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INTERNATIONAL GCSE
COMBINED SCIENCE
Paper 3 Physics Extension E
Tuesday 10 November 2020 07:00 GMT Time allowed: 1 hour 45 minutes
Materials
For this paper you must have: For Examiner’s Use
• a pencil and a ruler Question Mark
• a protractor
• a scientific calculator 1
• the Physics Equations Sheet (enclosed). 2
3
Instructions
4
• Use black ink or black ball-point pen.
• Fill in the boxes at the top of this page. 5
• Answer all questions. 6
• You must answer the questions in the spaces provided. Do not write outside
7
the box around each page or on blank pages.
• All working must be shown. 8
• If you need extra space for your answer(s), use the lined pages at the end of TOTAL
this book. Write the question number against your answer(s).
• Do all rough work in this book. Cross through any work you do not want
to be marked.

Information
• The marks for questions are shown in brackets.
• The maximum mark for this paper is 100.
• You are expected to use a scientific calculator where appropriate.
• The Physics Equations Sheet is provided as a loose insert.

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Answer all questions in the spaces provided. box

0 1 A car accelerates on a flat, straight road.

0 1 . 1 The car has a mass of 1200 kg.

Calculate the resultant force acting on the car when the acceleration is 5.5 m/s2.

Use the Physics Equations Sheet.

[2 marks]

Resultant force = N

0 1 . 2 Describe the energy transfers when the car is accelerating.

[2 marks]

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Figure 1 is a Sankey diagram showing the energy transfers as the car accelerates. box

Figure 1

0 1 . 3 Determine the wasted energy.

[2 marks]

Wasted energy = J

0 1 . 4 Determine the efficiency of the car.

Use the Physics Equations Sheet.

[2 marks]

Efficiency =

Question 1 continues on the next page

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0 1 . 5 After accelerating the car travels along the road at a constant speed for 120 seconds. box

The power of the car engine is 78 000 W.

Calculate the total energy transferred by the engine while the car is travelling at a
constant speed.

Use the Physics Equations Sheet.

[3 marks]

Total energy = J

The driver uses the brakes to stop the car.

The stopping distance of the car is equal to the sum of the thinking distance and the
braking distance.

0 1 . 6 What is meant by ‘thinking distance’?

[1 mark]

0 1 . 7 What is meant by ‘braking distance’?

[1 mark]

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0 1 . 8 Figure 2 shows the stopping distances of the car on two different days. box

The car stops from a speed of 18 m/s on both days.

Figure 2

Explain possible reasons why the stopping distance of the car is different on Day 1
and Day 2.
[4 marks]

17

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0 2 A wind turbine can be used to generate electricity. box

A student investigated how the output potential difference of a wind turbine varied with
the number of blades on the wind turbine.

Figure 3 shows the equipment used.

Figure 3

This is the method used.

1. Set up the wind turbine with one blade.

2. Place the fan 40 cm from the wind turbine.
3. Switch the fan on and wait for 20 seconds.
4. Record the output potential difference on the voltmeter.
5. Repeat steps 3 and 4 with different numbers of blades on the wind turbine.

0 2 . 1 What is the independent variable in the investigation?

[1 mark]

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0 2 . 2 Explain why the distance between the fan and the blades was kept constant box

throughout this investigation.

[2 marks]

Question 2 continues on the next page

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Table 1 shows the results. box

Table 1

Potential difference
Number of blades
in volts
1 0.22

2 0.44

3 0.66

4 0.84

5 0.82

6 0.60

0 2 . 3 The student plotted a graph of number of blades against potential difference.

Two of the results are plotted on Figure 4.

Complete Figure 4.

You should:

• plot the data from Table 1

• draw a line of best fit.
[3 marks]

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Figure 4

0 2 . 4 Give two conclusions that can be made from the results of this investigation.
[2 marks]

Question 2 continues on the next page

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Many countries use wind turbines to generate electricity. box

Figure 5 shows the total maximum power output from all the wind turbines in the
world from 2008 to 2018.

Figure 5

0 2 . 5 Determine how many times greater the maximum power output from wind turbines
was in 2018 compared to 2008.
[2 marks]

Number of times greater =

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0 2 . 6 Demand for electricity increased between 2008 and 2018. box

Explain one environmental advantage of increasing the maximum power output from
wind turbines in the world.
[2 marks]

0 2 . 7 Give two disadvantages of using wind turbines to generate electricity.

[2 marks]

2
14

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0 3 A student investigated how the angle of reflection varies with the angle of incidence box

for light reflected in a plane mirror.

Table 2 shows the results of the investigation.

Table 2

Angle of incidence Angle of reflection

in degrees in degrees
15 16

30 32

45 44

60 60

75 73

0 3 . 1 Plan an investigation to obtain the results in Table 2.

You may include a diagram in your answer.

[6 marks]

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0 3 . 2 The angle of reflection should be equal to the angle of incidence.

Suggest two sources of error in the results.

[2 marks]

0 3 . 3 The student looked at herself in the mirror.

Give two properties of the image in the mirror.

[2 marks]

Question 3 continues on the next page

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0 3 . 4 The student then shone a ray of light onto a glass block. box

Figure 6 shows a ray of light incident on the glass block.

Figure 6

Complete Figure 6 to show the path of the ray of light through the block and then after
it leaves the block.
[3 marks] 13

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Turn over for the next question box

DO NOT WRITE ON THIS PAGE

ANSWER IN THE SPACES PROVIDED

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0 4 Figure 7 represents a lithium atom. box

Figure 7

0 4 . 1 Which symbol in Figure 7 represents the particle with the smallest mass?
[1 mark]
Tick () one box.

