is 20 °C.
(a) A student uses the thermometer and stopwatch to take readings and records them in a table.
Write the column headings in the table. [2]
(b) The student plots the results on a graph.
On the axes below,
(i) label the axes,
(ii) sketch the expected shape of the graph,
(iii) include any known values on the axes. [3]
0
0
© UCLES 2007 5054/04/M/J/07

7
(c) Students are usually advised to repeat all readings as they perform an experiment. Explain
why this is not possible in this experiment.
...................................................................................................................................................
............................................................................................................................................. [1]
(d) Describe two practical ways to make the readings more accurate.
1. ...............................................................................................................................................
...................................................................................................................................................
2. ...............................................................................................................................................
............................................................................................................................................. [2]

3 (a) quantities: temperature and time NOT temperature change
units: oC and seconds (s) or minutes (min not m) [2]
(b) (i) y-axis labelled temperature or temperature change, x-axis labelled time
(allow symbols for quantities)
(ii) correct curve shape for y-axis label
(iii) for y = temperature, values 90o and 20o marked on temperature axis,
and line starts at 90 o, ends at 20 o
OR for y = temperature change, value 70 o marked on temperature change axis,
and line from 0 to 70 o
unit required on axes labels or on values on axes
ignore curve shape [3]
(c) temperature continuously changing / only one temperature at each time [1]
(d) any two clear practical details e.g.

at least 1/3 thermometer immersed
avoid parallax when reading thermometer (any explanation must be correct)
use of two people
heat above 90o and start stopwatch as temp reaches 90o
read from top of mercury meniscus
mercury column in line with scale
stir water
large number of readings taken
stopwatch close to thermometer
external factors constant [2]
[Total: 8]
4 (a) (i) newton meter / spring balance / force meter
(ii) 4.6 to 4.9 1 dp only
(iii) 1.5 or 1.6 [3]
(b) 6.9 cm ecf (a) (ii) and (iii) NOT one sf [1]
(c) water on the block will change the weight / time needed to dry cube [1]
[Total: 5]
© UCLES 2007
8
4 Fig. 4.1 on page 9 shows four thermometers used in a science laboratory. For
Examiner’s
(a) State the temperature reading on thermometer A. ……………………… [1] Use
(b) 250 cm3 of boiling water is poured into a beaker as shown in Fig. 4.2. The temperature is
measured every 30 s for 10 minutes.
thermometer
boiling water beaker
Fig. 4.2
(i) State and explain which thermometer from Fig. 4.1 is the most suitable for this
experiment.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
............................................................................................................................. [3]
(ii) Describe how the thermometer is used in this experiment to obtain accurate readings.
..................................................................................................................................
..................................................................................................................................
............................................................................................................................. [2]
(c) Thermometer D in Fig. 4.1 is used to measure the temperature of a person.

Fig. 4.3 shows a modern forehead thermometer. It is a thin flexible plastic strip that is
placed on the forehead. The colour of the numbers changes to show the temperature.
Fig. 4.3
State one advantage of this thermometer when taking the temperature of a young child.
..........................................................................................................................................
..................................................................................................................................... [1]
© UCLES 2008 5054/04/M/J/08
9
B C
110
50
100
90
40
80
70
A
110
100
60 30
D
40
90 50
80
39
40
20
70
38
60 30
50
37
20
40
10
36
30 10
20
0
35
0
10
0 0
-10
-10
Fig. 4.1
© UCLES 2008 5054/04/M/J/08

4 (a) 23 °C unit required

allow 23.0 °C
not C° [1]
(b) (i) B (1)
reads to 100 °C/110 °C/boiling point of water (1)

ignore wide range of temperature
comparison with A; e.g. more sensitive/more divisions ignore just longer than A
OR scale reads to 1 °C/each division 1 °C (1) [3]
(ii) any two good points, e.g.

1/3 length immersed
thermometer not touching container/in centre of water
ignore thermometer hung from string
water stirred (with stirrer, NOT thermometer unless A chosen in (b)(i)
reading taken with eye level with meniscus/avoid parallax error [2]
ignore incorrect parallax explanations
NOT wait for meniscus/reading to become steady unless clearly initial rise
repeat readings
(c) not breakable/not placed in mouth/more hygienic/safer [1]

allow children moving about/fidgeting
ignore easier to use/more accurate/no parallax error
[Total: 7]
© UCLES 2008
2
1 A group of students performs an experiment to investigate the flow of oil at different temperatures.
200 cm3 of oil is heated gently and its temperature is recorded. The oil is then poured through a
funnel into a second beaker, as shown in Fig. 1.1.
beaker
oil funnel
oil
beaker
oil
Fig. 1.1
The time t taken for the oil to flow through the funnel is recorded with a stopwatch.
(a) State why it is important to stir the oil during heating.
...................................................................................................................................................
............................................................................................................................................. [1]
(b) Explain why the oil is heated gently.
...................................................................................................................................................
............................................................................................................................................. [1]
(c) The experiment is repeated for several values of . Values of and t are recorded in the table
of Fig. 1.2.
/ °C t/s
69 13.69
52 14.97
35 17.34
24 21.16
17 25.16
10 28.85
Fig. 1.2
© UCLES 2010 5054/42/M/J/10

3
(i) On Fig. 1.3, plot the graph of t / s on the y-axis against / °C on the x-axis.
Start your graph from = 0 °C and t = 12 s. Draw the curved line of best fit.
12
0
Fig. 1.3 [4]
(ii) Estimate the time taken for oil at 80 °C to flow through the funnel.
................................................... [1]
(iii) State the maximum reading on a standard laboratory liquid-in-glass thermometer that is
suitable for this experiment.
................................................... [1]

4
(d) Explain why it is not possible to repeat a reading immediately after it is taken.
...................................................................................................................................................
............................................................................................................................................. [1]
(e) Tick two boxes to show which of the following will make the experiment more accurate.
using a more sensitive thermometer
using two people to take the measurements
using a thicker oil
using a larger range of readings
pouring the oil quickly after taking its temperature

[2]
© UCLES 2010 5054/42/M/J/10

1 (a) to obtain uniform temperature/heat spread (uniformly) throughout oil B1 [1]
(b) temperature increase is slow/temperature change small/heats up slowly/

oil doesn’t become too hot/prevent overheating
oil has low specific heat capacity/heats up quickly/oil has high boiling point/
higher boiling point than water/above 110 °C/may break thermometer B1 [1]
scales: more than ½ page, sensible 2 cm ≡ 2 s and 2 cm ≡ 10 °C B1
points plotted accurately to within ½ small square; dots Y ½ small square B1

reasonable attempt at smooth curve of best fit neatly drawn B1 [4]
(ii) if line on graph not extrapolated to 80 °C 13.3 s ± 0.2 s unit required

if reasonable extrapolation, correct value read from graph unit required B1 [1]
(iii) 110 °C/100 °C unit required B1 [1]
(d) temperature of oil will have changed/decreased B1 [1]
(e)
using two people to take the measurements B1
pouring the oil quickly after taking its temperature B1 [2]
[Total: 11]
2 (a) time several/N oscillations (allow 5 Y N Y 40 if value given) and divide by N B1

repeat reading and average B1
any one from

view perpendicular to swing
time from centre/use fiducial marker/view at bottom of ruler/where speed max
smooth swings/same amplitude B1 [3]
(b) (i) initially T decreases (as d increases) B1

(then) T increases (as d increases) B1 [2]
minimum T at d = 20 cm scores 2 allow just T increases for one mark
(ii) 1.58 to 1.70 (s) unit NOT required B1 [1]
(iii) at centre of mass of ruler/no moment/in equilibrium/balanced/does not move

ruler will not oscillate/swing
ruler spins/rotates
T too large/very large B1 [1]
[Total: 7]
© UCLES 2010
8
4 The effect of surface colour on the cooling of an object is investigated.

Fig. 4.1 shows two sets of apparatus used in this investigation.
thermometer thermometer
test-tube A test-tube B
dull black shiny silver

outer surface outer surface
hot water hot water

Fig. 4.1
Test-tube A has a dull black outer surface and test-tube B has a shiny silver outer surface.
The test-tubes containing hot water are allowed to cool.
Readings are taken for 20 minutes to allow cooling curves to be plotted.
(a) State two factors that must be the same for the two sets of apparatus so that the cooling
curves may be compared.
1. ...............................................................................................................................................
2. ...............................................................................................................................................
[2]
(b) On Fig. 4.2, write the headings in the table that is to be used to record the results for
test-tube A.
Fig. 4.2 [2]
(c) On Fig. 4.3, sketch and label the shape of the cooling curves for test-tube A and for test-tube B.
0
0
Fig. 4.3 [2]
© UCLES 2011 5054/42/M/J/11

3 (a) parallel B1 [1]
(b) (i) correct voltmeter symbol drawn across power supply B1 [1]
(ii) X marked in series with resistor A B1 [1]
(c) (i) 1.5 V cao B1 [1]
(ii) 0.1(0) A ecf (c)(i) ÷ 15 B1 [1]
(d) circuit 2 PLUS

two series resistors in parallel loop / no resistor in series with power supply
owtte / resistance is 6⅔ Ω B1 [1]
[Total: 6]
4 (a) (same) volume/level/mass of water B1

any ONE from:
• initial temperature (of water)
• size/shape/material of test tube
• identical thermometers
• same external conditions, e.g. room temperature / draught / position in room /
humidity B1 [2]
(b) time or t / minutes (min) B1

temperature or T or θ / °C B1 [2]
(c) both axes labelled AND correct shape for one curve (not to x-axis) B1
A and B similar shape with A initially cooling faster than B, one labelled B1 [2]
[Total: 6]

2
1 A student investigates the cooling of water.
Some of the apparatus is set up as shown in Fig. 1.1.
stirrer
55 0 5
50 10
45 15
beaker
40 20 stopclock water
35
30 25
bench
Fig. 1.1
A volume of 100 cm3 of boiling water is poured into the beaker. The student starts the stopclock
when the temperature of the water is 90 °C.
The water is allowed to cool and its temperature θ is recorded every 2 minutes.
(a) (i) On Fig. 1.1, draw the thermometer in the most suitable position for measuring the
temperature of the water as it cools. [1]
(ii) Suggest a reason why the thermometer should be held in a clamp.
...........................................................................................................................................
.......................................................................................................................................[1]
(iii) Describe how the student avoids parallax error when reading the thermometer.
...........................................................................................................................................
.......................................................................................................................................[1]
(b) (i) The stopclock measures to the nearest second. Suggest why, in this experiment, the
student does not need to use a digital stopwatch measuring to 0.01 s.
...........................................................................................................................................
.......................................................................................................................................[1]
(ii) Explain why the student places the stopclock close to the beaker.
...........................................................................................................................................
.......................................................................................................................................[1]
© UCLES 2012 5054/42/M/J/12

3
(c) The student records his results in a table. Fig. 1.2 shows the student’s results.
time t / minutes θ / °C
0 90
2 76
4 69
6 65
8 61
10 58
12 55
Fig. 1.2
(i) On Fig. 1.3, plot the graph of θ / °C on the y-axis against t / minutes on the x-axis.
Start your graph from θ = 40 °C and t = 0.
Draw a curved line of best fit.
40
0
[4]
Fig. 1.3

4
(ii) Explain why the temperature of the water does not fall to 0 °C.
...........................................................................................................................................
.......................................................................................................................................[1]
(iii) Use your graph to determine the time taken for the temperature of the water to fall from
90 °C to 80 °C.
time taken = ........................................[1]
(d) The experiment is repeated with the same volume of water in a wider beaker, as shown
in Fig. 1.4.
stirrer stirrer
original wider
water beaker water beaker
Fig. 1.4
State and explain the effect of using the wider beaker on the time taken for the temperature of
the water to fall from 90 °C to 80 °C.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
© UCLES 2012 5054/42/M/J/12

1 (a) (i) thermometer drawn with bulb in centre of liquid B1 [1]
(ii) supported in the centre of the water/not touching beaker/no need to hold it/
holds scale facing you B1 [1]
(iii) line of sight/view/eye (level) perpendicular to scale

allow answers on Fig. 1.1 B1 [1]
(b) (i) only timing every 2 minutes/time measured in minutes/reading to nearest second
temperature changes slowly/long time to cool
that precision not required/clock accurate enough/does not need 0.01/0.1s B1 [1]
(ii) can see/read/notice thermometer and timer together

can measure temperature and time more accurately or quickly B1 [1]
y: 2 cm ≡ 10°C x: 2 cm ≡ 2 minutes
scales: more than ½ page, sensible B1
best fit curved line neatly drawn B1 [4]
(ii) cannot fall below/only falls to room temperature/temperature of surroundings B1 [1]
(iii) 1.2 to 1.4 minutes ecf graph B1 [1]
(d) time decreases/temperature falls/cools more quickly B1
heat lost (more) quickly (from larger area) B1 [2]

evaporates (more) quickly (from larger area)
[Total: 13]

6
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.
You should:
(a) explain how to carry out the experiment; a diagram is not required, but you may draw one if it
helps to explain your plan,
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
© UCLES 2017 5054/42/M/J/17

7
(b) state any quantities that need to be kept constant,
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[1]
(c) draw a table, with headings, to show how to display the results,
[1]
(d) explain how the readings can be used to reach a conclusion.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[1]

5054/42 Cambridge O Level – Mark Scheme May/June 2017
PUBLISHED
3(a) (hot) water in beaker, take temperature (at regular intervals) as it cools / take temperature after a fixed time / measure the time B1
for a fixed temperature drop
repeat with different insulators B1
3(b) any one of B1
constant room temperature

same starting / initial temperatures
same beaker
same volume / mass / amount of hot water
same times (of cooling)
same temperature drop
same thickness of insulator
3(c) 2 / 3 sets of insulator, (change in) temperature / °C, time / s or minutes B1
3(d) compare temperature drops in equal times – largest drop is the poorest insulator (or reverse argument) / compare times for B1
equal temperature drops – longest time is the best insulator (or reverse argument) / plot graphs to compare temperature
drops in equal times / compare gradients – steepest graph is the poorest insulator (or reverse argument)

3
1 A student determines an approximate value for the specific heat capacity of water by an electrical
method.
The specific heat capacity of a substance is the amount of thermal energy needed to raise the
temperature of 1 g of the substance by 1 °C.
He sets up the apparatus as shown in Fig. 1.1.
power supply
thermometer
heater
glass beaker
water
Fig. 1.1
• He pours a mass m of water into a beaker, where m = 100 g.

• He places a heater into the water in the beaker.
• He connects a voltmeter to measure the potential difference across the heater.
(a) Draw a voltmeter symbol on the circuit diagram of Fig. 1.1 to show the voltmeter measuring
the potential difference across the heater. [1]

4
(b) The student measures the initial temperature of the water and records it at time t = 0 in
Table 1.1.
Table 1.1
time t / s temperature θ / °C
0 21.5
60 27.0
120 32.0
180 37.0
240
300 45.5
360 48.5
• He closes the switch, starts a stopwatch and records the temperature θ of the water
every 60 s for 6 minutes.
• He records the current I in the heater and the potential difference V across the heater.
His measurements are:
I = 4.0 A V = 14.8 V.
• He opens the switch.
(i) The reading of the thermometer at time t = 240 s is shown in Fig. 1.2.
°C
45
40
35
Fig. 1.2
Read the thermometer and record the temperature in Table 1.1. [1]
(ii) State why it is important to:
1. ensure that the heating coil is completely immersed in the water
....................................................................................................................................
.............................................................................................................................. [1]
© UCLES 2019 5054/42/M/J/19
5
2. stir the water before recording each temperature.
....................................................................................................................................
.............................................................................................................................. [1]
(c) (i) On the grid in Fig. 1.3, plot the graph of θ / °C (y-axis) against t / s (x-axis).
Start the temperature axis at 20 °C.
Draw the smooth curve of best fit.
[4]
Fig. 1.3
(ii) Use your graph to calculate the temperature rise Δθ of the water in the first 200 s of
heating.
Δθ = ......................................................... [2]

6
(d) (i) Calculate the thermal energy E supplied by the heater in the first 200 s and give the unit.
Use the equation shown:
E=V×I×t
E = ......................................................... [1]
(ii) Calculate a value for the specific heat capacity c of water. Use the mass given at the
start of this question, your answers to (c)(ii) and (d)(i), and the equation:
E = m × c × Δθ
c = ............................................ J / (g °C) [2]
(e) (i) The specific heat capacity of water is 4.2 J / (g °C).
Examine the apparatus set-up shown in Fig. 1.1.
Suggest one practical reason why your calculated value of c is inaccurate.
...........................................................................................................................................
..................................................................................................................................... [1]
(ii) State one improvement to the apparatus that produces a more accurate result.
...........................................................................................................................................
..................................................................................................................................... [1]
(f) Another student repeats the experiment and forgets to switch off the heater at the end of the
experiment. The temperature of the water continues to rise until it reaches 82 °C and then
remains constant at this value.
Suggest one reason why the temperature of the water stops increasing when it reaches
82 °C.
...................................................................................................................................................
............................................................................................................................................. [1]
[Total: 16]
© UCLES 2019 5054/42/M/J/19

PUBLISHED
1(a)(i) voltmeter (correct symbol) in parallel with heater or power supply B1
1(b)(i) 41.5 (correct answer only) B1
1(b)(ii) 1 so that all the thermal energy is transferred to the water / so that thermal energy is not lost to the surroundings B1
2 to ensure that all the water is at the same temperature B1
1(c)(i) axes labelled, quantity and unit correct way around B1
scales linear, not awkward and y-axis starts from 20 °C B1
smooth, thin best-fit curve drawn B1
1(c)(ii) subtraction of any 2 values seen C1
17 ± 2 (°C) A1
1(d)(i) 11840 J / 1.2 × 104 J B1
1(d)(ii) correct substitution / rearrangement of equation C1
correct calculation from candidate’s values A1
1(e)(i) heat loss (by conduction / convection) from sides / base of beaker / heat loss (by convection / evaporation) from surface / heat B1
loss to surroundings / thermometer is too close to / touches the beaker / thermometer is too close to the heater
1(e)(ii) insulate the sides/base / use a lid / clamp thermometer (above the base of the beaker) / place thermometer correctly / to not B1
allow heater to touch the beaker
1(f) (rate of)heat loss (from sides / base / surface) is equal to (rate of) heat gain (from heater) B1

