Cambridge IGCSE® Combined and

Co-ordinated Sciences
Physics Workbook
David Sang

Cambridge IGCSE®
This physics workbook is tailored to the Cambridge IGCSE Combined
Science (0653) and Cambridge IGCSE Co-ordinated Sciences (0654)
syllabuses for first examination in 2019, and is endorsed for learner David Sang
support by Cambridge International Examinations.
The workbook:
• Focuses on the skills students need for scientific study, including
problem-solving, handling, interpreting and presenting data, as well as
investigating and experimenting.
Cambridge IGCSE®

Combined and Co-ordinated Sciences

• Contains exercises that are arranged in the same order as the chapters
in the Physics section of the coursebook, and are clearly marked

Combined and
according to the syllabus they cover.
• Is written in a clear and accessible style with the international learner
in mind.

Also available in this series:

Co-ordinated
Coursebook with CD-ROM 978-1-316-63101-0
Biology Workbook 978-1-316-63104-1
Chemistry Workbook 978-1-316-63105-8
Teacher’s Resource CD-ROM 978-1-316-63107-2

Sciences
Completely Cambridge
Cambridge University Press works with Cambridge International
Examinations and experienced authors, to produce high-quality endorsed
textbooks and digital resources that support Cambridge Teachers and
encourage Cambridge Learners worldwide.

Physics Workbook
To find out more about Cambridge University Press visit
education.cambridge.org/cie

Physics Workbook
Lift for information
about the syllabuses
This resource is endorsed for learner support
by Cambridge International Examinations

✓ Provides
 learner support for the syllabus for
examination from 2019

✓ Has
 passed Cambridge’s rigorous
quality-assurance process

✓ Developed by subject experts

Original material © Cambridge University Press 2017
✓ For Cambridge schools worldwide
 David Sang

Cambridge IGCSE®

Combined and
Co-ordinated
Sciences
Physics Workbook

Original material © Cambridge University Press 2017

University Printing House, Cambridge CB2 8BS, United Kingdom
One Liberty Plaza, 20th Floor, New York, NY 10006, USA
477 Williamstown Road, Port Melbourne, VIC 3207, Australia
4843/24, 2nd Floor, Ansari Road, Daryaganj, Delhi – 110002, India
79 Anson Road, #06–04/06, Singapore 079906

Cambridge University Press is part of the University of Cambridge.

It furthers the University’s mission by disseminating knowledge in the pursuit of
education, learning and research at the highest international levels of excellence.

www.cambridge.org
Information on this title: www.cambridge.org/9781316631065

© Cambridge University Press 2017

This publication is in copyright. Subject to statutory exception
and to the provisions of relevant collective licensing agreements,
no reproduction of any part may take place without the written
permission of Cambridge University Press.
First published 2017
20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
Printed in Malaysia by Vivar Printing
A catalogue record for this publication is available from the British Library
ISBN 978-1-316-63106-5 Paperback
Cambridge University Press has no responsibility for the persistence or accuracy
of URLs for external or third-party internet websites referred to in this publication,
and does not guarantee that any content on such websites is, or will remain,
accurate or appropriate. Information regarding prices, travel timetables, and other
factual information given in this work is correct at the time of first printing but
Cambridge University Press does not guarantee the accuracy of such information
thereafter.

NOTICE TO TEACHERS IN THE UK

It is illegal to reproduce any part of this work in material form (including
photocopying and electronic storage) except under the following circumstances:
(i) where you are abiding by a licence granted to your school or institution by the
Copyright Licensing Agency;
(ii) where no such licence exists, or where you wish to exceed the terms of a license,
and you have gained the written permission of Cambridge University Press;
(iii) where you are allowed to reproduce without permission under the provisions
of Chapter 3 of the Copyright, Designs and Patents Act 1988, which covers, for
example, the reproduction of short passages within certain types of educational
anthology and reproduction for the purposes of setting examination questions.

® IGCSE is the registered trademark of Cambridge International Examinations.

Example answers and all questions were written by the author.

