Consequences of thermal energy transfer: past paper questions
Real questions on consequences of thermal energy transfer
The newest 20 of 66 written questions. Open one to see it on the real paper.
- 0625/42 · May/June 2026 · Q5a[3]
On a hot day, a student wets his skin with cold water. The water on the student’s skin evaporates. Explain, in terms of particles, why the student’s skin temperature decreases.
See it on the paper → - 0625/42 · May/June 2026 · Q5b[2]
Figure 5.1 shows wet clothes on a line in the open air. Figure 5.1 Water evaporates from the clothes. State two factors which affect the rate of evaporation of the water.
See it on the paper → - 0625/62 · May/June 2026 · Q2b(ii)[1]
Calculate the rate of temperature increase of each card. Use the equation: rate of temperature increase = Δθ . t Give your answers to 2 significant figures. Include the unit in your answer. rate of temperature increase of white card = unit
See it on the paper → - 0625/62 · May/June 2026 · Q2c[1]
Write a conclusion which compares the rates of temperature increase of the two different coloured cards. Justify your answer using your values from 2(b)(ii).
See it on the paper → - 0625/62 · May/June 2026 · Q2d(i)[1]
Suggest why the procedure does not produce a fair comparison. (i)
See it on the paper → - 0625/62 · May/June 2026 · Q2d(ii)[1]
State why your conclusion in 2(c) would be the same, even if the comparison were fair.
See it on the paper → - 0625/62 · February/March 2026 · Q4[1]
A student investigates the rate of cooling of hot water in a container which has a lid. Plan an experiment which enables the student to investigate the effect of different starting temperatures on the rate of cooling. The apparatus available includes: • • • • a beaker a measuring cylinder a supply of hot water a lid In...
See it on the paper → - 0625/43 · October/November 2025 · Q5d[2]
The Earth’s surface absorbs incoming radiation from the Sun and also emits thermal radiation from its surface. Over the past 50 years, scientists estimate that the average temperature of the Earth’s surface has increased by approximately 0.75 °C. Explain what is causing this average temperature rise.
See it on the paper → - 0625/42 · May/June 2025 · Q4a(i)[3]
State which container has the larger temperature change over the first 5 minutes. Explain your answer.
See it on the paper → - 0625/42 · May/June 2025 · Q4a(ii)[1]
After 30 minutes, the temperature of the water in container A remains constant. State, in terms of energy transfers, why the temperature remains constant. (ii)
See it on the paper → - 0625/42 · May/June 2025 · Q4a(iii)[1]
The experiment is repeated without the lids on the containers. State the name of the additional method of energy transfer that occurs. (iii)
See it on the paper → - 0625/62 · February/March 2025 · Q2c[1]
Write a conclusion stating whether the insulation affects the rate of cooling of the water. Justify your answer by referring to values from the results.
See it on the paper → - 0625/62 · February/March 2025 · Q2d(i)[1]
Calculate the average cooling rate x 1 during the first half of the experiment for the water in beaker B. Use the readings for beaker B from Table 2.1 and the equation: x 1 = θ 0 – θ 90 , T where T = 90 s and θ 0 and θ 90 are the temperatures of the water in beaker B at times t = 0 and t = 90 s. x 1 = Include the unit.
See it on the paper → - 0625/62 · February/March 2025 · Q2d(ii)[1]
Calculate the average cooling rate x 2 during the second half of the experiment for the water in beaker B. Use the readings for beaker B from Table 2.1 and the equation: x 2 = θ 90 – θ 180 , T Include the unit. x 2 = where T = 90 s and θ 90 and θ 180 are the temperatures of the water in beaker B at t = 90 s and t = 180...
See it on the paper → - 0625/62 · February/March 2025 · Q2e[1]
A student suggests that, for this type of experiment, the temperature of the water in each beaker at time t = 0 must be the same for the comparison to be fair. Use your answers from (d)(i) and (d)(ii) to explain whether this is necessary.
See it on the paper → - 0625/62 · February/March 2025 · Q2f(i)[1]
A student wants to eliminate, from the comparison, any thermal energy lost from the surface of the water. Suggest a change to the equipment which will do that.
See it on the paper → - 0625/62 · February/March 2025 · Q2f(ii)[1]
Suggest what effect this change will have on the cooling rates of the water in beaker A and beaker B.
See it on the paper → - 0625/63 · October/November 2024 · Q1c[1]
Write a conclusion describing the effect of changing the size of the beaker on the rate of cooling of the hot water. Justify your answer by reference to values from the results.
See it on the paper → - 0625/63 · October/November 2024 · Q1d[1]
Students in other schools do the same experiment using identical apparatus. State one variable that they need to control in order to obtain readings as close as possible to the readings in Table 1.1.
See it on the paper → - 0625/63 · October/November 2024 · Q1e[2]
Calculate the average cooling rate x for beaker B. Use the readings for beaker B in Table 1.1 and the equation x = θ 0 – θ 180 T where T = 180 s and θ 0 and θ 180 are the temperatures of the water in beaker B at t = 0 and t = 180 s. Include the unit for the cooling rate. x =
See it on the paper →
What examiners said
Comprehensive responses • MP1 Most candidates stated that a stopwatch and a thermometer were needed. Often this was in a dedicated statement and was the first statement a candidate wrote. • MP2 Candidates could either refer to measuring the starting temperature and the temperature after a given time, or the starting temperature and the time taken to drop to a particular temperature. • MP3 Most can...
— Examiner report, February/March 2026, 0625/62 Q4 (Cambridge)
Only the strongest candidates realised that the dull black surface of container A made it a good emitter of infrared radiation or thermal energy. Many candidates correctly chose container A and then explained why by stating that dull black surfaces are good absorbers of radiation. In some cases, candidates had not read the question carefully enough and ignored the word ‘change’ after ‘temperature’...
— Examiner report, May/June 2025, 0625/42 Q4(a)(i) (Cambridge)
A small minority of candidates recognised that the rate of transfer of energy from the container was equal to the rate of transfer of energy to the container or that there was no net energy transfer. Weaker answers that were insufficient for credit included statements of no energy or simply stated that there was thermal equilibrium.
— Examiner report, May/June 2025, 0625/42 Q4(a)(ii) (Cambridge)
Past papers, syllabus and examiner reports © UCLES (Cambridge University Press & Assessment). Questions are matched to topics from the official syllabus. AssessPro is independent and not endorsed by Cambridge.