2
1 Fig. 1.1 shows four plastic containers.
P Q R S
Fig. 1.1
A student half-fills the containers with water and leaves them for several days. He measures the
total mass of each container and water on a top-pan balance at the same time each day for six
days.
The following readings are obtained.
mass of container and water / g
P Q R S
initial reading 1378 573 196 129
after 1 day 1348 556 187 123
after 2 days 1316 540 178 117
after 3 days 1287 524 169 112
after 4 days 1253 509 159 105
after 5 days 1227 491 149 101
after 6 days 1192 474 140 95
(a) Complete the table below to show the loss in mass m after time t for containers P and S.
time m/g
t / days P S
0 0 0
6
[2]
© UCLES 2009 5054/04/M/J/09

3
(b) On the grid below, plot a graph of m on the y-axis against t on the x-axis for containers P and S.
Draw a line of best fit for P and a line of best fit for S.
0
0
[6]
(c) Describe the relationship between m and t.
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [2]

4
(d) Fig. 1.2 shows the length l and width w of one container.
Fig. 1.2
An estimate of the surface area A of the water is given by
A = l w.
(i) Complete the table below, giving the values of A to the nearest cm2.
container l / cm w / cm A / cm2
P 22.8 16.2
Q 18.8 11.3
R 13.2 8.9
S 9.2 9.2
[2]
(ii) By referring to Fig. 1.2, explain why A is only an estimate of the surface area.
...........................................................................................................................................
..................................................................................................................................... [1]
(iii) The student concludes that “rate of evaporation increases with surface area”.
Explain how your graph in (b) supports his statement.
...........................................................................................................................................
..................................................................................................................................... [1]
© UCLES 2009 5054/04/M/J/09

5
(e) On one day during the experiment, the temperature of the room changes.
(i) Suggest a possible reason why the temperature changes.
...........................................................................................................................................
..................................................................................................................................... [1]
(ii) Explain whether this change in temperature will affect the student’s conclusion in (d)(iii).
...........................................................................................................................................
..................................................................................................................................... [1]

10
4 Fig. 4.1 shows a block of aluminium of mass 1 kg used to measure the specific heat capacity of
aluminium.
12 V
to circuit
thermometer V
heater A
aluminium
block
heater
Fig. 4.1 Fig. 4.2
A heater fits into a hole in the centre of the block and a thermometer fits into a second hole.
Fig. 4.2 is the circuit containing the heater.
When the switch is closed, the meters show steady readings of 11.6 V and 4.7 A.
(a) Fig. 4.3 shows the scales of the two meters.
6 2 3
4 8
1 4
2 10
0 V 12 0 A 5
Fig. 4.3
On Fig. 4.3, draw pointers to show the readings on the meters after the switch has been
closed.
[2]
© UCLES 2009 5054/04/M/J/09

11
(b) When the heater is switched on, the block warms up and some heat is lost to the
surroundings.
State two ways of reducing this heat loss.
1. ...............................................................................................................................................
...................................................................................................................................................
2. ...............................................................................................................................................
...................................................................................................................................................
[2]
(c) The thermometer is used to measure the initial and the final temperatures of the block.
The initial temperature of the block is taken before the heater is switched on.
Explain why the final temperature of the block is taken a short time after the heater is switched
off.
...................................................................................................................................................
............................................................................................................................................. [1]
(d) The heater is switched on for four minutes and the temperature rise of the block is 15 °C.
Suggest a reason why the heater is not switched on for a very much longer time.
...................................................................................................................................................
............................................................................................................................................. [1]
© UCLES 2009 5054/04/M/J/09

1 (a) values for P correct 31 62 91 123 151 186 B1

values for S correct 6 12 17 24 28 34 B1 [2]
(b) axes: correct way round, labelled quantity and unit B1

scales: more than ½ page, linear, sensible, minimum 2 values marked, e.c.f. (a) B1
points: for P plotted accurately, neat (for linear, sensible scale), e.c.f. (a) B1
best fit straight line: for P from origin, neat B1 [4]
points: for S plotted accurately, neat (for linear, sensible scale), e.c.f. (a) B1
best fit straight line: for S drawn, neatly B1 [2]
(c) as t increases, m increases / positive gradient / linear /

mass increases by equal amounts in equal time in words or values quoted C1
directly proportional / t ú m / doubling t doubles m A2 [2]
(d) (i) calculations correct 369.36 212.44 117.48 84.64 (minimum 2 s.f.) B1
2
answer given to nearest cm B1 [2]
(ii) corners of container curved / l or w not uniform / outside of tray measured /

due to thickness of walls B1 [1]
(iii) P (larger A) has steeper line than S (smaller A) / loss in mass P greater than
S B1 [1]
(e) (i) varies with time of day / weather/climate may change / temperature outside
changes / sunny / raining / people in the room / room heater/air conditioning
switched on/off B1 [1]
(ii) no effect M0
same for all containers / links answer to conclusion A1 [1]
[Total: 16]
2 (a) distance between string and paper / string not close to or touching paper / need
to view string from (vertically) above / not accurate if viewed from the side B1 [1]
(b) 136° ± 2° B1 [1]
(c) 5.8 N c.a.o. unit required B1 [1]
(d) 8.6 → 8.7 seen anywhere M0

5.7 → 5.8 N unit required A1 [1]
[Total: 4]
© UCLES 2009
3 (a) (i) ray drawn from incident ray through M1 and M2 to prism and correct path
through prism B1 [1]
(ii) turned through 180° / path inverted / reflects/sends ray back / total internal
reflection / speed decreases B1 [1]
(b) answers refer to prism M0

places two pins on incident ray with no use of alternative light source
answer may be stated or shown on diagram e.c.f. (a) (i) light path within prism B1
places two more pins in line with pins/image/reflection (seen through prism) B1 [2]
[Total: 4]
4 (a) line drawn on ammeter, from dot to scale reading 4.7 A ± ½ division B1
line drawn on voltmeter, from dot to scale reading 11.6 V ± ½ division B1 [2]
(b) allow 2 valid points in either 1 or 2 list rule applies

any two sensible answers, e.g.
• insulator around block
allow named insulator NOT water
• block has shiny surface / painted white / wrapped in foil
• reduce draughts / use of box or container
• lid on box or container / air-tight container
• stand block on insulator
• heater completely into hole B2 [2]
(c) allow all block to heat up / reach same/maximum/steady temperature /

allow heat to reach thermometer
allow experiment/temperature/it is more accurate B1 [1]
(d) block may become too hot / burn someone / melt/damage heater / damage
thermometer / heat loss increased B1 [1]
[Total: 6]
© UCLES 2009
8
4 You are asked to take a set of readings to plot a cooling curve that shows how quickly hot water in
a test-tube cools.
(a) You are given a test-tube about half-full of hot water. List the additional apparatus you need.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[1]
(b) In the space below, draw a diagram of the apparatus, showing the position of the eye when
taking the readings.
[2]
(c) Fig. 4.1 is the top of a table for the readings. Complete the headings in the table.
[2]
Fig. 4.1
(d) Suggest two ways in which the apparatus is arranged to make the readings accurate.
1. ...............................................................................................................................................
...................................................................................................................................................
2. ...............................................................................................................................................
...................................................................................................................................................
[2]
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.
© UCLES 2015 5054/42/M/J/15

3 (a) correct circuit symbols B1

all components in a series circuit
(b) A and B labelled at ends of fixed resistor B1
(c) y-shift c.a.o. no additions B1
(d) (i) 3.2 V ± 0.2 unit required B1
(ii) dot moves up B1
[Total: 5]
4 (a) thermometer
stopwatch / (stop-)clock / timer / watch B1
(b) diagram of test tube B1

containing water
thermometer with bulb in water
eye drawn level with top of thread in thermometer B1
(c) temperature / temp / T / θ AND time / t (or vice versa) B1
°C / deg C / degree C AND second(s) / s / minutes / min B1
(d) any two sensible points, e.g.

timer close to test tube / see both together
test tube in clamp stand
thermometer in clamp stand
thermometer with scale facing you
two people with explanation (e.g. count down) B2
clamp not obscuring the reading
thermometer not touching the sides / bottom of test tube /
⅓ or ½ of thermometer immersed
parallax avoided qualified
[Total: 7]

6 For
Examiner’s
Use
3 Acetophenone is a liquid at 19 °C but it becomes a solid at a temperature between 1 °C and
16 °C.
You are to determine the temperature at which acetophenone becomes a solid. The
apparatus given to you is shown in Fig. 3.1. Some liquid acetophenone is to be cooled in a
test-tube by immersing the test-tube in mixture of ice and water.
empty tube for thermometer laboratory temperature

acetophenone 19 ºC
acetophenone
ice and water mix
at ºC
Fig. 3.1
(a) On Fig. 3.1, the temperature of the ice and water mixture is given as θ °C. What is the
value for the temperature θ °C? Explain your answer.
..........................................................................................................................................
..........................................................................................................................................
......................................................................................................................................[2]
(b) (i) In Fig. 3.1, the test-tube is shown to be empty. You can choose the amount of
acetophenone to use in the experiment. On Fig. 3.1, draw a line in the empty test-
tube to represent the surface of the acetophenone.
(ii) Give two reasons why you chose the amount you have indicated on Fig. 3.1.
1. ...............................................................................................................................
...................................................................................................................................
2. ...............................................................................................................................
...................................................................................................................................
[3]
© UCLES 2004 5054/04/O/N/04

7 For
Examiner’s
Use
(c) You are working with another member of the class. She suggests that you should plot a
graph of temperature against time in order to determine the temperature θs at which the
acetophenone becomes a solid.
Fig. 3.2 shows some of the readings plotted on a graph grid. Use the graph to obtain a
value for θs.
temperature/ ºC
20
18
16
14
12
10
6
0 2 4 6 8 10 12
cooling time/min
Fig. 3.2
θs = ...................................................... [1]

2. (a) Suitable table (boxes or space) for five sets of θ , I, V, R (or R=V/I),
N.B. R = V/I therefore accept θ,R and one other (i.e. 3 quantities). B1
Four labels, words or symbols. B1
Correct units for the three quantities given in the table. B1
[3]
(b) Any two from:- wait for equilibrium/heat slowly/stir/place thermometer near
R/reference to length of thermometer immersed/tap meters (having
pointers)/tight connections/how to avoid parallax (equivalent to line of sight
perpendicular to reading) leave thermometer in oil when reading the
temperature. B2
[2]
(c) Oil has a high resistance between input leads/water low resistance/similar/
oil less volatile/evaporation/experiment quicker/specific heat capacity low/bigger
range of temperature. B1
[1]
{6}
3. (a) 0, unit not required, B1

ice melts at 0oC (or reverse) accept statement even if subsequent reason
is wrong/good comment re ice-water mix B1
[2]
(b) (i) Diagram showing….liquid level in test tube just within the thickness of
ice B1
(ii) 1. All liquid would be at 0oC/cooling more effective B1

2. Large enough to give accuracy/small enough not to take too long
to cool/thermometer 1/3rd immersion B1
[3]
(c) 14 oC (unit required) B1

[1]
{6}
4. (a) Incident ray starting from O, and correct through points, neat and thin
(arrows not required) B1
Emergent ray, “ B1
Angle, 138o or 42o +/- 1o B1
[3]
(b) Correct ray through the prism, (ignore drawing qualities) (need not be
labelled) B1
(c) Position such that OE along the ray = 25 cm, using see-through graph
paper, E is on the ray and on or “beyond” the second horizontal thick line. B1
(d) “Correct” angle shown (normal and ray), accept numerical value of about
35o/accept correct label i B1
[3]
{6}

7
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
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.
90
80
70
Fig. 2.2
(a) (i) Read the thermometer and record the temperature θ.
θ = .................................................. [1]
(ii) Explain why the student waits a short time before recording the temperature of the water
at t = 0.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]

8
(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
Fig. 2.3
His results are shown in the table in Fig. 2.4.
without insulation with insulation
time t / ......... temperature θ / ......... temperature θ / .........
0 85
180 75 75
Fig. 2.4
(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.
(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.
statement ..........................................................................................................................
justification ........................................................................................................................
.......................................................................................................................................[1]
© UCLES 2017 5054/42/O/N/17

9
(c) (i) Initially, the main cause of heat loss from the beaker is evaporation.
Suggest how the student can reduce heat loss by evaporation.
...........................................................................................................................................
...................................................................................................................................... [1]
(ii) State one other modification to the apparatus in Fig. 2.3 that reduces further the loss of
heat.
...........................................................................................................................................
.......................................................................................................................................[1]
(d) State one quantity that is kept constant to make a fair comparison between the rate of cooling
of the two beakers.
...............................................................................................................................................[1]

PUBLISHED 2017
2(a)(i) 88 (°C) c.a.o. B1
2(a)(ii) to allow thermometer to read the maximum temperature of the hot water / to give the thermometer time to respond / to wait until B1
the temperature on thermometer stops rising / so that temperature of thermometer equals temperature of the water / to allow
thermometer to reach thermal equilibrium
2(b)(i) s, °C, °C B1
2(b)(iii) significant change and temperature drops are not close / similar / there is a 3 °C difference or B1
not significant change and temperature drops are close / similar / there is only a 3 °C difference
2(c)(i) use a lid / cover the beaker B1
2(c)(ii) lag the bottom of the beaker / use thicker lagging B1
2(d) any one from: same volume of (hot) water / same (size) beaker / room temperature / same time (of cooling) B1

7
3 A teacher demonstrates convection in water to a class.
The teacher fills a large beaker with cold water, as shown in Fig. 3.1a, and leaves it to stand for
10 minutes.
He then places a purple crystal at the bottom of the beaker. The crystal starts to dissolve and the
water around the crystal turns purple.
Gentle heating is applied to the beaker directly underneath the crystal, as shown in Fig. 3.1b.
large
beaker
water
purple
crystal
gentle
heating
Fig. 3.1a Fig. 3.1b
(a) (i) Suggest a reason why the teacher uses a large beaker.
...........................................................................................................................................
.......................................................................................................................................[1]
(ii) Explain why the teacher leaves the beaker of water to stand for 10 minutes before placing
the crystal at the bottom.
...........................................................................................................................................
.......................................................................................................................................[1]
(iii) Explain why the water is heated gently.
...........................................................................................................................................
.......................................................................................................................................[1]
(b) On Fig. 3.1b, draw the initial movement of the water as it is heated gently. [2]
(c) The teacher repeats the demonstration five minutes later.

Suggest why it is better to use another beaker of water than to reuse the same beaker and
water.
...................................................................................................................................................
...............................................................................................................................................[1]

GCE O LEVEL – October/November 2011 5054 42
3 (a) (i) movement of water/purple colour/crystal clear(er)/takes longer/more visible

(to class) B1 [1]
(ii) water stops moving B1 [1]
(iii) water moves slowly ora e.g. all happens too quickly B1 [1]
(b) arrow(s) up start from/above crystal B1

arrow(s) to left near bottom of water / arrow(s) down on right B1 [2]
(c) water/beaker already warm / water already coloured B1 [1]
[Total: 6]
4 (a) solid state detector / Geiger counter / Geiger-Muller/Geiger/GM tube B1 [1]
(b) (i) 53.6 / 54 / 0.447 seen / ÷120 seen / Σvalues/5 C1

0.45 cao A1 [2]
(ii) (radioactive) decay is random (in time) B1 [1]
(c) no (radiation) source / count rate low / always present (in environment) / no
(additional) hazard / source is in lead box B1 [1]
[Total: 5]

Light & Lenses:
Important tip: In exams always remember that light rays coming from
distant objects are parallel and light rays coming from nearby objects are
diverging.
Lenses:
There are 2 types of lenses:
1) Converging (Convex) Lens
2) Diverging (Concave) Lens
Converging (Convex) Lens:

This type of lens is used to converge the light rays to a single point.
1. Optical Centre: The point from which any light ray passes without any
deviation from its path. In a symmetrical mirror, it is exactly half way
between the lens surfaces and is lies on the principal axis.
2. Principal Axis: A horizontal line passing symmetrically from the optical
center.
3. Principal focus (Focal point): The point at which all the light rays coming
parallel to the principal axis converge after refraction.
4. Focal Length: The distance from the optical centre to the principal focus
is called focal length.
5. Focal plane: The plane passing through the principal focus and
perpendicular to the principal axis.
Properties of Converging Lens:

Cases for Converging Lenses:
Steps to Draw a Ray Diagram (all 5 cases follow the same procedure):
1. Draw a principal axis and position the lens on the axis. It is preferable to
draw it at the center of the principal axis.
2. Mark the distances of principal focus on both sides of the lens. Label
them “F”. Also mark the distance “2F” that is double the distance of F.
Measure these distances from the optical center.
3. Position the object on the principal axis on the mentioned location and of
the mentioned height. Again, measure the distance from the Optical
center. Always measure the distances from the optical center.
4. Produce two light rays from the top of the object, one parallel to the
principal axis and the other in line with the optical center, passing through
it.
5. Refract the light ray that is parallel to the principal axis after crossing the
lens axis and pass it through the principal focus “F”
6. Extend the lines, backward or forward, until they meet. (Light rays will not
meet when the object is placed at the principal focus)
7. Position the image at the intersecting point from the principal axis.
How to Determine the Focal length of a Lens?
Method #1 – Crude Method (Least Accurate):

1. Place the lens in front of the window and adjust its position to produce a
small bright dot. The dot is actually an image of the sun.
2. Measure the length of distance from the lens to the screen to get the
value of the focal length of the lens
Contains many Sources of Error:

• Lens not steady
• Meter rule not steady
• Parallax error
• Bright spot not exactly formed
Method #2 – Medium Accuracy:

1. Place an illuminated object at a distance from the lens. The object should
not be very close to the lens else the light rays would be much deviating.
2. A screen is to be place on the other side of the lens to observe the image
produced.
3. The position of the screen is adjusted until a bright image is produced.
This shows that all the light rays have converged at a single point. The
position of the lens can also be adjusted to produce a bright image.
4. Measure the lens from the center of lens to the screen. This value
obtained will be the focal length of the lens.
Method #3 – Most Accurate:

