OCR GCSE Physics A (Gateway) Paper 3 Higher June 2022 question paper J249/03

A current of 2 A flows in a circuit.

How much charge is transferred in 3 minutes? Use the Data Sheet.

A 1.5 C

B 6.0 C

C 120 C

D 360 C

A student draws the magnetic field lines between the poles of two magnets.

Which magnetic field line diagram is correct?

A student of mass 65 kg climbs a flight of 50 steps. Each step is 0.30 m high.

What is the gravitational potential energy gained by the student?

Use the equation: potential energy = mass × height × gravitational field strength

Gravitational field strength = 10 N / kg.

A 195 J

B 9750 J

C 19 500 J

D 975 000 J

A student holds a balloon near a narrow stream of water from a tap. The water is attracted to the balloon.

Why does this happen?

A The water and the balloon are both negatively charged.

B The water and the balloon are both positively charged.

C The water and the balloon are not charged.

D The water is positively charged and the balloon is negatively charged.

The graph shows how a copper wire behaves when it is stretched.

Which row in the table describes part P and part Q on the graph?

A student heats a substance steadily from a solid to a gas. The temperature change is recorded on the graph.

Which section of the graph is where the specific latent heat of vaporisation is used to calculate the energy needed for this change of state?

A decorator uses a screwdriver as a lever to open a tin of paint. The edge of the tin acts as a

What is the clockwise moment of the screwdriver about the pivot? Use the Data Sheet.

A 5.0 Nm

B 45 Nm

C 46 Nm

D 500 Nm

A student sets up four arrangements, A, B, C and D, using identical fixed resistors.

Which arrangement has the lowest resistance?

The diagram shows when a hydraulic machine uses a liquid to transmit a force. When piston X is pressed, the force is transmitted and piston Y moves.

The area of piston X is 4.0 cm² and the area of piston Y is 20 cm².

Piston X is pressed with a force of 10 N. What is the force produced at piston Y?

A 2.0 N

B 40 N

C 50 N

D 200 N

There are 1609 m in a mile. Which of these is approximately the same speed as 56 miles per hour?

A 25 m / s

B 29 m / s

C 52 m / s

D 90 m / s

Two forces, of magnitude 40 N and 60 N, act on an object.

A student draws a scale-diagram to determine the net force F acting on the object.

What is the net force F acting on the object?

A 7.2 N

B 20 N

C 72 N

D 100 N

Velocity–time graphs are drawn for four different objects.

Which object has the largest displacement?

An object floating in water experiences an upwards force.

What causes this upwards force on the object?

A Pressure at the top of the object is greater than at the bottom of the object.

B Pressure at the top of the object is less than at the bottom of the object.

C The density of the object is greater than the density of the water.

D The weight of the water displaced is less than the weight of the object.

A submarine travels to the bottom of an ocean. The ocean is 2.5 km deep and the density of the sea water is 1020 kg / m³.

What is the water pressure on the submarine at the bottom of the ocean?

Use the Data Sheet.

Gravitational field strength = 10 N / kg.

A 2.55 kPa

B 25.5 kPa

C 2.55 MPa

D 25.5 MPa

Two students decide to determine the mean speed of cars passing outside their school.

Describe how the students will take the measurements they need to be able to calculate the mean speed of a car.

The students also investigate the motion of two battery-powered toy cars, A and B. The velocity–time graph shows their results.

Which toy car, A or B, has the greater acceleration? Explain your answer.

Car........

Reason........

Use the graph to calculate the acceleration of car B.

Acceleration =........ m / s²

Both cars have the same mass.

Suggest why it takes different amounts of time for them to reach their top speeds.

Calculate the current in the circuit when the switch is open. Use the Data Sheet.

State the potential difference across the resistor when the switch is open.

The switch is now closed.

Describe how the current through the resistor changes. Explain your answer.

Describe how the potential difference across the resistor changes. Explain your answer.

State the potential difference across the lamp when the switch is closed.

18* Two students, P and Q, investigate how the resistance of wire varies with its length. Each student uses different lengths of the same wire and the same equipment for their experiment.

• Table 18.1 shows the data that student P obtained.

