References only, not question text. Open Official paper ↗ where Cambridge publishes the paper,
or see the official Cambridge past-papers page; for other papers, ask your
school. “Paper 42” means Paper 4, variant 2.
Practice questions
Original questions written by HomiLabs in the style of the exam, with answers and mark schemes. They are not
Cambridge past paper questions and have not been reviewed by Cambridge. Try each one before opening the answer.
Q1Graph & data analysis · Core · Paper 4 style · 5 marks
A student investigates how the resistance of a wire depends on its length l. The current I is kept at 0.50 A and the potential difference V across the wire is measured.l / cm: 20, 40, 60, 80, 100V / V: 0.42, 0.84, 1.26, 1.68, 2.10
(a)Calculate the resistance R of the wire for each length, using R = V/I.[2]
(b)State whether R is directly proportional to l. Use the data to justify your answer.[2]
(c)Predict the resistance of 75 cm of this wire.[1]
Show answer
(a) 0.84, 1.68, 2.52, 3.36, 4.20 Ω
all five correct B2; three or four correct B1
(b) Yes: doubling l (20 → 40 cm) doubles R (0.84 → 1.68 Ω); R/l is constant at 0.042 Ω/cm
B1 yes; B1 justification using two pairs or constant ratio
(c) 3.15 Ω
0.042 × 75 = 3.15 Ω B1
Q2Graph & data analysis · Core · Paper 1 style · 1 mark
(a)[1]
Show answer
(a) B y is directly proportional to x.
A straight line through the origin means y = kx, so y is directly proportional to x. C would give a curve (y × x constant).
Q3Graph & data analysis · Core · Paper 4 style · 4 marks
A uniform metre rule is pivoted at its centre. A student hangs a load at different distances d from the pivot on one side. On the other side a newton meter, attached at a fixed point, pulls vertically downwards with force F to keep the rule balanced.d / cm: 10, 20, 30, 40, 50F / N: 0.60, 1.20, 1.80, 2.40, 3.00
(a)Describe the relationship between F and d.[1]
(b)Calculate the gradient of a graph of F against d, giving the unit.[2]
(c)Use the data to predict the force needed when d = 35 cm.[1]
Show answer
(a) F is directly proportional to d
B1
(b) 0.060 N/cm
e.g. 3.0 ÷ 50 M1; = 0.060 N/cm A1
(c) 2.1 N
0.060 × 35 = 2.1 N B1
Q4Graph & data analysis · Standard · Paper 4 style · 7 marks
A student heats water in a beaker and records its temperature θ as it cools in a room.t / min: 0, 2.0, 4.0, 6.0, 8.0, 10.0θ / °C: 80, 68, 59, 52, 47, 43
(a)Calculate the temperature fall in the first 2 minutes and in the last 2 minutes.[2]
(b)Describe how the rate of cooling changes with time.[1]
(c)Estimate the temperature at 5.0 min from the data.[1]
(d)Suggest why the student stirs the water before each reading.[1]
(e)Suggest the shape of the graph of temperature against time, and the value it will approach after a very long time.[2]
Show answer
(a) 12 °C; 4 °C
80 − 68 = 12 °C B1; 47 − 43 = 4 °C B1
(b) The rate of cooling decreases as the water gets cooler (as the temperature difference with the room falls)
B1
(c) about 55 °C (accept 54–56 °C)
midway between 59 °C (4 min) and 52 °C (6 min), slightly below the straight-line value 55.5 °C because the curve bends B1
(d) So that the temperature is the same throughout the water (the thermometer reads the average temperature)
B1
(e) A curve with decreasing gradient that levels off at room temperature
B1 curve, gradient decreasing; B1 approaches room temperature
Q5Graph & data analysis · Standard · Paper 3 style · 5 marks
A student shines a ray of light into a rectangular glass block and measures the angle of refraction r for different angles of incidence i.i / °: 20, 30, 40, 50, 60, 70r / °: 13, 19, 25, 31, 35, 39
(a)Calculate sin i and sin r for i = 40°. Give your answers to 3 significant figures.[2]
