IGCSE PHYSICS P2 WORKSHEET

1.11 distinguish between vector and scalar quantities

1.12 understand that force is a vector quantity
1.13 find the resultant force of forces that act along a line

Q1.

(a) Which of these is a scalar quantity?

(1)
A weight
B mass
C momentum
D velocity

(b) Which of these is a vector quantity?

(1)
A acceleration
B temperature
C charge
D density

(c) The diagrams show the forces acting on four balls falling in air.
Which diagram shows a ball decelerating as it falls?
(1)

(Total for question = 3 marks)

1.20 know and use the relationship between momentum, mass and
velocity:
momentum = mass × velocity
p=m×v
1.21 use the idea of momentum to explain safety features
1.22 use the conservation of momentum to calculate the mass, velocity or
momentum of objects
Q2.

(a) A student measures the weight of a cannonball as 50 N.

(i) Name a piece of equipment he could use to measure the weight.
(1)
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(ii) State the equation relating weight, mass and g.
(1)

(iii) Calculate the mass of the cannonball.

(2)

mass ........................................................... kg
(b) Describe how the student could find the density of the cannonball.
You should include details of any further measurements he would need to make.
(3)
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(c) A cannonball is fired from a cannon.
When the cannonball is fired, the cannon moves in the opposite direction, as shown in the
diagram.

Using ideas about momentum, explain why the cannon moves in the opposite direction to
the cannonball.
 (3)
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(Total for question = 10 marks)

Using the ideas of momentum and force, explain how a seat belt reduces the risk of serious injury in
a car crash. (4p)

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1.23 use the relationship between force, change in momentum and time
taken:
change inmomentum
force=
time taken
1.24 demonstrate an understanding of Newton’s third law

Q3.

The photograph shows a hammer just before it hits a nail.

(a) The mass of the hammer is 0.50kg.

When it hits the nail, the hammer is travelling downwards with a velocity of 3.1m/s.
(i) State the relationship between momentum, mass and velocity.
(1)

(ii) Calculate the momentum of the hammer.

(2)

momentum = ........................................................... kg m/s

(iii) The hammer stops quickly when it hits the nail.
The momentum of the hammer reduces to zero in 0.070s.

Calculate the amount of force that causes this to happen.

(2)

force = ........................................................... N
(b) As it enters the wood, the nail exerts a force on the wood.
At the same time, the wood exerts a force on the nail.

Explain how these two forces are related.

(2)
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(c) Both ends of the nail exert pressure when the nail goes into the wood.

Explain why the nail exerts more pressure on the wood than it does on the hammer.
(2)
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(Total for question = 9 marks)

1.27 know and use the principle of moments for a simple system of
parallel forces acting in one plane

Q4.

(a) State the principle of moments.

(2)
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(b) A student uses the principle of moments to find the weight of a rock. This is the student's
method.

• he balances a metre rule at its mid-point on a pivot

• he hangs a beaker from the 40 cm mark on the rule
• he places the rock in the beaker
• he then hangs a 0.2 N plastic strip from the rule on the other side of the pivot
• he adjusts the position of the plastic strip until the rule balances

(i) Describe how the student could use an electronic balance to check that the plastic
strip weighs 0.2 N.
(2)
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(ii) Suggest how the student could improve the precision of one of his measurements.
(1)
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(iii) State the equation linking moment, force and perpendicular distance from the pivot.
(1)

(iv) Use the principle of moments to calculate the force acting on the metre rule at the 40
cm mark.
(3)

force = ........................................................... N
(v) Suggest a reason why the weight of the rock will be different from your calculated
force.
 (1)
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(Total for question = 10 marks)

1.28 understand that the upward forces on a light beam, supported at its
ends, vary with the position of a heavy object placed on the beam

Q5.

A toy train is placed on the middle of a bridge on a model railway. force

The weight of the train acts through its centre of gravity.

Ignore the weight of the bridge.
(a) Which row of the table shows the correct values for forces X and Y?
(1)

(b) Describe how force X changes if the train moves from P to Q.

 (2)
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(Total for question = 3 marks)

2.18 understand that:

voltage is the energy transferred per unit charge passed
the volt is a joule per coulomb.

Q5.

The photograph shows a halogen lamp.

(a) The halogen lamp has a power of 50 W when operating at its normal voltage.
Calculate the amount of electrical energy transferred to the halogen lamp in 40 hours.
(3)

electrical energy transferred = ........................................................... J

(b) A student notices that in addition to producing light, the lamp also gets hot.
She concludes that the lamp cannot be 100% efficient.
Explain whether the student's conclusion is correct.
(2)
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(c) The lamp must not be connected directly to mains voltage.
A step-down transformer must be used.
Describe the structure of a step-down transformer.
You may draw a diagram to help your answer.
(3)
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(d) A step-down transformer reduces voltage from 230 V to 12 V.
The secondary current is 4.2 A.
(i) State the equation linking input power and output power for a transformer.
[assume that the transformer is 100% efficient]
(1)

(ii) Calculate the primary current.

