IGCSE物理-真题0625_s03_qp_3

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IG物理实验卷6的常见问题总结

IG物理实验卷6的常见问题总结IG物理实验卷常见问题总结IG物理实验6卷，历年题型变化不是很大，有些同类型的实验问题及答案比较固定，下面就对这些问题进行总结：1. state the property of the line that indicate X is directly proportional to Y(1) straight line (2) through origin2. determining the refractive index of materialSuggest one precaution that you would take in this experiment to obtain readings that are as accurate as possible(1) pins well spaced (2) ensure pins vertical (3) use thin lines(4) use thin pins3. investigating the rate of cooling of waterRepeated the experiments, conditions should be controlled:(1) constant room temperature/air conditioning/humidity(2)same beaker/test tube(3)volume/amount of water(4) depth of thermometer(5) amount/rate of stirring(6) initial temperature(7) thickness of cotton woolA precaution that you would take in this experiment in order to obtain areliable result(1) waiting time between readings(2) wait for steady thermometer reading4. investigating temperature changes when hot water and cold water aremixedRepeated the experiments, conditions should be controlled:(1) constant room temperature/air conditioning/humidity(2)same amount of stirring(3) poured at same time interval(4)constant cold water temperature(6) same hot water temperature5.investigating the resistance of a wireIt is known that changes in temperature affect the resistance of the wire. State how you can limit the temperature changes when carrying out this experiment(1) use of low current (2) switch off between readings。

0625_w11_qp_63剑桥igcse物理真题

–10 0 10 20 30 40 50 60 70 80 90 100 110 °C
Fig. 2.1
Record the temperature θh of this hot water.
θh = .......................................................... [1]
© UCLES 2011
0625/63/O/N/11
[Turn over
4 2 An IGCSE student is investigating the energy changes that occur when hot water and cold water
are mixed. The student is provided with a supply of hot water and a supply of cold water. The temperature of the cold water θc = 23 °C. (a) The temperature of the hot water is shown in Fig. 2.1.
i = ............................................................... [2]
(c) The student does not have a set square or any other means to check that the pins are vertical. Suggest how he can ensure that his P3 and P4 positions are as accurate as possible. ...................................................................................................................................................

第35届国际物理奥林匹克竞赛实验试题及解答(英文)

Mechanical “Black Box” and rotation stage
Rotating stub
Weight with a string
京翰教育中心/
高中物理辅导网/
Mechanical “Black Box”
1. 2. 3. 4. 5. 6. The time available is 5 hours. Use only the pen provided. Use only the front side of the writing sheets. Write only inside the boxed area. In addition to the blank writing sheets, there are Answer Forms where you must summarize the results you have obtained. Write on the blank writing sheets the results of your measurements and whatever else you consider is required for the solution to the question. Please, use as little text as possible; express yourself primarily in equations, numbers, fixes at the top of each sheet of paper write down your country code (Country Code) and student number (Student Code). In addition, on each blank writing sheets, write down the progressive number of each sheet (Page Number) and the total number of writing sheets used (Total Number of Pages). If you use some blank writing sheets for notes that you do not wish to be marked, put a large X across the entire sheet and do not include it in your numbering. At the end of the experiment, arrange all sheets in the following order: • Answer forms (top) • used writing sheets in order • the sheets you do not wish to be marked • unused writing sheets • the printed question (bottom) It is not necessary to specify the error range of your values. However, their deviations from the actual values will determine your mark. Place the papers inside the envelope and leave everything on your desk. You are not allowed to take any sheet of paper or any material used in the experiment out of the room.

