FIZIKMOZAC 1

SPM
PHYSICS 4531
SECTION B (ESSAY)
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PAPER 3: ESSAY from a big lorry. It is noticed that the

cylinder is rolling faster from the big
Based on the diagrams in Questions: lorry.
(a) make one suitable inference
(b) state one appropriate
hypothesis that could be
investigated.
(c) describe how you would design an
experiment to test your hypothesis
In your explanation, state clearly
the following :
(i) aim of the experiment
(ii) variables in the experiment
(iii) list of apparatus and materials
(iv) arrangement of the apparatus
(v) the procedures of the experiment,
which includes the method of
controlling the manipulated
variable and the method of (a) Inference:
measuring the responding variable The velocity//speed // acceleration
(vi) the way you would tabulate the depends on the height of the slop.
data (b) Hypothesis:
(vii) the way you would analyse the The higher the height, the greater
data the velocity / speed // acceleration
[12 marks] (c) Aim of the experiment:
(i) To investigate the relationship
FORCE AND MOTION between velocity of the trolley and
height of incline of a plane.
1. Linear motion (SPM 2003) (ii) Variable:
Each diagram below shows two positions Manipulated: Height
of a student on a swing. The initial position Responding: Velocity
in each diagram is different. Constant: mass of trolley
(iii) Apparatus:
Ticker timer, ticker tape, trolley,
inclined plane, 12 V ac power
supply, meter ruler, wooden
block, runway.
Observe the positions of each of the
swing in each diagram and the (iv) Arrangement of apparatus
appearance of the student when she
swings.

2. Linear Motion
Diagram 3.1 shows a cylinder that is
rolling down a wooden plank from a small
lorry.
Diagram 3.2 shows the same cylinder that
is rolling down the same wooden plank
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(v) Procedure: with the same velocity. Diagram 3.2

 The trolley is placed on the shows the top which is partly coated with
inclined plane at height h= tin is able to spin longer.
20 cm
 The ticker timer is switched on
and the trolley is released.
 The ticker tape is analyzed to
determine the velocity, v where
v = distance/time
 The experiment is repeated for
the height, h = 25 cm, 30 cm, 35
cm and 40 cm.

(vi) Tabulate data:

h/cm v/ cms-1
20
25
30 5. Inertia SPM 2015
35 Diagram 3.1 shows a trishaw wallah
40 carrying a passenger. Diagram 3.2 shows
the same trishaw wallah carrying two
(vii) Analyze data: passengers.

3. Inertia
The diagram below shows a boy and her
mother each sit on similar swings. If they
are given a push, it is found that the Diagram 3.1
mother will be more difficult to be moved.

4. Inertia spm 2006 Diagram 3.2

Diagram 3.1 shows two wooden tops. One
of the tops is partly coated with tin. Both
tops are the same size and are rotated
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Answer Question 3,4 & 5 (v) Tabulate data

(a) Inference:
The inertia depends on the mass
of the object.
(b) Hypothesis:
The bigger the mass, the larger
the period.
(c) Aim: (vi) Analyze of data
(i) To investigate the relationship
between mass and period.
(ii) Variables :
Manipulated - mass
:Responding - period
:Constant - stiffness of the
hacksaw blade
(iii) List of apparatus and materials :
hacksaw blade, G-clamp,
stopwatch, plasticine balls (of 6. F = ma
mass 20g, 40g, 60g, 80 g and Diagram 3.1 shows a car pulling a heavily
100g,)/ triple beam balance packed trailer. The trailer is attached to
(iv) Arrangement of apparatus : the car with a locking mechanism. The
car’s engine is exerting a constant force
that causes the car and the trailer to
accelerate together.
Diagram 3.2 shows what happens when
the locking mechanism fails and the
trailer is dislodged. The car lurches
forward with an increased acceleration on
its own.

(v) Procedures :
 Place a 20 g plasticine ball on
the free end of the hacksaw
blade.
 Displace (the free end of the Diagram 3.1
hacksaw blade horizontally)
and release it to oscillate.
 Measure the time for 20
oscillations using a
 stopwatch. Repeat the step.
Calculate the average time for Diagram 3.2
20 oscillations. Determine the
period using T = time/20
 Repeat the experiment using
mass 40 g, 60 g, 80 g and 100
g.
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7. F = ma 10. F= ma (SPM 2010)

A boy pushes the boxes along a level Diagram 3.1 shows a man pushing a
walkway as shown in Diagram 3.1 The broken-down car with passengers in it.
boy experiences that the boxes move The car moves with a small acceleration.
slowly. When the boy removes one of the
boxes as shown in Diagram 3.2, he
experiences that the boxes move faster
than before although the same force was
applied

Diagram 3.1

Diagram 3.2 shows the man pushing the

same car with the same force with no
passenger in it. The car moves with a
bigger acceleration.
8. F = ma
A boy pushes the boxes along a level
walkway as shown in Diagram 3.1. The
boy experiences that the boxes on trolley
move slowly. When the boy removes two
of the boxes as shown in Diagram 4.2, he
experiences that the trolley move faster
than before although the same Diagram 3.2
force was applied, 8 N.
Answer Question 6,7, 8,9 & 10
(a) Inference:
Acceleration depends on mass
(b) Hypothesis:
As the mass increases,
acceleration decreases.
(c) Aim:
9. F = ma (i) To investigate the relationship
Diagram 3.1 shows a lorry and a between mass and acceleration
motorcycle stopping at a traffic light (ii) Variables:
when the light is red. MV – mass
Diagram 3.2 shows the distance covered RV – acceleration
by the motorcyclist and the lorry driver 10 FV – force
seconds after the light turns green. (iii) Apparatus:
Trolley, ticker-timer, ticker tape,
wires, 12 V AC power supply,
meter rule, wooden
block,slotted weight, elastic
string.

Diagram 3.1 Diagram 3.2

(iv) Arrangement of apparatus:

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Answer Question 11
(a) Inference:
(v) Procedure: The force applied affects the
 A ticker tape is attached to a acceleration of an object.
trolley of mass 1 kg. (b) Hypothesis
 Switch on the ticker timer. The greater the force, the
Release the trolley along the greater the acceleration
compensated runway. (c) Aim:
 The ticker tape is analyzed to (i) To investigate the relationship
determine u and v. between the force and
 Calculate the acceleration acceleration of a trolley
from the ticker tape , (ii) Variable:
a = (v-u)/ t Manipulated variable : Force
 The experiment is repeated Responding variable :
with 2, 3, 4 and 5 trolleys. Acceleration
(vi) Tabulate data: Fixed variable : Mass of the
Mass / kg Acceleration trolley
/cm s-2 (iii) Apparatus:
1 Trolley, slotted weight, elactic
2 string, friction compensated
3 track,
4 ticker timer, ticker tape, 12 V
5 a.c. power supply, ruler

Vii Analyzed data:

Plot graph acceleration against (iv) Arrangement of apparatus:
mass of trolley.