Original material © Cambridge University Press 2017

Contents
Introductionv P7 Energy resources 38
P7.01 Renewables and non-renewables 38
P1 Making measurements 1
P7.02 Wind energy 39
P1.01 The SI system of units 1
P7.03 Energy from the Sun 41
P1.02 Accurate measurements 2
P1.03 Density data 3 P8 Work and power 42
P1.04 Testing your body clock 5 P8.01 Forces doing work, transferring energy 42
P8.02 Calculating work done 43
P2 Describing motion 7
P8.03 Measuring work done 45
P2.01 Measuring speed 7
P8.04 Power 46
P2.02 Speed calculations 9
P2.03 More speed calculations  10 P9 The kinetic model of matter 48
P2.04 Distance–time graphs  11 P9.01 Changes of state 48
P2.05 Acceleration  14 P9.02 The kinetic model of matter 49
P2.06 Speed–time graphs  15 P9.03 Brownian motion 50
P9.04 Understanding gases 51
P3 Forces and motion 17 iii
P3.01 Identifying forces 17 P10 Thermal properties of matter 52
P3.02 The effects of forces 18 P10.01 Demonstrating thermal expansion 52
P3.03 Combining forces 19 P10.02 Thermal expansion 53
P3.04 Mass and weight 20 P10.03 Energy and temperature 55
P3.05 Force, mass and acceleration 20 P10.04 Calibrating a thermometer 55

P4 Turning effects of forces 22 P11 Thermal (heat) energy

P4.01 Turning effect of a force 22
transfers57
P11.01 Conductors of heat 57
P4.02 Calculating moments 23
P11.02 Convection currents 59
P4.03 Stability and centre of mass 24
P11.03 Radiation 60
P4.04 Make a mobile 25
P11.04 Losing heat 62
P5 Forces and matter 26 P11.05 Warming up, cooling down 63
P5.01 Stretching a spring 26
P5.02 Stretching rubber 28 P12 Sound 65
P5.03 Pressure 29 P12.01 Sound on the move 65
P12.02 Sound as a wave 68
P6 Energy transformations and
energy transfers 31 P13 Light 70
P6.01 Recognising forms of energy 31 P13.01 On reflection 71
P6.02 Energy efficiency 33 P13.02 Refraction of light 72
P6.03 Energy calculations 35 P13.03 The changing speed of light 73
Original material © Cambridge University Press 2017
 Cambridge IGCSE Combined and Co-ordinated Sciences

P13.04 A perfect mirror 74 P19 Electric circuits 99

P13.05 Image in a lens 75 P19.01 Circuit components and their symbols 99
P19.02 Resistor combinations 100
P14 Properties of waves 77
P19.03 More resistor combinations 102
P14.01 Describing waves 77
P19.04 Electrical safety 104
P14.02 The speed of waves 79
P14.03 Wave phenomena 80 P20 Electromagnetic forces 106
P20.01 Using electromagnetism 106
P15 Spectra 82
P15.01 Electromagnetic waves 82 P21 Electromagnetic induction 108
P15.02 Using electromagnetic radiation 83 P21.01 Electricity generation 108
P21.02 Transformers 109
P16 Magnetism 85
P16.01 Attraction and repulsion 85 P22 The nuclear atom 112
P16.02 Magnetic fields 86 P22.01 The structure of the atom 113
P22.02 Isotopes 114
P17 Electric charge 87
P22.03 The nature of radiation 115
P17.01 Attraction and repulsion 87
P22.04 Radioactive decay equations 116
P17.02 Static at home 89
P22.05 Radioactive decay 118
P18 Electrical quantities 90 P22.06 Using radioactive substances 121
iv
P18.01 Current in a circuit 91
P18.02 Current and charge 92 Answers122
P18.03 Electrical resistance 93
P18.04 Current–voltage characteristics 95
P18.05 Electrical energy and power 97

Original material © Cambridge University Press 2017

Introduction
This workbook covers two syllabuses: Cambridge IGCSE Combined Science (0653) and
Cambridge IGCSE Co-ordinated Sciences (0654). Before you start using this workbook, check with
your teacher which syllabus you are studying and which papers you will take. You will sit either the
Core paper or the Extended paper for your syllabus. If you are sitting the Extended paper, you will
study the Core material and the Supplement material for your syllabus.

Once you know which paper you will be sitting, you can use the exercises in this workbook to help
develop the skills you need and prepare for your examination.

The examination tests three different Assessment Objectives, or AOs for short. These are:
AO1 Knowledge with understanding
AO2 Handling information and problem solving
AO3 Experimental skills and investigations.

In the examination, about 50% of the marks are for AO1, 30% for AO2 and 20% for AO3. Just learning
your work and remembering it is therefore not enough to make sure that you get the best possible grade
in the exam. Half of all the marks are for AO2 and AO3. You need to be able to use what you’ve learned in
unfamiliar contexts (AO2) and to demonstrate your experimental skills (AO3).