CIE物理高考真题

General Certificate of Education (International) Syllabus Advanced Level and Advanced Subsidiary LevelPHYSICS 9702For examination in June and November 2010CIE provides syllabuses, past papers, examiner reports, mark schemes and more on the internet. We also offer teacher professional development for many syllabuses.Learn more at PHYSICSGCE Advanced Subsidiary Level andGCE Advanced Level 9702CONTENTSPage INTRODUCTION 1 AIMS 1 ASSESSMENT OBJECTIVES 2 SCHEME OF ASSESSMENT 3 WEIGHTING OF ASSESSMENT OBJECTIVES 4 STRUCTURE OF SYLLABUS 5 SUBJECT CONTENT 7 PRACTICAL ASSESSMENT 29 SAFETY IN THE LABORATORY 38 MATHEMATICAL REQUIREMENTS 39 GLOSSARY OF TERMS 41 SUMMARY OF KEY QUANTITIES, SYMBOLS AND UNITS 43 DATA AND FORMULAE 45 RESOURCE LIST 46IT USAGE IN A LEVEL PHYSICS 48NotesAttention is drawn to alterations in the syllabus by black vertical lines on either side of the text.INTRODUCTIONThis syllabus is designed to give flexibility both to teachers and to candidates and to place greater emphasis on the understanding and application of scientific concepts and principles than on the recall of factual material, whilst still giving a thorough introduction to the study of Physics.Centres and candidates may choose:•to take all Advanced Level components in the same examination session leading to the fullA Level;•to follow a staged assessment route to the Advanced Level by taking the Advanced Subsidiary (AS) qualification in an earlier examination session. Subject to satisfactory performance such candidates are then only required to take the final part of the assessment (referred to in this syllabus as A2) leading to the full A Level;•to take the Advanced Subsidiary (AS) qualification only.AIMSThese are not listed in order of priority.The aims of a course based on this syllabus should be to:1. provide, through well-designed studies of experimental and practical science, a worthwhileeducational experience for all students, whether or not they go on to study science beyond this level and, in particular, to enable them to acquire sufficient understanding and knowledge to1.1 become confident citizens in a technological world and able to take or develop aninformed interest in matters of scientific import;1.2 recognise the usefulness, and limitations, of scientific method and to appreciate itsapplicability in other disciplines and in everyday life;1.3 be suitably prepared for studies beyond A Level in Physics, in Engineering or inPhysics-dependent vocational courses.2.develop abilities and skills that2.1 are relevant to the study and practice of science;2.2 are useful in everyday life;2.3 encourage efficient and safe practice;2.4 encourage effective communication.3. develop attitudes relevant to science such as3.1 concern for accuracy and precision;3.2 objectivity;3.3 integrity;3.4 the skills of enquiry;3.5 initiative;3.6 inventiveness.4. stimulate interest in, and care for, the environment in relation to the environmental impactof Physics and its applications.5. promoteawarenessan5.1 that the study and practice of Physics are co-operative and cumulative activities,and are subject to social, economic, technological, ethical and cultural influencesand limitations;5.2 that the implications of Physics may be both beneficial and detrimental to theindividual, the community and the environment;5.3 of the importance of the use of IT for communication, as an aid to experiments andas a tool for the interpretation of experimental and theoretical results.6. stimulate students and create a sustained interest in Physics so that the study of thesubject is enjoyable and satisfying.ASSESSMENT OBJECTIVESThe assessment objectives listed below reflect those parts of the Aims which will be assessed in the examination.understandingwithA KnowledgeCandidates should be able to demonstrate knowledge and understanding in relation to:1. scientific phenomena, facts, laws, definitions, concepts, theories;2. scientific vocabulary, terminology, conventions (including symbols, quantities and units);3. scientific instruments and apparatus, including techniques of operation and aspects ofsafety;4. scientific quantities and their determination;5. scientific and technological applications with their social, economic and environmentalimplications.The syllabus content defines the factual knowledge that candidates may be required to recall and explain. Questions testing these objectives will often begin with one of the following words: define, state, describe, or explain. (See the glossary of terms.)B Handling, applying and evaluating informationCandidates should be able – in words or by using written, symbolic, graphical and numerical forms of presentation – to:1. locate, select, organise and present information from a variety of sources;2. translate information from one form to another;3. manipulate numerical and other data;4. use information to identify patterns, report trends, draw inferences and report conclusions;5. present reasoned explanations for phenomena, patterns and relationships;6. make predictions and put forward hypotheses;7. apply knowledge, including principles, to novel situations;8. evaluate information and hypotheses;9. demonstrate an awareness of the limitations of physical theories and models.These assessment objectives cannot be precisely specified in the syllabus content because questions testing such skills may be based on information which is unfamiliar to the candidate. In answering such questions, candidates are required to use principles and concepts which are within the syllabus and apply them in a logical, reasoned or deductive manner to a novel situation. Questions testing these objectives will often begin with one of the following words: predict, suggest, deduce, calculate or determine. (See the glossary of terms.)C Experimental skills and investigationsCandidates should be able to:1. follow a detailed set or sequence of instructions and use techniques, apparatus andmaterials safely and effectively;2. make observations and measurements with due regard for precision and accuracy;3. interpret and evaluate observations and experimental data;4. identify a problem, design and plan investigations, evaluate methods and techniques, andsuggest possible improvement;5. record observations, measurements, methods and techniques with due regard forprecision, accuracy and units.SCHEME OF ASSESSMENTPaper 1The paper will consist of 40 questions, all of the direct choice type with four options. All questions will be based on the AS syllabus. Candidates will answer all questions.Paper 2This paper will consist of a variable number of structured questions of variable mark value. All questions will be based on the AS syllabus. Candidates will answer all questions. Candidates will answer on the question paper.Paper 31/Paper 32Paper 31 and Paper 32 will be equivalent and each candidate will be required to take only one of them. This is to allow large Centres to split candidates into two groups: one group will take Paper 31; the other group will take Paper 32. Each of these papers will be timetabled on a different day. Each paper will consist of two experiments drawn from different areas of Physics. Candidates will be allowed to use the apparatus for each experiment for a maximum of 1 hour. The examiners will not be restricted by the subject content. Candidates will answer all questions. Candidates will answer on the question paper.(Full details are given in the Practical Assessment section of the syllabus.)Paper 4This paper will consist of two sections.Section A (70 marks) will consist of questions based on the A2 core, but may include material first encountered in the AS syllabus.Section B (30 marks) will consist of questions based on Applications of Physics, but may include material first encountered in the core (AS and A2) syllabus.Both sections will consist of a variable number of structured questions of variable mark value. Candidates will answer all questions. Candidates will answer on the question paper.Paper 5This paper will consist of two questions of equal mark value based on the practical skills of planning, analysis and evaluation. The examiners will not be restricted by the subject content. Candidates will answer all questions. Candidates will answer on the question paper. Combinations of papers•Candidates for Advanced Subsidiary (AS) certification will take Papers 1, 2 and either 31 or32 at a single examination session.•Candidates who, having received AS certification, wish to continue their studies to the full Advanced Level qualification may carry their AS marks forward and take just Papers 4 and 5 in the examination session in which they require certification.•Candidates taking the complete Advanced Level qualification at the end of the course take all five papers in a single examination session.Candidates may not enter for single papers either on the first occasion or for re-sit purposes. Candidates may only enter for the papers in the combinations indicated above.WEIGHTING OF ASSESSMENT OBJECTIVESMathematical RequirementsThe mathematical requirements are given in a separate section of this syllabus. Those in bold type are not required for the AS qualification.Data and FormulaeData and Formulae, as printed in the Data and Formulae section of this syllabus, will appear as pages 2 and 3in Papers 1, 2 and 4. Those in bold type are not required for the AS qualification. Symbols, Signs and AbbreviationsWherever symbols, signs and abbreviations are used in examination papers, the recommendation made in the ASE publication Signs, Symbols and Systematics (2000) will be followed. The units kW h, atmosphere, eV and unified atomic mass unit (u) may be used in examination papers without further explanation. Symbols for logic gates will conform to the American Standard ANSI Y 32.14 (1973) as shown in the ASE publication.STRUCTURE OF THE SYLLABUSThe Subject Content of the syllabus is divided into an AS and A2 Core (made up of the first six sections) and Applications of Physics (Section VII). This structure is shown in the table below, in which the core sections are indicated by a lighter shade of grey. The table also shows which parts of the syllabus contain AS material and which parts contain A2 material.Section Part AS A21. Physical Quantities and Units IGeneral Physics 2. Measurement Techniques3. Kinematics4. Dynamics5. Forces6. Work, Energy, Power7. Motion in a Circle I INewtonian Mechanics 8. Gravitational Field9. Phases of Matter10. Deformation of Solids 11. I deal Gases12. TemperatureI I IMatter 13. Thermal Properties of Materials14. Oscillations 15. Waves I V Oscillations and Waves 16. Superposition17. Electric Fields18. Capacitance 19. Current of Electricity 20. D.C. Circuits21. Magnetic Fields 22. Electromagnetism 23. Electromagnetic I nduction V Electricity and Magnetism 24. Alternating Currents25. Charged Particles26. Quantum Physics V IModern Physics 27. Nuclear Physics28. Direct Sensing29. Remote SensingVII Gathering and Communicating Information 30. Communicating InformationPapers 1 and 2 will assess the AS parts of the Core. Section A of Paper 4 will assess the A2 parts of the Core. Section B of Paper 4 will assess Applications of Physics (Section VII).The A2 parts of the syllabus, which will be examined only in the full Advanced Level qualification, are indicated in bold type in the subject content.The Applications of Physics section occupies about 12% of the full Advanced Level course. A booklet covering this section can be purchased from CIE.In order to specify the syllabus as precisely as possible and also to emphasise the importance of skills other than recall, Learning Outcomes have been used throughout. Each part of the syllabus is specified by a brief Contents section followed by detailed Learning Outcomes. It is hoped that this format will be helpful to teachers and students. It must be emphasised that the syllabus is not intended to be used as a teaching syllabus, nor is it intended to represent a teaching order.It is hoped that teachers will incorporate the social, environmental, economic and technological aspects of physics wherever possible throughout the syllabus (see Aims 4 and 5). Some examples are included in the syllabus and students should be encouraged to apply the principles of these examples to other situations introduced in the course. Inclusion of further examples in the syllabus has been resisted as this would merely increase the amount of factual recall required of students.Aim 5.3emphasises the importance of Information Technology in this Physics course. It is hoped that students will make full use of IT techniques in their practical work. Teachers may also use IT in demonstrations and simulations. Asterisks (*) placed alongside Learning Outcomes indicate areas of the syllabus where it is anticipated that teachers might use applications of IT, as appropriate. It should be appreciated that the list is not exhaustive.Advice on the use of IT in A Level Physics is printed at the back of the syllabus.SUBJECT CONTENTAS and A2 CORE: Sections I-VI inclusiveSECTION I : GENERAL PHYSICSRecommended Prior KnowledgeCandidates should be aware of the nature of a physical measurement, in terms of a magnitude and a unit. They should have experience of making and recording such measurements in the laboratory.1. Physical Quantities and UnitsContent1.1 PhysicalquantitiesUnits1.2 SI1.3 The Avogadro constant1.4 Scalars and vectorsLearning OutcomesCandidates should be able to:(a)show an understanding that all physical quantities consist of a numerical magnitude and aunit.