11. F = ma
Diagram 3.1 shows Jason and Jimmy on a
tendon bicycle with Jimmy alone
pedaling. They found that the speed of
the bicycle increases at a slow rate.
Diagram 3.2 shows that when both Jason
and Jimmy are pedaling, the speed of the
bicycle increases at a higher rate. (v) Procedure:
The ticker timer was switched
on and the trolley pulled by 1
rubber band stretched to a
certain length.
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The acceleration of the trolley

was calculated from the
ticker tape obtained
Steps 5 and 6 were repeated
with 2, 3, 4 and 5 rubber bands
stretched to the same length

(vi) Tabulate data:

Force , F/ No of Acceleration/
rubber bands cms-2
1 Diagram 3.1
2
3
4
5
(vii) Analyze data:

Diagram 3.2
Observe the length of the spring in the
suspension system of the motorcycle in
12. Spring both situations.
Diagram 3 shows two catapults A and B
made from same catapult rubber. Answer Question 12 & 13
Difference forces are applied on the (a) Inference:
catapults. The length of catapult rubber
depends on the force
(b) Hypothesis:
The bigger the force, the longer
the extension of the catapult
rubber
(c) Aim:
(i) To investigate the relationship
between the force and
extension of a spring
13. SPM 2009 (ii) Variables:
Diagram 3.1 shows a worker carrying a Manipulated : Force
gas tank. Diagram 3.2 shows the same Responding : Extension
worker carrying two gas tanks. Constant : Length of the spring
//diameter of the spring // type
of spring

(iii) Apparatus:
Spring, retort stand, ruler,
slotted weight
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(iv) Arrangement of apparatus: FORCE AND PRESSURE

14. Pressure SPM ‘08

Diagram 3.1 and 3.2 show a worker
pushing a wheelbarrow on soft ground.
He noticed that the tyre sinks deeper into
the ground when the wheelbarrow is
loaded.

(v) Procedure:
 Measure the initial length of
the spring, l1
 Put one slotted mass, 20 g/m1
at the end of the spring.
 Measure the length of the
spring, l2
 Calculate extension of the
spring, x = l2 – l1
 Repeat the experiment for the
mass 40 g, 60 g, 80 g, 100 g.

(vi) Tabulate data: 15. Pressure

Force/N Extension of Diagram 3.1 shows a seashore fisherman
@ mass/g spring/cm use a wooden box boat alike to move on a
muddy ground while picking shells.
Diagram 3.2 shows the same fisherman
walks on the muddy ground barefooted
while dragging the wooden box. It is
notice that the fisherman’s foot is sinking
in the mud while walking on it.
(vii) Analyze data:

Diagram 3.1
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 Release the load so it falls

directly to the wooden block.
Move the block and measure
the curvature depth, h of the
plastiscine.
 Repeat the experiment with
load m = 100 g, 150 g, 200 g
and 250 g.
(vi)
m /kg force,F Depth, h
Diagram 3.2

16. Pressure
Diagram 3.1 and 3.2 shows two buses
moving on soft ground. It is found that
the bus with full of passengers, its tyres
sinks deeper into the ground. (vii)

Depth,d

Answer Question 14, 15 & 16 Force,F

(a) The pressure depends on force.
(b) When the force increases, the
pressure decreases
(c)(i) To investigate the relationship 17. Liquid pressure
between the force and pressure Figure 3 shows the cross-section of a
(ii) Manipulated variable : force, F dam. The wall has to be thicker at the
Responding variable : depth, h bottom of the dam.
Fixed variable : diameter
/ area / height
(iii) Slotted mass, wooden block,
plasticine, ruler,
(iv)

18. Liquid pressure

Diagram 3.1 shows a man is in a leaking
sampan. He noticed that the spurt coming
from the hole at the bottom of the sampan
is higher compared to the one from the
side.
(v)  A load of 50 g is put at a
constant height 0.5 m from
the wooden block.
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To investigate the relationship

between pressure and its depth
(ii) Variable:
MV: depth
RV: pressure
Fixed: density of liquid
(iii) Apparatus:
Beaker, thistle funnel.
Manometer, meter ruler and
water
(iv) Arrangement of apparatus:

19. Liquid pressure (depth)

Diagram 3.1 shows a diver in the sea.

(v) Procedure:
 The thistle funnel is lowered
into the water at depth h = 4
cm
 The value of y is measured by
using meter ruler.
Diagram 3.2 shows the same diver at the  The experiment is repeated
deeper position. He noticed that both of by depth h = 5 cm, 6 cm, 7 cm
his ears feel uncomfortable due to the and 8 cm.
pressure of the sea water. (vi) Tabulate data:
Depth, h/cm Pressure, y
Answer Question 17,18 and 19 /cm
4
(a) Inference: 5
The pressure of liquid is 6
depends on its depth 7
(b) Hypothesis: 8
The pressure of liquid
increases as its depth (vii) Analyze data:
increases Plot graph pressure against
(c) Aim: depth.
(i)
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20. Liquid pressure (iv) Arrangement of apparatus:

The diagram 3.1 and 3.2 show a diver
swimming in the sea and in fresh water.
The diver experiences more discomfort to
his body and ear in Diagram 3.1.

(v) Procedure:
 20 g of salt is dissolved in 100
ml of water.
 The thistle funnel is lowered
into the water at constant h.
 The value of y is measured by
using meter ruler.
 The experiment is repeated
using 30g, 40g, 50g and 60g
(vi) Tabulate data:
Mass of salt Pressure
Answer Question 20 /Density /y
(a) Inference: 20
The pressure of liquid is depends 30
on its density 40
(b) Hypothesis: 50
The pressure of liquid increases 60
as its density increases
(c) Aim: (vii) Analyze data:
(i) To investigate the relationship
between pressure and its density
(ii) Variable:
MV: density
RV: pressure
Fixed: depth of liquid
(iii) Apparatus:
Beaker, thistle funnel.
Manometer, meter ruler and salt,
triple beam balance
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21. Archimedes’ principle
Diagram 3.1 shows a boy lifted up a rock
in the sea water.
Diagram 3.2 shows the boy lifted up the
rock at the surface of the sea water. He
feel much heavier than before.
Answer Question 21, 22 & 23
22. Archimedes’ principle
A man who is fishing, pulled out a fish out
of the water as shown in Diagram 3.1. It
becomes more difficult to pull out the fish
out of the water and the rod is getting
bender in Diagram 3.2.
23. Archimedes’ principle spm 2014
Diagram 3.1 shows a man pulling a
fishing rod with a force when the fish is
fully immersed in water.
Diagram 3.2 shows the man has to pull
the fishing rod with bigger force when the
fish is partially immersed in the water.
12
(a) Inference:
The volume of water
displacement affects the
buoyant force.
The buoyant force can be
determined by finding the
weight of water displaced
(b) Hypothesis:
The greater the volume of water
displacement//the more the rod
is immersed the greater the
buoyant force / the lower the
reading on the spring balance.
(c) Aim of the experiment:
(i) To investigate the relationship
between the volume of water
displacement and the buoyant
force.//
To investigate the relationship
between weight of water
displaced and the buoyant force
(ii) Variables:
Manipulated: volume of water
displacement V// length of rod
below the water level
Responding: buoyant force /
lost in weight
Constant: the density of water
(iii) Apparatus:
Beaker, rod, spring balance,
meter ruler, measuring cylinder.
(iv) Arrangement of apparatus:
 FIZIKMOZAC 13

24. Archimedes’ principle

Diagram 3.1 shows the part a floating
cargo ship that is above water when it is
fully loaded with cargo. Diagram 3.2
shows the part of the ship when most of
the cargo has been removed.