1. Repeat Method # 2 till point number 3.
2. Measure the distance of the object to the lens (p) and the image to the
lens (q)
3. Use the formula mentioned below to determine the focal length, where f
is the focal length.
1 1 1
= +
𝑓 𝑝 𝑞
The formula is not included in the syllabus so the method should not be
used until the formula has been specified in the examiner in the question.
How can we improve this Experiment?
1. Avoid parallax error while taking the reading from the meter rule
2. Make sure the screen is perpendicular to the bench or parallel to the
lens. Set square can be used to ensure the surfaces is perpendicular.
3. Perform the experiment in a darkened room to avoid unnecessary
exposure of light
4. Repeat the experiment and take the average
5. Place the lens and screen close to the ruler so that the reading can be
measured accurately.
6. Place the lens in a holder.
Light:
Reflection of Light:
Experiment to verify that angle of Incidence = angle of reflection.
Sometimes we are given a ray box so we will follow this procedure:
i. Place a white sheet of paper and fix it on the card board.
ii. Place a mirror block on the paper and draw an outline around it.
iii. Draw a normal at the center of the mirror.
iv. Place the ray box and incident the ray on the mirror.
v. The reflected ray will be produced from the mirror.
vi. Mark two points on the incident ray and the reflected ray.
vii. Join the points and measure the angle of incidence and reflection from
the normal.
viii. Repeat the experiment to increase the accuracy.
Refraction of Light:
How to find Angle of Refraction/Refractive Index of a material?
Sometimes a ray box is used so follow these steps:
1. Place the glass block on a piece of paper and draw an outline of it.
2. Incident the ray from the ray box on one side of the block and observe its
emergence from the other side.
3. Place two points on the line followed by the ray towards the block and
when emerging from the block.
4. Remove the block and draw lines joining the points on one side of the
lens and the other.
5. Join the intersection points of both the lines with the block boundary,
together.
6. Draw normal at the points of intersection to measure the angle of
incidence and refraction.
To improve the accuracy of the above experiments we can take the
following measures:
1. Repeat the procedure and take the average.
2. Perform the experiment in a dark room to avoid exposure of surrounding
light.
3. Fix the glass block so that it does not tilt or slide during the experiment.
4. Make sure the pins are vertical when observing the image
5. Avoid parallax error
6. Place the block at the center of the paper so that enough space is
available for the placement of the pins and observing the ray
7. Bottom of the pins should be focused when observing the image.
8. Use a sharp pencil while drawing the lines.
8
4 A student performs an experiment using optical pins to find the effect of a circular block, made of
transparent plastic, on parallel rays of light.
Fig. 4.1 shows the circular plastic block on a sheet of white paper.
The student draws round the block with a sharp pencil. The student also draws three parallel lines
up to the block before starting the experiment.
(a) Explain why the student draws round the block.
...................................................................................................................................................
............................................................................................................................................. [1]
(b) The student places pins P1 and P2 on line 1, representing an incident ray of light.
Describe how the student places pins P3 and P4 to locate the emergent ray.
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [1]
(c) On Fig. 4.1,
(i) complete the path of the ray along line 1 through the block, [1]
(ii) draw the normal at the point where the ray along line 1 enters the block, [1]
(iii) measure the angle of incidence i where the ray along line 1 enters the block.
i = .................................................. [1]
(d) Explain why a ray along line 2 passes through the block without changing direction.
...................................................................................................................................................
............................................................................................................................................. [1]
(e) On Fig. 4.1, complete the path of a ray along line 3 through the block. [1]
© UCLES 2010 5054/42/M/J/10

9
P4
P3
circular
plastic block
P2
P1
line 1 line 2 line 3
Fig. 4.1
© UCLES 2010 5054/42/M/J/10

3 (a) (i) slow reactions stopping stopwatch/started stopwatch early

faulty stopwatch/string wound incorrectly B1 [1]
(ii) 4.488 C1
4.49 accept 4.5 c.a.o. 3 / 2 s.f. only A1 [2]
(b) 15 / 14.8 / 14.9 / % unit required no s.f. penalty e.c.f. (a) (ii) B1 [1]
(c) use a marker at 1 m/metre rule vertical/avoid parallax error/rule close to string/
parallax error described accurately B1 [1]
[Total: 5]
4 (a) so can be replaced (exactly) if moved/knocked/so rays can be drawn through

the block/to know where the ray changes direction/marks air-glass boundary B1 [1]
(b) views P1 and P2 through block M0

puts P3 and P4 in line with P1 and P2 B1 [1]
(c) (i) ray drawn accurately within block with ruler B1 [1]
(ii) normal drawn correctly

direction from centre of block B1 [1]
(iii) 34° ± 3° B1 [1]
(d) i = 0/arrives along normal/90o to surface/passes through centre of block B1 [1]
(e) ray 3 completed to match ray 1 inside block e.c.f. (c) B1 [1]
[Total: 7]
© UCLES 2010
5
2 A student investigates the effect of a converging lens on light from the Sun.
The student uses a converging lens to produce a clear image of the Sun on a piece of white card,
as shown in Fig. 2.1.
converging lens
light from white
a point on card
the Sun
image of
the point on
the Sun
The student measures the perpendicular distance from the centre of the lens to the white card.
(a) (i) On Fig. 2.1, mark this distance and label it s. [1]
(ii) State the name given to this distance.
.......................................................................................................................................[1]
(b) Describe in detail the experimental techniques used to obtain an accurate value for this
distance.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]

1 (a) (i) two metre rules end to end / measuring tape / one ruler and mark B1 [1]
(ii) marker on the ramp B1

align with same point on car B1 [2]
(iii) vertical height marked from floor to between lower wheel and top of car B1 [1]
(b) (i) 175.(2) or 1.75(2) seen C1

175 cm or 1.75 m A1 [2]
(ii) push on release / car does not run straight / uneven ramp or floor /
friction varies / wind or draught (varies) /
parallax error (in measuring distance) B1 [1]
(c) (i) axes: labels correct way round, labelled quantity and unit B1
scales: more than ½ grid, sensible B1
y-axis: 2 cm ≡ 20 cm or 25 cm x-axis: 2 cm ≡ 4 cm or 5 cm
best fit straight line neatly drawn within plotted points B1 [4]
(ii) ∆h ∝ ∆dav / as h increases d increases proportionally / y = mx + c

as h increases d increases PLUS linear / not through origin / not directly
proportional B1 [1]
ecf directly proportional if graph straight line through origin
(d) car must be implied in answer

does not move / stops before reaching point 2 / moves to bottom of ramp then
stops B1 [1]
ecf graph
[Total: 13]
2 (a) (i) accurate horizontal distance marked from centre of lens to screen B1 [1]
(ii) focal length / image distance B1 [1]
(b) repeat and average (measuring distance) B1

any TWO good practical points (may be marked on diagram) e.g.:
• adjust screen/lens distance to give clear image
• lens in holder
• lens and screen perpendicular to ruler / correct use of set square explained
• avoid parallax error in reading ruler/measuring f
• lens/screen close to ruler
• experiment in darkened room B2 [3]
allow alternative experiments to measure f
[Total: 5]

2
1 A student determines the focal length of a lens. For

Examiner’s
The apparatus is set up as shown in Fig. 1.1. Use
screen
lens
illuminated blurred image
object
wooden block
metre rule
The illuminated object is fixed at the 0 cm mark on the metre rule.

The perpendicular distance u of the object from the lens is fixed at 15.0 cm.
(a) On Fig. 1.1, mark u and label it 15.0 cm. [1]
(b) The image on the screen is not clear and the centre of the image is above the centre of
the lens.
Explain how the apparatus is adjusted
(i) to produce a focussed image on the screen,
..................................................................................................................................
............................................................................................................................. [1]
(ii) so that the centre of the image is level with the centre of the lens.
..................................................................................................................................
............................................................................................................................. [1]
(c) The image on the screen is in focus.

The student measures the distance from the object to the screen.
Fig. 1.2 shows an enlarged view of part of the screen and the metre rule.
screen
wooden
block
metre rule
cm 43 44 45 46 47
Fig. 1.2
(i) State the reading on the metre rule at the position of the screen.
reading = ............................................... [1]
© UCLES 2013 5054/42/M/J/13

3
(ii) Use your answer to (c)(i) to calculate the distance v of the image from the lens. For
Examiner’s
v = ............................................... [1] Use
(d) The student repeats the experiment for increasing values of u. The results are recorded
in Fig. 1.3.
u / cm v / cm
20.0 19.8
25.0 16.5
30.0 15.1
35.0 14.2
40.0 13.3
Fig. 1.3
(i) In the spaces in Fig. 1.3, write your value of v from (c)(ii) and the corresponding
value of u. [1]
(ii) On Fig. 1.4, plot the graph of v / cm on the y-axis against u / cm on the x-axis.
Start your graph from v = 10 cm and u = 10 cm.
Draw a curved line of best fit.
10
10
[4]
Fig. 1.4

4
(e) Suggest two practical techniques that the student uses to make the readings for v as For
accurate as possible. Examiner’s
Use
1. ......................................................................................................................................
..........................................................................................................................................
2. ......................................................................................................................................
..........................................................................................................................................
[2]
(f) When u = v, theory shows that the focal length f of the lens is given by f = u / 2.
Use your graph to determine a value for f.
f = ............................................... [1]
© UCLES 2013 5054/42/M/J/13

2 (a) (i) line from (5, 500) to (15, 1000) B1

line to (22, 1000) or
line to (25, 1500) B1 [3]


[Total: 6]


[Total: 5]

6
3 An experiment is carried out to investigate refraction of light through a glass block.
Fig. 3.1 shows a rectangular glass block. A ray of light is incident at P at an angle of incidence of
40°. The angle of refraction in the block is 24°.
(a) On Fig. 3.1, draw lines to represent
(i) the normal at P, [1]

(ii) the refracted ray. [1]
(b) The lower face of the block is labelled XY.
(i) On Fig. 3.1, continue the normal to meet XY. Label this point A.
(ii) On Fig. 3.1, continue the line of the refracted ray to meet XY. Label this point B.
(iii) Measure AB and PB.
AB = ...............................................................
PB = ...............................................................
[1]
(iv) On Fig. 3.1, continue the line of the incident ray to meet XY. Label this point C.
(v) Measure AC and PC.
AC = ...............................................................
PC = ...............................................................
[1]
(vi) Theory suggests that the refractive index of the glass is given by the ratio
AC × PB .
AB × PC
Calculate this ratio.
ratio = ...........................................................[1]
(c) On Fig. 3.1, draw a line to represent the ray of light that emerges from the block.
Label this line L. [1]
© UCLES 2014 5054/42/M/J/14

7
P
glass block
X Y
Fig. 3.1

2 (a) current cao [B1]
(b) any one from [B1]

(low resistance) does not decrease current (much)
high resistance would decrease the current
(low resistance) ammeter reads a large(r) value (than high R ammeter)
current is high(er)
very little p.d. across it
(c) 0.67 A cao [B1]
(d) any one from [B1]

no parallax error
needle does not stick
easier to read / measure (current)
easier to change range
lower resistance
(e) (i) current is same in series circuit / no junctions / single loop [B1]

meters not identical / exactly the same
zero error in meter
different calibration / calibration error
[6]
3 (a) (i) normal correct at P [B1]
(ii) angle r correct ± 1° [B1]
(b) (iii) 2.8 ± 0.1 cm [B1]

6.9 ± 0.1 cm unit required on at least one response
(v) 5.3 ± 0.1 (cm) [B1]

8.2 ± 0.1 (cm)
(vi) 1.6 or ecf correct ratio calculated no unit [B1]
(c) emergent ray drawn parallel to incident ray and labelled L [B1]
[6]

6
2 A student investigates the path of a ray of light through a triangular prism.
Fig. 2.1 on page 7 shows the triangular prism placed in the centre of a sheet of white paper.
(a) On Fig. 2.1,
(i) mark and label P, the mid-point of the side AB of the prism, [1]
(ii) draw the normal to the prism at P, [1]
(iii) draw a line to represent a ray of light incident at P with an angle of incidence of 40°. [1]
(b) Fig. 2.2 shows a ray box that produces a narrow ray of light.
electric lead
ray box
narrow ray
of light
Fig. 2.2
Describe how the student can use the narrow ray of light to find the path of the ray through
the prism.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
© UCLES 2016 5054/42/M/J/16

7
white paper
triangular
C prism
Fig. 2.1

1 (a) (i) (clamp) may topple / fall / tilt / bend / turn / become less stable / become
unbalanced / move clockwise (to the right) B1
(ii) sketch showing rod turned around the other way B1
(b) (i) rule vertical (by eye) with two set squares correctly used B1
(ii) height (above bench) at two places same B1
(c) (i) use of vertical ruler / set square / plumb line B1
(ii) 53 cao B1
(d) (i) axes labelled quantity on both axes and unit on y-axis only and axes correct
way round B1
(ii) l × Nav seen for one pair of values from graph or table B1
two correct values of xy calculated and not equal comment B1
(iii) less card used B1

can use just one piece of card o.r.a
2 (a) (i) P marked at centre of AB B1
(ii) correct normal at P B1
(iii) ray accurately drawn at 40° to normal B1
(b) use of ray box / pins / crosses / pencil dots to mark incident ray B1
mark emergent ray with pins / crosses / pencil dots B1
emergent ray drawn through crosses / dots to prism B1
ray drawn through prism to join incident and emergent rays B1

8
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)
D = 80.0 cm
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
pin
cork
Fig. 4.2 (full size)
(a) Measure and record the length H as shown in Fig. 4.2.
H = ............................................... cm [1]
© UCLES 2017 5054/42/M/J/17

9
(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
(i) Measure and record the length h of the shadow shown in Fig. 4.3.
h = ............................................... cm [1]
(ii) Suggest why it would be difficult to measure accurately the length of the shadow.
...........................................................................................................................................
.......................................................................................................................................[1]

10
(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
60.0 2.7
55.0 2.9
45.0 3.6
30.0 5.3
25.0 6.4
Fig. 4.4
(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.
Start both axes from the origin. Draw the smooth curve of best fit.
Question 4 continues on page 12.
© UCLES 2017 5054/42/M/J/17

11
9.0
8.0
7.0
6.0
5.0
4.0
3.0
2.0
1.0
0
0
Fig. 4.5
[4]

12
(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.
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.
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
reference to the results.
statement ..........................................................................................................................
justification ........................................................................................................................
...........................................................................................................................................
[1]
(e) (i) Extend your graph to predict the length h20 of the shadow when d = 20.0 cm.
h20 = ............................................... cm [1]
(ii) The student suggests that the distance d should not be less than 10.0 cm. Give one
reason why this is a sensible suggestion.
...........................................................................................................................................
.......................................................................................................................................[1]
(f) D was kept constant throughout the investigation. Suggest why.
...................................................................................................................................................
...............................................................................................................................................[1]
© UCLES 2017 5054/42/M/J/17

PUBLISHED
4(a) 2.0 (cm) correct answer only B1
4(b)(i) 2.3 (cm) correct answer only B1
4(b)(ii) (edges of) shadow curved / not distinct / (shadow of) ruler / hand / person gets in the way / shadow is of variable height B1
4(c) axes labelled quantity and unit and axes correct way round B1
x axis scale linear, not awkward, starts from (0,0) B1
4(d)(i) 4(.0) ± 0.2 (cm) B1
4(d)(ii) (d)(i) ÷ 2 B1
4(d)(iii) expect YES and values very close / nearly the same / close enough / within limits of experimental error / < 10% B1
4(e)(i) correct value from sensible extrapolation B1
4(e)(ii) shadow becomes too big to fit on screen / becomes more blurred / off the scale of the graph B1
4(f) changing D changes the height of the shadow / to make it (a) fair (test) / a fair comparison B1

4
2 A student investigates the reflection of light by a plane mirror.
• She places the mirror vertically on a sheet of paper.

• She uses a pencil to mark the position of the plane mirror with a straight line and
labels the line XY.
• She removes the mirror and draws a normal at the centre of the line, and labels the
normal AC.
• She labels the point where the normal crosses the mirror with the letter B.
The sheet of paper is shown in Fig. 2.1.
B
X Y
P4
P3
Fig. 2.1
© UCLES 2018 5054/42/M/J/18

5
(a) A ray of light is incident on the mirror at B with an angle of incidence of 40°.
On Fig. 2.1, draw a line 10 cm long from B to the left of the normal and below the mirror to
represent the incident ray. Label the other end of the line D. [2]
(b) • The student replaces the mirror.

• She places a pin P1 close to point B on the line DB and places a second pin P2 at
point D.
• She views the images of P1 and P2 in the mirror from the direction indicated by the
eye E in Fig. 2.1.
• She places two pins P3 and P4 on the paper so that P3 and P4, and the images of P1
and P2 when viewed by E, are in a straight line.
The positions of P3 and P4 are shown in Fig. 2.1.
(i) On Fig. 2.1, draw a line joining the positions of P3 and P4. Continue your line until it
reaches the mirror. [1]
(ii) Measure the angle of reflection r.
r = ............................ ° [1]
(c) State one precaution that the student should take when positioning the pins to obtain an
accurate value for r.
...................................................................................................................................................
...............................................................................................................................................[1]

PUBLISHED
1(a) correct symbol and parallel connection with the lamp B1
1(b) V = 1.6(0) (V) B1
I = 0.17(0) (A) B1
1(c) 9.4 / 9.41 (Ω), 7.5 / 7.55 (Ω) B1
1(d) (no - ) values too different / too far apart / beyond the limits of experimental accuracy / > 10% apart B1
1(e) (the results show that the lamp has a greater resistance when) brighter B1
2(a) line of length 10.0 (cm) and with its end labelled D B1
angle of incidence 40° to the left of the normal and below the mirror B1
2(b)(i) line passing through P3 and P4 and reaching mirror B1
2(b)(ii) 42 (°) B1
2(c) pins vertical / (align by) viewing bases of pins / pins far apart / > 5 cm B1
3(a) 5.0 and 2.3 (either way around for length and width) B1
11.5(0) (cm2), accept 12 B1
3(b) 0.14 (N) B1

4
2 A student performs an experiment to find the position of the image of an object in a plane mirror.
The student forgets to draw the line of the mirror on the paper he uses.
The paper with the positions of object O and the pins is shown in Fig. 2.1.
The student places two pins P1 and P2 on an incident ray from O to the mirror. He places two pins
P3 and P4 on the reflected ray.
This is repeated with pins Q1 and Q2 on a different incident ray and Q3 and Q4 on the reflected
ray.
(a) On Fig. 2.1,
(i) draw the incident ray from the object through pins P1 and P2,
(ii) draw the reflected ray through pins P3 and P4,
(iii) continue these two rays and find where they meet. [3]
(b) Repeat (a) using pins Q1, Q2, Q3 and Q4. [1]
(c) On Fig. 2.1, draw a line to show the position of the mirror. Label this line M. [1]
(d) On Fig. 2.1, use the reflected rays to find the position of the image in the plane mirror. Label
the image position I. [1]
(e) Measure the distance between O and I.
distance = …………………… [1]
(f) Explain why the student should observe the bottom of the pins when performing the
experiment.
...................................................................................................................................................
.............................................................................................................................................. [1]
© UCLES 2008 5054/04/O/N/08

5
P1
Q1
P2
Q2
P3
P4
Q3
Q4
Fig. 2.1
2 (a) line through OP1P2 with ruler, neat, touching each dot B1
line through P3P4 with ruler, neat, touching each dot B1
lines produced to meet B1 [3]
(b) repeat for Q B1 [1]
(c) mirror line accurately drawn through intersections B1 [1]
(d) P3P4 and Q3Q4 produced back to meet B1 [1]
(e) 12.5 to 14.0 cm to nearest mm unit required B1 [1]
(f) pins may not be vertical / pins not straight / where pins enter paper
allow more accurate / pins placed correctly or properly B1 [1]
[Total: 8]
3 (a) reading on scale not zero when closed / no object B1 [1]
(b) 28 seen or implied C1
1.28 seen / 8 seen C1
0.16 cao unit not required (0.427 scores 2) A1 [3]
(c) easier to use (e.g. no vernier to read/automatic reading) / reduces

operator error / quicker to use / more sf or dp or precise B1 [1]
uses a battery / cell / battery / cell may run out / expensive / too sensitive /
readings fluctuate / (circuit) malfunction B1 [1]
[Total: 6]
© UCLES 2008
10
4 A student investigates the deviation of a ray of light by a prism. For

Examiner’s
A ray of red light passes through the prism. The student places pins P1 and P2 on the incident Use
ray and pins P3 and P4 on the emergent ray.
Fig. 4.1 on page 11 shows the positions of the pins and the prism.
(a) (i) On Fig. 4.1, draw a straight line through P1 and P2.
Continue this line through the prism. [1]
(ii) On Fig. 4.1, draw a straight line through P3 and P4.