There are lots of activities in your coursebook which will help you to develop your experimental skills by v
doing practical work. This workbook contains exercises to help you to develop AO2 and AO3 further.
There are some questions that just involve remembering things you have been taught (AO1), but most of
the questions require you to use what you’ve learned to work out, for example, what a set of data means,
or to suggest how an experiment might be improved.

These exercises are not intended to be exactly like the questions you will get on your exam papers.
This is because they are meant to help you to develop your skills, rather than testing you on them.

There’s an introduction at the start of each exercise that tells you the purpose of it – which skills you
will be working with as you answer the questions.

There are sidebars in the margins of the book to show which material relates to each syllabus and paper.
If there is no sidebar, it means that everyone will study this material.

Original material © Cambridge University Press 2017 v

 Cambridge IGCSE Combined and Co-ordinated Sciences

Use this table to ensure that you study the right material for your syllabus and paper:

Cambridge IGCSE Combined Science (0653) Cambridge IGCSE Co-ordinated Sciences (0654)
Core Supplement Core Supplement
You will study the You will study the You will study the You will study
material: material: material: everything.
This includes the
Without a Without a Without a
material:
sidebar sidebar sidebar
Without a
With a double With a single
sidebar
grey sidebar grey sidebar
With a single
With a double With a double
grey sidebar
black sidebar grey sidebar
With a double
grey sidebar
With a single
black sidebar
With a double
black sidebar

Safety
vi
A few practical exercises have been included. These could be carried out at home using simple materials that
you are likely to have available to you. (There are many more practical activities on the CD-ROM that accompanies
your coursebook.)
While carrying out such experiments, it is your responsibility to think about your own safety, and the safety of
others. If you work sensibly and assess any risks before starting, you should come to no harm. If you are in doubt,
discuss what you are going to do with your teacher before you start.

Original material © Cambridge University Press 2017

Chapter P1
Making measurements
KEY TERMS

density: the ratio of mass to volume for a substance

USEFUL EQUATIONS

mass
density =
volume

Exercise P1.01 The SI system of units

To be part of the international community of scientists, you need to use the SI units
(Le Système International d’Unités).

a Give the SI units (name and symbol) of the following quantities:

length

volume

b Give the name in words and the symbol for the following:

one thousand metres

one-thousandth of a metre

c How many

centimetres are there in a metre?

litres are there in a cubic metre?

d List as many non-SI units of length as you can.

Original material © Cambridge University Press 2017 1

 Cambridge IGCSE Combined and Co-ordinated Sciences

e Give a reason why it is important for scientists to have a system of units that is agreed between all countries.

f Name some more professions that make use of the SI system of units.

Exercise P1.02  Accurate measurements

To measure a length accurately, it is essential to have a careful technique. This exercise will test
your ability to measure lengths.

a The diagram shows how a student attempted to measure the length of a piece of wire.

0 1 2 3 4 5 6 7
2

From the diagram, estimate the length of the wire.         

State three ways in which the student could have improved his technique for measuring the wire.

b Find a rectangular sheet of paper, at least as big as the pages of this book. A sheet of newspaper is ideal.
Your task is to use a ruler to measure three lengths: the short side, the long side and the diagonal.
For lengths that are longer than your ruler, you will need to devise a careful technique.

c Describe the method you have used for measuring the length of the diagonal. It may help to include a diagram.


Original material © Cambridge University Press 2017
 Chapter P1: Making measurements

d Record your results (in centimetres) in Table 1.01.

Measurement Length / cm Length2 / cm2

short side
long side
diagonal
Table 1.01

e Now you can use Pythagoras’ theorem to test your results. In the third column of the table, calculate and
write down the square of each length.
Then calculate:
(short side)2 + (long side)2 =         
This should be equal to (diagonal)2.

f Round off your values to the nearest cm2. How close are your two answers? Write a comment below.

Exercise P1.03  Density data 3

This exercise presents some data for you to interpret and use.

Some data about the density of various solids and liquids are shown in Table 1.02.

Material State / type Density / kg/m3 Density / g/cm3

water liquid / non-metal 1000 1.000
ethanol liquid / non-metal 800 0.800
olive oil liquid / non-metal 920
mercury liquid / metal 13 500
ice solid / non-metal 920
diamond solid / non-metal 3500
cork solid / non-metal 250
chalk solid / non-metal 2700
iron solid / metal 7900
tungsten solid / metal 19 300
aluminium solid / metal 2700
gold solid / metal 19 300
Table 1.02
Two units are used for the densities, kg/m3 and g/cm3.

a Complete the fourth column by converting each density in kg/m3 to the equivalent value in g/cm3.
The first two have been done for you.