(v) Procedure:
 Measure the weight of the rod
in the air, Wair Answer Question 24
 The rod is immersed into (a) Inference:
water at the depth of 5.0 cm. The weight of the ship effects
 Take the reading of the spring the volume of water displaced/
balance, Wwater (b) Hypothesis:
 Buoyant force = weight in air The greater the weight of
- weight in water object, the larger the volume of
 Repeat the experiment with water displaced
depth of 6.0 cm, 7.0 cm, 8.0 (c) Aim:
cm and 9.0 cm (i) To study the relationship
Vi Tabulate data between weight of object with
h/cm Buoyant the volume of water displaced/
force/N (ii) Variable:
5.0 Manipulated: weight of object
6.0 Responding: volume of water
7.0 displaced
8.0 Fixed: density of water
9.0 (iii) Apparatus:
Eureka tin, water, measuring
Viii Analyze data:
cylinder, plasticine, triple beam
balance, beaker,
(iv) Arrangement of apparatus
 FIZIKMOZAC 14

(v) Procedure:
 Pour water slowly into an
eureka can until it flows out
from the spout.
 Put a plasticine of mass 100
g in the water.
 When there is no more water
flowing out from the spout,
measure the volume of the Diagram 3.1 Diagram 3.2
water displaced
 Repeat the experiment with
mass = 200 g, 300 g, 400 g 26. Heat capacity and mass
and 500 g. Diagram 3.1 shows a boy accidentally
spilt a few drops of hot noodle soup onto
(vi) Tabulate data: his hand and felt slight pain. Later on, he
m/kg W/N Volume /cm3 @ accidentally spilt the whole bowl of hot
Weight of water noodle soup onto himself and felt
displaced @ extreme pain as shown in Diagram 3.2.
Buoyant force/N
0.1 1.0
0.2 2.0
0.3 3.0
0.4 4.0
0.5 5.0

(vii) Analyze data:

Diagram 3.1 Diagram 3.2

Answer Question 25 and 26

HEAT
25. Heat and Temperature
Diagram 3.1 shows a half glass of hot
coffee that is left for ten minutes. Diagram
3.2 shows a full glass of similar hot coffee
that is left for the same time. It is notice
that the hot coffee in Diagram 3.1 cools
down faster than Diagram 3.2.
(a) Inference:
The mass // volume affects the
time taken.
(b) The greater the mass // volume,
the larger the time
(c) Aim of the experiment:
(i) To investigate the relationship
between the mass and time
(ii) Variables:
Manipulated: Mass // volume
Responding: time
Constant : Power of the heater
(iii) Apparatus:
Beaker, water, thermometer,
immersion heater, stopwatch,
balance for measuring mass
(iv Arrangement of apparatus:
 FIZIKMOZAC 15

28. Heat and Temperature

Diagram 3.1 shows two pot, X and Y, with
X containing more water than Y. Both the
pot are heated. After a few minutes it was
observed that the water in pot Y is hotter
than the water in pot X.
(v) Procedure:
 Put a mass of 100 g of water
in a beaker
 Switch on the heater.
Record the time taken to
increase the temperature by
10 ⁰C.
 Repeat the experiment with Diagram 3.1
150 g, 200 g, 250 g, 300 g and
350 g of water. Answer Question 27 & 28
(vi) Tabulate data: (a) Inference:
Mass, m/g t/s The mass // volume affects the
100 rise in temperature //
150 temperature
200 (b) The greater the mass // volume,
250 the smaller the rise in
300 temperature
(c) Aim of the experiment:
(i) To investigate the relationship
Vii Analyze data: between the mass and rise in
Plot graph rise in time against Temperature
mass. (ii) Variables:
Manipulated: Mass
27. Heat & temperature Responding: Increase in
Diagram 3 shows two pails, R and S, with temperature
R containing more water than S. Both the Constant : Heat supplied // Time
pails are exposed to sunlight. After a few of heating // Power of the heater
hours it was observed that the water in (iii) Apparatus:
pail S is hotter than the water in pail R. Beaker, water, thermometer,
immersion heater, stopwatch,
balance for measuring mass
(iv Arrangement of apparatus:

(v) Procedure:
 Put a mass of 100 g of water
in a beaker
 FIZIKMOZAC 16

 Switch on the heater for 5

minutes and record the
temperature rise.
 Repeat the experiment with
150 g, 200 g, 250 g, 300 g and
350 g of water.

(vi) Tabulate data:
Mass, m/g Temperature
rise/ ⁰C 31. Boyle’s Law
100 Diagram 3.1 shows a student holds a
150 balloon which is tied to a string. When
200 she releases the balloon, the balloon
250 moves upward. She noticed that the
300 balloon becomes bigger as it moves
higher as shown in Diagram 3.2.
Vii Analyze data:
Plot graph rise in temperature
against mass.

29. Boyle’s Law

The figure above shows air being
released by a diver. Observe the changes
in the
air bubbles as they rise towards the
surface.

32. Boyle’s Law

Diagram 3.1 shows an inverted beaker
contains an air trapped is converted and
immersed in the water. Diagram 3.2
shows the volume of air trapped in the
beaker decreased when the beaker is
pushed down in the water.
30. Boyle’s Law
Diagram 3 shows air bubbles formed by
an air pump in an aquarium. The sizes of
the air bubbles are smaller as they
emerged from the air pump at the bottom
of the aquarium. The sizes become bigger
as they approached the surface of the
water.
 FIZIKMOZAC 17

34. Boyle’s Law SPM 2012

Diagram 3.1 shows a student squeezing a
balloon filled with air. Diagram 3.2 shows
the student squeezing the balloon further
upwards. The volume of the balloon
decreases and it becomes harder.

35. Boyle’s Law SPM 2016

Diagram 3.1 shows air bubbles produced
by a water pump in an aquarium. Each
bubble increases its size as it moves
towards the surface.

Answer Question 29,30,31,32, 33, 34 & 35

33. Boyle’s Law
(a) Inference:
Diagram 3.1 shows a worker pushing
Volume of the bubble depends on
down on the piston of a clogged bicycle
the pressure of the sea water
pump.
(b) Hypothesis:
Diagram 3.2 shows the same worker
The bigger the pressure, the
finding it harder to push the piston further
smaller the volume
down.
(c) Aim of the experiment:
(i) To investigate the relationship
between pressure and volume
(ii) Manipulated variable : volume
Responding variable : pressure
Fixed variable : temperature
(iii) Apparatus:
Syringe, rubber tube, Bourdon
gauge
(iv) Arrangement of apparatus
 FIZIKMOZAC 18

Design an experiment to test the

hypothesis using capillary tube and other
suitable apparatus.
(v) Procedure:
 Push the piston into the pump
until the volume of the air is 20 37. Charles’ Law
cm3. Diagram 3.1 shows a balloon during cool
 Record the reading of the day. During hot day the balloon becomes
Bourdon gauge bigger as shown in diagram 3.2.
 Repeat the experiments with V
= 30 cm3, 40 cm3, 50 cm3 and
60 cm3
(vi Tabulate data