(b)recall the following base quantities and their units: mass (kg), length (m), time (s),current (A), temperature (K), amount of substance (mol).(c)express derived units as products or quotients of the base units and use the named unitslisted in this syllabus as appropriate.(d)use base units to check the homogeneity of physical equations.(e)show an understanding of and use the conventions for labelling graph axes and tablecolumns as set out in the ASE publication Signs, Symbols and Systematics(The ASE Companion to 16-19 Science, 2000).(f)use the following prefixes and their symbols to indicate decimal sub-multiples or multiplesof both base and derived units: pico (p), nano (n), micro (µ), milli (m), centi (c), deci (d), kilo (k), mega (M), giga (G), tera (T).(g)make reasonable estimates of physical quantities included within the syllabus.(h)show an understanding of the significance of the Avogadro constant as the numberof atoms in 0.012kg of Carbon-12.(i)use molar quantities where one mole of any substance is the amount containing anumber of particles equal to the Avogadro constant.(j)distinguish scalar and vector quantities and give examples of each.(k) add and subtract coplanar vectors.(l) represent a vector as two perpendicular components.2. MeasurementTechniquesContent2.1 Measurements2.2 Errors and uncertaintiesLearning OutcomesCandidates should be able to:(a)use techniques for the measurement of length, volume, angle, mass, time, temperatureand electrical quantities appropriate to the ranges of magnitude implied by the relevantparts of the syllabus.In particular, candidates should be able to:(1) measure lengths using a ruler, vernier scale and micrometer.(2) measure weight and hence mass using spring and lever balances.(3) measure an angle using a protractor.(4) measure time intervals using clocks, stopwatches and the calibrated time-base ofa cathode-ray oscilloscope (c.r.o).(5) measure temperature using a thermometer as a sensor.(6) use ammeters and voltmeters with appropriate scales.(7) use a galvanometer in null methods.(8) use a cathode-ray oscilloscope (c.r.o).(9) use a calibrated Hall probe.* (b) use both analogue scales and digital displays.* (c) use calibration curves.(d) show an understanding of the distinction between systematic errors (including zero errors)and random errors.(e) show an understanding of the distinction between precision and accuracy.* (f) assess the uncertainty in a derived quantity by simple addition of actual, fractional or percentage uncertainties (a rigorous statistical treatment is not required).SECTION II : NEWTONIAN MECHANICSRecommended Prior KnowledgeCandidates should be able to describe the action of a force on a body. They should be able to describe the motion of a body and recognise acceleration and constant speed. They should be able to use the relationship average speed = distance / time.3. KinematicsContentmotion3.1 Linearmotion3.2 Non-linearLearning OutcomesCandidates should be able to:(a) define displacement, speed, velocity and acceleration.* (b) use graphical methods to represent displacement, speed, velocity and acceleration.* (c) find displacement from the area under a velocity-time graph.* (d) use the slope of a displacement-time graph to find the velocity.* (e) use the slope of a velocity-time graph to find the acceleration.(f)derive, from the definitions of velocity and acceleration, equations which representuniformly accelerated motion in a straight line.* (g) solve problems using equations which represent uniformly accelerated motion in a straight line, including the motion of bodies falling in a uniform gravitational field without airresistance.(h) recall that the weight of a body is equal to the product of its mass and the acceleration offree fall.experiment to determine the acceleration of free fall using a falling body.* (i) describean(j)describe qualitatively the motion of bodies falling in a uniform gravitational field with air resistance.(k) describe and explain motion due to a uniform velocity in one direction and a uniform acceleration in a perpendicular direction.4. DynamicsContent4.1 Newton's laws of motion4.2 Linear momentum and its conservationLearning OutcomesCandidates should be able to:(a) state each of Newton's laws of motion.(b)show an understanding that mass is the property of a body which resists change in motion.(c) describe and use the concept of weight as the effect of a gravitational field on a mass.(d) define linear momentum as the product of mass and velocity.(e) define force as rate of change of momentum.* (f) recall and solve problems using the relationship F = ma, appreciating that acceleration and force are always in the same direction.(g)state the principle of conservation of momentum.* (h) apply the principle of conservation of momentum to solve simple problems including elastic and inelastic interactions between two bodies in one dimension. (Knowledge of theconcept of coefficient of restitution is not required.)* (i) recognise that, for a perfectly elastic collision, the relative speed of approach is equal to the relative speed of separation.* (j) show an understanding that, whilst momentum of a system is always conserved in interactions between bodies, some change in kinetic energy usually takes place.5. ForcesContent5.1 Types of force5.2 Equilibrium of forces5.3 Centre of gravity5.4 Turning effects of forcesLearning OutcomesCandidates should be able to:(a) describe the forces on mass and charge in uniform gravitational and electric fields, asappropriate.(b) show an understanding of the origin of the upthrust acting on a body in a fluid.(c) show a qualitative understanding of frictional forces and viscous forces including airresistance. (No treatment of the coefficients of friction and viscosity is required.)(d) use a vector triangle to represent forces in equilibrium.(e) show an understanding that the weight of a body may be taken as acting at a single pointknown as its centre of gravity.(f) show an understanding that a couple is a pair of forces which tends to produce rotationonly.(g) define and apply the moment of a force and the torque of a couple.(h) show an understanding that, when there is no resultant force and no resultant torque, asystem is in equilibrium.(i) apply the principle of moments.6. Work, Energy, PowerContent6.1 Energy conversion and conservation6.2 Work6.3 Potential energy, kinetic energy and internal energy6.4 PowerLearning OutcomesCandidates should be able to:(a)give examples of energy in different forms, its conversion and conservation, and apply theprinciple of energy conservation to simple examples.(b) show an understanding of the concept of work in terms of the product of a force anddisplacement in the direction of the force.* (c) calculate the work done in a number of situations including the work done by a gas which is expanding against a constant external pressure: W = p∆V.(d)derive, from the equations of motion, the formula E k = ½mv2.(e)recall and apply the formula E k = ½mv2.(f)distinguish between gravitational potential energy, electric potential energy and elasticpotential energy.* (g) show an understanding and use the relationship between force and potential energy in a uniform field to solve problems.(h)derive, from the defining equation W = Fs, the formula E p = mgh for potential energychanges near the Earth's surface.(i)recall and use the formula E p = mgh for potential energy changes near the Earth's surface. (j)show an understanding of the concept of internal energy.(k)show an appreciation for the implications of energy losses in practical devices and use the concept of efficiency to solve problems.* (l) define power as work done per unit time and derive power as the product of force and velocity.(m) solve problems using the relationships power = work done per unit time and power = force × velocity.7. Motion in a CircleContent7.1 Kinematics of uniform circular motionacceleration7.2 Centripetalforce7.3 CentripetalLearning OutcomesCandidates should be able to:(a)express angular displacement in radians.(b) understand and use the concept of angular velocity to solve problems.(c) recall and use v = rω to solve problems.* (d) describe qualitatively motion in a curved path due to a perpendicular force, and understand the centripetal acceleration in the case of uniform motion in a circle.(e) recall and use centripetal acceleration a = r ω2, a = v 2/r .(f) recall and use centripetal force F = m r ω2, F = mv 2/r .8. Gravitational FieldContent8.1 Gravitational field8.2 Force between point masses8.3 Field of a point mass8.4 Field near to the surface of the Earth8.5 Gravitational potentialLearning OutcomesCandidates should be able to:(a) show an understanding of the concept of a gravitational field as an example of fieldof force and define gravitational field strength as force per unit mass.* (b) recall and use Newton's law of gravitation in the form F = G(m 1m 2)/r 2.(c) derive, from Newton's law of gravitation and the definition of gravitational fieldstrength, the equation 2r GM g =for the gravitational field strength of a point mass. * (d)recall and solve problems using the equation 2r GM g = for the gravitational field strength of a point mass.(e)show an appreciation that on the surface of the Earth g is approximately constant and is called the acceleration of free fall.(f) define potential at a point as the work done in bringing unit mass from infinity to thepoint.* (g)solve problems using the equation r GM −=φ for the potential in the field of a point mass.(h)recognise the analogy between certain qualitative and quantitative aspects of gravitational field and electric field.* (i)analyse circular orbits in inverse square law fields by relating the gravitational force to the centripetal acceleration it causes.(j)show an understanding of geostationary orbits and their application. SECTION III : MATTERRecommended Prior KnowledgeCandidates should be able to describe matter in terms of particles, with a qualitative understanding of their behaviour.9. PhasesofMatterContent9.1D ensity9.2 Solids, liquids, gases9.3 Pressure in fluids9.4 ChangeofphaseLearning OutcomesCandidates should be able to:(a) define the term density.(b) relate the difference in the structures and densities of solids, liquids and gases to simple ideasof the spacing, ordering and motion of molecules.(c) describe a simple kinetic model for solids, liquids and gases.(d) describe an experiment which demonstrates Brownian motion and appreciate the evidence forthe movement of molecules provided by such an experiment.(e) distinguish between the structure of crystalline and non-crystalline solids with particularreference to metals, polymers and amorphous materials.(f) define the term pressure and use the kinetic model to explain the pressure exerted by gases.(g) derive, from the definitions of pressure and density, the equation p = ρgh.(h) use the equation p = ρgh.(i) distinguish between the processes of melting, boiling and evaporation.10. Deformation of SolidsContent10.1 Stress, strain10.2 Elastic and plastic behaviourLearning OutcomesCandidates should be able to:(a) appreciate that deformation is caused by a force and that, in one dimension, the deformationcan be tensile or compressive.(b) describe the behaviour of springs in terms of load, extension, elastic limit, Hooke’s law and thespring constant (i.e. force per unit extension).(c) define and use the terms stress, strain and the Young modulus.(d) describe an experiment to determine the Young modulus of a metal in the form of a wire.(e) distinguish between elastic and plastic deformation of a material.(f) deduce the strain energy in a deformed material from the area under the force-extensiongraph.(g) demonstrate knowledge of the force-extension graphs for typical ductile, brittle and polymericmaterials, including an understanding of ultimate tensile stress.11. I deal GasesContent11.1 Equation of state11.2 Kinetic theory of gases11.3 Pressure of a gas11.4 Kinetic energy of a moleculeLearning OutcomesCandidates should be able to:(a) recall and solve problems using the equation of state for an ideal gas expressed aspV = nRT . (n = number of moles)(b) infer from a Brownian motion experiment the evidence for the movement ofmolecules.(c) state the basic assumptions of the kinetic theory of gases.(d) explain how molecular movement causes the pressure exerted by a gas and hencededuce the relationship, ><=231c V Nm p . (N = number of molecules)[A rigorous derivation is not required.](e) compare ><=2c Nm pV 31with pV = NkT and hence deduce that the average translational kinetic energy of a molecule is proportional to T .12. TemperatureContent12.1 Thermal equilibrium12.2 Temperature scales12.3 Practical thermometersLearning OutcomesCandidates should be able to:(a) show an appreciation that thermal energy is transferred from a region of highertemperature to a region of lower temperature.(b) show an understanding that regions of equal temperature are in thermal equilibrium.(c) show an understanding that a physical property which varies with temperature maybe used for the measurement of temperature and state examples of such properties.* (d) compare the relative advantages and disadvantages of resistance and thermocouplethermometers as previously calibrated instruments.。

