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GCSE
PHYSICS
Higher Tier 2H

Practice Paper 2022 Time allowed: 1 hour 45 minutes

Materials
For this paper you must have:
• a ruler
For Examiner’s Use
• a calculator
• the periodic table Question Mark
1
Instructions
• Use black ink or black ball-point pen. 2
• Pencil should only be used for drawing. 3
• Fill in the boxes at the top of this page. 4
• Answer all questions in the spaces provided. Do not write
5
outside the box around each page or on blank pages.
• If you need extra space for your answer(s), use the lined pages at 6
the end of this book. Write the question number against your 7
answer(s). 8
• Do all rough work in this book. Cross through any work you do not want
9
to be marked.
• In all calculations, show clearly how you work out your answer. TOTAL

Information
• The maximum mark for this paper is 98.
• The marks for questions are shown in brackets.
• You are expected to use a calculator where appropriate.
You are reminded of the need for good English and clear presentation

@StudyHack_Edu @Study_Hack_Edu @Study_Hack_Edu

Q1.
The diagram below shows an unusually shaped container.

The container has four vertical tubes of different shape and size.

Water is poured into the container up to the level shown in tube 1.

(a) Complete the diagram above to show the height of the water in tubes 2, 3 and 4.
(1)

(b) The further a swimmer dives below the surface of the sea, the greater the pressure on the
swimmer.

Explain why.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(c) A person swims from a depth of 0.50 m to a depth of 1.70 m below the surface of the sea.

density of the sea water = 1030 kg/m3

gravitational field strength = 9.8 N/kg

Calculate the increase in pressure on the swimmer.

Give the unit.

Use an equation from the Physics Equation Sheet.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Page 2 of 28
 Increase in pressure = _____________________ Unit ____________
(4)
(Total 7 marks)

Q2.
The diagram below shows the apparatus a student used to investigate the reflection of light by a
plane mirror.

The student drew four ray diagrams for each angle of incidence.

The student measured the angle of reflection from each diagram.

The table below gives the student’s results.

Angle of reflection

Angle of incidence Test 1 Test 2 Test 3 Test 4

20° 19° 22° 20° 19°
30° 31° 28° 32° 30°
40° 42° 40° 43° 41°
50° 56° 49° 53° 46°

(a) For each angle of incidence, the angle of reflection has a range of values.

This is caused by an error.

What type of error will have caused each angle of reflection to have a range of values?

___________________________________________________________________
(1)

Page 3 of 28
 (b) Suggest what the student may have done during the investigation to cause each angle of
reflection to have a range of values.

___________________________________________________________________

___________________________________________________________________
(1)

(c) Estimate the uncertainty in the angle of reflection when the angle of incidence is 50°.

Show how you determine your estimate.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Uncertainty = ± _____________________ °
(2)

(d) The student concluded that for a plane mirror, the angle of incidence is equal to the angle
of reflection.

Explain whether you agree with this conclusion.

Use examples from the results in the table below in your answer.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(e) What extra evidence could be collected to support the student’s conclusion?

___________________________________________________________________

___________________________________________________________________
(1)

(f) State one change the student should make to the apparatus if he wants to use the same
method to investigate diffuse reflection.

___________________________________________________________________

___________________________________________________________________
(1)
(Total 8 marks)

Q3.
Figure 1 shows an exercise device called a chest expander. The three springs are identical.

Page 4 of 28
 Figure 1

A person pulls outwards on the handles and does work to stretch the springs.

(a) Complete the following sentence.

When the springs are stretched ___________ ___________ energy is stored in the
springs.
(1)

(b) Figure 2 shows how the extension of a single spring from the chest expander depends
on the force acting on the spring.

Figure 2

(i) How can you tell, from Figure 2, that the limit of proportionality of the spring has not
been exceeded?

______________________________________________________________

______________________________________________________________
(1)

(ii) Use data from Figure 2 to calculate the spring constant of the spring.
Give the unit.