Question 34 & 35
(a) Inference :
The volume of the gas depends
on the temperature which acts
on it.
Vii Analyze data (b) Hypothesis:
The larger the temperature, the
larger is the volume of a fixed
mass of gas. / The volume of a
gas varies directly with its
temperature.
(c) Aim :
(i) To investigate the relationship
between the temperature and
volume for a fixed mass of gas
36. Charles’ Law at a constant pressure.
Diagram 1.1 shows a cake before being (ii) Variables :
baked. Diagram 1.2 show cake after being Manipulated : Temperature, T
baked. Responding : Gas volume, V
Fixed : Gas pressure,P / mass
of gas, m
 FIZIKMOZAC 19

(iii) Apparatus : beaker, stirrer,

heater, capillary tube, natrium
hydroxide (con), thermometer,
metre rule, water,
(iv) Arrangement of apparatus: (vii) Analyze Data

38. Pressure’s Law: SPM 2005

Before going on a long journey,
Shareena measured the air pressure in
the tyre of her car, as shown in Figure
3.1. She found that the air pressure in the
tyre was 190 kPa. After the journey,
Shareena measured again the air
pressure in the tyre as shown in Figure
3.2. She found that the air pressure in the
tyre had increased to 235 kPa. Shareena
also found that the tyre became hot after
(v) Procedure: the journey. However the size of the tyre
 The apparatus is set up as remained the same.
shown in the diagram above.
 Switch on the power supply
so that the heater will heat
the water.
 Read thermometer when the
temperature reach 30°C.
 Measure the length, ℓ of air
trapped inside the capillary
tube.
 Repeat the experiment when
the temperature reach 40°C, Answer Question 37
50°C, 60°C and 70 °C. (a) Inference: Air pressure depends on
the temperature.
(vi) Tabulate (b) Hypothesis:
T/⁰C l / cm The pressure increases as the
30 temperature increases.
40
50 (c) Experiment
60 (i) Aim:
70 To study the relationship between the
pressure exerted by the air and its
temperature
 FIZIKMOZAC 20

(ii) Variables:
Manipulated: temperature
Responding: pressure
Fixed: volume, mass of air

(iii) Apparatus:
Round bottom flask, big beaker, Bourdon (a) Inference :
gauge, thermometer, rubber tube, retort Reflected angle depends on
stand and bunser burner. incidence angle.
(iv) Set up apparatus (b) Hypothesis :
The greater the incidence
angel, the greater the reflected
angle.
(c) Aim of experiment : To study
(i) the relationship between
incidence angle and reflected
angle.
(ii) Variables:
MV: incidence angle, i
RV: reflected angle, r
(v) Procedure fixed: mirror
The water is heated until temperature is (iii) Apparatus :
40°C. Stir to maintain a uniform Plane mirror, ray box, power
temperature. supply, protractor, paper.
Take the reading of the Bourdon gauge. (iv) Susunan radas:
Repeat the experiment at temperatures of
50°C, 60 °C, 70 °C and 80 °C.
(vi) Tabulate data
Temperature / °C Pressure /Pa
40
50
60
70
80 (v) Procedure:
 Aim an incidence ray to a
(vii) Analyze data plane mirror at angle,
Plot graph pressure against temperature. i = 20⁰.
 Measure the reflected angle,
r.
LIGHT  Repeat the experiment with
39. Reflection of light – plane mirror angle 30°, 40°, 50° dan 60°.
Diagram 3.1 shows Amin points a laser (vi) i/⁰ r/⁰
pointer to a plane mirror and he sees the 20
reflected ray at point A. Diagram 3.2, he 30
points the laser pointer with different 40
angle and can see the reflected rays at
50
point B.
60
 FIZIKMOZAC 21

(v) Procedure:
(vii) Plot graph reflected angle, r  Aim the incidence ray to a
against incidence angle, i. glass block at an incidence
angle i = 20⁰.
 Measure the refracted angle, r
40. Refraction of light – Snell’s law  Repeat the experiment with
Diagram 3.1 and Diagram 3.2 show ray angle 30°, 40°, 50° dan 60°.
diagram form a fish to an observer’s eye. (vi) Tabulate
The bending of light happen at different i/⁰ r/⁰
angle when the position of the eye’s 20
observer change from X to Y 30
40
50
60

(vii) Plot graph sin r against sin i.

41. Refraction of light - real depth

Diagram 3.1 Diagram 3.2 apparent depth SPM ‘07
Diagram 3 shows two opaque cups, A
(a) Inference : and B, containing different amount of
Incidence angle influence the water. A similar coin is placed at the
refracted angle. bottom of each cup. When the coin is
(b) Hypothesis: observed from the same position, the
The greater the incidence angle, image of the coin in cup A cannot be
i, the greater the refracted angle, seen, but the image of the coin in cup B
r. can be seen.
(c) Aim of experiment :
(i) To study the relationship
between incidence angle and
refracted angle.
(ii) Variables:
MV: incidence angle, i
RV: refracted angle, r
Malar: density of mirror
(iii) Apparatus:
Glass block, ray box, power
supply, protractor, paper.
(iv) Arrangement of apparatus:
 FIZIKMOZAC 22

42. Refraction (c)(iv) Set up apparatus

Diagram 3.1 shows a line under a glass
block. Diagram 3.2 shows an identical line
under a Perspex block of the same size.
An observer noticed that the image of the
line formed in the glass block is nearer to
the surface of the block.

(c)(v) Procedure
 Fill beaker with water to a depth of d =
10 cm.
 Place a pin O into the water. Adjust
the position of the pin I (at the retort
stand) by observing above the beaker
until it appears in line with the image .
 Measure the apparent depth of the
straight line,d.
 Repeat the experiment by increasing
the depth of water, 15 cm, 20 cm, 25 cm
Answer Question 41, 42 and 30 cm.
(a) Inference:
Depth of water affects the position of (c)Ivi) Tabulate data
image // Position of image depends on depth /cm Apparent
the depth of water. depth/ cm
10
(b) Hypothesis:
15
The more the depth of water, the more the
20
depth of image //The more the depth of
25
water, the higher the image
30
(c)(i) Aim:
To investigate the relationship between (c)(vii) Analyze data:
the depth of water and height of image Plot graph apparent depth vs depth of
/To investigate the relationship between object.
the real depth and apparent depth

(c)(ii) Variables:
manipulated : depth
responding : apparent depth/depth of
image
fixed : real depth , volume water