(b)A graph of sin i against sin r is a straight line through the origin. The gradient is equal to the refractive index of the glass. Use your answers to (a) to estimate the refractive index.[1]
(c)State two precautions the student should take to obtain accurate angles.[2]
Show answer
(a) sin i = 0.643; sin r = 0.423
B1 0.643; B1 0.423
(b) 1.52 (about 1.5)
0.643 ÷ 0.423 = 1.52 B1
(c) Use a narrow ray of light; mark the ray with crosses far apart / view pins at their bases; draw the normal carefully with a protractor at 90°; measure angles from the normal
1 mark each for any two
Q6Graph & data analysis · Standard · Paper 4 style · 6 marks
A trolley is released from rest at the top of a slope. A student records the time t for it to travel different distances d down the slope.d / m: 0.20, 0.40, 0.60, 0.80t / s: 0.52, 0.74, 0.90, 1.04
(a)Calculate the average speed of the trolley over the distance 0.60 m.[1]
(b)The average speed increases with distance. State what this tells you about the motion of the trolley.[1]
(c)Calculate d/t² for d = 0.20 m and for d = 0.80 m. Give your answers to 2 significant figures.[2]
(d)State what your answers to (c) suggest about the acceleration of the trolley. Explain.[2]
Show answer
(a) 0.667 m/s
0.60 ÷ 0.90 = 0.667 m/s B1
(b) It is accelerating (speeding up)
B1
(c) 0.74 m/s² and 0.74 m/s²
0.20 ÷ 0.52² = 0.74 B1; 0.80 ÷ 1.04² = 0.74 B1
(d) The acceleration is (approximately) constant / uniform
B1 uniform acceleration; B1 d/t² is constant, so d ∝ t² (graph of d against t² is a straight line through the origin)
Q7Graph & data analysis · Standard · Paper 4 style · 6 marks
A student traps air in a sealed syringe and measures its pressure p as the volume V is reduced slowly.V / cm³: 40, 32, 25, 20, 16p / kPa: 100, 125, 160, 200, 250
(a)Calculate pV for the first and last readings.[2]
(b)State the relationship between p and V shown by the data.[1]
(c)Predict the pressure when the volume is 10 cm³.[1]
(d)Suggest which graph the student should plot to obtain a straight line, and state why the gas is compressed slowly.[2]
Show answer
(a) 4000 kPa cm³ for both
100 × 40 = 4000 B1; 250 × 16 = 4000 B1
(b) p is inversely proportional to V (pV = constant)
B1
(c) 400 kPa
4000 ÷ 10 = 400 kPa B1
(d) p against 1/V; slowly so the temperature of the gas stays constant
B1 p against 1/V; B1 temperature constant
Q8Graph & data analysis · Standard · Paper 1 style · 1 mark
(a)[1]
Show answer
(a) B 2.0 m/s²
Gradient = (12.0 − 2.0) ÷ (5.0 − 0) = 2.0 m/s². C uses 12.0 ÷ 5.0 and forgets that the line does not start at zero.
Q9Graph & data analysis · Challenge · Paper 4 style · 6 marks
A student measures the period T of a simple pendulum for different lengths l.l / m: 0.20, 0.40, 0.60, 0.80, 1.00T / s: 0.90, 1.27, 1.55, 1.80, 2.01
(a)Calculate T² for the lengths 0.60 m and 1.00 m. Give your answers to 3 significant figures.[2]
(b)A graph of T² (y-axis) against l (x-axis) is a straight line through the origin. Calculate its gradient using the first and last points, and give its unit.[2]
(c)The theory of the pendulum gives g = 4π² ÷ gradient. Calculate a value for g.[1]
(d)State what feature of the graph shows that T² is directly proportional to l.[1]
(d) It is a straight line passing through the origin
B1
Q10Graph & data analysis · Challenge · Paper 4 style · 6 marks
A thermistor is placed in a water bath and its resistance R is measured at different temperatures θ.θ / °C: 20, 30, 40, 50, 60, 70R / kΩ: 12.5, 8.0, 5.3, 3.6, 2.5, 1.8
(a)Describe how the resistance of the thermistor changes as its temperature increases.[2]
(b)Estimate the temperature at which the resistance is 4.4 kΩ.[2]