______________________________________________________________

______________________________________________________________

______________________________________________________________

Page 5 of 28
 Spring constant = ___________ Unit ___________
(3)

(iii) Three identical resistors joined in parallel in an electrical circuit share the total
current in the circuit.

In a similar way, the three springs in the chest expander share the total force
exerted.

By considering this similarity, use Figure 2 to determine the total force exerted on
the chest expander when each spring is stretched by 0.25 m.

______________________________________________________________

______________________________________________________________

Total force = ___________ N

(2)

(c) The student in Figure 3 is doing an exercise called a chin-up.

Figure 3

Each time the student does one chin-up he lifts his body 0.40 m vertically upwards.
The mass of the student is 65 kg.
The student is able to do 12 chin-ups in 60 seconds.

Calculate the power developed by the student.

Gravitational field strength = 10 N/kg

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Power = ___________ W
(3)

Page 6 of 28
 (Total 10 marks)

Q4.
(a) Brown dwarf stars are thought to have been formed in the same way as other stars.
They are too small for nuclear fusion reactions to take place in them.
Brown dwarf stars emit infrared radiation but are not hot enough to emit visible light.

(i) Describe how a star is formed.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

(ii) Describe the process of nuclear fusion.

______________________________________________________________

______________________________________________________________

______________________________________________________________
(1)

(iii) Scientists predicted that brown dwarf stars existed before the first one was
discovered in 1995.

Suggest one reason why scientists are now able to observe and identify brown
dwarf stars.

______________________________________________________________

______________________________________________________________

______________________________________________________________
(1)

(b) In the 18th century some scientists suggested a theory about how the planets formed in
the Solar System. The theory was that after the Sun formed, there were cool discs of
matter rotating around the Sun. These cool discs of matter formed the planets. The
scientists thought this must have happened around other stars too.

(i) Thinking about this theory, what would the scientists have predicted to have been
formed in other parts of the Universe?

______________________________________________________________

______________________________________________________________
(1)

(ii) Since the 1980s scientists studying young stars have shown the stars to be
surrounded by cool discs of rotating matter.

What was the importance of these observations to the theory the scientists

Page 7 of 28
 suggested in the 18th century?

______________________________________________________________

______________________________________________________________
(1)

(c) The Earth contains elements heavier than iron.

Why is the presence of elements heavier than iron in the Earth evidence that the Solar
System was formed from material produced after a massive star exploded?

___________________________________________________________________

___________________________________________________________________
(1)
(Total 7 marks)

Q5.
A student investigated the refraction of light at the boundary between air and glass.

The photograph below shows the ray box used.

(a) The ray of light from the ray box should be as narrow as possible.

Explain why using a wider ray would give less accurate results than using a narrower ray.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Page 8 of 28
 ___________________________________________________________________
(2)

The graph below shows the results.

(b) Estimate the angle of refraction when the angle of incidence is 80°.

Show how you obtained your answer on the graph above.

Angle of refraction = _______________°

(2)

(c) Describe a method the student could have used to obtain the results shown in the graph
above.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Page 9 of 28
 ___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(6)

(d) The student repeated each measurement three times.

When the angle of incidence was 40° the three measured values for the angle of
refraction were

28° 25° 22°

Estimate the uncertainty in the angle of refraction when the angle of incidence was 40°.

Show how you determine your estimate.

___________________________________________________________________

___________________________________________________________________

Uncertainty = ± __________°
(2)

(e) What property of the light wave changes when it is refracted?

Tick (✓) one box.

Colour

Frequency

Velocity

(1)
(Total 13 marks)

Q6.
Figure 1 shows a piece of apparatus called a current balance.

Page 10 of 28
 Figure 1

When the switch is closed, the part of the wire labelled X experiences a force and moves
downwards.

(a) What is the name of the effect that causes the wire X to move downwards?

___________________________________________________________________
(1)

(b) Suggest one change you could make to the apparatus in Figure 1 that would increase the
size of the force that wire X experiences.