Original material © Cambridge University Press 2017

 Cambridge IGCSE Combined and Co-ordinated Sciences

b Ice floats on water because its density is less than that of water. Name another solid material shown in the
table which will float in water.

c A cook mixes equal volumes of water and olive oil in a jar. The two liquids separate. Complete the drawing of
the jar to show how the liquids will appear. Label them.

4
d A student wrote: “These data show that metals are denser than non-metals.” Do you agree?
Explain your answer.

e Calculate the mass of a block of gold that measures 20 cm × 15 cm × 10 cm. Give your answer in kg.

Original material © Cambridge University Press 2017

 Chapter P1: Making measurements

f A metalworker finds a block of silvery metal. He weighs it and he measures its volume. Here are his results:
mass of block = 0.270 kg
volume of block = 14.0 cm3
Calculate the density of the block.

Suggest what metal this might be.         

Exercise P1.04  Testing your body clock

How good would your pulse be as a means of measuring time intervals?

Galileo used the regular pulse of his heart as a means of measuring intervals of time until he noticed that a
swinging pendulum was more reliable.
5
In this exercise, you need to be able to measure the pulse in your wrist. Place two fingers of one hand gently on the
inside of the opposite wrist. Press gently at different points until you find the pulse. (Alternatively, press two fingers
gently under your jawbone on either side of your neck.)

You will also need a clock or watch that will allow you to measure intervals of time in seconds.

a Start by timing 10 pulses. (Remember to start counting from zero: 0, 1, 2, 3, …, 9, 10.) Repeat this several times
and record your results in a table in the space provided.

b Comment on your results. How much do they vary? Is the problem that it is difficult to time them, or is your
heart rate varying?

Original material © Cambridge University Press 2017

 Cambridge IGCSE Combined and Co-ordinated Sciences

c Use your results to calculate the average time for one pulse.

d Repeat the above, but now count 50 pulses. Record your results in a table in the space provided.
Calculate the average time for one pulse.

6
e Now investigate how your pulse changes if you take some gentle exercise – for example, by walking briskly, or
by walking up and down stairs.

Write up your investigation in the lined space. Use the following as a guide.

• Briefly describe your gentle exercise.

• Give the measurements of pulse rate that you have made.
• Comment on whether you agree with Galileo that a pendulum is a better time-measuring instrument than
your pulse.

Original material © Cambridge University Press 2017

Chapter P2
Describing motion
KEY TERMS

speed: the distance travelled by an object in unit time

acceleration: the rate of change of an object’s velocity

USEFUL EQUATIONS

distance change in speed

speed = acceleration =
time time taken
speed = gradient of distance–time graph acceleration = gradient of speed–time graph
distance = area under speed–time graph

Exercise P2.01 Measuring speed

This exercise is about how we can measure the speed of a moving object.

a One way to find the speed of an object is to measure the time it takes to travel a measured distance.
Table 2.01 shows the three quantities involved. 7
Complete the table as follows:
• In the second column, give the SI unit for each quantity (name and symbol).

• In the third column, give some other, non-SI, units for these quantities.

• In the fourth column, name suitable measuring instruments for distance and time.

Quantity SI unit (name and symbol) Non-SI units Measuring instrument

distance
time
speed
Table 2.01

b In the laboratory, the speed of a moving trolley can be found using two light gates. A timer measures the time
taken for a trolley to travel from one light gate to the other.

What other quantity must be measured to determine the trolley’s speed?

Write down the equation used to calculate the speed of the trolley

Original material © Cambridge University Press 2017 7

 Cambridge IGCSE Combined and Co-ordinated Sciences

A trolley takes 0.80 s to travel between two light gates, which are separated by 2.24 m.
Calculate its average speed.

c The speed of moving vehicles is sometimes measured using detectors buried in the road. The two detectors
are about 1 m apart. As a vehicle passes over the first detector, an electronic timer starts. As it passes over the
second detector, the timer stops.

Explain how the vehicle’s speed can then be calculated.

8


On one stretch of road, any vehicle travelling faster than 25 m/s is breaking the speed limit. The detectors are
placed 1.2 m apart. Calculate the speed of a car that takes 0.050 s to travel this distance. Is it breaking the
speed limit?

Calculate the shortest time that a car can take to cross the detectors if it is not to break the speed limit.

Original material © Cambridge University Press 2017

 Chapter P2: Describing motion

d Describe briefly how such a speed-detection system could be used to light up a warning light whenever a
speeding car goes past.

