AQA GCSE Trilogy Physics Paper 2 Foundation June 2025 question paper 8464/P/2F

Figure 1 shows a person about to dive from a high platform into a pool of water.

The person dived from the platform into the water.

The time taken between the person leaving the platform and entering the water was measured by four people.

The measurements were:

2.1 s 1.9 s 1.3 s 2.0 s

Which measurement is anomalous?

Tick () one box.

Air resistance acted on the person during the dive.

Figure 2 shows the person moving vertically downwards.

Which arrow on Figure 2 shows the direction of the air resistance acting on the person?

Tick () one box.

Air resistance is a contact force.

Which force is also a contact force?

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What happened to the size of the air resistance force as the speed of the person increased?

After entering the water, the person decelerated for a time of 0.35 s.

The deceleration of the person was 60 m/s².

Calculate the change in velocity of the person.

Use the equation:

change in velocity = deceleration × time

The mass of the person was 75 kg.

Calculate the resultant force on the person when the deceleration was 60 m/s².

Use the equation:

resultant force = mass × deceleration

Food colouring can be used to change the colour of water.

A student investigated how the colour of water affects the time taken for the water to cool.

This is the method used.

1. Put 200 cm³ of hot water into a conical flask.

2. Add four drops of food colouring to the water.

3. Place a digital thermometer in the water.

4. Start a timer when the temperature of the water is 80.0 °C.

5. Record the time taken for the water to cool to 65.0 °C.

6. Repeat steps 1 to 5 using different colours of food colouring.

Figure 3 shows the apparatus.

What was the independent variable in this investigation?

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Which of the following was a control variable in this investigation?

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What equipment should have been used to make sure 200 cm³ of water was put in the conical flask?

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The student also tested water with no food colouring.

The temperature of the water changed from 80.0 °C to 65.0 °C in a time of 5.0 minutes.

Calculate the average rate of change of temperature of the water.

Use the equation:

Table 1 shows the results for the different coloured water.

Complete Figure 4.

You should:

• label the y-axis

• add a scale to the y-axis

• draw bars for the green water and the violet water.

In the visible spectrum, orange light is between red light and yellow light.

Estimate the rate of change of temperature if orange food colouring was used.

Use Table 1.

Complete the sentence.

Choose the answer from the box.

The results show that the colour of the water affects the rate at which the

Complete the sentence.

Choose the answer from the box.

The water in each conical flask cools down because the electromagnetic radiation

A student went on a cycling journey that lasted for three days.

The student recorded information about the journey using a cycling app on a mobile phone.

At the start of the journey, the student travelled along a straight road to a road junction.

A map on the cycling app showed the road.

Figure 5 shows the map.

The scale of the map is 1 cm: 20 m

Calculate the distance travelled by the student between the start and the

road junction.

Use Figure 5.

The bicycle had a mass of 15 kg.

gravitational field strength = 9.8 N/kg

Calculate the weight of the bicycle.

Use the equation:

weight = mass × gravitational field strength

Figure 6 shows a velocity–time graph for a downhill part of the journey.

The gradient of the graph represents acceleration.

How does Figure 6 show that the acceleration was constant?

As the student accelerated downhill, the forward force on the student was 250 N.

The work done by the forward force was 4500 J.

Calculate the distance travelled as the student accelerated downhill.

Use the equation:

Most of the roads on the journey were not straight.

Figure 7 shows a map of the route taken for the whole journey.

The line in Figure 7 represents the total distance travelled when the student reached the end of the journey.

How does the total distance travelled compare with the magnitude of the displacement of the student from the start?

Tick () one box.

Why is distance a scalar quantity?

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Figure 8 shows the distance travelled by the student each day.

Calculate the total distance travelled by the student.

Use Figure 8.

A student uses a special pen to write notes on an electronic tablet.

There is a bar magnet inside the pen and a bar magnet inside the tablet.

Figure 9 shows the pen and tablet being held together by the magnets.