___________________________________________________________________
(1)

(c) Figure 2 shows how a small weight placed on the insulating bar makes the wire X go
back and balance in its original position.

Figure 2

The wire X is 5 cm long and carries a current of 1.5 A.

The small weight causes a clockwise moment of 4.8 × 10−4 Nm.

Calculate the magnetic flux density where the wire X is positioned

Give the unit.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Page 11 of 28
 ___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Magnetic flux density = _____________ Unit _____________

(6)
(Total 8 marks)

Q7.
(a) The stopping distance of a vehicle is made up of two parts, the thinking distance and the
braking distance.

(i) What is meant by thinking distance?

______________________________________________________________

______________________________________________________________
(1)

(ii) State two factors that affect thinking distance.

1. ____________________________________________________________

______________________________________________________________

2. ____________________________________________________________

______________________________________________________________
(2)

(b) A car is travelling at a speed of 20 m/s when the driver applies the brakes. The car
decelerates at a constant rate and stops.

(i) The mass of the car and driver is 1600 kg.

Calculate the kinetic energy of the car and driver before the brakes are applied.

______________________________________________________________

______________________________________________________________

______________________________________________________________

Kinetic energy = _________________________ J

(2)

(ii) How much work is done by the braking force to stop the car and driver?

Work done = _________________________ J

(1)

(iii) The braking force used to stop the car and driver was 8000 N.

Page 12 of 28
 Calculate the braking distance of the car.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

Braking distance = _________________________ m

(2)

(iv) The braking distance of a car depends on the speed of the car and the braking force
applied.

State one other factor that affects braking distance.

______________________________________________________________

______________________________________________________________
(1)

(v) Applying the brakes of the car causes the temperature of the brakes to increase.

Explain why.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

(c) Hybrid cars have an electric engine and a petrol engine. This type of car is often fitted
with a regenerative braking system. A regenerative braking system not only slows a car
down but at the same time causes a generator to charge the car’s battery.

State and explain the benefit of a hybrid car being fitted with a regenerative braking
system.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)
(Total 14 marks)

Page 13 of 28
Q8.
Quantities in physics are either scalars or vectors.

(a) Use the correct answers from the box to complete the sentence.

acceleration direction distance speed time

Velocity is __________________________ in a given ________________ .

(2)

(b) Complete the table to show which quantities are scalars and which quantities are vectors.

Put one tick ( ) in each row.

The first row has been completed for you.

Quantity Scalar Vector

Momentum

Acceleration

Distance

Force

Time
(3)

(c) The diagram shows two supermarket trolleys moving in the same direction.

Trolley A is full of shopping, has a total mass of 8 kg and is moving at a velocity of 2 m / s

with a kinetic energy of 16 J.

Trolley B is empty, has a mass of 4 kg and is moving at a velocity of 0.5 m / s with a

kinetic energy of 0.5 J.

(i) Calculate the momentum of both trolley A and trolley B.

Give the unit.

______________________________________________________________

______________________________________________________________

Page 14 of 28
 Momentum of trolley A = _______________

Momentum of trolley B = _______________

Unit __________
(4)

(ii) The trolleys in the diagram collide and join together. They move off together.

Calculate the velocity with which they move off together.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

Velocity = _______________ m / s
(3)

(iii) In a different situation, the trolleys in the digram move at the same speeds as
before but now move towards each other.

Calculate the total momentum and the total kinetic energy of the two trolleys before
they collide.

______________________________________________________________

______________________________________________________________

Total momentum = _________________

______________________________________________________________

______________________________________________________________

Total kinetic energy = _______________ J

(2)
(Total 14 marks)

Q9.
A student investigated the behaviour of springs. She had a box of identical springs.

(a) When a force acts on a spring, the shape of the spring changes.

The student suspended a spring from a rod by one of its loops. A force was applied to the
spring by suspending a mass from it.

Figure 1 shows a spring before and after a mass had been suspended from it.

Figure 1

Before After

Page 15 of 28
 (i) State two ways in which the shape of the spring has changed.