(c)Explain why using the data to predict the resistance at 100 °C would be unreliable.[1]
(d)Suggest one change to the experiment to improve the estimate in (b).[1]
Show answer
(a) Resistance decreases; it falls quickly at first and then more slowly (not linear, not inversely proportional)
B1 decreases; B1 rate of decrease gets smaller
(b) about 45 °C (accept 43–46 °C)
value lies between 40 °C (5.3 kΩ) and 50 °C (3.6 kΩ) M1; straight-line estimate 45.3 °C, the curve gives slightly less A1
(c) It requires extrapolation beyond the measured range; the curve may change shape
B1
(d) Take more readings between 40 °C and 50 °C (smaller temperature intervals)
B1
Q11Graph & data analysis · Challenge · Paper 3 style · 6 marks
A student times a ball rolling down a long ramp five times. The results are:15.2 s, 15.4 s, 17.9 s, 15.3 s, 15.1 s
(a)Identify the anomalous result. Explain how you decided.[2]
(b)Calculate the mean time, ignoring the anomalous result. Give your answer to an appropriate number of significant figures.[2]
(c)Suggest one possible cause of the anomalous result.[1]
(d)The student wrote the column heading as 'time'. Write a correct heading.[1]
Show answer
(a) 17.9 s
B1 17.9 s; B1 it is much larger than the other four readings, which agree within 0.3 s
(b) 15.3 s
(15.2 + 15.4 + 15.3 + 15.1) ÷ 4 = 15.25 M1; 15.3 s (3 s.f., same precision as the readings) A1
(c) e.g. the stopwatch was stopped late (reaction time); the ball was given a push or released from a different point; the ball hit an obstacle or rolled off line
B1
(d) time / s (or t / s)
B1 quantity and unit
Q12Measurement technique & precision · Core · Paper 1 style · 1 mark
(a)The end of a wooden metre rule is worn, so a student places a pencil with one end at the 1.0 cm mark. The other end of the pencil is at the 15.6 cm mark. What is the length of the pencil?[1]
Show answer
(a) B 14.6 cm
Length = 15.6 − 1.0 = 14.6 cm. C ignores the starting mark.
Q13Measurement technique & precision · Core · Paper 3 style · 4 marks
A student times 20 complete oscillations of a pendulum three times: 28.4 s, 28.6 s, 28.5 s.
(a)Calculate the mean time for 20 oscillations.[1]
(b)Calculate the period of the pendulum.[1]
(c)Explain why the student timed 20 oscillations rather than one.[1]
(d)Suggest one technique to help the student start and stop the stopwatch at the right moment.[1]
Show answer
(a) 28.5 s
(28.4 + 28.6 + 28.5) ÷ 3 = 28.5 s B1
(b) 1.43 s
28.5 ÷ 20 = 1.425 ≈ 1.43 s B1
(c) The reaction time error is spread over many oscillations, so the percentage uncertainty in the period is smaller
B1
(d) Use a fiducial (reference) mark at the centre of the swing and time as the bob passes it
B1
Q14Measurement technique & precision · Core · Paper 4 style · 4 marks
(a)A student places a ball between two wooden blocks on a bench, with a ruler lying alongside. The inner faces of the blocks are at the 3.2 cm and 8.9 cm marks. Calculate the diameter of the ball.[1]
(b)Explain why the blocks help the student to measure the diameter accurately.[1]
(c)Suggest how the student could check that the ball is a perfect sphere and obtain a more reliable result.[2]
Show answer
(a) 5.7 cm
8.9 − 3.2 = 5.7 cm B1
(b) They mark the edges of the ball exactly, so the curved edges are not judged by eye (avoids parallax)
B1
(c) Rotate the ball and repeat the measurement in different orientations; calculate the mean
B1 repeat at different orientations; B1 take an average
Q15Measurement technique & precision · Standard · Paper 4 style · 6 marks
A student puts water in a measuring cylinder and reads 36.0 cm³. She gently lowers five identical glass marbles into the water and the reading becomes 48.5 cm³.