Continue this line to cross the line drawn in (i). [1]
(iii) Measure the smaller angle between the line drawn in (i) and the line drawn in (ii).
angle = .............................................................. [1]
(iv) On Fig. 4.1, draw a line to represent the actual path of the ray through the prism.
[1]
(b) Suggest why the student uses red light and not white light in this experiment.
..........................................................................................................................................
.................................................................................................................................... [1]
© UCLES 2012 5054/42/O/N/12

11
P3 For
Examiner’s
Use
P4
P2
P1
Fig. 4.1

12
(c) In a different experiment, the student is asked to draw the normal at the point where an For
incident ray strikes a prism. Examiner’s
Use
The student draws a line, as shown in Fig. 4.2.
incident
ray
prism
student’s
line
Fig. 4.2
(i) Explain why the student’s line is not the normal.
..................................................................................................................................
............................................................................................................................ [1]
(ii) On Fig. 4.2, draw the correct normal. Measure the angle of incidence i.
i = ...................................................................... [1]
© UCLES 2012 5054/42/O/N/12

4 (a) (i) line correctly drawn through P1 and P2 and extended into prism B1 [1]
(ii) line correctly drawn through P3 and P4 and extended back to cross (a)(i) B1 [1]
(iii) correct construction lines and 36° ± 2° B1 [1]
(iv) path through prism correctly drawn B1 [1]
(b) spectrum formed/

dispersion occurs/
splits into colours B1 [1]
(c) (i) not perpendicular/at 90° to surface/prism/side of prism

normal is perpendicular to surface B1 [1]
(ii) correct normal seen and 32°± 2° B1 [1]
[Total: 7]

5
2 A student investigates the reflection of light. For

Examiner’s
The student has available: Use
• a pin board,
• a sheet of plain paper,
• a plane mirror,
• optical pins,
• a pencil, ruler and protractor.
(a) Describe how the student uses the apparatus to verify that the angles of incidence and
reflection are equal.
Include a clear labelled diagram in your answer.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..................................................................................................................................... [4]
(b) The student carries out the experiment carefully.

Describe one practical technique that improves the accuracy of the experiment.
..........................................................................................................................................
..........................................................................................................................................
..................................................................................................................................... [1]
1 (a) (i) measuring force just before it jumps

reading meter and pulling magnet at same time
force varies/not constant B1 [1]
(ii) sensible suggestion, e.g.

use of two people explained
pull slowly
repeat
video newton meter B1 [1]
(b) 5.5 ± 0.1 N unit required B1 [1]
(c) (i) axes: correct way round, labelled quantity and unit (on y-axis only) B1
scales: linear, not awkward

x-axis: e.g. 2 cm ≡ 1 y-axis: e.g. 2 cm ≡ 1 N B1

smooth curve of best fit drawn B1 [4]
(ii) increasing n decreases F

inverse relationship B1 [1]
(d) newton meter not sensitive enough

scale too big
no change/same reading
reading/force is too small (for this meter)/no force B1 [1]
(e) (i) new paper/second expt (thicker) as force smaller (or reverse argument)
paper that gives 3.0 N force B1 [1]
(ii) more sensitive

more readings
larger values for F B1 [1]
(f) yes + aluminium non-magnetic B1 [1]
2 (a) diagram showing paper and plain mirror

plus incident and reflected rays OR four roughly correct pins B1
2 pins placed on incident ray B1
pins or image (of pins) viewed in/through mirror B1
lines drawn and angles i and r measured to normal B1 [4]

(b) sensible suggestion, e.g.

view bottom of pins
pins vertical
pins far apart, e.g. greater than 5 cm
repeat for different angles/repeat experiment
sharp pencil B1 [1]
3 (a) (i) 0.9 V cao (unit required) B1 [1]
(ii) crocodile clips

tight connections explained, e.g. wrap wire and tape B1 [1]
(iii) same value/0.9 V and needle to right B1 [1]

e.m.f./voltage too small
run down quickly/small amount of energy
voltage not steady
current too small
resistance too large B1 [1]
(c) (i) 1. 2.7 (V) ecf 3 × (a)(i) B1 [1]

2. correct wiring in series and connected to voltmeter B1 [1]
(ii) 1. 0.9 (V) ecf = (a)(i) B1 [1]

2. correct wiring in parallel and connected to voltmeter B1 [1]
4 (a) measures all ten together and divides by ten B1
how stops marbles moving, e.g.

in a groove
between two rulers
5 or more in a line shown touching each other B1
how ends are marked, e.g.

use of blocks
correct use of set squares B1 [3]
alternative methods:
methods of measuring one marble can score max. 2
measuring all 10 and averaging (B1)
technique, e.g.
set squares/blocks with one marble
circumference from:
string/paper rolled round marble then ÷ π
ink dot on marble and roll then ÷ π (B1)
(b) (i) 16.8(0) mm / 1.68(0) cm cao (unit required) B1 [1]
(ii) diameter (of same marble) measured more than once in different direction(s) B1 [1]

3
1 A student performs an experiment to obtain an accurate value for the focal length of a converging
lens.
His school has lenses with focal lengths 10 cm and 15 cm.

The student is given a lens from a packet labelled ‘focal length 10 cm’.
(a) Describe a simple method the student can use in order to check that the lens has a focal
length of 10 cm. You may use a diagram in your answer.
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [1]
(b) The student then uses the apparatus in Fig. 1.1 to obtain an accurate value for the focal
length f of the lens.
metre rule
screen
lens
lens holder
illuminated
object
light
The student places the lens a measured distance u from the illuminated object. He then
adjusts the position of the screen until a clear focused image is seen on the screen. He
measures the distance D from the object to the focused image on the screen.
(i) On Fig. 1.1, mark and label the lengths u and D. [2]
(ii) The distance u is set at 85.0 cm and the student measures the distance D. He repeats
the experiment and obtains the following values, in cm, for D.
96.5 96.3 96.2 96.1 96.2
Calculate Dav , the average value of D.

Give your answer to three significant figures.
Dav = ...................................... [1]
(iii) State one way in which the student can ensure that each measurement of D is accurate.
...................................................................................................................................... [1]
4
(c) The student repeats the experiment for a range of values of u and obtains a value for Dav
each time. The results are recorded in Fig. 1.2.
u / cm Dav / cm
85.0
70.0 81.0
50.0 62.3
25.0 41.6
18.0 40.5
15.0 45.1
12.0 69.5
Fig. 1.2
(i) On Fig. 1.2, add your value of Dav for u = 85.0 cm from (b)(ii).
© UCLES 2015 5054/42/O/N/15

5
(ii) On Fig. 1.3, plot the graph of Dav / cm on the y-axis against u / cm on the x-axis. Start your
axes from (0, 30).
The graph shows that Dav has a minimum value.

Draw the smooth curve of best fit.
30
0
Fig. 1.3
[4]
(iii) Use your graph to find
1. the minimum value of Dav ,
minimum value of Dav = ...................................... [1]
2. um, the value of u when Dav is minimum.
um = ...................................... [1]

6
(iv) Theory shows that the minimum value for Dav is when Dav = 4f and when um = 2f.
Dav u
Calculate and m from the values you have given in (c)(iii). Comment on your
4 2
answers.
...........................................................................................................................................
...................................................................................................................................... [1]
© UCLES 2015 5054/42/O/N/15

1 (a) use of distant object and screen B1
(b) (i) u marked correctly B1

D marked correctly B1
(ii) 96.3 cm unit required B1
(iii) avoid parallax in reading (ruler) / view perpendicularly

lens / screen close to ruler
use darkened room
check for zero error
clamp ruler
move screen (not lens) backwards and forwards (until sharp image found)
object and lens same height (above bench)
object and lens and screen perpendicular to bench / vertical B1
(c) (ii) axes correct way round, labelled quantity and unit B1
scales linear, sensible B1
best fit smooth curve drawn B1
(iii) 1. 39 to 41 (cm) B1
2. 20 ± 2 (cm) B1
(iv) both values for f correctly calculated and sensible comment B1
[Total: 12]
2 (a) pulling string tight and squashing ball

ball not spherical
sensible comment about marking string
holding string straight / taut to measure length B1
(b) (i) method mark:

ball placed between two planes M1
practical detail mark:

use a ruler / tape to measure A1
(ii) any two from:

repeat and average
how planes made parallel described
not squash ball
avoid parallax in reading metre rule B2
[Total: 5]

10
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
A Q B
transparent
block
D C
Fig. 3.1
© UCLES 2017 5054/42/O/N/17

11
(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.
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.
(i) Measure the length x of QS.

x = .......................................................
(ii) Measure the length y of ST.

y = .......................................................
[2]
(c) The refractive index n of the material of the block is given by the equation
x
n= .
y
Calculate n.
n = . ....................................................[1]

PUBLISHED 2017
3(a)(i) normal drawn at point Q and extended to cross CD with point R correctly labelled B1
3(a)(ii) α = 30 ± 1° B1
unit required
3(b)(i) straight line through crosses, crossing CD at S and QR at T, S and T both labelled B1
and x = 5.3 ± 0.1 (cm)
3(b)(ii) y = 3.5 ± 0.1 (cm) B1
3(c) candidate’s x / y calculated correctly B1
4(a) wire, ammeter, power supply in series and voltmeter in parallel with the wire (or the cell, if the only resistance in the circuit is B1
provided by the wire)
symbols for cell / battery / power supply, ammeter and voltmeter correct B1
4(b) measure V and I (and calculate R) B1
repeat for different lengths B1
4(c) plot a graph of R against l (can be credited from b) / (use table / readings to) compare resistance values as length changes B1

6
2 A student measures the focal length of a convex lens.
He sets up the apparatus shown in Fig. 2.1.
illuminated object
convex lens screen
in holder
lamp
x y
Fig. 2.1
• He places the lens a distance from the illuminated object.

• He moves the screen until a sharp image of the object is formed on the screen.
(a) (i) Measure, to the nearest millimetre, the length x and the length y on Fig. 2.1.
x = .................................................. cm
y = .................................................. cm
[2]
(ii) The diagram in Fig. 2.1 is drawn one-eighth full size.
Calculate the distance u from the object to the lens and the distance v from the image to
the lens.
u = .................................................. cm
v = .................................................. cm
[1]
(b) Calculate the focal length f of the lens, using the equation
uv
f= .
(u + v)
f = ............................................ cm [2]
(c) State one precaution that the student takes to obtain an accurate value for the focal length f
of the lens.
...................................................................................................................................................
...............................................................................................................................................[1]
© UCLES 2018 5054/42/O/N/18
5054/42 Cambridge O Level – Mark Scheme October/November 2018
PUBLISHED
2(a)(i) x = 2.6 (cm) B1
y = 7.8 (cm) B1
2(a)(ii) u = 20.8 (cm) and v = 62.4 (cm) B1
2(b) 15.6 C1
16 (cm) A1
2(c) move screen slowly / to and fro until sharpest focus obtained B1
repeat each reading and average
object / lens / screen perpendicular to bench
object and lens same height above the bench
carry out experiment away from other bright light sources / darkened room
take reading perpendicular to scale or ruler / avoidance of parallax described
Any 1 × 1 mark
3(a)(i) 0.915 (s) C1
0.92 (s) A1
3(a)(ii) the data is only given to 2 decimal places / there is a large variation in the raw data B1
3(b)(i) measuring tape B1
3(b)(ii) 282.6 (280 / 283 / 300) (m / s) B1

[284.2 (m / s) if 0.915 s used]
3(b)(iii) distance is only approximate / difficult to measure distance accurately / difficult to coordinate claps with the echoes / reaction B1
time errors

Current and Electricity:
• Read Ammeter, Galvanometer and Voltmeter from previous chapter.
To obtain correct readings using any kind of digital meter do keep these
things in mind:
1. To measure the reading on the ammeter or voltmeter, make sure to
avoid parallax error by keeping the line of sight perpendicular to the
markings.
2. It must also be noted that the meters should not have zero error. To
check for zero error, check if the needle of the meter coincides with the zero
of the scale when not in use.
3. Tap the meter before attaching the wires to check if the needle is freely
moving.
4. Wait for the needle to get stationary before taking the reading.
In Exams if you have to mark the reading on a meter. Follow these steps:
1) Mark the arrow head on the reading
2) Extend the line backward towards the start of the needle using a ruler.
Example Question:
Mark 15 Volts on the diagram.
Crocodile Clips:
Crocodile clips are utilized for linking electrical
components together, ensuring secure and correct
contact while facilitating easy attachment and
detachment. They are fixed to the end of wires.
Important tip: In an experiment when the voltmeter/ammeter is giving a

wrong reading it could be due to lose connections of the crocodile clips.
Resistor:
An electronic device that is used for regulating the flow of
current within a circuit. Resistors may vary in type,
either fixed or adjustable, depending on their design.
Rheostat (Variable Resistor):

A type of resistor whose resistance depends upon
the change in length of the conductor. Length and
Resistance are directly proportional that is the
greater the length the greater will be the resistance.
Resistors in Series:
There are 3 properties to remember about resistors in series:
1) Total resistor in series is the sum of individual resistances of the
resistors.
2) Current in a series circuit remains same i.e. the current passing

through all the resistors is same.
𝑰 = 𝑰𝟏 = 𝑰𝟐 = 𝑰𝟑
3) The potential difference in series gets divided such that the higher
the resistance of the resistor the higher will be the voltage across it.
𝑽 ∝𝑹
Also, the sum of the potential differences on the resistors in series is
equal to the EMF i.e., voltage of the battery.
𝑽 = 𝑽𝟏 + 𝑽𝟐 + 𝑽𝟑
Resistors in Parallel:
There are 3 properties to remember about resistors in parallel:
1) In parallel circuits the Reciprocal of total resistance of the resistors is

equal to the sum of reciprocal of individual resistances.
2) The current is distributed in the resistors. Total current in the circuit is

equal to the individual currents passing through each resistor in parallel.
𝑰 = 𝑰𝟏 + 𝑰𝟐 + 𝑰𝟑
3) The potential difference remains same across all the branches in

parallel.
𝑽 = 𝑽𝟏 = 𝑽𝟐 = 𝑽𝟑
Safety Measures while performing Electricity Experiments:
In order to ensure safe handling while performing electrical experiments,
following measures must be taken into consideration:
1. Do not use very high voltage and currents for performing experiments.
2. Make sure that the wires have proper insulation and are not worn
3. Perform the experiment in a dry area and avoid spillage of water in
experiment domains
4. If heating a current carrying conductor is required, submerge the
conductor in oil and then heat the oil. The setup is called oil bath. Do not
expose the components directly to flame.
5. Turn off the circuit when not is use to avoid overheating
6. Assemble the circuit when the switch is open to avoid electrocution and
Sparking
Troubleshooting Circuits:
If a circuit is not working, following could be the possibilities:
1. The connecting leads are broken or worn out.
2. Battery is of a lower potential than required.
3. Battery is weak
4. Bulb is already fuse
5. Bulb or component of a higher voltage requirement
6. Switch is faulty
7. If LED bulb is used, reverse connection of battery will also not let the bulb
lit
Experiment to Calculate Resistance of a wire:
1. Setup the apparatus with the battery, ammeter and the resistor in series.
2. Attach the Voltmeter in parallel with the resistor.
3. Note the readings on the ammeter and voltmeter with the switch closed.
4. Use the formula R=V/I to calculate the resistance.
5. Don’t use large current else the resistor would heat up and its resistance
would increase.
6. Open the circuit when not in use to avoid overheating of components.
7. Repeat the same experiment with different batteries and calculate the
resistance. Take the average of the resistances obtained.
8. For greater accuracy, plot a graph of Voltage (y-axis) against Current
(x-axis) can determine the gradient
6
2 Fig. 2.1 is a circuit containing a 1.5 V cell, a switch and a lamp labelled 1.5 V, 0.20 A. For
Examiner’s
1.5 V Use
1.5 V
0.20 A
Fig. 2.1
(a) When the switch is closed the lamp does not light up.
Explain, with the aid of a diagram, how to use a voltmeter to find out whether the cell
has run down.
..........................................................................................................................................
..................................................................................................................................... [2]
(b) Suggest three other possible faults in the circuit that might prevent the lamp from
lighting.
1. ......................................................................................................................................
..................................................................................................................................... [1]
2. ......................................................................................................................................
..................................................................................................................................... [1]
3. ......................................................................................................................................
..................................................................................................................................... [1]
© UCLES 2008 5054/04/M/J/08

2 (a) diagram of cell and voltmeter (and bulb) with voltmeter across cell or bulb (1)
allow: incomplete circuit, line through voltmeter symbol
allow other components if voltmeter across cell only
ignore: switches, open or closed
NOT cell short-circuited
reading on voltmeter much less than 1.5 V (allow value if less than 1 V) (1) [2]
allow: voltmeter reads zero/no deflection on voltmeter
ignore: voltmeter would not work/check whether deflection or not/V across cell should be 1.5 V
(b) any three comments from:

mark each answer space separately, list rule applies
• bulb broken/blown
allow: bulb fused/lamp out of order
• bulb not connected/not screwed in
• faulty switch
allow: switch might not be closed
ignore switch is open
• faulty connecting lead

ignore wire missing
• detail of bad connection
• bulb rating incorrect (higher than 1.5 V) [3]

ignore lamp needs more volts to work/voltage of cell not enough to light bulb
[Total: 5]
3 (a) (i) tape measure/metre rule [1]

ignore additional measuring instruments
NOT inches tape
(ii) length, width and height of room/dimensions of room [1]

check diagram for annotation
ignore additional quantities, e.g. mass, density
(iii) (V =) l × w × h equation or words/(V =) area × height [1]
(b) two sensible comments, e.g.