Exercise P2.02  Speed calculations

Use the equation for speed to solve some numerical problems.

a The table shows the time taken for each of three cars to travel 100 m. Circle the name of the fastest car.
Complete Table 2.02 by calculating the speed of each car. Give your answers in m/s and to one decimal place.

Car Time taken / s Speed / m/s

red car 4.2
9
green car 3.8
yellow car 4.7
Table 2.02

b A jet aircraft travels 1200 km in 1 h 20 min.

How many metres does it travel?         

For how many minutes does it travel?         

And for how many seconds?         

Calculate its average speed during its flight.

c A stone falls 20 m in 2.0 s. Calculate its average speed as it falls.

Original material © Cambridge University Press 2017

 Cambridge IGCSE Combined and Co-ordinated Sciences

The stone falls a further 25 m in the next 1.0 s of its fall. Calculate the stone’s average speed during the
3 s of its fall.

Explain why we can only calculate the stone’s average speed during its fall.

Exercise P2.03  More speed calculations

In these problems, you will have to rearrange the equation for speed.

10
a A car is moving at 22 m/s. How far will it travel in 35 s?

b A swallow can fly at 25 m/s. How long will it take to fly 1.0 km?

c A high-speed train is 180 m long and is travelling at 50 m/s. How long will it take to pass a person standing at a
level crossing?

Original material © Cambridge University Press 2017

 Chapter P2: Describing motion

How long will it take to pass completely through a station whose platforms are 220 m in length?

d In a 100 m race, the winner crosses the finishing line in 10.00 s. The runner-up takes 10.20 s. Estimate the
distance between the winner and the runner-up as the winner crosses the line. Show your method of working.

Explain why your answer can only be an estimate.


11

Exercise P2.04  Distance–time graphs

In this exercise, you draw and interpret some distance–time graphs. You can calculate the speed
of an object from the gradient (slope) of the graph.

a The diagrams A–D show distance–time graphs for four moving objects. Complete Table 2.03 by indicating
(in the second column) the graph or graphs that represent the motion described in the first column.

A B C D
Distance

Distance

Distance

Distance

Time Time Time Time

Description of motion Graph(s)

moving at a steady speed
stationary (not moving)
moving fastest
changing speed
Table 2.03
Original material © Cambridge University Press 2017
 Cambridge IGCSE Combined and Co-ordinated Sciences

b Table 2.04 shows the distance travelled by a runner during a 100 m race. Use the data to draw a
distance–time graph on the graph paper grid provided.

Distance / m 0 10.0 25.0 45.0 65.0 85.0 105.0

Time / s 0.0 2.0 4.0 6.0 8.0 10.0 12.0
Table 2.04

12

Now use your graph to answer these questions:

How far did the runner travel in the first 9.0 s?         

How long did the runner take to run the first 50.0 m?         

How long did the runner take to complete the 100 m?         

Use the gradient of your graph to determine the runner’s average speed between 4.0 s and 10.0 s.
On your graph, show the triangle that you use.

c On the graph paper grid provided, sketch a distance–time graph for the car whose journey is described here:

• The car set off at a slow, steady speed for 20 s.

• Then it moved for 40 s at a faster speed.

Original material © Cambridge University Press 2017

 Chapter P2: Describing motion

• Then it stopped at traffic lights for 20 s before setting off again at a slow, steady speed.

d The graph represents the motion of a bus for part of a journey.

1000

800

13
Distance / m

600

400

200

0
0 20 40 60 80 100
Time / s

On the graph, mark the section of the journey where the bus was moving faster.

From the graph, calculate the following:

• the speed of the bus when it was moving faster

• the average speed of the bus.

Original material © Cambridge University Press 2017

 Cambridge IGCSE Combined and Co-ordinated Sciences

Exercise P2.05  Acceleration

When an object changes speed, we say that it accelerates. Its acceleration is the rate at which its
speed increases.

a In an advertisement, a car is described like this:

“It can accelerate from 0 km/h to 80 km/h in 10 s.”

By how much does its speed increase in each second (on average)?          

b A cyclist is travelling at 4.0 m/s. She speeds up to 16 m/s in a time of 5.6 s. Calculate her acceleration.

14
c A stone falls with an acceleration of 10.0 m/s2. Calculate its speed after falling for 3.5 s.

d On the Moon, gravity is weaker than on Earth. A stone falls with an acceleration of 1.6 m/s2. How long will it take
to reach a speed of 10 m/s?

