IGCSE Physics 0625 Paper 33, May/June 2025

Fig. 1.1 shows the speed–time graphs for two racing cars, X and Y, at the beginning of a race. Using the information on Fig. 1.1, state and explain which racing car, X or Y, has the greater acceleration between $\text{time}=2\text{ s}$ and $\text{time}=4\text{ s}$. racing car ................................. explanation ........................................................................................................................ ...........................................................................................................................................

Determine the speed of racing car Y at $\text{time}=10\text{ s}$. $\text{speed}=\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\text{ m/s}$

Determine the distance moved by racing car X from $\text{time}=0$ to $\text{time}=4.0\text{ s}$. $\text{distance}=\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\text{ m}$

Fig. 1.2 shows the directions of four forces, A, B, C and D, acting on a racing car. Force B is described as ‘the driving force’. Describe: force C ............................................................................................................................... force D ...............................................................................................................................

The racing car is decelerating along a straight horizontal track. The value of force D is $2800\text{ N}$. Suggest a value for force B. $\text{force }B=\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\text{ N}$

Calculate the mass of the heavy hammer. $\text{mass}=\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\text{ kg}$

The machine lifts the heavy hammer through $0.72\text{ m}$ vertically. Calculate the work done by the machine in lifting the heavy hammer. Include the unit. $\text{work done}=\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\text{ unit }\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}$

The heavy hammer falls onto the metal rod and pushes it into the ground. Describe the energy transfers from the heavy hammer to the metal rod. Your answer should refer to energy stores as well as transfers between energy stores.

A student determines the weight $W$ of a metal block by using a $1.5\text{ N}$ load and a uniform metre ruler. She places the centre of the uniform metre ruler on a pivot. Fig. 3.1 (not to scale) She moves the metal block and the $1.5\text{ N}$ load until the uniform metre ruler balances horizontally as shown in Fig. 3.1. Calculate the weight $W$ of the metal block. Use the principle of moments in your answer. $\text{weight }W=\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\text{ N}$

A different metal block is lying on the ground, as shown in Fig. 3.2. Fig. 3.2 (not to scale) The weight of the metal block is $890\text{ N}$. Calculate the pressure on the ground caused by the block in the position shown in Fig. 3.2. $\text{pressure}=\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}{\text{ N/m}}^2$

Complete the sentences about the kinetic particle model of matter. The movement of the particles in a gas is .......................................................................... ................................................................................................................................... .

The forces between the particles in a gas are .................................................................... ................................................................................................................................... .

The gas exerts a pressure because the moving gas particles ........................................... ................................................................................................................................... .

As the temperature of a fixed volume of gas decreases, the pressure exerted by the gas ................................................................................................................................... .

State the value, in degrees Celsius, of the lowest possible temperature. $\text{lowest possible temperature}=\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}{}^{\circ }\text{C}$

State the term used for the lowest possible temperature.

A teacher produces a water wave in a ripple tank. The wavelength of the water wave is $1.2\text{ cm}$. The speed of the water wave is $18\text{ cm/s}$. Calculate the frequency of the water wave. $\text{frequency}=\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\text{ Hz}$

Fig. 5.1 shows a ray of red light passing through a prism and emerging into the air. Fig. 5.1 State the name of the process shown in Fig. 5.1 that occurs at the boundaries between air and glass.

A ray of white light replaces the ray of red light, as shown in Fig. 5.2. The ray of white light splits into different colours. Fig. 5.2 Draw on Fig. 5.2 to show the dispersion of white light to produce a coloured spectrum on a screen. Label the red and violet (purple) parts of the spectrum.

A teacher uses the equipment shown in Fig. 6.1. Fig. 6.1 The thermometers X and Y are the same distance from the bottle. The room temperature is $20{}^{\circ }\text{C}$. The teacher pours very hot water into the bottle. After 5 minutes, the teacher observes the reading on each thermometer. The reading on thermometer X is $24{}^{\circ }\text{C}$. The reading on thermometer Y is not $24{}^{\circ }\text{C}$. Explain why the readings on the two thermometers are not the same.