list rule applies
• parallax error (unqualified/in any measuring instrument)
• zero error explained
• cupboards/walls not flat/ceiling not flat
allow any comments to cupboards/room contents
• room not square
• tape measure too short
• ceiling too high to reach/hazard identified [2]
[Total: 5]
© UCLES 2008
6
3 Three resistors A, B and C are connected in a circuit with a cell, as shown in Fig. 3.1.
Fig. 3.1
(a) State the arrangement of resistors B and C in the circuit.
...............................................................................................................................................[1]
(b) On Fig. 3.1, draw

(i) the symbol for a voltmeter to measure the voltage provided by the cell, [1]
(ii) an X to indicate the position of an ammeter to measure the current in resistor A. [1]
(c) The voltmeter is shown in Fig. 3.2.
5
+ 3
4 6
7
2 8
1 9
0 10
Fig. 3.2
(i) State the voltmeter reading V on Fig. 3.2.
V = .....................................................[1]
© UCLES 2011 5054/42/M/J/11

7
(ii) Resistors A, B and C have resistances RA, RB and RC where RA = RB = RC = 10 Ω.
Use your answer for V in (c)(i) and the relationship below to find the value of the
current I in resistor A.
V RC RB
= RA +
I RC + RB
I = .......................................................[1]
(d) Four students try to build the circuit of Fig. 3.1 with three 10 Ω resistors and a cell.
Their circuit diagrams are shown in Fig. 3.3.
circuit 1 circuit 2
circuit 3 circuit 4
Fig. 3.3
State and explain which circuit is not the same as the circuit in Fig. 3.1.
...................................................................................................................................................
...............................................................................................................................................[1]

3 (a) parallel B1 [1]
(b) (i) correct voltmeter symbol drawn across power supply B1 [1]
(ii) X marked in series with resistor A B1 [1]
(c) (i) 1.5 V cao B1 [1]
(ii) 0.1(0) A ecf (c)(i) ÷ 15 B1 [1]
(d) circuit 2 PLUS

two series resistors in parallel loop / no resistor in series with power supply
owtte / resistance is 6⅔ Ω B1 [1]
[Total: 6]
4 (a) (same) volume/level/mass of water B1

any ONE from:
• initial temperature (of water)
• size/shape/material of test tube
• identical thermometers
• same external conditions, e.g. room temperature / draught / position in room /
humidity B1 [2]
(b) time or t / minutes (min) B1

temperature or T or θ / °C B1 [2]
(c) both axes labelled AND correct shape for one curve (not to x-axis) B1
A and B similar shape with A initially cooling faster than B, one labelled B1 [2]
[Total: 6]

6
3 (a) A student connects a cell, a switch and three resistors to make a circuit.
The resistors are labelled A, B and C.
Resistors A and B, the cell and the switch are all in series.
Resistor C is in parallel with the cell.
(i) In the space below, draw the circuit diagram.
[2]
(ii) On your circuit diagram, draw the symbol for a voltmeter, connected to measure the
voltage across resistor A. [1]
(b) A student connects the circuit shown in Fig. 3.1.

X, Y and Z are three identical lamps.
X
Z
Y
Fig. 3.1
The student closes the switch. Lamp Z lights dimly. Lamp X and lamp Y do not light.
Tick TWO of the following which are possible explanations.
both lamp X and lamp Y are faulty
only lamp X is faulty
only lamp Y is faulty
the cell is running down
a connecting lead from the cell is broken
the current in lamp X and in lamp Y is too small

[2]
© UCLES 2012 5054/42/M/J/12

2 (a) (i) length marked accurately from support to centre of bob B1 [1]
(ii) measuring instrument stated

and additional detail how it is used
e.g.
add ½ measured diameter bob
mark string (at correct length)
measure from support to top and bottom of bob then average
vertical rule + set-square described or drawn B1 [1]
(b) ∑ times ÷ 60 explained/correct equation B1 [1]
(c) 10(.043) C1
10.0 (m/s2) A1 [2]
(d) repeat for different value(s) of length (and average) B1 [1]
[Total: 6]
3 (a) (i) A and B in series with cell and switch B1
C labelled and in parallel with cell B1 [2]
(ii) voltmeter across A B1 [1]
(b)
Both lamp X and lamp Y are faulty
Only lamp X is faulty
Only lamp Y is faulty
The cell is running down
A connecting lead from the cell is broken
The current in lamp X and lamp Y is too small

B2 [2]
[Total: 5]

5
2 A student investigates the use of ammeters in a circuit.
(a) State the quantity measured with an ammeter.
...............................................................................................................................................[1]
(b) Explain why it is important for an ammeter to have a low resistance.
...................................................................................................................................................
...............................................................................................................................................[1]
(c) Fig. 2.1 shows an analogue ammeter.
0.5
+
0 1.0
A
Fig. 2.1
State the reading on the ammeter.
reading = ...........................................................[1]
(d) A school has both digital and analogue ammeters.

Suggest one advantage of using a digital ammeter rather than an analogue ammeter.
...............................................................................................................................................[1]
(e) Fig. 2.2 shows a simple circuit.
X
Z
Fig. 2.2
A student connects three similar ammeters at X, at Y and at Z. The ammeters give slightly
different readings.
(i) Explain why all the ammeters should give the same reading.
...........................................................................................................................................
.......................................................................................................................................[1]
(ii) Suggest a reason for the slight differences in the three readings.
...........................................................................................................................................
.......................................................................................................................................[1]
2 (a) current cao [B1]
(b) any one from [B1]

(low resistance) does not decrease current (much)
high resistance would decrease the current
(low resistance) ammeter reads a large(r) value (than high R ammeter)
current is high(er)
very little p.d. across it
(c) 0.67 A cao [B1]
(d) any one from [B1]

no parallax error
needle does not stick
easier to read / measure (current)
easier to change range
lower resistance
(e) (i) current is same in series circuit / no junctions / single loop [B1]

meters not identical / exactly the same
zero error in meter
different calibration / calibration error
[6]
3 (a) (i) normal correct at P [B1]
(ii) angle r correct ± 1° [B1]
(b) (iii) 2.8 ± 0.1 cm [B1]

6.9 ± 0.1 cm unit required on at least one response
(v) 5.3 ± 0.1 (cm) [B1]

8.2 ± 0.1 (cm)
(vi) 1.6 or ecf correct ratio calculated no unit [B1]
(c) emergent ray drawn parallel to incident ray and labelled L [B1]
[6]

4
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
Fig. 2.1
The student adds a voltmeter to the circuit to measure the potential difference (p.d.) across
lamp P.
(a) (i) On Fig. 2.1, draw the symbol for a voltmeter to show where it is connected. [1]
(ii) Fig. 2.2 shows the reading on the voltmeter.
2 3
1 4
0 5
V
Fig. 2.2
State the voltmeter reading VP shown on Fig. 2.2.
VP = ................................................. V [1]
© UCLES 2017 5054/42/M/J/17

5
(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 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
0 1.0
A
Fig. 2.4
State the ammeter reading I shown on Fig. 2.4.
I = ...................................................A [1]
(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.
...........................................................................................................................................
.......................................................................................................................................[1]
(iv) Suggest one reason why lamp Q does not glow.
...........................................................................................................................................
.......................................................................................................................................[1]

PUBLISHED
1(a) bottom of ball drawn level with the zero mark on the ruler B1
1(b)(i) 0.626 / 0.63 seen C1
0.63 s correct answer only A1
1(b)(ii) data to 2 d.p. / large variation in raw data B1
1(c)(i) 5.04 (m / s2) 2 / 3 s.f. only B1
1(c)(ii) longer time / sufficient time (to fall) B1
reduces percentage error in the time / reduces the effect of (human) reaction error B1
2(a)(i) correct symbol and parallel connection with lamp P B1
2(a)(ii) 2.4 (V) correct answer only B1
2(b)(ii) I = 0.31 (A) correct answer only B1
2(b)(iii) there is a current in the circuit / lamp P is lit B1
2(b)(iv) p.d. too small (to make it glow) / much less than working voltage / lamp P takes most of the voltage B1

2
1 A student measures the resistance of a lamp when there are different currents in the lamp.
power supply
Fig. 1.1
(a) On Fig. 1.1, draw the symbol for a voltmeter connected to measure the potential difference
V across the lamp. [1]
(b) She adjusts the variable resistor until she obtains the readings on the voltmeter scale and
the ammeter scale shown in Fig. 1.2.
1 2
0.4 0.6
0.2 0.8
0 3
0 A 1.0
V
Fig. 1.2
Read, and record in the table of Fig. 1.3, the potential difference V and the current I.
brightness of
V/V I/A R/Ω
lamp
first readings bright
second readings 0.83 0.11 dim
[2]
Fig. 1.3
© UCLES 2018 5054/42/M/J/18
3
(c) The student adjusts the variable resistor and measures the new values of V and I. Her values
are shown in the table of Fig. 1.3. The lamp is dimmer.
Use the equation
R= V
I
to calculate the resistance R of the lamp for both settings of the variable resistor.
Record your answers in the table to an appropriate number of significant figures.
[1]
(d) The student thinks that because the same lamp is used throughout the experiment, its
resistance is constant.
State whether the student’s results confirm this. Justify your answer by referring to the
results.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[1]
(e) Another student says that the resistance of a lamp filament increases when it gets hot.
State, giving a reason, whether the observations confirm this.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[1]

PUBLISHED
1(a) correct symbol and parallel connection with the lamp B1
1(b) V = 1.6(0) (V) B1
I = 0.17(0) (A) B1
1(c) 9.4 / 9.41 (Ω), 7.5 / 7.55 (Ω) B1
1(d) (no - ) values too different / too far apart / beyond the limits of experimental accuracy / > 10% apart B1
1(e) (the results show that the lamp has a greater resistance when) brighter B1
2(a) line of length 10.0 (cm) and with its end labelled D B1
angle of incidence 40° to the left of the normal and below the mirror B1
2(b)(i) line passing through P3 and P4 and reaching mirror B1
2(b)(ii) 42 (°) B1
2(c) pins vertical / (align by) viewing bases of pins / pins far apart / > 5 cm B1
3(a) 5.0 and 2.3 (either way around for length and width) B1
11.5(0) (cm2), accept 12 B1
3(b) 0.14 (N) B1

8
4 A student performs an experiment to find out how the resistance of a wire varies with its For
length. Examiner’s
Use
The student loses the table of results, but finds the graph he drew.
The graph is shown in Fig. 4.1.
Fig. 4.1
(a) By taking readings from the graph, draw a table showing the results the student obtained.
[3]
© UCLES 2006 5054/04/O/N/06
9
(b) Suggest two ways in which the student could have obtained a better set of readings. For
Examiner’s
1. ..................................................................................................................................... Use
.........................................................................................................................................
2. .....................................................................................................................................
.................................................................................................................................... [2]
(c) The student concludes that the resistance is directly proportional to the length of the
wire. Explain why this is an incorrect conclusion.
.........................................................................................................................................
.........................................................................................................................................
.................................................................................................................................... [1]
© UCLES 2006 5054/04/O/N/06

3 (a) (i) 8 ± 0.5 V [1]
(ii) measurement of more than one cycle seen / 3.2 to 3.4 seen
6.7 ± 0.2 ms [2]
(b) 150 Hz or 0.15 kHz ecf (a) (ii) [1]
(c) (i) Answer must be consistent with (b):

period too large / waves too spread out / less than one wave on
screen / compares 15 Hz to (b) or to time-base settings
NB ecf (b) may give converse [1]
(ii) 10 (ms/div) cao [1]
[Total 6]
4 (a) table drawn with correct headings with units

4 length values correct only
resistance values correct (allow 2 for 2.0) [3]
(b) any two from:

length values should be evenly spaced
more readings
repeat readings
larger range / longer wire / shorter wire
do not allow improved accuracy of original readings e.g. parallax errors,
tapping meters etc [2]
(c) graph line does not pass through origin / ratio R/l or l/R not constant [1]
[Total 6]
[Paper Total 30]
© UCLES 2006
8
4 (a) A lamp is marked 6 V, 0.3 A. These are the values of voltage and current at which the lamp is
normally used. The lamp is shown in Fig. 4.1.
Fig. 4.1
(i) The lamp is connected in circuit A and then in circuit B, as shown in Fig. 4.2.
2V 6V
circuit A circuit B
Fig. 4.2
State what the student observes when the switch is closed in each circuit.
circuit A .............................................................................................................................
...........................................................................................................................................
circuit B .............................................................................................................................
...........................................................................................................................................
[2]
© UCLES 2008 5054/04/O/N/08

9
(ii) The lamp is then connected in the circuit shown in Fig. 4.3.
12 V
Fig. 4.3
State and explain what is observed as the switch is closed in Fig. 4.3.
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]
(b) A lamp has no voltage marking.
Describe an experiment to find the voltage at which the lamp blows. Include a circuit diagram
in your answer.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [3]
© UCLES 2008 5054/04/O/N/08

4 (a) (i) dim(mer than normal) / not lit B1 [1]
normal brightness / brighter (than A) / bright B1 [1]
(ii) (glows brightly then) blows / filament fuses / melts M1
voltage / current (too) high / more than working value/6V A1 [2]
(b) variable resistor / variable power supply /

changing number / voltage of cells drawn or described B1
voltmeter across lamp / power supply drawn or described B1
start with low V/high R then measure V just before lamp blows B1 [3]
max 2 if no circuit drawn showing lamp and power supply /

incorrectly drawn symbols / additional incorrectly connected components
[Total: 7]
© UCLES 2008
6
3 A student uses a lemon to make a simple electric cell. For

Examiner’s
He inserts a copper strip and an iron nail into the lemon, as shown in Fig. 3.1. Use
FRSSHU
VWULS LURQQDLO
OHPRQ
Fig. 3.1
The student connects a centre-zero voltmeter between the copper strip and the iron nail to
measure the e.m.f. produced by the lemon cell.
(a) Fig. 3.2 shows the voltmeter with the reading obtained.
0
1 1
2 2
V
3 3
Fig. 3.2
(i) Record the e.m.f. shown on the voltmeter.
e.m.f. = ............................................... [1]
(ii) Suggest how the connecting leads from the voltmeter can be securely attached to
the strip and to the nail.
............................................................................................................................. [1]
(iii) State what happens if the connections to the voltmeter are reversed.
............................................................................................................................. [1]
© UCLES 2013 5054/42/O/N/13

7
(b) Suggest one reason why lemons are not used to power simple electronic equipment For
such as digital watches. Examiner’s
Use
..................................................................................................................................... [1]
(c) (i) The student connects three lemon cells in series and measures the total e.m.f. with
the voltmeter.
1. State the total e.m.f. that you would expect.
e.m.f. = ............................................... [1]
2. On Fig. 3.3, draw the connections that the student uses.
v
[1]
Fig. 3.3
(ii) The student connects three lemon cells in parallel and measures the total e.m.f.
with the voltmeter.
1. State the total e.m.f. that you would expect.
e.m.f. = ............................................... [1]
2. On Fig. 3.4, draw the connections that the student uses.
v
[1]
Fig. 3.4

view bottom of pins
pins vertical
pins far apart, e.g. greater than 5 cm
repeat for different angles/repeat experiment
sharp pencil B1 [1]
3 (a) (i) 0.9 V cao (unit required) B1 [1]
(ii) crocodile clips

tight connections explained, e.g. wrap wire and tape B1 [1]
(iii) same value/0.9 V and needle to right B1 [1]

e.m.f./voltage too small
run down quickly/small amount of energy
voltage not steady
current too small
resistance too large B1 [1]
(c) (i) 1. 2.7 (V) ecf 3 × (a)(i) B1 [1]

2. correct wiring in series and connected to voltmeter B1 [1]
(ii) 1. 0.9 (V) ecf = (a)(i) B1 [1]

2. correct wiring in parallel and connected to voltmeter B1 [1]
4 (a) measures all ten together and divides by ten B1
how stops marbles moving, e.g.

in a groove
between two rulers
5 or more in a line shown touching each other B1
how ends are marked, e.g.

use of blocks
correct use of set squares B1 [3]
alternative methods:
methods of measuring one marble can score max. 2
measuring all 10 and averaging (B1)
technique, e.g.
set squares/blocks with one marble
circumference from:
string/paper rolled round marble then ÷ π
ink dot on marble and roll then ÷ π (B1)
(b) (i) 16.8(0) mm / 1.68(0) cm cao (unit required) B1 [1]
(ii) diameter (of same marble) measured more than once in different direction(s) B1 [1]

10
4 A student is asked to determine the resistance R of a resistor.
The student is provided with the following apparatus.
• the resistor with unknown resistance R

• four 1.5 V cells
• an ammeter
• a voltmeter
• connecting leads
(a) The student uses one of the 1.5 V cells in a circuit to determine the value of the resistance R.
In the space below, draw the circuit diagram.
[2]
(b) The ammeter has one red terminal and one black terminal.
The red terminal is marked ‘+’.
(i) Explain why the terminals of the ammeter are different colours.
...........................................................................................................................................
...................................................................................................................................... [1]
(ii) On your circuit diagram in (a), label, with the letter B, the black terminal of the ammeter.
[1]
© UCLES 2015 5054/42/O/N/15

11
(c) The student has four 1.5 V cells.
(i) In addition to 1.5 V, state three other voltages that the student could use in her circuit.
.................................. .................................. .................................. [1]
(ii) Draw the arrangement of cells that produces the largest voltage.
[1]
(d) The student repeats her experiment using the largest voltage.
State and explain whether this produces a different value for the resistance R.
...................................................................................................................................................
.............................................................................................................................................. [1]
© UCLES 2015 5054/42/O/N/15

3 (a) metre rules laid end to end (from one wall to other) B1
can accept from a diagram
(b) one end fixed against wall (however expressed) and measure to the opposite
wall / the other side B1
(c) (i) speed (of light) B1

length of device
position of laser / detector within the device
(ii) can see what it is reflecting off / you can see it / I.R. cannot be seen / is not
coloured
to make sure it is horizontal / level B1
(iii) places it touching wall and pointing at opposite wall B1
(iv) expensive
uses batteries / batteries run down / need recharging
needs clear line of sight / other objects might get in the way
laser hazard with eyes
some surfaces may not reflect the light B1
[Total: 6]
4 (a) circuit containing one cell and resistor, with ammeter in series B1
voltmeter in parallel with resistor / cell B1
(b) (i) it matters which way round it is connected

so you can connect it the right way round B1
(ii) ammeter terminal connected to –ve of cell labelled B B1
(c) (i) 3 (V), 4.5 (V) and 6 (V) B1
(ii) four cells drawn in series B1
(d) no change / same value and B1

resistance independent of voltage / depends only on the resistor
OR
resistance increases and
resistor becomes hot
[Total: 7]

3
2 The inner core of a pencil is known as the pencil lead. It is made of carbon, a conductor of
electricity.
(a) A student measures the resistance of a 12 cm length of the lead, as shown in Fig. 2.1.
A 12 cm B pencil lead
connecting wires
Fig. 2.1
(i) Suggest how the connecting wires can be connected to the pencil lead at A and at B.
.......................................................................................................................................[1]
(ii) A micrometer is used to determine the average diameter of the pencil lead. Explain how
it is used.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(iii) The measured resistance X is 341 Ω. The diameter D of the pencil lead is 0.050 cm. The
length s of the pencil lead between points A and B is 12 cm.
A constant P for the material of the pencil lead is given by the relationship
XπD 2
P= .
4s
Calculate P in Ω cm. Give your answer to two significant figures.
P = ................................................. Ω cm [2]

4
(b) The student uses the same pencil lead to draw a thick black line, 0.20 cm wide, on a sheet of
paper. He measures the resistance R between two points that are 20 cm apart, as shown in
Fig. 2.2.
20 cm thick black line
Fig. 2.2
He repeats the measurement of resistance for different lengths l of the black line. The
student’s results are shown in Fig. 2.3.
l / cm R / kΩ
20.0 1865
16.0 1470
12.0 1052
8.0 781
4.0 330
0 0
Fig. 2.3
(i) On Fig. 2.4 opposite, plot the graph of R / kΩ on the y-axis against l / cm on the x-axis.
Start your graph from the origin. Draw the straight line of best fit. [4]
(ii) Determine the gradient G of the line.