Original material © Cambridge University Press 2017

 Chapter P2: Describing motion

Exercise P2.06  Speed–time graphs

In this exercise, you draw and interpret some speed–time graphs. You can calculate the
acceleration of an object from the gradient (slope) of the graph. You can calculate the distance
travelled from the area under the graph.

a The diagrams A–D show speed–time graphs for four moving objects. Complete Table 2.05 by indicating
(in the second column) the graph or graphs that represent the motion described in the first column.

A B C D
Speed

Speed

Speed

Speed
Time Time Time Time

Description of motion Graph(s)

moving at a steady speed
speeding up, then slowing down
moving with constant acceleration
accelerating to a steady speed
Table 2.05 15

b The graph represents the motion of a car that accelerates from rest and then travels at a steady speed.

30
Speed / m/s

20

10

0
0 10 20 30 40
Time / s

Original material © Cambridge University Press 2017

 Cambridge IGCSE Combined and Co-ordinated Sciences

From the graph, determine the acceleration of the car in the first part of its journey.

On the graph, shade in the area that represents the distance travelled by the car while accelerating.
Label this area A.
Shade the area that represents the distance travelled by the car at a steady speed. Label this area B.
Calculate each of these distances and the total distance travelled by the car.
1
[Note: area of a triangle = × base × height.]
2

c On the graph paper grid, sketch a speed–time graph for the car whose journey is described here:
• The car set off at a slow, steady speed for 20 s.
16 • Then, during a time of 10 s, it accelerated to a faster speed.
• It travelled at this steady speed for 20 s.
• Then it rapidly decelerated and came to a halt after 10 s.

Original material © Cambridge University Press 2017

Chapter P3
Forces and motion
KEY TERMS

force: the action of one body on a second body that causes its velocity to change
resultant force: the single force that has the same effect on a body as two or more forces
mass: the property of an object that causes it to resist changes in its motion
weight: the downward force of gravity that acts on an object because of its mass

USEFUL EQUATIONS

Force = mass × acceleration

F = ma

Exercise P3.01 Identifying forces

Forces are invisible (although we can often see their effects). Being able to identify forces is an
important skill for physicists.

The pictures show some bodies. Your task is to add at least one force arrow to each body, showing a force acting
on it. (Two force arrows are already shown.)
17
Each force arrow should be labelled to indicate the following:

• the type of force (contact, drag/air resistance, weight/gravitational, push/pull, friction, magnetic)
• the body causing the force
• the body acted on by the force.

For example: the gravitational force of the Earth on the apple.

Original material © Cambridge University Press 2017 17

 Cambridge IGCSE Combined and Co-ordinated Sciences

Exercise P3.02  The effects of forces

A force can change how a body moves, or it may change its shape.

a Each diagram shows a body with a single force acting on it. For each, say what effect the force will have.

A B

18

C D

b A boy slides down a sloping ramp. In the space below, draw a diagram of the boy on the ramp and add a
labelled arrow to show the force of friction that acts on him.

What effect will the force have on the boy’s movement?

Original material © Cambridge University Press 2017

 Chapter P3: Forces and motion

Exercise P3.03  Combining forces

When two or more forces act on a body, we can replace them by a single resultant force that has
the same effect.

a In Table 3.01, the left-hand column shows four objects acted on by different forces. For the same objects in the
right-hand column, add a force arrow to show the resultant force acting on it in each case.
80 N
80 N 45 N
45 N
Forces on object Resultant force
80 N 45 N
8080
NN 4545
NN

60 N
60 N 40 N
N
40
8060
NN 4540
NN
50
6050
NN
60 N
4040
NN
50 N
5050
NN
20 N
20 N
60 N 40 N
20 N
2020
NN
50 N
20
8020
NNN 20
4520
NNN
20 N 20 N
2020
NN 20 N
20 N 20 N
60 N 40 N
40 N
40 N
20 N 40 N20 N
50 N 20 N 4040 N
40NN
N
20 N 40
20 N 40 N
2020
N N 4040N
80 N 20 N N
100
100 NN 40 N 45 NN
100
100 N
19
100 N 100 N
100 NN 100 N
20100
N 20 N 100
40 N 20 NN
60 N 100 N
N
40 N
100
100 N 100100
N N
50 N
Table 3.01 100 N
40100
N N

20 N 2040NN
b In the space below,100draw
N a diagram showing a body with four forces acting on it. Their resultant must be 4 N
acting vertically downwards.
20 NN
100 20 N
100 N

40 NN
100

20 N 40 N

100 N 100 N

100 N

Original material © Cambridge University Press 2017

 Cambridge IGCSE Combined and Co-ordinated Sciences

Exercise P3.04  Mass and weight

Mass and weight are two quantities that can easily be confused.