The bar magnets in the tablet and pen attract each other.

What name is given to pole X and to pole Y in Figure 9 ?

Give the reason for your answer.

A student investigated the maximum distance from where the pen moves back to

the tablet.

This is the method used.

1. Place the edge of the tablet at 0 cm on a ruler.

2. Place the pen 0.5 cm away from the tablet.

3. Release the pen.

4. If the pen moves to the tablet, repeat steps 2, 3 and 4 using a greater distance.

5. Record the greatest distance from where the pen moves back to the tablet.

Figure 10 shows the apparatus.

The student repeated the investigation.

The distances recorded by the student were:

4.0 cm 3.5 cm 4.0 cm 3.5 cm 4.5 cm

What was the range of distances recorded by the student?

Calculate the mean of the distances recorded by the student.

Complete the sentence.

Choose the answer from the box.

Repeating and calculating a mean reduces the effect

Describe how the size of the magnetic force on the pen changed as the pen was moved away from the tablet.

What material could the magnet in the pen be made of?

Tick () one box.

The student used four plotting compasses to show the magnetic field pattern around the pen.

Figure 11 shows the pen and the outline of the plotting compasses.

Draw one arrow inside each compass on Figure 11 to show which direction the compass needle points.

One arrow has been drawn for you.

Some homes are connected to the internet using satellites.

Electromagnetic waves are used to transmit data between Earth and the satellites.

Which electromagnetic waves are used to transfer data between Earth and satellites?

Tick () one box.

Which of the following electromagnetic waves has the greatest frequency?

Tick () one box.

What is meant by the ‘period of a wave’?

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Data is transmitted to the satellites by electromagnetic waves with a frequency of 48 GHz.

Calculate the period of waves with a frequency of 48 GHz.

Use the Physics Equations Sheet.

Choose the unit from the box.

The satellites receive and transmit data using electromagnetic waves with different frequencies.

Give one property that is the same for electromagnetic waves with different frequencies.

Most homes are connected to the internet using cables.

Suggest one reason why homes in some areas of the UK are connected to the internet by satellites.

In a dog-sled race, a team of dogs pull on a rope attached to a sled.

Figure 12 shows a dog-sled team.

Use the Physics Equations Sheet to answer questions 06.1 and 06.2.

What equation links distance travelled, speed and time?

Tick () one box.

The longest dog-sled race in the world covers a distance of 1 500 000 m.

One team finished the race in a time of 670 000 s.

Calculate the average speed of this team during the race.

At the start of the race, 6 dogs pulled on the rope.

The average forward force on the sled from each dog was 370 N.

The backwards force on the sled from friction was 520 N.

Calculate the resultant force on the sled.

Figure 13 shows a distance–time graph for the sled at the start of the race.

What does the gradient of the graph in Figure 13 represent?

Later in the race, the sled moved at a constant speed along a flat, horizontal path.

What was the relationship between the size of the horizontal forces acting when the sled moved at a constant speed?

Tick () one box.

The rope exerted a force on the sled when the sled was moving.

What is the Newton’s Third Law pair to the force of the rope on the sled?

Tick () one box.

The stopping distance of a car is affected by the condition of the brakes and tyres.

A car is being driven around a corner when the driver sees some roadworks.

The driver applies the brakes when the car is 24 m away from the roadworks.

The velocity of the car changes from 18 m/s to 0 m/s.

Calculate the constant deceleration needed to stop the car in a distance of 24 m.

Use the Physics Equations Sheet.

As a safety measure, the speed limit on the road was reduced.

Explain how the safety of road users is affected by:

• the condition of the brakes and tyres

• reduced speed.

You should refer to thinking distance and braking distance.

Two identical cars were driven along a straight, level road.

One car had a greater speed than the other car.

The driver of each car applied the brakes until the cars stopped.

Both cars travelled the same distance while braking.

Explain how braking from a greater speed affected the risk of the brakes overheating.