Show clearly on the graph how you determined G.
G = ...........................................................[2]
(iii) Use your value of P from (a)(iii) and G from (b)(ii) to obtain a value for the depth d of the
carbon layer in the pencil line using the relationship
P
d= cm.
200G
Give your answer in standard form.
d = .................................................... cm [2]
© UCLES 2016 5054/42/O/N/16

5
0
0
Fig. 2.4

1 (a) (i) 64(cm3) B1
(ii) reading top of meniscus instead of bottom / parallax error explained B1
(b) (i) balance / scales B1
(ii) find mass using tare / subtract mass of measuring cylinder from that of
measuring cylinder + liquid B1
(density) = mass/volume B1
(c) smaller value for density B1
[Total: 6]
2 (a) (i) crocodile clips B1
(ii) (close jaws) gently or use ratchet / thimble / spindle or until wheel slips B1
repeat at different places / positions (and average) B1
(iii) 0.055796(using π button) / 0.055768(using 3.14) / 0.055818 (using 22 / 7) C1

0.056 A1
(b) (i) axes labelled quantity and unit and axes correct way round B1
best-fit straight line drawn B1
(ii) large triangle or any other indication of chosen points shown on graph B1
93 ± 2 B1
accept numbers rounding down to 95 and up to 91
not accept fractional values
(iii) candidate’s (a)(iii) ÷ 200×(b)(ii) C1
answer correct (must be checked) in standard form A1
[Total: 13]
© UCLES 2016
12
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
• power supply
• ammeter
• voltmeter
• switch
• connecting leads and crocodile clips
• a length of resistance wire
• metre rule
• wire cutters.
Write a plan for the investigation.
(a) Draw a circuit diagram in the space below.
[2]
(b) Explain briefly how the student carries out the investigation.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
© UCLES 2017 5054/42/O/N/17

PUBLISHED 2017
3(a)(i) normal drawn at point Q and extended to cross CD with point R correctly labelled B1
3(a)(ii) α = 30 ± 1° B1
unit required
3(b)(i) straight line through crosses, crossing CD at S and QR at T, S and T both labelled B1
and x = 5.3 ± 0.1 (cm)
3(b)(ii) y = 3.5 ± 0.1 (cm) B1
3(c) candidate’s x / y calculated correctly B1
4(a) wire, ammeter, power supply in series and voltmeter in parallel with the wire (or the cell, if the only resistance in the circuit is B1
provided by the wire)
symbols for cell / battery / power supply, ammeter and voltmeter correct B1
4(b) measure V and I (and calculate R) B1
repeat for different lengths B1
4(c) plot a graph of R against l (can be credited from b) / (use table / readings to) compare resistance values as length changes B1

Current and Electronics:
Light Dependent Resistor (LDR):

It is a type of resistor whose resistance varies
inversely with the light intensity on it that is the
higher the light intensity the lower the resistance.
Thermistor:
It is a type of resistor whose resistance varies inversely
with the temperature that is the higher the temperature
the lower the resistance.
Diode:
A diode is an electronic component designed to regulate current flow in
one direction. When the diode is forward biased, meaning the positive
terminal of the battery connects to the positive terminal of the diode,
current can flow through the diode and the circuit. However, in reverse bias,
where the positive terminal of the battery connects to the diode's negative
terminal, current flow is impeded, effectively breaking the circuit. Diode
combinations also function as rectifiers, converting AC current to DC.
Anode = positive Terminal of diode

Cathode = negative Terminal of diode
Cathode Ray Oscilloscope (CRO):
A cathode ray oscilloscope (CRO) is a
device used to visualize and analyze
electrical signals. It displays a graph of
voltage against time on a screen,
allowing users to observe the waveform
of the signal and measure its various
characteristics, such as amplitude,
frequency, and phase.
Question Related to CRO.
7
4 A solar cell converts light energy into electrical energy. For

A student investigates the maximum e.m.f. produced by a solar cell in the laboratory. Examiner’s
Use
Fig. 4.1 shows the symbol for a solar cell.
Fig. 4.1
(a) The student uses a voltmeter to measure the e.m.f. produced by the solar cell.
(i) Draw a diagram of the circuit he uses. Include a switch in the circuit.
[1]
(ii) When the student closes the switch, he notices that the voltmeter needle moves
backwards, as shown in Fig. 4.2.
0.5 0.6
+ 0.3
0.4
0.7
0.2 0.8
0.1 0.9
0 1.0
Fig. 4.2
Explain why this happens and how the student can correct this.
..................................................................................................................................
............................................................................................................................. [2]
(iii) The student corrects the problem and, when the switch is closed, the voltmeter now
reads 0.96 V.
On Fig. 4.2, mark the new position of the needle. [1]

8
(b) To investigate the solar cell, the student uses light entering the laboratory through a For
window. Examiner’s
Use
When the student moves his head to read the voltmeter, there is a large decrease in the
reading.
Suggest a reason for this, and explain how the student can prevent this happening when
he moves.
..........................................................................................................................................
..........................................................................................................................................
..................................................................................................................................... [2]
© UCLES 2013 5054/42/M/J/13

4 (a) (i) circuit diagram containing only solar cell, voltmeter and switch in series B1 [1]
(ii) voltmeter terminals to wrong terminals of cell

current in voltmeter in wrong direction
voltmeter has polarity B1
reverse connections to voltmeter

reverse connections to cell
connect red/+ve terminal of voltmeter to red/+ve terminal of cell B1 [2]
(iii) needle drawn from centre to 0.96 V B1 [1]
(b) (movement of) head/body reduces amount of light falling on solar cell B1
head/body not between window (light source) and cell
sensible suggestion e.g.

position of solar cell/other light sources considered B1 [2]
[Total: 6]

6
3 A student uses a cathode-ray oscilloscope (c.r.o.) to measure a voltage.
(a) In the space below, draw a circuit diagram containing a battery, a switch, a fixed resistor and
a variable resistor, all connected in series.
[1]
(b) The c.r.o. is used to measure the voltage across the fixed resistor. On your circuit diagram,
label the two points A and B where the c.r.o. is connected to the circuit. [1]
(c) Fig. 3.1a shows the c.r.o. screen when the switch in the circuit is open.
dot
Fig. 3.1a Fig. 3.1b
There are four control knobs on the c.r.o.:

X-shift
Y-shift
Y-gain
time-base
State which control knob is adjusted to move the dot to the centre of the screen, as shown in
Fig. 3.1b.
...............................................................................................................................................[1]
© UCLES 2015 5054/42/M/J/15

7
(d) The Y-gain is set at 2 V / div. With the dot in the centre of the screen, the switch is then closed
and the dot moves to the position shown in Fig. 3.2.
1division
Fig. 3.2
(i) Calculate the voltage VAB across the fixed resistor.
VAB = ...........................................................[1]
(ii) The resistance of the variable resistor is reduced.

State what happens to the dot on the screen.
............................................................................................................................................
.......................................................................................................................................[1]

3 (a) correct circuit symbols B1

all components in a series circuit
(b) A and B labelled at ends of fixed resistor B1
(c) y-shift c.a.o. no additions B1
(d) (i) 3.2 V ± 0.2 unit required B1
(ii) dot moves up B1
[Total: 5]
4 (a) thermometer
stopwatch / (stop-)clock / timer / watch B1
(b) diagram of test tube B1

containing water
thermometer with bulb in water
eye drawn level with top of thread in thermometer B1
(c) temperature / temp / T / θ AND time / t (or vice versa) B1
°C / deg C / degree C AND second(s) / s / minutes / min B1
(d) any two sensible points, e.g.

timer close to test tube / see both together
test tube in clamp stand
thermometer in clamp stand
thermometer with scale facing you
two people with explanation (e.g. count down) B2
clamp not obscuring the reading
thermometer not touching the sides / bottom of test tube /
⅓ or ½ of thermometer immersed
parallax avoided qualified
[Total: 7]

10
4 A box contains an unknown electrical component. This component is connected to two terminals
P and Q on the outside of the box.
A battery, an ammeter, a switch, a lamp and two crocodile clips are connected as shown in the
circuit diagram of Fig. 4.1.
crocodile clip
P Q box
Fig. 4.1
The unknown component is either a broken wire or a connecting wire or a diode.
(a) Describe how to use the apparatus to determine whether the component in the box is:
(i) a broken wire
...........................................................................................................................................
..................................................................................................................................... [1]
(ii) a connecting wire
...........................................................................................................................................
..................................................................................................................................... [1]
(iii) a diode.
...........................................................................................................................................
..................................................................................................................................... [1]
© UCLES 2019 5054/42/M/J/19

11
(b) The component in the box is a low resistance connecting wire. A second box looks identical,
but contains a higher resistance resistor.
Describe how to use the apparatus to determine which box contains the resistor.
...................................................................................................................................................
............................................................................................................................................. [1]
[Total: 4]
© UCLES 2019 5054/42/M/J/19

PUBLISHED
2(a) 30(°) B1
2(b)(i) refracted ray correct side of normal and r = (19 ± 1)° B1
2(b)(ii) Y labelled and normal correct B1
2(c) mark ray with pins / dots / crosses (in middle of beam) and join them (back to the prism) / draw the line B1
3(a)(i) bottom of ball level with the 55 cm mark on rule B1
3(a)(ii) eye (on either side) looking towards rule and perpendicular to reading B1
3(b)(i) 54.75 C1
55 (cm) A1
3(b)(ii) bounce height difficult to judge / measure / ball only momentarily at rest / ball changes direction (too) quickly B1
3(c) not enough time (to read scale) / difficult to get head down to take the reading / (bounce / maximum) height is (too) B1
small / (bounce / maximum) height is (too) close to the ground / (bounce) height < 10 cm
4(a)(i) no current / lamp does not light (whichever way around the circuit is connected to the box) B1
4(a)(ii) lamp lights / current flows whichever way around the circuit is connected B1
4(a)(iii) lamp lights / current flows for one orientation of circuit B1
4(b) lamp is dim(mer) / current is less when the resistor is connected (or reverse argument) B1

4 For
Examiner’s
Use
2 The resistance R of a thermistor changes with temperature. The apparatus and the circuit
that are used to determine R are shown in Fig. 2.1.
stirrer thermometer
power source
oil
V
A
thermistor
heater
thermistor
Fig. 2.1
The thermistor is immersed in oil. The resistance R is determined for various values of the
temperature θ of the oil. The value of R is calculated using the equation R = V / I.
(a) In the space below, draw up a table in which all the required readings may be recorded,
together with the values for R. Assume that five sets of readings are taken. [3]
© UCLES 2004 5054/04/O/N/04

5 For
Examiner’s
Use
(b) State two precautions you would take in order to obtain the most accurate readings.
1. ......................................................................................................................................
..........................................................................................................................................
2. ......................................................................................................................................
......................................................................................................................................[2]
(c) Suggest a reason why the thermistor is immersed in oil and not in water.
..........................................................................................................................................
......................................................................................................................................[1]

2. (a) Suitable table (boxes or space) for five sets of θ , I, V, R (or R=V/I),
N.B. R = V/I therefore accept θ,R and one other (i.e. 3 quantities). B1
Four labels, words or symbols. B1
Correct units for the three quantities given in the table. B1
[3]
(b) Any two from:- wait for equilibrium/heat slowly/stir/place thermometer near
R/reference to length of thermometer immersed/tap meters (having
pointers)/tight connections/how to avoid parallax (equivalent to line of sight
perpendicular to reading) leave thermometer in oil when reading the
temperature. B2
[2]
(c) Oil has a high resistance between input leads/water low resistance/similar/
oil less volatile/evaporation/experiment quicker/specific heat capacity low/bigger
range of temperature. B1
[1]
{6}
3. (a) 0, unit not required, B1

ice melts at 0oC (or reverse) accept statement even if subsequent reason
is wrong/good comment re ice-water mix B1
[2]
(b) (i) Diagram showing….liquid level in test tube just within the thickness of
ice B1
(ii) 1. All liquid would be at 0oC/cooling more effective B1

2. Large enough to give accuracy/small enough not to take too long
to cool/thermometer 1/3rd immersion B1
[3]
(c) 14 oC (unit required) B1

[1]
{6}
4. (a) Incident ray starting from O, and correct through points, neat and thin
(arrows not required) B1
Emergent ray, “ B1
Angle, 138o or 42o +/- 1o B1
[3]
(b) Correct ray through the prism, (ignore drawing qualities) (need not be
labelled) B1
(c) Position such that OE along the ray = 25 cm, using see-through graph
paper, E is on the ray and on or “beyond” the second horizontal thick line. B1
(d) “Correct” angle shown (normal and ray), accept numerical value of about
35o/accept correct label i B1
[3]
{6}

6
3 A cathode-ray oscilloscope (CRO) is used to measure the frequency and peak voltage of For
an a.c. supply, as shown in Fig. 3.1. Examiner’s
Use
Student Oscilloscope
ON
trace of OFF
a.c. supply
focus
trace with intensity

a.c. supply
switched off
Y-INPUT TIMEBASE
VOLTS / DIV TIME / DIV

5V 2 ms 5 ms
2V
1V 10 V 1 ms 10 ms
position position
Fig. 3.1
© UCLES 2006 5054/04/O/N/06

7
(a) By taking measurements from the screen shown in Fig. 3.1, obtain values for For
Examiner’s
(i) the peak voltage Vp of the a.c. supply, Use
Vp = ........................... [1]
(ii) the time T for one cycle.
T = ............................. [2]
1
(b) Use the relationship f = — to find the frequency f of the a.c. supply.
T
f = .............................. [1]
(c) (i) Explain why it would not be possible to measure the frequency of an a.c. supply of
frequency 15 Hz using the CRO on these settings.
.................................................................................................................................
............................................................................................................................ [1]
(ii) Suggest which setting for the time-base could be used when measuring a
frequency of 15 Hz.
............................................................................................................................ [1]

3 (a) (i) 8 ± 0.5 V [1]
(ii) measurement of more than one cycle seen / 3.2 to 3.4 seen
6.7 ± 0.2 ms [2]
(b) 150 Hz or 0.15 kHz ecf (a) (ii) [1]
(c) (i) Answer must be consistent with (b):

period too large / waves too spread out / less than one wave on
screen / compares 15 Hz to (b) or to time-base settings
NB ecf (b) may give converse [1]
(ii) 10 (ms/div) cao [1]
[Total 6]
4 (a) table drawn with correct headings with units

4 length values correct only
resistance values correct (allow 2 for 2.0) [3]
(b) any two from:

length values should be evenly spaced
more readings
repeat readings
larger range / longer wire / shorter wire
do not allow improved accuracy of original readings e.g. parallax errors,
tapping meters etc [2]
(c) graph line does not pass through origin / ratio R/l or l/R not constant [1]
[Total 6]
[Paper Total 30]
© UCLES 2006
2
1 A student investigates how the current in a thermistor depends upon temperature.
5.0 V
thermometer
mA
milliammeter
water
thermistor
Fig. 1.1
• She pours hot water into the beaker.