1. ____________________________________________________________

2. ____________________________________________________________
(2)

(ii) No other masses were provided.

Explain how the student could test if the spring was behaving elastically.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

(b) In a second investigation, a student took a set of measurements of force and extension.

Her results are shown in Table 1 .

Table 1

Force in newtons 0.0 1.0 2.0 3.0 4.0 5.0 6.0

Extension in cm 0.0 4.0 12.0 16.0 22.0 31.0

(i) Add the missing value to Table 1.

Explain why you chose this value.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(3)

Page 16 of 28
 (ii) During this investigation the spring exceeded its limit of proportionality.

Suggest a value of force at which this happened.

Give a reason for your answer.

Force = _________________ N

Reason _______________________________________________________

______________________________________________________________

______________________________________________________________
(2)

(c) In a third investigation the student:

• suspended a 100 g mass from a spring

• pulled the mass down as shown in Figure 2

• released the mass so that it oscillated up and down

• measured the time for 10 complete oscillations of the mass

• repeated for masses of 200 g, 300 g and 400 g.

Figure 2

Her results are shown in Table 2.

Table 2

Time for 10 complete oscillations in

seconds

Page 17 of 28
 Mass in g Test 1 Test 2 Test 3 Mean

100 4.34 5.20 4.32 4.6

200 5.93 5.99 5.86 5.9

300 7.01 7.12 7.08 7.1

400 8.23 8.22 8.25 8.2

(i) Before the mass is released, the spring stores energy.

What type of energy does the spring store?

Tick ( ) one box.

Tick ( )

Elastic potential energy

Gravitational potential
energy

Kinetic energy
(1)

(ii) The value of time for the 100 g mass in Test 2 is anomalous.

Suggest two likely causes of this anomalous result.

Tick ( ) two boxes.

Tick ( )

Misread stopwatch

Pulled the mass down too far

Timed half oscillations, not complete

oscillations

Timed too few complete oscillations

Timed too many complete oscillations

(2)

(iii) Calculate the correct mean value of time for the 100 g mass in Table 2.

______________________________________________________________

______________________________________________________________

Mean value = __________________ s

(1)

Page 18 of 28
(iv) Although the raw data in Table 2 is given to 3 significant figures, the mean values
are correctly given to 2 significant figures.

Suggest why.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

(v) The student wanted to plot her results on a graph. She thought that four sets of
results were not enough.

What extra equipment would she need to get more results?

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)
(Total 17 marks)

Page 19 of 28
Mark schemes

Q1.
(a) all heights drawn the same as tube 1
judge by eye
1

(b) increasing depth increases the height / mass / volume (of the water column) above
the swimmer
allow more water above (the swimmer)
more water is insufficient
1

increasing the weight / force (of water) acting on the swimmer

1

(c) increase in depth = 1.2 (m)

1

(Δ) p = 1.2 × 1030 × 9.8

allow either 0.50 or 1.70 for 1.2
1

(Δ) p = 12112.8
allow a correctly rounded answer
allow a correct calculation using either 0.50 or 1.70
1

pascals or Pa
do not accept pa
allow N/m2
1
an answer of 12 112.8 scores 3 marks
[7]

Q2.
(a) random
human error is insufficient
1

(b) accept any practical suggestion that could cause a range of values
e.g. misjudging the centre of the ray
e.g. not replacing mirror / ray box in the same position
measuring the angle incorrectly is insufficient
moving the mirror / ray box is insufficient
1

(c) range = 10
or
mean of 51 calculated
1

5(°)
an answer of 5(°) scores 2 marks

Page 20 of 28
 1

(d) within experimental accuracy the angle of incidence and the angle of reflection are
the same
allow the angle of incidence is nearly the same as the
angle of reflection

or
the angle of reflection is usually different to the angle of incidence
allow only a few of the values are the same / similar
allow the idea of a range of values
1

relevant use of data

e.g.
at 20° / 30° / 40° there is at least one measurement of angle of reflection that is
exactly the same
or
at 50° there are big differences
allow 50° includes anomalous results
an answer in terms of calculated mean(s) may score
both marks
e.g.
mean calculated for one or more angle of reflection (1)
conclusion correctly stating angle i = / ≠ angle r (1)
1