2025届上海市闵行区市级名校高三下学期高中等级考质量抽测物理试题试卷含解析

2025届上海市闵行区市级名校高三下学期高中等级考质量抽测物理试题试卷考生请注意：1．答题前请将考场、试室号、座位号、考生号、姓名写在试卷密封线内，不得在试卷上作任何标记。

2．第一部分选择题每小题选出答案后，需将答案写在试卷指定的括号内，第二部分非选择题答案写在试卷题目指定的位置上。

3．考生必须保证答题卡的整洁。

考试结束后，请将本试卷和答题卡一并交回。

一、单项选择题：本题共6小题，每小题4分，共24分。

在每小题给出的四个选项中，只有一项是符合题目要求的。

1、基于人的指纹具有终身不变性和唯一性的特点，发明了指纹识别技术．目前许多国产手机都有指纹解锁功能，常用的指纹识别传感器是电容式传感器，如图所示．指纹的凸起部分叫“嵴”，凹下部分叫“峪”．传感器上有大量面积相同的小极板，当手指贴在传感器上时，这些小极板和正对的皮肤表面部分形成大量的小电容器，这样在嵴处和峪处形成的电容器的电容大小不同．此时传感器给所有的电容器充电后达到某一电压值，然后电容器放电，电容值小的电容器放电较快，根据放电快慢的不同，就可以探测到嵴和峪的位置，从而形成指纹图象数据．根据文中信息，下列说法正确的是( )A．在峪处形成的电容器电容较大B．在峪处形成的电容器放电较慢C．充电后在嵴处形成的电容器的电荷量大D．潮湿的手指头对指纹识别绝对没有影响2、人们射向未来深空探测器是以光压为动力的，让太阳光垂直薄膜光帆照射并全部反射，从而产生光压．设探测器在轨道上运行时，每秒每平方米获得的太阳光能E=1.5×104J，薄膜光帆的面积S=6.0×102m2，探测器的质量m=60kg，已知光子的动量的计算式hpλ=，那么探测器得到的加速度大小最接近A．0.001m/s2B．0.01m/s2C．0.0005m/s2D．0.005m/s23、如图所示，在光滑的水平桌面上有一弹簧振子，弹簧劲度系数为k，开始时，振子被拉到平衡位置O的右侧A处，此时拉力大小为F，然后释放振子从静止开始向左运动，经过时间t后第一次到达平衡位置O处，此时振子的速度为v，在这个过程中振子的平均速度为A．等于B．大于C．小于D．04、甲、乙两个同学打乒乓球，某次动作中，甲同学持拍的拍面与水平方向成45°角，乙同学持拍的拍面与水平方向成30°角，如图所示．设乒乓球击打拍面时速度方向与拍面垂直，且乒乓球每次击打球拍前、后的速度大小相等，不计空气阻力，则乒乓球击打甲的球拍的速度υ1与乒乓球击打乙的球拍的速度υ2之比为（）A．63B．2C．22D．335、如图所示，一个圆盘绕过圆心O且与盘面垂直的竖直轴匀速转动角速度为ω，盘面上有一质量为m的物块随圆盘一起做匀速圆周运动，已知物块到转轴的距离为r，下列说法正确的是（）A．物块受重力、弹力、向心力作用，合力大小为mω2rB．物块受重力、弹力、摩擦力、向心力作用，合力大小为mω2rC．物块受重力、弹力、摩擦力作用，合力大小为mω2rD．物块只受重力、弹力作用，合力大小为零6、如图甲所示，在某电场中建立x坐标轴，A、B为x轴上的两点，x A、x B分别为A、B两点在x轴上的坐标值。

0625_y16_sp_4剑桥IG物理考试真题

*0123456789*Cambridge International Examinations Cambridge International General Certificate of Secondary EducationPHYSICS Paper 4 Theory (Extended) SPECIMEN PAPERCandidates answer on the Question Paper. No Additional Materials are required.0625/04 For Examination from 20161 hour 15 minutesREAD THESE INSTRUCTIONS FIRSTWrite your Centre number, candidate number and name on all the work you hand in. Write in dark blue or black pen. You may use an HB pencil for any diagrams, graphs or rough working. Do not use staples, paper clips, glue or correction fluid. DO NOT WRITE IN ANY BARCODES.Answer all questions. Electronic calculators may be used. You may lose marks if you do not show your working or if you do not use appropriate units. Take the weight of 1.0 kg to be 10 N (acceleration of free fall = 10 m / s2).At the end of the examination, fasten all your work securely together. The number of marks is given in brackets [ ] at the end of each question or part question.The syllabus is accredited for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.This document consists of 17 printed pages and 1 blank page.© UCLES 2014[Turn over2 1 Fig. 1.1 shows the speed-time graph for a car travelling along a straight road.The graph shows how the speed of the car changes as the car passes through a small town. 35D 30speed m/s25Aentersleaves20towntownherehere15BC1050010203040506070time / sFig. 1.1(a) Calculate the distance between the start of the town and the end of the town.distance =[3]© UCLES 20140625/04/SP/163 (b) Calculate the acceleration of the car between C and D.acceleration =[3](c) State how the graph shows that the deceleration of the car has the same numerical value as its acceleration.[1] [Total: 7]© UCLES 20140625/04/SP/16[Turn over42 Fig. 2.1 shows a conveyor belt transporting a package to a raised platform. The belt is driven by a motor.packageconveyor beltmotorFig. 2.1(a) The mass of the package is 36 kg. Calculate the increase in the gravitational potential energy (g.p.e.) of the package when it is raised through a vertical height of 2.4 m.increase in g.p.e. =[2](b) The package is raised through the vertical height of 2.4 m in 4.4 s. Calculate the power needed to raise the package.power =[2](c) The electrical power supplied to the motor is much greater than the answer to (b). Explain how the principle of conservation of energy applies to this system.[2]© UCLES 20140625/04/SP/165 (d) Assume that the power available to raise packages is constant. A package of mass greaterthan 36 kg is raised through the same height. Suggest and explain the effect of this increase in mass on the operation of the conveyer belt.[3] [Total: 9]© UCLES 20140625/04/SP/16[Turn over63 The engine of an unpowered toy train is rolling at a constant speed on a level track, as shown in Fig. 3.1. The engine collides with a stationary toy truck, and joins with it.moving enginestationary trucktrack Fig. 3.1 Before the collision, the toy engine is travelling at 0.32 m / s. The mass of the engine is 0.50 kg. (a) Calculate the momentum of the toy engine before the collision.momentum =[2](b) The mass of the truck is 0.30 kg.Using the principle of conservation of momentum, calculate the speed of the joined engine and truck immediately after the collision.speed =[3] [Total: 5]© UCLES 20140625/04/SP/167 BLANK PAGE© UCLES 20140625/04/SP/16[Turn over8 4 A solar panel is mounted on the roof of a house. Fig. 4.1 shows a section through part of thesolar panel.sunlighttrapped airwatercopper pipe, painted blackglass sheetinsulating materialmetal backing sheet, painted blackFig. 4.1A pump makes water flow through the copper pipes. The water is heated by passing through the solar panel.(a) Select and explain three features of the solar panel that maximise the final temperature of the water.[4]© UCLES 20140625/04/SP/169(b) During one day, 250 kg of water is pumped through the solar panel. The temperature of this water rises from 16 °C to 38 °C.The water absorbs 25 % of the energy incident on the solar panel. The specific heat capacity of water is 4200 J / (kg °C).Calculate the energy incident on the solar panel during that day.energy =[4](c) The solar panel in Fig. 4.1 is designed to heat water.A person is deciding whether to install solar panels on her house.List and explain three pieces of information she needs to consider in order to make her decision.(d) The Sun releases energy as a result of nuclear fusion. State the meaning of nuclear fusion.© UCLES 20140625/04/SP/16[4][2] [Total: 14] [Turn over105 Fig. 5.1 shows a gas contained in a cylinder enclosed by a piston.pistonpressure gaugegascylinder100 cm Fig. 5.1 At first, the length of cylinder containing the gas is 100 cm. The pressure of the gas, shown by the pressure gauge, is 300 kPa. The area of cross-section of the cylinder is 0.12 m2. (a) (i) Describe the motion of the molecules of the gas.[1](ii) Use the idea of momentum to explain how the molecules exert a force on the walls of the cylinder.[2]© UCLES 20140625/04/SP/1611(b) The piston is moved so that the new length of cylinder occupied by the gas is 40 cm. The temperature of the gas is unchanged.(i) Calculate the new pressure of the gas.pressure =[2](ii) Explain, in terms of the behaviour of the molecules, why the pressure has changed.[2] [Total: 7]© UCLES 20140625/04/SP/16[Turn over12 6 Fig. 6.1 shows a scale drawing of plane wavefronts approaching a gap in a barrier.direction of wave travelbarrierFig. 6.1 (a) On Fig. 6.1, draw the pattern of the wavefronts after the wave has passed through the gap.[2](b) The wave approaching the barrier has a wavelength of 2.5 cm and a speed of 20 cm / s. Calculate the frequency of the wave.frequency =[2](c) State what happens, if anything, to the frequency of the wave as it passes through the gap. [1]© UCLES 20140625/04/SP/1613 (d) Explain, in terms of diffraction, why a car radio may pick up low frequency radio signals butnot pick up high frequency radio signals when the car is travelling behind a hill.[2] [Total: 7]© UCLES 20140625/04/SP/16[Turn over14 7 The circuit of Fig. 7.1 includes an immersion heater and a 6.0 V battery.6.0 VXAheaterFig. 7.1(a) State the name and purpose of component X.namepurpose [1](b) The heater is designed to work from a 3.6 V supply. It has a power rating of 4.5 W at this voltage.By considering the current in the heater, calculate the resistance of component X when there is the correct potential difference across the heater.resistance =[5](c) Some time after the heater is switched on, the ammeter reading is seen to have decreased. Suggest why this happens.© UCLES 20140625/04/SP/16[2] [Total: 8]15 8 Fig. 8.1 is a schematic diagram of an electronic circuit controlling a lamp.temperature sensorAlight sensorrelaylampBFig. 8.1The output of the temperature sensor is high (logic 1) when it detects raised temperatures. The output of the light sensor is high (logic 1) when it detects raised light levels.The lamp is lit when the input to the relay is high (logic 1).(a) Complete the truth table by giving the outputs of A and B.output of light sensoroutput of temperature sensoroutput of Aoutput of B00011011[2](b) State the conditions under which the lamp is lit. [1](c) Suggest why B is connected to a relay, rather than directly to the lamp.[2] [Total: 5]© UCLES 20140625/04/SP/16[Turn over169 A plastic rod is rubbed with a cloth and becomes positively charged. After charging, the rod is held close to the suspended table-tennis ball shown in Fig. 9.1. The table-tennis ball is covered with metal paint and is uncharged.light table-tennis ball covered with metalpaintnylon threadpositively charged rodFig. 9.1(a) Describe what happens to the charges in the metal paint on the ball as the positively charged rod is brought close to the ball.[1](b) The ball is attracted towards the charged rod. Explain why this happens, given that the ball is uncharged.(c) State the unit in which electric charge is measured.[2][1] [Total: 4]© UCLES 20140625/04/SP/161710 Emissions from a radioactive source pass through a hole in a lead screen and into a magnetic field, as shown in Fig. 10.1. The experiment is carried out in a vacuum.radioactive sourceA magnetic field into paperBlead screenC 3 cm Fig. 10.1 Radiation detectors are placed at A, B and C. They give the following readings:A 32 counts / minB 543 counts / minC 396 counts / minThe radioactive source is then completely removed, and the readings become:A 33 counts / minB 30 counts / minC 31 counts / minFrom the data given for positions A, B and C, deduce the type of emissions coming from the radioactive source. Explain your reasoning.© UCLES 20140625/04/SP/16[7] [Total: 7] [Turn over1811 In Geiger and Marsden’s α-particle scattering experiment, α-particles were directed at a very thin gold foil.Fig. 11.1 shows five of the nuclei of the atoms in one layer in the gold foil. Also shown are the paths of three α-particles directed at the foil.Fig. 11.1(a) On Fig.11.1, complete the paths of the three α-particles.[3](b) (i) State the result of the experiment that shows that an atom consists of a very tiny, charged core, containing almost all the mass of the atom.[1](ii) State the sign of the charge on this core. ...................................................................... [1] (iii) State what occupies the space between these charged cores.[1](c)Thenuclidenotationforan α-particleis4 2α.State the number of protons and neutrons in an α-particleprotons =neutrons =[1][Total: 7]Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity.Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.© UCLES 20140625/04/SP/16。