(a)Describe how the student should read the measuring cylinder to avoid parallax error.[2]
(b)Calculate the volume of one marble.[1]
(c)The five marbles have a total mass of 31.0 g. Calculate the density of the glass.[2]
(d)Explain why the student used five marbles rather than one.[1]
Show answer
(a) Eye level with the liquid surface; read the bottom of the meniscus
B1 eye level / line of sight perpendicular to scale; B1 bottom of meniscus
(b) 2.5 cm³
(48.5 − 36.0) ÷ 5 = 2.5 cm³ B1
(c) 2.48 g/cm³
ρ = 31.0 ÷ 12.5 M1; = 2.48 g/cm³ A1
(d) A larger volume change gives a smaller percentage uncertainty in the reading
B1
Q16Measurement technique & precision · Standard · Paper 4 style · 6 marks
(a)Before switching on, a student notices the ammeter reads 0.04 A. State the name of this type of error.[1]
(b)With the circuit switched on, the ammeter reads 0.56 A. State the actual current.[1]
(c)The voltmeter across the resistor reads 3.1 V. Calculate the resistance using the corrected current.[2]
(d)Calculate the percentage error that would have been made if the zero error had been ignored.[2]
Q17Measurement technique & precision · Standard · Paper 3 style · 5 marks
A student measures the time for a ball to roll 1.00 m along a level floor, using a stopwatch. The times are 1.82 s, 1.79 s and 1.85 s.
(a)Calculate the mean time and hence the average speed of the ball.[2]
(b)Explain why the times are given to 0.01 s even though the student's reaction time is about 0.2 s.[1]
(c)Suggest a better way of measuring the time and explain why it is better.[2]
Show answer
(a) 1.82 s; 0.55 m/s
mean = (1.82 + 1.79 + 1.85) ÷ 3 = 1.82 s M1; v = 1.00 ÷ 1.82 = 0.55 m/s A1
(b) The stopwatch displays to 0.01 s, but the readings are only reliable to about 0.1–0.2 s because of reaction time
B1
(c) Use light gates connected to a data logger / electronic timer; removes human reaction time error
B1 light gates; B1 no reaction time
Q18Measurement technique & precision · Standard · Paper 1 style · 1 mark
(a)[1]
Show answer
(a) B 45.2 cm
The smallest division is 1 mm = 0.1 cm, so the reading should be given to 0.1 cm. C claims a precision of 0.01 cm (0.1 mm), which the rule cannot give.
Q19Measurement technique & precision · Standard · Paper 4 style · 4 marks
(a)A student needs the mass of one paper clip but the balance reads only to 0.1 g. She places 50 identical clips on the balance and it reads 23.5 g. Calculate the mass of one clip.[1]
(b)Explain why this method is better than weighing one clip.[1]
(c)The student then measures the length of a spring hanging next to a vertical metre rule. Describe two ways she can make this length reading accurate.[2]
Show answer
(a) 0.47 g
23.5 ÷ 50 = 0.47 g B1
(b) One clip (about 0.5 g) would have a very large percentage uncertainty with a 0.1 g balance; 50 clips reduce it
B1
(c) Make sure the rule is vertical (use a set square); read with eye level with the end of the spring (avoid parallax); use a pointer fixed to the spring
1 mark each for any two
Q20Measurement technique & precision · Challenge · Paper 3 style · 6 marks
A student heats a metal block with an electric heater placed in one hole of the block. A thermometer is placed in a second hole.
(a)The thermometer used has a scale marked every 1 °C. State the smallest change in temperature that can reasonably be read from it.[1]
(b)The temperature rises from 24.0 °C to 36.0 °C. The uncertainty in the temperature rise is ±0.5 °C. Calculate the percentage uncertainty in the temperature rise.[2]
(c)Suggest two ways of reducing this percentage uncertainty.[2]
(d)State why the student should wait a short time after switching off the heater before taking the final reading.[1]
Show answer
(a) 0.5 °C
B1 half a division
(b) 4.2 %
rise = 12.0 °C C1; 0.5 ÷ 12.0 × 100 = 4.2 % A1
(c) Use a thermometer with a finer scale (e.g. 0.1 °C digital); make the temperature rise larger (heat for longer)
B1 each
(d) Thermal energy is still spreading through the block / thermometer needs time to reach the same temperature
B1
Q21Measurement technique & precision · Challenge · Paper 4 style · 6 marks
(a)A student winds 25 turns of copper wire tightly around a pencil with no gaps. The coil is 3.0 cm long. Calculate the diameter of the wire in mm.[2]
(b)Calculate the cross-sectional area of the wire in m².[2]