(c)(iii) Apparatus:
Tall Beaker/cylinder, pin, retort stand,
water, salt , meter rule, triple beam
balance
 FIZIKMOZAC
43. Lens: SPM 2011
Diagram 3.1(a) and Diagram 3.1(b) show a
camera with the convex lens in different
positions. The photograph in Diagram
3.2(a) shows the image of two cars
formed when the convex lens of the
camera is in the position as shown in
Diagram 3.1(a). The photograph in
Diagram 3.2(b) shows a bigger image of
the two cars formed when the convex
lens of the camera is nearer to the cars as
shown in Diagram 3.1(b).
Diagram 3.1(a) Diagram 3.1(b)
Diagram 3.2(a) Diagram 3.2(b)
44. Lenses
Diagram 3.1shows an object in front of a
bulb. The object is 10 cm from the convex
lens. A screen is placed behind the lens
and the distance is adjusted until a sharp
image is formed on the screen. The
distance between the object and the lens
is then increased as shown by diagram
3.2. The image formed on the screen in
diagram 3.2 is smaller than in diagram
3.1.
Diagram 3.1
23
Diagram 3.2
45. Lenses
Diagram 3.1 shows a laboratory poster
being observed through a convex lens.
Diagram 3.2 shows the laboratory poster
observed through the same convex lens
when the poster is brought closer to the
lens.
Answer Question 43, 44 and 45
(a) Inference:
The object distance affects the
size of the image
(b) Hypothesis:
The greater the object distance,
the smaller the size of the image
(c) Aim:
(i) To investigate the relationship
between the object distance and
the size of the image
(ii) Variables:
Manipulated: object distance, u
Responding: size of the image, H
Fixed: Focal length of the lens /
type of lens
(iii) Apparatus and material:
Convex lens with holder, light
bulb with power supply or candle
light, screen, meter Ruler
(iv) Arrangement of Apparatus
 FIZIKMOZAC 24

(v) Procedure: Answer Question 46

 The convex lens is placed at (a) Inference: The thickness of the lens
distance of, u = 15 cm from the influence the distance from the lens
object to the screen / focal length
 The screen is adjusted until a (b) Hyphothesis: The greater the
sharp image is formed on it. thickness of the lens, the smaller the
 The size of the image, H is distance from the lens to the screen /
measured. focal length
 The procedure is repeated (c) Experiment
with values of u = 20 cm, 25 (i) Aim: To investigate the relationship
cm, 30 cm, and 35 cm between the
(vi) Tabulate data: thickness of the lens and the
u/cm H/cm distance from the lens to the screen /
15 focal length
20
25 (ii) Variables:
30 Manipulated : Thickness of the lens
35 Responding : distance from the lens to
Vii Analyze data: the screen/ focal length / f
Constant : Object distant
(iii) Convex lenses, screen, metre rule,
lens holder

(iv) Set up apparatus

46. Lens
Diagram 3.1 shows a student using a
convex lens to form a sharp image of a
lamp at the ceiling. Diagram 3.2 shows
the student using another convex lens to
form a sharp image of the lamp.
(v) Procedure:
 A convex lens with thickness 0.4 cm
is placed in front of a screen
 The screen is adjusted until a sharp
image of a distant object is obtained
and the distance between the lens
and the screen is measured.
 The previous steps are repeated
using convex lenses of thickness 0.6
cm, 0.8 cm, 1.0 cm and 1.2 cm
(vi) Tabulate data:

Diagram 3.1 Diagram 3.2

Observe the thickness of the lens and the

distance from the lens to the image in
both situations.
(vii)The graph f agianst d is plotted
 FIZIKMOZAC 25

WAVES (v) Procedure:

 A 50 g slotted weight is
47. Waves attached to the lower end
Diagram 4.1 shows a cradle with a baby in  The spring is then set to
it is oscillating vertically. Diagram 4.2 vibrate vertically and the time
shows another identical cradle with a for 10 complete vibrations is
heavier baby in it is oscillating vertically. measure by stop watch.
It is observed that the cradle with a  Calculate period, T = t/10
heavier mass baby oscillates at a higher  Experiment is repeated with
frequency. mass 100g,150g,200g and 250
g
(vi) Tabulate data:
Mass, m/g Period / s
50
100
150
200
250

Answer Question 44 Vii Analyze data:

(a) Inference:
Period depend to the mass
(b) Hypothesis:
The increase of mass, the
increase of period
(c) Aim:
(i) To investigate the relationship
between period and mass
(ii) Variables:
Manipulated : mass
48. Refraction of wave
Responding : period
In the ocean, the water is often more
Fixed : original length, spring
calm. As the waves move towards the
constant
beach they become more distinct as
(iii) Apparatus:
shown by diagram 4.1. Study the shape
Spring, slotted weight, stop
and wave length shown in diagram 4.1.
watch, retort stand,
(iv) Arrangement of apparatus:
 FIZIKMOZAC 26

49. Refraction of wave white paper, 5 pieces of perspects/glass,

Water is dripped at a constant rate into stroboscope, water
two different containers as shown in
Diagram 4. (iv) Arrangement of apparatus
The cross-section of the water waves
formed from the droplets in the
containers are shown in diagrams below.

(v) Procedure:
 The current was switched on.
50. Refraction of waves (SPM 2013)  Then put one piece of Perspex in the
Diagram 4 shows a cross of seabed and ripple tank
the water wave as it propagates to the  Mark the position of wave on the white
seashore. paper as seen through the
stroboscope
 Measure the wavelength
 Repeat the experiment for different
depth by putting 2, 3, 4 and 5 pieces of
Perspex on top of the previous
Perspex in the ripple tank.
(vi) Tabulate data:
Depth/ λ/cm
No. of Perspex
1
2
3
Question 48, 49 and 50 4
(a) Inference: 5
Depth affects wavelength
(b) Hypothesis: (vii) Analyze data:
Depth increases, wavelength increases Plot graph λ against no of Perspex// depth
(c)(i) Aim:
To investigate the relationship between
depth and wavelength

(ii) Variable:
Manipulated: depth, h
Responding: wavelength, λ
Fixed: frequency
(iii) Apparatus & material
Apparatus & material
D.c. power supply, ripple tank and
accessories, lamp, metre rule,
 FIZIKMOZAC 27

51. Refraction of waves SPM 2006

Diagrams 4.1 and 4.2 show two taps
relesing droplets of water into large
containers. The number of droplets
which fall per second in Diagram 4.1 is
more compared to the number of droplets
in Diagram 4.2. The cross sections of
the water waves formed from the droplets
in the containers are shown in the
diagrams.
(v) Procedure:
 Switch on the vibrator motor until f =
10 Hz
 Observe the wave by using
stroboscope and measure the
wavelength.
 Repeat the experiment with f = 20 Hz,
30 Hz, 40 Hz and 50 Hz.

(vi) Tabulate data:

Frequency /Hz λ/cm
Question 51 1
(a) Inference: 2
Wavelength depends on frequency 3
(b) Hypothesis: 4
The higher the frequency the shorter the 5
wavelength.
(c)(i) Aim: (vii) Analyze data:
To investigate the relationship between Plot graph λ against frequency
depth and wavelength

(ii) Variable: 52. Interference of wave

Manipulated: frequency
Responding: wavelength, λ
Fixed: depth of water
(iii) Apparatus & material
Apparatus & material
D.c. power supply, ripple tank and
accessories, lamp, metre rule,
white paper, stroboscope, water
A student who moves his ear near a
vibrating tuning fork hears loud and soft
sounds alternately.
Diagram 4.1 shows the positions of loud
sounds are closer together.
Diagram 4.2 shows the positions of loud
sound are further apart.

