AQA GCSE Trilogy Physics Paper 2 Higher June 2025 question paper 8464/P/2H

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

Figure 1 shows a dog-sled team.

Use the Physics Equations Sheet to answer questions 01.1 and 01.2.

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

What does the gradient of the graph in Figure 2 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.

A pair of sunglasses has lenses that absorb all ultraviolet and some visible light.

Ultraviolet and visible light are both transverse waves.

What is meant by ‘transverse waves’?

Ultraviolet can cause sunburn and eye damage.

Give one other risk to health from exposure to ultraviolet.

Complete the sentence.

Compared with the wavelength of visible light, the wavelength of ultraviolet

A wave of visible light has a frequency of 6.25 × 10¹⁴ Hz.

Calculate the wavelength of this light.

Use the Physics Equations Sheet.

Give your answer in nanometres (nm).

A ray of visible light incident on the lens in a pair of sunglasses is refracted.

Figure 3 shows a wave front diagram for visible light incident on the lens.

For each wave front, one end of the wave front enters the lens before the other end.

Explain why the light refracts as it enters the lens.

Figure 4 shows a ray of visible light incident on glass.

The angle of incidence is 45°.

The angle of refraction of the ray in the glass is 28°.

Complete the ray diagram in Figure 4 to show the path of the ray in the glass.

You should:

• draw the normal line

• draw the refracted ray in the glass.

You do not need to draw the ray leaving the glass.

When there is a current in a wire, there is a magnetic field around the wire.

Figure 5 shows a wire passing through a piece of card.

There is a current in the wire.

Draw two magnetic field lines on the card in Figure 5 to show the magnetic field pattern around the wire.

A student positioned a straight wire in the magnetic field between two magnets.

The wire was perpendicular to the magnetic field.

There was a current of 0.56 A in the wire.

The magnetic force on the wire was 2.1 mN.

The length of wire in the magnetic field was 0.050 m.

Calculate the magnetic flux density of the magnetic field between the magnets.

Use the Physics Equations Sheet.

Give the unit.

The student replaced the straight wire with a loop of wire.

The loop of wire was on an axle so that the loop could rotate.

The student connected the loop of wire to a battery and a switch.

Figure 6 shows the apparatus.

When the switch is closed, magnetic forces on the loop make the loop begin to rotate.

Explain how.

You should refer to side A and side B of the loop of wire in Figure 6.

A student used a temperature probe to measure the temperature of melting ice.

This is the method used.

1. Place the temperature probe in iced water and record the temperature.

2. Remove the probe from the iced water and allow the probe to return to

room temperature.

3. Repeat steps 1 and 2 four more times.

The measurements were:

–0.5 °C +0.2 °C –0.3 °C +0.5 °C +0.1 °C

What type of error is shown by the measurements?

Determine the uncertainty in the measurements.

The student investigated how the colour of an object affects the rate of change of

temperature of the object.

This is the method used.

1. Make two identical cubes using clay.

2. Paint one cube black and paint one cube white.

3. Push a temperature probe into the centre of each cube.

4. Place the cubes 10 cm from an infrared heater.

5. Record the temperature of each cube every two minutes.

Table 1 shows the results for the white cube.

Complete Figure 7.

You should:

• use a suitable scale for the y-axis

• plot the data from Table 1

• draw a line of best fit.

The data for 10 minutes and 12 minutes have been plotted for you.

The temperature of the black cube increased from 18 °C to 63 °C in the first 2.0 minutes.

Calculate the average rate of change of temperature of the black cube in the first 2.0 minutes.

Give your answer in °C/s.

The student made two observations:

1. The rate of change of temperature was initially greater for the black cube than for the white cube.

2. After a few minutes, both cubes stopped changing temperature.

Explain the student’s observations.

You should refer to the absorption and emission of radiation from the surfaces of the cubes.

A triathlon race consists of swimming, cycling and running.

One athlete in a triathlon swims at a speed of 1.5 m/s.

How does the athlete’s swimming speed compare with the typical speed of a person walking?

Tick () one box.

Figure 8 shows a speed–time graph for the athlete for the whole triathlon.

The cycling part of the race was on a straight road.

The work done by the forward force on the bicycle was 110 000 J.

Determine the mean forward force on the bicycle.

Use the Physics Equations Sheet.

Figure 8 is repeated below.

The first part of the run was on a circular track.

The time taken for the athlete to run round the track was 100 s.

Describe the velocity of the athlete during the first 100 s of the run.

Use Figure 8.

After running round the track once, the rest of the run was on a straight, horizontal road.

Explain how Figure 8 shows that the magnitude of the deceleration of the athlete increased.