IGCSE 03年物理考试答案

June 2003INTERNATIONAL GCSEMARK SCHEMEMAXIMUM MARK: 40SYLLABUS/COMPONENT: 0625/01PHYSICSPaper 1 (Multiple Choice)Page 1Mark Scheme Syllabus Paper IGCSE EXAMINATIONS – JUNE 200306251Question Number Key Question Number Key1A21D 2B22D 3B23B 4C24B 5D25B6C26D 7A27A 8D28A 9B29B 10B30D11A31C 12C32D 13B33A 14D34A 15B35C 16A36B 17A37D 18A38A 19B39D 20D40BTOTAL 40June 2003INTERNATIONAL GCSEMARK SCHEMEMAXIMUM MARK: 80SYLLABUS/COMPONENT: 0625/02PHYSICSPaper 2 (Core)NOTES ABOUT MARK SCHEME SYMBOLSB marks are independent marks, which do not depend on any other marks. For aB mark to be scored, the point to which it refers must actually be seen inthe candidate’s answer.M marks are method marks upon which accuracy marks (A marks) later depend.For an M mark to be scored, the point to which it refers must be seen inthe candidate’s answer. If a candidate fails to score a particular M mark,then none of the dependent A marks can be scored.C marks are compensatory method marks which can be scored even if the pointsto which they refer are not written down by the candidate, providedsubsequent working gives evidence that they have known it, e.g. if anequation carries a C mark and the candidate does not write down theactual equation but does correct working which shows he knew theequation, then the C mark is scored.A marks are accuracy or answer marks which either depend on an M mark, orallow a C mark to be scored.c.a.o.means ‘correct answer only’.e.c.f.means ‘error carried forward’. This indicates that if a candidate hasmade an earlier mistake and has carried his incorrect value forward tosubsequent stages of working, he may be given marks indicated bye.c.f. provided his subsequent working is correct, bearing in mind hisearlier mistake. This prevents a candidate being penalised more thanonce for a particular mistake, but only applied to marks annotated‘e.c.f.’.e.e.o.o.means ‘each error or omission’.Brackets ( )around words or units in the mark scheme are intended to indicatewording used to clarify the mark scheme, but the marks do not dependon seeing the words or units in brackets, e.g. 10 (J) means that themark is scored for ‘10’, regardless of the unit given.Underlining indicates that this must be seen in the answer offered, or something very similar.Un.pen.means ‘unit penalty’. An otherwise correct answer will have one mark deducted if the unit is wrong or missing. This only applies wherespecifically stated in the mark scheme. Elsewhere, incorrect or missingunits are condoned.OR/or indicates alternative answers, any one of which is satisfactory forscoring the marks.QUESTION SCHEME TARGETGRADE MARK 1(a)8F B1(b)EITHER ORgreater smallerAND ANDThickness of rule thread stretched whenon rule OR overlap at ends OR worn rule ends F B122(a)(i)10F B1 (ii) stretch OR shape (or suitable sketch)C B1(b)(i) 120F B1(ii) up(wards) OR vertical (NOT vertically down)Accept arrow on diagramF B1(iii) increase size/area of blocks/larger blocks OR increase number of blocksOR less soil in pot (NOT put pot on harderground)F B153(a)0.97 – 0.510.46FFC1A1(b)(i) 15F B1(ii) 515 e.c.f.C B1 (iii) D = M/V in any form, seen or implied(words/letters/mix)F C1EITHER OR OR460 5150.465150.46515 ´ 10-6 e.c.f.C C10.8932…8.932… ´ 10-4893.2…No e.c.f.C C1(any number of significant figures)0.898.9 ´ 10-4890 (e.c.f. forsignificantfigures)C A1g/cm3kg/cm3kg/m3F B1 (0.89 kg/dm3 isOK)(NOT 8.9-04)94(a)idea of air molecules moving (allow vibrating)(N.B. ‘collide’ = ‘moving’)idea of air molecules striking something (condonethemselves)idea of air molecules striking walls FFCC1C1A1(b)(i) moves down F B1(b)parallel to ray striking mirror 1 (allow incident ray)OR same direction (NOT equal/same as)(N.B. sentence must be completed, i.e. no inferencefrom line on diagram)C B147(a)680102013601700F B1(b) 5 points plotted±21 small square (-1 e.e.o.o.)ignore 0,0 (e.c.f.)reasonable line through his points –drawn with rule/thickness reasonable FFB2B1(c)(i)flashlight travels quickly OR sound travels slowly(accept figure)light travels faster than sound (accept figure)light travels much faster than sound (acceptfigures)FFFCB1C1C1A1(iii) 1400 - 1450 OR correct value from his graph ±21 squareclear and correct indication on graph of howobtained (minimum: dot at appropriate point)FFB1B1108(a)Charge(s) OR energy (NOT electricity (condone asextra), charged particles (condone as extra), current,electrons (condone as extra), voltage)C B1(b)(i) 0(ii) mention of 6Vmention of rising OR not instantaneous (NOT‘reads’)(iii) any realistic example of something turnedon/off after a time lapse, e.g. electronic eggtimer, turn-off bedside radio CFCFB1B1B1B169(a)(i) wire shown curved between A and Bwire displaced all along between A and B,and reasonably smooth(ii) idea of force (in any direction)on current/current-carrying conductorwhen in magnetic field FCFCCC1 markalong-sideA1 diagramM1A1A1(b)line curved in opposite direction F B1 mark 6 along-sidediagram10(a)(i) electrons OR cathode rays (NOT beta-particles)something ‘hitting’ the screen (NOT ‘form aspot’)idea of fluorescence (of the screen, NOT ‘thegas’)(ii) focus (iii) time base OR ms/cm (iv) electrons/cathode rays deflected (e.c.f. from (i); allow ‘attracted’ if intention clear)something deflected horizontally some idea of repeated sweeps/back and forth F F CCCFCCB1B1B1B1B1B1M1A1(b)(i) (y-)input (allow y-plates)(ii) 1. trace moves horizontally/sideways/left/right 2. trace moves vertically/up/down FCC B1B1B11111(a)Connection to either side of cell, but not shorted out VR in series with lamp, and not shorted out ORcorrectly connected as a potential divider (condoneinclusion of a switch)F FB1B1(b)(i) R 1 + R 212F FC1A1(ii) 1. Resistance = p.d./current in any form (words/letters/mix) 6/12 e.c.f. 0.5 or 21e.c.f.FCC C1C1A1Mark first correct answer, condone extrasJune 2003INTERNATIONAL GCSEMARK SCHEMEMAXIMUM MARK: 80SYLLABUS/COMPONENT: 0625/03PHYSICSPaper 3 (Extended)1(a)(i)force of gravity acts on masses/weight of masses B1 (ii)vector has direction/force has direction B12(b)(i)spring 1 (more difficult)M1any correct relevant pair of values A1 (ii)P marked at extension 25 mm to 28 mm A1explanation in terms of end of proportionality B1 (iii)each graph read at 15 N, approx. 