(e) results could be collected for angles (of incidence) not yet measured
allow a stated angle of incidence e.g. 10° or 60°
changing the mirror is insufficient
ignore repeat the measurements
1

(f) replace the mirror with an irregular reflecting surface

allow use an irregular reflecting surface
replace mirror with paper is insufficient
do not accept use a glass block
1
[8]

Q3.
(a) elastic potential
1

(b) (i) line is straight

accept line does not curve
1

(ii) 400
allow 1 mark for correct substitution of any pair of numbers
correctly taken from the graph e.g.160 = k × 0.40
2

newtons per metre or N/m

if symbols are used they must be correct
1

Page 21 of 28
 (iii) 300
allow 1 mark for correctly obtaining force on 1 spring = 100N
2

(c) 52
allow 2 marks for calculating change in gpe for 1 chin-up as 260
(J) or for 12 chin-ups as 3120 (J)
an answer 4.3 gains 2 marks
allow 1 mark for correct substitution into gpe equation ie gpe = 65
× 10 × 0.4 (× 12)
or
correct use of power equation with an incorrect value for energy
transferred
3
[10]

Q4.
(a) (i) (enough) dust and gas (from space) is pulled together
accept nebula for dust and gas
accept hydrogen for gas
accept gas on its own
dust on its own is insufficient
mention of air negates this mark
1

by:
gravitational attraction
or
gravitational forces
or
gravitaty
ignore any (correct) stages beyond this
1

(ii) joining of two (atomic) nuclei (to form a larger one)

do not accept atoms for nuclei
1

(iii) more sensitive astronomical instruments / telescopes

or
infrared telescopes developed
accept better technology
more knowledge is insufficient
1

(b) (i) (other) planets / solar systems

do not accept galaxy
moons is insufficient
1

(ii) provided evidence to support theory

accept proves the theory
1

Page 22 of 28
 (c) elements heavier than iron are formed only when a (massive) star explodes
accept materials for elements
accept supernova for star explodes
accept stars can only fuse elements up to (and including) iron
1
[7]

Q5.
(a) it is harder to judge where the centre of a wider ray is
1

causing a larger uncertainty (in the measurements)

allow increasing random errors (in the measurements)
1

(b) line of best fit drawn and extrapolated to 80 degrees

1

41 (degrees)
allow 40 to 43 (degrees)
1

(c) Level 3: The design/plan would lead to the production of a valid outcome. All key
steps are identified and logically sequenced.
5−6

Level 2: The design/plan would not necessarily lead to a valid outcome. Most steps
are identified, but the method is not fully logically sequenced.
3−4

Level 1: The design/plan would not lead to a valid outcome. Some relevant steps
are identified, but links are not made clear.
1−2

No relevant content
0

Indicative content:

• place a glass block on a piece of paper

• draw around the glass block
• use the ray box to shine a ray of light through the glass block
• mark the ray of light entering the glass block
• mark the ray of light emerging from the glass block
• join the points to show the path of the complete ray through the block
• and draw a normal line at 90 degrees to the surface
• use a protractor to measure the angle of incidence
• use a protractor to measure the angle of refraction
• use a ray box to shine a ray of light at a range of different angles (of
incidence)
• increase the angle of incidence in 10 degree intervals
• from an angle of incidence of 10 degrees to an angle of incidence of 70
degrees.

allow use of optical pins instead of a ray box

Page 23 of 28
 (d) = 25
1

3 (degrees)
allow alternative method
28 – 22 = 6 (1)
= 3 (degrees) (1)
1

(e) Velocity
1
[13]