(3)

primary current = ........................................................... A

Q6.

An electric vehicle has a rechargeable battery.

The battery is recharged by connecting it to a charging station.

(a) The battery voltage is 385 V.

(i) State the amount of energy transferred when one coulomb of charge passes through a
 potential difference of 385 V.
(1)

energy transferred = ............................................ J

(ii) Show that, when a charge of 180000 C passes through the battery, the total amount
of energy transferred to the battery is about 70 MJ.
(2)

(iii) During the charging process, energy is also transferred to the charging station from
the mains supply.
Explain why the amount of energy transferred from the mains supply is more than 70
MJ.
(2)
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(b) Charging takes 110 minutes and causes a total charge of 180000 C to pass through the
battery.
(i) State the equation linking charge, current and time.
(1)
(ii) Calculate the average charging current in the battery.
(3)

current = ............................................ A

(Total for question = 9 marks)

2.20 describe experiments to investigate how insulating materials can be

charged by friction
2.21 explain that positive and negative electrostatic charges are
produced on materials by the loss and gain of electrons
2.22 understand that there are forces of attraction between unlike
charges and forces of repulsion between like charges
2.23 explain electrostatic phenomena in terms of the movement of
Electrons
2.24 explain the potential dangers of electrostatic charges, eg when
fuelling aircraft and tankers
2.25 explain some uses of electrostatic charges, eg in photocopiers and
inkjet printers.
Q7.

This question is about electric charge.

(a) When a balloon is rubbed with a cloth, the balloon becomes negatively charged.
Tick ( ) the two correct statements in the table.
(2)

(b) When petrol passes through a delivery pipe, electrostatic charge can build up as shown
in the diagram.

(i) Give a reason why a build-up of charge can be dangerous.

(1)
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(ii) State how the build-up of electrostatic charge can be prevented.
(1)
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(c) The diagram shows coffee granules passing through a funnel into a container.
As the granules pass through the funnel, they gain an electrostatic charge and spread out
as they fall.

Explain, in terms of charges, why the granules spread out.

(2)
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(Total for question = 6 marks)

3.8 understand that waves can be diffracted when they pass an edge
3.9 understand that waves can be diffracted through gaps, and that the
extent of diffraction depends on the wavelength and the physical
dimension of the gap.
3.23 understand the difference between analogue and digital signals
3.24 describe the advantages of using digital signals rather than
analogue signals
3.25 describe how digital signals can carry more information

Q10.

Communication signals are often transmitted in digital form

(a) Sketch a graph to show how a digital signal varies with time.
(2)

(b) Describe the advantages of using digital signals rather than analogue signals.
(2)
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(Total for question = 4 marks)

3.29 understand how an oscilloscope and microphone can be used to

display a sound wave
3.30 describe an experiment using an oscilloscope to determine the
frequency of a sound wave
3.31 relate the pitch of a sound to the frequency of vibration of the source
3.32 relate the loudness of a sound to the amplitude of vibration

Q8.

(a) Which of these statements about sound waves is not correct?

(1)
A sound waves can be refracted
B sound waves are transverse
C sound waves can be diffracted
D sound waves transmit energy
(b) A student uses a microphone and an oscilloscope to display a sound wave.
The diagram shows the trace on the oscilloscope screen.

(i) Calculate the frequency of this sound wave.

(3)

frequency = ........................................................... Hz
(ii) On the diagram, draw the signal for a quieter sound wave of a higher pitch.
(2)

(Total for question = 6 marks)

Q9.

A student uses a dog whistle to produce a high frequency sound wave that cannot be heard
by humans.
(a) State the frequency range for human hearing.
(2)
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(b) The student uses an oscilloscope to display the sound wave.
(i) Name the other piece of apparatus the student would need in order to display the
sound wave.
(1)
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(ii) Describe how the student should use the apparatus to determine the frequency of the
sound.
(3)
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(iii) The student obtains this trace on the oscilloscope.

On the grid, draw a trace of a quieter sound with double the frequency.
(2)

(Total for question = 8 marks)

4.17 describe the advantages and disadvantages of methods of largescale

electricity production from various renewable and nonrenewable
resources.

Q11.

The table gives information about some ways to generate electrical power.