25 mm, 19 mm C1difference correct, 6 mm +/- 1 mm A16[8] 2(a)change in speed is 1.5 m/s C1deceleration = decrease in speed/time or 1.5/12C1a = (-/+) 0.125 m/s A13(b)average speed = 1.75 m/s C1distance = 21 m A12[5]3(a)attempt to use triangle or parallelogram of forces stated scale used950 N and 1220 N in correct relative directionscorrect resultant drawn inweight = 1785 N [limits 1700 N to 1850 N]M1A1C1C1A15(b)(i)work = force x distance or 1500 x 3.0C1work = 4500 J A1(ii)power = work/time or 4500/2.5 power = 1800 W C1A14[9]4(a)air molecules hit dust particleshits continuously/unevenly/hits cause movement in alldirectionsair molecules fast moving/high energy M1A1B13(b)any attempt to use p x v = constant or correctproportionfraction 2 x 80/25 seenp = 6.4 x 10 (Pa)C1C1A13[6]5(a)Y is a wire of different metal/not copper B1Z is a galvanometer/millivoltmeter/miIIiammeter B12(b) 2 junctions at different temperatures, accept one hot,one coldB1temperature difference causes e.m.f./voltage/current B1reading of meter changes (with temperature)B11 junction at known temperature/need for calibration B1max 3(c)dull or black surface B11[6]6(a)(i)incident ray, refracted ray and normal drawn C1all correct and meeting at a point A1 (ii)angle of incidence and refraction correctly identified B1(iii)values correct within agreed limits B14(b)use of sini/sinr C1correct substitution from candidates values C1value correct within agreed limits from candidate'svalues A13[7] 7(a)value 3 x 10 m/s A11(b)speed of light (much) greater than speed of sound orvalue for sound A11(c)(i)source and receiver arrangementwith detail and labels C1 A1(ii)distance between source and receiver time between flash and bang B1 B1(iii)speed = distance/time B1max 4[6]8(a)(i)use of charge = It or I = 90/45current = 2 A C1 A1(ii)resistance = voltage/current or 6/2 resistance is 3 ohm C1 A1(iii)energy = Vit or Vq or 6 x 90 energy is 540 J C1A16(b)idea of energy transferis (6) J/C C1A12[8]9(a)(i)power = VI or 24 X 2power is 48 W C1 A1(ii)voltage = power/current or 48/0.4 voltage is 120 V C1A14(b)(i)no/very little energy/power lost or energy/power in =energy/power out B1(ii)any mention of magnetic fieldchanging magnetic fieldfield passes through core or secondary coilinduces voltage in secondary coilnumber of turns on secondary determines voltage output B1B1B1B1B1max 4[8]10(a)(i)circular line of force around wire through Parrow(s) on line anticlockwise - none wrong M1 A1(ii)arrow through Q to left A13 (b)(i)none/stays same B1(ii)direction reverses B12(c)at S - strongerat T - same (strength)at W - same (strength)B1B1B13[8]11(a)(i)source, detectornamed absorber/air and labels B1 B1(ii)take detector reading with no source (background) detector reading with source, detector and air onlydetector reading with appropriate named absorber(including distance in air)B1 B1B1(iii)same reading with absorber(including air) as backgroundso all alpha absorbed by cardboard/paper/air, others would get through B1B1max 6(b)curved path stated or drawnpath at right angles to magnetic fieldinto paper B1B1B13[9]TOTAL 80June 2003INTERNATIONAL GCSEMARK SCHEMEMAXIMUM MARK: 60SYLLABUS/COMPONENT: 0625/05PHYSICSPractical1.two room temp readings (sensible)1table completed, temps rising1 evidence of temp to better than 1 deg1 all temps to better than 1 deg1 time unit1 temp unit 1 Graphtemp axis labelled1 scale suitable1 plotting (check one on A)1 plotting (check one on B)1 line judgement shape1 thickness1Statement1 Justification (adequate)1 OR good 2TOTAL 15 sensible1 2. dunit1 diagram blocks parallel and in correct position1 rule position shown1 r correct1h sensible with unit1V calculation correct1c stated (sensible)1at least 5 turns used1calculation of V1 average calculated 1 2/3 sf 1 unit1 sensible G estimate1 v correct, 2/3 sf, unit1TOTAL 153.three correct units3both I to at least 1 dp1 both V to at least 1 dp1 R value (check first) correct1 both R to 2/3 sf1 correct ratio (as decimal)1 no unit1 2/3 sf 1 ratio 1.8 – 2.21Diagramvoltmeter in parallel across the motors1 ammeter correct1 variable resistor connected to vary current through one motor1 correct symbols for all three1TOTAL 15 4.angle 30 (+1)1angle 40 (+1)1 pins F and G at least 5cm apart1GF correct and neat1 new GF line correct and neat1 x line correct position1 record of x correct1 unit 1 y line correct position1 record of y correct1 unit (same as x, stated or not)1 correct ratio x/y1 no unit1 2/3 sf1 value1TOTAL 15June 2003INTERNATIONAL GCSEMARK SCHEMEMAXIMUM MARK: 40SYLLABUS/COMPONENT: 0625/06PHYSICSAlternative to PracticalPage 1Mark Scheme Syllabus PaperIGCSE EXAMINATIONS – JUNE 200306256 1(a)Seven correct values: 0, 2, 3, 6, 9, 10, 12 (-1 each error)2(b)Graph:Scales, labelled, suitable sizeAxes, right way roundPlots to ½ sq (-1 each error)1 1 2(c)Line shapeLine thicknessTriangle greater than ½ line and method usedCorrect interpolation to ½ sq1111 TOTAL102(a)36o (61o)1(b)Refracted ray drawn22o (61o)normal correct (by eye)neat, thin, correct lines 1 1 1 1(c)Correct refracted ray (by eye) with arrow1(d)Separation (LHS) at least 5cmSeparation (RHS) at least 5cm11 TOTAL83(a)(i)Voltmeter across lamp1 (ii)Variable resistor/rheostat1(b)Correct position1(c)VAWcorrect R at 9.8V = 8.16666 (any sf)all R to 2/3 sfconsistent 2 sf or consistent 3 sf111111 TOTAL94(a)(i) 6.8cm (68mm)1(ii) 6.8unit, mm 1 1(b)(i) 3.8/3.77 or 0.38/0.377mm or cm as appropriate 1 1Page 2Mark SchemeSyllabus Paper IGCSE EXAMINATIONS – JUNE 200306256© University of Cambridge Local Examinations Syndicate 2003(ii)0.94/0.95 (or evidence of division by 4)1(iii)0.75094/0.750951(c)Thickness of string/thickness of marks on string/stretching of string/metre rule measures to 1mm1TOTAL85(a)(i)polystyrene1(ii)Least steep curve (or numbers suitably quoted)1(b)Three from:Thickness of insulator Room temp.Starting temp.Mass/vol./amount of water Using same can3TOTAL5Grade thresholds taken for Syllabus 0625 (Physics) in the June 2003 examination.maximumminimum mark required for grade:markA C E FavailableComponent 1 40 - 29 23 19 Component 280 - 45 34 26 Component 380 53 32 - -Component 560 42 33 21 13 Component 640 34 26 20 15The threshold (minimum mark) for B is set halfway between those for Grades A and C. The threshold (minimum mark) for D is set halfway between those for Grades C and E. The threshold (minimum mark) for G is set as many marks below the F threshold as the E threshold is above it.Grade A* does not exist at the level of an individual component.。