• She stirs the water, measures its temperature and reads the ammeter.
• She records the values of temperature and current in the table of Fig. 1.2.
• She repeats these readings at 10 °C intervals, as the water cools, until the water reaches
room temperature.
• She records all her readings in the table, as shown in Fig. 1.2.
temperature θ / °C current I / mA
80 2.90
70 2.30
60 1.75
50 1.20
40
30 0.60
20 0.45
Fig. 1.2
© UCLES 2018 5054/42/O/N/18

3
Fig. 1.3 shows the ammeter reading when the temperature of the water is 40 °C.
1 1.5 2
2.5
0.5
mA
3
Fig. 1.3
(a) (i) Read the ammeter and record the missing value of current in the table of Fig. 1.2. [1]
(ii) State why the student stirs the water before taking a temperature reading.
.......................................................................................................................................[1]

4
(b) On Fig. 1.4, plot a graph of I on the y-axis against θ on the x-axis. Start both axes from the
origin.
Draw the smooth curve of best fit. [4]
0
0
Fig. 1.4
© UCLES 2018 5054/42/O/N/18

5
(c) (i) Extend your curve to predict the current for the temperature of 0 °C.
current at 0 °C = ............................................mA [1]
(ii) Suggest how the student can modify her investigation to check the prediction made in
(c)(i).
...........................................................................................................................................
.......................................................................................................................................[1]
(d) (i) Use your graph to estimate the current I when the temperature of the water is 75 °C.
I = ............................................mA [1]
(ii) The voltage V of the power supply is 5.0 V.
Use the equation

V
R=
I
to calculate the resistance R of the thermistor at 75 °C.
R = .............................................. Ω [2]
(e) (i) Describe the relationship between current and temperature for the thermistor, shown by
your graph.
...........................................................................................................................................
.......................................................................................................................................[2]
(ii) Deduce the relationship between resistance and temperature for the thermistor.
...........................................................................................................................................
.......................................................................................................................................[1]

PUBLISHED
1(a)(i) 0.85 (mA) B1
1(a)(ii) to ensure that the water is at a uniform temperature / to uniformly distribute the heat B1
1(b) axes labelled quantity and unit and axes correct way round B1
points plotted accurately, to the nearest ½ square B1
smooth, thin best-fit curve drawn B1
1(c)(i) correct reading from candidate’s graph B1
1(c)(ii) (add melting) ice to the beaker B1
1(d)(i) 2.6 ± 0.1 (mA) B1
1(d)(ii) correct conversion from mA to A seen anywhere B1
correct calculation from candidate’s results B1
1(e)(i) as the temperature increases, the current increases B1
non-linearly / non-uniformly / not proportionately / graph is not a straight line / at an increasing rate B1
1(e)(ii) as the temperature increases, the resistance decreases B1

Magnetism:
Examples of Paramagnetic Materials:

Copper Aluminum, Silver
Examples of Ferromagnetic Materials:

Cobalt, Nickel, Iron, Steel
Types of magnets:
1) Temporary Magnets:
Temporary magnets are those magnets which can get easily magnetized
and easily demagnetized.
For Example: Iron.
In order to magnetize a temporary magnet, you just bring a magnet close

to it and it will become a magnet.
Temporary Magnets NEVER REPEL.

In order to demagnetize a temporary magnet, you just remove the
magnet away from the iron rod.
2) Permanent Magnet:
Permanent magnets are those materials which are difficult to magnetize
and difficult to demagnetize. For Example, Steel.
How to Magnetize a permanent magnet/Steel?
Single Stroke Method:
Hit the metal rod with a magnet so that

one of the magnet's poles is utilized,
moving from one end of the rod to the
other. After the initial stroke, repeat the
process using the same pole of the
magnet and in the same direction as
the last stroke. Through multiple
repetitions, the rod itself becomes
magnetized. The end where the strokes
conclude adopts the same polarity as
the rubbing pole, while the other end gains the opposite polarity.
Double Stroke Method:

This technique employs two magnets. The rod is struck with both magnets
positioned on opposite sides, utilizing opposite poles. The stroking
procedure resembles that of a single stroke method, but with the use of
two magnets instead of one. As a result, the ends produce poles of
opposite polarity to that of the rubbing poles.
Electrical Method (Most Preferred):
How to Demagnetize a permanent magnet/Steel?
Electrical Method:
How to check the polarity of a magnet?
1. Place a compass near one of the poles of
the magnet.
2. The head of the compass needle is itself
a North Pole, hence it will be repelled by the
North and attracted towards the South
Pole.
3. If the pole repels the needle, the pole will be North Pole.
4. If the pole attracts the needle, the pole will be South Pole.
Plotting Magnetic Field lines with a compass:

1. Place the magnet at the center of a paper
2. Place a small plotting compass near the
North Pole of the magnet.
3. Mark a point in front of the compass where
arrow head of the compass is pointing.
4. Replace the compass at the mark, and
mark another point where the compass
now points
5. Repeat the same procedure till the
compass reaches the South Pole
6. Repeat the above steps at different points to form multiple field lines.
Precautions for the above Experiment:

1. Make sure no strong magnetic field exists in the nearby region
2. Use small sized compass to generate multiple points for a fine magnetic
field
3. Prevent the magnet from dropping as it weakens the magnetic field
strength
4. Make sure the needle of the compass is freely moving
5. Place the magnet with its North aligned with the geographic North. If this
is not the case, the compass would point in appropriate directions.
How to differentiate between a strong and a weak magnet?
1. Expose both magnets to iron paper clips. The one that picks up the
greatest number of clips is the stronger one.
2. Attach the magnet to a newton meter and lift a fixed iron plate using the
setup. The magnet that requires greater force to be lifted will be the
stronger magnet.
5 For
Examiner's
Use
2 Two students perform an investigation into how the strength of an electromagnet depends
on the number of coils of wire.
Fig. 2.1 shows the apparatus used.
core
paper clips
Fig. 2.1
(a) Suggest a suitable material for the core of the electromagnet.
.................................................................................................................................... [1]
(b) Outline one way of using the apparatus to estimate the strength of the electromagnet.
..........................................................................................................................................
..........................................................................................................................................
.................................................................................................................................... [1]
(c) The students have different plans.
Student A uses the same long piece of wire for the coils every time, and increases the
number of coils by winding more of the wire round the core.
Student B cuts several wires of different lengths and uses a longer piece of wire to
increase the number of coils.
State and explain which is the better plan.
..........................................................................................................................................
..........................................................................................................................................
.................................................................................................................................... [1]

GCE O Level – May/June 2006 5054 04
1 (a) (i) length clearly marked, from top or bottom of rings

(ii) vertical ruler drawn within ½ cm of load
(iii) eye/observer positioned to avoid parallax [3]
(b) values in table in ascending/descending order [1]
(c) axes: – correct way round, labelled quantity and unit
scales: – more than ½ grid, sensible
points: plotted accurately (within ½ square) and neat
line: straight line best fit drawn with ruler, neat [4]
(d) (i) spring has length with no load
(ii) no line does not go through origin [2]
(e) (i) increase in length
(ii) 20.5 + 0.5 cm
(iii) straight line through origin [4]
[Total: 14]
2 (a) iron/soft iron/mumetal [1]
(b) any suitable method which will give a comparison
e.g. how many/mass paper clips/pins/nails/tacks holds,
distance from paper clip to make paper clip move/jump
distance from compass to make it move [1]
(c) A: does not change circuit/current/resistance [1]
[Total: 3]
3 (a) connects battery, bulb, component in series [1]
(b) reverses connections in box/battery
checks brightness [2]
(c) no light
bright both ways
bright one way, off when connections reversed
dim both ways [4]
[Total: 7]
4 (a) 0.8 + 0.1 cm 5.0 + 0.1 cm [1]
draw parallel tangents/measure more than one in different places [1]
(b) 7.85 cm3 ecf (one, two or 3sf) [1]
(c) thickest part in the centre/at distance from ruler/
parallax error explained [1]
(d) (i) displacement of water described,
volume displaced equals volume of lens
(ii) volume of water displaced small, needs large displacement can/
measuring cylinder/large scale on measuring cylinder [2]
[Total: 6]
[Paper Total: 30]

7
4 (a) A student finds an old magnet at the back of a drawer containing other magnets.
He designs an experiment to find out if it is still magnetised.
(i) He brings a plotting compass near to end A of the old magnet, as shown in Fig. 4.1.
plotting
old magnet compass
N
B A
Fig. 4.1
State the polarity of end A of the old magnet.
.......................................................................................................................................[1]
(ii) The plotting compass is then brought near to end B, as shown in Fig. 4.2.
N
B A
Fig. 4.2
State the polarity of end B.
.......................................................................................................................................[1]
(iii) Suggest a possible explanation for the student’s results.
...........................................................................................................................................
.......................................................................................................................................[1]
(b) Describe how the student can use the plotting compass to plot the shape of the magnetic field
around a new magnet. You may use a diagram in your explanation.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
© UCLES 2012 5054/42/M/J/12

4 (a) (i) S/south B1 [1]
(ii) same as (a)(i) B1 [1]
(iii) bar not magnetised/soft iron/

compass induces magnetism in bar/
N pole in centre of bar/
no keepers on magnet in drawer B1 [1]
(b) marks may be awarded for clear diagram
in text on diagram
compass near magnet and magnet drawn with compass(near) with dot M1
mark end of plotting compass shown
point to first mark, mark other new compass position along same correct field A1
end (along one field line) line
OR series of dots along one correct field line
continue to other pole or edge line of compasses or dots to other pole or edge A1
of paper of paper
OR join dots to give line OR dots joined to give line
OR repeat (to produce more OR more than 1 correct field line drawn
field lines)
[3]
[Total: 6]
[Total: 30]

5
2 Fig. 2.1 shows a long vertical wire passing through a horizontal white card. The apparatus is For
used to show the shape of the magnetic field around the wire. Examiner’s
Use
long wire
white card
Fig. 2.1
(a) Complete Fig. 2.1 to show a circuit that provides a current in the wire. The circuit should
allow the current to be varied and measured. [2]
(b) The student sprinkles iron filings on the card to show the shape of the magnetic field.
Give a reason for each of the following.
(i) The current needs to be large.
..................................................................................................................................
............................................................................................................................ [1]
(ii) The student must tap the card.
..................................................................................................................................
............................................................................................................................ [1]
(iii) The student uses small iron filings.
..................................................................................................................................
............................................................................................................................ [1]

(iii) diameter of sphere; metal used for sphere; type of oil and none wrong B2
any two correct and only one wrong scores one mark

[Total: 13]
2 (a) ammeter and d.c. power supply in series B1

rheostat/variable resistor and d.c. power supply in series/
variable power supply B1
ignore additional components if circuit works
e.g. additional resistors/voltmeter correctly connected
allow switch open or closed
for power supply:
for resistor: thermistor/LDR
labelled rheostat
not
max 1 mark if any components drawn over circuit wire/additional incorrectly connected
components
allow for one mark: correct ammeter and variable resistor with incorrect power supply
no marks: no power supply shown
(b) (i) magnetic field small/increases field/more field lines/to attract the iron filings
for the force to be reasonable/so the magnetic field can be detected B1
not more fields/so iron filings are magnetised
(ii) help iron filings align with the field/reduce friction

overcome inertia/filings large or heavy B1
allow to show the field/so iron filings spread out/
so iron filings can move
(iii) easier to move/easier to attract/show field more accurately/lighter weight/

less mass or inertia/more sensitive to the field/clearer field/
follow field without overlapping B1
allow show weaker field
ignore more easily/quickly magnetised
[Total: 5]
3 (a) (i) incident ray continued straight with ruler (labelled XY) B1
allow dotted line
line to level with P4
(ii) (refracted and) emergent rays correctly drawn with ruler B1
(iii) (d) marked correctly between lines B1

allow line not accurate but intention clear
not horizontal line
if d varies significantly
© UCLES 2007
2
1 A student investigates how a magnetic force varies with distance. For

Examiner’s
A bar magnet is attracted to the iron base of a clamp stand, as shown in Fig. 1.1. Use
A newton meter is attached to the magnet.
newton meter
string
tape
iron base magnet
Fig. 1.1
The student pulls the newton meter vertically upwards and measures the force F required to
pull the magnet off the iron base.
(a) (i) Explain why it is difficult to measure F accurately.
..................................................................................................................................
............................................................................................................................. [1]
(ii) Describe a method the student can use to measure F more accurately.
..................................................................................................................................
............................................................................................................................. [1]
(b) Fig. 1.2 shows the maximum reading on the newton meter as the magnet is pulled
off the base.
N 0
1
2
3
4
5
6
7
8
9
10
Fig. 1.2
Record the force F shown on the newton meter.
F = ............................................... [1]
© UCLES 2013 5054/42/O/N/13
3
(c) The student places one sheet of paper between the magnet and the iron base and For
measures the force F to pull the magnet off the base. Examiner’s
He repeats the experiment, each time increasing the number n of sheets of paper. Use
The results obtained are recorded in Fig. 1.3.
n F/N
0
1 3.5
2 2.5
3 1.5
4 1.0
5 0.5
Fig. 1.3
On Fig. 1.3, add your value for F from (b).
(i) On Fig. 1.4, plot a graph of F / N on the y-axis against n on the x-axis.
Start your axes from the origin. Draw a smooth curve of best fit.
0
0
[4]
Fig. 1.4

4
(ii) Describe how F varies with n. For

Examiner’s
.................................................................................................................................. Use
............................................................................................................................. [1]
(d) The newton meter shown in Fig. 1.2 is not suitable for measuring F when there are more
than 5 sheets of paper. Suggest why.
..........................................................................................................................................
...................................................................................................................................... [1]
(e) (i) The student repeats the experiment using paper of a different thickness. His new
value of F when n = 1 is 3.0 N. State which paper is thicker. Give a reason for your
answer.
..................................................................................................................................
............................................................................................................................. [1]
(ii) Explain how using very thin paper improves the experiment.
..................................................................................................................................
............................................................................................................................. [1]
(f) Very thin sheets may be made from aluminium foil.
State and explain whether aluminium foil is a suitable material for this experiment.
..........................................................................................................................................
..................................................................................................................................... [1]
© UCLES 2013 5054/42/O/N/13

1 (a) (i) measuring force just before it jumps

reading meter and pulling magnet at same time
force varies/not constant B1 [1]
(ii) sensible suggestion, e.g.

use of two people explained
pull slowly
repeat
video newton meter B1 [1]
(b) 5.5 ± 0.1 N unit required B1 [1]
(c) (i) axes: correct way round, labelled quantity and unit (on y-axis only) B1
scales: linear, not awkward

x-axis: e.g. 2 cm ≡ 1 y-axis: e.g. 2 cm ≡ 1 N B1

smooth curve of best fit drawn B1 [4]
(ii) increasing n decreases F

inverse relationship B1 [1]
(d) newton meter not sensitive enough

scale too big
no change/same reading
reading/force is too small (for this meter)/no force B1 [1]
(e) (i) new paper/second expt (thicker) as force smaller (or reverse argument)
paper that gives 3.0 N force B1 [1]
(ii) more sensitive

more readings
larger values for F B1 [1]
(f) yes + aluminium non-magnetic B1 [1]
2 (a) diagram showing paper and plain mirror

plus incident and reflected rays OR four roughly correct pins B1
2 pins placed on incident ray B1
pins or image (of pins) viewed in/through mirror B1
lines drawn and angles i and r measured to normal B1 [4]

2
1 A student uses a small plotting compass to investigate the magnetic field due to a bar magnet.
The student places a piece of thin card over one end of the magnet, as shown in Fig. 1.1a.
thin card
top of
magnet
under card
bar magnet
Fig. 1.1a Fig. 1.1b (top view)
(a) Describe how the student can use the small plotting compass to plot the shape of the
magnetic field on the card.
You may draw on Fig. 1.1b if you wish.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
(b) Explain why the plotting compass must be small.
...................................................................................................................................................
...............................................................................................................................................[1]
(c) Apart from the shape, state what else can be deduced about the magnetic field with this
apparatus.
...................................................................................................................................................
...............................................................................................................................................[1]
© UCLES 2014 5054/42/O/N/14

1 (a) dot / mark / cross at one end of compass needle B1

move compass to point to (previous) dot, new dot B1
repeat along one line and join the dots B1
repeat with different start points / more lines B1 [4]
(b) any one from:

more dots / dots closer together
smoother lines
field due to compass small B1 [1]
(c) any one from:

direction / strength of field
which end is N / S / the poles of the magnet
where field is stronger B1 [1]
[Total: 6]
2 (a) (i) any one from:

to measure a constant force
no accelerating (force)
to give a steady reading
a variation in speed gives a variation in F B1 [1]
(ii) any one from:

have time to read meter
easier to read the meter
easier to keep speed constant B1 [1]
(b) (i) 0.45 N c.a.o. unit required B1
(ii) eye position avoiding parallax marked

e.g. above / below meter looking towards meter B1 [2]
accept on top of meter
(c)(i),(ii) axes labelled quantity and unit B1

scales linear B1
0.32 to 0.36 B1 [5]
allow ecf from graph
(iii) weight of lower pulley

friction of string over pulleys
because F is not (directly) proportional to W B1 [1]

8
4 A student uses a plotting compass to plot the pattern of the magnetic field between the North
poles of two bar magnets.
The student places the magnets on a sheet of white paper, as shown in Fig. 4.1.
S N N S
bar magnet
plotting
Fig. 4.1 compass
(a) Describe how the student uses the plotting compass to plot the pattern of the magnetic field.
You may add to Fig. 4.1 to help you explain your answer, if you wish.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
(b) State what else the student can deduce about the magnetic field in this investigation.
...............................................................................................................................................[1]
© UCLES 2018 5054/42/O/N/18

PUBLISHED
4(a) dot / mark / cross (at end(s) of compass needle) B1
move compass, (make new dot) B1
join the dots and repeat at a different starting point / more than one complete field line drawn on diagram B1
all 3 marks can be scored from a well-drawn diagram
4(b) direction or strength of the field / field is from N to S / like poles repel B1

Miscellaneous
Questions
2
1 A student investigates the motion of a toy car down a ramp.
The toy car is released from rest on the ramp at position 1, as shown in Fig. 1.1.
toy car
ramp
position 1 d
position 2 position 3
floor
(a) The toy car leaves the ramp at position 2. It travels a distance d along the floor and comes to
rest at position 3. Distance d is between 1 and 2 metres.
(i) Suggest a method for measuring d.
...........................................................................................................................................
.......................................................................................................................................[1]
(ii) Describe how the student ensures that the toy car is released from the same point on the
ramp each time.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(iii) On Fig. 1.1, mark the height h through which the toy car falls from position 1 to position 2.
[1]
(b) The student releases the toy car from the same point on the ramp five times and measures d
each time. The student obtains the following values of d in centimetres.
180 179 171 172 174
(i) Calculate dav , the average value for d.

dav = ...................................................[2]
(ii) Suggest a reason why the results for d vary.
...........................................................................................................................................
.......................................................................................................................................[1]
© UCLES 2011 5054/42/M/J/11

3
(c) By adjusting the angle of the ramp, the student repeats the experiment for different values
of the height h.
The results obtained for h and dav are recorded in Fig. 1.2.
h / cm dav / cm
22 124
20 109
18 94
16 84
14 70
12 55
10 44
Fig. 1.2
(i) On Fig. 1.3, plot the graph of dav / cm on the y-axis against h / cm on the x-axis.
Draw the line of best fit.
0
0
Fig. 1.3 [4]

4
(ii) Describe the relationship between dav and h.
...........................................................................................................................................
.......................................................................................................................................[1]
(d) The car is now released with h = 2 cm. Use your graph to state what happens to the car.
...................................................................................................................................................
...............................................................................................................................................[1]
© UCLES 2011 5054/42/M/J/11

1 (a) (i) two metre rules end to end / measuring tape / one ruler and mark B1 [1]
(ii) marker on the ramp B1

align with same point on car B1 [2]
(iii) vertical height marked from floor to between lower wheel and top of car B1 [1]
(b) (i) 175.(2) or 1.75(2) seen C1

175 cm or 1.75 m A1 [2]
(ii) push on release / car does not run straight / uneven ramp or floor /
friction varies / wind or draught (varies) /
parallax error (in measuring distance) B1 [1]
(c) (i) axes: labels correct way round, labelled quantity and unit B1
scales: more than ½ grid, sensible B1
y-axis: 2 cm ≡ 20 cm or 25 cm x-axis: 2 cm ≡ 4 cm or 5 cm
best fit straight line neatly drawn within plotted points B1 [4]
(ii) ∆h ∝ ∆dav / as h increases d increases proportionally / y = mx + c

as h increases d increases PLUS linear / not through origin / not directly
proportional B1 [1]
ecf directly proportional if graph straight line through origin
(d) car must be implied in answer

does not move / stops before reaching point 2 / moves to bottom of ramp then
stops B1 [1]
ecf graph
[Total: 13]
2 (a) (i) accurate horizontal distance marked from centre of lens to screen B1 [1]
(ii) focal length / image distance B1 [1]
(b) repeat and average (measuring distance) B1

any TWO good practical points (may be marked on diagram) e.g.:
• adjust screen/lens distance to give clear image
• lens in holder
• lens and screen perpendicular to ruler / correct use of set square explained
• avoid parallax error in reading ruler/measuring f
• lens/screen close to ruler
• experiment in darkened room B2 [3]
allow alternative experiments to measure f
[Total: 5]

5
2 A student walks to school. He sketches a distance-time graph of his journey. For

Fig. 2.1 shows the first part of the journey. Examiner’s
Use
distance / m
500
0
0 5
time / min
Fig. 2.1
He walks 500 m in the first 5 minutes, as shown on Fig. 2.1.