0 4 . 2 Which symbol in Figure 7 represents a positively charged particle?

[2 marks]
Tick () one box.

Give a reason for your answer.

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0 4 . 3 The lithium atom in Figure 7 becomes ionised. box

Draw a lithium ion in the space below.

[2 marks]

Question 4 continues on the next page

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0 4 . 4 The structure of the atom was discovered using an experiment where alpha particles box

were fired at thin gold foil.

Figure 8 shows three paths that alpha particles took.

The paths are labelled A, B and C.

Figure 8

Explain two conclusions about the structure of the atom from the paths of the alpha
particles shown in Figure 8.
[4 marks]

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0 5 A student investigated how the current in a series circuit varies with the number box

of resistors.

Figure 9 shows the circuit the student used.

Figure 9

The student connected a resistor between points A and B and recorded the reading
on the ammeter.

The student then recorded the reading on the ammeter when different numbers of
identical resistors were connected in series between points A and B.

0 5 . 1 Explain the relationship between the number of resistors in series and the total
resistance of the circuit.
[2 marks]

Question 5 continues on the next page

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Table 3 shows the results. box

Table 3

Number of Current in
resistors in series milliamps
1 600

2 300

3 200

4 150

5 120

0 5 . 2 The student concluded that the current in the circuit is inversely proportional to the
number of resistors.

Show that the student’s conclusion is correct.

[2 marks]

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0 5 . 3 The potential difference across the battery was 9.0 V. box

Determine the resistance of one resistor.

Use the Physics Equations Sheet and Table 3.

[4 marks]

Resistance = Ω

0 5 . 4 The student repeated the investigation but connected the resistors in parallel rather
than in series.

Explain the relationship between current and number of resistors when the resistors
are arranged in parallel.
[2 marks]

10

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ANSWER IN THE SPACES PROVIDED

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0 6 Ultraviolet radiation is a type of electromagnetic wave. box

0 6 . 1 Give two properties of all electromagnetic waves.

[2 marks]

Question 6 continues on the next page

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Table 4 shows the range of wavelengths for three types of ultraviolet radiation: box

UVC, UVB and UVA.

Table 4

Type of ultraviolet
UVC UVB UVA
radiation
Range of wavelengths
100–280 280–315 315–400
in nanometres

An ultraviolet lamp emits one type of ultraviolet radiation.

0 6 . 2 The ultraviolet light emitted by the lamp has a frequency of 1.2 × 1015 Hz.

wave speed = 3.0 × 108 m/s

Calculate the wavelength of this ultraviolet wave.

Use the Physics Equations Sheet.

[3 marks]

Wavelength = m

0 6 . 3 What type of ultraviolet light is emitted by the lamp?

Use your answer to Question 06.2 and Table 4.

[1 mark]
Tick () one box.

UVC

UVB

UVA

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0 6 . 4 Ultraviolet radiation can cause sunburn. box

Explain why UVC radiation is more damaging to human skin than UVA and UVB.

Use Table 4.
[2 marks]

Question 6 continues on the next page

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The Earth’s atmosphere absorbs some of the ultraviolet radiation emitted by the Sun. box

Figure 10 shows how the intensity of UVB varies with height above sea level.

Intensity of UVB is the energy per second that is incident on one metre squared.

Figure 10

0 6 . 5 Explain the trend shown in Figure 10.

[2 marks]

0 6 . 6 Determine the percentage increase in intensity of UVB between 2000 m and 3000 m
above sea level.
[3 marks]

Percentage increase = %

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A person who is skiing uses sun protection. box

0 6 . 7 Suggest why snow on the ground could increase the exposure of a person to UVB.
[1 mark]

0 6 . 8 Suggest two other factors that will affect the intensity of the UVB radiation that the
person is exposed to.
[2 marks]

16

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0 7 A student ran a 100 m race. box

Figure 11 shows the distance-time graph for the student.

Figure 11

0 7 . 1 The student reached a constant speed at 4.4 seconds.

Determine the constant speed of the student after 4.4 seconds.

[3 marks]

Constant speed = m/s

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0 7 . 2 As the speed of the student increased the air resistance acting on the box

student increased.

Explain why the student reached a constant speed.

Use ideas about forces in your answer.

[3 marks]

Question 7 continues on the next page

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0 7 . 3 Another student in the race decelerates from a maximum speed of 9.6 m/s to stop in a box

distance of 25 m.

The mass of the student is 75 kg.

Calculate the average resultant force on the student.

Give your answer to 2 significant figures.

Use the Physics Equations Sheet.

[6 marks]

12
Average resultant force (2 significant figures) = N

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0 8 The properties of a star depend on the mass of the star. box

0 8 . 1 A star with a much greater mass than the Sun leaves the main sequence.

Explain how the star will change during the rest of its life cycle.

You may include a diagram as part of your answer.

[6 marks]

Question 8 continues on the next page

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0 8 . 2 The mass of stars can be measured in solar masses. box

The Sun has a solar mass of 1.0

Table 5 shows the colours of three stars of different masses.

Table 5

Mass in solar
Colour of the star
masses
12.0 blue

1.0 yellow

0.45 red

Stars appear as different colours because they emit different amounts of light at
different wavelengths.

Figure 12 shows the intensity of different wavelengths of light for different

coloured stars.

Figure 12

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A blue star has a peak wavelength of 400 nm. box

Explain the relationship between the core temperature of a star and the peak
wavelength of light emitted by the star.
[3 marks]

END OF QUESTIONS

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ANSWER IN THE SPACES PROVIDED

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Question Additional page, if required.
number Write the question numbers in the left-hand margin.

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Question Additional page, if required.
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