(c)Explain why winding many turns gives a more accurate value than measuring one thickness of wire with a ruler.[1]
(d)State one possible source of error in this method.[1]
Show answer
(a) 1.2 mm
3.0 cm ÷ 25 = 0.12 cm M1; = 1.2 mm A1
(b) 1.13 × 10⁻⁶ m²
radius = 0.60 mm = 6.0 × 10⁻⁴ m C1; A = π × (6.0 × 10⁻⁴)² = 1.13 × 10⁻⁶ m² A1
(c) The total length is much larger than the smallest ruler division, so the percentage uncertainty is much smaller
B1
(d) Gaps between turns / turns overlapping / wire not wound tightly
B1
Q22Experimental planning & evaluation · Core · Paper 4 style · 5 marks
(a)A student investigates how the length of a pendulum affects its period. State two variables that should be kept constant.[2]
(b)Suggest a suitable range and number of lengths to use.[1]
(c)Explain why the amplitude should be kept small.[1]
(d)State how the student should measure the length of the pendulum.[1]
Show answer
(a) Mass of the bob; amplitude (angle of release); same string / clamp arrangement
1 mark each for any two
(b) e.g. at least five lengths between 0.20 m and 1.00 m
B1 five or more values over a wide range
(c) The period is only independent of amplitude for small angles; large swings also make timing harder
B1
(d) From the point of suspension to the centre of the bob
B1
Q23Experimental planning & evaluation · Core · Paper 4 style · 4 marks
(a)A student finds the focal length of a converging lens by forming a sharp image of a distant window on a screen. She records the lens-to-screen distance three times: 14.8 cm, 15.4 cm and 15.1 cm. Calculate the mean focal length.[1]
(b)Explain why the readings are different even though the same lens is used.[1]
(c)Suggest a technique to find the position of the sharpest image more precisely.[1]
(d)State why the object must be distant.[1]
Show answer
(a) 15.1 cm
(14.8 + 15.4 + 15.1) ÷ 3 = 15.1 cm B1
(b) It is difficult to judge exactly where the image is sharpest
B1
(c) Move the screen back and forth through the sharp position and take the midpoint of the two positions where the image just begins to blur
B1
(d) Light from a distant object arrives parallel, so the image forms at the principal focus
B1
Q24Experimental planning & evaluation · Standard · Paper 4 style · 6 marks
(a)A student drops a tennis ball from different heights and measures how high it bounces. Identify the independent variable, the dependent variable and two control variables.[3]
(b)The student finds it hard to judge the top of the bounce. Suggest an improvement.[1]
(c)Explain why the student should repeat each drop several times.[1]
(d)Suggest why the bounce height is always less than the drop height.[1]
Show answer
(a) Independent: drop height; dependent: bounce height; controls: same ball, same surface, ball dropped not thrown, same temperature
B1 independent; B1 dependent; B1 two control variables
(b) Film the bounce against a metre rule with a video camera (or phone) and play back frame by frame
B1
(c) To identify anomalous results and calculate a reliable average
B1
(d) Some kinetic energy is transferred to thermal energy and sound in the impact (and against air resistance)
B1
Q25Experimental planning & evaluation · Standard · Paper 4 style · 5 marks
A student loads a spring and records its extension.Load / N: 0, 1.0, 2.0, 3.0, 4.0, 5.0Extension / cm: 0, 1.5, 3.0, 4.5, 6.0, 8.1
(a)Calculate the increase in extension for each 1.0 N step.[2]
(b)Student X concludes: 'The extension is directly proportional to the load.' Explain whether the data support this conclusion.[2]
(c)Suggest how the student could check that the spring has not been permanently stretched.[1]
Show answer
(a) 1.5, 1.5, 1.5, 1.5, 2.1 cm
all five correct B2; three or four B1
(b) Only up to 4.0 N: the extension increases by equal steps of 1.5 cm up to 4.0 N, but by 2.1 cm from 4.0 N to 5.0 N, so the limit of proportionality has been passed
B1 only partly / up to 4.0 N; B1 justification with numbers (equal 1.5 cm steps, then 2.1 cm)
(c) Remove the loads and check whether it returns to its original length
B1
Q26Experimental planning & evaluation · Standard · Paper 4 style · 6 marks
A student heats a 1.0 kg aluminium block with a 50 W electric heater for 300 s. The temperature rises from 21.0 °C to 37.5 °C.