An electricity supply company has enough power stations to cover the normal demand for
electricity but not enough for cold conditions.
On cold days the demand for electrical power can suddenly increase by 20 000 MW.
The company needs to build new power stations to meet this increased demand.
Using only information in the table, evaluate which types of power station would be the most
suitable to meet this increased demand.
(5)
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(Total for question = 5 marks)

5.7 understand the changes that occur when a solid melts to form a
liquid, and when a liquid evaporates or boils to form a gas
5.8 describe the arrangement and motion of particles in solids, liquids
and gases

5.14 understand that the Kelvin temperature of the gas is proportional to

the average kinetic energy of its molecules

5.16 use the relationship between the pressure and Kelvin temperature of
a fixed mass of gas at constant volume:
Q12.

A student heats a liquid in a beaker and measures the highest temperature reached when
the liquid becomes a gas.
(a) (i) Name the process when a liquid changes into a gas.
(1)
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(ii) Describe the changes in the arrangement and movement of molecules when a liquid
becomes a gas.
(3)
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(b) The student collects the gas in a flask.
He seals the flask to make sure the volume of the gas remains constant.
He then heats the flask.
(i) Before being heated, the gas is at a temperature of 350 K and a pressure of 100 kPa.
Calculate the pressure of the gas when the temperature is increased to 450 K.
(3)

pressure = ........................................................... kPa

(ii) Complete the graph to show how the average kinetic energy of the gas molecules
changes as the temperature of the gas increases.
(2)
 (Total for question = 9 marks)

6.2 understand that magnets repel and attract other magnets and
attract magnetic substances
6.3 describe the properties of magnetically hard and soft materials
6.5 understand that magnetism is induced in some materials when they
are placed in a magnetic field
6.9 describe the construction of electromagnets
6.10 sketch and recognise magnetic field patterns for a straight wire, a
flat circular coil and a solenoid when each is carrying a current
6.11 understand that there is a force on a charged particle when it moves
in a magnetic field as long as its motion is not parallel to the field

Q15.

Magnetic field lines show the shape and direction of a magnetic field.
(a) The diagram shows a cross-section through a wire placed between two magnetic poles.
The wire carries electric current into the page at X.

The shape of the magnetic field is shown.

(i) Add arrows to two of the magnetic field lines to show the direction of the magnetic
field.
(1)
 (ii) Draw an arrow on the diagram to show the direction of the force on the wire.
Label this arrow F.
(2)
(b) The wire is removed and the magnetic field between the poles changes.
Sketch the new magnetic field.
(2)

(c) Explain how you could use a plotting compass to investigate the magnetic field around a
bar magnet.
You may draw a diagram to help your answer.
(3)

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(Total for question = 8 marks)

6.17 describe the structure of a transformer, and understand that a
transformer changes the size of an alternating voltage by having
different numbers of turns on the input and output sides

The diagram shows a transformer that is 100% efficient.

(a) (i) State the equation linking input power and output power for the transformer.
(1)

(ii) State the equation linking input power and output power for the transformer.
(2)

output current = ........................................................... A

(b) (i) State the equation linking input voltage, output voltage and turns ratio for the
transformer.
(1)

(ii) Calculate the number of turns on the secondary coil of the transformer.
(2)

number of turns = ...........................................................

(c) Explain how a transformer works.

 In your answer, you should include the reasons for using
• two coils
• an iron core
• an alternating supply
(5)

(Total for question = 11 marks)

6.18 explain the use of step-up and step-down transformers in the largescale
generation and transmission of electrical energy
6.19 know and use the relationship between input (primary) and output
(secondary) voltages and the turns ratio for a transformer:

Q16.

Many food shops have devices that attract and kill flying insects.
The devices consist of

• an ultraviolet lamp
• a plastic mesh on the outside
• an electrified wire grid below the plastic mesh
• a transformer that is connected to the wire grid

(a) The ultraviolet lamp attracts many flying insects towards the device.
Ultraviolet is an electromagnetic wave.
(i) State two properties of electromagnetic waves.
(2)
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 (ii) Which of these electromagnetic radiations has a frequency greater than ultraviolet?
(1)
A infrared
B gamma rays
C radio waves
D visible light
(b) The transformer supplies an output voltage of 2000 V a.c. to the wire grid.
The input voltage to the transformer is 230 V a.c.
(i) Give the name of this type of transformer.
(1)
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(ii) State the relationship between input (primary) voltage, output (secondary) voltage,
primary turns and secondary turns.
(1)

(iii) There are 110 turns on the primary coil.

Calculate the number of turns on the secondary coil.
(3)

number of turns ...........................................................

(iv) Suggest a reason why there is a plastic mesh on the outside of the device.
(1)
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(Total for question = 9 marks)

6.20 know and use the relationship:
input power = output power

Q17.

Explain how the transmission of electrical power is made more efficient by using step-up and
step-down transformers.
(5)
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(Total for question = 5 marks)