• Table 18.2 shows the data that student Q obtained.

Table 18.1

Student P data

Length of wire (cm)	Resistance Trial 1 ()	Resistance Trial 2 ()	Mean resistance ()	Resistance per unit length ( / cm)
10	12	20	16	1.6
15	25	30	28	1.9
19	21	29	25	1.32

Table 18.2

Student Q data

Length of wire (cm)	Resistance Trial 1 ()	Resistance Trial 2 ()	Mean resistance ()	Resistance per unit length ( / cm)
10.0	11.0	11.2	11.1	1.10
20.0	19.8	20.2	20.0	1.00
30.0	33.0	33.2	33.1	1.10
40.0	48.0	48.4	48.2	1.20
50.0	55.1	55.5	55.3	1.10

The manufacturer of the wire states that the value for its resistance per unit length is 1.2 / cm.

Compare the data recorded in the two tables. Explain which student’s data is the most accurate and precise.

Between 1908 and 1913, two scientists did experiments to help understand the structure of atoms. The diagram shows how the scientists fired alpha particles at a thin piece of gold foil and detected what happened to these particles.

The scientists detected that a very small number of particles reflected directly back, some particles were deflected, and most particles passed straight through the foil.

Describe the model of the atom following these observations.

Explain why the previous model of the atom needed to change after this experiment.

A classroom contains air particles. A drawing of the classroom is shown in the diagram.

Calculate the volume of the classroom.

The density of air is 0.012 kg / m³. (ii) Calculate the mass of air in the classroom.

Use the equation: density = mass / volume

Two skaters are standing, at rest, opposite each other on an ice rink.

Skater A has a mass of 40 kg and skater B has a mass of 50 kg.

40 kg 50 kg

Skater A pushes against skater B with a force of 30 N.

What does Newton’s third law tell us about the force that skater A experiences from skater B ?

Calculate the acceleration of skater B when they are pushed with the force of 30 N.

Use the equation: force = mass × acceleration

Acceleration =........ m / s²

State the total momentum of both skaters before skater A pushes skater B.

After pushing skater B, skater A has a velocity of 2 m / s.

Calculate the momentum of skater A.

Use the equation: momentum = mass × velocity

Momentum =........ kg m / s

Calculate the velocity of skater B after being pushed by skater A.

Velocity =........ m / s

A student investigates a simple electric motor as shown in the diagram.

Suggest why the coil turns when a current flows.

In which direction will this motor turn? State the name of the rule you used to work this out.

Direction........

Name of rule........

Suggest two ways in which the size of the force on the coil could be increased.

Explain why the student found it difficult to measure the extensions shown in the table.

Suggest how the student could change the experiment to produce extensions that are easier to measure.

The graph shows these results.

One point has been incorrectly plotted.

Describe the relationship between the number of springs in parallel and their extension.

Use the graph to calculate the spring constant for a single spring.

Use the equation: force exerted by a spring = extension × spring constant

Spring constant =........ N / m

A manufacturer has a choice of three different springs to use in a mattress for a bed as shown in the table.

Explain which mattress spring, R, S, or T, compresses the most when a person lies on it.

Mattress spring........

Reason........

A student drops a piece of metal and a small magnet through a vertical copper tube. They record the time taken for each object to pass through the tube.

The diagram shows how they set up the experiment.

The student records their results in a table.

Calculate the mean time that the magnet takes to pass through the copper tube.

The student has made a mistake when recording their results in the table.

Identify the mistake and suggest a correction.

Mistake:........

Correction:........

The student claims that their data shows that their experiment is reproducible. Explain if the student is correct.

Why did the student repeat their experiment 5 times and calculate a mean?

Calculate how many times longer it took the magnet to fall compared to the piece of metal.

Number of times longer:........

Calculate the mean speed of the metal through the copper tube.

Write your answer to 2 significant figures.

Use the equation: distance travelled = speed × time

Mean speed =........ m / s

Explain why the magnet took longer to fall than the piece of metal.

Include ideas about electromagnetic induction in your answer.

The diagram shows a free-body force diagram for when the magnet is at a point in the middle of the tube.

Explain the motion of the magnet.