(a)Calculate the specific heat capacity of aluminium from these results, using c = E ÷ (m × Δθ) where E = power × time.[3]
(b)The accepted value is about 900 J/(kg °C). Suggest one reason why the experimental value is higher.[1]
(b) Some thermal energy is lost to the surroundings, so the temperature rise is smaller than it should be
B1
(c) Wrap the block in insulation; put oil in the thermometer hole for good thermal contact; use a joulemeter to measure energy directly; record the highest temperature reached after switching off
1 mark each for any two
Q27Experimental planning & evaluation · Challenge · Paper 3 style · 6 marks
(a)Plan an experiment to investigate how the resistance of a metal wire depends on its length. You are given a power supply, a reel of resistance wire, an ammeter, a voltmeter, a metre rule, crocodile clips and connecting leads. In your plan you should: draw up (describe) the circuit; explain how you would take measurements; state the variables to control; explain how you would use your results to reach a conclusion.[6]
Show answer
(a) Ammeter in series and voltmeter across the chosen length of wire; vary length (e.g. 20–100 cm) with crocodile clips; R = V/I; same wire, small current; repeat; plot R against l (straight line through origin if R ∝ l)
1 mark each for any six of: ammeter in series with the wire and voltmeter in parallel across the length being tested; tape the wire along the metre rule and connect with crocodile clips at chosen lengths; measure the length between the clips; record V and I and calculate R = V/I; use at least five different lengths, e.g. 20 cm to 100 cm; repeat and average; keep the same wire (material and thickness/diameter); keep current small / switch off between readings so temperature stays constant; plot R against length; straight line through origin shows R ∝ l
Q28Experimental planning & evaluation · Challenge · Paper 3 style · 6 marks
(a)Plan an experiment to investigate how the thickness of insulation around a beaker affects the rate at which hot water in it cools. Include: the apparatus you would use; the measurements you would make; the variables you would control; how you would present and analyse the results.[6]
Show answer
(a) Vary the number of layers of insulation; same volume and starting temperature of water, same beaker and room, lid on; record temperature fall in a fixed time; repeat; plot fall against thickness
1 mark each for any six of: beaker, thermometer (or temperature sensor), stopwatch, kettle, layers of identical insulating material (e.g. cotton wool or felt); vary thickness / number of layers (e.g. 0 to 4 layers); same volume of water and same starting temperature each time; same beaker, same room, add a lid in every case; record temperature at regular intervals (e.g. every minute for 10 minutes) or the fall in temperature in a fixed time; stir before reading, read at eye level; repeat each thickness; plot temperature fall in 10 minutes against thickness (or cooling curves); conclusion: thicker insulation gives slower cooling
Q29Experimental planning & evaluation · Challenge · Paper 3 style · 6 marks
(a)Plan an experiment to investigate how the angle of a ramp affects the speed of a trolley at the bottom of the ramp. Include the apparatus, the measurements and how you would calculate the speed, the variables you would control, and how you would analyse the results.[6]
Show answer
(a) Vary ramp angle; release trolley from rest at the same point; light gate measures time for a card to pass, speed = card length ÷ time; same trolley and surface; repeat; plot speed against angle
1 mark each for any six of: ramp, trolley, protractor (or measure height and length), light gate(s) with data logger or a stopwatch and metre rule; vary the angle, e.g. 5° to 30° in 5° steps; release trolley from rest from the same point/same distance along the ramp each time (do not push); measure time for a card of known length to pass a light gate at the bottom; speed = card length ÷ time; same trolley / same mass; same ramp surface; repeat each angle and average; plot speed against angle; describe the trend
Q30Experimental planning & evaluation · Challenge · Paper 3 style · 6 marks
(a)Plan an experiment to investigate how the number of turns on the coil of an electromagnet affects its strength. Include the apparatus, how you would vary and measure the variables, the variables you would keep constant, safety, and how you would present your results.[6]
Show answer
(a) Vary number of turns (e.g. 10–50) on a soft-iron core; keep current constant with ammeter and variable resistor; count identical paper clips lifted; repeat; switch off between readings; plot clips against turns
1 mark each for any six of: iron nail (soft iron core), insulated copper wire, power supply / cell, ammeter, variable resistor, small identical paper clips or steel pins; vary number of turns, e.g. 10, 20, 30, 40, 50; measure strength as the number of paper clips lifted (or mass of clips held); keep the current the same using the ammeter and variable resistor; same core, same size clips; repeat and average; switch off between readings because the wire gets hot; plot number of clips against number of turns and describe the trend
Similar questions
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References only: find each question in its paper (official link where available, otherwise through your school).
Graph & data analysisBanker50 questions · 9/9 sessions