He then meets a friend and, as they talk, they take 10 minutes to walk the next 500 m at
constant speed.
They then stop for 7 minutes to look at some fish in a river. They run at constant speed for
the last 500 m so as not to be late for school.
The total journey time of the student is 25 minutes.
(a) (i) On Fig. 2.1, plot the remainder of the journey. [3]
(ii) State the total distance the student travels to school.
distance = ............................................... [1]
(b) Suggest a method of measuring the distance travelled by the student to the school.
..........................................................................................................................................
..........................................................................................................................................
..................................................................................................................................... [1]
(c) Without calculating any values, explain how the graph is used to find his fastest speed.
..........................................................................................................................................
..................................................................................................................................... [1]

2 (a) (i) line from (5, 500) to (15, 1000) B1

line to (22, 1000) or
line to (25, 1500) B1 [3]


[Total: 6]


[Total: 5]

8
4 An experiment is carried out to determine the density of the glass used to make microscope slides.
Fig. 4.1 shows a stack of 10 microscope slides.
Fig. 4.2 shows full-size views of the stack of microscope slides.
top view
front view side view
(a) (i) By taking measurements from Fig. 4.2, determine the average volume of a microscope
slide.
State clearly any measurements taken and show how the volume is calculated.
volume = ...........................................................[4]
(ii) Explain why a stack of 10 slides is used rather than just one slide.
...........................................................................................................................................
.......................................................................................................................................[1]
(b) State any additional equipment needed to find the density of the glass.
...............................................................................................................................................[1]
© UCLES 2014 5054/42/M/J/14

4 (a) (i) (V = ) l × w × h seen [B1]
7.6 cm and 2.6 cm and 1(.0) cm seen [B1]
height or volume / 10 [B1]
2.0 cm3 cao unit required [B1]

makes thickness of one slide / height / volume / density / result more accurate
slides are thin
slides may vary in thickness
gives average value for thickness of one slide
(b) scales / balance [B1]
[6]

2
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
60
70
metal ball 80
90
100
Fig. 1.1
(a) On Fig. 1.1, draw the position of the ball at its point of release. [1]
(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
(i) Calculate tav , the average value for t. Give your answer to two decimal places.
tav = ......................................................[2]
(ii) Suggest why the value for tav is not given to more than two decimal places.
...........................................................................................................................................
.......................................................................................................................................[1]
© UCLES 2017 5054/42/M/J/17

3
(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.
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.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]

6
3 A student investigates the effect of three different insulating materials on the cooling of hot water
in a beaker.
• 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.
You should:
(a) explain how to carry out the experiment; a diagram is not required, but you may draw one if it
helps to explain your plan,
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
© UCLES 2017 5054/42/M/J/17

7
(b) state any quantities that need to be kept constant,
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[1]
(c) draw a table, with headings, to show how to display the results,
[1]
(d) explain how the readings can be used to reach a conclusion.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[1]

PUBLISHED
1(a) bottom of ball drawn level with the zero mark on the ruler B1
1(b)(i) 0.626 / 0.63 seen C1
0.63 s correct answer only A1
1(b)(ii) data to 2 d.p. / large variation in raw data B1
1(c)(i) 5.04 (m / s2) 2 / 3 s.f. only B1
1(c)(ii) longer time / sufficient time (to fall) B1
reduces percentage error in the time / reduces the effect of (human) reaction error B1
2(a)(i) correct symbol and parallel connection with lamp P B1
2(a)(ii) 2.4 (V) correct answer only B1
2(b)(ii) I = 0.31 (A) correct answer only B1
2(b)(iii) there is a current in the circuit / lamp P is lit B1
2(b)(iv) p.d. too small (to make it glow) / much less than working voltage / lamp P takes most of the voltage B1

PUBLISHED
3(a) (hot) water in beaker, take temperature (at regular intervals) as it cools / take temperature after a fixed time / measure the time B1
for a fixed temperature drop
repeat with different insulators B1
3(b) any one of B1
constant room temperature

same starting / initial temperatures
same beaker
same volume / mass / amount of hot water
same times (of cooling)
same temperature drop
same thickness of insulator
3(c) 2 / 3 sets of insulator, (change in) temperature / °C, time / s or minutes B1
3(d) compare temperature drops in equal times – largest drop is the poorest insulator (or reverse argument) / compare times for B1
equal temperature drops – longest time is the best insulator (or reverse argument) / plot graphs to compare temperature
drops in equal times / compare gradients – steepest graph is the poorest insulator (or reverse argument)

3
2 A student investigates how the area of a parachute affects the time taken for it to fall.
The student cuts a square from an A4 sheet of paper to make the parachute. He attaches the
parachute to an eraser using four pieces of thin string of equal length, as shown in Fig. 2.1.
An A4 sheet of paper is the same size as one page of the examination paper.
ceiling
parachute
thin string
eraser
floor
The student holds the top of the parachute against the ceiling. He releases the parachute and
measures the time t it takes for the eraser to hit the floor.
(a) The student makes the parachute from a square of paper of side 21.0 cm.
He obtains the following five values of t, measured in seconds.
1.25 1.29 1.31 1.22 1.27
(i) Calculate tav, the average value for t.

Give your answer to 2 decimal places.
tav = ...........................................................[2]
(ii) Suggest a reason why the value for tav is not given to more than 2 decimal places.
...........................................................................................................................................
.......................................................................................................................................[1]
(iii) Suggest a reason why the distance that the parachute falls is chosen to be as large as
possible.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]
4
(iv) The length l of one side of the parachute is 21.0 cm. Calculate the area A of the paper
that is used to make parachute.
A = ...........................................................[1]
(v) Suggest a reason why the student cannot make a parachute with an area greater than
your answer to (a)(iv) when using the sheet of A4 paper.
...........................................................................................................................................
.......................................................................................................................................[1]
(b) The student repeats the experiment for different values of l. The results obtained are recorded
in Fig. 2.2.
l / cm A / cm2 tav / s
21.0
20.0 1.19
18.0 1.11
16.0 1.01
14.0 0.97
12.0 0.89
Fig. 2.2
On Fig. 2.2,
(i) write your values of A and tav for l = 21.0 cm, [1]
(ii) complete the column for A. [1]
© UCLES 2015 5054/42/M/J/15

5
(iii) On Fig. 2.3, plot the graph of tav / s on the y-axis against A / cm2 on the x-axis.
Start your axes from (100, 0.7). Draw the straight line of best fit.
0.7
100
[4]
Fig. 2.3
(iv) When extended, the line of best fit does not go through the origin (0,0).
Explain why.
...........................................................................................................................................
.......................................................................................................................................[1]

1 (a) (i) line marked from one shoe to same point on other shoe B1
(ii) 40 to 90 cm OR 0.4 to 0.9 m max 2 sf unit required B1
(iii) 100 / (a)(ii) in m OR 10 000 / (a)(ii) in cm B1
(b) (i) (push along ground and) count 100 / 200 clicks / turns B1
(ii) sensible comment, e.g. B1

length of step / stride may vary / each ‘click’ exactly
50 / 100 cm / stride length only an estimate
[Total: 5]
2 (a) (i) 1.268 seen C1

1.27 s c.a.o. unit required A1
(ii) large variation in raw data / data to 2 d.p.

time to fall varies B1
(iii) allows time for parachute to inflate / larger times / more B1

repeatable / minimises percentage error in the time /
minimises the effect of (human) reaction error
(iv) 441(.0) cm2, c.a.o. unit required correct precision B1
(v) largest square from A4 sheet of paper / B1

sheet 21 (cm) wide / if greater area used, it won’t be a square
(b)(i)(ii) 441 and 1.27 in table with no unit ecf (a)(i) B1

400, 324, 256, 196, 144 c.a.o. ecf B1
(iii) axes: correct way round, labelled quantity and unit B1

scales: more than ½ grid, linear, not awkward B1
no scales of 3, 7 etc.
(iv) time needed to fall with no parachute B1
[Total: 13]

9
4 A student measures the density of copper using a balancing method.
• She sets up the apparatus as shown in Fig. 4.1.
r2
copper
cylinder r1 x y mass M
metre
rule
60
0 cm 90 100 cm
pivot
Fig. 4.1
• She places a pivot under the 60.0 cm mark of the metre rule. The position of the
pivot is not changed during the experiment.
• She places a 150 g mass M on the rule so that its centre is at the 90.0 cm mark of
the rule, as shown in Fig. 4.1.
• She places a copper cylinder on the rule and adjusts its position until the rule is just
balanced.
Fig. 4.2 shows the position of the cylinder at balance.
8 9 10 11
cm
copper
cylinder
Fig. 4.2 (view from above)
The distance from the left-hand end of the metre rule to the centre of the base of the cylinder
is r1.
(a) Take readings from Fig. 4.2 to find r1. Record your value of r1 in the table of Fig. 4.3.
Show your working.
r1 = .......................................................[2]

10
(b) The student repeats the procedure by moving mass M and placing its centre on the 85.0,
80.0, 75.0 and 70.0 cm marks of the metre rule. Her results are shown in the table of Fig. 4.3.
The distance from the left-hand end of the metre rule to the centre of mass M is r2.
distance of centre of distance of centre of

r1 / cm r2 / cm the cylinder from pivot mass M from pivot
x = (60 – r1) / cm y = (r2 – 60) / cm
90.0
20.2 85.0 37.8 25.0
31.9 80.0 28.1 20.0
41.8 75.0 16.4 15.0
55.3 70.0 4.7 10.0
Fig. 4.3
0
0
Fig. 4.4
© UCLES 2018 5054/42/M/J/18

11
(i) Record, in the table of Fig. 4.3, the missing values of x and y. [1]
(ii) On the grid in Fig. 4.4, plot a graph of y (y-axis) against x (x-axis). Start your axes from
the origin (0,0). Draw the straight line of best fit. [4]
(iii) Determine the gradient of your line.
Show your working and indicate on your graph the values you choose.
gradient of line = .......................................................[2]
(iv) The mass m, in grams, of the copper cylinder is given by the equation
m = 150 × gradient.
Use this equation to calculate m to the nearest gram.
m = ....................................................... g [1]
Question 4 is continued on page 12.

12
(c) The student uses a measuring cylinder to find the volume V of the copper cylinder.
• She pours 50 cm3 of water into the measuring cylinder.

• She lowers the copper cylinder gently into the measuring cylinder.
Fig. 4.5 shows the measuring cylinder containing the copper cylinder.
cm3
100
90
80
70
60
measuring cylinder
50
water
40
30
20 copper cylinder
10
Fig. 4.5
Use the information in Fig. 4.5 to calculate the volume V of the copper cylinder.
V = ................................................... cm3 [2]
(d) Calculate the density ρ of copper using your answers to (b)(iv) and (c) and the equation
ρ = m.
V
ρ = .............................................. g / cm3 [1]
(e) The value for the density of copper obtained in (d) differs slightly from the correct value.
State one practical reason for this difference.
...................................................................................................................................................
...............................................................................................................................................[1]
© UCLES 2018 5054/42/M/J/18
PUBLISHED
3(c) 0.012 (N / cm2) (0.013 if 11 cm2 used, 0.012 if 12 cm2 used) B1
3(d) the outline traced is larger than the actual area of the block B1
4(a) some indication of working shown either on the diagram or in the space provided e.g. 8.6 (cm) or 10.2 (cm) seen / lines B1
marked either side of cylinder / line marked in middle / centre marked
9.4 cm / 94 mm B1
4(b)(i) 50.6 and 30.0 B1
4(b)(ii) axes labelled quantity and unit and axes correct way round B1
allow r2 − 60 / cm for y / cm, 60 − r1 / cm for x / cm
scales linear, not awkward B1
points plotted accurately, to the nearest ½ square B1
best-fit thin straight line drawn B1
4(b)(iii) indication on graph of how data obtained AND at least half of the line between the extreme plotted points used (∆y ⩾ 10) B1
0.45 ± 0.02 (or values rounding to 0.47 and 0.43) ignore unit, if given B1
(if the graph axes in (b)(ii) reversed, gradient range is 2.0 to 2.5 e.c.f.)
4(b)(iv) 150 × candidate’s (b)(iii) to the nearest gram B1
4(c) 57 (cm3) C1
7 (cm3) A1

PUBLISHED
4(d) candidate’s (b)(iv) ÷ (c) B1
4(e) difficulty in balancing rule / difficulty in finding position of centre of cylinder / measuring cylinder only reads to 1 cm3 B1

2
1 A student is to determine the density of a liquid.
She pours the liquid into a measuring cylinder, as shown in Fig. 1.1.
cm3
100
90
80
70
60
50
40
30
20
10
Fig. 1.1
(a) (i) State the volume V of the liquid in the measuring cylinder.
V = ................................................... cm3 [1]
(ii) Her friend also measures the same volume of liquid in the measuring cylinder and she
records a larger volume than the correct value in (a)(i).
Suggest how she makes this error.
...........................................................................................................................................
.......................................................................................................................................[1]
(b) (i) State another piece of apparatus that the student needs in order to determine the density
of the liquid.
.......................................................................................................................................[1]
(ii) Explain in detail how she uses her apparatus to determine the density.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(c) Her friend also determines the density using her incorrect value for the volume. State how her
density value compares to that of the student.
...............................................................................................................................................[1]
© UCLES 2016 5054/42/O/N/16
1 (a) (i) 64(cm3) B1
(ii) reading top of meniscus instead of bottom / parallax error explained B1
(b) (i) balance / scales B1
(ii) find mass using tare / subtract mass of measuring cylinder from that of
measuring cylinder + liquid B1
(density) = mass/volume B1
(c) smaller value for density B1
[Total: 6]
2 (a) (i) crocodile clips B1
(ii) (close jaws) gently or use ratchet / thimble / spindle or until wheel slips B1
repeat at different places / positions (and average) B1
(iii) 0.055796(using π button) / 0.055768(using 3.14) / 0.055818 (using 22 / 7) C1

0.056 A1
(b) (i) axes labelled quantity and unit and axes correct way round B1
best-fit straight line drawn B1
(ii) large triangle or any other indication of chosen points shown on graph B1
93 ± 2 B1
accept numbers rounding down to 95 and up to 91
not accept fractional values
(iii) candidate’s (a)(iii) ÷ 200×(b)(ii) C1
answer correct (must be checked) in standard form A1
[Total: 13]
© UCLES 2016

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ATP GUIDEBOOK

(Applicable for O Levels Physics 5054 and

Sir Muhammad Ahmed

There are 2 types of errors:

Some instances for Zero Error:

1) Positive Zero error:

To Rectify Positive Zero error:

2) Negative Zero Error:

Solution to Systematic Errors:

Random error is the fluctuating error that differs from measurement to

Some instances of Random Error:

Solution: To reduce/avoid parallax error, candidate must look at the

Note: To remove random errors caused by fluctuations in atmospheric

Not Acceptable Acceptable

Non-Uniform plotting Uniform Plotting

3) An easy scale/readable scale should be used. Multiples of 2 and 5 are

4) Axis should be labelled in this format:

5) While plotting points either use a “x” or “.”

8) While plotting the points remember these three things:

9) While calculating gradient of a best fit line do remember these things:

Gradient not Acceptable:

• Points don’t cover half of the graph.

Apply Gradient’s formula:

• Draw a tangent at the specific point where you want the

11) Dependent variable comes on the y axis whereas independent variable

• Column Headings must include “Quantity/Unit” For Example “d/cm”

Quiz Question: What happens if we place the ammeter in parallel?

Difference between Galvanometer and Ammeter:

• Galvanometer has a o scale in the middle and the needle can

Quiz Question: What happens if we place the voltmeter in series?

Important Tip: To ensure accuracy in the

• It is used to measure the volume of a liquid.

Volume of irregular shaped object = V2 – V1

The readings of the measuring cylinder can be either in ml or cm3

Uses of set square:

10) Micrometer screw gauge:

How to calculate time period of a simple pendulum?

1) Measure the time for “n” number of oscillations e.g 10

Theoretical Formula for Time Period: (Not to be learned)

4) Length of the Pendulum (L):

Fig. 4.1 Fig. 4.2

(a) (i) Name the measuring instrument in Fig. 4.1.

Calculate the value of l.

(c) Explain why it is important to measure W1 before measuring W2.

3 (a) quantities: temperature and time NOT temperature change

units: oC and seconds (s) or minutes (min not m) [2]

(ii) correct curve shape for y-axis label

(d) any two clear practical details e.g.

4 (a) (i) newton meter / spring balance / force meter

(ii) 4.6 to 4.9 1 dp only

(iii) 1.5 or 1.6 [3]

1 A chain of paper-clips is suspended from a horizontal pin, as shown in Fig. 1.1.

side view front view

The bottom paper-clip is pulled to one side and then released.

• Measure the time for more than one oscillation.

• Repeat each reading several times.

• Count the oscillations from the centre of the swing.

(a) (i) Suggest a suitable number of oscillations for each reading.