(iv) Arrangement of apparatus

 FIZIKMOZAC 28

To investigate the relationship

between the separation
between
two loudspeakers and the
distance between the position
of the
loud sounds
(ii) Variables:
Manipulated: separation
between loudspeakers
Responding: distance between
position of loud sounds
Constant : Frequency //
wavelength // Distance of the
line of observation to the
loudspeakers
53. Interference of waves
(iii) Apparatus:
Diagram 4 shows two audio technicians is
Two loudspeakers, signal
going to set a close hall so that the
generator, metre rule /
audient can enjoy the sound perform by a
measuring tape, (microphone,
singer clearly. When the workers bring
cathode ray oscilloscope)
the two speakers closely to another, the
(iv) Arrangement of apparatus:
distance beside two chairs must be set
further apart so that the sound effect is
good enough. The works can be
illustrated as shown in the Diagram 4.

(v) Procedure:
 The two loudspeakers are
placed at a distance, a = 0.4
Answer Question 52, 53 m apart.
(a) Inference:  The positions of two
The distance / separation successive loud sounds is
between the arms affect the determined and the
distance / distance, x, between them is
separation between the loud measured with a meter rule
sounds 1
(b) Hypothesis:  The procedure is repeated
The smaller the distance / for the values of a = 0.8 m,
separation between the arms, 1.2 m, 1.6 m and 2.0 m
the greater
is the distance / separation
between the loud sounds
(c) Aim of the experiment:
 FIZIKMOZAC 29

(vi) Tabulate Data: RV : distance between 2 consecutive

a/m x/m bright/ dark fringes, x
0.4 iii. Constant: frequency / wavelength /
0.8 depth of water / D (perpendicular
1.2 distance from the dippers to the point
1.6 where x is measured.
2.0 iv. Apparatus: ripple tank with motor,
water, meter ruler, wooden bar with
Vii Analyze data: two dippers, lamp, stroboscope,
Plot graph of x against a. battery.
v. Arrangement

54. SPM 2011: Interference of wave

Diagram 4.1 shows a boy tapping the
surface of the water with both his feet
simultaneously. Diagram 4.2 shows the
boy repeating his action with his feet
further apart. The boy notices that when
his feet are further apart, the distance
between the ripples becomes less.

vi. Apparatus is set up as shown. Adjust

the distance a = 2 cm.
vii. Measure the distance between 2
consecutive bright/ dark fringes, x
viii. Repeat the step using a = 4 cm, 6
cm, 8 cm and 10 cm
ix. Tabulation of data:
a x

Diagram 4.1 Diagram 4.2

Answer Question 54
(a) Inference: distance between 2
consecutive bright/ dark fringes
depends on the distance between the
two slits. x. Plot graph x against a
(b) Hypothesis: the shorter the distance
between the two dippers, the further 55. Interference of waves
the distance between 2 consecutive Diagram 4 shows a man testing a
bright/ dark fringes newly bought audio system in a mini
Experiment theatre by changing his seating
(i) To investigate the relationship position. Loud sound can only be
between the distance between the obtained at some seating positions
two dippers,a and the distance with a certain distance from the
between 2 consecutive bright/ dark loudspeaker.
fringes, x
(ii) MV: the distance between the two
dippers, a
 FIZIKMOZAC 30

(v) Setting up of apparatus is as shown

in diagram above. Switch on the audio
generator. A student walked slowly along
a parallel straight line at a distance, D =
5.0 m from the loudspeakers using a
metre rule /measuring tape.
The distance, x between two successive
positions of loud sounds is measured
using a metre rule.
Answer Question 55 The experiment is repeated for D = 1.0m,
(a) Inference: The distance between two 1.5 m, 2.0 m, 2.5 m and 3.0m.
successive loud, x sound depends
on the distance from the (vi) Tabulate the data
loudspeakers, D
(b) Hyphotesis: The distance between two
loud sounds, x increases as the
distance of separation of two sources,
a increases. / the longer the distance
between two loud sounds, x ,the longer
the distance from the loudspeakers, D
(c)(i) To investigate the relationship
between distance, x and distance, D
(ii) Variable:
Manipulated : Distance between the
observer and loudspeakers, D
Responding : Distance between two (vii) Plot the graph x against D
successive positions of loud sounds, x.
Fixed : Distance between the two
loudspeaker, a, frequency of audio
generator
(iii) Audio signal generator, two
identical loudspeakers, connecting wires
and metre ruler

(iv)
 FIZIKMOZAC 31

56. Loudness
Diagram 4.1 shows a boy standing beside
the road and a motorcycle
moving towards the boy from a far
distance. Diagram 4.2 shows that the boy
has to close his ears when the
(v) The microphone is placed at a
motorcycle has come nearer to him.
distance, d = 20.0 cm from the
loudspeaker
The amplitude, a, of the trace on the
screen of the is measured.
The procedure was repeated for the
values of distance, d = 30.0 cm, 40.0 cm,
50.0 cm and 60.0 cm
(vi)

Diagram 4.1

(vii) A graph of a against d is drawn

Diagram 4.2

Answer Question 56 ELECTRICITY

(a) The loudness of the sound depends
on the distance (between the source 57. Ohm’s Law
and the observer Diagram 4.1 shows a bulb which lights up
(b) The smaller the distance (between the when it is connected to one dry cell.
source and the observer), the louder Diagram 4.2 shows the condition of the
the sound same bulb when it is connected to two
(c)(i) To investigate the relationship dry cells.
between the loudness of a sound and the
distance (between the source and the
observer)
(ii)Manipulated variable : distance, d
Responding variable : loudness of
sound (amplitude, a)
(Note: Constant variable can be ignored)

(iii) Audio signal generator, loudspeaker, 58. Ohm’s law

cathode ray oscilloscope (CRO),
microphone, meter rule / measuring tape
(iv)
A student is investigating the
performance of a dc motor.
Diagram 4.1 shows the final position of
the load if the student connected the
motor to a dry cell. Then the student
 FIZIKMOZAC 32

connected the motor to two dry cell and

the final position of the
load lifted is shown in Diagram 4.2.
Both of the experiments are started when
the load is on the floor.

(v) Procedure:
 Switch on the switch.
Answer: Question 57 and 58  Adjust the rheostat so that
(a) Inference: the ammeter reading is I = 0.2
The brightness of the bulb is A.
depends on the number of dry  Take the reading of the
cells // the current depends on voltmeter.
the voltage/potential difference.  Repeat the experiment with I
(b) Hypothesis: = 0.3 A, 0.4 A, 0.5 A and 0.6 A.
The greater the number of dry (vi) Tabulate data:
cell / voltage / potential Current, I/ A Voltage,V/V
difference, the higher the 0.2
current passing through the 0.3
bulb. 0.4
(c) Aim: 0.5
(i) To investigate the relationship 0.6
between potential difference
and current. (vii) Analyze data:
(ii) Variables: Plot graph voltage against
MV: current current.
RV: voltage
FV: length of constantan wire
(iii) Apparatus: 59. Resistance
Constantan wire swg 24, dry The diagram 4.1 and 4.2 show two circuits
cells, connecting wire, with identical bulbs and dry cells. The
ammeter, voltmeter, rheostat wire connected to bulb in Diagram 4.1 is
(iv) Arrangement of apparatus: thicker than the wire connected to bulb in
Diagram 4.2. Both the wires are of the
same length. The bulb in Diagram 4.1
lights
up brighter than the bulb in Diagram 4.2.
 FIZIKMOZAC
60. Resistance
Diagram 4.1 and Diagram 4.2 show an
identical bulbs connected to the
conductor wires of identical length but of
different thickness. When the power
supply is switched on, the bulbs lighted
with different brightness.
61. SPM 2004
Figure 2.1 shows a starter motor of a car
connected to a 12 V battery.
33
When the starter motor is switched on,
high current flows from the battery to the
motor through a wire. To reduce energy
lost in it, the wire used is thick and short.
62. SPM 2015
Diagram 4.1 shows an incubator
connected to a power supply of 240 V by
a thin copper wire. Diagram 4.2 shows an
identical incubator connected to power
supply of 240 V by a thicker wire. It is
observed that the bulb in Diagram 4.2 is
brighter.
Diagram 4.1
Diagram 4.2
 FIZIKMOZAC 34