igcse物理0625笔记

igcse物理0625笔记
IGCSE物理0625笔记包含以下内容：
1. 长度和时间的测量。

这里提到了使用直尺或卷尺来测量长度和距离，也提到了使用秒表或计时器来测量时间。

2. 体积的测量。

对于规则物体，可以使用数学公式来计算体积；对于不规则物体，可以使用量筒或排水法来测量。

3. 热学部分提到了热传导、热对流和热辐射的概念，以及比热容和热值的概念和应用。

4. 光学部分介绍了光的反射、折射、干涉和衍射等现象，以及眼镜、透镜和棱镜等光学仪器的基本原理和使用方法。

5. 原子结构和光谱分析部分介绍了原子结构模型和光谱分析的基本原理和应用，包括吸收光谱、发射光谱和原子能级等概念。

6. 电磁学部分介绍了电流、电压、电阻、电容、电感和磁场等基本概念，以及欧姆定律、安培定律、法拉第电磁感应定律等基本定律和应用。

7. 声学部分介绍了声音的产生、传播和接收的基本原理和应用，包括声波、声速、声压级等概念，以及声音的吸收、反射和折射等现象。

以上是IGCSE物理0625笔记的部分内容，如需获取更详细的信息，建议查阅相关资料或咨询专业人士。

igcse physical试卷

igcse physical试卷标题：IGCSE Physical试卷引言概述：IGCSE Physical试卷是国际通用的物理考试试卷，涵盖了广泛的物理知识和技能。

本文将从五个大点出发，详细阐述IGCSE Physical试卷的内容和要求，以及考试的总结。

正文内容：1. 知识范围1.1 基础物理知识- 物质的性质和变化：包括物质的物理和化学性质，以及物质的相变过程。

- 力和运动：涵盖牛顿定律、运动学、动量和能量等基本概念。

- 光学：包括光的传播、反射、折射和光的波动性质等。

1.2 电磁学- 电学基础：电荷、电场、电流、电阻和电路等基本概念。

- 磁学基础：磁场、磁感应和电磁感应等基本概念。

- 电磁波：包括电磁波的传播、频率、波长和能量等特性。

1.3 热力学- 温度和热量：包括温度的测量、热传导和热容等基本概念。

- 热力学定律：热力学第一定律和第二定律的应用。

- 热力学循环：包括卡诺循环和热机效率等概念。

2. 实验技能要求2.1 实验设计和数据处理- 设计实验：学生需要能够设计合理的实验方案，包括实验目的、装置和步骤等。

- 数据处理：学生需要能够正确收集实验数据，并进行数据处理和分析。

2.2 实验技术和安全- 实验技术：学生需要掌握常用的实验技术，如测量仪器的使用和实验操作的技巧。

- 实验安全：学生需要了解实验中的安全注意事项，并能正确使用实验室设备。

3. 理解和应用3.1 理解物理概念- 学生需要能够理解物理概念的定义和原理，并能够运用这些概念解决相关问题。

3.2 解决物理问题- 学生需要能够分析和解决与物理相关的问题，包括定量和定性分析。

3.3 应用物理原理- 学生需要能够将物理原理应用于实际生活和工程领域，例如工程设计和科学研究。

4. 计算和推理4.1 数学运算- 学生需要具备基本的数学运算能力，如代数、几何和微积分等。

4.2 物理公式和计算- 学生需要掌握物理公式的推导和应用，以及正确进行物理计算。

五年2024_2025高考物理真题专题点拨__专题15机械振动和机械波含解析

专题15 机械振动和机械波【2024年】1.（2024·浙江卷）如图所示，x 轴上2m -、12m 处有两个振动周期均为4s 、振幅均为1cm 的相同的波源1S 、2S ，0t =时刻同时起先竖直向下振动，产生波长均为4m 沿x 轴传播的简谐横波。

P 、M 、Q 分别是x 轴上2m 、5m 和8.5m 的三个点，下列说法正确的是（）A. 6.0s 时P 、M 、Q 三点均已振动B. 8.0s 后M 点的位移始终是2cmC. 10.0s 后P 点的位移始终是0D. 10.5s 时Q 点的振动方向竖直向下【答案】CD 【解析】波速为4m/s=1m/s 4v Tλ==，在6s 内两列波传播了6m ，则此时PQ 两质点已振动，但是M 点还未振动，A 错误；因M 点到两个振源的距离相等，则M 是振动加强点，振幅为2cm ，但不是位移始终为2cm ，B 错误；P 点到两振源的距离只差为6cm ，为半波长的3倍，则该点为振动减弱点，振幅为零，即10.0s 后P 点的位移始终为零，C 正确；S 1波源的振动传到Q 点的时间为10.5=10.5s 1s ，则10.5s 时Q 点由S 1引起的振动为竖直向下；S 2波源的振动传到Q 点的时间为3.5s=3.5s 1，则10.5s 时Q 点由S 2引起的振动已经振动了7s ，此时在最高点，速度为零，则10.5s 时刻Q 点的振动速度为竖直向下，D 正确。

故选CD 。

2.（2024·天津卷）一列简谐横波沿x 轴正方向传播，周期为T ，0t =时的波形如图所示。

4Tt =时（）A. 质点a 速度方向沿y 轴负方向B. 质点b 沿x 轴正方向迁移了1mC. 质点c 的加速度为零D. 质点d 的位移为-5cm 【答案】C 【解析】经过4T 周期，波向右传播了4λ，波形如图所示由图可知，质点a 点恰好运动到平衡位置且沿着y 轴正方向运动，A 错误；质点b 点只在竖直方向上运动不会随波迁移，B 错误；质点c 恰好运动到平衡，速度最大，加速度为零，C 正确；质点d 的位移为5cm ，D 错误。

IGCSE物理真题

How many different red dyes are present in the sweets? A 5 1 B 2 C 3 D 4
Which properties does a Group VI element have? forms covalent bonds A B C D forms ionic bonds conducts electricity when solid
பைடு நூலகம்
17 In an experiment, a 2 g lump of zinc and 2 g of powdered zinc are added separately to equal volumes of dilute sulphuric acid. The solid line on the graph shows the volume of gas given off when the 2 g lump is used. Which dotted line is obtained when the zinc is powdered?
2Pb3O4 + 2HNO3 → 2Pb2NO3
+ 2PbO2 + H2
10 The compound ethyl mercaptan, C2H5SH, has a very unpleasant smell. What is its relative molecular mass? A 34 B 50 C 61 D 62
UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education CHEMISTRY Paper 1 Multiple Choice May/June 2004 45 minutes

英国高一物理考试卷

英国高一物理考试卷一、选择题（每题2分，共20分）1. 光在真空中的速度是多少？A. 299,792 km/sB. 300,000 km/sC. 299,792,458 m/sD. 299,792 m/s2. 牛顿第二定律的表达式是什么？A. F = maB. F = mvC. F = m/vD. F = v/m3. 以下哪个不是能量守恒定律的应用？A. 机械能守恒B. 热力学第一定律C. 热力学第二定律D. 热力学第三定律4. 波长为λ的电磁波在介质中的传播速度是多少？A. c/λB. cλC. c/nλD. nλ/c5. 根据热力学第二定律，以下哪个说法是正确的？A. 能量守恒B. 能量可以完全转化为功C. 热量可以自发地从冷物体传到热物体D. 热量不能自发地从冷物体传到热物体6. 以下哪种力是保守力？A. 摩擦力B. 重力C. 空气阻力D. 弹簧力7. 以下哪个是描述物体状态的物理量？A. 速度B. 加速度C. 位移D. 质量8. 根据麦克斯韦方程组，以下哪个描述是正确的？A. 电场是由电荷产生的B. 磁场是由电流产生的C. 变化的电场可以产生磁场D. 所有选项都是正确的9. 以下哪个是描述物体运动状态的物理量？A. 质量B. 密度C. 温度D. 动量10. 根据量子力学，以下哪个描述是正确的？A. 电子在原子核周围有确定的轨道B. 电子在原子核周围的概率分布C. 电子是粒子，不是波D. 电子是波，不是粒子二、填空题（每空2分，共20分）11. 根据牛顿第一定律，如果一个物体不受外力作用，它将保持________状态。