Q6.
(a) motor effect
1

(b) increase the strength of the magnet

or

increase the current

1

(c) 4.8 × 10−4 = F × 8 × 10−2

1

F = 6 × 10−3 (N)
1

6 × 10−3 = B × 1.5 × 5 × 10−2

1

B=
1

B = 8 × 10−2 or 0.08
1
allow 8 × 10 or 0.08 with no working shown for 5 marks
−2

a correct method with correct calculation using an incorrect value

of F gains 3 marks

Tesla
accept T
1
do not accept t
[8]

Q7.
(a) (i) distance vehicle travels during driver’s reaction time
accept distance vehicle travels while driver reacts
1

Page 24 of 28
 (ii) any two from:

• tiredness

• (drinking) alcohol

• (taking) drugs

• speed

• age
accept as an alternative factor distractions, eg using a mobile
phone
2

(b) (i) 320 000

allow 1 mark for correct substitution, ie × 1600 × 202 provided

no subsequent step shown
2

(ii) 320000 or their (b)(i)

1

(iii) 40

or

correctly calculated
allow 1 mark for statement work done = KE lost
or
allow 1 mark for correct substitution, ie
8000 × distance = 320 000 or their (b)(ii)
2

(iv) any one from:

• icy / wet roads

accept weather conditions

• (worn) tyres

• road surface

• mass (of car and passengers)

accept number of passengers

• (efficiency / condition of the) brakes

1

(v) (work done by) friction

(between brakes and wheel)
do not accept friction between road and tyres / wheels
1

(causes) decrease in KE and increase in thermal energy

Page 25 of 28
 accept heat for thermal energy accept
KE transferred to thermal energy
1

(c) the battery needs recharging less often

accept car for battery
1

or
increases the range of the car
accept less demand for other fuels or lower emissions or lower
fuel costs
environmentally friendly is insufficient

as the efficiency of the car is increased

accept it is energy efficient
1

the decrease in (kinetic) energy / work done charges the battery (up)
accept because not all work done / (kinetic) energy is wasted
1
[14]

Q8.
(a) speed
must be in correct order
1

direction
1

(b)
Quantity Scalar Vector

Momentum

Acceleration

Distance

Force

Time

any three correct scores 2 marks

any two correct scores 1 mark
only one correct scores zero
3

(c) (i) 16 and 2

16 or 2 scores 2 marks
allow 1 mark for correct substitution, ie
8×2
or

Page 26 of 28
 4 × 0.5
3

kg m / s or N s
1

(ii) 1.5 (m / s)
or
their pA + pB = 12 × v correctly calculated
allow 2 marks for correct substitution, ie
18 = 12 × v
or
their pA + pB = 12 × v
18 or their pA + pB scores 1 mark if no other mark awarded
3

(iii) 14 (kg m / s)
or
their pA - pB
1

16.5 (J)
1
[14]

Q9.
(a) (i) any two from:

• length of coils increased

• coils have tilted
• length of loop(s) increased
• increased gap between coils
• spring has stretched / got longer
• spring has got thinner
2

(ii) remove mass

accept remove force / weight
1

observe if the spring returns to its original length / shape (then it is behaving
elastically)
1

(b) (i) 8.0 (cm)

1

extension is directly proportional to force (up to 4 N)

for every 1.0 N extension increases by 4.0 cm (up to 4 N)

evidence of processing figures eg 8.0 cm is half way between 4.0 cm and 12.0
cm
1

allow spring constant (k) goes from to

1

Page 27 of 28
 (ii) any value greater than 4.0 N and less than or equal to 5.0 N
1

the increase in extension is greater than 4 cm per 1.0 N (of force) added
dependent on first mark
1

(c) (i) elastic potential energy

1

(ii) misread stopwatch

1

timed too many complete oscillations

1

(iii) 4.3 (s)

accept 4.33 (s)
1

(iv) stopwatch reads to 0.01 s

1

reaction time is about 0.2 s

or
reaction time is less precise than stopwatch
1

(v) use more masses

1

smaller masses eg 50 g
not exceeding limit of proportionality
1
[17]

Page 28 of 28