Answer Question 59, 60, 61 & 62 (vi) Tabulate data:

(a) Inference: Diameter Current/ R = V/I
The brightness of light bulb A Ω
depends on the diameter / s.w.g. 24
thickness of the wire s.w.g.28
(b) Hypothesis: s.w.g.30
The greater the diameter of s.w.g.32
wire, the lower the resistance. s.w.g.34
(c) Aim: vii Analyze data:
(i) To study the relationship
between the diameter of a wire
and the resistance.
(ii) Variables:
Manipulated: diameter of wire
Responding: resistance
Fixed : length of wire 63. Resistance SPM 2012
Diagram 4.1 and Diagram 4.2 how two
(iii) Apparatus: electric bread toasters A and B with the
Constantan of varying same power rating. Toaster A has a thick
diameters(s.w.g 26,s.w.g 28, heating element. It glows less brightly
s.w.g.30, s.w.g 32 and s.w.g 34), and produces less heat. Toaster B has a
dry cells, ammeter and thin heating element. It glows more
voltmeter brightly and produces more heat.
(iv) Arrangement of apparatus:

(v) Procedure:
 A constantan wire s.w.g 26 is
connected across terminal X
and Y
 The switch is closed and the
rheostat is adjusted so the
current, I = 0.5 A. (a) Resistance of the heating element
 Take reading of the voltmeter. depends on the diameter of the
 Calculate the resistance heating element.
R = V/I (b) The resistance of wire increases as
 The experiment is repeated the diameter of wire decreases.
with constantan wires s.w.g (c) Experiment
28,s.w.g 30, s.w.g 32 and
s.w.g 34.
 FIZIKMOZAC 35

(i) To investigate the relationship

between the diameter of wire and 64. Resistance
the resistance. Diagram 4.1 and 4.2 show Adnan selling
(ii) Manipulated variable: diameter of fruits at two different night market. He
the wire finds that the bulb at his stall lights up
Responding variable: resistance of brighter when he uses a shorter wire.
the wire
Fixed variable: length of the wire
(iii)D.c power supply, ammeter,
voltmeter, constantan wire,
rheostat, connecting wires and
switch.
(iv) Diagram
Diagram 4.1

Diagram 4.2

65. Resistance
 The apparatus is set up as shown.
Diagram 4.1 shows a lamp which lights up
 A fixed length of constantan wire
with normal brightness when the dimmer
with diameter 1.0 mm is connected
knob is set at its minimum value.
across point X and Y.
Diagram 4.2 shows the lamp dimmer
 The switch is closed and the when the dimmer knob is set at its
voltmeter reading and ammeter maximum value.
reading are recorded.
 The experiment is repeated with
fixed length of constantan wire of
diameter 1.5 mm, 2.0 mm, 2.5 mm
and 3.0 mm.
 The resistance of the wire is
calculated R = V/I
Diameter/mm Current/ R = V/I
A Ω
1.0
1.5
2.0
2.5
2.4

Diagram 4.1 Diagram 4.2

 FIZIKMOZAC 36

Answer Question 64 & 65 Tabulate data:

(a) Inference: Length/cm Voltage, Resistance/
The brightness of the bulb V/V R/Ω
depends on the length of 20
the wire. 30
(b) Hypothesis: 40
The longer the wire, the 50
higher the resistance. 60
(c) Aim: (vii) Analyze data:
(i) To investigate the Plot graph resistance against
relationship between the length.
length of a wire and the
resistance 66. Heat and current SPM 2007
(ii) Variables: Diagram 4.1 shows Jason taking a shower
MV: length of wire on a very cold morning. After the water
RV: resistance heater is switched on for a while, he still
FV: thickness of wire feels cold.
(iii) Apparatus: Diagram 4.2 shows that Jason no longer
Dry cells, constantan wire, feels cold after the temperature control
connecting wires, ammeter, knob on the heater is turned.
meter ruler, voltmeter and
switch.
(iv) Arrangement of apparatus:

(v) Procedure:
 Measure the length of wire l
= 30 cm.
 Turn on the switch and
adjust the rheostat so that
the ammeter reading is I =
0.5 A
 Take the reading of the
voltmeter, V.
 Calculate the resistance 67. Current and Heating
R = V/I Diagram 4.1 shows Aminah ironing her
 Repeat the experiment with school uniform. After the iron is switched
l = 30 cm, 40 cm, 50 cm and on for a while, there are still wrinkles on
60 cm. the uniform.
Diagram 4.2 shows that the wrinkles are
gone when the temperature control knob
on the iron is turned.
(vi)
 FIZIKMOZAC 37

(c)(vii) Analyze data:

Plot graph temperature of rod against
current.

68. Electromagnet
Diagram 4.1 shows an electromagnetic
lifting machine used to lift scrap metal.
Answer Question 66 & 67 Diagram 4.2 shows the observation of the
(a) Inference: machine when the current flows through
The temperature depends on current the machine is increased.
(b) Hypothesis:
The higher the current, the higher the
temperature.
(c)(i) Aim:
To investigate the relationship between
the current and temperature
(c)(ii) Variable:
manipulated :current Diagram 4.1 Diagram 4.2
responding : temperature
fixed : time /power of heating
(c)(iii) Apparatus:
Thermometer, power supply, water,
stopwatch, ammeter, heater
(c)(iv) Arrangement of apparatus:

69. Electromagnet
Diagram 4.1 and Diagram 4.2 show an
electric bell. In Diagram 4.1, when it is
connected to two batteries, the bell will
ring. In Diagram .2, when it is connected
to four batteries, the bell will ring louder.
(c)(v) Procedure: When the bell ring louder, the force
 Adjust the rheostat so the ammeter exerted on the hammer is greater.
reading I = 0.5 A.
 Measure the water temperature
 Repeat the experiment with the current,
I = 1.0 A, 1.5 A, 2.0 A and 2.5 A.
(c)(vi) Tabulate data:
Current, I /A Temperature / °C
0.5
1.0
1.5
2.0
2.5
 FIZIKMOZAC 38

Fixed: number of turns of the

coil
(iii) Apparatus:
Batteries, battery holder,
rheostat, insulated copper
wires, connecting wire,
ammeter, paper clips, nail,
retort stand

(iv) Arrangement of apparatus:

70. Electromagnet
Diagram 4 shows the telephone ear piece
which receives a varying current from the
telephone line. The permanent magnet
attracts the magnet alloy diaphragm. The
varying current in the coils of the
electromagnet changes the strength of
the magnetic field