12. 力的三要素包括力的大小、力的方向和________。

13. 物体的惯性大小取决于它的________。

14. 一个物体的动能（K）可以用公式 K = 1/2 mv^2 来计算，其中 m 是________，v 是________。

15. 根据欧姆定律，电流（I）与电压（V）和电阻（R）的关系可以表示为 I = V/________。

igcse physical试卷

igcse physical试卷标题：IGCSE Physical试卷引言概述：IGCSE Physical试卷是国际通用中学教育证书考试中的一项重要内容。

该试卷旨在考察学生对物理学基础知识的理解和应用能力。

本文将从以下五个大点阐述IGCSE Physical试卷的内容和要求，包括力学、热学、光学、电学和原子物理。

正文内容：1. 力学1.1 运动学：包括位移、速度、加速度等基本概念和公式。

1.2 力和运动：解释牛顿三定律、摩擦力、重力和弹力等概念。

1.3 动量和能量：讨论动量守恒和能量守恒原理，以及相关计算方法。

2. 热学2.1 温度和热量：介绍温度的测量和热量的传递方式。

2.2 热容和相变：解释热容和相变的概念，以及相关计算方法。

2.3 理想气体：讨论理想气体状态方程和气体定律。

3. 光学3.1 反射和折射：解释光的反射和折射规律，以及相关计算方法。

3.2 光的波动性：介绍光的波动性质和干涉、衍射现象。

3.3 光的光谱：讨论光的光谱分析和颜色形成原理。

4. 电学4.1 电荷和电场：解释电荷和电场的概念，以及库仑定律。

4.2 电流和电阻：介绍电流和电阻的概念，以及欧姆定律。

4.3 电磁感应和交流电：讨论电磁感应现象和交流电的特性。

5. 原子物理5.1 原子结构：介绍原子结构的基本组成和量子理论。

5.2 放射性衰变：解释放射性衰变和半衰期的概念。

5.3 核能和核反应：讨论核能的利用和核反应的概念。

总结：综上所述，IGCSE Physical试卷涵盖了力学、热学、光学、电学和原子物理等方面的知识。

学生需要掌握每个大点下的3-5个小点，包括基本概念、公式和计算方法。

通过这个试卷的考核，学生将能够全面了解物理学的基础知识，并运用于实际问题的解决中。

这对于培养学生的科学思维和解决问题的能力具有重要意义。

浙江省G5联盟2024年高二4月期中物理试题+答案

2023学年第二学期浙江G5联盟期中联考高二年级物理学科试题考生须知：1．本卷满分100分，考试时间90分钟。

2．答题前，在答题卷指定区域填写班级、姓名、考场号、座位号及准考证号并填涂相应数字。

3．所有答案必须写在答题纸上，写在试卷上无效。

4．考试结束后，只需上交答题纸。

选择题部分一、选择题Ⅰ（本题共13小题，每小题3分，共39分。

每小题列出的四个备选项中只有一个是符合题目要求的，不选、多选、错选均不得分）1．下列物理量中为矢量且单位符号正确的是（）A．电流（A）B．电场强度（C）C．磁通量（wb）D．磁感应强度（T）2．2024年2月27日，某电动垂直起降航空器完全模拟一家人从深圳蛇口邮轮母港飞至珠海九洲港码头，将单程2.5到3小时的地面车程缩短至20分钟。

该航空器最大航程250公里，最大巡航速度200公里/小时，最多可搭载5人，则下列说法中正确的是（）A．航程250公里代表位移B．最大巡航速度200公里/小时指的是瞬时速度C．计算航空器在两地飞行时间时不能视作质点D．航空器升空过程中，以某一乘客为参考系，其他乘客都向上运动3．下列说法符合物理学史的是（）A．奥斯特发现了电磁感应现象B．赫兹预言了电磁波的存在C．法拉第最先提出了微观领域的能量量子化概念D．英国物理学家卡文迪许测量出了引力常量G的数值4．质量为m的链球在抛出前的运动情景如图所示，假设在运动员的作用下，链球与水平面成一定夹角的斜面上从1位置匀速转动到最高点2位置，则链球从1位置到2位置的过程中下列说法正确的是（）A ．链球需要的向心力保持不变B ．链球在转动过程中机械能守恒C ．运动员的手转动的角速度等于链球的角速度D ．运动员的手转动的线速度大于链球的线速度5．如图所示，质量为m 的磁铁贴吸于固定的竖直金属板上，初始时作用于磁铁的推力F 既平行于水平面也平行于金属板，此时金属板对磁铁的作用力为1F 。

现保持推力F 的大小不变，将作用于磁铁的推力F 方向改为垂直金属板，此时金属板对磁铁作用力为2F 。

2025届深圳外国语学校高三上学期9月月考物理试题+答案

深圳外国语学校2024-2025学年度高三第一学期第二次月考物理试题注意事项：1．答卷前，考生务必将自己的姓名、准考证号码填写在答题卡上。

2．作答时，务必将答案写在答题卡上。

写在本试卷及草稿纸上无效。

3．考试结束后，将答题卡交回。

一、单项选择题：本题共7小题，每小题4分，共24分。

在每小题给出的四个选项中，只有一项是符合题目要求的。

1．深中通道是国家重大工程和世界级跨海集群工程，全长约24千米，北距虎门大桥约30千米，小明计划周末从家坐车去深圳宝安机场，他事先用导航软件搜索路线，若选择走A 路线，经过虎门大桥，路程约103千米，耗时约1小时50分钟；若选择走B 路线，经过深中通道，路程约53千米，耗时约1小时，假设汽车实际行驶路线和时间与导航软件预计的相同，则下列说法正确的是（） A ．汽车通过A 路线的位移更大 B ．汽车通过两条路线的平均速度相同 C ．汽车通过A 路线的平均速度更大D ．汽车通过A 路线的平均速率更大2．潜艇从海水的高密度区驶入低密度区。

浮力急剧减小的过程称为“掉深”。

如图a 所示，某潜艇在高密度区水平向右匀速航行，0t =时，该潜艇开始“掉深”，潜艇“掉深”后其竖直方向的速度y v 随时间变化的图像如图b ，水平速度x v 保持不变，若以水平向右为x 轴，竖直向下为y 轴，则潜艇“掉深”后的0-30s 内。

其运动轨迹的大致图形是（）A ．B ．C ．D ．3．2023年的春晚舞蹈《锦绣》，艺术地再现了古代戍边将士与西域各民族化干戈为玉帛并建立深厚友谊的动人故事。

图（a ）是一个优美且难度极大的后仰动作，人后仰平衡时，可粗略认为头受到重力G 、肌肉拉力2F 和颈椎支持力1F ，如图（b ），若弯曲后的头颈与水平方向60°角，2F 与水平方向成45°角，则可估算出1F 的大小为（）A ．)1G +B ．)1G −C ．)2GD ．)2G −4．图甲是北京冬奥会单板滑雪大跳台比赛项目中运动员在空中姿态的合成图。

2024-2025学年上外版必修3物理上册阶段测试试卷839

2024-2025学年上外版必修3物理上册阶段测试试卷839考试试卷考试范围：全部知识点；考试时间：120分钟学校：______ 姓名：______ 班级：______ 考号：______总分栏题号一二三四五总分得分评卷人得分一、选择题(共7题，共14分)1、某电场的等势面如图所示，现将试探电荷分别放置在图中a、b、c、d四个点上；则试探电荷具有最大电势能的点是（）A. aB. bC. cD. d2、下列说法错误的是（）A. 在匀强电场中，电势降低的方向一定是电场的方向B. 无论是正电荷还是负电荷，电场力做负功时电势能一定增加C. 电场力做功与电荷经过的路径无关，仅与运动始末位置的电势有关D. 将电荷由电势低的地方移到电势高的地方，电势能可能增加、也可能减小3、如图所示，实线表示某电池中的四个等势面，它们的电势分别为和，相邻等势面间的电势差相等，一带负电的粒子，重力不计，在该电场中运动的轨迹如虚线所示，a、b、c、d是其运动轨迹与等势面的四个交点；则可以判断（）A. 等势面上各点场强处处相同B. 四个等势面的电势关系是C. 粒子从a运动到d的过程中静电力一直做负功D. 粒子在a、b、c、d四点的速度大小关系是4、如图所示是某电源的路端电压与电流的关系图象；下面结论正确的是（）A. 电源的电动势为6.0VB. 电源的内阻为12ΩC. 电源的短路电流为0.5AD. 外电路接入了一个阻值是18Ω的电动机，电路中的电流一定为0.3A．5、采用如图所示的电路，通过改变外电路电阻R，测出多组U、I的数据，作出图像；利用图像可以求解出电源的电动势和内电阻；某同学考虑到实验中使用的电压表和电流表的实际特点，认为本实验是存在系统误差的；关于该实验的系统误差，下列分析正确的是（）A. 滑动变阻器接入电路的阻值越大，系统误差越小B. 滑动变阻器接入电路的阻值大小对系统误差没有影响C. 电流表的分压作用导致该实验产生系统误差D. 电压表的分流作用导致该实验产生系统误差6、物理中“定义式”告诉我们被定义的物理量的物理意义是什么，以及可以怎样测量和计算该物理量。