How well do you understand the difference between mass and weight? In the second column of Table 3.02, write
‘mass’ or ‘weight’ (or ‘both’), as appropriate.

Description Mass or weight or both?

a force
measured in kilograms
measured in newtons
decreases if you go to the Moon
a measure of how difficult it is to accelerate a body
caused by the attraction of another body
increases if more atoms are added to a body
balanced by the contact force of the floor when you are standing
used in calculating the acceleration of a body when a force acts on it
makes it difficult to change the direction of a body as it moves
decreases to zero as a body moves far from the Earth or any other object
Table 3.02

20

Exercise P3.05  Force, mass and acceleration

Here you practise using the relationship F = ma.

a The equation F = ma relates three quantities. Complete Table 3.03 to show the names of these quantities and
their SI units.

Quantity Symbol SI unit

F
m
a
Table 3.03

b Rearrange the equation F = ma to change its subject:

m= a=

c Calculate the force needed to give a mass of 20 kg an acceleration of 0.72 m/s2.

Original material © Cambridge University Press 2017

 Chapter P3: Forces and motion

d A car of mass 450 kg is acted on by a resultant force of 1575 N. Calculate its acceleration.

e One way to find the mass of an object is to apply a force to it and measure its acceleration. An astronaut
pushes on a spacecraft with a force of 200 N. The spacecraft accelerates at 0.12 m/s2. What is the mass of the
spacecraft?

21
f In the space below, draw a falling stone with the following forces acting on it:

• its weight, 8.0 N

• air resistance, 2.4 N.

g Calculate the stone’s acceleration. (Its mass is 0.80 kg.)

Original material © Cambridge University Press 2017

 Answers
Example answers and all questions were written by the author.

Chapter P1  Making measurements For example, the table should resemble the following
(see Table A1.01):

Measurement Length / cm Length2 / cm2

Exercise P1.01  The SI system of units
short side 12.5 156
a metre (m) long side 17.3 299
cubic metre (m3) diagonal 21.3 454
Table A1.01
b kilometre (km)
(short side)2 + (long side)2 = 156 + 299 = 455
millimetre (mm)
f Comments will vary.
c 100
1000 Exercise P1.03  Density data
a see Table A1.02
d For example: inch, foot, yard, mile, furlong, etc.
b cork
e For example: to make it easier to compare measurements;
to make it easier to share data c
122
f For example: medicine (doctors, nurses), engineering,
architecture and surveying, etc.

Exercise P1.02  Accurate measurements

olive oil
a 6.7 cm
Align end with zero; place next to ruler; straighten it out. water

b–e 
Answers will depend on the piece of paper selected by the
student.

Material State / type Density / kg/m3 Density / g/cm3

water liquid / non-metal 1 000 1.000
ethanol liquid / non-metal 800 0.800
olive oil liquid / non-metal 920 0.920
mercury liquid / metal 13 500 13.500
ice solid / non-metal 920 0.920
diamond solid / non-metal 3 500 3.500
cork solid / non-metal 250 0.250
chalk solid / non-metal 2 700 2.700
iron solid / metal 7 900 7.900
tungsten solid / metal 19 300 19.300
aluminium solid / metal 2 700 2.700
gold solid / metal 19 300 19.300
Table A1.02
122 Original material © Cambridge University Press 2017
 Answers

Quantity SI unit (name and symbol) Non-SI units Measuring instrument

distance metre (m) mile, etc. tape measure, rule
time second (s) hour, etc. clock, stopwatch
speed metre per second (m/s) mile per hour, etc.
Table A2.01

d Disagree. Aluminium (metal) is less dense than diamond Exercise P2.02  Speed calculations
(non-metal). But it is true that, for the table, most metals
are more dense than most non-metals. a The green car should be circled as the fastest in Table A2.02

e 57.9 kg Car Time taken / s Speed / m/s

red car 4.2 23.8
f 19 300 kg/m3
green car 3.8 26.3
possibly tungsten
yellow car 4.7 21.3