(v) Procedure:
 The switch is turned on.
Adjust the rheostat so that
the current, I = 0.1 A
 The number of paper clips
that are attracted to the nail
is counted.
 Repeat the experiment with I
= 0.2 A, 0.3 A, 0.4 A and 0.5 A
Answer Question 68, 69, 70 (vi) Tabulate data:
(a) Inference: Current, I/A No. of clips
The strength of the attracted
electromagnet depends on the 0.1
current flow.
0.2
(b) Hypothesis:
0.3
When the current increases, the
0.4
strength of the electromagnet
0.5
increases.
(c) Aim of the experiment: (viii Analyze data:
(i) To investigate the relationship
between strength of the
electromagnet and current
(ii) Variables:
Manipulated: current
Responding: number of pins
attracted
 FIZIKMOZAC
71. Motor
Diagram 4.1 shows a model of direct
current motor. A student investigate that
affected the speed of the motor rotation
72. SPM 2008
Diagram 4.1 and Diagram 4.2 show a
mixer. In Diagram 4.1, the dial is set at
minimum current and the beaters are
spinning. In Diagram 4.2, the dial is set at
maximum current and the beaters spin
faster. When the beaters spin faster, the
force exerted on the mixture is greater.
39
73. Motor SPM 2014
Diagram 4.1 shows a table fan blades are
spinning when the speed adjusting button
is set at low current.
Diagram 4.2 shows the blades are
spinning faster when the speed adjusting
button is set at a high current. The blades
spin faster represents the greater force
produced by the motor of the fan.
Answer Question 71, 72 & 73
(a) Inference:
The rotation speed of the motor
influenced on number of battery
(b) Hypothesis:
If the current increase , then the
speed of rotation increase.
(c) Aim:
(i) To investigate the relationship
between the current and
distance/speed
 FIZIKMOZAC 40

(ii) Variables: the magnet is rotated by turning the

manipulated :current wheel. The light gets brighter when the
responding : distance of the rod wheel turns faster.
fixed :strength of magnet/ rod
mass
(iii) Apparatus:
A pair of magnadur magnet,
iron rod,batteries,ammeter,
meter ruler
(iv) Arrangement of apparatus:

75. Electromagnetic Induction

Figure 4 shows a boy cycling at night.
The bicycle’s lamp becomes brighter
when he cycles faster.
(v) Procedure:
 Adjust the rheostat so the
ammeter reading I = 0.5 A.
 Measure the distance of rod
movement .
 Repeat the experiment with
the current, I = 1.0 A, 1.5 A,
2.0 A and 2.5 A.
Answer Question 74 and 75:
(vi) Tabulate data: (a) Inference:
Current, I /A Distance of The brightness of the light
rod / cm depends on the speed of rotation
0.5 of the wheel.
1.0 (b) Hypothesis:
1.5 The greater the velocity of the
2.0 magnet in the coil wire, the
2.5 greater magnitude of the
induced current.
(vii) Analyze data: (When the height of the magnet
Plot graph distance of rod is higher, its velocity increases)
against current.
(c) Aim:
(i) To identify the relationship
74. Electromagnetic induction SPM between the velocity of the
2005 magnet and the magnitude of the
Figure 4.1 shows a cross-section of a induced current.
bicycle dynamo which has a magnet and (ii) Variables:
a coil of insulated copper wire. The MV: velocity/ height of magnet
output of the dynamo is connected to a RV: induced current
bicycle lamp. The lamp will light up when FV: no. turns of coil
 FIZIKMOZAC 41

(iii) Apparatus:
Bar magnet, a coil of cooper
wire, milammeter, meter ruler,
connecting wires
(iv) Arrangement of apparatus:

Diagram 4.1 Diagram 4.2

77. Electromagnetic induction SPM 2016

Diagram 4.1 shows a direct current
generator with less turns in the coil is
(v) Procedure: used to light a fluorescent lamp. Diagram
 The height of bar magnet is 4.2 shows another direct current
adjusted at h = 20 cm. generator with more turns in the coil is
 The bar magnet is dropped used to light the fluorescent lamp.
into the coil wire. Take the
reading of miliammeter
 The steps are repeated for h
= 30 cm, h = 40 cm, h = 50 cm
and h = 60 cm
(vi) Tabulate data:
Height / cm Current / A
20
30
40
50
60

(vii) Analyze data:

Plot graph current against
height.

76. Electromagnetic Induction

Diagram 4.1 and Diagram 4.2 show a
cross sectional of bicycle dynamo which Answer Question 77
has a magnet and a coil of insulated (a) Inference:
copper wire. The output of dynamo is The magnitude of (induced) current
connected to a bicycle lamp. When the depends on number of turns.
magnet is rotated by turning the wheel (b) Hyphotesis
with same speed, the lamp in Diagram When number of turns increases, the
4.2 is light up brighter than in Diagram (magnitude of induced) current increases
4.1. (c) Experiment
(i) Aim
 FIZIKMOZAC 42

To investigate the relationship between (vii) Analyze

number of turns and (magnitude of draw a graph I against
I N
induced) current (
(ii) Variables 78. Transformer A
Manipulated : Number of turns, N Diagram shows a step) down transformer.
Responding : Current, I A primary coil is connected to the input
Fixed : speed, v supply 240V a.c. Diagram 4.1(a) and
(iii) Apparatus diagram 4.1(b) shows a bulb that is
metre rule, ammeter, insulated copper connected to a secondary coil. It is
wire, retort stand, cardboard tube observed that the brightness of the bulb
in diagram 4.1(b) is brighter than in
(iv) Set up diagram 4.1(a).

(v) Procedures
The insulated copper wire is wound
around a cardboard tube with number of
turns, N = 20 turns.
The height of a bar magnet from the
Answer Question 78: Transformer
above of top end of the solenoid, H=
(a) Inference:
30.cm is measured
The number of turns of wire in
The bar magnet is dropped into the
the secondary coil affects the
solenoid. output voltage
The reading of the ammeter (Current), I is (b) Hypothesis:
measured. The greater the number of turns
The experiment is repeated with number of wire in the secondary coil, the
of turns, N = 40 turns, 60 turns, 80 turns greater the output voltage
and 100 turns. (c) Aim:
(i) To investigate the relationship
(vi) Tabulate between number of turns of wire
Number of turns, Induced Current, in the secondary coil and the
N I (A) output voltage
20
40 (ii) Variable:
60 Manipulated : number of turns
of wire in secondary coil, N
80
Responding : output voltage, V
100
 FIZIKMOZAC 43

Fixed: The number of turns of

wire in the primary coil

(iii) Apparatus:
Voltmeter, coil, soft iron core, au
power supply
(iv) Arrangement of apparatus:

(v) Procedure:
 100 turns of wire is wound
on the secondary coil of a
transformer.
 The switch is on and the
output voltage is measured
by using a voltmeter.
 The experiment is repeated
by winding the wire on
secondary coil with 200
turns,300 turns, 400 turns
and 500 turns.

(vi) Tabulate data:

No of turns of Output voltage
wire in /V
secondary coil
100
200
300
400
500
(vii) Analyze data:
FIZIKMOZAC
44