Suggest a value for the reading on thermometer Y. $\text{thermometer Y reading}=\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}{}^{\circ }\text{C}$

A student demonstrates convection in a liquid. The student has a water supply and the following equipment: a candle, a glass beaker, a tripod and some coloured crystals. The coloured crystals dissolve in warm water. Fig. 6.2 Describe how the student can demonstrate convection in a liquid by using the equipment shown in Fig. 6.2. You may draw a diagram as part of your answer.

Place ticks (✓) in Table 7.1 to show the properties of sound waves and of microwaves. Table 7.1

Scientists have placed reflectors on the Moon. Scientists use the reflectors to measure the distance between the Earth and the Moon. Fig. 7.1 (not to scale) A scientist in an observatory sends a ray of red light from the observatory to the reflector on the Moon, as shown in Fig. 7.1. The ray takes a total time of $2.5\text{ s}$ to travel from the observatory to the reflector and back to the observatory. The speed of light is $3.0\times {10}^8\text{ m/s}$. Calculate the distance between the observatory and the reflector. $\text{distance}=\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\text{ m}$

State one use of ultraviolet rays.

State one harmful effect of ultraviolet rays.

Suggest why a pull cord is safer than a push switch for a fan heater in a bathroom.

Fig. 8.2 shows the electric circuit for the fan heater. Fig. 8.2 State the name for component X and for component Y. X ............................................................................................................................... Y ...............................................................................................................................

Fig. 8.3 shows the information label on the fan heater. Fig. 8.3 Calculate the current supplied to the fan heater. $\text{current}=\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\text{ A}$

Calculate the combined resistance of the two resistors in series. $\text{combined resistance}=\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{\Omega }$

The two resistors in Fig. 9.1 are connected to an ammeter and a $12\text{ V}$ battery, as shown in Fig. 9.2. Fig. 9.2 The reading on the ammeter is $0.20\text{ A}$. Calculate the potential difference (p.d.) across the $20\mathrm{\Omega }$ resistor. $\text{potential difference}=\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\text{ V}$

A student uses a voltmeter to measure the potential difference across the $20\mathrm{\Omega }$ resistor. Draw on Fig. 9.2 to show how the student connects the voltmeter. Use the correct circuit symbol for the voltmeter.

The student removes the two resistors and then connects them in parallel, as shown in Fig. 9.3. Fig. 9.3 Suggest a value for the combined resistance of the two resistors in parallel. $\text{combined resistance}=\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{\Omega }$

State the number of protons in one nucleus of radon-222. $\text{number of protons}=\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}$

Determine the number of neutrons in one nucleus of radon-222. $\text{number of neutrons}=\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}$

A sample containing $60\text{ mg}$ of radon-222 decays to $7.5\text{ mg}$ in $11.5\text{ days}$. Calculate the half-life of radon-222. $\text{half-life}=\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\mathrm{.}\text{ days}$

Radon gas is one source of background radiation. Name two other sources that make a significant contribution to background radiation. 1 ................................................................................................................................ 2 ................................................................................................................................

Complete the three missing labels on Fig. 11.1 by writing the name of each planet on its dotted line.

The Sun consists mainly of two elements. Name the two elements. ............................................................... and ...............................................................

The Sun radiates energy mainly in three regions of the electromagnetic spectrum. Ultraviolet is one of the three regions. State the name of one of the other two regions.

Scientists use the Big Bang Theory to explain the way the Universe began. State one piece of evidence that supports the Big Bang Theory.

Scientists use the accretion model to explain the formation of the Solar System. Complete the following sentences about the accretion model. In space, there are clouds of dust and ............................................................................ . The material spins around and moves closer together due to the force of ..................... . This forms an accretion ................................................................................................... .