Exercise P1.04  Testing your body clock Table A2.02

b 1 200 000 m
Answers will vary.
80 min
 tudents should recognise that measuring 50 pulses
S
4800 s 123
is better than measuring 10 (provided that the pulse rate is
not changing). Also they should appreciate that pulse rate 250 m/s
can change, and that this makes it less reliable than
using a pendulum. c 10 m/s
15 m/s
It is speeding up (accelerating).
Chapter P2  Describing motion
Exercise P2.03  More speed calculations
Exercise P2.1  Measuring speed
a 770 m
a see Table A2.01
b 40 s
b distance travelled
distance c 3.60 s
speed = 8.0 s
time
2.8 m/s d 2.0 m

c Knowing the distance between the detectors, Their speeds might change during the race.

distance
calculate
time
24 m/s; within the speed limit
0.048 s

d If the time taken by a vehicle is equal to or less than 0.048 s,

the warning lights are shown.
Original material © Cambridge University Press 2017
 Cambridge IGCSE Combined and Co-ordinated Sciences

Exercise P2.04  Distance–time graphs Exercise P2.05  Acceleration

a see Table A2.03 a 8 km/h

Description of motion Graph(s) b 2.1 m/s2

moving at a steady speed B, D
c 35 m/s
stationary (not moving) A
moving fastest B d 6.25 s
changing speed C
Table A2.03 Exercise P2.06  Speed–time graphs
b a see Table A2.04

100 Description of motion Graph(s)

moving at a steady speed C
80 speeding up, then slowing down A
Distance / m

moving with constant acceleration D

60
accelerating to a steady speed B
40 Table A2.04

20 b 1.6 m/s2

124 0
0 2 4 6 8 10 12
30
Time / s
Speed / m/s

75.0 m 20
6.5 s
B
11.5 s 10
A
10.0 m/s
0
c 0 10 20 30 40
Time / s

1
A= × 15 × 24 = 180 m
Distance

B = 25 × 24 = 600 m
total distance = 780 m

0 c
0 20 40 60 80 100
Time / s
Speed

d first section marked as faster

17.5 m/s
10.0 m/s
0
0 10 20 30 40 50 60 70
Time / s

Original material © Cambridge University Press 2017

 Answers

Chapter P3  Forces and motion

Exercise P3.01  Identifying forces

Forces and labels should be as follows:

Apple: (up) air resistance of air on apple;

(down) gravitational force of Earth on apple

Car: (up) contact force of road on car;

(down) gravitational force of Earth on car;

(back) air resistance of air on car; (forwards) push of engine on car

Person on slide: (down) gravitational force of Earth on

person; (up slope) frictional force of slide on person;

125
(normal to slope) contact force of slide on person

Fish: (down) gravitational force of Earth on fish;

(up) upthrust of water on fish; (back) drag of water

on fish; (forwards) thrust caused by fish’s movements, acting on

fish

Paperclip: (down) gravitational force of Earth on clip;

(up) magnetic force of magnet on clip

Box: (down) gravitational force of Earth on box;

(up) contact force of floor on box; (to right) push of

person on box; (to left ) frictional force of ground on box

Original material © Cambridge University Press 2017

 Cambridge IGCSE Combined and Co-ordinated Sciences

Exercise P3.02  The effects of forces Exercise P3.04  Mass and weight
a A  Van will accelerate / speed up See Table A3.02
B  Van will decelerate / slow down Description Mass or weight
C  Tree will bend over to right or both?
D Ball will accelerate downwards (but follow a a force weight
curved path) measured in kilograms mass
measured in newtons weight
b
decreases if you go to the Moon weight
a measure of how difficult it is to mass
accelerate a body
caused by the attraction of another body weight
increases if more atoms are added to both
a body
balanced by the contact force of the weight
floor when you are standing
used in calculating the acceleration of mass
a body when a force acts on it
Friction will make him go slower (better: … reduce his
acceleration). makes it difficult to change the mass
direction of a body as it moves
decreases to zero as a body moves far weight
Exercise P3.03  Combining forces from the Earth or any other object
126
a see Table A3.01 Table A3.02
Forces on object Resultant force
Exercise P3.05  Force, mass and
80 N 45 N 35 N
acceleration
60 N 40 N 30 N a see Table A3.03
50 N
Quantity Symbol SI unit
20 N
force F newton (N)
20 N 20 N mass m kilogram (kg)
acceleration a metre per second squared (m/s2)
20 N
Table A3.03
40 N
2.4 N
20 N 40 N F
b m =
a
100 N 100 N F
a =
m
40 N
100 N c 14.4 N

Table A3.01 d 3.5 m/s2

b Diagrams will vary; but must show a body with four forces e 1667 kg (1670 kg)
acting on it with resultant 4 N acting vertically downwards.
f see diagram on right side.

g 7.0 m/s2 8.0 N
Original material © Cambridge University Press 2017